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English first additional language

Bobtail part 3

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.

A discussion of the different seasons leading up to the reading and discussion of winter (poem) can follow,

With Bobtail, learners learn and memorise well-known nursery rhymes, then illustrate and dramatise them.

At last Bobtail learns his lesson and vows never to be disobedient again.

Vocabulary from the Learning Area: Mathematics is used and illustrated; phonics activities continue and riddles are included to promote conversation and discussion.

Integration of themes

  • A healthy environment

Seasons are discussed and the necessity of water discussed.

  • Social Justice

Bobtail learns the hard way that dishonesty does not pay.

Leaner section

Content

  • Listen to the story a few times until you can read it by yourself.

Bobtail did not like winter.

There were no cabbages.

There were no carrots.

There were no strawberries.

There were no watermelons.

The burrow was wet.

The washing was wet.

His clothes were wet.

His paws were wet.

His back was wet.

His tail was wet.

Hopper, Flopper and Mop did not want to play with him.

They did not want to leave the burrow.

  • Was Bobtail happy or sad? Why?

LO 3.2.4 LO 3.4.8

  • Find the whole to which these parts of the picture belong.
  • Join them with a line.
LO 2.5 LO 5.2.1 LO 5.2.2
  • Draw the whole to which these parts belong.
LO 2.5 LO 5.2.2
  • Discuss the seasons in order.
  • Which picture matches which season? Give a reason.
  • Draw the pictures in the right place.

  • Ask your friends which is their favourite season.
  • Write their initials and colour in the blocks, e.g. Jane likes summer.

My favourite season.

Summer J
Autumn
Winter
Spring
1 2 3 4 5 6 7 8 9 10 11 12 13 14
  • Write about your graph. Fill in the missing words.

1. Most of my friends liked .....................................................................................

2. The least of my friends liked ..............................................................................

3. More friends liked ....................................... than ...............................................

LO 1.1.3 LO 1.1.4 LO 5.3.2 LO 5.4.1

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 shows understanding of simple stories:

1.1.3 draws a picture about the story and copying a few words about it;

1.1.4 distinguishes between different sounds that are important for reading and writing.

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 drawing of pictures;

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 5.2: We know this when the learner uses language for thinking:

5.2.1 identifies similarities and differences;

5.2.2 identifies parts of the whole (car);

Assessment Standard 5.3: We know this when the learner work with charts:

5.3.2 classifies things by putting similar things together, and by identifying the odd one out;

Assessment Standard 5.4: We know this when the learner understands and uses some mathematical language:

5.4.1 listens to, read and solves simple word problems for mathematics, with attention to words such as ‘more’, ‘less’.

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Source:  OpenStax, English first additional language grade 2. OpenStax CNX. Sep 22, 2009 Download for free at http://cnx.org/content/col11117/1.1
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