Cooperative

Refresh • learning FC

Review 1
Mission 1
Split the class into small groups and test each group on the flashcards. Do
they all know the vocabulary from these units?

1 Play!
Back to Basics •
Read out the following seven numbers and have students write them
30 29 28 27 26
Complete: Can down. Then check they’ve got the correct numbers by selecting students
Finish I have some …
please? to read them back to you: 321, 560, 479, 76, 145, 857, 975.

DRILL
21 22 What’s this? 23 24 Which one is 25 CD1
smaller? Objective in Focus 1 • 62

What? Review the food vocabulary, Can I have some..., please? and
There isn’t any…
20 19 18 17 16 Why? Mastery of Can I have some…, please? and There isn’t any… will
Is there any Is Monday What’s Are there any
olive oil in this before or after this? beaches in your help students gain confidence with some and any, two words that often
picture? Sunday? country?
cause students lot of trouble in English.
How? Say a food vocabulary word, for example broccoli. One student
11 12 13 14 15
Is your Correct: must use the word as a part of the structure Can I have some…,
country Can have a
an island? pineapple, please? and a different student has to answer with the structure I’m
please?
sorry, but there isn’t any… In this case they would have to say Can I
10 9 8 7 Is a mountain 6 have some broccoli, please? and I’m sorry, but there isn’t any broccoli.
Are these taller than a
pancakes? house?

Cooperative
1 2 What’s 3 4 5 1 Play! learning PB
this? Is there any rice Which one is

Start on the plate? bigger, a river or

an ocean?
Put students into teams of three and have them play the snakes and
ladders game in their Pupil’s Book. They have to roll the dice and answer
any questions on the squares they land on. If they land at the bottom of a
ladder, they can start at the top of the ladder on their next go providing
22 twenty-two they get any questions right on the squares. However, if students land at
the top of a snake, they have to start from the bottom of it on their next

MISSI N 1:
go. You can only move onto a square if you get the question right.

DRILL
CD1
Objective in Focus 2 • 63

What? Reinforce the nature vocabulary and the comparative with –er/
Objectives more…than.

• Review the food and nature vocabulary.
• Review the comparative structure –er/more… than and as... as.
• Review the structures Can I have some…, please?, Yes, you can, and No,
you can’t.
• Review the structures Is there any…?, There’s some… and There isn’t any…
Materials
Why? Mastery of the comparative will help students negotiate and
describe the world around them.
How? Say a noun, an adjective and another noun, for example, volcano,
big, mountain. Students have to use these words as a part of the
structure The 1st noun is adjective +er / more +adjective than the 2nd
noun. In this case students would have to say The volcano is bigger
than the mountain.

• Audio material
Presentation Preparation •
• Counters and dice
Have students brainstorm for a two minute presentation about a foreign
• “Unit 1: Enjoy your meal!” flashcards dish that they’ve tried or something out of the ordinary that they’ve eaten.
• “Unit 2: Enjoying nature!” flashcards Did they like it or did they find it strange? Go around the class and help
students as they work.
Recommended Extra Activities
PB

Rap and clap! •

CD1
• Activity Book p. 20 7

• Fast Finishers: Have fast finishers draw a picture of the meal that they’ve Play the ‘Rap and clap!’ from Unit 1 and have students sing the song out
brainstormed about. loud together. Who can remember the most of the song?
Cooperative
Teacher Tips Game - Lightning Flashcards • learning FC
Stand at the front of the class with the flashcards. The students form two
• Remind students that broccoli, olive oil, butter, bacon, tuna, rice,
teams standing in a line. Two students go first and face away from the
salt and pepper are all uncountable.
teacher. Say 1..., 2..., 3..., what is it? and the students quickly turn around.
• Make use of patterns and repetition in your drills. If students recognise The first student to call out the correct answer wins a point for their team.
a pattern, their responses will come more automatically.
• T he review section is not just about consolidating structures
students have learnt over the past two units. It’s also about
building students’ confidence through showing them how much
they’ve progressed with their English up to this point.

64
 Drill Section
DRILL
Objective in Focus 1
CD1
62
TEACHER STUDENTS
Broccoli Can I have some broccoli, please?
I’m sorry, but there isn’t any
broccoli.
Peach Can I have some peach, please?
I’m sorry, but there isn’t any peach.
Pineapple Can I have some pineapple, please?
I’m sorry, but there isn’t any
pineapple.
Rice Can I have some rice, please?
I’m sorry, but there isn’t any rice.
Salt Can I have some salt, please?
I’m sorry, but there isn’t any salt.
Pepper Can I have some pepper, please?
I’m sorry, but there isn’t any
pepper.
Honey Can I have some honey, please?
I’m sorry, but there isn’t any honey.
Olive oil Can I have some olive oil, please?
I’m sorry, but there isn’t any olive
oil.
Pancakes Can I have some pancakes, please?
I’m sorry, but there aren’t any
pancakes.
Cucumber Can I have some cucumber, please?
I’m sorry, but there isn’t any
cucumber.
Lemon Can I have some lemon, please?
I’m sorry, but there isn’t any lemon.
Butter Can I have some butter, please?
I’m sorry, but there isn’t any butter.
Bacon Can I have some bacon, please?
I’m sorry, but there isn’t any bacon.
Tuna Can I have some tuna, please?
I’m sorry, but there isn’t any tuna.
DRILL
Objective in Focus 2
CD1
63
TEACHER
Volcano, big, mountain
Volcano, high, mountain
Mountain, big, volcano
Mountain, high, volcano
Lake, beautiful, river
River, beautiful, lake
Lake, ugly, river
River, ugly, lake
Beach, hot, desert
Desert, hot, beach
Beach, cold, desert
Desert, cold, beach
Beach, beautiful, desert
Desert, beautiful, beach
This river, long, that river
That river, long, this river
This river, short, that river
That river, short, this river
This island, small, that island
That island, small, this island
That island, beautiful, this island.
Mountain, low, volcano
Volcano, low, mountain
Ocean, big, lake
Lake, small, ocean
STUDENTS
The volcano is bigger than the
mountain.
The volcano is higher than the
mountain.
The mountain is bigger than the
volcano.
The mountain is higher than the
volcano.
The lake is more beautiful than the
river.
The river is more beautiful than
the lake.
The lake is uglier than the river.
The river is uglier than the lake.
The beach is hotter than the
desert.
The desert is hotter than the
beach.
The beach is colder than the
desert.
The desert is colder than the
beach.
The beach is more beautiful than
the desert.
The desert is more beautiful than
the beach.
This river is longer than that river.
That river is longer than this river.
This river is shorter than that river.
That river is shorter than this river.
This island is smaller than that
island.
That island is smaller than this
island.
That island is more beautiful than
this island.
The mountain is lower than the
volcano.
The volcano is lower than the
mountain.
The ocean is bigger than the lake.
The lake is smaller than the ocean.
65
 DRILL

Refresh •
CD1
Mission 2 64 FC

Have your King and Queen of Vocabulary show the “Unit 1: Enjoy your
5 landis meal!” flashcards to the rest of the class and have them use the word as a
1 Look and unscramble the words in your notebook. part of the structures It’s…, It isn’t… and Is it…? So, if they hold up a
broccoli flashcard for example, students have to say It’s broccoli, It isn’t
1 pchea
3 tnua
broccoli and Is it broccoli?

4 melon 6 lkea 1 Look and unscramble the words

2 drtese
in your notebook. PB

Have students unscramble the words and write the answers down in their
notebooks.
1.40 2 Listen and read. Then answer the questions in your notebook.
DRILL
CD1
Today, Asky’s going to visit a friend in England Objective in Focus 1 • 65
and he’s also going to travel to three big lakes and 1 Where is Asky going?
a big mountain. Before he travels, he’s preparing What? Consolidate the nature vocabulary and the comparative with
some food: bacon sandwiches with butter, salt 2 Why is he going to England?
and pepper, pancakes with honey and lemon and 3 How many lakes is he going to travel to?
as... as.
some peaches. He wants to visit a lot of places.
England is a small country, but it has beaches,
4 What food is he preparing? Why? In the last class students practised with –er/more… than. To
rivers, lakes, mountains and islands. 5 Is England a small country or a big country?
6 Does England have any beaches?
complete their review of the comparative, they should also practise the
as… as construction.
3 Complete and say the sentences.
How? Say a noun, an adjective and another noun, for example, lake,
after 1 Can I have … honey, please? beautiful, river. Students must use these prompts to form questions
ocean 2 No, you … . with the structure Is (the 1st noun) as (adjective) as (the 2nd noun)? and
3 Yes, you … .
can’t
the corresponding response in the negative. In this case they would
4 Tuesday is … Monday.
big 5 An … is bigger than a river. have to say Is the lake as beautiful as the river? and No, the lake isn’t as
can
6 A lemon isn’t as … as a pineapple. beautiful as the river.

some
2 L
 isten and read. Then answer PB

the questions in your notebook.

CD1
twenty-three 23 40 PB

Have students read the text and respond to the questions. Then check

MISSI N 2:
their answers on the audio.

DRILL
CD1
Objective in Focus 2 • 66

Objectives What? Practise the food vocabulary, Is there any…? and There’s some…
• Review the food and nature vocabulary. Why? It’s important to practise any and some one more time as
• Review the comparative –er/more… than and as... as. students often confuse the two.
• Review the structures Is there any…?, There’s some… and There isn’t any… How? Say a food vocabulary word and then either the words table,
• Review the structures Can I have some…, please?, Yes, you can, and No, cupboard or kitchen. Students have to use these words in the following
you can’t. two structures: Is there any…in/on the…? and There’s some…in/on
the... So, if you say rice and table, students have to say Is there any rice
Materials on the table? and Yes, there’s some rice on the table.
• Audio material
• Teacher’s Resource Book, Class Material Worksheet, p. 30
• “Unit 1: Enjoy your meal!” flashcards
3 Complete and say the sentences. PB
Recommended Extra Activities Have students complete the sentences and then read their answers out
• Activity Book p. 21 loud in pairs.
• Teacher’s Resource Book, Term Test, pp. 31-34 Cooperative
Presentation Time! • learning
• Fast Finishers: Have fast finishers play a memory game and write a list
Put students into groups of four and have them present their work from
of all the vocabulary they’ve seen from the last two units without looking
the previous class in front of one another. Presentations should be two
in their books. Who can remember the most vocabulary?
minutes per group at most.
Teacher Tips PB

Sing and clap! •

CD1
25
• Remind students that unless we’re talking about a drawer in the
Play the karaoke version of the ‘Sing and clap!’ from Unit 2 and have
table, we don’t say “Is there any rice in the table?” but rather Is
students sing the song out loud together.
there any rice on the table?, with the preposition on and not “in”.
• Just because this is a review class that doesn’t mean you should let Cooperative
your students get away with anything. Remember to correct every
Game - Match up! • learning TRB

single mistake that comes up in class. Don’t let your guard down!
• Whilst your students do their presentations, take notes of any
mistakes they make and have them repeat them once they have
finished speaking.
In pairs, using the Class Material Worksheet, have students play a couple
of quick rounds of ’Match up!’ They need to cut out the cards first and put
them on the table face down. They then take it in turns to turn two cards
over trying to match an image and its corresponding word. If they find a
pair, they put those two cards to one side. The winner is the one who finds
the most pairs.

66

DRILL
Refresh
CD1
64
TEACHER
(Hold up the cucumber flashcard.)
(Hold up the peach flashcard.)
(Hold up the lemon flashcard.)
(Hold up the broccoli flashcard.)
(Hold up the tuna flashcard.)
(Hold up the bacon flashcard.)
(Hold up the rice flashcard.)
Drill Section
STUDENTS
It’s a cucumber. It isn’t a cucumber.
Is it a cucumber?
It’s a peach. It isn’t a peach. Is it a
peach?
It’s a lemon. It isn’t a lemon. Is it a
lemon?
It’s broccoli. It isn’t broccoli. Is it
broccoli?
It’s tuna. It isn’t tuna. Is it tuna?
It’s bacon. It isn’t bacon. Is it
bacon?
It’s rice. It isn’t rice. Is it rice?
River, big, ocean
Ocean, small, lake
River, small, lake
Ocean, small, river
This country, big, that country
S1: Is the river as big as the ocean?
S2: No, the river isn’t as big as the
ocean.
S1: Is the ocean as small as the lake?
S2: No, the ocean isn’t as small as
the lake.
S1: Is the river as small as the lake?
S2: No, the river isn’t as small as
the lake.
S1: Is the ocean as small as the river?
S2: No, the ocean isn’t as small as
the river.
S1: Is this country as big as that
country?
S2: No, this country isn’t as big as
that country.

(Hold up the salt flashcard.)
(Hold up the pepper flashcard.)
(Hold up the olive oil flashcard.)
(Hold up the pineapple flashcard.)
(Hold up the honey flashcard.)
DRILL
It’s salt. It isn’t salt. Is it salt?
It’s pepper. It isn’t pepper. Is it
pepper?
It’s olive oil. It isn’t olive oil. Is it
olive oil?
It’s a pineapple. It isn’t a
pineapple. Is it a pineapple?
It’s honey. It isn’t honey. Is it
honey?
Beach, beautiful, island
Island, beautiful, beach
Waterfall, high, mountain
S1: Is the beach as beautiful as the
island?
S2: No, the beach isn’t as beautiful
as the island.
S1: Is the island as beautiful as the
beach?
S2: No, the island isn’t as beautiful
as the beach.
S1: Is the waterfall as high as the
mountain?
S2: No, the waterfall isn’t as high
as the mountain.

Objective in Focus 1
CD1
65
DRILL

Objective in Focus 2
CD1
TEACHER STUDENTS 66

Lake, beautiful, river S1: Is the lake as beautiful as the

TEACHER STUDENTS
river?
S2: No, the lake isn’t as beautiful Rice, table Is there any rice on the table?
as the river. Yes, there’s some rice on the table.
River, beautiful, lake S1: Is the river as beautiful as the Honey, table Is there any honey on the table?
lake?
S2: No, the river isn’t as beautiful Yes, there’s some honey on the table.
as the lake. Salt, table Is there any salt on the table?
Volcano, high, mountain S1: Is the volcano as high as the Yes, there’s some salt on the table.
mountain?
S2: No, the volcano isn’t as high as Pepper, cupboard Is there any pepper in the
the mountain. cupboard?

Mountain, high, volcano
Volcano, low, mountain
Mountain, low, volcano
Lake, big, ocean
S1: Is the mountain as high as the Yes, there’s some pepper in the
volcano? cupboard.
S2: No, the mountain isn’t as high Olive oil, cupboard Is there any olive oil in the
as the volcano. cupboard?
S1: Is the volcano as low as the Yes, there’s some olive oil in the
mountain? cupboard.
S2: No, the volcano isn’t as low as Tuna, cupboard Is there any tuna in the cupboard?
the mountain.
Yes, there’s some tuna in the
S1: Is the mountain as low as the cupboard.
volcano?
Bacon, kitchen Is there any bacon in the kitchen?
S2: No, the mountain isn’t as low
as the volcano. Yes, there’s some bacon in the
S1: Is the lake as big as the ocean? kitchen.
S2: No, the lake isn’t as big as the Broccoli, kitchen Is there any broccoli in the
ocean. kitchen?
Yes, there’s some broccoli in the
kitchen.

67
 Festival 1
DRILL

Refresh •
CD1
New Year’s Eve 67 FC

Review the grammar and vocabulary from Unit 1. Hold up a flashcard and,
MISSION 1: - countdown, fireworks, midnight, resolution
- to celebrate, to cheer
depending on the image, the student asks the questions Is there any…? /
Picture Are there any…? If the object is both countable and uncountable, like
4.1 4.2 1 Chant and clap! Dictionary p.77
pineapple(s), then the student can say Is there any pineapple? or Are there
Today’s the 31st of December. People are happy and cheer at 8.
It’s an important date to remember. At 7 family and friends celebrate. any pineapples?
It’s the last day of the year Tick-tock, tick-tock, count down to 6.
When we can sing and clap and cheer! The sky looks great with fireworks. PB

Children jump at 5, 4 and 3.

1 Chant and clap! CD4
1&2 PB
Hurry up! You can hear the clock!
It’s counting the seconds, tick-tock, tick-tock! At 2 put on your party hats with me!
Play the audio in full. Then play it line by line and have the students chant
Family and friends, we cheer at 1.
The New Year’s countdown starts at 10.
That’s it! Happy New Year! Now dance and have fun!
and clap after each line. Finally, split the students up into three groups and
At 9 you can hear Big Ben.
have them sing a section of the song each.
4.3 2 Read and answer the questions.
New Year’s Eve is on the 31st of December, and on this day, people DRILL
CD1
around the world say goodbye to the old year and hello to the New
Year. On New Year’s Eve, you can have a nice dinner with your
1 When is New Year’s Eve?
Objective in Focus 1 • 68
2 Who do people celebrate
friends and family and then start the countdown, counting the last
10 seconds of the year. Then, at midnight, there’s a big celebration,
New Year’s Eve with? What? Review the vocabulary and grammar from Unit 2.
when people sing, cheer and say Happy New Year to their friends 3 How many seconds do
and family. There are a lot of beautiful fireworks and there’s a big people count before Why? Review the comparative structure that takes a lot of practise to
party. Some people wear party hats! midnight?
A lot of people make New Year’s resolutions for the next year. 4 What do some people
master.
A New Year’s resolution is something you want to do in the wear on New Year’s Eve?
next year. A typical New Year’s resolution is to eat more fruit or How? The teacher asks questions such as What’s bigger, a lake or an
vegetables… or to stop eating chocolate! 5 What’s a New Year’s
What’s your New Year’s resolution? resolution? ocean? The student then answers An ocean’s bigger than a lake.

3 Let’s make party hats for New Year’s Eve! PB

2 Read and answer the questions. CD4

3 PB

Have the students read the text, paying special attention to their
pronunciation of the words Eve, “íivvv”, year “yíeea” and December,
“desémba”. As this should be a speaking exercise, when they finish
reading, select students at random to answer the questions.

60 sixty DRILL
CD1
Objective in Focus 2 • 69

What? Put the new New Year’s Eve vocabulary into practice.

MISSI N 1: Why? In order to absorb and remember the new vocabulary and to
make sure students comprehend the concept of New Year’s Eve, they
must use the words themselves.
Objectives How? Do a ‘Short Answer’ drill. Ask a number of questions about New
• Learn about New Year’s Eve celebrations. Year’s Eve to which the student must respond with short answers.
• Learn the vocabulary: countdown, fireworks, midnight, resolution, to TEACHER: Is New Year’s Eve on the first of January? STUDENT: No, it
cheer, to celebrate. isn’t. Once one student has answered, ask another two students the
same question, telling them to answer louder than the student before.
• Review the dates and times.
• Review the vocabulary and grammar from Units 1 and 2.

Materials Back to Basics! •

• Audio material Continue with the theme of dates. Review the months, ordinal numbers
and the time by dictating the following and having students write down
• Craft time materials: cardboard, glue, decoration materials
any dates or times they hear:
• “Unit 1: Enjoy your meal!” flashcards
My birthday is on the 4th of September, but it isn’t my favourite day of
Recommended Extra Activities the year! My favourite day of the year is New Year’s Eve; the 31st of
December! I like having a nice dinner with my family and friends and
• Activity Book p. 58
then counting down to midnight! I also like the 25th of December…
• F ast Finishers: Have fast finishers write down some New Year’s Christmas Day! At three o’clock on Christmas day we have a big dinner,
resolutions! with all my family!

Teacher Tips
3 Let’s make party hats for New Year’s Eve! PB
• A s students are reading Activity 2 aloud, ensure you correct
pronunciation mistakes. Remind students that Eve is pronounced Take a circular piece of any coloured cardboard and cut out a skinny
“íivvv” with a long “e” at the beginning. triangular strip starting from the outside of the circle going into the
middle. Fold the cardboard around to form a cone. This is the basic shape
• Homework idea: have students write their own summary of New
for the hat. Add paper, tinsel or any other decorative material to stick at
Year’s Eve, using the information and new vocabulary they’ve
the bottom of the hat (with glue). Then decorate the rest of the hat
learnt in class.
however you like!
• To make a drill more challenging try standing at the back of the
class or having students close their eyes so that students can’t rely Cooperative

on body language.
Game - Shiri Tori • learning
Have everyone sit in a circle. The teacher says a word and each student
must add a word that begins with the last letter of the word just spoken,
for example: December-resolution-New Year’s Eve-eggs-sing, etc.

68
 Drill Section
DRILL DRILL

Refresh Objective in Focus 2

CD1 CD1
67 69

TEACHER STUDENTS TEACHER STUDENTS

(Hold up the bacon flashcard.) Is there any bacon?
Everyone…, 3…, 2…, 1! Is there any bacon?
(Hold up the broccoli flashcard.) Is there any broccoli?
Everyone…, 3…, 2…, 1! Is there any broccoli?
(Hold up the butter flashcard.) Is there any butter?
Everyone…, 3…, 2…, 1! Is there any butter?
(Hold up the cucumber flashcard.) Is there any cucumber? / Are there
any cucumbers?
Everyone…, 3…, 2…, 1! Is there any cucumber? / Are there
any cucumbers?
(Hold up the honey flashcard.) Is there any honey?
Everyone…, 3…, 2…, 1! Is there any honey?
(Hold up the lemon flashcard.) Is there any lemon? / Are there
any lemons?
Everyone…, 3…, 2…, 1! Is there any lemon? / Are there
any lemons?
(Hold up the olive oil flashcard.) Is there any olive oil?
Everyone…, 3…, 2…, 1! Is there any olive oil?
(Hold up the peach flashcards.) Is there any peach? / Are there any
peaches?
Everyone…, 3…, 2…, 1! Is there any peach? / Are there any
peaches?
(Hold up the pineapple Is there any pineapple? / Are there
flashcards.) any pineapples?
Everyone…, 3…, 2…, 1! Is there any pineapple? / Are there
any pineapples?
(Hold up the rice flashcard.) Is there any rice?
Everyone…, 3…, 2…, 1! Is there any rice?
DRILL
Is New Year’s Eve on the first of January?
(Ask another 2 students.)
Is New Year’s Eve on the first of May?
(Ask another 2 students.)
Is New Year’s Eve on the thirty-first
of December?
(Ask another 2 students.)
Do you make New Year’s resolutions?
(Ask another 2 students.)
Do you wear a party hat on New
Year’s Eve?
(Ask another 2 students.)
Do you like fireworks?
(Ask another 2 students.)
Do you celebrate New Year’s Eve
with your family?
(Ask another 2 students.)
Do you count the last ten seconds
of the year?
(Ask another 2 students.)
Do you sing on New Year’s Eve?
(Ask another 2 students.)
Do you kiss your friends and family Yes I do. / No, I don’t.
at midnight?
(Ask another 2 students.)
Do you dance on New Year’s Eve?
(Ask another 2 students.)
Do you eat a lot on New Year’s Eve?
(Ask another 2 students.)
No, it isn’t.
No, it isn’t!
No, it isn’t.
No, it isn’t!
Yes, it is.
Yes, it is!
Yes I do. / No, I don’t.
Yes I do! / No, I don’t!
Yes I do. / No, I don’t.
Yes I do! / No, I don’t!
Yes I do. / No, I don’t.
Yes I do! / No, I don’t!
Yes I do. / No, I don’t.
Yes I do! / No, I don’t!
Yes I do. / No, I don’t.
Yes I do! / No, I don’t!
Yes I do. / No, I don’t.
Yes I do! / No, I don’t!
Yes I do! / No, I don’t!
Yes I do. / No, I don’t.
Yes I do! / No, I don’t!
Yes I do. / No, I don’t.
Yes I do! / No, I don’t!

Objective in Focus 1
CD1
68
TEACHER
What’s bigger, a volcano or a
mountain?
What’s higher, a mountain or a
volcano?
What’s more beautiful, a lake or a
river?
What’s uglier, a lake or a river?
What’s hotter, a beach or a desert?
What’s colder, a beach or a desert?
What’s more beautiful, a beach or a
desert?
What’s longer, this river or that river?
Do you look at the clock on New Yes I do. / No, I don’t.
Year’s Eve?
STUDENTS
(Ask another 2 students.) Yes I do! / No, I don’t!
A mountain is bigger than a volcano.
Do you do the dishes on New Yes I do. / No, I don’t.
A mountain is higher than a volcano. Year’s Eve?
(Ask another 2 students.) Yes I do! / No, I don’t!
A lake is more beautiful than a river. Do you enjoy New Year’s Eve? Yes I do. / No, I don’t.
Everyone…, 3…, 2…, 1! Yes I do! / No, I don’t!
A river is uglier than a lake.
A desert is hotter than a beach.
A beach is colder than a desert.
A beach is more beautiful than a
desert.
That river is longer than this river.

69