2. • Lead in – different photos with emotions (5 mins)
• Discussion questions – when do you feel (10 mins)
• Vocabulary building –Matching emotions (10 mins)
• Listening (1) Discussing feeling (5 mins)
• Listening (2) Making predictions (5 mins)
• Grammar highlighting – imperatives (5 mins)
• Grammar discussion – imperatives (5 mins)
• Grammar exercises – imperatives (10 mins)
• Grammar practice – half a crossword – miming imperatives
(15 mins) 70
• Vocabulary building – Matching imperatives to common signs
(10 mins)
• Speaking practice – Using imperatives / what’s the matter?
(10 mins)
• Pronunciation focus – highlighting – word linking (5 mins)
• Pronunciation focus – practice – word linking (10 mins)
• Vocabulary from the class – quiz (10 mins)
3.
4. • What things make you feel scared / afraid?
• ....................... make me feel scared / afraid.
• When do you normally feel tired?
• I normally feel tired ..............................
• What times / things make you feel excited?
• I feel excited when I ....................................
• What times / things make you feel happy?
• I feel happy when I ..............................
13. Picture 4: Lisa and
Alfie are tired.
Picture 3: Lisa’s cold
and frightened,
John’s hot.
14. Yes. A police officer stops John
because he is driving too fast, but
the police officer isn’t angry with
them because of Alfie, and they go
to their hotel.
26. Let’s go
Let’s turn off
Let’s do
Let’s not take
Let’s stop
Let’s not go
Let’s watch
27.
28. Ask your partner “What’s ____ down / across”?
Then the mime the imperative
You can is them “Is it ____________?”
Then they answer “Yes, it is Or No, it isn’t”
29.
30.
31. 3. Don’t eat or drink here.
4. Turn off your phone.
5. Don’t take photos.
6. Don’t go in here.
7. Cross the road now.
8. Be careful.
9. Don’t listen to music here.
32.
33.
34.
35.
36. 1 Turn off your phone.
2 Let's eat in this cafe.
3 Take a book with you.
4 Let's open the windows.
5 Let's stop at a hotel.
6 Don't open the door.
39. Have a safe journey!
Here are ten top tips to make your car journey safe.
Tip one: Plan your journey. Look at a map and plan where to stop on the way.
Tip two: Check your car. Is it ready for a long journey? Do it yourself or take
it to a garage.
Tip three: Listen to traffic information on the radio, or check on the internet,
before you start your journey.
Tip four: Take a map with you in the car, or have a map app on your phone
・satnav (or GPS) isn’t always right.
Tip five: Take bottles of water. People are often thirsty on long car journeys.
Tip six: If you have children in the car, take books, games, and tablets with
you. Then the children can watch videos or read. When children are quiet, the
driver is less distracted.
Tip seven: Check that all the passengers in the car have their seat belt on.
Tip eight: Check that you have petrol. Don’t wait until your petrol tank is nearly
empty before you look for a petrol station.
Tip nine: After driving for two hours, stop for fifteen minutes. Have a snack,
and get some fresh air. If you’re very tired, have a coffee or a drink with
caffeine.
Finally, tip ten. This is very, very important. Don’t use your phone. Phoning and
texting are very dangerous because you don’t concentrate on the road.
Have a safe journey!
40.
41.
42. Don’t talk on
the phone
Don’t make
noise.
Don’t walk your
dog (here).
Don’t smoke
Don’t eat fast
food
Don’t take
pictures
Don’t swim
here
Don’t fish
43. Tidy your room!
Pick your clothes
up!
Organise your
room!
Wear the hat!
Buy the T-
shirt!
Don’t buy the
skirt!
Go to bed!
Take a rest!
Have a coffee!
44. Let me carry your
bags (for you)
Let me carry those
bags (for you)
Let’s read a book!
Let’s have a story!
46. Hello this is Steve.
Your English teacher.
Your first class is next
Monday 09/10/2023 from
12:00-14:00
Your classes are Monday and
Tuesday 12:00-14:00
You need to update your
iPhone before your first class.
47. Divide the students into pairs (Student A and B).
Give each student a corresponding worksheet.
Explain that both the students have the same crossword, but Student A
has the imperatives across and Student B has the imperatives down.
Have the pairs of students sit face to face.
Tell the students not to show their crossword to their partner.
The students then take it in turns to ask their partner for a clue to
one of their missing imperatives, e.g. 'What's 2 across?'
Their partner indicates the number of words in the imperative by
holding up the corresponding number of fingers and then mimes
the imperative for the other student to guess.
If the student correctly guesses the imperative, they write it on
their crossword.
If not, their partner continues to mime until the student is able to
guess the imperative. If students are really struggling, they can
also give small clues along with the mime, e.g. 'It's something a
parent says'.
When the students have finished, they check their answers by
comparing crosswords.
