xix
UNIT
VOCABULARY
GRAMMAR
READING
LISTENING
SPEAKING
WRITING
VIDEO
11 EATING OUT
page 68
Food (1)
Food (2)
/
ʌ
/ and /
ɒ
/
as … as
Comparative adjectives
Menus
Street food around the world
A conversation about a street
food festival
Ordering food
Street foods
12 THE LATEST
TECHNOLOGY
page 72
Technology
Computers and the
internet
Superlative adjectives
Stress in superlatives
Did you know …?
The history of computers
A conversation about a new
computer
An email to a friend
Technology
Life Skills
ICT literacy: Writing a blog page 76
Review 3
Units 9–12 page 78
13
HEALTHY BODIES
page 80
Illness
Health
should
/
shouldn’t
Silent consonants
What is so great about
running?
Conversations about health
problems
A conversation about a race
Giving advice
Health problems
14 GETTING AROUND
TOWN
page 84
Places in town
Compound nouns
Compound nouns
Prepositions
A description of a town
A trip to Edinburgh
A conversation about a visit to
Edinburgh
An article about a city
Culture
Scotland page 88
A view of Scotland
15 MYSTERIES IN
NATURE
page 90
Geographical features
The
weather
Past continuous
Rising and falling
intonation
Is the story real?
Loch Ness
A story about looking for the
Loch Ness monster
A story about a strange
animal
16 AMAZING ANIMALS
page 94
Animals
Phrasal verbs
/
uː
/ and /
ʊ
/
Past simple and past
continuous
Bear to the rescue
Our animal friends
An interview about looking
after pets
A story
Animals
Social responsibility: Protecting animals page 98
Review 4
Units 13–16 page 100
17 WHAT ARE YOU
WATCHING?
page 102
Television
Entertainment
Future with
going to
Going to
Talent shows
A conversation about watching
a football match
A conversation about a talent
show
Talking about TV
programmes
18
MAGAZINES AND
BOOKS
page 106
Magazines
as
,
because
,
so
and
when
Making suggestions
Intonation
Read and Review
A conversation about a school
magazine
A review of a film
A review of a film, play
or book
Books we like
Culture
British TV around the world page 110
The world of British TV
19 SCHOOL CAN BE
FUN!
page 112
Trip activities
School collocations
have to
/
don’t have to
have to
/
has to
The flipped classroom –
what’s it all about?
A talk about a school trip
A description of a boarding
school
Giving a presentation
about your perfect
school
School life
20 FAMILIES
page 116
Family
Adverbs
of degree
Adverbs of manner
The letter
i
What’s it like to grow up in
a big family?
A talk about a family tree
Descriptions of families
A description of your
family
Life Skills
Emotional skills: Being a good friend page 120
Review 5
Units 17–20 page 122
Extra activities
page 124
Vocabulary list
page 127
Grammar reference and practice
page 137
List of irregular verbs
page 158
132 UNIT 11
Pizza
PALACE
PIZZAS
Cheese and tomato, Mushroom
or
Come and have your party here in our
party room – space for 30 people!
PRICE
£10.00
per person
Party Menu
DESSERT
Ice cream, (vanilla, chocolate
or strawberry) –
eat as
much you want!
PASTA
with tomato sauce
SOFT DRINKS
Orangeade,
lemonade, cola
Call us six months before your
party to book – we are very popular!
Birthday cake available.
AND
Food
1
Look at the restaurant advertisements. Match the things in the photos A–M to the words in the box.
burger chicken legs cola cream fresh vegetables grapes lemonade mineral water
pasta with tomato sauce mushroom salad soft drinks strawberry
VOCABULARY
READING
EP
2
Complete the phrases with one or two food words from the
food in the menus in Exercise 1.
a bowl of
a glass of
a bottle of
a piece of
a slice of
a plate of
3
Look at the menus in Exercise 1 again. In pairs, say which
foods you like and don’t like. Then say what you'd like to eat
or drink right now!
I like salad.
Me too.
4
Read the advertisements again. Are the
sentences right (
✓
) or wrong (
✗
)?
1
The party room at Pizza Palace is smaller
than the one at Easy Burgers.
2
You can watch something while you eat at
Easy Burgers.
3
The food at Easy Burgers looks healthier.
4
Pizza Palace is more expensive than Easy
Burgers.
5
The menu at Easy Burgers is longer than
the one at Pizza Palace.
6
Easy Burgers and Pizza Palace are both
popular.
Fruit salad
and cream
Cheesecake
Chicken legs
Fresh vegetables
or salad
Burger
Rice or chips
PARTY MENU
PARTY MENU
Our parties are
very popular –
book six months
before your birthday.
ORDER OUR
CHEF’S AMAZING
BIRTHDAY CAKE.
Fruit juice
or lemonade
Mineral water
Main course
Main course
DESSERT
DRINKS
PRICE £13.00
PER PERSON
EASY
BURGERS
Fantastic
party room
– 30 people
We play all your
favourite music
videos while you eat!
G
K
H
J
L
I
M
I want to eat a bowl of fruit salad now.
A
D
C
B
E
F
68
UNIT 11
EATING OUT
11
ABOUT YOU
How often do you eat out?
Which do you prefer – restaurant food
or home-cooked food?
What is ‘fast food’? Do you ever eat it?
133
EATING OUT
11
EATING OUT
Unit Overview
TOPIC
Food and drink, restaurants and street food
VOCABULARY
Food (1)
AND READING Menus
GRAMMAR
as … as
; Comparative adjectives
READING
Street food around the world
VOCABULARY
Food (2)
PRONUNICATION
/ʌ/
and
/ɒ/
LISTENING
A conversation about a street food festival
SPEAKING
Ordering food
Resources
GRAMMAR REFERENCE AND PRACTICE: SB page 148; TB page 248
WORKBOOK: pages 48–51
VIDEO AND VIDEO WORKSHEET: Street foods
PHOTOCOPIABLE WORKSHEETS: Grammar worksheet Unit 11;
Vocabulary worksheet Unit 11
TEST GENERATOR: Unit test 11
WARMER
Write
food and drink
on the board and play the alphabet
game. Challenge the class to
think of a type of food or
drink for as many letters of the alphabet as they can.
ABOUT YOU
Pre-teach
eat out
: have the class look at the photos
and text titles in this unit and ask ‘Are the people in this
unit eating at home?’ (
no
) ‘Where are they eating?’ (
in
restaurants or at a food market; they’re eating out
). Point
out that
eating out
is eating in a restaurant, a café or at a
stall and not eating outside. If necessary, also pre-teach
fast food
by asking ‘What do we call the food in places like
McDonalds, Burger King, [fast food places in the students’
country], etc.?’ (
fast food
) Then, ask the students to take
turns to ask and answer the questions in pairs.
VOCABULARY
READING
AND
Food
1
Ask the students to look at the photos first and try to
name as much of the food as possible before they look at
the words. As
the students repeat the words, check that
they pronounce the following correctly:
chicken
/ˈtʃɪk.ɪn/
(
kitchen
/ˈkɪtʃ.ən/
is where we cook),
vegetable
/ˈvedʒ.tə.bəl/
(with three syllables),
tomato
/təˈmɑː.təʊ/
(the
a
is pronounced
/ɑː/
in British English), and
strawberry
/ˈstrɔː.br.i/
(the
e
is often silent). Check
students understand the meaning of
main course
and
dessert
(
/dɪˈzɜːt/
) by asking for examples of each one. If
time allows, ask the students to divide a page in their
notebook into a menu, using the headings
Main course
and Dessert
and
Drinks
. Ask them to add the words in the
box to their menu.
Answers
A mushroom B pasta with tomato sauce C strawberry
D cream E soft drinks F cola G chicken legs H burger
I grapes J fresh vegetables K salad L mineral water
M lemonade
2
Encourage the students to do this exercise in pairs
leaving out the words they don’t know. Point out they
can use the words in both
the box and also in the
advertisements. Then, go over the answers as a class and
encourage a volunteer to come to the board and draw a
picture of each recipient (a bowl, a glass, etc.).
Answers
a bowl of ice cream/rice/salad/pasta/fruit salad
a glass of (mineral) water/cola/juice/lemonade/soft drink
a bottle of (mineral) water/cola/juice/lemonade/soft drink
a piece of cake/cheesecake/pizza
a slice of cake/cheesecake/pizza
a plate of chips/pasta with tomato sauce/chicken legs
3
Ask the students to read the example first and use it
as a model for their own conversation. With a stronger
class, brainstorm a list of appropriate questions onto the
board, e.g.
What’s your favourite food? What’s your least
favourite? Which food do you like on the menu? Which food
don’t you like? Are you hungry now? Do you want to eat or
drink anything on the menus right now?
Then, encourage
them to take turns to ask and answer these questions.
