UNIT

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Anyone for ice cream?

Summary
Objectives

Basic competences

to enable students to talk about eating habits

to introduce students to the formation and use

Competence in linguistic communication

of the passive (present simple, past simple,

future simple)
to introduce students to the formation and use
of questions tags
to introduce students to language connected
with food, recipes and containers

Identifying basic linguistic structures (passive

and question tags) in English; Learning to
express and interpret concepts, thoughts,
feelings, facts and opinions
Knowledge and interaction with the physical
world Appreciating the importance of
healthy eating habits
Social and citizen competence Showing a
respectful and tolerant attitude towards food
from other countries
Cultural and artistic competence Appreciating
the importance of cooking as a cultural value
in our society

Warm-up

Vocabulary check

Ask students what they have eaten so far today

and if they think it was healthy food or not. Then
ask what their favourite food is and how often
they eat it.

2 Tell students to copy and match the sentence

Reading

2.24

Tell students to look at the picture and ask if they

think ice cream is a healthy food. Tell them to give
reasons for their answers.
Play the Class Audio CD while students follow in
their books.
Ask students to read the text again and check
any unknown vocabulary. Try to elicit explanations
from students where possible.
Select students to read out the text to the rest of
the class.
Ask students if they have ever followed a special
diet and if so, why.

halves. The three expressions all appear in the

text. Students can refer to the text for help if
necessary.

Answer key
1c 2a 3b
Extra
Ask students the following questions to check
their understanding of the phrases.
1 Why do people usually put on weight?
2 What food are you fond of?
3 Do you know anyone who is on a diet?
What kind of food do they eat?

1 Students try to do the exercise without looking

at the text again. Tell students to write their

answers in complete sentences. Encourage
them to skim the text to check their answers.

Answer key
1 Italians first tried ice cream in the thirteenth
century. 2 If you eat a lot of ice cream, you put
on weight. 3 Joey doesnt want a bowl of ice
cream at first because hes on a diet.

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Grammar

Language awareness

Read through the examples in the grammar box

for the passive.
Write the following examples on the board to
explain the terms active and passive.
Somebody cuts the grass every Saturday. (active)
The grass is cut every Saturday. (passive)
Ask students what tense the active sentence is in.
(present simple) Explain that to form the passive
voice, the main verb in a sentence (cut in this
case) is placed after the verb be in the appropriate
tense (here, the present simple). Point out that
the object of the active sentence (the grass) has
become the subject of the passive sentence.
Write the negative and interrogative examples on the
board (The ice cream wasnt put in the fridge. Will the
tests be marked by our teacher?). Ask students to
identify the tenses. (past simple and future simple)
Remind students that the agent, the person or thing
that does the action, is introduced by the word by.

5 The words focused on here are often confused

3 Tell students to rewrite the sentences in the

Answer key

passive. Remind them to use the same tense as

in the active sentence.

Answer key
1 a kitchen b cooker c cook
2 a dessert b desert
3 a flavour b taste
Ask students if they like spaghetti bolognese, what
ingredients it contains and how it is made. Be sure
students understand the meaning of the verbs cut,
add, cook, boil, mix and put.
6 Tell students to copy and complete the recipe.

Answer key
1 Cut 2 Put 3 add 4 Mix 5 cook 6 Boil
Vocabulary practice
7 Tell students to copy and complete the dialogue

with the names of the missing containers.

1 bowl 2 carton 3 glass 4 cup 5 bottle 6 packet

Answer key

Extra

1 wont be given a puppy 2 wasnt told his name 3

Will she be taken 4 was invited to the party 5 were
these biscuits made by 6 Is the floor brushed
Read through the examples in the grammar box
for the question tags.
Tell students that questions tags are used to ask
for confirmation that what we are saying is true.
Elicit how question tags are formed. (auxiliary or
modal verb + personal pronoun) Remind students
that when the verb in the sentence is in the
affirmative, the question tag is negative, and vice
versa.

Students work in small groups to think of other

foods that come in the six types of containers
in the exercise (for example: a bowl of cereal, a
cup of coffee, a bottle of wine, a carton of milk, a
packet of sugar, a glass of water, etc.). Allow two
minutes for this, then see which group has come
up with the most correct answers.

4 Tell students to copy and complete the

sentences with the question tags.

Answer key
1 was it 2 doesnt he 3 did they 4 havent I
5 dont they 6 didnt they 7 arent they 8 wont you
Extra
Hold up pictures of different places, people,
animals and objects and invite students to make
comments about them using question tags. For
example:
Teacher holds up a picture of a smiling woman.
student She looks happy, doesnt she?
Teacher holds up a picture of an aeroplane flying
through the sky.
student Its going fast, isnt it?
196

by learners of English. Students can work in

pairs and decide which word is correct.

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Good news
Summary
Objectives

Basic competences

to enable students to talk about ways of

Competence in linguistic communication

spending the summer

to introduce students to the formation and use
of the second conditional
to enable students to discuss solutions to a
problem with a group of peers, using both
prompts and ideas of their own
to teach the language used to order meals in a
restaurant

Identifying basic linguistic structures (second

conditional) in English
Social and citizen competence Developing
a constructive, supportive and responsible
attitude towards other peoples problems;
Developing understanding of codes of conduct
and appropriate behaviour in everyday
situations (ordering a meal in a restaurant)
Competence for learning to learn Working
individually, in pairs or in groups to increase
learning efficiency

Warm-up

Listening

Write the title (Good news) on the board. Ask

students what good news they gave or were given
recently. Ask them about bad news too.

Ask a student to come to the front of the class.

Tell him / her to look unhappy. Say, ... has got a
problem. How can we cheer him / her up? Explain
the phrasal verb cheer up. (make someone happy
or raise their spirits) Elicit ideas.
Play the Class Audio CD and ask students who
needs cheering up. (Simon)

Speaking
Focus students attention on the pictures on page
96. Make sure they understand the vocabulary.
Ask students if they have ever done any of these
things during their summer holidays.
1 Tell students to work in pairs and decide how

they would like to spend their summer holidays

and why. Encourage students to add their own
options.
Ask different pairs of students about their ideas
and generate a class discussion.

2.25

2 Play the Class Audio CD and tell students to

answer the questions. Instruct them to compare

their answers with a partner. Play the Class
Audio CD again to check their answers.

Answer key
1 Pizza Palace at seven oclock. 2 Because the
others are not there yet. 3 At twenty-five to eight.
4 By car. 5 He is worried about his test results.
6 His parents. 7 In the living room. 8 To his
friends.
3 Read out the words and make sure students

understand them all. Then tell them to work in

pairs and write a summary of the story using
these words.

Answer key (sample answer)

Joey and Simon agree to meet for pizza at Pizza
Palace at seven oclock. Joey, Sally and Bridget
arrive late. Simon is not happy because he has a
problem; he might have to go to summer school.
Simon has fun with his friends at Pizza Palace.
When he arrives home, Simons parents are
talking in the living room. Simons dad tells him
that he doesnt have to go to summer school.
Simon is very happy and wants to tell his friends.

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4 Students try to do the exercise without looking

at the text again. Tell students to copy only the

true sentences.

Answer key
1 False 2 False 3 True 4 True
Reinforcement
Give two possible answers for each question and
tell students to choose the correct one.
1 a Joey, Sally and Bridget got to Pizza Palace
at seven thirty.
b Joey, Sally and Bridget got to Pizza Palace
at twenty-five to eight. ()
2 a They went to Pizza Palace by car. ()
b They went to Pizza Palace by bus.
3 a They didnt want to be late. ()
b They didnt want to be on time.
4 a Simon isnt very happy. ()
b Simon is very happy.

Give two possible answers for each question and

tell students to choose the correct one.
1 If someone stole / steals my bag, I would
go / went to the police station.
2 If you would go / went to bed earlier,
you wont feel / wouldnt feel so tired.
3 If I will be / were you, I told / wouldnt tell
any more lies.
4 If you didnt smoke / wouldnt smoke so
much, you would feel / feel better.
5 What will you buy / would you buy if I
gave / would give you a hundred euros?
6 If you did live / lived by the sea, would you
go / will you go swimming every day?
Extension

Tell students to read the text again and correct

the false sentences.

Give students the blank sentences. Students

complete them with the correct form of the verbs
from the following word pool:
not smoke / feel steal / go
live / go
be / not tell
go / not feel
buy / give

Answer key

Extra

Extension

1 Joey, Sally and Bridget got to Pizza Palace at

twenty-five to eight. 2 They went to Pizza Palace
by car. 3 True 4 True
Grammar
Read through the examples in the grammar box
for the second conditional.
Explain that second conditional sentences show
that something is less possible or not true now.
Elicit from students how we form the second
conditional. (if + past simple would) Point out
that we can use either was or were for the first
person singular.
5 Tell students to copy and complete the second

conditional sentences with the correct form of

the verbs.

Answer key
1 stole, would go 2 went, wouldnt feel 3 was /
were, wouldnt tell 4 didnt smoke, would feel
5 would ... buy, gave 6 lived, would ... go

200

Reinforcement

UNIT 9

Ask students what they would do if they won a

large amount of money.
Vocabulary
6 Tell students to copy and complete the

sentences using the words given. All the phrases

appear in the text on page 96. Students can
refer to the text for help if necessary.

Answer key
1 werent you on time? 2 missed the bus 3 for
two hours 4 made up your mind
Speaking
7 Tell students to work in groups and discuss how

to cheer Amy up. Encourage them to add more

ideas. When they have finished, find out what
each group decided.

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Situational English

Language awareness

Explain to students that the conversation takes

place in a restaurant. Ask students to read the
sentences and decide who they think is involved
and which line starts the conversation. (two
customers and a waiter; Can we see the menu,
please?)
8a Tell students to work in pairs to put the
dialogue in the correct order.

11 Tell students to copy the sentences and match

Answer key
Can we see the menu, please?
Of course. Shall I bring you some drinks while
you decide what to have?
Yes, please. Well have two Cokes.
Are you ready to order now?
Yes, we are. Ill have the soup to start with,
followed by the chicken salad.
And a green salad followed by pasta with white
sauce for me.
And for dessert?
Id like a piece of apple pie. How about you,
Linda?
Er, ... a bowl of vanilla ice cream, please.

them with the correct meaning.

Answer key
1b 2b 3b 4a
12 Tell students to copy the dialogue and correct
the mistakes. Then ask a pair of students
to read out the conversation to check their
answers.

Answer key
That is the best news Ive heard all day.
We had such a good time ...
I hope so, but Im not sure.
Hmm, youre right.

8b Tell students to work in groups of three (two

customers and one waiter) and read out the

original dialogue. Then tell them to change
roles and act out new dialogues, replacing the
food / drink with ideas of their own and / or the
ideas given.
Vocabulary expansion
Write -sion and -tion on the board and ask
students what type of words end with these
suffixes. (nouns)
9 Tell students to transform the verbs into nouns,

using the correct suffix.

Answer key
1 decision 2 correction 3 direction 4 revision
10 Ask students if they ever do the shopping and

whether or not they use a shopping list to

remember what to buy. Tell students to work
in pairs, look at the pictures and write the two
lists.

Answer key
Remembered to buy: beans, pasta, cheese,
vegetables, mince, tomatoes
Forgot to buy: fish, rice, fruit

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We all make silly mistakes

Summary
Objectives

Basic competences

to enable students to talk about silly mistakes

to enable students to talk about foreign and

Competence in linguistic communication

traditional food
to develop students writing skills and their
understanding of the function of sequencing
expressions in writing
to teach collocations formed with do and
make
to teach the pronunciation of the vowel
sounds // and //
to offer practice in listening for specific
information

204

Learning to coherently express concepts,

thoughts, feelings, facts and opinions in oral
and written work; Using correct pronunciation
and intonation in oral activities
Mathematical competence Using numbers in
everyday situations (prices)
Knowledge and interaction with the physical
world Appreciating the importance of
healthy eating habits
Information processing and digital competence
Using and appreciating different ways of
communicating (emails)
Social and citizen competence Showing a
respectful and tolerant attitude towards other
peoples mistakes
Cultural and artistic competence Appreciating
the importance of food and cooking as a
cultural value in our society

Warm-up

Reading

Consolidate what students have learnt about the

second conditional by asking them the following
questions:
If you had the chance, what country would you
visit? Why?
If you went to Britain, what food would you try?
What would you do if an Indian friend made you a
hot curry?
If you went to a French restaurant, would you order
snails?

Ask students if they ever send or receive e-mails

and if so, what they are usually about.
Write silly mistakes on the board. Ask students
if they have made any silly mistakes recently.
Then tell them they are going to read about a silly
mistake someone made while cooking and ask
them to guess what it could be.
Play the Class Audio CD while students follow in
their books.
Ask students to read the emails again and check
any unknown vocabulary. Try to elicit explanations
from students where possible.
Select students to read out the emails to the rest
of the class.

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1 Students try to do the exercise without looking

at the text again. Encourage them to skim the

text to check their answers.

Answer key
1 Joanne 2 Pat 3 Sally 4 Joanne 5 Sally
Ask students if they have ever had a similar
experience to Joannes or made a mistake while
cooking.
Writing Language portfolio
Ask students to read the instructions and
the prompts. Make sure they understand all
the vocabulary. Tell students to look at the
template and explain that they need to tell their
story in chronological order and organise it
into paragraphs. Tell students to complete the
composition based on the prompts.
Extra
Tell students to show their work to their partners
and ask for their help in identifying and correcting
any mistakes. As students are doing this, walk
around the class to monitor and offer assistance.
Students write a corrected version of the story at
home and hand it in at the next lesson.

Speaking
Ask students what foods they can see in the
pictures (bean stew, cured ham, paella, Spanish
omelette, crme caramel) and how they would
describe them to a foreigner. Put the vocabulary /
phrases below on the board to help them:
Its made of ...
We serve it with ...
The main ingredients are ...
It is sweet / spicy / savoury / salty.
2a Tell students to work in pairs and decide

what meal to make for a British visitor. When

everyone has finished, find out what each pair
has decided on.
Ask students to read the advertisement for the
restaurant. Ask what other dishes they would
expect to find on the menu. Supply any necessary
vocabulary.
2b Tell students to work in pairs to ask and answer

questions about the restaurant. Encourage

them to use their imagination.

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Vocabulary expansion
3 Tell students to copy and complete the
sentences with the correct adjectives.

Answer key
1 spicy 2 sweet 3 tasty 4 strong 5 sour
Extra
Students write sentences of their own using the
adjectives.
4 Tell students to copy the menu and fill in the

missing words for the different courses.

Answer key
1 Starters 2 Main courses 3 Desserts
Extra
Students discuss what they would order from the
menu in pairs (one item from each section).
Language awareness
5 The two verbs focused on here are often

confused by learners of English. Tell students to

match them with the correct phrases.

Answer key
make: an omelette, the bed, a noise, friends
do: silly things, the housework, an exercise,
something wrong
Extra
Tell students to write five sentences using some
of the collocations given here. Encourage them
to choose those they most often make mistakes
with.
6 Tell students to work in pairs to correct the

mistakes. Ask students if they often make any of

these mistakes in their written or oral work.

Answer key
1 She sent me an email a few days ago. 2 Hi!
Its me again. Oh, hello, Sarah. 3 Did I tell you
about the film we saw yesterday? 4 I made a lot
of mistakes in my homework.

7 Tell students to imagine they have just had

dinner with a friend in a restaurant and that

they think the waiter made a mistake on the bill.
Explain that they should check that the items
they ordered are the same as those on the bill.
If not, they should note down the discrepancies
and calculate the total again.

Answer key
Garlic bread with cheese, not garlic bread; one
spaghetti bolognese, not two; pizza special, not
vegetarian pizza special; small ice cream, not large
Total: 21.85
Extra
One student takes the role of the waiter, the
other the customer. They act out a conversation
in which the customer explains the problems with
the bill. Provide the beginning of the conversation:
customer Excuse me!
waiter
Yes, sir / madam.
customer Im afraid theres a problem with the bill ...
Pronunciation

2.27

8a Play the Class Audio CD while students listen

and repeat chorally and individually.

8b Students say the words aloud and decide which

vowel sound (// or //) each word contains.

Answer key
//: top, not, lot
//: ago, so, hope
Listening

2.28

Tell students that they are going to listen to three

people talking about experiences with food. Ask
students to read the sentences and in pairs,
discuss what they think the people might say.
9 Play the Class Audio CD while students listen

and choose the correct sentence for each

speaker. Instruct them to compare their answers
with a partner. Play the Class Audio CD again to
check their answers.

Answer key
Speaker 1: b Speaker 2: d Speaker 3: a

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Cross-cultural corner
Summary
Objectives

Basic competences

to enable students to discuss foreign food and

Competence in linguistic communication

eating habits
to offer further practice in speculating about
visual material
to introduce students to reading and
discussing jokes in a foreign language
to draw students attention to commonly made
mistakes
to encourage students to work with their peers
to do project work

Learning to coherently express concepts,

thoughts, feelings, facts and opinions in oral
and written work
Mathematical competence Using numbers in
everyday situations (prices)
Social and citizen competence Showing a
respectful and tolerant attitude towards food
from other countries
Cultural and artistic competence Appreciating
the importance of food and cooking as a
cultural value in our society; Understanding,
appreciating and respecting jokes and humour
from other countries
Competence for learning to learn Learning
to work together to achieve a common goal
(project)
Autonomy and personal initiative Learning
how to plan, develop and evaluate ones work
with confidence and a critical eye; Evaluating
ones own progress in the language learning
process, identifying mistakes and correcting
them

Warm-up

Reading

Tell students you are going to play a game. You

will give them a word and they have to respond
with the first thing that comes into their head. For
example:
teacher pizza
student Italy
teacher chicken
student delicious
teacher bread
student butter, etc.
Use the following words: rice, fish, spaghetti, milk,
curry, knife, tea, meat, bowl.

Read out the title of the article (Food for thought!)

and elicit the meaning. (something that makes
you think a lot)
Tell students to look at the pictures and say what
they think the article is about and what kind of
information might be included in each paragraph
(for example: eating habits in India, Japan and
Australia.).
Play the Class Audio CD while students follow in
their books.
Ask students to read the text again and check
any unknown vocabulary. Try to elicit explanations
from students where possible.
Select students to read out the text to the rest of
the class.
Ask students if they would rather have a meal
with an Indian, Japanese or Aborigine family. They
should give reasons for their choice.

2.29

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1 Students try to do the exercise without looking

at the texts again. Encourage them to skim the

texts to check their answers.

Answer key
1 Indians, Japanese 2 Indians, Japanese
3 Aborigines 4 Japanese
Extra
In small groups, students think of three or four
pieces of information that could be included
in a similar paragraph about their own country
discussing the kind of food people generally eat,
unusual eating habits and rules relating to what is
considered polite.
Vocabulary check
2 Tell students to copy and complete the

sentences with the correct answer. All of the

words appear in the reading text on page 102.
Encourage students to work out their meaning
from the context.

Answer key
1b 2a 3a 4b
Joke

Speaking
3 Have a classroom discussion based on the

questions and the pictures. Help students with

vocabulary if necessary.
Project
Divide students into groups of four or five.
Students discuss what kind of restaurant to open
and choose a name.
Students then design the menu. Each member
of the group could complete part of the menu
(starters, main course, etc.). In the next lesson,
students put the menu together, decorate it and
add prices, etc.
Remind students to check each others written
work for mistakes before putting the whole
thing together. The completed menus should be
displayed on the classroom walls.
Ask students to choose which restaurant they
would go to in the following situations:
to celebrate a friends birthday
with their grandparents
after going to the cinema with friends
with their penfriend from another country

Direct students attention to the joke. Ask them

to explain it. Ask if they know any jokes relating to
food / eating habits in their language. If so, they
should try to tell them in English.
Language corner
Read this section with students. Ask if they often
make any of the mistakes focused on here. Tell
them to be careful when using these particular
structures.

Online resources for this unit

Grammar worksheet
Vocabulary worksheet
Pronunciation worksheet
Skills worksheet
CLIL worksheet
Test
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