Icebreaker: Ball Toss (15 minutes) • Ask Ss to stand up. • Take Ss into hall or ask them to form a large circle around table(s). • Tell Ss to say their name when I toss the ball to them. (Maybe have Ss toss the ball to me, and I say "SAm.") • After all Ss have said their names several times, have them say "I'm (name) and I'm from (country of origin)". • After a few rounds, have Ss say "I'm (name) and I'm from (country of origin), and I like (their favorite food). Class Rules • Come on time • No cell phone usage • Speak English USDA Food Pyramid (40 minutes) • Ask Ss what foods are good for health. • Write USDA on board and ask Ss if they know what it stands for. • Tell Ss that USDA recommends what people should eat to be healthy. • Draw packaged meat on board and ask if Ss have seen "USDA Choice" on labels. • Pass out USDA Revises Nutrition Guidelines text from Contemporary's Foundations Reading by Judith Gallagher p. 14.
• Ask Ss to read the title. What is this text about? • Ask Ss to read the first paragraph to themselves. • Ask:
How can people find out what foods they should eat?
How does the USDA show us what foods to eat?
• Ask Ss to read the text to themselves. • Chest the traditional food pyramid. • Point to the Levels 1, 2, 3, and 4. Ask a S to name two of the items. Write them next to the appropriate level. • Hand out pyramid printouts. • Ask Ss what the name of the first level is, using the text. Ask what one item is in the first level. • Ask Ss to work in small groups to name the levels using the article. Next, they should write the names of every item in each level. • Ask Ss from different groups/pairs to come up and write words for each level.
Write questions from Part A on the board while Ss are completing the task.
What is the purpose of the Food Guide?
What food group should you eat the most of?
How many servings of fruit should you eat each day?
How much should you eat from the fats, oils, and sweets group?
• Ask Ss to answer the questions and check their answers with their partners. • WCFB: Volunteers answer questions.
How closely do your eating habits match those recommended in the new USDA food pyramid guidelines? • Ask Ss to discuss in small groups. • WCFB: Ask one S from each group to report on her/his group BREAK (15 minutes) Healthy Diet Food Pyramid (40 minutes) • Explain that ideas about which foods are healthy has changed A LOT in the past few years. For example, red meat is considered very unhealthy (Check to see if Ss know what "red meat" is. Examples? Beef, lamb) • Chest a list the describes the new Healthy Food Pyramid. • Tell Ss that they're going to work with a partner to draw a new healthy food pyramid. • Pass out the list and ask Ss: What is the largest part of the pyramid? Where would you put it in the pyramid? • WCFB: Three Ss from different pairs come up to draw their pyramids on board. Did they agree? Do we need changes? • Chest Healthy Diet Food Pyramid.
• Ask them to discuss in small groups which pyramid they think is healthier, USDA or HDFP. Why? How do these food pyramids compare to healthy food recommendations in your country? Which of the two pyramids would be most like your country's food choices?
• Draw Chinese food pyramid on board, explaining that the Chinese diet is much different than the Western diet. Draw a food pyramid of the diet of your native country. • WCFB: Ss find new partners and discuss the food pyramid from their country.
• Ask Ss if they can plan a healthy menu for one day, three meals. • Ask Ss to pretend they are roommates planning a healthy menu for one day, breakfast, lunch, and dinner using the HDFP. There's a hurricane outside, so they cannot go out to eat and they cannot go shopping. They must use what they have in the refrigerator. • Tell Ss that they must use as many countable and uncountable nouns as they can: Examples: We don't have much meat, so we can't have steaks or beef stew. There are a lot of eggs in the refrigerator, so should we make an omelette? • WCFB: Ask for volunteers to talk about their menu. Ss must count how many times they use much, few any, etc.
Writing: Comparing and Contrasting (30 minutes) What do compare and contrast mean? Comparing is thinking about how things are alike. Contrasting is thinking about how things are different.
• Ask Ss to write a sentence stating their opinionon which diet is more healthy, the American diet or the diet of their native country. ("In my opinion...." After living in the U.S. for (x) years, I feel that...") • Ask Ss to compare and contrast the American diet with the diet of their country. • Example: The Chinese eat more vegetables than Americans. Americans eat more meat and grains. Chinese people eat less food than Americans. Americans eat too much food and have a problem with obesity. (Try to find at least 4 differences and similarities.) • Ask Ss what changes they can make to their diet to eat more healthy. • Tell Ss they can add other details. • WCFB: A few volunteers read their essays. • Explain to Ss that they have written a essay with a main idea, supporting details, and a conclusion. Table: Consumption of Major Food Commodities (30 minutes) Contemporary's Pre-GED Social Studies, McGraw-Hill Wright Group, p. 53
• Chest the handout • Ask Ss to fold the paper so that only the title is showing. • Ask Ss what commodities means. • What is this table about? • Pass out the table and ask Ss to answer the questions.
consumption:the act of buying and using products commodities: a product or a raw material that is bought and sold.
• Ask Ss to stand up.
• Take Ss into hall or ask them to form a large circle around table(s).
• Tell Ss to say their name when I toss the ball to them. (Maybe have Ss toss the ball to me, and I say "SAm.")
• After all Ss have said their names several times, have them say "I'm (name) and I'm from (country of origin)".
• After a few rounds, have Ss say "I'm (name) and I'm from (country of origin), and I like (their favorite food).
Class Rules
• Come on time
• No cell phone usage
• Speak English
USDA Food Pyramid (40 minutes)
• Ask Ss what foods are good for health.
• Write USDA on board and ask Ss if they know what it stands for.
• Tell Ss that USDA recommends what people should eat to be healthy.
• Draw packaged meat on board and ask if Ss have seen "USDA Choice" on labels.
• Pass out USDA Revises Nutrition Guidelines text from Contemporary's Foundations Reading by Judith Gallagher p. 14.
• Ask Ss to read the title. What is this text about?
• Ask Ss to read the first paragraph to themselves.
• Ask:
• Ask Ss to read the text to themselves.
• Chest the traditional food pyramid.
• Point to the Levels 1, 2, 3, and 4. Ask a S to name two of the items. Write them next to the appropriate level.
• Hand out pyramid printouts.
• Ask Ss what the name of the first level is, using the text. Ask what one item is in the first level.
• Ask Ss to work in small groups to name the levels using the article. Next, they should write the names of every item in each level.
• Ask Ss from different groups/pairs to come up and write words for each level.
Write questions from Part A on the board while Ss are completing the task.
- What is the purpose of the Food Guide?
- What food group should you eat the most of?
- How many servings of fruit should you eat each day?
- How much should you eat from the fats, oils, and sweets group?
• Ask Ss to answer the questions and check their answers with their partners.• WCFB: Volunteers answer questions.
How closely do your eating habits match those recommended in the new USDA food pyramid guidelines?
• Ask Ss to discuss in small groups.
• WCFB: Ask one S from each group to report on her/his group
BREAK (15 minutes)
Healthy Diet Food Pyramid (40 minutes)
• Explain that ideas about which foods are healthy has changed A LOT in the past few years.
For example, red meat is considered very unhealthy (Check to see if Ss know what "red meat" is. Examples? Beef, lamb)
• Chest a list the describes the new Healthy Food Pyramid.
• Tell Ss that they're going to work with a partner to draw a new healthy food pyramid.
• Pass out the list and ask Ss: What is the largest part of the pyramid? Where would you put it in the pyramid?
• WCFB: Three Ss from different pairs come up to draw their pyramids on board. Did they agree? Do we need changes?
• Chest Healthy Diet Food Pyramid.
• Pass out HDFP printouts.
• Ask them to discuss in small groups which pyramid they think is healthier, USDA or HDFP. Why? How do these food pyramids compare to healthy food recommendations in your country? Which of the two pyramids would be most like your country's food choices?
• Draw Chinese food pyramid on board, explaining that the Chinese diet is much different than the Western diet.
Draw a food pyramid of the diet of your native country.
• WCFB: Ss find new partners and discuss the food pyramid from their country.
Countable and Uncountable Nouns
• Teach Ss about countable and uncountable nouns
• Ask Ss if they can plan a healthy menu for one day, three meals.
• Ask Ss to pretend they are roommates planning a healthy menu for one day, breakfast, lunch, and dinner using the HDFP.
There's a hurricane outside, so they cannot go out to eat and they cannot go shopping. They must use what they have in the refrigerator.
• Tell Ss that they must use as many countable and uncountable nouns as they can:
Examples: We don't have much meat, so we can't have steaks or beef stew.
There are a lot of eggs in the refrigerator, so should we make an omelette?
• WCFB: Ask for volunteers to talk about their menu. Ss must count how many times they use much, few any, etc.
Writing: Comparing and Contrasting (30 minutes)
What do compare and contrast mean?
Comparing is thinking about how things are alike.
Contrasting is thinking about how things are different.
• Ask Ss to write a sentence stating their opinion on which diet is more healthy, the American diet or the diet of their native country.
("In my opinion...." After living in the U.S. for (x) years, I feel that...")
• Ask Ss to compare and contrast the American diet with the diet of their country.
• Example: The Chinese eat more vegetables than Americans. Americans eat more meat and grains.
Chinese people eat less food than Americans. Americans eat too much food and have a problem with obesity.
(Try to find at least 4 differences and similarities.)
• Ask Ss what changes they can make to their diet to eat more healthy.
• Tell Ss they can add other details.
• WCFB: A few volunteers read their essays.
• Explain to Ss that they have written a essay with a main idea, supporting details, and a conclusion.
Table: Consumption of Major Food Commodities (30 minutes)
Contemporary's Pre-GED Social Studies, McGraw-Hill Wright Group, p. 53
• Chest the handout
• Ask Ss to fold the paper so that only the title is showing.
• Ask Ss what commodities means.
• What is this table about?
• Pass out the table and ask Ss to answer the questions.
consumption:the act of buying and using products
commodities: a product or a raw material that is bought and sold.
Homework (10 minutes)
How can you learn English outside of class? Read! Watch TV, videos, films, etc. in English!
• Ss will watch a video. Each week, one Ss will report on the video in the first 10 minutes of class.
This week's video: So and Such:
http://www.simpleenglishvideos.com/so-and-such/
Additional Material: pie chart on immigration
Contemporary's Pre-GED Social Studies, McGraw-Hill Wright Group, p. 2
URLS:
http://www.choosemyplate.gov/
http://mikesmixrecoverydrink.com/there-are-no-health-foods-3/
http://fnic.nal.usda.gov/dietary-guidance/myplatefood-pyramid-resources/usda-myplate-food-pyramid-resources