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Grammar explanation

Nouns can be countable or uncountable. Countable nouns can be counted, e.g. an apple, two apples, three apples, etc. Uncountable nouns cannot be counted, e.g. air, rice, water, etc. When you learn a new noun, you should check if it is countable or uncountable and note how it is used in a sentence.

Countable nouns

For positive sentences we can use a/an for singular nouns or some for plurals.

There's a man at the door.
I have some friends in New York.

For negatives we can use a/an for singular nouns or any for plurals.

I don't have a dog.
There aren't any seats.

Uncountable nouns

Here are some examples of uncountable nouns:

Bread	rice	coffee	information
Money	advice	luggage	furniture

We use some with uncountable nouns in positive sentences and any with negatives.

There's some milk in the fridge.
There isn't any coffee.

Questions

In questions we use a/an, any or how many with countable nouns.

Is there an email address to write to?
Are there any chairs?
How many chairs are there?

And we use any or how much with uncountable nouns.

Is there any sugar?
How much orange juice is there?

But when we are offering something or asking for something, we normally use some.

Do you want some chocolate?
Can we have some more chairs, please?

We also use some in a question when we think the answer will be 'yes'.

Have you got some new glasses?

Other expressions of quantity

A lot of (or lots of) can be used with both countable and uncountable nouns.

There are lots of apples on the trees.
There is a lot of snow on the road.

Notice that we don't usually use many or much in positive sentences. We use a lot of instead.

They have a lot of money.

However, in negative sentences we use not many with countable nouns and not much with uncountable nouns.

There are a lot of carrots but there aren't many potatoes.
There's lots of juice but there isn't much water.

Grammar exercise

Decide whether these nouns are countable (C) or uncountable (U)

1. 
   The children are playing in the garden.   
   
2. 
   I don't like milk.
   
3. 
   I prefer tea.
   
4. 
   Scientists say that the environment is threatened by pollution.   
   
5. 
   My mother uses butter to prepare cakes
   
6. 
   There are a lot of windows in our classroom
   
7. 
   We need some glue to fix this vase
   
8. 
   The waiters in this restaurant are very professional
   
9. 
   My father drinks two big glasses of water every morning
   
10. 
    The bread my mother prepares is delicious
    
11. 
    Drivers must be careful; the road is slippery
    
12. 
    Some policemen are organizing road traffic to avoid any accidents
    
13. 
    I bought three bottles of mineral water for our picnic
    
14. 
    I'd like some juice please!
    
15. 
    Successful candidates will join the camp later this year
    
16. 
    A rise in oil prices is inevitable since there is more and more world demand for energy.   
    
17. 
    The exercises on this website are interesting.  
    
18. 
    Dehydrated babies must drink a lot of water.  
    
19. 
    Adult illiterates learn through a special government program.  
    
20. 
    I met some nice people when I was walking along the beach.
    

Unit 8. Lesson 12. Food

Vocabulary: sour, sweet, bitter, hard ,salty ,chewy, crunchy, bland Reading: Are Brits becoming more adventurous in the kitchen? Speaking: Questions for Discussion Grammar : The indefinite pronouns

Vocabulary Exercise

In pairs think of a food to match each adjective.

Tastes		Textures
Adjective	Example		Adjective	Example
Sour			soft
Sweet			hard
Bitter			crispy
Hard			strong
Salty			smooth
Chewy			hot
crunchy			creamy
Bland			spicy

Now read the following clues and guess what food/dish is being described.

CLUES This food is soft and it tastes sweet. It is made from cream, sugar and fruit or chocolate. It is eaten very cold, usually in summer. This food is crunchy and it can be salty or sweet. It is often eaten in the cinema. This food is hard on the outside, but usually soft in the middle. It is very versatile and is used to make lots of sweet and savoury dishes. In the UK people also eat it on its own for breakfast or in a sandwich. This food is usually hard and crunchy, and it is red or green in colour. People often use it to make desserts, eg pies.

Write some more clues of your own and see if your partner or the rest of the class can guess which food you are describing

Reading Task 1

Read the following article about cookery programmes and their effect on British cuisine.

Are British becoming more adventurous in the kitchen?

What comes into your mind when you think of British food? Probably fish and chips, or a Sunday dinner of meat and two vegetables. But is British food really so bland and uninteresting? Despite a reputation for less-then-spectacular cuisine, Britain is producing more and more top class chefs who dominate our television screens and whose recipe books frequently top the best seller lists.

It’s thanks to these TV chefs rather than any advertising campaign that Britons are turning away from meat-and-two-veg and ready-made meals and becoming more adventurous in their cooking habits. It seems that TV programmes have the power to bring a higher profile to cooking and are wielding real influence on what people cook at home.

According to a new study from market analysts, 1 in 5 Britons claim that watching cookery programmes on TV has encouraged them to try different food. Almost one third say they now use a wider variety of ingredients than they used to, and just under 1 in 4 (24%) say they now buy better quality ingredients than before. One in four adults say that TV chefs have made them much more confident about expanding their culinary knowledge and skills, and young people are also getting more interested in cooking. With an increasing number of male chefs on TV, it’s no longer ‘uncool’ for boys to like cooking. The UK’s new obsession with food is reflected through television scheduling. Cookery shows and documentaries about food are broadcast during prime time evening slots.

Many of the new celebrity chefs promote modern ‘fusion cuisine’, which blends classic ‘British’ cooking with international and exotic influences. Even the chefs themselves are younger, more beautiful and much more experimental, such as Nigella Lawson and Jamie Oliver.

Jamie Oliver was only 23 when he first appeared on British television screens. More than 4 million people tuned in to his popular show ‘Jamie’s Kitchen’. The show began as an experiment and turned into a phenomenon. Jamie gave himself nine months to take a team of unemployed 16 to 24-year-olds, with virtually no previous experience of cooking, and transform them into top class chefs to work in his new restaurant in East London, ‘Fifteen’. Jamie left school himself without formal qualifications and believes that with a passion for food, anyone can become a good cook. ‘Fifteen’ has become a hit in London and is booked up months in advance. Jamie Oliver has proved to be a huge inspiration for British people. The recent survey finds that the number of those sticking to a traditional diet is slowly declining and around half of Britain’s consumers would like to change or improve their cooking in some way. There has been a rise in the number of students applying for food courses at UK universities and colleges, such as those offered by the School of Culinary Art at South Trafford College. Having been ridiculed for centuries for its mediocre cuisine, is Britain now competing with countries such as France and Italy in the field of culinary excellence?

Task 1 Decide whether the following statements are true or false:

1) Britain is starting to get a reputation for bad cuisine.

2) Advertising campaigns are encouraging British people to try new foods.

3) The most popular TV chefs in Britain are younger and more charismatic than they used to be.

4) ‘Jamie’s Kitchen’ is a TV programme about ordinary people who set up their own restaurants with no cooking experience.

5) Jamie’s restaurant ‘Fifteen’ will be opening in several months time.

6) The traditional British diet may be dying out
Speaking. Questions for Discussion

 Apart from popular cooking programmes, can you think of any other reasons why people may be changing their cooking and eating habits in Britain? Think about the following factors:

- Travel

- Health

- Vegetarianism

- Ingredients available

 Have there been many changes in your country? Are there any ‘new’ foods?

 Do you ever cook? If so, what do you like to cook?

 Would you like to train to work in Jamie Oliver’s restaurant, ‘Fifteen’? Why/why not?
Activity 3: a shopping list

• Write the noun phrases down on a piece of paper.

• Ask your learner to think of two more food items to go with each to create a shopping list.

• Write down your learner’s (correct) suggestions.

• Ask your learner to imagine he or she is having a birthday party tonight. What does he or she need to buy?

• Show the learner your shopping list. Explain that the learner needs to write his or her own shopping list.

Grammar

The indefinite pronouns are:

anybody	everybody	nobody	somebody
anyone	everyone	no one	someone
anything	everything	nothing	something

We use indefinite pronouns to refer to people or things without saying exactly who or what they are. We use pronouns ending in -body or -one for people, and pronouns ending in -thing for things:

Everybody enjoyed the concert.
I opened the door but there was no one at home.
It was a very clear day. We could see everything.

We use a singular verb after an indefinite pronoun:

Everybody loves Sally.
Everything was ready for the party.

When we refer back to an indefinite pronoun, we normally use a plural pronoun:

Everybody enjoyed the concert. They stood up and clapped.
I will tell somebody that dinner is ready. They have been waiting a long time.

Be careful!
In negative clauses, we use pronouns with no-, not pronouns with any-: Nobody came. (NOT Anybody didn't come.) We do not use another negative in a clause with nobody, no one or nothing: Nobody came. (NOT Nobody didn't come.) Nothing happened. (NOT Nothing didn't happen.)

We can add 's to an indefinite pronoun to make a possessive:

They were staying in somebody's house.
Is this anybody's coat?

We use else after indefinite pronouns to refer to other people or things:

All the family came, but no one else.
If Michael can't come, we'll ask somebody else.
I think this is somebody else's coat.

Exercise 1. Put an appropriate indefinite pronoun

1. 
   Would you like ________ to eat?
   
2. 
   It was really dark and I couldn't see ________.
   
3. 
   Does _____ live in that house?
   
4. 
   It doesn't matter where we go. We can go______ we want to.
   
5. 
   This is boring. There's _________ to do.
   
6. 
   The shop is closed. ________ has gone home.
   
7. 
   _______ done their homework?
   
8. 
   The guidebook says there's a good hotel _________ near here.
   

  Exercise 2 Choose The Correct Indefinite Pronouns

1)Don’t blame yourself for the mistake __________ is perfect.

2)There is _________ in your hair.I think it is a bug.

3)I will search and find you ________ you go.You can’t escape rom me.

4)Our holiday was perfect. __________ went as we wished.

5)_______________ .is safe from the flu.We can't escape.

6)He didn’t say _____________ useful.All nonsense.

7)I would like to have ____________ to drink please.

8)The police found the murder weapon  ________ near the hut.In the woods.

Unit 9. Seasons and the weather

Lesson 13

Vocabulary: weather; cold; mist; sunshine; rain; frost; snow; wind; weather forecast; ice; weatherman; barometer; pressure; lighting;

Reading: Weather forecast Grammar: Kinds of adverbs

Brainstorming

W hich word is associated with these icons? Where can we see them?

Vocabulary

Learn the vocabulary with definitions

weather – the conditions that exist in the atmosphere relating to temperature, precipitation and other features

cold – a low temperature or a temperature that is lower than normal

mist – a mass of small drops of water in the air close to the ground (= fog)

sunshine – light from the sun, especially means that the light is warm and pleasant

rain– water that falls in drops from clouds in the sky

frost – a thin white layer of ice on the things outside when the weather is very cold

snow– small soft white pieces of water crystals that fall from the sky and cover the ground

wind – a natural current of air that moves fast enough for you to feel it

weather forecast –a report on weather conditions for a period of time in the near future

ice – water that has frozen and become solid

weatherman – a man who records information about the weather

barometer– a piece of equipment that measures atmospheric pressure

pressure – the amount of force that gas produces in the air

lighting – the bright flashes of light that you see in the sky during a storm

Task 1. Match the weather icons with the words defining them

1	4	5	6
				1. ____________	5. ____________
2	cloudy	rainy	7	2. ____________	6. ____________
	snowy