English as a Foreign Language for B2 students. Topic: Food, restaurants, cooking, kitchen stuff... Linguistic contents: modal verbs, making suggestions, word formation, proverbs... All the resources are mentioned in the bibliography.
The reading comprehension section consists of 1 text with 5 multiple choice questions (3 alternatives) and 1 text with 10 true or false questions. You have 20 minutes to complete this section. No dictionaries are allowed.
On the following pages you will be able to practice 5 multiple choice practice tests and 5 true or false practice tests with the answer keys.
Some tips to help people who want to pass the PET speaking test. First, there are some advice on how to take the examination; then, there is a description of what each part consist of; finally, there are some useful words and expressions to help you to do each part.
In this lesson, students will learn key vocabulary for talking about different kinds of TV Shows. As the main grammar point developped, adverbs of frequency are also reviewed and practised.
The reading comprehension section consists of 1 text with 5 multiple choice questions (3 alternatives) and 1 text with 10 true or false questions. You have 20 minutes to complete this section. No dictionaries are allowed.
On the following pages you will be able to practice 5 multiple choice practice tests and 5 true or false practice tests with the answer keys.
Some tips to help people who want to pass the PET speaking test. First, there are some advice on how to take the examination; then, there is a description of what each part consist of; finally, there are some useful words and expressions to help you to do each part.
In this lesson, students will learn key vocabulary for talking about different kinds of TV Shows. As the main grammar point developped, adverbs of frequency are also reviewed and practised.
This is a training module I designed to instruct people about some easy fixes they can do to eat more heart healthy. As a VISTA for Lifebridge, Inc. under the United Way umbrella, I was expected to complete two training modules as part of my year of service. My first was on restaurant etiquette, and the second was this one.
The Quality Of The Food Quality Essay
Homemade Food Is The Best Choice
Street Food: An Essay On Street Food
Food Waste Essay
My Favorite Experience Of Eating Food
Essay About Cafeteria
The Importance Of Eating Healthy
Eating Is Something That I Love And Enjoy
Eating Healthy Foods Essay
Food Culture Essay
Food And Drink Essay
Food Essay
The Most Memorable Meal Essay
Food Essay : The Disadvantages Of Fast Food
The Important Role of Food in Our Lives
Food And Its Impact On Society
Food and Nutrition Essay
My Passion For Food
Food Essay : My Favorite Food
The Effects Of Food On The Body Essay
Similar to Food, restaurants and cooking (with key) (20)
Esquema en diapositivas para ayudar a los alumnos más jovencitos a presentar correctamente sus textos. Aunque hay mil y una maneras de hacerlo bien, esta es mi propuesta.
Lengua castellana y literatura / Lengua y Literatura - 1º ESO - 2º ESO - Textos - Redacción - Presentación
Presentación para introducir la obra de Zorrilla a los alumnos de Taller de Teatro de 2º de ESO. En clases posteriores se llevará a cabo la declamación de algunos fragmentos por parejas.
Justificació
Juno és una pel·lícula actual en la qual es mostra una de les problemàtiques dels adolescents d'arreu del món: els embarassos precoços o no desitjats. Es fa necessari, per tant, conscienciar els adolescents de com evitar-los i, a més, de com prevenir les ITS. Un punt fort d'aquesta unitat també pot ser el fet d'oferir informació sobre els mètodes anticonceptius, que va íntimament lligat a com evitar una pregnància no volguda.
Nivell o etapa a la qual es dirigeix
Aquesta mini-UD es dirigeix a alumnat de secundària. Al meu parer, els cursos més adequats serien a partir de segon d'ESO i fins a 4t, com a molt, fins a primer de Batxillerat, però no en serien els destinataris ideals. Descart els primer d'ESO perquè són massa joves, i els de 2n de Batxillerat no és que siguin massa grans, sinó que estan tan capficats en la preparació de la selectivitat que no solen tenir temps ni per intimar amb le seves parelles; per altra banda, se suposa que aquests alumnes, que roden els 18 anys, ja han d'haver rebut una educació sexual suficientment extensa per poder desenvolupar-se en l'edat adulta. La mini-UD també es pot fer extensiva, òbviament, a alumnes de PQPI i, si escau, als de primer de CFGM.
Continguts
Antigament els continguts se separaven en conceptuals, procedimentals i actitudinals, pero ara aquest apartat només sol fer esment a allò plenament conceptual, ja que els procediments i les actituds es treballen des de la contribució a l'adquisició de les competències bàsiques. En qualsevol cas, i com que ho trob més útil, jo sí que parlaré de continguts conceptuals i actitudinals, en aquest cas.
Els conceptes, doncs, que treballarem en aquesta mini-UD seràn, sobretot, la prevenció dels embarassos no desitjats i el coneixement dels mètodes anticonceptius, i, en segon lloc, la prevenció de les ITS.
Les actituds que es volen fomentar són el respecte a la sexualitat de les persones com a part dels seu desenvolupament íntegre i la presa de consciència sobre la salut reproductiva, no només pel que fa a l'embaràs, sinó també, i sobretot, pel que fa als mètodes anticonceptius.
Objectius
En apartats anteriors i en la introducció ja hem especificat quins són els objectius d'aquesta mini-UD, que, a grans trets, podem simplificar de la següent manera:
Fer arribar a l'alumnat informació vàlida i constatada sobre els mètodes anticonceptius.
Fomentar els mètodes anticonceptius de barrera no només per prevenir embarassos no desitjats, sinó també per evitar contreure ITS.
Fomentar la tolerància a qualsevol expressió de sexualitat i a qualsevol decisió que pugui prendre una persona sobre el seu propi cos.
Reflexionar sobre situacions que els puguin resultar properes (pel·lícules, notícies, etc.) per tal d'apropar la temàtica a l'alumnat.
Investigar quina és la legalitat vigent a l'Estat Espanyol.
Competències Bàsiques que s'hi treb
Document introductori per a tractar els NESE per DEA a l'ensenyament d'adults. S'ofereixen explicacions i pautes bàsica per dislèxia, disortografia, disgrafia, discalcúlia, TDA i TDAH. És una eina per a poder portar a terme adaptacions senzilles que millorin l'aprenentatge de l'alumne.
English as a Foreign Language for B2 students. Topic: Fashion, physical appearance, urban tribes... Linguistic contents: conjuctions, word formation and common writing mistakes. All the resources are mentioned in the bibliography.
Powerpoint para explicar este bloque de contenido de 2º de la ESO, extensible a cualquier otro nivel. Se muestra el origen de las lenguas y la situación actual de las mismas en España.
Introducción a cómo realizar un análisis sintáctico en árbol. Dirigido a alumnos de la ESO y a cualquier alumno de cualquier nivel que tenga problemas con este procedimiento o con la discriminación de sintagmas. Dirigido a la oración simple.
Unidad didáctica monotemática sobre los Siglos de Oro para la ESO (o ESPA), especialmente adecuada para 3º ESO de Lengua Castellana y Literatura. Contiene lecturas y poemas para analizar métricamente, así como comentarios de texto y actividades de recapitulación después del siglo XVI y del XVII.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
3. Use of English
1. If you are requested to ask for something, to order or to suggest something, you will probably
need to refresh the use of the modal verbs.
A. Choose the most suitable response to each comment or question
1. What did I do wrong?
a. You shouldn't have eaten such amount of doughnuts!
b. You didn't have to eat such amount of doughnuts!
4. 2. You forgot my birthday again!
a. Sorry, I should have looked in my diary.
b. Sorry, I had to look in my diary.
3. Where were you yesterday? You didn't turn up!
a. I had to go to London.
b. I must have gone to London.
4. There's a lot of food left over from the party, isn't there?
a. Yes, you couldn't have made so many sandwiches.
b. Yes, you needn't have made so may sandwiches.
B. Complete the second sentence so that it has a similar meaning to the first
sentence, using the word given. Do not change the word given. You must use
between two and five words, including the word given.
1. It wasn't necessary for me to go out after all.
Have
I.....................................................................................................after all.
2. It was a mistake for you to eat that piece of cake.
Eaten
You.................................................................................................that piece of cake.
3. It's possible that I left my wallet at home.
Could
I.......................................................................................my wallet at home.
4. I think you were wrong to order that meal.
Shouldn't
You.................................................................................that meal.
2. Complete the following exercises.
5.
6. 3. Read the quotes and proverbs about food and answer these questions:
• What is the meaning or implication of each proverb/quote?
• Which proverbs or quotes do you agree with?
• Are there any which you disagree with?
• Which is your favourite?
• Do you have any proverbs in your own language which refer to food or diet?
7. Food Proverbs
‘To eat is a necessity, but to eat intelligently is an art.’
La Rochefoucauld
‘Stomach: A slave that must accept everything that is given to it, but which avenges
wrongs as slyly as does the slave.’
Emile Souvester
‘Part of the success in life is to eat what you like and let the food fight it out inside.’
Mark Twain
‘The discovery of a new dish does more for human happiness than the discovery of
a new star.’
Jean Anthelme Brillat-Savarin
‘When diet is wrong medicine is of no use.
When diet is correct medicine is of no need.’
Proverb
‘An apple a day keeps the doctor away.’
Proverb
‘You are what you eat.’
Proverb
‘Hunger is the best sauce in the world.’
Cervantes
‘Strange to see how a good dinner and feasting reconciles everybody.’
Samuel Pepys
‘Kissing doesn’t last: cookery does.’
George Meredith
‘Cooking is like love. It should be entered into with abandon or not at all.’
Harriet Van Horne
‘Fish, to taste right, must swim three times – in water, in butter and in wine.’
Proverb
‘Even were a cook to cook a fly, he would keep the breast for himself.’
Proverb
‘One cannot think well, love well, sleep well, if one has not dined well.’
Virginia Woolf
‘There is no such thing as a little garlic.’
Proverb
8. ‘A smiling face is half the meal.’
Proverb
‘Give a man a fish and you feed him for a day.
Teach a man to fish and you feed him for life.’
Proverb
‘There is no sincerer love than the love of food.’
George Bernard Shaw
‘I didn’t fight my way to the top of the food chain to be a vegetarian.’
Unknown
Speaking
1. Bring all you dramatic skills out, you are about to perform a role play!
Play 1. Imagine you are the chef of a famous restaurant and you have to order to the cooks
how to prepare a dish. Give them the proper instructions to have the meal ready for the
customers.
* As a cook, you should make sure you understand the whole process and prepare
the meal properly.
Play 2. You are the waiter in the above-mentioned famous restaurant . You have to suggest
the guests the special meal the cooks and the chef have prepared for this evening; to do so, you
can explain the ingredients, the preparation, the taste... and you must convince them to select
your choice.
* As a guest, you can ask for all the information you need. Your waiter is there to
serve you! He/she must work out his/her tip!
9. Reading
Are Brits becoming more adventurous in the kitchen?
What comes into your mind when you think of British food? Probably fish and chips, or a Sunday
dinner of meat and two vegetables. But is British food really so bland and uninteresting? Despite a
reputation for less-then-spectacular cuisine, Britain is producing more and more top class chefs
who dominate our television screens and whose recipe books frequently top the best seller lists.
It’s thanks to these TV chefs rather than any advertising campaign that Britons are turning away
from meat-and-two-veg and ready-made meals and becoming more adventurous in their cooking
habits. It seems that TV programmes have the power to bring a higher profile to cooking and are
wielding real influence on what people cook at home.
According to a new study from market analysts, 1 in 5 Britons claim that watching cookery
programmes on TV has encouraged them to try different food. Almost one third say they now use
a wider variety of ingredients than they used to, and just under 1 in 4 (24%) say they now buy
better quality ingredients than before. One in four adults say that TV chefs have made them much
more confident about expanding their culinary knowledge and skills, and young people are also
getting more interested in cooking. With an increasing number of male chefs on TV, it’s no longer
‘uncool’ for boys to like cooking. The UK’s new obsession with food is reflected through television
scheduling. Cookery shows and documentaries about food are broadcast during prime time
evening slots.
Many of the new celebrity chefs promote modern ‘fusion cuisine’, which blends classic ‘British’
cooking with international and exotic influences. Even the chefs themselves are younger, more
beautiful and much more experimental, such as Nigella Lawson and Jamie Oliver. Jamie Oliver was
only 23 when he first appeared on British television screens. More than 4 million people tuned in
to his popular show ‘Jamie’s Kitchen’. The show began as an experiment and turned into a
phenomenon. Jamie gave himself nine months to take a team of unemployed 16 to 24-year-olds,
with virtually no previous experience of cooking, and transform them into top class chefs to work
in his new restaurant in East London, ‘Fifteen’. Jamie left school himself without formal
qualifications and believes that with a passion for food, anyone can become a good cook. ‘Fifteen’
has become a hit in London and is booked up months in advance.
Jamie Oliver has proved to be a huge inspiration for British people. The recent survey finds that the
number of those sticking to a traditional diet is slowly declining and around half of Britain’s
consumers would like to change or improve their cooking in some way. There has been a rise in the
number of students applying for food courses at UK universities and colleges, such as those offered
by the School of Culinary Art at South Trafford College. Having been ridiculed for centuries for its
mediocre cuisine, is Britain now competing with countries such as France and Italy in the field of
culinary excellence?
10. 1. Decide whether the following statements are true or false:
1) Britain is starting to get a reputation for bad
cuisine.
2) Advertising campaigns are encouraging British
people to try new foods.
3) The most popular TV chefs in Britain are younger
and more charismatic than they used to be.
4) ‘Jamie’s Kitchen’ is a TV programme about
ordinary people who set up their own restaurants
with no cooking experience.
5) Jamie’s restaurant ‘Fifteen’ will be opening in
several months time.
6) The traditional British diet may be dying out.
Listening
1. Pay attention to the dialogues you are about to hear and fill in the gaps.
Conversation 1 - http://www.eslfast.com/robot/topics/restaurant/restaurant04.htm
A: Can I start you ____ with anything to drink?
B: Yes, _____ I have some water, please?
A: Sure, ________ you like any appetizers today?
B: May I get an order of barbeque ______?
A: No problem, can I get you anything else?
B: No, thank you, that'll be all for now.
A: ____ me know when you're ready to ______ your food.
B: I'm ready.
A: What can I get you?
B: May I have the fettuccini Alfredo?
A: Will that be _____?
B: Yes, that's it.
Conversation 2 - http://www.eslfast.com/robot/topics/restaurant/restaurant05.htm
A: I am your __________, Mary.
B: Hello, Mary. We are all _______ ___________tonight!
A: __________you are looking over the menu, can I interest you in an ____________?
B: An appetizer sounds good. Do you have a special menu?
A: They are listed on the first page of the menu.
B: The coconut ________ looks good. Have you ever had that?
A: Yes, it is excellent!
B: Good, I'll take that then.
A: ________ ____ _______ to split that and choose another appetizer for _____ _______to share?
B: Good. In that case, we'll also take an order of onion rings. Thank you!
11. 2. Listen carefully to the speech and answer the questions.
http://www.eslfast.com/robot/topics/restaurant/restaurant10.htm
a. Where did he/she get the recipes from?
b. What did the guest enjoy the most?
c. What's there in the soup?
d. What did the guest bring to complement the meal?
e. Do you think they have a positive or a negative impression of the dinner? Why?
Speaking II
1. Free conversation. Do you think that there are some stereotypes concerning food and cooking
across cultures? Discuss with your partners.
Other questions for discussion
• Apart from popular cooking programmes, can you think of any other reasons
why people may be changing their cooking and eating habits in Britain?
Think about the following factors:
- Travel
- Health
- Vegetarianism
- Ingredients available
• Have there been many changes in your country? Are there any ‘new’ foods?
• Do you ever cook? If so, what do you like to cook?
• Would you like to train to work in Jamie Oliver’s restaurant, ‘Fifteen’? Why/why
not?
Writing
1. Share with your fellow students the recipe of your favourite meal.
Remember to be accurate while writing the ingredients and the
preparation!
12. Food, restaurants and cooking
Key to the exercises
Vocabulary
Ex.1 Ex.3 Ex.4
Ex.7
Ex. 8
Tastes Textures
Adjective Translation (Spanish) Adjective Translation (Spanish)
sour agrio soft blando
sweet dulce hard duro
salty salado chewy gomoso, correoso
bitter amargo crunchy crujiente
bland soso, insípido crispy crujiente, crocante
strong fuerte smooth fino (liso)
hot (muy) picante creamy cremoso (espeso)
spicy especiado,
condimentado
flaky hojaldrado
13. Use of English
1. A B
1. a 1. needn't have gone out
2. a 2. shouldn't have eaten
3. a 3. could have left
4. b 4. shouldn't have ordered
2.
Ex.5 Ex.2 Ex.6
Ex.8
1. B
2. A
3. D
4. B
5. C
6. C
7. A
8. B
9. D
10. A
11. D
12. C
13. D
14. C
15. B
Reading
Ex. 1
1. Britain is starting to get a reputation for bad cuisine. (false – British cuisine has often been
criticised as being bland and uninteresting but this is starting to change)
2. Advertising campaigns are encouraging British people to try new foods. (false - TV chefs,
not adverts, are the new inspiration)
3. The most popular TV chefs in Britain are younger and more charismatic than they used to
be. (true)
4. 'Jamie's Kitchen' is a TV programme about ordinary people who set up their own
restaurants with no cooking experience. (false - the programme is about young unqualified
people who train to work in Jamie's restaurant, not set up their own restaurant)
5. Jamie's restaurant 'Fifteen' will be opening in several months time. (false - it is already open
and proving very popular with the public)
6. The traditional British diet may be dying out. (true)
14. Listening
Ex. 1
Conversation 1
A: Can I start you off with anything to drink?
B: Yes, may I have some water, please?
A: Sure, would you like any appetizers today?
B: May I get an order of barbeque wings?
A: No problem, can I get you anything else?
B: No, thank you, that'll be all for now.
A: Let me know when you're ready to order your food.
B: I'm ready.
A: What can I get you?
B: May I have the fettuccini Alfredo?
A: Will that be all?
B: Yes, that's it.
Conversation 2
A: I am your waitress, Mary.
B: Hello, Mary. We are all pretty hungry tonight!
A: While you are looking over the menu, can I interest you in an appetizer?
B: An appetizer sounds good. Do you have a special menu?
A: They are listed on the first page of the menu.
B: The coconut shrimp looks good. Have you ever had that?
A: Yes, it is excellent!
B: Good, I'll take that then.
A: Would you like to split that and choose another appetizer for half price to share?
B: Good. In that case, we'll also take an order of onion rings. Thank you!
Ex. 2
A: What a wonderful dinner!
B: Thank you. I am glad that you are enjoying it.
A: Where did you get your fantastic recipes?
B: I grew up cooking. My mother shared her recipes with me. - A
A: I especially like the wonderful chicken dish. - B
B: That is a special coconut ginger chicken with rice dish.
A: Is that shrimp in the soup? - C
B: Yes, do you like it? I added a little extra lemon grass and some sea vegetables.
A: I am happy that the wine I brought for you works well with this meal.
B: Yes, thank you for bringing the wine. It really complements the meal. - D
15. Bibliography and resources
Besides the links displayed on the worksheets (listenings), these are the resources from which the
materials have been taken of:
• VINCE, Michael. First Certificate Language Practice (with key). MacMillan.
ISBN: 978-0-230-44406-5
• https://www.teachingenglish.org.uk/article/cooking-britain-today
• Listenings:
◦ http://www.eslfast.com/robot/topics/restaurant/restaurant.htm