<< Chapter < Page Chapter >> Page >

English home language

Message in a bottle

Educator section


To the educator:

Read through the story and make flashcards of any new sight words. Read through with the class, discussing any new concepts.

  • Look at the map again. Get the learners to examine the writing on the note.
  • Prepare the comprehension with the children and then let them answer the questions. You may decide that they need not answer in full sentences, as the aim of the task is the comprehension.

Who is Lisa? Child or adult? Why do they say so? What is wrong with it?

Discuss the punctuation. On folio they can correct the message remembering the capitals for the beginning of a sentence, the use of I, and for a name of a person or place. Give a few other sentences for the learners to practise. They can also make sentences with their phonic words. Remind them to use the correct punctuation each time. (LO 4)

In a later task, when they write their own message, remind them again of the correct use of punctuation.

  • When doing the phonics, the learners can also make a list of the words to practise at home.
  • Let them read the information about rock pools. This would be what fascinated Susan. It is also an exercise in non-fiction writing. Introduce the term to them.

Then read the following poem. Ask them which 'story' they could believe. What 'clues' are there to show that the poem is fiction?

Discuss the vocabulary, especially unusual words, e.g. 'knackered' (very tired); 'encore' (French for more); 'rave' (slang for ‘party’.

Discuss what they think they might find if they went down a tunnel and ended up deep under the sea.

  • Let the learners work in groups to brainstorm ideas for their lists or even compile the lists. Remind them of the factors they must take into consideration. What will they need if they have to go away for two days? How much food do they need for two days? What are the “right clothes”? These are listed for them and serve to remind them what they must take and as a checklist against which they will evaluate their lists when they have finished.

They must also remember that a list is concise. They must only write sentences if they have thought of something special that they think has not been included as a basic requirement and which needs the reason for its inclusion, as stated in the task.

When the list is complete they must evaluate their own work in terms of the stipulated requirements. If they remembered that whatever they took had to last two days, e.g. they are prepared to spend the night away, then they tick the smiley face. If they haven’t remembered this, then they need to tick the sad face. If they have remembered a torch or matches, they will tick the smiley face next to “It will get dark”.

When the lists are shared with the class, they will realise that different items could have been included. Let them re-evaluate their lists in terms of their “new” knowledge.

When writing the note to their parents in the next task, remind them that this is only a story, therefore they children can wander off on “Mission Impossible”. However, they must still try to allay parents’ fears and explain where they are going so that the parents needn’t be too concerned.

Questions & Answers

how do we prove the quadratic formular
Seidu Reply
hello, if you have a question about Algebra 2. I may be able to help. I am an Algebra 2 Teacher
Shirley Reply
thank you help me with how to prove the quadratic equation
may God blessed u for that. Please I want u to help me in sets.
what is math number
Tric Reply
x-2y+3z=-3 2x-y+z=7 -x+3y-z=6
Sidiki Reply
Need help solving this problem (2/7)^-2
Simone Reply
what is the coefficient of -4×
Mehri Reply
the operation * is x * y =x + y/ 1+(x × y) show if the operation is commutative if x × y is not equal to -1
Alfred Reply
An investment account was opened with an initial deposit of $9,600 and earns 7.4% interest, compounded continuously. How much will the account be worth after 15 years?
Kala Reply
lim x to infinity e^1-e^-1/log(1+x)
given eccentricity and a point find the equiation
Moses Reply
12, 17, 22.... 25th term
Alexandra Reply
12, 17, 22.... 25th term
College algebra is really hard?
Shirleen Reply
Absolutely, for me. My problems with math started in First grade...involving a nun Sister Anastasia, bad vision, talking & getting expelled from Catholic school. When it comes to math I just can't focus and all I can hear is our family silverware banging and clanging on the pink Formica table.
I'm 13 and I understand it great
I am 1 year old but I can do it! 1+1=2 proof very hard for me though.
Not really they are just easy concepts which can be understood if you have great basics. I am 14 I understood them easily.
hi vedant can u help me with some assignments
find the 15th term of the geometric sequince whose first is 18 and last term of 387
Jerwin Reply
I know this work
The given of f(x=x-2. then what is the value of this f(3) 5f(x+1)
virgelyn Reply
hmm well what is the answer
If f(x) = x-2 then, f(3) when 5f(x+1) 5((3-2)+1) 5(1+1) 5(2) 10
how do they get the third part x = (32)5/4
kinnecy Reply
make 5/4 into a mixed number, make that a decimal, and then multiply 32 by the decimal 5/4 turns out to be
Got questions? Join the online conversation and get instant answers!
Jobilize.com Reply

Get the best Algebra and trigonometry course in your pocket!

Source:  OpenStax, English home language grade 2. OpenStax CNX. Sep 22, 2009 Download for free at http://cnx.org/content/col11113/1.1
Google Play and the Google Play logo are trademarks of Google Inc.

Notification Switch

Would you like to follow the 'English home language grade 2' conversation and receive update notifications?