Inthe kitchen

Grammar: Imperatives: Chop the chilies. Don’t shoutat the cook. Present continuous: What am I doing?You’re chopping the chilies.Vocabulary: Cucumber, yogurt, mint, chili, salt, flour,sugar, baking soda, banana, milk, egg, oil, cup, bowl,blender, pan, mix, pour, add, chop, peel, fry, mash,burn.Materials: Optional: 8 cucumbers, 4 cups plainyogurt, 8 green chilies, fresh mint, salt, choppingboards, knives, 4 medium-sized bowls, forks, spoons,crackers or pieces of pita bread.Warm-upNational dishesTell the class that they are going to learn about foodfrom all around the world.Explain that all countries have typical dishes made fromlocally grown ingredients.Ask students to name the typical dishes of their country.Then elicit other national dishes.Controlled practiceLabel the pictures.Name the first dish at the top of the page. Askquestions about the dish: What colour is it? Do youthink this is a (hot/cold/spicy/sweet/salty) dish?Students guess the ingredients.Ask: Does gazpacho come from Spain, Africa, Indiaor England?Students write the country/continent names in pencilin the blanks under the photos.Listen and check your answers. 34Play Track 34. Students check their answers and correctthem if necessary.Track 34Number 1.My favourite soup is gazpacho. It’s from Spain. It’s a coldsoup. It’s made from tomatoes, onions and garlic.Number 2.Plantain fritters are my favourite! It’s a dish from Africa.It’s made from green bananas, flour and sugar. Mmm…delicious!Number 3.Summer pudding is delicious! It’s a typical English dessert.It’s made from different summer fruits, such as strawberriesand plums. It’s got bread in it!Number 4.In India, people eat cucumber raita with hot curries. It’s a typeof salad. It’s made from cucumbers and yogurt.Developing readingRead the recipes and write the namesof the dishes.Students silently read the first recipe. Tell them tounderline the key words that help them identify thedish.Ask: What dish is this? Ss: Cucumber raita.Repeat with the second recipe.Encourage students to come to the board and writedown any unknown words.Ask volunteers to explain the words.Then get volunteers to read the recipes out loud.In your book, underline any words that aremispronounced.When students have finished reading, write the wordson the board and model the correct pronunciation.Optional activityMaking cucumber raitaDivide the class into groups of four.Make sure students wash their hands. Hand outknives and chopping boards.Distribute the ingredients among students.Show students how to chop the vegetables intosmall pieces and mix the vegetables and yogurtwith a fork. Go around and help groups add theappropriate amount of salt.Hand out spoons and crackers or pita bread.Students put a small amount of raita on a crackeror piece of pita bread.Make sure all students help to clean up.Play Mime the recipe.Ask which recipe on the page the different instructionscome from:T: Peel the banana. Which recipe is it?Ss: Plantain fritters.Mime an instruction. Students guess what you aredoing.Divide the class into pairs. Students take turns mimingthe instructions and guessing.Wrap-upPlay Food Noughts and Crosses.Poster 5Draw a 3 x 3 grid on the board.Attach a poster cutout to each square.Divide the class into two teams: Team X and Team O.Teams take turns choosing a square and naming thefood item. If they are correct, they win that square. Theaim is to get three Xs or Os in a row, vertically,horizontally or diagonally.Activity BookPage 58, activities 1 and 2.KeyWash your hands. Use oven gloves. Don’t play with thecooker. Don’t use a lot of salt. Don’t put hot plates in thefridge. Don’t touch the hot frying pan. Clean the kitchen.From left to right, top to bottom: Add salt. Put the bowlin the fridge. Mix the flour and eggs. Fry the fish. Peel thepotatoes. Mash the banana. Add the sauce. Wash the pear.Unit 5 In the kitchen T58