Lesson Plan 8 - CLIL
LESSON PLAN N°
8: Project. Good Health!
Teachers:
Prof. Estela N. Braun, Prof. Vanesa Cabral, Prof. Luján Ramos.
Trainees:
Fraga, Malena- Flores, Juliana
School: School N°180
Courses: 5C-
5D
Level: A1
elementary
Textbook: “Howdy
Friends” Level 1, Santillana
Date: Monday,
October 8th.
Length: 40
minutes- 5th C from 16:10 to 16:50, 5th D from 16:50 to
17:30.
Topics: healthy and
unhealthy habits related to food and the nutritional oval.
Class: N° 8
CLIL: Project. Good Health!
AREAS
INVOLVED: NATURAL SCIENCES AND ENGLISH
AIMS:
AIMS:
·
To review
vocabulary related to food.
·
To read
about healthy and unhealthy habits.
·
To learn
about the nutritional oval and the different sections of it.
·
To learn
about healthy and unhealthy habits as regards food.
·
To inform
students about healthy eating options and the manner in which a healthy diet
contributes to a healthy mind and body.
·
To make a
poster in order to inform the whole school about healthy and unhealthy habits.
CONTENT
·
The food oval.
·
A balanced diet
LANGUAGE
|
LEXIS
|
GRAMMAR
|
FUNCTIONS
|
MACROSKILLS
|
VALUES
|
|
Vocabulary about food:
Bread, strawberries, milk, chicken, biscuits, carrots, milk, etc.
|
·
There
is... / There are...
·
Adverbs of frecuency: always, usually and never.
·
Present simple:
I eat …I don’t eat
Do you eat…?
|
·
Describe what you eat during a week
·
Recognize healthy and unhealthy food
·
Recognize the different groups from the
nutritional oval
·
Discuss the impact of food on health.
|
Listening
Reading
Speaking
|
The importance of having a healthy and
balanced diet.
The importance of drinking water and
eating food belonging to the first groups in the nutritional oval.
|
ACTIVITIES:
|
ACTIVITIES
|
TYPE OF INTERACTION
|
MACRO
SKILLS
|
TIMING
|
MATERIALS
|
|
WARM UP:
Routine:
Greeting/Date/Weather.
Teacher
revises vocabulary about daily routines using flashcards.
|
1. I’m going to start the class
singing “today it’s Monday” “If you’re happy and you know it Clap your hands”. Then, I’m going to ask
for a volunteer to paste the flashcard with the month and the weather and
write the date on the blackboard. Then, I’m going to ask the children how
they are feeling today.
|
Speaking
Listening
|
5’
T-SS
|
Blackboard
Flashcards
Poster
|
|
ACTIVITY 1
|
The
students are going to finish watching the video about the different food groups
in the food pyramid, and then completing the guide according to what they see
in the video.
|
Reading
|
15´
T-SS
|
Proyector
Guide
|
|
ACTIVITY 2
|
In order
to revise the video seen, the teacher is going to divide the students into 5
groups (each of them representing a food group) and hand each of the groups a
cardboard with color of the food group (orange, green, red, blue and purple).
There, students have to cut and paste images (taken from magazines) of the
food that belongs to that group and write the name (grain group (orange),
vegetable group(green), fruit group(red), milk group (blue) and protein group
(purple)). Finally, the groups have to present their productions orally to
their classmates.
Children
are expected to name the food group, and name the foods they have pasted on
the cardboard that belongs to the group.
E.g.:
this is the milk dairy products group. There are milk, yogurt, cheese etc.
After
each presentation, the teacher is going ask the students why they think that
group is important for our health and then she is going to explain it or
enlarge the information.
|
Listening
Speaking
|
15´
SS-SS
|
Blackboard
Magazines
Cardboards
Glue
Scissors
|
Comentarios
Publicar un comentario