UNIT 8 Lesson 1a Ice Creamed5.booksearch.waidev2.com/php/DOCS/RICHMOND_elt_books2/651... · Of...

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1

In the summer,Do you ever dream Of cauliflower ice cream?Always, sometimes or never?

Chorus:Never, never, never.Whatever the weather!

In the autumn, Do you ever eatApples with your meat?Always, sometimes or never?

Chorus

In the winter, Do you think it’s niceTo eat chocolate with rice?Always, sometimes or never?

Chorus

In the spring,Do you ever make Egg and lettuce cake?Always, sometimes or never?

UNIT 8

66

Match the pictures and the words.

Fruitapple

pear

strawberry

peach

Salad and Vegetableslettuce

tomato

cauliflower

Proteinmeat

fish

chicken

cheese

egg

Carbohydratebread

rice

potato

chocolate

Food Combinations

Cauliflower Ice Cream

WORDPRACTICE

EF

GH

IJ

KL

2 Listen to the song.

Listen, repeat and say the reference.

Cauliflower Ice Cream

UNIT 8 Lesson 1a

LANGUAGEfruit (apple, pear, strawberry, peach);salad and vegetables (lettuce, tomato,cauliflower); protein (meat, fish, chicken,cheese, egg); carbohydrates (bread, rice,potato, chocolate); seasons (spring,summer, autumn, winter); Do you ever…?;adverbs of frequency (always,sometimes, never)

MATERIALStudent’s Book, page 66

WarmerWrite the letters from the grid on page 66

of the Student’s Book (e, f, g, h, i, j, k, l). Put the children in pairs and get them to

write as many words beginning with the

eight letters as they can. Then put the

pairs into groups of four so they can add

words from the other group to their list.

See which group has the most words.

• Point to the colours along the top of the grid and the letters

going down the side. Ask a volunteer to suggest one of the

items. Say the colour and letters that give the coordinates. Then

say another colour and letters for the children to put up their

hands and say the word they correspond to in the grid.

Listen, repeat and say the reference.• Tell the children to listen, repeat the words they hear and then

put up their hand to say the reference on the grid. Play the

recording, pausing after each word.

ExtensionPlay “Bingo!” Ask the children to draw a grid with nine squares

in their notebook. Tell them to draw any nine pictures, or write

the words, from the grid in the Student’s Book, page 66. Call

out words randomly from the grid in the Student’s Book. The

children tick their squares as they hear the words. The first one

to tick nine squares says Bingo! and wins the game. If students

wish, they can play again using different symbols.

MATCH• Ask the children to open the Student’s

Book on page 66 and point to the grid at

the top of the page. Have them count the

items of fruit (4), the words with one

syllable (8) and the two-syllable words (5,

including strawberry (/�strɔ:bri:/) and

chocolate (/�tʃɒklət/).

• Point to the words down the left-hand side

of the page and get the children to repeat

each word after you.

• Point out the different types of food groups

and talk to the children about the

important nutrients you get from them:

fruit - vitamins, minerals and sugar;

vegetables - vitamins and minerals;

protein - food for growth and repair and

carbohydrates for energy.

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Transcripts(CD 2.28) Word Practice. Listen,

repeat and say the reference.

Meat, strawberry, potato, chocolate,

pear, cheese, lettuce, egg, cauliflower,

chicken, apple, bread, fish, rice, tomato,

peach.

(CD 2.29) Listen to the song. Food Combinations.

In the summer,

Do you ever dream

Of cauliflower ice cream?

Always, sometimes or never?

Chorus:Never, never, never.

Whatever the weather!

In the autumn,

Do you ever eat

Apples with your meat?


(Chorus)

In the winter,

Do you think it’s nice

To eat chocolate with rice?


(Chorus)

In the spring,

Do you ever make

Egg and lettuce cake?


(Chorus)

65

66

Song: Food Combinations

LISTEN TO THE SONG• Ask the children to look at the lists of food and think of two

things that taste nice together. Get four volunteers to say their

favourite combination and write them on the board. Have the

class vote on the best one.

• Ask the children what the four seasons are in English and

which season it is now. Write them on the board: summer,autumn, winter and spring.

• Explain to the children that they are going to hear a song about

eating different combinations of food. They listen and tell you

which food is connected with which season in the song. Play the

recording, pausing after each verse for the children to say the

food and the season. Play the recording again to check their

answers.

• Tell the children to look at the pictures in the Student’s Book

on page 66. Ask them if they like some foods more in the winter

than in the summer.

• Play the song once more for the children to read and listen.

Wrap-upPut the children in pairs. Give them one minute to memorise

the grid at the top of page 66 in the Student’s Book. One of

the pair closes the book while the other says three of the

words for the food going down vertically. The other student

has to remember which word they haven’t said that

completes the column.

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196

• Ask the children to open the Activity Book on page 48 and

point out the table. The children use a pencil to join the words

to make sentences. Tell them they will be able to listen in a

moment to check their answers, so they needn’t worry if they

can’t match all of the lines.

• Play the recording for the children to check their answers.

• Point to the gapped lines and ask the children to fill in the

spaces with the words from the song.

LOOK AND LABEL• Focus on the circles in Activity 2. Ask the children what type of

food is in each one.

• Elicit from the children the names of food groups such as fruit,vegetables, meat, carbohydrates, protein, etc. Then have them

write the names of the food groups under the pictures.

WRITE • Tell the children to complete the words by adding letters. Then

ask them to say which food group from Activity 2 the food

belongs to.

Cauliflower Ice CreamUNIT 8

48

Do you ever

dreameatthink make

apples with your meategg and lettuce cakeof cauliflower ice creamit’s nice to eat chocolate with rice

SENTENCE PRACTICE. Match and write, then listen to the song again.

WORD PRACTICE. Look and label the food. 2

In the summer,

In the autumn,

Chorus

Always sometimes or never?

Never, never, never.

Whatever the weather!

In the winter,

Chorus

In the spring,

1

1 __ __ __ __ __

2 __pp__ __

3 __ __ __e

4 __ __ee__ __

5 e__g

6 __ __oco__ __ __ __

7 __is__

8 __au__ __ __ __ __ __ __ __

9 __tr__ __b__ __ry

10 __ __m__ __o

11 __ __ick__ __

12 __r__ __d

p e a c h

WORD PRACTICE. Write the words. 3

Do you ever dream

of cauliflower ice cream?

Do you ever eat

apples with your meat?

Do you think it’s nice

to eat chocolate with rice?

Do you ever make

egg and lettuce cake?

pear

a l e

r i c

c h s e

g

c h l a t e

f h

c l i f l o w e r

s a w e r

t o a t

c h e n

b e a

meat lettuce potato

LANGUAGEfruit (apple, pear, strawberry, peach);salad and vegetables (lettuce, tomato,cauliflower); protein (meat, fish, chicken,cheese, egg); carbohydrates (bread, rice,potato, chocolate); seasons (spring,summer, autumn, winter); Do you ever…?;adverbs of frequency (always,sometimes, never)


Activity Book, page 48

WarmerMime preparing or eating some of the

different kinds of food (e.g. rice with

chopsticks, a chicken drumstick, break

off a piece of chocolate and eat it). The

students must guess the food.

UNIT 8 Lesson 1b

Sing Again

MATCH, WRITE AND LISTEN• Write the following words in different

places on the board:

spring, summer, autumn, winter,dream, ice cream, never, weather,eat, meat, nice, rice, make, cake

• Ask the children where the words come

from (the end of the lines in the song). Ask

the children which words rhyme.

• Get the children to listen to the first verse

of the song and to tell you in which order

the end words come. Cross out each word

and write them down the right-hand side

of the board in order as the children tell

you the answers. Then follow the same

procedure for the chorus and the second

and third verses.

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2

3

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ExtensionThe words at the end of each line of the song should still be

on the board. Ask the children to close the Activity Book and

help you complete each line of the song. Play the song for

the children to sing. Repeat it several times, rubbing more

away after each listening.

Wrap-upDivide the children into two teams. Say a food item. The first

child to put up their hand and say which group it belongs to

gets a point for their team.

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CONVERSATION CORNER

Listen and repeat.• Ask the children to turn to page 67 in their

Student’s Books and point to the picture

of the children interviewing each other.

• The children listen to the recording and

point to the words in their book as they

hear them.

• The children listen again and repeat after

each line.

• Divide the class into two groups and

explain that one will say the first question

and the other gives the response. The first

group says the first question: How often doyou eat fruit? Clap three times and the other

group says the response: Every day.

ExtensionDraw the following table on the board and ask the children

to copy it in their notebooks:

Tell the children you want to find out which is the most

popular fruit. Put the children into groups of four and give

each one a fruit to remember.

Demonstrate what they have to do with a group, using a

different type of food: How often do you eat chocolate?Explain that they have to put a tally mark in the appropriate

part of the table.

Get the children to work in their groups with each child asking

the question of everyone in their group about one fruit.

When they have finished, get information from the children

and put it on the board. Then you can discuss the most

popular fruit.

Listen and repeat.

Conversation Corner

Listen and guess who.

67

3

1

The Food Game

Note7 days = every day 0 days = never3 or 4 days = sometimes

3 days

4 days

7 days

0 days

0 days

3 days

026

025

024

023

022

021

0 days

0 days

4 days

7 days

0 days

7 days

7 days

0 days

0 days

4 days

7 days

0 days

0 days

7 days

0 days

7 days

7 days

0 days

4 days

3 days

3 days

0 days

3 days

7 days

3 days

0 days

7 days

3 days

3 days

4 days

How often do youeat cauliflower?

Every day.How often doyou eat fruit?

Never.

4

1

Answer the questions.

Play the game.

LANGUAGEfruit (apple, pear, strawberry, peach);salad and vegetables (lettuce, tomato,cauliflower); protein (meat, fish, chicken,cheese, egg); carbohydrates (bread, rice,potato, chocolate); seasons (spring,summer, autumn, winter); How often doyou eat…?; adverbs of frequency (everyday, sometimes, never)


WarmerTell the children you are going to mouth

words for different food. They look at

your lips carefully and tell you the word

you are “saying”.

UNIT 8 Lesson 2a

67

3

apple pear strawberry peach

every day

sometimes

never

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Transcripts(CD 2.30) Conversation Corner.

Listen and repeat.

Girl: How often do you eat fruit?

Boy: Every day. How often do you eat

cauliflower?

Girl: Never.

(CD 2.31) The Food Game. Listen and guess who.

Boy: You first. Choose a secret agent.

Girl: OK. Ready! Ask me three questions.

Boy: Does he ever eat cheese?

Girl: No, never.

Boy: Does he ever eat fruit?

Girl: Yes, every day.

Boy: Does he ever eat cauliflower?

Girl: Yes, sometimes. Guess who.

Boy: Is it 024?

Girl: Yes, that’s right! It’s 024. Now it’s

your turn. Choose a secret agent.

Boy: OK. Ready. Ask me three questions.

Girl: Does he ever eat fish?

Boy: Yes, sometimes.

Girl: Does he ever eat meat?

Boy: No, never.

Girl: Does he ever eat chocolate?

Boy: Yes, sometimes. Guess who.

Girl: Is it 021?

Boy: Yes, that’s right! It’s 021.

Narrator: Now you play.

67

68

68

4 LISTEN AND PLAY

Listen and guess who.• Point to the secret agents in the Student’s Book on page 67

and ask the children what they can see.

• Point out the note, in the bottom right-hand corner, which

clarifies the meaning of every day, never and sometimes.

Handy HintThere is a lot of information on the page for the children to

listen and identify here. You may want to familiarise them

with the material before they listen. Say how often different

agents eat the different foods and the children point to the

corresponding agent.

• Tell the class they are going to hear a boy and a girl playing a

guessing game. Explain that the girl will choose an agent and

the boy is going to ask three questions to try and identify

which one she has chosen. They will then hear the girl asking

the boy questions.

• Tell them to put their hands up when they know which agent it

is, but emphasise that they mustn’t say anything.

• Play the recording.

Game: The Food Game• Put the children in pairs. Demonstrate with one of the children

again if you think it is necessary.

• The children play the game in pairs.

ReinforcementThe children continue playing the same game, but the

person guessing has to guess the agent without using

the book.

Wrap-upChoose a volunteer to come to the front and pick one of the

agents on page 67 of the Student’s Book. The group ask

the volunteer questions until they guess the agent.

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READ AND ANSWER• Ask the children to open the Activity Book

on page 49 and point out the picture of the

agent. Tell them to read the questions and

answers about the agent and to check the

information with the table in The FoodGame in the Student’s Book on page 67, to

see which agent it is. They then write who

the agent is in the space below the picture

in the Activity Book.

• Put the children in pairs and ask each child

to write their own questions and answers in

their notebooks, based on The Food Game.

They then have to read their partner’s

questions and answers and find out who

the agent is.

WRITE AND SPEAK

Handy HintThe following exercise is quite complex to manage. Follow

the steps very carefully and get the children to demonstrate

where possible. Ask volunteers to explain back to you in L1

what they have to do.

Monitor as the children start writing so you can redirect

them if they are going about the task the wrong way.

• Ask the children to look at the questions in the table in

Activity 5. Read the questions and get them to give the possible

answers. Ask them to tell you what the difference is between

the 2nd person and 3rd person questions (we use do for 2nd

person and does for 3rd person).

• Point out the example question in the left-hand column (Do youever eat chicken?) and tell them to write four more questions in

the 2nd person using verbs from the word box above.

• Put the children in pairs, assigning each child a letter A or B.

Tell them to ask each other their questions and write a tick for

yes answers and a cross for no answers. Encourage the

children to use every day, sometimes or never in their answers.

CONVERSATION CORNER FOLLOW UP. Order the words to make three questions. Copythe questions and write the answers.

6

49

GAME FOLLOW UP. Read and answer.4

QUESTION PRACTICE. Write questions to ask a friend.5

Does he ever eat meat?

Does he ever eat fruit?

Does he ever eat cheese?

Does he ever eat chocolate?

Does he ever eat cauliflower?

Does he ever eat fish?

Yes, every day.

No, never.

Yes, every day.

Yes, sometimes.

No, never.

Yes, sometimes.

Who is he?

Do you

ever

eat peaches?tomato and lettuce?

Does your friendyour teacheryour dog

drink milk?water?

Yes, every day.sometimes.

No, never.

eat drink watch play read wear

You Your friends

Do you ever eat chicken? Does Ana ever wear a skirt?

oftenfruit?

eat

you do

How

often

cauliflower?eat

you

do

How

Whatdo

you

time lunch?

have

Do you ever eat chocolate? Yes, every day. Does he ever eat sweets? No, never.

026

Do you ever watch cartoons?

Do you ever eat Mexican food?

Do you ever play the piano?

Do you ever read comics?

Does Petra ever eat fruit?

Does Carlos ever drink cola?

Does Hannah ever read a book?

Does Miranda ever watch TV?

How often do you eat fruit?

Every day.

How often do you eat cauliflower?

Sometimes.

What time do you have lunch?

At half past one.

Model answers

Model answers

1

2 6

3

5

4 6

2

4

3

1

5

5

1 3

6

4

2

LANGUAGEfruit (apple, pear, strawberry, peach);salad and vegetables (lettuce, tomato,cauliflower); protein (meat, fish, chicken,cheese, egg); carbohydrates (bread, rice,potato, chocolate); seasons (spring,summer, autumn, winter); Does he/Do youever…?; adverbs of frequency (every day,sometimes and never)



Resource Material, page 37,

one photocopy per child

WarmerAsk the children open the Student’s

Book on page 67 and demonstrate the

guessing game they played in the

previous lesson again. Put the children

in pairs to play the game again.

UNIT 8 Lesson 2b

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37PHOTOCOPIABLE © Santillana Educación S.L./Richmond Publishing 2007

Name: Class:

1 Unscramble and write.

2 Tick (�) or correct.

3 Write.

Unit 8 Worksheet 1

1 drink I banana milkshakes always

2 never eat I peaches

3 sometimes eats she salad

4 everyday eats fruit vegetables and he

5 you ever do eat meat

6 my drinks sister for milk breakfast always

1 What’ ?

My name’s Pablo.

2 Do ?

Yes, I like fruit a lot.

3 Does ?

Yes, my brother likes fruit, too.

4 How ?

Every day.

5 Do ?

No, I never eat cauliflower.

6 Are ?

No, I’m not greedy.

1 I like cauliflower.

2 She doesn’t likes cauliflower.

3 She don’t eat meat.

4 Do you have breakfast?

5 I every day eat vegetables.

6 Does she have lunch at school?

I always drink banana milkshakes.

She doesn’t like cauliflower.

�

�

�

�

�

�

I never eat peaches.

She sometimes eats salad.

He eats fruit and vegetables everyday.

Do you ever eat meat?

My sister always drinks milk for breakfast.

She doesn’t eat meat.

I eat vegetables every day.

s your name

you like fruit

your brother like fruit

often does he eat fruit

you eat cauliflower you greedy

• Now put the pairs into groups of four and assign each child

a letter and a number: A1, B1, A2 and B2. Tell them to write

3rd person questions in the right-hand column, A1 writes

questions about A2, A2 writes questions about A1, B1 about B2

and B2 about B1, using the name of the student in each

question. They then ask their questions to the other children

and, in order to answer, each child will have to ask 2nd person

questions to the person named in the original question.

• Go round the class as they ask the questions, checking that

they are using the 2nd and 3rd person question forms correctly.

ExtensionAsk the children to write about the person they wrote their

questions about, using every day, sometimes or never,

depending on their answers.

ORDER THE WORDS AND WRITE• Tell the children to look at the three boxes. Explain that each

one has got one question and they have to put the words in

order and write the questions. They then they write the answers.

Grammar Box• Point to the questions and answers in the grammar box at the

bottom of the page. Have the children repeat them after you.

6

1

2

3

Worksheet 1: Grammar

UNSCRAMBLE AND WRITE• Hand out photocopies of Resource

Material, page 37.

• Tell the children to put the words in order

and to write the sentences on the lines.

TICK OR CORRECT• Tell the children that some of the

sentences are correct and others are not.

They must write a tick if the sentence is

correct and rewrite those that are

incorrect.

WRITE • Tell the children that they must look at the

answers and write the correct questions.

Wrap-upChoose a volunteer to come to the front.

The children ask yes/no questions. The

volunteer sits down and then you ask

3rd person yes/no questions about the

volunteer.

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Handy HintAllowing the children partial information about what will

happen in a story helps focus them on what they listen to.

In this activity, they hear a description of the pictures on the

first page of the story. The children will probably pick up

ideas about what happens in the story. The suggestions they

come up with from the beginning can then provide a specific

reason to listen, as they can concentrate on which

predictions proved to be true and which ones false. They

listen only to the first half of the story, make suggestions

again, and then listen once more.

LISTEN AND READ• After listening to the whole story, ask some extra questions to

check comprehension: How did 008 contact 006 on the spacerocket? How did 006 get the rocket back to Earth?

• Ask the children if they had predicted any of this in the stories

they wrote for the Starter Unit. Find out what they think is

going to happen next.

• Ask the children to close their eyes. Tell them you are going to

play the story again and you will stop it suddenly. They have

to open their eyes and point at the picture where the story has

stopped. Ask the children what they heard that helped them

determine the picture.

68

Listen and read.5

1

1

5

6 7

Green vegetable soup with

banana and cheese.

Now, it's time for Harry's

cookery class.

Hello, everyone. Do you

ever watch “The Simpsons”?

I control all the TVs. Now, you can never

watch your favourite programmes.

That's not too

difficult.

Huh?

Sometimes.

Oh, yes. That's

my speciality.

Dr Big was in the rocket. He was on the television.

He was talking to people all over the Earth.

008 went to speak to AE3. 008 and AE3 went to speak to a scientist.

Hey! Look! It's 006!

Do you want your old TV

programmes? I want 30

million dollars!

I love you. You're

my little ice cream.

2

3 4

But… you can watch “The Harry

and Lady Show”… every day!

Can you contact a mobile in space?

How can we

bring the rocket

back to earth?

006 in space Episode 2

LANGUAGEfood (soup, sandwich, salad, pizza, ice cream, cake, juice, milkshake)

MATERIALStudent’s Book, pages 68 and 69

WarmerDraw a square on the board and use your

finger to “write” words for food. The

children put up their hands and tell you

which word they think you have written.

UNIT 8 Lesson 3a

Story: 006 in space: …pisode 2

Create interest.• Ask the children what they can remember

about the story of 006 in space. Get them to

tell you what they think Dr Big is going to

do next.

• Explain that they are soon going to read

and listen to the next part of the story.

Don’t let the children look at the pictures

yet. Hold up your Student’s Book, showing

them only page 68. Point and describe

what you can see in each picture down to

the bottom of the page. Ask the children

what they think Dr Big is doing, what he is

saying and what he wants. Take

suggestions and summarise what the

children have said at the end.

• Tell the children you are going to play the

first part of the story for them to listen and

check which suggestions were correct.

• Play the recording. Get feedback again and

discuss who was right. Ask the children

what is going to happen at the end of the

story. Take suggestions and summarise

what the children have said.

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Transcripts(CD 2.32) Listen and read.

006 in Space: …pisode 2.

Narrator: Dr Big was in the rocket.

He was on the television. He was talking

to people all over the Earth.

Dr Big: Hello, everyone. Do you ever

watch “The Simpsons”?

Child 1: Huh?

Child 2: Sometimes.

Dr Big: I control all the TVs. Now you can

never watch your favourite programmes.

But… you can watch “The Harry and Lady

Show”... every day!

Harry: I love you. You’re my little ice

cream.

Dr Big: Now, it’s time for Harry’s cookery

class.

Harry: Green vegetable soup with banana

and cheese.

Dr Big: Do you want your old TV

programmes? I want 30 million dollars!

008: Hey! Look! It’s 006!

Narrator: 008 went to speak to AE3.

008: Can you contact a mobile in space?

AE3: Oh, yes. That’s my speciality.

Narrator: 008 and AE3 went to speak to a

scientist.

008: How can we bring the rocket back to

Earth?

Scientist: That’s not too difficult.

Narrator: Up in space…

006: A message! A message from 008!

006: Find the control room. Push the red

button.

Narrator: 006 was in the control room.

006: OK. Here’s the red button.

Dr Big: Got you!

Dr Big: No! Don’t push the red button!

006: Ha, ha! Here we go!

Narrator: The rocket went back to Earth.

It went into the sea.

008: Welcome back, Dr Big!

Dr Big: Grrrr!

008: You’re a hero, 006!

(CD 2.33) Word Practice. Listen and repeat.

Soup, sandwich, salad, pizza, ice cream,

cake, juice, milkshake.

Salad, ice cream, soup, pizza, cake,

milkshake, juice, sandwich.

LISTEN AND REPEAT

• Point out the pictures representing the food down the side of

the page. Point to each one and elicit the food. Get the

children to repeat each word after you.

• Play the recording for the children to listen and repeat.

ReinforcementSay the food out of order for the children to point to. They

can then do the same activity in pairs.

Wrap-upGive the children two minutes to look at the comic. Then ask

them to put their Student’s Books away. Ask questions such

as: What soup does Harry cook? How much money does Dr Big want? Who sent 006 the message? What colour is thebutton 006 pushes?

69

8 9

10 11

12

Up in space… 006 was in the control room.

The rocket went back to Earth. It went into

the sea.

Listen and repeat.

6

1

soup

sandwich

salad

pizza

ice cream

cake

juice

milk shake

OK. Here's the

red button.A message! A message

from 008!

Find the control room. Push the red

button.

Ha, ha! Here we go!Welcome back,

Dr Big!

Got you!

No! Don't push the red button!

Grrrr!

You're a hero, 006!

69

70

70 6

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ExtensionWrite: There aren’t lots of TV programmes. Ask the children to

write negative versions of the incorrect sentences in Activity 8.

READ AND WRITE• Point out the gapped sentences. Ask who the sentences on the

right are said by (Dr Big). Get the children to tell you what goes

in the gap in the first sentence. Then ask what the child says in

response.

• Give the children a minute or so to think about what they might

put in the gaps.

• Tell the children to read the story again, and then to fill in the

gaps.

LISTEN AND WRITE S, N, OR …• Point out the faces of the characters next to the food words on

page 51 in the Activity Book.

• Tell the children that they are going to listen to Harry and 008

being interviewed. Point out the key at the top of the page -

S - sometimes, N - never and E - every day - and the list of

words connected with each character. Tell the children they

have to listen to the interviews and write the correct letter in

each box next to the food. Play the recording.

• Have the students imagine and discuss 006’s food preferences

and complete the boxes as they choose.

50

COMIC SUMMARY. Read each pair of sentences and circle the correct one.8

1 Dr Big controls all the radio stations. / Dr Big controls all the TV stations.

2 Nobody can watch the Simpsons. / Everybody can watch the Simpsons.

3 There is only one TV programme. / There are lots of TV programmes.

4 Harry cooks a soup with banana and cheese. / Harry makes a banana cake.

5 Dr Big wants 10 million dollars. / Dr Big wants 30 million dollars.

6 AE3 helps 008 send a text message to 006. / AE3 helps 008 phone 006.

7 006 pushes the black button. / 006 pushes the red button.

8 006 is a hero. / Dr Big is a hero.

WORD PRACTICE. Write.7

006 in Space: Episode 2

1

2

3

4

5

6

7

8

juice

COMIC LANGUAGE FOCUS. Read and write.9

Do you watch the Simpsons?

Now you can watch

your programmes.

You can watch the Harry and

Show .

S .

milkshake

salad

soup

ice cream

pizza

cake

sandwich

ever

never

favourite

Lady

every day

LANGUAGEfruit (apple, pear, strawberry, peach);salad and vegetables (lettuce, tomato,cauliflower); protein (meat, fish, chicken,cheese, egg); carbohydrates (bread, rice,potato, chocolate); soup, sandwich, salad,pizza, ice cream, cake, juice, milkshake

MATERIAL

Student’s Book, pages 68 and 69

Activity Book, pages 50 and 51

WarmerDraw five circles on the board and write

fruit, salad and vegetables, protein,carbohydrate and combination (pizza,sandwich and cake) inside them.

Put an example of each type of food in the

circles. Ask the children to give you more

examples for each group.

Ask the children to close their eyes. Rub

one of the words out and write it in another

circle. The children open their eyes. Tell

them to find which word has been moved.

UNIT 8 Lesson 3b

WRITE• Ask the children to open the Activity Book

on page 50 and point out the picture of the

food on the table at the top of the page.

The children put up their hands and tell

you the names of the food.

• Get the children to write a list of the food

they see on the lines provided.

READ AND CIRCLE• The children look at the sentences on page

50. Explain that there are two sentences on

each line; one is correct and the other

incorrect. They have to circle the correct

one.

• Give the children two minutes to memorise

the correct sentences. Then they cover the

sentences in Activity 8. Read out the

sentences. The children listen and put their

hands up if it is correct.

9

7

8

71 10

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205

WRITE• Point out the picture of Harry and the gapped sentences. Ask

the children what they think they need to put in the gaps

before they start.

• Point to the gapped text about 008 and ask the children to fill

in the gaps using the information at the top of the page as

prompts. Make sure the children are aware that the

sentences about 008 are in the 3rd person.

• Explain to the children how to use the model about 008 to

write the full text about 006, using the information they put in

the boxes in Activity 10.

READ AND DRAW• Point to the short text and tell the children to draw the food on

each of the plates.

Wrap-upGive the children two minutes to memorise the information

about the three characters in Activities 10 and 11. Then ask

them to close the Activity Book and describe a character.

The children put up their hands and tell you who it is.

You can do this as a competition, putting the children in two

teams, or you could arrange them in pairs and have one

with the book open, giving the information, while the other,

book closed, tries to guess.

51

bananas

strawberries

cauliflower

lettuce

ice cream

chocolate

pears

apples

salad

sandwich

fish

meat

chicken

cheese

eggs

bread

rice

peaches

LISTENING PRACTICE. Listen and write S (sometimes), N (never), or E (every day). Invent 006’s information.

10

WRITING PRACTICE. Complete the sentences and write.11

REINFORCEMENT. Read and draw.12

011 always eats lettuce and chicken. He sometimes eats ice cream and cake. He never eatscheese and apples.

Always Sometimes Never

I never eat and .

I sometimes eat and .

I eat every day.

008 fish and pears.

She salad and a sandwich .

She apples and meat.

006

.

cauliflower chocolate

strawberries lettuce

bananas

sometimes eats

eats every day

never eats

never eats cheese. He sometimes eats eggs, rice and peaches. He eats bread

every day

E

S

N

S

S

N

S

N

E

E

S

N

E

N

S

E

S

S

Model answers

11

12

Transcript(CD 2.34) Listening Practice. Listen

and write s, n or e.

Woman: What’s your favourite fruit?

Harry: Mmm… bananas.

Woman: How often do you eat bananas?

Harry: Every day. I love bananas. Every

day I have a banana for breakfast.

Woman: Do you like strawberries?

Harry: Yes, I do… especially with ice

cream… strawberries and ice cream…

delicious.

Woman: How often do you eat

strawberries and ice cream?

Harry: Sometimes… yeah, sometimes…

especially in the summer.

Woman: Do you ever eat cauliflower?

Harry: No, never. I don’t like cauliflower.

Woman: So, what’s your favourite

vegetable?

Harry: Lettuce, I like lettuce.

Woman: Do you eat lettuce every day?

Harry: No, I don’t… sometimes, but not

every day.

Woman: And one last question, Harry. Do

you ever eat chocolate?

Harry: No, never! I don’t like chocolate.

Man: What’s your favourite fruit?

008: Mmm. Pears.

Man: How often do you eat pears?

008: I don’t know. Mmm… two or three

pears a week.

Man: So, not every day.

008: No, no, not every day… just

sometimes.

Man: Do you like apples?

008: No, I don’t. I never eat apples.

Man: Never?

008: That’s right. Never!

Man: Do you ever eat salad?

008: Oh, yes. I eat salad every day. Every

day, I have salad and a sandwich for

lunch. Every morning, I make the salad

and the sandwich and take them to work.

Man: What about meat? How often do you

eat meat?

008: Never. Meat, never. I’m a

vegetarian.

Man: And fish? Do you ever eat fish?

008: Oh yes, I eat fish.

Man: Do you eat fish every day?

008: No… not every day. I sometimes

have fish for dinner, but sometimes

I have vegetables.

71

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206

READ AND LISTEN• Write Hard and Soft Eggs, Banana Split and

Pizza on the board. Make sure the children

understand what each dish is and ask what

information we put in a recipe. Under each

dish, write ingredients and instructions.

Divide the class into six groups (two for

each dish). They work together for three or

four minutes to come up with suggestions.

Monitor the groups, giving guidance where

necessary (e.g. on how many minutes to

boil a hard- or soft-boiled egg).

• Elicit their ideas, putting them up on the board. Make sure you

get words such as saucepan, boil, peel and tomato sauce. Ask

the children what happens to ice cream if it gets hot: It melts.

• Ask the children to listen to the recording and see if their

recipes are similar or different. Play the recording, pausing

where necessary to note any differences and discuss them.

• Ask the children to open the Student’s Book on page 70.

Explain that two of the recipes have a mistake. They listen and

find the mistakes. Play the recording.

Answers:

Mistakes in Banana Split recipe: chocolate syrup is missing

from the list of ingredients; put the ice cream between the

bananas, not sausages; Eat quickly before it melts, not boils.

Mistakes in Pizza recipe: Green peppers, not Pink peppers;

You don’t put more tomato sauce; Put the pizza in the fridge,

not the oven.

Handy HintIn a listening activity, once you are lost, it’s very difficult to

understand anything. Thus, it is helpful to pause after each

sentence to make sure all of the children have located the

sentence.

70

Read and listen.7

Ingredients: � Eggs

� Water

Instructions:- Put water in a saucepan and boil it.

- Slowly put the eggs into the water.

Soft eggs: 3-4 minutes

Hard eggs: 10-15 minutes

Hard and Soft Eggs

What is your favourite food?

Eat with a piece of toast!

Instructions:- Peel and cut the banana in half.

- Put the ice cream between the sausages.

- Put cream on the banana and ice cream.

- Put chocolate syrup on it.

Banana Split

Eat quickly before it boils!

� Ice cream

� Banana

� Cream

� Apple

Ingredients:

Instructions:- Put some tomato sauce on the base.

- Add mushrooms, ham and green peppers.

- Put more tomato sauce.

- Add the cheese.

- Put the pizza in the fridge.

Pizza

Enjoy the pizza with your friends!

Ingredients: � Pizza base

� Tomato sauce

� Mushrooms

� Cheese

� Ham

� Pink peppers

These are recipes. Two have got mistakes. Find the recipe with no mistakes. How many mistakes can you find in total?

LANGUAGErecipes (ingredients and instructions);

boiled egg (water, egg); banana split

(banana, ice cream, cream, chocolatesyrup); pizza (base, tomato sauce,cheese, mushroom, ham); saucepan;

imperative (put, peel, add)


WarmerOn the board, write up one of the letters

of a word from the unit (e.g. a t in

lettuce). Keep adding letters, one at a

time, to the right or the left of the letter

t until the children recognise the word:

tt, ttu, ettu, ettuc, lettuc, lettuce.

Continue in the same way with seven

other words from the unit. Once you

have eight words on the board, rub them

out and see if the children can

remember them.

UNIT 8 Lesson 4a

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207

Transcript(CD 2.35) Reading Practice. Read

and listen.

Hard and Soft Eggs

Ingredients: eggs, water

Instructions:

Put water in a saucepan and boil it.

Slowly put the eggs into the water.

Soft eggs: 3-4 minutes

Hard eggs: 10-15 minutes

Eat with a piece of toast!

Banana Split

Ingredients: ice cream, banana, cream,

chocolate syrup

Instructions:

Peel and cut the banana in half.

Put the ice cream between the bananas.

Put cream on the banana and ice

cream.

Put chocolate syrup on it.

Eat quickly before it melts!

Pizza

Ingredients: pizza base, tomato sauce,

mushrooms, cheese, ham, green

peppers

Instructions:

Put some tomato sauce on the base.

Add mushrooms, ham and green

peppers.

Add the cheese.

Put the pizza in the oven.

Enjoy the pizza with your friends!

What is your favourite food?

72

ExtensionChoose a sentence from the reading passages. Don’t tell or

show the class which passage you have taken it from. Write

the first letter of each word from the sentence on the board

and ask the children to find the sentence. Point to the first

letter and ask the children to give you the complete word.

Point to the other letters and the children can say the

words. Say the complete sentence for the class to hear and

check. Then choose another sentence and continue in the

same way.

Wrap-upAsk the children questions to see how much they can

remember about the pictures and texts: How many minutesdo you boil a hard-boiled egg? What vegetables does the pizzahave? What can you eat eggs with? What’s the first thing youdo to make a pizza? What’s the last thing you do to make apizza?

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208

READ AND WRITE• Write Hard and Soft Eggs (2), Banana Split

(4) and Pizza (6) on the board, including the

numbers.

• Tell the children they are going to listen to

and read the texts on page 70 of the

Student’s Book again. Then they are going

to close their books and tell you the

ingredients for each recipe.

• Play the recording. Point to the numbers

next to each recipe on the board and say

that it shows how many ingredients there

are in each recipe. If they miss any of the

ingredients, they can listen again.

• Ask the children to open the Activity Book

on page 52. Tell them to fill in the table

with the corresponding ingredients.

• Get them to tell you which ingredient is

missing (cream). Which column does it go

in (Banana Split).

Handy HintYou may want to get the children to memorise how the words

are spelt. It can be fun and is more challenging. Give them

two minutes to memorise the spelling of the words in the text

box at the top of page 52. Then they cover it and write the

words.

Monitor the children as they write and make a note of any

spelling mistakes. Make a list of these words, spelt correctly,

on the board. When everyone has finished tell the group that

some people have these words spelt incorrectly. Everyone

checks and corrects the words as necessary.

WRITE• Tell the children you are going to make one of the recipes.

They have to guess which one it is and tell you what you are

doing at each stage.

• Mime the following and get the children to tell you the

instructions:

Peel a banana and cut it in half.Scoop ice cream and put it between the banana halves.Put cream on the ice cream.Drip chocolate syrup on top of the cream.Eat the banana split very quickly.

• Ask the children to open the Activity Book on page 52 and

complete the recipe.

52

Ingredients

Ice

Cream

C syrup

READING COMPREHENSION. Write the food in the columns.13

READING TASK. Complete the recipe.14

WRITING PRACTICE. Write the recipe.15

Instructions

- Peel and the banana in half.

- Put the ice cream between the bananas.

- Put on the banana and ice cream.

- Put chocolate syrup on it.

bananas water tomato sauce base ice cream eggsgreen peppers cheese chocolate syrup mushrooms ham

Boiled Eggs Banana Split Pizza

Banana Split

quickly before it melts!

Sandwich

watereggs

bananasice cream

chocolate syrup

baseham

cheesemushrooms

green pepperstomato sauce

cream

banana

hocolate

Eat

Put butter on the bread.

Cut the cheese and ham.

Put the cheese and ham between

the two pieces of bread. Eat quickly!

cut

cream

LANGUAGErecipes (ingredients and instructions);boiled egg (water, egg); banana split

(banana, ice cream, cream, chocolatesyrup); pizza (base, tomato sauce, cheese,mushroom, ham); saucepan; imperative

(put, peel, add)



Resource Material, page 38, one

photocopy per child

WarmerWrite the vowels a, e, i, o and u on

the board. Get four volunteers to give

you five consonants. Put the class in

groups of three or four and give them

a piece of paper. The children

have five minutes to write as many

words using the letters as they can.

No letter can be repeated.

The groups get one point for a

three-letter word, two for a four-letter

word and three for a five-letter word.

UNIT 8 Lesson 4b

13

14

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209

ReinforcementAsk the children to close the Activity Book. They give you the

instructions for making a banana split from memory. You

mime as they say them.

WRITE• Point out the picture of the ingredients in the picture and ask the

children what the recipe is for (a ham and cheese sandwich).

Discuss what you have to do and write each stage on the board.

• Tell the children to copy the recipe from the board into their

books or give them two minutes to memorise it (without

writing). Then rub it off the board and ask the children to write

the instructions.

Worksheet 2: Reading and Writing

READ AND COMPLETE• Hand out photocopies of Resource Material, page 38.

• Tell the children to look at the two pictures. Explain that one

child has healthy habits and the other doesn’t. They must read

the texts and complete them with the verbs in the boxes.

READ AND WRITE • Ask the children to read the questions and answer them about

themselves.

38 PHOTOCOPIABLE© Santillana Educación S.L./Richmond Publishing 2007

Name: Class:

1 Read and complete.

2 Read and write.

Unit 8 Worksheet 2

am is play like eat are do drink read

drinks is plays reads does like is eats

My name Dominic. I very healthy. I

juice and I fruit every day. Bananas my

favourite fruit. I don’t meat, but I eat it sometimes.

I like chocolate, but I never eat it because it’s bad for your teeth. Every day

I sport after school so sometimes I my homework, but

sometimes I don’t. Sometimes I comics at the weekend.

is

My friend’s name Robert. He is very lazy and he

isn’t healthy. He never juice and he doesn’t

fruit so he never eats any. He meat every

day, especially burgers. Chocolate his favourite

food and he eats it every day. He never sport. After school

every day he comics so he never his homework.

is

1 What’s your name?

2 Do you ever drink juice?

3 Do you like chocolate?

4 What’s your favourite food?

5 Do you do your homework?

6 How often do you read comics?

Student’s own answers

am

eat

like

are

play do

read

drinks

eats

is

like

reads

plays

does

drink

1

2

Wrap-upAsk volunteers to mime easy recipes to

the rest of the class, who have to guess

the recipe and the instructions.

15

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210

• Write the following sentences from the story,

scrambling the order:

Can I come to your party? (F)

I promise not to eat all the food. (F)

OK, you can come to the party. (C)

Can I have a strawberry, please? (F)

They’re the most wonderful apples in heaven! (F)

What are you doing, Fox? (P)

I’m not being greedy. I’m not eating all the food! (F)

No, you’re not eating all the food, but you are being greedy! (P)

Oh, my strawberries! (F)

Ask the children who said each sentence: the condor (C), the

fox (F) or the parrot (P).

• Play the story for the children to confirm the order of the

sentences.

ReinforcementRead out more sentences from the transcript for the

children to identify the characters.

71

Listen to the story.8

1 The Fox and the Food

3 4 5

6 7 8

1 2

LANGUAGEanimals (fox, condor, ostrich, parrot, owl);Let’s have a party! Can I come to yourparty? I promise not to eat all the food. OK. You can come to the party. Can I havea strawberry, please? They are the mostwonderful strawberries in heaven!


WarmerDraw two large circles on the board and

write animals in one and food in the

other. Then divide the class into two

teams and assign them a circle and a

word category. Give each child a number

in their team and each group one board

marker or piece of chalk. Following the

order they have been assigned, the

children write an example of the word

group in the circle. They have three

minutes. The winning team is the one

with the most words.

UNIT 8 Lesson 5a

Story: The Fox and the Food

LISTEN TO THE STORY• Ask the children to open their Student’s

Books on page 71 and to look at the

pictures of the story. They try to find

examples of food and animals in the

pictures that they have in the circles from

the warmer. Write up fox, condor, ostrich,parrot and owl on the board and get the

children to repeat the words.

• Ask the children what they think happens

in the story. Ask: What is the Earth like atthe beginning of the story? (No colours andno plants or animals.) Where are the birdsand the fox in the story? (In the sky, inheaven.)

• Tell the children to listen and follow along

to see which of their suggestions were

correct. Play the recording.

• Ask the children again about what

happened in the story and who guessed

correctly.

873

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211

Transcript(CD 2.36) Listening Practice. Listen to the story.

The Fox and the Food.

Picture 1

Narrator: In the beginning, on Earth, there were no trees or

plants or animals. The oceans and the seas were blue but

the continents were grey and brown. The birds lived in

heaven and they were happy. There was a fox in heaven too.

Fox: Look. There are no animals or plants down on the Earth.

Condor: Hmmm.

Picture 2

Narrator: The birds were happy.

Bird 1: Let’s have a party!

Bird 2: Oh, yes! Yes, let’s have a party.

Picture 3

Narrator: Now, Fox wanted to go to the party.

Fox: Can I come to your party?

Narrator: But Fox was always very greedy and the birds

weren’t happy!

Parrot: No, you can’t. You’re greedy. We don’t want you!

Fox: I promise not to eat all the food.

Condor: Poor old Fox. Do you promise not to eat all the food?

Fox: Yes! Oh yes, I promise.

Condor: OK, you can come to the party.

Fox: Hurrah!

Picture 4

Narrator: Now Fox was not a good fox and he had a very

clever plan!

Fox: Can I have a strawberry, please? They are the most

wonderful strawberries in heaven!

Ostrich: Here you are, Fox. Just one.

Fox: Ha, ha, ha! Some more strawberries for my bag.

Picture 5

Fox: Can I have some rice, please? It’s the most wonderful

rice in heaven!

Parrot: Hmph.

Fox: Ha, ha, ha! Some more rice for my bag.

Picture 6

Fox: Can I have an apple, please? They’re the most

wonderful apples in heaven!

Parrot: Only one apple, Fox.

Fox: Ha, ha, ha! Some more apples for my bag.

Picture 7

Parrot: Hello, hello, hello. What are you doing, Fox?

Fox: Nothing bad! I’m not being greedy. I’m not eating all

the food!

Parrot: No, you’re not eating all the food, but you are being

greedy! You’re putting all the food in your bag. Open your

bag now, please!

Fox: No!

Parrot: Yes!

Fox: No!

Parrot: Yes!

Fox: Oh, my strawberries! My rice! My

apples! Oh, no!

Narrator: Down, down, down went the

food. Down, down, down to Earth.

Picture 8

Narrator: And then… Look. There were

trees and plants and animals on the

Earth. Above the Earth, in heaven, Fox

was looking down at the Earth.

Fox: Look at my food!

Wrap-upDivide the group into two teams. Say the alphabet to

yourself. A volunteer calls out Stop! Write the letter on the

board. The first team to think of a word beginning with

the letter gets a point.

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53

STORY LISTENING TASK. Listen and circle the words you hear.16

STORY COMPREHENSION. Listen and number the pictures; then write the sentences.17

STORY FOLLOW UP. Write about yourself.18

I like rice, and you?

I like apples, and you?

I’m always greedy, and you?

Geography

rivers

continents

mountains

oceans

seas

Animals

fox

elephant

bird

parrot

condor

Food

apples

cauliflower

tomatoes

lettuce

strawberries

Character

good

bad

greedy

popular

happy

The continents were grey and brown.

Can I have a strawberry please?

They are the most wonderful apples in heaven.

There were trees. There were plants.

I promise not to be greedy.

Oh, no! My strawberry! My rice! Goodbye!

I promise not to be

greedy.

Can I have a strawberry,

please?

There were trees.

There were plants.

2 3 6

Oh, no! My strawberry!

My rice! Goodbye!

They are the most

wonderful apples in heaven.

The continents were

grey and brown.

Yes, I like rice very much.

No, I don’t like apples.

No, I am never greedy.

5 4 1

Model answers

212

LISTEN AND CIRCLE• Ask the children if they can remember

what happened in the story on page 71 of

the Student’s Book.

• The children open the Activity Book on

page 53 and look at the lists of words.

Explain that they have to listen and circle

the words they hear in the story. Play the

recording.

LISTEN, NUMBER AND WRITE• Point to the pictures and explain to the children that they have

to listen and number them in the order they come in the story.

• Then tell them to match and write the sentences in the box

below each picture.

Handy HintIf you want to make the task easier for the children, you can

have them write and match the sentences to the pictures

and then listen and number.

LANGUAGEgeography (rivers, continents, mountains,oceans, seas); animals (fox, condor,ostrich, parrot, owl); Let’s have a party!Can I come to your party? I promise not to eat all the food. OK. You can come tothe party. Can I have a strawberry, please?They are the most wonderful strawberriesin heaven!



UNIT 8 Lesson 5b

WarmerWrite geography, animals, food and

character on the board. Read out some of

the words from Activity 16 of the Activity

Book on page 53. The children tell you

which group you should put the word in.

73 16

73 17

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213

Drama Extension

Practising Lines• Play the recording again, stopping it before one of the

characters speaks. The children read the line and, on the

count of three, say it out loud. They then listen to the same

line on the recording and compare how the character speaks

to the way they spoke. The children can then repeat the line

and aim to sound as similar as possible to the voice on the

recording. You may like to discuss how the characters feel as

they speak.

The Directors’ Lines• Ask five children to stand at one side of the classroom and five

more at the opposite side facing them. The rest of the class

are the directors. Write one of the lines on the board and foxor ostrich next to it. Ask the directors to read the line and say

Take one, Fox. Five of the children in one line repeat the line

with as much feeling as possible. Continue with more lines in

the same way. The directors finally choose the two best “foxes”

and the two best “ostriches” to repeat a short scene together

in front of the class.

READ AND WRITE• Point out the picture of the fox. Ask the children to read what

he says about himself in the speech bubbles. Then ask them

the questions: What food does he like? Is he greedy?

• Ask the children to write about themselves in the spaces

provided.

ReinforcementPair up the children and ask them to interview each other

using the information they have written about themselves.

Wrap-upDraw a noughts and crosses grid on the board. Divide the

class into two groups and explain the game, saying that one

group are character words, and the other geography words.

A volunteer chooses a square for their group, who then spell

a word from their lexical set. Spelt correctly, they get the

square; spelt incorrectly, they don’t.

18

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214

REVISION

General overview of the double-page spread• Ask the children to open the Student’s Book on pages 72 and

73. Point out the words around the border and the grammar

tables in the centre of each page.

• Ask them how many words there are in total (24).

• Ask them how many grammar tables there are (4) and what

each one contains:

Present simple affirmative forms: I, you, she, he, we, theyPresent simple negative forms: I, you, she, he, we, theyPresent simple affirmative forms, verb to be: I, you, she, he, we, theyPresent simple negative forms, verb to be: I, you, she, he, we, they

• Write some affirmative sentences on the board and ask the

children to write negative sentences. Then write negative

sentences and ask them to write affirmative sentences.

• Put the children in pairs and get them to say affirmative sentences

and their partner says a negative sentence and vice versa.

• Point out the spelling of any words you have found the children

have been having difficulties with throughout the unit.


Name: Class:

Term Test Units 7 - 8

1 Listen and write S (sometimes) or E (every day).

2 Find and write.

/5

/5

A5

D2

C3

B4

A3

E3

B2

C1

E1

D4

C5

cakeA

B

C

D

E

1 2 3 4 5

1

2

3

4

5

6

7

8

9

10

ice cream

juice

lettuce

sandwich

cauliflower

pizza

strawberry

chocolate

pear

rice

E E

E

S

S

S

LANGUAGEfruit (apple, pear, strawberry and peach);salad and vegetables (lettuce, tomatoand cauliflower); protein (meat, fish,chicken, cheese and egg); carbohydrates

(bread, rice, potato and chocolate); soup,sandwich, salad, pizza, ice cream, cake,juice, milkshake; adverbs of frequency

(every day, sometimes, never); Do youever…?

MATERIALStudent’s Book, pages 72 and 73

Resource Material, pages 39 and 40,

one photocopy per child

Previously prepared word cards: daily

routines, daily activities, time

Dice, counters

UNIT 8 Lesson 6a

WarmerYou need pieces of card with the target

vocabulary written on them.

Follow these steps:

1) Flash the word cards quickly for the

children to identify them.

2) Hold a piece of card over the word and

slowly reveal it from left to right.

3) Hold a piece of card over the word and

slowly reveal it from top to bottom.

4) Hold a word so you can see it but the

children can’t. They try to guess

the word. Correct them if they guess

a word from a different category.

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215

Term Test

LISTEN AND WRITE S OR …• Hand out photocopies of Resource Material, pages 39 and 40.

• Tell the children to look at the pictures and write S(sometimes) or E (every day) beside the items depending on

how often Kelly eats them.

• Tell them to put a cross beside the items Kelly doesn’t eat.

• Play the recording twice for the children.

FIND AND WRITE • Tell the children to look at the chart and the coordinates and to

write the correct word.

READ, LOOK AND COMPLETE• Tell the children to look at the text and the pictures. They must

write words in the blanks using the picture clues.

UNSCRAMBLE, WRITE AND MATCH• Ask the children to look at the words on each line. They must

write them in the correct order to form a question and then

match with the correct answer.

My name’s Dan and I love food. I get up at eight o’clock and I have

for breakfast. I go to school and at half past twelve I

have lunch. Sometimes I have and sometimes

fish, but my favourite food is . I have fruit every day,

sometimes a peach or a . I like lettuce and tomatoes,

so in the summer I eat . In the winter it’s very cold, so

I like to eat something hot for lunch. My favourite food in the winter is

. When I finish school I’m very hungry and I have a

chocolate sandwich every day!

40 PHOTOCOPIABLE© Santillana Educación S.L./Richmond Publishing 2007

Name: Class:

3 Read, look and complete.

4 Unscramble, write and match. /5

/5

Term Test Units 7 - 8

cereal

1 name what’s your Yes, he does.

2 you like do fruit Yes, sometimes.

3 brother your does fruit like No, I’m not.

4 often you how eat do vegetables Fatima.

5 ever you do eat cauliflower Yes, I do.

6 you greedy are Every day.

What’s your name?Do DoesHowDo Are

chicken

pizza

pear

salad

soup

you like fruit?

your brother like fruit?

often do you eat vegetables?

your ever eat cauliflower?

your greedy?

1

2

3

4

Transcript(CD 3.12) Term Test. Listen and

write S or ….

Interviewer: Hi, Kelly. Can I ask you

some questions about the food you eat?

Kelly: Yes, of course.

Interviewer: What’s your favourite fruit?

Kelly: Mmm… apples.

Interviewer: How often do you eat

apples?

Kelly: Every day. I love apples. Every day

I have an apple for lunch.

Interviewer: Do you like any other fruits?

Kelly: Yes, I do… bananas… they’re

delicious.

Interviewer: How often do you eat

bananas?

Kelly: Sometimes at the weekend. But I

don’t like pears.

Interviewer: You don’t eat pears?

Kelly: No. I don’t like them.

Interviewer: And do you eat vegetables?

Kelly: Yes, but I don’t like cauliflower.

Interviewer: You don’t eat cauliflower?

Kelly: No. Never.

Interviewer: What about salad?

Kelly: Yes, sometimes I eat salad in the

summer. A lettuce salad. I like lettuce

a lot.

Interviewer: And what protein do you eat?

Kelly: Well, I eat chicken sometimes. And

eggs! I love eggs. I eat eggs every day.

Interviewer: And what about fish?

Kelly: Yuck! I hate fish!

Interviewer: And do you eat

carbohydrates, like bread and rice?

Kelly: I eat bread every day. But I don’t

eat rice. I don’t like it.

Interviewer: Well, thank you very much,

Kelly.

Kelly: You’re welcome.

85

85

Wrap-upYou need one dice. Open your Student’s

Book on revision pages 72 and 73. Put a

counter on the first space of the

vocabulary border. Throw the dice and

move the counter the corresponding

number of spaces. Call out the number

and the children put their hands up and

say the word in the space where the

counter has landed. Throw the dice again

and continue round the board.

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216

Portfolio Task: Healthy Life Style Questionnaire

WRITE AND SPEAK• Ask the children if they think they are healthy or unhealthy.

Make up lists of healthy and unhealthy habits on the board.

• Tell the children that they are going to do a questionnaire

about health. Ask them what sort of questions they would

expect to find. Write their suggestions on the board.

• Ask the children to open the Activity Book on page 77 (or hand

out photocopies of Resource Material, page 41) to see if they

can find any of the questions listed on the board.

• Ask the children to look at the first three lines in the

questionnaire and to tell you what the question for each line

is. They can look at the examples in the box if they need help.

Ask them if the questions are about positive, healthy activities,

or negative, unhealthy ones. Explain how the questionnaire

works: you get 10 points for good health if you answer everyday, 5 points if you answer sometimes, and 0 points if you

answer never.

• Explain that the children have to add three more questions,

emphasising that they have to be positive, like the questions in

the example box. Elicit possible examples on the board for the

children to choose from.

• The children write three more questions.

• Drill the first three questions so the children can ask them with

good rhythm. Get one or two of them to read out one of the

extra questions they have written.


Name: Class:

1 Add 3 more questions to your questionnaire. Ask three friends.

2 Write about your healthiest friend.

Unit 8 Portfolio Task

is my healthiest friend. He/She got

points in the healthy lifestyle questionnaire. He/She

.

eat fish

drink milk

play basketball

Name: Name: Name:

Example: Do you ever eat fish? Yes, every day.Do you ever drink milk? Yes, sometimes. Do you ever play basketball? No, never.

Example: He sometimes eats fish. He does gym every day. He never plays basketball.

Everyday = 10 points Sometimes = 5 points Never = 0 points

LANGUAGEDo you ever eat/drink…?; healthy/unhealthy; every day, sometimes, never

MATERIALActivity Book, page 77 (or Resource

Material, page 41, one photocopy

per child)

WarmerWrite the following questions on the

board but not in the order given and write

the answers out of order to the right:

1) W_ _ _ t_ _ _ d _ y_ _ h_ _ _ b_ _ _ _ _ _ _ _? (What time do you havebreakfast?)2) A_ h_ _ _ p_ _ _ e_ _ _ _. (At half pasteight.)3) H_ _ o_ _ _ _ d_ y_ _ d_ _ _ _ j_ _ _ _?(How often do you drink juice?)4) E_ _ _ _ d_ _. (Every day.)5) D_ y_ _ e_ _ _ e_ _ f_ _ _ ?(Do you ever eat fish?)6) Y_ _, s_ _ _ _ _ _ _ _. (Yes, sometimes.)The children help you complete the

sentences. Once they have guessed

the words, they match the question

to the answer.

UNIT 8 Lesson 6b 1

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217

• Put the children in groups of four. Tell them to write the names

of the other three members of their group at the top of the

questionnaire. Explain that they each have to interview all the

others in the group and fill in the information for each question

under the person’s name.

Handy HintInstead of explaining how to use the questionnaire, you could

ask the children what they think they have to do.

• Tell the children to calculate the points obtained by each

person in the group. See who got the most points; ask:

Who got more than 10 points? More than 15? etc. until only one

student is left.

WRITE ABOUT YOUR HEALTHIEST FRIEND• Explain that the children have to write about the healthiest

person in the questionnaire. Point to the text box in Activity 2,

where they have some examples of sentences they could use

as a model for their own work.

• The children complete the text about one of their friends.

Wrap-upTake in a few of the Activity Books from the children and,

using the questionnaire (not the written text), give

information about one of the children. First, the children try

to decide if the student is healthy or not, then they try and

guess who it is.

2

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