4.1 Words and tastebuds

English first additional language

Grade 5

Module 22

Words and discussions

Welcome to the last term. Do start well so that you end well! Enjoy the activities!

ACTIVITY 1

TO USE WRITTEN INFORMATION TO LABEL DRAWINGS [LO 5.4.2]

TO ANALYSE WORD FORMATION [LO 6.4.1]

1. Find the –tch words hidden in the wordsearch! Shade the letters. List them below.

Clue: Two words that contain the –tch sound and are spelt –ch , are also hidden away.

1. Write the number next to the correct drawing:

1. instrument for measuring atmospheric pressure;
2. device used in sound-reproduction systems;
3. device used to increase the sound of e.g. a musical instrument;
4. used for two-way communications;
5. electrical device used for transmitting speech along a wire;
6. optical instrument used to magnify small objects;
7. used for injecting fluids or cleaning wounds;

instrument for listening to the sounds made within the body.

JUST FOR FUN!

Find out about an inventor orinvention and come and tellyour group about it!

(not to be assessed)

ACTIVITY 2

TO TAKE PART IN A CONVERSATION ON A FAMILIAR TOPIC [LO 2.1.2]

TO EXPRESS AN OPINION AND GIVE A REASON FOR IT [2.1.3]

TO EXPRESS CAUSE AND EFFECT [5.2.7]

TO EXPRESS OPINIONS AND GIVE REASONS FOR THEM [5.2.8]

TO DISCUSS ADVANTAGES AND DISADVANTAGES [5.2.9]

It is important to start forming your own views. This comes from listening to others and learning to formulate your personal viewpoint.

READ ALL ABOUT IT!

‘Cricket Cruncher’Causes Chaos

Mr Ivan Idea’s newest invention to eliminate crickets has caused much dissension among insect and animal lovers.

His ‘cricket cruncher’ shoes, designed to squash (in his words) “those little black monsters”, have cynics smiling and insect and animal lovers irate. “The man is cruel!” is the general feeling of the public.

What is your opinion?Send us your point of view for publication.

State an opinion against these crickets.

State an opinion in favour of the crickets.

Select an interesting news article.

Read it and tell what you have read to your partner, the group or your class.

Is it a good article?

Why?

Why did you choose it?

What is it about?

If you were a journalist how would you change the angle of the article?

Assessment

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:

2.1.2 takes part in a conversation on a familiar topic;

2.1.3 expresses an opinion and gives a reason for it;

2.3 uses additional language to communicate information:

2.3.4 describes the purpose of something (e.g. a familiar tool and what it is used for);

2.4 uses additional language creatively:

2.4.1 tells a story;

2.4.2 performs poems, songs and simple plays;

2.4.4 imagines and describes possibilities.

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:

5.2 uses language for thinking:

5.2.7 expresses cause and effect;

5.2.8 expresses opinions and gives reasons for them;

5.2.9 discusses advantages and disadvantages;

5.3 collects and records information in different ways:

5.3.2 designs, draws and labels maps, plans, charts, graphs and diagrams;

5.4 transfers information in different ways:

5.4.3 uses information form a chart, graph or diagram to write a text.

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:

6.2.7 uses some adjectives as comparatives and superlatives (e.g. bigger than, more expensive than, the biggest, the most expensive);

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

6.4 develops own vocabulary:

6.4.1 analyses word formation (e.g. drum, drummer).

Memorandum

ACTIVITY 1

1. Remind the learners what this means: study the word ;

cover the word ;

spell the word ;

write the word ;

check the word !

The answers are :

sketch ; much ; scratch ; hatch ; fetch ; itch ; duchess ; ditch ; catch ; kitchen

2. Match each invention to its use. This is a very straight forward task. This is a vocabulary task and the words can be used for spelling.

Apply the strateg to this task.

Devise a method to teach this task so that every child is exposed to all the words and everyone participates.

JUST FOR FUN!

Find out about an inventor or invention and come and tell about it!

(not to be assessed)

This activity is ‘just for fun’ and to give the children an opportunity to communicate informally. Do not expect them to stand up in front of the class with this oral task. Allow them to work in their groups – very informally. Do not assess.

ACTIVITY 2

Keep these LO’s in mind when working on this task. As before, this task in self-explanatory. The aim is to encourage the learners to state their opinions in a logical and confident way.

Extend this activity: each learner brings an interesting news article to school, reads and tells the partner or group members what they have read. (Is it a good article; why; why was it chosen; what is it about?). Let them discuss how they could slant or change the angle of the article. Even better, let the group select one article out of all that were brought by their group members – let everyone try to angle the article differently.