viernes, 26 de abril de 2013


Food is a central issue throughout the life of the people, and not only in childhood. It is essential to a balanced diet to provide us nutrients necessary to carry out daily activities. It is at this age that we must implement appropriate routines or habits for small internalize and do not have the problems associated with feeding as common today such as tooth decay abuse
candy, adult obesity through the consumption of fat and cholesterol rich foods or anorexia that usually occurs in adolescence.
This unit didactis is important because about children the natural environment, making them look and explore the elements, food, necessary for our survival, the benefits it provides, as well as foster care attitude towards him, respect and appreciation are objectives to take into account at this stage.

This issue is of great significance for children / as and very motivating, as the environment offers many foods, whose origin is both animal and plant with which to experiment, observe and get to discover their characteristics and property as necessary to us.

he title is: “I like food”. The unit didactic is prepared for children in the second cycle, of five years. The unit didactic will be in five sessions. With a timing of a week, 12th- 16th March.
he objectives are:

-       To understand orally the food vocabulary and messages.
-       To produce orally/use/speak using the food vocabulary and messages
-       To be familirized with the English speaking conuntries’ culture.
-       To use English and a PC to learn about food.
-       Listen, talk and converse.
-       Approximation to written language.
-       Approximation to literature.

The black of contents are divided in:
1.    Listen, talk and converse:
LISTENING: Doing the worksheet “Listen and put sticker on the correct picture”.
SPOKEN PRODUCTION: Repeating the food vocabulary lloking at flashcards.
SPOKEN INTERACTION: Playing “the magic box”
2.    Approximation to written language:
READING: Reading the flashcards with the vocabulary of the food.
WRIITING: Playing bingo of food
3.    Approximation to literature:
Singing “ the food song”.

egarding the language, I introduce vocabulary and grammar that will be used throughout our unit:
The vocabulary are:




8. Kiwi
10.Healthy food (apple, orange, carrots and kiwi)
11.Junk food (candy, chips, pizza)

egarding grammar, I explain:
Do you like?
Yes I like.
No, I don’t like.
I like to eat.
Regarding the phonetic sounds that more use will be:
Food ( u:)
Spaghetti (s)
Pizza (ts)

The aspects to evaluate are positive attitude, effort, kindness, creativity, cleanness, responsibility, sharing, respect, team work and self-esteem.
The cross-curricular aspects are knowledge of themselves and personal autonomy, doing individual worksheets. The physical, natural, social, and cultural environment, doing the food vocabulary and recipe. Languages and communication and representation, communicating in English in class.
 The assessment criteria of this unit will be to take into account the achievement of the specific
objectives of this unit by each pupil bearing in mind the previous knowledge and progress along the unit.


PRESENTATION: Show flashcards with food’s vocabulary , the children only listen, not talk.

PRACTICE: The children will listen to the song "The food song", only listen, not sing. Children dance with the song.

PRODUCTION: Doing the worksheet “Listen and put sticker on the correct picture”. Each child will have a sticker with a drawing, when the teacher say the name of the drawing the child must go to paste it into place the poster in the class.

The poster is a refrigerator, for deposit the food inside.

PRESENTATION: To review and practice the vocabulary of the food, children listen and repeat the food vocabulary with the flashcards.They learn new vocabulary.
PRACTICE:  Singing a song “The food song”. Involved singing the simpler parts of the song, thanks to the activities know no problem.
First, the teacher sings the song, showing a video, so the kids understand the song . This first time lets students to familiarized with the melody of the song too.
Second, the teacher sings line by line, and students repeat after her.
Lastly the teacher and the students sing the song together.

PRODUCTION: The giant dice.
The teacher prepares a giant dice with the vocabulary of food. Children will make a circle and the teacher will pull the air dice saying the name of a student. The student chosen will have to run as far as dropping the dice and say aloud the word of the photo. This student, throw the dice, saying the name of another friend and so continuously.

PRESENTATION: Listen, repeating  written vocabulary from Reading Cards of food.
The teachers will show the students different cards with the name of the food. Students, first, listen to the teacher, and in a second stage, repeat.
PRACTICE: With different cards, make two groups, one with the written word and other with the picture of the vocabulary. They will have to relate.
PRODUCTION: Children will play dominoes, dominoes is another kind of reading game. Students are giving 10 cards and they play with the same rules as if thye were playing dominoes.

PRESENTATION: Saying “the food” vocabulary from flash cards and reading vocabulary words from reading cards. Children learn the vocabulary and recognize its written form, in order to continue doing.
PRACTICE: Children write labels for a poster. The poster has the form of the word, with the drawing.
PRODUCTION: Play bingo of food. The teacher will ask students words about food. The teacher will write the names on the blackboard.
Afterwards, the teacher will ask the students to choose 6 of them and write them on cardboard.

Finally, the tacher says random words until one students shouts Bingo.


Station 1: Playing oral memory.
The teacher will prepare 2 sets of memory cards with food with 2 different colours on the back of the card (red and blue).
In one set the teacher will put images of the vocabulary of the unit and on the other set the same pictures once again.
The students will have to turn 2 cards over, one of each colour, and say the name of the 2 images. If they match the student will keep them, if not he/she will place them back to the same place.
At the end the student with more cards will be the winner.

Station 2: Jigsaw.
The teacher prepares 2 images in DIN3 of the same picture (one printed in color and another in black and white on a coloured paper).
The printed in color will be, once cutted, the pieces of the jigsaw.
The black and white on coloured paper will be the base of the jigsaw after writing on it the vocabulary words that appear on the image.
The student will have to read the word on the base in order to place the piece.
Station 3:  Craft.
With salt dough made ​​ by the teacher, the children will form the food he wants. The salt dough will be ready in these colors: red, orange, green, pink and brown.
They may make fun creations, encouraging their meals eyed pea, wool ... Finally, children will write the name of the food they have done and put up his creation as if it were a painting.
Station 4: Recipe
The children will have different containers with oranges, apples and kiwi. Will be given a glass and fill the glass with all the fruit you want, decorate the glass. After lunch together with our fruit salad.

P: Flaschards
P:Listen the song “ the food song”
P: Doing the worksheet.
P: Flashcards
P: Sing a song
P: game, the giant dice
P: Reading cards.
P: Relate picture and word.
P: Dominoes

P: Reading flashcards
P: Label on a poster
P: Bingo
Station 1: Playing oral memory
Station 2:  Jigsaw
Station 3: Craft
Station 4: Recipe

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