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4 reading • The future of food 4 LaNgUage fOCUs • Quantifiers
Reading • The future I can understand the importance of superfoods. I can give information about the amount or quantity of nouns.
of food THINK! What does ‘a superfood’ mean? Can you think of any superfoods? 1 Complete the sentences with the quantifiers 4 Complete the dialogues.
in the box. There is one extra quantifier.
A
1
each week?
Aim The food of the fuTure a few a little a lot of enough Myra How meat do you eat
many (×2) much (×2)
2
I love meat, so I eat a
of it.
Pete
Understand what pronouns refer to. 1 That’s too hungry children. Twice a day in fact.
2 There are hungry people in Myra That’s 3 much meat!
the world, but only people are B
INSECTS trying to do something about it. Simon Do you eat 4 fruit?
THINK! 3 We’ll need to provide protein. Maria I think so. I eat a 5 pieces
The superfood of the future 4 Insects don’t need as space or of fruit every evening. But my mum
Read the questions with the class and water. says it’s 6 enough.
elicit some ideas about what superfood There are a lot of hungry people in the world, so how do we deal with it? In the next 5 How people will eat insects in 5 Use IT! Use the dialogues in exercise 4,
the future?
might mean. Explain that a superfood is thirty years, we’ll need to provide enough protein for billions more mouths, and with all 6 How food made with insects replace the words in blue with the words in
these extra people there will be even less space for farming. One solution is for us to eat
will you eat?
a food that is very good for you because insects. They are a great source of protein and they don’t need as much space or water 2 Answer the questions in the rules with the the box and a time phrase.
chocolate / eat milk / drink
it contains a lot of nutrients. Elicit some as farm animals. words in exercise 1. rubbish / recycle water / waste
possible examples of superfoods. So why don’t we eat insects regularly? The fact is that many people in Asia, Africa and rULes
South America already do. The problem is that Europeans and North Americans don’t
want to. Some governments are now trying to convince them why it is a good idea. 1 Which quantifiers can we use with
ANswers The Nordic Food Lab in Copenhagen, for example, developed the ‘Insect Deliciousness’ countable nouns?
Students’ own answers. project. Its chefs have been to five continents to discover an incredible world of insect 2 Which quantifiers can we use with How much milk do you drink each day?
flavour. In Australia, they tasted honey ants. They ate fried caterpillars in Tanzania, and uncountable nouns?
in Mexico, they enjoyed desert-ant 3 Which quantifiers can we use to say there How much rubbish does your
exercise 1 eggs. Will they and other similar are small quantities of something? family recycle each week?
organisations persuade Europeans 4 Which quantifiers can we use to say there
Check that students understand resources, and Americans to take a bite from are large quantities of something? Finished?
farming and crime. Ask students to read a caterpillar or an ant? What's your 5 Which quantifier means ‘sufficient’? Write some rules for your class about
view? How many people will eat
the title of the article and look at the insects in the future? How much food 3 Read the tips for reducing waste. Then how everyone can help reduce waste. Use
quantifiers wherever possible.
photos and guess which problems the made with insects will you eat? choose the correct options.
text will mention. Students then read the REDUCE your does your family throw away too much / many food?
1
text quickly to check their ideas. Remind here are a few tips you can follow to reduce waste.
students that for this type of task they 1 Read the article. Which problems does the WastE in 4 easy steps Tip 1 make a shopping list before going shopping.
a lot of / a few food goes in the bin as not enough / a little
2
3
don’t need to understand every word, text mention? 3 VOCABULARY PLUS Use a dictionary to people write down exactly what they need to buy at the shops.
they just need to understand the general pollution resources farming crime check the meaning of the words in blue in Tip 2 check the fridge and food cupboards before you shop and
buy only what you really need.
meaning of the text. Check answers with the text. It’s amazing how many / how much things we buy that
4
5
the class. 2 1.32 Read and listen to the article again 4 USE IT! Work in pairs. How worried are we already have. We throw away too many / enough
and answer the questions. you about world hunger? Is it a good idea to things just to make room for new products.
1 What problem will we have in the next eat insects? Why / Why not? Tip 3 buy the freshest food you can.
ANswers thirty years? You may spend a little / a few pounds more,
6
resources, farming 2 Why are insects the solution? I’m not too worried about world hunger because but fresh food is much better for you.
there are many kinds of food we can eat.
7
3 What does the word they in bold refer to? I agree, but I think it’s important that Tip 4 Take a lot of / a little time to create a menu
for the week. You can do it quickly, and it
exercise 2 e 1.32 4 In what parts of the world do people eat we start eating different things. means that you won’t buy things you
insects?
don’t need.
Allow students time to read the questions,
then play the audio for students to listen 40 Material world Material world 41
and answer the questions. Check answers.
ANswers exercise 4 Use IT! Optional activity: Vocabulary
1 We will have to produce enough Allow students time to prepare their Brainstorm some names of insects
protein for billions more mouths. answers to the questions individually. with the class and write them on the
2 Insects are a great source of protein Refer students back to the key phrases board, e.g. ant, bee, wasp, grasshopper.
and don’t need as much space or on page 39 and encourage them to use Put students into pairs and ask them
water as farm animals. some of the phrases in their discussions. to think of a recipe for the future,
3 They refers to the chefs from the Students then discuss the questions in using insects. Elicit one or two ideas
Nordic Food Lab. pairs. Ask some students to tell the class first, e.g. bee soup, grasshopper ice
4 Asia, Africa and South America their ideas. cream. Encourage students to use their
imagination and think about how they
exercise 3 VOCABULArY PLUs ANswers would make their dish. Ask them to
Students’ own answers.
Students use a dictionary to check the include some vocabulary from the text,
meaning of the blue words. With stronger e.g. flavour, taste, protein, and to explain
classes, you could encourage students to why people should try their recipe. Ask
pairs in turn to present their ideas to the
try to guess the meaning from the context class. The class could vote for the most
first, then check in a dictionary. Check that imaginative recipe!
students understand all the words.
ANswers
ANswers Students’ own answers.
Students’ own answers.
Workbook page 30 exercise 5 More practice
Workbook page 30
Practice Kit Reading 4
T50 Unit 4