Is what you like to eat Is what you like to eat good for you?good for you?

Like a car Like a car needs petrol to go all the way needs petrol to go all the way from Buzanada to the top of the Teide from Buzanada to the top of the Teide mountain, our bodies need energy from mountain, our bodies need energy from good and healthy food. good and healthy food.

Do the girls, the boys, and the teachers at our Do the girls, the boys, and the teachers at our school school know what is good for their bodies? what is good for their bodies?

Is what they Is what they like to eat really really good for their for their bodies? bodies?

These were questions we asked ourselves after realizing the importance of a healthy diet and start of our day, when taking on the important and challenging task of everyday learning at our school: CEIP Buzanada.

“A non-scientific study by 2ºA and 2ºB, with the help of Mrs. Marésè, at CEIP Buzanada”. Edited and translated, in part, by Miss Kristina.

Our article and this presentation is about HOW we

went about it:First, we went from learning the vocabulary in English by using IMAGES of: fish, rice, chocolate, ice-cream, and so on... and by playing interactive games, etc (We even had a test on that...) ...to comprehend their position and importance in the FOOD PYRAMIDE. Our next task was to learn HOW to ask questions about food and our eating habits... We practised on our own group by dividing into groups; who asked questions to groups... ... It´s a bit complicated to explainWell, it was tidious but we prevailed:

After having learned to read and write questions After having learned to read and write questions and answers about food We prepared the and answers about food We prepared the

questionnaire. We made them up questionnaire. We made them up ourselvesourselves… … after being divided into groups of conversation, of after being divided into groups of conversation, of

course…course… The Hippo Group:The Hippo Group: The Crocodile Group:The Crocodile Group:

Then, finally, we were to do the inquiry, FOR Then, finally, we were to do the inquiry, FOR REAL:REAL:

First, and earlier than anyone else…, First, and earlier than anyone else…, we had OUR lunchwe had OUR lunch

Where we established our knowledge:

--Is this bisquit good for your body?Is this bisquit good for your body?

-No, it isn’t, he said.-No, it isn’t, he said.

-Is fruit good for your body? -Is fruit good for your body?

-YES, IT IS, he answered with certainty.-YES, IT IS, he answered with certainty.

THEN, … when all the others came outside THEN, … when all the others came outside from class…. from class….

We went about our field investigation...We went about our field investigation...

We asked We asked everyoneeveryone in in sight:sight:

our own PARTICULAR questions:

OUR FOOD QUESTIONS YES NO

Do you like pizza? 120 19

Do you like rice? 102 7

Is cheese good for you? 109 11

Do you like fruit? 109 10

Do like cereal and milk? 119 15

OUR NAMES: ________________________________________________

Now it was time to put together the article, with Mrs Marésè’s and Miss Kristina’s assistance,

We collected and categorised the results on our digital board.Then we summarised the

results:

mobil 3 093.MP4

And these are our conclusions: And these are our conclusions:

What most of us like to eat is not What most of us like to eat is not always good for us, such as: pizzaalways good for us, such as: pizza

What we like the least to eat, is What we like the least to eat, is sometimes the best food for our sometimes the best food for our body, such as: rice or cereal and body, such as: rice or cereal and milkmilkNow, finally we had to complete a personal evaluation Now, finally we had to complete a personal evaluation sheet, which we glued in our sheet, which we glued in our English NotebookEnglish Notebook, where , where we reflected on how to improve our four skills in we reflected on how to improve our four skills in English, our co-operation with others, and our own English, our co-operation with others, and our own

particular effort during the investigation…particular effort during the investigation…

SELF-EVALUATION

My name:___________________ Date: ________

During English class I: a little some

a lotListen ------------------------Speak ------------------------Read ------------------------Write ------------------------Help my friends ------------------------

I want to do MORE and LESS of this: _______________________________________

This has been hard work This has been hard work and we all deserve: an and we all deserve: an

apple, to keep the doctor apple, to keep the doctor away….away….

Mi evaluación del procesoMi evaluación del procesoSe hace posible:

la reflexión y auto-evaluación del propio esfuerzo así como el desarrollo de la competencia comunicativa en lenguas extranjeras, con referencia explícita a las cuatro destrezas y a la cooperacióndesarrollar progresivamente la misma competencia comunicativa, ya que partimos de la expresión oral de imágenes de los alimentos (y la pronunciación en inglés) para manipular su forma escrita, para usar en frases completas con preguntas y respuestas y para desarrollar la expresión dirigida/controlada a una interacción libre entre los alumnos del colegio, independientemente de la capacidad y conocimientos previos de cada alumnola motivación:

- utilizando variedad de agrupamientos, material, métodos, etc.. - llevando a la práctica los conocimientos

adquiridos (ejemplos reales) - resolver una tarea abierta

- fomentando el trabajo en grupodesarrollar varias competencias básicas

¡Gracias!¡Gracias!