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!)


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


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


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.


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.


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.


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


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


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.


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


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.


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

……………………………………………………………………………………………………………………………..


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


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?


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

_____


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

Documents

The meatrix students handout