Key: 1. Don’t eat many sweets and chocolates
2. Walk to school Don’t go by car 3. Don’t use the lift Take the stairs
4. Wash your hands before you eat 5. Don’t drink beer and wine for dinner Drink water
Exercise 5 p.232 Key:
1. B Let’s eat some pizza. 2. A Let’s walk to school.
3. B Let’s open the window. 4. A Let’s study for it this afternoon.
5. A Let’s give him some milk.
Developing Skills Reading p.233
1a. Students take notes while reading. Time
Meal
Morning breakfast: coffee or tea, cereal with milk, bacon and eggs with tomatoes, a
sausage and fried bread on Saturday or Sunday Midday
lunch: a sandwich, a salad, some cheese with bread Afternoon
afternoon tea: tea, scones Evening
dinner: hot soup, meat or fish with vegetables, pasta, pizza, hamburger and chips
lb. Key: 1. Wrong
2. Right 3. Wrong
4. Doesn’t say 5. Right
6. Wrong 7. Doesn’t say
8. Right 9. Doesn’t say
10. Right
Summary writing p.234 2. Tell students that they can use the statements in the previous activity to make a summary of the
passage “What the British eat”. They can add connectors such as and, so or but to join the sentences together. The activity can be
done as homework.
Listening p.234 Students listen to the recording and tick one of the options A, B or C.
Tape-script Mrs Greenfield
Karen. Karen Karen
Yes. Mum. Mrs Greenfield
Listen, Karen. I’m cooking the dinner but I’m afraid I forgot to buy something when I did the shopping this afternoon. Do you want to go to the
supermarket? Karen
OK, Mum. What do you need? Mrs Greenfield
Only a few Things... er some butter, half a pound.... and some rolls... er buy 8 rolls please.
Karen OK. Is that all?
Mrs Greenfield Yes. Ah, we also need some fruits. Buy some bananas, please... and some
apples... Karen
But l can’t remember all those things at once. Wait a minute. I’ll make a note. Mrs Greenfield
OK. Are you ready? Karen
Yes, I am. Butter... 6 rolls, no 8 rolls, and what else? Mrs Greenfield
Bananas... apples... Don’t buy a lot. There are some left. Karen
OK. Mrs Greenfield
Ah, let me see if there is any salt left. Hum, there’s only half a packet. Buy two packets of salt.
Karen Anything else? I wonder what else you forgot to buy this afternoon.
Mrs Greenfield No, nothing else. Thank you, dear.
Karen Aren’t you forgetting something else?
Mrs Greenfield What else? Ah yes, the money. Well, ask your father, I’m busy in the kitchen.
Karen All right. Bye.
Mrs Greenfield Bye bye
Key: 1. A
2. A 3. C
4. A 5. A
Listening p.235 4. Students listen to the recording and number the instructions for making tea in the correct order.
Tape-script Today I want to talk about how to make tea. To make very good English tea, you need a kettle, a
teapot, two or three teacups - it depends on the number of people who want to have a cup of tea -, some teabags, and some water
First, pour some water into the kettle. Boil the water. When the water is boiling, pour some into the teapot. This way you warm the teapot. After a few minutes, empty the teapot. Then, put one
teabag per person in the teapot and pour the rest of the hot water over the teabags in the teapot. Wait five minutes. The tea is ready Pour tea from the teapot into the teacups and enjoy your tea
Key: 1. Pour some water into the kettle.
2. Boil the water. 3. Pour some boiling water into the teapot to warm it.
4. Empty the teapot. 5. Put one teabag per person in the teapot.
6. Pour the rest of the hot water over the teabags in the teapot. 7. Wait five minutes.
8. Pour tea into the teacup.
Speaking p.235 Students work in pairs describing how to make tea.
Making tea p.235 Students can try and make tea at home according to the instructions in the previous activities.
Suggest that they ask their parents for help when they use the cooker and hot water. Time for a song p.236
78. Students have to complete the song while listening to it. They can then sing along with the tape recorder.
Tape-script and key: The world must be coming to an end
I sent her for cheese, oh then, oh then. I sent her for cheese, oh then,
I sent her for cheese, but she fell and broke her knees,
Oh the world must he coming to an end, oh then.
I sent her for eggs, oh then, oh then, I sent her for eggs, oh then,
I sent her for eggs, but she fell and broke her legs.
Oh the world must be coming to an end, oh then.
1 sent her for bread, oh then, oh then, I sent her for bread, oh then,
I sent her for bread. but she fell and broke her head,
Oh the world must he coming to an end oh then.
PRONUNCIATION p.2 36 2. Students have to listen to the pronunciation of some words and underline the stressed syllables.
Tape-script and key: oranges
traditional strawberries
sausage carrots
afternoon potatoes
important generally
vegetables
VOCABULARY WORK p.236 Key:
1E 2C
3F 4A
5D 6B
Unit Self -Test p.237 Key: Possible answers:
Christina, is there any fish in the fridge?
Yes, there is some.
Paolo, pass me the marmalade, please.
Take the butter from the fridge.
Put the oil in the cupboard.
Don’t forget the toast; it’s burning.
Let’s give a roll to Fido.
Don’t touch the food with dirty hands.
Drink a lot of water when it’s hot.
I’m thirsty. Let’s have mineral water.
Culture File p.238 Ask students to read Bill’s letter and take notes.
Key: Name of Simon’s friend: Bill
Address: 28 Jones Street New York, N.Y. 1014 Name of Bill’s friend: Pedro Hernandez
His age: 14 His address: Brooklyn Heights
People in his family 4: father, mother, sister and Pedro Kind of sport Bill is learning: baseball
Famous baseball teams: the New York Yankees, the Los Angeles Dodgers, and the Boston Red Sox Kinds of pets people most walk in parks: all kinds of dogs
Kind of music Pedro likes: rock What “I gbr daun waru warna merah dan apel warna hitam “ means “ Love the Big Apple”
What Bill often eats in the morning: pancakes At what time Bill is writing the letter: 7 p.m.
What his mother is cooking for dinner: grilled cheese sandwiches
Build Your Portfolio p.239 1. How to prepare the activity
Students read the explanation of the different parts of a letter. Make sure students understand every detail clearly. Then, ask some students to write on the blackboard the different parts of a letter. They
can also provide examples of how to complete the different parts. At this point, ask students to write their own letters following the instructions.
In one of the next lessons, dedicate the whole time to checking what students have written. Make your own comments of the class. Each student will make a note of the suggestions and correct their
letters accordingly. Finally, students can decide whether to put their work in their Portfolios.
2. Skills on which the activity is based The skills on which this activity is based are mainly reading and writing.
3. Time required to complete the activity About half an hour is required to explain and understand how to prepare the layout of a letter,
another half an hour to write the letter. Alternatively, students can write their own letters as homework and bring them to school for discussion.
4. Level required Students can do this activity after they have completed Sub-module 4.
