| << Chapter < Page | Chapter >> Page > |
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 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
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.
How the story ends…
| LO 3.2.1 |
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 |
a big horse
a little horse
a big cat
a little cat
a big hen
a little chicken
a big dog
a little dog
| LO 6.4 |
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 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 6.4: We know this when the learner understands and uses some adjectives.
Notification Switch
Would you like to follow the 'English first additional language grade 2' conversation and receive update notifications?
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|