unit 1 english food

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Year Program 2014/2015

0. INTRODUCTION

There are three documents at the Spanish Educational Law which are the most important

to consider. For this reason, I have designed this English Area Year Program for the 1st

course of 1st cycle of Primary Education based on these three documents sequenced in

the following order:

LOE 2/2006 which regulates the Spanish Educational System.

Royal Decree 1513/2006 which establishes the minimum learning of Primary Education.

Decree 111/2007 which establishes the objectives, contents and assessment criteria for

Primary Education in the foreign language subject in the Valencian Community.

Due to the importance of learning English at an early stage because of the facilities for

children to achieve the English knowledge, as teachers, I have put our aim on helping them to

improve the learning process at a second language on the first cycle of Primary Education.

. Moreover, teachers must distinguish between the processes of learning our first

language from learning a second language using different terminology; the first language is

acquired and the second language is learned.

For this reason, the second language usually comes with formal teaching. Acquisition

takes place in a constantly stimulating environment: children are exposed to their first

language from the very beginning. Although we cannot reproduce these circumstances

exactly, we should try to provide our students with at least some of the stimuli which are

present in language acquisition in order to facilitate language learning.

Furthermore, English is one of the most spoken languages on the world and it has

become an important communication tool since a global world needs a common language

known for everybody.

http://www.google.es/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=FE1qh-UstxQt8M&tbnid=bZ4234JHwZUZkM:&ved=0CAUQjRw&url=http://www2.newton.k12.ma.us/~lauren_ludman/&ei=u_RwUfDIGoWr0AXUmYGwBw&bvm=bv.45373924,d.ZG4&psig=AFQjCNGGvdobQ57YgBIqB2qGdqe7s7ramQ&ust=1366443445023961

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1. ENGLISH AREA CURRICULUM

1.1. Objectives.

In accordance with the decree 111/2007, 20th July (D.O.C.V 24/07/ 2007) the general stage

objectives are:

1. Listening and understanding messages, using transmitted information to develop tasks

related to their experiences.

2. Communicating orally in easy and everyday situations, using verbal and nonverbal

communication and adopting a respectful and cooperative attitude.

3. Writing texts previously worked in class using models of diverse finalities.

4. Reading comprehensively for pleasure and to obtain information according to a final goal.

5. Learning to use a progressive autonomy all the resources around them, including the new

technologies to obtain information and to communicate in the foreign language.

6. Using the foreign language progressively to affirm and wide already known contents of

the non-linguistic areas to learn new ones.

7. Valuing the foreign language and any language, as an understanding and communication

means among people from different nationalities and diverse cultures.

8. Showing a receptive, interested and trusting attitude in their own Learning ability and in

the use as foreign language.

9. Using the previous knowledge and experiences with other languages for a faster,

positive and autonomous acquisition of the foreign language.

10. Using any language of the curriculum as information and learning tool, bearing in

mind the competence developed in each one of them.

11. Identifying phonetic, rhythmic, stress and intonation aspects, as the linguistic

structures and lexical aspects of the foreign language.


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1.2. Blocks of contents.

In agreement with the order 111/2007, 20 th July (D.O.C.V 24/07/ 2007) the general contents

are divided into six blocks:

Block 1. Oral language acquire special relevancy. In this manner, the linguistic model

contributed by the school becomes imperious to provide a proper language communication.

Block 2. Written language claims the knowledge of the written language. So a high

exposition to oral language and graphic representation enable comprehension and

composition of texts.

Block 3. Linguistic system elements, functions and relations among them.

Knowledge of the language implies the acquisition of rules about its function. This will help

pupils to establish which elements of their mother tongue they can apply in order to develop

confidence in his attitude towards learning a foreign language.

Block 4. The language as instrument of learning claims that the pupils could acquire

progressive form contents of not linguistic curricular matters.

Block 5. Social and cultural dimension of language contributes to that students know

customs, forms of social relation, features and peculiarities of the foreign language

countries.

Block 6. Communication and information technologies contribute to create a global

context that it grants interest and relevancy to the activities that can be realized in class.


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1.3. Assessment criteria.

In accordance with the order 111/2007, 20th July (D.O.C.V 24/07/ 2007) the assessment

criteria are:

1 s t Cycle

These are the criteria that I follow in my year program because is planned for the 1st

Cycle (1st course):

1. Getting the global idea and identifying some specific elements in oral texts, with the

help of linguistic and non-linguistic elements related with class activities and they

surroundings.

2. Reading and identifying words and easy sentences previously worked orally about

familiar topics and their interests, through fun and communicative activities, with visual,

mimics and verbal support.

3. Writing words and expressions orally used known by the student from models and

with specific task.

4. Participating in class activities and very controlled oral interactions about known

topics in easy predictable communicative situations or related to immediate communicative

needs, such as greetings, expressing their likes, feelings and basic necessities.

5. Recognising and reproducing some rhythm and aspects, stress and expressions

intonation, that appear in communicative contexts or in reading aloud activities, always

following a model.

6. Recognising some basic strategies to learn to learn such as asking for help, using

non-verbal communication, using picture dictionaries and identifying some personal aspects

that help them to learn better.

7. Valuing acquiring some autonomy in the spontaneous use of simple and everyday

structures and customs.


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8. Showing interest and curiosity for learning the foreign language and recognising the

linguistic variety as an enrichment element.

2 nd Cycle

1. Texts, related with class activities and they surroundings with the support of linguistic

and non-linguistic elements present in communication.

2. Reading and getting the global and some specific information of easy and diverse

texts, adequate to their communicative competence about known topics, with the help of

basic strategies with a final task.

3. Participating in class activities and in oral controlled interactions about known topics,

in everyday, predictable, simulated communicative situations or related to communication

necessities (talking about their abilities and likes, asking for permission...) respecting the

basic exchange rules, such as listening and looking to whom is speaking.

4. Writing short sentences and diverse significant texts in everyday and school situations,

from models, with a specific final task and with an established format, on paper or digital.

5. Using expressions and structures of the foreign language containing aural aspects

(rhythm, stress and intonation) in different communicative contexts in a meaningful way, in

reading aloud activities and where students can participate orally in an active way.

6. Using some strategies to learn to learn: asking for clarifications, observing models,

accompanying communication with gestures, doing associations, using picture dictionaries

and bilingual dictionaries, recovering, searching and obtaining information about known topics

and identifying some personal aspects that help him/her to learn better.

7. Valuing the foreign language as a communication means among other people and

showing curiosity and interest towards those speaking the foreign language.

8. Identifying some daily life aspects, customs and celebrations of the countries where

the foreign language is spoken and comparing them with their own.


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3 rd Cycle

1. Getting the global idea and identifying some specific information in varied oral texts

used in different communication situations.

2. Reading, quietly and aloud, different texts with increasing vocabulary and more complex

expressions, with the help of basic strategies, to obtain explicit information and to obtain

direct inferences.

3. Maintaining every day and familiar conversations about known topics in predictable

communication situations, respecting the basic exchange rules, as listening and looking to the

speaker.

4. Making different written texts from models, on paper and on digital support, paying

special attention to the production phases: planning, writing and revising.

5. Recognising and reproducing as correctly as possible, aural, rhythmic, stress and

intonation aspects, in different communicative contexts, and when using the basic structures

of the foreign language.

6. Using some strategies to favour the learning process as: using visual resources and

gestures, asking to obtain information, asking for clarifications, using bilingual and

monolingual dictionaries, searching, obtaining and organising information in different supports,

using the information and communication technologies to contrast and check information, and

identifying some aspects that help them to learn better.

7. Valuing the foreign language as a communication means among other people and

as a learning tool, showing curiosity towards those speaking the foreign language and

interest to establish personal relations with the help of the new technologies.

8. Identifying some aspects, customs and traditions of the English speaking countries,

making relations and comparisons with their own to develop an intercultural conscience.


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1.4. Basic competences.

The European Commission of Education has established the so called Basic Competences

and they are not included in the curricular areas. They must be worked in all areas. According

to the Valencian Community Curriculum for Primary Education, there are EIGHT basic

competences:

1. Competence in Linguistic Communication

It refers to the use of language as an instrument for oral and written communication,

learning and control of behaviour and emotions. In foreign languages it includes having

capacities such as mediation and intercultural comprehension.

2. Mathematical Competence

It is the ability to use numbers and their basic operations, forms of expression,

mathematical reasoning to interpret and produce information, to know more about quantitative

and spatial aspects of reality and to solve problems related to everyday life and working world.

3. Physical world Knowledge & Interaction Competence

It is the ability to interact with the physical world in its natural aspects as well as those

generated by human action, to facilitate the comprehension of facts and preserve life.

4. Digital & Information Treatment Competence

It is the ability to find, get, process and communicate the information and transform it into

knowledge.

5. Citizenship & Social Competence

The student must know and value him/herself (self-esteem), he or she also must know

how to communicate in different contexts, express his own ideas and listen to other people’s

ones; understanding the different points of view and valuing the individual and grouped in-

terests. In short, it means the skills’ acquisition to participate in civic life actively and fully.


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6. Cultural & artistic Competence.

It is the capacity to know, understand, appreciate and value, in a critical way, the different

cultural and artistic expressions. The same way as using some resources from artistic

expression to make own creations.

7. Competence In learning to learn

It refers to the learning in our daily life experiences; to the ability to continue learning in an

effective and autonomous way, once the school stage has finished. We have to be able to

make our students curious, and interested at learning and investigating.

8. Self-autonomy & personal initiative Competence.

We find in this competence the development of attitudes such as responsibility,

perseverance, self-esteem, creativity, self-criticism and personal control. Everything that

allows students to obtain a strategic vision of the challenges and opportunities that they might

deal along their life.


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2. EDUCATIVE PROJECT OF THE CENTRE

The Educational Project of Centre (EPC) defines the purposes of the Educational Community as for the type of person that I want to form

(values, beginning of identity, guidelines of conduct, etc.). In it there are gathered the educational expositions of general character: the

beginning of identity, the institutional objectives and the general flowchart.

2.1.Context and Languages Program.

The school is located in a quiet neighbourhood of Crevillent, a city of Alicante capital with 28.738 inhabitants. Even though its

approximation to the city centre, its surroundings are the lowlands of Crevillent, a fully field of green areas. Talking about the student

population, it is derived from a heterogeneous neighbourhood composed of middle-class families plus a growing immigrant population from

Ecuador, China and Morocco. There is a continuous public transport service, so there are good connections with the city centre. However,

most of students go walking from their houses to school due to the proximity to the centre.

The school follows the Valencian Educational Program (PEV) and the Linguistic Immersion Program (PIL) of languages by reason of the

area where the school is located has Spanish and Valencian speakers.

Following, I am going to briefly expose the Linguistic program regulated through the Valencian Educational Law that is applied in my

class of 1st course of 1st Cycle of Primary Education:


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Linguistic Immersion Program ( PIL )

In the stage of pre-school and Primary Education at the Valencian Community, the Linguistic Immersion Program is thought for non

Valencian speaker children, as well as for children that live in environments where the Valencian is not the majority language of

communication. Through this program, according with parents or tutors criteria, pupils acquire a linguistic competence in Valencian as

the language that is not habitual to them.

The program of linguistic immersion departs from the respect towards the proper language of the pupil. At all times, the spontaneous

expression of the pupils is respected. Moreover, in the Linguistic Immersion Program, Spanish, like area and as language of instruction, is

incorporated since the first or second cycle of Primary Education, according to the sociolinguistic context of the centre. Spanish

receives a systematically treatment, so that enables students to fully reach a formal domain of the two languages.

2.2. Class characteristics.

Talking about my student’s characteristics, first of all, I would like to highlight that my Year Program is aimed to students of second grade of

PSecondary Education, in English subject. The classroom is composed by 24 students four of which came from a foreign country: Ecuador,

China and Morocco and who are well integrated in the centre. Regarding to the gender, there are 14 girls and 10 boys.

The children are between 6 and 7 years old so I have considered that most of my students have developed the main features of the

Preoperational Stage (2-7 years old) and they are at the beginning of the Concrete Operational Stage (7-11 years old) according to


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Piaget. Because of this, I have taken into account that the commonly children’s characteristics in these stages are: intuitive thought

substrate, reliance on visual representations, short attention period, short term memory, restless and global vision of the world.

For this reason, I have programmed motivational and dynamic activities using a great amount of visual support, mimics and body

language in favour of acquiring my student’s features defined on Piaget stages.

I have also taken into account that some the interests and motivations of my pupils are:

To work with music and story books in class.

To work with dramatization and role plays.

To play dynamic and motivational games.

To learn English through new technologies.

Moving to the class physical aspect, as I said on the above mentioned context, the school is located in a lowland field so the English class

is overlooking a genuine green area. As the windows are great size south facing, I have natural illumination mostly all day. Talking about

the inside classroom, my students are distributed in 6 groups of 4 children name per colours (blue, red, yellow, green, purple and pink)

face to face looking so they can clearly see the board and my table. In the opposite wall I have the class materials corner composed by

wardrobes and shelves where I have situated an English library corner, a games corner and a school supplies corner. On the same

wall, right corner, I have organized a carpet corner with a digital projector, and a radio CD for presentation stages and on the left corner I


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have the computer corner with four individual computers. Opposite the windows wall there is a display exposition corner where are

exposed all the materials and works of my students during a Didactic Unit. Moreover, next to the board there is a help corner composed by a

week calendar, English festivities and some instructions, rules and greetings to follow up during the English classroom.

2.3. School Curriculum Design

Curricular Project of the Centre pretends to concrete the general Curriculum. For this reason, I have sequenced the English Area

Curriculum, taking into account that curriculum is flexible and open, and it offers different ways of participation. On the other hand, I have

adapted it according to my learners’ needs and circumstances, bearing in mind the context where teaching-learning process is

located.

2.3.1. Sequencing of the objectives.

Even though in my Year Program I have sequenced the objectives following the natural order which by the linguistic abilities should be

taught: listening, speaking, reading and writing, I deeply consider that I have to hardly develop their listening and speaking skills always

related with my students world knowledge and their experiences. Therefore, I have put all the effort in strongly maturate 1st and 2nd

objectives:


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1. Listening and understanding messages in varied verbal interactions, using transmitted information to develop tasks related to their

experiences. This objective is introduced in the first sessions of my Didactic Units as a way of presenting and lately comprehending the

new language and I continue working it along the entire unit.

2. Communicating orally in everyday situations, using verbal and nonverbal communication and adopting a respectful and cooperative

attitude. This objective is usually introduced at the second sessions of my Didactic Units through dramatizations, role plays, etc. and I

continue working it along the entire unit.

Moreover, I consider of vital importance to work objectives:

4. Reading comprehensively for pleasure and to obtain information according to a final goal. This objective is usually developed at the

third sessions of my Didactic Units through story books, writing flashcards, role plays, etc. I continue working it along the entire unit.

5. Learning to use a progressive autonomy all the resources around them, including the new technologies to obtain information and to

communicate in the foreign language. It is mainly work at production stages of my Didactic Units via computer games and so on.

7. Valuing the foreign language and any language, as an understanding and communication means among people from different

nationalities and diverse cultures as learning tool for diverse contents. I work this objective through concrete activities and Didactic Units

such as typical nursery rhymes, stories, festivities and so on.

2.3.2. Sequencing of the assessment criteria.


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I will focus on the assessment criteria related to the first cycle:

1. Getting the global idea and identifying some specific elements in oral texts, with the help of linguistic and non-linguistic elements

related with class activities and their surroundings.

2. Reading and identifying words and easy sentences previously worked orally about familiar topics and their interests, through fun and

communicative activities, with visual, mimics and verbal support.

3. Writing words and expressions orally known by the student from models and with a specific task.

4. Participating in class activities and very controlled oral interactions about known topics, in easily predictable communicative situations

or related to immediate communicative needs, such as: greetings, expressing their likes, feelings and basic necessities.

5. Recognising and reproducing some rhythm oral aspects, stress and expressions intonation that appear in communicative contexts

or in reading aloud activities, always following a model.

6. Recognising some basic strategies to learn in order to learn such as: asking for help, using non-verbal communication, using picture

dictionaries and identifying some personal aspects that help them to learn better.

7. Valuing and acquire some autonomy in the spontaneous use of simple and everyday structures and customs.

8. Showing interest and curiosity for learning the foreign language and recognising the linguistic variety as an enrichment element.


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3. THE STUDENT PORTFOLIO

The European Language Portfolio (ELP) is the proposed document by the Council of Europe in order to establish a European framework of

reference for languages: Learning, Teaching, and Assessment.

The main objectives of the portfolio are that students need to be aware of the different languages that surround them, and the use

that they do of them. The teacher also has to know these students’ aspects, and contributes to get them too. The time for carrying out the

portfolio covers Primary and Secondary Education. In this document I can distinguish three parts; my language biography, my dossier, and

my language passport.

3.1. My Language Biography.

The purpose of this document is to know how many contacts have the children with the different languages. These contacts are out-

side and inside the school. Children need to take notes about their foreign language experiences that they have in their daily lives.

3.2. My Dossier.

It contains all the materials worked in foreign language class in which the pupils are in contact. For example, English Dossier must con-

tain: all the songs that the pupil knows in English, tongue twisters, some news of the newspaper, the souvenirs of their travels and their fa-

vourite objects from others cultures and languages.


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3.3. My Language Passport.

It is a record of language skills, qualifications and experiences. This Language Passport is recommended for users of primary school

age (age 6-12).The Language Passport lists the languages that the holder has some competence in. The contents of this Language Passport

are as follows:

A profile of language skills in relation to the Common European Framework.

A summary of language learning and intercultural experiences.

A record of language certificates and diplomas.

4. CROSS CURRICULAR ASPECTS

Following the idea of an integral and global learning process, I have to make use not only of previous knowledge of the same curricular

area, but also of other curricular areas such as:

5. CLASS MANAGEMENT

5.1. Methodology


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In my Year Program I have used the Communicative Method due to the fact that it is widely considerate the best way to achieve the

Communicative competence of my students. The essential facet of this method is the transmission of meaningful information, so that

enable my students with the foreign language knowledge enough to communicate in it.

Furthermore, this methodology allows me to analyse students’ motivation, their previous knowledge, their mental abilities and progress. It

is also remarkable the promotion of active participation of my pupils through the application of interesting and enjoyable material like

a great amount of visual aids, songs, games, dramatizing, and so on.

Royal Decree 1513/2006 which establishes the teaching requirements for Primary Education nationwide sees communicative competence

as comprising five sub competences:

Grammar Competence or the ability to use units as rules of the language system. I work this might through activities such as fill in the

gaps, labelling, hangman, creating a mini book, and so on usually at the fourth or fifth sessions of my Didactic Units.

Discourse Competence or the ability to use different types of discourse and organizing them based on the communicative situation and

on the interlocutors. It is applied representing role plays, dramatizations, etc, at the second or third sessions of my Didactic Units and I

continue working it along the entire unit.

Sociolinguistic Competence or the ability to adapt statements to a particular context. I work this skill through songs, tales and story

books related to the English culture at the second or third sessions of my Didactic Units.


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Strategic Competence or the ability of speakers to use verbal and non-verbal communication strategies to compensate for breakdowns in

communication or to improve the effectiveness of communication. It is worked at second and fifth sessions of my Didactic Unit representing

role plays, dramatizations, dialogues and so on.

Sociocultural Competence or being familiar with social and cultural context in which a given language is used. I employ this competence

via traditional games, nursery rhymes, tales, etc.

I have taken into account Hymes’ theory of communicative competence which has been adapted for my teaching purposes.

Communicative approach in language teaching starts from a theory of language as communication. I can highlight three types of principles:

The communication principle : “Activities involve real communication and promote learning” I work this principle singing songs,

representing role plays, dramatizations and dialogs, playing games like “Chinese whisper”, “what’s in my magic box today”, “I

spy with my little eye”, etc.

The principle task : “Language is used through activities for carrying out meaningful tasks promoting learning”. I have applied activities

such as creating their own mini book, picture dictionary, puppets, puzzles, jigsaws and so on.

The meaningfulness principle: “Meaningful language to the learner supports the learning process”. For this reason, I have chosen topics

and other areas content related to my students motivations and interests such us animated films, computer games, popular songs and

so on.

Moreover, through this method, my students are considered the central point of the learning process and I assume several roles such


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us: the organiser, facilitator, participant, analyst, counsellor, etc.

Therefore, taking into account the previous information, it is not necessary to obtain a perfect pronunciation from the student otherwise

the content of the message is more relevant than the way in which it has been expressed.

On other side, it is important to highlight that some of the Units that I have performed for this Year Program, follow a Concepts and

Language Integrate Learning (CLIL). In this manner, my Didactic Units are not only based on topics but also in other area contents not

previously seen by my pupils according to the curriculum for these areas as for example, festivals or aspects about English culture.

5.2. Groupings

When I designed activities, I should be aware of what kind of students grouping need to be done to exploit my activities in a high grade.

So, I have taken into account the different alternatives that grouping offers me in each moment, using the most suitable for each

activity. Grouping can do teaching learning process more efficient and communicative. The class layout is organized in 6 groups of 4

children named per colours (blue, yellow, red, green, pink and purple) which favour using different groupings along the activities.

Following I briefly define the ones that I normally use in my classroom:

Lockstep: Lockstep or whole class it is used mainly in my presentation and practice activities of the year program. It is the class grouping

where all the pupils are working with me.


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Group work: This grouping allows pupils opportunities to use the language, to communicate with each other and to cooperate. I work with

groups of five pupils. It is a good idea to create flexible groups.

Pair works: This grouping it increases the amount of students’ practice, allows them to use language, and encourages students’

cooperation. While working in pairs, I will act as assessors, helping and fostering them to work on their own. On pairs grout I have also be

aware of my student’s level.

Individual activities: Students have time on their own to internalize what they have learnt.

5.3. Special Educative Needs

Due to the differences on the children’s capacities and rhythms of learning I have applied some special strategies that help my students

acquire the objectives. However, first of all, I will list the three different intelligence levels that I have on my class and I will briefly describe

them.

Desired: (Average English level) Support to learn English according to the age level.

Supporting : (Lower English level than the rest of the class) According to their age under the average.

Advanced : (Higher English level than the rest of the class) According to their age above the average.

Taking into account the different needs of my students, I have adapted some of the activities and I have also used the following strategies

that I describe next.


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When I am working oral skills (listening and speaking) in class, all the pupils work together in an integrated way, following the same

activities. Here, I will encourage and promote participation of the students with a lower level.

While I am working written skills (reading and writing), I will have three different folders, with different complexity level activities.

For example, the “Apples” folder will compound the class activities I have suggested for the desired level of the course. The “Pears” folder

will compound the class activities I have adapted as supporting level for students with lower English level. And finally, the “Pineapple” folder

which will contain advanced activities for those students with a higher English level. These folders will contain activities of the same topic and

will work the same skill for all the pupils, being the only difference the activities difficulty level.

In this class there are four students with supporting level and two students with advanced level. The rest of the class has the desired

level.


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6. USING ICTs TOOLS AND MATERIALS

The use of ICTs is highly demanded at schools nowadays. The main reason is that it turns to be an effective tool in order to motivate

my students. For this reason, I have applied a great amount of activities related to ITC that in combination with other kind of materials

became in totally symphony with my pupils interests, motivations and usefulness.

In the next chart are presented all types of visual and motivating materials that I have used in my English classroom.

7. DIDACTICS UNITS OF THE YEAR PROGRAM

7.1Timing of the Didactic Units

Academic year:2014-2015

Total nº of Didactic Units: 1Timetable: Monday 10.00 – 11.00 and Wednesday 11.30 – 12.30


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7.2 Development of the Units

UNIT 1 “English Food”

1ST SESSION: LISTENING 2ND SESSION: LS + SP 3RD SESSION: LS + SP +GRAMMAR

Presentation) Martha Payne from Scotland has written a blog entitled “Never seconds” with activities related to food and the students have to

P) An original chart from a restaurant from London.

P) Listening and reproducing an original chart

P) explaining the most relevant points of modal verbs

P) the students have to learn how to ask permission among them

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listening it and I will give to them a copy.

Production) the students have to outline the most relevant words which have been previously cheeked with me and try to find them in the text.

Practice) the students have to listen again the most relevant words and repeat them

form a London’s restaurant “THE PUMP HOUSE”. with the support of a pictogram poster.

P) The students play a role-play and being differentCharacters with a task-based instruction activity by which one student will be the waiter and another student will be a costumer, thus reproducing orally and learning to order food in a restaurant.

P) the students has to make several phrases and gap-fill exercises using the learned modals in classroom

4TH SESSION: LS + SP + RD + WT 5TH SESSION 6th SESSION

Prensentation)six main groups of food are presented to the pupils

Production) students are encouraged to write and speak about a heathy dietPractice) they have to give examples of several main kinds of aliments and match their main function.

Presentation): Students are presented with a reading which explains the fats and its possible dangerous effects. Production) The students have to read the text and answer several questionsPractice) the students would be divided in groups of five and talk about the advantages and disadvantages of fats nowadays

Presentation) a text of several issues is presented to the children

Production)the student is warned abaut the effects of a poor diet and he/she has a relation of the main issues caused by a poor dietPractice)the students have to work in pais and read the information and write 50 words concerning mains diseases Affecting teenagers at present times.

UNIT 1 English FoodSEASSONS: 6 TIMING: June 10th – June 19th GRADE:Secondary education;second course; 12-13 years

OBJECTIVES-Listening and understanding the present course vocabulary short oral messages and e messages in P.S.-Producing orally the present course vocabulary and expressions related with it.

-Reading comprehensively texts about different topics from the present course.-Writing about present course vocabulary and others simple expressions.

BLOCK OF CONTENTS

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ORAL LANGUAGE WRITTEN LANGUAGE LINGUISTIC SYSTEM

L: Listening to the present course vocabularyOP: Reviewing oral texts for the present courseOI: Understanding general and specific information in simple authentic and specially adapted texts

R: Playing “Twister” game using the present course reading cards.W: Doing several writing concerning food

Vocabulary: Reviewing the following topics: tales, films, school objects, clothes, food, toys, festivities and Countries.Grammar: Reviewing of grammar structures and expressions learned on the present course.Phonetics: Review correct pronunciation, intonation and rhythm of the present course vocabulary.

LANGUAGE AS A LEARNING TOOL SOCIAL AND CULTURAL DIMENSION OF LANGUAGE COMUNICATION / INFORMATION TECNOLOGIES

Via course picture dictionary, computer games. Reviewing English speaking countries festivals and traditions.

Playing computer games to review contents from the present course.

BASIC COMPETENCES CROSS-CURRICUAR ASPECTS ASSESMENT CRITERIACompetence in Linguistic Communication by using the language as an instrument for oral and written communication in speaking activities.Digital & Information Treatment Competence through using computer games.Citizenship & Social Competence through grouping activities.Cultural and artistic Competence by a role play.Learning to learn Competence by a picture dictionary. Physical world knowledge & interaction competence by growing lentils.

Literature and Language by listening and reading and practicing whit original texts

New technologies through computer activities.Drama by a role play.Music by listening real readings of real life Knowledge of the environment by knowing how fats affects them

-To be able to listen and understand the present course vocabulary and easy messages in P.S.-To be able to produce orally the present course vocabulary and expressions related with it.-To be able to read comprehensively simple texts about different topics from the present course.-To be able to write about present course vocabulary and others simple expressions.


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Session nº1


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Check whit your pathner the following words and find the meaning in a dictionary:

Healthy /ˈhelθɪ/ Popular /ˈpɒpjʊləʳ/

Unemployed /ˈʌnɪmˈplɔɪd/

Fast /fɑːst/

Free /friː/

Roast /rəʊst/

Packed /pækt/

Take-away. / teɪk / / əˈweɪ /


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Listen to the following blog paying attention to the most relevant words shuch are:

healthy,popular,unemployed,fast free,roast,packed,take- away and try to find them while listening

Do you have lunch at school? Do you like having lunch at school? School dinners (that means ‘lunch’) are a hot topic in the UK these days and there are lots of different opinions about what young people eat at lunchtime. Some people think that school meals are unhealthy, some people say that they are much better than in the past and others say that midday meals should be free for all school children.

What is a school dinner?


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A typical school dinner costs about 2 pounds a day for a secondary pupil in the UK. There is usually a main course, a dessert and a drink. Parents often pay in advance online. School dinners must include food groups such as fruit and vegetables, protein (for example meat, fish or cheese) and carbohydrate (for example rice or pasta). There are rules about how the food is prepared, for example there are limits on the quantity of fried food.

Neverseconds – the school dinners blog

Martha Payne, from Scotland, started a blog called ‘Neverseconds’ about her school dinners when she was just nine years old. She posts photogra-phs of her lunch every day and gives the food a grade out of ten. The grade depends on the quality and quantity of the food and how healthy it is. She doesn’t always give good grades. Her complaints include too much fried food, small quantities and hair in the food (yuck!). Many people read her blog and young people from all over the world post pictures of their school meals on Neverseconds.Jamie Oliver, the celebrity British chef, is passionate about school dinners. He thinks that they need to be healthier and tastier. Jamie helped to pro-mote Martha’s blog by tweeting about it and Neverseconds became very popular, very quickly on social media websites. On the blog, Martha also collects money for charity. The money is used to provide food for more than 600,000 poor children around the world.Do all children have school dinners?

More than a third of British school pupils have school dinner. Some take a packed lunch, prepared at home. Others either have lunch at home or eat at nearby take-away restaurants. We asked some young people to tell us about what they eat at lunchtime on school days.

I have school dinners most days but I take a packed lunch on Fridays. This Friday I had a cheese sandwich, tomatoes, crisps, a chocolate bar and an apple juice.Tom, 14, DorsetToday we had pizza, salad, then an apple for dessert. I get free school meals because my mum and dad are unemployed.Rae, 13, HathersageI had fish and chips today. I went to the chip shop near school with some friends. Sometimes I take a packed lunch and sometimes my parents give me money to buy lunch.Theo, 15, CambridgeI have school dinner every day. Today I had roast chicken, carrots, green beans and potatoes. For dessert I had cake.Sarah, 14, BirminghamThe future for school dinners

There are plans to examine school dinners in the UK and look at ways to make them better. Henry Dimbleby and John Vincent started 'Leon', a chain of restaurants which aim to sell healthy fast food. The British government has asked the two restaurant owners to collect information about school dinners and see how they can be improved. Perhaps complaints about lunchtime food in British schools will soon be a thing of the past.


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Read UK: School dinners – exercises 7. Some children have free school meals if their parents are _______.

healthy

popular

unemployed

8. A typical school dinner is carrots, potatoes and _______ chicken.

fast

free

roast

3. Check your understanding:

Match the words to make phrases from the text.

Sándwich restaurant shop dinner

Lunch chips bar juice

1. packed ___________________ 5. cheese ___________________

2. school ___________________ 6. apple ___________________

3. fish and ___________________ 7. take-away ___________________


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4. chocolate ___________________ 8. chip ___________________

Discussion

Do you have lunch at school?

Are school dinners in your country free?

Are school dinners in your country delicious or healthy?

Do you think school dinners should be free to all students? Why or why not?


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SESSION Nº 2


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SESSION Nº 3

Modal verbsThe modal verbs include can, must, may, might, will, would, should.

They are used with other verbs to express ability, obligation, possibility, and so on. Below is a list showing the most useful modals and their most common meanings:

Modal Meaning Examplecan to express ability I can speak a little Russian.can to request permission Can I open the window?may to express possibility I may be home late.may to request permission May I sit down, please?must to express obligation I must go now.must to express strong belief She must be over 90 years old.should to give advice You should stop smoking.would to request or offer Would you like a cup of tea?would in if-sentences If I were you, I would say sorry.

Modal verbs are unlike other verbs. They do not change their form (spelling) and they have no infinitive or participle (past/present).

The modals must and can need substitute verbs to express obligation or ability in the different tenses. Here are some examples:

Past simple Sorry I'm late. I had to finish my math test.Present perfect She's had to return to Korea at short notice.Future You'll have to work hard if you want to pass the exams.Infinitive I don't want to have to go.


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Past simple I couldn't/wasn't able to walk until I was 3 years old.Present perfect I haven't been able to solve this problem. Can you help?Future I'm not sure if I will be able to come to your party.Infinitive I would love to be able to play the piano.

Modals are auxiliary verbs. They do not need an additional auxiliary in negatives or questions. For example: Must I come?(Do I must come?), or: He shouldn't smoke (He doesn't should smoke).

Modal Verbs Exercises

Gap-fill Exercise

Complete the sentences using the words listed in the box below, then click the "Check" button to check your answers. Don't forget to capitali-ze when necessary. Some gaps may have more than one correct answer.

can could have to must might should1. Ted's flight from Amsterdam took more than 11 hours. He be exhausted after such a long flight. He prefer to stay in tonight and

get some rest.

2. If you want to get a better feeling for how the city is laid out, you walk downtown and explore the waterfront.

3. Hiking the trail to the peak be dangerous if you are not well prepared for dramatic weather changes. You research the route a

little more before you attempt the ascent.


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4. When you have a small child in the house, you leave small objects lying around. Such objects be swallowed, causing serious

injury or even death.

5. Dave: you hold your breath for more than a minute?

Nathan: No, I can't.

6. Jenny's engagement ring is enormous! It have cost a fortune.

7. Please make sure to water my plants while I am gone. If they don't get enough water, they die.

8. I speak Arabic fluently when I was a child and we lived in Egypt. But after we moved back to Canada, I had very little exposure to the lan-

guage and forgot almost everything I knew as a child. Now, I just say a few things in the language.

9. The book is optional. My professor said we read it if we needed extra credit. But we read it if we don't want to.


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10. Leo: Where is the spatula? It be in this drawer but it's not here.

Nancy: I just did a load of dishes last night and they're still in the dish washer. It be in there. That's the only other place it be.

11. You take your umbrella along with you today. The weatherman on the news said there's a storm north of here and it rain later

on this afternoon.

12. we pull over at the next rest stop? I really use the bathroom and I don't know if I hold it until we get to Chicago.

13. Oh no! Frank's wallet is lying on the coffee table. He have left it here last night.

14. Ned: I borrow your lighter for a minute?

Stephen: Sure, no problem. Actually, you keep it if you want to. I've given up smoking.

15. I believe she said that to Megan! She insult her cooking in front of everyone at the party last night. She have

just said she was full or had some salad if she didn't like the meal.


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16. Do you chew with your mouth open like that? Geez, it's making me sick watching you eat that piece of pizza.

17. Mrs. Scarlett's body was found in the lounge just moments ago, and it's still warm! Nobody has left the mansion this evening, so the ki -

ller be someone in this room. It be any one of us!!!

18. Ted: I don't know why Denise starting crying when I mentioned the wedding.

Pamela: It have been what you said about her brother. Or, perhaps she is just nervous. After all, the big day is tomorrow.

19. you always say the first thing that pops into your head? you think once in awhile before you speak?

20. I was reading the book last night before I went to bed. I never took it out of this room. It be lying around here somewhere. Whe-

re it be? be swallowed, causing serious injury or even death.


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SESSION Nº 4

What do you think a healthy diet is?

2. There are six main groups of food

- group 1 – Milk and dairy products

- group 2 - Meat, fish and eggs –

-group 3 – Fats and oils

- group 4 – Cereals, pulses, potatoes and sugar

- group 5 – Fruits

- group 6 – Vegetables


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▪a) Can you give some examples of dairy products?

▪ b) Do you know what type of nutrients are found in milk?

▪ c) And what type of nutrients are found in foods belonging to group 2?

▪ d) Can you give two examples of fats and two examples of oils?

▪ e) Can you say the main nutrients included in foods belonging to group 4?

▪ f) Fibre does not belong to any food group. Do you remember why is so important to include it in our diet?

▪ g) Match the following terms:

Fuel foods to avoid constipation Protective foods to provide energy Growth foods we need them in small quantities Fibre to build

cells


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SESSION Nº 5

Learning about fats

Read the text and answer the questions:

Fat is a component in food. Some foods, including most fruits and vegetables, have almost no fat. Other foods have plenty

of fat. They include nuts, oils, butter, and meats like beef.

The name - fat - may make it sound like something you shouldn't eat. But fat is an important part of a healthy diet. And li-

ttle kids, especially, need a certain amount of fat in their diets so the brain and nervous system develops correctly. That's

why toddlers need to drink whole milk, which has more fat, and older kids can drink low-fat or skim milk.

How much fat should you eat? Experts suggest kids who are 6 to 8 eat 48 to 60 grams per day. Older kids, between 9 and

12, should eat about 60 to 75 grams. That's about 27% of a kid's daily calories. Babies need more, but kids older than 2 and

adults should get less than 30% of their daily calories from fat, nutrition experts say. You can figure out how many grams of

fat are in a food by looking at the food label.


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Types of Fat You might see ads for foods that say they’re “low-fat” or “fat-free”. Lower-fat diets have been recommended

for health and to help people lose weight. But nutrition experts are finding that fats are more complicated and that some

kinds of fat are actually good for your health. As a bonus, fat in food helps people feel full, so they don't eat as much.

But that doesn't mean a high-fat diet will be good for you. And some fats are better than others. Here are the three major

types:

Unsaturated fats: These are found in plant foods and fish. These may be good for heart health. The best of the unsaturated

fats are found in olive oil, peanut oil, canola oil, albacore tuna, and salmon.

Saturated fats: These fats are found in meat and other animal products, such as butter, cheese, and all milk except skim.

Saturated fats are also in palm and coconut oils, which are often used in commercial baked goods (the kind you buy at the

store). Eating too much saturated fat can raise blood cholesterol levels and increase the risk of heart disease.

Trans fats: These fats are found in margarine, especially the sticks. Trans fats are also found in certain foods that you buy

at the store or in a restaurant, such as snack foods, baked goods, and fried foods. When you see "hydrogenated" or "partia-

lly hydrogenated" oils on an ingredient list, the food contains trans fats.

Like saturated fats, eating too much can raise cholesterol and increase the risk of heart disease.


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Why Do We Need Fat? Fats fuel the body and help absorbing some vitamins. They also are the building blocks of several

hormones and of cell membranes, and they insulate nervous system tissue in the body.

So fat is not the enemy, but you'll want to choose the right amount - and the right kind - of fat. If you're getting most of

your fat from protein-rich meats, nuts, and heart-healthy oils, you've already made fat your friend!

Modified from: Mary L. Gavin, MD – 2008 (www.kidshealth.org)

Questions:

a) What is the meaning of “ads” in the fourth paragraph?

b) Do you remember what fats are used for?

c) Write ten examples of foods that are low in fats.

d) Write ten examples of foods that are rich in fats.

e) How many types of fat are there?

f) How much fat should you eat every day?

g) Which type of fat do you think is the best and why?

h) Which type of fat do you think is the worst and why?

i) Do you think beef burgers are fatty or lean food? And what about chicken breasts?


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SESSION Nº6

Work in pairs: each student has to read the information about two diseases related to a poor diet and complete two rows in the table. After this, share the informa-

tion with your mate and complete the remaining rows. Use the following expressions to tell your mate the information: results from, comes from, is caused by, can

lead to, results in, could be avoided by, …). Disease Causes Effects Solutions

Constipation, Constipation is defined as having a bowel movement fewer than three times per week. With constipation

stools are usually hard, dry, small in size, and difficult to eliminate. Some people who are constipated find it painful to have

a bowel movement and often experience straining, and the sensation of a full bowel.

Almost everyone experiences constipation at some point in their life, and a poor diet typically is the cause. Most constipa-

tion is temporary and not serious. Understanding its causes, prevention, and treatment will help most people find relief.


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Goitre A goitre (pronounced "goy-ter") is an enlargement of the thyroid gland. This gland is situated at the front of the th-

roat, below the Adam’s apple (larynx). The thyroid gland secretes hormones to regulate many metabolic processes, inclu-

ding growth and energy expenditure.

The thyroid gland is controlled by the pituitary gland, which is located in the brain. The pituitary prompts the thyroid to

make its hormones by releasing thyroid-stimulating hormone (TSH). However, the thyroid can’t manufacture its hormones

without sufficient dietary iodine. If a person’s diet is low in iodine, the pituitary keeps sending chemical messages to the th-

yroid, but in vain. The thyroid gland enlarges as it

Disease Causes Effects Solutions

Rickets Rickets is a disorder due to lack of vitamin D which leads to softening and weakening of the bones. Vitamin D helps

to control calcium and phosphate levels in the body. When the body is deficient in vitamin D, it is unable to properly control

those levels. If the blood levels of these minerals become too low, the body may produce some hormones to release them

from the bones. This leads to weak bones.


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Vitamin D may be absorbed from food or may be produced by the skin when it is exposed to sunlight. Lack of vitamin D pro-

duction by the skin may occur in people who must stay indoors, work indoors or live in climates with little exposure to sunli-

ght. You may not get enough Vitamin D from your diet if you follow a vegetarian diet or do not drink milk products.

Anaemia Anaemia is a condition in which the blood fails to supply the body's tissues with sufficient amounts of oxygen.

This is due either to a lack of red blood cells, or to each cell containing too little of the oxygen-carrying protein haemoglo-

bin.

There are several causes of anaemia but, by far the most common form of the condition is caused by iron deficiency. Lack

of iron prevents the bone marrow from making enough haemoglobin for the red cells. The problem can be due to a lack of

iron in the diet. Good sources of iron include fruit, wholemeal bread, beans, and lean meat. The first symptoms of anaemia

are tiredness and palpitations.


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8. EVALUATION

According to the established on the Primary Education Decree 111/2007, I have employed

an accurate typology of evaluation in relation to my pupils’ necessities, a continuous

assessment way. This appraisal allows me to obtain detailed information about my

student’s progress. At the same time, provides me with a great advice about my

effectiveness as a teacher. The accomplishment of the general objectives programmed for

this year program is evaluated by assessment criteria in each didactic unit according to the

foreign language curriculum.

Three different types of evaluation can be distinguished along my year program:

Initial evaluation: This typology of appraisal takes place at the beginning of the

teaching-learning process and enables me to determinate my students’ level and their

previous knowledge acquired from previous courses (starting point) or at the beginning of the

units. I have used the first didactic unit of my year program to do this initial evaluation

through games and presentation activities of the first session of each unit.

Formative, ongoing evaluation: This kind of assessment takes place along the

course. It is used to observe the teaching-learning progress of each student. It can be used to

support and to offer help to students who present difficulties, by doing remedial work,

accomplished with supporting or follow-up activities. To support our observations I have

used the personal evaluation sheet that is exposed in the annex.

The basic way of my evaluation would consist on direct observation taking notes of the

daily progresses of my students while they are doing the production class activities

along the didactic units. Through the tasks at the production stage I highly see if my

student’s knowledge has been acquired.

Moreover, I can use any production activity done in any didactic unit treated during the

whole academic year for evaluating purposes. However, I have designed specific activities to

obtain specific information that cannot be achieved with the rest of activities. These activities


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are planned according to the activities and tasks done during the development of the units,

having a similar complexity and level.

Final evaluation : This evaluation takes place at the end of teaching-learning process. It

is used to check whether the students have achieved the objectives established at the

beginning of the course. I employ the production activities and personal evaluation

sheets (see annex) of the whole academic year to review and check if my student’s

knowledge has been acquired, at the end of each unit and at the end of the course too.

Depending on my registers, I will put a final mark using a progression grading

system that consists of:

Bellow standard: student that has not yet learned the required content or mastered

skill.

Progressing toward standard: student has mastered some of the required

skills/contents, but has not yet mastered all the required skill/content.

Meets standard: student has mastery of the skill/content taught.

Exceeds standard: Student has not only mastered the required skill/content, but has

also displayed the ability to do it by him/herself.

There are too many linguistic and formative elements in the planning of new ideas and

proposals which I found very useful for me. As a teacher, I have considered to contrast and

analyse all information that I collect registering in a teacher self-assessment sheet that is

also exposed in the annex number 3.

I have also prepared a student self-assessment sheet as well exposed on the annex,

that student will complete at the end of each Didactic Unit at home. Through this evaluation

instrument my students could be aware of their progresses as they learn the English

language. Moreover, this will help them to develop self-confidence and a positive attitude

towards the language.


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Evaluation does not mean just results. The whole teaching-learning process has to

be assessed gradually and continuously. I would pay special attention to evaluate

development of the four linguistic skills (Listening, Speaking, Reading and Writing), of

the class as a whole, objectives achievement, individual learning progress and teacher-

learners attitudes.

9. BIBLIOGRAPHY

CURRENT LEGISLATION

LEY ORGÁNICA 2/2006, de 3 de mayo, de Educación.LEY ORGÁNICA 9/1995, de 20 de noviembre, sobre Participación, Evaluación y Gobierno de los Centros Docentes. REAL DECRETO 1530/2006, de 7 de diciembre, por el que se establecen las enseñanzas mínimas de la Educación Primaria.

PRIMARY EDUCATIONDECRETO 111/2007, de 20 de julio, del Consell, por el que se establece el currículo de la Educación Primaria en la Comunitat Valenciana. ORDEN, de 13 de diciembre de 2007, de la Consellería de Educación, sobre evaluación en Educación Primaria (DOCV 19/12/2007).

METHODOLOGY“Learning another language through Actions (Total Physical Response)”, Asher, J. (1965) Sky Oaks Publications.“Think in English”, Bazo P. (1994), Oxford University Press.“Elementary Communication Games”, Hadfield J. (1987), Nelson/Longman.“Young Learners”, Phillips S. (1993), Oxford University Press.“Games for Language Learning”, Wright A. (1984), Cambridge University Press.“Pictures for Language Learning”, Wright A. (1989), Cambridge University Press.“1000 + Pictures for Teachers to Copy”, Wright A. (1994), Nelson/Longman.“An introduction to English Language Teaching”, J. Haycraft, Longman.

STORYTELLING“Creating Stories with Children”, A. Write, Oxford University Press.“Storytelling with Children”, A. Write (1995), Oxford University Press.


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DRAMA“Jazz Chants for Children”, Graham (1978), Oxford University Press.“Children’s Games”, Toth M. (1995), Heinemann.

SONGS“Oranges and Lemons”, Oxford University Press.“Super Songs”, Oxford University Press.“Jingle Bells and other songs”, Oxford University Press.

FESTIVALS & TRADITIONS“British & American Festivals”, Gina D. B. Clemen, Vicen Vives.“Guide to British & American Culture”, Oxford University Press.

WEBSITES http://www.earlylearninghq.org.uk/ http://www.sparklebox.co.uk/spain/ http://www.communication4all.co.uk/http/allaboutme.htm http://orientacionandujar.wordpress.com/ http://www.mes-english.com/ http://www.juntadeandalucia.es/averroes/loreto/sugerencias.html http://www.rinconmaestro.es/matematicas/actividades.html http://www.memidex.com/childminder http://www.techsupportalert.com/free-books-children http://www.eslgamesplus.com/ http://elbauldemaryjoe.blogspot.com.es/search/label/1-Primero http://www.anglomaniacy.pl/topics.htm http://www.handwritingworksheets.com/flash/cursive/sentence/ http://www.printactivities.com/ http://supersimplelearning.com/christmas/songs/ http://theguardiansofchildhoodbooks.com/extras.php http://childrensbooksguide.com/top-100 http://www.juntadeandalucia.es/averroes/~18601187/ingles/ http://www.riseoftheguardians.com/ http://www.communication4all.co.uk/http/allaboutme.htm http://roble.pntic.mec.es/arum0010/#lengua http://childrensbooksguide.com/top-100

http://roble.pntic.mec.es/arum0010/#lengua

http://www.communication4all.co.uk/http/allaboutme.htm

http://www.riseoftheguardians.com/

http://www.juntadeandalucia.es/averroes/~18601187/ingles/

http://childrensbooksguide.com/top-100

http://theguardiansofchildhoodbooks.com/extras.php

http://supersimplelearning.com/christmas/songs/

http://www.printactivities.com/

http://www.handwritingworksheets.com/flash/cursive/sentence/

http://www.anglomaniacy.pl/topics.htm

http://elbauldemaryjoe.blogspot.com.es/search/label/1-Primero

http://www.eslgamesplus.com/school-supplies-vocabulary-esl-interactive-board-game/

http://www.techsupportalert.com/free-books-children

http://www.memidex.com/childminder

http://www.rinconmaestro.es/matematicas/actividades.html

http://www.juntadeandalucia.es/averroes/loreto/sugerencias.html

http://www.mes-english.com/

http://orientacionandujar.wordpress.com/

http://www.communication4all.co.uk/http/allaboutme.htm

http://www.sparklebox.co.uk/spain/

http://www.earlylearninghq.org.uk/


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10. ANNEXE


unit 1 english food

Documents