Facultad de Ciencias de la Educacin

3 Grado EP
Didctica de la lengua extranjera
Mara Bobadilla Prez
2014/15

English Project
Masterchef

Gisela Corral Rodrguez

Beln Cruz Penelas
Silvia Fidalgo Mndez
A1 Interactive group
05/11/15

Index
Introduction

Page 3

Contextualization

Page 3

Key Competencies

Page 4

Objectives

Page 4

Contents

Page 4

Methodology, values and attention to diversity

Page 7

Planning and timing

Page 8

Assessment Criteria

Page 18

Learning Standards

Page 19

Session's Assessment

Page 20

TLUs Assessment

Page 23

References

Page 23

Appendix

Page 24

Introduction
The assignment that we are introducing will verse about an English project
following a CLIL model. We have designed a CLIL of an English Teaching Learning
Unit because we believe in the significance of involving our children in the real and
common use of this pidgin with the help of more subjects. Also, this approach is "very
successful in enhancing the learning of languages and other subjects (...) as well as
developing in the youngsters a positive 'can do' attitude towards themselves as language
learners" (Marsh, 2000).
To achieve this goal we intend to work along with all the teachers so we will be
able to lead the students to a better content's assimilation. This will allow all the
teachers to follow the same assessment criteria in all their classes and use the English
language as vehicle to reach our objectives.

Contextualization
Our class is located in the 2nd grade of CPR Plurilingue Salesiano San Juan
Bosco school in A Corua and has 24 students, 14 girls and 10 boys. We are placing
our project, according to the Spanish Decree 105/2014, during the second trimester of
the curse 2015/16.
Only two of the students presents Special Needs Support (SNS), the first one is
being treated for ADHD (Attention deficit hyperactivity disorder), the other one needs
speech therapy weekly since he is not able to pronounce several letters of the Spanish
alphabet, like the double r. Besides this, both of them follow the class development
without any trouble. Nevertheless, all the sessions of this project have been adapted to
guarantee the equality of opportunity between our student body.
Our class' dynamic consists on doing most of the activities within the
cooperative team groups of four. These are formed by one high capacity student, one
with low performance and two average-level students. With this method they learn by
sharing and doing the work together.
Since we are in a plurilingal school, our students have achieved a good level of
listening and speaking, also we have been reinforcing it by a Communicative Language
Teaching Method during the 1st grade. Nevertheless, they have not gained a fluent
reading and writing because they are still learning this skills, even in Spanish.
This project will take 5 sessions, 2 of them will be in the English class, 2 in the
Science class and 1 in Art's. All of these sessions will be using English as the working
language, providing them the necessary ICT resources if needed. The sessions will have
Recipes as topic, since we can work several things from this theme, like food
vocabulary, the foodstuffs properties or the oral literature, all of it with creative
representations. The children will be getting different recipes from several sources and
will be putting them into a cookbook. Afterwards, they will be actually cooking one of
them. We believe this proposal help us reach many contents of our Spanish Decree in a
fun way and allows us to relate it to Disney and cartoon movies to motivate our
students.
3

Key Competences
According to the Spanish Decree above mentioned, the key competences worked
along this CLIL project model are:

Competence in linguistic communication

Mathematical competence
Competence in knowledge of and interaction with the physical word
Competence in social skills and citizenship
Cultural and artistic competence
Learning to learn
Autonomy and personal initiative

In order to acquire the competencies aforementioned and their effective

assimilation in the syllabus, the activities designed for this CLIL project will be planned
so the students are allowed to move forward to the learning of several competencies at
the same time.

Objectives
b) Developing individual and team work habits as effort, responsibility as well as
attitudes of confidence in themselves, critical sense, personal initiative, curiosity,
interest and creativity in the learning process and enterprising spirit.
d) Knowing, comprehending and respecting all the different cultures and persons, the
equality of rights and opportunity between all men and women and the nodiscrimination of disabled people or for any other reasons such as race.
f) Acquiring, at least, the basic communicative competences in one foreign language
that allow the students to express themselves, comprehend simple messages and manage
in daily situation.
g) Developing the basic math competences for problems resolutions that require basic
calculus procedures, geometry knowledge and estimations to be able to apply them to
their daily life.
i) Using the ICT's for the learning process, developing a critical sense before the
sending and inbox messages.
j) Using different artistic representations and expressions to initiate them in the visual
and audiovisual structures.

Contents
The contents have been carefully chosen from the Spanish Decree 105/2014:

English subject

Block 1. Comprehension of oral texts

4

B1.1 Comprehension strategies:

o
o
o

Association of words and simple sentences with visual and body language
or with illustration supports.
Accomplishment of verbal and nonverbal simple instructions.
Repetition, memorization and observation of models to acquire the foreign
languages basic lexical structures and expressions.

B1.2. Resonant, rhythmic and simple intonation patterns: initiation to some

phonetic aspects as rhythm and pitch of the foreign language as well as its use
for oral comprehension.

Block 2. Production of oral texts.

B2.1. Production strategies:
Planning:
o

Emission of a clear message and practicing many times.

Execution:
o
o
o
o
o

o
o
o
o

Execution of a clear message adjusting to the models.

Compensation of linguistic lacks through nonverbal procedures.
Use of nonverbal language according to the communicative situation
(gestures, facial expressions, postures and visual or corporal contacts).
Signposting objects or making actions that will clarify their meaning.
Participation in representations, memorizing and reciting poems, singing
songs, telling stories using verbal and nonverbal responses (movement,
actions, pictures, modeling or mime).
Reproduction of well-known oral texts, repetition and reproduction
according to oral models.
Imitation of brief communication situations through dramatization, games,
routines and so on.
Participation with collaboration attitude in games, dramatizations and so
on that require simple oral interventions.
Production of simple oral texts that has been known previously through
active participation in routines, representations, songs, recital,
dramatizations and so on.

B2.2. Resonant, rhythmic and simple intonation patterns: initiation to some

phonetic aspects as rhythm, stress and pitch of the foreign language as well as its
use for oral comprehension.

Block 5. Language knowledge and intercultural learning

B5.1. Socio-cultural and sociolinguistic aspects:
o

Interest and curiosity for learning a foreign language

Identification about similarities and differences between the L1 and L2 to

improve his/her learning and to reach an integrate communicative
competence.

B5.2. Communicative functions:

o
o
o
o
o
o
o

Identification and realization of instructions.

Expression about himself or herself possession and third persons
possession.
Identification of environment close elements.
Skill and capacity expression to accomplish a negative or affirmative
action.
Realization of questions and answers about permission and requesting
help.
Formulation of questions and answers about moods.
Formulation of questions and answers about numbers.

B5.3. Syntactic structures:

o

Identification and realization of instructions (Touch your (legs, arms,

head)).
o Expression about first and third persons possession. (I've got, He/Shes
got) and formulation of questions with their affirmative or negative
answers (Have you got?, Yes, I have/No, I havent, Has he/she got?, Yes,
he/she has, No, he/she hasnt).
B5.4. Common oral lexical structures (reception and production) about colours,
numbers until 50, schoolchild material, basic geometric forms, family members,
common foodstuff and drinks, toys, moods, weather, weekdays, months, actions,
materials, domestic and farm animals, body and face parts and parts of the house

Sciences subject

Block 2. The human and the healthy

B2.9. Knowledge of daily and necessary foodstuff.

Art subject

Block 1. Audiovisual education

B1.11. Artistic experimentation using different tools and several supports in
plastic activities.

Methodology, values and attention to diversity

Along our CLIL project, we have recollected different methods for the teachinglearning process since we believe the mixture of them is the best way to get our students
to internalize the contents attending to their different needs as well as every learner type
(visual, auditory, tactile, kinesthetic, analytic and global learners). This means the
eclectic methodology will guide all this TLU for the children's benefit. Also, this
perspective allow us to break the monotony of the regular English classes.
Despite this eclectic methodology, all techniques are focused in the students
under a constructivism perspective to allow them established their new learnings. This
will happen under a communicative language teaching method, strengthening their
English understanding through students' active interactions by virtue of station them
into authentic communicative situations. Several activities and games will be used to
reach this goal.
Taking previous experiences to develop this TLU as well as several studies, we
can assure the student body learns in a more significant way if the class' dynamic takes
place entirely in English. Using everyday spoken language also enables them to relate
the sentences with their sound's patterns and grammar rules. That's why, in spite of
using the communicative language teaching method, we reach as well some principles
of other methodologies as, in this described case, direct method, audio-lingual method
and cognitive code approach with the final purpose to get our students to learn by
associating meaning directly, practicing their listening and speaking skills and deducing
the grammar rules from the spoken English context.
To the students, listening to a completely session in English can make a big
difference from some other classes taught in both L1 and L2 since, besides the above
statements, they get used to use, if necessary, actions and visuals to clarify some
meanings of unsaid words, grazing the comprehension approach as well as the silent
way and suggestopedia, all of them belonging to humanistic approaches. To fulfill this
last methods, we encourage as many students' interactions as possible through the
teacher's silent and strengthen them with a subliminal learning of English thanks to our
created relaxed atmosphere and the use of many different songs and videos.
In addition to this, the students are helped to focus in getting the meaning out of
the context while using actions and visuals to clarify the meaning. With this, the student
body understands the importance of putting the stress in the communication rather than
in the structures. This will lead them to one of our final goals, appreciating different
languages in order to communicate properly. Also, we will basing most of the topics in
students' live matters bringing them closer to a participatory and content-based
approach.
Mixing up many different activities and methodologies, will make look the TLU
more attractive to every type of learner, giving them tools rather answers by allowing
them to work in small team groups while learning different strategies. This principle
belongs to a learning strategy training, cooperative learning and multiple intelligences,
which are also within this CLIL project model.

Finally, in what methodology refers to, highlight the fact that we are reaching all
this different principles under an eclectic methodology always from a constructivist
perspective as said earlier in the document. This will ensure the students' meaningful
learning with this project based learning for the Recipe topic.
Speaking about attention to diversity, we have to refer to our SNS students. As
earlier commented, these children do not need any specific reinforcement for this
subjects. However, to favor the properly evolution of our students, we must, at least,
pay special attention to the pronunciation of one of them, following always the advices
of the school's speech therapist. For the ADHD student, our goal is to get him absorbed
in our class as longer as we can, that's why we have designed our class in a dynamic
way and with all kinds of activities, taking out the worksheets as much as possible.
Summarizing, our classes will be designed to be dynamic, motivating and
following different methodologies to assist the students into their integration and
learning of English. All of these will be approach from daily communicative contexts,
dealing along with values for respect, cooperation and active participation.

Lesson, planning and timing

Our TLU is based on five sessions, each of them lasts 50 minutes and are
divided in three parts: warming up activity, main phase and calming-down activity. This
TLU will be taking place according to next schedule.

Starting with the first session, we must say during the entirely year we have
been using the same warming up activity, it consists in a hello song that requires
physical response.. The song goes like this:
Hello, hello. [Wave both hands.]
Can you clap your hands? [ 3 claps.]
Hello, hello.
Can you clap your hands? [ 3 claps.]
Can you stretch up high? [Stretch towards the ceiling.]
Can you touch your toes? [Bend down and touch your toes.]
Can you turn around? [Turn around.]
Can you say, "Hello"? [Say, "Hello" out loud]
Hello, hello.
Can you stamp your feet? [Stamp your feet 3 times.]
Hello, hello.
Can you stamp your feet?
Can you stretch up high?
Can you touch your toes?
Can you turn around?
Can you say, "Hello"?
Hello, hello.
Can you clap your hands?
Hello, hello.
Can you stamp your feet?

After this two minutes, and still as warm up activity to introduce them into the
matter we are actually going to work about, food, we give each student a worksheet
with 5 known fruits and vegetables that they will have to color as we say looking over
to learned contents. The worksheet will look like this:

This activity will consist on listening to the teacher's orders and following the
statements:

The orange is orange

The banana is yellow
The tomato is red
The chicken is brown
The broccoli is green
Write down the color you used
Write down the name of the vegetable or fuit.

With this activity we are introducing them into the food vocabulary with 5
simple examples that they already know from listening them in other lessons or because
they are cognates - with a similar pronunciation with their mother tongue -. Also, we are
reminding them the colors that have been studied earlier in the year and how they are
written.
Getting into the main phase, we need to present the food vocabulary to the
students. For that, we create a video in which will appear a picture or draw of the
vegetable/meat/ fruit and so on while the name is said with an off voice. They will
watch this video twice lasting 8 minutes in total. Finally, they will watch it without the
off voice so they have to say the name out loud in a cooperative way, it does not matter
who says it as long as the class is able to remember it. This mean that it is a group work
with the final purpose not to memorize all of them immediately but to start listening to
the terms and associating the words. The videos will be done with the vocabulary
attached in the appendix. This entire activity will last about 15 minutes.
For the next five minutes, guided learning will take place to reach the different
meals as breakfast, lunch, snack time, dinner and supper. The students will be guide to
obtain these words with different questions as:

What do we take in the morning when we get up? (Milk...)

And do you believe that has a name in Spanish? (Yes)
Don't you think it should have a name in English as well? Anyone knows it?
What do we eat in the break time? (Snacks)
How then is it called the time we take snacks? (Snack time)
...
We will be writing down the final words in the interactive whiteboard.

Although it might seems not, we have a lot to go still since they do not know yet
the expressions as set the table or the many utensils we have to eat, like spoons, knives,
forks... That's why the next activity is taking place, still in the main phase, will be a trial
and error learning. This activity will consist on showing them the several objects on a
table and we will be calling the students one by one telling them different orders as in
the example below, we can also use the colors to guide them.

Please, give me the fork. (Good job if they turn in the correct object)
No, that's a glass, please now give me the spoon.
Good job, (name of other student) come here and point out the glass.
10

Please give me the knife, which is red.

The activity relates to a memory card game but spoken and in an interactive oral
way for the kids so we get them to remember these names.
Finally in the main phase, we will leave them 5 minutes to practicing in smalls
groups the same we have done in front of the completely class with the purpose to let
them use different orders and expressions such Thank you, Please, Good job. Also they
will reinforcement their learning about these utensils and their pronunciation.
After this, as calm down activity we present them some examples of food songs
and ask them to create a song using the new words. We also tell them this song will be
used as our next warm up song in the sessions. We leave them 10 minutes to approach
this activity.
In the end we dismiss the class with our usual song, called Bye bye Goodbye that
requires physical response. Its lyrics are the following:
Bye bye. Goodbye. [Wave both hands.]
Bye, bye, bye, bye. Goodbye.
I can clap my hands. [Clap your hands.]
I can stamp my feet. [Stamp your feet.]
I can clap my hands.
I can stamp my feet.
Bye bye. Goodbye.
Bye, bye, bye, bye. Goodbye.
Bye bye. Goodbye.
Bye, bye, bye, bye. Goodbye.
GOODBYE! [Jump up with your fist in the air!]

Since this will be our final song in every session, this part will no longer be
described.
For a more descriptive level we have attached a chart for each session. Highlight
that group work implies an activity that requires all of the students to become successful
working in a cooperative way. Team work, in the other hand, is refers to the work done
in the small cooperative groups made out from 4 students.

Activity Summary Chart - 1st session

Time

Activity
Modality

2'

Warm up song
Hello hello!
Warm up activity
Food worksheet
Main phase Cooperative
learning

3'

15'

Class
Modality
Individual work
Individual work

Group work

Contents
Listening and
physical response
Listening and
physical/colouring
response
Listening,
memorizing new
vocabulary &
speaking

Skills
Listening &
speaking
Listening &
vocabulary
writing
Listening &
speaking

11

5'

Main phase Guided learning

Group work

8'

Main phase Trial and error

learning
Main phase Cooperative
learning
Calm down game
Get a song
Cooperative
learning
Calm down song
Bye bye goodbye
Resources

Group work

5'

10'

2'

Team work

Group & Team

work

Listening & speaking

answering the
questions
Listening,
memorizing &
physical response
Listening,
memorizing

Listening &
speaking

Listening & speaking

Listening &
speaking

Listening

Listening &
speaking

Individual work

Listening, singing &

Listening &
physical response
speaking
- A computer for playing music, oca party and the vocabulary
videos like this:
https://www.youtube.com/watch?v=elZ9q7tbXJA
- Several kitchen toys (food and utensils)
- 24 food worksheets

The second session will start with a new warm up activity. The song created by
them in the earlier session since this will pursue a more significant learning of the
vocabulary and will assure a higher active participation. The song also requires physical
response and its lyrics are described below under the title of Tutti Frutti:
I eat an onion (crying)
I like tomatoes (Making the shape of a tomato)
I eat lettuce (moving arms)
I am a salad

I like cheese (eating cheese like a mouse)

I eat bacon (pointing out the legs)
I like bread (eating French bread)
I am sandwich

I like apples
I eat an orange
I like bananas
I am tutti tutti tutti tutti tutti frutti! (the Macarena's dance)

Following this and to relate this vocabulary with daily use we have prepared a
video mix from Disney movies or several cartoons where this vocabulary is used in a
sentence lasting 8 minutes. Since their loved characters are showed in the videos this
activity will keep them involved and also will reinforce the importance of learning
different languages in order for them to understand the movies. Also, we are presenting
them this video after they have learned the words in the previous session following our
communicative methodology.

12

These are some of the examples of the scene's vocabulary appearing in the
video:

101 Dalmatians: tea

The beauty and the best: Be our guest!,meal, dessert, tea, glass, taste, pudding,
pie, souffl, dinner, menu, cheese
Pocahontas: biscuit, you're hungry, food
Lady and the Tramp: spaghetti, meat balls
Aladdin: bread, breakfast, sugar, dates, fish
Hercules: thirsty
Snow white: soup, apple dumpling, apple
The jungle book: recipe
Frozen: carrot, ice
Bambi: rabbit
The little mermaid: shell crab
Dragon ball: sushi, rice, I'm full
The princess and the frog: spoon, coffee, pancakes, napkin

Entering the main phase we have designed different activities to learn other
measures. This will wake up their curiosity about other cultures. It will be a 7 minute
explanation of these measures where it would be explained how for cooking, in other
countries, use cups, tablespoons and teaspoons.
It will be explained that the cups are called like that because its inside it's
equivalent to an actual cup that we use for breakfast. This explanation will take place
using water to put into the breakfast cup and exchange it to the measure cup so they
understand it is the same capacity. The same procedure will follow for the tablespoons
and the teaspoons, explaining that the name comes from the kind of spoon they are
equivalent to. Teaspoon for a spoon for tea and tablespoon for a spoon that you set on
the table while eating soup. The words will be writing down in the interactive
whiteboard.
During the next 21 minutes the students will be experimenting with these
measures. Then, the teams will have to give instructions to one another to make a
mixture using jars with different materials in them, like sparkles, play dough, white
glue, water... following a recipe model with orders similar to "1 cup of sparkles and 1
tablespoon of water". To end the activity, we, as teachers, will be giving them all the
same instructions using these measures they just learned. The mixture will come out as
paper mache they will use to create a plate for further in the sessions.
The next ten minutes, as calm down activity we will play an Oca party or Goose
party in reference to the old board game. This Goose party will consist in a mix up of
different games like alphabet soups, hangman, crosswords... The students will throw a
dice and the entire group will be playing at the game that has come up.
Finally, it is turn for the Bye Bye Goodbye song.

13

Activity Summary Chart - 2nd session

Time

Activity
Modality

2'

Warm up song
Tutti Frutti!
Warm up activity
Watching a
Disney video
Main phase Explanation

Individual work

Main phase Cooperative

learning
Calm down game
Oca party
Cooperative
learning
Calm down song
Bye bye goodbye
Resources

Team work

8'

7'

21'

10'

2'

Class
Modality
Individual work

Team work

Group & Team

work

Contents

Skills

Listening, singing &

physical response
Listening and
memorizing

Listening &
speaking
Listening

Listening,
memorizing new
vocabulary & getting
in touch with other
cultures customs.
Listening, speaking &
physical response

Listening

Listening, speaking &

physical response

Listening &
speaking

Listening &
speaking

Individual work

Listening, singing &

Listening &
physical response
speaking
- Tutti Frutti song video
- Computer to play music, videos and oca party
- Cups, tablespoons and teaspoons for each team.
- Several jars with different ingredients
- The ingredients for making paper mache

Ending the session, we tell the students they can ask for some recipe at home to
bring in the next day, so we can activate their oral literature with their families asking
for old and familiar recipes. If they do not get any, they can look them up on the internet
and print it.
The third session will start with the same warm up activity, the Tutti Frutti
song and will continue with an online game called Ratatouille, since this movie has
place in a kitchen and around food, there are different internet games that will consist on
getting Minichef (the mouse) on a run to grab all the ingredients for a recipe. The kids
will have to repeat the food name out loud and will have to catch up, meaning they
understood the meaning of the word. Since we only have one interactive whiteboard,
we, as teachers, will be managing the game but following the directions given by the
students as "Go right, the eggs are under that box" or "The tomato is the red ingredient
on that shelf". We can allow to do this because we have learned with them the color
vocabulary and also some directions as "left, right, straight on and back". However, we
remind children are allow to use actions and visual signs to describe some unknown
word.
This main phase will consist in one activity, a research for several recipes. They
will also have to take out the recipes gotten at home. After a while of this 28 minuteactivity, we will assign each team a different meal, since we have 6 team of four, there
will be six meals: breakfast, snack time, appetizer, starter, main course and dessert. We
will be doing a cook book with all the recipes they found and must chose one of them as
favorite. We will also tell them that this one will have to be one to serve cold.

14

The last 12 minutes will be use in our calming down games, 10 minutes for the
Oca party and 2 for the Bye Bye Goodbye song.

Activity Summary Chart - 3rd session

Time

Activity
Modality

2'

Warm up song
Tutti Frutti!
Warm up game
Ratatouille
Cooperative
learning
Main phase Searching recipes
Cooperative
learning
Calm down game
Oca party
Cooperative
learning
Calm down song
Bye bye goodbye
Resources

8'

28'

10'

2'

Class
Modality
Individual work

Contents

Skills

Listening, singing and

physical response
Listening & speaking

Listening &
speaking
Listening &
speaking

Team work

Listening, speaking &

reading

Listening,
speaking &
reading

Group & Team

work

Listening, speaking &

physical response

Listening &
speaking

Individual work

Listening, singing &

physical response

Listening &
speaking

Group work

- Computer room
- Internet access
- Ratatouille game & Oca party
- Tutti Frutti and Bye bye goodbye songs

The fourth session will start with the same warm up activity, Tutti Frutti song.
For the main phase we will start with a guided learning activity that will consist on
several flashcards with food vocabulary and will be added some expressions seen in the
movies like hungry, thirsty and full. This game will be called "What are they feeling?"
and will appear different persons on the flashcards feeling those emotions. The students
might now remember the words, that's why we will be doing several guided questions:

(For a picture where a guy is thirsty) "What does he need to feel well?"
Does he need meat? (No he needs some water)
So does that mean he needs to drink? (Yes)
Ok, that's called thirsty. Say it all out loud.
Then, if I need some water .... I am.... (You are thirsty)
This progression of questions will go on for every emotion.

After these 8 minutes, a video song will be watched on the interactive

whiteboard, the song is called "I'm hungry" and appears later in the references. They
will have to sing along the song and add some physical response to it in order to
assimilate the contents making it fun and close to their lives looking for a significant
learning.
The following twenty nine minutes will be occupied with the Hunger Games as
gesture for the actual movie that they children might know and will keep them
interested. It will be played within the team groups. This game is modified from a trivial
version and will consist on the following tests:

15

Yellow will correspond with - mime

Purple - Pictionary
Green - Hangman
Brown - How is he feeling?
Orange - Drama
For mime, one member of the group will be showed a card that will show him or
her a vocabulary word related to this TLU. This students will have to use mime to
explain the word or expression. The rest of the team will have to correctly guess it and
say the word. This will mean one point for this team. The team will have one minute for
this.
For the Pictionary dynamic will go on in the same way but instead of miming the
word, the student will have to drawn it.
For the Hangman activity, the teacher will mark the blank spaces that the chosen
word contains. The team will have to say letters and try to guess the final word before
the man is hanged.
"How is he feeling" is referred to the game played earlier in the session. This
time without any guided questions. A picture will show up in the interactive whiteboard
that has been earlier shown in the flashcards, the team will have to state if he is hungry,
thirsty or full.
Drama will consist on some kind of mime, however this time two of the
components of team will be doing it and will have to describe with no words an action
i.e.: he is eating a banana, the onion makes him cry, tomatoes are red... The other two
members will have to get close to the action stated in the card.
This game attends to all learners' types and it will perfectly result for us as an
evaluation activity. We will be giving more importance to their communicative skills
about food rather than a perfect pronunciation or spelling. However, no mistakes in
earlier contents will be allowed. To this evaluation, we will be following a chart with
the items we want to take in. This charts appears further in the document.
To calm down, besides our Bye bye song, we will be dedicating 5 minutes to
decide by teams which of the recipes they want to actual prepare, reminding them it has
to be a cold plate. Also, they will have to write down the ingredients they need for the
chosen recipe to be able to bring them into the next session.

Activity Summary Chart - 4th session

Time
2'
8'

2'

Activity
Modality
Warm up song
Tutti Frutti!
Main phase What are they
feeling?
Guided learning
Main phase -

Class
Modality
Individual work

Contents

Skills

Group work

Listening, singing and

physical response
Listening and
answering several
questions

Listening &
speaking
Listening &
speaking

Individual work

Listening,

Listening &

16

29'

5'

2'

I'm hungry song

video
Main phase Hunger games
Assessment
activity
Calm down
Recipes
preparation
Calm down song
Bye bye goodbye
Resources

Team work

Group & Team

work

memorizing, speaking
& physical response
Listening, speaking,
physical response &
answering several
questions proving
their knowledge
Reading & writing

speaking
Listening &
speaking

Reading &
writing

Individual work

Listening, singing &

Listening &
physical response
speaking
- Computer for playing Tutti Frutti, Bye bye goodbye and
hunger games
- Flashcards for what is he/she feeling?
- Sheets of paper and pens

This fifth and last session will warm up with the Tutti Frutti song and will
follow with the I'm hungry song watched in the previous session.
Our main phase will be based in one activity called Masterchef. This activity
will consist on preparing the plates the teams have chosen. In order to make it, the team
must cooperative, everyone will have to do something, changing roles every few
minutes and speaking out loud using the vocabulary learned, including the measures.
I.e.:

Please, give me the flavor

Ok, it is one cup of it
I need to cut the tomatoes, please give me the knife.
You need a teaspoon of sugar for that.
...

Once again, their communicative skills will be the most important part of the
activity instead of using properly every grammar rule in English language.
When finished, they will prepared the meal in their own paper mache plates
done in previous sessions.
At last, and for calming down the students will taste their own creations,
exchanging with other teams, to have different meals, breakfast, snacks, appetizers... To
this activity will be mandatory talk to their partners, offering some food, asking for it,
how was made, what ingredients does it have and so on. The teacher will be listening to
these conversations and will take them in for the assessment.

Activity Summary Chart - 5th session

Time
2'
2'

Activity
Modality
Warm up song
Tutti Frutti!
Warm up song
I'm hungry song
video

Class
Modality
Individual work
Individual work

Contents
Listening, singing &
physical response
Listening, speaking &
physical response

Skills
Listening &
speaking
Listening &
speaking

17

34'
10'

2'

Main phase Masterchef

Calm down
activity
We eat!
Calm down song
Bye bye goodbye
Resources

Team work

Listening & speaking

Individual work

Listening & speaking

Individual work

Listening, singing &

physical response
- Computer to play music and videos
- Paper mache plates
- Ingredients
- 2 teachers as judges
- Drinks
- Utensils as spoons, forks, napkins...

Listening &
speaking
Listening &
speaking
Listening &
speaking

Assessment Criteria
English subject

Block 1. Comprehension of oral texts

B1.1. Comprehending the general meaning of oral texts for their age (brief and
simple stories, poems, easy riddles) emitted with slow rhythm clearly and loudly
or through non distorted technologies and with redundant visual support.
B1.2. Comprehending questions and information about personal and basic issues
(name, age, tastes) as well as simple instructions and requests about class
behaviour.
B1.3. Making hypotheses about the possible meaning of a text using the
nonverbal evidence and the familiar situations as backup.
B1.4. Distinguishing resonant, rhythmic and simple intonation patterns.

Block 2. Production of oral texts.

B2.1 Talking about himself or herself and their close people, about places and
objects, also telling about his/her interests and tastes, using simple and common
expressions, normally isolated and connected with basic connects (and/or).
B2.2.Participating actively into conversations requiring a direct exchange of
information abour familiar topics, although the pronunciation might not be
completely clear causing linguistic confusions.
B2.3. Producing resonant, stress, rhythmic and simple intonation patterns of
daily use.

Block 5. Language knowledge and intercultural learning

B5.2. Showing curiosity about the foreign language and looking forward to
participate in the individual activities as much as in the team ones, requiring
communicative use.
B5.3. Both initiating and finishing properly all the interactions.
B5.4. Obtaining and giving basic personal information about his or her close
environment and in a classroom communicating situation.
B5.5. Expressing elementary and basic ideas about size, quantity, possession,
number, physical characteristics, shape and colour.
B5.8. Using properly frequent and basic morphosyntactic structures to
accomplish the communicative functions according to his or her age or level.
18

B5.9. Recognising basic syntactic structures and their appropriate meaning.

B5.10. Using basic syntactic structures (i.e. connect words or groups of words
with basic connects like and/or or), adapting to their communicative propose.
B5. 13. Recognising and using a limited set of basic lexical structures about
daily situations and habitual topics connected with daily experiences, needs and
interests.
B5.11. Showing a limited control about their set of grammatical basic structures
and phrasals models using a memorized set.
B5.12. Understanding and using lexical structures appropriated with their level
of English into simple communicative contexts.
B5.14. Valuing the foreign languages like a communicative tool.
B5.15. Comparing basic aspects of both known languages to improve his or her
learning and achieve an integrated competence.

Sciences subject

Block 2. The human and the healthy

B2.3. Planning a healthy week menu.

Art subject

Block 1. Audiovisual education

B1.5. Using differents tools in plastic activities correctly (cutting, pasting,
working with brush, glue...).

Learning Standards
English subject

Block 1. Comprehension of oral texts

PLEB1.1. He/She comprehends essential information of a brief and simple tale,
poem or song that has been previously worked on and are emitted slowly with an
articulated pronunciation and using visual supports helping the students to their
comprehension.
PLEB1.2. He/She comprehends basic vocabulary about family themes through
visual support.
PLEB1.3. He/She comprehends basic questions (name, age and tastes) about him
or herself and their partners.
PLEB1.4. He/She follows instructions and comprehends requests related to their
school life and their environment (Open/close the book, sit down, lets sing a
song)

Block 2. Production of oral texts.

PLEB2.1. He/she prepares shorts and elementary presentations previously
practiced about
close themes (saying his/her name and age, his/her hair and eyes color, introduce
to his/her family, tell his/her preferences) using an understandable
pronunciation.
19

PLEB2.3. He/She shows an attentive listening attitude.

PLEB2.4. He/She understandably reproduce brief and simple texts learned
through games.
PLEB2.5. He/She shows a positive attitude towards foreign language learning.

Block 5. Language knowledge and intercultural learning

PLEB5.1. He/She identifies daily use basic aspects from English speaking
countries (schedule, food, celebrations) comparing them with the own ones
while showing an opened attitude towards difference.
PLEB5.3. He/She recognizes simple questions and answers about themselves
and their partners.
PLEB5.5. He/She identifies, associates and mentions simple and age-related
words and sentences with meaningful illustrations.
PLEB5.9. He/She properly structures the sentences elements keeping number
concordance and correctly using basic nexus.
PLEB5.10. He/She distinguishes very simple questions and answers.
PLEB5.11. He/She memorizes very basic linguistic routines, for instance
managing the classroom interactions or asking and expressing measurements.
PLEB5.12. He/She actively participates in letter, glossary, illustration or
dramatization games.
PLEB5.13. He/She expresses elemental emotional states (happy/sad, bored,
hungry)
PLEB5.14. He/She comprehends and suitably uses the basic vocabulary needed
to participate in the classroom interactions as reading childrens stories or
writing lexical content previously worked with oral activities
PLEB5.15. He/she presents interest in communication using the foreign
language inside the class.
PLEB5.16. He/she compares basic and elemental aspects (graphics, syntactic,
lexical) about known languages.

Sciences subject

Block 2. The human and the health

CNB2.3.1. He/she identifies the daily and necessary foodstuff and applies them
into a week menu.

Art subject

Block 1. Audiovisual education

EPB1.5.1. He/She works with precision cutting, pasting, painting...

Session's Assessment
Evaluating students is not really easy since all of them have different abilities
and have to put different effort to achieve the same goal. That's the reason an
assessment should be individual. For this reason we have created a chart per each
session that will collect a student behavior, learning abilities and effort. In the chart
appears the several items have been considered they need to achieve following the
20

criteria assessments and the learning standards that have been picked above. Each item
will be graded with a number where 1 is No achieved and 4 is Successfully passed".
This charts will help us with our continuous assessment during the entire teaching
learning unit.
These are the chosen items for our first session:
Assessment for 1st session

Respect for their partners

Positive and active cooperation attitude

Learns the food vocabulary -memorizing and

recognizing-.

Properly understands the orders or instructions

Creative and active in the creation process of the song

For the second session:

Assessment for 2nd session

Respect for their partners

Positive and active cooperation attitude

Remembers the food vocabulary

Learns and understands the measures

Properly understands the orders or instructions

Third session:
Assessment for 3rd session

Respect for their partners

Positive and active cooperation attitude

21

Gives orders using the proper vocabulary

Correctly searches in the internet

Understands the writen vocabulary

The forth session's assessment are will be taken into much consideration since it
is the one session where they have to deal with all the learned contents and, as said
before, we will be using The Hunger Games as tool for our evaluation:
Assessment for 4th session

Respect for their partners

Positive and active cooperation attitude

Properly expresses himself/herself with statements:

Im hungry, Im thirsty and Im full

The students adds to these expressions the correct

physical response

The team gets right the answers to the hunger games

Written down the ingredients without misspelling

And finally, the last session, which has as much as weight as the previous one:
Assessment for 5th session

Respect for their partners

Positive and active cooperation attitude

Uses properly the learned vocabulary while talking to

their partners

Gets right the measures for the cooking process

according to the recipe

Cleaning, tiding up the room and taking care of the

material

22

TLUs Assessment
During this TLU, the children are going to be evaluated with a continuous
assessment since we believe in the importance of the children improvements. Also, we
are taking the Hunger games as one of the final assessments as mentioned before.
Both of these forms of evaluations are going to help us with the TLUs
assessment, since the final purpose of this CLIL project is the correct assimilation of the
contents by our students.
However, to become with an exhaustive assessment to improve this and later
teaching learning units, we have chosen different criteria to accomplish this goal.
First of all, we must consider if there was any incident between the children
while the sessions took place, such hurting themselves with some utensils in order to
take it in for further units.
After considering the students safety, we must focus into their assimilation of
the contents. Society intends to believe that if the student did not approach the goals it is
because of their lack of effort or abilities. Nevertheless we, as professionals, know that
this is not true all the way down, if the student did not internalize the contents it is due
to a bad design of the activities that will not reach every type of students. Thats why
our biggest criteria for this TLUs assessment is a good result in the students
assessment with the charts above.
For the final criteria, we are considering the children's interest during the
sessions about this topic, since motivation is the biggest basis for an absorbed attitude
into the activities and their learning.
Finally, we will take all these results into consideration to evaluate if the TLUs
topic as well as the activities were appropriated for the students according to their age,
their tastes and their learning methods.

References

Youtube: I'm Hungry - Learn English for Kids Song by Little Fox. Searched in:
https://www.youtube.com/watch?v=56bWYjCJYYU

Youtube: Learn Food Vocabulary!. Searched in:

https://www.youtube.com/watch?v=elZ9q7tbXJA

Youtube: I LIKE FOOD SONG Year 1. Searched in:

https://www.youtube.com/watch?v=7lKclr67ajY

http://www.isabelperez.com/clil.htm
Marsh, D. (2000). Using languages to learn and learning to use languages. Eds. D.
Marsh - G. Lang. Finland: University of Jyvskyl.
23

Appendix

24