Food: Teacher’s book
FOOD
TEACHER’S BOOK
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Food: Teacher’s book BEFORE STARTING ACTIVITIES We have designed this project with a global and very open view; apart from stories, activities, role-plays, contents and values we wanted to make it playful and ludic for students. Therefore, the project will finish with an Internaional Food Festival to summarize what students have learned during these seven weeks and give children the chance to share it with others. The teacher will tell about it before starting with the project and this way students will feel motivated to work on it. It is known that we can find different abilities and rhythms among the students in class. This is a reality that we will find while developing this project. Besides, many of them go to academies or are more skilful than others; this circumstance leads us to plan an alternative for early finishers, but also for these students that may need more time to do their work. We will try to encourage all students to finish the activities so that they can be free of homework. We think that this circumstance can excite and motivate them. However, when some of them finish and depending on the activity, they will have to help their mates; our main aim is to make these students help others, because one of our principles is focused on community learning. Early finishers should help other students, but with some rules: They are just allowed to speak English and to use mimic. This way, children get another kind of explanation, probably closer to them, to their point of view, logic and way of understanding. Nevertheless, these students still have to make an effort to understand what their mate is trying to explain. Furthermore, helper children feel happy and helpful and live it as a game. On the other hand we also want reward their work and we will combine some short activities with diverting handcrafts that we will use for the final festival. Those handcrafts will be made with recycled material so that they can reflect on the importance of reusing staff. We also think that even if we promote team work it is important to know how to work individually. That is why we have proposed group tasks but also individual activities. Enjoy our project!
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Food: Teacher’s book LESSON 1 1. Story telling 2. Questions 3. Vocabulary: memory game
Story telling: Hungry crocodile
All together
20 minutes
The teacher will act the next story out and students will repeat what teacher says and does. For that students and teacher will stand in a circle.
Hungry crocodile Hungry crocodile lived in the jungle. He was an Australian scaly crocodile and he was always hungry, no matter how much he ate: bananas, pineapples, tomatoes, potatoes… One day, he was walking around his home, near the river, when he saw a shiny fish. - Hello- said the fish. - Who are you? - asked Hungry crocodile. - I am Talking fish, and I come from England- answered the fish. – I am not very tasty, and if you don’t eat me I can help you find some food- he said. - I know a lake where you can find delicious food to eat.So they both walked together through the jungle. When they arrived to the lake, they noticed a cooked cauliflower smell. Suddenly a big buffalo turned out. - Hi guys! - said the buffalo. - Who are you? - asked both, Talking fish and Hungry crocodile. - I am Smelly buffalo, and I come from the United States. I smell horrible, so nobody wants me, but if you do, I can help you find some food. - said desperately. – I know a place near here where you can find some delicious food to eat…Hungry crocodile and Talking fish looked at each other and decided to let Smelly buffalo join them. The three friends walked for a couple of hours, and finally arrived to a meadow full of flowers. - Let’s wait here - said Smelly buffalo. - I am very hungry! – complained Hungry crocodile. - So am I!- moaned Talking fish. And surprisingly, a huge elephant stood up and shouted: - Namaste, dear friends. I am Whistling elephant and I come from India. I guess you came to eat me, but if you want I can show you a place where you can eat as much food as you like! The three friends talked for a while and thought the elephant seemed nice, so they followed her through a narrow path. They were very tired and they really needed something to eat. - Look! – said Whistling elephant- this is the place I was trying to find! The four friends opened their eyes widely and didn’t say a word; they couldn’t believe what they were watching. They had a big building in front of them, with a lot of tins, plastic bags and glass pots outside, full
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Food: Teacher’s book of food! Cakes, juices, sweets, sandwiches, soups, beans, tomato pastes... Everything seemed delicious so they tried to open the packs. Hungry crocodile tried to open a soup tin with his teeth, but he couldn’t. And Smelly buffalo said: - Give me the tin, I am bigger than you. But after trying hard, he gave up. And then Whistling elephant said: - Give me the tin, I am stronger than you. But after trying to open the tin with her trunk, she gave up and finally Talking fish said: - Give me the tin, I am more intelligent than you. – and very easily, she opened the tins, bags, pots and bottles. When they opened them all and they were ready to eat, Talking fish remembered her mum’s advice. She told her friends to be careful because that food could be dangerous. They shouldn’t eat much of it. But no one paid attention to her advice, and all of them except her started to eat fiercely because they were very hungry, while Talking fish was saying: - You shouldn’t eat so many cakes… - You shouldn’t drink so much soup… - You shouldn’t eat so many sandwiches… After a short time they finished all the food, and straightaway they started to feel ill: they all had fever, stomach ache and felt very heavy, except Talking fish, who just ate a sandwich with an orange juice. She remembered her mum’s advice and told off his friends, because they didn’t take notice of it. However, she helped them return near the river, where Hungry crocodile lived. It was a great place, where they could get bananas, pineapples, tomatoes, potatoes…Talking fish didn´t know what to do, but her friends were ill and she had to do something immediately! After a while, she remembered her cousin Wise turtle knew a lot about natural remedies for any illness. But she lived far away... how could she get there quickly? - Great! - Shouted Talking fish- I can swim through the river and I will be back before it gets dark! She covered her friends with a blanket and without thinking of the dangers of the way, she jumped into the river. She swam as fast as she could, dodging seaweeds, fierce big fishes and evil crocodiles. The way was long, but when she arrived to a little bend, she recognised the place and she jumped out of the water... and there she was her cousin lying on a big water lily reading medicine books. - What a surprise! What are you doing here? - asked Wise turtle to her cousin. - I am in a hurry, darling, I need your help!!! Some friends are very ill and I need something for them. They ate a lot of processed food and they have indigestion. They can´t even move, and they all have high fever!!! - Don´t worry, dear, I´ll give you all you need for them. Wise turtle walked slowly to a big tree´s trunk and took some magic herbs out of it: lemon balm, camomile, lime flower... - Take all of them, boil them in water, add some anise and lemon juice and make them drink three cups of it. In the morning they will feel healthy again. Talking fish gave a big hug and a kiss to her cousin and jumped into the river again with her little bag. She never had swum so quickly. 3
Food: Teacher’s book By the time she arrived to their place, it was already dark. She boiled some water and followed the instructions her cousin gave her. - Now listen to me friends: you have to drink three cups of this infusion. And after that, I want you to go to sleep and to rest all night. Tomorrow you will feel great, you´ll see! They all obeyed and did what their friend told them; finally they went to bed and slept all night. Next morning Smelly buffalo was the first who woke up. - Good morning friends! It´s a nice day, wonderful day, we are cured! - Oh yes, you are right! - said Hungry crocodile and Whistling elephant too. - Thank you so much; Talking fish, you have saved us! - shouted happily the three big friends. - You are such a good friend that we want to be with you forever. Where do you want to go now? And Talking fish answered:
- Dear friends: this is a great place, we have all we need here. We have food and water, and we can cook. I can teach you some recipes and you won’t ever be hungry again. Just listen and look. And what happened was that Talking fish was a great cook! They ate delicious and healthy recipes every day, so they all were strong and looked great.
Questions
All together
15 minutes
Students will sit down in their places and the teacher will ask some questions to the students to see if they understood the story. These are some proposals for the questions: - Who are the main characters of the story? - Where did they meet each other? - What were they trying to find?
Vocabulary: memory game
All together
25 minutes
The Teacher will stick the next flashcards on the blackboard faced down and in two columns. In one column will be the pictures and in the other one the corresponding words. Students will have to find the correct pairs. The teacher will choose some of the next flashcards according to the students understanding.
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Food: Teacher’s book
Hungry
Strong
Healthy
Shiny
Teeth
Smelly
Buffalo
Tin
Pineapple
Cauliflower
Scaly
Ill
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Food: Teacher’s book
Huge
Whistle
Cook
Recipe
Wise
Dodging
Seaweeds
To boil
Cup
Meadow
Material: flashcards
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Food: Teacher’s book LESSON 2 1. Act the story 2. Order the pictures 3. Work on the storybook
Act the story all together
All together
20 minutes
This time teacher and students will act the story out all together.
Order the pictures
Small groups / All together
20 minutes
The Teacher will give each group the next pictures and students will have to put them in order. After that they will correct the order all together. 1
2
3
4
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Food: Teacher’s book 5
6
7
8
9
10
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Food: Teacher’s book 11
Material: pictures for each group.
Give students the story book
20 minutes
The teacher will give students the story book and students will have time to have a look to it or to read.
Material: story books for students.
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Food: Teacher’s book LESSON 3 1. Reading (listen and repeat) 2. Spot the mistakes
Reading (listen and repeat)
All together
30 minutes
The teacher will read each sentence of the storybook aloud and students will repeat the sentence to work on intonation and pronunciation.
Material: storybook.
Spot the mistakes
1, 2, 5
30 minutes
Each student will try to spot the mistakes in his/her own. When they finish, they will compare the corrections in pairs, the in small groups and finally it will be corrected on the blackboard all together.
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Food: Teacher’s book
SPOT THE MISTAKES
Read the story of the Hungry Crocodile and spot the mistakes. Each square has four of them. Gook luck!
Hungry crocodile lived in the ocean. He was a Basque scaly crocodile and he was always sad, no matter how much he ate: bananas, pineapples, tables, potatoes…
They walked for a while through a wide path and finally they arrived to that horrible place. The four friends opened their eyes widely and didn’t say a word; they couldn’t believe what they were watching. They had a tiny building in front of them, with a lot of tins, plastic bags and glass pots outside, full of food! Cakes, juices, sweets, sandwiches, soups, beans, tomato pastes... Everything seemed disgusting so they tried to open the packs. 11
Food: Teacher’s book
After a short time they finished all the food, and straightaway they started to feel happy: they all had fever, stomach ache and felt very heavy, except Smelly Buffalo, who just ate a sandwich with an apple juice. She remembered her mum’s advices and told off his friends, because they didn’t take notice of them. However, she looked after them until they got better and finally
they
desert,
returned
where
Hungry
near
the
crocodile
lived.
It was a great place, where they could
get
bananas,
pineapples,
tomatoes, pizzas… and then Talking fish said: - Dear friends: we have all we need
here.
We
have
food
and
chocolate, and we can cook. I can teach you some recipes and you won’t ever be hungry again. Just listen and dance. And what happened was that Talking fish was a great cook! They ate delicious and healthy recipes everyday, so they all were weak and looked great.
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Food: Teacher’s book LESSON 4 1. Fill in the bubbles 2. Role play
Fill in the bubbles
1, 2, 5
30 minutes
Each student will try to fill in the bubbles individually, according to the text beside. Then, in pairs, they will exchange their activities and they will have to underline the other’s mistakes, but not correct them. This way, students will play teacher’s role identifying mistakes. Afterwards they will exchange activities again and each student will correct his/her own mistakes. Finally, it will be corrected on the blackboard all together.
Role play
In pairs
30 minutes
Students will have to invent another ending for the story in pairs and then they will have to perform it.
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Food: Teacher’s book
FILL IN THE BUBBLES One day, he was walking around his home, near the river, when he saw a shiny fish. - Hello- said the fish. - Who are you? - asked Hungry crocodile. - I am Talking fish, and I come from England- answered the fish. – I am not very tasty, and if you don’t eat me I can help you find some food- he said. - I know a lake where you can find delicious food to eat.So they both walked together through the jungle.
When they arrived to the lake they noticed a cooked cauliflower smell. Suddenly a big buffalo turned out. - Hi guys! - said the buffalo. - Who are you? - asked both, Talking fish and Hungry crocodile. - I am Smelly buffalo, and I come from the United States. I smell horrible, so nobody wants me, but if you do, I can help you find some food. - said desperately. – I know a place near here where you can find some delicious food to eat…-
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Food: Teacher’s book The three friends walked for a couple of hours, and finally arrived to a meadow full of flowers. Surprisingly, a huge elephant stood up and shouted: - Namaste, dear friends. I am Whistling elephant and I come from India. I guess you came to eat me, but if you want I can show you a place where you can eat as much food as you like!
When they opened them all and they were ready to eat, Talking fish remembered her mum’s advice. She told her friends to be careful because
that
food
could
be
dangerous. They shouldn’t eat much of it. But no one paid attention to her advice, and all of them except her started to eat fiercely because they
were
very
hungry,
while
Talking fish was saying: - You shouldn’t eat so many cakes… - You shouldn’t drink so much soup… - You shouldn’t eat so many sandwiches…
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Food: Teacher’s book LESSON 5 1. Brain storming 2. Mothers and daughters Brainstorming
Small groups/all together
30 minutes
As we have been working on the story where different foods appear, we will ask students some questions to make them talk about it, in a very wide and open way. These are some proposals: - What is your favourite meal? - What do you usually have for lunch? - Did you bring any snack to school today? - Do you know any food from other countries? Students will work in groups of five and they will have to write a list of food they know, using the questions to guide them. The teacher will be helping around. When they finish writing the list one person from each group will read it aloud and the teacher will write all the ideas on the blackboard, while they complete the answers between all the class. After that and all together, they will decide whether each food is healthy or unhealthy circling each word with different colour. Finally, students will tell in which country or continent they think each food is eaten most and try to make links with the story’s characters’ origins. Material: different colour's chalk.
Mothers and daughters
All together
30 minutes
The teacher will ask what the animals of our story wanted to eat and guide them to the conclusion that they come from three sources: plants, animals and factories. For that, the teacher will ask students to think about where the food of the list that they have written in the brainstorming comes from. For example, if they wrote “rice” they will think of rice fields. Using some of their ideas the teacher will draw the three sources on the blackboard and divide the foods in three columns. After that the teacher will give each student a card and explain that they have to find families. The sources will be mothers and the products will be their daughters. Some of the students will get a card with an animal, a plant or a factory (the source, which familiarly we will call “the mother”) and others will get a product obtained from one of those sources (the product, which we will call “the daughter”). They have to mingle and ask some questions to each other to find the partner. The teacher will ask for a volunteer and will show students how the game works, performing the questionnaire with factory and donuts as a pattern. - Are you an animal? Are you a plant? Are you blue? Are you natural? Can I eat you? - Yes, I am. / No, I'm not. Yes you can/ No you can’t. The students have to move around the classroom until they find their partners. Some of them will find their mother or daughter sooner than others. Therefore we will ask them to think about which other products could be their brothers or sisters; for example, they can understand through examples that sweets, cakes and biscuits can be donuts’ sisters or brothers, as they have the same mother. Finally, students will have to tell their classmates which members belong to the same family. 16
Food: Teacher’s book Material: flashcards.
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Food: Teacher’s book
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Food: Teacher’s book LESSON 6 1. Countries 2. Start the collage
Countries
Small groups
45 minutes
At the beginning of the lesson a country will be allocate to each group by raffle. The countries will be the Hungry crocodile’s main characters home countries: Australia, USA, UK and India. After that we are going to the computer room and each group will start looking for information on the internet or in the encyclopaedias and they will have to fill this chart: COUNTRY: -
Location: Size: Inhabitants: Language: Typical animals: Typical food:
Material: different colour's chalk.
Collage
All together
15 minutes
Students will have to make a collage containing the chart’s information. They will have to decorate the collage so they can print or draw some pictures. They will have to ask to the teacher what they want to print and they will print it after the teacher checks the pictures. Material: poster boards, fell pens, crayons, printers, computers, encyclopaedias.
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Food: Teacher’s book LESSON 7 1. Finish the collage. 2. Presentation and comparison.
Finish the collage
Small groups
40 minutes
At the beginning of the lesson a country will be allocated to each group by raffle. The countries will be Hungry crocodile’s main characters’ home countries: Australia, USA, UK and India. Once they know their country they will go to the computer room and each group will start looking for information on the internet or in the encyclopaedias, so that they can fill the next chart in a brief way. Some groups will finish their collages earlier than others. Therefore, they can either help other classmates or start preparing what they are going to say in the presentation about their country. COUNTRY: -
Location: Size: Inhabitants: Language: Typical animals: Typical food:
Material: computers, encyclopaedias...
Presentation and comparison
All together
20 minutes
Each group will present their collage to their classmates. After each presentation students will hang the poster on the wall and after all the posters are hanged the teacher will start making some comparisons between the countries such as “India has more inhabitants than Australia” or “USA is bigger than UK”. This way, the teacher will try to make students use this structure (more … than) and compare the size, inhabitants and animals from Australia, India, UK and USA. Material: students’ posters.
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Food: Teacher’s book LESSON 8 Previous knowledge 1. Bingo
Previous knowledge
Individually / In small groups / All together
40 minutes
The teacher will start the lesson talking about the different foods that could be read in the storybook. Once she/he makes sure that students know the meaning of each one of them, the teacher will start with the “nutritional pyramid” topic. However, it is essential to make students talk or write about their previous knowledge and for that, the teacher will give a sheet of paper with the nutritional pyramid on it and will write a list of questions on the blackboard:
What does this pyramid mean to you? How do we divide food in different groups? Which food groups do you know? Why is it important to eat well and be healthy? Why is it important to be physically active every day?
It is evident that some pupils will know more about the topic than others but it is essential to make all of them think about the questions. Therefore, the teacher will ask them first to write down notes or answers for the questions individually. After five minutes (or when the teacher sees that they have finished), they will gather in groups of four and comment on their ideas. They will have to write new notes that summarize the most important ideas that they have written and after that, a person from each group will tell their classmates what they know about the topic. While other students listen, the classmates can add notes to their list. This way, the answers will become more and more enriching and the teacher will guide them through the topic. It is important, though, to give clear instructions in order to make them follow the task. At the end, thanks to their ideas and the teacher’s help, they will write the name of each group of food and colour it with different crayons, while they highlight the importance of eating healthily and being physically active every day. Material: worksheet and crayons.
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Food: Teacher’s book
Bingo
All together
20 minutes
In this activity students are going to play a game to learn vocabulary about food. For that, each student is going to take a piece of paper from the bin and they are going to do 25 small pieces each; while they are doing the pieces, the teacher is going to give one card each student. So each student is going to have a card and 25 pieces of paper. The teacher is going to say different foods and if the students have these foods they have to put the paper on it. When they have a line done they have to say “Line”, and when they finish the entire card they have to say “Bingo”. The first one finishing the card is going to be the winner and as they are going to play the game twice. The winner is going to be the one that says the foods this time.
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Food: Teacher’s book LESSON 9 1. Video about eating habits 2. Healthy or not?
Video about eating habits
Individually / In pairs / All together
35 minutes
The teacher will start the lesson asking students about the amount of sweets they eat per week. This way, she/he will try to make them realize about the importance of eating healthily. Some of them will talk more than others but this part of the class will be a short activity to break the ice and put everyone in context. Then, the teacher will tell students that they are going to watch a short video. In order to make them be concentrated and to set a clear task, the teacher will ask students to make a list individually with the foods that they see during the video. Before watching the video, moreover, the teacher will explain the meaning of “one hour ago” and “two minutes later” because they are essential to understand the story. For that, she/he will put examples and use the expressions in context. The teacher will play the video for the first time and in the meantime, students will be writing down what they see. Once they finish, pupils will compare their lists with their partners and they will complete them with new ideas. Then, they will watch the video again and comment the lists and the video all together, making clear what happened and guiding them to the conclusion that the monster should not have eaten so many things. When they realize about that, the teacher will ask students to take the nutritional pyramid that they used the previous lesson and the lists that they have created. The teacher will ask students what they remember about the pyramid and they are going to review the groups and the type of food that each one contains. Then, the teacher will give some examples of the advices that they could give to the monster, such as “He shouldn’t eat so much chips” or “He should eat more vegetables”. When the teacher sees that the structures should and shouldn’t are clear and students know how to use them, they will talk about the advices in pairs. After that, and to finish the activity, each pair will tell other classmates one advice. Material: video (https://www.youtube.com/watch?v=Wqg4Hg-wPi4) and nutritional pyramid from previous lesson.
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Food: Teacher’s book Healthy or not?
Individual / In pairs
25 minutes
The teacher is going to give a sheet with a diet and say that it is a diet of the “Hungry crocodile” and that there is written what he ate the previous day. BREAKFAST
LUNCH
DINNER
Cup of milk
Beans
Steak
5 donuts
Chicken
1 apple
Yoghurt
Fries with mayonnaise and ketchup Piece of cake, ice cream and chocolate topping.
First, students are going to read the diet individually and they are going to comment on it all together, to make sure that they understand the vocabulary. After that, each student is going to write if it is healthy or not and give some advices saying what should be changed. When they finish, they are going to make pairs and see if they agree or not with the answer and make the necessary changes in their own words. Finally, the entire group together is going to talk about how the “Hungry crocodile’s” diet should be. Material: diet sheet.
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Food: Teacher’s book LESSON 10 Activity pyramid 1. Yesterday’s lunch
Activity pyramid
In pairs
30 minutes
In this lesson students will watch another video about the importance of practicing sports and eating healthily. In order to make students be concentrated while they watch the cartoons they will have to count how many times the father of the family goes running. The teacher will watch the video beforehand and if she/he thinks that there are words that students might not understand, they will talk about their meaning. After watching the video they will talk about what happened on it. The teacher should guide them and ask questions about the story if she/he sees that pupils are having difficulties to talk. Then, students will write four sentences about what we should or shouldn’t do to have a healthy lifestyle. After some minutes, they will comment on them and summarize the values that they have got from the videos that they have watched these lessons. After finishing the activity the teacher will ask some about students’ physical activity habits. Material: video (https://www.youtube.com/watch?v=h61O9D_5pSw)
Yesterday’s dinner
All together
30 minutes
Students will have to fill the chart with the answers of six classmates. For that, they have to stand up and move around the classroom asking what their classmates ate the previous day, using the question provided by the chart. Each student will write the name of his / her mate on the left side of the chart and after deciding in which group of food it could be classified, they will circle the name of the type (grains, vegetables, etc.). Finally, they have to think if what their classmates ate was healthy or not and say why.
Classmates
What did you have for dinner yesterday? Grains
Vegetables
Fruits
Milk
Meat/Beans
Grains
Vegetables
Fruits
Milk
Meat/Beans
Grains
Vegetables
Fruits
Milk
Meat/Beans
Grains
Vegetables
Fruits
Milk
Meat/Beans
Grains
Vegetables
Fruits
Milk
Meat/Beans
Grains
Vegetables
Fruits
Milk
Meat/Beans
Grains
Vegetables
Fruits
Milk
Meat/Beans
Material: chart.
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Food: Teacher’s book LESSON 11 Put time linkers in the correct order 1. Matching 2. Put the recipe in the correct order
Put time linkers in the correct order
In pairs
15 minutes
The lesson will begin working in pairs. The teacher will write a list of time linkers in the blackboard and students will classify them in three groups (beginning, middle or ending). They will have five minutes to do it with the help of the partner and when everyone finishes, they will correct all together. The teacher will ask for examples when checking and if students do not really understand the meaning, she/he will explain the linkers with real examples of students’ everyday life. This is the list of the time linkers that students will need to classify into three groups: First- Finally - To begin with - At last - After that - Before that - Afterwards - Firstly - To finish with - As soon as - Next - In the end - Then BEGINNING
MIDDLE
ENDING
Material: list of time linkers.
Matching
In pairs
20 minutes
Students will have a list of verbs that are used when explaining recipes and they will need to match them with the definitions given. They will work in pairs and will ask doubts and words that they do not understand to the teacher. They can also check their dictionary. When they finish, they will check their answers with the couple next to them and after that, with the whole group. Students can draw pictures that show what the verbs mean. To add: to put something with another thing or group of things. To season: to add herbs, salt, pepper, or spice to food. To bake: to make bread, cakes or other food using the oven. To fry: to cook food in hot oil. To mix: to combine two or more ingredients so that they become a single ingredient. To boil: a liquid becomes so hot that there are bubbles in it. To whip: to beat eggs or cream with a utensil to incorporate air and produce expansion. To chop: to cut food into pieces. 26
Food: Teacher’s book To heat: to make hot or warm. To cover: to put something over another. To beat: to mix foods such as eggs, cream, or butter well using a fork or a special tool or machine. To flip: to turn over quickly. To stir: to move food around in a dish or pan using a spoon or other object. To drain: to let liquid flow away from something. To grab: to take something. To melt: to change a solid food into a liquid. Material: list of verbs and definitions in different order for students to match.
Put the recipe in the correct order
Groups of three
25 minutes
Students will have a recipe that explains how to cook blueberry pancakes. However, it will be in disorder, so students’ job will consist on putting in the right order. For that, first of all, students will read aloud the sentences and teacher will make gestures to make sure that students understand the meaning. Then, she/he will say the sentences in Basque and students will have to raise their fingers and say which of the steps she/he is saying. Once everything is clear, children will gather in small groups and put the procedure of the recipe in the correct order. When they finish, a group will come to the front of the class and will read the recipe. If it is correct, the lesson will finish with claps and if there is a mistake or the order is not right at all, other students will help them. This way, cooperating with each other will achieve their goal.
1. In a big bowl, mix 200 g of flour, 150 g of sugar, 5 g of baking powder, and a bit of salt. 2. Melt 100 g of margarine in a small saucepan. 3. Crack two eggs into a bowl. Then add 200 cl of milk and melted margarine. 4. Beat egg mixture until it is well mixed. 5. Add the flour mixture to the egg mixture. Beat again until both mixtures are mixed. 6. Put 20 more g of margarine in the saucepan and heat it on the stovetop. 7. Put some blueberries on top of each pancake. 8. Cook your pancakes on medium heat until small bubbles appear on the top. 9. Use a spatula to see when your pancakes are light brown on the bottom. When they are, flip them over with the spatula. 10. Cook for another few minutes until the pancakes are light brown on the other side. 11. Remove your pancakes and put them on plates to enjoy! Material: Procedures of the recipes disordered.
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Food: Teacher’s book LESSON 12 Complete the recipe 1. Listening to the story 2. Dramatizing the story 3. Working on Maths
Complete the recipe
In pairs / small groups
15 minutes
The teacher will start talking about the recipe of the blueberries that students put in the correct order the previous lesson. However, they will need to realize that there is something missing (the ingredients) to have the complete recipe. The teacher will show some examples of recipes in the computer and students will need to guess that the ingredients are missing. Therefore, first of all, they will work in pairs, read the procedures and taking into account what it says, make a list of things that they will need. For example, if they read “Melt 100 g of margarine in a small saucepan” they will need to write “100 g of margarine” in the list of ingredients. Once they finish, they will compare their answers with the ones that have the couple next to them. At the end, students will read aloud the ingredients and the teacher will write them on the blackboard in order to avoid spelling mistakes. Material: the procedures of the recipe that they worked on the previous lesson.
Listening to the story
All together
15 minutes
The teacher will read the story while students follow it using their storybook. During it, the teacher will make sure that they follow what she/he is saying asking them to continue reading or making mistakes in purpose. Material: storybook.
Dramatizing the story
Groups of students
15 minutes
Once they have listened to the story, some volunteers will take the role of the Hungry Crocodile, Smelly Buffalo, Talking Fish and Whistling Elephant and they will act the story in front of their classmates. The rest of the classmates will tell what the narrator says and the characters will talk to each other when they meet.
Working on Maths
Small groups
15 minutes
The teacher will explain that the recipe is made thinking about pancakes for two people. However, they have thought about preparing a meal for four people: the Hungry Crocodile, the Smelly Buffalo, the Talking Fish and the Whistling Elephant. For that, they will have to think of the amount of ingredients that they will need, since it is obvious that they will not have enough with the ones that appear in the recipe. The teacher will help to do the first example and when they understand the multiplications that they need to do (all the ingredients multiplied by two), they will solve the rest in small groups. Material: recipe of the pancakes.
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Food: Teacher’s book LESSON 13 1. Rewrite the recipe of the pancakes 2. Decorate the booklets with pictures and colors
Rewrite the recipe of the pancakes
Individually
Whole lesson
In the previous lesson students found out which were the ingredients that they needed to make pancakes for the four characters of their story. In this lesson, they will take the activity in which they put in order the steps of the procedure and copy everything properly in the booklet given by the teacher. They will have to use the ingredients’ units well, make sure that the linkers are in the correct order and copy the text without spelling mistakes. In the meantime, the teacher will be checking their work and she/he might play some music if students are behaving well. Remember that there is a student who has difficulties to concentrate. We can be next to him in order to make him feel more secure or move him next to another student that is his friend and will have to make him work properly, as we know that children are good teachers too. Material: papers to make the booklets and activities that we did the previous lessons.
Decorate the booklet with pictures and colors
Individually
Whole lesson
It is obvious that some students will finish copying the recipe quicker than others. The teacher needs to underline the importance of working hard but taking the time that we think it is necessary. When students finish, they have to draw pictures that show what the step of the recipe explains. They can use crayons, markers, stickers or pictures from newspapers as collage. Material: the booklet in which they have written the recipe, crayons, markers, stickers, newspapers and magazines.
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Food: Teacher’s book LESSON 14 Name the bins 1. Reflect on the picture 2. Play computer games
Name the bins
All together
10 minutes
The lesson will start talking about what students have brought to eat in the break. In small groups students will talk about their recycling habits at home. After some time talking and breaking the ice, we will ask them to name the four bins that they see in the picture. We will take into account the colors and the trash that we throw to each of them. The teacher must help students explaining themselves. When they finish, the teacher needs to make students be conscious of the importance of recycling and doing so when they are at school too. Remember that:
BROWN BIN: ORGANIC GREEN BIN: GLASS YELLOW: PLASTIC AND TINS BLUE: PAPER
Reflect on the picture
Small groups / all together
30 minutes
The teacher will show a picture from the river Ganges in India. Students will see that it is full of trash and that people washes their body in that water. However, the teacher will underline that this problem happens around us too. Therefore, students will see another picture from a Basque river. In groups, they have to reflect on the pictures and write sentences such as “We should throw the cans to the yellow bin” or “We shouldn’t throw paper to the river”. For that, pupils will first make a list of the objects that people might throw to the river. This way, we make students understand that we also have problems and that we need to solve them first before blaming other countries. Then, they will write sentences using modal verbs (remind students the use of should and shouldn’t) and at the end, they will go to the front of the class and read aloud what they have written in order to think about the importance of recycling. Students’ writing can be corrected while the teacher checks their work.
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Food: Teacher’s book
GANGES (INDIA)
A BASQUE RIVER
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Food: Teacher’s book
Play computer games
Individually
20 minutes
Each student will take his/her laptop and will go to the next link in the National Geographic’s webpage. http://kids.nationalgeographic.com/kids/games/actiongames/recycle-roundup/ They will find a game called Recycled Roundup in which they have two minutes to classify the trash in three different bins. It is important to explain that the classification is different and that in this time, they will divide the objects in three containers: organic, stuff that can be recycled and the one that cannot be. The teacher will explain which kind of things go in each bin giving examples and asking more to the students. Once that everything is clear, they have free time to play in it. Material: computers.
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Food: Teacher’s book LESSON 15
British parent’s visit
All together
1 hour
The parents of the British student will come and give a talk about the main differences between the way of eating in the Basque Country and UK. He will explain which the main meals are, how their timetable is and the special dishes they have. He will also tell them any funny experience he had related to food. Children will have the opportunity to interact with him, asking questions. Besides that, he will also bring some traditional food (fish and chips, tea and biscuits) so as to taste them and have a discussion about it, sharing their opinions. Material: British food.
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Food: Teacher’s book LESSON 16
1. Running dictation 2. Extract main ideas 3. Change of units
Running dictation
Small groups
15 minutes
At the beginning of the lesson students will work in small groups. The four characters of the story will provide a recipe of their countries: Smelly Buffalo from USA, Talking Fish from UK, Hungry Crocodile from Australia and Whistling Elephant from India. They will be written in text form and they will be located in different parts of the classroom. Students will have to be sitting in a table and when the game starts, one of each group will have to stand up, run to their recipe, memorise as much as possible, go back to their groups and tell to the one who is writing what they have memorised. These roles will be changed continuously, but in each group will be always one person writing what others say. The group which finishes first copying the entire recipe without mistakes will win the game. In this way, each group will have their complete recipe in order to start working on it. Material: a recipe of each country in a text form (see next pages) and dictionary.
Strawberry Pavlova (Australia): First of all, you need to heat the oven to 150 Cº/130 Cº. Then, using a pencil, mark out the circumference of a dinner plate on a baking special paper. Straightaway, mix two egg whites with a hand mixer until they form rigid peaks. Then mix with 200 cg sugar, until the meringue looks shiny. Next, mix in 10 ml vinegar, 30 dg corn flour and 5 mg vanilla. Afterwards, spread the meringue inside the circle, creating a crater by making the sides a little higher than the middle. Bake for 1 hour, then turn off the heat and let the Pavlova cool completely inside the oven. When the meringue is cool, chop 100 g of the strawberries. Mix them with 2000 dg red berries and 2 cg icing sugar. Then, place in a food processor and mix until smooth. Whip the cream with the remaining icing sugar and spread it over the meringue. Finally, put the remaining fruit on the cream and pour the sauce over the whole lot.
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Food: Teacher’s book
Jacket potatoes with home-baked beans (UK): Firstly, you need to heat the oven to 200 Cº/180 Cº. Secondly, scrub the potatoes and dry well, and then make holes in several places with a fork. Bake directly on the oven shelf for 1-1½ hours, until they feel soft when squeezed. After 30 minutes, heat the oil in a pan and gently cook the carrot and celery for 10 minutes until softened. Add the beans, tomatoes and paprika and cook gently for a further 5 minutes until the tomatoes are softened. Stir in 100 ml water and the Worcestershire sauce, cook for a further 5 minutes and then cover and keep warm. Finally, split open the potatoes and spoon in the beans.
Chiken tikka with spiced rice (India): First of all, slash each chicken breast deeply with a knife 3-4 times on one side. Put in a bowl and add 50 g of the yogurt and the tikka paste. Mix well, cover and marinate in the fridge for 30 minutes. Then, make the raita by stirring the cucumber and most of the mint into the rest of the yogurt. Season with black pepper, cover and chill. Secondly, you need to heat the oven to 240 Cº/220 Cº. Divide the onion wedges over a foil-lined baking tray. Remove the chicken from the marinade, shake off any excess and place on top of the onion wedges. Cook for 20 minutes. Meanwhile, tip the rice, curry powder, peas and pepper into a pan of boiling water and boil slowly for 10 minutes. Finally, drain well and divide the rice between 4 plates. Add the chicken, roasted onion and remaining mint. Remember to serve it with the cucumber raita.
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Food: Teacher’s book
American-style pineapple and banana pancakes (USA): First of all, roughly chop the pineapple and slice the banana. Next, tip the flour, baking powder, cinnamon and sugar into a bowl and mix well. Secondly, make a well into the centre and crack in the egg. Then mix the egg into the flour, adding the milk gradually to make a soft batter. Straightaway, stir in the pineapple and banana. Heat a little oil in a frying pan; add the batter in heaped tablespoonful, well apart to allow them to spread. When bubbles appear on the surface, flip the pancakes over and cook until light golden. Finally, cook all the pancakes and keep them warm. Serve 2-3 pancakes with a spoonful of yogurt and a little maple syrup pored over.
Extract main ideas
Small groups
30 minutes
Students will have to read their recipe carefully and underline the most important ideas. The teacher will underline the idea of understanding most of the text using dictionaries if students see it necessary. Then, the teacher will give to each group a paper which has a recipe format. In it will appear different aspects, such as: ingredients and the steps that have to be followed. Students will need to complete those gaps, getting the information from the text. At the end, they will all have a recipe written in a clear and visual way.
Material (in each group): recipe format sheet.
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Food: Teacher’s book Change of units
Individually or in pairs
15 minutes
The Whistling Elephant and the Smelly Buffalo do not use the same units to measure the ingredients. Therefore, they are having problems to understand others’ recipes and they would not be able to cook them without students’ help. They will have to adapt the different units which appear in one of the recipes (Strawberry Pavlova from Australia) to a same one. For example: they will have information in g, cg and mg so they will need to adapt all of them to one measurement unit. It is supposed that students already know how to change the units of the measurement. However, the teacher will make an example on the blackboard using the next chart. For example, if they have 200 cl milk and 1000 ml water, they would change the unit of the water to cl (1000 ml = 100 cl). For that, first of all students will make a list of the ingredients that they need to take into account. Then, they will decide which unit is more convenient to use and finally, using the chart they will change the units to the one that they have decided.
g
dg
cg
mg
l
dl
cl
ml
Material: recipe and the chart.
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Food: Teacher’s book LESSON 17 1. Invitation letter 2. Cook book
Invitation letter
Small groups/ All together/ Individually
50 minutes
The teacher will tell students that they need to write an invitation letter for the 3rd grade students. In that invitation letter, they will have to explain that they are going to organize an International Food festival, in which they will have the chance to taste numerous foods from four countries and will receive information about them. Therefore, students will have to sit down in their small groups and think about what ideas do they have to write down in the letter. They will have around 10 minutes to think about it. Then, the teacher will ask each group to say aloud their contributions and write them down on the blackboard. After that and all together, an invitation letter will be written on the blackboard. Then the teacher will hang out a sheet of paper to each student. They will have to copy from the blackboard the letter they wrote all together. Before writing the letter, the teacher will explain clearly which the steps and structures are when writing an invitation letter At the end, each student will have written an invitation letter to give to a student from the 3rd grade. Finally, one student of each group will go to the 3rd grade classes, read them their invitation and share them out.
Cook book
Individually
10 minutes
The teacher will prepare for each student a cook book with all the recipes worked in class. She/he will give them in class and let students have a look and read it. Then, they will bring home and have the opportunity to cook them with their parents. Material: cook books.
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Food: Teacher’s book LESSONS 18, 19 and 20
Decoration for the festival
Small groups
3 hours
The teacher will have to organize four places in the class. In one of them, students will have to find music of their country in order to play it in the festival. For that, they will have some laptops and earphones available. In another group, they will have to decide what they are going to wear in the festival. It should be something related to their country. For that, they will also have the chance to have a look on the Internet. In the third place, they will have to make recycling crafts to decorate their stand of the festival. They will have different materials and they will have to decide how they want to decorate it and what do they need for that (country flag, traditional food, typical mementos, etc.). Finally, the last group will have to invent a dance with a famous song of their country. Material: recycling materials, laptops, earphones and Art and Craft materials. Here are some examples: -Kitchen furniture:
-Different animals:
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Food: Teacher’s book LESSONS 21 and 22
International Food Festival
All together
2 hours
This will be the last lesson of the project. It will gather all the different ideas they have worked on during those 7 weeks. Students will have to cook the traditional food of their country, following the steps of each recipe and invite others to taste it. They will also have to present the collage they had done at the beginning of the project. Moreover, they will have to perform their dances. The five characters of the story that we read at the beginning of this unit will have their place in this festival. Everybody will have a wonderful time and we will give an unforgettable ending to this project! Parents will have their role too. They will be invited to the festival to see what their daughters and sons have been working on. Moreover, their presence might be helpful when cooking the recipes. It could be interesting and enriching to take some pictures during the festival and to record some of the moments in order to show them in the school webpage. Material: ingredients from each country, CD player, decorative things and cooking tools.
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