Subject: Food
Course / level: Second course of Primary Education
1. Learning outcomes / Evaluation criteria:
- Present and practice a set of food vocabulary.
- Practice the new vocabulary in the context of a chant.
- Consolidate core vocabulary and develop cognitive skills through a listening, reading and writing activities.
- Consolidate and practice the main language of the unit in the context of a story.
- Practise the new language with a cut-out and colouring activity.
- Use the language of the unit miming the story.
2. Subject Content:
– Characteristics of food
– Different types of food
– Food likes and dislikes
3. Language content / Communication:
Vocabulary
- Bananas, apples, oranges, strawberries, pears, sausages.
- Princess, prince, castle, frog, pond, a kiss.
- Red, green, yellow, orange, brown.
- Lovely/gorgeous.
- Eat and apple…
Structures
- I like…
- I don't like…
- I want a…
- Do you like…?/ Do you want a…?/ Yes, I do./ No, I don't./ What's
- the matter?/ Let's sit down/ We eat…
Discourse type
Description
Language skills
- Listening, speaking, reading and writing.
4. Contextual & cultural element:
- This unit will be developed in a rural centre (typical school in Extremadura) in 2nd of Primary. In the classroom there are 20 children, all of them with a good disposition to learn.
5. Cognitive processes
- The following processes will be worked memory, attention, reasoning, analysis and comparison, in order to achieve the objectives proposed.
6. Activities
1st Activity: Flashcards
Food vocabulary is introduced, firstly, by showing the pictures with their pronunciation, then the written form.
The flashcards are distributed randomly around the room. Play the CD and get the children to point to the appropriate flashcard each time. Encourage them to say the word as they point.
2nd Activity: Listen and point. Listen and repeat.
Show a picture and ask children what food is in each number.
The children listen to the teacher and point at to the food items in the main picture as they hear them.
- The children listen to the teacher again and repeat the words each time.
- Divide the class into six groups and give them different flashcards. While listening to the song, the groups wave them they hear their food.
3rd Activity: Write, look and colour.
The children write the words under each picture. They then read the colour key underneath the main picture and use it to colour the food items.
4th Activity: Listen, follow and colour.
- Explain to the class that they are going to listen to her/his teacher talking about which food she/he likes and doesn't like. They should colour the smiley face if they hear (I like…) or colour the sad face if they hear (I don't like…)
- In a chart with fruits, the children will colour the smiley face under the picture if they like it. If they do not, they colour in the sad face and so on. Then, the children have to read their chart.
Example: I like pears, I don't like sausages, I like bananas…
- In a chart with fruits, the children will write their own likes and dislikes using the structures (I like/ I don't like) and the food vocabulary.
Interactive activity: http://www.educaplay.com/es/recursoseducativos/2223646/food_names.htm
5th Activity: Listening Time
- Tell the children that you are going to tell them a story and ask them if they know the tale of "The frog Prince". Make sure that everybody is quiet and attentive and that they are sitting comfortably. Show them some pictures of the characters.
- Read the story to the children.
- Mime the actions. Use facial expressions and gestures. Read at a show. Keep eye contact with the children, as this will help to maintain their interest.
- Once you have read the story, ask the children to tell you, in L1, what they think happened.
- Then read the story again, stopping after each section to ask the children summarize what is happening.
6th Activity: Checking Comprehension
- Ask the children some questions about the story. Try to use language that reflects the content and level of the one in the story.
. What animals are there in the story?
. What fruis are there in the story?
. What's the colour of the apple?
. Where does the princess live?...
7th Activity: Lexis comprehension check.
To further check or consolidate lexis comprehension you could play a 10-minute-game.
a) Categories
b) Anagrams
c) I spy with my little eye something…
d) Yes/No game
8th Activity: Miming the story.
- Practise the new language with a cut-out and colouring activity.
- Read the story to the children again. Ask them to mime the actions and emotions as you read. Help them with the actions they should carry out.
- In large classes, you could ask groups of children to come to the front and mime. The rest of the class acts as spectators.
7. Methodology
Organization and class distribution / timing
The activities designed are prepared to be worked on by pupils individually as well as in pairs or small groups. The activities promote children participation in class, since they are attractive to them, using plenty of visual aid which helps them to understand what they are asked to do.
This unit is planned to be taught in about 8 or 9 lessons.
Materials and resources
Flashcards, computer, virtual resources, pictures of vocabulary, puppets, matching games, memory games, CD player and photographs.
Key competences
The key competences woked through this unit are: linguistic, digital, social and civic, cultural and artistic competence, and autonomy and personal initiative.
8. Evaluation (criteria and instruments)
. Communication skills and use of language
- Recognizes and says the daily vocabulary at the start of the lesson.
- Recognizes the written daily vocabulary at the start of the lesson.
- Participates in the songs using actions.
- Recognizes and says the unit vocabulary.
- Recognizes and says the unit structures.
- Listens attentively and understands the main idea of the story.
- Shows an interest in making and playing with the cut-outs.
- Reproduces aspects of rhythm, stress, pronunciation and intonation.
- Knows colours and uses them with new vocabulary.
. Attitude to learning a language
- Shows a positive attitude to learn a language.
- Recognizes and uses basic social expressions.
- Shows an interest in learning a foreign language.
- Shows an open attitude to speakers of a foreign language.
La memoria completa la puedes encontrar en:
https://drive.google.com/file/d/0B7qE6MHrFrEGTU5jV0J0RmN5bm8/view?usp=sharing
SONIA CLAVERO SÁNCHEZ
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