9A GRAMMAR

Likes
Ask a different person each question.

Name/details
Question

1 What is your sister like?

ner this evening?
2 What would you like for din
k like ?
3 What does your brother loo
we ekends?
4 What do you like doing on
mp ing trip this
5 Would you like to go on a ca
summer?
y in your country?
6 What’s the weather like in Jul
?
7 Do you like learning English
r or your father?
8 Who are you like, your mothe
you like to go to for
9 What type of restaurant do
a special occasion?
like?
10 What does green tea taste
luncht ime?
11 What do you like doing at
r birt hday?
12 What would you like for you
Eng land?
13 What’s the weather like in

14 Do you like studying?

look like?
15 Who do people think you
afte r this class?
16 What would you like to do

Personal Best Work with a partner and write four more questions with like. Then, ask another pair your questions.

Personal Best B1+ © Richmond 2018 

 GRAMMAR 9A

9A Grammar
Likes
Uses of like

Sts mingle as a class to discuss questions. The aim is to review question forms using like; e.g., Do you like studying? What would you
like for dinner this evening? What does green tea taste like? Who do people think you look like?

PREPARE PERSONAL BEST

Make one copy of the resource sheet for each student.
Sts work with a partner and write four more questions
which include the word like. Put pairs into groups of four
PRACTICE to ask and answer the questions.
1 Divide the class into groups of 8–16 sts.
2 Ask sts to stand in two lines (line A and line B) facing EXTRA PRACTICE
each other. Explain that sts are going to ask and answer
questions, starting with the person opposite them. The sts Fast finishers collate the information they have about a
in line A ask the first question on their sheet: What is your particular question; e.g., Most people would like to have coffee
sister like? The sts in line B reply and ask the sts opposite after this class.
the same question. Answers could be She’s pretty funny.
She’s very annoying, etc. Both sts take notes. This should
take about 40 seconds. After the time limit, the student at
the end of line A goes to the other end of the line and the
others in his/her line move up one place. All sts are now
facing a new partner.
3 The process is repeated until all sixteen questions have
been asked and notes taken. If you have a large space
and enough sts, you can do the activity in two concentric
circles.
4 Sts form new groups of four to six and compare the
information they have about a particular student. Get
feedback. Ask sts to share with the class something
interesting that they learned about another student.

Personal Best B1+ © Richmond 2018 

9A VOCABULARY

Name a food
You have two minutes to write a food in each category. Don’t let anyone see your answers.
Name a food that is or can be …

1 2

4 7

11

12
14
13

Personal Best How are different foods cooked in your country? Compare your ideas in groups. Is the food prepared differently in different
regions of your country?

Personal Best B1+ © Richmond 2018 

 VOCABULARY 9A

9A Vocabulary
Name a food
Food and cooking

Sts play a game in groups. The aim is to review vocabulary for food and cooking; e.g., garlic, baked, grilled.

PREPARE PERSONAL BEST

Make one copy of the resource sheet for each student.
PRACTICE
1 Sts work in groups of five. Give each student a copy of the
resource sheet.
2 Explain the first part of the activity. Sts have two minutes
to think of a different food for each category (1–14). Tell
them that they should try to think of unusual answers and
they should not show their answers to anyone else.
Sts work in their groups. They explain how different foods
are cooked in their country and describe any regional
variations.
EXTRA PRACTICE
Fast finishers prepare questions to ask their group about how
they prefer to eat certain foods; e.g., Do you like fish grilled or
fried? Why?

3 After two minutes, ask sts to compare their answers for

category 1 baked with the rest of their group. Everyone in
the group must agree on whether an answer is correct. Sts
get one point for a correct answer and one more point if
no one else in the group has the same answer.
4 Give sts time to work through the rest of their answers.
Monitor and help.
5 Put sts in different groups to play the game again. Ask
sts to think of another food for each category. At the end,
sts compare their answers again and work out their total
points.

Personal Best B1+ © Richmond 2018 

9B SKILLS

Food for thought

Match 1–10 with a–j. Match 1–10 with a–j.

a but it was the same one with a

1 This ice cream is delicious,
different cover.

2 I eat a lot of different berries, b but not the ones with nuts.

3 I can’t find the eggs. You know, c especially ones with shellfish.

d which was like the one I went to in

4 I just baked some cupcakes, so
Paris.

5 These cookies are different from e similar to the one we had in India.

6 This lamb curry is tasty and spicy.

f the ones we had in Italy.
It’s

7 I thought it was a new cookery book, g so could I have another one, please?

8 I like lots of rice dishes, h but I prefer red ones.

9 We went to a great restaurant last

i would you like to try one?
night,

10 I love most chocolates, j the ones you bought yesterday.

Personal Best Talk to your partner about some of your favorite and least favorite foods. Give reasons.

Personal Best B1+ © Richmond 2018 

 SKILLS 9B

9B Skills
Food for thought
Substitution: one, ones

Sts play a game in pairs. The aim is to review avoiding repetition by substituting nouns with one or ones; e.g., I just baked some
cupcakes, so would you like to try one?

PREPARE
PERSONAL BEST
Make one copy of the resource sheet for each student.
Sts discuss their favorite and least favorite foods and give
PRACTICE reasons. Encourage them to use one and ones.

1 Sts work in A/B pairs. Give each student a copy of the EXTRA PRACTICE
resource sheet.
2 Student A says one item from 1-10; e.g., This ice cream Fast finishers write some more sentences with one and ones.
is delicious … and Student B completes it (choosing from
a–j): so could I have another one, please? They take turns
starting and completing the sentences.
3 When sts have correctly matched all ten sentence parts,
tell the Student Bs to fold and hide the right-hand column
of their resource sheet. Student A reads out one item from
1-10 and Student B has to complete it from memory. Sts
score a point for each correct answer. Then, they switch
roles.
4 Monitor and help. You might want to remind sts that we
use one and ones in order to avoid repetition of a noun
from earlier in the sentence.

Answers
1 g
2 h
3 j
4 i
5 f
6 e
7 a
8 c
9 d
10 b

Personal Best B1+ © Richmond 2018 

6A
9C
7A GRAMMAR

To be or being?

1 2 3 4

8 7 6 5

9 10 11 12

16 15 14 13

17 18 19 20

24 23 22 21

Personal Best Work in your pairs or groups, and ask and answer the six questions from the game.

Personal Best B1+ © Richmond 2018 

 GRAMMAR 9A
9C

9C Grammar
To be or being?
-ing forms and infinitives

Sts play a game in pairs or groups. The aim is to review -ing forms and infinitives; e.g., I’m thinking of making some pasta. It’s
important to know how to cook.

PREPARE PERSONAL BEST

Make one copy of the resource sheet for each pair or group of
Sts work in their pairs or groups, and ask and answer the
four.
six questions from the game.
PRACTICE
EXTRA PRACTICE
1 Sts work in pairs or groups of two competing pairs,
depending on the size of the class. They each need a coin Fast finishers write four-line dialogues incorporating
or a token to move around the board. language from two or more squares.
2 Sts decide which pair or person will be “odds” (1, 3,
5, etc.) and which will be “evens” (2, 4, 6, etc.). They
take turns moving around the board, following the
odd or even numbers. On each square, they must make
either a statement or a question; e.g., I love going to new
restaurants. What are you hoping to do next year?
3 If everyone agrees that a sentence is correct, the student/
pair wins a point. If the sentence is incorrect, the other
student/pair can try to get a bonus point. Monitor and
help if sts can’t agree whether or not a sentence is correct.
4 The student or pair with the most points at the end of the
game is the winner.

Answers
1 I love + -ing
2 We're looking forward to + -ing
4 What do you hope/are you hoping to do ...?
5 He agreed not to ...
6 Are you good at + -ing?
8 My parents expect + object + to
9 My sister decided to ...
10 I prefer + -ing
12 What do you prefer + -ing?
13 My friend refused to ...
14 What time do you finish + -ing?
15 I don't enjoy + -ing
16 I'm thinking of + -ing
17 I don't mind + -ing
19 We recommend + -ing
20 What do you miss + -ing?
21 It's difficult to ...
22 What do you feel like + -ing?
23 She keeps + -ing

Personal Best B1+ © Richmond 2018 

9C VOCABULARY

Guess the word

STUDENT A

Take turns describing a word to your partner without saying the word. Your partner has to guess the word and write it in the
correct place.

a fork  a plate  a spoon  a tip  a napkin  the check

2
4

6
5

Personal Best Do you enjoy eating out? How do you reserve a table? Do you leave a tip? Tell your partner.

Guess the word

STUDENT B

Take turns describing a word to your partner without saying the word. Your partner has to guess the word and write it in the
correct place.

pepper vinegar salt olive oil a bowl a knife

1 2

6
4
5

Personal Best Do you enjoy eating out? How do you reserve a table? Do you leave a tip? Tell your partner.

Personal Best B1+ © Richmond 2018 

 VOCABULARY 9C

9C Vocabulary
Guess the word
Eating out

Sts play a game in pairs. The aim is to review vocabulary for eating out; e.g., a fork, a napkin, pepper.

PREPARE PERSONAL BEST

Make one copy of the resource sheet for every pair of sts.
Sts discuss the questions with their partner. Then, get
feedback. Ask sts if it is a custom in their country to tip the
PRACTICE staff at restaurants. How much do people usually give/
leave?
1 Sts work in A/B pairs. If you have an odd number of sts,
arrange them as a group of three and have two Student
As and one Student B. Give each student one half of the EXTRA PRACTICE
resource sheet. Tell them not to show their sheet to their
partner. Fast finishers think of other “eating out” words to describe to
2 Explain the activity. Student A chooses a word from the their partner.
box and describes it to Student B without saying the word.
Student B has to guess the word using their picture to
help. Student B writes the word in the right place and gets
a point for each correct answer and an extra point for the
correct spelling. Then, sts switch roles.
3 Do an example with the class using a word not in either
box/picture; e.g., tablecloth. Say You use this to cover a
table when you have a meal. Elicit the answer.
4 Give sts a few minutes to look at their words before they
begin the game.
5 Set a time limit of ten minutes to play the game.
6 At the end of the activity, get feedback. Ask sts who scored
the maximum number of points.

Answers
Student A
1 salt
2 pepper
3 vinegar
4 olive oil
5 a bowl
6 a knife
Student B
1 a napkin
2 a tip
3 the check
4 a spoon
5 a plate
6 a fork

Personal Best B1+ © Richmond 2018