Modern Languages:
Second level learning Journey
Shopping for food
Capacities
Successful learners, who can show development of knowledge and skills related to this
topic.
Confident individuals, who can work independently on the topic using some target
language.
Effective contributors, who can participate in conversation s with others in the target
language.
Responsible citizens, who can communicate in the target language using relevant
language register.
Principles:
Challenge & Enjoyment: Using the target language to focus on shopping for food
Progression: Extending and applying vocabulary with colour, number and quantity to
buy food in the target language.
Depth: from using what they know about food and drink, or local specialities to create a
poster , display or short presentation using the target language.
Personalisation and choice: Learners select and research a specialist shop or specific
local speciality from a country where the language they are learning is spoken.
Assessment
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Can learners respond appropriately to simple questions about the topic in the
target language, identifying key vocabulary?
Are learners able to express preferences for a range of foods in the target
language?
Can learners obtain the foods they want in the target language using appropriate
language conventions to include number and quantity?
Can learners deliver a short presentation using some target language about shops
and/or foods in a country where the language they are learning is spoken.
Time: 1 term
Key Activities and resources
•
Whole class study places in a town, working on the prior learning from the First level
learning journey ‘Our community’ to extend to speciality shops and in particular
those selling food.
• Learners should then recognise and be able to use a range of food vocabulary
available in the shops chosen.
• Learners could create a street frieze with the different shops they have researched.
• Learners then prepare simple dialogues to obtain food in a shop or market scenario.
This should include numbers and simple quantities.
• Prior learning on likes and dislikes can be used for class surveys, or with other
younger learners; staff or parents.
• The amount of vocabulary can be extended to suit individual contexts. Learners can
then practise short role plays, which could be videoed if possible or performed in
class.
• Learners could also create a classroom display on local foods and drinks; or a café
menu or a lunch menu for dinner school from the ingredients bought.
• Learners could research healthy eating advice given in other countries.
• Learners could compare local specialities from a particular area with those in their
own area or in Scotland
• These activities can be completed in pairs or in groups.
http://www.bbc.co.uk/schools/primarylanguages/french/food_and_drink/
http://www.bbc.co.uk/schools/primarylanguages/spanish/food_and_drink/
http://www.primaryresources.co.uk/
Skill Development
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Develop knowledge and understanding of the cultural differences in this context.
Be able to apply their language learning across all four skills in this context
Be able to make a brief presentation/ a short piece of writing using some target
language to engage an audience.
Recall key vocabulary.
Build their Knowledge About Language to take part in more complex transactional
role plays.
Experiences and Outcomes:
Literacy
I can select ideas and relevant information organise these in an appropriate way for my purpose and use suitable vocabulary for my audience. LIT 2-06a
Using what I know about the features of different types of texts, can find, select and sort information from a variety of sources and use this for different purposes LIT2-14a
Throughout the writing process, I can check that my writing makes sense and meets its purpose. LIT 2-23
Inspired by a range of stimuli, I can communicate and express my ideas, thoughts and feelings through activities within art and design. EXA 2-05a
Health and Wellbeing
By applying my knowledge and understanding of current healthy eating advice I can contribute to a healthy eating plan. HWB 2-30a
Modern Languages
Listening and Talking
I can take part effectively in prepared conversations by sharing information about myself and others or interests of my choice, using familiar vocabulary and basic language structures.
MLAN 2-03b
I can participate in familiar collaborative activities including games, paired speaking and short role plays. MLAN 2-05b
I can use my knowledge about language and pronunciation to ensure that others can understand me when I read aloud or say familiar words, phrases or short texts. MLAN 2-07b
Reading
I can understand how a bi-lingual dictionary works and use it with support. MLAN 2-11a
Writing
I use the support of others and access appropriate reference materials of my choice to help me plan my writing in ways that engage my reader, using ICT when appropriate.
MLAN 2-12a
Gaelic Learners:
Listening and Talking
I can take part effectively in prepared conversations by sharing information about myself, others or interests of my choice, using familiar vocabulary and basic language structures.
LGL 2-03a
I can deliver a brief presentation on a familiar topic using familiar language and phrases. LGL 2-06a
I can use my knowledge about language to ensure that others can understand me when I read aloud or say familiar words, phrases and short texts. LGL 2-07a
Reading
I have selected and can read on my own and with others, a variety of straight forward texts of different types, which may have been adapted. LGL 2-10a
Writing
I can use familiar language to describe my circumstances and exchange straightforward information. I can make reference to aspects of Gaelic culture and tradition. LGL 2-12a