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More activities
1
Play the Ingredients game. Students work in pairs and 
write a list of ingredients. Set a time limit, e.g. three 
minutes. When the time limit is up, ask individual students 
to name an item each. Students tick the items on their list 
as they hear them. (They can also add words to their list 
as other students say them.) The winner is the pair with 
the most words on their list. Alternatively, students can try 
and name one ingredient for each letter of the alphabet. 
2
Students choose a dish they would make for a group of 
friends. They write a list of ingredients and the instructions. 
Students can then read each other’s recipes and decide 
which dishes they would like to try. You could also 
encourage students to prepare dishes from their country so 
that their classmates can have a taste.
PHOTOCOPIABLE
 
© Cambridge University Press 2008
B
Which one should I buy?
Encourage students to skim the page and elicit/explain that in 
this section they are going to look at product labels.
1
Before doing the exercise, ask students to see how many 
items from the lists on page 11 they can remember with a 
partner. Collate answers on the board and then get students 
to check in their books.
2
Before doing the exercise, set a time limit to encourage 
students to read quickly.
3
Make sure that students read the 
Learning tip
before they 
do this exercise. Read the instructions with the class. Elicit/
Explain that students’ purpose in reading the labels is to 
fi nd out the advantages and disadvantages of each product. 
Notice that students will need to copy the chart onto paper.
Put students into pairs and get them to do this exercise.
While they are working, copy the chart onto the board. Check 
the answers with the class. Ask one student to name an item, 
another student to give the advantages and a third student to 
give the disadvantages. Write the information in the chart on 
the board.