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TRANSCRIPT
A HEALTHY LIFESTYLE Relationship between diet, health and
physical activity
(Worksheets)
Elisenda Fenés Folch
October-December 2009
A HEALTHY LIFESTYLE – WORKSHEETS UNIVERSITY OF ABERDEEN 2009
Elisenda Fenés Folch Institut Marta Mata (Salou)
2
QUIZ Are you a healthy eater? Have you ever wondered if your eating habits need improving? Take this quiz to
find out. Be honest. Answer the way you really eat, not the way you think you
should eat.
1. How often do you
eat fast food?
a. As often as
possible. Yum!
b. Once a week
c. Once in a while
d. Never
2. After you have
eaten, do you feel
like you are going to
burst?
a. Never
b. Not very often.
Only at family
gatherings.
c. Sometimes
d. All the time. I eat
until I cannot
have any more.
3. How many meals do
you have a day?
a. 5
b. 4
c. 3
d. 2
4. How often do you
eat breakfast?
a. Every day
b. Almost every day
c. Only when I have
time
d. Never
5. What do you tend to
eat?
a. Cereal or brown
toast and fruit
juice
b. Sweet cereal or
white toast
c. Bread and jam or
nutella
d. Crisps or
chocolate bar
6. How often do you
eat sugary or salty
snacks like biscuits
and crisps?
a. Never
b. 1-2 times a week
c. Every day
d. More than once
a day
7. How many portions
of fruit and
vegetables do you
have every day?
a. At least 5 portions
b. 3-4 portions
c. 1-2 portions
d. Some days I
don‟t have any
fruit or
vegetables.
8. How often do you
snack on fresh fruits
and vegetables?
a. Never
b. Once in a while
c. 2-3 times a week
d. Always
9. When you are thirsty
you drink...
a. Water
b. Juice
c. A sugar-free drink
d. A fizzy drink
10. How many glasses
of water do you
drink a day?
a. None
b. One
c. 2-3
d. More than 3
11. How often do you
eat pulses (lentils,
beans, chickpeas,
etc)?
a. Never
b. Once in a while
c. 1-2 times a week
d. 3 or more times a
week
12. How many times a
week do you have
fish?
a. Never
b. Once in a while
c. 1-2 times a week
d. 3 or more times a
week
A HEALTHY LIFESTYLE – WORKSHEETS UNIVERSITY OF ABERDEEN 2009
Elisenda Fenés Folch Institut Marta Mata (Salou)
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SCORE
0-15 You are what you eat – So be careful! Your body works hard to put you
through each day. And what does it get in return? An unhealthy diet loaded with
fatty foods, like hot dogs and crisps. It is time you make healthier choices. Your
answers show that you don‟t treat your body with the respect and moderation it
deserves. There is lots of room for improvement, and it will make you feel better!
16-30 You are what you eat – and it is all pretty good! Of course, coke and crisps
aren‟t the best way to stay healthy. But most of the time you treat your body with
respect. However, there‟s still room for improvement.
31-36 You are what you eat – and it‟s all good! You treat your body with respect
and moderation. A healthy diet is packed with fruit and vegetables and grains like
rice, pasta and bread. You are definitely an A+ eater.
KEY
1 a)0 b)1 c)2 d)3
2 a)3 b)2 c)1 d)0
3 a)3 b)2 c)1 d)0
4 a)3 b)2 c)1 d)0
5 a)3 b)2 c)1 d)0
6 a)3 b)2 c)1 d)0
7 a)3 b)2 c)1 d)0
8 a)0 b)1 c)2 d)3
9 a)3 b)2 c)1 d)0
10 a)0 b)1 c)2 d)3
11 a)0 b)1 c)2 d)3
12 a)0 b)1 c)2 d)3
A HEALTHY LIFESTYLE – WORKSHEETS UNIVERSITY OF ABERDEEN 2009
Elisenda Fenés Folch Institut Marta Mata (Salou)
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WORKSHEET Calories: intake vs. output
Before listening
Calories: Intake vs. Output
• Write what you know about the topic in column 1(think of: fast food, inactivity,
modern societies)
• Write some questions in column 2
• Leave column 3 blank
I know... I want to know... This is new! This is interesting!
While listening – exercise 1
Listen to the recording and complete the chart from the previous exercise.
Next, discuss your findings. Use this language:
I didn‟t know that...
(This information) is new / interesting.
I already knew that...
While listening – exercise 2
Listen to the first part of the recording again and complete the chart with the
numbers in the box. Be careful! There are two extra numbers.
210 396 414 445 500 699 966
Cola _______ ml = _______ Kcal
Burger & chips = _______ Kcal
Banana milk shake = _______ Kcal
Chocolate bar (large) = _______ Kcal
Listen to the second part of the recording again. Are the numbers correct?
Correct the ones that are wrong.
How many calories do different activities burn up in 60 minutes?
Aerobic Dancing = 290
Cycling = 372
Dancing = 217
Jogging = 390
Playing football = 432
Playing tennis = 420
Running uphill = 582
Walking = 210
A HEALTHY LIFESTYLE – WORKSHEETS UNIVERSITY OF ABERDEEN 2009
Elisenda Fenés Folch Institut Marta Mata (Salou)
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PROJECT Balancing diet and physical activity
Activity 1 What did you eat and drink yesterday? Try to
remember everything.
Fill in the chart. You can use vocabulary from the Table of
energy content of foods.
Meal Ate Drank
Breakfast at home
Breakfast at school
Lunch
Mid afternoon meal
Dinner
Any snacks?
Activity 2 Use the list of foods provided to calculate the amount of energy in the
food and drink you consumed yesterday. If you cannot find the food or drink you
had in the table, use other ways of finding out. For example, look at the food label
or search the Internet. Draw a chart like this one:
Food / drink Energy consumed
Glass of skimmed milk 400kJ
...
Total
100 kilocalories (kcal) = 418.68 kiloJules (kJ)
Activity 3 What type of exercise did you do yesterday? How much?
Use the table to calculate the amount of energy you spent. Copy the chart.
Type of activity Duration Energy spent
Brisk walking 15m 220 kJ (50kg)
...
Total
What is the difference between the amount of energy you took and the amount
you spent? ______________kJ
Activity 4 Now compare your energy intake with the recommended minimum
intake. You will need to know your weight. Should you have eaten more? Or less?
Which food could you do without? Why? Compare your results with your
classmates‟. Are you very different? Can you draw any conclusions?
Category Energy per day (kJ per kilo of weight)
Males (age 15 to 18) 190
Females (age 15 to 18) 167
A HEALTHY LIFESTYLE – WORKSHEETS UNIVERSITY OF ABERDEEN 2009
Elisenda Fenés Folch Institut Marta Mata (Salou)
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Table of energy content of foods Source: US Department of Agriculture
MILK and DAIRY Energy (Portion Size) Per 100g
Cheese (average) 460 kJ (25g) 1840 kJ
Cottage cheese 200 kJ (49g) 410 kJ
Cream cheese 840 kJ (47g) 1790 kJ
Milk (whole) 730 kJ (250ml) 292 kJ
Milk (semi-skimmed) 525 kJ (250ml) 210 kJ
Milk (skimmed) 400 kJ (250ml) 160 kJ
Yoghurt (natural) 375 kJ (150g) 250 kJ
Yoghurt (reduced fat) 285 kJ (150g) 190 kJ
BREADS and CEREALS Energy (Portion Size) Per 100g
Bread (white, thick slice) 400 kJ (1 slice 40g) 1000 kJ
Bread (wholemeal, thick slice) 368 kJ (1 slice 40g) 920 kJ
Noodles (boiled) 733 kJ (250g) 293 kJ
Pasta (normal, boiled) 1380 kJ (300g) 460 kJ
Cornflakes 449 kJ (30g) 230 kJ
Potatoes (boiled) 880 kJ (300g) 293 kJ
Rice (white, boiled) 1760 kJ (300g) 587 kJ
MEATS and FISH Energy (Portion Size) Per 100g
Bacon (average, fried) 1050 kJ (50g) 2100 kJ
Beef (roast) 1255 kJ (107g) 1173 kJ
Chicken 920 kJ (110g) 837 kJ
Ham 502 kJ (50g) 1005 kJ
Lamb (roast) 1256 kJ (100g) 1256 kJ
Luncheon meat 1256 kJ (75g) 1674 kJ
Eggs (1 average size) 380 kJ (60g) 630 kJ
Prawns 754 kJ (180g) 419 kJ
Pork 1337 kJ (110g) 1215 kJ
Salmon (fresh) 920 kJ (122g) 754 kJ
Sausage (pork, fried) 1045 kJ (78g) 1340 kJ
Trout (fresh) 838 kJ (167g) 502 kJ
Turkey 838 kJ (125g) 670 kJ
FRUITS and VEGETABLES Energy (Portion Size) Per 100g
Apple 184 kJ (100g) 184 kJ
Banana 449 kJ (165g) 272 kJ
Broccoli 113 kJ (84g) 134 kJ
Cucumber 13 kJ (30g) 42 kJ
Grapes 230 kJ (88g) 260 kJ
Lettuce 17 kJ (27g) 63 kJ
Peas 880 kJ (142g) 620 kJ
Spinach 33 kJ (100g) 33 kJ
Strawberries 42 kJ (33g) 126 kJ
FOOD HIGH in FAT/SUGAR
Ice cream 840 kJ (111g) 750 kJ
Chocolate cake 1200 kJ (63g) 1916kJ
Cola 491 (285g) 172 kJ
Butter 466 (15g) 3106 KJ
Jam 151 (15g) 1006 kJ
Doughnut 1285 (80g) 1606 kJ
A HEALTHY LIFESTYLE – WORKSHEETS UNIVERSITY OF ABERDEEN 2009
Elisenda Fenés Folch Institut Marta Mata (Salou)
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Table of energy expenditure
The chart provides an estimated number of kilojoules burned per kilo of body
weight per 1 minute. To calculate the number of kilojoules burned per 1 minute of
exercise for your body weight, simply multiply the kilojoules per kilogram figure
(kJ/kg) by your body weight in kilograms. In the last column, multiply the result
obtained per the number of minutes spent doing the activity.
Activity kJ/kg My expenditure:
(kJ/kg).my
weight
.minutes
Sitting quietly 0.083736
Sleeping 0.083736
Sitting (writing) 0.125604
Walking slowly (4km/hr) 0.251208
Light housework 0.251208
Food shopping 0.251208
Mopping floor 0.251208
Cycling (leisure) 0.251208
Table tennis 0.293076
Brisk walking (6km/hr) 0.293076
Dancing (aerobic, medium intensity) 0.41868
Tennis 0.460548
Jogging (slow) (7 km/hr) 0.460548
Swimming (crawl, slow) 0.544284
Football 0.544284
Basketball 0.586152
Running slow (8km/h) 0.62802
You can calculate it automatically here: http://www.afic.org/Burner.htm
Writing guide
Use the following substitution tables to help you.
My energy intake is more or less the same as...
(much) more than...
(much) less than...
the minimum recommended
intake.
I probably shouldn‟t have eaten / drunk
done any crisps / any sweets / any chocolate...
a smaller portion of...
more sport.
I eat more or less the same as
less / more than
more / less junk food than
healthier / less healthier than
my classmates.
A HEALTHY LIFESTYLE – WORKSHEETS UNIVERSITY OF ABERDEEN 2009
Elisenda Fenés Folch Institut Marta Mata (Salou)
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WORKSHEET Full English breakfast Breakfast is an important meal in Great Britain. On weekdays, most people have
cereal, milk and toast. At the weekends, some people have a fry-up –fried eggs,
bacon, sausages, black pudding, mushrooms, baked beans, fried tomato and
toasted or fried bread! Some people think this is delicious, some think it‟s disgusting!
Label the breakfast:
What about you? What do you think about the British fry-up? Tick () your options.
It’s delicious!
I love bacon and eggs, so I don‟t
care that it is not healthy!
A fry-up gives me energy for the
whole morning!
Although it tastes good, I‟m smart
enough to know better!
It’s disgusting!
I don‟t like bacon and eggs!
Even if I liked a fry-up, I wouldn‟t
eat it because it has got a lot of
fat!
There‟s no way we can burn that
amount of calories at school!
I want to be healthy and fit!
Discuss your options with your partner and then with the whole class.
Use the underlined expressions and the vocabulary in this worksheet.
A HEALTHY LIFESTYLE – WORKSHEETS UNIVERSITY OF ABERDEEN 2009
Elisenda Fenés Folch Institut Marta Mata (Salou)
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WORKSHEET Breakfast diary
You are going to keep a detailed diary of your breakfasts for a few weeks.
Food diaries help you become more aware of your eating habits, and problem
areas. They give you a basis from which to plan changes and set goals, and allow
you to look back and see what you've changed over time. This can be very
motivating. A food diary will also encourage you to make conscious choices
about what you eat.
Example of how to fill in your diary.
Week 1: Monday
Time Food and drink Where and who
with
Thoughts
8am Glass of orange
juice
At home with
family
Rushing to get to
school on time
9.30am Chocolate bar School, between
classes
Stressed, need
something sweet
11.30am Cheese sandwich,
milk drink
School, break time I was really hungry
Week 1: Tuesday
Time Food and drink Where and who
with
Thoughts
M M M m
M M M M
M M m M
Take a few pictures, too (e.g. with your mobile phone). You will need them to
illustrate your final report.
Bank of thoughts
• Rushing to get to school on time
• Stressed, need something sweet
• I was really hungry
• ...
A HEALTHY LIFESTYLE – WORKSHEETS UNIVERSITY OF ABERDEEN 2009
Elisenda Fenés Folch Institut Marta Mata (Salou)
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RESOURCES Obesity: a serious problem
Set of cards
It’s the Government’s
fault – they should
control advertising
and what goes into our
food. They expect us
to change our
behaviour when they
won’t change theirs.
It’s the food
manufacturers’ fault –
they should have some
sense of moral
responsibility – they
add in things that they
know are bad for us. All
they care about is
money.
It’s the supermarkets’
fault – they spend
thousands of pounds
thinking about where to
place their products
so that they will be the
most tempting. They
don’t care about the
consequences.
It’s the parents’ fault –
they buy the food for
their children. They
must know what’s good
for them, but they still
buy them sweets,
crisps and coke.
It’s our own fault –
kids nag their parents
into buying things.
Parents just don’t get
any peace unless they
give in.
It’s the advertisers’
fault – they make junk
food look so tempting
and they never really
advertise anything
that’s actually good for
you.
It’s the school’s fault –
they should teach us
more about diet and
nutrition then we’d be
able to make an
informed choice. We
don’t know so how can
we choose?
It’s the Government’s
fault – they don’t give
us enough time for
PE. They think
academic subjects are
more important than
our health.
It’s our own fault – we
don’t take enough
exercise. We’re happy
watching TV and
playing computer
games. If we did
enough exercise, we
would be healthier.
A HEALTHY LIFESTYLE – WORKSHEETS UNIVERSITY OF ABERDEEN 2009
Elisenda Fenés Folch Institut Marta Mata (Salou)
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WORKSHEET Obesity: a serious problem
Speaking and Writing guide Example of language to find someone who has chosen same top reason
“Do you think that parents/the school/the supermarkets... are the main cause of
teenage obesity?”
“In your opinion, which is the most important cause of obesity in teenagers?”
Substitution tables to help you write a short statement
We think that
In our opinion
We agree that
teenagers themselves
parents
the government
food manufacturers
supermarkets
advertisers
schools
are to blame for...
are responsible for...
are the most important /the
main cause of...
also have some responsibility.
also play a role.
are not a cause at all.
The most important reason of teenage obesity is... because...
Secondly...
In third position...
Then comes...
Finally, the least important motive is...
Substitution tables for the group discussion (agreeing on an action)
Making suggestions
Let‟s...
Why don‟t we...
I suggest that we...
What about...
How about...
write a letter to...
make a poster about...
carry out a survey on...
produce a leaflet about...
set up a dancing group...
Agreeing Disagreeing
That‟s a good idea!
All right.
Fine.
Yes, great!
Sorry. I don‟t agree. I think we should...
Your idea is difficult to carry out. Why
don‟t we...
The reason is that
We think it‟s their fault because
(Here use ideas and vocabulary from the cards)
A HEALTHY LIFESTYLE – WORKSHEETS UNIVERSITY OF ABERDEEN 2009
Elisenda Fenés Folch Institut Marta Mata (Salou)
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WORKSHEET Cost analysis
For this activity, you will need the receipt from your family‟s latest weekly grocery
shopping trip. Your task is to analyse this bill, separating out the costs for all
different types of food.
As a general rule, the more you move down the table, the more
the foods will be processed, will have used up energy to be
created, will have lost their nutritional value and contain „empty‟
calories.
Please add up the costs of all food items purchased for each of these categories:
Category Cost % of total cost
„Basic‟ foods
„Unprocessed‟ vegetables, fruit, dairy products,
cereals, pulses, meat, fish...
Processed foods
(Frozen/tinned foods, breakfast cereal, meat
cuts, juices...)
Prepared Meals
Junk food/sweets/cookies/sodas
Other (specify)
Total Cost
A number of considerations go into the purchasing of food, among which:
Does it have a high nutritional value?
Does it contain large amounts of sugar or salt?
On which category of food is the most money spent?
Do you feel that the cost/benefit ratio for this category of food is justified?
Why or why not?
A HEALTHY LIFESTYLE – WORKSHEETS UNIVERSITY OF ABERDEEN 2009
Elisenda Fenés Folch Institut Marta Mata (Salou)
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WORKSHEET Food groups 1
Composite foods
Think about how these meals combine the groups of the Eatwell plate.
Meal Food groups
Pizza „Primavera‟
Spaghetti Bolognese
Cheese and ham toasty
Chinese soup
Chicken and vegetables paella
Chocolate cake
Croissant and coffee with milk
Pasta salad
A HEALTHY LIFESTYLE – WORKSHEETS UNIVERSITY OF ABERDEEN 2009
Elisenda Fenés Folch Institut Marta Mata (Salou)
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WORKSHEET Food groups 2 Snack attack
Fill the Venn diagram with commonly eaten snacks.
Use food labels and the traffic light guide below to determine where the food
should go.
Low Medium High
Fat Less than 3.0 g/100g 3.0 – 20.0g/100g More than 20.0g/100g
Sugar Less than 5.0g/100g 5.0 – 12.5g/100g More than 12.5g/100g
Salt Less than 0.3g/100g 0.3g/100g – 1.5g/100g More than 1.5g/100g
Source – FSA traffic light guidelines.
Food high in fat
Food high in salt Food high in sugars
A HEALTHY LIFESTYLE – WORKSHEETS UNIVERSITY OF ABERDEEN 2009
Elisenda Fenés Folch Institut Marta Mata (Salou)
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WORKSHEET Food groups 3
The food pyramid – jigsaw activity
Text A
You are what you eat
6 Fruits and vegetables also contain carbohydrates and are also a good source
of vitamins, minerals and fibre. We should eat between 3-5 portions of
vegetables and 2-3 portions of fruit each day.
3 The food pyramid is a guide for planning a healthy diet. If you eat the
recommended portions of each food group every day you will get all the
nutrients you need and you will have enough calories to keep you healthy. It is
also important to vary the food you eat as much as possible within each food
group, because different foods contain different kinds of nutrients.
1 Fats, oils and sweets are at the top of the pyramid: this means that we should
not eat them too much. Remember that fats are also contained in other food
groups too. But not all fats are bad. Saturated fats like butter should not be eaten
too often, but unsaturated fats like olive oil are good for us in moderation.
Text B
You are what you eat
5 Protein is important but should be eaten in moderation. We can find it in dairy
products such as milk, cheese, and yoghurt. These foods also contain calcium
and vitamins. We should choose dairy products with lower levels of fat and only
eat 2-3 portions per day.
4 Meat, fish, beans, nuts and eggs contain the most protein. Beans are very
healthy as they contain high levels of protein and fibre, but do not contain much
fat. Proteins which come from animals are called „complete proteins‟ as they
contain essential amino acids. But our cholesterol level can rise if we eat too
much red meat.
2 Carbohydrates make up the biggest part of the pyramid. Nutritionists
recommend that 60-65% of the food we eat every day should be made up of
carbohydrates. They provide vitamin B, minerals and fibre. Foods in this group
include bread, cereal, rice and pasta. Nutritionists recommend we eat 6-7
portions of these foods per day.
A HEALTHY LIFESTYLE – WORKSHEETS UNIVERSITY OF ABERDEEN 2009
Elisenda Fenés Folch Institut Marta Mata (Salou)
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WORKSHEET Food groups 3
The food pyramid – jigsaw activity
Task 1 Effective reading
There are often words in a text you don‟t know. Try to guess their meaning with
help from the context. Sometimes the English word and the word in your language
are very similar. If all this doesn‟t help, you can look up the word in a dictionary.
After reading the text, write the translation of 5 words you didn‟t know.
1. _________________________
2. _________________________
3. _________________________
4. _________________________
5. _________________________
Task 2
With the help of your partner, match all 6 paragraphs with the correct part of the
pyramid. It is important that you don‟t show your text to your partner and that you
do not see his/hers. Which words helped you decide this order? Underline them.
Task 3
Complete the sentences. You still need your partner’s help.
You need food for the _______________ and the _______________.
Pork contains more _______________ than chicken.
Beans and nuts are _______________.
We should eat at least 400g of _______________ every day.
It is important to eat a variety of foods because _______________.
Dairy foods –especially if they are not low in fat– should be eaten _______________.
Are there any differences between both the Eatwell plate and the pyramid?
A HEALTHY LIFESTYLE – WORKSHEETS UNIVERSITY OF ABERDEEN 2009
Elisenda Fenés Folch Institut Marta Mata (Salou)
17
WORKSHEET What do you know about nutrients?
Task1
True or false? Correct the sentences that are wrong.
We should have carbohydrates with every meal. T / F ____________________________
Beans contain protein. T / F _____________________________________________________
Vitamin A is good for your bones. T / F ___________________________________________
We get iron from cheese. T / F __________________________________________________
Vitamin C prevents illnesses. T / F ________________________________________________
Crossword 1
2
3
4
5 6
7
8
EclipseCrossword.com
Across
2. It causes tooth decay. 4. A starchy carbohydrate. 5. A source of fat. 8. Found in oranges, kiwi and red peppers.
Down
1. A good source of protein for vegetarians. 3. Found in cheese and other diary products. 6. An oily fish. 7. Another starchy carbohydrate.
A HEALTHY LIFESTYLE – WORKSHEETS UNIVERSITY OF ABERDEEN 2009
Elisenda Fenés Folch Institut Marta Mata (Salou)
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WORKSHEET What do you know about nutrients?
Task 2
PowerPoint presentation and note taking exercise
Complete the table below while you are shown some slides on nutrients.
Nutrient Food sources Main functions Don’t forget
Macronutrients
Carbohydrate
Sugars
Carbohydrate
Starch
Protein
Saturated fat
Unsaturated
fat
A HEALTHY LIFESTYLE – WORKSHEETS UNIVERSITY OF ABERDEEN 2009
Elisenda Fenés Folch Institut Marta Mata (Salou)
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Nutrient
Food sources Main functions Don’t forget
Micronutrients – vitamins
Vitamin A
Vitamin D
Vitamin B
Vitamin C
Micronutrients – minerals
Calcium
Iron
Sodium
A HEALTHY LIFESTYLE – WORKSHEETS UNIVERSITY OF ABERDEEN 2009
Elisenda Fenés Folch Institut Marta Mata (Salou)
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WORKSHEET What do you know about nutrients?
Task 3
Poster
In pairs or groups of three, first compare your notes.
Use this language
“What did you write under „food sources‟ for proteins?”
“Oh, I also wrote.... I think you should add it to your list”
Now, adopt a nutrient and create a poster with the most important information
about your nutrient. Use your notes. The poster should include:
Name of the nutrient in big letters
Pictures of food which are a good source of the nutrient
Its main functions. E.g. Good for your bones or Needed for growth
A “Dont‟ forget” section. E.g. Teenagers need extra proteins or Eat in
moderate amounts
Language to help you
... is/are important for...
... is/are needed for...
... is/are good/bad for...
... cause(s) / provoke(s)...
... is/are a good source of...
... provide(s)...
... is/are found in...
A HEALTHY LIFESTYLE – WORKSHEETS UNIVERSITY OF ABERDEEN 2009
Elisenda Fenés Folch Institut Marta Mata (Salou)
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WORKSHEET Nutrients and Eatwell plate revision 1
Task 1
Unscramble each of the clue words.
Copy the letters in the numbered cells to other cells with the same number.
Mystery message:
Task 2
Working with a partner, try to decide which word from each set is the odd-one-out
and be prepared to explain why. Think of the Eatwell plate and nutrients.
1. Potatoes - carrots - cabbage - peas -__________
Reason:
E.g. Potatoes are a main source of carbohydrates and not a vegetable.
2. Broccoli - chicken - milk - sweets -__________
Reason:
________________________________________________________________________
3. Butter - olive oil - yoghurt - cream -__________
Reason:
________________________________________________________________________
A HEALTHY LIFESTYLE – WORKSHEETS UNIVERSITY OF ABERDEEN 2009
Elisenda Fenés Folch Institut Marta Mata (Salou)
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4. Crisps - chocolate bar - cola drink - fruit juice -__________
Reason:
________________________________________________________________________
5. Beans - ham - tuna - rice -__________
Reason:
________________________________________________________________________
6. Potato - sugar - pasta - cereals -__________
Reason:
_______________________________________________________________________
7. Strawberries - oranges - tomatoes - bread -__________
Reason:
________________________________________________________________________
8. __________ - __________ - __________ - __________ -__________
Reason:
________________________________________________________________________
This language can be useful:
Giving a reason
I think / In my opinion... potatoes are a main source of carbohydrates and not a
vegetable.
The odd-one-out is potatoes because they are carbohydrates, not vegetables.
Expressing agreement
I agree with you. / I think you are right.
Expressing disagreement
I don‟t agree with you. I think...
Use these words:
Vegetables, fruit, dairy products, minerals, vitamins, proteins, carbohydrates, fat.
Task 3
Now, add an extra word to each group in the space provided.
Task 4
Create your own group of words with an odd-one-out. Swap your group with your
partner‟s and try to guess its logic.
Task 5
Finally, try to classify all the words from Task 2 into 5 to 10 groups. Label each
category. A word can be in more than one group.
A HEALTHY LIFESTYLE – WORKSHEETS UNIVERSITY OF ABERDEEN 2009
Elisenda Fenés Folch Institut Marta Mata (Salou)
22
WORKSHEET Nutrients and Eatwell plate revision 2
Where do nutrients come from?
For each type food, identify the food group from the Eatwell plate to which it
belongs. List the main nutrients found in each food.
Food Food group from Eatwell plate Main nutrient(s)
Cola drink
Chocolate biscuit
Lentils
Butter
Sausage
Muesli
Canned tuna in oil
Dried figs
Carrots
A HEALTHY LIFESTYLE – WORKSHEETS UNIVERSITY OF ABERDEEN 2009
Elisenda Fenés Folch Institut Marta Mata (Salou)
23
BREAKFAST: THE MOST
IMPORTANT MEAL OF THE DAY
Healthy breakfast
survey
Today you are going to draw conclusions
from the data you have been collecting
during the term.
STEP 1: TABLE First, enter your data into a table. In the first column, list all the foods
and drinks –grouped according to the food pyramid table (see class notes)–; in
the first row, the number of weeks (Week 1, Week 2...). Add up the number of
portions consumed every week. You can use an online dictionary for the words
you don't know.
STEP 2: GRAPHS Calculate the number of portions consumed for each food group
over the term. Then, create a graphic (pie chart) with these totals.
Now, group the foods and drinks in your table into two categories: healthy,
unhealthy. Draw totals and create another graphic (pie chart) with this
information.
HEALTHY UNHEALTHY
FOOD
DRINKS
STEP 3: CONCLUSION Finally, write a 150-word text explaining your conclusions. To
help you, include the answers to the following questions in your text.
a) As well as saying what time you eat, say who you have your breakfast
with, where and what you eat. Is it different at weekends? If you don't
have breakfast why not?
b) Do you think your breakfasts are balanced? Why? Support your answer
with the help of graphs. What would be an example of a healthy
breakfast? Use your knowledge of food groups and nutrients.
c) After having done the survey do you think it is necessary to change your
eating habits? If the answer is yes, what do you think you could do in
order to have a healthier breakfast?
d) Explain why it is important to have breakfast and in what way this work
has been useful to you.
A HEALTHY LIFESTYLE – WORKSHEETS UNIVERSITY OF ABERDEEN 2009
Elisenda Fenés Folch Institut Marta Mata (Salou)
24
Writing guide
Use these expressions of opinion:
In my opinion... I think that... I don't think that...
I agree that... I don't agree that... I'm not sure
if...
After each of the expressions we continue
with the subject, verb, etc., as in a normal
sentence:
I think that my breakfasts are quite balanced.
Use the comparative and superlative:
Bread, tomato and olive oil are healthier than
industrial pastry.
Use adverbs and expressions of frequency:
I usually drink a glass of milk in the morning.
Most days I have breakfast twice: first, when I
wake up...
Use the following verb tenses...
to explain your past habits:
I didn't use to eat anything in the morning.
I used to drink Cola for breakfast.
to say what you should do or what you are going to do to change your habits:
I should eat more fruit.
I am going to include fruit in my breakfast.
to say why it is important to have a healthy breakfast:
If I have a good breakfast I will be more awake and concentrated at school.
Interpreting tables/graphs
The graph is the result of the analysis of data
taken from...
This table/chart/graph shows/indicates... the
relationship between…and…
Looking at this table/... we can see that…/it is
clear that…
What this table shows is…
Conclusion
I have learnt from this project…
The conclusion we can draw from the survey
is that...
Two conclusions can be drawn from the
survey. Firstly,… Secondly... .
I reached the following conclusion (s)
One possible extension of the project might
be to…/that…
A way to extend the project would be to…
Information sources
http://www.bbc.co.uk/schools/studentlife/revisionandskills/stressandhealth/eat_yo
ur_way_to_exam_success.shtml
http://nutrition.about.com/od/nutrition101/a/breakfast.htm
http://www.kidsgrowth.com/resources/articledetail.cfm?id=912
Don‟t forget to use your classroom notes!