The University Supper Club

Part 6: Gapped Text

Six sentences have been removed from the text. Choose from sentences A–G the one which fits each gap (37–42). There is one extra sentence which you do not need to use.

The University Supper Club

During my first term at university, my daily life was fairly disorganised. I attended lectures in the morning and usually worked in the library until late afternoon. (37) ______ By the time I returned to my flat, I was often too tired and hungry to think about preparing a proper meal.

The situation changed when my flatmate Lewis suggested creating a weekly supper club. (38) ______ None of us had much experience in the kitchen, and preparing a complete meal for three other people seemed like a considerable responsibility. Nevertheless, we decided that every Thursday, one person would cook for the other three flatmates. As a result, each of us would prepare only one meal a month but enjoy a freshly cooked dinner every week.

Our first few meals were not entirely successful. Lewis prepared a vegetable curry, but he had used so much chilli that none of us could finish it. My own first dish was equally disappointing. I had planned to make a delicious mushroom sauce, but the mushrooms had gone off because I had left them in the fridge for too long. (39) ______ Instead of giving up, we laughed about our unsuccessful dishes and decided to continue with the club.

As the weeks passed, we became more practical. We started planning our meals in advance and buying ingredients together. We often visited the market shortly before it closed because we could pick up a bargain. (40) ______ The sellers also helped us choose fruit that was ripe and vegetables that were in season.

The club had benefits beyond improving our diets. Thursday evenings gave us an opportunity to sit down together and discuss our daily lives. Before starting the club, we had often eaten separately and spent most evenings in our own rooms. Cooking and eating together helped us get to know one another properly. (41) ______ We began to notice when someone was having a difficult week and tried to help whenever possible.

One week, for example, I had been working on a challenging assignment and was feeling exhausted. I considered missing the evening meal, but when I entered the kitchen, the others were preparing my favourite dish. Their thoughtful gesture immediately made me feel better.

By the end of the year, each of us had developed a different cooking style. Lewis became skilled at spicy food, while Ava specialised in filling vegetarian dishes. Sam was the most adventurous and regularly tried recipes from other countries. (42) ______ Even I had learnt to prepare several simple but tasty meals using fresh ingredients.

We no longer live together, but the supper club has continued online. Whenever one of us discovers an interesting recipe, we share it with the group. We have even agreed to prepare a meal together when we meet again next summer.

Missing Sentences:

A. This made our shopping both cheaper and more interesting.

B. More importantly, it also created a supportive atmosphere in the flat.

C. In the end, we realised that these mistakes were a natural part of learning.

D. I was usually living on snacks, takeaway meals and food that only needed to be heated up.

E. We therefore agreed that everyone should cook the same kind of food.

F. Although the idea sounded sensible, we were all slightly anxious about cooking for other people.

G. Despite these differences, we had all become much more confident in the kitchen.

More than a Part-time Job

Part 5: Multiple choice

Read the text and choose the answer (A, B, C or D) which you think fits best according to the text.

More than a Part-time Job

When I began my second year at university, I needed to find a part-time job. My parents could help with the rent, but I wanted to pay for food and entertainment myself. I had previously worked in a shop, so I assumed that finding another retail position would be the most practical choice. Then I saw an advertisement for weekend staff at The Green Table, a popular vegetarian restaurant near the university.

At first sight, the job did not seem suitable for me. Although I enjoyed eating out, I knew very little about catering. My cooking experience consisted mainly of heating up soup or chopping vegetables for simple pasta dishes. Nevertheless, the working hours were convenient, so I applied. I expected the interview to be frightening, but the manager, Nina, immediately put me at ease. Instead of asking formal questions, she invited me to have lunch and describe the service from a customer’s point of view.

Nina later explained that she had been looking for someone who was observant and thoughtful rather than someone with restaurant experience. She believed that practical skills could be taught, but that genuine interest in customers was harder to develop. I was offered the position and began working the following Saturday.

The first few shifts were exhausting. The restaurant used fresh, seasonal ingredients, and the menu changed regularly according to what was available. Before each service, we had to learn about every dish so that we could explain it to customers. I needed to know which meals were suitable for people with allergies, which dishes were vegetarian and how the kitchen prepared each ingredient. I found this challenging, particularly when the restaurant was full and several impatient customers wanted my attention at the same time.

My greatest difficulty, however, was learning to organise my movements. At first, I would walk to the kitchen each time a customer requested something. Nina showed me how to combine tasks: I could collect two finished dishes, take an order from another table and bring back some empty glasses on a single trip. This simple technique saved time and made the work less stressful. Within a few weeks, I was moving around the restaurant much more confidently.

Working there also changed my eating habits. Before starting the job, I had frequently lived on junk food and sometimes skipped meals when I was busy. At the restaurant, the chefs taught me that preparing nutritious food did not have to be expensive or time-consuming. They showed me how to recognise ripe fruit, choose vegetables that were in season and use ingredients before they went off. When the kitchen had unused vegetables at the end of the evening, the staff were allowed to take them home. Consequently, I began cooking balanced meals for my flatmates.

Not everything about the job was enjoyable. Some customers treated the staff as though we were invisible, and others complained about matters we could not control. One evening, a customer said his vegetables were too tough and blamed me personally. I was initially upset, but Nina calmly explained that criticism was usually directed at the situation, not at the individual employee. Her advice helped me become more reasonable and less sensitive when dealing with complaints.

By the end of the academic year, I had gained far more than extra money. I had become more decisive, organised and confident when speaking to strangers. I had also discovered an interest in the relationship between food and health. I do not intend to become a professional chef, but I am now considering a career in restaurant management. A job that seemed unsuitable at first sight may, in fact, have helped me decide what I want to do in the future.

Questions:

31. Why did the writer apply for the position at The Green Table?

A She wanted to develop skills that would help her future career.

B She was particularly interested in vegetarian catering.

C She could no longer depend on her parents for financial help.

D The working hours suited her need for a part-time job.

32. What does the writer say about the interview?

A She had to demonstrate her cooking abilities.

B It was less intimidating than she had expected.

C The manager mainly asked about her retail experience.

D It took place while the restaurant was serving customers.

33. What quality did Nina consider particularly valuable in a new employee?

A Showing genuine concern for customers

B Remaining calm in a busy kitchen

C Having detailed knowledge of food

D Learning practical tasks very quickly

34. How did the writer become more efficient at work?

A She reduced the amount of time she spent with each customer.

B She learned the menu before arriving at the restaurant.

C She completed several tasks during the same trip.

D She asked more experienced colleagues to serve busy tables.

35. What was one result of the writer’s contact with the chefs?

A She became interested in following a completely vegetarian diet.

B She began buying more expensive seasonal ingredients.

C She stopped sharing meals with the other students in her flat.

D She realised that healthy cooking could be affordable and convenient.

36. What is the main idea expressed in the final paragraph?

A Restaurant work has persuaded the writer to become a chef.

B An unexpected experience has influenced the writer’s career plans.

C The writer now considers earning money less important than studying.

D Part-time jobs are useful only when they relate to a student’s degree.

 

A Hard Working Day

Part 3: Word formation

For questions 17–24, read the text below. Use the word given in capitals to form a word that fits the gap. There is an example at the beginning (0).

(0) CHALLENGING

A Hard Working Day

Working in a professional kitchen can be a highly (0) ___________(CHALLENGE) experience.

Last summer, I worked for a busy catering company. On my first day, I felt extremely (17)__________(ANXIETY) because I had never worked in a professional kitchen before.

The head chef was energetic and highly (18)__________(COMPETE), and he expected everyone to work quickly.

At first, I thought he was rather impatient and (19)__________(BOSS), but I later realised that he was simply under pressure.

The work was physically demanding, but the variety of dishes made it surprisingly (20)__________(INTEREST).

One colleague was particularly (21)________(THOUGHT) and always offered to help me when I made a mistake.

Another employee behaved rather in a (22)__________(CHILD) way and sometimes ate ingredients that had been prepared for customers.

Despite the long hours, I remained (23)__________(OPTIMISM) about the experience because I was learning valuable skills.

By the end of the summer, I had become a confident and (24)_________(DECIDE) employee who could make choices quickly.

 

My experience of Cooking at University

Part 2: Open cloze

For questions 1–8, read the text below and think of the word which best fits each gap. Use only one word in each gap. There is an example at the beginning (0).

Example: (0) AWAY

My experience of Cooking at University

When I moved (0) _____ from home to attend university, I had always taken home cooking for granted. I had never thought about how much time my parents spent preparing a balanced diet for the family. During my first few weeks, I lived (9) _____ junk food and frequently skipped meals.

At first, ready-made food seemed convenient. All I had to do was heat it (10) _____. However, I soon became bored with it, and I did not have as much energy (11) _____ I had had before. My flatmate Ana suggested cooking together so that we could keep each other (12) _____.

Neither of us had much experience, but we started with simple dishes. We bought vegetables that were (13) _____ season and learned to check whether fruit was ripe. We also prepared double portions so that we would have something filling in the freezer.

Now I enjoy cooking much more (14) _____ I expected. I try not to let fresh food go (15) _____, and whenever I see a good offer at the market, I pick (16) _____ a bargain.

My First Weeks in a Restaurant

Part 1: Multiple-choice cloze

For questions 1–8, read the text below and decide which answer (A, B, C or D) best fits each gap. There is an example at the beginning (0).

My First Weeks in a Restaurant

I first (0) _____ interested in restaurant work when I moved away from home. I usually (1) _____ at a small vegetarian restaurant near my university. At the moment, however, I (2) _____ extra shifts because two members of staff are on holiday.

I still remember my first evening there. While I (3) _____ vegetables in the kitchen, the head chef suddenly asked me to prepare a complete dish. I was terrified because I (4) _____ anything for paying customers before. In fact, I (5) _____ how to make the sauce for only a few days.

Fortunately, the chef was patient. He showed me how to choose ripe tomatoes, slice them carefully and combine them with fresh ingredients. When I was younger, I (6) _____ avoid cooking whenever possible, but university life changed that. My flatmates and I (7) _____ take turns preparing dinner, and we became quite adventurous.

Now, as soon as my shift (8) _____, I normally sit down with the other employees and enjoy a delicious meal.

Example:

0.  A became                B was becoming

    C had become           D becomes

Questions:

1. A work            B am working    

    C worked        D was working

2. A do    B did    C am doing    D had done

3. A chopped            B was chopping

C had chopped        D had been chopping

4. A never prepared            B was never preparing

    C had never prepared    D never used to prepare

5. A practised            B was practising

    C had practised    D had been practising

6. A would        B was        C had        D have

7. A would        B had        C were        D have

8. A will finish        B finished    

    C finishes            D is finishing

Love at first sight at a restaurant

 

What do you think about talking to someone unexpectedly while having a meal alone?

 

Love at first sight at a restaurant

At first sight, the cozy ambiance of the restaurant enveloped Jenna in a comforting sense of ease. The soft glow of candlelight and the gentle murmur of conversation set the perfect backdrop for her evening. Across the room, she noticed Adam, whose confident demeanor immediately attracted her attention. As they exchanged glances, she felt a flutter of excitement.

 

As the evening progressed, Adam effortlessly kept her company, his witty banter and warm smile easing any nerves she had. However, over time, his tendency to get on her nerves emerged. He often seemed to take her for granted, assuming she would always be there without effort. Despite her growing feelings for him, she couldn't shake the fear that he might break her heart with his indifference.

 

As days turned into weeks, they gradually lost touch amidst their busy schedules and growing misunderstandings. Their once-strong connection faded, leaving Jenna feeling lost and uncertain.

 

Then, one unexpected evening, in the restaurant where their romance began, Adam surprised Jenna by dropping to one knee and proposing to her. Despite the rush of emotions, she couldn't ignore the doubts that lingered. With a heavy heart, she mustered the courage to tell him to leave her alone, realising she deserved more than being taken for granted.

Reading Comprehension Exercise:

https://www.topworksheets.com/t/HJSnsfUd0tZ

Scottish Food and Drinks with Quantifiers

 

Collaborative Online Vocabulary Exercise:

https://wordwall.net/resource/118009875?wwmethod=link&wwshareintent=student

Scottish Food and Drinks with Quantifiers

Breakfast in Scotland

Based on the title, what do you think the text is about?

Lucy is in Scotland with her family. For breakfast, there is some porridge and some haggis on the table. Her father eats a lot of porridge, but Lucy only eats a little haggis.

There are some oatcakes and a few potatoes, too. Lucy eats an oatcake with some salmon. Her mother has some shortbread with a cup of tea.

There isn’t any apple juice, so Lucy drinks some tea. There is a lot of delicious Scottish food, and everyone is happy.

First reading: Main idea

Students read the text quickly and select the best answer.

What is the text mainly about?

A. Lucy buys food in a supermarket.
B. Lucy and her family have a Scottish breakfast.
C. Lucy prepares dinner for her friends.

Students check whether their predictions were correct.

Second reading: True or False

Students read the text again and answer:

1. Lucy is in Scotland with her family. T / F
2. Lucy’s father eats only a little porridge. T / F
3. There are many potatoes on the table. T / F
4. Lucy eats an oatcake with some salmon. T / F
5. Lucy’s mother drinks tea. T / F
6. There is some apple juice. T / F

Reading Worksheet:

https://www.topworksheets.com/t/1PLbR_uIZyO

Collaborative Online Exercise of Quantifiers with Countable and Uncountable Nouns:

https://es.educaplay.com/recursos-educativos/30362603-countable_vs_uncountable_measure_words.html

Create a Three-Course Menu

Time: 9 minutes
Methodologies: TBL and CLT
Aim: To apply the target vocabulary and grammar in a meaningful collaborative task.

Task situation

Imagine that you and your partner are going to have a special meal. Create in teams a three-course menu with food you would like to eat.

The menu must include:

1. a starter;
2. a main course;
3. a dessert;
4. a drink.

Students may use Scottish food or other food and drinks they know.

Language requirements

The menu must include:

• at least two countable nouns;
• at least two uncountable nouns;
• at least three quantifiers;
• complete sentences with there is or there are.

Model presentation

Production Task: Our Three-Course Menu

For the starter, there is some porridge. For the main course, there is some salmon and potatoes. For dessert, there is a little shortbread. To drink, there is some apple juice.

Drilling

Part of the meal	Food or drink	Sentence
Starter		For the starter, there is/are …
Main course		For the main course, there is/are …
Dessert		For dessert, there is/are …
Drink		To drink, there is …

Closure: Exit Ticket

Time: 2 minutes
Methodology: Formative assessment
Aim: To check the students’ understanding of the lesson.

Students complete the following statements:

1. One countable noun is __________.
2. One uncountable noun is __________.
3. One quantifier I can use is __________.
4. One Scottish food I would like to try is __________.

The teacher collects the responses or invites selected students to answer orally.