National Geographic Video Library

presents

Dangerous Dining
Poziom B1(Intermediate)
Beata Tomaszewska
 Dangerous Dining

Vocabulary 2 Tom has decided to eat at the Matsumoto restaurant

because...
1 Match each dish (1–12) with the country (A–L) which is famous
for it. A he has heard stories about this restaurant.
B he wants to take risks.
Dish Country
C it is a restaurant with long traditions.
1 moussaka A Japan
2 paella B Mexico 3 In order to serve fugu, cooks must...
3 black pudding C Greece
4 sweet and sour pork D India A take special classes.
5 escargot E Spain B show a special document to customers.
6 sushi F the UK C pass an exam.
7 tortilla G China
4 Many people died from puffer fish poisoning after the
8 curry H the USA World War II because...
9 tortellini I Israel
10 muffin J France A they didn’t know how to cook it properly.
11 falafel K Turkey B they ate puffer fish found in garbage.
12 shish kebab L Italy C restaurants served fugu which wasn’t fresh.
5 Every year in Japan,
2 Label boxes A–H with the words from the box.
A 2,500 people die from puffer fish poisoning.
B 70 % of those who try fugu get sick.
gills fin mouth nostrils eyes scales spine fishbones C there are 3 fatal cases of puffer fish poisoning.
6 The toxin...
C
A is found in most parts of puffer fish.
B
B in some kind of fugu can kill more than 20 people.
C is as strong as cyanide.
A
D 7 Fugu flesh is arranged on a plate in the form of
a chrysanthemum because...

A it is a common flower in Japanese culture.

B it makes the dish look beautiful.
C it is a popular funeral flower.
E
8 The fugu meal...

A consists of many dishes.

B is always dangerous.
H F
C is served with tea.

G 9 The film story...

A warns people against eating puffer fish.

B describes the tradition of eating fugu.
Listening EXAM C explains how to eat fugu safely (when the fugu meal is safe).

3 Watch the film and choose the correct answer (a, b, c)

Speaking EXAM
1 The puffer fish...
4 Work in pairs. When choosing a place to eat what
A is the most expensive fish at the seafood market. do you pay attanetion to? Choose four aspects to
B is one of the most dangerous/poisonous types of fish in discuss: location, size, decor, menu, service, customers,
atmosphere, price?
Japan.
C is served in a few restaurants in Tokyo.

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 Dangerous Dining

Grammar: Present Perfect vs Simple Past Vocabulary

5 Put the verb into present perfect, present perfect 10 Put the missing prepositions into each gap. Some
continuous or simple past tense. Watch the video to check prepositions are used more than once.
the answers.
out for with on off from
1 Tom Caradona is in Japan. He___________________
(come) to Tokyo for the fugu experience and he 1 Each year some people die__________poisoning after
___________________ (bring) his friend, Aki. eating death cap mushrooms
2 „I___________________ (hear) stories about people dying 2 I’d like to move to Tokyo ,so I’ve started looking __________
from trying fugu”, says Tom a nice place to rent .

3 Over the years, hundreds of people___________________ 3 Don’t throw__________litter while driving.

(die) from eating it.
4 You should order ice cream topped__________raspberry
4 „I___________________ (do) it for 53 years”, says the chef. syrup. It’s delicious!

5 „I ___________________(take) the exam in 1949” 5 Italy is well know__________its varieties of pasta.

6 It’s difficult to stop children__________eating sweets.
6 Fugu___________________(kill) 2,500 Japanese people
between 1945 and 1975. 7 The painkiller I took 5 hours ago has just worn__________,
and I can feel my tootache again.
7 Regulations and education___________________(cut)
the number of deaths to only three annually. 8 Mum, don’t help me__________this cake. I’d like to make it
__________my own.

6 Work in pairs. Talk about your experience connected

with food. Discuss one of the following aspects: cooking,
dining, serving , ordering. Speaking EXAM
11 Topics for discussion.
Grammar: so that
The influences of other
The diet of the average
7 Match the first and the third column to make logical culinary traditions
Pole: healthy or not?
A healthy menu.
sentences with so that. on Polish cuisine.

What do Poles eat

1 Chef Hayashi is the Your favourite place
for breakfast/ Poisonous food.
one who must A they can’t breathe. to eat.
lunch(dinner)/ supper?
prepare the fish safely
2 The toxin kills by so
paralysing people’s that
B Tom and Aki don’t Food of the future. Restaurants of the future. Fast food vs slow food.
get sick.
nerves
C the poisoned person What makes a perfect Teenagers’ favourite
3 It paralyses the lungs TV cooking shows.
can’t move. cook? dishes.

8 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.

9 Finish the sentences with your own ideas:

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

2 Always wash your hands before eating so that ................................................

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

3 We booked a table in the restaurant in advance so that

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

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 Dangerous Dining

Analyse with students the difference between the tenses in these sentences.
DANGEROUS DINING - TEACHER’S NOTES
Task 6: Set time limit: 2 minutes. Each student must say 5 sentences. If they
Level: B1 Time: 45 minutes (* 16 minutes) lack ideas, ask them to think about a restaurant they’ve been to or a dish
Podstawa programowa: Theme 6: they’ve tried to prepare etc.
Exam Preparation :
Food
Listening: Multiple Choice;
Grammar: Present Perfect vs Simple
Structures: Gap filling; verb forms 10b Students do Task 7. Analyse the tenses in the sentence structure with
Past; so that
Speaking: Talking about restaurants, „so that”. Ask students to finish sentences in Task 9.
Vocab: parts of fish; national dishes;
food experience, dishes.
verbs with prepositions;
10c Students work in a group of 3 on Task 10. Prepare cards with
OBJECTIVES: by the end of the lesson students will be able to: prepositions: OUT, FOR, WITH, ON, OFF, FROM, each preposition on
• Give examples of dishes typical in a given country; a separate card. Give each set to a group of 3. While checking the
• Talk about dishes; answers, ask each group to raise the card with the preposition they
• Describe their favourite place to eat in; have chosen.
• Select details while listening/watching a short film;
• Define the general message of the film; Bank of topics to discuss (6 min)
• Use the structure conjunction so that; 11 Cut out the cards with the topics. Ask each pair of students to draw
• Deifne the difference between the present perfect and past simple one. Give them 2 minutes to prepare a list of 3-5 arguments/aspects
tense; to mention while discussing the topic. Ask them to write them on the
• Talk about their food experience using the present perfect and past other side of the card. Put them into the Bank of topics.
simple tense; Note: Collect the cards with topics and arguments in a box. Start classes
• Select a proper preposition for a given verb; by asking a couple of students to draw a card and discuss the topic for 1-2
• Name the main parts of fish. 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.
PROCEDURE Projects
*Note: You may choose steps 4–10 to concentrate on listening Ask your students to prepare a project (individual, pair or group) on one of the
comprehension/video watching activities only, when you discuss following topics:
the topic of food or restaurants. 1. A map of places to eat in your town.
Lead in (7 min) 2. A map of regional dishes in Poland.
3. The perfect restaurants / cafe.
1 Write on the board: BIGOS, PIEROGI. Make students guess what the class
4. National cuisines: a country of your choice
will be about. (Food, Traditional dishes)
5. Unusual restaurants / bars.
2 Brainstorming: Ask students to give you the names of other popular dishes
6. The concept of slow food in Poland
in Poland, and which of them are typically Polish, and which of them come
from other countries (eg. pizza).
3 Students do Task 1. Key
Task 1
*Before watching (4 min)
1C 2E 3F 4G 5J 6A 7B 8D 9L 10H 11I 12K
4 Ask students what they know about Japanese food (sushi, sake).
Task 2
Introduce the word: puffer fish/fugu.
A fins B spine C scales D eyes E nostrils F mouth G gills H fishbones
5 Students do Task 2.
Task 3
6 If necessary, pre-teach the words: poison, diner, cyanide, annually,
to wear off, flesh. 1A 2C 3C 4B 5C 6B 7A 8A 9C
Task 5
*While watching (12 min)
1 has come, has brought
7 Ask students to read Task 3. 2 have heard
8 Play the video(4.35min) twice (subtitles off ). Students do Task 3. 3 have died
Write the answers on the board and discuss them.
4 have been doing
After watching (6 min) 5 took
9 Working in pairs, students do Task 4. Set time limit: 3 minutes. Both 6 killed
students must be involved in the discussion, giving and justyfing their 7 have cut
opinions. At the end, they must agree on the top two aspects. Write on Task 7
the board the aspects from Task 4, ask each pair to call their choices, put 1B 2C 3A
a tick next to each aspect chosen. You will get the result of your class Task 9
opinions. 1 You should wait until your tea cools down a little so that you don’t get
burnt.
Working on language (10 minutes)
2 Always wash your hands before eating so that you don’t catch any bacteria.
Choose one of the activities:
3 We booked a table in the restaurant in advance so that we didn’t have to
10a Students, working in pairs, do Task 5: revision of the present perfect and
wait in a queue.
past simple tense.
Task 10
Ask students to put the correct form of a verb. Check the answers.
1 from 2 for 3 out 4 with 5 for 6 from 7 off 8 with, on
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)

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