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English first additional language

Stripes and stars

Educator section

Memorandum

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.

Learners distinguish between sh and ch sounds and spell common words correctly. The sounds “ oo ”, “ th ”, “ ea ”, “ all ”, “ y ” and “ ay ” are also introduced. They are given an opportunity to write sentences/ a story without the help of a frame and to look up the meaning of words in a dictionary.

Learners discuss the issue of the monkeys making fun of Baby Zebra who was born without stripes.

Integration of themes

  • Social Justice

Everyone is unique and their differences should be respected and not made fun of.

  • Human rights

Everyone has rights – even the handicapped.

Leaner section

Content

  • Listen to the story.
  • Pick out the words you don’t know.
  • Read them.
  • Read the story several times.

Stripes and stars – part 1

Long, long ago

and far, far away –

when there were no cities or towns.

no trains or cars or aeroplanes.

no people living on the earth –

there were great, green forests

that covered the earth,

from the seashores

up to the highest mountains.

There were wide flowing rivers

with green, green bushes on their banks

and fish, many fish swimming in the water of the river.

And there were animals.

animals of every kind

big ones, huge ones, tall ones and small ones

and they all lived in peace with one another.

There was enough space for all the animals.

There was enough food for all the animals.

LO 1.1.2 LO 3.2 LO 3.2.1 LO 3.3.1 LO 5.1

Vocabulary

  • Read the words.
  • Use a dictionary to find out what they mean.
  • Test a friend.
  • Mark the correct meaning of the word with a ü.

cities:

1. a place where people keep animals?

2. large towns with many buildings and people?

forests:

1. lakes in which to swim?

2. a place with many trees?

aeroplanes:

1. take people to other places?

2. take people to the moon?

flowing rivers: 1. rivers with water that flows?

2. rivers with no water?

seashores:

1. places near mountains?

2. sand on the beach?

earth:

1. where birds fly?

2. where people and animals live?

LO 3.2

In the forest

  • The answers are hidden in the forest.
  • Find them and write them in their correct places.

1. There were no ...................................... or ..................................... on the earth.

2. There were green ......................... from the ................................. to the highest 3. Many ................................................ were swimming in the waters of the river.

4. There was enough ................................. for all the .............................................

LO 3.3.1 LO 4.1

Phonics

  • Read these words.
  • Listen to the difference in the sounds of:

“sh” as in she, and “ch” as in chip

she

shoe

shook

shop

ship

sheep

shot

shut

shoot

chip

chop

chick

cheep

cheer

church

chimney

children

chair

LO 1.5.1
  • Choose the right words to complete the sentences.

1. Put on your ......................................................................................(shoe, choe)

2. I buy my shoes at the ..................................................................... (chop, shop)

3. He can ........................................................................ (shoot, choot) with a gun.

4. The smoke goes up the ........................................................(chimney, shimney)

5. (Shut, chut) ............................................................................... the door, please.

6. He .............................................. (chook, shook) the tree and the leaves fell off.

7. (Sheep, cheep) .............................................................................. give us wool.

8. I sit on a ........................................................................................... (hair, chair)

LO 1.5.1 LO 4.1

Assessment

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 descriptions by noting relevant information:

1.1.2 answers literal comprehension questions (e.g. true/false questions);

Assessment Standard 1.5: We know this when the learner develops phonic awareness:

1.5.1 distinguishes between different vowel sounds that are important for reading and writing (e.g. ‘u’ and ‘ur’ in ‘hut’ and ‘hurt’):

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 title;

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 will be 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 writes individual words such as labels:

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 measurement (e.g. ‘how long is it?’ ‘how far is it?’).

Questions & Answers

anyone know any internet site where one can find nanotechnology papers?
Damian Reply
research.net
kanaga
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.
Bharti
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
Daniel
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
Maciej
characteristics of micro business
Abigail
for teaching engĺish at school how nano technology help us
Anassong
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
NANO
what is fullerene does it is used to make bukky balls
Devang Reply
are you nano engineer ?
s.
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.
Tarell
what is the actual application of fullerenes nowadays?
Damian
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.
Tarell
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.
Virgil
is Bucky paper clear?
CYNTHIA
carbon nanotubes has various application in fuel cells membrane, current research on cancer drug,and in electronics MEMS and NEMS etc
NANO
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.
Harper
Do you know which machine is used to that process?
s.
how to fabricate graphene ink ?
SUYASH Reply
for screen printed electrodes ?
SUYASH
What is lattice structure?
s. Reply
of graphene you mean?
Ebrahim
or in general
Ebrahim
in general
s.
Graphene has a hexagonal structure
tahir
On having this app for quite a bit time, Haven't realised there's a chat room in it.
Cied
what is biological synthesis of nanoparticles
Sanket Reply
what's the easiest and fastest way to the synthesize AgNP?
Damian Reply
China
Cied
types of nano material
abeetha Reply
I start with an easy one. carbon nanotubes woven into a long filament like a string
Porter
many many of nanotubes
Porter
what is the k.e before it land
Yasmin
what is the function of carbon nanotubes?
Cesar
I'm interested in nanotube
Uday
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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Good
Berger describes sociologists as concerned with
Mueller 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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