Αγγλικά - Προχωρημένοι (Β Γυμνασίου): Ηλεκτρονικό Βιβλίο

UNIT 6

HEALTHY LIVING

1.	What would a ‘Green Week’ at school be like? Listen to some students talk about their ‘Green Week’ and complete the tree below with the activities they did on each day.

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2.	Which of the activities in the tree do you find most interesting? Which of them could you do at your school?

In this Unit you will:

read about school canteens, ‘green’ vehicles and
‘green’ schools
talk about healthy eating habits, fitness and ecology
listen to students talk about how they saved energy
in their school
write an e-mail to a friend and a haiku
make a questionnaire
do a project to make your school ‘greener’

At the end of this Unit, you should be able to:

talk about possible future situations and
imaginary situations in the present
ask for, give and accept advice
express result and purpose
talk about the results of a survey

LESSON 16 • YOU ARE WHAT YOU EAT

Magazine: Food (2)

Lesson 16

A food project

1.1

Children from a High school in Melbourne, Australia, are taking part in a ‘Healthy Living’ project.
One of the groups is working on the kinds of food European teenagers eat and has asked your
school for help. Read the survey below about Greek students’ eating habits at school and
complete the table.

Most popular choices	Least popular choices	What canteens are allowed to sell

Which of these choices are healthy in your opinion? Which are not? Discuss.

1.2	Talk about your school:

What do you usually eat during school breaks?
Does your school canteen offer a variety of snacks to choose from?

UNIT 6

LESSON 16 • YOU ARE WHAT YOU EAT

School lunches around the world

2.1	BBC takes a look at what students from other countries eat during their lunch breaks. Listen to the radio programme and fill in the missing information in the boxes below.

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1)………………… school lunch

Open sandwich
2)………………
Yoghurt or fruit

UKRAINIAN school lunch

Borscht 3)…………… and mashed potatoes
Sausage or
4)…………………… or syrki

5)………………… school lunch

Burger and chips
Fizzy drink
6)………………………………

FRENCH school lunch

Grapefruit starter
7)……………… and green beans
8)……………… and rice pudding

From: BBC NEWS ‘Education - School dinners around the world’

2.2	Which of the foods above are healthy and which are not? Discuss and complete the table below. Is what you eat similar to what students from the above countries eat?

COUNTRY	HEALTHY FOOD	UNHEALTHY FOOD

2.3	What factors affect people’s eating habits?

UNIT 6

LESSON 16 • YOU ARE WHAT YOU EAT

‘Feed me better’

3.1	On the radio programme you have just listened to, the speaker refers to the celebrity British chef Jamie Oliver and his ‘Feed me Better’ campaign. What do you think his campaign was about? Was it successful? Read the text below to find out.

Nowadays, junk food dominates school menus. Children

are not getting the right nutrients to help them grow,

concentrate at school and stay healthy in adult life.

Scientists stress that if children do not have a balanced diet

they have behavioural and health problems.

In February 2005, Jamie Oliver, concerned with the poor

nutritional value of the food served up in schools, decided

not to put up with it any longer. He launched the ‘Feed Me

Better’ campaign, which would try to improve school food

in Britain. He presented a 4-part series on TV called “School

Dinners”.

Jamie worked with the dinner ladies at Kidsgrove

School, Greenwich, to provide better meals at a cost of 37p

per child. It was very hard work. The dinner ladies and

Jamie did not agree. The kids cried and parents slipped

burgers to them through the school gates. By the end of the

show though, Jamie proved that schools can offer fresh,

nutritious meals like pasta, vegetables and soups that kids

enjoy eating. However, what was really needed was more

money from the government. So, Jamie wrote his ‘Feed Me

Better’ manifesto with the top five things which the

government needed to change, and put it on the Internet.

Jamie's 5-step manifesto

Εικόνα

Suddenly, up and down the country, parents and

children were sharing Jamie’s disgust at the state of school

dinners. The headlines in the papers were deafening. Jamie

was on the front pages of all the papers: The Guardian, the

London Evening Standard, The Daily Mail.

Four days after the broadcast of the last episode, Jamie

delivered his petition of 271,677 signatures to the Prime

Minister at 10 Downing Street, who thanked Jamie for his

remarkable work and announced that the government

would take immediate action over school meals.

Εικόνα

School kitchens would be rebuilt, dinner ladies trained,

parents would become involved. All this would be supported

by a í280 million funding package. The average cost per

meal was almost doubled.

Jamie ended by saying: “If we follow a healthy diet and

take regular exercise, our kids will be healthy adults. What

came out today will make a difference to every kid in this

country”.

Εικόνα

Adapted from: www.feedmebetter.com

Which of these choices are healthy in your opinion? Which are not? Discuss.

1.2	Talk about your school:

What do you usually eat during school breaks?
Does your school canteen offer a variety of snacks to choose from?

UNIT 6

LESSON 16 • YOU ARE WHAT YOU EAT

3.2	Put the following sentences in chronological order. Then use them to write a summary of Jamie’s campaign.

……… a. Jamie started a campaign and presented a TV series.
……… b. The website petition hit 270,000.
……… c. Jamie met the Prime Minister.
……… d. The government gave money.
……… e. Jamie wrote his manifesto and put it on the web.
… 1 … f. Jamie was worried about the poor quality of food at schools.
……… g. In the beginning, parents and kids were against his effort.
……… h. People from all over Britain supported him.

3.3	How would you promote a ‘healthy eating’ campaign in your school? Work in pairs to make a list of ideas.

3.4	Work in groups. Find detailed information in your Home Economics book or other sources about how your diet during adolescence can affect your health in later life. Use a diagram from pages 161-162 to organise your information and present it to your classmates.

3.5	Mini project: Questionnaire

Your teacher has asked you to prepare a ‘Health and Fitness’ questionnaire to investigate the eating
and exercise habits of the students in your school.

Step 1:	Work as a class to generate a list of questions for the survey.
	e.g. Question 1:
	What is the most important meal of the day?
	a. breakfast	b.lunch	c.dinner

Step 2:	Edit and print the questionnaire.
Step 3:	Visit other classes to conduct the survey. Try to visit as many classes as possible, because the more data you have, the more accurate your results will be.
Step 4:	When the survey is complete, make a bar graph or a pie chart with the results. Your Maths or IT teacher can help.
Step 5:	Discuss the results in class. Do the students in your school have good or bad eating and exercise habits? Why?
Step 6:	Inform other classes about the results of your survey. If these results show bad eating and exercise habits, you might want to do something about it. Look at the Unit Project (page 118) for ideas.

UNIT 6

LESSON 16 • YOU ARE WHAT YOU EAT

Language focus

4.1	Read the examples and complete the rules.

We form ‘Type 0’ conditional with: If + ……………, …………..

We form ‘Type 1’ conditional with:
If + ……………, ………………… / ……………… / …………………

4.2	Which type do we use to talk about:	a. something that is always true	……
		b. a possible future situation	……	Grammar Reference, p. 173-174

Talking about food

5.1

Look at the prompts below and make sentences, using ‘Type 0’ or ‘Type 1’ conditionals.

e.g. exercise a lot / eat as much as you like
If you exercise a lot, you can eat as much as you like.

1. not eat fish or meat / be a vegetarian
2. skip meals / not lose weight
3. the label of product say “low fat” / be a good choice
4. take vitamins / not have to worry about eating fruit and vegetables
5. allergic to milk / not eat dairy products

5.2	Which of the above are food ‘myths’ and which are food ‘facts’? Justify your answers.

UNIT 6

LESSON 16 • YOU ARE WHAT YOU EAT

Thinking about your health

6.1	Look at ‘The MedEATerranean plate’ and answer the questions. What are the characteristics of the Mediterranean diet? Why do you think it is considered healthy?

6.2

A healthy diet and regular exercise contribute to our good health. Make a list of everything you
eat and the activities you do in one day. Then look at your Home Economics book, calculate
approximately how many calories you consume and how many you burn, and estimate whether
there is a balance between the two considering your size and age.

	Food	Calories consumed	Activities	Calories burnt
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday

6.3	What steps should someone take if there is no balance between the calories they consume and the calories they burn? Write down some suggestions.

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UNIT 6

LESSON 16 • YOU ARE WHAT YOU EAT

Writing an e-mail

7.1	This is an e-mail you have received from a friend. Read it and answer the questions. Compare your answers with your partner’s.

Who is sending this message?
………………
Who is this message for? ……………..
What is this person’s problem?
………………………………………………
………………………………………………
What does he want to do?
……………………………………………
Why did this person choose to write
an e-mail instead of a letter?
………………………………………………
………………………………………………

Hey there!
You know, I often eat a lot of junk food, I hardly get any exercise and this
year I’ve put on a lot of weight. I want to be fit but I don’t know what to
do. What do you think I should do? I went to a doctor and he gave me
two lists of food. The first was ‘Forbidden foods’. It had about fifty things
in it, forty-nine of which I love. The second list was ‘Permitted foods’. It
had about ten things in it and each one is … Yuck! I really need your help!

Love,
Matthew

7.2	You want to help Matthew with his problem. Here is a leaflet with information on eating well. Go through it carefully and underline 2 or 3 pieces of advice that you want to give Matthew. You can also get useful ideas from your Physical Education Book to help Matthew start exercising.

USEFUL TIPS

Use an appropriate greeting and
ending. (Hi, Hello, Hey, Dear + first
name / Love, Best wishes+ first name)
Start a new paragraph to write about a new
topic.
Write short sentences.
Finish the e-mail with set phrases like: Talk
to you soon, See you soon, Keep in touch,
Write soon.
When we write e-mails to a friend we can
use abbreviations like:

AFAIK
BFN
CUL8R
HAND
HTH
KIT
PCM
RUOK
WU
X
2DAY
BW

as far as I know
bye for now
see you later
have a nice day
hope this helps
keep in touch
please call me
are you okay?
what’s up?
kiss
today
best wishes

7.3

Write an e-mail to Matthew, giving him advice and encouragement.

UNIT 6