My health and wellbeing in prison (women) Healthy lifestyle teachers pack. My health and wellbeing in prison and beyond (women)

Transcription

1 My health and wellbeing in prison and beyond (women) Unit 3 Healthy lifestyle 1

2 Unit 3 Healthy lifestyle - teacher s notes This unit involves discussion and reading around the topic of healthy living. It focuses on language for giving advice and provides opportunity for writing some advice for new prisoners. Level: Entry level 1-3 / Scottish Access 2 National 4 / CEFR A1 - B1 Time: Approximately 90 minutes. Aims For all learners: To provide opportunity for discussion and peer teaching of useful vocabulary for talking about healthy lifestyle inside and outside prison. To practise spelling of related vocabulary (optional). For Pre-entry/beginner and Entry 1 learners: To introduce useful language for talking about healthy lifestyles. To form questions in the present simple to ask about lifestyle. To practise handwriting (Pre-entry/beginner) or write sentences using imperative (Entry 1) to give advice. For Entry 2 and 3 learners: To raise awareness of different text types and purposes. To provide opportunity for scanning and reading for detail. To introduce or consolidate language for giving advice. To facilitate peer writing activity: giving advice to new prisoners. Objectives All learners will be able to: use vocabulary and phrases to talk about healthy living write sentences giving advice on healthy living. Some learners will be able to: read four texts and identify text type and purpose, and understand some detail reorder sentences for giving advice use present simple questions to ask about healthy living use a range of structures for giving advice. 2

3 Preparation You will need: Resource 1 (teacher s resources): pictures to stimulate discussion: one copy for whole class, and one between two for any Pre-entry/beginner / Entry 1 learners you have. If possible, print them in colour and laminate for reuse. You could also use a projector or interactive whiteboard to display them to the whole class if this facility is available. Lined paper Flipchart / large paper and marker pens (three sets) For your Pre-entry/beginner and Entry 1 learners Resource 2 (teacher s resources): one between two, cut up prior to class Activity sheet 5A (for Pre-entry/beginner): one per learner Activity sheet 5B (for Entry 1): one per learner For your Entry 2 learners Resource 3 Texts 1-4: one between two Activity sheets 1A, 3A and 5C: one per learner For your Entry 3 learners Resource 3 Texts 1-4: one between two Activity sheets 1B, 3B and 5C: one per learner Optional / Extra activities Activity sheet 2: a few copies Activity sheet 4: one per learner if you want to practise spelling For your use One copy of the answer sheet 3

4 Procedure Lead in Use Resource 1 to stimulate discussion, in pairs, small groups or as a whole class. Either display via a projector or as coloured flashcards. Elicit vocabulary / phrases. Ask learners to tell you if pictures show a healthy or unhealthy activity. Drill basic vocabulary for low-level learners, and any other phrases learners find tricky. Option: write up any useful vocabulary on the whiteboard / flipchart to refer back to during the lesson Optional questions you could use if appropriate; Is it easy to stay healthy in (name of prison)? Why / why not? What do you do to stay healthy? What sports are available in (name of prison)? Do you do any? How often? What foods did you eat in your country? Do you think they are healthy? Activity 1 Reading texts associated with healthy living Set Pre-entry/beginner and Entry 1 learners on matching the phrases in Resource 2 to the pictures in Resource 1 (which you used above). For the Entry 2 and 3 learners, draw attention to different texts displayed in the room (e.g. a sign, a timetable, a dictionary). Elicit what text type it is and what the purpose of it is. Check that learners understand what a text is (they might be familiar with it as a short form of text message ). Make sure they understand it is anything you can read or write. You might like to write up examples of text types on the whiteboard / flipchart. Pair up learners (according to level is better) and give each pair a set of texts 1-4 from Resource 3. Give them a few minutes to look then give out Activity sheet 1a to Entry 2 learners and Activity sheet 1b to Entry 3 learners. Option: early finishers can proofread and correct Text 1. Give out Activity sheet 2 for instructions and answers. While Entry 2 and 3 are reading, monitor Pre-entry/beginner and Entry 1 learners. Check they have matched the phrases to the pictures correctly. Introduce I... and I 4

5 don t... Drill and then ask them to say one sentence about themselves for each picture. Go through the answers to the reading activity (Activity sheet 1a and 1b). Although 1b is slightly more challenging, the answers are the same. To round off the activity, ask if Entry 2 and 3 learners think Margita (Texts 1 and 2) is healthy or not. Ask Pre-entry/beginner and Entry 1 learners to tell you one sentence each about themselves. Follow up / extension activities Ask learners to read the advice in Text 3 and note down the numbers of any things they already do. Use the language of frequency in Texts 2 and 3 (twice a week, 3 meals each day) to introduce expressions of frequency. You could write some expressions down on the whiteboard / flipchart or prepared on card prior to class and ask learners to order the expressions from most to least frequent. After this, drill How often do you... and use selected pictures from Resource 1 as prompts for learners to ask and answer questions. Activity 2 Language focus Giving advice (Entry 2 and 3, and possibly some Entry 1) / Do you... questions (Pre-entry/beginner and Entry 1) Focus learners attention on examples of the imperative and should for advice in Resource 3 Text 3 or write your own examples on the board. Highlight the punctuation. See if learners can identify the silent letters in should. Check learners know what a verb is. Drill the phrases. Ask concept questions throughout and elicit language and examples from the learners. Use learners contributions to assess which Entry 1 learners might be able to complete the Entry 2 tasks. Entry 2 learners (and confident Entry 1 learners) can work on Activity sheet 3a. Entry 3 learners can work on Activity sheet 3b. Be sure to check and drill additional phrases and vocabulary on the Entry 3 activity sheet. While higher level learners are working on this grammar, elicit and drill Do you...? questions for selected pictures from Resource 1 with the Pre-entry/beginner and Entry 1 learners. Also practise the answers, Yes, I do and No, I don t (Preentry/beginner learners may focus on fewer picture cues and answer just yes or no. Get them to ask you the questions then ask each other in pairs. 5

6 Follow up / alternative activities An option for kinaesthetic learners is to enlarge and cut up the sentences on Activity sheet 3a and 3b into individual words prior to the lesson. They can work in pairs to move the words around to make good sentences. Entry 1 learners could write some Do you...? questions down as a mini-health questionnaire, using the word cards (Resource 2) as prompts if necessary. Any learners wanting extra spelling practice could do the look, say, cover, write check activity on Activity sheet 4. See the worksheet for instructions. Read the stages aloud to the learners. Demonstrate each stage on the whiteboard or flipchart. Activity 3 Generating vocabulary relating to healthy living (optional) Rearrange your class into three groups (mixed ability groups if you have a range). Give each group a flipchart sheet and a marker pen, nominating a confident writer as scribe. Give each group a topic as follows; topic 1: healthy food (for a weaker group); topic 2: types of exercise; topic 3: things that are bad for your health (for a stronger group). Learners must write down words and phrases connected to the topic in a word cloud. Give learners a time limit (perhaps five minutes) then display the results. Draw attention to any new or useful vocabulary or phrases, and correct spellings of any commonly occurring words in a supportive manner. If learners are struggling to come up with ideas, use the flashcards in Resource 1 to prompt them, and allow them to look at Text 3 and 4 from Resource 3 again for ideas. Leave the paper on display for learners to refer to during the writing exercise. Activity 4 Writing a leaflet giving advice on healthy living in prison Tell the learners they are going to write a leaflet giving some advice for new prisoners arriving in (name of your prison) on how to stay healthy inside. Have a look together at Text 3 again. Ask what sort of information they should include. Draw attention to the lay-out; bullet points and numbering, pictures, colours etc. Give out the worksheets as follows. NB: Allow learners to work in pairs for this activity if you consider it appropriate for your class. Activity sheet 5a Pre-entry/beginner (They practise handwriting by tracing over the top, then copying out beneath). 6

7 Activity sheet 5b Entry 1 (They write one sentence per picture, using the imperative, capital letter at the beginning and full stop. They can add another idea at the end). Activity sheet 5c Entry 2 (with bottom section folded under / cut off) and Entry 3 (with bottom section displayed) Assist and encourage self-correction as you monitor the activity. After the activity, you could allow learners to circulate the room and look at other learners writing. Follow up / extension activities Note any mistakes that came up during the writing stage and make a find the mistake sheet for the next lesson. Learners can copy up their leaflet neatly to display somewhere in the classroom or add to a portfolio. As a filler activity, choose a confident learner to sit with her back to the whiteboard. Write up a problem on the board. The other learners must give her advice, using should or another structure used in the lesson until she guesses what is written on the board. e.g. Write She has a cold. Learners could shout You should go to bed, You should get some tissues, You should drink hot tea etc. 7

8 Unit 3 Healthy lifestyle learner resources Activity sheet 1a - Reading about healthy living Read the four texts and answer the questions. 1) Write the number of the text in the box. Which text is...! a poster?! part of a letter to a friend?! a questionnaire?! a leaflet? 2) Write the number of the text in the box. What s the purpose of each text? Which text...! gives news?! give advice?! wants you to do something (tries to persuade you)?! wants to find out information about you? 3) Is it true or false? Write T (true) or F (false) next to each statement. Text 1 a) Margita plays basketball. b) Margita smokes regularly. Text 2 c) Margita goes to the gym three times a week. d) Margita enjoys playing volleyball. Text 3 e) You should exercise for 10 minutes a day. f) You should eat five fruit or vegetables a day. Text 4 g) The smoking cessation group is at 2pm on Mondays. Finished early? Ask for the extra activity (Activity sheet 2). 8

9 Activity sheet 1b - Reading about healthy living Read the four texts and answer the questions. 1) What type of texts are they? Letters? Lists? Timetables? Posters? Questionnaires? Leaflets? Text 1... Text 2... Text 3... Text ) What s the purpose of each text? To give news? To give advice? Text 1... Text 2... Text 3... Text ) Is it true or false? Write T (true) or F (false) next to each statement. Write the number of the text in which you found the answer next to each statement. a) Margita plays basketball. b) The smoking cessation group is at 2pm on Mondays. c) You should exercise for 10 minutes a day. d) You should eat five fruit or vegetables a day. e) Margita enjoys playing volleyball. f) Margita goes to the gym three times a week. g) Margita smokes regularly. h) Finished early? Look at Text 1 again. Can you see any mistakes Margita has made when she filled in the form? There are seven mistakes. Activity sheet 2 - Extra activity: Finding mistakes 9

10 Finished early? Try this. Look at Text 1 again. Look at Margita s answers. Find and correct; 4 capital letter mistakes a wrong answer a spelling mistake some missing information "... Text 1 - Check your answers. HMP Greenwood Are you living a healthy lifestyle? Answer these questions then hand in to the nurse. You will discuss your answers with the medical officer at your health check. Please note: THIS INFORMATION IS CONFIDENTIAL Name: margita peterova Peterova Answer: Margita Date of birth: 37 Example answer: Are you a smoker? If yes, how many cigarettes do you smoke a day? Do you exercise regularly? What do you do and how often? Do you sleep well? How many hours on average do you sleep each night? Yes 10 Yes Gym and volleyball Example answer: Gym (twice a week) and volleyball (once a week) Samtime Answer: Sometimes 7

11 Activity sheet 3a Language: Giving advice 1) Look at these sentences from Text 3. They give advice (help). Eat plenty of fruit and vegetables. You should do a total of at least 30 minutes exercise a day. Find the main verb in each sentence above. Now look at Text 3 again. Find 3 more verbs. 2) How do we make negative sentences to give advice? Tick the ones you think are correct.! Don t drink alcohol.! Don t drinking alcohol.! No drink alcohol.! You shouldn t to smoke.! You shouldn t smoking.! You shouldn t smoke. Now check with another student and your teacher. 3) Put the words in order to make good sentences for giving advice. Remember to add any punctuation you might need. If you finish early, think of three more pieces of advice you can give. a) Fruit five portions of eat and vegetables a day b) too many don t from the canteen sugary snacks buy c) a week to the gym should go you twice d) eight glasses you drink a day of water should

12 Activity sheet 3b Language: Giving advice 1) Look at these sentences from Text 3. They give advice. Eat plenty of fruit and vegetables. You should do a total of at least 30 minutes exercise a day. Cut back on fats. Cut down on alcohol. Why not come along to the smoking cessation group? If you need support, contact a health trainer. Find the main verb in each sentence above. Now look at Text 3 again. Identify 3 more verbs. 2) Which word or words in the blue box above means... a person who helps you get healthy... have less (of something) two words... lots of... help... 3) Put the words in order to make good sentences for giving advice. Remember to add any punctuation you might need. If you finish early, think of three more pieces of advice you can give. a) fruit five portions of eat and vegetables a day b) too many don t from the canteen sugary snacks buy

13 c) a week to the gym should go you twice d) eight glasses you drink a day of water should e) you want if chocolate to lose weight give up f) playing why not a new sport try

14 Activity sheet 4 (optional) Spelling healthy living words Practise your spelling. Look at the word and think about it. How many letters does it have? Look at the shape. Say the word out loud. Cover the word with your hand or a piece of paper. Try and remember the spelling. Write the word in the box underneath. Check your spelling. Correct? Move to the next word. Wrong? Try again. eat drink fruit vegetables exercise smoke sugary fatty food alcohol healthy should Activity sheet 5a - Writing Advice for new prisoners (Pre-entry/beginner)

15 English Nexus Staying healthy Advice for new prisoners Eat vegetables.... Eat fruit.... Don t smoke.... Do exercise.... Drink lots of water.... Get lots of sleep.... Don t drink alcohol....

16 English Nexus Activity sheet 5b Writing Advice for new prisoners (Entry 1) Write one sentence for each picture. Add another idea at the bottom. Staying healthy Advice for new prisoners in... Your idea: Your idea:

17 Activity sheet 5c Writing Advice for new prisoners (Entry 2 / 3) Task Write a leaflet giving advice to new prisoners about how to stay healthy in your prison. You should write about; food and drink smoking, drugs and alcohol exercise what you can do here sleep anything else you think is useful Remember: Give your leaflet a title. Use bullet points. Use pictures. Useful language: Imperatives: Don t eat too much fatty food. Go to the gym twice a week. Should: You should try to drink eight glasses of liquid a day....fold Other useful language: Why not...? If you need help... / If you want to stop smoking... / If you want to get fit... It s a good idea to... Phrasal verbs, e.g. cut down, give up, cut back

18 English Nexus Unit 3 Healthy lifestyle: additional resources for teachers Resource 1 - Flash cards to stimulate discussion "...

19 English Nexus "...

20 English Nexus "...

21 English Nexus "...

22 English Nexus "...

23 Resource 2 - Cue cards to match to Resource 1 pictures eat lots of fruit eat lots of vegetables eat lots of junk food smoke drink alcohol take drugs drink lots of water get lots of sleep do exercise

24 Resource 3 Text 1 HMP Greenwood Are you living a healthy lifestyle? Answer these questions then hand in to the nurse. You will discuss your answers with the medical officer at your health check. Please note: THIS INFORMATION IS CONFIDENTIAL Name: margita peterova Date of birth: 37 Are you a smoker? If yes, how many cigarettes do you smoke a day? Do you exercise regularly? What do you do and how often? Do you sleep well? How many hours on average do you sleep each night? Yes 10 Yes Gym and volleyball Samtime 7 "... Text 2 Hi Ana Thanks so much for your letter. It s really nice to hear from you, all your news and how the kids are getting on......i ve started going to the gym twice a week. I don t like it that much but I m trying to get fit. Also, my friend Magda persuaded me to take up volleyball. It s good fun and I ve made a few new friends... Write again soon. Love Margita

25 Text 3 Get Active A little effort makes a big difference! Whatever your age, size or physical condition, you are likely to benefit from being more active. The people who benefit the most are inactive people who start to take regular, moderate activity. You can be active without ever joining a gym! You ll benefit as much from brisk walking, or activities like gardening and climbing the stairs. How much should I do? To keep your heart, lungs, muscles and bones in good working order and experience the health benefits of physical activity you should do a total of at least 30 minutes of moderate- intensity physical activity a day, on five or more days a week...it s easier than you think! 6 ways to help you lose weight 1. Make time to eat regular meals (e.g. 3 meals each day) Try breakfast. 2. Cut back on fats Reduce the amount of pies, pastries, chips, cheese, cake, chocolate and biscuits. 3. Sugar swaps Try sugar- free or diet drinks water is ideal. 4. Cut down on alcohol Alcohol is very high in calories, particularly beers, lager and ciders a day Eat plenty of fruit and vegetables Aim to eat five portions of fruit or vegetables a day. 6. Up and about (become more active) Just 30 minutes of activity most days will improve your health and well- being. Add a little activity into your daily routine. If you need support in maintaining or achieving a healthy weight, contact the health trainer for 1:1 support. Words by kind permission of County Durham & Darlington Health Improvement Service

26 English Nexus Text 4 Every Monday at 3pm Come along and... get information on how to give up and stay off cigarettes set your own personal plan for giving up share ideas with other group members learn about the benefits of giving up smoking Fill in an app for smoking cessation clinic and give it to the nurse.

27 Unit 3 Healthy lifestyle answers Activity sheet 1A 1) 4 is a poster, 2 is part of a letter to a friend, 1 is a questionnaire and 3 is a leaflet. 2) 2 gives news, 3 gives advice, 4 wants you to do something and 1 wants to find out information about you. 3a) a) F She goes to the gym and plays basketball, b) T, c) F She goes twice a week, d) T, e) F You should do 30 minutes a day, f) T, g) F It is at 3pm on Mondays. Activity sheet 1B 1) Text 1 is a questionnaire or form, Text 2 is part of a letter, Text 3 is a leaflet and Text 4 is a poster or notice. 2) Accept any reasonable answers. Suggested answers: Text 1 is to find out information, Text 2 is to give news, Text 3 is to give advice and Text 4 is to persuade you to do something. 3) a) F She goes to the gym and plays volleyball, b) F It is at 3pm on Mondays, c) F You should do 30 minutes a day, d) T, e) T, f) F She goes twice a week, g) T. Activity sheet 2 answers on worksheet Activity sheet 3a 1) Eat and do are the main verbs. 2) Don t drink alcohol and You shouldn t smoke are correct. 3) a) Eat five portions of fruit and vegetables a day. b) Don t buy too many sugary snacks from the canteen. c) You should go to the gym twice a week. d) You should drink eight glasses of water a day.

28 Activity sheet 3b 1) Eat, do, cut back, cut down, come along, need and contact are the main verbs. 2) The words, in this order, are; (health trainer), cut down / cut back (on), plenty and support 3) a) Eat five portions of fruit and vegetables a day. b) Don t buy too many sugary snacks from the canteen. c) You should go to the gym twice a week. d) You should drink eight glasses of water a day. e) If you want to lose weight, give up chocolate. f) Why not try playing a new sport? Activity sheet 4 Encourage learners to check their own spellings. Activity sheet s 5a, 5b and 5c Accept any reasonable answers. Encourage learners to self-correct by underlining major errors and asking them to try again. Give lots of praise and encouragement.