Food lesson plan presentation Science (CLIL) Level: 2nd grade Primary Education

1. FOOD
Final Project

2. Introduction
• This lesson plan is about “Food” and it's going to be taught
in the 2nd course of Primary with a group of 24 students
• It is a CLIL unit and the content is about Science.

3. Background information
REGARDING TO THE GROUP:
• Students have 45 minutes class a week (on Tuesday, between
reading time and before Maths class). They are calm and
motivated towards English lesson and actively participate. The
tutor in not in the class. There are two newcomers but from
others village schools.
REGARDING TO THE LESSON:
• Food is an important part of our daily life. Students have to
remember their previous knowledge form the 1st year and easy
sentences about the food they like or they don't like. Students
must to identify healthy food from junk food.
• Food vocabulary and Present Simple tense (presented in the 1st
course orally)

4. Learning objectives
• To recognise or remember the vocabulary and
structures orally learnt previously (1st grade)
about the topic. (food and colours)
• To identify the new vocabulary (chicken, tomato,
broccoli).
• To identify/predict and name different food
pictures.
• To listen and understand food names.
• To learn and sing a song.
• To do choral repetition activities such as vocabulary
words, short sentences and song.
• To be aware of the differences between healthy
and non-healthy food (junk food).
• To identify and express their criteria about which
products are healthy or junk.
• To predict which food could be healthy or junk.
• To develop primary pupils’ understanding of
healthy habits (healthy or junk food).
• To get to know the expressions “I like”, “I don't
like”, “I eat” and “I don't eat”.
• To provide practice of basic food vocabulary and
the present simple in a short text.
• To act out a simple dialogue.
• To express enjoyment of science-related classroom
activities.
• To listen and answer to classroom verbal and non-
verbal language.

5. Competences involved
COMMUNICATIVE:
Linguistic and audio-
visual competence
METHODOLOGICAL:
Information handling and
digital competence and
Learning to learn
competence
PERSONAL:
Autonomy, initiative and
decision taking
Sense of initiative and
entrepreneurship
PERSONAL, SOCIAL
AND CIVIC:
Knowledge of and
interaction with the
natural world
Social and civic
competence

6. ASSESSMENT
• Students’ own self-assessment
• Co-assessment, with the whole group
• Teacher’s own-assessment

7. LESSON DEVELOPMENT: Activities
1st CLASSIFYING
STUDENTS: In groups of 4, give to the children different
pictures about topics worked previously and ask them to make
the pictures in groups depending on the topic they represents
TEACHER: Distribute the material and show them with simple
expression and non-verbal actions what they have do
2nd GETTING STARTED
STUDENTS: Working with the whole group, present to the
students a banana’s picture and ask them: what is it? (Banana)
I put the name under the picture
TEACHER: show the picture, ask for its name encouraging
students to speak a loud to predict its name. Show and say
orally its written name

8. Activities
3rd DISCUSSION AND LABELLING
STUDENTS: In groups, after classifying and
recognized the food pictures. We select only the
food pictures and they work with them.
Following the previous example. With pupils in
groups give them five minutes to match pictures
with the food vocabulary (as much food
vocabulary as they can remember from previous
year)
TEACHER: Orally and realia show the students
what it is expected they do
4th CHECKING
STUDENTS: In groups, check with
every group if the labelling's food is
correct.
TEACHER: as busy bee look around the
groups to control their work. Check
that all the groups have finished their
labelling work and it is in order
5th PRESENTATION NEW
VOCABULARY (Pictures)
STUDENTS: Working with the whole
group, show the pictures about food
vocabulary
TEACHER: Say the names and
encourage the students to reproduce
the names

9. Activities
6th PRESENTATION NEW
VOCABULARY (Word cards)
STUDENTS: Working with the whole group,
present the new vocabulary through word
cards. Individually and in groups: Students
must to identify/predict the possible match
between the word cards and the exposed
food pictures. Give a possible answer in
groups about the correspondence.
TEACHER: Present orally and visually every
word.
7th PRACTISE TARGET VOCABULARY AND CLASSWORK ACTIVITY
STUDENTS: Working with the whole group, present every flashcard with their word
card and practise their pronunciation. Identifying food with its name.
CLASSWORK: Give to students a sheet of paper with pictures and words to match them
with an example. Correct orally in the board with the students help.
TEACHER: Presentation visual and orally every picture with its name.
Explain the activity using the ICT projection and distribute the sheets work with the
help of the classroom helpers. Then, as busy bee look around the groups to control their
work
8th SING A SONG
STUDENTS: Working with the whole group, present
the song about food. “ I like to eat apples and
bananas”
https://www.youtube.com/watch?v=mortLgRlPV4
TEACHER: Encourage children to sing the song and
acting using mimic and gestures.
BROCCOLI

10. Activities
9th “I LIKE” and “I DON’T LIKE”
STUDENTS: Working with the whole group/individually: Write in the
blackboard with and smile “I like” and with a sad face “I don't like”.
Present every food picture and ask the children if they like or don't
this food represented in the flashcard.
Make a picture list under the two sentences with their selection. They
have to say or represent if they like it or don't..
TEACHER: Use gestures and sound to represent “I like” and “I don't
like”. Put the pictures under the selected sentence “I like” or “I don't
like” write in the blackboard, following the students selection
10th “HEALTHY FOOD” and “JUNK FOOD”
STUDENTS: Working with the whole group/individually:
Following the instruction and representation of the things I
need/can I eat to practise exercise (run). Present one
picture food and the children must to predict if this is good
to eat or don't. e.g.: banana. It is good or not? Following the
students answer make a picture list in the blackboard
under the words “I like – healthy food” and “I don't like –
junk food”
TEACHER: Explain and represent the action to run with
the banana picture to represent that it's good (healthy
food) or with a cake, running slowly, to represent that I
can't, that is junk food
11TH LISTEN A SONG
STUDENTS: Working with the whole
group/individually: Finish with the song to
close the session. “Healthy food and Junk
food for preschool children and
kindergarten kids”
https://www.youtube.com/watch?v=V5-
mRaUfm1M

11. Finishing off
STUDENT: Working
with the whole
group, review the
mind map with
pictures under the
structures “I like-
healthy food” and “I
don't like-junk food”
with the food's name.
Teacher: Encourage
students to repeat
after the teacher to
improve memorising
structures and
vocabulary.

12. Finishing the
classroom
Time to good-byes.
Wish them a good
day and remember
them than next day
we will continue to
speak about food.

13. Videos

14. Students singing songs
Do You Like Broccoli Ice Cream? | Super Simple Songs
https://www.youtube.com/watch?v=frN3nvhIHUk

15. Materials

16. - Game: Memory about different worked previously subjects (pictures and names).
- Card games about pictures and their label name.
- Flashcards about food: pop corn, broccoli, orange juice, ice cream, cake, chicken, soup, tomato, doughnout,
apple and pizza.
- The classwork projected in the interactive white board and the activity to match pictures with its name in
a sheet of paper.
- ICT: Songs for teaching. Using music to promote learning:
https://www.songsforteaching.com/index.html
I like to eat apples and bananas
https://www.youtube.com/watch?v=mortLgRlPV4
Do You Like Broccoli Ice Cream? | Super Simple Songs
https://www.youtube.com/watch?v=frN3nvhIHUk
Healthy food and Junk food forpreschool children and kindergarten kids
https://www.youtube.com/watch?v=V5-mRaUfm1M
- Verbal and non-verbal language (mimic, theater, gestures…)
Following the theory:
- BLOOM’S TAXONOMY: Creating, evaluating, analising, applying, understanding and remembering.

17. My reflections

18. - Students: They enjoy a lot the session because they can
worked individually, in groups and in the whole group. They
participated actively and they can correct themselves their
worksheet. To use games and songs was funny for students.
- As a teacher: To work sometimes as a busy bee it was very
good for the students which need help, and to sing all
together was a good solution for the shy students; as well as
to work in group for the fast and slow finishers.
The timing that I bear in mind for each activity, it was
correct in some cases but short or long in other ones. At the
end ones balanced out the others.

19. It was a gratifying lesson and I enjoyed every moment.

20. Thanks to
Susanna, for your comments,
because they were very helpful.
Students, because they made
me enjoy every moment that I
share with them.
Their teacher, Carol, to
collaborated with the videos.