Introduction
Hello, friends! I have lost my memory so I don’t remember much about food, if you can help me refresh my memory I would be really happy. I remember the names of some foods but I forgot what they look like, could you tell me which name corresponds to the dish? And a what time should I eat them?
Task
The task consist in listening and recognising different types of meals that you eat in a day and create a chart in which you will classify them by the time they are consumed. Breakfast, dinner and a missing one that you will have to find out watching a youtube video. Pay attention to the food in the images, you will use these in the chart!!
Process
Step 1: Find a partner to work with
Step 2: Go to the two links provided and solve them
- https://www.liveworksheets.com/worksheets/en/English_language/Vocabulary/Food_categories_ht552609rn
- https://es.liveworksheets.com/worksheets/en/English_language/Listening_Comprehension/Breakfast_%E2%80%98%C2%B7_Lunch_lu552832ee
Step 3: After finishing the activities send your answers to the following mail: isanchez@emingles.ucsc.cl
Step 4: Create a chart of three spaces and put the two meals learned before (main task)
Step 5: Add a third one in the blank space, watch the video and search for the meal that missing. Add the meal to the char
Link
-
https://www.youtube.com/watch?v=rkoKjUayyS8 Step 6: Think about 3 new foods for the new meal
Evaluation
This rubric evaluates the main step of the class, step 4
|
Categories |
4 |
3 |
2 |
1 |
|
Content |
The students recognize and understand accurately the topic, being able to apply their knowledge in the task |
The students seem to recognize and understand almost the entirety of the topic, and apply that knowledge to the task |
The students barely recognize and understand the topic, so they apply very little to the task |
The students do not recognize and understand the topic |
|
Task |
The students complete the task effectively in its entirety |
The student s almost complete the entirety of the task |
The students leave some parts of the task incomplete |
The students do not complete the task except some exercises or not at all |
|
Use of tools |
The students use correctly and effectively the platforms given by the teacher |
The students get distracted but still manage to use the platforms given by the teacher effectively |
The students constantly get distracted by other platforms but still go back to the platform given by the teacher |
The students do not use effectively the platforms given by the teacher and spend the class in other ones. |
|
Work in class |
The students work collaboratively during the time in classes. They actively participate and ask question to the teacher when in doubt |
The students work during the classes but do not actively participate or ask questions when in doubt |
Students work sometimes during the class |
Students do not work during the classes |
Conclusion
Thank you so much for helping me, friends! I hope you have learned as much as I did about the food we eat every day. Now that I have my memory back we can talk about food all day! So, tell me... What is your favorite food? What was the most exciting thing you learned today? What do you think is your partner's favorite meal of the day, breakfast, dinner or lunch?
Follow up activity: Snack time! Let's listen to the song
https://learnenglishkids.britishcouncil.org/songs/snack-time
Teacher Page
The objectives are alined with the national curriculum
https://curriculumnacional.mineduc.cl/614/w3-propertyvalue-52066.html
OA1
- Escuchar y demostrar comprensión de información explícita en textos adaptados y auténticos simples, tanto no literarios (textos expositivos, diálogos) como literarios (rimas, canciones, cuentos), que estén enunciados en forma clara, tengan repetición de palabras y apoyo visual y gestual, y estén relacionados con las funciones del año y con los siguientes temas: temas de la vida cotidiana: la escuela, la casa, la familia, la ropa, la comida, el clima; temas del contexto inmediato de los estudiantes como experiencias personales e información de interés relativa a eventos y aspectos de su entorno y de nuestro país; temas de otras asignaturas, como alimentación equilibrada y variada (Ciencias Naturales), descripción de lugares y clima (Geografía); temas de actualidad e interés global como cultura de otros países, cuidado del medio ambiente y avances tecnológicos (redes sociales, medios de comunicación).
OA2
- Identificar en los textos escuchados: tema e ideas generales; información específica asociada a personas, lugares y tiempo; palabras, familias de palabras, expresiones de uso frecuente y vocabulario temático; sonidos y repetición de sonidos para comenzar a familiarizarse con los sonidos del inglés.
OA10
- Reproducir y producir monólogos, canciones, rimas y diálogos para comenzar a identificar y familiarizarse con los sonidos propios del idioma.