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The topics chosen for the modules in Grade 1 are all related to stories which reflect the learners’ experience in the world in which they are growing up. They are relevant to both boys and girls.
Much depends on the number of times the learners hear the stories and rhymes and the provision made for the repetition of the vocabulary introduced. At first this is done classically. As the learners become more familiar with English they can communicate with a friend. Eventually they will want to tell the teacher and answer questions about the texts.
The educators must keep in mind that there may be many/some learners in the class who are still only at the listening stage, but with the necessary encouragement and praise they will soon join in and begin speaking in English.
It is suggested that the average learners complete all eight modules during the year, finishing ± two modules per term.
Allow the slower learners to proceed at their own pace when doing the written activities but expose them to all the listening and speaking activities with the class.
The quick learners can be extended and given more tasks and activities to complete.
“Funny little Kitty Cat” tells the story of Little Kitty finding her body parts – eyes, paws, ears, nose, mouth and with Mother Cat’s help determines what they are used for.
The pictures are shown in sequence to enable learners to retell the story in sequence.
With a variety of rhymes and activities basic vocabulary of the body, counting, colours and forms of greetings are learnt. Sentences with a frame, “I can . . . .” are repeated and initial verbs such as swim, hop, walk, run are introduced.
Integration of themes
As we consider our body parts, questions about disabled people can arise. There should be no discrimination made between them and others. (Inclusively)
The child must be protected in the home and school environment and dangers that occur when children have to cross busy roads, must be addressed.
Must be established with learners respecting and protecting nature.
| LO 1.1.5 | LO 2.2 | LO 3.3 |
| LO 1.3 | LO 3.3 | LO 6.2 |
| LO 3.1.3 | LO 3.3 | LO 6.2 |
| LO 2.4 | LO 3.1.2 | LO 3.1.3 |
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 understands short, simple stories:
1.1.5 answers simple, literal “yes/no” and open questions with one-word answers;
Assessment Standard 1.3: We know this when the learner understands simple oral instructions by responding physically;understanding:
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 memorises and performs songs and action rhymes with the right intonation, rhythm and pronunciation;
Assessment Standard 2.4: We know this when the learner uses and responds to simple greetings, farewells, makes simple requests and thanks people;
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 use pictures to understand written texts:
3.1.2 matches pictures and words;
3.1.3 uses illustrations to understand simple captions in story books;
Assessment Standard 3.3: We know this when the learner follows printed instructions on one-word flash cards;
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 6.2: We know this when the learner understands simple sentences in oral text.
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