3 What do we eat?

Module: Cultures of the world

Overview
Students learn about food from both cultural and practical points of view in this unit. They explore the cultural
role of food through reading about family meals, fusion food, food for celebrations and types of meals from
around the world. They think about what makes food enjoyable through reading a restaurant review and
articles on food styling and competitive eating. Practical information, such as cooking methods and healthy
eating, is also covered in the unit.

Learning targets
a b c d e f

Interpersonal strand ✓ ✓ ✓ ✓ ✓

Knowledge strand ✓ ✓ ✓ ✓ ✓ ✓

Experience strand ✓ ✓

Contents
Page
Scheme of work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3-2 & 3-3
Unit opening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3-4
Warming up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3-4
Reading to learn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3-4 & 3-5
Life skill . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3-5
Vocabulary building skill . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3-5
Grammar in use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3-5 & 3-6
Integrated tasks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3-6 & 3-7
Speaking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3-7 & 3-8
Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3-8
Self-assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3-8

Companion titles
Oxford Advanced Thematic Anthology 1 Units 8 & 9
Success in Grammar (Third Edition) 1 Unit 3
Junior Oxford Advanced Listening (Second Edition) 1 Unit 3

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Unit 3

Scheme of work (1A Unit 3)

Objectives/Skills Content
Unit opening To introduce the unit topic of Photo of various foods and ingredients on a table
(p. 65) food

Warming up To learn the following 1 Complete some forum posts about food from different countries
(pp. 66 & 67) vocabulary: 2 Write down your ideal meals and ask a partner about his/hers
Types of meals 3 Skim and scan Texts 1, 2 and 3 and answer questions
To pre-teach content in Texts 1,
2&3
Reading to learn To read an interview article, a 1 Text 1: Interview article with a food stylist
(pp. 68–75) restaurant review and a recipe 2 Answer comprehension questions about Text 1
and answer questions about the 3 Text 2: Restaurant review of a new Japanese restaurant
texts
4 Answer comprehension questions about Text 2
Understanding steps in
5 Text 3: Recipe for Japanese soufflé pancakes
instructions
6 Answer comprehension questions about Text 3

Life skill (p. 76) Understanding cooking Complete a guide to different cooking methods
methods
To learn the following
vocabulary:
Ways of cooking
Vocabulary Using compound nouns 1 Match pictures and form compound nouns
building skill 2 Complete an article about fusion food by combining words to form
(p. 77) compound nouns

Grammar in use To learn the following grammar 1 Complete a story using the simple past tense
(pp. 78–83) items: 2 Complete a note using appropriate countable and uncountable nouns
• Simple past tense 3 Complete a food diary using appropriate quantity words
• Countable and uncountable
4 Replace the words in a blog entry using appropriate words that talk about
nouns
quantities
• Quantity words
• Talking about quantities 5 Grammar consolidation: Complete a school newspaper article about
competitive eating

Integrated tasks Listening for sequence 1 Listen to an online cooking video and complete a recipe
(pp. 84–87) 2 Complete an article about the basics of cooking using information from
a podcast, an email, a leaflet and a listicle

Speaking (p. 88) Making suggestions Discuss details of a welcome meal for some exchange students

Writing Writing about personal 1 Identify the Purpose, Audience and Tone of a restaurant review
(pp. 89-93) experiences 2 Learn about the structural and language features of a restaurant review
3 Read some notes about a restaurant and complete a review of it
4 Brainstorm ideas
5 Draft, review and edit a restaurant review
6 Read a partner’s restaurant review and give feedback

Self-assessment To reinforce understanding of 1 Complete an email about exploring different cuisines

(pp. 94–96) target vocabulary and grammar 2 Correct an article about Hong Kong bubble waffles
items 3 Complete a self-assessment checklist
To assess performance and 4 Complete a self-reflection table
evaluate learning outcomes

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 Unit 3

Supporting materials iSolution Teaching time Learner diversity

QR code: SDL Warm-up video and questions
• SDL Warm-up video and questions

QR code: • Vocabulary e-Exercise 1 lesson Core:

• SDL Glossary • SDL Flash Card Learning Tools • Types of meals
Web: • e-Dictation
• Vocabulary and writing book e-Activity:
• Lesson support worksheets • Word cloud—describing different types of meals
QR code: • SDL Audio recordings 2–3 lessons For less able
• SDL Audio recordings • SDL Interactive video students:
• SDL Interactive video • e-Dictation • Simplified
Web: • Reading e-Exercises reading
• Diagnostic exercise • SDL Flash Card Learning Tools worksheets
• Simplified reading worksheets • Comprehension PowerPoints For more able
• Challenging reading worksheets students:
• Lesson support worksheets • Challenging
TB: reading
• Additional comprehension questions worksheets
QR code: • Vocabulary e-Exercise 1 lesson Core:
• SDL Glossary • SDL Flash Card Learning Tools • Ways of
Web: • e-Dictation cooking
• Vocabulary and writing book • Vocabulary games—ways of cooking & adjectives
• Lesson support worksheets describing food
Web: • Vocabulary e-Exercise 1 lesson Optional:
• Vocabulary and writing book • SDL Flash Card Learning Tools • Using
• Lesson support worksheets • e-Dictation compound
nouns
QR code: • Grammar e-Exercises 2–3 lessons All grammar
• SDL Activities • Grammar PowerPoints items are covered
• SDL Grammar video and exercise— in KS1 and KS2
Web: simple past tense, countable and uncountable nouns &
• Lesson support worksheets talking about quantities
• SDL Virtual tutorial—countable and • SDL Virtual tutorial—countable and uncountable nouns
uncountable nouns • Grammar games—simple past tense & talking about
quantities
• Kahoot! quiz
Web: • Audio recordings 2 lessons
• Audio recordings • Tapescripts
TB:
• Tapescripts
TB: • Sample discussion 1 lesson
• Sample discussion • Sample discussion audio
QR code: • SDL Sample writing 3–4 lessons
• SDL Sample writing e-Activity:
Web: • Flow chart—generating ideas (group activity)
• Writing support worksheets
• Vocabulary and writing book
TB:
• Model writing
Web: • e-Exercises
• Graded vocabulary worksheets • Google Forms
• Graded grammar worksheets • Unseen dictation
• Unit test
TB:
• Unseen dictation

3-3
Unit 3

Unit opening (p. 65)
SDL Flipped classroom
Before class, students can scan the QR code or use the
e-Textbook to watch a video introducing the unit topic and
answer the follow-up questions to check understanding.
c Which phrase in paragraphs 4–6 means ‘the clever ways of
doing things, known by people who do a particular job’? (the
tricks of the trade)
d Which of Tanya’s tips is the most practical for people
photographing their food at a restaurant? Why? (Editing
photos is the most practical tip as anyone can do it on a
phone. Other tips that Tanya mentions require herbs, natural
light or special equipment.)

Warming up (pp. 66 & 67)

Text 2 Restaurant review (p. 72)
SDL Vocabulary in use
Students can scan the QR code for the glossary of the SDL Audio recording
target vocabulary items. They can also use the Flash Card
Students can scan the QR code to listen to an audio
Learning Tools to learn the words.
recording of the text.

e-Activity: Word cloud Background information

Ask students to suggest other words to describe various Castella is a simple sponge cake that was inspired by cakes
types of meals. brought to Japan by the Portuguese in the 16th century.
The cake could last a long time without going bad, which
made it popular with sailors.
Reading to learn (pp. 68–75)
SDL Talking points
Text 1 Interview article (pp. 68 & 69)
1 Do you prefer eating at a casual dining restaurant or a fine
dining restaurant? Why?
SDL Audio recording
2 Do you have a ‘sweet tooth’? What are your food
Students can scan the QR code to listen to an audio
preferences?
recording of the text.
3 What is the most important aspect of a restaurant and why?
SDL Interactive video 4 Given that everyone has different opinions, how useful are
restaurant and food reviews?
Students can scan the QR code to watch a video illustrating
the text and answer the questions to check understanding.
Text 3 Recipe (p. 73)

SDL Audio recording

Talking points
1 Would you like to be a food stylist? Why or why not?
2 How do real foods look different to photos of food?
3 Posting photos of food on social media is popular nowadays.
What do you think of this practice?
Comprehension 1 (pp. 70 & 71)
Students can scan the QR code to listen to an audio
recording of the text.
Background information
Soufflé pancakes are different to normal pancakes because
they contain extra egg whites, which are beaten to make the
pancakes taller and lighter.

Additional comprehension questions

Comprehension 2 & 3 (pp. 74 & 75)
For less able students:
a Who do food stylists work closely with? (photographers) Additional comprehension questions
b According to Tanya, what happens when people see an For less able students:
attractive dish? (they expect it to taste good and want to eat
more) Restaurant review
c How can people add colours to home-made dishes? (with a a When did the reviewer visit Amatō? (on a Sunday afternoon)
pinch of herbs) b What did the green tea castella taste like? (bittersweet)
d What should people use instead of their camera’s built-in Recipe
flash to take photos of food? (natural light) c How much lemon juice does the recipe require? (half a
For more able students: teaspoon)
a Who does ‘we’ (line 8) refer to? (food stylists) d In which step is the butter used? (step 5)
b According to Tanya, which senses do we use when perceiving
food? (sight, taste and smell)

3-4
 Unit 3
For more able students: chickpea pineapple
Restaurant review doughnut popcorn
a Why did the reviewer think that naming the restaurant eggshell pork chop
‘Amatō’ was appropriate? (‘Amatō’ means ‘sweet tooth’ and flapjack soya bean
the restaurant is famous for its desserts) fruitcake strawberry
b Did the reviewer think that the restaurant offered good value grapefruit watermelon
for money? How do you know that? (no, because she gave
the restaurant only three stars for ‘Price’)
Recipe Grammar in use (pp. 78–83)
c Which times of day are Japanese soufflé pancakes perfect
for, according to the author? (morning, afternoon and SDL Activities
evening/all day) Students can scan the QR codes for grammar activities
d In total, how long are the pancakes cooked for? (five to seven to check or reinforce their understanding of the target
minutes) grammar items.

Life skill (p. 76) Simple past tense (pp. 78 & 79)

SDL Flipped classroom

SDL Vocabulary in use
Before class, students can scan the QR code or use the
Students can scan the QR code for the glossary of the
e-Textbook to watch a video about the simple past tense
target vocabulary items. They can also use the Flash Card
and complete the follow-up exercise.
Learning Tools to learn the words.

Extension activity
1 Put students into groups and tell them they will take part
in a quiz.
2 Show pictures of several familiar dishes (e.g. fried
noodles, pizza, burgers, dumplings, pak choi, ribs) to
the class and ask them to write down the names of the
dishes, the main ingredients and how they are cooked.
3 At the end of the quiz, ask students to reveal their
answers. Give the groups a point for each correct answer,
and allow multiple answers for the cooking methods
when valid.
Vocabulary building skill (p. 77)
Extension activity
1 Make a list of food-related compound nouns, such as the
one in More examples below. Write the first halves of the
compound nouns on the board.
2 Read out the second halves of the compound nouns
in a random order. Encourage students to call out the
first half of the compound noun. The first student to do
so correctly must then use the word in a sentence. You
may show pictures of the words as prompts if students
cannot guess the answers.
3 Continue until all the words have been used, ensuring
that students use a different sentence construction with
each word.
More examples
We waited a long time for our food to arrive.
She tried to cook dinner, but it went badly.
The service was excellent, so I tipped the waiter.
Jack watched the chef cook his food.
I found a great restaurant near school yesterday.
Lisa saw three Thai restaurants on the same street.
Last week, Sarah made a delicious cake.
I didn’t like the pizza. It was very salty.
Were the diners happy with their meals? Yes, they were.
Did Michael cook this dish? No, he didn’t. I did.
How did you learn to cook? My mum taught me.
Language point
Tell students that the simple past tense not only describes
individual actions in the past, but also long-term states and
habits in the past, e.g.
For hundreds of years, people ate a simple diet of fish and rice.
While on holiday, she ate fruit for breakfast.
Countable and uncountable nouns (p. 80)
SDL Flipped classroom
Before class, students can scan the QR code or use the
e-Textbook to watch a video about countable and
uncountable nouns and complete the follow-up exercise.

More examples SDL Virtual tutorial

bean sprout hot dog You can use the e-Textbook or e-Activities to show
breadcrumbs ice cream students a virtual tutorial about common errors associated
breakfast peanut with countable and uncountable nouns and have them
complete a short quiz.
bubblegum peppermint
3-5
Unit 3
More examples
I would like a steak. Good idea! Two steaks, please.
Those mangoes look tasty.
Blueberries go well with pancakes.
That was one of the best lunches of my life.
Noodles are popular in many Asian countries.
You should all be careful with the knives.
Children generally eat less food than adults.
Congee is my favourite breakfast dish. There are many ways to
flavour it.
These dishes contain too much salt.
Whip the eggs to introduce more air.
Language point
You could point out that some nouns can be both countable
and uncountable, depending on how they are used. The
countable use is generally for individual items, while the
uncountable use is for an amount of a substance, e.g.
There are five glasses.
There’s a lot of glass on the floor.
I baked two cakes.
Would you like some cake?
Chop the onions.
That’s too much onion.
Quantity words (p. 81)
More examples
Please pass me a piece of fruit.
I’d like a glass of orange juice.
Add a teaspoon of baking powder.
The cupboard only contains two tins of beans.
He put four lumps of sugar in his coffee!
A pinch of salt brings any dish to life.
Only use a drop of vanilla extract. It’s very strong.
Language point
Tell students that when we use quantity words with countable
nouns, we should make the nouns plural, e.g.
I ate a plate of chips.
There was a whole bowl of chillies.
Talking about quantities (p. 82)
SDL Flipped classroom
Before class, students can scan the QR code or use the
e-Textbook to watch a video about how to talk about
quantities and complete the follow-up exercise.
3-6
More examples
How many people went to the restaurant?
How much milk should I use?
How much do the eggs cost?
He would like some soup.
Some restaurants add a service charge to the bill.
Are there any herbs in that dish?
I couldn’t find any milk at the shop.
I know a lot of recipes.
The dessert came with lots of ice cream.
Language point
Tell students to be careful when using some, any or a lot of/lots
of with nouns that can be countable and uncountable as the
meanings are different, e.g.
I need to buy some meats.
(= I need to buy a number of different types of meat, e.g. pork,
chicken and beef)
I need to buy some meat.
(= I need to buy an amount of one type of meat)
Integrated tasks (pp. 84–87)
Part A
Task 1 (p. 84)
Tell students that the information on the recording is in the
same order as in the recipe. Remind students to listen out
for sequence words and expressions to identify the steps to
make the meat sauce. You may also like to revise how units of
measurements (e.g. grams, millilitres) are said before you play
the recording.
Part A tapescript (p. 84)
Flora: Hello! Today, Ian and I will be making a delicious
Italian beef lasagne. The ingredients are very easy to
prepare. You’ll need 12 sheets of pasta, (1) 900 grams
of minced beef, two onions and two cloves of garlic.
Ian: You’ll also need three (2) cans of tomatoes, 50 grams
of butter, 50 grams of (3) flour, and 750 millilitres of
milk.
 ight, let’s make the meat sauce. (4e) First, chop the
Flora: R
onions and garlic and put them to the side.
Ian: We’ll cook the onions and garlic in a minute.
(4a)
Before that, fry the minced beef in a frying pan, all
900 grams of it.
Flora: When the beef is light brown, (4d) add the chopped
onions and garlic to the pan. Fry until they are soft.
(4b)
Ian: Next, stir in the tomatoes and a pinch of salt.
Flora: Now, three cans of tomatoes contain a lot of water,
so (4c) simmer for 30 minutes to thicken the sauce.

Ian: While we’re waiting for the meat sauce to thicken,
let’s make the white sauce! The first step in making
the white sauce is to (5) melt the butter. Put your
butter in a small saucepan and use only a gentle heat.
Once the butter is melted, (6) add the flour slowly and
let it heat for one minute.
Flora: A
 fter adding the flour, you need to add the milk a
little at a time as well. (7) Stir quickly until you get a
thick and smooth sauce.
Ian: Now comes the fun part! Take out a large oven dish
and spoon (8) about a third of the meat sauce into
it. Do the same with the white sauce—use about a
third. Then put (9) some pasta sheets on top.
Flora: (10) Repeat the process twice to make two more layers.
After that, you can top the lasagne with some hard
cheese.
Ian: Finally, pre-heat your oven to 160 °C and bake your
lasagne for (11) 45 minutes. After waiting for three-
quarters of an hour, take it out and serve it hot!
Flora: I can’t wait to taste our lasagne!
Part B (pp. 85–87)
Before playing the recording, you can go through the note-
taking sheet with students and ask them what they know
about using knives safely in the kitchen and elicit some cooking
tips. Tell students that some of the answers on the recording
are paraphrased when they are repeated. They should listen
carefully and distinguish between the advice given and
examples of things to avoid.
Part B tapescript (p. 85)
Pierre: H
 ello! I’m Pierre …
Dorothy: And I’m Dorothy. We’re A Couple of Cooks!
Welcome to the show.
Pierre: T oday, we’ll talk about some basic cooking
advice, starting with knife safety.
Dorothy: Tip one for knife safety: use a sharp knife. Many
people think that sharp knives are dangerous, but
actually, blunt knives are more likely to cause an
accident.
Pierre: S econdly, (4) do not get distracted while cutting.
Dorothy: That’s right—if you look away or talk to someone,
you could get distracted and cut yourself.
Pierre: So, pay attention, folks! Finally, it’s important to
(5)
keep your fingers away from the blade of the
knife.
Dorothy: S ome people put their fingers very close to the
knife and that’s dangerous! Keep those fingers
away from the blade!
Pierre:  ow, we’d like to move on to some cooking tips.
N S1: We could serve burgers, ribs and sausages. I think these
Dorothy?
Dorothy: Y
 ou should always prepare before you start
cooking. By that, I mean you should get the
ingredients ready and (8) read the recipe carefully.
Pierre: T hat’s great advice! By reading the recipe
carefully, you can check that you have all the
ingredients you need. It’s frustrating to find that
an ingredient is missing after you’ve started
cooking the dish.
Unit 3
Dorothy: Next tip: while you cook, add (9) salt, pepper,
herbs, etc. to the food to improve the flavour.
Pierre: We call adding salt, herbs, pepper and so on
‘seasoning’. Your dish will be quite bland without
them.
Dorothy: It’s good to season every time you add a new
ingredient.
Pierre: OK, listeners, that’s all for this episode. Don’t
forget to listen to next week’s podcast—it’s all
about dessert!
Dorothy: What a delicious topic! See you then. Bye!
Task 2 (p. 87)
Remind students to follow the instructions provided by Ms Tsui
in her email on page 85 when completing the article and make
use of the information from both the recording and the items
on page 86.
Speaking (p. 88)
Useful expressions
Does anyone agree?
I like that suggestion, but …
I’d like to suggest that …
One possibility is to …
Why don’t we …?
Sample discussion
S1: There will be a welcome meal for some exchange
students. First, let’s talk about the location and time of
the meal.
S2: Why don’t we have the meal at a restaurant? There’s a
good seafood restaurant nearby.
S3: I’m not sure about that. It sounds very expensive. How
about an informal meal at the school? If the weather’s
good, we could have the meal outside.
S1: Yes, I think that’s a good idea. When should we have the
meal? We could do it at lunchtime.
S2: In my opinion, we must do it at lunchtime. Breakfast is
too early and dinner is too late. People want to go home
at the end of the school day.
S3: I agree. Let’s have a barbecue lunch. It’s informal and
the exchange students can walk around and get to
know everyone.
S2: That’s a very good point! Also, American students might
feel at home with this food.
are common barbecue foods.
S2: Yes, though we should have some vegetarian options
too. Not everyone eats meat.
S3: That’s true. Now, how can we introduce the dishes? Do
we need to?
3-7
Unit 3
S2: In my opinion, we should introduce them. Someone
could give a speech welcoming the exchange students
to our school and also introduce the food.
S1: That’s a good plan. Do we need to discuss anything
else?
S3: No, I think that’s all for now. Thank you both for taking
part.
Writing (pp. 89–93)
e-Activity: Flow chart
You can use the flow chart to help students generate ideas
for their restaurant review.
SDL Sample
Students can scan the QR code for the following sample
writing.
Sample restaurant review
Hong Kong’s perfect pizza place
60 Edward Road, Tsim Sha Tsui
$ Main dishes: $90–$140
11.30 a.m.–11 p.m.
by Gina Lo
Al’s Kitchen started 30 years ago in a quiet street in
Hung Hom, quickly gaining a reputation as an authentic,
reasonably priced restaurant. It recently moved to Tsim Sha
Tsui. While the food is as good as ever, not everyone will like
the new decoration and higher prices.
The first thing I noticed as I entered was how new everything
was. Gone are the dusty old bottles and ageing photos. In
their place are a lot of shiny glass surfaces. ‘How many TVs
does a restaurant need?’ I asked myself.
For an appetizer, I chose bruschetta, slices of toasted bread
with lots of cheese, garlic and tomatoes. It was crunchy, well-
seasoned and tasty. My main course was pizza topped with a
handful of mushrooms and ham. Baked quickly, the base was
crisp while the toppings tasted fresh and natural. For dessert,
I ordered some cannoli, small, tube-shaped pieces of fried
pastry with sugary fillings. They had a satisfying texture and
interesting fruity flavours. I finished the meal with a cup of
strong Italian coffee.
While Al’s Kitchen has changed in some ways, other aspects
remain the same. The warm welcome immediately made me
relax, and the food was as good as ever. Al’s Kitchen should
still be around in another 30 years.
Food: ★★★★ Decor: ★★★
Price: ★★★ Service: ★★★★
3-8
Sample restaurant review
Hilltop Restaurant: An authentic taste of Thailand
122 Lee Hing Road, Kowloon City
$ Set meals: $120–$200
8.30 a.m.–10 p.m.
by Charles Fong
This is my favourite Thai restaurant. It is small and very
simple, but it serves the best Thai food in Kowloon.
I arrived with my family at lunchtime and we sat at a table
with another family. The restaurant was very crowded and
noisy, but everyone there seemed happy. There was no
decoration and the tables were sticky, but Hilltop Restaurant
is really about the food.
It was very difficult to order because the waitress was always
busy. We also received the wrong order twice. However,
we finally got our papaya salad as an appetizer. It tasted so
natural and tangy that we ordered another.
Next, I had grilled pork neck with rice. The pork was crispy
on the outside and tender in the middle. The sauce was thick
and tasted of garlic and lime. They both went perfectly with
the soft rice.
For dessert, I had khao mao tod, which is a deep-fried banana
covered with roasted rice. It is unhealthy but delicious. While
the rice stayed crunchy, the banana became soft and creamy.
Hilltop Restaurant does not offer high-class dining, but
the food is excellent. The prices are also very reasonable.
However, don’t come here if you are in a hurry.
Food: ★★★★★ Decor: ★
Price: ★★★★★ Service: ★★
Self-assessment (pp. 94 & 95)
Graded worksheets
Students can use the graded vocabulary worksheets and
graded grammar worksheets for further practice.
Unseen dictation passage
Diary entry—Monday
Yesterday, I prepared a Malaysian meal for some friends. How
many friends came? Five, in total. It was a lot of work, but I’m
glad I did it.
The appetizer was a soup with pork ribs and mushrooms. I
also added a teaspoon of chillies. I boiled it until it was rich
and thick.
For the main course, I made a beef curry. I fried the beef
before adding a can of coconut milk and lots of spices. The
side dish was steamed vegetables.
Finally, I made some small cakes for dessert. They contained
eggs, flour and sugar. We didn’t have any coconut cream, so
I served them with ice cream instead.
Did my friends like the food? No, they loved it! How much
did it cost? About a hundred and fifty dollars.