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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.
This module contains much repetition of words relating to size and colour.
Let the learners copy the sentences to the best of their ability. Do not at this stage strive for perfection. It is more important for them to listen and repeat what is being written.
The poem “Time for tea” in three parts introduces the characters the worm, the frog and the mouse and lends itself to acting out the story with the correct forms of greeting. Learners will like to recite the poem on page 32 with the educator as it reflects the noises of the city.
Public transport should be in place to convey workers to and from work.
Discuss air pollution (traffic).
The poems, which are included in this module, give learners the oppor-tunity to practise forms of greeting, e.g. good morning, good afternoon and good evening.
When learners have listened to the poems several times and they begin to say them with the educator, they can be divided into two groups, one group being the owl and the other the worm. When the learners know the words of all three poems, they can be divided into four groups, one group being the owl and the others the worm, the frog and the mouse.
Later individual learners can act out the poems saying the words themselves.
The words that were introduced in Modules 1 to 3 for Grade 1 are revised in this module. The educator is reminded that a listening period must precede the “reading” of the pages. The more practice the learners get in listening and pointing to the words while the educator reads the words, the sooner they will recognise individual words. Give learners the opportunity to enjoy the repetition of the phrases and the words.
We saw many . . . . .
tall people
short people
thin people
fat people
happy people
sad people
| LO 1.1.3 | LO 6.10 |
| LO 4.1 | LO 6.10 |
“Toot-toot,” went the cars.
“Toot-toot,” went the trucks.
“Toot-toot,” went the lorries.
“Toot-toot,” went the trains.
“Toot-toot,” went the buses.
“Zoom-Zoom,” went the aeroplanes.
“Tring-tring,” went the bicycles.
There were TOO MANY sounds in town!
| LO 1.1.2 | LO 6.5 |
| LO 1.1.3 | LO 3.4 | LO 6.7 |
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:
1.1.2 joins in choruses at approriate points;
1.1.3 draws a picture of the story;
Assessment Standard 1.3: We know this when the learner understands simple oral instructions by responding physically.
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 3.4: We know this when the learner read picture books with simple one-word or two-word captions.
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 4.1: We know this when the learner copies familiar words and short sentences.
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 6.5: We know this when the learner understands some modals in oral texts;
Assessment Standard 6.7: We know this when the learner understands plurals or nouns in oral texts;
Assessment Standard 6.10: We know this when the learner understands a few adjectives and advebs in oral texts.
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