The Teacher's Magazine Agosto 2018

196_ttm_revista_ar_Maquetación 1 06/10/16 15:39 Page 1
• 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
Level: A1 Age: Young Learners
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 ---------------------------- squash ----------------------------

turkey ---------------------------- grape ----------------------------
plum ---------------------------- tomato ----------------------------
strawberry ---------------------------- peach ----------------------------
carrot ---------------------------- onion ----------------------------
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. ----------------------------------------------------------------------
D) Complete. Use: love, like, don’t like, hate.
love fruit.
I ________ I ________ vegetables.
I ________ hamburgers. I ________ chips.
6) The hens cook apple jelly; 7) T, 8) The clouds water the farm at night. 9) The pupils love fruit.
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;
pineapples, plums, potatoes, spinach, strawberries, tomatoes; B) pears, turkeys, plums, strawberries, carrots, squashes, grapes, tomatoes, peaches, onions; C)
2 Key: A) apples, bananas, beans, beetroots, carrots, celery, cherries, cucumbers, garlic, grapes, lettuce, onions, oranges, peaches, pears, peas, peppers,
Page 2:
ear colleagues, The Enchanted Farm
Contents
Pages 4 & 5:
This month, The Teacher’s Magazine goes healthy with Yummy!
lesson plans and activities on Food and Nutrition.
Page 6 to 10:
For Very Young Learners and Young Learners, you will find The Preference Race
a story called The Preference Race, in which a child has to Page 11 to 14:
choose between an apple and a chocolate bar. There is also a Nutrition
thematic unit called Nutrition with lots of ideas and activities to Page 14 to 18:
work on the topic. Eat the Rainbow
For Teenagers, there is a lesson plan on healthy habits and another Page 19:
one on healthy eating. The Working with Videos section is about Let’s Make a Salad
Food, featuring four short films: Fresh Guacamole, Western Pages 20 to 23:
Spaghetti, Submarine Sandwich and Fugu. Healthy Planning
Pages 24:
We hope you enjoy this issue as much as we do. Healthy and Unhealthy
The Teacher’s Magazine team. Food
Pages 25 & 26:
1 2
The Enchanted Farm
Pages 27 & 28:
Working with Short Films:
Short Films about Food
Pages 29 & 30:
Poster 1
Do We Know Enough About

3 4
Crops?
Page 31:
Global Culture Corner:
Diabetes Day
Poster 1:
5 6 The Preference Race
Poster 2:
Food
Simple Past
7 8
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:
ISSN: 1514-142X
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
AÑO 18 - Nº 196 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.
NOVIEMBRE 2016
Editora Responsable y Propietaria: EDIBA SRL, Brown 474, Bahía Blanca, Buenos Aires. Argentina.
ESTA ES UNA
PUBLICACIÓN DE: Impresión: Forma Color Impresores SRL, Camarones 1768, CABA, Argentina. / Distribución: Argentina-Interior: D.I.S.A.,Luis Sáenz Peña 1832, (1135) CABA, Tel. 011-4304-2532 / 4304-2541 Argentina/CABA: Vaccaro Hnos. Representantes de Editoriales S.A.; Av.Entre Rios 919 1° piso (1080)
C.A.B.A.; CUIT 30-53210748-9 - República del Uruguay: Distribuidora Rodesol, Cerrito 701, Montevideo; Tel. 0059-82-9240766, Fax 0059-82-9240761 - Paraguay: Distribuidora de Publicaciones Koeti, Montevideo 693, Asunción; Tel: (00595) 21445113 - Fax: (595) 21.445.113, e-mail: manuelo96@gmail.com - Bolivia: Agencia Moderna Ltda., Grupo
González, Calle Gral. Acha, E-0132 Cochabamba, La Paz; Tel.00591-4425-0074, Fax: 0059-1-4411-7024; e-mail: gonzalez@entelnet.bo - Colombia: Distribuidoras Disunidas S.A., Transversal 93 No 52-03, Bogota; Tel: 00571- 486-8000, Fax: 00571- 486-8000 int. 153 - Ecuador: Distribuidora Los Andes S.A, Disandes Ciudadela "La Garzota" Mz 27ma y Av
Agustín Freire (esquina), Guayaquil; Tel: 005934-227-1651 / 005934-227-1644, Fax: 005934-224-7138. - Costa Rica: Agencia de Publicaciones, 400 Sur y 100 Este de la Iglesia Católica de Zapote, San José; Tel: 00506- 283-9383, Fax: 00506-2326682 - Perú: Distribuidora Bolivariana S. A., Av. República de Panamá 3631/37, San Isidro; Tel. 0051-1-4412948,
0051-1-4412949, Fax 0051-1-4429747.
Escribinos a través de www.ediba.com. Anunciate con nosotros: publicidad@ediba.com.

Esta revista sólo se vende en los kioscos, aún no hemos implementando ningún sistema de suscripción, por lo que ninguna empresa está autorizada a realizarlo.
C 1999 The Teacher’s Magazine Prohibida la reproducción total o parcial del contenido de esta revista. Registro de Propiedad Intelectual Expediente Nº 5187958- Miembro de la Asociación Argentina de Editores de Revistas. Asociados al IVC
También podés descargar esta revista y sus ediciones anteriores en tu PC con nuestra aplicación Ediba Player. www.playerediba.com
33
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
they have imagined, and take turns to be either guests or the
waiter/waitress taking the order.
Famous Food
culture.
Food is not only about mixing ingredients but also about
As a warm-up activity, you may write the word food culture. In activity B, students will read a text about
on the board, and ask questions such as What popular food from around the globe. Then, they
food do you like? What's your favourite dish? Do will complete reading comprehension activities
you prefer sweet to salty food? What food don't and decide if the sentences are True
you like? Do you cook? etc. After that, students or False, and they will have to come
will have to draw their favourite dish and drink, up with synonyms for the words in
and describe them. bold in the text.
A restaurant in class Who is who?

Design a short menu with your students. Brainstorm In this activity, students read the
different dishes including: starters, main courses, physical description of three chefs.
desserts and drinks. Write the layout on the With the clues given, they guess
board and, once the final menu is ready, ask who is who and write the chef's
students to fold an A4 paper sheet and copy name in the corresponding label
down the menu. Don't forget to name your under the picture.
restaurant! In groups of no more than 4,
Marcela Caimani Ferrer
students pretend to be at the restaurant
4
Level: A1 Age: Young Learners/Teenagers/Adults
YUMMY! A UNIT ON FOOD

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 Juan is from Spain. He loves Amelia is from Argentina.
cooks pasta and pizza in cooking fish and salads. He is She cooks in a famous
Naples. He is from Ireland. He from Barcelona. He is bald. restaurant in Buenos Aires.
is very tall. She has got long hair.
55
The Prefere
ince children are very little, they
should find out what food is healthy The story:
S 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
The Preference Race
with their students as well.
Ben is going to school in a minute.
The Preference Race narrates the story of a competition
between an apparently strong chocolate bar and a But he has to make a difficult decision
bright apple, which discovers how to be a winner and “What should I take to school?
is finally chosen by the boy.
An apple or a chocolate bar?”
Objectives
The apple is red and shiny.
• Compare healthy and
unhealthy food. It is round and big.
• Describe and colour the It is 100% healthy.
characters.
• Put the sequence of The chocolate bar is big and square.
events in order.
It is shiny and brown.
• Sequence according to size.
• Review numbers and colours.
It is 100 % energy.
Linguistic They are ready for the preference race.

exponents And the countdown begins!
• Numbers TEN, NINE, EIGHT, SEVEN, SIX,
• Colours FIVE, FOUR, THREE, TWO, ONE,
• Shapes GOOOOOOOOO!
• Sizes
• Parts of the
body
The chocolate bar is very strong. And it is very fast, too.
• Healthy and The red apple is running behind, it is slower but steady.
unhealthy food 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!
6
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
-make puppet sticks with the illustrations given.
at different parts of the characters and ask: “What colour is
-prepare a huge finishing line with black and white it?”
cardboard (or other materials).
You can revise parts of the body by pointing at Ben’s and the
-cut the different parts of the story from the poster, so that two competitors’ hands, arms, legs, eyes, mouth... and
you can stick them on the board while you are telling. 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
Tell the first stanza of the story The Preference Race to your
-make a big golden medal for the winner (with cardboard or
students. Stage the scene: use a school bag (your own or one
any other material).
of your students’). Then, mime the decision that Ben has to
make. Use your sticks and say:
Introduce the characters of The Preference Race. There is a
boy, an apple and a chocolate bar. You can use different Ben is going to school in a minute.
voices for each of them. Mime the shapes and the meaning But he has to take a difficult decision,
of some adjectives (big, strong) to help your students “What should I take to school?
understand. 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 The chocolate bar is big and square.

am red and It is shiny and brown.
shiny. I am round I am Ben. I am It is 100 % energy.
and big. I am eight. I am
100% healthy. short and slim.
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:
They are ready for the preference

race.
I am a chocolate And the countdown begins!
bar. I am big and
square. I am TEN, NINE, EIGHT, SEVEN, SIX,
shiny and brown. FIVE, FOUR, THREE, TWO, ONE,
I am strong. I am GOOOOOOOOO!
100 % energy.
7
Now, turn to the poster’s illustration. And show I Am Brown!

students the development of the race as you tell it. Mime the I Am 100% Healthy!
new adjectives (fast, slow, steady) and the one you’ve seen
(strong). I Am Strong!
I Am Square!
The chocolate bar is very strong. I Am Big!
And it is very fast, too. I Am Round!
The red apple is running behind,
it is slower but steady. 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 On pages 9 & 10 you will find more activities to work with
chocolate bar (if possible). Say: your students. In activity A students have to trace the dots
to discover the characters’ different shapes. Then, ask them
HEY! LOOK AT THAT! WOW!! to find objects in the classroom that are round or square. In
The chocolate is melting! Activity B, they are asked to order the apples from big to
The apple is rolling! small.
The fruit is ahead!
The candy is very tired! Say sentences from the story for students to correct you. For
example:
Take the homemade medal and put it on the apple (puppet
or real one). Say: The apple is brown.
The chocolate bar is 100 % healthy.
AND THE WINNER IS…
THE APPLE!! Yay! Yippee! The apple is square and big.
Ben takes the red fruit. He puts it in his bag. The chocolate bar is shiny and big.
He is ready for his school day now!
IT’S EXPERIMENT TIME! Repeat the part of the race in which you
After Telling the Story Activities used the real apple and the ice cube/heated chocolate bar.
They can be adapted, according to your students’ level, Explain why you used the ice cube (because the type of
interests and skills. 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/429819-
Ask students to make their own puppet sticks with the why-eat-so-much-fruit-if-it-has-more-sugar-than-chocolate/).
illustration on page 9. They have to colour them.
IT’S PRODUCTION TIME! Let’s make our own medals! and be
Tell the story again. This time, students have to mime the winners! You can recycle bottle caps to make your medals.
actions, shapes and adjectives with you. You can rehearse, Or use clay, cardboard or any other materials.
do it and even prepare a video for their parents (asking for You can make a lot of them and award your students when
their permission beforehand). they have chosen fruit over sweets!
I hope you enjoy this story.
To revise adjectives, play this memory game. Ask students: Geraldina Salaberry Serrano
Who am I? The apple or the chocolate bar?
8
THE PREFERENCE RACE
9
Age: Very Young Learners/Young Learners
THE PREFERENCE RACE

A) Follow the lines. B) Order from BIG TO SMALL.
ROUND SQUARE
C) Match the words to the pictures and practise their pronunciation.
ONE
6 3 2
SIX
TWO
7 SEVEN
1 9
8
THREE EIGHT
10 4
FOUR NINE
FIVE 5 TEN
D) Put the sequence of events in order and colour the pictures.
10
Nutrition
his lesson plan, based on the topic of Provide students with pictures of the different food items
nutrition, is aimed at beginner and which appear in the story. Students will colour the food
T 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
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.
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. 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
Objectives again, and ask students to place all the food the caterpillar
• To understand and to be familiar with literary texts. eats on the pyramid. After that, discuss the importance of
• To understand reasons why we need food and why we food and the care of their bodies and how to enjoy the
have to take care of our body. benefits of healthy eating habits.
• To teach our students how to develop a healthy behaviour
to keep healthy bodies. Provide copies of the poem Food for
• To provide cross-curricular links Kids which talks about nutritional
with nutrition. value and taste. You can find the
poem at
http://www.anitapoems.com/poems-
Contents about-food.html.
Linguistic Exponents
• Vocabulary related to Nutrition Students work on page 13, where
• Verb to be they complete activities on the poem
first, and then analyse Nutrition
• Colours Facts labels for any food they eat or
• Present simple drink during the break at school and
• Wh-questions answer questions about it. The objective of this activity is to
raise awareness of whether their favourite snacks are healthy
• Vocabulary related to the stories or not. If you think the activity is too complex for your
students, provide some scaffolding: bring some examples of
Language practice: Nutrition facts from different food items, analyse them in
groups or as a whole class, relate each category to the
• To talk about healthy/unhealthy food and habits. pyramid, and then, ask students to analyse their own
• To talk about nutritious food, which is important in our examples.
diet.
• To talk about healthy/unhealthy menus (the importance of I hope you enjoy working with this lesson plan.
the quality of the food in our plates).
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.
11
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.
12
NUTRITION
D) Look at the Food Pyramid. Where would you place the food the Caterpillar eats?
Fat, oils and sweets.

Use sparingly
Milk, yoghurt and Meats, poultry, fish,

cheese group eggs & nuts group
2-3 servings 2-3 servings
Vegetables group Fruits group

3-5 servings 2-4 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?
Key: C) 1) educate, remind, 2) grow, strong, 3) substances, 4) much, 5) read. 13

Eat the
T his project is aimed at primary
school students at elementary
level. The main goal is to raise
awareness on healthy eating and
Activities
Lesson 1 - The Food Colour
Rainbow!
the importance of having a varied, balanced Pre tasks
diet. Throughout the project, students will be 1. You can start the lesson by asking
able to revise colours, learn vocabulary students about their own eating habits in
related to food and the benefits of the order to elicit as much vocabulary as
different food colour groups, discuss about possible. Do you always have breakfast?
their eating habits, listen to a poem, and read What do you have for breakfast? What do
recipes. By the end of this project, students you usually have for lunch or dinner?
will be able to write their own healthy recipe How much water do you drink? What is,
to share with the school community. in your opinion, the most important
food we need to keep healthy? What is
Linguistic features your favourite green vegetable? Do
you think grains are healthy?
-Specific vocabulary related to colours, fruits, Which grains do you eat? What's
vegetables, grains, and benefits of each food the difference between whole grains
group. and refined grains? Which of those
-Poem, advertising and recipe genres. do you generally consume? What
is your favourite yellow fruit?
-The imperative mood.
How much water do you drink
a day? Do you know which
Objectives fruits contain water?
-To expand vocabulary. 2. Draw a five-line
rainbow coloured red,
-To raise awareness on the importance of
orange, yellow, green,
healthy eating.
black/purple on the
-To create a poster encouraging others to eat board and ask students to
healthy. stick the fruit and
-To listen to poems. vegetable flashcards on
the board to complete the
-To introduce the concept of rhyme.
Food Colour Rainbow.
-To create a poetry magazine.
3. Once you have the food
-To read recipes. rainbow ready, ask
-To design and share healthy recipes. students to guess what the
benefits of each food colour
-To read a recipe, follow the steps and cook.
group are. Allow answers in
L1, but use English to write
Materials them on the board. You can
use the following questions
-Pictures of broccoli, Brussels sprouts, apples,
to elicit learners' responses.
green peas, cauliflowers, garlic cloves, onions,
What is orange and yellow
corn cobs, tomatoes, strawberries, beets,
food good for? What about
lemons, pineapples, oranges, pumpkins, pears,
red? Which of the fruits and
mulberries, plums, purple grapes, bananas,
vegetables are good for our
celery, potatoes, sweet potatoes, carrots,
bones? Which colour group helps
mushrooms, cabbages, cinnamon, cereals,
our digestive system? You may find
walnuts, whole grains.
the answers in the poem below.
14
Rainbow!
Core Task Follow-up tasks

1. Tell students they are going to listen to a 1. Encourage an oral discussion to reflect
poem about the health benefits of each on the importance of having a rich, varied
food group. Ask learners to listen in order diet. You can use the following questions:
to check their answers by doing activity A Do you eat foods of different colours? How
on page 17. many of you like onions? How do you like
Don’t forget to read slowly, make gestures to eat them? What black and purple foods
and point at the different elements on the do you eat? Would you like to try new
food rainbow to help students understand foods? What foods would you incorporate to
the poem. Read it twice or even three make your diet richer? Do you drink enough
times, if necessary. Finally, encourage an water?
oral discussion to check students’ 2. Have your student do activity B on page
predictions. 17 in order to practise the recently learned
vocabulary.
3. After that, ask learners to make a poster
Eat your Colours! to encourage other students from the
school to have a richer and more varied
diet by incorporating more foods. Divide
BROCCOLI, BRUSSELS, APPLES, AND the class into six groups and assign them a
PEAS, EAT GREEN TO HAVE STRONG different food group colour (red, brown,
BONES, NAILS AND TEETH! yellow and orange, green, purple, and
white). Give each group construction paper
CAULIFLOWER, GARLIC, ONIONS, for them to draw and cut the colour foods
they were assigned. Ask students to write a
WHITE CORN, BOOST IMMUNE
short sentence about the importance of
ACTIVITY AND MAKE OUR BONES eating that particular food. Finally, tell
STRONG! them to create a collective poster by
sticking all the foods together forming a
TOMATOES, STRAWBERRIES, BEETS, food rainbow which describes the benefits
ALL RED! HELP OUR HEART, AND of each colour. Think of a title for the
poster and hang it on the school walls.
URINARY TRACT WORK WELL!
LEMONS, PINEAPPLES, ORANGES, Lesson 2 - Stone Soup

AND PUMPKINS, HELP US SEE You can stimulate students’ background
BETTER, HAVE ANTIOXIDANTS AND knowledge and refresh their memory of the
VITAMIN C! previous lesson by doing the following
exercise. Cut out sheets of paper with the
statements below. Then, divide the class
BLUEBERRIES, PLUMS, PURPLE into two groups, and ask one student in
GRAPES, PRUNES, IMPROVE each group to pick up one sheet of paper
DIGESTION, HAVE PURPLE FOOD! and read the statement aloud for the other
group to guess. The group that gives more
CINNAMON, CEREAL, WALNUTS, correct answers is the winner.
• A colour group that improves our urinary
WHOLE GRAINS, PROVIDE FIBER AND
system.
PROTECT OUR BRAINS! • A colour group that improves our digestive
system.
• Name a red fruit that contains a lot of
water.
15
• Name a yellow fruit that contains a lot Task don't like at all. Ask them to identify the
of water. title, the list of ingredients and the
Tell students the rhyming words of the
• Name food that contains protein. method. You can use the following
poem are missing. Ask them to read the
• Name food that contains vitamin C. questions as a guide: Which recipe do
poem Stone Soup and complete it with
• Name a vegetable that boosts our you like the most? Why? What
the rhyming pair of words. Then, read
immune system. ingredients does your recipe have? Is it
the poem for learners to check their
• Name a vegetable that is good for our easy to prepare? Find a recipe that you
answers. Use photocopiable activity B
bones, nails, and teeth. don't really like. Why don't you like it?
on page 17.
• Name three vegetables. What ingredients does it have?
• Name three fruits.
Follow-up task
Task
Pre-task 1. Genre transfer: From poem to recipe!
Ask students to do activities A, B and C
Ask students to work in pairs to enlarge
1. Tell your students they are going to on the downloadable page. Have them
the list of ingredients and make a more
read a poem called Stone Soup. Explain read two recipes and work on reading
nutritious Stone Soup. Use exercise C
that Stone Soup is an old folk story and writing strategies.
from page 18.
about two travellers who were very
hungry but had no more than a cooking 2. Use photocopiable activity D on page Download another
18 to have students write the Stone Soup photocopiable activity from
pot. The travellers filled the pot with www.ediba.com
water, dropped a large stone in it, and Recipe.
placed it over a fire. When the villagers 3. Ask students to surf the net to find Follow-up tasks
asked them what they were cooking, the rhymes related to foods. Ask learners to
travellers answered they were cooking a 1. Encourage students to write a healthy
write the rhymes on construction paper
delicious stone soup, which actually recipe to share with the school
and illustrate them. Then, read the
needed a little garnish to improve its community. Learners can surf the net, or
rhymes in class. Collect them in a
flavour. And, in that way, everyone who use the magazines and cookery books
“poetry” magazine.
asked, ended up contributing an they have read.
ingredient to make the stone soup. When
the soup was ready, they removed the
Lesson 3 - Cooking Time! 2. Divide the class into different groups
and experiment with foods, making the
stone from the pot and shared the soup Pre-task recipes students wrote. Print copies of
with everyone. You can start the lesson by showing the recipes, and share both the food you
2. Ask students to predict what the Stone students different cookery books or cooked and the recipes with other
Soup is made of. Then, ask them to read magazines to explore the genre. Ask students from the school. Make several
the poem to check their answers. Use them to have a look at them and find the copies to hand out.
photocopiable activity A on page 17. recipe they like most, or a recipe they
Level: A1 Age: Young Learners/Teenagers
EAT THE RAINBOW!

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 Green foods Black and Orange and Brown foods Red foods
purple foods yellow foods
2. Have antioxidants 5. Boost immune

1. Are good for our 4. Help our heart
and vitamin C. 3. Improve our activity. 6. Provide fibre and
bones, nails and and urinary tract
Are good for our digestive system. Make our bones improve our brain.
teeth. work well.
eyesight. strong.
B) Complete the crossword.

1) A colour group that helps our urinary tract work well.
1. _E_
2) A vegetable that is good for our eyesight. 2. _A____
3) Black and purple foods improve our… 3. _ _ _ _ _T _ _ _ S _ _ _ _ _
4) Cereals that provide fiber.
5) A red fruit that contains a lot of water.
4. _H___ G_____
6) 7) 5. ___E_M____
6. _A____
7. _ _ _ _ _ _ _L _
8) 9) 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.
system, 4) whole grains, 5) watermelon, 6) garlic, 7) pineapple, 8) walnut, 9) mushroom, 10) strawberry.
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 17
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 D) Read the poem and the list of ingredients to
p complete the Stone Soup Recipe.
Ingredients: First, heat 1 _______ cups of 2 ________ in a pot. Then,

add the 3 _________.
• 4 cups of water
• 1 large stone Then, cut the 4 __________, 5 ____________, and 6
• 2 onions ___________ . 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.
• 2 teaspoons of salt
Write the list of ingredients and the Method. Then,
• 1 pinch of pepper illustrate the recipe.
18 10) flavour, 11) pinch, 12) teaspoon, 13) serve

Key: C)
Key: B) 1) pot,coloured:
Items lettuce,4)tomato,
2) hot, 3) celery, carrot,
rosemary, chocolate,
5) soft, 6) salt, 7) 8) plate;peach.
taste,orange,
apple, D) 1) four, 2) water, 3) stone, 4) garlic, 5) onion, 6) celery, 7) rosemary, 8) add, 9) boil,
Age: Very Young Learners
LET'S MAKE A SALAD!

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
Key: C) Items coloured: lettuce, tomato, carrot, chocolate, apple, orange, peach. 19
Heal
Risky things people do Non risky (Healthy) things people do
his lesson plan, based orange, a group of kids getting out of a Lifestyle Assessment
T on the topic of healthy

habits, is aimed at
elementary or pre-
intermediate students. It
swimming pool and getting dried
before opening a fridge and so on.
Some pictures should show healthy
attitudes and some others should not.
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
can also be easily adapted to Place the pictures on the board and minutes to work on their evaluation
lower level students. The activities discuss what students see and what the and discuss the points. Once they
presented offer the opportunity to pictures mean. The idea is that the kids finish, share the results in class, and
learn about healthy habits, different become aware of the choices they make tell them that the more ALWAYS they
types of health and safety risks and every day and how they can affect their have, the healthier their lifestyle is.
how to identify, reduce, control, and own health and safety. They can use spreadsheet software to
be aware of them to lead a healthy
Make students think of how they can make graphs for the statistics.
life. It also provides vocabulary on
parts of the body and foods, the food avoid taking risks, or reduce the risks To socialise this activity, you may
pyramid and the way to read it. they take. Identify some of them. Let suggest students go to different classes
them think on the risks they face every and carry out the survey, by the end of
day. List the actions they can take to the activity, students will have the
Objectives avoid those risks. Ask students to share statistics from the whole school. They
• To work on the topic of healthy habits their ideas with the rest of the class. can make charts for the different
and food. You can then recap the risks they have classes, or the school as a whole.
spotted by reading and performing
• To learn vocabulary related to the them. It would also be a nice idea to
topic. work in pairs or groups. In pairs, a Risks to health
• To talk about the different types of student mimes a risky action and the Ask students to provide examples of
health risks. other student guesses it. The most health risks and copy them on the
• To design a healthy dish. important thing is that they perform board. If examples of any of the
those actions to remember and learn categories do not come up, give them
Show some pictures to your students about healthy attitudes in life. yourself. Tell them that A HEALTH RISK
with examples of choices that they
FACTOR is any action or condition that
make every day in life: for example, a
can increase the chances of getting a
boy crossing the street on green light, a
disease or getting injured. The health
boy licking a knife after cutting his
risks factors are often classified in three
20
althy habits
groups: HEREDITARY, ENVIRONMENTAL, and finished, ask students to show their pyramids and discuss what
BEHAVIOURAL. Present activity B on page 23 where the they have in common and what the differences are there. Show
definitions of the three health risks are explained. Ask students the pyramid on page 23, and ask students to compare both
to classify the examples they have come up with into the three versions. Discuss what the differences are.
categories. Discuss any discrepancies. Activity C on page 23 shows the pyramid for students to
Tell students to make a diagram, or a concept map, writing complete some missing items, and then decide on a lunch dish
examples of each category below. They can use the ones on the which is healthy.
board, but they can also add some other examples to each
category. For lower level students, you can provide the Extra activities
examples: heart disease, air pollution, X-ray exposure, high-
1) It is said that some foods are similar in appearance to that
sugar diet, tobacco use, drug abuse, stress, skin problems,
part of the body that they are good for. For example: NUTS ARE
shortsight, poor dental care, sun exposure when not
GOOD TO THE BRAIN (think about their shape).
recommended, obesity, harmful chemicals, water pollution.
Show students images of the foods that are good for different
parts of the body. Discuss as a whole class. You can use the
Healthy eating 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-body-
order 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-for-
on 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
2) Decide a healthy menu for school. What food should be
their notebooks. Ask them to decide where to place different
offered in the school canteen? Make suggestions and present
food items: Milk, yoghurt, meat, eggs, vegetables, fruit, fish, oil,
them to the school board.
cereal, bread, pasta, rice, fats, sweets, water. Once everyone
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.
22
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.
23
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.
b. ....................................................................................................................................................................
c. ....................................................................................................................................................................
d. ....................................................................................................................................................................
e. ....................................................................................................................................................................
24 Yesica Galliano
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

25
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.
26
WORKING WITH SHORT FILMS: SHORT FILMS ABOUT FOOD.

A) Answer these questions? Fresh Guacamole
1) Do you know the stop-motion technique? A) Answer the questions.
---------------------------------------------------------------------------------- 1) Have you ever tried guacamole?
---------------------------------------------------------------------------------- 2) Where is it typically eaten?
2) Have you ever seen a short or a full-length film animated
with this technique? 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-make-
guacamole
3) Read its definitions.
(Taken from: Merriam-Webster's Learner's Dictionary. What ingredients are used?
http://www.merriam-webster.com/dictionary/stop%E2%80%93 C) Watch the short film “Fresh Guacamole” at:
motion): 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? D) To prepare guacamole, this cook uses… (circle the
----------------------------------------------------------------------------- right options)
----------------------------------------------------------------------------- 1) some salt and pepper
----------------------------------------------------------------------------- 2) a baseball
b) Do you think it is hard work? 3) some avocados
----------------------------------------------------------------------------- 4) a light bulb
----------------------------------------------------------------------------- 5) a white onion
----------------------------------------------------------------------------- 6) some peppers
7) some chips
We are going to watch three stop-motion short films 8) some lemon juice
made by the same director, PES. And later, we are 9) a grenade
going to watch a “Behind the scenes” video that 10) some dice
shows how one of these films was shot. 11) small houses
E) What do you think about the short film? Did you

find it…
- …boring?
- …surprising?
- …amazing?
- …silly?
- …brilliant?
27
WORKING WITH SHORT FILMS: SHORT FILMS ABOUT FOOD.

Western Spaghetti 3) The slinky is a predictable yet somehow
unpredictable object.
A) Watch Western Spaghetti at 4) All my films are experiments.
https://www.youtube.com/watch?v=qBjLW5_dGAM.
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? B) What is special about the blowfish? Match the two
C) What “ingredients” were also used to cook parts of the sentences to find out.
guacamole? 1) The Japanese delicacy fugu or blowfish…
2) It is cooked…
Submarine Sandwich 3) If the cook makes a mistake,
Before Watching a) … in a particular way.
b) …the person who eats the fish can die.
A) What ingredients does your favourite sandwich c) … is very poisonous.
include?
C) Watch Fugu at
B) If you were the producer of this stop-motion film, https://www.youtube.com/watch?v=oolJWcOhHCw
what objects would you use to make a sandwich?
Brainstorm with your partners and choose the “best”
ones.
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).
1) The fugu is… 2) The fish blows itself and…
a) …in a chef’s kitchen. a) …kills the cook.
b) …in the sea. b) …tries to escape.
c) …in a pet shop. c) …goes back to the sea.
After Watching 3) The fish sees the sea’s 4) Eventually, the blowfish
water and waves, but it is ends up …
D) Check the sports elements that appear. Make a list actually … a) … in the chef’s hands.
of them. What do they replace? a) …a picture. b) …in the sea.
E) Watch Submarine Sandwich behind the scenes b) … a painting. c) …being cooked.
with NIKON at c) … an image on TV.
https://www.youtube.com/watch?v=v83rUnXMaJo .
Final Task: In small groups, choose your favourite
Does the filmmaker say these phrases? (Yes/No) short film. Write a simple review.
1) What I really like about stop-motion animation is that 1) Include a general description and the group’s opinion.
everything in front of the camera is completely real. 2) Add an illustration.
2) There are no digital tricks. 3) Then, present your productions to the rest of the class.
28
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) El Oro Province (Ecuador) Caaguazú Department

Warm and semiarid weather. Hot climate. Rainy weather, (Paraguay)
with a dry season. Warm weather with a very wet
Ahuachapán Department (El season.
Salvador) Piura Region (Perú)
Heavy rains all year round. Hot climate with scarce rains. Artigas Department (Uruguay)
Hot temperatures. Warm and rainy weather.
Presence of mountains. La Paz Department (Bolivia)
Hot and very humid weather. Valparaíso Region (Chile)
Limón Province (Costa Rica) Presence of mountains. Dry and temperate weather.
Warm and very humid weather. Presence of mountains.
Sâo Paulo State (Brazil)
Huila Department (Colombia) Warm weather with rainy Buenos Aires Province (Argentina)
Permanent rains. Hot weather. summers and dry winters. Temperate climate and moderate
Mountainous region. 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
29
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 Component
Wheat: pasta and bread, Maize: humita and chicha morada.

mole poblano and hot sauce, Grapes: champagne and wine, Rice: paella and sushi, Cotton: scarf and sweater, Coca: tea and Coke, Pineapple: piña colada,
maize, Stalk: sugarcane, Leaf: coca, Fiber: cotton; F) Sugarcane: paper and candies, Banana: bolón de verde, Coffee: espresso and cappuccino, Chilli peppers:
30 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
GLOBAL CULTURE CORNER.
World Diabetes Day (14th November)
Background For Teenagers/Adults

World Diabetes Day, known informally Level: A1/ A2
as “WDD”, is celebrated every year Tasks:
on 14th November. This
1. Brainstorm what students know
commemoration was set by the
about diabetes and its different types.
International Diabetes Federation
(IDF) in 1991. It was created in 2. Show students the following video
response to increasing worries about which aims at raising awareness on
health problems associated with “World Diabetes Day”:
diabetes. It became an official UN day https://www.youtube.com/watch?v=vs0wKKG
in 2006. woUY
The campaign against diabetes is 3. Have them answer the following
represented by a blue circle logo. It is a questions:
global symbol for awareness-raising to
a. Why do you think this video
stop the widespread of diabetes across
shows places from all over the world?
the world. It stands for the union of the
global diabetes community in response b. Read the following sentences and
• Many people live with type 2 diabetes decide if they are true or false.
to this risk.
for a long time without knowing about
The theme for this year's WDD is “Eyes its existence. 1. Diabetes comes from eating too
on Diabetes”. Its core concept is that much sugar. ___
• Some of the side effects associated
screening is essential to determine 2. People with diabetes did nothing
with diabetes include heart diseases,
different types of existing diabetes and wrong. ___
kidney failures, lower-limb amputations
beneficial for reducing the risks and
and even partial or total blindness. 3. Insulin is life-saving and a cure
complications associated with them.
• By the year 2040, the number of for diabetes. ___
people who will suffer from diabetes in 4. People with type 1 diabetes can
What do people do? Africa is expected to double. eat absolutely anything. ___
• Some doctors and nutritionists 5. People who suffer from diabetes
organise diabetes fairs in which they have to check their blood sugar. __
offer free screening and information on
Teaching sequences
how to prevent different types of For children
diabetes. They also give people Level: A1 c. What substance was discovered in
information on the complications 1922?
associated with diabetes.
Tasks:
d. What are the warning signs
1. Ask students if they have ever heard associated with diabetes?
• Some people wear blue clothes or they
of “Diabetes”. Brainstorm what students
even display on their clothes the pin
know and draw a mind-map on the
with the blue circle which is typically
associated with diabetes.
board. Extra resources for teachers
2. Show students the following video: • To find more information related to
• Some teachers promote a Diabetes
https://www.youtube.com/watch?v=jNafDxlpc World Diabetes Day:
Prevention Day at School by having
students work on essential concepts Wk http://www.idf.org/wdd-index/about.html
related to this illness and by raising 3. Ask students the following questions: • to show students more videos related
awareness on the importance of eating to WDD:
a. Who is Nike? How old is she?
healthily.
b. What does she suffer from? Is she https://www.youtube.com/watch?v=jjNbzaJuq
happy about that? uU
Amazing facts c. What can we do to help her feel https://www.youtube.com/watch?v=OBvIYCW
• One in two adults who suffers from better? OG5Q (type 1 diabetes explained for
diabetes is undiagnosed. children in a cartoon)
Yesica Galliano.
31

The Teacher's Magazine Agosto 2018

Diunggah oleh

Informasi Dokumen

Deskripsi Asli:

Judul Asli

Hak Cipta

Format Tersedia

Bagikan dokumen Ini

Bagikan atau Tanam Dokumen

Opsi Berbagi

Apakah menurut Anda dokumen ini bermanfaat?

Apakah konten ini tidak pantas?

Hak Cipta:

Format Tersedia

The Teacher's Magazine Agosto 2018

Diunggah oleh

Hak Cipta:

Format Tersedia

196_ttm_revista_ar_Maquetación 1 06/10/16 15:39 Page 1

• Año XVIII • Nro. 196 • Argentina $ 69,90

Level: A1 Age: Young Learners

THE ENCHANTED FARM

B) Write the plurals.

pear ---------------------------- squash ----------------------------

C) Look at the story on pages 25-26 and correct these sentences.

1) Alice has got black hair and blue eyes. ----------------------------------------------------------------------

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

I ________ hamburgers. I ________ chips.

Do We Know Enough About

Escribinos a través de www.ediba.com. Anunciate con nosotros: publicidad@ediba.com.

A restaurant in class Who is who?

Level: A1 Age: Young Learners/Teenagers/Adults

YUMMY! A UNIT ON FOOD

a) Food is good for you. T F

2) Give synonyms for the words in bold from the text.

S and what may not be so healthy.

Linguistic They are ready for the preference race.

Then, show your students each of the illustrations as you

The apple is red and shiny.

I am an apple. I The chocolate bar is big and square.

Stick the finishing line on the right

They are ready for the preference

Now, turn to the poster’s illustration. And show I Am Brown!

THE PREFERENCE RACE

Age: Very Young Learners/Young Learners

THE PREFERENCE RACE

C) Match the words to the pictures and practise their pronunciation.

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

T elementary students. Its purpose is to

Read aloud the story of The Very Hungry Caterpillar.

Level: A1 Age: Young Learners

educate-grow-healthy- remind- much-read-substances

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.

Level: A1 Age: Young Learners

Fat, oils and sweets.

Milk, yoghurt and Meats, poultry, fish,

Vegetables group Fruits group

Bread, cereal, rice

Water – 2 litres per day

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?

Now, compare your product information with your classmates'.

Key: C) 1) educate, remind, 2) grow, strong, 3) substances, 4) much, 5) read. 13

Core Task Follow-up tasks

LEMONS, PINEAPPLES, ORANGES, Lesson 2 - Stone Soup

Level: A1 Age: Young Learners/Teenagers

EAT THE RAINBOW!

2. Have antioxidants 5. Boost immune

B) Complete the crossword.

Level: A1 Age: Young Learners/Teenagers

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

Ingredients: First, heat 1 _______ cups of 2 ________ in a pot. Then,

18 10) flavour, 11) pinch, 12) teaspoon, 13) serve

Age: Very Young Learners

LET'S MAKE A SALAD!

I hamburgers. I chips.

2) Food helps you and makes you

Ingredients: First, heat 1 _ cups of 2 __ in a pot. Then,