03

02 2A READING
3F GRAMMAR AND
ANDVOCABULARY
VOCABULARY

OVERVIEW TIP
Explain to Ss that they should read the whole text again,
Duration: 40 minutes this time more slowly. They should read the sentences
Objectives: before and after the gap carefully, so they can see what
sentence is to be placed there.
• Can use language related to diet and nutrition
(GSE 59–75 – B2–B2+).
• Can make inferences or predictions about the POST-READING | 12–15 minutes
content of newspaper and magazine articles 1 (T–S, S–T) Ask Ss to say what they found interesting about
(GSE 60 – B2). the article and if they would grow their own food. Ask
• Can recognise significant points and arguments what type of food they would grow and why. Encourage
in straightforward newspaper articles on familiar Ss to say what the benefits of growing your own food
topics (GSE 56 – B1+). would be.
• Can identify key information in a simple academic
text, if guided by questions (GSE 48 – B1). 2 (T–S, S–S, S–T) Exercise 4. Explain to Ss that they have to
• Can generally understand straightforward factual make questions with the prompts. Complete the first two
texts on familiar topics (GSE 46 – B1). items on the board with the class. Put Ss into new pairs
• Can give or seek personal views and opinions in and have them form the questions. Fast finishers can
discussing topics of interest (GSE 46 – B1). add their own questions. Check answers as a class. Write
• Can guess the meaning of an unfamiliar word from the questions on the board. Ask Ss to change partners to
context (GSE 55 – B1+). complete the second part of the activity in which they
• Can carry out a prepared interview, checking and answer the questions. Ask Ss to share their ideas with
confirming information as necessary (GSE 57 – B1+). the class.
• Can express views clearly and evaluate hypothetical 3 (T–S, S–S, S–T) Exercise 5. Get Ss to read the Fact box with
proposals in informal discussions (GSE 64 – B2). their partner to find the false fact. Ss might need to use
• Can give an opinion when asked directly, provided the Internet to find the answer, but they should take a
they can ask for repetition (GSE 45 – B1). guess first. Check answers as a class. Then Ss answer the
Resources: remaining questions in their pairs. Get feedback as a class.
• SB: pages 40–41; Word List page 45 4 (T–S, S–S, S–T) Exercise 6. Put Ss into new pairs. Have Ss
• TB: Culture Notes pages 206–207 look at the words in the box and explain them to their
• WB: pages 34–35 partner as best they can. Check the answers as a class. Ask
Ss to work individually to complete the first part of the
activity. Model the activity using the example given in item
WARM-UP | 3–4 minutes 1. Check answers as a class. Tell Ss they must ask other Ss
(T–S, S–S, S–T) Put Ss into pairs. Ask Ss to take out their homework the questions, but they must ask each person a different
and share their lists with their partners. Ask Ss to discuss if question. Give them five minutes to mingle. Ask Ss to
the food items are healthy or unhealthy and what other types of report back to the class.
food they’d like to see their canteen sell. Get feedback as a class.
PRODUCTION | 5–10 minutes
PRE-READING | 4–5 minutes 1 (T–S, S–S, S–T) Exercise 7. Put Ss into new pairs and have
1 (T–S, S–S, S–T) Exercise 1. Ask Ss to think about their dietary them complete the activity. Monitor for proper use of
habits. Give Ss one minute to individually make a list of language and vocabulary. Correct where necessary. After
the healthy and unhealthy food items they eat. Then let three minutes, change pairs so they can find out if they
them compare their lists with their partners. Get feedback had any different ideas. Ask Ss to share their ideas with the
from the class and discuss how healthy their diets are in class.
general. 2 (T–S, S–S, S–T) Exercise 8. Write the following on the
2 (T–S, S–T) Exercise 2. Refer Ss to the picture and title on board: People today consume more unhealthy food and
page 41 and ask what they think the text is about. Have Ss drink than ever before. Put Ss into groups and ask them to
read the text to find the answer. Remind them to use the discuss whether they think that statement is true or not.
skimming technique from lesson 2B. Check the answer as Get feedback as a class. Encourage quieter Ss by asking
a class. questions, such as What do you think? or Do you agree?

WHILE-READING | 5–6 minutes WRAP-UP | 1–2 minutes

1 (T–S, S–S, S–T) Exercise 3. Give Ss about five minutes to (T–S, S–T) Refer Ss to the Can-do statement at the bottom of the
complete the activity. Remind Ss that there are three extra page and encourage them to reflect on what they have learnt.
sentences. Ss then compare answers with their partners. Tell them to think about what they have found interesting,
Check answers as a class. new, easy or challenging.

© Pearson Education Limited 2020 High Note 3 1

HOMEWORK
Give Ss WB pages 34–35 as homework.

CONTINGENCY PLAN
Refer to TB page 58 for extra activities.

© Pearson Education Limited 2020 High Note 3 2