8 Fantastic flavours

Vocabulary 1 Vocabulary 2
Using the worksheet Using the worksheet
●● This worksheet provides practice of the core words: ●● This worksheet provides practice of the core
starter, main course, dessert, tuna, rice, cucumber, vocabulary: tasty, awful, disgusting, sweet, bitter,
coconut, cream, curry, pear, spinach. fantastic, flavour, healthy, fresh, spicy.
1 Learners work in pairs to match the two parts of the 1 Learners find and circle the words in the circles. They
words. Then label the pictures. then use the words to complete the sentences.

Key: 1 d, 2 e, 3 f, 4 k, 5 g, 6 c, 7 j, 8 b, Key: 1 awful, 2 tasty, 3 fresh, 4 sweet, 5 spicy,

9 a, 10 h 6 fantastic, 7 flavour, 8 disgusting
Pictures: 1 curry 2 coconut 3 cream 4 rice
5 dessert 6 cucumber 7 spinach 8 tuna 9 pear 2 Learners circle the correct words in the text.
10 starter
Key: 1 healthy, 2 fresh, 3 tasty, 4 spicy, 5 sweet
2 Learners complete the menu individually.
Optional follow-up activity (reinforcement):
Key: 1 Starter, 2 cucumber, 3 Main course, Divide the class into groups of three or four. Ask each
4 coconut, 5 tuna, 6 cream group to make word cards with all the words from this
vocabulary set: tasty, awful, disgusting, sweet, bitter,
Optional follow-up activity (reinforcement): fantastic, flavour, healthy, fresh, amazing. Each group
Learners work in pairs. They take turns to describe a food arranges all the cards face up on the table and studies
item to their partner without saying the word. You could each card’s position on the table. You could use your
brainstorm adjectives to describe food with learners and mobile phone to time this for 1 minute. Then instruct
write them on the board, e.g. healthy, tasty, soft, hard, learners to turn over the cards face down. Learners take
spicy. Then demonstrate the activity with one food item. turns try and remember the position of each card. They
Give three clues for learners to guess the item. do this by choosing a card to describe and then turning
the card over. If their description matches the word they
Grammar 1 keep the card. If not they put the card face down in the
same position. You could demonstrate the game with a
Using the worksheet group. Ask the class to gather round. Choose a card that
●● This worksheet provides practice of the target you know what the word is, give the definition and turn it
language of reflexive pronouns. over. If the definition matches explain that you can keep
1 Learners correct the mistakes in the sentences. the card. The winner is the learner with the most cards at
the end.

Key: 1 (I myself cooked) I cooked myself Grammar 2

2 (themselves) herself, 3 (itself) himself, 4 (ourself)
ourselves, 5 (yourself) myself Using the worksheet
●● This worksheet provides practice of the target
2 This is a mingling activity. Learners walk around the language of enough/too and for/to.
classroom asking the questions. They write down the 1 Learners complete the text with too/enough and for/to.
name of the learner and a sentence with their reply
using reflexive pronouns. Key: 1 enough, 2 for, 3 too, 4 to, 5 too, 6 for

Optional follow-up activity (extension):

You could extend the above questionnaire by asking 2 Learners work in pairs and invent answers for the
learners to think of three more questions to add to the questions using enough/too and for/to. Ask some pairs
survey. They can then ask their partner the questions to share their answers with the class.
and write down the answers. Invite pairs to share their
questions with the class. You could also do a quick survey
based on the questions from Activity 2.

69
 Jessica: Great. And we have some chicken in the fridge we can
Key: Suggested answers 1 Because it was too put in the curry sauce.
spicy for me to eat. 2 No, because we weren’t Jana: What is that? It smells disgusting!
strong enough to break the shell. 3 No, insects Mai: It’s called durian fruit. It’s a type of fruit in Thailand.
are too disgusting for me to eat. 4 She prefers it Jana: The skin is spiky.
cooked because fresh spinach isn’t tasty enough for Mai: Yes. In Thailand people use it to add flavour to many
her. 5 No, it was too cold for me to swim. different types of dishes.
Jana: These apples smell delicious and they are so big. Shall we
buy some?
3 Learners work in pairs and describe the pictures. Mai: Good idea! Let’s go and look at the vegetables.
Henry: Can you cook anything for yourself?
Key: Suggested answers 1 There isn’t enough food Alex: I can cook myself an omelette with tuna. What about you?
Henry: I can make desserts like cakes. I’m not very good with
to make lunch. 2 The jacket/sweater is too big for
main courses. Whenever I try to make them they aren’t tasty
her. 3 The train is too crowded today. 4 The pan enough to eat. My mum makes delicious potatoes and chicken.
isn’t big enough to fry that fish. She cooks them in the oven.
Daniela: I really want to learn to make nice desserts but
anything I try to make is awful.
Optional follow-up activity (reinforcement):
Molly: Why don’t you try reading this cooking blog… it’s really
Divide the class into four teams. Assign each team a
good and has lots of helpful tips.
number and a space on the board to write. Each team Daniela: My sister suggested I do a course and practise making
has to nominate a writer. The writers stand at their space simple cakes, but, yeah, I think I’ll start with that blog.
on the board. Each team then nominates a runner – the Adriana: How was your cooking course?
person who runs to the board. If running isn’t an option, Teresa: It was fantastic. I really enjoyed it. It was hard in the
learners can walk to the board. Give each team a different beginning because I didn’t know anything about cooking. And
key word, e.g. big, small, hot, cold, bitter, sweet, tasty, most people were much older than me, but everyone was so
disgusting. Then each team must make a sentence with friendly and nice in the end.
the keyword and either enough/too and for/to. The runner 2 Learners work in pairs and describe what they can see
must run or walk to the board and tell the writer the in the photos.
sentence for them to write. 3 Learners ask and answer the questions. Ask a few pairs
to share their ideas with the class.
Skills 1: Listening and speaking
Optional follow-up activity (extension):
Using the worksheet Ask learners to design their ideal meal, including a starter,
●● This worksheet provides listening and speaking skills main course and dessert.
practice linked to the unit topic of food. The listening
skill is listening for specific information. Skills 2: Reading and writing
1 Learners listen to the audios. Ask gist questions, e.g.
Using the worksheet
1 Where are the friends? In a restaurant 2 What are the
friends planning? What to cook 3 Where are they? In a
●● This worksheet provides reading and writing skills
market practice in understanding a text about food.
1 Learners read the text. Ask learners what they think of
Key: 1 C, 2 B, 4 A, 5 C, 6 A the text. They can work in pairs to do the activity.

Track 09 Key: 1 A, 2 C, 3 D, 4 D, 5 C, 6 C
Wendy: What are you going to have for your starter?
Jane: I’ll have the cheese salad, and for my main course I’ll
2 Learners write about an unusual dish from their
have the curry.
Wendy: Nice. I made myself a curry last week but it wasn’t
country. They can use the Internet to do research and
spicy enough for me. For my main course I can’t decide between add photos to their notes.
the chicken with potatoes or the tuna with rice and spinach. 3 Learners compare the dish they wrote about with the
Jane: The tuna sounds healthy. ones mentioned in Activity 1.
Wendy: Yes, and I eat chicken all the time at home. I’ll have
the tuna.
Jessica: What shall we cook tonight?
Peter: What about a curry?
Jessica: Good idea but we haven’t got enough chilli or rice.
Peter: I don’t like my curry too spicy. I’ll just get some rice from
the supermarket.

70
8 Vocabulary 1
1 Match the two parts of the words. Then write the words under the correct picture.
1 star a ber 1 2 3
2 cre b sert
3 pe c nut
4 ri d ter
5 spi e am
6 coco f ry
7 cur g nach 4 5 6
8 des h na
9 cucum i ar
10 tu j ce

7 8 9 10

2 Complete the menus with the correct words from the box.

coconut Main course Starter cucumber cream tuna

Small World restaurant menu

(1) Cheese burger: 100% British beef
Vegetable tempura: deep-fried crispy mix burger and cheddar cheese,
of vegetables in tempura batter served with served with chips.
sweet chilli dip. Fish
Greek salad: slices of tomatoes, onions, peppers, Roast swordfish served with fresh
(2) with feta cheese and black olives. leaves of spinach and rocket.
Fruit salad: cubes of melon, fresh grapefruit, Grilled (5) served with
and oranges. rice and boiled vegetables.
(3)
Dessert
Meat Pear tart: Granny’s homemade
Chicken cooked in Thailand’s classic mild hot sauce, pear tart.
which is a mix of many ingredients like curry, garlic, Belgian chocolate cake served
red chillies, sugar and (4) milk. with (6) .

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 8 Grammar 1
1  Find the mistakes in the sentences. Write the correct sentences on the lines.
1 Yesterday I myself cooked roast potatoes without asking my older sister for help!

2  y mum is great, for Christmas she is going to cook two starters, three main courses with
M
lamb, turkey and beef, and a couple of desserts – all that themselves!

3 I remember when Paul was four years old he was able to peel a pear itself.

4 The wardrobe in the bedroom corner is 30 years old; my dad and I built it yourself.

5 I didn’t manage to make a good vegetable curry yourself, even after watching a
video online.

2  Ask your classmates the following questions. Write their names in the chart.
Write a sentence about each learner’s answer.

Student A: Maria, what food Sentence: Maria can

can you make yourself? Student B: I can make a cake herself.
make a cake myself.

Question Student name Sentence

What’s the most difficult main course your
mum can make herself?
Did you ever hurt yourself in the kitchen?
Can you make a chocolate cake yourself?
Has your brother or sister ever cooked a dish
by himself/herself?
Do you know people who can cut their hair
themselves?
Does you mum enjoy herself when she
watches football?
How many times a day do you look at
yourself in the mirror?
Have you ever cooked a meal for yourself?
Have your best friends ever opened a coconut
themselves?

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8 Vocabulary 2
1 Circle the words in the word snake. Then complete the sentences with the words.

pq jkgawfuljhs
fantasticett mon
r t s c rpw
uie az
ly sp
a ic
w d as esweettti
fg s so

yl
ne

bd

lap
shbuo

jshsgdd

ep

ewaodisg
psfttb
rifre

itt y
erlo lth
e

oouuytrphea
ng

u
st
rta ing
ou ho
dptlo o af lav otw
e
eptastywowpazergollr

1 The food I made myself was . I couldn’t eat it.

2 Curry is because it has a lot of different ingredients and spices in it.
3 A lot of Asian dishes mix cooked and ingredients in the same dish.
4 Do you prefer your coffee or bitter?
5 I n cold countries food is not traditionally because chilli peppers and other hot
spices don’t grow there.
6 My mum always cooks pasta and rice dishes. She is a great cook.
7 Her favourite ice cream is coconut.
8 Did you ever try raw meat? Some people find it , but some people like it.

2 Read the text. Circle the correct words to complete the sentences.

My name is Sarah. I’m half British, half Thai, I was

born and grew up in Birmingham. My father is
English and my mother comes from Thailand.
My mum works as a doctor in a hospital and is
often too busy to cook, so my grandmother cooks
most of the time. She is Thai. Thai food is my
favourite food. I love it because they manage to
make (1) healthy/disgusting food by using very
different ingredients and flavours. For example,
my grandma makes a curry with fish and on the top she adds some (2) bitter/fresh herbs like
coriander, parsley or mint. Often she uses coconut milk in very hot dishes, so it turns out very
(3) awful/tasty and at the same time (4) spicy/flavour and (5) sweet/bitter.

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 8 Grammar 2
1 Complete the text with too/enough and for/to.

Last weekend I went to a food festival, but when I arrived I thought to

myself, I don’t know (1) people here, I’d better go
home. As I was about to leave, a girl started talking to me – she’s called
Anna. We started talking and discovered we had a lot in common.
At one food stall, there was delicious chocolate cake, but there wasn’t
enough (2) everyone, so Anna shared her piece
with me. We both agreed the cake was (3) sweet
for us (4) eat. Then some girls read a traditional
poem. Everyone clapped, and it was (5) loud
(6) us to talk, so we went out to the garden and carried on talking.
After a fun afternoon laughing and getting to know each other she left, but she gave me her
phone number and we are going to meet up again. So in the end it didn’t matter that I didn’t
know many people because I made a new friend!

2 Invent answers to the questions using too/enough and for/to.

1 Why didn’t you eat the curry?

2 Did you have the coconut Grandpa bought from the market?

3 Have you ever eaten fried insects?

4 How does your mum like spinach, fresh or cooked?

5 Did you go swimming in the sea?

3  Work in pairs. Describe for the pictures using enough, too ... for/to.

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8 Skills 1: Listening and speaking
1 09 For each question, choose the correct answer.
1 Y ou will hear two friends talking about 4 Y ou will hear two friends talking about
what to eat. What does the girl decide to cooking. What can the boy cook for himself?
have? A desserts
A a curry B chicken with potatoes
B chicken and potatoes C omelette with tuna
C tuna with rice and spinach 5 Y ou will hear two friends talking about
2 Y ou will hear two family members talking learning to cook. What does the girl advise
about what they need. What does the man the boy to do?
agree to buy? A Make simple cakes.
A chilli B Do a course.
B rice C Read a blog.
C chicken 6 Y ou will hear two friends talking about a
3 Y ou will hear two friends discussing fruit. cooking course. How did the girl feel about
What does the girl dislike about the her course?
durian fruit? A She thought it was fantastic.
A the smell B She thought it was too difficult.
B the size C  She thought she wasn’t old enough for
C how it feels the class.

2  Work with a partner. Say what you can see in the pictures.
In this picture I can see… I can also see …

3 Work with a partner. Ask and answer the questions.

1 Which foods do you like in the pictures?
2 Which of the pictures show a main course?
3 Which of the pictures show starters?
4 Which are desserts?
5 Which do you think is the most tasty?
6 Which do you think is the most spicy?

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 8 Skills 2: Reading and writing
1  Read the text below and choose the correct word for each space. For each question,
mark A, B, C or D next to the correct word.

Unusual food from around the world Brain sandwiches

The food we love very much depends on where If Fugu isn’t unusual
we come from. A dish that one person finds (5) you,
tasty could be (1) to another person. then why not try a brain
Here are a few of the most unusual (or most sandwich? These come from
normal) foods from around the world. the USA. In Ohio you can get
Fugu fried brain sandwiches.
In Japan you can have this Insects
as a (2) before In Cambodia fried tarantula
your main meal. It’s called spiders are considered a
puffer fish. If humans eat very special treat. In parts
the fish it is very dangerous of Africa many people eat
because it has something barbecued crickets, ants,
inside it that can kill us. Chefs in Japan train worms and grasshoppers.
for several years before they can prepare it Insects are a healthy food because they
(3) . When it is cooked the fish contain vitamins which are good for our bodies.
doesn’t have much (4) but it is the However, for some people, insects are just too
danger of eating it that attracts so many people. awful (6) eat!

1 A disgusting B fresh C healthy D sweet

2 A main course B dessert C starter D snack
3 A ourselves B yourselves C himself D themselves
4 A fresh B bitter C fantastic D flavour
5 A enough to B too for C enough for D too to
6 A for B on C to D in

2  Think of an unusual food from your country. Write your answers.

1 What is it called?
2 What is it made of?
3 Is it a starter, main course or dessert?
4 What does it taste like?
5 Do you like it? Why? Why not?

3  Compare the food in your country with the food mentioned in the text.

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8 Mission Stages 1 and 2:
A restaurant menu
1  Plan a menu for a new café.

Menu
Starter

Main course

Dessert

2  Write a description of each dish.

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