A Balanced Diet in English Teaching
施勇廷
Shih Yongting
Introduction
This lesson plan aims to integrate four skills in the theme-based instruction and
activate students’ mental semantic map. It enhances students’ reading skills through
background knowledge construction and graphic organizers, as well as teaching
students to skim and scan texts.
When reading a new text, students tend to address an article via the bottom-up
process, which impedes their top-down process toward holistic comprehension. In
order to ameliorate their anxiety of reading as a psychological guessing game and
provide them with a basic structure of the targeted article, a video clip is played
initially to create their background knowledge. Instead of catching up every single
word that is an impossible mission for students in listening, they are encouraged to
grasp an overall picture from listening for important messages with personal
expectations and visual aids. In this way, they realize that the need to know every
single word in order to understand a text is not a must.
The listening text is intentionally selected to build up students’ background
knowledge of relevant health issues and serve as a link to the reading text. After the
first activity, students gain an insight of listening as a psychological guessing game,
and they are encouraged to apply it to the reading text. The similarities between two
texts, including their structures and contents, ameliorate their anxiety when reading a
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new text. With a worksheet designed to present the basic structure of the article in an
uncomplicated way, students are guided to find the main ideas as well as specific
information, aided by graphic organizers and instruction from the teacher. During the
interactive reading process, students are encouraged to interact with their peers in
group discussion and with the teacher during guided reading, which allows the
teacher to monitor their reading comprehension.
Besides watching and reading the relevant issues, students are invited to provide
and exchange their personal suggestions through the pattern practice, which is a
communicative task. With a requirement to write a paragraph to connect the text
with their personal experience, the meaningful writing practice allows them to
express themselves. This complete writing process leads students from brainstorming
to drafting and revising, encouraging them to share their ideas through personal
thinking, oral communication, and written production.
This lesson plan deals with the issues of diet control from the beginning to the
end, which is of much significance since a high proportion of Taiwanese students run
the risk of obesity. Therefore, besides enhancing students’ English proficiency
through various learning tasks, it offers an opportunity for them to beware of the
health issues in their daily life.
Objectives:
1. Students will develop listening techniques
1-1 Identify important information through sentence stress and intonation
1-2 Find main ideas
1-3 Find supporting details
1-4 Use context to build listening expectations
2. Students will develop reading techniques
2
2-1 Identify important information through skimming and scanning
2-2 Infer context by using background knowledge
3. Students will conduct communicative discussions
3-1 Produce speech in natural constituents
3-2 Accomplish communicative functions
4. Students will fulfill writing tasks
4-1 Produce writing at an efficient rate of speed to suit the purpose
4-2 Produce an acceptable core of words
4-3 Use appropriate word order patterns
4-4 Accomplish the communicative functions of written texts according to each form
and purpose
Students’ Level
High school sophomore at the high-intermediate level (PR 90)
Time Required
5 classes (50 minutes for each)
Session
1
Activity
Time
Watching the video
Introducing the background of the story
Skimming for main ideas and scanning for specific information
15 mins
5 mins
30 mins
Form-focused instruction
50 mins
(Optional)
2
Introducing the sentence patterns
Introducing the new words
25 mins
25 mins
3
Brainstorming
Exchanging information
Drafting
10 mins
10 mins
30 mins
3
4
Proofreading
Finishing the illustration of their personal suggestion
25 mins
25 mins
Preparation
Equipment: a blackboard, chalk, a computer, a projector, and a screen.
Materials: a text, a clip, and worksheets.
Text
(Sanmin Book 4 Lesson 2)
Traffic Lights for Food by Joseph E. Schier
Recent studies have shown that being obese can pose a serious threat to our health. Obesity may
lead to heart disease, diabetes, various types of cancer, and other disturbing health problems. To
prevent any of these illnesses from occurring, it is vital that we control our weight. Exercise, without a
doubt, is a good way to keep in shape. Calculating our BMI is another way to roughly determine
whether we are maintaining our ideal weights or not. However, no matter what method we apply, we
should first and foremost watch our diet.
Our diet matters because what we eat has a lot to do with our weight and can directly affect our
health. Thus, it is critical that we keep off any foods that are potentially damaging to our health. Many
of us sometimes absorb excessive numbers of certain nutrients, such as fat, saturated fat, sugar, and salt,
which can risk our health unknowingly. Therefore, the Food Standards Agency in the United Kingdom
has come up with an idea called traffic light labeling. This system labels potentially risky nutrients with
something we are familiar with: the lights at the intersection that tell both drivers and pedestrians when
to go, to be cautious, or to stop.
Traffic light labeling is easy to understand. Green, amber, and red respectively represent low,
medium, and high amounts of fat, saturated fat, sugar, and salt in one serving. Basically, the more green
lights we see on a package of food, the healthier that food is. Red lights warn consumers that the food
4
product should only be eaten from time to time or in small amounts. The middle of the two extremes is
amber. Amber lights mean that the amount of fat, saturated fat, sugar, or salt that the food contains is
not too high. However, the color also implies that the food is not “low” in those nutrients. This is
something that the consumer should be aware of as well.
This system has several advantages. One is that consumers can know at a glance if the food they
are buying might possibly cause obesity-related diseases. The symbols that this system uses are instantly
recognizable, even to children. In addition, it can be universally applied without worries about the
language barrier. Currently, Germany and Sweden have introduced this system.
Nevertheless, there is opposition to this idea. People in the food industry complain that this
approach to food labeling is too simplistic. To them, giving exact figures to indicate nutrition facts for
one serving is preferable. Advocates of traffic light labels for food counter this argument by saying that
simplicity is the virtue of this system. It makes finding information about food easy and obvious, lest
consumers ignore the information just because reading nutrition facts takes time.
In spite of the fact that not everyone supports traffic light labeling, this system does convey some
important messages: People should make better food choices, and healthy products should be
encouraged. There are times when we are not sure if the food we buy might do harm to our health.
With traffic light labels on the package of a food product, we can pause for thought, consider what we
should choose, and then decide which items we should put in our shopping baskets. After all, we are
what we eat.
—By Joseph E. Schier
I. Creation of Background Knowledge
1.1 Watching the video of “Food Pyramid Gives Way to Food Plate”
Directions:

Distribute a worksheet to each student

Give a brief description of obesity and the current response to it
5

Have students share their understanding of Food Pyramid and methods to control
their diet

Check their comprehension after watching the video

Lead them to go through the GO and remind them of which part to be addressed
(Tip 1: Food Plate)

Have them discuss the questions with their neighbors after watching the video again

Have them complete the information
Tip 1: Food Plate
Please watch the news “Food Pyramid Gives Way to Food Plate” and complete the information
below.
Background:
Why not the food pyramid?
Reason:
Figure 1
Why the food plate needed?
Figure 2
Make your own dish!
Figure 3
Introduction:
Advantages:
What is the food plate?
Conclusion:
▲ Clip: ABC News “Food Pyramid Gives Way to Food Plate” (1’56’’)
http://abcnews.go.com/Health/food-pyramid-food-plate/story?id=13743137&sms_ss=email&at_xt=4de9964b01ea02
c5%2C0
6
Teaching Tips:
In this activity, students’ anxiety for a new listening text was ameliorated through
the previous discussion in a humorous way and sufficient background knowledge. Then,
students were led to go through each item on the GO, which helped them target the
answers.
II. Introduction of New Information
2.1 Introducing the background of the story
Directions: Have students discuss the question through teacher-student interaction and
introduce the background of the story
T: Besides Food Plate, what are the other methods to control our diet and fight obesity?
Here, we are going to learn another way to help us control our diet. What is it? Let’s
find it out!
2.2 Skimming for main ideas
Directions: Have students predict the content of the story from the title and find the
main idea
T: After you quickly read through the article with the pictures on the textbook, what do
you know about the traffic lights?
2.3 Scanning for specific information
Directions:

Have students find specific information on the worksheet (Tip 2: Traffic Lights)

Have them work on the worksheet in groups (3 people in a group)

Indicate important information with explanations of new words and phrases if
needed
7
Tip 2: Traffic Lights
Please read the article “Traffic Lights for Food” and complete the information below.
Background
Introduction
Advantages
What do the studies tell?
What is the “Traffic Lights”?
1.
2.
Debate
What does each color mean?
Reason
What are the 2 opinions?
Why is our diet important?
Conclusion
What does the system tell us?
Teaching Tips:
With the GO during the reading session, students were guided to read and
comprehend the text themselves. However, the GO must be designed with clear guiding
questions to make them comfortable with the task; otherwise, time would be wasted on
explaining the GO. Meanwhile, the teacher walked around to offer assistance, facilitating
the process of each group.
III. Practice and Personalization
3.1 Introducing the sentence patterns “S. advise that S. (should) VR” and “It is
important that S. (should) VR”
Directions:

Have students form a triad and read the conversation through role play (Tip 3:
Personal Suggestions)
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
Have them find the special feature of the sentences (Q1. What can we know from
the conversation? )

Indicate important information with explanations of the sentence patterns

Have them write 2 suggestions based on the conversation (Q2. What else can we do
to be fit?)

Have them write 3 more personal suggestions
Tip 3: Personal Suggestions
Please read through the conversation with your partners and see what they are discussing.
(Tim, Fred, and Sam are talking in the classroom.)





T: I’d like to be fit. What should I do?
F: Exercise regularly. The more exercise you get, the more calories are burned off.
S: Don’t forget to eat low-calorie food. Meat and fat are something you need to avoid.
F: Yes, eat more fruits and vegetables.
T: How about my lifestyle?




S: Go to bed early and wake up early! Don’t stay up late.
T: It seems that I need to make endeavors to reach my goal. I want to lose 10 kilograms.
F: Don’t worry. Take it easy, and you’ll make it.
S: It’s not complicated. What you should do is lead a healthy life. Most importantly, be happy!

T: I appreciate your suggestions. I’ll try my best to achieve my goal.
(1) S. advise that S. (should) VR
(advise/argue/decide/demand/desire/insist/order/propose/recommend/require/suggest)
(2) It is important that S. (should) VR
(important/vital/necessary/essential)
Q1. What can we know from the conversation?
a. Fred advises that Tim should exercise regularly.
b. Sam suggests that Tim eat low-calorie food.
c. It is vital that Tim should go to bed early.
d. It is important that Tim lead a healthy life.
Q2. What else can we do to be fit? (You can make your own suggestions from c. to e..)
a. (propose/wake up)
___________________________________________________________________________
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b. (necessary/be happy)
___________________________________________________________________________
c. (…recommend…)
___________________________________________________________________________
d. (…essential…)
___________________________________________________________________________
e.
___________________________________________________________________________
3.2 Introducing the new words
Directions:

Have students locate the words in the article to guess their meanings and find two
synonyms for each word (Tip 4: Word Power)

Introduce key words and phrases in detail including their definitions, usages, and
variations

Have them make two sentences as their assignment
Tip 4: Word Power
Please locate the words in the article of “Traffic Lights for Food” to guess their meanings and find
two synonyms (a word or a phrase with a similar meaning) for each word.
(p.s. You can also draw a picture or find its antonyms to show your understanding of each word.)
maintain
(v.)
excessive
(adj.)
opposition
(n.)
advocate
(v.)
obvious
(adj.)
Please choose two words and make a sentence.
e.g. _maintain_: He decides to go swimming to maintain his figure, hoping to be in a good shape.
1. __________:
2. __________:
Teaching Tips
The two patterns were introduced with a role-play conversation at the first stage.
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Students were led to connect the patterns with their background knowledge of imperative
verbs with the instruction of teacher. The pattern exercise started from the drill practice
to the communicative practice, which gradually provided a room for them to experiment
on the language they learned.
The five words were chosen for its high frequency and location which helps students
identify the word from its context. Students’ understanding of each word was monitored
through the synonyms proposed. Besides, they were encouraged to make a sentence for
each word which helped them beware of the collocation. When they finished their
assignment, their sentences were shared through group discussion, and some best ones
were listed on the board in the following session.
Teacher’s Note for Vocabulary Teaching
1. maintain (v.) keep in a good condition
e.g. She exercises every day to maintain her figure. She doesn’t want to be out of shape.
remain (v.) continue in the same condition
e.g. She remained silent, not voicing even a single word.
retain (v.) continue to possess
e.g. She still retains her power in the country. Therefore, her opinions are not ignored.
sustain (v.) continue to exist
e.g. The teacher sustained students’ interest through various learning activities.
attain (v.) succeed in reach something
e.g. The student made great endeavors to attain her goal.
2. excessive (adj.)
exceed (v.) ex + cede e.g. proceed, recede, succeed
e.g. Drinking too much damages your health. That’s why excessive drinking should be avoided.
3. opposition (n.)
oppose (v.)
e.g. She opposed to his idea, disagreeing on his new method.
e.g. She is in opposition to his idea.
4. advocate (v.)
= support, promote, recommend
e.g. She advocated the new method, suggesting her friends to try it.
5. obvious (adj.)
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obviously (adv.)
e.g. Her problem is quite obvious. Everyone knows her situation clearly.
IV. Application
4.1 Brainstorming and exchanging information

Have students recall their memory of two methods to control our diet and use them
as examples for the brainstorming GO

Have them work on the worksheet (Tip 5: Healthy Life)

Have them share their idea with a partner
4.2 Drafting and proofreading

Have students write their idea using at least 120 words

Have them find a partner and proofread their writing
4.3 Finishing the illustration of their personal suggestion

Check students’ writing process (with an emphasis on organization)

Have them check their composition again and revise it if necessary as their
assignment

Inform them of collecting their assignment next class

Have them hand in their writing journal one class after receiving teacher’s feedback

Have them tell their learning process and comment on the lesson
Tip 5: Healthy Life
Please write down your step to a healthy life and share with your partner.
Background
Introduction (Your step to a healthy life)
(The current health problems people meet)
Reason
Advantages
(The tie between the situation and your step)
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Conclusion (Still it?)
Please write a composition to express your idea using at least 120 words.
Find a partner to read your story and ask him/her to write down his/her comments. Then, revise your
composition if necessary.
Partner’s Name:
Check teacher’s feedback and see how to improve next time.
Comments:
_____ thesis statement
_____ related information
_____ use of description
Organization
20%
_____ introduction
_____ logical sequence
_____ conclusion
Discourse
20%
_____ topic sentence
_____ cohesive devices (e.g. transitional words and discourse markers)
_____ paragraph unity
Syntax
15%
_____ grammatical mistakes
_____ sentential structures
Vocabulary
15%
_____ wording
_____ misspelling
Mechanics
10%
_____ punctuation
_____ handwriting
Writing Journal
Please tell us how you feel about the writing process and what you learn from it.
Content
20%
Total Score:
13
Teaching Tips:
Students’ mental map for their future work was activated at first with two examples
they learned. The teacher guided them to seek out ideas for their writing with the help of
GO. It helped them organize their writing in a well-structured and well-sequenced way,
knowing what to write for each paragraph. It also helped them arrange their thoughts in
a comprehensible manner through peer proofreading. The rubrics were provided for
students to sense what they needed to tend to during written production. However, it
would not be necessary for both teachers and students to go through every standard. A
focus could be chosen initially, and then students would put their emphasis on it. Thus,
for grading, the teacher had no need to go through every detail but choose a target and
make brief comments as feedback on their written products.
V. Analysis of Students’ Works
This four-skill integrated lesson plan aims to provide students with an opportunity
to experiment their language under the curriculum of theme-based learning.
Packaged in the health issues of diet control, students were highly interested in the
materials due to their desire for weight control and personal health. In the first session,
they watched a video clip to build up their background knowledge concerning the theme.
The similarity between the media text and written text ameliorated their anxiety for
dealing with a new reading text. In these two tasks of watching and reading, two graphic
organizers were provided to help students catch the main ideas and specific information.
However, these two GOs were so rough that I spent some time explaining which
piece of information they needed to note down. Here, the conflict from the unexpected
outcome led me to ponder whether a GO needs to include every detailed step on paper,
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or a general framework with the verbal guidance of teacher helps more. During the
process of clarifying the GOs, students kept asking questions about what to take care of
for each blank. The interactive watching and reading processes between the teacher and
students was something I had desired. They showed their curiosity and interest in the
following text, which further consoled me since they were attentive to fulfilling the tasks.
After the first session, another session was designed for form-focused instruction
based on certain test-oriented skills, including some phrases and grammar points. The
session was optional depending on the teaching purposes and students’ need of this
lesson.
In the second session, students read aloud the conversation through role play.
Imperative sentences in the conversation and the similar usage of the new patterns aided
their comprehension. Teaching grammar in context not only sustains their retention of
grammar points but also supports their communicative use. Besides, the meaningful
practice enhanced their motivation for experiment on new information, ensuring their
future application.
In another half of this session, students located the targeted words in the text,
guessing their meanings and finding their usage in context. Their comprehension on new
words was monitored through the synonyms and anonyms proposed. Meanwhile, they
were also required to make sentences to show their understating in the meaning and
usage of each word. These tasks were designed to increase the frequency of their
encounter with a new word, sustaining their retention of new words.
However, the tasks were modified after I realized it took a great deal of time to
correct these sentences and words. For sentence making, I had students check their
sentences with their neighbors for the purpose of decreasing their basic errors and
avoiding accidental mistakes; meanwhile, I had them propose their synonyms and
antonyms in class, checking each word with the whole class. With the modification, a
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great amount of time was saved, making it more feasible even for a large-sized class.
Speaking of the word choice, those high-frequency words which remained unfamiliar to
students were selected. Two words, opposition and advocate, were especially chosen for
their opposite meaning and different parts of speech, aiming to equip students with more
word choices for their future writing.
The connection between new information and individual personalization was
established through the link between the activities of reading and writing. Two examples
from the previous sessions were raised before brainstorming, helping students activate
their mental map and arrange their ideas in an organized way. In fact, most students
show their preference for this writing process, telling this method helps them organize
their ideas, checking their production, and revise their words in an efficient way with
peer scaffolding.
Besides, they enjoyed the writing interaction with their partners, knowing that they
wrote for real audience and exchanged information with their classmates. They learned
from each other and improved. On the teacher’s side, the teacher saved a great deal of
time correcting each writing piece. Grammatical mistakes were minimized after their
proofreading, and personal ideas were arranged in an organized way after their
brainstorming.
What’s more, the writing rubrics helped the teacher and students check some key
points efficiently. Making comments on writing became easy without too much
handwriting. Basically, students presented their ideas clearly in a structured way but
needed to make more endeavors to strengthen their supporting details to lengthen their
writing, which could be a new teaching objective for the next session.
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Session 1
17
Session 2
Session 3
18
Session 4
19
VI. Reflections and Conclusions
Addressing the issue of a balanced diet, this course integrated the four skills in the
context of theme-based instruction. The new learning style left students various methods
to enhance their language and apply their knowledge. To maximize the learning
effectiveness, a complete preparation beforehand was needed. What objectives would be
achieved with the materials and what approaches would work based on their current
level and need were taken into consideration thoroughly. Namely, great efforts were
required to make the whole instruction successful, including selecting an appropriate text,
introducing feasible strategies, and designing challenging but acceptable tasks for
students.
Basically, most of students considered the learning strategies helpful and useful to
their learning. However, some took this learning process as a tedious work which
required a great deal of time and effort. This feedback must be tackled cautiously. How
to make each individual comfortable with the new strategies and the learning style still
left some room to be desired. It is definitely an art to strike a balance between the needs
of high and low achievers in a single class. As a rookie teacher, I still need to work hard
on it.
Besides, it is crucial to make worksheets and tasks student-oriented and achievable
even to low achievers. Only when those who lag behind are still capable of fulfilling a
task with certain guidance can a lesson be successful. Teaching should allay their pain in
learning rather than confuse them. Clear guidance and simplified instructions are never
overly emphasized. It is never too much to ask a teacher to improve for any personal and
spacio-temporal context. After all, that is what a teacher is for, work hard to make their
learning easy.
Speaking of the writing activity, most students considered the process beneficial;
however, few posed a negative attitude toward it. One or two high achievers took it as a
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burden since they might proofread with low achievers, which required a great deal of
their time. On the other hand, certain low achievers felt it complicated, not knowing how
to proofread and cooperate with others. Therefore, how to pair up students at different
levels and make them profit from learning collaboration is a priority in this type of
writing process.
After this lesson, one thought is deeply rooted in my mind, never forget to be in
students’ shoes. We, language teachers, were once outstanding learners that we seldom
noticed the trouble in language learning. Being considerate to their need and difficulty is
something we need to put on the top list. We modify our teaching and introduce our tips
to make their learning easy. In other words, we simplify what they may complicate.
Teaching like learning is a long process of learning by doing. We are not born to be the
best teacher but learn to be so. Results from the process and feedback from the students
obviously shed some light and give me some directions to walk toward excellence. In fact,
this is what makes teaching so versatile rather than deadly numb.
All in all, students regarded the lesson as a rewarding learning experience. The
following are the feedback from the students.
6.1 On-going assessment from Class 202
Learning Journal
＊ 很好，讓我們能夠有條理寫作。
＊ 不錯，讓我們更熟悉寫作文。
＊ 比平常更認識課文，作文感覺會進步，老師可以提供範例，同學互改不太有用。
＊ 有點難，可是寫文章蠻好玩的，跟寫國文作文感覺很不同。
＊ 我覺得這樣的寫作方式可以接受，對我像這種有英文作文障礙的人，可以有機會
跟英文比較厲害的人學習。
＊ 很實用，幫助我們練習，不錯。
＊ 寫作前有很清楚的引導大綱，對寫作挺有幫助的。
＊ 我覺得有點麻煩，不過感覺上這樣比較有系統，寫作時的脈絡也比較流暢，但是
也會受至於先前寫的東西。
21
＊ 段落的作文大意十分清楚，但是下筆之後要開始構思，大體而言是不錯的。
＊ 這個活動很棒，可以從課文的文意開始暸解，再用英文闡發自己的意思。
＊ 可以增進自己英文能力，最主要的，可以找出自己的小問題，也可以讓自己寫出
並認識自己原本不懂的單字。
＊ 容易構想。
＊ 題目很難。
＊ I feel different and interesting.
＊ Sometimes I don’t know what my partner wrote. I have to ask him again and again.
Maybe the words I know are too few, so it makes me learn more new words.
＊ Good. It let me learn how to express my statements, but sometimes I felt confused
when I didn’t know how to use a word.
Class 202
(32 valid pieces out of 32 students)
Session/
Scores
0
1
2
3
4
5
Comments
Food
0
0
2
12
14
4
影片太短。聽不太懂，只能知道大概。練聽力 good。新聞不好看，
Plate
Traffic
Lights
電影會更好。The film is not complete. Easy to use. A little short.
Useful. Informative. So-so. Interesting. Boring. Great. Entertaining.
0
0
4
9
14
5
找大綱不錯。幫助理解還頗有用的。有點搭便車心態。
Informative. Confusing. Helpful. Hard. Great. Not bad. Boring.
Useless.
Personal 0
Suggestio
ns
Word
Power
1
0
3
11
12
7
很好笑，聽大家說英文。練習量太少。
My performance was so good.
Boring. Fun. Interesting. Entertaining. Confusing. Nothing. Useful.
1
6
6
12
5
背單字很方便。有用。
Informative. Useful. Boring. Not bad. Useless. Nothing.
Entertaining.
Healthy
Life
0
1
2
12
12
5
不太好寫因為跟課文相近。很難不過蠻好玩的。
Good to practice writing an article. It is hard to do nut happy.
Informative. Confusing. Not bad. Hard. Interesting. Great.
Important. Efficient.
Overall Feedback
＊ 這課內容頗無聊的，老師把它變滿有趣的。
＊ 我覺得還不錯，但感覺找大意的時間花太久了。
22
＊ Funny but a little difficult to understand.
＊ I don’t want to write the worksheet again.
＊ We need to be a healthy guy.
6.2 On-going Assessment From Class 203
Learning Journal
＊ It’s very hard but useful.
＊ Unhappy, tired, and exhausted.
＊ I think it is useful and helpful, because it offered an opportunity to practice writing
and make me think in an organized way.
＊ Clear to understand the sentences and meanings and to make a good sentence or a
good essay. A touching process.
＊ It is very helpful to write every theme and solution respectively.
＊ I like the activity. Although it took me a lot of time, I still enjoyed writing. I think I
learned how to express my opinions and how to write a correct writing composition
in this activity.
＊ I think that it will make my grammar mistakes less.
＊
＊
＊
＊
Not bad. We will be better if we practice more.
This system is good, because I can clearly understand what to write.
This makes me think clearly. It is better than before.
To write down my step can let me write the essay easily. I will be clear about what I
write and also admire others’ essay.
＊ It let us know how to write a complete composition step by step.
＊ My writing improved a lot from this activity.
＊ I feel it is helpful, but I think I should learn more vocabulary, and then my process
will be better.
＊ I can learn more words by myself, and I have more chances to practice.
Class 203
(20 valid pieces out of 32 students)
Session/
Scores
0
1
2
3
4
5
Comments
Food
Plate
1
0
3
6
4
6
The video is good. It makes us clear. It is a funny activity. It helps me
to see my eating habit.
Entertaining. Boring. Interesting. Clear. Informative. Not useful.
Active.
Traffic
0
2
4
5
7
2
Boring to write the worksheet. Not as good as Food Plate. Boring but
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Lights
helpful.
Confusing. Meaningless. Boring. Helpful. Interesting. Informative.
Not useful.
Personal 1
Suggestio
ns
2
2
7
5
3
The acting is impressive. Interesting conversation.
Entertaining. Boring. Helpful. Informative. Nothing. Impressive.
Word
Power
0
0
4
8
6
2
Boring but useful. Learning a lot. Learn more words.
Informative. Helpful. Difficult. Useful. Fascinating. Boring. Hard.
Healthy
Life
1
0
1
5
8
5
Make my English writing better. It improves our writing skill.
Meaningful. Practice ourselves. I don’t know how to write.
Confusing. Helpful.
Important. Effective.
Boring.
Fantastic.
Informative.
Overall Feedback
＊ English is the hardest language throughout the world.
＊ Health is important. English is difficult.
＊ The activity is great and helpful. I think students can learn many things in this
lesson.
＊ I still got a lot do to improve my grammar.
＊ It is fun but it takes too much time.
＊ Maybe we can do some team activities.
＊ I learn a lot about this lesson.
＊ I feel very depressed.
Activity Photos
http://www.facebook.com/media/set/?set=a.399940946687513.109438.100000148339752&type=3&l=c659497126
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Useful.
25
Appendix I
Learning Worksheet (Session 1)
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Appendix II
Learning Worksheet (Session 2-1)
27
Appendix III
Learning Worksheet (Session 2-2 & 3-1)
28
Appendix IV
Learning Worksheet (Session 3-2)
29
Appendix V
Learning Worksheet (Session 4)
30
Appendix VI
Students’ Writing Samples
20308 程詳芸
Recently, there are more and more people caring about health issue. Everyone in the
world wants to have a happy life. However, there are still some people hurting their
health. Some people often eat high-calorie food after dinner and before bedtime, which is
called “a night snack”. My family do have the big problem. My dad and my brother
always eat high-calorie food before bedtime, especially after 11.
In order to solve the situation, you can use these solutions. First, you should eat
enough and healthy food at dinner. Also, if you still feel hungry after dinner, you can eat
some fruit. At least, fruit is better than high-calorie food. There are some advantages
after you take these solutions. First, you won’t feel hungry even if you finish your dinner.
Also, your body doesn’t need too much power to digest extra food. Last, you will feel
comfortable and healthy next morning.
People always ignore their health until it gets problems. However, the issue of health
becomes more and more important recently. “Do not eat a night snack” is a very
important thing. Next, time, if you want to eat a night snack again, you should think
about that your body needs to rest at night, too. Be good to your body and your health.
20332 鄭博心
People nowadays have no time to exercise, including office ladies and students like
me. When people have no time to exercise, they still eat more than they need, which
means, people are tubbier than before. I was no exception, I was fat, too. Since I had to
study hard at night, I didn’t have time to exercise, and I couldn’t play volleyball all night
long and then go home. I couldn’t balance exercising and studying.
Recently, I found a good way which can keep me in shape and keep me in getting
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good grades. That is “Time management”!!! Now I have a schedule, and I always follow
it to do anything. For instance, exercise between 5:00 and 6:00, and study between 6:30
and 9:00. I have kept the schedule for a while, and I lost five kilograms!! Therefore Time
management is the key to success! Now, I can be in shape and get to the college I want!
What matters the most is put everything into action, Since you can’t reach your goal
without doing anything. Move up your butt now!
20201 朱悅爾
I have many tall classmates in my class, and I want to be as tall as them. In fact,
people in Taiwan nowadays are less tall than those who in other countries. What’s more,
those who are not tall feel desperate universally.
The problem why we can’t be tall as other people is that we spend much time on
working without relaxing and exercising. It is said that Taiwanese’s working time is
much more than the one in other countries. We just focus on so many things which we
should do that we have no time to grow high by exercising. If the government commands
us to exercise two hours a day by reducing the time of working, maybe our height can be
the top of the earth. There are some advantages for exercising. First, we can grow taller
than before; second, we can spend more time staying with family and friends; third,
people who are not tall before won’t be sad anymore; most importantly, everyone will has
a healthy body. By following this, Taiwan can be a giant country and the word “short”
will be deleted!
20214 洪晟富
Nowadays, people tend to consume unhealthy foods such as fast food or candies.
Thus, more and more humans fall ill at a very young age. The disease include diabetes,
heart problems, and high blood pressure. Some of them have realized that they’d better
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ward off junk foods; however, they unconsciously devour them, which leads to an
excessive intake of fat and sugar. In that case, here comes a new product called “Limiting
Card”.
Limiting Card looks like a credit card. The difference between them lies in what
you deposit, not cash but reward points day by day. Then, if you want to eat some
hamburgers or fried chicken, you’ll have to show the card to the clerk. It can tell you how
much you can eat, and it also has the upper limit of the number of the points. Hence, do
never think about waiting for a long time, and then you can go to have a big meal.
Don’t have to control your diet by yourself; in other words, let others help you do it
with a “Limiting Card”
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