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swim hop wings

LO 1.3 LO 4.2 LO 5.2

A problem to solve

  • Listen.
  • Discuss the problem.
  • Say what you think Terry should do.

Terry wants a pet.

Terry doesn’t want a dog. Why not?

Terry doesn’t want a cat. Why not?

Terry doesn’t want a rabbit. Why not.

  • What kind of pet do you think Terry should choose?
  • Give your reasons.
  • Make a list of pets you think Terry should choose.

1. ................................................................................................................................

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

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

4. ................................................................................................................................

5. ................................................................................................................................

  • How many children choose 1. ? 2. ? 3. ? 4. ? 5. ?
  • Most children want Terry to have a .
LO 2.5 LO 4.3 LO 6.1 LO 6.6

My graph

  • What kind of pet do you have?
  • Tell the class about your pets.
  • Ask you friends which pets they have.
  • Make a cross next to the pet each friend has.

Our pets

dogs X
cats
rabbits
fish
birds
mice
  • Discuss the graph.
LO 1.3 LO 2.5 LO 5.4

My dictionary page

  • Read the words.
  • Keep this page in your file.
lies John birds barking
waits Nicky cages tails
gate Tom fish buy
brings pet shop tanks babies
perhaps dogs rabbits whiskers
another kennels hutches fluffy
Saturday cats mice furry
Terry baskets straw ginger
LO 2.6 LO 6.11

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 understands simple oral instructions by responding physically (e.g. ‘put up your hand’).

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 expresses self in simple ways if given an oral structure:

Assessment Standard 2.6: We know this when the learner expresses self in simple ways if given an oral structure:

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 4.2: We know this when the learner uses simple, familiar words to complete sentences:

Assessment Standard 4.3: We know this when the learner writes lists with titles;

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 identifies things from simple descriptions:

Assessment Standard 5.4: We know this when the learner records information on simple chart using ticks and crosses, or simple yes or no:

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:

Assessment Standard 6.6: We know this when the learner understands some negative forms in oral texts:

Assessment Standard 6.11: We know this when the learner understands between 500 and 1000 common spoken words in context by the end of grade 1.

Questions & Answers

a perfect square v²+2v+_
Dearan Reply
kkk nice
Abdirahman Reply
algebra 2 Inequalities:If equation 2 = 0 it is an open set?
Kim Reply
y=10×
Embra Reply
if |A| not equal to 0 and order of A is n prove that adj (adj A = |A|
Nancy Reply
rolling four fair dice and getting an even number an all four dice
ramon Reply
Kristine 2*2*2=8
Bridget Reply
Differences Between Laspeyres and Paasche Indices
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No. 7x -4y is simplified from 4x + (3y + 3x) -7y
Mary Reply
is it 3×y ?
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J, combine like terms 7x-4y
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im not good at math so would this help me
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how did I we'll learn this
Noor Reply
f(x)= 2|x+5| find f(-6)
Prince Reply
f(n)= 2n + 1
Samantha Reply
Need to simplify the expresin. 3/7 (x+y)-1/7 (x-1)=
Crystal Reply
. After 3 months on a diet, Lisa had lost 12% of her original weight. She lost 21 pounds. What was Lisa's original weight?
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preparation of nanomaterial
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Yes, Nanotechnology has a very fast field of applications and their is always something new to do with it...
Himanshu Reply
can nanotechnology change the direction of the face of the world
Prasenjit Reply
At high concentrations (>0.01 M), the relation between absorptivity coefficient and absorbance is no longer linear. This is due to the electrostatic interactions between the quantum dots in close proximity. If the concentration of the solution is high, another effect that is seen is the scattering of light from the large number of quantum dots. This assumption only works at low concentrations of the analyte. Presence of stray light.
Ali Reply
the Beer law works very well for dilute solutions but fails for very high concentrations. why?
bamidele 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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