FORM: 4º
OBJECTIVES
a) Get to know new
vocabulary related to
food. (Gen. 1,2; cy. 1)

TIMING: From 24th Feb. to 18th Mar.
EVALUATION CRITERIA
i) To learn and recall new words related
to different types of food.

b) Get the global and
specific meaning in
oral and written texts.
(Gen. 1,4; cycle 3, 1)
6. Becoming aware of the relevance of a well-presented text. LTLC
c) Write a menu based
7. Making a correct use of connectives to link sentences. LCC
on another classmate´s
8. Prioritizing important information over non-relevant details. LCC LTLC
presentation. (Gen.
obj. 3; cycle 3)
9. Showing interest and motivation towards the use of the FL during the
d) Take active part in
development of communicative activities. LCC LTLC APIC
activities and games
10. Respecting the basic rules of any oral exchange. SCC
with a communicative
11. Complying with the specific rules of a specific game. SCC LTLC
intention. (Gen. obj.
12. Valuing other classmates´ suggestions. SCC
2,6,7; cycle 2,5)
13. Showing appropriate pronunciation and intonation. LCC
e) Designing a mural
14. Using non-verbal strategies to get the message across. LCC LTLC
with a “square menu”
15. Relying on some mathematical language to express information about which comprises both
menus. MATC LCC
Tudor and current
16. Understanding the importance of having a daily “square meal”. KPWC dishes. (Gen. obj. 3,6;
17. Creating and encouraging good eating habits. KPWC APIC
cycle 3)
18.Learning and showing curiosity towards other cultures´ gastronomy
f) Be aware of the
and products. CAC APIC
differences between
19. Having interest in Tudor eating habits. CAC APIC
food in England and in
our country. (Gen. obj.
6; cycle 8)
CONTENT
Listening, speaking &
Reading &
Language knowledge through use.
conversing
writing

ii) To understand the gist and identify
specific information in oral and written
texts.

DIDACTIC UNIT 7: “Henry VIII´s kitchen”
COMPETENTIAL INDICATOR
1. Making use of learning strategies to infer the meaning from the context
as well as from the gestures displayed by the teacher. LCC LTLC
2. Showing comprehension of different words through actions. LCC
LTLC
3. Distinguishing between different sorts of food and nutrients. KPWC
4. Identifying specific and global information which comes from both oral
and written texts with the help of ICT. LCC LTLC ICTC
5. Getting the gist from both oral and written texts. LCC LTLC

iii) To produce written texts to describe
a menu, specifying dishes, nutrients,
benefits, etc.
iv) To participate in oral communicative
activities and games, producing
acceptable pronunciation.
v) To be able to carry out collaborative
tasks, respecting each other.
vi) To do a presentation about a
“square
menu”,
offering
some
information about dishes, nutrients,
benefits, etc.
vii) To show correct pronunciation and
other prosodic features.
viii) To show interest in learning
different facts about British gastronomy
both in Tudor times and nowadays.

Socio-cultural
aspects

 Reading
 Asking for and giving information about preferences towards food: “What
 Becoming
and singing a
food do you like most?”, “What´s your favourite food”; “There´s nothing I like
aware of the
song.
most than rice pudding and custard”.
differences
which exist
 Read simple  Expressing both orally and in a written form characteristics about menus
between
texts.
and dishes: “It contains carrots, meat and cheese on the top”; “We should
Tudor
eat have this dish at least twice a week”, etc.
 Completing
gastronomy
and
writing
 Discrimination and emphasis on the Pronunciation of the sounds /k/
and today´s
texts.
and /g/.
dishes.
Reflection upon:
 How mime and gestures are useful for them.
 How the context allows them to infer meaning.
 How flashcard and ICT has been useful.
VALUES EDUCATION
RESOURCES
DIVERSITY
CROSS-CURRICULAR LINKS.
Intercultural education:
Science ( Types of nutrients)
 Flashcards, murals.
 Graded-Tasks.
Maths: Using pounds.
 Valuing and respect for other cultures´  CD player, IWB and
 ICT resources.
gastronomy.
 Computers.
 Mixed-ability grouping. History: Gastronomy from Tudor times up
to now.
 Importance of eating healthily.
 Worksheets.
 Open-ended tasks.
PROCEDURES AND INSTRUMENTS OF EVALUATION.
TEACHING PRACTICE.
LEARNING PROCESS.
 Checking pupils’ fulfilling of objectives.
 Daily observation for pupils´ work e.g. information exchanges, comic, etc.
 Evaluation of the teaching process sheet.
 Self-evaluation in the ‘Pupil’s Evaluation Sheet’ and tests.
 Teacher´s diary (INSTRUMENT)
 Rubric for BBCCs.(INSTRUMENT)
SEQUENCE OF ACTIVITIES.
L. WARMDEVELOPMENT
PLENARY
UP
1
Greeting -Song: “Does Henry eat healthily?” Pre – The teacher elicits the structures and models. While – Pupils
Tidy up.
Setting the sing & act out the song Post – Pupils sing the song and complete gapped lyrics.
Goodbye
goals of - “Mosquito game”: In group, the teacher selects words from the song which contain the sounds /k/ and /g/. routines
the Unit The teacher calls out words and students, taking turns, hit the sound /k/ and /g/ that each word contains with a
WALT
swatter. When they are right, they get 1 point.
-“The teacher´s dog”: Healthy food. One pupil starts saying “the teacher´s dog has eaten (a plumb)”. A
second child has to say the same but adding one more piece of fruit or vegetable, etc. The game lasts for as
long as pupils continue saying words and before their attention span and level of interest begins to decrease.
Understanding and
using vocabulary and
structures related to
food.
 Conferring with each
other to reach an
agreement.
 Handle oral
exchanges.
 Carry out oral
presentations.

2

3

4

5

6

7

Greetings - Story: “What a feast!” Pre – The teacher shows some key images of the story for children to predict what
Daily
the plot will be. While – Students participate completing some patterns. Post –Review of the story.
routines Follow-up: Children put in order some pictures related to the story. They then report back.
Setting
- “Venn diagram” + “Food pyramid”: For the Venn diagram, students write healthy food in one circle and
WALT
unhealthy food in the other. In the space where the two circles overlap, they write the name of that food which
is neither healthy nor unhealthy. They then place those aliments in the food pyramid with a little drawing too.
- Nursery Rhyme: “Please porridge hot”. Pre – We elicit and model the song. While – Pupils act out the
song and sing with the teacher. Post – “Creating a new Nursery Rhyme”. (Open-ended task)
Greetings - “Story cloak”: Pupils in mix-ability groups of 3. They represent the story. The child from each group who is
Setting. retelling the story must wear a cape which will be decorated with self-produced pictures related to the story.
WALT
-“What food do you like best?”: Pupils are provided with a worksheet that they have to fill in moving around
the class and asking their classmates about their preferences towards different types of food. (Mixed-ability)
Greetings. - Pairs dictation: “King Henry´s diet” - Pupils are provided with two different versions of the same text (A and
Daily
B) where there is missing information that they have to complete exchanging information.
routines -How much sugar do we have?” We explain that Henry VIII used to have lots of sugar too. Pupils are given
Setting different food and have to predict how many teaspoons that food aliments have. They then are given a text
WALT where they will check to what extent their predictions were right. The most correct guesses will be the winners.
-Gapped sentences: (graded) Pupils complete or write sentences concerning food (frequency).
Greetings -“Spot the differences between Boleyn´s and Henry´s menus”: In pairs students ask for and give
WALT
information to spot the differences and say which one they consider healthier.
-Mind map: We recall all the steps to write a menu and the points we have to touch.
-“My ideal menu”: In groups, they devise and present a menu, explaining the different dishes and whether
they are healthy or not, saying how much lipids, carbohydrates, vitamins, etc. they have. Students who are not
presenting will write down notes of the presentation thanks in a chart provided.
Setting
-“Mistakes betting”: In groups, they are given “1000 pounds” and bet money on the different sentences
WALT
exposed by the teacher. Groups ´win` the amount they have bet if they correctly identify the mistake. The
winner is the group with the largest amount of money at the end of the game.
- Setting + Brainstorming: We go over the main tips to write a menu.
- “A square meal”: Pupils individually choose one the menus and write (dishes, frequency we should eat it,
nutrients), and make all the changes that they consider to make it healthier. (graded)
Greetings - Self- evaluation: Pupils´ test.
Daily
- Language awareness: Pupils are given back their pieces of writing (menus) which have been marked.
routines - “My own memory stick”: Children write in a picture of a memory stick their mistakes.
WALT
-“WL topic grid”: Children fill in a chart with 2 columns (“What I still want to learn”, “What I´ve learnt”).

Tidy – up
Goodbye
routines

Goodbye
routines

Tidy-up
and
goodbye
routines

Tidy-up
and daily
routines

Goodbye
routines

Tidy-up
and
goodbye
routines