UNIT 9 My Daily Routine
• Introduce the following song:
Aims:
In this unit, pupils will:
• describe actions that form part of a daily routine.
• discuss personal hygiene.
• read and listen about a daily routine.
• tell the time.
• identify different means of transport.
• talk about how people travel.
• read about other people’s habits.
• describe their own daily routine.
• learn and improve the \t\ sound.
• read and understand information about a timetable.
• write a personal timetable.
• learn when to use brackets.
Grammar:
Questions and answers about the time: ‘What time is
it?’ ‘It’s eight o’clock./It’s half past seven.’
Present simple for routines: ‘She gets up at seven
o’clock.’ ‘He has lunch at half past twelve.’ ‘She doesn’t
go to school by bus.’ ‘Does she go to school by bus?’
‘No, she doesn’t.’
Vocabulary:
Daily routines
The time
Means of transport
Extra materials: Lesson 1 – routines flashcards
on page 139, slips of paper with routines, copies of the
‘Organize my day!’ worksheet on page 140; Lesson 2 – a
big clock and/or the blank clock on page 140, copies of the
‘What is the time?’ worksheet on page 141; Lesson 3 –
copies of the Bingo card on page 141 and slips of paper
with times, means of transport flashcards on page 142
and slips of paper with their names; Lesson 4 – copies
of the ‘Jumbled words!’ worksheet on page 142, routines
flashcards on page 139, some background music; Lesson
5 – A4 sheets of paper, magazines; Lesson 6 – copies
of cards on page 143; Making progress – routines
flashcards on page 139
Lesson 1
Warmer  TPR in sequence & song
• Before you introduce the song, go over some vocabulary
that pupils have seen in previous units such as ‘have
breakfast/lunch’, ‘put on your (item of clothing)’, ‘stretch
your arms’, etc. This type of vocabulary is ideal as a
previous stage for daily routines.
• Encourage pupils to mime the actions with you. Create a
story, eg: ‘Ring! Ring! The alarm clock goes off. Open your
eyes and stretch your arms. Yawn. Get up from bed. Go to
the bathroom and wash your face. Brush your teeth. Go to
the kitchen. Sit down and have breakfast. Yum! Now put
on your clothes, get your school bag. Say goodbye!’
74
This is the way
We brush our teeth,
We brush our teeth,
We brush our teeth.
This is the way
We brush our teeth
So early in the morning.
• This song is very simple and easy to remember. The
tune is catchy and you can add suitable vocabulary for
the group, eg: ‘get up’, ‘have breakfast’, ‘get dressed’,
‘have a shower’, etc.
1 2.18
• Ask pupils to open their books at pages 80 and 81 and
to look at the pictures. Write ‘80’ and ‘81’ on the board.
• Ask pupils to describe what they see. Help them with
any language they may need.
• Display on the board the routines flashcards (see
photocopiable materials, page 139).
• Ask pupils to order them in a logical sequence.
• Make slips of paper with a phrase describing each picture.
• Once the pictures have been ordered in a logical
sequence, ask a pupil to pick one slip and read the
phrase written on it. Then he/she should place it next to
the corresponding picture.
• Ask pupils to read the phrases on the board, eg: ‘get up’,
‘have breakfast’, ‘have a shower’, etc. Then ask them to
find the pictures in the book that describe these actions.
• Play track 2.18 right through and confirm pupils’
predictions.
• Play the track again. Hold up your book and point to the
actions when these are mentioned.
• Play the track again and stop after each routine is
mentioned. Ask pupils to point to the corresponding
pictures in the book.
Audioscript
Flora: Hi, Milly!
Milly: Hi, Flora. Hi, Joey!
Flora: Thank you for taking care of Joey. He’s very happy to stay
with you.
Milly: No problem I’m so excited!
Flora: Here’s a book about dogs. Look at pages 2 and 3.
Milly: OK, great.
Flora: So here’s what I do every day. When I get up, Joey is really
hungry. First, he has breakfast, then I have breakfast. Don’t
have your breakfast first or he gets angry!
Milly: Oh… OK.
Flora: So then I brush my teeth and I get dressed. Then we go for a
walk – about three kilometres is OK.
Milly: Uh, huh.
Flora: I go home at lunchtime. Joey’s always hungry! Joey eats
some meat. Then I have lunch. After school we go for another
walk – about five kilometres, so he’s really tired.
Milly: Five kilometres? OK, I see.
Flora: Then before I have dinner, we play with a ball in the garden.
Then Joey has some more meat and I have dinner. Then I
have a shower and go to bed. And that’s it!
Milly: That’s it… wow. OK. What time is it now?
Flora: It’s three o’ clock. Time for Joey’s afternoon walk. Have fun!

2 2.19
• Play track 2.19 right through. Mime the actions
mentioned.
• Play the track again and stop after each action.
• Ask pupils to mime the action and to say it aloud.
Audioscript
get up, get dressed, have breakfast, brush my teeth, have lunch,
have dinner, have a shower, go to bed
Let’s have fun!
Ask a pupil to mime one of the everyday actions
recently introduced. The class has to guess – they
look at the pupil and say the action, eg: ‘get up’, etc.
3 2.20
• Ask pupils to look at the photos in Activity 3.
• Ask them to say the actions in the photos.
• Read the Shaper’s question and explain the task.
• Read the first sentence aloud. Ask pupils to say which
answer they think is correct.
• Play track 2.20 and have pupils check their answers.
Audioscript/Answers
It’s important to brush your teeth every day. It keeps your teeth clean
and healthy. Get a new toothbrush every three months. Wash your
face with soap every day to keep your skin clean.
• Discuss the issues presented here. Help pupils with any
language they may not know.
• Read the question at the bottom of the page aloud.
• Give pupils time to discuss the question in groups.
Circulate and help with any language they may need.
• Have the groups report back to the class.
Cooler  Organize my day!
• Give out copies of the worksheet (see photocopiable
materials, page 140).
• Divide the class into groups. In this task pupils organize
day activities by giving the pictures a logical order.
• Have pupils write the corresponding number for each
picture. Then ask them to write under each action/
picture the words that appear in the box.
• When children order the pictures, be ready to accept
different versions according to their realities.
Activity Book, page 76, Activities 1–3
Lesson 2
Warmer  Everyday life in groups
• Call four pupils to come to the front and tell them in
secret an everyday action.
• Tell the class that the group will perform an action that
most people do every day. Then say, ‘1, 2 ,3. Tell me
what action this is!’
• The group performs the action and the class has to
guess which everyday action they are miming.
• Once several groups have come to the front, do the
second part. Tell groups of four that they have to choose
UNIT 9
four everyday actions and show the actions in a logical
order – each pupil in the group performs one and says
the words aloud.
1 2.21
• Bring a big clock to the classroom.
• Show different times, eg: ‘two o’clock’, ‘seven o’clock’, etc.
• Say the times aloud and encourage pupils to repeat
after you.
• Encourage pupils to come to the front and to show a
different time.
• Introduce the ‘half past…’ concept. Give examples and
encourage pupils to repeat after you.
• Ask pupils to open their books at page 82 and look
at the pictures. Write ‘82’ on the board.
• Ask pupils to describe what they see and to predict
what the dialogue is about.
• Play track 2.21 right through. Confirm pupils’ predictions.
• Play the track again, stopping after each frame. Focus
on the time given in frame 1 and the expression ‘Time
for breakfast!’
• Follow the same procedure for frames 2, 3 and 4.
In each frame, focus on the time and on the everyday
actions mentioned.
• Play the track again. Pupils follow in their books.
2
• Play track 2.21 again. Stop at the end of each frame.
• Encourage pupils to repeat the lines.
• Play the track again.
• Divide the class into pairs. Give the class time to
practise the dialogue.
• Encourage pupils to come to the front to act out the
dialogue.
• Correct only when necessary.
3
• Give out the blank clock (see photocopiable materials,
page 140).
• Have pupils cut out the clock and the hands and paste
the three parts onto cardboard. Tell them to use a paper
fastener or a paper clip to hook the hands together in
the centre of the clock.
• Read aloud the Shapers’ dialogue.
• Ask pupils to pair up and to have similar dialogues with
their own clocks.
Shape your
grammar!
Read aloud the text in the ‘Shape your grammar!’
box. For further practice, have pupils use the clocks
they have just prepared, showing ‘o’clock times’ and
‘half past times’ and ask and answer about the time.
These clocks should show important moments in the
school everyday routine, such as ‘Time for the English
class’, ‘Time to have lunch’, ‘Time to go home’, etc.
75
UNIT 9
Being organized
• Draw pupils’ attention to the message in the ‘Values’
box. Help with language if necessary. Tell them how
you organize your day and why you do it. Write some
examples on the board as a reminder.
• Encourage pupils to talk freely about how they or the
members of their family organize the day. Ask them if
what they do is important.
Cooler  What is the time?
• Give out copies of the worksheet (see photocopiable
materials, page 141).
• Have pupils write the time for the three first clocks and
draw the indicated time on the other two.
Activity Book, page 77, Activities 1–3 and My Language Bank
Lesson 3
Warmer  Bingo time!
• Give out copies of the Bingo card (see photocopiable
materials, page 141).
• Ask pupils to tell the time on each box of the card.
Then ask them to cross out three of the clocks.
• Prepare slips of paper with the times on the clocks and
put them all in a bag.
• Play the game: ask one pupil to take one slip from the
bag and to read aloud the time it shows. If pupils have
that time on their cards, they cross out the clock.
• Follow the same procedure until the first pupil who has
crossed all the times shouts ‘Bingo!’
1 2.22
• Display the means of transport flashcards (see
photocopiable materials, page 142).
• Introduce one by one and say the word aloud. Have
pupils repeat after you.
• Prepare the words on slips of paper and ask pupils to
match the words with the pictures.
• Tell pupils that you are going to number the different
means of transport. Say, ‘Number 1 is the train. Number
2 is the boat.’ etc.
• Do this several times. In this way, pupils hear the new
words several times.
• Ask pupils to open their books at page 83. Write ‘83’
on the board.
• Play track 2.22 right through and have pupils follow in
their books.
• Play the track again. This time stop after the sound of
each means of transport.
• Play the track once more and check the answers
together.
Audioscript/Answers
1 (sound of bus), 2 (sound of bike bell), 3 (sound of car), 4 (sound of
train), 5 (sound of boat on water)
76
2 2.23
• Play track 2.23 for pupils to check their answers.
• Play the track again. This time have pupils listen
and say.
• Correct pronunciation.
Audioscript/Answers
1 bus, 2 bike, 3 car, 4 train, 5 boat
Shape your
grammar!
Draw pupils’ attention to the ‘Shape your grammar!’
box. Provide several examples of the questions and
the answers. Make two lists: one for ‘I’ and one for
‘He/She’. Write several examples under each of the
lists. Draw pupils’ attention to the verbs on both lists.
Ask pupils what the difference is between the verbs
on the ‘I list’ and on the ‘He/She list’ (‘s’ in the verbs
for ‘he/she’ and no ‘s’ in the verbs for ‘I’).
3
• Ask pupils to describe what they see in Activity 3
(different clocks and means of transport).
• Divide the class into pairs. They have to make
sentences using the times and the types of transport,
and to report back to the class.
• Ask pupils to describe the other pictures in this activity.
Tell the class that the boy’s name is Ted. Read aloud the
mini-paragraph about him. Encourage pupils to read the
text themselves and then to raise their hands and to say
what they remember about Ted without reading.
• Focus on the other picture (the one of the girl). Ask
pupils to describe what they see in it. Help them with
any language they may need.
• Read the sentences below the picture aloud and stop
at the end of each gap.
• Give pairs time to complete the text. Then ask pupils
to fill in the blanks.
• Check the answers together.
• Follow the same procedure with the mini-paragraph
about the twins.
Answers: Sue, the zoo, 2 o’clock, goes by bus; Fred and Henry,
go to, on Wednesday, half past eight, go by train
Let’s have fun!
Ask pupils to read the three texts again in silence.
Tell them that they have to remember as much as
possible about the children. Divide the class into
groups and ask pupils to close their books. Then say
words aloud connected to the information in the
three texts, eg: ‘Saturday’, ‘train’ or ‘zoo’. Pupils in their
groups have to retrieve the information from the
texts that contain the word you have mentioned.

4 3
• Ask pupils to look at the pictures of the clocks in
Activity 4.
• Say one time aloud. Pupils point to the corresponding
clock. Repeat three times.
• Ask pupils to work in pairs. Pupil A asks, ‘What time is
it?’ and pupil B answers. Then they swap roles.
Cooler
• Choose one of the paragraphs from Activity 3.
• Write some words from them on the board.
• Pair up pupils and invite them to recreate the paragraph
as much as they can.
• Walk around and monitor.
• Invite pairs to read aloud what they wrote.
Activity Book, page 78, Activities 1–3
Lesson 4
Warmer  Jumbled words!
• Give out copies of the worksheet (see photocopiable
materials, page 142).
• Each phrase contains a verb and a noun. Next to the
jumbled words pupils get the initial of each part (the
verb and the noun).
• Give pupils time to work individually and then ask them
to check with a partner.
• As a follow-up, you can ask the pairs to make sentences
with the phrases.
Answers: 1 get up; 2 have breakfast; 3 go to school; 4 have lunch;
5 have a shower
1
• Ask pupils to look at the pictures on page 84. Write ‘84’
on the board.
• Ask pupils to describe the pictures. Help them with any
language they may need.
• Read the title aloud and ask children to predict what it
will be about.
• Read part 1 aloud. Clarify any vocabulary questions.
• Ask pupils to match the text with one of the pictures.
Ask them to explain their choice.
• Tell pupils to read parts 2 and 3 and to match them with
the other two pictures.
• Once this is over, ask pupils to compare their answers
with a partner.
• Check the answers together.
Answers: 1 c; 2 a; 3 b
2
• Ask pupils to read the text again and to underline the
things that are different from their daily routines at
school.
• Ask pupils to say which things are different and why.
Help them with any language they may need.
• Discuss differences together.
UNIT 9
• Read the Shapers’ sentences.
• Ask pupils to say what they see different in the verb ‘get’.
• Guide them in such a way that they discover by
themselves the rule for present simple third person
singular.
• Provide other examples with the verbs from this unit,
eg: ‘gets up’, ‘has breakfast’, ‘has lunch’, ‘goes to
school’, etc.
• Ask pupils to report back to the class some habits their
mums or dads have.
Shape your
grammar!
Draw pupils’ attention to the ‘Shape your grammar!’
box. Read the first examples (two affirmative
sentences). Ask pupils to double check the rule they
discovered in the previous activity (the verb in the
third person singular takes an ‘s’ in the affirmative).
Read the next two sentences (negative and
question). Ask pupils to have a look at the verbs and
to compare with the affirmative. Help them phrase
the rule for the negative sentences and questions.
Extension
• Display on the board the routines flashcards (see
photocopiable materials, page 139).
• Cross out some of the pictures (these can be used for
the negative sentences).
• Draw some clocks with different times on the board.
• Divide the class into groups. Each group must describe
a daily routine of a famous sportsperson, singer or actor.
They must think of affirmative and negative sentences.
• Encourage pupils to come to the front and to present
their routines.
• Read the question in the box at the bottom of the page
and give pupils time to think about their daily routines.
• Encourage pupils to share their daily activities with the
rest of the pupils in the class.
Let’s have fun!
Ask pupils to pair up and to find two things they
have in common, eg: ‘We get up at 8 o’clock.’ or ‘We
have lunch at 12 o’clock.’ etc.
Cooler  Stop the music!
• Play some background music and have pupils dance.
• Stop the music; pupils freeze like statues. They must show
a statue of a daily action, eg: get up, have breakfast, etc.
• Move around and see all the statues. Call out the name of
a pupil, this pupil must ‘defreeze’ and move. He/She shows
the action and says when he/she does it, eg: ‘I get up at 6
o’clock every day’ or ‘I have lunch at 12 o’clock.’ etc.
Activity Book, page 79, Activities 1 & 2
77
UNIT 9
Lesson 5
Warmer  A perfect day!
• Ask pupils to work in groups. They have to describe a
perfect day for them: what time they get up, what they
have for breakfast, what time they have lunch, etc. They
must include affirmative and negative sentences.
• At the end, you can have a class ranking to see which
day gets the most votes.
1 • Give groups an A4 sheet of paper. Ask them to cut out
• Ask pupils to open their books at page 85 and to look
at the pictures. Write ‘85’ on the board.
• Ask pupils to describe the pictures. Then ask them to
tell the time shown in the different clocks.
• Read the text in the box aloud. Pupils work in pairs and
complete the blanks.
• Ask pairs to check the work with other pairs.
• Check the answers together.
• Encourage pupils to read the text aloud.
Answers: at 7 o’clock; has breakfast; has lunch; 4 o’clock.
2 Activity Book, page 80, Activities 1–3
• Draw pupils’ attention to the questions in Activity 2.
• Read question 1 aloud and remind them of the two
possible answers ‘Yes, he does.’ or ‘No, he doesn’t.’
Elicit the corresponding answer.
• Read question 2 aloud and elicit the corresponding
answer.
• Follow the same procedure with questions 3 and 4.
• Give pupils time to write the answers to all the questions.
• Read the questions aloud and have different pupils
answer them.
Answers: 1 Yes, he does. 2 No, he doesn’t. 3 At 12 o’clock.
4 No, he doesn’t.
3 2.23
• Ask pupils to look at the incomplete words in Activity 3.
• Ask them to say which letter they think is missing.
• Write the words on the board and ask pupils to come
and write the missing letter.
• Read each word aloud.
• Play track 2.23 once.
• Encourage pupils to repeat after you. Pay special
attention to this plosive sound. Correct when necessary.
Answers: Tuesday, table, get, time, taxi
Extension
• Ask groups of pupils to go back in their books and to try
and find other words that begin with the \t\ sound.
4 2.24
• Ask pupils to read the text in Activity 4 in silence and to
underline the \t\ sound.
• Play track 2.24 right through.
• Read the first part slowly and carefully. Encourage
pupils to repeat after you.
78
• Play the track and stop after each sentence to give
pupils time to repeat after each pause.
• Correct pronunciation and intonation.
Answers: Tom, Ted, twins, get, at, ten, Tuesday, to, late
Let’s have fun!
Have pupils say this tongue twister: ‘Tidy Tim tidies his
toys. Talking Tom takes a taxi.’
Cooler  Stand up and talk!
and stick pictures from magazines and to draw a clock
next to each picture.
• Pupils have to describe their ideal Sunday. Help them
with any language they may need. Praise their efforts.
• Pupils present their work to the class.
Handy Tip
Pupils have fun when they describe something
completely different from their daily routines. At the
same time, this type of task boosts their creativity.
Lesson 6
Warmer Songs
‘This is the way we…’
• Sing the song you introduced in Lesson 1.
• Divide pupils in small groups. Each group has to add
one more line. Have them sing and mime it.
‘Days of the week’
• Sing the song introduced in Unit 8. Have pupils sing the
song to the tune of The Addams family song.
1
• Ask pupils to open their books at page 86 and to look
at the letter. Write ‘86’ on the board.
• Ask pupils who is writing the letter. Tell them to
describe the pictures they see in the letter (a cake,
a musical card).
• Ask pupils why they think these pictures have been
included in the letter.
• Read the first two lines. Introduce the meaning of the
word ‘timetable’. Show pupils diagrams of timetables.
Maybe there is one on display in the classroom with
the days and the different school subjects.
• Tell pupils that Lara says, ‘It is an important day.’ Ask
children to predict why this day can be so important or
special. Help them with any language they may need.
• Ask pupils to read the letter in silence and have them
answer ‘Why is today important?’
• Pupils give their answers. Ask them to show you where
the information is.
Answers: She has an English exam, a birthday party and a school
dance.

Pen Pal
Ask pupils to find brackets in the letter. Ask them if
they know what brackets are used for. If they have
an idea, help them explain. If they do not know,
draw their attention to the ‘Pen Pal’ section. Read the
text in this section aloud to clarify the idea.
2
• Ask pupils to read the letter again.
• Pair them up and ask them to find the answers to the
questions.
• Read question 1 aloud and let pupils give their answers.
• Follow the same procedure with questions 2, 3 and 4.
• Ask them to write their answers in their notebooks.
• Ask one pupil to answer each question on the board.
• Pupils compare those answers with the ones in their
notebooks.
Answers: 1 No, she doesn’t. 2 At 9 o’clock. 3 No, he isn’t. (He’s her
teacher.) 4 It’s at half past seven (in the evening).
Extension  Tell me what she does!
• Write the following times on the board: ‘6.30’, ‘2.00’, ‘7.30’.
• Ask pupils to pair up. They have to say what Lara does
at the times shown on the board.
3 the lines below them. Remind them to start with ‘It’s…’
• Ask pupils to look at the timetable in Activity 3.
• Help them understand the framework.
• Elicit what information should be included next to
‘morning’, ‘afternoon’ and ‘evening’. Provide examples.
• Ask pupils to complete the chart individually.
• Encourage them to talk about their timetable for the day.
Extension
• Say aloud different days of the week and pupils have to
say something they do on those days.
• Say different times and pupils have to say what they do
at each time given.
Cooler  Find your partner!
• Prepare two sets of each card (see photocopiable
materials, page 143). There should be one card per pupil.
• Distribute the cards. Ask pupils to read the information
on their card and to keep the information secret.
• Tell pupils that they are the person on the card. Pupils
have to move around and find the partner with the same
card. Tell them that there are similar cards, therefore,
they need to cover all the points to find their partner.
• In order to do this, they need to ask other pupils in the
class questions like these: ‘What’s your name?’ ‘What
time do you get up on Monday/Tuesday, etc?’ ‘Do you
go to school by bus/taxi/car?’ ‘Do you have lunch at
12.00/12.30, etc?’
Activity Book, page 81, Activities 1 & 2 and Unit 9 takes shape!
UNIT 9
Making progress
Warmer
• Have the routines flashcards blown up (see
photocopiable materials, page 139).
• Paste the pictures on cardboard. Cut the pictures into
halves. Mix them all up.
• Give each half to a pupil. Ask them to circulate around
the room and to try and find the other half to their
pictures.
• Once they find the other half, they put both parts
together, show their picture to the class and make a
sentence about themselves describing the habit in their
picture.
1
• Draw two empty clocks on the board. Write letter A
above one and letter B above the other one.
• Call one pupil to the front and tell him/her to draw
‘12 o’clock’ on clock A.
• Call another pupil and ask him/her to draw ‘half past
four’ on clock B.
• Ask the class to tell you the time shown on both clocks.
• Tell pupils to open their books at page 87. Write ‘87’
on the board.
• Draw pupils’ attention to the four clocks in Activity 1.
• Tell pupils they have to write the time from each clock in
• Give them time to complete the task.
• Draw the four clocks on the board. Have volunteers
come to the board and to write the time next to each
clock.
• Check the answers together.
• Pupils assess their work by colouring the spots in
‘My progress’.
Answers: 1 It’s half past two. 2 It’s 11 o’clock. 3 It’s half past five.
4 It’s 8 o’clock.
2
• Draw pupils’ attention to the photos in Activity 2.
• Ask them to read the sentences.
• Explain the task: pupils have to match the photos with
the corresponding sentence.
• Check the answers together.
• Pupils assess their work by colouring the spots in
‘My progress’.
Answers: a 2; b 1; c 3
Extension
• Ask pupils to tell you how they go to school/to the club/
to their grandparents’ house, etc.
3
• Ask pupils to look at the pictures in Activity 3.
• Draw their attention to the clocks above each picture.
• Explain the task: pupils have to complete the sentences
based on the clocks and pictures presented.
79
UNIT 9
• Give them time to complete the task. Then let pupils
check their answers with a partner.
• Check the answers together.
• Pupils assess their work by colouring the spots in
‘My progress’.
Answers: 1 brushes his teeth; 2 o’clock, washes her hands;
3 half past eight, has a; 4 half past seven, gets dressed

Extension  The ‘Now we can…’ chart

• Invite pupils to add what they have learnt in this unit to
the ‘Now we can…’ chart they started building in Unit 1.
Cooler  Habits in the class
• Draw the chart below on the board:
I have I have I go to
I get I get I go to
lunch lunch school
up at up at school
at at by
7.00. 6.30. by car.
12.00. 13.00. bus.

• Ask pupils to write their name on a slip of paper. They

can have three slips each.
• Ask pupils to put up their names in the column that best
describes a daily habit of theirs.
• Encourage pupils to say a complete sentence about
their daily routines when they come to the front.
• At the end, you may analyze general results and help
pupils come to some conclusions, eg: ‘12 children get up
at… All the children in the class have lunch at… etc.’
Activity Book, page 82, Activities 1–3

80

Aims:
In this unit, pupils will:
• use adjectives to describe people and objects.
• use and discriminate opposites.
• describe people and animals in the plural.
• learn and improve the \aI\ sound.
• read, understand and write a letter about people
and their abilities.
• learn when and how to use ‘but’.
Grammar:
Sentences and questions using opposites and ‘This/
These’: ‘She’s young. She isn’t old.’ ‘This bat isn’t
asleep. It is awake.’ ‘These bats aren’t asleep. They are
awake.’
Vocabulary:
Opposites – adjectives and actions
Extra materials: Lesson 1 – opposites flashcards
on pages 144 & 145, a ball, copies of memotest cards on
pages 146 & 147; Lesson 2 – copies of the ‘Find the words!’
and ‘The feelings box’ worksheets on page 148, photos of
five different women and five different men (for opposites);
Lesson 3 – copies of the ‘Spaghetti connection’ worksheet
on page 148, magazines, background music; Lesson 4 –
magazines, A4 sheets of paper, copies of the ‘What is the
complete word?’ worksheet on page 149; Lesson 5 – a
dice, six envelopes, slips of paper with adjectives; Lesson
6 – poster paper, magazines, photos of well-known people;
Making progress – newspaper sheets, copies of the ‘Find
the words!’ worksheet on page 149
Lesson 1
Warmer
• Pair up pupils. Write a letter on the board.
• Ask them to open their books and find words which
start with the letter given.
• Set a time limit. When time is up, invite pairs to read
their lists aloud.
• The winner is the pair with the highest number of
words. Do not accept any repetitions.
1 2.26
• Ask pupils to open their books at pages 88 and 89 and
to look at the picture. Write ‘88’ and ‘89’ on the board.
• Help them see that the two kids are looking at a
painting.
• Ask pupils what they can see on the painting. Help them
with any language they may need.
• Play track 2.26 right through.
• Hold up your book and point to the person or animal
being referred to.
• Ask pupils to point to the boy with the kite in the
picture. Ask them ‘Is he happy or sad?’
Opposites UNIT 10
• Do the same with the crying girl.
• Ask them to point to the man on the horse. Ask, ‘Is he
young or old?’
• Do the same with the girl on the horse.
• Ask pupils to point to somebody who is cold.
• Ask them to point to somebody who is hot.
• Ask pupils to point to the dog. Introduce the word
‘excited’. Then introduce the word ‘bored’.
• You can also use the opposites flashcards (see
photocopiable materials, pages 144 & 145) to introduce
the adjectives in this unit.
Audioscript
Boy: I like this picture.
Girl: Me too! There are lots of people. Look at that girl with the
doll. She’s sad.
Boy: Yes, she is. But the boy is happy. He’s got a new kite!
Girl: That man on the horse is old. But the girl is very young.
Boy: Look at the boy with the brown trousers. He’s cold!
Girl: But his dad is hot!
Boy: And look at the dog. It’s really excited!
Girl: Yeah. But the boy in blue is bored. Look!
2 2.27
• Play track 2.27. Pupils follow in their books and point to
the person o animal being referred to.
• Play the track again and stop after each adjective.
Encourage pupils to repeat the word.
Audioscript
cold, young, happy, bored, excited, sad, cold, hot
Extension
• Say the adjectives from the dialogue aloud, one by one,
eg: ‘happy’, ‘bored’, etc.
• Pupils point to the person/animal in the picture feeling
that way, raise their hands and make a sentence about
the picture using the adjective mentioned.
3 2.28
• Write ‘happy – sad’ and ‘hot – cold’ on the board.
• Ask pupils what the relation between the words is.
• Introduce the concept of being ‘opposites’.
• Draw pupils’ attention to the photos on page 89.
• Ask them what they can see.
• Read the words aloud. Ask pupils to match the opposites.
• Play track 2.28 and let them check their answers in pairs.
• Draw their attention to the Shaper’s question.
• Pupils discuss in groups and then they report back to
the class.
Audioscript/Answers
The opposite of ‘dark’ is ‘light’.
The opposite of ‘hard’ is ‘soft’.
Let’s have fun!
Write a list of pairs of opposites on the board. Ask
pupils to look at the list for one minute. Ask them to
close their eyes. Erase a couple of the adjectives in
the pairs. Ask pupils to open their eyes and check
the list. Elicit which words have been erased.
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UNIT 10
Cooler Memotest
• Give out copies of the memotest cards (see
photocopiable materials, pages 146 & 147).
• Have pupils work in pairs. They cut out their own cards
and arrange them face down in two rows.
• Pupil A turns two cards. If they match, he/she is entitled
to keep them both and to turn two more. If they do not,
he/she puts them back in their place and it is the turn of
pupil B who turns two.
• The winner is the pupil with the most cards.
Activity Book, page 83, Activities 1 & 2
Lesson 2
Warmers
Toss the ball!
• Toss a ball to a pupil and say an adjective aloud. The
pupil should catch the ball, say the opposite of the word
and toss the ball back to you.
Find the words!
• Give out copies of the worksheet (see photocopiable
materials, page 148). Ask pupils to find the words inside
the snake. Pupils circle the words and then compare
their work with a partner’s.
Answers: short; big; cold; happy; excited; long; young; small;
bored; old
1 2.29
• Ask pupils to open their books at page 90 and to look
at the pictures. Write ‘90’ on the board.
• Ask them to describe what they see. Help them with
any language they may need.
• Draw their attention to the little boy. Ask them why they
think he is crying. Ask them where they think his mother is.
• Play track 2.29 right through. Point to the different frames.
• Confirm pupils’ predictions.
2 to complete the task.
• Play track 2.29 again and have pupils point to the
different frames in their books.
• Play the track again and stop at the end of each frame.
Encourage pupils to repeat each part.
• Divide the class in groups of three. Give them time to
rehearse their lines. Monitor their work, circulate, and
praise and help them.
• Encourage pupils to perform the dialogue in front of
the rest.
Extension
• Cut out five pictures of different women, eg: short, tall,
happy, sad, etc.
• Put them up on the board. Give each a name.
• Ask pupils to look at the pictures. In groups, they choose
one picture and describe her.
• Follow the same procedure with five pictures of men.
• Make a point of the correct use of ‘she’ and ‘he’.
82
Let’s have fun!
With the same photos used in the previous task,
pupils can now play a game. Put the five photos of
women on the board. Call a pupil to the front. He/
She should pick one photo without telling the rest.
This pupil has to describe the woman in the picture
using affirmative and negative sentences. The rest
should guess which woman the pupil is describing.
Repeat the game with the men’s photos.
3 2.30
• Play track 2.30 right through.
• Ask pupils what the boy is doing (describing his father).
• Ask questions on the content.
• Draw pupils’ attention to the Shaper’s sentence in the
speech bubble. Focus on the affirmative and negative verb.
• Elicit other examples.
• Ask pupils to describe two members of their family: a
man and a woman. This is a good situation to review
the vocabulary area of family members.
Audioscript
My dad isn’t old. He’s young. My dad is short. He isn’t tall. That’s my
dad!
Shape your
grammar!
Draw pupils’ attention to the ‘Shape your grammar!’
box. Read the sentences aloud and have pupils
give other examples.
Cooler  The feelings box
• Give out copies of the worksheet (see photocopiable
materials, page 148).
• In this task, pupils have to find inside the box the words
related to feelings. It may be a good idea to ask pupils to
say which feelings they remember before they attempt
• Give them time to find the words. They must circle them
in colour.
• Check the answers together.
• Ask pupils to answer the questions under the wordsearch.
• Encourage pupils to read their answers aloud.
Answers: Across: sad, excited, bored, cross; Down: happy, tired, cold
Activity Book, page 84, Activities 1 & 2
Lesson 3
Warmer  Guessing games
Back to the board!
• Call one pupil to the front. Write a feeling on the board
so that he/she doesn’t see but the whole class does.
• Tell the class that they are all feeling that way today.
• The pupil with his/her back to the board has to guess
how they are all feeling by asking Yes/No questions.

Out of the class!
• Send a pupil out of the classroom. You and the rest of
the class need to agree on an adjective.
• Call the pupil in. He/She has to guess how the class is
feeling by asking Yes/No questions.
1 2.31
• Ask pupils to open their books at page 91 and to look
at the pictures in Activity 1. Write ‘91’ on the board.
• Ask pupils what they see in the pictures.
• Follow the line from ‘good’ to ‘bad’. Tell pupils these
words are opposites.
• Explain the task. Give pupils time to complete it.
• Play track 2.31.
• Check the answers together.
Audioscript/Answers
1 ‘Good’ is the opposite of ‘bad’.
2 ‘High’ is the opposite of ‘low’.
3 ‘Top’ is the opposite of ‘bottom’.
4 ‘Go’ is the opposite of ‘stop’.
• Play the track again. This time have pupils repeat the
words and their opposites.
• Write these pairs on the board.
• Ask pupils to look at the pairs carefully.
• Erase one word in each pair.
• Ask them to provide the word that is missing in each pair.
Extension 1  Spaghetti connection
• Give out copies of the worksheet (see photocopiable
materials, page 148).
• Pupils have to find the opposites by following the lines.
• With this material, they then complete the table.
• Check the answers together.
• Encourage pupils to make sentences with these words.
Extension 2
• Bring magazines to the class.
• Divide the class into groups. Ask pupils to cut out
pictures that represent the adjective they have learnt.
• Pupils paste their pictures or photos on a poster. Then
they stand up and present their work to the class.
2 ‘night’, ‘dark’. Clarify any vocabulary queries.
• Draw pupils’ attention to the words in the box in
Activity 2.
• Read them aloud slowly and clarify any vocabulary queries.
• Read aloud the first verse slowly.
• Ask pupils which opposites they have heard.
• Read the second verse aloud and stop at the blank.
• Elicit which word from the box fits the gap.
• Ask pupils to read verses 3 and 4 to themselves.
• Ask them to discuss with a partner which words they
would use in the blanks.
Answers: sad, young, top, hot, stop
UNIT 10
3 2.32
• Play track 2.32 right through.
• Pupils check their answers.
• Play the track again. Stop at the end of each line with
a blank.
• Check their answers with the version in the track.
4 2.32
• Play the track again. Stop at the end of each line.
Encourage pupils to repeat them.
• Play the track again. Pupils sing and act out.
Cooler  Miming in pairs!
• Ask pupils to pair up. They have to choose a pair of
opposites to mime.
• Play background music. When the music stops, they
stand back to back and mime their opposites. There are
two options: they present their work to the class and
they say the adjectives they are representing or they
mime the opposites for the rest of the class to guess
which opposites they are representing.
Activity Book, page 85, Activities 1–3
Lesson 4
Warmer Hangman
• Before playing ‘Hangman’, it is advisable to go over the
alphabet.
• Sing the alphabet song together.
• Call out some letters and ask pupils to say a word that
starts with that letter.
• After this, play ‘Hangman’ with some of the opposites
presented in previous lessons.
1 2.33
• Ask pupils to open their books at page 92 and to look
at the pictures in Activity 1. Write ‘92’ on the board.
• Ask what the pictures have in common (both show
photos of night scenes).
• Write the following words on the board: ‘asleep’,
• Ask pupils to read both texts and to see if they can
spot the opposites of the words on the board.
• Give them time to discuss their answers with their
partners.
• Check the answers together.
Answers: awake, day, light
• Encourage pupils to come to the board and write the
opposite next to each of the words.
• Provide further examples. Encourage pupils to make
new sentences.
• Read the first two sentences in the first paragraph and
draw their attention to ‘These men’ and ‘they are’.
• Read the first two sentences in the second paragraph
and draw their attention to ‘These bats’ and ‘they are’.
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UNIT 10
• Ask them why they think these words are used. Present
to them the concept of plural nouns.
Extension
• Bring magazines and A4 sheets of paper to the class.
Divide pupils into groups.
• Ask them to cut out pictures that show plural nouns and
to stick them on the A4 sheet of paper.
• They present their pictures to the class by saying,
‘These are… They are…’
• Ideally, pupils will cut out pictures of celebrities or
sportspeople they admire or they may cut out pictures
of things they like, eg: mobile phones, computer games,
football boots, etc.
• As they have chosen the pictures, they will be willing
to present them to the class. This is a good connection
between English and the real world.
2
• Ask pupils to focus on the sentences in Activity 2.
• Read sentence 1 aloud and explain the task.
• Pupils choose one option.
• Check the answer together.
• Ask pupils to do the same with sentences 2 and 3.
• Check the answers together.
Answers: 1 aren’t; 2 are; 3 are
Shape your
grammar!
Draw pupils’ attention to the ‘Shape your grammar!’
box. Ask pupils what the difference between the
use of ‘these’ and ‘this’ is. Ask pupils to give you
further examples on how to use of the singular and
plural demonstrative adjectives.
3 • Give them time to complete the task and to discuss
• Ask pupils to describe which animals they see in Activity 3.
• Write the word ‘nocturnal’ on the board.
• Ask them to say which animals are and aren’t nocturnal.
• Check their answers.
Answers: Dogs aren’t nocturnal. Foxes and hamsters are nocturnal.
• Ask them to give you more examples of animals which
are nocturnal and which aren’t nocturnal.
• As a round-up, read the Shaper’s sentence and
encourage pupils to make a small drawing of another
Shaper giving another sentence to put on display.
• Put up the drawings and ask pupils to read their friends’
sentences.
Cooler  What is the complete word?
• Give out copies of the worksheet (see photocopiable
materials, page 149).
• Pupils get words divided into two halves. They need to
match the beginning of the word with the ending.
84
• Check the answers together.
• Encourage pupils to make sentences using the words
given.
• As a follow-up, you can ask them to give the opposites
of all the words given.
Answers: bottom; happy; young; light; excited; cold; soft; dirty;
awake; closed
Activity Book, page 86, Activities 1 & 2
Lesson 5
Warmer  What is the number?
• You need a dice and six envelopes with one number
1–6 written on them.
• Inside each envelope include slips of paper with an
adjective written on it.
• Place the six envelopes on your desk.
• Call a pupil to the front to roll the dice. If it, for instance,
lands on number 5, the pupil takes a slip from envelope
5. He/She reads the adjective and gives the opposite.
Then he/she must make a sentence with one of the
words. Ideally, he/she must describe somebody or
something in the classroom.
1
• Ask pupils to open their books at page 93. Write ‘93’
on the board.
• Tell them to look at the picture in Activity 1.
• Ask pupils to say which animal they think this is (an owl).
• Ask them what they know about owls. Help them with
any language they may need.
• Explain the task. Then read the text aloud right through.
• Read the first two sentences aloud again. Ask pupils to
say which words are not correct. Elicit the opposites of
the words in bold. Check their answers.
• Ask pupils to do the same with the rest of the text.
their answers with a partner.
• Elicit the other answers and check versions.
Answers: are, awake, short, light, big, can
2 2.34
• Ask pupils to look at the picture in Activity 2.
• Ask them to describe what they see. Help them with
any language they may need.
• Draw their attention to the jumbled words.
• Ask pupils to pair up and to find a logical order to each
set of letters.
• Check their answers.
Answers: night, kite, time, high, light
• Ask them to underline the vowel ‘i’ in each word.
• Play track 2.34 all the way through.
• Play the track again and stop after each word.
• Encourage pupils to repeat after each word.
• Draw pupils’ attention to the pronunciation of this
vowel sound.

• Ask them to provide more examples with the sound
presented.
3 2.35
• Draw pupils’ attention to the sentence presented in
Activity 3.
• Ask pupils to underline the words ‘like’, ‘kite’, ‘night’.
• Encourage them to read these words aloud.
• Play track 2.35 right through.
• Play the track again and stop at the end of each
sentence for them to repeat the line.
• Correct pronunciation as well as intonation.
Let’s have fun!
Write the sentences from the previous activity
on the board. Ask pupils to read and repeat the
lines several times. Prepare slips of paper with the
following adjectives: ‘happy’, ‘sad’, ‘cross’, ‘tired’,
‘bored’, ‘excited’, ‘cold’, ‘hot’, etc. Place the slips face
down on your desk. Ask one pupil to come to the
front, to pick one slip of paper and to try to read the
line as if he/she were happy, sad, etc.
Handy Tip
Pupils find this type of drama games fun to play!
These games are good to make pupils feel more
confident with new language.
Cooler  Travelling back home!
• Place some chairs in a row at the front of the classroom.
• Call four pupils to the front. Tell them that they are
going home by train. They take their seats. They are all
looking through the window. The rest of the class can
clearly see their faces.
• Give each pupil a slip of paper with a feeling written on it
for them to act out.
• Say, ‘Light, camera, action’ and the four show how they
are feeling. The rest of the class has to guess how each
pupil is feeling.
Activity Book, page 87, Activities 1–3
Lesson 6
Warmer  Song & Poster presentation
• Sing the song about opposites from Lesson 3.
• Divide the class into groups. Give each group a piece of
poster paper and a couple of magazines.
• They need to present two pairs of opposites with photos
or pictures from the magazines.
• When the work is ready, they present the posters to the
class.
1 • Ask pupils, ‘Who is good at tennis?’ Ask the same
• Ask pupils to open their books at page 94 and to look
at the photos in Activity 1. Write ‘94’ on the board.
UNIT 10
• Ask pupils to describe the pictures and to mention the
two sports they see. Help them with new language
if they do not know the words ‘swimming’ and
‘basketball’.
• Ask pupils which of the two sports they like.
• Draw their attention to the letter. Ask them to check
who is writing the letter (Tony).
• Ask pupils to read the first sentence. Ask them who
Austin and Dylan are.
• Draw their attention to the photos.
• Ask pupils to read the letter and to find: two sports and
the words ‘different’, ‘tall’, ‘short’ and ‘good’.
• Check their work.
2
• Ask pupils to read the letter again. Clarify any
vocabulary doubts.
• Ask them to write the friends’ names on the lines next
to the letter.
• Ask them to match the names with the photos.
• Write the names of the children on the board.
• Encourage pupils to describe them using the words
‘tall’ and ‘short’.
• Ask them to say what each is good at.
Answers: Austin 2; Dylan 1
Pen Pal
Draw pupils’ attention to the use of ‘but’ in the
sentence in the ‘Pen Pal’ section. Ask them why they
use this linker (to express contrast). Give other
examples. Read the sentence aloud.
 
Respecting differences
• Read the message in the ‘Values’ box aloud. Discuss
with the class what the message means.
• It is a very good idea to highlight this message and
to help them see that some children may be good at
sports whereas others are good at dancing, etc. It is
important to state that we should not make fun of
those who are not good at the same things as we are.
Extension
• Say aloud words from the letter, eg: ‘short’, ‘basketball’,
‘good at’.
• Pupils should retrieve from the letter the sentence
where this word appears and say it aloud.
3
• Before doing the task, it is advisable to add a couple of
sports, eg: tennis, football, hockey, golf, etc.
question about other sports.
• Write the following framework on the board: ‘This is
my friend… He/She is… years old. He/She is… (tall,
85
UNIT 10
short). He/She has got… (colour) hair and … (colour)
eyes. He/She is good at… or He/She isn’t good at…’
• Ask pupils to think about a friend and to give this oral
presentation of him/her.
• Encourage several pupils to come to the front to talk
about their friends.
• Ask them to draw their friend in their notebooks and
to write a mini-description of him/her based on the
framework on the board.
• Ask some pupils to come to the front to show their work
to the class.
Cooler  People in the world!
• Ask pupils to find pictures of well-known people who
are good at different sports and other skills worldwide.
• Ask them to stick their pictures or photos on posters, to
introduce these people to the class and to say what
they are good at.
Handy Tip
This type of activity will give pupils a very clear
message that we are all different and that we can
have different abilities. This idea directly reinforces
the message in the ‘Values’ box.
Activity Book, page 88, Activities 1 & 2 and Unit 10 takes shape!
Making progress
Warmer  Correct the teacher!
• Tell pupils that today is not a good day for you: all you
say is completely wrong!
• Pupils have to correct your sentences by using the
opposite of the adjective you use, eg: ‘(somebody in the
class) is very tall.’ (this pupil is short) ‘(somebody in the
class) is very sad.’ (this pupil is happy) ‘The giraffe has
got a short neck.’ ‘A stone is soft.’ etc
1 Cooler  Find the words!
• Ask pupils to open their books at page 95. Write ‘95’
on the board.
• Read the words in Activity 1 aloud.
• Explain the task: pupils have to match the opposites.
• Check the answers together.
• Pupils assess their work by colouring the spots in
‘My progress’.
Answers: hot – cold; old – young; yes – no; top – bottom
Let’s have fun!
Divide the class into four or five groups. Take four or
five pages from a newspaper (one per group). On
each page write four adjectives ‘hidden’ in different
parts of the page (next to a title, under a picture,
etc). Make balls with each page and then toss the
balls to the groups. Each group must catch a ball,
open the page, find the hidden words and then say
the opposites.
86
2
• Draw pupils’ attention to the sentences in Activity 2.
Explain the task.
• Complete sentence 1 together. Help them see the
adjective in the sentence. Then elicit the opposite.
• Ask pupils to complete the other sentences by
themselves.
• Check the answers together.
• Pupils assess their work by colouring the spots in
‘My progress’.
Answers: 1 sad; 2 low; 3 Stop; 4 bad
3
• Ask pupils to look at the list in Activity 3. Each line
on the list has got a cross or a tick. Explain what this
means. Then explain the task.
• Check the answers together.
• Pupils assess their work by colouring the spots in
‘My progress’.
Answers: are, aren’t, are, aren’t
Project work 
Nocturnal animals
• Ask pupils to make a list of all the animals they know
that are nocturnal, eg: bats, owls, foxes, hamsters,
etc.
• Ask them what these animals do at night. Pupils give
their answers. Help them with any language they may
need.
• They may even make drawings of the animals and
give a simple description of each. Put up their work
on display.
Extension  The ‘Now we can…’ chart
• Invite pupils to add what they have learnt in this unit to
the ‘Now we can…’ chart they started building in Unit 1.
• Give out copies the worksheet (see photocopiable
materials, page 149).
• Pupils must find the adjectives hidden in the box. When
they find each adjective, they circle it in colour.
• Check their work and ask pupils to write the adjectives
under the corresponding opposite given in the box on
the left.
Answers: Across: awake (asleep), cross (happy), high (low);
Down: old (young); go (stop)
Activity Book, page 89, Activities 1 & 2
 All about Transport
Warmer Right!/Left!
• Ask pupils to stand up.
• Tell them that you are going to say sentences aloud.
• If the sentence is correct for them, they jump to the
right. If the sentence is incorrect, they jump to the left.
Sample sentences: ‘You come to school by car.’ ‘You go
to the supermarket by train.’ ‘You never travel by plane.’
1 4
• Ask pupils to open their books at page 96. Write ‘96’
on the board.
• Ask them to look at the types of transport presented in
Activity 1. Pupils mention the types of transport they
see.
• Tell pupils they have to decide if these are ‘fast’ or
‘slow’. Clarify any vocabulary queries.
• Divide the class into groups. Give them time to discuss
the answers.
• Each group reports back to the class.
• Have a general discussion. In some cases, both ‘fast’
and ‘slow’ may be accepted.
Possible answers: (from left to right, top to bottom) fast, fast, slow,
slow, slow, fast
Extension  Which is your favourite?
• You may expand the task in Activity 1 by asking pupils
which their favourite means of transport is.
• Pupils provide their own answers.
• Other questions may be: ‘Which is your favourite type
of transport to come to school/to go to the club, etc?’
‘Which do you prefer – the car or the plane?’
2 • If you wish, ask them to show their results in a poster to
• Ask pupils to look at the text and the pictures in Activity 2.
• Ask them to describe what they see (a map and a train).
• Tell them that what they see is a map of Australia. The
dots are cities in Australia. Read the names aloud.
• Ask pupils what they think the connection is between
the map with the red lines on it and the train. Pupils
give their predictions.
• Draw their attention to the title ‘The Ghan – Let’s go!’
• Ask pupils to read the text in silence.
• Confirm their predictions. Tell them to answer the
questions in the rubric.
• Re-read the parts where there is information to answer
the questions.
Answers: The train is fast. The trip is long.
REVISION 5
3
• Read the sentences in Activity 3 aloud. Explain the task.
• Give pupils time to find the answers to the questions in
the text in Activity 2.
• Ask pupils to discuss their answers with a partner.
• Check the answers together.
Answers: 1 No; 2 No; 3 No; 4 No
• Ask pupils to look at the table in Activity 4.
• Ask pupils to say what they think the timetable shows.
• Read the headings aloud: ‘train departures’, ‘time’,
‘destination’ and ‘platform’. Ask pupils what they think
each heading refers to.
• Read sentence 1 aloud. Ask pupils what information
they need to complete the sentence.
• Give them time to complete the task with a partner.
• Check the answers together.
Answers: 1 3.30, Platform 5; 2 leaves at 10.30 from Platform 2.
5
• Show pupils the file in Activity 5.
• Tell them, ‘We are going to talk about the transport we
use to come to school.’
• Ask pupils the following questions: ‘How do you get to
school?’ ‘Is it fast or slow?’
• Invite pupils to go around the class and ask questions to
complete the file given.
• Walk around and monitor their work.
• Invite pupils to complete the file with the information
they have gathered.
• Have them read the results aloud.
be displayed at school.
Cooler  How are they travelling?
• Divide the class into groups of four or five pupils.
• Give each group a different type of transport, eg: car,
bike, train, plane, boat, etc. This must be a secret to the
rest of the class.
• Each group must represent a scene to show the class
that they are travelling by that type of transport. The
rest of the class must guess which means of transport
they are representing.
Activity Book, pages 90–92, Activities 1–7
Activity Book, page 93, Going for Starters!
87