3A GRAMMAR

Talking about the future

PART 1

Work in pairs. Make two-line conversations using the prompts.

1 Ask your partner what his/her sister

Reply.  u
plans to do after college.

2 Ask your partner why his/her friends Say that they plan
are going to San Francisco. to visit friends.  u

Promise to bake one

3 You want a cake.
for their birthday.  u

4 Find out the arrangements for Give the time and

tomorrow afternoon. the place.  u

5 Ask about your partner’s plans for next

Reply.  u
year.

6 Tell your partner about your train. Offer a ride to the

It leaves in half an hour. station.  u

7 Ask about your partner’s plans for their

Give the information.  u
trip to New Zealand next month.

8 Ask your partner what time another Reply and offer to message
friend is planning to come. her.  u

PART 2

1 Match the questions/statements (1–8) with the replies (a–h) to make eight more conversations.
1 What are the arrangements for tomorrow afternoon? a I’ll drive you to the station if you want.
2 What are they going to do in San Francisco? b I’m flying via Singapore.
3 My train’s leaving in half an hour. c I’m not sure. She’s always late. I’ll send her a text.
4 What time is she coming? d I think they’re going to meet some friends.
5 I’d love a cake. e I’m going to study in Australia.
6 What’s your sister planning to do after college? f We’re meeting at the station at 2:15.
7 How are you traveling to New Zealand? g She’s going to look for a job.
8 What are your plans for next year? h I’ll bake you one for your birthday.

2 Compare the conversations in exercise 1 to your conversations in Part 1.

Personal Best Make three more short conversations with your partner about: (1) an arrangement, (2) a future plan/intention, and
(3) a promise, offer, or instant decision.

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 GRAMMAR 3A

3A Grammar
Talking about the future
Future forms: present continuous, be going to, and will

Sts make two-line conversations using different future forms, and then do a matching activity. The aim is to revise the present
continuous, be going to, and will.

PREPARE PERSONAL BEST

Make one copy of the resource sheet for every pair of sts.
Sts make three more short conversations with their partner
about: (1) an arrangement, (2) a future plan/intention,
PRACTICE and (3) a promise, offer, or instant decision.
1 Sts work in pairs. Give each pair a copy of the resource
sheet, and ask sts to fold the sheet so that they can only EXTRA PRACTICE
see Part 1.
2 Explain the activity by going through the first two-line Fast finishers add more dialogue to the two-line
conversation with sts. Elicit questions sts could ask their conversations.
partner; e.g., What’s your sister planning to do after
college? What’s she going to do after college? Then, elicit
examples of answers; e.g., She doesn’t know./She’s going to
look for a job.
3 Sts role-play situations 1–8 using their own ideas. They
should make a note of the two lines of each conversation
on the right of the resource sheet. Get feedback by asking
pairs to role-play the conversations.
4 Ask sts to look at Part 2 of the resource sheet. Sts match
sentences 1–8 with replies a–h, and then compare them to
their conversations in Part 1. How similar are they?
5 Sts practice saying the sentences and responses in Part 2
with other partners.

Answers
1 f (conversation 4)
2 d (conversation 2)
3 a (conversation 6)
4 c (conversation 8)
5 h (conversation 3)
6 g (conversation 1)
7 b (conversation 7)
8 e (conversation 5)

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3A VOCABULARY

What are you like?

STUDENT A

1 Give Student B clues for words 2, 4, 6, 8, and 10; e.g., Two across is a person who … . Do not say the word.
Your partner has to guess and spell the word correctly.
1
U N R E L I A B L E
2
I N S E N S I T I V E
3

4
I M P O L I T E
5

6
C O N F I D E N T
7

8
U N H E L P F U L
9

10
A N X I O U S
11

2 Listen to Student B’s clues for 3, 5, 7, 9, and 11 and complete the grid.

Personal Best What are the opposites of these adjectives? Work with a partner, and make a list.

STUDENT B

1 Listen to Student A’s clues for 2, 4, 6, 8, and 10 and complete the grid.
1
U N R E L I A B L E
2

3
S E N S I B L E
4

5
F R I E N D L Y
6

7
D I S H O N E S T
8

9
D I S O R G A N I Z E D
10

11
E A S Y G O I N G

2 Give Student A clues for words 3, 5, 7, 9, and 11; e.g., Three across is a person who … . Do not say the word.
Your partner has to guess and spell the word correctly.

Personal Best What are the opposites of these adjectives? Work with a partner, and make a list.

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 VOCABULARY 3A

3A Vocabulary
What are you like?
Personality adjectives

Sts do a puzzle in pairs. The aim is to review personality adjectives; e.g., insensitive, friendly.

PREPARE PERSONAL BEST

Make one copy of the resource sheet for every pair of sts. Cut
Sts work in pairs to try to think of the opposites of these
or tear the sheet where indicated.
adjectives. Tell them to make two lists under the headings
Positive adjectives and Negative adjectives.
PRACTICE
1 Sts work in A/B pairs. Give each student one half of the EXTRA PRACTICE
resource sheet. Tell them not to show their grid to their
partner. Fast finishers describe people in the room, using two or three
2 Ask sts to write clues for the adjectives in their half of the of the adjectives.
puzzle. Demonstrate ways to write clues. Write honest on
the board and ask sts to complete the clue: This person
. Elicit: always tells the truth. Use patient as
another example. Write the word on the board and elicit:
the opposite of impatient. Remind sts of the prefixes used
to make opposite adjectives: dis-, im-, in-, un-. Then, elicit
clues for the first example word unreliable before they
begin.
3 Set a time limit for sts to write their clues individually;
e.g., five minutes. With a weaker class, sts could write the
clues in pairs.
4 When they are ready, Student As read out one of their
clues. Student Bs have to guess and spell the word, and
then write it in their grid. Sts continue in this way, taking
turns, until both have completed their grids. At the end,
they compare their grids to check they have the correct
answers and spellings.

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3B SKILLS

That’s why
STUDENT A

as since so That’s why

Read items 1–6 to your partner. Listen to the ending your partner gives, and fill in the blank. Then, use endings a–f to
complete or add to your partner’s sentences. Join the two sentences or parts of the sentence with a linker of reason or result
from the box above.
1 I like to be organized.
2 My parents were too strict with me.
3 My boss said I could take the day off .
4 My sister was seven when I was born.
5 Matilda helps me a lot with homework, .
6 I didn’t know my father very well .
Endings
a  … I’m competitive.  b  … I’m pretty independent.  c  … she never has any money.
d  … I’m an only child.  e  … it’s the weekend.  f  … I forgot his birthday.

Personal Best Think about one aspect of your personality, and explain the reason for it and what happens as a result of it.

That’s why
STUDENT B

as since so That’s why

Read items 1–6 to your partner. Listen to the ending your partner gives, and fill in the blank. Then, use endings a–f to
complete or add to your partner’s sentences. Join the two sentences or parts of the sentence with a linker of reason or result
from the box above.
1 My parents both work, and I have no siblings, .
2 My brother is angry with me .
3 I come from a family of five brothers. .
4 We can get up late tomorrow .
5 My sister is very generous but doesn’t earn much, .
6 I’m pretty spoiled .
Endings
a  … I bought her a present.  b  … I’d worked all weekend.  c  … I make lots of lists.
d  … she has always been bossy.  e  … he was always away on business.  f  … I’m nice to my children.

Personal Best Think about one aspect of your personality, and explain the reason for it and what happens as a result of it.

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 SKILLS 3B

3B Skills
That’s why
Linkers of reason and result

Sts match sentences or sentence parts in pairs. The aim is to review linkers of reason and result; e.g., since, as, so, That’s why ….

PREPARE PERSONAL BEST

Make one copy of the resource sheet for each pair. Cut or tear
Sts think about an aspect of their personality, and give a
the sheet where indicated.
reason for it and what happens as a result of it.
PRACTICE
EXTRA PRACTICE
1 Sts work in A/B pairs. Give each pair one half of the
resource sheet. Fast finishers think of new reasons and results for items 1–6.
2 Sts take turns saying a sentence or the beginning of a
sentence from 1–6, while their partner finds a suitable
ending from a–f. Tell them that the person providing the
ending needs to join the two sentences or parts of the
sentence with an appropriate linker of reason or result
(as, since, so or That’s why …); e.g., Student A says: I like
to be organized and Student B responds: That’s why I make
lots of lists.
3 Monitor and help where necessary.
4 Check answers by asking pairs to say their sentences
aloud.
5 Tell Student Bs to cover their resource sheet. Student A
reads out one of their sentences or sentence beginnings.
Student B has to respond correctly from memory. Then,
they switch roles.

Answers
Student A
1 c  That’s why I make lots of lists.
2 f  That’s why I’m nice to my children.
3 b  as/since I’d worked all weekend.
4 d  That’s why she has always been bossy.
5 a  so I bought her a present.
6 e  as/since he was always away on business.
Student B
1 b  so I’m pretty independent.
2 f  as/since I forgot his birthday.
3 a  That’s why I’m competitive.
4 e  as/since it’s the weekend.
5 c  so she never has any money.
6 d  as/since I’m an only child.

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3C GRAMMAR

Building sentences
PART 1

Use a phrase from each column to make a sentence.

A B C

1 The retired policeman the book has won three Oscars.

2 The Australian singer the place in Italy is 100 years old.

3 The remote village the politician was very strong.

4 The cheese you can see in the photo has only 100 inhabitants.

5 The movie who got to number 1 has a twin sister.

6 The boy who lives on my street is Spanish.

7 That artist that we went to see is my father.

8 You’d like where I was born I read last month.

9 That’s whose painting I bought whose wife is an actress.

10 That’s that we ate in France where we went on vacation.

PART 2

Use a phrase from each column to make a sentence.

A B C

1 Vienna to be a surgeon is very valuable.

2 My grandmother for a year in Lima which has a big red door.

3 Our house who is French which is a very stressful job.

4 This watch where I studied which was a fantastic

experience.

5 I lived which my uncle gave me is on the River Danube.

6 Carlos is studying is an old building is ninety-five.

Personal Best Describe people, places, and objects in the classroom to a partner using relative clauses.

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 GRAMMAR 3C

3C Grammar
Building sentences
Defining and non-defining relative clauses

Sts make sentences in small groups. The aim is to review defining and non-defining relative clauses.

PREPARE Suggested answers

Part 1
Make a copy of the resource sheet for each group of three sts 1 The retired policeman who lives on my street is 100
in the class. years old.
2 The Australian singer who got to number 1 has a twin
PRACTICE sister.
3 The remote village where I was born has only 100
1 Put sts in groups of three. Give each group a copy of the inhabitants.
resource sheet. 4 The cheese that we ate in France was very strong.
5 The movie that we went to see has won three Oscars.
2 Explain the activity in Part 1 by taking the first phrase in 6 The boy you can see in the photo is my father.
column A: The retired policeman and elicit a phrase from
7 That artist whose painting I bought is Spanish.
B which would make sense; e.g., who lives on my street.
8 You’d like the book I read last month.
Then elicit examples of phrases to complete the sentence;
9 That’s the place in Italy where we went on vacation.
e.g., is 100 years old. There are a few possibilities, but
10 That’s the politician whose wife is an actress
there are ten suggested answers. Encourage imaginative
sentences which are grammatically correct. Elicit that Part 2
the example sentence uses a defining relative clause, as 1 Vienna, where I studied, is on the River Danube.
will all the other sentences in Part 1. Elicit the function 2 My grandmother, who is French, is ninety-five.
of defining relative clauses (to say who or what we are 3 Our house is an old building, which has a big red door.
talking about). 4 This watch, which my uncle gave me, is very valuable.
5 I lived for a year in Lima, which was a fantastic
3 Sts complete the remaining sentences in their groups, experience.
taking turns reading out each sentence. 6 Carlos is studying to be a surgeon, which is a very
stressful job.
4 Then, sts compare their sentences with another group.
Get feedback.
5 Ask sts to look at the phrases in Part 2 of the resource
sheet, and go through the same procedure, doing an
example with the class first. Elicit that the example
sentence uses a non-defining relative clause, as will all
the other sentences in Part 2. Elicit the function of
PERSONAL BEST
non-defining relative clauses (to add extra information).
Sts work in pairs or groups of three and describe people,
Elicit also the need for commas with non-defining relative
places, and objects in the classroom, using relative clauses.
clauses.

EXTRA PRACTICE
Fast finishers change the words in the sentences while
keeping the same structure; e.g., Part 1: The Swiss tennis
player who won Wimbledon has four children. Part 2: She
stayed for a week in São Paulo, which is the largest city in
Brazil.

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3A
2B
3C VOCABULARY

That’s what friends are for

Look at the prompts. Make a sentence, or ask a question.

MAKE A SENTENCE MAKE A SENTENCE MAKE A SENTENCE MAKE A QUESTION

My childhood friend … I sometimes fall out A best friend is … Who/get along well
with … with?

MAKE A QUESTION MAKE A SENTENCE MAKE A SENTENCE MAKE A SENTENCE

When/get together My mother’s I get to know … I have a lot in

with friends? colleague … common …

MAKE A SENTENCE MAKE A SENTENCE MAKE A QUESTION MAKE A SENTENCE

I rarely argue … My favorite relative … Do/make up (after an My next-door

argument)? neighbor …

MAKE A SENTENCE MAKE A SENTENCE MAKE A SENTENCE MAKE A SENTENCE

My close friends … A couple I know … My friend I never got to know …

introduced …

MAKE A QUESTION MAKE A SENTENCE MAKE A SENTENCE MAKE A SENTENCE

Who/favorite I not/get along well My parents … I not/have a lot in

classmates? with … common …

Personal Best What were

are the
theopposites
most interesting
of these or
adjectives?
surprisingWork
things
with
youa learned
partner and
about
make
the amembers
list. of your group? Write down one thing
about each person, and share your ideas with your group.

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 VOCABULARY 3A
3C

3C Vocabulary
That’s what friends are for
Relationships

Sts play a game in small groups. The aim is to review vocabulary for relationships; e.g., My next-door neighbor is very friendly and
helpful. I get along well with my friends at school.

PREPARE PERSONAL BEST

Make one copy of the resource sheet for each group of four.
Sts think back to what the members of their group said
(Make the groups bigger if you have a very large class.) Each
during the game. Ask them to write down one interesting
group of sts will also need a small coin to roll during the
or surprising thing about each member of the group, and
game.
then share their ideas with their group. You could ask
sts from each group to tell the rest of the class what they
PRACTICE found out that was interesting/surprising.
1 Sts work in groups of four. Give each group a copy of the
resource sheet and a small round coin. EXTRA PRACTICE
2 Sts take turns to roll the coin onto the resource sheet. Fast finishers make up some more sentences and questions,
When the coin lands on a Make a sentence square, they
use the prompt to make a sentence about themselves using the relationships vocabulary.
or someone they know; e.g., I don’t get along well with
my brother. The other sts in the group listen and ask a
question to get more information; e.g., Why don’t you get
along well with him? If the coin lands on a Make a question
square, sts use the prompt to make a question, and the
rest of the group has to answer; e.g., When do you get
together with friends?
3 Tell sts to cross off the squares after they use them. If
someone lands on the same square again, they roll the
coin again until they land on an unused square.
4 Set a time limit for sts to play in their groups. Monitor and
help.

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