2BBL/KBL/TL Unit 11: Food and Drink

2BBL/KBL/TL Unit 11: Food and Drink

Unit 11: Food and drink

Dear pupil,

Welkom bij het thema 'Food and drink'.

In deze unit leer je veel Engelse woorden en begrippen over eten. Je kunt met deze woorden en begrippen ook correcte Engelse zinnen maken.

Have fun!

Image result for food and drink

Lesson 1: Food

Goals

I can talk about food and drink using appropriate vocubulary.

Image result for food and drink

Task 1 Before you listen and read

Goal

I can talk about food and drink using appropriate vocabulary.

Instructions

Write the answers for task 1.1 in your notebook. Check your answers.

 

Task 1.1

Solve the puzzle. Which words match with a word from the box?

 

       egg      coffee       tea       bread       milk       juice

 

 

1. orange, apple, grapefruit, fruit

2. brown, white, rye, fresh

3. whole, 2%, skimmed, cow's

4. strong, black, sweet, white

5. scrambled, boiled, fried, chocolate

= _____________________________

= _____________________________

= _____________________________

= _____________________________

= _____________________________

Answers Task 1.1

Task 2 Listening

Goal

I can talk about food and drink using appropriate vocabulary.

Instructions

Listen to the audio 'Breakfast' and do tasks 2.1 and 2.2. Write down the answers in your notebook and check your answers.

Task 2.1

Listen to 8 people answer the question: 'What do you usually have for breakfast?'.

Write down the items you hear in the audio.

Task 2.2

Listen to the audio again. Put the phrases in the order you hear them.

___ A power granola bar.

___ A roll with cheese and tomato something like that.

___ I usually have porridge with some seeds on.

___ Some boiled eggs and toast.

___ Some cereal with milk, some toast and maybe some orange juice.

___ Toast that has raisins in it and a little bit of margarine.

___ Two pieces of rye bread. Two tomatoes. And three egg whites.

___ When I’m on vacations I usually have French toast or something more elaborate.

Answers Task 2.2

Task 3 Reading

Goal

I can talk about food and drink using appropriate vocabulary.

Instructions

Do task 3.1 in your notebook.

Read the article 'The world's weirdest foods' and do task 3.2 and 3.3. 

Check your answers.

Task 3.1

Match the country with the food.

1. Japan a. Brain sandwiches
2. The Philippines b. Horse milk beer
3. USA c. Jellied moose nose
4. Norway d. Duck egg with embryo
5. Canada e. Smoked sheep's head
6. Mongolia f. Tuna eyeball

Check answers 3.1

Task 3.2

Read the questions and match with the correct part of the world.

Which part of the world...

1. has a dish which is not that tasty, but offers the diner a thrill of danger?

2. eats an animal which is cut up into pieces while still alive?

3. gets valuable nutrition from eating small creatures?

4. offers a dish that probably needs lots of ketchup?

5. eats a fish that has undergone a period of chemical change? 

6. likes a dairy product that houses some baby insects? 

7. doesn't waste much of the animal when they produce a well-known local dish? 

8. eats chunks of food on small wooden sticks? 

Check answers 3.2

Task 3.3

Complete the sentences with a verb from the box.

 

   jump   mix   slice   chew   wriggle   disturb   choke   boil

 

 

1. To make haggis, you _______(1)_______ the heart, lungs and liver with the other ingredients, put it inside a sheep’s stomach and _______(2)_______ it for three hours.

2. In Korea, they _______(3)_______ up the baby octopus and serve the tentacles as they continue to ______(4)________ around.

3. You have to be careful to _______(5)_______ the tentacles fully, to make sure they don’t stick in your throat and _______(6)_______ you.

4. The tiny worms in Casu Marzu cheese can _______(7)_______ 15 cm if you _______(8)_______ them.

Check answers 3.3

Task 4 Vocabulary

Goal

I can talk about food and drink using appropriate vocabulary.

Instructions

Learn this week's words. Log in to Quizlet.com to practice or print the list (Quizlet).

Task 5 Grammar

Goal

I can make sentences using the correct word order.

Instructions

Read the presentation and watch the video.

Do Task 5.1.

 

PDF openen in nieuw tabblad

Video word order

 

Task 5.1

Do the exercises.

Toets:Word Order

Toets:Word Order

Task 6 Writing

Goal

I can talk about food and drink using appropriate vocabulary.

Instructions

Do task 6.1 and 6.2 in your notebook. Check your answers.

Task 6.1

Put the sentences in the correct order.

  1. I / fruit and vegetables / two times a day / eat /

  2. I / drink / five times a day / coffee

  3. eat / potatoes, rice and pasta / I / a lot of

  4. cakes and chocolate / I / eat / once a week

  5. I / every day / chips / eat

  6. one litre of water or fruit juice / every day/ I / drink

  7. bread / I / eat / a lot of

  8. a lot of / I / put / butter / on my bread

  9. I / eat / sausages and hamburgers / on a bun

  10. Cola / I / drink / a lot of

Answer key 6.1

Task 6.2

Write 5 sentences about your favourite food and drink. Show them to your teacher.

 

Task 7 Speaking

Goal

I can talk about food and drink using appropriate vocabulary.

Instructions

Do task 7.1 and 7.2 with a partner.

Task 7.1

Look at the pictures. Can you say the words?

Task 7.2

Work with a partner. Tell each other what the name of the fruit or vegetable is in English and write it down in your notebook.

Ask each other if you like eating it. Do you know any recipes with these fruits and vegetables?

KBL/TL Task 8 Listening

Goal

I can talk about food and drink using appropriate vocabulary.

Instructions

Do task 8.1 and 8.2.

Task 8.1

Watch the video and answer the questions.

 

1. Describe both school lunches. What food is on the trays?

2. What is wrong with the American school lunch?

3. What is good about the American school lunch?

4. What is wrong with the British school lunch?

5. What is good about the British school lunch?

6. Which lunch is better, according to Raphael?

7. Which lunch would you like to eat? Why?

Task 8.2

Describe your perfect school lunch. Choose at least 7 types of food or drink.

Do you think school should serve lunch? Explain why you think this.

Task 9 Extra reading and listening

Instructions

Go to oefenprogrammaengels.nl and do at least 5 tasks.

Task 10 Study

Learn about word order in English. These are the rules.

De woordvolgorde in Engelse zinnen is vaak zo:

wie doet wat (of wie) waar wanneer
I ran a marathon in New York last year.
She drank coffee at a bar yesterday.

 

Woorden die aangeven hoe vaak iets gebeurt, zoals:

    never     always    sometimes   usually     

staan altijd vóór het werkwoord.

  • I always drink tea at my grandma's house.
  • He never goes to bed before ten o'clock.

Learn these words. Print the list or use www.quizlet.com!

an apple

een appel

a banana

een banaan

beans

bonen

bread

brood

a burger

een hamburger

cake

cake

candy

snoep (US)

sweets

snoep (UK)

carrots

wortels

chicken

kip

chips

patat (UK)

fries

patat (US)

chocolate

chocolade

a coconut

een kokosnoot

dinner

avondeten (US)

drink (v)

drinken

eat (v)

eten

eggs

eieren

fish

vis

food

voedsel

fruit

fruit

grapes

druiven

ice cream

ijs

juice

sap

lemonade

limonade

a lime

een limoen

lunch

middageten

a mango

een mango

meat

vlees

milk

melk

onions

uien

orange

sinaasappel

peas

erwten

a pear

een peer

a pineapple

een ananas

potatoes

aardappelen

rice

rijst

sausages

worsten

supper

avondeten (UK)

a tomato

een tomaat

water

water

a watermelon

een watermeloen

breakfast

ontbijt

a lemon

een citroen

 

 

Lesson 2: Recipes

Goals

 

I can follow or explain a recipe.

Image result for a recipe

Task 1 Before you listen and read

Goal

I can follow or explain a recipe.

Instructions

Do Task 1.1 and 1.2.

Task 1.1

Match the vocabulary with the definitions.

1. to tilt a. uncooked
2. protein b. produced naturally, no chemicals
3. raw c. soft and smooth
4. organic d. you'll be doing well
5. silky e. to hold something at an angle
6. You'll be laughing! f. a component of eggs, meat, cheese

 

Task 1.2Image result for recipe

What do you think you can make with these ingredients? Discuss with a partner.

  • 2 large eggs
  • 1 small knob of unsalted butter
  • 1 small handful of grated cheese (optional)

 

Task 2 Listening

Goal

I can follow or explain a recipe.

Instructions

Watch the video and do Task 2.1, 2.2 and 2.3.

Task 2.1

Answer the questions about the video.

Oefening:Omelette recipe

Task 2.2

Put the sentences in the correct order.

Oefening: Recipe

Start

Task 2.3

Write down the answers to questions 1, 2 and 3.

Task 3 Reading

Goals

I can follow or explain a recipe.

Instructions

Read the text. Do Task 3.1 and 3.2.

Task 3.1

Read the sentences. Write down: true or false?

1. Tom does one thing that teenagers don't normally do.  

2. Tom is the only person who eats the food he cooks.  

3. Tom's mum was happier when he didn't cook.  

4. Tom's mum thinks learning to cook is good for teenagers.  

5. Tom learned some recipes from his grandmother.  

6. Tom's vegetable soup was not good.  

7. Tom says he is a good cook.  

8. Tom's friends like cooking too now.

Check answer 3.1

Task 3.2

Read the sentences from the story. Do the exercise. Who/what do the bold words refer to?

Oefening: Can you cook?

Start

Task 4 Vocabulary

Goal

I can talk about food and drink using appropriate vocabulary.

Instructions

Learn this week's words. Log in to Quizlet.com to practice or print the list (Quizlet).

Task 5 Grammar

Goal

I can make sentences using the correct word order.

Instructions

Read the explanation. Do Task 5.1 and check your answers. Do practice tests 5.2.

Learn about word order in English. These are the rules for time and place.

In het Engels zet je de plaats (waar) en de tijd (wanneer) meestal achteraan de zin. Plaats staat dan altijd vóór tijd.

De tijd (wanneer) mag je ook helemaal vóóraan de zin zetten.

wanneer wie doet wat (of wie) waar wanneer
Last year I ran a marathon in New York.  
  She drank coffee at a bar yesterday.
Every Monday they play basketball in the park.  
  Peter is swimming   in the pool.  

 

Watch the video and do the task.

Task 5.1

Write the sentences in your notebook. Put them in the correct order. Check your answers.

1. take / photos / they / every Monday

2. goes / every day / she / to school

3. football / Eric / after school / plays / in the park

4. is making / he / at the moment / breakfast / in the kitchen

5. to the club / the girls / go / on Saturdays

6. o'clock / school / at / 8 / starts

7. every Tuesday / the boys / their bikes / ride / through Amsterdam

8. I / home / going / am / now

9. Simon / on Fridays / the dishes / washes / at the restaurant

10. are / questions / we / answering / the / now

Answer key 5.1

Grammar Practice tests

Task 5.2

Do the tests to check if you understand word order.

Toets:Mocktest word order

Toets:Mock test word order

Task 6 Writing

Goal

I can follow or explain a recipe.

Instructions

Do task 6.1 and 6.2 in your notebook.

Task 6.1Image result for red green peppers

Copy the text and fill the gaps with the verbs from the box.

boil grate chop sprinkle peel beat cut

 

1. Firstly, take the red and green peppers and __________ them into small pieces.

2. Put the pasta in the pot and cover them with water. __________ it for 8 minutes.

3. Next, __________ some cheese and __________ it over the top.

4. __________ the orange and __________ it thinly.

5. Put the eggs into a bowl and __________ them.

Answer key 6.1

Task 6.2

Copy the text and fill the gaps with the verbs from the box.

grill bake deep fry mix beat peel fry

 

1. To _______ a cake, you need to _____ flour, eggs, oil, sugar and vanilla.Image result for eggs

2. When you _______ a steak, remember to sprinkle it with a bit of salt and pepper.

3. In the USA they _______ the strangest things. Ever had a _______ Snickers?

4. Before you put them in a cake, you have to _______ the apples.

5. To make an omelette, first you _____ the eggs and then you _____ them.

Answer key 6.2

 

Image result for baking

Task 7 Speaking

Goals

I can follow or explain a recipe.

Instructions

Read the text. Do Task 7.1 with a partner.

Task 7.1

What is your favourite recipe? Find the recipe in English. Read it to your partner - don't tell them what the recipe is for!!! Ask them to write down your recipe in Dutch (or in English, if they dare!). When you're finished have them guess what dish you chose. 

Image result for food

KBL/TL Task 8 Listening

Goal

I can follow or explain a recipe.

Instructions

Watch the video and do Task 8.1.

Task 8.1

Watch the video and answer the questions in your notebook.

1. Why does Sara cancel her dance class?

2. What breakfast recipes would you like to try? Why?

3. What breakfast recipes wouldn't you try? Why?

4. Name 5 different kinds of fruit Sara uses in her recipes.

5. What lunch recipes would you like to try? Why?

6. What lunch recipes wouldn't you try? Why?

7. Name 5 different kinds of vegetables Sara uses in her recipes.

 

Task 9 Extra reading and listening

Instructions

Go to oefenprogrammaengels.nl and do at least 5 tasks.

Task 10 Study

Learn about word order in English sentences.

In het Engels zet je de plaats (waar) en de tijd (wanneer) meestal achteraan de zin. Plaats staat dan altijd vóór tijd.

De tijd (wanneer) mag je ook helemaal vóóraan de zin zetten.

Learn these words. Print the list or use www.quizlet.com!

a bowl

een kom

a teaspoon

een theelepel

a tablespoon

een lepel

a whisk

een garde

a frying pan

een koekenpan

a measuring cup

een maatbeker

a spatula

een spatel

flour

bloem

milk

melk

salt

zout

oil

olie

egg

ei

sugar

suiker

a cup

een kopje

an oven

een oven

cocoa

cacao

butter

boter

a knife

een mes

chocolate

chocolade

baking powder

bakpoeder

vanilla sugar

vanillesuiker

a glass

een glas

to beat

kloppen

to mix

mengen

to bake

bakken (oven)

to fry

bakken (koekenpan)

to deep fry

frituren

to cut, chop

snijden

to boil

koken (in water)

to wash up

afwassen

to grill

roosteren

to grate

raspen

to sprinkle

sprenkelen

to peel

pellen

 

Lesson 3: Eating habits

Goals

 

I can talk about my and other people's eating habits.

Image result for eating habits

Task 1 Before you listen and read

Goal

I can talk about my and other people's eating habits.

Instructions

Do task 1.1 with a partner or your class.

Task 1.1Image result for eatwell guide

Look at the Eatwell Guide. Discuss with a partner and with your class.

What do you think the Guide is for?

Can you name all the food groups?

Why do you think some pieces of the pie are bigger or smaller?

Do you eat according to the Eatwell Guide?

PDF openen in nieuw tabblad

Task 2 Listening

Goal

I can talk about my and other people's eating habits.

Instructions

Watch the video and do Task 2.1.

Task 2.1

Oefening: Food in Britain

Start

Task 3 Reading

Goal

I can talk about my and other people's eating habits.

Instructions

With a partner, you're going to read the Eatwell Guide and make a menu for a day.

 

Task 3.1

Open the Eatwell Guide (above). You will see the pie chart with foods.

Write down all 5 different food groups. Give an example of the foods that belong to each group.

1. Fruit and vegetables: bananas, apples, lettuce, tomatoes

2. ______________________

3. ______________________

4. ______________________

5. ______________________

 

Think of the food you eat for breakfast, lunch, dinner, snacks. How much do you eat from each group?

With your partner, make a pie chart in your notebook of your daily foods.

Task 3.2

Read the information about all 5 food groups.

Do you think you and your partner are eating healthy?

Write down what you should eat for each food group. Compare your eating habits with the advice from the Eatwell Guide.

What should you change?

 

Task 4 Vocabulary

Goal

I can talk about my eating habits using appropriate vocabulary.

Instructions

Learn this week's words. Log in to Quizlet.com to practice or print the list (Quizlet).

Task 5 Grammar

Goal

I know how to use question tags in a sentence.

Instructions

Read/watch the explanation. Do Task 5.1 and do the practice test.

Question tags

Aangeplakte vragen (question tags) gebruik je voor het vragen om bevestiging.

In het Nederlands kan dat nog wel eens redelijk boers overkomen:

               Da’s jouw zus, toch? Die speelt toch tennis, of nie?

Gelukkig zijn de Engelsen wat beschaafder. Zij herhalen onderwerp en werkwoord. Oftewel om wie het gaat en waarover.

1: Our teacher is on vacation. Isn’t he?

2:We don’t have any homework to do. Do we?

Een bevestigende zin krijgt een ontkennende tag, zoals het eerste voorbeeld. Een ontkennende zin een bevestigende tag, zie het tweede voorbeeld.

Image result for question tags

Kijk de video en/of de presentatie en doe de oefeningen.

 

PDF openen in nieuw tabblad

Task 5.1

Fill in the missing ‘tags’. Write the answers in your notebook.

1. You really don’t like him, ............?

2. This hamburger looks good, ............?

3. He is your friend, ............?

4. She walks all the way home, ............?

5. We aren’t always late, ............?

6. You hate my brother, ............?

7. You play football in college, ............?

8. That music sounds great, ............?

9. Fred cannot sit still, ............?

Answers 5.1

Grammar Practice tests

Do the test to see if you understand the grammar.

Task 6 Writing

Goal

I can write about my and other people's eating habits.

Instructions

Do task 6.1 and 6.2 (with a partner).

Task 6.1Image result for eating habits

BBL: choose 3 topics from the list. Write at least 50 words about your topic in English.

KBL/TL: choose 3 topics from the list. Write at least 70 words about your topic in English.

Use the spelling checker in Word.

 

Task 6.2

Ask another student to check your writing. Show all the corrections they made in red.

  1. Write about your favorite food. What is it? Where do you eat it? What makes it your favorite?
  2. What is your favorite sandwich?  Explain how to make it starting from the bottom to the top layer.
  3. Describe the worst meal you ever had in your life and try to include as many details as you can straight through to your last bite.
  4. Write about one of the most memorable meals you shared with your family or friends. Describe in detail where it was and what made that meal so enjoyable.
  5. Write about your favorite restaurant and what exactly it is about it that makes it your favorite.
  6. Write all about your favorite dish that your mom or dad cooks. What ingredients are in it and what makes it your favorite?
  7. Do you have any food-related family traditions? What are they and what makes them special to you and your family?
  8. If you had to eat one food forever what food would you choose and why?
  9. You are making popsicles today… Which flavor(s) will you make? Who will you share them with and why?
  10. Write a story with a potato as the superhero. Extra: make a cartoon about it.

 

Task 7 Speaking

Goal

I can talk about my and other people's eating habits.

Instructions

Do task 8.1 with a partner.

Task 8.1

Talk about your eating habits with a partner. What do you like to eat? What do they like to eat? Use the topics you wrote about in task 7.1.

Write down 5 questions you want to ask your partner.

Image result for having dinner

KBL/TL Task 8 Reading

Goal

I can talk about my and other people's eating habits.

Instructions

Read the text and do Task 8.1 and 8.2. Check your answers.

Vegetarianism is increasing in the UK as more and more British people are deciding not to eat meat and animal products. According to the UK Vegetarian Society, 2,000 people are giving up meat and ‘going veggie’ in Britain every week. There’s even a National Vegetarian Week organised every year to encourage people to try a meat-free lifestyle.

Vegetarians and vegans

In 1989 a poll indicated that three per cent of the UK’s population was vegetarian. A more recent poll put it at 5.7 per cent. This means there are over three million vegetarians in the UK today.

Vegetarians (people who don’t eat meat) and vegans (people who don’t eat or use any animal products) are both becoming increasingly common in UK culture. Visit a British supermarket and you will see a wide range of vegetarian ingredients and prepared meals on the shelves, including vegetarian sausages, vegan cheese (it doesn’t contain milk!) and meat-free burgers.

A healthy diet

So why are Brits cutting out meat from their diets? Many vegetarians and vegans choose not to eat meat or animal products for ethical reasons. They are unhappy about the bad treatment of the animals and the effects of meat and fish production on the environment. Worries about food safety (for example BSE, or ‘mad cow disease’, as it is commonly known) cause many people to stop eating meat. Others choose to change their diet to improve their general health. According to the Vegetarian Society, a meat-free diet could help reduce the risk of certain cancers and the possibility of heart disease, as well as other health problems such as obesity and high blood pressure.

Organic farming

Another rising trend in the UK’s food culture is related to how our food is produced. Many people are rejecting GM (genetically modified) food and intensive farming procedures. They want their food to be organically farmed. What exactly does ‘organic’ mean? Organic food is produced in a more natural way. Organic farmers use no or very few chemicals, pesticides or fertilisers. Organic farming isn’t only for plant crops: animals can also be farmed organically. Organic meat is produced without the use of drugs and antibiotics. Organically farmed animals also have better living conditions, for example more space and more nutritious food.

Organic food

According to the Soil Association, the UK’s leading organisation for organic food and farming, three out of every four households in the UK now buy some types of organic food. Some people buy organic meat, fruit and vegetables from farmers’ markets, where local farmers sell their products directly to the consumer. Others have a box of organic mixed fruit and vegetables delivered to their homes each week. Many people buy organic produce in their local supermarket. As with vegetarianism, people choose organic foods for health reasons or because of concern for the environment. Although it’s often more expensive, fans of organic food say it tastes much better!

 

Task 8.1

Read the statements. True or false?

1. Vegetarianism is becoming more popular in Britain.

2. 200 people stop eating meat in the UK every week.

3. Vegetarians and vegans don’t eat or use any animal products.

4. A meat-free diet can increase the possibility of heart disease.

5. Organic farmers don’t use drugs or antibiotics to produce meat.

6. Vegetarian and organic food is sold in many British supermarkets.

Answer key 8.1

Task 8.2

Complete the sentences with the words from the box.

      over                    every year                       very few

     many               three out of every four     more and more

 

1. _______________ British people are deciding not to eat meat and animal products.

2. There’s a National Vegetarian Week organised _______________.

3. There are _______________ three million vegetarians in the UK today.

4. _______________ vegetarians and vegans choose not to eat meat or animal products for ethical reasons.

5. Organic farmers use no or _______________ chemicals, pesticides or fertilisers.

6. _______________ households in the UK now buy some types of organic food.

Answer key 8.2

Task 9 Extra reading and listening

Instructions

Go to oefenprogrammaengels.nl and do at least 5 tasks.

Task 10 Study

Study the grammar and vocabulary for this lesson.

Image result for question tags

Print the list or use Quizlet to study.

to be full up

als je genoeg hebt gegeten

to be starving hungry

uitgehongerd zijn

to wolf something down

iets heel snel eten

to be dying of hunger

doodgaan van de honger

to eat a balanced diet

een gebalanceerd dieet eten

to eat like a horse

eten als een paard (= veel eten)

to follow a recipe

een recept volgen

to foot the bill

de rekening betalen

a fussy eater

een moeilijke eter

to grab a bite to eat

even snel een snack nemen

to have a sweet tooth

een zoetekauw zijn, van zoetigheid houden

home-cooked food

zelf gekookt eten

the main meal

de hoofdmaaltijd, de belangrijkste maaltijd

to make your mouth water

als het water in je mond loopt

to play with your food

met je eten spelen

processed food

bewerkt eten (frikandellen, hamburgers, knakworst)

a quick snack

een snelle snack

a ready meal

kant-en-klaar maaltijd

to spoil your appetite

je eetlust bederven (geen trek meer hebben)

a take-away meal

een afhaalmaaltijd

to tuck into

enthousiast aan de maaltijd beginnen

to wine and dine someone

iemand mee uit eten nemen

to work up an appetite

iets doen waar je honger van krijgt, bijvoorbeeld sporten of werken

Lesson 4: Eating healthy

Goals

I can talk about healthy eating choices.

File:Soy-whey-protein-diet.jpg

Task 1 Before you listen and read

Goal

I can talk about healthy eating choices.

Instructions

Do task 1.1 with a partner or your class.

Task 1.1

Watch both videos. Which teenager eats about the same things you do? Which foods are healthier?

Discuss in class or with a partner.

Video 1

Video 2

Task 2 Listening

Goal

I can talk about healthy eating choices.

Instructions

Do task 2.1 and 2.2.

Task 2.1

Listen to the audio and fill the gaps.

1. A table _______________ two, please.

2. Are you ready _______________ order?

3. What would you _______________ for your starter?

4. I’d _______________ French onion soup, please.

5. What _______________ you like to drink?

6. I’ll _______________ a fresh orange juice.

 

Task 2.2

Write down in your notebook. Are these sentences true or false?

1. The customers want two tables.

2. There are two customers eating together.

3. The two customers order the same starter.

4. Both customers order the Thai chicken for their main course.

5. The customers order cold drinks.

6. Both customers order a dessert.

Answers 2.1 and 2.2

Task 3 Reading

Goal

I can talk about healthy eating choices.

Instructions

Do task 3.1, read the text, and then do 3.2 and 3.3.

Task 3.1

Match the vocabulary with the correct definition.

1. flavour a. something small to eat
2. a snack b. having a salty taste (not sweet)
3. a vending machine c. the taste that a food or drink has
4. advertising d. a long, thin piece of chocolate
5. a chocolate bar e. a machine that you can buy something from
6. savoury f. posters or videos made to make people buy something

Snack facts

Young people in Britain eat more snacks than people of the same age in other European countries. A recent survey has discovered that 64 per cent of under-20-year-olds snack between meals. How does this compare with other countries? 58.7 per cent of young people snack in Germany, 53 per cent in France and only 40.7 per cent in Spain.

What are these young Brits eating? Savoury snacks, especially crisps, are the favourite snack in the UK. Snack researchers found that the average person in Britain spends £43 on savoury snacks each year, compared with £12 for the French and only £7 for the Italians. British people are spending a total of about £2.8 billion a year on savoury snacks!

CrispsImage result for various crisps uk

What are crisps exactly? They are very thin slices of potato, fried in oil then covered in salt or other salty flavours. British people are mad for crisps and they like them in a huge variety of flavours. Some of the most popular flavours include cheese and onion, salt and vinegar, steak and onion, roast chicken, tomato ketchup, and cheese and bacon.

A crisp-making company held a competition recently to find new exciting flavours for their crisps. The competition was called ‘Do us a flavour’ and the company received more than a million suggestions for new flavours. The finalists included squirrel flavour and onion bhaji flavour. The winner was builder’s breakfast, which tried to replicate the tastes of a full English breakfast including bacon, eggs, sausages and beans. The flavour was suggested by Emma Rushin of Belper, Derbyshire, who won £50,000 and one per cent of future sales of her flavour. You can’t find builder’s breakfast crisps in the shops now, though – they were discontinued after one year.

Chocolate

It isn’t only savoury snacks that British people love. In fact, they spend more on chocolate than any other European country! If you go to any newsagent’s shop in the UK, you’ll see a huge selection of chocolate bars on sale. There is milk chocolate, dark chocolate and white chocolate. There are small bars of chocolate, medium-sized ones and massive bars of chocolate. You can buy mint-flavoured chocolate, chocolate-covered peanuts or raisins, chocolate with nuts, chocolate with toffee ... the list is endless!

And chocolate companies are always testing out new flavours. One brand of chocolate bar recently asked people to try four new flavours of a chocolate and then vote on Facebook for their favourite. The bar with the most votes will be permanently added to their range.

Health

While crisps, chocolate and other snacks can be delicious, many people are worried that young people eat too much of these kinds of foods. The Food Standards Agency (FSA) is a government organisation that is responsible for food safety and food hygiene in the UK. The FSA issued a warning recently that many children’s snacks contained dangerously high levels of salt.

Some parents are unhappy that their children can buy snack foods that are high in sugar, salt or fat such as sweets, biscuits and crisps from vending machines in schools. Some schools have banned these types of vending machines.

Advertising and marketing is another controversial area. Some people feel that advertising for junk food and unhealthy snacks should not be directed at children and teenagers. One opinion is that young people should be protected by a ban on this kind of advertising before 9 p.m. on television and that there should be more controls over websites, sponsorship and in-store promotions. What do you think?

Task 3.2

Read the text. Are these sentences true or false?

1. British people eat fewer snacks than other Europeans.

2. Crisps are usually made from potatoes.

3. There was a competition in the UK to find new tastes for crisps.

4. The winner of the ‘Do us a flavour’ competition was squirrel flavour.

5. You can buy chocolate at a newsagent’s in Britain.

6. All schools have machines that sell unhealthy snacks.

 

Task 3.3

Draw a table in your notebook. Put the words in the correct column.

Sweet Savoury
   
   
   
   
   

Answers all tasks

Task 4 Vocabulary

Goal

I can talk about healthy eating choices using appropriate vocabulary.

Instructions

Learn this week's words. Log in to Quizlet.com to practice or print the list (Quizlet).

 

Task 5 Grammar

Goal

I can talk about healthy eating choices.

Instructions

Read the explanation, watch the video and do Task 5.1.

Must, should, have to

Deze werkwoorden gebruik je om te zeggen dat iets 'moet'.

Wanneer gebruik je ze?

Must - als je zelf vindt dat iets moet.

I must be there in time.

We must call the police.

 

 

 

Should - als je vindt dat iets zou moeten.

You should be there in time too.

They should help him move.

 

 

Have to - als iemand anders vindt dat iets moet.

He has to hand in his driving licence.

Mum says we have to do the dishes.

I don't have to go to school today.


Watch the video.

Task 5.1

Do the exercises and write down your scores.

1. Have to / must / should: klik op de link, onderaan de pagina staan 3 oefeningen: Oefeningen

2. Oefening over Have/has to

3. Oefening over Must/musn't

4. Oefening over Should/shouldn't

 

Task 6 Writing

Goal

I can talk about healthy eating choices.

Instructions

Do task 6.1 with your group.

Task 6.1

Your teacher will put you into groups. You're going to do a presentation with your group. 

In your presentation you have to show:

- what your group eats/drinks every day, at home, at school and in your spare time (text and pictures)

- which foods you eat/drink are healthy

- which foods you eat/drink are unhealthy

- what school should do to make sure students eat healthy, what should they sell at school, should they give free healthy lunches, why or why not?

- four examples of healthy meals (one breakfast, one schoollunch, one dinner, one snack) and why these meals are healthy

- a recipe for one of these meals

Your presentation must be in English. Every group member has to present one or more slides. Your presentation must be at least 5 minutes, but shouldn't be longer than 8 minutes.

Je docent maakt groepjes. Je gaat een presentatie maken en presenteren met je groep.

In je presentatie laat je zien:

- wat de mensen in jouw groep elke dag eten/drinken, thuis, op school en in je vrije tijd (tekst en foto's)

- welke dingen jullie eten/drinken die gezond zijn

- welke dingen jullie eten/drinken die ongezond zijn

- wat school zou moeten doen om ervoor te zorgen dat leerlingen gezond eten, wat moeten ze verkopen op school, zouden ze gratis gezonde lunch moeten geven, waarom wel of niet?

- vier voorbeelden van gezonde maaltijden (ontbijt, schoollunch, avondeten, snack) en waarom jullie keuzes gezond zijn

- een recept voor een van deze maaltijden

Jullie presentatie moet in het Engels. Elk groepslid moet één of meer dia's presenteren. Je presentatie moet minstens 5 minuten zijn, maar zou niet langer moeten zijn dan 8 minuten.

Hieronder een voorbeeld van een indeling:

Dia 1: naam van de klas en groepsleden

Dia 2: wat eten jullie thuis

Dia 3: wat eten jullie op school

Dia 4: wat eten jullie in je vrije tijd

Dia 5: welke dingen eten jullie die gezond zijn

Dia 6: welke dingen eten jullie die ongezond zijn

Dia 7: wat verkoopt school nu aan eten/drinken

Dia 8: wat zouden ze moeten veranderen

Dia 9: zou school een gratis gezonde lunch moeten geven? Ja, nee, en waarom?

Dia 10: vier voorbeelden van gezonde maaltijden (ontbijt, schoollunch, avondeten, snack) en waarom jullie keuzes gezond zijn

Dia 11: een recept voor een van deze maaltijden

Dia 12: wat jullie geleerd hebben van deze opdracht

Task 7 Speaking

Goal

I can talk about healthy eating choices.

Instructions

Do task 7.1 with your group.

Task 7.1

Give your presentation. Your teacher will grade you.

  goed vold. matig
De Engelse tekst in de presentatie is te begrijpen 7 3 2
De tekst is verzorgd (hoofdletters, punten) 2 1,5 1
De presentatie heeft plaatjes die helpen je informatie duidelijk te maken 2 1,5 1
Er staat precies genoeg tekst in 2 1,5 1
De dia's ziet er netjes uit (opsommingstekens, kleur, lettertype) 2 1,5 1
Alle onderdelen staan in de presentatie 7 3 2
Je bent goed te volgen in het Engels 7 3 1
Je leest niet alles voor 5 3 1
Je praat rustig 3 2 1
Je kijkt af en toe de klas in 3 2 1
  40 pt 22 pt 12 pt

 

KBL/TL Task 8 Reading

Goal

I can talk about healthy eating choices.

Instructions

Do task 8.1 and 8.2.

Read the reviews about these new restaurants. Answer the questions.

 

Task 8.1

These people want your advice about which restaurant to choose. Can you help them?

 

Task 8.2

1. Which restaurant(s) serve hot and spicy food?

2. Which restaurant(s) only have desserts and sweets?

3. In which restaurant(s) can you listen to some great music?

4. Which restaurant(s) are good for people who don't eat meat?

5. Which restaurant(s) employ staff trained in Europe?

6. Which restaurant(s) serve an all-day breakfast including sausages, bacon and eggs?

Answers 8.1 & 8.2

Task 9 Extra reading and listening

Instructions

Go to oefenprogrammaengels.nl and do at least 5 tasks.

Task 10 Study

Study the grammar and vocabulary for this lesson.

Must, should, have to

Deze werkwoorden gebruik je om te zeggen dat iets 'moet'.

Wanneer gebruik je ze?

Must - als je zelf vindt dat iets moet.

I must be there in time.

We must call the police.

 

 

 

Should - als je vindt dat iets zou moeten.

You should be there in time too.

They should help him move.

 

 

Have to - als iemand anders vindt dat iets moet.

He has to hand in his driving licence.

Mum says we have to do the dishes.

I don't have to go to school today.

 

Print the list or use Quizlet to study.

Being healthy is more important than being thin. Gezond zijn is belangrijker dan dun zijn.
The doctor says I have to say no to chocolate and cake. De dokter zegt dat ik nee moet zeggen tegen chocolade en taart.
Fruit and vegetables are healthy, aren't they? Fruit en groenten zijn gezond, toch?
He doesn't like vegetables, does he? Hij houdt niet van groenten, he?
He is always hungry, isn't he? Hij heeft altijd honger, he?
I eat a lot of cake, so that I'm harder to kidnap. Ik eet veel taart, dan ben ik lastiger te ontvoeren.
I eat healthy. Ik eet gezond.
I musn't eat too many biscuits. Ik moet niet teveel koekjes eten.
I must admit I eat too much cake. Ik moet toegeven dat ik teveel taart eet.
I only eat snacks at school, like crisps. Op school eet ik alleen snacks, bijvoorbeeld chips.
My father's favourite food is sushi. Het favoriete eten van mijn vader is sushi.
My mother is a vegetarian and my brother is a vegan. Mijn moeder is een vegetariër en mijn broer een veganist.
My sister really loves fried chicken. Mijn zus houdt heel erg van gefrituurde kip.
They always throw their home-made lunch in the bin. Ze gooien hun zelfgemaakte lunch altijd in de prullenbak.
They are never hungry. Zij hebben nooit honger.
Too much alcohol is unhealthy. Teveel alcohol is ongezond.
You eat fruit regularly, don't you? Jij eet regelmatig fruit, toch?
You like to eat meat, don't you? Jij eet graag vlees, toch?
Your family shouldn't eat all that fastfood. Jouw gezin zou niet zoveel fastfood moeten eten.
You should drink more water. It's good for your health. Je zou meer water moeten drinken. Het is goed voor je gezondheid.

 

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    2018-10-18 15:11:32
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