3.6 Chas the chameleon

English first additional language

Chas the chameleon

Educator section

Memorandum

In Grade 2 the learners will build new experiences in the additional language on those learnt in Grade 1 as well as those learnt in their Home Language. They will continue to need many listening and speaking opportunities so as to develop their reading and writing skills in Grade 2.

A wide vocabulary is very important. The ICS modules for Grade 2 provide opportunities for the revision of Grade 1 vocabulary and they gradually introduce and consolidate new vocabulary by means of poems, rhymes, stories, riddles and jokes and games to play.

Learners are encouraged to answer questions, and to take part in discussions and conversations on familiar topics.

The attention is drawn to the sounds of letters in the additional language and learners discover that some letters sound the same as in their home language whereas others differ.

Although the educator will attend to correct pronunciation at this stage, learners should always be encouraged to speak the additional language without feeling incompetent and self-conscious.

By keeping the dictionary pages at the end of each module in a file, learners can revise the vocabulary and use these lists as a personal dictionary to which they can refer when completing or writing sentences and stories.

Time scheduled for the modules 1 to 8

It is suggested that the average learners complete all eight modules during the year, completing ± two modules per term.

The slower learners will proceed at their own pace while the quick learners can be given more tasks if necessary.

All learners in Grade 2 should be exposed to all the listening, speaking and reading activities in these eight modules to ensure that progression occurs throughout.

Cas is one of many creatures living in the hedge around Farmer Brown’s farm. The characteristics of chameleons and the dangers which they must confront are described in the stories and poem to be listened to and read.

More nursery rhymes, riddles and phonic exercises are included.

Integration of themes

• A healthy environment

Cas’s environment also needs to be a safe one in order to survive. Discuss the dangers that the chameleon has to face and compare these to the dangers the learners have to be aware of in their immediate environment.

Discuss “the survival of the fittest”.

Leaner section

Content

• Say it with your teacher.
• Read it.

Strange little fellows

They’re strange little fellows

and they move so slowly.

They’ll never get there

if they don’t hurry.

Sometimes they’re blue

sometimes they’re green,

they often change coats.

so as not to be seen.

Their eyes are so big

and they’re spiky all over,

their toes grip the twigs

as they pass through the clover.

They shoot out their tongues

which are rolled up inside –

they hunt for their dinner

of midgets and flies.

G.J. M.

• Who are these strange little fellows?
• Give a reason why chameleons are called strange little fellows?
• How do they move?
• Explain “they often change coats.”

More rhymes

• Listen.
• Learn the rhymes.
• Read the rhymes.
• Draw the pictures.

• Listen to the rhymes.
• Learn and read them.
• Draw the pictures.

• Listen to the riddles and guess who we are.
• Read them.
• Write in our names.

Assessment

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 about the story and copying a few words about it;

1.1.7 answers questions that connect the story to own life in own home language;

Assessment Standard 1.2: We know this when the learner shows understanding of a simple description by identifying what is described;

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, action rhymes and simple poems;

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 3.2: We know this when the learner begins to make meaning of written text by reading with the teacher:

3.2.6 reads familiar rhymes for enjoyment;

Assessment Standard 3.5: We know this when the learner reads fiction and non-fiction books at an appropriate level for information and enjoyment;

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 4.3: We know this when the learner completes sentences by filling in missing words.