ACTIVITY 1

TO SOLVE A WORD PUZZLE [LO 3.6.4]

FUSS ABOUT FOOD

Do you have ‘good taste’? Or do you just have ‘good tastebuds’?

This section of work is guaranteed to get you drooling with anticipation!

Read on – and see what it is all about …

Spice is the variety of life!

Let us do something about vocabulary to get you started.

Can you find the words which have been hidden?

Reminder: Just as in the previous two units, the words can read horizontally and diagonally, forwards and backwards. Shade the words as you find them.

Table 1

CINNAMON	OREGANUM	GARLIC
CLOVE	BAY LEAVES	SAGE
CURRY	BASIL	ALOE
ALLSPICE	GINGER	ANISE
MUSTARD	DILL	MINT
ROSEMARY		NUTMEG

Table 2

C	L	O	V	E	S	I	N	A
I	U	O	G	E	O	L	A	Z
N	R	R	A	B	M	Z	E	N
N	O	E	R	A	I	Z	C	U
A	S	G	L	Y	N	Z	I	T
M	E	A	I	L	T	Z	P	M
O	M	N	C	E	G	A	S	E
N	A	U	B	A	S	I	L	G
Z	R	M	Z	V	D	I	L	L
G	Y	N	G	E	R	Z	A	Z
Z	D	M	U	S	T	A	R	D

activity 2

to give other learners a chance to speak [lo 1.5.1]

to ask and answer questions [lo 2.1.1]

to switch from one language to another where appropriate [lo 2.2.3]

to classify tastes according to criteria [lo 5.2.4]

Tickle your TASTEBUDS!

On the topic of taste - try this !

Group work: Bring samples of as many of the following foodstuffs as possible to school.

Table 3

mayonnaise

cream

cheese

bread

rusks

Provita

Aromat

yoghurt a lemon

chocolate

peanuts

spicy chutney

an orange

vinegar

‘sour worms’ sherbet

pepper

chips sugar

boiled potato

Bovril

rice crispies

Taste the samples and list them below in their “taste” categories in the sketch below:

Decide where you would place each ‘taste’.

Which is your - most favourite taste?

• Which is your - least favourite taste?

Figure 1

Feedback: How did the other groups sort their foods?

ACTIVITY 3

TO DO A MIND-MAP SUMMARY OF A SENSORY EXPERIENCE

[LO 5.4.4]

Now select THREE different samples and describe them, using your senses.

(smells like)(looks like)(feels)(sounds like)(tastes like)(smell)(look)(feel)(sound)(taste)(smell)(look)(feel)(sound)(taste)

Self-assessment

Table 4

I took part in the discussion and contributed to the group.	NO	MOST TIMES	WELL	VERY WELL
I was able to categorise the ‘tastes’.	NO	MOST TIMES	WELL	VERY WELL
I successfully mind-mapped the ‘tastes’.	NO	MOST TIMES	WELL	VERY WELL

LO 1

LISTENINGThe 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

SPEAKINGThe 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:

2.1.1 asks and answers questions.

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 3

READING AND VIEWINGThe 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 REASONINGThe 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.

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:

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 –

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).