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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.
Tim and Tina are off to school. Days of the week and their order are introduced through a poem which the learners can repeatedly listen to and eventually memorise. Tim and Tina teach learners to use words relating to: direction, e.g. up, down, round, across, into; clothes; classrooms; writing tools and how to make a sandwich.
The correct pronunciation is important at this stage and the educator will ensure that pupils put their tongues between their front teeth for words with th (“the”).
Education is a basic right for everybody. Therefore schools should be there to educate learners, irrespective of status.
The school environment needs to be attractive, well cared for and safe.
It is suggested that the educator records sounds in the school environment. Learners listen to the tape and identify, e.g., a bell ringing, children singing, someone reading, children playing and an educator talking. Learners can identify the school as the place where these sounds occur.
When the vocabulary, e.g. pencil, book, ruler, etc., are introduced, the educator can put these articles in a bag. The learners can take turns to feel an article, try to describe it, name it and then take it out to see whether they are correct. Flashcards with the words, can help with word recognition.
Pages which are to be kept in their files, can be used for the game "Flip the Coin", to be played with a friend. Encourage learners to read these pages to friends and also at home for practice.
Correct pronunciation is important and the educator should particularly take note that learners pronounce the "th" as in "the" correctly.
Whenever the word "read" occurs, the class say the lines with the educator. They can point to the words as they are read.
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