3 GR A MMAR PRESENTATIONS

TEACHER’S NOTES

INTRODUCTION
Summary
The Think grammar presentations provide an attractive and dynamic way to reinforce the grammar points presented in the Student’s
Book. Each presentation contains attractive artwork and photos alongside animated text. The initial slides present common grammatical
errors, after which there are slides reinforcing the rules associated with the grammar point. In addition, each presentation ends with two
communicative activities that enable students to use and practice the target language in a fun and engaging way.

Purpose
The presentations complement the grammar explanations found in the Student’s Book and provide a more dynamic representation of
language that will appeal to visual and kinaesthetic learners. The text animations encourage students to visualise the structure of English.
They demonstrate the way sentences can be broken down and rebuilt by transforming one grammatical structure into another. This leads
directly to a task based communicative activity that inspires students to connect the language structures they have just practised to real
world situations. The task based communicative activities emphasise the direct relationship between grammar practice and spoken fluency.

How to use them

The grammar presentation can be used at any point of the year after the particular grammatical structure has been presented and practised
in the classroom. They are ideal for revising the grammar structures, or for extra grammar reinforcement before an exam or at the end of
a course. It is recommended that the teacher watches each presentation before presenting it to the class. This will allow the teacher to
become familiar with the points being taught, the images that appear, and the language which has been animated. More details about each
presentation can be found in the respective Teacher’s Notes.

1. 
(DON’T) HAVE TO / OUGHT TO /
SHOULD(N’T‚) / MUST / HAD
BETTER (NOT)
Objective
The aim of this grammar presentation is to help students
understand the difference in meaning between (don’t) have to,
ought to, should(n’t), must and had better (not).
GRAMMAR PRACTICE
Show slides 2 and 3 and draw the students’ attention to
the pictures and the corresponding sentences. Read the
sentences and ask students to repeat them. Ask which
forms we usually use to give advice (ought to, should,
had better), which form we use for stronger statements
(must), and which form we use when something is or isn’t
necessary (have to). Drill the sentences.
Show slide 4. The presentation will show the incorrect
sentences first. Elicit the correct answers before showing
students the correct sentences.
Show slide 5. Explain to students that they are going to
look at a conversation where the verbs have to, ought to,
should, must and had better have been taken out. Reveal
each line of the conversation and elicit the missing verbs
from students and the reason for their choice. Reveal
the missing verbs and tell the students to role play the
dialogue in pairs.
Show slide 6. Reveal the first rule and elicit that have to
is used to say ‘this is important or necessary.’ Reveal the
second rule and elicit that must is used for obligation,
then reveal the third rule and elicit that don’t have to is
used to say something is not important nor necessary.
Show students slides 7 and 8 and explain the rules for
ought to, should and had better.
SPEAKING
Show students slide 9. Students work in pairs. Ask
students to create a short dialogue which ends with
one of the sentences on the slide. While each group
is preparing their dialogue, monitor the students’
discussions and encourage use of the target language.
Ask students to present their dialogues to the rest of the
class, but not to say the final line. When the students
have finished their dialogue, ask the rest of the class to
guess what the last sentence should be.
Show students slide 10. Put students into groups and ask
the students to discuss what advice they would give for
each of the problems. Walk around the class and monitor
the discussions. Encourage students to use the target
language. After 5–10 minutes, end the discussion. Focus
on the different problems and ask the groups for their
advice. Encourage the class to find consensus.

Think Level 3  Grammar Presentations Teacher’s Notes © Cambridge University Press 2016
 2. DEFINING AND NON-DEFINING
RELATIVE CLAUSES
Objective
The aim of this grammar presentation is to help students
understand when and how to use defining and non-defining
relative clauses.
GRAMMAR PRACTICE
Show students slide 2. Elicit which relative pronouns
we use to refer to people, things, possessions and places.
Reveal the answers as you go.
Show students slide 3. Elicit the missing pronouns for
each sentence. Read the sentences for students to repeat
once you have displayed the missing pronoun.
Show students slide 4. Ask different students to read
each sentence. Reveal the non-defining relative clauses
and establish that the information given is extra and
isn’t required for the sentences to make grammatical
sense. Highlight the use of commas in non-defining
relative clauses.
Show students slide 5. The presentation will show the
example sentences with the mistakes. Ask students to
correct the mistakes in pairs. Read the text, eliciting
and showing the answers as you go.
Show students slides 6, 7 and 8. Reiterate the rules.
Both slides show two sentences that can be joined
together using a relative pronoun. Elicit the relative
clauses from the class and then display the answers.
SPEAKING
Show students the words on slide 9. Students work
in pairs. Ask students to take it in turns to choose a
word from the slide and to describe it to their partner.
Their partner then has to guess which word they are
describing. Then students swap roles. Continue until all
words have been described.
Show students slide 10. They work in groups, firstly
completing the missing pronouns and then deciding if
the statements are true or false. If they think a statement
is false, they should be prepared to explain why. Check
the pronouns (these will appear first in the presentation)
before eliciting students’ answers to the quiz.
Think Level 3  Grammar Presentations Teacher’s Notes
3. 
MAKE, LET AND BE ALLOWED TO
Objective
The aim of this grammar presentation is to help students
understand how to use make, let and be allowed to.
GRAMMAR PRACTICE
Show students slides 2, 3 and 4. Reveal the sentences and
elicit from the students that we use make to talk about
forcing someone to do something, and let and be allowed
to to talk about permission. Highlight the grammar (let /
make + object pronoun + verb; be + allowed to + verb)
and ask students to repeat the sentences.
Show students slide 5. Ask two students to read the
dialogue. Then focus on the questions. Ask students for
the answers.
Show students slide 6. Ask students to identify and
correct the mistakes in each sentence. Elicit students’
answers and show the corrected sentences.
Show students slides 7 and 8. Read through and rules.
SPEAKING
Show students slide 9. Ask students to work in either
pairs or groups. Ask students to read each sentence and
discuss which country they think each rule or law might
apply to. After two minutes, call on students to give you
their answers. Reveal the answers as you go. If students
are working in groups, you could award points.
Show students slide 10. Ask students to work in pairs to
complete the sentences. After a minute, elicit the missing
words and reveal the correct answers. Then put students
into groups and ask them to discuss the questions. Ask
the groups to feed back to the rest of the class on their
opinions.
© Cambridge University Press 2016
 4. FUTURE CONTINUOUS AND FUTURE
PERFECT
Objective
The aim of this grammar presentation is to help students
understand how to use the future continuous and the future
perfect.
GRAMMAR PRACTICE
Show students slide 2 and focus on the example sentence.
Elicit the form of the future continuous from the students
and then ask students to repeat the example sentences.
Focus on the negative and question forms. Follow the
same procedure for slide 3, focussing on the future
perfect.
Show students slide 4. Display the sentences and give
students a few minutes in pairs to discuss the differences
in meaning. Elicit the different meanings from the
students. Focus on the use of by in future perfect
sentences to suggest a time before which the action will
be completed.
Show students slide 5. The presentation will show the
incorrect sentences first. Elicit what is wrong with each
sentence and how the sentence can be corrected. Display
the correct sentences.
Show students slide 6. Tell students to read the dialogue
in pairs and to then identify the forms being used and
why these forms are appropriate.
Show students slides 7 and 8. Reiterate the rules and ask
students to repeat the example sentences.
SPEAKING
Show students slide 9. Ask students to work in pairs.
Read the example and have students take it in turns to
choose a time reference and a profession and make a
sentence.
Show students slide 10 (or print a copy off for students
to complete) and read the first sentence. Elicit from the
students who in the class might be studying at university
in a few years’ time and have them write his / her name
against item one. Students continue writing names
(without asking their classmates) and then think of their
own two sentences. Students then walk around the class
and ask the students whether their guesses were correct.
If they are correct, have students tick their sentences.
Think Level 3  Grammar Presentations Teacher’s Notes
5. VERBS FOLLOWED BY GERUND OR
INFINITIVE
Objective
The aim of this grammar presentation is to help students
understand how to identify verbs that are followed by the gerund
or the infinitive.
GRAMMAR PRACTICE
Show students slide 2. Elicit from students what the
gerund is (the -ing form of the verb). Read the example
sentences and highlight that after some verbs, the gerund
is often used. Follow the same procedure for slide 3,
explaining what the infinitive is (to + the base form of
the verb).
Show students slide 4. The slide will show the table with
some verbs already in place. Starting from (don’t) mind
and moving clockwise around the screen, elicit in which
column each verb should go. As you click through, the
verbs will disappear from the screen and reappear in
the correct column in the table. Elicit example sentences
from students for each verb.
Show students slide 5. Elicit what is wrong with each of
the sentences and how they can be corrected. Display the
correct sentences.
Show students slide 6. Students read the story and work
in pairs to identify whether to use the gerund or the
infinitive after the verbs in red. Read through the text,
eliciting and displaying the answers as you go.
Show students slides 7 and 8. Read through the rules and
use the previous slides to reinforce them if necessary.
SPEAKING
Show students slide 9. Elicit the question to the first
statement (e.g., “What food can’t you stand eating?”).
Give students a few minutes to work out the question
forms for the other statements and write them in their
notebooks. Students walk around the classroom asking
the questions and writing the name(s) of people that
answer affirmatively.
Show students slide 10. Students work in pairs. They
choose a situation and create a dialogue in which they
use the suggested verbs to make plans or give advice.
Once students have finished, ask them to perform their
dialogue to the class.
© Cambridge University Press 2016
 6.  PHRASAL VERBS
Objective
The aim of this grammar presentation is to help students
understand how to use a variety of phrasal verbs.

GRAMMAR PRACTICE
Show students slide 2. Read the sentences and check
what we mean by a separable phrasal verb (A verb and
particle that can be separated). Check where the pronoun
should come (the object can go either after the verb or
the particle, except pronouns, which can only go after the
verb) and where it shouldn’t come (after the verb when
an object pronoun is used).
Follow the same procedure for slide 3, highlighting how
the verbs are inseparable. Show students slide 4. Give
students time to match the meanings and find the two
phrasal verbs with different meanings (break down and
work out have two meanings). Display the answers. The
slide includes phrasal verbs from Unit 7.
Show students slide 5. Elicit what is wrong with each of
the sentences and how they can be corrected. Display the
correct sentences.
Show students slide 6. Students work in pairs to read the
dialogue. Show students slides 7 and 8, checking how
phrasal verbs are used. You can use previous slides to
further reinforce the rules.

SPEAKING
Show students slide 9. Students create a story using as
many of the phrasal verbs as they can. This activity can
be done in groups – where students focus on one story
– or as a whole class. If done as a class activity, start
off the story with a sentence containing a phrasal verb
from the presentation (e.g., “Yesterday, I went to pick up
my cat from a friend.”) then ask a student to continue
the story by adding another sentence using a phrasal
verb (“But when I set off, I realised I’d left my house keys
inside my house.”). Continue around the class until all the
students have added to the story or the story has reached
a sensible conclusion.
Show students slide 10. Students work in pairs or groups
to discuss the questions or statements. Ask students to
report their answers to the class.

Think Level 3  Grammar Presentations Teacher’s Notes © Cambridge University Press 2016