1. Action PlanAction Plan
In this unit, you will learn:In this unit, you will learn:
• To understand sequences in informationTo understand sequences in information
texts.texts.
• To find and give examples.To find and give examples.
• To recognize the uses ofTo recognize the uses of thethe..
• To recognize and use expressions of statingTo recognize and use expressions of stating
purposes.purposes.
• To understand and use vocabulary relatedTo understand and use vocabulary related
to agriculture, foods, and the brain.to agriculture, foods, and the brain.
Action PlanAction Plan
In this unit, you will learn:In this unit, you will learn:
• To understand sequences in informationTo understand sequences in information
texts.texts.
• To find and give examples.To find and give examples.
• To recognize the uses ofTo recognize the uses of thethe..
• To recognize and use expressions of statingTo recognize and use expressions of stating
purposes.purposes.
• To understand and use vocabulary relatedTo understand and use vocabulary related
to agriculture, foods, and the brain.to agriculture, foods, and the brain.
Block 3Block 3 Unit 7Unit 7 Food for ThoughtFood for Thought
1
min.
2. beefsteak chop chicken fish
lettuce eggs grapes tomatoes rice
Opening Task
Look at the pictures and discuss the questions.
1. What foods can you make from the things in the pictures?
2. Which of these things are the easiest to grow/raise?
3. Which of these things are grown near where you live?
2
min.
4. Vocabulary
Agriculture
Complete the definitions with words from the box.
Then listen and check your answers.
crops gene fertilizers nutrients field pesticides yield agriculture
1. Corps are plants that farmers grow such as wheat, rice and corn.
2. Agriculture refers to the growing of food for humans and animals to eat.
3. Fertilizers are chemicals wich help plants wo grow.
4. A field is an open area of ground in the countryside where you can grow
food.
5. The yield of a farm is the amount of crops that it can produce.
6. Pesticides are chemicals that farmers use to kill the insects that eat their
crops.
7. Nutrients are things found in foods and plants which are good for our
bodies.
8. A gene is the part of a cell that controls the physical characteristics, growth,
2
min.
5. Listening
Discuss the questions related to the foods in the box.
corn olives chocolate butter avocados chili peppers vanilla potatoes
rice beans wheat beef tomatoes cheese oil grapes
1. Which of these things are traditional foods
found first in Mexico?
Corn, beans, chocolate, tomatoes,
avocados, vanilla and many kinds of
chilies are native to Mexico.
2. Which were brought here by the Spanish?
Vanilla, butter, cheese, wheat, avocados.
2
min.
6. Pre-reading
a)a) Look at the title of the article on page 77.Look at the title of the article on page 77.
Predict what you think the article will be about..
Food for allFood for all
b) Quickly read the article on the next page. Then answer the questions.b) Quickly read the article on the next page. Then answer the questions.
SkimSkim 1. What is the article about?1. What is the article about? It´s about the Green Revolution.It´s about the Green Revolution.
ScanScan 2. Who won the Nobel Peace Prize?2. Who won the Nobel Peace Prize? Norman Borlaug.Norman Borlaug.
3. When did the Green Revolution start?3. When did the Green Revolution start? In the 1940sIn the 1940s..
4. How many points are made that support the Green Revolution?4. How many points are made that support the Green Revolution? Three.Three.
5. How many points are made that do not support the Green Revolution?5. How many points are made that do not support the Green Revolution?
Three.Three.
3
min.
7. Comprehension
Read the statements. Write T for True or F for False.
FF 1. The Green Revolution started in India and moved to Mexico.1. The Green Revolution started in India and moved to Mexico.
TT 2. Not everyone thinks the Green Revolution was good idea.2. Not everyone thinks the Green Revolution was good idea.
FF 3. The Green Revolution has led to an increase in biodiversity.3. The Green Revolution has led to an increase in biodiversity.
TT 4. Mexico was exporting wheat by the middle of the 1960s.4. Mexico was exporting wheat by the middle of the 1960s.
TT 5. The Green Revolution has had many benefits to humankind, but has also5. The Green Revolution has had many benefits to humankind, but has also
caused problems.caused problems.
2
min.
8. Skills Work Sequencing ideasSequencing ideas
Often a writer has several main points to say. Writers usually put their
most important idea first and they order them using words such as firstly,
secondly, thirdly, and lastly. However, a writer sometimes uses two sets of
firstly, secondly, etc. as, for example one, set for the points in the text
which argue “for” the Green Revolution and those which argue “against”
it.
a) Identify which of the sentences are For or Against the Green Revolution.
Write them in their correct order sequencing words.
1. Against Secondly, Secondly, it uses too much fertilizer.
2. For Firstly, it helped to create new science.
3. Against Lastly, too many pesticides are being used.
4. For Secondly, this research helped the farmers.
5. For Thirdly, this knowledge spread to many countries.
6. Against Firstly, biodiversity has decreased.
3
min.
9. b) Complete the sentences using sequencing words in your order of importance.
There are many reasons why people should study English.
1. secondly We can pass tests and get a good job.
2. fourthly We need it in our future.
3. lastly We can travel the word and meet many people.
4. firstly It’s good for the brain.
5. lastly It´s the international language of travel, business, the Internet, and the
media.
6. thirdly English is a fun language to learn.
Speaking
Discuss the questions about the Green Revolution.
Agree on answers.
1. What do you think of the Green Revolution?
2. Has it hurt the Earth more than it has helped it?
3. Many people on Earth as still hungry. Why is this, do you think?
3
min.
10. Language Work In order to, in order that, for + gerund and to + verb
Look at the way in order to, in order that, for + gerund, and to (do) are used to state
the purpose of things. Then match the sentence halves.
Aquaculture
The land is not the only place on earth where humans work to provide food for ourselves.
The oceans, lakes, and rivers are being farmed in order to manage the world´s marine
efficiently. In marine fishing, nets are used for keeping the fish in one place in order
that the fish can be easily caught. Sometimes fish are grown in pools inside big buildings
in order to control the fish supply better.
d 1. Fisherman work hard to.
e 2. They use the marine resources carefully in.
g 3. They need of spend a lot of money.
h 4. The fisherman use big pools for.
f 5. They often need a lot of equipment.
a 6. The have to get up early in.
c 7. They only need small boats in order.
b 8. Aquaculture is needing in order.
a. Order to feed the fish.
b. To feed the world´s population.
c. To get to the fish farms.
d. Make money for their families.
e. Order that the enviroment is protected.
f. For feeding the fish efficiently.
g. Get buy the expensive equipment.
h. Keeping the fish under control.
3
min.
11. Writing Complete the paragraph whit in order to,
in order that, for + gerund, and to (do).
As whit the Green Revolution, aquaculture also has itsAs whit the Green Revolution, aquaculture also has its
problems. Firstly, the fish need protein (1)problems. Firstly, the fish need protein (1) in order toin order to grow, butgrow, but
farmed fish need more protein that wild fish, and we have tofarmed fish need more protein that wild fish, and we have to
use more of the earth's resources (2)use more of the earth's resources (2) toto make this protein.make this protein.
Secondly, fish farming can lead to less biodiversity becauseSecondly, fish farming can lead to less biodiversity because
these fish take away food from other fish in the sea. Thirdly,these fish take away food from other fish in the sea. Thirdly,
they use nets and pools (3)they use nets and pools (3) in order toin order to keep the fish underkeep the fish under
control but this leads to heavy pollution in one area. In order (4)control but this leads to heavy pollution in one area. In order (4)
thatthat the environment is protected, they need to use systems (5)the environment is protected, they need to use systems (5)
forfor farming the fish effectively in (6)farming the fish effectively in (6) order toorder to protected theprotected the
rivers and oceans for our future.rivers and oceans for our future.
A word family is a group of words that share the same meaning. For
example helps, helping, helpless, and helpfulness are part of the help
word family. Learn words in word families so you can build a big
vocabulary.
Skill Builder
4
min.
Identifying
word
families
13. minerals
carbohydrates
glucose
fatty foods
toxins
oxygen
proteins
vitamins
Vocabulary Nutrients in the body
Complete the definitions whit words from the box. Then listen and check your answers.
1.1. MineralsMinerals are substances, such as salt, that you need toare substances, such as salt, that you need to
keep your body healthy.keep your body healthy.
2.2. We getWe get proteinsproteins from meats, eggs, and so on and youfrom meats, eggs, and so on and you
need them to help your body grow.need them to help your body grow.
3.3. CarbohydratesCarbohydrates are found in foods such as pasta, rice,are found in foods such as pasta, rice,
and bread and give you energy.and bread and give you energy.
4.4. GlucoseGlucose is a type of sugar.is a type of sugar.
5.5. ToxinsToxins are poisons in the body.are poisons in the body.
6.6. Fatty foodsFatty foods include oils, butter, cakes, and sweets andinclude oils, butter, cakes, and sweets and
form an energy store in the body.form an energy store in the body.
7.7. OxygenOxygen is a colorless gas found in large amounts in theis a colorless gas found in large amounts in the
air. All animals need this to live.air. All animals need this to live.
8.8. VitaminsVitamins are substance that you need to stayare substance that you need to stay
healthy such as B12, C, and so on.healthy such as B12, C, and so on.
2”
14. Speaking
Discuss the questions about food. Agree on answers.
1. Which foods are good for you? Fruits and vegetables
2. Which foods taste great but actually are bad for you? Fatty foods
Pre-reading
a) Look at the title of the article on page 81. Predict what you think the article will be
about.
BRAIN FOODBRAIN FOOD
b) Quickly read the article on the next page. Then answer the questions.
Skim 1. What is the article about? How food can affect the brain
Scan 2. What’s the best time to eat a big meal? About 7:00
3. Are omega-3 fatty acids good or bad for you? Good
4. What is our brain mostly made of? Water
5. How many of the food groups are mentioned? All of them
2
min.
15. Choose and circle the best option to complete each sentence.Choose and circle the best option to complete each sentence.
1. Our brain cells communicate by using1. Our brain cells communicate by using
a. serotonin b. glucose c.a. serotonin b. glucose c.
neurotransmittersneurotransmitters
2.Carbohydrates can make you feel2.Carbohydrates can make you feel
a. depressed b. tired c. relaxeda. depressed b. tired c. relaxed
3. A lot of our brain is fat, so we need to eat.3. A lot of our brain is fat, so we need to eat.
a. less fat b. the right types of fatsa. less fat b. the right types of fats c. more fatc. more fat
4. Your brain will not work better in you4. Your brain will not work better in you
a. drink green tea b. drink enough water c. eat tooa. drink green tea b. drink enough water c. eat too
manymany
fatty foodsfatty foods
Comprehension
2
min.
16. Skills Work Identifying examples and definitions
Most writers add examples of the things they are writing about. They often
use words such as include or including or expressions like, e.g., such as, for
example, for instance, or they may put the items in parentheses ().
a.a. Look at the article on page 81 and find examples of the following things.Look at the article on page 81 and find examples of the following things.
1.1. Carbohydrates:Carbohydrates: breads, rice and pastabreads, rice and pasta..
2.2. Proteins:Proteins: meats, fish and cheesemeats, fish and cheese..
3.3. Things that can help prevent damage to the brain’s cells:Things that can help prevent damage to the brain’s cells:
berries, chocolatesberries, chocolates..
4.4. Omega-3 fatty acids:Omega-3 fatty acids: oily fish such as salmon, sardinesoily fish such as salmon, sardines..
5.5. Things that can make you sharp mentally:Things that can make you sharp mentally: chocolate, green teachocolate, green tea..
6.6. Something that might make you sleepy:Something that might make you sleepy: eating pasta at lunchtimeeating pasta at lunchtime.. 2
min.
17. b. Complete the sentences whit examples that are true for you.b. Complete the sentences whit examples that are true for you.
1.1. I don’t eat enough foods that contain omega-3 fatty acids such asI don’t eat enough foods that contain omega-3 fatty acids such as salmon,salmon,
sardines, blue fish, hispanica aloe vera, flax, pumpkinsardines, blue fish, hispanica aloe vera, flax, pumpkin..
2.2. We shouldn’t eat too many fatty foods, for exampleWe shouldn’t eat too many fatty foods, for example butter, and fried porkbutter, and fried pork
rindsrinds..
3.3. I need to make sure I drink enough liquids, for instance,I need to make sure I drink enough liquids, for instance, water, mineralwater, mineral
water, lemonadewater, lemonade..
4.4. Carbohydrates (e.g.,Carbohydrates (e.g., sugar, honey, milk, fruits, rice, corn, breadsugar, honey, milk, fruits, rice, corn, bread) are very) are very
good for making glucose for the brain.good for making glucose for the brain.
5.5. I should eat more fruit and vegetables includingI should eat more fruit and vegetables including
celery, bananas, apples, radishes, lettuce,celery, bananas, apples, radishes, lettuce,
tomatotomato..
2
min.
In Mexico
Do people in Mexico eat the right kinds of foods?
18. Language work Uses of the
Notice how the is used and not used (Ø) in the paragraph. Then complete below whit the or
Ø.
Ø Brains are very complex organs. The humans brain and is made up of many parts that control
different functions. Ø movement and balance are controlled near the bottom of the brain,
and Ø lenguage is processed near the left ear. Ø Humans have the biggest brains in the
animal kingdom.
1. After age 30, the brain loses 0.25 percent of its size every year.
2. In one day, your brain creates more electrical impulses than all the world’s telephones.
3. Your brain can stay alive for four to six minutes without Ø oxygen.
4. It is only 3 percent of the body’s weight but it uses 17 percent of the body’s energy.
5. The right side of your brain controls the left side of your body.
6. Before a baby is born, the baby’s brain is creating 250,000 new neurons every minute.
7. There are 100 billon neurons in the humans brain-the same number of Ø stars that there
are in our galaxy.
8. The human brain is about 75 percent Ø water.
3
min.
19. Writing
Complete the paragraph whit the or ØØ.
(1)(1) TheThe human brain is very complex.human brain is very complex.
Researchers haves discovered that (2)Researchers haves discovered that (2) ØØ
daydreaming is an essential process in (3)daydreaming is an essential process in (3)
thethe development of the brain. Your brain isdevelopment of the brain. Your brain is
also more active at night than during (4)also more active at night than during (4) thethe
day making new connections. But it is veryday making new connections. But it is very
efficient, using less power than (5)efficient, using less power than (5) thethe lightlight
in your refrigerator or (6)in your refrigerator or (6) thethe equivalent ofequivalent of
the energy in two bananas. Most of (7)the energy in two bananas. Most of (7) thethe
energy goes into (8)energy goes into (8) ØØ maintenance.maintenance.
In many texts, writers structure paragraphs in specific ways.
Often writers put the topic of the paragraph at the start and
follow it with supporting ideas or examples. Look at article on
page 81 and see how the text is constructed.
Identifying
the main
idea of a
paragraph
2
min.
20. Real-life Reading
La
Cebollita
Appetizers
Cheese-stuffed shrimp
Boneless chicken wings
Chips and salsa
Cheese nachos
Salads
Fajita salad
Chicken caesar salad
Main courses
Texas chees steak*
Mariachi steak*
Taco dinner
1 taco
2 tacos
3 tacos
Pasta grilled chicken
Pasta pomodoro
$4.75
$4.95
$2.95
$3.25
$4.75
$5.95
$7.25
$3.95
$3.95
$11.95
$10.95
$7.25
$10.95
$12.95
$6.95
$6.95
With steak
With steak
With steak
Combinations – all $12.95
Monterrey Combo
Taco, enchilada, and tostada with fries or salad
Acapulco Combo
2 tostadas (beef or chicken) and 2 tacos
Guadalajara Combo
Enchilada, taco, and tostada with salad or fries
Sides – all $2.25
Beans French fries Chili
Desserts – all $2.75
Chocolate cake
Mango pudding
Beverages – all $1.95
Fresh orange juice Soda Cola
Bottomless coffee Cappuccino
Add state taxes of 5% and service of 10%.
Gratuity not incluided.
<><><><><><><><><><><><><><><><><><><><><><
1456 Hewitt Dr., Waco, TX (254) 470-1593
Mon-Sat: 11:00 am. – 10:00 pm. * weekdays only
4
min.
21. My Learning Experience
Look at the list of language objectives in the unit. Draw , or
Read the menu. Write t for true or f for false.
FF 1. This restaurant is in Mexico.1. This restaurant is in Mexico.
TT 2. All the drinks are the same price.2. All the drinks are the same price.
FF 3. All foods are available on Saturday.3. All foods are available on Saturday.
TT 4. You can have many coffees for the same price.4. You can have many coffees for the same price.
FF 5. Taxes and service charges are included.5. Taxes and service charges are included.
Lenguaje Agree? , or
I can understand sequences in a text.
I can find and give examples.
I can recogonize uses of the.
I can recognize and use expressions for stating purposes.
I can understand and use vocabulary related to agriculture,
foods, and the brain.
3
min.
22. Closing Task
Look at the pictures on pages 74 and 75. Discuss the questions.
1. What do you feel is the best way to ensure our planet gets enough of these
foods?
2. What balance of these foods does your family have?
3
min.
23. Word builder Prefixes: un-, im-, in-
a. Study the examples of the negative prefixes un-, im-, and in- which give the
word a negative meaning. Then rewrite the words below with a negative
prefix.
un- im- in-able unable
kind unkind
happy unhappy
possible impossible
polite impolite
perfect imperfect
ability inability
accurate inaccurate
human inhuman
1. known unknown
2. interested uninterested
3. lucky unlucky
4. balanced imbalanced
5. patient impatient
6. practical impractical
7. capacity incapacity
8. appropriate inappropriate
9. flexible inflexible
b. Complete the sentences with the correct words from a.
1. I’m really unhappy right now. My boyfriend and I had a big fight.
2. It’s impossible to please all the people the time.
3. I’m sure these figures are inaccurate because they don’t add up to 100 percent.
4. Why am I so unlucky all the time? Nothing ever seems to go well for me.
5. There are many things about our brain that are still unknown. It’s quite a mystery!
6. My boss is so important. He can’t wait for five minutes without getting angry!
3
min.
24. Spanish English
agricultura agriculture
bebida beverage
bioquímico biochemical
campo field
cultivo crops
genes genes
glucosa glucose
masa mass
mental mental
mineral mineral
neurona neuron
nutrientes nutrients
oxigeno oxygen
para (que) in order to
pesticidas pesticides
propina propine
proteina protein
rendimiento yield
toxina toxin
vitamina vitamin
4
min.
My
Dictionary
Write the words
in English. Look
for them in the
unit.
25. Fuentes
Bibliográficas:
Chapman, J. (2009). Sequences, Teacher’s Resource Book 5. México: Heinle
Cengage Learning.
Waring, R., Woodall, P. y Thomlinson, J. (2009). Sequences, Student Book 5.
México: Heinle Cengage Learning.
Electrónicas:
http://images.google.com/images?gbv=2&hl=en&sa=3&q=food+for+thought
Elaborado por: Ing. Sonia Margarita Osuna RodríguezElaborado por: Ing. Sonia Margarita Osuna Rodríguez
