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English first additional language

Sly old fox

Educator section


In Grade 3 learners continue to expand their vocabulary by listening and reading a variety of texts such as poem, stories, riddles and doing word puzzles.

These modules consolidate and revise the vocabulary and phonics introduced in Grade 2. More opportunities are given for written work producing longer texts of more varied kinds. Learners should not be afraid to make mistakes as the building of confidence and fluency should take priority above perfect written work.

Time scheduled for the modules

All learners should work through all eight modules as the phonics and spelling requirements are spread over these modules. The educator should however allow learners to complete them at their own pace namely ± two modules per term.

The story of “The Sly Old Fox” gives learners the opportunity to discuss such moral issues as honesty, truthfulness and faithfulness.

Learners write the dialogue between the characters.

A graph is kept for recording results of future spelling tests.

They read a factual article on crabs and make up their own story stimulated by a picture.

Integration of themes

  • Social Justice

We have a responsibility towards our friends. We need to be loyal, honest and helpful.

Leaner section


  • Listen to the poem.
  • Discuss the title.
  • Discuss the moral issues; manners, helpfulness, etc.
  • Read and learn the poem.
  • Decorate your page.

Manners make the man

We don’t only need to learn

how to read and write.

We need to learn our manners too,

be caring, and not fight.

Books don’t teach us manners

we have to practise these,

remembering our thank you’s

and asking with a “please”.

If we are kind and helpful

and polite to our brothers,

the world would be a better place.

So let us all remember:



LO 1.1.7 LO 3.2.1 LO 3.2.3 LO 3.2.6
  • Listen to the story.
  • Answer your teacher’s questions.
  • Read it with your teacher.
  • Read it to your teacher.

The story of the sly old fox


One day the sly old fox went down to the river.

Foxes are sly and clever. They always make clever plans to trick other animals.

Looking across the river he saw

some big fat crabs scurrying

along on the sand.

Now you know foxes can’t swim.

Foxes don’t like water one bit.

  • Draw the fox on the left. Draw the big fat crabs on the right. Draw the river in the middle.
LO 3.1.1 LO 3.2.1 LO 3.3.1
  • Read and write.
  • What do you think they will say?

A crab sees a fox and says:

A fox sees a crab and says:

LO 4.10
  • The story goes on . . . . .
  • Listen first.
  • Read.

Just then a camel came out of the forest

“I can show you a place where the corn is ripe

and the barley grows as green as green can be.

If you take me across the river, I will show you where all this food is,”

said the fox.

“Get on my back,” said the camel, “I will take you across.

You can show me a place where the corn is ripe

and the barley grows as green as green can be.”

So the fox jumped on the camel’s back.

The camel swam across the river.

LO 2.3 LO 3.1.1 LO 3.2.3 LO 3.4
  • Put the words in the right order by drawing a path.
  • Complete these sentences.

I can ………………………………………………………………………….. a place.

The corn is ……………………………….. and ……………………………………..

………………………………………………………………………………. grows as


LO 1.2 LO 1.4 LO 4.3 LO 5.2
  • Draw the fox on the camel’s back in the middle of the river.
  • Discuss what each one is thinking.
LO 2.5 LO 2.10


Learning Outcome 1: LISTENING : The learner will be able to listen for information and enjoyment, and respond appropriately and critically in a wide range of situations.

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

1.1.7 discusses in own home language any social and ethical issues (e.g. whether something is fair);

Assessment Standard 1.2: We know this when the learner shows understanding of recounts by recalling events in the right sequence:

Assessment Standard 1.4: We know this when the learner shows understanding of a sequence of instructions by following them correctly:

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

Assessment Standard 2.3: We know this when the learner shows awareness of appropriate cultural forms of address (e.g. how politeness and terms of respect vary in different languages):

Assessment Standard 2.5: We know this when the learner talks about a picture, photograph or object:

Assessment Standard 2.10: We know this when the learner participates in a conversation on a familiar topic:

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 visual cues to make meaning:

3.1.1 understands a picture story or comic strip by relating captions and speech bubbles to visual images;

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

3.2.1 reads title;

3.2.3 answers literal questions about the story;

3.2.6 discusses in own home language social and ethical issues;

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

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

Assessment Standard 3.4: We know this when the learner reads with increasing speed and fluency:

Learning Outcome 4: WRITING : The learner will be able to write different kinds of factual and imaginative texts for a wide range of purposes.

Assessment Standard 4.3: We know this when the learner spells common words correctly:

Assessment Standard 4.10: We know this when the learner with support, writes a short story dialogue;

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 uses language for thinking and problem-solving.

Questions & Answers

anyone know any internet site where one can find nanotechnology papers?
Damian Reply
Introduction about quantum dots in nanotechnology
Praveena Reply
what does nano mean?
Anassong Reply
nano basically means 10^(-9). nanometer is a unit to measure length.
do you think it's worthwhile in the long term to study the effects and possibilities of nanotechnology on viral treatment?
Damian Reply
absolutely yes
how to know photocatalytic properties of tio2 nanoparticles...what to do now
Akash Reply
it is a goid question and i want to know the answer as well
characteristics of micro business
for teaching engĺish at school how nano technology help us
Do somebody tell me a best nano engineering book for beginners?
s. Reply
there is no specific books for beginners but there is book called principle of nanotechnology
what is fullerene does it is used to make bukky balls
Devang Reply
are you nano engineer ?
fullerene is a bucky ball aka Carbon 60 molecule. It was name by the architect Fuller. He design the geodesic dome. it resembles a soccer ball.
what is the actual application of fullerenes nowadays?
That is a great question Damian. best way to answer that question is to Google it. there are hundreds of applications for buck minister fullerenes, from medical to aerospace. you can also find plenty of research papers that will give you great detail on the potential applications of fullerenes.
what is the Synthesis, properties,and applications of carbon nano chemistry
Abhijith Reply
Mostly, they use nano carbon for electronics and for materials to be strengthened.
is Bucky paper clear?
carbon nanotubes has various application in fuel cells membrane, current research on cancer drug,and in electronics MEMS and NEMS etc
so some one know about replacing silicon atom with phosphorous in semiconductors device?
s. Reply
Yeah, it is a pain to say the least. You basically have to heat the substarte up to around 1000 degrees celcius then pass phosphene gas over top of it, which is explosive and toxic by the way, under very low pressure.
Do you know which machine is used to that process?
how to fabricate graphene ink ?
for screen printed electrodes ?
What is lattice structure?
s. Reply
of graphene you mean?
or in general
in general
Graphene has a hexagonal structure
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what is biological synthesis of nanoparticles
Sanket Reply
what's the easiest and fastest way to the synthesize AgNP?
Damian Reply
types of nano material
abeetha Reply
I start with an easy one. carbon nanotubes woven into a long filament like a string
many many of nanotubes
what is the k.e before it land
what is the function of carbon nanotubes?
I'm interested in nanotube
what is nanomaterials​ and their applications of sensors.
Ramkumar Reply
how did you get the value of 2000N.What calculations are needed to arrive at it
Smarajit Reply
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Source:  OpenStax, English first additional language grade 3. OpenStax CNX. Sep 22, 2009 Download for free at http://cnx.org/content/col11118/1.1
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