Style

23
Map of resources 3A Vocabulary
3A Vocabulary
Clothes
Student’s Book, pages 30–31; Workbook, page 30
LESSON SUMMARY
Photocopiable: 3A (Clothes)
Vocabulary: Clothes
3B Grammar
Grammar: Adverbs of frequency
Student’s Book, page 32; Workbook, page 31
Speaking: Talking about clothes
Photocopiable: 3B (Present continuous)
SHORTCUT
3C Listening
• To do the lesson in 30 minutes, keep the lead-in brief and
Student’s Book, page 33; Workbook, page 32
spend no more than 3–4 minutes on exercises 4 and 9.
3D Grammar Exercise 7 can be set for homework.
Student’s Book, page 34; Workbook, page 33 LEAD-IN 2–3 MINUTES
Photocopiable: 3D (Contrast: present simple and present • On the board, write: a wedding, a meal with friends, a
continuous) special celebration (e.g. birthday), sports day.
3E Word Skills • Ask: What clothes do you wear for these occasions? Elicit
Student’s Book, page 35; Workbook, page 34 answers. You may also like to tell students your ideas.
3F Reading Exercise 1  ​page 30 
Student’s Book, pages 36–37; Workbook, page 35 • Focus attention on the photos. As a class, students say
Photocopiable: Functional Language Practice: Expressing which clothes they like and dislike. They will learn the
opinions names of the clothes in exercise 2, so you do not need to
teach those now. However, if students mention the names
3G Speaking of clothes, praise the people who mention them and write
Student’s Book, page 38; Workbook, page 35 the words on the board.
3H Writing
Exercise 2  ​page 30 
Student’s Book, page 39; Workbook, page 36
• With a weaker class, do the exercise together, going
Culture 3 through the numbers in order. Ask students to call out the
Student’s Book, page 110 answers. With a stronger class, students do the exercise
DVD and DVD worksheet: Unit 3 individually.
• Check the meaning of the rest of the words.
Classroom Presentation Tool Unit 3
KEY
End of unit 1  shirt  ​2  T-shirt  ​3  leggings  ​4  trousers  ​5  jumper  ​
Unit Review: Workbook, pages 38–39 6  trainers  ​7  scarf  ​8  hat  ​9  boots  ​10  jacket  ​11  cap  ​
Photocopiable: Grammar Review 12  jeans  ​13  shoes
Exam Skills Trainer 2: Workbook, pages 40–41 Exercise 3  w 2.02   ​page 30 
Cumulative Review 2 (Units I–3): Workbook, pages 110–111 • Play the audio for students to listen and repeat.
Progress Test and Short Tests: Unit 3
Extra activity
To consolidate clothes vocabulary, ask students to put the
clothing in three groups: a) items worn on the upper part
of the body, b) items worn on the lower part, and c) other
items.
KEY
a cap, cardigan, hat, jacket, jumper, scarf, shirt,
sweatshirt, T-shirt, tie
b boots, jeans, leggings, shoes, shorts, skirt, socks,
trainers, trousers
c coat, dress, pyjamas, tracksuit

Unit 3 1
Exercise 4  w 2.03   ​page 31  Exercise 6  w 2.04   ​page 31 
• Focus attention on the Look out! box. On the board, write • Ask: Do adverbs of frequency come before or after the verb?
top and bottoms. (before) What about with the verb ‘be’? (after)
• Point out your own top and several students’ tops – • Students read the Recycle! box.
basically any shirt, T-shirt, jumper or tracksuit top is a top, • Play the audio. With a weaker class, pause the audio after
but jackets and cardigans are not usually called tops. each speaker to allow students to write their answers.
• Point out that bottoms is usually used only for tracksuit or With a stronger class, play the audio straight through.
pyjama bottoms. KEY
• Play the first description on the audio and elicit the 1  are often   2  always wears   ​3  never gets dressed   ​
correct match. 4  usually wears   ​5  sometimes changes
• Play the audio from the beginning, pausing after each
Transcript
description so that students can note down the correct
See exercise 5.
answer. If necessary, play the audio again.
• To check answers, play the audio and ask volunteers to call Exercise 7  ​page 31 
out the name of the person. • On the board, write a sentence that is true for you, e.g.
KEY I sometimes wear jeans at the weekend. Ask a few confident
2  Blake  ​3  Hailey  ​4  Lauren  ​5  Justin  ​6  Lily students to make a true sentence about themselves.
Transcript • Students do the exercise individually. Circulate, monitor
1  This person has got black boots and a black top. and help as necessary.
2  This person has got white trainers and a red top. • Ask a few students to read out some of their sentences.
3  This person has got a white jacket and a black cap.
4  This person has got a black hat and a black jacket. Extra activity
5  This person has got red trousers and a blue top. • On the board, write: suit, tracksuit, tie, scarf, gloves and
6  This person has got black boots and a white hat. smart shoes and teach the meaning of gloves, suit and
smart if necessary.
Exercise 5  w 2.04   ​page 31  • Say how often you wear the items, e.g. I sometimes
• Play the first item on the audio and focus attention on the wear a suit. I always wear a tie and smart shoes with a suit.
example answer. I sometimes wear a tracksuit at the weekend. I never wear
• Play the audio from the beginning, pausing after each dresses! I’m a man! I always wear gloves when it’s cold.
description so that students can note down the correct • In groups, students say how often they wear the items
answer. If necessary, play the audio again. on the list.
• Check answers as a class.
KEY Exercise 8  ​page 31 
Archie  tracksuits, trainers ​ • Focus attention on the words and check meaning. Some
Violet  skirt, jacket, pyjamas ​ students may be colour blind and others may have
Arthur  jeans, sweatshirt, tracksuit ​ difficulty naming colours, so be sensitive and supportive
Lola  trousers, sweatshirt, leggings, T-shirt if this is the case.
Transcript Extra activity
Archie  I’ve got a brother and we’re about the same size, so
• Most people have got a favourite item of clothing or
I often wear his tracksuits. I just take them from his bedroom,
one they like a lot. Describe one of your favourite items
I don’t ask. I use his trainers too. He isn’t always happy about
of clothing to the class. If you need to explain new
it! But what can I do? Often, I can’t find any clean clothes
vocabulary, do so.
in my room because I play football every day. So I wear my
brother’s clothes. Simple! • After you have described your favourite item of
Violet  We have to wear a uniform for school every day: clothing, students do the same in pairs or small groups.
I wear a black skirt, a white top and a blue jacket. But at the Circulate, monitor and help as necessary.
weekend, I always wear really casual clothes. On Sundays, • Ask a few students to share their answers with the class.
I always get up really late. I have breakfast, and lunch, in my
pyjamas! Exercise 9  ​page 31 
Arthur  We don’t have a uniform at my school, so I usually • Say: I’m in the photo. Guess who I am. Ask ‘Yes / ​No’ questions
wear jeans and a sweatshirt. I usually wear the same clothes about my clothes, for example, ‘Have you got jeans?’
at the weekend – but I wear a tracksuit when I do sport. • Ask two confident students to read the example questions
Lola  We have to wear school uniform at my school – black and answers. Students then do the exercise in pairs.
trousers, a white top and a red sweatshirt. But I don’t always
wear those clothes after school. Sometimes, when I get
home, I change. I wear leggings and a T-shirt.

Unit 3 2
 Extra activity Culture note: Cardiff
• Tell students to think of an outfit that can be described using Cardiff is the capital city of Wales and the tenth largest city
the language from this unit. They then write a description, in the UK. It has a population of about 1.1 million people.
e.g. I’ve got a dark blue suit, a red shirt and black shoes. The city hosts many concerts and music festivals.
• Students work in pairs. They take turns to ask and answer
questions to find out about their partner’s outfit, e.g. Exercise 3  ​page 32 
A Have you got jeans? ​B No, I haven’t. • Check students’ understanding of the present continuous.
A Have you got a suit? ​B Yes, I have. On the board, write I teach and elicit the present
A What colour is it? ​B It’s dark blue. continuous: I am teaching.
A Have you got a shirt? ​B Yes, I have. • Students read the Learn this! box. They then find examples
A What colour is it? ​B It’s white. of the present continuous in exercise 2.
A Have you got a scarf? ​B No, I haven’t.
A Have you got shoes? ​B Yes, I have. KEY
A What colour are they? ​B They’re black. We’re having a fantastic time …  ​Finally, it isn’t raining!  ​
• After they have finished, they can compare descriptions. The sun is shining!  ​We’re dancing …  ​What are you doing?

Exercise 4  ​page 32 

Lesson outcome • Complete the first item as a class. Then students complete
• If you are using the Classroom Presentation Tool, first do the the table individually.
lesson closer to review what has been covered in this lesson.
KEY
• Ask: What have you learned today? What can you do now? 1  am / ’m   ​2  is / ’s   ​3  are / ’re   ​4  am not / ‘m not   ​
and elicit answers: I can describe people’s clothes. 5  is not / isn’t   ​6  are not / aren’t   ​7  Are  ​8  are  ​
9  aren’t  ​10  Is  ​11  is  ​12  isn’t
3B Grammar
Exercise 5  ​page 32 
Present continuous • Students read the Learn this! box. To check understanding,
write the following on the board: drop, make, cook, hit,
LESSON SUMMARY give, walk.
Grammar: Present continuous • Elicit the -ing form by asking individual students to call out
Speaking: Talking about music festivals; talking about usual the spelling or come to the board and write the words:
activities dropping, making, cooking, hitting, giving, walking.
SHORTCUT KEY
• To do the lesson in 30 minutes, keep the lead-in brief and 1  ’re sitting   ​2  ’m taking   ​3  ’m watching   ​4  ’s sleeping  ​
spend no more than five minutes on exercise 7. Exercises 5  ’re having   ​6  ’m looking   ​7  ’s dancing   ​8  ’m chatting
4 and 5 can be set for homework.
For further practice of present continuous:
LEAD-IN 2–3 MINUTES Grammar Builder 3B    page 128 
• To introduce the topic of music, ask: What types of music 1 2 taking  ​3  raining  ​4  waiting  ​5  having  ​
can you name? (e.g. classical, jazz, rock, rap, pop, soul, R&B) 6  chatting  ​7  wearing  ​8  doing
• Tell the class what kind of music you like or the music your 2 2 ’s raining   ​3  are doing   ​4  are chatting   ​5  ’m
children listen to. Some students might feel pressure to having  ​6  is taking   ​7  is singing   ​8  ’m wearing
say they like a certain kind of music, so suggest that it is
all right to like any kind of music. You could also mention 3 2 Those dogs aren’t fighting. They’re playing.
a concert you have attended. 3 The bus isn’t arriving. It’s leaving.
4 My uncle isn’t playing football. He’s watching it /
• Ask a few confident students to tell the class about music
football.
they enjoy.
5 My aunt isn’t doing aerobics. She’s dancing.
Exercise 1  ​page 32  6 I’m not playing a game on my phone. I’m writing
• Focus attention on the photo. Discuss the questions as a an email.
class. If possible, elicit not only rock or pop music festivals, but 4 1 are you doing   ​2  Are you having   ​3  I’m not   ​
also folk music, classical music or any other type of music. 4  Are they planning   ​5  they are   ​6  are they doing  ​
7  are you playing   ​8  Are you having   ​9  are
Exercise 2  ​page 32 
5 1 Are you wearing trainers / boots / a T-shirt /
• If you are comfortable doing so, ask: socks / a dark top? Yes, I am. / No, I’m not.
Do you use social media?
2 Are you sitting near the door / near the window /
If you do, which ones do you use?
near the board? Yes, I am. / No, I’m not.
• If anyone uses Twitter, point out the tweets in exercise 1. 3 Are you using a pen / a pencil / your phone / a
Focus attention on the tweets. Elicit the name, date and tablet? Yes, I am. / No, I’m not.
location of the music festival.
KEY
Summer Sounds, Thursday 4 August, Cardiff

Unit 3 3
 Extra activity Exercise 1  ​page 33 
• For more practice, ask: What’s happening right now? • Check meaning and pronunciation and put the adjectives
into pairs of opposites as a class.
Students say as many things as they can, e.g. You’re
teaching. We’re studying. My parents are working. The KEY
students next door are laughing. baggy – tight; ​casual – smart; ​dark – light; ​long – short; ​
• Alternatively, put students in teams to write as many long-sleeved – short-sleeved; ​patterned – plain
present continuous sentences as they can within a time
Exercise 2  ​page 33 
limit of three minutes. The team with the most correct
sentences at the end wins. • Focus attention on the photos. Elicit descriptions of and
opinions about the clothes.
Exercise 6  w 2.05   ​page 32  KEY
• Ask students to read the dialogue. Then complete the first (Possible answers)
item as a class. With a stronger class, students do the Top left  She’s wearing a red long-sleeved dress and long
exercise individually. With a weaker class, students first black boots. (She’s also wearing large sunglasses, black
mark the questions with ? to remind them which form to tights and a red leather belt.)
use. Point out they will have to decide if the verb for the Top right  He’s wearing a (light) blue long-sleeved top, a
sentences is in the affirmative or negative form. grey scarf, dark blue jeans and white trainers.
Bottom left  He’s wearing a long dark blue coat, a light
• Play the audio for students to check their answers.
green shirt and baggy grey shorts. He’s wearing black
• If you have time, students read the dialogue in pairs. socks and dark trainers.
KEY Bottom right  She’s wearing a patterned long-sleeved top,
1  are you doing   ​2  ’m looking   ​3  ’m holding   ​ tight jeans and (high-heeled) boots.
4  ’m sitting   ​5  ’re waiting   ​6  aren’t playing   ​
7  ’m leaving   ​8  Are you coming Exercise 3  w 2.06   ​page 33 
• Say jacket and ask students to repeat. Ask: Which syllable
Exercise 7  ​page 32  is stressed? Elicit that the first syllable is stressed and
• Mime one or two of the activities on the list for the class underline it. Repeat with hotel and jumper.
to guess, e.g. • Students read the Listening Strategy.
Student: Are you dancing? • Play the audio. Students repeat the words, stressing them
You: Yes, I am. correctly before circling the ones with a different stress
• In pairs, students take turns miming activities. Circulate, pattern.
monitor and help as necessary.
KEY
Lesson outcome 1  visit  ​2  Japan  ​3  moment  ​4  hotel  ​5  today  ​6  copy
• If you are using the Classroom Presentation Tool, first do Exercise 4  ​page 33 
the lesson closer to review what has been covered in this
lesson.
• Focus attention on the words. Students read out the
words to see which syllable is stressed. Elicit that the stress
• Ask: What have you learned today? What can you do mark (the little line that looks like an apostrophe) comes
now? and elicit answers: I can talk about things that are before the stressed syllable.
happening now.
Exercise 5  w 2.07   ​page 33 
3C Listening • Do the first item as a class. With a weaker class, do
the exercise together and encourage students to look
up words in the dictionary if they do not agree on the
Catwalk fashion pronunciation.
LESSON SUMMARY • Play the audio and check the pronunciations.
Speaking: Describing clothes KEY
Listening: Syllable stress 1  collection  ​2  pyjamas  ​3  understand  ​4  disaster  ​
SHORTCUT
5  dangerous  ​6  magazine  ​7  audience  ​8  amazing  ​
9  wonderful  ​10  twenty-one  ​11  computer  ​
• To do the lesson in 30 minutes, keep the lead-in brief. Do 12  seventeen
exercise 9 only if you have time.
LEAD-IN 2–3 MINUTES
Exercise 6  w 2.08   ​page 33 
• Pretend that your students are modelling school uniforms, • Students read the sentences and underline the key words
in each so that they know what to listen for, e.g. 1 winter,
and that you are a reporter giving a ‘catwalk commentary’.
spring; 2 Stella and Tonya, summer clothes; 3 Tonya, short
Choose a student who will appreciate the joke and say, for
jacket, baggy top, white shorts.
example: Today, Rob is wearing the latest fashion in school
uniforms. He’s wearing a dark jacket, a white shirt and a blue • Play the audio for students to do the exercise.
tie. He looks great in his black trousers and shoes! • With a stronger class, play the audio again for students to
• You could repeat with another student. correct the false sentences.

Unit 3 4
KEY Lesson outcome
1 F (The clothes in the show are for spring and summer.) • If you are using the Classroom Presentation Tool, first do
2 F (Stella and Tonya are wearing spring clothes.) the lesson closer to review what has been covered in this
3 T lesson.
4 F (Stella has got a tight dress, a white scarf and boots.)
• Ask: What have you learned today? What can you do now?
5 T
and elicit answers: I can identify stress patterns in two- and
6 T
three-syllable words.
7 T
8 F (Martin falls over the photographer and the girls fall
on top of Martin.) 3D Grammar
Transcript
Host  Hello and welcome to Fashion Matters. This week, the Contrast: present simple and present
programme is coming live from the London Fashion Show. continuous
So, let us go straight to Joanna Mills, our reporter at the
LESSON SUMMARY
show. Hello, Joanna.
Joanna  Thank you, Matthew. Good afternoon, everyone, and Grammar: Present simple and present continuous contrast
welcome to the show! Speaking: Talking about what usually happens and what is
The audience is waiting for the first models to appear on the happening now
catwalk. The photographers are all here, their cameras ready.
SHORTCUT
We are proud to present an exciting new designer: Zizi
Malek! To open the show, here is Zizi’s collection for spring • To do the lesson in 30 minutes, keep the lead-in brief. If
and summer. you run out of time, omit exercise 6. Exercise 5 can be set
Our first models, Tonya and Stella, are coming down the for homework.
catwalk now. The girls are wearing smart street outfits for LEAD-IN 2–3 MINUTES
spring. Tonya is wearing a short blue jacket over a baggy,
short-sleeved, orange top and white shorts. She is also
• Write these questions on the board:
What are you wearing now? What do you usually wear at the
wearing a white cap and white, high-heeled shoes. Stella
weekend? Elicit answers from a few confident students.
is wearing a tight, long-sleeved, orange dress with a white
Then pairs can ask and answer about themselves.
scarf and boots.
And here is Martin, our third model. He’s wearing a long, • To extend the lead-in, ask:
blue cardigan over a yellow, patterned shirt. His trousers are What do you wear when you go out with your friends? When
difficult to describe. They look a bit like pyjama bottoms! He’s you play sport? At a formal family occasion?
also wearing amazing, yellow and black trainers. Now he’s
Exercise 1  ​page 34 
street dancing! That’s a new idea for the catwalk. Very cool.
He looks really fantastic! • Focus attention on the photo. Ask: What’s she doing?
The reporters are taking lots of photographs of him … One • Elicit answers to the questions.
photographer is going very close to the catwalk. That’s a bit
Exercise 2  w 2.10   ​page 34 
dangerous … Oh, no, Martin’s falling over the photographer!
Ouch. Now the girls are falling on top of Martin! People in • Students read the questions. Then play the audio for
the audience are trying to help … Oh, dear. That’s a bit of a students to listen and read.
disaster … • Elicit answers to the questions.
• You can ask a few additional questions:
Exercise 7  w 2.09   ​page 33  What’s Claire looking for? (a new top)
• Do the first item as a class. What’s wrong with the tops? (They’re expensive.)
• To check answers, play the audio, pausing after each What are Claire’s parents doing at the moment? (They’re
sentence. decorating the house.)
What time are they meeting on Saturday? (at 7.30 in the
KEY
evening)
1 afternoon, everyone
2 present, exciting, designer • In pairs, students read out the dialogue.
3 models, coming, catwalk KEY
4 difficult, describe, pyjama bottoms 1 She wants to buy a new top.
5 reporters, photographs 2 Joel is at home. He hates shopping.
3 He invites her to go to the cinema.
Exercise 8  ​page 33 
• Students work in pairs. With a weaker class, tell students Exercise 3  ​page 34 
they can choose two of the four outfits on the page if they • Students find examples of the present simple and present
like. Circulate, monitor and help as necessary. continuous in the dialogue.
Exercise 9  ​page 33 
• Focus attention on the Learn this! box. Elicit the missing
words.
• Ask a few confident students to present their
commentaries to the class.

Unit 3 5
• To check understanding of point e, write on the board: Lesson outcome
I’m liking / ​I like ice cream. • If you are using the Classroom Presentation Tool, first do
He needs / ​is needing a pencil now. the lesson closer to review what has been covered in this
Elicit the correct verb for each (the present simple) and lesson.
circle it. Then say: These verbs don’t describe an action; they • Ask: What have you learned today? What can you do now?
describe a state. and elicit answers: I can talk about what usually happens
KEY and what is happening now.
a present simple
b
c
present continuous
present continuous 3E Word Skills
d present simple
e present simple Adjectives: opposites
LESSON SUMMARY
Exercise 4  ​page 34 
• Students read the sentences and underline any time Vocabulary: Adjectives; the negative prefix un-
expressions that show which tense is needed. (2 This term; Speaking: Talking about the cost of clothing and the people
5 every Saturday morning; 7 How often) who make clothing
• They then read and circle any of the verbs in brackets SHORTCUT
that do not usually take the continuous. (3 know; 6 not • To do the lesson in 30 minutes, keep the lead-in brief and
understand) spend no more than 4–5 minutes on exercise 4. Exercise 7
• Students complete the sentences and then match them can be set for homework.
with the rules a–e in the Learn this! box.
LEAD-IN 2–3 MINUTES
KEY
1  ’s raining – b   ​2  ’re learning – c   ​3  Do (you) know – e   ​ • Revise the adjectives from Lesson 3C. On the board, write
4  live – d   ​5  play – a   ​6  don’t understand – e   ​ the following adjectives and elicit the opposites:
7  does (Fred) help – a casual (smart); long (short); light (dark): baggy (tight); short-
sleeved (long-sleeved); patterned (plain).
For further practice of the present simple and • Then ask: Do you know any other pairs of opposite
present continuous contrast: adjectives? (e.g. old – new, tall – short, happy – sad)
Grammar Builder 3D    page 128 
Exercise 1  ​page 35 
6 1 a  Are (you) having    ​b  Do (you) have    ​2  a  ‘m not • Focus attention on the list of words. On the board, write
b  doesn’t wear   ​3  a  stops  ​b  is stopping
wearing  ​ sew and elicit the pronunciation: /səʊ/. Then write sewing
7 1 are (you) doing   ​2  ’m looking for   ​3  wear  ​ machine and elicit the pronunciation: /ˈsəʊɪŋ məˈʃiːn/.
4  do (you) want   ​5  ’m not joking   ​6  Do you like   ​ • Focus attention on the photo. Students describe it and
7  think discuss the questions in pairs. Circulate, monitor and help
as necessary.
Exercise 5  ​page 34  • Ask a few students to describe the photo for the class.
• Students read the text messages, ignoring the gaps. Ask: KEY
What day is it today? (It’s Emma’s birthday.) (Possible answer)
Why isn’t a CD a good suggestion? (She downloads music.) The women are working in a factory. They’re making clothes.
What do they decide to give her? (a book) They sit at a desk and sew things all day. They use sewing
• With a weaker class, focus attention on the list of verbs. machines. One woman in the photo is making trousers.
Ask: Which verbs don’t usually take the continuous? (know,
love, prefer) Exercise 2  w 2.11   ​page 35 
• Do the first item as a class. Students then do the exercise • Students read the questions and underline key words, e.g.
individually. a: hasn’t got money, buy designer labels; b: wearing, didn’t
KEY
cost very much.
1  are (you) doing   ​2  ’m looking   ​3  loves  ​4  know  ​ • With a weaker class, put students in four groups. Each
5  prefers  ​6  buys  ​7  reads  ​8  Are (you) planning   ​ group reads one of the texts. Students report the correct
9  ’m looking answer to the class. With a stronger class, students read
all four texts.
Exercise 6  ​page 34  KEY
• Describe a student in the class using the present simple a  Megan  ​b  Ryan  ​c  Molly  ​d  Jed
and present continuous, e.g. She’s sitting near the window.
She plays the piano. Students guess who the student is. Exercise 3  ​page 35 
• Students do the exercise in pairs. Circulate, monitor and • On the board, write good and elicit the opposite (bad).
help as necessary. Continue saying the highlighted adjectives in the text and
eliciting the opposites.

Unit 3 6
KEY Lesson outcome
good – bad  ​cheap – expensive  ​large – small  ​ • If you are using the Classroom Presentation Tool, first do
low – high  ​dangerous – safe  ​terrible – fantastic  ​ the lesson closer to review what has been covered in this
similar – different  ​true – false   wrong – right  ​ lesson.
difficult – easy  ​great – awful  ​old – new
• Ask: What have you learned today? What can you do now?
Extra activity and elicit answers: I can use a variety of adjectives.
Students think of five things they can describe with any
of the adjectives in exercises 2 and 3. Give a few examples 3F Reading
to get them started, e.g. English tests are easy. Cycling in our
city is dangerous. Our school uniform is similar to (X school’s) Teenage pressures
uniform.
LESSON SUMMARY

Exercise 4  ​page 35  Vocabulary: Adjectives

• Tell students to close their books. Call out an adjective and Speaking: Talking about teenage pressures
elicit its opposite. SHORTCUT
• Students do the exercise in pairs. Circulate, monitor and • To do the lesson in 30 minutes, keep the lead-in brief and
help as necessary. spend no more than 5–6 minutes on exercises 6 and 7.
Exercise 5  ​page 35  LEAD-IN 2–3 MINUTES
• On the board, write friendly. Ask: What’s the opposite? • Ask: What do people do when they want to look their best, for
Accept answers such as mean or angry, but elicit example, when they are preparing to go to a wedding? Elicit
unfriendly and write it on the board. answers, e.g. have a shower, put on nice clothes, put on
• Focus attention on the Learn this! box. Do the exercise as make-up, have a haircut, comb their hair.
a class.
Exercise 1  ​page 36 
KEY
a  unfair  ​b  comfortable • Focus attention on the photos and discuss the questions
as a class. Pre-teach or elicit straighten / s​ tyle your hair, take
Exercise 6  ​page 35  a selfie, work out, put on make-up.
• Do the first item as a class. KEY
• With a weaker class, do the exercise together. With a 1 A girl is straightening her hair in front of a mirror.
stronger class, students work individually. 2 The girl is taking a selfie.
• Check answers as a class. Some students may know other 3 The boy is exercising / ​(going) weight training.
opposites that are not taught in this unit, e.g. expensive – 4 The girl is putting on make-up.
inexpensive and tidy – messy. Accept such answers, but also
Exercise 2  ​page 36 
note the words taught in the unit: cheap and untidy.
• With a weaker class, put students in five groups. Each
KEY group reads one paragraph. With a stronger class,
1 These jeans were very cheap. students read the whole text. Tell them not to worry
2 That yellow shirt looks fantastic! about unknown words; they should concentrate on the
3 My bedroom is always very untidy / ​messy. main idea.
4 It is safe to swim in that river.
5 Jason is feeling unhappy / s​ ad today. KEY
6 My mum works in a large / ​big clothes shop. Four of the writers believe that there is a problem with
teenagers and image: Maria Baker, Sophie Ellis, Bob
Exercise 7  ​page 35  French and Luke Woods.
• Students do the exercise individually. Check answers as Exercise 3  ​page 36 
a class.
• Go through the Reading Strategy together. Then focus
KEY attention on the headings A–G and check understanding
1  unusual  ​2  low  ​3  difficult  ​4  new  ​5  wrong  ​ by asking: What do you think each heading means? (e.g.
6  similar A: Trying to look like something that is not real; B: Young
men who work out with weights; C: Wearing the clothes
Exercise 8  ​page 35 
you like; D: Girls who worry because they don’t look like
• Ask two confident students to read the example. Then ask: celebrities; E: Designer clothes for sale; F: Photos are
Who agrees? and ask for a show of hands. everywhere; G: Old-fashioned hairstyles). Note: Students
• Students do the exercise in pairs. can use L1 for this.
Exercise 9  ​page 35  • Students read paragraph 1 and choose an answer. They
may choose A because the word artificial in the text is
• Students read the sentences one at a time. After each, ask: related to lie. However, the correct answer is D because it
Who agrees? and count hands. Ask: Who disagrees? and
specifically mentions girls being worried.
count hands. Keep count on the board.
• Students do the exercise.

Unit 3 7
Exercise 4  ​page 36 
• Discuss the question as a class.
3G Speaking
KEY Making arrangements
Heading E mentions fashion shows (catwalk) and clothes
LESSON SUMMARY
shops. The article doesn’t mention models or fashion shows.
Heading G mentions the past. The article mentions hairstyles, Vocabulary: Free-time activities
but it doesn’t say anything about hairstyles from the past. Speaking: Making arrangements
Grammar: Present continuous for future arrangements
Exercise 5  w 2.12   ​page 36 
• Play the audio for students to check their answers. SHORTCUT

KEY
• To do the lesson in 30 minutes, keep the lead-in brief.
Choose one strong pair to act out their dialogue for the
1  D  ​2  F  ​3  B  ​4  A  ​5  C
class in exercise 9.
Exercise 6  ​page 36  LEAD-IN 2–3 MINUTES
• Students can do this exercise individually or in pairs. • Tell the class about some of your free-time activities or the
• Check answers as a class. Make sure students understand free-time activities of someone you know.
the difference between artificial and fake. For example, • Ask: What do you do in your free time? Elicit answers. If
artificial fur is a material that looks like real fur, but it is students use the words play, go, have or meet, write them
not intended to fool the buyer into thinking it is real fur. on the board in preparation for exercise 1.
However, a fake designer handbag is usually intended
to fool people into believing it is an actual designer Exercise 1  ​page 38 
handbag. Also make clear the difference between real and • Do the exercise as a class. Students call out the answers.
natural: something real actually exists; something natural Check meaning.
occurs in nature and has not been changed by people.
KEY
KEY 1  play  ​2  go  ​3  go  ​4  go  ​5  have  ​6  meet
female – male  ​artificial – natural  ​ordinary – special  ​
fake – real For further practice of free-time activities:
Vocabulary Builder 3G    page 118 
Exercise 7  ​page 36 
• Students look for the words. 1 play board games, cards, chess, computer games,
football, a musical instrument, tennis   
KEY go  bowling, dancing, fishing, for a walk, ice-skating,
unhappy, unkind, untidy, unnecessary rollerblading, skateboarding, swimming, to the
beach, to the cinema   have  dinner in a café, lunch
Exercise 8  ​page 36  in a restaurant   meet  friends  listen to  music  
• Do the first item as a class. Students then do the exercise watch  DVDs, TV   read  books, magazines
individually.
KEY
1  really  ​2  view  ​3  honest  ​4  think  ​5  my Extra activity
Students write down their favourite free-time activity.
Exercise 9  ​page 36  Then ask each student to say what it is. When someone
• Students read the statements and opinions and check the says an activity that someone else has already mentioned,
meaning. With a weaker class, put students in five groups write it on the board and put two ticks next to it to show
and assign one person 1–5 to each group. Students that two people like it. At the end, you will be able to see
work together as a group to match the people with the what the most popular activities are.
opinions. With a stronger class, students can do the
exercise individually. Exercise 2  w 2.13   ​page 38 
KEY • Play the audio for students to read and listen. They then
a  2  ​b  4  ​c  1  ​d  3  ​e  5  ​f  2  ​g  3  ​h  2  ​i  5 find three free-time activities.
KEY
Exercise 10  ​page 36 
going swimming; ​going shopping; ​playing football
• Ask two confident students to read the example.
• Students work in pairs and say whether they agree or Exercise 3  ​page 38 
disagree with the opinions. • On the board, write:
I’m going to the cinema next week.
Lesson outcome I fancy going to the cinema next week.
• If you are using the Classroom Presentation Tool, first do the • Ask: Which uses the present continuous? (the first one)
lesson closer to review what has been covered in this lesson. Students read the Learn this! box and do the exercise. ​
• Ask: What have you learned today? What can you do now?
KEY
and elicit answers: I can understand a text about pressures
There are two examples: I’m going shopping with my
on teenagers to look good.
sister. I’m playing football.

Unit 3 8
 T  Sounds great. What about Sunday? How about seeing a
For further practice of the present continuous
film in the afternoon?
for future arrangements: C  Sorry, but I’m busy in the afternoon. I’m free in the
Grammar Builder 3G    page 128  evening, though.
8 1 are (you) doing   ​2  ’m going   ​3  ’m visiting   ​ T  OK, the film is on again at quarter past eight. Let’s meet
4  ’m not doing   ​5  ’m meeting   ​6  ’re having   ​ at the cinema at quarter to eight.
7  ’re meeting C OK, great.

Exercise 4  ​page 38  Exercise 6  w 2.15   ​page 38 

• In the dialogue in exercise 2, focus attention on the first • Students do the exercise.
highlighted phrase: doing my homework. Brainstorm • Play the audio for students to check their answers.
possible substitutions, e.g. studying, having lunch, KEY
watching TV, playing a video game. 1  going  ​2  come  ​3  have  ​4  seeing  ​5  meet
• With a weaker class, brainstorm substitutions for all the
highlighted items and write them on the board. Students Exercise 7  ​page 38 
can then use them for the exercise. With a stronger class, • Focus attention on the key phrases. Say: Let’s play football
students use their own ideas. after school and ask a student to respond with Cool. Ask:
• Students do the exercise in pairs. Circulate, monitor and Does that mean yes or no? Repeat six times, each time
help as necessary. having a student give the next response in the list and
eliciting whether it means yes or no.
Exercise 5  w 2.14   ​page 38  KEY
• Students read the sentences before listening. Check the Agreeing to suggestions Cool.  ​Great idea.  ​
meaning of ice rink (a place where people ice skate) and That sounds fun.  ​Yes, I’d love to.
musical (a play with lots of songs in it). Declining suggestions I’m afraid I can’t.  ​No, thanks.  ​
• Play the audio. With a weaker class, pause after each Sorry, but I’m busy.
conversation and check answers. With a stronger class,
students listen straight through and then check answers Exercise 8  ​page 38 
as a class. • As a class, agree an opening line for the dialogue and
KEY
write it on the board, e.g. Hi, (name). How about … ?
1  Saturday afternoon   ​2  the ice rink   ​3  have lunch   ​ Elicit that the verb after How about … ? is followed by the
4  12.30  ​5  the cinema   ​6  7.45 -ing form.
• Students work in pairs. Circulate, monitor and help as
Transcript necessary.
1 Sophie Hi, Max. What are you doing at the weekend?
Max Nothing much. Do you want to do something? Exercise 9  ​page 38 
S  Yes. Do you fancy going ice-skating on Saturday • Students read the Speaking Strategy. Ask: Can you read
afternoon? your dialogue? (No, because you need to look at the other
M I’d love to, but I’m going fishing with my dad. person.) Say: If you need to read, stop speaking, look down
S Oh, what about on Sunday? and read to yourself, and then look up again and speak.
M  Yeah, I’m free all day Sunday. Shall we go in the
• Volunteers act out their dialogue.
morning?
S Yes, great idea. Lesson outcome
M Shall I come to your house? • If you are using the Classroom Presentation Tool, first do the
S No, let’s meet at the ice rink. lesson closer to review what has been covered in this lesson.
M OK. What time?
S 10.30.
• Ask: What have you learned today? What can you do now?
and elicit answers: I can make arrangements to meet
M Great. See you there.
somebody.
2 Adam Hi, Amy.
Amy  Hi, Adam. Emma and I are going shopping on
Saturday morning. Do you want to come along?
A No, thanks. I don’t really like shopping.
A  Well, are you doing anything at lunch-time? We’re going
to that little café near the cinema. Why don’t you have
lunch with us?
A OK. That sounds fun. What time?
A Let’s say half past twelve.
A Cool. Half past twelve at the café. See you there.
3 Tommy Hi Caitlin. What are your plans for the weekend?
Caitlin On Saturday I’m going to London with my parents.
T What are you doing there?
C  We’re going shopping and then we’re going to a
musical in the evening.

Unit 3 9
3H Writing My brothers are playing football in the garden, so I want
to go outside too!
Do you fancy going to the cinema on Saturday or meeting
An email for a coffee?
LESSON SUMMARY I can’t go on Saturday because my grandparents are
Vocabulary: Accessories coming to dinner.
Grammar: Linking words: and, but, or, so and because Exercise 4  ​page 39 
Writing: An email; ‘social phrases’ in emails • Students read the Writing Strategy. With a weaker class,
SHORTCUT do the exercise together. With a stronger class, students
do the exercise individually. Check answers as a class.
• To do the lesson in 30 minutes, keep the lead-in brief.
Exercise 6 can be set for homework. KEY
1  Hi  ​2  I hope you’re well.   ​3  That’s all from me.   ​
LEAD-IN 2–3 MINUTES 4  Love for now,
• Tell students about an accessory, e.g. a wallet, a belt, a
piece of jewellery, a watch, you have received as a gift. Exercise 5  ​page 39 
• Ask: • Tell students that they are going to write an email. Ask:
What gift have you received that you especially liked? What tenses will you probably use? (present simple, present
Who gave it to you? When? continuous) With a weaker class, elicit notes for each
Why did you like it? of the four questions together. With a stronger class,
• Elicit answers and help with vocabulary as necessary. students write notes individually while you circulate,
monitor and help as necessary.
Exercise 1  ​page 39  KEY
• Focus attention on the photos. Students do the exercise in (Possible answers)
pairs. With a weaker class, check answers before students 1  at home, studying very hard for school   ​2  a wallet   ​
decide which accessory would be the best gift for their 3  going to England to watch Manchester United play a
partner. football match   ​4  go walking or rock climbing in the
KEY mountains
1  wallet  ​2  sunglasses  ​3  bracelet  ​4  headphones
Exercise 6  ​page 39 
For further practice of free-time activities: • Before students begin writing, focus their attention on the
Vocabulary Builder 3H    page 118  email in exercise 2 and on the expressions in exercise 4.
2 A ring  B  earrings  C  purse  ​D  wallet  ​ • Students write their email. Circulate, monitor and help as
E  necklace  ​F  gloves necessary.
• When students have finished, focus attention on the Check
3 1 headphones  ​2  bracelet  ​3  watch  ​ your work box and remind them to read their invitation
4  sunglasses  ​5  belt
again and make sure it is as good as it possibly can be.

Exercise 2  ​page 39  KEY

(Model answer)
• Students read the email. Ask: Hello Dave,
Why is Poppy writing to Megan? (to say thank you for a bracelet)
Thanks for your email. How are things? I’m at home
Where is Poppy when she writes the email? (in her bedroom)
studying tonight because we have got a science test
What does she invite Megan to do? (go to the cinema)
tomorrow and a maths test on Friday. There’s a lot to learn,
• Students read the four points and answer the questions. but I think I’m ready for the tests.
KEY Thanks so much for the wallet. It’s great! I need a new
1 1 thank him or her for the present; ​2 describe what you wallet, so this is the perfect gift!
are doing at the moment; ​3 suggest an activity to do Do you fancy going walking or rock climbing in the
together; ​4 mention a future arrangement mountains next weekend? I can’t go on Sunday because
2 The third paragraph covers two points. I’m going to England to watch Manchester United play a
football match.
Exercise 3  ​page 39  That’s all from me.
• On the board, write: Take care,
My favourite colours are red blue. Jack
My coat is wet it’s raining.
Do you want coffee tea? Lesson outcome
• Elicit the missing words (and, because, or). • If you are using the Classroom Presentation Tool, first do
the lesson closer to review what has been covered in this
• Students read the Learn this! box and do the exercise.
lesson.
KEY • Ask: What have you learned today? What can you do now?
My sister loves it too, but she can’t borrow it. and elicit answers: I can write an informal email.
I’m listening to music and trying to finish my geography
project.

Unit 3 10