5th edition

Unit 3 Grammar
I think I know my classmates!  SB p30 Elementary

Use the prompts to make statements you think are true about your classmates.

I think I know that ... ✓ or ✗

 1 and (like) Italian food.

 2 and (not/live) with their parents.

 3 student(s) (have) a pet dog, cat, or other animal at home.

 4 and (not/like) swimming.

 5 (like) playing computer games.

 6 (not/live) in a flat in the city centre.

 7 and (not/come) to school by ...

 8 and (play) a musical instrument.

 9 and (go) to the gym.

10 and (play) football.

Total correct guesses

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 5th edition
Unit 3 Grammar Teacher’s notes
I think I know my classmates!  SB p30 Elementary

Pre-activity  (10 minutes)

Aim
• Ask students: Do you know each other very well? Do you know everything
To complete a questionnaire about about each other’s lives/families/hobbies?
classmates and find out how well they know • Write the following on the board: favourite food, favourite sports team,
each other hobbies, family. Put students in pairs and ask them to guess information
Language about their partner.
Present Simple: I/you/we/they and revision of
he/she with questions and negative forms Procedure  (35 minutes)
• Give out the worksheets and ask students to read sentence 1 only. Put
Skills students in pairs and ask them to talk together and write in the names
Reading and Speaking of the classmates that they think sentence 1 is true for.
Materials • Students work in pairs and complete the remaining sentences together,
discussing their ideas. Monitor and help as necessary.
One copy of the worksheet per student;
• Then ask students to think of what questions they need to ask to find
slips of paper with students’ names for the
out if their sentences are true or not. Students can write the questions
Extension activity
they need to ask under each sentence.
• Tell students they have ten minutes to find out how many of their
guesses are correct. Students should get up and mingle, but they
shouldn’t show each other their worksheets – they should ask
questions to find out if their guesses are correct. They should tick or
cross the last column, as appropriate. Monitor and help as necessary,
making notes of common errors.
• When students have finished, ask them to count how many they
guessed correctly and to write their score at the bottom of the
worksheet.
• Do feedback together on the board on common errors, and praise use
of particularly good English.

Extension  (10 minutes)

• Write the names of all your students on different slips of paper (if
possible, do two or three sets) and give each student a slip/a couple
of slips of paper with someone else’s name on. Ask them to write a
statement about the classmate on each slip of paper. Tell them that
the statements can be true or they can make something up. Write the
following verbs on the board, as prompts, if students are struggling for
ideas: likes, lives, goes, has, plays, works, cooks, watches. Monitor and help
where necessary.
• Collect in all the statements and put them in a box or a bag. Ask
students to stand up and take a slip of paper each, after which they
should find the person named on the paper and ask questions to find
out if the statement is true or false. When they have asked the person,
they can put their paper back and take another one.
• Monitor and listen, making notes. When you feel that students have
spoken enough, ask them to sit down. Have a final whole-class
discussion about what was said and give some feedback on the
language used, if appropriate.

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 5th edition
Unit 3 Vocabulary
In my free time  SB p32 Elementary

Question Answer

1 go to the gym

2 play a musical instrument

3 go to the cinema

4 cook

5 go skiing

6 listen to music

7 go swimming

8 play computer games

9

10

1 Write questions for 1–8. Use your own ideas for 9 and 10.
2 Work in pairs. Ask and answer the questions. Write your partner’s answers.
3 Work in groups of four. Talk about your answers and find ...
• an activity your group does every day
• an activity that only one person in the group does
• an activity your group never does

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 5th edition
Unit 3 Vocabulary Teacher’s notes
In my free time  SB p32 Elementary

Pre-activity  (10 minutes)

Aim
• Write on the board: do you relax? and ask students to
To write a questionnaire and talk about their think of as many questions words as possible to complete the question,
answers in small groups e.g. How/Where/When/How often … do you relax? Ask different students
Language to interview you with these questions. Check that the question words
are logical or possible, e.g. Who do you relax? doesn’t work, but Who do
Leisure activity vocabulary, Present Simple you relax with? is possible.
question forms and adverbs of frequency
• Then write play tennis? and ask students to complete
Skills the question with possible question words. Then write
Writing and Speaking playing tennis? and ask students to complete the question, e.g. Do you
like playing tennis? Students can interview you in whole class, or they
Materials can work in pairs to interview their partner.
One copy of the worksheet per student
Procedure  (35 minutes)
• Explain to students that they are going to make a questionnaire to
find out about how they all relax. Hand out the worksheet and give
students time to read the prompts and check any vocabulary.
• Explain that they are going to make their own questions and that
they can use different question words. Students should only write
one question for each leisure activity. Students can work in pairs to
write the questions together, but make sure they each have a copy of
their questions as they will be working separately in the next stage.
For questions 9 and 10, students can look at pp32–33 of the Student’s
Book, or think of their own leisure activities. Monitor and help as
necessary, checking the questions are grammatically correct and
helping with any pronunciation challenges.
• Put students in new pairs and get them to interview each other,
recording their partner’s answers. Demonstrate with a confident
student, encouraging them to ask follow-up questions, e.g. Do you
like cooking? Yes. What do you like cooking? How often do you cook? and
recording brief notes in the ‘Answer’ column.
• Then put two pairs of students together and get them to compare
answers and discuss exercise 3.
• Students report back to the class in a short feedback session. To bring
out third-person singular forms, remember to ask, e.g. Pedro, what does
Frida like doing in her free time?

Extension  (10 minutes)

• On the left side of the board, write always, and on the right side, write
never. Elicit the adverbs of frequency that go in the space between are
usually, often, and sometimes and write those on the board too, leaving
around 50 cm gap between the words, if possible.
• Ask students to stand up in a queue facing the board in front of often.
Ask How often do you go swimming? and tell the students to take a step
sideways so they are standing in front of the adverb of frequency that is
their answer, e.g. if someone never goes swimming, they take two steps
to the right to stand in front of never. Students who often go swimming
stand still. Ask a couple of students How often do you go swimming?
and encourage them to answer in a full sentence, e.g. I never go
swimming./I sometimes go swimming. Now, ask students to step back to
the middle queue again, and this time when you ask another question,
the students must say their answer out loud as they move. For example,
ask How often do you go to the cinema? Students should respond with
a full sentence as they move to stand in front of the correct adverb.
Continue for a few more sentences.
• Ask students to sit down and have some whole-class feedback.

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 5th edition
Unit 3 Communication
What’s the response?  SB p37 Elementary

1 Match two endings (a–r) to the sentences 1–9 below.

1 Bye! Have a ... a your coat? j check question 2? I didn’t hear the answer.
2 I’m sorry, I ... b don’t understand you. k some more milk please?
3 Can I sit ... c lovely evening. l listen again? – I didn’t quite understand.
4 Is that ... d You don’t look well. m a tea with lemon, please?
5 What’s the matter? e here, please? n close the door? It’s a bit cold.
6 Please, can I ... f haven’t got my book. o You look sad.
7 Can we ... g good weekend. p turn the light on? It’s a bit dark!
8 Can I have ... h weekend? q dinner?
9 How was your ... i in this seat, please? r your phone?

Bye! Have a nice day! Can I have a tea with lemon, please?
Thanks. Same to you. Is that to have here or take away?

How was your weekend? Can we turn the light on? It’s a bit dark.
Really good, thanks. Good idea.

What’s the matter? See you later.

I don’t understand the question. See you later.

I’m sorry I’m late. Is that your coat? I love it.

Never mind. Thanks. Glad you like it.

Can I sit here, please? How was your dinner?

Of course! Not bad, thanks.

Is that to have here or take away? Is that your phone?

Take away, please. Yes, it’s new.

Please can I close the door? Please can we check question 2?

It’s not very warm in here. I didn’t hear the answer.
Sure. This room’s really cold today. Yes, of course.

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 5th edition
Unit 3 Communication Teacher’s notes
What’s the response?  SB p37 Elementary

Pre-activity  (5 minutes)
Aim
• Write on the board: Bye! Have a … , and I’m sorry … . Ask students to
To roleplay common social situations think of different ways of completing the statements, e.g. Have a nice
Language trip. I’m sorry, I can’t hear you. and write them on the board.
Common social expressions and phrases
• Ask the students to think of different situations in which they may use
some of the expressions that you have written on the board.
Skills
Speaking Procedure  (20 minutes)
• Tell students that they are going to practise some more phrases and
Materials
situations. Put students in small groups of three or four. Give each
One copy of the worksheet per group of group a copy of the top section of the worksheet and ask students to
three or four students, cut up as indicated read exercise 1. Check any vocabulary and drill pronunciation chorally
and individually, as necessary.
• Ask students to match two possible situations to each sentence starter.
• Check answers together in whole class. If necessary, have a quick
Answers feedback session to review any language that students found difficult,
1  c, g   2  b, f   3  e, i   4  a, r   5  d, o   6  n, p   and then move on to the next part of the activity.
7  j, l   8  k, m   9  h, q • Give each group a set of the cut-up cards and put them face down
on the table. Students take turns to pick up a card and read out the
question and/or statement in bold on their card. The other students
in the group have to respond with an appropriate expression. The first
student to respond with the exact expression in italics on the card wins
the card.
• Monitor and help as necessary while students play. The student with
the most cards at the end is the winner.

Extension  (10 minutes)

• Ask students to choose and remember one sentence starter and then
put their papers face down. Ask students to stand up in a space in the
classroom. They should try to talk to as many different students, starting
with their sentences and continuing the conversation, as naturally and
spontaneously as possible. Encourage students to make eye contact
and use friendly intonation. Less confident students may wish to keep
their papers to start the conversation, but encourage them not to read
from their notes for the whole conversation.
• Alternatively, ask pairs to come out and silently mime one of their
conversations in front of the class or in small groups. Students should
guess what the actors’ conversation is about. Actors then repeat the
mime, with two other students accompanying the mime as a voiceover.
D000924

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