133
EATING OUT
11
EATING OUT
Unit Overview
TOPIC
Food and drink, restaurants and street food
VOCABULARY
Food (1)
AND READING Menus
GRAMMAR
as … as
; Comparative adjectives
READING
Street food around the world
VOCABULARY
Food (2)
PRONUNICATION
/ʌ/
and
/ɒ/
LISTENING
A conversation about a street food festival
SPEAKING
Ordering food
Resources
GRAMMAR REFERENCE AND PRACTICE: SB page 148; TB page 248
WORKBOOK: pages 48–51
VIDEO AND VIDEO WORKSHEET: Street foods
PHOTOCOPIABLE WORKSHEETS: Grammar worksheet Unit 11;
Vocabulary worksheet Unit 11
TEST GENERATOR: Unit test 11
WARMER
Write
food and drink
on the board and play the alphabet
game. Challenge the class to think of a type of food or
drink for as many letters of the alphabet as they can.
ABOUT YOU
Pre-teach
eat out
: have the class look at the photos
and text titles in this unit and ask ‘Are the people in this
unit eating at home?’ (
no
) ‘Where are they eating?’ (
in
restaurants or at a food market; they’re eating out
). Point
out that
eating out
is eating in a restaurant, a café or at a
stall and not eating outside. If necessary, also pre-teach
fast food
by asking ‘What do we call the food in places like
McDonalds, Burger King, [fast food places in the students’
country], etc.?’ (
fast food
) Then, ask the students to take
turns to ask and answer the questions in pairs.
VOCABULARY
READING
AND
Food
1
Ask the students to look at the photos first and try to
name as much of the food as possible before they look at
the words. As the students repeat the words, check that
they pronounce the following correctly:
chicken
/ˈtʃɪk.ɪn/
(
kitchen
/ˈkɪtʃ.ən/
is where we cook),
vegetable
/ˈvedʒ.tə.bəl/
(with three syllables),
tomato
/təˈmɑː.təʊ/
(the
a
is pronounced
/ɑː/
in British English), and
strawberry
/ˈstrɔː.br.i/
(the
e
is often silent). Check
students understand the meaning of
main course
and
dessert
(
/dɪˈzɜːt/
) by asking for examples of each one. If
time allows, ask the students to divide a page in their
notebook into a menu, using the headings
Main course
and Dessert
and
Drinks
. Ask them to add the words in the
box to their menu.
Answers
A mushroom B pasta with tomato sauce C strawberry
D cream E soft drinks F cola G chicken legs H burger
I grapes J fresh vegetables K salad L mineral water
M lemonade
2
Encourage the students to do this exercise in pairs
leaving out the words they don’t know. Point out they
can use the words in both the box and also in the
advertisements. Then, go over the answers as a class and
encourage a volunteer to come to the board and draw a
picture of each recipient (a bowl, a glass, etc.).
Answers
a bowl of ice cream/rice/salad/pasta/fruit salad
a glass of (mineral) water/cola/juice/lemonade/soft drink
a bottle of (mineral) water/cola/juice/lemonade/soft drink
a piece of cake/cheesecake/pizza
a slice of cake/cheesecake/pizza
a plate of chips/pasta with tomato sauce/chicken legs
3
Ask the students to read the example first and use it
as a model for their own conversation. With a stronger
class, brainstorm a list of appropriate questions onto the
board, e.g.
What’s your favourite food? What’s your least
favourite? Which food do you like on the menu? Which food
don’t you like? Are you hungry now? Do you want to eat or
drink anything on the menus right now?
Then, encourage
them to take turns to ask and answer these questions.
