Module 5 Teacher: Listening

Module 5
Module 5: Contents
Functions and Exponents
Thematic Illustration
Lessons
Verification
Supplementary Activities
Miscellaneous
Grammar
Glossary

Thematic illustration
Reading
1.
A: What are we having for dinner tonight?

B: Why dont we have grilled lamb chops with a salad and some rice?
A: Thats fine with me, but theres only one little problem. We dont have
any tomatoes, and theres only a little lettuce and rice left.
B: No problem. Ill run over to the store and get some.
A: Could you pick up a bottle of red wine as well?
B: Sure. See you in a jiffy.
A: Great. Ill start preparing the lamb chops.
1) A and B are planning

a) to go out for dinner.
b) to eat at home.
2) They dont have any

a) tomatoes
b) lamb chops
3) B is going to
a) get some money
b) buy some food
4) A is going to
a) start cooking
b) wash the lettuce
Page 4
Reading
1. This Thematic Illustration presents a selection of the main exponents, structures, and vocabulary explored
in Module 5.
1. Have students identify the situational context illustrated at the beginning of each conversation.
2. Ask the students where the people are. Then have students read over the first conversation.
Ask them what the people are talking about. Perform the first conversation with a volunteer student.
3. Clarify unfamiliar vocabulary, or have students use their glossary. Do the exercise which follows the first
conversation with the whole class.
4. Repeat the procedure for the remaining three conversations by having students read, and then take turns
performing the dialogues. Have them do the true/false exercises in pairs and go over the answers.
Answers:
Conversation 1
1 b 2 a 3 b 4a
Conversation 2
1 b 2 b 3 b 4a
Conversation 3
1 T 2 F 3 F 4 T 5F
Conversation 4
1 T 2 F 3 F 4 T 5 T
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2.
A: When are you going on vacation this year?

B: In August. Were going camping and kayaking for a couple of weeks.
A: Where are you going?
B: Were going to spend a few days in Gasp and then were heading for
Kouchibouguac Park in New Brunswick for another week. What about
you?
A: Im thinking of going to Cuba for a week or two in October, but Im not
sure yet.
B: Why not?
A: Well, my girlfriend would rather go to Costa Rica, but it seems pretty
expensive. Cubas a lot cheaper.
Which of the following statements are true, a or b?
1. a) Two people are talking about their past vacations.

b) Two people are talking about their future vacation plans.
2. a) A thinks Costa Rica is cheaper than Cuba.

b) A thinks Costa Rica is more expensive than Cuba.
3. a) B is going to go to New Brunswick first.

b) B is going to go to Gasp first.
4. a) As girlfriend prefers Costa Rica to Cuba.

b) A prefers Costa Rica to Cuba.
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3.
David: This veal parmigiana is out of this world. Its really juicy and
cooked to perfection. How are your cannelloni?
Jenny: Very tasty. The filling is excellent and the sauce is wonderful not
too much tomato flavour.
David: How do you like this wine?
Jenny: Its mellow and fruity. Im really enjoying it. What is it?
David: Its a Merlot from BC.
Jenny: What a pleasant surprise! Im not crazy about this bread, though.
It seems a little dry.
David: Ill ask the waiter for some fresh bread.
Are the following statements true or false?
1. Jenny and David are at an Italian restaurant.
2. They are not enjoying their meals.
3. Jenny likes the bread, but not the wine.
4. The bread is not fresh.
5. David is going to order some more wine.
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4.
Dialogue 1:
A: Can I help you with anything?
B: Im just looking for the moment, thanks.
Dialogue 2:
C: Look at these shirts! Theyre 50 per cent off.
B: Heres a nice one for 20 dollars. I think Ill take it.
C: Thats a good buy, and the colour is great too.
Dialogue 3:
C: Id like to try these pants on, please.
A: The fitting rooms are over there, on your left.
Dialogue 4:
B: How do they feel?
C: They seem a little tight in the waist, and theyre not long enough.
I need a larger size.
Are the following statements true or false?
1. The shirts are on sale.
2. The sales clerk is person B.
3. Person C decides to buy a pair of pants.
4. Person B decides to buy a shirt.
5. The pants are too small.

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LESSONS FUNCTIONS EXPONENTS TOPICS
Do we have any leftovers?

Theres some cheese in the fridge.
What do you want for dinner?
What else do we need?
Is there any bread?
What kind of vegetable do you want?
Talking about food Ill run over to the store. Food Shopping
What about getting some cold cuts?
Making suggestions about food Lets get out the cooler. Meal Planning
1
What else do we need?
Asking about cost and prices Could you pick up some beer? Food Quantities
Can you think of anything else? & Prices
Expressing quantity What about dessert?
Ill take a pound of cheddar, please.
Chicken costs two-fifty a kilo.
How much are the apples?
Do you have any brown eggs?
How many would you like?
I bought some apples

Do we have any juice?
We dont have any apples.
Asking and giving information Is/Are there any money/pencils in your
2 about availability bag?

Im going out to get a few things.
Would you like some more? Quantities
Just a little, please.
Talking about amounts and How many/much tomatoes/fruit do you Food
wants want?
We dont have much/ a lot of fruit. Personal Habits
I dont have much furniture.
Exchanging information about I have a lot of/some money in my
personal habits wallet.
How many/much videos/beer do you
watch/drink every week?
I drink three cups of coffee every day/
week.
Whats your favourite sandwich/

dessert?
How often do you eat it?
My favourite soup is mushroom soup.
Talking about favourite dishes It has/I put onions, rice, cheese, etc.
and recipes How do you prepare it? Favourite Meals
First, mix the dry ingredients. Then
3 Identifying ingredients
Writing recipe instructions

beat the eggs. Next, blend the flour
and egg mixture.
Do you ever eat breakfast in bed?
Ingredients & Recipes
Typical & Favourite

What is a healthy breakfast? Breakfasts
Talking and reading about In Mexico, one of our favourite
typical breakfasts breakfasts is called huevos rancheros.
Chocolate beverages are often
flavoured with spices.
Its a pancake that is filled with spiced
meat and vegetables.
Marsha usually rides her bicycle to

work.
This morning, shes taking the bus.
These days, Im drinking coffee.
Im having a fantastic time.
Every day, I have breakfast by the pool.
We are taking a lot of photos with
Talking about habits and our new camera. Time Expressions
actions in progress You look tired.
Im tasting the sauce. It tastes good.
4
Writing about a vacation What are you going to do this Weekend & Vacation
weekend? Activities
Expressingstativemeaning Im going to go hiking.
What is the weather going to be like Sense Verbs
Exchanginginformationon tomorrow?
weekend & vacation plans When are you leaving on your trip? Future Plans, Intentions &
How are you getting there? Arrangements
Making arrangements to Were taking the mini-van.
meet someone Were meeting some friends for
dinner this evening.
On Saturday, shes watching the play-
off game.
Are you doing anything at four on
Saturday?
Thats not a good time for me.
Could we make that four-thirty?
How often do you eat out for lunch?

I eat out once/twice a week/a month.
Asking and answering How Their food is awful.
often questions Their spring rolls are delicious.
Their wraps are wonderful / out of
5
Stating opinions about this world.
restaurants I cant stand American food. Eating Out
I find Mexican food very spicy.
Expressing likes and Im not crazy about sushi. Fast Food & Junk Food
dislikes about different I think French food is bland.
kinds of cuisines Are you ready to order? Restaurant Food
What would you like to order?
Ordering food in a Will you have rice or French fries with Restaurant Review
restaurant that?
Ill have a Greek salad, please.
Reviewing a restaurant Id like a glass of red wine, please.
Would you care for a dessert?
No, thank you. That will be all.
What are you wearing today?

Im wearing wool pants and a jacket.
The jacket is made of rayon.
How much is/are the tank top/pants?
Thats too much/expensive.
Thats a good buy/deal.
What do you wear when you want to
dress up?
6
Describing clothing I like to wear jewellery.
I enjoy shopping.
Asking about prices and Id rather shop on-line.
responding I cant stand wearing high heels.
Do you prefer to dress up or dress
Talking about personal style down? Shopping for Clothing
Ill get you some water.
Expressing preferences Ill turn up the heat.
Which one do you like better? Shopping Preferences
Offering to do something for I prefer the silk one. It looks more
someone attractive than the cotton one.
Itll be easier to wash. Consumer Items
Making comparisons Would you like to try it on?
Ill take it.
Talking about how something Just looking for the moment, thanks.
fits How does it fit/look/feel?
Theyre too loose/not big enough.
Bartering personal items It looks great/fine/fantastic.
Id like a refund, please.
Montreal is colder than Miami.
This dress is more casual than that one.
Do you have a digital camera?
Would you trade your camera for my
bicycle?
My camera is more valuable than your
bicycle.
Im looking for a better deal.
Lessons

Lesson 1. Whats for dinner?
Lesson 2. Count or Non-Count?
Lesson 3. What are the ingredients?
Lesson 4. From Present to future
Lesson 5. Eating Out
Lesson 6. Was it a good buy?

Lesson 1
Whats for dinner?
Speaking & Writing
1.A Whats the food
How many of these foods can you name?
1. 2. 3. 4.
5. 6. 7. 8.
9. 10. 11. 12.
13. 14. 15. 16.
17. 18. 19. 20.
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Lesson 1
Whats for dinner?
Speaking & Writing
1. Whats the food
This activity introduces the vocabulary of food items and practices this activity in a classification exercise.
1.A Have the class brainstorm to see how many of the items the students can identify with their names in
English. Assist with pronunciation where necessary.
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21. 22. 23. 24.
25. 26. 27. 28.
29. 30. 31. 32.
33. 34. 35. 36.
37. 38. 39. 40.
41. 42. 43. 44.
45. 46. 47.
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1.B Pair Work
Now match each picture with the correct word from the list below.
apple ______ sweet potato ______

orange ______ yoghurt ______
banana ______ steak ______
grapes ______ fish ______
strawberries ______ chicken ______
kiwi ______ hamburger ______
lemon ______ ham ______
grapefruit ______ bacon ______
lettuce ______ pork chop ______
avocado ______ shrimp ______
tomato ______ bread (loaf) ______
cucumber ______ pasta ______
broccoli ______ rice ______
cauliflower ______ flour ______
carrot ______ cake ______
potato ______ pie ______
corn-on-the-cob ______ donut ______
onion ______ muffin ______
pepper ______ cookies ______
cheese ______ popcorn ______
milk ______ cereal ______
butter ______ juice ______
eggs ______ tuna ______
garlic ______
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1.B In pairs, students match the remaining images with the corresponding words from the box.
Answers: sweet potato - 38

yoghurt - 17
apple - 24 steak - 43
orange - 16 fish - 3
banana - 27 chicken - 31
grapes - 44 hamburger - 36
strawberries - 45 ham - 25
kiwi - 2 bacon - 8
lemon - 22 pork chop - 23
grapefruit - 26 shrimp - 20
lettuce - 6 bread (loaf) - 47
avocado - 12 pasta - 41
tomato - 14 rice - 32
cucumber - 30 flour - 34
broccoli - 7 cake - 33
cauliflower - 30 pie - 21
carrot - 40 donut - 1
potato - 15 muffin - 28
corn-on-the-cob - 46 cookies - 9
onion - 29 popcorn - 4
pepper - 42 cereal - 5
cheese - 35 juice - 39
milk - 13 tuna - 37
butter - 10
eggs - 19
garlic - 18
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1.C Categories
1. Classify the foods above according to the categories below.

2. Add any other foods you think are important!
1 2 3 4 5 6 7
Food that Food that Food that Food that Food that Food Favourite
is green is orange comes I ate this is healthy that is food
or yellow from week fattening
animals
1.D 1. Compare your lists (5, 6, and 7) with your partners lists.
2. What were the important differences?
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1.C Individually, students classify the words into the categories indicated. Some food items will appear in more
than one category.
Answers will vary, which will provide the basis for the speaking exercise that follows.
1.D
In pairs, or groups, have student identify points of similarity and difference in the way they classified the
food items. There should be plenty of food for discussion in categories 4, 5, 6, and 7. Briefly question
the class as a whole to see if there is a consensus on any of the foods as belonging to a particular
category.
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Listening & Reading
2.A Read the questions your teacher gives you.

Listen to the conversation and answer the questions.
Then read the text of the conversation below as you listen again.
Complete exercises B, C, and D below.
Do we have any tasty leftovers?
Sandra and Tom decide to go on a picnic.
Sandy: What a beautiful day! Why dont we go for a picnic at the lake this afternoon?
Tom: Good idea. Its perfect weather for a picnic. What could we bring with us to eat?
Sandy: Well, nothing complicated. Lets keep it simple a few sandwiches and some fruit. Do we have any tasty
leftovers we can take?
Tom: Hmn . . .Lets see. Theres some of that yummy chocolate cake left over from my birthday on Friday. Theres
also some barbecued chicken from dinner yesterday. Shall we take that?
Sandy: Sure. Theres also some cheese, a few ripe tomatoes, and a little mayonnaise in the fridge, but we dont
have any mustard or lettuce. What else do we need? Ill run over to the store and pick up a few things.
Tom: Is there any fresh bread?
Sandy: Theres a loaf of fresh sourdough bread in the breadbox.
Tom: What about getting some cold cuts - and a couple of cucumbers. Also, could you pick up some beer as
well?
Sandy: Umm, OK. Ill get a bunch of grapes and a few peaches, too. Theyre cheap right now. Can you think of
anything else?
Tom: No. I think thats it.
Sandy: While Im out, why dont you call Amy and Fred and see if theyd like to come with us? Oh, and another
thing if were going to drink beer, .
Tom: Yeah, I know what youre thinking Who is going to do the driving on the way back? (sound of door closing)
A little later,
Sandy: (sound of door opening) Im back! I got everything we need.
So, are Amy and Fred coming?
Tom: Yes, they are. And guess what? Amy doesnt drink beer,
so she offered to drive on the way back! Were picking them up
at eleven.
Sandy: Cool! Lets make the sandwiches, get out the cooler,
and hit the road!
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Listening & Reading
2. This activity presents vocabulary and expressions used in the context of planning a picnic meal and outing.
2.A Write the comprehension questions below on the blackboard or on an overhead transparency for
students to read before listening. Students listen to the dialogue a couple of times with books closed.
After the 1st or 2nd play, have them answer the questions orally (short answers).
1. What are Sandy and Tom planning to do?

2. Who is going to buy some things at the store?
3. How many people are going on the picnic?
4. Are they going in two cars?
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2.B True or False?
1. Sandy and Tom dont have any leftovers.

2. Sandy is going out to buy some bread.
3. They need some lettuce for the sandwiches.
4. Tom wants to drink some beer.
5. Sandy doesnt like beer.
6. Sandy is going to drive on the way back.
2.C Match
1. Do we have any tasty leftovers we can take? a) Sure.
2. Can you think of anything else? b) Hmm, lets see.
3. Could you pick up some beer as well? c) Yes, they are.
4. Shall we take that? d) No, I think thats it.
5. So, are Amy and Fred coming? e) Um, OK.

2.D Match each expression with its meaning *

1. run over to a) take on as a passenger
2. pick up a few things b) food that remains uneaten at the end of a meal
3. get something out c) go out on a short errand
4. on the way back d) buy something
5. leftovers e) on the return trip
6. pick someone up f) retrieve something from the place where its
usually kept
* Use the glossary if you need help
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2.B Play the dialogue again while s
matching exercises on their o
Answers:

1. F
2. F
3. T
4. T
5. F
6. F
2.C 1. b
2. d
3. e
4. a
5. c
2.D 1. c
2. d
3. f
4. e
5. b
5. a
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Listening & Vocabulary
3.A Listen to the statements and write down the number of the picture corresponding to each statement
students read the text. Then have them complete the True or False? and
own. 1. 2. 3.
_______ _______ _______
4. 5. 6.
_______ _______ _______
7. 8. 9.
_______ _______ _______
10. 11. 12.
_______ _______ _______
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3. This activity introduces and practices the vocabulary used to quantify non-count nouns (before explicit
introduction of count / non-count nouns in Lesson 2).
3.A Have students identify orally the correct word for each food item in the pictures (juice, yoghurt, milk,
crackers, oil, cheese, potatoes, bread, pie, pizza, jam, salmon). Play the audio-script, item by item, allowing
sufficient time between items for students to find the answer. Check answers with the class.
Answers:
a) 10
b) 6
c) 7
d) 8
e) 9
f) 5
g) 11
h) 12
i) 2
j) 3
k) 1
l) 4
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3.B Complete the sentences with the appropriate expression from the boxes.
d box e loaf carton

poun piec
can slice g bot

er ba
lit
re contain tle
jar
a) Ill have a ________ of pizza, please.

b) Ill take a _______ of cheddar cheese, please.
c) Could you buy a ______ of potatoes on your way home?
d) Id like a _________ of whole wheat bread.
e) Would you like another ______ of blueberry pie?
f) Ill get a _______ of olive oil.
g) We also need a _______ of jam.
h) Give me a _______of salmon, please.
i) Can I take this ________ of yoghurt for my lunch?
j) Dont forget to buy a ________ of milk.
k) Could you get a _________ of juice as well?
l) What about getting a _______ of crackers to go with the cheese?
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3.B Students can do this exercise in pairs by referring to their answers to exercise A.
3.B Audio-script:
a) Ill have a slice of pizza, please.

b) Ill take a pound of cheddar cheese, please.
c) Could you buy a bag of potatoes on your way home?
d) Id like a loaf of whole wheat bread.
e) Would you like another piece of blueberry pie?
f) Ill get a bottle of olive oil.
g) We also need a jar of jam.
h) Give me a can of salmon, please.
i) Can I take this container of yoghurt for my lunch?
j) Dont forget to buy a litre of milk.
k) Could you get a carton of juice as well?
l) What about getting a box of crackers to go with the cheese?
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Writing
4. How much do these items cost?

Write two descriptions for each picture.
Is the subject singular (costs) or plural (cost)?
Examples:

Eggs cost $1.75 a dozen. Chicken costs $2.50 a kilo.
A dozen eggs costs $1.75. A kilo of chicken costs $2.50.
1. ($12.) 2. ($0.99)

3. ($1.80) 4. ($5.50)

5. ($1.35) 6. ($1.20)

7. ($2.75) 8. ($3.75)

9. ($1.95) 10. ($1.65)

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Writing
4. This activity practices the use of the verb forms cost and costs, reviewing subject verb agreement in the
context of food containers and quantity words.
1. Go over the examples first, pointing out the cost/costs contrast.
2. Then have students write two sentences for each picture, following the examples. Have students
read out their answers, drawing their attention to correct use of the singular and plural forms of the
verb.
Answers:
1. - A bottle of wine costs $12.

- Wine costs $12 a bottle.

2. - A bag of chips costs $ .99.
- Chips cost $ .99 a bag.

3. - A jar of olives costs $1.80.
- Olives cost $1.80 a jar.

4. - Coffee costs $5.50 a pound.
- A pound of coffee costs $5.50.

5. - A litre of milk costs $1.35.
- Milk costs $1.35 a litre.

6. - A can of tuna costs $1.20.
- Tuna costs $1.20 a can.
7. - A box of cereal costs $2.75.

- Cereal costs $2.75 a box.
8. - A piece of cake costs $3.75.

- Cake costs $3.75 a piece.
9. - A loaf of bread costs $1.95.

- Bread costs $1.95 a loaf.
10. - A bunch of grapes costs $1.65.

- Grapes cost $1.65 a bunch.
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Speaking
5. Pair Work
Student A
You are a customer in a small grocery store.

1. Ask for the items on the shopping list your teacher gives you.
2. Check the items that are available.
3. Look at the example below.
Student B
You are the owner of a small grocery store.

1. Your teacher will give you a list of items available in your store.
2. Reply to Student As requests.
3. Look at the example below.
Example:
A: Do you have any _________?
B: Sorry. We dont have any left. OR Yes, we do. How much/many would you like?
A: Id like ____________ please.
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Speaking
5. This activity introduces the use of any in questions and negative statements in the context of a grocery
store dialogue.
1. Put a list of three or four food items on the blackboard. Use the items to practice the exchange
provided in the example.
2. Make sufficient copies of the two lists below for each pair of students. They should not show their
lists to their partner.
3. Have students do the role-play, monitoring their performance.
LIST A LIST B
- 8 seedless oranges Butter*

- pound of butter Mozzarella*
- a loaf of sliced whole-wheat bread Plums*
- 500 gms of mozzarella Seedless oranges*
- 2 lbs of plums Whole wheat bread
- a jar of apricot jam Eggs*
- a dozen brown eggs Apricot jam
(*available items)
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Speaking, Litening & Writing
6.A Look over the advertisement for the weekly specials at Moblaws Grocery.
Discuss any unfamiliar words with your classmates and your teacher.
MOBLAWS WEEKLY SPECIALS
Vegetable Section Meat Section Fish & Seafood

Tomatoes $1.89/k
Fresh leg of lamb $8.90/k salmon steaks $6.50/lb
Spinach $1.39/package
Chicken legs $2.69/k red snapper filets $5.35/lb
Boston lettuce $ .79/head
Pork chops $5.25/k jumbo shrimp $8.90/lb
Green peppers $1.25/lb
Roast beef $9.95/k PEI scallops $7.65/lb
Asparagus $2.75/bunch
Butternut squash $1.68/k
Corn-on-the-cob $3.50/dozen
Red potatoes $3.25/5k bag
Fruit Section Dairy Section Baked Goods

Royal Gala apples $1.19/lb
Jerrys Ice Cream $3.25/half-litre Oven-fresh country loaf $1.65
red plums $1.49/lb
Quebec Brie cheese $10.50/lb Fresh strawberry & rhubarb pie $3.55
Muscat grapes $1.29/lb
Star yoghurt, $0.85/each Blueberry cheescake $4.50
mangoes $ .99/each
all flavours Carrot cake $2.75
cantaloupe $1.95/each
BC blackberries $1.99/half-pint
Ontario peaches $ 4./basket
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Speaking, Litening & Writing
6. This activity practices food vocabulary and the expression of dollar amounts in the context of meal
planning and budgeting.
6.A 1. Have students look over the advertisement in pairs, discussing and looking up unfamiliar words.
2. Verify understanding of lb., pint, each, half, baked.
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6.B Listen to the conversation. Listen for the dollar amounts. Which expression do you hear, a or b?
Listen to the conversation.

Listen for the dollar amounts. ounts
gD ollar Am
Expressin
Which expression do you hear, a or b?
e a kilo.
d o ll a r e ighty-nin
1. a) two sixty-nine are a a kilo.
Tomatoes hty-nine s a kilo.
b) two dollars sixty-nine e s a re o n e e ig
ig h t y - n ine cent
Tomato e
llar and

a to e s a re one/a do
Tom
2. a) five dollars and fifty cents
ozen.
b) five fifty b is t h re e fifty a d y cents a
dozen.
n -t h e -c o a n d fi ft
Corn-o e dollars
-o n -t h e -c ob is thre
3. a) four fifty Corn
b) four dollars fifty ead.
t y - n in e cents a h
seven
Lettuce is
4. a) a dollar twenty-nine
b) one dollar and twenty-nine cents
A: What do you want for dinner tonight?

B: Why dont we have chicken on the barbecue?
A: How much is it?
B: Moblaws has chicken legs on special at $2.69 a kilo.
A: O.K. We need a couple of kilos. Thats about $5.50.
B: What kind of vegetable do you want with that?
A: Lets have corn-on-the-cob and a salad.
B: Thats another $4.50 or so. What about dessert?
A: Lets see..We could have cantaloupe and yoghurt, or
pie and ice cream, or
B: Hmm, how about brie with some grapes?
A: How much are the grapes?
B: Theyre $1.29 a pound.
A: What about blueberry cheesecake, or a fruit salad?
B: OK. What kind of fruit?
A: Oh, lets just decide at the store. All this talk about
food is making me hungry!
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6.B
1. Go over the examples and have individual students practice orally stating the price of items from the
advertisement in different ways, by asking them how much different items are.
2. Explain to the class that they will hear a conversation in which two people are planning a meal, and that
they are to listen for the dollar amounts.
3. Play the audio-script once, or twice if necessary, while students listen for the answers.
Audio:
A: What do you want for dinner tonight?

B: Why dont we have chicken on the barbecue?
A: How much is it?
B: Moblaws has chicken legs on special at $2.69 (two dollars sixty-nine) a kilo.
A: O.K. We need a couple of kilos. Thats about $5.50 (five-fifty).
B: What kind of vegetable do you want with that?
A: Lets have corn-on-the-cob and a salad.
B: Thats another $4.50 (four-fifty) or so. What about dessert?
A: Lets see..We could have cantaloupe and yoghurt, or pie and ice cream, or
B: Hmm, how about brie with some grapes?
A: How much are the grapes?
B: Theyre $1.29 (one dollar and twenty-nine cents)a pound.
A: What about blueberry cheesecake, or a fruit salad?
B: OK. What kind of fruit?
A: Oh, lets just decide at the store. All this talk about food is making me hungry!
Answers:
1. b
2. b
3. a
4. b
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6.C Pair Work
1. Practice the conversation in B with your

Asking How
partner, choosing your own items to buy. much so mething is:
2. Take turns playing the roles of person A
How much a
and person B. re the apples?
How much is Theyre $.89
3. Create two dinner menus. the roast beef? a pound.
Its $9.75 a ki
4. Choose something from each section. lo.
5. Write down your two complete menus.
6.D
Group Work

Gourmet Meal
1. Work with two or three partners.

2. Prepare a special occasion dinner menu for ten guests.
3. Include three or four courses.
4. Set a total budget for the meal.
5. Make a grocery list indicating the quantity and the cost for each item.
6. Use supermarket circulars/flyers to determine the costs.
7. Present your menu to the class.
8. Use your imagination!
Page 24
6.C
1. Have students practice the conversation in B in pairs, for the purpose of creating two different dinner
menus, using the advertisement items and prices.
2. Have them take turns playing the two roles. Each pair should write down their menus. When they have
finished, have students read out one of their menus to the class.
6.D 1. Put students in groups of three or four for this part of the activity.
2. Bring several supermarket circulars to class, or have the students bring their own.
3. Tell them they are going to plan a gourmet meal for ten, using the flyers to determine the prices. Set a
budget for all the groups, or have each group determine their own spending limit. Each group should
produce a grocery list with items, quantities, and dollar amounts.
4. Have the groups write up their menus on large sheets of paper to be displayed around the classroom.
A member or members from each group can present the menus to the class.
Page T 24
Lesson 2
Count or Non-Count?
Grammar
1.A Some & Any
1. Count nouns: Refer to things and people that can be counted. They can be singular
or plural.

I ate an apple. He ate two apples.
2. Non-count nouns: Refer to things that cannot be counted.

Do not put a or an or a number before a non-count noun.

He likes apple juice.
Non-count nouns have no plural form.

He drank some apple juice.
3. Some Use some with plural count nouns and non-count nouns in
affirmative statements.

I bought some apples. I bought some juice.
Any Use any with plural count nouns and non-count nouns in questions
and negative statements.
Do we have any juice? Do we have any apples?
We dont have any apples. We dont have any juice.
Page 25
Lesson 2
Count or Non-Count?
Grammar
1. This grammar activity introduces some and any with count and non-count nouns and provides a list of
common non-count nouns.
1.A Go over the grammar explanations with the class. Emphasize that non-count nouns are singular
grammatically.
Page T 25
1. B Some non-count nouns
Information food coffee butter clothing bread

cake ice cream homework cheese soup broccoli
furniture rice meat popcorn traffic flour
spinach jam advice fruit fish ketchup
equipment sugar pasta juice luggage milk
cereal
Speaking
r verb.
ways take a singula
Non-count nouns al toes are cheap.
2. Using a/an or any nsive this week, but toma
Example : Fruit is expe
noun.
Pair Work before a non-count
Do not use a or an y a table.
1. Ask and answer questions about
ple : I wa nt to loo k at furniture. I need to bu
the items in the list below. Exam
2. Switch roles after number six.
Examples:
Money in your pocket Pencil in the desk
A: Is there any money in your pocket? A: Is there a pencil in the desk?

B: Yes, there is. OR No, there isnt any. B: Yes, there is. OR No, there isnt.
Clothes in the dryer
A: Are there any clothes in the dryer?

B: Yes, there are. OR No, there arent any.
1. cell-phone in your bag (or back pack)

2. furniture in your garage
3. snow on your car
4. dishes in your sink
5. window in your kitchen
6. TV in your bedroom
7. apples on your kitchen counter
8. jam in your cupboard
9. mustard in your refrigerator
10. clock in the classroom
11. luggage in the trunk of your car
12. traffic on your street
Page 26
1. B Have students take turns practicing orally the sample sentences in A by using the food vocabulary with
some and any.
Example:
I ate. . . .. . . . I drank. . . . . . . I bought. . . . . . . I need. . . . .
Do we have.. . . . . ? We dont have. . . . . .
Speaking
2. Using a/an or any
This activity provides oral practice in using singular and plural forms of be with count and non-count
nouns, and in using any and a/an in questions and negative statements.
1. Go over the examples by having students take turns performing the roles of persons A and B.
2. Then have students do the exercise in pairs. Students provide their own answers. Monitor their
production. When all pairs have finished, have each pair perform one dialogue in front of the class.
Page T 26
Writing
3. A Count or Non-Count : a few or a little
A few + count nouns A little + non-count

nouns
a few apples a little cheese

a few eggs a little chicken
3. B Complete the note with a few or a little
Jenny,
Im just going out to the store to get ___1____ things for supper. Im making lasagna and a vegetable
salad tonight. There are only ___2___ lasagna noodles and fresh veggies left. Also, theres only ___3___
olive oil and ____4____ parmesan cheese. We need ____5____ cucumbers and mushrooms too.
What do you say to ____6____ ice cream for dessert?
Be back in a jiffy !
Mark
3. C You are making dinner for your roommate, spouse, or girlfriend this evening. Write a note saying what
you are going to buy.
Page 27
Writing
3. This activity introduces and practices the written use of a few and a little with count and non-count nouns.
3.A
Go over the examples in the box. Then verify comprehension by writing other food items (or other
vocabulary items) on the blackboard and having students combine them (in writing or orally) with a few
or a little.
3.B Students do the exercise individually.
1. Have them write out the whole sentences.
2. Verify by having students read the completed sentences aloud.
Answers:
1. a few
2. a few
3. a little
4. a little
5. a few
6. a little
3.C Have students write their own note with their own ideas, using B as a guide only. Have them read out
their notes when finished.
Page T 27
Listening
4. Listen to the short dialogues.

Are they talking about picture A or picture B?
1. A B
green beans bread
2. A B
cake muffins
3. A B
cheese cookies
4. A B
lemonade croissants
Page 28
Listening
4. This listening activity practices identifying count and non-count nouns using pictures and verbal clues.
Play the tape, repeating dialogues if necessary, to give students time to respond by writing down the answer ,
A or B, for each dialogue.
Answers:
1. A
2. A
3. A
4. A
5. A
6. B
7. A
8. B
Optional:
Provide copies of the audio-script to students.
Audio:
1. A: Would you like some more?

B: Yes, please, but just a few.
2. A: I made it this morning. Would you like a little?
B: Yes, please.
3. A: Would you like some more?
B: Yes, please, but not too much, just a little.
4. A: This is delicious!
B: Im glad you like it. I just made it.
5. A: How many did you eat?
B: I ate too many!
6. A: These are really sweet and juicy.
B: Arent they? I bought them this morning.
7. A: Do you want some of these?
B: Just a few. Too many are bad for my health.
8. A: Not too much, please. Im not crazy about it.
B: But its so good for you!
Page T 28
5. A B
cherries spaghetti
6. A B
juice apples
7. A B
french fries ice cream

8. A B
grapes yoghurt
Page 29
Page T 29
Writing
5. Count nouns/Non-count nouns
COUNT NOUNS NON-COUNT NOUNS
Some
Some tomatoes Some fruit
A lot of
A lot of tomatoes A lot of fruit
How many How much

How many tomatoes. . .? How much fruit. . . ?
Many Much
We dont have many tomatoes. We dont have much fruit.
5. A Combine the words in the boxes with the sentences below.

Create as many sentences as possible.
many two
some any
a/an of
a lot
h
a little
a fe
w one muc
1. I need sugar.
2. Do you need oranges?
3. I dont want sugar.
4. He doesnt need oranges.
5. Do you need sugar?
6. They want pears.
Page 30
Writing
5.
This activity provides further written practice with count and non-count nouns, contrasting the use of
much and many.
5.A Go over the use of much and many with count and non-count nouns. Point out that much is not usually
used in affirmative statements, but more often in questions and negative statements.
Have students create as many appropriate sentences as possible by combining the words in the box with
the sentence frames. Twenty-five combinations are possible. Tell students to award themselves one point
for each correct sentence.
Answers:
1. some a lot of a little

2. any a few many a lot of two
3. any a lot of much
4. any many a lot of two
5. any a lot of a little some
6. some two a lot of many a few
Page T 30
5.B Write a statement about each of the items in column C, using the appropriate words from A and B.
Use each expression from B at least once.
A B C
I have a little pizza in my refrigerator

a few information about the bus schedule
alot of ice cream in the freezer
some furniture in the basement
friends in this town
chocolate in the cupboard
problems learning English
gum in my pocket
cigarettes in my house
I dont have any gas in my car
much money in my wallet
many clothes in my closet
magazines on the coffee table
Speaking
6. Pair work
Exchange information with your partner on the topics below. Use much with non-count nouns and many
with count nouns.
1. How ____________ animals do you have in your house?

2. How ____________ money did you bring with you today?
3. How ____________ snow fell in your home-town last year?
4. How ____________ gas do you put in your car every week?
5. How ____________ children do you have?
6. How ____________ sugar do you put in your coffee? In your tea?
7. How ____________ information did you get from the internet last week?
8. How ____________ TV programs do you watch every day?
9. How ____________ times a day do you use your cell-phone?
10. How ____________ cheese do you eat every week?
11. How ____________ pairs of jeans do you own?
12. How ____________ luggage are you taking on your next vacation?
Page 31
5.B
Students are to write a true (as much as possible) statement about each of the items in column C, using
each of the expressions in B at least once.
After completing the exercise, each student should read aloud a couple of his/her answers, to check for
correctness.
Speaking
6. This activity practices How much and how many questions.
Students ask each other information questions on the topics in the exercise.
1. Have them switch roles after number 6.
2. After they have finished, go over the answers quickly. You may then wish to have the students take turns
interviewing you using the exercise questions.
Answers:
1. many
2. much
3. much
4. much
5. many
6. much
7. much
8. many
9. many
10. much
11. many
12. much
Page T 31
Writing & Speaking
7.A Using a quantity word to specify the amount of a non-count noun.
Quantity Word/Non-Count noun
Quantity Word Non-Count Noun
a piece of advice
two pieces of luggage
a loaf of bread
one package of cereal
two glasses of milk
a half kilo of cheese
7.B Complete the conversation. Write questions using How much or How many.
A: Are you going to the store?

B: Yes, do you want me to get anything?
A: Yes, could you get a few things? Id like some bran muffins.
B: 1 ?
A: A package of six. And I need some plain yogurt, too.
B: 2 ?
A: A large container. Also, I want some navel oranges.
B: 3 ?
A: A dozen or so.
B: Do you want any ice cream?
A: No, I have some ice cream.
B: 4 ?
A: Theres still quite a lot in the freezer. But I need some seedless grapes.
B: 5 ?
A: A couple of bunches. Oh, and I want some sesame bagels, too.
B: 6 ?
A: Just get four. And just one other thing. Im dying for some dark chocolate!
B: 7 ?
A: A big bar of good Swiss chocolate.
B: Is that all? No cheese? Bread? Cookies?
A: No, I have plenty. Here, take some money.
B: I have enough.
A: 8 ?
B: About twenty-five dollars.
A: Heres another ten.
Page 32
Writing & Speaking
7. This activity practices the use of quantifying words and questions with How much and How many in both
written and spoken expression.
7.A 1. Have students look over the words used to quantify non-count nouns.
2. Then have them suggest orally other non-count nouns that can be used with each of the quantity words.

Example:
two pieces of ham, a glass of wine, etc.
You may wish to write their suggestions on the blackboard.
7.B Students complete the conversation by writing down the missing questions, in pairs or individually.
Do the first one with the class to provide an example, if necessary.
Answers:
1. How many would you like/do you want?

2. How much do you need?
3. How many do you want?
4. How much do you have?
5. How much do you need?
6. How many do you want?
7. How much do you want?
8. How much do you have?
Page T 32
7.C
Pair Work
Each partner makes an individual grocery list.
Indicate how much or how many of each item you want or need.
Using your lists, practice the conversation in B.
Take turns playing the roles.
Write down what your partner wants from the store.
7.D Some nouns can be both count and non-count.
Example:
Could you get some coffee at the store? (non-count)
They have coffees from all over the world. (count)
Are the underlined words below used as count or non-count nouns?
1. Could you bring me some cake please?

2. There are many different cakes here.
3. How many cheeses are there in this store?
4. Id like a little cheese, please.
5. He has a gorgeous head of hair.
6. There are some hairs in the sink!
7. Ill have a glass of water.
8. These beads are made of glass.
9. Please turn off the light.
10. There is not enough light in here.
Page 33
7.C Instruct the students to make a grocery list of eight or so items, indicating quantities. Students then use
their lists to practice the conversation in the previous exercise. They should not show their lists to their
partners. Each student writes down what his/her partner wants from the store.
7.D Answers:

1. non-count
2. count
3. count
4. non-count
5. non-count
6. count
7. count
8. non-count
9. count
10. non-count
Page T 33
Speaking & Writing
8.A Pair Work

Ask each other How many or How much questions by combining the nouns with the appropriate verbs in
the boxes below.
Nouns Verbs
e-mails see
exercise eat
soap operas drink
sushi watch
How many chocolate get every day?
snacks have
money do
newspapers do you spend
friends send
coffee read
How much sleep buy every
DVDs week?
beer
wine
music videos
sports programmes
8.B Pair work

Add one other noun and one other verb to the list. Then write two additional questions to ask your
other classmates.
8.C Write the following sentences, using the correct word or words. Then modify the statements so that
they are true for you.
1. I dont eat much/many vegetables.

2. I eat a few/a lot of fruit.
3. I drink too much/many soda pop.
4. I eat a lot of/a little snacks.
5. I dont drink much/many wine.
Page 34
Speaking & Writing
8. This activity requires students to formulate real questions and answers about lifestyle using count and
non-count nouns in speaking and writing.
8.A Each student should compose eight questions orally for his/her partner to answer, using the words in
the
noun box. Pairs should use each of the nouns and each of the verbs at least once during the exchanges.
After finishing, have each student share one piece of information about his/her partners lifestyle.
8.B Each pair writes two additional questions with a new noun and/or verb to ask another pair of students.
8.C Students can do the first part of the exercise individually or in pairs.
Answers:
1. many
2. a lot of
3. much
4. a lot of
5. much
Give them an example of a modified statement that is true for you.
Example:
I dont eat much fruit.
When they have finished the second part, have students read out some of their modified statements.
Page T 34
Lesson 3
What are the ingredients?
Speaking
1. A Whats your favourite?

Discuss these questions with your classmates.
1. Do you have a favourite

soup?
salad?
sandwich?
meat, poultry or seafood dish?
pizza?
2. What ingredients do you put in your favourite soup, sandwich, etc.?
1. B Group Work
Your teacher will give you a card with a list of ingredients for a specific dish. Do not show your card to
your classmates. Your task is to find out what ingredients are listed on your classmates cards. Take turns
asking questions about each dish. Write down each ingredient correctly guessed.
Example:

Do you need any . . . .? Does it have any . . . .? Is / Are there any . . . .?

Can you guess the names of your classmates dishes?
Page 35
Lesson 3
Speaking
1. In this group speaking activity, students exchange information on ingredients and discuss favourite dishes,
using vocabulary and structures learned in previous lessons. New vocabulary is introduced.
1. A 1. Initiate discussion by talking about one of your favourite dishes and identifying the ingredients.
2. Then form groups of four students for a group discussion about their favourite dishes.
3. Assist groups with vocabulary gaps, writing any new words on the blackboard.
1. B
1. Elicit names of herbs and spices from students and write them on the blackboard. Include those on the
recipe cards: ginger, coriander, basil, parsley, curry, pepper, garlic.
2. Make sufficient copies of the four recipe cards (enlarging if necessary).
3. Give each student in the group one card. Students should not show their cards to the others in their
group. Students take turns in their groups asking questions to identify the ingredients in each others
recipe cards, and write down correct guesses. You can tell the students the four types of dishes on the
cards (a salad, a wrap, a rice dish, a soup), then have them ask questions.
OR Students can try to guess the type of dish after asking questions and finding all or most of the
ingredients.
OR Each student tells the others the name of the dish on his/her card before the others ask questions
about the ingredients.
4. Monitor the groups and assist when necessary.
MEDITERRANEAN SALAD MUSHROOM RISOTTO
Broccoli Italian rice

Tomatoes Chicken stock
Red onion Onion
Carrots Mushrooms
Zucchini White wine
Red peppers Parmesan cheese
Fresh lemon juice Parsley
Olive oil pepper
Garlic Fresh basil
pepper
Page T 35
Reading
2.A Read the recipe below. Complete the directions for making pancakes. Use the words in the box.
BLUEBERRY PANCAKES
2 cups flour (all-purpose or whole wheat)

cup wheat germ

4 teaspoons baking powder
teaspoon salt
teaspoon cinnamon
1 cup blueberries (fresh or frozen)
1 teaspoon vanilla extract
2 tablespoons vegetable oil
4 eggs
2 cups milk
2 tablespoons vegetable oil
mix add beat cook blend stir pour heat serve
First, 1 the flour, wheat germ, baking powder, salt, and cinnamon together in a bowl. 2
the dry ingredients well.
Next, 3 the eggs with a whisk in a separate, large bowl. Add the milk, oil and vanilla and 4
well.
Then, 5 the flour mixture gently into the egg mixture. 6 the blueberries.
After that, 7 a little oil and butter in a frying pan. 8 some pancake batter into the pan
and 9 over medium heat for a few minutes.
Then turn the pancake over and briefly cook the other side.
10 with maple syrup and enjoy!

Variation: replace the blueberries with sliced strawberries, bananas, or apples.
Page 36
FAJITAS SPICY SQUASH SOUP
Tortillas Butternut squash

Chicken Onion
Red kidney beans Garlic
Green & red peppers Chicken stock
Hot peppers Carrots
Tomatoes Fresh ginger
Green onions Curry powder
Avocados Orange juice
Sour cream Yogurt
Cheese coriander
Lemon juice
Fresh coriander leaves
Reading
2. This reading activity introduces procedural language for recipes and sequence connectors (first, next,
then, after that).
2.A Students read over the recipe on their own, or you can read the recipe aloud while students read.
1. Clarify the meanings of the words in the box. Students can use the glossary.
2. Have students complete the instructions for the recipe individually; then have them compare their
answers with a partners. Go over the answers.
Note that mix is used twice.
Answers:
First,1 mix the flour, wheat germ, baking powder, salt, and cinnamon together in a bowl. 2 Blend the dry
ingredients well.
Next, 3 beat the eggs with a whisk in a separate, large bowl. Add the milk, oil and vanilla and 4 mix well.
Then, 5 stir the flour mixture gently into the egg mixture. 6 Add the blueberries.
After that,7 heat a little oil and butter in a frying pan. 8 Pour some pancake batter into the pan and 9
cook over medium heat for a few minutes.
Then turn the pancake over and briefly cook the other side. 10 Serve with maple syrup and enjoy!

Variation: replace the blueberries with sliced strawberries, bananas, or apples.
Page T 36
Speaking & Writing
3.A Talk about these questions with your classmates:
How are your pancakes different from the ones in the recipe?
What is your favourite dessert?
How often do you eat it?
Do you buy it or prepare it at home?
How do you prepare it?
3.B Whats the recipe?
Write a recipe for a dessert (cake, pie, cookies, etc.) or a favourite dish. First, write the name of the dish.
Next, write a list of the ingredients.
Page 37
Speaking & Writing
3. In this activity, students practice procedural language in speaking and writing and write their own recipes.
3.A 1. Have students discuss the questions in groups or as a class.
2. Tell them they are going to write a recipe for something they are very familiar with. It should be
something relatively simple.
3.B Students work individually to write their list of ingredients. Assist with vocabulary and check their lists.
Page T 37
3.C How do you make it?
Then, write the directions, step-by-step, for making your dish. See USEFUL VOCABULARY below.
Use the words in the box in your directions:
First next then
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Useful vocabulary
peel slice grate mash chop bake roast fry boil steam
Speaking
4. Talk about these questions with your partner or your classmates.
1. What time do you eat breakfast?

2. Do you eat breakfast at home? If not, where?
3. What do you eat for breakfast?
4. Do you ever skip breakfast?
5. Do you ever go out for brunch on the weekend?
6. Do you ever eat breakfast in bed?
7. Do you make your own breakfast?
8. What kind of breakfast did you eat as a child?
9. In your opinion, what is a healthy breakfast?
10. Is breakfast an important meal for you?
Page 38
3.C Using the recipe in activity 2 as a model, students write their instructions, checking the glossary to look
up the words in the Useful Vocabulary box, if necessary. Monitor and assist when students need help.
Check for clarity. Post the recipes up in the class, or have students exchange their recipes.
Speaking
4.
This activity provides questions for a discussion on the subject of breakfast habits as a warm-up for
activity 5. Have students discuss the questions in a group, or as a whole class discussion.
Page T 38
Reading & Writing
5.A Breakfast Around the World

Where in the world would you like to eat breakfast?
Listen to people talking about some typical breakfast foods while you read the text. Then do the
exercises which follow the text.
ME XICO
In Mexico, one of our favourite breakfasts is called

huevos rancheros. This dish is made by spreading
refried beans onto fresh tortillas, then putting a
couple of fried eggs with hot sauce on top. In the
Yucatan, they add chopped ham, peas, and cheese
and call it huevos motuleos. We like to drink T U RKE Y
sweet caf con leche or sometimes coffee with
cinnamon and brown sugar. Chocolate beverages A popular breakfast for us in Turkey is tarhana
are also popular. They are usually thick and soup with fresh bread. Tarhana is a mixture of
frothy, and are often flavoured with spices and crushed wheat and yoghurt made into small
sometimes pine nuts. cakes, which are then dried in the sun. To make
the soup, we cook the tarhana in chicken or meat
broth and add some curd cheese. If we have the
time, a full breakfast includes ekmek, a typical
Turkish bread, served with fruit preserves, honey,
boiled eggs, black olives, cucumbers, tomatoes,
I NDIA and sheep milk cheese. Then theres our famous
Turkish coffee, which is made by boiling very
In India, a typical breakfast dish is khichri, which fine coffee grounds in water with sugar and
is made with a mixture of rice, lentils, and spices. sometimes, spices. It is served black, in tiny cups.
Another popular breakfast food is eggs scrambled
with spices, potatoes, and onions. In southern
India you can eat apam, a delicious rice pancake,
similar to a crepe, that is filled with spiced meat
or potatoes and vegetables. We also like to eat
puttu, which is a steamed rice and coconut dish,
served with bananas and milk, and idli, a steamed
warm rice cake. Spiced tea is the beverage of
choice in most of India, but in the south, we prefer
coffee.
Page 39
Reading & Writing
5. In this activity, students practice reading while listening to a text about typical breakfasts in different
countries. The text reinforces vocabulary already introduced and includes some new vocabulary.
Comprehension and writing exercises related to the text follow the reading section.
5.A
Students read the text while listening. They may wish to do a second, silent reading. Point out that
it is not necessary for students to understand every word in order for them to do the exercises that
follow.
Page T 39
S WI TZ ERLAND
In Switzerland, we love to eat muesli in the

morning. Usually, muesli is a combination of
rolled oats, nuts, and fresh and dried fruits, which
is served with milk or yoghurt. Our national
dish, Rsti potatoes, is another favourite Swiss
breakfast choice. This dish consists of potatoes
that are first boiled, then grated and fried, and
finally grilled and topped with cheese. Sometimes,
breakfast is a hearty meal of eggs, bread with JAP AN
butter and jam, cold meats, and cheese. Coffee
and hot chocolate are the beverages of choice. A traditional Japanese breakfast consists of tea,
steamed rice, and miso soup, which is made from
fermented soy bean paste. These main dishes
are usually served with several other small side
dishes, such as dried fish, eggs, nori seaweed,
and umeboshi, which are pickled plums. These
days, especially in urban areas, many people eat
western-style breakfasts, with toast, juice and eggs.
Coffee has become a very popular breakfast
beverage in Japan.
5.B Are the following statements true or false?
1. In Turkey, they like to put milk in their coffee.

2. Many people in India eat rice pancakes for breakfast
3. Tea is the preferred breakfast beverage in the south of India.
4. Mexicans like to eat eggs with tortillas and hot sauce for breakfast.
5. A traditional Japanese breakfast consists of bread with many side dishes.
6. The most popular breakfast drink in Switzerland is coffee or hot chocolate.
7. In Mexico, they like to put spices in their coffee and chocolate beverages.
8. Rsti potatoes are popular in Turkey.
Page 40
5.B Students can do the exercise in pairs. Go over the answers and see if students can correct the false
statements.
Answers:
1. false
2. true
3. false
4. true
5. false
6. true
7. true
8. false
Page T 40
5.C Pair work
How many words ending in -ed can you find that describe ways to prepare food? Write them down.
(There are about 15.)
Using the information in the reading, write sentences with the following expressions:
- made with/from
- flavoured with
- served with
- filled with
- topped with
5.D Pair Work

Is there any breakfast food or drink that seems to be common to many countries around the world?
Where in the world would you like to eat breakfast?
5.E Think of a memorable breakfast you have had, or your favourite breakfast. Write a description of this
breakfast. Explain what the dish or dishes are made of and how they are served.
Page 41
5.C The possible answers are: refried, fried, flavoured, chopped, crushed, served, scrambled, dried, filled, steamed,
spiced, boiled, grated, grilled, topped, pickled, fermented.
Answers to the second part of the exercise will vary. Possible answers are:
Miso soup is made from fermented soy bean paste.

Apam is a rice pancake filled with spiced meat.
In Mexico, chocolate beverages are often flavoured with spices.
Muesli is served with milk or yoghurt.
Rosti potatoes are topped with cheese.
5.D Have students discuss their responses to the questions in pairs. Then have them share their ideas
with the rest of the class.
5.E Students write a short paragraph describing their favourite or most memorable breakfast. When they
have finished, have them share their descriptions in groups or pairs.
Page T 41
Lesson 4
From Present to Future
Speaking
1. Take turns performing/miming the following actions in front of the class. Take turns playing Students A, B,
C, and D, following the example given below.
Knock on the door Wash your hair

Drive a car Read a book
Clap your hands Hum a tune
Jump up and down Sit on the desk
Wave good-bye Talk to the teacher
Write on the blackboard Laugh loudly
Do a push-up Walk out the door
Touch your toes Put on your jacket
Take off your shoes Comb your hair
Have a nap
Example:
Look out the window.

Student A: goes to the front of the class.
Student B: Please look out the window.
Student C: What is A doing?
Student D: A is looking out the window.
Page 42
Lesson 4
From Present to Future
Speaking
1. This activity reviews the present progressive with a whole class speaking drill.
1. Have students play roles A, B, C, and D successively, so that each student plays a different role with each
item in the box.
2. Model the activity first, using the example.
Page T 42
Grammar
2.A Present Simple/Present Progressive
Present Simple ? OR Present Progressive ?

Habits and repeated actions a) Actions in progress now
We usually eat dinner at six oclock. We are preparing dinner right now.
b) Actions that are temporary, not

habits
This evening we are eating dinner at seven.
Time Expressions Time Expressions
usually never right now

often on the weekends at the moment
sometimes on Saturdays, etc. today
always every day/week/month this week/year/month/evening
rarely once/twice a week/month these days
2.B Pair work

Work with a partner to describe what is happening in each picture. Write two sentences for each picture,
as in the example below.
Present Simple AND Present Progressive

Example:

Jerry smokes 25 cigarettes a day.

Is Jerry smoking now?
No. Hes not smoking now.

Hes eating his lunch under a tree.
Page 43
Grammar
2. This activity presents the contrast between the use of the present simple and the use of the present
progressive, and the time expressions associated with each.
The writing component and the pictures aim to enhance students understanding of the difference in
meaning between the two tenses.
2.A Go over the explanation, emphasizing the contrast in meaning between the simple and progressive forms
of the present tense. Use the time expressions to ask the students a few questions about their habits
and activities.
2.B
1. Go over the example with the students; then have them do the activity in pairs. Each student should
write two sentences for each picture.
2. Display the answers on a transparency, or have students read out their answers.
Answers:
1. No, it isnt raining. The sun is shining.

2. No, he isnt reading the newspaper. Hes sleeping on a bench.
3. No, she isnt. Today, shes taking the bus.
4. No, it isnt. Its raining today in Quebec City.
5. No, she isnt. This evening, shes drinking wine.
6. No, she isnt. The baby is sleeping now.
7. No, hes not. Roger is washing the dishes.
8. No, she isnt. Sandy is fishing this afternoon.
Page T 43
1. It often rains in Vancouver. Is it raining in Vancouver this morning?
2. Every morning, Bob reads the newspaper. Is Bob reading the newspaper this morning?
3. Marsha usually rides her bicycle to work. Is Marsha riding her bicycle to work today?
4. In Quebec City, it snows all the time in the winter. Is it snowing in Quebec City today?
Page 44
Page T 44
5. Barbara drinks coffee every evening. Is Barbara drinking coffee this evening?
6. The baby cries a lot. Is the baby crying now?
7. Roger usually watches TV after dinner. Is Roger watching TV ?
8. Sandy plays tennis on Sunday afternoons. Is Sandy playing tennis this afternoon?
Page 45
Page T 45
Listening
3. Listen to Barry read his postcard.
What is Barry doing at the moment?

What does Barry do every day?
Listen again and complete the postcard with time expressions.
Greetings from paradise, buddy!
What a life! 1 , I have breakfast on

the patio by the pool. Then, I take a long
walk on the beach and go for a swim in the To Buddy,
ocean. 2 , I go into town and do a
little sightseeing and maybe some shopping. 123 First Str eet
Then I 3 meet my new friends at the Montr eal (Quebec)
local watering hole. 4 , Im listening
J2w 2wJ
to some great salsa music and enjoying the
nightlife! As you can guess, Im having a
fantastic time!
Wish you were here!
Barry
Page 46
Listening
3.
This activity practices time expressions with the progressive and simple present in the context of a
postcard.
1. Tell students they are going to listen to Barry reading his postcard, and that they are to listen for his
everyday activities and what he is doing at the moment.
2. Play the tape with books closed.
3. Then ask questions about Barrys activities. Play the tape again if necessary.
4. Then play the tape again and have students fill in the missing time expressions.

Answers:
1. every morning
2. In the afternoon
3. usually
4. At the moment
Audio:
Greetings from paradise, buddy!
What a life! Every morning, I have breakfast on the patio by the pool. Then, I
take a long walk on the beach and go for a swim in the ocean. In the afternoon,
I go into town and do a little sightseeing and maybe some shopping. Then I
usually meet my new friends at the local watering hole. At the moment, Im
listening to some great salsa music and enjoying the nightlife! As you can guess,
Im having a fantastic time!
Wish you were here!
Barry
Page T 46
Reading & Writing
4.A Complete the postcard, using the verbs in brackets. Use the present progressive or the present simple
form.
Dear Chantal,
Pierre and I _____1____(stay) in this hotel in Cancun for ten

days! Its hot and humid, which suits us fine. We ____2_____
(sit) on the terrace and ____3_____(eat) our breakfast at the
moment. The sun ____4_____(shine) brightly and a soft breeze
_____5_____ (blow) in from the ocean. Its heavenly!
Every morning we head for the beach. Then we ____6____
(swim), ____7_____(windsurf ) and ____8_____(snorkel). In the To Chantal,
afternoons we_____9_____(take) a siesta, then ____10____
321 four th avenue
(relax) on the terrace with pina coladas before supper. Its a
hard life but we ____11____ (adapt) to it pretty well! M ontreal (Q uebec)
We____12____(take) a lot of photos with our new digital
camera. Tomorrow we _____13_____ (go) on an excursion to J8z 8z0
the Mayan ruins of Tulum, about an hour from here.
We _____14______ (look) forward to it.
We_____15_____(come) back next Wednesday evening.
See you then!
Love, Susan and Pierre
4.B Write a postcard to a friend about an imaginary or a real vacation. Write about what you are doing,
your everyday activities, and the weather. Try to use some of these time expressions:
Usually every morning

in the afternoon / evening At the moment
right now now
often
Page 47
Reading & Writing
4. This activity provides written practice in using the progressive and simple forms of the present in the
context of postcard writing.
4.A Answers:

1. are staying
2. are sitting
3. eating
4. is shining
5. is blowing
6. swim
7. windsurf
8. snorkel
9. take
10. relax
11. are adapting
12. are taking
13. are going
14. are looking
15. are coming

4.B Have students write a short postcard about vacation activities. Monitor and assist; then have them read
out their postcards or exchange them with a partner, checking that the correct form of the present is
used with the appropriate time expression.
Page T 47
Grammar
5.A Stative or Non Progressive Verbs
These verbs are not usually used in the progressive
want hear know *have need see

believe
own like smell *think cost
love *taste understand sound seem *look
*feel
*These verbs can have stative and active meanings:
a) Stative Meaning b) Active Meaning
You look tired. The cat is looking at the birds.

This sauce tastes good. Im tasting the sauce.
This sweater feels soft. Shes feeling the sweater.
I have a cold. Are you having a good time?
I dont think so. Im thinking about going out for
dinner.
5.B Are the verbs in the sentences below describing actions or states?
Complete the sentences using the present simple or present progressive of the verb. Then place the
main verb in the correct place in the puzzle. What are the mystery words at the center of the puzzle?
Example:
I hope I dont have the flu. Im not feeling well today.
1. This sweatshirt (feel) very soft.

2. The doctor (see) someone at the moment. Can she call you back?
3. Can I call you back? I (have) dinner.
4. Do you think he (enjoy) rap music?
5. We (have) an excellent wood stove in the kitchen.
Page 48
Grammar
5. This activity introduces the notion of stative in contrast to active verbs and the difference in meaning
between the two. The emphasis is on the sense verbs which can be used to express both stative and
active meanings.
5.A Draw students attention to the verbs that can have both stative and active meanings. Go over the
examples. Elicit other examples from the students using these verbs, and write them on the blackboard.
5.B 1. Make a copy of the blank puzzle for each student (without the answers!).
2. Have students do the first part of the exercise.
3. Then have them check their answers with a partner. With a partner, students do the puzzle (placing only
the main verbs in the spaces) and try to find the mystery words.
Answers: (exercise):
1. feels
2. is seeing
3. am having
4. enjoys
5. have
6. are thinking
7. is enjoying
8. tastes
9. am tasting
10. thinks
11. see
12. are looking
Page T 48
6. You look worried. What you (think) about?
7. It looks like everyone (enjoy) the party.
8. This chicken (taste) a little strange.
9. Is the soup ready? Yes, I (taste) it to see if it needs more salt.
10. She (think) its a very good movie.
11. I (see) what you mean.
12. They are away this week, so the grandparents (look) after the children.
* Mystery Words
Page 49
Puzzle:
Answers:

having
thinking
tasting
enjoying
looking
seeing
see
thinks
have
tastes
feels
enjoys

Mystery Words: actions states
Page T 49
Listening
6. Listen to the conversation about plans for the weekend.

Listen again and complete the information in the text below.

A: What are you going to do 1 ?
B: Im not sure. I want to go hiking, but the forecast says its going 2 .
A: Really? According to the Weather Channel, its going 3 .
B: Well, if its sunny, Im going 4 .
A: What if it rains?
B: Im going 5 at the gym, or go shopping with my boyfriend!
Grammar
7.A Going To
Using GOING TO to talk about the future
Form : Be + going to + verb
It is going to rain.
Affirmative & Negative
I am
He/she/it is (not) going to leave this weekend.
We/they/you are
Questions
Am I
Is he/she/it going to leave this weekend?
Are we/they/you
Page 50
Listening
6. This listening activity presents going to in the context of weekend plans.
1. Play the conversation once for general understanding. Ask the students what the conversation is about.
2. Then play the tape again and have students complete the conversation.
Answers:
A: What are you going to do this weekend?

B: Im not sure. I want to go hiking, but the forecast says its going to rain.
A: Really? According to the Weather Channel, its going to be sunny.
B: Well, if its sunny, Im going to go hiking.
A: What if it rains?
B: Im going to work out at the gym, or go shopping with my boyfriend!
Grammar
7. This activity presents the form and the use of going to to talk about the future.
7.A Go over the forms and word order of going to in the affirmative and negative, and in questions.
Page T 50
7.B When do we use Going To
1. To talk about plans for the future made before speaking:
A: What are you going to do this weekend?

B: Im going to visit my sister in Toronto. ( = I intend to )
2. To predict the future, using information we know now:
A: What is the weather going to be like tomorrow?

B: The forecast says its going to rain.
Speaking
8. Practice the conversation in activity 6 with your partner. You can use the following activities and weather
conditions, or use your own ideas. Switch roles halfway.

Activities Weather Conditions

Do gardening be cloudy
Go snowshoeing be very cold

Go skiing snow
Have a picnic at the beach be warm and sunny
Go to the botanical gardens be hot and humid

Go cycling be very windy
Go windsurfing rain
Go snowboarding
Go swimming
Page 51
7.B Ask the students questions about what they are going to do tomorrow, on the weekend, next Sunday, etc.
and what the weather is going to be like tomorrow, the next day, on the weekend etc.
Speaking
8. This activity practices the use of going to using the conversation in activity 6 as a framework.
1. Put the text (with the five gaps) from activity 6 on a transparency for the students to refer to.
2. Have the students practice the conversation in pairs. Have them switch roles, or switch partners at
least once. Encourage them to come up with their own activities and weather conditions, and have
volunteers perform in front of the class as a wrap-up.
Page T 51
Writing
9. Two people are talking about an upcoming dinner party. Complete the conversation by writing the
questions, using going to.
1. Who / cook

A: Who is going to cook?
B: Jason and I.
2. What / you / make

?
Couscous with vegetables and chicken.
3. What / Jason / make

?
Some appetizers and some chocolate mousse.
4. How long / take / to make everything

?
About three hours.
5. How many people / be there

?
Twelve people.
6. What time / you / eat

?
At around seven.
7. How / serve the meal

?
We are going to serve it buffet-style.
8. How long / guests / stay

?
Who knows?
Page 52
Writing
9. This activity practices writing questions with going to and How long? in the context of a conversation
about an upcoming dinner party.
1. Briefly review information question word order with going to.
2. Then have students complete the exercise. Check answers by having pairs read out the conversation.
Answers:
2. What are you going to make?
3. What is Jason going to make?
4. How long is it going to take to make everything?
5. How many people are going to be there?
6. What time are you going to eat?
7. How are you going to serve the meal?
8. How long are the guests going to stay?
Page T 52
Speaking & Writing
10.A Pair Work

Your partner is going to spend two weeks in Cuba next month. Ask her/him what she/he is going to do
during her/his holiday. (See example)

Use be going to with the verbs below and the words in the box. Change roles after five verbs.

Example:
A: Are you going to rent a car?
B: Yes, I am. OR No, Im not.
Verbs
Sit Go Visit Play Learn Stay Travel Do Rent Eat
- on the beach
- dancing at a disco
- a lot of swimming
- tennis
- in Varadero
- a bicycle
- some Spanish
Cuba (Matanzas) : Children going to school

- a lot of fish
- Havana
- around Cuba
10.B Where are you planning to go on your next vacation?
Find out where your partner is going to go on his/her vacation. Write out five questions asking about the
kinds of things he/she is going to do. Ask your questions. Then tell the class about your partners plans.
Example:
He/She is going to go horseback riding on the beach.
Page 53
Speaking & Writing
10. This activity practices speaking and writing about holiday plans.
10.A
1. Have students work in pairs to request and give information by combining the verbs in the list with the
appropriate activities in the box to create a conversation about a hypothetical holiday in Cuba. They
should use all of the verbs.
2. Monitor the activity and have students switch roles after five verbs.
10.B 1. Ask the students where they are going on their next vacation.
2. Put students in pairs and have students write down five questions to ask their partners about their
planned activities. Each student then asks their questions and takes a few notes about his/her partners
plans.
3. Ask each student to give a brief summary of his/her partners plans.
Page T 53
Listening
11. Listen to Paul ask Jason about his upcoming trip. Then choose the correct completion to the statements.
1. Paul is leaving a) on Saturday. b) on Sunday ____
2. They are going a) hiking b) canoeing ____

3. They are staying a) a week b) ten days. ____
4. They are getting there a) by car b) by canoe ____

5. They are taking a) a canoe b) camping equipment ____
Writing
12.A More Future Talk

We use the Present Progressive to talk about definite future arrangements.
Example:
Im leaving for Ottawa tomorrow morning.

Were meeting some friends for dinner this evening.
Shes going for her interview at three oclock.

Write the questions that correspond to the responses. Use the question words and verbs below.
When stay
Where take
How long go
How go with
Who leave
What get there
1. ________________________________?
This weekend.
2. ________________________________?
To Algonquin Park.
Page 54
Listening
11. This listening activity presents the use of the present progressive for the near future in the context of a
canoe trip.
1. Have students read over the listening questions.
2. Then play the tape once for general understanding.
3. Play it again while students listen for the answers.
Answers:
1. a 2. b 3. b 4. a 5. b
Audio:
Paul: So, when are you leaving on your trip?
Jason: Saturday morning. I can hardly wait.
Paul: Where are you going?
Jason: Were going canoeing in Algonquin Park.
Paul: Lucky you! How long are you staying there?
Jason: Ten days.
Paul: Who are you going with?
Jason: My girlfriend and another couple.
Paul: How are you getting there?
Jason: By car. Were using the mini-van.
Paul: What equipment are you taking with you?
Jason: The usual camping equipment, sleeping bags, rain gear.
Paul: Well, have a great trip. See you when you get back!
Jason: Thanks.
Writing
12. More Future Talk

This writing activity introduces and practices the use of the present progressive to talk about definite
future arrangements.
Page T 54
3. ________________________________?
Ten days.
4. ________________________________?
My girlfriend and another couple.
5. ________________________________?
By car.
6. _________________________________?
Camping equipment, sleeping bags, rain gear.
12.B Look at Lucys schedule for next week. Use the present progressive to write sentences about her plans.
Monday - lunch with Robert at 12:30

- badminton with Jerry at 6:30 pm
Tuesday - 9am - appointment at the dentist
Wednesday - meet Paul at airport at 8am
Thursday - Tai Chi class at 5:30 pm
Friday - dinner at Emilios with David at 7pm
Saturday - watch play-off game at Johns place at 6pm
Sunday - 9am - leave for train station
- 10am - take train to Qubec City with Julie
1. Monday (have)
She is having lunch with Robert at 12:30 on Monday.
2. Monday (play)
3. Tuesday (go)
4. Wednesday (meet)
5. Thursday (go)
6. Friday (have)
7. Saturday (watch)
8. Sunday (leave)
9. Sunday (take)
Page 55
12.A To illustrate the use of the present progressive for the future, ask the students about arrangements they
have for future activities, e.g. what they are doing this evening, tomorrow, etc.
Have them do the exercise by combining the question words with the appropriate verb to form
questions to complete the conversation.
Answers:
1. When are you leaving ?

2. Where are you going?
3. How long are you staying?
4. Who are you going with?
5. How are you getting there?
6. What are you taking with you?
12.B You may wish to have students do the exercise orally in pairs first before writing. Then go over the
example and have them complete the exercise.
Answers:
2. Shes playing badminton with Jerry at 6:30pm on Monday.

3. Shes going to the dentist at 9am on Tuesday.
4. Shes meeting Paul at the airport at 8am on Wednesday.
5. Shes going to her Tai Chi class at 5:30 pm on Thursday.
6. Shes having dinner at Emilios with David at 7pm on Friday.
7. Shes watching the play-off game at Johns place at 6pm on Saturday.
8. Shes leaving for the train station at 9am on Sunday.
9. Shes taking the train with Julie at 10am to Quebec City.
Page T 55
Speaking
13. Pair Work

What are your plans for the weekend?
Take turns with your partner asking and answering questions about the following activities, or others you
have arranged to do. Use the present progressive or going to. Say when you are planning to do the
activity.
- Surf the Internet

- go shopping
- Write e-mail to family or friends
- cook something on the BBQ
- Read a book
- play video games
- See / rent a movie
- visit some friends
- Have a party
- watch hockey or football on TV
- Go to a discotheque or bar
- go to the gym
Listening
14. Three people are arranging to meet. Listen to the conversation. When are they going to meet?
Listen again and fill in the missing words.
A: Are you doing anything at eleven oclock on 1 ?

B: Yes, Im going to watch my daughters soccer game. What about 2 at
seven?
C: No, thats not a good time for me. Im going out for dinner tomorrow evening. Are you free
the next day 3 in the afternoon?
A: Thats good for me.
B: Could we make that 4 ? I have an appointment at three.
A: No problem.
C: OK, 5 at four-thirty it is.
Page 56
Speaking
13. In this speaking activity, students exchange information about their weekend plans, practicing the use of
present progressive and going to.
Students work in pairs to find out what their partners are going to do on the weekend and when they
are doing it. They can use either the present progressive or going to, taking turns asking and responding
about the activities listed. Encourage them to create their own questions. Check answers briefly by
asking each student one question.
Listening
14.
This activity presents language used in the context of making arrangements to meet, emphasizing time
expressions.
1. Play the tape once and ask students when the three people are going to meet.
2. Play the tape again and have them complete the missing words.
Answers:
A: Are you doing anything at eleven oclock on Saturday morning?

B: Yes, Im going to watch my daughters soccer game. What about tomorrow evening at
seven?
C: No, thats not a good time for me. Im going out for dinner tomorrow evening. Are you free
the next day at four in the afternoon?
A: Thats good for me.
B: Could we make that four-thirty? I have an appointment at three.
A: No problem.
C: OK, Wednesday at four-thirty it is.
Page T 56
Speaking & Writing
15.A Group Work

Make a chart like the one below. Write down the things you are going to do in the next few days.
Indicate the time you plan to do them.

Tomorrow The day after Three days from
tomorrow today
15.B Find a time when everyone can meet. Use the present progressive or going to.
A reminder:
in the morning/afternoon/evening
at six oclock
on Monday
tomorrow morning/afternoon/evening
Page 57
Speaking & Writing
15. This group activity practices the use of time expressions and the present progressive and going to in
the context of negotiating a mutually convenient meeting time among friends.
15.A Students make a chart itemizing their planned activities over the next few days and indicating the times
they expect to do them.
15.B
1. Put the audio-script from activity 14 on a transparency for students to see OR give each student a copy
of the audio-script.
2. Ask them to identify the expressions used to find a convenient time to meet and write the expressions
on the blackboard,
Example:
Are you doing anything at . . . . . on. . . . . .. ?

What about . . . . . . . ?
Thats not a good time for me.
Are you free at . . . . . in the . . . . . ?
Thats good for me.
Could we make that . . . . . . . ?
OK, . . . . . . . . . . . it is.
3. Form groups of three or four students.
4. Tell them to negotiate a convenient time for everyone in the group to meet. When they have decided,
ask each group what time and day they have agreed to meet.
Page T 57
Lesson 5
Eating out
Speaking & Writing
1. Survey on Junk Food - Fast Food - Take-out Food: HOW OFTEN?

Read the survey questions and write a short answer to each question. Your teacher will assign one or
more of the following questions for you to ask each of your classmates. Record their answers.
Answering HOW OFTEN Questions
every day every week every month every year

once
twice three times a day a week a month a
1. Do you ever eat fast food? If yes, how often? Every day? Every week?
2. What is your favourite fast food?
3. What is your favourite junk food?
4. Do you think junk food and fast food are bad for you?
5. How often do you eat out?
6. What is your favourite kind of restaurant?
7. How often do you eat take-out food? Once a week? Once a month?
8. Do you take your lunch to work or school?
9. How often do you eat out for lunch?
10. Do you ever skip lunch? If yes, why? How often?
Tell your teacher the results of your survey questions.

Example:
How many people in the class eat fast food?
Eight people eat fast food.
Two people eat it every day.
Four people eat it twice a week.
Were you surprised by your classmates answers to some of the survey questions?
Which answers surprised you?
Page 58
Lesson 5
Eating out
Speaking & Writing
1. Survey on Junk Food - Fast Food - Take-out Food: HOW OFTEN?
This activity practices the use of asking and answering How often questions and frequency expressions in
the context of a class survey on fast food and eating out habits.
1. Have students read over the survey questions. Illustrate the use of the frequency expressions by noting
your own answers to the survey questions on the blackboard.
2. Then have students note down their own answers to the questions. Depending on the size of the class,
assign two or more questions to each student. If the class is large, divide it into two or more groups.
Students then go around the class asking the other students their assigned questions until they have
surveyed the whole class or group. They will need to write down their classmates answers. Debrief the
students by writing the survey results on the blackboard. Were any of the results surprising? Briefly
discuss this with the students.
Page T 58
2.A Read the statements below. Then listen to the conversation. Are the statements true or false? Listen
again if necessary.
1. The sandwiches at the Simply Delectable are very tasty.

2. You can get beer at the Simply Delectable.
3. The Old Orchard has a great selection of wine.
4. The food at the Old Orchard pub is terrible.
5. You can have wine at Barts Bistro.
6. Barts Bistro has very good soups and desserts.
2.B Match the adjectives with their synonyms.
1. tasty a) hot
2. wonderful b) terrible
3. tasteless c) terrific
4. greasy d) rich / heavy
5. awful e) fantastic
6. spicy f) delicious
7. out of this world g) bland
Page 59
2. This activity presents expressions relating to opinions about restaurant food in the context of two friends
deciding where they are going to eat lunch.
2.A 1. Tell the students they are going to hear two people talking about which restaurant they are going to
go to for lunch.
2. Have them read over the true or false statements.
3. Then play the tape once or twice so that students are able to say whether the statements are true or
false. Stop the tape at intervals if necessary to allow time to answer.
Answers:
1. T 2. F 3. F 4. T 5. T 6. T
2.B 1. Have students do the matching exercise in pairs. Elicit answers
Note: It may be necessary to provide students with a copy of the audio-script in order for them to
complete both exercises.(A and B)
Answers:
1. f 2. c 3. g 4. d 5. b 6. a 7. e

AUDIO:
A: Where do you want to go for lunch?
B: Why dont we go to the Simply Delectable? Their sandwiches and wraps are fantastic and theyre cheap too.
A: But they dont have a liquor license! Id like a glass of beer or wine with my lunch today. What about the Old
Orchard pub? They have a terrific selection of beer on tap.
B: Yes, but their food is awful. Their chicken wings are greasy and their French fries are terrible.
A: Lets go to Barts Bistro, then. They have a license and they make wonderful soups and a really great Caesar
salad.
B: And their desserts are out of this world! Lets go! Im salivating just thinking about their chocolate raspberry
cheesecake.
Page T 59
Grammar
3. A There/Their/Theyre
There is/are = Il y a There is a Chinese restaurant on the corner.
Their = leur(s) Their spring rolls are delicious.
Theyre = Ils/Elles sont Theyre open until 11 oclock.
3. B Complete the conversation with there, their, or theyre.
A: Is ___1____ a pizza place near here?

B: Yes, ____2____ are two down the street, but ____3____ not very good.
A: What are _____4_____ hours?
B: _____5_____ open until 10 oclock.
A: _____6____ is a really good pizza place three blocks from here.
B: ____ 7____ calzone is wonderful, and ____8____ open until midnight.
Page 60
Grammar
3. This activity clarifies the grammatical there/their/theyre distinction.
1. Go over the examples, emphasizing that these words are homophones. Elicit or provide other examples
and write them on the board.
Optional: have students make up and write down their own illustrative sentences.
Answers:
1. there
2. there
3. theyre
4. their
5. theyre
6. there
7. their
8. theyre
Page T 60
Speaking
4.A What kind of food do you like? What do you think of these cuisines?
Make a chart like the one below and check the adjectives you associate with each type of cuisine.
DELICIOUS SPICY BLAND
French
Mexican
Italian
Chinese
Greek
Vegetarian
Japanese
American
4.B Expressing Food Likes and Dislikes
I love Chinese food. I dont like/enjoy Chinese

food.
I like Italian food a lot. I cant stand Greek food.
Im crazy about sushi. Im not crazy about sushi.
I think French food is wonderful. I think American food is awful.
4.C Pair Work

Compare your chart with that of your partner. Use the appropriate expressions from the box above.
What other cuisines are you familiar with? Share your likes and dislikes with your classmates.
Page 61
Speaking
4. In this speaking activity, students discuss likes and dislikes with regard to different cuisines. Different ways
of expressing likes and dislikes are introduced and practiced.
4.A 1. Ask students what kind of food they like and dont like.
2. Then have them make a chart with the adjectives and the types of cuisine. Elicit suggestions to add to
the list.
3. Have them fill in their charts individually.
4.B Go over the expressions in the box and give some other examples expressing your own likes and dislikes.
4.C Students compare their charts by using the expressions from the box. Have the class as a whole share
their opinions about the types of cuisines mentioned in exercise A and others they are familiar with.
Page T 61
Writing & Speaking
5. Pair Work
Read over the menu items below. Create a restaurant menu by putting each item in its appropriate
category. Give the restaurant a name!
Black Forest cake wine (red or white) herbal teas(mint,linden)

onion soup cream of asparagus or mushroom soup chocolate mousse
souvlaki (chicken or lamb) ice cream (vanilla, chocolate) Caesar salad
minestrone chefs salad spring rolls
Spicy pasta salad roasted garlic chicken Greek salad
grilled salmon expresso coffee
duck liver pat stir-fried Cajun shrimp cappuccino
clam chowder spinach & bacon salad mineral water
sherbet (orange or mango) smoked salmon Strawberry cheesecake
spaghetti carbonara fresh fruit salad juices (orange, tomato, apple)
Nioise salad parmesan & eggplant casserole tea
pepper steak lemon meringue pie
Restaurant Name:____________________________
Soups Appetizers Salads
Main dishes Desserts Beverages
Page 62
Writing & Speaking
5. In this pair activity, students collaborate to create a restaurant menu from a list of dishes.
Note: The menus created in this activity will be used in activities 6, 7 and 8.
1. Put students in pairs and have them make six headings SOUPS, APPETIZERS, SALADS, MAIN DISHES,
DESSERTS, AND BEVERAGES. Each pair should classify each of the items in the box under the
appropriate heading. They will need to consult the glossary for some of the items. They can also
consult other classmates as well.
2. Check their work by having each pair read aloud the items under one or more of the headings and say
what name they gave to the restaurant. Each pair of students should have a fairly neat copy of the menu,
as it will be used in the activities to follow.
Page T 62
Listening
6. Listen to Tom and Jenny ordering food from the menu in activity 5.
What do they order? Check the items on your menu
Grammar
7.A Using would and will for Making Requests.
Using would and will for Making Requests
What would you like to order? Ill have a Greek salad, please.
Id like some smoked salmon.

What kind of soup would you like? Ill have the mushroom soup.
Id like the clam chowder, please.
Will you have potatoes or rice with that? Ill have potatoes.
Id like rice, please.
What would you like to drink? Ill have a cappuccino, please.

Id like a glass of wine.
Would you like anything else? Yes, please. Ill have some fruit salad.
Would you care for a dessert? Yes, please. Id like some pie.
No, thank you. Ill just have a coffee, please.
Contractions
Ill = I will Well = We will Thatll = That will Id = I would Wed = We would
Page 63
Listening
6. This activity practices listening for specific menu items and introduces the use of will and would for
ordering food in a restaurant.
Play the tape once for general comprehension. Tell students there are eight items ordered. Play again
while students look at their menus and check the items ordered.
Answers:
Spaghetti carbonara cream of asparagus soup smoked salmon pepper steak baked potato
red wine mineral water Caesar salad
Audio:
A: Are you ready to order? A: Will you have French fries, rice, or baked potato with that?
B: Yes, we are. What are you having, Jenny? B: Ill have the baked potato.
C: Im in the mood for some pasta, so Ill have the A: What would you like to drink?
spaghetti carbonara, please. B: Shall we have the house red?
A: Would you care for an appetizer or some soup to C: Yes, well have a half-litre of the house red wine,
start with? please.
C: Yes, Id like to start with the cream of asparagus soup. A: Would you like anything else?
A: And you, sir? B: A bottle of mineral water, please. Oh, and Id like a
B: Ill start with the smoked salmon. . . . and then Id like a Caesar salad with my steak, as well please.
pepper steak, please. A: Would you like to order dessert now, or later?
A: Would you like your steak rare, medium, or well done? B: Thatll be all for the moment. Well order dessert later,
B: Medium-rare, please. thanks.
Grammar
7.
This activity practices writing expressions using will and would in the context of the previous listening
activity.
Page T 63
7.B Complete the conversation at the restaurant with the appropriate expressions.
A: Are you ready to order?

B: Yes, we are. What are you having, Jenny?
C: Im in the mood for some pasta, so 1 have the spaghetti carbonara, please.
A: Would you care for an appetizer or some soup to start with?
C: Yes, 2 like to start with the cream of asparagus soup.
A: And you, sir?
B: Ill start with the smoked salmon. . . . and then 3 like a pepper steak, please.
C: 4 your steak rare, medium, or well done?
B: Medium-rare, please.
C: 5 French fries, rice, or baked potato with that?
B: 6 have the baked potato.
A: 7 to drink?
B: Shall we have the house red?
C: Yes, 8 have a half-litre of the house red wine, please.
A: 9 anything else?
B: A bottle of mineral water, please. Oh, and 10 like a Caesar salad with
my steak, as well please.
A: 11 to order dessert now, or later?
B: 12 be all for the moment, thanks. Well order dessert later.
Page 64
7.A 1. Go over the expressions by having students take turns performing the mini-dialogues in the box.
2. Ask them what Ill and Id are in their full forms.
3. Write a few other examples of contracted and full forms on the blackboard and elicit the corresponding
form from the students.
Example:
she would like = ?, theyll have = ?, Whatll you have = ?, etc.
7.B Have students complete the restaurant conversation with the appropriate expressions.
Answers:
1. Ill
2. Id
3. Id
4. Would you like
5. Will you have
6. Ill
7. What would you like
8. Well have
9. Would you like
10. Id
11. Would you like
12. Thatll
Page T 64
Speaking & Writing
8.A Group Work

Role play
In groups of three, play the roles of waiter/waitress and customers in a restaurant. Use your menus from
activity 5 to order your meals. Switch roles.
8.B Create a menu

In your group, discuss some of your favourite restaurant meals.
Choose a type of restaurant. See suggestions below.
Write a simple menu for your restaurant and give it a name. Include prices.
Post your menu for the rest of the class to see.
One of you plays the role of the waiter/waitress at your restaurant while the others order meals at the
other class restaurants.
You can take turns playing the role of server at your restaurant.
What were the most popular dishes ordered at your restaurant?
Suggestions for types of restaurants :
Family-style restaurant
Hamburger place
Pizza place
French restaurant
Sandwiches & wraps
Brunch/breakfast restaurant
Seafood restaurant
Coffee shop (desserts & sandwiches)
Italian restaurant
Pub / tavern
Steak house
Vegetarian restaurant

Page 65
Speaking & Writing
8. In this group activity, students play the roles of customers and servers in a restaurant and create their
own restaurant menus.
8.A 1. Put students in groups of three.
2. Then have them role play as customers and servers using their menus from activity 5. They should
switch roles at least once.
8.B Create a menu
In their groups, students discuss some of their favourite restaurant meals. One student should take notes.
Each group then creates a simple menu for a type of restaurant of their choosing. (See suggestion box.)
The menu should be neatly written on a large sheet of paper.
1. Have each group post their menu for the other groups to see. Distribute the restaurants in distinct
areas around the class. One member from each group plays the server at the groups restaurant
while all other students circulate and order meals. After a few minutes, change the servers at each
restaurant.
2. Have each server write down the orders. To wrap up the activity, find out from the servers what the
most popular dishes were.
Page T 65
9.A Do you have a favourite restaurant?
Pair Work
Take turns with your partner asking and answering the following questions about a favourite restaurant.
Make a chart like the one below. Add another question of your own. Write down your partners
answers. Then tell the class about your partners favourite restaurant.
Questions Your partners answers
1. Whats your favourite restaurant?
2. Where is it?
3. Why do you like it?
4. What do you usually eat there?
5. How often do you go there?
6. When was the last time you went there?
7. Who do you usually go with?
8.
Page 66
9. Do you have a favourite restaurant?
In this activity, students write a restaurant review and present their reviews to the class.
9.A 1. Students interview each other in pairs about their favourite restaurant.
2. Have them write down their partners responses.
3. Then have some students tell the class about their partners favourite restaurant.
Page T 66
9.B Restaurant Review

You are going to review a restaurant. Go to a restaurant where you would like to eat. Answer the
following questions about the restaurant. Write down your answers. Report back to the class with your
review.
Review Questions
1. What is the name of the restaurant?

2. What kind of restaurant is it?
3. Where is it?
4. How did the restaurant look?
5. What kinds of dishes were on the menu?
6. What did you eat and drink?
7. How did the food taste?
8. Was the service good?
9. How did you feel after your meal?
10. Do you recommend this restaurant to your classmates?
9.B
Reporting to the class
Listen to your classmates restaurant reviews. Which restaurants do you want to go to? Why, or why
not?

Page 67
9.B Restaurant Review

This part of the activity can be done over a number of days.
1. Students will write a review of a restaurant using the questions listed as a framework.
2. Check the review before the student reports to the class.
3. When all reviews have been given, find out if students would like, or intend to try any of the restaurants
reviewed by their classmates.
Page T 67
Lesson 6
Was it a good buy?
Vocabulary
1. A
1. 2. 3. 4. 5. 6.
7. 8. 9. 10. 11. 12.
13. 14. 15. 16. 17.
18. 19. 20. 21. 22. 23.
24. 25. 26. 27. 28. 29.
Page 68
Lesson 6
Was it a good buy?
Vocabulary
1. This activity introduces and practices clothing vocabulary.
1.A Have students identify as many of the pictures as possible before matching the words to the pictures.
Ask them if they can name any other clothing items not illustrated and write them on the blackboard.

Page T 68
Pair Work
How many of these clothing items can you name? Match the pictures with the words in the box.
What other items of clothing or accessories can you add to the list?
Hat tuque dress cardigan skirt

shirt suit blouse trousers/pants coat (winter)
sweater (pullover) raincoat jeans bathing suit boots
shorts socks sweatshirt shoes(mans) tank top
sandals shoes(womans) running shoes tie jacket
belt gloves mittens pyjamas
1. B Where do you wear these items?

Make a chart like the one below. How many items of clothing and accessories can you think of for each
category? Compare your chart with your partners chart.
On your hands
On your head
On your feet
On your upper body
On your lower body
On top of your clothes
Page 69
1.B
Students work alone to fill in the chart with as many items as possible in the six categories. Then they
compare their charts with their partners charts.
OR
Students work in pairs and brainstorm together to put as many items as possible in each category.
You may wish to set a time limit and see who can come up with the most items in each category.
Page T 69
1. C What is it made of?
Kinds of Fabric
What clothes are you wearing today? Cotton
What are they made of? Wool Silk
Linen
Denim Leather
Acrylic
Example: Polyester Rayon
Im wearing wool pants and a jacket.
This jacket is made of rayon. OR This is a rayon jacket.
What kinds of fabric are these clothing items usually made of?
blouse sweater pyjamas underwear
raincoats sweatpants sport socks dresses
jean jackets polo shirts suit
Speaking
2. A Pair Work
The sales are on and you are looking for a few things to update your everyday wardrobe. How much do
you want to spend on each of these clothing items? Make a chart like the one below. Indicate a
maximum price you wish to pay for each item.
Student A Student B
Item My$ Price Item My$ Price
A pair of boots A jean jacket

A winter coat A pair of sandals
A pair of pants A leather purse
A wool scarf A skirt
Leather gloves A summer dress
Sweatpants A cotton cardigan
A cotton shirt A sweatshirt
Page 70
Speaking
1.C 1. Start by describing your own clothing and what each item is made of.
2. Then have students describe what they are wearing, as in the example. This can be done in groups or

2. This activity practices asking for prices of clothing and responding to information received.
2.A 1. Put students in pairs, one becoming Student A, the other Student B.
2. Have students fill in the chart, indicating the prices they wish to pay under the My $ column. To enrich
the activity, you may wish to bring in department store circulars and have students look in them for
current prices.
Page T 70
2. B Is it a good buy?
Your teacher will give you a price list for your partners items. Ask your partner how much each item on
your list costs. Write down the price on your chart. Then decide which items you want to buy.
Example:
A : How much is/are the ___________? or How much does/do the ___________
cost?
A : Thats too much/too expensive. or Thats a good deal/a good buy.
Im not taking it/them. Ill take it/them.
How much money did you spend in total? Who spent more, you or your partner?
Reading & Speaking
3. A Style Questionnaire
yle?
Whats your st
casual spor ty
Formal dressy
school?
ha ts yo ur st yle for work or
1. W
days off?
to w ea r on weekends or
you like
2. What do

ear regularly?
of th es e it ems do you w ts jeans a suit
3. Which high he el s sw ea
a belt sandals r?
you like to wea
hat ki nd of jewellery do
? If yes, w
ear jewellery necklaces
chains
4. Do you w br ac el ets
earrin gs
rings
to dress up?
yo u w ea r w hen you want
5. What do

?
u love to have
it em of cl ot hing would yo
6. What

for clothes?
ab out shopping .
7. How do fe el
en joy it. I dont mind it
I us ua lly hate it.)
I love it.
t it . I ca nt stand it. (I
abou
Im not crazy
ve a choice? On-line
yo u ra th er shop if you ha rt ment stores
re w ou ld es de pa
8. Whe second-hand
stor
s
small boutique
es
store catalogu
Page 71
2. B Is it a good buy?
1. Make copies of the price lists for each pair, taking care to give the appropriate list to Students A & B in
each pair.
2. Model the activity by providing a couple of examples of clothing items and your desired prices on the
blackboard and playing the roles of A and/or B with a student, as in the example dialogue shown. When
students have completed the activity, ask a few of them which items they bought and which items they
didnt buy, and how much money they spent.
List (Stud.A) List (Stud.B)
ITEM PRICE ITEM PRICE

A pair of boots $75.
A jean jacket $49. A winter coat $99.
A pair of sandals $55. A pair of pants $49.
A leather purse $69. A wool scarf $45.
A skirt $47. Leather gloves $39.
A summer dress $59. Sweatpants $29.
A cotton cardigan $39. A cotton shirt $27.
A sweatshirt $29. A pair of jeans $52.
A tank top 2/$25.
Reading & Speaking
3. Style Questionnaire
This activity introduces and practices expressions for likes, dislikes, and preferences.
3. A 1. Have students read over the questionnaire items and brainstorm the meanings of unfamiliar vocabulary.
You may wish to start off by characterizing your own style with one of the adjectives in the first item.
2. Have students write down their responses to the questionnaire, or make copies of the questionnaire and
have them answer on their own copy.
Page T 71
3. B Expressing likes and dislikes Expressing Preferences
I like to wear jewellery. I prefer to shop on-line.

I love to dress up. Id rather shop in small boutiques.
I enjoy shopping.
Im not crazy about shopping.
I cant stand wearing high heels.
Share your answers to the questionnaire with your classmates. How are you similar, or different?
Discuss these questions:
- Do you prefer to dress up, or dress down?

- What do you wear at work or at school?
- How do you like to dress at a party? For a wedding? When you travel?
- What is your favourite outfit?
Page 72
3. B This part of the activity can be done as a class, or in groups. If discussion of their responses to the
questionnaire flags, you can use the suggested discussion questions listed to stimulate more talk.
You might also have the students interview you, using the questions in the questionnaire.
Page T 72
Grammar & Speaking
4.A Using WILL for Making Offers
Use will when you decide or offer to do something at the moment of

speaking.
A: Its very chilly in here!
4.B Pair Work

Take turns responding to the following statements. Choose a response from the box.
- go to store - drive you

- make lunch - fill up the tank
- open the window - get you some water
- get the umbrella - get you some warm socks
1. My feet are freezing!

2. Im starving!
3. Its too hot in here.
4. Theres no gas in the car!
5. Im really thirsty.
6. Its raining!
7. Im late for school!
8. We need some sugar. There isnt any left.
Page 73
Grammar & Speaking
4.
This activity presents and practices the use of will for deciding on a future action at the moment of
speaking.
4.A
Go over the example given, pointing out the use of will for making spontaneous offers is only one of
the
uses of will. Provide or elicit other examples.
4.B Have students take turns in pairs creating mini-dialogues using the situations in the exercise. They
should use Ill in their responses. You may wish to have them also respond with their own ideas.
Answers:
1. Ill get you some warm socks

2. Ill make lunch
3. Ill open the window.
4. Ill fill up the tank.
5. Ill get you some water.
6. Ill get the umbrella.
7. Ill drive you.
8. Ill go to the store.
With the class as a whole, elicit any creative responses students may have.
Page T 73
4.C Write an offer in response to these statements. Then compare your answers with your partners.
See suggested verbs below, or use your own ideas.
1. I dont have time to do the dishes.

e
2. These grocery bags are too heavy for me. driv wash
tur
3. I cant open this window. n u
p
4. I dont have money to pay for a taxi. give
help
5. I cant find my keys. look fo
r
6. My car just broke down. I dont know how Im going to get home.
7. I have nothing to wear to the party tonight! lend y
carr
8. Its cold in here!
Listening
5.A Amy and Ruth are shopping for clothes. Listen to the conversation. Are they shopping for summer or
winter clothing? Do they buy anything? How much do they spend? Who is a more practical shopper,
Amy or Ruth?
5.B Listen again and complete the conversation using the words below.
more attractive take it

to try them on more expensive
better easier lighter bargain
Ruth: Look at these dresses! And theyre on sale, too!

Amy: These two are really pretty. Which one do you like better?
Ruth: I like the cotton one 1 .
Amy: Really? Why?
Ruth: It looks cooler and 2____ for the summer. Besides, itll be 3____
to wash and it looks wrinkle-proof.
Amy: Well, I think I prefer the silk one. I find the colours 4 than the cotton one. Besides, blue
suits me better than yellow.
Page 74
4.C Students write offers responding to the statements. Refer them to the list of suggested verbs and/or
have them come up with their own. When students have finished, have them compare answers with a
partner.
Suggested answers:
1. Ill wash them.

2. Ill carry them for you.
3. Ill help you (open it).
4. Ill give / lend you some money.
5. Ill (help you) look for them.
6. Ill drive you home.
7. Ill lend you something.
8. Ill turn up the heat / temperature.
Check a few of the responses orally.
Listening
5.
This activity presents and introduces the comparative form of adjectives in the context of clothes
shopping.
5.A 1. Go over the questions with the students before listening to the conversation.
2. Tell them Ruth is the first speaker and Amy the second.
3. Play the tape a couple of times so that students are able to answer most of the questions. Have them
jot down their answers.
Audio:
Ruth: Look at these dresses! And theyre on sale, too!

Amy: These two are really pretty. Which one do you like better?
Ruth: I like the cotton one better.
Amy: Really? Why?
Ruth: It looks cooler and lighter for the summer. Besides, itll be easier to wash and it looks wrinkle-
proof.
Page T 74
Ruth: Thats true. How much is it?
Amy: Hmm, Im not sure, but its forty percent off! How can I resist?
Ruth: Why dont you try it on?
Amy: I think I will. Excuse me. How much are these dresses?
Clerk: The blue one is reduced to $65, and the yellow one is $40. Would you like 5 ?
Amy: Yes, I would. Ill just be a few minutes, Ruth.
Clerk: The changing rooms are right over here to your left.
(a few minutes later)
Ruth: That dress looks great on you, Amy. And its a perfect fit.
Amy: I know. Its ___6 than the cotton one, but I love it. Ill ______7 .
Ruth: I found an irresistible ____8 on jeans. Only $20! These ones are my size, too. And look at this super
cool tank top for only $10!
Amy: That is a good buy!
Ruth: It sure is. Im taking them!
5.C Match the expressions on the left with those on the right.
1. really pretty a) It suits me better

2. wrinkle-proof b) the right size
3. on sale c) no-iron
4. a good buy d) very attractive
5. I prefer the silk one e) 40% off
6. a perfect fit f) a bargain
Page 75
Amy: Well, I think I prefer the silk one. I find the colours more attractive than the cotton one. Besides,
blue suits me better than yellow.
Ruth: Thats true. How much is it?
Amy: Hmm, Im not sure, but its forty percent off! How can I resist?
Ruth: Why dont you try it on?
Amy: I think I will. Excuse me. How much are these dresses?
Clerk: The blue one is reduced to $65, and the yellow one is $40. Would you like to try them on?
Amy: Yes, I would. Ill just be a few minutes, Ruth.
Clerk: The changing rooms are right over here to your left.
(a few minutes later)
Ruth: That dress looks great on you, Amy. And its a perfect fit.
Amy: I know. Its more expensive than the cotton one, but I love it. Ill take it.
Ruth: I found an irresistible bargain on jeans. Only $20! These ones are my size, too. And look at this super cool
tank top for only $10!
Amy: That is a good buy!
Ruth: It sure is. Im taking them!
5.B 1. Play the tape again while students write down the missing words.
2. Check the answers by having students take turns reading parts of the conversation aloud.
Answers:
1. better
2. lighter
3. easier
4. more attractive
5. to try them on
6. more expensive
7. take it
8. bargain
5.C You may wish to have students do this vocabulary exercise in pairs.
Answers:
1. d
2. c
3. e
4. f
5. a
6. b
Page T 75
Grammar & Vocabulary
6.A Comparative form + Than
To compare two people, places, or things, use the comparative form

+ than:
Vanessa is shorter than Amanda.

Toronto is more expensive than Montreal.
Montreal is colder than Miami.
The Comparative Form of Adjectives
1. One-syllable adjective
- add -er

Example: short shorter
- When an adjective ends in a vowel +

consonant,
double the consonant.
Example: hot hotter
2. Two-syllabe adjectives ending in y

- Change y to i and add - er

Example: happy happier
3. Other adjectives of two or more syllables

- Put more or less before the adjective
Example: casual more casual

formal less formal
Page 76
Grammar & Vocabulary
6. This activity introduces and practices the comparative form of adjectives.
6.A
Go over the examples and the information in the grammar box. Then elicit other examples from the
students using the adjectives in the examples shown.
Page T 76
Irregular Comparative Forms
good better
bad worse
far farther
6.B What are the comparative forms of these adjectives?
funny easy
famous interesting
rich slow
fat difficult
heavy big
warm tall
friendly dressy
modern high
nice new
cheap attractive
Now write down the comparative forms.
6.C Match the comparative adjectives with their opposites from the box.
1. fatter 9. newer mor

2. higher 10. warmer thin e diffic
n ult
3. richer 11. slower mor er
4. bigger 12. easier low expe e
e nsiv fast
5. shorter 13. cheaper sma r e olde r
e
ller r
6. more interesting 14. nearer talle cold
less r e
7. worse 15. more famous i n t e
p oor r
8. dressier 16. heavier ligh rest mor er
ter ing
bett e casua
fart er l
her
less
fam
ous
Note
more than one opposite.
Some adjectives can have
Example:
light/dark
thin/thick
short/long
Page 77
6.B Elicit the comparative forms of the adjectives and have students write them down. You could also have
them make sentences using the adjectives in the list, orally and/or in writing.
Answers:
1. funnier 13. more interesting
2. more famous 14. slower
3. more famous 15. more difficult
4. richer 16. bigger
5. fatter 17. taller
6. heavier 18. dressier
7. warmer 19. higher
8. more friendly/friendlier 20. newer
9. more modern 21. more attractive
10. nicer
11. cheaper
12. easier
6.C This exercise can be done individually or in pairs.
Answers:
1. thinner
2. lower
3. poorer
4. smaller
5. taller
6. less interesting
7. better
8. more casual
9. older
10. colder
11. faster
12. more difficult
13. more expensive
14. farther
15. less famous
16. lighter
Page T 77
Speaking & Writing
6.A Pair Work

Use the adjectives in the box to compare the following people, places, and things. How many different
comparisons can you make?
- Qubec City and Toronto

- A rock and a feather famous
go od
- Lake Superior and Lake Champlain cold/hot
no isy/quiet
- Canada and Mexico heavy/light
lo ng/short e
- Cline Dion and Alannis Morisette cheap/expensiv
bi g/small
- Car racing and Curling slow/fast
hi gh/low
- Jacques Villeneuve and Michael Schumacher beautiful
sa fe/dangerous
- The Amazon River and the St. Lawrence River
- Mount Tremblant and Mount Everest
- A BMW and a Toyota Corolla
6B
Complete the sentences with an appropriate comparative adjective. Several answers are possible for
some of the questions. Compare your answers with your partners.

good
elegant expensive
thin
cheap big
pretty nice
1. These shoes are quality than those ones.

2. That blouse looks than this one.
3. These pants make me look than the other ones.
4. This jacket is than that one.
5. That coat is than this one.
6. These gloves are than my old ones.
7. These socks feel than those ones.
8. This dress is than the one I bought.
Page 78
Speaking & Writing
6. This activity provides practice in using the comparative form to make comparisons between people,
places, and things.
6.A 1. Have students brainstorm in pairs to make as many comparisons as they can using the adjectives in
the box. Set a time limit.
2. Pairs of students should create their own lists, showing which adjectives can be used to compare each
pair of items. At the end of the time limit, have students give examples of comparisons using complete
sentences.
Answers will vary.
6.B 1. Have students complete the exercise, using the adjective they think is appropriate.
2. When they have finished, they should compare their answers with their partners answers.
3. Ask students to identify orally the differences.

Page T 78
Listening & Speaking
7.A May I help you?
Listen to the dialogue.
Sales clerk: May I help you?

Customer: Just looking for the moment, thanks.
Sales clerk: Take your time. Let me know if you need anything.
Customer: What time do you close?
Sales clerk: Were open until nine.
Are the statements below true or false?
1. The customer doesnt want to buy anything right now.

2. The sales clerk wants the customer to make up his mind.
3. The store closes at nine.
7.B What size do you wear?
Pair Work
Listen to the dialogue while you read.
Sales clerk: Are you looking for anything in particular?

Customer: Yes, Im looking for a pair of cycling shorts.
Sales clerk: These shorts just came in. Theyre in polyester microfibre
and theyre super- comfortable.
Customer: Do you have any in light blue?
Sales clerk: I think so. What size do you wear?
Customer: Probably a medium.
Salesclerk: Heres a medium in light blue.
Customer: Where can I try them on?
Sales clerk: The fitting rooms* are over there, behind the counter.
Page 79
7. May I help you?
In this activity, students practice listening to a dialogue and performing a role play in the context of
shopping for clothing.
7.A Students listen to the dialogue while reading; then answer the true/false questions. Clarify the meaning of
make up his mind.
Answers:
1. true 2. False 3. true

Audio:
Sales clerk: May I help you?

Customer: Just looking for the moment, thanks.
Sales clerk: Take your time. Let me know if you need anything.
Customer: What time do you close?
Sales clerk: Were open until nine.
7.B-C What size do you wear?
1. Students listen to the dialogue once or twice while they read.
2. Model the exercise by performing the dialogue with one of the students, with yourself in the role of the
customer.
3. Then have pairs role-play the dialogue by substituting items, colours, and sizes from the boxes in the
spaces. Students should switch roles at least once.
Audio:

Customer: Yes, Im looking for a pair of cycling shorts.
Sales clerk: These shorts just came in. Theyre in polyester microfibre and theyre super- comfortable.
Customer: Do you have any in light blue?
Page T 79
7.C Then practice the dialogue with your partner.
Use the vocabulary in the boxes to replace the underlined words.
sweatpants light/dark Unisex Sizes

tank top green brown
jean skirt blue grey XS =extra-small
windbreaker yellow black S = small
dress pants red white M = medium
blazer orange beige L = large
pink XL=extra-large

Customer: Yes, Im looking for a .
Sales clerk: These shorts just came in. Theyre in and theyre super-comfortable.
Customer: Do you have any in ?
Customer: Probably a .
Salesclerk: Heres a in .
(*also called dressing rooms, or changing rooms)
Page 80
Customer: Probably a medium.
Salesclerk: Heres a medium in light blue.
Page T 80
Writing & Speaking
8.A Saying something doesnt fit:

A: How do they fit?
B: Theyre too loose in the waist and not big enough in the hips.
A: What about the blouse? How does it fit?

B: Its not big enough. The sleeves are too short.
not big enough = too small

not long enough = too short
8.B Whats wrong with the fit? Write two sentences for each picture, using too and not enough. Use the
adjectives in the box.
loose/tight small/big
long/short
Example:
a) This blouse is not big enough. b) Its too small.

1. 2.

a) _______________________________ a)
_______________________________
b) _______________________________ b)
_______________________________
Page 81
Writing & Speaking
8.
This activity introduces and practices too + adjective and not + adjective + enough in the context of saying
something doesnt fit.
8.A Using the examples given, explain the equivalence between too loose, too short and not big enough.
Students write two sentences for each picture, as in the example.
Answers:
1. a) This dress is not short enough.

b) Its too long
2. a) These pants are not long enough.

b) Theyre too short.
3. a) This skirt is not tight enough.

b) Its too loose.
4. a) These shoes are not small enough.

b) Theyre too big.
5. a) This sweater is not big enough.

b) Its too small.
6. a) This jacket is not loose enough.

b) Its too tight.
Page T 81

3. 4.
a) _______________________________ a _________________________

b) _______________________________ b) ___________________________

5. 6.
a) _______________________________ a) ___________________________

b) _______________________________ b) ___________________________

Page 82
Page T 82
8.C Pair Work
With your partner, take turns responding to the statements, as in the examples.
Examples:
1. This dress is too casual. Do you have anything dressier?

OR
Do you have a dressier style?
2. These gloves are not big enough. Do you have anything bigger?
OR
Do you have a bigger size?
3. The heels on these shoes are too high. ?

4. These pants are too tight. ?
5. This sweater is not big enough. ?
6. This jacket is not long enough. ?
7. This T-shirt is too wide. ?
8. The sleeves on this shirt are too short. ?
9. The legs on these jeans are not wide enough. ?
10. This coat is too heavy. ?
9.A How do I look?

Read the questions below.
- Where is the party?

- What time does the party start?
- What is the occasion?
- What are Jason and Amy going to wear?
- Does Amy like Jasons outfit?
Now listen to the conversation and answer the questions. Listen again and complete the dialogue with
the expressions from the box.
take off go
put on get ready
dress up get changed
Page 83
8.C 1. Go over the examples.
2. Then have students create their own responses orally using the situations listed in the exercise.
3. Have them take turns giving the response.
Answers will vary. You may wish to have students write down two or three of their answers to read out
to the rest of the class.
9. How do I look?
This activity presents and practices expressions using sense verbs and adjectives (look, feel, seem great, fine,
etc.), as well as get changed, get ready, put on, go with, take off, dress up.
9.A 1. Go over the questions with the students before playing the tape-script.
2. Students should try to jot down answers while they listen.
3. Play the tape once or twice and go over the answers to the questions:
The party is at Amys parents house.

It starts at seven.
Its their anniversary.
Jason is going to wear a polo shirt and a blazer.
Amy is going to wear a dress.
Yes, she does, but she doesnt like his shoes and socks.
4. Play the tape again and have students fill in the spaces with the words in the box.
Answers:
1. get ready 2. get changed 3. dress up 4. put on 5. go with 6. take off
Audio:
Jason: What time is your parents dinner party tonight?

Amy: It starts at seven, so wed better get ready soon.
Jason: I guess I need to get changed. Do we have to really dress up for this get- together?
Amy: Well, its not a shirt-and-tie occasion but it is their anniversary, so put on something thats not too casual.
Page T 83
Jason: What time is your parents dinner party tonight?
Amy: It starts at seven, so wed better 1 soon.
Jason: I guess I need to 2 . Do we have to really 3 for this get- together?
Amy: Well, its not a shirt-and-tie occasion but it is their anniversary, so 4 something thats
not too casual.
Jason: What about a polo shirt with the navy blue blazer ?
Amy: That sounds fine. Im going to wear the blue dress I bought last week.
A little later. . .
Jason: That dress looks fantastic on you! How do I look?
Amy: You look perfect, except . . .
Jason: Except . . . . I guess you dont like the sandals, eh?
Amy: Well, they dont really 5 the blazer. Especially not with those green socks!
Jason: So, should I 6 the socks or the sandals?
Amy: Or both, maybe?
9.B Pair Work

Match the expressions with their meanings.
1. get ready a) dress oneself in something

2. get changed b) prepare oneself
3. dress up c) remove clothing
4. put something on d) look good with
5. take something off e) put on something special
6. go with f) change ones clothes
Page 84
Jason: What about a polo shirt with the navy blue blazer ?
Amy: That sounds fine. Im going to wear the blue dress I bought last week.
A little later. . .
Jason: That dress looks fantastic on you! How do I look?
Amy: You look perfect, except . . .
Jason: Except . . . . I guess you dont like the sandals, eh?
Amy: Well, they dont really go with the blazer. Especially not with those green socks!
Jason: So, should I take off the socks or the sandals?
Amy: Or both, maybe?
9.B Students do the vocabulary matching exercise in pairs.
Answers:
1. b
2. f
3. e
4. a
5. c
6. d
Page T 84
9.C How does it look?

Using sense verbs with adjectives
Practice the dialogues below with your partner.

fine Use other adjectives. (See box) Substitute other
items of clothing.
example:
great
pants,
It look (s) skirt, shirt, sweater, etc.

feel (s) comfortable

They seem (s) A: What do you think of these jeans?
B: fantastic They look fine. How do they feel?
A: They feel great. OR
too long, short, etc... A: They seem a little baggy over the_hips.
Maybe I need a smaller size.
- loose in the waist

- long in the legs
- short in he sleeves
- big around the neck
9.D Id like a refund, please.

Read, and then practice, the dialogue below.
A: Id like to return these jeans.

B: Would you like to exchange them for a different size? (colour? style?)
A: Id like to try on a smaller size. (another colour / another style)
OR
A: No, Id like a refund, please.
B: Do you have your receipt?
A: Yes, here it is.
Page 85
9.C-D How does it look?
1. Model the exercises by playing the role of person A or B with one or more of the students.
2. Have them work in pairs to perform the conversations in exercises A & B, substituting the underlined
words with expressions from the boxes.
3. Have pairs perform their versions of the conversations for their classmates.
Page T 85
Reading & Speaking
10.A Pair Work

Read the questionnaire and write down your answers. Then compare your preferences to your partners
and your classmates preferences.
stionnaire
Shopping Que
to shop? onally.
1. Do you like joy it. I like it occasi
. Iu su a lly en
I love to shop it.
ab o ut it. I cant stand
Im n o t cra zy
for?
s d o yo u like to shop
s of th in g furniture
2. What kind s - books - DVDs - etics
ing - CD s - sports go od
s - toys & games - cosm
- cloth ques - shoe
ics - ki tch enware - anti
- electron
do you shop? a year - hardly ever

3. How often - a few times
- once a month
- once a week
r shop?
uld you rathe ent stores
4. Where wo op ping m all - at departm
ores - in a sh talogues
- at discount st all bou tiqu es - through ca
sm
e Internet) - at
- on-line (on th
p there?
W h y d o yo u prefer to sho or e interesting p
roducts
5 . prices - m
ient - better
- more conven me
- ea sier to pay - saves ti
io n
- better select
urchases?
u p re fe r to pay for your p - by cheque
6. How do yo - b y cred it card
- by debit card
- with cash
Page 86
Reading & Speaking
10. In this activity, students answer a questionnaire and do a survey on shopping habits and items they own;
compare and discuss their preferences;
10.A Have students read over the questionnaire and discuss any unfamiliar words. They should write down
their answers, or you may wish to copy the questionnaire and have them circle their answers. Have
students compare their answers in pairs, or in groups. In the discussion, encourage students to use the
expressions they have learned for talking about likes, dislikes, and preferences.
Page T 86
10.B Class Survey
Find out how many people in the class have these items. Your teacher will assign two more items to each
student. Ask each person in the class if s/he has the items. Record their answers and report your results
to the class.
Example:
Do you have a sports car? Four people have a dog.

Yes, I do. OR No, I dont. One person has a toddler.
Nobody has a sports car.
Find someone who has
1. a cell-phone
2. a pet (dog? cat? bird?)
3. ice-skates
4. an exercise ball
5. in-line skates
6. a bonsai plant
7. a teenage daughter or son
8. an SUV
9. a dream-catcher
10. a digital camera
11. a CD burner
12. a juice extractor
13. a DVD player
14. a snowboard
15. a kayak
16. a toddler
17. a motorcycle
18. a musical instrument (what kind?)
Page 87
10.B Class Survey
Depending on the size of the class, assign a certain number of items in the list to each student. Each
student must ask every other student in the class if he/she has the assigned items. Students must note
down the answers they get. After they have finished the survey, have each student report his/her results
orally, as in the example, and write the results on the blackboard.
Page T 87
10.C The Barter Club
Take three blank cards. On each card write the following:
1. name of an item you want to exchange

2. age of the item (How old is it?)
3. how much you think it is worth now
Example:
1. mountain bicycle
2. four years old
3. $150.
Now barter with your classmates for their items. Try to trade each of your items for something else.
Negotiate until you reach an agreement. Then trade your cards.
Example:
A: Would you trade your camera for my bicycle?
B: My camera is more valuable than your bicycle.
A: But your camera is older than my bicycle.
B: OK. Its a deal. OR B: Thanks, but Im looking for a better deal.
Report your trades to the class. Did you make any really good deals?
Page 88
10.C The Barter Club
1. Give each student three blank cards. Have them write one item they want to get rid of on each card,
with its age and value, as shown.
2. Clarify the meaning of it is worth, and ask the students what they think the word barter means.
3. Have students go around the class and attempt to trade each of their cards for something else. They
should negotiate with their classmates, as in the example.
4. Have students report on their trades: I traded a pasta machine for a camera.
Ask them who made a really good deal.
Example:
I traded a computer worth $250. for a mountain bicycle worth $150.
Page T 88
Vocabulary & Writing
11.A Vocabulary Round-Up

Categorize the words in the box under the headings below. Then decide which words are countable and
which are non-countable.
Transportation Geography Weather Food
Drink Clothing Buildings Nightlife
poultry mini-van temple snow highway

mountain ferry beans valley fog
cardigan gloves freezing rain theatre rock concert
nightclub lager underwear fish scotch
office tower skyscraper truck church margarita
toast tea vegetables sea lemonade
wind lake traffic forest scarf
synagogue disco sunshine oil desert
snowmobile tuxedo stadium socks
Page 89
11. Vocabulary Round-Up

In this activity, students categorize words in lexical sets and classify them as countable or uncountable;
then they review some of the phrasal verbs they have encountered in the module.
11.A 1. Have students work in pairs for this exercise.
2. When they have finished putting the words into categories, have them identify the uncountable nouns
(indicated by a u below).
Answers:
Transportation Geography Weather Food
Highway valley freezing rain u poultry u

Traffic u sea fog u fish u
Snowmobile mountain sunshine u oil u
Mini-van forest wind u vegetables
Ferry lake snow u beans
Truck desert toast u
Drink Clothing Buildings Nightlife
Lager u underwear u office tower disco

Margarita tuxedo skyscraper rock concert
Lemonade u cardigan temple nightclub
Tea u scarf stadium theatre
Scotch u socks synagogue
Gloves church
Page T 89
11.B
Which expressions in the circle on the left attract the words on the right? Match each verb expression
with a phrase from the circle on the right. Then make complete sentences with the word combinations.
Example:
My parents are taking care of the kids this afternoon.
WORD ATTRACTION

try on the meal
take care of the kids
take off your boots
pick up at 7 AM
come back the garbage
pay for this dress
take out after the game
try out for dinner
put on these toys
get up your coat
run over a new recipe
go out to the store
Page 90
11.B
1. Have students work in pairs to create appropriate matches between the phrasal verbs
on the left with the complements on the right.
2. Then have them make sentences with the word combinations.
Answers will vary. Check answers orally for appropriateness.
Possible answers:
Try on this dress take care of the kids take off your coat
Pick up these toys come back after the game pay for the meal
Take out the garbage try out a new recipe put on your boots
Get up at 7 AM run over to the store go out for dinner
Page T 90
Verification
Verification
Oral Interaction
Part One
There are two role-plays in Part One. Your teacher will give you a Situation card with the
information you will need to perform your role.
Situation 1
Next weekend is a long holiday weekend. You are talking about your weekend plans with a co-worker.
Task for Situation 1:
1. Exchange information about your plans, based on the information on your card.
2. Ask questions beginning with the words:

- Where - How long
- When - What
- How - Who with
3. Answer your co-workers questions.
Situation 2
You are arranging to meet your friend for dinner in the next few days.
Task for Situation 2:
Find a time, a day, and a restaurant which are mutually agreeable, based on the information on
your card.
Evaluation
There are 10 points for each role-play.

The total number of points for Oral interaction is 20.
Page 93
Verification
Oral Interaction
Part One
1. Photocopy the situation cards for the two role-plays.

2. Form pairs consisting of Student A and Student B.
3. Have students read the situation and tasks for Situation1.
4. Give Student A his/her card and Student B his/her card for Situation1.
5. Have students read the information on their cards.
6. Ensure students understand the task.
7. Allow them a few minutes to prepare their role-plays.
8. Have each pair perform their role-play tasks.
9. Repeat the above procedures for Situation 2.
Evaluation
Award a maximum of 10 points for each role-play.
Generally, student performance of the tasks should be evaluated on the basis of communicative
effectiveness, rather than grammatical accuracy.
It should, however, be clear from their questions and answers that they are talking about future plans
and arrangements.
Page T 93
Verification
Page 94
Verification
SITUATION 1 CARDS
SITUATION 1 STUDENT A SITUATION 1 STUDENT B
Destination: Toronto
Destination: Florida
Length of stay: leave Friday 8 am
Length of stay: leave Thursday 6 pm return Monday
return Monday evening
afternoon
Activities: - see a baseball game
Activities: - go to Disney World - go shopping
- swimming, - Visit CN Tower and
- windsurfing Ontario Science
- visit Miami Centre
Transportation: by air Transportation:
Who with: family Who with: boy friend/girlfriend/

spouse
SITUATION 2 CARDS
SITUATION 2 STUDENT A SITUATION 2 STUDENT B
Restaurant Choices:
Emilios Pizza Palace Restaurant Choices: Emilios Pizza Palace
Changs Chinese Buffet Changs Chinese Buffet
The BB Steak House The BB Steak House
Casa Pedro (Mexican) Casa Pedro (Mexican)
You are not free: You are not free: the day after tomorrow
tomorrow on Wednesday
on Friday
Page T 94
Verification
Reading & Writing
Part Two
There are 8 short tasks in Part Two. Your teacher will give you the task sheets.
Evaluation
The points for each task are indicated on the task sheets.
The total number of points for Reading and Writing is 55.
Page 95
Verification
Reading & Writing
Part Two
1. Photocopy Reading and Writing Tasks 1 to 8 for all students.

2. Instructions for the tasks are given on the task sheets. Task
3. Give students 60 minutes to complete the 8 tasks.
1 10
4. Evaluation:
5. Answer key 2 8
TASK 1: 1 F 2 F 3 T 4 T 5 F 6 F 3 6
7 F 8 F 9 F 10 T
4 6
TASK 2: 1 h 2 c 3 i 4 f 5 a 6 b
5 6
7 e 8 g
6 8
TASK 3: 1 c 2 b 3 b 4 b 5 c 6c
7 5
TASK 4: 1 I ate a few muffins.
2 How much cheese do you want? 8 6
3 We dont have many cookies.
55
4 Could you give me some information?
5 This furniture is on sale.
6 You have too much luggage.
TASK 5: 1 now 2 future 3 future 4 future

5 now 6 now
TASK 6: 1 b 2 b 3 a 4 b 5 b 6 a
7 a 8 b
TASK 7: 1 Id like 2 Im taking 3 Im meeting 4 Ill take

5 Shes going to be
TASK 8: 1 b 2 c 3 b 4 c
5 - c 6 - b
6. Provide feedback on all tasks.
Page T 95
Verification
Page 96
Verification
Reading
TASK 1 (10 points)
Read the product advertisements and indicate whether the following statements are True or False.
Circle T or F.
1. The Trony Camcorder is less powerful than the Subutu Palmcorder. T F

2. The Fenwood CD player is less expensive than the Trony CD player. T F
3. The Subuto Palmcorder is more expensive than the Trony Camcorder. T F
4. The Clone has greater RAM capacity than the Futuristic. T F
5. Snowman coolers are a better bargain than Frosty coolers. T F
6. The Lightfoot backpack is smaller than the Happy Trails backpack. T F
7. Clone monitors are wider than Futuristic monitors. T F
8. Happy Trails backpacks are heavier than Lightfoot contour packs. T F
9. The Snowman cooler has a larger capacity than the Frosty cooler. T F
10. Jamaica Jim sunglasses have better UV protection than Fishermans Sunblockers. T F
Page T 96
Verification
Page 97
Verification
FUTURISTIC CLONE INC.
- Pentium II 233MhZ
- 16 MEGS EDO RAM - Pentium II 300 MhZ
- 1 MEG video card - 32 MEGS EDO RAM
- CD ROM 24x - 2 MEG video card
- 3-button mouse - CD ROM 24x
- 17" monitor $2499 - 15" monitor $1999
SUBUTO COMPACT LIGHTWEIGHT TRONY ULTRA SLIMCAM COMPACT

PALMCORDER CAMCORDER
- 8x power zoom - 12x power zoom

- 3x sensitivity - 4 video heads
- fully automatic $1299 - 1 lux $899
HAPPY TRAILS BACKPACK LIGHTFOOT CONTOUR PACKS
- extra thick shoulder straps

- 5 yr. guarantee
- 28 in. frame - 3 kg
- 2.5 kg - 26" frame
- 2980-3740 cu. in. - padded lumbar
- adjustable for ht. $117.99 - 3500-4380 cu. in. $159
PORTABLE CD PLAYER PROGRAMMABLE CD PLAYER

FENWOOD TRONY
- locked cover
- audio wire adapter
- CD adapter - search
- 4 rechargeable batteries $169 - repeat function $159
JAMAICA JIM SUNGLASSES FISHERMAN'S SUNBLOCKERS

ultimate in eyewear with wrap-around cables with rubber cushioning
- 100% UV protection - polarized lenses

- eliminate 95% of infrared rays - sideshields
- stylish frames $79.99 - 80% UV protection $13.99
SNOWMAN PORTABLE FROSTY COOLER FAMILY SIZE

COOLER/WARMER light and easy to carry
plugs into car cigarette lighter
- 45.4 L capacity
- 32 L capacity - 1" insulation in walls
- 2" thick insulation in walls - solidly constructed handles
- interior fan circulates air $219.99 - 6 yr. guarantee $28.99
Page T 97
Verification
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Verification
Vocabulary
TASK 2 (8 points)
Match the food items on the left with an appropriate quantity word on the right.
1. soup a) can
2. milk b) jar
3. bread c) litre
4. pie d) bunch
5. beer e) piece
6. jam f) pound
7. bananas g) bowl
8. cheese h) loaf

Writing
TASK 3 (6 points)
Choose the correct word or words to complete the sentence. Circle a, b, or c.
1. There isnt milk left.

a) a few b) many c) any
2. I have to buy today.

a) rices b) rice c) a rice
3. Helen doesnt eat meat.

a) a few b) much c) many
4. Im bringing peaches to the beach.

a) a little b) a few c) any
5. tomatoes should I put in the salad?

a) How much b) How long c) How many
6. There are vegetables in the refrigerator.

a) much b) a little c) some
Page T 98
Verification
Page 99
Verification
TASK 4 (6 points)
Circle the errors and correct them.
1. I ate a little muffins.

2. How many cheese do you want?
3. We dont have much cookies.
4. Could you give me an information, please?
5. This furniture are on sale this week.
6. You have too many luggages!
TASK 5 (6 points)
Decide whether the speaker is talking about now or the future. Write now or future in the blank
space.
1. Im doing a grammar exercise.

2. Were not going on vacation in August.
3. Are you doing anything special this evening?
4. Shes leaving in two hours.
5. Why is he crying?
6. The students are not listening.
Page T 99
Verification
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Verification
TASK 6 (8 points)
Circle the correct verb, a or b, to complete the sentence.
1. The dress really great on you.

a) is looking
b) looks
2. shes pretty?
a) Are you thinking
b) Do you think
3. a good time?
a) Are you having
b) Do you have
4. She that car.

a) is owning
b) owns
5. Could you turn that music down? It terrible!

a) is sounding
b) sounds
6. What about?
a) are you thinking
b) do you think
7. What at?
a) are you looking
b) do you look
8. I action movies.
a) m not liking
b) dont like
Page T 100
Verification
Page 101
Verification
TASK 7 (5 points)
Write the correct form of the verb (in brackets) in the blank spaces.
1. A: What would you like to drink?

B: I (like) a glass of white wine, please.
2. A: Is it your wedding anniversary tomorrow?

B: Yes, I (take) my wife out for dinner.
3. A: You look chic today.

B: Thank you, I (meet) a client for lunch in a few minutes.
4. A: Can I use the car tomorrow?

B: OK, I (take) the bus to work.
5. A: What is your sister studying at university?

B: Medicine. She (be) a doctor.
Page T 101
Verification
Page 102
Verification
Vocabulary
TASK 8 (6 points)
Circle the correct answer, a, b, c, or d.
1. When you pay for something in a store, you get .

a) a recipe
b) a receipt
c) a bill
d) a check
2. In a store, the small room where you try on clothes is called a .

a) guest room
b) wardrobe
c) fitting room
d) dress room
3. Which of the following would you NOT say in a clothing store?

a) Im just looking.
b) It tastes fantastic.
c) Ill take it.
d) Where can I try it on?
4. Which is NOT possible? Id like a bunch of please.

a) grapes
b) flowers
c) bread
d) bananas
5. Where would you get a loaf?

a) a drugstore
b) a post office
c) a bakery
d) a bookstore
6. I got a really good on my new computer.

a) barter
b) bargain
c) budget
d) brake
Page T 102
Supplementary Exercises
Lesson One
Vocabulary
1. Find the hidden phrase in the puzzle. On the chart, circle each word (from the list on the next page) that
you can find. When the whole list is finished, the uncircled letters will give you the hidden phrase.
B H A M B U R G E R B U N S F P I E
A E A E N D N D T O A S T R S O B E
R E E B M A I I L A J N G E E T U F
B K T A P H P P A S E K T G G A T F
E A Y H F O R K S T L I S R N T T O
C E G G S T E N I I L W N U A O E C
U T L O X D Y I M N O I U B R S R M
E S S B L O L V I L S S B M O A P M
S A L A D G L E L E P S G A I L I U
A P O R K S E S T M O E O H R A C S
U D P L U M J A A O O O D T E D K T
C A S E S S L J E N N T T A L N L A
E E N U R P B R M S S A O R I C E R
K R R A R B A N A N A M H R S I S D
A B E E S E C N U O Y O D T H R C P
C P P E A S O U P I O T R A Y S O E
U A P H A M N B U N F P S E L P P A
P K E T C H U P C O L E S L A W S S
P A P E R C U P S S M O O R H S U M
Hidden Phrase Answer: _______________________________________________
Page 105
Lesson One
Vocabulary
1. Find the hidden phrase in the puzzle. On the chart, circle each word (from the list on the next page) that
you can find. When the whole list is finished, the uncircled letters will give you the hidden phrase.
Answers:
B H A M B U R G E R B U N S F P I E
A E A E N D N D T O A S T R S O B E
R E E B M A I I L A J N G E E T U F
B K T A P H P P A S E K T G G A T F
E A Y H F O R K S T L I S R N T T O
C E G G S T E N I I L W N U A O E C
U T L O X D Y I M N O I U B R S R M
E S S B L O L V I L S S B M O A P M
S A L A D G L E L E P S G A I L I U
A P O R K S E S T M O E O H R A C S
U D P L U M J A A O O O D T E D K T
C A S E S S L J E N N T T A L N L A
E E N U R P B R M S S A O R I C E R
K R R A R B A N A N A M H R S I S D
A B E E S E C N U O Y O D T H R C P
C P P E A S O U P I O T R A Y S O E
U A P H A M N B U N F P S E L P P A
P K E T C H U P C O L E S L A W S S
P A P E R C U P S S M O O R H S U M
Page T 105
apples eggs lemon peas salt
bacon forks lox pea soup sauce
banana ham meat pepper soft drinks
barbecue hamburger milk pickles spoons
beer hot dog mushrooms pie steak
bread hot dog buns mustard plates tea (2)
bun ice napkins plum toast
butter jam onions pork tomatoes
cake jello oranges potato salad trays
cases jelly ounces prune yam
coffee ketchup pan relish coleslaw
kiwi paper rice cup knives
paper cups roast dip lbs. pears
salad
After you have finished, turn to the end of the next exercise to verify the hidden phrase.
Page 106
Answer: Feeding the military troops
apples eggs lemon peas salt
bacon forks lox pea soup sauce
banana ham meat pepper soft drinks
barbecue hamburger milk pickles spoons
beer hot dog mushrooms pie steak
bread hot dog buns mustard plates tea (2)
bun ice napkins plum toast
butter jam onions pork tomatoes
cake jello oranges potato salad trays
cases jelly ounces prune yam
coffee ketchup pan relish coleslaw
kiwi paper rice cup knives
paper cups roast dip lbs. pears
salad
Note that students will turn to the end of the next activity to verify the hidden phrase.
Page T 106
2. Crossword Puzzle
Use the clues and complete the puzzle grid on the following page.
Clues
ACROSS DOWN
1. English word for chou-fleur. 1. How do you say morue in English?
6. Peas are found inside this. 2. There is a(n) __________ in the newspaper
for this restaurant.
7. Abbreviation for: overdose or On
Demand. 3. You dont pay for this. Its______.
9. A citrus fruit. 4. Some kinds of cheese have a bad

___________. (U.S spelling)
12. A dairy product.
5. A place where meals are served to
13. Opposite of give. customers.
14. A list of the dishes or food available in 6. A style of cooked eggs.

a restaurant.
8. An important meal of the day.
16. Abbreviation for: Alcoholics
Anonymous. 9. How do you __________ to McDonalds
from here?
18. Impersonal pronoun.
10. __________ the waiter for some ketchup.
19. An expensive wine.
11. The skin of some fruits or vegetables.
21. The plural of sandwich is sandwich__.
14. The __________ course is after the
22. Preposition of time or place. appetizer.
23. At the end of a meal, people often drink 15. Bob has a good appetite. He is usually
__________ or coffee. a big _____.
24. A pink fish 17. Spaghetti, lasagna, and macaroni are kinds of
__________.
19. A dessert.
20. A very small round vegetable found inside

pods.
Page 107
2. Crossword Puzzle
Use the clues and complete the puzzle grid on the following page.
Clues
ACROSS DOWN
1. English word for chou-fleur. 1. How do you say morue in English?
6. Peas are found inside this. 2. There is a(n) __________ in the newspaper
for this restaurant.
7. Abbreviation for: overdose or On
Demand. 3. You dont pay for this. Its______.
9. A citrus fruit. 4. Some kinds of cheese have a bad

___________. (U.S spelling)
12. A dairy product.
5. A place where meals are served to
13. Opposite of give. customers.
14. A list of the dishes or food available in 6. A style of cooked eggs.

a restaurant.
8. An important meal of the day.
16. Abbreviation for: Alcoholics
Anonymous. 9. How do you __________ to McDonalds
from here?
18. Impersonal pronoun.
10. __________ the waiter for some ketchup.
19. An expensive wine.
11. The skin of some fruits or vegetables.
21. The plural of sandwich is sandwich__.
14. The __________ course is after the
22. Preposition of time or place. appetizer.
23. At the end of a meal, people often drink 15. Bob has a good appetite. He is usually
__________ or coffee. a big _____.
24. A pink fish 17. Spaghetti, lasagna, and macaroni are kinds of
__________.
19. A dessert.
20. A very small round vegetable found inside

pods.
Page T 107
1 2 3 4 5
7 8
9 10 11
12
13 14 15
16
17 18
19 20
21
22
23 24
For student consultation, here is the hidden answer for the previous activity (Activity 1).
Feeding the military troops
Page 108
Answers:
1 2 3 4 5
C A U L I F L O W E R
6
P O D R D E
7 8
O D B E O S
9 10 11
A G R A P E F R U I T
12
C H E E S E A
13 14 15
H T A K E M E N U
16
E K L A A R
17 18
D F P I T A
19 20
C H A M P A G N E N
21
A S E S R T
22
K T A T
23 24
T E A S A L M O N
Page T 108
Writing
3. Units of Measurement
Fill in the blanks with the most common word of quantity normally associated with these words.
A choice of words is provided inside the box below. One word is used twice.
f
litre case box loa
jar
bar
tube bag kilo
can
pack tle
bot glas
s
metre
pair
slice bowl
pound roll
1. a ______________ of gasoline
2. a ______________ of bread
3. a ______________ of slippers
4. a ______________ of cigarettes
5. a ______________ of wine
6. a ______________ of toast
7. a ______________ of (face) soap
8. a ______________ of butter
9. a ______________ of Coke
10. a ______________ of pants
11. a ______________ of toothpaste
12. a ______________ of peanut butter
13. a ______________ of 24 beer
14. a ______________ of cloth
15. a ______________ of groceries
16. a ______________ of Tide soap
17. a ______________ of soup
18. a ______________ of oranges
19. a ______________ of toilet paper
20. a ______________ of water
Page 109
Writing
3. Units of Measurement
Answers:
1. a ____litre____ of gasoline
2. a ____loaf____ of bread
3. a ____pair____ of slippers
4. a ____pack____ of cigarettes
5. a ____bottle____ of wine
6. a ____slice ____ of toast
7. a ____ bar____ of (face) soap
8. a ____ pound____ of butter
9. a ____can ____ of Coke
10. a ____pair ____ of pants
11. a ____ tube____ of toothpaste
12. a ____ jar____ of peanut butter
13. a ____ case____ of 24 beer
14. a ____metre ____ of cloth
15. a ____ bag____ of groceries
16. a ____ box____ of Tide soap
17. a ____bowl ____ of soup
18. a ____kilo ____ of oranges
19. a ____ roll____ of toilet paper
20. a ____glass ____ of water
Page T 109
Lesson Two
Writing
Writing questions using How much, How many

1.
Write the questions using How much or How many. Note that the critical elements of the answers are
underlined.
Example:
Question: How many glasses of milk do you drink a day?
Answer: I drink three glasses of milk a day?
1. Q. _____ __________________________________________________?
A. I play two games of badminton every Monday.
2. Q. _____ ___________________________________________________?
A. Eggs were $2.27 last week.
3. Q. ________________________________________________________?
A. I like a bit of relish on my hotdogs.
4. Q. _________________________________________________________?
A. He is ordering some beer for everybody.
5. Q. _________________________________________________________?
A. Aunt Donna needs eight tables for the garage sale.
6. Q. _________________________________________________________?
A. There are twelve ounces of mustard in a full jar.
7. Q. ________________________________________________________?
A. I put a lot of ketchup on my hamburgers.
8. Q. ________________________________________________________?
A. Hes buying three cases of beer for the party.
9. Q. _________________________________________________________?
A. Only one store in Barrie sells oriental food.
10. Q. ________________________________________________________?
A. This kind of coffee is $26.00 a kilogram.
Page 110
Lesson Two
Writing
1. Answers:
1. Q. How many games of badminton do you play every Monday?

A. I play two games of badminton every Monday.
2. Q. How much were eggs last week?

A. Eggs were $2.27 last week.
3. Q. How much relish do you like on your hotdogs?

A. I like a bit of relish on my hotdogs.
4. Q. How much beer is he ordering for everybody?

A. He is ordering some beer for everybody.
5. Q. How many tables does Aunt Donna need for the garage sale?
A. Aunt Donna needs eight tables for the garage sale.
6. Q. How many ounces of mustard are there in a full jar?

A. There are twelve ounces of mustard in a full jar.
7. Q. How much ketchup do you put on your hamburgers?

A. I put a lot of ketchup on my hamburgers.
8. Q. How many cases of beer is he buying for the party?

A. Hes buying three cases of beer for the party.
9. Q. How many stores in Barrie sell oriental food?

A. Only one store in Barrie sells oriental food.
10. Q. How much is this kind of coffee?

A. This kind of coffee is $26.00 a kilogram.
Page T 110
2. How, How much, How many
Complete the questions with How, How much or How many. Then answer the questions on the
provided line.

1. _________________ old are you?
_______________________________________________________________________

2. _________________ do you weigh?
_______________________________________________________________________
3. _________________ days a week do you exercise for 20 minutes or more?
_______________________________________________________________________
4. _________________ long are your exercise sessions (or sports activities)?
_______________________________________________________________________
5. _________________ sports do you like to participate in?
_______________________________________________________________________
6. _________________ meals do you eat every day?
_______________________________________________________________________
7. _________________ often do you eat fish?
_______________________________________________________________________
8. ________________ red meat do you consume a week?
_______________________________________________________________________
9. ________________ coffee do you drink a day?
_______________________________________________________________________
10. _______________ often do you go to fast-food restaurants?
_______________________________________________________________________
Page 111
2. Answers:
1. How____________ old are you?

_______________________________________________________________________
2. How_much_______ do you weigh?
_______________________________________________________________________
3. How_many_______ days a week do you exercise for 20 minutes or more?
_______________________________________________________________________
4. How____________ long are your exercise sessions (or sports activities)?
_______________________________________________________________________
5. How_many_______ sports do you like to participate in?
_______________________________________________________________________
6. How_many_______ meals do you eat every day?
_______________________________________________________________________
7. How____________ often do you eat fish?
_______________________________________________________________________
8. How_much_______ red meat do you consume a week?
_______________________________________________________________________
9. How_much_______ coffee do you drink a day?
_______________________________________________________________________
10. How____________ often do you go to fast-food restaurants?
_______________________________________________________________________
Page T 111
11. _______________ calories do you usually consume every day?
_______________________________________________________________________
12. _______________ alcohol do you consume a week?
_______________________________________________________________________
13. _______________ cigarettes do you smoke a day?
_______________________________________________________________________
14. _______________ sleep do you get every night?
_______________________________________________________________________
15. _______________ times a year do you see a doctor?
_______________________________________________________________________
(Note that answers will vary.)
Page 112
11. How_many_______ calories do you usually consume every day?
_______________________________________________________________________
12. How_much_______ alcohol do you consume a week?
_______________________________________________________________________
13. How_many________ cigarettes do you smoke a day?
_______________________________________________________________________
14. How_much________ sleep do you get every night?
_______________________________________________________________________
15. How_many________ times a year do you see a doctor?
_______________________________________________________________________
Page T 112
Lesson Four
Writing
1. Using sense verbs

In a complete sentence, describe the item in each illustration. Use the most appropriate adjective
(provided immediately above the pictures) along with an appropriate sense verb found in the box.
You may then place any other workable sense verbs in brackets ().
A: loud - hot - sweet
Example:
_The cake tastes sweet._ _____________________ ______________________

_(looks, seems)_________ _____________________ ______________________
_____________________ _____________________ _____________________

Page 113
Lesson Four
Writing
1. Using sense verbs

Answers:
A: loud - hot - sweet

Example:
The cake tastes sweet. The radio sounds loud. The iron feels hot.
(looks, seems) (seems) (seems, looks)
Page T 113
B: awful - sharp - comfortable
_____________________ _____________________ ______________________

_____________________ _____________________ ______________________
_____________________ _____________________ _____________________
C: bad - fast - burned
_____________________ _____________________ ______________________

_____________________ _____________________ ______________________
_____________________ _____________________ _____________________
D: new - delicious - wonderful
_____________________ _____________________ ______________________

_____________________ _____________________ ______________________
_____________________ _____________________ _____________________
Page 114
B: awful - sharp - comfortable
The chair looks comfortable. The knife feels sharp. The medicine tastes awful.
(feels, seems) (looks, seems) (smells, seems, looks)
C: bad - fast - burned
The toast smells burned. The car looks fast. The shoes smell bad.
(seems, looks) (seems, sounds)
D: new - delicious - wonderful
The flowers smell wonderful. The socks look new. The apple tastes delicious.
(seems)
Page T 114
E: shiny - cold - clear
_____________________ _____________________ ______________________

_____________________ _____________________ ______________________
_____________________ _____________________ _____________________
F: fresh - beautiful - soft
_____________________ _____________________ ______________________

_____________________ _____________________ ______________________
_____________________ _____________________ _____________________
Page 115
E: shiny - cold - clear
The sky looks clear. The pot looks shiny. He feels cold.
(seems) (seems) (seems, looks)
F: fresh - beautiful - soft
The pillow looks soft. The bird sounds beautiful. The eggs seem fresh.
(seems, feels) (look)
Page T 115
2. Sense verbs
Based on the provided sentence, write a question and answer using an appropriate sense verb: to sound,
to taste, to look, to smell, to feel, to seem (sembler)
Example 1: He bought me a new CD. (fantastic)

Q: How does it sound?
A: It sounds fantastic.
Example 2: We drank Portuguese wine Saturday night. (sweet)

Q: How did it taste?
A: It tasted sweet.
1. I listened to Leo sing last night. (very professional)
Q: ___________________________________________________________________
A: ___________________________________________________________________
2. We saw George Kirby at the Donaldsons. (tired)
Q: ___________________________________________________________________
A: ___________________________________________________________________
3. Grandma knitted me a beautiful sweater for my birthday. (soft)
Q: ___________________________________________________________________
A: ___________________________________________________________________
4. My mother always sends me cookies for Christmas. (delicious)
Q: ___________________________________________________________________
A: ___________________________________________________________________
5. For Valentines Day my boyfriend gave me some perfume. (heavenly)
Q: ___________________________________________________________________
A: ___________________________________________________________________
6. I met Kens new boss last week. I suppose he is better than the last one. (nice)
Q: ___________________________________________________________________
A: ___________________________________________________________________
7. The old guy tells stories about his travel adventures around the world. (exciting)
Q: ___________________________________________________________________
A: ___________________________________________________________________
Page 116
2. Sense verbs
Answers:
1. I listened to Leo sing last night. (very professional)
Q: How did he sound?

A: He sounded very professional.
2. We saw George Kirby at the Donaldsons. (tired)
Q: How did he look?

A: He looked tired.
3. Grandma knitted me a beautiful sweater for my birthday. (soft)
Q: How does it feel?

A: It feels soft.
4. My mother always sends me cookies for Christmas. (delicious)
Q: How do they taste?

A: They taste delicious.
5. For Valentines Day my boyfriend gave me some perfume. (heavenly)
Q: How does it smell?

A: It smells heavenly.
6. I met Kens new boss last week. I suppose he is better than the last one. (nice)
Q: How does he seem?

A: He seems nice.
7. The old guy tells stories about his travel adventures around the world. (exciting)
Q: How do they sound?

A: They sound exciting.
Page T 116
8. The Lauries brought us a bottle of Australian wine. (excellent)
Q: ___________________________________________________________________
A: ___________________________________________________________________
9. I just heard news about the big fire on TV! (pretty bad)
Q: ___________________________________________________________________
A: ___________________________________________________________________
10. I touched the clothes in the clothes dryer. (wet)
Q: ___________________________________________________________________
A: ___________________________________________________________________
11. Mary and I took them a dozen oranges. (very sweet)
Q: ___________________________________________________________________
A: ___________________________________________________________________
12. I bought the children an old violin. (terrible)
Q: ___________________________________________________________________
A: ___________________________________________________________________
13. He sent me a picture of his villa in Italy. (expensive)
Q: ___________________________________________________________________
A: ___________________________________________________________________
14. My sister Katerina plays jazz on the piano. (fantastic)
Q: ___________________________________________________________________
A: ___________________________________________________________________
15. We could smell the Limburger cheese in the cheese shop. (horrible)
Q: ___________________________________________________________________
A: ___________________________________________________________________
Page 117
8. The Lauries brought us a bottle of Australian wine. (excellent)
Q: How did it taste?

A: It tasted excellent.
9. I just heard news about the big fire on TV! (pretty bad)
Q: How did it sound?

A: It sounded pretty bad.
10. I touched the clothes in the clothes dryer. (wet)
Q: How did they feel?

A: They felt wet.
11. Mary and I took them a dozen oranges. (very sweet)
Q: How did they taste?

A: They tasted very sweet.
12. I bought the children an old violin. (terrible)
Q: How does it sound?

A: It sounds terrible.
13. He sent me a picture of his villa in Italy. (expensive)
Q: How does it look?

A: It looks expensive.
14. My sister Katerina plays jazz on the piano. (fantastic)
Q: How does she sound?

A: She sounds fantastic.
15. We could smell the Limburger cheese in the cheese shop. (horrible)
Q: How does it smell?

A: It smells horrible.
Page T 117
3. Going to + noun
Using the clues, make a sentence with going to.
Example:
Peter / Miami / next week - Peter is going to Miami next week.
1. Vic and Pete / Sherbrooke / tomorrow

______________________________________________________________________
2. Lt Martin /Borden / early Saturday morning

______________________________________________________________________
3. We / the shopping center / in half an hour

______________________________________________________________________
4. I / the downtown Montreal office / after lunch

______________________________________________________________________
5. Our club members / the Townships / for the weekend

______________________________________________________________________
6. You / the camp / next month?

______________________________________________________________________
7. Six students / a pub / right now

______________________________________________________________________
8. Our class / Peel Pub / at 5 oclock

______________________________________________________________________
9. She / dentist / for a 3 oclock appointment

______________________________________________________________________
10. The Blakes / Europe / on the weekend

______________________________________________________________________
Page 118
3. Going to + noun
Answers:
1. Vic and Pete / Sherbrooke / tomorrow
Vic and Pete are going to Sherbrooke tomorrow.
2. Lt Martin /Borden / early Saturday morning

Lt Martin is going to Borden early Saturday morning.
3. We / the shopping center / in half an hour

We are going to the shopping center in half an hour.
4. I / the downtown Montreal office / after lunch

I am going to the downtown Montreal office after lunch.
5. Our club members / the Townships / for the weekend

Our club members are going to the Townships for the weekend.
6. You / the camp / next month?

Are you going to the camp next month?
7. Six students / a pub / right now

Six students are going to a pub right now.
8. Our class / Peel Pub / at 5 oclock

Our class is going to the Peel Pub at 5 oclock.
9. She / dentist / for a 3 oclock appointment

She is going to the dentist for a 3 oclock appointment.
10. The Blakes / Europe / on the weekend

The Blakes are going to Europe on the weekend.
Page T 118
4. What...going to + verb?
Write questions in the form: What . . . going to (verb)?
Example:
Shes going to tell a funny story.
Whats she going to tell?
1. Shes going to write a book.

____________________________________________________________________
2. Ken is going to have a big party on his birthday.

____________________________________________________________________
3. Were going to play cards at her place.

____________________________________________________________________
4. The machine is going to make a new table every minute.

____________________________________________________________________
5. Youre going to do the dishes after dinner.

____________________________________________________________________
6. Janet is going to drive her new car to the wedding.

____________________________________________________________________
7. Hes going to do his homework tonight.

____________________________________________________________________
8. Mr. and Mrs. Jackson are going to sell their house.

____________________________________________________________________
9. Im going to watch the late show on TV tonight.

____________________________________________________________________
10. The dog is going to eat its special dry food later today.
____________________________________________________________________
Page 119
4. What...going to + verb?
Answers:
1. Shes going to write a book.
Whats she going to write?
2. Ken is going to have a big party on his birthday.

What is Ken going to have on his birthday?
3. Were going to play cards at her place.

What are we going to play at her place?
4. The machine is going to make a new table every minute.

What is the machine going to make every minute?
5. Youre going to do the dishes after dinner.

What are you going to do after dinner?
6. Janet is going to drive her new car to the wedding.

What is she going to drive to the wedding?
7. Hes going to do his homework tonight.

What is he going to do tonight?
8. Mr. and Mrs. Jackson are going to sell their house.

What are Mr. and Mrs. Jackson going to sell?
9. Im going to watch the late show on TV tonight.

What am I (are you) going to watch on TV tonight?
10. The dog is going to eat its special dry food later today.
What is the dog going to eat later today?
Page T 119
5. WH-Questions

Read the text. Then make WH- questions based on the underlined words that serve as the answers.
Consider WH-words such as the following: what, which, who, whose, where, when, why, how long.

Mr. Lee and his wife and children are going to their cottage next weekend. Its
going to take them 2 hours to get there because the cottage is near Magog.
Because theyre going to have lots of baggage, theyre going by station wagon.
Mr. Lee is going to sail his new boat if the weather is favourable. They are going to
stay there for four days because next Friday and Monday are holidays.
1. ____________________________________________________________________
2. ____________________________________________________________________
3. ____________________________________________________________________
4. ____________________________________________________________________
5. ____________________________________________________________________
6. ____________________________________________________________________
7. ____________________________________________________________________
8. ____________________________________________________________________
9. ____________________________________________________________________
10. ____________________________________________________________________
(Note that correct answers may vary.)
Page 120
5. WH-Questions
Answers:
1. Who are going to their cottage?
2. Where are they going?
3. Whose cottage are they going to?
4. Which weekend are they going to the cottage?
5. When are they going to their cottage?
6. How long is it going to take them to get there?
7. Why are they going by station wagon?
8. What is Mr. Lee going to do?
9. Where are they going to stay?
10. How long are they going to stay there?
(Note that correct answers may vary.)
Page T 120
Grammar
6. Present Continuous-meanings

Indicate whether the Present Continuous is being used for:
(a) Now meaning (b) Future meaning
Example 1: Hes going home soon. Future
Example 2: The bell is ringing. Now

1.
Hes leaving later. ____________
2. Shes coming back on Tuesday. ____________
3. Jims working very hard. ____________
4. The kids are playing cards. ____________
5. Eric is playing hockey well. ____________
6. His sister is getting dressed. ____________
7. The sun is shining. ____________
8. His brother is singing there tomorrow. ____________
9. The telephone is ringing. ____________
10. The weather is becoming very warm. ____________
11. Its raining at the moment. ____________
12. Vernon is speaking German. ____________
13. Shes going to a doctor later. ____________
14. Ken is telling them all about it. ____________
15. Margies coming back tonight. ____________
16. The train is leaving in 5 minutes. ____________
17. What time are you leaving tonight? ____________
18. Who is she talking to? ____________
19. Where are they staying next week? ____________
20. When are you starting your holidays? ____________
Page 121
Grammar
6. Present Continuous-meanings
Answers:

1.
Hes leaving later. Future
2. Shes coming back on Tuesday. Future
3. Jims working very hard. Now
4. The kids are playing cards. Now
5. Eric is playing hockey well. Now
6. His sister is getting dressed. Now
7. The sun is shining. Now
8. His brother is singing there tomorrow. Future
9. The telephone is ringing. Now
10. The weather is becoming very warm. Now
11. Its raining at the moment. Now
12. Vernon is speaking German. Now
13. Shes going to a doctor later. Future
14. Ken is telling them all about it. Now
15. Margies coming back tonight. Future
16. The train is leaving in 5 minutes. Future
17. What time are you leaving tonight? Future
18. Who is she talking to? Now
19. Where are they staying next week? Future
20. When are you starting your holidays? Future
Page T 121
Writing
7. Question Making
Make a question for each short answer in the box. Use the Present Progressive in order to express the
future.
Example:
1. George Qu. 1: Whos leaving soon?
2. to Nova Scotia Qu. 2: Where is he going?
3. for a holiday Qu. 3: Why is he going?
4. 6th of July Qu. 4: When is he leaving?
5. with his brother Qu. 5: Who is he going with?
6. by train Qu. 6. How is he going?
7. until September 30th Qu. 7: How long is he staying?

1. Jessica
Qu. 1: ______________________________________
2. to the shopping mall

Qu. 2: ______________________________________
3. at 5 p.m.
Qu. 3: ______________________________________
4. to shop
Qu. 4: ______________________________________
5. on foot
Qu. 5: ______________________________________
6. nobody
Qu. 6. ______________________________________
7. until 9 p.m.
Qu. 7: ______________________________________
8. home
Qu. 8: ______________________________________
Page 122
Writing
7. Question Making
Answers:
Page T 122
B

1. the students/trip
Qu. 1: ______________________________________
2. Saturday
Qu. 2: ______________________________________
3. Ottawa
Qu. 3: ______________________________________
4. in the morning
Qu. 4: ______________________________________
5. about 11 oclock
Qu. 5: ______________________________________
6. by bus
Qu. 6. ______________________________________
7. around 45 students
Qu. 7: ______________________________________
8. around midnight
Qu. 8: ______________________________________

1. I Qu. 1: ______________________________________
2. to the park
Qu. 2: ______________________________________
3. just a few minutes

Qu. 3: ______________________________________
4. meet my friend
Qu. 4: ______________________________________
5. play soccer
Qu. 5: ______________________________________
6. the Conquerors
Qu. 6. ______________________________________
7. against other city teams

Qu. 7: ______________________________________
8. We are. Were the best.

Qu. 8: ______________________________________
Page 123
Page T 123
D

1. My friends Jill and Beth
Qu. 1: ______________________________________
2. in a week
Qu. 2: ______________________________________
3. for a holiday
Qu. 3: ______________________________________
4. a cruise ship around

Qu. 4: ______________________________________
South America
Qu. 5: ______________________________________
5. for 6 weeks
Qu. 6. ______________________________________
6. All of them. Equador,
Peru, Chili, Brazil...
Qu. 7: ______________________________________
7. Yes, their first cruise.

1. The Ericsons Qu. 1: ______________________________________
2. Norway
Qu. 2: ______________________________________
3. November 30
Qu. 3: ______________________________________
4. until January 15
Qu. 4: ______________________________________
5. with their 2 sons

Qu. 5: ______________________________________
6. visit relatives
Qu. 6. ______________________________________
7. by plane
Qu. 7: ______________________________________
Page 124
Page T 124
Writing & Speaking
8. Making Wh Questions and Answering
Partner A
With your partner read the information in each box on this page. You write Wh questions (Who,What,
Where,When,Why, How,Which) using be going to + verb to formulate the questions.
Your partner, B will then give oral answers to the corresponding questions. (Note answers will vary.)
- to a conference
- to represent my company, TecCo
- Monday to Wednesday
- train
1. ______________________________________________?
2. ______________________________________________?
3. ______________________________________________?
4. ______________________________________________?
- this weekend
- visit colleague
- in hospital
- back problem
1. ______________________________________________?
2. ______________________________________________?
3. ______________________________________________?
4. ______________________________________________?
- to work
- carpool
- 2 colleagues
- 0630
1. ______________________________________________?
2. ______________________________________________?
3. ______________________________________________?
4. ______________________________________________?
Page 125
Writing & Speaking
8. Making Wh Questions and Answering
Answers:
Partner A & Partner B
(Note answers will vary.)
Page T 125
Partner B
With your partner read the information in each box on this page. You write Wh questions (Who,What,
Where,When,Why, How,Which) using be going to + verb to formulate the questions.
Your partner, A will then give oral answers to the corresponding questions. (Note answers will vary.)
- a camping trip
- this summer
- Banff National Park
- 2 weeks
1. __________________________________________?
2. __________________________________________?
3. __________________________________________?
4. __________________________________________?
- on a course
- in August
- for university credits
- at Dalhousie in Halifax
1. __________________________________________?
2. __________________________________________?
3. __________________________________________?
4. __________________________________________?
- basketball game
- National Sports Centre
- Streetcar #16
- my son
1. __________________________________________?
2. __________________________________________?
3. __________________________________________?
4. __________________________________________?
Page 126
Page T 126
Writing
9. Present Continuous as Future
Make up appropriate answers for the following questions, using the Present Continuous tense.
Example:
When are your parents going to Halifax?
They are going to Halifax next month.
1. When is Tom leaving for CFB Kingston?

_________________________________________________________________
2. What time are the students coming to class tomorrow morning?

_________________________________________________________________
3. How is Anne-Marie going to the wedding?

_________________________________________________________________
4. When are you and your friend returning to your hotel?

_________________________________________________________________
5. What day is Pierre having his birthday party?

_________________________________________________________________
6 When are your parents coming to visit you?

_________________________________________________________________
7 Who is going to the football game with you?

_________________________________________________________________
8 When are you taking your girlfriend/boyfriend to the show?

_________________________________________________________________
9. What time exactly are you arriving on Air Canada Flight 121 tomorrow night.
_________________________________________________________________
10. Where are you going on your vacation this year?

________________________________________________________________
Page 127
Writing
Page T 127
10. Answering questions-Present Progressive and going to
Answer the questions in complete sentences.
1. Where are you going to have lunch today?

____________________________________________________________________
2. Is your friend going to buy a new computer?

____________________________________________________________________
3. Tell me. What evening course are you taking next week?
____________________________________________________________________
4. How are they going home after the party?

____________________________________________________________________
5. Which movie is he going to see, the action movie or the psychological one?
____________________________________________________________________
6. When are we going to go to Nova Scotia?

____________________________________________________________________
7. Why are you changing your apartment in July?

____________________________________________________________________
8. Who are you going to lunch with?

____________________________________________________________________
9. How many cities is the band visiting in the next month?

____________________________________________________________________
10. How old is Dawn going be on her birthday?

____________________________________________________________________
Page 128
10. Answering questions-Present Progressive and going to
Page T 128
This is Brians agenda for the weekend. Answer the questions below the agenda. Use traditional time
(example: a quarter past eight) in your answers.
Friday Saturday Sunday

6:30 p.m. 11:45 a.m. 12:00 p.m.
Meet Paul and Dave at Brunch with Sylvie at Lunch at Waddles for
Buffet Mandarin San Giovanni restaurant Jims departure
restaurant.
2:30 p.m. 2:00 p.m.

9:10 p.m.
Shopping with Sylvie at Laundry and ironing to do
Movie The Time of the mall
Our Lives at Palace
Montreal Cinema 7:15 p.m.
5:40 p.m.
Rent video at Videoaction.
Club meeting at the
Farleys
9:45 p.m.
7:15 p.m. Long distance call to

parents (reduced rate)
Badminton with Paul at
the school gym.
10:30 p.m.
Dancing with Sylvie at

Metropolis
Page 129
Page T 129

Example:
When is he going shopping with Sylvie?
He is going shopping with Sylvie at half past two (two-thirty) on Saturday afternoon.

1. When is he calling his parents?
________________________________________________________________
2. When is he going dancing with Sylvie?

________________________________________________________________
3. When is he going to the movies?

________________________________________________________________
4. When is he playing badminton with Paul?

________________________________________________________________
5. When is he doing his laundry and ironing?

________________________________________________________________
6. When is he meeting his friends at the restaurant?

________________________________________________________________
7. When is he renting a video?

________________________________________________________________

8. When is he going to San Giovanni with Sylvie?
________________________________________________________________
9. When is he having lunch for Jims departure?

________________________________________________________________

10. When does he have the cluib meeting at the Farleys?
_______________________________________________________________
Page 130
Answers:

1. He is calling his parents at a quarter to ten (nine forty-five) on Sunday.
2. He is going dancing with Sylvie at half past ten (ten-thirty) on Saturday night.

3. He is going to the movies Friday night at ten past nine (ten after nine, nine ten).
4. Hes playing badminton with Paul at a quarter past seven (a quarter after seven, seven-fifteen) on
Saturday (evening).
5. Hes doing his laundry and ironing at two oclock (two p.m., two in the afternoon) on Sunday.
6. He is meeting his friends at the restaurant at half past six (six-thirty) on Friday (evening).
7. He is renting a video at a quarter past seven (quarter after seven, seven-fifteen).
8. He is going to the San Giovanni restaurant with Sylvie at a quarter to twelve (eleven forty-five) on
Saturday morning.
9. Hes having lunch for Jims departure on Sunday at twelve oclock (noon).
10. He has the club meeting at the Farleys on Saturday at twenty to six (twenty before six, five-forty).
Page T 130
Grammar
12. Review of Prepositions of Time

Review the use of the prepositions of time in the box below. Then do the exercise.
Prepositions of Time
At The preposition at is used with the following expressions of time:
- 11:30 p.m., 5 oclock, 0700 hours

- night, midnight, noon
- breakfast, lunch, dinner, breakfast time, lunch time, dinner time
- Christmas, Easter, (holiday periods)
On The preposition on is used with the following expressions of time:
- Monday, Mondays, Tuesday, Tuesdays, etc.

- Thursday morning, Friday afternoon, Saturday evening, Sunday night
- July 24th, the 14th of December, 3 Feb.
- New Years Day, Christmas Day, Taras birthday/anniversary
- on the weekend, on weekends
In The preposition in is used with the following expressions of time:
- March, October, etc.

- 2000, 1841
- (the) summer, (the) winter
- the morning(s), the afternoon(s), the evening(s)
- the 19th century, the 1960s, the past (longer periods of time)
- three weeks, a week, a minute/second/moment, four months time
Do not use at, on, or in with expressions having this, last, next,
tomorrow, yesterday, or every.
Im going to fly to Vancouver this weekend.

Last Thursday Dr. Brown gave a talk to the new students.
Shell probably write the exam next week.
Tomorrow, we are going to play baseball.
Did you inspect the barracks yesterday?
The officers go to TGIT every Thursday.
Page 131
Grammar
12. Review of Prepositions of Time
Page T 131
Fill in the appropriate preposition of time (if needed), using at, in, on.
1. ______ Friday 16. ______ 6 oclock
2. ______ the morning 17. ______ Easter Monday
3. ______ Christmas 18. ______1971
4. ______ Sunday afternoon 19. ______ last winter
5. ______ three hours 20. ______ a few days
6. ______ September 21. ______ the future
7. ______ night
8. ______ the evening 22. ______ Valentines Day
9. ______ the weekend 23. ______ this Tuesday
10. ______ next Saturday 24. ______ tomorrow morning
11. ______ the 1980s 25. ______ the 21st century
12. ______ lunch time 26. ______ midnight
13. ______ 14 Feb. 27. ______ next year
14. ______ this evening 28. ______ five minutes
15. ______ the summer 29. ______ weekends
Page 132
Answers:
1. on Friday 16. at 6 oclock
2. in the morning 17. on Easter Monday
3. at Christmas 18. in1971
4. on Sunday afternoon 19. - last winter
5. in three hours 20. in a few days
6. in September 21. in the future
7. at night
8. in the evening 22. on Valentines Day
9. on the weekend 23. - this Tuesday
10. - next Saturday 24. - tomorrow morning
11. in the 1980s 25. in the 21st century
12. at lunch time 26. at midnight
13. on 14 Feb. 27 - next year
14. - this evening 28. in five minutes
15. in the summer 29. on weekends
Page T 132
13. Prepositions of Time and Place
Fill in the blanks with the correct preposition: at, on, in, from to
1. Bob was born _______ July 2, 1966.
2. Sylvie is not _______ Trenton now.
3. Lynn eats lunch _______12:30.
4. The last day of class this year is _______ December 18th.
5. There is a meeting _______ Monday.
6. My friend was born _______ March.
7. Dave was born _______ 1972.
8. We have class _______ 8:00 am _______ 2:00 pm.
9. The party is _______ the Vacation Inn.
10. There is a BBQ supper _______ Saturday night.
11. The library will close _______ half past four today.
12. Ms Green is graduating _______ the 1st of June.
13. There is a triathlon _______ CFB St-Jean.
14. She lives _______ Trois Rivires.
15. The gym will be closed _______ July 22 nd _______ August 3rd.
Page 133
13. Prepositions of Time and Place
Answers:
1. Bob was born on July 2, 1966.
2. Sylvie is not in Trenton now.
3. Lynn eats lunch at 12:30.
4. The last day of class this year is on December 18th.
5. There is a meeting on Monday.
6. My friend was born in March.
7. Dave was born in 1972.
8. We have class from 8:00 am to 2:00 pm.
9. The party is at the Vacation Inn.
10. There is a BBQ supper on Saturday night.
11. The library will close at half past four today.
12. Ms Green is graduating on the 1st of June.
13. There is a triathlon at CFB St-Jean.
14. She lives in Trois Rivires.
15. The gym will be closed from July 22 nd to August 3rd.
Page T 133
14. Prepositions To, At
Fill in the blanks with To or At. If the space requires no preposition, leave it blank.
Dear Jack,
Hi, buddy! Hows it going? Im going (1) ____ CFB Kingston this weekend to
visit Fort Henry. Im staying (2) ____ my cousins apartment. She lives (3) ____
downtown. On Saturday morning, we are driving (4) ____ the fort to see 19th
century military equipment. (5)____ the fort, we will take a guided tour. Later in
the afternoon, we are planning to visit the museum. In the evening, we are
planning to visit the Marine Museum. In the evening, we will eat out (6) ____ a
fancy Italian restaurant. I will probably sleep in the next morning until noon.
Before I drive back (7) ____ my base, I will go (8) ____ home to say Hi to my
parents. Ill see you soon. Bye for now.
Your friend,
Pete
Page 134
14. Prepositions To, At
Answers:
Dear Jack,
Hi, buddy! Hows it going? Im going (1) _to_ CFB Kingston this weekend to
visit Fort Henry. Im staying (2) _at_ my cousins apartment. She lives (3) - - -
downtown. On Saturday morning, we are driving (4) _to_ the fort to see 19th
century military equipment. (5) _At_ the fort, we will take a guided tour. Later in
the afternoon, we are planning to visit the museum. In the evening, we are
planning to visit the Marine Museum. In the evening, we will eat out (6) _at_ a
fancy Italian restaurant. I will probably sleep in the next morning until noon.
Before I drive back (7) _to_ my base, I will go (8) - - - home to say Hi to my
parents. Ill see you soon. Bye for now.
Your friend,
Pete
Page T 134
Lesson Five
Reading & Writing
1. Restaurant Review Charts

Fill out the charts below after reading the restaurant reviews on the following pages. Use the provided
ratings/cost guide to rate each restaurant. Give brief reasons for each rating.
Ratings
1 = very bad
2 = not very good, mediocre
3 = good
4 = very good
5 = excellent
Cost
inexpensive, cheap, a reasonable price, a moderate price, expensive
Overall Rating: ____
CATEGORIES RATING REASONS
Atmosphere/Decor
Food
Coffee
Wine
Service
Cost
Page 135
Lesson Five
Reading & Writing
1. Restaurant Review Charts

Answers may vary.
Page T 135
Atmosphere/Decor
Food
Coffee
Wine
Service
Cost
Atmosphere/Decor
Food
Coffee
Wine
Service
Cost
Page 136
Page T 136
Atmosphere/Decor
Food
Coffee
Wine
Service
Cost
This small and intimate French restaurant is famous for its excellent food. It is located on the
St. Lawrence River and offers a beautiful view from the windows. The candlelight and soft music make it relaxing
and romantic.
The menu choice is fairly small because Chez Henri specializes in steak and seafood. Their fish is very fresh
and cooked to perfection.The wine list has some excellent French wines. Both the red and white house wines are
dry but expensive.
The appetiser includes an excellent cream of seafood soup or a fresh, crispy Romaine salad with a
wonderful dressing. For the main course, my partner had the baked salmon which was served with buttered
asparagus, a baked potato, and a slice of lemon. I chose the seafood platter which included shrimp, scallops
and a small lobster. It came with buttered carrots and rice. Both dishes were perfectly cooked. The service was
excellent.
For dessert, my partner had an exceptional chocolate mousse in a delicate Grand Marnier sauce.
I chose a creamy French pastry which was also superb. All the desserts were fantastic. In fact, the chocolate
mousse received the Prix dExcellence last year. The coffee was also excellent.
Appetizers, main course, dessert and coffee come to $85.00 per couple. Chez Henri seems expensive, but
for the quality of food and service it is more reasonable than the majority of restaurants in its class.
Page 137
Page T 137
This simple, cozy, neighbourhood restaurant is very informal. The small room has only ten tables, each
covered with red and white checkered tablecloths. There are beautiful pictures of Italy on the walls.
Marias is a small family-run operation. It offers very good Italian food with big servings and at modest
prices. The daily special includes soup or salad, main course, dessert and coffee. The fresh homemade soup of
the day is very tasty and the basic salad is very simple but good too. The menu is limited to pasta, but all the
pasta is homemade and first-rate. I recommend the house specialty, linguine in white sauce with chicken breast
and spinach. The homemade Italian ice-cream is delicious. Finish the meal with a really good cappuccino coffee.
All this for only $11.00 per person! You can bring your own wine.
The service is a little slow but that gives you the time to have a long relaxed dinner and enjoy unlimited
cups of coffee. The place is small but comfortable and extremely friendly.
This chain of fast-food restaurants offers the tastiest chicken wings at the lowest prices in the country a
bucket of 30 spicy chicken wings for $16.00 including coleslaw, French fries and drinks!
Unfortunately, the hamburgers are not recommended because they are very greasy. The bun I had was
soggy with grease. Also, the lettuce on the burger was not fresh.
The restaurants dessert specialty, a strawberry pastry topped with whipped cream was disappointing.
It tasted artificial. The quality of the coffee was only ordinary.
Children under five get free apple juice or milk and on Monday night they can eat at half price.
The restaurant is family-oriented as it provides coloured crayons and paper for kids to draw on while they
wait for their meal. The MacKenzie restaurants are extremely clean but the decor is rather cool and not very
interesting. A major attraction is their quick and efficient service.
Andreas Buffet offers a great choice of almost everything you can imagine soups, salads, roast beef, roast
lamb, seafood, Chinese food, Italian food, and all kinds of desserts! You will see table after table of food and you
can serve yourself as many times as you like.
All of the food is good, and some of it is delicious. The coffee, however, is only average. In evenings, a meal
costs $11.00 a person for all you can eat. Alcoholic beverages and milk are extra. Children under five can eat
at half price. The restaurant has good red and white house wines and various makes of beer are served at
reasonable prices.
The dining room is huge and therefore gets very noisy. The service is friendly but rather slow. It can take
up to ten minutes for the waiter to bring water or a beverage.
Page 138
Page T 138
Lesson Six
Vocabulary
1. Mystery Word
Find the word that corresponds to each of the following clues. Then take all 10 letters in the little boxes
(including the example) and unscramble them to form the Mystery Word (a clothing article).
Example:
You wear this around your neck in the winter. S C A R F
1. You wear these on your feet to keep them warm. __ __ __ __
2. You wear these when you go to bed at night. __ __ __ __ __ __
3. An outer article of clothing with sleeves. __ __ __
4. You wear this over your shirt. __ __ __ __ __ __
5. You wear them on your hands in the winter. __ __ __ __ __ __
6. You wear this around your wrist to tell time. __ __ __ __

7. Men wear this around their necks. __ __
8. You wear this on your head in the spring, __ __

summer, fall or winter.
9. Another word for pants (used for casual wear). __ __ __ __ __
Mystery Word: __ __ __ __ __ __ __ __ __ __
Page 139
Lesson Six
Vocabulary
1. Mystery Word
Answers:
1. You wear these on your feet to keep them warm. S O C K S
2. You wear these when you go to bed at night. P Y JAM A S
3. An outer article of clothing with sleeves. C O AT
4. You wear this over your shirt. S W E A T E R
5. You wear them on your hands in the winter. M I T TEN S
6. You wear this around your wrist to tell time. WA T C H
7. Men wear this around their necks. TIE
8. You wear this on your head in the spring, HA T

summer, fall or winter.
9. Another word for pants (used for casual wear). SL A C K S

Mystery Word: S W E A T S H I R T

Page T 139
Reading
2. Identifying
Read the following descriptions and identify the items discussed.
Example:
a. Im better than a typewriter.
f. Im the most useful business machine in the world.
g. I can play as hard as I work.
h. You cant eat my chips.
i. I can be as small as a briefcase.
Answer: ___computer___
1.
a. Im flatter than a ball.
f. Im as black as night.
g. I work with a stick.
h. Im made of hard rubber.
i. You dont want me in your net.
Answer: _______________
2.
a. Im less expensive than a new sports car.
f. Im more powerful than a motorbike.
g. I can go through mud and snow better than a truck.
h. I always have 4-wheel drive.
i. I was born in the military.
Answer: _______________
3.
a. Im much lighter than a boot.
f. Im more comfortable than a pair of shoes.
g. Im warmer than bare feet.
h. Im never worn outside.
i. Dogs like to play with me.
Answer: _______________
4.
a. Im not as sweet as an orange.
b. Im bigger than an orange.
f. Im heavier than an orange.
g. I come from places warmer than Canada.
h. Im yellow or pink on the outside.
Answer: _______________
Page 140
Reading
2. Identifying
Answers:
1. puck
2. jeep
3. slipper
4. grapefruit
5. dog
6. fire
7. restaurant
8. F-18
9. time
10. chicken
Page T 140
5.
a. I started as a pup but Im not a tent.
f. Im usually bigger than a cat.
g. Im friendlier than a turtle.
h. I have a hairy coat.
i. Im mans best friend.
Answer: _______________
6.
a. I often start with a spark.
f. Im blue when Im hottest.
g. Im a dry forests worst enemy.
h. I need air to live, but water kills me.
i. Im as useful as Im dangerous.
Answer: _______________
7.
a. Im more expensive than eating at home.
f. I usually offer more choices than your kitchen.
g. The more you pay, the better the service.
h. Paris has possibly the most famous in the world.
i. Here, its more polite to leave a tip.
Answer: _______________
8.
a. Im not new, but I am still good.
f. I live in Cold Lake and Bagotville.
g. Im twice as fast as the speed of sound.
h. Pilots think Im hotter than an MIG-25
i. Im more modern than an F-15.
Answer: _______________
9.
a. I run out more quickly when youre having fun.
f. I start and stop at races.
g. Im measured.
h. To know me, you look at your wrist or the wall.
i. You rarely have too much of me.
Answer: _______________
10.
a. Im smaller than a turkey.
f. Im not as popular as a hamburger.
g. Im tastier when barbecued.
h. My eggs are sometimes served with bacon.
i. My soup with noodles is the best medicine for your cold.
Answer: _______________
Page 141
Page T 141
Speaking & Reading
3. How much...?
Student A
1. Write down your estimate of the cost of each item listed below.
2. Ask your partner for the official cost of items on your list, using the different question forms:
How much does X cost? How much does it cost to + (verb)?
How much is it? How much are they?
Write down the information you learn (the official cost) in the appropriate column.
3. When it is your turn, look at the official cost information provided by the teacher (that gives the
costs of your partners items), and find the information to answer your partners questions.
ASK ABOUT THE COST Your Official Cost

Estimate
1. 2 passport photos (colour) __________ __________
2. to fumigate an apartment (4-bedroom) __________ __________
3. a wheel alignment for your car (4-wheels) __________ __________
4. to obtain authorization from Nepal to climb Mt. __________ __________

Everest
__________ __________
5. one ordinary HB pencil
__________ __________
6. to rent a car per month (average size and quality)
__________ __________
7. seasons hockey tickets (VIP seats)
__________ __________
8. to buy a Canadian flag (54 X 108)
__________ __________
9. a Dalmation dog (2-month puppy)
__________ __________
10. to hire a magician for a family reunion
__________ __________
11. a new parachute
__________ __________
12. to make good wine from a kit (per bottle)
Page 142
Speaking & Reading
3. How much...?
Student A
OFFICIAL COST: Information for your partner
- repair flat tire ($15) - hire detective/investigator ($200 hr.)
- dental extraction ($45) - Canrail pass ($540)
- rent bungalow ( $1200 mo.) - bullet-proof glass ($50 square foot)
- Gold Seat ticket ( $350) - train dog ($75 per hr.)
- Swedish massage ($ 45 hr.) - rent camper van ($1,150 mo.)
- a basic will ($200) - parachuting course ( $245)
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _cut here_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Student B
OFFICIAL COST: Information for your partner
- four-wheel alignment ($49.99) - hire magician /a show ($160)
- Dalmation dog ($350) - seasons VIP hockey tickets ($10, 000)
- fumigate apartment ($100) - make 1 bottle of wine ($3)
- new parachute ($6,900) - one HB pencil (16 cents)
- rent average car ($240 mo.) - buy Canadian flag ($91.99)
- colour passport photos ($10) - authorization to climb Mt. Everest ($50,000)
Page T 142
Student B
1. Write down your estimate of the cost of each item listed below.
2. Ask your partner for the official cost of items on your list, using the different question forms:
How much does X cost? How much does it cost to + (verb)?
How much is it? How much are they?
Write down the information you learn (the official cost) in the appropriate column.
3. When it is your turn, look at the official cost information provided by the teacher (that gives the
costs of your partners items), and find the information to answer your partners questions.
ASK ABOUT THE COST Your Official Cost

Estimate
1. one Gold Seal ticket (for the Grand Prix) __________ __________
2. to rent a 3-bedroom bungalow in Montreal area __________ __________
3. a basic will (testament) at a notarys / lawyers __________ __________
4. to buy a Canrail train pass (unlimited kms.) __________ __________
5. a dental extraction of one front tooth __________ __________
6. to hire a detective/ investigator (per hour) __________ __________
7. a beginners parachuting course (all included) __________ __________
8. to repair a flat tire of a car __________ __________
9. to buy bullet-proof glass (square foot/1 + in. thick) __________ __________
10. to rent a camper van (4 people) for a month __________ __________
11. a Swedish massage (1 hour) __________ __________
12. to train a dog at obedience school/per hour __________ __________
Page 143
Page T 143
Reading
4. Making Questions/Answers
Read the service-related questions (left) and find the corresponding answers (right). Put the letter of the
correct answer in the space provided.
Questions Answers

Example: How much is it to dry-clean a h a. $3.95 on the weekend and $2.50 during
uniform? the week.
1. When can I pick up my plane tickets? _ b. Yes, 10 cents per page.
2. How much are letters to the U.S.? _ c. Its not a big job. Probably two days.
3. How much does it cost to rent a movie? _ d. $2.00 per page sent.
4. Do you charge for photocopies? _ e. $39.95 for a four-cylinder car.
5. How much is it for an auto safety _ f. Tomorrow afternoon.

inspection?
g. Two weeks before you leave.
6. When can I pick up my pictures? _
h. Uniforms are $12.50.
7. What does it cost to fax a letter? _
i. Letters to the States are $0.60.
8. How much is a haircut? _
j. We dont repair electronic equipment.
9. How long will it take to fix my toaster? _
k. $14.00 for men and $12.00 for women.
10. When can you repair this video _
recorder?
Page 144
Reading
4. Making Questions/Answers
Answers:
Questions Answers

Example: How much is it to dry-clean a h a. $3.95 on the weekend and $2.50 during
uniform? the week.
1. When can I pick up my plane tickets? g b. Yes, 10 cents per page.
2. How much are letters to the U.S.? i c. Its not a big job. Probably two days.
3. How much does it cost to rent a movie? a d. $2.00 per page sent.
4. Do you charge for photocopies? b e. $39.95 for a four-cylinder car.
5. How much is it for an auto safety e f. Tomorrow afternoon.

inspection?
g. Two weeks before you leave.
6. When can I pick up my pictures? f
h. Uniforms are $12.50.
7. What does it cost to fax a letter? d
i. Letters to the States are $0.60.
8. How much is a haircut? k
j. We dont repair electronic equipment.
9. How long will it take to fix my toaster? c
k. $14.00 for men and $12.00 for women.
10. When can you repair this video j
recorder?
Page T 144
Writing
5. What kind of questions and answers

Based on the provided statement, write a corresponding What kind of question. Then answer your
question on the next line.
Example:
Im going to buy a camera.
Q: What kind of camera are you going to buy?
A: Im going to buy a digital camera.
1. Im going to wear a costume at the party?
Q: ____________________________________________________________________
A: ____________________________________________________________________
2. Hes going to open a restaurant.
Q: ____________________________________________________________________
A: ____________________________________________________________________
3. Theyre going to look at furniture.
Q: ____________________________________________________________________
A: ____________________________________________________________________
4. Were going to cook a special meal.
Q: ____________________________________________________________________
A: ____________________________________________________________________
5. You are going to play an instrument in the band.
Q: ____________________________________________________________________
A: ____________________________________________________________________
Page 145
Writing
5. What kind of questions and answers

Answers:
1. Q: What kind of costume are you going to wear?
A: Im going to wear a vampire costume.
2. Q: What kind of restaurant is he going to open?

A: Hes going to open an Italian food restaurant.
3. Q: What kind of furniture are they going to look at?

A: Theyre going to look at antique furniture.
4. Q: What kind of meal are we going to cook?

A: Were going to cook a Chinese meal.
5. Q: What kind of instrument are you going to play in the band?

A: You are going to play a trumpet in the band.
6. Q: What kind of car are you going to buy?

A: Im going to buy a Corolla.
7. Q: What kind of dog is he going to buy?

A: Toms going to buy a Labrador.
8. Q: What kind of seeds are Jane and I (we) going to plant on the weekend?
A: Jane and I (we) are going to plant lettuce, tomatoes, beans and peas.
9. Q: What kind of bicycle is she going to sell?

A: Shes going to sell her Marinoni.
10. Q: What kind of equipment are the boys going to buy at the sports store?
A: The boys are going to buy hockey equipment at the sports store.
Note: Correct answers will vary.
Page T 145
6. Im going to buy a new car.
Q: ____________________________________________________________________
A: ____________________________________________________________________
7. Tom is going to buy a dog.
Q: ____________________________________________________________________
A: ____________________________________________________________________
8. Jane and I are going to plant seeds on the weekend.
Q: ____________________________________________________________________
A: ____________________________________________________________________
9. Marys going to sell her bicycle.
Q: ____________________________________________________________________
A: ____________________________________________________________________
10. The boys are going to buy some equipment at the sports store.
Q: ____________________________________________________________________
A: ____________________________________________________________________
Note: Correct answers will vary.
Page 146
Page T 146
Vocabulary
6. Drugstore Vocabulary
Using the provided vocabulary inside the box below, fill in each blank with the name of an appropriate
item from the drugstore. Consult a dictionary when necessary.
Example: I have a headache. I need some ASA / acetaminophen / aspirin.
cough syrup thermo

contact lens cleaner meter sunscreen
rush band a
toothb ids diapers
ha ear drops
nd
kleenex p cre
soa am
eam
shaving cr
1. My son cut his finger. Where are the ____________________________?
2. I have a terrible cough. Which ___________________________ do you recommend?
3. I have a runny nose. Pass me the _________________, please.
4. The baby needs to be changed. Can you get some _____________________?
5. John has a temperature. Wheres the __________________?
6. I want to shave off my beard for the summer. Do you have any ______________________?
7. I need some _____________________. Im going to the beach.
8. What kind of _________________ do you recommend for an earache?
9. My dentist says I need a new kind of ______________________.
10. John, your hands are dirty. Please go and wash them with ________________.
11. My hands are very rough. Wheres the _____________________________.
12. Your contact lenses are dirty. You need to buy some _________________________.
Page 147
Vocabulary
6. Drugstore Vocabulary
Answers:
1. My son cut his finger. Where are the band aids?
2. I have a terrible cough. Which cough syrup do you recommend?
3. I have a runny nose. Pass me the kleenex, please.
4. The baby needs to be changed. Can you get some diapers?
5. John has a temperature. Wheres the thermometer?
6. I want to shave off my beard for the summer. Do you have any shaving cream?
7. I need some sunscreen. Im going to the beach.
8. What kind of ear drops do you recommend for an earache?
9. My dentist says I need a new kind of toothbrush.
10. John, your hands are dirty. Please go and wash them with soap.
11. My hands are very rough. Wheres the hand cream.
12. Your contact lenses are dirty. You need to buy some contact lens cleaner.
Page T 147
7. Mystery Alphabet
Use the provided letter of the alphabet to help you determine the missing word or to help you find the
word corresponding to the definition.
A_________________ Can I make an ________________ to see Mr. Fraser at 2 p.m.?
B_________________ Teachers and students write on this with chalk.
C_________________ It tells time.
D_________________ A conversation between two or more people
E_________________ To rub or scratch out words
F_________________ A piece of furniture used to arrange documents in order (2 words)
G_________________ A commissioned officer of the highest rank
H_________________ To aid or assist
I_________________ Another name for teacher
J_________________ You use this to lift your car when changing a tire. (Also male name)
K_________________ To retain in ones possession
L_________________ When it gets dark, you turn them on.
M_________________ In geography class we often use a _______________.
N_________________ A short written message
O_________________ You plug all electrical appliances into this.
P_________________ One writes with this.
Q_________________ To interrogate. If you dont know, you ask a _____________.
R_________________ A reply or an answer
S_________________ A surface on which pictures appear (as in movie theatres)
T_________________ You watch the news, movies, and cartoons on it.
Page 148
7. Mystery Alphabet
Answers:

Appointment_______ Can I make an _____________ to see Mr. Fraser at 2 p.m.?
Blackboard________ Teachers and students write on this with chalk.
Clock_____________ It tells time.
Dialogue________ __ A conversation between two or more people
Erase_____________ To rub or scratch out words
Filing Cabinet__ ___ A piece of furniture used to arrange documents in order (2 words)
General___________ A commissioned officer of the highest rank
Help______________ To aid or assist
Instructor_______ __ Another name for teacher
Jack_______________ You use this to lift your car when changing a tire. (Also male name)
Keep_______________ To retain in ones possession
Lights______ ________ When it gets dark, you turn them on.
Map________________ In geography class we often use a _______________.
Note________________ A short written message
Outlet_____ ________ You plug all electrical appliances into this.
Pencil/pen______________ One writes with this.
Question____________ To interrogate. If you dont know, you ask a _____________.
Response____________ A reply or an answer
Screen______________ A surface on which pictures appear (as in movie theatres)
Television__ _________ You watch the news, movies, and cartoons on it.
Page T 148
U_________________ The opposite of fortunately
V _____ ________ The words go, play, eat, and study are _______.
W_________________ An opening in the wall to let in light and air
X_________________ A form of radiation used to locate breaks in bones
Y_________________ There are 365 days in it.
Z_________________ The number represented by the symbol 0
Page 149
Unfortunately__ _____ The opposite of fortunately
Verbs__________ ____ The words go, play, eat, and study are _______.
Window____ ________ An opening in the wall to let in light and air
X-ray (X ray)________ A form of radiation used to locate breaks in bones
Year________________ There are 365 days in it.
Zero________________ The number represented by the symbol 0
Page T 149
Reading
8. Objective choice questions

Read the text and answer the questions that follow.
How much sleep is enough for you?
Sleep disorders are what North Americans complain about the most. Four in ten adults
experience some kind of insomnia at least once a year. Lack of sleep can seriously affect mental
and physical activities. It can have an effect similar to drinking alcohol.
The right amount of sleep is the amount that will permit you to function throughout the day
without feeling drowsy when you sit quietly. On average, an adult needs seven to eight hours.
However, some people need as little as five hours while others need as many as ten. Sleep needs
also vary with age.
Babies up to six months need eighteen to twenty hours of sleep. Six to twelve month-old
children require sixteen to eighteen hours, and one to four year-olds need thirteen hours. From
early adulthood onwards, a typical person needs seven to eight hours of sleep a night.
1. North Americans most frequently complain about

d) insomnia.
e) physical activities.
f) drinking alcohol.
2. Drowsy probably means

a) on drugs.
b) sleepy.
c) active.
3. The typical adult needs

a) seven to eight hours of sleep.
b) five hours of sleep.
c) ten hours of sleep.
4. Our sleep needs change with

a) work.
b) age.
d) height.
5. Newborn babies need

a) sixteen to eighteen hours of sleep.
b) eighteen to twenty hours of sleep.
c) thirteen hours of sleep.
Page 150
Reading
8. Objective choice questions

Answers:
1. North Americans most frequently complain about

a) insomnia.
b) physical activities.
c) drinking alcohol.
2. Drowsy probably means

a) on drugs.
b) sleepy.
c) active.
3. The typical adult needs

a) seven to eight hours of sleep.
b) five hours of sleep.
c) ten hours of sleep.
4. Our sleep needs change with

a) work.
b) age.
c) height.
5. Newborn babies need

a) sixteen to eighteen hours of sleep.
b) eighteen to twenty hours of sleep.
c) thirteen hours of sleep.
Page T 150
Reading & Writing
9. True/False plus personal viewpoint questions

1. First, review the grammar explanation in the note box below.
2. Then read the text and decide if the statements that follow are TRUE or FALSE.
3. Finally, answer the remaining questions.
Fewer Canadians choosing marriage
Statistics Canada reports that the number of people getting married took a plunge in 1991, as 8.2
percent fewer people got married than the previous year. This is the lowest level since the 1930s. The drop
was attributed to a combination of factors, including tougher economic times, both men and women delaying
marriage until they are older, and couples choosing to live common-law relationships.
In 1991, about 726,000 Canadian couples lived common-law relationships, compared with about
487,000 in 1986.
On average, women now get married for the first time at age 26.2, compared with 22.6 in 1971. Mens
average age when they first tie the knot is 28.2, compared with 24.9 in 1971. In 1992, marriage rates
declined in all provinces, suggesting that more people may be postponing marriage while they deal with tough
economic times.
The lowest marriage rates were in the Northwest Territories at 3.9 per 1,000 people and Quebec at
4. 2. The highest were in Ontario, Alberta and British Columbia, at 7.4.
erlative for m
ectives: basic form, comparative form, sup
Note the three forms of adj
(bas, plus bas, le plus bas)
low, lower, lowest
(haut, plus haut, le plus haut)
high, higher, highest
(moins, moins de, le moins)
few, fewer, fewest ux)
(vieux, plus vieux, le plus vie
old, older, oldest
Page 151
Reading & Writing
9. True/False plus personal viewpoint questions

Answers:
1. false
2. true
3. false
4. true
5. false
6. false
7. false
8. true
9. true
10. true
11. Why do people choose to live common-law rather than get married?
_______________________________________________________________________
12. Do you think marriage rates will increase in the future? Why or why not?
______________________________________________________________________
13. Why do you think marriage rates were highest in Ontario, Alberta and British Columbia?
_______________________________________________________________________
14. Find words or expressions in the text that come closest in meaning to the following:
a. drop: _took a plunge________________________________________________________
b. living together without being married: _common -law______________________________
c. get married: __tie the knot__________________________________________________
d. putting off to a later date: __postingponing______________________
Page T 151
1. The number of Canadians getting married went up in 1991. true false
2. 8.2 percent more people got married in 1990 than in 1991. true false
3. A shortage of housing affected the number of marriages. true false
4. Economic factors can cause the number of marriages to true false

go up or down.
5. Women now get married at a younger age. true false
6. Over 1 million Canadians lived common-law relationships in 1991. true false
7. The average age of a man getting married for the first time true false
is 24.9 in 1992.
8. The number of common-law relationships is increasing. true false
9. Ontario has one of the highest marriage rates in Canada. true false
10. Quebec has the second-lowest marriage rate in the country. true false
11. Why do people choose to live common-law rather than get married?
_______________________________________________________________________
12. Do you think marriage rates will increase in the future? Why or why not?
_______________________________________________________________________
13. Why do you think marriage rates were highest in Ontario, Alberta and British Columbia?
_______________________________________________________________________
14. Find words or expressions in the text that come closest in meaning to the following:
a. drop: _________________________________________________________
b. living together without being married: _______________________________
c. get married: ____________________________________________________
d. putting off to a later date: __________________________________________
Page 152
Page T 152
Miscellaneous
Grammar
1. Object Pronouns
Example:
Ask for a 100-dollar bill at the bank:
Give me a 100-dollar bill, please.

1. Ask your daughter to help her grandma with the suitcase:
Look Jessica! Grandmas suitcase is heavy. Can you help ______ with ______ ?
2. Ask the garage to change your tires before 10 oclock:

Here are my tires. Could you change ______ please before 10 oclock?
3. You want to help your friend find his dog, Charlie. Tell your friend:
I want to help ______ find ______ .
4. Ask a friend to help you and your partner clean up after a party:
There are too many dishes. Can you help ______ with ______ ?
5. An elderly couple is in difficulty. Ask a mechanic to fix their broken car.

Do you see their car down the street? Can you fix ______ for ______ ?
6. Ask for directions to the airport.

Please tell ______ the way to the airport. I cant find ______ .
7. Ask someone to ask Roger for his new address:

When you see Roger, ask ______ for his address.
8. You are a salesperson. Ask a couple of clients if you can help them:
Can I help ______ ?
9. You want help carrying a sick woman into the house. Ask someone to help you.
Could you help ______ carry ______ into the house?
10. Ask someone to do you and your partner a favour:

Could you do ______ a favour?
Page 155
Grammar
1. Object Pronouns
Answers:

1. Ask your daughter to help her grandma with the suitcase:
Look Jessica! Grandmas suitcase is heavy. Can you help her with it?
2. Ask the garage to change your tires before 10 oclock:

Here are my tires. Could you change them please before 10 oclock?
3. You want to help your friend find his dog, Charlie. Tell your friend:
I want to help you find him.
4. Ask a friend to help you and your partner clean up after a party:
There are too many dishes. Can you help me with them?
5. An elderly couple is in difficulty. Ask a mechanic to fix their broken car.

Do you see their car down the street? Can you fix it for them?
6. Ask for directions to the airport.

Please tell me the way to the airport. I cant find it.
7. Ask someone to ask Roger for his new address:

When you see Roger, ask him for his address.
8. You are a salesperson. Ask a couple of clients if you can help them:
Can I help you?
9. You want help carrying a sick woman into the house. Ask someone to help you.
Could you help me carry her into the house?
10. Ask someone to do you and your partner a favour:

Could you do us a favour?
Page T 155
2. Object Pronouns
Replace the underlined words with the appropriate pronouns given: you, her, him, it, us, them.
Example:
Ms. Donaldson is talking to Susan.
Ms. Donaldson is talking to her.

1. Do the children like soccer?
______________________________________________________________________
2. They said they would wait for the hockey players.

______________________________________________________________________
3. The student is returning his book to the library.

______________________________________________________________________
4. Mr. and Mrs. Jackson are talking to their son.

______________________________________________________________________
5. Can I see you and Mary tonight?

______________________________________________________________________
6. He does not need these cassettes.

______________________________________________________________________
7. The Reynolds gave this present to Sharon and me.

______________________________________________________________________
8. Discuss the problem with Suzanne.

______________________________________________________________________
9. Talk to your boss about this situation.

______________________________________________________________________
10. Im afraid hes leaving with Bill and his friend right now.
______________________________________________________________________
Page 156
2. Object Pronouns
Answers:

1. Do the children like soccer?
Do the children like it?
2. They said they would wait for the hockey players.

They said they would wait for them.
3. The student is returning his book to the library.

The student is returning it to the library.
4. Mr. and Mrs. Jackson are talking to their son.

Mr. and Mrs. Jackson are talking to him.
5. Can I see you and Mary tonight?

Can I see you tonight?
6. He does not need these cassettes.

He does not need them.
7. The Reynolds gave this present to Sharon and me.

The Reynolds gave this present to us.
8. Discuss the problem with Suzanne.

Discuss the problem with her.
9. Talk to your boss about this situation.

Talk to him/her about this situation.
10. Im afraid hes leaving with Bill and his friend right now.
Im afraid hes leaving with them right now.
Page T 156
Reading
3. Objective Choice Comprehension Questions

Part A
Read the text. Complete the text by circling the most appropriate response.
The Family
The North American family is changing. In the past, grandparents, parents and children lived together. Sometimes
the family included brothers and sisters with their wives or husbands or children. There were perhaps other
relatives such as aunts and uncles. They all lived together in one house as one extended family.
Slowly the family became the nuclear family. In this family there are two parents and one or more children. In
most cases one person goes to work. Usually, it is the father. The mother stays home with the children.
Today, North American families look very different. Often both parents work and the children go to daycare
centres. Some are still extended families or nuclear families. Some are single-parent families. More and more,
families from divorces are forming new families. These blended families consist of step-children and step-parents,
as well as half-brothers and half-sisters.
1. By definition, a nuclear family consists of
a. a mother, father and children.

b. a father who works and a mother who says home with the children.
c. a husband and a wife.
2. By definition, an extended family consists of
a. grandparents and children.

b. parents, children and other relatives.
c. mother, father and son.
Page 157
Reading
3. Objective Choice Comprehension Questions

Part A
Answers:

1. By definition, a nuclear family consists of
a. a mother, father and children.

b. a father who works and a mother who says home with the children.
c. a husband and a wife.
2. By definition, an extended family consists of
a. grandparents and children.

b. parents, children and other relatives.
c. mother, father and son.
3. By definition, a single-parent family consists of
a. only a mother and a son.

b. one parent and one or more children.
c. a father and a daughter.
4. By definition, a blended family is the following:
a. half-brothers and/or half-sisters living together

b. step-brothers and/or step-sisters living together
c. a new family formed from two families after divorces etc.
5. This article is about
a. Canadian families.
b. North American families.
c. families around the world.
Page T 157
3. By definition, a single-parent family consists of
a. only a mother and a son.

b. one parent and one or more children.
c. a father and a daughter.
4. By definition, a blended family is the following:
a. half-brothers and/or half-sisters living together

b. step-brothers and/or step-sisters living together
c. a new family formed from two families after divorces etc.
5. This article is about
a. Canadian families.
b. North American families.
c. families around the world.
Page 158
Page T 158
Part B
Interview someone to obtain personal/family-related information to complete the chart below.

Then share your information with the class: (Note that answers will vary)
Example:
I interviewed
Name: _______________________________________________________
Occupation: _______________________________________________________
Home town: ______________________________________________________

_
Live on Base? Yes ( ) No ( )
If no, where? ______________________________________________________

Married? Yes ( ) No ( )

If yes: If no:

Number of children: ________________ Girlfriend/Boyfriend? Yes ( )
No ( )
Age(s): __________________________ If yes, his/her:

Childrens school: __________________ Home Town: _________________

Wifes/Husbands Occupation: Occupation: _________________
________________________________
Live on Base? Yes ( ) No ( )

Brothers/Sisters? Yes ( ) No ( )
If yes:
Number of brothers: ______ Occupation(s):_______________________________
Number of sisters: ______ Occupation(s):_______________________________
Other information:_____________________________________________________
Page 159
Part B
Answers:
Note that answers will vary
Page T 159
Reading & Writing
4. Weather
Part A
Complete the weather forecast by using information provided in the pictograms.

THE GAZETTE WEATHER FORECAST

CANADA TODAY

Max/Min Max/Min
Vancouver 14/7 Toronto 3/-2
cool _______________ clear _______________
Calgary 1/-6 Montreal 6/-1
cold _______________ mostly _______________
Edmonton -5/-13 Halifax 16/8
partly _______________ rainy _______________
Winnipeg -7/-15 St. Johns 12/0
very _______________ flurries _______________

Sunrise: 6:47 A.M. Moonrise: 7:11 P.M.
Sunset: 4:29 P.M. Moonset: 5:21 A.M.
Page 160
Reading & Writing
4. Weather
Part A
Answers: Note that answers will vary

THE GAZETTE WEATHER FORECAST

Page T 160
Part B
Provide the highlights of the above forecast by answering the questions in complete sentences.
Highlights:
a. Which city is very warm? _________________________________________
b. Which city is very cold? _________________________________________
c. What time is sunset? _________________________________________
d. What time is moonrise? _________________________________________
e. Where is it raining? _________________________________________
Part C
Read the following radio forecast for Western Canada, and then produce one for Central and Eastern
Canada.
Page 161
Part B
Answers:
a. Which city is very warm? Halifax is very warm.
b. Which city is very cold? Winnipeg is very cold.
c. What time is sunset? Sunset is at 4:29 P.M.
d. What time is moonrise? Moonrise is at 7:11 P.M.
e. Where is it raining? It is raining in Halifax and Vancouver.
Part C
Answers:
Note that answers will vary.
Page T 161
5. Written answers
Read the text on tornadoes (or twisters) and answer the questions that follow.

TORNADO! TORNADO!
There will usually be rain, lightning, and even hail before a tornado hits. Descending
from a dark thunderstorm, or cumulonimbus cloud, the tornado itself is a funnel-shaped
cloud. The funnel, which resembles an elephants trunk, may extend to the ground. It
has winds that spiral upwards at terrific velocity estimated as high as 800 kilometres an
hour.
While a tornado is the most violent of storms, it does not cover a large area.
Normally, the path of destruction is only between 300 and 400 metres wide. On rare
occasions the path may be as narrow as a few metres, or as wide as two kilometres. As
a tornado moves across the land at about 70 kilometres an hour, it will cause almost total
destruction along a 15 to 60-kilometre stretch.
Although tornadoes do not occur frequently in Canada, they do appear in the

prairie provinces, southern Ontario and Quebec. The destructive effects of a tornado are
terrifying. Reduced air pressure inside the funnel causes houses to literally explode when
the storm passes directly overhead. Strong buildings are torn apart and large trees are
uprooted and broken like matchsticks. People and farm animals are whirled through the
air and bridges are ripped from their foundations. Often there is a surprisingly sharp line
dividing the area of destruction from adjacent areas of little damage.

1. What type of clouds are the source of thunderstorms and tornadoes?
__________________________________________________________________
2. What animal part is a tornado compared to?
__________________________________________________________________
3. In the first paragraph, find the word that means, speed.
__________________________________________________________________
4. How fast can a tornado spin?
__________________________________________________________________
Page 162
5. Written answers
Answers:
1. Cumulonimbus clouds are the source of thunderstorms & tornadoes.
2. A tornado is compared to an elephants trunk.
3. Velocity means speed.
4. It can spin as fast as 800 kilometres an hour
5. It is normally between 300 and 400 metres wide.
6. No, it cant. It isnt wide enough.
7. A tornado travels about 70 kilometres an hour.
8. No, they dont.
9. Reduced (low) air pressure in the funnel causes houses to explode.
10. The text compares trees to matchsticks (that are easy to break.)
11. They are picked up by the wind and whirled through the air.
12. Yes. There is a sharp line between the area of destruction and undamaged areas.
(Correct answers will vary.)
Page T 162
5. What is the average width of a tornados path of destruction?
__________________________________________________________________
6. Can a tornado destroy a city the size of Toronto or Montreal?
__________________________________________________________________
7. How fast does a tornado travel?
__________________________________________________________________
8. Do tornadoes ever occur in the Maritimes?
__________________________________________________________________
9. What causes houses to explode when a tornado passes over them?
__________________________________________________________________
10. What does the text compare trees uprooted by a tornado to?
__________________________________________________________________
11. What happens to people and animals caught in a tornado?
__________________________________________________________________
12. According to the text, is it possible for a tornado to destroy a house and leave the
one next door untouched?
__________________________________________________________________
Page 163
Grammar Summary
Count and Non-Count Nouns : Some and Any
1. Count nouns refer to things and I ate an apple.

people that can be counted. He ate two apples.
They can be singular or plural.
2. Non-count nouns refer to things

that cannot be counted.
- Do not put a or an or a number before He likes apple juice.

a non-count noun.
- Non-count nouns have no plural form. He drank some apple juice.
3. - Use some with plural count nouns and I bought some apples.
non-count nouns in affirmative statements. I bought some juice.
- Use any with plural count nouns and Do we have any apples?
non-count nouns in questions and negative Do we have any juice?
statements.
We dont have any apples.
We dont have any juice.
Some Non-Count Nouns
Information
food coffee butter clothing bread
cake ice cream homework cheese
soup broccoli furniture
rice meat popcorn traffic flour spinach jam
advice fruit fish ketchup equipment sugar
pasta juice luggage milk cereal
Page 166
Grammar Summary
Note
Non-count nouns always take a singular verb.
Fruit is expensive this week, but tomatoes are cheap.
Do not use a or an before a non-count noun.
A few or a little
A few + count nouns A little + non-count nouns
a few apples a little cheese

a few eggs a little chicken
Note
Count Nouns Non-Count Nouns
Some Some tomatoes Some fruit
A lot of A lot of tomatoes A lot of fruit
How many How many tomatoes. . .? How much How much fruit. . . ?
Many We dont have many tomatoes. Much We dont have much fruit.
Page 167
Grammar Summary
Quantity Word/Non-Count Noun
Using a quantity word to specify the amount of a non-count noun
Quantity Word Non-Count Noun
two pieces of luggage

a loaf of bread
one package of cereal
two glasses of milk
a half kilo of cheese
Present Simple?/Present Progressive?
PRESENT SIMPLE ? OR PRESENT PROGRESSIVE ?

Habits and repeated actions a) Actions in progress now
We usually eat dinner at six oclock. We are preparing dinner right now.
b) Actions that are temporary, not

habits
This evening we are eating dinner at seven.
Time Expressions Time Expressions
usually never right now

often on the weekends at the moment
sometimes on Saturdays, etc. today
always every day/week/month this week/year/month/evening
Page 168
Grammar Summary
These verbs are not usually used in the progressive
want hear know *have need see believe

own like smell *think cost love *taste
understand sound seem *look *feel
*These verbs can have stative and active meanings
Going To
FORM USE
Be + going to + verb When do we use going to?

It is going to rain
a) To talk about plans for the future made
before speaking:
AFFIRMATIVE & NEGATIVE
A: What are you going to do this
I am weekend?
He/she/it is (not) going to leave B: Im going to visit my sister in
this weekend. Toronto.
We/they/you are ( = I intend to )
QUESTIONS b) To predict the future, using information we

know now:
Am I
Is he/she/it going to leave A: What is the weather going to be
this weekend? like tomorrow?
Are we/they/you B: The forecast says its going to rain.
Page 169
Grammar Summary
There/Their/Theyre
There is a Chinese restaurant on the corner. There is = Il y a

Their spring rolls are delicious. Their = leur(s)
Theyre open until 11 oclock. Theyre = Ils/Elles sont
Expressing Likes and Dislikes
I like to wear jewellery. Im not crazy about shopping.

I love to dress up. I cant stand wearing high heels.
I enjoy shopping.
Expressing Preferences
I prefer to shop on-line. Id rather shop in small boutiques.
Contractions
Ill = I will Well = We will Thatll = That will

Id = I would Wed = We would
Page 170
Grammar Summary
Using would and will for making requests
What would you like to order? Ill have a Greek salad, please.
Id like some smoked salmon.

What kind of soup would you like? Ill have the mushroom soup.
Id like the clam chowder, please.
Will you have potatoes or rice with that? Ill have potatoes.
Id like rice, please.
What would you like to drink? Ill have a cappuccino, please.

Id like a glass of wine.
Would you like anything else? Yes, please. Ill have some fruit salad.
Would you care for a dessert? Yes, please. Id like some pie.
No, thank you. Ill just have a coffee,
please.
Using WILL for making offers
Use will when you decide or offer to do something at the moment of speaking.
A: Its very chilly in here!

B: Ill turn up the heat.
Page 171
Grammar Summary
The Comparative Form of Adjectives
1. One-syllable adjectives
- Add -er Short Shorter

- When an adjective ends in a vowel + consonant, Hot Hotter
double the consonant.
2. Two-syllable adjectives ending in y
- Change y to i and add er Happy Happier
3. Other adjectives of two or more syllables
Put more or less before the adjective Casual more casual

formal more formal
Irregular Comparative Forms
good better
bad worse
far farther
Page 172
Grammar Summary
Sense Verbs + Adjectives
fine
look (s)
It great
feel (s) comfortable
They fantastic
seem (s)
too long, short, etc...
Page 173
Glossary
Glossary
Food
A
B
apple pomme
apricot abricot
C
banana banane
batter (pancake) pte ( crpes)
basil basilic
beans haricots
beer bire
carrot cake gteau aux carottes
Black Forest cake gteau Fort Noire
cauliflower chou-fleur
blackberries mres
cereal crale
blueberry cheesecake gteau au fromage aux
cheese fromage
bleuets
cheesecake gteau au fromage
boiled egg oeuf la coque
chefs salad salade du chef
bread pain
cherries cerises
brie fromage brie
chicken legs cuisses de poulet
butter beurre
chicken stock bouillon de poulet
chicken wings ailes de poulet
Chinese food mets chinois
D
chocolate mousse mousse au chocolat
clam chowder chaude de aux
palourdes
coffee grounds caf moulu
cold cuts charcuterie, viandes
froides
cookie biscuit dairy products produits laitiers
coriander coriandre dried fruit fruits sechs
corn-on-the-cob bl dInde duck liver pat pt au foie de canard
country loaf pain de campagne
cream of asparagus crme dasprges
cucumber concombre
curry carie/curry
Page 176
Glossary
E
F
eggplant casserole aubergine en cocotte
egg oeuf
fermented soy bean paste pte de soya ferment

fish poisson
flour farine
food nourriture
G
French fries frites
frozen fruit fruits congels
fruit preserves confitures aux fruits
fruit salad salade de fruits
garlic ail
ginger gingembre
grapefruit pamplemousse
H
grapes raisins
grated potatoes pommes de terre
rpes
Greek salad salade grecque
green beans haricots verts
grilled cheese sandwich croque-monsieur
grilled salmon saumon grill ham jambon
head of lettuce pomme de laitue
herbal teas tisanes
honey miel
house red wine vin rouge de la maison
Page 177
Glossary
I
J
ice cream crme glace
L
jam confiture
juice jus
lamb agneau
leftovers restants
leg of lamb gigot dagneau
lemon citron
M
lemon meringue pie tarte au citron meringue
lentils lentilles
lettuce laitue
meat viande
milk lait
O
mineral water eau minerale
mint menthe
mushrooms champignons
mustard moutarde
olive oil huile dolives

olives olives
onions onions
oven-fresh frais du four
Page 178
Glossary
P
parsley persil
peach pche
pear poire
peas pois
pepper poivre
R raspberry framboise
pepper steak steak au poivre red peppers piments/poivrons
pickled plums prunes marines rouges
pie tarte red snapper vivaneau
pine nuts noix de pin rhubarb pie tarte la rhubarbe
pork chop ctelettes de porc rice riz
potato pomme de terre roast beef rti de boeuf
poultry volaille roasted garlic chicken poulet rti lail
S
scallops ptoncles stir-fried Cajun shrimp crevettes sautes aux
scrambled eggs oeufs brouills pices Cajun
seafood fruits de mer strawberries fraises
seaweed algue strawberry cheesecake tarte au fromage aux
seedless oranges oranges sans ppins fraises
sherbert sorbet sugar sucre
shrimp crevette sweet potato patate douce
snack collation, casse-crote
soup soupe
sourdough bread pain au levain
spices pices
spinach pinards
spring rolls rouleaux de printemps
steamed rice riz la vapeur
Page 179
Glossary
T
tomato juice jus de tomate
tuna thon
V vanilla extract extrait de vanille

vanilla ice-cream crme glace la vanille
vegetable oil huile vgtale
W
wheat germ germe de bl
whole wheat bread pain de bl entier
wine vin
Page 180
Glossary
General Glossary
A
adapt (v)
add (v)
advertisement (n)
advice (n)
all-purpose (adj)
adapter
ajouter
publicit
conseil
tout-usage
B bag (n) sac
baggage (n) baggages
always (adv) toujours baggy (adj) ample, bouffant
another (adj) un(e) autre bake (v) faire cuire au four
appointment (n) rendez-vous baking (adj) cuisson au four
assign (v) dsigner barbecued (adj) grill au barbecue
attractive (adj) attirant bargain aubaine
available (adj) disponible barter (n) troc
awful (adj) affreux, terrible basement (n) sous-sol
beach (n) plage
bead (n) perle
beat (v) battre
believe (v) croire
bench (n) banc
beverage (n) boisson
black (adj) noir
bland (adj) fade, sans got
blow (v) souffler
blue (adj) bleu
boil (v) bouillir
boiled (adj) bouilli
bottle (n) bouteille
bowl (n) bol
box (n) bote
breadbox bote pain
breeze (n) brise
briefly (adv) brivement
bring (v) apporter, amener
brown (adj) brun
bunch (n) grappe (de raisin)
Page 181
Glossary
C
D
can (n) bote de conserve
carton (n) carton
casual (adj) sport
cell-phone (n) tlphone- cellulaire
chart (n) tableau
chilly (adj) frais dangerous (adj) dangereux
choice (n) choix dark (colour) fonc
chop (v) hacher delicious (adj) dlicieux
chopped (adj) hach denim (n) toile de jean
church glise desert dsert
circulars (n) circulaires desk (n) bureau, pupitre
clap (v) battre les mains determine (v) dterminer
clock (n) horloge digital (adj) numrique
closet (n) garde-robe, vestiaire dish (n) plat
clothing (n) vtements dream-catcher capteur de rves
coffee table (n) table de caf dressy (adj) habille
comb (v) peigner dryer (clothes) (n) scheuse
complicated (adj) compliqu
container (n) contenant
E
convenient (adj) pratique, commode
cook (v) cuisiner
corduroy (n) velours ctel
cost (v) cot
cotton (n) coton
counter comptoir
crazy (adj) fou/folle enough assez
crush (v) craser equipment (n) quipement
crushed (adj) cras extract (n) extrait
cuisine (n) cuisine
cupboard (n) armoire de cuisine
cycling (n) cyclisme
Page 182
Glossary
F
fall (v) tomber
famous fameux
far (adj) loin
fat gros
fattening (adj) engraissant
feather(n) plume
feel (v) sentir, toucher
ferment (v) fermenter
fermented (adj) ferment
ferry bac
few (a few) (adj) quelques-uns
G
fill (v) remplir
filled (adj) rempli
fishing (n) la pche
fitting rooms cabines dessayage
flyers (n) circulaires
fog brouillard
garden (n) jardin
forest fort
gardening (n) jardinage
forget(v) oublier
get (at a store) (v) aller acheter
freezer (n) conglateur
get dressed (v) shabiller
freezing rain pluie verglaante
get there (v) arriver
fresh (adj) frais
gorgeous (adj) splendide
fridge (n) rfrigrateur
grate (v) rper
fried (adj) frit
grated (adj) rp
frothy (adj) mousseux
greasy graisseux
frozen ( adj) congel
green (adj) vert
fry (v) frire
greeting (n) salutation
furniture (n) meubles
grill (v) griller
grilled (adj) grill
grocery store (n) picerie
guess (v) deviner
gum (n) gomme
Page 183
Glossary
H
hair (n) cheveux
halfway ( ) mi-chemin
hard (adj) dur; difficile
hardly (adv) peine
head for (v) se diriger vers
I
healthy (adj) en bonne sant
hearty (adj) copieux (repas)
heat (n) chaleur
heavenly (adj) divin
heavy (adj) lourd
high (adj) haut
high heels chaussures talons indicate (v) indiquer
haut intend (v) avoir lintention
highway autoroute
hiking (n) randonne pdestre
hips (n) hanches
hole (n) trou
home-town (n) ville natale
horseback riding lquitation
hum (v) fredonner
K
hungry (adj) affam
J
jar (n) pot
keep (v)
knock (v)
know (v)
garder
frapper
savoir, connatre
jewellery bijoux
jump (v) sauter
Page 184
Glossary
L
lake lac
laugh (v) rire
leather (n) cuir
M
leave (v) partir
leftovers (n) restes
lend (v) prter
life (n) vie
light (colour) ple
light (n) lumire
like (v) aimer mash (v) faire une pure
linen (n) lin memorable (adj) mmorable
little (a little) (adj) un peu de mix (v) mlanger
loaf (n) pain mixture (n) mlange
long (adj) long mood (n) humeur
look (v) regarder
loose (adj) ample
loudly (adv) fortement
love (v) aimer
low (adj) bas
luggage (n) bagages
O
N
nap (n) petit somme
office tower
often (adv)
oil (n)
other side
tour bureaux
souvent
huile
lautre ct
narrow (adj) troit outfit ensemble
necklace collier own (v) possder
need (v) besoin
never (adv) jamais
nightclub bote de nuit
nightlife (n) vie nocturne
Page 185
Glossary
P
package (n) paquet
pan (n) pole
pancake (n) crpe
peel (v) peler, plucher
pickle (v) mariner
pickled (adj) marin
piece (of) (n) morceau de
play (v) jouer
R
plenty beaucoup
pocket (n) poche
poor (adj) pauvre
pop (soda p.) (n) boisson gazeuse
postcard (n) carte postale
poultry (n) volaille
rain gear (n)
pound (n) livre
impermables
pour (v) verser
rayon (n) rayon
powder (n) poudre
red (adj) rouge
prefer (v) prfrer
refried (adj) refrit
preferred (adj) prfr
refrigerator (n) rfrigrateur
preserves (n) confiture
refry (v) refrire
purple (adj) pourpre
refund(v) rembourser
purpose (n) but
remain (v) rester
pushup (n) pompes
rent (v) louer
replace (v) remplacer
retrieve (v) retrouver
rich (adj) riche
ride (v) a bicycle se dplacer bicyclette
ring bague
ripe (adj) mr
roast (v) rtir
rock rocher
roommate (n) co-locataire
Page 186
Glossary
S
salivate (v) saliver spouse (n) poux, pouse
schedule (n) horaire spread (v) tendre
scramble (v) brouiller stadium stade
scrambled (adj) brouill stay (v) (guests) rester
seafood (n) fruits de mer steam (v) faire cuire la
second-hand (adj) doccasion vapeur
seedless (adj) sans ppins step (n) pas pas
seem (v) sembler stir (v) remuer
serve (v) servir sunshine lumire du soleil
sheep (n) mouton supermarket (n) supermarch
shine (v) briller swimming (n) natation
shiny (adj) brillant, luisant
short (adj) court; petit
side dish plat ct
silk (n) soie
sink (n) vier
size (n) taille
skiing (n) ski
skip (v) sauter
skyscraper gratte ciel
sleeping bag (n) sac de couchage
sleeve (n) manche
slice (n) tranche
slice (v) trancher
sliced (adj) tranch
slow (adj) lent
smell (v) sentir
snorkel (v) faire du tuba
snowboarding (n) faire de la planche
neige
snowshoeing (n) faire de la raquette
soft (adj) doux, douce
sometimes (adv) quelquefois, parfois
sound (v) paratre, sembler
spice (n) pice
spicy (adj pic
Page 187
Glossary
T
take-out lunch (n) dner emporter
tall (adj) grand
taste (v) goter
U
tasteless (adj) sans got, fade
tasty (adj) savoureux
terrific (adj) magnifique
then (adv) ensuite
thick (adj) pais
thin (adj) mince, maigre
thirsty (adj) ayant soif uneaten (adj) pas mang
tight (adj) serr upcoming (adj) prochain
tiny (adj) trs petit, minuscule
toddler bambin
together (adv) ensemble
topped (adj) garni
touch (v) toucher
toy jouet
trade (v) changer
tree (n) arbre
V
truck camion
trunk (n) coffre
tune (n) air (de musique)
turn up (v)(heat) monter
valley valle
vanilla (n) vanille
Page 188
Glossary
W
waist (n) taille
wait (v) attendre
wallet (n) portefeuille
Y
wardrobe (n) garde-robe
wave (v) saluer de la main
weather (n) temps
wedding mariage
weekly (adj) hebdomadaire
wheat (n) bl
whisk (n) fouet yellow (adj) jaune
white (adj) blanc yummy (adj) dlicieux
whole (adj) complet, entier
wide (adj) large
windsurf (v) faire de la planche
voile
windsurfing (n) de la planche voile
windy (adj) venteux
wish (v) souhaiter, vouloir
wonderful (adj) merveilleux
wool (n) laine
wrinkle-proof infroissable
Page 189
Glossary
Clothing
bathing suit maillot de bain
belt ceinture
blouse blouse
boots bottes
cardigan cardigan, gilet
coat manteau
dress robe
gloves gants
handbag sac main
hat chapeau
jacket veste
pants pantalons
panty hose bas-culottes, collants
purse sac main
raincoat impermable
running shoes chaussures de sport
scarf charpe, foulard
shirt chemise
shoes souliers, chaussures
shorts short
skirt jupe
sleeves manches
socks bas
suit tailleur, complet
sweat pants pantalons molleton
sweater chandail, pull
sweatshirt coton ouat
tie cravate
trousers pantalons
windbreaker coupe-vent
Page 190
Glossary
Phrasal Verbs
blow in from souffler de
change into se changer
come back revenir
come from arriver de
consists of se composer de
dress down shabiller de style sportif
dress up sendimancher
fill in remplir
fill with remplir de
flavour with assaisonner, parfumer
get up se lever
go out for sortir (pour)
go with tre coordonn
head for se diriger (vers)
pick someone up passer prendre quelquun
pick up (a few things) acheter (quelques petites choses)
pick up (something) ramasser (quelque chose)
put on mettre
run over to aller rapidement quelque part
serve with servir avec
take care of avoir soin de
take off enlever
take out (something) sortir (quelque chose)
think about penser
top with garnir de
try on essayer
try out essayer pour la premire fois
turn over (pancake) renverser
walk out sortir
work out sentrainer, faire de lexercise
write down crire, prendre note
Page 191
Glossary
Expressions/Idioms
a dollar a dozen un dollar la douzaine to do pushups faire des pompes
a good buy/deal un bon achat To start with, Ill have Pour commencer, je prendrai
a head of hair chevelure What a life! Quelle vie!
Be back in a jiffy Je serai de retour dans What about getting Achetons du pain
quelques minutes a loaf of bread?
Get home rentrer la maison Wish you were here. Dommage que tu ne sois
Greetings! Salut! pas l.
I cant stand it. Je ne peux pas le supporter. Would rather prfrer
I dont mind it. a ne me derange pas.
I find it spicy. Je le trouve pic.
Im freezing. Jai trs froid.
Im in the mood for J ai envie de
Im not crazy about it. Je ne suis pas fou de a.
Im starving. Jai trs faim.
It suits me. a me va bien.
It suits us fine. a nous va trs bien.
Its a perfect fit. a me va comme un gant.
Its heavenly. Cest divin.
Its pretty well ready. Cest pas mal prt.
Its yummy! Cest dlicieux.
jump up and down sautiller
Just looking Je regarde seulement.
Keep it simple. Faire les choses simplement
Let me know. Laissez-moi savoir.
Lets head for the beach. Allons la plage.
local watering hole bar locale
look forward to attendre avec plaisir
Make up ones mind se dcider
Not too much. Just a little. Pas trop. Juste un peu.
on sale en vente/solde
On your way home sur votre chemin de retour
out of this world fantastique, merveilleux
step-by-step pas pas
take-out food mets emporter
Theres none left. Il ny en a plus.
Page 192

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Module 5 Teacher: Listening

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Module 5

A: What are we having for dinner tonight?

1) A and B are planning

2) They dont have any

A: When are you going on vacation this year?

Which of the following statements are true, a or b?

1. a) Two people are talking about their past vacations.

2. a) A thinks Costa Rica is cheaper than Cuba.

3. a) B is going to go to New Brunswick first.

4. a) As girlfriend prefers Costa Rica to Cuba.

Are the following statements true or false?

1. Jenny and David are at an Italian restaurant.

2. They are not enjoying their meals.

3. Jenny likes the bread, but not the wine.

4. The bread is not fresh.

5. David is going to order some more wine.

Are the following statements true or false?

1. The shirts are on sale.

2. The sales clerk is person B.

3. Person C decides to buy a pair of pants.

4. Person B decides to buy a shirt.

5. The pants are too small.

Do we have any leftovers?

I bought some apples

2 about availability bag?

Whats your favourite sandwich/

Writing recipe instructions

Typical & Favourite

Marsha usually rides her bicycle to

How often do you eat out for lunch?

What are you wearing today?

Lesson 2. Count or Non-Count?

Lesson 3. What are the ingredients?

Lesson 4. From Present to future

Lesson 5. Eating Out

Lesson 6. Was it a good buy?

1.A Whats the food

How many of these foods can you name?

9. 10. 11. 12.

13. 14. 15. 16.

17. 18. 19. 20.

1. Whats the food

25. 26. 27. 28.

29. 30. 31. 32.

33. 34. 35. 36.

37. 38. 39. 40.

41. 42. 43. 44.

45. 46. 47.

apple ______ sweet potato ______

Answers: sweet potato - 38

1. Classify the foods above according to the categories below.

2. What were the important differences?

2.A Read the questions your teacher gives you.

Do we have any tasty leftovers?

Sandra and Tom decide to go on a picnic.

1. What are Sandy and Tom planning to do?

1. Sandy and Tom dont have any leftovers.

2.D Match each expression with its meaning *

* Use the glossary if you need help

_______ _______ _______

_______ _______ _______

_______ _______ _______

10. 11. 12.

apple sweet potato

___ _ _____

___ _ _____

___ _ _____

___ _ _____