GRADE 10A: Food and health Advice, hypothesising, writing an information text

About this unit

This unit is designed to guide your planning and teaching of English lessons. It provides a link between the standards for English and your lesson plans. The teaching and learning activities in this unit should help you to plan the content, pace and level of difficulty of lessons. You should adapt the ideas in the unit to meet the needs of your class. You can also supplement the ideas with appropriate activities from your schools textbooks and other resources. In this unit, students discuss food and read about changes in diet during the last half century and the resulting health problems. They research three health diets and write a simple discussion essay.

UNIT 10A.1 9 hours

Expectations
By the end of the unit, most students will: recognise, understand and use a repertoire of words on the topic and revise familiar words from Grade 9; talk about the hypothetical present and future; plan and participate in discussions, give examples, ask and answer questions from the group; use a variety of language functions appropriately to make suggestions, give advice, make strong recommendations, warn; read widely for information, searching books and the Internet, skimming and scanning, and comparing and synthesising information from at least two sources; independently plan and compose their own writing on a variety of topics; write short information texts of up to 250 words; use the principal features of common word-processing software to independently plan, compose, edit and present their own writing. Students who progress further will: in writing, select vocabulary and typical language to suit the purpose; discuss possible scenarios in the present and future using hypothetical language with conditionals and appropriate modals and a range of connectives. Students who make slower progress will: organise writing in paragraphs and use a range of cohesive devices; discuss possible scenarios in the present and future using first and second conditional and a range of modal verbs

Resources
The main resources needed for this unit are: a poster, advertisement or brochure on the theme of food and diet; a reading text about a diet-related health problem; a listening text of two people talking about a diet; EnglishEnglish dictionaries.

Key structures and functions

Talk about the hypothetical present and future: Unless people change their diet, life expectancy will decrease in the future. Hospitals might not be able to cope with the problems. Give advice and make strong recommendations: Parents shouldnt let their children eat junk food. They ought to buy more fresh fruit and vegetables.

Vocabulary
Food: protein, vitamin, carbohydrate, intake, portion, nutrition, supplement, minerals, fibre, fat, diet, consumption, etc. Health: circulation; disease, immune, chronic, remedy, obesity, prone to, prevalent, stroke, respiratory, coronary, etc.

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Standards for the unit

9 hours
4 hours Speaking and reading 4 hours Making an oral presentation 1 hour Writing an information text 10A.2.2

Unit 10A.1
CORE STANDARDS Grade 10A standards
10A.1.1 Recognise, understand and use of approximately 3500 or more words for listening, speaking, reading and writing, extending and consolidating the active vocabulary words from Grades K9. Students regularly use these words throughout the year across the four skills, using topics and lexical sets to group them in meaningful, memorable contexts. Regular recycling of active words should occur throughout the year across the four skills. Recycling should include words from earlier grades, together with new personal interest and topic words. Consolidate and extend understanding and use of common spelling conventions from previous grades for: pluralisation; marking tenses; spelling patterns of consonants.

SUPPORTING STANDARDS including Grade 9 standards

EXTENSION STANDARDS including Grade 11A standards

9.3.1

Understand a range of spoken texts containing complex utterances in a variety of face-toface and audio (phone, broadcast, TV, film) forms on general and abstract topics.

10A.3.3. Understand and respond to recounts, commentaries and nonchronological information texts on familiar and unfamiliar topics: understand gist and detail; relay main points and detail in appropriate sequence to a third party; generalise and link to knowledge from other sources; transfer information to other contexts. 10A.4.9 Use meta-language to talk about learning English: understand and use key concepts of language. Discuss possible scenarios in the present and future, based on hypothesis and supposition: familiar and important topics from history or science; personal desires and aspirations; planning and arranging with others to do something; weighing alternatives, options and consequences. Use conditional and hypothetical language including: first, second and third conditionals; modals will, can, could, may, might, be able to, and their negative forms; connectives if, when, unless, provided (that),otherwise, suppose/supposing.

11A.3.3

Follow lectures and presentations of about 15 minutes on a range of abstract and/or technical subjects.

9.5.5

Discuss possible scenarios in the present and the future, based on hypothesis and supposition, using first and second conditionals with if, unless, could and might:.

10A.5.3

11A.5.2

Consolidate and extend ability to describe possible choices, courses of action, in the past, present or future; and weigh up options and consequences. Use hypothetical language with conditionals and appropriate modals and connectives.

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9 hours
9.5.13

SUPPORTING STANDARDS including Grade 9 standards

Consolidate from Grade 8 making suggestions, giving advice, warning, stating prohibitions and obligations.

CORE STANDARDS Grade 10A standards

10A.5.15 Give strong advice, make strong recommendations, warn and state using a variety of appropriate expressions. 10A.5.16 Use ought for obligation and negative of need and have to to express absence of obligation. 10A.6.3 Recognise a range of features of formal written English through reading. Note in particular: purpose and intended audience; language features use of discourse markers for explicit logical organisation, complete sentences rather than elliptical forms, frequent use of modal verbs to express possibility, condition, politeness, use of more formal vocabulary items, use of passive voice.

EXTENSION STANDARDS including Grade 11A standards

9.6.6

Search and navigate the Internet to derive predetermined and specific information from a variety of sources; collate by downloading, cutting, pasting, etc. to form a coherent text.

10A.6.4

Search the Internet for information related to a text, infer information from evidence in the text, read, understand and respond to written arguments. Collate by downloading, cutting, pasting etc. to form a coherent whole.

10A.7.6

Read widely for information: prior to reading, identify key questions and possible sources; use skimming and scanning strategies to identify key information, distinguish relevant from irrelevant detail; synthesise information from at least three sources; make detailed legible notes in a form which suits the purpose written, diagrammatic, abbreviated sufficiently to structure an essay; evaluate at least three different texts on the same topic, the reliability and relevance of information from a given source.

10A.8.5

Independently review and edit own writing with the needs of an identified audience in mind.

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9 hours

SUPPORTING STANDARDS including Grade 9 standards

10A.8.6

CORE STANDARDS Grade 10A standards

Use common word-processing software such as Microsoft Word to plan, compose, edit and present own writing: create, open, save and close documents; find files; type, edit, find and replace; cut, copy and paste; format paragraphs, pages and full documents; check grammar and spelling. 11A.8.6

EXTENSION STANDARDS including Grade 11A standards

Consolidate use of common wordprocessing software such as Microsoft Word to plan, compose, edit and present own writing:

9.9.3

Drawing on experience of reading, compose information texts which present information based on personal knowledge or research, showing ability to: select vocabulary and typical language to suit the purpose; use IT to organise and present the text attractively.

10A.9.3

Drawing on experience of reading, compose information texts which present information based on personal knowledge or research, showing ability to: construct a plan in the form of notes, a summary, a flow-chart, concept map etc. showing the main elements and the connections between them, as a basis for writing; synthesise information from two written sources; extend ability from Grade 9 to select vocabulary and typical language to suit the purpose including a range of connectives for addition, contrast, reason, purpose, result, condition, concession; enhance precision of writing through using a wide range of quantifying words and expressions; use ICT to organise and present the text attractively.

11A.9.3

Drawing on experience of reading, compose information texts which present information based on personal knowledge or research, showing ability to: select vocabulary and typical language to suit the purpose; use ICT to organise and present the text attractively and in ways that help the reader, by appropriately using headings, lists, paragraphs, diagrams, and illustrations that are drawn, scanned or pasted.

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Activities
Objectives
4 hours Speaking and reading Students are able to: recognise, understand and use a repertoire of words on the topic; recognise a range of features of formal written English through reading; use skimming and scanning strategies to identify key information, understand gist and detail; participate in paired and group discussions on topics that interest and inform; make suggestions, give advice, make strong recommendations, warn and state obligation; use meta-language to talk about learning English; search the Internet for information related to a topic.

Unit 10A.1
Possible teaching activities
Introduce the topic of food and health. In groups, students list what they think constitutes a healthy, balanced diet. Groups take turns to present their lists. Before groups present, remind them of the impersonal use of you: If you want to stay healthy you should eat Encourage students to use it in their presentations. Display a poster or brochure promoting healthy eating, showing the ingredients of a balanced diet, food groups, etc. Discuss what each food group provides, and why thats important. Students study the poster and identify what information they already knew and what is new for them. Highlight key vocabulary in the text (e.g. food groups, food ingredients, vocabulary of diet such as increase/decrease). Encourage students to record the new vocabulary in a vocabulary book. Remind students of the importance of recording all aspects of a new word (e.g. spelling, meaning, use, pronunciation, collocations). Useful websites for articles on nutrition, diet analysis and other links include: www.thedietchannel.com www.bbc.co.uk/health/healthy_living www.weightlossresources.co.uk Use words like collocation and pronunciation as well as words for the parts of speech (e.g. adverbs, adjectives, possessive pronouns, etc.) when talking about vocabulary and encourage the students to use them, too.

Notes

School resources
This column is blank for schools to note their own resources (e.g. textbooks, worksheets).

Show a picture of a very unhealthy looking character (e.g. very overweight) and a list of his or her daily food intake which should include lots of fats, carbohydrates and sugars. In groups of three, students classify the foods using the categories from the poster (e.g. carbohydrates, proteins, fat, fibre, etc.). Students then discuss the persons diet. Elicit sentences like: He/she should eat more He/she eats too much He/she needs to increase/reduce the amount of He/she doesnt eat enough etc. Individually, students list everything that they have eaten in the past 24 hours, using a bilingual dictionary for support if necessary. Students classify their intake using the categories in the text above and then analyse the strengths and weaknesses of their own diet. They place themselves on a scale of 15, where 5 is a very healthy diet and 1 is a very poor diet. They report their findings to a partner, justifying their rating.

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Objectives

Possible teaching activities

Students read a formal information text (e.g. news report) about how our diet has changed over the past 50 years and the new health problems that this change has brought about for young children (e.g. obesity, diabetes, heart disease). Students respond to true/false statements to demonstrate understanding of the text. Students identify the text type, purpose and intended audience. They discuss the organisation of the text and language features (e.g. use of discourse markers for explicit logical organisation, complete sentences rather than elliptical forms, frequent use of modal verbs to express possibility, condition, politeness, use of more formal vocabulary items, use of passive voice). Highlight homophones, homographs and/or words that change pronunciation between noun and verb forms as they arise in the texts, for example: homophone weight/wait, waste/waist; homograph refuse, minute; words that change pronunciation between noun and verb forms increase (v) / increase (n). Using the information in the text, students discuss the implications of a bad diet. They discuss possible scenarios in the present and the future, based on hypothesis and supposition, using first and second conditionals and variations with unless, provided (that), can, could, may and might. For example: If people continue to eat in this way, we will become a nation of obese citizens. Unless people change their diet, life expectancy will decrease in the future. If people ate healthier food, they would feel better. Hospitals might not be able to cope with the new health problems. In groups, students discuss who they think is to blame for this emerging health problem and give reasons. Elicit opinions with supporting arguments from students. Encourage students to use conjunctions to make complex sentences, for example: I think parents are mainly to blame because they are responsible for bringing up their children and for making sure that they eat good food. Other groups that students might discuss include food manufacturers, advertising companies, government bodies, health educators, etc. Revise giving advice and making recommendations using one of the people or groups as an example: Parents should encourage their children to eat good food. They shouldnt let their children eat junk food. Schools ought to teach more about nutrition. Manufacturers should reduce the amount of sugar and salt in their products. Students discuss the use of modals in the examples and identify the function of the sentences (e.g. making suggestions, expressing obligation).

Notes

School resources

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Objectives

Possible teaching activities

Set up a role-play: the Minister of Health is concerned about the recent increase in diabetes among Qatari children and has called a meeting to discuss it. Divide students into groups and give each group a role, for example: health experts, teachers, parents, food manufacturers, etc. In their groups, students prepare suggestions and make recommendations for dealing with the problem. They also anticipate in what way they might be held responsible for the problem and prepare to defend themselves. Take one person from each group to make new groups such that each stakeholder is represented in each new group. Have the Minister of Health chair the meeting and invite contributions from participants.

Notes
Prepare role-cards with questions to guide students preparation. When setting up a role-play, it is very important to consider the make up of each group in advance to ensure that stronger speakers get the more challenging roles and slower learners have a role which allows them to contribute to the discussion.

School resources

4 hours Making an oral presentation Students are able to: read widely for information: prior to reading, identify key questions and possible sources; use skimming and scanning strategies to identify key information; distinguish relevant from irrelevant detail; synthesise information from at least two sources; evaluate the reliability and relevance of information from a given source; make detailed legible notes in written, diagrammatic, abbreviated form sufficient to structure an essay; speak at length, develop ideas, give examples.

Ask students if they are familiar with any slimming diets. Briefly discuss the diet industry that has arisen in response to this emerging health problem. Students listen to a dialogue between two people. One person is asking another about a slimming diet they are on. They talk about how effective the diet is, what they are allowed and not allowed to eat, how they feel about it and any problems they have. Students listen and answer true/false questions about the listening text. Identify and practise language for expressing obligation and prohibition. Ask students in the class what other kinds of diets they have heard about. Tell them that they are going to research different kinds of diet and report back to the class about them. They will then evaluate the diets in terms of health and nutrition and make recommendations for the overweight character in the previous activity. In small groups, students prepare questions to guide their research. Elicit and choose the best questions. Useful questions, might include: What is the diet called and who developed it? What foods can you eat? What foods are you not allowed to eat? How does the diet work? What medical evidence is there? What are the negative effects of the diet? Discuss where students might find information about the diets, especially the last question about negative effects. Discuss the importance of evaluating a website and the information given (e.g. is it given in order to promote the diet or is it an objective review of the diet?). Look at some sample websites together and develop simple evaluation questions, for example: Are the aims of the site clear? Is it clear who has written the information? Is the information biased in any way? Can the information be checked? Is the site relevant to my research? Diets for discussion might include the Atkins diet, Weight Watchers diet, the glycaemicindex (GI) diet, the F Plan, etc.

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Objectives

Possible teaching activities

Stress the need for students to consult several different sources of information and compare. Discuss reading and note-taking strategies, for example: looking for answers to the research questions as you read underlining key words summarising each paragraph orally and making notes in your own words cutting and pasting key information into a new text with a range of headings rejecting information that is not relevant or is too detailed for the purpose Students work in groups of 34 and research one of the diets. They collate the information and prepare a brief presentation for the rest of the class using the research questions prepared above. Allow time in class for groups to run through their presentations before presenting them to the rest of the class. Students listen to the presentations, compare the different diets and decide which diet is most suitable for the overweight character from the earlier activity or which they would prefer.

Notes

School resources

Monitor and guide the students in their research, giving tips on search tactics.

1 hour Writing an information text Students are able to: compose information texts which present information based on personal knowledge or research; use common wordprocessing software such as Microsoft Word to plan, compose, edit and present their essay; independently edit own writing.

Explain to students that they are going to write up their presentation in the form of an information text. Present an outline for the essay, for example: an introduction stating the name of the diet, who developed it and when it became popular; an explanation of how the diet works, the medical evidence supporting it, what foods you can eat and the foods you are not allowed to eat; negative effects of the diet; a conclusion which summarises and weighs the arguments, draws a conclusion about the type of person who might benefit from the diet or makes a personal recommendation. In groups, students discuss the information they have for each paragraph. Students use common word-processing software such as Microsoft Word to compose a first draft. In groups students discuss the type of errors they make in their writing. They use their ideas to develop an editing checklist. Groups take turns to report back to the whole class. Agree on a general editing checklist that can be written up on a poster and displayed for the whole class. Students check and improve their first draft using the checklist.

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Assessment
Examples of assessment tasks and questions
Listening Students listen to two people discussing a health issue and answer multiple-choice questions or respond to true/false statements to demonstrate comprehension.

Unit 10A.1
Notes
Listening carries approximately 20% of the assessment weighting for this grade. Comprehension tasks should be designed to assess the comprehension of gist and details.

School resources

Speaking

Students role-play a situation where one person asks advice from another about a health problem related to diet (e.g. a skin problem).

Speaking carries approximately 30% of the assessment weighting for this grade. Assessment scales should include both accuracy and fluency criteria.

Reading

Students read about a health problem related to food (e.g. an allergy) and answer true/false questions to demonstrate comprehension. Students write an informal letter to a friend offering advice about a health problem.

Reading carries approximately 20% of the assessment weighting for this grade. Writing carries approximately 30% of the assessment weighting for this grade.

Writing

45 | Qatar English scheme of work | Grade 10A | Unit 10A.1 | Food and health

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46 | Qatar English scheme of work | Grade 10A | Unit 10A.1 | Food and health

Education Institute 2005