06 Food heaven? Grammar Comparatives and superlatives Modifiers with comparatives and superlatives: a bit, a little, a lot, far, much, slightly

Size: px

Start display at page:

Download "06 Food heaven? Grammar Comparatives and superlatives Modifiers with comparatives and superlatives: a bit, a little, a lot, far, much, slightly"

Shanon Brooks
6 years ago
Views:

1 Unit Food heaven? Grammar Comparatives and superlatives Modifiers with comparatives and superlatives: a bit, a little, a lot, far, much, slightly Vocabulary Synonyms and antonyms related to food: chewy-tender, fattening-slimming, greasy-light, healthy-unhealthy, juicy-dry, soft-crunchy, sweet-sour, tasty-bland Pronunciation The schwa / / sound: comparatives and superlatives Skills Reading: skim-read to check predictions; close-read for detail Listening: identify the schwa sound Writing: write a food quiz 1 st floor Supersized 1 2 Warmer Fast-food fast Set a time limit of thirty seconds. In pairs, students write down as many types of fast food as they can. Aim: discuss fast-food eating habits Tell students about your favourite fast food and how often you eat it. Students discuss the questions in small groups. Have a class vote: Which is the most popular fast food? Which is the least popular? How many students are concerned about the health issues? Aim: predict content of a magazine article on fast-food eating habits; skim-read to check Elicit translations of the vocabulary in the box. Ask who has seen the documentary SuperSize Me. Explain that it was made by Morgan Spurlock, who wanted to test the effects of a McDonald s fast-food diet on the body. Students look at the article headline and predict what the article will say about the words in the box. Students read the article and check their ideas. When Morgan Spurlock ate only McDonald s for a month, his cholesterol level increased and the doctors thought his heart and liver were permanently damaged. It says that McDonald s salads contain as much fat and sugar as a double cheeseburger. And that 60% of the adult population in the USA is overweight or obese. 5 a 3 b 8 c 6 d 1 e 7 f 2 g 4 h 5 Aim: practise antonyms related to food Write fattening on the board and elicit foods that it describes: cakes, biscuits, pizzas, burgers, doughnuts. Individually, students think of one example food item for each adjective. Students compare their answers in pairs. Ask how many items they had in common. Sample answers healthy green vegetables, fattening chips, tasty cheese, sweet cherries, sour lemon, dry crispbread, unhealthy double choc-chip biscuits, tender perfectly cooked steak, soft marshmallows, juicy orange, chewy squid, greasy sausages, light soufflé, bland tofu, crunchy nuts, slimming lettuce Vocabulary extension activity Food chain Start a food chain around the class. Say: Chocolate is sweet. Point to a student. He or she says: Chocolate is sweet. Doughnuts are fattening. The next student continues the chain: Chocolate is sweet. Doughnuts are fattening. Mozzarella is soft. Students are out if they forget an item, get the items in the wrong order or can t think of anything to add in five seconds. Continue until everyone is out or too hungry to carry on. Workbook: pages 34 35, activities Aim: close-read for detail Students read the article again and decide if the statements are true or false. They correct any false statements. Ask: How do fast-food eating habits in this country compare with US habits? a False. He did it to measure the effect of fast food on the body. b True. c False. They responded by adding healthier food to their menus. d True. e True. 4 Aim: study antonyms related to food Tell students you want the antonym (opposite) for the following examples. Say: Apples are healthy. Cheeseburgers are (unhealthy). Grapes are sweet. Lemons are (sour). Students match the antonyms individually. 46

2 1 st floor Supersized Unit 6 7 Grammar Elevator Comparatives and superlatives Aim: revise formation of comparatives and superlatives Ask a student what he or she is going to have for lunch. Tell the class what you re having something much healthier. Say: My lunch is healthier than Tomasz s. Go round the class asking students what they re having for lunch. Ask: Whose is the healthiest? Write healthy, healthier, healthiest on the board. Students identify the comparative and the superlative. Students look back at the article and underline examples of comparative and superlative adjectives. Students answer the questions. the fattest, much worse, more serious, most popular, healthier, less nutritious a Change -y to -ier. b Add more. c good, far, little Aim: study use of less and least Compare a slice of pizza and a bowl of vegetable soup. Ask: Which of these is less fattening the pizza or the soup? Compare a chocolate bar, a packet of crisps and an apple. Ask: Which is the least fattening? Students answer the questions. a opposite of b short Read through the Look! box with the class. Give students prompts and ask them to make sentences comparing them: pizza, sushi, expensive; salad, chips, fattening; raw vegetables, cooked vegetables, healthy; going up in a hot air balloon, studying in the library, fun. Ask students to come up with their own examples. Grammar guidance Emphasise that the is used with the superlative form but not the comparative form. There are several exceptions to the rules for forming comparatives and superlatives. Tell students to note them in their vocabulary notebooks when they come across them. Examples of two-syllable exceptions: more boring, most polite, most common. Examples of threesyllable exceptions: unhappier, untidiest. Students often overuse more and try to use it with all adjectives. Mention that it is becoming more common to use more and most with two-syllable adjectives. Refer students to pages of the Language Lift for further examples and explanations. 8 P 9 10 Grammar extension activity Food comparison Write two food-connected items on the board: food in the south, food in the north. Elicit a comparison: Food in the south of the country is much spicier than food in the north. Repeat with home-made food and ready-cooked meals. Students write down five pairs of food items. In pairs, they swap lists and write sentences comparing the items. Aim: listen to identify the schwa sound Read the first sentence giving full pronunciation to all the weak forms. Ask if it sounds natural. Play CD 1 track 21. Students mark the schwa sounds. 6.1 (CD 1 track 21) See transcript on page 128. a Apples are far better for you than hot dogs. b The experiment was a lot more dangerous than expected. c The biggest health problem in the USA today is obesity. Aim: students practise the schwa sound Play the track again, pausing for students to repeat. Aim: controlled practice of comparatives and superlatives Students complete the gaps to make questions for a food quiz. Do the first one as an example. Check the meaning of subjective (giving one person s opinion). Students answer the completed questions in pairs. 1 more expensive (caviar) 5 the best (Scotland, Argentina) 2 the hottest (the seeds) 6 the biggest (McDonald s) 3 crunchier (a biscuit) 7 the most unhealthy (chips) 4 the most fattening 8 the hottest Aim: write a food quiz In pairs, students write a food quiz. Tell them they get extra points if their questions include comparatives and superlatives. Help with ideas if necessary: which country different foods come from (sushi Japan); most expensive food item in your local shop; what foods travel the greatest distance to get into local supermarkets; what the world s biggest supermarket is; the sweetest food; the most sour; the most disgusting thing you ve ever eaten; the nicest meal you ve ever cooked. Pairs swap quizzes and answer each other s questions. There may not be one right answer every time. Workbook: page 35, activities

3 Unit Grammar Quantifiers: a couple of, a few, a little, a lot of, enough, no, plenty of, several, some, too many, too much Vocabulary Food: beef, butter, cabbage, carrots, celery, chickpeas, cucumber, garlic, ham, lamb, leeks, lentils, lettuce, onions, parsnips, peas, peppers, pork, salmon, tuna Skills Speaking: express opinions about food and bad restaurants Listening: understand the general mood of a conversation in a restaurant; listen for detail Writing: describe the ambience of a meal 2 nd floor Tastes good 1 2 Warmer A Z of food Set a time limit of one minute. In pairs, students try to write down one food or drink item for each letter of the alphabet. Ask pairs in turn for a food item, going through the alphabet. If a pair hasn t got anything, they re out. Continue until you have a winning pair. Possible items: apple, banana, cheese, dates, egg, fish, grapes, haddock, ice cream, jelly, kiwi fruit, lemon, mango, nut, orange, pear, quince, radish, sugar, tea, (no foods with u), veal, watermelon, (no foods with x), yam, zucchini. Aim: discuss meals from around the world Students look at the pictures of the five dishes from different countries. In pairs, they discuss the questions. Ask: Which dish(es) would you choose to represent the cuisine of your country? a tacos Mexico b curry with rice and vegetables India/Thailand c paella Spain d chop suey China e sashimi Japan f Greek salad Greece g spaghetti Italy Aim: study food vocabulary Elicit one item for each category. In pairs, students categorise the words. Vegetables: lettuce, cucumber, onions, garlic, cabbage, peppers, carrots, peas, celery, leeks, parsnips Meat: beef, lamb, pork, ham Fish: salmon, tuna Other: butter, lentils, chickpeas 4 5 Play CD 1 track 22. Students listen and decide if the couple have a successful night out. 6.2 (CD 1 track 22) See transcript on page 128. Answer No, they don t. Aim: listen for detail Play CD 1 track 22 again. Students listen and answer the questions. a The woman orders chicken soup, lamb chops and a side salad. The man orders chicken soup and a ham sandwich with lettuce on ciabatta bread. b There s no bacon and only a couple of vegetables in the soup. c Because there aren t any left. d Only ham. Aim: discuss bad restaurants, service and food Ask what can go wrong when you are eating out: The food might be bad, the service can be slow or rude, your table might be next to the toilets, the next table might be very noisy, etc. In pairs, students discuss restaurant experiences. If they haven t had any bad experiences, they can invent one. Pairs report back to the class on their worst experience. The class votes on the worst. Workbook: page 36, activities 1 3 Vocabulary extension activity Name that meal Choose a simple meal and write the ingredients on the board: potatoes, eggs, onions, oil. Students guess the name of the meal: Spanish omelette. Individually, students prepare a list of ingredients. They can use their dictionaries for new words. They guess each other s meal in pairs. Invite some students to read their ingredients for the class to guess the meal. 3 Aim: listen for the general mood of a conversation in a restaurant Explain that a man and a woman are in a restaurant. They have a conversation in three parts with a waiter. 48

4 2 nd floor Tastes good Unit Grammar Elevator Quantifiers Aim: study quantifiers Ask if students can remember what the man and woman said about the soup: There s no bacon at all and there are only a couple of vegetables. It had far too much chicken and not nearly enough vegetables. Ask: What expressions do we use when there is not much? What do we say when there is a lot? In pairs, students put the quantifiers on the scale from the least to the most. Sample answers least c h g d a i f b e most Aim: study quantifiers and countable and uncountable nouns Revise countables and uncountables. Tell students what you had for breakfast: orange juice, coffee, a piece of toast, an egg. Students identify which are countable (piece of toast, egg) and which are uncountable (juice, coffee). In pairs, students categorise the quantifiers in activity 6. countable: a few, several, too many, a couple of uncountable: a little, too much both: enough, plenty of, a lot of, no, some Aim: study use of no and none Students read the examples and mark the options. Say: I went to the café to buy an apple, but there were none left. Go around the class asking students to make similar statements: I went to the café to buy a with a noun b by itself c both Grammar guidance Students sometimes confuse few and a few. Make the difference clear: Few people like eating insects. (not many negative connotation) But: A few people tried the fried locusts and enjoyed them. (positive connotation) Students sometimes use none with a noun: There were none sandwiches left. They should use it in place of no + noun: There were none left. Students sometimes use too much/too many to mean a lot of: There were too many people in the audience. Point out that too much/many is not a good thing: I ate too much cake and I feel sick now! Refer students to pages of the Language Lift for further examples and explanations Grammar extension activity Restaurant designers Explain that students have designed and opened a new restaurant in the coolest part of town. In pairs, they write a description of their restaurant, including these vocabulary items: tables, vases, posters, music, statue, water, plastic, light, ice, menus; no, some, several, a lot of, a couple of, a few, a little. Invite pairs to read their descriptions to the class. The class votes on the best. Aim: controlled practice of quantity expressions With the class, construct a picture of the ideal romantic dinner. Students use the items in the box to complete the text. Explain that alternatives are possible in some cases. a a few/some e a few/some b some/a couple of/several f too much c some g several d no h plenty of/some/a little Aim: write a description of a meal Choose one of the situations and describe it: I invited a friend to dinner. I tidied the flat, chose his favourite music, went shopping and spent all day in the kitchen. I made a crab soufflé to start, lasagne for the main course and chocolate cake for dessert. Well, I was hungry! When he arrived, he said, By the way, I m on this brilliant low-carb diet. You should try it. He didn t eat a thing. Students stop you when they guess that you are describing (b). In pairs, students write their descriptions. Help with ideas if they are stuck. Pairs read their descriptions to the class. Other students guess the situation as quickly as they can. Workbook: page 37, activities

5 Unit Useful expressions Quantity expressions related to cooking: gram, kilo, litre, millilitre, tablespoon, teaspoon Quantity expressions related to food: clove/head of, piece of, pinch of, slice of, sprig of, stick of Vocabulary Verbs related to cooking: add, blend, bring to the boil, chop, cover, crush, pour, pre-heat, remove, season, simmer, slice Skills Reading: scan a recipe to identify sections; close-read for sequence Writing: write cooking instructions following pictures; create and write a recipe 3 rd floor Task: Invent a recipe for a competition Warmer Kitchen utensils Say: I m making tomato soup for lunch. What equipment will I need to make and eat it? Students suggest: saucepan, knife, chopping board, bowl, spoon. Set a time limit of one minute. Students write down as many items of kitchen equipment as they can. Find out who has the most. Aim: discuss cooking experiences Students discuss the questions in small groups. Aim: identify elements of a recipe Students look at the recipe and match the headings to the three different sections. a Ingredients b Instructions c Serving suggestions Aim: read a recipe for detail Students read the instructions carefully and number the pictures in order. a 5 b 2 c 1 d 6 e 3 f 4 Aim: study cooking verbs Ask students how many cooking verbs they remember from the text. In pairs, students match the verbs to the pictures. They find any other cooking verbs in the recipe. a blend b season c slice d remove e crush f simmer other verbs: pre-heat, chop, bring to the boil, pour, cover. Workbook: page 38, activities

6 3 rd floor Task: Invent a recipe for a competition Unit 5 6 Express Elevator Expressing quantity Aim: study quantity expressions Write volume, weight and temperature on the board. Elicit examples for each. In pairs, students categorise the expressions. volume: a teaspoon, a tablespoon, a litre, 500 millilitres weight: half a kilo, 100 grams temperature: 190 C, Gas 5 Aim: study quantity collocations Mime making a sauce. Students guess what you are doing. Say you are adding some oil. Mime adding a very tiny amount of oil. Ask how much you are adding. Elicit: a drop of oil. Explain that this activity features common collocations related to food. Students do the matching task. a 3 b 5 c 4 d 1 e 6 f 2 Express Elevator guidance Highlight the weak form of of in a slice of pizza. 9 Aim: assess and vote on the class recipes Pairs pass around and read each other's recipes. Collect them. Ask students to nominate recipes for the Master Chef title. Students cannot nominate their own recipes and at least two students must support each nomination. Ask a student to write the nominations on the board. The class votes. Award first, second and third places. Have three more votes to choose the tastiest, the healthiest and the most fattening. Alternative task Guess the recipe Collect and photocopy some illustrated recipes from magazines. Divide the class into pairs and give each pair the picture of a dish with its name and the list of its ingredients. Tell students to look at the picture, read the ingredients, and write a recipe to match. Monitor, pointing out any errors and inputting any language needed. When students have finished, give them the original recipe and ask them to compare it with their own version. The pair with the most similar recipe could win a prize. (If pairs worked on different recipes, you could redistribute them and repeat the activity again.) 7 8 Aim: write instructions for a recipe Pre-teach or check the meaning of key vocabulary: stock, artichoke, saffron. Do the first instruction as an example. Picture 1: Fry the chicken pieces in olive oil. In pairs, students complete the activity. They check their answers on page 119. Aim: invent a recipe Explain that the Master Chef competition is a TV programme where contestants invent recipes and cook a meal in a set time on TV. Top chefs judge the meals and choose a winner. In pairs, students invent a recipe for a single dish. It doesn t have to be serious the point is to practise the language. It could be reindeer brains in coconut and snail sauce, for example. Students decide on their list of ingredients and then work out the instructions. Follow-up task Master Chef article Students take notes about the different recipes entered in the Master Chef competition. They also note down the winning dishes in each category after the votes. They write a short article for a cookery magazine about the Master Chef competition. They can include the recipe for the winning dish if they like. Workbook: page 39, activities

News English.com Ready-to-use ESL / EFL Lessons

www.breaking News English.com Ready-to-use ESL / EFL Lessons The Breaking News English.com Resource Book 1,000 Ideas & Activities For Language Teachers http://www.breakingnewsenglish.com/book.html Scientists