3.2 Bobtail part 3 - 03

English first additional language

Bobtail part 3

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.

A discussion of the different seasons leading up to the reading and discussion of winter (poem) can follow,

With Bobtail, learners learn and memorise well-known nursery rhymes, then illustrate and dramatise them.

At last Bobtail learns his lesson and vows never to be disobedient again.

Vocabulary from the Learning Area: Mathematics is used and illustrated; phonics activities continue and riddles are included to promote conversation and discussion.

Integration of themes

• A healthy environment

Seasons are discussed and the necessity of water discussed.

• Social Justice

Bobtail learns the hard way that dishonesty does not pay.

Leaner section

Content

• Listen and listen again.
• Point to the words as your teacher reads the story.
• Read it with her.
• Read it aloud.

The bunnies did not like the rain.

Daddy Bunny had to fix the burrow.

Mummy Bunny’s washing was wet.

Hopper, Flopper and Mop did not like the rain.

They had to play inside.

• Draw.

a rainy day

Daddy had to fix the burrow.

Mummy’s washing was wet.

They had to play inside.

• Draw Farmer Brown’s . . .

empty dam

full dam

• Draw Aunt Nel’s flowers that grew and grew and grew.

• Draw a big fat black dog that is . . .

dry

very wet

• Say what you can see.
• Draw a circle around the sound you can hear at the end of the word.

I see . . .

Assessment

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 uses pictures to understand written texts:

3.1.5 draws a picture to illustrate a sentence;

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

3.2.2 follows teacher’s eye and finger movements;

Learning Outcome 5: THINKING AND REASONING : The learner is able to use language to think and reason, and access, process and use information for learning.

Assessment Standard 5.2: We know this when the learner uses language for thinking:

5.2.4 sequences things.

Assessment Standard 5.4: We know this when the learner understands and uses some mathematical language:

5.4.1 istens to, read and solves simple word problems for mathematics, with attention to words such as ‘more’, ‘less’;

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 modifies adjectives and adverbs.