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Photocopiable resources
Teaching notes
General Pelmanism
Some of the cards for these activities can be • Ss work in pairs.
used in different ways. They could be used for • Ss shuffle their cards together and then place
the following games. all the cards face down on the desk.
• Ss take it in turns to turn over two cards. If
Bingo the cards match, Ss should make a sentence
• Ss work individually. about the cards they turn over, e.g. In twenty
• Ss choose a number of cards (four to six) years’ time people won’t drive cars./In the
from the set and arrange them on their future I will have a big house.
desks. • When a S turns over a matching pair of cards
• Call out words from the set in random order and makes a correct sentence, they can keep
(you may want to keep a note of the words the pair of cards. If their cards do not match,
you have called out). Alternatively, you can or if they make an incorrect sentence, they
say sentences using the words and the target must turn the cards face down again.
grammar structure, e.g. In twenty years’ time • The S who collects the most cards wins the
we won’t have any books./In the future all game.
smartphones will be bendy.
• When Ss hear the word/sentence for one of Board games
their cards, they turn that card face down. • There are three board games (Resource 2B,
• The first S to turn all their cards face down 3A and 8B) which require a spinner and
should call out Bingo! to win the game. counters. A template for these is supplied.
• Ss can choose new cards to repeat the game. • Ss work in pairs or groups.
• Photocopy enough templates of the spinner
Snap and counters as required for the pairs/groups.
• Ss work in pairs. Glue the templates to card. Ss make the
• Ss shuffle two sets of cards together and spinner by cutting out the template and
then deal the cards so that they each have sticking a pencil through the middle of it so
half of the cards. that they can spin it on their desks. Ss cut
• Ss take it in turns to place a card face down out the counters and choose one each.
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on the desk between them, saying the word • Collect in the spinners and counters for reuse
for each card as they place it on the desk. after the first game.
Alternatively, Ss can say sentences using the • Alternatively, you can bring dice to the
words and the target grammar structure, lesson for Ss to use and small objects
e.g. In twenty years’ time we won’t have any (rubbers, pencil sharpeners, coins, etc.) can
books./In the future I will have a smartphone. be used as counters.
• When two identical cards are placed down
one after the other, the first S to call out Revision resources
Snap! picks up all the cards on the desk. • You can use resources 0A–0D any time
• The first S to collect all the cards wins the before starting Today! Level 3, to revise
game. known language from Today! Level 2 or other
previously taught language.

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Teaching notes
Resource 0A (Revision) • Student A chooses a suitcase and secretly
Classroom management: pairs or groups notes the letter.
Objective: to practise asking and answering • Student B asks questions and tries to guess
questions Student A’s suitcase. (e.g. B: Are you going to
Procedure: take a cap? A: No, I’m not. B: Are you going
• Photocopy one sheet per pair. to take a jumper? A: Yes, I am. B: How many
• Write what, who, why, where, when, do, can and jumpers are you going to take?)
did on the board. Ss use the words to ask you • Each exchange should eliminate one or
questions. Elicit and drill vocabulary for: school more suitcases. When Student B eliminates a
subjects, the weather, the time, kinds of music, suitcase, they can place a small object on it
pets, simple household jobs and sports. (e.g. a coin or pencil sharpener). Ss continue in
• Ss cut up the cards, shuffle them and race to this way until B finds the correct suitcase.
find as many questions as they can. • Ss swap roles and repeat the game.
• Monitor and check that Ss are carrying out • Monitor and check that Ss are carrying out
the activity correctly. the activity correctly.
• Invite open pairs to use the questions to ask • Extension: Pairs agree a place to visit for the
and answer. Check the questions are correct weekend. Ss individually choose six items of
as you go. clothing they’re going to take in their suitcase
• Then closed pairs take it in turns to ask and but they don’t tell their partner. They ask and
answer. Ss can swap partners as often as time answer to find out what their partner’s going
allows to find out about other Ss in the class. to take.
(Key: Who’s your best friend? What’s your
favourite subject? Why is English important? Resource 0C (Revision)
Can you play an instrument? What’s the weather Classroom management: pairs or small groups
like today? Where do you live? When do you Objective: to practise using comparatives and
do your homework? What time do you get up? superlatives
What kind of music do you like? What are your Procedure:
parents doing now? Can you run fast? Did you • Photocopy one sheet per pair.
speak English yesterday? What are you going to • Use the pictures only first, to check Ss
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do tomorrow? Do you have to help at home? understand the meaning of any words you
What sports do you like? What do you have to think they may not remember.
wear at school?) • Choose a picture and an adjective at random.
Ss compare what the picture represents with
Resource 0B (Revision) anything they choose, using the comparative
Classroom management: pairs form of the adjective. Then elicit the
Objective: to practise using going to superlative. Use the other cards to check the
Procedure: vocabulary as necessary. Drill comparatives and
• Photocopy one sheet per pair. superlatives using the cards or the Ss and your
• Draw the outline of a suitcase on the board. classroom. (e.g. Jo is taller than Meg.)
• Tell Ss to imagine they’re going away for the • Ss cut up their picture cards and adjective
weekend and to think about what they’re going cards. They shuffle each set and place them
to take. Elicit and drill clothes vocabulary/ face down in two separate piles. They take it
anything else Ss might take on a weekend away. in turns to turn over a picture and an adjective
Drill I’m going to take … (a jumper). card. They make a comparative sentence

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Teaching notes
comparing what’s on the picture card with time. Ss take it in turns to ask questions and
anything they choose, using the adjective they all Ss note names. Groups can then report
turned over. They keep the picture card and put back to the class.
the adjective card at the bottom of the pile • Extension: Ask different Ss to report back to
of adjectives. If they can’t think of a sentence, the class. Encourage Ss whose names were
they miss their turn and put both cards at the noted to tell the class more details about
bottom of the piles. The game finishes when what they did. (e.g. Ask/have Ss ask What
there are no picture cards left. The winner is the reality show did you watch? Was it good? Did
one who has the most cards. anyone else watch it? Did you like it?)
• Ss turn over all the picture and adjective
cards. Write transport, entertainment and Resource 1A (Lesson 1)
sports on the board. Working together, pairs Classroom management: pairs (or groups of
find four picture cards for each category. They three/four)
then see how many superlative sentences Objective: to practise speaking about
they can say about each category, using appearance, personality and routine
different adjectives. (e.g. (sports) Skiing is the Procedure:
most dangerous. (transport) Planes are the • You can use this resource any time after
most expensive.) Exercise 7, page 5.
• Photocopy one sheet per pair.
Resource 0D (Revision) • Ask Ss the questions around the class.
Classroom management: whole class mingling Elicit and drill vocabulary for: appearance,
(or groups) personality and adverbs of frequency.
Objective: to practise asking questions in the • Demonstrate and drill the exchanges before
past simple (regular and irregular verbs) letting Ss work in pairs.
Procedure: • Ss cut up the cards, shuffle the question
• Photocopy one sheet per S. cards and then race to match them with
• Ask Ss questions around the class to practise the answers.
past simple questions and short answers. • Monitor and check that Ss are carrying out
(e.g. T: Did you play a computer game before the activity correctly.
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school today? S: Yes, I did./No, I didn’t.) • Check answers by asking open pairs to read
• Demonstrate and drill a few exchanges before different questions and answers. The order
the class does the activity. isn’t important.
• Ss move around the class asking different • Ask Ss to turn the answers face down. Pairs
classmates questions. When someone answers take it in turns to ask the questions and
Yes, I did to a question, Ss write that person’s answer about themselves.
name next to it and move on to the next • Extension: Ss can swap partners as often as
question. time allows, to find out about other Ss.
• Ss sit down when they’ve written a name (Key: Please see the resource.)
next to each prompt or when they’ve asked
everyone in the class.
• Classroom management note: If you feel
it’s more appropriate for your class, have Ss
in groups interview one group member at a

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Teaching notes
Resource 1B (Lesson 2) • Photocopy one sheet per pair and cut each
Classroom management: pairs (or whole class) sheet in half.
Objective: to practise using the present • Practise making sentences about the Ss’ plans
continuous to speak about future arrangements for next weekend/tomorrow evening/the next
Procedure: holidays using going to. (e.g. What are you
• You can use this resource any time after going to do next Saturday? I’m going to go
Exercise 6, page 7. swimming. Are you going to go swimming? Yes,
• Photocopy one sheet per pair. I am./No, I’m not.)
• Tell Ss each square has information about • Have Ss name the free time activities they’ve
different friends’ arrangements for next just learnt if they can. Tell them the first letter
Saturday. Demonstrate and drill questions and of any they can’t remember as a prompt. If
answers using the present continuous for future they still don’t know, tell them the second
arrangements before letting Ss work in pairs. letter, etc.
• Student A chooses a person and secretly notes • Hand out pictures A and B to each pair. Tell Ss
the name. not to show their picture to their partner. Tell
• Student B asks questions to find out. (e.g. B: Is them they each have pictures representing
she going swimming at 10.00 a.m.? A: Yes, she the free time activities different people are
is./No, she isn’t. B: What’s she doing at 11.30? going to do next weekend. The names in the
A: She’s meeting friends.) box are the people in their partner’s pictures.
• When Student B eliminates a square, they can • Ss take it in turns to ask what the people they
place a small object on it (e.g. a coin, a pencil just know the names of are going to do.
sharpener, a rubber). Ss ask and answer until B (e.g. A: What is Simon going to do? B: He’s
finds the correct square. going to play basketball.)
• Ss swap roles and repeat the game. • Extension: Ss place both sets of pictures
• Monitor and check that Ss are playing the face up and study the names and activities
game correctly. for one minute. One S then takes both sets
• Extension: Ss play in groups of three or four. of pictures so the other can’t see and asks
They cut out the cards. Each S has one card. questions about them. (e.g. A: Is Sarah going
All Ss cross out one thing they’re doing and to do karate? B: No, she isn’t. A: Are Julie and
Today! Level 3 © Pearson Education Ltd 2014 PHOTOCOPIABLE

replace it with ‘free time’. Ss take it in turns Emily going to play computer games? B: Yes,
to ask the others what they’re doing at the they are.) They swap roles and continue.
different times. The aim is to find a time when (Key: (A) Louise and Adam are going to go
they can meet. If they can’t, then they can kayaking. Nick and Carl are going to play chess.
suggest changes to their arrangements. (e.g. Michael is going to do karate. John is going to
I’m going swimming at 10.00 but I can go in the go climbing/sign up for a climbing course. Sarah
afternoon. Then we can meet.) is going to do raft-building/water sports. Leila is
going to sing (in a choir)/join a choir.
Resource 1C (Lesson 3) (B) Tom is going to play/learn the violin. Julie
Classroom management: pairs and Emily are going to play computer games.
Objective: to practise using going to and talking Beatrice and Jack are going to go for a walk (in
about free time activities the park). Simon is going to play basketball. Frank
Procedure: is going to do photography. Liz and Meg are
• You can use this resource any time after going to go camping.)
Exercise 6, page 9.

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Teaching notes
Resource 1D (Lesson 4) No, they won’t.) Demonstrate and drill
Classroom management: pairs sentences with all the subjects on the resource
Objective: to order and practise a dialogue before letting Ss work in pairs.
about buying a train ticket • Ss cut up the picture and word cards, shuffle
Procedure: each set and place the two sets in separate
• You can use this resource any time after piles, face down on the table.
Exercise 3, page 10. • Ss take it in turns to take one card from each
• Photocopy one sheet per pair. of the piles and use the prompts to ask their
• Look at and revise the dialogues on SB partner a question. (e.g. A: Will you have any
page 10. books in twenty years’ time? B: Yes, I will./
• Cut the sheet in half and give one set of No, I won’t.). If Student B answers correctly,
sentences to each S (i.e. the top part to they can keep the picture card. The word card
Student A and the bottom part to Student B). should be returned to the bottom of the word
• Ss cut up their sentences. card pile. The S with the most picture cards at
• Ss race to put their dialogue into the correct the end of the game is the winner.
order. • Monitor and check that Ss are playing the
• Monitor and check that Ss are carrying out game correctly. At the end of the activity, use
the activity correctly. Help if necessary. the cards to elicit questions and answers with
• The first pair to finish can act out their the whole class. Encourage them to explain
dialogue for the class. The other Ss put their their answers.
hands up if they think it’s correct or keep their • The picture cards can also be used to play
hands down if they think it isn’t. Bingo, Snap and Pelmanism (two sets of cards
• Other pairs can act out their dialogues needed for each).
afterwards.
• Extension: Ss can practise the dialogue in Resource 2B (Lesson 2)
pairs, but change details, e.g. the destination, Classroom management: groups of four to six
the platform, price. Objective: to practise using the first conditional
(Key: Please see the resource.) and words connected to using technology
Procedure:
Resource 2A (Lesson 1)
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• You can use this resource any time after

Classroom management: pairs Exercise 6, page19.
Objective: to practise making predictions using • Photocopy one board game per group.
will/won’t • Brainstorm words for using technology. Ask
Procedure: different Ss questions about using them in
• You can use this resource any time after the first conditional. (e.g. T: What will you do if
Exercise 6, page 17. your computer stops working this evening?
• Photocopy one sheet per pair. S: If my computer stops working this evening,
• In response to your prompts, Ss ask and answer I’ll … . T: What will happen if you lose your
questions about the future using will/won’t. pocket money? S: If I lose my pocket money, I
(e.g. T: swimming pool/five years’ time. A: Will won’t be able to go out.)
you have a swimming pool in five years’ time? • Prepare enough templates of the spinner and
B: Yes, I will./No, I won’t. T: all smartphones/ counters as required. Ss make the spinner by
bendy/ten years’ time. A: Will all smartphones cutting out the template and sticking a pencil
be bendy in ten years’ time? B: Yes, they will./ through the middle of it so they can spin it on

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Teaching notes
their desks. Ss can cut out the counters and • Look at and revise the dialogues on SB
choose one each. Alternatively, you can bring page 20.
dice to the lesson for Ss to use, and small • Cut the sheet into four and give each S a set
objects (rubbers, pencil sharpeners, coins, etc.) of questions for one dialogue and a set of
can be used as counters. answers for the other.
• To play the game, Ss place their counters on • Ask Ss to take it in turns to read out the
the START! square. They take turns to spin the questions and answers. For the first dialogue,
spinner and move their counter the number Student A reads out the questions. Student B
of spaces shown on the spinner. Tell Ss they looks at the two possible answers and reads
must read out the sentence beginning in the them silently, then chooses the best answer,
square they land on and finish it correctly. looks up and answers the question without
• If Ss say an incorrect sentence, they go back reading it from the photocopy. Ss then swap
three spaces (or to START! if they are on squares roles for the next dialogue.
1 or 2) and play passes to the next player. If the • Monitor and check that Ss are carrying out
sentence is correct, they stay where they are the activity correctly. Help if necessary.
and play passes to the next player. • The first pair to finish puts their hands up.
• The first S to reach the FINISH! square wins Ask them to read their dialogues aloud to the
the game. class. Ask the class to listen. Ss put their hands
• Monitor and check that Ss are playing the up if they think the dialogues are correct or
game correctly. At the end of the game, elicit keep their hands down if they think they’re
different ways of finishing the sentences with incorrect.
the whole class. • Give pairs time to learn their dialogues. Then
• Collect the spinners and counters for use with invite some pairs to perform for the class.
Resource 3A. (Key: Dialogue 1: 1B, 2A, 3A, 4B, 5A, 6B.
• Extension 1: You can play a game by dividing Dialogue 2: 1A, 2A, 3B, 4B, 5B, 6B.)
the class into two teams. Each team in turn
finishes the sentences. Award one point for Resource 3A (Lesson 1)
each correct sentence. The team with the Classroom management: groups of four to six
most points wins. Objective: to practise using the past simple,
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• Extension 2: Give Ss more practice by having used to and could and to revise past simple verbs
them use the sentence beginnings to write Procedure:
some complete sentences. Alternatively, they • You can use this resource any time after
could write a short dialogue based on one of Exercise 8, page 29.
them. • Photocopy one board game per group.
• Drill positive and negative sentences and
Resource 2C (Lesson 3) questions using could, used to and the past
Classroom management: pairs simple. Ask Ss about themselves. (e.g. T: What
Objective: to practise completing and acting out did you do last weekend? S: I went climbing.
a dialogue to offer help/make decisions T: Did you use to go climbing when you were
Procedure: seven? S: No, I didn’t. T: Could you climb then?
• You can use this resource any time after S: No, I couldn’t.)
Exercise 3, page 20. • Prepare enough templates of the spinner and
• Photocopy one sheet per pair. counters as required. Ss make the spinner by

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Teaching notes
cutting out the template and sticking a pencil Resource 3B (Lesson 2)
through the middle of it so they can spin it on Classroom management: groups of four
their desks. Ss can cut out the counters and Objective: to practise telling a story with
choose one each. Alternatively, you can bring the past continuous using when/while and
dice to the lesson for Ss to use, and small prepositions of movement
objects (rubbers, pencil sharpeners, coins, etc.) Procedure:
can be used as counters. • You can use this resource any time after
• To play the game, Ss place their counters on Exercise 8, page 31.
the START! square. They take turns to spin the • Photocopy one sheet per group.
spinner and move their counter the number • Drill sentences with the past continuous and
of spaces shown on the spinner. Tell Ss they when/while by saying or writing prompts on
must answer the question in the square they the board. (e.g. I/play football/rain. S: I was
land on or use the prompts to ask a question. playing football when it started to rain.)
• If Ss answer a question incorrectly, they go • Ss give example sentences using different
back three spaces (or to START! if they are on prepositions of movement. (S: While they were
squares 1 or 2) and play passes to the next walking through the park, it started to rain.)
player. If they answer correctly, they stay • Cut the sheet in half. Give two Ss in each
where they are and play passes to the next group Story 1 and the other two Ss Story 2.
player. • Individuals take it in turns to make sentences
• The first S to reach the FINISH! square wins to tell their story to their partner, using
the game. any appropriate tense. Remind them to use
• Monitor and check that Ss are playing the the past continuous and when/while where
game correctly. At the end of the game, elicit possible and prepositions of movement. They
answers to the questions with the whole class. imagine and describe how the story finished.
• Collect the spinners and counters for use with • Ss in each pair now take it in turns to tell their
Resource 8B. story to the other pair in the group.
• Extension: You can play a game by dividing • Ss tell the class their endings.
the class into two teams and addressing • Extension: Alternatively, the four Ss could
questions from the board game to each team cut up all the pictures and shuffle them all
Today! Level 3 © Pearson Education Ltd 2014 PHOTOCOPIABLE

in turn. Award one point for each correct together. They place the pictures face up and
answer. The team with the most points wins. separate the two stories. Then all Ss in the
(Key: 1 left, 2 1975, 5 1968, 6 became, group take it in turns to tell each story. They
7 Could you skateboard when you were three? discuss and agree an ending to each.
8 Massachusetts and New York State, USA,
10 help in his parents’ restaurant, 11 went, Resource 3C (Lesson 3)
13 No, she didn’t, 14 Could you swim when you Classroom management: pairs
were six? 18 Did you use to like cooking? 20 got, Objective: to practise indefinite pronouns and
21 Rachael, 22 went to catering college (and got vocabulary for describing objects
a diploma), 23 Did she study hard yesterday?) Procedure:
• You can use this resource any time after
Exercise 6, page 33.
• Photocopy one set of dominoes per pair.

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Teaching notes
• Ss practise making sentences with indefinite • Ss cut up the sentences and race to put their
pronouns and vocabulary for describing sentences into the correct speech bubbles in
objects in response to your prompts. the dialogue. Explain that A, B and C are the
(e.g. T: No one. S: No one knows the answer. three characters Mum, Isabel and John and
T: The sweet is … S: The sweet is hard.) that they need to work out which is which.
• Ss cut out the dominoes and put them face • Monitor and check that Ss are carrying out
down in a pile. the activity correctly. Help if necessary.
• They each take three dominoes from the pile. • The first group to finish can act out their
They take it in turns to place one on the desk dialogue for the class. The other Ss put their
to make a logical sentence if possible. hands up if they think the dialogue is correct
• If they can’t make a logical sentence, they or keep their hands down if they think it isn’t.
miss a turn. • Other groups can act out their dialogues
• When a S has placed a domino to complete afterwards.
a sentence, they must take another domino (Key: Cartoon 1. A Isabel! We’re leaving for
from the pile until all the dominoes in the pile Grandma’s in 20 minutes! B Sorry, Mum. I was
are gone. If neither S can go, they must both doing my homework and I forgot the time.
pick up a domino from the pile. The first S to A Never mind. But hurry up and get ready! B I’ll
use all their dominoes is the winner. be quick, I promise!
• Monitor and check that Ss are playing the Cartoon 2. A What’s the matter? B Did you wash
game correctly. At the end of the game, elicit my new jeans? A Oh no! Sorry, Isabel. I forgot!
completed sentences from the class. B Oh Mum! Now I can’t wear them.
(Key: Hockey balls are hard. Wedding rings are Cartoon 3. A John, hurry up and change your
usually gold. Dictionaries are very thick. Doors clothes. Grandma’s expecting us. C Sorry, Mum.
are rectangular and flat. My necklace is made I’m not coming. I’ve got tickets for the cinema,
of silver. Your hair’s very soft. The road is long remember? A Oh, I forgot. Can you phone
and straight. The statue is made of bronze. The Grandma and apologise? C All right. I’ll phone
rock is rough. No one believed me. Nowhere is her now.)
open today. I didn’t see anyone. They did nothing
to help. I can’t remember anything. There isn’t Resource 4A (Lesson 1)
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anywhere to sit. He remembered something Classroom management: whole class mingling

important. Everyone loves her. No one can hear (or groups)
you. Someone wants to speak to you. My living Objective: to practise asking and answering
room is square.) questions in the present perfect with ever/never
Procedure:
Resource 3D (Lesson 4) • You can use this resource any time after
Classroom management: groups of three Exercise 8, page 41.
Objective: to order and practise a dialogue • Photocopy one sheet per S.
about getting ready to go out • Ask Ss questions around the class to practise
Procedure: present perfect questions with ever and short
• You can use this resource any time after answers and long answers with never.
Exercise 3, page 34. (e.g. T: Have you ever lit a fire? S: Yes, I have./
• Photocopy one sheet per group. No, I haven’t. I’ve never lit a fire.)
• Look at and revise the dialogues on SB • Demonstrate and drill a few exchanges before
page 34. the class does the activity.

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Teaching notes
• Ss move around the class asking different swimming.). The first S in the group to guess
classmates questions. When someone answers the word correctly keeps A’s card (e.g. B: Is it a
Yes, I have to a question, Ss write that person’s swimming pool? A: Yes, it is.).
name next to it and move on to the next • Each S can guess the word only once. If no
question. Ss guess correctly, Student A must say the
• Ss sit down when they’ve written a name answer.
next to each prompt or when they’ve asked • Ss take it in turns to define words. They must
everyone in the class. take their cards from each pile in turn. The
• Classroom management note: If you feel game finishes when there are no more cards
it’s more appropriate for your class, have Ss left. The winner is the one with the most
in groups interview one group member at a cards.
time. Ss take it in turns to ask questions and
all Ss note names. Groups can then report Resource 4C (Lesson 3)
back to the class. Classroom management: pairs
• Extension: Ask different Ss to report back to Objective: to order and practise a dialogue
the class. Encourage Ss whose names were about experiences
noted to tell the class more details about Procedure:
their experience. (e.g. Ask/Have Ss ask When • You can use this resource any time after
did you light a fire? Why? Was it easy/difficult? Exercise 3, page 44.
Did anyone help you?) • Photocopy one sheet per pair.
• Look at and revise the dialogues on SB
Resource 4B (Lesson 2) page 44.
Classroom management: groups of four • Cut the sheet in half and give one set of
Objective: to practise using defining relative sentences to each S (i.e. the top part to
pronouns Student A and the bottom part to Student B).
Procedure: • Ss cut up their sentences.
• You can use this resource any time after • Ss race to put their dialogue into the correct
Exercise 6, page 43. order.
• Photocopy one sheet per group. • Monitor and check that Ss are carrying out
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• Define different places, things and people for the activity correctly. Help if necessary.
Ss to guess. Drill the definitions. (e.g. T: This is • The first pair to finish can act out their
a place where we read books and study. dialogue for the class. The other Ss put their
S: A library. T: This is a person who works in an hands up if they think it’s correct or keep their
office. S: A secretary. T: This is something that hands down if they think it isn’t.
we like watching at home. S: A TV.) • Other pairs can act out their dialogues
• You could write This is a place where … , This is afterwards.
a person who … and This is something that … • Extension: Ss can practise the dialogue in
on the board. pairs, but change details, e.g. the activity or
• Ss cut out the people, places and things cards. the place.
They shuffle each set and place them face (Key: Please see the resource. Note: Accept
down on the table in three separate piles. any logical variations to the dialogue Ss may
• Student A takes any card. They define the suggest.)
word (e.g. A: This is a place where we go

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Teaching notes
Resource 5A (Lesson 1) 7 Picture A: Polly and Mavis haven’t woken up
Classroom management: pairs yet. Picture B: Polly and Mavis have woken up/
Objective: to practise using the present perfect just seen the mouse.
with just, already and yet 8 Picture A: Polly and Mavis haven’t had their
Procedure: dinner yet. Picture B: Polly and Mavis have
• You can use this resource any time after already/just finished their dinner.
Exercise 9, page 53. 9 Picture A: The mouse hasn’t come out yet.
• Photocopy one sheet for each pair and cut Picture B: The mouse has just run out of the
each sheet in half. kitchen.)
• Elicit and drill questions, negative and positive 10 Picture A: Grandma and Grandad haven’t seen
sentences with the present perfect and just, the mouse yet. Picture B: Grandma and Grandad
already and yet. (e.g. T: Have you been to the have just seen the mouse.
new café yet? S: Yes, I’ve already been there./
No, I haven’t been there yet.) Resource 5B (Lesson 2)
• Hand out pictures A and B to each pair. Tell Ss Classroom management: pairs
not to show their picture to their partner. Tell Objective: to practise using the present perfect
them they each have a picture of the same with how long, for and since
place and the same people but some details Procedure:
are different. Pairs race to find ten differences • You can use this resource any time after
by describing the picture and by saying what Exercise 9, page 55.
the different people have/haven’t done or • Photocopy one sheet for each pair and cut
what has/hasn’t happened. Remind them to each sheet into two parts.
use just, already and yet as appropriate. • Elicit and drill questions using the present
• Tell them to put their hands up when they perfect with How long …? and for/since.
think they’ve found ten differences. The first (e.g. T: How long have you lived in your house?
pair to put their hands up and to correctly say S: I’ve lived there since 2010 / for four years.)
ten differences wins. Demonstrate and drill sentences with all the
• Monitor and check that Ss are carrying out subject pronouns and past participles Ss will
the activity correctly. need to use before letting them work in pairs.
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(Key (sample answers): • Ss cut up the cards and place them face down
1 Picture A: It’s 6.30. Picture B: It’s 7.30. in two separate piles.
2 Picture A: Dad has just got home/hasn’t had • Student A takes a prompt card. They use the
his dinner yet. Picture B: Dad has just finished his prompts to ask Student B a question with
dinner. How long … ? (e.g. How long has he worked
3 Picture A: Mum has just started her book. as a cameraman?). Student B takes the top
Picture B: Mum has just finished her book. word card and uses it to answer, using for
4 Picture A: Grandma and Grandad haven’t or since as appropriate (e.g. He’s worked as a
finished their dinner yet. Picture B: Grandma and cameraman since 2010.).
Grandad have finished their dinner. • Ss get a point for each correct sentence they
5 Picture A: The film hasn’t finished yet. say.
Picture B: The film has just finished. • Ss take it in turns to ask and answer until
6 Picture A: Kate hasn’t started playing the there are no cards left. The winner is the one
computer game yet. Picture B: Kate has just who has the most points.
finished playing the computer game.

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Teaching notes
• Extension: Ss turn over all the prompt You could then have Ss write another prompt
cards. They take it in turns to use them to for a question with like and one with prefer
make positive or negative sentences about in the spaces at the bottom. They ask their
themselves (e.g. I’ve never wanted to be group/the class/a partner.
a vet.).
• Have Ss tell the class if you have time. Resource 5D (Lesson 4)
Classroom management: pairs
Resource 5C (Lesson 3) Objective: to practise completing and acting
Classroom management: whole class mingling out a dialogue to express opinions and to agree/
(or groups) disagree
Objective: to practise talking about likes, dislikes Procedure:
and preferences using verb + -ing • You can use this resource any time after
Procedure: Exercise 3, page 58.
• Photocopy one sheet per S. • Photocopy one sheet per pair.
• Ask Ss questions around the class to practise • Look at and revise the dialogues on SB
appropriate present simple questions and page 58.
answers. (e.g. T: Do you like chatting online? • Cut the sheet into four and give each S a set
S: Yes, I love chatting online / I love it! T: Do you of questions for one dialogue and a set of
prefer eating out or eating at home? S: I prefer answers for the other.
eating out to eating at home.) • Ask Ss to take it in turns to read out their
• Demonstrate and drill a few exchanges parts. Student A reads out their first part.
before the class does the activity. Remind Student B looks at the two possible responses,
them it’s usual to ask Do you like … ? to find reads them silently, then chooses the best
out about someone’s likes/dislikes (not Do you one, looks up and responds without reading
hate … ?). Encourage Ss to give details when from the photocopy. They continue like this.
they answer. Ss then swap roles for the next dialogue.
• Ss move around the class asking different • Monitor and check that Ss are carrying out
classmates questions. When Ss find someone the activity correctly. Help if necessary.
who hates football, likes chatting online, etc., • The first pair to finish puts their hands up.
Today! Level 3 © Pearson Education Ltd 2014 PHOTOCOPIABLE

they write that person’s name next to the Ask them to read their dialogues aloud to the
prompt and move on to the next question. class. Ask the class to listen. Ss put their hands
• Ss sit down when they’ve written a name up if they think the dialogues are correct or
next to each prompt or when they’ve asked keep their hands down if they think they’re
everyone in the class. incorrect.
• Classroom management note: If you feel • Give pairs time to learn their dialogues. Then
it’s more appropriate for your class, have Ss invite some pairs to perform for the class.
in groups interview one group member at a (Key: Dialogue 1: 1A, 2B, 3B, 4A, 5B, 6A.
time. Ss take it in turns to ask questions and Dialogue 2: 1B, 2A, 3A, 4B, 5B, 6A.)
all Ss note names. Groups can then report
back to the class.
• Extension: Ask different Ss to report back to
the class. Encourage Ss whose names were
noted to tell the class more details about why
they like/dislike/prefer, etc. each item.

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Teaching notes
Resource 6A (Lesson 1) Procedure:
Classroom management: pairs (or whole class) • You can use this resource any time after
Objective: to practise using have to and be Exercise 7, page 67.
allowed to to speak about household jobs and • Photocopy one sheet per group.
family rules • Demonstrate and drill questions and answers
Procedure: using should/shouldn’t before letting Ss work
• You can use this resource any time after in groups. (e.g. T: I feel faint! What should I do?
Exercise 7, page 65. S: You shouldn’t stand up. You should lie on the
• Photocopy one sheet per pair. floor.)
• Tell Ss each square has information about • Ss cut out the problem cards. They shuffle
different boys’ household jobs and family them and place them face down on the table
rules. Make sure they understand the boys in one pile.
only have to do what is written in their • Ss take it in turns to take the top card. They
square. Point out the key so that Ss know a read out the problem and ask the group for
tick means to be allowed to. Demonstrate and help (What should I do?).
drill questions and answers using have to and • All group members in turn give Student A
be allowed to before letting Ss work in pairs. advice. The S on the left of Student A should
• Student A chooses a person and secretly notes always start. They must always give advice in
the name. the same order.
• Student B asks questions to find out. • Student A gives their card to the S who, in
(e.g. B: Does he have to be home by eight their opinion, gives the best advice.
o’clock? A: Yes, he does. / No, he doesn’t. B: Is he • The winner is the S who has collected the
allowed to go to sleepovers? A: Yes, he is. / No, most cards at the end of the game.
he isn’t.) • Extension: You could discuss the problems
• When Student B eliminates a square, they can and possible solutions with the class
place a small object on it (e.g. a coin, a pencil afterwards.
sharpener or a rubber). Ss ask and answer until
B finds the correct square. Resource 6C (Lesson 3)
• Ss swap roles and repeat the game. Classroom management: groups of three
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• Monitor and check that Ss are playing the Objective: to order and practise a dialogue
game correctly. asking for and giving advice
• Extension: Pairs look at the resource again. Procedure:
They choose the two most important • You can use this resource any time after
household jobs/rules and the two least Exercise 3, page 68.
important. They tell the class and explain • Photocopy one sheet per group.
why. Alternatively, you could do this as a class • Look at and revise the dialogues on SB
discussion. page 68.
• Ss cut up the sentences and race to put their
Resource 6B (Lesson 2) sentences into the correct speech bubbles in
Classroom management: groups of four to six the dialogue. Explain that A, B and C are the
Objective: to practise using should/shouldn’t to three characters Mum and her two daughters
ask for and give advice about teenage problems, and that they need to work out which is
including illnesses and injuries which.

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Teaching notes
• Monitor and check that Ss are carrying out • Ss then take it in turns to make a superlative
the activity correctly. Help if necessary. sentence for each comparative sentence. They
• The first group to finish can act out their get a point for each correct sentence. The S
dialogue for the class. The other Ss put their with the most points wins.
hands up if they think the dialogue is correct (Key: My brother can run faster than I can.
or keep their hands down if they think it isn’t. Grandad rides his bike more slowly than I do.
• Other groups can act out their dialogues John writes more carefully than Tom does.
afterwards. You can walk further than she can. She can
(Key: Cartoon 1. A: Mum, don’t tell Sally but I play tennis better than her sisters can. Our
wore her favourite jacket yesterday and I got neighbours play music more loudly than we do.
orange juice all over it. What should I do? B: Why I usually get up earlier than you do. I live nearer
don’t you wash it? A: I’ve already washed it but to school than he does. Mr Smith speaks more
the mark hasn’t come off. B: Then you’d better quietly than Mr Brown does. You eat more noisily
tell her. than I do! My test mark was worse than yours
Cartoon 2. A: But she’ll be angry with me! B: Well, was. I arrived at school later than James did. They
I think you should apologise and promise not to study harder than we do. You surf the Internet
take her things. A: Oh, all right, but what about more quickly than I do.)
the jacket? B: You could buy her a new one.
Cartoon 3. C: Or you could stop taking my Resource 7B (Lesson 2)
clothes! A: Oops! Hi Sally. Look, I’m really sorry … Classroom management: pairs
C: Don’t worry. Wash it again. I’m sure it’ll be OK. Objective: to practise using (not) as … as, less …
A: Oh, thanks, Sally. Sorry again.) than and the least
Procedure:
Resource 7A (Lesson 1) • You can use this resource any time after
Classroom management: pairs Exercise 6, page 79 (also, see this exercise if Ss
Objective: to practise comparatives and need to check relative heights of the specific
superlatives of adverbs buildings mentioned).
Procedure: • Photocopy one sheet per pair and cut each
• You can use this resource any time after sheet into two.
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Exercise 7, page 77. • Choose a word card at random. Ss make as

• Photocopy one sheet per pair. many sentences as they can comparing the
• Write different adverbs from Unit 7A on the items on the card using any of the adjectives
board. Ss use the words to make example in the box and (not) as … as, less … than
comparative and superlative sentences. Drill and the least. (e.g. Fish are less interesting
them. than birds.)
• Ss cut up the cards, shuffle them and race to • Continue drilling (not) as … as, less … than
find as many comparative sentences as they and the least like this until you feel Ss are
can. ready to start the activity.
• Monitor and check that Ss are carrying out • Ss cut up the cards, shuffle them and place
the activity correctly. them in a pile face down on the table next to
• The first pair to finish wins and reads out the the box of adjectives, which is the right way
sentences. The class listens. Ss put their hands up for reference.
up if they think a sentence is wrong and
suggest a correct answer.

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Teaching notes
• Ss take it in turns to choose a card. Working Resource 7D (Lesson 4)
together, they make as many sentences Classroom management: groups of three
comparing the items with (not) as … as, Objective: to order and practise a dialogue
less … than and the least as they can, using asking for and giving recommendations
the adjectives in the box. They note how Procedure:
many sentences they made on the card. They • You can use this resource any time after
continue in this way until they’ve talked Exercise 3, page 82.
about each card. • Photocopy one sheet per group.
• Ask Ss how many sentences they made for • Look at and revise the dialogues on SB
each card. Invite the pair who made the most page 82.
sentences about each to tell the class all or • Cut the sheet into three and give one set
some of them, depending on how much time of sentences to each S (i.e. the top part to
you have. Student A, the middle part to B and the
bottom part to C).
Resource 7C (Lesson 3) • Ss cut up their sentences.
Classroom management: pairs • Ss race to put their dialogue into the correct
Objective: to practise using quantifiers and wild order.
animal vocabulary • Monitor and check that Ss are carrying out
Procedure: the activity correctly. Help if necessary.
• You can use this resource any time after • The first group to finish can act out their
Exercise 6, page 81. dialogue for the class. The other Ss put their
• Photocopy one sheet per pair. hands up if they think it’s correct or keep their
• Drill sentences with quantifiers about Ss, their hands down if they think it isn’t.
possessions, your classroom and school, etc. • Other groups can act out their dialogues
(e.g. You’ve got lots of pencils on your desk. afterwards.
There aren’t enough computers for everyone.) • Extension: Ss can practise the dialogue in
• Pairs then look at the picture. They take it groups, but change details, e.g. what is being
in turns to say as many sentences as they recommended.
can about it, using the quantifiers in the box. (Key: A: Excuse me. Do you two live around
Today! Level 3 © Pearson Education Ltd 2014 PHOTOCOPIABLE

When they can’t think of any more, they put here? B: Yes, we do. Can we help you? A: We’re
their hands up. looking for somewhere to have lunch. Can you
• The first pair to finish tells the class their recommend a nice café? B: You could try the
sentences. The class helps to correct any Happy Horse. A: The Happy Horse? Where is it?
mistakes. B: It’s round the corner. C: I think you’ll like the
• Extension: Pairs write five True/False Cheerful Café better. A: Is it near here? C: Well,
questions about the picture, using quantifiers. it’s a bit further away from here but it’s very
They ask another pair, who can’t look at the good. B: But the Happy Horse is much better
picture. (e.g. A: There are a few monkeys. value! They’ve got brilliant pizzas. C: Yes, but
B: False – there are lots of monkeys.) B gets a there isn’t much choice on their menu. They’ve
point for every correct True/False answer. only got pizzas. B: But they’re really tasty!
C: There are lots of different things on the menu
at the Cheerful Café. A: I think we’ll try the
Cheerful Café. It sounds really nice. C: I hope you
like it. A: You’ve been very helpful. Bye!)

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Teaching notes
Resource 8A (Lesson 1) Resource 8B (Lesson 2)
Classroom management: pairs Classroom management: groups of four to six
Objective: to practise using the present simple Objective: to practise the past simple passive
passive and container/materials vocabulary and adjectives with -ed/-ing endings
Procedure: Procedure:
• You can use this resource any time after • You can use this resource any time after
Exercise 7, page 89. Exercise 9, page 91.
• Photocopy one set of dominoes per pair. • Photocopy one board game per group.
• Ss practise making sentences in the present • Drill positive and negative sentences and
simple passive in response to your prompts. questions using the past simple passive. Say
You could say the prompts or write them on or write prompts on the board. (e.g. T: I /
the board. (e.g. T: paper / recycled. S: Paper is invite / appear on TV! S: I was invited to appear
recycled. T: yoghurt pots / make / plastic. on TV! T: Jack / take / to hospital? S: Was Jack
S: Yoghurt pots are made from plastic.) taken to hospital? T: letter / not / post. S: The
• Ss cut out the dominoes and put them face letter wasn’t posted.) You could ask Ss what
down in a pile. they can remember about the text ‘How to
• They each take three dominoes from the pile. charge an iPod’. Drill examples.
They take it in turns to place one on the desk • Brainstorm adjectives with -ed/-ing endings
to make a logical sentence if possible. and get Ss to give you some examples about
• If they can’t make a logical sentence, they themselves. (e.g. S: I’m frightened of snakes.)
miss a turn. • Prepare enough templates of the spinner and
• When a S has placed a domino to complete counters as required. Ss make the spinner by
a sentence, they must take another domino cutting out the template and sticking a pencil
from the pile until all the dominoes in the pile through the middle of it so they can spin it on
are gone. If neither S can go, they must both their desks. Ss can cut out the counters and
pick up a domino from the pile. The first S to choose one each. Alternatively, you can bring
use all their dominoes is the winner. dice to the lesson for Ss to use, and small
• Monitor and check that Ss are playing the objects (rubbers, pencil sharpeners, coins, etc.)
game correctly. At the end of the game, elicit can be used as counters.
Today! Level 3 © Pearson Education Ltd 2014 PHOTOCOPIABLE

completed sentences from the class. • To play the game, Ss place their counters on
(Key: Where are crisp packets made? Rubbish is the START! square. They take turns to spin the
collected every day. Plastic bottles are washed. spinner and move their counter the number
Garden waste is composted. Carrier bags aren’t of spaces shown on the spinner. Tell Ss they
recycled. What are shoes made of? Where are must answer the question in the square they
those jackets made? How are bottles recycled? land on.
What waste is collected from your home? • If Ss answer a question incorrectly, they go
Yoghurt pots are made of plastic. Baked beans back three spaces (or to START! if they are on
are sold in tins. Clothes are sometimes recycled. squares 1 or 2) and play passes to the next
Melted plastic is made into new things. Is the player. If they answer correctly, they stay
rubbish collected in the morning? Are tins where they are and play passes to the next
recycled? Where are cardboard boxes made? player.
What is washed first? My jumper is made from • The first S to reach the FINISH! square wins
recycled plastic. Plastic is taken to the recycling the game.
centre. Some waste isn’t recycled.)

15
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Teaching notes
• Monitor and check that Ss are playing the • Give pairs time to learn their dialogues. Then
game correctly. At the end of the game, elicit invite some pairs to perform for the class.
answers to the questions with the whole class. (Key: Dialogue 1. 1B, 2B, 3B, 4A, 5A, 6A.
• Extension: You can play a game by dividing Dialogue 2. 1A, 2A, 3B, 4B, 5B, 6A.)
the class into two teams and addressing
questions from the board game to each team
in turn. Award one point for each correct
answer. The team with the most points wins.
(Key: 1 was, 2 put, 3 by, 5 placed, 6 interviewed,
7 were, 9 were, 10 was, 12 poured, 13 posted,
14 Were, 16 wasn’t, 17 invented, 18 pushed,
19 marked, 20 made, 22 taken, 23 dried.)

Resource 8C (Lesson 3)
Classroom management: pairs
Objective: to practise completing and acting out
a dialogue saying goodbye
Procedure:
• You can use this resource any time after
Exercise 3, page 92.
• Photocopy one sheet per pair.
• Look at and revise the dialogues on
SB page 92.
• Cut the sheet into four and give each S a set
of questions for one dialogue and a set of
answers for the other.
• Ask Ss to take it in turns to read out their
parts. Student A reads out their first part.
Student B looks at the two possible responses,
Today! Level 3 © Pearson Education Ltd 2014 PHOTOCOPIABLE

reads them silently, then chooses the best

one, looks up and responds without reading
from the photocopy. They continue like this.
Ss then swap roles for the next dialogue.
• Monitor and check that Ss are carrying out
the activity correctly. Help if necessary.
• The first pair to finish puts up their hands.
Ask them to read their dialogues aloud to the
class. Ask the class to listen. Ss put their hands
up if they think the dialogues are correct or
keep their hands down if they think they’re
incorrect.

16
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Resource 0A

music do you do your

Who’s your What’s your
like? homework?

to help at to do
Why is Can you play
home? tomorrow?

wear at English
What’s the Where do
school? important?

favourite weather like

When do you What time do
subject? today?

What kind of best friend? What are your do you like?

Today! Level 3 © Pearson Education Ltd 2014 PHOTOCOPIABLE

Can you you get up? Did you you live?

What are you speak English

an instrument? Do you have
going yesterday?

parents doing What do you

What sports run fast?
now? have to
Today! Level 3 © Pearson Education Ltd 2014 PHOTOCOPIABLE

E
C
A

G
Resource 0B

F
B

H
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 www.frenglish.ru

Resource 0C
Today! Level 3 © Pearson Education Ltd 2014 PHOTOCOPIABLE

clean expensive exciting interesting

boring useful bad good

difficult dangerous easy noisy

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Resource 0D

Find someone who … Name

… was late for school last week.

… was in bed at 9 p.m. yesterday.

… was born in May.

… played a computer game before

school today.

… watched a reality show last week.

… walked to school this morning.

Today! Level 3 © Pearson Education Ltd 2014 PHOTOCOPIABLE

… spoke English on their last holiday.

… ate an egg yesterday.

… broke an arm or a leg last year.

… wrote an email last weekend.

 www.frenglish.ru

Resource 1A

Where do you live? I live in Liverpool.

What do you look like? I’ve got dark, curly hair and I’m tall.

What are you like? I’m hard-working and I’m shy.

Have you got any brothers or sisters? I’ve got an older brother, Mick.

He’s got short, dark hair. He isn’t

What does he look like?
very tall.

What’s he like? He’s cheerful but he’s bossy, too.

What’s he doing at the moment? He’s studying.

What do you usually do in your

I usually play basketball.
free time?

Does your brother like basketball too? No, he doesn’t. He prefers football.

Mum’s a teacher and Dad works in

What do your parents do?
an office.
She’s got dark, curly hair. She’s tall
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What does your mum look like?

and slim.

What’s your mum like? She’s very patient and she’s sociable.

What are your parents doing today? They’re working.

Do your grandparents live near you? No, they don’t.

How often do you see your

We often visit them in the holidays.
grandparents?
What do your grandparents do in They usually go swimming on
their free time? Saturdays.
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Resource 1B

Marion Jackie Vanessa

10.00 do homework 10.00 go swimming 10.00 do homework
11.30 take dog for a walk 11.30 meet friends 11.30 meet friends
12.00 help at home 12.00 help at home 12.00 make a cake
1.00 have lunch at Food 1.00 make lunch for 1.00 have lunch at Food
Express Mum and Dad Express
3.00 go swimming 3.00 do homework 3.00 go swimming
5.00 play hockey 5.00 play hockey 5.00 play hockey

Isabel Harriet Anne

10.00 do homework 10.00 go swimming 10.00 go swimming
11.30 meet friends 11.30 take dog for a walk 11.30 meet friends
12.00 help at home 12.00 do homework 12.00 help at home
1.00 have lunch with 1.00 have lunch at Food 1.00 have lunch at Food
the neighbours Express Express
3.00 go swimming 3.00 go swimming 3.00 do homework
5.00 catch train to town 5.00 play hockey 5.00 catch train to town

Becca Lucy Mo
10.00 do homework 10.00 do homework 10.00 do homework
11.30 take Dad to the 11.30 take dog for a walk 11.30 meet friends
airport with Mum 12.00 help at home 12.00 help at home
12.00 help at home 1.00 have lunch with 1.00 have lunch at Food
Today! Level 3 © Pearson Education Ltd 2014 PHOTOCOPIABLE

1.00 have lunch at Food Gran and Grandad Express

Express 3.00 go swimming 3.00 go swimming
3.00 go swimming 5.00 play hockey 5.00 play hockey
5.00 catch train to town

Ruth Jane Alexa

10.00 do homework 10.00 do homework 10.00 do homework
11.30 meet friends 11.30 take dog for a walk 11.30 meet friends
12.00 help at home 12.00 help at home 12.00 help at home
1.00 have lunch at Food 1.00 have lunch at Food 1.00 have lunch at Food
Express Express Express
3.00 go swimming 3.00 go swimming 3.00 go swimming
5.00 catch train to town 5.00 play hockey 5.00 play hockey
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Resource 1C
Next weekend
A Nick and Carl

Louise and Adam

Michael
Sarah

Leila
John

Simon Tom Liz and Meg Beatrice and Jack Frank Julie and Emily

Next weekend
B
Tom
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Julie and Emily Beatrice and Jack

Simon

Frank Liz and Meg

John Nick and Carl Leila Sarah Louise and Adam Michael
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Resource 1D
Passenger

Can I have a return ticket to Liverpool, please?

No, I’m returning on Friday.

No, I’m afraid I haven’t.

Here you are.

Thanks. When does the next train leave?

Thanks. What platform does it leave from?

Thanks. Bye.

Woman in ticket office

Liverpool. Yes, of course. Are you returning today?

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Have you got a Railcard?

Oh. It’s cheaper with a Railcard. That’s £50.20, please.

Thank you. Here’s your change.

The next train’s at 10.20. It leaves in five minutes.

Platform 2.

Have a good trip.

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Resource 2A
Today! Level 3 © Pearson Education Ltd 2014 PHOTOCOPIABLE

in two years’ in five years’ in twenty years’

in the future
time time time
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Resource 2B

FINISH!
26 25 If you lose your pocket 24 If you sing that song
If I learn a new sport, …
money, … again, …

23
If it rains tomorrow, …

20 If we can’t recharge
21 If we go out
22 If I go on holiday next
our phones, … this evening, … summer, …

19 If we go shopping
tomorrow, …

18 If you can’t print the

17 16
If we learn Chinese, … If you eat that big pizza, …
page, …

15 If we have lessons
online, …

12 If they leave school

13 If my computer doesn’t 14 If you click on that
early, … work this evening, … button, …

11
If I help you, …
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10 If he comes top in
9 If he breaks my e-book
8
If you work very hard, …
the test, … Reader, …

7 If he deletes his dad’s

contacts list, …

4 If you come to the

5 If they come to the
6 If she forgets to save
cinema with me, … party, … her work, …

3 If you take a photo

of me, …

2 If Grandma learns to surf

1 If you use your mum’s
the Internet, … laptop, … START!
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Resource 2C
Dialogue 1 Dialogue 1
Student A Student B
1 How do I download a video from my A I haven’t got a camera.
camera to my computer? B I’ll show you. First you need a USB cable
to connect them.
2 Oh dear. I haven’t got one.
A I have. Shall I go and get it?
3 Yes, please!
B I’ll fix it.
4 What do I do next?
A Here it is. Now the camera and computer
5 Am I doing it right? Nothing’s happening. are connected.
B Now the camera and computer are on
6 Shall I ask Jen to do it?
the desk.
A Let’s buy a USB cable.
B I’ll show you. Click on the camera icon.
A Let me have a look.
B That’s bad.
A Stop it. I’ll do it.
B It’s OK, look! It’s downloading.

Dialogue 2 Dialogue 2
Student B Student A
1 How do I download a video from my A I’ll show you. First you need a USB cable
camera to my computer? to connect them.
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B I haven’t got a video.

2 I think there’s one in the living room.
A Shall I go and get it?
3 No, don’t worry. I will.
B I’ll fix it.
4 Now what do I do?
A I’ve got two USB cables.
5 Am I doing it right? Nothing’s happening. B Thanks. That’s it. Now the camera and
computer are connected.
6 Don’t worry. I’ll ask Terry.
A Click on delete.
B Click on the camera icon. The computer
will start downloading.
A Do you have computer lessons?
B That’s strange. Let me have a look.
A He hasn’t got a camera.
B No, I can fix it.
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Resource 3A

FINISH!

25 Say something 24
Where did your
you couldn’t do
parents grow
when you were
up?
four.
23
she / study
hard /
yesterday?

18 19 20 21 Who used to 22
you / use to / How old were When Jamie
Say the past of teach cookery?
like / you when you Oliver left
get. Rachael or
? started school? school, he …
Jamie?
17 Say something
you didn’t use
to do when you
were a baby.
16 Did you use 15 14 13 Did Rachael 12
could / you /
Say the past of What time did
to go to school Ray like cooking
three regular / you have dinner
when you were when she was a
verbs. yesterday?
four? 6? child?
11
Say the past of
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go.

6 7 8 9 Say something 10
could / you /
Where did What did Jamie
Say the past of you couldn’t do
/ Rachael Ray Oliver do when
become. when you were
grow up? he was eight?
3? a baby.
5
When was
Rachael Ray
born?

4 3 2 1
Could you ride Did you use to When was
Say the past of
a bike when you like music when Jamie Oliver
leave. START!
were two? you were two? born?
Today! Level 3 © Pearson Education Ltd 2014 PHOTOCOPIABLE

Story 2
Story 1
Resource 3B

Ow!
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Resource 3C

hear you. Someone wants are hard. Wedding rings are

very soft. The road made of silver. Your hair’s

rectangular and
My necklace is anything. There isn’t
flat.

is long and
very thick. Doors are The statue
straight.

room is square. Hockey balls rough. No one

nothing to help. I can’t remember is open today. I didn’t

something
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Everyone see anyone. They did

important.

anywhere to sit. He remembered believed me. Nowhere

loves her. No one can usually gold. Dictionaries are

to speak to you. My living is made of bronze. The rock is

 www.frenglish.ru

Resource 3D

3
Today! Level 3 © Pearson Education Ltd 2014 PHOTOCOPIABLE

C Sorry, Mum. I’m

A Isabel! We’re leaving
not coming. I’ve got B I’ll be quick, C All right. I’ll phone
for Grandma’s in
tickets for the cinema, I promise! her now.
20 minutes!
remember?

A Oh, I forgot. Can

A Never mind. But A Oh no! Sorry, Isabel.
you phone Grandma A What’s the matter?
hurry up and get ready! I forgot!
and apologise?

A John, hurry up
B Sorry, Mum. I was
B Did you wash my B Oh Mum! Now I and change your
doing my homework
new jeans? can’t wear them. clothes. Grandma’s
and I forgot the time.
expecting us.
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Resource 4A

Find someone who … Name

… has seen a wild animal.

… has never been camping.

… has ridden a horse.

… has been orienteering.

… has caught a fish.

… has climbed a mountain.

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… has cooked dinner at home.

… has slept until 12.00.

… has been in a boat.

… has walked more than 10 km.

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Resource 4B
People

a doctor a dentist a TV presenter a student

a shop assistant an actor a writer a musician

an artist a driver a singer a friend

Places

a post office a school a zoo a swimming pool

a cinema a café a park a bedroom

a hospital a kitchen a beach an airport

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Things

a bus a ball a hat a scarf

a tent the washing-up a watch an MP3 player

a bike a DVD ice a car

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Resource 4C
Speaker A

This looks a bit scary.

No, never. But I’ve always wanted to try it. Have you ever done it?

Really? Did you enjoy it?

Was it a boat like this one?

Where were you?

It’s our turn now. I’m really nervous.

That’s easy for you to say, but I’ve never done it before.

Speaker B

Have you ever been kayaking before?

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Yes, I have, when I was on holiday last year.

Yes, I did. It was brilliant.

Yes, it was.

At an outdoor centre in Scotland.

Don’t worry. You’ll be fine. There’s nothing to it.

Come on. This is going to be fun!

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Resource 5A
Picture A

11 12 1
10 2
9 3
8 4
7
6 5
Dad
Jim

Grandma and Grandad

Mum

Kate

Polly and Mavis

Picture B

11 12 1
10 2
9 3
8 4
7
6 5

Jim
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Polly and Mavis

Grandma and Grandad
Mum

Kate Dad
 www.frenglish.ru

Resource 5B

John / live Anna / want Pete and Steve / be we / study

Ellen / like you / have Jan / be he / want

they / live he / dream I / like they / study

he / work I / want she / be Jane / have

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last year 2013 three years old seven years old

ten years old 2010 last month last January

a long time two months ages three years

never five years 1998 two weeks

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Resource 5C

Find someone who … Name

... hates football.

… likes chatting online.

… doesn’t like staying up late.

… loves playing board games.

… enjoys cooking.

… doesn’t mind babysitting.

… prefers going to the cinema to watching TV.

… prefers staying in to going out.

… prefers doing jobs around the house to studying.

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… prefers reading to playing computer games.

… prefers reading e-books to paper books.

… prefers surfing the Internet to hanging out with friends.

 www.frenglish.ru

Resource 5D
Dialogue 1 Dialogue 1
Student A Student B
1 Have you seen Danger Zone 2 yet? A Yes, I have. I thought it was brilliant.
B I bought a great DVD last week.
2 I don’t agree. I thought it was awful.
A I agree.
3 Well, the special effects were silly and the
B Really? Why?
acting was terrible.
A But the special effects were rubbish.
4 I preferred the book. Have you read it?
B But the plot was exciting and the ending
5 I’ve read all the books in the series. They was great!
were fantastic.
A No, I haven’t.
6 Sure. B I often read books.
A Did you like them?
B Can I borrow one?
A Thanks. Hey, look at the time. We’re late!
B No, thanks.

Dialogue 2 Dialogue 2
Student B Student A
1 Have you watched this DVD yet? A I usually watch DVDs on my computer.
B Yes, I have.
2 I thought it was fantastic.
Today! Level 3 © Pearson Education Ltd 2014 PHOTOCOPIABLE

A I agree. The special effects were awesome!

3 And the plot was really entertaining.
B I don’t agree. It was great!
4 The acting was brilliant too.
A I think you’re right.
5 What did you think of the ending? B Did you like the plot?
6 Have you read the book? A I think acting is boring.
B Yes, it was. All of the actors were great!
A It was a short film.
B It was very moving.
A Yes, I have, but I preferred the film.
B No, I haven’t watched it.
 www.frenglish.ru

Resource 6A
✓ = to be allowed to

Jonathan Billy Tim

tidy his room lay the table vacuum his room
lay the table clear the table feed the dog
walk the dog make his bed wear what he likes ✓
load the dishwasher be home by 8.00 clear the table
be home by 9.00 tidy his room make his bed
go to sleepovers ✓ load the dishwasher be home by 8.00

Mark Martin Jo
vacuum his room vacuum his room lay the table
feed the dog lay the table clear the table
wear what he likes ✓ walk the dog make his bed
tidy his room load the dishwasher do the washing-up
do the washing-up be home by 8.00 walk the dog
clear the table go to sleepovers ✓ go to sleepovers ✓

Ben Tom Richard

tidy his room lay the table vacuum his room
do the washing-up clear the table feed the dog
walk the dog walk the dog go out at weekends ✓
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make his bed go to sleepovers ✓ have the hairstyle he likes ✓

be home by 8.00 load the dishwasher do the washing-up
go to sleepovers ✓ wear what he likes ✓ walk the dog

Jack Michael Alex

lay the table vacuum his room clear the table
clear the table feed the dog do the washing-up
make his bed walk the dog walk the dog
walk the dog load the dishwasher vacuum his room
be home by 8.00 be home by 8.00 be home by 8.00
feed the dog go out at weekends ✓ go to sleepovers ✓
 www.frenglish.ru

Resource 6B

I feel faint! I’m too busy! I’ve cut myself.

I’ve got a Maths test Grandma’s birthday party

tomorrow and I don’t I’ve sprained my ankle. is on the same day as
understand anything. my best friend’s party.

I’m travelling by plane

I’ve got bad sunburn. I think my arm’s broken. tomorrow for the first time.
I’m nervous.

I have to do
I’m not allowed
more household jobs I haven’t got a computer.
to have a pet.
than my friends.

I feel tired all the time. My phone isn’t very cool. I’ve pulled a muscle.
Today! Level 3 © Pearson Education Ltd 2014 PHOTOCOPIABLE

There’s nothing to do I’ve lost £20 I’m not allowed to go out

in my town. my dad gave me. at weekends.

I want a new dress

My friends’ clothes
I’m not very good at sports. but my parents say
are nicer than mine.
I don’t need one.

I think I’ve got a stomach

My best friend fell off his My parents want to go
bug but I want to play
bike and hurt his head. He on holiday to the country
in the football match
won’t tell the teacher. but I don’t want to.
this evening.
 www.frenglish.ru

Resource 6C

3
Today! Level 3 © Pearson Education Ltd 2014 PHOTOCOPIABLE

A But she’ll be angry C Or you could stop taking A Oops! Hi Sally. Look, I’m
B Then you’d better tell her.
with me! my clothes! really sorry …

A Mum, don’t tell Sally but

B Well, I think you should
A Oh, thanks, Sally. I wore her favourite jacket C Don’t worry. Wash it again.
apologise and promise not to
Sorry again. yesterday and I got orange juice I’m sure it’ll be OK.
take her things.
all over it. What should I do?

A Oh, all right, but what A I’ve already washed it but B You could buy her
B Why don’t you wash it?
about the jacket? the mark hasn’t come off. a new one.
 www.frenglish.ru

Resource 7A

than Mr Brown worse than Grandad rides

I live nearer to
does. yours was. his

noisily than carefully than walk further

I usually get up
I do! Tom does. than she can.

Internet more
earlier than more loudly
She can play quickly than
you do. than we do.
I do.

Our bike more

school than
You can neighbours slowly than
he does.
play music I do.

Mr Smith
My brother harder than John writes
speaks more
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can run we do. more

quietly

My test mark faster than

I arrived at You eat more
was I can.

tennis better
school later
They study You surf the than her
than James did.
sisters can.
 www.frenglish.ru

Resource 7B

climbing /
crisps / apples / outdoor centres /
fish / birds / horses gymnastics /
pizza cinemas / parks
skateboarding

theatres / beach holidays /

flats / houses / plays / films /
skyscrapers / camping holidays /
palaces books
offices adventure holidays

rock music /
cities / villages / Maths / English /
cars / bikes / planes classical music /
the country PE
hip hop

Taipei 101 /
computers / the Empire State
cola / water / football /
smartphones / Building /
fruit juice swimming / tennis
MP3 players the Great Pyramid
of Giza
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interesting expensive fun

dangerous exciting friendly
boring cheap popular tasty
useful easy clean tall
important healthy intelligent
beautiful dirty old
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Resource 7C
Today! Level 3 © Pearson Education Ltd 2014 PHOTOCOPIABLE

a lot of / lots of a few a little one or two

(too) many (too) much (not) enough
 www.frenglish.ru

Resource 7D
Speaker A

Excuse me. Do you two live around here?

We’re looking for somewhere to have lunch. Can you recommend a nice café?

The Happy Horse? Where is it?

Is it near here?

I think we’ll try the Cheerful Café. It sounds really nice.

You’ve been very helpful. Bye!

Speaker B

Yes, we do. Can we help you?

You could try the Happy Horse.

It’s round the corner.

But the Happy Horse is much better value! They’ve got brilliant pizzas.

But they’re really tasty!

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Speaker C

I think you’ll like the Cheerful Café better.

Well, it’s a bit further away from here but it’s very good.

Yes, but there isn’t much choice on their menu. They’ve only got pizzas.

There are lots of different things on the menu at the Cheerful Café.

I hope you like it.

 www.frenglish.ru

Resource 8A

packets made? Rubbish is collected first? My jumper is made

Where are
bottles are washed. Garden tins recycled?
cardboard

plastic is made into

aren’t recycled. What Is
new things.

taken to the
Some waste every day. Plastic
recycling centre.

collected from pots are made of

Yoghurt Baked
your home? plastic.

sometimes
isn’t recycled. Where are crisp Melted
recycled.

the rubbish
Today! Level 3 © Pearson Education Ltd 2014 PHOTOCOPIABLE

are shoes made of? Where collected in the Are

morning?

waste is
Carrier bags boxes made? What is washed
composted.

are bottles from recycled

What waste is Plastic is
recycled? plastic.

are those jackets beans are sold

How Clothes are
made? in tins.
 www.frenglish.ru

Resource 8B

24
What’s the most exciting
FINISH! thing you did last week?

23
Say and spell the past
participle of dry.

20 21 22
Say and spell the past What kind of books do you Frank was ______ (take) to
participle of make. find interesting? hospital.

19
The invitation wasn’t
______ (mark) ‘private’.

18 17 16
Say and spell the past Who was it ___________ Elsie ______ interviewed
participle of push. (invent) by? because she can’t speak.

15 Did you think the

‘smellovision’ story was
amusing? Why (not)?
12 13 Who was the birthday 14
Say and spell the past _______ they interviewed
party invitation ________
participle of pour. by the journalists?
(post) by?
11
When do you feel
frightened?

10 9 8
What _____ put into What _______ the viewers
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When do you feel annoyed?

the smellovision machine? asked to do?

7
Viewers ______ asked to
stand near their TV sets.

4 5 6 The professor was ______

Say and spell the past
When do you get bored? (interview) about a new
participle of place.
invention.
3
Who was the professor
invited ___?

2 1 In 1965, a professor at
Say and spell the past
participle of put.
London University ____ START!
invited to appear on TV.
 www.frenglish.ru

Resource 8C
Dialogue 1 Dialogue 1
Student A Student B
1 Goodbye, Mrs Smith. Thank you for A Come in and sit down.
everything. B Bye, Jill. We’ve enjoyed having you here.
We’re going to miss you.
2 Me too.
A Did you give my regards to your mum and
3 I will. I’ll tell them how well you looked
dad?
after me.
B Give my regards to your mum and dad.
4 I’d love to. Maybe next year.
A I’m sorry we didn’t have time to look after
5 I will. I’ve got lots of books to read on the you very well.
train. B Oh, that’s nice. Please come and see us
again!
6 I won’t, I promise.
A That’s a great idea! Have a good journey.
B I don’t know.
A Don’t forget to keep in touch.
B Don’t go to sleep.
A Bye!
B See you later.

Dialogue 2 Dialogue 2
Student B Student A
1 Have you got your passport, David? A Yes, it’s in my rucksack with my ticket.
B My passport photo’s very funny.
2 And have you got the medal you were
Today! Level 3 © Pearson Education Ltd 2014 PHOTOCOPIABLE

given by the football team? A It should be in my pocket. Yes, it’s right

here.
3 It’s been lovely having you here. Give my
B I loved playing football.
regards to your mum and dad.
A Have you got a present for them?
4 Oh, that’s nice. Please come and see us
B I will. And I’ll tell them what a brilliant
again!
time I’ve had.
5 Now look after yourself. We’re going to
A When?
miss you!
B I’d love to. Maybe next summer.
6 Have a good flight. Keep in touch!
A I miss my family.
B Me too.
A Yes, I will. I’ll email when I arrive.
B Thanks. See you tomorrow.
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