FACULDADE DE LETRAS


                                        Discipline: PREPARAÇÃO DE MATERIAIS
                                                       Professor: Reinildes Dias
                                                          Module: III – Jan 2007

Group members:
Alexandre Bistene
Gleice Andrade
Maria Elisa Orsini
Mariane Tosta


    UNIT 1

                                       GETTING STARTED

                      PRE-READING ACTIVITY

I.       Warm up
         Start the class by asking students if they are hungry and what they would like to eat right
         then. Carry on by asking the following questions:
         -   Do people nowadays eat very differently from 50 years ago?
         -   Why have people been changing their eating habits?
         -   Give some examples of healthy food

II.      Vocabulary building
         Below, there is a food pyramid, which was created for people to understand how to eat
         healthily. It divides the different kinds of foods into different categories.
         1. Explain to students that their task is to fit the pictures of foods below in the correct
             category of the pyramid
         2. Set them in groups of 3-5 to do the activity.

                                                             1   Fats, Oils and Sweets
                                                                 (Use occasionally)

              2    Milk group
                  (2 servings)
                                                                           3   Meat group
                                                                               (2 servings)

4   Vegetables                                                                           5   Fruits
    (3-5 servings)                                                                           (2-4 servings)

                                           7    Breads and Cereals group
                                               (6 or more servings)


    B NUTS        I BREAD       P CHERRY


    D BEANS        K MEAT        R EGGS


                   M FISH        T RICE

                  N CEREAL     U POULTRY
    G MILK
III.   Discussion                                                                           5

1. Now that they already know what a food pyramid is, give them a minute to look at this

    new version..

2. Ask students to remain in groups for discussion of the following questions:

   Ask if they know what expression is normally used to describe the type of food above.
    Key: “junk food”
   What’s the main difference between the two kinds of food pyramids presented?
   Do you think it was a doctor who designed this pyramid? Why/Why now?
   Which one would you consider healthier? Why?
   Thinking about your own diet, which pyramid would better represent your eating
   Can lack of time affect people’s eating habits?
   What do they think people can do to have a healthier diet (any tips)?
                                               READING                                               6

  I.        Tell students that it is possible to lead a healthier life and that now they’ll read a
            text about it. For that, they must be split into 2 big groups, A and B.

       1.   Each group reads two different sections of text (A reads 1+2 and B reads 3+4).

       2.   Call their attention for the glossary after each section of the text. Give them 10
            minutes for reading.

   * Texts are on their reading paper sheet 3 for the unit “Yummy”.

                                1. Cooking tips for busy people

       Australians spend about one third of their household budget on convenience foods
such as takeaway and supermarket ready-to-eat meals. There are many reasons why people
are cooking less often. People’s lives are busier; the two-income household can mean that
neither partner has the time or energy to cook every night. There are also more people living
alone, who often don’t want to cook for themselves.
    However, convenience foods are expensive and some are high in fat and salt. If you don’t
have the time or motivation to cook, the following suggestions may be helpful.

   2. Your pantry

   You may be tempted to order takeaway if your pantry is bare and you can’t face the
   thought of going to the supermarket. The secret is to stock long-life ingredients that can
   be combined in any number of ways to create interesting dishes. Suggestions include:

      Buy extra of long lasting vegetables like potatoes, carrots and onions, which can form
       the basis of soups or casseroles.
      Stock plenty of dried pasta, such as spaghetti, fettuccine, macaroni and spiral
      Keep a selection of other long-life carbohydrates like rice, Asian-type dry noodles and
      Use tinned tomatoes, tomato paste, tinned corn and other vegetables.
      Stock a range of canned meats including tuna, salmon, sardines, beef and chicken.
      Keep tins of legumes on hand.
      Include canned and packet soups.
      Have a stock of oils and vinegars including olive oil, sesame oil, balsamic vinegar and
       red wine vinegar. You can make a wide range of salad dressings or marinades with
       these ingredients if you include a dash of herbs and lemon juice.
      Stock dried herbs.
      Useful condiments include tomato sauce, mustard, mayonnaise, relish, oregano.
      Store a variety of nuts - these are a great meat alternative, especially in pasta or rice
   3. Your freezer and fridge

   Keep your fridge and freezer stocked with handy healthy food. For example:

        Buy frozen vegetables. Contrary to popular belief, these products retain a high
         proportion of their nutrients.
        Citrus fruits like oranges have a long life when refrigerated.
        Fresh lemon and lime juice can be bought in bottles and stored in the fridge.
        Grated cheese can be sealed and stored in the freezer to increase its shelf life.
        When buying fresh meat, choose de-boned varieties. Divide the quantities into meal-
         sized portions and freeze separately.
        Buy red meat and chicken already sliced or diced or marinated.
        Buy bread in bulk and keep it in the freezer until needed. Bake-at-home rolls can also
         be kept in the freezer to have as an accompaniment to many different meals.

                                4. Time saving suggestions

        Make extra portions - while you’re making your pasta sauce,
         casserole or soup, make double (or even quadruple) the
         quantity you need. Freeze the remainder in meal portions, and
         you have ready-made meals for later in the week or month.
        Double up on tasks - you can save time if you do two things at
         once. For example, prepare your pasta sauce while your
         spaghetti is cooking.
        Prepare easy meals - one-pot meals (such as soups, risottos,
         stews, curries and casseroles) save on washing up.
        Use a microwave - it’s easier and faster to microwave foods than cook them in the
         oven or on the stovetop.
        Use small, thin chunks of food - they cook faster than big chunks.
        Don’t throw out leftovers - store them appropriately (such as refrigerated or frozen)
         for a quick meal the next day. Or reinvent the leftovers in a creative way; for
         example, pasta sauce can make a tasty waffle filling or the base for a pie filling.
        Cook the night before - for example, cook in the evening (when any children have
         gone to bed) and ask your partner, if you have one, to help you with the preparation
         like chopping vegetables. This will speed up the process and make it more fun. This
         means time-consuming recipes like soups, curries, stews or casseroles can cook while
         you relax in the evening.

Adapted from:
     II.      Still on their big groups, find 3 other partners to form a small one, containing 4     8


              1.   In 5 minutes, groups discuss the most important points from the texts they
                   read. Try to memorize as much information they can, to exchange with a
                   friend from the other group.
              2.   Ask students to put their materials aside and find a partner from the other big
                   group (A or B).
              3.   A student from group A exchanges information with a student from group B.
              4.   Change partners and repeat step 3 above.
              5.   Ask members of group B to tell you what they can remember from what the As
                   told them and do the same with the Bs.

     III.    Still in pairs, answer the true/false sentences below.

     a. (      ) Australians spend over half of their household budget on convenience foods.
     b. (      ) Frozen vegetables do not retain a high proportion of their nutrients.
     c. (      ) We can stock plenty of dried pasta, tinned tomatoes and canned meats.
     d. (      ) It is difficult to freeze home-made bread.
     e. (      ) Citrus fruits have a long life when refrigerated.
     f. (      ) Nuts are a great meat alternative.

    Key to exercise III:     a) F          b)F           c)T          d)F         e)T          f)T

                           PRE-LISTENING ACTIVITY

     IV. Students get back to their seats. Open discussion using the following questions,
             considering the previous activities on healthy/junk food:

     a. Which of the tips they found the most interesting? Why?
     b. Which one was the least interesting in their opinions? Why?
     c. Did their moms force them to eat anything when they were children?
     d. Is there anything they didn’t like eating when they were children that now they simply
            adore? Why the change?
     e. What wouldn’t they eat even if offered $50.00?
     f.     What’s the weirdest thing they’ve ever eaten? Where was it?
     g. Do they like typical food from any specific country? Which?

*    It is essential that next task is set today so they can be ready for next class’
activities! Emphasize its importance!

                       FURTHER ACTIVITIES

Tell hem next class we’ll carry on talking about food and assign the following task for

                                      LISTENING ACTIVITY I
                                       (EXTENSIVE LISTENING)

Target: revising vocabulary items on food/kitchen objects and focusing on their pronunciation.

   1. Tell them it’s an extensive activity – to be done for homework – and read directions
       with them (directions are also on the student’s guide).

       Enter the sites below and do the following exercise:
       FRUIT:                    (select 5)
       VEGETABLES:                 (select 5)
       MEAT AND FISH:             (select 3)
       SUNDRY:                  (select 3)
       OTHER FOOD:               (select 5)
       KITCHEN OBJECTS:              (“ 5)

       -   select 3 or 5 items of their preference (in each topic) from the lists.
       -   click over the selected items to listen to their pronunciation and repeat after the
           man to practice your pronunciation!
       -   write the selected items on the list below.

                    FRUIT                                          VEGETABLES

                    MEAT                                      SUNDRY (miscellany)

                OTHER FOOD                                       KITCHEN OBJECTS

                       POST-LISTENING ACTIVITY

* To be done right in the beginning of the subsequent class.

   I. Students put their material aside, get in pairs and tell each other the items they ca n
       remember from the ones they had previously selected and practiced at home.

       They can use vocabulary such as:

       “I chose bananas, melons and strawberries because they are delicious.”

       “I remember I selected onions, beans, rice and spinach. I love rice and beans, but I
       hate onions. Spinach is very good for the health”.

       “ I selected tap, kettle and whisk because they were new words for me”.

                       Miming game on previous vocabulary – in groups

Resources necessary for class:
       -   30 small paper strips.
       -   5 small paper or cloth bags.

   1. Ask students to get together with two other previously formed pairs (6 students in
       total, then).
   2. Provide each group with 10 paper strips and a bag.
   3. Tell each group to write 10 names of food items in paper strips within 2 minutes.
   4. Each team places the paper stripes in its bag – 1 bag for each team.
   5. Teams exchange the bags containing the papers in it.
   6. A student from each team gets a paper strip and has a minute to mime the food
       written on the paper. Only people from his own team can guess the word.
       (one team at a time)
   7. The winners are the ones who guess the most words!

P.S: Keep the game going on for about 15 minutes; or until you feel students are tired of it.

P.P.S: Before finishing the game, tell them you will do the last mime, which will be of “CAKE”.
That step is important for next activity.
                               LISTENING II                                               11

                          (INTENSIVE LISTENING)


               Discussion on cooking and food in different nationalities

1. Ask them what the last word mimed in the previous game was (cake). Ask them if
    they like cake and if they have ever prepared one before.
    Tips to engage in this conversation:
-   Have you ever prepared a cake before?
-   How do we prepare it / What are the main ingredients of a cake?
-   Which is your favorite cake flavor?
-   What are the easiest thinks to cook? And the hardest?
-   What characteristics must a good cook have?
-   What are some of the typically Brazilian food?

2. Ask them to look at the people’s pictures below (they have it in their guides) and


-   What are their countries and nationalities?
    SKIP: The USA / American
    ADRIENNE: The USA / American
    MATT: The USA / American
    PETER: Sweden / Swedish
    PHIL: England / English
    LISA: Canada / Canadian

-   What type of food they imagine those people like – considering their nationalities?
                           LISTENING ACTIVITY II
                              (EXTENSIVE LISTENING)


   1. Tell them to get the listening paper sheet for the unit “Yummy!”
   2. Ask them to get in groups of 3 or 4 and read the questions on the paper sheet all
        together previously to the listening.
   3. Play the audio - comprehension activity
   4. Give them 5 minutes to discuss the questions on the answer sheet in their respective
   5. Play the audio again for them to check doubts.
   6. Open class discussion to check further doubts.

                                  LISTENING PAPER SHEET

   1. What does Skip like to cook?
   2. He likes cooking a type of ____________ (nationality) dish very much.
   3. What are the 2 advantages of cooking chahan?

   1. Where did she learn to cook green curry?
   2. Is it her favourite dish of all?

   1. Where does he like to eat?
   2. Say at least 2 things he likes to put in his lasagna.

   1. What’s his absolutely favourite dish?
   2. What characteristics must a person have to cook it?

   1. Where’s Phil from?
   2. How well can he cook?
   3. What kind of microwave food does he make?

   1. What can she cook well?
   2. What things does she normally use in her dips?

                                 LISTENING TRANSCRIPT:

Skip, The United Sates
What is something I can cook well? I have two main dishes when I cook for myself or even for
friends. One is some version of fried rice - Chahan in Japanese. I have several versions that I
can do pretty well, and the other is spaghetti. So, if I can't think of anything special or I don't
want to take too much time, and usually I don't, spaghetti and Chahan are something that
are really delicious and they both don't take much time, so that's two important things about

Adrienne, The United Sates
What is something I can cook really well? I can cook Thai green curry very well. This is one of
my favorite dishes so when I went to Thailand I learned how to cook it at cooking class and so
now I make it all the time because I really enjoy it.

Matt, The United Sates
I like a home cooked lasagna. I'm a big Italian guy. Yeah, just anything basically with pasta
but the lasagna's got to be with the noodles, the big noodles, the cheese melted and plenty of
meat in the middle, succulent.

Peter, Sweden
What I can cook well is chili con carne. It's my absolute favorite dish and not only because it's
tasty and delicious, it's also because it requires patience which I don't usually have and you
also have to be really picky with the ingredients in order to make it taste well.

Phil, England
What can I cook well? That's a very difficult question because my cooking is awful. At home I
normally cook boil-in-the-bag curry and microwave rice because it's very, very easy and very
quick and I'm a very lazy person so it appeals to me but in England, my home in England, I
used to cook - in the oven for my parents - sometimes but just frozen fish and maybe very
simple rice or pasta but I cooked it OK but 'well' is maybe not the right word.

Lisa, Canada
What is something I can cook really well? I am an excellent dip maker. I can make great
Mexican dips, such as Guacamole with avocados and lemons and spices or Tzatziki, which is a
Greek cucumber yogurt dip with yogurt cucumber, dill and lots of garlic.

                        FURTHER ACTIVITIES:

Point to them possibilities for extensive vocabulary and listening practice (ask them to follow
it on their guide):

    1. Browse the pages below for further vocabulary practice.

    2. Take free vocabulary quizzes on food!

    3. Get some more listening practice by listening to different dialogues about food (read
        transcripts and listen to the audio)

    4. Listening about British food habits:

                      PRE-WRITING ACTIVITY

Tell students that now that we have talked so much about food, it’s time to learn to cook!

1. Ask them if they like bananas and if they have ever had banana muffins.
    If not, tell them what a muffin is like (a small sweet cake that often has fruit inside).
2. Tell them they are going to read a recipe on banana muffins.
3. Elicit responses from the students on what each picture stands for. You might need to
    clarify the meaning of a few ingredients (such as cinnamon or vanilla) in spite of how
    clear the picture can be, for some of the students might not be familiar with what
    these ingredients are like.

                                  BANANA MUFFIN


   2 cups all-purpose flour
   3/4 cup sugar
   2 tsp baking powder
   1/2 tsp baking soda
   Pinch of salt
   1/2 tsp cinnamon
   1/8 tsp nutmeg
   1/4 cup canola oil
   2/3 cup nonfat milk
   1 egg lightly beaten
   1 tsp vanilla
   2 small ripe (not green) bananas, mashed


   Preheat oven                  to 350 degrees.

   In a large bowl, stir flour                       ,   sugar             ,   baking powder

                   , salt            and cinnamon                       together.

   In a medium bowl combine milk                         ,   egg                   and vanilla

                    , followed by mashed bananas                    .

   Mix the contents of both bowls together in the large one and combine them.

   Stir with a wooden spoon                .

   Fill muffin cups               two-thirds full.

   Bake for 18-22 minutes.

    Adapted from

4. Ask them what they imagine the underlined verbs mean.
5. Tell them that, to check it, they will have a little help from the next exercise. Refer to
    page 16 and do it in pairs.

Match the verbs on the left to the actions on the right, according to the example.










                                   WRITING ACTIVITY

    1. Considering the previous vocabulary exercise, clarify remaining doubts.
    2.   Tell students to get in groups of 3 or 4 and choose a recipe of their preference from
         the two options below.
    3.   Tell them to choose the verbs from the boxes to complete the recipe. Some of the
         verbs will be used more than once.

                           Vegetable and meat soup

Cooking time: 30 minutes       serves: 4 people
        04 potatoes
        03 carrots
        broccoli
        200 grams meat
        1 liter water
        Salt to taste
        Garlic to taste
        Oil to taste


________ a bit of oil into a pan and ________ salt and garlic to taste. Let it gold for a while.
________ the water in that same pan and wait a few minutes for it to ________. While you
are waiting, ________ the potatoes and carrots and then ________ them together with the
When the water gets hot, put some olive oil and the vegetables in the pan to ________. In a
smaller pan, prepare the meat and ________ it to the taste.
________ the meat to the vegetables. Wait for 15 more minutes and it is ready! Dig in!

COOK                           ADD                           BOIL                          CHOP
POUR                          PUT                           SEASON                          PEEL   19

                              Chocolate Brownies

Cooking time: 25 minutes      serves: 5 people
      6 tablespoons butter
      2 ounces unsweetened chocolate
      1/2 teaspoon vanilla
      1 cup granulated sugar
      2 large eggs
      3/4 cup all-purpose flour
      1/4 teaspoon baking powder
      1/4 teaspoon salt
      1/2 cup chopped pecans or walnuts


_______ oven to 325°. _______ and _______ an 8-inch square baking pan.
In a saucepan over low heat, _______ the butter and chocolate, stirring constantly. _______
from heat and let cool. With a whisk, _______ in the vanilla and sugar.
_______ in eggs, one at a time, beating well after each addition. _______ flour, measure into
a small bowl, and _______ in the baking powder and salt, blending well. With a wooden
spoon, _______ the flour mixture into the first mixture. _______ in the chopped nuts,
blending well. Spoon into the prepared pan and _______ evenly. _______ the brownies for
about 25 minutes.

   WHISK              REMOVE                BAKE                SPREAD             GREASE

   HEAT               MELT                  BEAT                STIR               FLOUR

                         FURTHER ACTIVITIES:

Point to them possibilities for extensive practice on recipes. Tell them this is an opportunity
for them to…

   1. expand their knowledge of cooking facts
   2. go deeper on how to prepare many dishes that cater for all tastes.

… by browsing the following pages for recipes and send their friends e-mails telling them the
recipes they have liked he most.

Listening – how to make baked apples:

Listening – how to make an apple pie

Enter Jamie Oliver’s page and get any recipe you want to share with your friends.

Listening – food for thought

For extra vocabulary, check:

                                    SPEAKING ACTIVITY

                       PARTY TIME!
                     (FOOD FESTIVAL)

   I.   Assign students to research recipes of their preferences to actually prepare them for
            our “Food festival” – end of the unit activity.


   WEEK 0
        -     Three weeks before the event, send parent’s circular explaining the pedagogical
              reasons behind the food festival, where it will be held and ask for their signature
              allowing their children to join it. Be clear that expenses for dishes preparation
              will be on them. They must give feedback within 5 days.

   WEEK 1
        -     Give students a week to search for something they would like to prepare.
        -     Students hand in the chosen recipe.
        -     Time to buy ingredients. They can surely count on parents’ help.

   WEEK 2
        -     Tell them they will have this entire week to start memorizing the r ecipe
              (ingredients, verbs, how the food is made, etc) to explain to classmates during
              the party, where they will have the chance to eat the food they have prepared

Go over instructions on invitation below with students, so everyone understands what they
must do, and that this final activity concerning this past unit will be graded according to
their performance during the party.


                              PARTY TIME!

           We invite you to take part in our “end-of-the-unit party”, which
           will take place on the __ of __, 200__. Get your aprons, hats and
           neckerchiefs ready… cause we’ll do some cooking!!!


           WEEK 1
           o   select a recipe of your preference
           o   buy the necessary ingredients
           o   give your teacher a copy of the recipe you have chos en to

           WEEK 2
           o   rehearse how you have cooked it, to explain it to your friends
               on party day! (ingredients used and complete preparation)
           o   Prepare your dish (you can count on your parents’ help, as
               long as you can explain how to make it!)

           o   prepare your dish at home

           AT THE PARTY
           o   serve your food to people at the party and explain to them
               how it was made. Your teacher will evaluate you on how good
               your explanation is. Have fun!

                               Y U M M Y ! ! !

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