Action PlanAction PlanIn this unit, you will learn:In this unit, you will learn:

• To understand sequences in information To understand sequences in information texts.texts.

• To find and give examples.To find and give examples.• To recognize the uses of To recognize the uses of thethe..• To recognize and use expressions of stating To recognize and use expressions of stating

purposes.purposes.• To understand and use vocabulary related To understand and use vocabulary related

to agriculture, foods, and the brain.to agriculture, foods, and the brain.

Action PlanAction PlanIn this unit, you will learn:In this unit, you will learn:

• To understand sequences in information To understand sequences in information texts.texts.

• To find and give examples.To find and give examples.• To recognize the uses of To recognize the uses of thethe..• To recognize and use expressions of stating To recognize and use expressions of stating

purposes.purposes.• To understand and use vocabulary related To understand and use vocabulary related

to agriculture, foods, and the brain.to agriculture, foods, and the brain.

Block 3Block 3 Unit 7 Unit 7 Food for ThoughtFood for Thought

1 min.

beefsteak chop chicken fish

lettuce eggs grapes tomatoes rice

Opening TaskLook at the pictures and discuss the questions.1. What foods can you make from the things in the pictures?2. Which of these things are the easiest to grow/raise?3. Which of these things are grown near where you live?

2 min.

Lesson ALesson A The Green RevolutionThe Green Revolution

1 min.

Vocabulary

AgricultureComplete the definitions with words from the box. Then listen and check your answers.

crops gene fertilizers nutrients field pesticides yield agriculture

1. Corps are plants that farmers grow such as wheat, rice and corn.2. Agriculture refers to the growing of food for humans and animals to eat.3. Fertilizers are chemicals wich help plants wo grow.4. A field is an open area of ground in the countryside where you can grow

food.5. The yield of a farm is the amount of crops that it can produce.6. Pesticides are chemicals that farmers use to kill the insects that eat their

crops.7. Nutrients are things found in foods and plants which are good for our

bodies.8. A gene is the part of a cell that controls the physical characteristics, growth,

and development of a living thing.

2 min.

Listening

Discuss the questions related to the foods in the box.

corn olives chocolate butter avocados chili peppers vanilla potatoesrice beans wheat beef tomatoes cheese oil grapes

1. Which of these things are traditional foods

found first in Mexico?

Corn, beans, chocolate, tomatoes,

avocados, vanilla and many kinds of

chilies are native to Mexico.

2. Which were brought here by the Spanish?

Vanilla, butter, cheese, wheat, avocados.

2 min.

Pre-reading

a)a) Look at the title of the article on page 77. Look at the title of the article on page 77.

Predict what you think the article will be about..

Food for allFood for allb) Quickly read the article on the next page. Then answer the questions.b) Quickly read the article on the next page. Then answer the questions.

Skim Skim 1. What is the article about?1. What is the article about? It´s about the Green Revolution.It´s about the Green Revolution.

ScanScan 2. Who won the Nobel Peace Prize? 2. Who won the Nobel Peace Prize? Norman Borlaug.Norman Borlaug.

3. When did the Green Revolution start? 3. When did the Green Revolution start? In the 1940sIn the 1940s..

4. How many points are made that support the Green Revolution? 4. How many points are made that support the Green Revolution?

Three.Three.

5. How many points are made that do not support the Green 5. How many points are made that do not support the Green

Revolution? Revolution? Three.Three.

3 min.

Comprehension

Read the statements. Write T for True or F for False.

FF 1. The Green Revolution started in India and moved to Mexico. 1. The Green Revolution started in India and moved to Mexico.

TT 2. Not everyone thinks the Green Revolution was good idea. 2. Not everyone thinks the Green Revolution was good idea.

FF 3. The Green Revolution has led to an increase in biodiversity. 3. The Green Revolution has led to an increase in biodiversity.

TT 4. Mexico was exporting wheat by the middle of the 1960s. 4. Mexico was exporting wheat by the middle of the 1960s.

TT 5. The Green Revolution has had many benefits to humankind, but has also 5. The Green Revolution has had many benefits to humankind, but has also

caused problems.caused problems.

2 min.

Skills Work Sequencing ideasSequencing ideas Often a writer has several main points to say. Writers usually put their

most important idea first and they order them using words such as firstly, secondly, thirdly, and lastly. However, a writer sometimes uses two sets of firstly, secondly, etc. as, for example one, set for the points in the text which argue “for” the Green Revolution and those which argue “against” it.

a) Identify which of the sentences are For or Against the Green Revolution. Write them in their correct order sequencing words.

1. Against Secondly, Secondly, it uses too much fertilizer.

2. For Firstly, it helped to create new science.

3. Against Lastly, too many pesticides are being used.

4. For Secondly, this research helped the farmers.

5. For Thirdly, this knowledge spread to many countries.

6. Against Firstly, biodiversity has decreased.

3 min.

b) Complete the sentences using sequencing words in your order of importance.

There are many reasons why people should study English.

1. secondly We can pass tests and get a good job.

2. fourthly We need it in our future.

3. lastly We can travel the word and meet many people.

4. firstly It’s good for the brain.

5. lastly It´s the international language of travel, business, the Internet, and the

media.

6. thirdly English is a fun language to learn.

Speaking

Discuss the questions about the Green Revolution.

Agree on answers.

1. What do you think of the Green Revolution?

2. Has it hurt the Earth more than it has helped it?

3. Many people on Earth as still hungry. Why is this, do you think?

3min.

Language Work In order to, in order that, for + gerund and to + verb

Look at the way in order to, in order that, for + gerund, and to (do) are used to state the purpose of things. Then match the sentence halves.

Aquaculture The land is not the only place on earth where humans work to provide food for ourselves.

The oceans, lakes, and rivers are being farmed in order to manage the world´s marine efficiently. In marine fishing, nets are used for keeping the fish in one place in order that the fish can be easily caught. Sometimes fish are grown in pools inside big buildings in order to control the fish supply better.

d 1. Fisherman work hard to.e 2. They use the marine resources carefully in.g 3. They need of spend a lot of money.h 4. The fisherman use big pools for.f 5. They often need a lot of equipment.a 6. The have to get up early in.c 7. They only need small boats in order.b 8. Aquaculture is needing in order.

a. Order to feed the fish.

b. To feed the world´s population.

c. To get to the fish farms.

d. Make money for their families.

e. Order that the enviroment is protected.

f. For feeding the fish efficiently.

g. Get buy the expensive equipment.

h. Keeping the fish under control.

3 min.

Writing Complete the paragraph whit in order to, in order that, for + gerund, and to (do).

As whit the Green Revolution, aquaculture also has its As whit the Green Revolution, aquaculture also has its problems. Firstly, the fish need protein (1) problems. Firstly, the fish need protein (1) in order toin order to grow, but grow, but farmed fish need more protein that wild fish, and we have to farmed fish need more protein that wild fish, and we have to use more of the earth's resources (2) use more of the earth's resources (2) toto make this protein. make this protein. Secondly, fish farming can lead to less biodiversity because Secondly, fish farming can lead to less biodiversity because these fish take away food from other fish in the sea. Thirdly, these fish take away food from other fish in the sea. Thirdly, they use nets and pools (3) they use nets and pools (3) in order toin order to keep the fish under keep the fish under control but this leads to heavy pollution in one area. In order (4) control but this leads to heavy pollution in one area. In order (4) thatthat the environment is protected, they need to use systems (5) the environment is protected, they need to use systems (5) forfor farming the fish effectively in (6) farming the fish effectively in (6) order toorder to protected the protected the rivers and oceans for our future.rivers and oceans for our future.

A word family is a group of words that share the same meaning.

For example helps, helping, helpless, and helpfulness are part of the help word family. Learn words in word families so you can build a big

vocabulary.

Skill Builder

4 min.

Identifying word

families

Lesson B Brain FoodBrain Food1

min.

mineralscarbohydrates

glucosefatty foods

toxinsoxygen

proteinsvitamins

Vocabulary Nutrients in the body Complete the definitions whit words from the box. Then listen and check your answers.

1.1. MineralsMinerals are substances, such as salt, that you are substances, such as salt, that you need to keep your body healthy.need to keep your body healthy.

2.2. We get We get proteinsproteins from meats, eggs, and so on and from meats, eggs, and so on and you need them to help your body grow.you need them to help your body grow.

3.3. CarbohydratesCarbohydrates are found in foods such as pasta, are found in foods such as pasta, rice, and bread and give you energy.rice, and bread and give you energy.

4.4. GlucoseGlucose is a type of sugar. is a type of sugar.

5.5. ToxinsToxins are poisons in the body. are poisons in the body.

6.6. Fatty foodsFatty foods include oils, butter, cakes, and include oils, butter, cakes, and sweets and sweets and

form an energy store in the body.form an energy store in the body.

7.7. OxygenOxygen is a colorless gas found in large amounts is a colorless gas found in large amounts in the air. All animals need this to live.in the air. All animals need this to live.

8.8. VitaminsVitamins are substance that you need to stay are substance that you need to stay

healthy such as B12, C, and so on.healthy such as B12, C, and so on.

2”

Speaking

Discuss the questions about food. Agree on answers.

1. Which foods are good for you? Fruits and vegetables

2. Which foods taste great but actually are bad for you? Fatty foods

Pre-reading a) Look at the title of the article on page 81. Predict what you think the article will be

about.

BRAIN FOODBRAIN FOODb) Quickly read the article on the next page. Then answer the questions.

Skim 1. What is the article about? How food can affect the brain

Scan 2. What’s the best time to eat a big meal? About 7:00

3. Are omega-3 fatty acids good or bad for you? Good

4. What is our brain mostly made of? Water

5. How many of the food groups are mentioned? All of them

2 min.

Choose and circle the best option to complete each sentence.Choose and circle the best option to complete each sentence.

1. Our brain cells communicate by using1. Our brain cells communicate by using

a. serotonin b. glucose c. a. serotonin b. glucose c.

neurotransmittersneurotransmitters

2.Carbohydrates can make you feel2.Carbohydrates can make you feel

a. depressed b. tired c. relaxeda. depressed b. tired c. relaxed

3. A lot of our brain is fat, so we need to eat.3. A lot of our brain is fat, so we need to eat.

a. less fat b. the right types of fatsa. less fat b. the right types of fats c. more fatc. more fat

4. Your brain will not work better in you4. Your brain will not work better in you

a. drink green tea b. drink enough water c. eat too a. drink green tea b. drink enough water c. eat too

many many fatty fatty

foodsfoods

Comprehension

2 min.

Skills Work Identifying examples and definitions

Most writers add examples of the things they are writing about. They often use words such as include or including or expressions like, e.g., such as, for example, for instance, or they may put the items in parentheses ().

a.a. Look at the article on page 81 and find examples of the following things.Look at the article on page 81 and find examples of the following things.

1.1. Carbohydrates: Carbohydrates: breads, rice and pastabreads, rice and pasta..

2.2. Proteins: Proteins: meats, fish and cheesemeats, fish and cheese..

3.3. Things that can help prevent damage to the brain’s cells: Things that can help prevent damage to the brain’s cells:

berries, chocolatesberries, chocolates..

4.4. Omega-3 fatty acids: Omega-3 fatty acids: oily fish such as salmon, sardinesoily fish such as salmon, sardines..

5.5. Things that can make you sharp mentally: Things that can make you sharp mentally: chocolate, green teachocolate, green tea..

6.6. Something that might make you sleepy: Something that might make you sleepy: eating pasta at lunchtimeeating pasta at lunchtime.. 2 min.

b. Complete the sentences whit examples that are true for you.b. Complete the sentences whit examples that are true for you.

1.1. I don’t eat enough foods that contain omega-3 fatty acids such as I don’t eat enough foods that contain omega-3 fatty acids such as salmon, salmon,

sardines, blue fish, hispanica aloe vera, flax, pumpkinsardines, blue fish, hispanica aloe vera, flax, pumpkin..

2.2. We shouldn’t eat too many fatty foods, for example We shouldn’t eat too many fatty foods, for example butter, and fried pork butter, and fried pork

rindsrinds..

3.3. I need to make sure I drink enough liquids, for instance, I need to make sure I drink enough liquids, for instance, water, mineral water, mineral

water, lemonadewater, lemonade..

4.4. Carbohydrates (e.g., Carbohydrates (e.g., sugar, honey, milk, fruits, rice, corn, breadsugar, honey, milk, fruits, rice, corn, bread) are very ) are very

good for making glucose for the brain.good for making glucose for the brain.

5.5. I should eat more fruit and vegetables including I should eat more fruit and vegetables including

celery, bananas, apples, radishes, lettuce, celery, bananas, apples, radishes, lettuce,

tomatotomato..

2 min.

In Mexico

Do people in Mexico eat the right kinds of foods?

Language work Uses of theNotice how the is used and not used (Ø) in the paragraph. Then complete below whit the or

Ø.

Ø Brains are very complex organs. The humans brain and is made up of many parts that control

different functions. Ø movement and balance are controlled near the bottom of the brain,

and Ø lenguage is processed near the left ear. Ø Humans have the biggest brains in the

animal kingdom.

1. After age 30, the brain loses 0.25 percent of its size every year.

2. In one day, your brain creates more electrical impulses than all the world’s telephones.

3. Your brain can stay alive for four to six minutes without Ø oxygen.

4. It is only 3 percent of the body’s weight but it uses 17 percent of the body’s energy.

5. The right side of your brain controls the left side of your body.

6. Before a baby is born, the baby’s brain is creating 250,000 new neurons every minute.

7. There are 100 billon neurons in the humans brain-the same number of Ø stars that there

are in our galaxy.

8. The human brain is about 75 percent Ø water.

3 min.

Writing Complete the paragraph whit the or ØØ.

(1) (1) TheThe human brain is very complex. human brain is very complex. Researchers haves discovered that (2) Researchers haves discovered that (2) Ø Ø daydreaming is an essential process in (3)daydreaming is an essential process in (3) thethe development of the brain. Your brain is development of the brain. Your brain is also more active at night than during (4)also more active at night than during (4) thethe day making new connections. But it is very day making new connections. But it is very efficient, using less power than (5) efficient, using less power than (5) the the light light in your refrigerator or (6) in your refrigerator or (6) thethe equivalent of equivalent of the energy in two bananas. Most of (7)the energy in two bananas. Most of (7) the the energy goes into (8) energy goes into (8) Ø Ø maintenance. maintenance.

In many texts, writers structure paragraphs in specific ways. Often writers put the topic of the paragraph at the start and follow it with supporting ideas or examples. Look at article on page 81 and see how the text is constructed.

Identifying the main idea of a

paragraph

2 min.

Real-life Reading

La Cebollit

aAppetizersCheese-stuffed shrimpBoneless chicken wingsChips and salsaCheese nachos

SaladsFajita saladChicken caesar salad

Main coursesTexas chees steak*Mariachi steak*Taco dinner1 taco2 tacos3 tacosPasta grilled chickenPasta pomodoro

$4.75 $4.95 $2.95 $3.25

$4.75$5.95$7.25

$3.95 $3.95

$11.95$10.95

$7.25$10.95$12.95 $6.95 $6.95

With steakWith steakWith steak

Combinations – all $12.95Monterrey ComboTaco, enchilada, and tostada with fries or saladAcapulco Combo2 tostadas (beef or chicken) and 2 tacosGuadalajara ComboEnchilada, taco, and tostada with salad or fries

Sides – all $2.25Beans French fries Chili

Desserts – all $2.75Chocolate cakeMango pudding

Beverages – all $1.95Fresh orange juice Soda ColaBottomless coffee Cappuccino

Add state taxes of 5% and service of 10%.Gratuity not incluided.<><><><><><><><><><><><><><><><><><><><><><1456 Hewitt Dr., Waco, TX (254) 470-1593Mon-Sat: 11:00 am. – 10:00 pm. * weekdays only

4 min.

My Learning ExperienceLook at the list of language objectives in the unit. Draw , or

Read the menu. Write t for true or f for false.

F F 1. This restaurant is in Mexico. 1. This restaurant is in Mexico.

T T 2. All the drinks are the same price. 2. All the drinks are the same price.

F F 3. All foods are available on Saturday. 3. All foods are available on Saturday.

T T 4. You can have many coffees for the same price. 4. You can have many coffees for the same price.

F F 5. Taxes and service charges are included. 5. Taxes and service charges are included.

Lenguaje Agree? , or

I can understand sequences in a text. I can find and give examples. I can recogonize uses of the. I can recognize and use expressions for stating purposes. I can understand and use vocabulary related to agriculture, foods, and the brain.

3 min.

Closing TaskLook at the pictures on pages 74 and 75. Discuss the questions.

1. What do you feel is the best way to ensure our planet gets enough of these foods?

2. What balance of these foods does your family have?

3 min.

Word builder Prefixes: un-, im-, in-a. Study the examples of the negative prefixes un-, im-, and in- which

give the word a negative meaning. Then rewrite the words below

with a negative prefix.

un- im- in-able unablekind unkindhappy unhappy

possible impossiblepolite impoliteperfect imperfect

ability inabilityaccurate inaccuratehuman inhuman

1. known unknown2. interested uninterested3. lucky unlucky

4. balanced imbalanced5. patient impatient6. practical impractical

7. capacity incapacity8. appropriate inappropriate9. flexible inflexible

b. Complete the sentences with the correct words from a.1. I’m really unhappy right now. My boyfriend and I had a big fight.2. It’s impossible to please all the people the time.3. I’m sure these figures are inaccurate because they don’t add up to 100 percent.4. Why am I so unlucky all the time? Nothing ever seems to go well for me.5. There are many things about our brain that are still unknown. It’s quite a mystery!6. My boss is so important. He can’t wait for five minutes without getting angry!

3 min.

Spanish English

agricultura agriculture

bebida beverage

bioquímico biochemical

campo field

cultivo crops

genes genes

glucosa glucose

masa mass

mental mental

mineral mineral

neurona neuron

nutrientes nutrients

oxigeno oxygen

para (que) in order to

pesticidas pesticides

propina propine

proteina protein

rendimiento yield

toxina toxin

vitamina vitamin

4 min.

My DictionaryWrite the words in English. Look for them in the unit.

Fuentes

Bibliográficas:

Chapman, J. (2009). Sequences, Teacher’s Resource Book 5. México: Heinle Cengage Learning.Waring, R., Woodall, P. y Thomlinson, J. (2009). Sequences, Student Book 5. México: Heinle Cengage Learning.

Electrónicas:

http://images.google.com/images?gbv=2&hl=en&sa=3&q=food+for+thought

Elaborado por: Ing. Sonia Margarita Osuna RodríguezElaborado por: Ing. Sonia Margarita Osuna Rodríguez