• With books closed, write these sentences on the board: My friends and I wear the same kind of clothes. I find it easy to make friends. I worry a lot about what other people think. I don’t want to be the same as everyone else. • Ask: What do you think the sentences are about? Elicit the answer (fitting in). Ask: Which sentences are true for you? How do people show they are in a group? What are the advantages of being different? Why do people sometimes not want to fit in? Students discuss the questions in pairs or small groups. Elicit some answers, and add any additional sentences that students come up with to the board. • Ask students the Discover question What connects us? and encourage them to give their opinions. Students then open their books and look at the opening picture, caption, and lesson question. • Focus on the picture and ask: What does it show? How do you think the man in the picture is feeling? How do people feel when they are part of a group? Students discuss the questions in pairs or small groups. Refer them to the ideas on the board to help if necessary, or ask more questions to get them thinking, e.g., Why is the man painting the beach hut? Do you think he feels like an outsider? • Ask students to read the caption. Ask: Why does it take courage to stand out in a crowd? Do you think it is easy to be different? Teach or elicit stand out (= to be noticeable, look different), peers (= people who are the same age or social group), cool (= attractive or fashionable). Elicit some ideas, and ask more questions to get students to think about what it means to “fit in,” e.g., In what ways do different people or groups fit in (or not) with their peers, e.g., teenagers, adults? What happens if someone tries to be part of a group where they don’t fit in, e.g., a parent using teen slang? Right now, what is cool or uncool in your group of friends?

• Check students understand conformist and rebel. Ask them to give examples of both (e.g., everyone wears jeans, people who dye their hair blue.) • Students answer the questions in pairs. Check answers. Students then discuss in their pairs what they feel about being a conformist or a rebel. • Ask pairs of students with different answers to each question to explain why they agree or disagree. Encourage other students to express their opinions. Ask: Can you think of famous “rebels”? SUGGESTED ANSWERS 1 It makes people feel safer and more confident. 2 It’s human nature to fit in. 3 It’s pressure from people of your age or social group to behave like them in order to be liked or accepted. 4 It can help us to achieve extraordinary things.

• Play the video for students to check their ideas against what Bella and Josh say. Note that if you are unable to play the video in the classroom, an audio-only version is available from the Teacher’s Resource Center.

• Ask students to read the statements. Then play the video again for students to complete the task. Check answers. • Elicit students’ reasons for agreeing or disagreeing with the statements. Ask students if any of Josh and Bella’s answers surprised them. ANSWERS 1 popular 2 confident 3 uncool 4 follow the crowd 5 boring

• Read the key phrases aloud, giving an example of each phrase in use, e.g., What sort of clothes do you usually wear at the weekend? My best friend and I don’t have the same taste in music. Elicit one or two more examples from the class, encouraging students to use their own ideas. COMMUNICATION • Students discuss the prompts in pairs. Ask some students to tell the class in what ways they and their partner are similar and different. • Alternatively, students could do a mini survey. In groups, they prepare six questions to ask their classmates. Make sure they all have a copy of their group’s questions. You can then put groups together to ask and answer their questions, each asking their group’s questions to three classmates. Each group then studies its results and prepares a report of its findings to present to the class.

Ask the students to answer workbook exercises.