Teaching notes for
photocopiable resources
General
Some of the cards used in these activities can be used in different ways. They could be used for the
following games:
Bingo
• Ss work individually.
• Ss choose a number of cards (four to six) from
a set and arrange them on their desks.
• Call out words from the set in random order
(you may want to keep a note of the words
you have called out). Alternatively, you can
say sentences using the words and the target
grammar structure, e.g. Can I have an ice
cream? / I’ve got a watch. / I go to school by
bus. / I like football. / I can dance.
• When Ss hear the word/sentence for one of
their cards, they turn that card face down.
• The first S to turn all their cards face down
should call out Bingo! to win the game.
• Ss can choose new cards to repeat the game.
Snap
• Ss work in pairs.
• Ss shuffle two sets of cards together and then
deal the cards so that they each have half of
the cards.
• Ss take turns to place a card face down on the
desk between them, saying the word for each
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card as they place it on the desk. Alternatively,
Ss can say sentences using the words and the
target grammar structure, e.g. Can I have a
sandwich? / I’ve got a torch. / I go to school by
car. / I like tennis. / I can sing.
• When two identical cards are placed down
one after the other, the first S to call out
Snap! picks up all the cards on the desk.
• The first S to collect all the cards wins
the game.
Pelmanism
• Ss work in pairs.
• Ss shuffle two sets of cards together and then
place all the cards face down on the desk.
• Ss take turns to turn over two cards and
say the words for the cards they turn over.
Alternatively,
Ss can say sentences using the words and the
target grammar structure, e.g. Can I have a
burger? / I’ve got a CD player. / I go to school
by bus. / I like swimming. / I can draw.
• When a S turns over a pair of identical cards,
they take the pair of cards.
• The S who collects the most cards wins
the game.
Board games
• There are two board games (Resource 6A
and 7C) which require a spinner and counters.
A template for these is supplied.
• Ss work in pairs or groups.
• Photocopy enough templates of the spinner
and counters as required for the pairs /
groups. Glue the templates to card. Ss make
the spinner by cutting out the template and
sticking a pencil through the middle of it so
that they can spin it on their desks. Ss cut out
the counters and choose one each.
• Alternatively, you can bring dice to the lesson
for Ss to use and small objects (rubbers, pencil
sharpeners, coins, etc) can be used as counters.
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 Teaching notes
Resource 1A (Lesson 1)
Classroom management: whole class
Objective: to practise spelling names
Procedure:
• You can use this resource any time after
Exercise 6.
• Photocopy enough copies of the cards so that
each S has one card.
• Explain to the Ss that they will hear you spell
out names. When they hear a name on their
card they should cross it out.
• Spell the following names out in any order:
Daniel, Danielle, Jack, Jackie, James, Jane,
Martin, Martina, Michael, Michelle, Nicola,
Nicolas.
• Tell the Ss to shout Bingo! when all of the
names on their cards are crossed out.
• In order to win the game, the S who shouts
Bingo! must correctly spell out the names on
their card.
Resource 1B (Lesson 2)
Classroom management: groups of six
Objective: to practise asking and answering
questions about family members using Who’s and
family vocabulary
Procedure:
• You can use this resource any time after
Exercise 5.
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• Photocopy one set of cards for each group.
Make sure each S takes only one card and
does not show it to the rest of their group.
• Elicit and drill the family members words on
SB page 6.
• Explain to the Ss that they need to complete
Sam’s family tree with all of the names.
• Ss take turns to ask a question about a name
on their card, e.g. A: Who’s Bob? If another
S has the answer on their family tree, they
answer as if they are Sam, e.g. B: He’s my
grandfather. If a S doesn’t have the answer on
their card, they answer, B: Sorry. I’m not sure.
• The first group to complete the family tree is
the winner.
Resource 1C (Lesson 3)
Classroom management: pairs
Objective: to practise using letters and numbers
to decipher a code about the days of the week
Procedure:
• You can use this resource any time after
Exercise 5.
• Photocopy one sheet per pair, cut them in half
and give the top part to Student A and the
bottom part to Student B.
• Explain to the Ss that they need to take turns
to ask a question about the letters on their
cards in order to complete their code,
e.g. A: What number is G? B: It’s 9.
• When they have completed the code, they
should work together to decipher the message
(What day is it today?) and then answer the
question, e.g. It’s Monday.
• The first pair to show the teacher the correct
answer to the question is the winner.
Resource 2A (Lesson 1)
Classroom management: groups or pairs
Objective: to practise asking and answering
about the colour of possessions
Materials: coloured pens or pencils
Procedure:
• You can use this resource any time after
Exercise 5.
• Photocopy one sheet per pair, cut them in half
and give the first part to Student A and the
second part to Student B.
• Elicit and drill the possessions on SB page 15.
• Ask Ss first to colour the possessions
according to the colour written under them.
• Explain to the Ss that they need to find out
the colour of the other items.
• Ss work with a partner, asking and answering.
A: What colour is the football? B: It’s brown. The
S then colours the possession accordingly.
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 Teaching notes
• Alternatively, they can all mingle as a class,
asking one question per person they meet.
If they meet a S who has the same paper as
they do, they will need to use the answer I’m
not sure. For example, A: What colour is the
football? B: I’m not sure.
• The first S to colour all of their pictures is the
winner.
Resource 2B (Lesson 2)
Classroom management: groups or pairs
Objective: to practise asking and answering
about possessions
Procedure:
• You can use this resource any time after
Exercise 5.
• Photocopy one set of cards per group or pair
and ask them to cut up the cards.
• Elicit and drill the possessions on SB page 17.
• Ask Ss to place the picture cards and word
cards face down in two piles.
• Explain to the Ss that they need to turn over
one card from each pile to ask and answer
questions.
• Student A turns over one picture card. Student
B turns over one word card. Student B asks
Student A a question, using the word on their
own word card. B: Is it a ruler? Student A must
look at their picture card and then answer the
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question. A: Yes, it is. / No, it isn’t. The Ss then
swap roles.
• If the person answering the question gives the
correct answer, they keep that pair. The S with
the most cards at the end wins.
• The picture cards can be used to play Bingo,
Snap and Pelmanism (see instructions on
page 1), with Ss saying A ruler / It’s a ruler.
Resource 2C (Lesson 3)
Classroom management: groups or pairs
Objective: to practise ordering and reading a
dialogue about personal information
Procedure:
• You can use this resource any time after
Exercise 4.
• Photocopy and cut up one dialogue per pair or
group of Ss.
• Look at and revise the dialogue on SB page 18.
• Ask Ss to put the dialogue in the correct order.
(Key: 1 Good morning. I’m here for the tennis
club. 2 OK. What’s your name? 3 It’s Michelle
Wellman. 4 How do you spell ‘Wellman’?
5 W-E-L-L-M-A-N. 6 What’s your address,
Michelle? 7 It’s 19 London Road. 8 19 London
Road. OK. And what’s your phone number?
9 It’s 408 3444. 10 Great. Welcome to the
club! Here’s your card. 11 Thanks!)
• The first pair/group to finish put up their
hands. Ask them to read the dialogue aloud
to the class. Ask the class to listen. Ss give a
thumbs up if they agree, or a thumbs down
if not.
• Give all groups another few minutes to learn
their dialogues. Then invite some pairs to
perform for the class.
Resource 3A (Lesson 1)
Classroom management: groups of three
Objective: to practise asking and answering
about how people feel
Procedure:
• You can use this resource any time after
Exercise 3.
• Photocopy and cut up one set of cards per
group of three Ss.
• Elicit and drill the feelings words on SB
page 27.
• Ss place the cards face down on the table.
• To demonstrate the task, ask one S to pick up
a card and keep it secret. Ask the class What’s
the matter with (Marek)? Ask the S to mime
what’s on his/her card and encourage Ss to
answer.
• Explain how to play in their groups: Student A
takes a card, Student B asks what the matter
is with him/her, Student A mimes what’s on
the card, Student C answers and then Student
A confirms, e.g. A picks up a card and mimes
the action. B: What’s the matter with Anna? C:
She’s tired. A: That’s right. / Sorry, that’s wrong.
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 Teaching notes
• These cards can be used to play Bingo, Snap
and Pelmanism (see instructions on page 1),
with Ss saying Cold / He’s cold.
Resource 3B (Lesson 2)
Classroom management: groups of four
Objective: to practise asking and answering
about people’s ages, nationalities and phone
numbers
Procedure:
• You can use this resource any time after
Exercise 6.
• Photocopy and cut up one set of cards per
group of four Ss.
• Ss each take one card.
• Explain that Ss need to find the missing
information on their card by asking questions
to the other Ss. Practise the question types
first, e.g. How old is (Maria)? Where’s (she)
from? What’s (her) phone number?
• Ss take turns asking questions, e.g. A: Where’s
Sandeep from? (He’s from India. / Sorry. I’m
not sure.)
• The first S to complete their table is the
winner.
Resource 3C (Lesson 3)
Classroom management: pairs
Objective: to practise using animal vocabulary
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with plurals
Procedure:
• You can use this resource any time after
Exercise 3.
• Photocopy one sheet per pair and cut it
in half.
• Ss each take one grid.
• Elicit and drill the animals on SB page 30.
• Explain to Ss that they need to find the
animals in their partner’s zoo.
• Ss take turns to say grid references (A3, F2,
etc.) and their partner tells them if there is an
animal in that square, e.g. A: B3? B: Yes! A polar
bear! B: C5? A: No. Sorry.
• They draw or write the animal in the correct
square.
• Ss take turns asking questions. Tell Ss to shout
Zoo! when they have found all the animals.
The first S to do so is the winner.
Resource 4A (Lesson 1)
Classroom management: groups
Objective: to practise using clothes vocabulary,
possessive ’s and to be singular
Procedure:
• You can use this resource any time after
Exercise 6.
• Photocopy and cut up one set of cards per
group.
• Elicit and drill the clothes words on SB page 37.
• Ss place the cards face down in two piles:
clothes cards and people cards.
• Explain to Ss that they need to turn over one
card from each pile and make a sentence
using the two things, e.g. It’s Imran’s T-shirt.
• Ss take turns making sentences. If they say the
sentence correctly, they keep the pair of cards;
if not, the cards go back in the piles. The S
with the most pairs at the end of the game is
the winner.
• The clothes cards can be used to play Bingo,
Snap and Pelmanism (see instructions on
page 1), with Ss saying Dress / This is my dress.
You could also play these games with the
people cards, with Ss saying She’s Emily. /
Her name’s Emily.
Resource 4B (Lesson 2)
Classroom management: pairs
Objective: to practise using furniture vocabulary
and prepositions to describe where things are
Procedure:
• You can use this resource any time after
Exercise 5.
• Photocopy one sheet for each S.
• Practise placing a pen somewhere in the
classroom and asking Is it on the table? Yes, it
is. / No, it isn’t.
• Draw a simple picture of a spider on the board
and write spider under it. Drill the word a few
times.
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 Teaching notes
• Explain to Ss that they need to draw six
spiders in, on or under the pieces of furniture
in their flat (top picture).
• Ss then ask questions to try and find their
partner’s spiders (A: Is a spider under the table?
B: Yes, it is. / No, it isn’t.)
• When a S finds a spider, they draw it on the
bottom picture.
• The first S to find their partner’s six spiders is
the winner.
Resource 4C (Lesson 3)
Classroom management: groups of three
Objective: to correctly order a dialogue about
losing and finding something
Materials: glue
Procedure:
• You can use this resource any time after
Exercise 4.
• Photocopy one sheet for each group and ask
them to cut out the speech bubbles.
• Look at and revise the dialogue on SB page 40.
• Ss complete the dialogue by sticking on
the speech bubbles. (They can look at the
dialogues in the SB to help them if necessary.)
(Key: 1 Where’s my jumper? 2 What’s it like?
3 It’s red. 4 It isn’t on the chair. 5 It’s lost.
6 Is this your jumper? 7 No, it isn’t. It’s my
jacket. 8 Is your jumper red? It’s under your
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table. 9 Yes! There it is! Thank you!)
• The first group to finish acts out the dialogue.
Encourage other Ss to give a thumbs up
if they think the dialogue is correct and a
thumbs down if they think it is wrong.
• All groups then practise saying their dialogue.
Resource 5A (Lesson 1)
Classroom management: pairs
Objective: to practise talking about possessions
and asking and answering questions using have
got
Procedure:
• You can use this resource any time after
Exercise 5.
• Photocopy one sheet for each pair. Ss cut the
photocopy in half and take one table each.
• Elicit and drill the possessions presented on SB
page 49 and also I’ve got / I haven’t got.
• Explain to Ss that they have to complete the
table about themselves first. They put ticks
under the items they have got and crosses
under the items they haven’t got. They do this
without showing their partner.
• Ss now take turns to ask and answer questions
in order to complete the table about their
partner, e.g. A: Have you got a torch? B: Yes, I
have. / No, I haven’t.
• The winners are the first pair to complete
their tables correctly.
Resource 5B (Lesson 2)
Classroom management: pairs
Objective: to practise talking about appearance,
and asking and answering questions using has got
Procedure:
• You can use this resource any time after
Exercise 5.
• Photocopy two sets of cards per S.
• Drill the questions and answers: Has she got
(long/short/medium-length) hair? Has she got
black/blonde hair? Has she got glasses? Yes,
she has. / No, she hasn’t.
• Ss cut out the cards. Ss spread out one set
of cards face up on the desk. The other set of
cards is placed face down in a pile. Student A
chooses one of the cards from the face down
pile and holds it so that their partner can’t
see it.
• Student B asks questions to find Student A’s
card, e.g. B: Has she got long hair?
A: Yes, she has. / No, she hasn’t.
• Each question and answer should eliminate
one or more cards. When Student B eliminates
a card, they can turn that card face down.
Student B continues asking until they find the
correct card.
5
 Teaching notes
• Ss swap roles and repeat the game. The
winner is the S who asked the least number of
questions (alternatively, set a time limit or a
maximum number of questions Ss can ask).
• These cards can be used to play Bingo (see
instructions on page 1, but describe a person
without giving their name, e.g. She’s got long,
black hair. She hasn’t got glasses.), Snap and
Pelmanism.
Resource 5C
Classroom management: pairs
Objective: to practise talking about animals and
their body parts, has got / hasn’t got
Procedure:
• You can use this resource any time after
Exercise 4.
• Photocopy one set of cards per pair.
• Elicit and drill the animals presented on SB
page 52.
• Ss cut out the cards and put them face down
in two piles (animals and body part words).
• They take turns to turn over one card from
each pile and make a sentence using each one,
e.g. if Student A turns over ‘rabbit’ and ‘long
ears’, he/she says The rabbit has got long ears.
Student B decides if this is correct. If it is,
Student A can keep the cards. If it isn’t, the
cards are put back in the piles.
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• The S in each pair to collect the most cards
wins.
• The animal cards can be used to play Bingo,
Snap and Pelmanism (see instructions on
page 1), with Ss saying Rabbit / It’s a rabbit. /
It’s got big paws.
Resource 6A (Lesson 1)
Classroom management: pairs / groups of four
Objective: to practise using imperatives
Procedure:
• You can use this resource any time after
Exercise 3.
• Prepare enough templates of the spinner and
counters as required for the pairs /groups. Ss
make the spinner by cutting out the template
and sticking a pencil through the middle of
it so that they can spin it on their desks. Ss
cut out the counters and choose one each.
Alternatively, you can bring dice to the lesson
for Ss to use and small objects (rubbers, pencil
sharpeners, coins, etc) can be used as counters.
• Photocopy one board game for every pair /
group.
• Draw Ss’ attention to the phrases in the box
and drill them around the class.
• Ss then write the phrases from the box in the
squares on the board game (Ss can choose
which square to write each phrase in).
• To play the game, Ss place their counters on
the START! square. They take turns to spin the
spinner and move their counter the number
of spaces shown on the spinner. They read the
instruction in the square they land on and do the
action. If they do the action incorrectly, they go
back to their last square. If they do the action
correctly, they continue the game as normal.
• The first S in each pair/group to reach the
FINISH! square wins the game.
• Collect the spinners and counters for re-use
with 7C.
Resource 6B (Lesson 2)
Classroom management: groups of five
Objective: to practise talking about activities
using can/can’t
Procedure:
• You can use this resource any time after
Exercise 5.
• Photocopy one sheet per S. Point to each of
the pictures in the questionnaire and elicit and
drill the verbs.
• Ss work in groups of five. They write the four
names of the other Ss in their group on the
sheet.
• In their groups, Ss ask and answer the questions,
making a tick or a cross as appropriate. Ss ask
and answer questions with can, e.g. A: Can you
cook? B: Yes, I can. / No, I can’t.
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 Teaching notes
• Once finished, Ss can then report to the
teacher about the Ss in their group, e.g.
Ola can ride a bike, but she can’t sing.
Resource 6C (Lesson 3)
Classroom management: pairs
Objective: to order and practise a dialogue about
a music competition
Procedure:
• You can use this resource any time after
Exercise 4.
• Photocopy one set of sentence cards for each
pair.
• Look at and revise the dialogue on SB page 62.
• Cut the page in half and give one set of
sentences to each S (i.e. the top part to
Student A and the bottom part to Student B).
• Ss cut up their sentences.
• Ss race to put their dialogue in the correct
order. (Key: 1 Hey, look at this! 2 A music
competition! Cool! 3 Let’s enter! 4 OK. What
can you do? 5 I can sing. 6 Really? Great! I can
play the guitar. 7 Let’s start a band!
8 Good idea! We can practise now! 9 I can’t.
I’m busy. 10 Can you practise tomorrow?
11 Yes, I can! See you tomorrow! 12 Brilliant!
See you tomorrow!)
• The first pair to finish can act out their
dialogue for the class. The other Ss put their
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thumbs up if they think it is correct, and
thumbs down if they think it isn’t.
• Other pairs act out their dialogues afterwards.
Resource 7A (Lesson 1)
Classroom management: class
Objective: to talk about sports, to ask and
answer about likes/dislikes
Procedure:
• You can use this resource any time after
Exercise 5.
• Photocopy two sets of cards and cut them up.
Give each S one card (make sure there are two
of each card in the class). Note that each card
has two actions on it.
• Drill and practise the question Do you like
football? Yes, I do. / No, I don’t.
• The Ss walk around the class, taking it in turns
to ask and answer questions in order to find
their ‘partner’ (the S with exactly the same
card), e.g. A: Do you like cycling? B: Yes, I do
(if cycling is on their card) or No, I don’t (if
cycling isn’t on their card).
• When Ss think they have found their partner,
they compare cards to check. The winners are
the first pair to find each other.
• These cards can be used to play Snap or
Pelmanism (see instructions on page 1) with
Ss saying Table tennis and basketball / I like
table tennis and basketball.
Resource 7B (Lesson 2)
Classroom management: pairs
Objective: to practise transport vocabulary and
the Present simple affirmative/negative
Procedure:
• You can use this resource any time after
Exercise 3.
• Photocopy one sheet per pair.
• Elicit and drill the names of the transport
items on the cards.
• Ss cut out the transport cards.
• Ss work together to read and solve the logic
puzzle and complete the table by putting the
transport cards on the correct squares. There
should be a different card on each square.
• The first pair of Ss to complete the table
correctly wins the game. (Key: Jenny and Sally
(school) underground, (home) bike; Tom and
Luke (school) walk, (home) car; Ben and Katie
(school) bus, (home) train)
• Alternative activity: Photocopy one sheet
per S. Ss cut out the transport cards and take
turns to place them on their table (without
showing their partner). Their partner tries
to copy the table using as few questions as
possible, e.g. A: Do Jenny and Sally walk to
school? B: Yes, they do. / No, they don’t. The
winner is the S who completes the table
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 Teaching notes
with the least questions, or set a limit of six
questions only and see who can complete the
table in that time.
• The transport cards can be used to play Bingo,
Snap and Pelmanism (see instructions on
page 1) with Ss saying Bus / I go by bus.
Resource 7C (Lesson 3)
Classroom management: pairs / groups of four
Objective: to practise telling the time
Procedure:
• You can use this resource any time after
Exercise 4.
• Photocopy one board game for every pair /
group of four Ss. They can re-use their spinner
and counters from 6A.
• Revise and practise the times as on SB
page 74.
• Ss complete the board by taking turns to draw
hands on the clock faces in each square of the
board game: Ss pass the boardgame around
the group and ask the other Ss to say what
time they should draw in each square, e.g.
A: What time is it? B: It’s half past five.
• To play the game, Ss place their counters on
the START! square. They take turns to spin the
spinner and move their counter the number
of spaces shown on the spinner. The S on their
right asks What time is it? and the S playing
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says the time on the square. If they say the
time incorrectly, they go back to their last
square. If they say the time correctly, they
continue the game as normal.
• The first S in each pair or group to reach the
FINISH! square wins the game.
• Alternatively, before they begin playing, each
group swaps their board with another group
so that they are asking and answering about
times they haven’t drawn.
Resource 8A (Lesson 1)
Classroom management: pairs
Objective: to talk about routines using the
Present simple (third person singular)
Procedure:
• You can use this resource any time after
Exercise 6.
• Photocopy one sheet for every S.
• Revise and practise questions with the third
person Present simple and times, e.g. look at
SB page 81 and ask Does Lazy Linda wake up at
9.00? No, she doesn’t.
• Ss work in pairs and choose either Lazy Luke
or Busy Bella.
• Ss draw hands on the clocks in their chosen
table to show what time Lazy Luke / Busy
Bella does each of the activities. Ss should not
let their partners see their tables.
• Ss take it in turns to ask and answer questions
about each other’s tables, e.g. A: Does Lazy
Luke wake up at nine o’clock? B: Yes, he does. /
No, he doesn’t. Does Busy Bella wake up at six
o’clock?
• Ss use their partner’s answers to complete the
second table by drawing hands on the clocks.
• The first S to complete the other table wins.
• Invite Ss to talk about their partner’s tables.
Resource 8B (Lesson 2)
Classroom management: groups of three
Objective: to talk about snacks, to ask and
answer using can (for permission)
Procedure:
• You can use this resource any time after
Exercise 5.
• Photocopy one set of cards for each S.
• Elicit and drill the snack words on SB page 83.
• Ss cut out the cards. Then in groups of three
they shuffle their cards together and deal out
ten cards to each S.
8
 Teaching notes
• Ss take turns to choose another S in the group
and ask him/her a question, to collect the full
set of cards (i.e. ten different cards), e.g.
A: Can I have a sandwich, please? B: Yes, you
can. / No, you can’t. Ss don’t ask questions
about the snacks they have; they only
ask about the snacks which they need to
complete the set. If a S has a duplicate card,
they can give it to the S when asked. If they
only have one card, they should not give it to
the S when asked, as the aim is to get rid of
any duplicate cards (keeping one of each).
• The first S to collect the full set of ten cards
(with no duplicates) wins.
• Alternative activity (pairs): Ss place one set
of cards face down. One S takes five cards
from the pile, being careful not to show their
partner. The other S asks questions to try
and guess and collect their partner’s cards,
e.g. A: Can I have a sandwich, please? B: Yes,
you can. / No, you can’t. If they can collect
all their partner’s cards with six questions or
fewer, they can take a turn to select five cards
from the pile for their partner to guess. If a S
can’t collect all their partner’s cards using six
questions or fewer, their partner takes another
turn and selects five new cards.
• These cards can be used to play Bingo, Snap
and Pelmanism (see instructions on page 1),
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with Ss saying Sandwich / It’s a sandwich. /
Can I have a sandwich?
Resource 8C (Lesson 3)
Classroom management: groups of three
Objective: to order and practise a dialogue about
buying snacks
Procedure:
• You can use this resource any time after
Exercise 3 or 4.
• Photocopy one sheet for every group of three.
• Look at and revise the dialogue on SB page 84.
• Ss cut out the sentences but keep the three
sections of the dialogue separate.
• Ss race to complete their dialogues. The first
group to finish can act out their dialogue
for the class. Other groups can act out their
dialogues afterwards. (Key: Dialogue Part 1:
1 Hi! Can I help you? 2 Yes, can I have a hot
dog, please? 3 Yes, certainly. Here you are.
Anything else? 4 No, thanks. Dialogue Part
2: 5 Excuse me. How much are the crisps?
6 They’re 80p. 7 And how much is a bar
of chocolate? 8 It’s 75p. 9 OK. Can I have
a packet of crisps and a bar of chocolate,
please? Dialogue Part 3: 10 Sure. Here you are.
11 How much is that altogether? 12 £4.05.
13 Here’s £5.00. 14 Thank you. Here’s your
change. Have a nice day!)
• Ss then make up their own dialogues using the
information on one of the menus.
• Ss can look at the dialogues on SB page 84 to
help them.
9
Today! Starter © Pearson Education Ltd 2014 PHOTOCOPIABLE

James Michelle Jane Nicolas Daniel Michael

Martina Daniel Martin Jackie James Danielle

Resource 1A

Jack Nicola Michael Martin Nicola Jack

Nicolas Jackie Michelle Nicolas Danielle Jane

Martin Jane Danielle Jack Nicola Jackie

Daniel Michael Martina James Martina Michelle

 Resource 1B

Alice Bob

Eric

Sam Danny Sam

Find: Bob, Diane, Eric, Heidi, Lisa, May Find: Alice, Danny, Diane, Heidi, Lisa,
and Paul May and Paul

Diane May

Sam Danny Sam Lisa

Find: Alice, Bob, Eric, Heidi, Lisa, May, Find: Alice, Bob, Danny, Diane, Eric,
Today! Starter © Pearson Education Ltd 2014 PHOTOCOPIABLE

and Paul Heidi and Paul

Bob

Paul

Heidi Sam Heidi Sam

Find: Alice, Bob, Danny, Diane, Eric, Find: Alice, Danny, Diane, Eric, Lisa,
Lisa and May May and Paul
 Resource 1C

Student A
A= B = 10 C= D=1
E= F=3 G= H=7
I= J = 19 K= L = 14
M= N= O=2 P=
Q=5 R= S = 12 T=
U = 21 V= W = 17 X=
Y = 26 Z=

Crack the code.

17-7-4-20 1-4-26 8-12 8-20 20-2-1-4-26?
?
Write your answer here:

Student B
A=4 B= C = 11 D=
E = 22 F= G=9 H=
Today! Starter © Pearson Education Ltd 2014 PHOTOCOPIABLE

I=8 J= K=6 L=
M = 25 N = 24 O= P = 23
Q= R = 18 S= T = 20
U= V = 16 W= X = 13
Y= Z = 15

Crack the code.

17-7-4-20 1-4-26 8-12 8-20 20-2-1-4-26?
?
Write your answer here:
 Resource 2A
Student A Student B

blue brown

green pink

orange purple
Today! Starter © Pearson Education Ltd 2014 PHOTOCOPIABLE

blue yellow

red brown
 Resource 2B
Today! Starter © Pearson Education Ltd 2014 PHOTOCOPIABLE

notebook ruler

comic dictionary

bag eraser

pen pencil case

jacket mobile phone

 Resource 2C

It’s Michelle Wellman.

W-E-L-L-M-A-N.

It’s 19 London Road.

Great. Welcome to the club! Here’s your card.

19 London Road. OK. And what’s your phone number?

Good morning. I’m here for the tennis club.

Thanks!
Today! Starter © Pearson Education Ltd 2014 PHOTOCOPIABLE

It’s 408 3444.

OK. What’s your name?

What’s your address, Michelle?

How do you spell ‘Wellman’?

Today! Starter © Pearson Education Ltd 2014 PHOTOCOPIABLE

Resource 3A
 Resource 3B

Name Sandeep Maria Molly and Jo Billy and Dan

Age 12
Country Argentina
Phone number 412 3738

Name Sandeep Maria Molly and Jo Billy and Dan

Age 11
Country USA
Phone number 465 8902

C
Today! Starter © Pearson Education Ltd 2013 PHOTOCOPIABLE

Name Sandeep Maria Molly and Jo Billy and Dan

Age 10
Country Australia
Phone number 129 7635

Name Sandeep Maria Molly and Jo Billy and Dan

Age 10 and 12
Country India
Phone number 354 7467
Today! Starter © Pearson Education Ltd 2014 PHOTOCOPIABLE

Student A Student B
Find these animals in your partner’s zoo. Find these animals in your partner’s zoo.
1 elephant, 2 lions, 3 ostriches, 2 polar bears, 1 zebra 1 giraffe, 2 crocodiles, 3 monkeys, 2 parrots, 1 snake
A B C D E F A B C D E F

1 1
Resource 3C

2 2

3 3

4 4

5 5

6 6
 Resource 4A
Clothes cards

People cards
Today! Starter © Pearson Education Ltd 2014 PHOTOCOPIABLE

Imran Justin Emily Anu Jenna

Helen Johnny Simon Steven Mary

Today! Starter © Pearson Education Ltd 2014 PHOTOCOPIABLE

My flat

My friend’s flat
Resource 4B
Today! Starter © Pearson Education Ltd 2014 PHOTOCOPIABLE

A B C
1 Oh no! 8
2 6 Look!

3 7 9
Resource 4C

4 Hmm.
Oh! Sorry.
5 Oh no! That’s OK.
You’re welcome.

Yes! There it is! No, it isn’t. It’s my

What’s it like? Where’s my jumper? It isn’t on the chair.
Thank you! jacket.

Is your jumper red?

It’s red. It’s lost. Is this your jumper?
It’s under your table.
 Resource 5A
Student A

You

Your
friend

You

Your
friend

Student B
Today! Starter © Pearson Education Ltd 2014 PHOTOCOPIABLE

You

Your
friend

You

Your
friend
 Resource 5B

Sue Lisa Jenny

Ann Kate Emma

Today! Starter © Pearson Education Ltd 2014 PHOTOCOPIABLE

Pam Tina Carla

Rosie Betty Sally

 Resource 5C
Today! Starter © Pearson Education Ltd 2013 PHOTOCOPIABLE

wings big body tail big feet/paws

big eyes small body long ears small head

 Resource 6A

Sit down! Stand up! Open your pencil case! Walk to the door!
Miss a turn! Spin again! Close your pencil case! Walk to the window!
Laugh! Look down! Open your book! Close your book!
Look up! Smile! Walk to the teacher!

FINISH!
Today! Starter © Pearson Education Ltd 2014 PHOTOCOPIABLE

START!
 Resource 6B
Tick (✓) Yes or cross (✗) No.

Can you … ? Names

1 2 3 4
A

E
Today! Starter © Pearson Education Ltd 2014 PHOTOCOPIABLE

H
 Resource 6C
Student A

I can sing.
Let’s start a band!
I can’t. I’m busy.
Yes, I can! See you tomorrow!
Let’s enter!
Hey, look at this!

Student B

Good idea! We can practise now!

Today! Starter © Pearson Education Ltd 2014 PHOTOCOPIABLE

OK. What can you do?

Really? Great! I can play the guitar.
Brilliant! See you tomorrow!
A music competition! Cool!
Can you practise tomorrow?
Today! Starter © Pearson Education Ltd 2014 PHOTOCOPIABLE

Resource 7A
 Resource 7B

• Jenny and Sally go to school by underground train.

• Ben and Katie don’t ride their bikes to school.
• Two boys walk to school.
• Jenny and Sally don’t go home by bus. They ride their bikes.
• Tom and Luke go home by car.
• Two children go home by train.

Jenny and Sally Tom and Luke Ben and Katie

go to school

go home
Today! Starter © Pearson Education Ltd 2013 PHOTOCOPIABLE
 Resource 7C

12 1 12 1 12 1 12 1
11 11 11 11
10 2 10 2 10 2 10 2
9
8
3
4
9
8
3
4
9
8
3
4
9
8
3
4
FINISH!
7 6 5 7 6 5 7 6 5 7 6 5

12 1
11
10 2
9 3
8 4
7 6 5

12 1 12 1 12 1 12 1 12 1
11 11 11 11 11
10 2 10 2 10 2 10 2 10 2
9 3 9 3 9 3 9 3 9 3
8 4 8 4 8 4 8 4 8 4
7 6 5 7 6 5 7 6 5 7 6 5 7 6 5

12 1
11
10 2
9 3
8 4
7 6 5
Today! Starter © Pearson Education Ltd 2014 PHOTOCOPIABLE

12 1 12 1 12 1 12 1
11 11 11 11
10 2 10 2 10 2 10 2

START! 9
8
3
4
9
8
3
4
9
8
3
4
9
8
3
4
7 6 5 7 6 5 7 6 5 7 6 5
 Resource 8A
Lazy Luke Busy Bella

12 1 12 1
11 11
10 2 10 2
9 3 wake up 9 3 wake up
8 4 8 4
7 6 5 7 6 5

12 1 12 1
11 11
10 2 10 2
9 3 get up 9 3 get up
8 4 8 4
7 6 5 7 6 5

12 1 12 1
11 11
10 2 10 2
9 3 get dressed 9 3 get dressed
8 4 8 4
7 6 5 7 6 5

12 1 12 1
11 11
10 2 10 2
9 3 have breakfast 9 3 have breakfast
8 4 8 4
7 6 5 7 6 5

12 1 12 1
11 11
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10 2 10 2
9 3 have lunch 9 3 have lunch
8 4 8 4
7 6 5 7 6 5

12 1 12 1
11 11
10 2 10 2
9 3 have dinner 9 3 have dinner
8 4 8 4
7 6 5 7 6 5

12 1 12 1
11 11
10 2 10 2
9 3 go to bed 9 3 go to bed
8 4 8 4
7 6 5 7 6 5
Today! Starter © Pearson Education Ltd 2014 PHOTOCOPIABLE

Resource 8B
 Resource 8C
Dialogue Part 1 Dialogue Part 2 Dialogue Part 3

Yes, certainly. Here you are.

It’s 75p. Here’s £5.00.
Anything else?

Hi! Can I help you? They’re 80p. How much is that altogether?

OK. Can I have a packet

Thank you. Here’s your
No, thanks. of crisps and a bar of
change. Have a nice day!
chocolate, please?

Yes, can I have a hot dog, Excuse me. How much are the
Sure. Here you are.
please? crisps?

And how much is a bar of

£4.05.
chocolate?

SAM’S SNACKS CLARE’S CAFÉ

Today! Starter © Pearson Education Ltd 2014 PHOTOCOPIABLE

Hot dog £2.50 Burger £3.20

Sandwich £1.90 Sandwich £2.30
Packet of crisps 80p Cake £2.40
Ice cream £1.40 Yoghurt £1.60
Bar of chocolate 75p Ice cream £1.80
Apple/Orange 50p Cola £1.00
Today! Starter © Pearson Education Ltd 2013 PHOTOCOPIABLE

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