6A Describing food

Student A
1
s t a l e
2 3
o s
v m
4 5
d e o
6
r i c h r o
s d t
7 8
g o h
9
u n
10
t a s t e l e s s e
t
11 12
b i
13
r i p e 14
r u n n y
t g
t 15

e
16
r

17
c r u m b l y
✂
Student B
1
s
p
2 3
i
c
4 5
s m o k y
6
u
g
7 8
m o u t h w a t e r i n g s a
i 9
t e n d e r
l o y
d d
11 12
c g
13 14
r y
e
15
s a
t m
f r u i t y
16

c
k
17
y
Solutions 2nd edition  Upper-Intermediate © Oxford University Press • Photocopiable
 6A Describing food

Aims  To review adjectives for describing taste and texture

Time  10 minutes
Materials  Student A handout for half the class and Student B
handout for the rest
• Give half of the class Student A handout and the other
half the Student B handout. Tell them to check that they
understand all of the adjectives in their crossword.
• Tell students that they are going to explain their vocabulary
items for a partner to guess. They can do this by giving
examples of food with these tastes/textures or they could
give synonyms/antonyms. You might like to write a couple
of examples on the board for students to use as models,
e.g. ‘This is the texture of food such as biscuits, crisps and raw
vegetables, like carrots. This kind of food makes a noise when
you eat it.’ (crunchy)/‘Cakes and chocolate taste like this. It’s the
opposite of sour.’ (sweet)
• Put students into A/B pairs and make it clear that they must
not let their partner see their handout. Tell them to take it
in turns to ask for and give definitions of their words. When
they guess a word correctly, they should write it into their
crossword grid.
• As an extension activity, students describe food they’ve eaten
recently, using the adjectives from the crossword.

Solutions 2nd edition  Upper-Intermediate © Oxford University Press