Good food 2
4 Ask students what the man in the photo is doing (making a pizza base). Elicit what they think the text might be about (an Italian restaurant). Students complete the activity. Check answers around the class. Answers Gaps 4 and 6 need linking words: 4 but 6 because 1 preposition 2 preposition 3 article 4 conjunction / linking word 5 preposition 6 conjunction / linking word EXTRA SUPPORT Write the following types of words on the board: article, preposition, linking word . Elicit an example of each. Students match them with the gaps in the text in Exercise 5. Exam Exam task 5 Students complete the task individually. Check answers with the class. Answers 1 in 2 on 3 an 4 but 5 to 6 because Learn Students go through the unit and make a note of any food vocabulary they can find. They can add other words they know and use a dictionary, if they have one, to find more. Elicit categories they could use for a mind map, e.g. fruit and vegetables, dairy and protein, carbohydrates, food adjectives. Suggested answer: Fruits & Vegetables: grape, peach, pear, salad, cabbage, spinach, mushrooms Dairy & Protein: butter, cheese, sausage Carbohydrates: biscuit, pasta, toast Drinks & Snacks: crisps, lemonade, fruit jucie Adjectives for describing food: salty, sour, spicy, crispy, fresh, soft, delicious, healthy/unhealthy Homework Workbook Unit 2: Language in use, page 17 WRITING A note Student’s Book, pages 28–29 Lesson aims • Focus on answering questions in a note • Plan and write a note LEAD-IN Students look at the photos. Ask them what they have in common ( they are all fast food ). Elicit what food items they can see (e.g. lemon , squid rings , chips ) and what countries you might find food like this. Finally, ask them which they would prefer to eat.
1 Students discuss the questions in pairs or groups, then share ideas with the rest of the class. Monitor and write any useful or interesting vocabulary on the board. Answers Students’ own answers 2 Ask students who the note is from ( Jordi ). Ask them to identify the questions and underline the key words, but don’t get them to write a reply yet. Highlight the use of the phrase How about + ing form for making suggestions. Answers Jordi asks four questions. Students should underline: How about/lunch, What/like eating, Where/go, What/time/meet EXAM SKILL Making and replying to suggestions Students read the tips. • Tell students that when reading emails or notes, they need to identify phrases that look like questions, but are actually making suggestions, such as the ones in the Skill box. They need to reply to these with specific phrases like those suggested. Go through the Skill box together and elicit examples of suggestions using the phrases given, e.g. How about going to the swimming pool? 3 When students have matched the questions in the note with functions 1–4, elicit other questions they know for each function. Answers 1 How about going for lunch? 2 What time can we meet? 3 What do you like eating? 4 Where would you like to go 4 Pairwork. Ask a confident student to explain what sushi is, if necessary. Ask students if they have tried it. Check students understand what they have to do. After completing the table, ask them to compare their answers. Check answers with the class. Answers 1 Note A (18 words) 2 Note B; Note A doesn’t answer the first and second questions 3 Both. Note A Let’s have some …; Note B How about …?, What about meeting 4 Note B … on Bond Street , fantastic … cheap 5 Students complete the exercise. Then check their answers in open class. Answers Students’ own answers
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