primary education teacher’s guide · 2015. 9. 8. · have students look at the pictures in their...

Primary EducationTeacher’s Guide

THIRD TERM

© Text: Vaughan Systems, S.L.U., 2015.© This edition: GRUPO ANAYA, S.A., 2015 - Juan Ignacio Luca de Tena, 15 - 28027 Madrid - ISBN: 978-84-678-7868-4 D. L.: M-21537-2015 - Printed in Spain.

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of the publishers.

Authors: Víctor Sanabria, Nick Keyte

Original concept: R&D Editorial Team and the Department of Teacher Training

R&D Director: Richard Brown

Project Coordinator: John Hicks

Project Editor: Julia Nowicki and Begoña Fuente Larrazábal

Editorial Team: Oonagh Carney

Design: Marta Gómez Peso

Cover Design and Layout: ZAC Diseño gráfico

Illustrations: José Labari

Recording: Vaughan Radio S.L.

Graphic Editing: Nuria González

Photographs: Archivo Anaya ( Cosano, P.; Lezama, D.; Martín, J.A.; Padura, S.; Ramón Ortega, P.-Fototeca de España), Thinkstock/ Getty Images, 123RF.

Mission Accomplished ExpressThe keys: ........................................14

• Competencies and learning standards

• Values education

• Multiple intelligences

• Cooperative learning

• ICT

• Reading plans

index

The Vaughan Method ........ 10

Introduction ....................................4 Pupil’s Book structure. Course materials Digital Books.

Mission Accomplished Express 4 Lesson Plans ...............................21

Let’s start! ............................................................. 240

Lesson plans

Happy Birthday! ................................................... 2912 Ouch! .................................................................... 47

Our stuff! .............................................................. 853

Review 1 .............................................................. 64

Review 2 ............................................................ 120

Review 3 ............................................................ 176

Festival 3 ........................................................... 180

Appendix ........................................................... 190

Festival 1 ............................................................. 68

Festival 2 ........................................................... 124

4 Urban life! ........................................................... 103

Time to eat! ........................................................ 14156 What I do!........................................................... 159

141

If you’re feeling hungry, Unit 5 is perfect for you! It’s called Time to eat! and it’s all about food! The vocabulary in Mission 1 includes food for everybody, from green beans and peas to hamburgers and pizza. We’re getting hungry just thinking about it! Mission 2 includes some quantifiers such as bottle, cup and glass as well as half and piece. Will your students be able to decide what to describe in the recipe activity in Mission 2? There’s so much yummy food to write about!

The past of the verb to be is back in Mission 3 but this time it’s accompanied by there. Sentences like there wasn’t any ketchup in the fridge and there were some cherries is on our menu! Make sure your students practise this in the affirmative, the negative and the interrogative!

In mission 4 it’s time to describe quantities. By the end of this mission, your students will be able to distinguish between a lot of, a little, a few, not much and not many. Fusy is the star of Mission 5. Why? Well, he eats the super soup and wins the race! You can only

TIME TO EAT!5imagine that by the end of the story everybody wants some super soup!

The expression from Mission 6, Would you like some more…? equips students with a very polite way to offer more food to someone. Speaking of food… the cultural topic is about delicious Shepherd’s Pie, a typical dish in the UK and in Ireland. We don’t want to give away too much but let’s say it’s absolutely yummy! Mission 7 presents food in an exciting and very scientific way. Say hello to the Food Wheel! In this mission, your students will learn about the six food groups as well as what is considered healthy food and what isn’t. By the time your students reach the I can mission, they will have no difficulty speaking about food, explaining different quantities or using there + was/were.

After completing the activities from this mission in the Pupil’s Book page and the Teacher’s Resource Book Test, have students self-assess their linguistic skills in the “My Language Biography” section of the Portfolio.

Introduction

OUTLINE OF THE UNIT

Song The Food Song

TIME TO EAT!

Grammar structures

• Was there any ketchup in the fridge? Yes, there was. / No, there wasn’t.

• There wasn’t any ketchup in the fridge. There were some cherries in the fridge. There weren’t any apples.

• I’ve got a lot of pasta and a lot of tomatoes. I’ve got a little pasta and a few tomatoes.

• She hasn’t got much pasta. She hasn’t got many tomatoes.

Story

Review: I can

Vocabularybiscuits, bottle, cherries, cup, glass, green beans, half, hamburger, ice, ketchup, orange juice, pasta, peas, piece, pizza, yoghurt

CLIL Natural Science Food and the Food Wheel

Around the World (Ireland)

Cultural expression: Would you like some more...?

Cultural topic: Delicious Shepherd’s Pie

142

Objectives•Learn the words biscuits, cherries, green beans, hamburger, ice, ketchup,

orange juice, pasta, peas, pizza and yoghurt.

•Review some food vocabulary from Mission Accomplished Express 1 and 2.

•Review the months of year.

•Review the use of near and far from.

•Review the vocabulary from Unit 4.

Materials •Audio material

•Photocopies of the “Unit 5: Time to eat!” flashcards

•Teacher’s Resource Book, Class Material Worksheet 1, p. 116

•“Unit 5: Time to eat!” flashcards

Recommended Extra Activities•Activity Book, p. 40

•Fast Finishers: Have students discuss which food they like and which food they don’t like.

Teacher Tips

•Some students may have difficulties pronouncing the word pizza. They may say “piksa” while the correct pronunciation is “pítttsa” with a ‘t’ sound before the ‘s’.

•Remember to say the name of the student you want to answer after your question! This way everybody will pay attention!

•Homework idea: have students invent their own hamburger, their own yoghurt flavour and their own pizza. Have them draw their creation and describe the ingredients.

missi n 1:

Picture Dictionary p.76

Shhhh! Listen, point and repeat. 12.1

Game time!2 Sing and clap! 32.32.2

Listen and repeat. Then answer the questions. 12.4

Listen and answer the questions in your notebook. 22.5

Let’s write our favourite recipe! 3

2 biscuits

11 pizza

1 bottle 4 half2 cup 5 glass3 piece

10 peas

6 pasta

7 green beans3 cherries

9 hamburger

8 ketchup

1 orange juice

4 ice

5 yoghurt

I’ve got a match! It’s ice! Come with me to the kitchen, hey!We’re making some yummy food today!

Do you want a hamburger and some orange juice?With some ketchup, cheese and some green beans too?

We can have some lettuce! It’s delicious.And for dessert, we have some cake or some biscuits!

This food is great and making it is fun.So come on, there’s food for everyone!

1 What has Yessy got? 2 What has Asky got? 3 What has Fusy got? 4 What has Noella got?

1 What has Aaron got to eat?

2 Has Aaron got a bottle of water to drink?

3 What has Dana got to eat?

4 What’s for Tiffany?

5 Who are the two pieces of cake for?

42 4342 43forty-two forty-three

biscuits, cherries, green beans, hamburger, ice, ketchup, orange juice,

pasta, peas, pizza, yoghurt

5 TIME TO EAT! TIME TO EAT! bottle, cup, glass, half, piece

5missi n 2:

missi n 1:

Refresh • DRILLCD234

Review the places from Unit 4 and the use of near and far from. Write the following distances on the board: 10m, 98km, 34m, 57km, 41m, 87km and 100m. Say two places and point at one of the distances. Have one student ask how far one place is from another. The second student answers how far it is, the third one says if it’s near or far from one place to another and the fourth says the same sentence in the negative. For example, TEACHER (pointing at 10m): airport – bookshop STUDENT 1: How far is it from the airport to the bookshop? STUDENT 2: It’s ten metres from the airport to the bookshop. STUDENT 3: The airport is near the bookshop. STUDENT 4: The airport isn’t far from the bookshop.

1 Shhhh! Listen, point and repeat. PB

CD21 PB

Have students look at the pictures in their Pupil’s Book. Then play the audio once for students to listen. Play it again and stop after each word so that students can point at the picture and repeat the word. Write down any words students may struggle with to come back to them later.

Objective in Focus 1 • DRILLCD235 FC

What? Practise the new vocabulary. Why? It’s important for students to learn how to pronounce new words correctly from the beginning. How? Simply hold up a flashcard and have students say what it is. For example, TEACHER (holding up the ice flashcard): What’s this? STUDENT: It’s ice!

Back to Basics • Say a month and point at two students. One says the previous month and the other the next one!

2 Game time! Cooperative learning TRB PB

Divide the class into teams of two. Give each team a copy of the Class Materials Worksheet 1. Have students cut out the words and pictures and put them upside down on the table. Taking turns, students have to find a match. If they do, they say: I’ve got a match! It’s…! If they missed, they say: I haven’t got a match. This isn’t…! It’s…!


What? Practise the new vocabulary and the question What have you got? Why? Seeing the vocabulary in context helps reinforce it! How? Hand out photocopies of the flashcards to each student. Keep the original set. Say what you’ve got and ask what another student’s got. That student answers and asks another student what he/she’s got and then that student asks you what you’ve got again. For example, TEACHER (holding up the cherries flashcard): I’ve got cherries! What have you got? STUDENT 1: I’ve got…! What have you got? STUDENT 2: I’ve got…! Teacher, what have you got?

Rewind • DRILLCD237

Review some food vocabulary from Mission Accomplished Express 1 and 2. Give students clues and have them guess the words. For example, TEACHER: It’s a long orange vegetable! STUDENT: It’s a carrot!

3 Sing and clap! PB

CD22

Cooperative learning PB

Put students into groups of three and have them close their book. Play the audio three times and have students write down the lyrics just by listening to the song. Then read out the lyrics as a class and have students correct the lyrics they’ve got. The group to have the most lyrics right wins!

Game – What Am I Eating? • Cooperative learning

Divide the class into two teams and have one student from each team pretend to eat a food from this mission. The teams guess what they’re eating. If a team guesses on their first go, they get two points. They get one point if they guess on their second go. If they miss, the other team gets a point!

143

DRILLCD234 Refresh

TEACHER STUDENTS

(pointing at 10m)airport – bookshop

S1: How far is it from the airport to the bookshop? S2: It’s ten metres from the airport to the bookshop. S3: The airport is near the bookshop. S4: The airport isn’t far from the bookshop.

(pointing at 98km)café – supermarket

S1: How far is it from the café to the supermarket? S2: It’s ninety-eight kilometres from the café to the supermarket. S3: The café is far from the supermarket. S4: The café isn’t near the supermarket.

Now continue the drill with:

• (pointing at 100m) restaurant – ice rink

• (pointing at 87km) theme park – cinema

• (pointing at 98km) swimming pool – ice rink

• (pointing at 57km) football field – cinema

• (pointing at 41m) music room – science lab

• (pointing at 87m) computer room – toilets

DRILLCD235 Objective in Focus 1

TEACHER STUDENTS

(holding up the ice flashcard)What’s this?

It’s ice!

(drawing a pizza on the board)What’s this?

It’s a pizza!

Everyone…, 3…, 2…, 1! It’s a pizza!

(holding up the ketchup flashcard)What’s this?

It’s ketchup!

(holding up the orange juice flashcard)What’s this?

It’s orange juice!

Everyone…, 3…, 2…, 1! It’s orange juice!

(drawing some pasta on the board)What’s this?

It’s pasta!

Everyone…, 3…, 2…, 1! It’s pasta!


• yoghurt• biscuits • cherries

• green beans• peas• hamburger


TEACHER STUDENTS

(holding up the cherries flashcard) I’ve got cherries! What have you got?

S1: I’ve got…! What have you got? S2: I’ve got…! Teacher, what have you got?

(holding up the peas flashcard) I’ve got peas! What have you got?


(holding up the biscuits flashcard) I’ve got biscuits! What have you got?


(holding up the green beans flashcard) I’ve got green beans! What have you got?


(holding up the ice flashcard) I’ve got ice! What have you got?


(holding up the ketchup flashcard) I’ve got ketchup! What have you got?


(holding up the orange juice flashcard) I’ve got orange juice! What have you got?


Have students swap flashcards and repeat the drill.

DRILLCD237 Rewind

TEACHER STUDENTS

It’s a long orange vegetable! It’s a carrot!

It’s a long yellow fruit! It’s a banana!

Everyone…, 3…, 2…, 1! It’s a banana!

It’s brown and it’s sweet! It’s chocolate!

It’s cold and you eat it in summer! It’s ice cream!

Everyone…, 3…, 2…, 1! It’s ice cream!

It’s green and you put it in a salad! It’s lettuce!

It’s white and comes from a cow! It’s milk!

It’s yellow and has got holes! It’s cheese!

Everyone…, 3…, 2…, 1! It’s cheese!


• It’s comes from the sea! – Fish! • It’s round and yellow and white

inside! – Egg! • It’s something you make chips

from! – Potato! • It’s a red and makes great sauce!

– Tomato!• You put lettuce and tomato in

this! – Salad!

• It’s very healthy to drink! – Water!

• It’s a round and sweet fruit! – Apple!

• It’s what you add milk to! – Cereal!

• It’s what you make a sandwich with! – Bread!

• It’s a fruit you eat on the last day of the year! – Grapes!

Drill Section

144

missi n 2:

Picture Dictionary p.76

Shhhh! Listen, point and repeat. 12.1

Game time!2 Sing and clap! 32.32.2

Listen and repeat. Then answer the questions. 12.4


Let’s write our favourite recipe! 3

2 biscuits

11 pizza

1 bottle 4 half2 cup 5 glass3 piece

10 peas

6 pasta

7 green beans3 cherries

9 hamburger

8 ketchup

1 orange juice

4 ice

5 yoghurt

I’ve got a match! It’s ice! Come with me to the kitchen, hey!We’re making some yummy food today!

Do you want a hamburger and some orange juice?With some ketchup, cheese and some green beans too?

We can have some lettuce! It’s delicious.And for dessert, we have some cake or some biscuits!

This food is great and making it is fun.So come on, there’s food for everyone!

1 What has Yessy got? 2 What has Asky got? 3 What has Fusy got? 4 What has Noella got?

1 What has Aaron got to eat?

2 Has Aaron got a bottle of water to drink?

3 What has Dana got to eat?

4 What’s for Tiffany?

5 Who are the two pieces of cake for?

42 4342 43forty-two forty-three

biscuits, cherries, green beans, hamburger, ice, ketchup, orange juice,

pasta, peas, pizza, yoghurt

5 TIME TO EAT! TIME TO EAT! bottle, cup, glass, half, piece

5missi n 2:

missi n 1:

Objectives•Learn the words bottle, cup, glass, half and piece.

•Practise asking questions with have got.

•Practise the pronunciation of the /j/ sound.

•Practise the question Who is it for?

•Review the numbers from 1 to 100.

Materials•Audio material



•Teacher’s Resource Book, Vocabulary Worksheets, pp. 118 - 119

•Fast Finishers: Have students draw a table with food on it and five people around it. Then have them write what food is for who.

Teacher Tips

•Help students recognise the improvement they’ve made. You can do this by creating a ‘Then and Now’ chart, highlighting the grammar and vocabulary they now know, but didn’t know before.

•Make sure your students pronounce orange correctly. It’s “órinch”. The emphasis is on the ‘o’ and the ‘a’ is pronounced like a short ‘i’. Another word they may need help with is half. Tell them that the ‘l’ is silent and that it’s pronounced “haaafff”.

•When you see that students are getting restless, have them move as it’s a fantastic wakeup call and breathes new life into the activities!

Refresh • DRILLCD238 FC

Review the Mission 1 vocabulary. Hold up a flashcard and have students say that they’ve got what’s on the flashcard. For example, hold up the biscuits flashcard. STUDENT: I’ve got some biscuits.

1 Listen and repeat. Then answer the questions.

PBCD24 PB

Play the audio once and have students listen. Play it again and have them repeat. Clarify all pronunciation difficulties students may have. Then ask the questions from the Pupil’s Book and have students answer. Correct the answers as you go.


What? Practise the new vocabulary and the questions has... got...? and what has... got? Why? Seeing the new vocabulary embedded in a structure will help students learn how to use it. How? Draw a happy and a sad face on the board. Say a person, hold up a flashcard and point at either face. Two students ask and one answers. For example, TEACHER (holding up the bottle flashcard and pointing at ): Asky! STUDENT 1: What has Asky got? STUDENT 2: Has he got a bottle? STUDENT 3: Yes, he has. He’s got a bottle.

Back to Basics • Dictate the following numbers for students to write down and have them say the numbers back to you: 14, 40, 44, 87, 13, 52, 76, 91, 46, 100.

2 Listen and answer the questions in your notebook.

PBCD25 PB

Have students close their Pupil’s Book. Now play the audio and have them take notes. Play the audio once more and have students look at the questions in their Pupil’s Book. Give them a couple of minutes to answer the questions. Once everybody’s finished, correct the answers as a class.


What? Practise the new vocabulary. Why? It’s important to see what the new vocabulary usually goes with. How? Prompt students by saying a food they know and holding up a flashcard from this mission. Students have to say what they’ve got using the flashcard and the food. For example, TEACHER (holding up the bottle flashcard): Orange juice! STUDENT: I’ve got a bottle of orange juice!

Pronunciation Fun! • Explain to your students that the /j/ sound is represented by the ‘y’. Say the following words and have students repeat them: yoghurt, yes, yellow and you. Once you feel your students are confident, give them two minutes to come up with more words containing the /j/ sound!

3 Let’s write our favourite recipe! Cooperative learning PB

Have students work in teams of four. Have them come up with their favourite recipe and discuss what it’s most similar to from the picture in the Pupil’s Book.

Game – Who Is The Food For? • FC

Hold up a flashcard and point at a student. Have one student ask who the food you’re holding up is for and another student answer that the food you’re holding up is for the student you’re pointing at. For example, hold up the yoghurt flashcard and point at Juan. STUDENT 1: Who is the yoghurt for? STUDENT 2: The yoghurt is for Juan.

145

DRILLCD238 Refresh

TEACHER STUDENTS

(Hold up the biscuits flashcard.) I’ve got some biscuits!

(Hold up the green beans flash-card.)

I’ve got some green beans!

Everyone…, 3…, 2…, 1! I’ve got some green beans!

(Hold up the cherries flashcard.) I’ve got some cherries!

(Hold up the peas flashcard.) I’ve got some peas!

(Hold up the yoghurt flashcard.) I’ve got some yoghurt!

Everyone…, 3…, 2…, 1! I’ve got some yoghurt!

(Hold up the ice flashcard.) I’ve got some ice!

(Hold up the orange juice flash-card.)

I’ve got some orange juice!

(Hold up the ketchup flashcard.) I’ve got some ketchup!

Everyone…, 3…, 2…, 1! I’ve got some ketchup!

(Draw some pasta on the board.) I’ve got some pasta!

(Draw a hamburger on the board.) I’ve got a hamburger!

(Draw a pizza on the board.) I’ve got a pizza!

Everyone…, 3…, 2…, 1! I’ve got a pizza!


TEACHER STUDENTS

(holding up the bottle flashcard and pointing at ) Asky!

S1: What has Asky got? S2: Has he got a bottle? S3: Yes, he has. He’s got a bottle.

(holding up the cup flashcard and pointing at )Yessy!

S1: What has Yessy got? S2: Has she got a cup? S3: Yes, she has. She’s got a cup.

(holding up the glass flashcard and pointing at )Noella!

S1: What has Noella got? S2: Has she got a glass? S3: No, she hasn’t. She hasn’t got a glass.

(holding up the piece [of pizza] flashcard and pointing at )Fusy!

S1: What has Fusy got? S2: Has he got a piece of pizza? S3: No, he hasn’t. He hasn’t got a piece of pizza.

(holding up the half [a kiwi] flashcard and pointing at )Asky!

S1: What has Asky got? S2: Has he got half a kiwi? S3: Yes, he has. He’s got half a kiwi.

(holding up the biscuits flashcard and pointing at )Jane!

S1: What has Jane got? S2: Has she got any biscuits? S3: No, she hasn’t. She hasn’t got any biscuits!

(holding up the cherries flashcard and pointing at )Mark!

S1: What has Mark got? S2: Has he got any cherries? S3: Yes, he has. He’s got some cherries.

(holding up the green beans flashcard and pointing at )Sam!

S1: What has Sam got? S2: Has he got any green beans? S3: No, he hasn’t. He hasn’t got any green beans.

(holding up the ice flashcard and pointing at )Janet & Tim!

S1: What have Janet and Tim got? S2: Have they got any ice? S3: No, they haven’t. They haven’t got any ice.

TEACHER STUDENTS

(holding up the ketchup flashcard and pointing at ) We!

S1: What have we got? S2: Have we got any ketchup? S3: Yes, we have. We’ve got some ketchup.


• orange juice – – Ann • peas – – Alex • yoghurt – – Sally • bottle – – Adam

• piece – – they • half – – we • cake – – you • glass – – I


TEACHER STUDENTS

(holding up the bottle flashcard) Orange juice!

I’ve got a bottle of orange juice!

(holding up the bottle flashcard) Water!

I’ve got a bottle of water!

(holding up the bottle flashcard) Milk!

I’ve got a bottle of milk!

(holding up the piece flashcard) Cake!

I’ve got a piece of cake!

(holding up the piece flashcard) Banana!

I’ve got a piece of banana!

(holding up the piece flashcard) Bread!

I’ve got a piece of bread!

(holding up the cup flashcard) Tea! I’ve got a cup of tea!

(holding up the cup flashcard) Coffee!

I’ve got a cup of coffee!

(holding up the cup flashcard) Hot chocolate!

I’ve got a cup of hot chocolate!

(holding up the glass flashcard) Cherry juice!

I’ve got a glass of cherry juice!

(holding up the glass flashcard) Melon juice!

I’ve got a glass of melon juice!

(holding up the glass flashcard) Strawberry juice!

I’ve got a glass of strawberry juice!

(holding up the half flashcard) Pizza!

I’ve got half a pizza!

(holding up the half flashcard) Hamburger!

I’ve got half a hamburger!

(holding up the half flashcard) Egg!

I’ve got half an egg!


• bottle – apple juice • half – cake • cup – milk • bottle – tomato sauce

• glass – water • cup – milk with honey• half – melon • glass – juice

Drill Section

146

missi n 3:

Grammar Appendix p.66


Was there any ketchup in the fridge yesterday? No, there wasn’t. There wasn’t any

ketchup in the fridge yesterday. There was some yoghurt in the fridge yesterday.

Listen. Then answer the questions. 12.6

Look and say. Then listen and check. 22.7

Game time! 3

1 meat 4 apples 7 carrots 10 green beans

2 lettuce 5 eggs 8 chicken 11 pasta

3 bananas 6 soup 9 biscuits 12 ice

There wasn’t any meat yesterday. There was

some lettuce yesterday.

I’ve got a lot of pasta and a lot of tomatoes!

I’ve got a little pasta and a few tomatoes.

Jenny hasn’t got much pasta. She hasn’t got many tomatoes.

There was some yoghurt.

Listen and repeat. 12.8

Look and write in your notebook. Then listen and check. 22.9

Master the question. Then listen and check. 32.10

Yessy’s got a little pizza.

Noella hasn’t got much ice.

1 3 5

2 4 6

1 Penny hasn’t got many biscuits. Who hasn’t got many biscuits?

2 Bob’s got a lot of ketchup.

3 Dana doesn’t drink much orange juice.

4 Stephen doesn’t eat much meat.

5 Jared’s got a few strawberries.

6 Marcy’s got a little water.

1 Was there any ketchup in the fridge?

2 Was there any yoghurt in the fridge?

3 Were there any tomatoes in the fridge?

4 Was there any cheese in the fridge?

5 Were there any cherries in the fridge?

6 Was there any orange juice in the fridge?

Yesterday

44 4544 45forty-four forty-five

- Was there any ketchup in the fridge? Yes, there was. / No, there wasn’t. - There wasn’t any ketchup in the fridge.- There were some cherries in the fridge. There weren’t any apples.

- I’ve got a lot of pasta and a lot of tomatoes. - I’ve got a little pasta and a few tomatoes. - She hasn’t got much pasta. - She hasn’t got many tomatoes.

missi n 3: missi n 4:

Objectives•Learn how to use there was and there were in the affirmative, the

negative and the interrogative.

•Practise spelling.

•Review the days of the week.


•Timer/stopwatch


•Fast Finishers: Have your students talk in pairs about things there were and weren’t in their kitchen yesterday.

Teacher Tips

•Students may have difficulties pronouncing there and were together. Show them the difference in the vowel sound between these two words. There has a longer sound and rhymes with words like air, where, and hair, while were has a shorter vowel sound and rhymes with words like her and sir.

•Remind students that we use some in affirmative sentences and any in negative and interrogative sentences.

•Have students participate equally in the class. There may be students with more difficulties; get them involved by repeating what other students say as this may help them straighten out what they don’t understand. Another good way is to ask a student what the previous student has just said. This way you keep everybody involved.


To review the words from Mission 1 and Mission 2, say a word and have students spell it out for you. For example, TEACHER: Bottle! STUDENT: B – O – T – T – L – E!

1 Listen. Then answer the questions. PB

CD26 PB

Have students listen to the audio and get used to the intonation. Then have them repeat the dialogue. Finally give students a couple of minutes to look at the picture and tell them to close their Pupil’s Book. Now ask the questions and correct the answers as you go.

Objective in Focus 1 • DRILLCD242

What? Practise there was and there were in affirmative and negative sentences. Why? Students need to learn elements one step at a time so they can assimilate them better. How? Say a food and give students thumbs up or down. According to whether your thumbs are up or down, they should answer in the negative or in the affirmative. For example, TEACHER (giving thumbs up): Ice! STUDENT: There was some ice in the fridge yesterday!

Back to Basics • Cooperative learning

Divide students into teams of seven. Have each team say the days of the week forwards and once they get to Sunday backwards. Time each team to see who does it quicker and with fewer mistakes!

2 Look and say. Then listen and check. PB

CD27 PB

Have students look in their Pupil’s Book and choose students randomly to form the question. Play the audio after every sentence to check it! To make more students participate, make students repeat or put the sentence into the present.


What? Practise asking questions with was there and were there and the new vocabulary.Why? Verb placement may be tricky so it’s something students have to practise over and over. How? Carry out an ‘Ask me’ drill. Tell students to ask you if there was specific food in the kitchen yesterday. Students then form the question. For example, TEACHER: Ask me if there was any yoghurt in the kitchen yesterday. STUDENT: Was there any yoghurt in the kitchen yesterday?

Patchwork Song! • PB

CD22

PBCD23

Cooperative learning

Divide the class into groups of four. Play the song from Mission 1 a couple of times for students to remember the lyrics. Once you’re confident they know the lyrics, play the karaoke version and point at a group to sing one line and then at the next group to sing the next line.

3 Game time! PB

Have students stand in a line. Say a simple sentence with the grammatical structure from this mission and vocabulary from the previous two missions. Have the first student whisper it to the next student and so on. Every fifth student has to go to the board and draw what the sentence says. Once everybody’s heard the sentence, check the drawings. You can make the sentences gradually more difficult!

147

DRILLCD241 Refresh

TEACHER STUDENTS

Bottle! B – O – T – T – L – E!

Cup! C – U – P!

Piece! P – I – E – C – E!

Cherries! C – H – E – R – R – I – E – S!

Glass! G – L – A – S – S!

Half! H – A – L – F!

Ketchup! K – E – T – C – H – U – P!

Biscuits! B – I – S – C – U – I – T – S!


• Green beans! • Hamburger! • Ice! • Orange juice!

• Pasta! • Peas! • Pizza! • Yoghurt!


TEACHER STUDENTS

(giving thumbs up) Ice! There was some ice in the fridge yesterday!

(giving thumbs up) Bottles! There were some bottles in the fridge yesterday!

(giving thumbs up) Yoghurt! There was some yoghurt in the fridge yesterday!

(giving thumbs up) Green beans! There were some green beans in the fridge yesterday!

Everyone…, 3…, 2…, 1! There were some green beans in the fridge yesterday!

(giving thumbs up) Hamburgers! There were some hamburgers in the fridge yesterday!

(giving thumbs down) Biscuits! There weren’t any biscuits in the fridge yesterday!

(giving thumbs down) Cups! There weren’t any cups in the fridge yesterday!

Everyone…, 3…, 2…, 1! There weren’t any cups in the fridge yesterday!

(giving thumbs down) Pieces of pizza!

There weren’t any pieces of pizza in the fridge yesterday!

(giving thumbs down) Peas! There weren’t any peas in the fridge yesterday!

(giving thumbs down) Cherries! There weren’t any cherries in the fridge yesterday!

Everyone…, 3…, 2…, 1! There weren’t any cherries in the fridge yesterday!


• (giving thumbs down) Ketchup! • (giving thumbs up) Glass! • (giving thumbs up) Half a cake! • (giving thumbs down) Orange

juice!

• (giving thumbs up) Pasta! • (giving thumbs down) Pizza! • (giving thumbs down) Bananas! • (giving thumbs up) Honey!


TEACHER STUDENTS

Ask me if there was any yoghurt in the kitchen yesterday.

Was there any yoghurt in the kitchen yesterday?

No, there wasn’t. Ask me if there was any pasta in the kitchen yesterday.

Was there any pasta in the kitchen yesterday?

No, there wasn’t. Ask me if there was a glass of milk in the kitchen yesterday.

Was there a glass of milk in the kitchen yesterday?

No, there wasn’t. Ask me if there was a piece of pizza in the kitchen yesterday.

Was there a piece of pizza in the kitchen yesterday?

No, there wasn’t. Ask me if there were any green beans in the kitchen yesterday.

Were there any green beans in the kitchen yesterday?

No, there weren’t. Ask me if there were any hamburgers in the kitchen yesterday.

Were there any hamburgers in the kitchen yesterday?

No, there weren’t. Ask me if there were any bottles of milk in the kitchen yesterday.

Were there any bottles of milk in the kitchen yesterday?

No, there weren’t. Ask me if there were any biscuits in the kitchen yesterday.

Were there any biscuits in the kitchen yesterday?

No, there weren’t. Ask me if there were any peas in the kitchen yesterday.

Were there any peas in the kitchen yesterday?

No, there weren’t. Ask me if there were any glasses in the kitchen yesterday.

Were there any glasses in the kitchen yesterday?

No, there weren’t. Ask me if there was any food in the kitchen yesterday.

Was there any food in the kitchen yesterday?

Yes, there was. Ask me what food there was in the kitchen yesterday.

What food was there in the kitchen yesterday?

There were some cherries, a cup of hot chocolate, half a cake and some ice in the kitchen yesterday!

Drill Section

148

missi n 4:



Was there any ketchup in the fridge yesterday? No, there wasn’t. There wasn’t any

ketchup in the fridge yesterday. There was some yoghurt in the fridge yesterday.

Listen. Then answer the questions. 12.6

Look and say. Then listen and check. 22.7

Game time! 3

1 meat 4 apples 7 carrots 10 green beans

2 lettuce 5 eggs 8 chicken 11 pasta

3 bananas 6 soup 9 biscuits 12 ice

There wasn’t any meat yesterday. There was

some lettuce yesterday.

I’ve got a lot of pasta and a lot of tomatoes!

I’ve got a little pasta and a few tomatoes.

Jenny hasn’t got much pasta. She hasn’t got many tomatoes.

There was some yoghurt.

Listen and repeat. 12.8

Look and write in your notebook. Then listen and check. 22.9

Master the question. Then listen and check. 32.10

Yessy’s got a little pizza.

Noella hasn’t got much ice.

1 3 5

2 4 6

1 Penny hasn’t got many biscuits. Who hasn’t got many biscuits?

2 Bob’s got a lot of ketchup.

3 Dana doesn’t drink much orange juice.

4 Stephen doesn’t eat much meat.

5 Jared’s got a few strawberries.

6 Marcy’s got a little water.

1 Was there any ketchup in the fridge?

2 Was there any yoghurt in the fridge?

3 Were there any tomatoes in the fridge?

4 Was there any cheese in the fridge?

5 Were there any cherries in the fridge?

6 Was there any orange juice in the fridge?

Yesterday

44 4544 45forty-four forty-five

- Was there any ketchup in the fridge? Yes, there was. / No, there wasn’t. - There wasn’t any ketchup in the fridge.- There were some cherries in the fridge. There weren’t any apples.

- I’ve got a lot of pasta and a lot of tomatoes. - I’ve got a little pasta and a few tomatoes. - She hasn’t got much pasta. - She hasn’t got many tomatoes.

missi n 3: missi n 4:

Objectives•Learn the structures I’ve got a lot of/a little/a few….

•Learn the structures he/she hasn’t got much… and he/she hasn’t got many….

•Practise the vowels and spelling.




•Teacher’s Resource Book, Listening Worksheet, p. 120

•Fast Finishers: Get students to draw plates with various quantities of different food and write sentences describing who’s got what.

Teacher Tips

• It can be difficult to remember which word to use with countable and uncountable nouns. A good way to remember is a rhyme such as What goes with nouns I can’t count? A little and not much if there’s no amount! Like a little milk or not much ice! To remember this let’s say it twice! What do we say with a countable noun? A few and not many! Let’s write it down. Like a few apples and not many cakes! Now you know the difference, don’t make any mistakes!

•Make sure that your students are pronouncing the word yoghurt correctly. It’s pronounced “iógggeeettt” without any trace of a strong ‘j’ sound. Tell them to think of the sound at the beginning of the Spanish word hielo.

•Homework idea: have students look in their fridges and write down what’s there. Then, have them change what they have written into the past simple.


Have students review the use of there wasn’t/weren’t with some food vocabulary. Hold up a flashcard and have students say that there wasn’t/weren’t any of the food you’re holing up. For example, hold up the biscuits flashcard. STUDENT: There weren’t any biscuits yesterday.

1 Listen and repeat. PB

CD28 PB

Listen to the audio and stop it after each sentence to explain the grammar. It’s best if you bring a real example for each as these concept can be quite difficult for your students to understand.


What? Practise using a lot of, a little and a few. Why? It’s better to start off with two structures so that students can grasp that we use a lot of with countable and uncountable nouns, whereas we only us a little with uncountable nouns and a few with countable nouns. How? Establish a mime for a little, a few and a lot of as a class. Every time students use the new structures, they accompany it with the mime. Then have them say the opposite to you. For example, TEACHER: I’ve got a lot of ice. STUDENT: I’ve got a little ice.

Back to Basics • Write down the vowels ‘a’, ‘e’, ‘i’, ‘o’ and ‘u’ on the board and have students repeat them out loud. Make sure they are clear on the pronunciation; ‘a’ is “ei”, ‘e’ is “ii”, ‘i’ is “ai”, ‘o’ is “ou” and ‘u’ is “iuu”. Now spell out the following words: bear, bird, eat, cream, it, old, boat and diary. Have students write them down, say them and spell them back to you.

2 Look and write in your notebook. Then listen and check.

PBCD29 PB

Have students look at the pictures and decide what they need to write about each one. Tell them that the verb goes in the affirmative where they see a tick and in the negative where they see a cross. Then play the audio and correct their sentences as a class.


What? Practise much and many in negative sentences. Why? Not only will this drill help students see the difference between all the quantifiers, but it will also help them see that we usually use these words in negative sentences. How? Ask questions with a lot of and have students answer in the negative. Students need to respond with much or many depending on whether the noun is countable or uncountable. For example, TEACHER: Has Martin got a lot of apples? STUDENT: No, Martin hasn’t got many apples.

3 Master the question. Then listen and check.

PBCD210

Cooperative learning PB

Have students work in teams of two and to come up with the questions. Once all the teams have finished, have them check their answers with the audio.

Game – My Favourite Food • Cooperative learning

Divide the class into groups of four and give each student two pieces of paper. Have them write their name on both pieces of paper, a food they like on one of them and a food they don’t like on the other piece of paper. Students put all the papers in the middle of the table and you ask one student a question about another member of the group. This student has to find the name and what they like or don’t like depending on your question.

149

DRILLCD244 Refresh

TEACHER STUDENTS

(Hold up the biscuits flashcard.) There weren’t any biscuits yesterday.

(Hold up the ice flashcard.) There wasn’t any ice yesterday.

(Hold up the cherries flashcard.) There weren’t any cherries yesterday.

(Hold up the peas flashcard.) There weren’t any peas yesterday.

(Hold up the green beans flashcard.)

There weren’t any green beans yesterday.

(Hold up the ketchup flashcard.) There wasn’t any ketchup yesterday.

(Hold up the yoghurt flashcard.) There wasn’t any yoghurt yesterday.

(Hold up the orange juice flashcard.)

There wasn’t any orange juice yesterday.


• pasta• pizza• bottle

• cup• glass• piece


TEACHER STUDENTS

I’ve got a lot of ice. I’ve got a little ice.

You’ve got a lot of meat. You’ve got a little meat.

She’s got a little bread. She’s got a lot of bread.

Everyone…, 3…, 2…, 1! She’s got a lot of bread!

We’ve got a lot of cereal. We’ve got a little cereal.

She’s got a little chocolate. She’s got a lot of chocolate.

He’s got a little fish. He’s got a lot of fish.

They’ve got a lot of milk. They’ve got a little milk.

Everyone…, 3…, 2…, 1! They’ve got a little milk!

We’ve got a lot of salad. We’ve got a little salad.

They’ve got a little soup. They’ve got a lot of soup.

She’s got a lot of cheese. She’s got a little cheese.

Everyone…, 3…, 2…, 1! She’s got a little cheese!

I’ve got a few bananas. I’ve got a lot of bananas.

I’ve got a lot of apples. I’ve got a few apples.

They’ve got a few melons. They’ve got a lot of melons.

She’s got a lot of biscuits. She’s got a few biscuits.

Everyone…, 3…, 2…, 1! She’s got a few biscuits!

We’ve got a lot of hamburgers. We’ve got a few hamburgers.


• a lot of peanut butter • a few peas • a little ice cream • a lot of green beans

• a few glasses• a lot of orange juice • a lot of ketchup• a little yoghurt


TEACHER STUDENTS

Has Martin got a lot of apples? No, Martin hasn’t got many apples.

Has Mary got a lot of yoghurt? No, Mary hasn’t got much yoghurt.

Have I got a lot of ice? No, you haven’t got much ice.

Have you got a lot of orange juice?

No, I haven’t got much orange juice.

Have they got a lot of pieces of pizza?

No, they haven’t got many pieces of pizza.

Has Jane got a lot of green beans? No, Jane hasn’t got many green beans.

Has Patricia got a lot of cherries? No, Patricia hasn’t got many cherries.

Have you got a lot of biscuits? No, I haven’t got many biscuits.

Has Robert got a lot of ketchup? No, Robert hasn’t got much ketchup.

Have we got a lot of bananas? No, we haven’t got many bananas.

Has Claudia got a lot of bottles? No, Claudia hasn’t got many bottles.

Have they got a lot of cakes? No, they haven’t got many cakes.


• Has Nicole got a lot of bread? • Have they got a lot of soup? • Have I got a lot of carrots? • Has Noella got a lot of eggs? • Has Yessy got a lot of ice cream?

• Has Fusy got a lot of cheese? • Have you got a lot of melons? • Has Sandy got a lot of

chocolate? • Have I got a lot of milk?• Have we got a lot of chicken?

Drill Section

150

missi n 5:

Say it! Find it in the story. 12.12

Listen and read. Then answer the questions in your notebook. 22.13

Story time! 12.11

Read again and say true or false. Then correct the false sentences.

2

It’s sports day today! Let’s make our super green bean and pea

soup!

Would you like some more soup? Remember, it’s sports day today!

Thanks, Yessy! But… it wasn’t me. It was our super soup! Look! Now, everybody

wants some soup! Wow!

Yes! That’s a great idea!

Yummy! I love this soup!

Come on, Fusy! You can do it! Good luck!

Well done, Fusy!

I want more!

I love super soup! It’s yummy!

Fusy, Fusy, please can we have some super soup later?

Mmm, yes! I would like a little more

soup, please!

Would you like some super soup? It’s healthy because it’s got green beans and peas. It helps you run quickly! Come on!

Ugh, no! Soup isn’t yummy! We don’t like soup! We like pizza and hamburgers!

1 The superheroes are making a cherry yoghurt soup.

2 The children want some soup in the beginning.

3 Noella doesn’t want any more soup.

4 Fusy wins the race.

5 Everybody wants some soup.

Act out. 3

Yes please, Dad!

Would you like some more

pasta?

Delicious Shepherd’s Pie

A lot of people think that pies are sweet but there are a few

pies that aren’t sweet. Shepherd’s Pie is a great example of a

savoury pie and it’s very popular in the UK and in Ireland.

It’s called Shepherd’s Pie because it’s got minced lamb, and

shepherds are the people who look after lambs. Shepherd’s

Pie has also got mashed potato and vegetables, like peas or

carrots. Some people put a little cheese on it, too.

You can use different meat when you make pies but then the

name of the pie changes. For example, when you use minced

beef, it’s called Cottage Pie and when you use turkey and

ham after Christmas, it’s called St. Stephen’s Day Pie. This is

because the day after Christmas is St. Stephen’s Day!

Savoury pies are delicious. What do you prefer? Sweet or

savoury pie? Would you like some Shepherd’s Pie?

1 Where is Shepherd’s Pie very popular?

2 Why is it called Shepherd’s Pie?

3 What do some people put on their Shepherd’s Pie?

4 What meat do you use for Cottage Pie and St. Stephen’s Day Pie?

Wow! Look! I want some super soup!

46 4746 47forty-six forty-seven

Around the WorldThe UK and Ireland

Reading- Would you like some more…?- to be called, beef, ham, lamb, to look after,

mashed potato, minced, shepherdmissi n 5: missi n 6:

Objectives•Encourage acting skills.

•Practise listening and reading comprehension skills.

•Practise saying the dates.

•Practise the structure Can I… later?

•Practise translation skills.


•Teacher’s Resource Book, Focused Translation List, p. 152



•Teacher’s Resource Book, Speaking Worksheet, p. 121

•Fast Finishers: Get students to act out an alternative version of the story, for example where Fusy eats a hamburger and loses the race.

Teacher Tips

•Make sure your students pronounce the word would correctly. It’s wrong to say a ‘g’ sound at the beginning of the word. Every time they pronounce would wrong, saying “guuddd” instead of “uuúddd”, have them say it five times correctly!

•Encourage students to use their acting skills. Give a good example by acting things out for them. If they see you doing it, they will most likely copy you! Exaggerate and vary the tone of your voice as well as the speed. Pretend to be someone else and you will see how quickly your students will want to do the same!

•To review vocabulary and grammar, you can always use the Grammar Appendix or the Picture Dictionary. It’s a fun way to review grammar and vocabulary they know with pictures they haven’t used yet as it makes reviewing more exciting!


Review the use of a lot of, a few, a little, much and many. Say a food and have students form a sentence with the words that apply to what you said. For example, TEACHER: Apples! STUDENT 1: I’ve got a lot of apples. STUDENT 2: I’ve got a few apples. STUDENT 3: I haven’t got many apples.

1 Story time! PB

CD211 PB

Give students a couple of minutes to read through the story. Then choose seven students to read the story out loud. Finally have students listen to the audio.

Objective in Focus 1 DRILLCD248 FC

What? Practise the structure everybody wants some with the food vocabulary. Why? It’s important for students to practise that everybody is followed by the third person singular. How? Hold up a flashcard and ask students what everybody wants. Students have to answer that everybody wants what’s on the flashcard. For example, TEACHER (holding up the ice flashcard): What does everybody want? STUDENT: Everybody wants ice!

Back to Basics •

Practise saying the dates by writing the following dates on the board and having students read them to you: 24/12/2013, 01/01/1978, 18/11/1976, 05/02/2019, 21/03/1564, 25/10/1766, 23/08/2017, 18/09/2000, 19/10/1999.

2 Read again and say true or false. Then correct the false sentences. PB

Give students a couple of minutes to read through the story. Then have them close their Pupil’s Books and read the sentences to them. Have them say whether the sentences are true or false and correct the ones that are false. To make the activity more dynamic, you can ask students to repeat or ask what the previous student said.


What? Practise questions with Can I/you/he/she/we/you/they… later? Why? This is a great formal structure and it helps teach the use of later.How? Say a personal pronoun and an action and have one student ask whether he/she can do this action later. Another student answers in the affirmative and a third one in the negative. For example, TEACHER: we – watch TV STUDENT 1: Can we watch TV later? STUDENT 2: Yes, we can watch TV later! STUDENT 3: No, we can’t watch TV later!

Translation Challenge! • Cooperative learning TRB

Divide the class into groups of three. Give each team a copy of the Focused Translation List. Give them three minutes and see who’s translated more sentences. Correct them and do the remaining sentences as a class.

3 Act out. Cooperative learning PB

Put students into teams of seven and have them rehearse the story for a couple of minutes. Tell them to come up with an unexpected twist in the story and have a competition for the most creative performance!

Game – What I Like! • Cooperative learning

State what you like and have a student repeat what you like and say what he/she likes. The following student has to repeat what you and the first student like and adds on to it. Each student can write down one hint in case they struggle to remember. Tell students not to repeat vocabulary!

151

DRILLCD247 Refresh

TEACHER STUDENTS

Apples! S1: I’ve got a lot of apples. S2: I’ve got a few apples. S3: I haven’t got many apples.

Biscuits! S1: I’ve got a lot of biscuits. S2: I’ve got a few biscuits. S3: I haven’t got many biscuits.

Cherries! S1: I’ve got a lot of cherries. S2: I’ve got a few cherries. S3: I haven’t got many cherries.

Green beans! S1: I’ve got a lot of green beans. S2: I’ve got a few green beans. S3: I haven’t got many green beans.

Yoghurt! S1: I’ve got a lot of yoghurt. S2: I’ve got a little yoghurt. S3: I haven’t got much yoghurt.

Pasta! S1: I’ve got a lot of pasta. S2: I’ve got a little pasta. S3: I haven’t got much pasta.

Orange juice! S1: I’ve got a lot of orange juice. S2: I’ve got a little orange juice. S3: I haven’t got much orange juice.

Ketchup! S1: I’ve got a lot of ketchup. S2: I’ve got a little ketchup. S3: I haven’t got much ketchup.


• Bread! • Ice! • Glasses! • Bottles! • Pizza!

• Cheese! • Soup! • Strawberries! • Water!• Hamburger!


TEACHER STUDENTS

(holding up the ice flashcard)What does everybody want?

Everybody wants ice!

(holding up the biscuits flashcard)What does everybody want?

Everybody wants biscuits!

(holding up the cherries flashcard)What does everybody want?

Everybody wants cherries!

(holding up the bottle flashcard)What does everybody want?

Everybody wants a bottle!

(holding up the cup flashcard)What does everybody want?

Everybody wants a cup!

(holding up the green beans flashcard)What does everybody want?

Everybody wants green beans!

(holding up the glass flashcard)What does everybody want?

Everybody wants a glass!

(holding up the ketchup flashcard)What does everybody want?

Everybody wants ketchup!

(holding up the orange juice flashcard)What does everybody want?

Everybody wants orange juice!

TEACHER STUDENTS

(holding up the peas flashcard)What does everybody want?

Everybody wants peas!

(holding up the yoghurt flashcard)What does everybody want?

Everybody wants yoghurt!


TEACHER STUDENTS

we – watch TV S1: Can we watch TV later? S2: Yes, we can watch TV later! S3: No, we can’t watch TV later!

she – do her homework S1: Can she do her homework later? S2: Yes, she can do her homework later. S3: No, she can’t do her homework later.

I – get dressed S1: Can I get dressed later? S2: Yes, you can get dressed later. S3: No, you can’t get dressed later.

they – get up S1: Can they get up later? S2: Yes, they can get up later. S3: No, they can’t get up later.

he – eat S1: Can he eat later? S2: Yes, he can eat later. S3: No, he can’t eat later.

you – go home S1: Can you go home later? S2: Yes, I can go home later. S3: No, I can’t go home later.

she – go to bed S1: Can she go to bed later? S2: Yes, she can go to bed later. S3: No, she can’t go to bed later.

I – go to school S1: Can I go to school later? S2: Yes, you can go to school later. S3: No, you can’t go to school later.

we – have a shower S1: Can we have a shower later? S2: Yes, we can have a shower later. S3: No, we can’t have a shower later.

he – have breakfast S1: Can he have breakfast later? S2: Yes, he can have breakfast later. S3: No, he can’t have breakfast later.


• you – help • we – play • I – wear shoes • he – cook • they – dance

• you – listen to music • we – paint • she – play tennis • I – read a book • he – sing

Drill Section

152

missi n 6:

Say it! Find it in the story. 12.12

Listen and read. Then answer the questions in your notebook. 22.13

Story time! 12.11

Read again and say true or false. Then correct the false sentences.

2

It’s sports day today! Let’s make our super green bean and pea

soup!

Would you like some more soup? Remember, it’s sports day today!

Thanks, Yessy! But… it wasn’t me. It was our super soup! Look! Now, everybody

wants some soup! Wow!

Yes! That’s a great idea!

Yummy! I love this soup!

Come on, Fusy! You can do it! Good luck!

Well done, Fusy!

I want more!

I love super soup! It’s yummy!

Fusy, Fusy, please can we have some super soup later?

Mmm, yes! I would like a little more

soup, please!

Would you like some super soup? It’s healthy because it’s got green beans and peas. It helps you run quickly! Come on!

Ugh, no! Soup isn’t yummy! We don’t like soup! We like pizza and hamburgers!

1 The superheroes are making a cherry yoghurt soup.

2 The children want some soup in the beginning.

3 Noella doesn’t want any more soup.

4 Fusy wins the race.

5 Everybody wants some soup.

Act out. 3

Yes please, Dad!

Would you like some more

pasta?

Delicious Shepherd’s Pie

A lot of people think that pies are sweet but there are a few

pies that aren’t sweet. Shepherd’s Pie is a great example of a

savoury pie and it’s very popular in the UK and in Ireland.

It’s called Shepherd’s Pie because it’s got minced lamb, and

shepherds are the people who look after lambs. Shepherd’s

Pie has also got mashed potato and vegetables, like peas or

carrots. Some people put a little cheese on it, too.

You can use different meat when you make pies but then the

name of the pie changes. For example, when you use minced

beef, it’s called Cottage Pie and when you use turkey and

ham after Christmas, it’s called St. Stephen’s Day Pie. This is

because the day after Christmas is St. Stephen’s Day!

Savoury pies are delicious. What do you prefer? Sweet or

savoury pie? Would you like some Shepherd’s Pie?

1 Where is Shepherd’s Pie very popular?

2 Why is it called Shepherd’s Pie?

3 What do some people put on their Shepherd’s Pie?

4 What meat do you use for Cottage Pie and St. Stephen’s Day Pie?

Wow! Look! I want some super soup!

46 4746 47forty-six forty-seven

Around the WorldThe UK and Ireland

Reading- Would you like some more…?- to be called, beef, ham, lamb, to look after,

mashed potato, minced, shepherdmissi n 5: missi n 6:

Objectives•Learn the expression Would you like some more…?•Learn about Shepherd’s Pie.

•Learn the words beef, ham, lamb, mashed potato, minced and shepherd.

•Learn the verbs to be called and to look after.•Practise listening and reading comprehension skills.

•Practise the emails.


•Photocopies of the “Unit 5: Time to eat!” flashcards

•Teacher’s Resource Book, Class Material Worksheet 2, p. 117



•Teacher’s Resource Book, Reading Worksheets, pp. 122 - 123

•Fast Finishers: Get students to make flashcards for the words hamburger, cheese, lettuce and cake for the song.

Teacher Tips•Remember that some students are comfortable reading out loud

without having read the text before. Other students don’t and reading out loud stresses them. Before having students read a text out loud, give them a couple of minutes to read the text for themselves!

•The Vaughan Method isn’t just about teaching English and correcting mistakes, it’s also about teaching self-confidence. Make sure to give your students positive feedback wherever possible, even when you’re correcting.

• If students struggle with a particular word, write it down on a piece of paper and put it in an envelope, a bag or a box to review it periodically!


Review the structure everybody wants and can we… later? by saying activities and having students say that everybody wants to do the activity and asking if they can do this activity later. For example, TEACHER: Sing! STUDENT 1: Everybody wants to sing! STUDENT 2: Can we sing later?

1 Say it! Find it in the story. PB

CD212 PB

Play the audio and have your students listen to the expression Would you like some more…? Make sure they pronounce would “uuúddd”! Have students repeat the expression a couple of times and then have them find it in the story in Mission 5.


What? Practise the quesion Would you like some more…?Why? It’s a useful and very polite way of asking if someone wants more of something. How? Hold up a flashcard or say a food word and have students ask you if you would like some more of it. When you nod your head, have students answer with yes, please and when you shake it, have them say no, thank you. For example, TEACHER (nodding): Shepherd’s Pie! STUDENT 1: Would you like some more Shepherd’s Pie? STUDENT 2: Yes, please!

Back to Basics • Say the following email addresses and have students write them down to say them back to you: [email protected], [email protected], [email protected], [email protected], [email protected]. Have one student write them on the board so that you can correct it!

2 Listen and read. Then answer the questions in your notebook.

PBCD213 PB

Have students close their Pupil’s Book. Play the audio and have them listen and take notes. Explain any doubts that may come up. Now have students read the text and answer the questions in their notebook. Once everybody’s finished, correct the answers as a class.


What? Practise the new vocabulary. Why? It’s important to see vocabulary in context as it’s a great way to remember the meaning. How? Say a statement about the text and have students say whether it’s true or false. If it’s true, students repeat the statement. If it’s false, students correct it. For example, TEACHER: Not many people think that pies are sweet. STUDENT: False! A lot of people think that pies are sweet!

Food in my Autonomous Community! • Cooperative learning TRB

Put students in pairs and give each a copy of the Class Material Worksheet 2. Have students think of typical food from their autonomous community. Get them to choose a couple of dishes and explain what they are. They can also draw their dishes and then present them to the class!

Sing and clap! • PB

CD22 FC

Distribute copies of the orange juice, ketchup, green beans and biscuits flashcards to the students and use the flashcards for hamburger, cheese, lettuce and cake that the fast finishers made. Play the song and have students raise their flashcard whenever the word they’ve got comes up!

Game – What Can I See? • FC

Distribute flashcards and pictures of food around the classroom. Say that you see something and describe it. If students know what it is, have them raise their hand and say a sentence with few and many or a little and much depending on whether it’s countable or uncountable! That student gets to describe what they see next and keep the flashcard or picture!

153

DRILLCD250 Refresh

TEACHER STUDENTS

Sing! S1: Everybody wants to sing! S2: Can we sing later?

Go outside! S1: Everybody wants to go outside! S2: Can we go outside later?

Fly a kite! S1: Everybody wants to fly a kite!S2: Can we fly a kite later?

Ride a bike! S1: Everybody wants to ride a bike! S2: Can we ride a bike later?

Run! S1: Everybody wants to run!S2: Can we run later?

Swim! S1: Everybody wants to swim!S2: Can we swim later?

Drink orange juice! S1: Everybody wants to drink orange juice! S2: Can we drink orange juice later?

Eat potato and chicken! S1: Everybody wants to eat potato and chicken! S2: Can we eat potato and chicken later?


• Dance! • Grow vegetables! • Walk to the shopping centre!

• Buy a skipping rope! • Play the guitar! • Donate old toys!


TEACHER STUDENTS

(nodding) Shepherd’s Pie! S1: Would you like some more Shepherd’s Pie? S2: Yes, please!

(nodding) Beef! S1: Would you like some more beef?S2: Yes, please!

(nodding) Lamb! S1: Would you like some more lamb? S2: Yes, please!

(nodding) Ham! S1: Would you like some more ham? S2: Yes, please!

(nodding) Mashed potato! S1: Would you like some more mashed potato? S2: Yes, please!

(shaking your head) Pasta! S1: Would you like some more pasta? S2: No, thank you!

(shaking your head) Pizza! S1: Would you like some more pizza? S2: No, thank you!

(shaking your head) Peas! S1: Would you like some more peas? S2: No, thank you!

TEACHER STUDENTS

(shaking your head) Yoghurt! S1: Would you like some more yoghurt? S2: No, thank you!

(shaking your head) Biscuits! S1: Would you like some more biscuits? S2: No, thank you!


• (shaking your head) Banana! • (nodding) Bread! • (shaking your head) Orange

juice! • (nodding) Green beans!

• (nodding) Cherries! • (nodding) Fish! • (nodding) Water! • (shaking your head) Chocolate!


TEACHER STUDENTS

Not many people think that pies are sweet.

False! A lot of people think that pies are sweet!

There are a lot of pies that aren’t sweet.

False! There are a few pies that aren’t sweet!

Shepherd’s Pie is a great example of a savoury pie!

True! Shepherd’s Pie is a great example of a savoury pie!

Shepherd’s Pie is very popular in the USA.

False! Shepherd’s Pie is very popular in the UK and in Ireland!

It’s called Shepherd’s Pie because it’s got minced beef.

False! It’s called Shepherd’s Pie because it’s got minced lamb!

Shepherds are the people who look after lambs.

True! Shepherds are the people who look after lambs!

Shepherd’s Pie has also got mashed potato and fruit.

False! Shepherd’s Pie has also got mashed potato and vegetables!

You can add vegetables like peas or carrots.

True! You can add vegetables like peas or carrots!

Some people put a little cheese on it.

True! Some people put a little cheese on it!

You can only use lamb when you make pies.

False! You can use different meat when you make pies!

The name of the pie changes if you use different meat.

True! The name of the pie changes if you use different meat!

When you use minced beef, it’s called Cottage Cake.

False! When you use minced beef, it’s called Cottage Pie!

When you use turkey and ham, it’s called St. Stephen’s Day Pie.

True! When you use turkey and ham, it’s called St. Stephen’s Day Pie!

The day after Christmas is called Halloween.

False! The day after Christmas is called St. Stephen’s Day!

Savoury pies are delicious. True! Savoury pies are delicious!

Drill Section

154

missi n 7:

1 Dairy products, like cheese, yoghurt and milk, are good for your bones.

3 Vegetables, like peas, green beans and lettuce, also have got a lot of vitamins and minerals.

5 Cereals and grains, like bread, pasta and nuts, give you a lot of energy.

2 Fruit, like oranges, cherries and apples, has got a lot of vitamins and it’s very good for your skin.

4 Meat, like beef or chicken, and alternatives, like fish and pulses, are good for your muscles.

6 Fats and oils are good for your brain.

1 2

1 Is there a lot of food in the fridge?

2 How much ketchup is there in the fridge?

3 How many pieces of pizza are there in the fridge?

4 Are there a lot of green beans or a few green beans in the fridge?

5 What’s the boy having for dessert?

6 How much orange juice is there?

1 There were a lot of biscuits. There weren’t many biscuits. 2 She eats a lot of hamburgers.

3 They’ve got a lot of yoghurt.

4 There was a lot of ice.

5 There were a lot of cherries in the supermarket.

6 We’ve got a lot of peas and a lot of ketchup.

Look and compare. 1


Change the sentences from affirmative to negative using much and many. 3

Listen and read. 12.14

Read again and answer the questions.2

Draw your favourite dish. Then give a presentation.3

1 How many groups of food are there in the food wheel?

2 What are dairy products good for?

3 What are two food groups with a lot of vitamins?

4 Name two things that are good for your muscles.

5 What food has got a lot of calories?

6 What’s a great recipe for a healthy life?

Where do we get the energy to do all the things we do every day? We get it from food. Food is divided into six different groups.

There’s another small group of food. It’s sweet things. But be careful! Don’t eat a lot of chocolate or a lot of sweets because sweets have got a lot of calories and sugar and they aren’t healthy! Eat some food from every group and don’t be lazy! Play sports every day! That’s a great recipe for a healthy life!

Food and the Food Wheel

48 4948 49forty-eight forty-nine

CLILNatural Science

- bones, calories, dairy, energy, grains, minerals, muscles, nuts, recipe, skin, vitamins

- divided, lazy - all, another

- Speak about food and some quantities. - Use there was and there were. - Use some, any, a lot of, a little, a few, much and many. missi n 7: My portfolio

Objectives•Learn about the food wheel and different foods.

•Learn the words bones, calories, dairy, energy, grains, minerals, muscles, nuts, recipe, skin, vitamins, divided, lazy, all and another.

•Practise listening and reading comprehension skills.

•Practise the phone numbers.

•Review the transport vocabulary from Mission Accomplished Express 3.




•Teacher’s Resource Book, Writing Worksheets, pp. 124 - 125

•Fast Finishers: Get students to write a recommendation for a daily diet for healthy living.

Teacher Tips

•Use the Picture Dictionary and the Grammar Appendix to review vocabulary and grammar.

•Some students may have difficulties with the words dairy, muscles, recipe and vitamin. They may confuse dairy with diary so make sure they say “dáieri” for diary and “déari” for dairy. In the word muscle the problem is the silent ‘c’. Make sure they pronounce it “máasssaal”. Recipe is another tricky word as students may think it’s “resaipi” while the correct pronunciation is “résepi”. Finally, tell your students that the word vitamin is one of those words that’s pronounced differently in the USA and in the UK. Americans say “vvváitaminnn” and British people say “vítttamin”.

•Homework idea: get students to invent a recipe that includes at least one food from each group.


Get students to review the expression Would you like some more…? Tell them that you’re hungry and that you want more of a food and have them ask the question. For example, TEACHER: I’m hungry! I want more green beans! STUDENT: Would you like some more green beans?

1 Listen and read. PB

CD214 PB

Play the audio and have your students read along with the text. Play a game where every time the class hears the word good and vitamin, they have to stand up.


What? Practise the structure good for. Why? This helps students practise talking about the nutritional benefits of various foods.How? Say a food and a part of the body. Students have to say that the food is good for the part of the body. For example, TEACHER: cheese – bones STUDENT: Cheese is good for your bones.

Back to Basics • Have students write down the following phone numbers and have them say the phone numbers back to you: 00 49 67 341 15, +34 91 761 862, 91 473 872, 97 311 555, 678 500 100, +48 661 772.

2 Read again and answer the questions. PB Have students read the text again. Then have them close their Pupil’s Book. Choose students at random to answer the questions and ask the rest of the class if they agree or disagree.

Objective in Focus 2 DRILLCD255 FC

What? Practise asking questions with have got. Why? Students deepen their knowledge about the food wheel and improve agility with questions. How? Do a ‘Master the Question’ drill. Say a statement emphasising the part in bold and have students form the corresponding question. For example, TEACHER: Carrots have got a lot of vitamins. STUDENT: What’s got a lot of vitamins?

3 Draw your favourite dish. Then give a presentation. PB

Have students draw their favourite dish. Get them to label the ingredients. Help them if there’s a word they don’t know. Then choose a couple of students to present their favourite dish to the class.

Rewind • DRILLCD256

Review the transport vocabulary from Mission Accomplished Express 3 by asking students how they go to school. You ask them and act out the transport they use and they answer. For example, TEACHER (pretending to go by boat): How do you go to school? STUDENT: I go to school by boat!

Game – Chinese Whispers! • Cooperative learning

Divide the class into three teams and have them stand in lines. Whisper a sentence from the drills to the first student in each line. They have to whisper it to the next student and so on until it reaches the final student. Then ask the last students what the sentence is. The team closest to the original sentence wins!

155

DRILLCD253 Refresh

TEACHER STUDENTS

I’m hungry! I want more green beans!

Would you like some more green beans?

I’m hungry! I want more pizza! Would you like some more pizza?

I’m hungry! I want more pasta! Would you like some more pasta?

I’m hungry! I want more Shepherd’s Pie!

Would you like some more Shepherd’s Pie?

I’m thirsty! I want more tea! Would you like some more tea?

I’m thirsty! I want more water! Would you like some more water?

I’m thirsty! I want more orange juice!

Would you like some more orange juice?

I’m thirsty! I want more hot chocolate!

Would you like some more hot chocolate?


• I’m hungry! I want more cherries!• I’m thirsty! I want more apple

juice!• I’m hungry! I want more biscuits!

• I’m hungry! I want more yoghurt!• I’m thirsty! I want more milk!• I’m thirsty! I want more

strawberry juice!


TEACHER STUDENTS

cheese – bones Cheese is good for your bones.

beef – muscles Beef is good for your muscles.

apples – skin Apples are good for your skin.

Everyone…, 3…, 2…, 1! Apples are good for your skin!

bread – energy Bread is good for your energy.

peas – skin Peas are good for your skin.

chicken – muscles Chicken is good for your muscles.

Everyone…, 3…, 2…, 1! Chicken is good for your muscles!

oil – brain Oil is good for your brain.

pasta – energy Pasta is good for your energy.

yoghurt – bones Yoghurt is good for your bones.

Everyone…, 3…, 2…, 1! Yoghurt is good for your bones!

green beans – skin Green beans are good for your skin.


• milk – bones • cherries – skin • fish – muscles • oranges – skin

• nuts – energy • lettuce – skin • pulses – muscles • fats – brain


TEACHER STUDENTS

Carrots have got a lot of vitamins. What’s got a lot of vitamins?

Chocolate’s got a lot of calories. What’s got a lot of calories?

Bread’s got a lot of energy. What’s got a lot of energy?

Bananas have got a lot of vitamins. What’s got a lot of vitamins?

Cereal’s got a lot of energy. What’s cereal got a lot of?

Ice cream’s got a lot of sugar. What’s ice cream got a lot of?

Cherries have got a lot of vitamins.

What have cherries got a lot of?

Cakes have got a lot of calories. What have cakes got a lot of?

Ham’s good for your muscles. What’s ham good for?

Fats are good for your brain. What are fats good for?

Oranges are good for your skin. What are oranges good for?

Lamb is good for your muscles. What’s lamb good for?


• Vegetables have got a lot of vitamins and minerals.

• Fish is good for your muscles. • Fruit has got a lot of vitamins.• Sweets have got a lot of

calories.

• Oils are good for your brain. • Cereals and grains have got a lot

of energy.• Fruit is good for your skin. • Nuts have got a lot of energy.

DRILLCD256 Rewind

TEACHER STUDENTS

(pretending to go by boat) How do you go to school?

I go to school by boat!

(pretending to go by van) How do you go to school?

I go to school by van!

(pretending to go by bus) How do you go to school?

I go to school by bus!

(pretending to go by underground) How do you go to school?

I go to school by underground!

(pretending to go by ship) How do you go to school?

I go to school by ship!

(pretending to go by helicopter) How do you go to school?

I go to school by helicopter!

(pretending to go by train) How do you go to school?

I go to school by train!

(pretending to go by hot air balloon) How do you go to school?

I go to school by hot air balloon!

(pretending to go by motorcycle) How do you go to school?

I go to school by motorcycle!

(pretending to go by lorry) How do you go to school?

I go to school by lorry!

(pretending to go by tram) How do you go to school?

I go to school by tram!

(pretending to go by taxi) How do you go to school?

I go to school by taxi!

Drill Section

156

1 Dairy products, like cheese, yoghurt and milk, are good for your bones.

3 Vegetables, like peas, green beans and lettuce, also have got a lot of vitamins and minerals.

5 Cereals and grains, like bread, pasta and nuts, give you a lot of energy.

2 Fruit, like oranges, cherries and apples, has got a lot of vitamins and it’s very good for your skin.

4 Meat, like beef or chicken, and alternatives, like fish and pulses, are good for your muscles.

6 Fats and oils are good for your brain.

1 2

1 Is there a lot of food in the fridge?

2 How much ketchup is there in the fridge?

3 How many pieces of pizza are there in the fridge?

4 Are there a lot of green beans or a few green beans in the fridge?

5 What’s the boy having for dessert?

6 How much orange juice is there?

1 There were a lot of biscuits. There weren’t many biscuits. 2 She eats a lot of hamburgers.

3 They’ve got a lot of yoghurt.

4 There was a lot of ice.

5 There were a lot of cherries in the supermarket.

6 We’ve got a lot of peas and a lot of ketchup.

Look and compare. 1


Change the sentences from affirmative to negative using much and many. 3

Listen and read. 12.14

Read again and answer the questions.2

Draw your favourite dish. Then give a presentation.3

1 How many groups of food are there in the food wheel?

2 What are dairy products good for?

3 What are two food groups with a lot of vitamins?

4 Name two things that are good for your muscles.

5 What food has got a lot of calories?

6 What’s a great recipe for a healthy life?

Where do we get the energy to do all the things we do every day? We get it from food. Food is divided into six different groups.

There’s another small group of food. It’s sweet things. But be careful! Don’t eat a lot of chocolate or a lot of sweets because sweets have got a lot of calories and sugar and they aren’t healthy! Eat some food from every group and don’t be lazy! Play sports every day! That’s a great recipe for a healthy life!

Food and the Food Wheel

48 4948 49forty-eight forty-nine

CLILNatural Science

- bones, calories, dairy, energy, grains, minerals, muscles, nuts, recipe, skin, vitamins

- divided, lazy - all, another

- Speak about food and some quantities. - Use there was and there were. - Use some, any, a lot of, a little, a few, much and many. missi n 7: My portfolio

Objectives•Practise translation skills.

•Review the food vocabulary and some quantities.

•Review the numbers from 1 to 100.

•Review the use of some, any, a lot of, a little, a few, much and many.

•Review the use of there was and there were.


•Teacher’s Resource Book, General Translation List, p. 153


•Teacher’s Guide video 5

•Teacher’s Resource Book, Test, pp. 126 - 127

•After doing the activities on this page and the Teacher’s Resource Test, students will self-assess their linguistic skills in the “My Language Biography” section of the Portfolio.

•Fast Finishers: Have students come up with a chart about the unit ex-plaining what they learned, what they found easy or difficult, and what their favourite and least favourite activity was.

Teacher Tips•Remind students that the ‘s’ in hasn’t is pronounced with a

vibrating ‘s’ sounds, it’s “hhhásnttt”, like in zoo. • In order to reinforce the vocabulary when doing the drills, have

different students repeat the same sentence!

•Organise a congratulations ceremony for the whole class. You could remind them of all the things that they’ve learned and get each student to walk up to the front of the class and say a sentence.


Review the structure good for with activities. Say an activity and have students form the question. For example, TEACHER: swimming STUDENT: Is swimming good for you?

1 Look and compare. Cooperative learning PB

Have students work in pairs and compare the two pictures in their Pupil’s Book. Give them a couple of minutes and then have each team say what they came up with.


What? Practise using a lot of, a little and a few with the structure there was and there were. Why? It’s a good way to see if there are any mistakes left in these structures. How? Come up with a sign to express a lot of and a little/a few, for example signalling a mountain for a lot of and almost joining your thumb and your index finger for a little and a few. Now say a food word and have students form an affirmative sentence using a little, a few or a lot of. For example, TEACHER (signalling a few): Biscuits! STUDENT: There were a few biscuits.

Back to Basics • Practise the numbers from 1 to 100 by saying an number and having students say the next number counting in steps of 2, 5, 10 and 20. For example, TEACHER: 1! Count in steps of 2! STUDENT 1: 3! STUDENT 2: 5! STUDENT 3: 7! After five students have participated change the numbers and the steps.

2 Listen and answer the questions in your notebook.

PBCD215 PB

Play the audio and have students listen. Play it again and have them write down what they think is relevant. Then have students answer the questions in their notebook. Once everybody’s finished, have neighbours swap notebooks and correct the answers as a class.


What? Practise using much and many with the structure there wasn’t and there weren’t. Why? It’s necessary to review the negative as it will help students practise the use of much and many. How? Ask a question and have students answer with a negative sentence using much or many depending on the noun you’re asking about. For example, TEACHER: Was there a lot of chocolate in the fridge yesterday? STUDENT: No, there wasn’t much chocolate in the fridge yesterday.

Translation Challenge! • TRB Put two students in each corner of your classroom. Now read a sentence in Spanish from the General Translation List from the Teacher’s Resource Book. The first student to raise their hand and translate it correctly gets to advance a corner. If they make a mistake, a student from the audience gets to take his/her place if they answer correctly.

3 Change the sentence from affirmative to negative using much and many. PB

Have students close their Pupil’s Book. Read out a sentence and have students write down the sentence in the negative. Read through the sentences one more time for students to correct their sentences and check the answers as a class.

Game – Mission Accomplished! • Get students to choose their favourite game of the unit. Play it with them, making sure to work on the grammar and vocabulary from this unit!

can:

157

DRILLCD257 Refresh

TEACHER STUDENTS

swimming Is swimming good for you?

watching TV Is watching TV good for you?

singing Is singing good for you?

dancing Is dancing good for you?

eating healthy food Is eating healthy food good for you?

playing football Is playing football good for you?

running Is running good for you?

eating a lot of chocolate Is eating a lot of chocolate good for you?


• skating • riding a bike • eating fruit • reading books

• listening to music • brushing your teeth • playing outside • playing basketball


TEACHER STUDENTS

(signalling a few) Biscuits! There were a few biscuits.

(signalling a little) Ice! There was a little ice.

(signalling a little) Ketchup! There was a little ketchup.

(signalling a few) Bottles! There were a few bottles.

(signalling a lot of) Pizza! There was a lot of pizza.

(signalling a few) Green beans! There were a few green beans.

(signalling a lot of) Hamburgers! There were a lot of hamburgers.

(signalling a little) Orange juice! There was a little orange juice.

(signalling a lot of) Pasta! There was a lot of pasta!

(signalling a lot of) Peas! There were a lot of peas!


• (signalling a little) Yoghurt!• (signalling a few) Pieces of cake!• (signalling a lot of) Cups!• (signalling a few) Cherries!

• (signalling a lot of) Glasses!• (signalling a little) Fish!• (signalling a little) Meat!• (signalling a few) Bananas!


TEACHER STUDENTS

Was there a lot of chocolate in the fridge yesterday?

No, there wasn’t much chocolate in the fridge yesterday.

Was there a lot of meat in the fridge yesterday?

No, there wasn’t much meat in the fridge yesterday.

Was there a lot of cheese in the fridge yesterday?

No, there wasn’t much cheese in the fridge yesterday.

Were there a lot of melons in the fridge yesterday?

No, there weren’t many melons in the fridge yesterday.

Were there a lot of eggs in the fridge yesterday?

No, there weren’t many eggs in the fridge yesterday.

Was there a lot of pasta in the fridge yesterday?

No, there wasn’t much pasta in the fridge yesterday.

Were there a lot of green beans in the fridge yesterday?

No, there weren’t many green beans in the fridge yesterday.

Was there a lot of lettuce in the fridge yesterday?

No, there wasn’t much lettuce in the fridge yesterday.

Were there a lot of carrots in the fridge yesterday?

No, there weren’t many carrots in the fridge yesterday.

Were there a lot of cherries in the fridge yesterday?

No, there weren’t many cherries in the fridge yesterday.

Was there a lot of soup in the fridge yesterday?

No, there wasn’t much soup in the fridge yesterday.

Were there a lot of tomatoes in the fridge yesterday?

No, there weren’t many tomatoes in the fridge yesterday.


• Were there a lot of biscuits in the fridge yesterday?

• Was there a lot of chicken in the fridge yesterday?

• Were there a lot of bottles of water in the fridge yesterday?

• Were there a lot of grapes in the fridge yesterday?

• Was there a lot of orange juice in the fridge yesterday?

• Was there a lot of milk in the fridge yesterday?

• Was there a lot of ketchup in the fridge yesterday?

• Was there a lot of yoghurt in the fridge yesterday?

• Was there a lot of ice in the fridge yesterday?

• Were there a lot of peas in the fridge yesterday?

Drill Section

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