New

ALL-IN-ONE

l ish
g

En
Grade
2

Home Language
KS
O
BO
Learner’s Book
Compiler
Mart Meij
T

Co-workers
ES

Melané van den Berg

Beatrix de Villiers
Amanda Marais
)B

Gaudina Rossouw
Laurika Henning
(c

Charlotte Sullivan
Monica van Zyl
(c
)B
ES
T
BO
O
KS
 Week 1
What we need to live Topic 1
1

KS
O
BO
T
ES
)B
(c

For the teacher: Group-guided reading – reading lesson with emphasis on single sounds, word-building with single sounds, writing.
First practise sound recognition of the single sounds with flashcards. Introduce the sight words for the week and let the learners read and write
them on their writing boards. Now turn to this page in the Learner’s Book. Flash a sound and let the learners find it in the reading lesson. Flash some
sight words. Can the learners find the sight words in the reading text? Discuss the picture. What do they think the reading lesson is about? Read the
lesson with the learners. Explain the assignments that follow the reading text. Divide learners into reading groups. When the learners have read the
lesson in the groups/to you, they may continue with the written assignments by themselves.
 Week 1
What we need to live Topic 1
2

KS
O
BO
T
ES
)B
(c

For the teacher: Group-guided reading – reading text with emphasis on single sounds, writing activity, comprehension test.
Learners study the picture and predict what the story will be about. Let them read the title by themselves. Read the lesson with the learners. Flash
some words from the lesson using flashcards and let the learners find the words in the lesson. Repeat, but now you only say the words. Also do the
easy comprehension test in which the learner has to choose the correct answers among two possibilities. Divide the learners into reading groups.
When the learners have read this lesson and their graded reading lesson to one another, they continue with the written assignment.
 Week 1
What we need to live Topic 1
3

KS
O
BO
T
ES
)B
(c

For the teacher: Writing – capital letters in names, full stops at the end of a sentence.
Flash words from the sentences and let the learners find them in the text. Read the sentences with the learners. Let the learners clap the sentences
in words and then suggest where the capital letters and full stops should go. The learners choose any two sentences to copy into their class
workbooks and insert capital letters and full stops in the correct positions. Check sitting posture, spacing of words and the lines in which they write.
 Week 2
What we need to live Topic 1
4

KS
O
BO
T
ES
)B
(c

For the teacher: Speaking – I need sun to live, dangers of too much sun. Reading – reading text with emphasis on double sounds. Phonics and
writing – word families with discrimination of differences/similarities/constancy, order of events.
As always: speed-read the sounds, speed-read the sight words, speed-read the spelling words. The learners write some of the sounds and sight
words on their writing boards. Read the reading lesson with the learners. What happened in the lesson that was dangerous? Why is it dangerous?
Can the learners remember what else we need to live, apart from sunlight? Lastly, do the exercise in auditory discrimination with the learners.
Explain the written assignment. Divide the learners into reading groups.
 Week 2
What we need to live Topic 1
5

KS
O
BO
T
ES
)B
(c

For the teacher: Speaking – I need air to live. Reading – reading text with emphasis on double sounds. Phonics and writing – word families with
discrimination of differences/similarities/constancy, rhyming.
As always: speed-read the sounds, sight words and the spelling words. The learners write some of the sounds and sight words on their writing
boards. Read the reading lesson with the learners. Can the learners remember what else we need to live? Do the plants and flower also need this?
Why do they say that? Do the first word-building exercise with the learners so that they understand what to do. Explain the written assignment.
Divide the learners into reading groups.
 Week 2
What we need to live Topic 1
6

big
small
long
thin
tall
plump short
slender brown
black
blond
curly
straight

KS
big
small O
BO
round
brown
blue
green
T

black
ES
)B
(c

writing, swimming, sums, cycling, reading, drawing, ballet, school,

running, dancing, exercising

For the teacher: Speaking and shared writing – introducing memory charts, sentences with keywords, creative thinking.
The learners choose a name for the child in the picture, and then choose among the keywords two words each time that they think suit the child best.
They use the words in sentences to describe the child. Follow up by letting the learners describe themselves with the keywords in the picture. If time
permits, they may also describe a classmate based on the memory chart, but not tell who they are describing. The classmates must guess who it is.
 Week 3
Myself and others Topic 2
7

KS
O
BO
sh
T
ES
)B
(c

For the teacher: Speaking – good/bad friends. Reading – reading text with introduction of the sh-sound, search-reading. Phonics and writing –
word-building with sh, rhyming words
As always: speed-read the sounds, sight words and the spelling words. Focus particularly on the sight words with the sh-sound. Write some of the
sounds and sight words in the two boxes on the writing boards. Learners study the picture and predict what the story will be about. Let them read
the title by themselves. Do they still think the same? Let them whisper-read the lesson to themselves. What is the lesson about? Read the lesson
once or twice with the learners. Was Shem a good friend? And Shasha? Again, talk briefly about good/bad friends. Search-read some words in the
text. Discuss the written assignments.
 Week 3
Myself and others Topic 2
8

All the people allowed What I have to

in my treehouse take to school
______________________________
tomorrow:
______________________________
______________________________ sandwiches
_____________________________ soccer shirt
_____________________________ soccer shorts
P.S. You must know the shoes
password!
socks

KS
The kids in my team: O
BO
____________, ____________, ____________,
____________, ____________, ____________
T
ES

Shopping list
shampoo, dishcloths, shoe polish,
)B

washing powder, Nosh bars

(c

My best friends
Shaun
Shane To buy
Prikesh wood, screws, drill,
paint, varnish

Draw up your own lists.

For the teacher: Speaking, shared reading, language work – drawing up lists.
Use the lists in the box at the top as examples to show the learners what a list looks like. Discuss the purpose of lists. Mention the following: lists
have headings, otherwise you will forget what the lists were made for. Lists with single words underneath the other do not have commas and lists
with words next to each other have commas between the words. No full stops after the last word of headings or after the last word in the list.
 Week 3
Myself and others Topic 2
9

KS
O
BO
T

sh
ES
)B
(c

For the teacher: Speaking – handling a bully. Reading – reading text with emphasis on the sh-sound. Phonics – word-building with emphasis on
single sounds, double sounds and sh-sounds. Writing – writing and illustrating their own sentences.
Speed-read the sounds, sight words and the spelling words. Learners study and read the title. They predict what the story will be about. Do pre-
reading. What is the lesson about? Read the lesson once or twice with the learners. Again, talk briefly about bullying and handling a bully. Did the
children in the story behave correctly? Search-read some words in the text. Discuss the written assignments. Divide the learners into reading
groups
 Week 4
Myself and others Topic 2
10

KS
O
BO
T
ES
)B
(c

For the teacher: Speaking – good manners and chores at home. Reading – reading text with emphasis on the th-sound (hard and soft), search-
reading exercise. Phonics – word-building with emphasis on th-sound. Writing – writing lists.
Speed-read the sounds, sight words and the spelling words. Learners read the title and predict what the story will be about. Do pre-reading. What
is the lesson about? Read the lesson once or twice with the learners. Again talk briefly about good manners and chores children can do at home.
Search-read some words in the text. Discuss the written assignments. Divide the learners into reading groups.
 Week 4
Myself and others Topic 2
11

KS
O
BO
T
ES
)B
(c

theo mills does not listen to his sister beth.

he sees a man in sand Street. He bowls his ball at the man.

For the teacher: Speaking – good manners. Reading – reading text with emphasis on the th-sound (hard and soft), search-reading. Phonics – word-
building with emphasis on double sounds, sh- and th-sounds. Language work – capital letters.
By this time, you already know well: speed-read the sounds, sight words and the spelling words. Learners read the title and predict what the story
will be about. Pre-reading followed by some comprehension questions. Read out loud with the learners. Relate the contents of the lesson to the topic.
Discuss the written assignments. Divide the learners into reading groups and let them continue by themselves.
 Week 5
Everyone is special Topic 3
12

KS
O
BO
T
ES
)B
(c

For the teacher: Speaking – at different ages, one can do different things. Reading – reading text with emphasis on the ch-sound, search-reading
punctuation marks in the text and how they influence intonation. Phonics – word-building with ch-sound. Language work – punctuation marks,
capital letters in names of towns, streets, people.
Speed-read the sounds, sight words and the spelling words. Learners read the title and predict what the story will be about. Pre-reading followed
by some comprehension questions. Read out loud with the learners. Then relate the contents of the lesson to the topic. Discuss the written
assignments. Divide the learners into reading groups and let them continue by themselves.
 Week 5
Everyone is special Topic 3,
13

Did you see My mom thinks

the new girl? She is No! Don’t say my hair is
so thin and her hair is that, Nina! I think pretty!
so red! I don’t like she is pretty! I am
red hair! going to say hello
to her.

Now the Good morning!

class will think I My name is Thelma
am a nasty girl!
Hallo! My name Chub. I live at number
is Sizi Temba. What is 10, Cherry Lane.
your name? Where do
you live?

KS
Good morning, I think
Thelma! My name is I will like
Thelma!
Sheena. Come and sit
next to me.
O
BO

Nina!
Come and sit
T

Poor Nina.
She looks so next to me.
ES

sad now.
)B
(c

ch
th
sh

For the teacher: Shared reading – dialogue in speech bubbles. Speaking – performing dialogue. Phonics – search-reading of the last couple of
sounds introduced.
The learners first discuss the various children’s faces and, without reading the dialogue, they explain what they think the class is talking about. Then
read the text with the learners. Explain the difference between speech bubbles and thought bubbles. Point out to them that the speech bubbles indicate
the children’s words and that this is called “dialogue”. Then they separate into groups of five and each one represents a character. They must think
up a dialogue by themselves for the last speech bubble. They do the speed-reading assignment while you are walking from one group to the next and
checking the learners’ progress
 Week 5
Everyone is special Topic 3
14

KS
O
BO
T
ES
)B
(c

For the teacher: Speaking – customs differ, but we can nevertheless be friends. Reading and phonics – reading text with inculcation of the ch-
sound, search-reading. Language work – capital letters in names and surnames, punctuation marks. Writing – sentences in speech bubbles, special
attention to punctuation marks and capital letters.
Speed-read the sounds, sight words and the spelling words. Flash words from the text and let learners find the words in the reading text. Let
learners do pre-reading and then ask them some comprehension questions. Read the lesson once or twice out loud with the learners. Relate the
contents of the lesson to the topic. Emphasise how capital letters are used in names and surnames. Discuss the written assignments. Divide the
learners into reading groups and let them continue by themselves.
 Week 6
Everyone is special Topic 3
15

KS
O
BO
T
ES
)B
(c

For the teacher: Speaking – how it feels to lose a sense. Reading – reading text with introduction of the wh-sound. Phonics and writing – word-
building with wh-, sh-, th-, ch-sounds, rhyming words.
As always: speed-read the sounds, sight words and spelling words. Focus particularly on the sight words learnt to date and on words with wh-, sh-,
th- ch-sounds. Learners study the picture and predict what the story will be about. Let them read the title by themselves. Do they still think the same
about the contents of the reading text? Let them whisper-read the lesson to themselves. Have they predicted the contents of the lesson correctly?
Read the lesson once or twice with the learners. Briefly talk about disabilities again. Tell them that for the rest of the lesson, they must all only sign
so that they can experience how it is to be unable to hear. Search-read some words in the text. Discuss the written assignments. Divide the learners
into reading groups.
 Week 6
Everyone is special Topic 3
16

KS
wh
O
BO
T
ES
)B
(c

For the teacher: Speaking – how it feels to lose a sense/movement. Reading – reading text with inculcation of wh-sound. Phonics and writing –
word-building with wh-sounds, lists, capital letters in personal names, place names, street names and at the beginning of sentences, question and
statement sentences.
As always: speed-read the sounds, sight words and the spelling words. Focus particularly on the sight words learnt to date and on words with the
wh-sound. Learners study the picture and predict what the story will be about. Let them read the title by themselves. Do they still think the same?
Let them whisper-read the lesson to themselves. What is the lesson about? Read the lesson once or twice with the learners. Punctuation marks?
Which words are written with capital letters? Why? Search-read some words in the text. Discuss the written assignments. Divide the learners into
reading groups and let them continue by themselves.
 Week 6
Everyone is special Topic 3
17

Oh, Teacher!
Butch, Beth and Shem! We fell out of a
What happened? cart.

KS
You will
never ride in a
cart again, will
I flew like
a dove. My
O Oh no! As soon
BO
knee is very as we are well
you? again, we will ride
sore.
again
T
ES
)B

No children!
(c

We don’t laugh when

others are hurt. Yes, big mouths! We
will see! Did you not
learn a lesson?

For the teacher: Shared reading – dialogue in speech bubbles. Writing – converting speech bubble dialogue to dialogue with correct usage of
punctuation marks.
The learners read the speech bubbles softly by themselves. Then they read them with you. Then they read them in groups and everyone chooses
a character. They copy the speech bubble text into their class workbooks in dialogue format with punctuation marks and capital letters. Use the
sentence frames among the resources on the CD in the Teacher’s Guide to aid the learners.
 Week 7
Everyone is special Topic 3
18

KS
O
BO
T
ES
)B
(c

For the teacher: Speaking – characteristics of a hero, you can be a hero too. Reading and phonics – reading text with inculcation of wh-, sh-, th-,
ch-sounds, pre-reading, search-reading. Language work – capital letters in names and surnames, punctuation marks. Writing – own sentences.
As usual, first do speed-reading and search-reading. Then learners read the title and predict what the text will be about. Learners do pre-reading
and then you relate the topic (heroes) to the contents of the reading text. Ask comprehension questions. Read the lesson out loud once or twice with
the learners. Emphasise punctuation mark usage to indicate dialogue. Discuss the written assignments and let the learners continue by themselves
while you are working with the reading groups.
 Week 7
Everyone is special Topic 3
19

KS
O
BO
T
ES
)B

ch sh th wh
(c

a. Who is the main character in the story?

b. Where do Butch and Beth live?
c. Where do you live? Write your whole address.
d. What is Butch’s and Beth’s surname?
e. What is your surname?
d. What are your best friend’s name and surname?

For the teacher: Speaking – anyone can be a hero. Reading and phonics – reading text with inculcation of the wh-, sh-, th, - ch-sounds,
comprehension test. Writing – lists, sentences with spelling words, own sentences. Language work – capital letters in names, surnames, place
names, question words.
Speed-read the sounds, sight words and the spelling words. Learners study and read the title. They predict what the story will be about. Do pre-
reading. Have they predicted correctly what the lesson is about? Read the lesson once or twice with the learners. Discuss the capital letters in the
text. Briefly talk about the fact that anyone can be a hero. Do the learners agree that Butch’s behaviour was heroic? Search-read some words in the
text. Discuss the written assignments and briefly talk about question words again. Divide the learners into reading groups.
 Week 7
Everyone is special Topic 3
20

A hero story to perform

KS
O
BO
T
ES
)B
(c

For the teacher: Shared reading, listening and speaking – order of events and dramatisation.
Read the heroic story to the learners. Appoint groups of learners to portray the various characters. Try to involve every learner in the class. Before
they perform the story, you may ask them questions to guide them. Example: How do you think the people on the ship felt? What do you look like
when you feel like that? How would you behave? How do you think the people on the beach felt? What do you look like when you feel like that? How
would you behave? Decide with the class more or less where the ship will be, where the beach is, how the soldiers will guard the goods that are
washed ashore, etc. This is an ideal lesson to carry over to Life Skills (Performing Arts) too and refine it.
 Week 8
Everyone is special Topic 3
21

Breakfast Lunch Supper

Friday

KS
Saturday
Sunday O
BO
ll
T
ES
)B
(c

For the teacher: Speaking – holidays and other special days. Reading – inculcation of spelling rule. Phonics – spelling rule for words ending on
-ll/-l- and -ss/-s- and -k/-ck-sounds. Writing – sentences with spelling words, lists, invitations.
Speed-read the sounds, sight words, spelling words. Learners read the title and based on the title, predict what the story will be about. Briefly
talk about holidays and festive days and what the learners like to do when there is a day of no school. Do pre-reading. What is the story about?
Have they predicted correctly based on the title? Read the lesson once or twice with the learners. Search-read some words in the text. Ask some
comprehension questions about the table. Example: What do the campers eat for Saturday lunch? Why don’t they eat breakfast at the dam on
Friday? Discuss the written assignments. Divide the learners into reading groups
 Week 8
Everyone is special Topic 3
22

Nawar
I invite you to celebrate our
Rosh Hashanah with us.
Temba Please phone me to tell me if you
I invite you to come and celebrate can come: 028 445 6712
Christmas Day with us.
Please phone me to tell me if you Rebecca
can come: 083 083 2724

KS
Johan

O
BO
Johan
Please come and eat
with us on Sunday.
T

My mom wants to tell you

ES

Rebecca
more about our church.
I invite you to come and celebrate Eid with us.
Please phone me to tell if me you
Please phone me to tell me if you can come:
)B

073 998 5076 can come: 074 332 1557.

Nawar Temba
(c

1. R
 ead the cards. Do you know which festivals the invitations are for? What
can you tell the class about these festivals? Are there classmates who
celebrate the festivals?
2. 
Work with a classmate. Phone your friend and say if you accept the
invitation and why you accept it.
3. 
Make a similar card for a friend. Write your and your friend’s names in the
correct positions in the card. Then paste the card in your class workbook.

For the teacher: Shared reading – greeting cards. Speaking – invitations and acceptance of an invitation, telephone conversations and correct
etiquette for telephone conversations.
First show some correct examples of greeting cards and discuss them with the learners. What are the cards used for? If it is an invitation, what
should be in the card? If it is a message, is the message long or short? Where do you sign your name? Let the learners read the contents of some of
the cards. Circulate the cards so that they can study them. Which do they find the prettiest? Why do they say that? Then do the assignments on this
page.
 Week 8
Everyone is special Topic 3
23

Things to
buy
beef chops
pork chop
s
rolls
eggs
butter
chips
buns
sweets
milk

KS
O
BO
T
ES
)B
(c

For the teacher: Speaking – holidays and other special days. Reading – reading text with inculcation of the spelling rule for words ending on -ll/
-l-and -ss/-s-and -k/-ck-sounds. Phonics –editing. Writing and language work – punctuation marks.
Speed-read the sounds, sight words and spelling words. Read the title. Do pre-reading. What is the lesson about? Read the lesson once or twice with
the learners. Search-read some words in the text. Ask some comprehension questions. Discuss punctuation marks in the text and practise correct
intonation. Discuss the written assignments. Divide the learners into reading groups.
 Week 9
Healthy living Topic 4
24

KS
O
BO
T
ES
)B
(c

looked locked stooll stool

Ross

For the teacher: Speaking – habits that can harm me and why they can harm me. Reading – reading text, spelling rule for words ending on -ll/-
l-and -ss/-s-and -k/-ck-sounds. Phonics – inculcation of spelling rule for words ending on -ll/-l-and -ss/-s-and -k/-ck-sounds, editing. Writing –
sentences with spelling words, lists, editing, own sentences.
Speed-read the single and double sounds. Check which learners don’t know them yet. Speed-read the prescribed sight and spelling words for
weeks 1 and 2. These will all be words with single and double sounds. Check which learners still cannot read them by rote. Read the title and then
do pre-reading. What is the lesson about? Read the lesson once or twice with the learners. Relate the contents of the lesson to the topic – things
that can harm me and can be dangerous to me. Search-read some words in the text. Ask a few comprehension questions. Discuss punctuation
marks in the text and practise correct intonation. Discuss the written assignments. Divide die learners into reading groups.
 Week 9
Healthy living Topic 4
25

KS
O
BO
T

oo ee ch wh th sh
ES
)B

torn
(c

watch cross
bak

For the teacher: Speaking – habits that are not healthy. Read – reading text with search-reading exercise. Phonics – inculcation of oo-, ee-, wh-,
sh-, th-, ch-sounds, editing, comprehension test. Writing – transcription and completion of sentences.
Speed-read the sounds, emphasise recognition of the double sounds. Check which learners still don’t know the sounds. Speed-read the prescribed sight
and spelling words. Check which learners still can’t read them by rote. Read the title and then do pre-reading. What is the reading lesson about? Read
the lesson once or twice with the learners. Relate the contents to the topic. Ask some comprehension questions. Also include questions about dangers
mentioned in the Learner’s Book. Discuss the written assignments. Divide the learners into reading groups.
 Week 9
Healthy living Topic 4
26

Talking with Teacher!

Let’s talk! TV timetable
1. What time does Good morning, all of you begin?
6:00 Good morning all of you
2. Which programme will help you to stay fit?
8:30 News
3. Which programme would little Imp like to watch?
9:00 Exercise and get fit!
4. How many times can Grandpa watch the news?
5. What do you think they show on Shop and
9:30 Time for toddlers
enjoy it? 11:15 News
6. What can we learn on the programme that 12:00 Shop and enjoy it!
comes before Let’s talk? 13:00 Time for children
7. What comes after the talk show? 15:30 Healthy living
8. At what time is Time for children? 16:30 Let’s talk

KS
9. Can Time for children make you clever? 18:30 People and things
10. How long is the time slot for Old movies? 19:00 News
11. What is shown at 13:00?
12. What would you like to watch the most? Why?
O 19:30
21:00
Competition
Old movies
BO
23:00 Repeat programmes
Class timetable for Wednesday
7:30 News
T

7:40 Sums Write the answers in your class workbook!

ES

8:45 Talking about topic

1. What does the class start with every day?
9:25 Eating
2. What does the class do directly after the
)B

9:30 First break news period?

9:50 English – Listening and speaking 3. What do we do just before first break?
(c

10:05 English - Phonics 4. How much time does the class have to eat
10:20 Writing before they go out to play?
10:35 Afrikaans – Listening and speaking. 5. What does the class do after first break?
11:25 Eating 6. What does the class do before English?
7. How long is second break?
11:30 Second break
8. What does Teacher do in the last half-hour
12:00 Group-guided reading
before school closes?
12:30 Story time 9. What does the class start with when it is
13:00 School closes 10:05?
10. What time of day do you enjoy most?

For the teacher: Speaking – healthy living, planning your day. Shared reading – time tables and tables.
Begin by reading the TV timetable. Then talk about how TV influences our lives and why it is necessary to live with discipline. Discuss the purpose of
timetables. First study the TV timetable with the learners, then the class timetable. The learners can find words/sounds you mention in the TV guide
and on the class timetable. Clap some of the longer words in syllables. Read the class timetable once with the learners. Read the questions once.
The learners answer the questions about the class timetable in their class workbooks. Assess comprehension reading.
 Week 10
Healthy living Topic 4
27

KS
O
BO
T
ES

Dick’s food Philip’s food

)B
(c

ch th th sh wh

cookies good food sweets chips fat lunchbox bun

For the teacher: Speaking – eating habits that can harm me. Reading – reading text with inculcation of all sounds.
Phonics – inculcation of all sounds introduced in the first term. Writing – completing words, search-reading words with ch-, sh-, wh-and th-sounds,
own sentences with spelling words.
Lees die les saam met die leerders deur. Gesels oor die tema na aanleiding van die lesinhoud. Gebruik die opdragte vir assessering.
 Week 10
Healthy living Topic 4
28

KS
O
BO
T
ES
)B
(c

For the teacher: Speaking – role of germs and hygiene. Reading – reading text with inculcation of all sounds learnt to date. Phonics – inculcation of
all sounds learnt to date. Writing – words with the new sounds, sentences with spelling words.
Read the reading text with the learners. Let the learners find words with specific sounds and indicate them with blocks. Focus on words that are
confused auditively, e.g. food/foot, lid/lip, sob/soap. Focus also on words that are visually confused, e.g. lip/lid, tap/pat. The learners complete the
assignments in their class workbooks. The learners write sentences to demonstrate reading comprehension.