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GENERAL ENGLISH · PRACTICAL ENGLISH · PRE-INTERMEDIATE (A2-B1)

BURGERS,
FRIES,
SHAKES
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14E5-16QE-I5BV

1 Warm up

Match the words with the pictures.

buns flour green beans insects

nuts oats sweet potatoes veggies (informal)

1. 2. 3. 4.

5. 6. 7. 8.

How can you make a meal out of some/all of these items?

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2 Listening

Listen to Nina and Sam’s conversation about ordering a takeaway meal and say if the sentences are
true or false.

1. Nina and Sam have never tried the food from this place before.
2. The burgers are made from fresh meat.
3. There are three types of buns to choose from.
4. You can order fries.
5. Only Sam decides to order some food.
6. The takeaway place doesn’t use any plastic.

Listen again and answer the questions.

1. How many things are unusual about the menu?

2. How does Sam feel about trying the food? Why?
3. How does Nina feel about trying the food?
4. What does Sam say to Nina about trying new things?
5. Does Nina change her mind? Why/not?

3 Language point

Study the sentences and answer the questions about the words in bold.

• First, there’s no meat in any of the burgers.

• Secondly, the burger buns are made with 25% insect flour.
• And then, there are no fries.
• Well, that’s the last thing that’s strange about this menu.

Choose one option:

1. We use these words for contrasting ideas / connecting ideas in a list.

2. We can / can’t add -ly to the number words to make an adverb to start a sentence: firstly, secondly,
thirdly.
3. We can / can’t use first, second and last with nouns, as an adjective.
4. We can also use next as an alternative to then / than.
5. We could also use these words to tell a history / tell a story.
6. Using these words helps the listener understand what we are saying / sounds very formal.

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BURGERS, FRIES, SHAKES

There are other ways to use the words first and last. Read these sentences and answer the questions.

• At last– something different!

Sam said this to show that he has waited a long / short time for a new type of food.

• At first, Nina didn’t want to have any Thai street food, but then she said that Sam’s food smelled
good and she tried it and she loved it!

Choose one option:

1. Nina’s first feelings about Thai street food were positive / negative.
2. We use but then to show that Nina changed / didn’t change her mind about Thai street food.
3. Nina’s final feelings about Thai street food were positive / negative.

4 Practice

Sam is on the phone, telling his best friend about his takeaway experience. Choose the best words
to complete the sentences.

You know that new burger place up the road that’s just opened? Well, Nina and I got some takeaway
from there last night. Have you seen the menu? It’s really strange. There’s no meat in the burgers!
1 2
First / At first, / Firstly I thought it was a mistake. Next, / And next, / But then, I looked at the
website and I read that they wanted to do something different, so I thought, 3 "No thanks." / "Let’s try
it." / "That’s crazy." We ordered lots of things. 4 First, / At first, / Then, we got nut burgers. They were
ok, but a bit dry. The buns had insect flour in them! It says on the website that insects are the food of
5 6
the future! Last, / But then, / At last, a use for insects! At second / Then / But then we had fries.
7
I think they were made from sweet potato. They were really good! The secondly / third / thirdly
thing we ordered was an oat-milk milkshake. That was definitely the best thing. You should try it. Oh,
I almost forgot. The8 last / at last / lastly thing that’s really different about this place is that they don’t
use any plastic.

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BURGERS, FRIES, SHAKES

5 Speaking

Work in pairs. You and your partner both tried takeaway from the same place as Sam and Nina. Read
about your food and invent one more detail.

• Student A: you tried a tofu burger, rice fries, and nut milk ice cream. Add one more detail about
the staff at the takeaway.
• Student B: you tried a bean burger, parsnip fries, and an avocado chocolate dessert. Add one more
detail about the delivery service.

Look at the table and plan what you are going to say. Then follow the plan to have a conversation
about your experiences.

A B

1) Have you tried that new burger place? 2) Yes, I have.

3) What was your meal like? 4) Well, 1... 2.... 3....

5) And what did you think? 6) At first, ... but then... / But you tried it too.
What did you order?

7) Well, 1... 2.... 3.... 8) So, what did you think?

9) At first, ... but then... (Talk about the staff.) 10) (Respond to the comment about the staff.
Talk about the delivery service.)

11) (Respond to the comment about the 12) (Agree or disagree with A.)
delivery service. Say if you want to get
takeaway from this place again.)

Did you or your partner use At last! If not, go back to the conversation and find a way to include this
expression at least once. Repeat the conversation, including At last!

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6 Extra practice/homework

Two friends are talking about the new burger place. Read the first two lines and put the rest of their
conversation in order.

First, they use insect flour to make the burger buns.

First, they were very dry. Second, there was too much salt. Then, they were really small!

I thought so too, at first. But then I tried it. It’s not bad, actually. The buns were better than the burgers,
to be honest.

I tried that new burger place last weekend. 1

It’s unusual.

I’ve had worse. But the last thing was that the delivery was really slow. We waited for almost an hour
for our food.

Oh dear.

Really? What’s it like? 2

Thanks for the tip. I won’t order anything from there.

That sounds terrible.

That’s too long!

What was wrong with the burgers?

Why do you say that?

Yeah, when it finally arrived, we said, "At last!" And then it wasn’t very nice!

Underline eight words/phrases that you studied in the Language Point.

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7 Optional extension

There are several ways to use the verb make when we describe ingredients or materials. Read the
explanations and examples:

• To describe separate ingredients in a recipe or dish: The burger buns are made with 25% insect
flour.
• To say that we mixed several ingredients together: The fries are made from sweet potatoes and
green beans.
• To show that we have changed one thing into another type of thing: You can get a milkshake, but
the ice cream is made out of oat milk.
• To describe the materials: All their bags are made of recycled paper.

How could you talk about these things?

tables and chairs Halloween costumes paella cheese

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BURGERS, FRIES, SHAKES

Transcripts
2. Listening

Nina: Hey, do you want to get a takeaway? I don’t feel like cooking.

Sam: OK. Look, this menu came through the door this morning. It looks kind of interesting.

Nina: Yeah, I saw that. It’s from the new burger place up the road. I was reading it earlier. It’s a bit
strange.

Sam: Why?

Nina: I don’t really know where to begin. First, there’s no meat in any of the burgers.

Sam: Really? What’s in them?

Nina: There’s a nut burger and a veggie burger.

Sam: That sounds ok.

Nina: Maybe, but I haven’t finished explaining. Secondly, the burger buns are made with 25% insect
flour.

Sam: Insect flour? Seriously?

Nina: Seriously. It’s really good for you. It says here you can also get normal buns, though. And
then, there are no fries.

Sam: No fries?

Nina: Well, there ARE fries, but they are made from sweet potatoes, green beans and other
vegetables.

Sam: Can I get a milkshake, at least?

Nina: Well, that’s the last thing that’s strange about this menu. You can get a milkshake, but the ice
cream is made out of oat milk.

Sam: Well, I think it sounds really cool. The other takeaways around here are all the same and I’m
bored with their food. At last âĂŞ something different! We should try it.

Nina: I’m not sure.

Sam: You’re just afraid to try new things. Remember when we were on holiday in Thailand and we
got street food? At first, you didn’t want to have any, but then you said that my food smelled
good and you tried it and you loved it! You ate my whole dinner!

Nina: You’re right. It’ll be interesting. We should try it.

Sam: OK, write down what you want to order, and I’ll phone them. It says here that they deliver.
And look - all their bags are made of recycled paper. There’s no plastic! That’s unusual!

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Key

1. Warm up

5 mins.
Call attention to the words and images and work with the whole class to match them. Drill pronunciation of all
items. Pose the follow-up question and set a time limit of ~one minute for students to plan some kind of meal.
Elicit a range of brief answers.
1. veggies (informal) 2. sweet potatoes 3. oats 4. nuts
5. buns 6. flour 7. green beans 8. insects

2. Listening

10 mins.
Explain the context and go over the instructions for the first listening activity. You may need to elicit/explain the
meaning of takeaway (a meal prepared in a restaurant but eaten at home). Play the recording and then check
answers. For the second listening activity, students will recover more detailed information from the recording.

Give students a minute to work in pairs and recall the answers. Then play the recording again for them to check.
They can listen twice if they need to. Check answers and ask students to justify their response with information
from the dialogue. If you have time after you check answers, students could read the transcript out loud in pairs.
1. T - it’s a new place
2. F - there’s no meat in the burgers
3. F - only two types, with and without insect flour
4. T - but they are made from sweet potatoes and other vegetables
5. F - they both decide to order something
6. T - they use recycled paper

Listening 2:
1. There are five unusual things: burgers, buns, fries, milkshakes and packaging.
2. He’s very excited, because the food is different to the other local takeaways, and he’s bored with their food.
3. She’s not sure.
4. He says that she sometimes likes new things after she tries them. He tells a story about their experience with
Thai street food.
5. Yes, she changes her mind. She says it will be interesting.

3. Language point

10 mins.
Students explore the use of similar-sounding linking devices in two sections. These are very useful in informal
and formal speaking and writing because they give structure to what people are saying, making it easier for their
listener to understand. Go over the examples and questions in each section. The questions in the first section also
highlight some commonly confused items: then/than and history/story. The second section deals with changing
situations and attitude. Make sure students understand that we use at first and but then as a pair.
1. connecting ideas in a list 2. can

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3. can 4. then
5. tell a story 6. helps the listener understand what we are saying

First and last:

-Sam said this to show that he has waited a long time for a new type of food.
1. negative 2. changed 3. positive

4. Practice

10 mins.
Go over the instructions and ask students to read through the whole text first, to get an idea of the content,
without writing anything. This is excellent exam training for exercises with long texts. Students can work alone
and then check answers in pairs, and then with the whole class. They should justify their answers by referring to
information from the language point.

NOTE: If students are finding this difficult, skip the speaking stage and do the extra practice/homework exercises
in class for additional support.
1. At first, 2. But then, 3. "Let’s try it." 4. First,
5. At last, 6. Then 7. third 8. last

5. Speaking

13 mins.
Go over the context and instructions and set up A/B pairs. Each role requires students to describe three menu
items and invent information about one aspect of service. Give students 2-3 minutes to prepare for the dialogue.
They can then speak in pairs, following the order in the table. Monitor and support as necessary and make a note
of any errors you hear, including pronunciation.
Pose the follow-up question and ask students to rework their dialogue to include At last! appropriately. (Tip: At
last! could be included to refer to a delay/long wait when the staff answered the phone, prepared the food or
delivered the order.) Again, monitor and support as necessary and make a note of any errors you hear, including
pronunciation.
Conclude this stage by offering error correction and feedback and/or asking a pair to perform for the class.

6. Extra practice/homework

2 mins to explain.
These exercises can be assigned for homework or used instead of the speaking activity if the class needs more
support. If you use these for homework, make sure that you mark the exercises in a future class, or collect them
from students and mark them yourself outside class. If you prefer, you can make the answers available to students
and they can check their own answers.
1. I tried that new burger place last weekend.
2. Really? What’s it like?
3. It’s unusual.
4. Why do you say that?
5. First, they use insect flour to make the burger buns.
6. That sounds terrible.

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7. I thought so too, at first. But then I tried it. It’s not bad, actually. The buns were better than the burgers, to be
honest.
8. What was wrong with the burgers?
9. First, they were very dry. Second, there was too much salt. Then, they were really small!
10. Oh dear.
11. I’ve had worse. But the last thing was that the delivery was really slow. We waited for almost an hour for our
food.
12. That’s too long!
13. Yeah, when it finally arrived, we said, "At last!" And then it wasn’t very nice!
14. Thanks for the tip. I won’t order anything from there.

Underline eight words/phrases that you studied in the Language Point.

first, at first, but then, first, second, then, last, at last

7. Optional extension

10 mins.
These exercises are designed as a cooler activity if you have time in your lesson. In this activity, students look at
four similar made + preposition structures. Go over the examples and explanations. Note that made + with/from/out
of are very similar, but students should use made of to describe materials. Pose the follow-up task. Sample answers
are given.
The table and chairs are made of plastic.
Halloween costumes are made out of sheets.
Paella is made with rice, prawns/seafood and eggs.
Cheese is made from milk.

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