reading comprehension texts about food
Modules Vocabulary Structures Functions • Revision of basic vocabulary, grammatical structures and functions
• Food and drink
• Containers
• Countable and uncountable nouns
• a(n)/some
• some/any
• would like + noun
• How much?/How many?
• Expressing preference
• Ordering food
• Ofering
• Accepting and refusing
an ofer
• Asking and answering
about quantity
• Discussing food and
eating habits
• Months
• Dates
• Weather
• Seasons
• Wild animals
• Words related to the
environment
• Wishes
• like/love/enjoy/hate +ing form
• Present Progressive
• Present Simple vs Present
Progressive
• Why? / Because…
• Discussing current
activities
• Distinguishing between
habitual actions and
current events
• Expressing preference
Culture page: Al-Janadriyah Festival page 34
• Adjectives describing feelings
• Funfair rides
• Years
• Places to go out
• Past Simple of the verb be
• Past Simple (regular/irregular
verbs)
• Time expressions
• Past Simple vs Present Simple
• Talking about past
events
• Describing feelings
• Distinguishing between
the present and the
past
• Means of transport
• Camping equipment
• Adventure sports
• Geographical features
• Holiday activities
• Future going to
• Present Progressive with future
meaning
• The verb must
• Comparative forms
• Superlative forms
• Discussing future plans
and future arrangements
• Expressing obligation
and prohibition
• Making comparisons
• Distinguishing between
the past and the future
Culture page: Things to do in London page 62
Module 1
Nice and tasty
page 7
Module 2
Events
page 21
Module 3
What an experience!
page 35
Module 4
See the world
page 49
Hello
page 4
Cross-curricular page: Fabulous Falafel page 20
Culture page: Famous Stadiums page 48
Pair work Activities p. 63
Grammar Reference p. 66
Irregular Verbs p. 69
Learning Tips p. 70
Word List p. 71
Consolidation (Modules 1-4) p. 120 Self-assessment p. 124 Tracklist for Student’s CD p. 171
CONTENTS CONTENTS CONTENTS CONTENTS CONTENTS CONTENTS
Module 3
Module 4
page 147
page 159
Module 1
Module 2
page 132
page 139
Grammar Book
Reading Listening Speaking
(Pronunciation*) Writing
• Quiz: Are you a healthy
eater?
• A Q&A column of a
magazine: Food facts
• A survey about eating habits
• A family learning food facts
• Three short dialogues
• Pair work
• Role play (waiter and customer)
• Group survey: How much...? How
many...?
*/g/, /d/
• A paragraph about one’s
eating habits
Developing skills:
Avoiding repetition
• An invitation and two
replies
• A report: Winter Games
• A magazine article: Earth
Day
• A dialogue about a poster for a
fundraiser
• Three short dialogues
• Three short dialogues
• Pair work
• Group work
• Class discussion
• Guessing game: What are they
doing?
• Miming game
*/n/, //
• An e-mail to a friend/
cousin about Eid ul-Fitr
Developing skills:
S et phrases for letters and
e-mails
• Two diary entries
• An interview: Dave Stone, a
young hero
• A magazine opinion
column: What did you
enjoy?
• A dialogue about an accident
• Three monologues about
funfair rides
• A dialogue about a day out
• Pair work
• Role play (reporter and a boy who
had an accident)
* -ed endings: /t/, /d/, /d/
• A paragraph about an
interesting day in one’s life
Developing skills:
Linking words/phrases
• An interview
• A diary page:
My scuba-diving adventure
• A feature article: What to
know before you visit Saudi
Arabia
• A dialogue about what to take
on a camping trip
• A dialogue at a water sports
school
• A dialogue about a holiday in
Sicily
• Pair work
• Group work
• Information gap activity
• Guessing game
*//, //
• An e-mail to a friend about
a holiday
Developing skills:
Using tenses
OPTIONAL
1
A. Talk in groups of three. Ask each other the
following questions.
Hello
B. Now introduce yourself and the others in your group
to the class.
What’s your name?
…
How old are you?
…
Have you got any brothers or sisters?
Yes, I’ve got... / No, I haven’t.
What’s your brother’s / sister’s name?
His/Her name is...
ice to meet you
Hi! I’m... and I’m... years old.
This is... and...
They’re...
We’re classmates.
2 A. Look at the family tree and complete the text with the words
in the box. Then listen and check your answers.
amily
B. Talk in pairs.
Hi! My name’s Ameen and this is my family tree. My
(1) ’s name is Hassan. Fatima is my
(2) . They’ve got a daughter, Huda, and a son,
Omar. Huda is my (3) and Saad is my
(4) . They’ve got one daughter, Lamya. She’s
my (5) . Omar is my (6)
and my (7) ’s name is Sahar. I’ve got one
(8) . Her name is Hana.
Hassan Fatima
Saad Huda Omar Sahar
Lamya Hana Ameen
cousin
sister
aunt
grandfather
grandmother
uncle
father
mother
4
3
Talk in pairs. Use the prompts below to ask
and answer questions about what you can or
can’t do, as in the example.
hat can you do?
speak / French?
use / dictionary?
write / e-mail in English?
spell / your name?
understand / poems in English?
read / books, magazines or newspapers in
English?
Can you speak French?
Yes, I can. What about you?
No, I can’t.
4
A. Talk in pairs. Look at the picture, find the things in the box and say where they are. Use the
prepositions of place on, in , under, next to, behind, in front of or between.
here is it?
computer books skateboard watches umbrella pencils football magazines gold¬ish blue chair
Where’s the computer?
It’s on the desk, next to the gold¬ish.
B. Look at the picture above and write sentences, as in the example. Use
There is / There are and the words in the box. Then listen and check your answers.
basketball
book
magazine
pencil
bag
shelf
dictionary
skateboard
T-shirt
watch
computer
goldfish
There are two basketballs on the fl oor.
wardrobe
desk
chair
floor
wall
shelf
bed
5
have pizza
at Mario’s
restaurant
visit
grandparents
have karate
class at 5pm
go
rollerblading
with cousins
go
bowling
watch a
football
match with
Dad
play tennis
with Greg
Match. Then listen and check your answers.
hat’s the time?
a. It’s ten past six.
b. It’s 8am. / It’s 8 o’clock.
c. It’s five to nine.
d. It’s half past ten.
e. It’s a quarter to eleven.
f. It’s 5pm. / It’s 5 o’clock.
08:00
10:30
17:00 1
1. When does Brian go bowling?
2. What time does Brian have a karate
class on Wednesdays?
3. What does Brian do on Mondays?
4. Does Brian play tennis on Wednesdays?
5. Who does Brian go rollerblading with?
6. Where does Brian eat pizza?
7. Does Brian watch sports with his dad?
B. Complete the weekly schedule with your activities.
Then talk in pairs.
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
C. Talk about things that you always, usually, often,
sometimes, never do on weekdays and at the weekend.
What do you do on Fridays?
I go to the park with...
I never get up early on Saturdays. What about you?
I get up at ten o’clock and...
7 Talk in pairs. Can you think of any more
classroom rules?
lassroom rules
listen to the teacher
raise your hand before you speak
eat or drink
stand on the chair
ask before you go out
look at the board
write on the desks
use your mobile
be late
Modules Vocabulary Structures Functions • Revision of basic vocabulary, grammatical structures and functions
• Food and drink
• Containers
• Countable and uncountable nouns
• a(n)/some
• some/any
• would like + noun
• How much?/How many?
• Expressing preference
• Ordering food
• Ofering
• Accepting and refusing
an ofer
• Asking and answering
about quantity
• Discussing food and
eating habits
• Months
• Dates
• Weather
• Seasons
• Wild animals
• Words related to the
environment
• Wishes
• like/love/enjoy/hate +ing form
• Present Progressive
• Present Simple vs Present
Progressive
• Why? / Because…
• Discussing current
activities
• Distinguishing between
habitual actions and
current events
• Expressing preference
Culture page: Al-Janadriyah Festival page 34
• Adjectives describing feelings
• Funfair rides
• Years
• Places to go out
• Past Simple of the verb be
• Past Simple (regular/irregular
verbs)
• Time expressions
• Past Simple vs Present Simple
• Talking about past
events
• Describing feelings
• Distinguishing between
the present and the
past
• Means of transport
• Camping equipment
• Adventure sports
• Geographical features
• Holiday activities
• Future going to
• Present Progressive with future
meaning
• The verb must
• Comparative forms
• Superlative forms
• Discussing future plans
and future arrangements
• Expressing obligation
and prohibition
• Making comparisons
• Distinguishing between
the past and the future
Culture page: Things to do in London page 62
Module 1
Nice and tasty
page 7
Module 2
Events
page 21
Module 3
What an experience!
page 35
Module 4
See the world
page 49
Hello
page 4
Cross-curricular page: Fabulous Falafel page 20
Culture page: Famous Stadiums page 48
Pair work Activities p. 63
Grammar Reference p. 66
Irregular Verbs p. 69
Learning Tips p. 70
Word List p. 71
Consolidation (Modules 1-4) p. 120 Self-assessment p. 124 Tracklist for Student’s CD p. 171
CONTENTS CONTENTS CONTENTS CONTENTS CONTENTS CONTENTS
Module 3
Module 4
page 147
page 159
Module 1
Module 2
page 132
page 139
Grammar Book
Reading Listening Speaking
(Pronunciation*) Writing
• Quiz: Are you a healthy
eater?
• A Q&A column of a
magazine: Food facts
• A survey about eating habits
• A family learning food facts
• Three short dialogues
• Pair work
• Role play (waiter and customer)
• Group survey: How much...? How
many...?
*/g/, /d/
• A paragraph about one’s
eating habits
Developing skills:
Avoiding repetition
• An invitation and two
replies
• A report: Winter Games
• A magazine article: Earth
Day
• A dialogue about a poster for a
fundraiser
• Three short dialogues
• Three short dialogues
• Pair work
• Group work
• Class discussion
• Guessing game: What are they
doing?
• Miming game
*/n/, //
• An e-mail to a friend/
cousin about Eid ul-Fitr
Developing skills:
S et phrases for letters and
e-mails
• Two diary entries
• An interview: Dave Stone, a
young hero
• A magazine opinion
column: What did you
enjoy?
• A dialogue about an accident
• Three monologues about
funfair rides
• A dialogue about a day out
• Pair work
• Role play (reporter and a boy who
had an accident)
* -ed endings: /t/, /d/, /d/
• A paragraph about an
interesting day in one’s life
Developing skills:
Linking words/phrases
• An interview
• A diary page:
My scuba-diving adventure
• A feature article: What to
know before you visit Saudi
Arabia
• A dialogue about what to take
on a camping trip
• A dialogue at a water sports
school
• A dialogue about a holiday in
Sicily
• Pair work
• Group work
• Information gap activity
• Guessing game
*//, //
• An e-mail to a friend about
a holiday
Developing skills:
Using tenses
OPTIONAL
1
A. Talk in groups of three. Ask each other the
following questions.
Hello
B. Now introduce yourself and the others in your group
to the class.
What’s your name?
…
How old are you?
…
Have you got any brothers or sisters?
Yes, I’ve got... / No, I haven’t.
What’s your brother’s / sister’s name?
His/Her name is...
ice to meet you
Hi! I’m... and I’m... years old.
This is... and...
They’re...
We’re classmates.
2 A. Look at the family tree and complete the text with the words
in the box. Then listen and check your answers.
amily
B. Talk in pairs.
Hi! My name’s Ameen and this is my family tree. My
(1) ’s name is Hassan. Fatima is my
(2) . They’ve got a daughter, Huda, and a son,
Omar. Huda is my (3) and Saad is my
(4) . They’ve got one daughter, Lamya. She’s
my (5) . Omar is my (6)
and my (7) ’s name is Sahar. I’ve got one
(8) . Her name is Hana.
Hassan Fatima
Saad Huda Omar Sahar
Lamya Hana Ameen
cousin
sister
aunt
grandfather
grandmother
uncle
father
mother
4
3
Talk in pairs. Use the prompts below to ask
and answer questions about what you can or
can’t do, as in the example.
hat can you do?
speak / French?
use / dictionary?
write / e-mail in English?
spell / your name?
understand / poems in English?
read / books, magazines or newspapers in
English?
Can you speak French?
Yes, I can. What about you?
No, I can’t.
4
A. Talk in pairs. Look at the picture, find the things in the box and say where they are. Use the
prepositions of place on, in , under, next to, behind, in front of or between.
here is it?
computer books skateboard watches umbrella pencils football magazines gold¬ish blue chair
Where’s the computer?
It’s on the desk, next to the gold¬ish.
B. Look at the picture above and write sentences, as in the example. Use
There is / There are and the words in the box. Then listen and check your answers.
basketball
book
magazine
pencil
bag
shelf
dictionary
skateboard
T-shirt
watch
computer
goldfish
There are two basketballs on the fl oor.
wardrobe
desk
chair
floor
wall
shelf
bed
5
have pizza
at Mario’s
restaurant
visit
grandparents
have karate
class at 5pm
go
rollerblading
with cousins
go
bowling
watch a
football
match with
Dad
play tennis
with Greg
Match. Then listen and check your answers.
hat’s the time?
a. It’s ten past six.
b. It’s 8am. / It’s 8 o’clock.
c. It’s five to nine.
d. It’s half past ten.
e. It’s a quarter to eleven.
f. It’s 5pm. / It’s 5 o’clock.
08:00
10:30
17:00 1
1. When does Brian go bowling?
2. What time does Brian have a karate
class on Wednesdays?
3. What does Brian do on Mondays?
4. Does Brian play tennis on Wednesdays?
5. Who does Brian go rollerblading with?
6. Where does Brian eat pizza?
7. Does Brian watch sports with his dad?
B. Complete the weekly schedule with your activities.
Then talk in pairs.
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
C. Talk about things that you always, usually, often,
sometimes, never do on weekdays and at the weekend.
What do you do on Fridays?
I go to the park with...
I never get up early on Saturdays. What about you?
I get up at ten o’clock and...
7 Talk in pairs. Can you think of any more
classroom rules?
lassroom rules
listen to the teacher
raise your hand before you speak
eat or drink
stand on the chair
ask before you go out
look at the board
write on the desks
use your mobile
be late
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