01-UNIT

Our goal is excellent pronunciation, fluent oral and writing expressions. In the whole prepare them for their biology bilingual class in their last grade. The English teacher has to introduce main points such as NUTRITIENS // (macro and micro //), FOOD PYRAMID // (energy/ calories/BMR), // BALANCE DIET // (optimum diet: right amount of energy/calories), // FOOD AND PRESRVATION // (3 different types of preservation: drying, /refrigeration/freezing), // FOOD TECHNOLOGY // (personal hygiene, clothes, hygiene of working place), // NEW WAYS OF OBTAINING FOOD // (agriculture techniques: greenhouse/pesticides, intensive farming: feeding and selection of breed, fish factory //). Afterwards the students should express their opinion which is based on their daily life experience or science/geography previous knowledge. The students have to know all the main causes of nutrition disorders. The students have to speak fluently as well as make suggestions. They analyze their own eating habits and form suggestions to improve them. As an English teacher I want the students to make questions (e.g. How can we improve our eating habits? / What should the people avoid?, etc.), suggestions (e.g. I strongly recommend … / I suggest … ), generalisation and sentence connections grammatically well. This topic is great back round for this kind of grammar items, because always causes a lot of polemics in the classroom. English teacher target is to allow the students communicate in science/geography classroom without problems. It means to speak, listen, read and write properly. English and Science/Geography teacher cooperation is necessary. Final task of this unit is an oral presentation of their own scheme of a BALANCE DIET (using Power Point) and as the task sequence is the opinion essay (120 words) about the impact of modern lifestyle to eating habits. The essay should include new unit grammar and vocabulary.
 * ** About the unit/ Where this unit fits ** ||
 * This unit introduces a topic ** NUTRITION AND HEALTH ** (level FCE). The purpose of this unit is to introduce new topic. The students should realise the importance of nutrition. They are supposed to classify the main nutrients, analyze their eating habits and food pyramid. Secondary they should be quiet well informed about food technology and preservation. All these items are taught with their __vocabulary__ and __grammar__ (mentioned below).This unit can build on student s previous experience (from science/biology class). They are familiar with (basic) food pyramid, cells, digestion and human body, but the English vocabulary is completely new for them.

The unit counts with previous experience with FCE testing system. All the students are already familiar with the scheme of READING part, LISTENING part, WRITING part and SPEAKING part as well. The students are able to work independently with them, because they know the time limit and all the instructions very well. Is clear that the students are interested in FCE in the future. All the students already know the main rules of writing opinion essay.

** Learning process is focus on: **

- NUTRITION (classify: macro and micro nutrients) and its importance in human life, EATING HABITS (analyze: personal/general), EATING DISORDERS (classify, analyze, give reason: obesity, anorexia, bulimia) NEW WAYS OF OBTAINING FOOD (classify: genetic engineering), FOOD TECHNOLOGY (give reason: importance of hygiene). - Using new **__ vocabulary __** in a speech and writing // (nutrients, calories, Basal Metabolic Rate, additives, preservatives, transgenic, starch, proteins, vitamins, fibre, lipids, carbohydrate, minerals, balance diet, calories). // The students have to use an appropriate upper- intermediate level of vocabulary and be able to form arguments and answer properly. - Using new **__ grammar __** in an oral and writing expression (especially **// connecting ideas //** such as a // result, despite, in spite of, due to, because of, in addition to, however, although) // and (**// modal verbs //**// : should, have to, must, don t have to / //**// linking words //**// : because of, due to, as a result, however, although, in contrast to/ //**// comparatives: //**// "whereas/while", making //**// suggestions: //**// I suggest //). - Understanding and analyzing of written text connected with the topic NUTRITION AND HEALTH, introducing their ** personal ** **// opinion //**// I think, I don // // ’ //// t think //// … ////, I believe //// … //// , In my opinion/view //// … //// , From my point of view, According to me //// … // and more impersonal opinion as // It seems/appears // // … //// , There seems to be //// … //// , They/People say //// … // - Understanding and analyzing of audio text from TV news, CD and videos used in the classroom using the expressions mentioned above. - Comparison of eating habits (// whereas/while and //**// comparative adjectives //**// ). // Particularly based on information about Okinawa (Japan) and the USA eating diagram. (e.g. People in Okinawa eat vegetable every day whereas the Americans hardly ever eat it./ The people in the USA are generally fatter than the people in Japan. ) || -The students have already known the FCE testing system very. It means they are familiar with all (four) parts of READING, LISTENING, WRITING, SPEAKING. -They are able to use some modal verbs (e.g. have to/must) from previous Unit 5. -They know how to express their opinion in a basic way (e.g. I think/ I don’t think.., from Unit 5 -They know how to use some expressions of agreements and disagreements (e.g. I agree/ I disagree with…) from Unit 4.
 * ** Prior Learning ** || ** Language used in the unit ** || ** Important Resources ** ||
 * -The students have general information from the science/geography class

-They have already worked with words from the area FOOD and HEALTHY LIFESTYLE -They know basic expressions for making suggestions from previous lessons. -They know conditionals (first, second and third) from unit 3. - They have already written some short essays (Unit 2/4) || In this unit students will have the opportunity to use: -Text level is FCE (students book, Master class FCE, Cambridge), descriptive text -Internet (short, newspaper) articles: FCE level, opinion and argumentative text -Words connected with the topic NUTRTIONS AND HEALTH such as // (nutrients, calories, Basal Metabolic Rate, additives, preservatives, transgenic, starch, proteins, vitamins, fibre, lipids, carbohydrate, minerals, balance diet, calories // .) - Words of macro nutrients as sugar/lipids/proteins/water. Words of micro-nutrients as vitamins and minerals. -Names of different kinds of preservation at home as drying/salting, refrigeration, freezing (using present passive forms) - Words connected with balance diet - Food and kinds of its healthy preparation - Names of disorders caused by food (obesity, anorexia, bulimia) - Words connected with food technology as hygiene of instruments, personal hygiene, etc. // - // Expressions used to make generalisations as In the whole, In general -Expressions for making suggestions as I strongly recommend…/They don’t forget that…/It is also worth…/It is a great idea to…//)// || ILLUSTRATORS: -Matching card system  MEDIATORS:  Power Point presentation  -Videos: you tube, BBC NEWS- obesity and eating disorders  -http://kidshealth.org/  http://kidshealth.org/teen/food_fitness/problems/eat_disorder.html#cat20135  http://kidshealth.org/teen/food_fitness/dieting/obesity.html#cat20131  - Internet web. Video (How much food should I eat?)  http://kidshealth.org/teen/food_fitness/dieting/portion_size.html#cat20131  - Newspaper article: Eating Diagram (comparison Japan and the USA)  - Posters (FOOD PYRAMID/ANIMAL and PLANT PRODUCTS)  -English written newspaper/magazines articles  -Whiteboard || -Be able to speak, read and write about the topic in an appropriate FCE level and in the whole to be comfortable and enough confident.  -Use “compulsory” new grammar expressions (make suggestion, arguments as I strongly recommend…/They don’t forget that…/It is also worth…/It is a great idea to…//)// || - Be able to understand audio text and catch all the key ideas connected with the main topic. - Be able to understand the causes and the effects of overeating and bad eating habits. - Be able to give their own opinion about the main eating disorders. - Be able to make generalizations about the main causes (as modern lifestyle/industrial production/genetic engineering/bio-products, etc) -Be able to work with a text/article connected with the topic -Answer basic question (e.g. What are the main components of food? What can we do to avoid eating disorders? What food contents a lot of calories? How can we prepare food in a healthy way? || -Make conclusions, hypothesis, comparison (whereas/while) and suggestions about genetic engineering/greenhouse vegetable and fruit. -Use conditionals (second and third one) with if, unless (If I had known about the danger of…. I wouldn’t have done it, etc.) ||
 * ** Expectations ** ||
 * At the end of this unit all the students must |||||| -Be able to understand and use all the new words from the classroom (EATING HABITS/BALANCE DIET/FOOD and its components).
 * At the end of this unit most of the students should |||||| -Some students will not have made so much progress due to certain difficulty of the topic, but at least they should recognize new words in the written text and use them in their speech and writing
 * At the end of this unit some of the students could |||||| -Some students will have progressed further and will be able to analyze some specific problems using high level/variety of grammar expressions (especially linking words as due to, as a result of, in the consequence of and modal verbs to be supposed to, to be allowed to, should, have to, must )