Pancake Day Race2.ppt
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Transcript of Pancake Day Race2.ppt
Pancake Day Race
(SILC PROJECT)
PANCAKE DAYRACE
NUTRITION
ATHLETICS(the relay)
NUTRITION
1/ The different genres of writings
9/ Create a balanced menu
(evaluation)
4/ Revise action verbs
8/ Create the food pyramid
6/ Evaluation: follow a recipe in
English.
5/ Revise utensils and ingredients
2/ Learn the name of some action verbs
3/ Learn the names of some ingredients
and utensils
7/ Where does food comes from?
ATHLETICS(RELAY)
Run fastReact to a signal
Revision on colours and numbers
Do not stop before the line
Run in a line
Evaluation : Pancake Day race
LESSON 1: Classify the different genres of writings
• CULTURE: traditional meals
• COGNITION: classify to select recipes
• CONTENT: learn the characteristics of the recipe (actions verbs: mix, stir, pop…,
presentation: verbs in the infinitive form, dashes…)
• COMMUNICATION: use language to exchange opinions
• Give different genres of writings to the pupils and ask them to classify them.
• Isolate the recipes and try to find the different characteristics of the recipe (action verbs, imperative form, list of ingredients and utensils, …)
LESSON 1: Classify the different genres of writings
• CULTURE: Song ‘Mix the pancake’
• COGNITION: memorise lyrics using action verbs of the recipe, use of Total Physical Response to memorise the song; justify choices
• CONTENT: be able to sing ‘Mix the pancake’ and follow the different stages of the recipe
• COMMUNICATION: sing together
LESSON 2: Learn the name of some action verbs
• Match the images of the action verbs (mix, toss, pop, fry, toss…) with their meaning and then discuss the different choices.
• Memorise the song with the gestures. (This lesson should be repeated several times
during the project)
LESSON 2: Learn the name of some action verbs
• CULTURE: authentic English pictures
• COGNITION: work in pairs, debate, classify
• CONTENT: new vocabulary: eggs, flour, sugar… bowl, ladle, pan…
• COMMUNICATION: speaking in pairs/whole class
LESSON 3: Learn the name of ingredients and utensils
• Match the ingredients and utensils vocabulary with their respective photographs then discuss the choices.
LESSON 3: Learn the name of ingredients and utensils
LESSON 4: Revise action verbs
• CULTURE: Song ‘Mix the pancake’
• COGNITION: memorise lyrics using action verbs of the recipe, use of TPR to memorise the song.
• CONTENT: be able to sing ‘Mix the pancake’ and follow the different stages of the recipe
• COMMUNICATION: sing together
LESSON 4: Revise action verbs
• Memory and bingo games to match the names with the image.
• CULTURE: authentic English pictures
• COGNITION: memorise the names of utensils and ingredients
• CONTENT: memory games, lotto/bingo…
• COMMUNICATION: discussion
LESSON 5: Revise utensils and ingredients
• Memory and bingo games to match the names with the image.
LESSON 5: Revise utensils and ingredients
• CULTURE: Pancake Day / Shrove Tuesday
• COGNITION: fry pancakes in groups
• CONTENT: action verbs and words about cooking
• COMMUNICATION: talk together to fry pancakes
LESSON 6: EVALUATION: follow a recipe in English
• The pupils are given the recipe and they have to follow the different stages reading it.
• The groups read and fry pancakes.
• The teacher ensures that children really know the cooking vocabulary.
LESSON 6: EVALUATION: follow a recipe in English
• CULTURE: international meals
• COGNITION: link and classify different types of food
• CONTENT: name of the food groups + healthy / unhealthy food quantities
• COMMUNICATION: talk to each other, find answers in pairs
LESSON 7: Where does food come from?
• The pupils are given images of food products that they have to classify according to their origins (into two categories: animal / vegetal).
• Link the food to its origins (for example : link the olive oil to the olive) and then discuss them.
LESSON 7: Where does food come from?
•CULTURE: authentic English pictures
•COGNITION: work in pairs, debate, discuss, classify
•CONTENT: the name of food groups (meat/fish, fat, dairy products, fruit/vegetable…)
•COMMUNICATION: talk to each other, find an answer
LESSON 8: Create the food pyramid
• Is it possible to classify food?
• In groups of four or five, classify the images of the products in the pyramid. Explain the choices and debate.
• Why does it have the form of a pyramid? Discuss this question and debate.
LESSON 8: Create the food pyramid
Lesson 9 : evaluation
• CULTURE: English food, 3 course meal (starters-main dishes-desserts)
• COGNITION: revising food names; creating a menu
• CONTENT: be able to revise cooking vocabulary and food groups
• COMMUNICATION: discuss
LESSON 9: EVALUATION: Create a balanced menu
Lesson 9 : evaluation
• According to what was said in the previous lessons, and with the help of the pyramid (or not, depending on the level of the pupils), children are asked to create a balanced menu.
• The teacher ensures that children pick food from each food group and in moderate quantity.
LESSON 9: EVALUATION: Create a balanced menu