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**LEARNING OBJECTIVES** CHILDREN SHOULD LEARN  || **POSSIBLE TEACHING ACTIVITIES** || **LEARNING OUTCOMES**  CHILDREN   || **POINTS TO NOTE** || • to listen attentively and understand more complex phrases and sentences (O5.3) • to re-read frequently a variety of short texts (L5.1) • to write words, phrases and short sentences using a reference (L5.3) • to notice different text types and deal with authentic texts (KAL) • to use a dictionary or word list (LLS) || • Display the recipe from the previous section and demonstrate how to make pizza. Invite some children to help. During the demonstration, read the instructions aloud and the class repeat. • Display steps from the recipe in the wrong order. Children rearrange them into the right order to make the pizza. • Use the recipe as a writing frame, and model how to create a recipe for a new pizza. As a class, create a new text. • Ask children to suggest toppings for an unusual pizza, eg //pizza de chocolate rallado// (grated chocolate pizza), //pizza de salsa de caramelo// (toffee sauce pizza). Discuss which verbs and nouns would need to be changed. • In pairs, children write their own pizza recipe. They use a bilingual dictionary to find new food words. Give children needing extra support a writing frame in which they change only the nouns. Provide word and picture cards as additional support. || • understand the main points of spoken language that includes unfamiliar language • read a non-fiction text • choose words, phrases and sentences and write them into a gapped text • use a bilingual dictionary or word list || • Links with literacy work: These activities link to creating instructional texts using appropriate structures from year 3. ||  ||  || • to apply the knowledge, skills and understanding in this unit || • Children work in pairs to make their pizza. They film each other to make a TV cookery programme and add the instructions as a commentary. Some children will be able to edit the film using suitable software. • Extension: Children use ICT to produce their recipe as a magazine article, with a photograph of the finished pizza. If they take pictures of the ingredients and the method, they can put them into a word-processed document and print them out as a booklet. • In pairs, children create a presentation to show what they have eaten during the week. They could use their daily snack diaries (see Section 1, Extension) to present to peers. Encourage children to express opinions of one another’s food choices, eg //¡Ñam ñam! Me gustan las manzanas// || • use Spanish for real purposes to give instructions for making a pizza || • Follow-up: If the school has a partner school in a Spanish-speaking country, exchange recipes by email and send them the video of the TV cookery programme. ||
 * Section 6. Pizza time** ||
 * Section 6. Pizza time** ||
 * End-of-unit activities** ||
 * End-of-unit activities** ||