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Personal BEST A2 - TB UNIT10

Inglés Básico (Universidad Autónoma de Baja California Sur)

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UNIT

10 People
LANGUAGE comparative adjectives ■ adjectives to describe places

10A First dates

1 A Make pairs of opposite adjectives. Use them to describe the places in the pictures.

empty unfriendly safe light crowded friendly dark dangerous

a b c d e

B Use the adjectives to talk about places in your town or city.

The underground is always really crowded.
The town centre is safe during the day, but it can be dangerous at night.

Go to Vocabulary practice: adjectives to describe places, page 152

2 Read the definition of a first date.
Choose three good places for a first first date: a meeting, usually at a restaurant, cinema, etc., with
date from the ideas below. Discuss a new person when you’re looking for a boyfriend or girlfriend
in pairs.

the cinema your house a nightclub

a restaurant a café a shopping centre a bowling alley

3 Read the text. Which three places are a bad idea for a first date? Which three places are
a good idea?

Where NOT to go on a first date

You have a date with someone special and you don’t know where to go. Don’t make the mistake of choosing
the wrong place. Here are three places not to go!
1 The cinema
Do you want to sit in a dark room in silence during your first date? No? Then don’t go to the cinema! How about going
to the park instead? Nothing is more important than conversation on a first date and a walk in the park gives you lots of
time to talk and have fun together. It’s more romantic than the cinema and it’s also cheaper. In fact, it’s free!
2 A nightclub
Music, dancing, beautiful people … a date at a club sounds great! Or maybe not. It’s impossible to
chat and a lot of people don’t feel comfortable on a crowded dance floor. Why not go bowling?
A bowling alley is quieter and more relaxed than a nightclub, and it’s cheaper!
3 An expensive restaurant
It’s a popular first date, but a meal in an expensive restaurant is often a bad idea. It can be hard to relax
and be yourself in a restaurant, especially if it’s quite quiet. It’s better to meet in a café for a coffee
or lunch. It’s more comfortable than a restaurant and, if things aren’t going well, it’s also easier to escape!

Our final piece of advice: don’t be late. There’s nothing worse than a late date!

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UNIT

UNIT
People 10
UNIT 10 OVERVIEW: This unit focuses on people, personality and relationships. Sts read a text about the
best place for a first date and discuss suitable places for different social occasions. They then listen to people
talking about appearance and makeovers. Next, they read about the tradition of yearbooks in the USA and
other countries, and discuss what yearbook awards they would give to their classmates. They finish by
reading about a talented ballet dancer from Sierra Leone, and write about a person that they admire.

LANGUAGE SKILLS
Grammar Vocabulary Pronunciation Listening Writing
Comparative adjectives; Adjectives to describe places; -er endings; Listening for detailed A description of a
superlative adjectives describing appearance; superlative information; weak person; clauses with
personality adjectives adjectives forms when

LANGUAGE 10A
10A First dates
Sts read a text about where not to go on a first date, then discuss the best places for different social occasions such as a
birthday party or a school reunion.

Grammar Vocabulary Pronunciation Communication

Comparative Adjectives to describe places (beautiful, crowded, dangerous, -er endings Talking about and
adjectives dark, empty, friendly, light, safe, ugly, unfriendly) describing places

WARMER and pre-teach if necessary. Allow sts time to prepare their

ideas individually. Sts then work in pairs to discuss the
Ask: Where do you usually meet your friends when you go out? different places and choose three that are good for a first
Elicit a few answers, then ask: Why do you like that place? date. Get feedback on their answers, and see if the class
What’s it like? Are there are lot of people there? Is it quiet or can agree on the three best places.
noisy? Elicit a range of answers from individual sts.
3 Read out the question. Pre-teach romantic, relaxed and
1 A Read through the words in the box with the class and comfortable to describe places. Sts then read the text to
pre-teach if necessary. Sts work in pairs to make pairs find the answers. Check the answers with the class.
of opposite adjectives. Check answers. Sts then use the
adjectives to work in pairs and describe the places in the Answers
pictures. Elicit a description of each place. bad idea: cinema, nightclub, expensive restaurant
good idea: park, bowling alley, café
Answers
a friendly (– unfriendly) b crowded (– empty) 3 x PRACTICE SB page 84, exercise 3
c light (– dark) d dangerous (– safe); dark (- light)
e unfriendly (– friendly) 1 Do the exercise as normal. To check answers, say each
place that is mentioned in the text in turn and ask:
Why is it good/bad for a first date? Elicit answers using
B Sts work in pairs and use the adjectives to talk about
adjectives from exercise 1A.
places in their town or city. Ask some sts to tell the class
about a place they like or a place they don’t like, and why. 2 Ask sts to cover the text. In pairs, they try to remember
the six places and the reasons why they are good or bad
Go to Vocabulary practice: adjectives to describe places, for a first date. They can look at the text again to check.
SB page 152/TB page 317.
Sts will find more language presentation and practice for
3 Divide the class into groups of six, and allocate each
person one of the places from the text. Tell sts a friend
adjectives to describe places here. Do these exercises with
wants advice on where to meet for a first date, and
the class, or set them for homework, before continuing
they all believe their place is the best. They must try
with exercise 2 of lesson 10A.
to persuade their classmates. Allow them time to
Remind sts to go to the app for further self-study prepare their ideas individually. Encourage them to use
vocabulary practice of adjectives to describe places. adjectives from exercise 1A and their own ideas. Allow
sts a few minutes of discussion time, then ask groups to
2 Read out the definition of a first date and check that sts report back on who was the most persuasive and what
understand it. Read through the places with the class they agreed/disagreed about.

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comparative adjectives ■ adjectives to describe places LANGUAGE 10A

7A
4 Complete the sentences with words from the text.
1 It’s than the cinema.
2 A bowling alley is and than a nightclub.
3 It’s to meet in a café.
4 It’s also to escape!
5 There’s nothing than a late date!

5 Look at the sentences in exercise 4 and complete the grammar rules. Then read the Grammar box.
1 To make the comparative form of a short adjective, for example, cheap, we add .
2 To make the comparative form of a long adjective, for example, comfortable, we put
before it.
3 The comparative forms of good and bad are and .

Grammar comparative adjectives

Short adjectives (one syllable or Long adjectives: Irregular adjectives:

two syllables ending -y): Nothing is more important than A café is better than a restaurant.
It’s cheaper than the cinema. conversation. A date in the cinema is worse
It’s harder to relax in a restaurant. A bowling alley is more relaxed than in a park.
It’s easier to escape. than a nightclub.

Go to Grammar practice: comparative adjectives, page 130

6 A 10.3 Pronunciation: -er endings Listen and repeat the adjectives and comparatives.
big – bigger noisy – noisier cheap – cheaper empty – emptier

B 10.4 Say the sentences. Listen, check and repeat.

1 Bangkok is cheaper than Singapore.
2 Tokyo is safer than Los Angeles.
3 Winters are darker in Iceland than in Sweden.
4 Zurich is quieter than Rome.
5 The market is friendlier than the shopping centre.
6 The bus is busier than the train.

7 A 10.5 George and Lola are discussing

restaurants for a first date. Match the adjectives
with each restaurant. Listen and check.

cheap crowded expensive good (food)

quiet romantic relaxed

B Compare Mimi’s and Luigi’s in pairs.

Mimi's Luigi's
Mimi’s is more romantic than Luigi’s.

Communication practice: Student A page 165, Student B page 174

8 In pairs, think of places in your town or city. Discuss where to go and what to do for the
special occasions below.
A I think Pizza Palace is a good place for a second date.
B I’m not sure. I think a café like Coffee House is better because you can relax there.

a second date a friend’s 30th birthday your grandmother’s birthday

your niece’s second birthday a big family get-together

a school reunion other ideas

Personal Best Write ten comparative sentences about cities in your country. 85

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00; photocopiable activity 10A Grammar
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LANGUAGE 10A
4 Sts complete the sentences with words from the text on 7 A 10.5 Point to the two photos and point out the
page 84. Check answers. two restaurant names. Sts work in pairs and match the
adjectives with the two restaurants. Elicit a few ideas, but
Answers don’t confirm them. Play audio track 10.5 for sts to listen
1 more romantic and check their answers. See below for audio script.
2 quieter, more relaxed
3 better
10.5 Audio script
4 easier
5 worse George Hey Lola, I need your advice.
Lola My advice? Why’s that?
George Well, I have a date next Saturday and I’m not sure
5 Sts look at the sentences in exercise 4 and answer the
where to go.
questions. They could work in pairs for this. Check
Lola A date? Who with? Anyone I know?
answers.
George No, no one you know. Anyway, come on, I need your
help.
Answers
Lola Well, there’s that restaurant on George Street, Mimi’s.
1 -er 2 more 3 better, worse
That’s quite nice. Or what about Luigi’s? That’s good
too.
Grammar George Which do you think is better for a date?
Read the Grammar box with sts about comparative Lola Well, Mimi’s is quieter than Luigi’s. It’s also more
adjectives. Explain that we use comparative adjectives romantic, I think.
to compare two things. Explain that for short adjectives George Mm, I’m not sure that I want ‘quiet and romantic‘. It’s
we add -er to the end of the adjective. Point out the only our first date.
spelling change for short adjectives ending in -y. Lola OK. Well, Luigi’s is usually more crowded than Mimi’s
Explain that for longer adjectives we use more, and we and Mimi’s is more relaxed. The food’s better at
don’t change the form of the adjective. Point out the Mimi’s, but it’s not bad at Luigi’s. And Luigi’s is a lot
irregular comparative forms for good and bad. Point cheaper too.
out that we use than after comparative adjectives. Ask George OK, Luigi’s it is then! Thanks, Lola.
questions to check concept.
Concept check questions: Answers
Why do we use comparative adjectives? (to compare two Mimi’s: expensive, good (food), quiet, romantic, relaxed
things). cheap, hard, quiet – short or long adjectives? Luigi’s: cheap, crowded, good (food)
(short). How do we form the comparatives? (with -er:
cheaper, harder, quieter). important, comfortable B Sts work in pairs to compare the two restaurants,
– short or long adjectives? (long). Do we add -er to using comparative adjectives. Encourage sts to make as
form comparatives? (no – we use more). A café is many sentences as they can, using different comparative
cheap than a restaurant – correct? (no – cheaper). A adjectives. Check answers with the class.
restaurant is romanticer than the park – correct? (no
– more romantic). The food is gooder here – correct? Go to Communication practice
(no – better). The food is more bad here – correct? (no Divide the class into Student A and Student B. All ‘Student
– worse). The park is quieter a nightclub – correct? (no – A’ sts should go to SB page 165. All ‘Student B’ sts should
quieter than). go to SB page 174. Go to TB page 343 for the teacher
notes. Do the activity, then continue with exercise 8 of
Go to Grammar practice: comparative adjectives, SB lesson 10A.
page 130/TB page 273. 8 Read through the special occasions with the class and
Sts will find more language reference, presentation make sure sts understand get-together and reunion. Allow
and practice for comparative adjectives here. Do these sts time to prepare their ideas individually. They then
exercises with the class, or set them for homework, before exchange their ideas in pairs. Ask some pairs to tell the
continuing with exercise 6A of lesson 10A. class which special occasions they found it most difficult
Remind sts to go to the app for further self-study to agree about and why.
grammar practice of comparative adjectives.
PERSONAL BEST
6 A 10.3 Play audio track 10.3. See the SB page opposite
Sts can practise using comparative adjectives to compare
for audio script. Sts listen and notice the pronunciation of
places further. They write ten sentences comparing different
the comparative adjectives. Point out that we don’t usually
cities in their country. Sts compare their sentences in pairs.
pronounce the -r on the end. Play the audio track again for
sts to listen and repeat. Weaker sts could work in pairs. They think of two restaurants
or cafés they both know and write six sentences comparing
B 10.4 Sts work in pairs and practise saying the
them, using adjectives from exercises 1A and 7A. Remind
sentences, paying attention to the -er endings on the
them to think about whether the adjectives are long or short,
comparative adjectives. Play audio track 10.4. See the SB
and refer them back to the Grammar box to help them. Ask
page opposite for audio script. Sts listen and check their
some sts to read their sentences to the class.
answers, then listen again and repeat.

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7
10 SKILLS
SKILLS LISTENING listening for detailed information (1) ■ weak forms ■ describing appearance

10B You look so different!

Learning
Curve 1 Match the words in the box with pictures a–c.

straight hair beard red hair glasses curly hair elderly middle-aged blond hair bald young

a b c

Go to Vocabulary practice: describing appearance, page 153

2 In pairs, think of people you know and describe their appearance.
A My father has a beard. B My friend Amanda has blond hair. She’s tall and slim.

3 10.7 Watch or listen to the first part of Learning Curve. Choose the correct definition
of ‘disguise’.
a A disguise is something that helps you look younger.
b A disguise is something that changes the colour of your hair.
c A disguise is something that makes you look like a different person.

Skill listening for detailed information (1)

It is often necessary to understand what someone says in detail.

• Read the questions before you listen and think about the possible answers.
• Listen for words that introduce the information that you need. For example,
if you need the name of a film, listen for the word ‘film’ or ‘movie’.
• Wait until the speaker has finished speaking before you answer the question.

4 A 10.7 Read the Skill box and questions 1–6 below. Watch or listen again. Complete
the sentences.
1 Ethan mentions a movie called The Master of .
2 In the movie, the actor Dana Carvey becomes an overweight , character.
3 In another scene, Dana is a middle-aged woman with hair.
4 Dark lines on an actor’s face can make him or her look .
5 Lucia Pittalis can make her eyes look smaller or her lips look .
6 A wig can make your hair look or .
B Do you know any films where someone has a disguise? Tell your partner about the film.

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SKILLS 10B
10B You look so different!
Learning
Curve Sts learn vocabulary for describing appearance, then watch or listen to people talking about their appearance
and having a makeover. They then practise describing someone before and after a makeover.

Listening Skill Listening builder Vocabulary

Sts watch a video or Listening for detailed Weak forms Describing appearance (bald, beard, black, blond, brown,
listen to a recording information (1) curly, dark, earring, elderly, fair, glasses, grey, long,
about appearance medium-length, middle-aged, moustache, overweight,
and makeovers. piercing, red, short, slim, straight, tall, thin, white, young)

WARMER Skill
Describe yourself for the class, e.g. I’m short, I have brown Read the Skill box with sts about listening for detailed
hair and blue eyes. Ask individual sts questions about their information.
appearance, e.g. What colour is your hair? What colour are
your eyes? Are you tall or short? Elicit answers. Teach the word 4 A 10.7 Allow sts time to read through the gapped
appearance and ask: Are you happy with your appearance? sentences. Read out each gapped sentence in turn and
Why/Why not? Elicit a range of answers. elicit some possible answers, or elicit the kind of word
that is missing in each case. Pre-teach the following words
1 Check understanding of the words in the box and pre- from the video: a stylist, a master of something (= someone
teach as necessary. Sts look at the pictures and match who is very good at something), Carnival, Halloween and
them with the words in the box. Check answers and model a wig. Play video/audio track 10.7 again. Sts watch/listen
pronunciation of the words. and complete the sentences with the correct words. Check
answers.
Answers
a red hair, curly hair, young Answers
b straight hair, middle-aged, blond hair 1 Disguise 2 bald 3 white 4 elderly
c beard, elderly, glasses, bald 5 bigger 6 shorter, longer

Go to Vocabulary practice: describing appearance, SB B Sts discuss the question in pairs. Get feedback on their
page 153/TB page 319. answers.
Sts will find more language presentation and practice for
describing appearance here. Do these exercises with the
class, or set them for homework, before continuing with
exercise 3 of lesson 10B.
Remind sts to go to the app for further self-study
vocabulary practice of describing appearance.

2 In pairs, sts take turns to describe someone they know.

They can ask questions about the people their partner
describes, to find out more information, e.g. Does he have
glasses?
3 10.7 NB all the B lessons in this level which focus on
listening skills are accompanied by video (i.e. an episode
of Learning Curve). In this lesson, Penny and Ethan
describe the appearance of people they know, and then
interview people who want a makeover.
Model pronunciation of disguise. Sts read through the
definitions. Play video/audio track 10.7. See TB page 363
for video/audio script. Sts watch/listen and choose the
correct definition. Check the answer.

Answer
c

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listening for detailed information (1) ■ weak forms ■ describing appearance LISTENING SKILLS
SKILLS 10B
7B
5 10.8 Watch or listen to the second part of the show. Match the things that the people
change in their makeovers with the names below. You can use one word more than once.

beard eyes hair moustache

1 Ginny 2 Ron 3 Malika

6 10.8 Watch or listen again. Are the sentences true (T) or false (F)?
1 Ginny wants straight hair.
2 She wants her lips to look bigger.
3 Ron wants a makeover because he has a new job.
4 After his makeover, he feels lighter.
5 Malika usually has long, curly hair.
6 Malika thinks she looks taller after her makeover.
7 Her boyfriend talked a lot when he saw her.
8 Ginny thinks she looks younger after her makeover.

7 Discuss the questions in pairs.

1 How important is your appearance to you? (1 = not important, 10 = very important)
2 How much time and money do you spend on your appearance each week?
3 Do you want to look different? If so, what do you want to change?

Listening builder weak forms

In English, we don’t usually stress words like articles and prepositions. These words
sound shorter and weaker than important words like nouns, verbs and adjectives:
One of the best make-up artists in the world is Kevin Yagher.
I have an interview for a new job later, in an art gallery.

8 A Read the Listening builder. Read the sentences and underline the words which you think
have weak forms.
1 The people in the movie were very young.
2 His character was an elderly man with a long white beard.
3 She puts a lot of make-up on their faces.
4 I like your hair. I think the colour is lovely.
5 The name of her character was Emma.
6 My brother has a long beard and a moustache.

B 10.9 Listen and check.

9 A Look at the photos of two makeovers. In pairs,

describe the photos from ‘before’ and ‘after’ the
makeovers.
B In pairs, answer the questions.
1 How does the man/woman look different now?
2 Do they look better or worse after their makeovers
in your opinion? Why?

Personal Best
Challenge!
Challenge! Imagine you had a makeover. Describe your new appearance. 87

186 EXTRA PRACTICE Workbook page 57

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SKILLS 10B
5 10.8 Teach the meaning of makeover and elicit the B 10.9 Play audio track 10.9. See Answers for audio
kinds of things that people can change in a makeover. Also script. Sts listen and check their answers. Sts could
pre-teach an interview (for a job), a rider (= someone who practise saying the sentences in pairs, paying attention to
rides a motorcycle) and a clue. Sts read the ideas in the the weak forms.
box and look at the pictures. Point out to sts that they can
use the words in the box more than once in their answers. Answers
Play video/audio track 10.8. See TB page 363 for video/ 1 The people in the movie were very young.
audio script. Sts watch/listen and match the things the 2 His character was an elderly man with a long white
people change with the names. Check answers. beard.
3 She puts a lot of make-up on their faces.
Answers 4 I like your hair. I think the colour is lovely.
1 hair/eyes 2 beard/moustache 3 hair 5 The name of her character was Emma.
6 My brother has a long beard and a moustache.
6 10.8 Sts read the sentences. Play video/audio track
10.8 again. Sts watch/listen and decide if the sentences 9 A Sts work in pairs to describe the people before and
are true or false. Check answers. Play the video/audio after a makeover. Get feedback on their answers, and, as a
track again for sts to hear the correct answers. Then ask class, brainstorm a full description of each photo.
students to correct the false sentences.
B Sts discuss the questions in pairs. Get feedback on their
discussions.
Answers
1 T PERSONAL BEST
2 F (she wants her eyes to look bigger)
3 F (he has an interview for a job) Sts can practise describing appearance further. They imagine
4 T they had a makeover and describe their new appearance.
5 F (she usually has long, straight hair) They can describe their new appearance to each other in
6 T pairs.
7 F (he was quieter than usual)
8 T Weaker sts can work in pairs. They look back at the photos
in exercise 5 and choose one of the people to describe before
and after their makeover. Ask some sts to describe their
7 Sts discuss the questions in pairs. Get feedback on their
chosen person for the class.
answers.

Listening builder EXTRA PRACTICE

Read the Listening builder box with sts about weak Sts work in pairs. They take turns to use their phones to film
forms. Explain to sts that in English we usually stress their classmate describing the photos in exercise 9A and
the important words in a sentence, such as the nouns, answering the questions in exercise 9B. Allow sts time to
verbs and adjectives. Smaller words such as articles and watch the films of themselves. Watching themselves on film
prepositions are usually unstressed, so are pronounced will help sts to evaluate how naturally and fluently they can
with weak forms. Elicit or remind sts that vowels in speak.
weak forms are often pronounced as a schwa, rather
than as the vowel they are spelled with. Ask questions
to check concept.
Concept check questions:
Which words are usually stressed in a sentence?
(important words such as nouns, verbs and adjectives).
Which words are not usually stressed? (small words
such as articles and prepositions). How are these words
pronounced? (with weak forms). Which vowel sound is
often used in weak forms? (the ‘schwa’ sound).

8 A Sts read the sentences and underline the words that

they think have weak forms. They could work in pairs for
this.

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7
10 LANGUAGE superlative adjectives ■ personality adjectives

10C The yearbook

1 Look at the adjectives in the box. Think of someone you know for each one. Tell your partner.

clever lazy shy polite popular kind funny

My nephew is very clever. He’s studying Maths at university.

Go to Vocabulary practice: personality adjectives, page 154

2 A Look at the pictures. Which famous person can you see? Read the text quickly.
Which other famous people does it mention and why?
B Read the text again. Which of these things can you find in a yearbook? What else does
a yearbook include?
• personal stories about people at the school
• exam results
• photos of students
• students’ email addresses
• students’ plans for the future

3 Match the awards with the celebrities. There are three extra awards.
a the most popular boy
1 Renée Zellweger b the most beautiful girl
2 Michael Jackson c the nicest personality
3 Jack Nicholson d the laziest student
e the shyest classmate
f the best actor

THE YEARBOOK
‘The Best Athlete’ … ‘The Nicest Personality’… ‘The Worst Dancer’. Welcome to the yearbook,
an important tradition in the USA and other countries. A yearbook is like a photo album, with
photos of all the students in one year at a school or university. Students write about sports
teams and clubs, they remember funny stories about their classmates and teachers, and they
write about their future plans.
A yearbook also includes awards. These can be for the Friendliest
Teacher, the Laziest Student, the Funniest Laugh and so on. At high
school, Renée Zellweger was ‘The Most Beautiful Girl’,
Jack Nicholson was ‘The Best Actor’ and Michael Jackson
was ‘The Shyest Classmate’. Here’s a surprising one – at
his school, ‘The Least Likely to Be Successful’ was …
Tom Cruise!
Some people say that school and university are the happiest
days of our lives. And, for millions of students, the yearbook
is an important way of remembering that time.

4 Look at the adjectives in exercise 3 and answer the questions. Then read the
Grammar box.
1 What letters do we add to a short adjective to make the superlative form?
2 What word do we use before long adjectives?
3 What is the superlative form of good and bad? and
4 What word comes before all superlative forms?

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LANGUAGE 10C
10C The yearbook
Sts read a text about yearbooks, and the awards that some famous people were given by their classmates. They then think
of some awards to give to their own classmates.

Grammar Vocabulary Pronunciation Communication

Superlative adjectives Personality adjectives (brave, cheerful, clever, confident, Superlative Talking about
funny, generous, kind, lazy, nice, polite, shy, talkative) adjectives people’s personality

WARMER 3 Read through the awards with the class and make sure sts
Describe yourself using five adjectives or short sentences, understand them all. Sts look at the text again and match
e.g. I work hard, I’m usually happy, I’m friendly, etc. Ask: How the awards with the people. Check answers.
would you describe yourself? Ask sts individually to write down
five words or short sentences to describe themselves. Sts can Answers
compare their lists in small groups. Ask groups in turn which 1 b the most beautiful girl
words or expressions were the most frequent in their group. 2 e the shyest classmate
3 f the best actor
1 Read through the adjectives with the class and pre-teach
if necessary. Sts work individually to think of someone 3 x PRACTICE SB page 88, exercise 3
they know for each adjective. They then work in pairs to
compare their ideas. Get feedback on their answers. 1 Do the exercise as normal. To check answers, read out
each award in turn and ask: Does the text mention this?
Go to Vocabulary practice: personality adjectives, SB
Where? Which person does the award match?
page 154/TB page 321.
Sts will find more language presentation and practice for 2 Ask sts individually to read the text again and write
personality adjectives here. Do these exercises with the down ten key words to help them remember what it
class, or set them for homework, before continuing with says. Put sts into pairs. They combine their lists and use
exercise 2A of lesson 10C. them to try to remember as many details from the text
as they can. They can look at the text again to see how
Remind sts to go to the app for further self-study well they remembered.
vocabulary practice of personality adjectives.
3 Sts work in pairs. Tell them they each have two minutes
to talk about the text and give as much information
2 A Ask sts to look at the photo and guess who it is. Elicit
about it as they can. In their pairs, sts time each other
a few possible answers, but don’t confirm them yet. Sts
and each talk for two minutes. They can practise again
read the text quickly to check the answer, and note down
to see if they can improve their fluency. Get feedback
other famous people that are mentioned, and why they
from sts on how easy or difficult they found the task.
are mentioned. Check the answers, and check that sts
understand awards. Ask: What is a yearbook? Do you have
something similar in your country? 4 Focus on the adjectives in exercise 3 again and make sure
sts understand that the most popular = more popular than
Answers anyone else. Teach the term superlative. Sts look at the
Renée Zellweger is the person in the picture.
adjectives in exercise 3 again and answer the questions.
Jack Nicholson, Michael Jackson ,Tom Cruise are
mentioned because of the awards that their classmates
They could work in pairs for this. Check answers.
gave them.
Answers
1 -est
B Sts read the text again and decide which of the things 2 most
in the list are included in a yearbook, and note down other 3 best, worst
things that a yearbook includes. 4 the

Answers
Personal stories about people at the school
Photos of students
Students’ plans for the future
A yearbook also includes awards.

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superlative adjectives ■ personality adjectives LANGUAGE 10C

Grammar superlative adjectives

Short adjectives (one syllable or Long adjectives: Irregular adjectives:

two syllables ending -y): She’s the most popular girl in She’s the best dancer in the school.
He’s the nicest person in our class. the school. This is the worst photo of me.
School and university are the Our teacher is the most interesting
happiest days of our lives. person that I know.

Go to Grammar practice: superlative adjectives, page 131

5 A 10.12 Pronunciation: superlative adjectives Listen and repeat the superlatives.
the nicest the funniest the most popular the most relaxed

B 10.13 Say the sentences. Listen, check and repeat.

1 You’re the kindest person that I know. 3 She has the most beautiful voice.
2 He’s the laziest person in the office. 4 It’s the most exciting film of the year.

Go to Communication practice: Student A page 165, Student B page 174

6 Complete the text about Ashrita Furman with the superlative forms of the adjectives in the box.

popular high strange heavy tall fast

The most world records in the world

The Guinness Book of World Records is one of the books in the world. If you
have a copy, you will probably notice the name Ashrita Furman. This is because Ashrita
has number of world records in the world – more than 200! And his records
are also some of the records in the book. Here are a few:
The shoes in the world
In November 2010, Ashrita walked around London in shoes that weighed 146.5 kg.
The object balanced on the nose
In August 2015, Ashrita balanced a 15.95 m pole on his nose in New York.
The mile with a milk bottle on the head
In February 2004, in Indonesia, Ashrita ran a mile in 7 minutes, 47 seconds, balancing
a milk bottle on his head.

7 A Write sentences that are true for you.

The kindest person that I know is my friend Maria.
The (kind) person that I know is … The (interesting) programme on TV at the
The (old) person in my family is … moment is …
The (lazy) person that I know is … The (beautiful) place in my country is …
The (funny) person on TV is … The (expensive) place in my town is …
The (good) film of the year so far is …
B Ask and answer questions about your answers to exercise 7A in pairs.
Who’s the kindest person that you know?

8 A In groups, create your own class awards. Discuss and choose an award for each student.
Use the ideas in the boxes and your own ideas.
funny kind nice big good at
friendly happy good at laugh beautiful smile good sports
English hair clothes

I think Eduardo always wears really cool clothes. Let’s give him an award for the best clothes.
B Share your awards with the class.
We’d like to give Elena the award for ‘the friendliest student’.

Personal Best Write ten superlative sentences about people and places that you know. 89

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LANGUAGE 10C
Grammar 7 A Ask sts to complete the sentence beginnings with the
correct superlative forms. Check these with the class. Sts
Read the Grammar box with sts about superlative
then complete the sentences with their own ideas.
adjectives. Explain that we use superlative adjectives
to compare three or more things. Explain that for short
Answers
adjectives we add -est to the end of the adjective, and
kindest, oldest, laziest, funniest, best, most interesting,
for long adjectives we use most. Point out the irregular most beautiful, most expensive
superlative forms for good and bad. Point out that we
always use the before superlative adjectives. If you
think your sts would find it helpful, you could write B Sts work in pairs to ask and answer questions about
some comparative and superlative adjectives on the their sentences. Ask some sts to tell the class something
board so sts can see how the two forms are related. Ask they learned from their partner.
questions to check concept. 8 A Put sts into small groups, and explain that they are
Concept check questions: going to create some awards to give to their classmates.
Why do we use superlative adjectives? (to compare three Allow sts time to read through the ideas, then read out
or more things). She’s the tallest in the class – does the example. Sts discuss their awards in their groups.
that mean she’s taller than everyone else? (yes). nice, Encourage them to be inventive and think of their own
kind – how do we form superlatives? (with -est: nicest, ideas too!
kindest). popular, intelligent – do we add -est to these
to form superlatives? (no – we use most). He’s most B Ask groups in turn to announce their awards to the
intelligent person in our class – correct? (no – the most class, saying why they have awarded each one. You could
intelligent). I’m the most bad at maths – correct? (no – ask sts who are given awards to respond. If you have time
the worst). She’s the goodest dancer – correct? (no – the and your sts enjoy acting, you could act out an awards
best dancer). ceremony in which sts present their awards to each other
and give a short thank-you speech.
Go to Grammar practice: superlative adjectives, SB page PERSONAL BEST
131/TB page 275.
Sts will find more language reference, presentation Sts can practise using superlative adjectives further. They
and practice for superlative adjectives here. Do these write ten sentences about people and places that they know,
exercises with the class, or set them for homework, before using superlative adjectives. Sts can compare their sentences
continuing with exercise 5A of lesson 10C. in pairs.
Remind sts to go to the app for further self-study With weaker classes, write the following adjectives on the
grammar practice of superlative adjectives. board:
generous, funny, brave, polite, talkative
5 A 10.12 Play audio track 10.12. See the SB page
Ask sts to write superlative sentences about people they know
opposite for audio script. Sts listen and notice the using each of the adjectives. Sts can compare their answers in
pronunciation of the superlative adjectives. Play the audio pairs and explain why they chose each person.
track again for sts to listen and repeat.
B 10.13 Sts work in pairs to practise saying the
sentences, paying attention to the pronunciation of the
superlative adjectives. Play audio track 10.13 for sts to
listen and check. See the SB page opposite for audio
script. Play the audio again for sts to repeat.
Go to Communication practice
Divide the class into Student A and Student B. All ‘Student
A’ sts should go to SB page 165. All ‘Student B’ sts should
go to SB page 174. Go to TB page 343 for the teacher
notes. Do the activity, then continue with exercise 6 of
lesson 10C.
6 Check that sts understand the adjectives and teach them
if necessary. Check that sts remember the spelling rule for
adjectives that end in -y. Students complete the text with
the superlative form of the adjectives. Ask sts if they know
of any other unusual or funny records.

Answers
1 most popular 2 the highest 3 strangest 4 heaviest
5 tallest 6 fastest

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7
10 SKILLS WRITING writing a description of a person ■ clauses with when

10D Someone that I admire

1 Is there someone that you admire? It could be a friend, a family member or someone famous.
Why do you admire them? Discuss in pairs.
I admire my aunt. She’s a surgeon and she saves people’s lives. It is a really difficult and
important job.

2 A Read Hannah’s description. Who does she admire and why?

B Read the description again and answer the questions.
1 What does Michaela look like?
2 What happened when she was three years old?
3 When did she move to the Dutch National Ballet?
4 Who does Michaela help?
5 What difficult situation did Hannah have?

A PERSON I ADMIRE

Michaela DePrince
Michaela DePrince is a ballet dancer from Sierra Leone. She’s unusual
in the world of ballet because there aren’t many ballerinas from her
country. She is slim and confident and has a beautiful smile. 1 [Photos: SB10D-01
From a young age, Michaela’s life was extremely difficult. When she
was three years old, she lost both her parents in the civil war in Sierra
and
Leone. But she survived her difficult past and today she’s one of the most
talented young ballet stars in the world. She became the youngest dancer
at the Dance Theatre of Harlem in New York when she was just seventeen
SB10D-02 – Two photos of ballerina Michaela
and, in 2013, she moved to the Dutch National Ballet. 2
de Prince, in different poses]
I admire Michaela because she’s a very strong and brave person. As well
as ballet dancing, she spends a lot of time helping young people who
have problems in their lives. 3 When I didn’t get the grades that
I needed to study Medicine at university, Michaela’s story inspired me
and I didn’t give up.
By Hannah Lee

Skill writing a description of a person

When you write a description of a person, organize your ideas into paragraphs, for example:
Paragraph 1: where the person is from, his/her job, appearance and personality
Ed Sheeran is a singer and musician from England. He has red hair and blue eyes and is very popular.
Paragraph 2: information about his/her life and achievements
He was born in 1991 in Yorkshire. When he was a child, he learned to play the guitar. He made his
first record when he was thirteen. Today, he is popular all over the world.
Paragraph 3: why you admire him/her
I admire him because he writes beautiful and honest songs, and he’s very talented.

3 Read the Skill box. Complete 1–3 in the description of Michaela DePrince with sentences a–c.
a She shows that there is always hope for a better future.
b In 2016, she danced in Beyoncé’s visual album, Lemonade.
c For a ballerina, she isn’t very tall.

90

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SKILLS 10D
10D Someone that I admire
Sts read a text describing someone that the writer admires. They then write a description of someone that they admire.

Writing Skill Text builder

A description of a person Writing a description of a person Clauses with when

WARMER
Ask: Why do you think some people become very successful?
What kind of personality do you need to become successful?
Discuss the questions as a class, and use the opportunity to
revise some of the personality adjectives from 10C, e.g. brave,
clever, confident, etc. Ask: What else do you need to become
successful? Elicit other ideas, e.g. luck, support from family
and friends, etc. Discuss which are the most important things
overall.

1 Read out the questions, and allow sts to prepare their

ideas individually. Sts then discuss the questions in pairs.
Get feedback on their discussions.
2 A Use the photo in the text to teach ballet dancer. Sts
read the description and answer the questions. Check the
answers.

Answer
She admires Michaela DePrince because she is a strong
and brave person (and she helps young people who have
problems).

B Students read the description again and answer the

questions. Check answers.

Answers
1 Michaela is slim and looks confident and has a beautiful
smile.
2 She lost both her parents in the civil war in Sierra
Leone.
3 In 2013.
4 Young people who have problems in their lives.
5 She didn’t get the grades she needed to study medicine
at university.

Skill
Read the Skill box with sts about writing a description
of a person. Explain that it is important to have a clear
paragraph structure to help build up a clear ‘picture’
of the person in the reader’s mind, and help the reader
understand why you admire this person.

3 Sts read the description again and complete it with the

missing sentences. Check answers.

Answers
1 c 2 b 3 a

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writing a description of a person ■ clauses with when WRITING SKILLS 10D

7D
4 Organize the sentences about Lionel Messi into
three paragraphs.
a He played his first game for Barcelona when he
was seventeen and quickly became one of their
most important players.
b When Lionel was a young boy, he began playing
football. FC Barcelona soon noticed him and,
when he was thirteen, he moved to Spain.
c He’s 1.7m tall and has dark brown hair.
d Lionel Messi is not only a fantastic football player,
he’s also a great person.
e He’s generous and kind, and he does a lot to
help children’s charities.
f Lionel Messi is a footballer from Argentina.
He plays for FC Barcelona in Spain and for his
national team, Argentina.

Text builder clauses with when

We use a clause with when to talk about two things that happened in the past:
When she was three years old, she lost both her parents.
She became the youngest dancer at the Dance Theatre of Harlem when she was just seventeen.
We use the clause with when for the action that happened or started first:
When she arrived in the USA, she joined the Dance Theatre of Harlem.

5 A Read the Text builder. Choose the correct option to complete the rules.
1 When a clause with when comes before the main clause, we use / don’t use a comma.
2 When a clause with when comes after the main clause, we use / don’t use a comma.
B Join the two sentences with a clause with when. Write two versions for each sentence.
He was eighteen. At that time, he moved to Australia.
When he was eighteen, he moved to Australia.
He moved to Australia when he was eighteen.
1 She left university. After that, she became a photographer.
2 His mother died. After that, he went to live with his aunt.
3 I was a student. At that time, I met my wife.
4 I had a problem at work. That’s when my best friend gave me some good advice.
5 She was thirty. At that time she had her first baby.
6 He retired. He learned to play the guitar.

6 A PREPARE Make notes about a person that you admire. Think about these questions:
• What does he/she do? What does he/she look like? What is he/she like?
• What do you know about his/her life and achievements?
• Why do you admire him/her?
B PRACTISE Write a description. Use the heading A person that I admire.
Paragraph 1: Describe the person.
Paragraph 2: Describe the most important events of his/her life.
Paragraph 3: Describe why you admire the person.
C PERSONAL BEST Read your partner’s description. Correct any mistakes and give suggestions
for improvement.

Personal Best
Challenge! Think of a famous person who is unusual in his/her profession. Write some facts about him/her. 91

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SKILLS 10D
4 Sts read the sentences and organize them into paragraphs, 6 Sts follow the steps to write a description of a person they
using the Skill box to help them. Let sts compare answers admire.
in pairs, then check answers as a class.
A PREPARE Sts prepare their ideas and make notes.
Answers B PRACTISE Sts use the description in exercise 2 as a
Paragraph 1: f, c Paragraph 2: b, a Paragraph 3: d, e model and write their own description. Refer them back
to the Skill box and remind them that it is important to
Text builder organize their ideas clearly into paragraphs. Refer them
back to the Text builder box and encourage them to use
Read the Text builder box with sts about clauses with clauses with when to link events. You could set this stage
when. Explain that we can use when to link two things for homework if you prefer.
that happened in the same sentence and say which
happened or started first. Explain that we use when C PERSONAL BEST Sts work in pairs. They exchange their

in the clause with the action that happened or started description with their partner and check it, correcting any
first. Ask questions to check concept. mistakes they see and giving suggestions for improvement.
Concept check questions: Remind them that it is important to make feedback
What can we link using ‘when’? (two things that positive and helpful, and they should also give feedback
happened in the past). Do we use ‘when’ with the thing on things they like about the description.
that happened first or second? (first). She left home when
she was sixteen – did she become sixteen before she left PERSONAL BEST
home? (yes). He joined a football club when he left school
– which happened first? (he left school). Sts can practise writing descriptions of people further by
thinking of a famous person who is unusual in his or her
profession. They write some sentences giving some facts
5 A Sts look at the examples in the Text builder box and about the person. Ask some sts to read their sentences to the
choose the correct option. Check answers. class, without saying the name of the person. See if other sts
can guess the person.
Answers
1 use 2 don’t use Weaker sts can work in pairs. They think of a musician, a
sports person or an actor that they both admire. Ask them to
write four sentences about the person, describing the person
B Explain the task and read out the example sentences. and saying why they admire them. Ask pairs to read their
Sts then join the sentences using when. Check answers. sentences to the class, without saying the person’s name. See
if other sts can guess the person.
Answers
1 When she left university, she became a photographer.
She became a photographer when she left university.
EXTRA PRACTICE
2 When his mother died, he went to live with his aunt. With books closed, write the following gapped phrases on the
He went to live with his aunt when his mother died. board:
3 When I was a student, I met my wife. 1 there aren’t ___ black ballerinas
I met my wife when I was a student.
4 When I had a problem at work, my best friend gave me
2 ___ a young age, Michaela ...
some good advice. 3 she is one of ___ most talented ballet stars ...
My best friend gave me some good advice when I had a 4 when she was ___ seventeen ...
problem at work.
5 As well ___ ballet dancing, she ...
5 When she was thirty, she had her first baby.
She had her first baby when she was thirty. Explain that in each phrase there is one word missing. Sts work
6 When he retired, he learned to play the guitar. in pairs and complete the sentences with the correct words. Sts
He learned to play the guitar when he retired. can check their answers in the text. Check answers with the
class. If necessary, revise the rules about much/many that sts
learned in Unit 7. Explain the meaning of the phrase from a
3 x PRACTICE SB page 91, exercise 5A/B young age (= starting at a young age and continuing for some
1 Do the exercise as normal. To check answers, ask time). Revise the form of superlative adjectives if necessary.
individual sts to read out each sentence. Ask other sts: Explain the use of just meaning only. Point out that as well as is
Do you agree? Does this sentence need a comma? a linker that we can use for adding more information.
2 Ask sts to cover the exercise. Write a single prompt
for each pair of sentences on the board, e.g. leave Answers
university. Sts work in pairs and try to remember each 1 many 2 From 3 the 4 just 5 as
sentence. They can look at the exercise again to check.
3 Sts work in small groups. The first student says one of
the sentences from exercise 5B. The next person repeats
the sentence, changing just one word, e.g. When she left
university, she married a photographer. The only word
sts cannot change is when. Sts continue until they have
a completely different sentence.

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