4 Review the meaning of countable / uncountable. Tell students to look at the quiz and use that to help them complete the grammar table. Check answers as a class.
Answers
1 many 2 a lot of 3 many 4 many 5 many 6 much 7 a lot of 8 a lot of 9 much 10 much
Refer to the grammar reference on SB page 138, now or at the end of the lesson and go through it with them.
5 Do the first dialogue with a student as an example. Remind students to look at the word after the gap and identify whether it is countable or uncountable. Allow time for individual work, then ask pairs to read out the dialogues. Ask pairs to read them again with a different partner, concentrating on fluency and intonation. Point out that chocolate can be both countable and uncountable, eg we can say a chocolate (an individual chocolate) and some chocolate. The same is true of fish (a fish
= a whole fish).
Answers
1 many; much 2 much; a lot of 3 Many;
many 4 much; much 5 many; a lot of
Reading
6 Ask students to look at the photo. Ask: What are they doing and why? It might be useful to teach / elicit lose weight, gain weight. Explain the difference between obese, overweight and fat. Look at the title. Teach / Elicit epidemic and ask what other kinds of epidemics there can be, eg flu, measles. Tell students to read
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the article quickly and complete the summary sentence. This task helps students to identify the main idea of the article.
Note: You should treat this topic sensitively as some students may be anxious about their weight.
Answer too much sugar
7 Focus on the words in bold in the article, and help students use context clues to work out the meanings.
Answers
major cause = important reason
advice = an opinion about the best thing to do low-fat = without much fat in it
manufacturers = people or a company who make things, especially in a factory
cells = very small parts in your body
stuff = substance, material, or group of things;
here the sweet stuff = sugar
8 Tell students to read the article again, this time more slowly. Allow some quiet time for individual work, then ask students to compare answers in pairs. Invite volunteers to tell the class their answers.
Answers 1 Obesity.
2 They think that sugar is a major cause of obesity.
3 To make low-fat food taste better.
4 In the 1970s.
5 You want more sugar and your body makes insulin.
6 Your body makes fat cells.
9 Ask students to close their books and brainstorm as many food words as they can remember. Students should write their answers first, then check by looking back at the article.
Explore
This is an opportunity for students to do research outside the classroom and tell the class about their findings in the next lesson. You may want to brainstorm some specific questions about chocolate, eg How do they make chocolate? What are the ingredients? What are the different types of chocolate? (milk / dark / white chocolate).
Background notes: Chocolate comes from the cacao plant, which contains flavanols, which have health benefits. Cacao has fats in it but these kinds of fat may not be bad for you. There is medical evidence that eating a few squares of dark chocolate a day is good for you and can help the heart. Most health experts advise that it’s fine to eat dark chocolate with more than 70% pure cacao, as this doesn’t have much saturated fat or sugar added to it. (Milk chocolate isn’t so good.)
*
Did you know?One way to do this activity is to tell students to close their books and write the information on the board, with gaps for these words: a hot curry, ten, a teaspoon of sugar. Put students in pairs to discuss their answers, then tell them to read Did you know? on SB page 65.
Ask: Did you know any of these facts? You could then ask students to close their books and say the sentences as a memory exercise.
Writing and speaking
10 Ask: Have you ever kept a food blog or a food diary? What are some reasons you might want to do this? (food allergy, to lose weight, special diets for illnesses like diabetes). Allow time for individual work, then ask volunteers to read out the sentences. Ask: How does the writer feel about his or her diet?
Answers
1 breakfast 2 fruit juice 3 chips 4 cake 5 healthy
11 Suggest that students use the blog in exercise 10 as a model and change the words so that they are true for them, or they can write a totally fictional blog. Don’t forget to write and read out your own food blog, too!
Extra idea: Students write their blogs on a piece of paper and exchange with another student for comments or advice. Or they can read out their food blog to the class and ask for advice from the class as a whole.
Unit 7 119 12 Go through the questions first, then put
students in groups. Groups may want to create a collective text describing what they all ate yesterday and how healthy each meal was.
Extra idea: Ask students to work in groups and find three things that everyone ate yesterday and three things that no one ate.
Ask: What does this say about your diet?
13 THINK This task helps students to relate the information in the article to their own contexts.
Discuss possible reasons for obesity and the best ways to prevent obesity, eg better health education, more public information (eg better food labelling), restrictions on advertising, taxes on sugary foods, better school meals, etc.
Help students with vocabulary and ideas.
Lesson 3 How often do you go to a restaurant? pp66–67
Aims
The focus of this lesson is to practise questions with How often and expressions of frequency and to talk about restaurants and attitudes to food.
Note: You might want to bring in photos of food from different countries (from magazines, newspapers, etc) for this lesson.
You first!
Ask students to describe their favourite restaurant and restaurants they don’t like (and to say why).
As they do so, write adjectives on the board, eg friendly, comfortable, cosy, informal, clean, dirty, quiet, crowded, noisy, expensive, cheap, large helpings, delicious food. (These words will be useful in exercise 2.)
Listening 1
1 2.31 Explain that you are going to play four short conversations about food. Go through the phrases in the box, and allow time for students to read the dialogues and predict the missing words. Ask where they think each conversation takes place (1 in a restaurant, 2 at home, 3 outside a restaurant, 4 at a friend’s house). Play the audio and write the answers on the board. Discuss the meaning of foodie (someone who loves good food) and can’t afford (don’t have enough money). Play the
audio again, pausing for students to repeat each line.
Draw students’ attention to the vocabulary note on look below the exercise. Say: This restaurant looks good. Ask: Are you 100%
sure it’s good? Elicit the answer no.
Answers
1 I prefer simple food.
2 We can’t afford it.
3 … it looks interesting.
4 You are a good cook
Transcript
1 WOMAN I love this lamb. It’s so tasty – and different!
MAN I don’t like it. I prefer simple food. And this is a very expensive restaurant.
2 MAN Let’s go to a restaurant tonight.
WOMAN We can’t afford it. Let’s cook a really nice meal here.
3 WOMAN This restaurant looks good. Look at the menu.
MAN Mm, yes, it looks interesting. OK, let’s eat here.
4 MAN This beef is delicious. You are a good cook, Ella.
WOMAN Thanks, well, I’m a foodie. I love good food.
2 THINK Ask students to describe the restaurant in photo A. Ask: What adjectives can you use to describe this restaurant? (quiet, calm, clean, cosy, formal, friendly). Then look at photos B and C. Ask students if they recognise this as food and ask them to guess what the food is. Encourage active and lively discussions about all three photos and then ask students to discuss the other two questions.
Background information: Photo A is the interior of Noma in Copenhagen, Denmark, one of the best restaurants in the world.
Photo B is a dish from Arzak in San Sebastián, Spain and photo C is a dish from Mugaritz Restaurant, also in San Sebastián, Spain. All three are in the top ten of the list of the top 50 restaurants in the world.
3 P 2.32 Contrast the two ‘o’ sounds in the table. Point out that one is short (good) and the other is long (food). Exaggerate the longer
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sound slightly so that students can easily notice the difference. Play the audio for students to repeat each sound and word.
Transcript /ʊ/ good /uː/ food
4 P 2.33 Put students in pairs to do the activity. They take turns to say a word, correcting each other if they think the pronunciation is wrong. Then play the audio for them to check their answers. Play it again, pausing for students to repeat each word.
Transcript and answers /ʊ/ good: book, cook, look, put /uː/ food: blue, noodles, two, you
Extra idea: Ask students to add more words to each group.
Listening 2
5 Check comprehension of the words in the box and ask students to say one or two to practise pronunciation. Ask: What is a first course / a main course? What does ‘grilled’ mean?
(Contrast baked, fried or boiled.) Ask students to say which ones they think they definitely wouldn’t hear in a talk about top restaurants.
6 2.34 Play the audio while students tick the words they hear. Ask how many people correctly guessed the words they wouldn’t hear.
Answers
berries, fantastic, good cooks, grilled prawns, lucky, roast fish, strange, top restaurants
Transcript
Hi, my name’s Clara Belasco. My husband and I are both Spanish. We met on a foodie holiday in Italy. And yes, we’re foodies. We’re both good cooks and we love eating out – we love restaurants. How often do we eat in a restaurant? Maybe two or three times a month, but we don’t eat at expensive places because we can’t afford it. Then once or twice a year, we do something fantastic – we go to one of the world’s top restaurants. We’re lucky because we’re Spanish, and Spanish food is
amazing! Did you know that Spain has some of the world’s top restaurants?
Last year, we went to Mugaritz in San Sebastián because we live near there. This restaurant does lots of small courses. We had a kind of chocolate cake there – it was different because it had some cheese in it, but it was very tasty! We also went to a restaurant in London. Its name is Dinner by Heston Blumenthal. Its most famous dish is ‘meat fruit’. And the roast fish is wonderful.
Then this year, we went to another Spanish restaurant – El Celler de Can Roca, in Girona.
We had a fantastic meal, and their grilled prawns were delicious. I still think about them!
Three years ago, we went to the restaurant Noma in Denmark. Noma really is the very best. There was one dish with berries and grilled vegetables. Very strange but wonderful!
7 2.35 Read out the sentences and ask students to write their answers individually.
Play the audio for students to check their answers. Ask individual students to say the correct sentences for 1, 3 and 5. Note that there is work on the second part of the audio in exercise 10.
MA Stronger students could try to do the activity before they listen again.
Answers
1 false: Clara is Spanish.
2 true
3 false: She is a good cook.
4 true
5 false: They can’t afford to eat in expensive restaurants very often.
6 true Transcript
Hi, my name’s Clara Belasco. My husband and I are both Spanish. We met on a foodie holiday in Italy. And yes, we’re foodies. We’re both good cooks and we love eating out – we love restaurants. How often do we eat in a restaurant? Maybe two or three times a month, but we don’t eat at expensive places because we can’t afford it. Then once or twice a year, we do something fantastic – we go to one of the world’s top restaurants. We’re lucky because we’re Spanish, and Spanish food is amazing! Did you know that Spain has some of the world’s top restaurants?
Unit 7 121 Extra idea: Ask some additional questions
about the first part of the audio, eg Where is Clara from? Where did she meet her husband? How often do they eat out? What do they do once or twice a year?