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Grammar3 TEACHER S BOOK
Grammar3 TEACHER S BOOK
Introduction
Trigs website
Grammar Three
Vowels
i
i
u
u
a
a
Consonants
tea
happy
sit
ten
sad
car
dog
ball
book
actual
fool
cup
bird
away
pay
so
cry
now
boy
dear
chair
sure
Grammar Three
p
b
t
d
k
d
f
v
s
z
put
best
tell
day
cat
good
cheese
just
first
van
three
this
sell
zoo
ship
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: Whos
this? Whats 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 and
let 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
doesnt 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 dont 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 them
to say something about their future plans, e.g.
This evening/this weekend, Im .
Grammar Three
Partner interview
students a minute to write down as many Whquestions 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 can
swap 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.
www
Trigs website
Presentation
1 Focus students attention on the picture and on
the text. Tell students they are going to read/
hear Nick talking about Toms football match,
and that you want them to find out the following
information: Did Toms team win? There is a dog
in the story. What did the dog do?
2 Play the listening track. The students read
and 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, werent 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 going
on 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.
Grammar Three
6
Partner interview
Explain the word embarrassing by saying that
Worksheet 2
You will need one copy of this worksheet for each
student in your class.
www
Trigs website
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 facts
about 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 dont 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 structures
so 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 dont like cats.
Neither do I.
I hate playing football.
So do I.
I cant draw.
Neither can I.
Nicks good at maths.
So am I.
Grammar Three
8
Class activity
Give students some time to prepare their
Worksheet 3
You will need one copy of this worksheet for each
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.
www
Trigs website
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 Whats this? (Elicit
Its a fence this is likely to be new vocabulary)
Ask Whats Nick been doing? Elicit Hes been
painting the fence. Have the students repeat Hes
been painting the fence several times, followed
by Hes been painting the fence for two hours
and Hes 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) havent been working
You have been (ve been) havent been working
He
has been (s been) hasnt been working
We have been (ve been) havent been working
They have been (ve been) havent been working
Go through the rules for the form and usage of
the present perfect simple tense. Explain its use
with 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 hasnt finished.
Compare: Ive been painting the fence this
morning (the speaker might only be halfway
through the job) with Ive painted the fence this
morning (and Ill 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
Grammar Three
Class game
Worksheet 4
You will need one copy of this worksheet for each
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
Trigs website
Presentation
1 Focus students attention on the text and picture,
and ask them to read and listen whilst you play
the listening track. Ask some comprehension
questions, e.g. When and where did Tom see
Ben? (About ten minutes ago in the park.) Why
does Tom think Jason is a good football player?
(Because he scored five goals in the match.)
Why does Jason think Ben is a good goalkeeper?
(Because he saved ten goals.)
2 Ask the students to tell you which verbs in the
text are in the past simple (saw, did you see,
played, did you win, lost, scored, had, played,
saved) and which are in the present perfect
simple (have you seen, have you ever played,
Ivehad, has asked).
3 Without letting students look at the Grammar
lesson, ask them to explain how to form the
past simple tense of regular verbs. (Add ed to
the base form of the verb, use did for questions
and negatives.) Clarify that it is often used with
time expressions which locate the action at a
give time in the past. Brainstorm some examples
of time expressions with the students and/or go
through the ones in the book.
4 Still not allowing students to look at the
Grammar lesson, ask them to tell you how to
form the present perfect simple tense. (Use has/
have as the auxiliary verb and the past participle
form of the main verb.) Clarify that the present
perfect is used for finished actions in the past
but at an unknown, unstated time. Study the
examples in the text again. Remind students that
the present perfect simple is also used with ever,
never, just, already and yet.
Grammar Three
Partner interview
Worksheet 5
You will need one copy of this worksheet for each
student in your class. The worksheet contains more
exercises which contrast the present perfect with
the past simple.
www
Trigs website
Test 1
A downloadable test that covers all the material
in units 15 is available. Once your students have
completed revision 1, it is a good time to ask your
students to complete this test.
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 cant
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 the
verb 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 dont you/we? for making suggestions
with the class. Provide more examples as
necessary.
Grammar Three
Partner interview
Worksheet 6
You will need one copy of this worksheet for each
student in your class. The worksheet practises
question words and question formation with be,
have, do and can.
www
Trigs website
Presentation
1 Focus students attention on the picture. Tell the
class that Nick went to the cinema yesterday, but
he didnt get to see the film. Ask students to find
out why Nick didnt 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 didnt
see the film He had forgotten his money, he
hadnt 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.
Grammar Three
Partner interview
Worksheet 7
You will need one copy of this worksheet for each
student in your class. The worksheet provides more
exercises which contrast the past perfect simple
and continuous.
www
Trigs website
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, hes
going to show it this evening.) What is Tom doing
this evening? (Hes 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 its
what 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 dont normally use will
and would with time clauses, only present, past
and perfect tenses. The most common mistake
that learners make when using when, as soon
Grammar Three
Partner interview
Worksheet 8
You will need one copy of this worksheet for each
student in your class. The worksheet provides
additional practice of to and for and also practises
time expressions.
www
Trigs website
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 narrators 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: Im 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 tell
with 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 Jennys report.
Worksheet 9
You will need one copy of this worksheet for each
student in your class. The worksheet practises the
change of tenses in past reported speech and the
use of say versus tell.
www
Trigs website
Grammar Three
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 a
school 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 mustnt, dont have to and neednt with
the class. Check students understand that we
use the base form of the verb after all three
structures. (After dont have to, as well as after
mustnt and neednt).
Check students understanding of the structures
by writing the activities below on the board and
asking students to make sentences about them
using mustnt, neednt and dont 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 a
preference. Practise the structures by giving
the students some situations and asking them
to give you a piece of advice using had better,
Grammar Three
Partner activity
Worksheet 10
You will need one copy of this worksheet for each
student in your class. The worksheet provides
extensive practice of must and dont have to and an
additional exercise distinguishing had better from
had rather.
www
Trigs website
Test 2
A downloadable test that covers all the material
in units 610 is available. Once your students have
completed revision 2, it is a good time to ask your
students to complete this test.
Oxford University Press 2011
Presentation
1 Focus students attention on the illustration.
Ask what Mrs Bell has in her hand and elicit that
shes holding an envelope. Tell the students to
listen and read the text to find out whats in the
envelope.
2 Play the listening track whilst the students
listen and read. Check for any difficulties with
vocabulary, e.g. handwriting, hardly, theme
park, fantastic, generous. Elicit that the envelope
contains tickets for a theme park from the
childrens uncle.
3 Explain that since the children didnt 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, cant and could with the class.
Explain that we use must and cant when we feel
certain, 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 Peters 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
Grammar Three
Class activity
Worksheet 11
You will need one copy of this worksheet for each
student in your class. The worksheet practises must,
cant and could for deduction and so and such in
descriptions.
www
Trigs website
Presentation
Grammar lesson
9
Class game
Brainstorm ideas for ways of describing people
Grammar Three
Worksheet 12
You will need one copy of this worksheet for each
student in your class. The worksheet practises
comparing two people using both and neither, and
also talking about a group using all, some and none.
www
Trigs website
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 dont 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 peoples
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 of
using 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, Id go to bed early), didnt have any
friends? (If I were you, Id 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 countable
by expressing them as a piece of advice,
information, jewellery, furniture, etc.
Grammar Three
Partner interview
Worksheet 13
You will need one copy of this worksheet for each
student in your class. The worksheet provides
additional practice of identifying uncountable nouns
and constructing conditional sentences type 2.
www
Trigs website
14 I want to be a vet
Verbs with to + infinitive; let and make
Aims
To introduce and practise verbs with to + infinitive
To teach the forms let and make to express
permission 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 that
learners 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 Were teaching her to
They wont 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 the
phrase.
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.
Partner interview
Worksheet 14
You will need one copy of this worksheet for each
student in your class. The worksheet practises
some of the most common verbs with to and the
infinitive, like versus would like and make versus let.
www
Trigs website
Grammar Three
15 It needs repairing
Need + -ing; have something done; could and would
Aims
Presentation
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
Grammar Three
Team game
Worksheet 15
You will need one copy of this worksheet for each
student in your class. The worksheet provides more
practice of the structures have/get something done
and needs + -ing; it also practises polite requests.
www
Trigs website
Test 3
A downloadable test that covers all the material in
units 1115 is available. Once your students have
completed revision 3, it is a good time to ask your
students to complete this test.
Presentation
1 Focus students attention on the illustration and
tell students they are going to hear and read
about Amandas holiday. Ask them to find out
where she went on holiday and who the boy in
the green T-shirt is.
2 Play the listening track whilst the students read
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. Check
students understand stay, flat, next door and
pop singer. Ask What funny thing happened in the
restaurant? Elicit that Roberts 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 to
stick to who.
Team game
Grammar Three
Worksheet 16
www
Trigs website
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. Check
understanding 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 the
class.
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 dont 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.
Partner activity
Worksheet 17
You will need one copy of this worksheet for each
student in your class. The worksheet provides more
practice with indirect question forms and contrasts
them with commands and requests.
www
Trigs website
Grammar Three
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 mums got
a headache.) Why doesnt Nick turn the music
down when Jenny asks him to? (Because he cant
hear 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 in
English, so its 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.
7
Partner activity
Tell students that the scenario for their dialogue
Worksheet 18
You will need one copy of this worksheet for each
student in your class. The worksheet provides
extensive extra practice of should and ought, and
also reviews some of the most common phrasal
verbs.
www
Trigs website
Grammar Three
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.
Whats the name of the band they are talking
about?
What isnt 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 isnt fair that they
cant go to concert, and Nick wishes he didnt
have listen to them talking about Power).
Grammar lesson
Ask students why Nick wishes he didnt have
to listen to the girls. Why is the verb in the past
tense? 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 doesnt have it.
Draw students attention to the question tags in
the dialogue. Explain that the purpose of these
short 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 question
tag will be do or does, and for past simple verbs it
will be did, etc.
Grammar Three
Class game
Worksheet 19
You will need one copy of this worksheet for each
student in your class. The worksheet practises
question tags and I wish + past simple statements.
It also reviews irregular plural forms
www
Trigs website
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 doesnt know how to play tennis.
She hates getting wet.
She doesnt know how to ride.
She doesnt 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 are
connected 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/them
to do something.
Grammar Three
Partner activity
Worksheet 20
You will need one copy of this worksheet for each
student in your class.
www
Trigs website
Test 4
A downloadable test that covers all the material in
units 1620 is available. Once your students have
completed revision 4, it is a good time to ask your
students to complete this test.
Presentation
1 Focus students attention on the picture. Tell
them that Nicks band are rehearsing and theyre
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.
2 Play the listening track whilst the students read
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
attention to the Grammar lesson on comparison
of adverbs.
Grammar lesson
Go through the rules for making the comparative
and superlative of regular adverbs with the class
(by adding more and most), and look at the list
of irregular adverbs. Tell the students that these
are the most common irregular adverbs and
that they should make an effort to learn them
(particularly good well, better, best and bad
badly, worse, worst).
Ask students to find the expression Nick uses to
say he is sorry that Jenny didnt hear the band
the previous night (I wish you had heard us
last night). Ask what tense Nick uses after I wish
and elicit the past perfect. Then go through the
notes in the Grammar lesson on wish + past
perfect and explain that we use this structure to
talk about regrets things in the past that did
or didnt happen, e.g. I wish I had gone to bed
earlier last night / I wish I hadnt gone to bed so
late last night.
Grammar Three
Partner activity
Worksheet 21
You will need one copy of this worksheet for each
student in your class. The worksheet provides
extensive practice of the structure wish + past
perfect; it also reviews some of the most common
irregular adverbs.
www
Trigs website
Presentation
1 Tell the class that they are going to hear Mr
Blake, Nick and Jennys teacher, talking to
Nick and Jenny about the school party. Nick is
responsible for organizing the party and Mr Blake
wants to check that everything has been done.
Ask students to read and listen to the text and
make a note of the five different things they talk
about.
2 Play the listening track whilst the students read
and listen. When they have finished, check for
any difficulties with vocabulary, particularly
poster, hall, decorate and to book. Elicit that the
five things mentioned are posters, decorating the
hall, booking the DJ, turning the music off at ten
oclock and food.
3 Ask students if Nick has done, or is going to do
all these things himself, and elicit that he isnt.
He is one of the organizers of the party, but there
are probably lots of people doing different things
behind the scenes. Explain that because we dont
know exactly who is doing these things (and for
Mr Blake that isnt the important information,
he just wants to be sure that the party will be
ready), we use the passive form of the verbs.
Grammar lesson
Go through the formation and use of the passive
with the students. Put the examples from the
Grammar lesson of all the different tenses up
on the board and elicit more examples from the
students. Ask them to use the phrase the party
is organized (by the students), e.g. the party was
organized, the party has been organized, the party
had been organized. Continue eliciting further
examples using other phrases, until the students
seem comfortable with the structure.
Worksheet 22
You will need one copy of this worksheet for each
student in your class. The worksheet provides lots
more practise in forming passive structures, as well
as practise contrasting the different tenses.
www
Trigs website
Grammar Three
23 If he hadnt
Conditional sentences type 3
Aims
Presentation
1 Ask students to keep their books closed. Read
them the headline Baby saved by neighbour.
Ask students what they think happened. Elicit
that a man saved a baby from a burning building
and teach or revise the word ladder.
2 Tell the students they are going to find out more
about what happened. Tell them to open their
books and read and listen to the text whilst you
play the listening track. Ask them to find out
what the relationship is between the man and
the baby, and how the man found the ladder to
rescue the baby.
3 Play the listening track again. At the end, elicit
that the man (Jim) is the babys (Louises)
neighbour, and that he was able to climb up
the ladder to save the baby because the babys
father (Sam) had left it there when he was
painting the house.
4 Write the sentence If Sam had put the ladder
away, then Jim wouldnt have been able to
rescue Louise on the board and explain that
this construction (if + past perfect + would have
+ past participle) is known as the conditional
type 3 and is used when we are talking about
a situation in the past which didnt actually
happen, we are only imagining it. In this case,
Sam didnt put the ladder away, so Jim was able
to rescue the baby.
Grammar lesson
Go through the rules for the formation and use of
the third conditional with the class and study the
examples. Say that the conditional type 3 is often
used to talk about past regrets when people are
thinking about the past and wishing it had been
different, e.g. If I had worked harder at school,
I would have been able to go to university (but
Ididnt work hard at school).
Partner activity
Worksheet 23
You will need one copy of this worksheet for each
student in your class. The worksheet provides more
practice of forming and using conditional structures
www
Trigs website
Grammar Three
24 A visit to Cornwall
Tense review (present and past tenses)
Aims
To review the present and past tenses
To practise using the tenses correctly in context
Presentation
1 Focus students attention on the picture and ask
students to describe where Amanda is. Elicit that
she seems to be shut in a room and she doesnt
look happy. Write these questions on the board.
Where is the room?
What was Amanda doing when she found the
room?
What happened?
How long did it take for Nick and Jenny to find
her?
Tell the students to listen and read the text to
find the answers to these questions whilst you
play the listening track.
2 Play the listening track again. Check students
understand castle, explore, passage, trapped,
shout and guided tour. Elicit the answers to the
questions. The room is in a castle in Cornwall.
Amanda was exploring the castle when she
found it. She got trapped in the room and it took
Nick and Jenny half an hour to find her, etc.
(Students might choose to give more details,
e.g.about the wind blowing the door shut.)
3 Once you are sure that students have
understood the story you can choose either to
go through the tense review in the Grammar
lesson with them or, alternatively, to get them to
identify the tenses in the story themselves.
Grammar Three
Worksheet 24
You will need one copy of this worksheet for
each student in your class. The worksheet gives
more practice in tense manipulation and also in
identifying mistakes in tense usage.
www
Trigs website
Test 5
A downloadable test that covers all the material in
units 2124 is available. Once your students have
completed revision 5, it is a good time to ask your
students to complete this test.