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Focus I. The Road to Health

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UNIT IV: Healthy Lifestyle

“The scientific truth may be put quite briefly; eat moderately, having an ordinary mixed diet, and don’t worry”
― Dr Robert Hutchison

 

ACTIVE LISTENING

Before Listening Activities

Activity I: Orientation

1. A lot of Americans believe that good health comes from moderation. Here are five simple hints for good health:

- Eat a good diet.

- Don’t sleep too little or too much.

- Exercise daily.

- Don’t smoke.

- Don’t drink too much coffee.

(http://healthvermont.gov/eatforhealth/healthy_hints.aspx)

 

Do you think it’s enough to follow the pieces of advice given above or is there anything else people need to stay healthy? What do you do to be hale and hearty?

 

2. Read the following information and discuss the questions with your group mates.

According to the surgeon general, obesity today is officially an epidemic; it is arguably the most pressing public health problem we face… Three of every five Americans are overweight; one of every five is obese… Because of diabetes and all the other health problems that accompany obesity, today's children may turn out to be the first generation of Americans whose life expectancy will actually be shorter than that of their parents…


― Michael Pollan, The Omnivore's Dilemma: A Natural History of Four Meals

(http://www.us.penguingroup.com/static/pdf/teachersguides/OmnivoresDilemmaTG.pdf)

What are the basic health problems America confronts today? What are the reasons of obesity from your perspective? Are there the same problems in Russia?

Activity II. Helpful Vocabulary

1. Match vocabulary to their definitions.

 

Vocabulary Definitions
1. daunt (v) a. to take into the stomach
2. stricture (n) b.to bring a result opposite to that which was planned or expected
3. helping (n) c. to overcome with fear; intimidate
4. swallow (v) d.a place, as in connection with a medical school or a hospital, for the treatment of patients
5. backfire (v) e. enthusiastic, devoted, zealous
6. clinic (n) f.a portion of food served to a person at one time
7. avid (adj) g. to allow (oneself) to follow one's will
8. indulge (v) (in) h. a restriction

 

2. Use helpful vocabulary to complete the following sentences.

 

1. That's his third ... of ice cream.

2. In order to … pills you need to take some water and the tablet and place it as far to the back of the throat as you can.

3. If that's what he is waiting for, it'll likely … on him.

4. Don't be … by the amount of work still to be done.

5.Shortly after noon the family drove him to a rural…, where he was given intravenous fluids.

6.History was his favorite subject in school, and he

remains an … reader today.

7.Whether you bake, buy or beg for delectable goodies, the holidays are the time to … cakes and pastries.

8. To follow innovation and excellence in health and care diet with a is not a simple task.

 

Listening Comprehension Activities

1. You are going to hear a discussion which takes place in a radio station studio. The radio host Renee Montagne is discussing the resort of American parents to dinner time rules. The participants of the discussion are:

 

* Patti Neighmond, an NPR's byline reporter

* Jessica Leichsenring, a mother who has two children

*Dr. Kelly Brownell, who directs the Rudd Center for Food Policy & Obesity at Yale University

* Kristi King, a registered dietitian and spokesperson with the Academy of Nutrition and Dietetics

 

Listen to the discussion “Selling Kids On Veggies When Rules Like 'Clean Your Plate' Fail” and identify the statements as True (T) or False (F). Correct the false statements and provide evidence for each.

1. Jessica Leichsenring has an individual approach to getting her kids to eat a healthy diet.

2. In the opinion of Dr. Kelly Brownell, making children eat veggies before the dessert may be compared to swallowing medicines.

3. Reinforcement is unlikely to have a positive influence on food consumption.

4. A child should always have an option to refuse to eat saying “No, thank you.”

5. According to Dr. Kelly Brownell, there’s nothing bad in having an occasional dessert, the only thing is to consume what is healthy.

2. Listen again and answer the following questions.

1. Is it daunting trying to ensure a healthy diet for American children?

2. Are there a lot of families setting restrictions on the types of foods eaten in the USA? What strictures are common?

3. According to the report, may strict rules backfire?

4. What is creative negotiation? May it affect healthy eating habits?

5. Is parents’ example imperative?

6. Will having only healthy foods at home lead kids to overdo it with junk food when they go to college?

After Listening Activities

Activity I: Analyzing



Look at the poster (http://strongfitbeautiful.net/category/food/) and describe the change in School lunch plans proposed by the USDA (United States Department of Agriculture) in 2011 using the vocabulary below.

Vocabulary: Describing changes

Verbs and adverbs

to change (considerably, dramatically, significantly, noticeably);

to renovate (cosmetically, gradually, drastically);

to alter (insignificantly, unsubstantially, slightly)

 

Nouns and adjectives

a cosmetic (developmental, drastic, evolutionary, gradual, quicksilver, sweeping) change;

a remarkable (total, partial) makeover; a (complete, partial) reconstruction

 

Phrases

from one day to the next, from the sublime to the ridiculous, beyond (out of) recognition, “the boot is on the other foot”

 

 

Activity II: Discussing the Issues

1. Study the following opinions and think of pros and cons of lunchroom makeover. Will the makeover help to solve the problem of childhood obesity? Will it have a positive or negative effect on health of American nation in future? Why?

1.… how about “we don't sell french fries in cafeterias period.” And that goes for ice cream, candy, soda, and all the other crappy foods abundantly available in school cafeterias. If kids want to bring that from home, let their parents deal with the diabetes and obesity that ensues. Placing these items in the cafeteria sends the message that they are suitable lunch items, when clearly they are not. I love how we spend millions of dollars on programs to keep kids away from drugs and alcohol, but we have no problem letting them eat all the ice cream their little chubby fingers can grab out of the cafeteria freezer. (Howard Johnson) (http://www.npr.org/blogs/thesalt/2013/03/29/175710393/fruit-not-fries-lunchroom-makeovers-nudge-kids-toward-better-choices)

2. If they give kids boiled spinach, they're quite right to shove it in the garbage. Puh-leeze! (Nicoline Smits) (http://www.npr.org/blogs/thesalt/2013/03/29/175710393/fruit-not-fries-lunchroom-makeovers-nudge-kids-toward-better-choices)

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3. I’m a teacher in the U.S.. The travesties in my district begin with counting pizza as a vegetable and quickly become simply disgusting and unhealthful. We act like we need some kind of secret formula to get kids to eat vegetables, which is true only because they're hooked on sugar, salt, and fat. When I was a kid I thought I didn't like vegetables. Imagine my surprise when I discovered that the problem had always been that no adult in a 50 mile radius knew how to cook them, other than boiled to mush. (Eric Fields)(http://www.npr.org/blogs/thesalt/2013/03/29/175710393/fruit-not-fries-lunchroom-makeovers-nudge-kids-toward-better-choices)

 

2. If you had children, would what they eat be important for you? Why?

ACTIVE READING

Read for general information on the topic. Write out the words and expressions which seem to be the most relevant to speak about the topic.

 


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