3.6 English with daddies - my daddy

English first additional language

English with daddies

Educator section

Memorandum

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.

Integration of themes

• Human Rights and a Healthy environment

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?

Leaner section

Content

• Listen to the poem.
• Say it with your teacher.
• Read it.

My daddy

• Answer the questions.

1. My daddy is not short, he is ……………………………………………………

2. My daddy is not stupid, he is …………………………………………………..

3. My daddy will fight a lion; he is ……………………………………………….

4. My daddy ………………………………………………………………. songs.

5. Can your daddy whistle? Can you whistle?

• Listen and discuss.
• Read and draw.

My daddy has a car.

My daddy drives a car.

Is it a big car? Yes or no.

Is it a little car? Yes or no.

Is it a yellow car? Yes or no.

Is it a white car? Yes or no.

What colour is your daddy’s car?

• Draw your daddy’s car.

• Read and draw the pictures.

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 of the story;

1.1.5 answers simple literal ‘yes/no’ and open questions with one-word answers;

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 2.2: We know this when the learner memorises and performs songs and action rhymes with right intonation, rhythm and pronunciation;

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 3.7: We know this when the learner reads reads simple sentences.

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 4.2: We know this when the learner uses familiar words to complete sentence frames.