Unit
7
RECIPES AND EATING HABITS
1 Put a food preparation verb under each picture.
2 Complete the sentences with the correct form of the verbs in 1.
3 Match each cooking verb (1 - 8) with its definition (a - h).
4 a What can you see in the pictures? Do you know what dish these ingredients are used for?
4 b Complete the instructions below with the verbs in 1 and 3. One verb is used twice.
Tones in statements used as questions
5 Listen to the conversations. Mark the sentences with ↷ or ⤻. Practise the conversations with a partner.
6 a Work in pairs. Complete the mini-dialogues with suitable statement questions.
6 b Practise the mini-dialogues using the correct intonation.
1 Fill each blank with a, an, some, or any.
2 Match the food quantifiers with the nouns. Some quantifiers can go with more than one noun.
3 a Read the instructions to make a chicken salad. Fill each blank with a word/phrase in the box.
3 b Work in pairs. Think about a simple salad. Write the instructions on how to make it using the quantifiers and cooking verbs you have learnt. Share the instructions with the whole class. Vote for the best salad.
4 Read these sentences from the conversation in GETTING STARTED. Pay attention to the underlined part and answer the questions.
5 Match the first half of the sentence (1 - 6) with the second half (a - f).
6 What will you say in these situations? Use suitable modal verbs with conditional sentences type 1.
1 Look at the picture. Answer the questions.
2 a Now listen to the first part of a talk where Mi is presenting how to prepare the ingredients. Check your answers.
2 b Listen to the first part of the talk again. Fill each blank with a word/phrase.
3 a Read the steps to make the dish. Rearrange them into the correct order.
3 b Listen to the second part of the talk and check your answer.
3 c Listen to the second part again. What are the health benefits of this dish?
4 a Work in groups. Choose a dish you like. Discuss its ingredients, how to prepare it and the steps to cook it. Write your ideas on a large sheet of paper.
4 b Organise a gallery walk. Move around to each group and listen to their presentation. Vote for the best dish.
1 Work in pairs. Answer the questions.
2 Now read an article about Japanese eating habits. Match the headings (1-3) with the paragraphs (A-C).
3 Read the article again and answer the questions.
4 Work in groups. Discuss the eating habits of Vietnamese people. You can use the following questions as cues.
5 Imagine that you take part in an international competition in which competitors talk about the eating habits of their own country. Present your group’s ideas about Vietnamese eating habits.
1 Work in pairs. One of you looks at Picture A, and the other looks at Picture B on the next page. Ask each other questions to find out the differences between your pictures.
2 4Teen Radio is asking two students about their eating habits. Listen to what they say and decide if the statements are true (T) or false (F).
3 Listen again and complete the table. Use no more than three words for each blank.
4 Work in pairs. Ask and answer questions about each other’s eating habits. Take notes of your partner’s answers in the table.
5 a Write about your partner’s eating habits. Include information about his/her meals, your opinion about his/her eating habits and possible changes.
5 b Exchange your work and give comments.
1 Match the words 1-8 with their descriptions or definitions a-h.
2 Write a verb for a cooking method under each picture. The first letter has been provided.
3 Fill each blank with a word/phrase in the box. There is one extra word.
4 Circle the correct answer.
5 Complete the sentences with your own ideas. Use the modal verbs provided.
6 Rearrange the lines to make a complete conversation.
Finished! Now I can…
1 Work in groups. Go to other classes and ask different students about their eating habits. Write the students’ answers in the table.
2 Now work together again. Analyse the answers you have got and organise them in the form of an answer to each question. This could be done using a visual organiser such as a chart.
3 In general, do the students at your school have healthy eating habits? Present your group’s findings to the class.