UNIT 7: WHAT WOULD YOU LIKE TO EAT?

LESSON ONE

Activity 1
Directions: Ask and answer questions about the fruit and
vegetable stalls in the market.

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Activity 2
Directions: Listen and repeat as your teacher reads the
dialogue, “At the Market,” out loud. Practise the dialogue
with a partner.

Dialogue - At the Market

Customer Good afternoon.
Stallholder Good afternoon. Can I help you?
Customer Please give me one kilo of tomatoes, two kilos
of carrots and half a kilo of chilli peppers.
Stallholder Here you are. Is that all?
Customer No, I’d like three limes, please, and do you
have any fresh spinach?
Stallholder I’m sorry, we don’t have any spinach but we do
have some nice kale.
Customer Please give me a bunch of kale. Thank you.
How much is that?
Stallholder That comes to 40 Birr.
Customer Here you are. Thank you.
Stallholder Thank you very much. Goodbye.
Customer Goodbye.

Activity 3
Directions: Make up a dialogue with your partner. Use the
pictures of the market stalls above and the dialogue, “At
the Market,” as a guide.

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 LESSON TWO
Activity 1
Directions: With a partner point to the pictures of foods
and drinks shown in the boxes. Name each of the foods
and drinks using one of the words in the Word Bank.

Word Bank
bean chicken maize chick pea milk
coffee orange carrot water lentil
fish avocado mutton teff potato
rice cabbage tea pineapple barley
pea juice banana onion beef

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Activity 2
Directions: In your exercise book draw six columns with the
headings: Meat, Cereal, Pulse, Vegetable, Fruit, Drink.
List the words in the Word Bank in Activity 1 under these
headings.

Activity 3
Directions: Work in a group of three. A will ask B questions
about the food and drink he/she likes or dislikes and report B’s
answers to C. Next, B will ask C similar questions and report
to A. Finally, C will ask A similar questions and report to B.
Examples:
A to B: Do you like fish? B to A: No I dislike fish.
A to B: What fruit do you like? B to A: I like pineapple.
A to B: What vegetable do
you dislike? B to A: I dislike tomatoes.
A to B: Do you prefer coffee
or milk? B to A: I prefer milk.
A to C: (B’s name) dislikes fish and tomatoes; she/he likes
pineapple and milk.

LESSON THREE
Activity 1
Directions: In your exercise book write five sentences about
your likes, dislikes and preferences as follows:

Sentences 1 and 2 about foods and drinks you like, sentences

3 and 4 about foods and drinks you dislike and sentence 5
about the two foods or drinks which you prefer.

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Use the answers shown in Lesson Two, Activity 3 as a guide.
Draw pictures to illustrate your sentences.
Activity 2
Directions: Share your sentences and pictures from Activity 1
in a small group.

Activity 3:
Directions: In your group copy the table below into your
exercise book. Make lists of foods and drinks according to
their colour. Compare your lists with another group of
students. See which group has the longest list for each colour.

Colours of Foods
white yellow orange red brown green

Activity 4
Directions: Find 12 words for food and drink hidden inside
the following long groups of letters and write them in your
exercise book. Some will be written forward and some
backwards. Compare your answers with a partner.
Example: 1. gecarrotmapr = carrot

1. gecarrotmapr 2. oigpsjfishku 3. selitnelif

4. tohcanipsom 5. spmuttonma 6. milaetfry
7. gregnarof 8. bofavocadote 9. spegabbaco
10. blbeeflfeel 11. kilklim 12. ehgbtomatojuch

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Activity 5
Directions: In your exercise book make up some puzzle words
for your partner to find, like the ones in Activity 4.

LESSON FOUR

Activity 1
Directions: With your teacher and then in pairs take turns
to make statements about your likes and dislikes and to
agree or disagree with each other, using the table below.

cabbage
I like
potatoes
Partner A:
tomatoes
Makes a
bananas
statement
coffee
beef
I don’t like
etc.
Partner B:
Agrees I like it too.
I don’t like them either.
Or
Disagrees I like it.
But
I don’t like them.

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Example:
1. 2.
Student A says: Student B says:
I like tomatoes. I don’t like cabbage.

Student B agrees: Student A agrees:

I like them too. I don’t like it either.
Or disagrees:
But I like it.

Activity 2
Directions: Work in a group of 4-6. Decide among your
group five questions to ask about food likes and dislikes.
Then join another group to conduct a survey. Each group
asks its five questions and the other group answers. In your
exercise book write notes about their answers.

LESSON FIVE

Activity
Directions: In your group you will write a report on your
findings from the survey you carried out in Lesson Four,
Activity 2 and present it to the class.

Make visuals to support your writing, such as pictures of the

foods or a pie chart or bar graph. Divide the writing and
drawing among the members of your group to get the
report finished.

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Example: Nine students like papaya. Seven students dislike
pineapple but two students like pineapple. Six students like
cabbage but three students dislike cabbage. No students
like melon.

10
9
9 9 papayap
8
7
7
6 pineaplep
6
5
4 cabbagep
3
3
2
2
1
melonp
0
Student Like Student Dislike

LESSON SIX

Activity 1
Directions: Before reading the following passage, read the
title and guess what the passage will be about. Write four
words in your exercise book that you think you will read in
the passage.

Activity 2
Directions: Read the passage silently for the main ideas.
Then tell your partner if you found in the passage any of
the four words you wrote down.

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 Healthy Eating

To be healthy, we need to eat staple foods, vegetables, meat

or pulses and fruit.

The food we eat every day is called a staple food. In the

northern highlands of Ethiopia, farmers grow cereals such as
wheat and teff for making bread and injera. In the south
they grow maize and sorghum to make porridge, kinche, kita
and injera. They also grow enset to make kocho. Ethiopians
eat these staple foods with fresh vegetables such as cabbage
and spinach or with meat or pulses such as chick peas, lentils
or split peas.

Farmers throughout Ethiopia grow many different vegetables

to provide healthy food to feed their families and to sell at
the market. In arid regions pastoralists raise camels, sheep
and goats. People who are lucky enough to live near a lake
or river often catch fresh fish to eat and to sell. Vegetables,
fish, milk and meat from animals help children to grow up fit
and strong.

Some families in Ethiopia raise their own sheep, goats and

cattle (cows and oxen) which they sell and sometimes butcher
for food. Many more families have a few chickens in their
compound. Their eggs are always tasty and good to eat.

Children in every region love to pick ripe fruits from the trees:
papaya, oranges, bananas, mangoes and avocadoes. All of
these delicious fruits help them to stay healthy and fight off
disease.

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Activity 3
Directions: Discuss the meanings of difficult words with your
partner or in a group.

Activity 4
Directions: Read the questions 1-6 in Section A with a partner.
Write short answers to the questions in your exercise book.
Then write answers to questions 7-12 in Section B individually.
Share your answers with your partner. Your teacher will check
your answers orally.

Section A:
1. Where does teff grow?
2. Where do maize and enset grow?
3. What is the staple food for families in the southern lowlands?
4. Name three different pulses.
5. Make a list of three things you need to cook chicken stew
(doro wat).
6. Do you live in an arid region?

Section B:
7. Name an arid region in Ethiopia.
8. What staple food do you eat in your family?
9. Do you like to eat fish? What other foods do you find tasty?
10. What vegetables does your family grow?
11. What fruit do you like to eat?
12. Make a list of 5 healthy foods.

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 LESSON SEVEN
Activity
Directions: Work in a group to prepare a short presentation
on one of the following topics: fasting days or feast days and
present it to the class. These are some questions for you to
think about:

1. What is the name of the holiday?

2. When do you fast/eat?
3. Who fasts/eats together?
4. Who prepares the food?
5. What do you eat and drink?
6. What do you not eat and drink?
7. What do you do before fasting/eating?
8. What do you do after fasting/eating?

LESSON EIGHT
Activity 1
Directions: Study the picture of a restaurant below. Talk
about the picture with a partner. Share your ideas with your
classmates.

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Activity 2
Directions: Copy the menu into your exercise book. As your
teacher reads a dialogue, mark the items the customer orders.
Menu
Meals Soft Drinks
spicy mutton stew Fanta
mild mutton stew Mirinda
spicy lentil stew Coca Cola
chick pea sauce Pepsi
mixed fasting food 7 up
meat with kale
shiro Hot Drinks
Special Meals: tea
spicy chicken stew with egg coffee
fried meat (mutton or beef) coffee with milk
All dishes are served with injera

LESSON NINE
Activity 1
Directions: Follow the model dialogue as your teacher reads
it out loud.

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 Dialogue in a Restaurant
Waiter/ What would you like to eat?
Waitress
Customer I’d like spicy mutton stew with injera.
Waiter/ I’m sorry we don’t have spicy mutton
Waitress stew. Would you like fried mutton?
Customer Yes, please.
Waiter/ What would you like to drink?
Waitress
Customer Please bring me a Coca Cola.
Waiter/ Here you are.
Waitress
Waiter/ Is the food good?
Waitress
Customer Yes, It’s delicious.
Waiter/ Do you want more?
Waitress
Customer No, thank you.
Waiter/ Is that all?
Waitress
Customer Yes, thanks. Please bring the bill.
Waiter/ Thank you for eating here.
Waitress Please come again.
Activity 2
Directions: Read the dialogue above with a partner. Take
turns to be the waiter/waitress and the customer. Change the
bolded words to choose and order different things to eat and
drink from the menu in Lesson Eight, Activity 2.
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 LESSON TEN
Activity 1
Directions: Read the following short dialogues with a partner.

Dialogue 1
Student A My name is Hanim. What’s your name?
Student B My name’s Tadesse.

Dialogue 2
Waiter What would you like to drink?
Customer I would like tea, please.

Activity 2
Directions: Copy the following dialogue between a waiter/
waitress and a customer into your exercise book, using the
correct punctuation at the end of each sentence. Remember
to start each sentence with a capital letter.

good evening
what would you like to drink
i’d like Coca Cola
here you are
what would you like to eat
do you have any meat with cabbage
yes
is the food good
it’s delicious
please bring the bill

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 LESSON ELEVEN
Activity 1
Directions: Point to the numbers as you read them with a partner.

100 200 300 400

one hundred two hundred three hundred four hundred
500 600 700
five hundred six hundred seven hundred
800 900 1000
eight hundred nine hundred one thousand

Activity 2
Directions: In groups read out loud the numbers your teacher
shows you. Put them in numerical order.

Activity 3
Directions: Say one of the following high numbers to your
partner. He/she will point to the number you say.
Example: Nine hundred six = 906
one thousand three =1003

906 410 799 646 262 325 918

1003 187 1267 1020 1678 885 318
811 591 523 705 249 1153 1842
1994 1033 156 977 434 602 1521

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Activity 4
Directions: With a partner read out loud each line across in
numerical order starting from the lower number.
Example: Line 1: 262, 325, 410, 646, 799, 906, 918.
two hundred sixty-two, three hundred twenty-five, etc.

LESSON TWELVE

Activity 1
Directions: Write numbers 1-10 in your exercise book.
Match the words with the numbers by writing the correct
letter next to the number. Write the missing number for
question 10 yourself.

1. 589 a. nine hundred eighteen

2. 234 b. three hundred forty-two
3. 918 c. four hundred fifty-three
4. 196 d. two hundred forty three
5. 342 e. five hundred eighty-nine
6. 671 f. eight hundred sixty
7. 453 g. seven hundred twenty-five
8. 725 h. six hundred seventy-one
9. 860 i. one hundred ninety-six
10. ??? j. two hundred thirty-four

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Activity 2
Directions: Write 10 high numbers from memory in your
exercise book. Read the numbers for your partner to
write them down. Compare your answers.

LESSON THIRTEEN

Activity 1
Directions: Listen to your teacher and follow the instructions
for taking a spelling test.

Activity 2
Directions: Follow your teacher’s instructions to complete the
revision activities.

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