- •Unit 1 Healthy Living
- •Vocabulary work
- •Find in the text the English equivalents for the following Russian words and word combinations .
- •Match words to get pairs of synonyms or synonymous expressions.
- •3.6. Answer and discuss the questions below:
- •Unit 2 Sleep
- •1.2. Divide the expressions below into two columns. Column a should contain expressions which can be used to characterize good sleep, column b – bad sleep.
- •2.1. Study the lexical units from the recording.
- •2.3. Listen to the second recording and mark the sentences as true or false.
- •2.4. Restore the missing information after listening to the text again.
- •2.5. Now listen to another recording in which people tell about the time they usually get up. Be ready to fix this time in the table.
- •3.1. Translate the following text into English. Enlarge upon each paragraph of the text to get a scientific report entitled “Benefits of Sleep”.
- •Unit 3 Sleep Disorders
- •1.1. Read the poem and say what situation it describes? Have you ever had a night of the kind? What did you do to induce youself to sleep? Did you finally manage to beat insomnia?
- •1.2. To learn more about sleep disorders match their names and their descriptions.
- •Some Things to Consider for a Good Night's Rest
- •Unit 4 No Smoking
- •1.2. Read the statistics on smoking in Russia. The figures look daunting, don’t they? What facts impressed you most of all?
- •Why do People Start to Smoke?
- •Vocabulary work
- •1. Match the words and their definitions.
- •3.1. Answer the following questions.
- •4.2. Interview a person who has managed to give up smoking, and on its basis write a true story similar to the one you’ve just read.
- •Unit 5 Eating Habits
- •1.2. Can you enlarge upon the lists of habits you’ve made?
- •2.1. Before reading the text answer these questions then read the text and compare your ideas with the specialists’ opinion. Don’t forget to do the vocabulary work suggested below the text.
- •Healthy Eating
- •3.3. Listen to the recording once again and complete the table below.
- •3.4. Now listen to four more people who will describe their eating habits. Use the information from the recording to complete the table.
- •3.6. What sort of health problems can we solve by changing our eating habits?
- •4.2. Now describe you eating habits in a detailed way. Is it necessary to introduce any changes into them?
- •3.4. Choose one of the famous sayings and dwell upon it.
- •Unit 6 Drinking Alcohol
- •1.1. Can you understand when people are under the influece of alcohol? What changes can you notice in their behavouir and physical state?
- •1.2. Now study the following facts and say how alcohol influences people.
- •3.1. Study the lexical units you are going to hear in the recording.
- •3.2. After listening to the dialogue for the first time choose the correct alternative.
- •3.3. Listen to the recording once again and complete Tom’s ideas. While reporting them in class transform them into indirect speech.
- •4.1. Luckily Tom has managed to quit drinking quite easily, many people can’t do that. What helped him to get rid of this harmful habit? Is drinking a habit or a real disease?
- •2.1. Study the words which may cause difficulties in understanding.
- •2.2. Listen to the first part of the recording and clarify the difference between “substance abuse” and “addiction”. Be ready to answer the questions.
- •2.3. Now listen to the second part of the recording and fill in the gaps with the words or expressions you hear in the text.
- •3.1. Read the text, do the vocabulary work given below and answer the following questions:
- •Teenagers and Drugs
- •Vocabulary work
- •1. Provide English equivalents for the following Russian words.
- •2. Paraphrase the italicized part in the sentences.
- •3. Match the words and expressions which have a similar meaning.
- •4.1. Do you own research work and find information about drug-addiction among Russian schoolchildren.
- •Unit 8 aids
- •1.1. Read the poem written by an anonymous writer. What problem does it touch upon? What ideas does each part of the poem render?What do you know about aids?
- •1.2. Look at the diagram and analyze the infection rate in various regions of the world. What are the hardest-hit areas? What can be accounted for such dismal statistics?
- •2.1. Read the text informing the readers about the situation with aids in Russia. Do the vocabulary work and answer the questions below.
- •Russia Wakes Up to aids Epidemic
- •Vocabulary work
- •1. Translate the following words and word-combinations into Russian.
- •2. Paraphrase the italicized part in the sentences.
- •3. Insert appropriate prepositions into the gaps.
- •3.1. Listen to the text and resrore the missing information.
- •Unit 9 sports
- •2.1. Now read what English scientists write about the role of physical activities for a healthy living. Do the vocabulary work given below and answer these questions.
- •About the Benefits of Exercise
- •Physical activity targets
- •Achieve your goals
- •Unit 10 stress
- •2.1. Read the first text given below and find sentences in it which support the following statements.
- •Stress in our Life
- •Common misconceptions about stress
- •Unit 11 Life Expectancy
- •Life Expectancy
- •Seven Surprising Things that Help you Live Longer
- •Vocabulary work
- •1. Find in the text English equivalents for the following Russian words and word combinations.
- •2. Explain the meaning of the underlined part of the sentence.
- •Are You Going To Live To 100?
- •3.4. Make up a list of resolutions which will help you live longer and healthier. Put them into practice today and remember “Never put off till tomorrow what you can do today”!
- •Scripts unit 1 Healthy Lifestyle
- •Unit 2 Sleep
- •Unit 3 Sleep Disorders
- •Unit 4 No Smoking
- •Unit 5 Eating Habits
- •Unit 6 Drinking Alcohol
- •Unit 7 Taking Drugs
- •What Are Substance Abuse and Addiction?
- •Unit 8 aids
- •Unit 9 Sports
- •Unit 10 Exam Stress
- •Unit 11 Life Expectancy
- •Список использованной литературы
- •Список использованных интернет-сайтов
4.2. Now describe you eating habits in a detailed way. Is it necessary to introduce any changes into them?
4.3. Read the following piece of information, find out the reasons why and how schoolchildren’s digestive system is affected, be ready to report your ideas in class. Are there any solutions to this problem?
В настоящее время ухудшилось положение с организацией питания детей, посещающих детские дошкольные учреждения и школы. Сократился охват школьников горячим питанием; рационы питания обеспечивают потребность детского организма в энергии и белках только на 70-90 %, в витаминах - на 20-40 %, сокращаются вес и объем отпускаемых блюд, прекращена витаминизация готовых блюд. Не решаются вопросы обеспечения детских и подростковых учреждений йодированной солью, продуктами, обогащенными железом и другими важнейшими микроэлементами. Угрозу нарушения нормальной деятельности системы пищеварения создают изменение времени приема пищи в школе после детского сада, прием пищи только во время “большой перемены”, отказ части детей принимать пищу до появления чувства голода или в связи с плохим её качеством. Имеет значение и такой фактор, как изменение времени приемов пищи в связи с переходом обучения из первой во вторую смену и наоборот. Так, при переходе на учебу во вторую смену школьники рано обедают дома, лишаются короткого отдыха после него, что ухудшает их работоспособность. Возвращаясь из школы, ребенок обильно и достаточно поздно ужинает. При этом первые признаки заболевания желудка появляются у части таких детей уже в начале второго учебного года. Отсутствие должного внимания к школьному питанию привело к появлению нового понятия “школьный гастрит”, которое неразрывно связано с полным отсутствием или низким качеством школьного питания.
Для определенной части детей полноценный школьный обед является единственным за весь день сбалансированным по составу приемом пищи. Характерными примерами несоблюдения принципов рационального питания являются одностороннее питание, однообразный ассортимент продуктов, частое предпочтение школьной столовой других видам питания (буфеты, киоски, использование преимущественно кондитерских, хлебобулочных изделий), частые пропуски детьми завтраков и обедов в школе из-за невкусно приготовленных блюд, нехватки времени, отсутствия денег. Мало употребляется свежих овощей, фруктов, молочных продуктов.
При этом выраженность всех нарушений в питании нарастает с увеличением возраста школьников. Недостаток белка, микроэлементов и витаминов выявляется, как правило, у детей часто болеющих, имеющих дефицит массы тела, недостаточное физическое развитие, низкорослость, отстающих в учебе, что указывает на необходимость улучшения фактического питания детей. Высокая распространенность нутриентной недостаточности в рационах питания детей по ряду пищевых веществ часто объясняется не материальным неблагополучием, а отсутствием необходимых знаний у населения.
3.4. Choose one of the famous sayings and dwell upon it.
“Strength is the ability to break a chocolate bar into four pieces with your bare hands - and then eat just one of those pieces.”
Anonymous
“The first law of dietetics seems to be: if it tastes good, it's bad for you.”
Anonymous
“Food is an important part of a balanced diet."
Fran Lebowitz
"I've been on a diet for two weeks and all I've lost is two weeks."
Totie Fields.
“The only way to keep your health is to eat what you don’t want, drink what you don’t like, and do what you’d rather not.”
Mark Twain
"In wine there is wisdom, in beer there is freedom, in water there is bacteria."
Ben Franklin