A HEALTHY LIFESTYLE - xtec.cat · A HEALTHY LIFESTYLE – WORKSHEETS UNIVERSITY OF ABERDEEN 2009 Elisenda Fenés Folch Institut Marta Mata (Salou) 3 SCORE 0-15 You are what you eat

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



3

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



4

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



5

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



6

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



7

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.

http://www.afic.org/Burner.htm



8

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.



9

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

• ...



10

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.



11

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)



12

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?



13

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



14

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



15


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.



16


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?



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.



17


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



18

Nutrient

Food sources Main functions Don’t forget

Micronutrients – vitamins

Vitamin A

Vitamin D

Vitamin B

Vitamin C

Micronutrients – minerals

Calcium

Iron

Sodium



19


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...



20

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:

________________________________________________________________________



21

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.



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



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.



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!

http://www.bbc.co.uk/schools/studentlife/revisionandskills/stressandhealth/eat_your_way_to_exam_success.shtml

http://www.bbc.co.uk/schools/studentlife/revisionandskills/stressandhealth/eat_your_way_to_exam_success.shtml

http://nutrition.about.com/od/nutrition101/a/breakfast.htm

http://www.kidsgrowth.com/resources/articledetail.cfm?id=912

Documents

A HEALTHY LIFESTYLE - xtec.cat · A HEALTHY LIFESTYLE – WORKSHEETS UNIVERSITY OF ABERDEEN 2009 Elisenda Fenés Folch Institut Marta Mata (Salou) 3 SCORE 0-15 You are what you eat