This document provides an overview of topics related to discussing food preferences and eating habits. It includes sections on expressing likes and dislikes of food, identifying healthy and unhealthy foods, discussing eating habits in one's country, using countable and uncountable nouns when referring to food, discussing food frequency using adverbs, listening to others talk about their food preferences, and reading about people's weekend eating habits. Vocabulary, example sentences, and activities are provided to help learners practice talking and writing about food-related topics in English.
American English File 3 1 a. eating in ... and out_ Reyhaneh BarzegarReyhanehBarzegar3
The document is about simple present and present continuous tenses in English. It provides examples of when each tense is used and explanations of their structures and uses. The simple present is used to describe regular habits, permanent situations, facts, instructions, and stories. The present continuous is used for temporary situations, actions happening now, trends, and frequent actions that show envy or criticism. Certain verbs like thinking or feeling are usually not used in the continuous form.
The document discusses mealtime habits and food guidelines. It provides lists of fruits, vegetables, grains, proteins, dairy, and fats/oils. It also discusses count and noncount nouns as they relate to foods. Examples of mealtime conversations are provided asking about foods using count and noncount nouns. Various foods from different countries for breakfast are listed. Adverbs of frequency are defined in relation to eating habits.
The document discusses countable and uncountable nouns. It explains that countable nouns can be singular or plural, while uncountable nouns are always singular. Examples are given of countable nouns like "apple" and uncountable nouns like "sugar". The document also covers quantifiers like "some", "any", "much", "many", "a lot", "a little", and "a few" and how they are used with countable and uncountable nouns.
This document discusses countable and uncountable nouns in English. It explains that countable nouns can be counted in units and have both singular and plural forms, while uncountable nouns cannot be counted in units and only have a singular form. It also discusses how both types of nouns can be measured using measuring units like cups or quantifiers like "some" to express an amount. Finally, it provides examples of how to use quantifiers with countable and uncountable nouns and when to use "how many" versus "how much" to ask about quantities.
The document provides vocabulary exercises related to adjectives, questions, and foods. It includes lists of adjectives with their definitions, rearranging scrambled questions into proper question form, and listing various fruits, vegetables and other foods. The goal appears to be practicing and demonstrating understanding of descriptive words, questioning structure, and food-related terminology in English.
FROM TASTING TO DIGESTING ENVIRONMENTAL STUDIES- V CHAPTER -3BIOLOGY TEACHER
. Sense of smell helps in getting the complete taste of a food. In case of medicine, closing the nose, will somewhat mask the taste of medicine. This may be the reason why we are told to close our nose while taking a medicine.
EF4E Unit 9A - Countable and uncountable.pptxPremLearn
This document contains an English lesson plan focusing on countable and uncountable nouns. The lesson includes the following activities and timing: lead in quiz on breakfast foods (10 mins); discussion of food vocabulary (10 mins); vocabulary building (15 mins); speaking practice on food favorites (5 mins); reading comprehension on eating the same food daily (20 mins); food emoji quiz (10 mins); highlighting and presentation on countable vs. uncountable nouns (15 mins); exercises on countable vs. uncountable nouns (10 mins); listening practice identifying food items (5 mins); pronunciation focus on vowel sounds (10 mins); food diary speaking practice (10 mins); vocabulary quiz (5 mins); and additional listening
Persuasive Essay On Food
Definition Essay On Food
Food And Drink Essay
Diet and Nutrition Essay
Food Sustainability
The Most Memorable Meal Essay
Persuasive Essay On Healthy Food
Essay on Food Sustainability
Reflective Essay About Food
Eating Is Something That I Love And Enjoy
Essay on Save your Food, Save a Life
Food Essay : My Favorite Food
Food Culture Essay
Persuasive Essay About Food Bank
Homemade Food Is The Best Choice
Descriptive Essay About Food
Persuasive Essay On Food
Food and Nutrition Essay
Food And Its Impact On Society
American English File 3 1 a. eating in ... and out_ Reyhaneh BarzegarReyhanehBarzegar3
The document is about simple present and present continuous tenses in English. It provides examples of when each tense is used and explanations of their structures and uses. The simple present is used to describe regular habits, permanent situations, facts, instructions, and stories. The present continuous is used for temporary situations, actions happening now, trends, and frequent actions that show envy or criticism. Certain verbs like thinking or feeling are usually not used in the continuous form.
The document discusses mealtime habits and food guidelines. It provides lists of fruits, vegetables, grains, proteins, dairy, and fats/oils. It also discusses count and noncount nouns as they relate to foods. Examples of mealtime conversations are provided asking about foods using count and noncount nouns. Various foods from different countries for breakfast are listed. Adverbs of frequency are defined in relation to eating habits.
The document discusses countable and uncountable nouns. It explains that countable nouns can be singular or plural, while uncountable nouns are always singular. Examples are given of countable nouns like "apple" and uncountable nouns like "sugar". The document also covers quantifiers like "some", "any", "much", "many", "a lot", "a little", and "a few" and how they are used with countable and uncountable nouns.
This document discusses countable and uncountable nouns in English. It explains that countable nouns can be counted in units and have both singular and plural forms, while uncountable nouns cannot be counted in units and only have a singular form. It also discusses how both types of nouns can be measured using measuring units like cups or quantifiers like "some" to express an amount. Finally, it provides examples of how to use quantifiers with countable and uncountable nouns and when to use "how many" versus "how much" to ask about quantities.
The document provides vocabulary exercises related to adjectives, questions, and foods. It includes lists of adjectives with their definitions, rearranging scrambled questions into proper question form, and listing various fruits, vegetables and other foods. The goal appears to be practicing and demonstrating understanding of descriptive words, questioning structure, and food-related terminology in English.
FROM TASTING TO DIGESTING ENVIRONMENTAL STUDIES- V CHAPTER -3BIOLOGY TEACHER
. Sense of smell helps in getting the complete taste of a food. In case of medicine, closing the nose, will somewhat mask the taste of medicine. This may be the reason why we are told to close our nose while taking a medicine.
EF4E Unit 9A - Countable and uncountable.pptxPremLearn
This document contains an English lesson plan focusing on countable and uncountable nouns. The lesson includes the following activities and timing: lead in quiz on breakfast foods (10 mins); discussion of food vocabulary (10 mins); vocabulary building (15 mins); speaking practice on food favorites (5 mins); reading comprehension on eating the same food daily (20 mins); food emoji quiz (10 mins); highlighting and presentation on countable vs. uncountable nouns (15 mins); exercises on countable vs. uncountable nouns (10 mins); listening practice identifying food items (5 mins); pronunciation focus on vowel sounds (10 mins); food diary speaking practice (10 mins); vocabulary quiz (5 mins); and additional listening
Persuasive Essay On Food
Definition Essay On Food
Food And Drink Essay
Diet and Nutrition Essay
Food Sustainability
The Most Memorable Meal Essay
Persuasive Essay On Healthy Food
Essay on Food Sustainability
Reflective Essay About Food
Eating Is Something That I Love And Enjoy
Essay on Save your Food, Save a Life
Food Essay : My Favorite Food
Food Culture Essay
Persuasive Essay About Food Bank
Homemade Food Is The Best Choice
Descriptive Essay About Food
Persuasive Essay On Food
Food and Nutrition Essay
Food And Its Impact On Society
The document provides information and examples about countable and uncountable nouns in English. It discusses how countable nouns can take plural 's' and examples are given for countable nouns like banana and sofa. Uncountable nouns cannot be pluralized and examples given include milk and coffee. The document then provides exercises for learners to practice identifying countable vs. uncountable nouns and using correct articles like 'a' and 'an'. Further examples are given around quantity words like 'some' and 'any' as well as countable vs. uncountable quantities.
The lesson covers count and non-count nouns as they relate to food vocabulary. Students will learn to identify, count, and use count and non-count nouns when talking about food. They will also practice using "some" and "any" in sentences to indicate quantity. Examples are given of foods like fruits, vegetables, meats and other items to classify as count or non-count nouns. Activities include matching food pictures to names, filling out charts, conversations using "some" and "any", and writing a shopping list applying this grammar.
The document discusses countable and uncountable nouns. It provides examples of countable nouns that can be singular or plural, and examples of uncountable nouns that only have one form. It explains that countable nouns can be counted, while uncountable nouns cannot. The document also discusses the use of "is/are some" and "isn't/aren't any" with countable and uncountable nouns. It includes a quiz to test the reader's understanding.
The document discusses countable and uncountable nouns. It provides examples of countable nouns that can be singular or plural, and examples of uncountable nouns that only have one form. It explains that countable nouns can be counted, while uncountable nouns cannot. The document also discusses the use of "is/are some" and "isn't/aren't any" with countable and uncountable nouns. It includes a quiz to test the reader's understanding.
This lesson presents the major food groups, common food and drinks, and other cooking and food related vocabulary. The food and cooking actions are all accompanied by pictures.
This document is an issue of a magazine focused on healthy lifestyles and starting the new year well. It contains an editor's note highlighting the focus on health for the new year. It discusses how people persevere through challenges with strength of spirit. It contains various articles on topics like balanced lifestyles, mehndi art, and love for parents. The editor wishes readers a happy new year.
This document contains a feedback request form for friends and family to evaluate a person's habits in several areas, including health and exercise, psychological health, study habits, eating habits, environmental concern, social concern, hygiene habits, and sleep habits. For each area, the form lists several statements and asks the evaluator to indicate their level of agreement with each statement on a scale from strongly disagree to strongly agree.
The given presentation deals with the details of fine dining, importance of fine dining in professional life, different scenarios, dining styles in various countries and dos and don'ts of fine dining.
The Quality Of The Food Quality Essay
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Eating Healthy Foods Essay
Food Culture Essay
Food And Drink Essay
Food Essay
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The Important Role of Food in Our Lives
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This document discusses the author's food habits and preferences growing up in a Hindu Brahmin family in India. As a child, the author was vegetarian but later began eating eggs and then non-vegetarian food like chicken and seafood. Some of his favorite dishes included rice and dal, potato bhaji, sabudana khichadi, and hot chapatis cooked by his mother. The author discusses restaurants he frequented over the years and enjoying non-veg food while living in different cities. He remains fond of many foods but has changed his lifestyle after a stress test.
The document provides marking criteria for evaluating students' reading aloud skills in Primary 3. It assesses pronunciation, fluency, use of tone/pace/volume, and stress/intonation. Higher scores are given for clear pronunciation, fluent expressive reading with appropriate variation, and correct stress/intonation to convey meaning. Lower scores mean more mistakes in pronunciation and reading that is slow, hesitant with little expression or awareness of purpose/audience.
The document discusses countable and uncountable nouns. Countable nouns can be singular or plural and can be counted, while uncountable nouns only have one form and cannot be counted. Examples are provided of countable nouns like "banana" and uncountable nouns like "rice". The use of "is/are some" and "isn't/aren't any" with countable and uncountable nouns is explained. A quiz with examples reinforces the differences.
The document discusses countable and uncountable nouns. Countable nouns can be singular or plural and can be counted, while uncountable nouns only have one form and cannot be counted. Examples of countable nouns like apple, banana, and examples of uncountable nouns like rice, water are provided. The use of "is/are some" and "isn't/aren't any" with countable and uncountable nouns is explained. A quiz with examples of countable and uncountable nouns concludes the document.
The document provides marking criteria for evaluating students' reading aloud skills in primary school. It evaluates students on pronunciation, fluency, use of tone/pace/volume, and stress/intonation. Higher scores are given for clear pronunciation, fluent expressive reading with variation, and appropriate use of stress/intonation to convey meaning. Lower scores are given for issues like mispronunciation, slow/jerky reading, and inappropriate stress/intonation.
This document summarizes the difference between countable and uncountable nouns. It explains that countable nouns can be singular or plural, while uncountable nouns only have one form. It provides examples of countable nouns like "banana" and uncountable nouns like "rice". It also discusses using quantifiers like "some", "any", "much", and "many" with countable and uncountable nouns.
This document summarizes the difference between countable and uncountable nouns. It explains that countable nouns can be singular or plural, while uncountable nouns only have one form. It provides examples of countable nouns like "banana" and uncountable nouns like "rice". It also discusses using quantifiers like "some", "any", "much", and "many" with countable and uncountable nouns.
This document provides information about countable and uncountable nouns in English. It explains that countable nouns can be singular or plural, while uncountable nouns only have one form. Examples are given of common countable nouns like apple and uncountable nouns like rice. The use of "some" and "any" with countable and uncountable nouns is discussed. Exercises are included for students to practice identifying and using countable and uncountable nouns correctly.
Just imagine being able to look great, feel terrific and turn heads any time, any place, almost anywhere… without the inconvenience of starvation diets or knocking yourself out at the gym!
Bahasa Inggris BSI245778411111111111111111tikusmoci1
Here are 5 completed conversations using simple past and present perfect tenses:
1. A. have you ever been to the beach?
B. Yes, I have. We made sandcastles for 1 hour.
2. A. Have you tried sushi?
B. No, I haven't, but I'd like to.
3. A. Did you have breakfast this morning?
B. Yes, I did. I ate a huge breakfast.
4. A. Have you ever eaten Mexican food?
B. Yes, I have. In fact, I ate some just last week.
5. A. Did you sing a song yesterday?
B. Yes, I
The present document outlines four uses of the present simple tense: 1) to state facts, 2) to discuss thoughts and feelings, 3) to describe regular activities using adverbs of frequency, and 4) to discuss future events on a timetable such as appointments, classes, and transportation schedules. The present simple is not used to describe things happening right now, instead the present continuous tense is used for current actions.
The document provides information and examples about countable and uncountable nouns in English. It discusses how countable nouns can take plural 's' and examples are given for countable nouns like banana and sofa. Uncountable nouns cannot be pluralized and examples given include milk and coffee. The document then provides exercises for learners to practice identifying countable vs. uncountable nouns and using correct articles like 'a' and 'an'. Further examples are given around quantity words like 'some' and 'any' as well as countable vs. uncountable quantities.
The lesson covers count and non-count nouns as they relate to food vocabulary. Students will learn to identify, count, and use count and non-count nouns when talking about food. They will also practice using "some" and "any" in sentences to indicate quantity. Examples are given of foods like fruits, vegetables, meats and other items to classify as count or non-count nouns. Activities include matching food pictures to names, filling out charts, conversations using "some" and "any", and writing a shopping list applying this grammar.
The document discusses countable and uncountable nouns. It provides examples of countable nouns that can be singular or plural, and examples of uncountable nouns that only have one form. It explains that countable nouns can be counted, while uncountable nouns cannot. The document also discusses the use of "is/are some" and "isn't/aren't any" with countable and uncountable nouns. It includes a quiz to test the reader's understanding.
The document discusses countable and uncountable nouns. It provides examples of countable nouns that can be singular or plural, and examples of uncountable nouns that only have one form. It explains that countable nouns can be counted, while uncountable nouns cannot. The document also discusses the use of "is/are some" and "isn't/aren't any" with countable and uncountable nouns. It includes a quiz to test the reader's understanding.
This lesson presents the major food groups, common food and drinks, and other cooking and food related vocabulary. The food and cooking actions are all accompanied by pictures.
This document is an issue of a magazine focused on healthy lifestyles and starting the new year well. It contains an editor's note highlighting the focus on health for the new year. It discusses how people persevere through challenges with strength of spirit. It contains various articles on topics like balanced lifestyles, mehndi art, and love for parents. The editor wishes readers a happy new year.
This document contains a feedback request form for friends and family to evaluate a person's habits in several areas, including health and exercise, psychological health, study habits, eating habits, environmental concern, social concern, hygiene habits, and sleep habits. For each area, the form lists several statements and asks the evaluator to indicate their level of agreement with each statement on a scale from strongly disagree to strongly agree.
The given presentation deals with the details of fine dining, importance of fine dining in professional life, different scenarios, dining styles in various countries and dos and don'ts of fine dining.
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
This document discusses the author's food habits and preferences growing up in a Hindu Brahmin family in India. As a child, the author was vegetarian but later began eating eggs and then non-vegetarian food like chicken and seafood. Some of his favorite dishes included rice and dal, potato bhaji, sabudana khichadi, and hot chapatis cooked by his mother. The author discusses restaurants he frequented over the years and enjoying non-veg food while living in different cities. He remains fond of many foods but has changed his lifestyle after a stress test.
The document provides marking criteria for evaluating students' reading aloud skills in Primary 3. It assesses pronunciation, fluency, use of tone/pace/volume, and stress/intonation. Higher scores are given for clear pronunciation, fluent expressive reading with appropriate variation, and correct stress/intonation to convey meaning. Lower scores mean more mistakes in pronunciation and reading that is slow, hesitant with little expression or awareness of purpose/audience.
The document discusses countable and uncountable nouns. Countable nouns can be singular or plural and can be counted, while uncountable nouns only have one form and cannot be counted. Examples are provided of countable nouns like "banana" and uncountable nouns like "rice". The use of "is/are some" and "isn't/aren't any" with countable and uncountable nouns is explained. A quiz with examples reinforces the differences.
The document discusses countable and uncountable nouns. Countable nouns can be singular or plural and can be counted, while uncountable nouns only have one form and cannot be counted. Examples of countable nouns like apple, banana, and examples of uncountable nouns like rice, water are provided. The use of "is/are some" and "isn't/aren't any" with countable and uncountable nouns is explained. A quiz with examples of countable and uncountable nouns concludes the document.
The document provides marking criteria for evaluating students' reading aloud skills in primary school. It evaluates students on pronunciation, fluency, use of tone/pace/volume, and stress/intonation. Higher scores are given for clear pronunciation, fluent expressive reading with variation, and appropriate use of stress/intonation to convey meaning. Lower scores are given for issues like mispronunciation, slow/jerky reading, and inappropriate stress/intonation.
This document summarizes the difference between countable and uncountable nouns. It explains that countable nouns can be singular or plural, while uncountable nouns only have one form. It provides examples of countable nouns like "banana" and uncountable nouns like "rice". It also discusses using quantifiers like "some", "any", "much", and "many" with countable and uncountable nouns.
This document summarizes the difference between countable and uncountable nouns. It explains that countable nouns can be singular or plural, while uncountable nouns only have one form. It provides examples of countable nouns like "banana" and uncountable nouns like "rice". It also discusses using quantifiers like "some", "any", "much", and "many" with countable and uncountable nouns.
This document provides information about countable and uncountable nouns in English. It explains that countable nouns can be singular or plural, while uncountable nouns only have one form. Examples are given of common countable nouns like apple and uncountable nouns like rice. The use of "some" and "any" with countable and uncountable nouns is discussed. Exercises are included for students to practice identifying and using countable and uncountable nouns correctly.
Just imagine being able to look great, feel terrific and turn heads any time, any place, almost anywhere… without the inconvenience of starvation diets or knocking yourself out at the gym!
Bahasa Inggris BSI245778411111111111111111tikusmoci1
Here are 5 completed conversations using simple past and present perfect tenses:
1. A. have you ever been to the beach?
B. Yes, I have. We made sandcastles for 1 hour.
2. A. Have you tried sushi?
B. No, I haven't, but I'd like to.
3. A. Did you have breakfast this morning?
B. Yes, I did. I ate a huge breakfast.
4. A. Have you ever eaten Mexican food?
B. Yes, I have. In fact, I ate some just last week.
5. A. Did you sing a song yesterday?
B. Yes, I
The present document outlines four uses of the present simple tense: 1) to state facts, 2) to discuss thoughts and feelings, 3) to describe regular activities using adverbs of frequency, and 4) to discuss future events on a timetable such as appointments, classes, and transportation schedules. The present simple is not used to describe things happening right now, instead the present continuous tense is used for current actions.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
2. 01
Expressing preferences
about food
02
Healthy and unhealthy
food
03
Healthy food habits in
your country
04
There is and there are,
quantifiers
05
How often…?
06
Fast food likes and
dislikes
UNIT CONTENT
SPEAKING ABOUT
FOOD LIKES
GIVING OPINION
ABOUT EATING
HABITS
SPEAKING ABOUT
HEALTHY FOOD
countable and
uncountable
nouns
frequency
adverbs
LISTENING TO
PEOPLE’S FOOD
PREFERENCES
5. INTRODUCTION
When we talk about food preferences we express likes and dislikes about healthy or
unhealthy food (junk food) and even express preferences about certain kind of
international food using its nationality as a noun. The most common verbs to express
these likes and dislikes are love, enjoy, like and hate.
They are used in simple present tense because they are routines or habitual actions.
6. VERBS TO EXPRESS PREFERENCES
These verbs are regularly
accompanied by two types of words:
nouns and verbs.
7. NOUN
USE
When you use a noun, it can be
substituted by a pronoun and it can
be with or without an adjective. The
sentence has only one action, the
feeling.
EXAMPLES
● Anna likes red apples.
● She likes chocolate.
● She doesn’t like bread.
● She likes eggs.
● She doesn’t like orange juice.
● Carlos likes fish.
● He likes hamburgers.
● He doesn’t like pizza.
● He likes milk.
● He doesn’t like bananas
● Ana and Carlos like
strawberries.
● You hate sea food.
8. verbs
A VERB IN
INFINITIVE FORM
It is used to refer to a particular
moment or situation.
● I like to eat this dish, it is
delicious.
● I love to visit La Parroquia
restaurant.
● I hate to eat Italian food.
A VERB IN GERUND
FORM
It is used to refer to situations in
general, routinely or habitually
events.
● I like eating.
● I enjoy cooking.
● I hate baking.
● I don’t like ordering food.
● I like eating fruit.
9. SIMPLE PRESENT TENSE
SUBJECT PREFERENCE VERB NOUN
The boys love apples.
I like pizza.
We like Thai food.
You hate onions.
Remember that he, she or it use the “s” form
Tom likes fish.
Susan loves
chocolate
cake.
The cat likes milk.
Grammar structure
AFFIRMATIVE
SUBJECT AUXILIARY PREFERENCE VERB NOUN
The boys don’t love apples.
I don’t like pizza.
We don’t like Thai food.
You don’t hate onions.
Remember that he, she or it use the “auxiliary does”
Tom doesn’t like fish.
Susan doesn’t love
chocolate
cake.
The cat doesn’t like milk.
NEGATIVE
10. SIMPLE PRESENT TENSE
Grammar structure
INTERROGATIVE
YES/NO SUBJECT AUXILIARY
Yes, they do.
No, I don’t.
Yes, they do.
No, I don’t.
Remember that he, she or it use the “auxiliary does”
No, he doesn’t.
Yes, she does.
Yes, it does.
SHORT ANSWER
AUXLIARY SUBJECT PREFERENCE VERB NOUN + ?
Do the boys love apples?
Do you like pizza?
Do the girls like Thai food.?
Do you hate onions?
Remember that he, she or it use the “auxiliary does”
Does Tom like fish?
Does Susan love
chocolate
cake?
Does the cat like milk?
14. How to talk about what kind of
food you like.
FOOD LIKES
AND DISLIKES
15. LIKE
I’m crazy/mad about…
I (truly) adore…
I (really) enjoy…
I love… (very much)
I (quite) like…
I don’t mind… I (truly) detest/hate…
I (really) dislike…
… is/are not my thing
I’m not a huge fan of…
I don’t love/like/enjoy…
(very much)
LIKES AND DISLIKES + VERB –
ING OR NOUN
NEUTRAL DISLIKE
21. I bet that…
I dare to say that…
I’m sure that…
I ‘ve no doubt that…
I strongly believe that…
In my opinion…
As far as I’m concern…
I suppose that…
It seems to me that…
I’m not sure/certain, but…
In my experience…
To my mind…
As far as I’m concerned…
As far as I understand…
As for me / As to me, …
PERSONAL POINT OF VIEW
strong neutral subjective
80% 50% 30%
22. general point of view
● Some people say that…
● Many/Most people think/believe
that…
● It’s often said that…
● It’s generally accepted that…
● Everybody knows that…
● According to scientists…
● It’s thought that…
● Some people say that…
● It’s considered…
● The research seems to
suggest…
● Apparently…
● I’ve heard that…
24. Write 10 sentences about giving
your opinion on healthy and
unhealthy food.
e.g. Some people say that
drinking water everyday is
healthy.
HOMEWORK
01
26. HEALTHY EATING HABITS
Eat food you enjoy. Portion sizes are key. Pack your lunch.
Choose protein and
fiber.
Go Mediterranean. Don’t drink your
calories.
1 2 3
4 5 6
27. HEALTHY EATING HABITS (cont.)
Give yourself options. Don’t grocery shop hungry. Get a good night sleep.
Eat breakfast. Avoid diet drinks. Don’t snack after
dinner.
7 8 9
10 11 12
31. COUNTABLE NOUNS
WE CAN
COUNT
HAVE A
SINGULAR
AND PLURAL
FORM
a banana
two bananas
CAN USE A
SINGULAR
VERB OR
PLURAL
VERB
The apple is green.
The apples are red.
32. UNCOUNTABLE NOUNS
WE CAN’T
COUNT
HAVE ONLY
ONE FORM
(NO PLURAL)
butter
butters
ALWAYS USE
A SINGULAR
VERB
Sugar is sweet.
Milk is cold.
CANNOT USE
A, AN OR A
NUMBER
BEFORE
THEM
a rice
two rice
a bread
two bread
33. uncountable nouns are often…
love, freedom. education,
luck, help beauty, music,
thunder
sugar, rice, salt, sand,
flour, dirt, dust,
traffic, grass,
spaghetti
bread, fish, cheese,
chocolate, meat
bacon, food, ham
water, milk wine, oil,
coffee, rain, soup, air,
smoke, blood, juice,
fog
wood, glass, paper,
gold, silver, ice, iron,
cotton, wool, steel
furniture, advice,
work, news,
information, luggage,
money
ABSTRACT
IDEAS
(cannot touch)
MADE OF
SMALLER
PARTS
SOME FOOD
(cut into small
parts)
LIQUID &
GASES MATERIALS
BE CAREFUL!
(uncountable in
English)
35. Meaning: to say that something exists (or
doesn’t exist)
THERE IS &
THERE ARE
36. affirmative
There is a fish in the fridge.
There are eggs in the fridge
there is + singular
noun
there are + plural
noun
There is some milk in the fridge.
there is +
uncountable noun
there’s
there’re
there’s
37. negative
There isn’t a sundae in the fridge.
There aren’t any strawberries in
the fridge
there isn’t +
singular noun
there aren’t +
plural noun
There isn’t any soda in the fridge.
there isn’t +
uncountable noun
there
isn’t
there
aren’t
there
isn’t
38. QUESTIONS
+ Yes, there is.
- No, there isn’t.
+ Yes, there are.
- No there aren’t.
A FISH IN THE
FRIDGE?
EGGS IN THE
FRIDGE?
IS
THERE
ARE
THERE
How many bananas are
there in the fridge?
How many eggs are there
in the fridge?
+ PLURAL
NOUN + ARE
THERE…?
HOW
MANY
44. SUBJECT + ADVERB
+ MAIN VERB
Daniel always eats pancakes for
breakfast
subject + be +
adverb
He is always hungry.
SUBJECT + AUX. VERB +
ADVERB + MAIN VERB
Susan has always drank coffee for
breakfast.
45. How often? = I want to know the frequency
e.g. How often do you drink coffee?
HOW
OFTEN…?
47. NUMBER +
TIMES
A
TIME
PERIOD
Once*
one time
a day
Twice*
two times
a week
Three times a month
Four times a year
TIME
PERIOD
daily
weekly
monthly
annualy
EVERY NUMBER
TIME
PERIOD
Every two days
Every three weeks
Every four months
EVERY
TIME
PERIOD
Every day
Every week
Every month
48. examples
● She visits the dentist twice a year.
● He goes to the gym three times a week.
● I call her daily to make sure she is fine.
● There is a leap day every four years.
● We pay our mortgage every month.
55. example: breakfast
I like orange juice.
I love eating salmon
onigiri for snack.
drinks
CARBS
I always eat crashed
eggs for breakfast.
I sometimes drink a
glass of milk in the
morning.
PROTEIN
DAIRY
I like strawberries but I hate
celery.
FRUIT / VEGGIES
56. Make a description about your eating
habits for the weekend.
Design your healthy dish. Then
describe each food and drink using
simple present tense and frequency
adverbs to describe each meal from
your healthy dish:
• Breakfast
• Snack
• Lunch
• Dinner
PROJECT 01
57. CREDITS: This presentation template was created by Slidesgo,
including icons by Flaticon and infographics & images by Freepik
THANKS!
DO YOU HAVE ANY
QUESTIONS?
liliana.araujo@udep.edu.mx
FCE RN 096MX0300322
UDEP San Luis Potosí
Please keep this slide for attribution