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.
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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
-•^^This content is available online at <littp://cnx.org/content/m24416/l.l/>.
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.
^This content is available online at <littp://cnx.org/content/m24491/l.l/>.
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
^This content is available online at <littp://cnx.org/content/m24534/l.l/>.
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.
^This content is available online at <littp://cnx.org/content/m24535/l.l/>.
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
*This content is available online at <http://cnx.org/content/m24536/l.l/>.
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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Collection: English First Additional Language Grade 1
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Module: "English with Kitty (Beacon Readers)"
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Module: "English in Town 01"
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Module: "English in Shops 01"
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Module: "Enghsh with Pets - My Dog"
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Module: "Enghsh with Pets - Who am I?"
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