3.3 Concepts and comprehension; sequences

English first additional language

Grade 5

Module 16

Concepts and comprehension; sequences

COMPREHENSION

ACTIVITY 1

TO EXPLAIN SOME CONCEPTS FROM ECONOMIC MANAGEMENT SCIENCES

[LO 5.1.1]

Read the advertisement that follows and then answer the given questions carefully:

Select only (i), (ii) or (iii) to make the statement true.

The advertisers state that Super-cereal contains …

• beef, apples and gem squash.
• 1½ apples.
• as much Vita
• min C as found in 1½ apples.

They are advertising…

• a breakfast cereal.
• fruit, vegetables and meat.
• a pretty bowl.
• Find a word in the passage with the same meaning as…

a) a deepish round container ____

b) meat from cattle. ____

c) not raw anymore. ____

1. Explain in your own words what “brainfood” means.
2. Answer the following questions in FULL sentences:

a) What is the name of the food being advertised here?

b) Why is this food said to be “nutritious”?

c) List 2 reasons why you would eat this food

d) Why do you think this is a good advertisement? Give an original reason

e) Who is being targeted in this advertisement? Why do you say so?

ACTIVITY 2

TO SEQUENCE THE STAGES IN A PROCESS

[LO 5.2.3]

Oops ! Instructions !

Have you ever tried to follow instructions or directions that did not make sense?

Imagine if you had to follow these instructions in this order:

• Place a deep pudding bowl on the table.
• Eat and enjoy!
• Sprinkle with nuts and marshmallows.
• Peel the banana.
• Spoon three balls of flavoured ice cream into the opening.
• Split it lengthways with a sharp knife.
• Place the two halves slightly apart in the dish.
• Drip some chocolate sauce over the nuts and marshmallows.

THIS DOES NOT MAKE SENSE!

Arrange the instructions in the logical order and rewrite them from 1 - 8

Re-write: how to make a banana split:

JUST FOR ORAL FUNGive FIVE reasonswhy bananasshould have zips!

SEQUENCES

ACTIVITY 3

TO UNDERSTAND A SEQUENCE OF INSTRUCTIONS BY RESPONDING PHYSICALLY [LO 1.2.1]

TO GIVE A SEQUENCE OF INSTRUCTIONS [LO 2.3.2]

TO SEQUENCE THE STAGES IN A PROCESS [LO 5.3.1]

How to make an omelette

Now that you have practised writing instructions, the following should not be too difficult. Study the sequence of pictures and devise instructions for each. Words and phrases have been included to help you.

Select the words/phrases you wish to use. Use the spaces for rough work.

Listen to your partner’s instructions. How do they differ from your version?

Follow his/her instructions by miming the actions as he/she speaks.

Assessment

LO 1

LISTENING The learner will be able to listen for information and enjoyment, and respond appropriately and critically in a wide range of situations.

We know this when the learner:

1.2 understands oral instructions, directions and descriptions:

1.2.1 understands a sequence of instructions by responding physically (e.g. following instructions for a task);

1.5. respects other learners:

1.5.1 gives other learners a chance to speak.

LO 2

SPEAKING The learner will be able to communicate effectively in spoken language in a wide range of situations.

We know this when the learner:

2.1 interacts in an additional language: