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Unit 3 We are what we eat

Reading

Warmer

3 WE ARE WHAT

Read out the unit title. Ask students what they think it means. Elicit ideas and encourage discussion.

07 Get

WE EAT

ing

Play the video and discuss the questions with your class.

1 Make the second part of the exercise a competition. The winner is the person who writes the most food and drink items in English. Set a time limit of two minutes. Deduct a point for each incorrect item that is not food or drink or not English. A bread B cheese C milk D cereal E orange juice F eggs

Functions and speaking Talking about food; ordering a meal; Developing speaking: Apologising Grammar Countable and uncountable nouns; a/an, some, any; (how) much / (how) many, a lot of / lots of; too and (not) enough Vocabulary Food and drink; adjectives to talk about food; WordWise: Expressions with have got Values Food and health Life Competencies Saying sorry

READING

1 Name the food in the pictures. What other food and drink words do you know in English? 2 Make sentences that are true for you. Compare your ideas in class. always often

sometimes

breakfast. have … for

lunch. dinner.

3 Look at the photos on page 31. What do they show? Ask your teacher for the words you don’t know. Then answer the questions. Can you think of a food that …

• • • • •

comes from another country? has got a lot of vitamins? is (not) very healthy? is unusual for you? is good for your muscles and bones?

3.01 Read and listen to the article. Match the sentence halves. c 0 The number of people in the world is 1 A lot of people 2 Farms cover about 3 It takes a lot of water and energy 4 Insects can help 5 They are healthy because 6 Many people don’t know that

a b c d e f g

never

one third of land. they’ve got protein in them. increasing very fast. some food colouring comes from a beetle. eat unhealthy food. to produce the meat people eat. with our problem.

SPEAKING Think about your answers to the questions below. Then work in pairs and compare your ideas. Do you agree? • Do you think about the planet when you choose what you eat? • Would you eat insects? Why (not)? • What foods from your country are perhaps unusual for other people? • What impact do your choices make?

5 Give students two minutes to think about their answers and make notes before comparing ideas in pairs. Then, bring the class together and get feedback. In a mixed-nationality class, the third question could make for an interesting discussion about food in the host country.

Resources for this unit All available online Videos ●

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Get ing: How does what we eat affect our health and the environment? Grammar rap!: too many/much, (not) enough + noun Vlog: Saying sorry

Tests ● ●

T30 We a r e w h a t w e e a t | U n i t 3

food and drink; adjectives to talk about food; expressions with have got

3 The photo shows a woman eating insects. Insist on students using What’s … in English? to input these.

Objectives

VOCABULARY:

Watch the video and think: how does what we eat aﬀect our health and the environment?

Write 8 am, 1 pm and 7 pm on the board, and ask students to match them to the meals.

Check/clarify: creepy-crawlies, superfood. 1e 2a 3f 4g 5b 6d

countable and uncountable nouns; a/an, some, any; (how) much / (how) many, a lot of / lots of; too and (not) enough

Check/clarify: breakfast, lunch and dinner.

3.01 Before students read the text, get them to read the title. Ask, What do you think the text is about?

GRAMMAR:

Point to various points along the line and elicit the appropriate adverbs.

apologising; talking about food; ordering a meal

100%

Check/clarify: vitamins, healthy muscles and bones.

fUNCTIONS:

2 Review adverbs of frequency from Unit 1. Draw the following on the board. 0%

OBJECTIVES

Unit, extension and skills test 3 End of term test 1

Worksheets ●

● ● ●

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Grammar and vocabulary: Basic, Standard and Extension Worksheets Project: What we eat Communication: We are what we eat Literature Worksheets: Oliver Twist and Adventures of Huckleberry Finn Grammar presentation: Countable and uncountable nouns Get ing, Grammar rap! and Life Lessons video Worksheets

Unit 3 We are what we eat

Reading;

Values

Culture note Human beings are known to have practised entomophagy, the practice of eating insects, for thousands of years. While entomophagy is rarely practised in North America and Europe, it is common to some cultures in Central and South America, Africa, Asia and New Zealand. It is thought that 80% of the world’s nations eat insects and the UN has registered 1,900 different insect species that are considered edible.

reepy-

WE ARE WhAT W E EAT

UNIT 3

re ? f th e fu tu o d o fo r e th e s u p

The number of people in the world is growing fast – every year there are about 70 million more people. So, we’ve got two questions that need answers: Have we got enough space on our planet for so many people? and How can we make sure they’ve all got enough food to live? Many people eat too much meat – steaks, beef burgers, sausages, etc. That’s not good for us and we need big farms to produce all that meat. The farms already use 30% of all the world’s land: they create greenhouse gases and use a lot of water and energy. However, we can do something to help. We can eat meat only one or two days a week, for example, and eat more vegetables – that’s healthy. We can also eat some different types of meat – creepy-crawlies! That’s right, grasshoppers, worms, flies and lots of other insects. They’re the superfood of the future. They’ve got a lot of protein. Protein is very important for our health, and it’s good for our hair and our skin.

Do note that there are some taboos relating to certain insects within different cultures. For example. scorpions are considered haram in Islam, but locusts are halal. 6

rawlies

Protein keeps our muscles and bones in good condition, too. There are two more reasons why insects are good food options: insect farms don’t need so much water and energy. Also, they don’t use so much space. For some people in countries in Asia and Latin America, eating insects is not unusual. But for people in Europe and many other countries, it seems very strange. What about you? Do you eat any healthy food? How much meat do you eat in a week? Perhaps you think you don’t eat insects? But maybe you’re wrong! Why’s that? Because the red food colouring that is in many things that we eat comes from … an insect called the ‘cochineal beetle’!

Like 47

7 Encourage students to use the sentence stems. 1 yes 2 – 3 yes 4 no 5 yes

Comment 3

Share 101

Food and health 6 Complete the five conversations. Choose the correct answer A, B or C. 1 Do you want some ice cream? A No, thanks. Can I have an apple or a banana? B She’s not hungry. C They’re very good. 2 Have some water. A I drink it. B No, thanks, I’m not thirsty. C Look at them. 3 Would you like more chocolate? A It’s over there. B Yes, I do. C I’d love some, but I’m trying not to eat it.

Homework Ask students to take a photo of their breakfast or dinner and upload the picture to their portfolio with a description in English. As a follow-up, students can bring the picture to the next class and show the picture to a partner. Each partner has to work out what their partner’s meal consisted of.

SPEAKING

The person in number 1

4 Do you eat any vegetables? A I hate apples. B It’s fast food. C No, I don’t like them. 5 Have some more biscuits. A Thanks, but one’s enough for me. B You can have a banana. C I’m very healthy.

Work in pairs. Compare your answers. Do the people in Exercise 6 care about healthy food? doesn’t want a …

He/She asks for …

likes …

He/She says …

never eats / drinks …

He/She wants …

I think he/she

cares about … doesn’t care about … 31

Activity idea A poster Present a menu with lots of unhealthy food and drink choices. Put students in pairs. Ask students to think about how healthy the menu is and to make suggestions for how to improve it. Students can use the internet to ﬁnd out more. Ask students to make a poster that shows their suggestions. Students present their poster to the class.

more Worksheets Project National diets Communication We are what we eat XX Get ing How does what we eat affect XX: XX our health and the environment?

Think more Critical ing Competency: Evaluating ideas, arguments and options Analyses causes and effects of problems.

U n i t 3 | We a r e w h a t w e e a t T31

Unit 3 We are what we eat

Vocabulary; Grammar

Warmer Ask students to tell their partner what they had for breakfast this morning. Ask students to feedback and revise the vocabulary items from page 30. 1

VOCABULARY Food and drink

3.02 1 tacos 2 salad 3 carrots 4 omelette 5 chilli con carne 6 coﬀee 7 beans 8 peppers 9 yogurt 10 cake

3.02 Write the names of the food under the pictures. Listen and check.

SPEAKING Work in pairs. Ask and answer questions to find out three things from Exercise 1 your partner likes and doesn’t like.

workbook page 30

GRAMMAR Countable and uncountable nouns 3 Read the sentences. 1 Can I have a carrot? 2 I don’t like rice.

2 Elicit model phrases for students to use: Do you like carrots? Yes, I do. No, I don’t. When students have finished, elicit and tally answers on the board.

3 I don’t like peppers.

Choose the correct words in the rule. RULE: Nouns that you can count (one carrot, two carrots, etc.) are 1countable / uncountable nouns. Nouns you cannot count are 2countable / uncountable nouns. They have no plural forms.

Workbook p30

4 Look at the photos in Exercise 1. Which are countable and which are uncountable? Add three more things to the lists.

3 Highlight that countable nouns can be counted and have plural forms while uncountable nouns can’t be counted and don’t have plural forms. RULE: 1 countable 2 uncountable

a/an, some, any 5 Complete the sentences with a/an, some and any. Then choose the correct words in the rule. 1 A Would you like coffee? B No, thanks. I’ve got tea. 2 Can I have apple or banana? 3 Have biscuits. 4 Are there peppers in the kitchen? 5 There isn’t yogurt in the fridge.

4 Check comprehension by pointing to the picture of carrots and asking, Is this countable or uncountable? (countable) Countable: tacos, carrots, peppers, beans, omelette Uncountable: cake, yogurt, chilli con carne, coﬀee, salad 5 Highlight that we only use the indefinite article before singular countable nouns. Check that students have put an before apple in number 2 and check that they are clear on the rule that an is used instead of a before a noun which begins with a vowel sound. 1 some, some 2 an, a 3 some 4 any 5 any RULE: 1 singular 2 plural 3 negative

more Practice Extra Grammar: Countable and uncountable nouns Grammar: a/an, some, any Grammar: (how) much / (how) many, a lot / lots of Vocabulary: Food and drink

Workbook Grammar p28 –29, Ex.1–6 Vocabulary p30, Ex.1 Vocabulary Extra p31 Worksheets Grammar presentation: Countable and uncountable nouns Grammar Worksheets 3 Vocabulary Worksheets 3

T32 We a r e w h a t w e e a t | U n i t 3

RULE: Use a/an with singular / plural countable nouns. Use some with 2singular / plural countable and uncountable nouns. Use any in questions and in 3positive / negative sentences. Use some in questions when oﬀering or asking for something. 1

6 Complete the text with a/an, some and any. Do you like pancakes? They are easy to make! All you need is 1 milk and flour and 2 egg! You also need 3 frying pan and 4 oil to fry them. After you make the pancakes, you can put 5 ice cream on top! Do you know 6 easy recipes? workbook page 28 32

6 1 some

2 an

4 some

5 some

(how) much / (how) many, a lot of / lots of 7 Look at the examples. Complete the rule. How much meat do you eat?

How many people eat insects?

I don’t drink much coffee.

We haven’t got many carrots.

Farms use a lot of water. For a lot of people eating insects is not unusual. Insects have got lots of protein.

We can eat lots of creepy‒crawlies.

RULE: We usually use (how) much and (how) many in questions and negative sentences. Use many with plural 1 nouns and much with 2 nouns. Use a lot of / lots of with both countable and uncountable 3 .

6 any

7 Students study the eight examples and work out the rules. Highlight that many is used with countable nouns and much with uncountable nouns. RULE: 1 countable 2 uncountable 3 nouns

Language notes Countable and uncountable nouns Some uncountable nouns may be used as countable nouns to refer to a serving. For example, I’ll have a coffee and two teas, please. There is no need to introduce these points at this level, but students may have queries about this.

a/an, some, any a is used before singular nouns beginning with a consonant sound and an before singular nouns beginning with a vowel sound. Practise the sound with the students, highlighting how the n sound is natural.

how much / how many, a lot of / lots of It is possible to use many in positive sentences, particularly in written contexts. Since a lot of / lots of is much more frequently used in spoken English, the rule has been simplified to avoid overcomplication at this level.

Unit 3 We are what we eat 8 Complete question 1 as a class. Ask: Are apples countable or uncountable? (countable); Should I write much or many? (many) 1 many b 2 much e 3 many f 4 many a 5 much c 6 much d

Listening; Pronunciation; WordWise

WE ARE WhAT W E E AT

8 Complete the questions with much or many. Then match the questions (1–6) with the answers (a–f). 1 2 3 4 5 6

Workbook p28

Get it Right! much and many 9

Student’s Book p122

3.03 Check/clarify: tuna, curried, sweet corn, walnut. Before students listen to check, explain that they will hear two people – Steve and Hannah – discussing the menu. 1 cheese, 2 chicken, 3 mushroom, 4 potato, 5 chocolate, 6 coﬀee, 7 apple, 8 tea

a b c d e f

3.04 Before students listen, explain that they will now hear Steve and Hannah ordering lunch. Steve: cheese and tomato roll, apple juice, carrot cake; Hannah: chicken and mushroom soup, apple juice (and Steve’s cake). 3.04 1 It’s good. 2 It’s delicious. 3 For Steve’s cake. 3.05 1 help 2 milk 3 please 4 something 5 all 6 altogether 7 change 8 minutes

13 Allow students six to eight minutes to prepare their roleplays. Monitor to make sure all students are on task.

Pronunciation

How apples do you want? How sugar is in an avocado? Are there boys in your class? How peppers are there? How time have you got? Have you got homework?

Customer:

Good morning. Can I 1 you?

Would you like 4 to eat?

Yes, I’d like a cheese and mushroom omelette, please.

Here’s your 7 . Your breakfast will be ready 8 in a few .

Just milk, 3

That’s £9 6 .

3.03 Complete the menu with words from the list. Listen and check.

I’d like some coffee, please.

Do you want 2 or sugar?

Is that 5

LISTENING 9

3.05 Complete the dialogue with all, altogether, change, help, milk, minutes, please and something. Then listen and check.

Café assistant:

I think there are about five. Just one, please. Only 10 minutes. No, I haven’t. I have no idea. I don’t think it’s a lot. Yes, there are 12, and 5 girls. workbook page 28

UNIT 3

Oh, I’d like a carrot juice, too, please. Here you are.

Thank you.

SPEAKING Work in groups of three. One is the café assistant; the others are customers. Order meals.

Use the menu in Exercise 9 and the language in Exercise 12.

LUNCH STOP ROLLS/SANDWICHES: 2 fillings Extra fillings

PRONUNCIATION

Vowel sounds: /ɪ/ and /iː/ Go to page 120.

CAKES: £4.50 50p

Carrot

WordWise: have got

5 6

Tomato Tuna

£2 and walnut

DRINKS:

Curried 2 Sweet corn

Orange juice 7 juice

SOUP (WITH BREAD): Chicken and 3 4 and onion Spicy red pepper

£1.50

£4

Coffee Hot chocolate

3.04 Steve and Hannah are in Lunch Stop. Listen and write what they eat and drink.

Steve: Hannah:

3.04

Listen again. Answer the questions.

1 What does Steve say about his roll? 2 What does Hannah say about her soup? 3 Why does Hannah need a fork?

14 Put the words in order to make sentences. 1 got / cakes / some / They’ve / great 2 I’ve / Don’t / reasons / worry / my / got 3 that / a / problem / got / you / Have / with

15 Complete with the expressions from the list. a problem | my reasons | a headache time | something to do 0 A B 1 A B 2 A B 3 A B 4 A B

I’ve got a problem with my homework. History? Sorry! I can’t help you. Are you OK? I’ve got . It hurts. Why are you not inviting Jane to your party? I’ve got , but I don’t want to tell you. Phil, can you help me, please? Sorry. I'm busy. I haven't got . Let’s go to town tomorrow. Sorry, no, I’ve got tomorrow. workbook page 30 33

Homework

Vowel Sounds /ɪ/ and /i:/ Student’s Book p120

14 1 They’ve got some great cakes 2 Don’t worry. I’ve got my reasons. 3 Have you got a problem with that? 15 1 a headache 2 my reasons 3 time 4 something to do Workbook p30

Put students in pairs and ask them to find an English-language menu. Students can then use the menu and dialogue in Exercise 12 to prepare their own dialogue. Students should record themselves performing the dialogue and send it to you. Alternatively, students can perform the dialogue in the next class.

more Practice Extra WordWise: Expressions with have got Workbook Grammar p28–29, Ex.1–6 Get it Right! p29 Listening p34 Pronunciation p118 WordWise p30

U n i t 3 | We a r e w h a t w e e a t T33

Unit 3 We are what we eat

Reading; Writing

Warmer Revise food vocabulary. Present the images of food from page 32. Put students in pairs and ask them to name the foods.

READING 1 Read the article quickly and answer the questions. 1 Where is the writer? 2 Why is it difficult to get vegetables there? 3 What do the Inuits eat a lot of?

1 Before students read the text, ask them to cover it and look at the pictures. Ask: What do you think the article is about? Check/clarify: Inuit, iceberg, berry, seaweed, frozen/freezing, seal, whale. 1 Kulusuk; Greenland; 2 short winters; 3 raw and boiled meat 2

• Described what they don’t eat enough of. Ask students to give their partner feedback on how to include these in their text.

more Workbook Reading p32 Developing Writing p33

T34 We a r e w h a t w e e a t | U n i t 3

a b c d e f g h

shops and restaurants. but not too much. a lot of healthy food. writing about 15‒year‒old Amanda Claxton. and that’s very healthy. she loves sweets, but she tries not to eat too many. for food here. and vegetables.

PRODUCE Imagine Matt Silver is writing about what you eat. What is healthy or unhealthy about your food? What do you eat too much / not enough of? Write Matt’s paragraph.

EATING

around the world Part I: The Inuits Hello, I’m Matt Silver, and this is an article from our new series ‘Eating around the world’. I’m writing this from Kulusuk, an Inuit village in Greenland. It’s a pleasant place in summer, with mild temperatures and fantastic views of the icebergs on the sea just in front of the village.

Matt

It’s a popular place for tourists in those months. But winters are long and hard, and the life for the 250 people in the village isn’t easy at all. The roads are covered in ice, and the sea is frozen, too. The Inuits don’t have a lot of choices for food. The summer is too short and not long enough for the Inuits to grow vegetables. They sometimes find berries during the warmer months. And they eat seaweed. But there are no other vegetables, so they don’t eat enough greens. There is a shop in the village, but during the winter it doesn’t get any fresh vegetables. This is why the Inuits eat lots of raw and boiled meat. They eat sea animals – seals, whales and fish – and they eat reindeer and other land animals. These animals have a lot of fat on them because it keeps them warm in the freezing temperatures. Do the Inuits eat too much fat? Isn’t that very dangerous?

5 This task can be set as homework or done in class.

• Described what they eat too much of.

1 Hello, I’m Matt Silver and today I’m d 2 Amanda has lots of choices 3 There are many good 4 Amanda tries to eat 5 She likes fruit 6 She sometimes eats meat, 7 Amanda loves fish, 8 There is only one little problem with Amanda’s food choices;

4 Students copy this into their notebooks so that they have a correct record of the target phrases, sentences and, crucially, how they are used.

• Described what is healthy or unhealthy about their food.

Match the sentence halves and read Matt Silver’s paragraph about what 15‒year‒old Amanda eats. INPUT

4 Write out the paragraph in your notebooks.

If done in class, tell students to swap their paragraphs with a partner when they have finished writing. Ask the students to check that their partner has done the following:

What you eat 3

3.08 Read and listen to the article and answer the questions. 1 Why is the writer staying in an Inuit village? 2 What other food apart from meat can the people find there? 3 What is the problem with growing vegetables there? 4 What is surprising about the Inuits’ health situation?

3.08 1 To write a magazine article for a series called Eating around the World 2 Berries and seaweed 3 The summers aren’t long enough for vegetables to grow. 4 They are quite healthy despite eating lots of fat.

3 1d 2g 3a 7e 8f

WRITING

Well, here’s the surprise: in the western world, people say ‘Don’t eat too much fat!’ But the Inuits eat a lot of animal fat and they are healthy, perhaps because they eat boiled rather than fried meat. Life for the people from Kulusuk can be difficult but they are healthy. Maybe we can learn a lot from them!

Culture note Greenland is a semi-autonomous country of the Kingdom of Denmark. It lies between the Atlantic and Arctic oceans. It is the world’s largest island and has a population of approximately 55,000, 89% of whom are Inuit. The Inuit are a group of culturally similar indigenous people who live in the arctic regions of North America and Greenland. It is thought that the majority of the Greenlandic Inuit descended from the Canadian Inuit who started populating the island in the 13th century.

Unit 3 We are what we eat

Grammar; Vocabulary

08 Grammar rap! too many/much, (not) enough + noun

WE ARE WhAT W E EAT

10 Complete with not enough or too. My dad always says there’s 1 much rain in the UK in the summer, and that it’s 2 hot . He’s right. And I feel that it’s 3 boring to spend holidays here. We usually go to the south of Italy for our holidays. There are lots of beaches, so there are never 4 many tourists. I love the food; that’s why I often eat 5 much. workbook page 29

6 Use scenarios to check students have understood the meaning of the different expressions: 1 many 2 much 3 enough 4 many 5 enough RULE: 1 many 2 much 3 countable 4 uncountable nouns 7 During feedback, elicit the difference in meaning between the two possible solutions for Question 2. 1 too many 2 too much / not enough 3 not enough 4 not enough 5 too much 6 not enough

Get it Right!

too + adjective and (not) + adjective + enough

Student’s Book p123

8 RULE: 1 more

UNIT 3

2 less

GRAMMAR too many/much, (not) enough + noun 6 Choose the correct word and complete the rule. 1 2 3 4 5

I try not to eat too much / many sweets. He eats too much / many fat. They don’t eat much / enough greens. There are too many / much people in the city. She doesn’t eat many / enough meat.

VOCABULARY Adjectives to talk about food 11 Write the adjectives under the photos. boiled | fried | grilled | roast

RULE: Use too 1 with countable nouns, and too 2 with uncountable nouns. Use (not) enough with 3 and 4 .

10 Ask the students to read the text to find out where the writer likes to go on holiday (Italy). 1 too 2 not … enough 3 too 4 too 5 too

Workbook p29

7 Complete with too much, too many or not enough. 1 There are onions on this pizza. I don’t like them. 2 There’s salt in this soup. I can’t eat it. 3 There is sugar in my coffee. Can I have some more, please? 4 There are cars on the road. It’s dangerous to ride my bike. 5 We’ve got homework tonight. I want to watch TV. 6 There are chairs. Can you stand?

12 Put the words in the list in order from ‘very good’ to ‘very bad’. (a bit) boring | delicious | horrible | nice

What do you prefer, boiled or roast beef?

8 Use the example sentences to choose the correct words in the rule.

Savoury means not sweet, for example, salty or spicy. Savoury is a positive adjective. Salty is a negative adjective, meaning food has too much salt.

RULE: We use too + adjective to say that something is 1 more / less than we like or want. We use not + adjective + enough to say that something is 2more / less than we like or want.

14 How do you say these words in your language? Write two types of food for each category.

9 Complete the sentences. not hard enough The test is too easy. It’s The film isn’t exciting enough. It’s The T‒shirt is too expensive. It’s It’s not warm enough today. It’s Your bike’s too small for me. It’s His car’s not fast enough. It’s

Roast beef. It’s delicious

Look

The winters are too long there. The summers are not long enough.

0 1 2 3 4 5

SPEAKING Work in pairs. Ask and answer questions. Use the words from Exercise 12.

boiled or roast beef? | grilled or fried chicken? | boiled or roast potatoes? boiled or fried eggs? | grilled or fried fish?

too + adjective, (not +) adjective + enough

9 Ask students to think back to the text about Greenland. Ask: Why can’t they grow vegetables there? 1 too boring 2 not cheap enough 3 too cold 4 not big enough 5 too slow

. . . . . .

sweet: chocolate, strawberries workbook page 30

11 Ask students to focus on the photos and the four adjectives. Ask: What do they have in common? (They are all ways to cook food.) A grilled B roast C fried D boiled 12 Draw a scale on the board from good to bad. Nominate students to say where each of the adjectives should be on the scale. delicious nice a bit boring horrible 13 Ask: What question can we ask to find out what someone likes? (Do you prefer?) 14 Point out that while yummy and tasty are synonyms, yummy is very informal. positive: fresh, tasty, yummy. negative: fatty, disgusting. neutral: spicy, savoury, sweet, salty Workbook p30

Language notes too many / too much / not enough + noun Students at this level often confuse many and much – much is used with uncountable nouns and many with plural countable nouns.

too + adjective, not + adjective + enough Exercise 8 uses sentences from the reading text. Highlight that the two sentences use opposite adjectives to express the same thing.

Homework Ask the students to keep a food journal for two or three days. In their journal, students have to keep a record of what they ate, how it was cooked and a description of the food.

more Practice Extra Grammar: too many/much, (not) enough + noun Grammar: too + adjective, (not +) adjective + enough Vocabulary: Adjectives to talk about food

Workbook Grammar p29, Ex.7–9 Vocabulary p30, Ex.2–5 Worksheets Grammar rap! too many/ much, (not) enough + noun Grammar Worksheets 3 Vocabulary Worksheets 3

U n i t 3 | We a r e w h a t w e e a t T35

Unit 3 We are what we eat

Developing Speaking; Phrases for fluency; Functions

Warmer Draw a pizza on the board and ten images of different foods – some that are traditional pizza toppings (e.g. cheese, peppers, mushrooms) and some that aren’t (e.g. yogurt, cake, ice cream). Give the students five minutes to make their own pizza using the toppings given.

Design Note

3.09 Look at the photo. What food is it? How do you know? Listen and read to check.

Dad: Jordan: Dad: Jordan: Dad: Jordan: Dad:

Jordan:

3.09 Tell students to cover the dialogue and discuss the questions in pairs before reading to check their answers. It’s a pizza. There is dough, tomato sauce, cheese, vegetables; it’s round; it’s on a pan.

Dad: Jordan: Dad:

Jordan: Dad:

3.09 Have students underline the answers in the text. 1 A pizza 2 His friends 3 mushrooms and chilli pepper 4 crisps 5 Order a pizza and ice cream.

3.10 1 sorry 2 Don’t

3 feel

4 It’s

7 Encourage students to use the dialogue in Exercise 6 as a model.

more Practice Extra Developing Speaking Workbook Listening p34

T36 We a r e w h a t w e e a t | U n i t 3

Dad:

Jordan: Dad:

What is Jordan doing? Who is he making it for? What does his dad put on the pizza? What does Jordan decide to give his friends? What does his dad offer to do?

3 Match the underlined expressions (1–6) in the dialogue to the definitions (a–f). a too – as well b unhappy with – c one or two (but not many) – d What is the situation (for me)? – e In fact, – f Why is that a problem? – 4 Use the expressions from Exercise 3 to complete the mini‒dialogues.

But I don’t like mushrooms. 4 So what? You can always take them off. I think you need some chilli pepper 5as well. Dad, stop it. It’s horrible. Thanks a lot. Are you 6upset with me? Now I feel bad. I just wanted to help. Don’t worry, Dad. We can just eat crisps. No, you can’t. You can eat pizza. Get me the phone and I’ll order one. Ice cream, too! Really, Dad? Thanks! And I can eat this one here!

fUNCTIONS Apologising 5 Look at the phrases. When and why might you use them? KEY LANGUAGE 1 I’m really sorry. 2 I feel really bad.

Phrases for fluency 6

3 Don’t worry. 4 It’s OK.

3.10 Complete the dialogue with words from the Key Language box. Listen and check. Then act it out in pairs. . Man Oh no. I’m really 1 2 Woman worry. It’s not my favourite picture. Man But it’s broken. I 3 really bad. 4 Woman OK. Really. I don’t really like it anyway.

7 In pairs write a short dialogue for the picture. Act it out.

1 A Mum? John’s got his sandwiches. But me? B Well, I’m making cheese and tomato sandwiches for you right now. A Cool! Can I have an apple ? 2 A I broke your watch. I’m sorry. Are you me? B Don’t worry about it. , it wasn’t very good. 3 A I can’t go to the cinema. I’ve got homework. B ? You can do it at the weekend.

4 When students have completed the task, ask them to role-play the mini-dialogues in pairs. 1 what about, a couple of, as well 2 upset with, Actually 3 So what

Jordan:

3.09 Read and listen again and answer the questions.

1 2 3 4 5

3 When checking answers, ask students which person said each expression. Was it Dad or Jordan? a 5 as well b 6 upset with c 3 a couple of d 1 What about me? e 2 Actually f 4 So what?

5 Establish which sentences are used for apologising (I’m really sorry & I feel really bad) and which are responses to an apology (Don’t worry & It’s OK). Elicit examples of when and why these sentences are used from the class.

Hi, Jordan! I’m home. Hi, Dad! So, what are you doing? I’m making pizza – for me and my friends. Hmmm … 1What about me? I’m really sorry, Dad, it’s just for us. Oh right. Look at this kitchen! What a mess! Sorry, Dad. But don’t worry. I’m finishing now! OK then. Now, how can I help? 2 Actually, I’m OK. It’s just a pizza. Onion? Red pepper? Just that? We can make that better, I’m sure. Really? Let’s add 3a couple of mushrooms. There we are.

Activity idea Disappearing sentences Write out the dialogue on the board. Put students in AB pairs and get students to practise the conversation. Cover a small section of the dialogue, beginning from the right-hand side of the screen or board. Students practise the dialogue again, including the covered part, which they have to try to remember. Students have to try to remember the part they can no longer see. Repeat the activity again and again, covering more and more of the dialogue each time. Continue until all the dialogue is covered and students are practising the text from memory.

Unit 3 We are what we eat

Life Competencies

09 Life Lessons: Saying sorry

WE ARE WhAT W E EAT

LIfE COMPETENCIES

Write sorry on the board and elicit situations when people would use it. Encourage students to come up with as many different situations as they can. Then watch the video. Were any of the situations mentioned?

We all make mistakes. We say we’re sorry so that the person feels better and understands that we care. Saying sorry is important, but sometimes we also need to show we are sorry by our actions. Saying sorry

4 Work in pairs. Compare your answers to Exercise 3. Do you agree? 5

09 Ben & Kate

09 1 mistakes 2 better 3 bad 4 wrong 5 fault 6 better 7 hardest

3 Check/clarify: detention, lazy, forget, terrible, upset, tell someone not to do something, order. A Tom, for arriving late. B Abby, for not tidying her bedroom. C Zoe, for forgetting her friend’s birthday. D Amy, for criticising Emily’s shoes. / Emily, for telling friends not to speak to Amy. E The waiter, for bringing the wrong pizza. F Kevin, for letting the cake burn. 4 Engage students in a class discussion. Try to come to an agreement about who in each situation should apologise. 5 Explain that some situations are more serious than others and require different responses. Ask students to add their own suggestions as well. 6 Ask students to think of a situation where someone has done something wrong and needs to say sorry. If they feel comfortable sharing with the rest of the class, they can suggest a situation from their own life. 7 Students should use these questions to reflect on their own behaviour. There are no right and wrong answers, but students should be encouraged to think about their answers. Communication Competency: Managing conversations Students can use appropriate language to show understanding. Emotional Development Competency: Empathy and relationship skills Students can show understanding of other people’s perspectives and feelings.

UNIT 3

1 2

• • • • • • • • • •

09 Watch the vlog. What are the names of Jack’s brother and sister? 09

Watch again and complete the sentences.

We all make 1 . Saying ‘sorry’ helps make things 2 . When you say sorry, you should mean it. 3 A sorry is worse than no sorry (probably). A good sorry says three things: 4 • I am . • It’s my 5 . • How can I make things 6 ? 7 Is sorry really the word? Probably not.

3 Read these situations. Who do you think needs to say sorry and why? A Tom arrives late to school for the second time in a week. The teacher gives him a detention.

Tom needs to say sorry because he’s late. B Abby’s dad calls her lazy because she never tidies her bedroom.

SPEAKING Work in pairs. Discuss which of these things is a good idea for the people in Exercise 3. More than one answer is possible.

Can you think of other ways of apologising? Say sorry immediately. Say ‘I’m here for you’. Change our future actions. Be quiet. Write a short letter or card to say sorry. Say something funny. Buy a present or flowers. Wait and say sorry later. Say ‘I love you!’ and smile.

6 Work in pairs. Write a situation similar to the ones in Exercise 3 where someone needs to apologise. 7

SPEAKING Read your situation to the rest of the class. Discuss these questions:

1 Who needs to say sorry? 2 What is the best way to say sorry? 3 What does the person saying sorry have to say? Do they need to do anything else? 4 How do you feel after you apologise?

Me and my world 8 Tick (✓) the sentences you agree with. Compare with a partner. I say sorry a lot. I find it difficult to say sorry. I don’t always mean it when I say sorry. Sometimes sorry is not enough. Saying sorry solves a lot of problems.

C Zoe forgets her friend’s birthday. The next day, her friend doesn’t speak to her.

TIPS fOR SAYING SORRY

D Emily is wearing her new shoes. Amy says they look terrible. Emily is upset and tells her friends not to speak to Amy.

• Don’t be afraid to recognise when you make a mistake.

E George orders a cheese and onion pizza. The waiter brings him a tuna and pepper pizza.

• Say sorry when you make a mistake. It shows that you care about others.

F Kevin’s mum asks him to watch her cake in the oven. He forgets and it burns.

• Saying sorry isn’t always enough. Sometimes you also have to change your actions.

8 Ask students to think about the tips for saying sorry. Encourage students to link these tips to situations in their own lives.

Homework Ask students to make a presentation about an incident in a TV show or film where a character makes a mistake and either apologises and makes the situation better, or doesn’t and makes the situation worse.

more Practice Extra Vlog: Saying sorry Worksheets Life Lessons: Saying sorry Tests Unit, extension and skills test 3 End of term test 1

U n i t 3 | We a r e w h a t w e e a t T37

Unit 4 All in the family

Reading

Warmer

Bring into class a photo of your own family from when you were a child. Show it to the class, and let them try to guess who each person is in the picture.

10 Get

ALL IN THE

OBJECTIVES

fAMILY

fUNCTIONS:

talking about families; asking for permission

GRAMMAR:

possessive adjectives and pronouns; whose and possessive ’s; was / were

VOCABULARY:

ing

family members; feelings

Elicit any valid suggestions about the question and start a class discussion. 1 As you check answers, elicit that the word pairs are for male and female family members. Elicit which word in each pair is which. brother-sister daughter-son father-mother husband-wife 2 The girl is a daughter and a sister. The woman is a mother and a wife. The man is a father and a husband. 3 Do the activity as a competition to find out which pair can write the most examples for famous screen siblings and couples in two minutes.

Watch the video and think: what is a 'family'?

READING

4 Find out which pair in each group has the most examples, and how many of them were the same.

1 Find the pairs of words.

2 Choose two of the words in Exercise 1 to describe each person in the picture.

brother mother

4.01 Ask students to scan the text quickly to find out if their examples were mentioned, then get them to listen and read more carefully.

6 Suggest that students underline the parts of the text that support their answers. 1 Emma thinks the first Home Alone film was the best. 2 Kevin is happy when his family return home on Christmas morning. 3 The parents and the children in The Incredibles have superpowers.

Objectives Functions and Speaking Talking about families; asking for permission Grammar Possessive adjectives and pronouns; whose and possessive ’s; was / were Vocabulary Family members; feelings Values Film families Train to Making inferences

daughter sister

father son

husband wife

The boy is a son and a brother.

3 Work in pairs. Write as many examples as you can of: 1 a brother and sister from a film 2 a husband and wife from a film

SPEAKING Compare your examples with another pair. Have you got the same ideas?

4.01 Read and listen to the blog on page 39. Do they mention any of the families you talked about?

6 Read the blog again. Correct the information in these sentences. 1 Emma thinks the second Home Alone film was the best. 2 Kevin is sad when his family return home on Christmas morning. 3 Only the parents in The Incredibles have superpowers. 4 There are four members of the Parr family. 5 The Addams children want to be in a normal family. 6 Fester is Pugsley’s father.

4 There are five members of the Parr family. 5 The Addams children are happy being diﬀerent. 6 Fester is Pugsley’s uncle.

Resources for this unit All available online Videos ● ● ●

Get ing: What is a family? Grammar rap!: was / were Culture: Family traditions around the world

Tests ●

Unit, extension and skills test 4

Worksheets ●

● ● ●

●

T38 A l l i n t h e f a m i l y | U n i t 4

Grammar and vocabulary: Basic, Standard and Extension Worksheets Project: Families Communication: All in the family Grammar presentation: whose and possessive ’s Get ing and Grammar rap! video Worksheets

Unit 4 All in the family Culture note Home Alone was directed by Chris Columbus in 1990, and starred Macaulay Culkin as Kevin. In the film, eight-year-old Kevin’s family are going to Paris for the holidays. On the day of their flight, they wake up late and, in the resulting confusion, leave Kevin at home. The Incredibles is a 2004 Oscarwinning animated feature film directed by Brad Bird which was followed by a sequel in 2018. Incredibles 2 was also nominated for an Oscar, but didn’t win. Bird hasn’t ruled out the possibility of developing a third instalment. The Addams Family films are based on a series of cartoons about an unusual family by American artist Charles Addams. The cartoons appeared in The New Yorker magazine from 1938 to 1988. It was first adapted as a TV series from 1966 to 1968, then as a trilogy of liveaction films in 1991, 1993 and 1998. 7

Reading;

Values

OLD FILMS, GREAT FAMILIES

ALL IN ThE fA M I LY

UNIT 4

I love old films and my family loves them, too. My mum and dad always talk about a really old film called Swiss Family Robinson, also a book, about a Swiss family who find themselves on a desert island when their boat sinks. And do you know what? I like it, too. So guys – here’s today’s topic. Old films about families. So you know my opinion, what about yours? 3 comments reply to post

How about the Home Alone films in the 1990s, all about 8-year-old Kevin McCallister? The first one is definitely the best. Kevin’s parents forget to take him on the family Christmas holiday. Kevin is happy at first because he’s got the whole house to himself and his brothers and sisters aren’t there to annoy him. He has lots of fun stopping two silly criminals from robbing the family home. But he starts to miss his family and on Christmas morning he gets the best present of all – everyone comes back home! It was funny then and it’s still funny now. Emma, Brighton

Whose favourite family is the Parrs in The Incredibles? Remember them? The Parrs are like most families. You know, they fight and argue and have fun. But they’re also a family of superheroes. Dad is super strong. Mum is super stretchy. Violet, their eldest child, can turn invisible, and then nobody can see her. Her younger brother Dash is super fast and her baby brother Jack-Jack has laser eyes. I think those films are great, old or not. Max, Birmingham

I like your comments, Max and Emma. And here is mine. The Addams Family! They’re a really strange family who live in a normal town. They all wear black. They live in a huge old house. Other families think they’re a little bit scary, but the Addams family don’t care. The parents, Gomez and Morticia, and their children, Wednesday and Pugsley, are happy being different. And there’s Cousin It, too. He (or she – no one is sure) is covered in fur. And finally there is Uncle Fester, Gomez’s brother. They’re one of the best loved screen families of all time – in my house, anyway! Moira, Edinburgh

Ask students to work individually and decide which film family to describe before completing the list.

8 Ask students to use the information in Exercise 7 to make more detailed notes. 9 Allow about three minutes for the groupwork activity. You could do Exercise 9 as a mingle activity. Students speak to as many other students as they can, making notes of the families described. Elicit suggestions for the best film family, and get the class to agree on their choice.

Homework Ask students to draw a family tree for their chosen film family and label it with information. In class, form pairs of students to describe different families. Ask them to describe their family tree to their partners, who should use the information to try and draw the same tree. Finally, get them to compare their pictures for any differences.

Film families 8 Make notes about your favourite film family. Are they a good family?

7 Think about your favourite film family. Tick (✓) the things they do. My favourite film family are • They help each other. • They fight a lot. • They laugh a lot. • They spend a lot of time together. • They talk about their problems. • They are good friends.

SPEAKING Work in small groups. Tell each other about your favourite film families, and decide together which one is the best.

The Incredibles are usually a good family because … But sometimes they … 39

Activity idea Film families Put the students in groups and tell the students that they each have to describe one well-known family to the rest of the group, who have to guess who they are talking about. Encourage the students hold back on details that would make it too easy for the others to guess.

Creative ing Creating new content from own ideas or other sources Communicates personal response to creative work from art, music or literature.

more Worksheets Project Families Communication All in the family Get ing What is a family?

U n i t 4 | A l l i n t h e f a m i l y T39

Unit 4 All in the family

Grammar; Vocabulary

Warmer Put students in groups and ask: What’s your favourite possession? Why?

GRAMMAR

Look

1 Complete the sentences with the words in the list. Look at the blog on page 39 and check your answers.

1 When checking their work, ask students to underline the sentences on page 39. 1 my, yours 2 your, mine

my | mine | your | yours 1 So you know opinion, what about ? 2 I like comments, Max and Emma. And here is .

2 Complete the rule with pronouns and adjectives. Then complete the table.

2 Ask students to study the examples in Exercise 1, then do the task. When checking answers, explain that the use of the -s in possessive pronouns does not relate to singular vs. plural: e.g., These are their books. NOT These are theirs books. RULE: 1 adjectives 2 pronouns 1 yours 2 her 3 his 4 ours 5 their

RULE: Possessive 1 come before a noun to show who something belongs to, e.g., It’s my book. Possessive 2 can take the place of the possessive adjective and the noun, e.g., The book is mine.

possessive adjectives

possessive pronouns

0 It’s my book.

The book is mine .

1 It’s your book.

The book is

2 It’s

book.

The book is hers.

3 It’s

book.

The book is his.

4 It’s our book.

The book is

5 It’s

The book is theirs.

book.

Be careful with whose and who’s. Whose = belongs to someone: Whose tablet is this? = Who does this tablet belong to? Who’s = who + is: Who’s that person? = Who is that person?

3 Choose the correct words and complete the rule. A 1Whose / Who’s favourite family is the Parrs? B The Parrs are 2Max’s / Maxs’ favourite. A 3Whose / Who’s Violet’s baby brother? B Jack‒Jack. RULE: To ask about possession, we use the question word 1 . to the end of To talk about possession, add 2 a name / noun. If the name / noun ends in an ‒s, we add an apostrophe (’) after the ‒s.

4 Choose the correct words. Compare your answers with a partner. 1 A Whose / Who is this phone? B Ask Jenny. I think it’s her / hers. 2 Hey! That’s my / mine sandwich – not your / yours. 3 A Whose / Who do you sit next to in Maths? B Rashid / Rashid’s. 4 A Is that your parent’s / parents’ dog? B Yes, I think it’s their / theirs. workbook page 36

VOCABULARY Family members 5 Read the text. Complete the spaces in the picture with the missing family words.

3 Check the answers for the task before asking students to complete the rule. When you check the rule, stress that whose is not a contracted form of either who has or who is: e.g., Whose favourite family is the Parrs? NOT Who’s favourite family is the Parrs? 1 Whose 2 Max’s 3 Who’s RULE: 1 whose 2 ’s 4 1 Whose, hers 2 my, yours 3 Who, Rashid 4 parents’, theirs

whose and possessive ’s

Possessive adjectives and pronouns

Dad’s 1 My 2

brother Bob

My 3

Here’s a photo of my dad’s side of the family. My dad’s got a big brother called Bob. He’s my uncle and he’s great. He’s so funny. His wife Jemma is my aunt, of course. She’s also really nice. They’ve got two sons – Jimmy and his little brother Robin. They’re my cousins. Jimmy is also my best friend. My dad and Bob have the same mum and dad. They are my grandparents. I call them Grandma Diana and Grandpa Roger. They’re really nice to me because I’m their only granddaughter.

SPEAKING Work in pairs. How many sentences can you make about the family in two minutes?

Diana is Roger’s wife.

Jimmy is Jemma’s son.

Jemma

Grandpa Roger

My dad My 5 Jimmy

Jimmy’s 6 (also my 7

Diana brother )

workbook page 39

Workbook p36

Get it Right!

Possessive adjectives and pronouns, Possessive ’s

Student’s Book p123

more Practice Extra Grammar: Possessive adjectives and pronouns Grammar: whose and possessive ‘s Vocabulary: Family members Workbook Grammar p36, Ex.1–5 Vocabulary p38, Ex.1–2 Vocabulary Extra p39, Ex.1–2 Worksheets Grammar presentation: whose and possessive ‘s Grammar Worksheets 4 Vocabulary Worksheets 4

T40 A l l i n t h e f a m i l y | U n i t 4

5 Ask students to underline the words for family members in the text on page 39. Then get students to do the task. As you check answers, elicit which words can refer to either male or female family members (cousin, grandparent as well as grandchild). 1 big 2 uncle 3 aunt 4 Grandma 5 cousin 6 little 7 cousin 6 Do this as a contest. Students take turns to say a new sentence about the family. Allow relationships to be described from both directions (Jimmy is Robin’s brother; Robin is Jimmy’s brother.). When someone can’t make a new sentence, repeats a sentence or says something wrong, they lose.

Workbook p39

Language note Possessive forms We use possessive adjectives before the noun they refer to. We only use possessive pronouns on their own, without a noun. Note that this is the only case where the two forms are identical: This is his bag. This bag is his. We also use possessive pronouns to give examples of a particular group of people. Note the use of the preposition of: John is a friend of mine. Is Clara a cousin of yours? The possessive ’s form can be used both before a noun, and on its own: That’s Ann’s bike. This is my bike, and that’s Ann’s.

Unit 4 All in the family

Listening; Pronunciation; Functions

7 Check/clarify: give somebody a lift, cooked breakfast, jokes.

ALL IN ThE fA M I LY

LISTENING

Ask students to describe in their own words what’s happening in each picture. Then, ask them to do the matching task. A4 B3 C1 8

4.02 Ask students to listen for clues to decide which picture shows which situation, then find the names of the speakers. Elicit their family relationships. 1 Olivia and Lori (sisters) 2 Tom and his mum (son and mother)

4.02 After each dialogue, pause the audio so students have enough time to write their answers. 1 her red T-shirt 2 to the cinema with her friends 3 lending Lori her red boots 4 Saturday from 8 5 five kilometres 6 at midnight

7 Read and match three of the sentences with the pictures. Why I love my family! 1 Mum always gives me lifts to parties. (Tom, 15) 2 Dad makes the best cooked breakfast at the weekend. (Eddie, 17) 3 My aunt takes us climbing on Saturdays. (Jason, 16) 4 My big sister Olivia lets me borrow her clothes. (Lori, 13) 5 My grandad tells the best jokes. He’s so funny. (Chloe, 14) 6 My brother loves helping me with my Maths homework. (Becca, 14)

Pronunciation -er /ə/ at the end of words Student’s Book p120

10 Students should try and complete the expressions from memory. For weaker classes, play the audio again to help them. 1 Can 2 can’t 11 Ask students to make a list of their family members, then write at least one request for each person. Remind them that after Can I … they should say what they would like to do, not what they would like the other person to do (e.g., Can I borrow your bike? NOT Can I lend your bike?). 12 To make guessing easier, students could first tell their partner about who is in their family. Monitor the correct use of Can I … for asking for permission. 13 This task can be set as homework or done in class. Tell students that their dialogue should have at least five exchanges. Encourage students to use the dialogues from the audio as models.

4.02

Listen to the dialogues. Who is talking?

Dialogue 1 – Dialogue 2 –

and and

4.02 Listen again and answer the questions. Compare your answers with a partner.

1 2 3 4 5 6

fUNCTIONS Asking for permission 10 Complete the sentences from the listening. Asking for permission

Saying yes

Saying no

1 I borrow your red boots?

Of course you can.

No, you 2

11 Think of requests that you make to different members of your family. Write them down. Use language from Exercise 10. Can I borrow …?

Can I have …?

12 Read your requests to your partner. Can he/she guess who you say this to? 13 Write a short dialogue for the picture.

What is Lori looking for? Where is she going? What does Olivia say ‘no’ to? When is Nathan’s party? How far away is Foxton? What time does Tom need to leave the party? PRONUNCIATION

‒er /ə/ at the end of words Go to page 120.

Language note can for permission We use can to ask for permission. It is a modal verb, so it has the same form for all persons. We use the base form of the main verb after modals. In short answers, we repeat the modal in positive or negative form, but not the main verb: Yes, you can. NOT Yes, you can have.

Homework Ask students to find a photo of their extended family, and then write a description of relationships within the family. Ask students to use the text in Exercise 5 on page 40 as a model.

UNIT 4

Practice Extra Grammar: can for permission Workbook Listening p42 Pronunciation p119

U n i t 4 | A l l i n t h e f a m i l y T41

Unit 4 All in the family

Reading; Train to

Warmer With books closed, lead a class discussion about who people consider heroes in real life. Ask: What makes them special? 1

SUZIE MUM HER MUM SAVES HER SUZIE SAVES One day Suzie McCash went shopping with her mum in Tynemouth, England. Suzie was four years old. Her mum didn’t feel very well at the shops, so they went home.

4.05 Focus on the title as well as the photos when eliciting predictions from students. Accept all ideas at this stage. A four-year-old girl’s mother had a medical emergency, and the child phoned the emergency services to call for help.

In the house, Suzie’s mum went to lie on the sofa. She was there for a long time. Her eyes were shut and it wasn’t easy for her to breathe. Suzie was worried. Was her mum really ill? Suzie went to the house next door, but the neighbours weren’t there. So she phoned 999 – the emergency telephone number for the police.

The police officer was very kind and Suzie was calm. OFFICER: SUZIE: OFFICER: SUZIE:

‘What’s your mummy doing now?’ ‘Um, she’s just sitting on the sofa and she’s doing nothing.’ ‘Are her eyes open?' ‘No, they’re shut.’

And later…

OFFICER: ‘Can you open the door? Can you be a big girl?’

2 Ask students to underline the part of the text that gives information about each event. This will help them decide on the correct order. 1 c 2 e 3 a 4 d 5 b (d is not in the article, but it should be part of an emergency call) 3

Soon the police were at their house and an ambulance was there, too. About an hour later, Suzie’s mum was OK again. A doctor said: ‘Her mummy was very sick. Without Suzie’s phone call, her mummy might be dead now.’ Suzie’s story was in the newspapers and people were surprised and happy about it. She was a very brave girl and, a year later, she was in the news again because she was named a Child of Courage at the Pride of Britain Awards for helping her mother.

Explain that students will not find the answers in the text word for word, but that there is enough information for them to work out who may have said each thing. Do the first one together as a class to demonstrate. 1 S 2 P 3 M or P 4 P 5S 6P

READING 1

2 Read the article again. Put the sentences in the correct order. There is one event that is not in the article. Where do you think it goes? a Suzie phones the police. b The ambulance arrives. c They come home from the shops. d The police officer asks Suzie where she lives. e Suzie’s mum lies down on the sofa.

4 Give pairs time to brainstorm ideas and to write down their sentences. Monitor progress, and help with language or if they are stuck for ideas. 5 Ask pairs to take turns to read the others their sentences. To increase speaking time, you could form groups from four different pairs – giving students twice as many sentences to discuss.

4.05 Look at the title. What do you think happened? Read and listen to the article and find out.

Making inferences 3 Work in pairs. Who says these sentences? Mark them S (Suzie), P (police officer) or M (Mum). 1 ‘It’s open.’ 2 ‘Is she injured?’ 3 ‘She’s so amazing.’

4 ‘How can I help?’ 5 ‘I can hear an ambulance.’ 6 ‘How old are you?’

4 Work in pairs. Write one more thing for each person to say. 1 Suzie 2 The police officer

3 The ambulance driver 4 Suzie’s mother

5 Read your sentences to another pair for them to guess. I think Suzie says that.

That’s probably the police officer.

Culture note The article tells a true story which happened in 2016. Suzie’s mother, Rowena McCash, suffered a severe allergic reaction. As well as making the emergency call, Suzie also managed to open the front door and give the paramedics a detailed description of her mother’s symptoms. The traditional emergency number in the UK for the police, ambulance, fire brigade and coastguard is 999. In the USA, the emergency number is 911. Emergency calls are free, and they can be made from mobile phones even if their keypad is locked.

Activity idea Making an emergency call

more Workbook Reading p40, Ex.1–5 Train to p42, Ex.5

T42 A l l i n t h e f a m i l y | U n i t 4

Put students in groups and ask them to discuss and make a checklist for how to make an emergency call in their country. Remind them to think about what number to call, what information to provide, and anything else they consider important. Elicit suggestions from a group, then ask the class to suggest and agree on changes or amendments to their checklist. ing Creative Competency: Evaluating ideas, arguments and options Identifies assumptions and inferences in an argument.

Unit 4 All in the family

Grammar; Vocabulary

11 Grammar rap! was / were

ALL IN ThE fA M I LY

UNIT 4

VOCABULARY Feelings

6 1 wasn’t 2 Was 3 weren’t 4 were 7 Before students work out the forms for the past simple of be, elicit the present simple forms. Highlight the use of contractions for wasn’t and weren’t. 1 wasn’t 2 weren’t 3 Was 4 was 5 wasn’t 6 Were 7 were 8 weren’t

GRAMMAR was / were 6 Look at the examples from the article on page 42. Choose the correct words. 1 2 3 4

12 Set a time limit. Ask students to write as many adjectives for feelings as they can think of. The person with the highest number of correct words wins. Also elicit if each adjective is positive, negative or neutral.

Workbook p38

Homework Students write a paragraph describing an event where they had one of the feelings taught in Exercises 10 or 12.

Negative

I/he/she/it 0 was .

I/he/she/it 1

Questions

(was not).

I/he/she/it?

Yes, I/he/she/it 4 No, I/he/she/it 5

you/we/they? Yes, you/we/they 7 No, you/we/they 8

1 2 3 4 5 6 7 8

Our daughter was first in the race. It was 9 pm and Mum wasn’t home. That wasn’t a nice thing to say to Miriam. That Maths lesson was really difficult. I wasn’t expecting a big party. The students were really noisy. It was a really good horror film. The test was really hard.

a b c d e f g h

She’s really upset now. And the teacher was angry. I was very surprised to see so many people there. I’m really confused now. We are so proud of her. I was relieved when it was over. I was a bit worried. Where was she? I was really scared at the end of it.

11 Match the sentences in Exercise 10 with the pictures. Write the numbers 1–8.

Short answers

. .

12 Add more words to the spider diagram for feelings. . .

8 Complete the questions and answers with was, were, wasn’t or weren’t.

feelings

1 A you in bed at 9 pm last night? B No, I .I in the kitchen with my mum and dad. 2 A your teacher happy with your homework? B Yes, she . She very happy with it. 3 A it hot yesterday? B No, it . It really cold. 4 A we at school yesterday? B No, we . It Sunday! 5 A your parents born in the UK? B No, they . They born in India.

10 Get students to complete the task, and check answers. 1e 2g 3a 4d 5c 6b 7h 8f

Elicit situations where one might have these feelings, then get students to complete the task. When checking answers, elicit which adjectives are positive and which are negative. A7 B8 C4 D1 E5 F2 G3 H6

Positive

You/we/they 0 were . You/we/they 2 (were not).

Workbook p37

11 Check/clarify: upset, relieved, worried.

It was / wasn’t easy for her mum to breathe. Was / Were her mum really ill? The neighbours wasn’t / weren’t there. People was / were surprised and happy about it.

7 Complete the table.

8 Before they begin, ask students to underline the noun or pronoun in each sentence that the verb be will refer to. 1 Were, wasn’t, was 2 Was, was, was 3 Was, wasn’t, was 4 Were, weren’t, was 5 Were, weren’t, were 9 Monitor the students and check the correct use of was / were.

10 Match the sentences.

workbook page 38

SPEAKING Work in pairs. Ask and answer the questions in Exercise 8.

workbook page 37

H G

Language note was / were The past of to be is was and were. We use was with I, he, she and it, and were with we, you and they. Like the present of be we make the negative by adding not after the verb (this is often contracted to make wasn’t and weren’t). Questions are formed by placing the verb before the subject. Note that with was and were, students don’t use did as an auxiliary verb.

Activity idea A feeling for every situation Put students in pairs. Ask students to describe a situation to their partner in which one of the adjectives for feelings could be used, without saying the adjective. Their partner then has to guess the correct adjective.

more Practice Extra Grammar: was / were Vocabulary: Feelings Workbook Grammar p37, Ex.6–9 Vocabulary p38, Ex.3–4

Worksheets Grammar rap! was / were Grammar Worksheets 4 Vocabulary Worksheets 4

U n i t 4 | A l l i n t h e f a m i l y T43

Unit 4 All in the family

Culture

12 Family traditions around the world

Ask students to look at the title and elicit what we mean by a tradition (something done for a long, long time by a group of people). Get students to watch the video and ask: What kind of celebrations and traditions does the video mention? (lantern parades, eating grapes at New Year’s Eve, wearing white to the beach, eating or cooking a special meal, gardening). Then ask: Why do we have these traditions? (to learn about the past, to connect people)

1 Look at the photos. What do they show? 2

FAMILY TRADITIONS around the world

The idea of the family is important all over the world and many countries have special occasions to celebrate it. Let’s look at a few …

FIRST DAY AT SCHOOL – GERMANY In Germany, the first day at school is a very important time for all children. There is a special event called an Einschulung. Everyone in the family meets to give the child presents, like pens and books, for their new school life. For the first day of school, parents give their children a large paper cone called a Schultüte. Inside there are things for school and sweets.

In most cultures around the world, the most significant life events are celebrated by families. Celebrations common to cultures worldwide usually include: births, weddings, birthdays, anniversaries, and funerals. There are also many celebrations connected to religious ceremonies, important historical events, or certain days of the annual calendar – but not all people celebrate these.

REMEMBERING YOUR ANCESTORS – JAPAN In traditional Japanese houses you often find a butsudan. A butsudan is a special place where you go to remember your dead relatives. People usually put things on the butsudan for their ancestors: a book, some flowers or a bowl of rice, for example. Adults also tell stories about these people to their children so they are not forgotten.

LOOKING AFTER ANIMALS – INDIA Pets are popular in many cultures around the world. Looking after an animal helps a child learn how to be responsible. Every year in India there is a Hindu festival called Thai Pongal. During the festival families feed cows and birds to give thanks for these animals. Children also learn that all living things are connected and must share the world together.

The Federal Republic of Germany is a country in Central and Western Europe, the largest in the European Union, with a population of over 80 million. Its capital is Berlin.

WRITING POEMS – THE NETHERLANDS

Japan is a country in East Asia, lying on a chain of islands off the coast of the Asian continent. It has a population of more than 125 million. Its capital is Tokyo, one of the largest metropolitan centres in the world.

The Netherlands is a country located in the northwest of Europe. It has a population of 17 million. Its capital is Amsterdam, but the seat of government is in The Hague. The country is often colloquially referred to as Holland, which is the name of one of its regions.

4.06 Read and listen to the article. Write the names of the countries under the photos.

3 What family traditions are there in your country?

Culture notes Family celebrations

India is one of the largest and most populous countries in the world, lying on the Indian subcontinent in the south of Asia. Its population is estimated at around 1.5 billion. Its capital is New Delhi.

Family traditions around the world

In the Netherlands people celebrate the winter holiday on the 5th December. This holiday is called Sinterklaas. People give each other presents, but they also have a very special tradition. Each member of the family writes their name on a piece of paper and puts it in a hat. Everyone then takes a name from the hat and writes a poem about this person. Everyone sits in a circle and reads out their poems.

Ask students to describe the photos in their own words. Accept any suggestions, no matter how far-fetched. Ask: Do you have similar traditions in your country? 4.06 Check/clarify: traditional, presents, ancestors, responsible. As you check the answers, remind students to reflect on their suggestions in Exercise 1 for what the pictures show. A Netherlands B Germany C Japan D India

3 Lead a class discussion about traditions. When students have discussed their own country’s traditions, elicit some examples of traditions from other countries they have spent time in or that they are familiar with.

Social Responsibility Understanding own and others’ cultures Makes informed comparisons between their own society and other societies.

T44 A l l i n t h e f a m i l y | U n i t 4

Unit 4 All in the family

Culture; Writing

4 Ask students to underline the parts of the text that support their answers. 1 A special event in Germany to celebrate the first day of school. 2 Inside the Schultüte there are sweets and things for school like books and pens. 3 Inside traditional Japanese houses. 4 Thai Pongal is a Hindu festival in India when families feed cows and birds to show and give thanks for these animals. 5 December 5th in Holland 5 Ask students to read the task, then read out the examples for them to stress that family traditions can be relatively small things they do together. Monitor the discussions, making a note of the most interesting ideas to elicit in open class at the end of the activity. 6 1 event 2 feed 3 share 4 relatives 5 presents

ALL IN T hE fA M I LY

4 Read the article again and answer the questions. 1 2 3 4 5

5 Work in small groups. Talk about any special traditions your own families have. We all have breakfast together at the local café on Sundays. We usually spend the summer holidays at our grandparents’ house.

INPUT Read the emails. Answer the questions.

1 Who is Ella? 2 Can Daniel go to the party?

RE: Party!

Hi Jen, I’d love to come to your party on Friday, but I’ve got a small problem. I’ve got theatre practice from 7 to 8 pm. Can I arrive a bit late? Is that OK? No problem with the playlist. I’ve got some great new songs.

Jen Jen_Walker@hooray.co.uk

Party!

See you on Saturday. Daniel

Hi Daniel,

1 What is the invitation for? 2 What special requests does Jen make?

3 1b

2e 3a

2 Match the sentences with the same meaning. Write a–e in the boxes. a b c d e

PLAN You want to invite a friend to your house. What information should you include? Tick (✓) the correct answers.

your address how many brothers and sisters you’ve got the time you want them to come the reason who your favourite singer is the day or date you want them to come

Would you like to come to my party? I’d love to come to your party. I’m sorry I can’t come to your party. Make a playlist, please. Don’t tell Ella. I don’t want Ella to know. Can you make a playlist? Can you come to my party? I’d love to come, but I can’t. I’d be very happy to accept your invitation.

4 make a request 5 refuse an invitation

4 Read the invitation again and answer the questions.

Jen PS Don’t tell Ella. It’s a surprise!

ANALYSE Which pairs of sentences in Exercise 2 can you use to do these things?

1 accept an invitation 2 give an order 3 make an invitation

Would you like to come to my house on Saturday for a party at 8 pm? It’s my cousin Ella’s birthday.

Hope you can come. Let me know soon.

2 Do the first pair of expressions together with the class. Explain that using a variety of different ways to say things will make their writing style better. Ask students to find one expression that the friends wouldn’t use in their emails (I’d be very happy to accept your invitation.), and why (too formal). e, d, a, c, b

0 to have fun, do something special, for example on a friend’s birthday celebrate 1 something important or unusual that happens 2 to give food to 3 to have something at the same time with other people 4 the people in your family 5 something you give to a person on a special day

Daniel DanielB@thinkmail.com

An invitation 1

VOCABULARY There are six highlighted words in the article. Match the words with these meanings. Write the words.

I take my mum and dad a cup of tea in bed on Sunday mornings.

WRITING

My address is 43 Park Street. Can you make a playlist for the party? I love your music.

1 1 Jen’s cousin 2 Yes, he can. (A bit late, after theatre practice.)

What is an Einschulung? What can you find inside a Schultüte? Where can you find a butsudan? What is Thai Pongal? When and where do people celebrate Sinterklaas?

UNIT 4

PRODUCE Write an invitation to a friend. Choose one of these reasons. Include a special request or instruction. (50 words)

• It’s your birthday. • You’ve got a great new series online to watch. • You’ve got a new computer game. 45

4 1 Ella’s birthday party at Jen’s house. 2 Don’t tell Ella. Make a playlist. 5 Ask students to underline the points Jen has included. Then elicit which points we should always include in an invitation. Your address. The time you want them to come. The reason. The day or date you want them to come. 6 Ask all students to write and send an invitation to you by email. In your reply, praise them for what they did well and accept their invitation. Make them feel that the focus is on communicating their wish to invite someone, not on their English. Instead of marking errors, make notes for yourself about any language you will need to revise in class.

Homework Ask students to produce a poster about family traditions in their country. For each celebration, they should find photos or draw illustrations, look up necessary information online and write short descriptions, using the paragraphs on page 44 as models. In the next lesson, display the posters and ask the class to vote on the best one.

more Workbook Developing Writing p41 Tests Unit, extension and skills test 4

U n i t 4 | A l l i n t h e f a m i l y T45

Units 3 & 4 A2 Key for Schools 1 In A2 Key for Schools Reading and Writing Part 2, candidates have to read three short texts on the same topic followed by seven questions. They have to match each question to one of the texts. This part of the exam tests locating specific information by reading quickly and understanding detail by reading carefully.

A2 Key for Schools READING AND WRITING Part 2: 3-option multiple choice

Read each question to find out what information they need to look for in the texts.

•

Quickly read the texts and try to find the parts relevant to each question.

•

Read the relevant piece of text carefully to check whether it answers the question.

workbook page 35

1 For each question, choose the correct answer.

Pelé: the star

My parents love sports. My mum was in her college volleyball team, and my dad plays ice hockey. We do a lot of sports together: swimming, climbing and cycling. My favourite is swimming. I practise every day from 6 to 7 am, and now I’m in my college’s team. My dream is to be really good and to swim in the Olympic Games.

It is 1 1958. In Solna, Sweden, it is a semifinal of the World Cup between Brazil and France. Brazil’s 17-year-old player, Edson Arantes do Nascimento, gets three goals and his team 2 the match. People now 3 him as Pelé, and he is the youngest player to play in the 1958 World Cup. In the final match, Brazil wins against Sweden, 5–2, and this 4 Pelé scores twice. Now 5 in the world knows his name. In 1962, Brazil win the World Cup again, but without Pelé, because he hurt himself. But in 1970 in Mexico, Brazil and Pelé are the world’s best 6 . In 92 games for Brazil, Pelé scores 77 goals. He is one of the country’s great sports people.

SPORTS STARS

A AMY

B BARBARA

My brother and I live with our mum. She isn’t very interested in sports, but she’s happy that we like them. I love skiing and now it’s the only thing I want to do! It’s an expensive sport, but at the weekends, I work in a shop in town. This way I can save a lot of money to buy equipment, go to the mountains and practise. I hope to be in the national ski team one day.

•

Before choosing the answer, check that the other texts don’t contain anything that could answer the questions. If one of them does, decide which text best matches the question. 1B 2B 3A 4C 5A 6A 7C

I’m tall like my father and my uncle. My dad wants me to play basketball, but I think I prefer running. My uncle was a very good runner, and I’m good, too – but I can’t run long distances like he did when he was young! I’m a good basketball player, too, so right now I’m trying to decide: basketball or running? It’s difficult, but I have to choose one.

Workbook p35

Encourage your students to do the following when they approach this task: •

Skim the text to find out the topic and general meaning.

•

Work through the six questions, reading the whole sentence to choose the correct word to complete each gap.

•

After choosing an answer, check the other two options and decide why they are wrong.

•

Read the completed text again to make sure it makes sense. 1C 2B 3A 4A 5C 6A Workbook p89

T46 A 2 Key f o r S c h o o l s | U n i t s 3 & 4

1 2 3 4 5 6

C CINDY

1 Who has a job so she is able to do her sport? 2 Who travels to another place to practise her sport? 3 Who does sport with her parents? 4 Who doesn’t do the sport a parent wants her to do? 5 Who gets up early to practise? 6 Who has parents who like sports a lot? 7 Who has a problem about which sport to do?

2 In A2 Key for Schools Reading and Writing Part 4, candidates have to read a short text with six numbered spaces, then decide which of the three words provided belongs in each gap. This part of the exam tests understanding of words within a context.

workbook page 89

2 For these questions, choose the correct answer for each gap.

young

MEET SOME

Encourage your students to do the following when they approach this task: •

Part 4: 3-option multiple choice cloze

A A A A A A

9 am starts know time people again

B B B B B B

Sunday wins call moment all new

C C C C C C

June makes say hour everyone more

LISTENING Part 3: 3-option multiple choice 3

ra y rba ndy Am Ba Ci

A A

B B

C C

A A A

B B B

C C C

workbook page 43

For each question, choose the correct answer. You will hear Jackie talking to her friend Oliver about his family. 4.07

1 The party was for Oliver’s A brother. B dad. 2 The party was Friday A evening. B morning. 3 Oliver’s aunt is called A Anna. B Carla. 4 Mike is Oliver’s A brother. B dad. 5 Oliver has got A one sister. B two sisters.

C uncle. C afternoon. C Ruth. C cousin. C one brother.

4.07 In A2 Key for Schools Listening Part 3, candidates have to listen to an informal conversation and answer five 3-option multiple-choice questions. This task includes questions on the opinions and attitudes of the speakers, and it tests understanding of detailed information. Encourage your students to do the following when they approach this task: •

Read and listen to the instructions to understand the context of the conversation.

•

On the first listening, try to get the gist and choose the best option for each question.

•

On the second listening, check all the answers carefully, focusing on specific information. 1C 2A 3A 4C 5B

Workbook p43

Units 3 & 4 Test Yourself 1 1 carrots 2 relieved 3 spicy 4 angry 5 boiled 6 scared 7 chicken 8 confused 9 big 10 grandparents 2 1 much 2 was 5 Our 6 were

3 ours

4 many

TEST YOURSELf

UNITS 3 & 4

3 1 too much many beans 2 It’s my mine 3 My parents was were very proud 4 I really like hers her sister 5 How many much water 6 Kevins’ Kevin’s book 4 1 sorry, worry 2 think, so 3 Can, course 4 out, can’t

1 2 3 4 5 6 7 8 9 10

I don’t like many vegetables – just peppers and . I was really worried about the exam, so I was when it was over. The curry is too . I can’t eat it. It was a really silly thing to do. My parents were really with me. To make potatoes, you need to cook them in water for about 20 minutes. There was a strange noise outside the house. We were a bit . Ali’s a vegetarian. She doesn’t eat . I don’t really understand this homework. I’m a bit . Freddie’s my brother. I’m 14 and he’s 20. My mum’s mother and father are my .

/10

How It That’s not your cat, it’s There are too Where

sugar do you want in your coffee? really cold yesterday. . socks on your bedroom floor! rabbit’s called Spike. you last night?

3 Find and correct the mistake in each sentence. 1 2 3 4 5 6

This salad has got too much beans. That’s not your sandwich. It’s my. My parents was very proud of my school report. I like Kate and I really like hers sister too. How many water do you want? I think this is Kevins’ book.

/12

fUNCTIONAL LANGUAGE 4 Write the missing words. 1 A B 2 A B 3 A B 4 A B

I’m late. I’m really Don’t I I think Of Can I go No, you

. . We’ve still got lots of time. this question is really difficult. , too. I borrow your bike, Dad? you can. tonight? .

MY SCORE 22–30

10–21

/30 0–9

The Cambridge Life Competencies Framework Critical ing Evaluating ideas, arguments and options Watch this video for a tip on developing your students’ critical thinking skills. Scan the QR code here

U n i t s 3 & 4 | Te s t Yo u r s e l f T47