4A GRAMMAR

Snap!
Complete the sentences with an adverb of frequency. Then find someone with the same sentence.

Personal Best Work with a partner. Make five more sentences about activities that you do/don’t do, using always, usually, often,
sometimes, never and tell your partner.

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 GRAMMAR 4A

4A Grammar
Snap!
Adverbs of frequency

Sts ask and answer questions as a class mingle. The aim is to practise adverbs of frequency, e.g. I sometimes watch TV in the evening.
I always have breakfast in bed.

PREPARE PERSONAL BEST

Make one copy of the resource sheet for each student.
Sts make five more sentences about activities that they do/
don’t do, using always, usually, often, sometimes, never and
PRACTISE tell their partner.
1 Give each student a copy of the resource sheet. Ask them
to complete the sentence under each picture with an EXTRA PRACTICE
adverb of frequency (always, usually, often, sometimes,
never) so that the sentences are true for them. Fast finishers work in pairs and tell each other about people
2 Explain the activity. Sts move around the classroom who do the same things as them. For example, Elena and I
asking other sts in turn questions about the activities on sometimes read in the afternoon.
the sheet, e.g. Do you read in the afternoon? Sts answer
the questions using the sentences they wrote on their
sheet, e.g. No, I don’t. I never read in the afternoon./Yes, I
do. I sometimes I read in the afternoon. The aim is for sts
to find someone else who has exactly the same sentence
as they do and write that person’s name in the box. If
possible, they should try to find a different person for
each sentence.
3 Set a time limit for sts to mingle, and monitor while they
work.

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4A VOCABULARY

Routine mimes
1 Mime a verb in your half of the crossword. Pair B have to guess it.
PAIR A
2 Watch Pair B’s mime and guess the verb. Then write it in your half of the crossword.

1 2
G O S H O P P I N G
3

4 5
H A V E A S H O W E R

7
G E T D R E S S E D

8 9
D O H O U S E W O R K

10 11
D O H O M E W O R K

12
L I S T E N T O T H E R A D I O

Personal Best Look at the verbs in the crossword. Choose the ones you do every day, put them in the order you do them and tell your
partner. Are your daily routines the same?

Routine mimes
1 Watch Pair A’s mime and guess the verb. Then write it in your half of the crossword.
PAIR B
2 Mime a verb in your half of the crossword. Pair A have to guess it.

1 2
G
3
O F
4 5
R T I
E O N
6
L A B I
7
E D E S
A A D H
V B W
8 9
E O O G
H O R E
10 11
O K G K T
M E H
12
E T O
U M
P E

Personal Best Look at the verbs in the crossword. Choose the ones you do every day, put them in the order you do them and tell your
partner. Are your daily routines the same?

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 VOCABULARY 4A

4A Vocabulary
Routine mimes
Daily routine verbs

Sts do a crossword in small groups. The aim is to revise daily routine verbs, e.g. get up, get dressed.

PREPARE
Make one copy of the resource sheet for each group. Cut or
tear the sheet where indicated. PERSONAL BEST

PRACTISE Sts look at all the verbs in the crossword. They choose the
ones they do every day and put them in the order they do
1 Sts work in groups of four with two competing A/B them. They then tell their partners and find out if they
pairs. If you have an odd number of sts, have one pair have the same daily routines.
competing against a group of three. Give each pair
one half of the crossword. Tell them not to show their EXTRA PRACTICE
crossword to the other pair.
2 Tell Pair A to look at the daily routine verbs in their half of Fast finishers test each other on the phrases in the crossword.
the crossword and work out how to mime each of them. One student says the verb, the other completes the phrase.
Tell Pair B to do the same with the verbs in their half of For example, listen – listen to the radio.
the crossword. Explain that they should begin their mimes
by holding up fingers to show how many words there are
to guess. Set a time limit for sts to work out their mimes,
e.g. four to five minutes.
3 Pre-teach across and down. Choose two pairs of sts to
demonstrate the activity. Ask Pair A: What’s one across?
Pair A mime go shopping and Pair B guess the verb and
write it in their crossword. Repeat with Pair B and ask
What’s two down? Pair B mime go to bed and Pair A guess
the verb and write it in their crossword.
4 Set a time limit for sts to complete their crosswords.
Monitor, then go through the answers with the class.
5 Draw sts attention to the shaded letters in their grids. Tell
them to rearrange the letters to make two words and find
another daily routine verb. Elicit start work.

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4B VOCABULARY

Moving around
TEAM NAME:
Do the quiz.
3 on the
New Yorkers travel
1 You wear
2 subway. Londoners
travel on
this __________.
Name the six differe
nt types travel by _ when you
________
of transport. _.

6
I always go to
work
__________
.

4
The wom
an is on a
________
5 to
__. You go to an airport
__ __ .
take a ______

8 9
7 Where are
you when y
ou travel
pes of public You wear this when you by ferry?
Name three ty travel _________. a on a road
transport. b in the air
__
1 ________ c on water
__
2 ________
_ _ _ _ __
3 ____

10 12
that travel
What’s this m
an’s job? 11 Name three things
by lorry.
d off a train at
You get on an . 2 3
__________ 1

a a transport
ent
b an apartm
c a station

Personal Best What’s your favourite way to travel around your city, around your country and to another country? Tell your partner and
explain why.

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 VOCABULARY 4B

4B Vocabulary
Moving around
Transport

Sts do a quiz in small groups. The aim is to revise vocabulary for transport, e.g. by train, by bus.

PREPARE PERSONAL BEST

Make one copy of the resource sheet for each group.
Sts write down their favourite way to travel around their
city, around their country and to another country. They
PRACTISE tell their partner and explain their choices.
1 Put sts in teams of three (or four). Give each team a copy
of the resource sheet. EXTRA PRACTICE
2 Explain that teams are going to do a quiz. Tell sts to
Sts work in their groups and list all the different ways people
choose a name for their team and write it at the top of
their resource sheet. can travel around their town/city. They can use dictionaries
to look up any new words. If sts are from different towns/
3 In their teams, sts read each question carefully, discuss cities, they compare their lists. If they are from the same
the answer and write it on the resource sheet. town/city, they order the types of transport according to how
4 Set a time limit for sts to complete the quiz and monitor expensive they are, how good they are and how fast they are.
while they work. Have teams swap their quiz sheets, then Then they say how often they use each one and why.
go through the answers as a class. Teams score one point
for each correct answer. There are a total of 21 points and
the team with the most points is the winner.

Answers
1 ferry, lorry, plane, bus, taxi, train (one point for each
answer, maximum six points)
2 motorbike
3 the underground
4 bike
5 plane
6 on foot
7 bus, train, underground/subway/metro. Answers may
depend on where sts are studying. For example, public
transport in Hong Kong includes ferries, and some cities
(like London and New York) have public bikes (one point
for each answer, maximum three points).
8 by car (by taxi/by bus in some countries)
9c
10 He’s a taxi driver.
11 c
12 example answers: food, cars, animals, furniture
(one point for each answer, maximum three points)

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4B SKILLS

Whose life is it?

Read and listen. Then match the pictures with the people in the texts.

A B
Sophie is a thirty-two-year-old app designer.
Andrew is a twenty-one-year-old sales
She lives in an apartment in Dublin, Ireland
assistant in a computer store. He lives with his
and works in an office. She doesn’t have a car,
mum and dad in a small house in Manchester,
so she goes to work by bike. She works from
England, and goes to work by bus. He listens to
9 a.m. to 5 p.m. and at lunchtime she has a
music when he’s on the bus. He usually has fast
sandwich at her desk. Sophie has a husband
food for lunch.
and a son.

C D
Anne is twenty-five and comes from France, Forty-year-old Tony lives with his wife in a big
but she teaches French at a school in London. house in Charleston, USA. They like Charleston
She lives on a boat with her friend. She goes to because it’s always hot and sunny. Tony goes
work on foot every day, but takes an umbrella to work by motorbike. His office is near a great
because it rains a lot in England. At lunchtime, Italian pizza restaurant, so he usually buys his
she has a salad in the teachers’ room. lunch there.

3
1 2 4
5

7
8 9
11
6
10

15

14
12 13
17
16

18

Personal Best Write four sentences about the person in your text and the pictures. Use ’s for possession and ’s for contraction.
For example, That’s Tony’s motorbike.

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 SKILLS 4B

4B Skills
Whose life is it?
‘s: possession or contraction

Sts do a jigsaw reading. The aim is to practise ‘s for possession and contraction, e.g. That’s Andrew’s house.

PREPARE PERSONAL BEST

Make one copy of the resource sheet for each group of four.
Sts work in their groups. Each student writes four
sentences about the person in their text and the pictures
PRACTISE using ’s for possession and ’s for contraction. For example,
That’s Tony’s motorbike. The other members of the group
1 Sts work in groups of four: A, B, C, D. If you have an odd
check the sentences for correct use of apostrophes.
number of sts, have one group of three, with one person
reading two texts. Give each group a copy of the resource
sheet and ask sts to cut or tear it where indicated. They EXTRA PRACTICE
should place the bottom section, with the pictures, face
down and share the four texts around the group. Fast finishers look at their original texts and ask and answer
2 Explain the first part of the activity. In turn, each student questions about the people to find out how much the rest
reads his/her text to the rest of the group. Explain that of the group remembers. For example, How old is Sophie?
it is important that they all listen and try to remember Where’s Sophie’s apartment?
as much as possible. They can ask questions, or ask for a
sentence to be repeated, but they can’t take any notes or
see the reader’s text. Set a time limit for sts to read their
texts to the rest of the group.
3 Tell sts to place the texts face down and turn over the
pictures so they can all see them. They now have to
work together to match the pictures with the people in
the texts, using the information that they can remember
from the texts. Do one example with the class. Point to
the motorbike and say What’s that? Elicit That’s Tony’s
motorbike. Set a time limit for sts to complete the activity
and monitor, helping where necessary.

Answers
Sophie 6, 9, 14, 12
Andrew 16, 17, 3, 10, 15
Anne 8, 18, 1, 13
Tony 7, 5, 2, 11, 4

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4C GRAMMAR

Four questions in a row

Choose a square and make a wh- question. Try to get four squares in a row.

Who? What? Where? When? Why? How? What time? How many?

Because
With her
I don’t Italian. At 7 a.m.
parents.
like it.

Because
In the
By bus. In London. he needs it
afternoon.
for his job.

My On
English. The USA.
friends. Saturdays.

Because
They watch They have
At 7 p.m. the people
TV. four.
are nice.

Personal Best Write four wh- questions and answers about yourself, but do not show them to your partner, for example, What’s my
favourite snack? Tea and toast. Tell your partner the answers to your questions. He/She has to try to guess the questions.

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 GRAMMAR 4C

4C Grammar
Four questions in a row
Present simple: wh- questions

Sts play a game in pairs. The aim is to practise present simple wh- questions, e.g. What nationality are you?

PREPARE PERSONAL BEST

Make one copy of the resource sheet for every pair of sts.
Sts write four wh- questions and answers about
themselves. For example, What’s my favourite snack? Tea
PRACTISE and toast. They should not show them to their partner.
They then tell their partner the answers and their partner
1 Sts work in pairs. If you have an odd number of sts, have
has to guess the question. NOTE: For this activity, try to
one group of three, with one player competing against a
arrange sts with partners that they don’t usually work
pair. Give each pair a copy of the resource sheet.
with.
2 Explain the game. There are sixteen squares on the
sheet and each square contains the answer to a question.
Players take turns to choose a square and make a wh- EXTRA PRACTICE
question from the wh- words at the top of the sheet to
fit the answer. If the question is correct, the player wins Fast finishers play the game again, making different wh-
the square. The aim of the game is for a player to try to questions to fit the answers on the resource sheet.
win four squares in a row, horizontally (Ú), vertically
(Ü) or diagonally (à). The first player to complete a row
wins the game. NOTE: For a player to win a square, both
players must agree that their question is grammatically
correct and that it fits the answer. If they can’t agree, they
should ask you for confirmation.
3 Demonstrate the game by making wh- questions using
an example answer that isn’t on the resource sheet. For
example, write Chinese on the board and elicit different
wh- questions to fit the answer, e.g. What language do they
speak in China? What food do you like? What nationality is
Jackie Chan?
4 Set a time limit for sts to play the game and monitor
and help where necessary. At the end of the game, elicit
example sentences for each of the boxes.

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4C VOCABULARY

On a scale from 1–5

Think about the town/city where you are now and choose a number between 1–5.

1 The town/city is 2 It’s

1 2 3 4 5 1 2 3 4 5
very small very large very noisy very quiet

3 It’s 4 The people are

1 2 3 4 5 1 2 3 4 5
really clean really dirty very unfriendly very friendly

5 The weather is 6 The food is

1 2 3 4 5 1 2 3 4 5
very cold very hot really horrible very nice

7 My journey to class is 8 Public transport is

1 2 3 4 5 1 2 3 4 5
very short very long very slow very fast

Personal Best Use adjectives from the resource sheet to write five sentences about another place you know. This could be a country, a
town, your place of work or study. Then tell your partner about that place.

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 VOCABULARY 4C

4C Vocabulary
On a scale from 1–5
Adjectives (2)

Sts do an activity in pairs. The aim is to practise adjectives, e.g. hot/cold, small/large.

PREPARE PERSONAL BEST

Make a copy of the resource sheet for each student.
Sts use the adjectives from the resource sheet to write five
sentences about another place they know, e.g. a country,
PRACTISE a town, a place of work/study. Then they tell their partner
about the place.
1 Give each student a copy of the resource sheet and
explain that they are going to complete the sheet on their
own. Ask sts to look at the eight scales, but not to write EXTRA PRACTICE
anything. Pre-teach very, really (they are both used to add
emphasis to an adjective). Fast finishers work in pairs and make a list of other adjectives
2 Explain the activity. Sts use the scales from 1–5 on the to describe the town/city where they are now, e.g. expensive/
resource sheet to record their opinion of the town/city cheap, interesting/boring, new/old, beautiful/ugly. They use
where they live. Point out that there are no correct the adjectives to give and compare their opinions.
answers and different people might have different
opinions. Demonstrate the activity by drawing the first
scale on the board and asking sts to circle their answer
(number 1, 2, 3, 4 or 5) on their sheet. Then elicit from
different sts the number they circled. If there are different
opinions, ask sts why they chose their number.
3 Set a time limit for sts to complete the resource sheet and
monitor, helping where necessary.
4 Put sts in pairs or small groups. Have sts move places
so they aren’t working with their regular partners. Set a
time limit for sts to compare and discuss their answers.
Monitor, then get feedback from around the class.

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