ry!

I’m Hungry Discover Words

Exercise 1 1.27

This month’s topic Give students time to do

is food. I love the matching exercise
Discover Words salad! What’s your individually or in pairs.
food
favourite food?
Play the recording,
▼

1
pausing for students
1.27 Match the food with the pictures.
Then listen, check and repeat.
to check answers and
to repeat the words in
sandwiches16fruit 1 salad 3 crisps 4 biscuits 9 chorus.
water 7 cheese 8 fizzy drink17 sausages12 eggs19 meat15
fish13 potatoes 21 beans 18bananas 5 strawberries14
onions10 carrots 6 bread11 rice20 chocolate 2
Answers student page

Exercise 2
Give pairs time to do the
activity.
1
3 4
5 6 Tip: Don’t forget to react to
2
7 8 the content of what your
9
13 14 students tell you, as well
10 as to language accuracy.
11 12
This will help to motivate
16
your class.
15

17 18

19 20
21 Suggestion: Group survey.
Ask the class to work in
groups of four. Give each
student the pre-prepared
grid. Tell them to write
2 Which food do you like? Tell a friend. in this unit: group names on the left of
I like strawberries, but I don’t like fish!
• food the paper and to write a
• countable and uncountable nouns food of their choice at the
• some and any
3 Find these containers in the picture and circle. top of each column. Give
• much / many / a lot of
plate bowl glass packet can • offers and requests them time to exchange
information and record
Discover 5 extra words. Go to page 109. 19 their answers with a tick
or cross, e.g. David, do
you like sausages? (✘)
M02_DIEN_SB_L02GLB_6378_U02.indd 19 3/6/09 09:43:12

New language Unit introduction

Vocabulary: food (Books closed) If you have brought Exercise 3
Pre-teach: vegetables, container realia, use it to introduce the Give students time to do
theme, e.g. Teacher: What’s this? the exercise.
Preparation: Unit introduction.
Student: It’s an egg! Find out what Check answers.
Bring food realia to class, e.g. biscuits.
other food words your students
(See Introduction for ideas for using
know. Answers student page
realia, page 12.) Exercise 2. Draw
a grid on half an A4 page with five Tell the class that Unit 2 is all
rows and ten columns. Write name in about food!
Discover extra words: Have
the top left square. Copy one for each (Books open) Use an idea strong students or fast
student. suggested in the Introduction to finishers find extra new
focus on In this unit. words.

35

M03_DIEN_TB_02GLB_6408_U02.indd 35 1/12/09 10:10:52

 New language
Grammar: countable and
uncountable nouns, some and
any
Functions: speaking about
food quantities
Pre-teach: healthy, sock, stir
fry, smoothie, insect
Culture notes
There are lots of different
kinds of healthy foods to
choose from in British school
canteens these days instead
of traditional fatty school
canteen food such as pie and
chips. One reason for this
change is the introduction
of the government FiS (Food
in Schools) programme in
2004, which aimed to provide
children with healthier food
options at school, as well as
to educate them about the
importance of nutrition. This
is because people in Britain
were very worried about
poor diets and increasing
child obesity.
Exercise 1
Ask the class to tell you
what they can see in the
photo. Recycle all the
vocabulary you can and
pre-teach new words.
Play the recording while
students follow the
dialogue.
Check answer.
Answers
Ben has got stir-fry.
Exercise 2
Give students time to read
the dialogue again and
to answer the questions
individually or in pairs.
Ask volunteers for the
answers, referring to the
dialogue to check.
Answers student page
36
M03_DIEN_TB_02GLB_6408_U02.indd 36
Hea hy Fo
ealthy ay
od Day
Food
It’s Healthy Food Day at school today.
Katie Hi Ben. What’s that? I’m hungry!
Ben It’s a Chinese stir-fry.
Ravi Is there any meat in it?
Ben No, there isn’t any meat, but
there are a lot of vegetables. It’s
very good for you!
Katie Can I have a plate of stir-fry and
some rice, please?
Ben Yes. Here you are.
1 1.28 Listen and read. What food has Ben got? Katie Thanks … Yum! It’s fantastic!
Monica Hi everyone. Have you got a fizzy
2 Read again. Answer the questions. drink, Ben? I’m thirsty.
1 What country is the food from? China Ben No, but we’ve got smoothies.
2 Is there meat in the stir-fry? no Monica Smoothies?
3 What has Katie got with her stir-fry?rice Ben Yes. We’ve got banana smoothies
4 What does Monica want?a fizzy drink and strawberry smoothies.
5 What drinks has Ben got?smoothie They’re very healthy.
1.28 6 Is Monica eating healthy food?no B Ravi Delicious!
Monica OK. A strawberry smoothie,
Talking Tips! please. I can have it with my
chocolate.
3 1.29 Listen, repeat and match.
Ravi Oh Monica!
1 It’s very good for you! A A
2 It’s delicious! B
20
M02_DIEN_SB_L02GLB_6378_U02.indd 20-21
Exercise 3 1.29
Grammar
Give students time to look at the
Give students time to study the
pictures before they listen to the
grammar box.
recording twice. The second time,
stop to ask the whole class to
Exercise 4
repeat the target language copying
the intonation, and ask for each Do two or three examples with the
answer. whole class.
Give students time to do the
Answers student page exercise.
Answers student page
1/12/09 10:10:58
 Grammar
Grammar countable and uncountable nouns Grammar some and any (Books closed) Read the
We can count countable nouns: We use some in affirmative sentences. example sentences with
one onion two onions There are some onions. There’s some rice. some and any from the
We can use a / an with singular countable nouns: Use any in negative sentences and grammar box. Ask the
I’ve got an onion.
This is a strawberry.
questions. class if they know when
There aren’t any onions. Is there any rice? we use each. This will
We can’t count uncountable nouns:
I like rice. This is water. (no plural)
stretch strong students.
6 1.30 Complete with some or any. Listen (Books open) Give
and check. students time to study the
4 Complete the baskets. Use words from page 19.
grammar box.

countable Suggestion: Have them

underline the examples of
onion egg strawberry some and any in sentences
fish sandwich biscuit in the dialogue in Exercise
sausage bean uncountable 1, e.g. Is there any meat
potato
banana carrot in it?
fruit
rice fizzy drinkchocolate
Rick Is there 1 any bread?
salad cheese
some bread. Oh no, it’s an old
Reg Yes, there’s 2 ____
bread meat
any bread in here.
sock! There isn’t 3 ____
Exercise 6 1.30
water
Rick Is there 4 ____
any meat? Give students time to do
5 Look at the food. Which ones can be plural? Tick
any fish.
Reg No, there isn’t, and there isn’t 5 ____ the exercise individually
and write. Rick Are there 6 ____
any vegetables? or in pairs.
plural Reg No, but there’s 7 some
____ fruit. There’s an
apple and 8 some
____ bananas. Look! There’s Play the recording while
onion ✓ onions 9
some cheese too.
____ students listen and check.
sandwich ✓ sandwiches
Rick Yum! That’s my favourite! Play the recording again,
bread
rice pausing before each space
Speaking to elicit and check each
strawberry ✓ strawberries
eggs 7 Work with a friend. Practise the dialogue in answer.
egg ✓
Exercise 6. Use different food words.
fish Draw students’ attention
sausage ✓ sausages 8 Play the memory game. to there is + singular
A I’ve got some cheese. countable or uncountable
B I’ve got some cheese and an apple. noun, and there are +
C I’ve got some cheese, an apple and some fish. plural noun.
In every chocolate bar there are about eight
insect legs. Yuk!
Answers student page
21

Exercise 7
3/6/09 09:43:19
Give pairs time to practise
Fast finishers: Have them continue Suggestion: Support a weak class by the dialogue in Exercise 6,
the exercise, using other food having them tell you which food changing roles.
words they know. in the exercise is countable and Ask them to practise
which is uncountable before they again, using different food
start. words. Remind them they
Exercise 5 might need to change
Remind students uncountable there is/are.
nouns have no plural. Fun facts
Give them time to do the exercise Ask a student to read the Fun fact. Exercise 8
individually or in pairs. Ask the class for their reactions! Play the game with the
Check answers. whole class once or twice.

Answers student page

37

M03_DIEN_TB_02GLB_6408_U02.indd 37 1/12/09 10:11:02


New language
Grammar: much, many, a
lot of
Functions: speaking about
quantity
Pre-teach: challenge, metal,
dangerous, meal, trolley
Preparation: Exercise 7.
Copy a tapescript for each
student.
Exercise 1 1.31
(Books closed) Ask
students what they like/
don’t like eating.
(Books open) Ask students
to look at the photo.
Ask what they think Mr
Mangetout’s doing!
Play the recording while
students follow the web
page and do the exercise.
Check answers.
Answers student page
Exercise 2
Give students time to read
and answer the questions
individually.
Ask volunteers for the
answers, asking them to
refer to the relevant part
of the text for each.
Answers student page
Grammar
Give students time to
study the grammar box.
Ask them to find and
underline all the examples
of much, many and a lot
of in the text in Exercise 1.
Point out that much is
used with uncountable
nouns, many with
countable plurals, and a
lot of with both.
38
38
M03_DIEN_TB_02GLB_6408_U02.indd 38
This At
on’t Do Th
Don e!
ome!
At Hom
www.DiscoveryWeb/food
Are you hungry?
In the USA they eat
burgers. In Italy they
Then read this! eat pizza. In France they eat PH 2b/1
cheese . . . and planes. Planes? Ben
We aren’t joking!
Meet Mr Mangetout . . .
Michel Lotito (or Mr Mangetout) is from France
and he loves eating. He eats bikes and beds.
He eats computers and TVs. He also eats small
planes!
Why does he do it? It’s a challenge, he says. How
does he do it? He eats a small plate of metal with
every meal. There isn’t much metal and he drinks
a lot of water. For normal people, metal food is
very dangerous – don’t eat it at home! But Mr
Mangetout likes it!
Mr Mangetout sometimes eats normal food. He
likes apples, but he doesn’t like bananas and there
aren’t any eggs in his fridge. He’s usually ill when
he eats eggs.
What’s his favourite meal?
Computers and chips!
1 1.31 Read and listen. Tick the things
Grammar much / many / a lot of
Mr Mangetout eats.
We use much and many with questions and
planes ✓ eggs TVs ✓ bananas negatives.
apples ✓ computers ✓ bikes ✓ chips ✓ How much metal is there? There isn’t much
metal.
2 Read the text again. True or false? How many eggs are there? There aren’t many
eggs.
1 Mr Mangetout is American. false
We use a lot of in affirmative and negative
2 He can eat beds. true
3 He eats metal every day. true sentences. We also use it in questions.
4 Metal food isn’t good for you. true Does he drink a lot of water?
5 He doesn’t like normal food. false He drinks a lot of water. / He doesn’t drink a lot
6 Eggs are his favourite food. false of water.
22
M02_DIEN_SB_L02GLB_6378_U02.indd 22-23
Exercise 3 individuals to write their answers
on the board.
Give students time to do the
exercise individually.
Answers
Check answers, referring to the
2 Are there many TVs?
grammar box.
3 Is there much cheese?
4 Are there many bikes?
Answers student page
5 Is there much bread?
6 Is there much water?
Exercise 4 7 Are there many bananas?
Give students time to do the
exercise individually or in pairs. Tip: Always make sure that students
Check answers. You could invite have a correct written record of
work done so they do not repeat
their own mistakes!
1/12/09 10:11:03
 Exercise 9
3 Choose the correct answer. Listening Begin by asking a
1 There isn’t much / aren’t many bread with
6 1.32Listen. What is the girl doing? confident student example
She’s cooking a meal for Mr Mangetout.
this bike. questions.
7 1.33 Complete the questions with How
2 How much / How many planes are there in Ask students to do the
much or How many. Then listen again and match
the fridge?
3 There isn’t much / aren’t many metal in
with the answers. activity in groups of four.
this meal. 1 How much meat is there? a one
4 There’s a lot of / much food in Mr Mangetout’s 2 ________
How many onions are there? Tip: Give instructions
kitchen. 3 How many carrots are there?
________ b two before you ask students to
5 He can’t have two TV sandwiches. There isn’t 4 How much rice is there?
________ move into groups, so they
much / aren’t many TVs. 5 ________
How many computers are there? c a lot are concentrating on you,
6 How much / How many cheese is there
in the cupboard?
not their friends!
Speaking
7 There aren’t a lot of / much people like
Mr Mangetout. 8 How much of this food do you eat and drink
in a week? Complete the table for you. Exercise 10
4 Write the questions. Use Are there many or Food / Drink You
Is there much.
Ask your students if they
salad ___ bowls ever cook. Do you cook?
1 eggs? Are there many eggs?
2 TVs? 5 bread?
When do you cook? What
3 cheese? 6 water? crisps ___ packets do you cook?
4 bikes? 7 bananas? Give students time to
fizzy drinks ___ cans
write their sentences.
Speaking
sandwiches ___ plates Move round, correcting
5 Work with a friend. Look at Mr Mangetout’s and prompting.
shopping trolley. Ask and answer.
water ___ glasses
TV water cheese bike Exercise 6 – Tapescript
plane egg bread 9 Copy the table in Exercise 8. Ask and Boy: What are you doing?
complete for three friends. Girl: I’m cooking a meal for Mr
A How much salad do you eat? Mangetout.
B I eat three bowls a week. Boy: It looks great, but it’s … yuk!
What is it?
Writing Girl: It’s meat, vegetables, rice and
10 Imagine you are cooking a special meal …
for your family. What food is there? How much? Boy: Is there a lot of meat in it?
Write sentences. Girl: Yes, there is. Mr Mangetout
There are a lot of potatoes. There’s some salad, likes meat.
A Are there many eggs? but there isn’t much… Boy: How many vegetables are
B No, there aren’t. There aren’t many eggs. there?
23
Girl: Not many – there’s an onion
and two carrots.
Boy: How much rice is there?
3/6/09 09:43:27 Girl: There’s a lot of rice, but no
Exercise 5 Exercise 7 1.33 eggs. Mr Mangetout doesn’t like
eggs.
Give pairs time to do the activity. Give students time to complete the
Boy: And what’s that?
Move round, prompting and questions and check them. Girl: Oh, that’s a computer.
correcting. Play the recording again, while Boy: A computer?
students listen and match. Girl: Yes, it’s Mr Mangetout’s
Exercise 6 1.32
Check answers. favourite food!
Play the recording once while
students listen. Answers student page Grammar worksheet 2, page 138.
Check answer.

Answers student page Exercise 8

Give students time to complete the
table.
Tapescript end of notes
39
39

M03_DIEN_TB_02GLB_6408_U02.indd 39 1/12/09 10:11:04

 New language vent
Adve
Ad ntuurre nd
e Island
Functions: offers and
2
requests
Pre-teach: river, mouth, 1

fishing rod, coconut

Preparation: Exercise 7.
Make a set of twenty cards
for each group of four; write AJ: How many fish
food vocabulary on ten and have we got?
container words on ten. Danny: Six, and we’ve
got a lot of crabs too.
Bonzo: Hey, Nipper!
Exercise 1 1.34
Would you like a plate
(Books closed) Tell AJ: There aren’t any fish here today. of crabs’ legs?
students it’s time for Danny: Let’s try the river. Nipper: No thanks!
another episode of 3 4
Adventure Island. Ask
students if they can
remember what the
children do every day, e.g.
They work hard, they often
look for boats. Ask what
the children usually have AJ: These fish are delicious.
Danny: Can you pass some coconut
for breakfast. (Fish). Ask
and insect juice, please? AJ: I’d like some fruit.
students what they usually AJ: Yuk! That’s disgusting! Monkey: Here you are!
have for breakfast too! Danny: It’s good for your hair, AJ. Danny: Watch out, AJ!
(Books open) Play the 5
6
recording once or twice
while students listen and
read the cartoon.
Check the answer.

Answers student page

Suggestion: Use the cartoon

to check and activate a
Bonzo: Oh no! A mouth with legs! Danny: Good idea, AJ!
weak class’s vocabulary or Crocodile: Yum! I love hotdogs! Crocodile: Help!
to stretch strong students. 24
After you’ve checked
the answer, ask the class
questions, e.g. What’s M02_DIEN_SB_L02GLB_6378_U02.indd 24-25

this? What are these? What Answers student page Exercise 4

can you see in picture 3?
What’s Bonzo doing? Do
they always have fish for
breakfast?
Exercise 2
Give students time to do
the exercise individually.
Have them compare their
answers with a friend.
Check answers.
Divide the class into groups of
six and allocate roles: AJ, Danny,
Exercise 3 Bonzo, Nipper, the crocodile, the
Give pairs time to decipher monkey. Tell students to act out the
Nipper’s notes. cartoon then to change roles and
practise again. You could select
Answers one or two groups to perform.
There isn’t much food on the Encourage them to do it without
island, but there are a lot of looking at the words.
crocodiles.

40
40

M03_DIEN_TB_02GLB_6408_U02.indd 40 1/12/09 10:11:07

 Exercise 6
1 1.34 Listen and read. What is ‘the mouth 6 Practise the dialogue with a partner. Give pairs time to practise
with legs’? It’s a crocodile. Change some of the words. Use this list. the dialogue, replacing
2 Read again and choose. eggs meat fish potato bean words.
banana strawberry onion carrot Ask them to change roles
1 There are some / aren’t any fish in the sea today.
bread rice chocolate
2 They find a lot of / don’t find much food in the so they are practising
river. as much language as
3 AJ likes / doesn’t like the juice. A Can you pass me some bread please?
B Here you are! possible.
4 Nipper wants / doesn’t want crabs’ legs.
5 Bonzo / A monkey has got some fruit. Move round, correcting
6 Bonzo feels scared / hungry when he sees the ★ and prompting.
crocodile.
F u n Zone ★
3 Can you read Nipper’s notes? ★ Exercise 7
Nipper’s Note s 7 Draw five containers. Write the five Give students time to play
words. Put the cards face down. Play the the game in pairs.
memory game!
Suggestion: Lunchtime chat!
Ask students to write a

4 Act out the Adventure Island cartoon with

✗ dialogue featuring their
friends in the same class
your friends.
in the school canteen /
café if you have one. They
Functions: offers and requests plate must include at least one
offer and one request. Ask
5 1.35 Listen and complete. Then listen, check
the groups of volunteers
and repeat.
to perform for the class.

✓ Suggestion: Give sets of

pre-prepared food and
container cards to each
Nipper 1Can you pass me 2 some insect juice, please?
Here you are!
Bonzo 3 _____
can group of four to put face
down on their desk. They
have
Nipper Thank you. Mmm… delicious! Can I 4 _____ take it in turns to take one
please
a banana too, 5_____? card from each set and to
like a
Bonzo Yes, of course. And would you 6 _____ make an offer or request,
crab’s leg? e.g. (plate card and
thank
you But 8_____
Nipper No, 7 _____. I’d like a hotdog! sandwich card) Would you
like a plate of sandwiches?
25
If they can make a
sensible offer or request,
3/6/09 09:43:31
they keep the cards. If
Exercise 5 1.35 before each space to elicit and they can’t, (e.g. they have
check the answer. a card with sandwiches
Ask the class to describe the
Play it again, pausing for students and one with glass), they
picture to you, to generate interest
to repeat each line in chorus. replace the cards face
and provide a context for the
down. The student with
dialogue, e.g. Nipper’s drinking Use your fingers to demonstrate
the most cards wins.
insect juice. He doesn’t like eating the contraction I would (two
crab because he is a crab! fingers) = I’d (bring the two fingers
Play the recording once or twice together), or write it on the board.
Photocopiable resource 2, page 156.
while students listen and complete Tell students Can you pass …?/I’d
the dialogue. like … are requests, and Would
Have them compare their answers you like …? is an offer. Have them
with a friend. underline the offers and requests
Play the recording again, stopping in the dialogue and cartoon.

Answers student page

41
41

M03_DIEN_TB_02GLB_6408_U02.indd 41 1/12/09 10:11:09

 Language revised Let’s
Le vissee!
Revi
t’s Re
Grammar: some, any, much,
many, a lot of, countable and
uncountable nouns Words
1 Circle the odd one out. 4 Look at the picture and complete the
Vocabulary: food sentences. Use much, many or a lot of.
1 banana fruit packet strawberry
Functions: offers, requests 2 glass rice bowl plate
Pre-teach: fast food, slice, 3 meat salad potato biscuit
lick, lips, resist 4 carrot onion bean fizzy drink

2 Circle the food words.

Revision tatoduj
aladric
Refer to the Introduction for

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canfov
waterilms
hoco

rispspechee
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agesld
ideas on how to work with

atehosa
ebreadlo
revision pages (see page 14).

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Exercise 1 1 There aren’t many crisps, but there are a lot of
Give students time to do Grammar sandwiches.
the exercise. much fizzy drink, but there’s
2 There isn’t _______
3 Complete the dialogue. some water.
_______
Ask them to compare some pizza, but there isn’t _______
3 There’s _______ much
answers with a friend. ice cream.
many biscuits are there? Only two.
4 How _______
Check answers.
any cheese? No, there isn’t _____
5 Is there ______ much .
many bananas are there? There are
6 How ______
Answers student page a lot of bananas.
_________

Suggestion: If this is the Pronunciation /´/

first time students have 5 1.36 Listen and repeat.
Girl Maurice, I like fish and chips. Have you
done this kind of exercise, got 1 any fish and chips?
or if the class is weak, you Maurice Yes, I have. I’ve got some delicious shark
may like to work with the and chips.
Girl Shark, hmm…2 _____ is there any salad?
whole group. isn’t but there 4 _____
Maurice No, there 3 _____, is a
snake stir-fry.
Girl Er… what about biscuits? 5 _____Are there
Exercise 2 any biscuits?
aren’t but there 7 _____
Maurice No, there 6 _____, are
Give students time to do a
some chocolate insects or there’s 8 _____
I’d like some potatoes, onions and cheese
the exercise. and a glass of water, please!
fantastic octopus ice cream.
Check answers. You Girl Er, no thanks, Maurice. I’m not hungry!
could write the snake 26

on the board and invite

individuals to cross out
M02_DIEN_SB_L02GLB_6378_U02.indd 26-27
different words.
Answers student page
Exercise 3
Use the cartoon to
introduce Maurice and his
customer. Ask: Does the
girl like octopus icecream?
(No!)
Give students time to
complete the dialogue.
Remind them we use there
42
42
is with singular countable and all
uncountable nouns, and there are
with plural countable nouns. Ask
them to refer back to the grammar
box in Unit 2a (page 21) for help
with some and any.
Check answers with the class.
Answers
Tip: Encourage students to be
independent learners and to use
all the resources Discover English 2
has to offer such as the Multi-ROM.
Suggestion: Have students practise
the dialogue in pairs.
Exercise 4
Ask the class to quickly tell you
what they can see on the table.
Give students time to do the
student page
exercise. Ask them to refer back to
the grammar box in Unit 2b (page
22) for help with much/many/a lot
of.
Answers student page

M03_DIEN_TB_02GLB_6408_U02.indd 42 1/12/09 10:11:13

 Exercise 7 1.37
Functions Song (Books closed) Discuss
6 Order the sentences. 8 1.38 Complete the song. Use these words. picnics with the class, e.g.
Girl like Would some water you ? Then listen and check. Do you ever go on picnics?
Would you like some water?
can eat (x2) hungry like pass
Where do you go?
Boy Yes, please.
Girl you Can pass me please a biscuit ?
smell taste some (Books open) Play the
Boy Of course. recording once or twice
Girl please Can have too a banana I ? while students follow
Boy you are Here . The Fast Food Song the dialogue and do the
Girl Thank you! exercise.
1
Can I take your order please?
eat
Let’s 2 ________ to the beat Ask them to compare their
Consolidation A pizza slice a pizza slice answers with a friend.
7 1.37 Listen and
3
Some chips and chicken and a pizza slice
________
complete the dialogue. A burger, a burger Play the recording again,
pausing before each space
Ravi It’s a great Some chips and chicken and a pizza slice to elicit and check the
day for a picnic. like
You 4 ________ it, you love it
You know you really want it
answers.
Monica Yeah, I’m
1
hungry.
5
Pass
________ me a pizza
Ben always
You’re 2 ______ Whenever I’m in town (mm mm) Answers student page
hungry, Monica.
Yummy and exciting
Ravi some people from
Look! There are 3 ______
________
Smell so inviting Exercise 8
6
school. 1.38
Driving me crazy
Ben Hey! It’s Katie and her friends. Let’s invite Discuss fast food. Ask, e.g.
7
Hungry to the bone
________
them.
Monica much food.
But we haven’t got 4 ______
What fast food do you eat?
I think of you and lick my lips
Ben a lot of
Yes, we have. There are 5______ When do you eat it?
taste I can’t resist
You’ve got the 8 ________
sandwiches. Can’t resist – can’t resist Give students time to do
Monica many biscuits or crisps.
There aren’t 6 ______ eat
Let’s 9________ to the beat! the exercise.
Ravi a lot of fruit.
Well, there’s 7 ______
Ben Shh, you two! Hi, Katie. Play the recording while
Katie Hi, guys! they listen and check.
Ben Come and have a picnic with us. 9 1.39 Listen, read and sing.
Check answers.
8
Would you like a sandwich?
______
Katie Yes, please. Hmmm… it’s 9delicious
______ .
Ben are a lot of insects here.
Ow! There 10 ______ Checklist ✓ Answers student page
Let’s sit over there. I can talk about food.
Monica doing
Come on, Ravi! What are you 11 ______? I can use countable and uncountable
Ravi 12
______
I’m collecting insects. nouns. Suggestion: Students could
Katie What?! I can use some and any. write a healthy version of
Ravi Don’t worry. They’re for Yoda! I can use much / many / a lot of. the song in groups.
I can make offers and requests.

27
Exercise 9 1.39
Play the song again while
3/6/09 09:43:37
students follow the words
Fast finishers: Ask them to draw their Suggestion: Have the class repeat /ə/ and sing along!
own party table and to write about in chorus after you.
it using much/many/a lot of.
Checklist
Exercise 6 See page 14 of the
Exercise 5 1.36
Introduction for ideas.
Give students time to do the
Play the recording once or twice exercise.
for students to listen. Check answers.
Play it again, pausing for them to
repeat each line. Answers
Can you pass me a biscuit please?
Can I have a banana too please?
Here you are.

43

M03_DIEN_TB_02GLB_6408_U02.indd 43 1/12/09 10:11:16

 New language
Vocabulary: Thanksgiving,
turkey, cranberry sauce,
pumpkin pie, pancake
Functions: speaking about
festivals
Preparation: Exercise 4. Ask
students to bring photos of
favourite festivals.
Culture notes
Family and friends in the
USA get together to celebrate
Thanksgiving, a holiday feast
to thank God at the end of
the harvest season. People
celebrate Harvest Festival
in the UK at this time of the
year.
On Pancake Day people in
the UK and countries such
as Ireland, Australia, New
Zealand, and Canada, make
pancakes. Christians started
to make pancakes as a way
of using up all their rich
foods before fasting at Lent.
Exercise 1
(Books closed) Introduce
the topic of festivals.
Generate interest by
asking: Which festivals
do you and your family
celebrate? Which is your
favourite? Why?
Ask if the students
know anything about
Thanksgiving and
Pancake Day.
(Books open) Use the
photos to introduce
Phoenix and Molly.
Play the recording while
the students follow the
texts.
Give them time to do the
matching exercise.
Check answers.
Answers student page
44
M03_DIEN_TB_02GLB_6408_U02.indd 44
B
Hi! I’m Molly and
A
I’m from the UK.
Hi! I’m Phoenix In my school we
and I’m from the celebrate a lot of
USA. We celebrate different festivals,
Thanksgiving on the but my favourite
last Thursday in is Pancake Day.
November. We eat a It’s in February
special meal with our or March and
families and friends. we always make
There’s a lot of food, but there aren’t any pancakes with
presents. My grandma always cooks a turkey sugar and lemon in
and we eat it with some cranberry sauce and the school kitchen. There isn’t much sugar on
a lot of potatoes. Then we have pumpkin pie. my pancakes, but I like a lot of lemon juice on
It’s delicious! them. Would you like one? Pancake Day is fun!
Reading
ct
1 1.40 Read and listen. Match the food with
Pr o je
the festival.
pumpkin pie A sugar B
Festival Food
pancakes B
3 Think about your favourite festival.
Complete the factfile. Tell a friend.
turkey A
Name of festival:
When:
cranberry sauce A potatoes A
lemon juice B
Food we eat:
Who we eat it with:
1.40 2 Read again and answer.
1 When is Thanksgiving Day? We like it because:
The last Thursday in November.
2 How do people celebrate Thanksgiving? 4 Now describe your
3 Do people give presents?
festival and draw the food.
4 When is Pancake Day?
5 What does Molly do in the school kitchen on
Pancake Day?
6 Is there much sugar on her pancakes?
28
M02_DIEN_SB_L02GLB_6378_U02.indd 28 3/6/09 09:43:47
Exercise 2 Exercise 3
Give students time to read the text Give your students time to choose
again and to do the exercise. a festival and do the speaking
Move round, checking and activity.
prompting. Ask two or three volunteers to tell
Check answers. you about their favourite festivals.
Answers Exercise 4
2 They have a special meal with Give the students time to write and
their families and friends. draw. They can illustrate their work
3 No, they don’t. with any photos they have brought.
4 It’s in February or March.
5 She makes pancakes.
6 No, there isn’t.
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