ACTIVITY 1

TO LISTEN TO OTHER LEARNERS AND ENCOURAGE THEM TO SPEAK THEIR ADDITIONAL LANGUAGE [LO 1.5.1]

TO DESCRIBE A PROCESS [LO 2.3.3]

1. Jamie Oliver, the Naked Chef, plans in advance:

what he is going to cook and

how he is going to demonstrate it.

What do you think he has to keep in mind when preparing for a TV show?

What can he do to make his presentation easier and quicker?

You are now going to do a food demonstration!

Decide what you are going to make and plan your presentation well.

Write your recipe on small cards and

illustrate it in a suitable manner.

Use the space below for your rough notes.

ACTIVITY 2

TO PLAY A GAME IN ADDITIONAL LANGUAGE [LO 2.4.3]

TO USE SUBJECT-VERB CONCORD [LO 6.2.2]

Verbs are ACTION words!

(Tip : We know it is a verb by asking : “Can I ……….?)

Figure 1

1. What is happening to Gemma in this picture?List FIVE actions:

The kittens are…

Well done! Have you realised that verbs tell what the action is?

Your educator will give you more examples of the various verbs (see Teachers’ Guide).

2. Oops! Help! All the actions have been muddled in this recipe.

Gemma must have been too excited. Help her …

VANILLA FUDGE

450 g granulated sugar

50g butter

397 g full-cream sweetened condensed milk

150 g milk

1 tsp vanilla essence

Pack all the ingredients into a saucepan.

Pour over a low heat until the sugar and butter reaches, then eat steadily, boil quite frequently, until the mixture have dissolved the “soft ball” stage.

Stir the mixture in a pan until it stirring cloudy.

Not so easy ? If you are stuck, you may select the answers from those words below :

3. The following words are also verbs:

Figure 2

Fill each of the blank spaces with one of the following verbs:

Figure 3

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 6

LANGUAGE STRUCTURE AND USEThe 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.

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 areedible?

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