KEY WORDS Personality: active, friendly, hard-working, helpful, honest, lazy, outgoing, quiet, romantic, shy Moods: bored, happy, sad, serious, in a good/bad mood - Students work in pairs, looking up the Key Words in the Mini-dictionary and checking that they understand them. - Play the recording several times for students to listen and repeat the Key Words. Exercise 2 - Read aloud the example sentence. Ask students to look at photo 10 of the boy and say if they agree with the sentence. - In pairs, students look at the photos of the boy and make sentences about his mood in each photo. Monitor and help if necessary. - Students report back to the class and see if there is general agreement about the mood in each photo. Exercise 5 KEY WORDS: FAMILY aunt, brother, cousin, father, grandfather, grandmother, mother, sister, uncle - Ask students to repeat the Key Words after you. Check that students say the neutral (schwa) vowel /a/ at the end of words like father. - Students can refer to page 12 in the Mini-dictionary to check the meaning of the Key Words and find more family words. - Students work individually, listing adjectives to describe three of their family or friends. - Students work in pairs, taking turns to describe their friends and people in their family.

KEY WORDS: DAYS Tuesday, Saturday, Wednesday, Thursday, Sunday, Friday, Monday - Ask students to read through the Key Words and predict the order. Students then listen to the recording and order the Key Words.- Check students' answers by asking individuals to read aloud the days in the correct order. a Play the recording again for students to join in and say the days to practise pronunciation.

Exercise 3 Give students time to read through ttg‘questionnaire. Check that students understand any new words. - Play the recording two or three times for students to listen and list Kate’s answers. - Check students’ answers by playing the recording again, pausing it after each item. Answers 2a 3c 4a,c,d 5a,c 6a

Exercise 5 - Ask students to look at the sentences in the table and predict what the missing words are. - Students refer back to the questionnaire to complete the sentences and see if their guesses are correct. - Students refer back to the questionnaire to complete the sentences and see if their guesses are correct. In Check students' answers by asking individuals to read aloud the sentences in the table . Presentation 2: Adverbs of Frequency Exercise IO - Give students time to read the calendar. - Ask questions about the calendar, e.g. When does the person play basketball? (On Sundays), Does he/she see Ann on Saturdays? (Yes, he/she does), Does he/she go to the gym every Wednesday? (No, he/she doesn't). - Read aloud the sentences in the exercise and ask students to repeat them after you. a Look at the diagram with the class. Elicit the word for 0% (never). If you wish, teach per cent. - In pairs, students discuss and decide where to put the other 'red' adverbs on the diagram. - Check students’ answers by asking individuals to write the words in a diagram on the board. Answers 1 Do 2 Does 3 do 4 don’t 5 does 6 doesn't 7 do 8 does Exercise 6 - Explain that students have to focus on the ending of each question as they are listening, i.e. does the speaker's voice go up or down? I Play the recording for students to listen and read. - Then, play the recording several times for students to listen and repeat the questions. - Encourage students to work out that yes/no questions go up and Wh- questions go down at the end of the question. It may help students if you draw arrows on the board to show whether the speaker’s voice goes up or down. If you wish, give students an example of each intonation pattern using the word No. Answers (0%) never sometimes usually often always (100%) n In pairs, students complete the rules. Answers after before

Exercise 8 a Read through the table with the class. Check that students understand the vocabulary. - Students work individually, ticking the activities (in the ’You' column) that they do. Ask two students to read aloud the example dialogue. - Students work in pairs, asking and answering questions and completing the column in the table for ’Your partnen’. Monitor and pay particular attention to question intonation and the use of short answers.

Exercise II - Read the adverbs and the expressions with the class. - Students write ten sentences about themselves, using the adverbs and expressions. Monitor and point out any language errors for students to correct. - Ask two students to read aloud the example dialogue. - Elicit questions from the class for all the expressions. point out the use of How often to ask questions such as How often do you go to bed early/are you late/are you tired after school? - Students work in pairs, asking and answering questions. Monitor and check the use of the Present Simple and adverbs of frequency.

Exercise 7