Full text of "English First Additional Language Grade 2"

English First Additional Language Grade 2

By:

Siyavula Uploaders

English First Additional Language Grade 2

By:

Siyavula Uploaders

Online:

< http://cnx.Org/content/colllll7/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. 242.

Table of Contents

1 Term 1

1.1 Farmyard Friends 01 1

1.2 Farmyard Friends 02 5

1.3 Farmyard Friends 03 12

1 .4 Farmyard Friends 18

1.5 Farmyard Friends 05 24

1.6 On the farm - Chapter 1 29

1.7 On the farm - Chapter 4 34

1.8 On the farm - Farmer Brown has to 39

1.9 On the farm - Farmer Brown has to 48

2 Term 2

2.1 Bobtail Part 01 55

2.2 Bobtail Part 02 63

2.3 Bobtail Part 03 69

2.4 Bobtail Part 04 74

2.5 Bobtail Part 05 79

2.6 Bobtail Part 2-01 84

2.7 Bobtail Part 2-02 91

2.8 Bobtail Part 2-03 96

2.9 Bobtail Part 2-04 104

2.10 Bobtail Part 2-05 109

3 Term 3

3.1 Bobtail Part 3-01 117

3.2 Bobtail Part 3-02 122

3.3 Bobtail Part 3-03 129

3.4 Bobtail Part 3-04 136

3.5 Bobtail Part 3-05 140

3.6 Bobtail Part 3-06 146

3.7 Chas the chameleon 154

3.8 Chas the Cameleon - 02 159

3.9 Chas the Cameleon - 03 166

3.10 Cas the Cameleon - 04 172

3.11 Chas the Cameleon - 05 175

4 Term 4

4.1 The Lonely Caterpillar - 01 183

4.2 The Lonely Caterpillar - 03 187

4.3 The Lonely Caterpillar - 04 195

4.4 The Lonely Caterpillar - 05 201

4.5 Homes in the Hedge 208

4.6 Homes in the Hedge - 02 215

4.7 Homes in the Hedge - 03 224

4.8 Homes in the Hedge - 04 232

Attributions 242

Chapter 1

Term 1

1.1 Farmyard Friends Ol 1

1.1.1 ENGLISH FIRST ADDITIONAL LANGUAGE

1.1.2 Farmyard Friends

1.1.3 EDUCATOR SECTION

1.1.4 Memorandum

1.1.5 Introduction

In Grade 2 the learners will build new experiences in the additional language on those learnt in Grade 1
as well as those learnt in their Home Language. They will continue to need many listening and speaking
opportunities so as to develop their reading and writing skills in Grade 2.

A wide vocabulary is very important. The ICS modules for Grade 2 provide opportunities for the revision
of Grade 1 vocabulary and they gradually introduce and consolidate new vocabulary by means of poems,
rhymes, stories, riddles and jokes and games to play.

Learners are encouraged to answer questions, and to take part in discussions and conversations on familiar
topics.

The attention is drawn to the sounds of letters in the additional language and learners discover that some
letters sound the same as in their home language whereas others differ.

Although the educator will attend to correct pronunciation at this stage, learners should always be
encouraged to speak the additional language without feeling incompetent and self-conscious.

By keeping the dictionary pages at the end of each module in a file, learners can revise the vocabulary
and use these lists as a personal dictionary to which they can refer when completing or writing sentences
and stories.

Time scheduled for the modules 1 to 8

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

The slower learners will proceed at their own pace while the quick learners can be given more tasks if
necessary.

All learners in Grade 2 should be exposed to all the listening, speaking and reading activities in these
eight modules to ensure that progression occurs throughout.

Learners are introduced to the usual farmyard animals, what they eat, the sounds they make and how
they are cared for by the farmer through poems to listen to and to recite, picture stories to read and activities

lr rhis content is available online at <http://cnx.org/content/m24727/!. l/>.

2 CHAPTER 1. TERM 1

to complete. Names of fruits and vegetables are extended and colours revised.

A memory game has been included to encourage learners to participate in speaking the new language.
Integration of themes

• A Healthy environment

Farming - animals on the farm need to be cared for. The role of the farmer is important to the economy of
the country. The interrelationship between Man and Nature must be preserved and maintained.

1.1.6 LEANER SECTION

1.1.7 Content

• A poem to listen to. . .

On the farm

Listen to the chitter chatter
on the farm out there-
the animals want their food today
Hay for me", says the tall black mare.
The cats are mewing
and the cows are lowing,
the dogs are barking,
and cocks are crowing.
The ducks auack-auack,
and the pigs grunt-grunt,
the hens and the chicks
all gather up front.
Only Kitty Cat is sleeping,
with her eye on the door,
she's already seen the farmer
bringing food galore!
GJ.M

Figure 1.1

• Which animals are on the farm?

• Talk about them.

LO 1.1.4

LO 1.5

LO 2.2

Table 1.1

• Who listened well?

Say the answers to your teacher.

1. What did the animals want? All the animals. . .

2. Who gives them food?

3. What time of day do you think it was? Give a reason why you think so.

4. Animals can "talk" like this...

• The dogs bark.

• The cats

• The cows

• The pigs

• The cocks

• The ducks

LO 2.1

LO 2.5

LO 4.3

Table 1.2

• Draw all the animals on the farm.

Figure 1.2

CHAPTER 1. TERM 1

LO 1.1.3

Table 1.3

1.1.7.1 A picture story to help you read

• These pictures will help you.

• Read the words.

Figure 1.3

LO 3.2.3

Table 1.4

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 shows understanding of simple stories:

1.1.3 draws a picture about the story and says or copies a few words about it;

1.1.4 sequences pictures and matches captions with pictures;

Assessment Standard 1.5: We know this when the learner shows respect for classmates by giving them
a chance to speak, listening to them and encouraging their attempts to speak their additional language;

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;

Assessment Standard 2.2: We know this when the learner performs a rhyme, poem or song;

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 3.2: We know this when the learner begins to make meaning of written text by
reading with the teacher:

3.2.3 points to the correct word when it is being read;

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 completes sentences by filling in missing
words.

1.2 Farmyard Friends 02 2

1.2.1 ENGLISH FIRST ADDITIONAL LANGUAGE

1.2.2 Farmyard Friends

1.2.3 EDUCATOR SECTION

1.2.4 Memorandum

1.2.5 Introduction

Learners are encouraged to answer questions, and to take part in discussions and conversations on familiar
topics.

The attention is drawn to the sounds of letters in the additional language and learners discover that some
letters sound the same as in their home language whereas others differ.

Although the educator will attend to correct pronunciation at this stage, learners should always be
encouraged to speak the additional language without feeling incompetent and self-conscious.

Time scheduled for the modules 1 to 8

2 This content is available online at <http://cnx.org/content/m24746/!. l/>.

6 CHAPTER 1. TERM 1

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

The slower learners will proceed at their own pace while the quick learners can be given more tasks if
necessary.

All learners in Grade 2 should be exposed to all the listening, speaking and reading activities in these
eight modules to ensure that progression occurs throughout.

A memory game has been included to encourage learners to participate in speaking the new language.

Integration of themes

• A Healthy environment

Farming - animals on the farm need to be cared for. The role of the farmer is important to the economy of
the country. The interrelationship between Man and Nature must be preserved and maintained.

1.2.6 LEANER SECTION

1.2.7 Content

1.2.7.1 How Kitty Cat found some milk

• First listen to the story.

• Follow with your finger now while your teacher reads it again.

• Now see whether you can read it.

\\ day {mJ^ wanted some jy^!*^

She ran to the J^*^ 7 anc l sai ^

Please, Mrs J£r?p 3 3 CmM ?

X / some £"*!

"You must first get me some tfiIiSv

So f^iiT ran to tne ^EJ^^ an< ^ said.

"Please, Mr

, will you give me £&jgMj)

some 38^*^.

to give to the ^M^r 7 ? Then the J&fjr 7

will give me some C^aWI ■ "You must first get me some

," said the ^?L?!f%.

(To be continued)

Figure 1.4

LO 3.2.1

Table 1.5

Draw Kitty Cat running to the horse.

CHAPTER 1. TERM 1

Figure 1.5

LO 1.1.3

LO 3.1.1

LO 3.2.3

Table 1.6

• Let's see whether you remembered the story.

• Choose the correct word to put the story in the right order.

Kitty Cat wanted some (fish, milk)

She ran to the for some milk, (shop, cow)

The cow wanted some (eggs, hay)

She ran to the for some milk, (horse, fish)

The horse wanted some (apples, water)

LO 3.3.1

LO 4.3

Table 1.7

• Draw them.

Kitty Cat

Figure 1.6

Figure 1.7

Cow

CHAPTER 1. TERM 1

Figure 1.8

hay

Figure 1.9

water

Figure 1.10

horse

Figure 1.11

apples

LO 3.3.1

Table 1.8

1.2.8 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 shows understanding of simple stories:
1.1.3 draws a picture about the story and says or copies a few words about it;

12 CHAPTER 1. TERM 1

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;

Assessment Standard 3.2: We know this when the learner begins to make meaning of written text by
reading with the teacher:

3.2.1 reads the title and predicts what a book is about;

3.2.3 points to the correct word when it is being read;

Assessment Standard 3.3: We know this when the learner recognises and makes meaning of letters
and words:

3.3.1 recognises on sight an increasing number of high-frequency 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 4.3: We know this when the learner completes sentences by filling in missing
words.

1.3 Farmyard Friends 03 3

1.3.1 ENGLISH FIRST ADDITIONAL LANGUAGE

1.3.2 Farmyard Friends

1.3.3 EDUCATOR SECTION

1.3.4 Memorandum

1.3.5 Introduction

Learners are encouraged to answer questions, and to take part in discussions and conversations on familiar
topics.

The attention is drawn to the sounds of letters in the additional language and learners discover that some
letters sound the same as in their home language whereas others differ.

Although the educator will attend to correct pronunciation at this stage, learners should always be
encouraged to speak the additional language without feeling incompetent and self-conscious.

Time scheduled for the modules 1 to 8

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

The slower learners will proceed at their own pace while the quick learners can be given more tasks if
necessary.

All learners in Grade 2 should be exposed to all the listening, speaking and reading activities in these
eight modules to ensure that progression occurs throughout.

3 This content is available online at <http://cnx.org/content/m24777/!. l/>.

A memory game has been included to encourage learners to participate in speaking the new language.

Integration of themes

• A Healthy environment

Farming - animals on the farm need to be cared for. The role of the farmer is important to the economy of
the country. The interrelationship between Man and Nature must be preserved and maintained.

1.3.6 LEANER SECTION

1.3.7 Content

1.3.7.1 How Kitty Cat found some milk
The story goes on ...

• First listen.

• Then follow with your finger.

ran to the f3 Ppgj and said, "Please,

Well, give me some ^"^su. to 9' ve to tne t %^
Then the tT% will give me some iSfE^

to give to the Ji£t2p ■ Then the Jt^r 7 will give
me some jSJM -" "You must first get me a

So rT?.L ran to the <$Pm and said, "Please,

Mr <^^m ■ w iH y ou 9' ve me some <S5? to give

to the £3 lisp ? Then the pa Bfo W 'H ^ e me

give r

some

ST^-j, to give to the ^LJf% ■ Then the

will give me some iffiS^/ to 9' ve to

the cStAGr 7 ■ Then the Jhf^r 7 will give me some |£j[i
Figure 1.12

CHAPTER 1. TERM 1

Then read it.

LO 3.2.1

Table 1.9

Draw Kitty Cat running to the well.

Figure 1.13

LO 1.1.3

LO 3.1.1

LO 3.2.3

Table 1.10

• Let's see whether you remembered the story.

• Choose the correct word to put the story in the right order.

Kitty Cat wanted water from the (horse, well)

The well wanted a (rope, cow)

She ran to the for a rope, (horse, farmer)

• Draw them.

Figure 1.14

the wall

Figure 1.15

the water

CHAPTER 1. TERM 1

Figure 1.16

the rope

Figure 1.17

the farmer

Figure 1.18

the horse with some hay

Figure 1.19

the farmer's house

LO 3.3.1

LO 4.3

Table 1.11

1.3.8 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 shows understanding of simple stories:
1.1.3 draws a picture about the story and says or copies a few words about it;

18 CHAPTER 1. TERM 1

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;

Assessment Standard 3.2: We know this when the learner begins to make meaning of written text by
reading with the teacher:

3.2.1 reads the title and predicts what a book is about;

3.2.3 points to the correct word when it is being read;

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 3.3: We know this when the learner recognises and makes meaning of letters
and words:

3.3.1 recognises on sight an increasing number of high-frequency 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 4.3: We know this when the learner completes sentences by filling in missing
words.

1.4 Farmyard Friends 4

1.4.1 ENGLISH FIRST ADDITIONAL LANGUAGE

1.4.2 Farmyard Friends

1.4.3 EDUCATOR SECTION

1.4.4 Memorandum

1.4.5 Introduction

Learners are encouraged to answer questions, and to take part in discussions and conversations on familiar
topics.

The attention is drawn to the sounds of letters in the additional language and learners discover that some
letters sound the same as in their home language whereas others differ.

Although the educator will attend to correct pronunciation at this stage, learners should always be
encouraged to speak the additional language without feeling incompetent and self-conscious.

Time scheduled for the modules 1 to 8

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

The slower learners will proceed at their own pace while the quick learners can be given more tasks if
necessary.

4 This content is available online at <http://cnx.org/content/m24787/!. l/>.

All learners in Grade 2 should be exposed to all the listening, speaking and reading activities in these
eight modules to ensure that progression occurs throughout.

A memory game has been included to encourage learners to participate in speaking the new language.

Integration of themes

• A Healthy environment

Farming - animals on the farm need to be cared for. The role of the farmer is important to the economy of
the country. The interrelationship between Man and Nature must be preserved and maintained.

1.4.6 LEANER SECTION

1.4.7 Content

1.4.7.1 How Kitty Cat found some milk
How the story ends. . .

• First listen.

• Then follow with your finger.

• Then read it.

toth*

gave the ^^

to th<

drank the lovely fresh Cjjfl

Figure 1.20

CHAPTER 1. TERM 1

LO 3.2.1

Table 1.12

• Answer "yes" or "no".

1. Did Kitty Cat get her milk?

2. Did Kitty Cat drink her milk?

3. Does the well have water?

4. Does the horse eat hay?

5. Does the cow give us milk?

6. Does the farmer live on a farm?

7. Can a horse run fast?

LO 1.1.4

Table 1.13

Figure 1.21

Read and draw,
a big horse

Figure 1.22

a little horse

Figure 1.23

a big cat

Figure 1.24

a little cat

CHAPTER 1. TERM 1

Figure 1.25

a big hen

Figure 1.26

a little chicken

Figure 1.27

a big dog

Figure 1.28

a little dog

LO 6.4

Table 1.14

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 shows understanding of simple stories:

1.1.4 sequences pictures and matches captions with pictures;

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 3.2: We know this when the learner begins to make meaning of written text by
reading with the teacher:

3.2.1 reads the title and predicts what a book is about;

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 6.4: We know this when the learner understands and uses some adjectives.

24 CHAPTER 1. TERM 1

1.5 Farmyard Friends 05 5

1.5.1 ENGLISH FIRST ADDITIONAL LANGUAGE

1.5.2 Farmyard Friends

1.5.3 EDUCATOR SECTION

1.5.4 Memorandum

1.5.5 Introduction

Learners are encouraged to answer questions, and to take part in discussions and conversations on familiar
topics.

The attention is drawn to the sounds of letters in the additional language and learners discover that some
letters sound the same as in their home language whereas others differ.

Although the educator will attend to correct pronunciation at this stage, learners should always be
encouraged to speak the additional language without feeling incompetent and self-conscious.

Time scheduled for the modules 1 to 8

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

The slower learners will proceed at their own pace while the quick learners can be given more tasks if
necessary.

All learners in Grade 2 should be exposed to all the listening, speaking and reading activities in these
eight modules to ensure that progression occurs throughout.

A memory game has been included to encourage learners to participate in speaking the new language.

Integration of themes

• A Healthy environment

Farming - animals on the farm need to be cared for. The role of the farmer is important to the economy of
the country. The interrelationship between Man and Nature must be preserved and maintained.

1.5.6 LEANER SECTION

1.5.7 Content

1.5.7.1 On the farm we find. . .

• many animals. Draw them and add your own.

5 This content is available online at <http://cnx.org/content/m24792/!. l/>.

cow

horse

goat-

P'9

hen

cock

chickens

ducks

dog

cat

Figure 1.29

many kinds of fruit trees. Draw them and add your own.

apples

oranges

peaches

apricots

plums

naartjies

Figure 1.30

many kinds of vegetables. Draw them and add your own.

CHAPTER 1. TERM 1

carrots

cabbages

beans

peas

onions

mealies

potatoes

pumpkin

tomatoes

sweet
potatoes

sauash

cucumbers

Figure 1.31

many kinds of vehicles. Draw them.

car

lorry

tractor

truck

bicycle

motor bike

Figure 1.32

LO 1.1.3

LO 3.3.1

Table 1.15

1.5.7.2 Let's play a game

• Read and remember what Farmer Brown picks every day of the week.

• Now try and repeat this list in the same order.

• If you make a mistake, your friend must have a chance.

On Monday Farmer Brown picks tomatoes and carrots.
On Tuesday Farmer Brown picks apples and plums.
On Wednesday Farmer Brown picks cabbages and potatoes.
On Thursday Farmer Brown picks beans and peas.
On Friday Brown picks peaches and pumpkins.
On Saturday Farmer Brown picks onions and mealies.
On Sunday he rests!

Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, are the seven days of the week.

LO 1.1.3

LO 3.2.3

Table 1.16

• Which kinds of fruit and vegetables do you like? Talk about them.

• Complete the sentences.

CHAPTER 1. TERM 1

1. I like

2. I like 3.

4. I like

5. I like

6. I do not like

7. I do not like

8. I do not like

9. I do not like

I like

Figure 1.33

10 are red.

11 are orange.

12 are green.

LO 4.4

L0 6.3

Table 1.17

1.5.8 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 shows understanding of simple stories:

1.1.3 draws a picture about the story and says or copies a few words about it;

Assessment Standard 3.3: We know this when the learner recognises and makes meaning of letters
and words:

3.3.1 recognises on sight an increasing number of high-frequency 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 4.4: We know this when the learner writes sentences using a 'frame';

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 6.3: We know this when the learner understands and uses some modals.

1.6 On the farm - Chapter l 6

1.6.1 ENGLISH FIRST ADDITIONAL LANGUAGE

1.6.2 On the farm

1.6.3 EDUCATOR SECTION

1.6.4 Memorandum

Learners are encouraged to answer questions, and to take part in discussions and conversations on familiar
topics.

The attention is drawn to the sounds of letters in the additional language and learners discover that some
letters sound the same as in their home language whereas others differ.

Although the educator will attend to correct pronunciation at this stage, learners should always be
encouraged to speak the additional language without feeling incompetent and self-conscious.

Time scheduled for the modules 1 to 8

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

The slower learners will proceed at their own pace while the quick learners can be given more tasks if
necessary.

All learners in Grade 2 should be exposed to all the listening, speaking and reading activities in these
eight modules to ensure that progression occurs throughout.

Farmer Brown and his family are introduced and activities involve their responsibilities and the jobs they
do. Names of fruits and vegetables are extended, revised and consolidated by means of interesting activities.

Reading of riddles and stories are encouraged.

A counting rhyme is included and coins are counted integrating the learning area of mathematics with
that of Literacy.

The basics of economics are introduced as learners understand the farmer produces the products to sell
in order to have money to buy necessities for his family.

Integration of themes

• Social Justices

The farmer needs people to help him work on the farm - he creates job opportunities and the workers in
turn have a responsibility towards their employer

• Human Rights

Everyone has the right to earn money so as to become self-sustaining.

The farmer cares for his crops and his family and shows responsibility by handling his finances in a
capable way.

The farmers grows fruit and vegetables and sells these to the people.

6 This content is available online at <http://cnx.org/content/m24865/!. l/>.

CHAPTER 1. TERM 1

1.6.5 LEANER SECTION

1.6.6 Content

1.6.6.1 Chapter 1

A story to listen to and to read.

1.6.6.2 On the Farm

Figure 1.34

Farmer Brown and his wife, Aunt Nel, live on a farm.
The farm is near the town.

Farmer Brown often goes to town to get all the things Aunt Nel needs.
They have three children.
Nicky is ten, Tanya is seven and Baby Bob is one year old.

LO 2.6.1

LO 3.2.3

Table 1.18

Draw Farmer Brown and his family.

Figure 1.35

LO 3.1.5

Table 1.19

1.6.6.3 Chapter 2

Nicky, Tanya and their friends go to school.
They go on the school bus.
The school is in town.

• Draw the school bus with Nicky, Tanya and their friends.

Figure 1.36

CHAPTER 1. TERM 1

Nicky and Tanya wear their school clothes.

Nicky and Tanya carry their books in their school bags.

• Draw Nicky and Tanya in their school clothes with their school bags.

Figure 1.37

LO 3.1.5

LO 3.2.3

Table 1.20

1.6.6.4 Chapter 3

Figure 1.38

In the afternoon the children come home on the school bus.
The school bus stops at the road to the farm.
Nicky and Tanya then walk up the road to their house.
There are lots of trees on the farm.

Aunt Nel, the children's mother, has made a beautiful garden.
In the garden are many beautiful flowers.

LP 3.1.5 |
Table 1.21

• Draw the beautiful garden.

• Colour the flowers red, orange, yellow, blue, pink and purple.

Figure 1.39

LO 2.6.1

LO 3.2.3

Table 1.22

1.6.7 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 attends to pronunciation part of reading,
for example:

2.6.1 distinguishes between long and short vowels, as in 'pull' and 'pool'.

Assessment Standard 1.3: We know this when the learner shows understanding of a short sequence
of instructions;

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;

34 CHAPTER 1. TERM 1

Assessment Standard 3.1: We know this when the learner uses pictures to understand written texts:
3.1.5 draws a picture to illustrate a sentence;

Assessment Standard 3.2: We know this when the learner begins to make meaning of written text by
reading with the teacher:

3.2.3 points to the correct word when it is being read.

1.7 On the farm - Chapter 4 7

1.7.1 ENGLISH FIRST ADDITIONAL LANGUAGE

1.7.2 On the farm

1.7.3 EDUCATOR SECTION

1.7.4 Memorandum

Learners are encouraged to answer questions, and to take part in discussions and conversations on familiar
topics.

The attention is drawn to the sounds of letters in the additional language and learners discover that some
letters sound the same as in their home language whereas others differ.

Although the educator will attend to correct pronunciation at this stage, learners should always be
encouraged to speak the additional language without feeling incompetent and self-conscious.

Time scheduled for the modules 1 to 8

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

The slower learners will proceed at their own pace while the quick learners can be given more tasks if
necessary.

All learners in Grade 2 should be exposed to all the listening, speaking and reading activities in these
eight modules to ensure that progression occurs throughout.

Reading of riddles and stories are encouraged.

A counting rhyme is included and coins are counted integrating the learning area of mathematics with
that of Literacy.

The basics of economics are introduced as learners understand the farmer produces the products to sell
in order to have money to buy necessities for his family.

Integration of themes

• Social Justices

The farmer needs people to help him work on the farm - he creates job opportunities and the workers in
turn have a responsibility towards their employer

7 This content is available online at <http://cnx.org/content/m24871/!. l/>.

• Human Rights

Everyone has the right to earn money so as to become self-sustaining.

The farmer cares for his crops and his family and shows responsibility by handling his finances in a
capable way.

The farmers grows fruit and vegetables and sells these to the people.

1.7.5 LEANER SECTION

1.7.6 Content
1.7.6.1 Chapter 4

Figure 1.40

Farmer Brown has a big farm.

There are many fruit trees on the farm.

He also has a big vineyard.

The vineyard has many bunches of grapes.

Farmer Brown picks the fruit and the grapes.

He takes them to market.

He sells them and gets money to buy food.

Some of his money he saves in the bank.

LO 3.2.3

LO 3.4.8

Table 1.23

• Draw.

CHAPTER 1. TERM 1

Many fruit trees

Many
bunches of grapes

Money

The bank

Farmer Brown

A bunch of grapes

A market

Red flowers

Yellow flowers

Figure 1.41

LO 3.1

Table 1.24

1.7.6.2 Chapter 5

• Farmer Brown and the people who work for him pick many

peach*

apricots and

ilums

Figure 1.42

• Farmer Brown also grows . . .

watermelons and strawberries

Figure 1.43

L0 3.1

Table 1.25

• They get up early in the morning and work till late at night.

• Put these pictures in the right order.

Mark 1 first and 3 last.

Figure 1.44

LO 1.1.4

LO 1.1.8

LO 5.1.6

Table 1.26

• Listen carefully

• You will find me on Farmer Brown's farm.

• Guess what I am.

CHAPTER 1. TERM 1

lam pretty /\

I om beautiful.'

I am red.

I om yellow.

am orange,

I can be purple

or white.

Draw me;

Figure 1.45

LO 1.2

Table 1.27

1.7.7 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.

Assessment Standard 1.1: We know this when the learner shows understanding of simple stories:

1.1.4 sequences pictures and matches captions with pictures;

1.1.8 shows understanding of recounts by recalling the events in;

Assessment Standard 1.2: We know this when the learner shows understanding of a simple description
by identifying what is described;

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:

Assessment Standard 3.2: We know this when the learner begins to make meaning of written text by
reading with the teacher:

3.2.3 points to the correct word when it is being read;

Assessment Standard 3.4: We know this when the learner develops phonic awareness:

3.4.8 recognises on sight an increasing number of high-frequency 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 5.1: We know this when the learner understands concepts and vocabulary
relating to:

5.1.6 sequence; first, second, third.

1.8 On the farm - Farmer Brown has to ... 8

1.8.1 ENGLISH FIRST ADDITIONAL LANGUAGE

1.8.2 On the farm

1.8.3 EDUCATOR SECTION

1.8.4 Memorandum

Learners are encouraged to answer questions, and to take part in discussions and conversations on familiar
topics.

The attention is drawn to the sounds of letters in the additional language and learners discover that some
letters sound the same as in their home language whereas others differ.

Although the educator will attend to correct pronunciation at this stage, learners should always be
encouraged to speak the additional language without feeling incompetent and self-conscious.

Time scheduled for the modules 1 to 8

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

The slower learners will proceed at their own pace while the quick learners can be given more tasks if
necessary.

All learners in Grade 2 should be exposed to all the listening, speaking and reading activities in these
eight modules to ensure that progression occurs throughout.

Reading of riddles and stories are encouraged.

A counting rhyme is included and coins are counted integrating the learning area of mathematics with
that of Literacy.

The basics of economics are introduced as learners understand the farmer produces the products to sell
in order to have money to buy necessities for his family.

Integration of themes

• Social Justices

The farmer needs people to help him work on the farm - he creates job opportunities and the workers in
turn have a responsibility towards their employer

8 This content is available online at <http://cnx.org/content/m24874/!. l/>.

CHAPTER 1. TERM 1

• Human Rights

Everyone has the right to earn money so as to become self-sustaining.

The farmer cares for his crops and his family and shows responsibility by handling his finances in a
capable way.

The farmers grows fruit and vegetables and sells these to the people.

1.8.5 LEANER SECTION

1.8.6 Content

1.8.6.1 Farmer Brown has to . . .

Figure 1.46

milk the cows

Figure 1.47

pick the fruit

Figure 1.48

feed the animals

Figure 1.49

buy the food

CHAPTER 1. TERM 1

Figure 1.50

go to the market

Figure 1.51

visit the bank

• Copy the sentences.

• Draw the pictures.

LO 1.1.3

LO 3.1.5

Table 1.28

Figure 1.52

Aunt Nel has to
bake the bread

Figure 1.53

cook the food

CHAPTER 1. TERM 1

Figure 1.54

make the tea

Figure 1.55

feed the children

Figure 1.56

water the garden

Figure 1.57

weed the garden

• Copy the sentences.

• Draw the pictures.

LO 1.1.3

LO 3.1.5

Table 1.29

CHAPTER 1. TERM 1

1.8.6.2 Give Nicky and Tanya some jobs to do.

Who will feed the \ y ?
Who will make the ^?
Who will play with (gE? ?
Who will wash the ^4 ?
Who will feed the <£<£$ 1
Who will wash the > ?

Figure 1.58

Nicky will . . .

Figure 1.59

Tanya will . . .

Figure 1.60

• Write down what each one will do.

• Draw the pictures.

LO 1.1.3

LO 4.12

LO 6.1

Table 1.30

• Talk about all the things you do to help Mummy in the house.

• Draw them.

Figure 1.61

• Talk about all the things you do to help Daddy.

• Draw them.

CHAPTER 1. TERM 1

Figure 1.62

LO 2.1

L0 3.1

Table 1.31

1.8.7 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 shows understanding of simple stories:

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

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:

3.1.5 draws a picture to illustrate a sentence;

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 4.12: We know this when the learner writes lists.

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 and uses some questions forms
(e.g. what happened yesterday?).

1.9 On the farm - Farmer Brown has to... 9

1.9.1 ENGLISH FIRST ADDITIONAL LANGUAGE

1.9.2 On the farm

1.9.3 EDUCATOR SECTION

1.9.4 Memorandum

9 This content is available online at <http://cnx.org/content/m24886/!. l/>.

opportunities so as to develop their reading and writing skills in Grade 2.

Learners are encouraged to answer questions, and to take part in discussions and conversations on familiar
topics.

The attention is drawn to the sounds of letters in the additional language and learners discover that some
letters sound the same as in their home language whereas others differ.

Although the educator will attend to correct pronunciation at this stage, learners should always be
encouraged to speak the additional language without feeling incompetent and self-conscious.

Time scheduled for the modules 1 to 8

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

The slower learners will proceed at their own pace while the quick learners can be given more tasks if
necessary.

All learners in Grade 2 should be exposed to all the listening, speaking and reading activities in these
eight modules to ensure that progression occurs throughout.

Reading of riddles and stories are encouraged.

A counting rhyme is included and coins are counted integrating the learning area of mathematics with
that of Literacy.

The basics of economics are introduced as learners understand the farmer produces the products to sell
in order to have money to buy necessities for his family.

Integration of themes

• Social Justices

The farmer needs people to help him work on the farm - he creates job opportunities and the workers in
turn have a responsibility towards their employer

• Human Rights

Everyone has the right to earn money so as to become self-sustaining.

The farmer cares for his crops and his family and shows responsibility by handling his finances in a
capable way.

The farmers grows fruit and vegetables and sells these to the people.

1.9.5 LEANER SECTION

1.9.6 Content

• Listen, say it with your teacher, then read it.

If Farmer Brown does not work hard, he will not have any fruit.
If there is no fruit, Farmer Brown cannot go to the market.
If Farmer Brown cannot go to the market, he will have no money.
If Farmer Brown has no money, he cannot buy food for his family or his animals.
If there is no food, everyone will go hungry!
Oh dear! What a disaster!

CHAPTER 1. TERM 1

SO:- Farmer Brown, please work hard to get some

Figure 1.63

Take it to the market to get some

Figure 1.64

Please, Farmer Brown, buy some

Figure 1.65

LO 3.2.3

LO 3.4.8

L0 4.3

Table 1.32

• Read and draw:

Nicku school

bus

Tanya

clothes books

flowers

grapes

fruit trees watermelon

strawberries

morning

afternoon evening

animals

children

bread

tea

feed the cat

wash the dog

Figure 1.66

LO 3.6 LO 5.5

• Listen and learn.

1 one apple

2 two apples,
hanging on a tree.

3 three apples

4 four apples,

CHAPTER 1. TERM 1

waiting for me.

5 five apples

6 six apples,

as rosy as can be.

7 seven apples

8 eight apples,

let's have some for tea.

9 nine apples

10 ten apples,

HERE COMES A BEE!

LO 2.2

LO 5.1.2

Table 1.33

1.9.6.1 My Dictionary Page

• Say their names.

• Which sound can you hear at the beginning? m? s? or t?

• Write the letter.

• Keep this page in your file.

Figure 1.67

LO 3.4.2

LO 5.5

Table 1.34

Draw the pictures.
• Colour only those beginning with the sound in the margin.

man

monkey

sun

ten

sun

snake

tooth

money

toes

Count the money.

Table 1.35

• Draw something else beginning with a

Table 1.36

Ic ( lc)( IcK IcH IcH IcH IcH IcH IcH I

Figure 1.68

LO 3.4.2

Table 1.37

1.9.7 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 2.2: We know this when the learner memorises and performs songs, action
rhymes and simple poems:

Assessment Standard 1.3: We know this when the learner shows understanding of a short sequence
of instructions;

54 CHAPTER 1. TERM 1

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 3.2: We know this when the learner begins to make meaning of written text by
reading with the teacher:

3.2.3 points to the correct word when it is being read;

Assessment Standard 3.4: We know this when the learner develops phonic awareness:

3.4.2 understands the letter-sound relationships of most single consonants and short forms of vowels in
words;

3.4.8 recognises on sight an increasing number of high-frequency 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 4.3: We know this when the learner completes sentences by filling in missing
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 5.1: 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 keeps a personal dictionary.

Chapter 2

Term 2

2.1 Bobtail Part 01 1

2.1.1 ENGLISH FIRST ADDITIONAL LANGUAGE

2.1.2 Bobtail Part 1

2.1.3 EDUCATOR SECTION

2.1.4 Memorandum

Learners are encouraged to answer questions, and to take part in discussions and conversations on familiar
topics.

The attention is drawn to the sounds of letters in the additional language and learners discover that some
letters sound the same as in their home language whereas others differ.

Although the educator will attend to correct pronunciation at this stage, learners should always be
encouraged to speak the additional language without feeling incompetent and self-conscious.

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, completing ± two
modules per term.

The slower learners will proceed at their own pace while the quick learners can be given more tasks if
necessary.

All learners in Grade 2 should be exposed to all the listening, speaking and reading activities in these
eight modules to ensure that progression occurs throughout.

Bobtail I tells the story of the rabbit family living on Farmer Brown's farm. Naughty, disobedient Bobtail
goes off on an adventure but escapes just in time.

lr rhis content is available online at <http://cnx.org/content/m24958/!. l/>.

CHAPTER 2. TERM 2

The stories provide enough repetitive dialogue which learners will find easy to read and to dramatise.
Large pictures will encourage discussion. Phonics activities make learners aware of similar beginning sounds
in the additional language.

Counting activities and names of the days of the week lend themselves to the integration of Literacy and
Mathematics.

Learner's transcribe sentences in the additional language.

Integration of themes

• Human Rights

It is the farmer's right to protect his crops.

• Social Justice

Bobtail was being disobedient.

• Inclusively

Everybody (and the bunnies) belong to a family. Family life brings responsibility and consideration for one
another.

2.1.5 LEANER SECTION

2.1.6 Content

• Listen.

• Listen again and answer the questions.

• Learn the poem.

• Read the poem.

Bobtail's my name.
I'm a bunny you see,
and I live with my Mumrm
and brothers three.

My tail goes a-bobbing -
so fluffy and white,
when I hop over fields
in the bright moonlight.

Sometimes I'm naughty,
and sometimes I'm good.
I only play tricks
when I'm looking for food.

GJ.M.

Figure 2.1

Bobtail

LO 1.1

LO 1.1.2

LO 2.2

LO 2.6

Table 2.1

Questions.

Who is Bobtail? A cat? A dog? A rabbit?
How many brothers does he have? 1 or 2 or 3?
Why is he called Bobtail?
Is he a good bunny? Yes or no or sometimes.
Is he a naughty bunny? Yes or no or sometimes.
Are you sometimes naughty? Discuss.

LO 1.1.5

LO 1.1.7

Table 2.2

• Listen.

• Listen again and read the story.

2.1.6.1 Bobtail's Family

Sh. . , sh! Don't let Farmer Brown or Aunt Nel hear you!
I'm only telling you . . . nobody else must know!

There is a Bunny Family living on Farmer Brown's farm!

Farmer Brown does not know!

Aunt Nel does not know!

Nicky does not know!

Tanya does not know!

Baby Bob does not know!

The big, fat, grey cat does not

know!

The big, fat, black dog

does not know!

Nobody knows!

Sh . . . sh . . . shl

Figure 2.2

LO 2.5

LO 3.3.1

L0 3.5

CHAPTER 2. TERM 2

Table 2.3

• Listen.

• Listen again and read.

2.1.6.2 The Bunny Family

They are . . .

• Big Daddy Bunny

Figure 2.3

• Mummy Bunny

Figure 2.4

and their four little bunny boys. . .
• Hopper,

Figure 2.5

• Flopper,

Figure 2.6

• Mop,

Figure 2.7

CHAPTER 2. TERM 2

and of course,

• Bobtail, the youngest.

Figure 2.8

• Draw them next to their names.

LO 3.1.5

Table 2.4

• Listen.

• Listen again and read the story.

The Bunny Family moved in yesterday.
Daddy Bunny found a thick bush.
He dug a tunnel, long and deep, under the bush.
Then he hollowed out a large hole at the bottom of the burrow.
This was their nest.
You see, a bunny's nest is called a burrow.

• Draw,
a thick bush.

Figure 2.9

a tunnel.

Figure 2.10

a grey cat.

Figure 2.11

LO 2.6

LO 3.1.5

Table 2.5

• Talk about the picture.

CHAPTER 2. TERM 2

Figure 2.12

LO 2.5

Table 2.6

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 shows understanding of simple stories:

1.1.2 acts out the story and says the words spoken by the characters;

1.1.5 answers simple, literal yes/no and open questions with short answers;

1.1.7 answers questions that connect the story to own life in own home language;

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, action
rhymes and simple poem;

Assessment Standard 2.5: We know this when the learner talks about a drawing or picture;

Assessment Standard 2.6: We know this when the learner attends to pronunciation as part of reading;

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:

3.1.5 draws a picture to illustrate a sentence;

Assessment Standard 3.3: We know this when the learner recognises and makes meaning of letters
and words:

3.3.1 recognises on sight an increasing number of high-frequency words;

Assessment Standard 3.5: We know this when the learner reads fiction and non-fiction books at an
appropriate level for information and enjoyment.

2.2 Bobtail Part 02 2

2.2.1 ENGLISH FIRST ADDITIONAL LANGUAGE

2.2.2 Bobtail Part 1

2.2.3 EDUCATOR SECTION

2.2.4 Memorandum

Learners are encouraged to answer questions, and to take part in discussions and conversations on familiar
topics.

The attention is drawn to the sounds of letters in the additional language and learners discover that some
letters sound the same as in their home language whereas others differ.

Although the educator will attend to correct pronunciation at this stage, learners should always be
encouraged to speak the additional language without feeling incompetent and self-conscious.

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, completing ± two
modules per term.

The slower learners will proceed at their own pace while the quick learners can be given more tasks if
necessary.

All learners in Grade 2 should be exposed to all the listening, speaking and reading activities in these
eight modules to ensure that progression occurs throughout.

Bobtail I tells the story of the rabbit family living on Farmer Brown's farm. Naughty, disobedient Bobtail
goes off on an adventure but escapes just in time.

Counting activities and names of the days of the week lend themselves to the integration of Literacy and
Mathematics.

Learner's transcribe sentences in the additional language.

Integration of themes

• Human Rights

It is the farmer's right to protect his crops.

• Social Justice

Bobtail was being disobedient.

• Inclusively

2 This content is available online at <http://cnx.org/content/m24961/!. l/>.

CHAPTER 2. TERM 2

Everybody (and the bunnies) belong to a family. Family life brings responsibility and consideration for one
another.

2.2.5 LEANER SECTION

2.2.6 Content

• Listen.

• Listen again, then read the story.

Oops! Mummy Bunny is cross - very cross!

It's six o'clock i
It's dinner Lime!
Where is that
~i //\ naughty Bobtail? >

Figure 2.13

• Where do you think Bobtail is?

• Draw what you think.

LO 2.5

LO 3.2.1

Table 2.7

• Listen.

• Listen again then read the story.

Farmer Brown said,

"Somebody has been eating my cabbages!
Somebody has been eating my carrots!
Somebody has been eating my strawberries!
Somebody has been eating my watermelons!"
"Is it you, Aunt Nel?"

"No, dear, I did not eat your cabbages."

"Is it you, Nicky?"

"No Dad, I did not eat your carrots."

"Is it you, Tanya?"

"No Dad, I did not eat your strawberries."

"Is it you, Baby Bob?"

"No Dad, I did not eat your watermelons."

"Is it you, Grey Cat?"

"No, Farmer Brown, I did not eat your cabbages, carrots, strawberries or watermelons."

"Is it you, Black Dog?"

"No, Farmer Brown, I did not eat your cabbages, carrots, strawberries or watermelons."

"Who can it be? Who can it be?" said Farmer Brown.

• Draw the cabbages, carrots, strawberries and watermelons.

LO 1.1.3

LO 3.2.3

LO 6.3

Table 2.8

• Read and choose the best word.

• Write it.

• Draw the picture.

1. Bobtail has a tail, (long, fluffy)

2. Sometimes Bobtail is (naughty, nobody)

3. Bunnies live in a ( moonlight, burrow )

4. Bobtail has three ( brothers, tail )

5 is eating the ( somebody, cabbage )

LO 3.2.4

LO 4.3

Table 2.9

• Listen.

• Listen again, then read the story.

CHAPTER 2. TERM 2

The moon is up.

The moon is rising higher and higher.

Something is moving!

Something is movingin the cabbage patch!

"What can it be?" asks Farmer Brown.

"What can it be?" asks the big black dog.

Now

Something is movingin the carrot field.
"What can it be?" asks Farmer Brown.
"What can it be?" asks the big black dog.

Now

Something is movingnearthe strawberry bushes
."What can it be?" asks Farmer Brown.
"What can it be?" asks the big black dog.

Now

Something is movingamong the watermelons.
"What can it be?" asks Farmer Brown.
"What can it be?" asks the big black dog.

Figure 2.14

Discuss

• What do you think? Who is there?

• What will Farmer Brown do?

• What will the big black dog do?

LO 3.2.1

LO 3.2.4

LO 3.5

Table 2.10

• Listen.

• Listen again then read the story.

"Is it a dog?" asks Farmer Brown.

"No, it is not a dog", says the big black dog.

"Is it a cat?" asks Farmer Brown.

"No, it is not a cat", says the big black dog.

"What can it be?

What can it be?" asks Farmer Brown.

"It's a . . . rabbit!!

See his tail

bobbing in the moonlight," says the big black dog

"Go! Go! Go,

Big black dog!

Go and catch him!" says Farmer Brown.

And off went the big black dog.

• Draw the picture.

Figure 2.15

LO 1.1

LO 1.1.3

LO 2.6

LO 3.2.3

Table 2.11

Draw Bobtail in . .

Figure 2.16

the cabbage patch

CHAPTER 2. TERM 2

Figure 2.17

the carrot field

Figure 2.18

near the strawberries

Figure 2.19

among the watermelons
• The big black dog caught Bobtail. Yes No

69
• Bobtail ran home. Yes No

LO 1.1.5

LO 3.1.5

Table 2.12

2.2.7 Assessment