Senses and Their Impact on Language and Communication - Essay Sample

Introduction

Language can be advanced in more ways other than the basics of grammar, spellings, and parts of speech. In-depth learning of language may involve the use of the five senses of Sight, smell, hearing, touch, and taste. Nonetheless, to understand all these senses and their impact on language and communication, we identify each reason and discuss it individually. Using relevant aspects, we explore various parts of writing like the difference between a good composition and one that has juicy figures of speech. Therefore, this paper examines all the five senses and their contributions to language as observed from a three-year-old child.

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Sight

The first letter of this sense is S, and the word is Sight. In understanding language, we use the term to describe various objects. Inactivity to help children understand this sense, we ask a three-year-old child to close his eyes. Upon opening the eyes, the black round object in the eye, known as the pupil, allows light to penetrate, causing the child to see the things around him. We can display pieces of clothing of different colors to taste the child's ability to see. A part of plain paper and a pencil are provided for the child to draw or write the objects that they can see their surroundings. The two items serve as the print material. One may also use a video to help understand a child's ability to see.

In English, adjectives are used to show the application of any of the five senses in language. For instance, "look" is an adjective used to imply a sense of Sight. If you tell a three-year-old child to look at the TV screen, you intend to have him use his eyes. Such is an excellent example of the application of the sense of Sight. When writing on a blackboard using a piece of chalk or marker pen on a whiteboard, the teacher may ask his pupil what they can see. He may ask the child to read the words aloud to prove their ability to see. Some of the vocabularies used when teaching sight include look, understand, and view, gloomy, gigantic, and dazzling. Therefore, sight words describe color, appearance, and shape.

Touch

When teaching this sense, the first letter T is used in the word touch. An example of an activity to display this sense is providing various types of soil. Clay soil is exceptionally soft, while sandy soil is very rough. As a result, a teacher would need multiple samples of touch items to teach this sense. If you tell a child to feel the texture of a fluffy carpet, that is showing touch. If you say to a child to explore the surface of a pinch of salt, that implies the sense of touch. An example of print material to teach the knowledge of content is sampling various types of objects. Let the child pick one object lick a pair of shorts.

Additionally, you could let the child choose the pinch of salt provided. An example of reading material for this sense can be a tutorial for the same. Eventually, a child should be able to differentiate various textures.

When teaching language, we use the sense of touch to describe the texture, feelings, and abstract concepts. For example, some of the vocabularies used to describe contact include slimy, sticky, creepy, gritty, and fluffy. We use adjectives to describe senses and not adverbs.

1. The carpet felt so soft.

2. The carpet felt soft.

In the above sentences, the first one is correct, while the second one is wrong. A sense of vocabulary followed by an adverb makes the sentence grammatically incorrect. The word soft is an adjective, while the name softly is an adverb. Therefore, other than using the sense of touch grammatically, it is essential to let the child understand how touch words can be applied in a language. It must portray excellent communication skills in the child. Let the child know that we use hands to show the sense of touch. Other than the sides, the skin is the most important sensory organ for touch. It feels the smoothness or roughness of

Smell

During an activity to teach this sense, the first letter S is used. The word used is the smell and can be described by other vocabularies to teach a three-year-old child. The sensory organ that detects smell is the nose. Reading materials for the sense of smell could be tutorial notes on the five senses. Print materials can be videos showing how to detect the sense of smell. Inactivity to confirm this sense, the teacher may provide flowers with different scents and ask the child to differentiate the smells. Also, the aroma of food may be used to detect an odor.

In grammar, the words used to describe smell include aroma, tantalizing, stale, or stinky. A good scent is described as tantalizing and is pleasant to the nose. On the contrary, a bad smell is a stench that is displeasing. Words like bad, nice, or sweet are blunt, and cannot adequately describe the sense of smell. In language, you need to spice the grammar by using adjectives like those stated above.

Example:

The food smells delicious.

The food smells delicious.

When comprehending the above examples, the first sentence is correct, while the second sentence is grammatically wrong. The proper adjective shows that the food smells good and is edible. On the contrary, the adverb deliciously is wrongly used along with the sensory word.

Hearing

We hear using our ears. The first letter for this sense is H, while the word is hearing. We listen to sounds produced from various objects. As a teacher, you have to assemble the possible sources of noise like cracking of metals, the sound of music playing from a stereo, television, or the sound produced when someone is waling. A young child should be taught the different sources of blare so that he or she can easily distinguish them. The words used to mimic sounds are often referred to as onomatopoeic. To teach sounds and the sense of hearing, a teacher may speak aloud and ask if the child has heard what is said. Whereas ssstechnology has made it easier to produce sounds, natural sounds come from a person's actions. Natural sounds include talking, crying, clapping, singing, and walking. In all these sources, other body organs are involved other than the ears. For example, hands clap while mouths talk. Therefore, sounds may require other organs to be produced. A singer may need to work on his vocals to create the sweet sounds worth listening to.

When teaching a language, it is essential to determine vocabulary that applies to sound or to hear. Such include, hear, talk, or listen. Sensory words that refer to hearing include tingling, crushing, banging, thumping, or dangling. Just like in previous examples, we do not use sensory words alongside an adverb. Below are sentence examples to describe the sound or the sense of hearing.

The dangling of keys in the lonely room made my heart scamper.

The loud sound of thunder made me realize that it was about to rain.

Taste

The sense of taste is described by the first letter T. Taste requires that one has to eat something. In most cases, feeling applies to food. When teaching this sense. Provide food samples for the child to feel and draw a difference. Taste can either be good or bad. However, such descriptive words are blunt and may not make a piece of writing worth reading. A teacher may use terms like zesty, tasty, delicious, bitter, yummy, and tasty to describe this sense. Most of the taste verbs are used exchangeable with the smell verbs. In language, we apply these verbs like in the two sentences below.

The pizza served to us tasted delicious.

The coffee you prepared us is lovely.

Conclusively, this project seeks to examine the application of the five senses to language. Most teachers have failed to understand that there is more to teach than basic grammar. Adjectives that describe these senses make English a new word. Therefore, this project has widened the scope of learning for pupils and for teachers to apply, respectively. The information gathered in this paper refers to a three-year-old child, probably in kindergarten. The sensory organ for Sight is the eye while we hear using our ears. We touch by our hands and feel this sense from the skin. We taste by our mouths and smell by our noses. The following examples show two sentences with and without sensory words.

I will not be available tomorrow. (none-sensory)

My schedule tomorrow is jam-paced. Therefore I will not be able to squeeze time for you.