1.Young Adults and Eating Disorders Student Material Spring 2013

7/28/2019 1.Young Adults and Eating Disorders Student Material Spring 2013

1/53

1

Sequence 1

Material

Annex 1: Activation of Prior knowledge Worksheet

Step 1: Look at the pictures and describe what you see in each of them with your partner.

E.g. A __3___ B ________

C ________ D ________

Step 2: Choose a number from the list below and write it under the picture that corresponds with the topic.

1. Alcoholism

2. Bulimia

3. Anorexia

4. Vegetarianism


2/53

2

Step 3: Answer the following question for each of the photos. You have to be prepared to defend your choices with the rest of the

class.

What helped you decide which topics to choose for each of the photos?

E.g. Photo A: In the first picture I see a really thin girl, but her reflection in the mirror looks really fat. I know that people with

anorexia think that they are really fat when they are not, and that is why they do not want to eat.

Photo B:

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

Photo C:

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

Photo D:

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

Annex 2: Objectives Presentation

Content Objectives

1. SW recall what they already know about eating disorders and alcoholism.

2. SW state what they want to learn about the eating disorders and alcoholism.

Language Objective

3. SWBAT to use the following sentence patterns to state what they already know and what they want to learn about

alcoholism and eating disorders:

"I know that ___________."

"I want to know ______________."

Who, what, where, when, why, how _____________?

Strategy Objective

4. SWBAT apply the planning strategy elaboration of prior knowledge in order to activate prior knowledge about the

thematic topic of the unit.


3/53

3

Annex 3: Elaboration of Prior Knowledge Strategy Sheet

ACTIVATE BACKGROUND KNOWLEDGE

(What do I already know about this?)

Definition: Activating background knowledge helps bring to mind information that you know about the topic, the world

and the language to help you do the task.

Example: If you are asked to read a fairy tale in the target language, think about what you know about typica

characters, settings, and plots used in fairy tales.

Why? Thinking about what you already know, helps you get ready for the task by familiarizing yourself with it. By having

in mind what you already know, youll find it easier to understand and learn new information by relating it to your

background knowledge.

When? Whenever you know what the topic is and you have adequate knowledge of the topic or of related information

whenever new information comes up in the task.

Chamot, A. U., Barnhardt, S. El Dinary, P. B., & Robbins, J. (1999). The learning strategies handbook. White Plains, NY: Addison Wesley Longman.


4/53

4

Annex 4: Model KWLH: Smoking

K W L H

What I KNOW What I WANT to know What I LEARNED HOW I learned

1. I know that smoking isbad for your health

because it can cause

pulmonary emphysema or

cancer.

1. I want to know what percentage ofsmokers gets lung cancer.

Answer: 90% of men get lung cancer and

80% of women.

1. I learned that a negativeeffect of smoking is that it

can reduce your

intelligence.

What activities did I do to

learn about smoking?

Answer 1: We read

articles about the effects

of smoking and filled out

charts.

Answer 2: We watched

videos about smoking and

the laws that are now

being created to reduce

smoking.

2. I know that it is now

illegal to smoke in public

places here in Mexico, so

you have to smoke

outside or in special areas.

2. I want to know what the most

common type of cancer that smokers get

is.

Answer: Lung cancer is the most common

type of cancer that smokers get.

2. I learned that a positive

effect of smoking is that it

can help people focus.

Did the strategy

elaboration of prior

knowledge help me

learn?

3. I know that you cannot

sell cigarettes to children

because it is against the

law.

3. I want to know what some of the

reasons are for people to start smoking.

Is it hereditary?

Answer:

A) Young people like to try out forbidden

stuff. They like to rebel.B) To imitate adults around them.

C) Some teenagers take it up as a habit in

order to appear cool and grown up.

D) Peer pressure.

E) It seems to go hand in hand with

drinking.

F) Smoking as a stress buster.

G) Smoking as an emotional crutch.

3. I learned that stress is

often associated with

smoking because it can help

reduce stress.

Answer: I activated prior

knowledge about smoking

and took notes on the

readings about smoking. I

also used summarizing to

learn to express ideas inmy own words.

4. I know that secondary

smoke can be more

harmful.

4. I want to know what makes cigarettes

addictive.

Answer: Nicotine is what makes smoking

so addictive.

4. I learned that for Native

Americans, smoking was a

part of their culture.

How effective were the

learning strategies in

helping me read and

write?Answer: Taking notes and

summarizing really helped

me understand the

information I was reading.


5/53

5

Annex 5: KWLH Grading Rubric

CRITERIA 4 3 2 1 0 Score

CriticalThinking

80 to 100% of

student's

comments were indepth and showed

evidence of critical

thinking.

60 to 79% of

students

comments were

in depth and

showed evidence

of critical

thinking.

40 to 59% of

students

comments were indepth and showed

evidence of critical

thinking.

20 to 39% of

students

comments were

in depth and

showed

evidence of

critical thinking.

Less than 20% of students

comments were in depth and

showed evidence of critical

thinking and/or student's

comments were written in

list form. No complete

sentences were used.

Connecting

Prior

Knowledge

Student listed 4 or

more things he/she

knows about the

topic.

Student listed 3

things he/she

knows about the

topic.

Student listed 2

things he/she

knows about the

topic.

Student listed 1

thing he/she

knows about the

topic.

Student listed no things

he/she knows about the

topic or the things listed

were not related to the topic.

Setting

Goals

Student created 4

questions and/or "I

want to know"

statements related

to the topic.

Student created

only 3 questions

and/or "I want to

know"

statements

related to the

topic.

Student created

only 2 questions

and/or "I want to

know"

statements

related to the

topic.

Student created

only 1 question

and/or "I want to

know"

statements

related to the

topic.

Student did not create any

questions and/or "I want to

know" statements related

to the topic.

Meeting

Goals

Student found

answers to all 4 of

the questions

and/or "I want to

know" statements

in the W column.

No opinions were

stated.

Student found

answers to 3 out

of 4 of the

questions and/or

"I want to

know"

statements in the

W column and/or

at least 1 opinion

was stated to

answer a

question.

Student found

answers to 2 out of

4 of the questions

and/or "I want to

know"

statements in the

W column and/or

at least 2 opinions

were stated to

answer questions.

Student found

answers to 1 out

of 4 of the

questions and/or

"I want to

know"

statements in

the W column

and/or at least 3

opinions were

stated to answer

questions.

Student found answers to

none of the 4 of the

questions and/or "I want to

know" statements in the W

column and/or stated

opinions in order to answerthe 4 questions.

Compre-

hension

Student correctly

listed 4 or more

points that they

learned within class

related to the topic

in the "L" part of

the chart.

Student correctly

listed 3 points

that they learned

within class

related to the

topic in the "L"

part of the chart.

Student correctly

listed 2 points that

they learned

within class

related to the

topic in the "L"

part of the chart.

Student correctly

listed 1 point

that they learned

within class

related to the

topic in the "L"

part of the chart.

Student did not correctly list

any points that they learned

within class related to the

topic in the "L" part of the

chart.

Meta-

cognitive

Awareness

Student correctly

wrote 4 or more

complete

sentences in the

"H" column of the

chart.

Student correctlywrote 3 complete

sentences in the

"H" column of the

chart.

Student correctlywrote 2 complete

setences in the

"H" column of the

chart.

Student correctly

wrote 1

complete

sentence in the

"H" column of

the chart.

Student did not correctlywrite any complete

sentences in the "H" column

of the chart and/or the

information was in list form.

Total out of 24

KWLH Rubric


6/53

6

Annex 6: Student KWLH: Young Adults and Disorders


7/53

7

Sequence 2

Material

Annex 7: Objectives Presentation

Content Objective

1. SW identify and explain the components and expectations of the thematic unit.

Language Objectives

2. SWBAT read the Unit Overview Sheet in order to identify and explain the components and expectations of the thematic

unit.

3. SWBAT paraphrase the key components and expectations of the thematic unit in both written and oral form.

Strategy Objective

4. SWBAT to apply the evaluating strategy Summarize in order to state the key information in their own words and better

comprehend a text.


8/53

8

Annex 8: Unit Overview Activity Sheet

Unit Overview Activity Sheet

Instructions: Fill in each of the boxes with a brief summary of the information from the Unit Overview Sheet.

I. Unit goal: E.g.We will study material about four topics related to eating disorders and alcoholism, so we can discuss

them in class.

II. Unit Scenario/Problem:

III. Culminating Activity:

IV. Grading Rubric


9/53

9

Annex 9: Summarize Strategy Sheet

SUMMARIZE

(What is the gist of this? What is the main idea?)

DEFINITION: Summarizing involves your creating a mental, oral, or written summary of information.

EXAMPLE: If you watch a television program in the target language, you could periodically think about the gist or main points of the

program to see if you really understand it.

WHY: Restating the gist of the message helps you decide how well you understood. It also reinforces your learning of that message.

WHEN: Whenever you want to check your understanding or communication.

Chamot, A. U., Barnhardt, S. El Dinary, P. B., & Robbins, J. (1999). The learning strategies handbook. White Plains, NY: Addison Wesley Longman.

Annex 10: Unit Overview Sheet

Unit Overview Sheet

Young Adults and Disorders

Unit Goal

Students will express information, experiences, and possible solutions about eating disorders and alcoholism through the aid o

audiovisual and written material on topics related to anorexia, bulimia, vegetarianism to hide an eating disorder, and alcoholism.

Unit Scenario/Problem

There are several factors that are currently affecting both teenagers and young adults. Two of those factors are eating disorders andalcohol abuse. Unfortunately, these problems are making this difficult life stage even more complicated. The effects of these

problems are present in everyday life, notable weight loss, self-imposed isolation, and difficulty concentrating on even the simplest

tasks. It is time to raise awareness about these disorders, so that we can help people become more conscious. This will result in a

greater awareness and willingness to help people who are suffering from one of these disorders, whether they realize that they have

a problem or not.

Guiding Questions

1. What are characteristics that eating disorders and alcoholism have in common?

2. What do you think people should do to overcome these disorders?

3. Why do you think these disorders are becoming more common?

4. How can we prevent an increase in these disorders among teenagers and young adults?

Culminating Activity

Students will write Dear Abby Letters to help create awareness. Students will also respond to a classmates letter in which they

offer solutions to the person suffering from an eating disorder and/or alcoholism. Students letters must clearly state which disorde

they have and what has happened to them, and the response should convince the person to seek help.


10/53

10

Category 1:

Letterformat: Students will write an informal letter to Abby. The letter should include the greeting to Abby, body, and closing with

an anonymous name.

Category 2:

Vocabularymeans that students must include a minimum of 8 to 10 vocabulary words that have been seen throughout the unit intheir letter to Abby.

Category 3:

Content is where students will write a minimum of 10 sentences that give a detailed description of what problem they have and

what situation made them write and ask for help.

Category 4:

Grammar: Students will have to use reported speech and comparatives throughout the letters to Abby. They will need to include a

minimum of 2 sentences for each of the grammatical structures.

Category 5:

Response: Students will choose one of their classmates letters to answer. Students offer realistic solutions that will help the authors

overcome their problem or come to the decision that they need to seek professional help.

Activity Description: The objective of this activity is for students to write letters that could be published in a magazine. The focus of

these letters is on helping people with one of the disorders seen throughout the unit. In order to give an accurate description of the

situation as well as appropriate advice, students will do more research on the disorder they selected. Everyone participating in the

activity can offer alternative solutions for dealing with the problem. The linguistic point of this activity is for students to recycle all o

the information and structures seen throughout the unit.

The Dear Abby Letters will be read by the group at the end of the unit. Students are expected to give constructive criticism of thecontents of the letters and offer suggestions about how to improve the quality of the letter and its contents. This will be carried out

as a group discussion with specific questions to guide the students throughout the activity.

Note: It is very important that students use complete sentences recycling the grammatical structures seen throughout the unit, so

that they can be graded in the Category 4: Use of English section of the rubric.


11/53

11

Annex 11: Culminating Activity Rubric: Letter to Abby

STUDENT: __________________________ DATE: _____________________

CRITERIA 4 3 2 1 0 SCORE

CATEGORY 1:

Letter format

Letter includes the greeting to

Abby, body, and a closing with

an anonymous name that

reflects the problem.

Letter only has 2 of the 3

necessary components

used properly.

Letter includes 1 of the

3 necessary

components used

properly.

Student may have

incl uded the

components, but they

were used i ncorrectly

Letter includes none of the 3

necessa ry c omponents or

student did not hand in the

letter.

CATEGORY 2:

Vocabulary

Student used 10 related

vocabulary words in the body

of their letter to Abby.

Student only i ncluded 6

to 8 vocabulary words

used correctly according

to context.

Student included 4 to 7

vocabulary words used

correctly according to

the context.

Student used 1 to 3

related vocabulary

words used correctly

accordi ng to context.

Student included none of the

related vocabulary words

and/or s tudent incl uded

related vocabulary words,

but they were used

incorrectly according to

context.

CATEGORY 3:

Content

Student included a minimum of

10 sentences giving a detailed

description of the eating disorder

or alcoholism and what

happened to their friend using

complete sentences. Student

explicitly asked for advice.

Student included 8 to 9

sentences with the

required points using

complete sentences.

Student incl uded only

2 of the 3 points

required, or wrote only

5 to 7 complete

sentences .

Student only i ncluded 1

of the 3 points

reqquired or wrote

only 1 to 4 complete

sentences.

Student did not i nclude any

of the required points

and/or wrote the letter in

checklis t form.

CATEGORY 4:

Use of English

There are 1 to 5 language

(reported speech and

comparatives), spelling, orpunctuation errors in the

assignment.

There are 6 to 10

language, spelling, orpunctuation errors in the

assignment.

There are 11 to 14

language, spelling, orpunctuation errors in

the assignment.

There are 15 to 19

language, spelling, orpunctuation errors in

the assignment.

There are 20 or more

language, spelling, orpunctuation errors in the

assignment.

CATEGORY 5:Response to a

letter

Student responded to the letter

with an appropri ate option for

seeking help by s uggestingclinics, doctors, therapists, help

hotlines, etc.

tu ent respon e to t e

letter with

anappropriate response

but directed the advice

towards the wrong

person. (This refers to: If

a person is a sking for

advice for his friend,write the advice for the

friend.)

Student responded to

the letter but did no

provide accurate

options for s eeking

help because he or she

misunderstood theproblem that was

expressed.

tu ent respon e to

the letter with an

inappropriate

response (This r efers to

comments that reflect

joki ng about the topic,

e.g. You should get a

life.) Student didn'ttake the problem

seriously.

Student forgot to give a pieceof advice in his/her

response.

Total Points: 20 Points Earned: ___________


12/53

12

Annex 12: Objectives Check Worksheet

Instructions: Read the objectives once again and think of an activity that helped you complete that objective. Write the activity on

the lines below the objectives.

Content Objective

1. SW identify and explain the components and expectations of the thematic unit by reading the Unit Overview Sheet.

Activity:

____________________________________________________________________________________________________________

____________________________________________________________________________________________________

Language Objectives

2. SWBAT read the Unit Overview Sheet in order to identify and explain the components and expectations of the thematic

unit.

Activity:

____________________________________________________________________________________________________________

____________________________________________________________________________________________________

3. SWBAT paraphrase the key components and expectations of the thematic unit in both written and oral form.

Activity:

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

Instructions: What activity or activities in class helped you practice the learning strategy Summarize? Write the activity or activities

on the lines below the objective.

Strategy Objective

4. SWBAT to apply the evaluating strategy Summarizein order to state the key information in their own words and to better

comprehend a text.

Activity:

____________________________________________________________________________________________________________

____________________________________________________________________________________________________


13/53

13

Annex 13: Expansion Activity Worksheet

Instructions: First, get into groups of 3. Now divide the three paragraphs among the three students in the group. Each student in the

group should have a different paragraph. For homework, each student will write a summary of the information in the appropriate

box. Every student reads the introduction and then only their paragraph. On the following day, you will share your information with

the rest of your group to complete the summary of the complete text.

Negative Family Influences

Negative family influences can also cause eating disorders. Some of these influences are: Poorparenting from mothers and fathers. This can be mothers who pressure their daughters or fatherswho criticize their sons. Addictions and emotional disorders in parents can also cause eatingdisorders. Another reason could be sexual abuse which was detected in 35% of women withbulimia. Obese parents and personal experience with obesity could also attribute to bulimia. Inconclusion, parents should eat well, so their children eat well.

Genetic Factors

Cultural Pressures

Hormonal Abnormalities


14/53

14

Reading:Eating disorders - Causes

Description

This is an in-depth report on the treatment and prevention of eating disorders.

Alternative Names

Anorexia; Bulimia; Binge eating

Causes:

There is no single cause for eating disorders. Although concerns about weight and body shape play a role in all eatingdisorders, the actual cause of these disorders appears to result from many factors, including cultural and family pressuresand emotional and personality disorders. Genetics and biologic factors may also play a role.

Negative Family Influences

Negative influences within the family may play a major role in triggering (causing) eating disorders. Some studies haveproduced the following observations and theories regarding family influence.

Parental Behaviors or Attitudes. Bad parenting by both mothers and fathers has been implicated in eatingdisorders. One study found that 40% of 9-10 year-old girls were trying to lose weight because of their mothers. Amaternal history of eating disorders can be a factor in the development of these disorders in young girls, whilepaternal criticism of weight can lead to bingeing (eating large amounts of food continually) and purging in youngmales.

Family History of Addictions or Emotional Disorders. Studies report that people with either anorexia or bulimia aremore likely to have parents with alcoholism or substance abuse. Parents of people with bulimia appear to be morelikely to have psychiatric disorders than parents of patients with anorexia.

History of Abuse. Women with eating disorders, particularly bulimia, appear to have a higher incidence of sexualabuse. Studies have reported sexual abuse rates as high as 35% in women with bulimia.

Family History of Obesity. People with bulimia are more likely to have an obese parent or too were overweightduring childhood.

The most positive way for parents to influence their children's eating habits and to prevent weight problems and eatingdisorders is to have healthy eating habits themselves.

Genetic Factors

Anorexia is eight times more common in people who have relatives (family members) with the disorder, and some doctorsbelieve that genetic factors are the main cause of many cases of eating disorders. Twins had a tendency to share specificeating disorders (anorexia nervosa, bulimia nervosa, and obesity). Researchers have identified specific chromosomesthat may be associated with bulimia and anorexia. In particular, regions on chromosome 10 have been linked to bulimiaas well as obesity. Some evidence has reported an association with genetic factors responsible for serotonin, the brainchemical involved with both well-being and appetite. Researchers have also pinpointed certain proteins such as brain-

derived neurotrophic factor (BDNF). This protein may influence an individual's susceptibility to developing an eatingdisorder.

Cultural Pressures

The approach to food in Western countries is extremely problematic. Enough food is produced in the U.S. to supply 3,800calories every day to each man, woman, and child, far more than are needed for good nutrition. Obesity is a globalepidemic, and few people living in this over-fed and sedentary culture eat a meal without feeling worried.


15/53

15

One interesting anthropologic study reported the following observations:

During historical periods or in cultures where women are financially dependent and marital ties (connections) arestronger, the standard is toward being curvaceous, possibly reflecting a cultural or economic need for greaterreproduction.

During periods or in cultures where female independence has been possible, the standard of femaleattractiveness tends toward thinness.

The response of the media to the need for thinness and the overproduction of food plays a major role in triggering obesityand eating disorders.

On the one hand, advertisers place a strong emphasis on weight-reduction programs and present anorexic youngmodels as the paradigm of sexual desirability.

Clothes are designed and displayed for thin bodies (size 0 or 1) in spite of the fact that few women could wearthem.

On the other hand, the media floods (saturates) the public with attractive ads for consuming foods, especially"junk" foods.

Hormonal Abnormalities

Hormonal abnormalities are common in eating disorders and include chemical abnormalities in the thyroid, thereproductive regions, and areas related to stress, well-being, and appetite. Many of these chemical changes are certainlya result of malnutrition or other aspects of eating disorders, but they may also play a role in continuing or even creatingsusceptibility to the disorders.

The primary setting of many of these abnormalities originate in a small area of the brain called the limbic system. Aspecific system called hypothalamic-pituitary-adrenal axis (HPA) may be particularly important in eating disorders.

Stress Hormones. The HPA systems trigger the production and release of stress hormones called glucocorticoids,including the primary stress hormone cortisol. Chronically elevated levels of stress chemicals have been observed inpatients with anorexia and bulimia.

Release of Neurotransmitters: The HPA system also releases certain neurotransmitters (chemical messengers) thatregulate stress, mood, and appetite and are being investigated for a possible role in eating disorders. Abnormalities in theactivities of three of them, serotonin, norepinephrine, and dopamine, are of particular interest. Serotonin is involved withwell-being, anxiety, and appetite (among other traits), and norepinephrine is a stress hormone. Dopamine is involved inreward-seeking behavior. Recent research suggests that people with anorexia have increased activity in the brain'sdopamine receptors. This over activity may explain why people with anorexia do not experience a sense of pleasure fromfood and other typical comforts (things that make you feel good or happy).

Ghrelin: High levels of ghrelin, a hormone that increases the feeling of hunger and slows metabolism, have been noted inpatients with anorexia and bulimia.

Low Levels of Reproductive Hormones: The hypothalamic-pituitary system is also responsible for the production ofimportant reproductive hormones that are severely depleted in anorexics. Although most doctors believe that these

reproductive abnormalities are a result of anorexia, others have reported that in 30 - 50% of people with anorexia,menstrual disturbances occurred before severe malnutrition set in (was obvious or notable) and remained a problem for along time after weight gain (increase), indicating that hypothalamic-pituitary abnormalities may precede the eatingdisorder.

Read more:http://www.umm.edu/patiented/articles/what_causes_eating_disorders_000049_3.htm#ixzz1kJfVZRY6
http://www.umm.edu/patiented/articles/what_causes_eating_disorders_000049_3.htm#ixzz1kJfVZRY6http://www.umm.edu/patiented/articles/what_causes_eating_disorders_000049_3.htm#ixzz1kJfVZRY6http://www.umm.edu/patiented/articles/what_causes_eating_disorders_000049_3.htm#ixzz1kJfVZRY6http://www.umm.edu/patiented/articles/what_causes_eating_disorders_000049_3.htm#ixzz1kJfVZRY6


16/53

16

Sequence 3

Material

Annex 14: Attention Grabber Worksheet

Look at the first two cartoons.

1. What is the message the cartoons are trying to get across?

2. How do these cartoons make you feel?

Now look at the third image.

1. What is being shown in this flow chart?

2. How many of these have you seen before?

3. Where have you seen the information?


17/53

17

Annex 15: Guiding Questions

Instructions: Write your answers to the guiding questions on the lines below each question. Do this individually.

1. Why do you think first year university students are prone to eating disorders? E.g. I think first year university

students are prone to eating disorders because they miss their families.

____________________________________________________________________________________________________________

_________________________________________________________________________________________________

2. What are some characteristics of people with eating disorders?

____________________________________________________________________________________________________________

_________________________________________________________________________________________________

3. What would you say to a person with an eating disorder? How would you convince them to get help?

____________________________________________________________________________________________________________

_________________________________________________________________________________________________

Annex 16: Class Objectives

Content Objective

1. SW compare and contrast their personal beliefs to the information about freshmen and eating disorders that they learned

from the text.

Language Objectives

2. SWBAT find words and construct meaning through questioning.

3. SWBAT clarify concepts in a text through questioning.

4. SWBAT identify and apply the pattern of reported speech in order to prepare a report.

Strategy Objectives

5. SWBAT apply the problem-solving strategy Ask Questions to Clarify in order to clarify vocabulary words and key concepts

within a text.

6. SWBAT apply the monitoring strategy Deduction/Induction in order to elaborate a set of grammatical rules.


18/53

18

Annex 17: Ask Questions to Clarify Strategy Sheet

Ask Questions to Clarify

(What help do I need? Who can I ask? How should I ask?)

DEFINITION: Clarifying involves your asking for explanation, verification, rephrasing, or examples.

EXAMPLE: If your teacher says an unfamiliar word, such as albail, when you are studying professions, you could figure out the

meaning by asking questions such as Does the person work in the city or country? Is it an indoor job or outdoor job? Specific

questions like this can give you the information needed to figure out the words meaning without your just asking, What does that

mean?

WHY: Pinpointing and communicating your problems by asking specific questions can help you solve comprehension and

communication problems.

WHEN:Whenever something important doesnt make sense to you, or you dont know how to say something.

Reference: Anna Uhl Chamot [et al.]. (1999). The learning strategies handbook. White Plains, NY: Pearson Education


19/53

19

Annex 18: Vocabulary Worksheet

Instructions: Your teacher will divide you into 4 groups. Think of two questions for each of the vocabulary words. Write the

questions in the columns for questions 1 and 2. Do not answer these questions yourself. When you are finished, you and your group

will go around the room asking your classmates for the answers for your questions. You will write the answers in the columns for

answers 1 and 2. When you have gotten all of the answers written down, sit down with your partner again and try to figure out the

meaning of the word based on the answers of the questions you asked. The only question you are NOT allowed to ask is, What

does this word mean?You can refer to the text to help you think of questions or answer other peoples questions. When you are

finished, you share the meanings for your vocabulary words with the other groups.

Title of text: Stress of Freshman Year Can Trigger Eating Disorders for Some Young People Annex 19.

Vocabulary Word Question 1 Answer 1 Question 2 Answer 2 Meaning of word

triggerE.g. What part of

speech is trigger?Verb

What other verbs

would make sense

here?

Start , cause, or initiate.An event that causes

something to happen.

battle

purging

mood

skipping

guilty

self-worth

psychobiology

starving

binge

get rid of

brain markers

relapses

Group 1

Group 2

Group 3

Group 4


20/53

20

Annex 19: Reading: Stress of Freshman Year Can Trigger Eating Disorders for Some Young People

http://www.sciencedaily.com/releases/2010/08/100823192311.htm

Stress of Freshman Year Can Trigger Eating Disorders for Some Young People

ScienceDaily (Aug. 23, 2010) While the start of college is a positive, important event for many young people, it can also

be a period that pushes some into a dangerous battle with eating disorders, says University of Alabama at Birmingham Associate

Professor of Psychology Mary Boggiano, Ph.D., who fought her own battle against bul imia as a college student. Hear her story.

Stress can trigger an eating disorder, and for the college student who is away from home for the first time, the stress of

moving into a totally different environment and meeting new people can make them more susceptible to developing an eating

disorder, says Boggiano. Even new positive events are processed by the brain as stressful, she says.

Boggiano says "To keep from gaining weight, some students engage in risky behaviors such as excessive dieting or purging

food. In many cases, people learn about the risky behaviors from other students in their dorm or over the Internet, so that obsession

about weight can become infectious." Boggiano says the common signs of an eating disorder include:

1. A preoccupation with calculating calories, fat grams, and carbohydrate grams.

2. A need to weigh oneself more than once a day.

3. Allowing the numbers on the scale to determine mood.

4. Exercising, skipping meals, or purging after overeating.

5. Exercising to burn calories rather than for health or for fun.

6. An inability to stop eating once eating begins.

7. Eating in secret.

8. Feeling guilty, ashamed, or disgusted after overeating.

9. Basing self-worth on looks or weight.

10. Worrying continuously about weight and body shape.

11. Abusing diet pills or laxatives.

Eating disorders can lead to long-term health problems, and even death. For any young people who suspect they might bedeveloping an eating disorder, Boggiano encourages them to try to get help at free campus counseling centers, through a pastor or

family doctor, or through programs like Overeaters Anonymous. "Whatever you do, don't try to take care of it by yourself," says

Boggiano. "It will only get worse."

Boggiano, who studies the psychobiology of eating disorders and obesity, knows this from personal experience as a young

adult. "My problems with bulimia nervosa actually began during my senior year in high school," she says. "I was a top student,

salutatorian of my class. However, I became obsessed with my weight and the shape of my body. I started starving myself, but this

led to binge eating and eventually vomiting after the binges, several times a day, and eventually I began abusing laxatives. When I

started college, the disorder got worse."

The two most common forms of eating disorders are anorexia nervosa, when a person stops eating or eats very little to

control their weight, and bulimia nervosa, when a person vomits or uses laxatives to get rid of the food they have eaten to preventweight gain. Both types of eating disorders can eventually lead to serious health problems and even death.

Another form of eating disorder, binge eating disorders (or BED), is when an individual eats unusually large amounts of

food, uncontrollably, in a short period of time until they are uncomfortable, but do not purge or compensate afterward. "This often

leads to weight gain, which is upsetting to them," says Boggiano, "yet to overcome the distress, they turn to food. It's a vicious

cycle." She is currently exploring brain markers of stress-induced binge-eating and the chemistry behind the action of high-fat and

sugar foods to trigger relapses back to binge eating and obesity.
http://www.sciencedaily.com/releases/2010/08/100823192311.htmhttp://www.sciencedaily.com/releases/2010/08/100823192311.htmhttp://www.sciencedaily.com/releases/2010/08/100823192311.htm


21/53

21

Annex 20: Reading Comprehension Worksheet

Instructions:

Step 1: Highlight 5 points in the reading that were not completely clear to you and write them in the first column titled: Unclear idea

from text.

Step 2: Think carefully about what question you will ask to clarify that concept. Try restating the information in question format in

the second column titled: Question for clarification.

Step 3: Now answer your question. Try to simplify your answer, so that the concept is easier to understand.

Unclear idea from text Question for clarification Answer

e.g. While the start of college is apositive, important event for many

young people, it can also be a periodthat pushes some into a dangerous

battle with eating disorders,

When are people likely to have

problems with anorexia and

bulimia?

People who are starting college may have

problems with anorexia and bulimia.

1.

2.

3.

4.

5.


22/53

22

Annex 21: Deduction/Induction Strategy Sheet

Deduction/Induction

(Which rules can I apply to help me in this situation?)

DEFINITION: Deduction and induction involve your applying or figuring out rules about language, including grammar, phonology, and

morphology.

EXAMPLE: When you are reading, you look at the ends of words to identify which ones are verbs in order to note the tense of the

speech.

WHY: Using your knowledge of language rules helps you comprehend and produce the language accurately. Deduction increases

your self-reliance because you can monitor your performance based on information you have about the language. Feelings of self-

reliance can lead to increased confidence in your learning abilities.

WHEN: Whenever you need to apply rules in order to understand and produce language, and you have knowledge of the necessary

rules.

Reference: Anna Uhl Chamot [et al.]. (1999). The learning strategies handbook. White Plains, NY: Pearson Education


23/53

23

Annex 22: Grammar Deduction Worksheet

Instructions:

Step 1- Read the examples in chart 1.

Step 2- Once you have read all of the examples, read them one by one again and try to deduce the rules for reported speech.

Step 3- Fill in chart 2 with the correct tenses.

Step 4- Get into groups of three and check your answers in chart 2. Then write two or three sentences to summarize the rules for

reported speech with your partners.

Step 5- Individually change the sentences in the third chart from direct speech to reported speech. When you are finished, get back

into your groups and check the answers.

Chart 1

From To

Peter: "I am on a diet." Peter said that he was on a diet.

Peter: "To go on a diet, you have to have discipline."

Peter said that to go on a diet, you have to have

discipline. Or Peter said that to go on a diet, you had to

have discipline.

Peter: "I was on a diet."

Peter: "I have been on a diet."

Peter: "I had been on a diet."

Peter: "I will go on a diet." Peter said that he would go on a diet.

Peter: "I can go on a diet." Peter said that he could go on a diet.

Peter: "I may go on a diet." Peter said that he might go on a diet.

Peter: "I would go on a diet." (could, might, should,

ought to)

Peter said that he would go on a diet.(could, might,

should, ought to)

Progressive Forms

Peter: "I'm dieting to lose weight." Peter said that he was dieting to lose weight.

Peter: "I was dieting to lose weight."

Peter: "I have been dieting to lose weight."

Peter: "I had been dieting to lose weight."

Peter said that he had been on a diet.

Peter said that he had been dieting to lose weight.

Modifying of Tenses


24/53

24

Chart 2

Grammar Rules for Reported Speech

From To

E.g. Simple Present

Simple Past (Note: sometimes the

simple present does not change form

when it is a fact, or the information is

still true.)

Infinitive Infinitive

Simple Past

Present perfect

Past perfect

will (modals) Would (Past tense modals)

am/are/is was/were

was/werehas been

had been

__________________________________________

__________________________________________

____________________________________________________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

Past Perfect

Had been

Progressive Forms

Modifying of Tenses

Chart 3

From To

The Doctor: "Anorexia is a very common problem

among young women."

Nutritionist: "To maintain your weight, you have

to eat well and do exercise regularly."

Samantha: "I went to a rehab center last year."

Angie: "I have been hospitalized 3 times because

of anorexia."

My mother: "You should not try to look like the

models on the covers of magazines."Roberto: "I think I have a problem because I am

drinking too much."

Giovanna: "I have been looking for a clinic to

recommend to my friend."

Modifying of Tenses


25/53

25

Annex 23: Apply Knowledge Worksheet

Instructions: Highlight the information found within quotation marks.Using the information from the reading that is within

quotation marks, write a short paragraph about what was said by Boggiano. Remember you can refer back to your Grammar

Deduction Worksheetif you need help with the reported speech.

Example of text:says Boggiano. "It will only get worse."

You would write: Boggiano said it would only get worse. Notice that you eliminate the quotation marks and change will to

would.


26/53

26

Annex 24: RSQC2 Worksheet

Instructions: Follow the instructions for each of the categories. Work individually.

Recall: Write two important pieces of information that you learned in this sequence. Complete sentences are not necessary.

a. ______________________________________________________________________________________________

_____________________________________________________________________________________________b. ______________________________________________________________________________________________

_____________________________________________________________________________________________

Summarize: In one or two sentences maximum, summarize the information learned in this sequence. You must use complete

sentences.

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

Question: Write two questions about information in this sequence that was not clear to you. This means two things you would like

to have explained to you again, or concepts that you would like to have clarified.

1. ____________________________________________________________________________?

2. ____________________________________________________________________________?

Connect: Write one or two sentences that connect the information you learned in this sequence to your own personal experiences.

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

Comment: Write one comment about the information you learned in this sequence. This is an opinion you have about the

information discussed in class.

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________


27/53

27

Annex 25: Expansion Activity Worksheet

Instructions:

1. Read the text carefully once. In the first part of the worksheet write five comprehension questions for the text.

Keep in mind the learning strategy you practiced forAsk Questions to Clarify. Your questions should be focused on

information that will improve understanding of the text.

2. Some information in the text is highlighted. Use the learning strategy Deduction/Induction that you practiced in

class to figure out what the sentences have in common and how the structure should be used. Answer the

questions in the second part of the worksheet.

http://menshealth.about.com/od/conditions/a/eating_disorder.htm

Eating Disorders in Men

FromJerry Kennard, former About.com Guide - Updated January 04, 2007

Eating disorders have mostly been investigated within the female population. To a large extent this is because eating

disorders seem to be more common in women. When we take a closer look, however, gender distributions of eating disorders show

that about 10 % of people with anorexia are men.

1. Doctors do not recognize male eating disorders: Evidence suggests that the probability with which clinicians are diagnosing

either bulimia or anorexia in men is less likely despite identical behavior. Men are more likely to be diagnosed as suffering

from depression with associated appetite changes than to receive a primary diagnosis of an eating disorder.

2. Eating disorders and occupation: There are a few occupations in which the demand for low body weight can lead to

anorexia or bulimia such as horse racing, modeling, dancing, driving, and distance running.

3. Cultural, social issues and eating disorders: In part, the hidden problem of eating disorders in men is cultural. Women tend

to discuss emotions and psychological problems more than men. Anorexia and bulimia are considered women's problems

Discussion of weight issues, weight control, and linking thinness with beauty are common features in women's magazines

and so are eating disorders. Young women can therefore adopt the same behavior without it being seen as too sociallyunacceptable.

4. Little recognition of male eating disorders: The lack of visibility of anorexia or bulimia in the male world means a number of

things. Men do not discuss eating disorders. Men tend not to share the information with other men because the subject is a

female issue. Men's beauty has to do with body mass, muscle bulge, and definition, not weight loss. This male world,

socially defined as powerful and masculine results in men not seeking help because of their reluctance to admit to the

problem.

5. Research into male eating disorders: In 1995, a large US study of adolescents reported that a significant number of young

males were experiencing problems with weight control behavior.

2%-3% of males diet all the time or more than ten times a year. 5%-14% of males deliberately vomit after eating.

12%-21% of males had a history of binge eating.

A study published in the April 2001 in the American Journal of Psychiatry found many psychological similarities between

men and women with eating disorders, with both groups experiencing similar symptoms.
http://menshealth.about.com/od/conditions/a/eating_disorder.htmhttp://menshealth.about.com/od/conditions/a/eating_disorder.htmhttp://menshealth.about.com/bio/Jerry-Kennard-8263.htmhttp://menshealth.about.com/bio/Jerry-Kennard-8263.htmhttp://menshealth.about.com/bio/Jerry-Kennard-8263.htmhttp://menshealth.about.com/bio/Jerry-Kennard-8263.htmhttp://menshealth.about.com/od/conditions/a/eating_disorder.htm


28/53

28

6. Getting Help for male eating problems: If you are experiencing problems with weight control, you are not alone. You

should get help by contacting your family doctor, a psychologist, a mental health center, or a doctor specializing in eating

disorders.

Article Sources Include: Woodside et al, D. Blake. "Comparisons of Men with Full or Partial Eating Disorders, Men Without Eating Disorders, andWomen with Eating Disorders in the Community." American Journal of Psychiatry (2001): 570.

Part 1: Write 5 comprehension questions for the text on the lines below. Do not write the answers for your questions.

Example: Are eating disorders more common in men or women?

1. ____________________________________________________________________________?

2. ____________________________________________________________________________?

3. ____________________________________________________________________________?

4. ____________________________________________________________________________?

5. ____________________________________________________________________________?

Part 2: Carefully read around the highlighted parts of the text and answer the questions below.

1. What do the highlighted parts have in common?

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

2. Why do you think the author chose to use this structure?

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

3. What do you think the rules for using this structure are?

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________


29/53

29

Sequence 4

Material

Annex 26: Activating Prior Knowledge Worksheet

Look at the images below. Once you are finished looking at the images carefully, answer the guiding questions that follow.


30/53

30

Guiding Questions

1. Why do you think most people become vegetarians?

2. What are some good reasons for becoming a vegetarian?

3. What are some bad reasons for becoming a vegetarian?

Annex 27: Objectives Sheet

Content Objective

1. SW judge other types of eating habits using personal experience and information from the text.

Language Objectives

2. SWBAT find specific information in a text in order to verify their predictions.

3. SWBAT define words in context from a reading text.

4. SWBAT create sentences comparing vegetarians to meat eaters based on the information in the text and their own persona

experience.

Strategy Objectives

5. SWBAT apply the planning strategy Predictin order to give them a clear focus throughout the reading.

6. SWBAT use the problem-solving strategy Inference to help them construct meaning of key words in a text.

7. SWBAT apply the evaluating strategy Verify Predictionsto see if the predictions they made about the reading were correct.

8. SWBAT use the monitoring strategy Personalize/Contextualize to help them have a more meaningful learning experience

while comparing eating habits.


31/53

31

Annex 28: Predict Strategy sheet

PREDICTION

(WHAT DO I THINK WILL HAPPEN?)

Predicting involves thinking of the kinds of words, phrases, and information that you can expect to encounter based onyour background knowledge and/or on information you encounter during the task.

For example, if you want to buy a concert ticket, think about what you will need to say to the cashier. For example, you

will want to know how to ask about dates, times, and prices in the target language.

Anticipating information gives you direction for doing the task because you will be attuned to certain types of

information. Use this strategy when you have knowledge about the topic; when new information is presented that

allows you to refine or modify previous predictions or make new predictions.

Chamot, A. U., Barnhardt, S. El Dinary, P. B., & Robbins, J. (1999). The learning strategies handbook. White Plains, NY: Addison Wesley Longman


32/53

32

Annex 29: Making and Verifying Predictions Worksheet

Instructions:

Part 1: Predicting. First, read numbers one through six carefully. If there are any vocabulary words you do not understand, ask your

teacher. Now write what you think to be true before you read the text. When you are finished, you might want to discuss your ideas

with a partner.

Part 2: Verifying your predictions. First, read the text once to understand the main idea. Then, read the text again and specifically

focus on the information in the first column of the worksheet. Remember in the last column of the worksheet that says Verify

Prediction: After, you are going to try to identify the information in the text that either supports or disproves what you predicted.

Once you have located the information, underline it in the text and then copy the information in the last column.

Topic Prediction: Before Verify Prediction: After

E.g. Why do you think

teenagers become

vegetarians?

E.g. I think teenagers become

vegetarians because they respect

animals.

E.g. to save the world's animals.

1. What do you think thetopic of the text is?

2. What do you think are

some reasons why teenagers

become vegetarians?

3. What do you think young

vegetarians eat?

4. Who do you think is

healthier, vegetarians or

meat eaters?

5. Between vegetarians and

meat eaters, who do you

think is more likely to have

eating disorders?

6. Why do you think current

vegetarians report binge

eating more often?


33/53

33

Annex 30: Text: Study: Is Vegetarianism a Teen Eating Disorder

http://www.time.com/time/health/article/0,8599,1889742,00.html

Study: Is Vegetarianism a Teen Eating Disorder?

ByJohn Cloud

Being a teenager means experimenting with foolish things like dyeing your hair purple or candy flipping (to ingest LSD and

Ecstasy(MDMA) at the same time which is extremely popular at dance clubs and raves because of the intense high) or going door

to-door for a political party. Parents tend to overlook seemingly mild, sincere teen pursuits like joining the Sierra Club, but a new

study in the Journal of the American Dietetic Association suggests that another common teen fad, vegetarianism, isn't always

healthy. Instead, it seems that a significant number of kids experiment with a vegetarian diet as a way to mask an eating disorder.

They do this since it is a socially acceptable way to avoid eating many foods, and it is one that parents tend not to oppose.

The study, led bynutritionist Ramona Robinson-O'Brien, an assistant professor at the College of Saint Benedict and Saint

John's University in Minnesota, found that while adolescent and young adult vegetarians were less likely than meat eaters to be

overweight and more likely to eat a relatively healthful diet, they were also more likely to binge eat. Although most teens in

Robinson-O'Brien's study claimed to become vegetarians to be healthier or to save the environment and the world's animals, the

research suggests they may be more interested in losing weight than protecting cattle or pigs.

For one thing, many young "vegetarians" continue to eat the white meat of defenseless chickens (25% in the current study)

as well as the flesh of those adorable animals known as fish (46%), even when they are killed and served up raw as sushi. And in a

2001 study in theJournal of Adolescent Health, researchers found that the most common reason teens gave for vegetarianism was

to lose weight or keep from gaining it. Studies show that adolescent vegetarians are far more likely than other teens to diet or to use

extreme and unhealthy measures to control their weight. It is also true that teens with eating disorders are more likely to practice

vegetarianism than any other age group.

In a research project called Project EAT-II: Eating Among Teens, Robinson-O'Brien and her team surveyed 2,516 young

Minnesotans, ages 15 to 23. Of the participants, 108 (or 4.3%) described themselves as currently vegetarian, another 268 (10.8%)

said they were former vegetarians, and the rest were lifelong meat eaters. The researchers found that in one sense, the vegetarians

were healthier because they tended to consume less than 30% of their calories as fat, while non-vegetarians got more than 30% oftheir calories from fat. Not surprisingly, the vegetarians were also less likely to be overweight (17% were heavy vs. 28% of non

veggies).

However, approximately 20% of the vegetarians turned out to be binge eaters, compared with only 5% of those who had

always eaten meat. Similarly, 25% of current vegetarians, ages 15 to 18, and 20% of former vegetarians in the same age group said

they had experimented with extreme weight-control measures such as taking diet pills or laxatives and forcing themselves to vomit.

Only 1 in 10 teens who had never been vegetarian reported similar behavior.

This variance in extreme behavior disappeared between current vegetarians and lifelong meat eaters in the older group

ages 19 to 23, with about 15% in each group reporting such weight-control tactics. But among former vegetarians, that number

jumped to 27%. The findings suggest that age matters when it comes to vegetarianism: teenage vegetarians as well as young

experimenters those who try it but abandon it may be at higher risk for other eating disorders compared with their peersHowever, the study suggests that by young adulthood, many still-practicing vegetarians have likely chosen it as a lifestyle rather than

a dieting technique.

That being said, even among the young adults, current vegetarians reported binge eating more often than their peers,

which the authors theorize can be explained by the fact that vegetarians are simply more aware and disciplined about what they eat

and are, therefore, more likely to report overindulging. (It could also be that vegetarians are hungrier in general and somewhat more

prone to bouts or periods of binge eating.)
http://www.time.com/time/health/article/0,8599,1889742,00.htmlhttp://www.time.com/time/health/article/0,8599,1889742,00.htmlhttp://www.time.com/time/letters/email_letter.htmlhttp://www.time.com/time/letters/email_letter.htmlhttp://www.time.com/time/letters/email_letter.htmlhttp://onlineslangdictionary.com/meaning-definition-of/ecstasyhttp://onlineslangdictionary.com/meaning-definition-of/ecstasyhttp://www.localfoods.umn.edu/ramonarobinsonobrienhttp://www.localfoods.umn.edu/ramonarobinsonobrienhttp://www.localfoods.umn.edu/ramonarobinsonobrienhttp://www.localfoods.umn.edu/ramonarobinsonobrienhttp://onlineslangdictionary.com/meaning-definition-of/ecstasyhttp://www.time.com/time/letters/email_letter.htmlhttp://www.time.com/time/health/article/0,8599,1889742,00.html


34/53

34

The authors suggest that parents and doctors should be extra cautious when teens suddenly become vegetarians. Although

teens may say they're trying to protect animals, they may actually be trying to camouflage some unhealthy eating behaviors.

Read more:http://www.time.com/time/health/article/0,8599,1889742,00.html#ixzz1jkiJo0JN

Read more:http://www.time.com/time/health/article/0,8599,1889742,00.html#ixzz1jki1AFBE

Annex 31: Inference Strategy Sheet

INFERENCE

(Can I guess what this might mean?)

DEFINITION: Inferring involves guessing the meaning of unfamiliar language based on what you know, the content, the language,

and other contextual clues (for example, nonverbal cues and pictures).

EXAMPLE:You are reading a dialogue about school, and you repeatedly see the word meaning to study, which is not familiar to

you. Based on your knowledge of the language, you figure out that this word is probably a verb. Many of the words in close

proximity to the unknown word are cognates such as mathematics, literature, biology, and music. Based on this information, you

make a guess that the word must mean to study.

WHY: Often, the information you need to solve problems is already available if you just look at the other parts of the task and at

your own resources. Drawing inferences can help you quickly solve problems yourself without having to go to another person or to

reference materials.

WHEN: When something doesnt make sense to you; when necessary context is available.

Chamot, A. U., Barnhardt, S. El Dinary, P. B., & Robbins, J. (1999). The learning strategies handbook. White Plains, NY: Addison Wesley

Longman.
http://www.time.com/time/health/article/0,8599,1889742,00.html#ixzz1jkiJo0JNhttp://www.time.com/time/health/article/0,8599,1889742,00.html#ixzz1jkiJo0JNhttp://www.time.com/time/health/article/0,8599,1889742,00.html#ixzz1jkiJo0JNhttp://www.time.com/time/health/article/0,8599,1889742,00.html#ixzz1jki1AFBEhttp://www.time.com/time/health/article/0,8599,1889742,00.html#ixzz1jki1AFBEhttp://www.time.com/time/health/article/0,8599,1889742,00.html#ixzz1jki1AFBEhttp://www.time.com/time/health/article/0,8599,1889742,00.html#ixzz1jki1AFBEhttp://www.time.com/time/health/article/0,8599,1889742,00.html#ixzz1jkiJo0JN


35/53

35

Annex 32: Vocabulary Worksheet

Instructions: Read the sentences from the Study: Is Vegetarianism a Teen Eating Disorder?text. The vocabulary words are in bold

letters. Read the sentences carefully and infer the meaning of the vocabulary words based on context and knowledge you already

possess about the topic. Circle the letter of the correct answer.

A. Parents tend to overlook seemingly 1) mild, danger free teen 2) pursuits like joining the Sierra Club, but a new study in the

Journal of the American Dietetic Association suggests that another common teen 3) fad, vegetarianism, isn't always

healthy.

1. a. serious b. violent c. flavorless d. harmless

2. a. activities b. retreat c. hunt d. chase

3. a. fantasy b. custom c. clothing d. obsession

A. Instead, it seems that a significant number of kids experiment with a vegetarian diet as a way to 4) mask an eating disorder.

4. a. uncover b. hide c. false face d. expose

B. They do this since it is a socially acceptable way to 5) avoid eating many foods, and it is one that parents tend not to

oppose.

5. a. seek b. face c. stay away from d. try

C. The study, led bynutritionist Ramona Robinson-O'Brien, an assistant professor at the College of Saint Benedict and Saint

John's University in Minnesota, found that while adolescent and young adult vegetarians were less likely than meat eaters

to be overweight and more likely to eat a relatively 6) healthful diet, they were also more likely to binge eat.

6. a. bad b. unhealthy c. helpful d. healthy

D. For one thing, many young "vegetarians" continue to eat the white meat of 7) defenseless chickens (25% in the current

study) as well as the 8) flesh of those adorable animals known as fish (46%), even when they are killed and served up 9) raw

as sushi.

7. a. vulnerable b. powerful c. small d. male

8. a. scales b. feathers c. bodies d. meat

9. a. uncooked b. Japanese c. bloody d. cut

E. This 10) variance in extreme behavior disappeared between current vegetarians and lifelong meat eaters in the older

group, ages 19 to 23, with about 15% in each group reporting such weight-control tactics.

10. a. agreement b. similarity c. difference d. disagreement

F. The findings suggest that age matters when it comes to vegetarianism: teenage vegetarians as well as young experimenters

those who try it but abandon it may be at higher risk for other eating disorders compared with their 11) peers.

11. a. people you have nothing in common with b. people you have had disagreements with c. people of a

superior social level d. people who have socially similar backgrounds
http://www.localfoods.umn.edu/ramonarobinsonobrienhttp://www.localfoods.umn.edu/ramonarobinsonobrienhttp://www.localfoods.umn.edu/ramonarobinsonobrienhttp://www.localfoods.umn.edu/ramonarobinsonobrien


36/53

36

G. That being said, even among the young adults, current vegetarians reported binge eating more often than their peers,

which the authors theorize can be explained by the fact that vegetarians are simply more aware and disciplined about what

they eat and are, therefore, more likely to report 12) overindulging. (It could also be that vegetarians are hungrier in

general and somewhat more 13) prone to bouts or periods of binge eating.)

12. a. diet too much b. eat too much c. drink too much d. do too much exercise

13. a. unlikely b. unwilling c. subject to d. enjoyable

Annex 33: Verifying Predictions and Guesses Strategy Sheet

VERIFY PREDICTIONS AND GUESSES

(Were my predictions and guesses right? Why or why not?)

DEFINITION: This strategy involves checking whether your predictions and expectations were met while you carried out the task.

EXAMPLE: If you predicted that you might hear words for temperature, precipitation, sunny, or cold in a weather report, think about

which of these words you actually heard.

WHY: Evaluating the appropriateness of your predictions and expectations, helps you decide how well youve related your

background knowledge to new information. It also reinforces your understanding of the information.

WHEN: After getting new information about a prediction or after completing the task.


Annex 34: Personalize/Contextualize Strategy Sheet

PERSONALIZE/CONTEXTUALIZE

(How does this fit with my experiences? How does this fit in with the real world?)

DEFENITION: Personalizing or contextualizing involves comparing the message to your background knowledge to see if i

makes sense.

EXAMPLE: As you are reading a cooking recipe, think about your own culinary experiences to help you understand and

figure out ingredients and the sequence of the steps.

WHY: Checking language input and output against what you know helps you ensure that it makes sense. Connectinginformation to your experiences makes it more meaningful to you and thus more memorable.

WHEN: For all tasks, however, be aware that cultural differences may exist; also useful for remembering.



37/53

37

Annex 35: Personalize/Contextualize Worksheet

Instructions:

1. The first box contains the possible comparative structures you can use. Remember you saw this structure when you read

the Eating Disorders in Men text.

2. Fill in the second box with the vocabulary words you will need to use. You can take vocabulary words from the text or you

can ask your teacher and friends to help you with the words you do not know in English.

Comparatives

more ____ than / less ____ than / _____-er than / as ________ as / not as _________ as /

fewer _______ than

Examples:

Eating vegetables is healthier than eating meat.

Eating vegetables is less expensive than eating meat.

Eating meat is as healthy as eating vegetables.

Most vegetables have fewer calories than red meat.

Vocabulary: Fill in the box with vocabulary words you think you will need to be able to do

this activity.

E.g. satisfying

3. Check off the eating habit that corresponds to you.

_____ Vegetarian _____ Meat Eater _____ Vegetarian who eats Chicken and fish

4. On the lines below, write five sentences that compare your eating habits to the opposite kind of eating habit.

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

_________________________________________________________________________________________________.


38/53

38

Annex 36: Objectives and Strategies Questionnaire

Objectives and Learning Strategies Questionnaire

INSTRUCTIONS:

1. Write a check in the box beside the objective. If the objective was completed, write the activity that went with the objective

in the last column. If not, dont write anything in the last column.

CLASS OBJECTIVE COMPLETED NOT COMPLETEDIf yes, write the activity that completed the

objective.

1. SW judge other types of

eating habits using personal

experience and information

from the text.

2. SWBAT find specific

information in a text in order to

verify their predictions.

3. SWBAT define words incontext from a reading text.

4. SWBAT create sentences

comparing vegetarians to meat

eaters based on the information

in the text and their own

personal experience.

2. Write a check mark in a box beside the learning strategies. The strategy helped you with the activities or the strategy didnt

help you with the activities. In both cases, you have to explain why in the column that says Explain your choice. Then

answer the questions in the box titled Comments.

LEARNING

STRATEGIESHELPED

DIDN'T

HELPEXPLAIN YOUR CHOICE

Comments

Predict

What I liked the most is

What I liked the least is

What I would change about the class is.

Infer

Verify

Predictions

and Guesses

Personalize/

Contextualize


39/53

39

Annex 37: Expansion Activity Model and Worksheet

Predict: Answer the following question before you read the article.

What do you think this article is about?

________________________________________________________________________________________________________

________________________________________________________________________________________________________

_____________________________________________________________________________________________

Personalize/Contextualize: Before you read the article, read the list carefully and put an X beside the statements that are true fo

you.

1. Inability to control alcohol consumption once you start to drink. _____

2. Obsessing about alcohol (This means the next time the person can drink, how they are going to get alcohol, and who

they're going to go out drinking with). _____

3. Behaving in ways, when you are drunk, that are uncharacteristic of your sober personality._____

4. Repeating unwanted drinking patterns. _____

5. Surrounding themselves socially with heavy drinkers. _____

6. Getting drunk before actually arriving at parties/bars (pre-partying). _____7. Increasing sense of denial that their heavy drinking is a problem because they are able to succeed professionally and

personally. _____

8. Setting drinking limits (i.e., only having 3 drinks, only drinking 3 days per week) and not being able to adhere to them

_____

9. Driving drunk and not getting arrested or involved in an accident. _____

10. Always having to finish an alcoholic beverage or even another person's unfinished beverage. _____

11. Using alcohol as a reward. _____

12. Drinking daily. _____

13. Living a double life by separating drinking life from professional or home life. _____

14. Binge drinking (more than 5 drinks in one sitting). _____

15. Having chronic blackouts (memory loss due to excessive drinking) and not remembering what they did for a portion of

their drinking episode. _____16. Feeling guilty about their drunken behaviors. _____

17. Taking breaks from drinking and then increasing alcohol consumption when they resume drinking after a period of

time. _____

18. People have expressed concern about their negative drunken behaviors. _____

19. Engaging in risky sexual behavior when intoxicated. _____

20. Not being able to imagine their life without alcohol in it. _____

Infer: Infer the meanings of the following vocabulary words from the article and write their meanings beside them i n your own

words. The class will be divided into 3 groups for this activity, and each group has to infer the meanings for the corresponding

vocabulary words.

Group 1

1. Lack _________________________________________________________________________

2. Awareness____________________________________________________________________

3. Peaks_______________________________________________________________________

4. Phase out of_________________________________________________________________

5. Cut back on__________________________________________________________________
http://www.psychologytoday.com/basics/personalityhttp://www.psychologytoday.com/basics/memoryhttp://www.psychologytoday.com/basics/memoryhttp://www.psychologytoday.com/basics/personality


40/53

40

Group 2

1. Hangover_____________________________________________________________________

2. Inevitably____________________________________________________________________

3. Falsely_______________________________________________________________________

4. Labeling______________________________________________________________________

5. Tailored_____________________________________________________________________

Group 3

1. Sober________________________________________________________________________

2. Denial________________________________________________________________________

3. Adhere_______________________________________________________________________

4. Beverage_____________________________________________________________________

5. Blackouts____________________________________________________________________

Verify Predictions

Go back to your prediction and verify if you were right or wrong. Explain your answer with supporting information from the

article.

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

_________________________________________________________________________________________________

The High-Functioning Alcoholic

Understanding this Hidden Class of Alcoholics from a Professional and Personal View

by Sarah Allen Benton, M.S., L.M.H.C.

Social Drinkers, Problem Drinkers, and High-Functioning Alcoholics

Differences and warning signs.

Published on April 28, 2009 by Sarah Allen Benton, M.S., L.M.H.C. in The High-Functioning Alcoholic

When the term "high-functioning alcoholic" is mentioned, various types of drinkers often begin to question their own

drinking and worry if they fall into this category. Part of this confusion is that many individuals are unclear about the differences in

characteristics of social drinkers, problem drinkers, and alcoholics. There is also a lack of awareness of what the true warning signs of

alcoholism are.

Social drinkers are those individuals who drink in low-risk patterns. According to the National Institute on Alcohol Abuse

and Alcoholism (NIAAA), "low-risk" drinking for females consists of no more than 7 drinks per week and no more than 3 drinks persitting. For males, it consists of no more than 14 drinks per week and no more than 4 drinks per day.

Problem drinkers display clear differences between their drinking habits and those of alcoholics. In fact, according to the

NIAAA, 72% of people have a single period of heavy drinking that lasts 3-4 years and peaks at ages 18-24 (typically occurs during the

college years) that they phase out of. When problem drinkers are given sufficient reason to cut back on their drinking (i.e., have a

negative drinking consequence, massive hangover), they are able to self-correct and return to drinking in a low-risk manner.
http://www.psychologytoday.com/blog/the-high-functioning-alcoholichttp://www.psychologytoday.com/experts/sarah-allen-benton-ms-lmhchttp://www.psychologytoday.com/blog/the-high-functioning-alcoholichttp://www.psychologytoday.com/blog/the-high-functioning-alcoholichttp://www.psychologytoday.com/conditions/alcohol-abusehttp://www.psychologytoday.com/basics/alcoholhttp://www.psychologytoday.com/basics/alcoholhttp://www.psychologytoday.com/conditions/alcohol-abusehttp://www.psychologytoday.com/blog/the-high-functioning-alcoholichttp://www.psychologytoday.com/experts/sarah-allen-benton-ms-lmhchttp://www.psychologytoday.com/blog/the-high-functioning-alcoholic


41/53

41

In contrast, alcoholics may be given innumerable reasons to cut back on their drinking, but they are unable to permanently

reduce their drinking. Alcoholics may have occasions where they drink in a low-risk manner, but they inevitably return to their

alcoholic drinking patterns. High-functioning alcoholics (HFAs) in particular tend to minimize their drinking by falsely labeling it as a

"problem" or as "heavy" drinking because they often do not believe that they fit the stereotype of the typical alcoholic. However

what defines an alcoholic is a person's relationship to alcohol and not how they appear to the outside world in terms of their

personal, professional or academic life.

Some of the following alcoholism warning signs are tailored to HFAs but are applicable to all subtypes of alcoholics and include butare not limited to:

1. Inability to control alcohol consumption once you start to drink.

2. Obsessing about alcohol (i.e., next time the person can drink, how they are going to get alcohol, and who they're

going to go out drinking with).

3. Behaving in ways, while drunk, that are uncharacteristic of their sober personality.

4. Repeating unwanted drinking patterns.

5. Surrounding themselves socially with heavy drinkers.

6. Getting drunk before actually arriving at parties/bars (pre-partying).

7. Increasing sense of denial that their heavy drinking is a problem because they are able to succeed professionally

and personally.

8. Setting drinking limits (i.e., only having 3 drinks, only drinking 3 days per week) and not being able to adhere tothem.

9. Driving drunk and not getting arrested or involved in an accident.

10. Always having to finish an alcoholic beverage or even another person's unfinished beverage.

11. Using alcohol as a reward.

12. Drinking daily.

13. Living a double life by separating drinking life from professional or home life.

14. Binge drinking (more than 5 drinks in one sitting.)

15. Having chronic blackouts (memory loss due to excessive drinking) and not remembering what they did for a portion

of their drinking episode.

16. Fee

1.Young Adults and Eating Disorders Student Material Spring 2013

Documents

Transcript of 1.Young Adults and Eating Disorders Student Material Spring 2013