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UNIT 6 -TITLE: YOU ARE WHAT YOU EAT- STAGE: CSE_- YEAR: 2 - TIMING: _2 WEEKS- SEQUENCING: 2ND TERM

NLS 1: Natural Science NLS 2 Physical Education L1- L2-L3

SPE

CIF

IC A

IMS

- To understand and apply specific scientific concepts related to the human body and nutrition - To collect and analyze data from different sources. - To understand scientific language. - To compare the diets of different students - To design a healthy menu for a week

-To know and value physical activity as part of a healthy lifestyle. -To learn by discovery the benefits of nutrients for different sports - To make students aware of the risks of eating disorders

- To improve general communication in the school environment - To read and understand different texts in order to obtain general and specific information. - To watch videoclips related to the subject and obtain basic information and specific details - To recognize and learn vocabulary related to nutrition, the human body and sports - To recognize inductively and apply the functions and structures dealt with in the unit

CONTENTS- NLS 1 CONTENTS- NLS 2 Types of nutrients and use in the human body Identifying the different groups of food and their nutrients. Eating disorders Recognizing food substances and their use in the body. Learning to use software to design a healthy menu - Learning about body mass index.

- Relating food intake and physical activity. - Learning about different types of stretching techniques - Learning how to prepare for and recover from specific activities. - Recognising the effects of eating disorders on physical and mentak activity.

CONTENTS - L1/L2/L3 - Listening-Oral production- Oral Interaction

CONTENTS - L1/L2/L3 - Reading- Writing

- Asking and answering questionnaires. - Listening for gist and for detail. - Interacting with classmates and teachers. - Exchanging information and sharing impressions. - Watching an authentic video clip for gist and detail - Making a short oral presentation with the aid of a Powerpoint presentation.

- Predicting the content of a text - Organizing information to be communicated - Completing incomplete texts. - Understanding the main idea and specific data of texts - Producing menus and reports using information from text models and other sources. - Analysing and summarising data into charts and graphs. - Drawing conclusions from data to give advice using modals and imperative forms.

Alberto Lanzat García

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CONTENTS - L1/L2/L3 - Language awareness

CONTENTS - L1/L2/L3 - Sociocultural aspects & Intercultural awareness

- Using modal verbs to give strong and mild advice: must /have to, should. - Using comparative structures: more fattening than, as healthy as, … - Review of the present simple, past simple to express regular eating habits and the first conditional to talk about consequences of unhealthy diets. Vocabulary about nutrients and food substances: carbohydrates, fats, protein, vitamin, cholesterol, minerals, etc. Vocabulary about eating disorders: anorexia nervosa, bulimia, binge or compulsive eating, etc

- Raising our students’ awareness of the benefits of exercising and a healthy diet - Differentiating and comparing dishes in Spain, the United States and other countries represented in the school population.

ACTIVITIES ADDRESSEE: IW(individual work)- PW(pairwork)- GW(group work)- CW (classwork)

SKILLS:

NLS 1 NLS 2 L1/ L2/ L3

Pre- task: Asking oral questions to other partners about their diet and completing a

chart. PW-

Pre-task: Defining and observing elements of physical activity: endurance, strength, flexibility, co-ordination, balance, speed.

Introducing vocabulary related to food and nutrients and matching terms with their definitions

Task 1: Write statements about the class eating and drinking habits and reading them aloud to the class.

Pre-task: Recognising how different types of activities affect specific aspects of their fitness.

- Using modal verbs explained in previous units: have to and should in sentences related to different food and drink items

Pre- task: Reading a text about the types of nutrients and a balanced diet and completing

the gaps

Pre-task: Commenting on the positive effects of warming up before exercising and creating a suitable warming up routine

- Comparing different food substances in terms of their benefits for a healthy diet

Alberto Lanzat García

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Pre- task: Completing a chart with the types of nutrients, their use in the body and their most frequent sources. Discussing it in pairs.

Task 1: Developing appropriate exercises which can be used as part of flexibility training.

- Reviewing frequency adverbs and time expressions and completing sentences.

Task 2: Calculating the body mass index of each student in small groups following a simple mathematical formula

Pre-task: Reading a passage on Fernando Alonso’s training routines and another one about Lionel Messi for gist and detail.

- Practising questions in different tense forms concerning the students’ eating habits

- Recognizing and labelling the different parts of the body most affected by unhealthy eating habits and eating disorders

Pre- task: Reading about the relationship between the energy expenditure and food intake for gist and detail

Task 2: Compare both training routines and establish similarities and differences concerning the main goals of each: endurance, strength, coordination, etc

- Differentiating physical activities and recognizing useful vocabulary to talk about exercising.

Final task 1: Watching a video for gist and detail on anorexia nervosa and its physical and psychological effects and sharing opinions with the rest of the class.

Introducing vocabulary concerning eating disorders by means of reading passages

Listening to a short recording by a native student of a passage on eating disorders and answering True- False- Not mentioned questions

Final task 2: Analysing examples of menus and carry out a nutritional analysis of food, by means of the software recipecalc 4.0 and creating their personal food pyramid.

Revising food substances vocabulary used in the software

Recipecalc 4.0

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Final project 3: Designing a graph with the types of food and drink most frequently consumed by the class using the previously gather data and the following website http://www.shodor.org/interactivate/activities/piechart/index.html Presenting the conclusions to the rest of the class by means of a Powerpoint or Impress Presentation.

Practising the most habitual discourse markers to present the Powerpoint file to the rest of the class

EVALUATION TOOLS

Initial &

Progressive

Portfolio dossier NON- LINGUISTIC SUBJECTS & LINGUISTIC SUBJECTS

Portfolio

“can do” checklist

Review of previous knowledge

Observation of the student’s output (o & w)

Homework Notebooks

Printout of the nutritional analysis carried out in the ICT lab Printout and CD of the Powerpoint presentations

- Successful completion of the tasks assigned

- Suitable attitude towards the work in L2 and cooperative learning

- I can differentiate healthy from unhealthy eating habits - I can calculate body mass index and my energy balance. - I can talk and write about eating habits and nutrition. - I can give mild and strong advice concerning our diet - I can design simple training routines

MATERIALS, RESOURCES & WEBSITES

- http://resources.schoolscience.co.uk/SGM/index.html. - http://sycd.co.uk/only_connect/startfil/home.htm. - http://www.amnesty.org/. –

http://www.unicef.org/. http://www.kidshealth.org/parent/food/weight/bmi_charts.html. - http://www.mypyramid.gov/pyramid/index.html. http://www.un.org/cyberschoolbus/humanrights/resources.asp. - http://www.bbc.co.uk/- http://www.shodor.org/interactivate/activities/piechart/index.html