Introduction
IES N°4 Introductory Course
Unit 3 coursebook “Insight” Pre-intermediate Student’s Book and Workbook by Wildam J. and Beddall F. 2014 – Oxford University Press.
In the north of our country (Argentina), we have a great variety of meals. Therefore, we can enjoy different foods that we produce and that we also invent! But how does it influence the environment every time we consume something? Before reading the text "The good, the bad and the really ugly" on pages 30 and 31 respectively, answer:
- What do you usually have in your refrigerator?
- Do you prepare your own food or do you prefer to buy package food?
- Do you recycle?
Task
During Reading Activities:
Discussion Questions:
• What is the most common packaging? Is It recyclable?
• Do you separate your garbage? Is it separated into recyclables, compostables, unrecyclable waste, and hazardous waste?
• Do you seed your own vegetables?
• Do you choose local or long-distance food?
• Do you know the origin of your food?
Annotation Exercise:
Highlight the words that you do not know the meaning of in order to search for them in the dictionary.
Post-Reading Activities:
Have a class debate where groups present their arguments.
Food Miles:
• Food transportation over long distances.
• Choose local.
Packaging:
• Excessive packaging.
• Eco-friendly packaging.
Production:
• Consider the energy efficiency of food production methods
• Animal agriculture.
Meat Consumption:
• Reducing meat consumption or plant-based diets or choosing alternative protein sources.
Personal Actions:
• Reading labels to understand the origin of your food.
• Being conscious of packaging.
• Consider alternatives such as growing your own vegetables.
Create Infographics:
See these links to create infographics (https://visme.co/blog/how-to-make-an-infographic/ - https://www.ebsco.com/blogs/novelist/10-tips-great-infographic)
In small groups, ask students to create infographics summarizing key points from the text. This can include information on food miles, packaging, and production. Encourage creativity in design.
Process
Process and resources:
1. Divide the class into small groups. Each group should compile a list of key points that emerged from their discussions about the "Food for Thought".
2. In their groups, instruct students to create a visual representation (e.g., a mind map, poster, or concept map) that illustrates the interconnectedness of the "good," "bad," and "ugly" aspects of food. The visual should incorporate keys insights.
4. Encourage each group to present the insights and perspectives created to their peers.
Evaluation
Individual reflection:
Write a brief reflection on what you have to consider the "good," "bad," and "ugly" aspects of food.
Conclusion
In conclusion, the "Food for Thought" lesson plan serves to see both the positive and negative aspects of food consumption. By incorporating interactive activities and promoting open discussions, the lesson plan not only enhanced students' knowledge about nutrition but also empowered them to critically evaluate the impact of their food choices on their well-being and the world around them.
As students delve into the complexities of the good, the bad, and the ugly sides of food, they not only gain valuable insights but also develop the skills necessary to make thoughtful decisions that extend beyond the classroom and into their everyday lives. 
Credits
Coursebook “Insight” Pre-intermediate Student’s Book and Workbook by Wildam J. and Beddall F. 2014 – Oxford University Press.