تعليمات
ENGLISH LANGUAGE

 GLOSSARY
 
 

"If you find a path with no obstacles, it probably doesn't lead anywhere"

 

- Scientific Objectives:

- Tell the difference between the direct method of teaching (lecture by teacher) and the indirect method (project).

- Get an idea about the importance of learning by projects.

- Have confidence by making participation in the activities of the lesson.

- Suggest ideas about making learning better.

-Get some knowledge about the activities of other students in order to foster the work with the main project (Life in the Space Ship).

- Create a link with other activities in his book

- Get a full idea about the life of astronauts in spaceships and space stations, their daily routines, their food, excerise, etc.

2- Lingual skills:

- Role play is important aspect to increase student’s self esteem by making the students ask questions and answer them.

- Enhance the perception of students of the material presented or gathered.

- Enhance reading and writing skills.

- Encourage the student to share his ideas with others. this will develop conversation and communication.

- Encourage Students to start thinking in English language instead of translation.

3 - Technical:

- Enhance the ability of the students of using computer as hardware.

- Enhance the ability of the students of using software such as Microsoft word, power point, internet explorer, translation packages………..etc.

- Enhance the ability of the students to explore the internet to get any necessayr information by using the key words if they didnot have website addresses.

- Increase the ability of the student to summerize what he reads, in using the "search" technique in the computer programs. this will help him to find what he needs more quickly

- Encourage the students to start using the e-mail, the forum to get contact with others

LESSON PLANS

1- LESSON ABOUT PHRASAL VERBS

 

2- Counting Calories: Creating Word Problems about Cereal Nutrition
3- Balanced Meals
4- HEALTHY LIFESTYLE
5- MAKING CHOICES ABOUT WHICH FOOD IS BETTER
6- THE COOKING CLASS GAME
7- Have to / Don't Have to Must and Mustn't
8- Bonfire Night
 
 
 
 
 
   
   
   
   
   
   
   
   
   
   
   
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

Phrasal Verbs Mime Game

Game

PROP YOUR BOOK UP AGAINST YOUR PARTNER'S BAG.

CURL UP IN YOUR CHAIR.

LEAN BACK AGAINST THE WALL.

PICK UP THE NICEST BAG IN THE ROOM.

KNEEL DOWN.

PUT AWAY YOUR PARTNER'S BOOKS.

SMOOTH OUT YOUR CLOTHES.

KNOCK OVER SOMETHING IN THE ROOM.

PULL SOMETHING SURPRISING OUT OF YOUR BAG.

POKE OUT YOUR TONGUE AT SOMEONE.

TREAD ON YOUR PARTNER'S FOOT (LIGHTLY!).

CALL OUT TO SOMEONE IN THE ROOM.

DO UP A PIECE OF YOUR CLOTHING.

BUTT IN ON ANOTHER GROUP'S CONVERSATION.

LOOK UP THIS PHRASAL VERB IN YOUR DICTIONARY.

PUT ON A PIECE OF CLOTHING.

CHECK ON HOW MUCH TIME YOU HAVE LEFT IN THE LESSON.

Discussions with Phrasal Verbs with DO

Instructions

a. In groups, students chose one of the questions each.

b. They then prepare an answer to their chosen question and tell it to the group. This answer

may be true or totally fictitious.

c. The rest of the group must listen and decide whether they have heard the truth or a lie.

They should question the speaker to check on details and to help them to make their

decision.

Activity

1. What 3 charges could the police do you for if you were arrested for driving offences?

2. Name 3 things you can never do without when going on holiday.

3. Name 3 things that you know could do you in but which you do anyway!

4. Which group of people do you enjoy doing down?

5. When did you last do up your house or room? What did you do to it?

6. When did you do someone out of something?

Phrasal Verbs Bingo with verbs + “OUT”.

Instructions

a. Students mingle in order to fill in the names of one person who fits the descriptions.

b. The winner is the student who fills their cards first and does so by shouting bingo.

c. Prizes can be awarded for the overall winner and for the first student to complete a line.

Activity

They have arrived at a

station just when their

train was pulling out.

They have never had a tooth taken out.

They have camped out.

They have picked out the winning numbers in a lottery or a raffle.

They work out at least once a week.

They can poke out their tongue far enough to touch the end of their nose.

They have dined out in a Japanese restaurant.

They used to lash out at their brothers or sisters.

 They have flown out of a European airport.

They usually conk out when watching TV.

They have fallen out with their best friend in the last year.

They have been out on a date with a foreigner.

Home of English Learning

Discussions with Phrasal Verbs with CATCH

Instructions

a. In groups, students choose one of the questions each.

b. They then prepare an answer to their chosen question and tell it to the group. This answer

may be true or totally fictitious.

c. The rest of the group must listen and decide whether they have heard the truth or a lie.

They should question the speaker to check on details and to help them to make their

decision.

Activity

1. When as a child or an adult were you caught in the act? What were the consequences?

2. What fashions have caught on in the last year in your country?

3. At school, in what subjects did you usually take a while to catch on?

4. What area of English do you feel you have to catch up with?

5. What results of your past bad habits are catching up with you now? Which do you expect

to catch up with you in 20 or 30 years' time?

6. What have you done wrong and have been caught out at?

Phrasal Verbs Find Someone Who

Instructions

Students mingle in order to fill in the names of at least one person for each statement. The

winner is the student who collects the most names.

Activity

1. Find someone who a dog has gone for.

2. Find someone who was brought up in a different city from where they live now.

3. Find someone who has put out a fire.

4. Find someone who has chatted someone up in the last month.

5. Find someone who hasn't done up all their buttons.

6. Find someone who takes after their mother.

7. Find someone who doesn't get on with a member of their family.

8. Find someone who would jump at the idea of going on a rollercoaster.

9. Find someone whose has been broken into.

10. Find someone who has never looked after children.

Phrasal Verbs with “TAKE” - Find Someone Who

Instructions

Students mingle in order to fill in the names of at least one person for each statement. The

winner is the student who collects the most names.

Activity

1. Find someone who takes after his or her mother.

2. Find someone who hasn't taken in exactly what they should be doing in this game.

4. Find someone who can take off a famous person.

5. Find someone who has taken up a new sport or hobby in the last year.

6. Find someone who has never taken off in a plane.

7. Find someone who you can take in. (Think of a plausible story!).

8. Find someone whose English has really taken off in the last year.

9. Find someone who was taken on by a business or company in the last year.

10. Find someone who you took to immediately, the first time you met him or her.

Phrasal Verbs with “BE” - Find Someone Who

Instructions

Students mingle in order to fill in the names of at least one person for each statement. The

winner is the student who collects the most names.

Activity

1. Find someone who would give a stranger money if they said they were down to their last £1.

2. Find someone who has an electrical appliance that is beyond repair at home.

3. Find someone who was up the latest last night.

4. Find someone who is into the paranormal.

5. Find someone who sometimes says that the drinks are on them when they go down the pub or bar.

6. Find someone who has been down for a promotion or prize.

7. Find someone who is all for national service.

8. Find someone who was down with the cold or flu recently.

9. Find someone who was off school some time last month.

10. Find someone who lives in the country where the political party or leader has been in the

longest.

Phrasal Verbs Nightmare Scenarios with Verb and “UP”.

Instructions

a. Individually, students rank the negative characteristics of a boyfriend or girlfriend from: 1 =

The worst scenario for you to 10 = The least problematic scenario for you.

b. In groups, students compare and justify their choices.

c. Each group should then reach a consensus on the scenarios that they would put in 1st,

2nd, 9th, and 10th positions.

d. Groups should then report back to the class in order to share and justify their choices.

Activity

1 = The worst scenario for you 10 = The least problematic scenario for you.

Nightmare Scenarios Rank

1. You dried up when making an important speech in public.

2. You had to shin up a tall ladder.

3. You had to scoop up a large bug with your bare hand.

4. You are urgently required to cough up a large amount of cash that

you don't have.

5. You split up with your boyfriend or girlfriend.

6. You feel as if you're about to bring up your lunch in public.

7. You organise a party but no one turns up.

8. You are shown up in front of your friends.

9. You are sharing a flat with someone who refuses to tidy up.

10. You are stitched up for something that you didn't do.

Phrasal Verbs Relationships Scenarios with Verb and “OFF”.

1. They always spark off arguments with your friends.

2. They skive off work.

3. They try to palm you off with excuses when they're late.

4. They waltz off with their friends at weekends.

5. They fail to help you frighten off a mugger who threatens you.

6. They sponge off you.

7. They look as if they should be pensioned off.

8. They sometimes call off your dates.

9. They laugh off any criticism you make of their behaviour.

10. They show off.

 

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Counting Calories
Creating Word Problems about Cereal Nutrition

Grades: 6-8, 9-12
Subjects: Health, Mathematics
 Overview of Lesson Plan: In this lesson, students evaluate the health of breakfast foods. They work in pairs to create and solve word problems using cereal nutrition data. For homework, they solve additional problems formulated in class and write short essays commenting on what they have learned.
 

Suggested Time Allowance: 1 hour

Objectives:
Students will:
1. Learn about whole grains and their contribution to good health.
2. Analyze cereal makers' efforts to add whole grains to their products by reading and discussing the article "Selling Wholesomeness in the Breakfast Bowl."
3. Create and solve word problems using cereal nutrition data and/or data from the article.
4. Solve additional word problems created in class and summarize their learning.
 

Resources / Materials:
-pencils/pens
-paper/slips of paper
-classroom board
- the book

Background:
For more information on Whole Grains, visit the official Web site of the Whole Grains Council: http://www.wholegrainscouncil.org/.

Activities / Procedures:
1. WARM-UP/DO NOW: Students respond to the prompt (written on the board prior to class: "Answer the following questions in your journal: Make a list of foods that people in the United States generally eat for breakfast, then rate their healthiness, in your opinion, on a scale of one to five (least healthy to most healthy). Explain each rating with one sentence. Then add a few sentences answering these questions: What do you usually eat for breakfast? How important is it to you, and to your parents, that your breakfast be healthy?"

After a few minutes, allow students to share their ideas, and record them on the board. Introduce students to the topics discussed in the article by defining whole grains and fiber. Whole grains (or foods made from them) possess all the nutrients originally contained in the entire grain seed. Whole grains are one source of fiber, which is a carbohydrate that cannot be digested. Examples of whole grains include: amaranth, barley, brown rice, buckwheat, bulgur, corn, millet, oatmeal and whole oats, popcorn, whole rye and wild rice. Explain to students that whole grains enhance health by reducing the risk of heart disease, cancer, diabetes and obesity; fiber itself does the same, reducing the risk of heart disease, diabetes and other conditions.

2. As a class, read and discuss the lesson, focusing on the following questions:
a. What has General Mills recently added to its breakfast cereals?
b. How has the fiber content of the cereals changed?
c. When did white flour first become popular?
d. How does the process of refining grains affect their "vitamin, mineral and fiber content"?
e. What is often "added back" to cereals containing refined grains?
f. Is fiber added back?
g. What did the federal dietary guidelines recently suggest about whole grain consumption?
h. How many of the company's 52 cereals now possess the same level of fiber they had before?
i. How many cereals still have no fiber?
j. What is a "true whole grain product," according to the Whole Grains Council Web site?
k. What is the General Mills cereal with the most fiber in one serving? What is its fiber content?
l. Which "micronutrients" and minerals do new versions of General Mills's cereals contain?
m. How will these additions affect health?
n. Is cereal that contains whole grains automatically a health food, according to Bonnie Liebman, the director of nutrition at the Center for Science in the Public Interest?
o. Which has more fiber: whole wheat and oats or brown rice?
p. What is the relationship between the amount of grains and fiber in a "ready-to-eat cereal" and the amount of sugar?
q. How does Dr. Barbara Schneeman, the director of nutrition products, labeling and dietary supplements at the Food and Drug Administration, suggest people should evaluate their food's fiber content?
r. How much fiber do federal dietary guidelines recommend that women and men consume per day?
s. What does General Mills call a "good source" of whole grains?
t. What does General Mills call an "excellent source" of whole grains?
u. What standard has General Mills asked the Food and Drug Administration to create?

3. Tell your students to imagine that the Whole Grain Council has decided to sponsor a contest to inform school children about the benefit of Whole Grains, and that they have invited them (the class) to help design the contest.

Instruct students that they will work in pairs to complete a two-part special project in which they create and solve word problems using the data drawn from the article or from cereal boxes. Suggest that as part of the imaginary educational initiative, the Council plans to compile the problems into a quiz and distribute the quiz to math teachers across the country, offering an appropriate prize to schoolchildren who successfully complete it.

Ask your class to work together to name and briefly describe two to four characters that will appear in all word problems. Then introduce a sample word problem (created earlier to reflect the level of your students) to make sure students understand how to complete Part One of the project (see below).

Example: One box of brand name X cereal contains 12 servings of 3/4 cups of cereal. Each serving contains 2 gram of fat. Martin consumes 2 grams of fat more than Leah consumes grams of sugar. Leah consumes twice as many grams of sugar as Philip consumes in fiber. The number of grams of fiber that Philip consumes is 1/10 in value to the number of calories that Jennifer consumes each breakfast. Jennifer consumes 100 calories. How many cups of cereal does Martin, who is training for a marathon, eat each morning? According to the data included in the article, is Philip consuming a healthy amount of fiber?

PART ONE
Arrange students in a circle and divide them into pairs. Provide each pair with two slips of paper and a handout (created prior to class) that lists nutrition information for five different kinds of cereals (multiple brand information is available at the independent Web site http://www.lavasurfer.com/cereal-usda.html). Instruct them to create two word problems using some or all of the characters created at the beginning of class and the data from the handout and/or the article. Each word problem should contain two questions, one purely mathematical and the other (see last sentence of the example) designed to encourage problem solvers to contemplate the "healthiness" of foods (in terms of whole grains and/or fiber). They should then write the final version of each problem on side A of one slip and its solution on side B of the same slip. Students should then hand in one problem to the teacher and retain the other.

PART TWO
After each pair has created two word problems and given one to the teacher, ask them to pass their remaining problem to the pair next to them. Pairs should then work together to solve the problem they receive, not checking the solution on the back until they have completed the problem themselves.

Meanwhile, check (and, if necessary, revise) the problems passed into you (the teacher). Then copy them onto a single sheet to create the homework assignment, photocopy them it and distribute copies to the class. At the end of the period, bring the class back together to take questions and/or solve one or two of the problems passed around to make sure everyone understands how to solve them.

If time allows, give the class the chance to suggest appropriate prizes for the "contest" and vote to choose a winning pair, on the basis of best word problem.

4. WRAP-UP/HOMEWORK: For homework, students complete all assigned problems except for those they themselves created and those they solved in class. On finishing the problems, students should write a paragraph summarizing what they have learned about a healthy diet from creating and completing the problems, and how they might personally apply their new knowledge.

Further Questions for Discussion:
-Are cereals actually getting healthier or is the increase in "whole grains" purely a marketing strategy?
-If given the options of whole wheat or white when choosing a tortilla, pita, sandwich bread or rice, which do you choose? Why? Do you feel strongly about the choice? Why?
-Do you consider yourself "health conscious"? Why or why not? How much does health consciousness influence your choice of foods on a daily basis? If not, do you feel you will care about it more when you are older? Why or why not?
-What does "truth in advertising" mean to you? Do you think it is important? Why or why not?
-Do you think young people know enough about nutrition? Why or why not? What is the most effective way for them to learn more?

Evaluation / Assessment:
Students will be evaluated based on participation in the initial task and subsequent class discussion, contribution to developing and solving the word problems, and accurate completion of additional word problems accompanied by thoughtful reflection.

Vocabulary:
nutritionists, reservation, fiber, lineup, fortified, boost, dietary, consumed, gram, reformulation, standards, consumption, micronutrients, antioxidants, phytochemicals, selenium, chronium, diabetes, chronic, advocacy, synergy, components, absence, disconnect

Extension Activities:
1. Organize and conduct a taste test of whole grain cereals. Ask students which cereals they prefer. Do the cereals they prefer tend to have more sugar? (Warning: Be sure to survey students and others about allergies before allowing them to taste.) Tabulate the results and send them to the companies in question.

2. Create a poster that analyzes the nutritional content of a particular cereal of your choice, including analysis of each ingredient's healthfulness. How many calories should people eat? How much fat? What is the difference between total fat and saturated fat? What are the possible effects of cholesterol and sodium? Answer these and all other relevant questions.

3. Adapt the Nutrition Facts section provided on a box of cereal to suit an activity you do regularly. Evaluate the "nutritional value" of that activity. For example, (one interpretation of) dodge ball: 15% panic, 50% potential humiliation, 15% sweat, 10% pain, 7.5% relief, and 2.5% fun.

4. Research recent popular diet plans (Atkins, South Beach, etc.) and then design your own diet featuring fiber and whole grain consumption. Then write a two-page promotional overview.

Interdisciplinary Connections:
Civics - What is the Food and Drug Administration? What does it oversee? Write an encyclopedia entry about this government agency, including the role it has played in landmark decisions regarding mad cow disease, cigarettes and other major issues.

Fine Arts - Create your own brand of cereal and design the box. Build a three-dimensional prototype of the box you designed, and decorate it to resemble a real cereal box, including an original image on the front and Nutrition Facts on the back or side. Will your cereal be healthy? How will you market it and to whom?

Science - Create a poster in which you represent and explain the process of digestion. How does the body process fiber, sugar, fat and minerals? Use relevant images and text.

Technology - Write a two-page essay in which you analyze the role that technology has played so far in diet and health, and suggest two or three new ways in which it might contribute. Is there a machine that might be invented to help people stay healthier? How might the Internet encourage Web surfers to be more health conscious?

 
 

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Balanced MealsBalanced Meals

 

Grade Level(s): 1, 2

Subject:

  • Health/Nutrition

Description:

As a way to set the stage, the teacher will talk to the students about food. He or she will then ask the students to raise their hands and name their favorite foods. Then he or she will ask them to raise their hands if they like to eat vegetables.

Goals: Besides being a concept that students in second grade must learn according to the Alabama Course of Study, students should learn about balanced meals to promote and provide a healthier generation and society.

Objective(s): When today's lesson is complete the student will:

A.  Name at least two reasons why eating vegetables is important.
B.  Name the five food groups.
C.  Select a balanced meal.
D.  Construct a balanced meal.

Materials:

  • overhead projector

  • poster board

  • markers

  • magazine pictures

  • colored

  • stickers

  • borderette

  • wrapping paper

  • macaroni

  • sentence strips

  • wrapping

  • paper tube

  • tape

  • yarn

  • tacks

  • baskets

  • computer generated pictures of food

  • audio cassette:  Fran Avni Sings Artichokes and Brussel Sprouts

  • cassette player

  • paper plates

  • staples

Procedure:

Presentation I

After the teacher and students discuss their favorite foods and take a poll of who does and does not like to eat vegetables, then the class will read the passage.

Activity A

1. When the reading is over the teacher will ask the students the following questions:

     *What was imost important to eat?
     *What would a student rather eat?
     2. The teacher will inform the students that vegetables are important for growth and development, to make your body healthy, and to help protect against diseases.

3. Students will discuss what other foods are important for a healthy body.

Presentation II

The teacher will then introduce the definition of a balanced meal.  It will be prepared on a sheet of poster board and the students will read it aloud with the teacher, and he or she will help them with the complicated words.

He or she will define balanced meal as: a meal that has enough, but not too much, food from each of the five food groups.  It should include food that gives you the daily amount of vitamins, minerals, fats, proteins, and carbohydrates.

Next, the teacher will present the food pyramid on a transparency.

Activity B

1. The teacher and students will discuss the six components of the food pyramid, and the proportions by explaining the significance of the pyramid formation.

2. They will discuss what daily amounts are, what nutrients each food group provides, and why everyone should eat something from each food group in every meal.

Activity C

The next activity will be to play The Balance Game. The students, as a class, will be given six meals made of paper food, and the students will have to decide if the meal is balanced or not. If it is, then they will be instructed to clap. If it is not, then, they will be instructed to rub their own head. The game is played with a makeshift balance. If the meal is balanced, the balance will not move, but if the meal is not balanced, the balance will be significantly uneven. This is designed to visually show the students what a balanced meal is.

As a second part to The Balance Game, the students and teacher will use the interactive bulletin board titled, Meals on Wheels, to decide if the balanced meals in The Balance Game had the proper daily amounts of nutrients in them.  The names of the food groups on the wheel are written in various colors.  The teacher will then take the corresponding stickers and have the students tell him or her to which category each food item on the meal plate belongs.  He or she will then place a corresponding color sticker on the wheel in the appropriate food group.  Then, the students will add up the amount of stickers in each category and see if they had the daily amounts that they needed to have healthy meals that day.

Concluding the Lesson

The teacher will conclude the lesson by telling students to write down what they eat for dinner that night, and instruct them to come back and report to the class what they ate and if the meal was balanced.

 

Adaptation of Instruction to Diverse Learning Styles, Backgrounds, and Abilities

For the visual learner(s)

The teacher will have transparencies with the words to the Artichokes and Brussel Sprouts song displayed on the overhead projector.  He or she will also have pictures of food and the food guide pyramid for the students to see.

For the auditory learner(s)

The teacher will play the audio recording of the song, Artichokes and Brussel Sprouts.

For the kinesthetic learner(s)

The teacher will have the students respond by clapping and rubbing their heads, instead of verbally giving answers to questions.  Also, the teacher will have the students physically place the foods on the bulletin board.

For a student or students from another culture

The teacher will list various ethnic foods and foods from the student's culture and help them place the food in the correct food group.

For the gifted learner(s)

The teacher will have the child(ren) choose at least one thing about the lesson that he or she likes and write a mock article for the school or class newsletter.  He or she also could find an internet site on the World Wide Web for the class to talk about and view.

Assessment:

Student Assessment

  1. The students will be divided into three groups.  Each group will have a different meal (Breakfast, Lunch, and Dinner).

  2. They will be given a bag containing pictures of food.

  3. They are to take the food and form a balanced meal.

  4. When everyone is finished, each group will select a leader that will come up to the bulletin board and put the contents of the meal in the appropriate food pyramid position.

  5. Then the leader will do as the teacher did earlier and place the corresponding stickers in the categories as the students tell him or her where to place them.

Teacher self-evaluation

The teacher will observe the students at lunch time to see if they are selecting the correct foods from the school lunch line or bringing the proper food from home.

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HEALTHY LIFESTYLE

Grade Level:

1st, 2nd secondary grades

Description:

This lesson aims to engage visual learners and to encourage students to apply a successful public health program to their own lives., students create materials to inform others about and persuade them to improve their health with 30 minutes of daily physical activity.
 Time Needed: Two 30-minute periods

Download a PDF of this Lesson Plan

Learning Outcomes:

Students will be able to:

·         Identify at least three different physical activities they can do for 30 minutes a day.

·         Write and/or illustrate a message that promotes the importance of 30 minutes of daily physical activity

Materials:

·         Chalkboard and/or flip chart and markers

·         Colored markers or crayons

·         Magazines and scissors

·         Construction paper for posters

·         Tape or glue (for display of the physical activity posters created by the class)

Lesson Procedures:

Think-Pair-Share warm up

1.     Write down the following two questions on the board or flip chart to assess students' knowledge and assumptions about the relationship between physical activities and health:

a.     List three things you do that help you stay healthy.

b.     How do these things keep you healthy?

2.     Have students work in pairs to answer the two questions on the board or flip chart

3.     Ask pairs to share their answers and record student responses—e.g., healthy eating habits, exercising, playing outside, walking, resting, sleeping, etc.

4.     hart along with the questions.

Group work

1.     Tell students that they will follow up with their own ideas about how to help themselves and others stay healthy with 30 minutes of daily physical activity.

2.     Have students work in groups of 3-4 students to create an advertisement or a poster promoting an active and healthy lifestyle. Refer to the Agita São Paulo visual materials and review key elements that each advertisement or poster should include: main message and four different physical activities that support the message.

3.     While students are working in small groups, walk around and provide feedback and correct any misconceptions.

Individual writing work

4.     Have each student write a paragraph to be placed next to his or her group's advertisement or poster. Inform students that the paragraph should consist of 5-7 sentences that include the following elements:

a.     Provide one or more reasons for everyone to be physically active for at least 30 minutes every day.

b.     Suggest two or more ways to stay active and healthy.

Gallery walk

5.     Display groups' advertisements/posters with students' writings around the classroom or hallway and have students walk around to view and discuss students' works.

Optional Lesson: If doing this lesson in conjunction with a physical education class or if you want to involve physical activities in this lesson, below is an optional lesson that actually gets students doing Create stations (for example six stations that are each five minutes long = 30 minutes) where there is a different activity at each station.

1.     Have the students get into as many groups as there are stations—e.g., six groups if doing six different stations-and place each group at a different station.

2.     Stations could include: hopscotch, leapfrog, catch, jump rope, kicking a soccer ball around, hula hoop, or dancing (with a radio on). [This can be done inside a gym or outside on a playground.]

3.     Put on some music, so that the students have an idea that exercising can be fun and not boring.

4.     Have the groups rotate through each station, changing every five minutes.

5.     This exercise/lesson gives students an idea of the variety of activities they can choose from in order to exercise 30 minutes a day. This will also show them a connection that they share with students from Brazil and from around the world.

Evaluation:

Lesson 1: Students' writings at the end of the lesson 1 can be used to evaluate students' understanding of the main message and the relationship between physical activity and health.

Lesson 2: Students' posters and writings can be used to evaluate how well students are able to apply the  message to promote health for themselves and others.

 

 

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 MAKING CHOICES ABOUT WHICH FOOD IS BETTER

Objectives:  To help students to apply knowledge of the food pyramid to their own food choices.  To help students analyze their own food purchases.  To empower students to take control of their own health and nutritional needs.

Materials:  Poster or large picture of the food pyramid.  Software to print pictures of food or cut out pictures of food from periodicals and glue on paper.  On the top of each card write "Which of these is better for you . . . ."  Make up cards with the following comparisons:
- soda vs. juice
- fruit drink vs. fruit juice
- whole mile vs. skim milk
- one-percent vs. two-percent milk
- egg & bacon on muffin vs. cereal with milk and juice
- regular coffee vs. decaf.
- coffee vs. fruit juice
- canned vegetables vs. raw
- soda vs. mineral water
- French fries vs. baked potato
- hot dog vs. turkey sandwich
- ice cream vs. frozen yogurt
- ham vs. turkey
- red meat vs. fish
- donut vs. whole wheat bread
- hamburger vs. bean & cheese enchilada
- apple pie vs. fresh apple
- cookies vs. pretzel
- onion rings vs. popcorn
- potato chips vs. celery with peanut butter
- brown bread vs. white bread
- etc., etc.

Procedure:
1)  Review food pyramid.  Remind students that it's best to eat more breads, vegetables, and fruits.  Eat comparatively lesser amounts of dairy products and proteins.  List some items from the fats and sweets group which are not necessary for a balanced diet.
2)  Hold up each card and use it as a discussion starter.  For example, discuss the merits of pretzels having less fat (usually) but more salt than cookies. 
3) Review the food pyramid.

 

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THE COOKING CLASS GAME
 

Objectives:  To empower students to teach each other about food handling safety, nutrition, and basic
hygiene.  Also gives students a chance to work on counting and reading skills.   To give people a chance to
interact socially playing a game, to empower students that they already know a lot about nutrition and
cooking.
 

Materials:  Cut a piece of square colored posterboard (22 inches by 22 inches) to make a game board.  Cut
out sixteen different colored pieces of paper (3 inches by 3 inches each) and glue them on the outside
edges of game board.  You may want to laminate the game board so it lasts longer.   You can write the
following on some of the squares on the board:  safety zone, drink too much caffeine--space out--lose a
turn, eat a healthy low-fat meal-take another turn, etc.  You also need a die (or dice), some place markers
(plastic figurines from the toy store work well).  Make up a set of cards with the following questions:
 

- From what food group should we eat the most?
- Show us how to properly set the table.
- Where should you put your dirty dishes?
- What should you do with your coffee cups after using them at breaktime?
- If you open a jar of mayonnaise and it's green on top, what should you do with it?
- If you taste some sauce with a spoon should you put the spoon back in the pot to stir it?  Why or why not?
- Should you turn on the stove and leave the kitchen?  Why or why not?
- If a loud buzzer(bell) goes off in this room what would you do?
- If you open a sack of flour and there are worms in there, what should you do?
- You are eating a sandwich and it accidentally falls on the floor.  Should you pick it up and eat it?  Why
or why not?
- You are eating lunch.  The person next to you starts coughing and wheezing.   Both of their hands are on
their neck and they cannot talk right now.  What should you do?
- Show how to measure 1 cup of water.
- If you open a container in the refrigerator and it smells like rotting garbage what should you do?
- If you have to cough while in the kitchen what should you do?
- How would a person feel if all they ate were chocolate bars?
- List 3 foods that are fattening.
- List 3 foods that are good for you.
- How should pot handles be facing when left on the stove?
- Should you wash the floor with the same sponge as you use to wash dishes?  Why or why not?
- A young child has gotten under the sink and drunk some bleach.  What should you do?
- If you cut your finger with a knife what would you do?
- Before you start to cook what should you do to your hands?  Why?
- Is it okay to eat pine cones?  Why or why not?
- Should we eat cigarette butts?  Why or why not?
- Which is healthier according to the Food Pyramid?  Fruit Juice or fruit drink?
- Which is better for you?  A soda or a juice?
- Is water good for your body?  Why or why not?
- What happens if you drink too much water at one time?
- How can a person tell how much fat a product contains?
- How do you use a napkin?  Why?
- What if you need to burp while eating?
- List two things you can do that are examples of good manners.
 

Procedure:  Tell students that we are going to play a game about cooking class and nutrition.  Each person
chooses a marker and places it anywhere on the board.  Choose one person to go first and have them
throw the die and move that number of spaces.  If they land on a safety square then they can explain one
safety rule in the kitchen (have them sign or point if they are non-verbal).  If they land on a blank square
then they should pick up a game card and read it to the class (or the teacher can read it if necessary). 
Have student answer question or if they can't ask someone else.  Teacher should give lots of positive
reinforcement for right answers.  Use the game as a discussion starter about nutrition and eating well. 
This game also can help teacher check on student's counting and reading skills.  You can also have
students make up their own questions about cooking/nutrition -- keep a stack of blank 3 by 5 cards for this
purpose.
 

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Have to / Don't Have to Must and Mustn't

Many students often confuse the usage of the modals 'must' and 'have to'. While meaning is generally maintained in incorrect usage in the positive forms, a mix-up in the negative forms can cause confusion. This lesson uses daily routines and an interviewing game to help students master these important modal forms.

Aim: Learn the modal forms 'have to' and 'must'

Activity: Grammar introduction/review, talking about daily routines and interview game

Level: Lower levels

Outline:

  • Ask students to talk about their daily routines. Have them make a list of five things that they have to do every day.
  • Introduce the grammar by having the students take a look at the grammar sheet below.
  • Discuss the differences between 'have to' and 'must' in the positive form. Make sure to point out that 'have to' is used for daily routines while 'must' is used for strong personal obligation.
  • Discuss the differences between 'don't have to' and 'mustn't'. Make sure to stress the idea that 'don't have to' expresses the idea that the person isn't required to do something but may do so if he/she would like while 'mustn't' expresses the idea of prohibition.
  • In order to encourage students to favor the use of 'have to', spend the rest of the lesson focusing on daily responsibilities in the following exercises.
  • Ask students to take out the list they created earlier and re-write the list using 'have to'.
  • Ask students to choose a job from the list provided (you might want to first check that students are familiar with the jobs listed) and think about what a person working in that profession has to do.
  • Once you have given students a chance to think a while, play a variation on the 20 questions game. You can begin by choosing a profession and having students ask you 10 or 15 questions about what you have to do in this job. Questions can only be answered by 'yes', 'no' or 'sometimes'.
  • The student who guesses the name of your profession should be the next to be asked the 15 questions. Another variation on this game is for students to play the game in pairs.

Have to - Must

Study the Use of 'Have to' and 'Must' in the Chart Below

Must / Have To - Mustn't / Not Have To

Listed below are examples and uses of must / have to / mustn't / not have to

Examples Usage
We have to get up early.
She had to work hard yesterday.
They will have to arrive early.
Does he have to go?		 Use 'have to' in the past, present and future to express responsibility or necessity. NOTE: 'have to' is conjugated as a regular verb and therefore requires an auxillary verb in the question form or negative.
I must finish this work before I leave.
Must you work so hard?		 Use 'must' to express something that you or a person feels is necessary. This form is used only in the present and future.
You don't have to arrive before 8.
They didn't have to work so hard.		 The negative form of 'have to' expresses the idea that something is not required. It is however, possible if so desired.
She mustn't use such horrible language.
Tom. You mustn't play with fire.		 The negative form of 'must' expresses the idea that something is prohibitied - this form is very different in meaning than the negative of 'have to'!
Did the have to leave so early?

He had to stay overnight in Dallas.

 IMPORTANT: The past form of 'have to' and 'must' is 'had to'. Must does not exist in the past.

Choose a profession from the list below and think about what a person doing that job has to do every day.

Professions and Jobs - What do they have to do?

accountant actor air steward
architect assistant author
baker builder businessman / businesswoman / executive
butcher chef civil servant
clerk computer operator / programmer cook
dentist doctor driver bus / taxi / train driver
garbageman (refuse collector) electrician engineer
farmer hairdresser journalist
judge lawyer manager
musician nurse photographer
pilot plumber police officer
politician receptionist sailor
salesman / saleswoman /salesperson scientist secretary
soldier teacher telephone operator
 

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Bonfire Night

Theme: Bonfire Night in the UK
Lexical area: Festivals

Instructions for language assistants in Italics

Classroom materials

Introduction
November 5th 2005 marks the 400th anniversary of the famous Gunpowder Plot when Guy Fawkes and his conspirators attempted to blow up the Houses of Parliament in London. Bonfire Night is celebrated throughout Britain on the evening of the 5th of November with firework displays.  As a language assistant you can really bring this class to life by adding your own experiences of how you’ve spent Bonfire Nights in the UK.

Task 1 is to find out how much your students already know about Bonfire Night and to look at the important vocabulary. Task 2 is a jigsaw reading about the history of the Gunpowder Plot. Task 3 asks students to talk about similar festivals in their own country and Task 4 gives students the opportunity to talk about winter food and design a Bonfire Night menu. Task 5 is a pronunciation task based on a traditional rhyme and Task 6 looks at firework safety.

1. Bonfire Night
 Draw a picture on the board of a bonfire with a figure (an effigy of Guy Fawkes) on the top and people standing around with sparklers. Draw the moon and fireworks in the sky. Ask students what the things are and label them – fireworks, moon, bonfire etc.

Write the date at the top – November 5th and ask your students if they know anything about this British festival. If they do, elicit as much as possible and fill in any missing information. If they know nothing about Bonfire Night at all, give a brief and simple explanation, but not too much as they will find out more in Task 2.

Task 1 Bonfire Night
Listen to your teacher and make a note of any new vocabulary.

2. Guy Fawkes jigsaw reading
 Depending on the level of your group, decide how much of the vocabulary to pre- teach. Make sure all students know the meaning of the following, before they begin the reading: blow up, a plot, gunpowder,

The Houses of Parliament.

This is a simple information gap activity. Cut up the text and put students into pairs. Make one student in each pair A and the other B. Give out the corresponding texts. Student A has four bits of information missing from the first paragraph and student B has four bits missing from the second paragraph. They must read their text and ask each other questions to complete the missing information. Make sure they don’t just look at each others’ papers to get the answers! This defeats the object of them asking each other questions and makes it far too easy. They will probably all try to do this so demonstrate the activity beforehand using a book or folder to create a barrier between the two students.  

Task 2 Guy Fawkes jigsaw reading
Work in pairs, A and B. You are going to read about the history of Bonfire Night. Ask your partner questions to find the missing information.

Example

  • A- “When did the men make the plot?”
  • B – “In November 1605”
  • B- “When do people remember the attempt?”
  • A – “On November 5th.”

A - In ____________________ a group of men decided to make a plot to blow up the Houses of Parliament in London. The men were angry about the way the Catholic people were being treated in England. At this time the King of England was __________________. The plot is known as the ‘Gunpowder Plot’ and the leader of the plot was called ________________. The men put 36 barrels of gunpowder in the Houses of Parliament and they waited for the King to open Parliament. Guy Fawkes was the man who was going to light the gunpowder and cause the explosion. However, __________ found the gunpowder before it could be exploded and they caught all the men involved in the plot. The men were tortured and killed.

On November 5th British people remember the spectacular attempt to blow up the Houses of Parliament by celebrating ‘Bonfire Night’. All over Britain there are firework displays and bonfires with models of Guy Fawkes which are burned on the fire. It’s normally quite cold on Bonfire Night so people wear warm clothes, hats, scarves and gloves to spend the evening outside. Traditional Bonfire Night food is jacket potatoes and toffee apples. This year is the 400th anniversary of the Gunpowder Plot and there are special events being held in London to remember the events of 1605.

B - In November 1605 a group of men decided to make a plot to blow up the Houses of Parliament in London. The men were angry about the way the Catholic people were being treated in England. At this time the King of England was James the first. The plot is known as the ‘Gunpowder Plot’ and the leader of the plot was called Guy Fawkes. The men put 36 barrels of gunpowder in the Houses of Parliament and they waited for the King to open Parliament. Guy Fawkes was the man who was going to light the gunpowder and cause the explosion. However, police found the gunpowder before it could be exploded and they caught all the men involved in the plot. The men were tortured and killed.

On _____________ British people remember the spectacular attempt to blow up the Houses of Parliament by celebrating ‘Bonfire Night’. All over Britain there are ___________ displays and bonfires with models of Guy Fawkes which are burned on the fire. It’s normally quite cold on Bonfire Night so people wear warm clothes, hats, scarves and gloves to spend the evening outside. Traditional Bonfire Night food is ________________ and toffee apples. This year is the ______ anniversary of the Gunpowder Plot and there are special events being held in London to remember the events of 1605.

3. Discussion questions
 These questions are to follow on from task two. If you haven’t done task two, but have explained the events of Bonfire night in another way, you could still use the questions as a starting point for talking about similar/other festivals in the students’ country. Put students into small groups or discuss the questions as a whole group if your class isn’t too big.

Task 3 Discussion questions
Discuss these questions in your group.

  • Which festivals in your country remember historical events?
  • Do you have any festivals that are similar to Bonfire Night in your country?
  • When do you have firework displays in your country?
  • Do you think you would like Bonfire Night? Why/ why not?
  • Do you think festivals are a good way to remember historical events?

4. Bonfire night food
 Try to remember if there was any typical food you would eat on Bonfire Night. Soups, jacket potatoes, burgers, toffee apples? Tell students that food for Bonfire Night has to be hot and you have to be able to eat it outside, sometimes standing up as you watch the firework display. Think of some ideas together and ask students to think up a menu for Bonfire Night.

If they need a structure, get them to think of one type of soup, a jacket potato filling and something sweet that they would like to eat on a cold, winter evening.

Task 4 Bonfire night food
You are going to think of some food to eat on Bonfire Night as you are watching a firework display. The food should be hot and tasty. What would you like to eat? Write your menu here:

                                                                 

                                                         

                             

5. Remember Remember the Fifth of November
 This is a pronunciation activity. Depending on what problems your students have with individual sounds or intonation you can adapt the task to their needs. You say a line and get the students to repeat the same line. Gradually build it up until they say the whole rhyme all together. You may feel a bit nervous about doing this type of ‘choral drilling’ at the beginning, but lots of students do appreciate the chance to practise their pronunciation in this way and it can be quite fun.

Task 5 Remember Remember the Fifth of November
This is a popular rhyme about the fifth of November. Listen to your teacher saying each line and then repeat. Try to copy their pronunciation.

Remember remember the fifth of November,

Gunpowder, treason and plot.

I see no reason why gunpowder, treason

Should ever be forgot...

6. Firework Safety
 This is a group task and would be suitable for lower levels and/or younger students. Tell students that before Bonfire Night in the UK there is always a campaign to ask people to use fireworks safely. This year a new law is being introduced in the UK to completely ban the use of fireworks to everyone under the age of 18. This may be a shock for some of your students who are used to having access to fireworks from an early age, as is the case in Spain for example.  For more information about the new ban, check out:

This activity asks students to think about firework safety and to design a poster for children to keep them safe on Bonfire Night – or at any festival that uses fireworks. Brainstorm a few ideas with the group about firework safety, such as keeping pets indoors and not returning to a lit firework that hasn’t gone off etc. Then ask the groups to design a poster to encourage firework safety.

Task 6 Firework Safety
In the UK there is a new law to ban everyone under the age of 18 from buying fireworks and carrying fireworks in public places.

  • How old do you have to be to buy fireworks in your country?
  • Do you think the British law is too strict?

Work in groups and design a poster to encourage young people to keep safe when they’re using fireworks.

Internet links
 http://www.bbc.co.uk/food/news_and_events/events_bonfirenight.shtml This site has bonfire night food ideas.
http://www.woodlands-junior.kent.sch.uk/customs/Guy.html This site has basic information.
http://www.bbc.co.uk/dna/h2g2/A199488 This site has simple information about the history of Guy Fawkes.
http://www.bbc.co.uk/history/games/gunpowder/index.shtml This site has a Gunpowder Plot game.
http://www.bbc.co.uk/history/state/monarchs_leaders/gunpowder_robinson_01.shtml# This site has the full history of the gunpowder plot

 

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