3 SCHOOL SUBJECTS!

Introduction
It’s important to let students know that English is much more than a
class they must take at school. Beyond the classroom, a good
knowledge of the English language will help them look at the
world from new perspectives and, in doing so, grow as individuals.
For this reason, rather than teaching students the language itself,
it’s important to teach them its practical application to different
fields. In this unit students will be given the opportunity to study
various school subjects in English, from Geography, to Science to
Music. Understanding the varied contexts in which English can be
used will encourage them to keep improving, and to broaden their
horizons, both with and through the language.
While Missions 1 and 2 deal with the different names for common
school subjects, Missions 3 and 4 focus on the structures English is
easy for me and I am between him and her. Working with these
constructions will get students to practise the object pronouns me,
you, him, her, us and them, while also encouraging them to reflect
on their own place at school, both in terms of which subjects they
are best at, and where they are positioned in relation to their peers.
In Missions 5, 6 and 7, students will be given the chance to
improve their reading and listening comprehension. First, in the
Reading section, they will be presented with a comic about Asky
struggling to answer a question in Geography class; though Asky
admits he isn’t very good at Geography, as he has studied, he
eventually gets the right answer. Then, in the Culture section,
students will read a text about the Niagara Falls. This text
explores both the scientific aspects of the waterfalls, as well as
their influence on tourism. Finally, in the CLIL section, students
will work with a reading on jazz. Popularly known as ‘the only true
American art form’, jazz music mixes different influences to create
a fresh sound.
All of the missions in this unit promote personal improvement and,
in the ‘I can’ section, students will be offered three final exercises
to see how far they have progressed with this unit’s main focus:
school subjects and object pronouns. Take advantage of this
section to let students know that regardless of what they study,
their own hard work will push them forward. After all, at the end of
they day, it is the student who is both the principal subject and
object of the learning process.
The “I can” section is part of the Portfolio. Have students work on
their portfolios so that they can evaluate their listening, speaking,
reading and writing skills in “My Language Biography” section of
the Portfolio.

OUTLINE OF THE UNIT

Art, English, French, Geography, German, History,

School Maths, Music, PE, Science, Spanish, bass, band,
Vocabulary
subjects border, drums, musicians, noisy, powerful, rhythm,
saxophone, wet, to flow, to play an instrument

Is Maths easy/difficult for me/you/him/her/us/you/them?

Grammar
When do you have History?
structures
between, behind, in front of, next to + object pronoun

SCHOOL
SUBJECTS! Story

Expression: Enjoy your meal!

Niagara
Falls

Appreciate nature.

CLIL Music: Jazz Music

81
 DRILL

Refresh •
CD1

3
70

School subjects! Review the adjectives that the class studied in the previous unit: big, small,
ugly and beautiful. Then ask the students if a city, country or place is one
c, PE, Science, Spanish
of these four adjectives. In every question, there will be two options from
M IS SI O N 1:
Art, English, Maths, Musi
which the student can choose.
Picture
Dictionary p.73
2.1 1 Listen and repeat. PB

1 Listen and repeat. CD2

1 PB

The students listen to the school subjects first. They then listen to them
again and repeat them. Finally, play the audio one last time and pause it
after each subject. The students spell out the names of each subject, with
correct pronunciation of vowels a, “ei”, e, “ii”, and i, “ai”.

DRILL
CD1
2.2 2 Find out! 2.3 3 Master the question. Objective in Focus 1 • 71
Then listen and check.
d and
I can go to England, Irelan
1 My PE class is at 12 o’clock.
What? The imperative voice.
Scotland!
h your friends P What’s at 12 o’clock?
You can talk wit Why? The students need to know how to give orders in English.
d States!
from the Unite alia!
2 In Music we play instruments.
TV from Austr
He can watch 3 Ana doesn’t like Art.
She can list en to mu sic from How? Carry out a ’Tell me to’ drill, getting students to give you orders
4 On Monday we have Science and
South Africa! we go Spanish. related to school subjects. To make the exercise fun, act out the orders
this because
We can do all
to … class.
5 I love my English class. that the students give you.
2.4 2.5 4 Rap and clap!

Today is Monday and I’m going to school, PB

And I’m very happy because my school is cool.
2 Find out! CD2
2 PB
I can go to Art, and I can go to Maths,
Now I’m in fifth year because I’m ten and a half.
Select five students to read the clues in the Pupil’s Book. The other
I can write in English class,
In Art I can draw, and I can do numbers in Maths.
students must wait until all the clues have been read before anybody can
I also like my Music class. raise their hand to guess the subject that they refer to.
In Music we sing and rap and clap!

24 four
twenty-four Back to Basics • five 25

Read out the following times and have students write them down and then

MISSI N 1:
say them back to you: 13:55 (five to two), 15:50 (ten to four), 10:35 (twenty-
five to eleven), 11:40 (twenty to twelve), 16:45 (a quarter to five).

Objectives 3 M
 aster the question. PB

Then listen and check.

CD2
• Learn the following subjects: Art, English, Maths, Music, PE, Science, 3 PB
Spanish. In this exercise, there are five answers. Really exaggerate the key piece of
• Review telling the time. information so that the student knows what question to ask.
• Review how to use can. DRILL
CD1
• Review the days of the week. Objective in Focus 2 • 72

What? Consolidation of the vocabulary and practise of the preposition

Materials we use with days of the week.
• Audio material • English, Maths and Science textbooks Why? It’s important that students are given the opportunity to master
• Mobile phone • “Unit 3: School subjects!” flashcards the basics when they start learning English; as it’s their agility with these
fundamental aspects of the language that could determine their
success with their English in the future.
Recommended Extra Activities
How? Prompt the students by giving them a class subject and a day of
• Activity Book p. 22
the week. Students then say an affirmative statement using the verb to
• Fast Finishers: The fast finishers write down what their five favourite have. TEACHER: Maths, Tuesdays. STUDENT: I have Maths on
subjects at school are. They should then write five sentences with can Tuesdays.
about things they can do in these subjects.

PB
Cooperative
Teacher Tips
4 Rap and clap! CD2
4&5 learning PB

Before playing the audio, have students, in groups, create their own rhythm
• In English, can is never directly followed by an infinitive with to.
and melody for the lyrics in the Pupil’s Book. How should this rap sound?
Explain to the students that can is followed by a verb without to;
Then they listen to the rap and compare the style to their own interpretation.
we never say “I can to speak English”, but I can speak English.
• Remind students that the preposition we use with the time is at, Cooperative

for example; I have English class at nine o’clock, I have Art at ten
Game! – Where’s my Class? • learning FC

o’clock and I have Maths at a quarter past eleven.
• When we use acronyms in English, we normally say each letter of
the acronym, rather than turning it into a word; so we don’t say
“PE”, we say each letter, “pii_ii”.
A volunteer leaves the room and the rest of the class hide a flashcard in
the classroom. When the volunteer returns to find the flashcard, the
students start repeating the hidden word Maths, maths, maths, etc. They
should repeat the word loudly when the student is near the flashcard or
quietly when the student is far from the flashcard.

82

DRILL
Refresh
CD1
70
TEACHER
Is Madrid big or small?
Is Teruel big or small?
Is the Nou Camp football stadium
big or small?
Is Luxembourg big or small?
Is Granada ugly or beautiful?
Is the Sagrada Familia beautiful or
ugly?
Is your home big or small?
Is your home ugly or beautiful?
Is your room big or small?
Is it ugly or beautiful?
Is our classroom big or small?
Is it ugly or beautiful?
(The teacher shows the class his or
her mobile phone.) Is my mobile
big or small?
Is my mobile ugly or beautiful?
Is our city/town big or small?
Is our city/town ugly or beautiful?
Is Disneyland ugly or beautiful?
Is America big or small?
Drill Section
STUDENTS
It’s big.
It’s small.
It’s big.
It’s small.
It’s beautiful.
It’s beautiful.
It’s big. / It’s small.
It’s ugly. / It’s beautiful.
It’s big. / It’s small.
It’s ugly. / It’s beautiful.
It’s big. / It’s small.
It’s ugly. / It’s beautiful.
It’s big. / It’s small.
It’s ugly. / It’s beautiful.
It’s big. / It’s small.
It’s ugly. / It’s beautiful.
It’s ugly. / It’s beautiful.
It’s big.
DRILL
Objective in Focus 1
CD1
71
TEACHER STUDENTS
Tell me to play an instrument. Play an instrument!
(Pretend to play an instrument.)
Tell me to speak in Spanish. Speak in Spanish!
(Say Hola.)
Tell me to open my Maths book. Open your Maths book!
(Open Maths book.)
Tell me to close my Science book. Close your Science book!
(Close Science book.)
Tell me to go to PE. Go to PE!
(Pretend to leave.)
Tell me to call the Science teacher. Call the Science teacher!
(Pretend to make a phone call.)
Continue routine with:
• Tell me to call the Music teacher.
• Tell me to draw a picture for Art class.
• Tell me to do my Maths homework.
• Tell me to listen to the English teacher.
• Tell me to talk to the Spanish teacher.
• Tell me to answer all the Maths questions.
• Tell me to study Science.
• Tell me to find my English book.
• Tell me to look at my Maths book.
• Tell me to write in my Science notebook.
• Tell me to put my Spanish book in my bag.
• Tell me to take my English book out of my bag.
DRILL
Objective in Focus 2
CD1
72
TEACHER STUDENTS
Art, Mondays. I have Art on Mondays.
English, Tuesdays. I have English on Tuesdays.
Maths, Wednesdays. I have Maths on Wednesdays.
Music, Thursdays. I have Music on Thursdays.
PE, Fridays. I have PE on Fridays.
Science, Mondays. I have Science on Mondays.
Spanish, Tuesdays. I have Spanish on Tuesdays.
Art, Wednesdays. I have Art on Wednesdays.
English, Thursdays. I have English on Thursdays.
Maths, Fridays. I have Maths on Fridays.
Music, Mondays. I have Music on Mondays.
PE, Tuesdays. I have PE on Tuesdays.
Science, Wednesdays. I have Science on Wednesdays.
Spanish, Thursdays I have Spanish on Thursdays.
Maths, Fridays. I have Maths on Fridays.
83
 Refresh • FC
Pronunciation
/z/ Hold up a flashcard and select a student. The student has to say what the
word is, then spell it and then say the word again. For example, if the
ce
an, History, Social Scien

M IS SI O N 2: teacher holds up the English class flashcard, the student answers with
French, Geography, Germ

English, E, N, G, L, I, S, H, English.
2.6 1 Look, listen and answer.
PB

1 Look, listen and answer. CD2

6 PB

The students listen to the audio in which Asky asks Noella and Yessy if they
like or dislike certain subjects. After the audio, take the role of Asky and
select two students to be Noella and Yessy to read the very short dialogue.
3 Geography 4 German 5 French
1 Social Science 2 History Finally, have the students pretend to be the superheroes and go through
2.7 2 Listen and say true or false. 3 Guess the words and write the subjects to see if they remember which they liked and didn’t like!
in your notebook.
Julia
1 In this class we study the language DRILL
they speak in Paris. P F r e n c h CD1
Jack Justin Objective in Focus 1 • 73
2 In this class we study events from
the past. P H …
What? Practise the school subjects vocabulary and the pronunciation
3 In this class we study mountains,
volcanoes and deserts. P G … of the letter ‘j’.
History
4 In this class we study the language
Geography
they speak in Berlin. P G … Why? Students of then have trouble pronouncing words that begin
5 In this class we study social
interaction. P S … S …
with ‘j’.
Social Science

2.8 4 Listen. Which words

How? Say a name, a class subject, a time and a day and students have
Jennifer have the /z/ sound? to form an affirmative sentence with the information. Here’s an example
Jessica The word easy has got the
/z/ sound. Do you know
of how this exercise works: TEACHER: James, Maths, 2 o’clock,
any other words that have
got this sound? Mondays. STUDENT: James has Maths at 2 o’clock on Mondays.
German
PB

French Social Science desert

p
cheese 2 Listen and say true or false. CD2
7 PB
History eas
was scissors Music easy The students listen to the audio about five students all of whose names
begin with the letter ‘j’ They write down what they hear and then compare
twenty-five
five 25 their notes to the pictures in their Pupil’s Book. The students have to
decide if the information on the audio was true or false.

MISSI N 2: 3 G
 uess the words and write
in your notebook. PB

Objectives The students read the sentences and write the words that are missing. All
the missing words are school subjects and the first letters are provided.
• Learn how to pronounce /z/ and the letter ‘j’.
• L earn the following school subjects: French, Geography, German,
4 L
 isten.
History and Social Science. PB

Which words have the /z/ sound?

CD2
8 PB
• Review the school subjects from Mission 1 and the verb to like.
For this activity carry out the following steps:
Materials • Have the students identify the /z/ sound by listening to the audio.
• Audio material • “Unit 3: School subjects!” flashcards • Now ask them to reproduce the /z/ sound and the /s/ sound. If they
have difficulty, explain that /z/ is like the sound bees make and have the
Recommended Extra Activities students imitate bees.
• Activity Book p. 23 • Finally, the students listen to the audio again and try once more to
• Pronunciation video 3 identify the words with the /z/ sound: was, desert, cheese, music,
scissors, peas, easy.
• Teacher’s Resource Book, Vocabulary Worksheets, pp. 58 + 59
• Vocabulary video 3 DRILL
CD1 Cooperative
Objective in Focus 2 • 74 learning
• Fast Finishers: Have the students write riddles. They write something
about one of their school subjects without mentioning the school subject. What? The pronunciation of the /z/ sound.
Why? This sound can be difficult as the /z/ sound doesn’t only
Teacher Tips correspond to the letter ‘z’. The letter ‘s’ is often pronounced as /z/.

• Correct every mistake! By correcting students’ mistakes you’re How? Split the class into two teams – Team A and Team B. Then do an
showing them you’re interested in their progress. Make sure you ’Ask me’ drill which practises this sound and see which team can make
give them lots of praise when they get things right! the best bee noises!

• In addition to correcting students on the spot, write pronunciation Cooperative

problem words on pieces of paper and keep them in a special
container (box, envelope) and take them out every so often and
get the students to repeat a selection of them correctly every day.
• Ensure that students know that ‘j’ is not pronounced like the letter ‘y’ in
English. It is quite similar to the combination ‘ch’ in Spanish, but with a
slight vibration from the tongue touching the roof of the mouth.
Game – Verb Chase • learning
Now the students in each team are assigned a number with a number 1 in
both teams, a number 2, etc. Each student will have a competitor on the
other team. The teacher calls out an irregular verb and a number. The two
students with that number have to walk to the board and then write the
past simple form of the verb on it. They turn to the teacher and say what
they have written. The first student to finish gets a point for their team.

84

DRILL
Objective in Focus 1
CD1
73
TEACHER
Jack, German, 15:30, Tuesdays.
Jennifer, Geography, 12:15,
Fridays.
Jessica, History, 09:30, Mondays.
Everybody…, 3…, 2…, 1!
Julia, Social Science, 14:15,
Wednesdays.
Justin, French, 10:15, Thursdays.
Jack, Geography, 14:00, Fridays.
Everybody…, 3…, 2…, 1!
Jennifer, German, 11:00,
Thursdays.
Jessica, French, 10:45, Tuesdays.
Julia, History, 09.15, Mondays.
Everybody…, 3…, 2…, 1!
Justin, Social Science, 16:00,
Wednesdays.
Justin and Jack, Geography, 15:45, Justin and Jack have Geography
Fridays.
Julia, Jessica, German, 12:00,
Wednesdays.
Everybody…, 3…, 2…, 1!
Julia, Jack, Justin and Jessica,
Geography, 14:00, Tuesdays.
Julia, Jack, Justin and Jessica,
History, 11:45, Tuesdays.
Julia, Jack, Justin and Jessica,
17:00, Social Science, Mondays.
Everybody…, 3…, 2…, 1!
Drill Section
STUDENTS
Jack has German at half past three
on Tuesdays.
Jennifer has Geography at a
quarter past twelve on Fridays.
Jessica has History at half past
nine on Mondays.
Jessica has History at half past
nine on Mondays!
Julia has Social Science at a
quarter past two on Wednesdays.
Justin has French at a quarter past
ten on Thursdays.
Jack has Geography at two o’clock
on Fridays.
Jack has Geography at two o’clock
on Fridays!
Jennifer has German at eleven
o’clock on Thursdays.
Jessica has French at a quarter to
eleven on Tuesdays.
Julia has History at a quarter past
nine on Mondays.
Julia has History at a quarter past
nine on Mondays !
Justin has Social Science at four
o’clock on Wednesdays
at a quarter to four on Fridays.
Julia and Jessica have German at
twelve o’clock (midday) on
Wednesdays.
Julia and Jessica have German at
twelve o’clock (midday) on
Wednesdays!
Julia, Jack, Justin and Jessica have
Geography at two o’clock on
Tuesdays.
Julia, Jack, Justin and Jessica have
History at a quarter to twelve on
Tuesdays.
Julia, Jack, Justin and Jessica have
Social Science at five o’clock on
Mondays.
Julia, Jack, Justin and Jessica have
Social Science at five o’clock on
Mondays!
DRILL
Objective in Focus 2
CD1
74
TEACHER
Ask me if I have any peas…,
Team A!
Now Team B please!
Everybody…, 3…, 2…, 1!
Ask me if I have any cheese…,
Team B!
Everybody…, 3…, 2…, 1!
Now Team A please!
Ask me if I like to eat peas…,
Team B!
Now, Team A!
Ask me if I like to eat cheese…,
Team A!
And Team B!
Ask me if I cut the peas with
scissors…, Team B!
Team A please!
Ask me if I cut the cheese with
scissors…, Team A!
Now…, Team B please!
Ask me if I put cheese in my
sandwich…, Team A!
And Team B please!
Everybody…, 3…, 2…, 1!
Ask me if I like music about
peas…, Team B!
Now…, Team A please!
Everybody…, 3…, 2…, 1!
Ask me if I like music about
cheese…, Team A!
Now…, Team B!
Ask me if I have any peas in my
pocket…, Team B!
Now…, Team A!
Ask me if I have any cheese in my
pocket…, Team B!
Now…, Team A!
Hmm…, Team B again please!
Ok…, Team A please!
STUDENTS
Do you have any peas?
Do you have any peas?
Do you have any peas?
Do you have any cheese?
Do you have any cheese?
Do you have any cheese?
Do you like to eat peas?
Do you like to eat peas?
Do you like to eat cheese?
Do you like to eat cheese?
Do you cut the peas with scissors?
Do you cut the peas with scissors?
Do you cut the cheese with
scissors?
Do you cut the cheese with
scissors?
Do you put cheese in your
sandwich?
Do you put cheese in your
sandwich?
Do you put cheese in your
sandwich?
Do you like music about peas?
Do you like music about peas?
Do you like music about peas?
Do you like music about cheese?
Do you like music about cheese?
Do you have any peas in your
pocket?
Do you have any peas in your
pocket?
Do you have any cheese in your
pocket?
Do you have any cheese in your
pocket?
Do you have any cheese in your
pocket?
Do you have any cheese in your
pocket?
85
 DRILL

Refresh •
CD1
75 FC

Hold up a flashcard and ask a student what their favourite subject is. They
MISSION 3: - Is Maths easy / difficult for me/you/him/her/us/you/them?
- When do you have History?
have to answer using the subject on the flashcard. Then get them to spell
2.9 1 Look, listen and answer.
out the name of the subject.

PB

1 Look, listen and answer. CD2

9 PB

The students listen to the dialogue. Next, the students read the text aloud
from their Pupil’s Book. Ask one student to be Asky, another to be Fusy
and another one to be Asky’s friend.

Grammar Appendix p.64
2 Answer the question.
We say It’s easy for me, you,
him, her, us and them, with
the object pronoun!
It’s easy for us!
DRILL
CD1
Objective in Focus 1 • 76
What? Consolidate the students’ knowledge of the object pronouns.
Why? Students often confuse subject and object pronouns when
they’re speaking. It’s really useful for them to get into the habit of using
object pronouns correctly.
How? Give the students sentences to change. They will change the
names of the people and replace them with object pronouns.

3 Listen and fill in the blanks

2.10
in your notebook. 4 Let’s talk about... Classes! Back to the Past •
1 Science is easy for Mark. It’s easy for him. 1 When do you have Science?
2 Is Science easy or difficult for you?
Dictate five irregular past participles. The students write them down and
2 Maths is easy for me and Jane. It’s easy for … .
3 French is difficult for Laura. It’s difficult for … .
3 When do you have Art? then spell them back to you. Correct spelling and pronunciation and then
4 Music is difficult for Vincent. It’s difficult for … .
4 Is Art easy or difficult for you?
elicit the infinitive of each one of the verbs.
5 When do you have Maths?
5 Art is easy for you and Sam. It’s easy for … .
6 Is Maths easy or difficult for you? T-o-o-k (to take), A-t-e (to eat), S-l-e-p-t (to sleep), W-o-k-e (to wake), W-r-
6 Geography is easy for Joe and Jim. It’s easy for … . 7 When do you have English?
7 PE is easy for you and Jack. It’s easy for … .
o-t-e (to write).
8 Is English easy or difficult for you?
8 English is easy for … . It’s easy for …! 9 What’s your favourite subject?

26 twenty-six 2 Answer the question. PB

The students look at the students in the picture and decide if English class

MISSI N 3:
is easy or difficult for them.

DRILL
CD1 Cooperative
Objective in Focus 2 • 77 learning
Objectives What? Practise with the first person plural object pronoun us.
• Learn the object pronouns me, you, him, her, it, us, you, them. Why? To ensure that students never confuse the subject pronoun we
• Learn how to use to have when referring to the times of school subjects. with the object pronoun us.

• Review telling the time and the name of the subjects. How? The students tell you what subjects are easy and difficult for
them. The class will be divided into four groups. On a piece of paper
• Review the adjectives easy and difficult.
they write the names of the school subjects and beside each one they
• Review the prepositions on, in and under. have to write easy or difficult. Ask students in the group about the
subjects and they will say: X is easy for us or Y is difficult for us.
Materials
• Audio material • “Unit 3: School subjects!” flashcards 3 L
 isten and fill in the blanks PB

in your notebook.
CD2
10 PB

Recommended Extra Activities The students listen to the audio and fill in the blanks in their notebooks.
• Activity Book p. 24 DRILL

Rewind •
CD1
78
• Fast Finishers: Write out an interview for their classmates. Students
Review the prepositions on, in and under by placing objects in different places
should write one question per student, for example, María, is English
and asking students where they are. For example, put a pen under the table
easy or difficult for you? Pablo, is Spanish easy for you?
and say, Where’s the pen? The student should reply, It’s under the table.

Teacher Tips 4 Let’s talk about… Classes! PB

• Remind students of the difference between subject pronouns (I,
you, he, she, etc.) and object pronouns. Subject pronouns
complete actions (I buy, he reads). Object pronouns in addition to
being direct objects are also the objects of prepositions.
• It’s important for the students to gain agility with the auxiliary verb
do, so practise it with them with frequent drills. You can pick one
verb (to read) and get them to ask you lots of questions (ask me
when I read, ask me where I read, ask me what I read).
• Get your students to repeat the word Science. Remind them it’s
pronounced “sssáiensss” and not “siénce”.
Ask some final questions which are included in the Pupil’s Book. There are
nine of them and they can be repeated with different students.
Cooperative
Game - Crazy Memory Game! • learning
In this school subjects version of the game, choose one student to start
the game. He or she will say:
My name is ______ and my favourite subject is ______. Now choose a
second student and this student continues: My name is ___ and my
favourite subject is _____. His name is _____ and his favourite subject is
______. This continues until the time is up.

86

DRILL
Refresh
CD1
75
TEACHER
(Hold up the English flashcard.)
What’s your favourite subject?
Spell English!
(Hold up the Science flashcard.)
What’s your favourite subject?
Spell Science!
(Hold up the Art flashcard.) What’s
your favourite subject?
Continue the routine:
• Hold up the Spanish flashcard.
• Hold up the Maths flashcard.
• Hold up the History flashcard.
• Hold up the Geography flashcard.
• Hold up the PE flashcard.
DRILL
Objective in Focus 1
CD1
76
TEACHER
English is easy for Penelope and
Sharon.
French is difficult for Harold and
Danny.
Spanish is easy for Carlos.
Spanish is difficult for Gareth.
Art is easy for you and I.
Social Science is easy for Luis,
Andrés and Miguel.
History is difficult for Pedro.
Maths is easy for Monica.
Continue the routine:
• Music is very easy for my cousin Ana.
• Art is easy for the Queen.
• Geography is very difficult for Martin and Steven.
• Maths is very difficult for my grandparents.
• German is easy for my friend Hans.
• German and English are difficult for Mariano.
• PE is easy for Paula, Rebeca, Vanesa and Jennifer.
• Is Maths easy for your dad?
• Is Music easy for your mum?
Drill Section
STUDENTS
My favourite subject is English.
E-N-G-L-I-S-H
My favourite subject is Science.
S-C-I-E-N-C-E
My favourite subject is Art.
STUDENTS
English is easy for them.
French is difficult for them.
Spanish is easy for him.
Spanish is difficult for him.
Art is easy for us.
Social Science is easy for them.
History is difficult for him.
Maths is easy for her.
DRILL
Objective in Focus 2
CD1
77
TEACHER STUDENTS
Group 1: Is English easy for you? English is easy/difficult for us.
Group 2: Is Art difficult or easy for Art is easy/difficult for us.
you?
Group 3: Is Maths easy or difficult Maths is easy/difficult for us.
for you?
Group 4: Is PE difficult for you? PE is easy/difficult for us.
Group 1: Is Science easy or Science is easy/difficult for us.
difficult for you?
Group 2: Is Maths easy or difficult Maths is easy/difficult for us.
for you?
Group 3: Is Spanish easy or Spanish is easy/difficult for us.
difficult for you?
Continue the routine:
• Group 4: Is History easy for you?
• Group 1: Is Geography easy or difficult for you?
• Group 2: Is Social Science easy or difficult for you?
• Group 3: Is Art easy for you?
• Group 4: Is English easy for you?
• Group 1: Is Geography easy or difficult for you?
• Group 2: Is History easy or difficult for you?
DRILL
Rewind
CD1
78
TEACHER STUDENTS
(Put the pen on the table.) Where’s It’s on the table.
the pen?
(Put the pen under the table.) It’s under the table.
Where’s the pen now?
(Put the pen on a chair.) … and It’s on the chair.
now?
(Put the pen in a drawer.) … and It’s in the drawer.
now?
(Put the pen under the chair.) It’s under the chair.
Where’s the pen now?
(Put the pen in your hand.) Where It’s in your hand.
is it now?
(Put it on the table.) … and now? It’s on the table.
Continue putting the pen in different places, and asking the questions
Is the pen…? / Where’s the pen?
87
 DRILL

Refresh •
CD1
79

Review the object pronouns. Tell the students to ask you if different school
MISSION 4:
video
behind, between, in front of, next to + object pronoun 3
subjects are easy for you.
2.11 1 Look and listen.
PB
Cooperative
1 Look and listen. CD2
11 learning PB

The students listen to the audio twice: the first time without the text and
the second time reading the text in their Pupil’s Book. Divide the students
into Askys, Beths, Bens and Bills. Four students present the sketch to the
class.
Grammar Appendix p.64

2 Put the words in order.

DRILL
2.12
Then listen and check. 2.13 4 Master the question. Objective in Focus 1 •
CD1
80
Then listen and check.
1 standing / he / him / is / behind?
1 Yes, she’s sitting next to me. What? Review next to and between while at the same time reinforcing
P Is he standing behind him?
2 she / sitting / isn’t / her / in / front / of
P Is she sitting next to you? the object pronouns the students have just been introduced to.
2 No, she isn’t standing between them.
3 are / between / sitting / them / they
3 Yes, they’re sitting in front of us. Why? Prepositions are frequently combined with object pronouns in
4 us / sitting / are / next / you / to
4 No, we aren’t standing behind her. everyday English.
5 Think and write in your notebook!
3 Game time!
How? Ask the students direct questions about where they sit and who
next
to us they are next to and between.

behind My next to
us house them

2 P
 ut the words in order. PB

Then listen and check.

CD2
in front 12 PB
of us

1 My house is on Ocean Avenue. The students try to put the words in order. When everybody has finished,
2 The Johnsons live next to us. play the audio to check for the correct answers.
3 The Simpsons live next to them.
4 The Jacksons live behind us, on Palm Street. DRILL

Rewind •
CD1
81
twenty-seven 27
Use the drill in the Drill Section to practise short answers with the verb to be.

MISSI N 4: 3 Game time!

Cooperative
learning PB

Students quickly draw a picture of their classroom. Then in pairs they ask
Objectives each other questions about where different people or objects are in their
picture. For example, asking questions like Is the teacher in front of us? Is
• Learn the prepositions behind, in front of, between and next to.
there a book between us?, etc.
• Learn how to use behind, in front of, between and next to with the
object pronouns (me, you, him, her, it, us, you, them).
• Review the verbs to sit and to stand. 4 M
 aster the question. PB

Then listen and check.

CD2
13 PB
Materials
Students shout out the questions that elicit the answers in the Pupil’s Book.
• Audio material
DRILL
CD1 Cooperative
Recommended Extra Activities Objective in Focus 2 • 82 learning
• Activity Book p. 25 What? Continue giving students the answers to some questions and
get them to ask the correct question.
• Pupil’s Book video 3
• Teacher’s Resource Book, Listening Worksheet, p. 60 Why? When we communicate we constantly ask questions and it’s
essential that students get plenty of practice doing so.
• Fast Finishers: Have students draw a map of the class with all the desks and
the names of students who sit in each seat labelled on the map. They write How? Read a series of statements about school subjects and places
five observations on the map using behind, in front of, between and next to. and have students form the questions that would elicit those
statements. You could turn this exercise into a competition, working in
Teacher Tips groups and awarding teams points for correct answers.

• When checking lists of data (like days of the week, months or

numbers), follow the normal order but also go backwards and get the
students to spell the words that you are checking. Pay great attention
to the vowels a, e and i which are pronounced “ei”, “ii” and “ai”.
• Make it very clear to the students that behind is never followed by
the preposition of. Remind them that in English we say behind +
noun, behind + person, behind + object pronoun (for example:
behind the school, behind Mary, behind us).
• When practising a new word or grammar point, get the students to
practise using affirmative, negative and especially interrogative
sentences. It’s very important that they ask as many questions as possible.
5 Think and write in your notebook! PB
Students brainstorm in their notebooks about where they live in relation to
their neighbours. They then convert this information into four or five
simple sentences. See the Pupil’s Book for an example of this.
Cooperative
Game – What do you live next to? • learning
Put the students into pairs and each of the partners must choose a place to
live next to. They then have to guess each other’s place by asking questions.
For example, Do you live next to a cinema? Do you live next to an airport?
Do you live next to a restaurant? Do you live next to a hotel?, etc.

88

DRILL
Refresh
CD1
79
TEACHER
Ask me if Maths is easy for me.
Ask me if Art is easy for me.
Ask me if German is easy for me.
Ask me if Science is easy for me.
Ask me if History is easy for me.
Ask me if Spanish is easy for me.
Continue routine with:
• Ask me if Geography is easy for me.
• Ask me if Maths is easy for me.
• Ask me if English is easy for me.
• Ask me if PE is easy for me.
• Ask me if French is easy for me.
• Ask me if Art is easy for me.
• Ask me if Social Science is easy for me.
DRILL
CD1
80 Objective in Focus 1
TEACHER
Are you sitting next to (name of a
student)?
Are you sitting between (name of a
student) and (name of a student)?
Is (name of a student) sitting next
to (name of a student)?
Is (name of a student) sitting
between (name of a student) and
(name of a student)?
Are (name of a student) and (name
of a student) sitting next to you?
Am I next to (name of a student)?
Continue routine with:
• Am I between (name of a student) and (name of a student)?
• Am I between (name of a student) and (name of a student)?
Am I in front of (name of a student)?
• Am I between (name of a student) and (name of a student)?
• And now? Who am I between now?
• Who am I standing next to now, (name of a student) or (name of a
student)?
• Who am I sitting between now?
• Who am I standing in front of now, (name of a student) or (name of a
student)?
Drill Section
STUDENTS
Is Maths easy for you?
Is Art easy for you?
Is German easy for you?
Is Science easy for you?
Is History easy for you?
Is Spanish easy for you?
STUDENTS
Yes, I’m sitting next to him/her. /
No, I’m not sitting next to him/her.
Yes, I’m sitting between them. /
No, I’m not sitting between them.
Yes, he/she is sitting next to (name
of student). /
No, he/she isn’t sitting next to
(name of student).
Yes, he/she is sitting between them. /
No, he/she isn’t sitting between
them.
Yes, (name of student) and (name
of student) are sitting next to me. /
No, (name of student) and (name of
student) aren’t sitting next to me.
Yes, you’re next to (name of student). /
No, you aren’t next to (name of
student).
DRILL
Rewind
CD1
81
TEACHER
Is Spanish easy for your parents?
Is Music easy for Justin Bieber?
Is History easy for your father?
Is Maths easy for your Mum?
Is History easy for you?
Is PE easy for your cousin?
Continue routine with:
• Is PE easy for Cristiano Ronaldo and Leo Messi?
• Is English difficult for your aunt?
• Is Geography difficult for your grandad?
• Is History difficult for Maria, Pepe and Paco?
• Is Maths difficult for your grandad?
DRILL
Objective in Focus 2
CD1
82
TEACHER
I love Science.
Yes, I love German.
Yes, I sit behind María in English.
I sit in front of Pablo in History.
She sits between Penelope and
Rosa.
I am standing next to Felipe.
I am sitting next to Catalina.
I’m good at Music.
Yes, Maths is difficult for me.
I am sitting in front of Ana Rosa.
I am sitting behind Jonathan.
Yes, I love English.
No, I don’t like History.
STUDENTS
Yes, it is. / No, it isn’t.
Yes, it is. / No, it isn’t.
Yes, it is. / No, it isn’t.
Yes, it is. / No, it isn’t.
Yes, it is. / No, it isn’t.
Yes, it is. / No, it isn’t.
STUDENTS
What do you love?
Do you love German?
Do you sit behind María in
English?
Who you do sit in front of in
History?
Who does she sit between?
Where are you standing?
Who are you sitting next to?
What are you good at?
Is Maths difficult for you?
Where are you sitting?
Who are you sitting behind?
Do you love English?
Do you like History?
89
 DRILL

Refresh •
CD1
83

Drill next to, in front of and behind with common classroom objects.
MISSION 5: Reading

2.14 1 Read, listen and answer. PB

1 Read, listen and answer. CD2

14 PB

Explain any difficult vocabulary and then play the audio. Choose three
students to play the parts of Asky, Noella and the teacher. After they read
their parts, the class answers the four questions.

DRILL
CD1
Objective in Focus 1 • 84

What? Practise can and can’t.

1 What class do Asky and
Noella have?
2 What time do Asky and
Noella have class?
3 Is Asky happy or nervous?
4 Is Noella nervous?
2 Verb time!
1 Is Asky good at Geography?
2 Is Geography difficult for him?
3 Is Noella good at Geography?
4 Is it difficult for her?
5 Is Geography easy or difficult for you?
6 Are you good or bad at Geography?
2.15 3 Listen to the end of the story.
Then say true or false.
1 Asky says the correct answer. P True
2 The question wasn’t very difficult for Asky.
3 There isn’t a Geography section in Asky’s
book.
4 Sometimes Asky reads about lakes, rivers
and oceans.
5 Noella doesn’t want to look at the
Geography section of their book.
Why? Here we focus on can that appears at the end of the story. The
purpose of this exercise is to remind the students that in English, can and
can’t aren’t followed by an infinitive with to: we drop the to before the verb.
How? The students will change affirmative statements into negative
statements and vice versa.
Back to Basics •
It’s time to count. First the class will count from 30 to 50 in cardinal numbers
as a group. Elicit the correct pronunciation of every number. Next, the
students count from 30 to 50 in ordinals. Pay attention to the pronunciation
of the following numbers: 30th – “zéetiez”, 40th - “fóotiez”, 50th – “fiftiez”
(and not ‘fáiftiez’), 35th – “zeeti_fíz”, 45th – “footi_fífz”.

2 Verb time. PB
28 twenty-eight
The students have read the story and know that Asky and Noella were in
Geography class. Now they are going to answer some questions about

MISSI N 5: Asky and Noella and also some about themselves using the structures to
be good at, to be bad at, to be difficult and to be easy.

Objectives School Subjects! • TRB

• Review the vocabulary related to Geography (magma, lava, volcano, etc.). Photocopy Class Material Worksheet 1 from the Teacher’s Resource Book
• Learn to be good at and to be bad at. and distribute it to the students. Have them label the pictures with the
• Review the names of school subjects. names of the school subjects they relate to.

Materials
• Audio material 3 L
 isten to the end of the story. PB

Then say true or false.

CD2
• Teacher’s Resource Book, Class Material Worksheet 1, p. 56 15 PB

The students listen to the second part of the story about Asky and Noella.
Recommended Extra Activities Then they answer the questions by either saying true or false.
• Activity Book p. 26 Additional questions about the story:
• Teacher’s Resource Book, Speaking Worksheet, p. 61
1. The teacher tells Noella and Asky to be quiet. (True).
• Fast Finishers: The students invent a country. They give it a name and
2. Noella tells Asky they can read that section after the class. (True).
then they draw some geographical landmarks (a river, a lake, a mountain,
a volcano), etc. Then, they write some sentences about where the DRILL
CD1
geographical landmarks are located in relation to each other, using Objective in Focus 2 • 85
behind, in front of, between and next to. What? Volcano, Mountain, Lake, River or Ocean?

Teacher Tips
• Remind students that in English we use a definite article with rivers
(the Amazon, the Ebro) but we don’t use one with mountains
(Mount Blanc, Mount Everest).
• Remind students that to pronounce the letter ‘v’ correctly they
must have their top teeth on their bottom lip (and not their top lip
on their bottom lip). Practise this sound by getting students to
make the revving noise a motorbike makes.
• Don’t underestimate the importance of the last exercise. If you’re
running out of time to do everything in the class, don’t sacrifice
the game at the end. The idea is to finish the class with a fun and
energetic activity so students leave the class smiling.
Why? It’s very important for students to practise the new vocabulary
words again and again for them to stick.
How? Ask the students a question which offers two possible answers.
The student has to choose the correct one. The student gives a
complete answer. They might not know all of these different places so
get everyone to repeat the correct answer together as a group after
each sentence.
Cooperative
Game - Guess the Subject • learning
Choose a student. The student has to think of a school subject. The other
students in the class try to discover what subject it is by asking closed
questions. The first student can only answer yes or no.

90
 Drill Section
DRILL DRILL

Refresh Objective in Focus 2

CD1 CD1
83 85

TEACHER STUDENTS TEACHER STUDENTS

Is the book next to the bag or in The book is next to/in front of the Is the Ebro a river or a lake? The Ebro is a river.
front of the bag? bag.
Everybody…, 3…, 2…, 1! The Ebro is a river!
Is the chair in front of me or The chair is in front of/behind you.
Is Mount Teide a lake or a Mount Teide is a volcano.
behind me?
volcano?
Is the clock behind my desk or in The clock is behind/in front of your
Everybody…, 3…, 2…, 1! Mount Teide is a volcano!
front of my desk? desk.
Is the bag next to the desk or The bag is next to/behind the Is the Pacific an ocean or a lake? The Pacific is an ocean.
behind the desk? desk. Everybody…, 3…, 2…, 1! The Pacific is an ocean!
Is the window in front of my desk The window is in front of/behind Is the Amazon a river or an ocean? The Amazon is a river.
or behind my desk? your desk.
Everybody…, 3…, 2…, 1! The Amazon is a river!
Are you in front of me or behind I’m in front of/behind you.
me? Is Mount Etna a volcano or a river? Mount Etna is a volcano.
Everybody…, 3…, 2…, 1! Mount Etna is a volcano!
Is Mount Everest a mountain or a Mount Everest is a mountain.
Continue routine with:
lake?
• Board • Computer • Map
Everybody…, 3…, 2…, 1! Mount Everest is a mountain!
• Door • Picture • Plant
Is the Guadalquivir a mountain or The Guadalquivir is a river.
a river?

DRILL
Everybody…, 3…, 2…, 1! The Guadalquivir is a river!
Objective in Focus 1
CD1
84
Is the Atlantic a river or an ocean? The Atlantic is an ocean.
TEACHER STUDENTS Everybody…, 3…, 2…, 1! The Atlantic is an ocean!
I can’t speak French. I can speak French.
Is Mulhacén a mountain or an Mulhacén is a mountain.
I can play the piano. I can’t play the piano. ocean?
I can’t play the guitar. I can play the guitar. Everybody…, 3…, 2…, 1! Mulhacén is a mountain!

I can’t see it. I can see it. Is the Tajo a river or a volcano? The Tajo is a river.

You can do it. You can’t do it. Everybody…, 3…, 2…, 1! The Tajo is a river!

Our teacher can’t play football.
My father can’t speak German.
I can’t answer the question.
She can’t open the window.
They can’t buy the car.
He can’t help me.
We can’t go to the party.
They can’t eat meat.
She can’t read the book.
He can watch TV.
I can see the skyscraper.
We can visit the museum.
I can eat it.
He can’t sleep.
Our teacher can play football.
My father can speak German.
I can answer the question.
She can open the window.
They can buy the car.
He can help me.
We can go to the party.
They can eat meat.
She can read the book.
He can’t watch TV.
I can’t see the skyscraper.
We can’t visit the museum.
I can’t eat it.
He can sleep.
Is Montserrat a river or a
mountain?
Everybody…, 3…, 2…, 1!
Is the Duero a river or a lake?
Everybody…, 3…, 2…, 1!
Is Superior a lake or an ocean?
Everybody…, 3…, 2…, 1!
Is Vesuvius a volcano or a river?
Everybody…, 3…, 2…, 1!
Is the Guadiana a river or a
volcano?
Everybody…, 3…, 2…, 1!
Is K2 a mountain or a river?
Everybody…, 3…, 2…, 1!
Montserrat is a mountain.
Montserrat is a mountain!
The Duero is a river.
The Duero is a river!
Superior is a lake.
Superior is a lake!
Vesuvius is a volcano.
Vesuvius is a volcano!
The Guadiana is a river.
The Guadiana is a river!
K2 is a mountain.
K2 is a mountain!

91
 DRILL
Around the World Refresh •
CD1
86
Canada, The USA
In the story from the previous mission, students practised the “z” sound
MISSION 6: - I'm good at…
- border, to flow, noisy, powerful, wet
(for example, in easy) and the “j” sound (for example, in Geography). In
2.16 1 Read the text and answer
this exercise we’re going to work on this pronunciation by getting students
the questions in your notebook. to ask questions containing nouns with either the “z” or “j” sounds.

Nia gar a Fall s

Do you know
Are you good at Geography? 1 R
where the Niagara Falls are?
There are three  ead the text and answer PB
falls on the borde r of the United Cooperative
water
the questions in your notebook.
beautiful CD2
States and Canada. They are
between the 16 learning PB
York and the provin ce of Ontario.
state of New called: The
There are three waterfalls in total and the Divide the class into four groups. Each group chooses a spokesperson.
Falls, the Amer ican Falls
Horseshoe
into the Niagara
Bridal Veil Falls and they flow if you’re This person reads one quarter of the text like a TV presenter. Decide which
50 meter s high and
River. They’re
!
next to them, they’re very noisy TV presenter has read their part of the text in the clearest way. The
every year. get wet! The
Millions of people go to see them the land, your umbrella because you can
it looks like
You can look at the water falls from
to be next to waterfalls are very powerful and students then listen to the text and they answer the questions.
or you can get a boat on the river it’s raining all the time!
ber
them. If you get a boat, remem
DRILL
CD1
1 What countries are the Niagara Falls in? 3 How can you see the waterfalls? Objective in Focus 1 • 87
2 Name the three waterfalls. 4 When you go by boat to the waterfalls,
what do you need? What? In this exercise, the students practise the vocabulary they’ve
been introduced to in the text in their Pupil’s Books: powerful, noisy,
2.17 2 Cultural Expression.
3 Web quest.
wet, border and to flow.
Hey, are you good at Yes, I am, but I’m
Geography, Victor? good at Maths too!
Why? If learning a language were just about showing students new
words, students would become bilingual in no time! For students to
visit
1 How many people really acquire new vocabulary, they need to practise and use that
year?
Niagara Falls each
2 What did Native
Americans vocabulary over and over again until they assimilate it.
call Niagara Falls?
est waterfall How? Write the following words on the board: border, noisy, powerful,
3 Which is the bigg
in the world?
ous waterfall wet and to flow. Check for understanding and then ask the students
4 Find another fam
is it?
in the world. Where questions with two possible answers. Tell them that they must answer
using the option with one of the words from the board.

twenty-nine 29 Back to Basics •

Dictate the following times and have students read them back to you

MISSI N 6:
using a quarter past, a quarter to, and half past: 10:15 (a quarter past ten),
08:45 (a quarter to nine), 13:45 (a quarter to two), 17:30 (half past five),
19:45 (a quarter to eight), 11:45 (a quarter to twelve), 20:15 (a quarter past
eight), 19:30 (half past seven).
Objectives
• Learn the adjectives noisy, powerful and wet. PB

2 Cultural Expression. CD2

17 PB
• Learn the new vocabulary border and to flow.
• Learn about the United States, Canada and the Niagara Falls. In this very short listening exercise, the students listen to two boys talking
about what they are good at. First, the students write down what the boys
• Review I’m good at and I’m bad at.
say. Then, pairs of students ask each other what they’re good at.

Materials Cooperative
Translation Challenge! • learning TRB
• Audio material
The students work in pairs. Read the sentences from the General
• Teacher’s Resource Book, General Translation List, p. 87
Translation List and have students raise their hands to translate. The pair
with the most correct answers wins today’s Translation Challenge!
Recommended Extra Activities
• Activity Book p. 27
3 Web quest. PB
• Teacher’s Resource Book, Reading Worksheets, pp. 62 + 63
• Fast Finishers: The students take a piece of paper and divide it in two The students use the internet to find the answers to the four questions. If
with a line. At the top of one half of paper, they draw a Canadian flag they don’t have internet access in the classroom, set it for homework.
and on the other side of the paper they draw an American flag. Below DRILL
CD1
the flags, they write three things they know about each country. Objective in Focus 2 • 88

What? The students will practise: border, noisy, powerful, wet, to flow.

Teacher Tips
• For students to remember vocabulary and how its pronounced, it’s
essential that they say the words aloud. Have the students spell
the words. Pick individual students to do this and then have the
whole class repeat the word as loud they can!
• When reviewing an adjective, always elicit opposites (for example,
big/small).
• When are you setting homework in class? Remember: never do
this at the end of the class. Let your students’ last impression of
each English class be energetic, challenging and above all, fun!
Why? It’s important for students to get comfortable with using the new
vocabulary.
How? Introduce the students to some facts using the vocabulary seen
in this mission. Students respond by saying either true and repeating
the sentence or false and changing the sentence into the negative. If
they make a mistake they have to repeat the correct answer three times!
Cooperative
Game – Banana! • learning
The students count in ordinals starting with the first, then the second, etc.
They cannot say numbers that are multiples of 3 or 5. Instead of saying
these numbers, they say BANANA! It should be fun and fast!

92
 Drill Section
DRILL DRILL

Refresh Objective in Focus 1

CD1 CD1
86 87

TEACHER STUDENTS TEACHER STUDENTS

Ask me if there is a desert in
Spain.
Ask me if there any peas in my
kitchen.
Ask me if there is a music class
today.
Ask me if there was a music class
yesterday.
Is there a desert in Spain?
Are there any peas in your
kitchen?
Is there a music class today?
Was there a music class yesterday?
Is our class noisy or quiet?
Is your schoolbag wet or dry?
Is the floor wet or dry today?
Is Madrid a noisy city or a quiet
city?
Is your family noisy or quiet?
Is your family car noisy or quiet?
Our class is noisy/quiet.
My schoolbag is wet/dry.
The floor is wet/dry today.
Madrid is a noisy city.
My family is noisy/quiet.
Our family car is noisy.

Ask me if there is any cheese in my Is there any cheese in your
kitchen.
Ask me if there are any scissors on
my desk.
Ask me if Music is easy for me.
Ask me if there is any cheese in
the desert.
Ask me if there are any peas in the
desert.
Ask me if Jack and Julia like
cheese.
Ask me if Justin and Jessica like
peas.
Ask me if Jennifer and Jack like
Music.
Ask me if Music is easy for Justin
and Julia.
Ask me if PE is easy for Jack and
Jennifer.
Ask me if Art is easy for Jessica.
Ask me if German is easy for Julia.
Ask me if Jack is good at Spanish.
Ask me if Jennifer is good at
Science.
Ask me if Justin is good at
Geography.
kitchen?
Are there any scissors on your
desk?
Is Music easy for you?
Is there any cheese in the desert?
Are there any peas in the desert?
Do Jack and Julia like cheese?
Do Justin and Jessica like peas?
Do Jennifer and Jack like Music?
Is Music easy for Justin and Julia?
Is PE easy for Jack and Jennifer?
Is Art easy for Jessica?
Is German easy for Julia?
Is Jack good at Spanish?
Is Jennifer good at Science?
Is Justin good at Geography?
Is Galicia wet or dry?
Is Ireland wet or dry?
Is the United States a powerful
country or not?
Is Andorra a powerful country or
not?
Does the Ebro flow through Spain
or through China?
Does the Mississippi flow through
France or through the United
States?
Does the Nile flow through Egypt
or through Ireland?
Does Spain have a border with
Italy or with Portugal?
Does America have a border with
Canada or with England?
Does Mexico have a border with
the United States or with China?
DRILL
CD1
88 Objective in Focus 2
TEACHER
The border between America and
Canada is very long.
Sao Paolo is a very noisy city.
England has a border with 4
countries.
Norway has a lot of waterfalls.
Planes aren’t noisy when they fly.
China has a border with 14
countries.
Ireland is a very wet country.
Sheep are very powerful animals.
There are a lot of powerful
waterfalls in Argentina.
The Danube flows through 10
countries.
The Thames flows through
England, Scotland and Wales.
Galicia is wet.
Ireland is wet.
The United States is a powerful
country.
Andorra is not a powerful country.
The Ebro flows through Spain.
The Mississippi flows through the
United States.
The Nile flows through Egypt.
Spain has a border with Portugal.
America has a border with
Canada.
Mexico has a border with the
United States.
STUDENTS
True! The boarder between
America and Canada is very long.
True! Sao Paolo is a very noisy city.
False! England doesn’t have a
border with 4 countries.
True! Norway has a lot of
waterfalls.
False! Planes are noisy when they
fly.
True! China has a border with 14
countries.
True! Ireland is a very wet country.
False! Sheep aren’t very powerful
animals.
True! There are a lot of powerful
waterfalls in Argentina.
True! The Danube flows through
10 countries.
False! The Thames doesn’t flow
through England, Scotland and
Wales.

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 DRILL

CLIL Refresh •
CD1
89
Music
In this activity, before your students take their books out of their school
MISSION 7: - band, bass drums, musician, rhythm, saxophone
- to play an instrument
bags, check how much your students remember about the waterfalls from
1 Listen, read and answer the questions in your notebook.
the previous mission. See the questions in the Drill Section.
2.18

Do you like music? Do you like jazz music? 1 How many musicians are going to be at
I do! We’re going to a jazz club with our music teacher the jazz club?
today. Our teacher says there are going to be four
musicians in the band. One musician plays the saxophone P There are going to be four
musicians at the jazz club.
1 L
 isten, read and answer the questions PB
using his mouth and fingers. Another musician plays the
in your notebook.
CD2
bass. The bass is a tall instrument and it looks like a big 2 Which are the instruments they play? 18 PB
violin. There’s a girl that plays the drums too. Our teacher
3 Does the narrator like the music class?
says: “The drums control the rhythm of the music”. The
fourth musician plays the piano. Everybody knows the piano 4 What does a bass look like?
Play the audio and the students listen and take notes. Introduce new or
player because he’s so good at playing it. It’s a black and 5 Who is the narrator going to the difficult vocabulary before the students read the text in their book. Get
white piano and it’s bigger than the bass. The music class is
concert with?
going to be very interesting today! the students to stand up with their books in their hands and choose
different students to read a line of the text. Highlight that the word
saxophone is pronounced “sáksofounnn”.

DRILL
CD1
Objective in Focus 1 • 90

What? Changing sentences from the future tense with going to into
sentences with the past simple.
2 Tell to ask. 3 Game time!
Why? It’s important that your students develop the ability to be able to
change from one verb tense to another; as when we communicate this
is exactly what we do.
How? Using the drill in the Drill Section, say a sentence in the future
tense and students have to change that sentence into the past simple.

Teacher: Juan, ask Martina if she’s

in front of or behind Jaime. Cooperative
Juan: Martina, are you in front of
or behind Jaime?
Rap and clap! • learning PB
Martina: I’m in front of him.
Put the students into four groups and give them a couple of minutes to
rehearse the ‘Rap and clap!’ from the first mission. Then host a short talent
30 thirty
contest where they perform their raps. Which group has the potential to
succeed in the hip hop industry?

MISSI N 7: DRILL

2 Tell to ask. CD1

91 PB

Objectives
• Learn the following vocabulary: band, bass, drums, musician, rhythm,
saxophone, to play an instrument.
• Learn about jazz music.
• Review in front of, behind, next to, beside.
• Review to look like.
Materials
• Audio material
Recommended Extra Activities
• Activity Book p. 28
• Teacher’s Resource Book, Writing Worksheets, pp. 64 + 65
• Fast Finishers: The students create a new group made up of between 4
and 5 of their friends. They have to decide on the musical style of the group
(rock, country, jazz, pop, etc) and a name for the group. They can also draw
a picture of the instrument that they are going to play in the band.
Teacher Tips
• In English, we always use a definite article with musical instruments.
Remind the students that we say: I play the piano or She plays the
bass.
• Here’s an interesting point for students: the word rhythm is one of
the only regularly used words in English that doesn’t contain a
vowel. Although the first syllable has the sound of a very short ‘i’,
we pronounce rhythm like this: “rídzemm”.
• If you have difficulty getting through all of the exercises in the class
plan, make sure you prioritise activities. One of your priorities should
be to start and end the class in an energetic, memorable and fun way.
In this drill, the teacher tells students to ask each other where other
students are seated in relation to each other. Are they next to, between, in
front of or behind each other?
DRILL
Objective in Focus 2 •
CD1
92
What? To be good/bad at something and Something is easy/difficult
for someone.
Why? (1) So students learn to use the correct type of pronoun (object
vs. subject), (2) so they practise the names of the school subjects (3), so
they learn how to express ideas in alternative ways.
How? Say sentences using the structure to be good/bad at something
and students rephrase these sentences by using the structure
something is easy/difficult for someone. For example, TEACHER: He’s
good at Maths. STUDENT: Maths is easy for him.
Cooperative
3 Game time! learning PB
Get a student to start a rhythm clapping and tapping on their desk and the
rest of the class need to copy it. Once the rhythm is established, choose a
category, for example, musical instruments, and the students need to say a
musical instrument in English in time to the beat. Crown the student who
performs best in this game the King or Queen of rhythm!

94

DRILL
Refresh
CD1
89
TEACHER
What countries are the Niagara
Falls in?
How many beautiful waterfalls on
the border of the United States
and Canada are there?
Which state and province are they
between?
What are the names of these
waterfalls?
What do they flow into?
How high are they?
How many people go to see them
every year?
How can you see these waterfalls?
When you go by boat to the
waterfalls, what do you need?
DRILL
Objective in Focus 1
CD1
90
TEACHER
Are you going to see your Granny
on Friday?
He’s going to go to the football
match on Sunday.
Are you going to buy a book on
Wednesday?
He’s going to come here on Saturday. He came here on Saturday.
We’re going to do our homework
on Sunday.
They’re going to sleep in a hotel
on Thursday.
He isn’t going to drink any milk.
Sarah’s going to have breakfast
with James on Wednesday.
Paul’s going to eat some
pineapple.
We’re going to have Maths class
on Monday.
They’re going to see a film at the
cinema on Friday.
Is he going to go to London on
Friday?
I’m going to buy a new toy.
Are you going to come to the
party?
I’m going to sleep a lot at the
weekend!
Drill Section
STUDENTS
They’re in the United States and
Canada.
There are three beautiful waterfalls
on the border of the United States
and Canada.
They’re between the state of New
York and the province of Ontario.
The Horseshoe Falls.
The American Falls.
The Bridal Veil Falls.
They flow into the Niagara Falls.
They’re 50 metres high.
Millions of people go to see them
every year.
You can see them from the land or
from a boat.
You need an umbrella.
STUDENTS
Did you see your Granny on
Friday?
He went to the football match on
Sunday.
Did you buy a book on
Wednesday?
We did our homework on Sunday.
They slept in a hotel on Thursday.
He didn’t drink any milk.
Sarah had breakfast with James on
Wednesday.
Paul ate some pineapple.
We had Maths class on Monday.
They saw a film at the cinema on
Friday.
Did he go to London on Friday?
I bought a new toy.
Did you come to the party?
I slept a lot at the weekend!
DRILL
Tell to ask
CD1
91
TEACHER STUDENTS
S1, ask S2 if he’s/she’s in front of or S1: Are you in front of or behind
behind S3. S3?
S2: I’m in front of/behind S3.
S1, ask S2 if he’s/she’s next to or S1: Are you next to or behind S3?
behind S3.
S2: I’m next to/behind S3.
S1, ask S2 if he’s/she’s in front of S1: Are you in front of S3 and S4or
S3 and S4 or between them. between them.
S2: I’m in front of/between them.
Repeat this routine a number of
times with different students in the
class.
DRILL
Objective in Focus 2
CD1
92
TEACHER STUDENTS
She’s good at English. English is easy for her.
Negative English isn’t easy for her.
He’s bad at Maths. Maths is difficult for him.
Question Is Maths difficult for him?
We’re very good at Art. Art is very easy for us.
Negative Art isn’t very easy for us.
They’re very bad at History. History is very difficult for them.
Negative History isn’t very difficult for them.
You are good at German. German is easy for you.
Question Is German easy for you?
She is good at Geography. Geography is easy for her.
Question Is Geography easy for her?
I’m bad at Science. Science is difficult for me.
Negative Science isn’t difficult for me.
He’s very bad at Music. Music is very difficult for him.
Question Is Music very difficult for him?
We’re good at French. French is easy for us.
Question Is French easy for us?
Maria and Adela are good at German is easy for them.
German.
Question Is German easy for them?
Paco is bad at maths. Maths is difficult for him.
Negative Maths isn’t difficult for him.
95
 DRILL

Refresh •
CD1
93

Using the questions in the Drill Section, test students on what they learnt
I CAN:
- Tell the time.
- Talk about school subjects.
- Say what subjects are easy or difficult for me. My portfolio about jazz music in the previous mission.
1 Choose the correct answer in your notebook.
1 C
 hoose the correct answer
in your notebook. PB
1 Where are my friends sitting in Maths class?
a They’re sitting in front of you! b No, they weren’t. c Am I standing?
Students read the questions and write the correct answer in their
2 Is Tom standing next to Alice?
a Yes, she is. b No he isn’t. He’s c Tom’s not notebooks. Then check to see how the class did.
not standing standing next
next to her. to her.
DRILL
3 Is History easy for you? CD1
a I have History at 10 o’clock. b Yes, it is. c No, I haven’t got Objective in Focus 1 • 94
History today.
4 Are you sitting in front of Mark? What? Questions with there + to be and the prepositions behind, next
a Yes, I am. b No, Mark isn’t sitting. c Mark’s not here.
to, in front of and between.
5 Is the teacher standing behind you?
a Yes, she is. b No, it’s a Maths class. c Yes, I am. Why? Students must master questions from the very beginning; if not,
they might have difficulty asking questions in English later on in life. In
2.19 2 Listen and answer. 2.20 3 Choose the correct option. addition, this activity reminds students that behind is not followed by
Then listen and check.
1 I’m sitting in front of Ana. I’m sitting in front of … .
the preposition of.
a him
b her How? Use an ’Ask me’ drill. Tell students to ask you about where
1 Is school easy or difficult for Lucy? c us
2 German is a … .
specific objects are.
2 What does Lucy have at nine
o’clock? a language
b type of music
3 Is German difficult for Lucy
and her friend Sarah?
c science
3 Social Science is … for me. Vocabulary Flashcard Review • FC
4 Are Lucy and Sarah good at a us
Spanish? b saxophone Go through the “Unit 3: School subjects!” flashcards testing the students
5 What do Lucy and Sarah have c easy
after PE? 4 When do you have PE? on the vocabulary from the unit. This is your chance to make sure that all
6 When do they go home?
a In front of Art.
b At 12 o’clock.
the students have managed to assimilate the vocabulary.
c It’s difficult.
5 I’m good at Art. It’s easy for … . PB
Cooperative
a me 2 Listen and answer. CD2
19 learning PB
b I
c us
Divide the students into six groups by assigning a number from 1- 6 to
thirty-one 31 each student. Have students look at the exercise in Activity 2 of their
Pupil’s Book. When you call out their number, all the students in that group
read out their question in unison. Finally, play the audio and get the

I CAN: students to answer the six questions.

DRILL
CD1
Objective in Focus 2 • 95
Objectives
• Review the time. What? The structure to be easy for someone and object pronouns.
• Review the school subjects. Why? This structure is a great way for students to gain practice with
• Review the structure to be easy/difficult for someone. object pronouns. Object pronouns are used constantly, therefore
students need to gain agility with them.
• Review the prepositions between, next to, in front of and behind.
How? The teacher says a sentence using a name or a subject pronoun like
Materials
me, you, etc. Then the students must repeat the sentence replacing the
• Audio material
noun, or subject pronoun with an object pronoun such as him, her, etc.
• Teacher’s Resource Book, Class Material Worksheet 2, p. 57
• Teacher’s Resource Book, Specific Translation List, p. 86 Cooperative
Let’s play! • learning TRB
• “Unit 3: School subjects!” flashcards
Put the students into pairs. Using Class Material Worksheet 2, and without
Recommended Extra Activities
looking at what the other student is doing, the students have to cut out
• Activity Book p. 29 • Teacher’s Resource Book, Test, pp. 66 + 67
the school subjects and stick them where they want on the timetable. Then
• Language assistant video 3 the students play the game, each taking turns to try and guess what time
• After doing the activities on the page and the Teacher’s Resource Book the other student has a certain class. If one student says, for example,
Test, the students will self assess their linguistic skills in “My Language Maths at 11 o’clock and the other student has that on their timetable, that
Biography” section of the Portfolio. student has to cross it out. The aim is to guess correctly and cross out all of
• Fast Finishers: Have fast finishers design their own school programme. the other players subjects before they guess all of yours!
They have to choose six subjects to teach at their school and write why
they are important. 3 Choose the correct option. PB

Then listen and check.

CD2
20 PB
Teacher Tips
Choose students at random and ask them to answer the questions 1-5.
• R emind the students that while in front is followed by the
Play the audio and then, and only then, correct the answers that the
preposition of, behind is not. We never say “behind of”.
students have given.
• In English, we usually capitalise the names of school subjects.
Cooperative
Remind the students to write Music and not “music“ when Translation Challenge • learning TRB
referring to a school subject.
In the same groups as before, now assign a number for each member of the
• As this is a review of the unit, now would be a good chance to go
group from one to four. Then choose a sentence to translate and shout out a
over any mistakes that students have been making during the
number from one to four. If you say threes for example, the students assigned
course. Remember: we don’t ignore weak points; we focus on
the number three must stand up and translate the sentence. Award the students’
them until they’re strong points!
teams points based on pronunciation, grammar, vocabulary and speed.

96

DRILL
Refresh
CD1
93
TEACHER
How many musicians are there in
the band at the jazz club?
Do they play horrible music or
beautiful music?
Which instruments are played?
How do you play the saxophone?
What does the man next to the
musician with the saxophone play?
What does the bass look like?
Which instrument does the girl
play?
What do the drums control?
What does the fourth musician play?
What does the piano look like?
DRILL
Objective in Focus 1
CD1
94
TEACHER
Ask me if there’s a clock behind me. Is there a clock behind you?
Ask me if there’s a chair behind me. Is there a chair behind you?
Everyone…, 3…, 2…, 1!
Ask me if there’s an elephant in
front of me.
Ask me if there’s a computer in
front of me.
Everybody…, 3…, 2…, 1!
Ask me if there’s a window next to
me.
Ask me if there’s a door next to me. Is there a door next to you?
Everyone…, 3…, 2…, 1!
Ask me if there’s a picture behind
me.
Ask me if there’s a plate in front of me. Is there a plate in front of you?
Ask me if there’s a waterfall
behind me?
Ask me if there’s a volcano next to
our school.
Ask me if there’s a waterfall
behind our school.
Ask me if there’s a lake between
our school and my house.
Everybody…, 3…, 2…, 1!
Ask me if there’s a book in front of me. Is there a book in front of you?
Ask me if there’s a bag behind me. Is there a bag behind you?
Drill Section
DRILL
Objective in Focus 2
CD1
95
STUDENTS TEACHER STUDENTS
There are four musicians in the Spanish is easy for your parents. Spanish is easy for them.
band at the jazz club.
Music is easy for Justin Bieber. Music is easy for him.
They play beautiful music.
History is easy for Mark. History is easy for him.
The saxophone, the bass, the Maths is easy for my mum. Maths is easy for her.
drums and the piano. History is easy for me. History is easy for me/you.
You play it using your mouth and PE is easy for Sophie. PE is easy for her.
your fingers.
Spanish is difficult for James. Spanish is difficult for him.
The musician next to him plays the
bass. Geography is difficult for Jessica. Geography is difficult for her.
It looks like a big violin. History is difficult for Tom, Robert History is difficult for them.
and Paul.
She plays the drums.
English isn’t difficult for me and English isn’t difficult for us.
you.
They control the rhythm of the
music. Science is difficult for my brother. Science is difficult for him.
The fourth musician plays the piano.
It’s a beautiful black and white
piano.
STUDENTS
Is there a chair behind you?
Is there an elephant in front of
you?
Is there a computer in front of
you?
Is there a computer in front of you?
Is there a window next to you?
Is there a door next to you?
Is there a picture behind you?
Is there a waterfall behind you?
Is there a volcano next to our
school?
Is there a waterfall behind our
school?
Is there a lake between our school
and your house?
Is there a lake between our school
and your house?
97