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Possible answer: This article is about interesting restaurants around the world.
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1 BEFORE YOU READ
PAIRS Where is the most interesting or
unique restaurant you have ever visited? Discuss.
I once ate at a restaurant under the ocean…
VOCABULARY 06-19 Listen. Then listen and repeat.
2 READ
PREVIEW Look at the title and photograph. What do you think the article is about?
06-20 Listen. Read the article.
a cave wildlife limestone a cliff a crane a platform
WHERE ON EARTH?
Restaurants are all about food, right? Well, not always.
Sometimes, we go to restaurants because of where they are, rather than what they serve. Have you ever eaten dinner under the sea? How about in a cave?
Or up in the sky? Well, there are restaurants in all of those places!
Under the Sea
Imagine eating dinner in the ocean! There are several underwater restaurants, but the most famous is called Ithaa. It’s located in the Maldives, which are islands south of India. The whole restaurant is 16 feet below sea level! The walls and ceiling are made of glass so you can view the ocean’s wildlife all around you while you eat! It’s been called the “most beautiful restaurant in the world.”
In a Cave
What about eating dinner underground? In Polignano a Mare, Italy, there is a restaurant, Grotta Palazzese, that was built inside a cave. The walls of the cave are made of limestone, and the cave is lit by lanterns and candles. The cave is on the side of a cliff right next to the sea, so you can look out over the water as you eat. People have been eating dinner in this cave for hundreds of years! In the 1700s, rich people had special dinners there.
In the Sky
If eating underwater or underground isn’t exciting enough, then what about having dinner up in the sky?
Really! Dinner in the Sky serves people their meals about 160 feet off of the ground in midair. A dinner table is hung from a crane and raised up into the sky. It’s not just a dinner table, though. It’s a special platform with room for a chef, a small kitchen, and people to serve the food. Since it fi rst started, Dinner in the Sky has set up special fl ying dinners all over the world, from Dubai to China.
So, if you’re bored with the restaurants in your town, plan a trip to one of these exciting places. You won’t even taste the food—you’ll be too busy looking around!
5
10
15
20
25
30
35
People eat dinner 160 feet in the air when they eat at Dinner in the Sky.
>> FOR PRACTICE, GO TO PAGE 156
LESSON
72 UNIT 6
4
SARAH GOLD
@SarahG
Have you ever eaten dinner while hanging 160 feet above the ground?
READ ABOUT UNIQUE RESTAURANTS
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UNIT 6 T-72
LESSON 4 READ ABOUT UNIQUE RESTAURANTS
Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.
• Read the lesson title and social media message aloud.
Ask, Where is Sarah eating dinner? (160 feet above the ground) Tell Ss that 160 feet is about 48 meters.
• Ask, Would you like to eat dinner at this restaurant?
Have Ss discuss in pairs. Invite volunteers to share their ideas with the class.
1 BEFORE YOU READ
• Have Ss take turns sharing and asking questions about the most interesting or unique restaurant they have ever visited.
• Read the example aloud. Encourage Ss to ask you questions, and continue the story with additional details. For example,
S1: How did you get to the restaurant?
T: We took an elevator down.
S2: Were the fish swimming around you?
T: Yes! It was like being inside an aquarium.
• Arrange Ss in same-level pairs. Have them share stories and ask each other follow-up questions. If possible,
allow them to show photos of the restaurant on the phone as they discuss. Invite volunteers to present their restaurant to the class.
• Have Ss scan the pictures and captions before listening. Ask Ss to circle any terms they are unfamiliar with.
• Tell Ss to listen to the vocabulary, and then listen again and repeat. Play the audio.
• Ask Ss to name the examples of wildlife in the picture.
(tiger, polar bear, fish, lavender) Elicit additional examples of wildlife from Ss.
• For more vocabulary practice, have Ss turn to page 156.
2 READ
• Read the title of the article aloud. Bring Ss’ attention to the photo and read the caption aloud. Remind Ss that 160 feet is about 48 meters.
• Ask Ss, What do you think you will read about in the article? Have Ss discuss their predictions in pairs.
EXTENSION Have Ss respond to what they see in the picture. Write these questions on the board for them to discuss in pairs:
1. What is the first thing that gets your attention? Why?
2. What questions do you have as you look at the picture?
3. What emotions do you feel as you look at it?
• Have Ss listen to and read the article.
• As they listen, ask them to circle the vocabulary words from 1B as well as any other words they are unfamiliar with.
• Ask, Were your predictions correct?
• Ask Ss why the phrases where they are and what they serve are in italics in the text. (to emphasize the difference between the two)
TEACHING TIP Explain to Ss that listening to and reading words at the same time can help them learn new vocabulary more effectively. Encourage them to do this exercise with their own learning activities, such as reading lyrics while listening to music or activating captions in English while watching TV shows or movies.
TEACHING TIP Teach Ss to recognize features within a text that can increase reading comprehension, such as headings or subtitles. Read the headings aloud, and tell Ss that headings or subtitles can help them identify the main idea for that section of the text.
OPTION Arrange Ss in small groups of three. First, ask them to follow along as you read the introduction of the article aloud. Then have each group member read one of the sections aloud in their group.
OPTION Pause after each section and ask Ss, Would you want to eat at that restaurant? Why or why not?
Have volunteers share their opinions with the class.
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3 CHECK YOUR UNDERSTANDING
Which statement best describes the main idea of the article?
a. Most restaurants are located in really unique places.
b. Restaurants located in unique places serve the best food.
c. It can be fun to eat at restaurants located in unique places.
Read the article again. Answer the questions.
1. What might you see when you look out the window at Ithaa?
2. What can people see outside the cave while eating at Grotta Palazzese?
3. What is raised up in the air during the Dinner in the Sky?
4. What kind of event might have been held at the Grotta Palazzese in the 1700s?
FOCUS ON LANGUAGE Reread lines 27–36 in the article. Think about the words Really! and set up. Circle the correct answers.
1. What does the writer mean by the one-word sentence Really!?
a. I know this sounds strange, but I’m not joking.
b. I’m not telling you the truth.
c. I have never heard of anything so silly!
2. What does the phrase set up mean?
a. made strong b. put together c. started
Read the Reading Skill. Read the article again. What descriptive words does the author use to describe each place? What would you experience if you were there? Complete the chart.
Place Descriptive words and phrases What I imagine it would be like
PAIRS What is the article about? Retell the most important ideas in the article.
Use your own words. The article is about restaurants that are…
4 MAKE IT PERSONAL
Look at the restaurant locations in the chart. Describe what each restaurant would look like, and what it would be like to eat there. Add your own idea for a unique restaurant.
Place Descriptive words and phrases What I imagine it would be like up in a tree
in an ice cave
PAIRS Tell your partner about the restaurant you have imagined.
I think a restaurant in the jungle would be…
Find out about other restaurants that are in unique places.
READING SKILL Construct mental images When you read, you should pause to think about what the writer is describing and make a picture in your mind. The writer might include information about what something looks like, where it is, or give you other clues to help you imagine what he or she is describing. This can make the reading easier to understand.
It’s beautiful and calm. There are fish all around. The water is very clear and blue.
in the ocean; 16 feet below sea level; walls and the ceiling are made of glass; view of the ocean’s wildlife;
a dark room with candles; There is a pretty view of the ocean.
most beautiful restaurant in the world inside a cave; walls are made of limestone; lit by lanterns
a table with chairs around it; The sky is all around and the ground is below.
and candles; on the side of a cliff right next to the sea;
you can look out over the water as you eat
160 feet off the ground; hung from a crane; raised up into the sky; platform
Ithaa Grotta Palazzese Dinner in the Sky
fish, wildlife, ocean water Possible answers:
Possible answers: the sea, the water, the
edge of a cliff a (dinner) table, a special platform, the guests,
a chef, a kitchen, and people to serve the food a wedding celebration, an important meeting
UNIT 6 73 I CAN READ ABOUT UNIQUE RESTAURANTS.
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UNIT 6 T-73
3 CHECK YOUR UNDERSTANDING
• Ask, What is the main idea of this article? Read the answer choices aloud.
• Have Ss discuss the answer to the question in pairs.
Suggest they go back to the article and skim the text again if necessary.
• Review the answer as a class. Ask volunteers to explain why the other answer choices are incorrect. (a. and b.
aren’t true)
• Tell Ss to preview the exercise items and answer the ones they can. Say, Read the article one more time to answer any questions you are not sure about.
• Have Ss compare answers in pairs. To review, read each question aloud and call on Ss to say the answer.
• If possible, show pictures of the restaurants in the article and find where each one is located on a world map.
• Ask a volunteer to read lines 27–36 aloud for the class.
In pairs, have Ss discuss the meaning of the words Really! and set up in this context.
• Have them complete the exercise, and review answers as a class.
• Ask Ss, Can you think of any other words in English that have the same meaning as set up? (organize, plan, arrange, coordinate) Give additional examples demonstrating the use of set up, such as, I have to set up a meeting for Monday morning.
• Clarify any words or expressions that are still confusing to Ss, such as, lantern (a light that usually has a glass covering and that can be carried by a handle) and in midair (happening while someone or something is in the air).
• Read the Reading Skill aloud. Read the Under the Sea paragraph in the article aloud for the class to model how to construct mental images. Pause every few lines and share the image you’ve created in your mind. Talk about which words from the article helped you “draw”
your picture. Ask volunteers to share what they might see, hear, taste, smell, and feel at this restaurant. Ask what words helped them create the mental image and emotions.
• Have Ss read the article again. Tell them to underline the descriptive words and phrases in the text and construct mental images.
• Have Ss complete the chart with their ideas and then compare their charts in pairs.
• As Ss work, copy the chart on the board. To review, ask volunteers to come up to the board and write their ideas in the chart. Review the answers as a class.
OPTION Have Ss create individual images (drawings) of how they imagine each place. Then have them share their drawings in pairs or small groups and describe what they would feel and experience if they were there. Display Ss’ drawings around the classroom.
• Arrange Ss in same-level pairs. Ask them to retell the most important ideas in the article. Remind them to use their own words as they summarize.
• Remind Ss they can look at the chart as they summarize. Challenge higher-level Ss to use storytelling expressions as they summarize.
• Invite volunteers to retell the main ideas in the article in front of the class. Keep time and give each volunteer one minute to present.
4 MAKE IT PERSONAL
• In small groups, have Ss share ideas about what each restaurant in the chart would look like and what it would be like to eat there.
• After five minutes, ask Ss to work individually to complete the chart. Walk around as Ss work to provide help with vocabulary and spelling as
necessary. Remind them to add in their own idea for a unique restaurant.
• Put Ss in new pairs. Have them share and compare their charts. Remind them to use vocabulary they learned in 1B and in the article.
• Invite volunteers to share the restaurants they have imagined with the class.
EXTENSION For homework, have Ss research one unique restaurant. Tell them to take notes on where it is, what it looks like, what kind of food they serve, and what they think it would be like to eat there.
Have Ss present their restaurant to the class or in small groups.
EXIT TICKET Tell Ss, Write 2–3 sentences about the most interesting and unique restaurant you learned about in this lesson. Have Ss write their names on a blank card or piece of paper. Give them a few minutes to review the Reading lesson and prepare an answer.
Remind Ss to use descriptive words and phrases in their answer. Collect cards as Ss leave. Read the cards to identify areas for review and to identify individual Ss who may need additional practice.
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3 CHECK YOUR UNDERSTANDING
Which statement best describes the main idea of the article?
a. Most restaurants are located in really unique places.
b. Restaurants located in unique places serve the best food.
c. It can be fun to eat at restaurants located in unique places.
Read the article again. Answer the questions.
1. What might you see when you look out the window at Ithaa?
2. What can people see outside the cave while eating at Grotta Palazzese?
3. What is raised up in the air during the Dinner in the Sky?
4. What kind of event might have been held at the Grotta Palazzese in the 1700s?
FOCUS ON LANGUAGE Reread lines 27–36 in the article. Think about the words Really! and set up. Circle the correct answers.
1. What does the writer mean by the one-word sentence Really!?
a. I know this sounds strange, but I’m not joking.
b. I’m not telling you the truth.
c. I have never heard of anything so silly!
2. What does the phrase set up mean?
a. made strong b. put together c. started
Read the Reading Skill. Read the article again. What descriptive words does the author use to describe each place? What would you experience if you were there? Complete the chart.
Place Descriptive words and phrases What I imagine it would be like
PAIRS What is the article about? Retell the most important ideas in the article.
Use your own words. The article is about restaurants that are…
4 MAKE IT PERSONAL
Look at the restaurant locations in the chart. Describe what each restaurant would look like, and what it would be like to eat there. Add your own idea for a unique restaurant.
Place Descriptive words and phrases What I imagine it would be like up in a tree
in an ice cave
PAIRS Tell your partner about the restaurant you have imagined.
I think a restaurant in the jungle would be…
Find out about other restaurants that are in unique places.
READING SKILL Construct mental images When you read, you should pause to think about what the writer is describing and make a picture in your mind. The writer might include information about what something looks like, where it is, or give you other clues to help you imagine what he or she is describing. This can make the reading easier to understand.
It’s beautiful and calm. There are fish all around. The water is very clear and blue.
in the ocean; 16 feet below sea level; walls and the ceiling are made of glass; view of the ocean’s wildlife;
a dark room with candles; There is a pretty view of the ocean.
most beautiful restaurant in the world inside a cave; walls are made of limestone; lit by lanterns
a table with chairs around it; The sky is all around and the ground is below.
and candles; on the side of a cliff right next to the sea;
you can look out over the water as you eat
160 feet off the ground; hung from a crane; raised up into the sky; platform
Ithaa Grotta Palazzese Dinner in the Sky
fish, wildlife, ocean water Possible answers:
Possible answers:
the sea, the water, the
edge of a cliff a (dinner) table, a special platform, the guests,
a chef, a kitchen, and people to serve the food a wedding celebration, an important meeting
UNIT 6 73 I CAN READ ABOUT UNIQUE RESTAURANTS.
M01 StartUp Student Book 3 9780134684161rev.indd 73 2/15/19 4:22 PM
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1 BEFORE YOU WRITE
What are some strange or unusual foods in your country? Do you like them or not?
What are they like?
Sarah wrote a blog post about an unusual fruit she tried. Why does she think this food is unusual?
Read the post again. How does Sarah describe the food? What does the food look, smell, and taste like? Take notes in the chart.
Taste Look
Smell
Durian
Home | Discussion Board | Logout
Yesterday’s Food Adventure
Yesterday, my friend Ava and I were shopping downtown when we came across a strange- looking fruit. It’s called a durian. We decided to try one, and we were really surprised.
Both the inside and outside of the fruit look different. The outside is very rough with spikes, but the inside is smooth and thick. Although the appearance of this fruit is very unusual, the strangest thing about it is how it smells and tastes.
Once you open a durian, the smell is very strong.
I thought it smelled like old onions! However, I tried a bite anyway. In contrast to the smell, I thought the fruit tasted wonderful! It was rich, a little bit sweet and bitter, and had a fl avor of nuts and cheese. Ava, on the other hand, disliked the taste. It wasn’t sweet enough for her.
Durian is quite popular in Indonesia, Malaysia, and the Philippines. Personally, I can see why!
Durian is one of the strangest- looking fruits in the world.
LESSON
74 UNIT 6
5
SARAH GOLD
@SarahG
I just tried a durian, the world’s smelliest fruit! It smells so bad, it’s not allowed in subways, buses, and hotels!