TAKE ME

HOME
Innovation Project

Pizza, Sushi, Croissant, Corn Flakes,

burguer, Noodles, Bacon, Smoothie,
Sandwich, Crêpe
 TAKE ME HOME
Authors:
Elena Molina López (Lengua y
Literatura).
Miguel Abad Morales (Inglés)
Ignacio Barrionuevo Vasco (Inglés)
María Caballero Rus (Lengua y
Literatura)
Susana Cárdenas Prieto (Inglés)
Encarnación Morillas Gutiérrez
(Inglés)

Abstract and key words

This project deals with the topic related
to words of foreign origin,
"extranjerismos" in Spanish, where they
come from and how we use them while
students learn about the culture of
different countries. For this purpose, we
are going to use food. Our secondary
education students will have two
sessions on this topic, guiding them to
do a final activity involving families.

Key words: extranjerismos, diversity, culture,

purchase list, foreign food.
CONTEXTUALIZATION
2 SECONDARY EDUCATION (LOMCE)

PUBLIC HIGH SCHOOL

"IES LAS FUENTEZUELAS" JAÉN

A2+ LEVEL (CEFRL)

24 STUDENTS (14 GIRLS /10 BOYS)

METHODOLOGY
COOPERATIVE LEARNING

LEARNING COMMUNITIES

OBJECTIVES

1. To reflect on how foreign words are

changing our vocabulary, leaving
apart the native terms of the Spanish
language to name common daily life
products with other words and their
consequences.

2. To make students discover cultural

diversity in other countries to make them
value and respect their own culture and
other countries' cultures.

3. To make students responsible for their

eating habits, giving advice to the rest of
their family members on what they eat
or buy in a supermarket.

4. To foster positive policies towards the

Natural Environment and its
preservation.

5. To value and consume as much as

possible “ proximity products” rather
than long-distance products (
transportation costs, pollution)
Contenidos
2º de ESO (LOMCE)

Bloque 1
Escucha y comprensión de mensajes orales breves,
relacionados con las actividades del aula:
instrucciones, preguntas, comentarios, diálogos.
Identificación del tipo textual adaptando la
comprensión del mismo.
Léxico oral de uso común: hogar y entorno.

Bloque 2
Concepción del mensaje con claridad, distinguiendo
su idea o ideas principales y su estructura básica.
Adecuación del texto al destinatario, contexto y canal,
aplicando el registro y la estructura de discurso
adecuados a cada caso.
Expresión del mensaje con la suficiente claridad y
coherencia, estructurándolo adecuadamente y
ajustándose, en su caso, a los modelos y fórmulas de
cada tipo de texto, utilizando frases y expresiones de
uso frecuente.

Bloque 3
Identificación del tipo de texto, y la intención
comunicativa del texto, en formato digital o papel,
adaptando la comprensión al mismo.
Inferencia y formulación de hipótesis a partir de la
comprensión de elementos significativos, lingüísticos y
paralingüísticos (inferencia de significados por el
contexto, por comparación de palabras o frases
similares en las lenguas que conocen, por ejemplo).
Lectura de textos de diversas situaciones, relacionadas
con sus intereses, experiencias y necesidades.
 Lesson 1

Bread
Pre-task: collecting supermarket flyers

Task 1: In groups, selecting a couple of

flyers, detecting and marking foreign

words.
Fish and
meat Task 2: Classifying the words detected

according to their country of origin: USA,

Italy, Japan, France...

Task 3: Deciding which words do not have

a counterpart in the Spanish language

and which ones are irreplaceable

Vegetable
and fruit
 Lesson 2
Brainstorming. Discussion about the prevalent use of
Foreign Words to name certain products.

Are those “Foreign words” affecting the quality of our

own native language? Timing: about 10 minutes.
Bread

Cooperative work Activity. Groups of 4-5 students.

The teacher will assign a country to each group with
the intention to make them search and learn relevant
cultural information about that country.

Group presentions either a poster or an infographic

dealing with the most significant cultural aspects of
Fish and that country
meat

After-school activity. To go with their parents to the

supermarket once a week and pay attention to their
purchase receipt and make a list with the foreign
words that they may find there.

Purpose: to be conscious about what we eat, where

they come from those products.

Vegetable
and fruit
EVALUACIÓN

A través de una lista de seguimiento o

cotejo se observará la presencia o
ausencia de algún comportamiento,
habilidad, conocimiento y aptitud.

Se dispondrá de dos rúbricas, una de

ellas de heteroevaluación en la que el
docente comprobará el desempeño
de los alumnos cuando realicen una
actividad y la otra de coevaluación,
que será facilitada por el docente para
que los alumnos se evalúen entre ellos
a partir de la infografía grupal
expuesta en clase.