UNIT

7 Food and drink

LANGUAGE countable and uncountable nouns + some/any ■ food and drink

7A Food to your door

1 A Discuss the questions in pairs.
1 Where do you usually go food shopping?
2 How often do you buy food?
3 Do you enjoy food shopping? Why/Why not?
B Look at the pictures on the page. Which items of food can you name?

Go to Vocabulary practice: food and drink, page 147

2 Read the text. What types of food are very popular in food boxes?

for dinner?
Do you hate supermarkets? Do you like eating
healthy meals? A lot of companies in different
countries now deliver food boxes to your house.
You can find boxes with all different types of
food: fresh fruit and vegetables, meat and fish,
vegetarian and vegan food, and even desserts,
biscuits and cakes. Fruit and vegetables are very
popular, especially if it’s the season when they're
fresh. You can’t usually choose the food in the box –
it’s a surprise!

3 A 7.2 Listen to James and Fran. What do they cook for their dinner?
B 7.2 Listen again. Which two types of food aren’t in the food box?

fruit potatoes eggs peas rice

beef onions peppers

4 A 7.3 Listen and complete the sentences.

1 We need pepper.
2 There’s beef.
3 There isn’t rice.
4 You have tomatoes, strawberries and
potatoes.
5 Are there onions?
6 There aren’t peppers.
B Read the sentences again and complete
the rules with singular or plural. Then read the
Grammar box.
1 Uncountable nouns like rice and beef only have
a form.
2 Countable nouns like tomato and onion can be
singular or .
3 We use some and any with uncountable and
countable nouns.

58

128 EXTRA PRACTICE  Workbook page 38; photocopiable activity 7A Vocabulary

 UNIT

Food and drink 7

UNIT
UNIT 7 OVERVIEW:  This unit looks at food and drink. Sts read about a box scheme for delivering fresh fruit
and vegetables, and they read about what different people eat for lunch around the world. They also read
about the 5:2 diet, in which people diet for two days a week to lose weight, and discuss how healthy their
own diet is. They end by practising language for eating out in a restaurant.

LANGUAGE SKILLS
Grammar Vocabulary Pronunciation Reading Speaking
Countable and uncountable nouns + Food and drink; some/any; weak Skimming a text; In a restaurant;
some/any; quantifiers: (how) much, containers and form of pronouns and asking politely for
(how) many, a lot of, a few, a little portions possessive adjectives something

7A Food to your door

LANGUAGE 7A
Sts read about a box scheme for delivering fresh fruit and vegetables to people’s homes. They listen to a conversation
about the kinds of food people cook, then design their own fresh-food box and practise talking about the food they eat.

Grammar Vocabulary Pronunciation Communication

Countable and Food and drink (biscuits, cabbage, cereal, crisps, egg, fish, some/any Talking about food
uncountable nouns + grapes, juice, melon, mushroom, onion, orange, peas, rice,
some/any tea, yoghurt, etc.)

WARMER
Read out the unit title Food and drink. Ask: What words for
food and drink do you know? Elicit a few answers, then put sts
into pairs and give them two minutes to write down as many
words for food and drink as they can. Bring sts’ ideas together
on the board. See which pair wrote the most words correctly.
3 A 7.2   Read out the question, then play audio track
7.2. See TB page 360 for audio script. Sts listen and
answer the question. Check the answer.
Answer
spaghetti Bolognese

1 A Sts read the questions and discuss them in pairs. Get
feedback on their answers.
B Sts look at the pictures of food on page 58 and name as
many items of food as they can. They can compare their
answers in pairs. Check answers with the class.
Suggested answers
tomatoes, spring onions, aubergine, red pepper, carrots,
radishes, leeks, celery, onions, sweet potatoes, eggs
Go to Vocabulary practice: food and drink, SB page 147/
TB page 307.
Sts will find more language presentation and practice for
food and drink here. Do these exercises with the class, or
set them for homework, before continuing with exercise 2
of lesson 7A.
B 7.2   Read through the names of the foods in the box
and pre-teach as necessary. Play the audio track again. Sts
listen and note down the two types of food that aren’t in
the box. Check the answer.
Answer
rice and peppers
4 A 7.3   Allow sts time to read through the gapped
sentences. Elicit the kinds of word that are missing (an
article or quantifier). Play audio track 7.3. See the SB
page opposite for audio script. Sts listen and complete the
sentences. Check answers.
Answers
1 a  2 some  3 any  4 some  5 any  6 any

Remind sts to go to the app for further self-study

vocabulary practice of food and drink vocabulary.
2 Read out the question and explain popular if necessary. Sts
read the text and answer the question. Check the answer.
Answer
fruit and vegetables
B Sts read the sentences in exercise 4A again and then
read and complete the rules. Sts could work in pairs.
Check answers, and check that sts understand everything.
Answers
1 singular  2 plural  3 plural

129
 countable and uncountable nouns + some/any ■ food and drink LANGUAGE 7A
Grammar countable and uncountable nouns + some/any

Countable nouns: Uncountable nouns:

three eggs
rice
meat

two apples
two strawberries pasta
H07P61H01-06
H07P61H01-06
There are some onions. There’s some fruit.
Are there any tomatoes? Do we have any pasta?
We don’t need any potatoes. There isn’t any juice.

Go to Grammar practice: countable and uncountable nouns + some/any, page 124

5 A 7.5 Pronunciation: some/any Listen to the sentences. How do we say
some and any? Are they stressed?
1 I have some fruit in my bag. 4 We don’t have any bread.
2 We need some carrots. 5 I don’t want any peas.
3 There are some biscuits on the plate. 6 Is there any milk?
B 7.5 Say the sentences. Listen again, check and repeat.

6 A Look at the pictures and name the items. Are they countable (C) or uncountable (U)?

c
b d

e f g h

U07P61H07-14
B In pairs, make sentences about the food and drink in 6A. Use a, an or some.
There are some mushrooms.

7 A Imagine you are preparing a fresh-food box for a family. Choose the following
food and drink to go in it:
three types something
three types of vegetables some protein sweet
of fruit (meat, fish, etc.)

B Guess what’s in your partner’s box. Ask questions with Is there/Are there …?
Who can guess the most items?
A Is there any cheese? B No, there isn’t. My turn. Are there any strawberries?
A Yes, there are!

Go to Communication practice: Student A page 162, Student B page 171

8 Ask and answer the questions in pairs.
1 What do you usually have for breakfast, lunch and dinner?
2 What food do you need for your favourite meal?
3 What food is in your fridge at home right now?

Personal Best Think of someone you know and make the perfect food box for him/her. Describe it. 59

130 EXTRA PRACTICE  Workbook page 38;

00; photocopiable activity 7A Grammar

Grammar
Read the Grammar box with sts about countable and
uncountable nouns + some/any. Elicit that uncountable
nouns have no plural form, so we can’t say two rices
or three pastas. Elicit that we use some and any with
uncountable nouns and plural countable nouns: There
is some fish. There are some eggs. Point out that we use
some in positive sentences, but we use any (NOT some)
in negative sentences and questions: There aren’t any
potatoes NOT There aren’t some potatoes. Ask questions
to check concept.
Concept check questions:
I like apples – countable or uncountable noun?
(countable). Do you like meat? – countable or
uncountable? (uncountable). We use ‘some’ in positive
sentences – true or false? (true). Can we use ‘some’ and
‘any’ with uncountable nouns? (yes). Can we use them
with plural nouns? (yes). They have any fish – correct
or incorrect? (incorrect – we use some in positive
sentences). Do you have some pasta? – correct or
incorrect? (incorrect – we use any in negative sentences
and questions).
Go to Grammar practice: countable and uncountable
nouns + some/any, SB page 124/TB page 261.
Sts will find more language reference, presentation and
practice for countable and uncountable nouns + some/
any here. Do these exercises with the class, or set them for
homework, before continuing with exercise 5A of lesson
7A.
Remind sts to go to the app for further self-study
grammar practice of countable and uncountable
nouns + some/any.
5 A 7.5   Allow sts time to read through the sentences,
then play audio track 7.5. See the SB page opposite for
audio script. Sts listen and notice the pronunciation of
some and any. Elicit how the words are pronounced, and
elicit that they are unstressed.
B 7.5   Sts work in pairs to practise saying the
sentences. Play the audio again for sts to listen, check and
repeat.
6 A Sts look at the pictures to name the items and say
whether they are countable and uncountable. They could
work in pairs for this. Check answers.
Answers
a a lemon – C  b  mushrooms – C  c  milk – U
d water – U  e  ice cream – U  f  an orange – C 
g cheese – U  h  sweets – C
B Read out the example and elicit another example from
the class. Sts work in pairs to make sentences about the
food. Elicit some sentences from the class.
LANGUAGE 7A
3 x PRACTICE  SB page 59, exercise 6A/B
1 Do exercise 6A as normal. To check answers, point to
each picture in turn and elicit the name of the item.
Then ask: singular or plural? a, an or some? Elicit
answers.
2 Sts work in pairs. They take turns to point to one of
the pictures. Their partner must say the correct word
as quickly as possible. Encourage sts to practise several
times, until they can say all the words confidently.
3 Do exercise 6B as normal, and elicit some sentences
from the class. Ask sts to cover the pictures and draw
a grid of eight squares, to match the eight pictures.
They work in pairs and try to remember the order of
the items, by writing the appropriate sentence in each
square on their grid. They can look at the pictures at
the end to check. Ask who remembered perfectly!
7 A Read through the instructions with the class and
explain protein if necessary. Sts work individually to
choose the foods for their food box.
B Demonstrate the activity by asking a confident student
some questions about their fresh-food box. Sts then work
in pairs to ask and answer questions. Ask who guessed all
the items correctly.
Go to Communication practice
Divide the class into Student A and Student B. All ‘Student
A’ sts should go to SB page 162. All ‘Student B’ sts should
go to SB page 171. Go to TB page 337 for the teacher
notes. Do the activity, then continue with exercise 8 of
lesson 7A.
8 Allow sts time to read the questions and prepare their
answers individually. Sts then work in pairs to ask and
answer the questions. Ask some sts to tell the class
something they learned about their partner.
PERSONAL BEST
Sts can practise food and drink vocabulary further. They think
of the perfect food box for someone they know and write
some sentences to describe it. Encourage them to include
some negative sentences as well as positive ones, e.g. There
are some apples, but there aren’t any oranges.
Weaker sts could choose ten things to put in a food box for
themselves and note down the items. They could then work
in pairs and present their food boxes to each other. Ask some
pairs which items they both had in their boxes.
131
 7 SKILLS READING skimming a text ■ pronouns and possessive adjectives

7B Stopping for lunch

1 A How important is it for you to stop for a lunch break every day? Mark the line.
1 2 3 4 5 6 7 8 9 10

Very important Not important at all

B In pairs, discuss the questions. How long is your lunch break? Where do you usually have lunch?

Skill skimming a text

When we skim a text, we read it quickly to understand the main ideas.

• Read the first sentence of each paragraph to get an idea of the topic.
• Read the rest of each paragraph quickly. Don’t worry if you don’t understand every word.
• Try to understand the general idea or ideas of the text.

2 Read the Skill box. Skim the text and match the countries with the sentences.

the UK Italy Kenya

1 People often have lunch with their colleagues.

2 People often have a quick lunch.
3 Lunch breaks in cities are different from in the countryside.

3 Read the text again and answer the questions.

1 What do people like in their sandwiches in the UK?
2 What does Carla do when she has lunch?
3 Why is lunch very important in Kenya?
4 Where does Joseph like sitting for lunch?
5 What happens to a lot of shops in small towns in Italy at lunchtime?
6 What does Andrea sometimes do after lunch?

4 Match the places from the text with the sentences.

1 A lot of working people in the UK eat their lunch here. ,
2 People in the UK often buy sandwiches here. , ,
3 A lot of popular food in Kenya comes from here.
4 Italians in the countryside often eat their lunch here.

5 In pairs, discuss the people in the text. Whose lunch break is similar to yours? Which do you think
is the best and why?

Text builder pronouns and possessive adjectives

We use pronouns and possessive adjectives to avoid repeating nouns and names:
I usually buy a sandwich. I eat it at my desk.
Working people usually have a long, sociable lunch. They often go to their favourite restaurant.

6 Read the Text builder. Look at the sentences from the text. What do the underlined pronouns
and possessive adjectives refer to?
1 My lunch break is an hour, but it’s longer on Fridays.
2 The quality of the food is very important to Italians, even if their lunch break is short.
3 My wife is an excellent cook. She usually makes some pasta with beef and tomato sauce.

7 In pairs, think about different people and their jobs in your country. How long is their lunch
break? Where do they go for lunch? What do you think they have?

60

132 EXTRA PRACTICE  Workbook page 39; photocopiable activity 7B Skills


7B Stopping for lunch
Sts read about how people spend their lunch break and what they eat for lunch in different parts of the world. Sts then
think about the lunch habits of people in their own country.
Reading Skill
A text about lunch in different parts of the world Skimming a text
WARMER
Ask: What do you usually have for lunch? Elicit a few answers
from individual sts, then ask sts to note down four or five
things they often eat and drink for lunch. Put sts into small
groups to compare their answers. Ask groups to tell the class
whose lunches are similar, and whose are very different.
1 A Read out the question. Sts mark the line with their own
opinion. Sts can compare their answers in small groups.
Discuss as a class who thinks it is very important to stop
for lunch, and who thinks it isn’t important at all.
B Sts discuss the questions in pairs. Get feedback on their
answers.
Skill
Read the Skill box with sts about skimming a text.
Remind them that they can also learn a lot about a
text by reading the title and looking at pictures. Point
out that the first sentence of each paragraph often
introduces the topic for that paragraph, so it is useful
to read that sentence carefully. Emphasize the fact
that when you skim a text, you shouldn’t stop if there
are words you don’t understand, but should continue
reading to understand the general meaning.
2 Check that sts understand the country names. Pre-teach
colleagues if necessary. Sts skim the text and match the
countries with the sentences. Check answers.
Answers
1 Kenya  2  the UK  3 Italy
3 Pre-teach nap. Sts read the text again and answer the
questions. Encourage sts to use their own words in their
answers if possible. Check answers.
Answers
1 cheese or meat such as chicken
2 She reads the news on the internet.
3 Because people leave home early and don’t have time
for breakfast.
4 He likes sitting outside in the sun.
5 They close for two or three hours.
6 He sometimes has a nap / sleeps for a short time.
SKILLS 7B
Text builder
Pronouns and possessive adjectives
4 Sts read the text again and write the correct places. Check
answers.
Answers
1 in their office, at their desk
2 supermarket, sandwich shop, café
3 the west of Kenya
4 at home
5 Read out the questions and check that sts understand
everything. Allow sts time to prepare their ideas
individually. They then discuss the questions in pairs. Get
feedback on their discussions.
Text builder
Read the Text builder box with sts about pronouns and
possessive adjectives. Explain that when we write, we
use pronouns and possessive adjectives so that we don’t
keep repeating the same nouns and names. Use the
example sentences to elicit examples of pronouns and
possessive adjectives. Ask questions to check concept.
Concept check questions:
Which pronoun refers to a thing? (it). What about a
man or boy? (he). What about a woman or girl? (she).
My parents enjoy food and he always has a big lunch –
correct? (no – they always have). This is my brother’s
favourite restaurant – can you replace ‘my brother’s’ with
a possessive adjective? (his favourite restaurant). My
friends and I love this café – it’s her favourite – correct?
(no – it’s our favourite).
6 Sts look at the underlined pronouns and possessive
adjectives in the sentences and decide what they refer to.
They could work in pairs for this. Check answers.
Answers
1 my lunch break  2 Italians  3  my wife
7 Allow sts time to prepare their answers individually. Sts
then discuss the questions in pairs. Ask some sts to tell the
class something they learned from their partner.
133
 skimming a text ■ pronouns and possessive adjectives READING
Lunches around the world
In the UK, a lot of working people take a short lunch break.
They eat lunch in their office or even at their desk. Sandwiches
are the most popular lunch and the most popular fillings are
cheese or meat such as chicken. People bring their own sandwiches
or buy them from a supermarket, sandwich shop or café. A lot
of places also sell salads and soup to take away.
In Kenya, lunch is a very important meal because people
leave home very early and they don’t have time for breakfast.
Working people usually have a long, sociable lunch. They
often go to their favourite restaurant with their colleagues.
People eat a lot of fish and the most popular dishes come from
the west of Kenya.
In small towns and villages in Italy, people usually take a
long lunch break. Shops and businesses close for two or
three hours and families have a big lunch together at home.
It’s different in big cities – people take a shorter lunch break
and don’t usually go home. The quality of the food is very
important to Italians, even if their lunch break is short.
Personal Best
Challenge! Write a paragraph about a typical lunch on a working day for you.
134 EXTRA PRACTICE  Workbook page 39
SKILLS 7D
7B
‘I rarely take more than ten to fifteen
minutes to eat my lunch. I usually
buy a sandwich from a café near the
office. I then eat it at my desk and
read the news on the internet. After
that, I continue working.’
‘My lunch break is an hour, but it’s
longer on Fridays. I usually go for
lunch with some friends from work
and we like sitting outside in the
sun to eat. It’s nice to have lunch
together. I usually order the same dish:
fish with vegetables in a creamy sauce.’
‘I always close my shop for lunch
and eat with my family. My wife is
an excellent cook. She usually makes
some pasta with beef and tomato
sauce, and then we have chicken or
fish with fresh vegetables. I sometimes
have a nap (a short sleep) after lunch. I
open the shop again at 4 p.m.’
61
 SKILLS 7B
PERSONAL BEST
Sts can practise food vocabulary further. They write a
paragraph about a typical lunch on a working day. Encourage
them to use pronouns and possessive adjectives to avoid
repeating nouns and names. Sts can share their paragraphs
in small groups. Ask some sts to tell the class something
interesting that they learned from their classmates.
With weaker sts, write these questions about lunch on the
board:
What time?
Where?
Who with?
How long?
What kind of food?
Sts work individually to make notes on how people typically
have lunch in their country. They can discuss their notes in
small groups. Ask some sts where people spend the most and
least time over lunch.

EXTRA PRACTICE
Tell sts they are going to play a game to test their memories.
Put sts into pairs and give them three minutes to read the text
on page 61 again and make a list of all the different kinds of
food that are mentioned, e.g. sandwiches, fish. They then work
in pairs and take turns to choose one of the food items and
say which country it relates to in the text. Explain that they
should choose items they are confident about first! When all
the food items have been chosen, sts can check their answers
in the text and see which of them remembered the best.

EXTRA PRACTICE
Divide the class into three groups of sts, A, B and C. The A
sts are Carla, the B sts are Andrea and the C sts are Joseph.
Tell sts they are going to have a conversation about what
they have for lunch and how important it is to them. Allow
sts time to re-read their part of the text again, and allow
them to make a few notes. Sts then work in groups of three
to discuss what they have for lunch. With weaker classes, you
could brainstorm some questions they could use to start their
discussions, e.g. What do you usually have for lunch? How
long do you spend having lunch? Where do you eat? Who with?
What about you? Encourage sts to get into their role and use
their imagination to add more details about their character.

135
 7 LANGUAGE quantifiers: (how) much, (how) many, a lot of, a few, a little ■ containers and portions

7C Are you hungry?

1 Look at the picture and discuss the questions in pairs.
1 What can and can’t you eat or drink when you’re on a diet?
2 Do you know any unusual diets?

2 A Read the text. Why is the diet called the ‘5:2 diet’? Do you think it is a good idea?
B Complete the table with the food and drink that Gareth eats every week.
Vegetables Fruit Meat Dairy products Drinks Other food
Five days a week
Two days a week

The 5:2 diet

Do you know about the 5:2 diet?
Gareth is on the 5:2 diet.
FIVE DAYS a week, he has:
• Breakfast – two eggs, three slices of toast
with butter, a cup of coffee with milk
For some people this amazing diet really works. On the 5:2 diet, you and sugar
can eat normally for five days a week. You are only on the diet for two • Snack – a few biscuits
days a week, but, on those two days, you can only eat 500 calories a • Lunch – a bag of nuts, two sandwiches
day if you’re a woman and 600 if you’re a man. • Snack – a packet of crisps, a carton of juice
• Dinner – pasta with beef and tomato
How much is 600 calories? Here are some examples:
sauce, peas
• Drinks – five cups of coffee with sugar and
milk, three bottles of cola
TWO DAYS a week, he has:
• Breakfast – a slice of toast
with no butter, a cup of
1 large burger 2 small bars of chocolate coffee with no milk
• Snack – water, an apple
• Lunch – salad
• Snack – an orange
• Dinner – chicken
and cabbage
• Snack – a few
2 bowls of rice
3 packets of crisps grapes

6 tins of tomatoes 6 bananas

3A Label the items from Gareth’s list.

a a slice of toast b c d e f

62

136 EXTRA PRACTICE  Workbook page 40

 LANGUAGE 7C
7C Are you hungry?
Sts read about the 5:2 diet that a lot of people use to lose weight. They then discuss what foods they usually eat, and how
healthy their diet is.

Grammar Vocabulary Pronunciation Communication

Quantifiers (how) Containers and portions (bag, bar, bottle, bowl, tin, Weak form of Talking about your
much, (how) many, carton, cup, glass, jar, packet, piece, slice) diet
a lot of, a few, a little

WARMER
Ask: What kinds of food are good for you? What kinds of food
are not healthy? Why? Elicit a few ideas, then put sts into
pairs and ask them to look again at the food vocabulary on
page 147. Ask them to divide the kinds of food into those
that are healthy and those that are unhealthy. Discuss their
answers as a class, focusing especially on any kinds of food
they have different opinions about.
1 Read the questions with the class and check that sts
understand be on a diet. Sts discuss the questions in pairs.
Get feedback on their answers and teach the word calories.
2 A Read out the question, then ask sts to read the text
quickly to find the answer. Point out that they can skim
the text, as they are reading, to understand the general
meaning. Check students understand what the 5:2 diet is,
then discuss as a class whether sts think it is a good idea.
Answer
You eat normally for five days a week, and are on a diet
for two days a week.
B Read through the table with the class and make sure sts
understand the headings. Sts then read the text again and
complete the table with the foods. Check answers. Check
that sts understand all the foods that Gareth mentions,
but don’t focus too much on the containers and portions at
this stage. Ask: Do you think Gareth has a healthy diet on
his ‘normal’ days? Why/Why not? Elicit a range of answers.
3 A Sts look at the pictures and label the items with the
correct words from the text. Check answers, and check that
sts understand all the words for containers and portions.
Answers
b a cup of coffee
c a bag/packet of nuts
d a bag/packet of crisps
e a carton of (orange) juice
f a bottle of cola
3 x PRACTICE  SB page 62, exercise 3
1 Do the exercise as normal. To check answers, read out
each answer in turn, including some incorrect ones,
e.g. a carton of nuts. Ask: Is this right or wrong? Who
has a different answer? What other things can you buy in
packets/cartons, etc?
2 Ask sts to cover page 62. Write the words for the food
items (but not the containers or portions) on the board.
Sts work in pairs and try to remember the container or
portion for each food item. They can look at the text
again to check.
3 Ask sts to close their books. Write the words for the
containers on the board. Sts work in pairs. They take
turns to choose one of the containers or portions. Their
partner must say a phrase using a suitable food. Sts can
use their own ideas for foods, as well as the ones in the
text.

Answers
Vegetables Fruit Meat Dairy Drinks Other food
products
Five days a peas beef butter, milk six cups of two eggs,
week coffee, a three slices
carton of of toast, a
juice, three few biscuits,
bottles of a bag of
cola nuts, two
sandwiches,
a packet
of crisps,
pasta,
tomato
sauce,
sugar

Two days a salad, an apple, chicken a cup of a slice of

week cabbage an orange, coffee with toast with
a few no milk, no butter
grapes water

137
 quantifiers: (how) much, (how) many, a lot of, a few, a little ■ containers and portions LANGUAGE 7C
B Cover page 62 and answer the questions in pairs.
1 What do you remember about Gareth’s diet? 3 What can he eat five days a week?
2 What can he eat two days a week?

Go to Vocabulary practice: containers and portions, page 148

4 A 7.7 Listen to Gareth talking to his friend Amy about his diet. Is it a ‘5’ or a ‘2’ day today?
B 7.7 Listen again and complete the sentences and questions.
1 I normally have a lot of for breakfast.
2 How much can you have?
3 I only have a little – not a lot.
4 How many of coffee do you have on a ‘5’ day?
5 I don’t eat much and I don’t eat many .
6 I have a few in the morning for my snack.

5 A Look again at 4B and complete the sentences with much, many and a lot of.
Then read the Grammar box.
1 We use How to ask about countable nouns.
2 We use How to ask about uncountable nouns.
3 We use in positive sentences.
4 We use and in negative sentences and questions.
B Which phrase in 4B means ‘a large amount’? Which phrase means ‘a small amount’?
Which phrase means ‘a small number’?

Grammar quantifiers: (how) much, (how) many, a lot of, a few, a little

Countable nouns: Uncountable nouns:

I eat a lot of vegetables. I eat a lot of fruit.
I have a few biscuits with my tea. I have a little milk in my tea.
I don’t eat many sweets. I don’t eat much meat.
Do you eat many vegetables? Do you drink much tea?
How many eggs do you eat? Not many./A few./A lot. How much fruit do you eat? Not much./A little./A lot.

Go to Grammar practice: quantifiers: (how) much, (how) many, a lot of, a few, a little, page 125
6 A 7.9 Pronunciation: weak form of Listen and repeat the phrases.
1 a lot of pasta 3 a bottle of water 5 a glass of orange juice
2 a cup of coffee 4 a lot of salad 6 a piece of cake
B 7.10 Say the sentences. Listen, check and repeat.
1 I don’t eat a lot of biscuits. 3 There’s a tin of peas in the cupboard.
2 Can I have a packet of crisps, please? 4 I drink a lot of coffee.

7 A Complete the questions with How much or How many.

1 rice do you eat a week? 4 cups of coffee do you have a day?
2 pasta do you eat a week? 5 sugar do you have a week?
3 glasses of water do you have a day? 6 cartons of juice do you buy a week?
B Ask and answer the questions in pairs.
A How much rice do you eat a week? B I have rice about once a week. How about you?

Go to Communication practice: Student A page 163, Student B page 172

8 A Do you have a healthy diet? Score your typical daily diet 1–10 on the scale below.

junk food lover 1 2 3 4 5 6 7 8 9 10 healthy eater

B Compare your scale with a partner. Discuss your typical daily diet.
A I have quite a healthy diet. I don’t eat many biscuits or sweets. I don’t eat junk food.
B Me, too. I eat a lot of fresh fruit and vegetables, but I sometimes have fizzy drinks such as cola.

Personal Best Plan a new diet to help people be healthier. What can you eat and drink each day or week? 63

138 EXTRA PRACTICE  Workbook page 40; photocopiable activities 7C Vocabulary, 7C Grammar

B Sts cover page 62 and discuss the questions in pairs. Sts
can look at the text again to check their answers. Ask: Who
in each pair remembered the most?
Go to Vocabulary practice: containers and portions, SB
page 148/TB page 309
Sts will find more language presentation and practice for
containers and portions here. Do these exercises with the
class, or set them for homework, before continuing with
exercise 4A of lesson 7C.
Remind sts to go to the app for further self-study
vocabulary practice of containers and portions.
4 A 7.7   Read out the question, then play audio track
7.7. See TB page 361 for audio script. Sts listen and
answer the question. Check the answer.
Answer
It’s a ‘2’ day.
B 7.7   Allow sts time to read through the gapped
sentences and questions. Play the audio again for sts to
listen and complete them. Check answers.
Answers
1 toast  2 fruit  3 milk  4 cups  5  meat, biscuits
6 biscuits
5 A Sts look at exercise 4B again and complete the
sentences. They could work in pairs. Check answers.
Answers
1 many  2 much  3  a lot of  4  (not) much, (not) many
B Read out each question in turn and elicit the answers,
referring sts back to the sentences in exercise 4 for help.
Answers
a large amount = a lot of  a small amount = a little
a small number = a few
Grammar
Read the Grammar box with sts about quantifiers. Point
out that we use a lot of, a little and a few in positive
sentences, and we use much and many in negative
sentences and questions. Point out that we use a lot of
with both countable and uncountable nouns. Elicit that
we use much and a little with uncountable nouns and
many and a few with countable nouns. Ask questions to
check concept.
Concept check questions:
A lot of apples – a large number or a small number? (a
large number). A few oranges – large or small number?
(small number). A little beef – large amount or small
amount? (small amount). A little milk or a few milk?
Why? (a little milk – we use a little with uncountable
nouns). I don’t eat much chocolate or I don’t eat
many chocolate? Why? (much – we use much with
uncountable nouns). I eat many biscuits – correct? (no
– we only use much/many in negative sentences and
questions).
LANGUAGE 7C
Go to Grammar practice: quantifiers, (how) much, (how)
many, a lot of, a few, a little, SB page 125/TB page 263.
Sts will find more language reference, presentation and
practice for quantifiers here. Do these exercises with the
class, or set them for homework, before continuing with
exercise 6A of lesson 7C.
Remind sts to go to the app for further self-study
grammar practice of quantifiers.
6 A 7.9   Allow sts time to read through the sentences.
Play audio track 7.9. See the SB page opposite for audio
script. Sts listen and repeat the sentences. Point out that of
is unstressed, so it is pronounced with a weak vowel /əv/.
B 7.10   Sts work in pairs and practise saying the
sentences, paying attention to the pronunciation of the
weak form of of. Play audio track 7.10 for sts to listen and
check, then play it again for them to listen and repeat. See
the SB page opposite for audio script.
7 A Sts read the questions and complete them with the
correct words. Check answers.
Answers
1 How much  2  How much  3  How many 
4 How many  5  How much  6  How many
B Sts ask and answer the questions in pairs. Ask some sts
to tell the class the biggest difference between them and
their partner.
Go to Communication practice
Divide the class into Student A and Student B. All ‘Student
A’ sts should go to SB page 163. All ‘Student B’ sts should
go to SB page 172. Go to TB page 339 for the teacher
notes. Do the activity, then continue with exercise 8A of
lesson 7C.
8 A Focus on the scale and make sure sts understand junk
food lover and healthy eater. Refer sts back to Gareth and
ask: What score would you give him on the scale? Why?
Elicit a few answers. Sts then give themselves a score for
how healthy their diet is.
B Ask two confident sts to read out the example answer.
Sts then work in pairs to compare their typical daily diets.
Ask some sts to tell the class what is similar and different
about their diet and their partner’s.
PERSONAL BEST
Sts can practise talking about food and using quantifiers
further. They plan a new diet to help people be healthier. Ask
them to think about different kinds of food and drink, and
how much of each thing people should eat each day or week.
Sts can compare their diet plans in small groups.
Weaker sts could think about their discussions in exercise
8B and write three sentences recommending changes their
partner could make to their diet to make it healthier. Sts can
discuss their sentences in pairs. Ask who agrees with their
partner’s suggestions.
139
 7 SKILLS
SKILLS SPEAKING in a restaurant ■ asking politely for something

7D Out for dinner

Learning
Curve 1 Look at pictures a–d. In which pictures are the people:
1 asking for the bill? d 3 arriving at a restaurant?
2 ordering food? 4 booking a table?
a b

c d

2 A 7.11 Watch or listen to the first part of Learning Curve. Which activity in exercise 1 do you see or hear?
B 7.11 Watch or listen again and answer the questions below.
1 What is the name of Jack and Lance's restaurant? 3 What day and time does Simon want to book a table for?
2 Why is the restaurant called this? 4 How many people does he want the table for?

3 7.12 Now watch or listen to the second part of the show. Who orders the following food and drink?
Write K (Kate) or S (Simon).
1 small salad 5 chips, peas and carrots
2 chicken soup 6 chocolate ice cream
3 goulash with rice 7 a cup of tea
4 chicken

Conversation builder in a restaurant

Booking a table:
Do you have a table for Ordering food: Paying the bill:
… please? I’d like the (chicken), please. Could/Can we have the bill, please?
It’s for … people. I’ll have …
Arriving at a restaurant: Could/Can I have …?
We have a table booked The same for me, please./Me too.
in the name of …

4 A Read the Conversation builder and complete the mini-conversations.

Waiter Hello, Harry’s Restaurant. How can I help? Waiter And for you?
Dimitri 1 Svetlana 4 the
Saturday lunchtime, please? five-bean salad, please?

Dimitri Hello. 2 Svetlana 5  ,

Aristov. please?
Waiter No problem. Follow me, please. Waiter Would you like to pay by cash or
credit card?
Waiter Would you like a starter? Svetlana Card.
Dimitri Yes. 3
the vegetable soup, please.
B In groups of three, practise saying the conversations. Take turns to be the waiter, Dimitri and Svetlana.

64

140 EXTRA PRACTICE  Workbook page 41


7D Out for dinner
Learning
Curve Sts watch or listen to a conversation in which people are eating in a restaurant. They then practise booking a
table, ordering food and paying the bill in a restaurant.
Speaking Skill
Sts watch a video or listen to a conversation in Asking politely for something
which people are eating in a restaurant.
WARMER
Ask: How often do you eat in restaurants? What’s your
favourite restaurant? Why? Have a brief class discussion. Ask
more questions to encourage sts to say more about their own
experiences, e.g. Who do you usually go to restaurants with?
What kinds of food do you enjoy eating there? How expensive is
your favourite restaurant?
1 Read out the four options and check understanding. Pre-
teach vocabulary as necessary. Sts look at the pictures and
match the options with the pictures. Check answers.
Answers
1 d  2 c  3 b  4 a
2 A 7.11   All the D lessons in this level which focus on
speaking skills are accompanied by video (i.e. an episode
of Learning Curve). In this lesson, Kate and Simon eat out
in a restaurant. Read out the question. Pre-teach owners,
to surprise someone, to smell good and a booking. Play
video/audio track 7.11. See TB page 361 for video/audio
script. Sts watch/listen and note down which activity they
see or hear. Check the answer.
Answer
a booking a table
B 7.11   Allow sts time to read the questions, then play
video/audio track 7.11 again for sts to watch/listen and
answer the questions. Check answers with the class.
Answers
1 the Goode Food Restaurant
2 'Goode' is Jack's last name. And when you say 'Goode
Food' it sounds like 'good food'.
3 Saturday at 7 p.m.
4 two
3 7.12   Allow sts time to read the food and drink. Check
they understand everything. Pre-teach reserved, a scoop
(of ice cream), cash, and it’s on me (I will pay for it). Play
video/audio track 7.12. See TB page 361 for video/audio
script. Sts watch or listen and write K (Kate) or S (Simon)
next to each food or drink item. Check answers.
Answers
1 K  2 S  3 K  4 S  5 S  6 S  7 K
SKILLS 7D
Conversation builder
In a restaurant
3 x PRACTICE  SB page 64, exercise 3
1 Do the exercise as normal. To check the answers, put
sts into pairs and ask them to write a list of what each
person eats. Ask some pairs to read their lists to the
class. Discuss any disagreements, then confirm the
answers.
2 Sts work in pairs and try to remember the exact words
Kate and Simon used to order each item. Play the
video/audio again for them to check.
3 Sts work in pairs and practise ordering the food that
Kate and Simon order, referring to the food and drink
in exercise 3. Encourage them to say the exact words
that Kate and Simon say and to copy the pronunciation
and intonation from the video/audio to order each item
in a natural way.
Conversation builder
Read the Conversation builder box with sts about
eating in a restaurant. Point out that we say ‘a table
booked in the name of ...’ . Point out that I’d like the ...,
Could/Can I have ... and I’ll have are equally polite ways
of ordering food. Ask questions to check concept.
Concept check questions:
How do I ask about booking a table? (Do you have
a table for ...?). Complete the phrase – I have a table
booked in ... (the name of ...). I’ll have the ... – what am
I doing? (ordering food). What other phrases can I use
to order food? (I’d like the ..., Could I have the ...). My
friend is having salad and I’d like salad too – What can
I say? (the same, please). How can I ask for the bill?
(Could we have the bill, please?).
4 A Students complete the mini-conversations.
Answers
1 Do you have a table for
2 We have a table booked in the name of
3 I’d like the/I’ll have the
4 Could I have/Can I have
5 Could/Can we have the bill
B Sts work in groups of three and practise the
conversations. They swap roles and practise again.
Encourage them to speak in a natural way and use
intonation to sound polite and friendly. If your sts enjoy
role play, they could act out the scene as they practise.
141
 in a restaurant ■ asking politely for something SPEAKING SKILLS
SKILLS 7D
5 7.12 Watch or listen again and complete the sentences.
1 Kate doesn’t want or in her starter.
2 Jack’s goulash has , , vegetables and spices in it.
3 The chocolate ice cream comes with and biscuits.
4 Kate wants to pay by , but Simon wants to pay by .
5 Jack says that the meals are ‘on the ’ – it means Simon and Kate don’t need to pay.

Skill asking politely for something

It’s important to use polite forms when you ask for something.
Instead of I want, use I’d like, Can I have …? or Could I have …?
I’d like a cup of coffee.
Could I have a large orange juice, please?
Can we have three slices of cake?
Use polite intonation, too.

6 A 7.13 Read the Skill box. Listen to three situations. Which customer is more polite, a or b?
1 2 3
B Take turns to ask and answer the waiter’s questions politely. Use the food items and drinks below
or your own ideas.
Are you ready to order your
Can I get you any drinks? main courses now?
Would you like a starter? Anything else?

bread

French onion soup

fish and chips avocado salad olives bottle of glass of orange
U07P67H01-07 mineral water juice
Go to Communication practice: Student A page 163, Student B page 172
7 A PREPARE Look at the menu. Decide when you want to go there for a meal, with how
many people and what you would like to eat.

STARTERS
Tomato soup, Garlic mushrooms, Bean and pasta salad

MAIN COURSES
Roast beef, Fish of the day, Fried chicken
All served with seasonal vegetables and a choice of chips, potato wedges or rice.

DESSERTS
Chocolate cake, Local cheeses, Fresh fruit, Ice cream (choice of flavours)

B PRACTISE Decide who is the waiter and who is the customer.

CUSTOMER: Phone the restaurant to book a table. Arrive at the restaurant, order your food
and ask for the bill.
WAITER: Take the telephone booking. Welcome the customers to the restaurant, take their
order and give them the bill.

C PERSONAL BEST Swap roles and repeat the conversation. Is it easier to be the waiter or the
customer? Why?

Personal Best Plan a menu for your ideal restaurant. Describe it. 65

142 EXTRA PRACTICE  Workbook page 41

 SKILLS 7D
5 7.12   Sts read through the gapped sentences. Play B PRACTISE   Sts work in pairs and decide which role
video/audio track 7.12 again for sts to watch/listen and they will each have. Allow them time to read the situation,
complete the sentences with the correct words. Check and make sure they understand everything. Remind sts
answers. to use phrases from the Conversation builder box, and
encourage them to use phrases from the Skill box to sound
Answers polite. When they practise the phone call, they could sit
1 cucumber, onions back to back in pairs, to make it more realistic.
2 meat, tomatoes C PERSONAL BEST   Sts swap roles and practise again. Get
3 pear, apple feedback from sts on which role they felt was easier, and
4 cash, credit card why.
5 house

Skill
PERSONAL BEST
Sts can practise vocabulary for food further. They work
Read through the Skill box with the class about asking
individually and plan a menu for their ideal restaurant. They
politely for something. Model the polite intonation for
then describe their menu to each other in pairs.
them.
Weaker sts could work in pairs and make four or five changes
6 A 7.13   Play audio track 7.13. See below for audio to the menu in exercise 7, using their own ideas. Put pairs
script. Sts listen and decide which customer is more polite together into groups of four to describe their menus to each
in each case. Check answers with the class, playing the other.
audio track again for sts to hear the polite customer again.
You could get sts to repeat the polite sentences, copying EXTRA PRACTICE
the intonation and stress patterns on the audio track.
Put sts into groups of three. Two sts can use their new menus
from the Personal Best activity to role play a new conversation
7.13   Audio script between a waiter and a customer. They could stand up and
1 act out the scene as they speak. The third student uses their
A: I want a coffee. phone to film the other two. Sts can swap roles and practise
B: I’d like a coffee, please. again. Watching themselves on film will help sts to evaluate
2 how well they can deal with booking a table and ordering
A: Can I have a large cola, please? food in a restaurant.
B: Give me a large cola.
3
A: Two glasses of apple juice and some water.
B: Could we have two glasses of apple juice and some water?
Thanks.

Answers
1 b  2 a  3 b

B Read through the food and drink items with the class
and pre-teach if necessary. Encourage sts to use their own
ideas instead, if they prefer. Sts work in pairs and take
turns to be the customer and answer the waiter’s questions
politely. Encourage them to practise more than once, so
they become more fluent.
Go to Communication practice
Divide the class into Student A and Student B. All ‘Student
A’ sts should go to SB page 163. All ‘Student B’ sts should
go to SB page 172. Go to TB page 339 for the teacher
notes. Do the activity, then continue with exercise 7 of
lesson 7D.

7 Sts follow the steps to have a conversation in a restaurant.

A PREPARE   Allow sts time to read through the menu.
Make sure they understand everything. Sts decide when
they want to go there for a meal, and how many people
they will be with.

143