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Full text of "English First Additional Language Grade 1"

English First Additional Language Grade 1 



By: 

Siyavula Uploaders 



English First Additional Language Grade 1 



By: 

Siyavula Uploaders 



Online: 

< http://cnx.0rg/content/colllll6/l.l/ > 



CONNEXIONS 

Rice University, Houston, Texas 



This selection and arrangement of content as a collection is copyrighted by Siyavula Uploaders. It is licensed under 

the Creative Commons Attribution 3.0 license (http://creativecommons.Org/licenses/by/3.0/). 

Collection structure revised: September 22, 2009 

PDF generated: February 6, 2011 

For copyright and attribution information for the modules contained in this collection, see p. 269. 



Table of Contents 

1 Term 1 

1.1 English with Kitty (Beacon Readers) 1 

1.2 EngUsh with kitty - Counting 5 

1.3 EngUsh with Kitty - Things I can see, hear, etc 12 

1.4 EngUsh with Kitty - Colours 20 

1.5 English with Kitty - 02 25 

1.6 English with three little pigs - Three little pigs 31 

1.7 English with three little pigs - The three little pigs 35 

1.8 English with little pigs - Finger rhymes 40 

1.9 English with little pigs - Talk and count 47 

2 Term 2 

2.1 English with Tim and Tina 55 

2.2 English with Tim and Tina - School clothes 63 

2.3 English with Tim and Tina - The School 01 69 

2.4 English with Tim and Tina - The School 02 75 

2.5 English with Tim and Tina - Make a sandwich 83 

2.6 English in Town 01 88 

2.7 English in Town - 02 93 

2.8 English in Town 03 104 

2.9 English in Town 04 Ill 

2.10 English in Town 05 116 

2.11 English in Town 06 120 

2.12 English in Town 07 127 

2.13 English in Town 08 134 

3 Term 3 

3.1 English in Shops 01 141 

3.2 English in Shops 02 150 

3.3 English in Shops 03 155 

3.4 English in Shops 04 164 

3.5 English in Shops 05 170 

3.6 English with Daddies 175 

3.7 English with daddies - My Daddy 178 

3.8 English with Daddies - My Daddy works 182 

3.9 English with Daddies - My Daddy shaves 189 

3.10 EngUsh with Daddies - Who is my Daddy? 195 

4 Term 4 

4.1 English with Mummies 01 203 

4.2 English with Mummies 02 208 

4.3 English with Mummies 03 213 

4.4 English with Mummies 04 219 

4.5 English with Mummies - 05 224 

4.6 English with Mummies 06 231 

4.7 English with Mummies 238 

4.8 English with Pets - My Dog 242 

4.9 English with Pets - A game to play 249 

4.10 English with Pets - The Dogs 256 

4.11 English with Pets - The Cats 260 

4.12 EngUsh with Pets - Who am I? 265 



Attributions 269 



Chapter 1 

Term 1 



1.1 English with Kitty (Beacon Readers)' 

1.1.1 ENGLISH FIRST ADDITIONAL LANGUAGE 

1.1.2 English with little Kitty 

1.1.3 EDUCATOR SECTION 

1.1.4 Memorandum 

1.1.5 Introduction 

The topics chosen for the modules in Grade 1 are ah 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 flrst 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. 

1.1.5.1 Time scheduled for the modules 1 to 8 

It is suggested that the average learners complete all eight modules during the year, flnishing ± 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. 

"Funny little Kitty Cat" tells the story of Little Kitty flnding her body parts - eyes, paws, ears, nose, 
mouth and with Mother Cat's help determines what they are used for. 

The pictures are shown in sequence to enable learners to retell the story in sequence. 

With a variety of rhymes and activities basic vocabulary of the body, counting, colours and forms of 
greetings are learnt. Sentences with a frame, "I can . . . ." are repeated and initial verbs such as swim, hop, 
walk, run are introduced. 



■•^This content is available online at <littp://cnx.org/content/m24347/l.l/>. 



2 CHAPTER 1. TERM 1 

1.1.5.2 Integration of themes 

• Social Justice 

As we consider our body parts, questions about disabled people can arise. There should be no discrimination 
made between them and others. (Inclusively) 

• Human rights 

The child must be protected in the home and school environment and dangers that occur when children have 
to cross busy roads, must be addressed. 

• A Healthy environment 

Must be established with learners respecting and protecting nature. 

• Learners acquire an additional language - in this case - English, mainly through listening and later 
through repeating words and phrases. It is therefore important that much repetition will take place 
as well as constant revision of the vocabulary to which learners are being exposed. The story. Funny 
Little Kitty pages 1 and 2, should therefore be told over and over for the learners to become familiar 
with the words and phrases used. 

• The story can be told while learners look at the picture on page. This picture can also be used to 
encourage them to talk and use the new language. They can also follow the story and join in with the 
educator. 

• To make the dialogue interesting, the educator can make simple finger puppets or pictures on sticks 
for puppets. Learners, who want to speak English and have the confidence, can take turns to be the 
characters in the story. Miming and acting can also be used to encourage understanding etc. 

• After much practice the learners can retell the story. 

• Sing songs: Twinkle Twinkle; Heads and Shoulders. 

• Say rhymes: See learning unit. 

• Greet your learners in English regularly. 



1.1.6 LEANER SECTION 

1.1.7 Content 

1.1.7.1 Funny Little Kitty Cat (Beacon Readers) 

One day funny little Kitty Cat ran to Mummy and said, "Look, Mummy, I have found my two little eyes. 
What can I do with my two little eyes?" 

"Oh, you funny little Kitty Cat," said Mummy. 

"You can see with your two little eyes." 

"I can see with my two little eyes. I can see the tree and four apples. I can see YOU, Mummy!" said 
little Kitty Cat. 

"Mummy, Mummy! I have found my two little ears. What can I do with my two little ears?" said little 
Kitty Cat. 

"Oh, you funny little Kitty Cat," said Mummy. 

"You can hear with your two little ears." 

"I can hear with my two little ears. I can hear a bird and the cars go by. I can hear YOU, Mummy!" 
said little Kitty Cat. 

"Mummy, Mummy! I have found my one little nose. What can I do with my one little nose?" said little 
Kitty Cat. 

"Oh you funny little Kitty Cat, "said Mummy. "You can smell with your one little nose." 



"I can smell with my one little nose. I can smell a rose and an apple pie. I can smell YOU, Mummy!" 
said little Kitty Cat. 

"Mummy, Mummy! I have found my four little paws. What can I do with my four little paws?" said 
little Kitty Cat. 

"Oh you funny little Kitty Cat," said Mummy. 

"You can run with your four little paws." 

"I can run with my four little paws. I can run up the tree and I can run to my basket. I can run to YOU, 
Mummy," said little Kitty Cat. 

"Mummy, Mummy! I have found my one little mouth. What can I do with my one little mouth?" said 
little Kitty Cat. 

"Oh you funny little Kitty Cat," said Mummy. "You can eat with your one little mouth." 

"I can eat with my one little mouth. I can eat my fish and I can eat a MOUSE!" said little Kitty Cat. 

And so he did! 

How well did you listen? The educator will ask the learners questions about the story, which require one 
or two word answers, e.g. 

1. Who is the story about? 

2. What can Little Kitty Cat do with his two little eyes? What can you do with your two little eyes? 

3. Ears? Paws? Nose? Mouth? 



LO 1.1.1 




LO 1.1.2 




LO 1.1.5 




LO 1.5 





Table 1.1 




Figure 1.1 



LO 1.1.5 




L0 2.7 





Table 1.2 



1.1.7.2 Funny Little Kitty Cat 



CHAPTER 1. TERM 1 








2. 



<E) ^ 



eues 




ears 



s. 



nose 





four little paws 




3. 



tree 
mummy 




4 apple 



cars 



bird 

:iZ5 



mummu 



9. rose 



\^^^or\ apple pie 
mummy '^>; 





mouse 



Figure 1.2 



LO 2.7 




LO 3.1.2 





Table 1.3 



1.1.8 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: 

1.1.1 mimes the story; 

1.1.2 joins in choruses at appropriate points; 



1.1.5 answers simple, literal "yes/no" and open questions with one- word answers; 

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 is able to communicate confidently and effectively in 
spoken language in a wide range of situations. 

Assessment Standard 2, 7: We know this when the learner retells a familiar story. 

1.2 English with kitty - Counting' 

1.2.1 ENGLISH FIRST ADDITIONAL LANGUAGE 

1.2.2 English with little Kitty 

1.2.3 EDUCATOR SECTION 

1.2.4 Memorandum 

1.2.5 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 flrst 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. 

1.2.5.1 Time scheduled for the modules 1 to 8 

It is suggested that the average learners complete all eight modules during the year, flnishing ± 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. 

"Funny little Kitty Cat" tells the story of Little Kitty flnding her body parts - eyes, paws, ears, nose, 
mouth and with Mother Cat's help determines what they are used for. 

The pictures are shown in sequence to enable learners to retell the story in sequence. 

With a variety of rhymes and activities basic vocabulary of the body, counting, colours and forms of 
greetings are learnt. Sentences with a frame, "I can . . . ." are repeated and initial verbs such as swim, hop, 
walk, run are introduced. 

Integration of themes 

• Social Justice 

As we consider our body parts, questions about disabled people can arise. There should be no discrimination 
made between them and others. (Inclusively) 

• Human rights 

The child must be protected in the home and school environment and dangers that occur when children have 
to cross busy roads, must be addressed. 



^This content is available online at <littp://cnx.org/content/m24348/l.l/>. 



6 CHAPTER 1. TERM 1 

• A Healthy environment 

Must be established with learners respecting and protecting nature. 

• Learners acquire an additional language - in this case - English, mainly through listening and later 
through repeating words and phrases. It is therefore important that much repetition will take place 
as well as constant revision of the vocabulary to which learners are being exposed. The story, Funny 
Little Kitty pages 1 and 2, should therefore be told over and over for the learners to become familiar 
with the words and phrases used. 

• The story can be told while learners look at the picture on page. This picture can also be used to 
encourage them to talk and use the new language. They can also follow the story and join in with the 
educator. 

• To make the dialogue interesting, the educator can make simple finger puppets or pictures on sticks 
for puppets. Learners, who want to speak English and have the confidence, can take turns to be the 
characters in the story. Miming and acting can also be used to encourage understanding etc. 

• After much practice the learners can retell the story. 

• Sing songs: Twinkle Twinkle; Heads and Shoulders. 

• Say rhymes: See learning unit. 

• Greet your learners in English regularly. 



1.2.6 LEANER SECTION 

1.2.7 Content 

• Let's count the fish 




Figure 1.3 



Kitty he 



I have . 




.eye 



jth 



legs 



Figure 1.4 



LO 3.1.2 




LO 5.1.2 





Table 1.4 



Say "Good morning" to a friend. 

Say: "What is your name? 

Say: My name is 



Write it. 



• Draw you and your friend. 

• An action rhyme 



CHAPTER 1. TERM 1 





I clap my hands. 

and stretch up tall. 

I bounce, bounce, bounce 

like a great big ball. 

I sit on the floor ^^ 

and count to four, 

one two three four. 




Figure 1.5 



LO 2.2 




LO 2.4 




LO 4.2 




LO 5.1.1 





Table 1.5 



I have a head 1^? 

on my neck f^ ^ so straight. 

a body i- ) which grows, 

with arms, (r\ o) 

and legs, yp^^^ 

and ten little toes. '_Z-s^-"^ 



Figure 1.6 



• Draw me and dress me with bits of material. 




Figure 1.7 



LO 2.2 




LO 3.1.2 




LO 6.2 





Table 1.6 



• Greet your friend: "Good morning, 
And how are you?" 

• Say: "I'm fine thank you. 

• And how are you?" 



(Name) 



10 



CHAPTER 1. TERM 1 



(Friend's name) 





• What is missing? 



Figure 1.8 



• An action rhyme 



LO 2.4 




LO 4.2 





Table 1.7 



My friend and I 
both have two eues 
a nose to smell, 
a mouth, '^SS^ 



Figure 1.9 



11 



and ears as well. 
Two eyes to see 
Kitty up in the tree ^-^tJct^ 
apples so ripe C3~l3-^ 

nd have a bite (^ 



come and 



Figure 1.10 



1.2.8 Assessment 

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

Assessment Standard 2,2: We know this when the learner memorises and performs songs and action 
rhymes with the right intonation, rhythm and pronunciation; 

Assessment Standard 2,4: We know this when the learner uses and responds to simple greetings, 
farewells, makes simple requests and thanks people; 

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; 

Learning Outcome 4;WRITING: The learner is able to write different kinds of factual and imagina- 
tive texts for a wide range of purposes. 

Assessment Standard 4,2: We know this when the learner uses simple familiar words to complete 
sentence frames. 

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 5,1: We know this when the learner understands concepts and vocabulary 
relating to: 

5.1.1 identity (His name); 

5.1.2 number (Counts to 10); 

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 6,2: We know this when the learner understands simple sentences in oral text. 



12 CHAPTER 1. TERM 1 

1.3 English with Kitty - Things I can see, hear, etc.^ 

1.3.1 ENGLISH FIRST ADDITIONAL LANGUAGE 

1.3.2 English with little Kitty 

1.3.3 EDUCATOR SECTION 

1.3.4 Memorandum 

1.3.5 Introduction 

The topics chosen for the modules in Grade 1 are ah 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 flrst 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. 

1.3.5.1 Time scheduled for the modules 1 to 8 

It is suggested that the average learners complete all eight modules during the year, flnishing ± 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. 

"Funny little Kitty Cat" tells the story of Little Kitty flnding her body parts - eyes, paws, ears, nose, 
mouth and with Mother Cat's help determines what they are used for. 

The pictures are shown in sequence to enable learners to retell the story in sequence. 

With a variety of rhymes and activities basic vocabulary of the body, counting, colours and forms of 
greetings are learnt. Sentences with a frame, "I can . . . ." are repeated and initial verbs such as swim, hop, 
walk, run are introduced. 

Integration of themes 

• Social Justice 

As we consider our body parts, questions about disabled people can arise. There should be no discrimination 
made between them and others. (Inclusively) 

• Human rights 

The child must be protected in the home and school environment and dangers that occur when children have 
to cross busy roads, must be addressed. 

• A Healthy environment 

Must be established with learners respecting and protecting nature. 



^This content is available online at <littp://cnx.org/content/m24350/l.l/>. 



13 



Learners acquire an additional language - in this case - English, mainly through listening and later 

through repeating words and phrases. It is therefore important that much repetition will take place 

as well as constant revision of the vocabulary to which learners are being exposed. The story, Funny 

Little Kitty pages 1 and 2, should therefore be told over and over for the learners to become familiar 

with the words and phrases used. 

The story can be told while learners look at the picture on page. This picture can also be used to 

encourage them to talk and use the new language. They can also follow the story and join in with the 

educator. 

To make the dialogue interesting, the educator can make simple finger puppets or pictures on sticks 

for puppets. Learners, who want to speak English and have the confidence, can take turns to be the 

characters in the story. Miming and acting can also be used to encourage understanding etc. 

After much practice the learners can retell the story. 

Sing songs: Twinkle Twinkle; Heads and Shoulders. 

Say rhymes: See learning unit. 

Greet your learners in English regularly. 



1.3.6 LEANER SECTION 

1.3.7 Content 

• Things I can see. 







Figure 1.11 



14 



CHAPTER 1. TERM 1 



Uraw the tree. tT 


tree. 


Draw the apples. CZJ^^ 


apples 


Draw the apple. /^ 


apple. 


Figure 1.12 





LO 2.2 




LO 2.6 




LO 3.1.2 




LO 3.1.3 





Table 1.8 



2 ears to hear 
the cars are near 



they stop at the sign 
in a long straight line. 




Figure 1.13 



• Things I can hear. 



15 




Figure 1.14 



• I can hear a .... 








?:/^- 





Figure 1.15 



LO 2.2 




LO 2.6 




L0 3.5 




L0 4.1 





Table 1.9 



16 



CHAPTER 1. TERM 1 



I smell a 

with my little nose Qo 

and jelly ^^^ and apple pie \^^ too 

YumI YumI YumI 



Figure 1.16 



• What can you smell with your little nose ? 




Figure 1.17 



• Cut out some things from a magazine and paste them here. 

• I can smell ... 



17 



Figure 1.18 



LO 2.2 




LO 2.7 




L0 3.3 





Table 1.10 



Draw round the fingers of your two hands. Count your fingers. 



left 



right 



Figure 1.19 



18 



CHAPTER 1. TERM 1 



• I have 10 little fingers on my two little hands. 
123456789 10 



LO 5.1.2 



Table 1.11 



• Draw round your 10 toes. Count them. 



Figure 1.20 



• I have 10 little toes on my two little feet. 
123456789 10 



LO 5.1.2 



Table 1.12 



19 




Teddy Bear, Teddy Bear . 
touch your nose, (C^ 
Teddy Bear, Teddy Bear 
touch your toes, 
Teddy Bear, Teddy Bear 
touch the ground, 
Teddy Bear, Teddy Bear 
turnaround. 




Figure 1.21 



1.3.8 Assessment 

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

Assessment Standard 2,2: We know this when the learner memorises and performs songs and action 
rhymes with the right intonation, rhythm and pronunciation; 

Assessment Standard 2,6: We know this when the learner pronounces familiar words clearly; 

Assessment Standard 2, 7: We know this when the learner retells a familiar story. 

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; 

3.1.3 uses illustrations to understand simple captions in story books; 

Assessment Standard 3,3: We know this when the learner follows printed instructions on one- word 
fiash cards; 

Assessment Standard 3,5: We know this when the learner builds up sight recognition of common 
words. 

Learning Outcome 4;WRITING: The learner is able to write different kinds of factual and imagina- 
tive texts for a wide range of purposes. 

Assessment Standard 4,1: We know this when the learner writes with increasing legibility; 

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 5,1: We know this when the learner understands concepts and vocabulary 
relating to: 

5.1.2 number (Counts to 10). 



20 CHAPTER 1. TERM 1 

1.4 English with Kitty - Colours^ 

1.4.1 ENGLISH FIRST ADDITIONAL LANGUAGE 

1.4.2 English with little Kitty 

1.4.3 EDUCATOR SECTION 

1.4.4 Memorandum 

1.4.5 Introduction 

The topics chosen for the modules in Grade 1 are ah 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 flrst 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. 

1.4.5.1 Time scheduled for the modules 1 to 8 

It is suggested that the average learners complete all eight modules during the year, flnishing ± 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. 

"Funny little Kitty Cat" tells the story of Little Kitty flnding her body parts - eyes, paws, ears, nose, 
mouth and with Mother Cat's help determines what they are used for. 

The pictures are shown in sequence to enable learners to retell the story in sequence. 

With a variety of rhymes and activities basic vocabulary of the body, counting, colours and forms of 
greetings are learnt. Sentences with a frame, "I can . . . ." are repeated and initial verbs such as swim, hop, 
walk, run are introduced. 

Integration of themes 

• Social Justice 

As we consider our body parts, questions about disabled people can arise. There should be no discrimination 
made between them and others. (Inclusively) 

• Human rights 

The child must be protected in the home and school environment and dangers that occur when children have 
to cross busy roads, must be addressed. 

• A Healthy environment 

Must be established with learners respecting and protecting nature. 



^This content is available online at <littp://cnx.org/content/m24353/l.l/>. 



21 



Learners acquire an additional language - in this case - English, mainly through listening and later 

through repeating words and phrases. It is therefore important that much repetition will take place 

as well as constant revision of the vocabulary to which learners are being exposed. The story, Funny 

Little Kitty pages 1 and 2, should therefore be told over and over for the learners to become familiar 

with the words and phrases used. 

The story can be told while learners look at the picture on page. This picture can also be used to 

encourage them to talk and use the new language. They can also follow the story and join in with the 

educator. 

To make the dialogue interesting, the educator can make simple finger puppets or pictures on sticks 

for puppets. Learners, who want to speak English and have the confidence, can take turns to be the 

characters in the story. Miming and acting can also be used to encourage understanding etc. 

After much practice the learners can retell the story. 

Sing songs: Twinkle Twinkle; Heads and Shoulders. 

Say rhymes: See learning unit. 

Greet your learners in English regularly. 



1.4.6 LEANER SECTION 

1.4.7 Content 

• Colours 




TeddL) s eyes are 




bl. 



ue 



Teddy's mouth is 




rec 



Teddy's body is 



jellow 



The qrass is 



areen 



Figure 1.22 



LO 1.1.5 




LO 2.2 




L0 3.3 





Table 1.13 



Colour the beads. 



22 



CHAPTER 1. TERM 1 



Say the colours. 



,^'"^ Thank you for my 
v, pretty necklace. 




Figure 1.23 



LO 1.3 




L0 3.3 




L0 6.2 





Table 1.14 



• Draw the butterflies. 

• Colour them green, white, red, orange and blue. 



23 




Figure 1.24 



/■"■■\> 




.,/> 




Figure 1.25 



LO 3.1.3 




L0 3.3 




LO 6.2 





Table 1.15 



24 





CHAPTER 1. TERM 1 

'. Good morning Teddy. ^ 
"^ "^ How are you? 

^ thank you \ ^ s- : 

V '-^ Where are you going? , 

V -,>€^ 

, 1 nn going to the ^ — ^ 
X- \ garden to pick flowers, ^ 

Figure 1.26 




blue flowers 




redfic 




yellow flowers 



orange flowers 




white flower 



Figure 1.27 



LO 2.4 




LO 3.1.2 




LO 3.1.3 





Table 1.16 



25 



1.4.8 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; 

Assessment Standard 1,3: We know this when the learner understands simple oral instructions by 
responding physically ;understanding: 

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

Assessment Standard 2,2: We know this when the learner memorises and performs songs and action 
rhymes with the right intonation, rhythm and pronunciation; 

Assessment Standard 2,4: We know this when the learner uses and responds to simple greetings, 
farewells, makes simple requests and thanks people; 

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; 

3.1.3 uses illustrations to understand simple captions in story books; 

Assessment Standard 3,3: We know this when the learner follows printed instructions on one- word 
fiash cards; 

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 6,2: We know this when the learner understands simple sentences in oral text. 

1.5 English with Kitty - 02' 

1.5.1 ENGLISH FIRST ADDITIONAL LANGUAGE 

1.5.2 English with little Kitty 

1.5.3 EDUCATOR SECTION 

1.5.4 Memorandum 

1.5.5 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 flrst 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. 

1.5.5.1 Time scheduled for the modules 1 to 8 

It is suggested that the average learners complete all eight modules during the year, flnishing ± two modules 
per term. 



^This content is available online at <littp://cnx.org/content/m24354/l.l/>. 



26 CHAPTER 1. TERM 1 

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. 

"Funny little Kitty Cat" tells the story of Little Kitty finding her body parts - eyes, paws, ears, nose, 
mouth and with Mother Cat's help determines what they are used for. 

The pictures are shown in sequence to enable learners to retell the story in sequence. 

With a variety of rhymes and activities basic vocabulary of the body, counting, colours and forms of 
greetings are learnt. Sentences with a frame, "I can . . . ." are repeated and initial verbs such as swim, hop, 
walk, run are introduced. 

Integration of themes 

• Social Justice 

As we consider our body parts, questions about disabled people can arise. There should be no discrimination 
made between them and others. (Inclusively) 

• Human rights 

The child must be protected in the home and school environment and dangers that occur when children have 
to cross busy roads, must be addressed. 

• A Healthy environment 

Must be established with learners respecting and protecting nature. 

• Learners acquire an additional language - in this case - English, mainly through listening and later 
through repeating words and phrases. It is therefore important that much repetition will take place 
as well as constant revision of the vocabulary to which learners are being exposed. The story. Funny 
Little Kitty pages 1 and 2, should therefore be told over and over for the learners to become familiar 
with the words and phrases used. 

• The story can be told while learners look at the picture on page. This picture can also be used to 
encourage them to talk and use the new language. They can also follow the story and join in with the 
educator. 

• To make the dialogue interesting, the educator can make simple finger puppets or pictures on sticks 
for puppets. Learners, who want to speak English and have the confidence, can take turns to be the 
characters in the story. Miming and acting can also be used to encourage understanding etc. 

• After much practice the learners can retell the story. 

• Sing songs: Twinkle Twinkle; Heads and Shoulders. 

• Say rhymes: See learning unit. 

• Greet your learners in English regularly. 



27 



1.5.6 LEANER SECTION 

1.5.7 Content 



The red says, "Stopl' 




Figure 1.28 



L0 2.4 




LO 3.1.2 




L0 3.3 





Table 1.17 



28 



CHAPTER 1. TERM 1 



C Hello, Teddy. What are you doing? ( 




LO 2.4 




LO 3.1.2 




L0 3.3 





Table 1.18 



Follow the paths. 



29 



I walk to school. 



walk home. 







Figure 1.30 



LO 3.1.3 




LO 5.1.9 




LO 6.2 





Table 1.19 



I know these in English. 



30 



CHAPTER 1. TERM 1 




mouth 




rec 




wl 



Kite 



(Sh 



appi 



es 



eyes 





bl 



ue 




tree 




(!! 



ears 




ers 




areen 




lowers 




run 



L 

nose 




toes 



oranqe 




butterflies 




jump 



Figure 1.31 



LO 3.1.2 




LO 6.11 





Table 1.20 



1.5.8 Assessment 

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

Assessment Standard 2,4: We know this when the learner uses and responds to simple greetings, 
farewells, makes simple requests and thanks people; 

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: 



31 

3.1.2 matches pictures and words; 

3.1.3 uses illustrations to understand simple captions in story books; 

Assessment Standard 3,3: We know this when the learner follows printed instructions on one- word 
flash cards; 

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 6,2: We know this when the learner understands simple sentences in oral text; 

Assessment Standard 6,11: We know this when the learner understands between 500 and 1 000 
common spoken words in context by the end of Grade 1. 

1.6 English with three Uttle pigs - Three Uttle pigs^ 

1.6.1 ENGLISH FIRST ADDITIONAL LANGUAGE 

1.6.2 English with the three little pigs 

1.6.3 EDUCATOR SECTION 

1.6.4 Memorandum 

1.6.5 Introduction 

The topics chosen for the modules in Grade 1 are ah 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 flrst 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. 

1.6.5.1 Time scheduled for the modules 1 to 8 

It is suggested that the average learners complete all eight modules during the year, flnishing ± 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. 

"The home" is the topic introduced with the story of the three little pigs. 

The sequential pictures will help the learners to retell the story in the correct order once they have 
listened to the story several times. 

Vocabulary about the house is introduced as well as the family living in the house. Learners are exposed 
to "reading" and "writing" with activities relating to number, shape, direction and ordering. 

The lists of words introduced in this module serve to consolidate the speaking vocabulary rather than to 
facilitate their reading ability. Many learners will however pick up "reading" incidentally. 

1.6.5.2 Integration of themes 

• Social Justice 



^This content is available online at <littp://cnx.org/content/m24356/l.l/>. 



32 CHAPTER 1. TERM 1 

In the context of the home ah learners should be able to live in a respectable home with electricity and 
running water available. 

• Human rights 

All learners should be made aware of abuse even in the context of home and family life. It is primarily the 
parents responsibility to feed and clothe the learners to the best of their ability. 

• A healthy environment 

The rights of people to homes, food and clothes are subject to keeping the environment they live in, healthy 
and safe. 

1.6.6 LEANER SECTION 

1.6.7 Content 

• Listen to the story. 

• Look at the pictures. 

1.6.7.1 The Three Little Pigs 

Once upon a time there were three little pigs. 1, 2, 3. 

The first little pig left home. He met a man with some straw. He said, "Please, Sir, sell me some straw 
for a house." And he did. So the little pig built his house of straw. 

The next day the second little pig left home. He met a man with some sticks. He said, "Please, Sir, sell 
me some sticks for a house." And he did. So the little pig built his house of sticks. 

Then the third little pig left home. He met a man with some bricks. He said, "Please Sir, sell me some 
bricks for a house." And he did. So the little pig built his house of bricks. 

Along came Mr Wolf. He saw the straw house and said, "Little Pig, Little Pig, let me in!" "No, no, no, 
said the little Pig. "By the hair of my chimney chin chin, I will not let you in!" 

"Then I'll huff and I'll puff and I'll blow your house in!" So he huffed and he puffed and he blew in the 
straw house. The first little pig ran to the second little pig's house of sticks. 

Along came Mr Wolf. He saw the house of sticks and said, "Little Pig, Little Pig, let me in." No, no, no, 
"said the second little pig, " By the hair of my chimney chin chin, I will not let you in!" 

"Then I'll huff and I'll puff and I'll blow your house in!" So he huffed and he puffed and he blew in the 
house of sticks. The two little pigs ran to the third little pig's house of bricks. 

Along came Mr Wolf. He saw the house of bricks and said, "Little Pig, Little Pig, let me in!" No, no, 
no," said the third little pig." By the hair of my chimney chin chin, I will not let you in!" Then I'll huff and 
I'll puff and I'll blow your house in!" So he huffed and he puffed and he huffed and he puffed, but he could 
not blow in the house of bricks. 

Mr Wolf climbed onto the roof. He went down the chimney, but the little pigs lit a fire and boiled a big 
pot of water. Splash! Mr Wolf fell into the water and that was the end of him. 

The three little pigs joined hands and danced around in a circle singing, "Who's afraid of the big bad 
wolf, the big bad wolf, the big bad wolf? Who's afraid of the big bad wolf? 

Tra - la - la - la - la. 



LO 1.1.2 



Table 1.21 



• Look at the pictures. 



33 



• Say the story with your teacher. 

• Now you can teh us the story. Begin with 



Once upon a time 







'ma^ 



















Figure 1.32 



LO 1.5 




LO 2.2 




LO 2.6 




LO 3.L1 





Table 1.22 



• How weh did you hsten? 

1. How many pigs were there? 

There were 

2. The three Uttle pigs left . . . 
their car / their trees / their home 

3. The first httle pig built his house with . . . 
bricks / straw / sticks 

4. The second little pig built his house with ... 



34 



CHAPTER 1. TERM 1 



5. What did the third httle pig use to build his house? 
He used 

6. Who wanted to eat the httle pigs? 

The 



7. Mr Wolf fell into the pot of . . . 
tea / water / soup 

8. Sing the song that the three little pigs sang. Sit in a circle O. 
Who's 



LO 2.1 




L0 6.1 




LO 5.1.8 





Table 1.23 

9. NOW LET US ACT OUT THE STORY. 

We need: 

little pigs, men and 

• Draw the pictures 

• Cut them out 

• Paste them in the correct order. 



wolf 



The house of bricks. 



^ \ 



Who's afraid of the biq bad wolf? 



The house of sticks. 



The three little pigs 




The house of straw. 



The end of the big bod wolf 



Figure 1.33 



35 



LO 1.1.3 




LO 1.1.4 





Table 1.24 



1.6.8 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: 

1.1.2 joins in choruses at appropriate points; 

1.1.3 draws a picture of the story; 

1.1.4 puts pictures in the right sequence; 

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 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 2,2: We know this when the learner memorises and performs songs and action 
rhymes with the right intonation, rhythm and pronunciation; 

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: 

3.1.1 makes sense of a picture story; 

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 5,1: We know this when the learner understands concepts and vocabulary 
relating to: 

5.1.8 sequence: first, second, third; 

Learning Outcome ^.-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. 

1.7 English with three Uttle pigs - The three Uttle pigs^ 

1.7.1 ENGLISH FIRST ADDITIONAL LANGUAGE 

1.7.2 English with the three little pigs 

1.7.3 EDUCATOR SECTION 

1.7.4 Memorandum 

1.7.5 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. 



^This content is available online at <littp://cnx.org/content/m24357/l.l/>. 



36 CHAPTER 1. TERM 1 

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. 

"The home" is the topic introduced with the story of the three little pigs. 

The sequential pictures will help the learners to retell the story in the correct order once they have 
listened to the story several times. 

Vocabulary about the house is introduced as well as the family living in the house. Learners are exposed 
to "reading" and "writing" with activities relating to number, shape, direction and ordering. 

The lists of words introduced in this module serve to consolidate the speaking vocabulary rather than to 
facilitate their reading ability. Many learners will however pick up "reading" incidentally. 

Integration of themes 

• Social Justice 

In the context of the home all learners should be able to live in a respectable home with electricity and 
running water available. 

• Human rights 

All learners should be made aware of abuse even in the context of home and family life. It is primarily the 
parents responsibility to feed and clothe the learners to the best of their ability. 

• A healthy environment 



1.7.6 The rights of people to homes, food and clothes are subject to keeping the 
environment they live in, healthy and safe. 

1.7.7 LEANER SECTION 

1.7.8 Content 

• An Action Rhyme - to listen to and to learn. 

1.7.8.1 My House 

Here is a house 

And the roof goes so. 
Two little chimneys 
All in a row. 
Clouds of smoke 
From the chimneys go, 
Squiggle Squiggle Squiggle 



37 



So, so, so 

One round window. 

Two three four. 

And right in the middle 

Is a smah door 

(Author unknown) 

• Talk about the house. 

• Read the words and sentences. 

This is a house. 
I live in a house. 
The house has walls. 
The house has a roof. 
There is a chimney on the roof. 
The house has windows. 
I open the door and go inside. 



LO 3.1.2 




LO 3.1.3 




LO 5.3.2 




L0 6.2 





Table 1.25 



• Let's make a house. 

• What do we need? 




^5^o pair of scissors 



Figure 1.34 



1. Draw and plan your house. 

2. How will you make the roof? 

I win 

3. How will you make the windows? 

I win 

4. How will you make the chimney? 

I will 5. How will you 

make the door? 

I win 



38 



CHAPTER 1. TERM 1 



LO 1.1.5 




LO 3.1.3 




LO 6.10 





Table 1.26 



I draw and plan my house. 



Figure 1.35 



• Colour the roof red 

• Colour the walls yellow 

• Colour the windows blue 

• Colour the door orange 



LO 1.1.3 




LO 5.3.3 





Table 1.27 



1.7.8.2 My house. 



• My family lives in our house. 

• Here is a list of my family. 



1. My M name 


2. My name 


3. My D name 


4. My name 


5. My br name 


6. My name 


7. My name 


8. My name 



39 



Table 1.28 



Our family photo. Draw it. 



Figure 1.36 



LO 1.1.3 




L0 4.3 




L0 6.8 





Table 1.29 



1.7.9 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: 

1.1.3 draws a picture of the story; 

1.1.5 answers simple, literal 'yes/no' and open questions with one- word answers; 

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 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; 

3.1.3 uses illustrations to understand simple captions in story books; 

Learning Outcome 4;WRITING: The learner is able to write different kinds of factual and imagina- 
tive texts for a wide range of purposes. 

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. 



40 CHAPTER 1. TERM 1 

Assessment Standard 5,3: We know this when the learner uses language for thinking; 

5.3.2 identifies parts of a whole (house); 

5.3.3 classifies things. 

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 6,2: We know this when the learner understands simple sentences in oral texts; 

Assessment Standard 6,8: We know this when the learner understands some personal pronouns in 
oral texts; 

Assessment Standard 6,10: We know this when the learner understands a few adjectives and adverbs 
in oral texts. 

1.8 English with Uttle pigs - Finger rhymes^ 

1.8.1 ENGLISH FIRST ADDITIONAL LANGUAGE 

1.8.2 English with the three little pigs 

1.8.3 EDUCATOR SECTION 

1.8.4 Memorandum 

1.8.5 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 flrst 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, flnishing ± 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. 

"The home" is the topic introduced with the story of the three little pigs. 

The sequential pictures will help the learners to retell the story in the correct order once they have 
listened to the story several times. 

Vocabulary about the house is introduced as well as the family living in the house. Learners are exposed 
to "reading" and "writing" with activities relating to number, shape, direction and ordering. 

The lists of words introduced in this module serve to consolidate the speaking vocabulary rather than to 
facilitate their reading ability. Many learners will however pick up "reading" incidentally. 

Integration of themes 

• Social Justice 

In the context of the home all learners should be able to live in a respectable home with electricity and 
running water available. 



^This content is available online at <littp://cnx.org/content/m24362/l.l/>. 



41 

• Human rights 

All learners should be made aware of abuse even in the context of home and family life. It is primarily the 
parents responsibility to feed and clothe the learners to the best of their ability. 

• A healthy environment 



1.8.6 The rights of people to homes, food and clothes are subject to keeping the 
environment they live in, healthy and safe. 

1.8.7 LEANER SECTION 

1.8.8 Content 

• A finger rhyme to sing or say. 

1. This is the father, tall and stout, (thumb) 

2. This is the mother, with children about, (all the fingers) 

3. This is the brother, tall you see, 

4. This is the sister, with the dolly on her knee. 

5. This is the baby, still to grow, 

1-5 And here is the family all in a row. 
(Author unknown) 




Figure 1.37 



L0 2.2 




LO 5.1.2 





Table 1.30 



42 



CHAPTER 1. TERM 1 



• What can they do? Draw pictures to show what each can do. Talk about their jobs. 
My Daddy can . . . 



Figure 1.38 



My Mummy can . . . 



Figure 1.39 



My brother can 




Figure 1.40 



My sister can . . . 



43 




Figure 1.41 



LO 1.1.3 




LO 2.6 




L0 6.5 





Table 1.31 



The rooms in my house. 



• My house has a bedroom. 
I sleep in the bedroom. 


(Draw) My bedroom 


• My house has a lounge. 
I watch TV in the lounge. 


My lounge 


• My house has a dining room. 
I eat in the dining room. 


My dining room 


• My house has a kitchen. 
Mummy cooks the food in the kitchen. 


My kitchen 


• My house has a bathroom. 
I bath in the bathroom. 


My bathroom 



Table 1.32 



LO 2.6 




LO 3.1.3 




LO 6.2 





Table 1.33 



44 



CHAPTER 1. TERM 1 



• Sort the furniture into my rooms. 

• The Furniture in . . . 





f^^9 


^=^Jf^ 


,.-^r^;.=^ "^^p^m 


B&- 



W^ 




• A finger rhyme to learn 

• Draw the pictures 



Figure 1.42 



my bedroom 


my lounge 


my dining room 


my kitchen 


my bathroom 


not furniture 



Table 1.34 



LO 5.3.1 




LO 5.3.3 





Table 1.35 




Figure 1.43 



1. This little pig went to market. 



45 



Figure 1.44 



2. This little pig stayed at home. 



Figure 1.45 



3. This little pig had roast beef. 



Figure 1.46 



4. This little pig had none. 



Figure 1.47 



46 



CHAPTER 1. TERM 1 



5. This little pig cried, "Wee, wee!" all the way home. 



Figure 1.48 



LO 1.1.3 




LO 2.2 





Table 1.36 



1.8.9 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: 

1.1.3 draws a picture of the story; 

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

Assessment Standard 2,2: We know this when the learner memorises and performs songs and action 
rhymes with the right intonation, rhythm and pronunciation; 

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: 

3.1.3 uses illustrations to understand simple captions in story books; 

Learning Outcome 4;WRITING: The learner is able to write different kinds of factual and imagina- 
tive texts for a wide range of purposes. 

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 5,1: We know this when the learner uses language for thinking; 

5.1.2 number; 

Assessment Standard 5,3: We know this when the learner uses language for thinking; 
5.3.1 identifies similarities and differences; 

5.3.3 classifies things. 

Learning Outcome ^.-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 6,2: We know this when the learner understands simple sentences in oral texts; 
Assessment Standard 6,5: We know this when the learner understands some models in oral texts. 



47 

1.9 English with Uttle pigs - Talk and count ^ 

1.9.1 ENGLISH FIRST ADDITIONAL LANGUAGE 

1.9.2 English with the three little pigs 

1.9.3 EDUCATOR SECTION 

1.9.4 Memorandum 

1.9.5 Introduction 

The topics chosen for the modules in Grade 1 are ah 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 flrst 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, flnishing ± 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. 

"The home" is the topic introduced with the story of the three little pigs. 

The sequential pictures will help the learners to retell the story in the correct order once they have 
listened to the story several times. 

Vocabulary about the house is introduced as well as the family living in the house. Learners are exposed 
to "reading" and "writing" with activities relating to number, shape, direction and ordering. 

The lists of words introduced in this module serve to consolidate the speaking vocabulary rather than to 
facilitate their reading ability. Many learners will however pick up "reading" incidentally. 

Integration of themes 

• Social Justice 

In the context of the home all learners should be able to live in a respectable home with electricity and 
running water available. 

• Human rights 

All learners should be made aware of abuse even in the context of home and family life. It is primarily the 
parents responsibility to feed and clothe the learners to the best of their ability. 

• A healthy environment 



^This content is available online at <littp://cnx.org/content/m24367/l.l/>. 



48 



CHAPTER 1. TERM 1 



1.9.6 The rights of people to homes, food and clothes are subject to keeping the 
environment they live in, healthy and safe. 

1.9.7 LEANER SECTION 

1.9.8 Content 

• Talk 

• Count and read 

• What did the first httle pig see when he walked down the road to the market? 

• He saw 




Figure 1.49 



• Draw the things he saw. 

• Label them. 



Figure 1.50 



LO 1.3 




LO 3.1.1 




LO 5.1.2 




L0 4.1 





Table 1.37 

• Talk 

• Count and read 

• What did the second httle pig see when he stayed at home and chmbed up the ladder? 



49 




few flowers 



Te<idy 



Figure 1.51 



LO 3.1.3 




L0 4.1 




LO 5.1.2 




LO 5.1.7 





Table 1.38 



• Draw the things he ate. 

• Label them. 



50 



CHAPTER 1. TERM 1 



Figure 1.52 



bict ice cr«ams 




Figure 1.53 









little jellies 


big 


a big 




■ * 




a big 


little 


Many 



Table 1.39 



LO 3.1.3 




L0 4.1 




LO 5.1.2 





Table 1.40 



• I know these English words. 

• Read them and keep them in your file. 

• You can also play games with them. 



51 




P'92 




sticks 




o 



many 



B 



aoor 




Dthe 



built 



bricks 




danced 



CT 



bic 



draw 



roof 



fathe 




house 




wolf 




Mng 



^ 



little 



EE 



rindov 




sister 



straw 




up 



bIc 



smoke 



b rot he 



Figure 1.54 



52 



CHAPTER 1. TERM 1 



LO 3.1.3 



Table 1.41 



• More English words. 

• Read them and keep them in your file. 

• Play games with them. 




baby 



bedr 



o 



bathroom 



ice cream 




first 



climbed 




family 



kitchen 




furniture 



j^iiy 



second 





Mummy 



m 



3ininq room 






market 




third 



Daddy 



lounge 





eat 




lodde 



road 



Figure 1.55 



LO 3.1.3 



Table 1.42 



53 



1.9.9 Assessment 



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

Assessment Standard 2,4: We know this when the learner uses and responds to simple greetings, 
farewells, makes simple requests and thanks people; 

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 3,3: We know this when the learner follows printed instructions on one- word 
fiash cards; 

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 5,1: We know this when the learner uses language for thinking; 

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 6,2: We know this when the learner understands simple sentences in oral text. 

Assessment Standard 6,10: We know this when the learner understands a few adjectives and adverbs 
in oral texts. 



54 CHAPTER 1. TERM 1 



Chapter 2 

Term 2 



2.1 English with Tim and Tina' 

2.1.1 ENGLISH FIRST ADDITIONAL LANGUAGE 

2.1.2 English with Tim and Tina 

2.1.3 EDUCATOR SECTION 

2.1.4 Memorandum 

The topics chosen for the modules in Grade 1 are ah 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 flrst 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. 

2.1.4.1 Time scheduled for the modules 1 to 8 

It is suggested that the average learners complete all eight modules during the year, flnishing ± 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 to school. Days of the week and their order are introduced through a poem which 
the learners can repeatedly listen to and eventually memorise. Tim and Tina teach learners to use words 
relating to: direction, e.g. up, down, round, across, into; clothes; classrooms; writing tools and how to make 
a sandwich. 

The correct pronunciation is important at this stage and the educator will ensure that pupils put their 
tongues between their front teeth for words with th ("the"). 

2.1.4.2 Integration of themes 

• Human Rights and Inclusively 



^This content is available online at <littp://cnx.org/content/m24391/l.l/>. 

55 



56 CHAPTER 2. TERM 2 

Education is a basic right for everybody. Therefore schools should be there to educate learners, irrespective 
of status. 

• A healthy environment 

The school environment needs to be attractive, well cared for and safe. 

It is suggested that the educator records sounds in the school environment. Learners listen to the tape 
and identify, e.g., a bell ringing, children singing, someone reading, children playing and an educator talking. 
Learners can identify the school as the place where these sounds occur. 

When the vocabulary, e.g. pencil, book, ruler, etc., are introduced, the educator can put these articles 
in a bag. The learners can take turns to feel an article, try to describe it, name it and then take it out to 
see whether they are correct. Flashcards with the words, can help with word recognition. 

Pages which are to be kept in their files, can be used for the game "Flip the Coin", to be played with a 
friend. Encourage learners to read these pages to friends and also at home for practice. 

Correct pronunciation is important and the educator should particularly take note that learners pronounce 
the "th" as in "the" correctly. 

Whenever the word "read" occurs, the class say the lines with the educator. They can point to the words 
as they are read. 

The school situation lends itself to much practical work as regards the correct form of greeting someone, 
as well as politeness when saying "thank you" and "please". 

Messages taken by the learners to other educators or to the school secretary can be opportunities for 
reinforcing the terms for politeness and the correct greeting forms. These can be practised on a daily basis, 
even in the second language. 

LO 2.4 

Learners will enjoy making their own sandwiches. This lesson can be preceded by group discussions where 
learners plan their own sandwiches and decide how they are going to make them (Technology). They need 
not all make cheese sandwiches. They should be encouraged to bring a variety of fillings and then to talk 
about them. 

2.1.5 LEANER SECTION 

2.1.6 Content 

• Listen to the poem a few times. Say it together. 



57 




Tim and Tina sai 




We go to school, 

on Mondays 

and Tuesdays, 

Wednesdays 

and Thursdays 

and Fridays! 

But 

Saturdays 
and Sundays 
are stay-at-honne days, 
for games in the sun, 
and lots of funi 

GJ.M. 



Figure 2.1 



LO 1.1.2 




LO 2.2 




LO 2.6 




LO 5.1.8 





Table 2.1 



2.1.6.1 Days of the week 

• Let's learn the names of the days. 



58 



CHAPTER 2. TERM 2 




Figure 2.2 



Listen 

Count the days. 1 

Say their names. Sunday, 

On which days do you go to school? 

Colour the names of those days in red. 

On which days do you stay home? 

Colour the names of those days in yellow. 

What do you do on a Sunday? Monday? etc. 

Draw a picture in the shape to show what you do on that day. 



LO 1.1.3 




LO 2.5 




LO 5.1.2 




LO 5.1.8 





Table 2.2 



• Listen. Listen again. 

• Read and do. 



This is Tim. Draw Tim. 



59 




Figure 2.3 



This is Tina. Draw Tina. 




Figure 2.4 



• It is Sunday. 

• Sunday is the 1st or 2nd day of the week. 



60 



CHAPTER 2. TERM 2 



If 



iC 



-V 



" ^**p^ ^^^ 



^,^1 \^^ ^-J ^*,< ^,,^ v_>j 



Q 






• • \^^ x_> ^^^* v^* V-^l 



/--•. 



Figure 2.5 



LO 1.1.3 




LO 2.6 




L0 4.1 




LO 5.1.2 





Table 2.3 



• Listen and learn the candle counting rhyme. 

Tim and Tina are seven years old. 

Mummy has baked a beautiful chocolate cake. 
There are candles on the cake. 
There are seven candles on the cake. 
Tim and Tina count the candles. 

1 candle 

2 candles 

3 candles 

4 candles 

5 candles 

6 candles 

7 candles 
more! 



LO 1.1.2 




LO 2.2 




LO 5.1.2 




LO 5.1.6 





Table 2.4 



• Draw the chocolate cake with seven candles. 

• Decorate the cake. 



61 




Figure 2.6 



• Listen. 

Tim and Tina enjoyed their birthday. 

There were many friends. 

They played games and ate the chocolate cake. 

Daddy bought balloons for all their friends. 

There were red balloons, blue balloons, yellow balloons and green balloons. 

The balloons had different shapes. Some were long, some were round, some were big and some were 
small. 



Draw the balloons. 



62 



CHAPTER 2. TERM 2 




Figure 2.7 



LO 1.1.3 



Table 2.5 



2.1.7 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: 

1.1.2 joins in choruses at appropriate points; 

1.1.3 draws a picture of the story. 

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 is able to communicate confidently and effectively in 
spoken language in a wide range of situations. 

Assessment Standard 2,2: We know this when the learner memorises and performs songs and action 
rhymes with the right intonation, rhythm and pronunciation; 

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 pronounces familiar words clearly. 

Learning Outcome 4;WRITING: The learner is able to write different kinds of factual and imagina- 
tive texts for a wide range of purposes. 

Assessment Standard 4,1: We know this when the learner copies familiar words and short sentences. 

Learning Outcome 5;WRITING: The learner is able to write different kinds of factual and imagina- 
tive texts for a wide range of purposes. 

Assessment Standard 5,1: We know this when the learner understands concepts and vocabulary 
relating to: 

5.1.2 number; 



63 

5.1.6 age; 
5.1.8 sequence. 

2.2 English with Tim and Tina - School clothes' 

2.2.1 ENGLISH FIRST ADDITIONAL LANGUAGE 

2.2.2 English with Tim and Tina 

2.2.3 EDUCATOR SECTION 

2.2.4 Memorandum 

The topics chosen for the modules in Grade 1 are ah 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 flrst 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. 

2.2.4.1 Time scheduled for the modules 1 to 8 

It is suggested that the average learners complete all eight modules during the year, flnishing ± 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 to school. Days of the week and their order are introduced through a poem which 
the learners can repeatedly listen to and eventually memorise. Tim and Tina teach learners to use words 
relating to: direction, e.g. up, down, round, across, into; clothes; classrooms; writing tools and how to make 
a sandwich. 

The correct pronunciation is important at this stage and the educator will ensure that pupils put their 
tongues between their front teeth for words with th ("the"). 

2.2.4.2 Integration of themes 

• Human Rights and Inclusively 

Education is a basic right for everybody. Therefore schools should be there to educate learners, irrespective 
of status. 

• A healthy environment 

The school environment needs to be attractive, well cared for and safe. 

It is suggested that the educator records sounds in the school environment. Learners listen to the tape 
and identify, e.g., a bell ringing, children singing, someone reading, children playing and an educator talking. 
Learners can identify the school as the place where these sounds occur. 



^This content is available online at <littp://cnx.org/content/m24392/l.l/>. 



64 CHAPTER 2. TERM 2 

When the vocabulary, e.g. pencil, book, ruler, etc., are introduced, the educator can put these articles 
in a bag. The learners can take turns to feel an article, try to describe it, name it and then take it out to 
see whether they are correct. Flashcards with the words, can help with word recognition. 

Pages which are to be kept in their files, can be used for the game "Flip the Coin", to be played with a 
friend. Encourage learners to read these pages to friends and also at home for practice. 

Correct pronunciation is important and the educator should particularly take note that learners pronounce 
the "th" as in "the" correctly. 

Whenever the word "read" occurs, the class say the lines with the educator. They can point to the words 
as they are read. 

The school situation lends itself to much practical work as regards the correct form of greeting someone, 
as well as politeness when saying "thank you" and "please". 

Messages taken by the learners to other educators or to the school secretary can be opportunities for 
reinforcing the terms for politeness and the correct greeting forms. These can be practised on a daily basis, 
even in the second language. 

LO 2.4 

Learners will enjoy making their own sandwiches. This lesson can be preceded by group discussions where 
learners plan their own sandwiches and decide how they are going to make them (Technology). They need 
not all make cheese sandwiches. They should be encouraged to bring a variety of fillings and then to talk 
about them. 

2.2.5 LEANER SECTION 

2.2.6 Content 

2.2.6.1 School clothes for Tim and Tina 

• See what Tim wears. Mark with 1. 

• See what Tina wears. Mark with 2. 



65 




shorts 





SOCKS 




Shoes 




ress 



trousers 





track suit 





son 



tie 




Figure 2.8 



LO 3.1.3 



Table 2.6 



It is Monday. 

Monday is the day of the week. (1st or 2nd) 

Tim and Tina are going to school. 

Draw Tim and Tina's clothes. 



Tim 



66 



CHAPTER 2. TERM 2 




Figure 2.9 



Tina 




Figure 2.10 



LO 1.1.3 



Table 2.7 



2.2.6.2 Tim and Tina go to school 

• Listen and listen again. 

• Try and remember the way to school. 

• Say it with your teacher. 

• "Read" it with your teacher. 



Tim and Tina go up the hill. 

Tim and Tina go down the hill. 



67 



Tim and Tina go over the river. 
Tim and Tina go round the tree. 
Tim and Tina go across the field. 
Tim and Tina go into the school. 



• Use your hands and fingers to show Tim and Tina the way to school. 

• When you know the way to school you can help Tim and Tina on the next page. 



LO 1.1.2 




LO 3.1.3 




LO 6.9 





Table 2.8 



• Draw the road to school for Tim and Tina. 

• Use red. 




Figure 2.11 



LO 5.1.7 




L0 6.9 





Table 2.9 



• Read these road signs. 

• Draw the pictures of Tim and Tina going 



68 



CHAPTER 2. TERM 2 



Up the hill 



dow^ 't.he hilt 1 



"^ 






into the t>c'i«>l 



Figure 2.12 



LO 1.1.3 




LO 5.1.7 





Table 2.10 



2.2.7 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: 

1.1.2 joins in choruses at appropriate points; 

1.1.3 draws a picture of the story. 



69 

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 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: 

3.1.3 uses illustrations to understand simple captions in story books; 

Learning Outcome 5;WRITING: The learner is able to write different kinds of factual and imagina- 
tive texts for a wide range of purposes. 

Assessment Standard 5,1: We know this when the learner understands concepts and vocabulary 
relating to: 

5.1.7 direction; 

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 6,9: We know this when the learner understands some prepositions in oral 
texts. 

2.3 English with Tim and Tina - The School 01' 

2.3.1 ENGLISH FIRST ADDITIONAL LANGUAGE 

2.3.2 English with Tim and Tina 

2.3.3 EDUCATOR SECTION 

2.3.4 Memorandum 

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 flrst 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. 

2.3.4.1 Time scheduled for the modules 1 to 8 

It is suggested that the average learners complete all eight modules during the year, flnishing ± 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 to school. Days of the week and their order are introduced through a poem which 
the learners can repeatedly listen to and eventually memorise. Tim and Tina teach learners to use words 
relating to: direction, e.g. up, down, round, across, into; clothes; classrooms; writing tools and how to make 
a sandwich. 

The correct pronunciation is important at this stage and the educator will ensure that pupils put their 
tongues between their front teeth for words with th ("the"). 



^This content is available online at <littp://cnx.org/content/m24393/l.l/>. 



70 CHAPTER 2. TERM 2 

2.3.4.2 Integration of themes 

• Human Rights and Inclusively 

Education is a basic right for everybody. Therefore schools should be there to educate learners, irrespective 
of status. 

• A healthy environment 

The school environment needs to be attractive, well cared for and safe. 

It is suggested that the educator records sounds in the school environment. Learners listen to the tape 
and identify, e.g., a bell ringing, children singing, someone reading, children playing and an educator talking. 
Learners can identify the school as the place where these sounds occur. 

When the vocabulary, e.g. pencil, book, ruler, etc., are introduced, the educator can put these articles 
in a bag. The learners can take turns to feel an article, try to describe it, name it and then take it out to 
see whether they are correct. Flashcards with the words, can help with word recognition. 

Pages which are to be kept in their files, can be used for the game "Flip the Coin", to be played with a 
friend. Encourage learners to read these pages to friends and also at home for practice. 

Correct pronunciation is important and the educator should particularly take note that learners pronounce 
the "th" as in "the" correctly. 

Whenever the word "read" occurs, the class say the lines with the educator. They can point to the words 
as they are read. 

The school situation lends itself to much practical work as regards the correct form of greeting someone, 
as well as politeness when saying "thank you" and "please". 

Messages taken by the learners to other educators or to the school secretary can be opportunities for 
reinforcing the terms for politeness and the correct greeting forms. These can be practised on a daily basis, 
even in the second language. 

LO 2.4 

Learners will enjoy making their own sandwiches. This lesson can be preceded by group discussions where 
learners plan their own sandwiches and decide how they are going to make them (Technology). They need 
not all make cheese sandwiches. They should be encouraged to bring a variety of fillings and then to talk 
about them. 

2.3.5 LEANER SECTION 

2.3.6 Content 

• Listen and talk about 



71 



2.3.6.1 The School 




• Where is the roof? (show) 
(Say) The school has a roof. 

• Where is the door? (show) 
(Say) The school has a door. 

• Where are the windows? (show) 
(Say) The school has many windows. 

• Where is the garden? (show) 
(Say) The school has a garden. 

• Where are the trees? (show) 
(Say) There are trees in the garden. 

• Where are the flowers? (show) 
(Say) There are flowers in the garden. 



Figure 2.13 



LO 2.6 




LO 3.1.3 





Table 2.11 



72 



CHAPTER 2. TERM 2 



^^^^^^Vnm 




Figure 2.14 



2.3.6.2 At School 

• Look at the next page. The numbers will help you. 

• Count and fill in the correct numbers. 

• Tim and Tina see 

I long passage. 

2 many classroonns. 

3 the boys' toilet. 

L .,..„..,.,.,..,,..,,.. the girls' toilet. 

5 the headmaster s office. 

6 the secretary's office. 

7. the hall. 

8 many trees. 

S. many children. 

Figure 2.15 



passage 

classroonns 

toilet 

toilet 

office 

office 

hall 

trees 



child 



ren 



LO 3.1.3 




LO 5.1.2 





Table 2.12 



73 




4 


\ 


/\ 


7 


2 


3 


\ 


7 


2 


2 


\ 


7 


7 


1 


% 


"/ 


6 


2 


\ 


7 


5 




Figure 2.16 



LO 2.6 



Table 2.13 



• Find these in the classroom. 

• Read and draw. 



74 



CHAPTER 2. TERM 2 



2.3.6.3 The Classroom has 



a cupboard 


a board 


a mat 


a table 


chairs 


desks 


windows 


a door 



Figure 2.17 



LO 2.6 




LO 3.1.1 





Table 2.14 



2.3.7 Assessment 

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

Assessment Standard 2,6: 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 uses pictures to understand written texts: 

3.1.1 makes sense of a picture story; 

3.1.3 uses illustrations to understand simple captions in story books; 

Learning Outcome 4;WRITING: The learner is able to write different kinds of factual and imagina- 
tive texts for a wide range of purposes. 

Assessment Standard 4,1: We know this when the learner copies familiar words and short sentences. 



75 

Learning Outcome 5;WRITING: The learner is able to write different kinds of factual and imagina- 
tive texts for a wide range of purposes. 

Assessment Standard 5,1: We know this when the learner understands concepts and vocabulary 
relating to: 

5.1.2 number. 

2.4 English with Tim and Tina - The School 02' 

2.4.1 ENGLISH FIRST ADDITIONAL LANGUAGE 

2.4.2 English with Tim and Tina 

2.4.3 EDUCATOR SECTION 

2.4.4 Memorandum 

The topics chosen for the modules in Grade 1 are ah 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 flrst 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. 

2.4.4.1 Time scheduled for the modules 1 to 8 

It is suggested that the average learners complete all eight modules during the year, flnishing ± 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 to school. Days of the week and their order are introduced through a poem which 
the learners can repeatedly listen to and eventually memorise. Tim and Tina teach learners to use words 
relating to: direction, e.g. up, down, round, across, into; clothes; classrooms; writing tools and how to make 
a sandwich. 

The correct pronunciation is important at this stage and the educator will ensure that pupils put their 
tongues between their front teeth for words with th ("the"). 

2.4.4.2 Integration of themes 

• Human Rights and Inclusively 

Education is a basic right for everybody. Therefore schools should be there to educate learners, irrespective 
of status. 

• A healthy environment 

The school environment needs to be attractive, well cared for and safe. 



"^This content is available online at <littp://cnx.org/content/m24394/l.l/>. 



76 



CHAPTER 2. TERM 2 



It is suggested that the educator records sounds in the school environment. Learners hsten to the tape 
and identify, e.g., a beh ringing, children singing, someone reading, children playing and an educator talking. 
Learners can identify the school as the place where these sounds occur. 

When the vocabulary, e.g. pencil, book, ruler, etc., are introduced, the educator can put these articles 
in a bag. The learners can take turns to feel an article, try to describe it, name it and then take it out to 
see whether they are correct. Flashcards with the words, can help with word recognition. 

Pages which are to be kept in their files, can be used for the game "Flip the Coin", to be played with a 
friend. Encourage learners to read these pages to friends and also at home for practice. 

Correct pronunciation is important and the educator should particularly take note that learners pronounce 
the "th" as in "the" correctly. 

Whenever the word "read" occurs, the class say the lines with the educator. They can point to the words 
as they are read. 

The school situation lends itself to much practical work as regards the correct form of greeting someone, 
as well as politeness when saying "thank you" and "please". 

Messages taken by the learners to other educators or to the school secretary can be opportunities for 
reinforcing the terms for politeness and the correct greeting forms. These can be practised on a daily basis, 
even in the second language. 

LO 2.4 

2.4.5 Learners will enjoy making their own sandwiches. This lesson can be pre- 
ceded by group discussions where learners plan their own sandwiches and decide 
how they are going to make them (Technology). They need not all make cheese 
sandwiches. They should be encouraged to bring a variety of fillings and then 
to talk about them. 

2.4.6 LEANER SECTION 

2.4.7 Content 

• Listen to these sentences. 

• Talk about these sentences. 

• Read them. 

• Draw the pictures. 

The bell rings 



Figure 2.18 



77 



Tim and Tina walk down the passage. 



Figure 2.19 



Tim and Tina find their classroom. 



Figure 2.20 



Tim and Tina sit on their chairs. 



78 



CHAPTER 2. TERM 2 



Figure 2.21 



There are many chairs. 



Tim and Tina sit at their desks. 



Figure 2.22 



Figure 2.23 



79 



There are many desks. 



Figure 2.24 



Teacher has a table. 



Figure 2.25 



There are flowers on the teacher's table. 



80 



CHAPTER 2. TERM 2 




Figure 2.26 



There are many flowers. 



Figure 2.27 



LO 1.1.3 




LO 2.6 





Table 2.15 



• Listen and read. 



81 



2.4.7.1 Tim's suitcase has 




pencils 
o ru\er 





P^P^^ cxbook 

scissors ^ ^^bber 




a 



lunch box COoldrinW 

^ 



Figure 2.28 



• What does Tina have in her suitcase? 

• Draw the things. 



r^ 



3^^^ ., aUchbw 

per\cile 

o book 



Soc>sore 



a ratiber 
cooldrink 



"^^^ 



papery 



Figure 2.29 



LO 1.1.3 




L0 2.5 




LO 3.1.2 




LO 3.1.3 





Table 2.16 



• Listen. 



82 CHAPTER 2. TERM 2 

• Read and draw. 

Tim and Tina write with a 

I write with a pencil. 

Tim and Tina write on 

I write on paper. 

Tim and Tina read a 

I read a book, book 

Tim and Tina rub out with a 

I rub out with a rubber. 

Tim and Tina draw a hue with a 

I draw a hue with a ruler. 



LO 4.1 



Table 2.17 



• Listen. 

• Read. 

Tim and Tina cut with a pair of 

I cut with a pair of scissors. 

Tim and Tina paste their pictures with 

I paste my picture with glue. 

Tim and Tina eat their 

I eat my lunch, lunch 

Tim and Tina drink their 

I drink my cool drink, cool drink 



LO 4.1 



Table 2.18 



2.4.8 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: 

1.1.3 draws a picture of the story. 

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 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 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 uses pictures to understand written texts: 

3.1.2 matches pictures and words; 



83 

3.1.3 uses illustrations to understand simple captions in story books; 

Learning Outcome 4;WRITING: The learner is able to write different kinds of factual and imagina- 
tive texts for a wide range of purposes. 

Assessment Standard 4,1: We know this when the learner copies familiar words and short sentences. 

2.5 English with Tim and Tina - Make a sandwich' 

2.5.1 ENGLISH FIRST ADDITIONAL LANGUAGE 

2.5.2 English with Tim and Tina 

2.5.3 EDUCATOR SECTION 

2.5.4 Memorandum 

The topics chosen for the modules in Grade 1 are ah 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 flrst 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. 

2.5.4.1 Time scheduled for the modules 1 to 8 

It is suggested that the average learners complete all eight modules during the year, flnishing ± 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 to school. Days of the week and their order are introduced through a poem which 
the learners can repeatedly listen to and eventually memorise. Tim and Tina teach learners to use words 
relating to: direction, e.g. up, down, round, across, into; clothes; classrooms; writing tools and how to make 
a sandwich. 

The correct pronunciation is important at this stage and the educator will ensure that pupils put their 
tongues between their front teeth for words with th ("the"). 

2.5.4.2 Integration of themes 

• Human Rights and Inclusively 

Education is a basic right for everybody. Therefore schools should be there to educate learners, irrespective 
of status. 

• A healthy environment 

The school environment needs to be attractive, well cared for and safe. 

It is suggested that the educator records sounds in the school environment. Learners listen to the tape 
and identify, e.g., a bell ringing, children singing, someone reading, children playing and an educator talking. 
Learners can identify the school as the place where these sounds occur. 



^This content is available online at <littp://cnx.org/content/m24395/l.l/>. 



84 CHAPTER 2. TERM 2 

When the vocabulary, e.g. pencil, book, ruler, etc., are introduced, the educator can put these articles 
in a bag. The learners can take turns to feel an article, try to describe it, name it and then take it out to 
see whether they are correct. Flashcards with the words, can help with word recognition. 

Pages which are to be kept in their files, can be used for the game "Flip the Coin", to be played with a 
friend. Encourage learners to read these pages to friends and also at home for practice. 

Correct pronunciation is important and the educator should particularly take note that learners pronounce 
the "th" as in "the" correctly. 

Whenever the word "read" occurs, the class say the lines with the educator. They can point to the words 
as they are read. 

The school situation lends itself to much practical work as regards the correct form of greeting someone, 
as well as politeness when saying "thank you" and "please". 

Messages taken by the learners to other educators or to the school secretary can be opportunities for 
reinforcing the terms for politeness and the correct greeting forms. These can be practised on a daily basis, 
even in the second language. 

LO 2.4 

Learners will enjoy making their own sandwiches. This lesson can be preceded by group discussions where 
learners plan their own sandwiches and decide how they are going to make them (Technology). They need 
not all make cheese sandwiches. They should be encouraged to bring a variety of fillings and then to talk 
about them. 

2.5.5 LEANER SECTION 

2.5.6 Content 
2.5.6.1 Make a sandwich 

• Listen and talk. 

• Read and do. 

• You need 



cheese 



Figure 2.30 



85 



• What to do 



1. Put the two slices of bread on a plate 

2. Spread the margarine. 

3. Grate the cheese, 
i. Spread the cheese on the bread 

5. Close the sandwich. 

6. Cut the sandwich. 

7. Eat the sandwich. 
S. The sandwich tastes nice, good, deliciousi 



)^^ 




Figure 2.31 



LO 3.1.1 




L0 3.2 





Table 2.19 



2.5.6.2 Words I know 

• Keep this page in your file. 

• Read these words. 



86 



CHAPTER 2. TERM 2 



sc 



JDDQDO 
hool 



a 



up 







book 




glue 




chocolate cake 



^ 



3own 




into 



ruler 




sandwich 



n 



candles 



c=^ 



across 




Dencil 




scissors 




cheese 




clotU 



Clothes 




rounc 




pap. 



er 



rubber 




bread 



Figure 2.32 



• Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday. 

• 1st, 2nd, 3rd, 4th, 5th. 



LO 3.1.3 




LO 5.1.8 





Table 2.20 



2.5.6.3 Words I know 

• Keep this page in your file. 

• Read these words. 



87 




suitcase 




tie 




short 




shoes 






track suit 



ndals 



sandals 






blouse 



trousers 




river 



tree 





field 



cu 



pboard 



table 



mat 



Figure 2.33 



LO 3.1.3 



Table 2.21 



2.5.7 Assessment 

Learning Outcome 3;READING AND VIEWING: The learner is able to read and view for informa- 
tion 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: 

3.1.1 makes sense of a picture story; 

3.1.3 uses illustrations to understand simple captions in story books; 

Assessment Standard 3,2: We know this when the learner matches words and objects by sticking 
labels on objects, starting with those that are similar in the home language. 

Learning Outcome 5;WRITING: The learner is able to write different kinds of factual and imagina- 
tive texts for a wide range of purposes. 



88 CHAPTER 2. TERM 2 

Assessment Standard 5,1: We know this when the learner understands concepts and vocabulary 
relating to: 

5.1.8 sequence. 

2.6 English in Town 01' 

2.6.1 ENGLISH FIRST ADDITIONAL LANGUAGE 

2.6.2 English in Town 

2.6.3 EDUCATOR SECTION 

2.6.4 Memorandum 

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 flrst 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. 

2.6.4.1 Time scheduled for the modules 1 to 8 

It is suggested that the average learners complete all eight modules during the year, flnishing ± 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. 

This module contains much repetition of words relating to size and colour. 

Let the learners copy the sentences to the best of their ability. Do not at this stage strive for perfection. 
It is more important for them to listen and repeat what is being written. 

The poem "Time for tea" in three parts introduces the characters the worm, the frog and the mouse and 
lends itself to acting out the story with the correct forms of greeting. Learners will like to recite the poem 
on page 32 with the educator as it reflects the noises of the city. 

2.6.4.2 Integration of themes 

• Human rights 

Public transport should be in place to convey workers to and from work. 

• A healthy environment 

Discuss air pollution (traflic). 

The poems, which are included in this module, give learners the oppor-tunity to practise forms of greeting, 
e.g. good morning, good afternoon and good evening. 

When learners have listened to the poems several times and they begin to say them with the educator, 
they can be divided into two groups, one group being the owl and the other the worm. When the learners 



^This content is available online at <littp://cnx.org/content/m24396/l.l/>. 



89 

know the words of all three poems, they can be divided into four groups, one group being the owl and the 
others the worm, the frog and the mouse. 

Later individual learners can act out the poems saying the words themselves. 

The words that were introduced in Modules 1 to 3 for Grade 1 are revised in this module. The educator 
is reminded that a listening period must precede the "reading" of the pages. The more practice the learners 
get in listening and pointing to the words while the educator reads the words, the sooner they will recognise 
individual words. Give learners the opportunity to enjoy the repetition of the phrases and the words. 

New words introduced in this module are found on "My Dictionary Page". The educator can write them 
on flash cards. Learners can then play games with these words. 

2.6.5 LEANER SECTION 

2.6.6 Content 




Figure 2.34 



• Listen. 

• Read. 



/^ I am 



v^ 



am a worm, 
what I can do. 




Figure 2.35 



I can wiggle. 

I can wiggle to my house. 
I can wiggle to the flowers. 
I can wiggle on the leaf. 
I can wiggle on the grass. 



90 



CHAPTER 2. TERM 2 



I can hop. 

I can hop on the log. 
I can hop on the leaf. 
I can hop to the river. 
I can hop to the house. 



I can run. 

I can run up the hill. 
I can run down the hill. 
I can run over the river. 
I can run round the tree. 
I can run across the field. 




Figure 2.36 




Figure 2.37 



L0 3.4 




L0 6.9 





Table 2.22 




Figure 2.38 



• Read. 

• Copy the sentences. 

• Draw the pictures. 



91 



I am a worm. 



Figure 2.39 



I can wiggle. 



Figure 2.40 



I am a frog. 



92 



CHAPTER 2. TERM 2 




Figure 2.41 



I can hop. 



Figure 2.42 



I am a mouse. 



Figure 2.43 



93 



I can run. 



Figure 2.44 



2.6.7 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: 

1.1.3 draws a picture of the story. 

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 3,4: We know this when the learner read picture books with simple one-word 
or two- word captions. 

Learning Outcome 4;WRITING: The learner is able to write different kinds of factual and imagina- 
tive texts for a wide range of purposes. 

Assessment Standard 4,1: We know this when the learner copies familiar words and short sentences. 

Learning Outcome ^.-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 6,9: We know this when the learner understands some prepositions in oral 
texts. 

2.7 English in Town - 02' 

2.7.1 ENGLISH FIRST ADDITIONAL LANGUAGE 

2.7.2 English in Town 

2.7.3 EDUCATOR SECTION 



2.7.4 Memorandum 

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 flrst this is done classically. As the learners become more 



^This content is available online at <littp://cnx.org/content/m24398/l.l/>. 



94 CHAPTER 2. TERM 2 

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. 

2.7.4.1 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. 

This module contains much repetition of words relating to size and colour. 

Let the learners copy the sentences to the best of their ability. Do not at this stage strive for perfection. 
It is more important for them to listen and repeat what is being written. 

The poem "Time for tea" in three parts introduces the characters the worm, the frog and the mouse and 
lends itself to acting out the story with the correct forms of greeting. Learners will like to recite the poem 
on page 32 with the educator as it refiects the noises of the city. 

2.7.4.2 Integration of themes 

• Human rights 

Public transport should be in place to convey workers to and from work. 

• A healthy environment 

Discuss air pollution (traffic). 

The poems, which are included in this module, give learners the oppor-tunity to practise forms of greeting, 
e.g. good morning, good afternoon and good evening. 

When learners have listened to the poems several times and they begin to say them with the educator, 
they can be divided into two groups, one group being the owl and the other the worm. When the learners 
know the words of all three poems, they can be divided into four groups, one group being the owl and the 
others the worm, the frog and the mouse. 

Later individual learners can act out the poems saying the words themselves. 

The words that were introduced in Modules 1 to 3 for Grade 1 are revised in this module. The educator 
is reminded that a listening period must precede the "reading" of the pages. The more practice the learners 
get in listening and pointing to the words while the educator reads the words, the sooner they will recognise 
individual words. Give learners the opportunity to enjoy the repetition of the phrases and the words. 

2.7.5 New words introduced in this module are found on "My Dictionary Page". 
The educator can write them on flash cards. Learners can then play games with 
these words. 

2.7.6 LEANER SECTION 

2.7.7 Content 

• Listen and listen again. 

• Say it and read it. 

• Act it. 



2.7.7.1 Time for Tea? Part 1 



95 




morning, tiny little worm," 
said the wise old owl in the tree. 
"You're a fine little worn^ 
for on owl like me. 
Will you come to my house 
and I'll make you some tea?" 

"No thank you," said the little worm 
as he crawled away through the leaves. 
"I cannot stop for tea today 
I'm off to town as you can see. 
So, have a lovely day - 
I reallu cannot stau!" 




Figure 2.45 



LO 1.1.1 




LO 2.2 




LO 2.6 





Table 2.23 



Let's talk about the poem. 

1. Where is the owl? 

2. Where is the worm? 

3. Is it morning, afternoon or evening? How do you know? 

4. Does the owl want to give the worm some tea? 

5. Does the worm want to have tea with the owl? 

6. Why not? 

7. Where is the worm going? 

8. What colour is a worm? 

9. Can your wiggle like a worm? 

10. Draw . . . 
a fat worm 



96 



CHAPTER 2. TERM 2 



Figure 2.46 



a thin worm 



Figure 2.47 



a long worm 



Figure 2.48 



a short worm 



97 



Figure 2.49 



LO 1.1.3 




L0 6.1 





Table 2.24 



• Listen and listen again. 

• Say it and read it. 



Act it. 



98 



CHAPTER 2. TERM 2 



2.7.7.2 Time for Tea? Part 2 




"Good afternooa tiny little frog," 

said the wise old owl in the tree. 

"You're a fine little frog 

for an owl like nne. 

Will you conne to my house 

and I'll make you some tec?" 

"No thank you," said the little frog, 
as he hopped from leaf to leaf. 
"I cannot stop for tea today 
I'm off to town as you can see. 
So, have a lovely day - 
I really cannot stay I" 




Figure 2.50 



LO 1.1.2 




LO 2.2 




LO 2.4 




L0 6.6 





Table 2.25 



Let's talk about the poem. 

1. Where is the frog? 

2. Is it morning, afternoon or evening? How do you know? 

3. Does the frog want to have tea with the owl? 

4. Why not? 

5. Where is the frog going? 

6. What colour is a frog? 

7. Can you hop like a frog? 

8. Can you croak like a frog? 

9. Draw . . . 
a big frog 



99 



Figure 2.51 



a little frog 



Figure 2.52 



a frog hopping 



Figure 2.53 



a frog sitting 



100 



CHAPTER 2. TERM 2 



Figure 2.54 



LO 1.1.3 




LO 1.1.5 




LO 2.3 





Table 2.26 



• Listen and listen again. 

• Say it and read it. 



Act it. 



2.7.7.3 Time for Tea? Part 3 



101 




"Good evening, tiny little mouse," 

said the wise old owl in the tree, 

"You're a fine little mouse 

for an owl like me. 

Will uou come to mu house? 

and ril make you some tec? 

"No thank you," said the little mouse, 
as he hurried through the trees. 
"I cannot stop for tea today 
I'm off to town as you can see. 
So, have a lovely day 
I really cannot stay.!" 
G.J.M. 




Figure 2.55 



LO 2.2 




LO 2.6 





Table 2.27 



Let's talk about the poem. 

1. Where is the mouse? 

2. Is it morning, afternoon or evening? How do you know? 

3. Does the mouse want to have tea with the owl? 

4. Why not? 

5. Where is the mouse going? 

6. What colour is a mouse? 

7. Can you run like a mouse? 

8. Can you squeak like a mouse? 

9. Draw . . . 
a fat mouse 



102 



CHAPTER 2. TERM 2 



Figure 2.56 



a thin mouse 



Figure 2.57 



a mouse with a long tail 



Figure 2.58 



a mouse with a short tail 



103 



Figure 2.59 



LO 1.1.5 




LO 2.1 




LO 5.1.4 





Table 2.28 



2.7.8 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: 

1.1.1 mimes the story; 

1.1.2 joins in choruses at approriate points; 

1.1.3 draws a picture of the story; 

1.1.5 answers simple literal 'yes/no' and open questions with one- word answers; 

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

Assessment Standard 2,1: We know this when the learner responds appropriately to simple questions 
with single words or formulaic phrases; 

Assessment Standard 2,2: We know this when the learner memorises and performs songs and action 
rhymes with the right intonation, rhythm and pronunciation; 

Assessment Standard 2,3: We know this when the learner uses polite forms such as 'please', 'thank 
you', and 'sorry'; 

Assessment Standard 2,4: We know this when the learner uses and responds appropriately to simple 
greetings and farewells; 

Assessment Standard 2,6: We know this when the learner pronounces familiar words clearly. 

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 5,1: We know this when the learner understands concepts and vocabulary 
relating to: 

5.1.4 size; 

Learning Outcome ^.-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. 



104 CHAPTER 2. TERM 2 

2.8 English in Town 03' 

2.8.1 ENGLISH FIRST ADDITIONAL LANGUAGE 

2.8.2 English in Town 

2.8.3 EDUCATOR SECTION 

2.8.4 Memorandum 

The topics chosen for the modules in Grade 1 are ah 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 flrst 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. 

2.8.4.1 Time scheduled for the modules 1 to 8 

It is suggested that the average learners complete all eight modules during the year, flnishing ± 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. 

This module contains much repetition of words relating to size and colour. 

Let the learners copy the sentences to the best of their ability. Do not at this stage strive for perfection. 
It is more important for them to listen and repeat what is being written. 

The poem "Time for tea" in three parts introduces the characters the worm, the frog and the mouse and 
lends itself to acting out the story with the correct forms of greeting. Learners will like to recite the poem 
on page 32 with the educator as it reflects the noises of the city. 

2.8.4.2 Integration of themes 

• Human rights 

Public transport should be in place to convey workers to and from work. 

• A healthy environment 

Discuss air pollution (traflic). 

The poems, which are included in this module, give learners the oppor-tunity to practise forms of greeting, 
e.g. good morning, good afternoon and good evening. 

When learners have listened to the poems several times and they begin to say them with the educator, 
they can be divided into two groups, one group being the owl and the other the worm. When the learners 
know the words of all three poems, they can be divided into four groups, one group being the owl and the 
others the worm, the frog and the mouse. 

Later individual learners can act out the poems saying the words themselves. 

The words that were introduced in Modules 1 to 3 for Grade 1 are revised in this module. The educator 
is reminded that a listening period must precede the "reading" of the pages. The more practice the learners 
get in listening and pointing to the words while the educator reads the words, the sooner they will recognise 
individual words. Give learners the opportunity to enjoy the repetition of the phrases and the words. 



^This content is available online at <littp://cnx.org/content/m24401/l.l/>. 



105 

2.8.5 New words introduced in this module are found on "My Dictionary Page". 
The educator can write them on flash cards. Learners can then play games with 
these words. 

2.8.6 LEANER SECTION 

2.8.7 Content 

• Draw the picture. 
Who did the owl meet . . . 




Figure 2.60 



in the morning? 



Figure 2.61 



in the afternoon? 



Figure 2.62 



106 



CHAPTER 2. TERM 2 



in the evening? 



Figure 2.63 



LO 1.1.5 




LO 2.1 




LO 5.1.5 





Table 2.29 




Figure 2.64 



• Colour the picture. 

• Match the names to the pictures. 

• Point to the picture at the top of the page then ask your friend, 



"Is it a mouse?" 
"Is it a tree?" 
"Is it an owl?" 
"Is it a worm?" 
"Is it a frog?" 



"Is it a flower?" 
"Is it a butterfly?" 
"Is it a bird?" 
"Is it a bee?" 
"Is it a river?" 



• Listen. 

• Read and draw. 

So the worm went to town. 



107 



LO 1.1.5 




LO 3.1.2 




LO 3.1.3 





Table 2.30 



Figure 2.65 



So the frog went to town. 



Figure 2.66 



So the mouse went to town. 



108 



CHAPTER 2. TERM 2 



Figure 2.67 



They all went to town. 



Figure 2.68 



• Listen. 



LO 1.1.3 




L0 3.4 




L0 6.5 





Table 2.31 




Figure 2.69 



We saw many cars in town. 



109 




Figure 2.70 




Figure 2.71 



• Draw the cars. 



LO 1.1.3 




L0 6.1 




L0 6.7 





Table 2.32 



• Read. 

There were white cars. 
There were red cars. 
There were blue cars. 
There were yehow cars. 
There were green cars. 
There were big cars. 
There were smah cars. 
There were many cars in town. 
"I don't hke cars" said the worm. 



Draw a worm in a car. 



no 



CHAPTER 2. TERM 2 



Figure 2.72 



LO 1.1.3 




L0 3.4 





Table 2.33 



2.8.8 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: 

1.1.3 draws a picture of the story; 

1.1.5 answers simple literal 'yes/no' and open questions with one- word answers; 

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

Assessment Standard 2,1: We know this when the learner responds appropriately to simple questions 
with single words or formulaic phrases; 

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: 

3.1.2 matches pictures and words; 

3.1.3 uses illustrations to understand simple captions; 

Assessment Standard 3,4: We know this when the learner read picture books with simple one-word 
or two- word captions. 

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 5,1: We know this when the learner understands concepts and vocabulary 
relating to: 

5.1.5 time; 

Learning Outcome ^.-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 6,5: We know this when the learner understands some modals in oral texts; 

Assessment Standard 6,7: We know this when the learner understands plurals or nouns in oral texts. 



Ill 

2.9 English in Town 04' 

2.9.1 ENGLISH FIRST ADDITIONAL LANGUAGE 

2.9.2 English in Town 

2.9.3 EDUCATOR SECTION 

2.9.4 Memorandum 

The topics chosen for the modules in Grade 1 are ah 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 flrst 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. 

2.9.4.1 Time scheduled for the modules 1 to 8 

It is suggested that the average learners complete all eight modules during the year, flnishing ± 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. 

This module contains much repetition of words relating to size and colour. 

Let the learners copy the sentences to the best of their ability. Do not at this stage strive for perfection. 
It is more important for them to listen and repeat what is being written. 

The poem "Time for tea" in three parts introduces the characters the worm, the frog and the mouse and 
lends itself to acting out the story with the correct forms of greeting. Learners will like to recite the poem 
on page 32 with the educator as it reflects the noises of the city. 

2.9.4.2 Integration of themes 

• Human rights 

Public transport should be in place to convey workers to and from work. 

• A healthy environment 

Discuss air pollution (traflic). 

The poems, which are included in this module, give learners the oppor-tunity to practise forms of greeting, 
e.g. good morning, good afternoon and good evening. 

When learners have listened to the poems several times and they begin to say them with the educator, 
they can be divided into two groups, one group being the owl and the other the worm. When the learners 
know the words of all three poems, they can be divided into four groups, one group being the owl and the 
others the worm, the frog and the mouse. 

Later individual learners can act out the poems saying the words themselves. 

The words that were introduced in Modules 1 to 3 for Grade 1 are revised in this module. The educator 
is reminded that a listening period must precede the "reading" of the pages. The more practice the learners 



^This content is available online at <littp://cnx.org/content/m24402/l.l/>. 



112 



CHAPTER 2. TERM 2 



get in listening and pointing to the words while the educator reads the words, the sooner they will recognise 
individual words. Give learners the opportunity to enjoy the repetition of the phrases and the words. 

New words introduced in this module are found on "My Dictionary Page". The educator can write them 
on flash cards. Learners can then play games with these words. 

2.9.5 LEANER SECTION 

2.9.6 Content 

• Listen. 




Figure 2.73 



We saw many trucks in town. 





marn 



I trucks 



Figure 2.74 



• Draw the trucks. 



Figure 2.75 



113 



LO 1.1.3 




LO 2.6 




L0 6.7 





Table 2.34 



• Read. 

There were white trucks. 
There were red trucks. 
There were blue trucks. 
There were yehow trucks. 
There were green trucks. 
There were big trucks. 
There were smah trucks. 
There were long trucks. 
There were short trucks. 
There were many trucks in town. 
"I don't like trucks" said the frog. 

• Draw a frog under a truck. 




Figure 2.76 



LO 1.1.3 




LO 5.1.4 





Table 2.35 



• Listen. 




Figure 2.77 



114 



CHAPTER 2. TERM 2 



We saw many lorries in town. 





one lorrL 



many lorries 



Figure 2.78 



Draw the lorries. 



Figure 2.79 



LO 1.1.3 




LO 2.6 




L0 3.4 





Table 2.36 



• Read. 

There were white lorries. 
There were red lorries. 
There were blue lorries. 
There were yellow lorries. 
There were green lorries. 
There were big lorries. 
There were small lorries. 
There were long lorries. 
There were short lorries. 
There were many lorries in town. 
"I don't like lorries" said the mouse. 



Draw a mouse on a lorry. 



115 



Figure 2.80 



LO 1.1.2 




LO 1.1.3 




LO 3.4 





Table 2.37 



2.9.7 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: 

1.1.2 joins in choruses at approriate points; 

1.1.3 draws a picture of the story; 

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

Assessment Standard 2,6: 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 3,4: We know this when the learner read picture books with simple one-word 
or two- word captions. 

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 5,1: We know this when the learner understands concepts and vocabulary 
relating to: 

5.1.4 size; 

Learning Outcome ^.-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 6,7: We know this when the learner understands plurals or nouns in oral texts. 



116 CHAPTER 2. TERM 2 

2.10 English in Town 05 ° 

2.10.1 ENGLISH FIRST ADDITIONAL LANGUAGE 

2.10.2 English in Town 

2.10.3 EDUCATOR SECTION 

2.10.4 Memorandum 

The topics chosen for the modules in Grade 1 are ah 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 flrst 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. 

2.10.4.1 Time scheduled for the modules 1 to 8 

It is suggested that the average learners complete all eight modules during the year, flnishing ± 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. 

This module contains much repetition of words relating to size and colour. 

Let the learners copy the sentences to the best of their ability. Do not at this stage strive for perfection. 
It is more important for them to listen and repeat what is being written. 

The poem "Time for tea" in three parts introduces the characters the worm, the frog and the mouse and 
lends itself to acting out the story with the correct forms of greeting. Learners will like to recite the poem 
on page 32 with the educator as it reflects the noises of the city. 

2.10.4.2 Integration of themes 

• Human rights 

Public transport should be in place to convey workers to and from work. 

• A healthy environment 

Discuss air pollution (traflic). 

The poems, which are included in this module, give learners the oppor-tunity to practise forms of greeting, 
e.g. good morning, good afternoon and good evening. 

When learners have listened to the poems several times and they begin to say them with the educator, 
they can be divided into two groups, one group being the owl and the other the worm. When the learners 
know the words of all three poems, they can be divided into four groups, one group being the owl and the 
others the worm, the frog and the mouse. 

Later individual learners can act out the poems saying the words themselves. 

The words that were introduced in Modules 1 to 3 for Grade 1 are revised in this module. The educator 
is reminded that a listening period must precede the "reading" of the pages. The more practice the learners 



'-'This content is available online at <littp://cnx.org/content/m24405/l.l/>. 



117 

get in listening and pointing to the words while the educator reads the words, the sooner they will recognise 
individual words. Give learners the opportunity to enjoy the repetition of the phrases and the words. 

New words introduced in this module are found on "My Dictionary Page". The educator can write them 
on flash cards. Learners can then play games with these words. 

2.10.5 LEANER SECTION 

2.10.6 Content 

• Listen. 

We saw many trains in town. 



ICDODPlpGDOOMaO 







one train 



nnanu trains 



Figure 2.81 



• Draw the trains. 



Figure 2.82 



LO 1.1.3 




LO 5.5 





Table 2.38 



Read. 

There were long trains. 
There were short trains. 
There were wide trains. 
There were narrow trains 
There were many trains in town. 



118 



CHAPTER 2. TERM 2 



"I like trains," said the worm. 

"I can ride in trains." 

So the worm rode in a train. 

• Draw a worm in a train. 



Figure 2.83 



LO 5.1.4 




LO 6.2 




L0 6.5 





Table 2.39 



• Listen. 




Figure 2.84 



We saw many buses in town. 





manu busses 



Figure 2.85 



• Draw the buses. 



119 



Figure 2.86 



LO 1.1.3 




LO 1.3 




LO 3.1.3 





Table 2.40 



• Read. 

There were big buses. 

There were smah buses. 
There were long buses. 
There were short buses. 
There were closed buses. 
There were open buses. 
There were many buses in town. 
"I like buses," said the frog. 
"I can ride in buses." 
So the frog rode in a bus. 

• Draw the frog in a bus. 



Figure 2.87 



LO 1.1.3 




L0 6.5 




L0 6.9 





Table 2.41 



120 CHAPTER 2. TERM 2 

2.10.7 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: 

1.1.3 draws a picture of the story; 

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: 

3.1.3 uses illustrations to understand simple captions; 

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 5,1: We know this when the learner understands concepts and vocabulary 
relating to: 

5.1.4 size; 

Assessment Standard 5,5: We know this when the learner understands and uses some mathematical 
language. 

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 6,2: We know this when the learner understands simple sentences in oral texts; 

Assessment Standard 6,5: We know this when the learner understands some modals in oral texts; 

Assessment Standard 6,9: We know this when the learner understands some prepositions in oral 
texts. 

2.11 English in Town 06'' 

2.11.1 ENGLISH FIRST ADDITIONAL LANGUAGE 

2.11.2 English in Town 

2.11.3 EDUCATOR SECTION 

2.11.4 Memorandum 

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 flrst 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. 

2.11.4.1 Time scheduled for the modules 1 to 8 

It is suggested that the average learners complete all eight modules during the year, flnishing ± 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. 



^^This content is available online at <littp://cnx.org/content/m24411/l.l/>. 



121 

This module contains much repetition of words relating to size and colour. 

Let the learners copy the sentences to the best of their ability. Do not at this stage strive for perfection. 
It is more important for them to listen and repeat what is being written. 

The poem "Time for tea" in three parts introduces the characters the worm, the frog and the mouse and 
lends itself to acting out the story with the correct forms of greeting. Learners will like to recite the poem 
on page 32 with the educator as it reflects the noises of the city. 

2.11.4.2 Integration of themes 

• Human rights 

Public transport should be in place to convey workers to and from work. 

• A healthy environment 

Discuss air pollution (traflic). 

The poems, which are included in this module, give learners the oppor-tunity to practise forms of greeting, 
e.g. good morning, good afternoon and good evening. 

When learners have listened to the poems several times and they begin to say them with the educator, 
they can be divided into two groups, one group being the owl and the other the worm. When the learners 
know the words of all three poems, they can be divided into four groups, one group being the owl and the 
others the worm, the frog and the mouse. 

Later individual learners can act out the poems saying the words themselves. 

The words that were introduced in Modules 1 to 3 for Grade 1 are revised in this module. The educator 
is reminded that a listening period must precede the "reading" of the pages. The more practice the learners 
get in listening and pointing to the words while the educator reads the words, the sooner they will recognise 
individual words. Give learners the opportunity to enjoy the repetition of the phrases and the words. 

New words introduced in this module are found on "My Dictionary Page". The educator can write them 
on flash cards. Learners can then play games with these words. 

2.11.5 LEANER SECTION 

2.11.6 Content 

• Listen. 




Figure 2.88 



We saw many aeroplanes in town. 



122 



CHAPTER 2. TERM 2 



^ 




one aeroplane 




mam 



Figure 2.89 



Draw the aeroplanes. 



LO 1.3 




LO 5.5 





Table 2.42 



• Read. 

There were big aeroplanes with white wings. 
There were big aeroplanes with red wings. 
There were small aeroplanes with blue wings. 
There were small aeroplanes with yellow wings. 
There were high aeroplanes with wide wings. 
There were low aeroplanes with narrow wings. 
There were many aeroplanes in town. 
"I like aeroplanes," said the mouse. 
"I can fly in aeroplanes." 
So the mouse flew in an aeroplane. 

• Draw the mouse in an aeroplane. 




Figure 2.90 



LO 3.1.3 




L0 5.5 




L0 6.5 




L0 6.7 





Table 2.43 



123 



• Listen. 

• Read. 



• Draw 

the worm in the train, 
the frog on the train, 
the mouse under the train. 



Figure 2.91 



Draw 



the frog in the bus, 

the mouse on the bus, 
the worm under the bus. 



Figure 2.92 



Draw 



the mouse in the aeroplane, 
the worm on the aeroplane, 
the frog under the aeroplane. 



124 



CHAPTER 2. TERM 2 



Figure 2.93 



• Listen. 

• Read and draw. 



LO 1.1.3 




L0 6.9 





Table 2.44 




Figure 2.94 



We saw many 



Figure 2.95 



boys on bicycles, 



125 



Figure 2.96 



girls on bicycles, 




Figure 2.97 




Figure 2.98 



men on bicycles, 



126 



CHAPTER 2. TERM 2 



Figure 2.99 



women on bicycles. 

• We saw many bicycles in town. 

• Let's count the bicycles in English. 1, 2, 3, 4, 5, 6, 7, 8, 9, lOone, two, three, four, five, six, seven, 
eight, nine, ten. 

• Let's count the bicycles in Afrikaans. 1, 2, 3, 4, 5, 6, 7, 8, 9, lOeen, twee, drie, vier, vyf, ses, sewe, ag, 
nege, tien. 

"We can speak English" said the worm, the frog and the mouse. 

• Can you speak English? 
Yes or No 

• Draw yourself here. 




Figure 2.100 



LO 1.1.5 




LO 5.1.2 





Table 2.45 



127 



2.11.7 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; 

Assessment Standard 1,3: We know this when the learner understands simple oral instructions by 
responding physically. 

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: 

3.1.3 uses illustrations to understand simple captions; 

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 5,1: We know this when the learner understands concepts and vocabulary 
relating to: 

5.1.2 number; 

Assessment Standard 5,5: We know this when the learner understands and uses some mathematical 
language. 

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 6,5: We know this when the learner understands some modals in oral texts; 

Assessment Standard 6,7: We know this when the learner understands plurals or nouns in oral texts; 

Assessment Standard 6,9: We know this when the learner understands some prepositions in oral 
texts. 

2.12 English in Town 07 ' 

2.12.1 ENGLISH FIRST ADDITIONAL LANGUAGE 

2.12.2 English in Town 

2.12.3 EDUCATOR SECTION 

2.12.4 Memorandum 

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 flrst 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. 

2.12.4.1 Time scheduled for the modules 1 to 8 

It is suggested that the average learners complete all eight modules during the year, flnishing ± two modules 
per term. 



^This content is available online at <littp://cnx.org/content/m24415/l.l/>. 



128 CHAPTER 2. TERM 2 

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. 

This module contains much repetition of words relating to size and colour. 

Let the learners copy the sentences to the best of their ability. Do not at this stage strive for perfection. 
It is more important for them to listen and repeat what is being written. 

The poem "Time for tea" in three parts introduces the characters the worm, the frog and the mouse and 
lends itself to acting out the story with the correct forms of greeting. Learners will like to recite the poem 
on page 32 with the educator as it reflects the noises of the city. 

2.12.4.2 Integration of themes 

• Human rights 

Public transport should be in place to convey workers to and from work. 

• A healthy environment 

Discuss air pollution (traflic). 

The poems, which are included in this module, give learners the oppor-tunity to practise forms of greeting, 
e.g. good morning, good afternoon and good evening. 

When learners have listened to the poems several times and they begin to say them with the educator, 
they can be divided into two groups, one group being the owl and the other the worm. When the learners 
know the words of all three poems, they can be divided into four groups, one group being the owl and the 
others the worm, the frog and the mouse. 

Later individual learners can act out the poems saying the words themselves. 

The words that were introduced in Modules 1 to 3 for Grade 1 are revised in this module. The educator 
is reminded that a listening period must precede the "reading" of the pages. The more practice the learners 
get in listening and pointing to the words while the educator reads the words, the sooner they will recognise 
individual words. Give learners the opportunity to enjoy the repetition of the phrases and the words. 

2.12.5 New words introduced in this module are found on "My Dictionary Page". 
The educator can write them on flash cards. Learners can then play games with 
these words. 

2.12.6 LEANER SECTION 

2.12.7 Content 

• Listen. 

• Read and draw. 




Figure 2.101 



129 



We saw many 
tall people 



Figure 2.102 



short people 



Figure 2.103 



thin people 



Figure 2.104 



fat people 



130 



CHAPTER 2. TERM 2 



Figure 2.105 



happy people 



Figure 2.106 



sad people 



Figure 2.107 



• We saw many people in town. 



LO 1.1.3 




LO 6.10 





Table 2.46 



Draw a happy face. 



131 



Figure 2.108 



Draw a sad face. 



• Write. 



Figure 2.109 






* ' « ■ * - * ■ 



*■•♦ *-♦. 



Figure 2.110 



L0 4.1 




LO 6.10 





Table 2.47 



• Listen. 

• Read. 



132 



CHAPTER 2. TERM 2 




Figure 2.111 



• We heard many sounds in town. 

"Toot-toot," went the cars. 

"Toot-toot," went the trucks. 
"Toot-toot," went the lorries. 
"Toot-toot," went the trains. 
"Toot-toot," went the buses. 
"Zoom- Zoom," went the aeroplanes. 
"Tring-tring," went the bicycles. 
There were TOO MANY sounds in town! 




Figure 2.112 



LO 1.1.2 




L0 6.5 





Table 2.48 



Draw the cars, the trucks, the lorries, the trains, the buses the aeroplanes and the bicycles. 



133 



Figure 2.113 



LO 1.1.3 




L0 3.4 




L0 6.7 





Table 2.49 



2.12.8 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: 

1.1.2 joins in choruses at approriate points; 

1.1.3 draws a picture of the story; 

Assessment Standard 1,3: We know this when the learner understands simple oral instructions by 
responding physically. 

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 3,4: We know this when the learner read picture books with simple one-word 
or two- word captions. 

Learning Outcome 4;WRITING: The learner is able to write different kinds of factual and imagina- 
tive texts for a wide range of purposes. 

Assessment Standard 4,1: We know this when the learner copies familiar words and short sentences. 

Learning Outcome ^.-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 6,5: We know this when the learner understands some modals in oral texts; 



134 CHAPTER 2. TERM 2 

Assessment Standard 6,7: We know this when the learner understands plurals or nouns in oral texts; 
Assessment Standard 6.10: We know this when the learner understands a few adjectives and advebs 
in oral texts. 

2.13 English in Town 08 ' 

2.13.1 ENGLISH FIRST ADDITIONAL LANGUAGE 

2.13.2 English in Town 

2.13.3 EDUCATOR SECTION 

2.13.4 Memorandum 

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 flrst 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. 

2.13.4.1 Time scheduled for the modules 1 to 8 

It is suggested that the average learners complete all eight modules during the year, flnishing ± 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. 

This module contains much repetition of words relating to size and colour. 

Let the learners copy the sentences to the best of their ability. Do not at this stage strive for perfection. 
It is more important for them to listen and repeat what is being written. 

The poem "Time for tea" in three parts introduces the characters the worm, the frog and the mouse and 
lends itself to acting out the story with the correct forms of greeting. Learners will like to recite the poem 
on page 32 with the educator as it reflects the noises of the city. 

2.13.4.2 Integration of themes 

• Human rights 

Public transport should be in place to convey workers to and from work. 

• A healthy environment 

Discuss air pollution (traflic). 

The poems, which are included in this module, give learners the oppor-tunity to practise forms of greeting, 
e.g. good morning, good afternoon and good evening. 

When learners have listened to the poems several times and they begin to say them with the educator, 
they can be divided into two groups, one group being the owl and the other the worm. When the learners 



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135 

know the words of all three poems, they can be divided into four groups, one group being the owl and the 
others the worm, the frog and the mouse. 

Later individual learners can act out the poems saying the words themselves. 

The words that were introduced in Modules 1 to 3 for Grade 1 are revised in this module. The educator 
is reminded that a listening period must precede the "reading" of the pages. The more practice the learners 
get in listening and pointing to the words while the educator reads the words, the sooner they will recognise 
individual words. Give learners the opportunity to enjoy the repetition of the phrases and the words. 

New words introduced in this module are found on "My Dictionary Page". The educator can write them 
on flash cards. Learners can then play games with these words. 

2.13.5 LEANER SECTION 

2.13.6 Content 

• Listen. 

• Say it and read it. 

• Draw the pictures. 



2.13.6.1 Noises in Town! 

There's a - hooting 
and a - tooting 
of cars that come and go! 
Stop! Stop! Stop! 
Go! Go! Go! 
There's a - hustling 
and a - bustling 
of people on the go! 
Stop! Stop! Stop! 
Go! Go! Go! 
There's a - droning 
and a - groaning 
of aeroplanes to and fro! 
Stop! Stop! Stop! 
Go! Go! Go! 
Stop! Stop! STOP! 
G.J.M. 



LO LL3 




LO 2.2 





Table 2.50 



• Listen. 

• Read. 



136 



CHAPTER 2. TERM 2 




Figure 2.114 



"I want to go home," said the worm. 
"I want to go home," said the frog. 
"I want to go home," said the mouse. 
"I don't hke the noise in the town," said the worm. 
"I don't hke the noise in the town," said the frog. 
"I don't hke the noise in the town," said the mouse. 
So the worm went home. 
The frog went home. 
The mouse went home. 
They ah went home. 

• Draw the picture. 



Figure 2.115 



LO 3.1.3 



Table 2.51 



• Listen and hsten again. 

• Say it and read it. 



Act it. 



2.13.6.2 We're back! 



137 



"Hello, Old Mr OwL" said the worm, 
"And how are uou today? 
I shall not conne for tea - 
I've been to town, you seel" 





"Hello, Old Mr OwL" said the frog, 
And how ore you today? 
I shall not conne for tea - 
I've been to town, you seel" 

"Hello. Old Mr OwL" said the mouse, 
And how are you today? 
I shall not conne for tea - 
I've been to town, you seel" 
GJ.M. ' 




■l 



Figure 2.116 



LO 1.1.2 




LO 2.2 





Table 2.52 




Figure 2.117 



• Read. 

• Keep this page in your file. 



138 



CHAPTER 2. TERM 2 



worm 



leaf 




mouse 



lorry 
lorries 




leaves 



mont 






trains 




town 




cars 



'aE)Ei0{£][i 



bus 
buses 




tea 




troc 




trucks 




bicucles 



Figure 2.118 



L0 6.7 




LO 6.11 





Table 2.53 



2.13.7 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: 

1.1.2 joins in choruses at approriate points; 

1.1.3 draws a picture of the story; 

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

Assessment Standard 2,2: We know this when the learner memorises and performs songs and action 
rhymes with the right intonation, rhythm and pronunciation; 

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: 

3.1.3 uses illustrations to understand simple captions; 



139 

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 6,7: We know this when the learner understands plurals or nouns in oral texts; 

Assessment Standard 6.11: We know this when the learner understands between 500 and 1 000 
common spoken words in context by the end of Grade 1. 



140 CHAPTER 2. TERM 2 



Chapter 3 

Term 3 



3.1 English in Shops 01^ 

3.1.1 ENGLISH FIRST ADDITIONAL LANGUAGE 

3.1.2 English in shops 

3.1.3 EDUCATOR SECTION 

3.1.4 Memorandum 

3.1.4.1 Introduction 

The topics chosen for the modules in Grade 1 are ah 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 flrst 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. 

3.1.4.2 Time scheduled for the modules 1 to 8 

It is suggested that the average learners complete all eight modules during the year, flnishing ± 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. 



-•^This content is available online at <littp://cnx.org/content/m24417/l.l/>. 

141 



142 CHAPTERS. TERMS 

3.1.5 LEANER SECTION 

3.1.6 Content 



Listen to the story. 
Listen again. 
Say it with your teacher. 
Look en read. 



Tim and Tina go to town. 

Mummy and Daddy wih take them to town. 

Tim wants a new pair of shoes. 

He also wants a rugby bah. 

Tina wants a new dress. 

She also wants a new umbrella. 

Daddy will take them in the car. 

Questions: Did you listen? 

1. Who wants to go to town? 

2. Who win take them? 

3. What does Tim want? 

4. What does Tina want? 

5. Clap when you hear a word beginning with the same sound as tap. 

6. Count as you clap. 



LO LI 




LO 1.1.7 




LO 2.1 




LO 2.6 





Table 3.1 



• Listen and listen again. 

• Listen and say the poem. 

• Read it. 

Mummy says, 



143 




Figure 3.1 



Listen and do: 

• Come here, stand next to the table, sit down. 

• Take your book, take your pencil, take your chair. 

• Bring your book, bring your chair, bring your pencil. 

• Walk to your chair, hop on one leg, turn around. 



LO 1.3 




LO 2.2 




L0 3.7 





Table 3.2 



• Read. 

• Draw the pictures. 

• Write the words. 



144 



CHAPTERS. TERMS 




Figure 3.2 



umbrella 
rain . . 



Figure 3.3 



clouds 




Figure 3.4 



145 



Dad 



Figure 3.5 



shopping 



Figure 3.6 



cheque book 



146 



CHAPTERS. TERMS 



Figure 3.7 



window pane 




Figure 3.8 



a rainy day 




Figure 3.9 



147 



LO 3.1.2 




L0 4.1 





Table 3.3 



• Listen and listen again. 

• Say it together. 

• Read it. 

Tim says, 

"Splish, Splash, Splish! 
A drop on my nose! 
Here's another one too 
It's right here on the rose. 
Tina says, 

"Splish, Splash, Splish! 
It's raining much faster. 
The splishes are bigger 
The puddles much larger! 
Splish, Splash, Splish! 
G.J.M. 

• Draw the picture. 



Figure 3.10 



LO 1.1.3 




L0 2.2 




L0 3.7 





Table 3.4 



• Listen. 

• Listen, say and read. 



148 



CHAPTERS. TERMS 



To get to town, Dad has to drive 

over the hill, - 

through the tunnel, 

under the bridge 

down to the river 

and along the road 

into town. 



-.■ ~<^V-^ 




Figure 3.11 



• Tell a friend how Dad gets to town. 

• Draw Dad driving:- 









over the hill 


through the tunnel 


under the bridge 








along the road 


down to the river 


into town 



Figure 3.12 



• Number them in the right order. 



149 



LO 1.1.3 




LO 1.1.4 




LO 3.1.1 




LO 5.1.8 




L0 6.9 





Table 3.5 




Figure 3.13 



Discuss what they saw. 



ccnxxT. rjv 





S-. 




Listen and 
Colour the 
Colour the 
Colour the 
Colour the 
Colour the 
Colour the 
Colour the 
Colour the 
Colour the 



do. 

first bus red. 
truck brown, 
little car yellow, 
big car blue, 
train green, 
bicycle black, 
second bus pink, 
aeroplane purple, 
helicopter red. 





Figure 3.14 



LO 1.3 




LO 1.5 




LO 2.6 





Table 3.6 



150 CHAPTERS. TERMS 

3.1.7 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: 

1.1.3 draws a picture of the story; 

1.1.4 puts pictures in the right sequence; 

1.1.7 shows awareness of boys and girls in conventional roles; 

Assessment Standard 1,3: We know this when the learner understands simple oral instructions by 
responding physically; 

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: 

3.1.1 makes sense of a picture story; 

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 6,9: We know this when the learner understands some prepositions in oral 
texts. 

3.2 English in Shops 02' 

3.2.1 ENGLISH FIRST ADDITIONAL LANGUAGE 

3.2.2 English in shops 

3.2.3 EDUCATOR SECTION 

3.2.4 Memorandum 

3.2.4.1 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 flrst 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. 

3.2.4.2 Time scheduled for the modules 1 to 8 

It is suggested that the average learners complete all eight modules during the year, flnishing ± two modules 
per term. 



^This content is available online at <littp://cnx.org/content/m24442/l.l/>. 



151 

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. 

3.2.4.3 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. 

3.2.5 LEANER SECTION 

3.2.6 Content 

• Answer "yes" or "no". 

• Colour in the "yes" pictures. 

• Ask each one, e.g. "Earthworm, do you like the rain?" 



arth 




I? 



earthworm r snai 






frog? kitty cat? 




fish? 




dolphin? butterfly? 




pengi 



luin? 




bird? 






ra 



bbit? 



cow? 




elephant? 



Figure 3.15 



Do you like the rain? Why?/Why not? 



152 



CHAPTERS. TERMS 



LO 1.1.5 




LO 2.1 




LO 2.5 




L0 6.6 





Table 3.7 



• Listen, say and read. 

Mom said, "Look at all the cars!" 

Tim said, "Look at all the trucks and lorries." 
Tina said, "Look at all the buses and trains." 
Dad said, "Look at all the 




*3 



10 



2i« 




<D 



.23 I •» 

.22 \ '^ 




Figure 3.16 



• Join the dots in the right order to find out what Dad saw. 

• Colour it. 

• Draw more 



LO 1.3 




L0 4.2 




LO 5.1.2 





Table 3.8 



153 














Look! Listen! Discuss! 



Figure 3.17 



LO 1.1.5 




LO 2.1 




L0 3.5 





Table 3.9 



• Read. 

• Draw raindrops: 



154 



CHAPTERS. TERMS 



big 


bigger 


biggest 


a few 


more 


many 



Figure 3.18 



• Draw trains: 



long 


longer 


longest 



Figure 3.19 



• Draw cars: 



short 


shorter 


shortest 



Figure 3.20 



155 



LO 1.1.3 




LO 6.10 





Table 3.10 



3.2.7 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: 

1.1.3 draws a picture of the story; 

1.1.5 answers simple, literal 'yes/no' and open questions with one- word answers; 

Assessment Standard 1,3: We know this when the learner understands simple oral instructions by 
responding physically; 

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 2,5: 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 imagina- 
tive texts for a wide range of purposes. 

Assessment Standard 4,2: We know this when the learner uses simple, familiar words to complete 
sentence frames. 

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 5,1: We know this when the learner understands concepts and vocabulary 
relating to: 

5.1.2 number; 

Learning Outcome ^.-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 6,6: We know this when the learner understands negative forms in oral texts; 

Assessment Standard 6,10: We know this when the learner understands some adjectives and adverbs 
in oral texts. 

3.3 English in Shops 03' 

3.3.1 ENGLISH FIRST ADDITIONAL LANGUAGE 

3.3.2 English in shops 

3.3.3 EDUCATOR SECTION 

3.3.4 Memorandum 

3.3.4.1 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 flrst this is done classically. As the learners become more 



^This content is available online at <littp://cnx.org/content/m24449/l.l/>. 



156 CHAPTERS. TERMS 

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. 

3.3.4.2 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. 

3.3.4.3 Integration of themes 

• Social Justice 



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

3.3.6 LEANER SECTION 

3.3.7 Content 

• Look and tell the story. 



157 




Figure 3.21 



LO 1.1 




LO 1.5 




LO 2.6 




L0 3.5 





Table 3.11 



• 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 cafe. 
There is a restaurant. 
"I hke shopping in town," 
"I hke shopping in town," 



said Tina, 
said Tim. 



• What can you buy at these shops? 

• Draw the pictures. 



158 



CHAPTERS. TERMS 



Figure 3.22 



a sports shop 




Figure 3.23 



a fish shop 



LO 1.1.5 




LO 2.1 




L0 3.7 




L0 6.1 





Table 3.12 



• What can you buy at these shops? 

• Draw the pictures. 



159 



a butcher's shop 



a bakery 



Figure 3.24 



Figure 3.25 



Figure 3.26 



a cafe 



160 



CHAPTERS. TERMS 



Figure 3.27 



Figure 3.28 



a supermarket 



Figure 3.29 



a dairy a restaurant 



161 



Figure 3.30 



a dress shop 



Figure 3.31 



a shoe shop 



LO 3.1.2 



Table 3.13 



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



162 



CHAPTERS. TERMS 




;''**0 






Figure 3.32 



LO 1.1.7 




LO 5.3.1 





Table 3.14 



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



163 




;''**0 






Figure 3.33 



LO 1.1.7 




LO 5.3.1 





Table 3.15 



3.3.8 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. 



164 CHAPTERS. TERMS 

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. 

3.4 English in Shops 04' 

3.4.1 ENGLISH FIRST ADDITIONAL LANGUAGE 

3.4.2 English in shops 

3.4.3 EDUCATOR SECTION 

3.4.4 Memorandum 

3.4.4.1 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 flrst 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. 

3.4.4.2 Time scheduled for the modules 1 to 8 

It is suggested that the average learners complete all eight modules during the year, flnishing ± 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. 



"^This content is available online at <littp://cnx.org/content/m24452/l.l/>. 



165 

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. 

3.4.4.3 Integration of themes 

• Social Justice 



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

3.4.6 LEANER SECTION 

3.4.7 Content 

• Listen and say. 

• Read the question. 

• Answer "yes" or "no". 

• Write the sentence. 

• Draw the picture. 

1. Do you like apples? 



2. Do you like milk? 



3. Do you like fish? 



4. Do you like hotdogs? 



LO 1.1.5 




LO 2.5 





Table 3.16 



• Listen and read. 

Tina saw 2 cars. 
Tina saw 4 cars. 
Tina saw 1 train. 
Tim saw 1 train. 
Tina saw 2 buses. 
Tim saw 1 bus. 
Tina saw 3 bicycles. 
Tim saw 2 bicycles. 
Tina saw 1 aeroplane. 
Tim saw 1 helicopter. 



166 



CHAPTERS. TERMS 



• Fill in your "Traffic Graph". 

• Draw dots for all the traffic Tim and Tina saw. 

• Count the cars, the trains, the buses, etc. 



traffic 


cars 


[U+2!3CF] 












trains 
















buses 
















bicycles 














aeroplanes 














helicopters 
















1 


2 


3 


4 


5 


6 


7 



Table 3.17 



Talk about your graph 



LO 5.1.2 




LO 5.4 




L0 6.7 





Table 3.18 



• Listen and read. 

Tim says, 

"There are so many shoes. 
There are brown shoes. 
There are black shoes. 
There are high shoes. 
There are low shoes. 
There are big shoes. 
There are small shoes. 
Which shoes shall I choose?" 

• Draw the shoes. 




Figure 3.34 



167 



• Draw: 




Figure 3.35 



one shoe 



Figure 3.36 



many shoes 



LO 1.1.3 




L0 3.7 




L0 6.7 





Table 3.19 



Listen and read. 



Tina says, 

"There are so many dresses. 
There are white dresses. 
There are pink dresses. 
There are blue dresses. 
There are long dresses. 
There are short dresses. 
There are dresses with dots. 



168 



CHAPTERS. TERMS 



There are dresses with stripes. 
There are dresses with buttons. 
There are dresses with bows. 
Which dress shah I choose? 

• Draw the dresses. 



Figure 3.37 



• Draw: 



Figure 3.38 



one dress 



169 



Figure 3.39 



many dresses 



LO 1.1.3 




L0 3.7 




L0 6.2 




L0 6.5 





Table 3.20 



3.4.8 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: 

1.1.3 draws a picture of the story; 

1.1.5 answers simple, literal 'yes/no' and open questions with one- word answers; 

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 2,5: We know this when the learner expresses self in simple ways if given an 
oral structure; 

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 3,7: We know this when the learner reads a poem/story with the teacher. 

Learning Outcome ^.-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 6,2: We know this when the learner understands simple sentences in oral texts; 

Assessment Standard 6,5: We know this when the learner understands some modal verbs in oral 
texts; 

Assessment Standard 6,7: We know this when the learner understands some plurals in oral texts. 



170 CHAPTERS. TERMS 

3.5 English in Shops 05' 

3.5.1 ENGLISH FIRST ADDITIONAL LANGUAGE 

3.5.2 English in shops 

3.5.3 EDUCATOR SECTION 

3.5.4 Memorandum 

3.5.4.1 Introduction 

The topics chosen for the modules in Grade 1 are ah 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 flrst 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. 

3.5.4.2 Time scheduled for the modules 1 to 8 

It is suggested that the average learners complete all eight modules during the year, flnishing ± 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. 

3.5.4.3 Integration of themes 

• Social Justice 

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

3.5.6 LEANER SECTION 

3.5.7 Content 

• Read and draw. 

There are so many umbrellas. 



^This content is available online at <littp://cnx.org/content/m24457/l.l/>. 



171 



Figure 3.40 



a red umbrella 



Figure 3.41 



a blue umbrella 



Figure 3.42 



an umbrella with stripes 



172 



CHAPTERS. TERMS 



Figure 3.43 



an umbrella with dots 



Figure 3.44 



a small umbrella 
a big umbrella 

• Which umbrella shall I choose? 



LO 1.1.3 




LO 2.1 




LO 5.1.4 





• Listen and listen again. 

• Read the poem. 

• Retell the story. 

• Can you act it? 



Table 3.21 



3.5.7.1 A Day out Shopping 

What fun we had 

out shopping this day! 
We spent all Dad's money 
but he said, "It's Okay!" 
We piled all our parcels 
up high in the car 
and off we went home 



173 



which was ever so far! 
Down to the river 
and under the bridge, 
through the long tunnel 
and over the ridge. 
At last we were home 
and tucked into bed. 
"Thanks, Mom! For this day. 
Thanks, Dad!" we all said. 
G.J.M. 



• Discuss Tim and Tina's feelings. 

• Tell the class about your "Shopping Day." 



LO 2.2 




LO 2.7 




L0 3.7 





• Read these words. 

• Keep this page in your file. 



Table 3.22 




take 




^=^^> 



brellc 



umbrella 




pping 



under the 
bridge 



snail 



wants 






rain 



.'J .J ' 

rainy day 



along the 
road 



[>■ 






ele 



phant 



^M 



A, 



VNC 



clouds 



Duddl 



es 



helicopti 



er 




dolphin 




a pair of shoes 




/ind' 



window pane 



through the 
tunnel 



rtk 



earthworm 



/} 



pei^g' 



uin 



Figure 3.45 



174 



CHAPTERS. TERMS 



3.5.7.2 My dictionary page 



LO 3.1.2 



Table 3.23 




tortoise 





restaurant 




park tK 



le car 




superma 



rket 





bakerLj^ 



dots 




hotdogs 



^- 



stripi 



es 




r?^ 



buttons 




sports shop 





high / low 



30WS 



Figure 3.46 



LO 3.1.2 



Table 3.24 



3.5.8 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: 

1.1.3 draws a picture of the story; 



175 

Assessment Standard 1,3: We know this when the learner understands simple oral instructions by 
responding physically; 

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 2,2: We know this when the learner memorises and performs songs and action 
rhymes with the right intonation, rhythm and pronunciation; 

Assessment Standard 2,7: We know this when the learner re-tells a story; 

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 3,7: 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 5,1: We know this when the learner understands concepts and vocabulary 
relating to: 

5.1.4 size. 

3.6 English with Daddies' 

3.6.1 ENGLISH FIRST ADDITIONAL LANGUAGE 

3.6.2 English with Daddies 

3.6.3 EDUCATOR SECTION 

3.6.4 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 flrst 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, flnishing ± 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. 

This module focuses on Dads; their jobs around the house and occupations. Through these topics the 
vocabulary in previous modules are revised, captions are read and illustrated. 



^This content is available online at <littp://cnx.org/content/m24462/l.l/>. 



176 



CHAPTERS. TERMS 



The illustrations on page 19 give learners the opportunity to discuss what is happening and to make up 
their own stories orally. 

A game on page 20 to be played with a friend, will encourage learners to identify words. 
Integration of themes 

• Human Rights and a Healthy environment 

Here we focus on the role of the father in the home; as provider, protector and role model. 
Discuss: How can we keep our home tidy? 

3.6.5 LEANER SECTION 

3.6.6 Content 

• Listen and discuss. 

• Read. 

• Draw the pictures. 

• Daddy can do many things. 



Daddy drives a car. 


Daddy cuts the lawn. 


Daddy paints the house. 


Daddy reads the newspaper. 



Figure 3.47 



1. What else can Daddy do? Jogs, shaves, plays, washes his car? 

2. Mime some of the things Daddy can do. Let your friends guess what you are doing. 



LO 1.1.1 




LO 1.1.7 




LO 3.7 





Table 3.25 



177 



• Choose three things on page 1 that your Daddy can do. 

• Complete the sentences. 



Draw the pictures. 



3.6.6.1 My Daddy 

• My daddy 



Figure 3.48 



• My daddy 




Figure 3.49 



• My daddy 



Figure 3.50 



178 CHAPTERS. TERMS 



LO 1.1.3 




LO 4.2 





Table 3.26 



3.6.7 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: 

1.1.1 mimes actions; 

1.1.3 draws a picture of the story; 

1.1.7 shows awareness of men and women in conventional roles; 

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 3,7: We know this when the learner reads reads simple sentences. 

Learning Outcome 4;WRITING: The learner is able to write different kinds of factual and imagina- 
tive texts for a wide range of purposes. 

Assessment Standard 4,2: We know this when the learner uses familiar words to complete sentence 
frames. 

3.7 English with daddies - My Daddy' 

3.7.1 ENGLISH FIRST ADDITIONAL LANGUAGE 

3.7.2 English with Daddies 

3.7.3 EDUCATOR SECTION 

3.7.4 Memorandum 

3.7.4.1 Introduction 

The topics chosen for the modules in Grade 1 are ah 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 flrst 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, flnishing ± 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. 



^This content is available online at <littp://cnx.org/content/m24465/l.l/>. 



179 

This module focuses on Dads; their jobs around the house and occupations. Through these topics the 
vocabulary in previous modules are revised, captions are read and illustrated. 

The illustrations on page 19 give learners the opportunity to discuss what is happening and to make up 
their own stories orally. 

A game on page 20 to be played with a friend, will encourage learners to identify words. 

Integration of themes 

• Human Rights and a Healthy environment 

Here we focus on the role of the father in the home; as provider, protector and role model. 
Discuss: How can we keep our home tidy? 

3.7.5 LEANER SECTION 

3.7.6 Content 

• Listen to the poem. 

• Say it with your teacher. 

• Read it. 



3.7.6.1 My Daddy 





My daddy's tall 
and strong 
and clever. 
That's my daddy! 

My daddy's brave 
and funny 
and hairy. 
That's nny daddy! 
My daddy laughs 
and sings 
and whistles. 
That's my daddy! 

I love my daddy! 

GJ.M. 




Figure 3.51 



Answer the questions. 



180 



CHAPTERS. TERMS 



My daddy is not short, he is 

2. My daddy is not stupid, he is 

3. My daddy wih fight a hon; he is 

4. My daddy songs. 

5. Can your daddy whistle? Can you whistle? 



LO 1.1.5 




LO 2.2 




L0 4.2 





Table 3.27 



• Listen and discuss. 

• Read and draw. 



My daddy has a car. 

My daddy drives a car. 
Is it a big car? Yes or no. 
Is it a little car? Yes or no. 
Is it a yellow car? Yes or no. 
Is it a white car? Yes or no. 
What colour is your daddy's car? 

• Draw your daddy's car. 




Figure 3.52 



LO 1.1.3 




LO 2.1 




L0 3.7 





Table 3.28 



181 



• Read and draw the pictures. 



a big car 


a little car 


a yellow car 


a blue cor 


a red car 


a white car 


a green car 


a purple cor 



Figure 3.53 



LO 1.1.3 




LO 1.2 





Table 3.29 



3.7.7 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. 



182 CHAPTERS. TERMS 

Assessment Standard 1,1: We know this when the learner understands short, simple stories: 

1.1.3 draws a picture of the story; 

1.1.5 answers simple literal 'yes/no' and open questions with one- word answers; 

Assessment Standard 1,2: We know this when the learner understands simple descriptions; 

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

Assessment Standard 2,1: We know this when the learner responds appropriately to simple questions 
with single words or formulaic phrases; 

Assessment Standard 2,2: We know this when the learner memorises and performs songs and action 
rhymes with right intonation, rhythm and pronunciation; 

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 3,7: We know this when the learner reads reads simple sentences. 

Learning Outcome 4;WRITING: The learner is able to write different kinds of factual and imagina- 
tive texts for a wide range of purposes. 

Assessment Standard 4,2: We know this when the learner uses familiar words to complete sentence 
frames. 

3.8 English with Daddies - My Daddy works^ 

3.8.1 ENGLISH FIRST ADDITIONAL LANGUAGE 

3.8.2 English with Daddies 

3.8.3 EDUCATOR SECTION 

3.8.4 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 flrst 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, flnishing ± 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. 

This module focuses on Dads; their jobs around the house and occupations. Through these topics the 
vocabulary in previous modules are revised, captions are read and illustrated. 

The illustrations on page 19 give learners the opportunity to discuss what is happening and to make up 
their own stories orally. 

A game on page 20 to be played with a friend, will encourage learners to identify words. 



^This content is available online at <littp://cnx.org/content/m24466/l.l/>. 



183 



3.8.4.1 Integration of themes 

• Human Rights and a Healthy environment 

Here we focus on the role of the father in the home; as provider, protector and role model. 
Discuss: How can we keep our home tidy? 

3.8.5 LEANER SECTION 

3.8.6 Content 

• Listen and discuss. 

• Read and draw. 



3.8.6.1 My Daddy works 

My daddy works all day. 

My daddy works in an office. 
Is he a policeman? Yes or no. 
Is he a ffieman? Yes or no. 
Is he a postman? Yes or no. 
Is he a doctor? Yes or no. 
Is he a dentist? Yes or no. 

• What does your daddy do? 

• Draw your daddy at work. 




Figure 3.54 



LO 1.1.3 




LO 2.1 





Table 3.30 



184 



CHAPTERS. TERMS 



Read and draw the pictures. 



a policeman 


a fireman 


a postman 


a doctor 


a dentist 


on office 


a soldier 


o sailor 



Figure 3.55 



LO 1.1.3 




LO 1.2 





Table 3.31 



• Listen and discuss. 

• Read and draw. 



185 



3.8.6.2 My Daddy works in the garden 

On Saturdays my daddy works 
in the garden. 
He mows the lawn. 
He sows the seeds. 
He puhs out the weeds. 
He waters the plants. 
He pushes the wheelbarrow. 
He rakes the leaves. 
I help my daddy in the garden. 

• Draw Daddy working in the garden. 




Figure 3.56 



L0 2.6 




L0 3.7 




L0 6.2 





Table 3.32 



• Read and draw the pictures. 



186 



CHAPTERS. TERMS 



the lawn 


the seeds 


the weeds 


the plants 


the wheelbarrow 


the flowers 


the leaves 


the trees 



Figure 3.57 



LO 1.1.3 




LO 1.2 




LO 3.1.2 





Table 3.33 



• Listen and discuss. 

• Read and draw. 



3.8.6.3 Daddy paints the house 

My daddy paints the house. 



187 



He paints the walls. 

He paints the roof. 

He paints the chimney. 

He paints the door. 

He paints the windows. 

He paints the fence. 

He paints the gate. 

I help my daddy paint the house. 

• Draw Daddy painting the house. 




Figure 3.58 



LO 1.1.3 




L0 3.7 




L0 6.5 





Table 3.34 



Read and draw the pictures. 



188 



CHAPTERS. TERMS 



the house 


the chimney 


the roof 


the door 


the windows 


the walls 


the fence 


the gate 



Figure 3.59 



LO 1.1.3 




LO 3.1.2 





Table 3.35 



3.8.7 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: 

1.1.3 draws a picture of the story; 

Assessment Standard 1,2: We know this when the learner understands simple descriptions; 



189 

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

Assessment Standard 2,1: 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; 

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 6,2: We know this when the learner understands simple sentences in oral texts; 

Assessment Standard 6,5: We know this when the learner understands some modals in oral texts. 

3.9 English with Daddies - My Daddy shaves^ 

3.9.1 ENGLISH FIRST ADDITIONAL LANGUAGE 

3.9.2 English with Daddies 

3.9.3 EDUCATOR SECTION 

3.9.4 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 flrst 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, flnishing ± 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. 

This module focuses on Dads; their jobs around the house and occupations. Through these topics the 
vocabulary in previous modules are revised, captions are read and illustrated. 

The illustrations on page 19 give learners the opportunity to discuss what is happening and to make up 
their own stories orally. 

A game on page 20 to be played with a friend, will encourage learners to identify words. 

Integration of themes 

• Human Rights and a Healthy environment 

Here we focus on the role of the father in the home; as provider, protector and role model. 
Discuss: How can we keep our home tidy? 



^This content is available online at <littp://cnx.org/content/m24467/l.l/>. 



190 



CHAPTERS. TERMS 



3.9.5 LEANER SECTION 

3.9.6 Content 



• Listen and discuss. 

• Read and draw. 



3.9.7 My Daddy shaves 

My daddy shaves his face. 
He shaves the left cheek. 
He shaves the right cheek. 
He shaves below his nose. 
He shaves his chin. 
He shaves under his chin. 
His face is smooth. 
He pulls funny faces when he shaves. 

• Draw Daddy's funny faces when he shaves. 




Figure 3.60 



LO 5.1.7 




LO 6.2 




L0 6.5 




L0 6.8 





Table 3.36 



• Read and draw the pictures. 



191 



a face 


a nose 


a chin 


a neck 


an eye 


mouth 


an ear 


a leg 



Figure 3.61 



LO 1.1.3 




LO 3.1.2 





Table 3.37 



• Listen and discuss. 

• Read and draw. 



3.9.8 My Daddy watches television 

My daddy watches the news. 



192 



CHAPTERS. TERMS 



He watches the sport. 

He watches the weather. 

He watches the stories. 

He hkes to watch TV 

I hke to watch TV with my daddy. 

• Draw you and your daddy watching TV. 




Figure 3.62 



L0 3.3 




L0 3.7 





Table 3.38 



Read and draw the pictures. 



193 



aTV 


the sun 


a cloud 


an unnbrelia 


a rugby ball 


a soccer ball 


a rainy day 


a sunny day 



Figure 3.63 



LO 1.1.3 




LO 3.1.3 





Table 3.39 



• Talk about your daddy. 

• Draw a picture about your daddy. 



194 



CHAPTERS. TERMS 



What does he look like? ^ What can he do? 




Where does he live? tinf I ftj What does he not like doing? 

Where does he work? ^^"^^ ^^^^ What does he like doing? 
Figure 3.64 



3.9.9 My Daddy 




Figure 3.65 



LO 1.1.7 




LO 2.1 




LO 2.6 




L0 6.1 





Table 3.40 



3.9.9.1 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 understands short, simple stories: 



195 

1.1.3 draws a picture of the story; 

1.1.7 shows awareness of men and women in conventional roles; 

Assessment Standard 1,2: We know this when the learner understands simple descriptions; 

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

Assessment Standard 2,1: 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; 

3.1.3 uses illustrations to understand simple captions in story books; 

Assessment Standard 3,3: We know this when the learner follows printed instructions on one- word 
fiash cards; 

Assessment Standard 3,7: We know this when the learner reads simple sentences; 

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 5,1: We know this when the learner understands concepts and vocabulary 
relating to: 

5.1.7 direction; 

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 6,2: We know this when the learner understands simple sentences in oral texts; 

Assessment Standard 6,5: We know this when the learner understands some modals in oral texts; 

Assessment Standard 6,8: We know this when the learner understands some personal pronouns in 
oral texts. 

3.10 English with Daddies - Who is my Daddy?'° 

3.10.1 ENGLISH FIRST ADDITIONAL LANGUAGE 

3.10.2 English with Daddies 

3.10.3 EDUCATOR SECTION 

3.10.4 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 flrst 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 



"-•This content is available online at <littp://cnx.org/content/m24474/l.l/>. 



196 CHAPTERS. TERMS 

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. 

This module focuses on Dads; their jobs around the house and occupations. Through these topics the 
vocabulary in previous modules are revised, captions are read and illustrated. 

The illustrations on page 19 give learners the opportunity to discuss what is happening and to make up 
their own stories orally. 

A game on page 20 to be played with a friend, will encourage learners to identify words. 

Integration of themes 

• Human Rights and a Healthy environment 

Here we focus on the role of the father in the home; as provider, protector and role model. 
Discuss: How can we keep our home tidy? 

3.10.5 LEANER SECTION 

3.10.6 Content 

• Talk about their daddies. 

• What do their daddies do? 

• Where do they live? 

• What do they look like? 



3.10.6.1 Who is my Daddy? 

• Draw their daddies. 

This is my daddy. 
This is my daddy. 
This is my daddy. 
This is my daddy. 



197 



^^ 


This is my daddy. 


<^^y 


This is my daddy. 


^ 


This is my daddy. 


<fe> 


This is my daddy. 



Figure 3.66 



L0 6.1 




L0 6.5 





Table 3.41 



• Look at the pictures. 

• Make up a story about the pictures. 

• Teh the class your story. 



198 



CHAPTERS. TERMS 












o 









Figure 3.67 



LO 2.5 




L0 3.1 





Table 3.42 



• Play the game, "Dad goes to work," with a friend. 

• You need two counters and a dice. 

• Read the words in the blocks as you move along. 

• If you land on a black dot begin again. 

• The first "Dad" to reach the work wins. 



199 



""l^ 


31 


office 


30 

an 


29 


in 


25 

the 


26 


car 


27 
• Daddy 


28 


works 


2L 

washes 


23 

• 


Daddy 


22 
newspaper 


21 


the 


17 

the 


IS 


house 


19 

Daddy 


20 


reads 


16 

paints 


15 


Daddy 


1^ 

lawn 


13 


the 


the 


10 


car 


II 
• Daddy 


12 


cuts 


Z 

drives 


7 

• 


Daddy 


6 

Things 


5 


many 


Wtff^^ 


2 


Daddy 


3 

can 


L 


do 





Figure 3.68 



3.10.6.2 My Dictionary Page 

• Read them. 

• Keep them in your file. 



LO 1.3 




LO 6.11 





Table 3.43 



Daddy 


many 


do 


things 


works 


office 


garden 


drives 


car 


weeds 


seeds 


plants 


mows 


lawn 


policeman 


postman 


doctor 


dentist 


fireman 


paints 


house 


reads 


newspaper 


washes 


shaves 


beard 


jogs 


watches 


plays 


chin 


cheeks 


wheelbarrow 



200 CHAPTERS. TERMS 

Table 3.44 



LO 6.11 



Table 3.45 



• Use the words on "My Dictionary Page" to make a list of things your daddy can do. 

• Write them one underneath each other. 



My daddy 
Reads 



L0 4.3 



Table 3.46 



3.10.6.3 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: 

1.1.3 draws a picture of the story; 

Assessment Standard 1,2: We know this when the learner understands simple descriptions; 

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; 

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: 



201 

Learning Outcome 4;WRITING: The learner is able to write different kinds of factual and imagina- 
tive texts for a wide range of purposes. 

Assessment Standard 4,3: We know this when the learner writes lists with titles. 

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 6,5: We know this when the learner understands some modals in oral texts; 

Assessment Standard 6,11: We know this when the learner understands between 500 and 1 000 
common spoken words in context by the end of Grade I. 



202 CHAPTERS. TERMS 



Chapter 4 

Term 4 



4.1 English with Mummies 01' 

4.1.1 ENGLISH FIRST ADDITIONAL LANGUAGE 

4.1.2 English with Mummies 

4.1.3 EDUCATOR SECTION 

4.1.4 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 flrst 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, flnishing ± 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. 

The emphasis falls on Mum; her jobs and occupation. 

The topic is extended to "mothers in nature" with short rhymes questions to answer and illustrations 
to be made. A twirly-whirly rainbow snake with a story to be read, is coloured in and exhibited in the 
classroom. 

4.1.4.1 Integration of themes 

• Human rights and a Healthy environment 

The focus is on the role of the mother in the home; as provider, protector and role model. 
Discuss: How can we help Mom to keep our home clean, tidy and organised? 



-•^This content is available online at <littp://cnx.org/content/m24477/l.l/>. 

203 



204 



CHAPTER 4. TERM 4 



4.1.5 LEANER SECTION 

4.1.6 Content 
4.1.6.1 Find my mummy 

• Listen to the stories. 

• Match the story to the right picture. 

• Read the stories. 



I live under the ground. 
I'm tiny and black. 
Where is nny mummy? 



I live in the sea 

and swinn in the waves. 

Where is nny mummy? 



I'm v^arm in my nest 
high up in the tree. 



Wh. 



ere is mu mumi 



my* 



I curl up in my basket. 
I purr and purr 
Where is my mummy? 



I live in the forest 
and swing in the trees. 
Where is mummy? 








Figure 4.1 



LO 1.1 




LO 1.2 




LO 2.6 




L0 3.1 





Table 4.1 



4.1.6.2 I have a mummy 

• Listen and read. 



Draw the picture. 



205 




Tmanant 
and Irm busy 
as busy as con be. 
I help my mummy 
bring food home for me. 
G.J.M. 



Figure 4.2 



Figure 4.3 



• Answer the questions. 

1. What do ants eat? 

2. Where do they hve? 

3. True or false: - Ants are big. 

4. Ants are not big, they are .... 

5. What does Mummy Ant do? 



LO 1.1.3 




LO 2.1 




L0 3.5 




LO 6.2 





Table 4.2 



• Listen and read. 

• Draw the picture. 



206 



CHAPTER 4. TERM 4 




I'm a dolphin 
and I play in the waves. 
My nnumnnL| protects me 
from sharks in the caves. 

GJ.M. 



Figure 4.4 



Figure 4.5 



• Answer the questions. 

1. Where do dolphins hve? 

2. What does a dolphin look like? 

3. What colour is the sea? 

4. How does Mummy Dolphin care for her baby? 



LO 1.1.5 




LO 2.6 




L0 3.5 




LO 5.3 





Table 4.3 



• Listen and read. 

• Draw the picture. 



207 




I'm a tiny baby bird 
with no feathers on nny back. 
Munnmy brings me food 
there's nothing that I lack. 
G.J.M. 



Figure 4.6 



• Answer the questions. 

1. Birds build 

2. Baby birds have no 

3. What do baby birds eat? 

4. How does Mummy Bird care for her baby? 



LO 1.1.3 




LO 1.2 




LO 2.1 




L0 3.5 





Table 4.4 



4.1.6.3 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: 

1.1.3 draws a picture of the story; 

1.1.5 answers simple literal 'yes/no' and open questions with one- word answers; 

Assessment Standard 1,2: We know this when the learner understands simple descriptions; 

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

Assessment Standard 2,1: We know this when the learner responds appropriately to simple questions 
with single words or formulaic phrases such as T'm fine'; 

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: 

Assessment Standard 3,5: We know this when the learner s up sight recognition of common words; 

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; 

Learning Outcome ^.-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 6,2: We know this when the learner understands simple sentences in oral texts. 



208 CHAPTER 4. TERM 4 

4.2 English with Mummies 02' 

4.2.1 ENGLISH FIRST ADDITIONAL LANGUAGE 

4.2.2 English with Mummies 

4.2.3 EDUCATOR SECTION 

4.2.4 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 flrst 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, flnishing ± 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. 

The emphasis falls on Mum; her jobs and occupation. 

The topic is extended to "mothers in nature" with short rhymes questions to answer and illustrations 
to be made. A twirly-whirly rainbow snake with a story to be read, is coloured in and exhibited in the 
classroom. 

Integration of themes 

• Human rights and a Healthy environment 

The focus is on the role of the mother in the home; as provider, protector and role model. 
Discuss: How can we help Mom to keep our home clean, tidy and organised? 

4.2.5 LEANER SECTION 

4.2.6 Content 
4.2.6.1 I have a muininy 

• Listen and read. 

• Draw the picture. 



^This content is available online at <littp://cnx.org/content/m24481/l.l/>. 



209 




I'm a little kitty cat 
lying snug at night. 
My mumnny cleans my fur 
till I'm shiny bright. 
GJ.M. 



Figure 4.7 



Figure 4.8 



• Answer the questions. 

What do cats hke to eat? 

2. Their fur is not hard, it is 

3. A baby cat is called a 

4. How does Mummy Cat care for her kitten? 



LO 1.1.5 




LO 1.3 




L0 3.5 





Table 4.5 



• Listen and read. 

• Draw the picture. 



210 



CHAPTER 4. TERM 4 




I swing and I screech 
high up in the trees. 
Mummg watches over me 
and catches all my fleas. 
GJ.M. 



Figure 4.9 



Figure 4.10 



• Answer the questions. 

1. What did you draw? 

2. Who is swinging in the trees? 

3. What do monkeys eat? 

4. How does Mummy Monkey care for her baby? 



LO 1.1 




L0 2.6 




L0 3.5 





Table 4.6 



• Complete the sentences. 

• Write the sentences over on the next page. 



211 




Fm tiny and 



I live in the 



IK 



ave no 



on nni 



back 



Figure 4.11 



I feathers I L. 



sea 



black ] 



Figure 4.12 



L0 3.1 




LO 4.2 





Table 4.7 



4.2.6.2 Sentences 



212 CHAPTER 4. TERM 4 



LO 4.1 



Table 4.8 



4.2.6.3 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; 

Assessment Standard 1,3: We know this when the learner draws a picture of the story; 

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

Assessment Standard 2,6: 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: 

Assessment Standard 3,5: We know this when the learner s up sight recognition of common words; 

Learning Outcome 4;WRITING: The learner is able to write different kinds of factual and imagina- 
tive texts for a wide range of purposes. 

Assessment Standard 4,1: We know this when the learner copies familiar words and short sentences; 

Assessment Standard 4,2: We know this when the learner uses familiar words to complete sentence 
frames. 



213 

4.3 English with Mummies 03' 

4.3.1 ENGLISH FIRST ADDITIONAL LANGUAGE 

4.3.2 English with Mummies 

4.3.3 EDUCATOR SECTION 

4.3.4 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 flrst 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, flnishing ± 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. 

The emphasis falls on Mum; her jobs and occupation. 

The topic is extended to "mothers in nature" with short rhymes questions to answer and illustrations 
to be made. A twirly-whirly rainbow snake with a story to be read, is coloured in and exhibited in the 
classroom. 

4.3.4.1 Integration of themes 

• Human rights and a Healthy environment 

The focus is on the role of the mother in the home; as provider, protector and role model. 

4.3.5 Discuss: How can we help Mom to keep our home clean, tidy and organised? 

4.3.6 LEANER SECTION 

4.3.7 Content 

• Complete the sentences. 

• Write the sentences. 



^This content is available online at <littp://cnx.org/content/m24489/l.l/>. 



214 



CHAPTER 4. TERM 4 




My mummy cleans my 



mummu catches mi 



fleas I 



tur 



feathers J 



Figure 4.13 



L0 3.1 




L0 4.2 





Table 4.9 



• Talk about your mummy. 

• Draw a picture of your mummy. 



215 



4.3.7.1 My Mummy 



• Listen and discuss. 

• Read. 

• Draw the pictures. 



Figure 4.14 



LO 1.1.3 




LO 2.1 





Table 4.10 



Mummy can do many things. 



216 



CHAPTER 4. TERM 4 



Figure 4.15 



Mummy cooks the food. 



Figure 4.16 



Mummy washes the dishes. 



Figure 4.17 



Mummy drives a car. 



217 



Figure 4.18 



Mummy bakes a cake. 



• Listen and discuss. 



Read. 
• Draw the pictures. 



LO 1.1.3 




L0 3.1 




L0 3.5 





Table 4.11 



Figure 4.19 



Figure 4.20 



Mummy cleans the house. 



218 



CHAPTER 4. TERM 4 



Figure 4.21 



Mummy goes to work. 



Figure 4.22 



Mummy watches television. 



Figure 4.23 



Mummy reads books. 



219 



Figure 4.24 



Mummy listens to my homework. 



LO 1.1.3 




L0 3.1 




L0 3.5 





Table 4.12 



4.3.7.2 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: 

1.1.3 draws a picture of the story; 

Assessment Standard 1,2: We know this when the learner understands simple descriptions; 

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

Assessment Standard 2,1: We know this when the learner responds appropriately to simple questions 
with single words or formulaic phrases such as T'm fine'; 

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: 

Assessment Standard 3,5: We know this when the learner s up sight recognition of common words; 

Learning Outcome 4;WRITING: The learner is able to write different kinds of factual and imagina- 
tive texts for a wide range of purposes. 

Assessment Standard 4,2: We know this when the learner uses familiar words to complete sentence 
frames. 



4.4 English with Mummies 04^ 

4.4.1 ENGLISH FIRST ADDITIONAL LANGUAGE 

4.4.2 English with Mummies 

4.4.3 EDUCATOR SECTION 

4.4.4 Memorandum 

Introduction 



"^This content is available online at <littp://cnx.org/content/m24490/l.l/>. 



220 CHAPTER 4. TERM 4 

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 flrst 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, flnishing ± 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. 

The emphasis falls on Mum; her jobs and occupation. 

The topic is extended to "mothers in nature" with short rhymes questions to answer and illustrations 
to be made. A twirly-whirly rainbow snake with a story to be read, is coloured in and exhibited in the 
classroom. 

Integration of themes 

• Human rights and a Healthy environment 

The focus is on the role of the mother in the home; as provider, protector and role model. 
Discuss: How can we help Mom to keep our home clean, tidy and organised? 

4.4.5 LEANER SECTION 

4.4.6 Content 

• Listen to the poem. 

• Say it with your teacher. 

• Read it. 



4.4.6.1 My Mummy 

My Mummy's pretty 
and kind 
and witty 

That's my Mummy! 
My Mummy's clever 
and loving 
and caring. 
That's my Mummy! 
My Mummy has pretty things 
and dances 
and sings. 

That's my Mummy! 
I love my Mummy! 
G.J.M. 



Answer the questions. 



221 



1. My Mummy is not ugly, she is 

2. My Mummy is not stupid, she is 

3. Can Mummy dance? 

4. Can Mummy sing? 

5. Is Mummy kind? Are you kind? 



LO 2.2 




LO 2.6 




L0 6.1 




L0 6.6 





Table 4.13 



• Listen and discuss. 

• Read and draw. 



4.4.6.2 My muininy cooks 

My Mummy cooks the food. 
She cooks the vegetables. 
She cooks the rice. 
She cooks the meat. 
She cooks the food in the kitchen. 
I help Mummy cook the food. 

• Draw Mummy cooking the food. 



Figure 4.25 



LO 1.1.3 




L0 3.5 




L0 6.8 





Table 4.14 



• Listen and discuss. 

• Read and draw. 



222 



CHAPTER 4. TERM 4 



4.4.6.3 My muininy cleans the house 

My Mummy cleans the house. 
She cleans the bedrooms. 
She cleans the bathrooms. 
She cleans the kitchen. 
She cleans the lounge. 
I help Mummy clean the house. 

• Draw Mummy cleaning the house. 



Figure 4.26 



LO 1.1.5 




L0 3.5 




L0 6.8 





Table 4.15 



• Listen and discuss. 

• Read and draw. 



4.4.6.4 My mummy cares for us 

My Mummy washes our clothes. 
She irons our clothes. 
She listens to our homework. 
She takes us to school. 
She plays with us. 



Draw Mummy caring for us. 



223 



Figure 4.27 



LO 2.1 




L0 3.5 




LO 6.2 





Table 4.16 



4.4.6.5 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: 

1.1.3 draws a picture of the story; 

1.1.5 answers simple literal 'yes/no' and open questions with one- word answers; 

Assessment Standard 1,2: We know this when the learner understands simple descriptions; 

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

Assessment Standard 2,1: We know this when the learner responds appropriately to simple questions 
with single words or formulaic phrases such as T'm fine'; 

Assessment Standard 2,2: We know this when the learner memorises and performs songs and action 
rhymes with the right intonation, rhythm and pronunciation; 

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 3,5: We know this when the learner s up sight recognition of common words; 

Learning Outcome ^.-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 6,2: We know this when the learner understands simple sentences in oral texts; 

Assessment Standard 6,6: We know this when the learner understands some negative forms in oral 
texts; 

Assessment Standard 6,8: We know this when the learner understands some personal pronouns in 
oral texts. 



224 CHAPTER 4. TERM 4 

4.5 English with Mummies - 05' 

4.5.1 ENGLISH FIRST ADDITIONAL LANGUAGE 

4.5.2 English with Mummies 

4.5.3 EDUCATOR SECTION 

4.5.4 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 flrst 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, flnishing ± 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. 

The emphasis falls on Mum; her jobs and occupation. 

The topic is extended to "mothers in nature" with short rhymes questions to answer and illustrations 
to be made. A twirly-whirly rainbow snake with a story to be read, is coloured in and exhibited in the 
classroom. 

4.5.4.1 Integration of themes 

• Human rights and a Healthy environment 

The focus is on the role of the mother in the home; as provider, protector and role model. Discuss: How can 
we help Mom to keep our home clean, tidy and organised? 

4.5.5 LEANER SECTION 

4.5.6 Content 

• Follow the path and read the story. 

• Draw the pictures. 



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225 



meat 




Figure 4.28 



Figure 4.29 



Figure 4.30 



rice 



226 



CHAPTER 4. TERM 4 



Figure 4.31 



vegetables 



LO 2.6 




LO 3.1.2 




L0 3.5 





Table 4.17 



• Follow the path and read the story. 

• Draw the pictures. 




Figure 4.32 



Figure 4.33 



227 



bedroom 



Figure 4.34 



bathroom 



Figure 4.35 



kitchen 



LO 1.1.5 




LO 3.1.2 





Table 4.18 



• Fohow the path and read the story. 

• Draw the pictures. 



228 



CHAPTER 4. TERM 4 




Figure 4.36 



Figure 4.37 



cups 



Figure 4.38 



saucers 



229 



Figure 4.39 



plates 



Figure 4.40 



dishes 



LO 1.1 




L0 3.5 





Table 4.19 



• Read. 

• Draw a circle around the things Mummy can do. 



230 



CHAPTER 4. TERM 4 



mows the lawn 



washes the cor 



reads a book 



irons our clothes 



lothe 



cooks the food 



drives the cor 



shaves 



bakes a cake 



cleans the house. 



washes the dishes 



Figure 4.41 



LO 2.1 




L0 3.1 




LO 5.3.3 





Table 4.20 



4.5.6.1 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 understands short, simple stories: 
1.1.5 answers simple literal 'yes/no' and open questions with one- word answers; 



231 

Assessment Standard 1,2: We know this when the learner understands simple descriptions; 

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

Assessment Standard 2,1: We know this when the learner responds appropriately to simple questions 
with single words or formulaic phrases such as T'm fine'; 

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 s up sight recognition of common words; 
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; 

5.3.3 classifies things. 

4.6 English with Mummies 06' 

4.6.1 ENGLISH FIRST ADDITIONAL LANGUAGE 

4.6.2 English with Mummies 

4.6.3 EDUCATOR SECTION 

4.6.4 Memorandum 

Introduction 

The topics chosen for the modules in Grade 1 are all related to stories which refiect 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. 

The emphasis falls on Mum; her jobs and occupation. 

The topic is extended to "mothers in nature" with short rhymes questions to answer and illustrations 
to be made. A twirly-whirly rainbow snake with a story to be read, is coloured in and exhibited in the 
classroom. 

4.6.4.1 Integration of themes 

• Human rights and a Healthy environment 



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232 



CHAPTER 4. TERM 4 



The focus is on the role of the mother in the home; as provider, protector and role model. Discuss: How can 
we help Mom to keep our home clean, tidy and organised? 

4.6.5 LEANER SECTION 

4.6.6 Content 

• Complete the sentences. 

• Draw the pictures. 



Figure 4.42 



My Mummy bakes a 

(clothes, cake, book) 



Figure 4.43 



My Mummy reads a 
(cake, house, book) 



233 



Figure 4.44 



My Mummy cleans the 
(book, house, clothes) 



Figure 4.45 



My Mummy washes my 
(book, cake, clothes) 



LO 1.1.5 




L0 4.2 





Table 4.21 



• Listen and read. 

• Draw the pictures. 



234 



CHAPTER 4. TERM 4 



4.6.6.1 My Mummy likes 



Figure 4.46 



to go shopping. 



Figure 4.47 



to cook food. 



Figure 4.48 



to make pancakes. 



235 



Figure 4.49 



to pick flowers. 



Figure 4.50 



to drive a car. 



Figure 4.51 



to eat cake. 



LO 1.2 




LO 1.3 




L0 3.1 




L0 6.2 





236 



CHAPTER 4. TERM 4 



Table 4.22 

• Look at the pictures. 

• Read the words. 

• Use each word in a sentence. 

• Colour in the pictures. 

• Cut out the pictures. 

• Sort them into things found in the 

bedroom; bathroom; kitchen 

• Paste them into the right rooms on the next page. 



bed 


toothbrush 


kettle 


cup 


blanket 


cupboard 


towel 


food 


bath 


table 


slippers 


tap 



Table 4.23 



LO 1.3 




L0 3.1 




LO 5.3.3 





Table 4.24 



4.6.6.2 The Bedroom 



Figure 4.52 



237 



4.6.6.3 The Bathroom 



Figure 4.53 



4.6.6.4 The Kitchen 



Figure 4.54 



LO 5.3.1 



Table 4.25 



4.6.6.5 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; 

Assessment Standard 1,2: We know this when the learner understands simple descriptions; 



238 CHAPTER 4. TERM 4 

Assessment Standard 1,3: We know this when the learner draws a picture of the story; 

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: 

Learning Outcome 4;WRITING: The learner is able to write different kinds of factual and imagina- 
tive texts for a wide range of purposes. 

Assessment Standard 4,2: We know this when the learner uses familiar words to complete sentence 
frames. 

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; 

5.3.3 classifies things; 

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 6,2: We know this when the learner understands simple sentences in oral texts. 

4.7 English with Mummies^ 

4.7.1 ENGLISH FIRST ADDITIONAL LANGUAGE 

4.7.2 English with Mummies 

4.7.3 EDUCATOR SECTION 

4.7.4 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 flrst 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, flnishing ± 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. 

The emphasis falls on Mum; her jobs and occupation. 

The topic is extended to "mothers in nature" with short rhymes questions to answer and illustrations 
to be made. A twirly-whirly rainbow snake with a story to be read, is coloured in and exhibited in the 
classroom. 



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239 



4.7.4.1 Integration of themes 

• Human rights and a Healthy environment 

The focus is on the role of the mother in the home; as provider, protector and role model. 
Discuss: How can we help Mom to keep our home clean, tidy and organised? 

4.7.5 LEANER SECTION 

4.7.6 Content 

4.7.6.1 Make a twirly-whirly rainbow snake 

• Read the story. 

• Colour in the parts of the snake in different colours. 

• Cut along the dotted lines. 

• Tie a piece of cotton onto the snake's tail. 

• Hang the snake in the classroom. 




Figure 4.55 



LO 1.3 



Table 4.26 



240 



CHAPTER 4. TERM 4 



4.7.6.2 My Dictionary Page 

• Read the words. 

• Keep the page in your file. 



where 


is 


my 


Mummy 


five 


sea 


swim 


waves 


ant 


dolphin 


monkey 


bird 


cooks 


washes 


drives 


bakes 


cleans 


clothes 


reads 


homework 


she 


pretty 


clever 


rice 


meat 


vegetables 


kitchen 


bathroom 


bedroom 


school 


cups 


saucers 


plates 


dishes 


cake 


pancakes 



Table 4.27 



LO 2.6 




L0 3.5 





Table 4.28 



• Use the words on "My dictionary Page" to complete the sentences. 

• Draw the pictures. 



Figure 4.56 



241 



Figure 4.57 



The dolphin swims in the 



Figure 4.58 



Mummy a book. 

Mummy drives me to 



Figure 4.59 



Mummy is clever and p. 



242 



CHAPTER 4. TERM 4 



Figure 4.60 



Mummy washes the 



L0 3.5 




L0 4.2 





Table 4.29 



4.7.6.3 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: 

1.1.3 draws a picture of the story; 

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

Assessment Standard 2,6: 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 3,5: We know this when the learner builds up sight recognition of common 
words. 

Learning Outcome 4;WRITING: The learner is able to write different kinds of factual and imagina- 
tive texts for a wide range of purposes. 

Assessment Standard 4,2: We know this when the learner uses familiar words to complete sentence 
frames. 



4.8 English with Pets - My Dog* 

4.8.1 ENGLISH FIRST ADDITIONAL LANGUAGE 

4.8.2 English with Pets 

4.8.3 EDUCATOR SECTION 

4.8.4 Memorandum 

Introduction 



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243 

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 flrst 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, flnishing ± 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. 

This module begins with a poem about Oscar the dog who wants to play. He has, however, to wait until 
Saturday before his "master" has time to play with him. It serves as introduction to the topic of "pets" and 
lends itself to discussion of pets and their basic needs. 

Terry and his friends, John, Nicky and Tom go off to the pet shop to choose a pet. there are many 
different kinds, each living in its own "home". Learners will flnd the repetitive rhymes said by the pets, easy 
to memorise and the situations can be acted/mimed giving those learners who confldently communicate in 
English, the opportunity to speak English while the others listen to the words. 

Riddles allow for much discussion to flnd the answers. 

The module concludes with a graph about the pets classmates have. 

At the end of module 8, learners will have been exposed to ± 500 to 1 000 words in context in English 
as their additional language. 

Integration of themes 

• A healthy environment 

This must be created and attained where the keeping of pets is concerned. Animals have needs and these 
should be respected when keeping them as pets. 

4.8.5 LEANER SECTION 

4.8.6 Content 

• Listen while your teacher reads the poem several times. 

• Say it with your teacher. 

• Point to the words as she reads it again. 

• Try and read it yourself. 



244 

4.8.6.1 My dog 



CHAPTER 4. TERM 4 



Oscar is my little dog, 

he always wants to play. 

He looks at me and seems to say, 

"Can I also go to school today?" 



When I come home from school each day 
he lies and waits down by the gate 
he brings his ball and seems to say, 
"Will you play with me today?" 

Vi 

"Oscar, pall I've lots to do. |^ 

Perhaps we'll play another day." 
His eyes are sad - he seems to say, 
"I'll wait for you another day." 





"Come. Oscar, come! Now bring your ball. 
Today we'll run and catch and play. 
You see. there is no school today because it is SATURDAYI 

G.J.M. 



Figure 4.61 



LO 1.3 




LO 2.2 




L0 3.7 





Table 4.30 



• Listen carefully as your teacher reads this page. 

• Read it with your teacher. 



Try and read it to your teacher. 



4.8.6.2 Terry's friends 

Today is Saturday. 

Terry's friends will come and play. 
"Come, John!" said Terry. 
"Come with me to the pet shop. 
I want a pet. 

"I want a pet too." said John. 
So they went to the pet shop. 

• Draw Terry and John going to the pet shop. 



245 



Figure 4.62 



• Read the days of the week. 

• Draw a circle around the day they went to the pet shop. 

Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday. 



LO 1.1.3 




L0 3.7 




LO 5.1 





Table 4.31 



• Listen. 

• Read. 



On the way they met Nicky. 

"Heho, Nicky," said Terry and John. 

"Come Nicky! said Terry. 

"Come with us to the pet shop. 

I want a pet. 

John wants a pet." 

"I want a pet too," said Nicky. 

So they went to the pet shop. 



• Draw Terry and John and Nicky going to the pet shop. 

• Draw the road to the pet shop. 



Draw trees and flowers along the road. 



246 



CHAPTER 4. TERM 4 



Figure 4.63 



LO 1.3 




L0 3.7 





Table 4.32 



• Listen. 

• Read. 



On the way they met Tom. 

"Heho, Tom," said Terry and John and Nicky. 

"Come, Tom!" said Terry. 

"Come with us to the pet shop. 

"I want a pet. 

John wants a pet. 

Nicky wants a pet." 

"I want a pet too," said Tom. 

So they went to the pet shop. 

• Draw the four friends: write their names. 



247 



Figure 4.64 



Figure 4.65 



Figure 4.66 



248 



CHAPTER 4. TERM 4 



Figure 4.67 



LO 1.1.3 




LO 3.1.2 




L0 4.1 





Table 4.33 



4.8.7 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: 

1.1.3 draws a picture of the story; 

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 2,2: We know this when the learner memorises and performs songs and action 
rhymes with the right intonation, rhythm and pronunciation; 

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: 

3.1.2 matches pictures and words; 

Assessment Standard 3,7: We know this when the learner reads a poem / story / sentences with the 
teacher. 

Learning Outcome 4;WRITING: The learner is able to write different kinds of factual and imagina- 
tive texts for a wide range of purposes. 

Assessment Standard 4,1: We know this when the learner copies familiar words and short sentences; 

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 5,1: We know this when the learner understands concepts and vocabulary 
relating to number, size, time. 



249 

4.9 English with Pets - A game to play^ 

4.9.1 ENGLISH FIRST ADDITIONAL LANGUAGE 

4.9.2 English with Pets 

4.9.3 EDUCATOR SECTION 

4.9.4 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 flrst 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, flnishing ± 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. 

This module begins with a poem about Oscar the dog who wants to play. He has, however, to wait until 
Saturday before his "master" has time to play with him. It serves as introduction to the topic of "pets" and 
lends itself to discussion of pets and their basic needs. 

Terry and his friends, John, Nicky and Tom go off to the pet shop to choose a pet. there are many 
different kinds, each living in its own "home". Learners will flnd the repetitive rhymes said by the pets, easy 
to memorise and the situations can be acted/mimed giving those learners who confldently communicate in 
English, the opportunity to speak English while the others listen to the words. 

Riddles allow for much discussion to flnd the answers. 

The module concludes with a graph about the pets classmates have. 

At the end of module 8, learners will have been exposed to ± 500 to 1 000 words in context in English 
as their additional language. 

Integration of themes 

• A healthy environment 

This must be created and attained where the keeping of pets is concerned. Animals have needs and these 
should be respected when keeping them as pets. 

4.9.5 LEANER SECTION 

4.9.6 Content 
4.9.6.1 A game to play 

• Sit in a circle. 

• You greet a friend and talk to him as below. 

• Your friend begins and asks someone else. 



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250 



CHAPTER 4. TERM 4 



Give each friend a turn. 



Di 



raw uourse 




Draw uour friend 



Figure 4.68 



• Listen. 

• Read. 

• Draw the pictures. 



LO 1.1.5 




L0 2.4 




L0 2.5 





Table 4.34 



There were many pets at the pet shop. 
There were: 



251 



Figure 4.69 



dogs in kennels 



Figure 4.70 



cats in baskets 



Figure 4.71 



252 



CHAPTER 4. TERM 4 



birds in cages 



Figure 4.72 



rabbits in hutches 



Figure 4.73 



fishes in tanks and 



Figure 4.74 



mice under the straw. 



LO 1.1.3 




LO 3.1.2 




LO 3.4 





4.9.6.2 At the pet shop 

• Listen, read and do. 

• The animals Uve in their own homes. 

• Take the animals to their homes. 



Table 4.35 



253 



The dogs 


live in \ 




hutches 


The cats 


\ 
ive in 




tanks 


The birds 


live in 


'■A 


kennels 


The fish live in 




the straw 


The rabbi 


ts live in 




baskets 


The mice 


live under 




cages 




Figure 


4.75 





LO 1. 3 




L0 3.7 




L0 4.2 





Table 4.36 



• Copy the sentence and draw the pictures. 

• Dogs live in kennels. 



Figure 4.76 



254 CHAPTER 4. TERM 4 

• Cats live in baskets. 



Figure 4.77 



• Copy the sentence and draw the pictures. 

• Birds hve in cages. 



Figure 4.78 



• Fish hve in tanks. 



Figure 4.79 



• Copy the sentence and draw the pictures. 

• Rabbits hve in hutches. 



255 



Figure 4.80 



• Mice live under the straw. 



Figure 4.81 



L0 3.4 




L0 4.1 





Table 4.37 



4.9.7 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: 

1.1.3 draws a picture of the story; 

1.1.5 answers simple, literal 'yes/no' and open questions with one- word answers; 

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 2,4: We know this when the learner uses and responds appropriately to simple 
greetings and farewells, makes simple requests and thanks people: 

Assessment Standard 2,5: We know this when the learner expresses self in simple ways if given an 
oral structure: 

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: 

3.1.2 matches pictures and words; 



256 CHAPTER 4. TERM 4 

Assessment Standard 3,4: We know this when the learner reads picture books with simple one-word 
or two- word captions: 

Learning Outcome 4;WRITING: The learner is able to write different kinds of factual and imagina- 
tive texts for a wide range of purposes. 

Assessment Standard 4,1: We know this when the learner copies familiar words and short sentences. 

4.10 English with Pets - The Dogs ° 

4.10.1 ENGLISH FIRST ADDITIONAL LANGUAGE 

4.10.2 English with Pets 

4.10.3 EDUCATOR SECTION 

4.10.4 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 flrst 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, flnishing ± 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. 

This module begins with a poem about Oscar the dog who wants to play. He has, however, to wait until 
Saturday before his "master" has time to play with him. It serves as introduction to the topic of "pets" and 
lends itself to discussion of pets and their basic needs. 

Terry and his friends, John, Nicky and Tom go off to the pet shop to choose a pet. there are many 
different kinds, each living in its own "home". Learners will flnd the repetitive rhymes said by the pets, easy 
to memorise and the situations can be acted/mimed giving those learners who confldently communicate in 
English, the opportunity to speak English while the others listen to the words. 

Riddles allow for much discussion to flnd the answers. 

The module concludes with a graph about the pets classmates have. 

At the end of module 8, learners will have been exposed to ± 500 to 1 000 words in context in English 
as their additional language. 

Integration of themes 

• A healthy environment 

This must be created and attained where the keeping of pets is concerned. Animals have needs and these 
should be respected when keeping them as pets. 



'-'This content is available online at <littp://cnx.org/content/m24543/l.l/>. 



257 



4.10.5 LEANER SECTION 

4.10.6 Content 
4.10.6.1 The Dogs 

• Listen and read the story several times. 

Here are the dogs and their puppies. 
The dogs and puppies are barking. 
Some dogs have long tails. 
Some dogs have short tails. 
Some dogs have small ears. 
Some dogs have big ears. 
Some dogs have spots. 
Some dogs have no spots. 
Some dogs are black. 
Some dogs are brown. 
Some dogs are white. 

• How well did you listen? 

• Tell you teacher about the dogs at the pet shop. 



LO 2.5 




L0 3.7 




LO 5.1 




LO 6.10 





Table 4.38 



• Draw the dogs at the pet shop. 



Figure 4.82 



LO 1.1.3 



Table 4.39 



258 CHAPTER 4. TERM 4 

• Listen and read. 

• Say the poem. 

Said the httle dog: 

"Win you buy a Uttle dog hke me 

to be your favourite pet? 

I'm not very big as you can see 

but I'm as good as good can be." 

G.J.M. 

Win Terry buy the httle dog? 

"No thank you," said Terry. 

"I don't want a httle dog." 

Will John buy the little dog? 

"No thank you," said John. 

"I don't want a little dog." 

Will Nicky buy the little dog? 

"No thank you," said Nicky. 

"I don't want a little dog." 

Win Tom buy the little dog? 

"Yes please," said Tom. 

"I win pay R30 for the little dog." 

• Count in tens. 

10, 20, 30, 40, 50, 60, 70, 80, 90, 100. 

• Draw R30 



LO 1.1.3 




LO 2.1 




L0 3.7 




LO 5.5 





Table 4.40 



4.10.6.2 The Rabbits 

• Listen and read the story several times. 

Here are the rabbits and their babies. 
Their whiskers are twitching. 
Some rabbits are white. 
Some rabbits are black. 
Some rabbits are brown. 
Some rabbits are grey. 
They all have long ears. 
They all have short, fluffy tails. 
They all have twitching whiskers. 

• How well did you listen? 

• Tell your teacher about the rabbits at the pet shop. 



Draw the rabbits at the pet shop. 



259 



Figure 4.83 



LO 1.1.3 




LO 2.5 




LO 5.2 




LO 6.2 





Table 4.41 

• Listen and read. 

• Pronounce your words correctly and say the poem. 

Said the httle rabbit: 

"Win you buy a Uttle rabbit hke me 

to be you favourite pet? 

I'm not very big as you can see 

but I'm as good as good can be." 

G.J.M. 

Win Terry buy the httle rabbit? 

"No thank you," said Terry. 

"I don't want a little rabbit." 

Will John buy the little rabbit? 

"No thank you," said John. 

"I don't want a little rabbit." 

Will Nicky buy the little rabbit? 

"Yes please," said Nicky. 

"I win pay R40 for the little rabbit." 

Read and complete. 

• The pet shop had 12 rabbits. 2 Rabbits were sold. 
Now the pet shop has rabbits left. 



• 6 White rabbits and 2 black rabbits make rabbits altogether. 



LO 2.6 




L0 3.7 




L0 5.5 





Table 4.42 



260 CHAPTER 4. TERM 4 

4.10.7 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: 

1.1.3 draws a picture of the story; 

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

Assessment Standard 2,1: We know this when the learner responds appropriately to simple questions 
with single words or formulaic phrases such as 'I'm fine' and 'my name is. . .': 

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 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 3,7: We know this when the learner reads a poem / story / sentences 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 5,1: We know this when the learner understands concepts and vocabulary 
relating to number, size, time. 

Assessment Standard 5,2: We know this when the learner identifies things from simple descriptions: 

Assessment Standard 5,5: We know this when the learner understands and uses mathematical lan- 
guage. 

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 6,2: We know this when the learner understands simple sentences in oral texts; 

Assessment Standard 6,10: We know this when the learner understands between 500 and 1000 
common spoken words in context by the end of grade 1. 

4.11 English with Pets - The Cats'' 

4.11.1 ENGLISH FIRST ADDITIONAL LANGUAGE 

4.11.2 English with Pets 

4.11.3 EDUCATOR SECTION 

4.11.4 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 flrst 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. 



-•^This content is available online at <littp://cnx.org/content/m24544/l.l/>. 



261 

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. 

This module begins with a poem about Oscar the dog who wants to play. He has, however, to wait until 
Saturday before his "master" has time to play with him. It serves as introduction to the topic of "pets" and 
lends itself to discussion of pets and their basic needs. 

Terry and his friends, John, Nicky and Tom go off to the pet shop to choose a pet. there are many 
different kinds, each living in its own "home". Learners will find the repetitive rhymes said by the pets, easy 
to memorise and the situations can be acted/mimed giving those learners who confidently communicate in 
English, the opportunity to speak English while the others listen to the words. 

Riddles allow for much discussion to find the answers. 

The module concludes with a graph about the pets classmates have. 

At the end of module 8, learners will have been exposed to ± 500 to 1 000 words in context in English 
as their additional language. 

Integration of themes 

• A healthy environment 

This must be created and attained where the keeping of pets is concerned. Animals have needs and these 
should be respected when keeping them as pets. 

4.11.5 LEANER SECTION 

4.11.6 Content 
4.11.6.1 The Cats 

• Listen and read the story several times. 

Here are the cats and their kittens. 
The cats and kittens are mewing. 
Some cats are white. 
Some cats are black. 
Some cats are grey. 
Some cats are ginger. 
Some cats are fiuffy. 
Some cats are furry. 
Cats also have twitching whiskers. 

• How well did you listen? 

• Tell your teacher about the cats at the pet shop. 

• Draw the cats at the pet shop. 



262 



CHAPTER 4. TERM 4 



Figure 4.84 



LO 2.5 




LO 5.2 




LO 6.10 





Table 4.43 



• Listen and read. 

• Pronounce your words correctly and say the poem. 



Said the httle cat: 

"Win you buy a Uttle cat hke me 

to be your favourite pet? 

I'm not very big as you can see. 

but I'm as good as good can be." 

G.J.M. 

Win Terry buy the httle cat? 

"No thank you," said Terry. 

"I don't want a little cat." 

Will John buy the little cat? 

"Yes please," said John. 

"I win pay R50 for the little cat." 



• Write and draw. 



Figure 4.85 



263 



10c 



Figure 4.86 



20c 



L0 2.6 




L0 5.5 




L0 6.6 





Table 4.44 



Write and draw. 



264 



CHAPTER 4. TERM 4 




lonq tail 



cats 




lonqer tail 



rabbits r 




longest tail 




a rabbit 



a bigger rabbit the biggest rabbit 



Figure 4.87 



LO 1.3 




L0 4.1 




LO 5.1 





Table 4.45 



4.11.7 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 imagina- 
tive texts for a wide range of purposes. 

Assessment Standard 4,1: We know this when the learner copies familiar words and short sentences. 

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 5,1: We know this when the learner understands concepts and vocabulary 
relating to number, size, time. 

Assessment Standard 5,2: We know this when the learner identifies things from simple descriptions: 

Assessment Standard 5,5: We know this when the learner understands and uses mathematical lan- 
guage. 



265 

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 6,6: We know this when the learner understands some negative forms in oral 
texts: 

Assessment Standard 6.10: We know this when the learner understands between 500 and 1000 
common spoken words in context by the end of grade 1. 

4.12 English with Pets - Who am I?^' 

4.12.1 ENGLISH FIRST ADDITIONAL LANGUAGE 

4.12.2 English with Pets 

4.12.3 EDUCATOR SECTION 

4.12.4 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 flrst 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, flnishing ± 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. 

This module begins with a poem about Oscar the dog who wants to play. He has, however, to wait until 
Saturday before his "master" has time to play with him. It serves as introduction to the topic of "pets" and 
lends itself to discussion of pets and their basic needs. 

Terry and his friends, John, Nicky and Tom go off to the pet shop to choose a pet. there are many 
different kinds, each living in its own "home". Learners will flnd the repetitive rhymes said by the pets, easy 
to memorise and the situations can be acted/mimed giving those learners who confldently communicate in 
English, the opportunity to speak English while the others listen to the words. 

Riddles allow for much discussion to flnd the answers. 

The module concludes with a graph about the pets classmates have. 

At the end of module 8, learners will have been exposed to ± 500 to 1 000 words in context in English 
as their additional language. 

Integration of themes 

• A healthy environment 

This must be created and attained where the keeping of pets is concerned. Animals have needs and these 
should be respected when keeping them as pets. 
• Divide the learners into groups of flve. 



^This content is available online at <littp://cnx.org/content/m24546/l.l/>. 



266 CHAPTER 4. TERM 4 

• Act out the story of Terry and his friends going to the pet shop. 

• Let the animals - dog, cat, rabbit, (fish, bird, mouse) say the rhyme. 

• Let the friends say which pet they want to buy. 

• Let each group perform their act for the class. 

4.12.5 LEANER SECTION 

4.12.6 Content 
4.12.6.1 Who am I? 

• Read. 

• Draw. 

I can sing. 

I can swing. 

I have feathers and wings. 

Am I a dog? 

Am I a cat? 

Am I a rabbit? 

Am I a fish? 

Who am I? 

Draw me. 

I can swim. 

I can dive. 

I can livein a tank. 

Am I a dog? 

Am I a cat? 

Am I a rabbit? 

Am I a bird? 

Who am I? 

Draw me. 

• Complete the sentences. 

• A bird has 

• A fish can 

• A rabbit can 

swim hop wings 



LO L3 




LO 4.2 




LO 5.2 





Table 4.46 



4.12.6.2 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. 



267 



• What kind of pet do you think Terry should choose? 

• Give your reasons. 

• Make a hst 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 




L0 4.3 




L0 6.1 




L0 6.6 





Table 4.47 



4.12.6.3 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. 



4.12.6.4 Our pets 



dogs 


X 






















cats 
























rabbits 
























fish 
























birds 
























mice 

























Table 4.48 



• Discuss the graph. 



LO 1.3 




LO 2.5 




L0 5.4 





Table 4.49 



268 



CHAPTER 4. TERM 4 



4.12.6.5 My Dictionary Page 

• Read the words. 

• Keep this page in your file. 



hes 


John 


birds 


barking 


waits 


Nicky 


cages 


tails 


gate 


Tom 


fish 


buy 


brings 


pet shop 


tanks 


babies 


perhaps 


dogs 


rabbits 


whiskers 


another 


kennels 


hutches 


fiuffy 


Saturday 


cats 


mice 


furry 


Terry 


baskets 


straw 


ginger 



Table 4.50 



LO 2.6 




LO 6.11 





Table 4.51 



4.12.7 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 imagina- 
tive 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 ^.-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. 



ATTRIBUTIONS 269 

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ATTRIBUTIONS 271 

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272 ATTRIBUTIONS 

Module: "English in Shops 01" 

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URL: http://cnx.Org/content/m24534/l.l/ 

Pages: 231-238 

Copyright: Siyavula Uploaders 

License: http://creativecommons.Org/licenses/by/3.0/ 



274 ATTRIBUTIONS 

Module: "English with Mummies" 

By: Siyavula Uploaders 

URL: http://cnx.Org/content/m24535/l.l/ 

Pages: 238-242 

Copyright: Siyavula Uploaders 

License: http://creativecommons.Org/licenses/by/3.0/ 

Module: "Enghsh with Pets - My Dog" 

By: Siyavula Uploaders 

URL: http://cnx.Org/content/m24536/l.l/ 

Pages: 242-248 

Copyright: Siyavula Uploaders 

License: http://creativecommons.Org/licenses/by/3.0/ 

Module: "English with Pets - A game to play" 

By: Siyavula Uploaders 

URL: http://cnx.Org/content/m24539/l.l/ 

Pages: 249-256 

Copyright: Siyavula Uploaders 

License: http://creativecommons.Org/licenses/by/3.0/ 

Module: "Enghsh with Pets - The Dogs" 

By: Siyavula Uploaders 

URL: http://cnx.Org/content/m24543/l.l/ 

Pages: 256-260 

Copyright: Siyavula Uploaders 

License: http://creativecommons.Org/licenses/by/3.0/ 

Module: "Enghsh with Pets - The Cats" 

By: Siyavula Uploaders 

URL: http://cnx.Org/content/m24544/l.l/ 

Pages: 260-265 

Copyright: Siyavula Uploaders 

License: http://creativecommons.Org/licenses/by/3.0/ 

Module: "Enghsh with Pets - Who am I?" 

By: Siyavula Uploaders 

URL: http://cnx.Org/content/m24546/l.l/ 

Pages: 265-268 

Copyright: Siyavula Uploaders 

License: http://creativecommons.Org/licenses/by/3.0/ 



About Connexions 

Since 1999, Connexions has been pioneering a global system where anyone can create course materials and 
make them fully accessible and easily reusable free of charge. We are a Web-based authoring, teaching and 
learning environment open to anyone interested in education, including students, teachers, professors and 
lifelong learners. We connect ideas and facilitate educational communities. 

Connexions's modular, interactive courses are in use worldwide by universities, community colleges, K-12 
schools, distance learners, and lifelong learners. Connexions materials are in many languages, including 
English, Spanish, Chinese, Japanese, Italian, Vietnamese, French, Portuguese, and Thai. Connexions is part 
of an exciting new information distribution system that allows for Print on Demand Books. Connexions 
has partnered with innovative on-demand publisher QOOP to accelerate the delivery of printed course 
materials and textbooks into classrooms worldwide at lower prices than traditional academic publishers.