| TopicSeasons and food | Session2 | LevelYear 5 |
| Title: What were their seasons? What did they eat? | ||
| Key Competence:-Linguistic and audiovisual.
-Social and civic. |
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| Transferable SkillsCommunicative(Linguistic and audiovisual):
-To relate observations, explanations, thoughts, emotions, give accounts of experiences, opinions and develop argument. -To interpret and understand the situations she/he will encounter in everyday contexts and beyond. Methodological(Learning to learn): -To gain, process and assimilate new knowledge and skills (intellectual, emotional and physical) as well as seek and make use of guidance. Personal(Autonomy, initiative and decision taking) -To develop collective activities with critical thinking.
Personal, social and civic skills Knowledge of and interaction with the natural world -To interpret and use the body of knowledge about facts and processes to predict consequences. Social and civic -To understand the social context. |
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| Aims:-To understand the different seasons that Egyptians had.
-To know the food that Egyptians ate. -To practice asking and answering questions.
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| Teaching Objectives | Learning Outcomes | Communication |
| Content | Content | Language OF learning |
| -The three different seasons.-Egyptians’ food.
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-Distinct between the different seasons.-Memorise the names of some food.
-Make questions and answers correctly and fluently |
Key vocabulary:–Akhet, Peret, Shemu, inundation, river, farmers, recollect, vegetables…
-Bread, onions, goat, banana, pork, lamb, cherries, radish, lemon, carrot, duck, orange, cucumber, fish, beef, pear. Key structures: -It is… It has… -It is. There is/are. What is the meaning of…? |
| Cognition-Match the images with their descriptions.
-Name the pictures. -Make questions and answer them.
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Cognition-Observe and analyse pictures.
-Understand simple readings. -Remember the names of some food and learn some new ones. |
Language FOR learningSeasons
Potatoes, onion, vegetables Did the Egyptians eat ___? – No, they didn’t. -Yes they did. |
| Language THROUGH learningWe can see, There is, there are, it is, what do you think is it? What’s the name of this food? | ||
| INITIAL ROUTINE | ||
| Grouping OptionsWhole class | Time5 minutes | Resources-Poem |
| DescriptionTo start the class, the teacher will pass the attendance sheet and s/he will ask some questions to pupils to practice with greetings such as: “Hello. How are you? What’s the weather like today? Where are you from? What is your favourite food?” and so on. Furthermore, we can also propose that students to ask questions among them.
After that, pupils will recite the Egyptian poem that they learnt in the first session. Students know that after the poem the class begins and that they will start by developing activities and learning new content. |
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| ACTIVITY 1 | ||
| Grouping OptionsWorkgroups | Time12 minutes | Resources-Pictures of each season (Annex 4)
-Dictionaries |
| DescriptionThe class will be divided in four groups. First of all, the teacher will give three pictures about different seasons to each group, without saying anything about them. Then, s/he will give the instructions. They will have to explain which objects and people appear in the picture and say what they are doing. They will have the dictionary to look for some words, but only if it is really necessary. The teacher will go around the class and will listen to the pupils and help them making questions like: How many people are there? What are they doing? Why? What is this? Do you think that all this pictures are from the same place?
After some minutes, each group will say the conclusions they have thought together. The teacher can ask more questions to make them think more about the pictures. |
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| ACTIVITY 1 | ||
| Grouping OptionsWorkgroups | Time13 minutes | Resources-Worksheet about Seasons (Annex 5)
-Dictionaries |
| DescriptionNow, the teacher will explain that the pictures are from the same place. There is a river, the Nile, and it has a lot of water. It is an inundation. Then, farmers are planting vegetables. Finally, people collect vegetables and it starts again. So, the Egyptians divided the year into 3 seasons, according to the Nile river.
Then, the teacher gives to each group one piece of paper that has three descriptions. Pupils have to match each description with the correct season.
Finally, they will correct it aloud, the whole class. |
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| ACTIVITY 2 | ||
| Grouping Options:Whole class | Time: 10 minutes | Resources:-Worksheet (Annex 6) |
| DescriptionIn this activity the teacher will use a worksheet about food. The task will consist in filling all the gaps with the correct name of the food. The students are not supposed to know all the names so the teacher will have to help them. They will do it aloud and all together. | ||
| ACTIVITY 3 | ||
| Grouping optionsWhole class | Time: 15 minutes | Resources-Worksheet |
| DescriptionThe teacher will continue with the worksheet about food. Students will have to guess which three foods over the sixteen images were eaten by the Ancient Egyptians. In order to do it, one volunteer will stand up and the teacher will tell him privately one of the three names (onion, bread or vegetables). Then the rest of the class will have to make questions to him and guess which one is it.
Moreover, the teacher will write in the blackboard the structure of the questions and answers they have to use. She will write: Is it a (potato)? Yes, it is / No, it isn’t. This game will be done three times with three different students so at the end the whole class will have the real food of the Ancient Egyptians. |
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| FINAL ROUTINE | ||
| Grouping OptionWhole class | Time5 minutes | Resources-Class glossary & songs |
| DescriptionAt the end of the lesson, the teacher will ask to the pupils what they have learnt today and together with the whole class they will discuss and make decisions about what key vocabulary and grammar structures they should write in the class glossary. They have to take into account that they must write the important aspects that they have to remember. Furthermore, in the glossary they have to write the word in English, the translation into Spanish or Catalan and the pronunciation.
To finish with the class, they will listen to a song, where they can sing and make the actions and movements. With the song, pupils know that they have to pick up school material and that after the song the class finishes. It is not necessary that songs were goodbye songs. Here we have found two examples: |
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| Assessment Criteria– Know the names of the food eaten by the Ancient Egyptians.
– Be able to make properly the structure of questions and answers. – Be able to describe the objects and the people’s action in an image. – Understand the oral teacher’s explanation about the three seasons. |
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