A HEALTHY

UNIT 6 IN THIS UNIT

LIFESTYLE In Unit 6, students will:
• Describe health problems,
injuries, and the role of healthcare
professionals
• Practice the future with be going to
• Take a survey
• Discuss what to do during an
emergency

ABOUT THE PHOTO

Physical activity is a big element

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of a healthy lifestyle. Be it running,
walking, playing sports, or practicing

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yoga, it has been proven that keeping
our bodies in movement benefits

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our mental and physical health. This
photo shows a woman bellyboarding,

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or bodyboarding, a water sport that
involves riding waves on a small board.

c Swimming is another fun sport that

offers great health benefits and can
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help tone our muscles while burning
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calories in a low-impact manner.

Ask students to discuss physical
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activities that they do as part of their

ACADEMIC Make inferences; make routine and ask them to share how
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predictions; take a survey; organize ideas those activities help their health.
AT WORK Describe tasks associated with Then, start a discussion about habits
healthcare professionals
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that negatively affect our health

CIVICS Understand what to do during (not getting enough sleep, smoking,
a 911 call watching too much TV, eating too
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Swimming is a fun way much salt or consuming too much

to stay active. sugar, excessive exposure to the sun,
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etc.). Preview the use of the future by

asking students to identify changes
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they will make in their routine to

avoid unhealthy habits. Guide them
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CCRS Level A: R 1, 3, 4, 5; W 2; L 1, 4, 6; Level B: R 1, 3, 4, 5, 6; W 2, 4; L 1, 3, 4, 6; by modeling sentences like, I don’t

Level C: R 1, 3, 4; W 2, 4, 9; L 1, 3, 4, 6; Level D: R 1, 4; W 2, 4, 9; L 1, 3, 4, 6; walk enough during the week. I’m going
Level E: R 1, 4; W 2, 4, 9; L4, 6 to try to walk every day after lunch for
30 minutes., or I spend too much time
ELPS Level 1 Standards 1, 2, 3, 7, 8, 9, 10; Level 2 Standards 1, 2, 3, 7, 8, 9, 10; sitting in front of the computer before
Level 3 Standards 1, 2, 3, 7, 8, 9, 10; Level 4 Standards 1, 2, 3, 7, 8, 9, 10; bed time. I will stop using my computer
Level 5 Standards 1, 2, 3, 7, 8, 9, 10 an hour before going to bed.
CIVICS 7-7; 15-1; 15-2; 24-5; 27-4; 28-1; 28-4; 28-16; 28-17; 30-8; 52-4
CASAS 0.1.2; 0.1.5; 0.1.8; 0.2.1; 2.1.2; 3.1.4; 3.5.9; 3.6.3; 3.6.4; 3.6.5

A Healthy Lifestyle 81

SAMPLE COPY, NOT FOR DISTRIBUTION

 A AT WORK Discuss the pictures. Where is each person? What is happening? What else happens
during a physical examination at the doctor’s office?
A check his blood pressure fill a cavity give a vaccine read an eye chart
• Have students read the words in the
check his cholesterol floss her teeth have a physical take an X-ray
box and ask about any vocabulary
examine get a vaccine order a test write a prescription
they don’t understand.
• Ask students to look at the photos
and ­describe who the people are and 1 2
what they are doing. Have students
use the words from the box to
describe what is happening.
• Ask questions about why it
is ­important to have health
­examinations. For example:
Why is it important to check your
blood pressure? (Because high blood
pressure is bad for your health.)

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Why is it important to have a
cavity filled? (Because if a cavity is not
filled, the rest of the tooth will decay.)

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3 4
• Discuss what other things happen

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during a physical examination with
the class. Make a list of additional

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vocabulary on the board.

AT WORK
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Have students discuss healthcare
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professions other than the ones

shown in the photos. Encourage them
to share details about the professions
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by asking questions like Where do they

work? What do they do? What are some
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key responsibilities they have?

Write any new vocabulary on the board.
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82 Unit 6
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MORE ACTION
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Give students a list of additional

words related to common ­illnesses,
health problems, and physical
­examinations. For example: have
blood drawn, have a fever, take
­someone’s temperature, have the flu,
lab work, and so on.

82 Unit 6

SAMPLE COPY, NOT FOR DISTRIBUTION