The document discusses using the K-W-L strategy to plan a lesson on the topic of food. K refers to what students already know about the topic. W refers to what the teacher wants the students to learn. L refers to what students will have learned by the end of the lesson. The document provides examples of what students may already know about food vocabulary and meals. It lists what the teacher wants students to learn, such as the differences between healthy and unhealthy food, new food vocabulary, and sharing ideas in groups. The expected learning outcomes are knowledge of the food pyramid, frequency adverbs, and giving healthy food advice.
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Kwl
1. Why
?not
?CLIL?
?
?
?
1
?
TASK
?4
?
K
?¨C
?W
?¨C
?L
?
When
? we
? are
? going
? to
? teach
? a
? topic
? it
? is
? really
? important
? to
? know
? what
? my
? students
? are
?
supposed
?to
?bring
?into
?the
?lesson,
?what
?I
?want
?to
?teach
?to
?them
?and
?what
?it
?is
?supposed
?to
?be
?
learnt
?at
?the
?end
?of
?the
?unit.
?
?
With
?the
?following
?chart
?you
?are
?asked
?to
?think
?about
?it.
?
?
?
K
?
What
?do
?my
?students
?know
?
about
?the
?topic
?before
?I
?
started
?the
?unit?
?
W
?
What
?do
?I
?want
?my
?student
?
to
?learn
?along
?this
?unit?
?
L
?
What
?have
?my
?students
?
learnt
?at
?the
?end
?of
?this
?
unit?
?
Vocabulary
?about
?food.
?
Verbs
? and
? adjectives
? for
?
writing
?advices
?(ex:avoid,
?fat
?
food,
?healthy,¡).
?
?
The
? difference
? between
?
healthy
?and
?unhealthy
?food.
?
Vocabulary
?anout
?time
?meals
?
(breakfast,
?dinner,
?snack¡).
?
New
?vocabulary
?related
?with
?
food.
?
Share
? ideas
? and
? make
?
decisions.
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
The
?food
?pyramid.
?
Frecuency
?adverbs.
?
Healthy
?food
?advices.
?
Working
?in
?groups.
?
?
