7. For weaker classes, read the conversation together with the students and explain any unfamiliar words/phrases first. Remind students not to use comparatives and superlatives, but only ‘(not) as…as’.

6. Give students enough time to study the table carefully. Encourage students to ask questions to clarify or confirm meanings of specific details.

5. Explain the context to students. Point out that the table in Part C1 is another way of presenting information of a survey. Encourage students to use this as a model for presenting survey results about their own classmates.

4. Elicit the meanings of the two key adjectives ---- ‘interesting’ and ‘dangerous’. List things, people, phenomena or activities and ask whether they can be dangerous or interesting, e.g., a fire, a favourite book, a lesson, a typhoon, ice-skating, etc.

3. Before starting Part C1, revise the meaning of the nouns used in this activity ---- ‘hiking’, ‘swimming’, ‘camping’, ‘cycling’, ‘diving’ and ‘skiing’. Elicit the nouns by pointing at the pictures in the table. Invite students to think of other outdoor activities.

2. Invite students to make their own sentences based on the information in their table or the table on the page. Write the sentences on the board. Elicit the rule form more able students. For less able students, read the explanation at the bottom of the page.

1. Use the information collected by students to introduce the new structures in Part C. If you have not done the extension activity, use the information in the table in Part B2. prompt the students to complete the sentence to elicit the new structure.

3. Check answers orally with the class.

Extension activity

Divide students into groups of 5-6. ask students to collect information about their own group and present it in a similar table. Students can include ‘Height’, ‘Weight’, ‘Running’, ‘Maths test’, etc. Tell students not to worry about the accuracy of their scores but to include approximate figures. Then ask them to write a group profile using sentences 1-9 as models.

Part C

Teaching procedures

2. For less able students, go through the words and numbers in the table and ask questions. revise the adjectives in brackets before starting this task.

1. For more able students, ask them to complete the sentences on their own and compare answers with a partner.