4 Food and Restaurants

UNIT

preview B 2:20 Vocabulary

Suggested
teaching time:
2
minutes
Your actual
teaching time:
Before Exercise A, give students a few minutes of silent time
to observe the menu. Vocabulary Flash Card Player

A Read the menu . . .
Suggested 10 Your actual
teaching time: minutes teaching time:
• Ask students What’s the name of the restaurant?
(World Café.)
• Review the names of each pictured menu item as a class.
Point out that beverages are not pictured.
• To familiarize students with new vocabulary, have them
circle new words and ask you questions about them. To
help students formulate questions, write the following on
the board:
What is ?
What are ?
• Point to the photos to help explain your answers. (Every
food item has a corresponding photo.)
• Make sure students understand the word spicy. Say
Spicy food has a strong taste. It feels hot in your mouth.
Ask:
What kinds of food are spicy?
Do you like spicy food?
What is a spicy dish that you like?
• To check students’ understanding of the beverages, ask
questions such as:
Do you like coffee or tea?
Do you drink soft drinks?
What’s your favorite soft drink?
What type of fruit juice do you like?
Do you like still or sparkling water?
Option: (+5 minutes) Challenge your students by asking
them to find three words on the menu that describe
how the food is prepared (fried, grilled, roast[ed]). Some
students may be able to explain the meaning of each (fried
= cooked in hot oil; grilled = cooked on a hot surface, such as
a pan; roast[ed] = cooked in a hot, dry oven).
Language and culture
• Soft drinks are carbonated nonalcoholic beverages.
Depending on where a person is from, there are variations
of the term soft drinks. Some are: soda, pop, soda pop. In
British English they are called fizzy drinks. Bottled water
with bubbles is called sparkling water. It’s also sometimes
called seltzer or club soda.
• Have students point to the words on the menu as they
hear them.
Language and culture
• Each category of the menu (appetizer, salad, entrée,
etc.) is called a course. The word entrée occasionally means
first course, but in this context it means main course. The
meaning varies according to the country or region in
which the restaurant is located.
C Pair work
Suggested 2–3 Your actual
teaching time: minutes teaching time:
• Write a few model sentences on the board to guide the
students’ conversations. For example:
A: I like . What about you?
B: I like the but I don’t like the .
• After students speak with their partners, have several
pairs report to the class. Possible responses: We both like
ice cream. / Both of us like ice cream. He likes fish, but I
don’t. Note: Students practiced language for comparing
in Unit 3, page 32.
D Notepadding
Suggested 7 Your actual
teaching time: minutes teaching time:
• Students may name dishes that don’t have an English
equivalent. That is OK at this point in the unit. The
purpose of this exercise is for them to categorize foods
they know according to this new course vocabulary.
Option: (+5 minutes) For additional practice, call out the
names of dishes from the students’ home country and have
them decide in what category the dish fits.
Option: (+5–10 minutes) To expand the activity, have students
work in pairs to plan a menu for a delicious dinner with one
food item for each category, which they then present to the
class. For example:
appetizer: fish soup
salad: tomato salad
entrée: grilled chicken
dessert: chocolate ice cream
beverage: water and then coffee with dessert

UNIT 4, PREVIEW T38