T- teacher introduces himself and says where he is from, his age, his name, his favorite animal. T- then teacher has students write down where they are from, his age, his name and his favorite animal and has them introduce themselves to the class depending on how many students there are etc. T- points out differences and similarities between the students from their answers.

T- has students draw as many animals as they can on a piece of paper T- ask students what they have drawn. T-draws a few of the options on the chalkboard. T- Describes the animals on the chalkboard using comparative and contrast language. T- has students describe their animals. T- has students compare and contrast their animals with a partner. T- has students make up an animal and have them describe it to their partner while they write it. Have students find out what their animals have in common. T- puts students in groups and has them describe a new animal to a partner while they draw it. T- has students show what they have drawn T- has students compare their imaginary animals.

T- Go over the book with the students, unit 1.

T- ask students what they always, usually, sometimes, hardly even, or never eat T- describe what you eat always, usually, sometimes, hardly even, or never explaining each one T- have the students with a partner write what they always, usually, sometimes, hardly even, or never eat. T- use this opportunity to use the compare and contrast you taught in the unit before to reinforce the compare and contrast with their food taste.

- Go through unit 2 in the book with the students.

T- ask students "How old were you last year ? What was your name last year? Where were you yesterday at this time? T- answer these questions for yourself T- use a timeline to describe the simple past with the verb to be.

Go through the book Unit 3

How often were you at the park last year ? How often are you hot and cold? Last night were you hot or cold when you slept last night? And other questions.

T- Review all three units with students