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English home language

Let’s go underground

Educator section

Memorandum

Educator’s page:

The sounds to be introduced in this module are:- k as in kite; b as in ball; p as in pipe; s as in snake; f as in fox; e as in egg; d as in donkey; g as in gate.

The learner should, at the end of Module 3, be able to recognise all these sounds, namely, a, b, c, d, e, f, g, h, k, l, m, n, o, p, r, s, v, w.

Daily revision of these sounds is essential, as well as assessing individually to see whether some learners are confused. If so – re-teach those sounds, play flash card games with them, match sound to picture until they know them all fluently.

Matching sound to picture can be done in the following way.

a o g n On a card. Match pictures to card

h b f p

l v c e

w r k d

Word building is to be introduced only with sounds already learnt.

This is a slow process that needs much practice. Listening and identifying the beginning as well as the last letters should precede word building, e.g. “Listen to the word; what can you hear first? Cat. What can you hear last?” The educator will emphasize the letter to be identified, e.g. cat. Many examples can be given. Use 3-letter words.

As soon as learners can identify the beginning and the last letters, let them listen for the middle letter, again emphasizing it, e.g. cat.

Reading

Learners have, at the end of Module 3, learnt to read and recognise ±100 words.

Here again much repetition and frequent consolidation is necessary. Use the vocabulary pages in the modules. Learners can read these words to one another, in pairs, in small groups and at home. Many games can also be devised for consolidating these words.

Encourage the learners to make up their own stories (sentences) orally, using these words. They can be encouraged to write these sentences – at first perhaps one a day – and then to illustrate them. Their stories will become longer depending on the amount of practice they get in using the vocabulary for their own stories. Also encourage them to use the new words, which were introduced when the new sound was taught. If they also “read” through these pages regularly, they will soon have a large amount of words with which to make their own new “stories”.

The game: The “friend’s” card can be cut off, making two loose cards. The educator can make other cards with words that need to be practised.

The educator needs to photostat the cards 1, 2, 3 and 4 for extra copies, which are cut up, for the small cards. These small cards are shuffled and learners take turns to pick them up, read them and match the word on the small card to the word on their card. The learner covers his/her card with the small card. The one who has covered his/her whole card first is the winner.

  • Ask questions.
  • Let the learners predict what could happen.
  • Let them give a reason to explain how the Toobies are able to build tunnels so quickly.
  • What do they think of the Wise Old Owl?

Discussion:

  • Let the learners suggest answers to all Mother Wop’s questions.
  • Have any of them heard of floods in our country? Or seen floods on television?
  • Let them talk about their experiences and how floods affect people as well as nature.
  • A project can be launched in school by the Grade 1’s to help those in need, e.g. they can collect tinned foods, blankets, clothes, etc. and send/take them to the needy.
LO 1.3.7 LO 2.2 LO 2.6

Leaner section

Content

  • Read further:

Will the toobies help?

Well, Willy Wop stayed away for four days! Mummy Wop and Daddy Wop were extremely worried.

“Where are they?” she asked.

“Why aren’t they back? What will they eat? Where will they sleep?”

Eventually Willy, Licky and Walter arrived back. Willy felt like a hero! He had such good news. The Toobies were on their way! Some of them had stayed behind to begin digging from their side.

The Toobies were also bringing food with them. The Wops were very pleased with the good news, especially about the food. Some of them had no more food left and they were very hungry.

That evening the Wops and all the creatures of the forest sang and danced around the fire till late at night.

They sang:

We’ll sing and dance

The whole night through

For the Toobies are coming

To help us too.

Even the moon seemed to be smiling down at them where he sat, high up in the sky!

LO 1.2 LO 1.3 LO 2.3
  • Listen to the song of the creatures of the forest.
  • Read the words.
  • Sing the song with the creatures of the forest. Make up your own tune.
  • You can even dance around with them.
  • Draw all the creatures of the forest and the Wops dancing around the fire.
  • Talk to a friend about your picture.
LO 1.3.2 LO 2.3
  • The caterpillars and the earthworms forgot the words of the song.
  • Cut out the words.
  • Arrange them in the right order on the next page.
  • Read your song.
  • Decorate your page.
LO 1.3.8 LO 3.3.1 LO 4.2

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 1.3: We know this when the learner listens with enjoyment to short stories, rhymes, poems and songs form a variety of cultures, and shows understanding;

1.3.2 acts out parts of the story, song or thyme;

1.3.7 expresses feelings about the story;

1.3.8 expresses feelings about the story;

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 communicates ideas using interesting descriptions and action words;

Assessment Standard 2.3: We know this when the learner sings, recites, acts out and mimes songs, poems and rhymes;

Assessment Standard 2.6: We know this when the learner recounts in sequence personal experiences;

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 makes meaning of written text:

3.3.1 reads a story with the teacher and discusses the main idea;

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 4.2: We know this when the learner does pre-writing.

Questions & Answers

opportunity cost means the lose of other alternatives when the alternative is chosen
saad Reply
is the benefits that you loose by not selecting a certain alternative.
EDWINY
individual wants maybe unlimited, but means to satisfy them are limited there one has to forgo some alternative in order to acquire other alternative and it must according priority, that is when scale of preference set in for individuals to make choice
Rhaiymornd
hello everyone
Aliyu
Next best alternative forgiven
Shoaib
demand is the amount of goods and services that consumer is willing and able to purchase at a particular prices over given period of time
Rhaiymornd Reply
yep
Abraham
what's demand?
labi Reply
What customers want the most...
Abraham
not only what customers wants, want is just mere desire but demand is backed by purchasing power, ability and willingness
Rhaiymornd
thanks
Abraham
What's opportunity cost?
Abraham
what are the differences between demand and supply
Zakariyah Reply
who is called lender of the last resort
Divyanshu Reply
Hi
Linda
hlw
Karishma
Central bank
Majeed
hy
Karishma
Hello
Majeed
hy
Karishma
How are you
Majeed
Am gud
Linda
fine
Karishma
Am gud
Linda
hello
Chandra
Well! what's going on
Majeed
r u study in economics
Karishma
anybody there?
Chandra
r u study in economics
Karishma
the central bank
Sessay
Has completed already
Majeed
hey
neha
yes
Abigail
Yesss
Majeed
ok
Karishma
hey
Doctor
yh
Abigail
more questions
Sessay
how ar you
Doctor
split the price effect into income effect and substitution effect
Karishma
fine and u
Abigail
Hi
Godwin
hi
Hey, I am new here. Hope, discussion on Economics will clear our concepts more.
yasir
yes
Abigail
do u speak hindi or english
Karishma
how to consumer equlibrium through ic
Karishma
consumer equilibrium demand equals supply
Kenneth
the consumer is in equilibrium when the indifference curve is tangential to the budget line. or when the BL and IC intersect
Sessay
reasons indifference curve slopes downwards?
Kenneth
fine Abby any good,
Doctor
ur lost
Doctor
hey. im new year. economics teacher how we can discuss some thing interesting.
EDWINY
which one
Doctor
what do u understand the concept of poverty cycle.
EDWINY
hey
Ebong
I'm New here
Ebong
hi
ian
just new here guy's and also an Economics fresher of Kogi State University Anyigba
nelson
wxup
Ayegba
who can tell the laboratory of economic?
Amara
, Dennis Weissman Associates, LLC Laboratory Economics is the monthly business newsletter that gets behind the headlines and press releases.
Ayegba
sooo teah me what an LLC
Emmanuel
what's the topic
Adamsvictor Reply
economic systems
gracious
hello
Antonio
market
aba
hello where can I find the diagrams
Manu
Hello I am totally out ,I am not understanding why we are here. can someone help me out?
Amara
why Economic is not a pure science can someone help me out
Mohamed
because economics like science put forth a some hypotheses and then do experiments to prove them
Anwesh
but these experiments are not completely controlled
Anwesh
Hello
Comfort
hey
suraj
hi people can you help me out on "demand and supply"
Milton
Am not understanding can someone enlighten me pls
Bertilla
hi people can you help me out on "demand and supply"
Sessay
hello. if Mr.Patrick's income is #900.00 while that of Mr.Shodawe is #1300.00 if Mr.Patrick and Shodowe pay #90.00 and #130.00 as taxes,the tax system is?
Benjamin
I need the answer please
Benjamin
regressive tax system
shaikh
OK thanks
Benjamin
Isn't this called proportional tax rate because the rate stays the same - 10%? Tell me if I'm wrong
Ioan
Supply is perfectly elastic and demand increases.
kishore Reply
whose there
Waseem
show the demand curve
Hameed Reply
it slopes downward from left to right
Ama
how resources are allocated in a free economy
Charlotte Reply
explain how discriminating Monopoly increase profits
Charlotte
factors responsible for the emergence of monopoly situation
adelakun Reply
total output produced by a country over a given period of time .... can someone give me the term plz
TMM Reply
GDP
Anjorin
thaks man
TMM
Woman. 👍👍
Anjorin
gross domestic products
janet
GDP
Bertilla
GDP
Prof
GDP
Bertilla
gross domestic product
gross domestic product
GDp
Mohamed
gdp
agboola
what is recession pertaining to GDP
Prince
what is recession pertaining to GDP
Prince
what is recession
Prince
law of demand and supply
Zakariyah
All thing been equal
Temple
no i think recession is pertaining to GNP
owolabi
gross national production
Abraham
what is embago
Peter
all things being equal
Raphael
embargo restriction on trade by government of a country
owolabi
an official ban on trade or other commercial activity with a particular country.
Ayegba
Embargo.....an order by a common carrier or publ regulatory agency prohibiting or restric freight transportation
Ayegba
it's a complete band on important n export
Bertilla
who is Really Good in Mathematics. put me Through. Let Do Group Reading; am Preparing to Write Jamb this Year.
Andrew
Hi. C+I+G+x-m
Shoaib
Gdp aggregate demand are bit same
Shoaib
Dpd = c+i+g+(x-m) is aggregate demand
Shoaib
Gdp=c+i+g+(x-m) is aggregate demand
Shoaib
GDP= c+i+s+g+(x-m)
Saboor
Topic ended waiting for next topic
Shoaib
What is Terms of Trade (TOT)?
DADA
At what point a Terms of Trade can be favorable?
DADA
What is long run supply curve of a industry
Rashika Reply
enlightened
Ernest
all on board am here
Ernest Reply
am late I missed alot
Ernest
A mixed economy is the best type of an economy.Discuss
Tawanda Reply
Agreed Mixed economics is d combination of both capitalist and socialist economy, it give room for both individual and government to make decisions whereby giving room to a rapid development of d economy.
Anjorin
?
Andres
agreed
Ernest
Explain more about the Macroeconomics
Lizzy Reply
what is macroeconomic
Ekye
macro economics has to do with the of study economics at national level i.e the study of national economy as a whole. While micro is concerned with the study at individual, group or company level.
Andres
Andres explain
Ernest
ok
Ernest
what topic is capitalist economy based on
ADIBE
pls am not really understanding
Bertilla
pls can u explain more
Bertilla
in a comparison of the stages of meiosis to the stage of mitosis, which stages are unique to meiosis and which stages have the same event in botg meiosis and mitosis
Leah Reply
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Source:  OpenStax, English home language grade 1. OpenStax CNX. Sep 22, 2009 Download for free at http://cnx.org/content/col11115/1.1
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