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Transcript of The meatrix students handout
The MeatrixThe MeatrixThe MeatrixThe Meatrix by Catalina Pallàs
Task 1: PRESENTING THE TOPIC Student’s fitness test. FITNESS TEST � Answer the questionnaire below as honestly as you can. Calculate your score and compare your answers with a partner. ARE YOU DANGEROUSLY UNFIT?
1. In an average day, do you … a. climb more than 100 stairs? YES / NO b. do at least one hour of housework? YES / NO c. walk or cycle to school or work? YES / NO
2. How often do you walk 5 kilometres or more? a. Once a month b. Once a week c. Never
3. How much sport do you do every month? a. More than 10 hours b. 2-9 hours c. Less than 2 hours
4. How often do you spend 20 minutes or more doing an activity that makes you hot or sweaty? a. Three or more times a week b. Once or twice a week c. Not at all
5. How long does it take you to walk a kilometre? a. Les than 10 minutes b. 10 – 20 minutes c. I can’t walk that far
6. How many of the following activities do you do more than once a week? a. Go for a run. YES / NO b. Go to the gym. YES / NO c. Do some aerobic exercise. YES / NO
7. Tick the activities you often do when you are on holiday. a. Go hiking b. Go swimming c. Go sightseeing d. Go dancing e. Lie on the beach f. Eat and drink a lot
8. Do you smoke? YES / NO
SCORING SCORE MEANING 1. a. yes: 5 no: 0 b. yes: 5 no: 0 c. yes: 5 no: 0 2. a. 3 b. 5 c. 0 3. a. 5 b. 3 c. 0 4. a. 5 b. 3 c. 0 5. a. 5 b. 3 c. 0 6. a. yes: 5 no: 0 b. yes: 5 no: 0 c. yes: 5 no: 0 7. a. 5 b. 5 c. 3 d. 3 e. 0 f. 0 8. yes: -10 no: 0
20 or less: Your health and your life are in danger ! You must do more exercise. 21 – 30: Could be worse, but not much worse. 31 – 40: Not bad, but could be better. 41 – 50: You are healthier than the average person and you probably find your life more enjoyable as a result. 51 or more: You are super-fit. Are you a professional athlete? (Or are you a liar!)
The MeatrixThe MeatrixThe MeatrixThe Meatrix by Catalina Pallàs
Task 2: READING IN PAIRS / INPUT TASK TEACHER’S HANDOUT
Body Grid : What does our body need?. Reading: Work cooperatively with your partner and fill in the missing information for the third column of the grid. http://www.nutrilite.com/en-us/Nature/Nutrients/protein.aspx?
What’s happening in your body
What your body needs
How to get what you need
Women: premenstrual symptoms
Calcium Milk, cheese, tofu, salad seaweeds
Get strong teeth Vitamin A meat, fish, eggs and dairy products, orange and yellow fruits and vegetables and dark, leafy greens
BONES & TEETH
Keep strong
Exercise Walking, running, sports
Restore muscle size
Protein Meat, fish, eggs, cheese, milk, soy, nuts
MUSCLES
Building muscle size
Exercise Walking, running, sports
Daily energy
Protein
Meat, fish, eggs, cheese, milk, soy, nuts
REPRODUCTIVE
SYSTEM
Female periods
Iron Read meat, eggs, green vegetables, whole bread, grain products
Brain tissues
Protein Meat, fish, eggs, cheese, milk, soy, nuts
Developing new connections Protein for neurotransmitters
Meat, fish, eggs, cheese, milk, soy, nuts
Developing new connections Mental activity Learning new things
Energy for everyday
Animal fats Meat, seafood, butter, cheese, ice cream,
Energy for everyday
Vegetable fats Nuts, peanut butter, olive oil, corn oil
BRAIN
Energy for everyday
Carbohydrates Bread, pasta, cereal, apples, oranges, potatoes
Young look: antioxidants
Vitamin A liver, cod liver oil, carrots, and sweet potatoes
SKIN
CARE Neutralizes free radicals Vitamin A Meat, fish, eggs and dairy products,
orange and yellow fruits and vegetables and dark, leafy greens.
HEART
Protect and keep in good health
Omega 3s
oily cold-water fish such as tuna, salmon, and mackerel, as well as fresh seaweed
The MeatrixThe MeatrixThe MeatrixThe Meatrix by Catalina Pallàs
STUDENTS HANDOUT Task 2: Body Grid : What does our body need?. Reading: Work cooperatively with your partner and fill in the missing information for the third column of the grid. Each one of you will get different information so you have to share what you have learned after reading your corresponding passages.
What’s happening in your body
What your body needs
How to get what you need
Women: premenstrual symptoms
Calcium
Get strong teeth Vitamin A
BONES &
TEETH
Keep strong
Exercise
Restore muscle size
Protein
MUSCLES
Building muscle size
Exercise
Daily energy
Protein
REPRODUCT
IVE SYSTEM
Female periods
Iron
Brain tissues
Protein
Developing new connections Protein for neurotransmitters
Developing new connections Mental activity
Energy for everyday
Animal fats
Energy for everyday
Vegetable fats
BRAIN
Energy for everyday
Carbohydrates
Young look: antioxidants
Vitamin A
SKIN
CARE
Neutralizes free radicals Vitamin A
HEART
Protect and keep in good health
Omega 3s
The MeatrixThe MeatrixThe MeatrixThe Meatrix by Catalina Pallàs
Task 2 STUDENTS HANDOUT Passages Student A Proteins
Proteins are the building blocks that grow and repair your body. Proteins are needed for muscle and also for hair, skin and internal organs. Protein is unique because it is the only food source of nitrogen, which is essential to all plant and animal life. Protein foods are classified in two ways: complete and incomplete. Complete proteins, which come from animal sources such as chicken, fish, dairy and soybeans, contain all the essential amino acids that help build your muscle and body tissue. Incomplete proteins, found in plant foods, such as grains, seeds, nuts, beans and vegetables, provide a varying but limited array of amino acids. A greater variety and amount of incomplete proteins must be consumed to cover all the amino acids needed for protein building.
Fats and Oils
Fats and its compounds are known as lipids. Liquids are called oils and solids are fats. A gram of fat contains 9 calories. Uses of Fat
• visible fats: o provides a source of stored energy o gives shapes to body o cushions the skin o acts as an insulation blanket that reduces heat loss
• invisible fat: This hidden fat, o is part of every cell membrane o is a shock absorber that protects the organs o is a constituent of hormones and other bio chemicals
You will find fat in many different foods but especially in sugar, cakes, cheese, nuts, butter, pork, milk, sauces … etc.
Vitamins
They are organic substances present in small amounts in many foods. They are required for carrying out vital functions of the body and many of them are involved in the utilization of major nutrients like proteins, fats and carbohydrates. Although they are needed in small amounts, they are essential for the health and well being of the body. Vitamin A is essential for healthy skin, eyesight, growth and reproduction. It performs a variety of important functions:
• Beta carotene is a powerful antioxidant that neutralizes free radicals – molecules that damage healthy cells – and increases the risk of accelerating the aging process and/or health conditions.
• Vitamin A promotes the growth of strong teeth and bones.
Vitamin A is present in liver, cod liver oil, carrots, and sweet potatoes, meat, fish, eggs and dairy products, orange and yellow fruits and vegetables and dark, leafy greens.
The MeatrixThe MeatrixThe MeatrixThe Meatrix by Catalina Pallàs
Task 2 STUDENTS HANDOUT Passages Student B
Iron
Iron is part of the oxygen-carrying component of the blood. Iron-deficient people get tired easily because their bodies need oxygen. Iron is also helps muscle cells store oxygen. Some iron-deficient people become fatigued even when their haemoglobin levels are normal.
Who is likely to be deficient? Vegetarians eat less iron than non-vegetarians. As a result, vegetarians are more likely to have reduced iron stores. However, iron deficiency is not usually caused by a lack of iron in the diet alone; an underlying cause, such as iron loss in menstrual blood, often exists.
Where is it found? It is found in oysters, meat, poultry, fish, dried fruit, molasses, leafy green vegetables, wine, and most iron supplements.
Carbohydrates
Carbohydrates are one of the three main classes of food and a source of energy. Carbohydrates are the sugars and starches found in breads, cereals, fruits, and vegetables, which, during digestion, carbohydrates are changed into a simple sugar called glucose. Glucose is stored in the liver until cells need it for energy. They come from a wide array of foods - bread, beans, milk, popcorn, potatoes, cookies, spaghetti, corn, and cherry pie. They also come in a variety of forms. The most common and abundant are sugars, fibres, bran cereals, many legumes, including chick peas, kidney beans, black beans, lentils, pinto beans… etc.
Calcium
Calcium is essential to maintain total body health. Your body needs it every day not just to keep your bones and teeth strong over your lifetime, but to ensure proper functioning of muscles and nerves. You will find it in foods like: Tofu, Brown bread, Cheddar cheese, Nuts, Brown rice, Cows milk, Dried apricots, Spinach, Dried figs, Cottage cheese, Soya cheese, Sesame seeds, Chick peas, Baked beans, Broccoli
Omega 3s
Omega-3s are termed essential fatty acids (EFAs) because they are critical for good health. Since the body cannot make them on its own, omega-3s must be obtained from food. The key functions are:
• Improve heart health. Omega-3 fatty acids may play a part in keeping cholesterol levels low, stabilizing irregular heartbeat (arrhythmia), and reducing blood pressure.
• Protecting the heart. Researchers now believe that alpha-linolenic acid (ALA), one of the omega-3s, may be particularly beneficial in protecting against heart and blood vessel disease, and for lowering cholesterol and triglyceride levels.
Key omega-3 fatty acids are found in oily cold-water fish such as tuna, salmon, and mackerel, as well as fresh seaweed. ALAs are found primarily in dark green leafy vegetables, flaxseed oils, and certain vegetable oils.
The MeatrixThe MeatrixThe MeatrixThe Meatrix by Catalina Pallàs
Task 3 PROCESSING INPUT TASK: What do we really know about
what we eat?
Step A.- What do you usually eat?. Students, individually, will note down what they eat in an average day.
(Handout provided by the teacher)
Step B.- Do I eat properly?. Students will look at their totals in each of the six food groups. They will compare
them to the recommended servings given. Students will share their findings in pair and then they will describe how to
meet the recommendations writing them down on the log.
The MeatrixThe MeatrixThe MeatrixThe Meatrix by Catalina Pallàs
STUDENTS HANDOUT Task 3: Step A - WRITING
What do you usually What do you usually What do you usually What do you usually
eat?eat?eat?eat?
Name __________________________________
Meal food m p bc f v md fs
breakfast
lunch
dinner
snacks
Total servings
Code: M = Meat P = Protein BC = Bread / Cereal
F = Fruit V = Vegetable MD = Milk / Dairy FS = Fats / Sugars
The MeatrixThe MeatrixThe MeatrixThe Meatrix by Catalina Pallàs
STUDENTS HANDOUT
Task 3: What do we really know about what we eat? Step B - SPEAKING / WRITING
Do I eat properly? Look at your totals in each of the six food groups in Step A. Compare them to the
recommended servings given in the box below. Tell to your partner if you need to eat more of
some food groups or less of others. Write down: How will you change your diet to eat
correctly?
Recommended Daily Servings
Meat / Protein 2 to 3 Bread / Cereal 6 to 11
Fruit 2 to 4 Vegetable 3 to 5 Milk / Dairy 2 to 3
Fats / Sugars very low use
The MeatrixThe MeatrixThe MeatrixThe Meatrix by Catalina Pallàs
Task 4: INPUT TASK - LISTENING - “The Meatrix”
TEACHER’S HANDOUT
Students get ready to watch the flash shot film about where the food we eat comes from.
Pre-Watching task.- In your opinion, Are these statements true or false?
Do you think these statements are true or false? T F
1. Animal products come from independent family farms ����
2. Factory Farms pollute as much as any other factory ����
3. Factory Farms are where most eggs, milk and meat come from. ����
4. Family Farming is not sustainable on its own. ����
5. Animals in Factory Farms never see the sunlight or get fresh air. ����
6. Animals in Factory Farms are healthy and have better quality meat. ����
7. Factory farms mutilate their animals to avoid fights among them. ����
8. There is an overuse of antibiotics in Family Farms ����
9. The main interest of Factory Farms is to maximize profits. ����
While-Watching task.- Tick ���� the words you hear from this list
The Meatrix FAMILY FARM ����
FACTORY FARM ����
FAMILY CORPORATIONS
YELLOW PILL
DISEASES ����
MUTILATION ����
GERMS ����
POOR CONDITIONS ����
POLLUTION ����
MISTREATING WORKMEN ����
EPIDEMIC ����
SUSTAINABILITY ����
RESPECTFULL WITH ENVIRONMENT
CLEAN GROUND WATER
ANIMAL CRUELTY
ANTIBIOTIC RESISTANT GERMS
MASSIVE POLLUTION
DESTROYED COMMUNITIES ����
SICKNESSES ����
After-Watching task.- Follow the scrip of “The Meatrix” and try to fill in the missing words in Morpheus speech about Factory Farming.
The Meatrix - Script Morpheus: I’ll show you. In the mid 20th century greedy agriculture corporations began modifying sustainable family farming to maximize their profits at great costs to both humans and animals. Factory farming was born. Animals are packed as closely together as possible, most never see sunlight, touch ground or get fresh air. Many can’t even turn around. These poor conditions caused fights and diseases amongst the animals. To fix this the corporate machines began systematic mutilations. Practices such as debeaking chickens and they started adding a constant dose of antibiotics to their feed just to keep these poor wretches alive. This overuse of antibiotics reached super strange resistant disease causing germs. Every day we get closer to an epidemic that cannot be stopped.
The MeatrixThe MeatrixThe MeatrixThe Meatrix by Catalina Pallàs
STUDENTS’ HANDOUTS Task 4: “The Meatrix”
Get ready to watch the flash shot film about where the food we eat comes from. Ask your teacher to help you with vocabulary. A- Pre-Watching.- Introducing vocabulary and ideas READING AND SPEAKING
Do you think these statements are true or false? T F
1. Animal products come from independent family farms
2. Factory Farms pollute as much as any other factory
3. Factory Farms are where most eggs, milk and meat come from.
4. Family Farming is not sustainable on its own.
5. Animals in Factory Farms never see the sunlight or get fresh air.
6. Animals in Factory Farms are healthy and have better quality meat.
7. Factory farms mutilate their animals to avoid fights among them.
8. There is an overuse of antibiotics in Family Farms
9. The main interest of Factory Farms is to maximize profits.
B- While-Watching.- Tick ���� the words you hear from this list LISTENING
The Meatrix FAMILY FARM
FACTORY FARM
FAMILY CORPORATIONS
YELLOW PILL
DISEASES
MUTILATION
GERMS
POOR CONDITIONS
MISTREATING WORKMEN
EPIDEMIC
SUSTAINABILITY
RESPECTFULL WITH ENVIRONMENT
CLEAN GROUND WATER
ANIMAL CRUELTY
ANTIBIOTIC RESISTANT GERMS
MASSIVE POLLUTION
The MeatrixThe MeatrixThe MeatrixThe Meatrix by Catalina Pallàs
POLLUTION
DESTROYED COMMUNITIES
SICKNESSES
C- After-Watching.- Follow the scrip of “The Meatrix” and try to fill in the missing words in Morpheus speech about Factory Farming.
The Meatrix - Dictation LISTENING, READING & WRITING
Morpheus: I’ll show you. In the mid 20th ___________ greedy agriculture corporations _____________ modifying
sustainable family farming _____ maximize their profits at ________ costs to both humans and animals. ________
farming was born. Animals ______ packed as closely together ______ possible, most never see ________, touch
ground or get ________ air. Many can’t even ______ around. These poor conditions _______ fights and diseases
amongst the ________. To fix this the __________ machines began systematic mutilations. _________ such as
debeaking chickens and ______ started adding a constant dose ____ antibiotics to their feed _____ to keep these
poor wretches alive. _______ overuse of antibiotics reached ______ strange resistant disease causing germs.
_________ day we get closer to an epidemic _______ cannot be stopped.
The MeatrixThe MeatrixThe MeatrixThe Meatrix by Catalina Pallàs
Task 5: PROCESSING INPUT - GRAMMAR & VOCABULARY
A- VOCABULARY BOARD Exercise I ----------------------------------
In this unit we have been working with new vocabulary dealing with food, diets and farming. Here is your opportunity to
revise those words that you remember and look up for the ones you don’t remember.
…………………………. are the building blocks that grow and repair your body
1. The essential ……………….. ……………….. help build your muscle and body tissue
2. Incomplete proteins are found in plant foods, such as ……………, seeds, ……………, ………………….. and
vegetables.
3. Fats and its compounds are known as …………………….
4. …………………………… are involved in the utilization of major nutrients like proteins, fats and carbohydrates.
5. Vitamin A is essential for healthy ……………………., ……………………, growth and reproduction.
6. Milk and cheese are …………………………………….
7. If you lack of ………….. iron in your blood you will get tired very easily.
8. During digestion, ……………………….. are changed into a simple sugar called ………………….
9. Chick peas, kidney beans, black beans and lentils belong to a group called ………………………..
10. Cheddar cheese, Nuts, Brown rice, Cows milk have one thing in common, they all contain
………………………………
11. Omega-3 fatty acids may play a part in keeping ……………………………… levels low
Exercise II ----------------------------------
Try to define the following words as clearly as you can and with your own words, according to the contexts we have
worked above.
FACTORY FARM
……………………………………………………………………………………………………………………………..
DISEASES
……………………………………………………………………………………………………………………………..
MUTILATION
……………………………………………………………………………………………………………………………..
The MeatrixThe MeatrixThe MeatrixThe Meatrix by Catalina Pallàs
GERMS ……………………………………………………………………………………………………………………………..
POOR CONDITIONS
……………………………………………………………………………………………………………………………..
POLLUTION
……………………………………………………………………………………………………………………………..
MISTREAT WORKMEN
……………………………………………………………………………………………………………………………..
RESPECT THE ENVIRONMENT
……………………………………………………………………………………………………………………………..
CLEAN GROUND WATER
……………………………………………………………………………………………………………………………..
ANIMAL CRUELTY
……………………………………………………………………………………………………………………………..
Exercise III ----------------------------------
Classify food according to their corresponding food group. Look up in a dictionary the words that you do not know.
Milk – bread – cereals – meat – peanut butter – rice – yogurt – eggs – cheese – mayonnaise – dried beans – green beans – potato – broccoli – pasta – corn muffin – banana – cherries – cookies – rolls – turkey – tomato – cantaloupe – carrot – ice cream – oatmeal
Exercise IV ----------------------------------
Student’s will get in their NICENET.ORG account and they will revise and study the following grammar items selected by
the teacher.
http://www.englisch-hilfen.de/en/exercises_list/alle_grammar.htm
These grammar items are:
IMPERATIVES to give instructions QUANTIFIERS to express quantities about food
COMPARATIVES to describe and express opinions
The MeatrixThe MeatrixThe MeatrixThe Meatrix by Catalina Pallàs
Task 6: EXTENDING INPUT - TEAM WORK - FOUR SKILLS Food Pyramids Divide the class into four groups. Each group will get two different Food Pyramids, corresponding to four different types of
diets. Students will have to fill in the handout “How often do they take … ?” below. And then establish a comparison
between the two pyramids each group has.
A- First circle the 2 pyramids your group is analyzing.
HOW OFTEN DO Vegetarian TAKE ……….? Asian Mediterranean Latin American B- Answer the above question according to the two pyramids you have using expressions like: very often, never, twice a week, rarely ….. etc MEAT …………………………………………..………….. FISH ………………………………………………………….……………
EGGS …………………………………………………..…. SHELLFISH …………………………………………………………….
FRUITS …………………………………………………… VEGETABLES ……………………………………………………….
BEANS ……………………………………………………..NUTS …………………………………………………………………..
OIL ………………………………………………..…………BREAD ………………………………………………………………..
SWEETS ………………………………………………… PASTA …………………………………………………………………….
CHICKEN ……………………………………………….. CHEESE ………………………………………………………………..
POTATOES ……………………………………..……… NOODLES …………………………………………………….…………
CORN …………………………………………………… WHOLE GRAINS …………………………………………………………
POULTRY …………………………………………………..LEGUMES ……………………………………………………..………
WINE ………………………………………………..……….WATER ……………………………………………………….…………
TEA ………………………………………….………………..MILK …………………………………………………………..……………
ICE CREAM …………………………………….……………YOGURT ………………………………………………….………………
BEER ………………………………………….………………EXERCISE ………………………………………………….………………
C- Share your conclusions with your partners; each group will do the same. SPEAKING
Which diet do you like best? Why? Are they really different from each other?
Could you name foods that are unknown to you?
Which diet is healthier according to what you have learned in the first part of the unit?
Which diet is less healthy?
The MeatrixThe MeatrixThe MeatrixThe Meatrix by Catalina Pallàs
Task 7: READING & WRITTEN PRODUCTION - Two recipes. A- Read these two recipes on-line. Both have been taken from this web pages:
Quick hummus and olives http://www.bbc.co.uk/food/recipes/database/quickhummousandolive_71473.shtml
Penne with asparagus and parma ham
http://www.bbc.co.uk/food/recipes/database/pennewithasparagusan_67549.shtml
B- Note down the verbs that express the cooking actions that take place in both recipes and find the exact meaning in
the glossary provided in the same BBC Food web page : http://www.bbc.co.uk/food/glossary/a.shtml
Rinse cook drizzle Drain scatter boil Sprinkle fry warm Cut add season
C- Here are some more useful verbs. Can you guess their meaning by looking at the picture?
bake
______
beat
______
grate
______
broil
_____
carve
_____
chop
_____
steam
_____
stir
_____
The MeatrixThe MeatrixThe MeatrixThe Meatrix by Catalina Pallàs
peel
_____
pour
_____
scramble
_____
heat up
______
D- Share the recipe of a dish you know how to cook well or the one you like best even if it is somebody else who cooks it.
Say why you like it.
Task 8:. ROUNDING OFF-TASK - Student’s Final Output Using the recipe in the last task you have done, prepare all the ingredients in a list and have a reflection on the actions
(verbs) you will need to explain to your partners in class. Prepare a presentation. Feel free to bring to class some
ingredients, pictures of the process or even the dish itself to illustrate your presentation. You can follow these steps to
have a clear and organized presentation.
1- Title of the recipe
2- Where does it come from? Who gave it to you?
3- How healthy is it? Is it good for our skin, our heart, our bones or for none of them?
4- When can we eat it? Is it a starter, a main dish or a dessert?
5- What are the ingredients?
6- Carefully organize the steps of the cooking process