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5

Eat your heart out

Vocabulary p.48

Food Aim to introduce vocabulary related to diets

Warmer:

Eat your heart out

Write the unit title on the board. Tell students that this is an idiom: a fixed phrase with a special meaning that is different from the ordinary meaning of each separate word. It is used to say that something is very good, by joking that someone else would be very jealous of something. For example,

This is a great drawing. Picasso,

eat your heart out! Ask students to take turns to talk about something they did or experienced recently that would make a famous person jealous. They should use the idiom

Eat your

heart out . For example: I cooked a great meal last night. Jamie Oliver, eat your heart out! (Jamie Oliver is a celebrity chef in the UK.) 1 Focus students' attention on the photos and elicit what students can

see in each picture, what they know about the foods and if they have tried them. Depending on how much students already now, consider sharing some of the notes below.

Background note

Sushi, originally from Japan, is small portions of rice with seasoned vinegar. It may have a topping, such as raw fish. It is often wrapped into a roll with nori , a type of seaweed sheet. Popular fillings for sushi rolls include salmon, avocado, and chicken.

It is served with soy sauce, pickled ginger and

wasabi , a hot horseradish paste. Originally from the Indian subcontinent, a curry is a dish which can include meat, vegetables or legumes cooked in a spiced gravy. It is usually served wit h rice, and may also be accompanied by various pickles and chutneys and flat breads. Read the questions aloud and elicit the meaning of diet in the questions (the kind of food that a person eats each day). Note that the word diet can also mean a way of eating in which you only eat certain foods, in order to lose weight, or to improve your health. Elicit the opposite of appealing ( unappealing Put students into pairs to discuss the questions. Then elicit some responses to each question from the class. 2

Put students into pairs to discuss the questions, giving reasons for their choices. If necessary, clarify organic food (food grown or produced without artificial

chemicals).

Teaching tip:

Reporting back

Following any pair or group discussion, ask students to report back to the class about what they discussed. This reinforces language used, and gives students confidence in using English to talk about a familiar topic.

40Unit 5 Eat your heart out

5 3 Ask students to complete the phrases, then compare their answers in pairs before you do a class check. Check that students understand the meaning of each phrase. Elicit any other common diets people might have, e.g. a gluten-free diet, nut-free, low-carb, etc. 4 Students discuss the questions in pairs or small groups. Elicit a few responses.

Answers

1-2

Students' own answers

3

1 fat 2 vegetarian 3 vitamins 4 balanced 5 low

6 free

4

Students' own answers

ADDITIONAL PRACTICE

| Maximiser p.34, Vocabulary 1 | MEL

Unit 5, Vocabulary

| ActiveTeach Games: Noughts and Crosses;

Pelmanism

Grammar focus p.49

Expressions of quantity

Aim to use expressions of quantity with countable and uncountable nouns 5 Elicit what students know about sumo wrestling and if necessary share the notes below.

Background note

Sumo wrestling is a Japanese form of wrestling, typically done by men who are very large. The two wrestlers face each other in a ring. Each wrestler tries to make their opponent step out of the ring or make a part of their opponent's body touch the ground. Write on the board some types of athletes who need to have special diets e.g. marathon runners, gymnasts, rugby players. Ask students to discuss in pairs what kind of diet they think each of these athletes would be likely to have and how healthy they are, compared to a sumo wrestler. 6

Ask students to select the correct expression(s) of quantity before doing a class check. Ask: Which fact about sumo wrestlers' diet did you find most interesting or surprising? Elicit a few responses.

7 Students complete the activities in pairs, then compare answers with another pair. 8

Ask students to turn to the Grammar Reference

section 1 on page 149 and read through it with the class, checking they understand the main points. Ask students to choose the correct option in each sentence in Exercise 1 and then do a class check.

Grammar Reference answers

Exercise 1

1 much 2 a lot of 3 very little 4 hardly any

5 a few 6 some 7 a lot of 8 any

9

Ask students to discuss the difference in meaning

between the examples in pairs, then elicit responses.

Read through the

Language Tip

aloud.

Additional activity:

a few/few, little/very little After Activity 9, ask students to write a pair of sentences using either few /a few or little/a little, e.g. A few people want sushi today. Few people want sushi today. Put students into small groups and ask them to take turns sharing their sentences. The other students in the group have to say what the difference in meaning is. Monitor and check that students are able to explain the differences correctly. 10

Model the activity by asking a few questions using the sentences, e.g. Does the shop sell any cakes? How much cheese is left? Encourage students to ask each other follow-up questions. With weaker classes, get students to prepare the questions in pairs first and check the questions for accuracy before students ask and answer them in pairs.

Answers

5 Student's own answers

6 1 an enormous amount of 2 very few 3 both

4 a little

7 1 an enormous amount of / a great deal of - a lot of

very few / very little - hardly any a little - a bit of 2

Countable: a lot of, an enormous amount of, very

few, hardly any

Uncountable: an enormous amount of, a great deal

of, very little, a little, a lot of, hardly any, a bit of 9

1 A a few = a small number, 1 B very few = hardly any

2 A a little = a small amount, 2 B very little = hardly any 10

Students' own answers

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