UNIVERSIDAD NICARAGUENSE DE

CIENCIA Y TECNOLOGIA
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Material de Estudio

Asignatura: Ingles V

Unit IV: What’s the recipe?

Segunda session de dos.

Autor: MSc. Guillermina Eduarda Múa Ibarra

Octubre 2023, Managua.

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Índice

Contenido
Introducción ...................................................................................................................................2
1 Contenidos de la Unidad ............................................................................................................3
1.1 4. Reading: Read about foods indigenous to the Americas. ...............................................3
1.2 5. Conversations: Planning meals. ......................................................................................4
1.3 6. Listening and pronunciation ...........................................................................................4
1.4 7. Reading and writing about a recipe. ...............................................................................5
2 Practice.......................................................................................................................................5
3 Homework: .................................................................................................................................7
4 Bibliografía: ................................................................................................................................7

Introducción
Apreciados estudiantes, sean bienvenidos al curso Ingles V. En el presente material tienen
contenidos que amplían el conocimiento del idioma ingles así como ejercicios prácticos que les
permitirá desarrollar sus competencias lingüísticas y habilidades de expresión en el idioma inglés.
En esta oportunidad analizaremos la Unit IV: What’s the recipe?

Contents

4. Reading: Read about foods indigenous to the Americas.

5. Conversations: Planning meals.
6. Listening and pronunciation
7. Reading and writing about a recipe.

Con esta unidad podremos dotarnos de competencias básicas enfocadas en los siguientes
objetivos:
Conceptuales:
1. Know the different types of recipes that there are in terms of food, medicines and others.

Procedimentales:
2. Express through exercises, readings the forms of recipes that are in the different trades.

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Actitudinales:
3. Show their knowledge through the application of the exercises, readings and
conversations.

Estructura:
En el material de estudio encontraran la siguiente información:
1- Contenidos explicados de la unidad.
2- Actividades prácticas con sus respectivas orientaciones.
3- Asignación de trabajos en equipos e individuales.

La presente unidad está compuesta de dos sesiones de clase, siendo esta la primera en la cual
utilizaran contenidos que de ustedes ya son conocidos y reforzaran en la segunda sesión al hablar
sobre comidas o contar hechos o historias.

1 Contenidos de la Unidad
1.1 4. Reading: Read about foods indigenous to the
Americas.
Embracing Indigenous Foods to Preserve Culture and Restore Health
Food can be free from colonization’s impact.
We live in a society that’s obsessed with media and health trends. Getting inundated with
messaging about what foods you should or shouldn’t eat is a common occurrence.
Of course, the experience of searching for information online is a toss-up.
If you’re on #HealthyTok or if you’ve joined a Facebook group aimed at healthy eating, there’s a
good chance you’re seeing the same ingredients pop up on your screen again and again.
There’s a breadth of information literally at your fingertips, but it’s also exceptionally easy for
marginalized voices and experiences to be overshadowed.
This creates the idea that what’s most prevalent are the only options available, even when it
comes to nutrition and food.
But what exactly counts as healthy? More importantly, who decided?
Let’s dive in to how colonization has affected our food choices, what really counts as indigenous
food, and how to embrace it in your own kitchen.
Food isn’t exempt from colonization’s impact
Challenging the idea of what’s considered “healthy food” first requires an acknowledgment of the
land we’re on and the true history of our countries and continents.

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Those of us in the U.S., Canada, and Europe are heavily influenced by the legacy of colonialization
— the overtaking of an already occupied Indigenous land.
The Spaniards who invaded Native land in what’s now the U.S. introduced food items like bread
and wine to the Native regions, actively pushing Indigenous food aside but simultaneously utilizing
Indigenous agricultural knowledge to further their personal growth.
Due to this sordid history, the effects of colonization have seeped into every aspect of our lives.
They remain active on a systemic level.
The foods we eat every day are no exception.
Challenging the idea of what’s considered “healthy food” first requires an acknowledgment of the
land we’re on and the true history of our countries and continents.
Was this helpful?
What counts as Indigenous food?

Indigenous foods are those that are native to each region, so they vary depending on your
location.
Indigenous foods are whole foods. That doesn’t mean the Whole30 diet or the grocery store chain.
It means foods that come directly from the ground or an animal.
Anything outside of that definition wasn’t around before colonization.
For instance, Food is Power shares:
Plants like barley and wheat were brought over from other regions.
Animals like cows and chickens were not native to the lands Europeans invaded.
While milking animals wasn’t new, this wasn’t a common practice for Indigenous communities.
Any food products that are processed, or not in their natural state, as well as nonindigenous plants
and animals are examples too.
(healthline, s.f.)

1.2 5. Conversations: Planning meals.

1.3 6. Listening and pronunciation

Reading and writing about a recipe. Material de apoyo video How to read a recipe correctly?
https://www.youtube.com/watch?v=VcrOUeuTw_k&ab_channel=SumaRowjee
Preguntas de exploración del video.

1. What is the first thing you should do when reading a recipe?

2. After that you should keep in mind when you have already understood the recipe?

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3. Finally, what activities should you take into account when starting the elaboration
of the recipe?

1.4 7. Reading and writing about a recipe.

(britishcouncil, s.f.)

2 Practice
A recipe

1. Are the sentences true or false?

1. You need two red onions to make this dish. True /False

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2. You need about 450 g of tomatoes to make the sauce. True/ False
3. 450 g of pasta is enough for only one person. True / False
4. You should cut the onions, peppers and bacon before you fry them. True/ False
5. You should add the oregano and garlic before you fry the ingredients. True/ False
6. You need to fry the pasta in a big pan. True/ False
A recipe

2. Rewrite the sentences with commas.

1. To make this dish you’ll need spaghetti tomatoes meat and some cheese.

________________________________________________________________.
2. Noriko can speak Japanese English Chinese French and a little Arabic.

__________________________________________________________________.
3. On Monday we study science math and English.

____________________________________________________________________.
4. On Tuesday we have sports all day and on Wednesday we have English music and history.

_________________________________________________________________________.
5. I love playing team sports like football basketball cricket baseball or even rugby.

_________________________________________________________________________.
6. I don’t like individual sports like golf tennis or badminton but I love running.

____________________________________________________________.

A recipe

3. Choose the correct verbs to complete the sentences.

s and onions into small pieces, then _____ them to the salad.
1. Cut, added
2. Cutting, adding
3. Cut, add

or about 12 minutes.
1. Cook
2. Cooked
3. Cooking

for 5 minutes, then _____ the pasta.

1. Boil, add
2. Boiled, add

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3. Boil, added

3 Homework:
Foro semana 7 Make a video with the graphic material that they worked on from the recipe,
explain it in English and upload it to the virtual classroom in the forum of the current week.
Remember that this must contain the contents studied (quantity expressions, sequence words).
Cumulative to the final practical work. (Hacer un video con el material gráfico que trabajaron de la
receta, explicarlo en inglés y subirlo al aula virtual en el foro de la semana en curso. Recuerden
que este debe de contener los contenidos estudiados, (expresiones de cantidad, palabras de
secuencia). Acumulativo al trabajo práctico final.

4 Bibliografía:
healthline. (s.f.). healthline. Obtenido de https://www.healthline.com/nutrition/indigenous-foods-
to-preserve-culture-and-restore-health#in-your-kitchen