grammar3 teacher´s book

8/18/2019 Grammar3 TEACHER´S BOOK

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Grammar Three © Oxford University Press 2011

Grammar Three Teacher’s Guide

Introduction

Grammar Three is the highest level in a series of

four grammar books designed to make English

grammar clear, interesting and easy to understand

for young learners. The books are designed to

complement any coursebook, and they cover the

same basic grammar syllabus as most beginners’

courses, and all the grammar needed for the

Cambridge Young Learners English Tests. The books

can be worked through systematically, or particular

units can be selected and used as needed. The

revision units practise the grammar covered in the

preceding units.

Grammar Three is ideal for young learners andpre-teens during their first few years of English

language study. It has a communicative, activity-

based approach. Alongside the written exercises

(which can be completed in class or done as

homework), there are oral and pairwork exercises,

puzzles and classroom games.

The material revolves around the daily life of an

English family, their friends, and an alien creature

called Trig. Trig is learning English. His role in the

book might be a comic one, but its function is

serious. His struggles, frustrations and triumphs are

a mirror of the pupils’ own experience.

Each chapter begins with a short text or dialogue

which uses the target structure (or structures),

usually accompanied by an illustration to help

learners understand the situation. A ‘Words to

learn’ box highlights important or useful words

which will be used in the unit. A ‘Grammar lesson’

summarizes the grammar points, usually in the

form of a table or in a few simple sentences of

explanation accompanied by example sentences.The exercises which follow provide practice of the

grammar and range from simple word insertion

to more challenging tasks requiring the writing of

sentences.

Notes on the third edition

The third edition has been revised and updated

to ensure its continued relevance and appeal to

young learners all over the world. Although the

structure and content remains largely the same,

the following changes have been made:

• New starter level for slower and more thorough

introduction to basic grammar topics

• Increased emphasis on vocabulary (specific

vocabulary exercises in the Student’s Book)

• Preparation for Cambridge Young Learners English

Tests in the revision units

• Audio CD in every Student’s Book so that students

can listen to the presentation dialogues and texts

and ‘listen and repeat’ the words in the ‘Words to

learn’ boxes

• A speaking activity at the end of every unit (e.g.

pairwork or a class game)

• All units are now four pages long and the unit

layout is more convenient for ease of use by

young learners

• Completely revised student’s website, which

includes more interactive activities and more

listening activities, as well as games

• Online teacher’s resources, including worksheets,

tests and answer key.

Teacher’s online support material

Download the following materials for Grammar

Three:

• teacher’s guide (this document)

• 24 worksheets (one worksheet for each unit)

• 1 entry test

• 5 revision tests (one test for each revision unit)

• 1 exit test

• answer key for student’s book, worksheets and

all tests.

www Trig’s website

Your students will enjoy visiting Trig at his website.

They can go to www.oup.com/elt/trig to explore

interactive activities, listening tasks, and to play

interactive grammar games!


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Guide to phonetic symbols

Vowels

iː tea

i happ yɪ sit

e ten

sad

ɑː car

ɒ dog

ɔː ball

ʊ book

u actual

uː f ool

ʌ cup

ɜː birdə away

eɪ pay

əʊ so

aɪ cr y

aʊ now

ɔɪ boy

ɪə dear

eə chair

ʊə sure

Consonants

p put

b bestt tell

d day

k cat

ɡ good

ʈʃ cheese

dʒ just

f f irst

v van

θ three

ð this

s sellz zoo

ʃ ship


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1 Are you running away?

Present simple and present continuous

Entry test

You may wish to set an entry test for your

students before they start using GrammarThree. This test is available as part of the

downloadable tests, and revises all the

grammar taught in Grammar Two.

Aims

• To revise the present simple and present

continuous tenses

• To introduce the characters Jenny, Anna, Nick,

Tom, Amanda, their pets and Trig the alien

Presentation

1 Start by looking at the picture with the students.

Point to Anna, Jenny and Trig and ask: Who’s

this? What’s her/his/its name? (Students can

obtain this information by looking quickly at

the beginning of the text.) Make sure students

understand who the three characters are, and

also what an alien is.

2 Tell the students they are going to read about

Anna and the alien. Play the listening track andlet students listen and read.

3 Ask the class some comprehension questions.

Tell students to call out the names Anna, Trig or

Jenny. Ask questions like: Who lives in Merton?

Who lives in Kingsley? Who lives in Triglon? Who

doesn’t have any friends in Merton? Who is green?

Who has an Aunt Sarah? Who likes Trig?

4 Ask the students what kind of words are in

bold in the story text (verbs) and what tenses

they are in. Go through the rules about the use

of the present simple and present continuous

tenses with the class, eliciting examples from

the students, e.g. for present simple ask them

to say something they don’t usually do (wear

pyjamas to school, eat cake for breakfast, come

to school by aeroplane, etc.). Ask them to tell you

something they like, love, hate, etc.

5 For the present continuous, ask students to tell

you something temporary they are doing at the

moment (e.g. studying the Romans in history,

learning to play a new Wii game). Then ask themto say something about their future plans, e.g.

This evening/this weekend, I’m … .

Notes on the exercises

2 Before they start, draw students’ attention to

the example Nick gets up, and remind them toadd the s in the third person. Check students

understand bone (which you can draw on the

board to explain) and bury.

4 This exercise involves students writing full

sentences in the present simple tense. Check

they understand the words for the different

types of TV programmes mentioned – cartoon,

comedy, game show, wildlife programme quiz.

Ask for an example of each.

6 Before students start the exercise, you could

draw a very rough map of the United Kingdom

on the board to show students the location of

Scotland. Look at the photos and ask them to

point out Edinburgh castle and Loch Ness, etc.

Check understanding of the vocabulary items

sightseeing, historic place, relax.

8 Partner interview

Before beginning the pairwork activity, give

students a minute to write down as many Wh-

questions as they can think of about TV habits.When the minute is up, ask students to call out

the different questions and put them up on the

board, e.g. When do you watch TV? Where do

you watch TV? Who do you watch TV with? Elicit

questions with How often, How many (hours

a day/week, etc.) Also ask for some examples

of questions in the present continuous. When

you are sure all the students know plenty of

questions, put them into pairs and tell them to

take turns to interview their partner about their

TV habits. When they have finished, they canswap partners and do the activity again.

Worksheet 1

You will need one copy of this worksheet for each

student in your class. The online worksheet gives

students extra practice in constructing sentences

with adverbs of frequency.


Encourage your students to complete the online

activities for this unit at www.oup.com/elt/trig.


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2 Something funny happened

Past simple and past continuousAims

• To revise the formation and use of the past

simple and past continuous tense

• To compare and contrast how the tenses

are used

Presentation

1 Focus students’ attention on the picture and on

the text. Tell students they are going to read/

hear Nick talking about Tom’s football match,

and that you want them to find out the following

information: Did Tom’s team win? There is a dog

in the story. What did the dog do?

2 Play the listening track. The students readand listen and try to find the answers to the

questions. At the end of the recording, elicit the

answers to the questions

3 Ask students to find the three verbs in the text

that are in the past continuous tense (was

winning, weren’t playing, was running). Ask why

these verbs are continuous when the other

verbs in the text are in the simple past. Elicit

from the students, or explain that these verbs

describe a ‘background’ action that was goingon over a period time when it was interrupted by

something else.

Grammar lesson

• Go through all the rules for the formation and

use of the past simple and past continuous in the

grammar lesson with the class. Put the model

Yesterday I was …ing when suddenly …. on the

board and ask all the students to write their own

original sentence based on it (with one verb in

the past continuous and one in the past simple).At different times in the lesson, ask different

students to tell you their sentence. Make sure

that you have asked every student by the time

the class finishes.

Vocabulary and Words to learn

Check students understand lucky, over, score, a

goal, nil, kick and supporter and ask some other

comprehension questions, e.g. Were Tom’s team

playing well at the end of the match? (No.) What

was the score when Nick decided to leave? (One nil.)

What happened when the player from the other

team kicked the ball? ( The dog stopped it from

going into the goal. ) Why did Tom’s supporters love

the dog? (Because it helped Tom’s team to win the

match.)


4 Explain the difference between subject and

object questions with who. In a subject question,

e.g. question 2: Who taught him to sew? – we

want to find out who did something. The

pronoun who is the subject of the interrogative

sentence, and did is not used/needed. Object

questions, e.g. question 4: Who did he meet? are

used when we want find out who something

happened to or was done to, and the normalrules apply.

6 Partner interview

Explain the word embarrassing by saying that

doing an ‘embarrassing’ thing might make you

go red in the face (blush) and wish that other

people can’t see you. Look at the examples and

provide more if necessary.

If students find it difficult to think of an

embarrassing thing (or don’t want to tell their

partner/the class about it), ask the class toprepare two short imaginary anecdotes based on

the following prompts:

I …. one day, when I noticed that someone was

following me. I …

My friend was dancing at a party when suddenly

she realized that …

I … when I found an interesting …

It was late and my brother was coming back

down the mountain when …

Students tell the anecdotes to their partner –they should add details and make them as long

as possible. For homework, ask them to write up

the stories they listened to.

Worksheet 2


student in your class.





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3 You’re good at drawing

The -ing form; so and neitherAims

• To introduce the use of the -ing form after certain

verbs and after prepositions

• To teach and practise so and neither

Presentation

1 Look at the illustration with the class and ask:

What are the children talking about? (Elicit the

answer The school magazine). Ask students

to look at the illustrations and read the text

whilst you play the listening track. Tell them

to find out which of the children enjoy writing

stories and reports (you can say that a report

is a story in a newspaper that gives the factsabout something), interviewing people, drawing

cartoons.

2 Play the listening track. The students listen and

read and look for the information to answer the

question. Students should be able to tell you

that Amanda likes writing stories, Tom and Nick

want to interview people, Anna enjoys drawing

cartoons and Nick wants to write sports reports.

Grammar lesson

• Go through the rules for using the -ing form with

the class. Explain that students will have to learn

the small group of verbs that take the -ing form,

but that most verbs to do with liking or not liking

things are part of this group. Check students

understand don’t mind as a construction (i.e. that

it is always in the negative). You could add that

most verbs to do with starting or finishing are

also followed by the -ing form, e.g. start, begin,

stop, finish, give up.

• Go through the rules for using the structuresso do I (did, can, was, etc.) and neither do I (did

can, was, etc.). Emphasize that so do I is used

for positive statements only and neither do I for

negative statements only. Conduct a substitution

drill with the class to get them used to using the

appropriate verb forms, e.g. you make positive or

negative statement and the class have to reply

using so/neither and the appropriate verb form,

e.g. I don’t like cats. Neither do I.

I hate playing football. So do I.

I can’t draw. Neither can I.

Nick’s good at maths. So am I.


Establish the fact that prepositions are also followed

by the -ing form, and say to the students that as

well as to be good/bad at, there are many useful

and commonly used expressions with adjective +

preposition they can learn, e.g. bored with, tired of,

excited about, interested in, afraid of, sorry about,

etc. Put some of these up on the board and invite

different students to give you example sentences

by telling you about things they are bored with

doing, interested in doing, etc.


2 Make sure students understand what all theactivities are and that the ticks in the table

correspond to the people’s feelings about each

one.

3–4 Remind students that the correct verb to use

in the so … neither … answers is not necessarily

the verb they can see in the sentence, but might

be the correct auxiliary verb that is used with

this tense or in this construction, e.g. do/does

for present tense statements. Tell students to

prepare to ask at least four questions about what

their partner is good at and interested in. You

could extend the activity by asking them to add

questions about things their partner might be

tired of, bored with, afraid of, excited about, etc.

8 Class activity

Give students some time to prepare theirsentences about themselves and encourage

them to use a variety of verbs, e.g. to say what

they can/can’t do, did/didn’t do yesterday, are

good/bad at, interested/not interested in,hate/love doing.

Worksheet 3


student in your class. The online worksheet gives

students more practice with the -ing form and with

choosing the correct auxiliary in phrases with so

and neither.


Encourage your students to complete the onlineactivities for this unit at www.oup.com/elt/trig.


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4 Nick’s been working

Present perfect simple and present perfect continuous

Aims

• To revise the formation and use of the present

perfect simple tense

• To introduce and practise the present perfect

continuous tense

Presentation

1 Direct students to the text and tell them to read

and listen whilst you play the listening track. At

the end, hold up the picture of Nick painting the

fence, point to the fence, ask What’s this? (Elicit

It’s a fence – this is likely to be new vocabulary)

Ask What’s Nick been doing? Elicit He’s been

painting the fence. Have the students repeat He’sbeen painting the fence several times, followed

by He’s been painting the fence for two hours

and He’s been working hard all morning. Explain

that this structure is called the present perfect

continuous.

Grammar lesson

• Go through the rules for the formation and use

of the present perfect continuous with the class.

Write the whole verb paradigm on the board and

drill the forms thoroughly. Point out that the only

element that changes is the use of has in the

third person singular instead of have.

Positive Negative

I have been (’ve been) haven’t been working

You have been (’ve been) haven’t been working

He has been (’s been) hasn’t been working

We have been (’ve been) haven’t been working

They have been (’ve been) haven’t been working

• Go through the rules for the form and usage of

the present perfect simple tense. Explain its usewith just, already and yet, and with ever and

never.

• Explain to students that the use of the present

perfect continuous emphasizes the duration of

the activity or the fact that it hasn’t finished.

Compare: I’ve been painting the fence this

morning ( the speaker might only be halfway

through the job) with I’ve painted the fence this

morning (and I’ll paint the door this afternoon) –

we know the activity is finished.• Finally, make sure students understand the

difference between since and for – since is used

to refer back to a point in time and for is used to

talk about the duration– I’ve been painting the

fence since 9 o’clock, since last Wednesday, since

you arrived, but for two hours, for a week, for a

long time.


Check students understand the meaning of all the

verbs – particularly feed, which may be a new item.

Students might be able to guess it from the context

since it’s the only verb that goes with pet fish, but

you can explain that it means ‘to give food to.’


1 To give students some guidance, tell them thatthere are sixteen past participles to be found in

the word square.

4 Quickly revise the difference in meaning between

since and for before students start the exercise.

Also, check they understand marathon, karate

and essay.

5 In order to make the right decision about

which tense to use, remind students to check

the structure of the sentences. Sentences with

still, yet, already, never and ever will be in the

present perfect simple tense. Sentences with for

and since are likely to be in the present perfect

continuous tense. Also remind students that

if the action is unfinished, the present perfect

continuous is more likely to be used.

6 Class game

In order to give students a bit more scope, tell

students they could talk about other kinds of

activities as long as they can describe them

using since and for , e.g. I’ve been sharing abedroom with my brother for the last six years. My

dad’s been working in a supermarket on Saturday

mornings since the summer.

Worksheet 4


student in your class. The worksheet provides more

practise of the use of the present perfect simple and

continuous with yet, just and already , for and since.

www Trig’s websiteEncourage your students to complete the online



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6 How much do you want?

QuestionsAims

• To revise and practise question formation

•

To teach formation of negative questions• To teach and practise subject questions with who

and what

• To practise why don’t you? for making

suggestions

Presentation

1 Start by brainstorming question words (or

interrogative pronouns) with the class. Ask

students how many different question words and

phrases they know and write all their suggestions

up on the board, e.g. what, why, when, where,

which, who, how long, how many, how often, how

much, etc.

2 Focus students’ attention on the text. Play the

listening track whilst they listen and read.

3 Tell students to close their books so they can’t

see the notes in the Grammar lesson and ask

them to tell you the rules for how to form yes/no

questions (the verb or the auxiliary verb comes

before the subject) and ‘information questions’

(start with the question word followed by theverb or auxiliary verb, and then the subject).

Elicit examples of questions from the students

using the question words on the board you

brainstormed earlier.

Grammar lesson

• Ask students to open their books and go through

the explanation of subject questions with who

and what, in which the interrogative pronoun is

the subject of the sentence, e.g. Who saw Nick?

What happened? Contrast these with object

questions, in which who or what is the object of

the verb, e.g. Who did Nick see? What did Trig do?

If possible, get the students to generate some

more pairs of examples, e.g. Who loves you?

Who do you love? What are you making? What is

making that horrible noise?

• Go through the examples of negative questions

and Why don’t you/we? for making suggestions

with the class. Provide more examples as

necessary.


Check students understand lend, front light and

knock over and ask some comprehension questions,

e.g. What does Nick want? (He wants Tom to lend

him some money.) What did Tom buy yesterday? (A

new light for his bike.) Who broke the light? (Trig.)


1 Check that students understand puzzle

(question 1), neat (question 5) and worry

(question 8) for this activity. Elicit or tell them

that the opposite of neat homework is untidy or

messy homework.

2 Tell students that this question is about a murdermystery and elicit from the students or tell them

what murder and murderer mean. Also check

understanding of kill and detective.

3 Point to the photograph of the shark and ask

What’s this? before students begin the exercise.

Ask why sharks are dangerous and tell the

students it is because they are very fierce/

aggressive, have a good sense of smell (question

2) and sometimes attack humans (question 10).

6 Partner interview Give students some preparation time to read

through the questionnaire and think about their

possible answers before you put them in pairs

for the speaking. Tell them to think about extra

information that they could give after their

initial yes/no answer. For the speaking activity,

move the students around so they work with a

different partner, perhaps someone they have

never worked with before. Encourage students to

give as much detail for each question as possible.

Worksheet 6


student in your class. The worksheet practises

question words and question formation with be,

have, do and can.





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7 The film had almost finished

Past perfect simple; past perfect continuousAims

• To teach the form and usage of the past perfect

simple and past perfect continuous

• To practise the past perfect tenses in context,

alongside other narrative tenses

Presentation

1 Focus students’ attention on the picture. Tell the

class that Nick went to the cinema yesterday, but

he didn’t get to see the film. Ask students to find

out why Nick didn’t see the film.

2 Play the listening track whilst the students read

and listen.

3 Put these pairs of words on the board: money –

forget, key – not take, Paul – go out. Ask students

to use the word pairs to explain why Nick didn’t

see the film – He had forgotten his money, he

hadn’t taken his key, Paul had gone out. Elicit the

sentences (if necessary, refer students to the

book) and explain that this is the past perfect

simple tense. Go through the rules for the

formation and use of the past perfect simple in

the Grammar lesson with the class.

Grammar lesson

• Explain that the past perfect simple tense is ‘the

past in the past’. We use it when we are talking

about the past, but we want to talk about an

action that happened before that. We are talking

about the past, but we want to refer back to

something further in the past.

• Drill the form (had + past participle) thoroughly

and mention that the past perfect simple is often

used with because, so and after.

• Go through the rules for the formation and use

of the past perfect continuous tense with the

students and study the examples.


Check students understand the word key – draw a key

on the board or show them one of your own keys to

demonstrate. Also check lend and borrow. You could

say that to lend something is to give it to someone to

use, but for a period of time only, not forever; borrow is

to take and use something that belongs to somebodyelse, but only for a certain period of time. To practise,

get students to pass different objects to each other

round the class – the person giving the object says,

I’m going to lend you this …, and the person receiving

it says, I’m going to borrow this … from you.

Notes on the exercises1 Make sure students understand the importance

of being clear about which of the actions came

first. It is the earlier action which will be in the

past perfect simple. Check the students know

sun cream, fail and revise.

4 Tell students that they should think about

whether the verb is a repeated action that has

duration, i.e. could go on over a period of time

(and might be unfinished), e.g. to cry, to play

football to shop – in which case they will use thepast perfect continuous tense. If the verb is for a

completed action without duration, something

happens and then it’s finished, e.g. forget, lose,

break – they will use the past perfect simple.

5 Partner interview

In order to ensure students get optimum question

practice – and also to make asking the questions

a more meaningful exercise – you could get them

to prepare the questions in advance. You could

also stipulate that they answer their partner’squestions from memory without being able to see

the story. Give students a comfortable amount of

time to read the text through several times and

prepare four or five questions. (They should work

individually and not show the questions to their

partners). When everyone is ready, sit students

back to back and one student in each pair can

ask their questions (they shouldn’t read questions

out, but they are allowed to consult their notes)

and their partner should answer them. When they

have finished, they should swap roles then swap

to a new partner.

Worksheet 7



exercises which contrast the past perfect simple

and continuous.




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8 She bought me a present

Verbs with two objects; time clausesAims

• To introduce the concept of direct and indirect

objects

• To practise using verbs that take two objects

• To practise using the appropriate tense in time

clauses

Presentation

1 Focus students’ attention on the text and

illustrations. Play the listening track whilst the

students listen and read. Ask: What did Ben get

for his birthday? (A camera.) Check the students

understand camera, school trip, as soon as.

2 Ask some comprehension questions, e.g. Who

gave Ben a present? (Aunt Sarah.) When is he

going to use it? (On the school trip.) Has Ben

shown the camera to his friends yet? (No, he’s

going to show it this evening.) What is Tom doing

this evening? (He’s got football training.)

3 Put the sentence Aunt Sarah gave Ben a present

up on the board. Explain that Aunt Sarah is the

subject of the sentence – she does the giving –

but that the sentence has two objects – Ben and

the camera. The camera is the direct object – it’swhat Sarah gave – and Ben is the indirect object,

the person she gave it to.

Grammar lesson

• Go through the notes about verbs with two

objects in the Grammar lesson. Stress the fact

that the order of the direct and indirect object

can change, depending on what the speaker

wants to emphasize. If the indirect object is more

important, it will go at the end of the sentence

with to or for in front of it.Underneath Aunt Sarah gave Ben a present write

Aunt Sarah gave a present to Ben on the board

as an example. Use this model in a substitution

drill with the verbs listed in the Grammar lesson

– give, send, lend, show, write, buy and make

(substituting for with to as necessary) – Aunt

Sarah gave a present to Ben. Aunt Sarah gave Ben

a present., etc.

• Go through the time clauses with the students.

Stress to students that we don’t normally use willand would with time clauses, only present, past

and perfect tenses. The most common mistake

that learners make when using when, as soon

as, before, after, until, etc. is to use the will future

in the time clause, e.g. I’m going to use it when

I will go on the school trip instead of when I go

on the school trip, so students will probably needreminding about this several times.


1 Remind students that if the indirect object comes

at the end of the sentence, it will have to or for in

front of it.

2 Before students start the exercise, get them to

tell you what all the presents in the pictures are.

3 Check that students understand the vocabulary

engine, neighbour and complain. It might alsobe a good idea to remind the students of the

meaning of as soon as and until, because they

might not be sure of them out of context. You

can tell them that until means ‘up to the time

when something happens’ and as soon as means

‘immediately after the time when something

happens’.

5 Partner interview

To provide a context for the students asking

questions, you could organize this activity as an

information gap. One student can see the pictures

and knows who gave what to whom. The other

student has to ask questions in order to complete

a table with this information. For variety, or if you

wanted to do the activity a second time you could

invent a different set of presents. Use the names of

students in the class and get them to tell you what

imaginary funny or silly presents they would give to

each other, e.g. Carola gave an elephant to Jan, Stefi

gave Luca a helicopter, etc.

Worksheet 8


student in your class. The worksheet provides

additional practice of to and for and also practises

time expressions.





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9 Ben said he could take some photos

Indirect speech in the past; tell and say Aims

• To introduce and practise the verb tense patterns

in reported speech

• To practise the different uses of say and tell in the

context of direct and indirect speech

Presentation

1 Focus students’ attention on the picture.

Nominate five students – or ask students to

volunteer – to take the roles of Anna, Tom,

Nick, Amanda and Ben, and another student to

read the narrator’s line at the top. The students

read the text aloud to the class and act out the

meeting.2 Now tell the class you are going to hear what

Jenny said to Mr Blake about the meeting. Play

the second half of the listening track whilst the

students read and listen. (You will either have to

get this ready beforehand and put it on ‘pause’,

or have students listening again to the part they

have just read aloud.) Draw students’ attention

to the fact that the tenses change from direct to

indirect speech. Ask the students, one by one, to

repeat the lines for the characters they read, and

after each one, repeat the utterance in reported

speech, e.g.

Anna: I’m drawing the cartoons.

Teacher: Anna said she was drawing the cartoons.

Grammar lesson

• Go through the table of the tense changes with

the class. Tell the students they can consider it

as the verbs from direct speech moving ‘back’ a

tense as they are reported.

•Revise the differences between say and tellwith the class. Tell the students that the most

important thing to remember is that tell is always

to someone. Tell always has an object. Say is used

in direct speech and in indirect speech without

an object – when we are just reporting what was

said, and not to whom it was said.

• To practise, repeat the transformation exercise

with the dialogue. Ask different students to

read the roles of Anna, Tom, etc. and a different

student each time to read Jenny’s report.


2 Check students understand what happened in

the accident – you might want to draw on the

board for this. The girl on the motorbike wasbehind the man in the car. He stopped suddenly

when a dog ran into the road, so the motorbike

crashed into the back of the car. Check the

students understand damaged (give them the

pronunciation), repair and mess.

4 It will help students to make the right selection

if you remind them of the punctuation used

in direct speech – i.e. that it is introduced by a

comma after ‘said’ and before the opening speech

marks. The presence of a comma after said indicates that what follows must be direct speech

and not that + indirect speech, e.g. Tom said, ‘You

can make a lot of friends when you join a club.’

5 You may need to remind students that may

changes to might in reported speech since this is

the first time they have come across it during the

activities. Refer them to the Grammar lesson on

page 40 to check.

6 Since these texts are quite demanding, it might

be a good idea to read them together as a class

(different students read aloud) and answer anyvocabulary questions, e.g. violent, violence, blood,

real, influence, believe, weak, before students

complete the questions.

7 Partner and class activity

You might prefer to conduct this activity in groups

rather than as a whole class if you are worried about

the time it could take for every member of the class

to report back. For variety, or as an extension activity,

you could introduce some other topics you think your

students might have opinions about (but only ask

the students for one line about these), e.g. fast food,

homework, shopping, the internet and computer

games, clothes and fashion, sleep, etc.

Worksheet 9


student in your class. The worksheet practises the

change of tenses in past reported speech and the

use of say versus tell.




12/26


10 You mustn’t forget your camera

Mustn’t and don’t have to; had better and would rather

Aims

• To introduce students to a range of structures for

expressing obligation and necessity

• To introduce and practise structures for giving

advice

Presentation

1 Start by drawing a very rough map of the United

Kingdom on the board. Mark the position of

London and ask students if they can tell you

where Scotland and Wales are. Draw arrows to

the appropriate places. Explain that there are a

lot of mountains in Wales, so tourists go there to

do outdoor activities. Say that Ben is going on aschool trip to Wales and they are going to hear

Anna giving him some advice about it.

2 Play the listening track through whilst the

students read and listen. Check students

understand sleeping bag, tent and torch and ask

some comprehension questions, e.g. Does Ben

need a sleeping bag? (No.) Where is he going to

stay? (In a hotel.) Why does he think he needs to

take a torch? (In case they go out at night.) Why

does he need a camera? (To take photos for the

school magazine.)

Grammar lesson

• Go through the rules and the description of the

use of mustn’t, don’t have to and needn’t with

the class. Check students understand that we

use the base form of the verb after all three

structures. (After don’t have to, as well as after

mustn’t and needn’t).

• Check students’ understanding of the structures

by writing the activities below on the board andasking students to make sentences about them

using mustn’t, needn’t and don’t have to.

talk when the teacher is talking

wear your school uniform at the weekend

eat in class

hand your homework in early

come to school with your dog

bring the teacher a present every day

• Go through the structures had better (not) for

giving advice and would rather to express apreference. Practise the structures by giving

the students some situations and asking them

to give you a piece of advice using had better ,

e.g. I’m taking an exam tomorrow. (You’d better

revise for it.) I’m really tired. (You’d better go to

bed early.) Then give them some situations and

get them to tell you what they would rather do,e.g. get up early or go to bed early, drink milk or

drink orange juice for breakfast.


2 Check students know passport and make sure

they understand that they have to use their own

ideas to complete exercise 2b.

6 Check that the students understand backpack

and that they know what a youth hostel is.

7 Partner activity

You could do this activity with the whole class.

Students could stand up and walk round the class

telling each other what they would like to do at the

weekend. They must never agree with their partner,

however, but always say they would rather do

something else instead.

You could use a similar format to practise had

better. Students think of a problem they need

advice about, e.g. I can’t do my maths homework,

I’ve had an argument with my sister and walk roundthe class exchanging problems and advice with

different partners.

Worksheet 10



extensive practice of must and don’t have to and an

additional exercise distinguishing had better from

had rather.



Revision 2 (units 6–10)

Students should do the revision unit at the end of

unit 10. Exercise 8 is an example of a Cambridge

Young Learners English Test task type.

Test 2

A downloadable test that covers all the materialin units 6–10 is available. Once your students have

completed revision 2, it is a good time to ask your

students to complete this test.


13/26


11 It must be something exciting

Must, can’t and could for deductions; so and such

Aims

• To teach and practise must, can’t and could for

making deductions

• To introduce the modifiers so and such and the

conjunction so that

Presentation

1 Focus students’ attention on the illustration.

Ask what Mrs Bell has in her hand and elicit that

she’s holding an envelope. Tell the students to

listen and read the text to find out what’s in the

envelope.

2 Play the listening track whilst the students

listen and read. Check for any difficulties withvocabulary, e.g. handwriting, hardly, theme

park, fantastic, generous. Elicit that the envelope

contains tickets for a theme park from the

children’s uncle.

3 Explain that since the children didn’t know for

sure what was in the envelope or who it was

from, they had to make deductions based on the

information they did have. Go through the rules

for using must, can’t and could with the class.

Explain that we use must and can’t when we feelcertain, and could when we are not sure or are

making a guess.

Grammar lesson

• Go through the rules for using so and such with

the class. Explain that we use so to intensify

adjectives and make their meaning stronger. Ask

students to underline all adjectives in the text

and to make phrases using so (which always

goes before the adjective), e.g. Surprises are so

exciting, Uncle Peter’s handwriting is so untidy,Uncle Peter is so generous.

• Contrast so with such. Such also intensifies the

meaning of the words that follow it, but it is used

before a noun (usually in the pattern adjective

+ noun). Look back at the examples with such

in the text and ask students to transform the

phrases they made with so into phrases with

such + adjective + noun, e.g. such an exciting

surprise (or such exciting surprises), such untidy

handwriting, such a generous uncle.• Draw students’ attention to the note that that

can be used after so and such to talk about the

result. Look at the example in the text – such

untidy handwriting that I can’t read it – and elicit

consequences for the other example sentences

from the students, helping them with their ideasas necessary, e.g. It’s such an exciting surprise./

It’s so exciting that … I can’t wait to tell my

friends./I didn’t believe it at first.


1 With a stronger group, you could get students

to explain their deductions in 1b using because,

e.g. The straw bag can’t belong to Frank because

it has women’s sandals in it.

2 You could take the opportunity to point outthe sentence stress here, which always falls on

can’t/must/could – and get students to practise

reproducing it by reading the example text aloud.

3 Check students understand rollercoaster,

dangerous and feel sick.

5 Class activity

Other categories that the students could do this

activity with include: animals, articles of clothing,

fruit and vegetables, hobbies and free-time

activities, jobs, countries, films and TV programmes,etc.

To introduce an element of competition – and to

encourage the class to use the target structures

you could divide the class into two teams for this

activity and award points for each deduction made

using must/can’t/could, etc. The teams take turns

to ask a yes/no question about the word, e.g. Can

you …? Do you …? Is it a …? Each time they can

preface a question with a deductive statement –

then it can’t be, must be, could be – their team getsa point. If the team guesses the word correctly,

they get two points.

Worksheet 11


student in your class. The worksheet practises must,

can’t and could for deduction and so and such in

descriptions.




14/26


12 They’re both from Liverpool

Both and neither; all and none Aims

• To teach both and neither for describing and

comparing

• To introduce all and none to talk about groups of

people or things

Presentation

1 Focus students’ attention on the illustration. Tell

them they are going to hear about a new band,

and you want them to tell you what’s special

about them. Play the listening track whilst the

students listen and read the text.

2 Check the students understand guitarist,

musician, singer and song. Try to elicit a guitaristplays a guitar, a musician makes music and a

singer sings songs. Ask the students what they

think is special/different about the band and get

them to tell you that they all write songs/are

vegetarian/do yoga, etc.

Grammar lesson

• Go through the rules and examples for the use of

both and neither, and all and none with the class.

Explain that we use both and neither to describe

and compare two people or things, and all and

none to describe a group, i.e. a set of more than

two people or things.

• Point out the similarities between the two sets of

structures:

Both and all – take a plural verb and come after

the verb be and before other verbs, e.g. They both

write/They all write songs.

Neither and none – take a singular verb (although

none can also take a plural verb) and come at the

beginning of the sentence, e.g. Neither of them/

None of them eat meat.

• To practise, elicit examples about people in the

class. Ask two students of a similar height and

colouring to stand at the front of the class and

elicit sentences like – They have both got dark

hair, They are both quite tall, Neither of them

have got blue eyes, Neither of them are wearing

glasses.

• Ask everyone in the class to write two sentences

about the class – one beginning We are all/We all… and the other beginning None of us … When

everyone is ready, ask for volunteers to read out

their sentences, e.g. We are all good students, We

all work hard, None of us arrives late, etc.

Notes on the exercises1 Check students understand beard and mask. You

might also want to teach the expression identical

twins.

3 In order to give students more ideas about ways

to compare themselves with each other, suggest

that they could also think about family (brothers

and sisters), possessions, pets, where they live,

how they come to school, etc.

4 You could extend this activity by asking students

to construct the negative answers for some ofthe questions using the structures neither of

them and none of them.

8 You could suggest that the students make some

of these sentences negative using the structure

none of us.

9 Class game

Brainstorm ideas for ways of describing peoplewith the class and build up a list on the board,

e.g. Both of them/They are both/Neither of them

have … hair/eyes, are tall/short/medium height,

are wearing …, are sitting …, etc.

In order to challenge students more, you could

specify which two people in the class are going

to be described. Write down two names on a

piece of paper and give it to the student – who

then goes to the back of the class so the other

students can’t see who they looking at when

they speak. (The class are not allowed to turn

round.) After each sentence of the description,

the class is allowed to make a guess about whois being described. The student who guesses

correctly takes the next turn.

Worksheet 12



comparing two people using both and neither, and

also talking about a group using all, some and none.





15/26


13 If I had some money

Conditional sentences type 2; uncountable nouns

Aims

• To introduce conditional sentences type 2 and

practise using them

• To practise identifying more abstract uncountable

nouns and using them in context

Presentation

1 Tell the students that they are going to read

and hear Nick, Jenny and Amanda talking about

money. Ask what verbs the class can think of to

talk about things you can do with money. Try to

elicit earn, save and spend. Write these words

on the board and teach them to the class if the

students don’t know them.2 Tell the students to read and listen whilst you

play the listening track. Ask them what Nick,

Jenny and Amanda would do if they had some

money (Nick would buy a new DVD player and

Amanda would buy jewellery and perfume).

Check the students understand any new

vocabulary, especially baby-sitting, jewellery,

perfume and advice.

Grammar lesson

• Go through the rules for how to form and use

conditional sentences type 2 with the class.

Emphasize that the second conditional deals

with things that are imaginary and in people’s

heads only. To illustrate this, you could draw a

stick figure on the board with a thought bubble

coming out of its head, and write the words

‘second conditional’ in it.

• Focus on the structure If I were you …, for giving

advice (and also as an example of using a

comma when the if clause comes first, and ofusing were instead of was). Elicit some examples

from students, e.g. How would you advise

someone who … felt tired in class all the time? (If

I were you, I’d go to bed early ), … didn’t have any

friends? (If I were you, I’d join a club.)

• Elicit what the students already know and

can tell you about uncountable nouns, then

go through the Grammar lesson. Draw their

particular attention to the fact that uncountable

nouns can sometimes be made countableby expressing them as ‘a piece of’ … advice,

information, jewellery, furniture, etc.


2 Tell students that it is possible for the if I were

you clause to come second in the sentence

(question 3) and to use the structure to give

advice against doing something – I wouldn’t buy

a new one if I were you.

4 Refer students back to the Grammar lesson

on page 60 if they are having difficulties with

this exercise. If an item is something you can

hold in your hand, it is probably uncountable,

e.g. gold, wood, etc. (These are materials, not

specific objects.) Abstract nouns are abstract and

therefore intangible. Liquids and products, like

flour, have to be put in container before you canhold them.

To explain to students why hair in contexts such

as His hair is brown behaves like an uncountable

noun. You can tell them they should consider

hair as ‘a head of hair’ – i.e. a bunch or mass

of hair that can’t be broken down into smaller

pieces.

5 Advise students to decide which words are

uncountable first, and then to try locating them

in the puzzle.

6 Partner interview

You could tell students to talk not only about what

they would buy , but what they would invest in,

what charities they would donate to, who they

would help, etc. Ask students to report back to the

class about their partner’s plans.

Extension Give students some additional scenarios

to discuss, e.g. what they would do if they could

spend a day with a famous person/discovered their

best friend had cheated in an exam/had to spenda year on a desert island?

Worksheet 13



additional practice of identifying uncountable nouns

and constructing conditional sentences type 2.




16/26


14 I want to be a vet

Verbs with to + infinitive; let and makeAims

• To introduce and practise verbs with to + infinitive

•

To teach the forms let and make to expresspermission and obligation

Presentation

1 Tell the class they are going to read and listen to

Jenny and Anna talking about their future. What

plans do each of them have? Ask students to

read and listen whilst you play the listening track.

Grammar lesson

• Go through the list of verbs that take to +

infinitive with the class. The structure thatlearners usually have the most difficulty with is

verb + object + infinitive, so it would probably

be helpful to put the whole paradigm up on the

board, with examples of all the object pronouns.

Dad wants me to … We’re teaching her to …

They won’t allow you to ... Can you help us to …

She asked him to … I invited them to …

• Drill each verb through with the class, running

through all the pronouns, e.g. Dad wants me to …

Dad wants you to …, Dad wants him to …. in order

to embed the pattern for the students. Invite

different students to propose ways in which the

sentences could be completed, e.g. Dad wants

me to watch less television.

• Study the structures let and make with the class.

Explain that they can also be used with an object,

but they are followed by the infinitive without to.

With the class, drill through the paradigm with

the object pronouns for each verb (My parents/

my teacher let(s)/make(s) me/you/he/she, etc.)

and brainstorm possible ways to complete thephrase.

• Finally, compare and contrast the structures would

like/love/prefer/hate to versus like/love/prefer/hate

+ -ing. Explain that would like/hate, etc. to refers to

a specific thing a person wants to do on a specific

occasion, whereas like/hate, etc. + -ing talks about

the general attitude towards things.


Check for any difficulties with vocabulary that maybe new, e.g. university, voluntary work. Elicit that

Jenny’s plans are to go to university and become

a doctor, but she wants to travel and do voluntary

work first, and that Anna’s plan is to become a vet

(although her dad wants her to become a dentist).


3 Common mistakes that learners make with

the structure verb + object + infinitive include

phrases such as The teacher wants that I finish

the homework, He wanted that she come.

If you have heard your students make these

kinds of mistakes in the past, you might want to

write them up on the board before they begin

this exercise, and ask the class to correct them.

5 Quickly revise the meaning of let versus makebefore students begin this exercise. You could

write on the board: let = permission. I let you do

it = I allow you to do it; make = obligation. I make

you do it = You have to do it.

7 Partner interview

With the class, establish that the two question

forms students need to use for this activity are: Do

your parents make you …? and Do your parents let

you …? Practise the pronunciation and intonation,

drilling the questions thoroughly with the group so

that students can produce the form accurately and

with ease. Give the class a minute to look through

the ideas in the box and ask them if they can add

anything of their own about what their parents

let and make them do. Emphasize that students

should try not just to give yes/no answers, but to

follow up with additional information. Students

then take turns to ask and answer questions with

their partner.

Worksheet 14



some of the most common verbs with to and the

infinitive, like versus would like and make versus let.





17/26


15 It needs repairing

Need + -ing; have something done; could and would

Aims

• To introduce need + -ing form

•

To teach have/get something done• To revise could and would and practise formal

requests

Presentation

1 Focus students’ attention on the picture and ask

What’s the problem/What’s wrong with Jenny’s

tennis racket? Elicit It’s broken and ask students

to listen to/read the text and find out what Jenny

wants to do.

2 Play the listening track whilst students listen and

read the text. Elicit that Jenny wants to have her

tennis racket repaired. Ask Is she going to repair it

herself? (No, she’s going to have it repaired at the

sports shop.) Explain that we use the structure

have something done (have + object + past

participle) to say that somebody does a job for

us. We use it to refer to things we lack the ability

to do ourselves, e.g. have the house painted, have

the car repaired, have the windows replaced.

3 Ask some more comprehension questions

about the text, e.g. What does Jenny want Nickto do? (Take the racket to the sports shop.)

What does Nick suggest? (That the racket needs

sticking.) Explain that we use the need + -ing

form to say that something should be done to a

person or thing. Get the class to give you some

examples: you say a problem and they respond

with what needs doing, e.g. The car is dirty. (It

needs cleaning.) Your hair is too long. (It needs

washing.) The computer is broken. (It needs

repairing.)

Grammar lesson

• Read through the rules and examples for the

need + -ing form and have/get something done

with the class. Draw students’ attention to the

word order and emphasize that have something

done and get something done mean exactly

the same thing, but the latter is more informal

language.

• Finally, look at the note about could you/would

you and could I/we for making polite requests.Give students some situations and ask them to

tell you polite ways of asking for help, e.g. You

are thirsty – Could you/would you bring me some

water please? Could I have some water, You need

a pen – Could I borrow your pen, please?


8 Team game

Demonstrate the game by miming Could I have the

bill please? Divide the class into two teams, who

take turns to send a student to the front to mime

a restaurant request for the other team to guess.

You could also write the requests on paper and

give them to the team to mime, rather than relying

on them to invent scenarios each time. A more

creative group may enjoy the game if they have theopportunity to be inventive.

Extension Give the class other scenarios to make

requests in, e.g. someone in bed in hospital

(Could you close/open the curtains, bring me some

headache pills, take my temperature, please etc.);

someone on an aeroplane (making requests to both

air stewards and their fellow passengers); someone

with a broken arm and leg who needs help getting

up in morning and having breakfast (Could you

brush my hair, bring me my toothpaste, put on myshoes, please?)

Worksheet 15



practice of the structures have/get something done

and needs + -ing; it also practises polite requests.








Test 3

A downloadable test that covers all the material in

units 11–15 is available. Once your students have

completed revision 3, it is a good time to ask your



18/26


16 The photo I like best

Relative clausesAims

• To teach relative pronouns

•

To practise using relative pronouns

Presentation

1 Focus students’ attention on the illustration and

tell students they are going to hear and read

about Amanda’s holiday. Ask them to find out

where she went on holiday and who the boy in

the green T-shirt is.


and listen. Elicit that Amanda went on holiday to

Italy and the boy in the green T-shirt is Robert,

who was staying in the flat next door. Checkstudents understand stay, flat, next door and

pop singer. Ask What funny thing happened in the

restaurant? Elicit that Robert’s chair broke and he

fell into his spaghetti.

Grammar lesson

• Go through the rules for using the relative

pronouns who, which, that, where and whose.

Explain or elicit from students that we use who

to refer to people, where to refer to places, whose

when we are talking about possession and which

to refer to things (which is often used when we

are talking about one of several things, e.g. the

photo which I like best – I took lots of photos).

• Explain that that can be used for things and

for people. There is no difference in meaning

between the boy who I met, and the boy that

I met. If students are confused about whether

to use who or that, tell them that that is more

informal and very common in spoken English, but

if they are in any doubt, it is probably better tostick to who.

• Explain that when who/that/which (i.e. the person

or the thing you are talking about) is the object

of the relative clause, you can omit the relative

pronoun, e.g. The boy , who/that I met yesterday.

Emphasize that this is not possible with where

and whose, which can never be omitted from the

sentence.

• The aspect of using relative pronouns that

students can feel most unsure about initially ismoving prepositions to the end of the sentence.

Explain that they will need to do this if the verb

is a phrasal verb (e.g. the photos that we were

looking at – look at is a phrasal verb), or if there is

preposition before the noun being referred to by

the relative pronoun (e.g. the flat that we stayedin. The noun we are referring to is the flat and we

stayed in it.)


5 Review the rules for when you can omit the

relative pronoun from the sentence before you

start this exercise. Check students understand

that the relative pronoun can’t be omitted in

the first example sentence because it is the

subject of the clause it is in (the magazine ison the chair); however, in the second sentence

the pronoun can be omitted, since Nick, not the

exercise book, is the subject of the clause.

6 Team game

Give the students some extra help with vocabulary

they might need for describing historical/cultural

facts and events, e.g. The person who … ruled,

founded, started, fought, conquered, killed, saved,

invented, discovered, wrote, composed.

What’s the name of the famous … king, queen, ruler,general, writer, politician, scientist, poet who ..?

The place where (or in which) … was born, was

fought, was won, was made, was built, was

performed.

What’s the name of the famous … building, castle,

bridge, mountain, cathedral, monument.

Whilst students are writing the questions, go

round helping with ideas and vocabulary, and try

to ensure that they don’t all write the same thing.

Encourage students to write as many questionsas possible.

Worksheet 16



additional practice – using relative pronouns in

information texts.





19/26


17 Nick told Ben to be quiet

Indirect questions, commands and requestsAims

• To teach how to form indirect commands and

requests

• To practise making commands and requests in

indirect speech

Presentation

1 Focus students’ attention on the pictures and tell

them they are going to hear Nick, Ben, Jenny and

Tom talking abut the school magazine. Ask them

to find out what it is that Ben wants to tell Nick.

2 Play the listening track whilst the students listen

and read the text. Elicit that Ben wanted to tell

Nick that there was a worm in his salad. Checkunderstanding of worm, salad, questionnaire and

interrupt.

3 Ask students to look carefully at the way each

of the conversations is reported in the short

paragraph underneath every picture. Ask

What do you notice about the word order when

questions are reported? Ask for four volunteers to

be the children, and other volunteers to read the

reported speech paragraphs underneath each

dialogue. The students read the text aloud to theclass.

Grammar lesson

• Elicit or tell the class that the word order in

reported questions is the same as in statements.

Go through the rules about the formation of

indirect questions with the class. Make sure

students understand that we don’t use do/does/

did as auxiliary verbs, neither do we use question

marks. Also tell them that we begin indirect yes/

no questions with if or whether and we use ask,want to know and wonder, as reporting verb

question words (such as what, where, etc.) are

repeated in the indirect question.

• Ask students what they can tell you about tense

changes in indirect questions, and elicit or tell

them that the verb ‘goes back’ a tense, just as in

reported statements. Go through the list of tense

shifts with the class and drill with examples, e.g.

with go – go→ went, went→ has gone,

has gone→

had gone, will go→

would go, etc.• Go through the formation of indirect commands

and requests with the class, and elicit more

examples from students by asking them what

the teacher (has) told them/(has) asked them to

do in class today/yesterday.


1 Remind students that if the question has a

question word in it, they need to repeat this in

the indirect question. If it is a yes/no question,

they should use if to report it. Establish that,

since we are reporting a conversation with a little

boy, all the you/your pronouns will change to he/

him/his.

3 Establish that the students should use asked

Jenny/Mum/Dad, etc. to … for requests, and told Jenny/Mum/Dad, etc. to … for commands.

4 Partner activity

Read through the instructions for what to do in the

case of a fire with the class and check students

understand fire brigade and panic . Try to get

students to make additional suggestions, e.g. Set

off/turn on the fire alarm, Don’t go back into the

building to fetch belongings you have left behind.

Tell students they have to remember as many of

the instructions as possible to report back to theclass. Give them a few minutes to study the text,

then ask them to work in pairs and take turns to

report what the notice says. You could introduce

an element of competition into this exercise by

getting the students to write down what they can

remember and then getting the pairs to report back

to the class. The pairs get a point for each correct

reported sentence, with a bonus for reporting extra

suggestions. The pair with the most points at the

end wins.

Worksheet 17



practice with indirect question forms and contrasts

them with commands and requests.





20/26


18 You ought to turn it down

Ought to and should; phrasal verbsAims

• To introduce ought to and should for giving advice

•

To teach some of the properties of phrasal verbsand the rules that govern them

• To practise using some common phrasal verbs

Presentation

1 Focus students’ attention on the picture and

ask them to listen and read whilst you play

the listening track. Ask some comprehension

questions, e.g. Why does Jenny want Nick to

turn the music down? (Because their mum’s got

a headache.) Why doesn’t Nick turn the music

down when Jenny asks him to? (Because he can’thear her.)

2 Ask students to tell you what verbs Jenny uses

to tell Nick what to do and elicit should and

ought. With the class, go through the rules in the

Grammar lesson for using should and ought to

+ infinitive. Emphasize that these two verbs are

synonyms – i.e. they have the same meaning –

and that ought to is principally an alternative for

should in positive statements. In questions and

negatives, we usually use should.3 Ask what other phrasal verbs (verbs that are

formed with a verb + adverb) the students know

– apart from turn down and give up in the text.

Tell students to close their books and give them

one minute to write down as many common

phrasal verbs as they can. Brainstorm the results

and put up a list on the board. Compare it with

the list on page 84.

Grammar lesson

• Explain that phrasal verbs are very common inEnglish, so it’s important to be able to use them

properly. Read through the rules and examples

about the position of the phrasal verb adverb in

relation to the object of a sentence. If students

remember that when the object of the sentence

is a pronoun, the phrasal adverb must go to the

end of the sentence; this will help them to avoid

mistakes.


Check students understand loud and turn down,

and take the opportunity to elicit/teach their

opposites, quiet and turn up.


1 Go through the problems and suggested

solutions quickly with the students before they

start the exercise. Check they understand to have

an argument with and apologize to.

2 Students will need to know government, tax and

waste money for this activity. Ask students who

finish quickly to write a sentence, or sentences,

about what they think the government of their

country ought to or shouldn’t do.

4 Extend this exercise by asking students to write

down at least one more item to go with each

phrasal verb. Check students understand form

(fill in a form) and mess.

6 Remind students that the adverb part of a

phrasal verb can’t come before an object

pronoun in a sentence. So, if the object of the

sentence is a pronoun – me, you, it, him, her, us –

then the adverb will go to the end.

e.g. I’ve already taken off them. ✗

I’ve already taken them off. ✓

7 Partner activity

Tell students that the scenario for their dialogueis a parent talking to a lazy teenager whose

room is a terrible mess and who never helps in

the house. The parent has to tell the teenager at

least six things they ought to and shouldn’t do,

using phrasal verbs where possible. The teenager

has to protest and make excuses. Give the pairs

ten to fifteen minutes to prepare and write a

dialogue together, and then get the pairs to act

out the dialogue in front of the class.

Worksheet 18You will need one copy of this worksheet for each


extensive extra practice of should and ought, and

also reviews some of the most common phrasal

verbs.





21/26


19 It isn’t fair, is it?

Question tags; wish + past simple; plural nouns

Aims

• To revise adverbs and practise making

comparisons with them

• To teach and practise wish + past perfect

Presentation

1 Tell students they are going to listen to Amanda

and Jenny talking about their favourite band. Put

the following questions up on the board and ask

students to read the text and listen whilst you

play the listening track.

What’s the name of the band they are talking

about?

What isn’t fair?What does Nick wish?

2 When students have finished reading and

listening, elicit the answers. (The name of the

band is Power ; the girls think it isn’t fair that they

can’t go to concert, and Nick wishes he didn’t

have listen to them talking about Power ).

Grammar lesson

• Ask students why Nick wishes he didn’t have

to listen to the girls. Why is the verb in the pasttense? Explain that we use the structure wish +

past simple to talk about something we wish was

different in the present. Study the examples in

the Grammar lesson with the class, and explain

that the use of the past tense here resembles its

use in conditional type 2 sentences. It indicates

that the action is not real, but what a person is

imagining, e.g. Jenny wishes she had enough

money, but the reality is that she doesn’t have it.

• Draw students’ attention to the question tags in

the dialogue. Explain that the purpose of theseshort questions at the end of sentences is to seek

the agreement of the person you are talking to.

• Go through the rules for the formation and use of

question tags and the examples with the class.

Make sure that students understand that the

verb they use in the question tag will be the same

verb as in the statement, except for verb forms

that employ an auxiliary to make negatives and

questions, in which case it will be the auxiliary

verb. So, for present simple verbs, the questiontag will be do or does, and for past simple verbs it

will be did, etc.

• Look at the list of irregular plural nouns with the

class and elicit example sentences (containing

the word and using a plural verb) from the

students. Check students understand all thevocabulary, e.g. tights, shorts, pyjamas, glasses.


2 Remind students that they will continue

using negative question tags for the positive

statements, but they will need to use positive

question tags for negative statements, which are

introduced here.

3 Make sure students understand that all the

things that the people in the pictures are wishingare not real – they are just wishes or ideas in

their heads.

5 Class game

Ask students to work in small groups and give

prepare and ten statements similar to those in

Ben’s quiz. They should use the same verb tense

and subject area, but change the subject, e.g.

instead of the Eiffel Tower is in Paris, they could

say the Kremlin is in Moscow or the Acropolis is in

Athens. If you wanted to add an additional layer ofdifficulty, you could tell students to make some of

the sentences negative and some of them factually

incorrect. When the students are ready, the groups

can play the game against each other. One group

starts by saying the sentence and the second group

has to add the correct sentence tag. The second

team gets a point for every correct sentence tag

they produce and earns a bonus point if they

correct a factually incorrect sentence.

e.g. First team: The 2010 football World Cup washeld in Australia …

Second team: … wasn’t it? No, it wasn’t. It was held

in South Africa.

Worksheet 19



question tags and I wish + past simple statements.

It also reviews irregular plural forms




22/26


20 I don’t feel like swimming

Verbs with to + infinitive or -ing formAims

• To revise verbs that take to + infinitive and to

introduce more examples

• To revise verbs that take the -ing form and to

introduce more examples

• To compare and contrast the forms

Presentation

1 Start by telling the class that Anna is bored and

Jenny is going to make some suggestions about

things to do. Ask students to read and listen to

the text, and to make a note of the four different

things that Jenny suggests.

2 Play the listening track whilst the students

listen and read the text. Make sure students

understand kick, refuse, approve of. Elicit that

the four things Jenny suggests are swimming,

playing tennis, riding and going to the zoo.

3 Ask students to tell you the reasons Anna gives

for not wanting to do each of these things. Write

the reasons up on the board.

She doesn’t know how to play tennis.

She hates getting wet.

She doesn’t know how to ride . She doesn’t approve of keeping animals in zoos.

Ask students why the -ing form is used in some

of these sentences and the infinitive + to is used

for others. Refer them to the Grammar lesson for

help and give the class a minute or two to read

through it on their own.

4 Invite students to raise their hands if they can

explain the use of the -ing form or the infinitive

+ to for each sentence. Elicit that we use the

-ing form after certain verbs, many of which areconnected with liking and disliking (e.g. hates

getting wet); and also after prepositions (approve

of keeping). We use the infinitive with to after

certain verbs and after question words (how to

ride, what to do, etc.).

Grammar lesson

• Go through the structure verb + object + to

infinitive with the class and drill the paradigm:

to advise/ask/persuade/help/invite/order/persuade

Nick/Jenny/me/you/him/her/us/themto do something.

• Confirm that there is no significant difference in

meaning between I hate getting wet and I hate

to get wet (but that it is better to use the -ing

form if the students are comfortable doing so).Also go through stop and remember + -ing form

versus to + infinitive.


4 Advise students to go through all the questions

quickly first and note which question word they

think would be necessary in the direct questions,

e.g. We’d like to see Big Ben. How do we get

there? This will help them to choose which item

from the box (question word + verb pair) to use intheir answer.

7 Partner activity

Give the students time to think of three things they

remember doing in the past and three things that

they must remember (or mustn’t forget) to do in

the future. Encourage them to think back to some

of their earliest memories from childhood.

After students have exchanged ideas with a

partner, you could extend the activity with a

drawing game. A student comes to the front ofthe class and draws the scene from one of their

sentences on the board. The rest of the class have

to guess if it’s a past memory or future obligation

sentence and what the sentence is.

Worksheet 20


student in your class.








Test 4

A downloadable test that covers all the material in

units 16–20 is available. Once your students havecompleted revision 4, it is a good time to ask your



23/26


21 Play it more slowly

Comparison of adverbs; wish + past perfectAims

• To revise and practise using adverbs

•

To teach and practise some irregular adverbs• To introduce wish + past perfect for past regrets

Presentation

1 Focus students’ attention on the picture. Tell

them that Nick’s band are rehearsing and they’re

practising a new song. Write the following

questions on the board:

How are the band playing at the moment?

How did they play yesterday?

Who is playing worse than he did yesterday?

What does the band do when the neighbours

complain? (Explain complain, if necessary.)

Tell the students to read and listen to the text

and answer the questions.


and listen. When they have finished, check

for any difficulties with vocabulary and elicit

answers to the questions.

3 Ask students to tell you what part of speech the

verbs in bold are. Elicit that they are adverbs

(they describe a verb) and draw the students�

grammar3 teacher´s book

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