PES Teens_CLIL_Great Time 3_Unit 10_TB

Teacher’s guide

KEEP HEALTHY In this project you will be able to learn more about healthy eating, nutrition, and food composition. The project is divided into 3 (three) parts; all of them with the purpose of producing an outcome that shows what you have just learned in each task. The last one is a hands-on task through which you will prepare a delicious fruit salad with your teacher and classmates.

Teacher, tell students to work individually in all pre-task activities.

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Before you read.

Cognates in context There are often words in a text you do not know. Sometimes the English word and the word in your language are similar. Be careful though. Not all words which look the same have the same meaning.

Are these words similar or different in Portuguese? Write their translations and compare. How about their pronunciation?

Teacher, check the English pronunciation of the words below, the stressed syllable and compare with the Portuguese equivalent. a) nutritionist Nutricionista b) calcium Cálcio c)

amino acids

Aminoácidos

Laticínios d) dairy products Prejudicial e) harmful f)

fibres

Fibras

Now match each picture to a word from the activity above. There are more words than pictures.

Dairy Products 2

GT3 | Unit 10 | Teacher’s guide

Fibres

Nutritionist

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While you read.

Read the text and match the paragraph with each part of the pyramid. There is one extra number.

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Source: <http://www.onestopclil.com>. Written by Chris Dawson and Daniela Morini.

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After you read.

Write T (true) or F (False).

1. It is important to eat a variety of foods. ( T ) 2. The food group you should eat the most of is carbohydrates. ( T ) 3. Cheese contains a lot of carbohydrates. ( F ) 4. Beans contain much fat. ( F ) 5. Our cholesterol level can rise if we eat too much meat. ( T ) 6. All fatty foods are bad for us. ( F )

What have you learned from this text?

Personal answer. Encourage as to explore the topics presented in the texts in their answers.

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From this task on, Ss work in groups. Ideally, the groups should have six or seven students, so that each one can search about one food item. If you have a smaller class, assign more than one food item per student.

a) Choose one or more food items (every group must have at least a fruit, a drink, a type of oil, a type of bread/cereal, a type of meat/eggs, a type of vegetable and a dairy product). Research about the basic composition of the food item you chose - percentages of proteins, carbohydrates, and fat. You can also search about vitamins and other nutrients.

Based on your findings, create a table, and then classify each food according to its main compost. There are some examples to help you.

PROTEIN

chicken

Possible answers: Milk Beans Meat Fish 4

GT3 | Unit 10 | Teacher’s guide

Eggs Tofu

CARBOHYDRATE

bread

Possible answers: Cereal Biscuits Strawberries Cake

Pasta Rice

FAT

olive oil

Margarine Possible Canola Oil answers: Butter Sunflower oil Coconut oil Lard (Pork fat)

b) Now, complete the crossword with the words you learned.

Across 2. You can find this in milk and cheese. It’s good for your bones and teeth.

4. This is an amount of food we eat.

7. You can find this in bread, pasta and rice.

9. A, B, C, D, E and K are all types of these.

10. These are a kind of vegetable with a lot of protein.

11. Butter has got lots of this.

Down 1. This is a unit of measurement telling us how much energy we get from food.

Cakes and sweets contain a lot of these.

3. You can find these, with vitamins, in fruit and vegetables. Iron is an example.

5. This is the part of fruit and vegetable that our bodies cannot digest. It helps to keep our intestine healthy.

6. This can be found in meat, fish and eggs.

8. When you are strong and not ill you are this.

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Is remain in the same groups. They can use the examples in the picture below to get inspired and search for simple recipes using these or other ingredients they prefer. Tell them to add a drink, a fruit and a snack (e.g., a sandwich), at least, in their menu.

a) Search on what makes a meal healthy: What is considered a balanced meal, what items to choose and what items to avoid. Use your findings and the ingredients from the table above to prepare a healthy breakfast menu. Explain why the items were chosen.

Here are some ideas for you.

b) Make a presentation to show your menu to the class. You can produce a poster, a power-point presentation, a handout to your classmates or any other idea you may have. Illustrate it with one picture of each food item at least or with snacks/dishes made from the menu.

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GT3 | Unit 10 | Teacher’s guide

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Teacher, look at the suggestions on how to carry out this task at the teacher’s guide. If it is not viable to do it at your school, you can use the alternative task described below.

To put in practice what you have learned, make a fruit salad along with your teacher and classmates adding some of the healthy items that were in the presentations. Your teacher will give the instructions to prepare it. Have fun!

Alternative: share what you’ve learned here and record yourself making a fruit salad at home and serving it to your family. Teach them some words in English too.

Extension: What fruits have similar pronunciation or spelling in English and in Portuguese? Why is that?

Possible answers: kiwi, banana, açai. Their names come from their place of origin.

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