Pancake Day Race

(SILC PROJECT)

NUTRITIO
N

PANCAKE DAY
RACE

ATHLETICS
(the relay)

1/ The different
genres of
writings

2/ Learn the
name of some
action verbs

9/ Create a
balanced menu
(evaluation)

3/ Learn the
names of some
ingredients and
utensils

4/ Revise
action verbs

NUTRITION
8/ Create the
food pyramid
5/ Revise
utensils and
ingredients
7/ Where does
food comes
from?

6/ Evaluation:
follow a recipe
in English.

Evaluation :
Pancake Day race

React to a
signal

Run fast

ATHLETICS
(RELAY)
Run in a line

Revision on
colours and
numbers

Do not stop
before the line

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

LESSON 1: Classify the different genres of

writings

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 2: Learn the name of some action

verbs

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 3: Learn the name of ingredients and

utensils

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 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.

LESSON 5: Revise utensils and ingredients

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 6: EVALUATION: follow a recipe in

English

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 7: Where does food come from?

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 8: Create the food pyramid

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 9 : evaluation

LESSON 9: EVALUATION: Create a balanced

menu

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

LESSON 9: EVALUATION: Create a balanced

menu

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.