Food issues
Introduction
Food issues
In this theme we address the issue of food.
With popular cooking programmes on our TV screens all the time, everyone is, or can be a chef.
We take photos of food and post daily on social media for our friends to check out our breakfast.
We have enough food, we actually have more than enough food, I mean, how often do you actually eat up everything in the fridge?
But it wasn’t always like that and for many people in the world, it still isn’t a land of plenty.
What are we going to do?
This theme looks at some of these 21st century food issues. We look at some facts. There are 9 billion people on the planet and by 2050 that number will have risen to 11 billion. On the one hand, this begs the question how can our planet feed everyone? On the other hand, we all know we throw food away.
So, what can be done to solve this problem?
So let’s begin!
Have fun!
Need to know
What do you need to know?
At the end of this theme, you should be able to speak, read and write about Food issues with ease.
But you don't have to be able to do all this perfectly right away! If you take the following lessons you'll find out what you need to know!
- Read the questions.
- Discuss these questions about 10 minutes.
What do you think?
- Do you care where the food you eat comes from?
- Do you often waste food?
- Do you think the world’s food will ever run out?
- Food is well produced all over the world. So why is food shortage a problem do you think?
- What steps can be taken to ensure that everyone worldwide receives sufficient food?
Can do
In this theme you will focus on the following 'can do' statements.
Listening B2
- Can understand recorded or broadcast audio material about sell by and best by dates of food.
- I can understand extended speech and lectures and follow even complex lines of argument in extracts in which people are talking about working with food.
Reading C1
- I can understand texts about current topics in which the writer takes a particular point of view.
- I can understand a long and complex text about different farming methods and can answer the questions in my own words.
- I can understand specialized articles about food waste and can draw conclusions from this text.
- I can read and understand in detail an interview about the so-called millennial obsession with food. I can check my ideas with the ideas of the interview.
Speaking B2
- Can give opinions, points of view and comments on food dates and how safe it is to eat expired food.
- I can interact with a degree of fluency and spontaneity that makes regular interaction with a classmate quite possible.
- I can take an active part in discussion about wasting food and obsessed with food, accounting for and sustaining my views.
- I can present clear, detailed descriptions on the way social media can affect and change food choices. I can explain my viewpoint and examples of negative and positive collage of the media portraying food choices.
Writing B2
- I can write a summary of a reading about 'Feed the world'.
- I can write a letter of enquiry, in which I introduce myself and ask for information.
- I can write clear, detailed text on a wide range of subjects related to my interest.
- I can write a review about a restaurant, passing on information and giving my point of view.
To do
The theme Feed the world contains an introduction, three sections and a final project. In the schedule below, you can see the titles of the sections and an estimate of the time required for each part.
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Activity
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Time
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A Introduction
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0,5 hour
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B1 Food Throwing Away
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3-4 hours
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B2 How To Feed the World
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3-4 hours
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B3 Obsessed With Food
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3-4 hours
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C Final Project: A presentation
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3 hours
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Total
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less than 20 hours
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*hour = lesuur. Eén lesuur komt ongeveer overeen met 2 SLU.
Lessons
Below are the three lessons that belong to this topic.
Make your choice.
Finishing touch
Project: Feed the world
A presentation
You are going to do a presentation about the way social media can affect and change food choices.
- Find some images. Create two collages - one showing food in a positive light, and the other showing food in a negative way.
- You are going to explain your choices to your classmates. Consider these questions:
- What criteria did you look for when you were selecting your positive and negative images? (e.g. words, internet search, hashtag .. .others?)
What, for you, constitutes positive? And what is negative?
- What are the differences between your negative and positive collage of the media portraying food choices?
- Are words/colour/size the same or different in both collages? How are they different? Why?
- On social media is an image of someone losing weight considered a positive influence on food choices or negative, why?
- Imagine that you work for a marketing company. You have been asked to think of some ways to market a new brand of hotdog.
How would you promote this hotdog on social media? (e.g. colours used, hashtags, imagery).
See below how your presentation will be judged.
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Good
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Sufficient
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Insufficient
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Organisation
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Information is presented in a logical sequence.
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Information is mostly presented in a logical sequence.
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Information is not presented in a logical sequence.
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Content
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Interesting, clear information.
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Information is mostly interesting. Some was already known.
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There was not much that was of interest in this presentation.
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Speaker style
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Speaks clearly and at an understandable pace. Well-rehearsed.
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Mostly speaks clearly and a good pace. Has rehearsed a bit.
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Mostly unintelligible. Has not rehearsed.
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Language
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The vocabulary use is very good and the sentence structure is good.
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The vocabulary use is fairly good and the sentence structure is good.
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The vocabulary use is not very good, neither is the sentence structure.
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Oefenprogramma Engels
If your school participates in VO-content, you can practice with the English practice program 'Oefenprogramma Engels'.
Here you find a part of this program.
This section fits in well with this theme.
Sign in with your 'School Entree account'!
On www.oefenprogrammaengels.nl you can of course also practice with other reading, listening or viewing assignments!
Examentraining
On this page you will find Examenkracht exam questions of previous years.
The questions will correspond as much as possible to the exercise you have just finished.
While answering, use as much of what you have learned earlier. If you cannot answer the question right now, try again later. When you have answered a question, you can check and indicate the score yourself.
If you want your results to be saved, you will have to log in on ExamenKracht.
VWO 2019-TV1
VWO 2019-TV2
VWO 2016-TV1
More practice?
Go to Examenkracht where you will find the newest exams.
What did you learn?
At the end of each lesson you answered evaluation questions.
Use these answers to answer the following questions:
- What new things did you learn?
- Which assignment was the best one to learn from?
- Are you able to do what you have to do?
Timing
In the introduction of each double period there is an indication of the amount of time you need to do the activity.
- What do you think of this timing?
Finishing touch Project
- Did you do the project? How did it go?
- Was the 'rubric' at the end helpful for you?
- Could you indicate yourself, how did it go?
