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Words and tastebuds

Module by: Siyavula Uploaders. E-mail the author

ENGLISH FIRST ADDITIONAL LANGUAGE

Grade 5

Module 15

WORDS AND YOUR TASTEBUDS

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
Figure 1 (graphics1.png)

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

Assessment

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.

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).

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Definition of a lens

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A lens is a custom view of the content in the repository. You can think of it as a fancy kind of list that will let you see content through the eyes of organizations and people you trust.

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