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Introduction
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.
Time scheduled for the modules 1 to 8
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 focuses on Dads; their jobs around the house and occupations. Through these topics the vocabulary in previous modules are revised, captions are read and illustrated.
The illustrations on page 19 give learners the opportunity to discuss what is happening and to make up their own stories orally.
A game on page 20 to be played with a friend, will encourage learners to identify words.
Here we focus on the role of the father in the home; as provider, protector and role model.
Discuss: How can we keep our home tidy?
My daddy works all day.
My daddy works in an office.
Is he a policeman? Yes or no.
Is he a fireman? Yes or no.
Is he a postman? Yes or no.
Is he a doctor? Yes or no.
Is he a dentist? Yes or no.
| LO 1.1.3 | LO 2.1 |
| LO 1.1.3 | LO 1.2 |
On Saturdays my daddy works
in the garden.
He mows the lawn.
He sows the seeds.
He pulls out the weeds.
He waters the plants.
He pushes the wheelbarrow.
He rakes the leaves.
I help my daddy in the garden.
| LO 2.6 | LO 3.7 | LO 6.2 |
| LO 1.1.3 | LO 1.2 | LO 3.1.2 |
My daddy paints the house.
He paints the walls.
He paints the roof.
He paints the chimney.
He paints the door.
He paints the windows.
He paints the fence.
He paints the gate.
I help my daddy paint the house.
| LO 1.1.3 | LO 3.7 | LO 6.5 |
| LO 1.1.3 | LO 3.1.2 |
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:
1.1.3 draws a picture of the story;
Assessment Standard 1.2: We know this when the learner understands simple descriptions;
Learning Outcome 2: SPEAKING : The learner is able to communicate confidently and effectively in spoken language in a wide range of situations.
Assessment Standard 2.1: We know this when the learner responds appropriately to simple questions with single words or formulaic phrases;
Assessment Standard 2.6: We know this when the learner pronounces familiar words clearly;
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;
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 texts;
Assessment Standard 6.5: We know this when the learner understands some modals in oral texts.
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