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In Grade 2 the learners will build new experiences in the additional language on those learnt in Grade 1 as well as those learnt in their Home Language. They will continue to need many listening and speaking opportunities so as to develop their reading and writing skills in Grade 2.
A wide vocabulary is very important. The ICS modules for Grade 2 provide opportunities for the revision of Grade 1 vocabulary and they gradually introduce and consolidate new vocabulary by means of poems, rhymes, stories, riddles and jokes and games to play.
Learners are encouraged to answer questions, and to take part in discussions and conversations on familiar topics.
The attention is drawn to the sounds of letters in the additional language and learners discover that some letters sound the same as in their home language whereas others differ.
Although the educator will attend to correct pronunciation at this stage, learners should always be encouraged to speak the additional language without feeling incompetent and self-conscious.
By keeping the dictionary pages at the end of each module in a file, learners can revise the vocabulary and use these lists as a personal dictionary to which they can refer when completing or writing sentences and stories.
It is suggested that the average learners complete all eight modules during the year, completing ± two modules per term.
The slower learners will proceed at their own pace while the quick learners can be given more tasks if necessary.
All learners in Grade 2 should be exposed to all the listening, speaking and reading activities in these eight modules to ensure that progression occurs throughout.
Bobtail I tells the story of the rabbit family living on Farmer Brown’s farm. Naughty, disobedient Bobtail goes off on an adventure but escapes just in time.
The stories provide enough repetitive dialogue which learners will find easy to read and to dramatise. Large pictures will encourage discussion. Phonics activities make learners aware of similar beginning sounds in the additional language.
Counting activities and names of the days of the week lend themselves to the integration of Literacy and Mathematics.
Learner’s transcribe sentences in the additional language.
Integration of themes
It is the farmer’s right to protect his crops.
Bobtail was being disobedient.
Everybody (and the bunnies) belong to a family. Family life brings responsibility and consideration for one another.
| LO 2.1 | LO 2.5 |
Choose one.
You’re late for dinner.
| LO 1.1.6 | LO 3.3.1 | LO 4.3 |
You will need:
toilet rolls, paper, glue, to make:
1. Farmer Brown, Aunt Nel, Nicky, Tanya and Baby Bob.
2. Daddy Bunny, Mummy Bunny, Hopper, Flopper, Mop and Bobtail.
3. The grey cat and the black dog.
| LO 1.1.2 | LO 1.3 | LO 3.2.3 |
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 shows understanding of simple stories:
1.1.2 acts out the story and says the words spoken by the characters;
1.1.6 says how the story made the learner feel;
Assessment Standard 1.3: We know this when the learner shows understanding of a short sequence of instructions;
Learning Outcome 2: SPEAKING : The learner is able to communicate confidently and effectively in spoken language in a wide range of situations.
Assessment Standard 2.5: We know this when the learner talks about a drawing or picture;
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 3.2: We know this when the learner begins to make meaning of written text by reading with the teacher:
3.2.3 answers literal questions about the story;
Assessment Standard 3.3: We know this when the learner recognises and makes meaning of letters and words:
3.3.1 recognises on sight an increasing number of high-frequency words;
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 4.3: We know this when the learner b completes sentences by filling in missing words.
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