INTRODUCTION
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.
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.
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.
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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.
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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”.
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egarding
the language, I introduce vocabulary
and grammar that will be used throughout our unit:
The vocabulary are:
1.Apple
2.Orange
3.Candy
4.Chips
5.Carrots
6.Spaghetti
7.Pizza
8. Kiwi
10.Healthy food (apple, orange, carrots and kiwi)
11.Junk food (candy, chips, pizza)
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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)
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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.
DEVELOPMENT OF THE ACTIVITIES
1st SESSION:
LISTENING ACTIVITIES
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.
2ND SESSION:
LISTENING, SPEAKING ACTIVITIES
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.
http://www.youtube.com/watch?v=UaqISEs_uj0
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.
3RD SESSION: LISTENING,
SPEAKING AND PRE-READING ACTIVITIES
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.
4TH SESSION: LISTENING,
SPEAKING, PRE- READING AND PRE- WRITING ACTIVITIES
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.
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APPLE
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ORANGE
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JUNK FOOD
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KIWI
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PIZZA
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CARROT
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5TH SESSION: STATIONS
ACTIVITIES
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.
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.
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1st SESSION
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2nd SESSION
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3rd SESSION
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P: Flaschards
P:Listen the song “ the food song”
P: Doing the worksheet.
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P:
Flashcards
P: Sing a
song
P: game, the
giant dice
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P: Reading
cards.
P: Relate
picture and word.
P: Dominoes
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4th SESSION
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5TH SESSION
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P: Reading flashcards
P: Label on a poster
P: Bingo
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Station 1:
Playing oral memory
Station
2: Jigsaw
Station 3:
Craft
Station 4:
Recipe
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