LSC S1:Food

Introduction
Food In this chapter you will discuss the types of food grown in different parts of the country and how they can be prepared for consumption. We all have different tastes, preferences and experiences of food. You will express personal likes and dislikes and appreciate mealtime etiquette.

Describing types of food

We can describe food by its colour, taste,

shape, how it is prepared, as well as by where and how it is grown. foods belong in different categories, for example, meat, fish, vegetables, fruit, protein, starch and carbohydrates.
You will need:
A dictionary.

Activity 3.1 Find out about food in different regions
Form a group of eight learners. If possible, your group should consist of
learners who represent the different regions of Uganda.
I. Research and share information about what food crops are grown in each region.
2. Explain to each other why different food crops grow better in certain areas. Consider factors such as soil types, weather conditions and geographical features like mountains, rivers and flat land.
3. Draw or create a table like this on a computer and use it to make notes:

4. Write a summary of half a page listing the main points that you discussed.
5. Identify two food crops that are grown in all four regions. Find out and write down as many reasons as you can to explain why these crops grow everyvvhere.

Activity 3.2 Share ideas about staple foods and nutrition
Continue to work in your group of eight learners.
1.Find the meaning of staple food. Discuss the staple food of each region. Make notes in your exercise book.
2.Look up the word nutrition and note its meaning.
3.Analyse the nutritional value of the staple foods you identified. If you are not sure how to do this, ask your teacher for help.
4. Based on the nutritional values you identified, discuss and decide which
region has the healthiest people. Summarise your discussion in point form.
5. Write a short report to your district’s community development officer. Base your report on the data you have found out about the nutritional value of the staple foods in Uganda. Your report may start:
Research by the Education Department of (name of district) has shown that (region) has the healthiest people in Uganda. The people of (region) are very health because the

Activity 3.3 Write about the economic value of food

1. Do research to find out the economic value of the food produced in one region of Uganda.
2. Discuss with a partner what the region needs in order to grow, harvest, package, prepare, process, market, sell and deliver the food produced there.
3. Choose another region. Share how the district local governments in this region could make full use of the economic value of the food produced there. Think creatively. Consider ideas such as revenue collection from transporters and traders at markets.
4. Write three paragraphs about the economic value of the food produced in a region of Uganda you have chosen.

Activity 3.4 Listen to explanations of how to grow food crops

1. Create this table on a computer, or draw it in your exercise book. You will use it to make notes during the discussion about crops.

2. Find out from your classmates and by searching on the Internet how a popular food crop is grown in your home area or another area. Write this information in the first column of the table.
3. Now, work in a small group. The leader of your group will ask different group members to talk about the different commonly-grown food crops they researched. As you listen to each person, take notes. If you hear something important that does not fit under one of the headings, add
   another row to expand your notes.
4. After the presentations check if there are any details you missed with your classmates. Make sure your notes are complete.
5. Find out the meaning of extension worker. Imagine you are an extension worker in your district. You plan to visit farmers in one of the sub-counties. Choose two crops discussed in the group. Write one paragraph that you will use to advise the farmers on how they should grow these crops.

Activity 3.5 Populate a map
You have found out why different food is produced successfully in certain areas. By now you have an idea of the processes from planting to eating the food.

Work in pairs.

1. Look up the phrase food practices. Note its meaning in your exercise book.
2. Look closely at the map of Uganda. Take turns to describe the food process shown in the pictures. Include the things, people and actions you see.
3. Choose three areas of Uganda that you now know well for their food practices and for the food produced there. Locate these areas on the map.
4. Discuss the food practices and food produced in these areas.
5. Draw the borders of the map of Uganda in your exercise book, or find and print an outline map of Uganda on the Internet. Inside the map draw pictures to represent the food and food practices of the three areas.
   Activity 3.6 Discuss food practices
6. Take turns to show the class the map you and your partner completed. Explain the pictures you drew and the processes they represent.
7. Listen carefully to what other pairs have done. Add more detail to your map•
8. Think about the different food practices represented on the map. Discuss
   what buying and selling activities could take place within and between the

Expressing likes and dislikes
Everyone has different tastes. Think about the food that you like and the food
that you dislike. What would you like to eat every day? What food do you avoid?
There are many different words you can use to describe your likes and
dislikes. In this section you will further explore food by using adjectives to
describe your tastes and other people’s tastes. You will also learn, from reading
and discussion, how to accept or decline offers politely.
Activity 3.7 Compare likes and dislikes

1. Look up the words prefer and preference and write their meanings in your exercise book.
2. Find out:
   a) What food a partner does not like and their reasons for this.
   b) Which food preferences your family members have and why.
3. Analyse your findings:
   a) Are the reasons people gave for their preferences and dislikes given similar or different?
   b) Compare the tastes of your partner’s family with your own family.
   c) Identify the most unusual food choices in both families.
   d) Note any interesting facts that you discover.
4. Write three paragraphs about your findings. Make sure you use the words preferences, like/s and dislike/s.

Countable and uncountable nouns
Revise what you know about nouns. As a class, discuss the different types you have
learnt about. Now find out about countable and non-countable nouns. Nouns can
be singular or plural, concrete or abstract, and countable or uncountable.
Countable nouns are things we can easily count. They are visible. Most
countable nouns have both singular and plural forms. For example: one man
but two men, one pencil but five pencils, one house but eight houses.
Uncountable nouns are single units. They are visible things that cannot be
separated into one or more items.
For example:
1. liquid forms, such as water, oil and ink. There is a lot of water on the ground.
2.gaseous forms, such as air. The jar was full of air.
3.solid forms, such as bread, butter, soap and glass. We bought some bread and butter.
4.granular forms, such as sugar and sand. The millet was grown in coarse sand.
5.energy and forces, such as sunshine, heat and cold. The sun gives us light.

You use the plural form with some uncountable nouns. These are most often
liquids. In these examples there is an unspoken reference to the container (such as the cup, teaspoon, bottle). For example:
I take two sugars in my tea means that you take two teaspoons of sugar in your tea.
Would you like some water? is an offer of a cup of water.

Activity 3.8 Use countable and uncountable nouns

1. Revise the information on countable and uncountable nouns. Use your own words to write a short definition of these two types of noun.
   2. Write the correct word to complete each sentence.
   a) (Cabbage/Cabbages) grow well in black (soil/soils).
   b) (Matooke/Matookes) cannot be grown in (sand/sands).
   c) Maize, beans and millet are all grown from (seed/seeds).
   d) I bought five (potato/potatoes) and two (pineapple/pineapples).
   e) I do not have (milk/milks) at home.
   f) You should eat (vegetable/vegetables) every day.
   g) She ate two (banana/bananas) for breakfast.
   3. Exchange books with a partner. Mark each other’s work.
   4. Correct any incorrect answers.

Read the dialogue. Note the instances where some and any are used.
Otim: I am going down to the shops. Do you want anything?
Acen: Hmm, I think I should get some milk. Aloo has just arrived. She brought us some bread and sugar.
Otim: I’m going to get some fruit. Today is Tuesday. That is market day. There’ll be lots of fresh fruit. I realise that I don’t have any bananas or
oranges. I can get you some too, if you need.
Acen: Maybe just a pineapple. I didn’t have over the Weekend. Here’s some money.
Otim: Oh, fifty thousand! That’s a large note! The stallholders worry about
Acen: I tell you what … I have twenties. Take this.
Otim: Great! This shouldn’t be any trouble. See you later.
Acen: See you.

Can you think of the general rule you could form about the use of some and many?Read the notes below to see if you are on track.
Some and any
The word some is used to talk about things in the affirmative, for example,
She brought us some bread and sugar.
The word any is used to talk about something in either the negative or the interrogative (question form).
For example:
I realised that I don’t have any. (negative)
Don’t you have any smaller notes? (interrogative)

Nutrition: Foods and recipes
Activity 3.10 Follow a sequence of instructions in the correct order
1.Find out the meaning of the words recipe and procedure. Make some notes.
2.Search the Internet for two recipes. (If this is not possible, find recipes in magazines, newspapers or on food packaging, or search in the library.)
3.Study how the information is presented in the recipes. What do you notice about the type of information and how it is presented?
4.Find out from classmates how they make your favourite meal.

5.Now, work with your group. Your group leader will ask one of you to share your recipe. Listen and make notes as they explain the process of preparing the food.

6. Ask questions to make sure you have all the information. Check that you have noted the steps in the correct order.
7. Explain the process to another group member in your own words.

Activity 3.11 Give clear instructions

1. Review what you have learnt about recipes in this chapter.
2. Use this knowledge to write or type up your own recipe for your favourite dish.
   Put the steps in the correct order so that they are easy to follow.
   Use commands, for example: Chop the onion.
   Use countable and uncountable nouns, for example: Add some salt.

• Include weights, measurements and timing, for example: Add 250 m/ of water. Simmer for 30 minutes.

Activity 3.12 Use descriptive words

1. With your group, think of as many words as possible to describe a fruit.
2. Write down the words that your group came up with.
3. Compare the words with other groups around you.
4. How do these words make our writing and reading more interestin ?

Adjectives
Adjectives describe people, things, places and situations. They are written before or after nouns to add quality to the noun.
We usually use adjectives to describe the appearance, taste or smell of food, for example
The sauce they served was a strange colour.
I only like sweet oranges.
Who doesn’t enjoy juicy fruit?
Her meals always smell delicious.
Brainstorm other adjectives that describe food.

Mealtimes and etiquette

Mealtimes in a family home are usually a time to be together. What meals do you eat in a day? Which of these meals do you eat with your family? What do you enjoy about eating together and what do you dislike about it?

Etiquette refers to good manners, or the appropriate way to behave. Good manners are important, especially at mealtimes. Why do you think this is so? In groups of six, think about and discuss some of the good manners and rules you know that should be observed at mealtimes.

Activity 3.14 Discuss and determine why people share mealtimes

1. Discuss why people invite others to their homes or to go to have a meal together. Think of as many reasons as you can.
2. Special meals are often served when you are invited to someone’s home. Think about times that you or someone you know was invited for a meal. Why do you think hosts include food as part of a gathering?
3. You and a friend have been invited to supper with your Maths teacher and his or her family next Sunday. Write down a few questions that you want to ask your friend about what will be expected of you during the visit. Discuss these questions.
4. Write down, and then tell your partner:
   a) why you will accept the invitation.
   b) how you think you will benefit by accepting the invitation for supper.

Activity 3.15 Read and answer questions about table manners and etiquette

1. Read the passage.
   Sande and his sister, Kaana, were invited to their head teacher’s house for supper last Saturday. Mr Kamba always wanted to encourage them to enjoy learning and do well at school. He was hosting Mrs Madada, a children’s worker from Tanzania. It was a good opportunity for Sande and Kaana to meet someone who liked to learn about the interests of the children in their area. Lucky, Mr Kamba’s son, and his daughter, Zerida, were also at home. They all ate supper together at the table.
   Mrs Kamba put a lot of food on the table. Sande’s mouth watered at the sight of the beef stew, vegetables, steamed potatoes and his favourite sauce — mashed beans. They were going to feast! Mrs Kamba served all of them before she sat down to eat. As they ate, Mrs Madada asked the children questions about their school, their favourite subjects and sports and their friends. Kaana made sure to answer only When her

When he had eaten most of the portion served by Mrs Kamba, Sande called loudly across the table: “More food!”
Kaana was horrified! She pushed her elbow into Sande’s left side. “What?” he cried, much to Mrs Kamba’s embarrassment.
Mr Kamba said quickly: “Of course you can have some more food.

There’s plenty.”
Kaana whispered into Sande’s ear, “Say ‘Thank you’ at least!” Mrs Kamba passed the dish of potatoes, which Sande took very gladly. He had already placed three potatoes on his plate when Mrs Kamba
offered, “There’s some sauce to eat that with. You should have some.” Sande replied, “Yes, the beans. Kaana, what about you?” But Kaana said, “No, thank you. I am all right”. Mr Kamba joked, “Of course, Kaana can eat that sauce when she comes again sometime.”

2. Answer the questions about the text.
a) Why did Mr Kamba invite Sande and his sister to supper?
b) What did Sande think when he saw the food?
c) Name two mistakes that Sande made at the table.
d) Who felt the most embarrassment at Sande’s behaviour? Why do you think so?

e) If you were Mrs Kamba, what would you do about San es manners.
f) Pretend you are Mrs Madada. Having seen Sande’s behaviour at supper, you have left Mr Kamba’s home with a mixed impression of the children in the area. You are going to visit Sande’s school next week. Write some notes of the things that you want to talk to the children about how they
should behave at mealtimes.

Short and long vowel sounds
Vowel sounds are sounds represented by the letters a, e, i, o, u. A vowel
sound forms the main part of a syllable in a word. These letters are not always pronounced the same way in all words because they are written in different positions in words and are surrounded by different letters. Vowels are divided into two: short and long vowel sounds depending on how the words are spoken.
Long vowels are pronounced the same way as the name of the letter. In the words say, bay, lane, cake, way and hay the vowel sound /ä/ is pronounced the same way as we say the name of the letter a
in the alphabet.
Short vowels are pronounced with a sound that is different from the name of the letter that represents them. The words sand, brand, graph and hand are also written with the letter a in these examples.

Activity 3.16 Practise short and long vowel sounds

1. Revise the notes about long and short vowels. Explain the differences between them to your partner.
2. Listen to your partner read the words aloud. Say whether he or she are
   a) below, come, blow
   b) set, weigh, reign
   c) skit, slit, still
   d) mop, soap, cope
3. Correct each other’s use of the vowel sound. If You are not certain, ask your

Activity 3.17 Listen to and identify short and long vowels

1. Listen to your teacher read a list of words with different vowels. Write the words in your exercise book. Then make a note about whether it is a short or long vowel sound.
2. Listen to your teacher spell the words. Mark your own work; correct any errors that you made.

Activity 3.18 Act out a supper scene

1. Read the passage about the supper at Mr and Mrs Kamba’s house again on pages 44—45. Use it to agree on the most important table manners that young people should learn to use at mealtimes.
2. Together, plan how you will act out the scene of that supper. Show the wrong things that happened, as well as how they should be corrected. One of you will support the others as they act, reminding them of the words, gestures, actions and movements that you have agreed on.
   Speak clearly and pay attention to long and short vowel sounds Include verbs such as prefer, like and dislike.
3. Act out the scene for your classmates and teacher.

Activity 3.19 Write notes about good etiquette at mealtimes

1. You have read about etiquette at mealtimes. You have also watched role plays about this. Think about what you have learnt.
2. Write down four important points about mealtime etiquette.
3. Use your notes to write four short paragraphs about mealtime etiquette.

Activity 3.20 Organise ideas about teaching mealtime etiquette

1. Take turns to read the notes you made on good manners at mealtimes. Share your ideas and organise them into a list in order of importance. The most important ideas should be at the top of the list.
2. Pretend to be Mrs Madada and her assistant. You are both visiting Mr Kamba’s school to talk to the children and their parents. Use your list of ideas to write four paragraphs for your talk about mealtime etiquette.
3. Write a fifth paragraph of suggestions for parents about their role in teaching their children good mealtime etiquette.