@ are caused by poor nutrition
® are caused by emotional problems
© are caused by gaining weight
® begin when students arrive on campus 8. Vocabulary
Underline these words in the reading passage on pages 75-78. Then match the words with their definitions.
I. obsession 2. __ predecessors 3. in moderation 4. consumed 5. extremes 6. _ mandatory C. Consider the Issues
a. not too much and not too little
b. something you can't stop thinking about c. people who came before
d. things that are completely opposite from each other e. required
f. ate
Work with a partner to answer the questions below.
1. According to the article, what are the positive and negative effects of making information about nutrition available to stupents? Complete the chart with information from the reading. Then add two of your own ideas to each side.
l,P.ositive Effects I Negative Effects
2. Do you think universities should provide nutrition information to students?
Why or why not?
3. Considering the wide variety of food options available at colleges and universities in the United States (lines 36-55), do you think students there have the opportunity to eat well? Why or why not?
4. In lines 89-91, the author states that the problems related to overeating and undereating are caused by the inability to eat in moderation. Why do you think that so many American students have this problem?
80 Chapter 7 I Students Won't Give Up Their French Fries
Building Vocabulary
Learning Idiomatic Expressions
Newspaper and magazine articles often include idiomatic expressions that people use in ordinary conversation. When you see a new expression, pay careful attention to the sentence you find it in. You may also find clues to the meaning of the expression in the sentences that come before or after it.
Paying close attention to the context that surrounds a new expression can help you figure out its meaning and remember it.
A. Choose the best meaning for each boldfaced idiomatic expression. Fill in the correct circle.
1. "The students talk out of both sides of their mouths. They say they want nutrition and variety, but then they gravitate to their familiar favorites."
@ talk while they are eating
® support each other
© say one thing but do another
2. "A lot of people eat the burgers and fries ... and then there are people who grasp onto what they think is healthy and don't eat balanced meals:'
@ give up
® strongly believe in
© don't care
B. Match each boldfaced food idiom with its correct definition.
1. _ The test was a piece of cake.
I'm sure I got an A on it.
2. _ I was a couch potato all weekend.
I didn't do anything but watch TV.
3. _ Jack is really upset about his grade.
We've been walking on eggshells around him all day.
4. I have a lot on my plate right now.
I'm taking six classes this semester, and I work 20 hours a week.
5. College is nothing like high school.
They 're like apples and oranges.
a. a very lazy person b. two things that are
completely different c. being very careful
not to upset someone d. extremely easy
e. many things going on at once
81
Reading Sl<ill
Summarizing
Summarizing a long reading or lecture is a way of taking notes. It can help you remember the most important parts of what you read or heard.
When you summarize, you paraphrase the main points. Using your own words makes you think about what you've just learned. Include only the most important ideas in a summary. Don't include small details or quotes.
To write a good summary, follow these steps:
1) Read the passage and identify its main idea.
2) Write the main idea in your own words.
3) Complete the summary with the most important points in the passage.
A. Analyze the Reading
Read these summaries of the "Fries and a Coke" section of the reading on pages 76-77. Circle the number of the best summary.
1. Some students talk out of both sides of their mouths. They say that they want a variety of nutritious foods, but they continue to eat fatty foods and become overweight. The most popular items on the U.S. FoodService's list are chicken tenders, french fries, and sodas. Other students become so
obsessed with what's good and what's bad that they eat very little. They might eat nothing but a piece of bread and then brag about how good they were.
2. Providing students with nutrition information does not necessarily make them eat better. Some students can't stop thinking about food and are so concerned about getting fat that they don't eat enough. Other students say that they want nutritious foods, but they continue to eat foods that are bad for them. "It's sort of like everything else in our country;' says Christine D.
Economos, who specializes in the study of college students' eating habits.
College students are battling with both obesity and eating disorders like binging and purging.
3. Providing students with nutrition information does not necessarily make them eat better. Some students say that they want a variety of nutritious foods, but they continue to eat fatty foods like pizza and fried chicken strips and become overweight. Other students become so obsessed with what's good and what's bad that they eat very little and starve themselves.
According to many college nutritionists, these kinds of eating disorders are a big problem in American universities, and they are caused by emotional problems that started before the students arrived at school.
Discuss your answer with a partner. Do you have the same answer? Why do you think the summary that you chose is the best? What is wrong with the other summaries?
82 Chapter 7 I Students Won't Give Up Their French Fries
B. Apply the Reading Skill
Read the article below. Then write a summary of it. Follow the steps you learned on page 82.
The Truth about Eating Disorders
. W22
Over the past couple of decades, we've become more aware of the dangers of eating disorders.
Two of the most common eating disorders are anorexia nervosa and bulimia nervosa. People with anorexia stmve themselves and become dangerously thin but continue to think they are overweight.
The starvation often causes damage to their hearts and kidneys and ca� their bones to become brittle and easily breakable. Approximately 20% of people who suffer from anorexia die from their illness. People who suffer from bulimia binge, or eat excessive amounts of food, and then purge. The purging damages their teeth and throats. Bulimia can also result in heart failure, internal bleeding, damage to the kidneys and liver, and death.
The United States has the highest rate of eating disorders in the world Because of this fact, many people believe that anorexia and bulimia are strictly American diseases. They might be surprised to learn that people all over the globe are being treated for these problems. Treatment centers for eating disorders can be found in Europe, Asia, the Middle East, and Aftica.
Another common misconception is that only girls and young women suffer from eating disorders. It's true that the majority of people with eating disorders are female, but boys and men can also have eating disorders. In fact, some studies report that 5-15% of people with anorexia and bulimia are male. If you're concerned that you or someone you know may have an eating disorder, there are many resources online that list common signs of eating disorders and places you can go for help.
83
Discussion & Writing
I. Work with a small group of your classmates. Do one of the following:
a. Look through a popular magazine for teenagers or young adults. What types of food are advertised? Choose one ad and describe it to the class.
b. Compare the nutritional information on the two labels below. Report your findings to the class.
Amount Per Serving Amount Per Serving
Calories Calories
Fat Fat
Cholesterol Cholesterol
Sodium Sodium
Carbohydrate Carbohydrate
Protein Protein
2. Write a paragraph comparing the nutritional information on the labels or describing the ad you chose.
3. Pair work. Based on what you read in the article on pages 75-78, would you want to live at a college or university in the United States? Why or why not?
Words to Remember www.irLanguage.com
Mini-Dictionary NOUNS VERBS ADJECTIVES ADVERBS
page 163 dietitian brag
eating disorder consume
extreme demand
ingredient emphasize moderation impart nutrient starve obesity
obsession predecessor
84 Chapter 7 I Students Won't Give Up Their French Fries
balanced frequently compulsive
ethnic mandatory obsessive preoccupied underlying
irLanguage.com
Before You Read
A. Connect with the topic. How do you spend an average week? Complete the chart below.
How many hours a week do you spend ••. I Number of Hours working or going to school?
with friends?
with family?
with co-workers outside of work?
watching TV?
going online?
exercising?
other?
other?
B. Pair work. Compare answers to Activity A. Do you think you have a good balance between your work life and your personal life? What would you like to spend more time or less time doing?
Example
A: I spend about 60 hours a week working and going to school.
B: I spend about 20 hours a week at school.
C. Preview the reading. Look quickly over the reading on pages 87-90 to complete the Previewing Chart below.
Previewing Chart
1. Title of the reading: __________________ _ 2. Names of people and places in
the reading. (List 3 more.)
:Tqpan
3. Key words. (What words appear several times? .List 3 more.)
wor-King
4. I think this reading is probably about
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