3.3 Concepts and comprehension; sequences  (Page 2/2)

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 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:

5.1 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.