Task-based Language Learning (Secondary 1-3) A Resource Package

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Task-based Language Learning (Secondary 1-3)

A Resource Package

English Language Education Section Curriculum Development Institute Education and Manpower Bureau

Hong Kong Special Administrative Region

2004

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English Lang uage Education Section Curriculum Development Institute

Education and Manpower Bureau Hong Kong Special Administrative Region

12th Floor, Wu Chung House, 213 Queen’s Road East, Wan Chai, Hong Kong

First published 2004

All rights are reserved. The copyright of the materials in this package, other than those listed in the Acknowledgements section, belongs to the Education and Manpower Bureau of the Hong Kong Special Administrative Region.

Duplication of materials in this package other than those listed in the Acknowledgements section is permitted for non-profit making educational purposes only and proper acknowledgements should be made. Otherwise, no part of these materials may be reproduced, stored in a retrieval system or transmitted in any form or by any means without the prior permission of the Education and Manpower Bureau of the Hong Kong Special Administrative Region.

ISBN 962-8103-96-2

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series of resource packages that support the implementation of the English Language Curriculum as described, in particular, in the Curriculum Development Council (CDC) English Language Education Key Learning Area Curriculum Guide (Primary 1 - Secondary 3) (2002) and the CDC Syllabus for English Language (Secondary 1-5) (1999).

The learning tasks presented in the package are based on the ideas and materials produced by teachers who participated in the series of two-and-a-half-day Teacher Development Courses on Task-based Language Teaching/Learning for teachers of Secondary 1-3 classes, organized between January and June 2000. The courses were jointly organized by the Hong Kong Institute of Education and the English Section (renamed the English Language Education Section in January 2003), Curriculum Development Institute, Education Department (renamed Education and Manpower Bureau in January 2003). The ideas and materials selected for further development and eventual incorporation into this package represent the different kinds of work developed during the course, and they exemplify ideas and approaches held in common by the teachers. In some cases, materials with similar ideas or approaches have been modified and made into a single task.

Aims

The resource package aims to

l facilitate the use of the task-based approach in the learning and teaching of English language at secondary level;

l promote ongoing evaluation of learners’ performance and feedback during the learning process to inform and improve learning and teaching;

l provide teachers with English language learning tasks for adaptation and use in their own school; and

l promote the sharing and development of ideas and materials on the task-based approach among teachers.

This resource package is produced to illustrate the use of the task-based approach recommended in the English Language Education Curriculum Framework as a means to help learners progress towards the learning targets and objectives as well as to develop generic skills, positive values and attitudes. The tasks in this resource package are designed in such a way that learners are provided with meaningful contexts to learn and use English for purposeful communication, as well as to develop the generic skills and positive attitudes conducive to independent, lifelong learning. The package also seeks to promote assessment for learning. This is in line with the emphasis on formative assessment as recommended in the following CDC documents: English Language Education Key Learning Area Curriculum Guide (Primary 1 – Secondary 3) (2002), Basic Education Curriculum Guide – Building on

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provide ample opportunities for formative assessment during the learning and teaching process. Teachers are encouraged to observe and evaluate student performance, conduct teacher-student conferencing and provide effective feedback and support to the learners.

Feedback sheets have been prepared for some tasks in each unit to enable teachers to collect information about learners’ performance as well as to give feedback for improvement. Given sufficient teacher guidance and support, the feedback sheets can also be used to help students evaluate and monitor their own learning and to do peer assessment.

How to use this resource package

The resource package consists of a booklet and a CD-ROM.

The booklet has three units, i.e. “Food and Health”, “Places of Interest” and “Great Stories – Mulan”, under the three modules “Teenage Life”, “Cultures of the World” and “Wonderful Things” respectively. Each unit has three tasks, which provide opportunities for learners to engage in the authentic, practical and functional use of language for meaningful purposes.

Each unit has three sections. The Task section is for learners’ use while the other two sections, i.e. Task Description, Targets and Objectives and Teacher’s Notes are mainly for teachers’

reference. Teachers are also encouraged to share with the learners the Task Description, Targets and Objectives section to help them gain a better understanding of what is to be achieved. The tasks can be adapted to suit the abilities, needs and interests of learners and be copied for classroom use.

The CD-ROM, which can be used in a Pentium or above PC, will auto-run and has a user- friendly interface. It contains audio files for the listening activities and electronic versions of the tasks. The electronic versions, which can be printed and edited, facilitate the adaptation of materials for classroom use and self-access language learning. The CD-ROM only contains materials for the first two units.

We welcome feedback and suggestions from teachers who have tried out the resource materials with their learners. Comments and suggestions can be sent to the Chief Curriculum Development Officer (English), Curriculum Development Institute, Education and Manpower Bureau, 12/F, Wu Chung House, 13 Queen’s Road East, Wan Chai, Hong Kong, by e- mail to scdoe1@emb.gov.hk or by facsimile on (852) 2834 7810.

For further enquiries about this package, please contact the English Language Ed ucation Section, Curriculum Development Institute on (852) 2892 6570 or (852) 2892 6572.

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We are most grateful to the Hong Kong Institute of Education for conducting the Teacher Development Courses on Task-based Language Teaching/Learning for English teachers of Secondary One to Secondary Three in January – June 2000. The courses provided the impetus for the development and production of the resource package. Some of the materials developed by the teacher participants on the course have been selected, edited and incorporated into the package.

Special thanks are due to the teachers who participated in the Teacher Development Courses on Task-based Language Teaching/Learning for English teachers of Secondary One to Secondary Three for contributing valuable ideas and materials.

Our gratitude goes to the following schools and their teachers for trying out the materials in this resource package with their students and giving comments and suggestions for improvement.

King’s College

Kowloon True Light Middle School Mu Kuang English School

St. Peter’s Secondary School

Stewards Ma Kam Ming Charitable Ma Ko Pan Memorial College

We apologize for any errors or omissions in the above list. If the copyright holders contact the English Language Education Section, Curriculum Development Institute, Education and Manpower Bureau, Hong Kong Special Administrative Region, correct acknowledgements and suitable arrangements will be made.

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Module:

Teenage Life

Unit:

Food and Health

Task 1: A Survey on Diets and Eating Habits Task 2: Posters for

Promoting Healthy Eating

Task 3: A Healthy Recipe

Module:

Cultures of the World

Unit:

Places of Interest

Task 1: A Mini Guide to a Country in Asia Task 2: A Brief Proposal

Task 3: An Oral Presentation

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Module: Teenage Life Unit: Food and Health

Page

• Task Description, Targets and Objectives 3 – 18

• Tasks 19 – 52

• Teacher’s Notes 53 – 61

Module: Cultures of the World Unit : Places of Interest

• Task Description, Targets and Objectives 65 – 80

• Tasks 81 – 108

• Teacher’s Notes 109 – 120

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Introduction

The Health Club of the school is going to conduct a Health Week to promote the importance of having a healthy diet and good eating habits. Club members will assist in conducting a survey and producing posters for the Health Week. All students, including club members, will then take part in a healthy recipe competition.

Task 1 A Survey on Diets and Eating Habits

Students, as club members, work in groups of four to construct a questionnaire and conduct a school survey to investigate their schoolmates’

diets and eating habits.

Task 2 Posters for Promoting Healthy Eating

Students, as club members, work in groups of four to design and produce a poster to promote healthy eating and good eating habits.

Task 3 A Healthy Recipe

Students devise their own healthy recipes to enter a competition. The well-devised recipes will be compiled into a booklet on healthy eating.

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Task Description, Targets and Objectives 4

Task 1: A Survey on Diets and Eating Habits

Task Description

The Health Club has decided to promote the importance of healthy eating by carrying out a survey using a questionnaire to investigate the diets and eating habits of the students in the school and presenting the findings during the Health Week.

In Part A, students gather information on food nutrition and healthy eating by reading an article about food and health and listening to an interview with a nutritionist about healthy eating habits.

In Part B, students surf the internet for more information about food nutrition and healthy eating. Then they work in groups of four to design a questionnaire on diets and eating habits based on the information they have collected from the internet and in Part A, and with reference to a set of guidelines and a feedback sheet provided. The best questionnaire is used for the school survey.

In Part C, students work in groups to interview their schoolmates by making use of the questionnaire. After they have finished all the interviews, all the groups take turns to present their findings to the other groups in class. Next, students in the ir groups work together to present the overall data. Each group prepares a summary table and then produces a chart and writes a report of the survey. The best report and the best chart are selected by the groups and posted up for the reference of all students and teachers.

Five Fundamental Intertwining Ways of Learning and Using Knowledge

Communicating: (Learners discuss the design of a questionnaire, interview their schoolmates, discuss and present the findings.)

Conceptualizing: (Learners acquire knowledge about food and health.)

(Learners develop awareness of healthy/unhealthy food and eating habits) (Learners use their knowledge of healthy eating for designing a questionnaire.)

Inquiring: (Learners collect information about food and health from the Internet and other sources, and research on facts about the eating habits of their schoolmates.)

Reasoning: (Learners think about and discuss what questions they have to ask for the survey and explain why they want to ask those questions.) Problem-solving: (Learners evaluate and decide on the best report and the best chart.)

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Learning Targets

Interpersonal Strand/Dimension (IS)

l To converse and exchange points of view about feelings, interests, preferences, ideas and experiences (ISb, KS3)

l To participate with others in planning, organizing and carrying out events (ISd, KS3)

l To obtain and provide information in real and simulated situations (ISe, KS3) Knowledge Strand/Dimension (KS)

l To provide or find out, select, organize and present information on familiar and less familiar topics (KSa, KS3)

l To interpret and use more extensive information through processes or activities such as describing, summarizing and drawing conclusions (KSb, KS3)

l To identify and discuss ideas in spoken and written texts, form opinions and express them (KSc, KS3)

l To identify and define problems from given information, consider related factors, solve the problems and explain the solutions (KSd, KS3)

l To clarify and develop ideas by making revisions to one’s own written texts through personal reflection and talk with others (KSe, KS3)

l To understand how the English Language works in relation to basic differences between formal and informal contexts and how different texts are organized and expressed; and apply this understanding to one's learning and use of the language (KSf, KS3)

Learning Objectives

Text-types

l Articles

l Notes

l Interviews

l Written messages

l Questionnaires

l Guidelines

l Forms

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Task Description, Targets and Objectives 6

l Tables

l Diagrams/Charts

l Reports Vocabulary

l Names of food (e.g. cereal, pasta)

l Words and expressions relating to healthy diets and eating habits (e.g. a balanced diet) Language Items and Communicative Functions

l Use formulaic expressions to seek information.

e.g. Hello. I’m doing a survey on diets and eating habits. Can I ask you a few questions?

l Ask questions to obtain “yes/no” responses.

e.g. Do you have your meals regularly?

l Ask “Wh-” and “How” questions to find out various kinds of specific information about a person.

e.g. How many meals do you have a day?

What do you usually have for breakfast/lunch/dinner?

l Use a variety of tenses, reported speech, adverbs, etc., to refer to events in the past, present and future and to the frequency with which things occur.

e.g. We interviewed 100 schoolmates.

Most of them have bread for breakfast.

Some of them said that they sometimes skipped meals.

Language Skills

l Listening

Listen for Intended Meanings, Feelings and Attitudes

Ø identify main ideas in a conversation

Ø extract information and ideas from spoken texts

l Speaking

Present Information, Ideas and Feelings Clearly and Coherently

Ø convey ideas and information in a presentation

Ø use words and expressions appropriate to the context

Ø use correct pronunciation, intonation and register for different purposes

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Participate Effectively in an Oral Interaction

Ø seek and give clarification, explain what information one requires and why, rephrase one’s questions when necessary, sum up points made and redirect the discussion when the need arises

Ø make a balanced contribution without either dominating the discussion or being too reticent

Ø express, elicit and respond to ideas, opinions and feelings in a group discussion

l Reading

Understand, Interpret and Analyze Different Written Texts

Ø make use of knowledge of the world to make sense of the written text

Ø acquire, extract and organize information relevant to specific tasks

Ø take notes of information relevant to specific tasks

Ø relate facts, opinions and information from a variety of print sources

Ø understand different views and attitudes

l Writing

Present Information, Ideas and Feelings Clearly and Coherently

Ø evaluate and make use of given information to complete specific tasks

Ø produce written texts appropriate to context, purpose and audience

Ø use strategies to arouse and sustain readers’ interest

Ø plan and organize ideas, and use appropriate cohesive devices Language Development Strategies

l Develop Thinking Skills

Ø use reasoning skills (causes and consequences, drawing conclusions, etc.)

Ø analyze data and situations systematically for better understanding or solving problems

l Develop Reference Skills

Ø identify apparent relationships between materials, data, ideas, events, etc.

Ø recognize the salient features of various text-types and use them efficiently for locating information and ideas

Ø read broadly for specific purposes

l Develop Information Skills

Ø collect and store information systematically in the form of notes, records, etc.

Ø employ graphic forms (charts, tables, etc.) to aid the presentation of ideas

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Task Description, Targets and Objectives 8

l Plan, Manage and Evaluate Own Learning

Ø make arrangements for gathering information, data and ideas in support of one’s learning

Ø assess one’s achievement against the goals and learning targets

l Work with Others

Ø identify and assume different roles in group activities, such as leader, partner

Ø employ simple negotiation skills to reach consensus, compromise or bargain

Attitudes

l Confidence in using English

l Keenness to participate in activities leading to improvement of knowledge and skills in the language

Generic Skills

l Collaboration skills

l Communication skills

l Critical thinking skills

l Information technology skills

l Numeracy skills

l Problem-solving skills

l Self- management skills

l Study skills

Personal and Social Values and Attitudes

l Independence

l Co-operation

l Confidence

l Responsibility

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Task 2: Posters for Promoting Healthy Eating

Task Description

Students work in groups to produce their own posters for promoting healthy eating in school and giving information to their fellow schoolmates on how they can follow a healthy diet and how they can improve their eating habits.

In Part A, students make use of the information collected in Task 1 to design, revise and produce their own posters, based on the guidelines for designing posters, a sample poster, a feedback sheet and what they have observed from posters they have come across.

In Part B, students take turns to show their posters to the class. The class have to judge and select the best posters based on the items listed in a feedback sheet. The best posters are then posted up for the promotion of healthy eating in school.

Five Fundamental Intertwining Ways of Learning and Using Knowledge

Communicating: (Learners discuss the design of a poster and convey messages about healthy eating and good eating habits through their posters.)

Conceptualizing: (Learners acquire knowledge about food and health.)

(Learners develop awareness of healthy/unhealthy food and eating habits.)

(Learners use their knowledge of healthy eating for designing a poster.)

Inquiring: (Learners find out, construct and use knowledge about designs of posters on different topics.)

Reasoning: (Learners explain why they have chosen a particular design for the promotion of healthy eating.)

□ Problem-solving Learning Targets

Interpersonal Strand/Dimension (IS)

l To converse and exchange points of view about feelings, interests, preferences, ideas, experiences and plans (ISb, KS3)

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Task Description, Targets and Objectives 10

l To produce or exchange a range of informal messages both oral and written (ISc, KS3)

l To obtain and provide objects and information in real and simulated situations (ISe, KS3)

Knowledge Strand/Dimension (KS)

l To provide or find out, select, organize and present information on familiar and less familiar topics (KSa, KS3)

l To identify and discuss ideas in spoken and written texts, form opinions and express them (KSc, KS3)

l To clarify and develop ideas by making revisions to one’s own written texts through personal reflection and talk with others (KSe, KS3)

Learning Objectives Text-types

l Guidelines

l Posters

l Forms Vocabulary

l Names of food (e.g. cereal, pasta)

l Words and expressions relating to healthy diets and eating habits (e.g. a balanced diet) Language Items and Communicative Functions

l Use modals to give advice.

e.g. You need to drink eight glasses of water every day.

You should have three meals a day.

l Use imperatives to give instructions.

e.g. Drink eight glasses of water every day.

Exercise three to five times per week to stay fit.

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l Use connectives to give reasons.

e.g. I think this poster is the best because ...

Language Skills

l Listening

Listen for Intended Meanings, Feelings and Attitudes

Ø identify main ideas in discussions or conversations

Ø make connections between ideas and information with the help of discourse markers

l Speaking

Present Information, Ideas and Feelings Clearly and Coherently

Ø convey ideas and information in conversations or discussions

Ø use words and expressions appropriate to the context

Ø use appropriate discourse markers

Ø use correct pronunciation, intonation and register for different purposes Participate Effectively in an Oral Interaction

Ø seek and give clarification, explain what information one requires and why, rephrase one’s question when necessary, sum up points made and redirect the discussion when the need arises

Ø make a balanced contribution without either dominating the discussion or being too reticent

Ø express, elicit and respond to ideas, opinions and feelings in a group discussion

l Reading

Understand, Interpret and Analyze Different Written Texts

Ø make use of knowledge of the world to make sense of the written text

Ø acquire, extract and organize information relevant to specific tasks

Ø relate facts, opinions and information from a variety of print sources

Ø understand different feelings, views and attitudes

l Writing

Present Information, Ideas and Feelings Clearly and Coherently

Ø evaluate and make use of given information to complete specific tasks

Ø produce written texts appropriate to context, purpose and audience

Ø use strategies to arouse and sustain readers’ interest

Ø use appropriate tone, style and register for various purposes

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Task Description, Targets and Objectives 12

Language Development Strategies

l Develop Thinking Skills

Ø use reasoning skills (causes and consequences, drawing conclusions, etc.)

Ø think creatively/innovatively

l Develop Reference Skills

Ø identify apparent relationships between materials, data, ideas, events, etc.

Ø recognize the salient features of various text-types and use them efficiently for locating information and ideas

Ø read broadly for specific purposes

l Develop Information Skills

Ø collect and store information systematically in the form of notes, records, etc.

Ø employ graphic forms (charts, tables, time- lines, etc.) to aid the presentation of ideas

l Plan, Manage and Evaluate Own Learning

Ø make arrangements for gathering information, data and ideas in support of one’s learning

Ø assess one’s achievement against the goals and learning targets

l Work with Others

Ø identify and assume different roles in group activities, such as leader, partner

Ø employ simple negotiation skills to reach consensus, compromise or bargain Attitudes

l Confidence in using English

l Keenness to participate in activities leading to improvement of knowledge and skills in the language

l Ownership and responsibility for learning developed through assessing and monitoring one’s own performance and progress of learning

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Generic Skills

l Collaboration skills

l Communication skills

l Creativity

l Critical thinking skills

l Information technology skills

l Self- management skills

l Study skills

Personal and Social Values and Attitudes

l Creativity

l Independence

l Co-operation

l Confidence

l Responsibility

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Task Description, Targets and Objectives 14

Task 3: A Healthy Recipe

Task Description

The Health Club has decided to organize a healthy recipe competition during the Health Week. All students are invited to take part in the competition. Interested students should devise a healthy recipe and write an explanation why the recipe is good for health. The best recipes are to be compiled into a booklet for the reference of all students.

In Part A, students are exposed to the features of a recipe and some vocabulary items by taking part in four language games.

In Part B, students devise their own recipes and write an explanation why they think their dish is good for health, based on the information collected in Task 1, the guidelines for writing a healthy recipe and a feedback sheet. They then show their recipes to their classmates for comments. The well-devised recipes are to be compiled into a booklet and placed in the school library or English Corner for the reference of both students and teachers.

Five Fundamental Intertwining Ways of Learning and Using Knowledge

Communicating: (Learners discuss and exchange ideas about devising their own recipes.)

Conceptualizing: (Learners acquire, construct and organize knowledge about food items, food groups and different ways of cutting and cooking.) (Learners develop awareness of healthy/unhealthy food and eating habits.)

(Learners use their knowledge of healthy eating for devising a healthy recipe.)

Inquiring: (Learners find out, construct and use knowledge about the features and use of language in a recipe.)

Reasoning: (Learners explain why they think their recipes are healthy.)

□ Problem-solving

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Learning Targets

Interpersonal Strand/Dimension (IS)

l To converse and exchange points of view about feelings, interests, preferences, ideas, experiences and plans (ISb, KS3)

Knowledge Strand/Dimension (KS)

l To provide or find out, select, organize and present information on familiar and less familiar topics (KSa, KS3)

l To interpret and use more extensive information through processes or activities such as sequencing, describing, classifying, summarizing and drawing conclusions (KSb, KS3)

l To identify and discuss ideas in spoken and written texts, form opinions and express them (KSc, KS3)

l To clarify and develop ideas by making revisions to one’s own written texts through personal reflection (KSe, KS3)

Learning Objectives Text-types

l Recipes

l Instructions

l Guidelines

l Forms Vocabulary

l Names of food (e.g. cereal, pasta)

l Words and expressions relating to ways of cutting and cooking

l Words and expressions relating to healthy diets and eating habits (e.g. a balanced diet) Language Items and Communicative Functions

l Use imperatives to give instructions.

e.g. Put cooked rice into a large bowl.

l Use connectives to give more advanced instructions.

e.g. First, place a sheet of nori seaweed on a bamboo mat.

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Task Description, Targets and Objectives 16

Then spread a thin layer of sushi rice on the seaweed...

l Use adverbs/adverbials to indicate position and describe manner.

e.g. Pour rice vinegar onto the rice.

Fold gently to combine.

Language Skills

l Listening

Listen for Intended Meanings, Feelings and Attitudes

Ø identify key ideas in discussions or conversations

Ø identify the sequence of events

l Speaking

Present Information, Ideas and Feelings Clearly and Coherently

Ø convey ideas and information in conversations or discussions

Ø describe the sequence of events

Ø use words and expressions appropriate to the context

Ø use appropriate discourse markers Participate Effectively in an Oral Interaction

Ø seek and give clarification to explain what information one requires and why, rephrase one’s questions when necessary, sum up points made and redirect the discussion when the need arises

Ø make a balanced contribution without either dominating the discussion or being too reticent

Ø express, elicit and respond to ideas, opinions and feelings in a group discussion

l Reading

Understand, Interpret and Analyze Different Written Texts

Ø make use of knowledge of the world to make sense of the written text

Ø acquire, extract and organize information relevant to specific tasks

Ø relate facts, opinions and information from a variety of print sources

Ø recognize how writing conventions affect meaning and cohesiveness

l Writing

Present Information, Ideas and Feelings Clearly and Coherently

Ø evaluate and make use of given information to complete specific tasks

Ø produce written texts appropriate to context, purpose and audience

Ø plan and organize ideas, and use appropriate cohesive devices

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Language Development Strategies

l Develop Thinking Skills

Ø use reasoning skills (causes and consequences, drawing conclusions, etc.)

Ø think creatively/innovatively

l Develop Reference Skills

Ø identify apparent relationships between materials, data, ideas, events, etc.

Ø recognize the salient features of various text-types and use them efficiently for locating information and ideas

l Develop Information Skills

Ø collect and store information systematically in the form of notes, records, etc.

Ø employ graphic forms (charts, tables, time- lines, etc.) to aid the presentation of ideas

l Plan, Manage and Evaluate Own Learning

Ø assess one’s achievement against the goals and learning targets

l Work with Others

Ø identify and assume different roles in group activities, such as leader, partner

Ø employ simple negotiation skills to reach consensus, compromise or bargain Attitudes

l Confidence in using English

l Keenness to participate in activities leading to improvement of knowledge and skills in the language

l Ownership and responsibility for learning developed through assessing and monitoring one’s own performance and progress of learning

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Task Description, Targets and Objectives 18

Generic Skills

l Collaboration skills

l Communication skills

l Creativity

l Critical thinking skills

l Self- management skills

l Study skills

Personal and Social Values and Attitudes

l Creativity

l Independence

l Co-operation

l Confidence

l Responsibility

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Situation

Eating for a Healthy Life

Food is essential for life. It provides us with energy for all kinds of activities, and also nutrients to keep us healthy and strong. There are different kinds of foods but basically they are split into five groups: Grain, Fruit and Vegetable, Meat and Protein, Milk, and Fat and Sugar. Foods from these five groups give us different kinds of nutrients. To eat healthily, we need to know what nutrients they can give us.

Grain Group

Grains include all sorts of bread, rice, cereals, noodles, pasta, potatoes and sweet potatoes. They contain carbohydrates which give us energy for physical activities and our body’s day-to-day functions. As they are the main source of our energy, 50% of our daily calories should come from this food group.

Fruit and Vegetable Group

All fresh, frozen, dried or canned fruits and vegetables belong to this food group. They are rich in fibres, vitamins and minerals. Fibres are essential for a healthy digestive The Health Club of your school is going to conduct a Health Week to promote the importance of having a healthy diet and good eating habits.

Task 1: A Survey on Diets and Eating Habits

The Health Club has decided to conduct a survey to find out the diets and eating habits of the students in the school. You and your classmates are members of the Health Club. You help prepare for the Health Week. The Chairman of the Health Club, Peter Yeung, has asked you to design a questionnaire and conduct the survey.

Part A: Finding information on healthy diets and good eating habits

Before designing a questionnaire for the survey, you want to know more about healthy diets and good eating habits. The Chairman of the Health Club has given you an article from a magazine that gives a lot of relevant information. Read the article and make notes on p.22.

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Tasks

system while vitamins and minerals are needed for our organs to perform their functions.

Each fruit or vegetable contains different amounts of these nutrients, so in order to get the nutrients we need daily, we must eat a variety of fruits and vegetables every day.

Meat and Protein Group

This food group includes foods which come from both animal and plant sources. They are all sorts of meat such as beef, pork, lamb, fish and chicken. Nuts, beans, peas, and soya-bean products are also in this food group. The meat and protein group provides us with proteins. Proteins enable our body to grow new cells and repair old ones. They also help us build strong muscles. Therefore, it is particularly important for growing children to take in enough of this nutrient in their diet.

Milk Group

All kinds of milk, cheese, yogurt and other dairy products are in the Milk Group. The main nutrient found in this food group is calcium. Children as well as adults need calcium to keep their teeth and bones healthy.

Fat and Sugar Group

Foods such as oil, butter, cream, sugar, cakes, biscuits, chips, sweets and soft drinks are all in this group. Generally, they are not as nutritious as foods from the other food groups. Most people eat them because they taste good. As these foods usually contain many calories, we should not eat too much of them.

A balanced diet

Since our body needs various kinds of nutrients to stay healthy and no single food can supply them all, we need to have a balanced diet to obtain enough calories and nutrients.

A balanced diet means eating a variety of foods and eating the right amount. We should, therefore, include food from all the five food groups in our diets. However, the amount we need depends on our age, our sex, our size, and how active we are. For most people, the “Food Pyramid” is a good guide for planning their diets.

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The Food Pyramid

A well-balanced diet enables us to lead a healthy life

If we want to have a healthy body and live a longer life, we must think about what our body needs and plan our diet carefully. Only in this way can we eat healthily and live happily.

Eat Less

Grain Group Meat and Protein Group Milk Group

Fat and Sugar Group

Eat Most

Eat More

Eat Moderately

Fruit and Vegetable Group

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Tasks

You decide to write down the main points about the five food groups.

Complete your notes below using information from the article.

Notes on “Eating for a Healthy Life”

1. The Five Food Groups

Food Groups Examples Why do we need them?

2. A balanced diet means

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There is an interview with a nutritionist, Miss Lai, on the radio. Miss Lai talks about good eating habits. You think it will help you prepare a questionnaire for the survey on diets and eating habits. Make notes as you listen to the interview.

Notes on “Good Eating Habits”

Put one word in each blank.

1. Eat __________ __________ meals a day.

2. Have a _________________ diet.

3. Eat plenty of whole grains, __________ and __________ but little __________, __________ and __________.

4. Avoid __________ food such as crisps and sweets.

5. Drink at least __________ glasses of water every day.

6. Do not eat __________ __________ of any single food.

7. Avoid food with a lot of artificial flavours, __________ or _________.

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Tasks

8 October Dear Members

Please help me design a questionnaire for conducting a survey. I have written some guidelines. Please read them before you draft the questionnaire. I have asked the Principal to give me a sample questionnaire which our school used to conduct a survey on “Doing Exercise to Keep Fit” last year. Please work out your questionnaire using the sample questionnaire as a model. I have also attached a feedback sheet here. You can make use of it to check and revise your questionnaire.

If you want to know more about food nutrition and healthy eating, you can visit the following websites. You will find a lot of useful information on them. To search for relevant information on the se websites, you can follow the paths below:

Food and Environmental Hygiene Department:

Go to http://www.info.gov.hk/fehd/indexe.html and then click on “Nutrients Information Inquiry”

Department of Health:

Go to http://www.info.gov.hk/healthzone/en07e.htm and then click on “Exercise &

Nutrition”

BBC:

Go to http://www.bbc.co.uk/food/healthyeating/

Family Food Zone:

Go to http://www.familyfoodzone.com/

Please prepare the questionnaire and pass it to me. The best version will be used for the school survey. Thank you very much for your help.

Peter

Part B: Writing a questionnaire

The Chairman of the Health Club, Peter Yeung, has sent you a message and some useful information to help you design a questionnaire to find out your fellow schoolmates’ diets and eating habits. Now read the message below and work in groups of four to design the questionnaire.

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Guidelines given by the Chairperson

Guidelines for designing a questionnaire

The questionnaire should:

l be simple and easy to understand;

l where appropriate, provide options for schoolmates to choose from; and

l help us find out the kinds of diets our schoolmates have and whether they have good eating habits.

To get the information you want, you could ask questions about the following:

l how many meals our schoolmates have every day;

l whether they have their meals regularly;

l how often they skip meals;

l what they usually have for their breakfast, lunch and dinner;

l whether they have heard of the “Food Pyramid” guide;

l how often they have junk food;

l whether they think it is important to have a healthy diet and good eating habits; and

l anything else you think is important.

When you draft the questionnaire, you may follow the plan below:

1. Discuss with your group members what questions to ask.

2. Arrange the questions in a logical order.

3. Write out the questions neatly and clearly.

4. Proofread the questions and correct the mistakes, if any.

5. Try out your questionnaire with a few members from other groups to see if it needs any revision.

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Tasks

A sample questionnaire on “Doing Exercise to Keep Fit” (given by the Chairman)

School Survey

Doing Exercise to Keep Fit

1. Do you do exercise?

( ) Yes (If yes, answer no.2 – no.6.) ( ) No (If no, go directly to no.7.) 2. How often do you do exercise?

( ) Every day ( ) 3 – 6 times a week ( ) 1 – 2 times a week ( ) Less than once a week

3. What kind of exercise do you usually do? (You may tick more than one option.) ( ) Jogging ( ) Swimming

( ) Playing ball games ( ) Others (please specify) ______________

4. For how long do you do exercise each time?

( ) Less than 15 minutes ( ) 15 – 30 minutes ( ) 31 – 60 minutes ( ) More than 60 minutes 5. Where do you usually do exercise?

( ) At school ( ) In a public playground

( ) In a sports club ( ) Others (please specify) _______________

6. Why do you do exercise?

( ) For pleasure ( ) To keep fit ( ) To lose weight ( ) Others (please specify) _______________________

7. Why don’t you do exercise?

Thank You

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Now work in groups of four. Discuss what questions to ask in the survey. Write the questions in the space provided.

Survey on Diets and Eating Habits

Use the feedback sheet on p.28 to help you review and revise your questionnaire. The best questionnaire will be selected for the school survey.

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Tasks

Feedback Sheet

Task 1 (Part B): Writing a questionnaire

Group:

Tick the appropriate box and add comments below.

Content

Well Done Satisfactory Needs Improvement

Ÿ Questions are relevant to the topic

Ÿ Options are provided appropriately □ □ □

Ÿ Coverage of content is adequate □ □ □

Organization

Ÿ Questions are asked in a logical order

Language & Style

Ÿ Questions are clear and easy to understand

Ÿ Choice of words is appropriate

Grammar

Ÿ The questionnaire is accurate in

– question form

– punctuation

– spelling

Other Comments:

*Feedback given by

*This feedback sheet can be used for self-, peer and/or teacher assessment. The person who provides the feedback may put his/her name down if necessary.

(Name)

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16 October Dear Members

The questionnaire for the school survey is ready for use. Please make use of it to interview our fellow schoolmates. Here are some tips which may help you conduct the interview:

l Greet the schoolmate before you start.

l Be polite when you ask questions. You can start the interview like this:

Hello. I’m doing a survey on diets and eating habits. Can I ask you a few questions?

l Write down each schoolmate’s answers on a separate questionnaire.

l At the end of the interview, thank him/her for answering your questions.

Peter

Part C: Conducting a survey and presenting the findings

A questionnaire for conducting a survey to find out the different diets and eating habits of your schoolmates is ready for use. Before conducting the survey, read the following note from the Chairman of the Health Club, Peter Yeung, to help you conduct the survey.

The Chairman’s note on conducting a survey

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Tasks

20 October Dear Members

Please work with your group members to do the following:

l Prepare a summary of the findings. Then give an oral report to the other groups.

l You can start your report by greeting your teacher and classmates and introducing yourselves. Then give the summary of your findings. Here are some expressions you can use:

Good morning/afternoon, Miss/Mrs/Mr (name of teacher) and fellow classmates, I am (name of student) from group _______.

Let me introduce my group members. They are _______ , _______ and _______.

We interviewed _______ schoolmates.

We found out that _______ of the schoolmates interviewed...

l Put together the data from all groups. Present the overall findings in a table and draw a chart to show the data. Then write a report of the survey.

l The best chart and the best report will be posted up on the display board of the Health Club.

* I have attached a summary table, a report and a chart of the findings of a survey on

“Doing exercise to keep fit” for your reference.

Peter

You have finished the survey. Now read the Chairman’s note below to help you present the findings.

The Chairman’s note on presenting findings

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A summary table on “Doing Exercise to Keep Fit” (given by the Chairman)

A chart on “Doing Exercise to Keep Fit” (given by the Chairman)

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Tasks

Sample report given by the Chairman

School Survey Report Doing Exercise to Keep Fit

In order to help our fellow schoolmates see the importance of doing exercise, our school organized a ‘Sports Week’ last month. The School Sports Club conducted a survey to investigate how often our fellow schoolmates do exercise, why, and what kind of exercise they do. We successfully interviewed 100 fellow schoolmates from different classes.

We found out that 75% of the schoolmates interviewed do exercise.

33% of them do exercise every day. 56% do exercise more than once a week. Only 11% of them do exercise less than once a week.

More than half of those who do exercise play ball games. Some of them go jogging and some go swimming. Most of them do exercise for more than an hour each time. The majority of them do exercise at school or in public playgrounds. About half of them do exercise for pleasure while the others do exercise to keep fit or lose weight.

25% of the schoolmates interviewed do not do exercise at all. Most of them said they did not like doing exercise. Some of them said they did not have time for exercise.

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Now work in groups of four. Put together the data from all groups and present the overall data in the form of a summary table.

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Tasks

Work together with your group members. Based on the summary table you have prepared on p.33, draw a chart to present the overall data in the space provided.

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Work in your group and write a report of the survey in the space provided.

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Tasks

Task 2: Posters for Promoting Healthy Eating

Part A: Designing a poster

The Health Club has decided to design some posters to promote healthy eating. The posters should contain some tips on how fellow schoolmates can follow a healthy diet and how they can improve their eating habits. As members of the Health Club, you work in groups and each group will produce one poster.

You have downloaded some useful information on how to design posters, which includes the following guidelines and a sample poster. Study them carefully. Before designing your own poster, collect or pay attention to posters from various sources to get more ideas.

Guidelines for designing posters

1. Think about the content of your poster.

l What do you want to tell your readers? Make a list of the information you want to put on the poster. It should be brief and easy to remember.

l Think of a title or slogan for your poster.

2. Think about how you will organize the information on your poster.

Remember that the most important information should be emphasized.

3. Think about the layout of your poster.

l How will you place the text on the poster?

l What font size will you use? Remember that the words should be large enough to be seen from a distance. A larger font size should be used for more important information.

l Include pictures, which must be eye-catching and help readers understand your message.

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Sample poster from a website

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Tasks

Now work in groups of four. Discuss and decide on the content of the poster.

Based on the guidelines and your observations of posters, draft your own in the space provided below.

Part B: Producing and displaying posters

Evaluate and improve your draft by making use of the feedback sheet – Designing and producing a poster – on p.39.

Show and introduce your finished posters to your classmates. The class should select the best 4-6 posters, based on the items in the feedback sheet. Then post them up in school to promote healthy eating.

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Feedback Sheet

Task 2 (Part A): Designing and producing a poster

Group:

Tick the appropriate box and add comments below.

Content Well Done Satisfactory Needs Improvement

Ÿ The title or slogan is appropriate

Ÿ Suggestions for healthy eating are given □ □ □

Ÿ Information is accurate □ □ □

Ÿ Artwork is appropriate □ □ □

Organization

Ÿ Ideas are well organized

Layout

Ÿ Size of words and spacing are appropriate Ÿ Pictures are large enough and eye-catching Language & Style

Ÿ Meaning is clearly expressed

Ÿ Language is simple and easy to understand

Ÿ Choice of words is appropriate

Grammar

Ÿ The poster is accurate in the use of

– imperatives

– punctuation

– spelling

Other Comments:

*Feedback given by

*This feedback sheet can be used for self-, peer and/or

teacher assessment. The person who provides the ___________________

feedback may put his/her name down if necessary. (Name)

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Tasks

Task 3: A Healthy Recipe

The Health Club is going to organize a healthy recipe competition during the Health Week.

All students are invited to take part in the competition. Interested students should devise a healthy recipe and write an explanation why the recipe is good for health. The best recipes will be compiled into a booklet for the reference of all schoolmates.

Part A: Learning through games

Your Home Economics teacher likes the idea of the recipe competition. She has prepared four games to help the students write their own recipes. Now play the following games in pairs.

Game 1: How to make Sushi Rice (Matching)

Work with your partner to match the steps with the pictures. Put the correct number in the boxes provided in the pictures.

Ingredients:

cooked short grain rice 1 large bowl

rice vinegar 1/2 cup

sugar 2 tbsp

salt 1/2 tbsp

Method:

1. Put cooked rice into a large bowl.

2. Mix rice vinegar with sugar and salt.

3. Pour rice vinegar onto the rice.

4. Fold gently to combine.

5. Cover the bowl with a damp towel.

Tip:

To tell people what to do, begin your sentence with the base form of a verb.

e.g. put, mix, pour, fold and cover.

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Game 2: How to make California Rolls (Reordering)

The steps in the following recipe are in the wrong order. Work with your partner to rearrange the steps in the correct order. Put numbers 1 – 7 in the correct boxes.

Ingredients:

a few sheets of nori seaweed (roasted seaweed) a bowl of sushi rice

a few avocado slices some imitation crab meat a few cucumber strips some toasted sesame seeds a little wasabi

a few tablespoons of soy sauce

Method:

Finally, cut the rolls into pieces and sprinkle sesame seeds on top.

Then, spread a thin layer of sushi rice (about 1/4 inch thick) on the seaweed and leave about an inch at the ends.

Serve with wasabi and soy sauce.

Begin at the bottom end. Roll the seaweed over until you reach the end of the seaweed.

Next, put an avocado slice, some imitation crab meat and a cucumber strip on top of the rice near the bottom edge of the nori seaweed.

First, place a sheet of nori seaweed on a bamboo mat.

Make more rolls with the remaining ingredients.

Tip:

You can use words like first, next, then and finally to tell the order for doing things.

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Tasks

Game 3: Ways of cutting and cooking (Memory Game)

No. of players: 2

Materials: 2 sets of cards (see p.47 – p.50)

Set A Ways of Cutting

Set B Ways of Cooking

Cut Chop Bake Boil

Peel Dice Steam Stir- fry

Mince Slice Shallow- fry Deep- fry

1. Shuffle together the two sets of cards.

2. Place the cards on the table with the pictures/words facing down.

3. Arrange the cards evenly in 4 rows.

4. Players take turns to turn over two cards at a time. If the two cards match with each other (i.e. a picture matches with a corresponding word), the player can keep the cards. If the cards do not match, the player has to put them back facing down.

5. The player who gets the most cards wins.

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Game 4: Know more about food groups (Memory Game)

No. of players: 2

Materials: 2 sets of cards (see p.51 – p.52)

Set A Names of foods

Set B

Names of food groups

Beef Bread Fat and Sugar Group x 2

Butter Carrots Meat and Protein Group x 2

Cheese Chocolates Milk Group x 2

Milk Noodles Fruit and Vegetable Group x 2

Strawberries Tofu Grain Group x 2

1. Shuffle all the cards in Set A and place them facing down on the table. Arrange the cards evenly in 2 rows.

2. Repeat step 1 with the cards in Set B.

3. Players take turns to turn over one card in Set A and one card in Set B at a time. If the two cards match with each other, the player can keep the cards. If the cards do not match, the player has to put them back facing down.

4. The player who gets the most cards wins.

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Tasks

Part B: Writing a healthy recipe

You want to take part in the healthy recipe competition. The Chairman of the Health Club has given you the following guidelines and a feedback sheet to help you write a recipe. Now read his guidelines and write the recipe.

Guidelines given by the Chairman

Guidelines for writing a healthy recipe

1. Think of a dish that you would like to make. Make sure that it is good for our health and includes different kinds of foods in appropriate proportion.

2. Think of a name for your dish.

3. Make a list of the ingredients that you need.

4. List the steps for making the dish and number them.

5. Check and revise your recipe by making use of the feedback sheet – Writing a healthy recipe – on p.46.

6. When you finish writing your recipe, remember to give reasons why you think the dish is good for health.

7. Show and tell your recipe to your classmates for comments.

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Now write your recipe in the space provided.

(Name of dish)

Ingredients:

Method:

This dish is good for our health because

The well-devised recipes will be selected and compiled into a recipe booklet. The booklet will be displayed for the reference of your fellow schoolmates and teachers.

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Tasks

Feedback Sheet

Task 3 (Part B): Writing a healthy recipe

Group:

Tick the appropriate box and add comments below.

Content Well Done Satisfactory Needs Improvement

Ÿ Name of the dish is appropriate

Ÿ Ingredients include foods from different food groups in appropriate proportion

□ □ □

Ÿ Method of making the dish is clearly stated □ □ □ Ÿ Reasons why the dish is healthy are

explained clearly

□ □ □

Ÿ Ideas are creative □ □ □

Organization

Ÿ Steps for making the dish are given in a logical order

Language & Style

Ÿ Meaning is clearly expressed

Ÿ Language is simple and easy to understand Ÿ Connectives such as first and next are used

appropriately

Grammar

Ÿ The recipe is accurate in

– verb form

– punctuation

– spelling

Other Comments:

*This feedback sheet can be used for self-, peer and/or *Feedback given by

teacher assessment. The person who provides the

feedback may put his/her name down if necessary. ____________________

(Name)

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Tasks 48

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Tasks 50

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Beef Chocolates

Tofu Bread

Strawberries Noodles

Carrots

Milk

Butter Cheese

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Tasks

Meat and Protein Group

Meat and Protein Group

Grain Group Grain Group

Fruit and Vegetable Group

Fruit and Ve getable Group

Milk Group Milk Group

Fat and Sugar Group Fat and Sugar Group

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Interviewer: Good morning, Miss Lai. I’d like to ask you a few questions about eating habits and health. Today, many young people have very bad eating habits. They often have unhealthy meals and eat a lot of junk food. Mm...

Skip... Skipping meals is also very common among youngsters. As a nutritionist, what advice would you give to help them develop good eating habits?

Miss Lai: You’re right. Many young people have bad eating habits. Er... It’s largely because they aren’t aware of the importance of healthy eating. To stay healthy, it’s important that they eat healthily. First, they should have three regular meals a day. Many young people often skip breakfast or lunch but this is not good for health. Skipping meals can lead to out-of-control hunger. As a result, they may tend to eat too much at the next meal.

Interviewer: So they should have three regular meals every day.

Miss Lai: Yes, that’s right.

Interviewer: What about the kinds of foods young people should have? It’s common that they often have junk food for lunch.

Task 1: A Survey on Diets and Eating Habits

Part A: Finding information on healthy diets and good eating habits

1. One week before the lesson, ask students to keep records of what they have for their meals in the coming week and when they have them.

2. During the lesson, ask students to extract relevant information from the article Eating for a Healthy Life (p.19 – p.21) and complete Notes on “Eating for a Healthy Life” (p.22).

3. Ask students to listen to the interview Good Eating Habits and complete Notes on “Good Eating Habits” (p.23). (Retrieve the interview from the CD- ROM included in this resource package.)

4. Talk about healthy eating with students. Ask them to make use of their meal records to reflect on their own diets and eating habits and discuss with the m how they could improve their diets.

Tapescript A Radio Interview: Good Eating Habits

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Teacher’s Notes

Miss Lai: You’ve brought up another important point that many young people have neglected, that is, they should have a well- balanced diet.

Interviewer: A well- balanced diet?

Miss Lai: Yes, a healthy and well-balanced diet. A healthy and well- balanced diet should include a variety of nutritious foods. Young people should eat plenty of whole grains, fruit and vegetables, but little fat, salt and sugar.

They should avoid junk food such as potato crisps, sweets, ice cream and cookies. Instead of soft drinks, they should drink a lot of water. They should drink at least eight glasses of water every day.

Interviewer: So teenagers should eat more whole grains, fruit and vegetables but less fat, salt and sugar.

Miss Lai: Yes, exactly.

Interviewer: Many young people tend to eat only their favourite food. Do you think it’s a problem?

Miss Lai: Yes, if they eat only what they like, that means they eat little of other kinds of foods. This may lead to an unbalanced diet. They should eat different kinds of foods. In fact, our body needs more than 40 different nutrients.

Interviewer: More than 40 different nutrients!

Miss Lai: Yes. For good health, we need more than 40 different nutrients but no single food supplies them all. We should eat different kinds of foods.

Interviewer: So we shouldn’t eat too much of any single food. What else do you want to remind our youngsters of as far as healthy eating is concerned?

Miss Lai: Right. Mm... They should avoid food with a lot of artificial flavours, colours or chemicals, as they are bad for health. And lastly, they should do exercise regularly if they want to be fit and healthy.

Interviewer: Thank you very much for giving so much advice to our youngsters. I’m sure they have learnt a lot about healthy eating.

Miss Lai: You’re welcome.

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Keys to Notes on “Eating for a Healthy Life”

1. The Five Food Groups

Food Groups Examples Why do we need them?

Grain Group bread, rice, cereals, noodles, pasta, potatoes and sweet potatoes

They contain carbohydrates which give us energy for physical activities and our body's day-to-day functions.

Fruit and Vegetable Group

fresh/frozen/dried/

canned fruits and vegetables

They contain fibres which are essential for a healthy digestive system. They also contain vitamins and minerals which are needed for our organs to perform their functions.

Meat and Protein Group

meat, nuts, beans, peas and soya-bean products

They contain proteins which enable our body to grow new cells and repair old ones. They also help us build strong muscles.

Milk Group milk, cheese, yogurt and dairy products

They contain calcium which helps us keep our teeth and bones healthy.

Fat and Sugar Group

Oil, butter, cream, sugar, cakes, biscuits, chips, sweets, soft drinks

We eat them mainly because they taste good.

2. A balanced diet means eating a variety of foods and eating the right amount.

Figure

Updating...

References

Related subjects :