Section A
Say, The language goal of this unit is to talk about exceptional people. What do you think exceptional means? Explain that exceptional means a person is outstanding in some way.
Write the word born on the board. Say We are going to about when some students were born. Let's find out some of you were born. [T = Teacher, S = Student]
T: When is your birthday?
SI: April 11.
T: When were you born?
SI: 19-.
Repeat the activity with other students.
Write the words how long on the board.
T: Another thing we will talk about is how long each student did something for. Can you ask some questions using the words how long?
S2: How long does it take to walk to school?
T: That's correct. How long does it take to walk to school? What's the answer to that question? How long does it take you to walk to school?
S2: Twenty minutes.
Have students ask and answer other how long questions. Then ask some how long questions about students' lives such as How long did you study last night? and How long did it take you to get to school today?

1a This activity introduces students to the concept Of exceptional people.
Ask students to think of some famous sports stars, or athletes, and write their names under International Sports Stars.
Ask students who they wrote down, and see if there any common answers. Ask, What sport does he or she play? Do you like him or her? Why? / Why not?

1b This activity gives students practice in understanding the target language in spoken conversation. Point out the chart. Then point to the word Born: and the fill-in space under each picture. Say, Listen carefully and write the date each person was born. Point out the sample answer.
Play the recording the first time. Students only listen.
Play the recording a second time. This time ask students to write in the dates.
Check the answers.
1 c This activity provides guided oral practice using the target language.
Point out the conversation in the box in activity lc. Ask two students to read it to the class.
Say, Now work with a partner. Make your own conversations about the people in the picture.
Then have students work in pairs. As they talk, move around the room monitoring their work. Offer language and pronunciation support as needed.
Ask several pairs to say their conversations to the class.

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