1 All about you

Map of resources 1A Vocabulary and listening

1A Vocabulary and listening Personality
Student’s Book p4, Workbook p4
LESSON SUMMARY
Photocopiable Activity: 1A Personality
Vocabulary: personality adjectives
1B Grammar Listening: dialogues to exemplify personality adjectives
Student’s Book p5, Workbook p5 Speaking: describing people
Photocopiable Activity: 1B Present simple and continuous Topic: people
SHORTCUT
1C Culture To do the lesson in 30 minutes, omit the extensions and exercises 3
Student’s Book p6, Workbook p6 and 5. The Vocabulary Builder activities can be set for homework.
Photocopiable Activity: 1C Going for gold! (Project)
LEAD-IN 3–4 MINUTES

1D Grammar r
Students write down their two favourite film or TV characters.

Students work in pairs to compare their favourite characters,
Student’s Book p7, Workbook p7
explaining why they like them.
Photocopiable Activity: 1D Verb + infinitive or -ing form
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After 2–3 minutes, get feedback from one or two pairs.
1E Reading Exercise 1 page 4
Student’s Book p8, Workbook p8 r
Working in groups of three, students compare the different
Photocopiable Activity: 1E Zodiac Personality characters in the photos. Get feedback from the students by
asking each group about one of the characters.
1F Everyday English r
Students match each description a–d with one of the six
Student’s Book p10, Workbook p9 characters. Check answers as a class.
Photocopiable Activity: 1F What are you into? a 5 b 2 c 3 d 1

1G Writing Culture note: film and TV characters

Student’s Book p11, Workbook p10 1 Daniel Craig is one of several actors who have played the
Photocopiable Activity: 1G It’s personal part of James Bond, including Sean Connery, Roger Moore,
and Pierce Brosnan.
1 Review and Tests 2 Heath Ledger played his last acting role as the Joker in
Self-check 1: Workbook p11 The Dark Knight. He won a posthumous Oscar for the part.
Photocopiable Activity: 1 Review (Board game) 3 Kristen Stewart is best known for her role as Bella Swan in
Student Self-Test Sheets 1–3 (TRCD-ROM) the Twilight film series.
Unit 1 Progress Tests & Short Tests (Test Bank CD) 4 Nicole Kidman played the part of Mrs Coulter in The
Golden Compass.
Get Ready for your Exam 1 5 Marge Simpson is the well-meaning and patient mother in
Student’s Book pp12–13 The Simpsons.
Exam 1 (Test Bank CD) 6 Johnny Depp plays the eccentric Jack Sparrow in the
Pirates of the Caribbean film series.
iTools Unit 1
Exercise 2 page 4
Teacher’s Resource Disk (TRCD-ROM) r
Refer students to the 12 personality adjectives and elicit that
Photocopiable Activities generous is the opposite of mean.
Interactive exercises (2 x Vocabulary, 4 x Grammar) r
Working individually, students find the opposite adjectives
Warmers and fillers for numbers 2–12 from exercise 1.
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Students compare their answers in pairs. Play the recording
for students to check and repeat.

Extension – fast finishers

Tell students to divide the adjectives from exercise 2 into
three categories: positive, negative and neutral.
Ask them to think of three or four more personality adjectives
and their opposites, e.g. friendly: unfriendly; responsible:
irresponsible.

10 Unit 1
Transcript $ 1.02 page 4 Girl Lucky you! I’m really bad at maths.
Sam Having said that, I’m good at most things. I learn things really quickly
2 dishonest 3 lazy 4 strong 5 quiet 6 arrogant
and I don’t have to do a lot of work. I don’t think I’ll get bad marks in any of
7 clever 8 confident 9 serious 10 rude 11 patient
the exams.
12 nasty
4 Dad Julie!…Julie!
Julie Yes?
Exercise 3 page 4
Dad Can you come here, please?
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In pairs, students choose adjectives from exercise 2 to Julie Yes, Dad? What is it?
describe their favourite characters using the sentences in Dad Your room is a complete mess. Clothes on the floor. Books on the
exercise 1 as a model. Circulate and monitor the activity, bed…
helping out with ideas as necessary. Julie But I’ve just tidied it.
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Get feedback from a few students. Ask the rest of the class Dad How long did you spend on it?
whether they agree or disagree with their descriptions. Julie I don’t know. Five minutes. Mum always tidies my room.
For further practice of personality adjectives: Dad Well, you’re old enough to do it yourself. Go and get the vacuum
cleaner.
Vocabulary Builder 1 (Part 1) page 124 Julie Oh Dad! I’m going out in ten minutes. Can you do it?
Dad No way! You’re not going out until you’ve tidied your room!
1 1 talkative 2 impatient 3 shy 4 lazy 5 nasty
6 arrogant 7 clever 8 generous 1 generous 2 impatient 3 arrogant 4 lazy

2 1 quiet 2 patient 3 confident 4 hard-working Exercise 5 page 4

5 nice 6 modest 7 stupid 8 mean
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Students work individually to think of three adjectives to
3 1 serious 2 dishonest 3 hard-working 4 rude describe a person they like or do not like. They then choose
5 strong three adjectives to describe themselves.
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Circulate to help out with any ideas or issues.
Exercise 4 page 4
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Play the first dialogue and stop the CD. Ask students what Extension – stronger students
adjective suits Martha best. She is generous as she’s going to Students write a description of somebody they know well.
buy concert tickets for a friend. They should use a variety of personality adjectives and
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Play the other dialogues, pausing after each one to allow explain what the person does to exemplify the adjectives.
students time to answer. Students check answers in pairs.
Extension – weaker students
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Play all recordings straight through a second time. Check
Students choose four personality adjectives from exercise 2,
answers as a class.
and students make sentences to exemplify the adjectives.
Transcript $ 1.03 page 4
1 Boy Look, Martha! Jason Mraz is playing in town on Saturday night. Exercise 6 page 4
Martha Jason Mraz. Wow. I love him. Let’s go. r
Working in pairs, students describe themselves or the person
Boy There won’t be any tickets left. they chose in exercise 5. Refer students to the example.
Martha Let’s have a look. Oooh! There are tickets left. Shall I book them? It’s
£25 for a ticket. r
Monitor the students, noting any general errors to be
Boy £25? Oh. I don’t have enough money for that. addressed at the end of the activity. Get feedback from a few
Martha Don’t worry. I can pay for you. students.
Boy No, no, no, you can’t…
Martha Really. It’s fine. I want to pay for you. I want you to come. Alternative activity
Boy I’ll pay you back next month. Write the following jobs on the board: nurse, doctor, teacher,
Martha It’s OK. It’s a present! police officer, journalist. In groups of three, students discuss
2 Girl Hi, Ryan. the jobs and choose two or three adjectives to describe
Ryan Hi. Shall we go in? them.
Girl We’re waiting for Emily. Monitor the students, helping out with ideas as necessary.
Ryan Well, where is she? Get some feedback from each of the groups.
Girl She’s on her way, I’m sure.
Ryan She’s never on time. …The film starts in fifteen minutes. For further practice of negative prefixes:
Girl She’ll be here in a minute.
Ryan Can you phone her? Vocabulary Builder 2 (Part 2) page 124
Girl Why?
Ryan Tell her to be quick.
4 1 An honest 2 ambitious 3 An insensitive
4 A rational 5 disloyal 6 An intolerant 7 active
Girl Let’s wait a bit longer before we call her. We have time.
8 An unlucky 9 An immature 10 A friendly
[long pause]
Ryan Let’s call her now. 5 1 attractive 2 fit 3 unsafe 4 grateful
Girl No, Ryan. Let’s wait. 5 unbelievable 6 unfair
Ryan [sighs]
3 Girl I’m not looking forward to the maths exam!
Lesson outcome
Sam Aren’t you? I am. I think it’ll be really easy. I’ve definitely got the right
kind of brain for maths. I always do well. I read all about it on a website the Ask students: What have you learned today? What can you do
other day. Do you know about the different types of brain people have? now? and elicit the answers: I can describe someone’s personality.
Girl No, I don’t. I can talk about my friends and relatives.
Sam Some people can think really clearly. They understand things very
quickly. They’re good at maths and science. That’s me!

Unit 1 11
 4 I get up every morning at 7.00. I never eat seafood.
1B Grammar r
Students look at the five rules in the Learn this! box and
match the rules 1–4 with a pair of sentences. They then
Present simple and continuous complete the rules with the correct tense. Students check
LESSON SUMMARY answers in pairs. Check answers as a class.
Grammar: present simple and continuous – all forms 1 Rule 3 2 Rule 2 3 Rule 4 4 Rule 1
Speaking: describing pictures; asking and answering questions 1 present simple 2 present continuous 3 present simple
about everyday activities 4 present continuous
SHORTCUT For further practice of the present simple and continuous:
To do the lesson in 30 minutes, omit the extensions and exercises 1 Grammar Builder (1B) page 104
and 6. The Grammar Builder activities can be set for homework.
1 2 Is the dog sitting down? No, he isn’t.
LEAD-IN 3–4 MINUTES 3 Are the girls standing up? Yes, they are.
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Working in groups of three, students have 1 minute to make 4 Are they drinking? No, they aren’t / they’re not.
a list of all the things they would need to have a party, e.g. 5 Is the sun shining? Yes, it is.
buy drinks and snacks, make invitations. 6 Are the girls chatting on their mobiles? No, they aren’t /
they’re not.
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Get brief feedback from each group, putting any new
vocabulary on the board. 2 2 She isn’t wearing a brown dress today.
3 He likes wearing suits.
Exercise 1 page 5 4 My dad doesn’t work in Manchester every day.
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Refer students to the picture and elicit that it is a party. Write 5 My sister is going out this evening.
What are the people doing? on the board. Highlight the use of 6 It isn’t raining at the moment.
the present continuous tense. 3 1 does she speak? 2 are you smiling? 3 does he do
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In groups of three, students use the verbs to describe the 4 are you playing 5 are you going 6 do they go
picture. Monitor, helping out with vocabulary and ideas as 4 1 are you doing? 2 ’m reading 3 does it say 4 aren’t
necessary. going 5 Do you believe 6 do you want 7 don’t like
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Get feedback by asking each group to use a different verb. 8 do you like 9 want 10 isn’t coming
The people on the sofa are chatting.
A lot of people are dancing. Exercise 5 page 5
The man at the table is drinking. r
Students complete the dialogue with the correct form of the
The man on the sofa is eating. verbs in brackets. They check their answers in pairs.
The man wearing a purple jacket is holding two drinks.
The man wearing the yellow t-shirt is laughing. 1 are you enjoying 2 like 3 ’m not dancing
The man in the purple t-shirt is listening to music. 4 ’re wearing 5 Do you want 6 love 7 don’t like 8 love
The woman with the blonde hair is looking at the dancers. 9 ’m going
Two people are sitting on the sofa.
The man in the grey t-shirt is smiling. Extension – fast finishers
The woman with blonde hair in the yellow t-shirt is standing. Students work in groups of three, each taking one of the
One of the dancers isn’t wearing any shoes. roles of Matt, Sam and Alice. Students practise the dialogue.

Exercise 2 page 5
Exercise 6 page 5
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Students read and listen to the dialogue and do the task.
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Play the recording, pausing after each answer to give
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Students check answers in pairs. Check answers as a class. students time to check.
Transcript $ 1.04 page 5
Transcript $ 1.05 page 5
Present simple: I don’t know, Do you know, She lives, Do you want
Present continuous: Are you having, She’s wearing, Is she dancing, Extension – stronger students
Sam’s standing, She isn’t talking Students write ten sentences to exemplify the rules in
exercise 4 (two sentences for each of the rules). Monitor and
Exercise 3 page 5 help out with any ideas or vocabulary as necessary.
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Point out that the present continuous uses the auxiliary
be, while the present simple only uses the auxiliary do in Extension – weaker students
negative and interrogative forms. Emphasise the third person Students write five sentences to exemplify the rules in
singular -s in the present simple. exercise 4 (one sentence for each of the rules). Monitor and
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Students complete the table. Check answers as a class. help out with any ideas or vocabulary as necessary.
1 wears 2 doesn’t wear 3 Do, wear 4 ’s wearing 5 isn’t
wearing 6 Are, wearing Exercise 7 page 5
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Students work in pairs to ask and answer questions using
Exercise 4 page 5 each of the verbs. Encourage them to use each verb more
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Put the following pairs of sentences on the board: than once and in both of the tenses.
1 The Queen lives in London. It rains a lot in England. r
Monitor, checking for correct usage and noting any general
2 You are studying English now. I am speaking to you now. errors to be addressed at the end of the activity.
3 Do you know John? He needs to buy new shoes. Students’ own answers

12 Unit 1
 Alternative activity Exercise 3 page 6

Students work in pairs to think of a famous person that

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Explain to the students that as they now have a general idea
of the text, they can look for specific information by focusing
they both admire. Allow the students about 4–5 minutes to
on the relevant parts of the text.
discuss what this person usually does and what they think
he/she is doing at the moment. Monitor to help out with r
Students scan the text and answer the questions. They check
vocabulary and check for correct usage of the present simple answers in pairs. Check answers as a class.
and continuous. Get feedback from a few pairs. 1 The Duke of Edinburgh started the award.
2 He started it because he wanted young people to learn to
help themselves and others.
Lesson outcome 3 There are three levels: Gold for over-16s; Silver for over-15s;
Ask students: What have you learned today? What can you do and Bronze for over-14s.
now? and elicit the answers: I can talk about what I usually do and 4 You have to be 16 to get a Gold award.
what I’m doing now. I have learned how to use two present tenses. 5 Participants have to complete four activities.
6 The participants plan the activities themselves with the help
of their school or youth club.
1C Culture
Exercise 4 page 6
Teenage challenges r
Students complete the phrases 1–6 with a verb. Point out
that they should scan the text instead of reading it all again.
LESSON SUMMARY
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Students check answers in pairs. Check answers as a class.
Reading: the Duke of Edinburgh Award (D of E)
Listening: four participants describe the D of E 1 do 2 go on 3 write 4 spend 5 do 6 learn
Speaking: imagining participating in the D of E Exercise 5 page 6
Topic: social life r
Play the first part of the recording until the // symbol. Ask the
SHORTCUT class what Oxfam is and elicit that it is a charity that raises
money for poor people in developing countries.
To do the lesson in 30 minutes, omit the extensions and exercises 7
and 8. Exercises 3 and 4 can be set for homework. r
Play the recording from the beginning. Students do the task
and check answers in pairs. Check answers as a class.
LEAD-IN 4–5 MINUTES
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Write Adventure sports on the board. In groups of three Transcript $ 1.07 page 6
students have 2 minutes to think of different adventure sports. Jasmine At the moment, I’m working in an Oxfam shop. Oxfam is a charity that
raises money for poor people in developing countries. //
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Get feedback from each group, putting their suggestions Working in a charity shop teaches me about real life. I’m learning to deal with
on the board and checking pronunciation. Find out if any the customers, and also to work in a team – with the other people who work
individual students have tried any of the adventure sports in the shop. And I’m learning about the work that Oxfam does in developing
they suggest or would like to try them in the future. countries and about the lives of people who are much poorer than me. It really
makes you think about how lucky you are. I love it.
Exercise 1 page 6 Nathan I’m preparing to go on a big hike. Two friends and I are going to walk
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Working in pairs, students describe the two photos. Remind from one side of Scotland to the other, without using roads. It’ll take about
them to use the present continuous tense. Monitor, helping ten days. Right now we are training for the expedition. Every weekend, we go
out with vocabulary and ideas as necessary. walking in the hills near my house and sometimes we take a tent and camp.
I’m practising how to read maps, how to build a fire – even how to cook. I think
Exercise 2 page 6 I’m becoming a stronger, more confident person. Now I try not to say ‘I can’t do
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Ask students if they know who the Duke of Edinburgh is. this‘, or ‘I can’t do that’.
Elicit that he is the Queen’s husband. Caitlin I’m really into fashion, and I love drawing and making things. So I
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Refer students to the three options a–c and check that they decided to learn how to make clothes. At the moment, I’m learning how to cut
material and sew with a machine. Two of my friends are working with me and
understand them.
we’re organising a fashion show for the school. I’ve learned loads of new things:
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Students read the text quickly to answer the question. Set I’m becoming more organised and I’m learning how to work with other people
them a time limit of about 1 minute. Remind them to aim for in a team. We feel very grown up and hard-working!
overall understanding and therefore not to spend too much Dominic As part of my Duke of Edinburgh Award, I’m learning a new sport:
time thinking about the meaning of individual words. rugby. I go to the rugby training sessions every Saturday. I wanted to do
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Check the answer as a class. something that was physically challenging, something that would make me
stronger. In the morning, we train indoors – sometimes we do weightlifting in
Culture note: The Duke of Edinburgh Award the gym, and sometimes we do keep fit. In the afternoon, we go outside to the
The Duke of Edinburgh Award programme works with field for a couple of hours and play matches, or practise ball skills and tactics.
approximately 275,000 young people each year. It functions I feel much fitter and stronger, both physically and mentally. I’m thinking of
in the same way as a charity and receives donations. You can joining a local rugby team when I finish school, so I can keep playing.
find more information on the Duke of Edinburgh website. 1 d 2 c 3 b 4 a

Transcript $ 1.06 page 6 Exercise 6 page 6

b r
Refer students to the gapped sentences and explain the
task. Point out that before they listen, they should identify
keywords that will help locate the answers in the listening.

Unit 1 13
 r
Play the recording. Students do the task and check answers Exercise 1 page 7
in pairs. Check answers as a class. If it is a weaker class, you r
Refer students to the quiz. Elicit that fearful means having fear
may find it useful to listen to the recording again as you and that fearless means without fear.
check the answers. r
Students read the questions and check any unknown
vocabulary. In pairs, students do the task. Circulate and help
Transcript $ 1.07 page 6
out with any vocabulary issues as necessary.
1 C 2 J 3 D 4 N 5 J/C 6 N/D
Exercise 2 page 7
Extension – stronger students r
Students count how many a’s and b’s their partner has.
Students think of an activity they would like to do (either a r
Working in pairs, students decide if they agree or disagree
physical challenge, a new skill, an expedition or voluntary with their results. Get some feedback from a few pairs.
work). Students write a short description of what they would
like to do and why. Students compare their descriptions. Exercise 3 page 7

Extension – weaker students

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Refer students to the Learn this! box. Explain that some verbs
usually take the infinitive, while others usually take the -ing
Play the recording again. In pairs, students decide which of form. These verbs have to be learned.
the four people they would like to meet and choose three
personality adjectives to describe that person. Monitor,
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Students underline the verbs in the questionnaire that are
followed by the infinitive or the -ing form.
helping out with vocabulary as necessary. Get feedback from
a few pairs. Verb + infinitive: 1 b try 2 a agree 2 b refuse 4 offer 4 a
decide 5 b pretend

Exercise 7 page 6 Verb + -ing form: 1 a carry on 2 suggest 3 a don’t mind 3 b

can’t help 4 b can’t stand 5 a look forward to
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Refer students to the four categories and explain the task.
They can use exercises 2, 5 and 6 to help them with ideas. Exercise 4 page 7
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Circulate, helping with any vocabulary issues or ideas. r
Students complete the table. Students check their answers in
pairs. Check answers as a class.
Exercise 8 page 6
See previous exercise.
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In pairs, students tell their partner about their plans for the
Duke of Edinburgh Award. Point out the useful phrases.
Exercise 5 page 7
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Monitor, helping out with vocabulary or ideas and noting any r
Students decide which group each of the verbs belongs to.
general errors to be addressed at the end of the class.
Encourage them to use dictionaries to find out if verbs take
an infinitive or a gerund (-ing form).
Extension – fast finishers
Students write a paragraph that describes their plan.
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Circulate to help. Check answers as a class.
Verb + infinitive: expect, hope, promise
Verb + -ing form: avoid, fancy, spend time
Lesson outcome
Ask students: What have you learned today? What can you do Extension – stronger students
now? and elicit the answers: I can read a text and get information Students work in pairs and make a quiz called Are you lazy or
from it. I can talk about hobbies and interests. hard-working? Encourage them to use as many of the verbs
from exercises 4 and 5 as they can. Reorganise the students
into new pairs. Students interview their new partners with
1D Grammar their quiz.

Verb + infinitive or -ing form Extension – weaker students

LESSON SUMMARY Students choose any five verbs that are followed by the
infinitive and any five verbs that are followed by the -ing
Grammar: verb + infinitive or -ing form
form (from exercises 4 and 5). They make ten sentences using
Vocabulary: verbs these verbs.
Reading: questionnaire on bravery
Speaking: telling somebody about yourself Exercise 6 page 7
SHORTCUT r
Students do the task and check their answers in pairs. Check
To do the lesson in 30 minutes, omit the extensions. Exercises 5 and answers as a class.
7 can be set for homework. The Grammar Builder activities can be 1 to send 2 being 3 talking 4 making 5 to pass
set for homework. 6 watching 7 to lend 8 to buy
LEAD-IN 4–5 MINUTES
For further practice of the verb patterns:
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Students work in pairs. Allow them 1 minute to tell each Grammar Builder (1D) page 104
other about anything else they are afraid of or don’t like.
51 d 2 a 3 c 4 e 5 b
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Get some feedback from a few pairs.
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Ask students to look at the photo quickly and identify where 6 1 to go 2 seeing 3 to help 4 asking 5 eating
6 to take 7 to go 8 helping 9 coming 10 to finish
the people are, e.g. on a rollercoaster in a theme park or fun
fair. Find out if anyone has been on this type of attraction and
whether they liked / didn’t like it.

14 Unit 1
Exercise 7 page 7
Alternative activity
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Students do the task. Remind them to be careful when Students work in groups of three to think of five music
choosing the -ing form or infinitive form of the verb.
groups/musicians that can be described by five of the
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Circulate, helping out with vocabulary and checking that adjectives in exercise 2. Get brief feedback from each group.
students are using the correct verb forms.
Students’ own answers
Exercise 3 page 8

Exercise 8 page 7 r
Students use the title to predict what the article is going to
be about. They then read it quickly. Set them a time limit of
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Students work in pairs and compare their sentences. Monitor
about 2 minutes, reminding them that it is important to get a
and listen out for correct use of verb forms. Note any general
general understanding of the text at first.
errors to be addressed after the activity.
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Get some feedback from the students.
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Students compare their ideas from exercise 2 with the article.

Transcript $ 1.09 page 8

Alternative activity
Students complete the sentences in exercise 7 about Exercise 4 page 9
somebody they know well. In pairs, students describe the r
Explain the task and point out that students should identify
person they chose to their partner. keywords in each sentence and then choose a paragraph.
Monitor, helping out with any vocabulary as necessary. They should underline the text where it gives their answer.
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Students check answers in pairs. Check answers as a class.
Lesson outcome 1 C 2 D 3 A 4 E 5 – 6 B 7 F
Ask students: What have you learned today? What can you do
now? and elicit the answers: I can identify and use different verb Exercise 5 page 9
patterns. I have learned I am fearful/fearless. r
In pairs, students do the task. Encourage them to use the
context of the sentences to help them rather than using a
dictionary.
1E Reading r
Check answers as a class.
1 creative 2 outgoing 3 easy-going 4 rebellious
Music and personality 5 passionate 6 gentle
LESSON SUMMARY
Reading: newspaper article on music taste and personality Extension – fast finishers
Vocabulary: predicting meaning from context Students briefly discuss if they agree or disagree with some
of the results of the research in the text, e.g. My sister likes rap
Listening: song – Arctic Monkeys
but she’s shy. She isn’t very outgoing.
Speaking: talking about music tastes and personality
Topic: people, culture
Extension – stronger students
SHORTCUT Students work in A/B pairs. Student A chooses an adjective
To do the lesson in 30 minutes, omit the extensions and exercise 1. and describes a person without using it. Student B has to
Exercises 4 and 5 can be set for homework. guess what the adjective is. Students take turns until they
have guessed all of the adjectives.
LEAD-IN 3–4 MINUTES
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In pairs, students have 1 minute to think of as many types Extension – weaker students
of music as they can. When they have finished, write their Students use the six adjectives in exercise 5 to make six
suggestions on the board. Encourage students to think of sentences to illustrate their meaning. Ask students to leave
any examples of bands or artists they like that play the type a gap in their sentences for another student to complete
of music they have suggested. with an adjective. Students swap their sentences and try to
complete them, e.g. My best friend loves painting and writing.
Exercise 1 page 8
She’s very _____. (creative)
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Students work in pairs. Play the musical extracts, pausing
after each one to allow students time to choose a style.
Exercise 6 page 9
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Play the recording again. Check answers as a class.
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Play the beginning of the song to see if any students know it.
Transcript $ 1.08 page 8 If they don’t, tell them that it is called I Bet You Look Good on
the Dance Floor by Arctic Monkeys.
1 blues 2 jazz 3 reggae 4 country 5 indie 6 soul
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Play the rest of the song and ask students to identify the
Exercise 2 page 8 musical style. Elicit that it is indie rock music.
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In groups of three, students decide which kind of music the
people in the photos listen to and choose some adjectives to
describe the people. Get some feedback from each group.
Students’ own answers

Unit 1 15
 Culture note: Arctic Monkeys Exercise 2 page 10

Arctic Monkeys started up in 2002 and are described as an

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Students find the phrases that mean the same as 1–5.
Students check answers in pairs. Check answers as a class.
indie rock band. They were one of the first bands to become
famous via the internet. I Bet You Look Good on the Dance Floor 1 I love, I enjoy 2 I can’t stand 3 I’d rather 4 Do you fancy?
was their second hit single, and their debut album, Whatever 5 I’m not that keen on
People Say I Am, That´s What I´m Not, released in 2006, was
the fastest-selling debut album in UK history. Exercise 3 page 10
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In pairs, students add to the list. After 2 minutes, stop them
Transcript $ 1.10 page 9 and get feedback, writing new suggestions on the board.

Exercise 7 page 9 Exercise 4 page 10

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Play the song again for students to complete the gaps. They r
Students practise the dialogue, making it true for themselves
will need to use some words more than once. Pause after by using words from exercise 3 or from the board. Remind
each gap to allow students to choose their answer. them to use the correct verb form.
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Students check answers in pairs. Check answers as a class. r
Monitor, helping out with any issues as necessary.

Transcript $ 1.10 page 9 Exercise 5 page 10

1 eyes 2 shoulders 3 explosion 4 romance 5 robot

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Play the first dialogue. Ask students which band Nathalie and
Jacob both like. Elicit that it is Maroon 5.
6 despair 7 shoulders 8 explosion 9 love 10 tunes
11 dreams r
Play the recording from the beginning, pausing to allow
students time to answer.
Exercise 8 page 9 r
They check their answers in pairs. Play the recording a second
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In pairs, students discuss the three questions. Remind them time. Check answers as a class.
that they should develop their answers and not just give
one-word responses to the questions. Transcript $ 1.12 page 10
1 Nathalie What do you enjoy doing in your free time, Jacob?
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Circulate and help out as necessary.
Jacob I’m really into music.
Lesson outcome Nathalie Cool! What’s your favourite band, then?
Jacob Kings of Leon. What do you think of them?
Ask students: What have you learned today? What can you do Nathalie I’m not really a fan.
now? and elicit the answers: I can understand an article about Jacob No? They’re amazing. Who do you like, then?
music and personality. I have got to know a song by Arctic Monkeys. Nathalie I’m really into Maroon 5.
Jacob Really? I quite like them too.
Nathalie I’ve just downloaded their new album. Do you want come round
1F Everyday English this evening and have a listen?
Jacob Cool. I’d love to.
Exchanging opinions 2 Ethan What are you into then, Issy?
Issy I love going to the cinema. I go every week.
LESSON SUMMARY
Ethan Me too. What kind of films are you into?
Function: expressing likes and dislikes Issy I’m crazy about romantic comedies. I love them.
Vocabulary: hobbies and interests Ethan Really? I much prefer war films. Rescue Dawn is my favourite film of all
Listening: dialogues about hobbies and interests time.
Issy I’m not really a fan of war films. Too violent!
Speaking: asking for/giving information about likes/dislikes
Ethan Oh. Maybe we should get together anyway some time and go and
Topic: social life see a film?
SHORTCUT Issy I don’t think so! Do you know any violent romantic comedies?
3 Mike What do you like doing at weekends, Ashley?
To do the lesson in 30 minutes, omit the extensions and exercises 3, Ashley I like surfing the Net.
4 and 11. Exercise 7 can be set for homework. Mike No way! Me too. I’m a big fan of YouTube – it’s so funny.
LEAD-IN 4–5 MINUTES Ashley I absolutely love blogs about famous people. I like reading about
their lives.
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Ask students to make a list of free-time activities. Get Mike Really? I think the lives of celebrities are a bit boring. I prefer watching
feedback and write their examples on the board, checking normal people.
pronunciation. Ashley Well, I like YouTube too. Why don’t you come round on Saturday
r
In pairs, students tell each other about what they like doing afternoon and I’ll show you a few of my favourite YouTube videos.
in their free time. After 2 minutes, stop the students and get Mike Cool. Sounds good.
some feedback from a few pairs. 4 Alex What do you like doing in your free time, Olivia?
Olivia I’m fond of reading.
Exercise 1 page 10 Alex That’s interesting. What kind of books do you like?
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Students read and listen to the dialogue and then discuss the Olivia Sci-fi. I’m really into sci-fi books.
two questions in pairs. Check answers as a class. Alex Are you? I prefer detective stories.
Olivia I don’t really like detective stories. I find them a bit boring. I mean,
Transcript $ 1.11 page 10 they’re not very realistic, are they?
Alex And sci-fi stories are?
Beth and Jamie are not good friends. They do not know much
Olivia Yeah, but sci-fi stories aren’t set in the real world, and they don’t
about each other. They have probably just met for the first time.
pretend to be, so that’s different.
Alex Maybe. I won’t lend you my new detective book then!

16 Unit 1
1 Pair 1 discusses music. Pair 2 discusses films. Pair 3 discusses
surfing the Net. Pair 4 discusses reading. Extension – stronger students
2 Pairs 1 and 3 make a social arrangement. Students use the phrases in exercises 2 and 6 to continue the
speaking activity in exercise 9 by creating sentences of their
Exercise 6 page 10 own. Tell them to create at least five more sentences.
r
Students complete the sentences based on the dialogues
they heard in exercise 5. Students check their answers in Exercise 10 page 10
pairs.
r
Read the Exam strategy with the students. In pairs, they
r
Play the recording to check answers as a class. prepare a dialogue. They can use the dialogues in exercise 5
as examples (if you like, you could play the first dialogue for
Transcript $ 1.13 page 10
them again).
1 fan 2 much 3 big 4 absolutely 5 a bit 6 fond r
Monitor, helping out as as necessary. If some pairs finish
7 into before the others, they can practise their dialogue.
Exercise 7 page 10 Exercise 11 page 10
r
Students put the words into the correct order to make r
If there is time, each pair acts out their dialogue for the rest
questions. Students check their answers in pairs. Check of the class. Have a vote on which dialogue was the best/
answers as a class. funniest/most interesting.
1 What are you into? r
If you don’t have much time, choose one or two stronger
2 What do you like doing at weekends? pairs to act out their dialogues. Encourage them to do it
3 What else do you like doing? without their notes.
4 What do you think of Take That?
5 What kind of films are you into? Lesson outcome
Ask students: What have you learned today? What can you do
Extension – fast finishers now? and elicit the answers: I can exchange information about
Students ask and answer the questions from exercise 7 with hobbies. I can react to other people’s conversations.
other students.

Extension – weaker students 1G Writing

Students write possible answers to the questions in exercise
7. Encourage them to use different expressions from A personal profile
exercises 2 and 6. Monitor, helping out with any vocabulary
issues as necessary. Students compare their answers in pairs. LESSON SUMMARY
Reading: personal profiles
Exercise 8 page 10 Vocabulary: positive and negative personality adjectives
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Read the Speaking strategy with the students. Play the Grammar: modifying adverbs
recording. Pause after each dialogue (at //) and ask the Writing: personal profile
students to repeat.
SHORTCUT
Transcript $ 1.14 page 10 To do the lesson in 30 minutes, omit the extensions. Exercises 3, 4, 5
Boy I love shopping. and 9 can be set for homework.
Girl That’s interesting. //
LEAD-IN 2–3 MINUTES
Boy I’m not a big fan of computer games.
Girl Really? // r
Write ‘Facebook’ and ‘Twitter’ on the board. Write wh-
Girl I’m really into sci-fi films. questions: When? How often? Who? What? Which? and Why?
Boy Cool! // and elicit some questions from students relating to social
Girl I’m fond of dancing. networks, e.g. Which networks do you use? How often do you
Boy No way! Me too. // use Facebook?
Girl I’m not a big fan of Facebook. r
Students ask and answer the questions in pairs. Get some
Boy Me neither. // feedback from individual pairs around the class.
Boy I quite like taking photos.
Girl Do you? // Exercise 1 page 11
Boy I’m really into surfing the Net.
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Students tick the information that is in both messages.
Girl Wow! Are you? //
Students check answers in pairs. Check answers as a class.
Girl I can swim very fast.
Boy Can you? // 1, 2, 3 and 5

Exercise 9 page 10 Exercise 2 page 11

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In pairs, students do the task. Encourage them to react to the r
Students work in pairs. Ask them to read the profiles a second
sentences in different ways. time and to discuss what they have in common with Ross
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Monitor the activity, checking the students’ intonation. and Abigail.
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Monitor the students as they discuss, helping out as
necessary. Get feedback from a few pairs.

Unit 1 17