Unit: “ Let´s eat at Halloween time”

Competence-based indicators – L. Standard Lesson Content objectives: Assessment criteria

1. Difference when asked or when ordered voice and with
adequate speed depending on the intonation. Learning
to Learn, Linguistic and communicative competence
2. Identify customs of the countries of the foreign language
in an oral text Linguistic and communicative
competence. Consciousness and Cultural
Expressions
3. Recognize and understand the vocabulary of frequent
high relative to your needs and interests. Linguistic and
communicative competence
a) Name famous customs in the UK by i) Identify customs of the countries of the
listening to and working with a story and a foreign language in an oral text.
song using vocab related to food/cooking
in the UK.
b) Understanding of requests, instructions,
offers of help and permission (request and
give information on the location of certain
ingredients).

4. Use the vocabulary and simple expressions of customs
typical of the countries of the foreign language, in simple
oral texts. Social and civic competence. Linguistic and
communicative competence
5. Participates actively and spontaneously, in classroom
activities, using the foreign language as an instrument to
communicate. Linguistic and communicative
competence. Sense of Initiative and Entrepreneur
Spirit
c) Know basic socio-cultural and sociolinguistic
aspects, concrete and significant, and apply the
knowledge acquired about them to an oral
production appropriate to the context, respecting
the most basic communication conventions.
ii) Uses the vocabulary and simple
expressions of customs typical of the
countries of the foreign language, in
simple oral texts.
iii) Participates actively and
spontaneously, in classroom activities,
using the foreign language as an
instrument to communicate.

6. Associate the spelling, pronunciation and meaning of d) Identify basic socio-cultural and sociolinguistic iii) Identifies very general elements of the
simple sentences, when reading. Linguistic and aspects, concrete and significant, about daily life customs of the countries of the foreign
communicative competence and the celebration of Halloween. language in a written text.
7. Identify very general elements of the customs of the
countries of the foreign language in a written text.
Linguistic and communicative competence. Social
and Civic competence.
8. Precisely uses vocabulary and high-frequency structures d) Knowing concrete and significant basic socio- iv) Uses vocabulary and high-frequency
to express basic information about everyday situations, cultural and sociolinguistic aspects structures with precision to express basic
on paper or digitally following a model. Linguistic and information about everyday situations,
communicative competence. Digital Competence. on paper or digitally following a model.
9. Uses the acquired knowledge about customs of the v) Uses the acquired knowledge about
country of the foreign language in a written text, the customs of the country of the foreign
respecting the basic rules of courtesy. Social and Civic language in a written text, respecting the
competence. basic rules of courtesy.

Main unit outcome: Cognitive skills:

Children will be able to compare their own customs with others HOTS: Creating own recipe , expression opinion about others recipes.& LOTS:
around Europe and around the world. Use lexis related to recipes to come up with a description, classify ingredients
and list them.

Communication Communication Culture

Resources: Vocabulary Structures

PPT, IWB, worksheets, paper,
pencils, ruler, small
whiteboards, ingredients for
the muffin recipe and
equipment from the kitchen
of the school
Ingredients: flour, sugar, butter, egg, etc
Activities: stir the ingredients, pour the
mixture, chop, etc
Adjectives: savory, sweet healthy and
unhealthy.
Linkers: first, after that, then and finally
I need some/ I do not need… Geography: Extension of
How much/ How many… do you need? Halloween celebration
Is there any/ Are there any… History: Halloween as a Celtic
In the fridge, next to the cupboard tradition.

DIFFERENTIATION VALUES EDUCATION CROSS-CURRICULAR LINKS

Graded tasks: different levels (2 levels: sweet and savory food)
Intercultural Education: Science: Food and nutrition, a healthy
Open-ended tasks: there is not a specific objective Empathy for children from balanced diet.
Mixed-ability groups & Homogeneous groups cultures. Art and Crafts: Observing patterns, Still
Moral & Civic Education: life
Respect for other customs
and gastronomy
PROCEDURES AND INSTRUMENTS OF EVALUATION.
TEACHING PRACTICE. LEARNING PROCESS.
FORMATIVE ASSESSMENT SUMMATIVE ASSESSMENT FORMATIVE ASSESSMENT SUMMATIVE ASSESSMENT
Teacher´s diary Evaluation of the teaching process sheet. Daily observation for pupils´ work e.g. Test, children´s self-
Colleagues´ feedback information exchanges, comic, etc. assessment task, rubric with
Checking pupils´ fulfilment of competence-based indicators
objectives
SEQUENCE OF ACTIVITIES
L. ORIENTATION COMPLICATION RESOLUTION
1 Greeting Story: “A burfi cake disasterPre – The teacher shows some key images of the story through the use of the IWB so Order pics of
Setting the goals that children predict what the plot is about. While – Students complete some linguistic patterns. Post – Students the story
of the Unit express their opinion of the story making use of a pattern provided by the teacher. (Open-ended task) Tidy up.
Brainstorming Retelling: Pupils work in groups of 2-3 and retell the story. They have to plan how they are going to do it playing Goodbye
WALT different roles eg one draws different pictures or use points and another one is the speaker. (Mixed-ability routines
groups)
Checking: Children put in order some sentences regarding the story and answer some questions.
2 Greetings Jigsaw reading: Pupils working in groups of 4 are given a text about some of Halloween. Each child will be in charge Vocab quiz
Setting of one part of the text. They then get together with members from other groups and become “experts” in that Tidy – up
WALT particular day. They report back in their groups. Goodbye
Information gap: “Pupils have to fill in the information gap they have about the other days in the tour by asking routines
their classmates in the group. They then suggest new activities to do.
Comparing muffins and Tortilla: Pupils come up with similarities and differences between these two recipes..
3 Greetings and Role play Pupils in pairs write act out a role-play they have to come up which takes place in a Halloween time. We Bingo with
daily routines. provide scaffolding. items of
WALT Classifying ingredients: Pupils are given different ingredients of famous recipes in England and have to place them ingredients
in the right recipe. Tidy up and
goodbye.
4 Greetings. Running dictation: Pupils work in groups of 4-6. Each group is assigned with a coloured card with a text about
Setting monster muffins and HAlloween stuck away from where the groups are. One pupil from each group runs, reads the text Tidy-up
WALT from the wall, goes back to the group and dictates it to others. When we say change! another child will take on the role. Goodbye
(Mixed-ability groups) routines
Checking: Pupils answer some questions about the texts of different muffins(recipes)/halloween they saw before.
Meaningful drill: pupils work in 2s complete a text about a description of halloween with gaps by asking their
partner. Their partner will have the complete text.
Follow-up: Children express their opinion on those recipes/halloween. (Graded)
5 Greetings. Meaningful drill: Pupils complete a text about the description of Spanish tortilla (graded)
Brainstorm.Sett Mind map: Revision of adjectives to describe Halloween and recipes. Tidy-up.
ing “Rays of sunshine”: Pupils are provided with a handout where there is a sun with eight rays. Children individually Goodbye
.WALT write for each ray one characteristic of one recipes/halloween we have covered in this unit. routines
“Guess what ingredient is in my recipe”: Some pupils read what they´ve written. The others guess the
ingredient/recipe which is behind that description.
 6 Setting. “COOKING MONSTER MUFFINS”: Pupils o to the kitchen and prepare the recipe of the monster muffin. Follow the Tidy-up
WALT instructions and steps described in the following page. routines
Sett
Lesso
7 Greetings Self- evaluation: Pupils´ test. Tidy-up
WALT . Goodbye
routines

LESSON PLAN 6
Name of teacher: No. in class: 30
Enrique Romero Gamarra 25 students

Grade: Lesson time: 1h 30min

Grade 4

Learning objective(s):
 To list and define key terms related to cooking
 To provide and explain examples of cooking techniques
 To know some healthy habits related to food/cooking.

Materials:
Recipe: INGREDIENTS: flour (1kg), 5 eggs, sugar, vanilla flavour, chocolate chips, yest. milk (1l) and butter.
EQUIPMENT: 5 bowls, 5 big spoons, 25 molds, 1 knife, scale and kitchen paper.
White board and marker.
 Stages of the Teaching procedures and teacher’s Learner activities and learner Interaction Support given
lesson + timing language language
Students listen Whole class Titles on board
1. 20 mins - Teacher re-caps previous lesson Speaking – single words, W-C Writes
ORIENTATION about “Let´s eat” verbs, equipment in the Individual- WC inventions on
and GET - Teacher asks for some ingredients, kitchen. board
READY equipment and verbs discussed last Students repeat and talk to
lessons each other.
- T reminds them of the verb ‘to
need’ and ‘how much/many’
structures, and ask a student to
complete an example orally.
2. 5/10 mins T makes an example of how to follow the Sts offer answers W-C Visuals (realia)
SHOWING AN recipe.
EXAMPLE Elicits vocab to follow it. Sts offer answer W-C Realia. Board
T gives out hand-out with names of clocks
T elicits the answers. Insists on How Sts listen and read W-C Hand-out
much/many structure for giving answers.
Writes up structure on board as scaffold Reading, speaking, W-C
model.
Offering answers using W-C Scaffold on
model structure board
3. 20 mins CONTROL GROUPS Sts practice all structures W-C Placing emphasis
FOLLOW T guides students following recipe learned (orally). on practicing
RECIPE Stir, mix, add, pour… English
(GROUPS)
4. 5 mins T gives chocolate chips to those Sts reflects on possitive W-C Placing emphasis
Chocolate students who have 10 points or more reinforcement on having good
chips (Class Dojo). behaviour and
(GROUPS) participate
5. 5 mins T helps students pouring the mixture Sts check to what extent W-C Placing emphasis
Baking into every single mold and place them their predictions were right on safeguarding
in a baking tray and correct potential errors.

Sts report back

6. 15 mins Language assistant shows a pps about Sts listen and read W-C Placing emphasis
Halloween PPS Halloween in Texas, US. on behaviour

7. 10 mins T helps students melting chocolate the Sts stick the biscuit into the W-C Enjoy the muffin
STONE+melted mixture into every biscuit making a muffin making a stone of a
chocolate Christian cross. tomb