FOOD
Tasks for Writing Comprehension
Task 1
Write the words correctly:
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Task 2
Make up sentences:
Lemons Pizza Chips Grapefruits Sausage Apricots Apples Oranges Flour |
is are |
bitter tasteless salty sour sweet spicy crunchy fattening juicy |
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Task 3
Match the words to make word-combinations:
a bottle of honey
a glass of meat
a slice of water
a loaf of tea
a cup of bread
a carton of milk
a jar of sugar
a kilo of chocolate
a jug of Cola
a bar of cheese
a packet of peanuts
a piece of cheese
a can of ham
a tin of fish
Task 4
Complete the sentences:
When I am hungry I want to…
When I am thirsty I want to…
People cannot live without…
There are a lot of … in vegetables and fruit.
Plants cannot live without …
English people drink tea with …
In summer everybody likes to eat …
… is the biggest meal of the day.
Task 5
Write the questions correctly and answer them:
you/Do/at/hours/regular/eat?
take/tea/and/Do/much/you/sugar/in/coffee?
How/do/drink/drinks/fizzy/often/you?
do/eat/What/you/ breaks/the/during?
Do/eat/fatty/salty/and/you/food?
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Task 6
Steve is opening his new restaurant today. Last week he sent his menu to the printer. It has just come back and, unfortunately, it is full of mistakes. The printers have put some dishes in the wrong sections. Help Steve by writing the menu correctly.
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Task 7
Procedure: Children work in groups. They imagine they are going to entertain the group of guests in their own house. The task is to plan a menu for the guests, make up a shopping list and explain their choice.
Group 1.Your uncle and aunt are coming for lunch with their two children, aged six and nine.
Group 2. Two old friends, the same age as you, are coming for supper. One of them is a vegetarian.
Group 3. A potential business client with his wife. You need to impress them.
Group 4. Two collegues from work are coming for supper. They are very health-conscious.
Task 8
Hamburger and chips £ 1.40 Fish and chips £ 1.20 Chicken and chips £ 1.00 Eggs and bacon £ 1.10 Ham sandwich 75 p Cheese sandwich 70 p Glass of lemonade 38 p Glass of milk 15 p Cup of tea 20 p Cup of coffee 35 p Glass of Coke 45 p |
Dan’s food costs less than a pound.
Jenny likes cheese.
Kate’s food costs more than Jenny’s.
Tim doesn’t like fish.
Jenny doesn’t have chips with her food.
Kate and Dan have the same thing to eat.
Tim’s food is the most expensive on the menu.
Dan doesn’t like cheese and eggs.
Jenny and Tim have the same drink.
Only Kate has a hot drink.
Dan has the least expensive drink.
Jenny’s drink costs 25 p more than Kate’s drink
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Tasks for Speaking Comprehension
Task 1
Name the noun associated with the adjective given by the teacher.
Model:
T. Sour…
P1. Lemon.
T. Healthy…
P2. Fruit.
T. Bitter…
P3. Medicine.
T. Hot…
P4. Coffee.
T. Fattening…
P5. Hot dog.
Task 2
Read the titles of newspaper articles and guess their contents.
Why do we eat junk food? Takeaway foods are very convenient !
30% of all Americans are overweight Eating habits
Diets: are they harmful or useful ? The History of Dieting
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Task 3
Read the menu and answer the questions.
What would you like to eat from this menu?
What are the most expensive dishes?
What are the cheapest?
What do you usually order at the café?
What is your favourite dish?
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Task 4
Procedure: Teacher draws “ships” in the table on the piece of paper. Pupils “shoot” with the help of questions. Teacher puts appropriate marks in the table on the blackboard and makes his comments: “miss’, “hit”, “dead”.
Model:
P1: What can you do with a ladle?
T: Miss.
P2: Where is our frying pan?
T: Miss.
P3: Where do you keep your shallow pan?
T: Hit.
P3: When did you buy this shallow pan?
T: Dead.
P3: Why do you cook in this saucepan?
T: Miss.
P5: How can we use a spatula?
T: Miss.
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saucepan |
spatula |
ladle |
shallow pan |
frying pan
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What? |
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Where? |
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× |
• |
When? |
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× |
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Why? |
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How? |
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Task 5
Agree or disagree using the following phrases and explain your point of view:
I agree with you.
You are right.
I think so.
I don’t agree with you.
I’m afraid you are wrong.
By no means.
People cannot live without food.
Animals can live without food.
Plants can live without water.
Cabbage is a fruit.
Vitamins aren’t important for people.
Children must eat a lot of sweets every day.
Vegetables and eggs make our bones and teeth strong.
Children must drink coffee.
To be healthy and strong people must eat the right food.
Task 6
The teacher shows the students several nouns laid out in a rough circle thus:
macaroni
ice – cream apples
yoghurt salt
water curry
fish
The nouns should be connected in sense to a common theme. They can be displayed on the board or overhead projector. Then the teacher asks students to suggest a point of comparison between any two; for example:
Ice – cream is more fattening than yoghurt.
The teacher draws a line between ‘ice – cream’ and ‘yoghurt’ to represent the comparison, and she asks the another sentence linking to other items… and so on, until
there is a criss – cross of lines linking the words. Participants should make do with known vocabulary, rather than asking teacher for new words.
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The teacher can provide some extra practice afterwards by asking students to recall sentences that are represented by the lines. She can point to one line, and asks the class what was said when it was drawn in; when a student repeats the sentence, the teacher deletes the line – and so on, until all the lines are gone.
Later, students may be given sets of nouns on paper to work on individually, drawing in the lines and writing the corresponding sentences below.
Task 7
The students are divided into teams. One pupil from each team come up to the table and he must guess what is hidden in the boxes. But pupils may only smell and they may not look at them.
Model:
ONION |
COFFEE |
PEPPER |
VANILLA EXTRACT |
BANANA |
GARLIC |
VINEGAR |
LEMON |
SAUSAGE |
CINNAMON |
ORANGE |
TEA |
Task 8
One pupil throws a ball to another pupil and asks the question: “Is it true or not?” Another pupil answers : “Yes, it’s true” or “No, it’s not true”.
Model:
Yellow lemon |
Blue apple |
Green cucumber |
Orange grapes |
White garlic |
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Task 9
Step 1. The class is divided into groups of equal size. Each group receives one topic in the opinion poll. The groups now follow the suggestions on the group card and agree on two or three questions they want to ask about their topic. Each group member prepares an interview sheet with these questions. He should fill in his own answers first.
Model:
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Step 2: The groups are rearranged so that there is one member from each group in each new interview group. If there were six groups with five members each, then there are now five new groups which have six members each (one from each group). Each member of the new group has to get the answers to his questions from all the others members of the group. This means that in order to fill in his interview sheet each person has to talk to everybody else in the group.
Task 10
Step 1. The students are divided into groups. One member of each group leaves the room. In their absence the groups divide on a set of five to eight questions they want to ask the students. These can either be personal or factual questions. In the case of factual questions the students asking them must not know the answers either.
Step 2. The students who went outside now return to their groups. They have to answer all questions, expect one, truthfully; in one case they may lie. The rest of the group has to decide which answer was a lie. They have to give reasons to justify their opinion. The student tells them if they were right.
Model:
P1. Do you eat much?
P2. Yes.
P3. Do you like to eat in bed?
P2. No.
P4. Do you keep diet?
P2. No.
P5. Are you satisfied with your weight?
P2. Yes.
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P6. Do you eat at regular hours?
P2. No.
P7. Do you take much sugar in tea and coffee?
P2. Yes.
P8. Do you eat during the breaks?
P2. Yes.
Task 11
Procedure: Every student receives one or two slips of paper with sentences like these on them: “What would happen if a shop gave away its goods free every Wednesday?”, “What would you do if you were invited to the Queen’s party?” one student starts by reading out his question and then asks another student to answer it. The second student continues by answering or asking a third student to answer the first student’s question. If he has answered the question he may then read out his own question for somebody else to answer. The activity is finished when all the questions have been read out and answered.
Model:
What would happen
if everybody who drinks Coca – cola turned green?
if men were not allowed to become cooks?
if children over 10 were not allowed to eat sweets?
if the price of alcohol was raised by 300 per cent?
What would you do
if you saw your teacher picking apples from her neighbour’s tree?
if a salesman called at your house and tried to sell you ten kilos of sausage?
if your horoscope warned you against eating ice – cream when you want to go on holiday?
if you suddenly found out that you could become invisible by eating spinach?
if you invited somebody to dinner at your house but they forgot to come?
if you forgot you had asked four people to lunch and didn’t have any food in the house when they arrived?
Task 12
Procedure: The teacher suggests a simple object or raw material – an egg, for example, and asks students what they think will / is going to happen to it in the future. For instance:
It will be part of cake.
It will fall on the floor and break.
Then the teacher gives groups of students lists of five or six such items and asks them to note down possible future ‘destinies’ for each one – as many as they can think of within
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the vocabulary they know. Ideas are noted down by a ‘secretary’. Later all the groups’ ideas for each item are compared or pooled: which object / material is the most versatile?
The group is asked to list all the things that will be done to the object in a possible sequence. The egg, for example:
will be sold, will be put in a fridge, will be taken out,
will be broken, will be fried, etc.
Model: