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Learners watch a food-emoji video, discuss eating habits with frequency adverbs, read and learn five food groups, then sort foods, match shop pictures/names, complete sentences, and finish a crossword to reinforce vocabulary and healthy balanced-diet 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\nMaterials:  \n􀁸 Images/flashcards/drawings related to food groups and set table items,  \n􀁸 Realia,  \n􀁸 Posters,  \n􀁸 Interactive whiteboard.  \nAims: The activities were developed to build on the close interrelation between cognitive development and language acquisition among young learners. As suggested by Bloom, learners progress from simple information processing or concrete thinking skills, such as identifying and organizing information (LOTS or low order thinking skills) to more complex, abstract thinking, such as reasoning, hypothesizing and evaluating (HOTS or high order thinking skills) . According to Calabrese (see SBATEYL Module 1),“such skills, if adequately oriented by teachers, can result ineffective learning skills enabling learners to effectively respond and perform specific language tasks.”Starting from this assumption, this activity aims to stimulate not only LOTS but also HOTS skills in students.  \nThe CLIL (Content Language and Integrated Learning) approach to the teaching/learning process was used as it is a method which integrates the teaching of content from the curriculum with the teaching of a non-native language. The curriculum subject and the foreign language are taught together, thus thinking and learning skills are integrated. Thanks to this approach, students felt more confident in using the target language and were more active during the learning process: It also encouraged the development of basic conversational language and thinking skills for studying subjects. The following activities present a CLIL project about Science and Nutrition (to be inserted in the culture and civilization section of the annual program), which is a cross-curricular subject and may also be used to address different learning styles.  \nStages:  \nPre-activity:  \n-Make students to watch ‘Food emoji Food Challenge.’  \n[https://www.youtube.com/watch?v=Y8PIcsCtA_k](https://www.youtube.com/watch?v=Y8PIcsCtA_k)  \n-Tell them to write down the names of the food emojis they know.  \n-Tell the students to discuss how often they eat the food they see in the following picture of food emojis by using frequency adverbs such as often, always, usually, sometimes, rarely, never.  \nHow often do you…..  \n\n|  | OFTEN | SOMETIMES | NEVER | ALWAYS |\n| --- | --- | --- | --- | --- |\n| [1. eat](1. eat) fast food? |  |  |  |  |\n| 2. drink fizzy drinks? |  |  |  |  |\n| [3. eat](3. eat) fruit and vegetables? |  |  |  |  |\n| 4. eat breakfast? |  |  |  |  |\n| [5. eat](5. eat) sweets and chocolate? |  |  |  |  |\n\nWhile activity:  \n1) Ask the students to read the following text and learn about the food groups.  \nFOOD FOR GROWING UP!!  \nIf you want to be healthy, a balanced diet is very important. Our body is a machine – it is always moving and it needs energy. It gets this energy from the food we eat. Foods can be classified into five groups depending on their properties:  \n1. CARBOHYDRATE GROUP:  \nBread/cereals/rice and pasta  \nCarbohydrates are a source of energy that can be transformed into glucose, the form of sugar that is transported and used by the body, more quickly than proteins or fats.  \n2. VEGETABLE GROUP:  \nSalad/carrots/tomatoes/potatoes/broccoli/spinach/beets/eggplants/cucumbers/artichokes/peas)  \nA vegetable is a part of a plant consumed by humans. Vegetables contain many vitamins and minerals. Green vegetables typically contain vitamin A, dark orange and dark green vegetables contain vitamin C, vegetables like broccoli and related plants contain iron and calcium. Vegetables are low in fats and calories.  \n2. FRUIT GROUP:  \nApples/bananas/oranges/grapes//mandarins/peaches/pears/plums)  \nFruits are the sweet-tasting parts of plants. They are low in calories and fat and they are a source of natural sugars, fiber and vitamins.  \n3. FAT GROUP:  \nFats/oils and sweets  \nFats are contained in sweets and chocolate. One must have these in small accounts and not m","cbCaifcFXEIbPfeJ","https://ap.wps.com/l/cbCaifcFXEIbPfeJ","pdf",18063440,205,"English","# Pre-activity\n## Food emoji video and frequency discussion\n# While activity\n## Reading text: food groups\n# Post-activities\n## Sort foods into groups\n## Shop matching\n## Sentence completion\n## Crossword","[{\"question\":\"What is the main goal of the activities in this plan?\",\"answer\":\"To stimulate students’ both LOTS and HOTS skills while building language ability through a CLIL project on Science and Nutrition.\"},{\"question\":\"What happens in the pre-activity stage?\",\"answer\":\"Students watch a “Food emoji Food Challenge” video, write the food emoji names they know, and discuss how often they eat those foods using frequency adverbs.\"},{\"question\":\"How do students practice after reading the food groups text?\",\"answer\":\"They assign foods to the correct Food Group, match pictures with shop types, complete several sentences about where to buy foods, and complete a crossword for missing vocabulary.\"}]","YOU ARE WHAT YOU EAT & DRINK - read and classify food groups (CLIL) - activity plan | PDF",1790831810,517]