Teacher asks 4 students to come and demonstrate the game with them.

Students repeat after him the numbers 123.

Teacher changes the number one with a clap.
Teacher changes number two with a jump.
Teacher changes number three with a name.
Teacher ads the number 4 and they are supposed to stay silent.
All students are invited to play.
Speaking (10 mints)
 Students read the statements. Check that they understand to lose weight (to get thinner), to skip a
meal (to not have a meal), junk food (food which is unhealthy, but quick and easy, e.g. potato
chips, burgers).

 Give students a few minutes to think about their answers and how to use the verbs from the Word
Bank in their answers. Allow them to jot down the verbs they are going to use, but not to write
complete sentences.
 Give students five minutes to discuss the statements with their partner. Monitor and help/correct
as necessary. Ask some pairs to report back to the class and ask other students to respond to their
ideas.

Writing 20 mints

Read the questions and brainstorm some ideas with the class! 5 mints

Give students 10 minutes to write their ideas! Encourage them to use some of the words in exercise 5.

Student magazine. Let’s choose a name for the magazine!

Choose 4 or 5 of the paragraphs written and stick them to the magazine. Criteria = well-written or easy
to read.

Language workout (5mints)

Do the exercise! Compare with your classmate
T highlights that these verbs are not usually used in the progressive form. Verbs referring to state!

T invites Ss to open their work book and do the first exercise.

 We have seen 32 verbs in this lesson! Close your books and in groups try to remember as many
verbs as possible.

Guessing game chair! Teacher write the following words on the board and students try to guess the
word while getting help from other students. Other students are not supposed to say the word! If they
say the word, the whole group loses a point.
Words: spoon, knife, glass, can opener, microwave, blender, pan, fork.

 With your partner, try to come up with a definition of the word gadget. (1mint) (a small useful
machine or tool) utensil

 Again with your partner, take a look at the objects in page 12 and try to guess what these gadgets
are for.

 Students match the photos with the descriptions.

 Play the recording. Students listen and check their predictions.
Answers
1C 2A 3B 4E 5D
3 After Reading
• Students read the sentences, and then read the texts again and decide if they are true or false.
• Check the answers before students correct the false sentences. Encourage students to figure out the
meaning from the context.
 T asks Ss to think of a gadget, it should be something difficult to describe. Then they should say
what the object looks like and what it is used for.
 The class try to guess the object being described.

 Students match the words with the pictures and then listen to check. Play the recording again,
pausing for students to repeat the words.

 Check that students understand boil, fry, and slice.

Ask two students to read the example question and answer. Students continue in pairs. Monitor and
help as necessary.

 Say different things you find in a house, e.g. . Give students the sentence starter It
can be used for .... Students work in pairs/small groups and race to think of five different uses,
e.g. for finding out what's on TV, for swatting bugs, for putting on the floor when you clean your
shoes, etc. Other suitable household items might be: a hat, a glass, a cushion, a spoon.

 Students look at the words in the box and predict how they are said. Play the recording. Ask
students what happens to the pronunciation when the two words are said together (the final
sound of the first word more or less disappears).

 Students try to put three of the words in one sentence which makes sense, e.g. Why are the
corkscrew and the bread knife on the night table? They read their sentence to a partner. Ask
some students to read their sentences to the class.

 Students look at the recipe. Ask Do you eat/like Spaghetti Carbonara? Do you know how to
make it?
 Students read the instructions and put them in order.
 Encourage students to figure out new vocabulary, e.g. stir, chop, sprinkle, drain from the context.

Students then listen to check their answers. Don't go through the answers in detail at this stage. Deal
with any outstanding vocabulary queries students may have.
1C 2G 3A 4F 5H 6E 7B 8H

Write these questions on the board for students to discuss in pairs: Do you like cooking? What dishes
can you cook? Who does most of the cooking in your house? Do you think it's important to be able to
cook?

 Students can look up a dish that they like at home, for homework. Students are required to write
down the name of the dish and the ingredients.
 Ask students to identify useful time expressions in the Spaghetti Carbonara recipe and see how
they are used: meanwhile, then, when, while, before/after + -ing. Elicit that the imperative form of
the verb is used for a recipe.