Reading and Speaking

• I can identify clues in a text and talk about disabilities.
• I can identify specific details in a podcast and talk about food and cooking.
• I can ask and answer questions about preferences.

The article: Sabriye Tenberken

Back to the article: check what you read

SPEAKING Skim the article and explain how the photos relate to the text.

Read the article again and answer the questions.

How did her classmates treat her before she changed schools?

Why was it difficult for Sabriye to read Tibetan texts when she first went to university?

What is the main reason for the high incidence of blindness in Tibet?

Why did some Tibetans keep blind children inside?

How does the school founded by Sabriye and Paul help children?

Find the matching underlined sections in the text (1–5) and explain why you think the information is implied.

She felt better when she changed schools because she no longer felt isolated.

While at university, Sabriye wanted to study the Tibetan language but wasn’t able to.

Sabriye founded Braille Without Borders on her own.

Sabriye won the Nobel Peace Prize.

Making inferences: read between the lines

• Inferences are made based on clues in the text and on our background knowledge and experience.

One word, two meanings

Look at the highlighted words in the article and discuss what other meanings each word could have in a different context. Then complete the pairs of sentences.

He did it in a moment of ___ panic.

She trains guide dogs for the ___ .

I would like to ___ a career in journalism.

The police didn’t ___ the speeding car as it was going too fast.

The new head teacher explained her ___ for the future of the school.

Cats have very good night ___ .

Her accident _ her _ riding horses.

He _ _ his degree for a year.

She ___ her ambition of becoming a pilot.

She ___ no one was listening.

He found the exam very ___ .

She’s a very ___ person. She isn’t easily defeated.

Verbs and adjectives with their prepositions

It wasn’t until she went to boarding school for the blind that she finally came to terms ___ her blindness.

She decided to travel to rural Tibet, to spread the word ___ her Braille system.

Sabriye wanted to prove to the world that she was as capable ___ doing things as anyone else.

Sabriye explains that to adjust ___ her blindness, she had to make herself focus on what she could rather than couldn’t do.

Desperate ___ fit in, she did all she could to hide her blindness.

In the kitchen: the words of a recipe

Complete the recipe for tomato ketchup.

Take 2 kg of tomatoes and 1 _ them in half (no need to 2 _ them).

Place in a large 3 _ , then 4 _ in 500 ml of vinegar, 300 g of sugar and some salt and pepper.

Bring to the 5 _ , then reduce the heat and 6 _ gently for about 20 mins.

Transfer to a blender or 7 _ and 8 until you have a smooth 9 . 10 _ before serving.

A podcast about ketchup: what did you hear?

• Listen to a podcast about ketchup and tick the topics that are mentioned.
• the origins of ketchup
• the meaning of ‘ketchup’
• attitudes to tomatoes
• ketchup bottles
• ketchup sales
• different countries’ tastes in ketchup
• where to store ketchup

In pairs, read the sentences and decide what kind of words might fit in each gap. Then listen again and complete the sentences.

Ketchup was first created in ___ in the sixth century.

The first British ketchup recipes contained fish, mushrooms and ___ , but not tomatoes.

In the 17th and 18th centuries, Europeans thought that tomatoes were ___ .

Tomato-based ketchup recipes didn’t gain popularity until ___ .

The ___ was invented in 1983.

Scientists have recently developed a substance that could prevent ketchup from ___ at the bottom of a bottle.

In the UK and Venezuela, ketchup is ___ than the ketchup in the USA.

Although ketchup in the Philippines is made from ___ , it doesn’t taste like it.

Consumer research shows that young people like ___ ingredients such as in Galayet Bandora.

Taste words: thick or runny, spicy or mild

Match words 1–5 with their opposites a–e.

1 thick 2 crunchy 3 savoury 4 bland 5 spicy a sweet b runny/watery c tasty d mild e smooth

Use the words in Exercise 4 to describe the condiments in the pictures.

mayonnaise · chilli sauce · pickled gherkins

• SPEAKING In pairs, discuss the questions.
• Do you agree that young people prefer fresh ingredients to condiments? Is this true in your family?
• Are there any tastes that you dislike? What do you think has influenced your dislike?
• REFLECT | Culture Why do you think some tastes are universal?

Which do you prefer? Asking and saying what you like

In pairs, discuss the questions. What is your favourite savoury dish? What is your favourite dessert? Which is your favourite restaurant?

Which phrases help you ask, then say what you like?

Listen to a conversation. What do the friends choose to eat?

Study the Speaking box. Then listen again and tick the phrases in the box which the friends use in their conversation.

• Asking about preferences
• Which do/would you prefer? … or …?
• What would you rather do? … or …?
• Expressing general preferences
• I prefer … (gerund) to … (gerund).
• I don’t like either of them.
• I like them both equally.
• I generally favour … over …

Making a choice, and handing the choice over

• Making a choice
• I’d prefer (to) … rather than …
• I’d rather …
• I’d sooner (do) … than …
• Given the choice, …
• I’d go for … any day/every time.
• I have a (slight) preference for (+ noun/ gerund)
• Giving the choice
• It’s up to you.
• It’s your call.
• I’m easy.
• Whatever/Wherever/Whichever you prefer.

Study the Speaking box and Watch Out! Then complete the second sentences.

I don’t want to eat too late. = I’d rather ___ .

I like home-cooked meals more than takeaways. = I prefer ___ .

Would you rather eat inside or outside? = Which ___ ?

I really don’t mind. = I’m ___ .

If I could choose, I’d prefer to go somewhere quiet. = Given ___ .

I don’t like one more than the other. = I like ___ .

I don’t mind where we go. = I’ll go ___ .

Rather, sooner or prefer: which verb form follows?

• We use an infinitive without to after would rather and would sooner:
• I’d rather eat something light.
• I’d rather not go out tonight.
• I’d sooner sit outside. (This is more formal.)
• We use I prefer + gerund to talk about general preferences: I prefer eating out.
• We use would prefer + infinitive with to for a specific situation: I would prefer to eat at home this evening.
• We use would rather + subject + past tense to say that we don’t want somebody to do something: I’d rather you didn’t tell me what to order!

Role play: where shall we eat tonight?

• In pairs, ask and answer questions about the topics. Give detailed answers.
• sweet / savoury food
• eating with friends / family