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Lesson 1: Vocabulary Class Book page 50

Language 1 Listen and say the number. Repeat. $ 3•01


Core: cheese, bread, butter, biscuits, jam, chocolate, burgers, • Play the recording. Pause, if necessary, for the children
olive oil, chillies, flour to find the food item and say the number. Play the food
word for the children to repeat.
Revised: Food, What is he / she going to buy? He’s / She’s
going to buy some chocolate. I can see some chillies. ANSWERS
Other: market I can see some chocolate at the market. 7
I can see some olive oil. 2
I can see some cheese. 9
Starting the lesson (optional)
I can see some biscuits. 6
• Play Draw and guess (see page 152) to revise food words I can see some chillies. 1
that the children already know. I can see some butter. 10
I can see some jam. 4
iPack I can see some burgers. 8
• Introduce the new exchange student, May from Thailand. I can see some bread. 5
• Display the The world poster and read the information I can see some flour. 3
with the class.
2 Read and say True or False.
Vocabulary presentation: vocabulary animation • Ask the children to work in pairs. They take turns to read
• Play the vocabulary animation for the children to watch the sentences and say True or False.
and listen. ANSWERS
1 True 2 False 3 False 4 True 5 False 6 False
Transcript
7 True 8 True 9 False 10 False
Mayor This is May. She’s from Thailand.
May Hello. 3 Play a memory game.
Tara Hi May, I’m Tara. This is Ben and this is Dex.
• Look at the example dialogue together. Ask the children
Ben and Dex Hello May!
to work in pairs to ask and answer about what the
Tara This is our market. There are lots of different types of
characters are going to buy.
food here.
May Wow, it’s really different from the markets in Thailand!
I’m going to take some photos to show my mum.
iPack
May Look – lots of chocolate. I’m going to buy some as Vocabulary practice: game 2
presents for my family.
See instructions for Basketball bounce (page 149)
Tara Here’s some bread. Mmm it smells delicious!
May Wow, there’s lots of cheese.
Ben Here’s the English butter – it’s yellow and creamy.
Activity Book page 50

May Are there any chillies in this market? I love chillies KEY COMPETENCES: Learn to learn
Tara Yes, of course. These red chillies are very spicy.
Dex There’s lots of olive oil.
• The language in this lesson builds on grammar that
the children have learnt in Rooftops 3. Discuss the use
Tara And there’s some flour.
of some and any with the class. When do we use each
May Ooh, look at these biscuits. I’m going to buy some
one?
biscuits to take home to Thailand.
Ben There is strawberry jam and cherry jam. My favourite is
strawberry. 1 Look and complete.
May And look at those burgers. ANSWERS
Tara Burgers … that gives me a good idea… Let’s have a 1 She isn’t going to buy any cheese.
barbecue tomorrow. I’m going to ask my mum and dad. 2 She is going to buy some bread.
3 She isn’t going to buy any butter.
Vocabulary presentation: game 1
4 She is going to buy some biscuits.
See instructions for Wait for it! (page 147) 5 She is going to buy some jam.
6 They are going to buy some chocolate.
7 They are going to buy some burgers.
8 They aren’t going to buy any chillies.
9 They aren’t going to buy any olive oil.
10 They are going to buy some flour.

106 Unit 5 • Lesson 1

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2 Choose your favourite food. Ask and answer. • Tell the children that they are going to watch the
• Look at the example dialogue with the class. Explain that vocabulary animation again. This time there is a question
the children are going to buy the things they need for screen for you to show them before they watch the
their favourite recipes. animation. They should answer the question after
• Ask the children to choose their favourite recipe from the watching, and you should refer back to the question
ones on the left. They read the list of ingredients. screen to reveal and check their answers.
• The children work in pairs. They take turns to ask and How much olive oil is there in the market?
answer about the food they are going to buy. • For transcript see Vocabulary animation lesson 1 page 106.
ANSWERS
3 Write about your partner. There’s lots of olive oil.
• The children recall what their partner told them in activity
2 and write sentences about what he / she is going to Class Book page 51
buy.
1 Read and listen. $ 3•02 What did they forget to
Finished? (optional) What other food words do you put on the shopping list?
know? Make a mind map. Use these headings: fruit
• Play the recording for the children to listen and read. They
vegetables drinks meat snacks
write down the answer to the question in their notebooks.
• If necessary, remind the children how to set up their mind • For transcript see Class Book page 51.
map with ‘food’ in the centre and the headings in clouds
around it. ANSWERS
• Ask them to think of as many food words as they can and They forgot to put salad on the shopping list.
organize them around the clouds.
2 Read and learn. Make sentences and questions.
Finishing the lesson (optional) • Ask the children to look at the table. Draw attention to the
• Use the Unit 5, set 1 flashcards and wordcards to play a words that we use with countable nouns and the ones
game. Ask a child to come to the front and give him / her that we use with uncountable nouns.
four flashcards. He / She holds them so that the rest of • Ask the children to work in pairs. They take turns to make
the class can’t see. Give all of the wordcards out to other sentences with the different countable and uncountable
children in the class. nouns in the boxes.
• The children with the wordcards take turns to stand up
Learn to learn
and ask the child at the front Are you going to buy bread /
chocolate / biscuits? etc. ANSWERS
• The child at the front answers Yes, I am. / No, I’m not. When You can count eggs. You can’t count sugar.
the answer is positive, he / she collects the wordcard and
3 Play the game.
puts the matching flashcard and wordcard on the board.
• Look at the example dialogue with the class. Ask the
• Play again with different children.
children to work in pairs. They take turns to choose a
picture and make a sentence about the food that does or
Lesson 2: Grammar doesn’t appear in it. Their partner guesses the picture.

Language KEY COMPETENCES: Social and civic


Core: Countable and uncountable nouns with lots of, competences
some, any, a few, a little; burgers, cheese, bread, olive oil, • Taking part in communicative pair work activities, such
biscuits, butter, flour, chocolate, jam, chillies as the one above, encourages development of social
Revised: barbecue, sausages, salad, eggs, potatoes, milk, skills and the need to adhere to the rules of turn taking.
strawberries, mushrooms, tomatoes, chips
Other: check (v), shopping list, fridge, sugar, pancakes iPack
Starting the lesson (optional) Grammar practice: game
• Use the Unit 5, set 1 flashcards to play What’s in the fridge? See instructions for Word clouds (page 149)
(see page 154).
Activity Book page 51

iPack 1 Look and write sentences with There is, There


Grammar presentation and vocabulary isn’t or There are.
consolidation: vocabulary animation ANSWERS
• Ask the children what they can remember about the 1 There is a little olive oil and there are lots of chillies.
market from the animation from lesson 1. 2 There are a few biscuits. There isn’t any jam.
3 There is some bread. There are lots of sausages.

Unit 5 • Lessons 1 & 2 107

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2 Listen to Dex and May talking about Dex’s Finishing the lesson (optional)
sandwich. $ 3•03 Tick ✓ the food that you hear. • Write the headings Countable and Uncountable on
• Play the recording for the children to listen and tick the opposite sides of the board. Hold up one of the Unit 5,
food in Dex’s sandwich. set 1 flashcards. Ask Countable or uncountable? Elicit the
answer and put the flashcard under the correct heading.
Transcript • Give out the rest of the flashcards to the children. Ask
Dex Mmm. I’ve got the tastiest sandwich in the world! them to come to the board, one at a time, and put their
May The tastiest sandwich in the world! What’s in it? card under the correct heading.
Dex Well, there are two burgers.
May Two burgers! Further practice
Dex Yes. And there’s some cheese and some salad. $ Teacher’s Resource CD-ROM, Unit 5, Reinforcement worksheet 1
May Is there lots of salad? and Extension worksheet 1. Notes and answers on CD-ROM.
Dex No, just a little salad.
May Anything else?
Dex There are a few chillies. And there’s a secret ingredient.
Lesson 3: Culture
May A secret ingredient. What is it? Language
Dex Chips! Ha ha! There are some chips in my sandwich.
Core: bottle, packet, jar, farmers’ market, home-made, stalls,
May Oh Dex!
jam, olive oil, flour, chocolate
ANSWERS Revised: Countries and nationalities, food, buy, famous,
Ticked: burgers, cheese, salad, chillies, chips long, capital, flowers, farm, grandparents, cook, shop
3 Listen again. $ 3•03 Write about Dex’s sandwich. Other: market, all around the world, tea, curry, smells
(n), popular, takeaway, traditional, local, produce (n), sell,
• Play the recording again for children to listen out for
products, chutney, delicious, floating market, boat, for sale,
how much of each food from activity 2 Dex has in his
chef, supermarket
sandwich.
• The children write sentences using the words in the box.
Starting the lesson (optional)
ANSWERS
• Discuss food with the class. Ask What is your favourite kind
There are two burgers.
of food? Do you like shopping for food? Where do you buy
There is some cheese.
your food from?
There is a little salad.
There are a few chillies.
There are some chips.
iPack

4 Design a tasty sandwich. Draw and write. Culture presentation: film


• The children draw their sandwich in the box. They write • Tell the children that they are going to watch a culture
film about a market in London.
sentences about what is in the sandwich. Remind them to
use lots of, some, any, a few and a little. • Tell them that after watching the film they need to answer
the question:
Activity Book page 96 What is Tom’s favourite stall?
A the cake stall B the cheese stall C the meat stall
Grammar Practice: Countable and uncountable • Play the film for the children to watch.
nouns (with lots of, some, a few, a little, any)
Transcript
1 Complete the questions. Clive I’m Clive Live and you’re watching … Totally Culture! In
1 Are there any today’s programme we’re going … Totally Markets!
2 Is there any Nelly Hello sir! Welcome to my market stall. Would you like a
3 Are there any jar of home-made jam – it’s strawberry! Or would you like a
4 Is there any packet of flour? I’ve got a packet of pasta, a bottle of olive oil,
5 Are there any or perhaps you’d like some butter?
6 Is there any Clive Er … I don’t know.
7 Are there any Nelly You think about it while we see what Tom likes to buy
8 Is there any at the market.
Tom Hi. I’m Tom and I’m from South London. Every Saturday
2 Look and answer the questions in activity 1. Use I go to Borough Market with my dad. Borough Market is
the words in the box. my favourite market because there is food from all over the
1 No, there aren’t any biscuits. world!
2 Yes, there is some cheese. There are lots of interesting stalls and cafés. You can buy your
3 Yes, there are a few sandwiches. groceries here – vegetables, spices, olive oil or chillies. This
4 No, there isn’t any cake. is chilli powder. It’s made from Naga chillies – they’re the
5 Yes, there are lots of grapes. hottest chillies you can eat! You can also buy your lunch and
6 Yes, there is some juice. eat it at the market. Yum!
7 Yes, there are a few bananas.
8 Yes, there is lots of jam.

108 Unit 5 • Lessons 2 & 3

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This is a cheese stall. This stall sells cheese from France. We 2 Match the headings to Lana, Finlay or May. Use
sometimes buy cheese here. This cheese is difficult to cut. your notebook. There is one extra.
On the cheese stall there are big cheeses, pots of cheese and • Ask the children to read the text again and match the
home-made yoghurts. headings to the children’s texts. Point out that there is one
There is a meat stall. Some burgers cost £1 each – others heading that they won’t need. They write their answers in
cost £2. their notebooks.
This is a bakery stall. Look – you can buy bread made with
olive oil. This lady is buying some bread from France. Bread ANSWERS
is called pain in French. This is olive oil and rosemary bread a May c Lana d Finlay
– we buy a loaf of this bread every week. It’s delicious with The extra heading is b.
butter and cheese.
KEY COMPETENCES: Cultural awareness and
There are lots of great stalls in Borough Market, but this man
expression
and woman are at my favourite stall – the cake stall! This stall
sells amazing cakes. The chocolate cake is my favourite. • Food is an important part of a country’s culture. The
Clive Mmm! I love chocolate cake, too … and I love food on offer in markets, shops and restaurants as
chocolate bars, and I love … I love all kinds of chocolate! well as the meals people cook at home tell us about
Nelly Well, I haven’t got any chocolate cake, Clive … the country’s climate, history, traditions, beliefs and
Clive Oh! influences.
Nelly … but I have got a packet of chocolate biscuits! • The Food around the world poster shows typical
Clive Oh yes, great! See you next time! dishes from each of the countries featured in Rooftops
Nelly Goodbye! 6 (Canada, Tunisia, Sweden, Greece, Thailand and
Ecuador). Look at the poster with the class. Ask
ANSWERS
questions such as:
A the cake stall
Which food is popular in Canada?
• Optional: If you would like to exploit the culture film What does Mariam eat with lamb tagine?
further you may ask these (or similar) questions at the end: What are smorgas?
1 When does Tom go to Borough Market? What does Elena have for breakfast?
2 Why does Tom like Borough Market? Where does Samsok buy chicken pad Thai?
3 Are Naga chillies hot? What kind of soup does Elsa like?
4 Where does the cheese come from? • Ask the children if they have tried any of these foods.
5 How much do the burgers cost? Which would they most / least like to try?
6 How often does Tom buy olive oil and rosemary bread?
3 Read again and say True or False.
ANSWERS
1 Tom goes to Borough Market on Saturdays. ANSWERS
2 Because there is food from all over the world there. 1 False 2 True 3 True 4 True 5 True 6 False
3 Yes, they are! COMMUNITY VALUES: Food can be a fun way to find out
4 It comes from France. about different cultures.
5 Some burgers cost £1. Others cost £2.
6 Every week.
• Discuss the Community Value with the class in the
children’s own language. Ask Do you enjoy eating food
from other countries? What does the food tell us about those
Class Book pages 52–53
countries? Which country do you think has the best food?
1 Read and listen. $ 3•04 What are the most Why?
popular takeway meals in the UK?
• For transcript see Class Book pages 52–53. Activity Book page 52

ANSWERS 1 Complete the comments.


Indian curry and Chinese noodles ANSWERS
1 stall 2 farmers’ market 3 jars 4 home-made
CULTURE NOTES: Food markets in Britain
5 packet 6 bottle
• Many towns and cities in Britain have a market at
weekends, where you can buy food and other items. 2 Where do you and your family do food
Some towns have a regular farmers’ market, with stalls shopping? Make notes.
selling local produce. • The children tick all the places where they usually do food
• The multi-cultural nature of Britain is reflected by the shopping and answer the questions.
food available in shops and markets and the restaurants
in towns and cities. Food from Asia (in particular India, 3 Complete the post. Use your notes in activity 2.
China and Thailand) is very popular. Mediterranean and Draw your avatar.
Middle Eastern food is also well liked. • The children use their notes from activity 2 to complete
• Borough Market, in Central London, is one of the oldest the blog post.
and largest food markets in London. It sells a wide • They draw their avatar in the space provided.
variety of food from the UK and around the world.

Unit 5 • Lesson 3 109

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COMMUNITY VALUES: Read the posts on Class Book page ANSWERS
52 again. Find examples of food. B How to buy food
ANSWERS
Tea, jam, olive oil, noodles, curry, meat, vegetables, fruit, Class Book page 53

chutney, cakes, (Cumberland) sausage 4 Listen, read and repeat. $ 3•05


Finishing the lesson (optional) • Play the recording for the children to listen and follow the
• Play The chain game (see page 162). Begin with the dialogue in their Class Books.
sentence I went to the market and I bought some English • Play the recording again for the children to repeat.
tea. Encourage the children to use nationality adjectives • For transcript see Class Book page 53.
to describe the food they bought.
5 Make new dialogues and practise.
• Divide the class into pairs. The children make and practise
Lesson 4: Everyday language new dialogues using the table in their Class Books.
Language
Activity Book page 53
Core: I’d like some bread and some jars of jam, please. How
much bread would you like? I’d like one loaf, please. And 1 Read and match.
how many jars of jam? I’d like two jars, please. Anything else?
ANSWERS
Food, jar, packet, bottle, loaf / loaves, bag
1 d 2 b 3 a 4 c
Revised: honey, water, lemonade, apples, oranges, pears,
juice, milk, eggs 2 Complete.
Other: shopping list, fried, beetles, dung, roast, coconut, ANSWERS
straw bag – oranges, pears
packet – biscuits, burgers
Starting the lesson (optional) jar – honey, jam
• Use the Unit 5, set 1 flashcards and wordcards to play Who bottle – juice, milk
is going to buy …? (see page 155).
Learn to learn
iPack • Ask the children to work in pairs. They take turns to read
the questions, filling the gaps with the correct word
Culture review: film (much or many) for their partner to answer.
• Before you play the film again, ask the children what they ANSWERS
can remember about the culture film from the previous many
lesson. many
• Remind them that there is a cheese stall in the film, and much
ask them: much
Which country does the cheese come from?
A Spain
KEY COMPETENCES: Learn to learn
B Italy • Tell or remind the children that if they are unsure
C France whether a noun is countable or uncountable, they can
check in a dictionary. The information is usually shown
ANSWERS using the letters C (countable) or U (uncountable), or an
C France abbreviation such as N-COUNT.
How to … presentation: film • You may wish to ask the children to look at dictionary
• Explain to the children that they are going to watch Nelly entries and work out how the information is shown, or
and Clive talking. Ask them: to look at the front of the dictionary where the labelling
is explained.
What is the film about?
A How to order food in a restaurant
B How to buy food 3 Make a list. Ask and answer with a partner.
• Play the How to … film. • Ask the children to make a list of things they want to buy
from the shops.
Transcript • Look at the example dialogue with the class. Ask the
Nelly Hello. Can I help you? children to work in pairs (A and B). They use their
Clive I’d like some bread and some jars of jam, please. shopping list for roleplay. A is the customer and B is the
Nelly How much bread would you like? shop assistant.
Clive I’d like one loaf of bread, please. • The children swap roles and play again.
Nelly And how many jars of jam?
Clive I’d like two jars, please.
Nelly Anything else?

110 Unit 5 • Lessons 3 & 4

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Read more! (optional) Lesson 5: Vocabulary and Story
Class Book page 86 Language
Core: aprons, waiter, pan, chef, menu, oven, flour, olive oil,
1 Read and listen. $ 4•05 Say which two things cheese, bread, butter
Somsak says he likes.
Revised: busy, pizza, help, tomatoes, strong, cooking, pasta,
• For transcript see Class Book page 86. jacket, clue, lunch
ANSWERS Other: restaurant, disappear, ready, recognise, bark (v),
Somsak likes grasshoppers and coconut water. familiar, left (v), postcard, lighthouse, sauce
2 Read and answer. Use your notebook.
• Ask the children to read the text again and answer the Starting the lesson (optional)
questions in their notebooks. • Play Mystery meal (see page 155).
• Read the fact about how Thai people eat with the class.
Ask the children, in their own language, if there are any iPack
similar rules about eating in their own country.
Vocabulary presentation: flashcards
ANSWERS • Click through the flashcards to show the new vocabulary.
1 Somsak lives in Chiang Mai (in the north of Thailand). Repeat several times, encouraging the children to
2 You can buy fried ant eggs, fried grasshoppers and fried remember the words.
beetles.
3 They are good for you because they have vitamins and Story animation: Young Detectives Help Wanted!
protein. Episode 6
4 Grasshoppers are Somsak’s favourite snack. • Before playing episode 6 of the story ask the children
5 Elephants help to make the expensive coffee. what they can remember about episode 5.
6 Somsak prefers to drink coconut water. 1 Where did the children go to look for Coach Jones?
2 Was Coach Jones the magician?
Activity Book page 86
3 Who helped the magician with his show?
1 Read the text again. Read and correct the 4 Did the magician remember Coach Jones?
sentences. 5 Where are the children going to go next?
1 Chiang Mai is in the north of Thailand.
ANSWERS
2 Thailand is famous for its food.
1 They went to the theatre.
3 People in Thailand eat ant eggs.
2 No, he wasn’t.
4 Insects have vitamins and protein.
3 Matt helped the magician with his show.
5 Fried grasshoppers taste like chips.
4 Yes, he did.
6 Elephant dung coffee is very expensive.
5 They are going to go to Luigi’s restaurant next.
7 Somsak drinks coconut water with a straw.
8 Thai people always use their right hand to eat. • Tell the children that they are going to watch episode 6
of Young Detectives and they should try and answer the
2 Find the words in the text. Write. following question at the end:
ANSWERS What does Scamp find at the restaurant?
1 roast 2 dung 3 straw 4 fried 5 coconut • For transcript see Class Book page 54.
6 beetles ANSWERS
A jacket
3 Complete the notes about a food from your
country.
Class Book page 54
• Ask the children to think about a type of food from
their country. They write notes about it in answer to the 1 Read and listen. $ 3•06 Which words are in the
questions. story?
4 Write sentences about a food from your country • Play the story for the children to listen and follow in their
Class Books.
using your notes in activity 3.
• The children use their notes from activity 3 to write • Ask the children to look at the words in the box. They read
the story again to see which words appear.
sentences.
ANSWERS
Finishing the lesson (optional) chef, aprons, oven, pan
• Put the Unit 5, set 1 flashcards on the board. Tell the class
that these are the different food items in your shop. Invite iPack
individual children to the front of the class to buy things
from your shop, using the language from the lesson. Vocabulary practice: game
See instructions for Jumbled words (page 148)

Unit 5 • Lessons 4 & 5 111

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Activity Book page 54 • Tell the children they are going to watch episode 6 of the
story again. This time there is a question screen for you
1 Look and complete. to show them before they watch the story. They should
ANSWERS answer the question after watching, and you should refer
1 waiter, menu back to the question screen to reveal and check their
2 chef, aprons answers.
3 oven, pan How do we know that the chef is very busy? What does he say?
A There isn’t enough time to talk!
2 Read and correct the sentences. B There’s a lot of time to talk!
ANSWERS C There’s too much time to talk!
1 Luigi was making pizza for lunch.
ANSWERS
2 Luigi thought that the children wanted to help in the
A There isn’t enough time to talk!
restaurant.
3 Luigi needed some flour and a little olive oil.
4 Luigi said “There isn’t enough cheese! I need lots of Class Book page 55
cheese!”
1 Which sentences are in the story? Find and write
5 Luigi recognised the man in the photo.
them in your notebook.
3 Complete the story review. ANSWERS
• The children complete the story review with the correct 1, 3, 4, 7, 8
words. They give the story a rating from 1 (poor) to 10
(excellent). 2 Read and learn. Make sentences.
• Ask the children to work in pairs. They take turns to use
ANSWERS
the table to make sentences.
Episode: 6 Title: Help Wanted!
Main characters: Annabel, Joey, Gaia, Matt, Scamp, Luigi Learn to learn
Places: Luigi’s restaurant
1 restaurant 2 chef 3 busy 4 aprons 5 Annabel ANSWERS
6 jacket 7 Coach Jones 8 postcard There are enough biscuits / burgers.
There is enough butter / jam.
KEY COMPETENCES: Sense of initiative and
entrepreneurship Key competences: Learn to learn
• Encourage the children to take responsibility for their • The children encounter a lot of new language when
own learning by completing the review independently. learning about countable and uncountable nouns and
need to know which phrases should be used with each.
• Encourage the children to keep a record in their
Finishing the lesson (optional) notebooks of the words we use when talking about
• Play What are the words? (see page 156). countable and uncountable nouns. They can use this as
Further practice a reference and learning tool.
$ Teacher’s Resource CD-ROM, Unit 5, Story worksheet.
Notes and answers on CD-ROM. 3 Play the game. Use are too many / is too much /
aren’t enough / isn’t enough.
Lesson 6: Grammar • Look at the example dialogue with the class.
• Ask the children to work in pairs. They take turns to
Language choose a word and make a sentence about one of the
Core: Countable and uncountable nouns with is / isn’t pictures with isn’t enough / aren’t enough / is too much / are
enough, are / aren’t enough, is too much, are too many; too many. Their partner guesses the picture.
vocabulary from the unit
4 Are you a healthy eater? Talk about your habits.
Revised: Food, adverbs of frequency, customer, café, son,
Use these words.
chairs, candles, glass (of water), exercise
• Look at the words in the boxes with the class. Explain that
Other: birthday party, teenager, children, serving, minute
you are a healthy eater, giving an example of your eating
habits, for example I always eat fruit and vegetables. I never
Starting the lesson (optional) eat sweets.
• Play Snap! (see page 151) with the Unit 5, set 2 flashcards • Ask the children to work in pairs. They take turns to tell
and wordcards. their partner about their eating habits using the words in
the box.
iPack
iPack
Story review: animation
• Ask the children what they remember about the story Grammar practice: game
from the previous lesson. See instructions for Sentence spin (page 150)

112 Unit 5 • Lessons 5 & 6

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Activity Book page 55 4 Write about your lifestyle.
• The children use their answers from activity 3 to write
1 Listen and complete. There is one example. sentences about their lifestyle.
$ 3•07

• Play the recording, pausing after each part of the dialogue KEY COMPETENCES: Social and civic
for the children to complete the information. competences
• It’s important that children are aware of how what we
Transcript eat affects our health. Discuss with the children, in their
Example own language, what to eat to stay healthy. Are there
Café owner Hello. This is Pamela’s café. Can I help you? any bad food habits that they need to break?
Mother Hello. It’s my son’s birthday next week and I would
like to have a party at your café.
Café owner OK. A birthday party for your son. Do you want a Activity Book page 97
cake? I can make a chocolate cake or a strawberry cake.
Mother Oh. He doesn’t like strawberries. A chocolate cake, Grammar Practice: Countable and uncountable
please. nouns (with is / isn’t enough, are / aren’t enough, is
Café owner A chocolate cake. OK. too much, are too many)
1 Café owner What’s your son’s name? I can write it on the
cake. 1 Look and write. You can use the words more than
Mother Oh. Yes please. It’s Leonard. once.
Café owner OK. Leonard. How do you spell that, please? ANSWERS
Mother L-E-O-N-A-R-D 1 not enough 2 too much 3 enough 4 too many
2 Café owner OK. And how old is he? 5 not enough 6 too many
Mother He’s 13.
Café owner Thirty? Oh dear. I haven’t got enough 2 Read and write sentences.
candles. 1 There is enough flour.
Mother No not 30. He’s 13. He’s a teenager. 2 There are too many eggs.
Café owner 13. OK, great. I’ve got enough candles. 3 There isn’t enough butter.
3 Mother And he’s going to invite some friends. 4 There aren’t enough carrots.
Café owner OK. How many children are going to come? 5 There is too much chicken.
Mother Well, there are 10 from school and 8 from Scouts, 6 There are enough onions.
so 18.
Café owner Oh dear. Eighteen is too many children. There
Finishing the lesson (optional)
aren’t enough chairs. • Play Mime the sentence (see page 155) with a restaurant
Mother Well, how may chairs have you got? setting. Use sentences such as:
Café owner There are twelve chairs. There isn’t enough water.
Mother Well, OK. 12 children then. There are too many customers.
4 Café owner And what are they going to eat? There aren’t enough cups.
Mother Leonard’s favourite food is pizza. Further practice
Café owner OK, well how about four big pizzas? $ Teacher’s Resource CD-ROM, Unit 5, Reinforcement worksheet 2
Mother Yes, OK. I think that’s enough pizzas for the and Extension worksheet 2. Notes and answers on CD-ROM.
children.
5 Café owner And to drink we have cola or lemonade.
Mother Oh. Lemonade is better. Lesson 7: Song, Sounds and
Café owner Shall we say 6 bottles?
Mother Hmm. I think that’s too much lemonade.
Speaking
Café owner OK. Four bottles of lemonade then. Language
Mother Great. Thank you!
Core: Language and structures from the unit
ANSWERS Revised: Food, café, sing, cold
Type of cake: chocolate cake
Other: star (of the show), serve, talent, to go (very) far, spicy,
Name: Leonard Age: 13
fresh, soft, tasty, sweet, restaurant
Number of children: 12
Food: 4 big pizzas
Drink: 4 bottles of lemonade Starting the lesson (optional)
• Play Word jumble (see page 152) to practise the vocabulary
2 Look at the pictures. Complete. from lessons 1 and 5.
ANSWERS
1 too many 2 not enough 3 enough 4 too much iPack
3 Do the quiz. Grammar and vocabulary consolidation: song
• Ask the children to read the quiz and answer the animation
questions. • For transcript see Class Book page 56.

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Class Book page 56 3 Listen again. $ 3•09 Underline the /u:/ sound
and circle the /ʌ/ sound.
1 Read the song and say the missing words. Listen
ANSWERS
and check. $ 3•08
Underlined: noodles, soup, fruit, sushi, juice
• The children read the song lyrics and say the missing Circled: mum, Sunday, lunch, brother, uncle, duck, mum,
words. But
• Play the song for the children to check their answers.
4 Listen. $ 3•10 Underline the words with the /u:/
ANSWERS
1 café 2 too 3 chillies 4 sing 5 cold 6 waiter
sound and circle the words with the /ʌ/ sound.
7 star ANSWERS
1 cartoon (underlined)
2 Sing. $ 3•08 2 funny (circled)
• Play the song again for the children to sing along. 3 room (underlined)
4 monkey (circled)
3 Read the song again and say True or False. 5 shoes (underlined)
ANSWERS 6 scooter (underlined)
1 False 2 True 3 True 7 cup (circled)
8 young (circled)
4 Listen and repeat. $ 3•09
• Play the pronunciation chant, pausing after each line for Finishing the lesson (optional)
children to repeat. • Play The sound game (see page 155) with the sounds /u:/
• For transcript see Class Book page 56. and /ʌ/.
Further practice
5 Work in pairs. Cut out your speaking cards and
$ Teacher’s Resource CD-ROM, Song worksheets 1 and 2.
play. Notes and answers on CD-ROM.
• Divide the class into pairs (A and B). Ask the children to
turn to Activity Book page 113 and cut out the top card.
A places the card with the questions face up, B with the Lesson 8: Cross-curricular
board face up. Each pair also needs two counters and a
die. Language
• Ask the children to place their counters on START. Core: sweet, sour, salty, bitter, flavour, trillion
They take turns to roll the die, move their counter the Revised: Food, hear, taste, smell, shape, eyes, nose, ears
corresponding number of places and answer the question Other: brain, sense, sight, touch, skin, tongue, tell the
that their partner asks. difference, recognise, size, hard, soft, information, tongue, ice
• The first child to land on FINISH is the winner. (Children lolly, detect, coffee, lime, lemon, saltfish, cola, crisps
can land on this square even if they throw a number
higher than they need for their last go.) Starting the lesson (optional)
KEY COMPETENCES: Social and civic • Draw a face on the board with the mouth open to show
a tongue. Ask the children which parts of the face we use
competences
to find out information about things. What do we do with
• Board games are a communicative and fun way to each of these?
review language. Encourage children to play fairly and
co-operatively, reviewing the language they need (e.g.
It’s your turn, Pass me the die, please).
iPack
Cross-curricular presentation: slideshow
iPack • Tell the children that they are going to learn about the five
senses.
Pronunciation practice: game • Play the cross-curricular slideshow pausing for the
See instructions for Sound match (page 149) children to answer the questions.

Activity Book page 56


Transcript
[Slide 1]
1 Listen to the song again. $ 3•08 Complete the Let’s think about the brain’s messengers
song review. [Slide 2]
• Play the song for the children to listen again. The five senses are sight, touch, hearing, taste and smell.
These senses send information to our brain about the things
• Ask the children to complete the review. They use the around us. Which sense is which? [children point to eyes
words in the boxes to express their opinions.
(sight) / skin (touch) / tongue (taste) / ears (hearing) / nose
2 Read and number the lines in order. (smell)]
[Slide 3]
ANSWERS
3, 2, 4, 1

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We use our eyes for sight, our skin for touch, our ears for 2 Look and write.
hearing, our tongue for taste and our nose for smell.
ANSWERS
[Slide 4]
1 Chips are salty.
What’s your favourite food? Do you prefer food that is sweet,
2 Ice cream is sweet.
salty, bitter or sour? [children’s own answers]
3 Olives are bitter. / Olives are salty.
[Slide 5]
4 Limes are sour.
Which is sweet, salty, bitter and sour? [sour / salty / sweet /
bitter] 3 Complete the table. Write about what tastes you
[Slide 6] do and don’t like. Use some of the words in the box
This is sweet, salty, bitter and sour. to help you.
[Slide 7]
• Ask the children to complete the table by writing the food
Which of our senses do you think we use to give us
words from the box next to the correct taste words.
information about our food? [children’s own answers]
[Slide 8] • The children write about the foods they do and don’t like
Look at these ice creams. Can you guess the flavours? Which and how they taste.
sense are you using? [orange / chocolate / strawberry / ANSWERS
sight] Sweet: ice cream, cola, chocolate
[Slide 9] Salty: saltfish, chips, crisps
The flavours are orange, chocolate and strawberry. You were Bitter: coffee, olives
using your sense of sight, of course. So we use more than Sour: lemons, limes
one sense to tell us about our food.
KEY COMPETENCES: Sense of initiative and
Class Book page 57 entrepreneurship
• Personalization activities, such as the one above, ask the
1 Say which of the five senses we don’t use when children to think about their own reactions to things.
we eat. They work independently to give their own opinions.
• Ask the children to answer the question without reading If you wish, ask some the children to share their views
the text. with the class when they have finished.
ANSWERS
We don’t use hearing. Project: Find photos of and facts about other
sweet, salty, bitter and sour food. Make a poster.
2 Read and listen. $ 3•11 • Ask the children to find out about different foods and their
• Play the recording for the children to listen and follow the tastes using books, magazines or the internet. They find
text in the Class Book. photos to go with the information.
• For transcript see Class Book page 57. • The children write short texts about each kind of food and
its taste. They stick them onto a large piece of paper, along
3 Read again and say the answers. with the photos, to make a poster.
• Ask the children to read the text again.
• The children work in pairs. They take turns to read the Finishing the lesson (optional)
questions and say the answers. • Play Descriptions (see page 152) with different types of
ANSWERS food.
1 Your sense of smell tells you the most about food. Further practice
2 Yes, it does. $ Teacher’s Resource CD-ROM, Unit 5, Cross-curricular project
3 Yes, it does. worksheet. Notes and answers on CD-ROM.
4 Your tongue can recognize sweet, salty, bitter and sour.
5 Your nose can recognize about a trillion smells.

4 Tell your partner about different foods.


• Look at the examples together.
• Ask the children to work in pairs. They take turns to tell
each other about food they do or don’t like, using the
taste words from the lesson (sweet, sour, salty, bitter).

Activity Book page 57

1 Complete the text.


ANSWERS
1 trillion 2 smells 3 sweet 4 salty 5 bitter
6 sour

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ANSWERS
Lesson 9: Review and Skills burgers, bread, ice cream, chillies, chocolate, sugar, flour,
Language rice, noodles, cheese, jam, butter
Core: Language and structures from the unit KEY COMPETENCES: Learn to learn
Revised: Food, Thai, Thailand, breakfast, snack, Tunisia, • Activity 2 (below) is a closer listening task. The children
Greece, summer will be better prepared for what they hear if they read
Other: restaurant, fishcakes, sugar, spring onion, (mint) tea, the true or false statements before they listen.
koftas, spice, dessert, cream, meringue, sauce, fresh, market,
street food
2 Listen again. $ 3•12 Read and say True or False.
Starting the lesson (optional) ANSWERS
1 True 2 True 3 False 4 False 5 True 6 False
• Tell the children you are thinking of your favourite kind of
food. They ask yes / no questions to find out what it is. 3 Look at May’s favourite dish. Make sentences
with too much / too many / (not) enough.
iPack • Ask the children to look at the list of ingredients and the
pictures. Explain that neither of the pictures have the
Vocabulary review: game
correct amounts of everything and read the example
See instructions for Snap! (page 147) dialogue together.
• Ask the children to work in pairs. They take turns to
Class Book page 58
choose a picture and make a sentence about it for their
• Look at the Mayor’s project with the children. In their own partner to guess.
language, ask the children what food is special to their
country and area. 4 Read and say the correct word.
• Ask the children to work in pairs. They work together to
1 The children are talking about the project. read the speech bubbles and choose the correct words.
Listen. $ 3•12 Which foods do they mention? Use
your notebook. ANSWERS
• Ask the children to copy the words from the box into their 1 a little 2 is 3 some 4 is 5 a few
notebooks.
• Play the recording for the children to listen and tick the
iPack
words that are mentioned. Grammar review: game
Transcript See instructions for Gap fill game (page 149)
Tara Hmm! A project about food and family in the Rooftops
community … Activity Book pages 58 and 107
Dex There are people from lots of different countries in
Rooftops town.
1 Complete your Bilingual Dictionary.
Tara Yes, we have an international community. • Ask the children to complete the Bilingual Dictionary
Ben Is there any special food in Thailand, May? sections for Unit 5 on page 107.
May Oh yes! There’s lots of delicious food in Thailand.
2 Read and tick ✓ the foods Tara wrote about.
Dex Are there any regional specialities, like cheese?
May Hmm! Well, there are regional specialities, but there isn’t ANSWERS
any cheese from Thailand! c, d, f, h
Ben Is there any special bread?
May No, there isn’t. In Thailand we don’t eat much bread. 3 Complete Tara’s notes using the information in
There’s a lot of rice, and there are noodles. activity 2.
Dex What about burgers? Are there any burgers in Thailand? ANSWERS
May There are a few burger restaurants in Thailand, but pavlova, sweet, eggs, sugar, cream, strawberries, summer
burgers aren’t traditional Thai food.
Tara What do you eat for breakfast in Thailand? 4 Complete the text using May’s notes in activity 3.
May Well, we don’t eat bread with butter and jam. There’s a ANSWERS
special kind of pancake, it’s made with flour, sugar and water. 1 fishcakes 2 snack 3 salty 4 eggs 5 olive oil
We sometimes eat the pancakes with chocolate. 6 eat 7 chilli 8 salad 9 market
Dex Mmm! Pancakes with chocolate. That’s a great breakfast.
May And there’s Thai curry. We have it for dinner. It’s yummy! Finished? (optional)
Dex Are there lots of spices in Thai food? • Ask children to complete the Dictionary skills section on
May Yum, yes, there are. We use lots of chillies! page 107.
Tara What’s your favourite food, May?
May Umm … well I like ice cream a lot but I think my Finishing the lesson (optional)
favourite dish is Thai fish cakes. My mum is a chef and she • Tell the children that they are going to invent the world’s
makes the BEST fish cakes in the world! most amazing burger / pizza / pasta dish.
Ben Yum! Lucky you!

116 Unit 5 • Lesson 9

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• The children work in pairs to write a list of ingredients. Activity Book page 59
• Ask some of the children to tell the class about their dish.
For example: For my pizza, you need some tomatoes, lots of 5 Make notes about your favourite food.
cheese, a few olives and lots of chillies. • Ask the children to make notes in the table about their
favourite snack, meal or dessert.

Lesson 10: Review and Skills 6 Write a description of your favourite food using
your notes in activity 5.
Language • Ask the children to use their notes from activity 5 to write
Core: Language and structures from the unit a description of their favourite food. Refer the children
Revised: Food, famous, sunny, knife, spoon to the Learn to learn box and remind them to begin their
Other: protect, Cheddar cheese, pancakes, frying pan, description with My favourite food is called …
ackee, saltfish, delicious, dish, Jamaica(n), market, salt,
horrible, traditionally, ingredients, filling, marvellous 7 Check your work in activity 6. Write a final
version and draw a picture or stick photos. Make a
class book of favourite food.
Starting the lesson (optional)
• Ask the children to check their work in activity 6 and make
• Ask the children what they can remember about Tara and corrections where necessary. They write a final version and
May’s favourite foods from the previous lesson. Which dish draw a picture or find photos to illustrate it.
would they most like to eat?
• Collect in the children’s work and compile it to make a
class book of favourite food. Put the book in a special
iPack place in the classroom and allow the children to look at it
Unit review: game when time allows.
See instructions for Three in a row (page 147) KEY COMPETENCES: Learn to learn
• Making a class book encourages the children to take
Class Book page 59
pride in what they can achieve both individually and
5 Read and match. Write the sentences in your as a class. It is also something that parents may like to
notebook. look at to see what the children have been working on
in class.
• Read through the information in the box together.
• Ask the children to read the definitions and match them
with the correct answers. 8 Self Evaluation. Read and tick ✓.
• Ask the children to reflect on their learning over the unit
ANSWERS
and complete the self-evaluation task.
1 c 2 b 3 a
Finishing the lesson (optional)
6 Read and listen. $ 3•13 Match the ingredients to
the recipes.
• Play The ABC game (see page 155) using the category of
food.
• Play the recording for the children to listen and follow in
their books. Unit test
• Ask the children to read the texts again and match the • The children are now ready to do the Unit 5 test; see
ingredients to the recipes by Dex and Ben. One of the Teacher’s Resource CD-ROM, Evaluation section.
ingredients appears in both recipes. The children write
their answers in their notebooks.
• For transcript see Class Book page 59.
ANSWERS
Ackee and saltfish: 2, 3, 4, 5, 8, 9, 10,
Traditional British Pancakes: 1, 3, 6, 7, 11, 12, 13

7 Read again and answer. Use your notebook.


ANSWERS
1 Dex’s dish needs 300g (grams) of fish.
2 No, you can’t.
3 It’s called ackee.
4 He thinks the pancakes are the easiest to make.
5 People in the UK traditionally eat pancakes on Pancake
Day.

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