Good food 2
1 Students complete the exercise individually, then compare their answers in pairs. If students do not eat out regularly, you could change the focus of this exercise, asking them to think about which points are most important for restaurant owners, in terms of attracting young people to eat there. Answers Students’ own answers 2 Pairwork. Divide the class into groups of students who don’t usually work together to promote a little diversity in the class. Ask them to compare their answers to Exercise 1 and try to agree on the same order. Students share ideas with the rest of the class, giving reasons for their decisions. Answers Students’ own answers OPTIONAL EXTENSION Elicit the name of one or two local cafés or restaurants. Elicit students’ comments and opinions on their food, menu, price, service and location, e.g. it has delicious • Explain that in exams, open-cloze tasks like the one in Exercise 5 focus on different grammar structures. • One of the structures often tested is conjunctions, also known as, linking words, because they link two ideas. • Tell students that knowing how sentences are linked together can help them figure out what the missing conjunctions are. 3 Students complete the exercise. Check their answers and elicit the reasons for each one. Answers 1 but; to connect ideas that are different 2 because; to give a reason 3 or; to connect two equal choices 4 and; to join ideas 5 and; to join ideas 6 but; to connect ideas that are different 7 so; to give a reason OPTIMISE your exam Open cloze Students read the tips. • Point out that open cloze exam tasks look similar to multiple-choice cloze tasks. The only obvious difference is that students are not given multiple- choice options. However, multiple-choice cloze places more emphasis on vocabulary, and open cloze focuses mainly on grammar. • Tell students to read the whole text quickly, avoiding the gaps, to get a general understanding before completing the task. pasta, the menu’s cheap . EXAM SKILL Using conjunctions Students read the tips.
OPTIMISE your exam Questions Students read the tips.
• Encourage students to keep a record in their notebooks of useful vocabulary and phrases for talking about likes and dislikes, including questions the examiner is likely to ask, and possible answers. • Point out that the examiner could ask about other likes and dislikes, not only food, e.g. hobbies, music or sports. Exam Exam task 7 Divide the class into pairs to ask and answer the questions in Exercise 6. Students use their notes and the words and phrases in the Phrase expert box to help them. Monitor round the class, noting down good use of language or any errors, and go over them at the end. After going through any errors and eliciting corrections, students swap partners and repeat the task to try and improve their performance. Answers Students’ own answers FAST FINISHERS Students brainstorm other topics connected with food, which they think might come up in the exam, e.g. Special food in your country , Special food for special times of the year , The worst meal ever . Students share their ideas with the rest of the class. Homework Workbook Unit 2: Speaking, page 16 LANGUAGE IN USE Open cloze Student’s Book, page 27 Lesson aims • Focus on conjunctions (linking words) • Practise an open-cloze exam task • Describe food LEAD-IN Tell students about a place where you like to eat. Mention the following: what type of people it’s aimed at, food, menu, price, service. Students then look at the sentences in Exercise 1 and, in pairs, try to rank them 1–6 for you, based on what you told them. Give feedback in open class.
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