# data[].attributes.body
TEACHING/ LEARNING ACTIVITIES

Lesson 1

-Warm up: Together we will tell which type of food we like or we dislike, what i sour favorite…

-Previous knowledge: Starting with some key words be are going to use, to get to know the lesson.

-To arouse student’s interest: together we will answer 3 questions:

-What do we think the topic of the lesson is going to be

-Can you add some words related to the topic?

-Which words you don’t know?

*For this part, use visual support if needed

-Game: In order to check their previous vocabulary knowledge and the right use of there is/ there are, learners play a challenging game called “Let’s go shopping”

-To introduce the second activity: watch the EdPuzzle with some questions for the students to check their listening.

-To practice their oral skills :place students in pairs so they can ask each other questions about their eating lifestyle.

-Ending the lesson: Once they are done they will need to complete a Socrative to compare their eating habits with their partner and the countries they have seen in the video.

Lesson 2

-Starting routine: What can you remember? Questions:

What foods contain protein?

Do we need to eat a lot of fat?

Do we have to eat more vegetables or more meat?

*Show them the food pyramid and check the types of food in it.

-Group activity: using a computer for each group, do the WebQuest activity, a Genially.

-Presentation: Each group will show their oral skills by making a presentation about their Genially.

INSTRUMENTS FOR ASSESSMENT

-Teacher monitors group and individual activities.

-Learners sucessfully make a Geinally.

-Learners´interaction with a partner (speaking creatively).

-Learners´ participation in all tasks and actvities.

- Learners successfully present their Genially.

-Learners complete a self-assessment sheet.

-Learners successfully work together in the cooperative work.

SCAFFOLDING TIPS

Language for the teacher:

I would like you to…You have to…

Now It’s time to listen…This is your listening time

This is an excellent piece of work

I can see that you have tried

You did your best! Next time you will do it better!

Settle down quickly, please, let´s get started.

Let´s just recap on what we did the other day.

Don’t worry, youcan do this!

Can you read out loud, please?

Don´t forget to write a note about information your partner gives you

Find a partner to work with

Is that clear?

Language for the learner

What does this mean?

I don’t understand the task, could you explain it again, please?

I think we should eat more vegetables than fats because…

I don´t think so, because…

I don´t know…

Can you help us?

In a healthy diet, there are…

RESOURCES

Computers for each group (8) (WebQuest)

Tablets for each student (Socrcative)

Projector for the videos and the visual support

A whiteboard for the key words

Fort he shopping activity:

Toy food

One basket (or bag) for each student (24)

Toy cash register

NOTES

It isn’t the first time learners are experiencing the Food unit in English, so teachers need to focus on learner establishing concepts, enjoyement, sense of achievement and fluency with the subject. Whilst individual autcomes will vary, providing a range of scaffolded learning tools will encourage learner participation and engagement. For example, take time to explain the different  food characteristics and why is important to have a healthy lifestyle.

# data[].attributes.body
Basic skills:
- Basic spelling conventions and meanings associated with formats and graphic elements.

- Basic conversational conventions and strategies, in synchronous or asynchronous format, for initiating, maintaining and terminating communication, to take and give clarifications and explanations, comparing and contrasting, collaborating, etc.
- Learning resources and strategies for guided information search in analogue and digital media.
- Intellectual property of the sources consulted and contents used.
- Basic analogue and digital tools for comprehension, production and co-production in oral, written and
oral, written and multimodal co-production, and virtual platforms for interaction, cooperation and educational collaboration (virtual classrooms, videoconferencing, collaborative digital tools, etc.) for learning, communication and project development with speakers or learners of the projects with speakers or learners of the foreign language.

Specific competence.
5.1 Compare and contrast the similarities and differences between different languages, reflecting progressively
reflecting in a progressively autonomous way on basic aspects of how they work.

5.2 Use and differentiate progressively autonomously knowledge and strategies to improve their ability to communicate and learn the foreign language,
with the support of other learners and of analogue and digital media.

6.1 Act with appreciation and respect in intercultural situations, building links between different languages and cultures, with the
different languages and cultures, and showing rejection of any kind of discrimination, prejudice and stereotyping in everyday and common communicative contexts.

# data[].attributes.body
1-We will start the session showing a picture of a food pyramid based on a balanced diet. Each student will have to say what foods they see in the pyramid and in which level they are (proteins, fats...). We will dedicate 10 minutes to this part.

2-For the next part, they will have to be grouped in threes. Each group will need to use a computer. Then, will introduce a WebQuest.

In the Webquest, they will have to follow the process to creat their own genially and make a game about food. The Webquest will take them 30 minutes

After the genially they will have to present the game and its implication with food and nutrition to the rest of the class. Each group will have 2 minutes to present it.

# data[].attributes.body
Before starting the first activity. I put on the board 10 key words that have to do with the topic to be covered during the lesson (food). This will help the students to deduce the lesson as the vocabulary on the board has already been studied in previous years. It is a way for our students to be able to relate concepts already learnt.

Example:

- Lifestyle

- Vitamins

- Pyramid

- Balanced

- Healthy

- Carbohydrates

- Organism

- Nutritive

- Nutrients

- Fats

Once the students have understood these words, three questions are proposed for them to answer.

- What do you think the topic of our lesson is going to be?

- Could you add some words related to this topic?

- Which words you don't know?

The children will answer these questions out loud and scaffolding will be used if needed. For scaffolding we will put some pictures on the screen to help them find out what we are talking about. I will use 10 minutes for this first part.

The next 15 minutes will be used for the first activity.

Once we have put all the ideas together. We proceed to the first activity.

1.- In the classroom there is a shopping basket with a large number of foodstuffs and a cash register.

2.- Every time we take a food item out of the shopping basket, a student has to use the following words:

There is or there are (depending on what corresponds) and the name of the corresponding food and which food group it belongs to (vegetables, fruit...).

3.- Each time the pupil gets it right, they will go through the cash register.

4.- The three students who have got the most foods right will each get a positive point in their marks, which I will write down in the teacher's notebook.

Once the first activity has finished, the teacher will introduce a new topic: "different nutrition habits in other countries". A video (Edpuzzle) is proposed. 8 minutes will be the timing for this.

The Edpuzzle contains a series of questions for students to answer while watching the video.

The second activity consists of two parts:

-The first part will be in pairs: pupils in pairs will ask each other questions related to their eating schedules, what their tastes in food are and what they usually eat at home. Timing: 10 minutes.

-The second part will be individual. Using Soccrative, each student will have to fill in a task (provided by the teacher) where they will have to reflect the answers given by their partner and their own regarding their eating habits and compare them with the different eating habits in other countries (as seen in the video). Timing: 10 minutes.

# data[].attributes.body
https://www.mindomo.com/mindmap/eccf5d893e8f4c93bf2a4e10633046b9

# data[].attributes.attachment_link.readable_text
You've finished your presentation

Restart

# data[].attributes.attachment_link.description
CULTURE, COGNITION, CONTENT, COMMUNICATION, EdPuzzle: ‘Eating habits around the world’, Sharing eating habits in pairs, Identify our diet, Research to make t...

# data[].attributes.body
WORDWALL: https://wordwall.net/es/resource/33233621
POWTOON: Watch my Powtoon: HOW TO USE GENIALLY

EDPUZZLE: <iframe width="470" height="404" src="https://edpuzzle.com/embed/media/6299fcb02b59f640cff9efe8" frameborder="0" allowfullscreen></iframe>
WEBQUEST: https://sites.google.com/d/1_8K3wBOZK7o00YTEFmRSyNeCX6J0sjGu/p/1VOvgFhca48896yJyiOznWvHHZl_WFZBK/edit
SOCRATIVE:
https://b.socrative.com/teacher/#import-quiz/66760375

# data[].attributes.attachment_link.provider_name
Wordwall - Cree mejores lecciones de forma más rápida

# data[].attributes.attachment_link.readable_text
nutrition, yolk, soup, raw, steak, frozen, sweet, vegetable, proteins, vitamins, carbohydrates, fats, pyramid, healthy, cereals,

Tabla de clasificación

Esta tabla de clasificación es actualmente privada. Haga clic en Compartir para hacerla pública. Esta tabla de clasificación ha sido deshabilitada por el propietario del recurso. Esta tabla clasificación está desactivada, ya que sus opciones son diferentes a las del propietario del recurso.

Requiere iniciar sesión

Tema

Requiere iniciar sesión

Opciones

Cambiar plantilla

Interactivos

A medida que juegue a la actividad, aparecerán más formatos.

# data[].attributes.attachment_link.description
Anagrama - Arrastra las letras hacia sus posiciones correctas para ordenar la palabra o frase.

# data[].attributes.body
UNIT 1. FOOD AND HEALTH            LEVEL 5º Primaria           Timing: 2 sessions

AIMS:

-To present the content of the Unit.

-To introduce the concept of nutrition.

-To make learners aware of and bulid on prior knowledge of nutrition and healthy habits.

-To help learners understand that learning can be achieved in a second language.

-To help learners understand that keeping a record of new words is important.

-To help learners understand the importance of a healthy lifesyle

-To help learners understand the different food habits around the world.

CRITERIA FOR ASSESSMENT:

- Know basic, concrete and significant sociocultural and sociolinguistic aspects, and apply the knowledge acquired about them to an oral production appropriate to the context, respecting the most elementary communicative conventions.

- Value the foreign language as an instrument of communication with other people and as a learning tool. Show interest in and respect for people who speak the foreign language.

- Participate in a simple and understandable way in very short conversations requiring a direct exchange of information in areas of immediate need or on very familiar topics, in a neutral or informal register, using very simple and frequently used expressions and phrases, normally isolated or linked with basic connectors, although sometimes the pronunciation is not very clear, pauses and hesitations are evident and repetition, paraphrasing and the cooperation of the interlocutor is necessary to maintain communication.

- Fulfil the main communicative function of the text, using a limited repertoire of its most frequent exponents and basic discursive patterns.

- Manage basic syntactic structures, even if mistakes are still made.

TEACHING OBJECTIVES:

-Content:

-Introduction of the topic.

-What nutrition does to my body.

-Food characteristics.

-Types of dietes (balanced diet) and healthy habits.

-Food classification.

-Cognition:

-Vocabulary building, learning and using.

-Compensation of linguistic deficiencies through linguistic processes.

-Enable learners to identify food characteristics.

-Arouse learner curiosity- creative use of language and learner questions.

-Culture:

-Identify the different diets in other countries and your own country.

-Understand they can learn, no matter what language they are using.

-Be aware of other lifestyles around the world.

-Communication:

-Language of learning:

-Key vocabulary: Balanced diet, calcium, carbohydrates, calories, diet, digestion, eat, minerals, muscle, nutrients, obesity, protein, exercise, lifestyle, vitamins, vegetable, vegetarianism, fruit, healthy, malnutrition

-Language for learning:

-Classify the different types of food

-Comparing and contrasting each others food habits

-Language through leaning:

- Record, predict and learn new words that arise from activities.

-Distinguish language needed to carry out activities

-Expression of the message with clarity, coherence, structuring it adequately and adjusting it to the models and formulas of each type of thext.

LEARNING OUTCOMES:

-Recall types of food

-Clasfy types of food

-Expressing likes and preferences

-Compare the different diets

-Use the new words

-Using there is there are in a conversation

-Using the past simple

-Using comparison structures

-Knowledge about different cultures in the food field

# data[].attributes.body
According to DECREE 26/2016, of 21 July, which establishes the curriculum and regulates the implementation, evaluation and development of Primary Education in the Community of Castilla y León, I develop the activity for Block 2: Production of oral texts: expression and interaction. (CHECK IN 4Cs template)

- Makes short, simple presentations, previously prepared and rehearsed, on everyday topics and topics of interest to them using simple structures.

- Can participate in face-to-face conversations in which a small amount of social contact is established, exchanging personal information and information on everyday matters.

# data[].attributes.body
-Interrogation (Wh-questions; Aux. questions).
- Expression of time: past (simple past; regular and irregular verbs); present (simple present) and future (be going to).
- Expression of aspect: punctual (simple tenses); durative (present and past continuous); habitual (simple tenses + Adv., for example, always, everyday); inchoative (star-ing); terminative (finish-ing).
- Expression of existence: (there is / there are); and comparison (comparative and superlative: as Adj. as; smaller (than); the biggest).
- Expression of preferences: verb + gerund (like, love, hate, dislike).
- Vocabulary: food.

# data[].attributes.body
SPECIFIC ATTITUDES AND BEHAVIOURS
LANGUAGE SKILLS
AND CORRESPONDING VERBAL SUBJECT MATTER
-Ability to compare communities holistically: describe the characteristics of one's own community in the target language
-Ability to provide information and accompany it with value judgements or comments, using the full resources of the multilingual repository.

# data[].attributes.body
During this unit we are going to talk about good eating habits and learning what means to have a balanced diet. We will also consider the different types of diets around the world.

For this we are going to use the contents of the sociocultural and sociolinguistic aspects related to:

- Customs, habits and routines.

Communicative function:

- Description of activities and habits.

# data[].attributes.body
The activity is prepared for the 5th year of primary education (Spanish National Curriculum). In the subject of first foreign language, English, which is the year I have chosen to carry out these activities.

The timing will be framed in unit 3, "THE FOOD AND YOU" of the programming of the subject, since it is prepared to be carried out in November, from Monday, October 10, 2022 to Thursday, October 27, 2022.