use words that go together

Complete these sentences with one word from the texts.

1 Ketchup is ideal with fish and_.

2 Soy sauce is the perfect ingredient for stir_

Try soy sauce with roast_.

Pesto is great with potatoes, chicken, and sea

Add parmesan_.

Enjoy your_.

5 talk about the topic

Talk in a group.

1 Which of the sauces do you use / not use?

2 Do you use a different sauce? What is it?

Soy Sauce

A little soy sauce adds a delicious oriental taste to all your favourite dishes. Soy sauce is perfect for oriental dishes, especially: • chicken stir fries • • beef stir fries • * rice *

For a different taste, try soy sauce With roast chicken or pasta.

proud /praud/ (adjective) (of something/ somebody) feel pleased with something we do or make delicious /di'lijas/ (adjective) very good to eat fridge /fridj/ (noun) a place to keep food cold stir fries /'st3: fraiz/ (noun) a dish (often Asian) with meat or vegetables that you cook quickly with a little oil stir /st3:(r)/ (verb) to move something round and round using a spoon

- -. §«!t?T3.SSi!$.sraent p.6ft: vocabutary dia^jj.fil text theme sauces time 30-40 mins think about the topic

• Put students in pairs and focus them on the pictures of the three sauces and the three dishes and tell them to decide which type of sauce goes with which food. Explain that it doesn't matter if they don't know the sauces; they can guess.

• Follow this up by finding out which of the sauces they know, but keep this factual as they will talk about themselves, and give opinions, after the reading.

• Tell students to discuss the list of food in exercise lb and make sure they understand all the words. If they don't know which sauce goes with which food, they should guess. In feedback, it is important not to correct students' ideas, as they will check their answers in the next exercise.

guidance notes

This exercise asks students to use any background knowledge they might have on the topic and it guides them to predict the content of the reading texts. This will put the texts in context (they are food labels) and relate them to the students' own experience.

answer key a A standard answer would be lc, 2b, 3a. However, students may choose to answer this differently, b accept all answers at this stage

2 find information

• Tell students to work alone initially, to read the texts and check their ideas in exercise lb. Explain that the labels suggest using the sauces for some types of food which are not in the list, and that they should add these words to the list. Tell them to read carefully because there are also food words in the texts which are not types of food people eat sauce with, e.g. ingredients. When they are ready, tell students to compare their answers with a partner.

• The words which students have to add to the list can cause spelling problems, e.g. roast chicken, potatoes, and fish. Encourage students to copy any new words accurately into the vocabulary diary.

answer key tomato ketchup: eggs, bacon, chips, fish pesto: pasta, seafood, potatoes, chicken soy sauce: rice, pasta, stir fries, (roast) chicken guess the meaning

• Put students into pairs and explain that they should find the words in the texts in order to help them with the meaning. Point out that this is the sort of vocabulary that is often used in recipes.

• In feedback, check pronunciation using the phonemic script and draw students' attention to the parts of speech. This is a good opportunity to check understanding of the parts of speech in a simple way and to show students how this can help them guess meaning.

guidance notes

To help with the parts of speech you could write a sentence on the board, e.g. / cook a great spaghetti bolognese. Elicit the parts of speech in the sentence, focusing on the verb (cook, for the action), the adjective (great for describing), and the noun (spaghetti bolognese, the thing'). Ask students to look up a word, e.g. sauce, and tell you the pronunciation, part of speech, and definition.

answer key

• Tell stronger students to cover the texts and try to do exercise 4 from memory. Let them discuss their ideas with a partner, be/ore checking in the texts.

• In feedback, point out that seafood is one word.

guidance notes

This exercise draws attention to the use of language in this kind of text, e.g. it's ideal with ... , the perfect ingredient for ..., try ... with ... , as well as common food collocations tike fish and chips.

answer key

1 chips, 2 fries, 3 chicken, 4 food, 5 cheese, 6 wine, 7 meal talk about the topic

• Put students into small groups to talk about their own experience. Encourage them to explain what types of food they eat different kinds of sauces with. In feedback, find out what students learned about different sauces and if there are any they would like to try.

ideas plus

Ask students to write a label like the ones here, for a sauce that is used in their country. If you have students from different countries, ask them to make a display of their labels for the classroom walls.

1 think about the topic a Think about your favourite café or restaurant.

1 What's its name?

2 Where is it?

3 What kind of food can you eat there?

4 What's your favourite dish?

5 Why do you like the restaurant?

b Ask and answer the questions with a partner or group.

2 read a review

Read this student's review of a restaurant. Answer the questions in exercise 1 about the restaurant.

My favourite restaurant

My favourite restaurant is Deep Pan Pizza on Oxford Street in London. 1 It does Italian food, mainly pizza and pasta. My favourite dish is apple pie. I like 2 it hot with cream. 3 It's a new dish for me and 4 it's delicious.

I always enjoy eating there because 5it's comfortable and very friendly. 6 It's expensive but the food is good quality and nice.

spell check spell check

Look at these words from the review in exercise 2. Say the words.

favourite /'feivrit/ Italian /I'tasljan/ pizza /'pi:tzs/ pasta /'paesta/ apple /'sepl/ always /'oilweiz/

Match the words to the correct sound for a. (There may be two a sounds in one word. See the example.)

1 /œ/ (ham) 2 /ei/ (day)

3 M (all)

4 /a/ (spaghetti)


0 0

Post a comment