plik

Dangerous Dining

Vocabulary

Match each dish (1–12) with the country (A–L) which is famous

for it.

Dish

Country

moussaka

Japan

paella

Mexico

black pudding

Greece

sweet and sour pork

India

escargot

Spain

sushi

the UK

tortilla

China

curry

the USA

tortellini

Israel

10 muﬃ n

France

11 falafel

Turkey

12 shish kebab

Italy

Label boxes A–H with the words from the box.

Listening

Watch the fi lm and choose the correct answer (a, b, c)

1 The puﬀ er fi sh...

is the most expensive fi sh at the seafood market.

is one of the most dangerous/poisonous types of fi sh in

Japan.

is served in a few restaurants in Tokyo.

2 Tom has decided to eat at the Matsumoto restaurant

because...

he has heard stories about this restaurant.

he wants to take risks.

it is a restaurant with long traditions.

3 In order to serve fugu, cooks must...

take special classes.

show a special document to customers.

pass an exam.

4 Many people died from puﬀ er fi sh poisoning after the

World War II because...

they didn’t know how to cook it properly.

they ate puﬀ er fi sh found in garbage.

restaurants served fugu which wasn’t fresh.

5 Every year in Japan,

2,500 people die from puﬀ er fi sh poisoning.

70 % of those who try fugu get sick.

there are 3 fatal cases of puﬀ er fi sh poisoning.

6 The toxin...

is found in most parts of puﬀ er fi sh.

in some kind of fugu can kill more than 20 people.

is as strong as cyanide.

7 Fugu fl esh is arranged on a plate in the form of

a chrysanthemum because...

it is a common fl ower in Japanese culture.

it makes the dish look beautiful.

it is a popular funeral fl ower.

8 The fugu meal...

consists of many dishes.

is always dangerous.

is served with tea.

9 The fi lm story...

warns people against eating puﬀ er fi sh.

describes the tradition of eating fugu.

explains how to eat fugu safely (when the fugu meal is safe).

Speaking

Work in pairs. When choosing a place to eat what

do you pay attanetion to? Choose four aspects to

discuss: location, size, decor, menu, service, customers,

atmosphere, price?

gills fi n mouth nostrils eyes scales spine fi shbones

EXAM

Dangerous Dining

Grammar: Present Perfect vs Simple Past

Put the verb into present perfect, present perfect

continuous or simple past tense. Watch the video to check

the answers.

Tom Caradona is in Japan. He___________________

(come) to Tokyo for the fugu experience and he

___________________ (bring) his friend, Aki.

„I___________________

(hear) stories about people dying

from trying fugu”, says Tom

Over the years, hundreds of people___________________

(die) from eating it.

„I___________________

(do) it for 53 years”, says the chef.

„I ___________________

(take) the exam in 1949”

Fugu___________________

(kill) 2,500 Japanese people

between 1945 and 1975.

Regulations and education___________________

(cut)

the number of deaths to only three annually.

Grammar: so that

Match the fi rst and the third column to make logical

sentences with so that.

1 Chef Hayashi is the

one who must

prepare the fi sh safely

that

they can’t breathe.

2 The toxin kills by

paralysing people’s

nerves

Tom and Aki don’t

get sick.

3 It paralyses the lungs

the poisoned person

can’t move.

What tenses are used in parts 1–3 of the sentences?

What tenses are used in parts A–C?

What tense is used in this sentence? Tom spoke English slowly

so that the Japanese chef was able to understand him.

Finish the sentences with your own ideas:

The infl uences of other

culinary traditions

on Polish cuisine.

The diet of the average

Pole: healthy or not?

A healthy menu.

Your favourite place

to eat.

What do Poles eat

for breakfast/

lunch(dinner)/ supper?

Poisonous food.

Food of the future.

Restaurants of the future.

Fast food vs slow food.

What makes a perfect

cook?

TV cooking shows.

Teenagers’ favourite

dishes.

out for with on oﬀ from

Each year some people die__________poisoning after

eating death cap mushrooms

I’d like to move to Tokyo ,so I’ve started looking __________

a nice place to rent .

Don’t throw__________litter while driving.

You should order ice cream topped__________raspberry

syrup. It’s delicious!

Italy is well know__________its varieties of pasta.

It’s diﬃ cult to stop children__________eating sweets.

The painkiller I took 5 hours ago has just worn__________,

and I can feel my tootache again.

Mum, don’t help me__________this cake. I’d like to make it

__________my own.

You should wait until your tea cools down a little so that

........................................................................................................................................................................................................

Always wash your hands before eating so that

................................................

We booked a table in the restaurant in advance so that

Vocabulary

Put the missing prepositions into each gap. Some

prepositions are used more than once.

Work in pairs. Talk about your experience connected

with food. Discuss one of the following aspects: cooking,

dining, serving , ordering.

Speaking

Topics for discussion.

EXAM

Dangerous Dining

OBJECTIVES: by the end of the lesson students will be able to:

Give examples of dishes typical in a given country;

•

Talk about dishes;

•

Describe their favourite place to eat in;

•

Select details while listening/watching a short fi lm;

•

Defi ne the general message of the fi lm;

•

Use the structure conjunction

•

so that;

Deifne the diﬀ erence between the present perfect and past simple

•

tense;
Talk about their food experience using the present perfect and past

•

simple tense;
Select a proper preposition for a given verb;

•

Name the main parts of fi sh.

•

PROCEDURE

*Note: You may choose steps 4–10 to concentrate on listening
comprehension/video watching activities only, when you discuss
the topic of food or restaurants.

Lead in (7 min)

Write on the board: BIGOS, PIEROGI. Make students guess what the class

will be about. (Food, Traditional dishes)
Brainstorming: Ask students to give you the names of other popular dishes

in Poland, and which of them are typically Polish, and which of them come
from other countries (eg. pizza).
Students do Task 1.

*Before watching (4 min)

Ask students what they know about Japanese food (sushi, sake).

Introduce the word: puff er fi sh/fugu.
Students do Task 2.

If necessary, pre-teach the words: poison, diner, cyanide, annually,

to wear oﬀ , fl esh.

*While watching (12 min)

Ask students to read Task 3.

Play the video(4.35min) twice (subtitles oﬀ ). Students do Task 3.

Write the answers on the board and discuss them.

After watching (6 min)

Working in pairs, students do Task 4. Set time limit: 3 minutes. Both

students must be involved in the discussion, giving and justyfi ng their
opinions. At the end, they must agree on the top two aspects. Write on
the board the aspects from Task 4, ask each pair to call their choices, put
a tick next to each aspect chosen. You will get the result of your class
opinions.

Working on language (10 minutes)
Choose one of the activities:

Students, working in pairs, do Task 5: revision of the present perfect and

10a

past simple tense.

Ask students to put the correct form of a verb. Check the answers.
If time allows, you may play the sentences again (with subtitles on).
(Time: 1 – 0.56 min, 2 – 1.18 min, 3 – 1.29 min, 4 – 1.41min, 5 – 1.46 min,
6 – 2.24 min, 7 – 2.30 min)

DANGEROUS DINING - TEACHER’S NOTES

Level: B1

Time: 45 minutes (* 16 minutes)

Podstawa programowa: Theme 6:

Food

Grammar: Present Perfect vs Simple

Past; so that

Vocab: parts of fi sh; national dishes;

verbs with prepositions;

Exam Preparation :

Listening: Multiple Choice;

Structures: Gap fi lling; verb forms

Speaking: Talking about restaurants,

food experience, dishes.

Key

Task 1
1C 2E 3F 4G 5J 6A 7B 8D 9L 10H 11I 12K
Task 2
A fi ns B spine C scales D eyes E nostrils F mouth G gills H fi shbones
Task 3
1A 2C 3C 4B 5C 6B 7A 8A 9C
Task 5

has come, has brought

have heard

have died

have been doing

took

killed

have cut

7
Task 7
1B 2C 3A
Task 9

You should wait until your tea cools down a little so that you don’t get

burnt.
Always wash your hands before eating so that you don’t catch any bacteria.

We booked a table in the restaurant in advance so that we didn’t have to

wait in a queue.

Task 10
1 from 2 for 3 out 4 with 5 for 6 from 7 oﬀ 8 with, on

Analyse with students the diﬀ erence between the tenses in these sentences.
Task 6: Set time limit: 2 minutes. Each student must say 5 sentences. If they
lack ideas, ask them to think about a restaurant they’ve been to or a dish
they’ve tried to prepare etc.

Students do Task 7. Analyse the tenses in the sentence structure with

10b

„so that”. Ask students to fi nish sentences in Task 9.

Students work in a group of 3 on Task 10. Prepare cards with

10c

prepositions: OUT, FOR, WITH, ON, OFF, FROM, each preposition on
a separate card. Give each set to a group of 3. While checking the
answers, ask each group to raise the card with the preposition they
have chosen.

Bank of topics to discuss (6 min)

Cut out the cards with the topics. Ask each pair of students to draw

one. Give them 2 minutes to prepare a list of 3-5 arguments/aspects
to mention while discussing the topic. Ask them to write them on the
other side of the card. Put them into the Bank of topics.

Note: Collect the cards with topics and arguments in a box. Start classes
by asking a couple of students to draw a card and discuss the topic for 1-2
minutes, preferably, without looking at the arguments listed; however,
if students lack ideas, they should use the notes on the other side of the card.

Projects
Ask your students to prepare a project (individual, pair or group) on one of the
following topics:

A map of places to eat in your town.

A map of regional dishes in Poland.

The perfect restaurants / cafe.

National cuisines: a country of your choice

Unusual restaurants / bars.

The concept of slow food in Poland