Pancake Day Race

(SILC PROJECT)

PANCAKE DAYRACE

NUTRITION

ATHLETICS(the relay)

NUTRITION

1/ The different genres of writings

9/ Create a balanced menu

(evaluation)

4/ Revise action verbs

8/ Create the food pyramid

6/ Evaluation: follow a recipe in

English.

5/ Revise utensils and ingredients

2/ Learn the name of some action verbs

3/ Learn the names of some ingredients

and utensils

7/ Where does food comes from?

ATHLETICS(RELAY)

Run fastReact to a signal

Revision on colours and numbers

Do not stop before the line

Run in a line

Evaluation : Pancake Day race

LESSON 1: Classify the different genres of writings

• CULTURE: traditional meals

• COGNITION: classify to select recipes

• CONTENT: learn the characteristics of the recipe (actions verbs: mix, stir, pop…,

presentation: verbs in the infinitive form, dashes…)

• COMMUNICATION: use language to exchange opinions

• Give different genres of writings to the pupils and ask them to classify them.

• Isolate the recipes and try to find the different characteristics of the recipe (action verbs, imperative form, list of ingredients and utensils, …)

LESSON 1: Classify the different genres of writings

• CULTURE: Song ‘Mix the pancake’

• COGNITION: memorise lyrics using action verbs of the recipe, use of Total Physical Response to memorise the song; justify choices

• CONTENT: be able to sing ‘Mix the pancake’ and follow the different stages of the recipe

• COMMUNICATION: sing together

LESSON 2: Learn the name of some action verbs

• Match the images of the action verbs (mix, toss, pop, fry, toss…) with their meaning and then discuss the different choices.

• Memorise the song with the gestures. (This lesson should be repeated several times

during the project)

LESSON 2: Learn the name of some action verbs

• CULTURE: authentic English pictures

• COGNITION: work in pairs, debate, classify

• CONTENT: new vocabulary: eggs, flour, sugar… bowl, ladle, pan…

• COMMUNICATION: speaking in pairs/whole class

LESSON 3: Learn the name of ingredients and utensils

• Match the ingredients and utensils vocabulary with their respective photographs then discuss the choices.

LESSON 3: Learn the name of ingredients and utensils

LESSON 4: Revise action verbs

• CULTURE: Song ‘Mix the pancake’

• COGNITION: memorise lyrics using action verbs of the recipe, use of TPR to memorise the song.

• CONTENT: be able to sing ‘Mix the pancake’ and follow the different stages of the recipe

• COMMUNICATION: sing together

LESSON 4: Revise action verbs

• Memory and bingo games to match the names with the image.

• CULTURE: authentic English pictures

• COGNITION: memorise the names of utensils and ingredients

• CONTENT: memory games, lotto/bingo…

• COMMUNICATION: discussion

LESSON 5: Revise utensils and ingredients

• Memory and bingo games to match the names with the image.

LESSON 5: Revise utensils and ingredients

• CULTURE: Pancake Day / Shrove Tuesday

• COGNITION: fry pancakes in groups

• CONTENT: action verbs and words about cooking

• COMMUNICATION: talk together to fry pancakes

LESSON 6: EVALUATION: follow a recipe in English

• The pupils are given the recipe and they have to follow the different stages reading it.

• The groups read and fry pancakes.

• The teacher ensures that children really know the cooking vocabulary.

LESSON 6: EVALUATION: follow a recipe in English

• CULTURE: international meals

• COGNITION: link and classify different types of food

• CONTENT: name of the food groups + healthy / unhealthy food quantities

• COMMUNICATION: talk to each other, find answers in pairs

LESSON 7: Where does food come from?

• The pupils are given images of food products that they have to classify according to their origins (into two categories: animal / vegetal).

• Link the food to its origins (for example : link the olive oil to the olive) and then discuss them.

LESSON 7: Where does food come from?

•CULTURE: authentic English pictures

•COGNITION: work in pairs, debate, discuss, classify

•CONTENT: the name of food groups (meat/fish, fat, dairy products, fruit/vegetable…)

•COMMUNICATION: talk to each other, find an answer

LESSON 8: Create the food pyramid

• Is it possible to classify food?

• In groups of four or five, classify the images of the products in the pyramid. Explain the choices and debate.

• Why does it have the form of a pyramid? Discuss this question and debate.

LESSON 8: Create the food pyramid

Lesson 9 : evaluation

• CULTURE: English food, 3 course meal (starters-main dishes-desserts)

• COGNITION: revising food names; creating a menu

• CONTENT: be able to revise cooking vocabulary and food groups

• COMMUNICATION: discuss

LESSON 9: EVALUATION: Create a balanced menu

Lesson 9 : evaluation

• According to what was said in the previous lessons, and with the help of the pyramid (or not, depending on the level of the pupils), children are asked to create a balanced menu.

• The teacher ensures that children pick food from each food group and in moderate quantity.

LESSON 9: EVALUATION: Create a balanced menu