unit 8 lesson 1a ice creamed5.booksearch.waidev2.com/php/docs/richmond_elt_books2/651... · of...
TRANSCRIPT
194
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?
Always, sometimes or never?
(Chorus)
In the winter,
Do you think it’s nice
To eat chocolate with rice?
Always, sometimes or never?
(Chorus)
In the spring,
Do you ever make
Egg and lettuce cake?
Always, sometimes or never?
(Chorus)
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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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• 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)
MATERIALStudent’s Book, page 66
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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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.
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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)
MATERIALStudent’s Book, page 67
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.
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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)
MATERIALStudent’s Book, page 67
Activity Book, page 49
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!
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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.
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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)
MATERIALStudent’s Book, page 70
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)
MATERIALStudent’s Book, page 70
Activity Book, page 52
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!
MATERIALStudent’s Book, page 71
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.
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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!
MATERIALStudent’s Book, page 71
Activity Book, page 53
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
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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.
39PHOTOCOPIABLE © Santillana Educación S.L./Richmond Publishing 2007
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.
41PHOTOCOPIABLE © Santillana Educación S.L./Richmond Publishing 2007
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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• 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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