Alberto Lanzat García

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

- To understand and apply specific -To know and value physical - To improve general communication in the school environment
scientific concepts related to the human activity as part of a healthy - To read and understand different texts in order to obtain general and
SPECIFIC AIMS

body and nutrition lifestyle. specific information.

- 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 learn by discovery the
benefits of nutrients for
different sports
- To make students aware of the
risks of eating disorders
- 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 CONTENTS - L1/L2/L3 - Reading- Writing

Interaction
- 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.

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CONTENTS - L1/L2/L3 - Language awareness Alberto Lanzat García
- 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
CONTENTS - L1/L2/L3 - Sociocultural aspects & Intercultural
awareness
- 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)

NLS 1
Pre- task: Asking oral questions to other
partners about their diet and completing a
chart.  PW-
SKILLS:
NLS 2 L1/ L2/ L3
Pre-task: Defining and observing elements of Introducing vocabulary related to food and nutrients and
physical activity: endurance, strength, flexibility, matching terms with their definitions
co-ordination, balance, speed.

Task 1: Write statements about the class Pre-task: Recognising how different types of - Using modal verbs explained in previous units: have to and
eating and drinking habits and reading them activities affect specific aspects of their fitness. should in sentences related to different food and drink items
aloud to the class.

Pre- task: Reading a text about the types of Pre-task: Commenting on the positive effects of - Comparing different food substances in terms of their
nutrients and a balanced diet and completing warming up before exercising and creating a benefits for a healthy diet
suitable warming up routine
the gaps

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Pre- task: Completing a chart with the types Task 1: Developing appropriate exercises which - Reviewing frequency adverbs and time expressions and
of nutrients, their use in the body and their can be used as part of flexibility training. completing sentences.
most frequent sources. Discussing it in pairs.

Task 2: Calculating the body mass index of Pre-task: Reading a passage on Fernando - Practising questions in different tense forms concerning the
each student in small groups following a Alonso’s training routines and another one about students’ eating habits
simple mathematical formula Lionel Messi for gist and detail.

Pre- task: Reading about the relationship Task 2: Compare both training routines and - Recognizing and labelling the different parts of the body
between the energy expenditure and food establish similarities and differences concerning most affected by unhealthy eating habits and eating disorders
intake for gist and detail 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 Introducing vocabulary
psychological effects and sharing opinions with the rest of the class. 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 Revising food substances vocabulary used in the software
means of the software recipecalc 4.0 and creating their personal food pyramid.
Recipecalc 4.0

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Final project 3: Designing a graph with the types of food and drink most frequently consumed Practising the most habitual discourse markers to present the
by the class using the previously gather data and the following website Powerpoint file to the rest of the class
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.

EVALUATION TOOLS
Initial & Portfolio dossier NON- LINGUISTIC Portfolio
Progressive SUBJECTS & LINGUISTIC “can do” checklist
SUBJECTS
Review of previous knowledge Printout of the - Successful completion of the - I can differentiate healthy from unhealthy eating habits
Observation of the student’s nutritional analysis tasks assigned - I can calculate body mass index and my energy balance.
output (o & w) carried out in the ICT - Suitable attitude towards the - I can talk and write about eating habits and nutrition.
lab work in L2 and cooperative - I can give mild and strong advice concerning our diet
Homework - I can design simple training routines
Printout and CD of the learning
Notebooks
Powerpoint
presentations
MATERIALS, - http://resources.schoolscience.co.uk/SGM/index.html. - http://sycd.co.uk/only_connect/startfil/home.htm. - http://www.amnesty.org/. –
RESOURCES & http://www.unicef.org/. http://www.kidshealth.org/parent/food/weight/bmi_charts.html. - http://www.mypyramid.gov/pyramid/index.html.
WEBSITES
http://www.un.org/cyberschoolbus/humanrights/resources.asp. - http://www.bbc.co.uk/-
http://www.shodor.org/interactivate/activities/piechart/index.html

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