1. CLIL: Methodology and Applications Team work: Mazzarelli Gioconda, Plenzick Angelina, Vaccarella Lucia, Vertucci Italia. Liceo Scientifico G. Rummo – BN

2. « HEALTHY OR UNHEALTHY FOOD » Grade level: Primary school Subject: Science

3. CONTENT OF THE LESSON: TEACHING AIMS: To enable learners to understand that different food has different property To learn about the negative impact of bad food choices The importance of healthy food Eating habits Food groups To cooperate during task discussion (brainstorm) so learners can develop communicative skills and activate prior knowledge.

4. LEARNING OUTCOMES KNOW The names of some food What’s in the food we eat. Where the food come from BE ABLE TO Classify different kind of foods according to different criteria ( Venn diagramm, mind gap, tables) and compare different eating habits Classify eating habits as healthy or unhealthy Making links and choices about the food we eat BE AWARE: The importance of healthy food and the impact it has on our body

5. ASSESSMENT Can the learners… Identify the names and the characteristics of some food and where come from Be able to: Classify different kind of foods and eating habits Make links Read questions and choose the right answer Describe and give a reasoned opinion about food groups Be aware that food: Gives us energy; Makes us grow; Helps us to stay healthy.

6. ASSESSMENT Teachers observe and assess learners’ performance using specific criteria (listen and match, fill in the gaps, uses appropriate vocabulary, crossword puzzle, quiz questions,). Performance assessment can involve individuals, pairs or groups of learners. As CLIL promotes task-based learning, it is appropriate that learnes have opportunities to be assessed by showing what they can do individually and collaboratively. Learners should be encouraged to evaluate what they did. Performance assessment can also be used to evaluate development of communicative and cognitive skills as well as attitude towards learning. In CLIL lesson plans it is important to link the assessment of learning, i.e. formative assessment to the attainment of learning outcomes. Learning outcomes are learned-centred as they focus on what the learners can achieve rather than on what the teacher is teaching.

7. COMMUNICATION Functions: Warm up Brainstorming: Class discussion our eating habits Describing food. Expressing ideas and opinions. Suggesting Resources Visual support, look at the picture (food pyramid and flashcards), Lim, drawing Venn diagrams, wallposter or power point presentations, graphs, draw up action plans to improve their own eating habits, take part in role play or debates, research found on the internet. Assessment: To identify names and proprieties of food, or food groups. To be able to classify food. Why quiz To make informed choices about the food they eat. Procedure: Whole class Groups and individually. VOCABOLARY: Revisited: specific vocabulary or remember key content vocabolary New: Word bank for discussion, items or ideas connected with a topic, problem solving and reasoning STRUCTURES: Do you know..? What is it? It’s…. I like - I don’t like… How many..? Which type of food should you eat the most of each day? GRAMMAR Singular and plural of nouns Position of adjectives Present tense

8. COMMUNICATION FUNCTIONS: Warm up (storytelling) Activate prior knowledge Representing information in diagrams form Expressing ideas and opinions or hypothesise To produce creative ideas or thoughts

9. COMMUNICATION MATERIALS AND RESOURCES: processing input Visual support, Lim Software for images and drawing Glossary, highlight key content vocabolary or writing frames Visuals diagrams and graphs. Wall posters, flashcards or power point presentations Research found on the internet Work with games (domino, bingo) Realia Learners have to develop cognitive and thinking skills so they can transfer knowledges and skills in new contexts.

10. COMMUNICATION PROCEDURES: Learners are more motivated if activities are relevant and meaningful and if they know the purpose of the activity. It is helpful to start a lesson by finding out what learners already know about a topic. Teachers need to plan the input, but also need to plan for learner output. Teachers need to ask questions which encourage lower order thinking skills (LOTS), e.g. the what, when, where and which questions. However, they also need to ask questions which demand higher order thinking skills (HOTS). Providing scaffolding (content and language support strategies) is very important. Learners are all different, some need more support in order to understand subject concepts, while others need more support to communicate ideas. Whole class: brainstorming, role play Pair work or groups work Cooperative learning. Learning by doing. Final plenary: TPR