Clil 2

แผนการสอนบูรณาการการเรียนเนื้อหาและภาษา (CLIL Method)
กลุ่มสาระการเรียนรู้วิทยาศาสตร์
ชั้นมัธยมศึกษาปีที่ 2
Unit: Science and Technology Topic: Six essential nutrients เวลา 4 ชั่วโมง
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สมาชิกในกลุ่ม
นางสาวธวัลพร อาจสาลี 55010513043
นางสาวปภัสสรณ์ ไวจันทร์ 55010513050
นางสาวภัทรพร เสาวนัย 55010513055
นิสิตชั้นปีที่ 3 สาขาภาษาอังกฤษ รหัสวิชาเอก EN

6 essential nutrients
Content
Culture
Communicatio
n
Cognition
Why do you
need food?
Type of
nutrient
Language
of
learning
Language
for
learning
Language
through
learning
Compare western food
and eastern food
Relative
clause
Vocabulary
/ phrases
Language
of describe
Language
for debate
Language for
presentation
Dictionary
skills
Presentation
skills
Debate
skills
Brainstorm about
healthy food
Compare
foods
Debate between rice and
bread what is more useful
Understand 6 essential
nutrients

ตัวชี้วัด
1.1.1 ม. 2/5 ทดลอง วิเคราะห์ และอธิบายสารอาหารในอาหาร มีปริมารพลังงาน และสัดส่วนที่
เหมาะสมกับเพศและวัย
ระดับความสามารถทางภาษาตามกรอบ CEFR A2
สื่อการเรียนรู้
1. Power point เนื้อหา Food and Energy
2. ใบกิจกรรม 1 (Information review)
3. ใบกิจกรรม 4 (Comparing food)
4. กระดาษบรู๊พ
5. ปากกาเมจิก

Carbohydrates The nutrients known as
carbohydrates are a major source of energy and
made of carbon, oxygen and hydrogen.
Carbohydrates also provide raw materials to make
cell parts. About 45 to 65 percent of your daily
Calories should come from carbohydrates.
Carbohydrates can be divided into simple
carbohydrates and complex carbohydrates.
– Simple Carbohydrates are called sugar. Sugars
can give you a quick burst of energy. Foods
contain many kinds of sugars. However, one sugar,
glucose, is the major source of energy for your
body’s cells. The body converts the different
sugars in food into glucose.
Why Do You Need Food?
All living things need food to
stay alive. * Food provides
your body with materials to
grow and to repair tissues. It
also provides energy for
everything you do. Exercising,
reading, and sleeping require
energy. Even maintaining
homeostasis takes energy.
What Nutrients Do You
Need?
Your body breaks down the
food you eat into nutrients it
can use. Nutrients are the
substances in food that provide
the raw materials and energy
the body needs to carry out all
its essential processes. * People
need six types of nutrients:
carbohydrates, fat, proteins,
vitamins, minerals, and water.
Food and
Energy

- Complex Carbohydrates are made up of many linked sugar molecules. Starch is
a complex carbohydrate. Potatoes, rice, wheat, and corn contain starches. Your body breaks
down starches into sugar molecules so their energy can be released. Starches provide a
steady long-term energy source.
Proteins Protein is the major structural component of cells and is responsible for the
building and repair of body tissues. Protein is broken down into amino acids, which are
building blocks of protein. Nine of the 20 amino acids,
known as essential amino acids, must be provided in
the diet as they cannot be synthesized in the body.
Ten to 35 percent of your daily calories should come
from lean protein sources such as low-fat meat, dairy,
beans or eggs.
Fat is an energy source that when consumed,
increases the absorption of fat-soluble vitamins including vitamins A, D, E and K. Twenty to
35 percent of your daily intake should come from fat. Choose healthy options such as
omega-3-rich foods like fish, walnuts and vegetable-
based oils. Omega-3s help with development and
growth. Limit intake of saturated fats such as high-
fat meats and full-fat dairy. Other smart choices
include nuts, seeds and avocado.
Vitamins Unlike some nutrients, vitamins do not
provide the body with raw materials and energy. Instead, vitamins act as helper molecules
in your body’s chemical reactions. The body can make a few vitamins. For example, your
skin can make vitamin D when exposed to sunlight.

Minerals Nutrients that are not made by
living things are called minerals. Like
vitamin, minerals do not provide your body
with raw materials and energy. However,
your body still needs small amounts of
minerals to carry out chemical processes.
For example, you need calcium to build
bones and teeth, iron to help red blood cells function, and magnesium to aid muscle and
nerve function. Plant roots absorb minerals from soil. You obtain minerals by eating plants
or animals that have eaten plants.
Water is the most important nutrient because all the body’s vital
processes take place in water. In addition, water helps regulate body
temperature and remove wastes. Water accounts for about 65
percent of the average healthy person’s body weight because
it makes up most of the body’s fluids, including blood. Under normal
conditions, you need to take in about 2 liters of water every day to
stay healthy.
อ้างอิง
- Don Buckley, Zipporah Miller, Michael J. Padilla, Kathryn Thornton & Michael E. Wysession.
(2011). Human Body Systems. Boston, Mass : Pearson.
- http://healthyeating.sfgate.com/6-essential-nutrients-functions-4877.htm

Key Term
Form Meaning Use
nutrient (noun) a substance that is needed to keep
a living thing alive and to help it to grow
the nutrients known as
carbohydrates are a major
source of energy and made of
carbon, oxygen and hydrogen.
carbohydrate
(noun)
foods such as bread, potatoes and rice
that contain a lot of carbohydrate
carbohydrates can be divided
into simple carbohydrates
and complex carbohydrates.
protein (noun) a natural substance found in meat, eggs,
fish, some vegetables, etc.
protein is the major structural
component of cells and is
responsible for the building
and repair of body tissues.
fat (noun) a natural oily substance occurring in
animal bodies, especially when deposited
as a layer under the skin or around
certain organs
fat is an energy source that
when consumed, increases
the absorption of fat-soluble
vitamins including vitamins A,
D, E and K.
vitamin (noun) a natural substance found in food that is
an essential part of what humans and
animals eat to help them grow and stay
healthy.
vitamins act as helper
molecules in your body’s
chemical reactions.
Vocabulary

mineral (noun) some minerals are also present in food
and drink and in the human body and are
essential for good health
minerals do not provide your
body with raw materials and
energy.
water (noun) a liquid without colour, smell or taste
that falls as rain, is in lakes, rivers and
seas, and is used for drinking, washing, etc
water is the most important
nutrient because all
the body’s vital processes
take place in water.
(http://www.oxfordlearnersdictionaries.com)
Content Word
Form Meaning Use
energy (noun) the strength and vitality required for
sustained or mental activity
carbohydrates are a major
source of energy and made of
carbon, oxygen and hydrogen.
essential
(adjective)
absolutely necessary; extremely
important
nutrients are the substances in
food that provide the raw
materials and energy the body
needs to carry out all
its essential processes.
starch (noun) a white carbohydrate food substance
found in potatoes, flour, rice, etc; food
containing this
starch is a complex
carbohydrate.
source (noun) a place, person, or thing from which
something originates or can be obtained
fat is an energy source that
when consumed, increases
the absorption of fat-soluble
vitamins including vitamins A,
D, E and K.
intake (noun) an amount of food, air, or another
substance taken into the body
twenty to 35 percent of your
daily intake should come from
fat.

healthy
(adjective)
in a good physical or mental condition;
in good health
water accounts for about 65
percent of the average healthy
person’s body weight because
it makes up most of the body’s
fluids, including blood.
(http://www.oxforddictionaries.com
Modals are used with verbs. They tell us about the ability to do things [can], whether
it is a good idea to do things [should], things we need to do [must] or things that are
allowed or possible [could].
Modals: can/ cannot/ should/ must
For example:
- Carbohydrates can be divided into simple carbohydrates and complex
carbohydrates.
- Nine of the 20 amino acids, known as essential amino acids, must be
provided in the diet as they cannot be synthesized in the body.
- Twenty to 35 percent of your daily intake should come from fat.
ที่มา: Jason Renshaw. (2008). Boost Grammar 1. Hong Kong : Pearson Longmam.
Grammar
Point
NOTES:
 We use the base form of the verb after a modal.
 Add not after the modal to make a negative, or use the contracted form (can’t,
shouldn’t, couldn’t)
 Normally, must is not used in questions.

Activity Language Pattern
Task 2 (debating) - using persuasive language to support their topic.
ex. – eating Thai food is better because……….
- eating western food is better because……...
- you should…../ you should not…..
- the ingredients of Thai food are …….
- the ingredients of western food are …….
- the taste of Thai food …….
- the taste of western food ………
- using persuasive language and giving reason to
support their answer in the topic “How to eat for
healthy?”
ex. – we should…………….because……………….
- we should not………….because……………
Task 4 (comparing foods) - using comparing language and giving reason to
support their answer.
ex. – This family have …….
– I think this family should eat more/less …..
because ………
http://www.bbc.co.uk/worldservice/learningenglish/flatmates/episode65/languagepoint.shtml
Language
Pattern

Pillar 1 Content
Topic: Six essential nutrients
Text: Authentic Reading Material from the Interactive Science book
A. Outcomes B. Objectives C. Strategies
At the end of the lesson,
students are able to:
- recognize a briefly
overview of “Six essential
Nutrients”.
In this lesson, students are
able to:
- complete the task by
answering five questions
about food and energy.
(Task 1)
The possible strategies for
teachers to use are:
- re-designing the authentic
material text by using the
picture, adding vocabulary,
and adding grammar point.
To makes the text is easy to
read for students.
Pillar 1 Language
- become familiar about the
grammar of academic text.
able to:
- identify and give example
at least three sentences
about relative clause from
the text.
- in the classroom, after
students have learned,
teacher will asked them to
give the example sentence
from the text.
- have more aware of using
the technical vocabulary
and new vocabulary.
- identify and give example
at least three vocabulary of
key terms and new words.
- giving students to
memorize by underline the
technical vocabulary and
the new vocabulary from
the text as much as they
can.

Pillar 2 Communication
- discuss their idea in group
working.
In this lesson, students
are able to:
- create mind map from
the given topic. (task 3)
- giving papers to students for
designing mind map in the topic
“How to eat for health?”
- create idea to debate and
to support the assigned
topic.
- conclude the idea for
debating. (task 2
- separating students into two
groups and then using the topic
“Eating Thai food or western
food is better” for debating.
Pillar 3 Cognition
- share and summarize the
ideas in group working.
In this lesson, students
are able to:
- summarize the idea in
form of mind map at
least 4 item. (task 2)
- giving papers to students for
designing mind map in the topic
“How to eat for health?”
- analyze two different
things and give suggestion.
- 1 describe the different
about two kinds of food
by using the nutrition
information. (task 4)
- using two picture of foods of
each family around the world
for giving students to compare
and give suggestion.
- discriminate about two
things by giving reason to
support the debate.
- explain the information
to support their topic.
(task 2)
- separating students into two
groups and then using the topic
“Eating Thai food or western
food is better” for debating.

Pillar 4 Culture
- analyze and compare two
things by using the
information to support the
answer.
able to:
- explain and give suggestion
about different food of each
family around the world.
(task 4)
- using two picture of food
of each family around the
world for students to give
suggestion.

Classroom activity
ขั้นนาเข้าสู่บทเรียน
- ครูนาเข้าสู่บทเรียนโดยการใช้ Story telling
Task 1 (Information review)
ขั้นที่ 1 ครูให้นักเรียนจับคู่ทากิจกรรม
ขั้นที่ 2 ครูแจกใบกิจกรรมให้กับนักเรียน
ขั้นที่ 3 ครูให้นักเรียนตอบคาถามจากบทความที่ได้อ่าน
ขั้นที่ 4 ครูให้เวลานักเรียนทากิจกรรม 10 นาที
ขั้นที่ 4 ครูตรวจใบกิจกรรมและให้คะแนน
Task 2 (Debating)
ขั้นที่ 1 ครูแบ่งนักเรียนออกเป็น 2 กลุ่มเท่าๆกัน เพื่อทากิจกรรมโต้วาทีในหัวข้อ “กินอย่างไทยหรือจะกิน
อย่างฝรั่งดี”
ขั้นที่ 2 ครูให้นักเรียนตัวแทนกลุ่มสุ่มหยิบคาศัพท์ในกล่องปริศนา ใครจะได้หัวข้อ “กินอย่างไทย” และใครจะ
ได้หัวข้อ “กินอย่างฝรั่ง”
ขั้นที่ 3 ครูให้นักเรียนปรึกษากันภายในกลุ่มของตัวเอง เตรียมคาพูดและหาเหตุผลสนับสนุนหัวข้อที่ตัวเอง
ได้รับ
ขั้นที่ 5 ครูสังเกตและประเมินผลโดยการให้คะแนน
Task 3 (Brainstorming)
ขั้นที่ 1 ครูให้นักเรียนแบ่งกลุ่มๆ ละ 4 คน
ขั้นที่ 2 ครูให้นักเรียนระดมความคิดภายในกลุ่ม ในหัวข้อ “กินอย่างไรเพื่อสุขภาพที่ดี”
ขั้นที่ 4 ครูให้นักเรียนออกมานาเสนอผลงานของตัวเองหน้าชั้นเรียน
ขั้นที่ 5 ครูสังเกตและประเมินผล

Task 4 (Comparing foods)
ขั้นที่ 1 ครูให้นักเรียนแบ่งกลุ่มๆ ละ 3 คน
ขั้นที่ 2 ครูกาหนดภาพอาหาร 2 ภาพของแต่ละครอบครัวจากทั่วโลกสาหรับบริโภคเป็นระยะเวลา 1 สัปดาห์
ขั้นที่ 3 ครูให้นักเรียนเปรียบเทียบภาพดังกล่าว พร้อมทั้งให้คาแนะนาโดยใช้ข้อมูลทางโภชนาการ
ขั้นที่ 5 ครูสังเกตและประเมินผล

Classroom language
Task 1
- I want you get in pairs.
- In your pairs, I would like you to read the authentic text and then answer the questions.
- When you’ve finished, change the paper of task with other pairs.
Task 2
- I will divide you into two groups.
- In your group, I would like you to discuss about the topic “eat rice or bread is better”.
- I want a representative of each group pick the word in the box.
- Discuss about the given word in your own group.
Task 3
- Make a group of 4 students.
- I would like you to brainstorm under the topic “How to eat for healthy”.
- Please come to present in front of the class.
Task 4
- Make a group of 3 students.
- Complete the information about given food.
- Describe about the food.
หนังสือ Teaching English through English, A course in Classroom Language and
Techniques

แบบประเมินความเข้าใจ (1)
ประเด็น
ชื่อ – นามสกุล
คะแนนที่ได้
รวมคะแนน
(5)
5 4 3 2 1
ลงชื่อ ............................................... ผู้ประเมิน
(……………………………………………)
การประเมินทักษะกระบวนการทาง
วิทยาศาสตร์; ชนินันท์ พฤกษ์ประมูล
เกณฑ์การประเมิน
4 – 5 คะแนน ดีมาก
3 คะแนน ดี
2 คะแนน พอใช้
1 คะแนน ปรับปรุง
หมายเหตุ ได้คะแนน 3 คะแนนขึ้นไปถือว่าผ่าน

Task 1
(Information review)
Direction: - Work in pairs.
- Read the authentic text “food and energy” and answer the questions.
1. What are the nutrients?
……………………………………………………………………………………………………
……………………………………………………………………………………………………
2. Summarize each type of carbohydrate.
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
3. How many percent of your daily calories should come from lean protein?
Where are lean protein sources?
……………………………………………………………………………………
……………………………………………………………………………………
4. What are healthy options of fat?
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
5. Describe the role water plays in the body.
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………

Task 2
Directions: - Separate students into two group.
- Debate in the topic “Eating Thai food or western food is better
- Use language pattern “Eating…………..is better because………….
Eating Thai food or Western food is better?
Thai food Western food
VS

Task 3
Directions: - Make a group of four people.
- Brainstorm the topic “How to eat for health?” by using mind map to
summarize your ideas.
- use language pattern “should/should not………...because……...
How to eat for health?
Ex. we should reduce eating
junk foods such as pizza,
hamburger, donuts and
french fries because it has
many of carbohydrates.

Task 4
Directions: - Make a group of three people.
- Describe two pictures of each family weekly food and give suggestion by
using the nutrition information.
- Using language pattern “I think this family has to eat more/less……..because”
……………………………………………………………………………
…………………………………………………………..………………
……………………………………………………………………………
…………………………………………..………………………………
……………………………………………………………………………
…………………………..………………………………………………
……………………………………………………………………………
……………………………………………………………………………
….
…………………………………………………………………………
……………………………………………………………..…………
…………………………………………………………………………
…………………………………………………..……………………
…………………………………………………………………………
………………………………………..………………………………
…………………………………………………………………………
…………………………………………………………………………
……………………….
The Aboubakar family from Sudan.
They have rice, wheat, starch, a bottle of water, and
a little of traditional fruits and vegetables.
The Bainton family from Britain.
They have avocado, cocktail and many of
chocolate fudge cake with cream.

Clil 2

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