10 Look good

b Elicit one or two more items of clothing as examples. Students work

Overview in pairs to think of more items. Write their suggestions on the board,
or invite the students to write their own suggestions on the board.
PAGeS 88–89
vocabulary: Clothes POSSIBLE ANSWERS:
Grammar: Present continuous boxer shorts, a bow tie, a blouse, high-heeled shoes, a T-shirt, a coat
Common european Framework: Students have sufficient vocabulary
to conduct routine, everyday transactions involving familiar situations
and topics. vocabulary, exercise 1b: Additional activities
a Highlight the following words: trousers, trainers, jumper. Tell your
PAGeS 90–91 students that these are all British English words and that American
Listening: Clothes at work English uses different words. Ask them to use a dictionary or the
internet to find the American versions (pants, sneakers / tennis
Grammar: Present simple or continuous?
shoes, sweater).
vocabulary: Describing personality
This exercise will help to expose students to the fact that British
Common european Framework: Students can understand phrases and American English have some differences. It will also encourage
and expressions related to areas of most immediate priority, for them to be more independent learners.
example shopping and employment.
b Ask students, for homework, to look in their wardrobes and find
PAGeS 92–93 examples of clothes with English written on them. There are a
number of different possibilities, including T-shirts with phrases or
Task: Analyse your personality
band names on them, corporate names or slogans on clothing and
Common european Framework: Students can make themselves labels with care instructions.
understood in short conversations that demand descriptions
Ask students to make a note of some of the English they find and
or explanations.
include: a) the type of clothing; b) the English word or phrase; c) its
PAGeS 94–95 meaning. You could also suggest that students take a photo of the
clothing if this is possible and maybe even wear some of it to the
Speaking: Asking for goods and services next class. Once they have done this, put students into groups to
writing: Describing people share what they found.
Common european Framework: Students can ask about things and This activity will help to reinforce the vocabulary you have
make simple transactions in shops, post offices or banks. introduced in this class as well as making students more
independent as they pay attention to the English around them
and use this as a learning opportunity.
vocabulary (PAGe 88)
c Students work individually to decide who usually wears the items
Clothes of clothing in the box in exercise 1a. They check in pairs and then as
a class.
See Teaching tips: Working with lexical phrases, page 21.
ANSWERS:
WARM UP Usually worn by men: a tie, a baseball cap
Find similar-looking photos of people, for example you could have three Usually worn by women: a skirt, a dress
photos of women with brown hair and brown eyes, four photos of men Usually worn by men and women: a suit, sunglasses, a jacket,
with blond hair, etc. Put them up around the classroom so that all the shorts, trousers, trainers, a shirt, jeans, a jumper
women with brown hair and brown eyes are near each other and all the
men with blond hair are near each other in a different part of the room.
Each photo should have a number on it to make it easy to identify. PRONUNCIATION
Ask students to go around the classroom and look at the photos. They See Teaching tips: Helping students with pronunciation, page 22.
should choose one of the photos and prepare to talk about it. Circulate
1 10.1 Play the recording or model the pronunciation
and offer vocabulary as necessary. The students can either tell the rest of
yourself. Pay particular attention to the pronunciation of suit
the class or work in a small group, depending on the class size. The rest of
/suːt/, tie /taɪ/, trousers /ˈtraʊzəz/, skirt /skɜːt/, shirt /ʃɜːt/
the class or group should guess which photo they are talking about.
and the word stress in baseball cap /ˈbeɪsˌbɔːl kæp/ and
The advantage of this activity is that students will subconsciously sunglasses /ˈsʌnˌɡlɑːsɪz/.
notice the language they are lacking and so be more receptive to it in
2 Drill the vocabulary chorally and individually. You might like to
the following material. You could use the same pictures and repeat the
drill the vocabulary as part of the sentence She/He’s wearing … .
activity for revision in a later class.

1a Focus students’ attention on the pictures and the words for the
items of clothing in the box. Students match the items to the ADDITIONAL PRACTICE
pictures. They check in pairs and then as a class. workbook: Vocabulary: Clothes, page 49; Pronunciation: Clothes,
page 49
ANSWERS:
A trousers B a baseball cap C a shirt D a suit e jeans
F a dress G shorts H a jumper i a skirt J trainers
K a tie L sunglasses M a jacket

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 Grammar focus 1 (PAGe 89) 3a Write a couple of sentences on the board about what people are
wearing or doing as an example. Give students a few minutes to
write their own sentences.
Present continuous b Students work in pairs or small groups to compare their sentences.
See Teaching tips: Working with grammar,p age 20.
1 Read the first two or three sentences with the class and check Practice, exercise 3: Alternative suggestion
students understand they need to use the information in the Write two questions on the board, for example Who is wearing blue
sentences to label the seven people in the picture. Students work jeans? Who is sitting near the board? Elicit the answers and then put
individually to name the people. Check as a class. students into pairs to write their own questions. Students then work in
different pairs to ask and answer their questions.
ANSWERS:
from left to right: Denzil, Frank, Kim, Mel, Pippa, Tom, Val Practice, exercise 3: Additional activity
Before the class, prepare a number of slips of paper with activities
GRAMMAR on them, for example playing the guitar, eating a sandwich, making
a pizza, doing homework, having a shower, playing a computer game,
Present continuous watching a comedy,et c.
1 Students complete the gaps, using exercise 1 for guidance Put students into groups and demonstrate the activity by taking a piece
if necessary. of paper and miming the action. The first group to guess the action gets
a point. If they can guess the mime by asking a question in the Present
ANSWERS:
continuous they get two points, for example Are you playing the guitar?
+ is The group with the most points at the end is the winner.
– isn’t
? What is
ADDITIONAL PRACTICE
Highlight:
resource bank: Activity 10A Identity parades (Clothes;P resent
• that we use the Present continuous for speaking about an continuous); Activity 10B What’s Sam doing?(Pr esent continuous)
action happening now or around now. A timeline will help to
Study, practice & remember: Practice 1
show this:
workbook: Grammar focus 1: Present continuous, pages 49–50
I’m waiting for a bus.

Listening (PAGe 90)

Clothes at work
NOW

• the form of the tense: be + -ing. WARM UP

• the different forms of the verb to be. Before the class, arrange for a colleague to come into your class a
• thec ontracted forms. moment or two after it starts. They could come in on any pretext,
• the inverted word order in questions. ostensibly to give you a message or give you a pencil, for example.
When they have gone out, ask students to work in pairs to complete this
You may want to ask students to read Study 1 on page 156 for a
sentence with as many appropriate clothes words as possible: He/She is
more detailed explanation of the Present continuous.
wearing … . After a moment or two elicit all of the suggestions and write
a description on the board.
If you would like to repeat the activity, and if you can trust your
PRACTICE students, walk out of the class yourself for a moment. As you are closing
the door, tell them to write a description of what you are wearing. If you
1a Tell students they have two minutes to look at the picture and
think it is better not to go out of the class, ask a student to go out for a
remember as many details as possible.
minute, but don’t tell the class they are going to write a description until
b Direct students to the questions on page 136. Students work he or she has left.
individually or in pairs to answer the questions without looking back
at the picture or at the answers on page 133. Conduct feedback as a 1 Check the meaning of the word uniform and the pronunciation,
competition to find out who could remember the most. especially of the first syllable /ˈjuːnɪˌfɔːm/. Students work in pairs to
2a Go through the example with the class. Students then work discuss the questions.
individually to write true sentences about themselves. Circulate
and monitor. Listening, exercise 1: Additional activity
b Students work in pairs to compare their sentences. You might like to bring in photos of people who wear uniforms, e.g.
police officers, flight attendants, school children and receptionists.
ANSWERS: Ask students to describe them and say why they are worn. Students
1 I’m (not) wearing jeans today. could also put them into an order according to whether they like the
2 We’re / We aren’t listening to music at the moment. specific uniforms or not.
3 I’m (not) working alone on this exercise.
4 The sun is/isn’t shining today. 2a Talk about the shop assistant with the class as an example. Write the
5 The teacher is/isn’t writing on the board. suggestions that your students make on the board. Then they work
6 I’m (not) holding my pen in my left hand. in pairs to make suggestions about what the other people might
wear. Get ideas and put them on the board.

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POSSIBLE ANSWERS: GRAMMAR

1 shirt and trousers 2 T-shirt, shorts and trainers 3 dress or suit Present simple
4 suit and tie
1 Write the example sentence on the board. Use timelines to
demonstrate the difference between generally true and
b 10.2 Give students a moment to read through the items in happening now, for example:
the box and deal with any problems. Students listen and write the
appropriate letter next to each word then check in pairs. Play the
recording again if you think students would benefit from it. Check as
a class.
NOW
ANSWERS: GENERALLY TRUE
earrings – L, a dress – K, trousers – K, a shirt – S, trainers – M,
a tie – S, a sports shirt – M, a jacket – M, L, tracksuit trousers – M,
a skirt suit – L, shorts – K, M NOW
Students then decide which of the alternatives is correct.
c Give students time to read through the statements. Play the
recording again for students to decide if the statements are true or ANSWER:
false. They check in pairs and then as a class. generally true

ANSWERS: 2 Read through the words and phrases that we often use with
1 F (She doesn’t wear a uniform.) the Present simple. Show how they can be inserted into the
2 T example sentence; they can all replace usually except every
3 T day, which goes at the end of the sentence.
4 F (The gym provides all the clothes.)
5 T Present continuous
6 F (She sometimes thinks they’re boring.) 3 Write the example sentence on the board. Students choose
7 T the correct alternative. Refer them to the previous timelines
8 F (It’s usually a bright colour.) if necessary.

ANSWER:
3 Students work in pairs to discuss the questions.
happening now
Listening, exercise 3: Additional activity
4 Read through the words and phrases that we often use with
Write on the board a number of activities, for example playing
the Present continuous. Show how they can be positioned
football, decorating the house, going for a run, going skiing, going
either at the beginning or the end of the example sentence.
to the beach. Try to choose activities that you know your students
would be interested in. You may want to ask students to read Study 2 on page 156 for a
more detailed explanation of the Present simple and continuous.
Choose one of the activities and elicit what clothing you would
need to do it. Students then complete the rest of the options
with appropriate clothing. This activity could be done in class or
as homework.
PRACTICE
1a Do the first one with the class as an example. Students work
individually to choose the correct alternatives for the rest of the
Grammar focus 2 (PAGeS 90–91) sentences. They check in pairs and then as a class. During feedback,
regularly refer back to the timelines and example sentences to
Present simple or continuous? reinforce the reasons.

See Teaching tips: Working with grammar,p age 20. ANSWERS:

1a Write on the board fancy-dress party and, with the help of the 1 Do you usually wear 2 are you wearing 3 Are you wearing
photos, elicit the meaning. Ask students questions, e.g. Do you like 4 do you normally wear 5 Do you ever wear 6 Are you wearing
going to fancy-dress parties? When was the last time you went to a 7 Are you wearing 8 do you usually wear 9 Are you wearing
fancy-dress party? What did you go to the party as? 10 do you wear
Tell students that the people in the photos are the same people that
they have just listened to in exercise 2b. Elicit a description of one b Students work in pairs to ask and answer the questions.
of the people. Students then work in pairs to answer the questions. 2a Do the first couple of gaps with the class as examples. Students then
Check ideas for the theme of the fancy-dress party as a class. work individually to complete the text. Circulate and monitor for
b Students quickly read the text to check their ideas. common problems to work on during feedback.
b 10.3 Students listen and check.
ANSWERS:
Katie is wearing a Spanish dancer’s dress. ANSWERS:
Marlon is dressed as Sherlock Holmes. 1 go 2 work 3 wear 4 ’m working 5 ’m wearing
Louisa is dressed as the Statue of Liberty. 6 ’m not wearing 7 wear 8 wear 9 doesn’t wear
Sam is wearing a spaceman costume. 10 is wearing
The theme of the party is ‘someone or something beginning with the
letter ‘S’’. 3 Students work in small groups to talk about what they normally
wear and what they are wearing at the moment.
2 Students work in pairs to discuss the questions.

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ADDITIONAL PRACTICE
resource bank: Activity 10C An email home (Present simple
Task (PAGeS 92–93)
or continuous?) Analyse your personality
Study, practice & remember: Practice 2
See Teaching tips: Making tasks work, page 23.
workbook: Grammar focus 2: Present simple or continuous?, pages
51–52
Preparation (PAGe 92)
vocabulary (PAGe 91) reading and listening
Describing personality
WARM UP
See Teaching tips: Working with lexical phrases, page 21.
Say a colour and elicit everything in the classroom of that colour,
1 Check the pronunciation of the words in the box, especially including the colour of the clothes different people are wearing. Put
determined /dɪˈtɜːmɪnd/, organised /ˈɔːɡəˌnaɪzd/ and sociable students into small groups and say another colour. In their groups
/ˈsəʊʃəbəl/. Students then decide if the words are positive or students write down everything they can see of that colour. Elicit the
negative. If students don’t know a word, allow them to either guess items and award a point to the group with the most items. Repeat
or leave it until later. Students check their ideas in pairs. In feedback, the procedure until you run out of colours or the vocabulary becomes
draw two columns on the board marked + and – and ask students repetitive. The winning group is the one with the most points.
to put the words in the appropriate column. Deal with any problems
by asking other students to provide examples and definitions before
1a Elicit two or three colours as a class. Give students one minute to
confirming or correcting.
write a list of as many other colours as they can think of.
ANSWERS: b Students compare their lists in pairs or small groups and try to add
another two colours. Check as a class.
Positive: reliable, cheerful, organised, confident, easy-going, friendly,
hard-working, sociable, determined, kind
POSSIBLE ANSWERS:
Negative: moody, bossy, shy
blue, red, yellow, green, orange, purple, brown, pink, black, beige,
cream, crimson, violet, amber, emerald, aquamarine, burgundy, royal
2a Give students a few minutes to select three adjectives for blue
each category.
c Students work in pairs to answer the questions. In feedback, find out
POSSIBLE ANSWERS:
which colours are the most and least popular in the class.
Your personality: students’ own answers
2 Make sure your students read the questions before they read
A teacher: confident, organised, reliable
the article. Reassure them that they don’t have to understand
A businessperson: determined, hard-working, organised everything, just enough to answer the questions.
A nurse: cheerful, hard-working, kind
A shop assistant: cheerful, friendly, hard-working ANSWERS:
1b 2b
b Give a couple of sentence heads to help people introduce opinions,
e.g. I think our teacher is … . I’d say that a businessperson normally … . 3a 10.4 Students listen to the recording and answer the two
Students then work in pairs to compare their ideas. questions. They check in pairs and then as a class.
3 Do an example with the class. To make it clear that you are talking
about yourself from another person’s point of view, draw a stick ANSWERS:
person on the board and write your name next to it. Then draw 1 red, black, brown, white 2 Yes
another stick person with the name of a friend, relative, colleague or
neighbour. Point to the other person and say He/She thinks I am … .
b Focus students’ attention on the Useful language box and give them
Students then work in pairs to describe themselves from another
a minute to read through it. Students then listen to the recording
person’s point of view.
again and tick the phrases they hear.
vocabulary, exercise 3: Alternative suggestion
ANSWERS:
Before the class, prepare photos of famous people and fictional
What’s your (least) favourite colour?
characters that your students will know. These will vary depending on
What colours are you wearing now?
your students, but might include politicians, actors, characters from
films or soap operas, businesspeople or sportspeople. Ask students to What does that say about me?
write four or five adjectives for some of the photos. Students work (Red) clothes mean you are a confident person.
in small groups and take it in turns to read out their adjectives and You like wearing (black), so you’re (reliable).
challenge the other members of their group to guess who they are I think that’s absolutely right!
talking about. Yes, I’m a very (reliable) person.

vocabulary, exercise 3: Additional activity

Encourage students to write about the personality of somebody they
know well to give them extra practice.

ADDITIONAL PRACTICE
workbook: Vocabulary: Describing personality, page 52

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Task (PAGe 93) ANSWERS:

The words and phrases appear in the following order:
Speaking a haircut, an appointment, How would you like, not too short, wash,
1 Start a conversation with a student by asking them what their hairspray, gel, too small, a larger size, try it on, too big, it suits you
favourite colour is. Then make a show of looking for information
about them in the text and start to describe them. Stop in the b Give students time to read the questions, then play the DVD again for
middle of a sentence and ask your students to do the same thing in students to answer them. Students check in pairs and then as a class.
pairs. Remind them to use the phrases from the Useful language box.
Circulate and offer help and encouragement as necessary. ANSWERS:
2a Students work in groups to tell each other about either their own At a hairdresser’s
personality or that of their partner from the previous exercise. 1 No
b Students work in the same groups to discuss the questions. 2 not too short but not too long
3 £60
4 Because the hairdresser hasn’t cut his hair at all.
Share your task
in a clothes shop
The idea here is to give students a chance to ‘perfect’ their speaking
in this context and provide them with a recording of a ‘polished’ 5 4
version. This will provide extra motivation for students, as well as 6 No
extra practice. Students can either make an audio or video recording, 7 The second jacket is too small, the third jacket is too big.
depending on how comfortable they feel and what equipment is 8 the fourth jacket
available. Students could even use their mobile phones to do this. If
possible, they’ll need a quiet place to make their recording. Students 4a Tell your students that all of the phrases were used in the DVD.
can either record themselves during the lesson, or as homework and Complete the first one or two sentences with the class as examples.
bring the recordings to the next class. Students work individually to complete the rest of the sentences
then check in pairs.
Some additional ideas could include:
b Students watch the DVD and check their answers.
• Students record their reaction to the colour analysis.
• Students act as fortune tellers and attempt to ‘read’ their partner ANSWERS:
according to their favourite colour.
At a hairdresser’s
1 like 2 appointment 3 hair 4 too, too 5 wash
6 cut 7 How’s 8 How much
Language live (PAGeS 94–95) in a clothes shop
1 think 2 too 3 size 4 on 5 too 6 suits
7 take 8 to pay
Speaking (PAGe 94)
PRONUNCIATION
Asking for goods and services See Teaching tips: Helping students with pronunciation, page 22.
See Teaching tips: Using the video material in the classroom, page 24. 1 Students watch the key phrases and pay attention to the
1 Remind students that they looked at shops on page 82 in Unit 9 and pronunciation. You could ask students to focus on the
so this is a review exercise. Give them a minute to write down as intonation patterns used, as these are important when asking
many shops as possible. During feedback check pronunciation. questions in a shop.
2 Drill the key phrases chorally and individually.
Speaking, exercise 1: Alternative suggestion
Set the activity up as a competitive group game. Put students into
5a Students work in pairs to prepare a conversation in either a
small groups and give them a minute to write down every type of
hairdresser’s or a clothes shop. Circulate and offer help as necessary.
shop they can think of. Elicit a shop from each group and write it on
the board. Give one point for each shop a group can provide that b Students roleplay their conversation. In feedback, invite one or two
hasn’t been suggested by a different group. The group with the most pairs to perform their conversation for the rest of the class.
points is the winner.
Speaking, exercise 5b: Additional activity
2 Students work individually to put the words and phrases into the Split the class into two, with one half being hairdressers and one half
correct category. Deal with unknown vocabulary during feedback by being shop assistants in a clothes shop. Tell the hairdressers they are
asking other students to give examples or definitions before you give going to buy some clothes and they need to think about what they
an answer. want to buy. Tell the shop assistants they are going to get their hair
cut and they need to think about what style they want. Give students
ANSWERS: a couple of minutes to prepare. During this time, circulate and offer
at a hairdresser’s: an appointment, it suits you, not too short, a help as necessary.
haircut, How would you like, hairspray, wash, gel When your students are ready, tell the hairdressers to find a shop
in a clothes shop: it suits you, too small, a larger size, try it on, too big assistant and try to find what they want. The shop assistants should
stay seated and wait for their customers to come to them. The
3a Play the DVD for students to number the phrases they hear from students then improvise a roleplay to try to buy what they want. If
exercise 2 in the correct order. They check in pairs. Play the DVD some pairs finish quickly, encourage them to talk to another shop
again if necessary before checking as a class. assistant and buy something else.
After a couple of minutes, ask the hairdressers to sit down. It is now
the turn of the shop assistants to find a hairdresser to get the haircut
they want. During the two sets of roleplays, circulate and make a note
of good language use for praise and errors to be corrected later on.

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writing (PAGe 95) Practice 2

Describing people ANSWERS:
1
1 Focus students’ attention on the photos. They then work individually
1 am writing 2 come 3 am sitting 4 are you staying
or with a partner to answer the questions. Check as a class and deal
5 is working 6 play 7 am studying 8 am living
with any problem vocabulary, especially curly hair, pony tail and slim.
2
Also, point out the preposition in the phrase in his forties.
1d 2f 3c 4e 5a 6b
ANSWERS:
1 Pedro
5 Pedro
2 Martha 3 Martha, Kamilla and Paolo 4 Paolo
6 Martha 7 Pedro 8 Martha, Kamilla and Paolo
remember these words
9 Pedro 10 Kamilla and Paolo 11 Paolo 12 Kamilla
ANSWERS:
1
2 Students complete the table with the words and phrases in the box.
1 dress 2 sunglasses 3 suit, tie 4 trainers
Remind students that they can use some of the examples from
5 jumper 6 jeans 7 jacket 8 shorts
exercise 1 to help them if they are not sure. Students check in pairs
2
and then as a class.
Things you wear on your head and neck: sunglasses, a baseball
cap, a tie
ANSWERS:
Things you wear on your feet: trainers
He/She is: in his early twenties, reading a newspaper, carrying a bag,
Things you wear on your body: trousers, skirt, shirt, tracksuit
in her teens, holding a book, a nice person in her late thirties, standing
up, good-looking, sitting down, wearing lipstick 3
1 sociable 2 cheerful 3 bossy 4 shy
He/She has got: medium-length hair, short hair, blonde hair
5 hard-working 6 determined 7 reliable 8 organised

3 Students quickly read the text and match it to one of the photos.

ANSWER:
Martha

4 Students use the description in exercise 3 as a model to write their

own description. If you don’t have time to do this in class, it can be
done as homework.

writing, exercise 4: Additional activity

Put the descriptions up around the room with a number on them
and make sure students can’t see the names of the people being
described. Students walk around the room and decide which text is
talking about which member of the class.

ADDITIONAL PRACTICE
workbook: Language live: Asking for goods and services, page 53;
Writing: Describing people, page 53
Students can now do Progress test 5 on the Teacher’s Resource Disc.

Study, practice & remember

(PAGeS 156–157)
See Teaching tips: Using the Study, practice & remember sections, page 25

Practice 1
ANSWERS:
1
1 ’m watching 2 ’s playing 3 ’re waiting 4 ’re working
5 isn’t watching 6 ’re playing 7 ’s working
8 ’m not waiting
2
1 ’m eating 2 isn’t buying 3 ’s sitting 4 ’m driving
5 Are you getting 6 ’s riding 7 Are they playing
8 are you doing

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