UNIT

3 People in my life
LANGUAGE adverbs and expressions of frequency ■ family

3A Time together
1 When and where do you spend time with your family? Tell your partner.
I see my family at the weekend. We have lunch together on Sundays.

2 Look at the pictures of different family activities. How many generations

can you see? What are they doing together?

3 A Read the text. Complete it with the verbs in the box.

go cook make see play watch

Family get-togethers
Once a year, my whole family meet at my parents’ house
for a weekend of fun, music and great food. We’re a
big family and there are three generations of us!
In the morning, we often 1 games with the children in the
park. My brother Ben has a boy and a girl. My niece and nephew are
crazy about football, so we usually play that.
In the afternoon, we 2 for a walk or stay at home. We sit in
the garden and we sometimes 3 things with the children.
My sister-in-law Lois teaches five-year-olds and she always brings lots
of paper and pens.
In the evening, we 4 dinner. Food’s always an important part
of the weekend! Our food’s very international – my grandmother’s
Portuguese, my sister-in-law’s American and my husband’s Polish. We
often have Mexican food because we all love it.
We never 5 television – we prefer to chat together. My Uncle
Paul and my cousins Joe and Megan play music. Uncle Paul and Joe play
the guitar, and Megan sings and plays the piano. They’re really good.
I don’t often 6 my family because we all live in different
parts of the country, but I love these weekends. They’re really special.

B 3.1 Listen and check your answers.

4 A Read the text again and choose the correct options.

1 The writer is Ben’s sister / aunt. 3 Paul is Joe’s father / grandfather.
2 Lois is Ben’s sister / wife. 4 Megan is Paul’s son / daughter.
B Look at the main picture in the text. What relation to the writer do you think the people are?

Go to Vocabulary practice: family, page 140

22

56 EXTRA PRACTICE  Workbook page 14; photocopiable activity 3A Vocabulary

 UNIT

People in my life 3

UNIT
UNIT 3 OVERVIEW:  This unit focuses on family, friends and free-time activities. Sts read about a family
reunion and talk about the activities they do each week. They read about different clubs and groups that
people can join and then they plan their own. They read about a relationship between people with very
different interests and talk about the things they enjoy and don’t enjoy doing. Finally, they watch or listen
to two people arranging a night out and they practise making arrangements for a social event, and practise
accepting and declining invitations.

LANGUAGE SKILLS
Grammar Vocabulary Pronunciation Reading Speaking
Adverbs and expressions of Family; Sentence stress; Scanning a text; also Making arrangements;
frequency; love, like, hate, enjoy, activities (2) -ing forms and too accepting or declining
don’t mind + noun/-ing form an invitation

3A Time together
LANGUAGE 3A
Sts read about a family reunion. They listen to someone talking about activities and talk about activities they do.

Grammar Vocabulary Pronunciation Communication

Adverbs and expressions of Family (aunt, brother, brother-in-law, children, cousin, Sentence stress Talking about how
frequency (always, usually, daughter, daughter-in-law, father, father-in-law, frequently you do
twice a day, etc.) grandchildren, granddaughter, grandfather, etc.) activities

WARMER
Ask: How many people are there in your family? Who are
they? How important is your family to you? What are the
advantages/disadvantages of having a big family?
1 Sts work in pairs to talk about when and where they spend
time with their family. Get feedback.
2 Read out the question and explain generations. Sts look
at the pictures in pairs and decide how many generations
there are. Discuss the answer with the class.
Answer
There are three generations.
3 A Sts read the text and complete it with the correct verbs.
Don’t confirm answers yet.
B 3.1   Play audio track 3.1. See the SB page opposite
for audio script. Sts listen and check their answers.
B Sts look at the main picture again and decide what
relation the people in the picture could be to the writer.
Discuss the answers as a class.
Answers
The people could be the writer's parents, sister, nephew,
husband, niece, sister-in-law, brother.
Go to Vocabulary practice: family, SB page 140/TB
page 293.
Sts will find more language presentation and practice for
family vocabulary here. Do these exercises with the class,
or set them for homework, before continuing with exercise
5 of lesson 3A.
Remind sts to go to the app for further self-study
practice of family vocabulary.

Answers
1 play  2 go  3 make  4 cook  5 watch  6 see

4 A Read the sentences with the class and check sts

understand all the options. Pre-teach the family words if
necessary. Sts read the text again and choose the correct
options. Check answers.

Answers
1 sister  2 wife  3 father  4 daughter

57
 adverbs and expressions of frequency ■ family LANGUAGE 3A
5 3.4 Listen to Ben and match the activities with the people and the expressions of frequency.
1 play tennis son every day
2 read stories grandmother once a week
3 go for a coffee son and daughter once a month
4 watch TV cousin three times a week
5 go out for dinner wife every evening
6 buy food brother-in-law twice a month

6 A Underline the adverbs of frequency in the text on page 22. Complete the rule.
Adverbs of frequency go before / after the verb be and before / after other verbs.
B Look at the expressions of frequency in exercise 5. Which word means ‘one time’? Which word
means ‘two times’? Then read the Grammar box.

Grammar adverbs and expressions of frequency

Adverbs of frequency:

100% 0%
always usually often sometimes hardly ever never

Expressions of frequency:
a
once/twice/three times day/week/month/year
every

Go to Grammar practice: adverbs and expressions of frequency, page 116

7 A 3.6 Pronunciation: sentence stress Listen to the sentences. Underline the stressed words or
syllables. Are the adverbs and expressions of frequency stressed?
1 I sometimes play the guitar. 4 They eat out once a week.
2 He’s often late. 5 She sees her grandparents three times a year.
3 We never have a takeaway. 6 I listen to the radio every day.
B 3.6 Listen again and repeat the sentences. Copy the rhythm.

8 A Write five sentences about you and your family. Use different frequency adverbs and expressions.
I often go for a coffee with my mother-in-law. I sometimes watch TV with my grandparents.
I play football with my brother once a week.

B In pairs, say your sentences. Do you do the same activities with the same people?

Go to Communication practice: Student A page 159, Student B page 168

9 A Ask and answer questions with your classmates about how frequently you do the activities.

go to (the cook meet (your drive a car

cinema) play (a sport) cousins) go for a run

A How often do you go to the cinema? B Once a month. What about you? A I never go to the cinema.

B Complete the sentences about your classmates.

1 never goes .
2 sometimes plays .
3 cooks .
4 meets his/her .
5 drives a car .
6 goes for a run .

Personal Best Draw your family tree. Choose five people in your family and write a sentence about each of them. 23

58 EXTRA PRACTICE  Workbook page 14;

00; photocopiable
photocopiable activity
activity 3A
2A Grammar
Grammar

5 3.4   Ask sts to read through the activities and the
expressions of frequency. Play the first sentence of audio
track 3.4 and elicit the answer as an example. See TB page
358 for audio script. Play the rest of the audio track. Sts
listen and complete the matching task. Check answers.
Answers
1 play tennis, brother-in-law, once a week
2 read stories, son and daughter, every evening
3 go for a coffee, cousin, twice a month
4 watch TV, son, every day
5 go out for dinner, wife, once a month
6 buy food, grandmother, three times a week
3 x PRACTICE  SB page 23, exercise 5
1 Do the exercise as normal. To check answers, read out
each activity in turn and elicit the correct sentence.
Play that sentence on the audio for sts to check.
2 Sts cover the second two columns, and look at the
activities. They try to remember the sentence that goes
with each activity. Play the audio again for them to
check.
3 In pairs, sts use the activities, people and expressions
of frequency to write three new sentences, e.g. I play
tennis with my wife every day. Ask some sts to read their
sentences to the class.
6 A Write the adverbs of frequency from the Grammar box
on the board and check sts understand them. Sts find and
underline the adverbs in the text and complete the rule.
They could work in pairs for this. Check answers.
Answer
Rule: after, before
B Sts look back at the expressions of frequency in exercise
5 and answer the questions. Check answers.
Answers
Once means one time; twice means two times.
Grammar
Read the Grammar box with sts about adverbs and
expressions of frequency. Elicit that adverbs of
frequency come before the verb be (She is always
happy) but after other verbs (She always helps me).
Point out the position of don’t/doesn’t in negative
sentences: She doesn’t always help me NOT She always
doesn’t help me. Point out that expressions of frequency
usually come at the end of a sentence: I see her once a
week. Ask questions to check concept.
Concept check questions:
I sometimes play football – do I play every day? (no –
maybe once a week). Joe plays often football – correct?
(no – often plays). Does he play more than me? (yes).
Sam usually is late for class – correct? (no – is usually
late). Is he late 20% of the time, or 80%? (80%). I see
my grandparents on July 15th, August 15th, September
15th, etc. – how often do I see them? (every month/
once a month). I play tennis on Tuesdays, Thursdays and
Saturdays – how often do I play? (three times a week).
LANGUAGE 3A
Go to Grammar practice: adverbs and expressions of
frequency, SB page 116/TB page 245.
Sts will find more language reference, presentation and
practice for adverbs and expressions of frequency here. Do
these exercises with the class, or set them for homework,
before continuing with exercise 7A of lesson 3A.
Remind sts to go to the app for further self-study
grammar practice of adverbs and expressions of
frequency.
7 A 3.6   Play audio track 3.6. See the SB page opposite
for audio script. Sts listen and underline the stressed
words and syllables and decide if the adverbs and
expressions of frequency are stressed.
Answers
1 I sometimes play the guitar.
2 He’s often late.
3 We never have a takeaway.
4 They eat out once a week.
5 She sees her grandparents three times a year.
6 I listen to the radio every day.
The adverbs of frequency are stressed, and the important
words in the expressions of frequency are stressed.
B 3.6   Play audio track 3.6 again. Sts listen and repeat
the sentences, paying attention to the stress and rhythm.
8 A Read out the example sentences and elicit one or two
more examples. Sts write their sentences individually.
B Sts work in pairs to read their sentences to each other
and discuss whether they do the same activities with the
same people. Get feedback on their answers.
Go to Communication practice
Divide the class into Student A and Student B. All ‘Student
A’ sts should go to SB page 159. All ‘Student B’ sts should
go to SB page 168. Go to TB page 331 for the teacher
notes. Do the activity, then continue with exercise 9A of
lesson 3A.
9 A Read out the example questions. Point out the form of
the question: How often do you ...? Point out the question
What about you? to ask the same question back to
someone. Allow sts time to prepare their questions. Sts ask
and answer questions with different classmates. Tell them
they should note down their classmates’ answers.
B Sts complete the sentences with information about their
classmates. Ask some sts to read their sentences out.
PERSONAL BEST
Sts can practise family vocabulary further. They draw their
family tree, then choose five family members and write a
sentence about each of them using adverbs and expressions of
frequency. Sts can compare their family trees and sentences
in pairs.
With weaker classes, brainstorm some more ideas for
activities and write them on the board, e.g. go to concerts,
play games. Sts write three sentences about themselves and
their family using adverbs and expressions of frequency.
Two sentences should be true and one should be false. Sts
read their sentences to each other in pairs and guess which
sentence is false.
59
 31 SKILLS READING scanning a text ■ also and too

3B A new group
1 Look at the picture. In pairs, talk about how you usually meet new people in your town or city.

Skill scanning a text

Scanning means reading quickly to find specific information; for example, you scan
a TV guide for a programme or a timetable for a train’s arrival time. You don’t read
everything. You only look for the information you want.

2 A Read the Skill box. Imagine that you like art and photography. Scan the website to find groups
that are suitable for you.
B You are free on Monday and Wednesday evenings. Which art or photography group can you join?
Scan the website again.

3 Read the website again and read for detail. Are the sentences true (T) or false (F)?
1 The Walking Group meets at the weekend. 6 Children and young people watch the
2 The Drawing Club always meets in a studio. Drama Group’s shows.
3 The Italian Group sometimes goes to Italy. 7 The Cooking Club meets once
4 The Camera Club has an exhibition once a week.
a year. 8 The Film Group always meets every
5 In the International Friends Group, people Saturday evening.
cook in their homes every week.

Text builder also and too

Also and too are adverbs that we use to add extra information. Also usually goes
after the verb be and before other verbs. Too usually goes at the end of the sentence.

4 A Read the Text builder. Underline examples of also and too on the website.
B Choose the correct words to complete the sentences.
1 She plays the guitar and she also / too writes stories.
2 I want to join the Camera Club and the Cooking Club, also / too.
3 We go to the cinema once a month and we sometimes go to the theatre, also / too.
4 They go to a restaurant twice a week and they also / too have a takeaway once a week.

5 In pairs, discuss which group on the website you like most. Why?

6 A Plan a new group for the website. Think about the following:
What does it do? How often does it meet? Where does it meet?
B Tell the class about your new group and listen to your classmates’ groups. Decide which new
group you like most.

24

60 EXTRA PRACTICE  Workbook page 15; photocopiable activity 3B Skills


3B A new group
Sts read about clubs and groups offering different activities, then plan a new group and present it to their classmates.
Reading Skill
Sts read a text about different clubs and groups. Scanning a text
WARMER
Ask: What do you do in your free time? Elicit a few answers
and ask more questions to revise some of the activities sts
learned in unit 2, e.g. Do you listen to music? Do you play
football or tennis? Ask questions with How often ...? to review
the frequency expressions. Ask: Do you belong to any clubs or
groups? What are they? What other clubs do you know about?
Elicit answers from individual sts.
1 Sts look at the picture and discuss the question in pairs.
Get feedback on their answers. Ask: Are clubs and groups a
good way to meet new people? Why?
Skill
Read the Skill box with sts about scanning a text. Point
out that scanning can save you a lot of time by getting
you to the information you need quickly, or getting
you to the right part of a text, which you can then read
carefully.
2 A Sts scan the website to find suitable groups. You could
set a time limit of two or three minutes, to encourage sts
to scan quickly. Check answers.
Answers
Drawing Club, Camera Club
B Sts scan the website again to find which of the two
groups they can join. Check answers.
Answer
Camera Club
3 Sts read the text more carefully and decide if the
sentences are true or false. Check answers.
Answers
1 T  2 F  3 F  4 F  5 F  6 T  7 T  8 F
Text builder
Read the Text builder box with sts about also and too.
Ask questions to check concept.
Concept check questions:
I like drawing, and cooking too – do I like cooking? (yes).
Do I like two things? (yes). I like drawing and I also like
cooking – same meaning? (yes). Which do we use at the
end of a sentence – also or too? (too). Jorge is Spanish
and Maria also is Spanish – correct? (no – Maria is also
Spanish).
SKILLS 3B
Text builder
also and too
4 A Sts underline examples of the two words on the
website. Point out the position of also after the verb be but
before other verbs. Point out that too comes at the end of a
sentence, and is preceded by a comma.
Answers
… we also go outside to draw once a month.
We also watch Italian films together.
We want to … have a good time, too!
We perform three shows a year … at local schools, too.
… we also meet other people who love cooking.
It’s a great way to … make new friends, too.
B Sts choose the correct words to complete the sentences.
Check answers.
Answers
1 also  2 too  3 too  4 also
5 Allow sts time to prepare their ideas individually. Point
out that they must give reasons for their answers. Sts then
discuss their ideas in pairs. Get feedback on their answers,
and see which club is the most popular overall.
6 A Sts work individually or in pairs to plan a new group.
You could brainstorm a few ideas as a class first, e.g. a
computer gaming club, a reading group. Point out to sts
that they need to plan all the details of when, where and
how often the group meets. Monitor and help while sts are
working.
B Ask individuals or pairs in turn to present their new
groups to the class. Ask sts which group they like most and
why. With larger classes, sts could present their ideas to
each other in groups of five or six, and each group could
choose one idea to present to the class.
61
 scanning a text ■ also and too READING SKILLS 3B
1D

Clubs and groups near you

WALKING GROUP INTERNATIONAL FRIENDS GROUP

We’re a walking club for We’re a friendly group

people who love the who meet every week
countryside. We go for on Tuesdays. We usually
lots of walks of different meet in a restaurant
lengths and levels of and we often go to the
difficulty. We start at cinema and theatre. We
9.30 a.m. on Sunday want to learn about other
mornings and we usually countries and cultures, and
finish at about 5 p.m. have a good time, too!

DRAWING CLUB DRAMA GROUP

This is a club for art lovers We’re a big group, but

of all ages. Beginners are we always welcome new
very welcome! We don’t members. We perform
have a teacher, but we three shows a year at the
all learn from each other. local arts centre and at
We work in a studio on local schools, too. We
Thursday evenings and we meet on Wednesday
also go outside to draw evenings at 7.30.
once a month.

ITALIAN GROUP COOKING CLUB

Buongiorno! We’re a We meet every Saturday

group of people who to cook together in
speak Italian and who someone’s home and
are interested in Italian then enjoy a great meal!
culture. We meet at an We try lots of new and
Italian restaurant once delicious food and we
a month, on a Friday also meet other people
evening. We also watch who love cooking.
Italian films together.

CAMERA CLUB FILM GROUP

Do you like photography? We don’t have a regular

If so, come and join our meeting! Members post a
camera club! We meet message on the website
every Monday at 7 p.m. and invite others to join
We have talks and them for a film. After
discussions about watching the film, we
different kinds of usually have a coffee and
photography and we chat. It’s a great way to
show each other our own enjoy films and make new
photos. friends, too.

Personal Best Describe a group that you’re in now or when you were a child. 25

62 EXTRA PRACTICE  Workbook page 15

 SKILLS 3B
PERSONAL BEST
Sts can practise talking about groups and free-time activities
further. Ask them to think about a group or club they are
in now, or one they were in as a child. Sts work in pairs to
describe their group to their partner. Ask some sts to tell the
class what they learned about their partner’s group.
Weaker sts could play a game. They work individually to
prepare three clues about one of the groups in the text on
page 25. They then work in pairs and take turns to read their
clues to each other. Their partner gets three points if they
guess the group after only one clue, two points if they guess
after two clues, and one point if they guess after three clues.
Sts could repeat with a new partner. See who gets the most
points.

EXTRA PRACTICE
With books closed, write the following gapped sentences on
the board:
1 We go outside ___ a month.
2 We meet at an Italian restaurant once a ___ .
3 We meet ___ Monday at 7 p.m.
4 We ___ go to the cinema.
5 We ___ welcome new members.
6 We meet every ___ to cook together.
7 We ___ have a coffee and chat.

Sts work in pairs to complete the sentences from memory and

decide which group they refer to. You could write the names
of the clubs on the board to help them. Sts can check their
answers in the text on page 25. Check answers and see who
guessed the most correctly.

Answers
1 once – Drawing Club
2 month – Italian Group
3 every – Camera Club
4 often – International Friends Group
5 always – Drama Group
6 Saturday – Cooking Club
7 usually – Film Group

EXTRA PRACTICE
Put sts into pairs. Ask them to imagine they are at one of the
groups and prepare a short conversation, without mentioning
the name of the group. Tell them to use information from the
text and their own ideas. Ask pairs in turn to perform their
conversations for the class. Other sts can guess which group
they are at.

63
 31 LANGUAGE love, like, hate, enjoy, don’t mind + noun/-ing form ■ activities (2)

3C Opposites attract
1 Which activities are good for a couple to do together? In pairs, choose five activities and explain why.

going on holiday visiting relatives doing sport going cycling playing computer games
visiting museums relaxing at home studying

Go to Vocabulary practice: activities (2), page 141

2 A Read the text about Cara and Chris. What do they do together?

B Discuss the questions in pairs.

1 Are Cara and Chris happy that they are very different? Why/Why not?
2 Do you think opposites attract?

Do opposites really attract? Or is it better to find someone similar to you? We ask

one couple why they are together when they are so different from each other.

OPPOSITES attract

CARA
My boyfriend Chris and I are very different. He’s
always out and he loves doing sport. He likes running
and he loves playing tennis. I don’t mind tennis, but
I hate running! I like different activities: I enjoy doing
yoga in the park and I love reading. But I think we’re
a great couple. Why? We both like living in the city.
We enjoy good restaurants and we love meeting our
friends at the weekend, but I sometimes prefer to
spend a quiet evening with him at home.
CHRIS
I think it’s great that Cara and I have our own
interests. I enjoy being active: I play tennis and go
running every day. Cara enjoys relaxing at home and
she loves visiting museums and galleries. I don’t mind
visiting museums, but I hate art! We do some things
together – we both love going bowling, for example,
but I don’t want a girlfriend who’s just like me. They
say ‘opposites attract’ and I agree!

3 A Work in pairs. Read the text again. Student A: write about Cara. Student B: write about Chris.
Complete the sentences.
Student A Student B
1 Cara loves . 1 Chris loves .
2 She enjoys . 2 He enjoys .
3 She likes . 3 He likes .
4 She doesn’t mind . 4 He doesn’t mind .
5 She hates . 5 He hates .
B 3.8 Tell your partner your answers. Listen and check.

26

64 EXTRA PRACTICE  Workbook page 16; photocopiable activity 3C Vocabulary

 LANGUAGE 3C
3C Opposites attract
Sts read about a relationship between people who have very different interests. They then talk about things that they
enjoy and don’t enjoy doing.

Grammar Vocabulary Pronunciation Communication

love, like, hate, enjoy, Activities (2) (do karate/yoga, go bowling/clubbing/ -ing forms Talking about things
don’t mind + noun/-ing cycling/dancing/shopping/swimming, have a you like and don’t like
form barbecue/a picnic/a takeaway, play golf/volleyball/the doing
violin, visit a gallery/a museum/relatives/new places)

WARMER B Sts discuss the questions in pairs. Get feedback on their

Read out the title of the lesson Opposites attract and elicit or answers.
explain the meaning (people who are very different are often
attracted to each other). Ask: Do you have a similar saying in Answers
your language? Do you agree that opposites attract, or do you 1 Yes. They think it’s great that they have different
interests and that they are not just like each other.
think couples often have similar interests? Have a brief class
2 Students’ own answers
discussion.

1 Check understanding of the eight activities in the box
and pre-teach as necessary. Sts work in pairs to choose
five activities that they think it is good for a couple to do
together. Get feedback on their answers, and see if the
class can agree on the most important activities overall.
3 x PRACTICE  SB page 26, exercise 1
1 Do the exercise as normal. When you get feedback from
sts, encourage sts to give reasons for their choices. Ask
other sts if they agree or disagree and why. Ask: Why
do you think (studying) together isn’t good? Encourage
as many sts as possible to join in and express their
opinions.
2 Ask sts to close their books. Write the second part of
each activity on the board, e.g. on holiday, relatives. Sts
work in their pairs and try to remember the complete
expressions. They can look in their books to check.
3 Sts work in pairs. They take turns to mime one of the
activities in exercise 1. Their partner must guess what
it is.
Go to Vocabulary practice: activities (2), SB page 141/
TB page 295.
Sts will find more language presentation and practice for
activities here. Do these exercises with the class, or set
them for homework, before continuing with exercise 2A of
lesson 3C.
Remind sts to go to the app for further self-study
vocabulary practice of activites (2).
3 A Divide sts into A and B pairs. A sts read about Cara
again and complete the sentences about her. B sts read
about Chris and complete the sentences about him. Don’t
check answers yet.
B 3.8   Sts work in their pairs to tell each other the
answers that they found in their text and note down their
partner’s answers. Play audio track 3.8. See TB page 358
for audio script. Sts listen and check their answers. Check
answers with the class. Ask: Which person is most like you?
Why?
Answers
Student A
1 Cara loves reading, meeting friends at the weekend,
visiting museums and galleries, and going bowling.
2 She enjoys doing yoga in the park, good restaurants
and relaxing at home.
3 She likes different activities and living in the city.
4 She doesn’t mind tennis.
5 She hates running.
Student B
1 Chris loves doing sport, playing tennis, meeting friends
at the weekend and going bowling.
2 He enjoys good restaurants and being active.
3 He likes running and living in the city.
4 He doesn’t mind visiting museums.
5 He hates art.

2 A Sts read the text quickly to find what Cara and Chris do
together. Check answers.

Answer
Cara and Chris both enjoy good restaurants, meeting their
friends at the weekend and going bowling together.

65
 love, like, hate, enjoy, don’t mind + noun/-ing form ■ activities (2) LANGUAGE 3C
4 Look at the sentences in exercise 3. Choose the correct option to complete the rule.
Then read the Grammar box.
After love, like, hate, enjoy and don’t mind we usually use
a a noun or -ing form.
b to + infinitive.

Grammar love, like, hate, enjoy, don’t mind + noun/-ing form

love, like, etc. + noun: love, like, etc. + -ing form of verb:
I love TV. I love watching TV.
I like books. I like reading books.
I enjoy music. I enjoy listening to music.
I don’t mind tennis. I don’t mind playing tennis.
I hate museums. I hate visiting museums.

Go to Grammar practice: love, like, hate, enjoy, don’t mind + noun/-ing form, page 117
5 A 3.10 Pronunciation: -ing forms Listen and repeat the verbs.
watching reading visiting doing going being playing running

B 3.11 Say the sentences. Listen, check and repeat.

1 I don’t mind visiting museums.
2 She doesn’t like going bowling.
3 I love reading magazines.
4 He hates going to the gym.
5 We enjoy doing yoga.

6 A Complete Stephanie’s profile with the correct form of the verbs in the box.

do talk watch cook be play

About me:

Stephanie Ellis
In the evening, I usually make dinner because I don’t mind 1 .
After dinner, I walk my dog Bruno for an hour. It’s very relaxing and
I enjoy 2 to other dog walkers. I love 3 exercise
and sometimes I go running with a friend. I also love 4 at
home with Bruno, but I don’t like 5 TV and I hate 6
computer games.

B Look again at the text on page 26. Who do you think is Stephanie’s friend: Cara or Chris?

Go to Communication practice: Student A page 159, Student B page 168

7 A Write two true sentences for you for each verb. Use nouns and -ing forms.
• I love …
• I like …
• I enjoy …
• I don’t mind …
• I don’t like …
• I hate …
B Compare your sentences with a partner. Are you similar or different?
A  I enjoy swimming in the sea. B  I don’t like swimming. I enjoy ...

Personal Best Choose someone you know. Write about what he/she loves, likes and hates doing. 27

66 EXTRA PRACTICE  Workbook page 16; photocopiable activity 3C Grammar


4 Sts look at the sentences in exercise 3 again and choose
the correct option to complete the rule. Check the answer.
Answer
a
Grammar
Read the Grammar box with sts about love, like, hate,
enjoy, don’t mind + noun/-ing form. Ask questions to
check concept.
Concept check questions:
I like football/I like playing football – are both correct?
(yes). I don’t mind to stay at home – correct? (no – I
don’t mind staying at home). I like tennis and I love
swimming – which is my favourite? (swimming). I don’t
mind listening to music, but I hate watching TV – which
do I prefer? (listening to music).
LANGUAGE 3C
7 A Sts write two sentences about themselves with each
sentence beginning. Encourage them to use a mixture of
nouns and -ing forms in their sentences. Monitor and help
while they are working.
B Read out the example answers and point out that the
negative response to A’s sentence uses I don’t. Sts compare
their sentences in pairs. Ask them to note down which
sentences are similar. Ask some pairs to tell the class
whether they are similar or different. See which pairs are
the most similar and the most different.
PERSONAL BEST
Sts can practise talking about their likes and dislikes further.
They think about someone they know and write sentences
about what they love, like and hate doing. Sts can compare
their sentences in pairs.

Refer weaker sts back to the activities in exercise 1 on page

Go to Grammar practice: love, like, hate, enjoy, don’t
26. They can work in pairs and take turns to guess whether
mind + noun/-ing form, SB page 117/TB page 247.
their partner loves, likes, doesn’t mind or hates each activity.
Sts will find more language reference, presentation and
Get sts to feed back on what they learned about their partner,
practice for love, like, hate, enjoy, don’t mind + noun/-ing
and see who guessed their partner’s likes and dislikes
form here. Do these exercises with the class, or set them for
correctly.
homework, before continuing with exercise 5A of lesson
3C.
Remind sts to go to the app for further self-study
grammar practice of love, like, hate, enjoy, don't mind
+ noun/-ing form.

5 A 3.10   Allow sts time to read through the verbs. Play

audio track 3.10. See the SB page opposite for audio
script. Sts listen and repeat the verbs.
B 3.11   Sts work in pairs and practise saying the
sentences, paying attention to the pronunciation of the
-ing forms. Play audio track 3.11 for sts to listen, check
and repeat. See the SB page opposite for audio script.
6 A Check sts understand the meaning of profile. Sts read
the profile and complete it with the correct verb forms.
Check answers.

Answers
1 cooking  2 talking  3 doing  4 being  5 watching
6 playing

B Sts re-read the text on page 26 and discuss the question

in pairs. Discuss the answer with the class.

Possible answer
Chris. They both enjoy running.

Go to Communication practice
Divide the class into Student A and Student B. All ‘Student
A’ sts should go to SB page 159. All ‘Student B’ sts should
go to SB page 168. Go to TB page 331 for the teacher
notes. Do the activity, then continue with exercise 7A of
lesson 3C.

67
 31 SKILLS
SKILLS SPEAKING making arrangements ■ accepting or declining an invitation

3D A night out
Learning
Curve 1 A Look at the clocks. Match them with the times.

a b c d e

f g h i j

1 It’s half past ten. 6 It’s quarter to eleven.

2 It’s quarter past ten. 7 It’s five past ten.
3 It’s ten o’clock. 8 It’s twenty past ten.
4 It’s twenty-five past ten. 9 It’s twenty-five to eleven.
5 It’s seven minutes past ten. 10 It’s ten to eleven.
B 3.12 Listen and check. Listen again and repeat.

2 3.13 Watch or listen to the first part of Learning Curve.

What’s Penny’s main problem?
a She is late.
b Ethan is late.
c They don’t know what time it is.

3 3.13 Watch or listen again. Order the times.

1 Penny’s watch says it’s five minutes to/past ten.
2 The clock on the wall says it’s seven/eleven minutes past ten.
3 The clock on Penny’s computer says it’s quarter past/half past ten.
4 Ethan wants to meet Penny at ten to/ten past eleven.
5 Ethan’s phone says it’s ten thirty/forty.

4 3.14 Watch or listen to the second part

of the show and answer the questions.

Ethan
Marc

Penny Taylor

1 What two activities do they all want to do?

2 What time does Penny arrange to meet Taylor and Ethan?

28

68 EXTRA PRACTICE  Workbook page 17

 SKILLS 3D
3D A night out
Learning
Curve Sts practise telling the time, then watch or listen to a conversation in which two people arrange a night out.
They then practise making arrangements and accepting or declining invitations.

Speaking Skill Conversation builder

Sts watch a video or listen to a conversation in Accepting or declining an invitation Making arrangements
which two people arrange a night out.

WARMER 2 3.13   All the D lessons in this level which focus

Ask: Where can you go if you want to go out with friends? Elicit on speaking skills are accompanied by video (i.e. an
a few ideas, e.g. the cinema, bowling alley, a restaurant. Ask: episode of Learning Curve). In this lesson, Kate makes
How often do you go out with friends? Where do you usually arrangements to meet some friends in the evening. Pre-
go? What are your favourite places? What time do you usually teach the following words from the video: annoying, a
meet? Sts can discuss the questions in pairs. Get feedback on time difference, a script. Allow sts time to read through the
their answers. sentences. Play video/audio track 3.13. See TB page 358
for audio script. Sts watch/listen and choose the correct
1 A Sts look at the times and match them with the clocks. answer. Check answers.
They could work in pairs for this.
Answer
B 3.12   Play audio track 3.12. See Answers for audio
c
script. Sts listen and check their answers. Play the audio
track again for sts to listen and repeat.
3 3.13   allow sts time to read through the sentences. Play
Answers video/audio track track 3.13 again. Sts watch/listen and
1 It’s half past ten. e choose the correct times. Check answers.
2 It’s quarter past ten. a
3 It’s ten o’clock. j Answers
4 It’s twenty-five past ten. g 1 past  2 seven  3  quarter past  4  ten to  5 forty
5 It’s seven minutes past ten. f
6 It’s quarter to eleven. i 4 3.14   Pre-teach the following words from the video:
7 It’s five past ten. h a bowling lane, a roommate, a flatmate, no time like the
8 It’s twenty past ten. c present (= an expression meaning it is a good idea to do
9 It’s twenty-five to eleven. d something right now). Play video/audio track track 3.14.
10 It’s ten to eleven. b See TB page 358 for video/audio script. Sts watch/listen
and answer the questions. Check answers.
3 x PRACTICE  SB page 28, exercise 1A/B Answers
1 Do exercise 1A as normal. To check answers, read out 1 have dinner and go bowling  2  seven o'clock
each time in turn and ask: Which clock?
2 Do exercise 1B. Then ask sts to cover the list of times.
In pairs, they look at the clock and try to remember
how to say the times. They can look at the list of times
again to check.
3 In pairs, sts draw three more clocks and work out
how to say the times. Monitor and help while they
are working. Put pairs together into groups of four.
They exchange clocks and try to say the times on the
clocks they have been given. They can check each
other’s answers, and ask you if they are not sure about
something.

69
 making arrangements ■ accepting or declining an invitation SPEAKING SKILLS
SKILLS 3D
2D
Conversation builder making arrangements

Suggesting an activity:
Would you like to …? Do you want to …? How about having dinner/How about we have dinner …?
Let’s go together. Do you have plans after …? Are you free for lunch on Thursday?
Agreeing a time:
What time is good for you? Let’s say 8.00 p.m. How about we meet tomorrow at six?
About seven? Can we go at 8 p.m.?

5 A 3.14 Read the Conversation builder. Match the halves to make complete sentences.
Watch or listen again and check.
1 What time is a at five thirty in front of our building?
2 How about we meet b to come?
3 Do you want to c seven o’clock?
4 Would you like d good for you?
5 Are you both free e for dinner?
6 Can we go at f go bowling tonight?
B Who says questions 1–6? Write M (Marc), E (Ethan), T (Taylor) or P (Penny). Watch or
listen again to check if necessary.
1 3 5
2 4 6

6 In pairs, make arrangements to see a film and go shopping together. Take turns to
suggest the activity.

Skill accepting or declining an invitation

When you accept or decline an invitation, it’s
important to be polite.
• When you accept, be enthusiastic:
Sure. I like bowling! Yes, I’d love to.
• When you decline, explain why, and say that
you’re sorry:
I’d love to, really, but I’m lousy.
Cool! Tonight? I’m sorry, I can’t. Another day perhaps?
• Use intonation to sound enthusiastic or sorry.

7 A 3.15 Read the Skill box. Listen to the conversations. Does speaker B accept ( ) or
decline (X) the invitations?
1 A Would you like to go out for dinner tonight? B
2 A Do you want to have a barbecue this weekend? B
3 A How about going swimming tomorrow? B
4 A Do you want to have lunch on Saturday? B
B 3.15 Listen again. Repeat speaker B’s words. Copy his/her intonation.

Go to Communication practice: Student A page 159, Student B page 168

8 A PREPARE Think of an activity you want to do with a friend. Use the places in the boxes
or your own ideas.

cinema café shopping centre gallery

bowling alley restaurant museum gym

B PRACTISE Invite your partner to do your activity and accept or decline your partner’s
invitation politely. Agree a time and place if you accept.
C PERSONAL BEST In groups of four, repeat your conversations and listen to the other pair.
Do they use the phrases from the Conversation builder and Skill box correctly?

Personal Best How often do you go out in the evening during the week? Describe what you normally do. 29

70 EXTRA PRACTICE  Workbook page 17


Conversation builder
Read the Conversation builder box with sts about
making arrangements. Point out the use of the -ing
form in the phrase How about having ...? Ask questions
to check concept.
Concept check questions:
Which phrases can we use to suggest going to the cinema?
(How about going to the cinema?/Would you like to go
to the cinema). Are you free on Friday? – What do I want
to agree? (a day/time). This time is good for you? – is
this correct? (no – What time is good for you?). Which
phrase do we use to suggest a time? (I don’t mind. How
about ...?).
5 A 3.14   Sts match the halves to make complete
sentences. Play video/audio track 3.14 again. Sts watch/
listen and check their answers. Check answers with the
class.
Answers
1 d  2 a  3 f  4 b  5 e  6 c
B 3.14   Sts work in pairs to remember who said each
question in exercise 5A. Elicit answers, and play video/
audio track 3.14 again if necessary for sts to watch/listen
and check their answers. Check answers.
Answers
1 E  2 M  3 T  4 E  5 E  6 P
6 Work with a confident student to elicit an example
conversation in which you suggest one activity and the
student suggests the other. Sts then work in pairs to
make arrangements. Ask some pairs to perform their
conversations for the class.
Skill
Read the Skill box with sts about accepting or declining
an invitation. Check they understand everything.
7 A 3.15   Play audio track 3.15. See TB page 358 for
audio script. Sts listen and note down whether the person
accepts or declines the invitations. Check answers.
Answers
1 ✗  2  ✓  3  ✓  4  ✗
B 3.15   Play audio track 3.15 again. Pause after each
of speaker B’s answers for sts to repeat. Encourage sts to
copy the speaker’s intonation to sound enthusiastic or
disappointed and apologetic.
Go to Communication practice
Divide the class into Student A and Student B. All ‘Student
A’ sts should go to SB page 159. All ‘Student B’ sts should
go to SB page 168. Go to TB page 331 for the teacher
notes. Do the activity, then continue with exercise 8 of
lesson 3D.
SKILLS 3D
8 Sts follow the steps to have a conversation about a night
out.
A PREPARE   Read through the places with the class
and make sure sts understand everything. You could
brainstorm a few more ideas as a class.
B PRACTISE   Sts work in pairs and take turns to invite
their partner to do something with them. Their partner
accepts or declines the invitation politely. Remind sts to
use phrases from the Conversation builder box to make
arrangements, and phrases from the Skill box to accept
or decline the invitation. Encourage them to make their
conversation a bit longer by suggesting a few different
times and places before they finally agree, and encourage
them to use intonation to show whether they are
enthusiastic or disappointed and apologetic.
C PERSONAL BEST   Put pairs together into groups of
four. Pairs take turns to repeat their conversation. Their
classmates listen and give feedback on how well they used
the phrases from the Conversation builder and Skill box.
Remind sts that feedback should always be positive and
helpful, and not too critical.
PERSONAL BEST
Sts can practise talking about nights out further. They work in
pairs and discuss how often they go out in the evening during
the week and what they normally do. Get feedback on their
answers.
Weaker sts can look at the activities in exercise 8A again and
choose three that they often do with their friends. They can
compare their lists in pairs and talk about when they do these
things and why they enjoy them.
EXTRA PRACTICE
Put sts into groups of three. Two sts practise a new
conversation, using the ideas in exercise 8, in which one
invites the other to do an activity and the other accepts
or declines politely. The third student uses their phone to
film the other two. Sts can swap roles and practise again.
Watching themselves on film will help sts to evaluate how
well they can make arrangements and accept and decline
invitations.
71