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Didactic guidelines

General guidelines for teachers

This project is made up of six different missions whose main topic is Food. There are activities to do individually, in pairs or in teams.

This project is part of a set of ten projects designed to cover all the Learning Standards of the syllabus of Secondary Education that are published at the BOE (January 3rd 2015), pages 424 - 427.  With this project you will be able to let your students be autonomous learners and guide them through their learning.

There are activities which involve both individual work, collaborative pair work and group work.

We strongly recommend to work with them through daily aims to get to the end of the project and accomplish each mission successfully. This means at the beginning of each lesson you should take five minutes to check where your students are and to tell them where you would like them to get at the end of the session.

For example: 'At the end of the session each student will have had to finish the listening activities, which will be checked by the teacher'.

Each project is student-centred and has several areas of interest:

  • In each project, students have to accomplish a mission, in order to learn something useful for their big final challenge.
  • There is also a challenge in each project, where they have to design a collaborative product. They are expected to actively work with information and communication technologies. They will create a portfolio to gather all their knowlegde along this set of projects. 
  • Students also have to complete a learning diary, using a Google Drive Document a the different tips we offer to the students at the end of each mission.
  • Student will also have a personal portfolio, using a personal blog where they have to reflect on the different contents they are working on, they have to upload the different audios and videos they produce, and they have to share the link to the different post of their project.

Apart from this project-based approach, each project is also focused on different vocabulary, grammar structures and text types. There are several activities to work on the different skills: listening, writing, reading, speaking and interaction to satisfactorily achieve every goal from a linguistic point of view.

To sum it up, they are going to work on all the contents of the syllabus within their level with a project-based learning orientation.

Assesment

For assessment the final challenge of this project, both you as a teacher, and your students, are expected to use the rubric to evaluate the project: 'Rubric to asses the project: A cookbook'.

Question Mark

Alexander Henning DrachQuestion Mark in Esbjerg (CC BY-SA)

Every mission will include a final task to consolidate all the learning. This final task will be assessed using the following rubrics:

This project is designed to be assessed following this pattern:

  • The teacher will evaluate the final post on the blog - portfolio with all the outcomes produced along the project following the rubric. It will be 40% of the final score.
  • The partners will carry out peer assessment of the work and grade about how their team have worked. It will be 20% of the final score. The students can generate the different criteria or items to be assessed.
  • Students will self-assess the final challenge using the rubric. It will be 20% of the final score.

The final score will also include a 20% for the teacher to evaluate how the students have been involved in the project or tackled the different activities.

Both teachers and students are suggested to use the available rubrics to assess both the process and the outcomes.

At the end of the project the students will have been able to:

  • Talk about and identify different tipical food around the world.
  • Order food in a restaurant following the given menu. 
  • Identify and promote the benefits about eating vegetables and fruit.
  • Express and talk about the conclusions of an investigation about food likes.  
  • Write and share a recipe using vocabulary and instructions related with the topic of food. 

Timing

This project implies the use of about ten 50-minute lessons. The timing is, obviously, approximate. It will depend on the learning pace of the students, on their interests and on the activities done in class.

A big clock

Sese IngolstadtBahnsteiguhr.jpg (CC BY-SA)

The ten lessons could be used according to this schedule:

  • Five of the lessons will be focused on the five first missions.
  • The sixth mission (The cookbook) will take us three lessons.
  • Another lesson will be used to create the final post with all the information for the portfolio.
  • And the last lesson will be a good opportunity to assess students and do the collaborative assessment.

And it would be also great to evaluate the project itself. This final process will take only a few minutes and could be includen in the last lesson.

Mind map of the project.

Mind Map about the project

Key Competences.

At the end of the project the student will have worked and developed these language competences:

  • Knowing and using vocabulary about food and healthy eating.
  • Writing the steps of a process, using a recipe.
  • Promoting healthy eating habits through a poster. 
  • Interacting with certain autonomy when you are taking conclusions about a survey.
  • Working collaboratively as a group.
  • Evaluating their work and their partners' giving opinion and feedback.

Students will also develop different ICT competences:

  • Sharing and working with Google Docs.
  • Creating an e-book using a web tool.
  • Running a journal - portfolio.

Contents

Vocabulary

  • Food.
  • Good Manner expressions.
  • Maths vocabulary: Percentages.
  • Cooking Verbs. 

Grammar

  • Do / Does questions.
  • I would like ...
  • Word order in English questions.
  • Organize and say steps of a process. 

Objectives

  • To talk about and identify different tipical food around the world
  • To know  how to order food in a restaurant following the given menu.
  • To identify and promote the benefits about eating vegetables and fruit.
  • To express and talk about the conclusions of an investigation about food likes.
  • To write and share a recipe using vocabulary and instructions related with the topic of food. 

Learning Standars (LOMCE)

All the Learning Standards of the curriculum of Secundary Education are published at the BOE (January 3rd 2015), pages 424 - 427

Bloque 1. Comprensión de textos orales

1. Capta los puntos principales y detalles relevantes de indicaciones, anuncios, mensajes y comunicados breves y articulados de manera lenta y clara (p. e. cambio de puerta de embarque en un aeropuerto, información sobre actividades en un campamento de verano, o en el contestador automático de un cine), siempre que las condiciones acústicas sean buenas y el sonido no esté distorsionado.

2. Entiende lo esencial de lo que se le dice en transacciones y gestiones cotidianas y estructuradas (p. e. en hoteles, tiendas, albergues, restaurantes, centros de ocio, de estudios o trabajo).

3. Identifica el sentido general y los puntos principales de una conversación formal o informal entre dos o más interlocutores que tiene lugar en su presencia, cuando el tema le resulta conocido y el discurso está articulado con claridad, a velocidad media y en una variedad estándar de la lengua.

4. Comprende, en una conversación informal en la que participa, descripciones, narraciones, puntos de vista y opiniones sobre asuntos prácticos de la vida diaria y sobre temas de su interés, cuando se le habla con claridad, despacio y directamente y si el interlocutor está dispuesto a repetir o reformular lo dicho.

Bloque 2. Producción de textos orales: expresión e interacción

1. Hace presentaciones breves y ensayadas, bien estructuradas y con apoyo visual (p. e. transparencias o PowerPoint), sobre aspectos concretos de temas de su interés o relacionados con sus estudios u ocupación, y responde a preguntas breves y sencillas de los oyentes sobre el contenido de las mismas.

2. Se desenvuelve correctamente en gestiones y transacciones cotidianas, como son los viajes, el alojamiento, el transporte, las compras y el ocio, siguiendo normas de cortesía básicas (saludo y tratamiento).

3. Participa en conversaciones informales cara a cara o por teléfono u otros medios técnicos, en las que establece contacto social, intercambia información y expresa opiniones y puntos de vista, hace invitaciones y ofrecimientos, pide y ofrece cosas, pide y da indicaciones o instrucciones, o discute los pasos que hay que seguir para realizar una actividad conjunta.

Bloque 3: Comprensión de textos escritos

1. Identifica, con ayuda de la imagen, instrucciones de funcionamiento y manejo de aparatos electrónicos o de máquinas, así como instrucciones para la realización de actividades y normas de seguridad (p. e., en un centro escolar, un lugar público o una zona de ocio).

2. Entiende los puntos principales de anuncios y material publicitario de revistas o Internet formulados de manera simple y clara, y relacionados con asuntos de su interés, en los ámbitos personal, académico y ocupacional.

3. Comprende correspondencia personal en cualquier formato en la que se habla de uno mismo; se describen personas, objetos y lugares; se narran acontecimientos pasados, presentes y futuros, reales o imaginarios, y se expresan sentimientos, deseos y opiniones sobre temas generales, conocidos o de su interés.

4. Entiende lo esencial de correspondencia formal en la que se le informa sobre asuntos de su interés en el contexto personal, educativo u ocupacional (p. e. sobre un curso de idiomas o una compra por Internet).

5. Entiende información específica esencial en páginas Web y otros materiales de referencia o consulta claramente estructurados sobre temas relativos a materias académicas, asuntos ocupacionales, o de su interés (p. e. sobre un tema curricular, un programa informático, una ciudad, un deporte o el medio ambiente), siempre que pueda releer las secciones difíciles.

Bloque 4. Producción de textos escritos: expresión e interacción

1. Escribe notas y mensajes (SMS, WhatsApp, chats), en los que se hacen breves comentarios o se dan instrucciones e indicaciones relacionadas con actividades y situaciones de la vida cotidiana y de su interés.

2. Escribe notas, anuncios y mensajes breves (p. e. en Twitter o Facebook) relacionados con actividades y situaciones de la vida cotidiana, de su interés personal o sobre temas de actualidad, respetando las convenciones y normas de cortesía y de la etiqueta.

3. Escribe correspondencia personal en la que se establece y mantiene el contacto social (p. e., con amigos en otros países), se intercambia información, se describen en términos sencillos sucesos importantes y experiencias personales (p. e. la victoria en una competición); se dan instrucciones, se hacen y aceptan ofrecimientos y sugerencias (p. e. se cancelan, confirman o modifican una invitación o unos planes), y se expresan opiniones de manera sencilla.

Glossary

  • Thinking Routine: Rutina de pensamiento.
  • Survey: Encuesta.
  • Cookbook: Libro de recetas.
  • Weirdest: Superlativo de extraño, raro.
  • Peer assesment: Coevaluación, evaluación entre iguales, evaluación entre los miembros del grupo. 
  • Rubric: Rúbrica.
  • Order food: Pedir comida.
  • Waiter: camarero.
  • Customer: cliente.
  • Slide: Diapositiva.
  • Outcome: Producto final, resultado del trabajo. 

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