HEALTH AND WELL-BEING
1. Learning Objective
At the end of this unit, students will be able to report and retell factual information
related to health and well-being and express their opinions and thoughts on the issue
and present possible solutions.
Enabling Objectives:
● Vocabulary Development: students will be able to identify and use key terms
related to health and well-beings;
● Issue Identification: students will be able to recognize and discuss key issues
related to health and well-beings;
2. Let’s Begin!
a. Snapshot
Look at the following pictures carefully.
Source: Exploring the Bitter-Sweet Relationship of Sugar and Coffee – Lux Cafe Club; Menikmati Wisata Kuliner di Salapandjati Coffee and Kitchen
Matahari TV; Jangan Terlalu Sering, Ini Aturan Konsumsi Minuman Boba pada Anak | Articles | PrimaKu - Pelopor Aplikasi Tumbuh Kembang
Anak di Indonesia
Ask your friends the following questions and write down their answers.
No. Name Questions Responses
1 What do you see in
each picture?
2 Do you see the same
situation in your daily
life?
3 How often do you
visit coffee shops?
4 What are the
motivates of your
visits (e.g.,
socializing,
productivity,
relaxation)?
5 How often do you
consume boba or
similar sugary drinks?
b. Vocabulary Building & Pronunciation Practice
Match the words in Column A with their definitions in Column B.
A B
1. Health /helθ/ a strong feeling of wanting something; An
intense desire for a specific food, often
triggered by the brain’s reward system.
Sugar cravings can lead to overeating or
unhealthy habits.
2. well-being the part of foods eaten that is not digested
but that passes through the body and is
excreted as waste; foods high in fiber, such
as vegetables and whole grains, are often
part of a healthy diet.
3. Cravings /ˈkreɪvɪŋz/ a practice of paying full attention to the
experience of eating and drinking, focusing
on the taste, texture, and effects of food on
the body. This can help with managing
sugar intake.
4. Fiber /ˈfaɪbər/ sugars that occur naturally in foods such as
fruits (fructose), milk (lactose), and
vegetables. They are typically less harmful
than added sugars
5. Mindful Eating /ˈmaɪndfəl ˈiːtɪŋ/ sugars that have been processed and
stripped of nutrients, commonly found in
table sugar, candy, and baked goods
6. Metabolism /məˈtæbəlɪzəm/ a sudden drop in energy levels that often
follows a quick rise in blood sugar, typically
caused by consuming sugary foods or
drinks
7. Diet /ˈdaɪ.ət/ the condition of the body and the degree to
which it is free from illness, or the state of
being well
8. Balanced Diet /ˈbælənst ˈdaɪət/ the state of feeling healthy and happy
9. Added Sugars /ˈædɪd ˈʃʊɡərz/ a diet that provides all the necessary
nutrients (proteins, fats, carbohydrates,
vitamins, and minerals) in the right
proportions to maintain overall health,
including controlling sugar intake
10. Natural Sugars /ˈnætʃrəl ˈʃʊɡərz/ sugars and syrups that are added to foods
during processing or preparation. Common
sources include soft drinks, desserts, and
many packaged foods
11. Refined Sugars /rɪˈfaɪnd ˈʃʊɡərz/ all the chemical processes in your body,
especially those that cause food to be used
for energy and growth
12. Sugar Crash /ˈʃʊɡər kræʃ/ the food and drink usually eaten or drunk by
a person or group
2. Let’s listen!
a. Conversation
Scan this barcode with your smartphone and listen to the conversation.
b. True/ False Statements
Listen again to the conversation and decide whether each of the following statements is True
(T) or False (F).
1 The research discussed by Robin and dr. Jennifer Ashton was T/F
conducted by UCSF.
2 The study wanted children to lose weight by consuming less sugar. T/F
3 In just nine days, the children in the study showed better health T/F
outcomes.
4 The study said consuming fewer calories was more important than T/F
cutting back on sugar.
5 The bad cholesterol in the children's blood fell after nine days. T/F
6 Dr. Ashton suggested that children eat a small amount of candy every T/F
day after Halloween.
7 The research showed that even small changes in eating habits could T/F
improve health quickly.
c. Make Your Thinking Visible
Don’t forget the AREL (Assertion, Reasoning, Evidence, and Link-back) method to help you
process information or a problem and provide possible solutions. There are 4 steps as
follows:
1. assertion: the argument or statement that you want to make;
2. reasoning: the reasons why you make that statement or argument;
3. evidence: the evidence that supports our argument or statement; and
4. Link-back: the summary or conclusion that highlights the key points you've
presented, ensuring that your audience can easily recall the material you've covered.
Look carefully at the following thinking process sample.
Problem: Should we drink coffee regularly?
Assertion: Regularly drinking coffee can be good for our health.
Reasoning:
● Antioxidants contained in coffee help lower inflammation and improve general health.
● Regular coffee drinking is associated with enhanced cognitive function and mental
alertness.
● Coffee may lower the chance of developing some illnesses, including type 2
diabetes, Parkinson's disease, and Alzheimer's disease.
Evidence:
● Research showed that coffee helps fight free radicals (LIczbiński & Bukowska, 2022).
● Research indicated that coffee could enhance cognitive performance (Maspul, 2024).
Link-back:
Coffee certainly has its benefits as long as it is consumed in moderation.
d. Reflection
In your opinion, is it important to pay attention to the amount of sugar we consume? Why?
How can we make healthier choices without missing out on the fun life has for us?
3. Writing Analytical exposition Text
Writing A Paragraph
A Paragraph consists of one main idea. The main idea is express through a topic
sentence.
3.1. Topic Sentence
• Purpose: Introduces the main idea of the paragraph and sets the tone.
• How to write it:
o Keep it clear and concise.
o Make sure it reflects the overall purpose of the paragraph.
o Avoid starting with a question or overly broad statements.
Example:
"Regular exercise is essential for maintaining good health."
3.2. Supporting Sentences
• Purpose: Develop and explain the main idea by providing details, examples, or
evidence.
• How to write them:
o Include 2–4 sentences that elaborate on the topic sentence.
o Use specific details, such as facts, statistics, or personal experiences.
o Ensure the sentences are logically connected (use linking words like for
example, in addition, because).
Example:
"Exercise improves heart health by strengthening the heart muscle and reducing blood
pressure. Additionally, it boosts mental health by releasing endorphins, which are
chemicals in the brain that improve mood. For instance, people who walk daily often
report feeling more energetic and less stressed."
3.3. Concluding Sentence
• Purpose: Summarizes the main idea or gives the paragraph a sense of closure.
• How to write it:
o Restate the topic sentence in a new way.
o Avoid adding new information.
o Optionally, you can end with a suggestion or reflection.
Example:
"Therefore, making time for regular exercise is one of the best ways to maintain a
healthy body and mind."
Complete Example Paragraph
Regular exercise is essential for maintaining good health. Exercise improves heart
health by strengthening the heart muscle and reducing blood pressure. Additionally, it
boosts mental health by releasing endorphins, which are chemicals in the brain that
improve mood. For instance, people who walk daily often report feeling more energetic
and less stressed. Therefore, making time for regular exercise is one of the best
ways to maintain a healthy body and mind.
Exposition Text
An exposition text is a type of writing aimed at explaining, describing, arguing, or
presenting information clearly and systematically. Its primary purpose is to communicate
ideas, provide explanations, or persuade readers to accept a particular viewpoint.
• Purpose: To argue a point and provide reasons for or against a particular topic.
• Structure:
o Thesis: Introduces the topic and states the writer's position.
o Arguments: Provides reasons, supported by evidence, to justify the position.
o Conclusion: Reinforces the writer's argument or restates the position.
• Language Features:
o Use of persuasive language.
o Frequent use of present tense.
o Connectors to indicate cause-and-effect relationships (e.g., because,
therefore, consequently).
• Example
Your Mental Health
Teenagers must prioritize their mental health because it is as important as their
physical health. Good mental health helps them manage stress, make wise decisions,
and enjoy life. First, mental health affects how teenagers handle stress from school,
friendships, and family. If they do not take care of their mental health, they may feel
overwhelmed and unable to focus. For example, studies show that teenagers with
good mental health can solve problems better and feel more confident. Second, mental
health influences decision-making. When teenagers feel calm and balanced, they can
think clearly and make better choices. On the other hand, poor mental health might
lead to risky behaviors, such as skipping school or arguing with friends. Finally, taking
care of mental health helps teenagers feel happier. When they spend time doing
activities they love, such as playing sports or talking with friends, they feel more relaxed
and enjoy life more. In conclusion, mental health is very important for teenagers to
succeed in school and enjoy their lives. They should talk to someone they trust, take
breaks when stressed, and do activities that make them happy. Taking small steps to
care for their mental health can make a big difference!
