1. CLIL UNIT NATALIA LEÓN AZORÍ ARROYO 4º Teacher Training Degree TUTOR: Matthew Johnson

2. FOOD INTRODUCTION  CLIL unit has been designed for a second grade group of English as Second Language learners who are attending a bilingual school.  First cycle of primary.  24 students in the class.  Last 2 weeks.

3. FOOD 4C's INTEGRATION For the planning of the CLIL unit I am using the 4Cs chart provided by Do Coyle. The objectives and competences are retrieved from the General Objectives of Primary Education in Royal Degree 126/2014 in particular, the ones of the first cycle.

4. 4C's INTEGRATION CONTENT Learning objectives b)To develop individual and team work, effort and responsibility in the study as well as self-confidence attitudes, critical sense, personal initiative, curiosity, creativity and interest in learning. d) To know, understand and respect different cultures and personal differences; the equal rights and opportunities for men and women and the non- discrimination of people with disabilities. f) To acquire, in at least one foreign language, the communicative competence that allows them to express and understand simple messages and function in everyday situations. i) To get started in the use; for learning, of the ICT by developing a critical spirit to the received and produced messages. j) To use expressive and artistic representation, expressions, and initiative in building visual proposals. Competences 1. Linguistic communication competence 2. Intercultural competence 3. Mathematical competence 4. Social and citizenship competence 5. Learning to learn competence

5. 4C's INTEGRATION COMMUNICATION Language of learningLanguage for learningLanguage through learning Flavors: sour, sweet, salty Food: banana, grape, strawberry, peach, kiwi, potato, pepper, chicken, hamburger, salad, chips, pizza, chocolate, ice cream, apple, yogurt, milk, cookies, pasta, cheese, ham, egg, orange juice, fish. Verbs: to cut, to bake, to chill, to mix, and to roll. I like.../I don't like... Do you like it? Yes I do / No I don't It is.... My favorite food is… Emerging language that would appear during the lessons. Recycled language: colours, some fruits, etc. Language skills: listening, speaking, reading, writing.

6. 4C's INTEGRATION COGNITION Identifying different food and its flavors. Applying different grammatical structures to express their likes and dislikes and to share opinions and ideas. Understanding the relation between food and the grammar structures to be used. Applying values and social relations of respect when working with others. Evaluating others' and own work. Justifying own choices and proposals. Finding solutions with the help of other peers. 4C's INTEGRATION CULTURE Getting to know food in other cultures.

7. FOOD METHODOLOGY Student-centered approach Hands-on activities and TPR activities Active participation Provide students with meaningful context, comprehensible input, real output.

8. FOOD RESOURC ES AND MATERIALS: Human: Teacher and 24 students Material: Smart board Posters YouTube video Flashcards Other games PPT. presentation Realia Recipe + ingredients Clay Songs Texts (fiction and non-fiction) Spatial: Classroom Computer classroom

9. LESSON 1: “Do You Like Broccoli?”  Lesson objectives’: - To introduce the main vocabulary and structures of the unit to students. - To start using this vocabulary and the “Do you like…?” and its answers structure.  Activities: FIRST, Introduction activity through the food flashcards. 2. Sing the song “ Do you like broccoli?” 3. Use the flashcards again, this time to play with students the “Thumbs up/thumbs down” game. 4. Divide in pairs and sing the song a twice ( change the partners).

10. LESSON 2: Let’s try some food!  Lesson objectives ’: - To present, experiment and recognize the sweet, sour and salty flavors. - To work on the remembering of some of the previously presented vocabulary. - To ask and answer the “Do you like…?” and “Yes, I do/No, I don’t”. structure - To listen and respect to others production. - To be able to take turns  Activities  WHATS MISSING? ( game with flashcards)  EXPERIMENTION GAME  IN PAIRS, FOLLOWING THE CHART.

11. LESSON 3: “I Will Never NOT EVER Eat a Tomato” story.  Lesson objectives’: - To use artistic representation as a way of enjoyment and sharing. - To build visual proposals.  Activities: 1. Video story. https://www.youtube.com/watch?v=Zdvhw1OHra4https://www.youtube.com/watch?v=Zdvhw1OHra4 2. Then an activity that could be done with this story would be making comparisons in group of four pupils. 3. Creation our own food. A chart to illustrate them could be done (class group)

12. LESSON 4: Recipe and “Food World Tour”.  Activity objectives’: To learn some action verbs related to the cooking process: to chill, to cut, to bake, to mix, and to roll. To learn different vocabulary related to measuring volumes, quantities and shapes. To know the existence and variety of food from other countries. To understand how to read and manage a recipe.  Activities: 1. Do a cookies 2. Food in other countries.

13. LESSON 5: Searching information about our favorite meal. Lesson objectives’: To develop students' autonomy. To involve students into the collaborative learning To be able to search information on the internet and dictionaries- encyclopedias books. To select important information. Activities: 1. Brainstorm of ideas 2. Agreement of a food 3. Look for the information 4. Fulfill the chart 5. Look for a picture of the meal

14. LESSON 6: Creating a presentation and peer-assessing  Lesson objectives: To design a text To design a presentation To organize the information To justify their choice To give critical peer-assessment (two stars and a wish)  Activities: 1. Creating a presentation in front of the class. 2. Assessment in pairs.

15. ASSESSMENT OF CLIL UNIT To assess this unit I use the direct observation during all the process.

16. THANK YOU FOR YOUR ATTENTION