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Phases extra
Use the sentences in exercise 2 to revise these
1 Asking and answering somebodys age.
2 Talking about favourites.
3 Expressing likes.
To do so, tell the class about yourself and elicit
a few examples.
For further practice, you may whisper a
celebritys name into a students ear for the class
to make questions that he/she will answer as if
he/she were the celebrity.

To revise basic functions: introducing oneself
and others, asking and answering about age and
talking about likes.
To revise vocabulary about adjectives to describe
people, animals and things, clothes and school
To revise can, have, there is/are and present
simple for routines.

Initial phase

Introduce yourself to the class and ask some new

members their names.

Revise the alphabet: do some spelling dictation

on the board. Start with simple English names,
eg John or Jason and then move on to longer
names, eg Margaret, Geraldine, Theodore.


Avoid correcting their mistakes unless they

are considerably important. Otherwise, just
take down notes and comment on group
errors once the activity is over.



Ask the class to look at the picture and identify

the three teenagers.

The girl on the left is Megan and the two teenagers on
the right are her friends. Hes Dan and shes Rita.

Give the class two minutes to read the

sentences and play the track for students to
circle the correct words. Then play sentence by
sentence and check their answers.

Phases extra
Elicit more pairs of opposites, eg interesting/
boring, friendly/unfriendly, strong/weak,
Invite students to use different adjectives to
describe celebrities they are well acquainted with,
eg TV characters, singers, sportspeople, etc.


Megan Hi, Im Megan. Im 15. My hobbies are reading and
listening to music. This is my friend Dan.
Hello. Im Dan. I like playing computer games and
going to the cinema.
Hi. Im Rita. Im 14. I love sport. My favourite sport is
Megan We all live in Reading, a town near London. Its a
great place.


Ask students to match adjectives 16 with their

opposites. Check orally and ask which of those
adjectives they can use to describe the people
in the picture.

2 d; 3 e; 4 b; 5 f; 6 a

Use these sentences to revise possessive

adjectives: my, your, his, her, its, our, your
and their. Write the corresponding possessive
adjective for each personal pronoun on the
board. Elicit a few examples.

Invite students to work in pairs and to take

turns to introduce themselves by saying their
name and surname, where they live and what
they like doing in their free time. To make this
activity more fun, they can pretend to be one of
the teachers.

Invite students to circle the odd one out. Do the

first orally as an example for them to understand
what they have to do. Check their work orally
and elicit the reasons for their choices.

1 chemist (it is a shop while the other options are clothes);
2 mountain (it is a landscape feature, the others are buildings
in a city); 3 football (it is a sport, the others are school
subjects); 4 snow (it is an element, the others are seasons of
the year); 5 knee (it is a part of the body, the others are parts
of the face only); 6 sofa (it is a piece of furniture, the others
are parts of a house)

Ask students to work in pairs to add at

least one more word to each group. Check their
work orally.

Phases extra
Give the class one minute to memorize the
sentences in exercise 7. Ask questions, eg Who is
Dans friend? What is Ritas favourite sport?
Does Megan live with Dan? What sport doesnt
Rita like?

Possible answers
1 shoes, boots, skirt, cap, sweater; 2 restaurant, caf, theatre,
beauty salon, supermarket; 3 PE, IT, language, literature,
biology, maths; 4 eyebrows, eyelids, eyelashes, ears, chin;
5 bedroom, living room, dining room, balcony, garden

Revise question words and as you explain, write

on the board: What ? A pencil. How old ?
23. Where ? On the table. Who ? Mary.
Why ? Because When ? On Tuesday.

Phases extra
One way of challenging students to improve
their fluency and pronunciation is by encouraging
them to read aloud. Practise reading the different
groups of words fast. Take the chance to correct
pronunciation if necessary.
Invite students to work in groups of four
and give them three minutes to write as many
sentences as possible using the adjectives in
exercise 4 and the nouns in exercise 5. Once the
two minutes are over, check their work. The
winner is the group with more correct sentences.
Make sure each member of the group reads at
least one sentence.

Then have students circle the correct words

and check their work orally. Practise reading
the questions chorally. Encourage the correct
intonation showing students how the voice
falls at the end of a Wh- question. You may also
have students compare with their L1.
1 What; 2 How; 3 Where; 4 What; 5 Who; 6 Where


Use the sentences from the previous extra

activity to revise the verb to be in its
affirmative, interrogative and negative form.
Do the same with have and has.
Proceed in the same way with the present
simple for routines. Write a few examples on
the board to systematize. Once you have made
sure students understand the differences, give
the class three minutes to correct the mistakes
in the sentences.
Have students discuss their work with their
classmates. Check orally. Ask different students
out to the front to write the correct sentences.
Remember to elicit the reasons for their

1 Dan and Megan are friends. 2 Ritas favourite sport is
swimming. 3 Megan lives with her parents in Reading.
4 Rita doesnt like tennis. 5 Dan and Rita dont go to the same
school. 6 Does Dan like playing football? 7 Has Megan got
any brothers or sisters? 8 Beth is Dans best friend and his
girlfriend too.

Have students work in pairs and take turns

to ask and answer the questions in exercise 8
as if they were somebody else, eg a character
from a TV series or a well-known film. As they
do so, circulate monitoring their work, but
avoid correcting unless the mistakes are really

Possible answers
A What is your name?
B Im Dr Spencer Reid, from Criminal Minds.
A And how old are you, Dr Reid?
B Im 29.
A Where do you live?
B I live in Virginia, in the USA.
A What are your hobbies?
B I like reading about quantum physics.


Ask students to look at the words in the box

and write U for the uncountable nouns or C
for the countable ones. Check orally.

bread U; apple C; tomato C; money U; chocolate U/C; water U;
fruit U/C; milk U; juice U; grape C

Some nouns can be countable or

uncountable depending on the context,
eg How many coffees would you like?
(C); Is there any coffee in the jar? (U);
Ive bought you a box of chocolates.
(C); I dont like chocolate. (U).



Give the class two minutes to add at least five

nouns to each group in exercise 10. Check their
work orally.

Possible answers
U: Coke, tea, whisky, beer, sugar, marmalade, butter
C: book, desk, table, mouse, dog, pencil, backpack


Write these words on the board: pencils,

chairs, coffee and Coke. Ask the difference
between the first two and the last two nouns.
Elicit examples of countable and uncountable
nouns. Remind the class that we use some and
any with uncountable nouns and with plurals.
Provide a few examples. Invite the class to
complete the sentences with is/isnt or are/
arent. If necessary, systematize the use of
there is and there are for existence.
Check their work orally. Write the answers on
the board to avoid mistakes.

1 arent; 2 isnt; 3 is; 4 isnt; 5 are

Phases extra
Have students describe their ideal bedroom using
there is/isnt and there are/arent.


Revise the interrogative form of to be, have

got and can showing students that we form
it by changing the word order. Contrast with
present simple questions, in which the use of
auxiliaries is required. Then invite the class to
write questions using the words given. Check
their work on the board.

1 Can you swim in the sea? 2 Does your best friend like
chocolate? 3 Have you got any pets? 4 Is there a computer
in your bedroom? 5 Are there any good shops where you live?
6 Can you speak French accurately?



Have students practise reading the questions in

exercise 13 fluently and modelling intonation:
Yes/No questions require rising intonation.
Then invite students to work in pairs and take
turns to ask and answer the questions in
exercise 13. As they do so, circulate monitoring
their work. Challenge students by asking them
to add a seventh question.

Classroom language

Invite students to read questions 17 and find

the answers in pairs. Check their work orally
and make sure they understand what the
questions mean.

1 e; 2 g; 3 f; 4 c; 5 d; 6 b; 7 a

Phases extra
Give the class two minutes to write down other
classroom language questions, eg Whats for
homework? What page are we on? Can you
say that again, please? Once the two minutes are
over, check their work orally.

Closing phase
Divide the class into two teams and play a dictation
Invite one student from team A and one student
from team B out to the front and take turns to
dictate sentences.
Explain that every student that comes to the front
starts with ten points but each mistake means one
point off. Once the competition is over, count the
mistakes and calculate each teams score.
Here are some sentences you may dictate: Ritas
favourite sport is swimming. Dan and Rita dont go
to the same school. I know Megan hasnt got any
brothers or sisters. Beth is Dans best friend and his
girlfriend too. My best friend doesnt live here. He
lives in Oxford. Ive got a modern computer in my
Workbook pages 3 & 4