TEACHING AND LEARNING UNIT FOOD AND QUANTITY

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MULTIPLE INTELLIGENCES 8 KEY COMPETENCES ENGAGE, ACTIVATE, STUDY COMMUNICATIVE APPROACH - DISCOVERY

Communication in a foreign language

Digital competence

Interpersonal civic, social, intercultural competences

Mathematical competence and basic competence in science/ technology

cultural expression

communication in the mother tongue

Learning how to learn

Sense of initiative/ entrepreneurship

- Communicative approach - Lower the emotional filter

ENGAGE

STUDY

ACTIVATE

ENGAGE

STUDY

ACTIVATE

SPECIFIC LEARNING OBJECTIVES

CULTURAL OBJECTIVES: to understand health implications in

food, to get familiar with foreign eating habits

LINGUISTIC OBJECTIVES:
SKILLS LISTENING SPEAKING READING WRITING listening to food and quantity related text expressing your like, dislikes, preferences, making choices reading for particular information on the web writing about personal eating habits

LANGUAGE FOCUS
Functions
Sharing opinions, making choices

Structures
Consolidation of quantifiers

Vocabulary
Food items

ASSESSMENT AND EVALUATION

ORAL ASSESSMENT will be carried out taking into account the
Ss activities and their participation throughout the unit.
STRUCTURED TESTS NON - STRUCTURED TESTS: evaluation scheme according to Teachers board School Educational Plan

WRITTEN ASSESSMENT:
a) b)

STRUCTURED Matching, fill in the blanks, T/F

NON-STRUCTURED Letter writing

 TARGET CLASS: 1st year of Liceo Scientifico, 22 students, 2

SEN students (dyslexic)

LEVEL (CEFR): A2 (context-specific sentence understanding,

speaking skills in familiar and routine matter tasks)

AGE: 14 years old MODULE: lifestyle and everyday living TIME: 2 hours METHODOLOGY/APPROACH:
Humanistic, communicative, ESA

CLASS ORGANIZATION: in pairs, in groups TOOLS AND MATERIALS: whiteboard, computer lab, handouts, dictionaries and online dictionaries (SEN).

 PREREQUISITES: Language functions: asking questions and answering

about likes/dislikes.

Language Structures: countable and uncountable nouns,

the quantifiers some, any, no, a little, much, few, a few, a lot of.

Vocabulary: some basic vocabulary about food

 SKILLS INVOLVED: digital skills; receptive and production

skills.

EDUCATIONAL AIMS: Ss will improve their ability to:

work in group and cooperate in order to reach common goals; develop creative thinking and problem-solving strategies. Find specific information on the web.

INTERDISCIPLINARY ACTIVITIES: biology (nutritional aspects

of food, calories)

SEN STUDENTS (dyslexic) Compensatory tools: speech synthesizer, recorder, friendly format of worksheet, online vocabulary, spell checker. Dispensatory measures: not reading aloud, extratime, no taking notes.

Stages/ timing 1st hour Warm-up (time: 5) A (time: 5) S (time: 5)

Stage aim

Procedure/ Content T. shows pictures and prompts answers

Int.

Skills

Material, Tools IWB

to arouse Ss interest and activate schemata

T-Ss

To encourage Ss to T. asks what kind speak of food they like or dislike/ quantities to revise quantifiers Sen Ss match the pictures to the words grammar focus revision Rules revision, exercise

T-Ss Ss-T

IWB

(10)

Ss-Ss

handout

A (20 )

to use food vocabulary in a broader context Dialogue (fill in / quantifiers)

Feedback/ homework 15

Group work: work out a dinner menu combining Ingredients.

S/W

Handout, dictionary

Stages/ timing 2nd hour

Warm-up / Engage (time: 5) Pre-listening + feedback (5)+ 2 S- While listening/(7) S-After listening (6) A- Group work (20)

Stage aim

Procedure/ Content

Interaction

Skills

Materials, Tools

Homework feedback Explain what they are going to hear listening for detailed information Focus on units of measure to activate Ss autonomy / SEN students No notes oral report Homework listening for gist Fill in the blank Matching Ss search English habits for breakfast/ notes Write a letter to pen-pal about your eating habits

T- Ss Ss-T T-Ss Ss-T Ss-Ss (SEN join pairs) Ss - T G SEN work together on a predefined page/speech synthetiser) T-Ss Ss-T

S L L

IWB

hand-out IWB

R/W

lab room

Feedback/ closure (15 min).

lab room

 1st HOUR WARM UP

Name the food items and quantity you see!

Food names Many bananas A lot of bananas One banana A few / some bananas

images

Food names Much milk A little milk Some milk A lot of milk

images

 Fill in the blanks (a lot of, much, many,

some, any, few, a little) 1) There isnt _____ milk in the fridge! Go and buy ______ milk please! 2) There are_______ ripe bananas on the shelf! Please eat them for breakfast! 3) There are _______ apples, but I dont know if they are enough for 10 guests! 4) We have ______ cheese. We need to go out and get _______ goat cheese. 5) If you eat ______ sweets you dont get fat

A LITTLE, A FEW, MUCH, MANY, A LOT OF

1) For small numbers we use _______ with

countable nouns.

2) For small amounts we use_______

uncountable nouns. countable nouns

with

3) For big numbers we use _______ only with 4) For big amount we use _________only

with uncountable nouns in questions and negative sentences. uncountable nouns in any kind of sentence.

5) We can use _________ with countable and

Listening exercise
(fill in the blanks)
Yogurt is a healthy _____ that can be made at home. One way to make it is to first buy some yogurt from a store or purchase dry yogurt culture. Add two _______ spoonfuls of the yogurt to two cups of milk. This will be the starter for your own yogurt. A cup in the United States is two hundred forty milliliters. When making yogurt, it is very important to have clean equipment, clean ______ and good temperature control. Pour eight cups of milk into a large cooking _____ . Heat the milk to eighty-five degrees Celsius. Then cool the milk quickly to forty-three degrees. To do this, you can put the cooking pot in cool water. Keep the yogurt at forty-three degrees and add one-half cup of the starter. The remaining starter can be kept for later use. If you want a ________ yogurt, you can also add one-third of a cup of dry milk. Cover the pot and keep it at a temperature of forty to forty-five degrees Celsius for four to six _______. After that, your homemade yogurt is ready. It can be left at room temperature for up to twelve hours if you like a stronger taste. You can add __________, nuts, honey or spices.

 What is the difference between healthy food and junk

food? Categorize the terms below using your dictionary if necessary. tinned food, fresh fish
Healthy food

Sausages, chips, aubergine, cookies, carrots, apples,

Junk food

Match Units of Measure

Imperial gallon pint pound cup tablespoon Metric 3,78 litres 0,47 litres 454 grams 240 millilitres 1,5 millilitres

HOMEWORK
(Read the dialogue and insert many, a lot of (x2), any, no (x2), a few, some, a little, much) Mary: Hi, John! John: Hi, Mary! How are you? M: Well, Im fine I guess, but I am on a strict diet, this is no fun! J: Oh, poor girl! What kind of diet are you on? M: Well, my doctor says I can eat ______vegetables and ______ meat, but I cannot have ______sweets! J: You mean _____sweets at all or you can have just _______? M: No, ______ sweets at all, unfortunately! But I can eat _______ carrots instead! J: And what about drinks? Lets sayare you allowed to have ________Coke? M: Yes, I occasionally can have ________Coke, but not _______. J: Actually I wanted to ask you right now to join me for a big Macbut M: Oh, thats nice. Nowadays Mac Donald restaurants dont sell just chips and hamburgers...I can have a Cesar salad with grilled chicken! J: Ok, great lets go, Im getting hungry!

Reading exercise
Read the dialogue. Read again and decide whether the following sentences are true or false.

1) Marys diet is based on chicken and salad 2) Mary can have a few sweets once a while 3) Mary can only drink water 4) John invites Mary to a MacDonald restaurant

T/F T/F T/F T/F

5) Mary refuses his invitation because she is on a diet T/F