SCttOOL DAYS

Vocabulary
• Food
Grammar
• Countable and uncountable nouns
Speaking
• Describe your
I Pronunciation
• Weak forms: /"'/
Writing
• My school day
• School • a lot of, some, any school timetable • because
subjects • Frequency expressions· • Talk about your diet
• How often? • Order food

c~OCAB~:~Y} Food ------- --- -----

1 ~ Match the pictures with the food on the menu. Listen and check. Then list~n and repeat.
a - cheese \ -- - · ·- - ~- ~

2 Categorise the food in the pictures. 3 What's in your favourite sandwich?

Ca_n you add more?
My favourite sandwich is cheese and onion
Vegetables lettuce, . on brown bread.
Fruit:
Meat
Fish: C)tsct :tttumrt· Dm=: !Ill_...
Drinks: "
Other:

35

Students discuss their favou rite food.

79
 HEALTHY AND SIMPLE
CREAD•N:)1---c-- ---
· _ . _______
1 Answer the questions. 2 ~ Read about a top teen chef. What
does she describe?
1 Do you like cooking?
2 What can you cook? a her restaurant
3 Do you know the names of famous chefs? b her typical meals
c her favourite recipe

Meet Miranda Jacks

Scotland's toQ teen chef
I'm a chef so people often ask me .about the food that I eat. I like food
that's healthy, and simple to make.

Breakfast is very important. I always have orange juice and an egg on

toast. I don't eat any cereal because I don't like milk.

For lunch I make a sandw ich. This is my favourite sandwich: take two
slices of bread and put some mayonnaise on one. Cut some cold
chicken. Then add some lettuce and a tomato. Tomatoes are brilliant.
They've got a lot of vitamin A and C. They protect your skin and they're
good for your eyes and immune system. Delicious!

In the evening, I usually cook for my mum and dad. We don't eat
fish because my dad doesn't like it, but we sometimes have meat.
We all like pasta - a lot of pasta. It gives you energy and it's great
with a salad . Try a spinach , avocado and parmesan cheese salad I It's
easy to make and good for your body and your brain .

3 True or false? Correct the false sentences. 4 Answer the questions.

1 Miranda likes junk food. 1 What's Miranda's job? She's a chef
False - She likes healthy food. 2 What's in her favourite sandwich?
2 She has a sandwich fo r lunch. 3 Why are tomatoes healthy?
3 She likes tomatoes . 4 Why does she like pasta?
4 Her mum cooks dinner. 5 What's in her salad?
5 They eat a lot of fish . 6 Why does she like this salad?
6 In her house , pasta isn't popular.

36

~~
Students look at eating habits and
the nutritional value of certain foods.

80
 .. ff,, ·~·

CREA~) - ·~---- - - 4
• Students answer the questions in complete
sentences .
• Healthy and Simple
Warmer Answers
Students look at the headline of the article and 1 She's a chef
L-- the photo of the teen chef. Ask questions about
her: What's her name? Where's she from? What
2 Her favourite sandwich has got mayonnaise ,
cold chicken, lettuce and tomato in it.
L- does she like doing? a
3 They've got lot of vitamin A and C.

L; 1
• Students answer the questions.
4 It gives you energy and it's great with a salad.
5 Her salad has got spinach, avocado and
parmesan cheese in it.
6 It's easy to make , and it's good for your body
( Answers Students' own answers ) and your brain.

Consolidation
In pairs, students ask and answer the questions.
Then ask the class: Do you like cooking?
Students put up their hands if the answer is yes.
Ask some students who like cooking what they
can cook Then ask what famous chefs the class
knows .
2 @ 1.45
• Students read and listen to the article about the
Consolidation
• Students w rite a short description of the meals
they usually eat using expressions from the
article. Write these prompts on the board to
help:
Breakfast is . . . I always have . . . I don't eat
any .. .
For lunch I have ...
In the evening, I usually have . . .
We don 't eat .. . but we sometimes have . ..
We never eat , . .
,r-

top teen chef, and identify the things she • In pairs, students read their descriptions to
describes. each other and tty to find three things they
have in common.

( Answers b and c )
"•Workbook Reading page 52

3
• Students decide if the sentences are true or false,
and correct the false sentences. Encourage them to
write complete sentences.

Answers
1 False - She likes heal~hy food .
2 True
3 True
4 False - Miranda cooks dinner for her mum and
dad.
5 False - They don 't eat fish. / Her dad doesn't
like fish .
6 False - Pasta is very popular. I They all like
pasta.

81
 ~ RAMMAR} - · -- ·- - --
.-, Countable and uncountable nouns
• Draw an apple on the board and ask students:
What's this? Draw two more apples and ask:
. What are these? Establish that apple is- a
countable noun .
• Draw a bowl of pasta (e.g . spaghetti) on the
board. Ask students: Is it possible to count pasta?
Explain that pasta is an uncountable noun .
1 some chips.
• Students make a list of countable and
uncountable nouns.
Answers
Countable: banana, ch1p , hamburger, onion,
pizza, potato, tomato , vegetable
Uncountable: bread, cheese, fruit , meat, milk ,
spinach, .t oast
• Ask students when we use a/an. Teach students
the rules.
a/an + singular countable noun
no article + plural countable noun
no article + uncountable noun
2
• Students copy and complete the sentences. They
also write if the sentences are true or false for
them.
Answers 1 - 2 - 3 an 4 an 5 - 6 a
Students' own answers
• a lot of, some, any
• Write the example sentences on the board and
check students understand a lot of, some and
any.
a lot of: a big quantity
, some: a normal quantity
any: none (with a negative verb)
3 • Go 4 it!
• Students write sentences about Victor and
Veronica using a lot of, spm·e and any.
J!
8~.
Answers
1 Victor doesn't eat any fruit. Veronica eats a lot
of fruit .
2 Victor drinks a lot of milk Veronica drinks ,
some milk. {'
3 Victor doesn't eat any fish . Veronica eats some
fish.
4 Victor eats some Indian food. Veronica doesn't
eat any Indian food.
5 Victor eats a .lot of vegetables. Veronica eats
some vegetables.
6 .Victor doesn't eat any chips. Veronica eats
• Pronunciation: Weak forms /g/
4~ 1.46
• Say the first sentence and ask students which
words are stressed (have, sandwich, lur:,ch).
Explain that a isn't stressed: the pronunciation is
/g/, The words an and some have the same sound
/g/.
• Students hear ·each senten.c e twice. Pause the CD
for students to repeat.
• any in questions
• Write these sentences on the board:
I eat some cheese.
I don't eat any tomatoes.
Ask students to complete these questions.
Do you eat _ cheese?
Do you eat _ tomatoes?
• Explain that we use any in negative sentences
and in questions.
• Ask students to look at exercise 3. Ask: Does
Victor eat any fruit? (No, he doesn't.) Does
Veronica eat any fruit? (Yes, she does:)
5
• In pairs, students ask and answer questions about
Victor and Veronica. Student A keeps their book
open and asks questions. Student B closes their
book and answers from memory.
6
• Students prepare questions to ask the ir partner
using any and a lot of, and the food vocabulary.
• In pairs, students take it in turns to ask their
questions and make a note of their partner's
answers.
7
• Students tell another pair about their partner's
diet.
. -.Student's Book Grammar reference page 95
, ,.. Workbook Grammar reference page 44,
Grammar page 49
 (!RAMM~) ·- - -- @
- -<tt~~unciaii-
• -..=''o') O
@ Countable and uncountable nouns Weak forms: /g/
I have an apple and two sandwiches for lunch.
I have pasta for dinner. 4 ~ Listen and repeat.
1 I have a sandwich for
1 Make a list. lunch.
f3Etfitffia ffietffi: cheese chip fruit 2 I eat an orange every day.
hamburger meat milk onion pizza 3 I eat a lot of fruit.
4 I have s ome meat for lunch.
potato spinach toast tomato vegetable
5 I have s ome milk for breakfast.
Countable: banana, .. . 6 I eat a lot of vegetables.
Uncountable: bread, . . .

2 Copy and complete with a, an or nothing. @ any in questions

Are the sentences true for you?
Do you eat any cheese? Does he eat any tomatoes?
1 I love .. . bananas.
I love bananas. True. 5 Close your books . In pairs, ask questions
2 I often have . .. milk after school. about Victo r and Veronica.
3 I usually have .. egg for breakfast.
A Does Victor eat any fruit?
4 I eat . .. orange every day.
B Yes, he does.
5 I sometimes have ... meat for lunch .
A No, he doesn't! He doesn't eat any fruit.
6 I often have .. . hamburger for dinner.

@ a lot of, some, any Ull@ lI\

././ I eat a lot of cheese and a lot of tomatoe5. 6 Does your partner have a hea lthy diet?
./ I eat some cheese anti some tomatoes. Ask questions. Use any and a lot of.
)( I don't eat any cheese or any tomatoes.
fruit chips fish hamburgers
vegetables pizzas
3 Write sentences about Victor and Veronica.
1 -Yif:tor doesn't eat any fruit. Veronica A Do you eat any frui t?
eat;:; a lot of fruit. B Yes, Ida.
'\ A Do y ou eat a lot of fruit?
Victor Veronica
B No, I don't.
eat fruit
1
2 drink milk "././ ././
./
3 eat fish 7 Tell another pair about your
4 eat Indian food "./ ./
partner's diet.
5 eat vegetables ./ ./ "
./ Laura doesn't have a healthy diet.
6 eat chips ){ ./ She eats some fruit, but she doesn't eat
'-- . "'"·"""" s·-.c..,.""-'- _,.,,_ . ~

a lot of fruit.

37

4~ St uaents find out about and assess

each other's eating habits.

83
 SCHOOL SURVq
~ ~B~ ARY} school subjects- - - -- - -- -- -- -

1 @ Match the pictures with the subjects. Listen and check. Then listen and repeat.
a - History
Art I Drama I French I Geography I Himefy I Science
ICT (Information and Communication Technology) I Maths I Music I PE (Physical Education)

2 In pairs, talk about school subjects. Do you like the same subjects?
A What's your favourite subject? A Why?
B Maths. B Because I like the teacher.

~ STE~•~~}--
3 ~ Veronique is a French exchange
student in the UK. Listen to her
conversation witll Sandra. Write four
subjects she mentions.
Geography, ...
4 ~ Listen again. Write Sandra's answers to
Veron ique's questions.
1 What time do classes start? At five to nine.
2 How often do you have Geography classes?
3 How often do you have Science?
4 What's your favourite subject?
5 What languages can you study at school?
6 What languages do you study?

5 Answer the questions from exercise 4

for you.
1 - Classes start at half past eight.

38

~~ &
Students share their likes and dislikes Students learn about differences in
about school subjects. school timetables between France
and the UK.

84
 "1

.( vucABULARY} - - ·- - -- - ~ STEN•tfG} . ·- ·- - -- - -
• School subjects 3 @ 1.48
Warmer • Explain that Veronique is a French exchange
With students' help, build up a list of school student in the UK. Check students understand the
subjects on the board in the ir own language. Do meaning of exchange student (someone who goes
they know how to say any of the subjects in to a foreign country to study and learn the
Eng lish? If so, write these on the board. language). Do t h,ey know any exchange students?
• Students listen to Veronique's conversation with
1 @ 1.47 Sandra and write the four school subjects she
• Students match the pictures with the subjects. mentions.
• Play the CD to check answers.
• Play the CD again. Students repeat the words. Answers
Four of the following: Geography, Science, ICT,
Answers / Transcript Arabic, French, German, Mandarin
a History h Science
b French ICT (Information and Transcript page 225
c Maths Communication
d Geography Technology)
e Drama PE (Physical 4 @ 1.48
f Music Education) • Students listen again and write Sandra's answers
g Art to Veronique's questions. Pause the CD after
each question to give students time to write the
answers.
Reinforcement
Answers
In pairs, students test each other on the school
subjects. Student A closes their book. Student B 1 at five to nine 5 Arabic, French,
says the names of the school subjects in their 2 twice a week German.or Mandarin
language. Student A translates the subjects into 3 three times a week 6 Mandarin
English. 4 ICT
Transcript page 225

k Extension
• Students make a list of four words they
associate with each school subject (e.g.
5
• Students answer th,e questions in exercise 4 for
Science - experiments, biology, scientist, t hemselves. Alternat ively, in pairs, students take it
results) . in turns to ask and answer the questions.

2 ( Answers Students' own answers )

• Model the activity by asking a student: What's
your favourite subject? Why?
• In pairs, students talk about school subjects. Do
they like the same subjects?
• Read out the list of subjects in exercise 1.
Students put up their hand when you say their
favourite subject. Find out which subject is the
favourite of most students in the class.
Consolidation
In pairs, -students do a role-play. Student A is an
exchange student visiting Jheir school and
Student B is a student at the sch9ol. They
role-play"the conversation. Then they change
roles and repeat.

. "-+Student's Book Word list page 107

,,,.. Workbook Word list page 46, Vocabulary page 50 , ,.. Workbook Listening page 53

85
 4·
·(GRA.MM.\R) ,- - -- - - • Before students do this exercise, check they
understand the new vocabulary: earthquakes, r
• Frequency expressions full moon, rise, spider.
• Students close their books. Copy the table onto the • Students complete the questions. Then they
board without w riting t he frequency expressions in match them with the answers.
the first column. Point to the first row and say: /
listen to music on Monday, Tuesday, Wednesday, Answers
Thursday and Friday. Write every day in the table
1 How often do earthquakes happen in the UK?
and explain that this expression can replace the
About 200 times a year.
days of the week: I listen to music every day. With
2 How often do the clocks change? Twice a year.
students' help, complete the rest of the table with
3 How often does a full moon appear? Once a
the frequency expressions.
month.
1 4 How often do kids in the U.S use the Internet?
Three to four times a week
• Students write the frequency expression.
5 How often does the sun rise? Every day
Answers 6 How often does a spider eat? Once a week '
1 once a week
2 three times a week
4 twice a week
5 every day 5
.
,
·....:
3 every day 6 twice a w eek • Students write sentences describing how often
they do the activities.
2
• Students make a list of their school subjects and
( Answers S tudents ' own answers )
,r
• write sentences describing how often they have
classes. Consolidation
CAnswers Students' own answers ) In pairs, students ask and answer questions
about tne activities in exercise 5 usin g How
often ... ? ,,-
3
• Students comp lete the sentences-w ith (9 Go 4 it! /

information about themselves using frequency

expressions. 6 £

CAnswers Students' own answers ) • Students make a list of school subjects they like
and don't like.
.r
"'

Reinforcement 7
• In pairs, students create a perfect school r
Students exchange papers/notebooks with
timetable that includes six or more of their
another student and rewrite th eir partner's
favourite subjects. ~
sentences using the third person singular.
, .,.Student's Book Grammar reference page 96
L"
. ..workbook Grammar reference page 45,
• How often? Grammar page 50
• Use the sentences from exercise 3 to illustrate the ~

use of How often ... ? Ask a student: How often ,,...

do you go shopping? After asking the question
to a few students, write it on the board. Then
introduce the third person singular question by
asking: How often does [student's name] go
shopping? Write this question to the board.

fl6
 (!RAM~M,) ,_ __ @
rA
(i) Frequ~ncy · _ ,_ ~ - -- - - - ·- - - - -- ~~
expressions (i) How often?
I have Science three times a week. How often do you have.Maths?
! listen to music every day.
/
do you
have Mat hs?
'I
Mon Tue Wed Thur Fri " How often does she
go to the cinema?
every day ./ ./ ./ ./ ./ do t hey I
once a week ./ ' - -,_c_-s,,c,," · - · ~ , -- ~ ·<
" - -4
twice a week ./ ./
t hree t imes a w eek ./ ./ ./
4 Complete the questions. Then match them
,)
with the answers .
'
1 How often / earthquakes I happen / in the UK ?
1 Write the frequency expression .
How often do earthquakes happen in the
1 Sandra has Music on Wednesday at 10.15. UK? About 200 times a year.
once a week 2 How often / the clocks / change ?
2 She has PE on Monday, Wednesday and 3 How often / a full moon I appear ?
Friday. 4 How often / kids in the USA / use / the
3 She has Form Tutor time at 8.55 from Internet?
Monday to Friday. 5 How often / the sun / rise ?
4 She has History on Monday and Friday. 6 How often / a spider / eat ?
5 She has Maths on Monday, Tuesday,
Wednesday, Thursday and Friday. Every day
6 She has English on Tuesday and Thursday. Three to four times a week
Once a week
Once a month
2 Make a list of your school subjects. How
Twice a year
often are the classes?
About 200 times a year
I have Art once a week, on Fridays at 10.00.
5 How often do you do these activities?
3 Complete the sentences. Use frequency
1 go to the cinema
expressions.
I go to the cinema once a month.
1 I get up at eight o'clock every day. 2 watch television
2 I go shopping . 3 play football
3 My family goes on holiday . 4 eat chocolate
4 I have homework . · 5 travel by car
5 I chat to friends . 6 use the Internet
6 I watch TV.

Make a list of subjects you like and don't

like.

7 In pairs, create your perfe_

ct timetable .
Include six subjects or more .

39

• Students wo rk together to create a

'perfect timetable' .

87
 1 ~ Copy t he fact-file. Read about the cycl ists. Then complete t he information .

Competition: The Tour de France Total distance:

Sport: Distance per day:

Month : Calories per day:

On long days in the mountains the cyclists

use about ten thousand calories. That's the
equivalent of seventeen Big Macs! And because
the race is in July, it can be very hot, so they need
to drink about a litre of water every hour.

What do the cyclists eat? Three hours before

he Tour de France is a very difficult the race they have breakfast: pasta or rice, an

T international cycling competition.

Cyclists in the race travel about 3.5
thousand kilometres in three weeks. Some days
they are on their bikes for five hours, they go
omelette, cereal, bread and jam, and orange
juice. D uring the race they eat fruit, cakes,
biscuits and energy bars. And after the race
they have salad, pasta or rice, meat, fish or
up three or four mountains, and they travel 180 chicken, and a dessert. Then it's time to sleep,
ready for another long day.
kilometres or more.

2 Choose the co rrect opt ion . Then read and check.

1 It's I isn't an easy competition . isn't
2 Cyclists in the race are fro m France I all
over the world.
3 The duration of the race is three days I
weeks .
4 Cyclists are sometimes I always on their
bikes for five hours a day.
5 They eat 17 Big Macs I a lot of food every day
6 Every hour I day cyclists need to drink a
litre of water.

3 Does a professional cycli st eat t hese things before, during o r af ter a race? Make a list.

bread and jam dessert biscuits cakes cereal salad energy bars
fruit meat, fish or chicken omelette orange juice pasta or rice (x2)

Before: bread and jam, .. .

During:
After:

40

/A Students process information about

~~ the Tour de France.

88
 -
CCULT~E) ·.' ,~---·- --- Reinforcemert
Students close their books . In pairs, can they
~A cyclist's diet remember what a cyclist eats? Togeth er, they
CLIL objective: Students process facts and make a list arid then check
figures related to the Tou r de France.
Warmer
Extension
• Review the sports from page 10. Give a short

.
definition of a sport and students write the In pairs, stu dents do a role-play. Student A is a

a...;
- ,
name, for example: You do this sport on a horse.
(horse riding) You do these sports on snow.
(skiing, snowboarding)
professional cyclist and Student B is their friend.
Student A describes what the Tour de France is
like. Student B listens and asks questions to
obtain more information . Then they change roles

~
• Students look at page 40. Ask: What sport is the
_a nd repeat.
article about? What competition can you see in
the photo? Students look at the fact-file at the
top of the page. Check they understand all of the
words by asking them if they know or can guess Did you know?
any of the missing facts .
The swimmer, Mic.h ael Phelps, won eight gold
1@ 1.49 medals at the .2008 Olympics . During his
training, he ate 12,000 calories per day, including
• Students copy the fact-file. Then they read and
two kilos of pasta, and a V)Thole pizz8: for dinner 1
· listen to the article about the cyclists and
complete the information.

Answer
Competition: The Tour de France
Sport: Cycling
Month: July
Total distance: 3.5 thousand kilometres
Distance per day: 180 kilometres or more
Calories per day: ten thousand

2
• Students choose the correct option. Then they
read and check.

Answer
1 isn't · 4 sometimes
2 all over the world 5 a lot of food
3 weeks 6 hour

3
• Before students do this exercise, che.ck they
understand the meaning of the words by asking
them which things they eat and how often.
• Students decide whether a professional cyclist
_eats the food items before, during or after a race
· and make a list.

Answers
.,.,
Before bread· and ja m / cereal, omelette, orange
juice, pasta or rice .
During: biscu its, cakes, energy bars, fruit
After: dessert, salad, meat, fish or chicken, pasta
or rice

89·
 ...
1 Copy t he fact-f ile. Read about the cycli sts. Then complete the informat ion . 'l!!I

Competition: The Tour de France Total distance:

Sport: Distance per day:

Month: Calories per day:

On long days in the mountains the cyclists

use about ten thousand calories. That's the
equivalent of seventeen Big Macs! And because
the race is in July, it can be very hot, so they need
to drink about a litre of water every hour.

What do the cyclists eat? Three hours before

he Tour de France is a very difficult the race they have breakfast: pasta or rice, an

T internauonal cycling competition.

Cyclists in the race travel about 3.5
thousand kilometres in three weeks. Some days
they are on their bikes for five hours, they go
omelette, cereal, bread and jam, and orange
juice. During the race they eat fruit, cakes,
biscuits and energy bars. And after the _race
they have salad, pasta or rice, meat, fish or
chicken, and a dessert. Then it's time to sleep,
up three or four mountains, and they travel 180
ready for another long day.
kilometres or more.

2 Choose t he correct opt ion . Then read and check.

1 It's I isn't an easy competition. isn't
2 Cyclists in the race are from France I all
over the world.
3 The duration of the race is three days I
weeks .
4Cyclists are sometimes I alw ays on their
bikes for five hours a day.
5 They eat 17 Big Macs I a lot of food every day.
6 Every h our I day cyclists need to drink a
litre of water.

3 Does a profess ional cyclist eat t hese th ings before, during or after a race? Make a list.

bread and jam dessert biscuits cakes cereal salad energy bars
fruit meat, fish or chicken omelette orange juice pasta or rice (x2)

Before: bread and jam, ...

During:
After: ·

40

~ Students process information about

~ the Tour de France.

.<-.
88
 (~uStt_YIJl'. NEED~--~- -- Answer
Ruby: a veggie burger, a medium salad, a large
@ Order food cola
Scott: a BLT sandwich, a large salad, a medium
Warmer orange juice
• Ask students to imagine they are in a junk-food Transcript page 225
restaurant. What do they order? Teach the
phrase order food.
• Students look at the menu on page 41 . Ask:
What currency are the prices in? Teach the words
5" 1.52
• Students listen to Ruby's order again and
pounds(£) and pence (p) .
·complete the sentences. Pause the CD after each
1 sentence to give students time to write.
• Students look at the menu and write the words. • Play the CD again. Students repeat the sentences.
Pause the CD after each one. Focus on
Answer 1 veggie burger 2 BLT 3 medium intonation.
4 fries
Answer 1 help 2 drink 3 have
4 Anything 5 How 6 Here
""--
2 ~ 1.50
• Look at the box about prices in the UK. Students 6
practise saying the prices. • In pairs, students prepare and practise a dialogue
• Say two or three prices from the menu. Ask between a customer and an attendant.
students what food they correspond to. Encourage the attendant to write down the
order to make it easier to calculate the price.
• Students listen to six prices and write the food.
• Students swap roles and repeat.
Answers
1 a veggie burger 4 a medium water
.2 a medium orange 5 medium fries
@Quest
juice 6 a sandwich
• Students f ind out the origin of some popular
3 a leirge cola
takeaway meals. They can do this by entering
origin and the name of the takeaway meal into
an Internet search engine or by consulting
Transcript
reference books.
1 That's £1 .99, please. 4 That's £1 30, please
2 That's £1. 75, please . 5 That's 99p, please.
3 That's £1.89, please . 6 That's £2.65 , please Answers
Fish and chips - England
Sweet and sour pork - China
3 1.50
Tandoori chicken - India
• Students listen again and write the prices. Then
they listen and repeat them.
,..,. Student's Book Word List page 107
Answers 1 £1.99 2 £1.75 3 £1.89 4 £1.30 "'* Workbook Word List page 46, English you need
5 99p 6 £2.65 page 53
---
_..
4 1.51
• Explain that Ruby and Scott are at the Fresh
& Fast Cafe. Students listen and write their
orders. Paus.e the CD after the first order to give
students time 'to write. If nei::essary, play the CD
again.

90
 ( ENGLIStl __~~- N~~) - order food --- - -- - -- - -- --
1 Look at the menu. Write the words. 4 ~ Ruby and Scot t are at a cafe. Listen
an d write their orders.
1 A burger for _v egetarians.
2 A sandwich with bacon, lettuce and tomato. Ruby - a veggie burger, ...
3 A size between small and large. Scott- ...
4 Another word for chips.

~ Menu
~
• Fish burger £2 .10
• Veggie burger £1 .99
• Sandwiches: BLT, £2 .65
Ham & cheese,
Tuna, Egg &
tomato .
Medium Large
• Salad £1 .55 £1 .89
• Fries £0.99 £1 .25 5 ~ Listen to Ruby's order again . Complete
the sentences. Then listen and repeat.
• Water £1 .30 £1 .70
1 Can I help you?
• Orange juice £1 .75 £2.20
2 Anything to ... ?
• Cola £1 .69 £1 .89 3 Can I ... a large cola, please?
4 .. . else?
5 . much is that?
2 ~ Listen to six prices. Write the food. 6 . you are.
1 - A veggie burger
6 In pairs, prepare and pra ct ise
Prices in the UK the dia logue. Then change roles.
£1 'one pound'
Customer: You are at the Fresh & Fast Cafe.
£1.45 'one forty-five '
Order some food.
£0 .99 I 99p 'ninety-nine pence '
Attendant: Listen to the customer. Calculate
the price of the food.

3 ~ Listen again . Write the prices.

Then listen and repeat.
1- £1.99 • Where are these popular takeaway mea ls
from originally? · · ·

fish and chips sweet and sour pork

tandoori chicken

41

tt Students use language

that can be transferred
to real life situations.
0 Students review
numbers and prices. 0 Students autonomously
use the med ia available
to them to resea r~h ·
takeaway food.

91
 -- -- -- - - -- - - - -- - - ---- ~---- - - - ~- -- - -- --- - - . -- . - - ~-

.i I .
'
J

~ My sc~ool day ...;.__·~ - -- -- - -- - - -- -

1 In pairs, describe your typical school day.

A I get up at half past seven.
B I don't. I get up at quarter to eight.

2 Rohan is from Australia. Read about his school day. Find two th i'ngs that are the same
and two things that are different for you .
The same - I go to school by bus.
Different - My school doesn't start at ten to nine.

On a tipic.a\ nc.noo\ dai, I wake- up at nalf pant nii. I unua\\i

nave- c.e-re-a\ for bre-akfant. 1he-n I 9e-t dre-nne-d. I wear a
uniform and a c.ap be-c.aune- tne- nun in ve-r'I not.

'5c.noo\ ntartn at te-n to nine-. We- ntudi a lot of \an9ua9e-n:

Fre-nc.n, German, lndone-nian, Japane-ne- and Latin. We- plai
c.ric.ke-t in wmme-r and football in winter.

/\fte-r nc.noo\ I do mi nome-work. Mi dad unua\\i c.ookn

dinner, but we- nave- a take-awai onc.e- a we-e-k. I 90 to be-d at
nalf pant te-n be-c.aune- I'm unua\\i ve-~ tired.

@ because
I wear a cap because the sun is very hot. 4 Make notes. Then describe your typical
I go to bed at half past ten because I'm usually tired. school day. Include times .
Paragraph 1: Before school
3 Join the sentences with because . Paragraph 2 : At school
1 I walk to school. My school's near my Paragraph 3: After school
house.
I walk to school because my school is 5 Now read your work again . Can you find
near my house. any errors?
2 I wear normal clothes to school. We don't
have a school uniform.
3 I have sandwiches for lunch. I don't like
()a~ct@Ufflft·
the food at school.
4 My favourite day is Wednesday. We play
sports in the afternoon .
5 I have a lot of homework. I don't chat on
~
1111JJii,,,
-
the Internet after school.
6 I watch TV with my parents. I haven't got
a TV in my room.

42

92
~
Students use strategies to plan their
own written work.

• Students use strategies to evaluate

and develop their own written work.
 --- - - - - - - - -- -

(!mrr1NG)1--
@ My perfect day
Warmer
Write five times related to your typical school
day on the board, for example: the time you get
up, start work, go home, etc. Review telling the
time. Then see if students can guess (or
remember from unit 3) what you do at these
times on a typical school day.
1 including the times that they do these things.
• In pairs, students describe their typical school
day, including the times that they do things.
2 • Students read their composi~ion and check for
• Explain that Rohan is a boy from Australia. Tell
students that Australia is 10 hours ahead of Spain
in winter/spring and 9 hours ahead of Spain in
summer/autumn. Ask them to calculate the
current time in Australia.
• Students read about Rohan 's school day and find
two things that are the same and two things that
are different for them .
Extension
In pairs, students rewrite the sentences in
exercise 3 so that they are true for them.
@ Sequencers
4
• Students prepare to write about their typical
school day. First, they list the things they do
before school, at school and after school,
Then they write their composition .
5
errors. Write the following checklist on the board
for students to refer to: · ·
Present simple (third person singular -s)
Adverbs of frequency (before verbs, after be)
Frequency expressions
because
. -.workb(!ok Writing page 54

( Answers Students' own answers )

(f) because
• Ask students Why does Rohan wear a cap to
schooi? Why does he go to bed at half past ten?
• Use the example sentences to teach the meaning
of because. Explain that we use Why ... ? to ask a
question and because to give a reason for our
answer.

3
• Students join the sentences using because. Point
out that _they may need to change the order of
the sentences.

Answer
1 I walk to school because my school's near my
house.
2 I wear normal clothes to school because w e
don't have a school uniform.
3 I have sandwiches for lunch because I don 't
like the food at school.
4 My favourite day is Wednesday because we
play sports in the afternoon .
5 I don 't chat on the Internet after school
because I have a lot of homework.
6 I watch TV with my parents because I haven't
got a TV in my room.

93