2.8 Bobtail part 2 - 04

English first additional language

Bobtail part 2

Educator section

Memorandum

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.

Time scheduled for the modules 1 to 8

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.

The escapades of Bobtail are continued in familiar surroundings for learners, namely, in school. New verbs are introduced naturally and learners illustrate the parts of the story.

Jumbled sentences are transcribed correctly and read back to the educator.

All the rhymes, poems, stories and activities use high frequency words for learners to recognise.

Integration of themes

• Social Justice

Schools have rules and learners should obey these. Learners who disobey the rules must know they will be punished.

• A healthy environment

Learners discuss how they can keep their environment at school healthy.

Leaner section

Content

• Listen carefully.
• Listen again.
• Clap when you hear words that sound the same. (Rhyming words)
• Read the poem.

At school

We’re busy, busy as can be

we have to do our writing, see,

with pencils, rubbers, rulers too,

and paints and brushes – also glue.

We’re busy, busy as can be

we have to do our reading, see,

we read the stories that we love,

just look at all the books above.

We’re busy, busy as can be,

We have to do our sums, you see,

We add, subtract and multiply

There’s nothing that we would not try.

We’re busy, busy as can be,

we do our sums and write and read,

but there’s the bell – it’s time to play!

Hooray! Hooray! Hooray! Hooray!

G.J.M.

Questions:-

1. What do these words mean: add, subtract, multiply?

2. What do you do with paints? brushes? rubbers?

3. What do you do at your school?

What must bobtail do?

• Read and see what Bobtail must do.
• Write three of the sentences.
• Draw the pictures.

1. Bobtail must ................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

2. ......................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

3. ......................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

• Choose a sentence for the picture.
• Paste it under the picture.
• Read the sentence.

p – e – n

h – e – n

d – e – n

• Cut out these sentences.
• Paste them under the right pictures.

Bobtail ate his carrots.

Hopper adds his numbers.

We read the books.

I spell my words.

Bobtail dragged his bag.

Flopper has three pencils.

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 1.3: We know this when the learner shows understanding of a short sequence of instructions;

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:

3.1.4 matches a sentence as a caption to a picture;

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 4.6: We know this when the learner uses punctuation – capital letters and full stops;

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 6.3: We know this when the learner understands and uses some modals.