On Course A2 Teachers Book. Unit 9.pdf 2u1r33

UNIT 9 FOOD & HEALTH

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UNIT 9

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Anyone for ice cream? Summary Objectives

Basic competences

• to enable students to talk about eating habits • to introduce students to the formation and use

• Competence in linguistic communication —

of the ive (present simple, past simple, future simple) • to introduce students to the formation and use of questions tags • to introduce students to language connected with food, recipes and containers

Identifying basic linguistic structures (ive and question tags) in English; Learning to express and interpret concepts, thoughts, feelings, facts and opinions • Knowledge and interaction with the physical world — Appreciating the importance of healthy eating habits • Social and citizen competence — Showing a respectful and tolerant attitude towards food from other countries • Cultural and artistic competence — Appreciating the importance of cooking as a cultural value in our society

Warm-up

Vocabulary check

Ask students what they have eaten so far today and if they think it was healthy food or not. Then ask what their favourite food is and how often they eat it.

2 Tell students to copy and match the sentence

Reading

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Tell students to look at the picture and ask if they think ice cream is a healthy food. Tell them to give reasons for their answers. Play the Class Audio CD while students follow in their books. Ask students to read the text again and check any unknown vocabulary. Try to elicit explanations from students where possible. Select students to read out the text to the rest of the class. Ask students if they have ever followed a special diet and if so, why.

halves. The three expressions all appear in the text. Students can refer to the text for help if necessary.

• Answer key 1c 2a 3b Extra Ask students the following questions to check their understanding of the phrases. 1 Why do people usually put on weight? 2 What food are you fond of? 3 Do you know anyone who is on a diet? What kind of food do they eat?

1 Students try to do the exercise without looking

at the text again. Tell students to write their answers in complete sentences. Encourage them to skim the text to check their answers.

• Answer key 1 Italians first tried ice cream in the thirteenth century. 2 If you eat a lot of ice cream, you put on weight. 3 Joey doesn’t want a bowl of ice cream at first because he’s on a diet.

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FOOD & HEALTH Grammar

Language awareness

Read through the examples in the grammar box for the ive. Write the following examples on the board to explain the active and ive. Somebody cuts the grass every Saturday. (active) The grass is cut every Saturday. (ive) Ask students what tense the active sentence is in. (present simple) Explain that to form the ive voice, the main verb in a sentence (cut in this case) is placed after the verb be in the appropriate tense (here, the present simple). Point out that the object of the active sentence (the grass) has become the subject of the ive sentence. Write the negative and interrogative examples on the board (The ice cream wasn’t put in the fridge. Will the tests be marked by our teacher?). Ask students to identify the tenses. (past simple and future simple) Remind students that the agent, the person or thing that does the action, is introduced by the word by.

5 The words focused on here are often confused

3 Tell students to rewrite the sentences in the

• Answer key

ive. Remind them to use the same tense as in the active sentence.

• Answer key 1 a kitchen b cooker c cook 2 a dessert b desert 3 a flavour b taste Ask students if they like spaghetti bolognese, what ingredients it contains and how it is made. Be sure students understand the meaning of the verbs cut, add, cook, boil, mix and put. 6 Tell students to copy and complete the recipe.

• Answer key 1 Cut 2 Put 3 add 4 Mix 5 cook 6 Boil Vocabulary practice 7 Tell students to copy and complete the dialogue

with the names of the missing containers. 1 bowl 2 carton 3 glass 4 cup 5 bottle 6 packet

• Answer key

Extra

1 won’t be given a puppy 2 wasn’t told his name 3 Will she be taken 4 was invited to the party 5 were these biscuits made by 6 Is the floor brushed Read through the examples in the grammar box for the question tags. Tell students that questions tags are used to ask for confirmation that what we are saying is true. Elicit how question tags are formed. (auxiliary or modal verb + personal pronoun) Remind students that when the verb in the sentence is in the affirmative, the question tag is negative, and vice versa.

Students work in small groups to think of other foods that come in the six types of containers in the exercise (for example: a bowl of cereal, a cup of coffee, a bottle of wine, a carton of milk, a packet of sugar, a glass of water, etc.). Allow two minutes for this, then see which group has come up with the most correct answers.

4 Tell students to copy and complete the

sentences with the question tags.

• Answer key 1 was it 2 doesn’t he 3 did they 4 haven’t I 5 don’t they 6 didn’t they 7 aren’t they 8 won’t you Extra Hold up pictures of different places, people, animals and objects and invite students to make comments about them using question tags. For example: Teacher holds up a picture of a smiling woman. student She looks happy, doesn’t she? Teacher holds up a picture of an aeroplane flying through the sky. student It’s going fast, isn’t it? 196

by learners of English. Students can work in pairs and decide which word is correct.

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Good news Summary Objectives

Basic competences

• to enable students to talk about ways of

• Competence in linguistic communication —

spending the summer • to introduce students to the formation and use of the second conditional • to enable students to discuss solutions to a problem with a group of peers, using both prompts and ideas of their own • to teach the language used to order meals in a restaurant

Identifying basic linguistic structures (second conditional) in English • Social and citizen competence — Developing a constructive, ive and responsible attitude towards other people’s problems; Developing understanding of codes of conduct and appropriate behaviour in everyday situations (ordering a meal in a restaurant) • Competence for learning to learn — Working individually, in pairs or in groups to increase learning efficiency

Warm-up

Listening

Write the title (Good news) on the board. Ask students what good news they gave or were given recently. Ask them about bad news too.

Ask a student to come to the front of the class. Tell him / her to look unhappy. Say, ‘... has got a problem. How can we cheer him / her up?’ Explain the phrasal verb cheer up. (make someone happy or raise their spirits) Elicit ideas. Play the Class Audio CD and ask students who needs cheering up. (Simon)

Speaking Focus students’ attention on the pictures on page 96. Make sure they understand the vocabulary. Ask students if they have ever done any of these things during their summer holidays. 1 Tell students to work in pairs and decide how

they would like to spend their summer holidays and why. Encourage students to add their own options. Ask different pairs of students about their ideas and generate a class discussion.

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2 Play the Class Audio CD and tell students to

answer the questions. Instruct them to compare their answers with a partner. Play the Class Audio CD again to check their answers.

• Answer key 1 Pizza Palace at seven o’clock. 2 Because the others are not there yet. 3 At twenty-five to eight. 4 By car. 5 He is worried about his test results. 6 His parents. 7 In the living room. 8 To his friends. 3 Read out the words and make sure students

understand them all. Then tell them to work in pairs and write a summary of the story using these words.

• Answer key (sample answer) Joey and Simon agree to meet for pizza at Pizza Palace at seven o’clock. Joey, Sally and Bridget arrive late. Simon is not happy because he has a problem; he might have to go to summer school. Simon has fun with his friends at Pizza Palace. When he arrives home, Simon’s parents are talking in the living room. Simon’s dad tells him that he doesn’t have to go to summer school. Simon is very happy and wants to tell his friends.

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FOOD & HEALTH 4 Students try to do the exercise without looking

at the text again. Tell students to copy only the true sentences.

• Answer key 1 False 2 False 3 True 4 True Reinforcement Give two possible answers for each question and tell students to choose the correct one. 1 a Joey, Sally and Bridget got to Pizza Palace at seven thirty. b Joey, Sally and Bridget got to Pizza Palace at twenty-five to eight. (�) 2 a They went to Pizza Palace by car. (�) b They went to Pizza Palace by bus. 3 a They didn’t want to be late. (�) b They didn’t want to be on time. 4 a Simon isn’t very happy. (�) b Simon is very happy.

Give two possible answers for each question and tell students to choose the correct one. 1 If someone stole / steals my bag, I would go / went to the police station. 2 If you would go / went to bed earlier, you won’t feel / wouldn’t feel so tired. 3 If I will be / were you, I told / wouldn’t tell any more lies. 4 If you didn’t smoke / wouldn’t smoke so much, you would feel / feel better. 5 What will you buy / would you buy if I gave / would give you a hundred euros? 6 If you did live / lived by the sea, would you go / will you go swimming every day? Extension

Tell students to read the text again and correct the false sentences.

Give students the blank sentences. Students complete them with the correct form of the verbs from the following word pool: not smoke / feel steal / go live / go be / not tell go / not feel buy / give

• Answer key

Extra

Extension

1 Joey, Sally and Bridget got to Pizza Palace at twenty-five to eight. 2 They went to Pizza Palace by car. 3 True 4 True Grammar Read through the examples in the grammar box for the second conditional. Explain that second conditional sentences show that something is less possible or not true now. Elicit from students how we form the second conditional. (if + past simple – would) Point out that we can use either was or were for the first person singular. 5 Tell students to copy and complete the second

conditional sentences with the correct form of the verbs.

• Answer key 1 stole, would go 2 went, wouldn’t feel 3 was / were, wouldn’t tell 4 didn’t smoke, would feel 5 would ... buy, gave 6 lived, would ... go

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Reinforcement

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Ask students what they would do if they won a large amount of money. Vocabulary 6 Tell students to copy and complete the

sentences using the words given. All the phrases appear in the text on page 96. Students can refer to the text for help if necessary.

• Answer key 1 weren’t you on time? 2 missed the bus 3 for two hours 4 made up your mind Speaking 7 Tell students to work in groups and discuss how

to cheer Amy up. Encourage them to add more ideas. When they have finished, find out what each group decided.

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Language awareness

Explain to students that the conversation takes place in a restaurant. Ask students to read the sentences and decide who they think is involved and which line starts the conversation. (two customers and a waiter; Can we see the menu, please?) 8a Tell students to work in pairs to put the dialogue in the correct order.

11 Tell students to copy the sentences and match

• Answer key Can we see the menu, please? Of course. Shall I bring you some drinks while you decide what to have? Yes, please. We’ll have two Cokes. Are you ready to order now? Yes, we are. I’ll have the soup to start with, followed by the chicken salad. And a green salad followed by pasta with white sauce for me. And for dessert? I’d like a piece of apple pie. How about you, Linda? Er, ... a bowl of vanilla ice cream, please.

them with the correct meaning.

• Answer key 1b 2b 3b 4a 12 Tell students to copy the dialogue and correct the mistakes. Then ask a pair of students to read out the conversation to check their answers.

• Answer key That is the best news I’ve heard all day. We had such a good time ... I hope so, but I’m not sure. Hmm, you’re right.

8b Tell students to work in groups of three (two

customers and one waiter) and read out the original dialogue. Then tell them to change roles and act out new dialogues, replacing the food / drink with ideas of their own and / or the ideas given. Vocabulary expansion Write -sion and -tion on the board and ask students what type of words end with these suffixes. (nouns) 9 Tell students to transform the verbs into nouns,

using the correct suffix.

• Answer key 1 decision 2 correction 3 direction 4 revision 10 Ask students if they ever do the shopping and

whether or not they use a shopping list to what to buy. Tell students to work in pairs, look at the pictures and write the two lists.

• Answer key ed to buy: beans, pasta, cheese, vegetables, mince, tomatoes Forgot to buy: fish, rice, fruit

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FOOD & HEALTH

We all make silly mistakes Summary Objectives

Basic competences

• to enable students to talk about silly mistakes • to enable students to talk about foreign and

• Competence in linguistic communication —

traditional food • to develop students’ writing skills and their understanding of the function of sequencing expressions in writing • to teach collocations formed with do and make • to teach the pronunciation of the vowel sounds /ɒ/ and /əʊ/ • to offer practice in listening for specific information

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Learning to coherently express concepts, thoughts, feelings, facts and opinions in oral and written work; Using correct pronunciation and intonation in oral activities • Mathematical competence — Using numbers in everyday situations (prices) • Knowledge and interaction with the physical world — Appreciating the importance of healthy eating habits • Information processing and digital competence — Using and appreciating different ways of communicating (emails) • Social and citizen competence — Showing a respectful and tolerant attitude towards other people’s mistakes • Cultural and artistic competence — Appreciating the importance of food and cooking as a cultural value in our society

Warm-up

Reading

Consolidate what students have learnt about the second conditional by asking them the following questions: If you had the chance, what country would you visit? Why? If you went to Britain, what food would you try? What would you do if an Indian friend made you a hot curry? If you went to a French restaurant, would you order snails?

Ask students if they ever send or receive e-mails and if so, what they are usually about. Write silly mistakes on the board. Ask students if they have made any silly mistakes recently. Then tell them they are going to read about a silly mistake someone made while cooking and ask them to guess what it could be. Play the Class Audio CD while students follow in their books. Ask students to read the emails again and check any unknown vocabulary. Try to elicit explanations from students where possible. Select students to read out the emails to the rest of the class.

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FOOD & HEALTH 1 Students try to do the exercise without looking

at the text again. Encourage them to skim the text to check their answers.

• Answer key 1 Joanne 2 Pat 3 Sally 4 Joanne 5 Sally Ask students if they have ever had a similar experience to Joanne’s or made a mistake while cooking. Writing — Language portfolio Ask students to read the instructions and the prompts. Make sure they understand all the vocabulary. Tell students to look at the template and explain that they need to tell their story in chronological order and organise it into paragraphs. Tell students to complete the composition based on the prompts. Extra Tell students to show their work to their partners and ask for their help in identifying and correcting any mistakes. As students are doing this, walk around the class to monitor and offer assistance. Students write a corrected version of the story at home and hand it in at the next lesson.

Speaking Ask students what foods they can see in the pictures (bean stew, cured ham, paella, Spanish omelette, crème caramel) and how they would describe them to a foreigner. Put the vocabulary / phrases below on the board to help them: It’s made of ... We serve it with ... The main ingredients are ... It is sweet / spicy / savoury / salty. 2a Tell students to work in pairs and decide

what meal to make for a British visitor. When everyone has finished, find out what each pair has decided on. Ask students to read the ment for the restaurant. Ask what other dishes they would expect to find on the menu. Supply any necessary vocabulary. 2b Tell students to work in pairs to ask and answer

questions about the restaurant. Encourage them to use their imagination.

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FOOD & HEALTH Vocabulary expansion 3 Tell students to copy and complete the sentences with the correct adjectives.

• Answer key 1 spicy 2 sweet 3 tasty 4 strong 5 sour Extra Students write sentences of their own using the adjectives. 4 Tell students to copy the menu and fill in the

missing words for the different courses.

• Answer key 1 Starters 2 Main courses 3 Desserts Extra Students discuss what they would order from the menu in pairs (one item from each section). Language awareness 5 The two verbs focused on here are often

confused by learners of English. Tell students to match them with the correct phrases.

• Answer key make: an omelette, the bed, a noise, friends do: silly things, the housework, an exercise, something wrong Extra Tell students to write five sentences using some of the collocations given here. Encourage them to choose those they most often make mistakes with. 6 Tell students to work in pairs to correct the

mistakes. Ask students if they often make any of these mistakes in their written or oral work.

• Answer key 1 She sent me an email a few days ago. 2 ‘Hi! It’s me again.’ ‘Oh, hello, Sarah.’ 3 Did I tell you about the film we saw yesterday? 4 I made a lot of mistakes in my homework.

7 Tell students to imagine they have just had

dinner with a friend in a restaurant and that they think the waiter made a mistake on the bill. Explain that they should check that the items they ordered are the same as those on the bill. If not, they should note down the discrepancies and calculate the total again.

• Answer key Garlic bread with cheese, not garlic bread; one spaghetti bolognese, not two; pizza special, not vegetarian pizza special; small ice cream, not large Total: £21.85 Extra One student takes the role of the waiter, the other the customer. They act out a conversation in which the customer explains the problems with the bill. Provide the beginning of the conversation: customer Excuse me! waiter Yes, sir / madam. customer I’m afraid there’s a problem with the bill ... Pronunciation

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8a Play the Class Audio CD while students listen

and repeat chorally and individually. 8b Students say the words aloud and decide which

vowel sound (/ɒ/ or /əʊ/) each word contains.

• Answer key /ɒ/: top, not, lot /əʊ/: ago, so, hope Listening

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Tell students that they are going to listen to three people talking about experiences with food. Ask students to read the sentences and in pairs, discuss what they think the people might say. 9 Play the Class Audio CD while students listen

and choose the correct sentence for each speaker. Instruct them to compare their answers with a partner. Play the Class Audio CD again to check their answers.

• Answer key Speaker 1: b Speaker 2: d Speaker 3: a

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Cross-cultural corner Summary Objectives

Basic competences

• to enable students to discuss foreign food and

• Competence in linguistic communication —

eating habits • to offer further practice in speculating about visual material • to introduce students to reading and discussing jokes in a foreign language • to draw students’ attention to commonly made mistakes • to encourage students to work with their peers to do project work

Learning to coherently express concepts, thoughts, feelings, facts and opinions in oral and written work • Mathematical competence — Using numbers in everyday situations (prices) • Social and citizen competence — Showing a respectful and tolerant attitude towards food from other countries • Cultural and artistic competence — Appreciating the importance of food and cooking as a cultural value in our society; Understanding, appreciating and respecting jokes and humour from other countries • Competence for learning to learn — Learning to work together to achieve a common goal (project) • Autonomy and personal initiative — Learning how to plan, develop and evaluate one’s work with confidence and a critical eye; Evaluating one’s own progress in the language learning process, identifying mistakes and correcting them

Warm-up

Reading

Tell students you are going to play a game. You will give them a word and they have to respond with the first thing that comes into their head. For example: teacher pizza student Italy teacher chicken student delicious teacher bread student butter, etc. Use the following words: rice, fish, spaghetti, milk, curry, knife, tea, meat, bowl.

Read out the title of the article (Food for thought!) and elicit the meaning. (something that makes you think a lot) Tell students to look at the pictures and say what they think the article is about and what kind of information might be included in each paragraph (for example: eating habits in India, Japan and Australia.). Play the Class Audio CD while students follow in their books. Ask students to read the text again and check any unknown vocabulary. Try to elicit explanations from students where possible. Select students to read out the text to the rest of the class. Ask students if they would rather have a meal with an Indian, Japanese or Aborigine family. They should give reasons for their choice.

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FOOD & HEALTH 1 Students try to do the exercise without looking

at the texts again. Encourage them to skim the texts to check their answers.

• Answer key 1 Indians, Japanese 2 Indians, Japanese 3 Aborigines 4 Japanese Extra In small groups, students think of three or four pieces of information that could be included in a similar paragraph about their own country discussing the kind of food people generally eat, unusual eating habits and rules relating to what is considered polite. Vocabulary check 2 Tell students to copy and complete the

sentences with the correct answer. All of the words appear in the reading text on page 102. Encourage students to work out their meaning from the context.

• Answer key 1b 2a 3a 4b Joke

Speaking 3 Have a classroom discussion based on the

questions and the pictures. Help students with vocabulary if necessary. Project Divide students into groups of four or five. Students discuss what kind of restaurant to open and choose a name. Students then design the menu. Each member of the group could complete part of the menu (starters, main course, etc.). In the next lesson, students put the menu together, decorate it and add prices, etc. Remind students to check each other’s written work for mistakes before putting the whole thing together. The completed menus should be displayed on the classroom walls. Ask students to choose which restaurant they would go to in the following situations: to celebrate a friend’s birthday with their grandparents after going to the cinema with friends with their penfriend from another country

Direct students’ attention to the joke. Ask them to explain it. Ask if they know any jokes relating to food / eating habits in their language. If so, they should try to tell them in English. Language corner Read this section with students. Ask if they often make any of the mistakes focused on here. Tell them to be careful when using these particular structures.

Online resources for this unit • Grammar worksheet • Vocabulary worksheet • Pronunciation worksheet • Skills worksheet • CLIL worksheet • Test 212

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