Food

4
2
Map of resources 4A Vocabulary
4A Vocabulary
Are you hungry?
Student’s Book, pages 40–41; Workbook, page 42
LESSON SUMMARY
Photocopiable: 4A (Are you hungry?)
Vocabulary: Food
4B Grammar
Grammar: Countable and uncountable nouns; articles
Student’s Book, page 42; Workbook, page 43
Speaking: Talking about food and meals
Photocopiable: 4B (there is / there are; some and any)
SHORTCUT
4C Listening
• To do the lesson in 30 minutes, keep the lead-in brief. Do
Student’s Book, page 43; Workbook, page 44
exercise 11 only if you have time.
4D Grammar
LEAD-IN 2–3 MINUTES
Student’s Book, page 44; Workbook, page 45
• Ask: Do you always have a good breakfast? What about lunch?
Photocopiable: 4D (how much / how many, much / many / When do you have the main meal of the day?
a lot of, a few / a little) Do you eat anything between meals?
4E Word Skills • Elicit answers.
Student’s Book, page 45; Workbook, page 46
Exercise 1  ​page 40 
4F Reading • Focus attention on the photos. If students want to know
Student’s Book, pages 46–47; Workbook, page 47 the words for the different foods, tell them they will find
out a little later.
4G Speaking
Student’s Book, page 48; Workbook, page 48
• Then check the meaning of the words a–d, especially
filling (making your stomach feel full).
Photocopiable: Functional Language Practice (Ordering
food and drink in a restaurant)
• As a class, decide which meals look tasty, healthy, quick to
make and filling.
4H Writing KEY
Student’s Book, page 49; Workbook, page 49 (Possible answers)
Culture 4 a  Students’ own answers   ​b  2, 5, 6   ​c  2, 6   ​d  1, 3
Student’s Book, page 111
Extra activity
DVD and DVD worksheet: Unit 4
Ask students to list what they think are the top three
Classroom Presentation Tool Unit 4 healthy habits for eating and drinking, e.g.
Drink lots of water every day.
End of unit Always sit down to eat and don’t eat fast.
Unit Review: Workbook, pages 50–51 Don’t eat lots of sweet foods or foods with a lot of fat.
Photocopiable: Grammar Review Don’t eat just before exercising.
Exam Skills Trainer 2: Student’s Book, pages 50–51
Progress Test and Short Tests: Unit 4 Exercise 2  w 2.16   ​page 40 
• Focus attention on the words and check meaning.
• Play the audio for students to listen and repeat.
• Students can do the matching task in pairs.
KEY
1 sausages, (mashed) potato, peas, onion
2 bread, cheese, olives
3 prawns, pasta
4 crisps, tomatoes, sandwiches
5 fish, mushrooms
6 melon, strawberries, pineapple
Not shown: apples, beef, carrots, chicken, cucumber,
green / ​red peppers, lamb, lemon, lettuce, rice

Unit 4 1
Exercise 3  ​page 41  Exercise 8  w 2.18   ​page 41 
• Focus attention on the photos and ask: What are these • Students read the questions and underline the key words.
photos of? (a: What, for breakfast, when; b: What, usually, for lunch during
• Elicit a few answers. Then say: If you aren’t sure about the week; c: What, for lunch, weekends; d: What, favourite
something, there are some phrases you can use. dinners, who cooks; e: What, usually order, dinner in a café)
• Read out the six phrases. Encourage students to use them • Tell students they are going to listen to people answering
to discuss the photos and try to identify the food. these questions.
KEY
• Play the audio and pause after speaker 1 for students to
bread, mushroom, lemon / orange, potato, beef / ​lamb, decide which question is being answered. Play the audio
pasta, fish, pineapple again if necessary.
• Check answers as a class.
Exercise 4  ​page 41  KEY
• On the board, write: Countable and Uncountable. Ask Speaker 1: d ​Speaker 2: e ​Speaker 3: b ​Speaker 4: a
students to name some foods they have as a snack. Write
them on the board under Countable, e.g. apples, olives, Transcript
carrots, or Uncountable, e.g. bread, yoghurt. 1  On Saturdays, we usually have Italian food for dinner. I love
it! My dad always cooks it because his dad is Italian, so he
• Students read the Learn this! box.
knows all the recipes. He usually cooks meat, fish or pasta
• With a weaker class, do the exercise together. With a – I think my favourite is the fish. My other favourite dinner
stronger class, students work individually or in pairs. is my mum’s home-made pizza. It’s mainly cheese and
• Check answers as a class. tomato, but she puts some olives on it too. It’s really nice.
• Explain to students that some items can be both countable 2  During the week, we usually have dinner at home. My
or uncountable, depending on whether you are talking about mum always cooks because my dad doesn’t get home
the whole food item (e.g. one pineapple, two pineapples) or a from work in time. But at weekends, we often eat out.
portion of the whole food item (e.g. some pineapple). There’s a café and a restaurant in our village, but the
restaurant is quite expensive, so we usually go to the café.
KEY
The burgers at the café are great: they’re really big and
Countable: apples, carrots, crisps, cucumber, green / ​
they come with lots of chips. That’s why I order them!
red peppers, lemon, melon, mushrooms, olives, onion,
3  When I’m at school, I have lunch in the canteen every day.
peas, pineapple, potato, prawns, sandwiches, sausages,
They sell hot food there, but I don’t have that. I bring my
strawberries, tomatoes
own lunch. I have a sandwich and some crisps. Sometimes
Uncountable: beef, bread, cheese, chicken, fish, lamb,
I’m still hungry after the sandwich and the crisps, so I buy
lettuce, pasta, rice
an orange or a banana.
For further practice of countable and 4  I don’t have a lot of time in the mornings. I get up at seven
uncountable nouns: Grammar Builder 4A    page 130  o’clock and I leave the house at half past seven. I can’t miss
the bus! I usually have breakfast, but it’s just a small cake;
1 2 U  3  U  4  U  5  C  6  C I eat it on the bus to school!

Exercise 5  ​page 41  Extra activity: Stronger classes

• Focus attention on the menu. Check any unfamiliar The second speaker mentions eating in a restaurant and a
vocabulary. café. In small groups or as a class, students describe three
• With a weaker class, ask students to note which nouns or four places to eat in their town or city. When are they
are singular and which are plural. open? What type of food do they serve? Do the students
• Students find the countable nouns. ever go there? If so, when?
• Check answers as a class. Then ask students what they
would choose from the menu for breakfast. Exercise 9  ​page 41 
• Ask: Who has got a pen? When a student holds one up, say:
KEY
Give me the pen, please.
Eggs, pancakes, cakes, bananas and oranges are all
countable because they are plural.
• Then ask: Why did I use ‘a’ in the first sentence and ‘the’ in the
second?
Exercise 6  w 2.17   ​page 41  • Go through the Recycle! box together and do the first item
• Play the audio for students to listen and repeat. as a class.
• Students complete the sentences individually.
Exercise 7  ​page 41 
• Model the example dialogue with a confident student. Exercise 10  w 2.18   ​page 41 
• Then say: I really like olives. Ask the student: What about • Play the audio for students to listen and check answers.
you? Elicit: Me too! / T​ hey’re OK. / I​ don’t like them. KEY
• With a weaker class, write the possible responses on the 1  the  ​2  some  ​3  a  ​4  a  ​5  the  ​6  the  ​7  a  ​
board for students to refer to. 8  some  ​9  the  ​10  the  ​11  an  ​12  a  ​13  a
• Students do the exercise in pairs and find three things Transcript
they both really like. See exercise 8.

Unit 4 2
Exercise 11  ​page 41  Exercise 4  ​page 42 
• Answer the first question in exercise 8, e.g. For breakfast, I • Focus attention on the photo in exercise 1 again and
usually have coffee, toast and an egg. I usually have breakfast elicit what students can see, e.g. peppers, oranges, apples,
at seven o’clock on weekdays and at eight at the weekend. onions.
• Students work in pairs and ask and answer the questions • Students complete the sentences. Then check answers as
in exercise 8. Circulate, monitor and help as necessary. a class.
KEY
Extra activity
1  There are   ​2  There is   ​3  There isn’t   ​4  There are   ​
• Write the following questions on the board: 5  There aren’t   ​6  There isn’t   ​7  There aren’t
What’s your favourite food in hot weather?
What’s your favourite food in cold weather? Extra activity
What do you eat when you are ill? • Play a game. Begin by saying what is in the classroom,
• Students ask and answer in pairs. e.g. There are 40 students in the classroom. There’s a door.
• Put students in groups of three. Ask them to write six
Lesson outcome true correct sentences about the classroom or the
• If you are using the Classroom Presentation Tool, first do school. They should write three sentences using there is
the lesson closer to review what has been covered in this and three using there are. When they have finished, they
lesson. raise their hand.
• Ask: What have you learned today? What can you do now? • The first group to write the greatest number of true
and elicit answers: I can talk about breakfast, lunch and sentences, without any mistakes, is the winner.
dinner.
Exercise 5  ​page 42 
4B Grammar • Students read the Learn this! box.
• As a class, find the examples of some and any with
there is / ​there are; some and any uncountable nouns in the text in exercise 2 and match
them with the rules.
LESSON SUMMARY
• To check understanding, write the following on the board:
Grammar: there is / t​ here are; some and any There’s milk in the fridge, but there isn’t butter. Elicit
Speaking: Asking and answering questions about pictures the correct word for each gap. (some, any)
SHORTCUT KEY
• To do the lesson in 30 minutes, keep the lead-in brief and There’s some meat and some fish. (uncountable)
spend no more than five minutes on exercise 8. Exercises There are some vegetables too. (countable)
4 and 7 can be set for homework. There are some crisps … (countable)
… there aren’t any biscuits or sweets … (countable)
LEAD-IN 2–3 MINUTES … there isn’t any chocolate. (uncountable)
• Tell the class about an eating place you enjoy a lot. It There aren’t any ready-made meals … (countable)
could be an expensive city restaurant, a neighbourhood … there isn’t a microwave … (countable)
café or a stand that sells street food. Describe the food you Are there any things … (countable)
can get there and why you like it.
Exercise 6  ​page 42 
• Ask students to tell you about an eating place they like.  ​
• Do the first item as a class.
Exercise 1  ​page 42  • With a weaker class, ask students to read the remaining
• Focus attention on the photo. Discuss the question as a sentences and mark the affirmative sentences with +,
class. A diet with fresh fruit and vegetables is very healthy. the negative sentences with – and the questions with ?.
Students then complete the sentences.
Exercise 2  ​page 42 
KEY
• Students read the text and answer the questions. 1  any  ​2  any  ​3  some  ​4  any  ​5  some  ​6  any
• Students read the text again. In pairs, students discuss the
two questions at the end of the text. Circulate, monitor For further practice of there is / there are; some
and help as necessary. and any: Grammar Builder 4B    page 130 
Exercise 3  ​page 42  2 2 There are   ​3  There’s  ​4  There’s  ​5  There are   ​
6  There’s  ​8  There aren’t   ​9  There isn’t   ​10  There
• On the board, write: There’s a book and some pencils.
are  ​11  There aren’t   ​12  There isn’t
Elicit the missing words. (there are)
• With a weaker class, complete the table as a class. 3 2 Are there any   ​3  Is there a   ​4  Are there any   ​
5  Are there any   ​6  Is there a   ​7  Is there a   ​8  Are
KEY there any
1  There isn’t   ​2  Is there   ​3  There are   ​4  There aren’t   ​
5  Are there 6 1 any  ​2  an  ​3  a  ​4  some  ​5  a  ​6  some  ​7  a  ​
8  any / a   ​9  some  ​10  some  ​11  any

Unit 4 3
Exercise 7  ​page 42  Culture note
• Students read the text, ignoring the gaps. Ask: • A vegetarian is a person who does not eat meat or fish.
What is the writer describing? (a food market)
What food does the writer buy? (bread, vegetables, chicken, • A vegan is a person who does not eat any animal
tomatoes, potatoes) products such as meat, milk or eggs.
What food doesn’t the writer like? (fish) • A freegan is a person who only eats food that they can get
• Students complete the text. for free and that would otherwise be thrown out or wasted.

KEY
Exercise 2  ​page 43 
1  is  ​2  isn’t  ​3  any  ​4  some  ​5  some  ​6  isn’t  ​7  any  ​
8  aren’t  ​9  any  ​10  are  ​
• Pre-teach or elicit the meaning of sell-by date (a date
on food packages that says when the item should be
Exercise 8  ​page 42  removed from the shelf and not sold).
• Put students in pairs. Students ask and answer questions • Students read the article and complete it.
to find the differences between the pictures. Circulate, • Check answers as a class.
monitor and help as necessary. KEY
Lesson outcome 1  food  ​2  fruit  ​3  shape  ​4  meal  ​5  rubbish bin   ​
6  angry  ​7  hungry  ​8  clothes
• If you are using the Classroom Presentation Tool, first do the
lesson closer to review what has been covered in this lesson. Exercise 3  w 2.19   ​page 43 
• Ask: What have you learned today? What can you do now? • On the board, write: Can I borrow a pen?
and elicit answers: I can use there is / ​there are and some / ​ • Ask: What are the most important words in this question? Elicit
any correctly. I, borrow and pen and write them on the board to illustrate
that they are the words that convey the meaning.
4C Listening • Students read the Learn this! box and do the exercise.
• Play the audio. Students listen and underline the content
What a waste! words. ​
LESSON SUMMARY KEY
Speaking: Discussing food waste and freeganism 1  Where’s the bread?  ​2  Can you pass me the salt?  ​
Listening: Unstressed words 3  Dan is in the café.  ​4  His sister, Sophie, can cook.  ​
5  What’s the name of this song?  ​6  Sushi is from Japan.
SHORTCUT
• To do the lesson in 30 minutes, keep the lead-in brief. Do Exercise 4  w 2.20   ​page 43 
exercise 8 only if you have time. Exercise 4 can be set for • Students read the Listening Strategy.
homework. • Play the audio, pausing after each item for students to listen
and repeat. Make sure they are using the schwa sound.
LEAD-IN 2–3 MINUTES
• Say: Sometimes I buy too many vegetables and they become KEY
rotten. (Explain that rotten food has gone bad and cannot 1  /frəm/  ​2  /ə/  ​3  /jə/  ​4  /kən/  ​5  /tə/  ​6  /ən/  ​
be eaten or used.) 7  /səm/  ​8  /fə/
• Then ask: Exercise 5  w 2.21   ​page 43 
Do you or your parents ever buy too much food?
• Students read the three sentences and guess which one
What do you do with leftover food? (Explain that leftover
is correct.
food is food that has not been eaten at the end of a meal.)
• Play the audio and elicit the answer. In a weaker class, if
• Elicit answers.
students are unsure of the answer, play the audio again,
Exercise 1  ​page 43  pausing after No, we don’t find it in rubbish bins! to show that
sentence 1 is not correct. Then pause again after I take it and
• Focus attention on the words and check meaning. Then
I sometimes give it to homeless people to show the correct
focus on the photo. Students work in pairs to describe it.
answer. Pause again after Are you a freegan because you don’t
Circulate, monitor and help as necessary.
want to spend money? And because you want free food? No,
KEY not at all … to show that sentence 3 is not correct, either.
(Possible answer)
KEY
This person is throwing away food she doesn’t want. She’s
2 Adam gives food to homeless people.
putting an egg in the rubbish bin with some old fruit and
vegetables, probably because it isn’t fresh. Transcript
Interviewer  Adam, you are a freegan from London in the UK.
So, what is a freegan, exactly?
Adam  Freegans eat food that other people throw away. And
they sometimes give the food to other people.
I  Why do you do that?

Unit 4 4
A  Well, I believe that rich countries throw away too much Lesson outcome
food. And they throw away good food. It’s bad for the • If you are using the Classroom Presentation Tool, first do the
environment. lesson closer to review what has been covered in this lesson.
I  I see. So what exactly do you do? • Ask: What have you learned today? What can you do now? and
A  We collect food from supermarkets and restaurants. It’s elicit answers: I can identify and understand unstressed words.
food that the supermarkets and restaurants throw away.
I  Do you find the food in rubbish bins? Isn’t it disgusting?
A  No, we don’t find it in rubbish bins! Supermarkets usually 4D Grammar
put food in bags and leave them outside. The food is fresh
and unopened. Supermarkets order too much food and they how much / ​how many, much / ​many / ​a lot
throw away the extra food. It isn’t old food. It’s good food. of, a few / ​a little
There’s nothing wrong with it. It’s a terrible waste.
I  And how often do you collect food? LESSON SUMMARY
A  Once or twice a week. I usually find a lot of food. I take it Grammar: how much / h ​ ow many, much / m
​ any / a
​ lot of,
and I sometimes give it to homeless people. And I still have ​ little
a few / a
enough food for me! Speaking: Talking and asking about quantity
I  What about food that is past its sell-by date? Do you eat that?
A  Sell-by dates on food are usually incorrect. The food is SHORTCUT
often fresh after the sell-by date. • To do the lesson in 30 minutes, keep the lead-in brief.
I  When do you collect the food? What time of day? Exercises 5 and 7 can be set for homework. If you run out
A  We can’t do it while the shops and restaurants are open. of time, omit exercise 9.
So we have to collect the food at night.
LEAD-IN 2–3 MINUTES
I  Are you a freegan because you don’t want to spend
money? And because you want free food? • Ask questions and elicit answers:
A  No, not at all. I’m a freegan because I want to make the How many boys are there in the class? How many girls?
environment better. When people waste food, they waste How much time have we got for the lesson today?
money and they waste time and resources. • Say: Today, we’re going to talk about quantity. Write quantity
I  Are a lot of your friends freegans too? on the board and explain that is the number or amount of
A  Some of them are. But all of my friends understand my something – the number of girls in the class, for example.
lifestyle. And they often come to my house for dinner!
Exercise 1  w 2.23   ​page 44 
Exercise 6  w 2.22   ​page 43  • Focus attention on the photo. Ask: What are the children
• Play the audio. With a weaker class, pause after each doing? (They’re preparing food.)
sentence to give students time to complete them. • Play the audio for students to read and listen to the
• Elicit answers to the question How many unstressed words dialogue. Elicit answers to the questions.
are there in each gap? This question is intended to make KEY
students aware that there can be different numbers of He wants to make a carrot cake. He needs flour, carrots,
unstressed syllables between stressed words. sugar and eggs.
KEY
1  is a, from, in the   ​2  He, from, and   ​3  He, the, or, a   ​ Exercise 2  ​page 44 
4  He has to, the, when it’s   ​5  A lot of, are   ​ • On the board, write:
6  They, to his, for a How flour is there?
How carrots are there?
Exercise 7  w 2.21   ​page 43  • Elicit the missing words. (much, many)
• Students read the sentences in exercise 6 again so that • Students read the Learn this! box. Then ask them to find
they know what to listen for. examples of How much, How many, much, many and a lot
• Play the audio for exercise 5 again for students to answer of in the dialogue.
the questions.
KEY
• Check answers as a class. How much flour have we got? ​How many carrots are
KEY there? ​There isn’t much sugar in the bowl. ​And we
1  F  ​2  T  ​3  T  ​4  T  ​5  F  ​6  F haven’t got many eggs. ​Look, there’s a lot of sugar in the
Transcript cupboard.
See exercise 5. Exercise 3  ​page 44 
Exercise 8  ​page 43  • Do the first item as a class. With a weaker class, remind
• With a weaker class, do the exercise together. With a students that countable nouns have got a plural. Ask
stronger class, students work in pairs while you circulate, them to read the sentences and tick the ones with plural
monitor and help out as necessary. nouns to remind them which form to use.
KEY
1  How many   ​2  How much   ​3  How much   ​
4  How many   ​5  How much

Unit 4 5
 KEY
For further practice of How much / How many; There are a lot of sandwiches. There are a lot of crisps.
much / many / a lot of, a few a little: There are a few sausages. / ​There aren’t many sausages.
Grammar Builder 44    page 130  There are a few olives. / ​There aren’t many olives. There
7 2 There is a lot of cheese in the fridge. are a few tomatoes. / ​There aren’t many tomatoes. There
3 We’ve got a lot of dictionaries in our classroom. are a few grapes. / There aren’t many grapes. There’s a lot
4 Have you got a little butter? of pizza. There’s a little cheese. / ​There’s not much cheese.
5 How much flour is there in the cupboard? There are a lot of strawberries.
6 There are a few pens on the desk.
7 How many cakes are there on the table? Exercise 9  ​page 44 
8 We’ve got a lot of milk. • Model the exercise with a confident student. Students
do the exercise in pairs. Circulate, monitor and help as
8 1 a few; a little   2  a little   3  a few   4  a few   ​
necessary.
5  a little; a little   ​6  a few
9 2 How much homework do you usually get at the Lesson outcome
weekend? • If you are using the Classroom Presentation Tool, first do
3 How many English lessons do you have every week? the lesson closer to review what has been covered in this
4 How much money do you spend on clothes every lesson.
month? • Ask: What have you learned today? What can you do now?
5 How many CDs have you got at home? and elicit answers: I can talk and ask about quantity.
6 How much food do you eat at lunch time?

Exercise 4  ​page 44  4E Word Skills

• Model the task with a confident student. Ask the first
question in exercise 3 and elicit an answer. Adjective + preposition
• Students work in pairs asking and answering the LESSON SUMMARY
questions. Vocabulary: Adjective + preposition collocations
Exercise 5  ​page 44  Speaking: Talking about likes and dislikes
• Students can do the exercise individually. With stronger SHORTCUT
classes, you can ask students to explain why the incorrect • To do the lesson in 30 minutes, keep the lead-in brief and
options are wrong. spend no more than 2–3 minutes on exercise 1. Exercises
• Remind students that in affirmative sentences a lot of is 4 and 6 can be set for homework.
more natural than much or many: I’ve got a lot of friends,
not I’ve got many friends. LEAD-IN 2–3 MINUTES

KEY
• Ask:
What is the most popular junk food in your country?
1  a​ lot of   ​2  many / a​ lot of   ​3  a lot of   ​
How is fast food advertised?
4  ​much / a lot of   ​5  much / a​ lot of   ​6  a lot of
Who are the advertisements aimed at? Adults? Teens?
Exercise 6  ​page 44  Children?
• Students read the Learn this! box. • Elicit ideas.
• As a class, students find examples of a little and a few in Exercise 1  ​page 45 
the dialogue in exercise 1.
• Focus attention on the photos. Ask: What foods can you
KEY see? and elicit answers. Write the words on the board and
There’s a little flour in the cupboard, and there are a few help with vocabulary as necessary.
carrots in the fridge.
KEY
Exercise 7  ​page 44  chips, cheeseburger, doughnuts, crisps, pretzels, pizza,
• Do the first item as a class. With a weaker class, continue fizzy drink / ​soft drink
working together. With a stronger class, students do the Exercise 2  ​page 45 
exercise individually and then check answers as a class.
• Students read the three sentences.
KEY • With a stronger class, ask students to read the text
1  a little   ​2  a few   ​3  a few   ​4  a little   ​5  a few and find the correct answer. Ask them to underline the
relevant sentences (the final sentence of the second
Exercise 8  ​page 44 
paragraph, and the first and final sentences of the final
• Focus attention on the photo. Say: There are a few olives. paragraph).
• With a weaker class, students work in pairs. With a
stronger class, students work individually. Circulate,
monitor and help as necessary.

Unit 4 6
• With a weaker class, ask students to read the text. Ask: Exercise 8  ​page 45 
What does the text say about adverts and kids eating junk • Model the example with a confident student.
food? (After they watch the adverts, the children eat on • In pairs, students take turns asking and answering the
average 45% more junk food.) ​ questions in exercise 7. Circulate, monitor and help as
Is sentence 1 true or false? (true) necessary.
Are there places where there are no junk food adverts? (yes:
Quebec, Sweden and Norway) Lesson outcome
Is sentence 3 true or false? (true) • If you are using the Classroom Presentation Tool, first do
What does the food industry say about adverts? (that they the lesson closer to review what has been covered in this
aren’t a problem) lesson.
Is sentence 2 true or false? (false)
• Ask: What have you learned today? What can you do
KEY now? and elicit answers: I can use adjective + preposition
Sentence 2 is false. collocations.

Exercise 3  ​page 45 

• Discuss the question as a class. 4F Reading
Exercise 4  ​page 45  Unusual restaurants
• Students read the Learn this! box.
LESSON SUMMARY
• With a weaker class, tell students they can refer to the
text to help them do the exercise. With a stronger class, Vocabulary: Things you find in restaurants
ask students to try to do the exercise before checking Speaking: Describing a restaurant
their answers in the text. SHORTCUT
KEY • To do the lesson in 30 minutes, keep the lead-in brief and
1  for  ​2  about  3  to  4  with  ​5  of  6  on  ​7  for  ​ spend no more than 5–6 minutes on exercises 7 and 8. ​
8  with Exercises 5 and 6 can be set for homework.

Extra activity LEAD-IN 2–3 MINUTES

• Write a few questions using adjectives and prepositions • Tell the class about your favourite restaurant, or a
in exercise 4 on the board, e.g. restaurant that you really enjoyed going to. Tell them
Which of the world’s problems are you worried about? something about the food and about the decoration
Who or what is responsible for causing the problem? inside. Then ask: What’s your favourite restaurant? Why do
What bands are popular with your friends? you like it? Elicit answers.
What foods are you keen on?
Exercise 1  ​page 46 
• Discuss the questions as a class. Alternatively, ask
students to write answers to the questions for • Focus attention on the photos. Then ask students to read
homework. the questions. Check the meaning and pronunciation of
hammock /ˈhæmək/ (a type of bed made from a net or
from a piece of material, with ropes at each end that are
Exercise 5  ​page 45 
used to hang it between two trees, posts, etc.).
• On the board, write: • Answer the questions as a class.
Aslan is afraid snakes. (of )
Thanks for your help. It was very kind you. (of ) KEY
You should be kind animals. (to) a  2  ​b  1  ​c  4  ​d  3
Elicit the missing words.
Exercise 2  ​page 46 
• Focus attention on the dictionary entries and point out
that most good dictionaries give information about • Students discuss the questions in pairs.
prepositions that are commonly used with a word. • Does the class agree on a favourite restaurant?
KEY Exercise 3   ​page 46 
afraid of; ​kind of / t​ o • Students read paragraph A and check the meaning and
pronunciation of gimmick /ˈɡɪmɪk/ (an unusual trick
Exercise 6  ​page 45 
that is used to attract attention or to persuade people to
• Students complete the sentences. buy something). Ask: Do you know any restaurants with a
KEY gimmick? Elicit answers or tell the class about a restaurant
1  in  ​2  at  ​3  with  ​4  of  ​5  to  ​6  worried  ​7  popular  ​ you know about in your city or country.
8  bad  ​9  used  ​10  kind • With a stronger class, students scan paragraphs B–D for
the names of the restaurants. When they find the names,
Exercise 7  ​page 45  they underline them. They then circle the names of the
• Students complete the questions. restaurants in the photos. Check answers as a class.
KEY
1  at  ​2  at  ​3  in  ​4  for  ​5  for  ​6  for

Unit 4 7
• With a weaker class, students read paragraph B. Ask: Lesson outcome
What is the name of the restaurant in Spain? (El Diablo) • If you are using the Classroom Presentation Tool, first do
What is its gimmick? (It is on a volcano.) the lesson closer to review what has been covered in this
Where is the restaurant called Ithaa? (in the Maldives) lesson.
What is its gimmick? (It is under water.) • Ask: What have you learned today? What can you do now?
What is the gimmick of Dinner in the Sky? (The restaurant is and elicit answers: I can understand a text about unusual
at a special table 50 metres in the air.) restaurants.
• Weaker students now read paragraph C. Ask:
Where do customers sit at the Hammock Café? (in hammocks)
Where do customers sit at B.E.D.? (on a bed) 4G Speaking
Students now read paragraph D. Ask:
What is the name of the restaurant in this paragraph? (Zauo) In a restaurant
What is its gimmick? (Customers must catch their own fish.)
LESSON SUMMARY
Students match the names of the restaurants to the photos.
Vocabulary: Menu items
KEY
Speaking: Ordering food and drink in a restaurant
1  Zauo  ​2  Ithaa  ​3  Dinner in the Sky   ​4  Hammock Café​
Other restaurants: El Diablo; a restaurant in an old DC-10 Grammar: would like
aeroplane in Ghana; B.E.D in Miami SHORTCUT

Exercise 4  ​page 46  • To do the lesson in 30 minutes, keep the lead-in brief and
spend no more than 3–4 minutes on exercise 4. Do only
• Go through the Reading Strategy together. Then students
as much of exercise 9 as you have time for.
read sentences 1–7 and underline key words. With a
weaker class, suggest that some key words will be the LEAD-IN 2–3 MINUTES
names of restaurants. • On the board, write I like … and tell the class about some
• Students scan the text to find the key words. of your favourite foods.
KEY • Then write I don’t care for … and explain that this is a polite
1  A  ​2  A  ​3  B  ​4  B  ​5  C  ​6  C  ​7  D way to say you don’t like certain kinds of food. Tell the
class about some foods you don’t care for.
Exercise 5   ​page 47  • Students work in pairs to tell each other about foods they
• With a weaker class, students do the exercise in pairs. like and don’t like.

With a stronger class, students work individually and
then check answers as a class. Exercise 1  ​page 48 
KEY • Focus attention on the photo. Ask students to describe
1  customers  ​2  different  ​3  Indian Ocean   ​4  countries  ​ the photo and answer the questions.
5  aeroplane  ​6  chairs  ​7  catch it KEY
(Example answer)
Exercise 6  ​page 47  A young couple are sitting at a table in a restaurant or
• With a weaker class, students do the exercise in pairs. café. They are ordering some food and the waitress is
With a stronger class, students work individually and writing down what they want. The man is looking at the
then check answers as a class. menu.
KEY The waitress is asking: What would you like to drink / ​eat?
2  Customers  ​3  knife  ​4  fork  ​5  tray  ​6  chef  ​ The customers are saying: Can I have … , please?
7  menu  ​8  waiter
Exercise 2  w 2.25   ​page 48 
Exercise 7  ​page 47  • Focus attention on the menu and check the meaning of
• Students discuss the questions in pairs. Circulate, monitor starters, soup, prawn salad, pâté, main course, roast, pie and
and help as necessary. dessert.
• Students read the dialogue. Then play the audio while
Exercise 8  ​page 47  students read again. Ask them to complete as many gaps
• Go through the instructions together and make sure as they can.
students understand what they have to do. • Play the audio again, pausing if necessary to give students
• As a class, brainstorm some interesting locations, e.g. a time to write or check their answers.
boat, the top of a building, an old train carriage, a cave.
KEY
• Then brainstorm types of food, e.g. vegan or vegetarian, 1  salad  ​2  Fish and chips   ​3  soup  4  roast lamb   ​
seafood, traditional food from their country. 5  orange juice
• Finally, brainstorm gimmicks, e.g. singing waiters, a toy
train that delivers food, customers can order food using
their mobile phone.
• Students work in pairs to invent a restaurant. They then
present it to the class.
• The class votes on the best idea.

Unit 4 8
Exercise 3  ​page 48  M How much is it?
• On the board, write: Wo It’s £54. That isn’t expensive.
I want water. M No. It’s a good café!
I’d like some water, please. Wo And the waiters are nice.
Ask: Which is more polite? (I’d like some water, please.) M Yes. Let’s leave a tip.
Which words make it polite? (would like, please)
Culture note: Tips
• Students read the Learn this! box and then do the exercise.
In the UK, it is usual to leave a tip of 10–12% in a
KEY restaurant when you have had good service. For excellent
There are three examples:  I’d like the salad to start, please. ​ service, a tip of 15% might be left. When paying by credit
I’d like the soup to start, please. ​Would you like anything card, it is sometimes possible to add a tip, but credit card
to drink? tips often go to the restaurant rather than the waiter, so
some people prefer to leave cash.
Exercise 4  ​page 48 
• In groups of three, students read the dialogue as it is written. Exercise 6  w 2.26   ​page 48 
• Then ask them to act it out but order different food and • With a stronger class, students try to complete the
drinks. Circulate, monitor and help as necessary.
phrases before listening again. Then play the audio for
Exercise 5  w 2.26   ​page 48  students to check their answers.
• Go through the instructions and items a–c together so • With a weaker class, play the audio, pausing after each
that students know what information to listen for. phrase for students to write.
• Teach or elicit the meaning of bill (a piece of paper that KEY
shows what you ate and gives the cost of the meal). 1  for two – C   ​2  we see – C   ​3  OK for – W   ​
• Play the audio for students to answer the questions. 4  I’d like – C   ​5  for you – W   ​6  Would (you) like – W   ​
7  Can we – C   ​8  Does it – C   ​9  Let’s – C
KEY
a  1, 3   ​b  2, 3   ​c  4 Transcript
See exercise 5.
Transcript
1 Waitress Good evening. For further practice of partitives:
Woman Can we have a table for two, please? Vocabulary Builder 4G    page 119 
Wa  Certainly. Is that table by the window OK?
Man Yes, that’s perfect. Thanks. 1 2 bread  ​3  soup  ​4  crisps  ​5  tea  ​
Wo  Can we see the menu, please? 6  orange juice   ​7  jam  ​8  lemonade
Wa  Yes, of course. One moment … Here you are. 2 (Possible answers)
Wo  Thanks. 1  bowl  ​2  packet  ​3  glass  ​4  cup  ​5  packet  ​6  jar
Wa  Would you like to order drinks now?
Wo  No, it’s OK. We can order drinks with the food. Exercise 7  ​page 48 
Wa  Of course. • Students read the Look out! box. If necessary, explain that
2 Waitress Is everything OK for you? we can use a coffee to refer to a cup of coffee.
Woman Yes, it’s great. The fish is really nice.
Man Actually, can I have some bread, please?
• Students find a countable noun that can be uncountable.
Wa  Certainly. Anything else? KEY
Wo  I’d like some water, please. orange juice
Wa  Of course. Would you like some water, sir?
M Yes, I would. Thank you. Exercise 8  ​page 48 
Wa  Anything else? • Go through the instructions and the five points together.
Wo  No, that’s all. Thank you. • Put students in groups of three. Remind them to use
3 Woman Excuse me! language from exercises 2 and 6 in their dialogue.
Waitress Yes. Can I help you?
Wo  Can we see the dessert menu, please? Exercise 9  ​page 48 
Wa  Yes, of course. Here you are. • Volunteers act out their dialogue for the class. If you have
Man Er … I’d like the fruit salad, please. time, get the class to vote for the best dialogue in these
Wa  Fruit salad. And for you, madam? categories: a) the funniest and b) the best use of English.
Wo  Chocolate cake, please.
Was  So that’s one fruit salad and one chocolate cake. Lesson outcome
Thank you. • If you are using the Classroom Presentation Tool, first do
M Thanks. the lesson closer to review what has been covered in this
4 Waitress Would you like a coffee or a tea? lesson.
Man No, thank you. Can we have the bill, please? • Ask: What have you learned today? What can you do now?
Wa  Yes, of course. One moment. … Here’s your bill. and elicit answers: I can order food and drink in a restaurant.
Woman Does it include service?
Wa  No, it doesn’t.
Wo  OK. Thanks.

Unit 4 9
 • Students work in pairs to find the mistakes in the
4H Writing invitation. They should note if they are grammar,
vocabulary or spelling mistakes. The exercise is not easy
An invitation and some pairs may not find all the errors.
LESSON SUMMARY • Check answers as a class. Note that some vs. any and A
Vocabulary: Invitations vs. The could be seen either as word choice mistakes or
Writing: An invitation grammar mistakes.
KEY
SHORTCUT
Hi Anna,
• To do the lesson in 30 minutes, keep the lead-in brief. I’m (grammar) having a party at my house (spelling) on 16
Exercise 5 can be set for homework. February (spelling) to celebrate my birthday. I’m inviting
LEAD-IN 2–3 MINUTES all my friends so it should be great (spelling) fun. You don’t
have to bring (vocabulary) any food or drink, but can I
• Tell the class about a birthday celebration of your own
please borrow (vocabulary) your speakers? I’ve got a lot of
or that of someone you know. Say where you were, what
music on my MP3 player but I haven’t got (grammar) any
food you had and what the activities were, if any.
(grammar) speakers.
• Ask: How do you celebrate your birthday? Elicit answers. The (grammar) party starts at 6 p.m. but can you please
Exercise 1  ​page 49  take (vocabulary) the speakers a few hours before that – in
the afternoon? Let me know (spelling) if you can come
• Pre-teach the meaning and pronunciation of the following: (vocabulary).
BBQ, which is an abbreviation of barbecue /ˈbɑːbɪkjuː/
Take care,
(a party where meat is cooked over a fire) and sleepover /
Sally
ˈsliːpəʊvə(r)/ (a party when a group of friends spend the
night at someone’s house). Exercise 5  ​page 49 
• Ask students to read the four invitations at the top of the • Go through the instructions together.
page. Ask: • With a weaker class, plan the invitation together. Elicit
Which invitation is more formal? (2) notes for each of the four points. With a stronger class,
How do you know? (1, 3 and 4 are like conversations students can write notes individually while you circulate,
between friends and are in the first person. Invitation 2 monitor and help as necessary.
uses formal language and is written in the third person.)
• When students have finished, focus attention on the Check
• Focus attention on the photo. Ask: your work box and remind them to read their invitation
Which invitation does it match? again and make sure it is as good as it possibly can be.
KEY KEY
The photo matches invitation 3. (Model answer)
Invitation 2 is the formal one. Dear Barry,
Exercise 2  ​page 49  It’s Children’s Day next week and I’m having a picnic on
Saturday 20 June to celebrate. I hope you can come. It’s
• Students read the three points. With a weaker class, find between 3.00 and 7.00 p.m. I’m inviting the whole class so
the information together. With a stronger class, students
it should be fun.
read the invitations and underline the information.
You don’t need to bring any food, but please bring a football.
• Check answers as a class. Put it in your diary!
KEY Take care,
Invitation 1  event a BBQ to celebrate a birthday date and Joanne
time Sunday afternoon, 16 August place the beach
Invitation 2  event a New Year party date and time Saturday 31 For further practice of parties and celebrations:
January from 8 p.m. place27 Stanton Road Vocabulary Builder 4H    page 119 
Invitation 3  event a sleepover date and time Saturday 18 3 A birthday party   ​B  end-of-exams party   ​C  New
January at 6 place Lisa’s house Year’s Eve party   ​D  fancy-dress party   ​E  street
Invitation 4  event a party to celebrate the end of exams party  ​F  barbecue
date and time the end of June place the village hall in
Greenwood Lesson outcome
Exercise 3  ​page 49  • If you are using the Classroom Presentation Tool, first do the
lesson closer to review what has been covered in this lesson.
• Students read the invitations and complete the key phrases.
• Ask: What have you learned today? What can you do now?
KEY and elicit answers: I can write an invitation.
1  celebrate  ​2  planning  ​3  join  ​4  bring  ​5  diary  ​
6  hope  ​7  know  ​8  can  ​9  make

Exercise 4  ​page 49 

• Go through the Writing Strategy and stress the
importance of checking work. ​

Unit 4 10
 2 Exam Skills Trainer Extra activity
LESSON SUMMARY
• Ask students to try and think like Heston Blumenthal.
Can they think of three or four unexpected
Reading: Thinking about people, places and things combinations that they would like to try? Remind
Listening: Identifying wrong words while listening students of Blumenthal’s chicken curry ice cream.
Use of English: Checking that you have completed gaps • Ask a few students to write their ideas on the board.
with the correct words Then ask the class to vote on which one they would
Speaking: Using pairs of sentences that go together most like to try and which one they would least like to
Writing: An invitation – proofreading try. Keep the activity light-hearted so that the person
whose recipe is voted the worst does not feel bad.
LEAD-IN 2–3 MINUTES
• Ask:
Do you know the names of any famous restaurants or chefs Listening
in your country?
Exercise 3  ​page 50 
Describe the nicest meal you had in a restaurant or a friend’s
home. • On the board, write: It isn’t expensive. It isn’t cheap. Ask: Do
What strange or unusual foods have you eaten? these sentences mean the same? (no)
Are there any interesting dishes that you have never tried, but Write: It’s inexpensive. Ask: Which sentence on the board has
would like to? the same meaning? (It isn’t expensive.)
What’s another way of saying ‘It isn’t expensive’? (It’s cheap.)
• Elicit answers.
• Go through the strategy together. Then students do the
exercise.
Reading
KEY
Exercise 1  ​page 50  1  S  ​2  S  ​3  D  ​4  D  ​5  S  ​6  D
• Go through the strategy together. On the board, write
kitchen, burger and customer and ask: Which is a person? a Exercise 4  w 2.27   ​page 50 
place? a food? • Students read the questions. Check the meaning of any
• Students do the exercise. unfamiliar words, or words students are not sure about.
KEY
• Play the audio, pausing after each recording for students
to choose the answer.
People Places Food The senses • Check answers as a class. You could play the audio
again, pausing after each section to ask some additional
TV presenter airport curry sight questions:
chef restaurant dish smell (Conversation 1) Where are the girls going? (to a party)
guest sweetshop peas sound What’s Tina wearing? (jeans, a long-sleeved top and trainers)
restaurant- university sausage taste What’s Emmy wearing? (leggings, a dress and trainers)
owner touch (Conversation 2) What foods are for sale at the market?
scientist (pies, meat, cheese, bread, cakes and biscuits)
(Conversation 3) Where is the patterned T-shirt? (on the
Exercise 2  ​page 50  bedroom floor)
• Students read the text and complete the gaps. Remind (Conversation 4) What’s Katie making for lunch? (tomato
them to read the sentences before and after each gap and red pepper soup)
carefully and decide if they are about a person, place, etc.
KEY
• Check answers as a class. Then ask some additional 1  C  ​2  C  ​3  D  ​4  D
questions:
Describe some of Heston Blumenthal’s surprising food Transcript
combinations. (e.g. chicken curry ice cream, seafood soup 1 Tina Hi, Emmy.
served with an iPod) Emmy Hi, Tina. Are you ready for the party?
Describe one of his very large dishes. (a one-metre tall house T Yes, I think so.
made from sweets, biscuits and chocolate; the world’s E What are you wearing?
biggest boiled egg; a teacup he could stand in) T Jeans, a long-sleeved top and trainers.
How do you know that Blumenthal’s restaurants are E You always wear jeans!
expensive? (The text says they aren’t cheap.) T  They’re comfortable! How about you? What are you
What other jobs does Blumenthal do? (He’s a food writer and wearing?
a TV presenter.) E Leggings and a dress. And trainers.
Which of Blumenthal’s recipes would you most like to try? T With a dress?
E Well, they’re quite smart. I think they look OK.
• Elicit answers.
2 Presenter  This is Bath Farmers’ Market. You can get fresh fruit
KEY and vegetables here, and there are stalls, you know, tables,
1  E  ​2  C  ​3  G  ​4  B  ​5  H  ​6  F  ​7  A with all sorts of pies, meat, cheese, bread and cakes. It’s busy
here today because it’s the middle weekend of a food festival

Unit 4 11
 that takes place every October. The festival’s called the Great Exercise 6  ​page 51 
Bath Feast and it’s very popular. Hello. What are you selling? • Students read the text and complete it.
Boy Cakes, mostly, and some biscuits too. • Check answers as a class. Then ask a few additional questions:
P They look good! Home-made, I hope! What are some examples of plastic, paper, metal and
B Yes, of course. Well, we make them at school. glass things that we recycle? (food and drink containers,
3 Girl Mum! newspapers, magazines)
Mum Yes? What is upcycling? (reusing things and making them more
G Where’s my T-shirt? beautiful)
M There’s a T-shirt on your bedroom floor. What are some examples of upcycling in the text? (old chairs
G  But that’s a patterned T-shirt. I need a plain one to go painted to make them more beautiful, T-shirts made from
with my outfit. old long-sleeved tops, old jumpers made into scarves,
M Your old blue T-shirt is in here. trousers made from an old Indian skirt)
G Thanks, Mum
4 Boy What are you doing, Katie?
• Ask: Do you recycle or upcycle anything? Elicit answers.
Girl Oh, hi James. I’m making soup for lunch. KEY
B What kind of soup? 1  for  ​2  away  ​3  never  ​4  in  ​5  There  ​6  of  ​7  The  ​
G Tomato and red pepper. 8  to  ​9  at  ​10  are
B Ergh, I’m not keen on red pepper.
G  Well, there’s some cold pasta in the fridge. There isn’t Speaking
much, but–
B  That’s OK. I’m not really very hungry. Is there any cheese? Exercise 7  ​page 51 
G  No, I don’t think so. But there are a few prawns to go • Ask a confident student questions and get them to
with the pasta. respond naturally:
B OK, sounds good to me. Hello. How are you? (response: e.g. Fine, thanks, and you?)
Would you like some help with your homework? (response:
Extra activity e.g. Yes, please. / ​No, thank you.)
• Extend the topics of the listening – food and clothing – Can you help me, please? (response: e.g. Sure, no problem. / ​
by having students discuss a few questions in small Yes, I can.)
groups. On the board, write: Excuse me, I have to answer my phone. (response: e.g. OK,
What are your favourite clothes? no problem. / ​Go ahead.)
When and where do you wear them? • Go through the strategy together. Students then do the
Imagine you can wear any clothes you choose to school. exercise.
What will you choose? KEY
What do you usually have for lunch during the school week? 1  E  ​2  C  ​3  A  ​4  D  ​5  B
Imagine you can have anything you choose for lunch.
What will you have? Exercise 8  ​page 51 
• Ask a few students to share their group’s answers. • Go through the task together.
• Students work in groups of three. Circulate, monitor and
Use of English help as necessary.
KEY
Exercise 5  ​page 51  (Model answer)
• On the board, write: Police cars often have a big number on the A Can we have a table for two, please?
top. Then ask: C Yes, of course. Come with me.
What’s the verb in this sentence? (have) B May we see the menu, please?
What are the nouns in this sentence? (police cars, number, top) C Of course. Here it is.
Is there a preposition? (yes: on) A I’d like the soup to start, please.
Is there an adverb? (yes: often) C Certainly. And for your main course?
What’s the adjective in the sentence? (big) A I’ll have the curry.
There are two articles. What are they? (a, the) C Excellent. And for you?
• Go through the strategy together. Students do the exercise. B I’d like to start with the Italian salad.
Remind them that there isn’t one correct answer, but that C Certainly. And for your main course?
the words they choose should make sense in the sentence. A I’ll have the Japanese pizza.
KEY Later
(Possible answers) C Would you like anything else?
1  read, verb   ​2  kitchen, noun   ​3  about, preposition   ​ A No, thank you. We’d like the bill, please.
4  often, adverb   ​5  famous, adjective   ​6  a, article C Certainly.

Unit 4 12
Writing
Exercise 9  ​page 51 
• On the board, write: Have good day! I see you tomorrow! Ask:
What’s missing? Elicit a in a good day and ’ll in I’ll see you.
• Ask: Do these small mistakes change the meaning of the
sentences? (no)
Could these small mistakes lower your score in an exam? (yes)
• Go through the strategy together. Then students do the
exercise.
KEY
1 We’re planning a party to celebrate New Year.
2 Bring some DVDs with you.
3 I’m organising a film evening.
4 Would you like to join us?
5 Hope you can make it!

Exercise 10  ​page 51 

• Go through the instructions together. Then brainstorm
some ideas onto the board.
• Students write their invitation. Circulate, monitor and help
as necessary.
KEY
(Model answer)
We’re planning a party to celebrate the end of term.
Would you like to join us? We’re meeting on Friday 25
November at Ruby’s Café. The theme of the evening is
the 1960s, so please come dressed in 1960s fashion. And
don’t forget to bring 1960s music to play on Ruby’s sound
system!

Lesson outcome
• If you are using the Classroom Presentation Tool, first do
the lesson closer to review what has been covered in this
lesson.
• Ask: What have you learned today? What can you do now?
and elicit answers: I can think about people, places and
things. I can identify the wrong words while listening. I can
check that I have completed a gap with the right kind of
word. I can use pairs of sentences that go together. I can write
and proofread an invitation.

Unit 4 13