Eileen Flannigan

amma

3

Teacher's Book

2

1
Great Clarendon Street, Oxford ox2 6dp
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acknowledgements
Tests written by Rachel Godfrey

Introduction and notes for teachers
Grammar Friends is a six-level series of grammar
reference and practice books for children aged from
about six to about twelve, taking them from beginner
to elementary (CEF A2) level.
The books can be used as supplementary support
and resource material in class or at home and
can be used alongside any primary course for
beginners. Each unit introduces an element of
English grammar through a picture or series of
pictures with speech bubbles or captions. The
grammar is then explained in simple language,
with additional examples if necessary. This is
followed by exercises increasing in difficulty from
straightforward concept check exercises (e.g.
matching tasks) to sentence-writing activities. The
units are four pages long and they cover one, two
or three grammar points.
The units can be used in any order, depending on
the syllabus being followed. However, where there
is more than one unit on a particular topic you are
advised to follow the sequence indicated by the
numbers in brackets alongside the topic description
(see the Student's Book Contents list and the first
page of each Student's Book unit).
Each topic is carefully broken down into separate
elements, as is appropriate for primary pupils. For
example, the present simple of like is presented in the
first person singular affirmative and negative forms
only in unit 11 of Grammar Friends 1. The second
person interrogative form is introduced in unit 12,
along with first person singular short answers. The
second person singular form with the added 's' is not
introduced until unit 7 of Grammar Friends 2.
Sometimes it is appropriate for pupils to see the
bigger picture, so occasionally the grammar
explanation will introduce elements of the topic
that pupils are not expected to use in the exercises.
Sometimes there are reminders of the grammar that
they will probably have covered in earlier units.
The pencil with the exclamation mark is used to
signal these reminders as well as to highlight other
important points. The grammar reference pages at
the end of the book bring all the main grammar
structures covered together in tables.

Grammar Friends 3 © Oxford University Press

The contexts and situations
The grammar is presented within everyday
contexts, usually one related to a particular family
or group of friends of the same age as the learners.
The contexts or situations will probably be familiar
to pupils from their own lives – and from the other
materials they use in class. Because the vocabulary
will be known and familiar, this means that pupils
will be able to concentrate on the grammar. The
clear illustrations and familiar contexts will help
them to recall the vocabulary (or work out the
meaning of any words that they may be unfamiliar
with). At the lower levels the vocabulary sets in
each unit are small, but at the higher levels it is
assumed that pupils will have a wider vocabulary.
Teachers and parents can be assured that the
contexts and situations are appropriate for primary
pupils who are learning the importance of good
moral and social values at home and at school. The
action in the grammar presentations and in the
exercises centres on three siblings – Charlie, Molly,
and Harry, and their parents and grandparents.

The exercises
The exercises challenge pupils to make use
of their understanding of the meaning of the
grammar as well as their ability to manipulate
grammatical forms. This is why, especially at
the lower levels, pictures are important. With the
limited linguistic resources at their disposal, it is
only through pictures that pupils can be expected
to differentiate between the meaning of our, your
and their, for example. Pupils are expected to use
correct punctuation in the exercises in Grammar
Friends 3. They are also expected to use short forms
wherever it is most natural to do so and to put the
apostrophe in these.
All exercises have a completed example for pupils
to follow. In exercises where a list of words or
phrases to be used is given, the word used in the
example is scored through to indicate that it has
been 'used'. Where the word (or phrase) used in the
example is not scored through, this means that
most of the words in the list are used more than
once in the exercise.

Introduction

3

In exercises where the instruction is to 'look', pupils
may sometimes have to look at an illustration
elsewhere on the page, or on a facing page.

The review units
After every three units there is a review unit.
These are shorter units of exercises which provide
additional practice of the grammar topics presented
in the three preceding units. There is no new grammar
material presented or practised in these units. They
can therefore also be used as progress tests to check
that learners have remembered what they have
learned.

The Teacher's Book
This Teacher's Book contains the answers to the
exercises in the Student's Book. There are also six
photocopiable tests. Five of the tests are a single
page and cover three units each. The final test is a
review of the grammar covered in the whole book
and is two pages long. The answers to the test
questions are supplied.

The CD-ROM
The student's CD-ROM contains simple interactive
exercises with instant feedback that learners can do
at home on their own. The exercises are grouped in
relation to sets of three units (in a similar way to the
Review units) and there are also multiple-choice tests
on the grammar topics covered in the book.

Notes on the units
Starter Unit: My family
• A gentle reminder of two topics that were
introduced in Grammar Friends 2: comparative
adjectives and the past simple of be.
• Reminder of formation and use of the past simple of
be (affirmative and negative, including short forms).
• Exercise 7 ensures that pupils practise combining
both grammar topics in single sentences.
• Comparative adjectives: smaller, louder, quieter,
faster, slower, older, younger, taller, shorter.

Unit 1: My friends
• Introduction of the present simple of be (affirmative
and negative, including short forms).
• Expansion of 'Where are you from?' to 'Where is he/
she from?' and corresponding short answers.
• Before starting the exercises in this unit, ensure
pupils know the flags for the following countries:
Australia, Egypt, the USA, Brazil, Russia, the UK.
• Question words: where, when, why, what, who,
which, how old?
• Countries: Australia, the UK, Egypt, Spain, the USA,
Brazil, Russia, Thailand, Canada, Scotland.

Unit 2: My hobbies
• The present simple: like + -ing (affirmative, negative,
and negative short form).
• Exercise 1 concentrates on formation of 'like + -ing'
sentences, and exercise 2 builds on this knowledge,
to incorporate complete sentence formation, with
reduced prompting.
• In exercises 4–6, pupils practise forming questions,
identifying correct responses to questions, and
finally (in exercise 6) forming their own questions
and answers, using minimal prompts from the table.
• Hobbies: playing computer games, reading
newspapers, going to the cinema, playing chess,
fishing, climbing trees, playing tennis, horse riding,
skateboarding, playing the piano, drawing, playing
volleyball, reading, swimming, cooking, surfing.

Unit 3: Our things
• Extension of can from ability to also include
permission and requests.
• Extensive practice of using 'can' for forming
requests or requests for permission.
• In exercise 5, pupils should use can in the first
person to construct permission sentences and can in
the second person to construct request sentences.

4

Introduction

Grammar Friends 3 © Oxford University Press

• Introduction of possessive adjectives and practice
of our, your and their.
• Verbs in the base form: use, play, ride, turn on, buy,
turn off, pass, go, go out, have, turn up, turn down,
take, borrow, listen to, open, wash, sit, give, help.

Review 1
• In exercise 6, pupils are expected to fill the gaps
with your, our and their, using the characters
closest to the audience as the speaker.

Unit 4: At the seaside
• Spelling rules – -ing form.
• Explanation and practice of the present continuous
(affirmative and short forms, negative and short
forms), form and use. It may help pupils to be
reminded of vowels and consonants before they
begin the exercises.
• Pupils should be encouraged to use short forms in
their answers whenever possible, particularly in
exercises 3–5.
• Verbs: helping, playing, writing, snorkelling,
swimming, carrying, reading, playing, drawing,
liking, putting, making, studying, talking, staying,
windsurfing, combing, reading, skateboarding,
listening.

Unit 5: A visit to the zoo
• The present continuous (questions and short
answers).
• This unit builds on the knowledge pupils have
acquired from unit 4.
• In exercise 4, pupils will need to remember to
include an article before each animal when
formulating their questions.
• Make sure your pupils do not forget to include
question marks at the end of all question
sentences, and full-stops at the end of all short
answers in this unit.
• Animals: lion, monkey, parrot, kangaroo, zebra,
chimpanzee, snake, penguin, mouse, crocodile,
spider, lizard.

Unit 6: My day
• Review of the present simple and presentation of
the present simple of have.
• In exercise 1, pupils practise the formation of the
present simple in a simple revision exercise. In
subsequent exercises, they are required to use the
present simple in different contexts.

Grammar Friends 3 © Oxford University Press

• In exercise 2, pupils must decide whether the
sentences are true or false, then write a correct
sentence using a pronoun instead of a name. These
are all listed in the verb table on page 30 of the
Student's Book.
• Daily routine verbs: get up, get dressed, walk, brush
my teeth, go to school, have dinner, play outside.

Review 2
• Remind students to use the short form of the
present continuous whenever possible throughout
this Review.
• The answer key for exercise 6 gives short answers to
questions 1, 2, 4, 5 and 8 in the first person. It is also
acceptable for pupils to respond in the first person
plural.

Unit 7: Free time
• Adverbs of frequency: always, usually, often,
sometimes, never.
• Position of adverbs of frequency in a sentence is
explained at the start of the unit. Pupils should be
reminded that the adverb goes before most verbs
but after be.
• Time expressions: in, on, at.
• In Exercise 6, pupils are required to use both
grammar points in individual sentences. Some
sentences feature both grammar points.

Unit 8: Going shopping
• Countable and uncountable nouns.
• Please note that although asparagus can also be
used as a countable noun, pupils are only expected
to know it as an uncountable noun in Grammar
Friends 3.
• Would like.
• Pupils should be encouraged to use short forms of
would like whenever possible.
• In exercises 3 and 4, pupils are expected to combine
both grammar topics that are taught in this unit.
• Nouns: cat, orange, rice, fruit, asparagus, water,
coffee, melon, ice cream, date, bread, banana, fruit,
lemon, apple, aubergine, glass of water, broccoli,
grape, raisin, spinach, milk, orange juice, lemonade.

Unit 9: Comparisons
• Comparative and superlative adjectives.
• Formation of regular comparative adjectives.
• Use of 'than' with comparative adjectives and
'the ...in the world' with superlative adjectives.

Notes for teachers

5

• Adjectives: big, small, long, high, short, deep, slow,
wide, tall, young, loud, quiet, fast, old.

young, hungry, sunny, shy, kind, generous, mean,
miserable, old, relaxed.

Review 3

Review 4

• In exercise 5, pupils must use the words in the
wordpool. This means that sometimes, letter 'A' will
not be at the start of the sentences, e.g. 3 'B is older
than A. B is the oldest.'

• In exercise 4, there are alternative possible answers
for questions 1, 3, 4 and 6. These are provided in the
answer key.

Unit 10: Play time

Unit 13: Party time

• Must and mustn't.
• Imperative and negative imperative.
• In exercise 2, pupils may be tempted to complete
each column separately, as this makes the exercise
easier. Encourage them to complete each row in
turn, slowly working through each form of the verb
independently.
• Imperative forms: stay, play, come, stay, listen,
wait, go.

• Regular past simple verbs (affirmative, negative and
negative short forms); ago.
• In exercise 6, pupils may need some prompting to
work out that 1990 is 10 years before 2000 and that
February is four months before June.
• Exercise 7 requires pupils to combine the past simple
with ago to form complete individual sentences.
• Past simple verbs: waited, lived, watched, loved,
cooked, started, finished, listened, hated, worked,
played, laughed, wanted, washed, started.

Unit 11: Past times

Unit 14: School time

• There was, there were.
• Past time expressions: last, yesterday, on.
• In exercise 4, pupils should note that Friday is
marked as 'TODAY', so all the week's activities take
place in relation to this.
• In exercise 5, questions 2, 3, 4, 6, 7 and 8 have
two possible answers. Both of these answers are
marked in the answer key and both are correct.
• Places and objects in town: tree, cars, buses, park,
bus stop, museum, computer, train station, tram,
cinema, post office.

• The past simple: questions and short answers.
• In exercise 2, whilst pupils are actively practising
the past simple of regular verbs, they will also be
revising past time expressions.
• In exercise 3, if the prompt sentence is affirmative,
the short answer that pupils give should also be
affirmative. If the prompt sentence is negative, the
short answer should also be negative.
• In exercise 5, pupils are asked to correct the
sentences that are incorrect. In each case, the
answers provided use the original prompt that
students are given and change the past time
expression in order to correct the sentence.
• What, when and where.

Unit 12: Family memories
• The past simple of be.
• The past simple of have (affirmative, negative and
negative short forms).
• In exercise 3, pupils should write true sentences
about the Hill family (featured in exercise 2). In
frames 1, 4 and 5, the notes provided are not true, so
pupils will need to write a true negative sentence
followed by a true, positive sentence.
• Connectors: and and but.
• Before pupils start working on 'connectors', they
might find it useful to revise the meanings of the
adjectives used in the exercises, so that they can
decide more easily whether each adjective used has
a negative or positive meaning.
• Adjectives: long, handsome, clever, friendly, pretty,
red, fair, dark, black, brown, short, happy, cheerful,

6

Notes for teachers

Unit 15: Holiday time
• Going to (affirmative, affirmative short form,
questions and short answers).
• In exercises 2 and 3, encourage pupils to use short
forms of be going to whenever possible.
• Future time expressions: next, this, tomorrow, later,
soon.

Review 5
• Note that in exercise 5, the questions should be
answered as though today is Friday of the week
before the one that appears in Sally's diary.

Grammar Friends 3 © Oxford University Press

Answer key
Starter Unit

1 1 faster than

3 faster than
5 louder than

2 1 older than

3 younger than
5 bigger than
7 older than

2 taller than
4 slower than
2 taller than
4 shorter than
6 smaller than

3 1 Beth is taller than Lily.
2
3
4
5
6

Olly is smaller than Beth.
Anna is older than Olly.
Olly is younger than Anna.
Beth is bigger than Olly.
Olly is shorter than Beth.

4 1 Mum and Dad were tired.
2
3
4
5
6

Alex was at school.
Jim was a doctor in the play.
Ted and Olly were busy.
It was windy yesterday.
Louise and Helen were happy.

5 1 was
3 was
5 was
7 was

2 were
4 was
6 was

6 1 Jamie wasn't angry.
2
3
4
5
6
7

Jenny wasn't in the play
Jack and Jess weren't happy.
Keith and Kate weren't busy.
Anna wasn't in the kitchen.
George wasn't a policeman.
Heidi wasn't tall.

7 1 Jess was faster than Jack.

2 Jenny and George were younger than Keith.
3 George was taller than Anna.
4 George and Anna were older than Jenny and
Jess.
5 Mum and Dad were slower than the children.
6 Mum was shorter than Dad.
7 Grandpa was bigger than Charlie.
8 Jeanie and Holly were younger than Cynthia.

Unit 1
1 1 's  2 's  3 're  4 's  5 'm  6 're  7 're


8 're  9   's

2 1 Sally isn't from the USA.

3
4
5
6

I'm not from Australia.
Mum and Dad aren't from the UK.
We aren't from Brazil.
Jack isn't five.

3 1 Is he from Russia? Yes, he is.

2 Is she from Egypt? No, she isn't.
3 Is she from the USA? Yes, she is.
4 Is he from Thailand? No, he isn't.

4 1 Tony's from Australia. He's from Australia.

2 Jenny and George are from the USA. They're
from the USA.
3 Miguel's from Spain. He's from Spain.
4 Kanya's from Thailand. She's from Thailand.
5 Rafa and Pedro are from Brazil. They're from
Brazil.
6 Youssef's from Egypt. He's from Egypt.

5 1 Are Jenny and George from Australia? No,
2
3
4
5
6

they aren't.
Is Kanya from Thailand? Yes, she is.
Is Tony from the USA? No, he isn't.
Are Rafa and Pedro from Brazil? Yes, they are.
Is Miguel from Spain? Yes, he is.
Is Youssef from Thailand? No, he isn't.

6 1 are
3 's
5 'm
7 's

2
4
6
8

'm
'm not
are
are

Unit 2
1 1 Mr Jones likes reading newspapers.
2
3
4
5

My aunt likes going to the cinema.
Our cousins like playing chess.
I like fishing.
My brother and I like climbing trees.

2 1 I like playing tennis.
2
3
4
5
6
7
8

She doesn't like playing tennis.
We don't like horse riding.
They like skateboarding.
I don't like playing the piano.
They don't like drawing.
They like playing volleyball.
She doesn't like reading.

3 1 likes

3 like
5 likes
7 doesn't like
9 likes

2
4
6
8
10

doesn't like
doesn't like
like
don't like
likes

2 You aren't ten.

Grammar Friends 3 © Oxford University Press

Answer key

7

4 1 Does
3 Does
5 Do

2 Do
4 Does
6 Do

Review 1
1 1 younger than
2
3
4
5
6

5 1  e  2  a  3  b  4  c  5  d
6 1 Do your friends like reading? Yes, they do.

2 Does Mary like playing the guitar? No, she
doesn't.
3 Do you like drawing. Yes, I do.
4 Does John like fishing? Yes, he does.
5 Do Mum and Dad like skateboarding? No,
they don't.
6 Do you and Charlie like surfing? No, we don't.

Unit 3
1 1  P  2  R  3  P  4  R  5  R  6  P
2 1 Can I have an apple?
2
3
4
5
6
7
8

Can I use your mobile phone?
Can I turn up the radio?
Can I turn down the music?
Can I take this pen?
Can we borrow these books?
Can we turn on the DVD player?
Can we listen to the CD player?

3 1 Can you pass the sugar, please?
2
3
4
5
6

Can you turn up the radio, please?
Can you open the curtains?
Can you turn off the music?
Can you turn down the television, please?
Can you wash the car, please?

4 1 Can I have an apple? Yes, you can.

2 Can I have a cake? No, you can't.
3 Can we sit here? Yes, you can.
4 Can I borrow your newspaper, please? Yes,
you can.
5 Can I have a new handbag? No, you can't.

5 1 Can I turn up the music?

2 Can you turn off the DVD player, please?
3 Can I go to the cinema? OR Can we go to the
cinema?
4 Can you give me the newspaper, please?
5 Can I play with my friends?
6 Can you go to the shop for me, please?
7 Can I have a new coat, please?
8 Can you help me in the kitchen, please?

6 1 Our book is red. Your book is blue.
2
3
4
5

8

Is this your camera? No, it's their camera.
Is this your dog? Yes, it's our dog.
Their cake is big. Our cake is small.
Is this your project? Yes, it's our project.

Answer key

older than
older than
younger than
faster than
slower than

2 1 Helen and Steffi weren't happy.
2
3
4
5
6

We weren't in the kitchen.
It wasn't cold yesterday.
Alex wasn't at the cinema.
Fred wasn't a policeman in the play.
They weren't angry.

3 1 's


3
5
7
9
11

are
'm not
Are
Are
're

2
4
6
8
10
12

'm
're
'm
are
aren't
're

4 1 My Dad doesn't like surfing the Internet.
2
3
4
5
6

Jane and Jenny like reading comics.
Gary likes climbing trees.
Do you like flying kites?
You don't like playing chess.
Do you and Beth like skateboarding?

5 1  R  2  P  3  P  4  R  5  P  6  R  7  P  8  R
6 1 your

3 their
5 our

2 our
4 your
6 their

Unit 4
1 1 swimming
3 reading
5 drawing
7 putting

2
4
6
8

carrying
playing
going
studying

2 1 Dad's windsurfing.
2
3
4
5
6

I'm combing my hair.
Scott and Lucy are reading comics.
You're playing chess.
We're skateboarding.
Kate's listening to a CD.

3 1 Molly's reading a comic.
2
3
4
5

Mum, Molly and Toby are sitting on the beach.
Dad's making a fire.
Toby's eating a sandwich.
Charlie and Harry are swimming.

Grammar Friends 3 © Oxford University Press

4 1 Molly isn't reading a comic.

2 Mum, Molly and Toby aren't sitting on the
beach.
3 Dad isn't making a fire.
4 Toby isn't eating a sandwich.
5 Charlie and Harry aren't swimming.

5 1 Bob isn't reading. He's driving.

2 Your sister isn't sleeping. She's working.
3 We aren't working. We're reading.
4 Tim and Billy aren't making lunch. They're
sleeping.
5 I'm not studying. I'm running.
6 You aren't running. You're studying.
7 Mrs Green isn't driving. She's making lunch.

Unit 5
1 1 Is he lighting a fire?
2
3
4
5

Is Jane doing her homework?
Are we having dinner now?
Are you and Tom playing a computer game?
Are you getting dressed?

2 1 Is the lion sleeping?
2
3
4
5

Is the monkey flying?
Are the parrots flying?
Are the kangaroos sleeping?
Is the zebra eating?

3 1 Yes, she is.
2
3
4
5
6

Yes, they are.
Yes, he is.
No, they aren't.
No, he isn't.
Yes, he is.

4 1 Am I learning English? Yes, I am.

2 Is Amy talking? No, she isn't.
3 Are my Mum and Dad sitting on the beach?
No, they aren't.
4 Are we having dinner? Yes, we are.
5 Are my Grandma and Grandpa visiting the
zoo? Yes, they are.

4 1 Is the chimpanzee eating? Yes, it is.
2
3
4
5
6
7
8

Are the snakes sleeping? Yes, they are.
Are the penguins swimming? No, they aren't.
Is the mouse eating? Yes, it is.
Is the crocodile sleeping? No, it isn't.
Is the zebra drinking? Yes, it is.
Is the spider climbing? No, it isn't.
Is the lizard diving? No, it isn't.

Grammar Friends 3 © Oxford University Press

Unit 6
1 1 ✓

3 ✗ washes
5 ✓
7 ✓
9 ✗ buys

2
4
6
8
10

✗ sings
✗ pays
✓
✗ chooses
✗ sleeps

2 1 T  He gets up early.
2
3
4
5
6
7
8

F  She doesn't go to school by car.
T  He doesn't play tennis.
F  She doesn't get dressed at 8 o'clock.
F  He doesn't go to school by car.
T  She plays tennis.
F  He doesn't get up early.
T  She goes to school by car.

3 1 doesn't go to school
2
3
4
5
6

doesn't get dressed
goes to school
don't play
plays tennis
get up

4 1 Does Heidi go to school by car?
2
3
4
5
6
7

Do you play football after school?
Do Sally and Polly eat dinner at 7 o'clock?
Do we go swimming on Tuesdays?
Do you brush your teeth after breakfast?
Does your sister like singing?
Do you and your friends like playing outside?

5 1 Yes, she does.
2
3
4
5
6
7

No, we don't.
No, they don't.
Yes, we do.
Yes, I do. OR Yes, we do.
Yes, she does.
Yes, we do.

6 1 Does your Dad have a car?
2
3
4
5
6
7
8

Does he have breakfast every day?
Do you have a shower in the evening?
Does your family have dinner together?
Do they have lots of friends?
Do we have a lot of homework?
Do I have long hair?
Does Sally have lots of toys?

Review 2
1 1 She's writing a letter.
2
3
4
5
6

They're watching TV.
He's waiting at the bus stop.
He's skateboarding.
We're doing an exam.
I'm swimming.

Answer key

9

2 1 She isn't writing a letter.
2
3
4
5
6

They aren't watching TV.
He isn't waiting at the bus stop.
He isn't skateboarding.
We aren't doing an exam.
I'm not swimming.

3 1 Are we playing football? Yes, you are.
2
3
4
5
6

Is Gina writing a letter? No, she isn't.
Is Paul driving? Yes, he is.
Are our parents making dinner? No, they aren't.
Are you and Pat doing a test? Yes, we are.
Am I meeting friends? No, I'm not.

4 1 d watches

3 a  goes
5 e  chooses
7 h  adds

5 1 get up

3 get dressed
5 have
7 stays
9 walk

2
4
6
8

f  washes
c  tries
g  makes
b  passes

2
4
6
8
10

wash
makes
don't like
eats
don't have

6 1 Do you like playing the guitar? Yes, I do.

2 Do you brush your teeth after breakfast?
Yes, I do.
3 Does Jenny get up at 7.30? Yes, she does.
4 Do you have a bike? No, I don't.
5 Do you like eating ice cream? Yes, I do.
6 Does he like playing chess? No, he doesn't.
7 Do Grandma and Grandpa live in a big
house? No, they don't.
8 Do you have toast for breakfast? No, I don't.

1 1 ✗

2 ✓✓✓✓
4 ✓✓✓

2 1 always

2 never
4 usually

3 often
5 sometimes

3 1 We sometimes go to the cinema.

2 They're often early.
3 She doesn't usually go to the swimming pool.
4 Calum and Jane never go to the theatre.
5 I always buy a ticket.
6 You don't often visit.
7 Our house isn't always warm.
8 I never go to the café.
9 I don't always go to the library on Fridays.
10 Youssef usually gets up at 7 o'clock.

10

Answer key

2
3
4
5
6
7

on Saturdays
on Sunday
tomorrow
at 7.30 p.m.
at midday OR at 12 o'clock
on Tuesday

5 1 Sophie's birthday is on Thursday.
2
3
4
5
6

Let's go to a concert in June.
We always stay in on Mondays.
We usually meet in the café on Saturdays.
John sometimes gets home at midnight.
They are fifteen in February.

6 1 He goes to the cinema on Fridays.
2
3
4
5

She usually goes to the library on Saturday.
They don't often go to the theatre.
He sometimes plays in the park.
They always go to the sports centre on
Thursdays.
6 She never goes to the museum.

Unit 8
1 Countable nouns
date
banana
lemon
apple
aubergine
glass of water
grape
raisin

Uncountable nouns
bread
fruit
asparagus
broccoli
rice
water
coffee
spinach

2 1 some coffee

Unit 7
3 ✓
5 ✓✓

4 1 on Tuesday

2
3
4
5
6
7
8

two lemons
four bananas
three oranges
some fruit
a glass of water
some spinach
some dates

3 1 an apple

2 some grapes
3 some broccoli
4 a glass of water
5 a lemon
6 some raisins
7 an aubergine
8 some rice
9 some asparagus
10 an orange
11 some dates
12 some fruit
13 a banana
14 some coffee

Grammar Friends 3 © Oxford University Press

4 1 Dad would like some grapes.

7 1 longest

5 1 Would you like some grapes? No, thanks.

Review 3

2
3
4
5
6
2
3
4
5
6

Charlie would like a banana.
Molly and Harry would like so