3.2 English in shops 03

English first additional language

English in shops

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.

Tim and Tina are off on a shopping spree on a rainy day in winter. They visit many different kinds of shops. Learners colour articles which boys/girls would like to buy. They answer yes or no to questions and complete a graph about the traffic.

Integration of themes

• Social Justice

This module lends itself to the discussion of such issues as job opportunities for all including disabled persons; the acquiring of wealth; the results of unemployment.

Leaner section

Content

• Look and tell the story.

• Look at the picture on the previous page.
• Listen and find the shops.
• Read.
• We can see many shops in town.

There is a dress shop.

There is a shoe shop.

There is a sports shop.

There is a fish shop.

There is a butcher’s shop.

There is a supermarket.

There is a bakery.

There is a café.

There is a restaurant.

“I like shopping in town,” said Tina.

“I like shopping in town,” said Tim.

• What can you buy at these shops?
• Draw the pictures.

a sports shop

a fish shop

• What can you buy at these shops?
• Draw the pictures.

a butcher’s shop

a bakery

a café

a supermarket

a dairy a restaurant

a dress shop

a shoe shop

• Colour the things that Tim would like to buy because he is a boy.

• Colour the things that Tina would like to buy because she is a girl.

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;

1.1.7 shows awareness of boys and girls in conventional roles;

Assessment Standard 1.5: We know this when the learner shows respect for classmates by giving them a chance to speak, and by listening to them.

Learning Outcome 2: SPEAKING : The learner The learner is able to communicate confidently and effectively in spoken language in a wide range of situations.

Assessment Standard 2.1: We know this when the learner responds appropriately to simple questions with single words or formulaic phrases;

Assessment Standard 2.6: We know this when the learner pronounces familiar words clearly;

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:

3.1.2 matches pictures and words;

Assessment Standard 3.5: We know this when the learner builds up sight recognition of common words;

Assessment Standard 3.7: We know this when the learner reads a poem/story with the teacher.

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;

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 6.1: We know this when the learner understands question forms in oral texts.