TKT CLIL LESSON PLAN
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- Hollie Melanie Preston
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1 TKT CLIL LESSON PLAN Teacher s name Date Agostini Samanta 19 th May Time (Activity 1 and 2) The observer will be present during this lesson. I will develop activity 2 and 3 in the next two lessons. Subject Science Class Group profile Learning Outcomes (most learners) 5 th primary Strengths: In this class there is a project of soft CLIL (one hour each week) with another teacher: the children are learning art in English. For this reason some pupils already try to use English to communicate their ideas. The whole group shows interest in everything and the most students are always ready to answer to the teacher s questions. They are highly creative and very imaginative in every subject. Weaknesses: Three pupils with special needs may need help with the writing activity. It will be necessary to provide more support. For this reason I will pair them with one or more stronger partners during the group activities. CONTENT Students will learn: the names of the five main food groups and the different foods in each group. what healthy and unhealthy foods are. the constituents of a good diet. Students will be able: to classify the food into the correct food groups. to provide examples of each food group. to understand a food pyramid. to understand the relationship between food and nutrients. Students will be aware of the importance of a healthy diet. COMMUNICATION Content obligatory language Students will learn simple specific vocabulary about food and nutrition. Nouns: nutrient, carbohydrates, fats, oils, sugars, minerals, proteins, vitamins, sweets, dairy produce, fibre, calcium, cereals, grains, servings. Adjectives: healthy, unhealthy, balanced. Content compatible language
2 At the bottom of the pyramid At the top of the pyramid There are I need to eat generously/frequently/moderately/sparingly Eat more Eat less Grammatical structures Students will use simple structures in the present tense to communicate. They will also use frequency adverbs and comparatives. We need to eat Food helps us/gives us The food groups are We can find in A healthy meal includes Where can we find minerals? We can find minerals in Language for interaction in the classroom What s this in English? How do you write? Finished! Can I use the? Can I go to? It s my turn! It s your turn! Can you help me, please? I agree. I don t agree. I don t know. I don t understand. COGNITION To remember food vocabulary. To identify the names of the five main food groups and the different food in each group. To hypothesize what healthy and unhealthy food is. To classify different foods into the right food group. To explain why they should prefer the food in the bottom of the pyramid. To create a healthy menu. To analyze and evaluate other classmates menus. CULTURE The students understand the importance of eating healthy food. A girl in the class comes from Pakistan. Therefore they could compare their eating habits and Pakistani eating habits. Final task In pairs the students will be asked to design a simple but healthy menu including the different meals of the day. In the final task I will use peer assessment. In fact when they have finished the activity they will exchange their menus and they will analyse and evaluate if their classmates menus are healthy and complete. They will also explain why.
3 Timetable fit Anticipated problems and solutions The students have already studied basic food vocabulary and some typical English dishes in a previous lesson. We have also compared a typical Italian breakfast and lunch with a typical English breakfast and lunch. Now we are going to deal with the concepts of healthy and unhealthy food through the food pyramid. In fact the activities I have planned will allow students to develop an understanding of the five food groups as outlined in the food pyramid and how to use the pyramid as a guide in maintaining good health and nutrition. Timing: 3 lessons of 60 minutes. In the first lesson the students will be asked to remember the vocabulary relating to food. After that they will hypothesise what healthy and unhealthy food is. At this point I will introduce the food pyramid with the content obligatory language and the content compatible language. They will learn the names of the five main food groups and the different foods in each group. They will also understand what healthy and unhealthy foods are. In the second lesson students will play an online game and complete a table with the aim to classify the food into the correct food group. In the second part of the lesson they will be asked to create a healthy menu demonstrating that they are aware of the importance of a healthy diet. In the third lesson they will be asked to evaluate the menus of their classmates explaining their opinions. The whiteboard sometimes doesn t work or there is no internet connection. For this reason I will prepare the activities on paper. Resources & materials to be used Worksheets Whiteboard Computer Food pyramid video PowerPoint Online Game T-chart Table Stage Aim Procedure Materials Interaction Timing 1 Warm up activity. Brainstorming to activate prior knowledge. Hypothesising With pupils in groups, give them one minute to think of as many types of food as they can. The group with the most is the winner. Tell groups to read out their lists and add any that they hadn t thought of to their lists. Tell pupils to put their foods into two lists using a T-chart: what they think is healthy and unhealthy food. At this stage don t tell them if they are right or Notebook Pen T-chart S-S (Groups of five) 30 minutes
4 wrong. 2 Explanation of the food pyramid Introduction of functional language Introduce the food pyramid by watching the video of Nellie and Ned presenting the food pyramid. Stop the video when necessary. If they can t understand the video give the children the audio script so that they can read and listen at the same time. Using PowerPoint show the image of the food pyramid and ask the students to think about what they have seen in the video and to analyse and talk about it. Explain yourself the concept of the pyramid and point out that food at the bottom is the most important and food at the top the least important /healthy. Explain that in the food groups we can find different nutrients that are important for our body. (Ex. Fruit and vegetables give me vitamins and minerals. They help me to grow and stay healthy.) Using PowerPoint explain the function of each nutrient. Tell the students that they have five minutes to check the lists of food they had written in stage 1. After that they will tell to the class what is healthy and what is unhealthy. Whiteboard Video: Food pyramid for children. PowerPoint T-chart of stage 1 T-S (plenary work) S-S (Groups of activity 1) 30 minutes 3 Food group game. Completing a table. Classifying different foods into the right food group. 4 Final task Create a menu Peer assessment Divide the class in four groups. Two groups play an online game about the food groups. Give the other two groups the table My body needs. They have to write the names of food in the column I can find nutrients in. When they have finished, the groups that played the game will complete the worksheet, the other groups will play. In pairs students will create a menu for a whole day. It should be a simple but healthy menu. They will also write the food groups for each meal. They will write the menu using the computer. After that they will exchange their menus and they will analyse other classmates menus to see if they are healthy and complete or not. For this activity I will give the students the necessary structures to explain their opinions ( This menu is healthy because we can find carbohydrates, vegetables, proteins This menu is not healthy because there are too fats) Whiteboard Table: My body needs S-S (groups of four) 30 minutes Computer S-S (in pairs) 1 hour
5 Materials: Video: Food pyramid for children Food pyramid for children (Transcript) PowerPoint: Online game:
6 HEALTHY FOOD UNHEALTHY FOOD
7
8 Nellie and The Food pyramid Hi boys and girls! I m Nellie and this is my friend, Ned! Hi guys! I ve just been learning at school all about the food pyramid! It s really cool! Wow! Is that a huge pyramid made of food? That sounds great! No, silly! It s about what to eat and when to eat it. But do you know what? I m not very good at explaining it. I think we should ask we should Professor Poppletops. Yes, because I don t know! Shall we call him? Professor Poppletops! We need you! Hi Professor Poppletops. Hello! We were wondering if you could teach us a little bit about the food pyramid. I ve been learning it at school and I wanted to tell the boys and girls about it. Oh, yes, certainly I can explain it to you. Oh, cool! Right, the main thing you need to know is that the food pyramid is in the shape of a pyramid. Oh, that s why it s called a food pyramid! It s not actually a pyramid of food? No, no! That would be huge! Tasty! On the bottom level of the pyramid, we have all the types of carbohydrates. Carbo what-whats? Carbohydrates! So, things like pasta, and potatoes, rice. Things like that. Wow, cool! I like that! Yeah, yum! And you re supposed to have six servings or more every single day. Wow, that s a lot! Yeah, that s like cereal in the morning, isn t it? Exactly! Now, on the next level of the pyramid is fruit and vegetables. Very, very, very important! Now, you re supposed to have at least five servings of fruit and vegetables every single day. That s a lot! Strawberries and bananas! Yeah! And vegetables! Don t forget the vegetables! Don t forget the vegetables! Broccoli! Precisely! Now, on the next level we have the dairy. So, things like yoghurt and milk. Cheese! Cheese! That s my favourite! Yummy! And you need to have three of those kinds of things every day.
9 Oh, it s not as many! It s getting less and less! Yes, you see the pyramid gets smaller As it grows to the top! That s why it s a pyramid! Yeah! Now, on the next level, we have things like meat and fish and chicken. Oh! Bacon! Chicken! Yummy! Yes! You need to have two of those things every day. Not quite as many! Now, on the very next level of the pyramid, we have things like fats and oils and butter. You should only have two of those things per day. Like butter on your bread! Yes, precisely! And on the very, very top of the pyramid we have things like chocolate and crisps. My favourites! Yummy! But, you must only have one of those things every day. Only one? One! Do you really have like one bit of chocolate? So long as you have all the healthy ones, you can still have some chocolate! Exactly! It s a treat! Wow! So that s a food pyramid! Yes! Wow! Thanks very much Professor Poppletops And it s such a good way to remember it! It s a really good way to remember it! Why don t the boys and girls write some of their favourite food items in the comments below! They can tell us what section of the pyramid it is! Exactly, you can let us know where your favourite food fits in the pyramid! Like it s right at the top or the bottom. Hey, that s a good idea! Thanks for the help, Professor Poppletops. Hey, do you know what I think we should do? What should we do? Go eat dinner!
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