Give SS one minute to think about their answers to the questions and check that SS understand the vocabulary in Questions 2 and 3 in ex 1A, p 9. Discuss the answers as a class. Read the question and the ideas with the SS and check that they understand the vocabulary. Ask them when they usually meet people from other countries and ask SS to share any other ideas they have in ex 1B, p 9.

Give SS one minute to think about their answers to the questions before talking about the pictures as a class in ex 1A, p 10. Don't check answers at this point.

Play the recording in ex 1B, p 10 for SS to listen and check. Check answers as a class. Play the recording again for SS to listen and repeat. Ask SS: "What's the World Cup?". Elicit possible answers, e.g., It's a football championship for the world. Ask SS to listen to the conversation for general meaning and check the things Thomas and Lena talk about in ex 1C, p 10. Check answers as a class.

Ask SS to listen to the recording in ex 1D, p 10 again for specific words and complete the conversation. Have SS to compare pairs. Check answers as a class. When checking answers, ask SS: "How do you spell (word)?". Write the correct answers on the board.

Play the recording in ex 1E, p 10 again for SS to listen and decide if the sentences are true or false. Check answers as a class.

Read Thomas's sentence with the class. read the countries and nationalities in the box and elicit another example of a country\nationality pair. Have SS to work in pairs, matching the words. Play the recording in ex 2A, p 11 for SS to listen and check. Check answers as a class. Have SS to complete the first sentence as a class and elicit another example using picture a. Ask SS to work individually, writing sentences about the people in the pictures in ex 2D, p 11. Check answers as a class. Ask SS to complete the question. Before they work in pairs, quickly check that they have completed the question correctly (Where) in ex 2E, p 11. Have SS to complete the exercises in Vocabulary Focus 1a on SB p.162. Play the recordings as necessary, monitor Exercises b and h and check other answers as a class. Tell SS to go back to SB p.11 in ex 2F.

Play the recording in ex 2B, p 11 for SS to underline the stressed syllable in each word. Check answers as a class. Play the recording in ex 2C, p 11 again for SS to listen and repeat.

Write on the board: She is a teacher = She isn't a teacher.; They are happy = They aren't happy. Underline is/isn't/are/aren't. Write grammar patterns on the board: Positive: I am/ You are/ He is/ She is/ It is/ We are/ They are. Negative: I am not/ You are not/ He is not/ She is not/ We are not/ They are not. Play the next part of the conversation in ex 3A, p 11 for SS to answer the question. Check the answer as a class. Have SS to underline the correct answers. Play the recording in ex 3B, p 11 again for SS to listen and check. Check answers as a class. Read the sentences with the students and give them one minute to think about how to complete the rule before they work in pairs in ex 3C, p 11. Check the answer as a class.

Ask SS to read the information in the Grammar Focus 1A on SB p. 138. Draw their attention to the different options for contractions that are possible. Play the recording where indicated and ask SS to listen and repeat in ex 3E, p 11.

Have SS to complete the table in ex 3D, p 11. Show SS three fingers: point to the first finger and say "I"; point to the second and say "am"; and point to the third and say "not". Have SS to complete the exercises. Check answers as a class, making sure SS are using contractions correctly. Tell SS to go back to SB p.11 in ex 3E. Ask SS to complete the first sentence as an example with the class. Ask SS to work individually, adding the correct form of "be" to the sentences in ex 3F, p 11. Point out errors for SS to self-correct. Check answers as a class.

Ask SS to write four sentences about themselves in ex 3G, p 11. Monitor and help with vocabulary and give SS ideas if necessary.

Divide the class into pairs and assign A and B roles. Student As read about Robert on SB p. 130 and Student Bs read about Lora on SB p.133. Monitor for any problems and clarify these before SS start on the pairwork stage. Put SS into A/B pairs for them to ask and answer the questions about Roberto and Lora. Tell SS to go back to SB p.11 in ex 4A. Put SS into small groups to tell each other their names, countries, nationalities and home towns in ex 4B, p 11.