The Teacher's Magazine Agosto 2018

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• Año XVIII • Nro. 196 • Argentina $ 69,90 • Uruguay $ 150 • Paraguay Gs 30.000 • El Salvador U$S 3,10 • Costa Rica C 1.600 • Venezuela BsF 30 • Honduras HNL 59 • Ecuador U$S 3,40 • Perú Soles 15 • Bolivia $ 45,00 • Chile $ 1.900 I, II y XII Región $ 2.300

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Age: Young Learners

Level: A1

THE ENCHANTED FARM A) Order alphabetically in your notebook. Then, choose three items and draw them.

spinach, carrots, apples, tomatoes, pears, strawberries, lettuce, onions, peaches, grapes, beans, beetroots, oranges, plums, potatoes, cucumbers, peas, peppers, pineapples, cherries, garlic, bananas, celery. B) Write the plurals.

pear

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squash

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turkey

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grape

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plum

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tomato

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strawberry

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peach

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carrot

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onion

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C) Look at the story on pages 25-26 and correct these sentences. 1) Alice has got black hair and blue eyes. 2) She lives in a very big house. 3) There are a few animals. 4) The animals help Alice in the factory. 5) The cock mows the grass. 6) The pig cooks apple jelly. 7) Alice makes delicious salads. 8) The clouds water the farm at midday. 9) The pupils love vegetables.

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D) Complete. Use: love, like, don’t like, hate.

I ________ vegetables.

I ________ hamburgers.

I ________ chips.

Key: A) apples, bananas, beans, beetroots, carrots, celery, cherries, cucumbers, garlic, grapes, lettuce, onions, oranges, peaches, pears, peas, peppers, pineapples, plums, potatoes, spinach, strawberries, tomatoes; B) pears, turkeys, plums, strawberries, carrots, squashes, grapes, tomatoes, peaches, onions; C) 1) Alice has got red hair and green eyes; 2) She lives in a farm; 3) There are a lot of animals; 4) The animals help Alice in the farm; 5) The pig mows the grass; 6) The hens cook apple jelly; 7) T, 8) The clouds water the farm at night. 9) The pupils love fruit.

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love fruit. I ________

ear colleagues, This month, The Teacher’s Magazine goes healthy with lesson plans and activities on Food and Nutrition. For Very Young Learners and Young Learners, you will find a story called The Preference Race, in which a child has to choose between an apple and a chocolate bar. There is also a thematic unit called Nutrition with lots of ideas and activities to work on the topic. For Teenagers, there is a lesson plan on healthy habits and another one on healthy eating. The Working with Videos section is about Food, featuring four short films: Fresh Guacamole, Western Spaghetti, Submarine Sandwich and Fugu. We hope you enjoy this issue as much as we do.

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The Teacher’s Magazine team. 2

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Poster 1

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Contents

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Page 2: The Enchanted Farm Pages 4 & 5: Yummy! Page 6 to 10: The Preference Race Page 11 to 14: Nutrition Page 14 to 18: Eat the Rainbow Page 19: Let’s Make a Salad Pages 20 to 23: Healthy Planning Pages 24: Healthy and Unhealthy Food Pages 25 & 26: The Enchanted Farm Pages 27 & 28: Working with Short Films: Short Films about Food Pages 29 & 30: Do We Know Enough About Crops? Page 31: Global Culture Corner: Diabetes Day Poster 1: The Preference Race Poster 2: Food Simple Past

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ISSN: 1514-142X

AÑO 18 - Nº 196 NOVIEMBRE 2016

Directora: Karina Uzeltinger / Diseño y diagramación: Fabián Legnini / Colaboradores: Geraldina Salaberry Serrano, Agustina Negretti, Marcela Caimani Ferrer, Yesica Galiano, Anabella Tumini, Rocío Pérez, Juliana Tomas, Daiana Agesta, Fabricio Inglese, Graciela Leardini. / Administración: Claudia Traversa, Sergio Vicente / Asistente de dirección: Dario Seijas / Archivo digital: Cecilia Bentivegna / Ilustración: Alberto Amadeo, Fernando Cerrudo, Emmanuel Chierchie, Gabriel Cortina, Mariano Martin / Color digital: Gonzalo Angueira, Mónica Gil, Natalia Sofio / Comercio exterior: Walter Benitez, Pablo Fusconi / Comunicación y atención al cliente: Carlos Balajovsky, Maia Balajovsky / Congresos y capacitaciones: Micaela Benitez / Corrección español: Elisabet Álvarez, Marcelo Angeletti, Nicolás Fernández Vicente, Liliana Vera / Fotografía: Fernando Acuña, Mónica Falcioni, Patricia Perona / Marketing y publicidad: Favio Balajovsky, Fernando Balajovsky, Gastón Monteoliva, Reinaldo Perdomo / Recepción: Mauro De Los Santos, Consuelo Pérez Fernández / Recursos humanos: Mariana Medina / Recursos multimedia: Francisco Del Valle, Pablo Yungblut, Martín Asteasuain, Aldana Meineri / Sistemas y web: Leandro Regolf, Bruno Meineri / Servicio técnico: José Celis / Taller de manualidades: Valentina Di Iorio, Luciana Sabatini, Patricia Perona.

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A Unit on Food T

his unit on Food is aimed at Beginner level (A1) students. This topic offers a wide range of possibilities for students to learn not only vocabulary and grammar but also about culture.

As a warm-up activity, you may write the word food on the board, and ask questions such as What food do you like? What's your favourite dish? Do you prefer sweet to salty food? What food don't you like? Do you cook? etc. After that, students will have to draw their favourite dish and drink, and describe them.

A restaurant in class Design a short menu with your students. Brainstorm different dishes including: starters, main courses, desserts and drinks. Write the layout on the board and, once the final menu is ready, ask students to fold an A4 paper sheet and copy down the menu. Don't forget to name your restaurant! In groups of no more than 4, students pretend to be at the restaurant

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they have imagined, and take turns to be either guests or the waiter/waitress taking the order.

Famous Food Food is not only about mixing ingredients but also about culture. In activity B, students will read a text about popular food from around the globe. Then, they will complete reading comprehension activities and decide if the sentences are True or False, and they will have to come up with synonyms for the words in bold in the text.

Who is who? In this activity, students read the physical description of three chefs. With the clues given, they guess who is who and write the chef's name in the corresponding label under the picture. Marcela Caimani Ferrer

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Level: A1

YUMMY! A UNIT ON FOOD

Age: Young Learners/Teenagers/Adults

A) Read the text.

We eat every day of our lives many times a day. Food is the fuel of our bodies. It gives us energy and keeps us healthy. Many people meet with family and friends just to eat together. Some people love cooking at home. Other people prefer going to restaurants to taste new flavours and recipes. When you travel, you can try delicious local food. If you do not travel often, you can learn how to cook in your kitchen. Just turn on the TV or your computer! There are lots of cooking programmes to learn amazing recipes from around the world. Mixing fresh ingredients at the right proportions to prepare a gorgeous meal is an art. There are many dishes from different countries that have been cooked over and over since they became famous. In France, you can have croissants. In Japan, sushi is a top dish. In Italy, pizza and pasta are a perfect choice. In Spain, seafood paella is a must. The list is endless. What about you? Which is the most famous dish in your country? 1) Decide if the sentences are TRUE or FALSE. a) Food is good for you. T F b) All the people like going to restaurants. T F c) You can't eat delicious food during holidays. T F d) You can find food recipes in videos and TV shows. T F 2) Give synonyms for the words in bold from the text. • love (verb): --------------------------------------• programmes: --------------------------------------• famous: --------------------------------------• endless: --------------------------------------B) Who is who? Look at the pictures, read the text and write the name of the chef in the corresponding label.

Marty works in Italy. He cooks pasta and pizza in Naples. He is from Ireland. He is very tall.

Juan is from Spain. He loves cooking fish and salads. He is from Barcelona. He is bald.

Amelia is from Argentina. She cooks in a famous restaurant in Buenos Aires. She has got long hair. 55

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The Prefere ince children are very little, they should find out what food is healthy and what may not be so healthy. Their parents probably talk about it often, over lunch or dinner, for instance. Nevertheless teachers should discuss it with their students as well.

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The Preference Race narrates the story of a competition between an apparently strong chocolate bar and a bright apple, which discovers how to be a winner and is finally chosen by the boy.

Objectives • Compare healthy and unhealthy food. • Describe and colour the characters. • Put the sequence of events in order. • Sequence according to size. • Review numbers and colours.

Linguistic exponents

The story:

The Preference Race Ben is going to school in a minute. But he has to make a difficult decision “What should I take to school? An apple or a chocolate bar?” The apple is red and shiny. It is round and big. It is 100% healthy. The chocolate bar is big and square. It is shiny and brown. It is 100 % energy. They are ready for the preference race. And the countdown begins!

• Numbers

TEN, NINE, EIGHT, SEVEN, SIX,

• Colours

FIVE, FOUR, THREE, TWO, ONE,

• Shapes

GOOOOOOOOO!

• Sizes • Parts of the body • Healthy and unhealthy food

The chocolate bar is very strong. And it is very fast, too. The red apple is running behind, it is slower but steady. HEY! LOOK AT THAT! WOW!! The chocolate is melting! The apple is rolling! The fruit is ahead! The candy is very tired! AND THE WINNER IS… THE APPLE!! Yay! Yippee! Ben takes the red fruit. He puts it in his bag. He is ready for his school day now!

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ence Race Before telling the story

Explain the meaning of the unfamiliar words used to describe the characters, since they will appear in the story.

Before using the story in class, you can:

You can play a memory game to revise colours. You can point at different parts of the characters and ask: “What colour is it?”

-make puppet sticks with the illustrations given. -prepare a huge finishing line with black and white cardboard (or other materials). -cut the different parts of the story from the poster, so that you can stick them on the board while you are telling.

You can revise parts of the body by pointing at Ben’s and the two competitors’ hands, arms, legs, eyes, mouth... and asking what part they are.

-if possible, take a real apple to class (for the last part) and some ice cubes to show how it quickly melts (as the bar does).

Telling the story

-make a big golden medal for the winner (with cardboard or any other material). Introduce the characters of The Preference Race. There is a boy, an apple and a chocolate bar. You can use different voices for each of them. Mime the shapes and the meaning of some adjectives (big, strong) to help your students understand.

Tell the first stanza of the story The Preference Race to your students. Stage the scene: use a school bag (your own or one of your students’). Then, mime the decision that Ben has to make. Use your sticks and say: Ben is going to school in a minute. But he has to take a difficult decision, “What should I take to school? An apple or a chocolate bar?” Then, show your students each of the illustrations as you describe them. Mime everything again, as you did when introducing them. The apple is red and shiny. It is round and big. It is 100% healthy.

I am an apple. I am red and shiny. I am round and big. I am 100% healthy.

I am Ben. I am eight. I am short and slim.

The chocolate bar is big and square. It is shiny and brown. It is 100 % energy.

Stick the finishing line on the right side of the board. Set the puppet sticks on the left side and ask your students to help you count down for the race to begin. Say:

I am a chocolate bar. I am big and square. I am shiny and brown. I am strong. I am 100 % energy.

They are ready for the preference race. And the countdown begins! TEN, NINE, EIGHT, SEVEN, SIX, FIVE, FOUR, THREE, TWO, ONE, GOOOOOOOOO!

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Now, turn to the poster’s illustration. And show students the development of the race as you tell it. Mime the new adjectives (fast, slow, steady) and the one you’ve seen (strong).

I Am Brown! I Am 100% Healthy! I Am Strong! I Am Square!

The chocolate bar is very strong. And it is very fast, too. The red apple is running behind, it is slower but steady.

I Am Big! I Am Round! I Am Shiny! I Am Red!

The story’s ending is next. Mime the actions, melting and rolling, using the real apple and the ice cube – or a heated chocolate bar (if possible). Say: HEY! LOOK AT THAT! WOW!! The chocolate is melting! The apple is rolling! The fruit is ahead! The candy is very tired! Take the homemade medal and put it on the apple (puppet or real one). Say: AND THE WINNER IS… THE APPLE!! Yay! Yippee! Ben takes the red fruit. He puts it in his bag. He is ready for his school day now!

After Telling the Story Activities They can be adapted, according to your students’ level, interests and skills. Ask students to make their own puppet sticks with the illustration on page 9. They have to colour them. Tell the story again. This time, students have to mime the actions, shapes and adjectives with you. You can rehearse, do it and even prepare a video for their parents (asking for their permission beforehand).

On pages 9 & 10 you will find more activities to work with your students. In activity A students have to trace the dots to discover the characters’ different shapes. Then, ask them to find objects in the classroom that are round or square. In Activity B, they are asked to order the apples from big to small. Say sentences from the story for students to correct you. For example: The apple is brown. The chocolate bar is 100 % healthy. The apple is square and big. The chocolate bar is shiny and big. IT’S EXPERIMENT TIME! Repeat the part of the race in which you used the real apple and the ice cube/heated chocolate bar. Explain why you used the ice cube (because the type of energy provided by candies/chocolate is used up quickly) and why eating fruit is always healthier (if interested, you can check out this site: http://www.livestrong.com/article/429819why-eat-so-much-fruit-if-it-has-more-sugar-than-chocolate/). IT’S PRODUCTION TIME! Let’s make our own medals! and be winners! You can recycle bottle caps to make your medals. Or use clay, cardboard or any other materials. You can make a lot of them and award your students when they have chosen fruit over sweets! I hope you enjoy this story.

To revise adjectives, play this memory game. Ask students: Who am I? The apple or the chocolate bar?

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Geraldina Salaberry Serrano

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THE PREFERENCE RACE

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Age: Very Young Learners/Young Learners

THE PREFERENCE RACE B) Order from BIG TO SMALL.

A) Follow the lines.

ROUND

SQUARE

C) Match the words to the pictures and practise their pronunciation. ONE TWO THREE FOUR FIVE

6 3 2 7 9 1 8 4 10 5

D) Put the sequence of events in order and colour the pictures.

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SIX SEVEN EIGHT NINE TEN

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Nutrition his lesson plan, based on the topic of nutrition, is aimed at beginner and elementary students. Its purpose is to integrate a story, The Very Hungry Caterpillar (Eric Carle), and a poem, Food for Kids (anitapoems.com/poems-about-food.html), with the topic of food. Students will learn the importance of food and the care of their bodies, and how to enjoy the benefits of healthy eating habits.

T

Objectives • To understand and to be familiar with literary texts. • To understand reasons why we need food and why we have to take care of our body. • To teach our students how to develop a healthy behaviour to keep healthy bodies.

Provide students with pictures of the different food items which appear in the story. Students will colour the food items and put them in the order they appear in the story. Then, hand out activity A on page 12, in which they have to order what the caterpillar eats, and then classify the food into Fruit or Vegetables. Introduce the food pyramid (activity C on page 13). Tell students about its importance. Draw on the board a pyramid with the divisions for each food group. Tell or read the story again, and ask students to place all the food the caterpillar eats on the pyramid. After that, discuss the importance of food and the care of their bodies and how to enjoy the benefits of healthy eating habits.

• To provide cross-curricular links with nutrition.

Provide copies of the poem Food for Kids which talks about nutritional value and taste. You can find the poem at

Contents

http://www.anitapoems.com/poemsabout-food.html.

Linguistic Exponents • Vocabulary related to Nutrition • Verb to be • Colours • Present simple • Wh-questions • Vocabulary related to the stories

Language practice: • To talk about healthy/unhealthy food and habits. • To talk about nutritious food, which is important in our diet. • To talk about healthy/unhealthy menus (the importance of the quality of the food in our plates).

Students work on page 13, where they complete activities on the poem first, and then analyse Nutrition Facts labels for any food they eat or drink during the break at school and answer questions about it. The objective of this activity is to raise awareness of whether their favourite snacks are healthy or not. If you think the activity is too complex for your students, provide some scaffolding: bring some examples of Nutrition facts from different food items, analyse them in groups or as a whole class, relate each category to the pyramid, and then, ask students to analyse their own examples. I hope you enjoy working with this lesson plan. AnabellaTumini

Read aloud the story of The Very Hungry Caterpillar. Show the pictures in the book, motivate students exploiting paralinguistic features, present new vocabulary, talk about healthy and unhealthy food, if the caterpillar has good or bad eating habits, etc. Another option is to show the story told by Eric Carle at https://www.youtube.com/watch?v=eXHScpo_Vv8, or an animation of the book at https://www.youtube.com/watch?v=_4HI7q38VmQ.

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Age: Young Learners

Level: A1

NUTRITION A) What did the caterpillar eat? Listen and put the food in the order it appears in the story.

B) The caterpillar eats a lot of food. Classify it in your folder into Fruit and Vegetables.

C) Read this poem at http://www.anitapoems.com/poems-about-food.html called Food for Kids and complete the sentences below with the following words.

educate-grow-healthy- remind- much-read-substances 1) This poem inspires children to ______________ and to ______________ their parents about healthy eating. 2) Food helps you ______________ and makes you ______________ 3) Our body needs lots of ______________ from food and water. 4) If you eat too ______________, you will hurt your tummy. 5) It is important to ______________ about food information.

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Level: A1

Age: Young Learners

NUTRITION

D) Look at the Food Pyramid. Where would you place the food the Caterpillar eats? Fat, oils and sweets. Use sparingly

Meats, poultry, fish, eggs & nuts group 2-3 servings

Milk, yoghurt and cheese group 2-3 servings

Fruits group 2-4 servings

Vegetables group 3-5 servings

Bread, cereal, rice and pasta group 6-11 servings

Water – 2 litres per day

E) Let's get food-educated. Read the ingredients of any cookies, or food you eat or drink during the school break, and answer the questions below. 1) What’s the first ingredient listed in the ingredients list? 2) How many grams of sugar are there per serving? 3) How much fat is there? And Sodium? 4) How many calories are there per serving? 5) Is there an ingredient that you don’t know? Do a web search and find out what it is.

Now, compare your product information with your classmates'. Find out how much of each ingredient is advisable to have per day; what percentage of each item is covered by what you eat during the break? Is your snack healthy? 13

Key: C) 1) educate, remind, 2) grow, strong, 3) substances, 4) much, 5) read.

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Eat T

his project is aimed at primary school students at elementary level. The main goal is to raise awareness on healthy eating and the importance of having a varied, balanced diet. Throughout the project, students will be able to revise colours, learn vocabulary related to food and the benefits of the different food colour groups, discuss about their eating habits, listen to a poem, and read recipes. By the end of this project, students will be able to write their own healthy recipe to share with the school community.

Linguistic features -Specific vocabulary related to colours, fruits, vegetables, grains, and benefits of each food group. -Poem, advertising and recipe genres. -The imperative mood.

Objectives -To expand vocabulary. -To raise awareness on the importance of healthy eating. -To create a poster encouraging others to eat healthy. -To listen to poems. -To introduce the concept of rhyme. -To create a poetry magazine. -To read recipes. -To design and share healthy recipes. -To read a recipe, follow the steps and cook.

Materials -Pictures of broccoli, Brussels sprouts, apples, green peas, cauliflowers, garlic cloves, onions, corn cobs, tomatoes, strawberries, beets, lemons, pineapples, oranges, pumpkins, pears, mulberries, plums, purple grapes, bananas, celery, potatoes, sweet potatoes, carrots, mushrooms, cabbages, cinnamon, cereals, walnuts, whole grains.

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the

Activities

Lesson 1 - The Food Colour Rainbow! Pre tasks

1. You can start the lesson by asking students about their own eating habits in order to elicit as much vocabulary as possible. Do you always have breakfast? What do you have for breakfast? What do you usually have for lunch or dinner? How much water do you drink? What is, in your opinion, the most important food we need to keep healthy? What is your favourite green vegetable? Do you think grains are healthy? Which grains do you eat? What's the difference between whole grains and refined grains? Which of those do you generally consume? What is your favourite yellow fruit? How much water do you drink a day? Do you know which fruits contain water? 2. Draw a five-line rainbow coloured red, orange, yellow, green, black/purple on the board and ask students to stick the fruit and vegetable flashcards on the board to complete the Food Colour Rainbow. 3. Once you have the food rainbow ready, ask students to guess what the benefits of each food colour group are. Allow answers in L1, but use English to write them on the board. You can use the following questions to elicit learners' responses. What is orange and yellow food good for? What about red? Which of the fruits and vegetables are good for our bones? Which colour group helps our digestive system? You may find the answers in the poem below.

Rainbow!

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Core Task

Follow-up tasks

1. Tell students they are going to listen to a poem about the health benefits of each food group. Ask learners to listen in order to check their answers by doing activity A on page 17.

1. Encourage an oral discussion to reflect on the importance of having a rich, varied diet. You can use the following questions: Do you eat foods of different colours? How many of you like onions? How do you like to eat them? What black and purple foods do you eat? Would you like to try new foods? What foods would you incorporate to make your diet richer? Do you drink enough water?

Don’t forget to read slowly, make gestures and point at the different elements on the food rainbow to help students understand the poem. Read it twice or even three times, if necessary. Finally, encourage an oral discussion to check students’ predictions.

Eat your Colours! BROCCOLI, BRUSSELS, APPLES, AND PEAS, EAT GREEN TO HAVE STRONG BONES, NAILS AND TEETH! CAULIFLOWER, GARLIC, ONIONS, WHITE CORN, BOOST IMMUNE ACTIVITY AND MAKE OUR BONES STRONG! TOMATOES, STRAWBERRIES, BEETS, ALL RED! HELP OUR HEART, AND URINARY TRACT WORK WELL! LEMONS, PINEAPPLES, ORANGES, AND PUMPKINS, HELP US SEE BETTER, HAVE ANTIOXIDANTS AND VITAMIN C! BLUEBERRIES, PLUMS, PURPLE GRAPES, PRUNES, IMPROVE DIGESTION, HAVE PURPLE FOOD! CINNAMON, CEREAL, WALNUTS, WHOLE GRAINS, PROVIDE FIBER AND PROTECT OUR BRAINS!

2. Have your student do activity B on page 17 in order to practise the recently learned vocabulary. 3. After that, ask learners to make a poster to encourage other students from the school to have a richer and more varied diet by incorporating more foods. Divide the class into six groups and assign them a different food group colour (red, brown, yellow and orange, green, purple, and white). Give each group construction paper for them to draw and cut the colour foods they were assigned. Ask students to write a short sentence about the importance of eating that particular food. Finally, tell them to create a collective poster by sticking all the foods together forming a food rainbow which describes the benefits of each colour. Think of a title for the poster and hang it on the school walls.

Lesson 2 - Stone Soup You can stimulate students’ background knowledge and refresh their memory of the previous lesson by doing the following exercise. Cut out sheets of paper with the statements below. Then, divide the class into two groups, and ask one student in each group to pick up one sheet of paper and read the statement aloud for the other group to guess. The group that gives more correct answers is the winner. • A colour group that improves our urinary system. • A colour group that improves our digestive system. • Name a red fruit that contains a lot of water.

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• Name a yellow fruit that contains a lot of water. • Name food that contains protein. • Name food that contains vitamin C. • Name a vegetable that boosts our immune system. • Name a vegetable that is good for our bones, nails, and teeth. • Name three vegetables. • Name three fruits.

Task

Pre-task

1. Genre transfer: From poem to recipe! Ask students to work in pairs to enlarge the list of ingredients and make a more nutritious Stone Soup. Use exercise C from page 18.

1. Tell your students they are going to read a poem called Stone Soup. Explain that Stone Soup is an old folk story about two travellers who were very hungry but had no more than a cooking pot. The travellers filled the pot with water, dropped a large stone in it, and placed it over a fire. When the villagers asked them what they were cooking, the travellers answered they were cooking a delicious stone soup, which actually needed a little garnish to improve its flavour. And, in that way, everyone who asked, ended up contributing an ingredient to make the stone soup. When the soup was ready, they removed the stone from the pot and shared the soup with everyone. 2. Ask students to predict what the Stone Soup is made of. Then, ask them to read the poem to check their answers. Use photocopiable activity A on page 17.

Tell students the rhyming words of the poem are missing. Ask them to read the poem Stone Soup and complete it with the rhyming pair of words. Then, read the poem for learners to check their answers. Use photocopiable activity B on page 17.

Follow-up task

2. Use photocopiable activity D on page 18 to have students write the Stone Soup Recipe. 3. Ask students to surf the net to find rhymes related to foods. Ask learners to write the rhymes on construction paper and illustrate them. Then, read the rhymes in class. Collect them in a “poetry” magazine.

Lesson 3 - Cooking Time! Pre-task

You can start the lesson by showing students different cookery books or magazines to explore the genre. Ask them to have a look at them and find the recipe they like most, or a recipe they

don't like at all. Ask them to identify the title, the list of ingredients and the method. You can use the following questions as a guide: Which recipe do you like the most? Why? What ingredients does your recipe have? Is it easy to prepare? Find a recipe that you don't really like. Why don't you like it? What ingredients does it have?

Task Ask students to do activities A, B and C on the downloadable page. Have them read two recipes and work on reading and writing strategies. Download another photocopiable activity from www.ediba.com

Follow-up tasks 1. Encourage students to write a healthy recipe to share with the school community. Learners can surf the net, or use the magazines and cookery books they have read. 2. Divide the class into different groups and experiment with foods, making the recipes students wrote. Print copies of the recipes, and share both the food you cooked and the recipes with other students from the school. Make several copies to hand out.

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Level: A1

EAT THE RAINBOW!

Age: Young Learners/Teenagers

COLOUR YOURSELF HEALTHY! A) Colour the following foods. Then, listen to the poem and match the drawings with the health benefits of the food group colours.

White foods

1. Are good for our bones, nails and teeth.

Green foods

Black and purple foods

Orange and yellow foods

2. Have antioxidants and vitamin C. 3. Improve our Are good for our digestive system. eyesight.

4. Help our heart and urinary tract work well.

B) Complete the crossword. 1) A colour group that helps our urinary tract work well. 2) A vegetable that is good for our eyesight. 3) Black and purple foods improve our… 4) Cereals that provide fiber. 5) A red fruit that contains a lot of water. 6)

7)

8)

9)

1. 2. 3.

Brown foods

Red foods

5. Boost immune activity. Make our bones strong.

6. Provide fibre and improve our brain.

_E_ _A____ _ _ _ _ _T _ _ _ S _ _ _ _ _

4. _H___ G_____ 5. ___E_M____ 6. _A____ 7. _ _ _ _ _ _ _L _ 8. _ _ _ _ _T 9. ___H____ 10. _ _ _ _ _ _ _ _ _Y

10)

C) In groups, make drawings of healthy foods, and make a poster explaining why we should include them in our diet.

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Key: A) 1) green foods, 2) orange and yellow foods, 3) black and purple foods, 4) red foods, 5) white foods, 6) brown foods; B) 1) red, 2) carrot, 3) digestive system, 4) whole grains, 5) watermelon, 6) garlic, 7) pineapple, 8) walnut, 9) mushroom, 10) strawberry.

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Level: A1

Age: Young Learners/Teenagers

STONE SOUP A) What, do you imagine, is the Stone Soup made of? Make notes. Then, read the poem to check your answers. B) What is a rhyme? Can you mention any pair of words that rhyme? The rhyming words of this poem are missing. Read the poem and complete it with the rhyming words below. Then, listen and check.

salt - celery - pot - taste - rosemary - soft - plate - hot

Stone Soup Heat some water in a 1 ________, Add a stone when the water's 2 __________. Cut some garlic, onion and 3 _________________, Don't forget to mince some 4 __________. Add the ingredients and boil the water until 5 _______________, Flavour with a pinch of pepper and a teaspoon of 6 ________________. Remove the stone, let’s have a 7 _________________, Come all together, bring a soup 8 _________________. C) Do you like the soup? What other ingredients would you add in order to make it more healthy and nourishing? Complete the following list of ingredients to make a nutritious Stone Soup, and add any others you like.

Stone

Sou p

Ingredients: • 4 cups of water • 1 large stone • 2 onions • -----------------------------------------• -----------------------------------------• -----------------------------------------• -----------------------------------------• -----------------------------------------• 2 teaspoons of salt • 1 pinch of pepper

First, heat 1 _______ cups of 2 ________ in a pot. Then, add the 3 _________. Then, cut the 4 __________, 5 ____________, and 6 ___________ . Mince some 7 ____________ and 8 _________ all the ingredients in the pot. 9 __________ the water. Finally, 10 __________ with a 11 _________ of pepper and a 12 ___________ of salt. Remove the stone and 13 _________.

E) What's your favourite dish? Write the recipe of your favourite dish to make our class cookery book. Write the list of ingredients and the Method. Then, illustrate the recipe.

Key: C) B) 1) pot,coloured: 2) hot, 3) celery, rosemary, 5) soft, 6) salt, 7) taste,orange, 8) plate;peach. D) 1) four, 2) water, 3) stone, 4) garlic, 5) onion, 6) celery, 7) rosemary, 8) add, 9) boil, Key: Items lettuce,4)tomato, carrot, chocolate, apple, 10) flavour, 11) pinch, 12) teaspoon, 13) serve

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D) Read the poem and the list of ingredients to complete the Stone Soup Recipe.

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LET'S MAKE A SALAD!

Age: Very Young Learners

A) Do you eat salad? What’s your favourite salad? B) Tick the ingredients you would use to make a salad.

C) Colour the items that come from plants. D) Make a salad using any ingredients you like. Then, try it. Is it yummy? Daiana Agesta

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Key: C) Items coloured: lettuce, tomato, carrot, chocolate, apple, orange, peach.

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Heal Risky things people do

his lesson plan, based on the topic of healthy habits, is aimed at elementary or preintermediate students. It can also be easily adapted to lower level students. The activities presented offer the opportunity to learn about healthy habits, different types of health and safety risks and how to identify, reduce, control, and be aware of them to lead a healthy life. It also provides vocabulary on parts of the body and foods, the food pyramid and the way to read it.

T

Objectives • To work on the topic of healthy habits and food. • To learn vocabulary related to the topic. • To talk about the different types of health risks. • To design a healthy dish. Show some pictures to your students with examples of choices that they make every day in life: for example, a boy crossing the street on green light, a boy licking a knife after cutting his

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orange, a group of kids getting out of a swimming pool and getting dried before opening a fridge and so on. Some pictures should show healthy attitudes and some others should not. Place the pictures on the board and discuss what students see and what the pictures mean. The idea is that the kids become aware of the choices they make every day and how they can affect their own health and safety. Make students think of how they can avoid taking risks, or reduce the risks they take. Identify some of them. Let them think on the risks they face every day. List the actions they can take to avoid those risks. Ask students to share their ideas with the rest of the class. You can then recap the risks they have spotted by reading and performing them. It would also be a nice idea to work in pairs or groups. In pairs, a student mimes a risky action and the other student guesses it. The most important thing is that they perform those actions to remember and learn about healthy attitudes in life.

Non risky (Healthy) things people do

Lifestyle Assessment Ask students to do activity A on page 22. The idea of this activity is to try to identify if students are leading a healthy lifestyle. Give the kids fifteen minutes to work on their evaluation and discuss the points. Once they finish, share the results in class, and tell them that the more ALWAYS they have, the healthier their lifestyle is. They can use spreadsheet software to make graphs for the statistics. To socialise this activity, you may suggest students go to different classes and carry out the survey, by the end of the activity, students will have the statistics from the whole school. They can make charts for the different classes, or the school as a whole.

Risks to health Ask students to provide examples of health risks and copy them on the board. If examples of any of the categories do not come up, give them yourself. Tell them that A HEALTH RISK FACTOR is any action or condition that can increase the chances of getting a disease or getting injured. The health risks factors are often classified in three

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althy habits groups: HEREDITARY, ENVIRONMENTAL, and BEHAVIOURAL. Present activity B on page 23 where the definitions of the three health risks are explained. Ask students to classify the examples they have come up with into the three categories. Discuss any discrepancies. Tell students to make a diagram, or a concept map, writing examples of each category below. They can use the ones on the board, but they can also add some other examples to each category. For lower level students, you can provide the examples: heart disease, air pollution, X-ray exposure, highsugar diet, tobacco use, drug abuse, stress, skin problems, shortsight, poor dental care, sun exposure when not recommended, obesity, harmful chemicals, water pollution.

Healthy eating

finished, ask students to show their pyramids and discuss what they have in common and what the differences are there. Show the pyramid on page 23, and ask students to compare both versions. Discuss what the differences are. Activity C on page 23 shows the pyramid for students to complete some missing items, and then decide on a lunch dish which is healthy.

Extra activities 1) It is said that some foods are similar in appearance to that part of the body that they are good for. For example: NUTS ARE GOOD TO THE BRAIN (think about their shape). Show students images of the foods that are good for different parts of the body. Discuss as a whole class. You can use the following links:

Tell students to make a list of the things that they can do in http://livelovefruit.com/plant-based-foods-that-look-just-like-the-bodyorder to make healthy choices in life. Discuss them with the parts-theyre-good-for/ class. Most of them may be related to food, so let’s concentrate http://correresmassalud.blogspot.com.ar/2016/05/products-useful-foron what we should have every day in order to lead a healthy life. bosy.html

Draw a pyramid on the board and tell students to draw one in their notebooks. Ask them to decide where to place different food items: Milk, yoghurt, meat, eggs, vegetables, fruit, fish, oil, cereal, bread, pasta, rice, fats, sweets, water. Once everyone

2) Decide a healthy menu for school. What food should be offered in the school canteen? Make suggestions and present them to the school board.

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Level: A1/A2

Age: Teenagers/Adults

HEALTHY HABITS A) Work in pairs and discuss this Lifestyle Assessment with your partner. Complete with ALWAYS-SOMETIMES-NEVER.

LIFESTYLE ASSESSMENT 1. I ---------------------- have three meals every day. 2. I ---------------------- limit my intake of fatty food. 3. I ---------------------- have a checkup with a doctor once a year. 4. I ---------------------- take medicine only if a doctor says so. 5. I ---------------------- eat five servings of fruit every day. 6. I ---------------------- talk to a family member about the issues I am worried about. 7. I ---------------------- obey traffic rules when I walk or ride a bike. 8. I ---------------------- visit a dentist twice a year. 9. I ---------------------- wear my seatbelt when I ride a car. 10. I ---------------------- have an eye exam every two years. 11. I ---------------------- drink at least five glasses of water every day. 12. I ---------------------- follow safety rules when appropriate.

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Level: A1/A2

Age: Teenagers/Adults

HEALTHY HABITS B) Read the following explanations. Then, think of examples for each category and discuss them in class.

Hereditary risk factors are genetic. They are passed from parents to children. This does not mean that children will have the desease for sure, but doctors will have to be informed about the condition in order to prevent its appearance. The more informed the doctor is, the less probable is for the children to have that disease. Environmental risk factors. They are the result of the conditions in a person's living area. For example, if the person's water supply is contaminated, that person has a great chance to get an illness due to contaminated water. Sputnik Behavioral risk factors are the result of a person's decisions about his or her lifestyle. If the person smokes or is exposed to sunlight when it is not recommended, he or she has a lot of chances to get injured because of that personal decision. C) Healthy Eating! 1) Complete the pyramid with the missing items. The pyramid shows the relative amounts of the different kinds of foods you should eat every day. The base of the pyramid is grains. Next there are fruits and vegetables. Meat and dairy products should be consumed in smaller quantities. The consumption of sugary or fatty foods should be the most reduced.

2) Think of the information given by the pyramid and design your own lunch dish.

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Level: A1

Age: Young Learners

HEALTHY OR UNHEALTHY? A) Look at the pictures and do the following activities. 1) Colour green the foods that are healthy. 2) Colour red the foods that are unhealthy. 3) Put a tick next to what you usually eat.

B) Draw a picture of your favourite healthy breakfast. C) What do you like? Make sentences about the food you like.

a. I like spaghetti.

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b.

....................................................................................................................................................................

c.

....................................................................................................................................................................

d.

....................................................................................................................................................................

e.

....................................................................................................................................................................

Yesica Galliano

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Age: Young Learners

THE ENCHANTED FARM 1- Alice is a fairy. She has got red hair and green eyes. She is very thin. Her wand is very long. She lives in a farm near Wiz City. It is very big. And it is enchanted! In the farm, there are a lot of animals: two hens, a cock, four rabbits, a pigeon, five ducks, a horse, a cow, two goats, three turkeys, four sheep, a pig, a dog and five cats. They are all very good and they help Alice in the farm.

2- The cock wakes the other animals at seven o’clock every morning. One goat milks the cow at seven thirty. The other takes the bucket of milk into the house. The pigeon is in charge of the letters. The sheep look for the eggs. The pig mows the grass.

3- There are lots of trees with apples, oranges, lemons, tangerines, peaches, pears and plums throughout the year. They are delicious. The horse collects the fruit. The hens cook apple jelly.

4- There is a very funny scarecrow. It keeps the birds away. The garden is always sunny. The clouds water the farm at night.

Download another photocopiable activity from www.ediba.com

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THE ENCHANTED FARM

5- There is a school in Wiz City. The pupils love fruit. Alice takes two baskets of fruit every day. She brings some vegetables, too. Children need to eat vegetables.

6- She visits an old lady every Tuesday. She brings her jam, eggs, fruit and vegetables. She is a generous fairy.

7- Once a year, she invites the children, the old woman and her other friends to her farm for the day. She decorates the garden with beautiful balloons. She sets the table and puts some flowerpots. The animals help her.

8- They have pizza, sandwiches and cakes. The turkeys prepare orange juice. The children dance. When the party finishes, Alice gives balloons and sweets to the guests. They go home very happy.

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WORKING WITH SHORT FILMS: SHORT FILMS ABOUT FOOD. A) Answer these questions?

Fresh Guacamole

1) Do you know the stop-motion technique? ------------------------------------------------------------------------------------------------------------------------------------------------------------------2) Have you ever seen a short or a full-length film animated with this technique? -------------------------------------------------------------------------------------------------------------------------------------------------------------------

A) Answer the questions. 1) Have you ever tried guacamole? 2) Where is it typically eaten?

B) Search online for the recipe to make guacamole. If you want, you can check out this website: https://www.avocadocentral.com/how-to/how-to-makeguacamole

3) Read its definitions. (Taken from: Merriam-Webster's Learner's Dictionary. http://www.merriam-webster.com/dictionary/stop%E2%80%93 motion):

What ingredients are used? C) Watch the short film “Fresh Guacamole” at: https://www.youtube.com/watch?v=dNJdJIwCF_Y

“stop–motion: a filming technique in which objects (such as clay models) are photographed in a series of slightly different positions so that the objects seem to move.” “stop–motion: a filming technique in which successive positions of objects (as clay models) are photographed to produce the appearance of movement.”

4) Now, decide if the sentences are True or False. a) In stop-motion films, the only machine used is the computer. T F b) The objects are moved manually. T F c) The succession of different positions produces the movement. T F

After Watching

5) Answer these questions. a) Can you imagine how the filming is done? ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------b) Do you think it is hard work? -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

We are going to watch three stop-motion short films made by the same director, PES. And later, we are going to watch a “Behind the scenes” video that shows how one of these films was shot.

D) To prepare guacamole, this cook uses… (circle the right options) 1) some salt and pepper 2) a baseball 3) some avocados 4) a light bulb 5) a white onion 6) some peppers 7) some chips 8) some lemon juice 9) a grenade 10) some dice 11) small houses

E) What do you think about the short film? Did you find it… - …boring? - …surprising? - …amazing? - …silly? - …brilliant?

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WORKING WITH SHORT FILMS: SHORT FILMS ABOUT FOOD. Western Spaghetti A) Watch Western Spaghetti at https://www.youtube.com/watch?v=qBjLW5_dGAM.

3) The slinky is a predictable yet somehow unpredictable object. 4) All my films are experiments.

Now, let’s watch another short film. This time, it is an animated one.

Fugu

Before Watching A) Answer the questions. 1) Do you like fish? 2) Do you eat a lot of different fish? 3) Would you like to try the one in the picture?

B) What objects can you identify? C) What “ingredients” were also used to cook guacamole?

Submarine Sandwich Before Watching

A) What ingredients does your favourite sandwich include? B) If you were the producer of this stop-motion film, what objects would you use to make a sandwich? Brainstorm with your partners and choose the “best” ones.

B) What is special about the blowfish? Match the two parts of the sentences to find out. 1) The Japanese delicacy fugu or blowfish… 2) It is cooked… 3) If the cook makes a mistake, a) … in a particular way. b) …the person who eats the fish can die. c) … is very poisonous.

C) Watch Fugu at https://www.youtube.com/watch?v=oolJWcOhHCw

C) Watch Submarine Sandwich at https://www.youtube.com/watch?v=EWEl8-PHhMI and check

your answers.

After Watching D) Choose the correct answer: a), b) or c).

After Watching D) Check the sports elements that appear. Make a list of them. What do they replace? E) Watch Submarine Sandwich behind the scenes with NIKON at https://www.youtube.com/watch?v=v83rUnXMaJo . Does the filmmaker say these phrases? (Yes/No) 1) What I really like about stop-motion animation is that everything in front of the camera is completely real. 2) There are no digital tricks.

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1) The fugu is… a) …in a chef’s kitchen. b) …in the sea. c) …in a pet shop.

2) The fish blows itself and… a) …kills the cook. b) …tries to escape. c) …goes back to the sea.

3) The fish sees the sea’s water and waves, but it is actually … a) …a picture. b) … a painting. c) … an image on TV.

4) Eventually, the blowfish ends up … a) … in the chef’s hands. b) …in the sea. c) …being cooked.

Final Task: In small groups, choose your favourite short film. Write a simple review. 1) Include a general description and the group’s opinion. 2) Add an illustration. 3) Then, present your productions to the rest of the class.

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Level: A2/B1

Age: Teenagers/Adults

DO WE KNOW ENOUGH ABOUT CROPS? Any living being is conditioned by the environment that surrounds it. Vegetation is a very good example to analyse. Consider the first image that comes to your mind when you think about the jungle. And then, the first image when you think about the desert. Temperature and humidity are key factors to condition the growth of plants. They have the same influence when plants (more specifically crops) are cultivated as a human activity in order to obtain certain products. A) Below, there is a brief description of the weather conditions in different locations throughout the Latin American subcontinent.

Chihuahua State (Mexico) Warm and semiarid weather. Ahuachapán Department (El Salvador) Heavy rains all year round. Hot temperatures. Presence of mountains. Limón Province (Costa Rica) Warm and very humid weather. Huila Department (Colombia) Permanent rains. Hot weather. Mountainous region.

El Oro Province (Ecuador) Hot climate. Rainy weather, with a dry season. Piura Region (Perú) Hot climate with scarce rains. La Paz Department (Bolivia) Hot and very humid weather. Presence of mountains. Sâo Paulo State (Brazil) Warm weather with rainy summers and dry winters.

Caaguazú Department (Paraguay) Warm weather with a very wet season. Artigas Department (Uruguay) Warm and rainy weather. Valparaíso Region (Chile) Dry and temperate weather. Presence of mountains. Buenos Aires Province (Argentina) Temperate climate and moderate rains.

B) The following sentences briefly describe the best weather conditions for cultivating different food items. According to the information above, decide in which location the crops given can be cultivated. There might be more than one correct option. 1) Bananas are usually cultivated in hot and rainy conditions, preferably with a dry season. They can be cultivated in: a) Mexico

b) Perú

c) Ecuador

2) Grapes are usually cultivated in dry and temperate conditions. They can be cultivated in: a) Chile

b) Brazil

c) Colombia

3) Sugarcane is usually cultivated in warm areas, with the presence of wet and dry seasons. It can be cultivated in: a) Bolivia

b) Brazil

c) Argentina

4) Pineapples are usually cultivated in warm and very humid weather conditions. They can be cultivated in: a) Costa Rica

b) Mexico

c) Chile

5) Coffee is usually cultivated in areas with permanent rains and hot temperatures, usually near mountainous sites. It can be cultivated in: a) Colombia

b) El Salvador

c) Perú

6) Wheat is usually cultivated in temperate regions with moderate rains. It can be cultivated in: a) Costa Rica

b) Bolivia

c) Argentina

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Level: A2/B1

Age: Teenagers/Adults

DO WE KNOW ENOUGH ABOUT CROPS? 7) Rice is usually produced in areas with warm and rainy weather. It can be produced in: a) Uruguay

b) Mexico

c) Ecuador

8) Maize is usually cultivated in hot and semiarid regions. It can be cultivated in: a) Brazil

b) Colombia

c) Perú

9) Cotton is usually cultivated in warm areas with a very wet season. It can be cultivated in: a) El Salvador

b) Paraguay

c) Chile

10) Chilli peppers are usually cultivated under warm and semiarid conditions. They can be cultivated in: a) Paraguay

b) Mexico

c) Uruguay

11) Coca is usually cultivated in mountainous places which are warm and wet. It can be cultivated in: a) Brazil

b) Bolivia

c) Chile

C) According to the weather conditions around your area, which are the typical crops that are cultivated there?

D) When a crop is cultivated, only some parts of the plant are productive for human activities. Considering the previous exercise, which of the following parts of the plant are productive for each crop?

fruit

seed

stalk

leaf

fiber

E) Which other elements of the anatomy of plants do you know? Can you give examples of are obtained from: Tubers? Bulbs? Flowers? F) A typical characteristic of crops in industrialised societies is that, in order to be consumed, they have to be modified or industrialised at some level. Some crops that are used as food must be either cooked or mixed with other ingredients. Others serve for very different purposes. Look at the following list of products and decide which of the crops learned in the previous exercises is a main ingredient or component. paper - bolón de verde - espresso - mole poblano - champagne - paella - scarf - tea - sushi - candies piña colada - sweater - pasta - bread - Coke - hot sauce - wine - cappuccino - humita - chicha morada.

Main Ingredient

Key: B) 1) c, 2) a, 3) b, 4) a, 5) a and b, 6) c, 7) a, 8) c, 9) b, 10) b, 11) b; D) Fruit: bananas, chilli peppers, grapes and pineapples, Seed: coffee, rice, wheat and maize, Stalk: sugarcane, Leaf: coca, Fiber: cotton; F) Sugarcane: paper and candies, Banana: bolón de verde, Coffee: espresso and cappuccino, Chilli peppers: mole poblano and hot sauce, Grapes: champagne and wine, Rice: paella and sushi, Cotton: scarf and sweater, Coca: tea and Coke, Pineapple: piña colada, Wheat: pasta and bread, Maize: humita and chicha morada.

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Component

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GLOBAL CULTURE CORNER.

World Diabetes Day (14th November)

Background

For Teenagers/Adults

World Diabetes Day, known informally as “WDD”, is celebrated every year on 14th November. This commemoration was set by the International Diabetes Federation (IDF) in 1991. It was created in response to increasing worries about health problems associated with diabetes. It became an official UN day in 2006.

Level: A1/ A2

The campaign against diabetes is represented by a blue circle logo. It is a global symbol for awareness-raising to stop the widespread of diabetes across the world. It stands for the union of the global diabetes community in response to this risk. The theme for this year's WDD is “Eyes on Diabetes”. Its core concept is that screening is essential to determine different types of existing diabetes and beneficial for reducing the risks and complications associated with them.

What do people do? • Some doctors and nutritionists organise diabetes fairs in which they offer free screening and information on how to prevent different types of diabetes. They also give people information on the complications associated with diabetes. • Some people wear blue clothes or they even display on their clothes the pin with the blue circle which is typically associated with diabetes. • Some teachers promote a Diabetes Prevention Day at School by having students work on essential concepts related to this illness and by raising awareness on the importance of eating healthily.

Amazing facts • One in two adults who suffers from diabetes is undiagnosed.

Tasks: 1. Brainstorm what students know about diabetes and its different types. 2. Show students the following video which aims at raising awareness on “World Diabetes Day”: https://www.youtube.com/watch?v=vs0wKKG woUY

3. Have them answer the following questions: a. Why do you think this video shows places from all over the world? • Many people live with type 2 diabetes for a long time without knowing about its existence. • Some of the side effects associated with diabetes include heart diseases, kidney failures, lower-limb amputations and even partial or total blindness. • By the year 2040, the number of people who will suffer from diabetes in Africa is expected to double.

Teaching sequences

b. Read the following sentences and decide if they are true or false. 1. Diabetes comes from eating too much sugar. ___ 2. People with diabetes did nothing wrong. ___ 3. Insulin is life-saving and a cure for diabetes. ___ 4. People with type 1 diabetes can eat absolutely anything. ___ 5. People who suffer from diabetes have to check their blood sugar. __

For children Level: A1

Tasks: 1. Ask students if they have ever heard of “Diabetes”. Brainstorm what students know and draw a mind-map on the board. 2. Show students the following video: https://www.youtube.com/watch?v=jNafDxlpc Wk

c. What substance was discovered in 1922? d. What are the warning signs associated with diabetes?

Extra resources for teachers • To find more information related to World Diabetes Day: http://www.idf.org/wdd-index/about.html

a. Who is Nike? How old is she?

• to show students more videos related to WDD:

b. What does she suffer from? Is she happy about that?

https://www.youtube.com/watch?v=jjNbzaJuq uU

c. What can we do to help her feel better?

https://www.youtube.com/watch?v=OBvIYCW OG5Q (type 1 diabetes explained for

3. Ask students the following questions:

children in a cartoon) Yesica Galliano.

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