It's a foodie's world! Isabel Mª Partal, Germán Blanco, Víctor Sánchez, Isabel Cabrera

Learners type: First level of Non-compulsory Secondary Education

Language level: B1

Materials: Youtube, Google Drive, Kahoot, Edmodo, Pixton

Topic: Foods and eating habits

Time: 2 hours


  • To be able to work autonomously.
  • To be able to successfully use technologies.
  • To be able to work autonomously.
  • Recreating restaurant dialogues and shopping interaction at supermarkets.
  • Presenting a recipe to the whole class.
  • Describing the different steps used to carry out interaction at a restaurant and to design a cooking recipe and the different linguistic strategies, structures and vocabulary used as well as the functions fulfilled by them.
  • Talking about different foods from a great variety of countries.

Tangible outcomes: restaurant conversation, smoothie, comic.


  1. Warm up at home
  2. Kahoot activity
  3. Eating habits conversation
  4. A restaurant conversation
  5. Charades with verbs
  6. Listening activities
  7. Speaking activities
  8. Design your comic
  9. Reading activity (homework)

Warm up AT HOME

Watch the following video which shows different kinds of breakfast foods from a great variety of countries. Then, make your own contribution to the vocabulary list shared between you and your classmates on Google Drive.

Kahoot activity (10´)

Pick your smartphones, tablets or computers and play this Kahoot activity related to typical foods from the world.


Ask five classmates the following questions about their eating habits.

1. How many pieces of fruit do you have every day?

2. Do you eat sweets every day?

3. How many meals do you eat every day?

4. Do you usually have breakfast?

5. Do you like vegetables? How many do you eat daily?

6. What do you usually bring to school to eat for a snack?

7. How many glasses of water do you drink daily?

8. How often do you eat fast food?

A RESTAURANT conversation (30´)

The teacher plays a video of three people ordering food at a restaurant for students to listen to.

Using the following menu, imagine you are going to a restaurant and recreate a dialogue of what and how you would order in groups of four. You may ask for help in case you encounter some difficulties. Once you have written it down, practice it orally. Finally, recreate the situation in front of the class. Try to be convincing and enthusiastic!


Students match the verbs with the pictures.

whisk, pour dip and coat, grease, dice, cut up, soften, crack, melt, mash, slice, stir, brown, season, add, chop, deglaze, crush, mix, scrape, simmer, sprinkle, boil

After that, the pronunciation of the verbs will be checked(1' )


In small groups, one learner mimes one of the verbs. The other learners have to guess: “You’re chopping something…”

LISTENING & ACTION I: My raspberry smoothie recipe-10'

Students will both watch and listen to this video on a recipe up to two times. The first time, they will try to fill in the blank with the word missing. The video will be played a second time in order to check and correct their answers. Finally, all the learners will be asked to try out the same recipe at home. Next day in class, the teacher will try every single smoothie, and s/he will decide which one is the best in an informal contest.

And I start with the banana. So it’s easier for the ________.

Frozen raspberries. I like when they’re frozen because it feels like the smoothie gets more ________. And I like that. So I can eat it with my spoon. And I usually have ________ in there as well but they didn’t have it in the ________. So only raspberry and banana today.

And then I like to add protein ________. And this one, I like this vanilla white chocolate. I’m going to add a ________ of that.And some water again. You can do it with milk as well but I like water. I always do it with water.

Speaking activities


(5´) You are going to spend the day in the city centre with your classmates. You will have to decide the restaurant where you are going to eat. Look at these pictures and discuss IT with your partner. You will have three minutes to do this activity.

Advice: Try to agree with your partner but don't worry if you don't.


In groups of three, discuss advantages and disadvantages of fast food. Then, tell your classmates what kind of healthy food you like the most. You will have five minutes to do that activity.

Some ideas: on the one hand..., on the other hand..., I can see your point but I prefer..., I think..., I don't believe..., I really agree with you, I strongly disagree...

LISTENING & ACTION II: Cookie recipe (10´)

The learners will watch and listen to another recipe, but this time they will need to listen even more carefully since they will have to answer a multiple-choice test based on what they have just heard. They will listen to it twice.

1. What measure of flour is used for this cookie recipe?

a) Four cups

b) Three cups

c) No flour is used in this recipe

2. Which two ingredients are NEVER mixed up together in this recipe?

a) Flour and baking powder

b) Sugar and butter

c) Flour and chocolate chips

3. What is the advice given by the cook right at the end of the recipe?

a) Not to wash our hands before starting cooking

b) Not to eat all the cookies together

c) Not to share the cookies with the rest


Individually/In pairs. Write a recipe of your favourite food on Prixton. Create a comic explaining the steps one may follow to cook that food. Then, publish your comic on Edmodo.

Group work and whole class. After that, the teacher will ask each group to present their recipes in front of the class. While they do this, the teacher will write down some sample sentences they have used as well as some structures they may have had troubles with. After that, the teacher writes the sentences on the blackboard and, with the help of students, will compare their sentences to the recipe on screen and they will be able to check their mistakes as well as the things they did correctly. After this has been done, the class will have to vote for the best recipe.


Read the following text and answer the questions below.

I’ve read so many good reports of the Thai restaurant The Golden Spoon that I decided to try it myself. The menu appeared to be all in Thai but then we noticed the English translations. When the waitress realised it was our first visit, she came across as she know it would take us a ling time to choose. In the end we ordered what she recommended because we didn’t know where yo start – there was so much choice. Because it was early on a Monday evening (they are open from midday to midnight without a day off), it wasn’t too busy but it got busier later and in fact they recommend that you book, even on Mondays.

The Golden Spoon offers a wide range of extremely tasty food, mostly quite spicy, mostly quite spicy, but that was fine with me. Even the vegetarian among us had plenty of choice. Everything was cooked quickly and perfectly. The first course looked rather small, but there were sic more courses to follow and we couldn’t finish all of them.

The entrance to the restaurant is rather dark and the inside isn’t much better. The Thai family who run it (the father and grandfather do all the cooking) have been there since 1975 and haven’t really changed it since then, There are some Thai paintings on the wall which are probably eather beautiful but they are vetu dusty so it’s difficult to tell. But none of that is important because I didn’t go there to look at the walls. What I did look at was our meal being prepared in the kitchen, which is in one corner of the restaurant, and that was a wonderful sight. The meall cost more than I had expected but was worth it.


1. What is the writer trying to do?

  • a. Suggest changes a restaurant could make
  • b. Recommend the food in a restaurant
  • c. Describe what he ate in a restaurant
  • d. Complain about the service in a restaurant

2. What does the writer say about the waitress?

  • a. It was impossible for her to serve so many customers.
  • b. It was difficult to choose from the menu without her help.
  • c. She translated the menu from Thai for them.
  • d. She took a long time to take their order.

3. What did the writer think of the food?

  • a. It was too spicy for him.
  • b. There weren’t enough vegetarian dishes.
  • c. There was too much of it.
  • d. It was not cooked properly.

4. What did the writer particularly like about the restaurant?

  • a. The paintings on the walls
  • b. The entrance
  • c. The prices
  • d. The position of the kitchen

Evaluation criteria

  • If students will be able to express opinions and justify their reasons for them.
  • Whether students will be able to ask questions and find out about other people’s habits and everyday situations as well as to talk about their own both orally and through writing.
  • If students will be able to work individually as well as in groups as a means of cooperative work.
  • If students will be able to work autonomously.
  • Whether students will be able to perform tasks and activities using expressions, vocabulary and structures provided to them.
  • If students will be able to use technologies successfully.


Created with images by chezbeate - "background texture wood" • Pexels - "advertisement advertising background" • - "food4" • decor8 - "Healthy Living: Part Two" • zoetnet - "paris street" • Wow_Pho - "american background barbecue" • sirqitous - "a tossed salad" • uwlideas - "#Food" • stux - "slate structure fund"

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