1 She wakes up at 6:00 a.m.

• In their pairs, Sts take turns asking and answering

2 She gets up at 6:15 a.m. questions about the weather.
3 She exercises. • When they have finished, Sts should compare charts.
4 She takes a shower.
5 She gets dressed.
6 She has breakfast. 6B Dates
7 She goes / bicycles to work.
8 She gets to work at 9:30 a.m. A bingo game activity
9 She teaches / works from 10:00 a.m. to 1:00 p.m.
10 She has lunch at 1:30 p.m.
LANGUAGE
11 She teaches / works from 3:30 p.m. to 5:30 p.m. Dates and months: July sixth, February twentieth
12 She goes / bicycles home.
13 She cooks dinner. • Each worksheet has eight bingo cards. Make enough
14 She watches TV. copies so each student has a bingo card.
15 She goes to bed at 10:30 p.m. • Tell Sts that they are going to play a bingo game. Give
each student a bingo card. Tell them that you will read some
• Put Sts in pairs and get them to describe the fitness
dates. If they have the date on their card, they should cross it
instructor’s day together. Encourage them to add
out. The first student to cross out all the dates should shout
information, e.g., She has cereal and fruit for breakfast
Bingo!
(picture 6).
• Read out the dates at the top of the worksheet at random
EXTRA CHALLENGE Elicit the sequence from the class and and check them off as you go.
ask some extra questions, e.g., Where does she have lunch? • When a student shouts Bingo!, check their card to make
Does she go to work by bus? sure they crossed off the correct dates. The first student to
cross out all the dates is the winner.

5A More verb phrases EXTRA IDEA If Sts need more practice, make some more
copies of the cards and the dates and get Sts to play in
A puzzle, completing verb phrases groups with one of the Sts saying the dates. Remind them to
check off the dates as they read them.
LANGUAGE
Common verb phrases: remember somebody’s name,
use the internet, etc. 7C go, have, get
• Give each student a worksheet and ask Sts to complete Matching verbs and phrases
the VERBS column with the correct verb, which must make
sense with the phrase. Focus on the example and count the LANGUAGE
letters in the verb – there is a space for each letter. Expressions with go, have, get
• Check answers.
• Put Sts in pairs, A and B, and give each student worksheet
a 2 use  3 swim   4 send   5 find   6 forget   7 tell A or B. Give Sts time to complete the task individually. Check
8 meet   9 look for   10 see   11 help   12 give answers.
13 sing 14 take 15 wait for   16 try   17 draw
18 run   19 hear   20 call   21 buy   22 leave Student A 1 go 2 get 3 have 4 get 5 go 6 get 7 go
23 paint 24 talk 8 have 9 have 10 go
Student B 1 have 2 go 3 have 4 have 5 go 6 get 7 go
• For Activation, put Sts in pairs and get them to cover the 8 go 9 have 10 get
VERBS column and test their partner.
• Focus on Activation and get Sts to ask and answer
their questions. Remind them to ask for more information
5C The weather and then to “return” the questions, e.g., What about
A pairwork activity describing the you? / And you?
weather
LANGUAGE
8B Race around the house
Weather words and verbs: It’s sunny, It’s raining, etc. Naming things in the house from
definitions
• Put Sts in pairs, A and B, and give each student a
worksheet A or B. Give Sts time to do the first exercise LANGUAGE
individually, and then check answers. Things in the house and furniture, rooms
1 windy 2 sunny 3 cloudy 4 raining 5 snowing
• Put Sts in pairs and give each pair a worksheet. Tell
• Focus on b. Remind Sts of the question What’s the weather them they have to identify house vocabulary as quickly as
like? Explain that they are going to ask each other questions possible.
in pairs to complete the missing information in the Weather • Start the activity and set a time limit of ten minutes.
and Temperature columns. Point out the example question • Check answers. Pairs who have all the correct
and answer, and remind them of the word degrees. answers win.
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 1 armchair  2 lamp  3 pictures / paintings   4 mirror   • Put Sts in pairs, A and B, and give each student a
5 bedroom  6 rug  7 stove  8 air-conditioning worksheet. Focus on the list of numbers, and elicit how
9 stairs  10 cupboard  11 refrigerator / fridge   12 bathroom to say them. Then give Sts time to individually read the
13 ceiling  14 washing machine  15 wardrobe 16 shelves sentences and complete them with a number from the list.
17 yard  18 garage  19 bath tub  20 heat They should not compare at this point. Monitor and help.
• When Sts have finished, get them to do Activation and
• For Activation, tell Sts to cover the furniture words, look
compare answers. Sts A read sentence 1 to Sts B. If B doesn’t
at the definitions, and then say the furniture words.
agree with the number A has chosen, he / she says what
he / she thinks the right number is. Monitor and help.
8C Prepositions of place • Check answers. You could ask Sts if they were surprised by
any of the answers. Encourage them to say why.
A describe-and-draw activity
2 The total number of countries in the world is one hundred
LANGUAGE and ninety-six (196).
Prepositions of place: on, under, between, etc., furniture 3 A person with a good level of English knows about five
thousand (5,000) words.
• Review prepositions of place quickly, by making a 4 A hippopotamus normally weighs about three thousand
drawing on the board or using the classroom. Remind Sts of three hundred (3,300) pounds.
there is / are, and on the right and on the left. 5 A normal person sleeps for about two thousand nine
hundred and twenty (2,920) hours every year.
• Tell Sts they will each have a picture of a room that they
6 A day has eighty-six thousand four hundred (86,400)
have to describe to their partner. Their partner will draw seconds.
furniture and objects into the picture exactly as their partner 7 An Olympic swimming pool has six hundred and sixty
describes it. thousand two hundred and fifty three (660,253) gallons
• Put Sts in pairs, A and B, and give each student worksheet of water.
A or B. Tell Sts A to describe what is in Room 1 for Sts B 8 Sixty-four million one hundred thousand (64,100,000)
to draw in. When they have finished, they switch roles for people live in the UK.
Room 2. 9 The Amazon River is four thousand three hundred and
forty five (4,345) miles long.
• Finally, get Sts to look at the originals and compare them 10 The novel Emma, by Jane Austen, has one hundred and
with what they have drawn. fifty-five thousand eight hundred and eighty-seven (155,
887) words.
9A Food EXTRA IDEA Ask Sts to look up information on their phones
Naming food from pictures and modify the sentences to create their own. They can
choose a book, for example, and look up the number of
LANGUAGE words on Google.
Food: apple, bread, etc.

• Give each student a worksheet and tell Sts to use the

photos to find one food word for each of the letters. Point out
10A Places and buildings puzzle
the examples. Solving a puzzle to find a hidden
• You could do this as a race in pairs. In this case, make sure phrase
everyone starts at the same time, and set a time limit.
LANGUAGE
a apple  b bread  c carrots  e egg  f fish  
Buildings and places: post office, pharmacy, etc.
h hamburger  i ice cream  j juice  l lettuce  
m mushrooms  o onion  p peas  r rice  s sandwich • Give each student a worksheet. Explain that Sts have to
t tomatoes  v vegetables  y yogurt write the answers to the clues in the puzzle. If their answers
• Check answers, getting Sts to spell the words. are correct, they will find a phrase in the shaded area down
the middle of the puzzle.
• For Activation, put Sts in pairs, A and B. Tell Sts A to say
the first letter of five food words for Sts B (with page face • Get Sts to do a and b individually or in pairs.
down) to guess. Then get them to switch roles. • Check answers.
a 1 post office 2 hospital 3 square 4 church 5 castle
9C Guess the number 6 mosque 7 bridge 8 town hall 9 market 10 theaters
11 museum 12 pharmacy 13 river 14 station
A pairwork activity to practice saying 15 art gallery
b Missing phrase: places in the city
and writing high numbers
• Get Sts to cover the puzzle, look at the definitions, and
LANGUAGE
test themselves.
High numbers: two hundred and fifty-five, one thousand
• For Activation, if Sts worked individually, put them
five hundred, etc.
in pairs and tell them to cover the puzzle, look at the
definitions, and say the words.

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