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English first additional language

English in town

Educator section

Memorandum

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.

This module contains much repetition of words relating to size and colour.

Let the learners copy the sentences to the best of their ability. Do not at this stage strive for perfection. It is more important for them to listen and repeat what is being written.

The poem “Time for tea” in three parts introduces the characters the worm, the frog and the mouse and lends itself to acting out the story with the correct forms of greeting. Learners will like to recite the poem on page 32 with the educator as it reflects the noises of the city.

Integration of themes

  • Human rights

Public transport should be in place to convey workers to and from work.

  • A healthy environment

Discuss air pollution (traffic).

The poems, which are included in this module, give learners the oppor-tunity to practise forms of greeting, e.g. good morning, good afternoon and good evening.

When learners have listened to the poems several times and they begin to say them with the educator, they can be divided into two groups, one group being the owl and the other the worm. When the learners know the words of all three poems, they can be divided into four groups, one group being the owl and the others the worm, the frog and the mouse.

Later individual learners can act out the poems saying the words themselves.

The words that were introduced in Modules 1 to 3 for Grade 1 are revised in this module. The educator is reminded that a listening period must precede the “reading” of the pages. The more practice the learners get in listening and pointing to the words while the educator reads the words, the sooner they will recognise individual words. Give learners the opportunity to enjoy the repetition of the phrases and the words.

New words introduced in this module are found on “My Dictionary Page”. The educator can write them on flash cards. Learners can then play games with these words.

Leaner section

Content

  • Listen.

We saw many aeroplanes in town.

  • Draw the aeroplanes.
LO 1.3 LO 5.5
  • Read.

There were big aeroplanes with white wings.

There were big aeroplanes with red wings.

There were small aeroplanes with blue wings.

There were small aeroplanes with yellow wings.

There were high aeroplanes with wide wings.

There were low aeroplanes with narrow wings.

There were many aeroplanes in town.

“I like aeroplanes,” said the mouse.

“I can fly in aeroplanes.”

So the mouse flew in an aeroplane.

  • Draw the mouse in an aeroplane.
LO 3.1.3 LO 5.5 LO 6.5 LO 6.7
  • Listen.
  • Read.
  • Draw . . . . .

the worm in the train,

the frog on the train,

the mouse under the train.

  • Draw . . . . .

the frog in the bus,

the mouse on the bus,

the worm under the bus.

  • Draw . . . . . .

the mouse in the aeroplane,

the worm on the aeroplane,

the frog under the aeroplane.

LO 1.1.3 LO 6.9
  • Listen.
  • Read and draw.

We saw many . . . . . .

boys on bicycles,

girls on bicycles,

men on bicycles,

women on bicycles.

  • We saw many bicycles in town.
  • Let’s count the bicycles in English. 1, 2, 3, 4, 5, 6, 7, 8, 9, 10one, two, three, four, five, six, seven, eight, nine, ten.
  • Let’s count the bicycles in Afrikaans. 1, 2, 3, 4, 5, 6, 7, 8, 9, 10een, twee, drie, vier, vyf, ses, sewe, ag, nege, tien.

“We can speak English” said the worm, the frog and the mouse.

  • Can you speak English?

Yes or No

  • Draw yourself here.
LO 1.1.5 LO 5.1.2

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 1.3: We know this when the learner understands simple oral instructions by responding physically.

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 uses pictures to understand written texts:

3.1.3 uses illustrations to understand simple captions;

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 5.1: We know this when the learner understands concepts and vocabulary relating to:

5.1.2 number;

Assessment Standard 5.5: We know this when the learner understands and uses some mathematical language.

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 6.5: We know this when the learner understands some modals in oral texts;

Assessment Standard 6.7: We know this when the learner understands plurals or nouns in oral texts;

Assessment Standard 6.9: We know this when the learner understands some prepositions in oral texts.

Questions & Answers

what does nano mean?
Anassong Reply
nano basically means 10^(-9). nanometer is a unit to measure length.
Bharti
do you think it's worthwhile in the long term to study the effects and possibilities of nanotechnology on viral treatment?
Damian Reply
absolutely yes
Daniel
how to know photocatalytic properties of tio2 nanoparticles...what to do now
Akash Reply
it is a goid question and i want to know the answer as well
Maciej
characteristics of micro business
Abigail
for teaching engĺish at school how nano technology help us
Anassong
Do somebody tell me a best nano engineering book for beginners?
s. Reply
what is fullerene does it is used to make bukky balls
Devang Reply
are you nano engineer ?
s.
fullerene is a bucky ball aka Carbon 60 molecule. It was name by the architect Fuller. He design the geodesic dome. it resembles a soccer ball.
Tarell
what is the actual application of fullerenes nowadays?
Damian
That is a great question Damian. best way to answer that question is to Google it. there are hundreds of applications for buck minister fullerenes, from medical to aerospace. you can also find plenty of research papers that will give you great detail on the potential applications of fullerenes.
Tarell
what is the Synthesis, properties,and applications of carbon nano chemistry
Abhijith Reply
Mostly, they use nano carbon for electronics and for materials to be strengthened.
Virgil
is Bucky paper clear?
CYNTHIA
so some one know about replacing silicon atom with phosphorous in semiconductors device?
s. Reply
Yeah, it is a pain to say the least. You basically have to heat the substarte up to around 1000 degrees celcius then pass phosphene gas over top of it, which is explosive and toxic by the way, under very low pressure.
Harper
Do you know which machine is used to that process?
s.
how to fabricate graphene ink ?
SUYASH Reply
for screen printed electrodes ?
SUYASH
What is lattice structure?
s. Reply
of graphene you mean?
Ebrahim
or in general
Ebrahim
in general
s.
Graphene has a hexagonal structure
tahir
On having this app for quite a bit time, Haven't realised there's a chat room in it.
Cied
what is biological synthesis of nanoparticles
Sanket Reply
what's the easiest and fastest way to the synthesize AgNP?
Damian Reply
China
Cied
types of nano material
abeetha Reply
I start with an easy one. carbon nanotubes woven into a long filament like a string
Porter
many many of nanotubes
Porter
what is the k.e before it land
Yasmin
what is the function of carbon nanotubes?
Cesar
I'm interested in nanotube
Uday
what is nanomaterials​ and their applications of sensors.
Ramkumar Reply
what is nano technology
Sravani Reply
what is system testing?
AMJAD
preparation of nanomaterial
Victor Reply
how to synthesize TiO2 nanoparticles by chemical methods
Zubear
how did you get the value of 2000N.What calculations are needed to arrive at it
Smarajit Reply
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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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