2 Eating Out

Lesson 1 Lesson 2 Lesson 3 Lesson 4

Topic To identify different foods and condiments
• Reviewing Unit 1 • Clapping or Stomping • Reviewing the Chant • A Bean Bag Reading

Listening To learn how to order food at a food court Warm
• Picture Talk • Yes/No Card Game • Picture Talk • Go Fish
To ask and answer questions about what is in the refrigerator or in the cupboard Up
& Speaking SB pp.16-17 SB p.22
To improve oral fluency and build confidence through chant
START STREET LEARN STREET 2 STORY STREET FUN STREET

Reading To review the words and sentence patterns while reading a text SB pp.16-17 SB pp.20-21 Fried Rice & SB p.24
&
Grammar To improve reading skills by answering comprehension questions • Vocabulary 1 • Vocabulary 2 Chicken Curry • Board Game
To describe what is or isn’t there by using countable and uncountable nouns • Sentence Pattern 2 SB pp.22-23
To learn the usage of the quantifiers: some and any Lesson
LEARN STREET 1 • Chant, There Is • Reading and PROJECT
To review the contractions of isn’t and aren’t SB pp.18-19 Some Sushi Shadowing SB p.25
• Sentence Pattern 1 SB CD Track 32 • Reading • On My Tray
Writing To reinforce spelling and review sentence patterns through writing
Comprehension
• Following a Path • Presentation
To apply the words and sentence patterns
• A Roll of the Die • Making a Face • Speed Reading Game • Foods from the World
Project 
To talk about food from around the world Wrap • Countable or • Memory Chain • What Food Is It? • Assessment
To complete a tray with food stickers and write about the food he/she likes Up
Uncountable Food • Recipe Craft
To improve writing skills and present his/her work to the class

Materials Countable or Uncountable Food Students cut and glue food

Vocabulary Quantifiers: some, any
SB: pp.16-25 pictures by categorizing them into countable or uncountable food.
tacos, sushi, curry, fried rice, noodles, hamburgers, Contractions: isn’t =is not, aren’t =are not
salt, sugar, jam, butter, ketchup, soy sauce WB: pp.10-15, 54-55 Making a Face Show students picture cards of sauces or
Conversation SB CD: Tracks 20-33 condiments. Students make a face when they
Sentence Patterns A: May I take your order? TG CD: Tracks 04-08 eat too much of the sauce or condiments
There is some sushi. B: Set 3. Tacos and soda, please. E-book: U2 on the card.
There aren’t any noodles. C: I want Set 3, too.
Test: Unit Test 2
Is there any soy sauce? A: Wait a minute, please. Speed Reading Game Give
Review Test 1
Yes, there is. / No, there isn’t. C: OK. sentence strips of recipes from
Picture Cards: U2
the text to each student.
Grammar PPT: U2
Students of each group stand in
Countable & Uncountable Nouns: Online: U2 Online line according to the cooking
taco(s), noodle(s), hamburger(s) steps and read the strips in their
sushi, fried rice, curry correct order.

26 UNIT 2 27
Lesson 1 the counter staff. Encourage students to change the foods they order. Switch roles and
2 Eating Out Listen and say.
CD
21
repeat with other students.
1 2

• Encourage students to use different ways of taking and asking for an order.
Objectives Listen and repeat. What would you like to have? I’d like to have __________ .
CD
20 tacos sushi

3 4
May I take your order?

To order food at a food court

Set 3.
Tacos and soda, please. B Find the speakers in the picture.
I want Set 3, too.
May I take your order? curry fried rice

Wait a minute, please. • Play Audio CD Track 20. Have students listen and repeat. Ask students to find the
Set 3. Tacos and soda, please. 5 6

I want Set 3, too. OK. speakers of the conversation in the picture. How many people do you think are speaking
b now? Can you point to the three speakers in the picture? Who is taking an order? Who are
Wait a minute, please. Find the speakers a noodles hamburgers

OK. in the picture. ordering food? What food did they order?
Role-play with a partner. Listen and write the letter
in the picture. 22CD

To name various foods

e d c Listen and write.
CD
23 C Role-play with a partner. Practice C
tacos, sushi, curry, fried rice, f a. He’s eating curry . Role-Play
Practice C Role-Play

noodles, hamburgers b. She’s eating hamburgers .

• Have students read the conversation together. Listen and check for pronunciation errors. Start Street Role-Play

c. He’s eating fried rice .

d. She’s eating
sushi . • Ask students to practice the conversation in pairs. Switch roles and repeat the activity. C. Role-play with a partner.

e. He’s eating
tacos .
May I take your order?
f. She’s eating noodles .
Set 3.
• Have students practice the conversation by changing the food they order. Ask Tacos and soda, please.

Materials 16 Unit 2 17
students to practice the conversation in pairs. A: May I take your order? B: I want a I want Set 3, too.
Wait a minute, please.
Student Book  pp. 16-17
SB:  pp. 16-17 cheeseburger and soda, please. OK.

WB:  p. 10
Unit 2 Eating Out

Cards:  U1, U2 D Listen and say.

Reviewing Unit 1  Prepare the picture cards for Unit 1 and review the target
SB CD:  Tracks 20-23 • Ask students to talk about their favorite food. What is your favorite food? I like bread and
words and sentence patterns. Divide the class into pairs and have them describe
PPT:  U2_L1 a friend or a member of their family, using the language in Unit 1. Think of a friend coffee.
Online:  U2 or someone in your family. What does he/she look like? What’s he/she like? Try to use • Play Audio CD Track 21 and have students listen and repeat, pointing to each picture.
a lot of adjectives and tell your partner as much as you can about your person. Pause after each word so that students can follow.
Picture Talk  Talk about the picture and find the English Bus. This unit is called SB CD

Warm Up 21 1. tacos 2. sushi 3. curry 4. fried rice 5. noodles 6. hamburgers

“Eating Out,” so we will learn about lots of different foods. Look at the picture. What
Reviewing Unit 1
are they doing? Right, some people are getting food. Some people are ordering or eating
Warm Up Reviewing Unit 1
food. Where are these people? We can go to a place like this with lots of different foods. E Listen and write the letter in the picture.
What’s she like?
It’s called a food court. Have you ever been to a food court? If you have, what food did • Play Audio CD Track 22. Have students listen and write the letter that they hear.
you eat? Was it delicious? What kind of food can you see in the picture? Do you know
SB CD
what Ron and Lisa are eating? Can you find the English Bus in this picture? Look for 22 a. He’s eating curry. b. She’s eating hamburgers. c. He’s eating fried rice.
the family eating together. d. She’s eating sushi. e. He’s eating tacos. f. She’s eating noodles.
She’s smart.
Unit 2 Eating Out

• Replay the audio and check to see if every student has written the correct letters.
Who is eating tacos? Yes, the man who is wearing a green shirt is eating tacos. Who is
eating hamburgers? The girl who is wearing a pink dress is eating hamburgers.
A Listen and repeat.
F Listen and write. Practice F
• Play Audio CD Track 20 and have students listen and repeat. Describing Pictures
SB CD • Play Audio CD Track 23. Have students listen and fill in the blanks with the words from
20 Clerk: May I take your order? Practice D . Replay the audio and check the answers together.
Boy: Set 3. Tacos and soda, please.
SB CD
Girl: I want Set 3, too. 23 a. He’s eating curry. b. She’s eating hamburgers. c. He’s eating fried rice.
Clerk: Wait a minute, please. d. She’s eating sushi. e. He’s eating tacos. f. She’s eating noodles.
Girl: OK.
• Write a. to f. on the board and have volunteers write the completed sentences for the
• Have the class discuss their experiences ordering food in English. Have you ever heard class to see. Read the sentences together.
someone say “May I take your order?” This is a question you can hear a lot at food courts
and restaurants. When we order food, we usually say “I want __________, please.” • Point to the pictures in the Student Book in random order and have students say the
corresponding sentences.
• Model the conversation. Have S1 and S2 play the roles of the customers, while you be

28 UNIT 2 29
Lesson 1 SB CD
Listen and write the letter. CD
27 25 There is some sushi. There isn’t any sushi.
There are some noodles. There aren’t any noodles.
Listen and say. CD
24 Countable Uncountable
taco(s), noodle(s), hamburger(s) sushi, fried rice, curry
isn’t, is not aren’t, are not
Objectives e f a Countable: taco, tacos, noodle, noodles, hamburger, hamburgers
1 2 There is some sushi.
Uncountable: sushi, fried rice, curry
To describe if something
exists or doesn’t exist
There is some sushi. 3
4
d b c
B Look and say.
There aren’t any noodles.
Follow a path and talk with a friend.
There aren’t any noodles. • Have students talk about what foods they can see briefly. Ask students what is in
To learn the usage of CD
25 each picture and have them answer, using the sentence patterns of There is/are some
There is some sushi. There are some noodles. isn’t = is not
countable noun and There isn’t any sushi. There aren’t any noodles. aren’t = are not Start __________, and There isn’t/aren’t any __________.
uncountable noun
Look and say.
CD
26 • Play Audio CD Track 26 and have students listen and repeat.
To review the quantifiers 1 2 3 SB CD
some, any There are some noodles. 26 1. There is some fried rice. 2. There isn’t any sushi.
3. There isn’t any curry. 4. There aren’t any noodles.
To review the contractions 4 5 6
isn’t, aren’t End 5. There are some tacos. 6. There are some hamburgers.
Student Book pp.4-5
18 Unit 26 19

Student Book  pp. 18-19

C Listen and write the letter.
• Play Audio CD Track 27. Have students listen and write the letter that they hear.
Materials Replay the audio and check the answers together.
SB:  pp. 18-19 A Listen and say. SB CD

WB:  p. 11 27 a. There isn’t any fried rice. b. There is some curry.

• Talk about the picture briefly. Look at the foods in the picture. Which foods are left and c. There are some hamburgers. d. There aren’t any noodles.
Cards:  U2 which foods are sold out? Can you see Lisa and Harry? Look at Lisa. She looks happy. How e. There is some sushi. f. There aren’t any tacos.
SB CD:  Tracks 24-27 about Harry? Why do you think Harry does not look happy? Which food do you think Harry
PPT:  U2_L1 wants?
Online:  U2
• Play Audio CD Track 24. Have students listen and point to the picture that they hear.
D Follow a path and talk with a friend.
A Die, Food Brochures, • Have students follow a path from the start to the end. When students come across any
Replay the audio and have students listen and repeat.
Worksheets, Scissors, Glue
SB CD
food while following a path, have them talk about the food, using the sentence patterns
24 There is some sushi. There aren’t any noodles. There is/are some __________, and There isn’t/aren’t any __________.
1. There is some sushi. 2. There aren’t any noodles.
Wrap Up
Practice A 3. T
 here are some tacos. 4. There isn’t any fried rice. A Roll of the Die
Grammar
Learn Street 1 Grammar • Draw a T-chart for countable and uncountable food. Explain the meaning of the A Roll of the Die  Put students in pairs and give each pair one standard, six-sided
countable and uncountable nouns. Then point out that countable nouns are used with die. Students take turns rolling the die. If they roll a one, two, or three, they make
Listen and repeat!
There is/isn’t __________ or There are/aren’t __________ according to their number and statement about something in the classroom that has quantity. If they roll a four,
Countable Uncountable
uncountable nouns are used with There is/isn’t __________ . Countable nouns are things five, or six, they make a statement about the classroom, using an uncountable
taco, tacos sushi
noodle, noodles fried rice that are easy to count, or things that can become a plural. How do we make a plural? That’s noun and its appropriate quantifier. If a player can give his/her answer in less
hamburger, hamburgers curry
right, we add “-s”! For example, we can say tacos or hamburgers. What are some countable than ten seconds, he/she scores a point. If not, he/she doesn’t score anything for
nouns you can see in the classroom? What about some foods that are countable nouns? that round. The first player to get ten points wins.
Unit 2 Eating Out

What do you think uncountable noun means? Yes, it means that the thing is quite difficult to
Countable or Uncountable Food  Prepare supermarket food brochures and hand Wrap Up
count, like rice or curry. Can you think of any uncountable nouns? So, if a noun is countable Countable or
and plural, what do we use, “is” or “are”? them out to each student along with worksheets. Have students name various Uncountable Food
Practice A
Grammar foods from the brochure and cut and glue the food pictures by categorizing them
Learn Street 1 Grammar
• Remind students of the quantifiers some and any . Write some and any in different into countable or uncountable food. When every student finishes, encourage
colors on the board. Explain that we use some to say number of people or things, and students to talk about their worksheets.
Some vs. Any
we use any in a question or a negative meaning to say there is nothing.
Some Any

We use some in positive We use any in negative • Review the contractions of is not = isn’t and are not = aren’t . Encourage students to try to
statements. statements and questions.

There are some tacos. There isn’t any curry.

make their own sentences, using any nouns they know.
Do you need any salt?
• Play Audio CD Track 25. Have students listen and repeat.
Unit 2 Eating Out

30 UNIT 2 31
Lesson 2 SB CD
Practice B
Listen and check.
CD

29 Is there any soy sauce? Yes, there is.

Sentence Pattern
31

1. 2.
1. Is there any soy sauce? Yes, there is. 2. Is there any salt? No, there isn’t.
Listen and say.
CD
28 Learn Street 2 Sentence Pattern

1 2 3 4 5 6
3. Is there any sugar? Yes, there is. 4. Is there any butter? Yes, there is.
Is there any salt?
Objectives 5. Is there any jam? No, there isn’t. 6. Is there any ketchup? Yes, there is.
3. 4.

To learn about types of

salt sugar am butter ketchup soy sauce
• Explain to students that we use the word is when we are referring to an uncountable
sauces or condiments Listen and say.
CD
29 noun. If you need to ask about an amount of something, you can say “Is there any
salt, sugar, jam, butter, __________? ” and the person can answer either “Yes, there is” or “No, there isn’t.” Yes, there is. No, there isn’t.
Is there any soy sauce? Look at . Talk with a friend.
ketchup, soy sauce Yes, there is. • Play Audio CD Track 30. Have students listen and repeat. Unit 2 Eating Out

Listen and chant along.

CD
32
1 2
To ask and answer about SB CD

what is or isn’t there

3
5 There Is Some Sushi
30 Is there any soy sauce? Yes, there is. Is there any soy sauce? No, there isn’t.
6
Is there any soy sauce? I’m so hungry! I’m so hungry! Is there any soy sauce?
There is some sushi. Yes, there is. Yes, there is.
Yes, there is. 4
There aren’t any tacos. There is some soy sauce.
• Have students look at the picture and practice the conversation in pairs. They can also
No, there isn’t. I’m so hungry! I’m so hungry! Is there any butter? use any other uncountable nouns they may know.
There is some curry. No, there isn’t. No, there isn’t.
There aren’t any noodles. There isn’t any butter.
To improve oral fluency I’m so hungry! I’m so hungry! Is there any ketchup? C Listen and check.
and build confidence CD
30
Yes, there is.
There are some hamburgers. No, there isn’t. No, there isn’t.
Is there any soy sauce? There isn’t any fried rice. There isn’t any ketchup.
through chant No, there isn’t. • Play Audio CD Track 31 and have students listen and check the picture that they hear.
20 Unit 2 21
Replay the audio and check the answers together.
Student Book  pp. 20-21 SB CD
31 1. Is there any sugar? Yes, there is. 2. Is there any butter? No, there isn’t.
3. Is there any soy sauce? No, there isn’t. 4. Is there any ketchup? Yes, there is.
Materials
Clapping or Stomping  Prepare the word cards for Lesson 1. Show a card and
SB:  pp. 20-21 have students clap their hands if the food is countable. Have students stomp their
WB:  pp. 12-13 D Look at C . Talk with a friend.
feet if the food is uncountable.
Cards:  U2 • Have students look at the pictures in Practice C . Have them practice asking and
SB CD:  Tracks 28-32 Yes/No Card Game  Prepare a set of the picture cards for Lesson 1 and a set of the answering in pairs. Switch roles and repeat the activity.
cards with O’s and X’s to indicate yes or no. Students pull a card from each set.
PPT:  U2_L2
Then they describe the card using the target sentence pattern depending on if they E Listen and chant along.
Online:  U2
got an X or an O. S1: (picks up “tacos” and an “X”) There aren’t any tacos.
O, X Cards • Play Audio CD Track 32. Have students listen and read the lyrics silently. Replay the
audio and have students chant along together.
SB CD
32 There Is Some Sushi See the lyrics on Teacher’s Guide page 118.
Warm Up
Yes/No Card Game A Listen and say.
• Say each word, showing the picture cards. Have students listen and repeat.
Making a Face  Prepare the picture cards for Lesson 2. Divide the class into two
• Play Audio CD Track 28 and have students listen and repeat. Replay the audio and
groups. Show a picture card to a student of G1 and have the student make a face
have students listen and repeat, pointing to each picture.
when he/she eats too much of that sauce or condiment. The other students of
SB CD
28 1. salt 2. sugar 3. jam 4. butter 5. ketchup 6. soy sauce G1 must guess the sauce or condiment. If the group answers correctly, give G1 a
point. Repeat the game in turns. The group that gets more points wins.

B Listen and say. Memory Chain  Have students sit or stand in a circle. Start the game by leading
the chant, Is there, is there any, *clap* *clap* then point to S1 at random and ask
• Talk about the picture briefly. Look at the picture. Where is Harry’s family? What are they
him/her Is there any butter? The student must answer in the full form, affirmative
doing? It looks like they are cooking something in the kitchen. They are getting out different
or negative, Yes, there is, there is some butter or No, there isn’t, there isn’t any
ingredients. What do you think Harry’s father needs? What is Harry holding in his hand?
butter . Next, repeat the chant again, have S1 pick S2 and ask a question. S2 must
What is Harry’s sister holding in her hand? What can you see in the cupboard? What can
answer and add the previous sentence to the end of his/her own. Continue until
you see in the fridge?
the memory chain is broken. T: Is there any butter? S1: Yes, there is, there is some
• Play Audio CD Track 29. Have students listen and repeat. Replay the audio and have butter. S1: Is there any soy sauce? S2: No, there isn’t, there isn’t any soy sauce. There
students listen and answer the questions. Pause after each question so that students is some butter.
can answer.

32 UNIT 2 33
Lesson 3 B Read and circle True or False. Practice B
Read and circle True or False.
True or False
1. There is some ham in the fried rice. True False • Have students read each sentence and circle True or False. Then check the answers
Listen and read. CD
33 2. There is some ketchup in the fried rice. True False
chop fry add boil stir
New Words
3. There are some potatoes in the chicken curry. True False together.
Objectives Fried Ri e Look and number in order. • Write the false sentences on the board. Ask students which part is wrong in each sentence.
1.
There are some onions and carrots.
There is some rice, ham, and salt.
Fried Rice Have a volunteer come up and correct the false sentence. If the student corrects it
To know how to cook successfully, read the sentence together. If not, give another student a chance to correct
fried rice and chicken curry
2 3 4 1 it.
First, wash the Next, chop the Then, fry the Last, add some
2.
To review the words and vegetables. vegetables vegetables rice and salt. Chicken Curry

sentence patterns while

and the ham. and the ham. Fry and stir.
C Look and number in order.
Put it on a plate and eat!
reading a text • Talk about each picture briefly. There are four steps to cook fried rice. Look at the first
4 1 3 2

To learn new words Chicken Curry picture. This is the step of chopping the vegetables and the ham. The second picture is the
Look at . Ask and answer.
There is some chicken and curry powder.
Yes, there are. step of frying the vegetables and the ham.
chop, fry, add, boil, stir There are some carrots, onions, and potatoes. 1. Are there any carrots in the fried rice?
2. Is there any soy sauce in the chicken curry?
No, there isn’t. There
3. What should you do first for the fried rice?
isn’t any soy sauce. • After talking about the pictures, have students number the pictures in order. Check the
I should wash the vegetables.
4. What should you do last for the chicken curry? answers together.
First, chop the Next, fry the chicken Then, add some Last, boil and I should boil and stir the curry.
vegetables and and the vegetables water and the stir the curry.
What about you? 1. What food can you make?
the chicken. in a pan.
D Look at C . Ask and answer.
curry powder.
Materials Put it in a bowl and eat!
2. How do you make it?

22 Unit 2 23
• Have students read and answer the questions in pairs. Check the answers together.
SB:  pp. 22-23 Student Book  pp. 22-23
Encourage students to write their answers in full sentences on the Student Book .
WB:  pp. 14-15
Cards:  U2
SB CD:  Tracks 32-33 Reviewing the Chant  Show the chant lyrics on the board with some words
PPT:  U2_L3 blanked out. Play Audio CD Track 32. Have students chant along and fill in the
Online:  U2 missing words. Repeat two or three more times, with more words blanked out each
A Stop Watch, Sentence time, until only a few words of the chant remain.
• Have students ask and answer what food they can make in pairs. Then have each
Strips, Pieces of Paper,
Crayons Picture Talk  Talk about the pictures briefly. Look at the pictures. There are two student choose one food and explain how to make it.
different recipes. Do you know what a recipe is? It is the list of ingredients and the
instructions how to cook something. What is the first recipe for? The first one is for Wrap Up
cooking fried rice. How about the second one? It is for cooking chicken curry. What
Speed Reading Game
Warm Up ingredients do we need to cook fried rice and chicken curry?
Speed Reading Game  Prepare sentence strips for the text and a stop watch.
Story Street
Reviewing the Chant Divide the class into two groups. Give the sentence strips for cooking fried rice to
Warm Up Reviewing the Chant G1. When the teacher turns on the stop watch, have the students of G1 share the
Memorize the Lyrics! strips one by one. Then have them stand in line according to the cooking steps
and read the strips in their correct order. When G1 finishes successfully, stop the
watch and write how long G1 took on the board. Repeat the activity with G2 with
A Listen and read. the sentence strips for chicken curry. The team that finishes faster wins.
• Read the new words and have students repeat. Explain the words, using pictures and
actions. What Food Is It?  Prepare the picture cards for food and put the cards on the
board. Divide the class into two groups. Have students of G1 take turns choosing
Unit 2 Eating Out

• Play Audio CD Track 33. Have students listen and read silently. Replay the audio and Wrap Up
one food and explaining how to make it, using the sentence patterns within a time Recipe Craft
have students listen and repeat. limit. Have the other students of G1 guess and say the name of the food. If the
Practice A
New Words SB CD answer is correct, give a point. Repeat the game with G2. The group that gets more
33 Fried Rice & Chicken Curry
Story Street New Words points wins.

• Ask students some comprehension questions after listening. What do you need to cook Recipe Craft  Prepare some pieces of card or paper, and some markers or crayons.
fried rice? What do you need to do first? What do you need to do with the vegetables and the Using the recipes in the Student Book as a guide, students design their own
ham to cook fried rice? What do you need to cook chicken curry? What is the last step to cook recipe. It must include what ingredients there are, using the same form as the
chop chicken curry? recipes. The recipe can be as realistic or as silly as they like. Once their recipes are
Chop the carrots into small pieces. done, have them introduce their food to the class.
Unit 2 Eating Out
• Read the text aloud sentence by sentence with students as they take turns.
• Divide the class into two groups. Have G1 read the sentences and have G2 act
out what G1 reads. Switch roles and repeat. G1 reads each cooking step while G2 acts out
that step.

34 UNIT 2 35
Lesson 4 PROJECT PROJECT
Objectives
Play a game. Move 1 space. Move 2 spaces.
Step 1 Read theMexican
menu.
Step 1 Read the menu. To review the words and
Objectives
There is/are some .... Is there any ...?
There isn’t/aren’t any .... Italian
sentence patterns through
• Have students talk about the pictures briefly. What foods can you see? Do you know the
pasta pizza risotto lasagna
a project
name of each food? Is there any food that you’ve eaten before? If there is, where did you eat
To practice the words and Fried
Mexican

that food?
sentence patterns through
rice
Italian
To name various foods of
burritos nachos quesadillas bean soup

a board game Butter • Have students practice reading the names of foods in the picture. the world and talk about
favorite foods
• Have students pair up and ask and answer what foods they can eat in each restaurant.
Mexican
noodles sweet and sour pork dumplings fried rice
Tacos
To improve speaking fluency Sugar

To improve writing skills

Italian

through a board game Sushi

Hamburgers
Step 2 Stick the food you want and write. What foods can we eat in an Italian restaurant? What foods can we eat in a Mexican
restaurant? How about a Chinese restaurant? What can we eat there? and present his/her work
like eating yummy food from
Ketchup
Salt Sticker
around the world. put some to the class
food on my tray.
Noodles Curry
Sticker Sticker
There is / are some pizza . Step 2 Stick the food you want and write.
Jam There is / are some bean soup
.
Materials • Have students look at the pictures and ask and answer in pairs what foods they like
Sticker

There is / are some noodles .

Soy sauc
e
There is / are some fried rice . to eat.
SB:  pp. 24-25
WB:  pp. 54-55 Step 3
• Help students find the stickers for Unit 2 at the back of the Student Book. Ask them to
Share your writing with the class.

Cards:  U2 24 Unit 2 25 choose four food stickers that they like to eat. Then have students put the stickers on
Student Book  pp. 24-25 the tray.
TG CD:  Tracks 04-05
PPT:  U2_L4 • Have students check if the foods they chose are countable or uncountable. Then ask
Test:  Unit Test 2 students to complete the sentences, using the food names they chose.
A Bean Bag Reading  Prepare a bean bag. Throw it to one student and have the
Online:  U2 • When all the students finish their writing, have them read and check in pairs to see if
student read the first sentence. Then ask the student to throw the bag to anyone
A Bean Bag, A Coin, there are any mistakes in their work.
Food Pictures, he/she wants. The student who gets the bag reads the next sentence. Repeat this
Worksheets, Scissors, activity until every student has read about Fried Rice and Chicken Curry .
Glue Step 3 Share your writing with the class.
Go Fish  Prepare 3-4 sets of the word cards for Unit 2. Each set of cards must have
• Have every student read her/her writing in front of other students. Have students
two of each word. Divide the class into small groups, no more than five per group.
choose a favorite food and talk about how to make that food. What is your favorite food?
Each group will play a game of “Go Fish.” Instead of the usual way of asking Do you
How do you make it? What do you need to make it? What do you need to do to make that
have any __________? students should ask Is there any __________? /Are there any
food?
__________? The first player asks one of the group members about a card. If he/she
has the card, he/she needs to give it to the player who asked. If he/she does not,
Wrap Up
he/she simply replies in the correct negative form. Repeat the game until the first Foods from the World
person to get rid of all of their cards wins. Foods from the World  Prepare various food pictures and hand them out to each
student along with worksheets. Have students name the foods and talk about
which restaurant they can eat those foods. Have students cut and glue the food
FUN STREET pictures on the matching restaurant in the worksheet. Encourage students to talk
about their worksheets.
A Play a game.
Assessment  Evaluate if students understand the target words, sentence patterns,
• Divide the class into two groups. Have two students of each group play Rock-Paper- grammar points, and texts. Use Unit Test 2 at the back of the Teacher’s Guide.
Scissors to choose Table A or B and start the game.
• Have S1 of each group flip a coin to move their marker. Explain to students that heads Wrap Up
Unit Test 2
moves one space and tails moves two spaces. Unit Test 2 Name _________________ Date _____ / _____ / _____ Unit Test 2 Name _________________ Date _____ / _____ / _____

Score _______ / 20 C Read and circle.

A Listen and check ( ).

• When S1 moves the marker, the student checks if the food on the space is on the table
TG CD
04 1. There are some hamburgers. 2. There isn’t any sugar.

1. 2. 3. a b a b

a. b. a. b. a. b. 3. Is there fried rice? No, there isn’t. 4. Is there any butter? Yes, there is.

or not. Then he/she speaks in complete form according to the color of the space. If the
a b a b
4. 5. 6.

a. b. a. b. a. b.

student speaks the sentence correctly, the marker stays on the space. If not, the marker
D Read, circle, and write.
1. There are (some / any) tacos.
TG CD
B Listen and write the letters. 05
2. There (isn’t / aren’t) any noodles.
a
3. (Is / Are) there any curry? Yes, there is.

returns to the prior space. The first group to reach Finish wins. When your group’s E Read and number in order.

I want Set 3, too.

May I take your order? 1

Set 3.

marker is on a green space, you should speak with the sentence pattern, “There is/are
Tacos and soda, please.
1. 2. 3. OK. 5

Wait a minute, please.

4. 5. 6.

136 English Bus 5 © Bricks Education All rights reserved. © Bricks Education All rights reserved. English Bus 5 137

__________” or “There isn’t/aren’t __________.” On an orange space, you should ask “Is there
L5_TG Test_4교.indd 136-137 17. 1. 17. 오후 2:47

any __________?” and then answer “There is/isn’t __________ .”

• Switch the Tables and play the game again.

36 UNIT 2 37
Review 1 B Read and write the letter.
Review 1
Read and circle.
• Have students look at the pictures and review the expressions of appearances and
1. There are some noodles. 2. There isn’t any soy sauce.
Listen and check. CD
34 personalities.
Objectives 1. 2.
• Have students read the sentences and write the correct letters of the pictures.

To review the words, 3. 4. 3. There aren’t any tacos. 4. Is there any curry? Yes, there is. • Check the answers together by having students read the sentences aloud.
sentence patterns,
conversation, and texts 5. 6. C Read and circle. Practice C
Read and Circle
Listen and circle. CD
35
• Talk about the pictures briefly. Look at the pictures in each number. There are plates with
Read and write the letter.
1. What a nice skateboard! 2. I want Set 4, fried and without food. There are bottles with and without any seasoning. Look at each number
Thank you so much. rice and Coke.

b c d e
and say what is and what isn’t there.
a f
Materials
• Have students look at the pictures, read the sentences, and circle the pictures that
SB:  pp. 11-12, 21-22, match the sentences. Check the answers together.
26-27 a b a b

Cards:  U1, U2 1. e He has curly, blond hair and brown eyes.

2. a She has straight, brown hair and green eyes. She’s talkative.
Can Yo
u Yes No Award D Listen and circle.
SB CD:  Tracks 18, 32, 3. f She has wavy, brown hair and blue eyes. Unit 1 say the appearances / personalities of people?
Sticker

34-35 4. c He has short, black hair and brown eyes. He’s kind. Unit 2 talk about food and condiments? • Talk about the pictures briefly. Let’s look at number 1. What is the boy with brown hair
TG CD:  Tracks 06-08 26 Review1 27 holding? Look at number 2. Who are in the picture? Where are they? What do you think they
Student Book  pp. 26-27 are doing?
PPT:  Review 1
Test:  Review Test 1 • Play Audio CD Track 35 and have students listen and circle the correct answers which
Sentence Strips best fits into the conversation.
Reviewing the Chant  Play Audio CD Track 18. Have students look at the lyrics
SB CD
and chant along. Play Audio CD Track 32. Have students look at the lyrics and 35 1. Boy 1: What a nice skateboard! Thank you so much. Boy 2: ___________
chant along. a. I’m glad you like it. b. I’m sorry.
2. Clerk: ___________ Girl: I want Set 4, fried rice and Coke.
Reviewing the Text  Read through the texts on Student Book pages 12 and 22
a. May I borrow your scissors? b. May I take your order?
with the class. Use big actions and lots of expressions to get students to have fun.
Have students repeat your actions and expressions along with you. Have students • Replay the audio and check the answers together. Let’s look at number 1 and listen
read the texts sentence by sentence, taking turns. together. We have a clue in the picture because the boy with the skateboard is saying, “Thank
you so much.” Thus, we can guess the boy with blond hair gave the skateboard to him as a
gift. Next, look at number 2 and listen. We know that the two people are in a food court, and
the woman is taking an order.

A Listen and check. Ask students the following questions. Have them check Yes or No as to Wrap Up
Can You whether they can answer each question. Sorting Game
• Use the picture cards of Unit 1 and Unit 2. Review each word, showing the picture card,
Unit 1 Can you say the appearances/personalities of people?
and have students say the word.
Unit 2 Can you talk about food and condiments?
• Talk about the pictures briefly. Let’s take a look at number 1. What does each person look
like? The first girl has short, red hair and green eyes. How about the boys in number 2? • Help students find the medal stickers at the back of the Student Book. Tell students
What is each person like in number 3? What foods can you see in number 4? What can you that they have finished Units 1 and 2. Have students put one of the stickers on
see in numbers 5 and 6? their book.

• Play Audio CD Track 34. Have students listen and check the correct picture that they
hear. Replay the audio and check the answers together.
SB CD Sorting Game  Prepare two pairs of sentence strips about the pictures in Practice Wrap Up
34 1. What does she look like? She has long, blond hair and brown eyes. Review Test 1
A . Write the words appearances , personalities , foods , and condiments on the
2. What does he look like? He has short, black hair and blue eyes. Review Test 1 Review Test 1 • Units 1-2

board. Divide the class into two groups and hand out the sentence strips to each
Name _________________ Date _____ / _____ / _____ Name _________________ Date _____ / _____ / _____

Units 1-2
Score _______ / 30 TG CD
C Listen and write the numbers. 07

A Look and write. salt gray curly fried rice shy sushi

1. 2. 3.

3. What’s he like? He’s talkative. group. Have students sort the sentence strips and put them on the board under short hair brown hair
4. 5. 6.

4. There is some sushi. the correct category. The group that finishes first wins. B Listen, circle, and write.
TG CD
06 D Listen and check. ( ) TG CD
08

1. 2.

5. There are some noodles.

1. 2.

Assessment  Evaluate if students understand the target words, sentence patterns,

3. 4.

6. Is there any salt? Yes, there is.

a. b. a. b.

3. 4.

5. 6.

grammar points, and texts from Units 1 and 2. Use Review Test 1 at the back of 124 English Bus 5 © Bricks Education All rights reserved.
a. b.

© Bricks Education All rights reserved.

a. b.

English Bus 5 125

the Teacher’s Guide.

L5_TG Test_2교.indd 124-125 16. 12. 31. 오전 1:23

38 REVIEW 1 39