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ESL Health UnitESL Health Unit
Unit FourUnit FourHealthy AgingHealthy Aging
Lesson OneLesson OneNutritionNutrition
Source: http://www.mauriejmanning.com/NewFiles/veggies.gif
Reading and Writing PracticeReading and Writing
PracticeIntermediate
Goals for this lesson:
Below are some of the goals of this lesson. Which ones are your
goals too? Check () them.
Know the warning signs of poor nutritional health and what you
can do to improve your diet.
Understand the difference between count and non-count nouns
http://www.mauriejmanning.com/NewFiles/veggies.gif
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Lesson One: Nutrition
Reading and Writing Practice
Before You Read!
In this lesson, you will read about Eleanors problem with her
diet. The last
time Eleanor went to the doctor, the doctor gave her this food
pyramid for
older adults and asked her to follow it carefully. Before you
read Eleanors
story, read through the pyramid and answer the questions that
follow with
your classmates and teacher.
ESL Health Unit/Intermediate, Unit Four: Healthy Aging
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ESL Health Unit/Intermediate, Unit Four: Healthy Aging
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Activity One:
According to the food pyramid what food group should you try to
have the
most of each day? What should you have the least of?
Before we go on: a quick review of count vs. non-count nouns
Knowing the difference between count and noncount nouns is
important
when you are talking about food:
Use the noun plural ending -s correctly
Use words that express quantities, such as little, a few, some,
much,
a couple
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Count vs. Noncount
The main difference between count and noncount nouns is whether
or not
the things they refer to can be counted.
Count nouns refer to things that can be divided up into smaller
units which
are separate and distinct from one another. They usually refer
to what can
individually be seen or heard:
Noncount nouns refer to things that cannot be counted because
they are
regarded as wholes which cannot be divided into parts. They
often refer to
abstractions and occasionally have a collective meaning:
ESL Health Unit/Intermediate, Unit Four: Healthy Aging
table
chair
jar
egg
apple
bottle
hamburger
carton
anger
happiness
water
milk
meat
bread
coffee
broccoli
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Illustration: Think of the batter from which a cake is made.
Before putting
the batter into the oven, you cannot divide it into its parts
because it is a
liquid mix. Once it has been baked, however, it becomes solid
enough to be
cut into pieces. Think of noncount nouns as the liquid mix that
cannot be cut
into pieces, and think of the pieces of cake as the count nouns
which may be
numbered and counted.
Pluralizing
The Rules
Count nouns can be pluralized by adding a final -s to the
nouns.
Noncount nouns cannot be not pluralized at all.
This rule works for the nouns in the list of examples above.
Exception: Certain nouns in English belong to both classes: they
have both
a noncount and a count meaning. Normally, the noncount meaning
is
abstract and general, and the count meaning is concrete and
specific.
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http://leo.stcloudstate.edu/grammar/countnon.html#list#list
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Quantifiers
Quantifiers are words that give us more information about nouns.
They tell
us how many or how much. To selecting the correct quantifier you
need to
know whether the word is a count or a non-count noun. For our
purposes,
we will choose the count noun eggs and the non-count noun
water:
The following quantifiers will work with count nouns:
many eggs
a few eggs
several eggs
a couple of eggs
none of the eggs
The following quantifiers will work with non-count nouns:
much/not much water
a little water
a little bit of water
a good/great deal of water
no water
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The following quantifiers will work with both count and
non-count nouns:
all of the eggs/water
some eggs/water
most of the eggs/water
a lot of eggs/water
lots of eggs/water
plenty of eggs/water
Note: with foods, some non-count words such as water, coffee or
meat can
be made countable by adding a counting phrase like:
A cup/two cups of milk
A glass/two glasses/a couple of glasses of water
A package/two packages of meat
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Activity Two:
What do you usually eat each day? In the space below, describe
your
diet and then share it with your partner. As you list the foods
you eat be
sure to use the correct plural form and the correct
quantifiers.
1. What do you eat for breakfast?
2. What do you eat for lunch?
3. What do you eat for dinner?
4. Do you have snacks during the day? What are they?
5. How much water/liquid do you drink each day?
6. How does your diet compare with the diet suggested in the
food
guide? Is it similar? Very different?
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Reading One - Eleanors Poor Diet
Next read Eleanors story and answer the questions that follow
with your
classmates and teacher.
My name is Eleanor and I am 80 years old. I used to cook for
myself.
I would walk to the store everyday with my friend Celia to buy
the things I
needed. But last year my eyesight got real bad and I couldnt
walk to the
market anymore. I guess since then my diet has gone downhill. I
often skip
meals and when I do eat, I eat a lot of junk-foodespecially
sweets.
The last time I went to the doctor she was angry with me. She
said I
gained 20 pounds, my cholesterol level was too high and I was
dehydrated.
She gave me a piece of paper and told me to follow the
suggestions about
what to eat every day I am supposed to eat more fruits and
vegetables and
whole grains and calcium and less fat. She is worried because I
am a
diabetic and I have a high blood pressure. I am worried too but
I dont know
what to do because I cant walk to the market anymore and I cant
see to
cook for myself.
This story was generated by the course developer for
instructional purposes.
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Eleanors doctor is afraid that her poor diet is placing her
at-risk for
serious health problems
1. Why is Eleanors diet so poor?
2. Why is Eleanors doctor worried about her weight gain,
high
cholesterol and dehydration?
3. Do you think Eleanor is going to follow the diet that her
doctor
gave her? Why or why not?
4. If you were Eleanor, what would you do to solve your diet
problem?
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Nutrition Risk Test
Could your diet be putting you at risk for serious health
problems? Answer
the following questions with your classmates and teacher and
then discuss
your nutritional health score.
Read the statements below and check "Yes" for those that apply
to you.
1. I have an illness or condition that made me change the
kind and/or amount of food I eat.
Yes (2pts.)
2. I eat fewer than 2 meals per day. Yes (3pts.)
3. I eat few fruits or vegetables, or milk products. Yes
(2pts.)
4. I have 3 or more drinks of beer, liquor or wine almost
every day.
Yes (2pts.)
5. I have tooth or mouth problems that make it hard for me
to eat.
Yes (2pts.)
6. I don't always have enough money to buy the food I need.
Yes (4pts.)
7. I eat alone most of the time.
Yes (1pts.)
8. I take 3 or more different prescribed or over-the-counter
drugs a day.
Yes ( 1 pt.)
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9. Without wanting to, I have lost or gained 10 pounds in
the
last 6 months.
Yes (2pts.)
10. I am not always physically able to shop, cook and/or
feed
myself.
Yes (2pts.)
Now total your nutritional score
0.2 Good. You have no need to change your nutritional
habits.
Take this quiz again in 6 months.
3.5 You are at moderate nutritional risk. See what you can do
to
improve your eating habits and lifestyle. Your office on
aging,
senior nutrition program, senior citizens center or health
department can help.
6 or more You are at high nutritional risk. Bring this quiz with
you the
next time you visit a medical professional or social
services
agency. Ask for help to improve your nutritional health.
Discuss your score with your classmates. Are you or any of your
classmates
at moderate or high nutritional risk? Work together to make a
list of
suggestions for what everyone can do to improve their nutrition.
If you ESL Health Unit/Intermediate, Unit Four: Healthy Aging
13
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cant think of any solutions to this problem, read through the
Health Watch
box below for ideas.
Health Watch: Improving Your Nutritional Health
Remember it is important to pay attention to the warning signs
of poor
nutritional health. If any of these problems apply to you, read
what you can
do to improve your diet.
Problem: Can't chew
Do you have trouble chewing? If so, you may have trouble eating
foods like
meat and fresh fruits and vegetables.
What to do: Try other foods.
Problem: Upset stomach
Stomach problems, like too much gas, may make you stay away from
foods
ESL Health Unit/Intermediate, Unit Four: Healthy Aging
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Instead of: Try:fresh fruit fruit juices and soft canned fruits,
like applesauce,
peaches and pearsraw vegetables vegetable juices and creamed and
mashed cooked
vegetablesMeat ground meat, eggs, milk, cheese, yogurt, and
foods
made with milk, like pudding and cream soupssliced bread cooked
cereals, rice, bread pudding, and soft cookies
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you think cause the problem. This means you could be missing out
on
important nutrients, like vitamins, calcium, fiber and
protein.
What to do: Try other foods.
Problem: Can't shop
You may have problems shopping for food. Maybe you can't drive
anymore.
You may have trouble walking or standing for a long time.
What to do:
Ask the local food store to bring groceries to your home.
Some
stores deliver free. Sometimes there is a charge.
Ask your church or synagogue for volunteer help. Or sign up
for
help with a local volunteer center.
Ask a family member or neighbor to shop for you. Or pay
someone
to do it. Some companies let you hire home health workers for
a
few hours a week. These workers may shop for you, among
other
things. Look for these companies in the Yellow Pages of the
phone ESL Health Unit/Intermediate, Unit Four: Healthy Aging
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Instead of: Try:Milk milk foods that may not bother you, like
cream
soups, pudding, yogurt and cheesevegetables like
cabbage and broccoli
vegetable juices and other vegetables, like
green beans, carrots and potatoes
fresh fruit fruit juices and soft canned fruits
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book under "Home Health Services."
Problem: Can't cook
You may have problems with cooking. It may be hard for you to
hold
cooking utensils, and pots and pans. Or you may have trouble
standing for a
long time.
What to do:
Use a microwave oven to cook TV dinners, other frozen foods,
and
foods made up ahead of time by the store.
Take part in group meal programs offered through senior
citizen
programs. Or, have meals brought to your home.
Move to a place where someone else will cook, like a family
member's home or a home for senior citizens.
To find out about senior citizen group meals and home-delivered
meals, call (1-800) 677-1116. These
meals cost little or no money.
Problem: No appetite
Older people who live alone sometimes feel lonely at mealtimes.
Loneliness
can make you lose your appetite. Or you may not feel like making
meals for
just yourself.
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Maybe your food has no flavor or tastes bad. This could be
caused by
medicines you are taking.
What to do:
Eat with family and friends.
Take part in group meal programs, offered through senior
citizen
programs.
Ask your doctor if your medicines could be causing appetite or
taste
problems. If so, ask about changing medicines.
Increase the flavor of food by adding spices and herbs.
Problem: Short on money
Not having enough money to buy enough food can keep you from
eating
well.
What to do:
Buy low-cost foods, like dried beans and peas, rice and pasta.
Or buy
foods that contain these items, like split pea soup and canned
beans
and rice. ESL Health Unit/Intermediate, Unit Four: Healthy
Aging
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Use coupons for money off on foods you like.
Buy foods on sale. Also buy store-brand foods. They often cost
less.
Find out if your local church or synagogue offers free or
low-cost
meals.
Take part in group meal programs offered through local senior
citizen
programs. Or, have meals brought to your home.
Get food stamps. Call the food stamp office listed under your
county
government in the blue pages of the telephone book. Adapted from
information from the U.S. Food and Drug Administration
ESL Health UnitESL Health Unit
Unit FourUnit FourHealthy AgingHealthy Aging
Lesson OneLesson OneNutritionNutrition
Listening and Speaking PracticeListening and Speaking
PracticeIntermediate
ESL Health Unit/Intermediate, Unit Four: Healthy Aging
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Goals for this lesson:
Below are some of the goals of this lesson. Which ones are your
goals too? Check () them.
Understand U.S. cooking measurements and cooling vocabulary.
Be able to use the phrases used to, be used to and get used to
to compare the past to the present.
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Lesson One: Nutrition
Listening and Speaking Practice
Before You Listen!
Answer the following questions and then review them together as
a class.
1. Do you like to cook? If so, do you cook with recipes?
2. Sometimes following recipes from cookbooks in the U.S. is
difficult
because the measuring system is different from your home
country.
Do you know the U.S. system for measurement? Read through
the
following list and discuss any questions you may have with
your
classmates and teacher.
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Metric to U.S. Measurements
Capacity
1 militers = 1/5 teaspoon
5 ml = 1 teaspoon
15 ml = 1 tablespoon
30 ml = 1 fluid oz.
100 ml = 3.4 fluid oz.
240 ml = 1 cup
1 liter = 34 fluid oz.
1 liter = 4.2 cups
1 liter = 2.1 pints
1 liter = 1.06 quarts
1 liter = .26 gallon
Weight
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1 gram = .035 ounce
100 grams = 3.5 ounces
500 grams = 1.10 pounds
1 kilogram = 2.205 pounds
1 kilogram = 35 oz.
3. What ways of cooking are healthy? What ways are
unhealthy?
4. What does ethnic cuisine mean?
5. The following is a list of cooking verbs, discuss what each
one means
with your classmates and teachers.
bake
blend
boil
braise
chill
chop
deep-fry
dice
drain
freeze
fry
grate
grill
grind
knead
mash
melt
mix
peel
pour
refrigerate
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roast
saut
season
simmer
slice
spread
steam
stir
stir-fry
toast
toss
whip
ESL Health Unit/Intermediate, Unit Four: Healthy Aging
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Listening One: Healthy Ethnic Cuisine
**Note to teacher: Do not pass out the written message in the
box below. Record it onto a cassette (if possible with someone to
play the second role in the dialogue) and have students listen to
the recording. Play once or twice before they begin to listen for
specific information.
Now you will listen to a radio program about cooking featuring
an interview
with a Chef who has just published a cook book about healthy
eating.
Host: Were pleased to have Chef Joseph Wong with us today to
talk
about his new cookbook, Healthy Ethnic Cuisine. Chef
Wong, welcome to the show.
Chef: Thank you for having me.
Host: Tell me why you wrote this book?
Chef: Well I wrote this shortly after having a heart attack
about 5
years ago. You see, I was very worried about my heart
problem and wanted to do everything I could to live a long
and healthy life. But I was worried about following my
doctors suggestion to eat a healthy diet because I love to
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cook and eat. So, I started searching for healthy recipes in
cookbooks. I found lots of books about healthy cooking
but I couldnt find any good books on eating healthy ethnic
foods that I love, like Chinese, Vietnamese, Thai or
Mexican cuisine.
Host: So you decided to write one.
Chef: Thats right. I traveled to China and Thailand and Mexico
and
tasted the foods there and then created my own recipes. I
tried
to make low-salt, low-fat recipes and then I worked with a
fabulous nutritionist who helped me to make sure my recipes
were as healthy as possible.
Host: And your cookbook is beautiful and some of these dishes
look
delicious. What is your secret for making ethnic food
healthy?
Chef: I try to take out some of the unhealthy ingredients and
increase
other healthy ingredients to improve the flavor. I try not
to
cook with saturated fats and oils and avoid ingredients that
have
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lots of salt. I also use healthy methods for cooking such as
grilling or braising instead of frying. Honestly, it is possible
to
create something very delicious and still healthy.
Host: Great. Would you mind sharing a recipe with our
audience?
Chef: Not at all. Ill just give folks a minute to grab a pen and
a piece
of paper (pause)... This is a recipe for green tomato salsa
that
works nicely with steamed or grilled fish or chicken.
Youll need the following:
2 large green tomatoes
cup cantaloupe sliced into inch pieces
one green onion diced
1 tablespoon chopped cilantro
a pinch of salt or salt substitute
1 tablespoon fresh lime juice
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Chop the tomatoes and cantaloupe into small pieces. Mix all
of
the ingredients. Allow to sit 15 minutes before serving.
Serve
immediately or store in refrigerator for up to 4 days.
Activity One:
Now answer the questions.
1. Why did Chef Wood write this cookbook?
2. What steps did he take to write the cookbook?
3. How does he create healthy recipes?
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Activity Two:
Listen again and try to fill in the missing information from the
recipe as the
Chef reads it. When youre finished compare answers with your
neighbor.
This is a recipe for _______________ that works nicely with
_____________ fish or chicken. Youll need the following:
__________large green __________
__________ cantaloupe __________ into inch pieces
one green onion __________
__________ chopped cilantro
a pinch of __________
__________ fresh lime juice
__________ the tomatoes and cantaloupe into small pieces.
__________ all
of the __________. Allow to sit __________ minutes before
serving. Serve
immediately or store in refrigerator for up to 4 days.
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Talk About It!
Before we begin, lets think about the difference between be used
to, get
used to and used to.
Be used to
Be used to is used to show previous experience and familiarity
with a certain
situation. For example:
I am used to eating alone. - I have been eating alone for many
years,
so it's not difficult for me.
Juan isn't used to cooking for himself. - He doesn't have
much
experience cooking, or if he does it is still difficult for
him.
Paulo is used to a low-fat, low-salt diet. - Paulo has been
eating this
kind of diet for year so he doesnt find it difficult or
strange.
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Elise has never worked with a nutritionist before, so she's not
used to
it. Elise doesn't have previous experience working with a
nutritionist.
Get used to
Get used to is used for the process of acquiring experience and
ability. In the
beginning we are less experienced, then we get used to something
- we go
through a process of gaining experience. For example:
I wasn't used to cooking for myself, but I got used to it. - I
didn't have
experience cooking for myself, but I grew in experience until I
was
happy about it.
I didn't like drinking a lot of water, but I am getting used to
it. - In the
beginning I didn't like drinking a lot of water, but now I am
learning
to like it.
Used To
In the structure be / get used to, to is a preposition, not part
of the to-
infinitive. For example:
- I'm used to cooking for myself. OK
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- I'm used to cook for myself. Incorrect - "to cook" is a
to-infinitive and
can't be used here.
Used to is a completely different structure from be / get used
to. Used to is
for past habit. For example:
I used to do my own grocery shopping, but now my eyes are bad
and I
cant see well enough.
Juan used to think he could never cook for himself, but now he
cooks
for himself every day and he enjoys it!
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Activity One:
Read the following stories about Juan, Paulo and Elise and after
each one
talk about what they are used to, what they are getting used to
and what
they used to do but do differently now.
Juans Story
My wife died last year. After she died I stopped eating because
I was
very depressed. Eating reminded me of my wife because she used
to cook
for me everyday and we would always eat dinner right on time
together at 5
oclock. In the summer I got very sick, I felt dizzy and I
couldnt stand up.
I called my daughter and she was worried so she called 911. When
I got to
the hospital they told me I was extremely dehydrated.
They were very nice and they introduced me to a nutritionist
who
talked to me about my diet. She told me that I needed to eat
more calories
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and drink more water every day. My daughter promised to help me
learn
how to cook some of my favorite food and she did. At first I was
nervous
about cooking and became angry when I made a mistake but I
wanted to get
healthy so I kept trying.
Pretty soon I got better at it, even better than my daughter!
Now I
make dinner for myself every day. Sometimes I invite my daughter
and her
family or my neighbors to eat with me. My favorite thing to make
is
Spanish omelet. I try to make it with healthy ingredients like
the nutritionist
suggested you would be surprised how I really enjoy cooking now.
My wife
is laughing if she can see me!
Discuss Juans story using the phrases used to, be used to and
get
used to:
Paulos Story
Before I had my stroke, I had my lunch at the coffee shop on
Fourth
Street every day. Those guys know me wellas soon as I walk in
the door
they have my regular on the table two eggs, sausage, potatoes
and a cup of
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black coffee. I love those guys down there. I used to sit with
them for hours
talking about politics.
After my stroke I couldnt get around so well, and my doctor put
me
on a low-fat, low-salt diet. I couldnt walk to the coffee shop
anymore so she
called and arranged for Meals on Wheels to come to my house
every day. At
first I didnt want this but now that Ive met the people I know
that they are
very good.
One of them, Luis, likes to talk about baseball and I do too.
They
check on me every day and the food is okay too and pretty
healthy I guess.
Its really too much but I put the leftovers in the fridge and
eat them for
dinner. I still like fried eggs and lots of butter on
everything, but the food
they give me tastes okay too and I am starting to enjoy it.
Discuss Paulos story using the phrases used to, be used to and
get
used to:
Elises Story
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Six months ago I found out my sister has diabetes. She saw a
nutritionist
who told her that eating too much fat or cholesterol could
increase her
chances of heart disease. So, we needed to cut the fat from her
diet. It
wasnt easy because fat is in everything we like to eat - red
meat, butter,
cream, cheese, ice cream! I am in charge of the cooking here so
I needed to
think about making healthy dishes for her. I tried to take our
favorite recipes
and do things like remove extra fat from the meat, use diet
margarine instead
of butter and drink skim milkof course we also had to cut back
on the
sugarthis was hard because we both love to bake cakes and pies
and we
love cookies. At first making these changes was really hard, but
little by
little we are finding ways to make delicious dishes that are
healthy too. The
great thing is we have so much extra energy from eating our new
healthy
diet that we decided to take a water aerobics class. All in all,
I think both of
our lives have really changed for the better!
Discuss Elises story using the phrases used to, be used to and
get
used to:
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ESL Health UnitESL Health Unit
Unit FourUnit FourHealthy AgingHealthy AgingLesson OneLesson
One
NutritionNutrition
Real PracticeReal PracticeIntermediate
Checklist for learning:
Below are some of the goals of this lesson. Which ones are your
goals too? Check () them.
Understand U.S. cooking measurements and cooling vocabulary. Be
able to use the phrases used to, be used to and get used to to
compare the past to the present.
-
Lesson One: Nutrition
Real Practice
Keeping a Food Diary
Instructions
The information you record in your food diary will help you and
your doctor
design an eating program to meet your special needs. These
instructions will
help you get the most out of your food diary. Generally, food
diaries are
meant to be used for a whole week, but studies have shown that
even
keeping track of what you eat for 1 day can help you make
changes in your
diet.
How much:
In this space indicate the amount of the particular food item
you ate.
Estimate the size, the volume (1/2 cup), the weight (2 ounces)
and/or the
number of items (12) of that type of food.
What kind:
In this column, write down the type of food you ate. Be as
specific as you
can. Include sauces and gravies. Don't forget to write down
"extras," such as
soda pop, salad dressing, mayonnaise, butter, sour cream, sugar
and ketchup.
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Time:
Write the time of day you ate the food.
Where:
Write what room or part of the house you were in when you ate.
If you ate in
a restaurant, fast-food chain or your car, write that location
down.
Alone or with whom:
If you ate by yourself, write "alone." If you were with friends
or family
members, list them.
Activity:
In this column, list any activities you were doing while you
were eating (for
example, working, watching TV, ironing).
Mood:
How were you feeling while you were eating (for example, sad,
happy,
depressed)?
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Helpful Hints:
1. Don't change your eating habits while you're keeping your
food
diary, unless your family doctor has given you specific
instructions to do so.
2. Tell the truth. There's nothing to be gained by trying to
look
good on these forms. Your family doctor can help only if you
record what you really eat.
3. Record what you eat on all days your doctor recommends.
4. Be sure to bring the completed forms back with you to
your
next doctor's appointment.
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Some basic rules to remember:
Write down everything
Keep your form with you all day, and write down everything you
eat or
drink. A piece of candy, a handful of pretzels, a can of soda
pop or a small
donut may not seem like much at the time, but over a week these
calories
add up!
Do it now
Don't depend on your memory at the end of the day. Record what
you eat as
you go.
Be specific
If you ate a cheeseburger, write it down. Make sure you include
"extras,"
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such as gravy on your meat or cheese on your vegetables. Record
french
fries as french fries, not as potatoes.
Estimate amounts
If you had a piece of cake, estimate the size (2" x 1" x 2"). If
you had a
vegetable, record how much you ate (1/4 cup or 2 cups?). When
eating meat,
remember that a 3-ounce cooked portion is about the size of a
deck of cards.
If you have any questions, call your family doctor.
Sample Food Diary
Food or DrinkHow
much
What kind Time Where Alone
or
with
whom
Activity Mood
3 chocolate
chip cookies
3:25
p.m.
office alone working
on report
bored
1 cheeseburge
r
6:15
p.m.
Burger
King
Claire,
Jackie
talking happy
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1 regular
french fries
1 vanilla shake
1 cup HaagenDaz
ice cream
10:00
p.m.
kitchen alone watching
TV
tired
A Thematic Unit for Intermediate Level ESL TeachersIntermediate
Level, Unit Three: Healthy Aging
Lesson One: Nutrition
Checklist for Learning
Vocabulary Log:
In the space below, write down all of the new words you learned
during this lesson that you want to remember. Try to separate your
list of words into nouns (person, place or thing), adjectives
(describing words) and verbs (action words). For extra practice use
them in sentences of your own.
New words I learned during this lesson:
Nouns:
Adjectives:
Verbs:
What can you do?
Below are some of the language goals you worked on during this
lesson. Check () what you learned from this lesson. Add more ideas
if you wish.
I learned to
Know the warning signs of poor nutritional health and what you
can do to improve your diet.
Understand the difference between count and non-count nouns Be
able to use the phrases used to, be used to and get used to to
compare the past to the present.
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Goals for this lesson:Goals for this lesson:Checklist for
learning:A Thematic Unit for Intermediate Level ESL
TeachersChecklist for Learning
What can you do?ESL Health UnitReading and Writing Practice
Lesson One: NutritionProblem: Can't chew Problem: Upset stomach
Problem: Can't shop Problem: Can't cook Problem: Short on money ESL
Health UnitListening and Speaking Practice
Lesson One: NutritionESL Health UnitReal Practice
Lesson One: NutritionKeeping a Food Diary
InstructionsThe information you record in your food diary will
help you and your doctor design an eating program to meet your
special needs. These instructions will help you get the most out of
your food diary. Generally, food diaries are meant to be used for a
whole week, but studies have shown that even keeping track of what
you eat for 1 day can help you make changes in your diet.Helpful
Hints:Some basic rules to remember: