Modelos de predicción y detección de epidemias de malaria

I was fl ying back home from France. I had been given a fi rst class seat because the plane was overbooked and my seat had been given to someone else. I did not, of course, mind the change one bit.

I had been traveling on a very tight student budget, and had been trying to cut down on expenses, so I tended to skip meals quite often. After the plane took off , I realized that I was famished. Appetizing smells wafting my way from the galley did nothing to reduce my hunger. Fortunately, we were served very soon. I tasted the food and was truly amazed. It consisted of the most succulent, tastiest bon fi let in pepper sauce that I had ever had. It was served with truffl es and baked baby potatoes with herbs. The pepper sauce was delicious as were the truffl es. I decided that I rather liked fl ying fi rst class!

10 Writing

A. Why do you think a meal might be unforgettable? Could it be for good or bad reasons?

1. Read the text and fi nd out.

• Why was each meal memorable?

• Where was each meal served?

• What were the writer’s feelings in each case? Highlight parts in the text that convey feelings/attitude.

2. Would you have felt diff erently? How would you have reacted in each case?

3. Read through the texts and fi nd the words or phrases. Can you think of other words or phrases that you could use instead? Look them up in your dictionary and compare in class.

immense gobble down extravagant waft famished

feast exorbitant skip a meal succulent appetizing

52

4 You Are What You Eat

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Teacher’s Guide

4 You Are What You Eat

52

10 ^Writing

A

z Ask students to think of an unforgettable meal. Read the question for A. Call on volunteers to answer.

z Direct students’ attention to the pictures. Discuss what they see. Elicit answers to questions. For example:

Where can you see photos like these? Do you fi nd the food appetizing? Why? Why not?

z Ask students to read the titles and brainstorm on what they expect to read about. Have them say which of the two might be associated with a negative experience and why.

Answers

The fi rst article, due to the use of Too in the title.

z Have students read the directions for 1. Ask them to try and predict some of the answers based on the titles and the pictures.

z Call on students to report their ideas for the class.

z Have students read the texts individually and answer the questions. Then compare with a partner.

z Call on students to report their answers in class. Have the rest of the class listen and agree, disagree and make comments.

Answers

• The meal at the seafood restaurant was memorable because there was too much food and everyone got sick. The meal on the plane was memorable because it was the tastiest and best meal the person had ever had.

• The seafood meal was served at a famous restaurant in Bangkok, Thailand. The bon fi let dish was served on the plane.

• The writer felt that the meal was over the top/ too extravagant/

too expensive. The writer of the second article was extremely satisfi ed with his meal.

• Too Much Seafood/ clues: went overboard, proceeded to order almost everything that was on the menu, feast/ could have fed twenty starving people, gobbling down, exorbitant check

• Pepper Sauce and Truffl e/ clues: appetizing smells, amazed, succulent, tastiest bon fi llet, delicious

z Read the directions for 2 with the class. Play the audio and let students listen and follow.

z Have students work in groups discussing the questions. Call on a student from each group to report the group’s answers in class.

z Have students read directions for 3. Ask them to fi nd the fi rst word in the text and notice the collocation,

“immense amounts of seafood”. Ask questions like these to guide them:

Do you think they are small or large amounts of seafood? Why?

z Direct them to the previous sentence about the friend ordering almost everything on the menu

Answers

Huge, very large, humongous, considerable etc.

z Organize students in pairs and have them work on the list of words in 3. Remind them to fi nd the words in the text fi rst before they attempt to replace them with other words or look them up.

z Organize students in pairs and have them work on the list of words in 3. Remind them to fi nd the words in the text fi rst before they attempt to replace them with other words or look them up.

Answers

Immense: extremely large, enormous, huge, Feast: a large, elaborate meal

Gobble down: eat something quickly and clumsily with almost no chewing

Exorbitant: much larger amount of money than normal, astronomical

Extravagant: spending more than one can aff ord Skip a meal: not have a meal

Waft: move gently through the air Succulent: juicy and good

Famished: extremely hungry, starving

Appetizing: food that looks and smells so good it makes you want to eat it.

Additional Activity

Have a class discussion on memorable meals. Have electronic or hard copy dictionaries available in class for students to use if they need words or phrases.

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Teacher’s Guide

4 You Are What You Eat

53 B

z Organize students in groups and have them read the directions for 1 and 2. Have them study the organizer and try to remember details about the meal.

z Stress the fact that the meal might have been memorable because of something that happened or someone that was there.

z Give students time to complete the organizer individually.

z Focus students’ attention on the Writing Corner. Read the fi rst two points. Have students visualize diff erent scenes that they remember and make notes about them.

z Ask students to think of their audience when they select and organize their information. Remind them to take audience expectations and values into consideration when they decide on the content of their essay.

z Explain that regarding the last point, they will have to decide which component they need to focus on depending on whether the meal is memorable due to an event, a person or people or a diff erent aspect.

z Direct students to the model text. Have them read and decide how they are going to begin and develop their text.

z Have students write the fi rst draft of their essay.

Circulate and monitor; help when necessary.

z Give students time to exchange their essays, comment and suggest corrections.

z Have students edit and rewrite their essays.

z Call on volunteers to read their corrected essays in class.

Workbook

Assign page 38 for additional writing practice above word and sentence level.

Additional Activity

Have a class discussion on memorable meals. Have electronic or hard copy dictionaries available in class for students to use if they need words or phrases.

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I’ll never forget a meal I had during my freshman year of college. Most students went home for the holidays, but some, like me, who came from different countries, stayed on campus.

Although I had always looked forward to the big holiday dinner at home, this year I figured I would make do with a sandwich. But then

I talked with a few other students who had stayed, and we came up with a plan to whip up our own holiday dinner. . .

53 B. 1. Write an essay about a memorable meal you once had. It might have been a special

occasion or just an ordinary meal when something special happened.

2. Before you write, use a graphic organizer to help you remember the details of where you were, who you were with, what you ate, when it was, and why it was special.

Writing Corner

When writing an essay about a memorable event:

• brainstorm and picture different events/occasions/scenes

• make notes about the picture(s) in your mind

• think about your reader/audience and select information accordingly

• check to make sure you would not offend anyone through your account

• focus on the people, the setting, the events, and feelings as required to highlight the aspect you want to focus on