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2 2.1 VOCABULARY Food and drink, meals

I can talk about food and drink.

What is 200 calories?

Fruit is good for us. 200 calories is 385 grams of apples or 444 millilitres
of orange juice. But other things aren’t good for us. 200 calories is one

It’s delicious! small packet of crisps (37 grams) or only 34 grams of bacon.
What about the other things in the pictures?
How many grams or millilitres is 200 calories?
VOCABULARY
Food and drink | Meals |
Places to eat | Cooking | 1 385 grams 2 444 millilitres 3 37 grams 4 34 grams
Popular supermarket foods

GRAMMAR
there is/there are + some/any |
Countable and uncountable nouns |
Quantifiers | too much/too many, 5 290 / 570 grams 6 290 / 570 grams 7 28 / 1425 grams 8 28 / 1425 grams
not enough

Grammar: I’m starving!

9 75 / 150 grams 10 75 / 150 grams 11 333 / 496 millilitres 12 333 / 496 millilitres

Speaking: Anything else?

1 Look at the photos. Which things can you name?

2 1.29 Study the Vocabulary A box. Match photos 1–12 with the
words. Listen and check.

Culture: Vocabulary A Food and drink

Tomorrow’s food
Fruit: apples grapes
Vegetables: carrots celery
Meat: bacon cheeseburger
Drinks: cola orange juice milk
Other: butter crisps eggs

Workbook p. 29
3 1.30 Add the words below to the correct group in the
VOX POPS Vocabulary A box. Listen and check. Can you think of any more
types of food and drink?

bananas biscuits breakfast cereal chicken milkshake

muffins potatoes yoghurt

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UNITcontents
Unit 1 Time for culture
Vocabulary Communication skills
• Food and drink Ordering food
• Meals
Examples of 21st century skills/competencies
• Places to eat
• Cooking
• Critical thinking: pages 32–33
• Popular supermarket foods
• Collaboration: page 24 (Exercise 7),
page 25 (Exercise 6), page 33 (Exercise 11)
Grammar • Digital literacy: page 33 (Exercise 11)
• there is/there are + some/any • Assessment for learning: page 31
• Countable and uncountable nouns • Autonomy and personal initiative:
• Quantifiers page 23 (Exercise 4)
• too much/too many, not enough

2.1 VOCABULARY Food and drink, meals

Lesson learning objective
Students can talk about food and drink.

Lead in: review of vocabulary from the previous unit Exercise 3 1.30
After listening, put students into groups of four. Set a time
Put students into two groups. Choose one student from
limit of 2 minutes for the groups to list as many items of
each group to sit at the front of the class, facing their
food and drink as they can. When they have finished, elicit
group. Explain that you are going to write a word from the
ideas and ask students to say which group each item
previous unit on the board. Suggested words: son,
belongs to (e.g. onions – vegetables
vegetables).
daughter, uncle, parents, France, Italian, trousers, trainers,
jacket, hat, make-up. Answers:
The two students sitting at the front of the class are not Fruit: bananas
allowed to turn around to look at the word on the board, Vegetables: potatoes
and the two groups are not allowed to say, spell or Meat: chicken
translate the word. Drinks: milkshake
Drinks
Other: biscuits, breakfast cereal, mu ns, yoghurt
The two groups should take turns to try to define, give
examples for or mime the word, and the two students at
the front of the class should try to guess what the word is. Extra activity
When one of the two students guesses the word correctly,
their group wins a point. Draw on the board one of the food or drink items and elicit
its name. Then invite a student to come to the board and
Repeat the process with a new word and two di erent
draw a di erent food or drink item. Explain that they can
students at the front of the class.
draw any food or drink item from Exercises 1–3 or one of
Exercise 1 their own ideas from Exercise 3.
Repeat the process, giving di erent students a chance to
Before students open their Students’ Books, check that
come to the board, not just those students who are the
they understand the meaning of fruit, vegetables
vegetables, meat
first to recognise the items.
and drinks.
Put students into pairs and tell them to discuss the
di erent kinds of food in the photos and to say whether
they are kinds of fruit, vegetables, meat, drinks or other
things. When they have finished, ask pairs to say how many
of the items they can name, but don’t elicit the names yet.

Exercise 2 1.29
Students should mark the words they know. If they don’t
know some words, encourage them to try to match them
against the headings and then guess.

Answers: 1 apples 2 orange juice 3 crisps 4 bacon

5 grapes 6 carrots 7 celery 8 butter 9 eggs
10 cheeseburger 11 milk 12 cola

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Exercise 4 Exercise 8
Put students into pairs to discuss the questions. Then carry Play the audio from Exercise 7 once more. Check that
out two class votes – one vote for students’ favourite type students understand that the questions What about
of food or drink which is good for them, and one vote for (lunch, dinner)? or What about you? mean that the speaker
students’ favourite type of food or drink which is bad for doesn’t need to repeat the original question. When the
them. Finally, have an overall vote for a favourite food or drink pairs have discussed the questions, invite them to ask and
and ask students if they are surprised about the winner. answer in front of the class.

Exercise 5 1.31 Exercise 9 1.33

Check that students understand the meaning of calories. Ask students if they have a general idea about how
Tell them to look at Exercise 1 and to read the text. Then many calories they should eat each day (approximately
ask them what the numbers above each photo represent 2,000–2,500, depending on how active someone is. If you
(the amount of each food or drink that contains eat fewer calories, this doesn’t necessarily mean that your
200 calories). Students can work in pairs to guess the diet is healthy.). Tell the class about the Olympic swimmer
correct amounts for photos 5–12. Elicit students’ ideas Michael Phelps, who won eight gold medals in the 2008
before playing the audio. Olympics. Ask them to guess how many calories he ate
every day when he was training hard. (In 2008 he claimed
Answers: 5 grapes 290 6 carrots 570 7 celery 1,245 his calorie intake was about 12,500 calories a day. This is
8 butter 28 9 eggs 150 10 cheeseburger 75 11 milk 333 also the number of calories he used up during his training,
12 cola 496
so he didn’t put on weight.)

Answers:
1.31
1 (breakfast)
eakfast) cereal with milk
What is 200 calories? Fruit is good for us. 200 calories is 385 grams 2 (a) banana
of apples or 444 millilitres of orange juice. But other things aren’t 3 (a) cheeseburger ger
good for us. 200 calories is one small packet of crisps (37 4 (a small packet et of) crisps
grams) or only 34 grams of bacon. What about the other things 5 (three)
hree) biscuits
in the pictures? How many grams or millilitres is 200 calories? 6 (a) fruit
uit yoghurt
There are 2,400 calories in his menu. That’s good because it’s
200 calories is 290 grams of grapes, 570 grams of carrots or a
inside his calorie limit.
lot of celery – 1,425 grams! But 200 calories is only 28 grams of
butter! It’s three eggs – that’s 150 grams – or half a
cheeseburger – that’s 75 grams. And what about drinks? For 1.33
200 calories, you can drink 333 millilitres of milk but you can
drink almost half a litre of cola – 496 millilitres! That’s surprising! See page 245.

Exercise 6 Exercise 10
Check that students understand the meaning of mealsmeals.. When students have discussed their ideas in pairs, put
Discuss where and at what times people eat meals. Ask them into groups of four. Tell the groups to think of a day’s
students if these times are the same in every country. (In healthy menu that contains exactly 2,000 calories. Set
some countries people eat dinner much later than in other a time limit for the groups to discuss and then invite them
countries, e.g. people eat later in Spain than they do in to share their ideas with the class. When all the groups
England.) have given their ideas, have a class vote for the best menu
(apart from their own group’s).
Exercise 7 1.32
Before you play the audio, elicit how Ian might say the time Further practice
he has breakfast (half past seven). After listening, explain • Workbook pages 18–19
that a.m. and p.m. are from the Latin words ante meridiem • Resource Pack
(before midday) and post meridiem (after midday). Resource 14: Unit 2 Lesson 1 Vocabulary – My meals
Answers: 2 7.00 a.m. 3 1.15 p.m. 4 6 p.m. 5 1 p.m.
6 6.30 p.m.

1.32

I = Ian L = Lee
L: Ian, what time is breakfast in your house?
I: Half past seven, usually.
L: In my house it’s at seven o’clock. What about lunch?
I: Lunch is at a quarter past one and dinner is at six o’clock.
What about you?
L: Lunch is at one o’clock in our house and dinner is at half
past six. What’s a typical breakfast for you?
I: A typical breakfast? Hmm … toast and butter, milk and
breakfast cereal. What about you?

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9 1.33 Look at the menu. Then listen and

complete Ian’s notes below. How many calories
are in his menu for a day? Is that good or bad?

Your menu for a day – choose from these options

4 CLASS VOTE What are your favourite types
of food and drinks? Are they good or bad
0 calories water
for you?
50 calories an apple; two small carrots; some grapes
I like crisps but they’re not very good for you.
My favourite drink is milk. It’s good for you too. 100 toast and butter; a small glass of cola or orange
calories juice; a large banana; one fruit yoghurt
5 1.31 Read the text on page 22 and 200 a large glass of milk; a small packet of crisps;
look at the photos. Guess the correct option calories a celery, apple and yoghurt salad; bacon
for photos 5–12. Listen and check. and eggs; a small cheese sandwich; breakfast
cereal with milk; three biscuits
6 Study the Vocabulary B box. How do you say 400 a muffin, a cheeseburger; a bacon sandwich;
the words in your language? calories chicken with potatoes

Vocabulary B Meals
breakfast lunch dinner Breakfast: orange juice; 1 ;2 ; muffin
Lunch: 3
; celery, apple and yoghu rt salad;
7 1.32 Listen to two friends talking and 4
; cola
complete the times in the table. Dinner: bacon sandw ich; 5 ;6 ; water
Breakfast Lunch Dinner
Ian 1 7.30 a.m. 3 4
Lee 2 5 6

8 In pairs, ask and answer the questions. 10 In pairs, use these prompts to choose And
1 What time is breakfast/lunch/dinner in
food and drink from the menu in YOU
Exercise 9. Work out how many
your house?
calories are in your menu. Go to
2 What is a typical breakfast/lunch/dinner page 128 and check.
for you?
● For breakfast …
Breakfast in my house is at seven o’clock.
● That’s … calories for breakfast.
A typical breakfast for me is milk, breakfast
cereal and …
● What about lunch?
● Your menu for the day has … calories.

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