MODULE 4
BLOCK 1. ASSIGNMENT
CLIL Science Worksheet:
http://www.macmillaninspiration.com/new/files/2012/05/CLIL_NI_1_Unit_3_Science.pdf
ANALYSIS:
This is a worksheet for a Science class and the topic targeted is about
food, the different food groups and healthy diet. It starts with a pre-activity
to activate knowledge and to introduce the topic and finishes inviting students
to have a discussion about what they have learnt.
1-Pre-reading:
AIMS:
- To introduce the topic.
- To activate schemata.
- To make SS remember frequency adverbs.
LEARNING OUTCOMES:
- To complete a grid identifying some frequency adverbs.
LANGUAGE:
- Lexis: Frequency adverbs, vocabulary about food, types of food... (fast, fizzi, sweets..)
- Structures: How often do you...?
- Functions: They only have to complete the chart writing ticks. No language functions.
COGNITION:
- Recall facts and basic concepts (Remember)
- LOTS.
2-Reading:
AIMS:
- To present SS the five different food groups and transmit them that we should have a balanced diet.
LEARNING OUTCOMES:
- To recall information about the text.
- To develop basic knowledge of the five food groups.
LANGUAGE:
- Lexis: Vocabulary about food, nutrition.
- Structures: Give us, help us, our digestion, our bones (pronouns). It’s very important, present simple, conditionals: “If you want to be healthy, a balanced diet is very important”, “If you have a balanced diet, you will have more energy for school”.
- Functions: X
COGNITION:
- Recall facts and concepts (remember)
- Understand the five different food groups.
- LOTS.
3-Vocabulary:
AIMS:
- To help SS complete a crossword and find a missing word.
LEARNING OUTCOMES:
- To collect the correct words in order to complete a crossword.
LANGUAGE:
- Lexis: Vocabulary about food, nutrition…
- Structures: “You can find______ in _____"
- Functions: X
COGNITION:
- Understand.
- Identify food types, nutrients, taking into account the previous text to complete with the correct word.
- LOTS.
4-Reading:
AIMS:
- To make SS look for information about the topic on the internet.
- To enable SS to complete with the correct labels corresponding to the food groups.
LEARNING OUTCOMES:
- To complete with the correct word corresponding to the five food groups.
LANGUAGE:
- Lexis: Vocabulary about food, nutrition…
- Structures: X
- Functions: X
COGNITION:
- Understand.
- Identify the food that belongs to each one of the groups.
- LOTS.
5-Writing:
AIMS:
- To enable SS to interpret the eatwell plate in order to complete the questions about the frequency of eating different types of food.
LEARNING OUTCOMES:
- To demonstrate understanding about the eatwell plate. The frequency that we should eat the different types of food.
- To identify which food we should eat with more or less frequency.
LANGUAGE:
- Lexis: Vocabulary about food, nutrients, etc.
- Structures: Wh.. questions, present simple.
- Functions: X
COGNITION:
- Understand the graphic. Interpret it.
- Identify the frequency that we should eat different types of food.
- LOTS.
6-Reading:
AIMS:
- To enable SS to understand healthy diets by looking information on the internet and using the content they have in the worksheet.
- To help them recognize the guidelines to keep them healthy.
LEARNING OUTCOMES:
- To demonstrate understanding of what we have to do to be healthy.
- To identify true or false statements about healthy life.
LANGUAGE:
- Lexis: Vocabulary about food.
- Structures: Do and don’t sentences.
- Functions: X
COGNITION:
·
Understand.
- Recognize good or bad habits for health.
- LOTS.
7-Projects:
AIMS:
- To encourage SS to write about healthy habits.
- To enable them compare their experiences and make a discussion of it.
LEARNING OUTCOMES:
- To demonstrate learning about good and bad healthy habits through making comparison and discuss with their classmates.
LANGUAGE:
- Lexis: Vocabulary about food, nutrition, health..
- Structures: Sentences with frequency adverbs: “ I often eat a fruit for breakfast”. Conditionals: “If you eat less sweets, then you will be healthier”. Comparisons: I eat more bread than you, it is better to eat vegetables than sugars…
- Functions: Giving opinion “I think, I believe, In my opinion, Personally…”
- Giving advice “You should eat more vegetables”…
COGNITION:
- Analyse.
- To compare, contrast and draw connections among ideas.
- Evaluate: They justify a decision, argue, defend and value.
- HOTS.
FINAL
REFLECTION:
The language is not graded, it is presented in a natural way and SS have to
use it to talk about real experiences related to the content targeted, so it
could be said that the activities are mostly content driven. The content is not
only presented to introduce some language vocabulary or specific structures, it
is rich and details are provided about the type of food groups.
Moreover the input is not only provided through the text, since SS are
encouraged to make some searches on the net.
The content obligatory language would be the vocabulary about food,
nutrients, and health that is used along the different activities and the
frequency adverbs. On the other hand, the content compatible language could be
conditional sentences, structures for comparing, giving opinion and advice,
etc.
It exist a progression from LOTS to HOTS as first SS have mainly to
understand and identify, then they have to interpret and recognize and in the
end they are encouraged to use HOTS such as comparing, contrasting, justifying,
making connections or defending ideas. In spite of that, I consider it could be
a good idea to introduce HOTS before, and propose some hands-on activities, for
example, make their own food pyramid or food plate, in which they have to
create something and produce new original work.
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