VII. Choose the correct form of verbs. Pay attention to the use of Passive voice in the following sentences.

VII. Choose the correct form of verbs. Pay attention to the use of Passive voice in the following sentences.

1. Milling and baking (developed, were developed) in ancient times. 2. The food industry (developed, was developed) from the experience of generations. 3. The production of food (considered, was considered) a part of chemical technology. 4. The book published in 1870 (contained, was contained) many sections of food production. 5. Marggraf (discovered, was discovered) crystals of sugar in the red beet. 6. Crystals of sugar (discovered, were discovered) in the red beet. 7. Kirchhoff (suggested, was suggested) the use of starch for sugar production. 8. Starch (suggested, was suggested) for sugar production by Kirchhoff.

INTRODUCTION:
This lesson plan utilizes the film and POV's website resources for Food, Inc., a documentary that examines food in the United States and the industry that produces it. Students can use these materials to explore what consumers should be able to learn about food from Nutrition Facts panels.

POV documentaries can be recorded off-the-air and used for educational purposes for up to one year from their initial broadcast. In addition, POV offers a lending library of DVDs and VHS tapes that you can borrow any time during the school year -- FOR FREE! Get started by joining our Community Network.

OBJECTIVES

By the end of this lesson, students will:

• Use viewing skills and strategies to understand and interpret a film clip.
• Identify corn-derived ingredients listed on Nutrition Facts panels of food packaging.
• Analyze and discuss what details should be provided on Nutrition Facts panels.
• Develop personal philosophy statements about what consumers should be able to learn about their food from Nutrition Facts panels.

GRADE LEVELS: 6-12

SUBJECT AREAS: Economics, Civics, U.S. History, Health, Current Events, Language Arts

MATERIALS:

• Method of showing the entire class online video clips and allowing student groups to conduct research on the Web.
• Handout: Corn-derived Ingredients (PDF)

ESTIMATED TIME NEEDED: One 50-minute class period

FILM CLIP:
Clip from Food, Inc.: "A Cornucopia of Choices" (length 4:55)
The clip begins at 17:06 with author Michael Pollan sitting at his computer and ends at 22:01 with a shot of packaged meat at a supermarket and the voice-over saying, "...had we not fed them this diet of cheap grain."

ACTIVITY

1. For this activity, ask each student in advance to bring in a food container or a food label that has a Nutrition Facts panel on it.
2. Begin the activity either by showing the class an image of a cheeseburger, French fries and a milkshake (search on Flickr) or by placing the real thing on a table at the front of the classroom. Ask students what these three foods have in common. Let students share their ideas, and then explain that they are all made with or from corn. The meat comes from corn-fed cattle, the bun and condiments contain high fructose corn syrup and the fries are cooked in corn oil. Even the shake contains corn syrup solids and cellulose gum derived from corn. Often, people will order a soft drink with a burger instead of a milkshake, and soft drinks, too, contain high fructose corn syrup. In fact, a study of fast foodpublished by the National Academy of Sciences found that 160 food products purchased at Wendy's restaurants across the United States all contained some form of corn.
3. Explain that many of the foods available at the grocery store also contain corn. Then, show the film clip. Set up the clip by telling students that Michael Pollan is an author who has written books about the U.S. food industry.
4. Display or distribute the list of corn-derived ingredients provided in the Materials section of this lesson plan. Have groups of three or four students examine the ingredients listed on their food packaging and make a list of any corn-based ingredients they find. If an ingredient is found on more than one package, students can add tally marks next to that ingredient on the list. Ask a member of each group to report that group's findings to the class.
5. Discuss:
• Which corn-derived ingredients are most commonly found in the sample of foods examined in class?
• What kinds of food typically contain ingredients derived from corn? Do students consider these foods "healthy"? Why or why not?
• How frequently do students eat these foods?
• How do students feel about the idea that corn has been "hiding" in these foods, often behind different names?
• How frequently do students read the Nutrition Facts panels on the foods they eat?
• How much do students want to know about the ingredients in their food?
• Who should decide what information is provided on food labels? Consumers? The government? The food industry?
6. Conclude the activity by challenging students to write individual personal philosophy statements about what consumers should be able to learn about their food from Nutrition Facts panels.

ASSESSMENT SUGGESTIONS
Students can be assessed on:

• Participation in the group work.
• Contributions to class discussions.
• The organization and content of their personal philosophy statements.

EXTENSIONS & ADAPTATIONS

• Practice eating more healthful food. Challenge students to develop menus for one full day of eating that only include foods that haven't been processed. To get them started, read and discuss the excerpt from Michael Pollan's Food Rules and our favorite food lists at the POV website. Have students develop and carry out their meal plans and then report back on their experiences in journal entries or oral reports.
• Learn more about your school's cafeteria food. Develop a class set of standards to measure the quality of school lunch. Then analyze a week's worth of school lunches based on this criteria. Is nutritional information available for your school's cafeteria food? If not, why not? Review the school lunch photo gallery to see how your school compares, and add a photo of the food from your lunchroom.
• Tour a food label. Have students take the food packaging they brought in for the main activity and write up tours of their food labels using Food Smarts: Understanding Food Labels as a model. Afterwards, ask students if they think food labels provide enough information to consumers. If not, what additional information would students like to see?
• Conduct an informal study that examines how menu labeling affects our eating choices. Using a study by the Seattle Children's Research Institute as a model, find out whether providing calorie counts on menus influences what foods we choose to eat. Prepare two sets of fast-food menus with a variety of typical fast-food items plus pictures, prices and names for each. On one set of menus, also show the related calories for each item. Invite some other classes or a group of students in the cafeteria to look at a menu and circle the foods they would choose for themselves. Then, analyze the resulting data and form conclusions.
• Explore misleading claims on food packaging. Review A Brief History of Food and Nutrition Labeling and note the various food industry labeling programs that have been developed since 1990. Can students find any of these messages on the containers they brought in for the main activity? Discuss whether or not such labeling benefits consumers. Then have groups of two or three students write news stories and create visuals that draw from key sections of the report Food Labeling Chaos from the Center for Science in the Public Interest. A helpful and succinct article based on this report outlines Six Meaningless Claims on Food Labels. Ask students to organize their materials into a class newscast.

RESOURCES

Food Labeling
This excerpt from the Code of Federal Regulations outlines the requirements for food labeling.

Why the Fries Taste Good
This chapter from Eric Schlosser's Fast Food Nation looks at the history, science and business of this fast food staple.

STANDARDS

These standards are drawn from "Content Knowledge," a compilation of content standards and benchmarks for K-12 curriculum by McRel (Mid-continent Research for Education and Learning)

Agricultural Education

Standard 1: Understands the connections between agriculture and society.

Family/Consumer Sciences

Standard 12: Understands how knowledge and skills related to nutrition and food affect the well-being of individuals, families and society.

Health

Standard 6: Understands essential concepts about nutrition and diet.

Standard 7: Knows how to maintain and promote personal health.

Language Arts

Standard 1: Uses the general skills and strategies of the writing process.

Standard 7: Uses reading skills and strategies to understand and interpret a variety of informational texts.

Standard 9: Uses viewing skills and strategies to understand and interpret visual media.

United States History

Standard 31: Understands economic, social and cultural developments in the contemporary United States.

The assortment of products of the food enterprises is a wide and varied one.

Bread and macaroni, meat and fish products, milk and butter, canned foods and vitamins, sugar and sweets, tea and coffee, beer and wine and dozens and hundreds of other items are produced at the food mills and factories of the country.

The technological processes and methods of treating raw materials are wide and varied. The food enterprises use heat and refrigeration, high pressure and deep vacuum, electric energy and radiation.

While mechanical methods prevail at some enterprises, invisible chemists work at others - microorganisms and enzymes. They are used at such enterprises which are based on fermentation: bread-baking, production of beer, vinegar, wine.

The food industry produces such foods that look and taste like meat but are made from soyabean proteins. If soyabean proteins are dissolved in alkali they form a sticky liquid. This liquid may be extruded through tiny holes and then recoagulated in an acid bath in the form of fibers. The fibers then can be spun into ropes with texture approaching the fibrous texture of chicken or beef muscle tissue. The fabricated tissue then can be interlaced with fats, food flavouring and food colours. Products are almost indistinguishable from chicken meat, fish, ham or beef. The products also may be dehydrated, compressed or otherwise processed.

Meal Planner Lesson Plan

Balanced Meal

Topic/task	Objective	Domain and Level
Reinforce the food groups	Student will select foods to place on their plate/tray.	Affective – Responding
Students will determine what food group each food belongs to.	Cognitive – Evaluation
Students will combine foods to create a balanced meal.	Cognitive - Comprehension
Promote balanced meal choices	Students will explain what makes a balanced meal.	Cognitive - Comprehension
Student will determine identify food changes required to make a balanced meal.	Cognitive – Evaluation
Promote healthy nutrition messages	Students will listen to Kevin’s healthy message about each of the food groups and calories.	Affective – Receiving
Promote the enjoyment of nutrition	Students will explore virtual scenes to find hidden food.	Cognitive – Evaluation

Kevin’s Build-a-Meal Game:

This game is based on the USDA MyPyramid Guidelines. Students will need to select their gender, age and activity level to play this game. The game will automatically compute the calories and number of servings from each food group required for this student to have a balanced diet.

Once the student has entered in the required information, the student will be taken to a meal planning screen with squares designated for breakfast, lunch dinner and two snacks.

The student will then begin to select food items from three virtual scenes: a kitchen, a school cafeteria and a grocery store.

Using their mouse, they can click and drag food items onto their tray. The child will see a horizontal bar at the bottom of their screen that represents the energy or calories their body needs for one full day. As they select their food items, the associated servings and calories will automatically be filled in for them. If the student selects too many high calorie foods and goes over their calorie needs, the bar will begin to turn red.

There are no calculations required to play this game. Food groups servings are color coded and each box represents one serving of that particular food group. By scrolling over selected food items shown at the bottom of the screen, students can learn the amount, food group(s) and calories of a particular food item.

The challenge is to find the right combination of foods that meets their calorie requirement and gives them enough servings from each of the food groups.

Once the student has created their meal plan for the day, the game will evaluate their meal and give advice on how to make it a balanced healthy meal if needed. There are over 160 food choices for the student to choose from. There is an optional “HELP” audio feature to guide the student.

Materials:

Computer and Internet access, the latest Flash and Shockwave players installed, download free from Adobe

Teaching Tips: Have the student review the Interactive Food Pyramid or My Plate.

It may be also helpful for the 4th and 5th grade students to review the following vocabulary words in the Nutrition Dictionary:

Calorie, Serving Size, Daily Recommendations, Food Pyramid, Low Physical Activity, Medium Physical Activity, High Physical Activity

Procedure:

1. Have the students list their favorite meals for breakfast, lunch, dinner and snack time.

2. Put the students in small groups and have them select two meals and list all the food groups found in those meals. Have the group list the number of food groups found in each meal (breakfast, lunch, dinner and snacks).

3. Discuss any incorrect placements, explaining why that selection belongs to one or more specific food groups.

4. Guide the students to Kevin's Build-a-Meal Game where they will see a where they will create a customized meal plan that is balanced with the right amount of servings from each of the food groups and within their caloric requirements.

In nutrition, diet is the sum of food consumed by a person or other organism.^[1] The word diet often implies the use of specific intake of nutrition for health or weight-management reasons (with the two often being related). Although humans are omnivores, each culture and each person holds some food preferences or some food taboos. This may be due to personal tastes or ethical reasons. Individual dietary choices may be more or less healthy.

Complete nutrition requires ingestion and absorption of vitamins, minerals, essential amino acids from protein and essential fatty acids from fat-containing food, also food energy in the form of carbohydrate, protein, and fat. Dietary habits and choices play a significant role in the quality of life, health and longevity.

Meals in Britain (2)

Traditionally English people have three meals a day: breakfast, lunch and dinner. Breakfast is served in the morning. It used to be a large meal with cereal, eggs and bacon, sausages, tomatoes. But such a large breakfast takes a long time to prepare and is not very healthy. Nowadays, Britain's most popular breakfast consists of cereal, toast with marmalade, juice and yogurt with a cup of tea or coffee.

Lunch is a light meal. Most people have no time to go back home for lunch so they eat at school, cafes, pubs or restaurants.

The main meal is dinner, which is usually between 6 and 7 p.m. A typical evening meal is a meat dish with vegetables and dessert.

The most important meal of the week is the Sunday dinner, which is usually eaten at 1 p.m. The traditional Sunday dish used to be roast beef, but nowadays pork, chicken or lamb are more common.

On Sunday evenings people have supper or high tea. The famous British afternoon tea is becoming rare, except at weekends. The usual meals in England are breakfast, lunch, tea and dinner or, in simpler houses, breakfast, dinner, tea and supper.

For breakfast English people mostly have porridge or corn-flakes with milk or cream and sugar, bacon and eggs, marmalade with buttered toast and tea or coffee. For a change they can have a boiled egg, cold ham, or fish.

English people generally have lunch about one o'clock. At lunch time in a London restaurant one usually finds a mutton chop, or steak and chips, or cold meat or fish with potatoes and salad, then a pudding or fruit to follow.

Afternoon tea can hardly be called a meal. It is a substantial meal only in well-to-do families. It is between five and six o'clock. It is rather a sociable sort of thing, as friends often come in then for a chat while they have their cup of tea, cake or biscuit.

In some houses dinner is the biggest meal of the day. But in great many English homes, the midday meal is the chief one of the day, and in the evening there is usually a much simpler supper — an omelette, or sausages, sometimes bacon and eggs and sometimes just bread and cheese, a cup of coffee or cocoa and fruit.

Еда в Британии (2)

Традиционно англичане едят три раза в день: завтрак, ленч и обед. Завтрак подается утром. Раньше это был обильный прием пищи с овсянкой, яйцами и беконом, колбасой, помидорами. Но такой большой завтрак отнимает много времени на приготовление и не очень полезен. Сейчас наиболее распространенный английский завтрак состоит из овсянки, тоста с мармеладом, сока и йогурта с чашкой чая или кофе.

Ленч — легкая пища. Большинство людей не возвращается домой на ленч из-за нехватки времени, а едят в школьных столовых, кафе, барах или ресторанах.

Главный прием пищи — обед, который обычно происходит между шестью и семью вечера. Обычная еда вечером — это мясное блюдо с овощами и десерт.

Главный прием пищи недели — воскресный обед, который обычно бывает в час дня. Традиционным воскресным блюдом раньше была жареная говядина, но сейчас свинина, цыпленок или баранина более распространены.

В воскресенье вечером — ужин (называемый high tea). Знаменитый английский дневной чай становится менее популярен, исключая выходные.

Questions:

1. How many meals a day do English people have?
2. What did they use to eat for breakfast?
3. What do they usually eat nowadays?
4. Is lunch a large meal?
5. Where do English people eat lunch?
6. What dishes are served for dinner?
7. What is the most important meal of the week?
8. Is British afternoon tea still popular?

Vocabulary:

meal — еда
cereal — овсянка, кукурузные хлопья
to prepare — готовить
to consist — состоять
light — легкий
lamb — баранина

• Start this lesson by having your students write down the meals they ate yesterday.
• Ask your students what a balanced meal is. Discuss their answers.
• Now ask your students if their meals were balanced. If they are not, ask them if they know how to make their meals more balanced. Discuss their answers.
• Pass out the lesson, What is a Balanced Diet? - Definition, Plans & Examples, and read as a class, taking notes.
• After the 'Nutrients in Our Diet' section, ask your students:
• What is a balanced diet?
• After the 'What is a Balanced Diet?' section, ask your students:
• What is a calorie?
• What is homeostasis?
• How many calories should be consumed each day?
• After the 'Carbohydrates - Fruits, Vegetables, and Grains' section, ask these questions:
• What percentage of a meal should come from carbohydrates?
• What are some examples of good carbohydrates?
• What percentage should fruits and vegetables make up in a balanced meal?
• After the 'Protein' section, ask these questions:
• What percentage of your meal should come from protein?
• What are some plant-based proteins?
• After reading the section on 'Fat', ask these questions:
• Why does your body need fat?
• Which type of fats are better for you?
• What percentage of calories should come from fat?

These compounds cannot be hydrolyzed to simpler compounds. Based on the number of carbon atoms present in them, monosaccharide’s are grouped into triose (3-earbon), tetrose (4-carbon), pentose (5-carbon) and hexoses (6-carbon). Biose, triose and tetrose are not nutritionally significant. Pentose like ribose, xylose and arabinose are widely distributed in many roots and vegetables.

Ribose is a part of riboflavin and DNA and RNA, body can synthesize it and it is not a dietary essential. Xylose and arabinose are not present in free state. Both of them are present in gums of various origins like wood gum, cherry gum, etc.

In human nutrition only hexoses are of importance. Commonly found hexoses are aldose and ketose (containing aldehydes and ketones group). Glucose, Galactose, Fructose and Mannose have same formula (CHO). But they differ in the arrangement and are distinctive in their physical properties such as solubility and sweetness.

(i) Glucose:

It is also known as dextrose. Glucose is an aldose sugar. It is white, crystalline and easily soluble in water with sweet taste. Glucose is readily absorbed from the stomach. Glucose is also present in fruits and honey.

Students will explore a garden or other outdoor environment and build a hands-on connection with plants. Students will develop a basic understanding of the “food system” cycle from farm to plate. Instructor will work with students to establish class guidelines and encourage them to try new foods. Lesson/Activity • Copies of pre-test • Writing utensils • Copies of scavenger hunt list (Appendix 1A) • Chalkboard, whiteboard, overhead or poster paper and writing utensils (optional) • Food system diagram (optional—Appendix 1B) Snack • Vegetables and fruits for snack (from garden if possible) • Optional dip like hummus • Serving dishes and napkins Preparation Check for scavenger hunt items and modify list as necessary (feel free to adapt for best exploration of your space). If no garden or outdoor space is available, place as many items as possible around the classroom or other indoor space. Similarly if no garden produce is available, prepare various vegetables and fruits for students to taste. Time One hour: 10 minute introduction, 10 minute pre-test, 10 minute lesson, 20 minute scavenger hunt, 10 minute harvest and taste-test/wrap-up Understanding the food system: (see Teaching Guide for links) • The term “food system” is often used to describe the complex interconnections between environmental, social, political and economic aspects of how our food reaches us and what happens when we’re done eating. While the lesson focuses on the cycle from seed to plate, feel free to bring in additional information depending on the age group and interests of your students. • “Ingredients of the Food System” from the Johns Hopkins Teaching the Food System curriculum can help you get started exploring different aspects of the food system. • Terms used to describe different kinds of food systems: local, regional, community, traditional, global, modern, and industrial. Try searching any of these types of food systems to learn more about efforts to describe current systems and develop alternatives. Suggested academic connections: • You may be able to modify the scavenger hunt to address scientific concepts such as observation, ecosystems, and how organisms interact with their environments. • Discussing the food system provides an opportunity to connect with social studies or history standards and curricula.

Explain how all our favorite foods come from plants (if students mentioned multipleingredient foods like pizza, discuss each ingredient and trace their origin back to plants; if they mention animal foods, state that animals eat plants too and we will learn more about this later). Learning more about how plants grow in the garden will help us eat a variety of delicious and healthy foods and share them with our friends and families. Give students the pre-test. Explain that we want to see what they already know about healthy eating and where food comes from, and that they should fill out the worksheet as well as they can, but not to worry if they don’t know all the answers. Review. Where does our food come from? What are different places we can get food? Did you see anything new or surprising today? Did you taste anything new or surprising? Take home. Give each student a copy of the take home recipe, newsletter, relevant garden produce if possible, and grocery bag. Discussion. Ask students where they get their food (draw pictures—or ask them to draw—on the board if possible; if not, use food system handout). If someone says “farms” or “gardens,” draw those separate from stores. (Consider a brief discussion about farmers and farm workers who plant and harvest our food.) Ask how food gets to retail outlets; explain that sometimes trucks bring food straight from farms to stores, but sometimes they pick up food from warehouses or processing plants. Other trucks have to take the food from the farms to those facilities. Recap the route from farm, sometimes to warehouse or processor, to store, to our houses, to our plates. What happens after we eat? Sometimes our leftover food goes in a landfill, but we can also compost it (we’ll learn more about that later) to make more soil to help farmers grow more food. Extra food from stores, restaurants and schools can also be shared with people in need. Bridge. We just described how most food gets from farms to our plates—we call this the “food system.” But there are many more sources of food. What about farmers markets? Food banks? Backyard or community gardens? There are lots of other ways that people grow and share food, and today we are going to start exploring one of them, a garden! Garden scavenger hunt. Divide students into pairs or small groups and give each group a scavenger hunt list. Explain that they have 20 minutes to find as many items as they can, and remind them just to check off items and leave them for the next group to find. If no garden or outdoor space is available, have students search in the classroom. Bring students back and discuss what everyone found. Did you find anything interesting that wasn’t on the list? What did you see/smell/hear/feel? Did you see anything you wanted to taste? Harvest. Explain that we will now have a chance to harvest food from the garden to taste. Split into two (or more if more leaders are available) groups for harvesting. Taste test. Make a station for each vegetable/fruit and allow students to taste and write down their reactions (there is space in the newsletter that can be used for this activity). Students can try vegetables with dip, but ask them what the vegetables tastes like plain as well. If time is limited, invite students to taste one thing and share their reactions.

Learning about food is an important part of any ESL or EFL class. This food lesson provides some fresh approaches to help students practice speaking, writing and dealing with everything related to food. Before using this lesson, it is a good idea to have students learn some basic food vocabulary including vocabulary related to different names of food, measurements and containers, ordering food in restaurants, and preparing food.

Once students are comfortable with this vocabulary, you can move on to some more inventive activities such as writing recipes in English and having students describe their favorite meals to each other in class.

Use this lesson as a way to review and expand all the various vocabulary and expressions related to food that you've explored with students in class. The premise of this lesson is that students identify a new type of dish they'd like to prepare, research and write a recipe and make a list of ingredients. Finally, students make a trip to the supermarket - virtually or in the "real world" - to price items. You'll need access to computers to complete this lesson, or you can do the old fashioned way by actually going to the store with students. It makes a fun, if slightly chaotic, class excursion.

AIM

Researching a recipe from A to Z

ACTIVITY

Working in teams to identify, research, plan and shop for an exotic meal

LEVEL

Beginner to intermediate English learners

OUTLINE

• As a class, begin the discussion by describing a delicious meal you have had. Go into as much detail as you'd like, students will enjoy this unless it's dinner time!
• Have students get in pairs or small groups of three or four. Each group should share their own experiences with great meals.

• Once students have shared their experiences, ask them to decide on one of the meals that has been discussed.
• Each group should then use a computer to find an image that fits one or more of the dishes in the chosen meal. Suggest students google the dish and click on 'images' to find the image. Each group should print out their chosen image.
• Tape the image of each group to the wall.
• Ask students to take a piece of paper and circulate around the room to choose a dish that looks tasty. Once they've chosen the dish, students should write down the ingredients they feel are necessary to make the dish.
• When students have made their choice and written down the necessary ingredients, group students by who has chosen which image. Students should then compare notes on the necessary ingredients. Note that students should be taking down the ingredients for a new dish based on an image that appealed to them from another group.
• Next, have students find a recipe for their chosen dish by using a cookbook (old school), or by choosing a recipe online.
• Ask students to compare their list of ingredients to the recipe and make any changes or additions necessary.
• Once students have created their list, it's time to go shopping. As a class, you can visit an online grocery such as Safeway, or you can take the class on a field trip to a local supermarket.

• Students then go shopping. They take note of the products they need, the price, etc. I like to insist that students include the name of the container to help practice this type of vocabulary.
• As a class, have each group report back on how many containers, boxes, heads of ..., etc. were bought and how much they paid including the total.
• Optional: For truly adventurous classes - Ask students to actually go shopping and purchase, cook and serve up the dish they have chosen. This would make a great pot-luck lesson for all to enjoy which would be tied into a specific learning objective.

The following is a list of types of seafood. Seafood is any form of sea life regarded as food by humans. It prominently includes fish, shellfish, and roe. Shellfish include various species of molluscs, crustaceans, and echinoderms. Historically, sea mammals such as whales and dolphins have been consumed as food, though that happens to a lesser extent in modern times. Edible sea plants, such as some seaweeds and microalgae, are widely eaten as seafood around the world, especially in Asia (see the category of sea vegetables). In North America, although not generally in the United Kingdom, the term "seafood" is extended to fresh water organisms eaten by humans, so any edible aquatic life may be broadly referred to as seafood.

Seafood is any form of sea life regarded as food by humans. Seafood prominently includes fish and shellfish. Shellfish include various species of molluscs, crustaceans, and echinoderms. Historically, sea mammals such as whales and dolphins have been consumed as food, though that happens to a lesser extent in modern times. Edible sea plants, such as some seaweeds and microalgae, are widely eaten as seafood around the world, especially in Asia (see the category of sea vegetables). In North America, although not generally in the United Kingdom, the term "seafood" is extended to fresh water organisms eaten by humans, so all edible aquatic life may be referred to as seafood. For the sake of completeness, this article includes all edible aquatic life.

A supermarket is a self-service shop offering a wide variety of food and household products, organized into aisles. It is larger and has a wider selection than a traditional grocery store, but is smaller and more limited in the range of merchandise than a hypermarket or big-box market.

The supermarket typically comprises meat, fresh produce, dairy, and baked goods aisles, along with shelf space reserved for canned and packaged goods as well as for various non-food items such as kitchenware, household cleaners, pharmacy products and pet supplies. Some supermarkets also sell a variety of other household products that are consumed regularly, such as alcohol (where permitted), medicine, and clothes, and some stores sell a much wider range of non-food products: DVDs, sporting equipment, board games, and seasonal items (e.g., Christmas wrapping paper in December).

The traditional supermarket occupies a large amount of floor space, usually on a single level. It is usually situated near a residential area in order to be convenient to consumers. The basic appeal is the availability of a broad selection of goods under a single roof, at relatively low prices. Other advantages include ease of parking and frequently the convenience of shopping hours that extend into the evening or even 24 hours of the day. Supermarkets usually allocate large budgets to advertising, typically through newspapers. They also present elaborate in-shop displays of products. The shops are usually part of corporate chains that own or control (sometimes by franchise) other supermarkets located nearby—even transnationally—thus increasing opportunities for economies of scale.

At the Oriental Market Today we are going to the oriental market for shopping. It will be a wonderful trip. You'll taste cheese, home-baked bread and smoked pork. Everything is cooked fresh, daily, and the quality of the produce is superb. There is a huge variety of foods such as figs, beans, bitter herbs olives, dates, almonds and other nuts. Just look at the tomatoes ripened and so full of flavour, the crates full of peppers, aubergines and avocados.

You'll find fresh herbs, such as parsley and leaf coriander, as well as some more exotic vegetables okra, fresh black-eyed beans and purple leafy artichokes, oranges, grapefruit and lemons, strawberries and black cherries, plums, apricots, peaches and nectarines, watermelons and melons, sweet seedless grapes and pinkish grapes. Don't miss the delicious green and purple figs.

A lot of slithering silver fish make an attractive sight in the market red mullet, sea bream, sea bass and the delicious swordfish. You will also find octopus, squid and cuttlefish.

Moving on to the meat stalls, you'll see plenty of red carcasses After all, what self-respecting cook would accept meat wrapped in polyethylene?

Meat is eaten very fresh, and you may well notice the difference in flavour. Lamb and beef are lean and tasty and have excellent quality. Goat has a pleasant, slightly gamy flavour, it's very lean and well worth trying.

The delicatessen stall sells honey and a range of different olives and tubs of cheeses made from goats', ewes' or cows' milk.

Sausage varies in flavour, depending on where it is made. The meat content is very high and usually crushed coriander, hot peppers and other spices are added. Before being smoked, the sausages are soaked in red wine.

Look at the sacks of pulses stacked in front of you to discover a wide range of beans and dried peas as well as nuts of every description.

But perhaps it's time to leave the market? No, not quite. Let's stop at one of the mobile baking stands on our way out. There is fresh, seed coated bread, buns full of black olives, mint and onion sesame paste, tasty pastries and sausage rolls in these stands.

Last look out for delicious almond-filled pastries or lady fingers honey soaked doughnuts in syrup.

You are always welcome at the oriental market!

British Cuisine

Some people criticize English food. They say it's unimaginable, boring, tasteless, it's chips with everything and totally overcooked vegetables. The basic ingredients, when fresh, are so full of flavour that British haven't had to invent sauces to disguise their natural taste. What can compare with fresh pees or new potatoes just boiled and served with butter? Why drown spring lamb in wine or cream and spices, when with just one or two herbs it is absolutely delicious?

If you ask foreigners to name some typically English dishes, they will probably say "Fish and chips" then stop. It is disappointing, but true that, there is no tradition in England of eating in restaurants, because the food doesn't lend itself to such preparation. English cooking is found at home. So it is difficult to a good English restaurant with a reasonable prices.

In most cities in Britain you'll find Indian, Chinese, French and Italian restaurants. In London you'll also find Indonesian, Mexican, Greek... Cynics will say that this is because English have no "cuisine" themselves, but this is not quite the true.

Английская кухня

Некоторые критикуют английскую еду. Они говорят, что она невозможна, безвкусна, что это - чипсы ко всем блюдам и ужасно переваренные овощи. Основные ингредиенты, если они свежие, так вкусны, что англичанам не нужно было изобретать соусов, чтобы испортить их натуральный вкус. Что может сравниться с зеленым горошком или молодым картофелем, только что сваренным и заправленный сливочным маслом? Зачем вымачивать молодую баранину в вине или сливках со специями, если всего с несколькими травами она очень вкусна?

Если вы попросите иностранца назвать типично английские блюда, он, скорее всего, скажет "Рыба с чипсами" и. потом остановится. Как ни обидно, но это правда, что в Англии не принято есть в ресторанах, так как сами блюда не подходят для такого приготовления. Английская кухня основана дома. Поэтому трудно найти хороший английский ресторан с разумными ценами.

В большинстве английских городов вы найдете индий­ские, китайские, французские и итальянские рестораны. В Лондоне вы также найдете индонезийские, мексиканские, греческие... Циник скажет: это потому, что у англичан нет своей собственной кухни, но это не совсем так.

Questions:

1. What do foreigners say when they criticize English food?
2. Do English people use a lot of sauces?
3. From a foreigner's point of view, what typically English dishes?
4. Do all English eat in restaurants?
5. What kind of restaurants can you find in Britain?
6. Is it the true that English have no cuisine?

Vocabulary:

to criticize - критиковать
tasteless - безвкусный
overcooked - переваренный
ingredient - ингредиент, составная часть
to invent - изобретать
sauces - соус
to disguise - скрыть
spice - специя, пряность
herb - трава
delicious - очень вкусный
disappointing - обидно
to lend - одалживать
cuisine - кухня

This is a list of American foods and dishes. There are a few foods that predate colonization, and the European colonization of the Americasbrought about the introduction of a large number of new ingredients and cooking styles. This variety continued expanding well into the 19th and 20th centuries, proportional to the influx of immigrants from additional foreign nations. There is a rich diversity in food preparation throughout the United States.

This list is not exhaustive, nor does it cover every item consumed in the U.S., but it does include foods and dishes that are common in the U.S., or which originated there.

American food is definitely multinational, just like its population. People from other countries when arriving to the USA brought with them their national recipes. So, now all American food is partly Italian, partly Greek, partly Jewish, partly Chinese, partly French, etc. Very often traditional American food is associated with fast food, including hamburgers, French fries, hot dogs, pizzas and some other quick and easy-made dishes. Another American tradition involves salad bars. Many restaurants offer them to their visitors. The main rule of salad bars is to pay one price and eat as much as you want. Such national celebrations as Thanksgiving and Christmas I many families are followed by roast turkey or stuffed duck. Another traditional American food is doughnuts. However, they were brought to the USA by Dutch immigrants in the 19th century. One can find all sorts of doughnuts in American cafes. During the day Americans eat lots of ready-to-cook food. Breakfasts are usually light, with just a plateful of cereal and a cup of fresh-brewed coffee. For lunch some families eat fresh salads, sandwiches or tinned soups, which require simply heating. Dinner is the most nutritious meal. Traditionally families cook pasta or roast beef with rice, serve fresh salads, drink a glass of water, juice or wine and sometimes have a dessert with tea. Some families order a take-away food, such as pizza, sushi, Chinese food, etc.

Еда в Америке, безусловно, многонациональная, как и её населения. Люди из других стран по приезду в США, привезли с собой свои национальные рецепты. Итак, теперь вся американская еда частично итальянская, частично греческая, частично еврейская, частично китайская, отчасти французская и т.д. Очень часто, традиционную американскую кухню связывают с фаст-фудом, включая гамбургеры, картофель фри, хот-доги, пиццу и другие быстрые и легко – готовящиеся блюда. Другая американская традиция включает в себя салат-бар. Многие рестораны предлагают их своим посетителям. Главное правило салат – баров – это заплатить один раз и есть столько, сколько захочется. Такие национальные праздники, как День благодарения и Рождество у многих семей сопровождаются жареной индейкой или фаршированной уткой. Другая традиционная американская еда – это пончики. Тем не менее, они были доставлены в США голландскими иммигрантами в 19 веке. Можно найти все виды пончиков в американских кафе. В течение дня американцы едят много полуфабрикатов. Завтраки, как правило, легкие, только тарелка хлопьев и чашка свеже – сваренного кофе. На обед в некоторых семьях едят свежие салаты, сэндвичи и консервированные супы, которые требуется просто подогреть. Ужин является наиболее питательным приемом пищи. Традиционно семьи готовят пасту или ростбиф с рисом, подают свежие салаты, выпивают стакан воды, сока или вина, а иногда едят и десерт с чаем. Некоторые семьи заказывают еду на вынос, такую как пицца, суши, китайская еда, и т.д.

What is a Fondue?

Have you ever eaten a fondue? If not, we can help you. We are going to make a fondue together now.

Something from the history of the name of this dish. Fondue is a French word for'' melted'' because the principle of its preparing is based on cheese or fat melting.

First of all we advise you to choose wine and cheese for preparing a tasty dish. A Swiss cheese fondue is normally made from the Swiss cheese Emmentaler and Gruyere, but any hard cheese can be used. You could take Cheddar, for example.

You need alcohol in a fondue, not just for flavour, but to lower the boiling point and stop the protein in the cheese from curdling. Use dry Swiss white wine if you can, or a Riesling.

Don't forget about the fondue set, it consists of a cast-iron set, a tablemat stand and special forks.

Then take 1 large garlic clove, peeled and cut in half, 400 ml dry white wine, 1 teaspoon fresh lemon juice, 350 g grated cheese Gruyere and 350 g grated cheese Emmentaler, 1 tablespoon corn flour, 2 tablespoons kirsch and a large pinch of ground nutmeg.

For serving you should have 1 — 2 French sticks and/or a bowl of freshly boiled small new potatoes and green salad. (Per serving for six 499 calories, protein 34 g, carbohydrate 3 g, fat 35 g, saturated fat 22 g, fibre trace, added sugar none, salt 1.34 g.)

1. Rub the sides and base of the fondue pot with the cut garlic. Pour in the wine and lemon juice and heat on the point of simmering.

2. Turn the heat down low and add the cheese, a handful at time, stirring well with a large wooden fork or spoon. Stir slowly and continuously over a low heat so the mixture just bubbles gently. The cheese will take a good few minutes to melt into the wine, but be patient and you'll end up with a lovely smooth sauce.

3. When all the cheese has been added, blend the corn flour and kirsch in a small bowl, then mix into the pot. Stir until the mixture is smooth. Season with pepper and nutmeg. Transfer to the fondue burner at the table and serve with the chunks of bread and/or potatoes for dipping, and a big green salad to eat after the fondue is finished.

This recipe is good enough as a main course (4 — 6 servings) or an appetizer (12 servings). It takes you 10 minutes for preparation and 15 minutes for cooking.

Fondue etiquette. . During the meal stir the fondue from time to time in a figure eight. Keeping it on the move will stop it becoming lumpy and sticking to the bottom. If the mixture gets too thick, add a little warmed wine and stir well, but don't ever let the fondue boil.

When the fondue is nearly finished, there will be a crusty layer of cheese on the bottom. Scrape this out and divide it between the guests, it's delicious.

You can serve the bread lightly baked or toasted, but day-old bread is best for dipping.

Don’t ever drink water with a fondue as this causes violent indigestion. The water coagulates the cheese into a solid mass giving you terrible stomach pains.

Do as the Swiss do – drink white wine or hot tea.

Meals in Britain

Since the 1970's eating habits in Britain have undergone a change. People have been encouraged by doctors, health experts and government advertisements to eat less fat and more fiber. Fat is believed to be one of the major causes of obesity and heart diseases. Forty per cent of adults in Britain are overweight and Britain has one of the highest death rates due to cardiovascular disease in the world. Britons have also become more aware of calories, the energy value of food. Some people count the number of calories they eat every day, so that they can try to take in fewer calories and lose weight. Food manufactures have started to help the general public to make more informed choices about what they eat.

So the traditional British breakfast is bacon, eggs or sausages, preceded by fruit and followed by toasts. Britons may eat this breakfast at weekends or on special occasions but prefer a smaller and healthier meal to start a day. Lunch is a light meal and is eaten at school or work. Lunch takes about 40 minutes. Dinner is usually the main meal of the day and consists of two courses.

In recent years, foreign foods have become a regular part of the British diet. Indian and Chinese dishes are particularly popular for evening meals. Take-aways became extremely popular. The traditional British take-away is fish and chips eaten with salt and vinegar and served in an old newspaper.

The British are famous forr their love of sweet things and afternoon tea with sandwiches; scones, jam and several kinds of cake, was once a traditional custom. Most working people don't have tea as an afternoon "meal", but they do have a short break in the middle of the afternoon for a cup of tea. Tea is often also drunk with lunch and dinner.

hinking of planning a party? Maybe you’re hosting game night, Thanksgiving, or a birthday party for your kids … regardless of the occasion, one thing is the same–you’ll have to plan. If you’re wondering how to prepare for your party, consider this list is your new cheat-sheet.

VII. Choose the correct form of verbs. Pay attention to the use of Passive voice in the following sentences.

1. Milling and baking (developed, were developed) in ancient times. 2. The food industry (developed, was developed) from the experience of generations. 3. The production of food (considered, was considered) a part of chemical technology. 4. The book published in 1870 (contained, was contained) many sections of food production. 5. Marggraf (discovered, was discovered) crystals of sugar in the red beet. 6. Crystals of sugar (discovered, were discovered) in the red beet. 7. Kirchhoff (suggested, was suggested) the use of starch for sugar production. 8. Starch (suggested, was suggested) for sugar production by Kirchhoff.

INTRODUCTION:
This lesson plan utilizes the film and POV's website resources for Food, Inc., a documentary that examines food in the United States and the industry that produces it. Students can use these materials to explore what consumers should be able to learn about food from Nutrition Facts panels.

POV documentaries can be recorded off-the-air and used for educational purposes for up to one year from their initial broadcast. In addition, POV offers a lending library of DVDs and VHS tapes that you can borrow any time during the school year -- FOR FREE! Get started by joining our Community Network.

OBJECTIVES

By the end of this lesson, students will:

• Use viewing skills and strategies to understand and interpret a film clip.
• Identify corn-derived ingredients listed on Nutrition Facts panels of food packaging.
• Analyze and discuss what details should be provided on Nutrition Facts panels.
• Develop personal philosophy statements about what consumers should be able to learn about their food from Nutrition Facts panels.

GRADE LEVELS: 6-12

SUBJECT AREAS: Economics, Civics, U.S. History, Health, Current Events, Language Arts

MATERIALS:

• Method of showing the entire class online video clips and allowing student groups to conduct research on the Web.
• Handout: Corn-derived Ingredients (PDF)

ESTIMATED TIME NEEDED: One 50-minute class period

FILM CLIP:
Clip from Food, Inc.: "A Cornucopia of Choices" (length 4:55)
The clip begins at 17:06 with author Michael Pollan sitting at his computer and ends at 22:01 with a shot of packaged meat at a supermarket and the voice-over saying, "...had we not fed them this diet of cheap grain."

ACTIVITY

1. For this activity, ask each student in advance to bring in a food container or a food label that has a Nutrition Facts panel on it.
2. Begin the activity either by showing the class an image of a cheeseburger, French fries and a milkshake (search on Flickr) or by placing the real thing on a table at the front of the classroom. Ask students what these three foods have in common. Let students share their ideas, and then explain that they are all made with or from corn. The meat comes from corn-fed cattle, the bun and condiments contain high fructose corn syrup and the fries are cooked in corn oil. Even the shake contains corn syrup solids and cellulose gum derived from corn. Often, people will order a soft drink with a burger instead of a milkshake, and soft drinks, too, contain high fructose corn syrup. In fact, a study of fast foodpublished by the National Academy of Sciences found that 160 food products purchased at Wendy's restaurants across the United States all contained some form of corn.
3. Explain that many of the foods available at the grocery store also contain corn. Then, show the film clip. Set up the clip by telling students that Michael Pollan is an author who has written books about the U.S. food industry.
4. Display or distribute the list of corn-derived ingredients provided in the Materials section of this lesson plan. Have groups of three or four students examine the ingredients listed on their food packaging and make a list of any corn-based ingredients they find. If an ingredient is found on more than one package, students can add tally marks next to that ingredient on the list. Ask a member of each group to report that group's findings to the class.
5. Discuss:
• Which corn-derived ingredients are most commonly found in the sample of foods examined in class?
• What kinds of food typically contain ingredients derived from corn? Do students consider these foods "healthy"? Why or why not?
• How frequently do students eat these foods?
• How do students feel about the idea that corn has been "hiding" in these foods, often behind different names?
• How frequently do students read the Nutrition Facts panels on the foods they eat?
• How much do students want to know about the ingredients in their food?
• Who should decide what information is provided on food labels? Consumers? The government? The food industry?
6. Conclude the activity by challenging students to write individual personal philosophy statements about what consumers should be able to learn about their food from Nutrition Facts panels.

ASSESSMENT SUGGESTIONS
Students can be assessed on:

• Participation in the group work.
• Contributions to class discussions.
• The organization and content of their personal philosophy statements.

EXTENSIONS & ADAPTATIONS

• Practice eating more healthful food. Challenge students to develop menus for one full day of eating that only include foods that haven't been processed. To get them started, read and discuss the excerpt from Michael Pollan's Food Rules and our favorite food lists at the POV website. Have students develop and carry out their meal plans and then report back on their experiences in journal entries or oral reports.
• Learn more about your school's cafeteria food. Develop a class set of standards to measure the quality of school lunch. Then analyze a week's worth of school lunches based on this criteria. Is nutritional information available for your school's cafeteria food? If not, why not? Review the school lunch photo gallery to see how your school compares, and add a photo of the food from your lunchroom.
• Tour a food label. Have students take the food packaging they brought in for the main activity and write up tours of their food labels using Food Smarts: Understanding Food Labels as a model. Afterwards, ask students if they think food labels provide enough information to consumers. If not, what additional information would students like to see?
• Conduct an informal study that examines how menu labeling affects our eating choices. Using a study by the Seattle Children's Research Institute as a model, find out whether providing calorie counts on menus influences what foods we choose to eat. Prepare two sets of fast-food menus with a variety of typical fast-food items plus pictures, prices and names for each. On one set of menus, also show the related calories for each item. Invite some other classes or a group of students in the cafeteria to look at a menu and circle the foods they would choose for themselves. Then, analyze the resulting data and form conclusions.
• Explore misleading claims on food packaging. Review A Brief History of Food and Nutrition Labeling and note the various food industry labeling programs that have been developed since 1990. Can students find any of these messages on the containers they brought in for the main activity? Discuss whether or not such labeling benefits consumers. Then have groups of two or three students write news stories and create visuals that draw from key sections of the report Food Labeling Chaos from the Center for Science in the Public Interest. A helpful and succinct article based on this report outlines Six Meaningless Claims on Food Labels. Ask students to organize their materials into a class newscast.

RESOURCES

Food Labeling
This excerpt from the Code of Federal Regulations outlines the requirements for food labeling.

Why the Fries Taste Good
This chapter from Eric Schlosser's Fast Food Nation looks at the history, science and business of this fast food staple.

STANDARDS

These standards are drawn from "Content Knowledge," a compilation of content standards and benchmarks for K-12 curriculum by McRel (Mid-continent Research for Education and Learning)

Agricultural Education

Standard 1: Understands the connections between agriculture and society.

Family/Consumer Sciences

Standard 12: Understands how knowledge and skills related to nutrition and food affect the well-being of individuals, families and society.

Health

Standard 6: Understands essential concepts about nutrition and diet.

Standard 7: Knows how to maintain and promote personal health.

Language Arts

Standard 1: Uses the general skills and strategies of the writing process.

Standard 7: Uses reading skills and strategies to understand and interpret a variety of informational texts.

Standard 9: Uses viewing skills and strategies to understand and interpret visual media.

United States History

Standard 31: Understands economic, social and cultural developments in the contemporary United States.

The assortment of products of the food enterprises is a wide and varied one.

Bread and macaroni, meat and fish products, milk and butter, canned foods and vitamins, sugar and sweets, tea and coffee, beer and wine and dozens and hundreds of other items are produced at the food mills and factories of the country.

The technological processes and methods of treating raw materials are wide and varied. The food enterprises use heat and refrigeration, high pressure and deep vacuum, electric energy and radiation.

While mechanical methods p