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2017 English Grade 1 Part 1 (Pupil's Book)

Preface To Pupils, The

Preface To Pupils, The Grade 1 English textbook aims to make your experience of learning English fun and successful. The textbook consists of six units based on the following themes: home, school, games, food, transport, and animals. The textbook opens with Getting started. This will help you consolidate your knowledge of alphabets and colours through simple activities and games. This is followed by six units. Each of the units has the following sections: Story time: You will listen to a simple story several times. Your teacher will use a big book. You can read together when you are ready. Vocabulary building: You will learn simple vocabulary on different themes. Grammar time: You will learn basic grammar so that you can produce simple utterances. Little writers: You will learn to write words and simple sentences. Creative fingers: You will carry out creative activities related to the theme of each unit. Sound it out: You will learn the sounds that letters produce. This will help you to read simple words. ICT activities: You will play ICT games to reinforce language learning. Cross-curricular themes: You will be taught life skills and values. Songs/poems: You will learn in a fun way, by singing and reciting poems. I check what I know: You will assess your learning at the end of every unit. We hope that you enjoy learning English throughout the year! The writing team. iv

To the teacher The Grade 1 English textbook has been conceived and written with the aim of making the learning of English pleasant and effective for our young learners. Taking into account the pupils’ current level of proficiency in English, it proposes a set of activities that will develop skills and knowledge that will serve as foundation for further learning of the language. The textbook comprises an introductory section entitled “Getting started” that reinforces pupils’ knowledge of alphabets and colours. This is followed by six units with different sections. Each section focusses on the development of specific skills and knowledge. Learning is made meaningful and fun through content that is based on the experiences of the children and topics of interest to them. A variety of activities have been included to sustain interest and motivation. At this level, there is more emphasis on the development of the oral and aural skills, and on equipping the pupils with basic vocabulary and grammar. However, literacy skills are also developed through the use of big books and simple writing activities. Teachers’ notes are interspersed throughout the textbook to assist you in implementing the activities. It is however understood that you have a key role in adapting the activities and the pace at which teaching will take place according to the profile and needs of your learners. You will also have to produce additional resources to support teaching, and devise supplementary activities for the consolidation of learning or for remedial action. Further details about the different components and guidelines for their implementation are given below: Story time: This component serves to introduce learners to simple narrative texts and develop budding notions of literacy (cover page, title, author, direction of print, etc.) Use the big book over several days according to the procedure detailed on the back cover. Make sure that the pace is adapted to the learners’ level. The vocabulary is basic, sentences are simple and the texts are short. It is expected that, with appropriate support, pupils will internalise certain words and language patterns after they have heard the story a few times, and will be willing to join in as you read. The pupils are NOT expected to be able to read on their own nor to understand each and every word. To help them understand the storyline and main ideas, point to the illustrations in the big book, mime actions, refer to their own experiences, draw from prior knowledge, and use additional resources – such as realia or word and picture cards. Vocabulary building: The vocabulary taught is derived from the theme of each unit and is introduced through the story. The activities move from oral to writing, with visual support included to ease understanding. Additional resources will nevertheless be required. Word walls can be set up in the classroom to ensure that pupils are continuously exposed to the new vocabulary as they work on a given unit. You must however draw their attention to these words and encourage them to recall their meaning and use them. You may teach additional words related to the theme as per the level of your pupils. v

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