Eati ng Well

3:19
>)) Glossa ry

Healthy Eating fats, oils, sweets cakium: dairy products

and leafy green vegeta bles
Pyramid provide calciu m for healthy
bones and teeth.
carbohydrates: grains,
The r,ight balan,ce of foods pasta, a nd bread a re sou rces
will keep you healthy. of healthy carbohyd rates.
protein: meat, fish, poultry,
eggs, legu mes, and n uts are
rich sources of protei n.
meat, fish, beans vitamins: vita m ins A,B,C,
and D come from a variety of
2-3 servings. foods and they are im porta nt
per day for protein for good health.
and v it'i:lm ins

vegetable
3-5 servings
2-4 servings .....-,• . ,.,,
per day for per day for
vitamins and Fi ber .:.-• vitamins and fiber

servings
per day for
carbohydrates

A Look at the healthy eating pyramid above. Do you think it

gives good advice? Explain.

B Com plete your own food pyra mid to show how yo11 eat.
Com pare pyramids with a pa rtner.

C Discussion How is the Healthy Eatingi Pyramid different

from your pyramid? Which do you think is a healthier d iet?
Expla'in.
at most meals

62 U NIT S
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 -- i:--.-
.:-.;-- . 1-I - - -.,.:i-- -= -
,. --"1 - --- -- -- -- - -_-1 -- . -- - - - =:·

.- -- :=---.-- -.-..... -- =------= - -

=- =- -- - -- :- - -. - --.

Eating Well m
en
I

(J'J
0
Preview A Look at the healthy eating pyramid • .• z
Suggested 1 2 Your actual ""C
teachin time: i minutes teachin time: ·
s;:
Before beginning ExerciseA, givestudents afewminutes • Tell students to discuss the question in pairs. z
of silent time to examine the food pyramid. • Then have pairs share their ideas with the class.
Suggested i 10-15 Your actual
teachin time: I minutes : teachin time: ' B Complete your own .• •
• For awarm-up and review,ask the class general Suggested f 6-10 Your actual
information questions about food. For example: Isyour teachin time: 1 minutes teachi time:
diet healthy? Do you eata lot of healthyfoods? How many • For awarm-up, have students list the foods they atefor
fruits and vegetables doyou eat ina day? breakfast, lunch, dinner, and snacks for the past two or
• Tell students to look at the food items in the pyramid three days.
while volunteers read the labels. Make surethat students • Refer students to the empty pyramid on the right and tell
know that rarely means not often. them to use their list to fill it in. (If students need more
• Point out the Glossary and play the accompanying space, tell them to copy the pyramid on a separate sheet
audio. After students listen to the audio, have them of paper.) After they have finished, have pairs compare
find the words from the glossary on the pyramid. Ask their pyramids.
volunteers to read the definitions aloud. • Ask the class Whatcategory offoods doyou eat most-for
• Tell pairs to name the individual items pictured in example,fruits, meat, dairy? Are you surprised by the
the different categories of the pyramid. (Fats, oils, numbers of differentfoods you eat?
sweets: butter, oil, chocolate/ candy; Meat, fish, beans: Option: (+5 minutes) For an alternative approach, have
fish, salami, beans; Dairy: cheese, milk; Fruit: grapes, students fillin the diagram with the foods they would
bananas, lemons, kiwis, melons; Vegetables: carrots, red ideally like to eat. Have students compare pyramids
peppers, eggplant (aubergine), garlic, onions, potatoes, in pairs and then share their answers with the class.
tomatoes; Bread, grains, pasta: bread, rolls, pasta.) To review describing preferences, refer students to the
• Explain that the foods and the number of recommended Conversation Model on page 19.
servings in pyramids can vary depending on national
dietary habits and current research. Ask Have you seen C Discussion
any otherfood pyramids? Ifthe answer is yes, ask Jn these
Suggested 5 Your actual
otherfood pyramids, were the categories the same? Were teachin time: minutes teachin time:
thesamplefoods different? Whatwas different? Ifthe
answer is no, ask Whataresome otherfood categories that • To prepare students for the activity, tell them to work
could appear on thispyramid? Whatare otherfoods that individually and compare their pyramid to the one in
could be examples? the Student's Book. Circle any differences they find.
• After students answer the questions, have them work in • Divide students into groups. Refer them to their
pairs to discuss foods they never eat. Then have pairs pyramids, and tell them to discuss the questions.
share the foods they never eat with the class. Option: [+5 minutes] To expand the activity, draw the
Language and cultute
•Fruit can be both a count and a non-count noun. For
L chart below on the board for students to copy.Tell groups
to create a week'sideal menu, basing their choices on the
pyramid in the Student's Book. Then have pairs discuss
example, I eat a lot of fruit (non·count) and I bought many whether or not they would enjoy following this menu for
different fruits at thesupermarket (types of fnJlt---count). a month.
•A serving can be measured by volume, by weight; or by
the piece (for example, one banana, one slite of bread). Mon Tues Wed Thur Fri Sat Sun
Serving size depends on the culture. For example, In
North America, serving sizes are often larger than they are Breakfast
in Asia. Lunch
Dinner
Snacks

T62
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 D ») Photo story
z Suggested
teachi time: I
1 10-12
minutes
Your actual
teachin time:
:5 • Preview the photos by asking Whereare the two women?
a. (In a cafeteria / lunchroom I self-service restaurant.)
z In the second picture, what is the woman in the blueshirt
0 doing? (Offering some cake to the woman inthe red
Cl) shirt.) Does thewoman in thered shirt want any cake?
en
w (No.)
...J • Tell students to close their books and listen to the
conversation. Then ask Whatare the two women talking
about? (Dieting, eating chocolate cake.)
• Have students read and listen to the conversation.
Highlight the fact that rising intonation isused with
Wanttotrysome? Point out theword with the asterisk
below the conversation. If students need a definition,
refer them to the glossary on page 62.
• Check comprehension by asking HasJoy been trying to
eatfewer sweets? {Yes.) Whatisshe eating in the picture?
(Chocolate cake.) Whatdoes Rita ask about the cake?
(How many calories does it haven Does Rita eatsome
cake? (Yes.) How much does she eat? (A bite.)
• Make sure students understand that Youonly live once
means take advantage of opportunities and enjoy the
pleasures oflife nowbecause it's your only opportunity
to live.
Language and culture
•In informal spoken English, questlons are often reduc.
For example, Want to try tiOme? is a reduced form of
the que$tlon Do you wont tD try some<ake? ln reduced
questions, the auxiliary verb and the subject are-omitted
and the question Is formed by Intonation.
Option: [+J-5minutes] To personalize the activity, write
these questions on the board for group discussion: Have
you ever b1;um on o diet? WM+ foocls did anJ didn't ycxi
eat? How long dtd you stay on t"e diet? Wasit successful?
T63
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E Focus on language
Suggested : 5 Your actual ;
teachln time: ! minutes teachi time: !
• To prepare students, draw their attention to the eight
underlined phrases in the Photo Story.Read them or ask
a student to read them aloud.
• Move around the room as students work in pairs to
match phrases from the storywith the phrases and
sentences in the exercise.
• Review answers with the class•
F Discussion
Suggested 7-10 Your actual i
teachin time: i minutes teachi time: i
• Give pairs a few minutas to read the diet descriptions.
Refer studentsto the glossary on page 62 if needed. Then
have them answer the question.
• Bring the class together and ask the students their
opinions. Then ask Whichof these diets does not list
disease prevention? (Atkins diet.) Doyou think disease
prevention isimportantfor a diet?
Option: (+10minutes] To extend the activity, have pairs
choose adiet and create amenu for a couple of days. Then
have pairs work with another pair to diseuss if they would
enjoyfollowingthis menu.
Option: [+5-10 mlnutesJ To challenge students, ask /n
addition tochanging eating habits, whatelsecana person
do to lose weight? Togain weight? Divide the class inhalf
and assign each half eitherweight loss or weight gain.
Have the groups discussways to lose or gainweight and
then present them to the class. (Loseweight: exercise,
drink alot ofwater, count calories, use more calories
than you consume; Gain weight: exercise less, drink a
lot ofwater, count calories, use fewer calories than you
consume.)
• Workbook: Exercises 1-3
 3:l0

D ») Photo story Read and listen to people talking about food chokes.

Rita: Didn't you tell me you were Joy: J .h.ay.riq jq '!· Want to try Joy: Come on! I t's really good.
avoiding sweets? some? Rita: OK. Maybe jl!sLa.l?i! ·
Joy: 1.!=P!J!tjrf t [ itJ J.h.a,i:J.;: H'!ii;ig. Rita: Thanks. But I thin k !'P.9!W. Joy: Hey, you only live once!
f<?r chocolate. :P.a ·I'm avoiding ca rbs.*
Rita: Well, J .h.a.v!'. o.c:<;l!Jlit it looks Joy: You? I don't believe it. You never
pretty good. How many calories are used to Nf"! ppf1 chocolate!
in that thing anyway? IUta: I know. But J'n:i.v:'<:tc.h.iQQ.f"!lY.
igti! now.

*carbs (informal) = carbohydrates

E Focus on language Find an underlined sentence or phrase in the Photo Story with
the same meaning as each of the following.
1 I don't know. .......................... .!.. Y.l?. ..r:i.sU.g§. :.........................
2 I should say no. ..........................l.'.?...l?.!:l.!..P..S\.L....................
3 I couldn't stop myself . ..............J..g9.\.!l9.IJ'.tf.§:?J.9.L..............
4 I'm trying not to get heavier. 1 '.m..':'X?.J.sbJf.1.9..i:nY.. J.Qb.t
5 I really wanted ... ................... .b. .. ..:. !!:1. .....................
6 I agree. ..................................!.. Y...9.. 9.'I!!...............................
7 say no to .................................J.'=!rn.9.9)!¥.Q .....••...................•......
8 I'll try a little. ........................J .. ..I?.!!....................................

F Discussion Read the descri ptions of the diets. Would you ever try any of them? Why or why not?

The High-Fiber1DJ t I don't believe in the

For maintaining better health, preventing disease, and watching Atkins Diet. Ithas too
weight. Eat anything you want. Be sure to consume 25 to 40 much fat for me.
grams of fiber per day from grains, fruits, beans, and vegetables.
----
For better health and prevention of disease. Avoid
all animal products, including dairy and eggs. Eat
lots of grains, beans,vegetables, and fruits.

A high-protein, low-carbohydrate weight-loss diet. Eat foods such as

meat, eggs,·and cheese that are high in protein and fat. Avoid foods
that are high in carbohydrates, such as starchy vegetables, bread,
grains, sugar, and dairy products (except cheese, cream, and butter).

For weight loss and the prevention of disease. Gut back fat to
20 to 30 percent of daily calories. Limit cholesterol in food to
less than 300 mg per day (about the amount in one large egg).

63
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 Ta l k abo fQCJd - ilms j
_
;;----·
r VOCABULARY Food passions
3:21

A >)) Read and listen. Then listen again and repeat.

I can't stand fish.
I'm crazy about seafood. I'm not crazy about chocolate.
I'm a big meat eater. Idon't care for steak.
I'm a big coffee drinker. I'm not much of a pizza eater.
I'm a chocolate addict. I'm not much of a coffee drinker.

.J ) !(· . /.._.--.
I,

3:22

B >)) Listening comprehensi on Circle the correct words to

complete each statement about the speakers' food passions.
1 She s crazy abou 0/ doesn't care for) sushi.
2 He (loves / an't stand) asparagus.
3 She s a ma ngo lover)/ doesn't care for mangoes).
4 He (is a big pasta eater Iqsn't crazy about past).
5 She (\fs an ice cream add ict)/ can't stand ice cream).

C Pair work Tell your partner about ''I'm really a seafood lover,
some of your food passions. but I'm not crazy about clams. ''

Use to I used to Be caref ul!

They used to ... BUT {Tey didn't use to ...
Use use to and used to and the base form of a verb for babltuaI 1
Didthey use to ...
act ons in the past that no longer occur.
t used to be crazy about candy, but now Idon't care for it.
She didn't use to eat cheese, but now she has It allthe time.
GRAM M AR BOOSTER . 130
Did you use to eat a lot of fatty foods? Yes, f did. Yes, Iused to.
00 • Use to I used to: use and form,
No,l didn't No, 1 didn't use to.
common errors
What did you use to have for breakfast? Eggs and sausage. But not anymore. • Be used to vs. get used to
Why did you use to eat so much? Because Ididn't use to worry about my health. • Repeated actions in the past:
would + base form, common
errors

64 UNIT 6
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 2
M: My wife is crazy about asparagus, but Ireally don't care for it.r
Idon't know why.Itjust doesn't agree with me.Ican't even
look at it.
m en
A ») Read and listen .• • (/)
I Suggested i 2 Your actual
3
F: When Iwas a kid, Ididn't use to like them. Ithought they a
z
teachin time: I minutes teachin time: tasted funny. But now, I'veturned into a big mango eater.
There's really nothing quite like slices of fresh mango. Mmm.
• For awarm-up,read the lesson goal and ask What "'C
is a passion? (A strong emotional feeling, positive or
negative.) Do you have anyfood passions? Model the
answer by expressing one of your own food passions,
4 [M = Spanish]
M: My family loves pasta. We have it several times a week, but I
don't touch it. The truth is, we just have it TOO much-with
>z
tomato sauce, pesto sauce, garlic and oil-you name it. I'll
such as I'm reallycrazyabout chocolate. I love it! eat anything, but I'm really not much of a pasta lover.
• After students listen to the audio and repeat, ask Which
5 [F = Chinese]
person likesa lot of differentfoods? (The man.) Which F: The problem with ice cream is I like it too much. When I'm on
person doesn'tlike a lot offoods? (The woman.) a diet, Ican't eat it. But that doesn't mean Idon't think about
• Point out that the positive ways of expressing food it all the time. Ido.
passions are on the left. Those on the right are negative,
in varying degrees. I can'tstand is stronger than the
three other negative statements.
C Palr work
Language and atlture
•An addict usually means someone who is dependent
L Suggested
teachin time.:
3-5
minutes
Your actual i
teachin time: '
• As students discuss their food passions in pairs,
on drugs or alcohol. In this context, it means having an encourage them to use the expressions from Exercise A.
extremely strong passion for something. • Once they have finished, ask pairs to share with the class
•A person who is very choosy about food and will not try
their partner'sfood passions.
any new food ls known as a picky eater.
.-i From the Longman Corpus: English speakers onjy ,.- GRAMMAR
use the negative inexpressions such as / can't stand . . .,
I don't care for • • •,or I'mnot mudl of a • • ..They nevr say Suggested 8-10 Your actual
I stand . • • • ,Icore for • • •,or I'm much qt a • • • when teachin time: ; minutes teachin time:
referring tofood or things they like.
• To introduce the grammar point, write on the board
· ' ••Vocabulary Flash Ganis I used to eat a lot of sweets. But now I try to watch
'IP71. ljii: • Leaming Strategies my weight.Ask Did I eata lotof sweets inthepast, ordo I
eat a lot of sweets now? (In the past.)
• Review the usage information and theexample statements
B ») Listening comprehension
in the Grammar box. Explain that the second half of each
Suggested I 5-7 Your actual
teaing1ime: I minut:es teachin time:
• Before students listen, have them look at the pictures
and read the names of the foods.Ask individuals How do
you feel about thesefoods? Encourage students to use the
vocabulary inExercise A in their answers.
• While students listen to the audio, tell them to write
down keywords that suggest whether each speaker
likes or doesn't like the food. Make surestudents listen
for each speaker's opinion. (1.biggest passion, sushi
addict; 2. I really don't care for it, doesn't agreewith
me, can't look at it; 3.big mango eater, mmm; 4. I don't
touch it, not much of apasta lover; 5. I like it too much,
think about it all the time.)
• Have studnts complete the exercise. If necessary,let
them listen again before checking answers in pairs.

AUDIOSCRIPT
L
.From the Longman Corpus: Both learners of
1 (F = Portuguese] English and native speakers of English make the mistake of
F: My biggest passion issushi. I'm definitely a sushi addict.
I have it, oh, probably twice a week. There's a terrific writing didn't used to Instead of didn't use to.
restaurant around the comer from where Ilive in Rio. And
they make amazing sushi. Option: G;tf,foMl;l1?1%1liwl (Teaching notes p. T130)
-•Inductive Grammar Charts
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 Grammar practice B ») Rhythm and Intonation
z Suggested . 8
teachl · tlmf: . minutes
Your actual
teachin tlme:
Suggested , 3-5
teachin time: ; minutes
Your actual
teachin time:
_<(. • Tellstudents to skim the sentences and underline now • Have students repeat each line chorally.Make sure they:
a.. in the second sentence of each item. Point out that the 0
use rising intonation forAreyou a big coffee drinker?
second sentence talksabout present behavior that is
z different from past behavior.
0
stress the word coffee.
0
en • Then have students complete each sentence. Remind - .
en students to write didn'tUH to inthe negative sentences. NOW YOU -Ta!l< :abou t fo() passions
11 ---- .
w Ifnecessary, model an example forthe last item.
-1 A Notepadcllng
• Have students compare answers with apartner. Suggested : 3-6 Your actual j
teach time: l minutes teachin time: '
PRONUNCIATION • Ask students to list the foods. Make sure they remember
that crazy about means they like the food and can'tstand
») Notice how the pronunciation • • . means they don't lilice it. Move around the room and help
Suggested I 2 Your actual students asneeded.
teachin time; ! minutes teachin time: ;
• Have students compare listswith apartner.
• Have students read and listen to the sentences, paying
attention to how /tu/ inthe phrases used to and use to is B Palr work
reduced to /m/.
Suggested 4-6 Your actual i
• After students listen again and repeat, have them teachln time: , minutes teachln time: I
practice reading the sentences to apartner.
• To review talking about food passions, refer students to
• Move around the room andlisten for correct reduction. the Conversation Model above.
FYI: Used to Justa/ is alanguage chunk (there isno pause • Be sureto reinforce the use of the conversation
between words). The /tu I in used to is often reduced strategies; for example, make sure students use
to Ital by native speakers of English because it isan appropriate faoial expressions, gestures, and enthusiasm
unstressed syllable. when saying Definitely.

•JMI• PronunclationActivltles
• Model the activity by role-playing the conversation with
a more confident student. Playthe role of Student B.
• Move around the room while students role-play their
CONVERSATION MODEL conversations and help students as needed. Encourage
students to change roles,
A ») Read and listen . • • • When they have finished, ask ifany pairs liked or
Suggested j 2 disliked similar foods.
teachl time: , minutes

This conversation strategy is implicit inthe model: C Change partners

• Provide an emphatic affirmative response with Sugge$ted • S-7 j Your actual :
"Definitely." teachin time: minutes teachin time: 1

• After students read and listen, write the phrases below
on the board and have students find them inthe
conversation. Ask students to suggest other ways of
saying them.
Are you a big coffee drinker?(=Do you drink a lot of
coffee?)
I'm crazy about coffee. (= I love coffee.)
I've been cutting hack on coffee. (= I've been trying to
drink less coffee.)
• Have students read and listen again. Tocheck
comprehension, ask Is thecoffee good? (Yes, it'sterrific.)
Whoused todrink a lot of coffee? (The woman.) Would
the man reaUy die without coffee? (No, not really,but he
can't imagine his lifewithout coffee.)
• After students have found a new partner, refer them to
their notepad for different food passions. Encourage
them to discusseverything on their lists. Move around
the room and help students asneeded.
• When pairs have finished, invite them to role-play their
conversations for the class. After each conversation, ask
Whatare thisperson 'sfood passions? Are theynegative or
positive?
EX-TR AS-(optional) ...._
• Workbook: Exen:tses 4-5
• Copy & Go: Activity 21

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 Grammar pract ce Use the context to help you complete each sentence with used to or
did n't use to. Then write two sentences about yourself.
1 Gary ............... :?. !?.. !?.............. go out to eat a lot. But
now he eats at home more often.
2 Nina ..........9!fl. '.L':! ..!:?.......... eat a lot of pasta. But
now she does.
3 Vinnie ..........9.l9.r:f!.H.. .19........... drink a liot of coffee.
But now he's a coffee addict.
4 Anton ..............\-!§.9.12............... eat a lot of vegetabl,es.
But now he doesn't.
5 Cate ............. - ..! ............... hate seafood. But now
she's crazy about fish.
6 Ted ..............!:.' S!.!9-.............. eat a lot of fatty foods.
But now he avoids them.
7 Bu rt ..........9.!9.r:!'..!:I. .!.......... dri nk a lot of water. But
now he has several glasses a day.
8 May .........9. r.i:. .- . ?........... like salads. But now she
has salads several times a week. ·
9 (used to) I .......................................................................................
10 (did n't use to) I ............................................................................

,• - - -

. PRONUNCIATION Sound reduction: used to

3:2J
..») Notice how the pron unciation of to in used to changes to /ta/. Read and listen. Then listen
again and repeat. Then practice the sentences on your own.

• •
1 I used to be a big meat eater.
• •
3 Sally used to be crazy about fries.

•
2 jack used to like sweets.
• ••
4 They didn't use to like seafood.

3:24

A ..») Read and listen to two people talk about

their food passions.
A: Are you a big coffee drinker?
B: Definitely. I'm crazy about coffee. What about you?
A: I used to have it a lot. But I've been cutting back.
B: Well, I couldn't live without it.
3:25

B ..>l) Rhythm and intonation Listen again and repeat.

Then practice the Conversation Model with a partner.

NOW YOU CAN

A Notepadding Com plete the notepad with foods Foods 1'!!1crazy about Foods I can't stand
you like and disli ke.

B Pair work Change the Conversation Model to

- 1- - -·-- - r
role-play a conversation about food passions.
Tal k about foods and d rinks you like and d isli ke.
Tal k about what you used to and didn't use to
eat or drin k. Start like this:
A: Are you a big .............?
B: ............. . What about you?
A: ............. .

C Change partners Change the Conversation Model again. Talk about other foods and drinks.

65
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 3:26

A ..>)) Read and listen to a dinner guest making an

excuse to decline food.
A: Please help you rself.
B: Everything looks great! But I'll pass on the chicken.
A: Don't you eat chicken?
B: Actually, no. I'm a vegetaria n.
A: I'm sorry. I didn't know that.
B: J n .n.qt. p,rp.b,l Q1· I'll have something else. 3:28

"4>l) Variations
3:27

B Rhythm and intonation Listen again and repeat.

_.>)) Jt;s,l')qt.'! prqqlrrJ.
Don't worry.
Then practice the Conversation Model with a pa rtner.
I'm fine.

Excuses for not eating something

3:29
A ..>)) Read and listen. Then listen again and repeat.

Coffee doesn't I'm on a diet. I I don't eat beef.

agree with me. I'm trying to lose weight. It's against my religion.

I'm allergic to chocolate. I'm avoiding sugar. I don't care for broccoli.
3:30

B Listening comprehension Listen to each conversation. Write the letter to

_.>))
complete each statement. Then listen again to check you r work.
..... ...... 1 Cindy... a is a vegetarian .
....SL.... 2 Frankie... b is avoiding fatty, salty foods.
.....§...... 3 Marie ... c is trying to lose weight.
..... ...... 4 Susan ... d is allergic to something .
.....!?...... 5 George ... e doesn't care for seafood.
''Iusually don't eat fried foods.
C Pair work Talk about foods or drinks you avoid. Explain why. I'm tryi ng to lose weight. ''
66 UNIT 6
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 Language and culture
•The verb core has different meanings, depending on r-
the attached preposition. For example,To not care fm:
m
CJ)
CJ)
A ») Read and listen • • • means not to like something or someone.(I don't<:are for
0
him). Tocare llbaut means to have concern for something
Suggested
teachin time:
2
minutes
Your actual i
teachin time: j or someone (Icare about the environment).
z
1J
i These conversation strategies are implicit in the model:
1• Offer food with "Please help yourself."
• Acknowledge someone'sefforts by saying something
Option: c+sminutes) To extend the activity,ask pairs to
provide acceptable excusesfor declining food in their
culture. As pairs call out their excuses, write these
>
z
excuses on the board. Then review each one and ask How
I• Softenthe
positive.
rejection ofan offerwith "I'llpass onthe _" many ofyou agree this excuse is OK?Raiseyour hands.
•
IL• Use "It's not a problem."
Use a negative question to express surprise.
to play down inconvenience. ....-•Vocabulary Flash caros
• Tell students to look at the photo to predict the
conversation and ask: B >)) Listening comprehension
Whatare they doing? (Having dinner.) Suggested i 6-11 Your actual
Whatisthewoman trying to do? (She'strying to give I teachin time: '. minutes teachin time: 1

offer the man some food.)

• Before students listen, ask them to read the phrases in
Does the man want thefood? (No.)
the second column and the names in the first column.
• Have students read and listen to the conversation. To Tell them to listen for the names in the conversations.
check comprehension, ask:
• Have students listen and complete the activity.Let them
Whatdoes the man say about thefood? (Everything
looks great.) listen again before checking answers in pairs.
Does the man eat chicken? (No.) Whynot? (He's a
vegetarian.) AUOIOSCRIPT
Whydoyou think the woman apologizes? {She's sorry CONVERSATION l
M: Cindy, don't you like pasta?
shedidn't cook something else.)
F: Imit. Thats the problem. I'mon a diet.
Language and culture M: Well, thenhave some vegetables. They're good for you.
F: Thanks.
•The informal expression Help yourself means don't wait
to be served; take the food that you want. For exil!Tlple, CONVERSATION 2
All the desserts are in the kitchen. Help yourseff. F: Doesn't Frankie eat fruit salad?
M: Actually, he can't. Ithas strawberries, and he can't eat them.
•The expression I'll pass on _ or I'll pass Is an indirect wa.y He's allergic. His skin gets red all over when he does.
to decline an offer. It is more polite than being direct and F: Oh, I'msony. Ididn't know that
saying I don't want any_ M:Oh, that's OK. He'llbe fine.
CONVERSATION 3 [F =French]
B >)) Rhythm and Intonation M: Aren't you going to try the grilled fish, Marie?
F: Actually, I'm not too crazy about fish.
-----suggested I 3 I Your actual M: How about the clams?
teachin time: minutes ' teachln time: F: I'll pass. They really don't agree with me.
• Have students repeat chorally.Make sure they: M: Well, how about some grilled chicken then?
F: That sounds gt.
0 put stress on Everything and great.

0 use rising il).tonation for Don'tyou eatchicken?

AUDIOSCRIPT continues on page T68.

• Point out that in spoken English. syllables can be

reduced. For example, actually can sound asif it has • Leaming Strategies
three syllables and didn't may sound like one syllable.
C Palr work
Suggested 6-8 Your actual i
teachin time: minutes teachin time: ;
A >)) Read and listen • . .
Suggested , 3-5 Your actual l • Model the activity by reading the sample in the quotes
teachin time: minutes teachin time: · and then writing on the board some foods and drinks
that you avoid. Allow individuals a minute or two to
• After students listen and repeat, ask them to give the
brainstorm foods they avoid. Then have pairs use the
excuses in other words.
vocabulary to talk about foods on their lists.
• Have pairs share their partner'sinformation alongwith
the excuse used to decline the food.

T66
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z 8 Your actual i
5 minutes teachln time: :
a.. • To introduce negative questions,write on the board
z 1.Is Tanya allergic to nuts? Z. Isn't Tanya aHer!Jic
0 to nuts? Point out: the difference between the two
rn sentences. (1. Asks aI mt question; 2. Asks anegative
rn I mt question to check information that the speaker
w thinks is true.The speaker thinks Tanya is allergic to
..J nuts.)
• Review the first rule in the Grammar box with the class.
Read the first bullet point and examples in the Grammar
box. Point out that a negative I no. question can be
answered affirmatively or negatively.Give alternative
answers; for example, No, she isn't.No, he didn't.
• Write additional negativew I DQ questions on the
board that check information the class thinks istrue
about you. For example, Aren't you a teacher?'Don't you
have children?Tell pairs to ask each other negative m I
no.questions to check information they think istrue.
• After reading the second and third bullet points and
their examples, have students suggest additional
questions. For example, Wasn'tthe homework difficult?
Don'tyou love that new TVshow? Aren'tyou going togive
us homework? Isn'tthere a quiz today? Have students
respond with short answers.
• Ask a student to read the second rule and example
sentences in the Grammar box.Write on the board
Why don't we end class early today?Point out that this
sentence makes a suggestion. Ask Whatanother way to
make thesame suggestion? (Possible responses: Let'send
class early today.How about ending classearly today?)
• Write Why don't ... ? on the board as amodel and invite
students to make suggestions to each other.
Option: [+2 minutes] For additional practice, ask students
to find an example of a negative m/ DQ question in the
Conversation Model (Don't you eat chicken?) Ask How is
this negative question used? (To express surprise.)
Option: Cff;tMMtf;l:r•I•Jfi#;I (reaching notes p. Tl 32)
Grammar practice
Suggested i 4 Your actual
teachin time: l minutes teaching time:
• Before students complete the exercise, tell them to
skim the conversations to get the context. Remind them
to match the verb tense with the response. u.
Aren't;
2. Wasn't; 3.Didn't; 4. Hasn't; 5. Isn't; 6. Didn't.)
• After studentscomplete the exercise, review the answers
as a class.Then have students identify how each negative
question is used.(1.To confirm information I express
surprise; 2. To get someone to agree; 3.To confirm
information; 4. To confirm information; 5.When you
want someone to agree with you; 6.To express surprise.)
T67
www. irlanguage.com
NOW YOU
A Notepaddlng
Suggested i 3 Your actual
teachin time: ; minutes teachln time:
• To prepare students, havethem look at the pictures and
read the namesof the different foods.
• Ask Why might someone "pass"on /shellfish]? Have
students volunteer possible excuses for not eating each
food pictured. {Possible responses:Iam allergic to .•• ;I
don't care for shellfish; shellfish doesn't agree with me.)
• If necessary, refer students to the Vocabulary on page 66
to complete the activity.
• Allow students to complete the activity individually,
then form pairs to compare excuses.
B Palr work
Suggested S-7 Your actual
teachin time: minutes teachln time: ;
• To review making excuses to decline food, refer students
to the Conversation Model on page 66.
Don't stop! Extend the conversation. Encourage
students to use allthe language in the Recycle box to
continue the conversation. Tell them to cross out each
phrase asthey use it and not reuse the same phrase.
• Be sure to reinforce the conversation strategies; f<>r
example, make sure that students saysomething positive
to acknowledge effort and play down inconvenience to
be polite. Model the conversation by role-playing it with
a more confident student. Play the role of Student B to
stress rising intonation after Don'tyou • .. ?
• Have pairs role-play conversations referring to the
foods pictured and their notes. Remind them to change
roles. Tell students to use definite articles for specific
references to non-count nouns such as tofu or steak. For
example, I'll pass on the tofu.
.-+
J·
?VU
r ih \ • Vocabutasy flash cards
.U? ·Conversation Patr Wodc cards
C Change partners
Suggested i 5-8 Your actual :
teachi time: i minutes teachin time: !
• After students find a new partner, have them repeat the
conversation using foods from their notes. Move around
the room and help as needed.
• Invite pairs to role-play their conversations for the class.
After each conversation, check comprehension by asking
Whatfood did theperson pass on? Why?
_,1 EXTR AS:(optionat) .
• Workbook: Exercises 6-9
• Copy & Go: Actlvlty 22
-
-
-
--
GRAMMAR Negative yes I no questions; Why don't ...?
Use negative m I no quesUons • • •
• to confi.rminformation you think is true.
Isn't Jane a vegetarian? (Yes, she ;is.)
Didn't he go on a diet last week? (Yes, but he changed his mind.)
• when you want someone to agree with you.
Don't you love Italian food? (Yes, ifs delicious!)
Wasn't that a terrible dinner? (Actually,·no. Ithought it was good.)
• to exp,ress surp,rise.
Aren't you going to have cake? (I'm sorry. I'm on a diet.)
Hasn't he tried the chicken? (No. He's a vegetarian.)
Use Why don't • • .? to make an offer or a suggestion.
Why don't we • • • ? has the sam'e meaning as Let's. GRAMMAR BOOSTER . 132
Why don't you have some more tea? (Thanks.} • Negative m I no questions:
Why don't we sit down? (Great idea.) short answers
• Suggesnons with
Whv don't ... ?: expansion

Grammar practice Complete each negative / no question.

1 A: ... r.r.f!.... you allergic to tomatoes? 4 A: ...H.?.r.i:!... your husband been on a diet?
B: Me? No. You're thinking of my brother. B: Yes. But it's been driving him crazy.
2 A: .. - '. .... that lunch yesterday delicious? 5 A: .....I.s...n..'.t....... asparagus d"1sgust"mg?.
B: It was fantastic! B: Actually, I like it.
3 A: ..g!9. '.!.... we already have steak this week? 6 A: ....P.!9n'. .... you like your pasta?
B: Yes, we did. B: Actually, it was a little too spicy for me.

NOW YOU CAN Ma -l<e aii excuse 'r t'O decline ·food
- - - • •
!1
I

A otepadding Look at the photos. On a sepa rate sheet of pa per,

use the Vocabula ry to write a n excuse to decli ne each food.

8 Pair work Change the Conversation Model to 1

-- -- "
role-play a dinner conversation. Use the pictu res
and you r notepads. Offer foods. Ma ke excuses
to decline the foods. Then change roles.

A: Please help you rself.

B: Everythi ng looks ............. ! But I'll pass on the ............. .
A: Don't you .............?
B: Actually, ............. . Don't stop!
Offer other foods.
A: I'm sorry. I didn't know that. Talk about food
B: ............. . I'll have............. . passions.

e sure o .recycle this la guage.

be crazy about _ can't stand _
be a big _ eater I drinker be not crazy about _
be a(n) _ addict / lover not care for _

C Change partners Practice the conversation again.

67
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 GOAL

.· BEFORE YOU READ

Explore your ideas Do you think people's eating habits are better or worse than they
used to be? Explain with examples.

3:31
>))

Have you ever wondered
why Americans struggle
with watching their weight,
while the French, who
consume all that rich
-- - food-the bread, the cheese,
the drinks, and the heavy
sauces-continue to stay
thin? Now a report from
Cornell University suggests
a possible answer. A study
of almost 300 participants
.,•...._ .-......._............._ from France and the U.S.
provides clues about how lifestyle and decisions about
eating may affect weight. Researchers concluded that
the French tend to stop eating when they feel full.
However, Americans tend to stop when their plate is
completely empty or they have reached the end of their
favorite TV show.As a matter of fact, Americans are
/1 11
taught from an early age to clean their plates because
/1 11
children in poorer countries are going hungry.
According to Dr. Joseph Mercola, who writes
extensively about health issues,the French see eating
as an important part of their lifestyle. They enjoy food
and therefore spend a fairly long time at the table. In
contrast, Americans see eating 11s something to do
quickly as they squeeze meals between the other
activities of the day. Mercola believes Americans have lost
the ability to sense when they are actually full. So they
keep eating long after the French would have stopped. In
addition, he points out that Americans drive their cars to
huge supermarkets to buy canned and frozen foods for
the week, while the French tend to shop daily, walking to
small shops and farmers' markets where they have a
choice of fresh fruits, vegetables, and eggs as well as
high-quality meats and cheeses for each meal.
Mireille Guiliano, author of French Women Don't Get Fat,
decided to write about the subject after discovering she
had gained weight after a visit to the U.S. Rather than
suggesting how to avoid food, she writes about the
11
importance of restraint" -knowing when to stop. Today
she continues to stay slim. And she rarely goes to
1he gym.
Despite all these differences, new
reports show that recent
lifestyle changes may be
affecting French eating habits.
Today the rate of obesity- or
extreme overweight-among
adults is only 6%. However, as
American fast-food restaurants
gain acceptance and the young
turn their backs on older
traditions, the obesity rate among
French children has reached
17% -and is growing.

Sources: sdencedaily com and merco!a com

A Understand from context With a partner, use the context of the article to help you
define each of the following underUned words or phrases.
1 Why do Americans struggle with watchi ng
their weight? ha1e a hard nme
2 The Frenoh consume aH that rich food. ea!
3 The French see eating as an important part of
their lifestyle. way of living
4 Americans are ta ught from an early age to
"clean their plates." ec:t ever·t n.rg on their p1a:es
5 Americans have lost the ability to when
they are actually f ull. feel
6 Guli.ano writes about the importance of restraint.
knowing when to stop
7 Today she contin ues to stay slim. thin
8 The rate of obesity among French children
has reached 17 percent. b6;ri overweigh

68 UNIT 6
www. i rlanguage. com

BEFOR E YOU READ
Explore your Ideas
Suggested I 2
teachin time: ! minutes
Your actual !
teachin time:
• Introduce the topic by having students discuss the
question in pairs. Then ask the class How many think
people's eating habitsare better? Worse?Call on
individual students to give areason tosupporttheir
answer.
• Then ask the class Are your eating habits better or worse
than they used to be? Why?
READING
Suggested 13 Your actual
teachin time: , minutes teachin time: i
• Read the title of the article. Make sure students
understand that How can it be?means How can itbe
true?Based on the title, ask students to predictthe
content of the article.AskDo you think itis true that
Americans gain weight while theFrench stay thin? What
differences between American and French cultures do
you think thearticle will discuss? (Possible responses:
Americans eat alot of fast food and drink alot of soda.
French people eat more fruits and vegetables and
healthy breads.) Write the responses on the board.
• To check comprehension, ask:
Do the Frencheat mostlylow-fatfoods? (No, they eat
rich [high-calorie} foods.}
Whatis the secret of theFrench?(They eat in
moderation.)
Whatare some problems with American eating habits?
(People eat quickly in between other activities or
while watching TV.)
Whatis the bad newsfor the French? (Recent lifestyle
changes are affecting their eating habits and more
children are obese than in the past.)
• Then write on the board I spend a lot of time eating at
the table with my famil y or friends. I eat 'JUick/y while
watching TV.Ask Whichsentence applies toyou? Whodo
you relate to more in thearticle, the French orAmericans?
Why?
www. i rlanguage. com
Option: [+10 minutes} Ask Areyou surprised by the
I
information inthisarticle? Have groups discuss the
question and give reasons for their answer. m
(/J
(/J
• Extra Reading Comprehension Questions 0
z
A Understand from context -0
I
Suggested 5 Your actual
teachin time: ' minutes teachin time: )>
• Tell pairs to scanthe article for the underlined words
z
and circlethem. Then have pairs studythe words and
determine their meanings.
• Move around the room and help students as needed.
• Review answers with the class. Write the definitions
students provide on the board. (Possible responses:
struggle: work hard at; consume: eat; lifestyle: way of
life; clean their plates:eat everything on their plates;
sense: feel; restraint self-control: slim: thin; obesity:
condition of being extremely overweight.)
Option: [+10mlnutesJ To challenge students, have them
write new sentences on aseparate sheet of paper using
the underlined words. Tell them the sentences don't have
to be connected to the content of the article. For example:
My sister struggles with learning English grammar. Then
have pairs exchange papers and read and comment on
each other's papers.
AU DIOSCRIPT Continued, for page T66 (B Listening
Comprehension)
CONVERSATION 4
F: Isn't Susan going to have some steak?
M: Actually, she doesn't eat meat.
F: Never?
M: Never.
CONVERSATION 5
M: Ithink I'llpass on the French fries.
F: Why's that, George? Don't you like French fries?
M: Yes. But my doctor thinks Ishould eat less salt and oil.
F: Oh, I see.
T68
 B Summarize Option: 1+10 minutes] As an alternative approach, instead
of comparing answers in pairs, tell students to mingle
z Your • r
and compare answers with their classmates.Students
:5 , '1£aEhlng lin1e

• To prepare students for the activity, draw onthe board

should keep track of answers and total them when they
a.. the twocolumn ohart below.Tell students to copy the
are finished.
z chart and then work in pairs to fill in the columnswith B Class survey
0
I -
reasons from the articlewhy the French staythin and
Cl) Americans gain weight. 3-8 j Your actual

ffl
...J The French The Amerlca/'ls
teadllng tkne: , minutes teaching time: II!! ,

• To review the survey results, write the survey questions

• Tell individuals to use the chart to write their
summaries. Move around the room and help students
form comparative sentences.
• Invitevolunteers towrite their summaries on the board
and review the summarieswith the class. (Possible
responses: The French stop eating when they feelfull,
and Americans continue to eat until they finish allthe
food on their plate.The French spend alot of time at the
table, but Americans eat quickly between other daily
activities. Americans usually shop for food weekly in
huge supermarkets; in contrast, the French tend to shop
dailyin small shops and markets.)
C Compare and contrast
·$ ·
teadli
3-6 Your actual
ilme: ; minutes ' teachin time: '
• Model the activity by reading the questions to the
class and having a student read the sample response
in quotes. Have students form groups to discuss the
questions.
• Move around the room and help students as needed.
Encourage students to respond to the various points
made in the article; for example, stopping eating when
full, spending alot of time at the table, shopping daily for
food.
• Have pairs report their discussion results with the
class. If students saythat lifestyles intheir country are
closer to French lifestyles, askAre recent lifestyle changes
affecting eating habitsinyour country? Doyou know if the
obesity rate inyour country has increased in recentyears?
on theboard. Read each question and askfor ashow of
hands. Write the totals on the board.
• Read the first two questions in the green box below the
survey and askfor a show of hands for each. Discuss
answers with the class. Then write on the board most.
some. few. Model how to use the words in statements
about the class; for example, Most student$ havegoneon
a diet. Few students have beensuccessful withadiet.
• Then have pairs use the totals on the board to answer
the remaining questions in the box about the survey.
Option:[+5 minutes] For classes who used the alternative
option in ExerciseA, ask students the questions in the
green box. Have students callout the totals they have from
their classsurvey.
C Discussion
Suggested · 10-15 ! minutes actual
Your 1
teachi time: teach!
time: i
Text-mining: Review the instructions with the class,
then have students skim the article and underline
useful language. Write students' findings ontheboard
for them to refer to during the discussion.
• Read the sample response in quotes at the bottom of the
page. Then have students form groups to discuss the
questions inthe book. Encourage students to come to an
agreement on their conclusion. Assign one student the
role of taking notes.
• On the board write Healthy Lifestyle. Write students'
ideas forhaving ahealthy lifestyle on the board.
(Possible responses:To havea healthy lifestyle,people
need tobalance theirtime well They should make time
to sit down and have a meal. They should exercise.)

A Frame your Ideas

I te:=
5 Youractual • Workbook: Exercises 10-14
minutes teaching time: • Copy & Go: Activity 23
.
• To introduce the questionnaire, tell students to look at
I
the photo. Ask Does he have a healthy diet?Ask students
to read the numbered questions in the survey.Make sure
students understand that cut back means eat less.
• While individuals fill in the survey,walk around
_
the room and make sure students complete the
explanations.
• Have pairs compare surveys. Encourage them to explain
any items they check as "other."

www. irlanguage.com
T69

www. irlanguage.com
B Summarize According to the artkle, why do the French stay stim while Americans gain weight? On a separate
sheet of paper, write a four-sentence summary of the Reading. Then share your summary with you r class.

I Compa red to Ameri c '2>Lthe frenc_ !t!1Y s-1 -bec_a u>e -

C Compare and contrast I n you r country, do ''1think people here are more like people in France.
people generally stay slim easily or do they struggle They like to eat, but they don't gain weight easily. ''
with watchi ng their weight? Are lifestyles in your
country closer to those of France or the U.S., as
described in the article?
On your ActiveBook Self-Study Disc:
Extra Reading Comprehension Questions
NOW YO U CAN
A Frame your ideas Complete the lifestyle self-assessment.

0 ate less food Were you successful? Q yes Q no

Q cut back on desserts Why or why not? Explain -
--
--
--
---
Q avoided fatty foods
0 other (explain) -
--
--
--
--
--
--
--
--
--
--
---

Q stopped eating fast foods Were you successful? Q yes Q no

Q started eating whole grains Why or why not? Explain---------
Q started eating more vegetables
0 other (explain) -
--
--
--
--
--
--
--
--
--
--

If so, what have you done?

Q started working out in a gym Were you successful? Q yes Q no
Q started running or walking Why or why not? Explain _
Q started playing sports
Q other (explain) -
--
--
- -
--
--
--
--
--
--
--
---

B Class survey On the board, summarize your How many students .

class's lifestyles.
C Discussion How do you think your classmates
compare to most people in your country? Are they
generally healthier or less healthy? What do you think
people need to do to have a healthy lifestyle?
• are there i n the class?
• want to make some rfest yle changes?
• have gone on a diet to lose we1ght?
· have changed their diet to avoid illness?
• have been successful with a diet?
• lead an active lifestyle?

Text-mining (optional)
''Ithink my dassmates are healthier than Underline langua .
most people in this country. 1 think people eat on page 68 to use e m the.Reading
too many fast foods, but most of us try not to. '' For example: n the Discussion.
''(The French) tend to ,,

69
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 • - I I

Des i be J ocal-1 dishes . .._ _.

3:32

A >)) Vocabulary • Food descriptions Read and listen. Then listen again and repeat.

It looks terrific. It smeHs terrible.

It smells like }
It tastes like . chicken. It,s { soft. It ,s { chewy.
hard. crunchy.
It looks like

8 Pair work Use the Vocabulary to describe foods you know. ' Apples are cru nchy.''

-----
, - --- --

, LISTENING COMPREHENSION
3:33

A >)) Listen for details First, listen to the descriptions of foods

from around the world and write the letter of each food. Then listen
cabbage
again and choose the Vocabulary that completes each description. kim chee I Korea
.....Q..... 1 They're (ru nch0/ chewy I hard) and they taste (l tY, I sweet I spicy).
.....9...... 2 It tastes (salty I we et)/ spicy) and it's (soff I hard I crunchy).
.....L.... 3 It's (soft I chewy / ru nch) and it tastes (salty I sweet I prey) .
.....!'!...... 4 It tastes €}B l sweet I spicy). Some think it (tastes I smells / (oaf ) awf ul.
.....R...... 5 It (smells I (tastes)/ looks) great and it (,S mell . I tastes / looks) awf ul.
.....9...... 6 It's (crunchy I hewYJ / hard) and it tastes (salty fsw!I sour). Vegemite I Australia

II

chapulines I Mexico cho dofu I China mochi I Japa n Jell-0 I United States

70 UNIT &
www. irlanguage.com
 Option: [+10minute$} Have pairs choose a popular local I
food andwrite a description of itwithout mentioning the m
name of the food. Tell students to sayhow the food tastes (./)
and smells, ifit'shard or soft, chewy or crunchy.Then en
A -4») Vocabulary have pairs read their descriptions to the class and ask
Suggested 5-7 Your actual students to guess the food. 0
teachin time: minutes teachin time: z
""'C
• Before students listen, tell them to look at the pictures AUDIOSClllPT
and read the food descriptions. Make sure students 1 (M =Spanish]
can identify the f<1ods pictured for sweet (candy), spicy M: I'm from Oaxaca, and we have aspecial food called z
(pepper), salty (salt), sour (lemon), soft (tofu or cheese), chapulines. Chapulines means grasshoppers, actually. But
they're really good and they're really good for you. They're
hard (tofu or cheese). pretty salty, and . . .uh . . . crunchy. They really dotaste
• After students listen and repeat, ask: great, though.
Whatotherfood issweet? Spicy? Salty?Sour? 2 [M= U.S. regional]
Whatotherfood issoft?Hard? M: When I was growing up, my mother used to make Jell-0 all
Whatotherfood ischewy? Crunchy? thetime. Itcomes in beautiful colors and it comes in at least
Permit students to answer with foods that are familiar twenty-six different flavors. Grape, lemon, orange, mixed fruit,
to them. cherry, mango.It's soft and cool, and it'ssweet and.kids just
love it. Where I come from, we make it into all kinds of salads
• Then have students listen and repeat again. with fruit
•Vocabulary Flash Canis =
3 [F Korean)
• Leaming Strategies F: ln Korea we eat kim chee a lot. It's a kind of salad that we eat
With most meals. There are actually about 180 different kinds
B Palr work of kim chee. But most are made with cabbage. It's very hot
and spicy. And it's nice and crunchy.
Suggested S-8
teachin time: mlnutl!s 4 [M= Australian English]
M: When I travel, there's one thing I really miss about home-my
• Tell pairs to brainstorm alist of different foods. Then Vegemite. We all graw up with the stuff and we love it.
have them use the words in the Vocabulary to describe You put some butter on a piece of toast, add a little bit of
them. Vegemite on it, and enjoy.Some people think it looks awful,
actually. It's kind of a dSJ1< reddish-brown color-well, black,
• Move around the room and listen for correct really.It's very salty-sojust use a little bit.
pronunciation and use. Provide help as needed.
5 [F = Chinese]
• Have pairs share their descriptions with the class. F: Have you ever tried oho dofu? Well, if you haven't, you'll
be very surprised because it smells very badl Thafs what
the name means-bad-smelling tofu. But the flavor is quite
delicious-a flttle salty.Ididn't use to like it myself. But now
A -4») Listen for details I'm crazy about it.
Suggested 12-17 Your actual : 6 [F =Japanese]
teachin time: • minutes I teachi time: : F: Mochi is made from a sweet rice and it's really delicious. We
always eat mochi to celebrate the new year. It tastes sweet,
• For a warm-up, look at the pictures and ask Have you ever and it'svery, very chewy. f.s a matter of fact, some old people
tried any of thesefoods? Ifso, which one(s)? How did it have to be very careful if they eat it. But it tastes great.
(they) taste?
• Focus on picture b. Ask How doyou think thisfood tastes?
Have students predict what the other foods taste like,
and write their predictions on the board.
• Have students listen to the descriptions once or twice
and write the letter of each food. Ifnecessary, have
students listen again.
• Then ask students to listen again and complete each
description.
• Review answers with the class. Then have students
compare the descriptions to their predictions earlier.

no
www. irlanguage.com
 B ») Listen to personalize B Palr work
z Suggested
teach
1
5
,time: . minutes
Suggested
teachln time:
10-13
minutes

D.. • Have students listen again. Stopthe audio after each • For review, refer students to the Vocabulary on page 70.
description and allowpairs todiscuss iftheywould like • Give students afewminutes to skim the language in the
z
0 to trythat food. Recycle box. Review meaning as necessary.Bncourage
en • While students discuss, write alist of all the foods on students tokeep the conversation goingby referring to
rn the board. After listening to allthe descriptions, ask the the Recycle box.
LU class Whowould like to try_?Ask for a show of hands • Model the activity by role-playing a conversation with a
...J and write the numbers onthe board. more confident student. Use the examples in the speech
• Invite students to studythe survey on the board and bubbles.
determine the most and least popular food. • Then have pairs role-play conversations referring to the
foods they described in theirnotes in Exercise A.
• Have pairs role-play their conversations for the class.
After the role plays arefinished, ask Whatfood did the
- ----
Describe
--

l oca l d i slies iI
first I second I third pair describe? Whatis it like? Whatin
, NOW YOU CA • ._ - it?
A Frame your Ideas Option: [+10 minutes] Tochallenge students, have pairs
Suggested j 8-10 pretend they are at alocal restaurant looking at amenu
, teachi time: 1 minutes (the items they outlined inExercise A). Have them discuss
• Have pairs brainstorm popular foodsin their country the foods and then decidewhat they would like to order.
and then write these on the board. Leave the list on the
board for use in B Pair Work.
• Tell pairs to complete their notes by choosing three i1
EXTR AS { optional} -
foods theywould serve avisitor to their country.Tell • Workbook: Exercises 15-17
them torefer to the list on the board or suggest other • Copy & Go: Activity 24
foods.
• After students complete the activity, have pairs present
their choices to the class. Ifmore than one pair chose
the same food, have the class compare descriptions and
ingredients.
• Ask Is thereany localfood you would not serve a visitor?
Whynot?
Option: [+10 minutes] To challenge students, have pairs
write a recipe for one of the foodsthey chose. Ask different
pairs to share their recipes with the class.

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B ») Listen to personalize listen again. After each food, discuss with a

partner whether you would like to try that food. Explain why or why not.

NOW YOU CAN Descri.b- e loca--·l di-shes

A Frame yourideas Choose th ree local dishes that you would
recommend to a visitor to you r cou ntry. Write notes about each.

Name of dish:

Description:

What's in it? What's in it? What's in it? What's in it?

cJ-iee)e1 flou r, oil

B Pair work Role-play a conversation i n which one of you is

a visitor to you r cou ntry. Ask questions and describe dishes.
For example:

Be sure to re ycle this language.

Introduce the food
Have you tried _ 7
Why don't you try _ ?
Ask about the food
What's in it I them?
Is it I Are they (spicy)?
How do you make it I
them?
Comment on the food
It sounds I they sound _ .
I'm crazy about _ .
I'm a big _ eater I drinker.
I'm a(n) -addict / lover.
I don't care for _ .
I'm allergic to _ .
I'm avoiding _ .
I used to eat _. _ , but _ .
_ doesn't I don't agree
with me.
_ is I are against my
religion.
I'm a vegetar,ian.
I'm trying to lose weight.
I'm on a diet.

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