ESP - Activity 1 Slides

Fruits and
Muaiad Almulki
Vegetables
1º CICLO DE PRIMARIA
Yousra Berrahma
Yazmin Hermida
Original Activity 1
integrate content and language ☑
focus on language (reading) ☑
connect the contents to real life
promote critical thinking
promote creative thinking
according to the ZPD
cognitive progression
promote cooperative learning
deal with culture from a CLIL perspective
develop problem-solving skills

Revised Activity 1
We would keep this material but enhance it by adding the
following:
○ Before: Display an artwork by Arcimboldo and

ask students to identify fruits and vegetables
they recognize using the following structure:
■ I see a/an _____.
This activity will help to activate students’ prior knowledge and

also incorporate the element of culture by having students closely
observe an image of a famous artwork. This will help to garner
students’ interest in the new content. After this activity, students
will be provided with the list of fruits and vegetables, which they
can read and practice pronouncing out loud.
Original Activity 2
focus on language (writing) ☑
cognitive progression (from identifying ☑

to classifying)
deal with culture from a CLIL

perspective

Revised Activity 2
We would enhance the original task with the following activity and resources:
○ Grocery Shopping: Students will complete a sorting activity using realia (toy
fruits and vegetables). They will work in pairs. One will play the customer
and the other will play the grocery store clerk. The clerk will be tasked with
sorting the fruits and vegetables into two separate bags. As they do this,
they must state which category each item belongs to using the following
structure:
● Tomatoes are fruit.
● Carrots are vegetables.
○ The “customer” is tasked with listening and writing down the sentence,
correcting any mistakes. The pair can then switch roles (using a different set
of fruits and vegetables).
In this way, the activity now incorporates cooperative learning and connects the content to
real life experiences. It also includes a “role play” component, which helps foster student’s
creativity.
Original Activity 3
Integrates content and language ☑
Focuses on language skills (listening) ☑
Connects content to real life
Promotes critical thinking
Promotes creative thinking
Zone of Proximal Development
Enough cognitive progression
Promotes cooperative learning
Deals with culture from a CLIL

perspective
Develops problem-solving skills

Revised Activity 3
The activity could be more fun and engaging for students if it was
introduced as a song, therefore we would replace it with the following
activity:
● Fruit Salad: Students will be given the following worksheet in
which they must circle the correct fruit added at each step
according to the song “Fruit Salad.” Then, they must write the
names of the fruits to accurately complete the steps in the recipe.
Optional extension: Students can actually FOLLOW the recipe and make
their own fruit salad (incorporating realia and real-world experience and
making the activity more meaningful).
Since this is a listening activity, allowing students to first CIRCLE the

correct fruit and then go back and write their names AFTER listening to
the song ensures that this task is within the zone of proximal
development since students can first focus on listening and identifying
the specific information in the aural input and then they can focus on
spelling the vocabulary correctly, with the aid of the teacher or a more
capable peer if necessary.
Original Activity 4
Integrates content and language ☑
Focuses on language skills (listening ☑
and speaking)
Connects content to real life
Promotes critical thinking
Promotes creative thinking
Zone of Proximal Development
Enough cognitive progression
Promotes cooperative learning ☑

Deals with culture from a CLIL
perspective
Develops problem-solving skills

Revised Activity 4
We would keep this listening activity but make some changes to the second part. The
second part of the activity encourages cooperative learning by encouraging students
to check their answers with a partner. However, simply checking their responses to
the listening task does not leave room for students to think critically or creatively.
In order to make this cooperative activity more meaningful, the teacher could pose a
prompt to have pairs discuss a certain aspect of the listening task such as:
● What types of fruits and vegetables does your family buy at the market?
● How many fruits do you eat every day?
● What type of vegetables does your family include in their meals?
This simple addition to the activity helps to promote critical thinking, whilst also
relating the listening task to students’ daily lives. It also helps students practice using
the vocabulary in a natural way.
Original Activity 5
focus on language

perspective

Revised Activity 5
We would replace the word search activity with
the following activity:
What am I?: Students will each receive a

flashcard containing a clue/riddle about a
particular fruit or vegetable. Flashcards with the
name and picture of each fruit and vegetable
will be posted on the walls around the room.
Students must find the matching fruit or
vegetable card and place their riddle next to it.
Then, students will take turns reciting their riddle
and identifying the correct fruit or vegetable
using the following form: “I am (a/an) ____.”
This activity engages students in critical

thinking and problem-solving and also
incorporates reading and speaking. It also allows
students to move, engaging not just their brains,
but also their bodies.
Original Activity 6
focus on language (reading and ☑

speaking)

perspective

Revised Activity 6
We would replace the original activity with the
following compare & contrast activity. Students are still
required to read several sentences, but they must also
evaluate the information in those sentences in order to
complete the venn diagram properly.
This activity demonstrates appropriate cognitive

progression, while still maintaining the language focus
on reading.
Revised Activity 6
For the speaking part of the activity, we would implement the following
ranking activity:
● Prompt: Your school wants to improve the lunch menu by

including more healthy fruit and veggie options. Which of these
fruits/vegetables would you prefer to have on the daily menu?
Rank them from 1 (would like the most) to 5 (would like the least).
● Students will complete their ranking individually and then compare
their top 5 with their partner’s and explain why they chose to
rank the items that way.
● Provide the following sentence frames:
○ I picked ____ as #1 because…
Requiring students to justify their position is a higher-order thinking skill

and would be engaging for students since it asks them to share their
personal opinions.
Sources
Og Wiggles: Fruit Salad 🍎🍌🍇🍉🍏 Yummy Yummy! | Songs and Nursery Rhymes for Kids. (2021). YouTube.
Retrieved March 17, 2022, from https://youtu.be/LYYGD56CxTw.
Wikimedia Foundation. (2020, September 29). Retrato de Rodolfo II en traje de vertumno. Wikipedia. Retrieved
March 17, 2022, from
https://es.wikipedia.org/wiki/Retrato_de_Rodolfo_II_en_traje_de_Vertumno#/media/Archivo:Vertumnus_
%C3%A5rstidernas_gud_m%C3%A5lad_av_Giuseppe_Arcimboldo_1591_-_Skoklosters_slott_-_91503.tiff

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Fruits and

promote critical thinking

promote creative thinking

according to the ZPD

promote cooperative learning

deal with culture from a CLIL perspective

develop problem-solving skills

○ Before: Display an artwork by Arcimboldo and

This activity will help to activate students’ prior knowledge and

promote critical thinking

promote creative thinking

according to the ZPD

cognitive progression (from identifying ☑

promote cooperative learning

deal with culture from a CLIL

develop problem-solving skills

Promotes critical thinking

Promotes creative thinking

Zone of Proximal Development

Enough cognitive progression

Promotes cooperative learning

Deals with culture from a CLIL

Develops problem-solving skills

Since this is a listening activity, allowing students to ﬁrst CIRCLE the

Connects content to real life

Promotes critical thinking

Promotes creative thinking

Zone of Proximal Development

Enough cognitive progression

Promotes cooperative learning ☑

Develops problem-solving skills

connect the contents to real life

promote critical thinking

promote creative thinking

according to the ZPD

promote cooperative learning

deal with culture from a CLIL

develop problem-solving skills

What am I?: Students will each receive a

This activity engages students in critical

focus on language (reading and ☑

connect the contents to real life

promote critical thinking

promote creative thinking

according to the ZPD

promote cooperative learning

deal with culture from a CLIL

develop problem-solving skills

This activity demonstrates appropriate cognitive

● Prompt: Your school wants to improve the lunch menu by

Requiring students to justify their position is a higher-order thinking skill

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