m01 rata rea 05glb 8726 - venturesbooks.sk · • the students interview each other. the as note...

RATATOUILLE LEVEL 51

Teacher’s NotesPearson English Kids Readers

www.pearsonenglishkidsreaders.com

Level 5Suitable for: young learners who have

completed around 250 hours of study in English

Type of English: American

Headwords: 1000

Key words: 20 (see pages 2 and 5 of these Teacher’s Notes)

Key grammar: will with future meaning, zero conditional, infinitive of purpose, shall for suggestions, common phrasal verbs

Summary of the storyRemy is very different from all the other rats – instead of eating just anything, he is a talented chef who loves fine food. When he becomes separated from the rest of his family, he finds himself in Paris at the famous restaurant, Gusteau’s. He watches the garbage boy, Linguini, spoil some soup, and can’t resist rescuing the soup by adding some spices. The soup is delicious and the customers love it!

Chef Skinner, the head chef, sees Remy and orders Linguini to get rid of the rat. Linguini intends to throw Remy into the river, but he discovers that Remy can understand him and that the rat is a talented cook. Linguini has an idea. Remy will hide under Linguini’s hat and direct him as he cooks. After lots of practice, this plan is a great success.

Remy’s family and friends soon discover his whereabouts and put pressure on Remy to give them food. They think that it is too dangerous for Remy to work with humans, but Remy wants to use his talents in the restaurant.

Things get better when Remy discovers some letters in Skinner’s office. They reveal that Linguini is the son of Gusteau’s friend, Renata, and that this “garbage boy” is the real owner of the restaurant.

Anton Ego, the top restaurant critic in Paris, then decides to visit the restaurant. When Linguini is forced to confess to his kitchen staff that a rat,

Remy, is the real chef, almost all of the chefs leave. Remy’s rat family and friends then come to the rescue and together they prepare a fantastic stew, a ratatouille, for Ego.

At the end of the meal, Anton Ego is surprised to learn the chef’s true identity, but gives the restaurant a fantastic review, praising Remy as the finest chef in Paris.

Background information Ratatouille is a Pixar Animation Studios production distributed throughout the world by Disney. It was released in 2007 and was Pixar’s eighth movie production. The movie was directed by Brad Bird who also directed The Incredibles (2004).

To prepare for the movie, the filmmakers spent time in some of the finest restaurants in Paris. They also attended cookery classes and carefully studied the behavior of rats.

Ratatouille was nominated for five Academy Awards® and won the Oscar® for Best Animated Picture.

Did you know … ?

Ratatouille is a traditional French vegetable stew. It is made from onions, garlic, eggplant, bell peppers, zucchini and tomatoes.





The charactersRemy is a rat who loves food. He can cook really well.

Linguini works in the kitchen at Gusteau’s restaurant, but he doesn’t know how to cook.

Chef Skinner is the head chef at Gusteau’s. He is also the owner of the restaurant – or is he?

Colette is the only woman chef at Gusteau’s.

Django is Remy’s father. He thinks it is dangerous for a rat to work with humans.

Emile is Remy’s little brother.

Anton Ego is the most famous restaurant critic in Paris. If he writes a bad review of a restaurant, it closes!

Topics and themesFood and cooking Ask the students what food they like to eat at home or at a restaurant. Has anyone eaten ratatouille? Do any of the students enjoy cooking or helping their parents to cook? Do they enjoy cooking shows on TV? Do they like going to restaurants? What do they like / not like about it? (See also Activities 1, 2, 3 and 6 on pages 3–4 of these Teacher’s Notes.)

Geography The story is set in Paris, the capital city of France. Ask the students if they have been to Paris or if they can tell you anything about the city. Ask them to find the city on a map. Can they name any other capital cities?

Jobs Several jobs are mentioned in the story: chef, waiter, garbage boy, critic. Ask the students what they know about these jobs. Which of these jobs would the students like to do? Why? Which of these jobs would they not like to do? Why not? (See also Activity 6 on page 4 of these Teacher’s Notes.)

Talents In the story, Remy follows his natural talent and passion for cooking. Ask the students what their talents are and what they are passionate about. The students could demonstrate their talents for the other students.

Key words(see page 5 of these Teacher’s Notes for the Key words in context)

control (v) ratatouille (n)cookery (n) recipe (n)critic (n) review (n)customer (n) roof (n)garbage (n) sewer (n)human (n) sign (n)ingredient (n) spice (n)jar (n) stew (n)pot (n) talent (n)rat (n) waiter (n)

Helping others Remy helps Linguini in the story and they become good friends. Ask the students why it is important to help others. Can they give any examples of how they have helped others at home, school, or in their neighborhood? (See also Activity 4 on page 4 of these Teacher’s Notes.)

Overcoming prejudice At the beginning of the story, humans hate rats. Linguini, however, accepts Remy even though he is a rat. At the end of the story, rats and humans work together to “save the day.” Discuss this topic with the students. Why is it important to value people for what they do, rather than who or what they are, or where they come from?

Trying new things Remy often remembers Gusteau’s words: A good chef must not be afraid to try new things. Do the students agree with this statement? Have the students ever tried something new even though they were nervous about it at first?

Animals in stories Remy has one of the most unexpected and surprising jobs for a rat. Ask students to think of other examples of stories in which animals have unexpected or surprising roles.




Class Activities (After Reading)

Here are some activities to do with your class after reading Ratatouille.

1. Follow a recipeMaterials: a simple recipe for a sandwich (one photocopy for each pair of students); enough ingredients for each student to make the sandwich

Important note: Remember to check before the session if any students are allergic to or intolerant of any ingredients in the recipe.

• Tell students they are going to follow a recipe to make a sandwich.

• Write each stage of the recipe on the board in random order. Make sure that the students understand any new vocabulary.

• Students work in pairs to put the stages in the right order.

• Check the answers with the class.

• Give a photocopy of the sandwich recipe to each pair of students.

• Put the ingredients on a table at the front of the class.

• Students come up in turn for the ingredients as they need them. (NB Each student makes their own sandwich.)

• The students make their sandwiches following the recipe.

• The students eat their sandwiches.

2. Design a menuMaterials: a photocopy per group of an example menu; sheets of cardstock; pencils; colored markers

• Before the session create an example menu for the students and make photocopies for the students.

• Ask the students if they ever go to cafés or restaurants. What food do they like to order there?

• Brainstorm food and drinks that you can buy in a café or restaurant. Write any useful vocabulary items on the board.

• Divide the class into groups of four students.

• Give each group a copy of the example menu.

• The students plan a menu for a café. They decide on the name of the café and include the food and drink and the prices.

• Give out the materials to make the menus. Explain to the students that they should make three menus per group. Each student could write or draw a different part of each menu.

• Students create their menus on the sheets of cardstock and decorate them to make them look attractive.

3. Restaurant role-playMaterials: the menus from Activity 2 above

• Brainstorm the language needed to order food in a café or restaurant, e.g. Are you ready? What would you like? I’d like … and … / How much is it? May I have the check, please.

• Write a sample dialogue on the board for the students to use as a model.

• The students practice their role-plays in groups of four: one is the waiter, three are the customers. (The students could use the menus they made themselves, or those made by another group. They could take turns to play the role of the waiter.)

• Go around the class monitoring the students and give help where necessary.

• Ask some or all of the groups to perform their role-plays for the rest of the class.




• Display the information around the class. Discuss the interesting facts with the students.

6. Interview a chef • Divide the class into two groups. One group is

A, and one group is B.

• Tell group A that they are going to interview a chef from Gusteau’s restaurant – it could be Linguini, Skinner, or Colette.

• In pairs, the students in group A should write down around eight questions to ask the person about their job: what they do, what they like about their job, what they don’t like about their job, who they like in the restaurant, who they don’t like, their favorite dish, etc.

• Tell the students in group B that they need to imagine that they are one of the three chefs. What do they do in the kitchen? What do they like about their job, etc.

• Pair each student from group A with a student from group B.

• The students interview each other. The As note down the answers to their questions.

• Ask the As to tell the class who they interviewed and one or two interesting points from their interview.

4. Helping hands Materials: reference books / the internet

• Remind the students of the scene in the story where Remy learns to control Linguini’s movements so that he can cook.

• Explain to the students that they are going to pretend to be Remy and Linguini.

• Divide the students into pairs: one is student A and one is student B.

• The As put some objects on their desks. They then stand by their desks with their arms straight by their sides.

• The Bs stand behind the As and put their arms through their partner’s arms.

• The As then give instructions to the Bs, e.g. open the book, pick up the pencil and put it on the book, wave to someone, scratch my head, clap hands.

• Variation: The students could make the sandwich in Activity 1 in this way. They could take turns to be the “helping hands.”

5. Rats Materials: reference books / the internet

• Ask the students if they have ever seen a real rat. How did they feel when they saw the rat/s?

• Tell the students that they are going to do a project about rats.

• Make a word map on the board of key points for students to find out, e.g. what rats eat, where they live, what they look like, how long they live.

• Students do their research in pairs. They make notes and find or draw pictures to illustrate the main points. Tell each pair to find out at least one unusual and interesting fact about rats.

• Students then write out their information or type it using a computer and paste in the pictures. (This activity could also be done as homework.)

RATATOUILLE LEVEL 55 PHOTOCOPIABLE Text copyright © Pearson Education. Disney material © Disney/Pixar.


Key words

control ............. After a lot of practice, Remy could control Linguini’s hands. (p. 13)

cookery ........... He was the chef who wrote the cookery book! (p. 6)

critic ................. “She’s a restaurant critic!” (p. 10)

customer ......... One of the chefs said, “A waiter already took some of that soup to a customer.” (p. 9)

garbage ........... They were happy to eat old food, garbage … anything. (p. 3)

human .............. Humans hated rats – it was time to leave! (p. 4)

ingredient ........ Then he started to put water and new ingredients in the pot. (p. 7)

jar ..................... Remy tried to run, but Linguini dropped a jar over him. (p. 11)

pot .................... He was near a pot of soup when his arm hit it. (p. 7)

rat ..................... Remy was very different from all the other rats. (p. 3)

ratatouille ....... “You’re making ratatouille for Anton Ego?” (p. 29)

recipe ............... “Always follow the recipe carefully.” (p. 16)

review .............. The next day Ego wrote his review of the restaurant. (p. 30)

roof ................... He climbed higher and higher, up to the roof. (p. 6)

sewer ................ The water carried the boats into the sewer. (p. 4)

sign ................... There was a big sign on the building opposite him. (p. 6)

spice ................. That soup did not have enough salt! Or pepper … or spices. (p. 8)

stew .................. “But that’s just vegetable stew!” (p. 29)

talent ............... “You have talent,” his brother Emile told him. (p. 3)

waiter ............... “One customer wants a different meal,” said the waiter. (p. 15)



While-Reading activities

Activity 1 (pages 3–6)

Circle the right words.

1 Remy loved to eat garbage / read cookery books.

2 Django was Remy’s brother / father.

3 The rats all ran to the boats / kitchen when the woman discovered them.

4 Remy lost the other rats / his cookery book in the sewer.

5 There was a recipe / picture on the front of the cookery book.

6 Gusteau’s restaurant was in France / America.


Order the sentences.

a The customer loved Linguini’s soup.

b Chef Skinner tasted the soup.

c Linguini put water and new ingredients into the soup.

d Remy started cooking.

e Remy looked into the kitchen from outside.

f Remy smelled the soup.

g Chef Skinner was angry with Linguini.




Copy the sentences under the correct pictures.

a Linguini could not throw the little rat into the river.

b Chef Skinner did not really want Linguini in his kitchen.

c Linguini dropped a jar over the rat and put the top on quickly.

d Linguini and Remy had to practice for hours and hours.

1 2

3 4




Write T (True) or F (False).

1 The customers did not like the soup.

2 Linguini and Colette chose one of Gusteau’s recipes.

3 Remy changed the recipe.

4 The customer did not like the new recipe.

5 Remy saw his father in the garbage.

6 Remy did not want to stay with his family.


Check the right answer.

1 Was Remy happy to get food for Emile?

a Yes, he thought it was a good idea.

b No, but he agreed to do it one time.

c No, and he did not agree to do it.

2 What did Remy learn about Linguini from the letter?

a Linguini was the son of Gusteau’s old friend, Renata.

b Linguini was Skinner’s son.

c Linguini was Gusteau’s good friend.

3 Whose restaurant was Gusteau’s?

a Renata’s

b Skinner’s

c Linguini’s

4 What happened next?

a Remy ran away with the two letters.

b Skinner caught Remy.

c Skinner showed the letters to Linguini.



5 What happened to Linguini?

a He became a star of the restaurant world.

b He changed the name of the restaurant.

c He wrote a story about the restaurant.

6 What was Anton Ego’s job?

a He was a chef.

b He was a waiter.

c He was a critic.


Match the two parts of the sentences.

1 Linguini did not want people a when he saw all the rats.

2 Remy was very angry b he said sorry.

3 Remy took all the rats c to know their secret.

4 When Linguini saw Remy, d without Remy’s help.

5 Linguini was angry e to the room with the food.

6 Linguini had to cook a meal f when he left the restaurant.


Write the correct name in each space.

Remy Colette Django Linguini Anton Ego

1 was very nervous when Anton Ego arrived.

2 came back to help his friend, Linguini.

3 and all the other rats came to help, too.

4 did not want them to make ratatouille.

5 wrote a wonderful review or the restaurant.



After-Reading activities

Activity 1

Match the descriptions to the names. Draw lines.

1 Every chef in Paris is afraid of him. a Chef Skinner

2 He tells Remy, “You can’t change humans!” b Linguini

3 He is a very talented chef. c Remy

4 Gusteau’s restaurant is not really his. d Anton Ego

5 Gusteau’s restaurant is really his. e Django

Activity 2

Write the answers in the boxes. What word appears?

1 Anton Ego was the most famous restaurant … in Paris.

2 Colette was the only woman … at Gusteau’s restaurant.

3 “A waiter already took some of that soup to a … .”

4 A person who takes food to the people in a restaurant.

5 Remy added salt, pepper and … to the soup.

6 Ratatouille is a vegetable … .

1

2

3

4

5

6



Activity 3

Cut out the sentences. Put them in the correct order.

a Remy found two important letters in Skinner’s office.

b Skinner ordered Linguini to take the rat far away.

c Anton Ego wrote a wonderful review of Remy’s food.

d Remy lost his family in the sewer.

e Linguini told the other chefs in the kitchen about Remy.

f Remy and Linguini practiced cooking in Linguini’s apartment.

g Remy changed the soup – now it was delicious.

Activity 4

Use the words in the box to complete Anton Ego’s review.

ate best chef cook delicious understand

✁

Years ago Gusteau said, ‘Anyone can 1 .’ Now I 2 these words. Not all people can cook well, but a great 3 can come from

anywhere. Yesterday, I 4

the most 5 meal in my life. The chef was the strangest … and also the 6 in Paris.




Answer Key

In the back of the Reader

Before You Read1 a jar b pot c chef d cookery book e spice

f waiter g recipe h customer

2 Ratatouille is a vegetable stew made from onions, garlic, eggplant, zucchini, bell peppers, and tomatoes.

After You Read1 1 b 2 c 3 a 4 c2 1 a 2 d 3 c 4 b

3 The answer is: 3

In these Teacher’s Notes

While-Reading activities

Activity 11 read cookery books 2 father 3 boats 4 the other rats 5 picture 6 France

Activity 2The correct order is: e, c, f, d, g, a, b

Activity 31 c 2 a 3 d 4 b

Activity 41 F 2 F 3 T 4 F 5 F 6 T

Activity 51 b 2 a 3 c 4 a 5 a 6 c

Activity 61 c 2 f 3 e 4 b 5 a 6 d

Activity 71 Linguini 2 Remy 3 Django 4 Colette 5 Anton Ego

After-Reading activities

Activity 11 d 2 e 3 c 4 a 5 b

Activity 2

1 c r i t i c

2 c h e f

3 c u s t o m e r

4 w a i t e r

5 s p i c e s

6 s t e w

Activity 3The correct order is: d, g, b, f, a, e, c

Activity 41 cook 2 understand 3 chef 4 ate 5 delicious 6 best

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