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English home language


Educator section


To the educator

Using progress reports and profiles of the learners in Grade 1, the Grade 2 educator can assess the ability of each learner in the class.

The Grade 2 educator also needs to know which work has been covered in Grade 1 so that she can revise, consolidate and re-teach where necessary, before proceeding to the Grade 2 phonics, writing, reading etc. Make sure the learners understand the written instructions on each page. The learners furthermore need to know where and when to go for help when doing written work e.g. finding out how to spell a word etc.

The slower learners need continual support whereas the fast learners can be given additional work based on the activities for further stimulation.

Time schedule for the modules 1 – 7

All learners should complete all seven modules during the year. Allow them to progress at their own speed covering ± one and a half modules per term.

The different stories of heroes initiate interesting activities for the learners. The term “hero” is discussed and different “heroes” are discussed.

Opportunity is given for research from newspapers and their imagination is stimulated as they create, describe and illustrate their own heroes.

  • Phonics:

ea as in leaf

ea as in bread

ea as in ear

ea as in pear

oi and oy

integration of themes

  • Inclusivity


  • What is a “hero”?
  • Who can be a “hero”?
  • Can animals also be heroes?

Leaner section



Josh and his family were going on a picnic. Everyone was ready to leave. Mom packed a tasty lunch and Dad had his fishing rod. Josh and his sister Ann had toys to play with. As they were leaving, their dog Smarty came running up.

“Can he come too?” said Ann.

“No,” said Dad. “He’ll scare the fish away!”

“I’ll watch him, Dad. Promise!” said Ann.

“All right,” said Dad. “Just hurry up and get into the car”.

When they arrived at the picnic spot, Dad set off for the river. Mom took out her book and told the children to be careful and to keep Smarty away from Dad. Josh and Ann had brought nets. They found a small pool where the water was calm and began looking for fish in the clear. Smarty stayed on the bank and barked when they went into the water.

“He doesn’t like it if we go in too far,” said Ann.

Suddenly Josh slipped on a rock. “Ow!” he said, as he fell into the water. Ann began to laugh and then saw that Josh was crying.

“My ankle! It’s so sore. It must be broken or something.”

“I’ll go and get Dad,” said Ann.

“No. Don’t leave me!” said Josh.

“What else can I do? I have to get help,” said Ann.

“We can shout to him. He’s not far.” Josh was clinging to Ann. They began to shout for their father.

Smarty was worried when the children began shouting. He began barking too. But Dad could not hear them over the sound of the rushing river. Smarty ran back to Dad. He was barking madly. Dad was angry.

“I told you he would scare the fish away. Ann! Come and fetch him!” Smarty only barked more loudly. Then he picked up the fish that Dad had caught and ran away with it. Dad was furious. He dropped his rod and ran after Smarty.

Smarty ran to the place where he had left the children. They were still calling for their father. Dad rushed to help them.

“Thank goodness you heard us!” said Ann.

“I didn’t!” said Dad. “I was chasing Smarty. He stole my fish.”

“He knew it would bring you to us!” said Ann. “Oh, isn’t he clever!”

“Well, I don’t know …,” said Dad. He carried Josh out of the water and carried him to the car. Ann ran ahead.

“Mom!” she shouted. “Smarty is a hero! He saved Josh.”

Questions for discussion:

1. How did Smarty save Josh?

2. Do you think he was really calling Dad?

3. Have you ever helped anyone?

In your groups, act out the rescue scene. Think of another way to get Dad to help Josh.

LO 1.1 LO 2.3 LO 3.3


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 listens attentively for a longer period (with extended concentration span) and responds to an extended sequence of instructions;

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 creates and tells stories with a beginning, middle and ending, using descriptive language and avoiding repetition.

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 recognises and makes meaning of letters and words in longer texts.

Questions & Answers

Is there any normative that regulates the use of silver nanoparticles?
Damian Reply
what king of growth are you checking .?
What fields keep nano created devices from performing or assimulating ? Magnetic fields ? Are do they assimilate ?
Stoney Reply
why we need to study biomolecules, molecular biology in nanotechnology?
Adin Reply
yes I'm doing my masters in nanotechnology, we are being studying all these domains as well..
what school?
biomolecules are e building blocks of every organics and inorganic materials.
anyone know any internet site where one can find nanotechnology papers?
Damian Reply
sciencedirect big data base
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
On having this app for quite a bit time, Haven't realised there's a chat room in it.
what is biological synthesis of nanoparticles
Sanket 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 home language grade 2. OpenStax CNX. Sep 22, 2009 Download for free at http://cnx.org/content/col11113/1.1
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