11. Ask students that they can use the notes they have prepared in Part B to write their reports. Encourage less able students to write about one of the people in the advertisement. Ask more able students to write about both. Remind students not to write too much or too little. They should try to write approximately as much as Millie has written.

10. Tell students they are going to write a report just like Millie did on the previous page. Tell them to make notes and a plan before they begin Part B. They should also check the vocabulary.

9. Write some useful words and phrases on the board.

8. Explain the context. Then ask students to study the two pictures in Part B on page 36. For more able students, tell them that it would be helpful if they write a list, like Millie's on page 35, before they do Part B. Remind students that they can use the reading passage at the beginning of the unit to remind them of what different colours represent. Advise students to work in pairs to complete the notes.

7. Encourage students to discuss the mood of the man in the picture with their partners. Ask more able students to tell the class what they think the man's mood is. Give more able students the additional exercise to do.

6. when students have finished, go round the class, asking each student to read a sentence in turn. Listen for mistakes and mispronunciation.

5. Ask students to work in pairs to complete Millie's report. Remind them they can use words from Millie's list to help them.

4. Tell students to study the picture carefully. Ask them some simple questions about it. For stronger classes, ask students to justify their answers. For weaker classes, accept a simple response to each question.

3. Point out to students that for each colour mentioned in the list, there is an explanation of what the colour means.

2. Tell students that making a list can be a good way to organize their thoughts and ideas.