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English first additional language

English with mummies

Educator section

Memorandum

Introduction

The topics chosen for the modules in Grade 1 are all related to stories which reflect the learners’ experience in the world in which they are growing up. They are relevant to both boys and girls.

Much depends on the number of times the learners hear the stories and rhymes and the provision made for the repetition of the vocabulary introduced. At first this is done classically. As the learners become more familiar with English they can communicate with a friend. Eventually they will want to tell the teacher and answer questions about the texts.

The educators must keep in mind that there may be many/some learners in the class who are still only at the listening stage, but with the necessary encouragement and praise they will soon join in and begin speaking in English.

Time scheduled for the modules 1 to 8

It is suggested that the average learners complete all eight modules during the year, finishing ± two modules per term.

Allow the slower learners to proceed at their own pace when doing the written activities but expose them to all the listening and speaking activities with the class.

The quick learners can be extended and given more tasks and activities to complete.

The emphasis falls on Mum; her jobs and occupation.

The topic is extended to “mothers in nature” with short rhymes questions to answer and illustrations to be made. A twirly-whirly rainbow snake with a story to be read, is coloured in and exhibited in the classroom.

Integration of themes

  • Human rights and a Healthy environment

The focus is on the role of the mother in the home; as provider, protector and role model. Discuss: How can we help Mom to keep our home clean, tidy and organised?

Leaner section

Content

  • Complete the sentences.
  • Draw the pictures.

My Mummy bakes a .....................................................................................................

(clothes, cake, book)

My Mummy reads a ........................................................................................................

(cake, house, book)

My Mummy cleans the ...................................................................................................

(book, house, clothes)

My Mummy washes my ..................................................................................................

(book, cake, clothes)

LO 1.1.5 LO 4.2
  • Listen and read.
  • Draw the pictures.

My mummy likes . . . .

to go shopping.

to cook food.

to make pancakes.

to pick flowers.

to drive a car.

to eat cake.

LO 1.2 LO 1.3 LO 3.1 LO 6.2
  • Look at the pictures.
  • Read the words.
  • Use each word in a sentence.
  • Colour in the pictures.
  • Cut out the pictures.
  • Sort them into things found in the

bedroom; bathroom; kitchen

  • Paste them into the right rooms on the next page.
bed toothbrush kettle
cup blanket cupboard
towel food bath
table slippers tap
LO 1.3 LO 3.1 LO 5.3.3

The bedroom

The bathroom

The kitchen

LO 5.3.1

Assessment

Learning Outcome 1: LISTENING : The learner is able to listen for information and enjoyment and respond appropriately and critically in a wider range of situations.

Assessment Standard 1.1: We know this when the learner understands short, simple stories:

1.1.5 answers simple literal ‘yes/no’ and open questions with one-word answers;

Assessment Standard 1.2: We know this when the learner understands simple descriptions;

Assessment Standard 1.3: We know this when the learner draws a picture of the story;

Learning Outcome 3: READING AND VIEWING : The learner is able to read and view for information and enjoyment and respond critically to the aesthetic, cultural and emotional values in texts.

Assessment Standard 3.1: We know this when the learner use pictures to understand written texts:

Learning Outcome 4: WRITING : The learner is able to write different kinds of factual and imaginative texts for a wide range of purposes.

Assessment Standard 4.2: We know this when the learner uses familiar words to complete sentence frames.

Learning Outcome 5: THINKING AND REASONING : The learner is able to use language to think and reason, and access, process and use information for learning.

Assessment Standard 5.3: We know this when the learner uses language for thinking;

5.3.1 identifies similarities and differences;

5.3.3 classifies things;

Learning Outcome 6: GRAMMAR AND VOCABULARY : The learner knows and is able to use the sounds, vocabulary and grammar of the language to create and interpret texts.

Assessment Standard 6.2: We know this when the learner understands simple sentences in oral texts.

Questions & Answers

a perfect square v²+2v+_
Dearan Reply
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Abdirahman Reply
algebra 2 Inequalities:If equation 2 = 0 it is an open set?
Kim Reply
or infinite solutions?
Kim
y=10×
Embra Reply
if |A| not equal to 0 and order of A is n prove that adj (adj A = |A|
Nancy Reply
rolling four fair dice and getting an even number an all four dice
ramon Reply
Kristine 2*2*2=8
Bridget Reply
Differences Between Laspeyres and Paasche Indices
Emedobi Reply
No. 7x -4y is simplified from 4x + (3y + 3x) -7y
Mary Reply
is it 3×y ?
Joan Reply
J, combine like terms 7x-4y
Bridget Reply
im not good at math so would this help me
Rachael Reply
how did I we'll learn this
Noor Reply
f(x)= 2|x+5| find f(-6)
Prince Reply
f(n)= 2n + 1
Samantha Reply
Need to simplify the expresin. 3/7 (x+y)-1/7 (x-1)=
Crystal Reply
. After 3 months on a diet, Lisa had lost 12% of her original weight. She lost 21 pounds. What was Lisa's original weight?
Chris Reply
preparation of nanomaterial
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Yes, Nanotechnology has a very fast field of applications and their is always something new to do with it...
Himanshu Reply
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Prasenjit Reply
At high concentrations (>0.01 M), the relation between absorptivity coefficient and absorbance is no longer linear. This is due to the electrostatic interactions between the quantum dots in close proximity. If the concentration of the solution is high, another effect that is seen is the scattering of light from the large number of quantum dots. This assumption only works at low concentrations of the analyte. Presence of stray light.
Ali Reply
the Beer law works very well for dilute solutions but fails for very high concentrations. why?
bamidele Reply
how did you get the value of 2000N.What calculations are needed to arrive at it
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Source:  OpenStax, English first additional language grade 1. OpenStax CNX. Sep 22, 2009 Download for free at http://cnx.org/content/col11116/1.1
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