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SB PDF - Unit 3

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51 views12 pages

SB PDF - Unit 3

voices pre inter

Uploaded by

Thị Thùy Dung Huỳnh
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eee) Ce red coy ate Food for thought Goals Recognize indirect information in an article Talk about ongoing events in the past Practise words related to eating ata restaurant Usten for reasons in an interview Learn how to make your reasons clear \Wete clear instructions in a recipe 11 Work in pairs. Discuss the questions. 1 Look at the photo, What interests you the most in it? Why? 2 What is your favourite kind of street food? Why? 3 What do you think the unit ttle means? warcu (& 2 Watch the video. Which foods does Brian like? Which does Tsiony like? Write B or T NATIONAL GEOGRAPHIC EXPLORERS xa RIAN KASTL 1 cauliflower 4 French fries 7 tofu 2zaury 5 pizza 8 veggie 3 fish soup 6 sweets burger 3. Make connections. Discuss the questions. 1 Do you like the foods mentioned in Exercise 2? 2 What foods do you never get bored of eating? why? BA tc dishes READING 1 Write the names of one or two well-known foods from four countries. Then work in groups. ‘Take turns to say the foods. Can people guess. ‘the countries? 2 Read the definitions. Then quickly find the words in bold in the article on page 37. 1 A___isa detailed lst of instructions about how to make a food or dish 2 ‘are foods made from flour and butter, They are often sweet 3 A___ food is one that people have enjoyed for 2 very ong time, 4 People add such as ginger or chil, to food to make it taste good 5 To_____ means to do something nice to show that a day i special 6 people or things means to feel sad because they are not with you: 7 are the different foods you need to make a dish Look at the Reading skill box. What is the best ‘way to summarize how this article is organized (bord? READING SKILL Understanding how a text is organized you understand the content. Texis can be organized in different ways. For example: + by tonic — what the text is about + by sequence — the order things happened + by contrasting ideas — how things are different 2 three interesting stories to show how food changed from 1683 to now bb three surprising stories to show that foods don’t always come from the place we think they do three contrasting stories comparing foods that are popular in different places LESSON GOALS json an ail about where fod come Fam “Recognize cre: and inet ideas “Plana spec mel Read the article. Choose the correct options to complete the sentences. 1 The first recipe for apple pie comes from England / Portugal rather than the US. 2 In 1683, people in Vienna, Austria, made pastries that looked like the sun / moon, 3 After she moved to France, Marie Antoinette missed! foods from her city / country. 4. Most / Alf restaurants in italy do not have spaghetti with meatballs on their menu, 5A chef maybe invented chicken tikka masala because a manager / customer didn’t like a dish 6 Chicken tikka masala became very popular / spicy inthe UK. Look at the Critical thinking skill box. Then work in pairs to decide ifthe author gives the information in 1-6 directly (D) or indirectly (). caumicaL Tunwawe Sta. Recognising rect snd indirect ous information icy ae han say techy ftw rating, (ec) ‘She needed her umbrella, (indirect) Recognizing both direct and indirect information can help you understand a writers message. 1. Where the first recipe for apple pie is from. 2 When the army attacked Vienna, 3 That people from Vienna were happy that the atlack was not successful 4 That people make spaghetti with meatballs using tinned tomatoes, 5 How the chef made the fist chicken tikka masala, 6 That chicken tikka masala is @ curry. ‘SPEAKING 6 Work in groups. 1 Imagine you are planning a special meal for eight people. Discuss which cishes to serve at the meal ach person should suggest one dish 2 Describe your menu to the class. Talk about the dishes you chase and why. moods with a story i * Every country has some well-known, traditional foods. We think of fish and chips as British, for example, and apple pie as American. But some foods have a surprising stony. For example, the way of cooking the fish for {ish andl chips probably comes from Portugal. And apple pie? The first apple pie recipe is from England, not ‘America, Read on for more surprises. When you bite into a delicious, buttery croissant, you probably think you are eating something French, However, the story of croissants probably begins somewhere else, some say in Vienna, ‘Austria. In 1683, an army attacked the city, but they were not successful. People made special pastries in the shape of a moon to celebrate and these became very popular. About 90 years later, ‘Marie Antoinette moved from her home in Austria to France to marry the French king. One story says that she missed typical foods from her country, so French chefs made these pastries for her. Over 4 time, these became the croissants we know today. a croissant \s anything more Italian than a plate of spaghetti with meatballs in tomato sauce? Well, actually, in Italy, this dish is usualy on the menu only in restaurants that are popular with tourists. Between 100 and 150 years ago, millions of Italians moved to the US. In their new county, meat, spaghetti and tinned tomatoes were all cheap and easy to {ind in the shops. So people invented a new recipe with these three ingredients. In Britain, milions of people go to Indian restaurants every week and among their favourite choices is chicken tikka masala, a dish made with spices and a creamy tomato sauce. However, there are several stories that suggest chicken tikka masala ‘may not be from india. According to @ popular story, 2 chef in Glasgow, Scotland, invented it in 1971 after a customer said his cuty was too dry The chef quickly mede a sauce using some cream and tomato soup. The customer loved the changes, and soon the dish was popular all over the county spaghetti with meatballs in tomato sauce chicken tikka masala EXPLORE MORE! Search online to find out about some of these foods and which country each one relly comes from: Danish pastries, French fries, Korean tacos, Swedish meatballs, Swiss cheese. ar READING AND GRAMMAR. 11 Work in groups. Look at the photo. Make up a story about what happened and why. Then share your story with another group. Read the four social media posts. Use words from the posts to complete the message from Kate. Read the Grammar box. Then look at the social media posts again and underline other examples of the past continuous. GRAMMAR Past simple and past con Use the past simple to talk about past events that are finished. Iimade an apple pie last week. Use the past continuous to describe past actions or situations that continued for some time. i wasn’t paying attention, ‘When something happened in the past at the samme time as another action, use the past continuous to describe the longer action (or the ‘one that started first) Use the past simple for the action that interrupted - or happened in the middle of - the longer action, J was making 2 curry and | used too much spice. Go to page 168 for the Grammar referen: LESSON Goals: "Understand socal media poss about and seuss cooking disasters “Lear ew to use the past simple and past “Recognize weak and svong fons of was and vere © rosiser Bek! [just had a disaster in the kitchen! I was raking a eurry and I used too mach spice. It was 80 hot .. wher [tried to eat it, my face went bright red like a tomato! @ #recipelordisaster © Tih a cooking disaster too. made an apple pie Jast week. I wasnt paying attention and I used salt Instead of sugar by mistake. So000000000 bad! @B) ttleDave Iwas cooking a special meal for my sister's 21st birthday. When I was carrying the lasagne from the ‘oven to the table, [dropped it. Amazingly, the food was OK, but my foot wasnt! @ #recipefordisaster (Q) tanya2697 I was making dinner yesterday and got call from an old friend. We were soon chatting away, and I asked my son to turn the heat off. ive minntes Inter I smelled smoke and ran back into the ‘sitchen, Dinner was on fire. He thought | sad, “Turn the heat up @y Gd @ srecinetomisater srnystryuins Dear Alicia Thanks for sending the link to thase posts about kitchen disasters. laughed when | saw the one about making an apple pie with ' rather than sugar. | bet it tasted terrible! And the ‘one about making a really spicy? 19s funny too, Lope the petson who dropped the didn't have to go to hospital with a broken « though. That sounded painful. | didn’t laugh at the last one, either, because almost the same thing happened to me last week. My kitchen stil smells like Kate 4 Work in pairs. Complete the sentences with one past simple form and one past continuous form. VW (start) to feel very hungry while we (wait) for our food to arrive 21 (not add) enough cheese while 1 (make) pasta with cheese sauce last week: 3 While we (lve) in Buenos Aires, we (have) many delicious meals. 4 She ___ (put) three more potatoes on my plate while | (not look), 5 While we (watch) a film on TV,1 (decide) to order some pizza ‘Wort in pairs. Look at the diagram, which shows sentence 3 from Exert sentence (a or b) describes it. living in Buenos Aires eS now delicious mals 4 Past actions can happen many times during @ longer action. b Many different past actions can happen at the same time. 6 Choose a different sentence from Exercise 4 and create a diagram to show it. 7 Write true sentences using the two verbs in 1~ Use one past simple and one past continuous form. Then compare with a partner. Are any of your sentences similar? 1 take/ meet | was taking the tan to schoo! yesterday when 1 met an old friend. talk /smile cat /find buy drop walk /see one EXPLORE MORE! PRONUNCIATION 8 GNESE Look at the Clear voice box. Listen to the ‘examples and notice the strong and weak forms. LEAR VOICE Understanding weak forms (1): was and were ‘wo pronunciations: weak and strong. The ‘weak form is the usual way of saying these words in an affirmative sentence, I was making dinner yesterday. Wwazl We were soon chatting away, wal However, the strong form is common in short answers to questions and in negative sentences. ‘A: Who was cooking? fwaz/ 8: We were. /ws:! ‘She wasn’t happy about it. Avoznt/ Look at the underlined auxiliaries in sentences 1-4, Will it be a strong or a weak form? Listen and check. Which form is easier for you to recognize? 1. He was having sushi for his lunch. 2 They weren't interested in eating out 3 | wasn’t happy with the food, but he was. 4A: Who was looking for the recipe? B: We were. SPEAKING 10 Complete the table with cooking disasters 2-e. Can you add other disasters to the table? Cooking disasters ithappenedtome it didn’t happen to me (or a person | know) (or a person | know) burning something or causing a fre b cooking something for too long / not long enough dropping something on the floor ¢ forgetting an important ingredient @ using the wrong ingredient 11. Read 1 and 2 and complete the tasks. 11 Choose two of the disasters from Exercise 10 that happened to you or to a person you know. Practise telling the story of what happened 2. Work in groups. Take turns to tell your stories. Use the past simple and past continuous correctly, Search online for more stories about peoples ‘cooking disasters. How many ofthe stories use past continuous verbs? 30 a, out SPEAKING 11 Work in pairs. What is the difference between eating out and eating in? Which do you prefer? Why? 2. Work in groups. Read the text about different kinds of restaurant customers, Discuss the questions. 1 Do you think the descriptions are tying to be serious or funny? Why? 2 Which type of restaurant customer are you most similar to? Why? Picture takers These customers only order food that looks goad in photos. They take photos of each dish and post them online Conversation lovers Dineis ike these care litte about what food they order ‘eecause they're interested in chatting, nat eating. Their ‘meals take a long time because they talk and talk and talk and Food experts ‘These restaurant customers usually order only delicious, high-quality dishes, Their meals take a long time because they ask hundreds of questions about the ingredients, Money savers ‘These kinds of restaurant aoess only order cheap dishes hair meats take along time because they check the price of everything and then calculate how much tis al going to cost Healthy livers Customers like these only order lot, lowsat and lovesugar food... even ifs ako low-taste. They never eat desert and they leave quily to get othe ym. 40 LESSON GOALS, “ste fr reasons in an irterew “Lear vocsbiay fo eating aa retaurant = Practise stressing woeds to express mmesning “Tae about restaurant experiences LUSTENING GREEN Listen to an interview with Caroline Bennett, a successful restaurant owner. Match the beginnings of the sentences (1-5) with the endings (2-e).. 1 In the 1980s, Caroline had the chance to 2 In 1994, Caroline decided she wanted to... 3 About 20 years ago, Caroline chose to 4 In 2004, Caroline made the decision to 5. A few years ago, Caroline's customers began to a live in Japan for a year. b open a sushi restaurant. start a second company, d. take a lot of photos © take tuna off her menu, EI Look at the Listening skill box. Then listen to the interview again and write answers to questions 1-4 ISTENING SKILL Listening for reasons its often important to understand the reason ‘why a thing happened or 2 person did something. Speakers sometimes use specific phrases 10 give reasons, such as because (of) or one reason was, You can also think about possible reasons by asking yourself W/hy did this happen? 1 Why did Caroline start a restaurant in London? 2 Why did she stop selling tuna in her restaurant? 3 Why aid she start a second company? 4 Why are many people changing what they eat? VOCABULARY 5. EEE Work in pairs. Look at the extract from the interview. Answer questions 1-8 below. Then listen and check. “Raw fish is really popular now. So people know more about it and they expect their sushito be us end cheap. [..] More people are 1 oF vegan than before. And even people who do eat meat may eat it rarely. And, of couse, it seems that many people have food allergies these days (..] People want to ty new dishes and flavours when they eat out. [know somebody who started a pop-up restaurant in her home, She prepares food for customers in her own kitchen. She serves them in her home too. Which word in bold means very good to eat? not cooked? 2 particular type of food served as part of a meal? people who do not eat meat? people who do not eat anything from animals? to bring food to people? to make food ready ‘or people to eat? a bad reaction some people have to certain foods, such as nuts? Go to page 161 for the Vocabulary reference. @yaaREne Complete the three social media posts with the correct form of the words from Exercise 5. became ain) a couple of ‘months ago. Not eating meat at all! | don’t feat eggs because | have a(n) 2 to them, but | don’t think I can become a(n) 4 because | like cheese too much! Had sushi and sashimi for the first time yesterday. Digin’t think 4 fish wauld be so. good! Liked watching the chefs © it. The waiters ® the food on beautiful plates from Japan, too. My friend and I chose the same chicken 7______atour local Thai restaurant. She ‘thought it was ® bout it was a little 100 spicy for me, EXPLORE MORE! PRONUNCIATION 7 BREEH Look at the Clear voice box. Listen and Jo make the mearing of a sentence clear, especially to correct a mistake, you can give repeat. extra stress to a word or phrase. LEAR VOICE Stressing words to express meaning Excuse me, | ordered the salmon. (="You have given the dish | ordered to the wrong person.’) Excuse me, | ordered the salmon. (="You have given ime the wrong dist’) 8 Look at the conversations between a walter (WW) and a customer (C). Decide which word(s) the customer will stress. Then listen, check and repeat. 1. W: Here you go — two small teas and two pastries. C: Actually, we ordered two small coffees and two pastries. 2. We: Here you go ~ two large pizzas and salads. C: Actually, we ordered two small pizzas and salads, 3. W: Here you go - a burger with a green salad. C: Actually, | ordered a burger with some fries. 4 W: Here you go — one chicken curry and one bow! of rice C: Actually, we ordered two chicken curties and ‘two bowls of rice, 9 Work in pairs. Write your own situations like the ones in Exercise 8. Practise your conversations. Take turns to be the waiter and customer and use stress to express meaning. SPEAKING 10. Work in groups. Talk about a time when you had a great or terrible meal at a restaurant. Say: ‘+ which type of restaurant you went to, + where the restaurant was. ‘© why you went there. + what food you had ‘= how much you enjoyed or hated it CChoose one ofthe customer types from the text in Exercise 2. Then search online to find a restaurant that might be good for that person. Share what you found. 4L ing your reasons clear 1 Work in pairs. Discuss the questions. 1 Whats your favourite type of restaurant? 2 When you are choosing a restaurant to eat at, ‘what things are important for you, eg, the type of food, the prices, the staff? READING AND GRAMMAR a 42 Read the restaurant advert. What food do they serve at Paolo’s? At Paolos Italian Café, we have something for everyone, We serve delicious pasta, fish and meat dishes and you won' find a better pizza anywhere, Not only that, but our dishes are made fresh, nobody makes better desserts, and everything's & ‘great price! And if you want something that’s not fon the menu, just ask, because Chef Paolo can make anything! Or if you want to eat at howe, our food is also available to take away. Read the Grammar box. Work in pairs, Underline three more indefinite pronouns in the restaurant advert in Exercise 2. GRAMMAR Indefinite pronouns Use indefinite pronouns to talk about people Cr things in general. Many indefinite pronouns combine some; any, every- oF No- with -bod, -one, -thing or ~where ifyou want something that’s not on the menu (Gome- s common in postive statements) everything's @ great price (every- is common in questions, positive and negative statements) ‘you won't find a better pizza anywhere (any- is Common in questions and in sentences with not) Nobody mokes betier desserts. (because no- pronouns mean not any, don’t use not with them) Go to page 168 for the Grammar reference. LESSON GOALS derstand ad ule Indetite prenouns corey “Lear ways to make your reasons clear “Roleplay conversations to practise giving reasons 34 ‘Work in pairs. Complete sentence pairs 1-6 with these indefinite pronouns. anywhere anything everyone everthing nobody nothing somebody 1 Ithink ‘was happy to eat pizza again. = | don’t think anyone was unhappy to eat pizza again 2 ____on our menu is vegetarian. = Nothing on our menu has meat or fish init. 3 I didn't have 10 eat for breakfast. = Ihed to eat for breakfast. 4 said the food was too spicy. = | Gidn't hear anyone say the food was too spicy. 5. Can anybody help me wash the dishes? = I'd like to help me wash the dishes. 6 We couldn't find that sold vegan food. = Nowhere sold vegan food ‘Work in groups. Discuss possible problems you might have in each situation and why. * cooking for somebody you don’t know very well ‘© going to a restaurant with friends when everyone likes different types of food + finding somewhere to eat in a city you don’t know very well my vorce ®) 6 Watch the video about a way to communicate more effe questions in pairs. 1. Why did Luke have problems in the first two examples? 2 Why did Luke not have problems in the second ‘two examples? ly. Then discuss the Look at the Communication skill box on page ‘43. Work in groups. Discuss whether it would be helpful or not helpful to explain your reason(s) in situations 1-4 and why, COMMUNICATION SKILL ‘Which phrases would you use to ‘Making your reasons clear 1 explain why you want to do something aitferent? Mentioning the reason why you are saying 2 give your reason indirecty? something or asking why another person has 3 state your reason directly? said something can be particulrly important when ‘Work in pairs. Complete the conversations with you are taking to someone who has a different . eth ‘i phrases from the Useful language box. Then Communication styl or speaks 2 different language. i Being clear about your reasons can help you avoid bractise the conversations + problems with a bad decision 1 A: We need to eat the mushrooms today. + making someone else unhappy or uncomfortable te theyll go bacl we don't eat a difficult or possibly dangerous situation 8: OK. I'l make pasta with mushroom sauce 1 You con't want ro join some friends who are Everyone likes that sitting outside at a café, because it’s too cold. 2. A You look hungry. Do you want half of my 2 You are very late to dinner at your boss's house cheese sandwich? because your train was cancelled. B: No thanks. ______'m a vegan. 3 You dort wont to meet yourcoleegues fora Thai | 3. AcWe've got hardly anything inthe fndge Shall meals you ae lege to peanuts and oe wored wpe gta takeonay? Getsome of the dies wil entan peanuts ji a lineman 4 You dea not ogo to you end year wok eines party because you Go’ te pares rr 10 OWN IT! Work in pairs. Read the situations. . SPEAKING Create two roleplays. In the first there is a 8 Look at the Useful language box. Then work in problem because the speaker does not give a oy pairs to answer questions 1-3. reason and in the second there is no problem. becoue they make thelr reasons clear ie 1 One of you rely wars toca ta popula nian Teno tte is bee resturnt, but he other pason does ike You see. ES ust that. The hin poi a ae eae cake but the cher psn ca eat t because of a an egg allergy. 43 GE. food recipes SPEAKING 1. Work in groups. Read the definition. Then discuss questions 1 and 2 below. comfort food /camfat fu:d/ {noun: usually uncountable] food that makes you feel better, or that reminds you ‘of home cooking or your childhood 1. What is your favourite comfort food? Why do you like it? 2 Do your comfort foods change at different times of year or when you are not well? Dried fish soup Ingredients * 2.whole dried fish Large onion, +3 potatoes »2or3 cups of green vegetables ‘sa fittle oil 344 cups of water + salt and pepper Method ‘You first need to cover the dried fish in water and Jeave them for at least half an hour. While the fish are soaking, chop the onion and potatoes, Also wash and chop some green vegetables, such as leaves from. sweet potatoes. Cook the onion in the oil. When the onion is soft, add the fish and half a cup of water and maybe a little salt and black pepper, too. After about ten minutes, add three more cups of water, the potatoes and the greens. Keep cooking the soup until the potatoes are soft. Serve it with a plate af rice. LESSON Goaus © Give dear and ac ole pose problems

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