preint health 2 food chinese vs western medicine environment

8/9/2019 PREINT Health 2 Food Chinese vs Western Medicine Environment

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Health 2: Chinese vs. Western Medicine, EnvironmentTeacher Day Time Branch TA Class

Resources needed:

• Pictures of healthy/unhealthy foods and people

• Pictures of tortured moon bears

Aim: Students will talk about health and what it takes to be healthy. Stage: Practice

Page:

Time: 5 minsMethod:

• Elicit characteristics of ‘health’, or even just words they associate with them.

For example: fitness, diet, exercise, medicine.

• Then ask students to tell you what it takes to be healthy.

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Aim: Students will discuss why they do or do not want to be healthy. Stage: Practice

Page:

Time: 10 minsMethod:

• Ask, “Who wants to be healthy? Why? Why not? Is it worth the effort?”

• Ask, “Why do we want to be healthy?” (Potential answers: to feel better, live

longer, look good, compete professionally in sport, self-defense, self-esteem)

• Ask, “Which of these is the most important reason to be healthy?”

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Aim: Students will describe and speak about a number of visuals. Stage: Practice

Page:


• Hand out copies of pictures featuring healthy/unhealthy foods and people.Students must identify what’s going on in the picture (for example, an obese

person eating a hamburger; a chef preparing a salad; a fit-looking person

preparing to take some vitamins/health tonics), explain how they know what’s

going on by description, and what they think of it.

• Guide students to form their thoughts into coherent descriptive sentences such

as: “The man is too fat. He is not healthy because he eats too much bad food.”

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Aim: Students will talk about different types of food as well as their health value. Stage: Practice

Page:

Time: 10-15 mins Method:• Brainstorm: What foods are healthy? What foods are not? Why?

• What makes a food healthy/unhealthy? (Potential answers: fat, sugar, vitamins,

organic, processed, protein, carbohydrates, etc.)

• Is Chinese food better for you than Western food? What are some examples

for and against each? (Potential answers: McDonalds, salad, deep-fried chuar,

vegetable dishes.)

• Why do students think that so many Westerners are overweight? (Potential

answers: bad diet, lack of exercise.)

• Say you have noticed there is a lot of oil/fat in some Chinese dishes. Do

students agree? Do they try to avoid certain Chinese foods for health reasons?

What about Western foods?



• Discuss Chinese/Western food in groups if big class, with students directly if

small class. Elicit examples. Devil’s advocate when necessary.

• Do students believe that eating skin/hearts etc is good for your skin/heart etc?

Westerners don’t think so; in fact, we think that eating chicken skin is bad for

you (give reasons). Do students agree? Why?

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Aim: Students will discuss what the feel to be important (necessary) in a healthydiet plan. Stage: ProducePage:

Time: 10-15 mins Method:

• Students discuss (in groups or as a class, depending on size) what they think

would be an optimal healthy diet plan to live by for a person their age.

• Students will write up a regimen for one day

• Criteria may include: what to eat, how much, when, for what reason.

• Elicit examples, reasons and justifications when necessary.

• Once everyone is finished, as feedback, have each group share their plan.

Class as a whole votes and which is the best.

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Aim: Students will discuss how the environment affects health issues. Stage: Practice

Page:


• Ask, “Does your environment affect your health? How and why?”

• Ask, “Is it better to live in the country or the city? What are some of the issues

involved with each location?” (Potential answers: pollution, stress, economics,

convenience of access to healthy foods/medicine)

• Ask, “Is it healthy to have lots of trees around? Why/why not?”

• Ask, “Is it healthy to stay inside all day? Why/why not?”

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Aim: Students will discuss how different vices affect health. Stage: Practice

Page:


• Is it healthy to smoke? What about being around people who smoke?

Why/why not?

• Is it healthy to drink alcohol? (Mention red wine antioxidants here.) What

about being around people who drink? Why/why not?

• Do any of the students in the class smoke or drink? Why/why not?

• What are the downsides of smoking/drinking? (Potential answers: bad for

health, risk of addiction.) Are any of the students addicted to smoking? How

common is this?

• Why do so few women in China smoke and/or drink?

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Aim: Students will educate the teacher on Chinese (eastern) medicine. Stage: Practice

Page:

Time: 15-20 minsMethod:

• Ask the students to tell you about Chinese medicine. As a foreigner you don’t

know anything about it, but you’re curious.

• Elicit answers: How is it different from Western medicine? Is it better/worse?

Why? What does it treat? How is it made/who makes it? What is the history?

• Do the students habitually use Chinese or Western medicine when they get a



headache? Why? What about other pains?

• What do students think about medicine being harvested from the bile of caged

moon bears? (Illustrate by handing out pictures). Is this okay or not?

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Aim: Students will debate about the pros and cons of western medicine. Stage: Produce

Page:

Time: 10-15 mins

Method:

• Divide the class into two teams• Announce to the class that you have become the president of China. You’re

trying to decide whether or not to ban western medicine. You’re looking to

the class for guidance.

• Assign the roles: one team is for western medicine, the other against it

• Give them 6 – 8 minutes to prepare arguments

• Hold the debate

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preint health 2 food chinese vs western medicine environment

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