Have the class ask and answer the questions

Starter
inviting them to point to one of the students
in the picture every time they choose ‘he’ or
‘she’ so that a partner can answer using the
unit information in the text or inventing some.
Be ready to revise any of the grammar concepts
if necessary.

Lesson 1
Answers
1 is; 2 does; 3 has; 4 are; 5 can

Aims
3 1.02 Ask students to imagine their name is

To revise basic functions such as introducing David. Have them read the text and choose
oneself and others, asking and answering about the correct words. After a few minutes, play
age, family and abilities. the track for the class to listen and check their
answers.
To revise basic vocabulary such as nouns related
to food, school subjects, countries, transport, etc. Answers
1 ’m; 2 go; 3 live; 4 haven’t; 5 are; 6 don’t like; 7 speak; 8 is
To revise verb to be, have got, can, the present
simple tense and the present continuous.

Phases extra
Give students a few minutes to think of false
Initial phase statements about the introduction in exercise 3.
Have them work in pairs and take turns to correct
Greet the class and introduce yourself. Pretend you their partner’s statements.
have a bad cold. Cough. Say you can’t do a lot of
talking, so you will dictate something and if they
can’t hear a word you say because you are coughing,
they should guess it. Point to the picture on page 4 4 Invite students to work in pairs to tell their
in the Student’s Book and dictate: ‘This girl is Rachel. friends about them. To have more fun, ask them
In the photo she cough with her two friends, James to give false information about themselves.
and David. They cough not English. James is cough
India and Davis cough German. They cough in
England now because they are exchange students.
They cough both speak English quite well.’ Tell the
Vocabulary
class you were just pretending to have a cold and
check what they have written. Invite students to ask
and answer about the text. Phases extra
Spell out the following semantic fields: ‘games’,
‘films’, ‘IT activities’, ‘jobs’ and ‘travel’. As students
Core guess them, write them on the board. Pair up
students and elicit examples of each category
and sentences with each word. If you wish, invite
Introductions students to write some of the sentences on the
board for class correction.
1 Ask students to open their books and look at
the picture. Invite a female student to read out
the text. Then ask students what the young 5 Invite the class to look at the words in the box
people’s names are. and match them with categories 1–8. Check
orally. Then give them two minutes to provide
Answers
From left to right: James, Rachel and David as many extra words as possible for each
category. Remind students that some adjectives
describe weather conditions, so they can classify
2 Give the class a few minutes to complete the them into two categories.
questions and check orally. Remember to
challenge students by eliciting fluent chunks
and adequate intonation (falling for Wh-
questions).

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Answers 11 Ask the class to read the text and choose
1 Food: apple, bread, meat; 2 School subjects: maths, French,
the correct words to complete the profile.
history; 3 Sport: tennis, football, rugby; 4 Transport: train, car,
bus; 5 Countries: France, India, Canada; 6 Adjectives: boring, Check the answers orally.
easy, fun; 7 Weather: hot, cloudy, rainy; 8 Places: theatre,
shop, sports centre Answers
1 am living; 2 goes; 3 are; 4 think; 5 use; 6 chatting; 7 chats

Grammar 12 Ask students to use the words given to write

questions. Check the questions orally.
6 Invite students to read the text and choose the Answers
correct verb forms. Discuss the answers orally. 1 How often do you go to the gym? 2 What do you like doing
in the afternoon? 3 Who is your favourite singer? 4 What is
Answers your favourite school subject?
1 go; 2 live; 3 love; 4 likes; 5 ’m getting; 6 ’m doing;
7 don’t look
13 Invite students to work in pairs and
7 Give the class a few minutes to complete the take turns to ask and answer the questions in
questions about Rachel. Check the answers exercise 12 as you circulate monitoring their
orally. work.

Answers
1 How old; 2 Where; 3 Where; 4 What; 5 Who; 6 What;
7 How many
Closing phase
Write these sentences on the board: ‘I’m really sorry
about it.’ ‘That sounds interesting!’ ‘Where exactly?’
‘I can’t believe she really does that!’ ‘Of course she
Phases extra is!’ Ask the class to read them silently, choose one
Invite students to work in pairs and take turns and think of a short dialogue in which it may occur.
to ask and answer the questions in exercise 7 as
you circulate monitoring their work. Provide help
Give the class three minutes. Invite different pairs to
when necessary.
act out the dialogues. Correct only when necessary.

8 Give students three minutes to write questions Workbook pages 3 & 4

about one of their friends. Check the questions
orally.

9 Pair up students and ask them to take turns

to ask and answer the questions in exercise 8.

10 Invite the class to read the telephone

conversation between Rachel’s mum and David
and ask students to complete it with the correct
form of the verbs in the box. Discuss the
answers orally.

Answers
1 Are; 2 Is; 3 are studying; 4 goes; 5 comes; 6 wants; 7 aren’t;
8 don’t like

Phases extra
Ask students to imagine that Rachel has told a
lie and she is not in the library. She has gone out
with a new boyfriend. Give the class a few seconds
to think of how this would affect the intonation
of the questions and answers in the dialogue
in exercise 10. Provide help if needed. Have a
strong pair read out and another pair act out the
telephone conversation.

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