Vocabulary Core vocabulary: Everyday objects

Finished?
• Refer fast finishers to the Finished? activity. Ask them to try to use as many words from the unit as they can when describing their possessions.
answers.
Students’ own answers.
More practice
Workbook page 9
Language focus reference and practice, Workbook page 90
Tests
Five-minute test, Test Bank MultiROM
VOCABULARY AND LISTENING Free-time activities
I can talk about my free time.
Aims
• Learn verbs about free-time activities.
• Listen to a podcast about metal detecting.
• Listen for general meaning and specific details.
• Write personal sentences about free time using adverbs of frequency.
Warm-up (2–3 minutes)
• Write the words free-time activities on the board.
• Ask students what they understand by these words, then ask them to say what their favourite activities are.
• Ask students if they have a lot of free time, or not enough. Elicit some ideas.
Exercise 1 CD 1.05
• Tell students to read through the options and try to guess as many as they can, before they listen and check.
• Check the answers and ask around the class to find out how many activities the students guessed correctly.
answers.
1 TV 2 music 3 computer 4 friends 5 sport 6 things 7 photos 8 shopping 9 the internet games
10 swimming 11 in a band 12 cycling 13 to the cinema 14 magazines and books
Exercise 2 CD 1.06 Tapescript page 135
• Look at the photo with the class and ask students to identify the activity (metal detecting). They can answer in their own language.
• Explain that students are going to listen to a girl talking about this activity.
• Tell students to read the questions and all the options carefully before they listen to the podcast.
• Play the CD. At the end, allow students to compare answers in pairs before you check with the class.
answers.
1 b 2 c 3 c 4 a
Exercise 3
• Focus students on the diagram, and demonstrate the fixed sequence of the adverbs of frequency.
• Check answers, then ask about the position of the adverbs.
• In a stronger class, elicit ideas about the rules from the students as a class discussion.
• In a weaker class, remind students that there is a distinction between the verbs be, have got and other verbs. Write these verbs as sub-headings on the board and write an example for each form, underlining the adverb of frequency in each one. Elicit the rules, then write these on the board for students to copy into their notebooks.
answers.
1 e 2 a 3 d 4 f 5 b 6 c
The rules for the position of adverbs of frequency are:
Before most verbs: He never loses things.
After the verb be: She is always late.
Between have and got: I’ve always got my mobile phone in my bag.