UNIT 4

Food
Unit Overview Warm Up p. 37
Warm Up Lesson

LESSON 1 CAN DO talk about quantities and

numbers OPTIONAL WARM UP
Have students work in small groups of three or four. Ask
GRAMMAR count and noncount nouns;
How much?/How many? them to tell each other what their favorite food is in the
VOCABULARY food and drink following situations: (1) in bed when youre not feeling
well, (2) at the beach on a hot day, (3) at the movie
LESSON 2 CAN DO talk about your diet and
lifestyle
theater, (4) at a nightclub.

GRAMMAR indefinite quantities: a/an/

some/any
VOCABULARY containers
LESSON 3 CAN DO order food in a caf
GRAMMAR object pronouns
LESSON 4 Unit Wrap Up
Review reinforce lessons 13
Communication shop for food
at a market
Grammar and Vocabulary Reference Charts
OPTIONAL LANGUAGE PORTFOLIO
(located in both the ActiveBook at the back of the
Student Book and in the ActiveTeach at the back of this
Teachers Resource Book)
Have students review any materials (written or oral)
that they created during this unit. Encourage them to
select material to add to the Achievement Portfolio
section of their Language Portfolios. These works will
provide a physical representation of each students
progress over the course of the term. Also ask students
to update any information in their Personal Profiles.
1 Have students look at the photos. Ask them to match
the words in the box to the food in the photos. Check
answers in pairs and then with the class.
Answers: A. beef A. / B. lettuce A. bread D. melon
A. cheese C. rice B. chicken D. strawberries C. tea
D. grapes A. / B. tomatoes B. onions
2 Tell students to write the words under the correct
column in the chart. Give them a time limit of three
minutes to add an element of fun to the list making. See
which student has the longest list.
Answers: Meat/Fish: beef, chicken, fish, tuna; Dairy:
butter, milk, cheese, yogurt; Fruit: strawberries, grapes,
tomatoes; Drinks: milk, tea, juice; Vegetables: lettuce,
tomatoes, onions, carrots; Starches: bread, rice, pasta
*Note: a tomato is a fruit because it has seeds but it is
often used as a vegetable in cooking.
In groups, ask students to talk about the different places
they buy their food. (supermarket, market, local store)
Then have them discuss how they pay. (cash, check,
credit card)

Teaching Resources EXTEND THE WARM UP

Workbook pp. 2429
Class Audio CD1 Tracks 1.371.44
ActiveBook Digital Student Book pages with
complete unit audio plus Extra Listening Activity
ActiveTeach Interactive whiteboard (IWB) software
with video, Test Bank, and test audio
Ask students to imagine that they have been asked to
do the cooking in the restaurant of a friend that needs
their help. Based on their own cooking skills, they
must decide what to include on the menu. Tell them to
include a choice of two appetizers, two main courses,
and two desserts.
Then have students compare menus with another
student and decide what they would choose to eat
from the menu.

UNIT 4 25
 LESSON 1 pp. 3839
CAN DO talk about quantities and numbers
GRAMMAR count and noncount nouns; How much?/
How many?
VOCABULARY food and drink
Summary: Students will read about the shopping and
eating habits of three different families: the Wilson
family from the United States, the Ukita family from
Japan, and the Garcia family from Ecuador. Students
learn count and noncount nouns and when to use How
much? and How many?
Big supermarkets and giant shopping malls have
become more and more popular; these stores are
often open very late, or even 24 hours a day in some
cases. People have increasingly busy lives, leading
to the rising popularity of fast food restaurants and
convenience foods of frozen and ready-made dinners.
OPTIONAL WARM UP
Write the questions from Exercise 2 on the board. In
pairs, have students discuss the questions in relation to
their own families eating habits.
Vocabulary
1 Ask students to look at the family in the photo. Ask:
Where do you think this family is from? Tell students that
they will read about this family in a minute. First have
them look at the labeled pictures and match them to the
words. One has been done for them.
Answers: E cereal F bananas D bottled water
B orange juice G carrots C soda
Teach a box of (cereal), a carton of (orange juice),
a bottle of (water).
Reading
2 Scanning. Explain to students that they will read
the article twice, the first time very quickly and the
second time much more slowly. Ask students to look at
the questions. Teach fast food restaurants (McDonalds,
Burger King). Have students read the article again, this
time at their own pace. Explain that they do not need to
understand every word. Explain hot dog (a sausage in a
roll) and cereal (corn flakes, granola).
Write the words easy-to-prepare food and tropical on the
board before they read, and encourage students to guess
the meaning of these words instead of looking them up in
the dictionary. Tell students to compare answers in pairs
before reviewing with the class.
26
Answers: 1. Ukita 2. Garcia 3. Garcia and Ukita
4. Wilson 5. Ukita
Finally have students decide in pairs which family is most
like their own.
Grammar
3a Direct students to the picture. Tell them to decide
which of the items they can count (the eggs) and which
they cannot (the cereal). Count the eggs for the students
(1, 2, 3, 4 eggs). Write the words count and noncount on
the board.
Answers: 1. Yes 2. No 3. cereal
OPTIONAL EXTENSION
Ask students to focus on the picture again. Ask: What
time of day is this? (breakfast) Ask: How do you know?
(Eggs and corn flakes are typical breakfast food in
English-speaking countries.) Ask: What do you usually
have for breakfast? Elicit various suggestions and write
them on the board. Write two headings on the board:
answers and then practice the dialog with a partner.
count and noncount. Ask students which column the
suggestions should go under; for example, coffee,
bread, tea, orange juice, for noncount; muffins, apples,
for count. Try to elicit details, such as how many cups of
coffee, how many pieces of toast. Put 2 cups of coffee,
2 pieces of toast, in the count column.
b Direct students to the shopping list. Tell them to
decide whether the red and blue words represent count
or noncount nouns and how each is measured. Have them
check answers in pairs.
Answers: 1. a. count b. noncount c. plural
2. use quantity words like ounces or pounds in front of them
c Ask students to complete the Active Grammar box.
Answers: 1. Count nouns 2. Noncount nouns
Refer students to the Reference section on page 46.
Noncount nouns have no plural forms, but we can say two
cups of coffee or two quarts of milk. We rarely say one
banana or one apple when speaking of a singular noun.
We usually say a banana or an apple instead.
4a Tell students to look at the two shopping lists and
decide whether the food words are count or noncount.
Answers: Count: papayas, bananas, pizzas, eggs,
tomatoes Noncount: rice, coffee, cereal, milk, tuna,
ground beef, soda
OPTIONAL VARIATION
Have students close their books. Read the food words
from the shopping lists while students write the words
in the correct column in their notebooks. To make it
a little more challenging, read the count words in the
singular for example, banana rather than bananas.
b Ask students to read the two questions and then
complete the Active Grammar box. Check answers in pairs
and then with the class.
Answers: 1. 500g/1 lb of coffee 2. one pineapple
a. many b. much
Direct students to the Reference section on page 46.
5a Have students complete the dialogs in pairs using
the words and phrases from the box.
Answers: 1. much 2. two boxes 3. tomatoes 4. six
5. coffee
b Play audio 1.37. Ask students to listen to check their
OPTIONAL PRESENTATION
Use the complete grammar charts and explanations on
the Reference page to present or reinforce the concepts.
(p. 46)
OPTIONAL EXTENSION
Tell students about typical shopping routines in English-
speaking countries. Twenty-four hour shopping is
common; stores dont close during lunchtime; staying
open late varies but is typically Thursday or Friday nights.
Tell students to work in pairs and ask about each others
weekly shopping. Then have students write a shopping
list for their partner for the following week.
NOTES
LESSON 2 pp. 4041
CAN DO talk about your diet and lifestyle
GRAMMAR indefinite quantities: a/an/some/any
VOCABULARY containers
Summary: Students will listen to part of a TV show that
looks at peoples diets. Then they read several letters in
a magazine about diet problems and a reply to one of
those letters. Students learn indefinite quantities and
how to offer suggestions.
People are becoming more and more interested in
eating a healthy, balanced diet and leading a healthy
lifestyle. Magazines and TV shows specifically devoted
to health and diet are common.
OPTIONAL WARM UP
Have students work in small groups of three or four. Ask
them to decide on what they consider to be five main
rules for healthy living. (Drink lots of water. Eat lots
of fruit and vegetables. Drink green tea. Get exercise.)
Elicit suggestions and write them on the board.
Vocabulary
1a Ask students to look at the advertisement. Explain
garbage (what people throw away) and can (show them in
the picture). Have students discuss the three questions
in pairs.
Answers: 1. what people have in their garbage cans
and what it tells us about their diet 2. Lisa Redburn
3. Answers will vary
Use this opportunity to teach a healthy diet, an unhealthy
diet, and to be on a diet. They need to know this for
the listening.
b Direct students to use dictionaries to find the
meanings of the words they dont know. Have students
check answers in pairs and then with the class.
Listening
2a Play audio 1.38 once. Ask students to decide which
of the cans is being described. Have students check
answers in pairs.
Answers: Left can = B Right can = A
b Play the audio a second time. Ask students to listen
and write the names of the foods in the correct column.
Check answers in pairs and then with the class.
UNIT 4 27

Answers: Healthy food: potatoes, carrots, fruit, bananas,
apples, juice, milk, water, pasta, fish; Unhealthy foods:
soda, instant coffee, pizza, cookies, chips; tea bags are
mentioned but it is not clear whether Lisa considers them
to be healthy or not
Speaking
3 Have students discuss the two questions in pairs.
OPTIONAL VARIATION
Refer students back to the list of food categories from
the Warm Up on page 37. Ask them to interview their
partner about everything their partner ate yesterday.
(For breakfast? For dinner? Anything else?) Then have
them look at the two lists to see if they have had a
balanced diet.
Grammar
4 Ask students to look at the sentences and complete
the Active Grammar box.
Answers: a/an some some any
Refer students to the Reference section on page 46.
5 Tell students to complete the exercise. Read the
example aloud. Check answers with the class.
Answers: 1. some/some 2. an 3. some/a 4. any
OPTIONAL PRESENTATION
Use the complete grammar charts and explanations on
the Reference page to present or reinforce the concepts.
(p. 46)
Pronunciation
6a Write the words have and some on the board. Play
audio 1.39. Tell students to listen to identify the two vowel
sounds. Show the phonetic symbols.
b Ask students to read the sentences. Play audio 1.40.
Have students listen and underline the // and
// sounds.
Answers: 1. He has lunch on Sundays at his club.
2. My family travels by taxi, but my young cousin takes the
bus. 3. Anne and Sally have honey on their fruit salad.
Draw students attention to the weak stress on on. Refer
students to the Pronunciation Bank on page 135.
28
Reading
7a Explain advice column to students (people write to
magazines about their problems asking for advice). Tell
students they are going to read three letters written to Lisa
Redburn in a magazine.
Direct students to look at the three problems first. Then
have them read the three letters to decide which problem
matches each letter.
Answers: 1. B 2. A 3. C
b Focus on question 1 first. Ask students to read and
match Lisas answer to the correct letter. Write energy
on the board and ask students to guess what this word
means as they read. Then focus on questions 2 and 3.
Have students look again at how Lisa starts the letter and
the language she uses to make the two suggestions.
Answers: 1. C. 2. Dear 3. Why dont you get more
exercise? and How about a walk every evening after work?
Write the two suggestions on the board. Underline the
suggestion: Why dont you and How about.
Writing
8a Ask students to look at Lisas notes for the other
two letters. Have them match each suggestion to the
appropriate letter.
Answers: 2. A 3. C 4. B 5. B 6. A
b Encourage students to work in small groups to make
further suggestions for the two writers. (join a gym, go on
a diet, get a different job, have a chef cook your meals) To
review, write all the suggestions on the board so students
have a lot of ideas for the writing activity.
c In pairs, have students write a letter in response
to one of the writers. Allow them to decide which letter
they will respond to and read sentences 13. Then have
students exchange letters with another pair and make
corrections and improvements to each others letters.
OPTIONAL EXTENSION
Ask students to roleplay a conversation in pairs
between Lisa and one of the letter writers from Exercise
7a. Student A explains his or her problem and Student B
is Lisa and gives some suggestions to the other student.
To review, ask students which was the best suggestion.
LESSON 3 pp. 4243
CAN DO order food in a caf
GRAMMAR object pronouns
Summary: Students will listen to two people ordering
food in a restaurant. Then they read the menu for the
restaurant. Students learn object pronouns and how to
take a customers order and order a meal.
Fast food restaurants are very common in English-
speaking countries. There are fast-food chains like
McDonalds, Burger King, and Kentucky Fried Chicken.
In Great Britian and Ireland there are chip shops (or
chippies) selling fish and chips. Indian and Chinese
take-out restaurants are also very popular; people
order meals over the phone, which are then delivered to
their homes. Pizza delivery is also very common.
OPTIONAL WARM UP
Elicit the types of fast food restaurants available.
(McDonalds type restaurant, sandwich bar, take-out
restaurant) In pairs, have students list the occasions
when they go to a fast food restaurant or use a take-out
restaurant; for example, late night shopping after work,
taking children out for dinner, take-out on Friday night.
Listening
1 Direct students to look at the photo. Ask them where
the photo is and have them discuss in pairs whether this is
somewhere they like to eat.
2a Ask students to listen to audio 1.41 twice, the first
time to get a general understanding of the conversation
and the second time to listen for more detailed
information. Make sure students understand fries (french
fried potatoes).
Play the audio. Tell students to listen and mark which
items are ordered by Tracey and which by Sam. Check
answers in pairs.
Grammar
Answers: S ham and cheese sandwich T salad
S coffee S fries T bottled water
b Play the audio a second time. Ask students to listen
and fill in the missing words in the bill. Have them check
answers in pairs and then with the class.
Answers: 1. fries 2. medium 3. large 4. water
5. $16.70
Ask students what they think bottled water is (water
bought in a bottle) and the terms small, medium, and
large (three different sizes).
OPTIONAL EXTENSION
Explain what service & tax included means on a bill.
Using the example on the bill in Exercise 2b, teach
to leave a tip (extra money you leave for the server).
In pairs, have students discuss (1) when they tip in
a restaurant (always, if the service is very good; in
expensive restaurants), (2) how much they usually tip
(10%, 15%, 20%), and (3) how they usually tip (leave
it on the table or include it on the credit card bill). Tell
students about the typical conventions in English-
speaking countries in relation to tippingmost people
tip in restaurants (not in fast food restaurants). They
usually leave 1520%.
3a Tell students to look at the menu. Ask: Is this an
expensive restaurant? (No, a caf.) Have students look at
the headings. Do not explain side orders to students yet.
Ask them to work it out for themselves as they read. Then
have students read the menu and match the headings to
AC. Check answers in pairs, then with the whole class.
Answers: C. Drinks A. Main dishes B. Side orders
OPTIONAL EXTENSION
Ask students to discuss in pairs what they might choose
from this menu.
b Teach How much is a burger? How much are
fries? Direct students again to the bill in Exercise 2b.
Demonstrate to students how to say the prices in the bill.
For example: A coffee is $2.95 (two dollars and ninety five
cents). A bottled water is $2.25 (two dollars and twenty
five cents).
Have students work in pairs. Student A looks at the prices
on page 127. Student B asks about the prices in the menu
and fills in the blanks. Model the speech balloons with a
student.
4a Play audio 1.42 once. Have students listen to the
sentences and fill in the missing words. Check answers
in pairs.
Answers: 1. him/me 2. us 3. them 4. you 5. her
b Have students use the answers from Exercise 4a to
complete the Active Grammar box.
Answers: him her us you them
Refer students to the Reference section on page 46.
UNIT 4 29
 5 6a Tell students that they are going to hear a woman
Direct students to look at the cartoon. Ask: Why
is she holding the meal? (It is for someone.) What is
the problem? (She cant find who the meal is for.) Have
students imagine they are speaking to the waitress and
make sentences with their partner about the meal using
the object pronouns. Read the example aloud. Check
answers with the class.
Answers: 1. him 2. her 3. us 4. them
6a Have students read the How To box.
Say the sentences and ask the students to repeat them.
Help with the pronunciation and intonation patterns. Draw
students attention to the /d/ sound in Id like (not I like).
b Ask students to work in pairs and complete the
dialog with words from the box.
Answers: 1. can 2. Id 3. Do 4. want 5. like
6. much
When checking students answers, draw their attention
to the use of would for asking questions in this context.
(Do you like fries? and I like a vegetarian burger are both
incorrect for this conversation. The correct answer is
Would you like fries? and Id like a vegetarian burger.)
OPTIONAL PRESENTATION
Use the complete grammar charts and explanations on
the Reference page to present or reinforce the concepts.
(p.46)
Speaking
7 Tell students to work in small groups. Make sure
students are working with new people for this activity.
One student is the waiter or waitress taking orders and
the others are customers placing orders from the menu
in Exercise 3a. Ask them to use the language learned in
Exercise 6b.
OPTIONAL ACTIVITY
Tell students to imagine that they have been on a desert
island for the last two years and have just returned to
their country again. In pairs, have students tell each
other what meal they would choose the first evening
back home.
30
Notes for Using the CEF
LESSON 4 pp. 4445 shopping at a market. Direct them to look at the food
words and the exercise. Play audio 1.43 once. Have The Common European Framework (CEF), a reference
Unit Wrap Up document for language teaching professionals, was
Review reinforce lessons 13 students listen and check the correct blue boxes. Then ask
them to check answers in pairs. produced by the Council of Europe as a means of ensuring
Communication shop for food at a market parity in terms of language teaching and language
qualifications across Europe. It has since increasingly
Answers: apples, bananas, melon, beef, pork, chicken
become an accepted standard for English learners
Review b Play the audio a second time. Have students listen
throughout the world. It can be downloaded as a PDF file
for free from www.coe.int from the section on Language
1 and check the pink boxes. Then check answers in pairs. Policy. There is also a link to the site from the English in
Common website www.PearsonELT.com/EnglishinCommon.
Answers: 2. e 3. f 4. c 5. a 6. b Answers: bananas and apples beef and chicken
The CEF recommends that language learners use a
portfolio to document, reflect on, and demonstrate their
2 7a Write How much are apples? on the board and progress. English in Common has a Language Portfolio
demonstrate the rise and fall of the intonation pattern. which can be downloaded from your ActiveTeach disc
Answers: 1. many 2. water 3. four 4. much 5. much Draw arrows up and down to show students how to mark (at the back of this Teachers Resource Book) or from
intonation. Play audio 1.44. Have students listen and mark the ActiveBook disc (at the back of each Student Book).
the intonation. Have them check answers in pairs and then Suggested tasks are provided at the beginning of every
3 with the class.
unit on the Unit Overview page.
Answers: 1. some 2. a 3. some 4. any 5. any
Answers: apples (up), melon (down), beef (up), pork (up), CEF REFERENCES
6. some 7. a 8. any
chicken (down)
Lesson 1 CAN DO: talk about quantities and numbers
4 Ask: Why does the voice go down at the end of the list? CEF A2 descriptor: can give and receive information about
(to show it is the last item on the list) quantities, numbers, and prices, etc. (CEF page 80)
Answers: 1. We/them 2. They/them 3. He/it
4. We/her b Play the audio again. Ask students to listen and Lesson 2 CAN DO: talk about your diet and lifestyle
repeat. CEF A1 descriptor: can manage simple, routine exchanges
without undue effort; can ask and answer questions and
5 c Direct students to work in groups. One student exchange ideas and information on familiar topics in
starts the list, choosing a food item from the box. Each predictable everyday situations (CEF page 74)
Answers: 1. tuna 2. burger 3. bread 4. water student continues the list, using the correct intonation to
5. tomatoes 6. chicken 7. milk 8. rice mark the end of the list. Correct errors in intonation during Lesson 3 CAN DO: order food in a caf
the game. CEF A2 descriptor: can order a meal (CEF page 80)
OPTIONAL EXTRA LISTENING 8a Divide students into shoppers and vendors. Have
These audio tracks, activities, and audioscripts are shoppers decide on their shopping lists and vendors
decide which food they sell (based on the letter A, B, C, D
available on both the ActiveBook CD-ROM at the
assigned to them) and the prices. Give students about five
back of each Student Book and on the ActiveTeach
minutes to prepare. When students are ready, have them
DVD at the back of this Teachers Resource Book. The
start buying and selling the groceries. Shoppers cannot go
audio can also be found on the Audio Program CD.
over their budget of $50.
The audioscripts can also be found at the back of the
Workbook. These listening activities can be completed b Ask students to tell the class about what they have
in class or done as homework. bought or sold. Compare prices and find out which pair
was most successful. Ask: Who bought the cheapest
bananas?
Communication
shop for food at a market
Ask students to focus on the photo of the market. Teach
stall (a shop at a market).
OPTIONAL WARM UP
Have students talk about markets in pairs. Put the
following headings on the board: Do you like markets?
Why or Why not? What do you buy/not buy? Prices?
UNIT 4 31
 Additional Resources 3.
A.: Mommy, I want some ice cream!
Activity WorksheetsUnit 4 B: No, Id like you to eat an apple.
A: No! I want pizza!
Photocopiable worksheets for this unit can be found on B: How about a glass of milk?
pages 114118 and Teaching Notes can be found on pages A: I want chocolate milk and chocolate chip cookies
168169 of this Teachers Resource Book. They consist and. . . .
of games and other interactive activities for: Vocabulary,
Grammar, and Speaking. 4.
A: Id like three pounds of ground beef, a pound of
Extra Listening ActivityUnit 4 chicken, two fish. . . .
B: We dont have any fish today.
This activity is designed to provide students with
A: OK. Then I need a quarter pound of cheese, four sticks
additional opportunities to listen to and practice
of butter, and two loaves of bread. . . .
comprehension of spoken English. The audio can be
accessed by clicking the Extra Listening logo on the Unit
Wrap Up page in both the Students ActiveBook (for Video
independent student use) and in the Teachers ActiveTeach Markets and Shopping
(for classroom use). The audio is also provided at the end Students watch a show about traveling and shopping in
of the Classroom Audio CD. An activity worksheet can also markets around the world. This video segment can be
be printed out from either the ActiveBook or ActiveTeach. played on the Teachers ActiveTeach disc and projected for
Extra Listening Unit 4Audioscript classroom viewing or the disc can be played on any DVD
1. player. Teaching notes and video scripts are also provided
A: Hi, can I help you? on the ActiveTeach disc.
B: Hello. Id like a medium cheese pizza and a small salad.
A: OK. Anything else? Tests
B: A bottle of water. A Unit 4 Test is provided in the Test Bank as a Word file
section on the ActiveTeach disc. It includes discrete
2. sections on: Grammar, Vocabulary, Reading, and Writing.
A: What can I get you? An Answer Key is also provided. If you wish, this test can
B: Do you have omelettes? be easily modified to suit the particular needs of your
A: Yes, we do. class.
B: Can I have cheese in the omelette?
A: Sure. Anything else?
B: Some coffee.
A: Small or large?
B: Large, please.

32