M01 StartUp Student Book 3 9780134684161.indd 66 07/11/2018 16:19
sweet sour
cold
salty weak
rich
T065_T076_StartUp_TE_L3_U6.indd 4 28/02/19 2:30 PM
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1 VOCABULARY Adjectives to describe food
06-01 Listen. Then listen and repeat.
Complete the sentences with adjectives from 1A.
1. These cookies are very . They must have a lot of sugar in them.
2. This yogurt is . I think it’s lemon fl avored.
3. My coffee is , so I’m going to put it in the microwave.
4. The soup has a lot of cream in it—it’s really . 5. This popcorn is very ! I need something to drink.
6. My tea is too —it’s like drinking hot water!
PAIRS Name one new food for each adjective in 1A.
salty: pretzels; sweet: cookies
2 GRAMMAR Too and enough + adjectives
Too has a negative meaning. It means more than is needed or wanted.
Too comes before an adjective.
Subject Verb Too Adjective
This coffee is too weak.
The chips are too salty.
Enough means the right amount. Not enough means less than is needed or wanted. Enough comes after an adjective.
Subject Verb Not Adjective Enough
The soup is spicy enough.
Those cookies are not sweet enough.
Note: Infi nitives often follow expressions with too and enough.
It’s not warm enough to eat. My coffee is too hot to drink right now.
>> FOR PRACTICE, GO TO PAGE 140
COACH
Use contractions, such as isn’t or aren’t, in spoken English and informal writing.
salty
cold
spicy
strong
sweet
weak
bitter
sour
hot
rich
LESSON 1
66 UNIT 6
SARAH GOLD
@SarahG
If you ask me what my favorite food is, the answer is, everything!
TALK ABOUT FOOD PREFERENCES
M01 StartUp Student Book 3 9780134684161.indd 66 07/11/2018 16:19
UNIT 6 T-66
LESSON 1 TALK ABOUT FOOD PREFERENCES
• Read the lesson title and social media message. Ask, What is Sarah’s favorite food? (She likes everything.) What’s your favorite food? Invite volunteers to share their favorite foods with the class. Write them on the board for reference.
1 VOCABULARY
• Read the vocabulary title aloud. Have Ss scan the pictures and captions. In pairs, tell them to share which words they know and circle any they are unfamiliar with.
• Say, The soup I had for lunch was sweet and sour, and very hot! Tell Ss they will learn different words to describe how foods and drinks taste.
• Tell Ss to listen for adjectives to describe food, and then listen again and repeat. Play the audio. Review any tricky pronunciations with the class.
• Bring Ss’ attention to the picture of the potato chips.
Say, Chips are salty. This is how they taste. Use facial expressions and gestures to act out the adjective salty.
• In pairs, tell Ss to take turns acting out each adjective.
Tell them to imagine they are eating or drinking foods and reacting to their taste. Explain to them that the adjective hot is also sometimes used to describe spicy foods, as in hot sauce.
• Say, I love salty foods, but I don’t like sweet foods. Ask Ss, What about you? Which of these kinds of foods do you like best? Why? Have them discuss in pairs.
• Ask Ss to complete the sentences with one of the adjectives from 1A. Remind them that not all the adjectives will be used.
• Walk around and provide help with vocabulary as necessary.
• Review answers as a class. Address any questions Ss still have about the vocabulary, such as the difference between strong (having a powerful taste or smell) and weak (lacking enough or the usual amount of an important ingredient).
• Arrange Ss in same-level pairs. Ask them to brainstorm new foods for each adjective in 1A. Ask Ss, What other foods taste salty? Elicit ideas from Ss. Read the examples aloud.
• Have lower-level Ss name one new food for each adjective. Have higher-level Ss name 2–3 new foods for each adjective.
EXTENSION Bring in and show several pictures of food and drink to the class. Call on Ss to describe how the different items taste using the target vocabulary in 1A. If Ss aren’t familiar with the items, encourage them to imagine their taste.
EXTENSION Have Ss bring in the recipes of their favorite dishes and take turns sharing them in small groups. Ask them to use the vocabulary in 1A to describe their dish.
2 GRAMMAR
• Ask Ss to close their books. To introduce the grammar, write on the board, Some people don’t get enough exercise because they are too busy. Read the sentence aloud. Ask Ss, Do you get enough exercise? How busy are you? Do you agree with the statement? Why or why not?
• Give Ss time to discuss in pairs. Then point to the board, and ask, What is the difference in meaning between enough and too? Give Ss a couple minutes to discuss in pairs.
• Ask Ss to open their books and look at the grammar chart. Read the explanation and examples about too. Point out the word placement. Give additional examples, such as The lemonade is too sour. The soup is too spicy.
• Read the explanation and examples about the word enough. Point out the word placement and read aloud the note about the contractions isn’t and aren’t. Give additional examples, such as This water is not cold enough. Can you please add ice?
• Bring Ss’ attention to the Note at the bottom of the grammar chart. Read the explanation aloud. Write the examples on the board. Ask Ss, What are the adjectives? What are the infinitives? Give additional examples, such as This soup is too salty to eat.
• In pairs, have Ss take turns saying aloud the example sentences in the grammar box. Ask them to combine is and are with not to make contractions.
EXTENSION In pairs, have Ss write four more statements with too and enough using the food items and adjectives in 1A. Tell them to use the examples in the grammar box as models.
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3 PRONUNCIATION
06-03 Listen. Notice the different vowel sounds and their spellings. Then listen and repeat.
/i/ eat sweet weak /ɪ/ it rich bitter
06-04 Circle the word in each line that has a different vowel sound. Then listen and check your answers.
1. is spinach delicious pizza 2. meat bread beans ice cream
3. coffee cheese lemon evening 4. drink milk spicy grilled PAIRS Compare your answers in 3B. Then make 2–3 sentences with the words in 3B.
4 CONVERSATION
06-05 Listen or watch. Complete the sentences.
1. Sarah is eating a salad with and dressing.
2. When Sarah says the soup is hot, she means that it’s very .
3. Sarah likes foods like French fries.
4. They decide to order something after lunch.
06-06 Listen or watch. Complete the conversation.
Sarah: How’s the curry?
Alba: It’s delicious! But I don’t really like the tea. It’s bitter.
Sarah: That’s too bad.
Alba: How do you like the soup?
Sarah: It’s OK, but it’s spicy.
Alba: Really? I don’t think it’s spicy .
06-07 Listen and repeat. Then practice with a partner.
PAIRS Make new conversations. Use the words in 1A or your own ideas.
COACH The vowels /i/ and /ɪ/
To say the sound /i/ in eat, pull your lips into a smile. The sound /i/ is a long sound. To say the sound /ɪ/ in it, open your mouth just a little more. The sound /ɪ/ is a shorter and more relaxed sound than /i/.
CONVERSATION SKILL Show surprise You can ask short questions to show that you are surprised by something. To show surprise, ask: (Oh,) really?, It is?, They are?, Is that right?, Oh, yeah?, or You do/don’t? A: This salad is really bitter.
B: Really? I think it tastes good.
Listen to or watch the conversation in 4A again. Underline the questions that you hear above.
5 TRY IT YOURSELF
MAKE IT PERSONAL Think of a time when you had a bad experience with food, at a restaurant or someplace else. For example, was the food too spicy or was it not spicy enough? Take notes.
PAIRS Discuss your bad experiences. Ask questions to get more information.
A: I ordered soup for lunch last week and it was too hot!
B: Is that right? Where were you? What soup did you order?
UNIT 6 67 I CAN TALK ABOUT FOOD PREFERENCES.
M01 StartUp Student Book 3 9780134684161.indd 67 07/11/2018 16:19
UNIT 6 T-67
3 PRONUNCIATION
• Read the Pronunciation box about the vowels /i/ and /ɪ/ aloud. Say the words eat and it several times. Have Ss repeat.
• Read the directions aloud. Explain to Ss that the underlined parts of the words represent the long /i/
and short /ɪ/ vowel sounds. Play the audio.
• In pairs, have Ss take turns saying the words in each exercise item aloud. Ask them to guess which of these words has a different vowel sound.
• Play the audio and have Ss check their answers. Replay the audio and pause after each group. Have Ss repeat the group of words. Review any tricky pronunciations.
• Arrange Ss in same-level pairs. Ask them to make new sentences with the words in 3B. Encourage them to use too and enough in their sentences.
• Challenge higher-level Ss to make four sentences or conversations and include all the words in each exercise item.
• Invite volunteers to share with the class.
4 CONVERSATION
• Have Ss look at the video still. Ask, Who are these people? (Sarah and Alba) Where are they? (at a restaurant) What are they doing? (eating lunch)
• Give Ss time to preview the exercise items. Ask, What do you think Sarah and Alba are talking about?
• Have Ss listen or watch and fill in the blanks. Ask, Were your predictions correct?
• Go over answers as a class.
• Ask Ss to predict ways the gaps might be filled.
• Then have them listen or watch and complete the conversation. Review answers as a class. Ask, Were your predictions correct?
• Read the Conversation Skill aloud. Elicit other short questions to show surprise. (For example, Is that so?
Are you serious?) Write Ss’ ideas on the board.
• Model the correct pronunciation and intonation of the short questions. Have Ss repeat. Read the conversation in the Conversation Skill aloud with a higher-level S.
• Ask Ss to listen or watch the conversation in 4A again and underline the expression they hear. (Really?) LANGUAGE NOTE That’s too bad is an expression of sympathy that you say when you hear about something that’s a little disappointing.
• Ask Ss to predict which words in the conversation have the long /i/ or the short /ɪ/ vowel sounds. Elicit ideas.
Write the following on the board: /i/: tea, spicy; /ɪ/: It’s, delicious, bitter. Say the words; have Ss repeat.
• Play the audio and have the Ss repeat.
• Put Ss in pairs to practice the conversation. Monitor for correct pronunciation of the vowel sounds and questions to show surprise.
• Arrange Ss in same-level pairs to make a new version of the conversation in 4B using the target vocabulary from 1A or their own ideas.
• Invite pairs to role-play their conversations for the class.
5 TRY IT YOURSELF
• Model the activity for the class. Say, Not all experiences with food are good. Some are bad. Ask Ss, When did you have a bad experience with food?
• Ask Ss to take notes individually. Tell them to include the target vocabulary from 1A in their ideas and include as many details as they can remember.
• Read the example conversation aloud with a higher-level S. Remind Ss to use too and enough + adjectives to describe their experience.
• In pairs, have Ss share their experiences.
• Tell Ss to show surprise and ask follow-up questions.
LOOK FOR While Ss are completing the Try It Yourself activity, walk around and listen. Make sure that Ss are correctly doing the following:
✓ using the target vocabulary to describe food
✓ using too and enough + adjectives
✓ pronouncing the long /i/ and short /ɪ/ vowel sounds
✓ asking short questions to show surprise
EXTENSION In new pairs, have Ss repeat 5A and 5B with a story about their best experience with food.
EXIT TICKET Ask, What is one food you like and one food you dislike? Why? Have Ss write their names on a blank card or piece of paper. Tell them to use too and enough plus the adjectives in 1A to talk about their food preferences. Suggest lower-level Ss write two sentences and higher-level Ss write four.
Collect cards as Ss leave. Read the cards to identify areas for review and individual Ss who may need additional practice.
T065_T076_StartUp_TE_L3_U6.indd 6 28/02/19 2:30 PM
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3 PRONUNCIATION
06-03 Listen. Notice the different vowel sounds and their spellings. Then listen and repeat.
/i/ eat sweet weak /ɪ/ it rich bitter
06-04 Circle the word in each line that has a different vowel sound. Then listen and check your answers.
1. is spinach delicious pizza 2. meat bread beans ice cream
3. coffee cheese lemon evening 4. drink milk spicy grilled PAIRS Compare your answers in 3B. Then make 2–3 sentences with the words in 3B.
4 CONVERSATION
06-05 Listen or watch. Complete the sentences.
1. Sarah is eating a salad with and dressing.
2. When Sarah says the soup is hot, she means that it’s very .
3. Sarah likes foods like French fries.
4. They decide to order something after lunch.
06-06 Listen or watch. Complete the conversation.
Sarah: How’s the curry?
Alba: It’s delicious! But I don’t really like the tea. It’s bitter.
Sarah: That’s too bad.
Alba: How do you like the soup?
Sarah: It’s OK, but it’s spicy.
Alba: Really? I don’t think it’s spicy .
06-07 Listen and repeat. Then practice with a partner.
PAIRS Make new conversations. Use the words in 1A or your own ideas.
COACH The vowels /i/ and /ɪ/
To say the sound /i/ in eat, pull your lips into a smile. The sound /i/ is a long sound.
To say the sound /ɪ/ in it, open your mouth just a little more. The sound /ɪ/ is a shorter and more relaxed sound than /i/.
CONVERSATION SKILL Show surprise You can ask short questions to show that you are surprised by something. To show surprise, ask: (Oh,) really?, It is?, They are?, Is that right?, Oh, yeah?, or You do/don’t?
A: This salad is really bitter.
B: Really? I think it tastes good.
Listen to or watch the conversation in 4A again. Underline the questions that you hear above.
5 TRY IT YOURSELF
MAKE IT PERSONAL Think of a time when you had a bad experience with food, at a restaurant or someplace else. For example, was the food too spicy or was it not spicy enough? Take notes.
PAIRS Discuss your bad experiences. Ask questions to get more information.
A: I ordered soup for lunch last week and it was too hot!
B: Is that right? Where were you? What soup did you order?
UNIT 6 67 I CAN TALK ABOUT FOOD PREFERENCES.
M01 StartUp Student Book 3 9780134684161.indd 67 07/11/2018 16:19
sweet
spicy
salty
sweet
too
too enough
sour
T065_T076_StartUp_TE_L3_U6.indd 7 28/02/19 2:30 PM
frenglish.ru
1 VOCABULARY Gift items
06-08 Listen. Then listen and repeat.
06-09 Listen to the descriptions. Write a gift item from 1A. More than one answer may be possible.
1.
2.
3.
4.
5.
6.
PAIRS Look at the gift items in 1A. Which would you give to a family member and which would you give to a co-worker? Discuss.
I would give perfume to a family member. I would give a card to a co-worker.
2 GRAMMAR Verbs + two objects
Some verbs can have two objects, the direct object and the indirect object. The direct object receives the action of the verb. The indirect object tells who the direct object is for and it often refers to a person.
For some verbs, two different sentence patterns are possible:
subject + verb + indirect object + direct object.
subject + verb + direct object + the preposition to or for + the indirect object.
Subject Verb Indirect object Direct object My husband cooked me a wonderful dinner.
I got him a gift card.
My kids made me lots of handmade gifts.
Subject Verb Direct object For / To Indirect object
He cooked dinner for Mary.
My kids gave the necklace to me.
Notes
• Use to + the indirect object for these verbs:
bring, give, offer, read, send, show, take, teach, tell, write
• Use for + the indirect object for these verbs:
cook, fi nd, get, make >> FOR PRACTICE, GO TO PAGE 141
COACH
roses
a card
chocolates
perfume a necklace
tickets
a scarf
cologne
a gift card
a watch
LESSON
68 UNIT 6
2
SARAH GOLD
@SarahG
It’s great to get gifts, but it’s even better to give them.