This CLIL lesson plan aims to teach primary school students about food and health. The lesson focuses on vocabulary related to food groups, healthy and unhealthy foods, and illnesses related to diet. Students will complete charts about the food pyramid and daily sugar intake. They will read about the importance of different food groups and match foods to their nutrients. Students will analyze sample daily diets to calculate sugar intake and discuss obesity prevention. The lesson incorporates reading, writing, listening and speaking skills through various class activities. The goal is for students to learn about making good food choices and the risks of an unhealthy diet.

1. Practice II Practice Paper N° 14 Student:AmorellaFantino
THEORY
I) After Reading www.clilcompendium.com, Chapter 5 “Opening windows for personal
achievement” by David Marsh et al and Chapter 4 on CLIL from “Towards a Didactics of
ELT at Primary School level”. Answer the following questions:
1) Which are the five dimensions of CLIL? Do they act in isolation?
David Marsh mentioned five fundamental dimensions that characterize CLIL as an
instructional approach: culture, environment, language, content and learning. He pointed
out that the dimensions should not be viewed as standing alone, because they are usually
heavily interrelated in CLIL practice. It is useful to distinguish the dimensions because it
allows to identify the separate, yet inter-locking reasons why CLIL is implemented in
different contexts.
2) Explain each of them in detail.
1. Culture dimension: contributes to the growth of intercultural knowledge resulting in
most of the cases in cultural understanding. Similarly, culture dimension helps to
introduce wider cultural context, learning at the same time about specific neighboring
countries, regions and minority groups. It emerges as a means to handle issues relating
to regional-political conditions where even if cross-border contact has been minimal
in the past, the future invites much greater contact. CLIL is used to promote both
understanding and awareness through language-enhanced methodologies.
2. Environment dimension: CLIL prepares for internationalization. The programme
curriculum may be influenced by specific environmental needs or opportunities
identified in the institution. In the same way, thanks to this internationalization, there
is an international certification access. Students have preparation for future studies or
work that involves different languages, so they are ready to face any culture with all
the necessary skills to take an exam in which their proficiency is valued. When
integrating content and language, students have the opportunity to acquire both Basic
Interpersonal Communications Skills (BICS) and Cognitive Academic Language
Proficiency (CALPS) with the former being all the social language skills and the latter
the language skills to cope with academic requirements (Cummins, 2000). Being able
to communicate academically and socially opens new borders and encourages students
to explore and travel around the world.
3. Language dimension: CLIL is a significant approach to improve overall target
language competence. This focus stresses language competence in general and
therefore includes reading, writing, speaking and listening skills. In the same way, this
dimension provides opportunities to use the language as a tool to communicate. This

2. Practice II Practice Paper N° 14 Student:AmorellaFantino
means that methods to be used are the ones that lead to a high degree of interaction
within the class. In such cases, it is not necessary for a teacher to have native-like
competence in the target language; what matters is the ability to interact and transmit
knowledge by means of the target language.
4. Content dimension: CLIL is seen as helping to provide opportunities to study content
through different perspectives. Marsh et al (2001) claimed that “Languages, and the
cultures associated with them, sometimes reveal differing world-views that can be
seen in the ways in which some content is taught.” One obvious example lies in how
educational curricula in different countries may describe shared historical events.
However, traditions in the different disciplines can lead to significantly diverse ways
of approaching and understanding similar phenomena. CLIL enables learners to study
through these different perspectives that can lead to achieving a deeper understanding
of the subject matter. Tackling a topic from different perspectives fosters critical
thinking and broadens students’ perspectives on different issues. The Moreover, the
content dimension enables students to acquire specific target language terminology.
Students learn new lexicon in order to understand concepts or express academic
language accurately. CLIL is suitable for all levels of education, from elementary to
graduate or vocational to professional education.
5. Learning dimension: CLIL complements individual learning strategies. CLIL is
specifically geared to learner-centered methodologies that attempt to improve learning
by giving attention to individuals’ needs in terms of social and thinking skills.
Likewise, this Learning Dimension suggests that CLIL helps to increase learner
motivation which is at the heart of all education.
3) What are the advantages for acquisition/learning in young children?
CLIL follows basic insights into foreign language acquisition by young children, for
example that children can develop the use of two languages simultaneously until the age
when lateralization occurs. Thus, they have an enormous potential for cognitive and social
development.
Other positive aspects as regards CLIL approach which will make learning easier are
the concepts of comprehensible input and authenticity. Krashen and Biber referred to
comprehensible input to the fact that students have the necessary background knowledge
needed thanks to their L1 which turns beneficial when working with the same content in
English. Authenticity refers to learning a foreign language that builds on content related to
the rest of the school curriculum. In this way it is authentic as opposed to artificial
situations.

3. Practice II Practice Paper N° 14 Student:AmorellaFantino
4) How do you think the following CLIL key terms interact in a CLIL lesson? Target
language, exposure, ICT, Intercultural knowledge and understanding, language
awareness, learning styles and learning strategies.
The teaching school subject content that uses the target foreign language increases the
amount of exposure the learner gets in the foreign language and provides him with richer
L2 input.
In classrooms, the most common scenario is to find various learning style
preferences which need to be taken into account as they can act as bridges that enhance
communication and learning.
5) How do visual organizers help to scaffold students’ learning? Provide graphic
examples.
The use of visual organizers such as webs, diamond frameworks or fishbone graphic
organizers will allow the students to classify, categorize or summarize the information
provided. By dividing long texts into chunks of meaningful information we favor the
understanding of our students.
6) Explain the impact of Bloom’s taxonomy to help students reach higher order
thinking. How can we achieve this at Primary School level?
In education circles, perhaps one of the most widely known models of critical thinking
is Bloom’s taxonomy. He states that all learners need to develop both lower and higher
thinking skills. The six levels of difficulty start with practical lower order thinking (e.g,
labelling a diagram) and move upwards to more abstract and complex higher order skills (
(e.g, critical evaluation). However, not all teachers have found all levels of Bloom’s model
easy to use.
Creativity employs cognitive as well affective skills explained as fluency (ability to
generate ideas), flexibility (ability to change categories), originality (being able to come up
with a unique idea), and elaboration (expanding on one’s idea). Basically, teacher’s
intervention is needed to help students achieve these intellectual processes of observing,
interpreting, comparing, classifying, generalizing, inferring, analyzing, synthesizing,
making predictions and evaluating outcomes. In this way the teacher will be a guide who
will support learner’s critical thinking and who will help them develop their creativity.
II) Design a CLIL lesson plan for Primary School level. Follow this format to design the
class: Aims, content, language (lexis, grammar, functions, macroskills); preparation,
procedure, students’ production, extension.

4. Practice II Practice Paper N° 14 Student:AmorellaFantino

5. Practice II Practice Paper N° 14 Student:AmorellaFantino
CLIL Project: Food and health
Aims - To review vocabulary related to food and drink.
- To encourage them to make healthy food choices.
- To identify the risks of a poor diet for our health.
Language
-Reading
-Writing
-Listening
-Speaking
-Food groups (cereals-fruits-vegetables
-dairy products- fats-meat).
-Healthy and unhealthy food.
-The four meals of the day (breakfast-lunch-tea-dinner)
-Illnesses: heart attack- diabetes
-Use of the verb to be.
- Use the structures: What do you like for….?
I like / don’t like…
Do you like…?
Yes, I do / No I don’t

6. Practice II Practice Paper N° 14 Student:AmorellaFantino
*Warm up:
- The teacher will show students the Food Pyramid making emphasis on how important is
to eat the right amount of each type of food to be strong and fit. Moreover, she will
explain them the significance of eating natural food. She will ask the students different
questions: What is this? Which food group is this one?
*Activities:
Activity 1: The teacher will give students a copy with the food pyramid chart that does not
have the names in the category written on it. They will have to complete the chart and list
five healthy food items and five unhealthy ones.
Activity 2: -The teacher will show students this Power Point presentation about “The eat
wellplate”: http://www.foodafactoflife.org.uk/sheet.aspx?siteId=15&sectionId=64&contentId=50
The teacher will give students a copy of the “The eat well plate” and the students will have
to complete with the information provided about the portions of each food group that
they have to consume daily or weekly. Moreover, they will have to write the name of
three food items per section.
Activity 3: The teacher will give students a short text describing the importance of each
food group in our diet. The students will have to match the name of the food group with
the nutrients that they contain.
Activity 4: The teacher will present the topic “Sugar in food and drink” by showing the
students different food and how much sugar they contain by measuring it in teaspoons.
The teacher will give the students a copy with all the food that children eat for breakfast,
lunch, tea and dinner. Moreover, they will receive another copy with a chart containing
the recommended maximum intake of added sugar suggested by the World Health
Organization. They will have to work in pairs and calculate the total amount of teaspoons
of sugar that the boy or girl eats and how many teaspoons of sugar other than
recommended for his/her age has consumed. Half of the class will receive a copy of a High
Sugar day for Susan, and the other half a copy of a High sugar day for Tom.
Activity 5: The teacher will present a poster with the risks of too much sugar intake. (It
would be a great idea to invite a nutritionist to explain children all the illnesses that they
can suffer from if they do not care about their own diet).

7. Practice II Practice Paper N° 14 Student:AmorellaFantino
She will distribute a copy containing different pair of pictures containing different realities
connected with obesity. They will have to circle the most suitable and write what children
are doing in that picture.
Activity 6: The teacher will give students a copy with different food items and the
students will have to write four sentences following the structure provided (I like/ don’t
like chocolate and it is good / bad for teeth).
Activity 7: The teacher will give students a copy with different situations and the students
will have to tick the ones that are good for their teeth.
*Homework
The students must write down what they eat for breakfast, lunch, snacks and dinner for
two days.
- Suggested activities: at school, they will have to look at their dairy and write five
sentences about their diet following this structure: (I have ….. for breakfast/ lunch/ tea/
dinner). What is more, they will have to choose one of their meals and calculate the total
amount of calories following the “The food intake chart” and produce a poster.

8. Practice II Practice Paper N° 14 Student:AmorellaFantino
Activity 1: Complete the chart. List five HEALTHY food items and five UNHEALTHY ones.
 HEALTHY  UNHEALTHY

9. Practice II Practice Paper N° 14 Student:AmorellaFantino
Activity 2: Complete with this information:
Eat 5 portions everyday- Eat lots (all meals) - Eat some everyday- Eat two
portions per week- Limit the number- Eat small amounts
*Name three food items per food group.
Activity 3: Read. Match.

10. Practice II Practice Paper N° 14 Student:AmorellaFantino
*calcium Fruitand vegetables
*Minerals Bread and cereals
*Vitamins Meat, fish and eggs
*Proteins Milk and dairy products

11. Practice II Practice Paper N° 14 Student:AmorellaFantino
Activity 4: Look at the chart andcomplete.
* Total Numberof sugar teaspoonsthatSusaneats:
*Estimatedsugarintake fora childof herage:
*Numberof extrasugar spoons:
Susan is 9 years old and in grade 4.
Age Daily amount in teaspoons
4-8 8
9-13 10.5
14-18 13

12. Practice II Practice Paper N° 14 Student:AmorellaFantino
Tom is 14 years old and in 8 grade.
* Total Numberof sugar teaspoonsthatSusaneats:
*Estimatedsugarintake fora childof herage:
*Numberof extrasugar spoons:
Age Daily amount in teaspoons
4-8 8
9-13 10.5
14-18 13
Activity 5: Circle the best option to AVOID obesity. NAME what you circle.

13. Practice II Practice Paper N° 14 Student:AmorellaFantino
Activity 6: Write four sentences. (I like/ don’t like…. and it is good/bad for my teeth)
*I LIKE APPLE AND IT IS GOOD FOR MY TEETH
*I DON’T LIKE APPLE AND IT IS GOOD FOR MY
TEETH

14. Practice II Practice Paper N° 14 Student:AmorellaFantino
Activity 7: Tick what is GOOD for your TEETH.
*Homework: Write down what you eat for breakfast/lunch/tea/dinner for two days.

15. Practice II Practice Paper N° 14 Student:AmorellaFantino