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English first additional language

English in town

Educator section

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 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.

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.

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.

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.

Leaner section

Content

  • Listen.
  • Read and draw.

We saw many . . . . .

tall people

short people

thin people

fat people

happy people

sad people

  • We saw many people in town.
LO 1.1.3 LO 6.10
  • Draw a happy face.
  • Draw a sad face.

  • Write.
LO 4.1 LO 6.10
  • Listen.
  • Read.
  • 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!

LO 1.1.2 LO 6.5
  • Draw the cars, the trucks, the lorries, the trains, the buses the aeroplanes and the bicycles.
LO 1.1.3 LO 3.4 LO 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:

1.1.2 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 imaginative 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 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 6.10: We know this when the learner understands a few adjectives and advebs in oral texts.

Questions & Answers

encoding is the last step in memory stracture
FARWA Reply
crow and angle have feathers and can fly " it is a connective concept
FARWA
my mother always take decision based on reasoning ; she is practicng realistic thinking .
FARWA
all human are mortal is a formal concept
FARWA
sparrow is a best prototype of reptile
FARWA
echoic memory reflect humans visual system
FARWA Reply
getting the information back from stored area of brain is called retrieval
FARWA
no , echoic memory reflect upon things you hear , that's Iconic memory which deals with visual information
Nancy
I'll be studying psychology soon. Where do I start?
Jane Reply
I would start by learning basic terminology and definitions cause there's a lot of it and learning the different concepts behind psychology and there meanings and there use then go onto introduction into psychology
why is psychology a science?
Godslove Reply
it's a social science
Alex
what we define as science is a systematic arrangement of knowledge based on experimental and observational data.so psychology is a science. as for what kind of science it is depends on how and what information are you using in your approach towards understanding the said data and to what conclusion.
imirror
depending on your approach and understanding Psychology can classify as medical or social science like anthropology
imirror
your friend is under stress because she has not prepared well for the examination what strategies would you suggest her? express in 100 or 150 words
Masi Reply
hello
Masi
yess
dcs
where on the disorders does paranoid thought come in?
Hot Reply
hot shots will give you paranoid thoughts
Kimberly
Kimberly 😂😆😂 yes hot shots will give you paranoid thoughts
Brandon
what compound motivation is attention extension
Gauri Reply
what is psychology
Drishti Reply
The scientific study of the mind
Gina
scientific study of mind and behaviour
Siva
...
Saeed
Scientific study of mind soul behaviour and experiences
Ayush
scientific srtudy of behaviour and cognitive processes
Reshmi
Apply social psychology on real life in Nigerian universities campus
tyosaa Reply
what is the meaning of an idiosyncratic pattern
Krystle Reply
I am here for the first time just here to learn...
michael Reply
hi I'm new on here first time
Lisa
hello
GOPAL
hi,am new here
jennifer
what is this group all about
jennifer
Suppose an individual with OCD experiences obsessive thoughts about germs, contamination, and disease whenever she encounters a doorknob. What might have constituted a viable unconditioned stimulus? 
la Reply
What are factors that influence learning?
Enos Reply
Environment Heredity(I am not sure about heredity)
Tusita
Helpful. .. thanks
Enos
Sure, anytime
Tusita
I have other questions also
Enos
Based on the factors affecting learning, how do we improve learning
Enos
I think that addressing that everyone learns in their own time
James
Peer group influence can also be another reason
Sorie
Also knowing what's going on at home. what pressure are the parents putting on them.
James
am I close or no
James
also is there a lack of care? going one more step. with peer groups do an activity that shows how much they have in common
James
I think one's society has a big role to play in determining what/when & how he/she learns.
BECHEM
multiple reasons at different stages. at the earliest stages of development in a child is behaviour of people around. A baby starts learning basic social expressions and actions by mimicking the people around it. further social and cultural practices enforces learning and behaviour
imirror
from need to nutrition everything affect development and learning when choosing on a single factor of influence it is necessary to keep these other factors in the mind as environment around people is very plastic and flexible and there are many variables playing active role
imirror
social interaction is surely a big influence hence can be used to improve learning.
imirror
to encourage learning it is important to establish curiosity and notion of possibility for more perspectives habit of questioning possibilities and cause and effect in a great way to encourage learning in my opinion. language is another important factor
imirror
under what schedule of reinforcement do animals learn from ?
Phelisa Reply
the role of emotional intelligence in a courtship behavior
Caren Reply
1
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Source:  OpenStax, English first additional language grade 1. OpenStax CNX. Sep 22, 2009 Download for free at http://cnx.org/content/col11116/1.1
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