56 UnIt 5
2
MEHMET BODUR
@MehmetB
LOVE the food, but why do servers ask so many questions??!
tAlk ABoUt Food PReFeRences
UNIT 5 T-56
LESSON 2 TALK ABOUT FOOD PREFERENCES
Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.
• Read the lesson title aloud. Ask, What is a preference?
(something that you like more than another thing, and you will choose it if you can) Write preference on the board. Say, This word is a noun. What verb do you see in this word? (prefer) Elicit that it means to like something more than another thing.
• Call on Ss to share their food preferences. Ask, When you go to a restaurant what do you usually choose to eat?
• Read the social media message aloud. Ask, Why do servers ask so many questions? Call on Ss to share their opinions. List ideas on the board. (for example, to make sure servers get a customer’s order right; to make sure guests are satisfied and will want to come back; to make sure customers have a good experience and leave a good tip)
1 VOCABULARY
• Read the vocabulary topic aloud. Have Ss skim the two menus and ask, What are some examples of categories on the menus? (appetizers, salads, entrées, desserts, etc.) Ask, Are the categories in the two menus the same or different? (different)
• Ask Ss to look at the menus more carefully. Ask, How are they different? (Some categories appear in just one menu, for example, Beverages, and some categories have different names in the two menus, for example, Entrées / Main dishes.) Then ask, At which restaurant do you think you would prefer to eat? Why?
• Have Ss listen. Then have them listen and repeat.
• Ask, What is another word for appetizer? (starter) Entrée? (main dish) Focus on a la carte and elicit the meaning (food that can be ordered separately from the main dish) Then ask, What is missing from the first menu? (beverages) What might be the reason for this? (For example, there may be a separate beverage menu.)
CULTURE NOTE Some restaurants include a choice of side dishes in the price of an entrée / main dish. But sometimes side dishes can be ordered a la carte.
• Have Ss look at the chart and the foods listed. Focus on the example and say, Beverages is the category name for water, milk, and things you drink. Have Ss work individually to think of categories for the other words.
Refer Ss to the two menus in 1A.
OPTION Have Ss copy the chart into their notebooks and add food items to the categories. In pairs, have Ss share what they wrote.
• Invite a S to read the example. Say, When I eat in a restaurant, I usually have two starters and no main dish.
How about you?
• Circulate as pairs discuss.
• Bring the class together and call on pairs to share their partner’s food preferences.
2 GRAMMAR
• Books closed. On the board, write, I’d rather not go out tonight. I’d prefer to stay home. Ask, What are two options for activities tonight? (to go out or to stay home) Which do I want to do? (stay home) Underline I’d rather and I’d prefer in the sentence on the board and say, We use I’d rather and I’d prefer to express preference.
• Tell Ss to open their books to page 56 and read the chart headings.
• Have Ss look at the grammar chart. Focus on the would rather section. Call on volunteers to read the sentences. Point out that what follows would rather is the base form of the verb.
• Next focus on the would prefer section. Call on volunteers to read the sentences. Point out that what follows would prefer is the infinitive form.
• To highlight the difference in form, write on the board:
I’d prefer not (take) the test today.
Ask, What form do we need in this blank? (infinitive) Cross out prefer not and write rather not above it. Ask, What is the difference? (Would rather not is followed by the base form, take, not by an infinitive.)
• Focus on the Notes. Read the first note about contractions. Then call on volunteers to contract the subject and would in each model sentence (I’d rather…;
He’d rather…; We’d prefer…; They’d prefer…)
• Read the second note. Call on Ss to create yes / no questions from the statements in the chart and write them on the board. (Would you rather have the steak?
Would he rather eat Italian food tonight? Would you prefer to sit outside? Would they prefer to order appetizers?) Focus on the word order (Would + subject + verb + complement). Next call on Ss to create information questions from the statements in the chart and write them on the board. (For example, What would you rather have? What would he rather eat tonight? Where would you prefer to sit? What would they prefer to order?) For lower-level Ss, write the Wh-words (What, Where) on the board and have Ss complete the questions.
• To conclude, elicit the word order in information questions with would prefer and would rather.
(Wh-word + would + subject + infinitive or verb)
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5 TRY IT YOURSELF
MAKE IT PERSONAL Look at the menus in 1A. Check (✓) the food you prefer.
PAIRS Talk about your choices in 5A.
3 PRONUNCIATION
05-11 Listen. Notice that the spellings for all three vowel sounds usually include the letter u or o. Then listen and repeat.
1. /u/ 2. /ʊ/ 3. /ʌ/
mood blue
book sugar
lunch love
05-12 Listen. Do the underlined letters have the vowel sound 1. /u/, 2. /ʊ/, or 3. /ʌ/? Write the numbers in the spaces. Then listen and repeat.
1. fruit 2. juice 3. good 4. food 5. onion 6. soup PAIRS Write five sentences. Include two words with vowel sounds in 3A in each sentence.
The onion soup looks wonderful!
4 CONVERSATION
05-13 Listen or watch. Circle the correct answers.
1. What does Mehmet order?
a. fish b. a garden salad c. a steak sandwich 2. What would Mehemt rather have than potatoes?
a. vegetables b. a salad c. a soup 3. What does Liz find funny?
a. the waiter’s questions b. Mehmet’s choices c. the menu options
05-14 Listen or watch. Complete the conversation.
Mehmet: So, ?
Liz: The salmon looks good, but I had it last night.
try something else. Mehmet: Well, how about the salad with grilled shrimp?
Liz: Perfect! So, what are you having?
Mehmet: I usually order fish, but I’m not today. Maybe the steak sandwich? Liz: The steak sandwich looks good.
05-15 Listen and repeat. Then practice with a partner.
PAIRS Make new conversations. Use these words or your own ideas.
fish chowder caesar salad with chicken pasta fried chicken
COACH
The sounds /u/, /ʊ/, and /ʌ/
Notice how we say the following sounds:
sound example description how to say it /u/ blue a long sound push your lips
into a circle. /ʊ/ book a shorter sound make your lips
less round. /ʌ/ lunch a relaxed sound open your mouth
just a little.
CONVERSATION SKILL Talk about preferences
Here are some useful expressions you can use when talking about preferences. What do you feel like?
I feel like Italian food.
What are you in the mood for? I’m in the mood for a steak
Listen to or watch the conversation in 4A again. Raise your hand when you hear the phrases above.
UnIt 5 57 I cAn tAlk ABoUt Food PReFeRences.
UNIT 5 T-57
3 PRONUNCIATION
• Say, We will focus on three vowel sounds in this section.
Write on the board: /u/ /ʊ/ /ʌ/. Say the sounds: /u/ (as in blue); /ʊ/ (as in book); /ʌ/ (as in lunch).
• Read the boxed pronunciation note aloud.
Demonstrate the lip positions and have Ss imitate them. Call on individual Ss to try saying the individual sounds.
• Give Ss time to look at the spellings of the words in the chart in 3A. Have them listen. Then have them listen again and repeat.
TEACHING TIP Have Ss use a mirror or their phones to see themselves as they change the shape of their mouth for the different sounds.
• Have Ss read the exercise items silently. Play the first item. Pause the recording and ask a volunteer, Which sound did you hear? (/u/)
• Restart the recording and have Ss complete the activity.
• Go over the answers as a class. Call on Ss to read each word. Correct pronunciation as needed.
• Finally, have Ss listen again and repeat.
• Ask a S to read the example and write it on the board.
Elicit the vowel sounds in the sentence and write the symbols above the words. (onion ➝ /ʌ/; soup ➝ /u/;
looks ➝ /ʊ/; wonderful ➝ /ʌ/)
• Circulate as pairs make up sentences. Assist as needed.
• Bring the class together and have each pair share one of their sentences on the board. Call on the class to identify the /u/, /ʊ/, and /ʌ/ sounds. Write the symbols above the words.
4 CONVERSATION
• Say, We’re going to listen to another conversation between Mehmet and Liz. Have Ss look at the video still next to 4B.
• Have Ss read the exercise items silently. Then have them listen or watch and circle their answer choices.
• Go over the answers as a class. Replay the audio or video as needed.
LANGUAGE NOTE When Liz makes the comment that her salad didn’t come with a side of questions, she is making a play on words with the term side dish, which can be ordered in addition to a meal.
• Read the explanation in the Conversation Skill box aloud. Say the examples and have Ss repeat.
• Have Ss listen to or watch the conversation in 4A again and ask them to raise their hands when they hear any of the target phrases. You can hint that there are two examples. (So, what do you feel like? and I usually order fish, but I’m not in the mood today.)
• Ask Ss to skim the conversation and predict ways the gaps might be filled.
• Have them listen and fill in the gaps with the words they hear.
• Bring the class together and go over the answers.
• Play the audio and have Ss repeat chorally, line by line.
• Have Ss practice in pairs. Then have them swap roles and practice again. Have one or two pairs role-play their conversation for the class.
5 TRY IT YOURSELF
• Encourage Ss to check off at least one item per category in the menu.
• In pairs, have Ss talk about their preferences. Then bring the class together and ask each S to make a true statement about his or her partner.
OPTION To encourage Ss to recycle the target structures, write the following conversation on the board. Have lower-level Ss practice in pairs. Higher- level Ss can replace the food items with target vocabulary from the lesson.
A: So, what do you feel like eating?
B: Well, the salads look good, but I had a salad for lunch. I’d rather have some meat.
A: The steak here is good.
B: No, I’d prefer the grilled chicken.
LOOK FOR While Ss are completing the Try It Yourself activity, walk around the room and listen to their conversations. Look to see if Ss are correctly doing the following:
✓ using vocabulary for categories on a menu
✓ expressing preferences with would rather and would prefer
✓ using the sounds /u/ /ʊ/ /ʌ/
EXIT TICKET On the board, write, What food are you in the mood for today?
Have Ss write their names and their answers on a blank card or piece of paper. Say, Write two to three sentences describing what you would like to eat after class today.
Include a statement with I’d rather (not) or I’d prefer (not). Collect the cards as Ss leave. Read the cards to identify areas for review in later lessons and to identify individual Ss who may need additional practice.
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5 TRY IT YOURSELF
MAKE IT PERSONAL Look at the menus in 1A. Check (✓) the food you prefer.
PAIRS Talk about your choices in 5A.
3 PRONUNCIATION
05-11 Listen. Notice that the spellings for all three vowel sounds usually include the letter u or o. Then listen and repeat.
1. /u/ 2. /ʊ/ 3. /ʌ/
mood blue
book sugar
lunch love
05-12 Listen. Do the underlined letters have the vowel sound 1. /u/, 2. /ʊ/, or 3. /ʌ/? Write the numbers in the spaces. Then listen and repeat.
1. fruit 2. juice 3. good 4. food 5. onion 6. soup PAIRS Write five sentences. Include two words with vowel sounds in 3A in each sentence.
The onion soup looks wonderful!
4 CONVERSATION
05-13 Listen or watch. Circle the correct answers.
1. What does Mehmet order?
a. fish b. a garden salad c. a steak sandwich 2. What would Mehemt rather have than potatoes?
a. vegetables b. a salad c. a soup 3. What does Liz find funny?
a. the waiter’s questions b. Mehmet’s choices c. the menu options
05-14 Listen or watch. Complete the conversation.
Mehmet: So, ?
Liz: The salmon looks good, but I had it last night.
try something else.
Mehmet: Well, how about the salad with grilled shrimp?
Liz: Perfect! So, what are you having?
Mehmet: I usually order fish, but I’m not today. Maybe the steak sandwich?
Liz: The steak sandwich looks good.
05-15 Listen and repeat. Then practice with a partner.
PAIRS Make new conversations. Use these words or your own ideas.
fish chowder caesar salad with chicken pasta fried chicken
COACH
The sounds /u/, /ʊ/, and /ʌ/
Notice how we say the following sounds:
sound example description how to say it /u/ blue a long sound push your lips
into a circle.
/ʊ/ book a shorter sound make your lips less round.
/ʌ/ lunch a relaxed sound open your mouth just a little.
CONVERSATION SKILL Talk about preferences
Here are some useful expressions you can use when talking about preferences.
What do you feel like?
I feel like Italian food.
What are you in the mood for?
I’m in the mood for a steak
Listen to or watch the conversation in 4A again. Raise your hand when you hear the phrases above.
UnIt 5 57 I cAn tAlk ABoUt Food PReFeRences.
1 2
1
1 3 1
what do you feel like I’d rather
in the mood
www.frenglish.ru
1 VOCABULARY Party food
05-16 Listen. Then listen and repeat.
hummus chili donuts cheesecake
chips and salsa guacamole cheese and crackers pretzels
Put the words from 1A in the chart.
Foods I have tried Foods I haven’t tried
PAIRS Discuss your answers in 1B. Are any of these foods served in restaurants and cafés near you? What other party foods do you like?
2 GRAMMAR Quantifi ers
Count nouns Non-count nouns
Affi rmative
I have many / a lot of friends.
She has some pies.
We have a few notebooks.
They have enough chairs.
I have a lot of time.
She has some food.
We have a little paper.
They have enough furniture.
Negative I don’t have many / a lot of friends.
You don’t have any notebooks.
We don’t have much / a lot of time.
He doesn’t have any food.
Question Do we have any pies?
Do we have enough chairs?
Do they have any furniture?
Do we have enough paper?
Notes
• Be careful: a few and few and a little and little have different meanings.
a few = several a little = some few = not enough little = not enough
• Much is formal and less common. Use a lot of / lots of instead of much in spoken English.
• Use phrases that show quantity to make non-count nouns plural:
a bottle of (water), two pieces of (paper), a game of (chess)
>> FOR PRACTICE, GO TO PAGE 139 A count noun can be counted: I ate a cookie.
There are twenty cookies.
A non-count noun cannot be counted: Food is important for survival.
Some categories of non-count nouns
• Abstract nouns: time, happiness, love
• Sports and activities:
soccer, chess, baseball
• Food and drink:
bread, pasta, rice, milk, coffee
• Materials: wood, paper, plastic, metal
• Groups of similar things: homework, furniture, money
COACH
lesson
58 UnIt 5
3
MEHMET BODUR
@MehmetB
Went to a great party on Saturday! Good job, Sis!
tell A stoRY ABoUt A PARtY
www.frenglish.ru
1 VOCABULARY Party food
05-16 Listen. Then listen and repeat.
hummus chili donuts cheesecake
chips and salsa guacamole cheese and crackers pretzels
Put the words from 1A in the chart.
Foods I have tried Foods I haven’t tried
PAIRS Discuss your answers in 1B. Are any of these foods served in restaurants and cafés near you? What other party foods do you like?
2 GRAMMAR Quantifi ers
Count nouns Non-count nouns
Affi rmative
I have many / a lot of friends.
She has some pies.
We have a few notebooks.
They have enough chairs.
I have a lot of time.
She has some food.
We have a little paper.
They have enough furniture.
Negative I don’t have many / a lot of friends.
You don’t have any notebooks.
We don’t have much / a lot of time.
He doesn’t have any food.
Question Do we have any pies?
Do we have enough chairs?
Do they have any furniture?
Do we have enough paper?
Notes
• Be careful: a few and few and a little and little have different meanings.
a few = several a little = some few = not enough little = not enough
• Much is formal and less common. Use a lot of / lots of instead of much in spoken English.
• Use phrases that show quantity to make non-count nouns plural:
a bottle of (water), two pieces of (paper), a game of (chess)
>> FOR PRACTICE, GO TO PAGE 139 A count noun can be counted: I ate a cookie.
There are twenty cookies.
A non-count noun cannot be counted: Food is important for survival.
Some categories of non-count nouns
• Abstract nouns: time, happiness, love
• Sports and activities:
soccer, chess, baseball
• Food and drink:
bread, pasta, rice, milk, coffee
• Materials: wood, paper, plastic, metal
• Groups of similar things: homework, furniture, money
COACH