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

Grammar time: Through

Grammar time: Through the teaching of basic grammar points, pupils are empowered to produce simple oral utterances. As such, provide as many opportunities for them to practise orally the structures introduced. The written activities are included for practice. The aim is not to develop mastery of grammar rules but, rather, to develop an awareness of basic rules. As indicated in the Teacher’s notes, move from oral to written work. Work out the activities orally with the whole class before asking pupils to carry these out in the textbook. Little writers: In this section, pupils write words and are initiated into the formation of simple sentences. They develop an awareness of word and sentence boundaries, and are introduced to basic writing conventions, namely the use of capital letters and full stops. In line with the whole language approach, you are however encouraged to draw pupils’ attention to these aspects of writing in other sections, such as story time. Creative fingers: As pupils are engaged in a creative activity related to the theme of the unit, use the opportunity to expose them further to the English language. This section also has scope for cross-curricular teaching, namely the development of life skills and values. Refer to the themes indicated on the contents page and address these in your lesson. Sound it out: Pupils are taught phonics as a precursor to reading and writing. At this level, pupils learn to associate letters and sounds. The activities are to be conducted orally and pupils must have the opportunity to hear the sounds repeatedly. Visual support and writing activities have been included to support learning. Though the phonics section is found at the end of the units, do not teach the phonemes one after the other. Rather, spread out the teaching of the different phonemes across the unit. You may decide to teach one phoneme per week. ICT activities: The NCF propounds the integration of ICT in all areas. As such, language learning and the development of ICT skills take place concurrently as pupils are involved in simple interactive games. It is therefore important to provide learners with the opportunity to engage in such activities. Cross-curricular themes: In line with the NCF, a cross-curricular approach has been adopted. The themes indicated on the contents page give an indication of aspects of life skills and values that can be taught alongside language. Encourage pupils to reflect and share their views on issues related to the theme you are dealing with. Pupils may have recourse to their mother tongue to better express themselves. You will then rephrase the main ideas in English. Songs/poems: Songs and poems are beneficial to the teaching and learning of young children as they provide further exposure to the English language. As such, a number of songs/poems have been included in the textbook. These serve mostly to introduce themerelated vocabulary but are also an effective way of making language learning enjoyable. Through songs, pupils internalise vocabulary and language patterns more easily and are more vi

motivated to participate in the lesson. It is important to note that pupils are NOT expected to read the lyrics. These have been included to provide a focus for pupils. It is necessary for them to hear the song/poem a few times and they should be encouraged to echo the singer/teacher and join in when they feel ready. Adapt songs/poems to suit the local context. Teach over a number of lessons if deemed necessary. I check what I know: End of unit exercises have been included to assess pupils’ learning. Since pupils are not independent readers at this point, read out the words/texts and lead them through the exercises. An oral exercise has been included because it is important to gauge the children’s progress with respect to this skill too. Stagger the assessment over a few days if you are unable to conduct it for all pupils in the course of a single lesson. Do, however, make it a point to carry out this exercise. While detailed guidelines regarding the implementation of the activities have been given, the onus is on you to use an approach that is suitable for your learners. As for all resources, the textbook also needs to be ADAPTED. The different resources that can be used to supplement the textbook are indicated but you can use additional materials as deemed necessary. The mother tongue can also be used as a tool to support learning but do not make it a habit to systematically translate every utterance. Rather, use the language judiciously so that it is an effective aid for learners. As far as possible, use actions, realia and visuals to help pupils derive meaning from oral and written texts. Focus on key words in English rather than on each and every word. Language learning is a process and, though pupils should be exposed to the target language as much as possible, it should not be expected that they can make sense of every word at once. Rather, build a sound foundation with key vocabulary and basic grammar to enable further language learning as they move on to higher levels of primary schooling. The writing team. vii

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