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Rocío Pruñonosa

on 17 February 2017

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Transcript of CLIL UNIT: FOOD

1. General description of the task.
2. Children's age and characteristics.
3. Aims / objectives.
4. Contribution to competences.
5. What I plan to teach (4C's),
6. Learning outcomes.
7. Activities, cognitive skills, student grouping
and time organization.
8. Resources and materials.
9. Assessment criteria.
1. General description of the task
- Topic: “Food”

- Do a lot of activities

- Children can experience with real materials and situations,

- Related to our health

- Useful activities that can be done in a different way

- Methodology: CLIL

- Dynamic and entertaining classes.

2. Children's age and characteristics
Second cycle of primary.
Eight and nine years old.
Diversity of students.
Twenty-five pupils more or less.
Work in groups of 5 people.
Students = active agent.
Active, participative.

3. Aims / Objectives
Cognitive objectives:
• Classify different kinds of food.
• Describe the shape and color of food.
• Choosing what food would be healthier.
• Knowing the structure of a recipe.

Affective objectives:
• Share family recipes, personal experiences and tastes
of everyone.

Psychomotor objectives:
• Make the food pyramid.
• Build one or more diets where you can taste all foods following a healthy diet.
• In (other subjects related to the project)

Cognitive objectives:
• Compare the features of each type of food to another.
• Define the properties of each type of food.
• Deduce what food should be taken in each period of the day
• Distinguish between healthy and unhealthy food
• Learn food vocabulary in the second language.

Affective objectives:
• Taking care about their diet
• Taking responsibility for personal health and that of everyone around them.
• Value group work, sharing and discussion.
• Respect different group proposals

Psychomotor objectives:
• Expressing their feelings when tasting some food
• Read more about food, its properties, functions and features.
• Learn to express themselves easily using a second language when explaining
recipes group.
• Improve pronunciation of the second language.

4. Contribution to competences
a. Competence in linguistic communication.

b. Cultural and artistic competence.

c. Competence of autonomy and personal initiative.

d. Social and civic competence.

e. Ability to learn to learn.

5. What I plan to teach (4C's)
a. Content (subject matter)

b. Cognition (learning and thinking processes)

c. Communication (language learning and using):

1) Language of learning

- Key vocabulary
- Grammar structures

2) Language for learning

d. Culture (developing intercultural understanding)
6. Learning outcomes
- Know what healthy food is.
- Work in groups, work with more children.
- Cooperation with the family.
- Learn recipes of other nations and know how to prepare a healthy menu.
- Learn some vocabulary of food and the principal characteristics of the food pyramid.
- Different groups of food that there are and what differences they have.
- Respect the meals of their countries and the differences between them.

7. Activities, cognitive skills, student grouping and time organization.
- Activities are addressed to third of primary school, eight to nine years.
- Activities are prepared and designed for children to learn about food, healthy food, junk food, etc.
- Main objective: learn to take care about themselves and know what is the best for them.
- Activities will be done in four days, four classes of natural sciences, (two weeks).
- Sessions will last about 45.

8. Resources and materials
• Human resources

• Material resources

• Space resources

• Organizational resources

9. Assessment criteria
- Given a group of characteristics (shape, color, etc), identify the different group
of food.

- Make a description of a recipe and a healthy menu using the vocabulary about

- Make a presentation of the recipe or a healthy menu with the main
characteristics in a clearway.

- Talk about a food in a clear and understandable way.

- Know the differences between healthy food and fast-food.

- Know to take care about themselves and know what is the best for our body.

Group members:
Jordi Edo Ebro, Cristian Traver Sales, Sandra Trilles Gil and Rocío Pruñonosa Querol.

- What students know about food.
- Brainstorming
- Questions
- Write the answers on the blackboard
- Watch a video
- Introduce the main verbs of cooking

- Levels and the principal characteristics of the food pyramid.

- Make a food pyramid in groups

- Material: cardboard, glue stick, scissors and pictures of food.

- Draw on the cardboard the steps in which the pyramid is divided,

- Place the different pictures at the correct level.

- Pyramids on the wall.

- Stick cards with food names.

- Activity in groups of five children
- Make a big circle in the cardboard
- Divide the circle in five pieces
- Paint and cut different food
- Think food with relation
- Paste the food in a piece of the circle
- Write the names of the food
- Guess the general name of the group of food
- Explain to the rest the class

- Individual activity
- Draw two circles at the blackboard
- Say one good and bad meal and explain why

- Make a healthy menu in groups of five
- Each group will make a presentation of their menu
- Compare all the menus
- Choose the healthiest.
Full transcript