3.2 Words and tastebuds  (Page 2/2)

2.2.3 switches from one language to another where appropriate;

2.3 uses additional language to communicate information:

2.3.2 gives a sequence of instructions

2.3.3 describes a process;

2.4 uses additional language creatively:

2.4.3 plays games involving language.

LO 3

READING AND VIEWING The learner will be able to read and view for information and enjoyment, and to respond critically to the aesthetic, cultural and emotional values in texts.

We know this when the learner:

3.2 understands, in a simple way, some elements of poetry:

3.2.4 comparisons (e.g. ‘he is the summer time’);

3.6 reads for pleasure:

3.6.1 reads fiction and non-fiction at an appropriate reading and language level;

3.6.4 solves word puzzles;

3.7 uses reference books and develops vocabulary:

3.7.1 uses a dictionary;

3.7.2 demonstrates a reading vocabulary of between 2 000 and 3 500 common words.

LO 5

THINKING AND REASONING The learner will able to use language to think and reason, and access, process and use information for learning.

We know this when the learner:

5.1 uses language across the curriculum:

5.1.1 explains some concepts from other learning areas (e.g. advertisement in Economic Management Sciences);

5.2 uses language for thinking:

5.2.3 sequences things (e.g. the stages of a process);

5.2.4 classifies things according to criteria;

5.3 collects and records information in different ways:

5.3.1 describes a simple process orally and in writing;

5.4 transfers information from one mode to another.

5.4.4 does a mind map summary of a sensory experience.

Memorandum

Activity 1

This activity is a bit different – in this task the words are given and the learners are requested to find them. Let them shade the words.

Explain that the words could read horizontally, vertically and diagonally, in all directions.

Motivate the learners by allowing them to work in groups of 2 or 3. Give them a time limit. (A reward?)

Continuation of task:

• Ask each of the learners to bring to class a pinch of one or two of the spices mentioned.
• Allow them to taste, smell and feel the spices.
• Discuss what and how these spices are used. What does the aroma remind the child of? (e.g. cinnamon could remind one of winter days and hot pancakes.)
• How quickly could they put the words into alphabetical order, according to the first letter –

according to the second letter . . .

Begin a herb garden in the classroom or in the school’s garden. Make the watering, weeding, planting etc, the responsibility of the children. By the time all the work in the unit has been completed, the herb garden should be thriving.

ACTIVITY 2

Continue with taste –

• Remind the learners to bring samples of the mentioned foodstuffs to class.
• For this activity to be successful, each group of learners should have the same samples to taste as every other group. For the sake of semi-control (ready yourself for a noisy tasting session!), seat the group members around tables, with their worksheets, so that they can taste and write as they go.
• Allow them to discuss, ask, answer, express opinions and feelings within their groups.
• Allow them to speak in their mother tongue only when translating in the case of someone not understanding.
• Encourage them to respect the opinions and feelings of others.

Surprisingly, during the feedback session, it will become apparent that not everyone experiences taste as others do. In a few cases, the learners may differ in how certain tastes were categorized.

Enjoy this activity, but be prepared – without firm control it could be chaotic.

ACTIVITY 3

Learners can work in pairs, but must work individually for at least one of the mind maps. Discuss the descriptive words that the class come up with. Let them record these words in their ‘Vocabulary Book’.

Continuation of task :

The learner can select one of the mind maps and rearrange the information into informal sentences, which can be read out aloud to the class. (Reading not assessed).