Food for thought

3
GOALS
• Recognize indirect information in an article
• Talk about ongoing events in the past
• Practice words related to eating at a restaurant
• Listen for reasons in an interview
• Learn how to make your reasons clear
• Write clear instructions in a recipe

1 Work in pairs. Discuss the questions.

1 Look at the photo. What interests you the
most in it? Why?
2 What is your favorite kind of street food? Why?

WATCH
2 3.1 Watch the video. Which foods do
Brian and Tsiory like? Circle B or T.
NATIONAL GEOGRAPHIC EXPLORERS

TSIORY
BRIAN KASTL
ANDRIANAVALONA
1 cauliflower T B 4 French fries T B
2 curry T B 5 pizza T B
3 fish soup T B 6 tofu T B
3 Make connections. Discuss the questions.
A street vendor sells
a kind of ice cream 1 Do you like the foods mentioned in Exercise 2?
called dondurma in 2 What foods do you never get bored of eating?
Istanbul, Turkey. Why?

34 35
3A
Favorite dishes
LESSON GOALS
• Understand an article about where foods come from
• Recognize direct and indirect ideas
• Plan a special meal Foods with a story
1 
Every country has some well-known, traditional foods. We think of fish and chips as British, for
READING 4 Read the article. Circle the correct options to example, and apple pie as American. But the way of cooking the fish for fish and chips probably
complete the sentences. comes from Portugal. And apple pie? The first apple pie recipe is from England, not America.
1 Think of four countries and one or two well
1 The first recipe for apple pie comes from
known foods from there. Work in groups.
England / Portugal rather than the U.S.
Take turns saying the foods and guessing
2 In 1683, people in Vienna, Austria, made
2 
When you bite into a delicious, buttery croissant, you probably think you are eating something French.
the countries.
pastries that looked like the sun / moon. However, the story of croissants probably begins in Vienna, Austria. In 1683, an army attacked the city,
2 Read the definitions. Then quickly find the 3 Most / All restaurants in Italy do not have but they lost. People made special pastries in the shape of a moon to celebrate and these became very
words in bold in the article on page 37. spaghetti with meatballs on their menu. popular. About 90 years later, Marie Antoinette moved from her home in Austria to France to marry the
1 A is a detailed list of 4 Chicken tikka masala became very French king. One story says that she missed typical foods from her country, so French chefs made these
instructions about how to make a food popular / spicy in the U.K.
or dish. pastries for her. Over time, these became the croissants we know today.
5 Look at the Critical Thinking Skill box.
2 are foods made from flour
Then work in pairs to decide if the author 3 
Is anything more Italian than a plate of spaghetti with meatballs in tomato sauce? In Italy, this dish
and butter. They are often sweet.
gives the information in 1–4 directly (D) or is usually on the menu only in tourist restaurants. Between 100 and 150 years ago, millions of
3 A food is one that people indirectly (I).
have enjoyed for a very long time. Italians moved to the U.S.A. In their new country, meat, spaghetti, and canned tomatoes were all
4 People add , like ginger or
CRITICAL THINKING SKILL cheap and easy to find. So people invented a new recipe with these three ingredients.
Recognizing direct and indirect ideas
chili, to food to make it taste good.
5 To means to do something
Writers sometimes choose to express 4
In Indian restaurants in Britain, a favorite choice is chicken tikka masala, a dish made with spices
information indirectly rather than say it directly. and a creamy tomato sauce. However, several stories suggest chicken tikka masala is not from
nice to show that a day is special.
It was raining. (direct)
6 To people or things means to India. According to one story, a chef in Glasgow, Scotland, invented it in 1971 after a customer
She needed her umbrella. (indirect)
feel sad because they are not with you. said his curry was too dry. The chef quickly made a sauce using some cream and tomato soup. The
Recognizing both direct and indirect information can
7 are the different foods you help you understand a writer’s message. customer loved the changes, and soon the dish was popular all over the country.
need to make a dish.
1 Where the first recipe for apple pie  D
3 Look at the Reading Skill box. Circle which is is from.
the best way to summarize how this article
is organized (a, b, or c). 2 People from Vienna were happy 
that the attack was not successful.
READING SKILL 3 People make spaghetti with 
Understanding how a text is organized meatballs using canned tomatoes.
Identifying how a text is organized can help 4 Chicken tikka masala is a curry.
you understand the content. Texts can be
organized in different ways. For example: SPEAKING a croissant spaghetti with meatballs in tomato sauce
• by topic—what the text is about.
• by sequence—the order things happened. 6 Work in groups.
• by contrasting ideas—how things are different. 1 Imagine you are planning a special meal for
eight people. Discuss which dishes to serve
a three interesting stories to show how food has at the meal. Each person should suggest
changed from 1683 to now one dish.
b three surprising stories to show that foods don’t 2 Describe your menu to the class. Talk about
always come from the place we think they do the dishes you chose and why.
c three contrasting stories comparing foods that
are popular in different places chicken tikka masala
EXPLORE MORE!
Search online to find out about some of these foods and which country each one really comes from:
36 Danish pastries, French fries, Korean tacos, Swedish meatballs, Swiss cheese. 37
3B
A recipe
LESSON GOALS
• Understand social media posts about cooking disasters
and discuss
• Learn how to use the simple past and past progressive
• Recognize weak and strong forms of was and were
3 Work in pairs. Complete the sentences
with one simple past form and one past
progressive form.
PRONUNCIATION

7 3.1 Look at the Clear Voice box. Listen to

for disaster 1 I
while we
(start) to feel very hungry
(wait) for our food.
the examples. Tell a partner what you notice
about the strong and weak forms.
CLEAR VOICE
2 I (not add) enough cheese Understanding weak forms (1):
while I (make) pasta last week. was and were
3 While we (live) in Buenos Like most auxiliary verbs, was and were have
Aires, we (have) many two pronunciations: weak and strong. The
delicious meals. weak form is the usual way of saying these
words in an affirmative sentence.
4 She (put) three more potatoes
I was making dinner yesterday. /wəz /
on my plate while I (not look).
We were soon chatting away. /wər/
5 While we (watch) TV, I However, the strong form is common in short
(decide) to order some pizza. answers to questions and in negative sentences.
4 Work in pairs. Look at the diagram, which A: Who was cooking? /wəz / B: We were. /wɜːr /
shows sentence 3 from Exercise 3. Discuss She wasn’t happy about it. /wɒznt /
which sentence (a or b) describes it.
8 3.2 Look at the underlined auxiliaries in
living in Buenos Aires sentences 1–4. Will it be a strong or a weak
LittleDave form? Listen and check. Which form is easier
for you to recognize? Tell a partner.
I had a cooking disaster. I made an apple pie now 1 He was having sushi for lunch.
delicious meals 2 They weren’t interested in eating out.
READING AND GRAMMAR last week. I wasn’t paying attention and I used
a Past actions can happen many times during a 3 I wasn’t happy with the food, but he was.
salt instead of sugar by mistake. Soooooooooo
1 Work in groups. Look at the photo. Make longer action. 4 A: Who was looking for the recipe?
bad! #recipefordisaster
up a story about what happened and why. b Many different past actions can happen at the B: We were.
Then share your story with another group. same time.
GiorgioR
2 Read the Grammar box. Then look at the SPEAKING
5 Choose a different sentence from Exercise 3. In
social media posts and underline other I was cooking for my sister’s birthday. While I your notebook, create a diagram to show it. 9 Choose two of the disasters from the list below
examples of the past progressive. that happened to you or to a person you know.
was carrying the lasagne from the oven to the 6 Write true sentences using the two verbs
table, I dropped it. The food was OK, but my in 1–4. Use one simple past and one past Practice telling the story of what happened.
GRAMMAR Simple past and past progressive
progressive form. Then compare with a a burning something or causing a fire
Use the simple past to talk about past events that foot wasn’t! #recipefordisaster
are finished. partner. Are any of your sentences similar? b cooking something for too long / not long
I made an apple pie last week. 1 take / meet enough
Tanya2697
Use the past progressive to describe past actions or I was taking the train to school yesterday c dropping something on the floor
situations that continued for some time. d forgetting an important ingredient
I wasn’t paying attention. I was making dinner yesterday and got a call when I met an old friend.
e using the wrong ingredient
When something happened in the past at from a friend. We were soon chatting away, 2 eat / find
the same time as another action, use the past and I asked my son to turn the heat off. Five 10 Work in groups. Take turns telling your stories.
progressive to describe the longer action (or the Use the simple past and past progressive
one that started first). Use the simple past for minutes later I smelled smoke and ran back 3 buy / drop correctly.
the action that interrupted—or happened in the into the kitchen. Dinner was on fire…He
middle of—the longer action. thought I said, “Turn the heat up”!
I was carrying the lasagne and I dropped it. 4 walk / see
#recipefordisaster #mystorywins
Go to page 168 for the Grammar reference.
EXPLORE MORE!
Search online for more stories about people’s “cooking disasters.” How many of the stories use
38 past progressive verbs? 39
3C
Eating out
LESSON GOALS
• Listen for reasons in an interview
• Learn vocabulary for eating at a restaurant
• Practice stressing words to express meaning
• Talk about restaurant experiences
VOCABULARY
4 3.4 Work in pairs. Look at the excerpt
PRONUNCIATION
6 3.5 Look at the Clear Voice box. Listen
from the interview. Answer questions 1–7 and repeat.
below. Then listen and check.
SPEAKING LISTENING CLEAR VOICE
“Raw fish is really popular now. So people know Stressing words to express meaning
1 Work in groups. Read the text about 2 3.3 Listen to an interview with Caroline more about it and they expect their sushi to be
both delicious and cheap. [...] More people are To make the meaning of a sentence clear,
different kinds of restaurant customers. Bennett, a successful restaurant owner. especially to correct a mistake, you can give
Discuss the questions. Match the beginnings of the sentences (1–5) vegetarian or vegan than before. And even
people who do eat meat may eat it rarely. [...] extra stress to a word or phrase.
1 Do you think the descriptions are trying to be with the endings (a–e). Excuse me, I ordered the salmon. (=”You have given
People want to try new dishes and flavors when
serious or funny? Why? 1 In the 1980s, Caroline had the chance to the dish I ordered to the wrong person.”)
they eat out. [...] I know somebody who started
2 Which type of restaurant customer are you 2 In 1994, Caroline decided she wanted to a pop-up restaurant in her home. She prepares Excuse me, I ordered the salmon. (=”You have given
most similar to? Why? 3 About 20 years ago, Caroline chose to food for customers in her own kitchen. She me the wrong dish.”)
4 In 2004, Caroline made the decision to serves them in her home, too.”
Different Restaurant Customers 7 3.6 Look at the conversations between
5 A few years ago, Caroline’s customers Which word in bold means... a waiter (W) and a customer (C). Underline
Picture takers These customers only order food began to
1 very good to eat? which word(s) you think the customer will
that looks good in photos. They take photos of a live in Japan for a year. stress. Then listen, check, and repeat.
each dish and post them online. 2 not cooked?
b open a sushi restaurant. 3 a type of food served as part of a meal? 1 W: Here you go—two small teas and two
Conversation lovers Diners like these don’t care c start a second company. 4 people who do not eat meat? pastries.
about the food because they’re interested in d take a lot of photos. 5 people who do not eat anything from animals? C: Actually, we ordered two small coffees and
talking, not eating. Their meals take a long time e take tuna off her menu. two pastries.
6 to bring food to people?
because they talk, and talk, and talk, and… 2 W: Here you go—two large pizzas and salads.
3 3.3 Look at the Listening Skill box. 7 to make food ready for people to eat?
C: Actually, we ordered two small pizzas and
Food experts These restaurant customers Then listen to the interview again. In your Go to page 161 for the Vocabulary reference.
salads.
usually order only delicious, high-quality dishes. notebook, write answers to questions 1–4.
5 Complete the three social media posts with 3 W: Here you go—a burger with a green salad.
Their meals take a long time because they ask LISTENING SKILL
the correct form of the words from Exercise 4. C: Actually, I ordered a burger with fries.
hundreds of questions about the ingredients. Listening for reasons
4 W: Here you go—one chicken curry and one
It’s often important to understand the reason I became a(n) 1 a couple of bowl of rice.
Money savers These kinds of restaurant-goers
why a thing happened or a person did months ago. Not eating meat at all! But I C: Actually, we ordered two chicken curries
only order cheap dishes. Their meals take a long
something. Speakers sometimes use specific phrases
time because they check the price of everything don’t think I can become a(n) 2 and two bowls of rice.
to give reasons, such as because (of) or one reason
and then calculate how much it is all going to was. You can also think about possible reasons by because I like cheese too much! 8 In pairs, write your own scenarios like those
cost. asking yourself Why did this happen? in Exercise 7. Practice your conversations.
Had sushi and sashimi for the first time Take turns being the waiter and customer.
Healthy livers Customers like these only order 1 Why did Caroline start a restaurant? Use stress to express meaning.
yesterday. Didn’t think 3 fish
low-fat, low-salt, and low-sugar food… even if
2 Why did she stop selling tuna? would be so good! Liked watching the chefs
it’s also low-taste. They never eat dessert and
3 Why did she start a second company? 4
it. The waiters 5 SPEAKING
they leave quickly to get to the gym.
4 Why are many people changing what the food on beautiful plates from Japan, too. 9 Work in groups. Talk about a time when you
they eat? had a great or terrible meal at a restaurant.
My friend and I chose the same chicken Say:
Caroline
Bennett
6
at our local Thai restaurant. She • which type of restaurant you went to.
thought it was 7
, but it was a • where the restaurant was.
little too spicy for me. • why you went there.
• what food you had.
• how much you enjoyed or hated it.

EXPLORE MORE!
Choose one of the customer types from the text in Exercise 1. Then search online to find
40 a restaurant that might be good for that person. Share what you found with the class. 41
3D
Making your reasons clear
LESSON GOALS
• Understand and use indefinite pronouns
correctly
• Learn ways to make your reasons clear
• Roleplay conversations to practice giving reasons

SPEAKING 4 Work in pairs. Complete sentence pairs 1–6

with these indefinite pronouns.
1 Work in pairs. Discuss the questions.
1 What is your favorite type of restaurant? anywhere anything everyone everything
2 When you are choosing a restaurant to eat at, nobody nothing somebody
what things are important for you, e.g., the
type of food, the prices, the staff? 1 I think was happy to eat pizza
again. = I don’t think anyone was unhappy
READING AND GRAMMAR to eat pizza again.
2 Read the restaurant advertisement. What 2 on our menu is vegetarian. =
food do they serve at Paolo’s? Nothing on our menu has meat or fish in it.
3 I didn’t have to eat for
breakfast. = I had to eat for
breakfast.
4 said the food was too spicy. 7 Look at the Communication Skill box. SPEAKING
At Paolo’s Italian Café, we have something = I didn’t hear anyone say the food was too Work in groups. Discuss whether it would
spicy. be helpful or not helpful to explain your 8 Look at the Useful Language box. Then
for everyone. We serve delicious pasta, work in pairs to answer questions 1–3.
5 Can anybody help me wash the dishes? = reason(s) in situations 1–4 and why.
fish, and meat dishes, and you won’t find
a better pizza anywhere. Nobody makes I’d like to help me wash the COMMUNICATION SKILL Useful Language Giving reasons
dishes. Making your reasons clear The reason is that… / (This is) because…
better desserts and everything’s a great
price! You can ask for something that’s not 6 We couldn’t find that sold Mentioning the reason why you are saying You see,… / It’s just that… / The thing is,…
vegetarian food. = Nowhere we looked something or asking why another person has I’d rather… because… / I’d prefer… as… /
on the menu because Chef Paolo can make Actually, since… , could… ?
served vegetarian food. said something can be particularly important when
anything! Our food is also available to go. you are talking to someone who has a different
5 Work in groups. Discuss possible problems communication style or speaks a different language. Which phrases would you use to...
3 Read the Grammar box. Work in pairs. you might have in each situation and why. Being clear about your reasons can help you avoid… 1 give your reason indirectly?
Underline three more indefinite pronouns in • cooking for somebody you don’t know • problems with a bad decision. 2 state your reason directly?
the restaurant ad in Exercise 2. very well • making someone else unhappy or uncomfortable. 3 explain why you want to do something
• going to a restaurant with friends when • a difficult or possibly dangerous situation. different?
GRAMMAR Indefinite pronouns everyone likes different types of food
Use indefinite pronouns to talk about people 1 You don’t want to join some friends who are 9 OWN IT! Work in pairs. Read the situations
• finding somewhere to eat in a city you don’t
or things in general. Many indefinite pronouns sitting outside at a café, because it’s too cold. below. Create two roleplays. Use the Useful
know very well
combine some-, any-, every-, or no- with -body, Language box to help you.
2 You are very late to dinner at your boss’s
-one, -thing, or -where. 1 One of you really wants to eat at a popular
You can ask for something that’s not on the MY VOICE house because your train was canceled.
Indian restaurant, but the other person
menu (some- is common in positive statements) 3 You don’t want to meet with your colleagues
6 3.2 Watch the video about a way to doesn’t like spicy food.
everything’s a great price (every- is common in for Thai food because you can’t eat peanuts
questions, positive, and negative statements) communicate more effectively. Then discuss and are worried that some of the dishes will 2 One of you gives the other person a
you won’t find a better pizza anywhere (any- is the questions in pairs. contain them. homemade cake, but the other person can’t
common in questions and in sentences with not) 1 Why did Luke have problems in the first two eat it because they can’t eat eggs.
4 You decide not to go to your end-of-year
Nobody makes better desserts. (because no- examples? work party because you don’t like parties.
pronouns mean not any-, don’t use not with them) 2 Why did Luke not have problems in the
second two examples?
Go to page 168 for the Grammar reference.

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3E
Comfort food recipes
LESSON GOALS
• Give clear and accurate instructions
• Solve possible problems
• Write a recipe
4 Look at the Writing Skill box. In addition to
recipes, can you think of some other kinds
of writing that need clear instructions?
7 Work in groups. Read the short recipe, then
complete tasks 1–3.

Discuss with a partner. Break some eggs into a bowl. Add some
SPEAKING READING FOR WRITING WRITING SKILL ingredients such as cheese, mushrooms, and
Giving clear instructions chopped tomatoes. Add salt and pepper.
1 Work in groups. Read the definition. Then NATIONAL GEOGRAPHIC EXPLORERS Mix everything well. Cook it.
discuss questions 1 and 2 below. Recipes and other kinds of descriptions of
how to do something need to be clear and accurate.
2 Work in pairs. Student A: Read Tsiory Some examples include: 1 Discuss what dish this recipe might be for and
comfort food /ˈcʌmfət ˌfu:d/ [noun: usually Andrianavalona’s recipe. Student B: Read
uncountable] food that makes you feel better, instruction examples what other ingredients you could add.
Brian Kastl’s recipe. Then follow steps 1 • saying how much 500 grams of sugar /
or that reminds you of home cooking or your 2 In your notebooks, rewrite the recipe using
and 2. two eggs
childhood accurate information and the ingredients you
1 Are there any ingredients the cook can choose • saying how long or cook for 40 minutes / chose. Mention possible problems and give
to add or not? how often leave for one hour
solutions, too.
1 What is your favorite comfort food? Why do • giving the order first / next / after that /
you like it? 2 Tell your partner the ingredients they need to 3 Discuss your new version of the recipe with
make your recipe, then explain how to make it. of steps at the same time / before
2 Do your comfort foods change at different • giving more at 200 degrees / chop into the class. Which groups’ recipes do you want
times of year or when you are not well? 3 Work in pairs. Discuss which dish you would information small pieces to eat? Why?
prefer to eat, and why.
5 Read the two recipes again. Underline some WRITING TASK
examples of the following. 8 WRITE Using Tsiory’s and Brian’s recipes as a
Dried fish soup Green curry with tofu 1 information about how much model, follow the steps to write a recipe.
Ingredients Ingredients 2 information about how long or how often 1 Choose a dish you know how to make.
• 2 whole dried fish • a little oil • 1 small onion 3 words that explain the order of steps 2 Make notes about how to prepare this food.
• 1 large onion • 3½ cups of water • 1 chili 4 other information that is important 3 Write your recipe.
• 3 potatoes • salt and pepper • 4 or 5 cups of mixed vegetables
6 Work in pairs. Look at the Critical Thinking 9 CHECK Use the checklist. Your recipe...
• 2 or 3 cups of green vegetables • 300 grams of tofu Skill box. Then read sentences a and b. gives clear instructions about how much to
• some oil Which sentence can you add to Brian’s
Preparation use of each ingredient.
• 2 teaspoons of green curry recipe and which to Tsiory’s? Decide the
You first need to cover the dried fish in water paste gives clear instructions about how long or
correct place to add them.
and leave them for at least half an hour. While how often to do each step.
• 1 cup of coconut milk
the fish are soaking, chop the onion and • fish sauce or soy sauce CRITICAL THINKING SKILL uses the correct verbs for the preparation of
potatoes. Wash and chop some green vegetables, Solving possible problems the food.
• juice from 1 lime
like sweet potato leaves. Cook the onion in the When writing or giving instructions, think gives clear information about the order of
oil. When the onion is soft, add the fish and about common problems that people the steps.
Preparation
half a cup of water, and maybe a little salt and Chop the onion and chili. (Do you like spicy following the instructions might have. Then mention explains information that other people may
those problems in your instructions and suggest ways not know.
black pepper, too. After about ten minutes, add food? Use more than one chili!) Also chop the to solve or avoid them.
three more cups of water, the potatoes, and the vegetables—they can be any vegetables you 10 REVIEW Exchange recipes with another
greens. Keep cooking the soup until the potatoes like—and the tofu. Cook the onion in oil for student. Did they include at least three
a Make sure you cook the vegetables until they
are soft. Serve it with a plate of rice. three minutes. Then add the chili and cook for things from the checklist? Offer at least
are soft enough to eat.
one more minute. Add the green curry paste one idea for how to improve their writing.
b Do not stir the pot much because the fish will Discuss how much you want to try each
and cook for another minute. Add a cup of hot break into pieces. other’s recipes.
water, the coconut milk, and some fish or soy
sauce, and cook until it boils. Then, reduce the Go to page 155 for the Reflect and review.
heat and cook for five minutes. Next, add the
vegetables and tofu. Finally, add some lime juice
and enjoy it with a bowl of rice.
EXPLORE MORE!
Find a simple recipe online and try to follow it.
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