Garlic Syrup

Peel three whole bulbs of garlic, then boil in two cups of water. When the bulbs are soft and the water has boiled down to one cup, remove the garlic and " " •

place it in a jar. Add one cup of vinegar and half a cup of honey to the water in the pan. W^ ,, Boil until the mixture becomes a syrup. Pour the mixture over the garlic, cover and leave !

it overnight.

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Oi.- tired feet o^ headaches insect bites sore throats os».- food poisoning coughs

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recipe /'resapi/ (noun) instructions for cooking something remedy /'remadi/ (noun) something that helps you get better when you are i 11 syrup /'sirap/ (noun) a thick, sweet liquid, e.g. cough syrup jar /d3a:(r)/ (noun) a type of glass bottle, e.g. a jam jar

$o to self-assessment p.60 vocabulary diary p.62

text theme home remedies teacher's notes time 30-40 mins think about the topic

• Focus students on the pictures, and check understanding of garlic and vinegar. Check pronunciation before putting students into small groups to discuss the question.

2 read quickly

• Give the class a time limit for this first reading to encourage them to read for gist only; one or two minutes should be plenty of time. In feedback, ask the class if the uses they talked about in exercise 1 were mentioned in the texts.

• For exercise 2b, explain that students should look for the common factor in the texts. Let them read again briefly if they need to.

guidance notes

The texts have broadly different purposes (see exercise 4) but share a similar theme, i.e. they give information about using the types of food as a health remedy. For exercise 2b, students have to stand back a little from the individual texts and read them for global understanding.

answer key b 2 health m guess the meaning

• First draw students' attention to the five words in the exercise, then explain that the words are underlined in the first text. Ask them to scan through the text to find the first word (peel). Explain that they should read the sentence in the text, and then match the word to a picture. Do the first one as a class, then let them continue in pairs.

• In feedback, ask the class if the words are nouns, verbs, or adjectives. Show students that they are all action words and check pronunciation.

• For exercise 3b, put students into small groups to share knowledge and a dictionary. Encourage them to match the words, guessing those they don't know, before checking their ideas in a dictionary. In feedback, check pronunciation of all the words.

answer key a a peel, b cover, c add, d boil, e pour b a insect bites, b headaches, c food poisoning, d tired feet, e sore throats, f coughs ideas plus

Students can test each other on the new vocabulary in pairs. For the verbs in exercise 3a, one student can mime the verbs and the other student should say the words. For exercise 3b, students can look at the pictures and say the health problems, while their partner checks in the text.

understand what the text is for

• Before they do the exercise, ask the class what the text types are: recipe is in the glossary and advertisement was in unit 8. Encourage individual students to explain their answers, but be ready to help them express their ideas.

guidance notes

Both texts give information but for a different purpose; the garlic text is explaining how to make something, and the vinegar text is persuading the reader to buy the book.

answer key

1 the garlic text, 2 the vinegar text

5 talk about the text

• Give students a lew minutes to think about this on their own before putting them into groups to share their ideas.

ideas plus

Tell students to think about home remedies they use and to produce either a recipe or an advertisement for their remedy. Make a class display of their ideas and let students read about each other's remedies.

1 understand a story

Read about this student's special experience. How did she feel

1 at the beginning? 2 at the end?

A special expertttict

Last October, I did j-omething very special in Taiwan. I went tree climbing with a friend. This (Activity is not only for children. It's for anyone who ftds young.

Before we climb ed, my friend and I prayed U the 30-metre tree for safety. We used a rope and harness to climb it. When I was six metres high, I was very scared. "Don't look down!' my friend said, became he knew I was afraid of heights. I tried not to be scared.

Finally, we were at the top of the tree. Wt were like birds with a different view of the, world. I loved the wind and the peace and c\uxet.

2 understand time markers

Cover the text and order these sentences:

A When I was six metres high, I was very scared.

B O Before we climbed, my friend and I prayed to the 30-metre tree for safety.

C Q Finally, we were at the top of the tree.

D Last October, I did something very special in Taiwan.

3 order a story

Add the following time markers to the paragraph below, before finally last year when then

(1 )_, I had a very special experience. It was the day of my graduation. My family all came to watch me get my degree.

(2 )____J received the degree, I felt very nervous. Hundreds of eyes followed me (3)_I walked across the stage.

spell check

a Cross out the letters that you can't hear in these words.

climb friend young high A knew heights watch walk t b Now cover the words and add the missing letters.

4 check for mistakes a Find and correct one mistake in each line of the student's draft story.

1 Last october, I did something \/try special

2 in Taiwan. I went tree climing with a

3 friend. These activity is not only for

4 children. Its for anyone who feels young.

5 Before We climbed, my friend and I pray

6 to the 30-metre tree for safety. We use

7 a rope and harness to climbed it. When

8 I was six metres high, I am very scared.

9 "Don't look down!' my friend told,

10 because he knew I Was afraid ofhights.

11 I tryed not to be scared. Finally, We

12 Were at the top of tree. We Were like

13 birds With different view of the world.

14 I loved the wind and the peace and quite.

b Look at the text in exercise 1 and check your answers.

5 talk about the topic

Think of a special experience in your life. Ask and answer these questions with a partner:

1 When and where did it happen?

2 How did you feel at the beginning?

3 What parts of the experience do you remember best?

4 How did you feel at the end?

Writing task it was over, and I went out for a delicious lunch with my family. They were very proud of me.

Plan and write a story about a special experience.

Read your partner's story. Underline all the mistakes you can find. Re-write your story for the class magazine.

aim to develop contrat of sequencing and improve accuracy in narratives writing task a story about a special experience

1 understand a story

answer key

• Focus students on the picture before they read, and

1 nervous, scared 2 calm, happy

ask them what they think the person's special

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