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Concepts and comprehension; sequences

Module by: Siyavula Uploaders. E-mail the author

ENGLISH FIRST ADDITIONAL LANGUAGE

Grade 5

Module 16

CONCEPTS AND COMPREHENSION; SEQUENCES

COMPREHENSION

ACTIVITY 1

TO EXPLAIN SOME CONCEPTS FROM ECONOMIC MANAGEMENT SCIENCES

[LO 5.1.1]

Read the advertisement that follows and then answer the given questions carefully:

Figure 1
Figure 1 (graphics1.png)

Select only (i), (ii) or (iii) to make the statement true.

The advertisers state that Super-cereal contains …

  • beef, apples and gem squash.
  • 1½ apples.
  • as much Vita
  • min C as found in 1½ apples.

They are advertising…

  • a breakfast cereal.
  • fruit, vegetables and meat.
  • a pretty bowl.
  • Find a word in the passage with the same meaning as…

a) a deepish round container ____

b) meat from cattle. ____

c) not raw anymore. ____

  1. Explain in your own words what “brainfood” means.
  2. Answer the following questions in FULL sentences:

a) What is the name of the food being advertised here?

b) Why is this food said to be “nutritious”?

c) List 2 reasons why you would eat this food

d) Why do you think this is a good advertisement? Give an original reason

e) Who is being targeted in this advertisement? Why do you say so?

ACTIVITY 2

TO SEQUENCE THE STAGES IN A PROCESS

[LO 5.2.3]

Oops ! Instructions !

Have you ever tried to follow instructions or directions that did not make sense?

Imagine if you had to follow these instructions in this order:

  • Place a deep pudding bowl on the table.
  • Eat and enjoy!
  • Sprinkle with nuts and marshmallows.
  • Peel the banana.
  • Spoon three balls of flavoured ice cream into the opening.
  • Split it lengthways with a sharp knife.
  • Place the two halves slightly apart in the dish.
  • Drip some chocolate sauce over the nuts and marshmallows.

THIS DOES NOT MAKE SENSE!

Arrange the instructions in the logical order and rewrite them from 1 - 8

Re-write: How to make a Banana Split:

JUST FOR ORAL FUNGive FIVE reasonswhy bananasshould have zips!

SEQUENCES

ACTIVITY 3

TO UNDERSTAND A SEQUENCE OF INSTRUCTIONS BY RESPONDING PHYSICALLY [LO 1.2.1]

TO GIVE A SEQUENCE OF INSTRUCTIONS [LO 2.3.2]

TO SEQUENCE THE STAGES IN A PROCESS [LO 5.3.1]

How to make an omelette

Now that you have practised writing instructions, the following should not be too difficult. Study the sequence of pictures and devise instructions for each. Words and phrases have been included to help you.

Select the words/phrases you wish to use. Use the spaces for rough work.

Listen to your partner’s instructions. How do they differ from your version?

Follow his/her instructions by miming the actions as he/she speaks.

Figure 2
Figure 2 (graphics2.png)

Figure 3
Figure 3 (graphics3.png)
Figure 4
Figure 4 (graphics4.png)

Figure 5
Figure 5 (graphics5.png)

Figure 6
Figure 6 (graphics6.png)
Figure 7
Figure 7 (graphics7.png)

Figure 8
Figure 8 (graphics8.png)

Figure 9
Figure 9 (graphics9.png)
Figure 10
Figure 10 (graphics10.png)

Figure 11
Figure 11 (graphics11.png)

Figure 12
Figure 12 (graphics12.png)

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 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

Comprehension

  1. Ensure that the learners understand:
  • All the difficult/new words and phrases.
  • What the text is about.
  • Discuss the text and the questions with the learners before they begin the task. Ensure that they know that they should start the full sentences with capital letters, use correct punctuation and copy any words correctly from the text.
  • Encourage the learners to write the answers in their own words.

Answers

1. a) (iii) b) (i)

2. a) bowl

b) beef

c) cooked

3. Open memo – to an extent. The learner must be able to convey that brainfood is food/cereal that is very nutritious and feeds your body (brain) with everything it needs to make you perform at your best / your peak.

4. a) Super-Cereal is being advertised.

b) It contains all the nutrients / vitamins necessary.

c) Open memo – the learner must give TWO valid reasons, taken from the text, or motivate them in

some way.

d) Learners’ own opinion, but reason must be logical and reasonable.

e) Mothers are targeted. “Your family” implies this.

ACTIVITY 2

Copy these instructions and allow the learners to study the eight lines well in order to rearrange them into the correct sequence. It is easier at this age to do it in a more concrete way (like a puzzle). Let them write the operative words in each instruction on slips of paper and juggle these about e.g. Place bowl / Eat / Sprinkle nuts / Peel / Ice-cream in / Split lengthways / Place two halves / Drip chocolate

This is a simple exercise. The learners need to understand that there is a specific sequence involved in order for the recipe to make sense, and that using operative words (skimming) helps.

ACTIVITY 3

Learners study the sequence of the pictures and devise instructions for each, using the given words and phrases if necessary.

Allow them to discuss this sequence in pairs, but the rest of the work must be done individually.

It will be interesting to hear how many different versions there can be of one simple sequence of instructions.

Why is this? Discuss this with your learners.

The learners give their instructions orally to the rest of the group, while one or two of the listeners respond physically by miming the actions.

Do not allow the learners to read their oral instructions from handwritten sentences. This is an oral exercise. Allow them to use the pictures and the words or phrases. Teach them that making mistakes is perfectly normal – and that mistakes can be rectified. In order to learn, one must make mistakes.

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