3.5 Listening and speaking  (Page 2/2)

2.2 acts in culturally appropriate ways:

2.2.1 role-plays some familiar situations using appropriate language and gestures;

2.2.2 shows increasing awareness of social and cultural differences (e.g. understands the differences in expressing politeness in home and additional language);

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 6

LANGUAGE STRUCTURE AND USE The learner will know and be able to use the sounds, words and grammar of the language to create and interpret texts.

We know this when the learner:

6.2 uses language forms and structures to communicate orally and in writing:

6.2.1 uses the tenses introduced in previous grades to communicate orally and in writing;

6.2.2 uses subject-verb concord (e.g. I have / she has);

6.4 develops own vocabulary:

6.4.1 analyses word formation.

Memorandum

ACTIVITY 1

1. Discuss this in detail with the learners. Inform them of the

3 P’s to SUCCESS: Planning, Preparation and Practice!

The success of this activity rests on the above-mentioned LEGS …

It is essential that you read through the Assessment Criteria with the learners, ensuring that they understand exactly what is expected of them.

NOTE

Make the oral demonstration more interesting or challenging by giving learners a theme: e.g. food from other cultures (countries); desserts; economical dishes, vegetarian dishes, etc.

Do not allow the learners to tell how to make a particular dish. Telling and demonstrating are two very different skills.

Demonstrating how to make something is a more difficult skill as the learner needs to know how to fill up the ‘empty spaces’ with relevant talk.

The Assessment Criteria below is self-explanatory. Make sure that the learners receive a copy before they prepare for the oral.

2. Extension of the activity : Another brilliant idea –

MONEY-MAKERS!

Collect the illustrated recipe from each one.

Have the pages copied.

Bind in a book form.

Sell! Generate an income for your class.

ACTIVITY 2

1. Discuss what is happening to Gemma in this picture:

You should hear answers such as :

The kittens are jumping; attacking; biting ; teasing ; tickling; … Gemma.

Gemma is sleeping; irritated ; unhappy ; growling ; snoring ; dreaming ; … .

Explain that these are action words – they tell us what is happening.

Verbs are ACTION words!

Suggested game:

Let’s play a little game: close your eyes and think of an action. Now turn to your partner and mime an action (act without talking or giving sound effects) – your partner must guess what you are miming. Swop around and now guess what action what your partner is miming.

These actions are Every sentence has at least one verb. known as verbs.

Use the following sentences as examples:

Instruct the learners to identify verbs in the given sentences:

1. Our tomatoes grow plump and juicy in the sun.

2. We cram thirty-six tomatoes into each bottle of sauce.

3. We add herbs, vinegar and spices.

4. We enjoy our product.

2. Answers to the recipe activity :

6….4….3….7….11….14….13….12….5….8….1….10….2….9

3. Answers

1. Eggs are the power behind brainpower.

2. Buy a bag of potatoes today, as they contain all the goodness.

3. I am buying this brand of dog food, because it is just what my dog deserves .

Explain the difference between 1 and 3:

‘are’ = finite verb ; ‘am’ = auxiliary verb/helping verb.

1. The kittens had attacked Gemma while she was sleeping.

2. Gemma is / was sniffing a nasturtium.

3. Did you know that nasturtiums are edible?

4. I am / was arranging the petals in a salad.

5. She has / had eaten today.

6. The naughty kittens are / were stalking the dog.

7. She is / was sneezing from the pollen.

8. She is / was an inquisitive puppy.

An assessment is provided for the educator