grammar1_tg3p 1 teachers guide

Grammar One Oxford University Press 2011

Grammar One Teachers Guide

IntroductionGrammar One is the second 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 One is ideal for young learners and pre-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 editionThe 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 Students Book) Preparation for Cambridge Young Learners English

Tests in the revision units Audio CD in every Students 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 students website, which now includes more interactive activities and more listening activities as well as games

Online teachers resources, including worksheets, tests and answer key.

Teachers online support materialDownload the following materials for Grammar One: teachers guide (this document) 18 worksheets (one worksheet for each unit) 1 entry test 4 revision tests (one test for each revision unit) 1 exit test answer key for students book, worksheets and

all tests.

www Trigs websiteYour 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!


Guide to phonetic symbols

Vowelsi teai happy site ten sad car dog ball booku actualu fool cup bird awaye pay soa crya now boy deare chair sure

Consonantsp putb bestt telld dayk cat good cheesed justf firstv van three thiss sellz zoo ship


1 Family and friends

Entry testYou may wish to set an entry test for your students before they start using Grammar One. This test is available as part of the downloadable tests, and revises all the grammar taught in Grammar Starter.

Aims To revise and test students knowledge of subject

pronouns, possessive pronouns, the present simple tense, yes/no questions, a, an and some and have got

To introduce the characters in the stories the Bell family with Chip the dog and Trig the alien, and Nick and Jennys friends, Tom and Amanda

Presentation 1 Direct students attention to the picture of the

Bell family. Ask them to read the text and listen whilst you play the listening track.

2 Ask some comprehension questions, e.g. How many people are there in the Bell family? (Four.) Has Nick got a brother? (No, hes got a sister.) Who is Amanda? (Jennys friend.), Whos got blond hair? (Jenny and Tom.), etc. Check that the students understand chases.

3 Ask students some questions about their brothers and sisters/friends/hair colour/pets, etc., using be and have got to consolidate the vocabulary, e.g. Have you got any brothers and sisters? Is (name of person in class) your sister? (in order to elicit, No she isnt, shes my friend).

Notes on the exercises1 Before they start the exercise, tell students that

Merton is the name of the town where the Bell family lives. When you are checking the answers, make sure that they understand the adjective nice, as in nice house, and tell them its a very general adjective which can be applied to most things to describe something in a positive way, e.g. nice girl, nice cake, nice weather, etc.

2 This exercise revises many grammar points, including the present simple tense, the verb be, the verb has got, and subject, object and possessive pronouns. You might use it as a kind of diagnostic test to determine which, if any, of these areas the students have problems with.

4 Before they start the exercise, go through the pictures with the class. Point to each person and say Whos this? (so students can learn the correct pronunciation of new names). For Zoe, George, Maria and Carlo also ask Where are they from? Use the picture of Chip to introduce the words bone and bury.

5 If you havent done so already, revise the formation of the present simple tense with the class. Remind students about the third person s.

6 Revise a, an (for the singular form) and some (for the plural) with the class.

7 This exercise contrasts have got with the present simple. The students have already practised both these forms in isolation, so you could see how they manage with the exercise without further revision. If necessary, write both verb paradigms up on the board and elicit the differences from the students.

9 Partner gameBrainstorm some more words for each of the categories in exercise 8 with the whole class. Students may know words like pen and rubber for School for example, and they might want to suggest football or other sports for Free time. Go through the examples provided and write models of the question forms on the board, e.g. Have you got ...? Are you ...? Is your ....? Get the students to suggest more verbs. Check that students are clear which short answer forms to use: Yes I have, No, I havent, Yes I am, No, Im not, Yes, I do, No, I dont. Encourage students to use the short answer form in their answers, then to follow up with more information, e.g. Have you got a skateboard? No, I havent, but Ive got a bike./Yes, I have, its black and green.

Worksheet 1You will need one copy of this worksheet for each student in your class. Some pair or group work is involved, and each small group will need a dice.

www Trigs websiteEncourage your students to complete the online activities for this unit at www.oup.com/elt/trig.


2 What do you play?Wh- questions; prepositions of time

Aims To learn to form Wh- questions in the present

simple tense and to use the prepositions of time in, on and at

To practise talking about sport and other free time activities and hobbies

Presentation 1 Before students open their books, start the

lesson by asking the class Do you like sport? What sports do you play? Build up a list of different sports on the board.

2 Tell students to open their books. Ask What sport does Tom play? Play the listening track and let students listen, read and answer the question (Tom plays football.). Check students understand practise, gym, outside and match.

Grammar lesson Go through the rules for question formation and

ask students to give examples of questions with what, where and when, etc. from the text. Elicit examples of possible questions with why and who.

Look at the prepositions part of the grammar lesson and elicit more examples for each category: in + month, on + day, at + time, etc. Make sure every student gives you one example.

Put students into pairs and ask them to read the conversation aloud. They should change Toms information for real information about themselves and the sports they play. Alternatively, they can invent new information.

Vocabulary and Words to learnLearning about prepositions of time is a good opportunity to revise the days of the week, months of the year and the four seasons, as well as basic clock times. (Note that students have an opportunity to practise months of the year in exercise 7).

Notes on the exercises1 This exercise allows the students to practise the

word order in question forms. Write the elements up on the board subject, main verb, do/does, question word and ask students to tell you what the correct order is. They can look at the

example for help if they are not sure. Remind them that if the main verb in the sentence is be, they dont need to use do/does.

23 When students have finished writing the question forms, ask them to work in pairs and take turns to ask and answer the questions in these two exercises. As an extension, they could write true answers about themselves.

45 You might want to revise school subjects before students read the text, and ask students to tell you what their favourite lessons are.

6 To ensure that the list of television programmes is meaningful for students, go through it with the class. Ask for a volunteer, or volunteers, to read the names of the programmes aloud (checking pronunciation) and encourage students to guess what the programmes are about.

7 This is an opportunity for students to revise the months. You could extend it by asking students to tell you the seasons the months are in.

8 Partner gameStart the activity by telling the class about your own favourite television programmes and when they are on. You might want to introduce genre words for types of TV programme, e.g. comedy, adventure series, documentary, quiz, game show. Then tell the students to work in pairs and ask each other. Extend the activity with a class survey. Set a time limit within which students try to ask as many people as possible what their favourite programme is in order to find the overall class favourite (if there is one).You could do the second activity as a memory game. Give the students a few minutes to look at the list of programmes in their pairs, then instruct one student to close their book and try to answer their partners questions from memory.

Worksheet 2You will need one copy of this worksheet for each student in your class.



3 Trig goes skateboardingImperatives; go + -ing

Aims To learn to use the imperative form of the verb in

the positive and the negative To practise using the form go + -ing to talk about

free time activities and to learn the spelling rules for before the ending -ing

Presentation 1 Ask students to look at the illustrations and read

the text whilst you play listening track 5. Then play the listening track again and ask students to listen and repeat. Check students understand careful, fast, hit, jump, dustbin and oh dear.

2 Ask students to close their books and play the listening track a third time. Pause after each verb and invite the students to complete the phrases for you, e.g. Trig, when you go ... (Stop the listening track here and elicit the word skateboarding). Be careful. Dont ... (Stop the listening track here and elicit the phrase go fast).

Grammar lesson Go through the rules for forming imperatives with

the class. Ask students to identify all the positive imperatives in the texts (be careful, jump off), then all the negative imperatives (Dont go fast, Dont hit the dustbin). Check students understand what a warning is and ask them to tell you which phrase in the dialogue is a warning (be careful).

Read through the list of free time activities with go and -ing with the class. Ask students if they can think of any more, e.g. ride go riding, jog go jogging, swim go swimming, skate go skating, climb go climbing. Go through the spelling rules.

Ask the students to tell you the rule for when to use play to talk about free time activities and when to use go + -ing. We normally use play to talk about ball sports and games, but go + -ing for most other types of physical activity. (Note that there are some activities that we use do with, e.g. do ballet, do karate, do yoga.)

Vocabulary and Words to learnThe main vocabulary for this unit is related to free time activities. At some point, check that everybody in the class knows the vocabulary for talking about their free time activities in English.

Notes on the exercises13 These exercises demonstrate a range of the

different contexts in which imperative forms might be used teacher talking to a class, mother talking to a child and signs that give instructions. Make sure students are clear about the context for each activity, as this will help them choose the appropriate positive or negative imperatives.

7 Remind students to check which form of go they need to use in each question the third person singular or plural.

8 Partner gameTo prepare for this activity, ask students to think of free time activities and some questions they could ask about them, for example where people do the activity, when they do it, what they need to do it with, why they like it. Students can either do the activity in pairs and then swap partners, or alternatively you could run it as a whole class mingle. Students walk round the classroom and ask as many of their classmates as possible their questions. They make a note of the answers and give oral or written feedback on the results at the end of the activity, e.g. Three people in the class go camping in the summer.Extension To practise imperatives, you could play the game Simon says with the class. One student stands in front of the class and gives a series of instructions, e.g. Stand up, Simon says stand up, Simon says open your book. When the instruction begins Simon says the students should follow it; however, if the instruction is given by itself without Simon says at the beginning, students should ignore it. Any student who makes a mistake is eliminated from the game.




4 What is there in Merton?There is/are; some and any with plural nouns

Aims To learn and practise the structure there is/are To learn how to use some and any with singular

and plural nouns To introduce/revise places in a town

Presentation 1 Look at the map of Merton with the students.

Explain that the town is on the river Mer (point to the river), from which it probably gets its name. Also point out the names of the different streets Bridge Street, Mill Street, Park Street so that students will recognize them when they are referred to in the listening track.

2 Teach or revise the names of the different places in the town. Drill the pronunciation thoroughly (students repeat after you).

3 Play the listening track whilst students listen and read. Ask them to point to the different places in the map in their books as they are mentioned. Walk round the class while the listening track is playing, checking that students can recognize the words and find the places. Check that students understand bench.

Grammar lesson Go through the rules for using there is/theres,

there are, some and any with the class. Drill the pronunciation, particularly weak forms of there are and theres a.

Vocabulary and Words to learnThe main vocabulary set that students will learn in this unit is places in town, which are practised in exercise 3. You could take the opportunity to introduce the words for some of the objects pictured in the different places in the map, e.g. pedestrian crossing, trolley, swings and roundabout.

Notes on the exercises12 The first two exercises thoroughly drill the

use of there is/isnt a for the singular form and there are/arent any for the plural form, as well as practising places in the town. Check students understand that we use some in the plural when we arent sure about the number of things or it isnt important.

45 Students are asked to think about the buildings and facilities in their own town in these two exercises. It will facilitate whole-class discussion if the students all talk about the same town, so ask them to answer the questions in relation to the town the school is in, or another nearby town that everyone is familiar with. As you go through the answers to exercise 4 with the class, ask questions to elicit as much additional information as possible about each of the places, e.g. Where is it? What is it called? Is it small or big? Do you go there often? Do you like it?

6 You could ask the students to try to complete this exercise without looking at the map of Littleton, by relying on the clues in the grammar and syntax of each sentence only. When they have finished, they can check their answers against the town map.

7 Before they start the exercise, check students know the words for the items of food on the tables. Looking at the picture with the class, point to the different food items and ask them to tell you what they are.

8 Team gameDivide the class into teams of 6-8 students in order to give all students more opportunities for speaking. Before you start, check students understand they can use their English books to help them find words beginning with the right letter. Dont forget to tell students if they are allowed to shout out the answers, or if there is a rule that they have to raise their hands.




5 Whos behind the door?Prepositions of place

Aims To teach and practise prepositions of place To learn the words for articles of furniture and

parts of a room (floor, window, etc.) and use them to describe room layouts

Presentation 1 Hold up the picture of Jennys bedroom on page

20 so the whole class can see it. Point to each of the labelled items of furniture and say the word. The students repeat after you.

2 Tell the students to close their books and use the furniture in the classroom (or draw on the board) to help you drill the vocabulary. Point to items and ask Whats this? or Is this a ... or a ...?

3 When you are sure that students know the vocabulary for furniture, tell them to open their books again and look at the text about Jennys bedroom. Play the listening track whilst they listen and read the text.

4 Check students understand clean and tidy (you might like to introduce the opposites dirty and untidy at the same time). Ask for or choose a volunteer, or volunteers, to read the text aloud to the class. As they do so, the other students could look at the illustration in their books and point to each item of furniture as it is mentioned.

Grammar lesson Go through the prepositions of place in the

Grammar lesson with the class. Elicit an example sentence for each one from the text, e.g. Hes in the box. The rulers in therucksack.

Finally, practise prepositions of place with classroom objects. Take an item such as pencil and place it on the desk, under the desk, etc. and ask students to tell you where it is. When you think they are ready, elicit examples directly from the students.

Vocabulary and Words to learnThe main items of vocabulary to learn in this unit are for furniture and parts of a room. Since students learn floor, door, window and corner, you might also like to introduce the word ceiling. Make sure you draw students attention to the irregular plural of shelf (shelves), and to the pronunciation of drawers.

Notes on the exercises13 Make sure students understand that the

expression in front of is always three separate words, and next to is always two words.

4 Do this activity together orally as a class before students write the answers. Tell students to close their books and divide the class into two teams. The teams take turns to say, from memory, where the objects are. They get a point for each correct sentence.

6 This exercise revises and consolidates the vocabulary for furniture and parts of a room. Students who finish quickly could be asked to write similar sentences about the classroom.

7 Partner gameAsk students to draw a plan of the layout of their bedroom to help them prepare for this activity. The plans should show the windows, the door and the main items of furniture bed, chair, wardrobe, desk, bin, lamp, desk, table, (book)shelf. You can make the game more demanding if you ask students to give their partner an empty plan of their bedroom (showing the position of the door and windows). The pairs then take turns to ask questions to find out where all the pieces of furniture are and draw and label them on the plan.

Worksheet 5You will need one copy of this worksheet for every pair or small group of students in your class.


Revision 1 (units 15)Students should do the revision unit at the end of unit 5. Exercise 9 is an example of a Cambridge Young Learners English Test task type.

Test 1A 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.


6 Can you swim? Lets go swimming!Can for ability; lets

Aims To learn the structure can/cant to talk about

ability To practise making suggestions using the

structure Lets

Presentation 1 Look at the illustration with the class. Elicit the

fact that its a hot day (Ask Is it a cold day? or Whats the weather like?) Then play the listening track whilst students read the text and listen.

Grammar lesson Go through the formation and use of can in the

Grammar lesson with the students. Ask the class Can Jenny swim? (Yes, she can.) Can Zoe swim? (Yes, she can.) Can Trig swim? (No, he cant.). Then ask different students in the class Can you swim?

Draw students attention to the pronunciation of the weak form of can in questions, and contrast with the pronunciation of the strong form in short answers (Can you swim? Yes I can). Drill the weak form thoroughly with the class have students listen and repeat individually and in chorus so that they are comfortable with using it themselves and sound natural.

Explain that the construction Lets is used to make suggestions, and go through the examples with the class. Teach the students some phrases for responding to a suggestion, such as Yes, OK. and Yes, good idea!

Vocabulary and Words to learnApart from the vocabulary in the Words to learn box, students have to use a range of verb/noun collocations to talk about ability in relation to various activities in this unit. The structures include: play basketball, football, table tennis, drums, guitar ride a bicycle, a motorbike, a camel, a horse speak English, French, Greek, Japanese and also: climb trees, do maths, make a cake, catcha fish.

Notes on the exercises16 These exercises provide students with practice

in forming sentences and questions with can and cant. For most students, can is not a difficult structure to use, and the most common

mistakes that learners make are either to treat can like a regular verb and produce phrases such as I dont can ... and Do you can ..?, or to forget that can is followed by the base form, not to+base form (which results in sentences like Ican to speak English). Students are less likely to make such mistakes whilst they are practising can in isolation in exercises such as these, but you should remain vigilant that this does not happen when students start integrating can into speech and writing alongside other structures.

7-8 These activities give students the opportunity to practice the use of the structure Lets to make suggestions. Get students to read their answers to exercise 8 aloud and ask for volunteers to either agree to the suggestion or to disagree with it and make a counter suggestion (teach them the word instead to use in these cases), e.g. Lets go skateboarding. OK. Good idea./No, lets go swimming instead.

9 Team gameThis activity reviews some of the different verb + noun collocations used in the unit to talk about activities. When you go through the answers, ask students how many other expressions with the same verb they can think of, e.g. ride a bicycle ridea horse, camel, motorbike, etc. If students find it challenging to think of the different activities by themselves and this slows the game down, you can always suggest an activity yourself by writing it on a piece of paper for the student whose turn it is to come to the board. Coming up with a plausible Lets suggestion might require some ingenuity on the part of the students and may add an element of humour to the lesson, e.g. (for ride a camel) Lets go to the zoo, desert, safari park, home for camels, etc.

Worksheet 6You will need one copy of this worksheet for every pair of students in your class.



7 Trig is helpingPresent continuous

Aims To teach students how to form the present

continuous tense To start exploring how the tense is used and to

practise it in appropriate contexts

Presentation 1 Focus the students attention on the text and

illustrations. Play the listening track whilst the students read and listen. Stop the listening track each time you come to an illustration and get students to repeat the sentence(s) with the present continuous verb after the recording.

2 Choose different students to read out the sentence(s) under each picture. To make sure students understand any new vocabulary, e.g. shine, hang, dig, do the washing-up, hold up the book so everyone in the class can see the illustrations, and point to the part of the picture that shows the action.

3 Explain that the verbs in bold are all in the present continuous tense, and go through the rules for the formation of the present continuous with the class.

Grammar lesson Go over the spelling rules and drill the forms

thoroughly, getting the class to repeat after you in chorus and individually, substituting work with other verbs for variety. This will help to anchor the form in the students memories and gives supported pronunciation practice that will help them to have more confidence when they speak.

Make sure students understand that they should use the long form of be in positive short answers, even in spoken English, and the short form for negative answers, e.g. Yes, I am. (not Im) but No Im not. Yes, you are. (not youre) but No, you arent. Yes, he is. (not hes), but No, he isnt.

Explain that the present continuous is used to talk about things that are happening now, this moment. Use the class to help you build up a list of things that are happening now this moment in the classroom, e.g. Were having an English lesson, were learning about the present continuous, etc.

Vocabulary and Words to learnYou might like to look at all the vocabulary items to do with gardens and being outside in this unit tree, flower, garden, grass, bush, bird and revise them together as a lexical set.

Notes on the exercises13 These exercises are concerned with recognizing

the appropriate form of the present continuous tense for the context.

47 These exercises allow students to start practising negatives and question forms with short answers. Remind them that it is usual to use the long form in positive short answers and the short form in negative short answers. The most common mistakes that learners make in relation to the present continuous tense are to do with usage: it is often either under used (e.g. learners say it rains instead of its raining) or over used. However, the common mistakes related to formation are either to leave out the verb be or to use the wrong form of be for the context.

8 Class gameYou could enhance the element of competition in this activity by turning it into a race. Divide the class into two or more teams and prepare sets of ten to twelve cards (one set per group) with an activity written on each card, e.g. digging in the garden, making a sandwich, playing the drums. When the game starts, the first student in each team goes to the front of the class and gets card one from the teacher. They mime the action written on the card for their group to guess. When the group has guessed correctly, the next student goes to the teacher to get card two, and so on. The first group to have guessed all the activities and got through all their cards wins.




8 Can you see them?Object pronouns

Aim To teach object pronouns and explore and

practise the use of object pronouns, for example after verbs and after prepositions such as for, with and in


illustrations. Play the listening track through whilst the students read and listen. When you have played the listening track through once, ask Wheres Trig? Wheres Chip? and elicit appropriate answers revising prepositions of place from the previous unit.

Grammar lesson Go through the object pronouns and the rules for

using them with the students. Tell the students to close their books or cover the

text and play the listening track again. Stop the recording just before each subject pronoun and try to elicit it from the students, e.g. Listening track Trig and Chip are hiding. Can you see ... You [Stop the recording here, encourage students to say the next word.] Students them Alternatively, read the text aloud, or get a student to read the text aloud, and stop just before the subject pronouns to allow the class to produce them.

Vocabulary and Words to learnThe new vocabulary and Words to learn in this unit are mostly useful verbs, as in the list see, ask, look for, know, take, find, wait for, tell. Make sure that students understand that look for and wait for are two-part verbs or phrasal verbs, which must be used with the accompanying preposition.You might also if this is an area of vocabulary which students havent covered recently like to revise items of clothing in preparation for exercise 3, for which students should know shoes, scarf, socks and baseball cap.

Notes on the exercises14 The first four exercises involve students

identifying object pronouns and making choices about which pronouns to use in the context given. You can explain that the object pronoun for an animal can be him, her or it, depending on the attitude of the speaker and whether the subject pronoun used is he, she or it. The animals in the story clearly have a name and a gender, so the object pronouns him and her should be used.

5 This exercise activates all the object pronouns together. Tell students to check that they use each of the pronouns at least once.

6 Go through the categories on the list with the class and double-check that the students understand what they are. For each one, elicit another example (of a sport, film star, singer, etc.) from the class. Note that although band is a singular noun, it is more common to refer to a band in the plural (as in the members of the band), e.g. I like the Black Eyed Peas I like them.

7 This exercise revises the verbs from the Words to learn list and gives students an opportunity to practise using them. If students have problems finding a verb, tell them they can look at the Words to learn list on page 92 to help them.

8 Partner gameYou can extend the partner game and give the students more speaking practice by doing a survey of class favourites. Give each student two categories to ask about and teach the question Whats your favourite ... sport / film star / singer? Students stand up and walk round the class and interview as many other people as possible, keeping a note of the answers. At the end of the activity, the students report the results back to the class, e.g. The classs favourite colour is red five people like it.




9 Amanda likes playing tennisLike, love, hate + -ing form; one(s); would like

Aims To teach the use of the -ing form after like, love

and hate To teach and practise the use of would like (a) as

a more polite alternative to want To introduce the use of the one(s) in order to

avoid repeating the noun in a sentence

Presentation 1 Focus students attention on the picture and play

the listening track whilst they listen and read the text. Check for understanding of vocabulary, particularly lose, photograph and pony. If students ask you about one(s), tell them that it is used here to avoid repeating the word horse too many times.

2 Ask some comprehension questions, e.g. What would Amanda like for her birthday? (A pony.), What do Amanda and Jenny hate? (Losing balls when theyre playing tennis.), Who likes finding balls? (Trig.)

Grammar lesson Go through the rules for the use of the -ing

form after like, love and hate with the class. Ask some of the students if they like, love and hate doing the activities in the examples and elicit full sentences in the first person, e.g. I hate doing homework, I love riding. Stronger students might be able to generate their own original sentences about activities that they like and dont like.

Go through the explanation for the use of one(s), and supplement the example in the book with other examples, e.g. I have two pens, a red one and a blue one. There are lots of books on the shelf. The blue ones are dictionaries.

Drill the pronunciation of the different forms of would like Id like, youd like, hed like and get the students to tell you about something they would like for their birthday, for lunch, etc.

Vocabulary and Words to learn Most of the activities that the students have to talk about in relation to like, love and hate will be familiar, except for possibly paint, cook and dive. Make sure you find out from the students which real-life activities they love, hate, etc. and teach the English expressions for these.

Notes on the exercises14 These exercises involve the students

identifying different activities and talking about their attitudes towards them using like, love and hate. With stronger groups, you might consider introducing dont like doing for more variety and as a less extreme option than hate doing.

57 These exercises activate and practise the structures the one(s) and would like. If students seem to have a good grasp of the structures, you might want to contrast would like + noun with like + -ing. On the board, write the following beginnings of sentences: Tom likes ... Harry likes ... Tom would like ... Harry would like ... Underneath this put the phrases learning English, some new boots, a dictionary, playing football. Get students to explain which endings match which sentence beginning and why.

8 Class gameThis exercise recycles and revises the structure can + base form and contrasts it with the new structure like/love/hate + -ing form. If students have problems, refer them back to the Grammar lesson on page 28 for help.There are several possible ways to extend this exercise. Students could chose one or two of the activities from the list (or use their own ideas) and do a class survey, reporting back afterwards, e.g. Everyone in the class likes phoning friends. Five people in the class like buying clothes and two people hate it. Alternatively, you could ask students to compose more complex questions using what, e.g. What do you like/hate doing after school/when you wake up in the morning/before breakfast/on holiday?




10 Can I go out?Can for permission; must for necessity

Aims To teach the use of can to ask for, give and refuse

permission To teach and practise must + base form to

express necessity


illustrations. Play the listening track whilst the students read and listen.

2 Ask the class: Can Nick go to the cinema? Try to elicit the response No, he cant from the students. (If they only answer No, make it clear that this is the correct answer, but indicate that you want them to say more.)

Grammar lesson Go through the explanations of can for

permission and must for necessity. Then ask the students what Nick must and mustnt do (he must tidy his room, he mustnt go out when hes got a cold).

Draw students attention to the form of both verbs, particularly the fact that neither takes an s in the third person, nor uses do as an auxiliary verb to form questions and negatives. Drill the example sentences, getting students to listen and repeat them after you.

Get the students to practise reading the dialogue in pairs, one student taking the part of Mrs Bell, whilst the other is Nick. With a strong class, ask them to do this a second time, substituting go the cinema and tidy your bedroom with different activities.

Vocabulary and Words to learnThe new active vocabulary in this unit mostly relates to the kind of rules that parents set for their children stay out, midnight, pocket money, invite, tidy, clean, etc. You might also want to revise the language used to talk about classroom rules in exercise 3 on page 45.

Notes on the exercises12 Students already know how to use can/cant

to talk about ability, so they probably wont have too much difficulty with these first two exercises, which practise the use of can for permission.

35 These exercises give students practice in forming sentences and questions with must and mustnt. The most common mistakes that learners make are treating must like a regular verb and producing phrases like I dont must ..., or forgetting that must is followed by the base form, and not by to, which results in sentences like I must to do my homework now. Students are less likely to make such mistakes whilst they are practising must in isolation in exercises such as these, so remain vigilant for these mistakes when your students use can and must alongside other structures in future classes.

67 These exercises activate both must and can in a variety of scenarios that involve giving and refusing permission and talking about obligation. When you are going through the answers for exercises 7 and 8, you might want to ask different students to take the roles of the various speakers and read the answers aloud.

8 Partner gameFor the pairwork activity, you might want to explain to students that people often give a reason when they refuse a request (for example to borrow something), because this is more polite. Teach students the expression Im afraid ... and some possible excuses I need it myself, its broken, Ive only got one, etc. to use with their partner.



Revision 2 (units 610)Students should do revision 2 at the end of unit 10. Exercise 3 is an example of a Cambridge Young Learners English Test task type.



11 How much milk?Some and any with uncountable nouns; how much, how many

Aims To teach/revise the concept of countable and

uncountable nouns To teach and practise the use of some and any To introduce question forms with much and many

and practise talking about quantity

Presentation 1 Focus students attention on the illustration and

ask them to tell you quickly all the different types of food they can see in the kitchen. Accept any correct answers that they produce, but dont worry if they dont use some correctly yet.

2 Play the listening track whilst the students read and listen. Ask some comprehension questions to check understanding, e.g. What do Jenny and Nick want to do? (Make a cake.) Have they got any milk? (No.) How many eggs do they need? (Two.)

3 Remind students of the difference between countable and uncountable nouns. Explain that uncountable nouns are things that come in a mass which you can only quantify (count) in terms of units of weight or measurement or of the number of containers that will hold the mass. All liquids milk, water, juice, etc. are uncountable, as well as other materials such as rice, flour, sugar the sort that you put in containers rather than hold in your hands. Abstract nouns, such as time, information, advice, and money are also uncountable. (You cant hold them in your hand either because they are abstract concepts.)

4 Check students understand the concept of countable and uncountable by saying aloud the names of the different food items in the text and asking the class have to call out whether each one is countable or uncountable. If they hesitate, ask Can you hold it in your hand?

Grammar lesson Go through the rules for the use of some, any,

much and many with the class and drill the examples thoroughly.

Vocabulary and Words to learnThe active new vocabulary in this unit is concerned with food items. In addition to the words on

the list, students might not know lemon, apple, onion, omelette, soup and meat, which occur in exercises36.

Notes on the exercises14 These exercises give students practise in

distinguishing uncountable and countable nouns and using a, an, some and any appropriately.

You could extend this practice by teaching students the words for the containers shown in the illustrations across the unit a bag, a packet, a carton, a jar a bottle. Challenge the class to find as many uncountable food and drink items as possible to go with each word. Set a time limit and let them use dictionaries if necessary. The winner is the student who has the greatest number of correctly placed words across all categories. (It is possible for the same word to go in more than one category, e.g. a carton of orange juice, a bottle of orange juice.)

56 Whilst exercise 5 practises much and many, the crossword puzzle in exercise 6 brings together all the vocabulary and structures from the lesson and introduces time and money as uncountable nouns. If you didnt mention during the grammar presentation that abstract nouns are uncountable, it is a good idea to do so before students start this activity.

7 Team gameYou could involve the students in setting up the game by asking the class to brainstorm as many food items as they can think of and writing them up on the board (or appoint a student, or students, to do the writing). You can vary the context of the game from food for a picnic to food for other occasions, e.g. breakfast, a birthday party, a break-time snack, tea with grandmother, a midnight feast.




12 How often do you help?Adverbs of frequency

Aims To teach and practise adverbs of frequency To learn to use time expressions with once/twice/

three times a day/month/year to express the frequency of actions

Presentation 1 Focus students attention on the illustration. Say

This is Nicks bedroom is it tidy or untidy? Elicit that it is untidy and ask how often students think he tidies his room. Tell students they are going to hear the listening track to find out.

2 Play the listening track whilst students listen and read the text. Elicit that the answer to the question How often does Nick tidy his bedroom? is Once a year. Check students understanding of vocabulary in the text and explain busy.

Grammar lesson Go through the adverbs of frequency with the

class. Drill the pronunciation and explain that often can be pronounced either with or without the t sound both are correct.

To check students have understood the meanings of the adverbs of frequency, draw a vertical line on the board. Put a dot at the top, bottom and middle of the line and write 100% next to the dot at the top, 0% at the bottom and 40% in the middle. Add two more dots to represent 95% and 75% and write in the figures. Tell the class that this line is a diagram of the adverbs of frequency. Ask them if someone does something 0% of the time, which adverb do we use to describe this. Elicit never. Invite different students to come up to the board and write the other adverbs aways (100%) usually (95%), often (75%) and sometimes (40%) on the diagram.

For the time expressions, write once, twice, three, four (five, six, etc.) times in a column, and a day, a week, a month, a year in another. Write every ... hour, day, month, year, etc. underneath.

Invite different students in the class to tell you how often they tidy their room or do the washing up first using an expression with once/twice or every and then with an adverb of frequency, e.g. I tidy my room every week./Once a week I often tidy my room.

Vocabulary and Words to learnThe new active vocabulary in this unit is related to adjectives of description busy, funny, tired, etc. or to places beach, museum, sea. It might be a good idea to add excited and crowded, which students will need for exercise 3 to the list of adjectives.

Notes on the exercises13 These initial exercises give students practice in

formulating sentences with verbs of frequency. Before they start exercise 2, remind students that, the adverb of frequency usually comes before the main verb of the sentences, with the exception of the verb be, which the adverbs of frequency are usually placed after.

4 To encourage students to give true answers and make the exercise more meaningful for them, you could, if appropriate, teach the phrases quite often (which is more than sometimes but less than often) and rarely (which is less than sometimes but not as much as never).

5 If students are having trouble producing words like museum (for question 3) or busy (for question 5), refer them to the dialogue and the list of Words to learn on page 56 for help.

6 Partner gameMake sure you demonstrate to the class how to fold the paper once students have written the action on it. (Tell them that the action should be in the first person, e.g. I ride a camel or I clean my teeth). The paper must be folded so the action is on the back. The student who receives the folded paper then writes a time expression on the blank upward-facing fold, without looking at the action on the back. It will then be possible to unfold the slips of paper horizontally and read the resulting sentences, some of which may be funny or unlikely, e.g. I ride a camel ten times a day, I clean my teeth once a year.




13 Tom plays footballPresent simple or continuous?

Aims To compare and contrast the present simple and

present continuous tense To revise and practise adverbs of frequency and

time expressions

Presentation 1 Focus students attention on the pictures. Point

to each of the characters in turn and ask Whos this? and Whats he doing now/at the moment? Elicit: Tom hes playing football, Nick hes doing his homework and Chip hes thinking about Fluff (or any other possible variants but make sure that the present continuous tense is used and formed correctly).

2 Play the listening track whilst the students listen and read. Check there are no difficulties with vocabulary (for example talk about) and that the students understand the whole text. Ask for three volunteers to read the three different paragraphs of the text aloud. They should stop after each verb in bold and the rest of the class should call out present simple if the verb is in the present simple tense, and present continuous if its in the present continuous.

Grammar lesson Go through the rules for the usage of the present

simple versus the present continuous with the class. Emphasize the difference between facts that dont change and repeated habits (present simple), and things that are happening right now this moment and are unfinished or ongoing (present continuous).

Invite different students to give you true examples about themselves which contrast the present continuous and what they are doing right now sitting in class, learning English with the present simple and habits or repeated actions I have an English class twice a week, I usually do my English homework on Friday afternoon, etc.

Vocabulary and Words to learnThe new active vocabulary in this unit is useful verbs or verbal phrases, such as make a mistake, talk about and laugh. It might be a good idea to check these before students begin exercise 6 on page 63.

The other lexical area you might like to revise is jobs for exercise 4 on page 61 waitress, teacher, farmer, cook and bring food, drive a tractor.

Notes on the exercises14 Exercise 1 reinforces the time-related words

and phrases associated with each tense, whilst the following exercises expose students to a context for practising each tense separately. This should help them to consolidate their instinct for the circumstances in which the tense should be used.

At the end of exercise 4, you could try to get the students to compare what each of the people in the four jobs does generally in their profession with what they are doing now in the picture, e.g. A waitress works in a restaurant she brings food to the customers and helps in the kitchen. At the moment, the waitress is bringing food to the customers.

57 These exercises require students to contrast the different uses of the present simple and present continuous and to make appropriate choices about which ones to use. Make sure the students are familiar with all the vocabulary in the texts for exercise 6, since all the following activities depend upon it. You might want to check lose, make a mistake and laugh.

8 Partner game Because the students have a lot to remember for this activity, it might help them if you put a list of question ideas up on the board (see below), so they can ask as many questions as possible about Anna and Zoe. like England, play tennis, play basketball, walk in park music, weather in England play tennis, basketball practise English, tennis, basketball weather rain, sun shine? win, lose, laugh, have fun




14 Were you frightened?Past simple of be

Aims To teach the positive, negative and question

forms of the past simple of be To practise using was/were in context To teach and practise past time expressions

Presentation 1 Focus students attention on the illustration.

Point to the monster and ask Whats that? Elicit that its a monster and get the students to tell you anything about it that they can, e.g. colour, size, teeth. Tell the students they are going to find out about the monster and play the listening track whilst they read and listen.

2 Check the students understand all the vocabulary particularly dark, alone, scary noise, sharp, crazy, frightened, dream. Ask some comprehension questions, e.g. Where was Nick last night? (In an old house.) Was he with his friends? (No, he was alone.) What made the scary noises? (The monster.), Was he frightened? (Yes, he was.). Was it real? (No, it was a dream.) Play the listening track again if appropriate.

Grammar lesson Go through the rules for the use of the past

simple and introduce the different forms of was and were. Draw students attention to the pronunciation of the weak forms of was and were in questions, and contrast it with the pronunciation of the strong form in short answers, e.g. Was Nick frightened? Yes, he was and Were the monsters eyes big? Yes, they were. It doesnt matter if students cant reproduce the sounds very well themselves, but raising awareness of them is useful because it helps students to recognize the forms when they hear them in connected speech.

Go through the past time expressions and drill the positive, negative and question forms of was and were thoroughly with the class.

Vocabulary and Words to learnThe new active vocabulary in this unit mostly occurs in the opening dialogue dark, alone, scary, noise, sharp, crazy, frightened, dream, etc. However, you might also like to review the words for places in the town to prepare the students for exercise 2.

Notes on the exercises13 These exercises give students the opportunity

to practise making sentences with was and were in the context of places in the town. You can revise the words with the students first by pointing at the different illustrations and getting the class to repeat after you.

4 You might want to quickly revise prepositions of place for this exercise, in preparation for students describing the location of objects in Nicks room.

67 Exercises 6 and 7 practise and consolidate vocabulary, which is useful for students in this vocabulary-rich unit. Exercise 6 reviews the new vocabulary from the opening dialogue and exercise 7 practises adjectives with pairs of opposites. You could ask students who finish quickly if they can find more pairs of opposites.

8 Partner gameAfter students have studied the picture of Nicks room, ask them to close their books and put the words for the objects that you want them to ask questions about up on the board. This ensures that they can do the whole activity without opening their books again. When they have asked and answered all the questions with their partner, let them open their books again and check anything they werent sure of.






15 Trig had a bathPast simple of have

Aims To introduce the past simple of have in all its

forms and to practise using them To practise past time expressions

Presentation 1 Focus students attention on the illustration

and ask What did Trig do last night? Where was he? Elicit the information that he was in the bathroom having a bath, but dont worry about tense forms the students use to express this. Teach the word bubbles.

2 Ask Where was Jenny last night? Play the listening track while the students read and listen. Elicit the information that Jenny was in bed last night and explain headache, sore throat and temperature as necessary. Teach the adjective ill, which the students will need in exercise 1.

3 Ask some comprehension questions Does Trig like having a bath? (No, he hates it.), Why was Jenny in bed? (She had a temperature and a sore throat.) Who had a headache? (Nick.) If necessary, play the listening track again or ask students to read the dialogue aloud in pairs.

Grammar lesson Go through the rules for the use of the past

simple tense and the time expressions and thoroughly drill the simple past forms of have. Have students repeat after you the positive, negative and question forms and the short answers. Drilling helps to anchor the forms in the students memories and also allows them to practise pronouncing and producing the new language in a supported way.

Explain that did is used as the auxiliary verb to form negatives and questions in the past simple in the same way that do/does is used in the present simple. Emphasize that did is invariable (does not change its form), unlike do in the present simple tense which becomes does in the third person.

Go through the different expressions with have a bath, a shower, breakfast, lunch, etc. and check the students understand what they all mean.

Vocabulary and Words to learnThe major vocabulary learning point for this unit is the number of expressions that there are in English which contain the verb have, e.g for meals and for food and drinks, for aches, pains and illnesses. The other important lexical area is words for different types of illnesses and health problems headache, toothache, temperature, sore throat.

Notes on the exercises14 These exercises allow the students to practise

the positive, negative and question forms of have in the past simple in isolation from each other. This allows students to consolidate their knowledge and get comfortable with using each form before mixing them up.

56 Extend exercise 6 by asking students to apply the situations in sentences 16 to themselves and write six true sentences, e.g. I had/didnt have a bad dream last night.

7 This exercise revises and practises some of the important common expressions with have. Tell students that these ideas might be expressed differently in their own language using verbs other than have, and if so it is particularly important to learn the correct expressions in English and not forget to use have.

8 Partner gameYou could extend this activity by asking students to turn back to the Grammar lesson on page 72 and write five Did you have ...? questions in the past, using one of the time expressions and one of the expressions with have. They should try to add more detail to make the questions varied, e.g. Did you have a shower before breakfast yesterday? Did you have a party for your birthday last year? Students take it in turns to ask and answer the questions with their partner.




16 Did Trig help?Past simple of regular verbs; ago

Aims To introduce the past simple form of regular

verbs To review when the past simple tense is used To teach and practise expressions with ago

Presentation 1 Focus students attention on the illustration and

ask Where were Trig and Dad two days ago? What were they doing? Elicit the information that Trig and Dad were working in the garden, but dont worry about which tense forms the students use for the moment. Teach/elicit the words watering can, flowerbed, weed, pull up and water by pointing to the relevant pictures and asking Whats this?

2 Ask the students What did Trig do to help Dad? Play the listening track while the students read and listen. Elicit the answer that Trig pulled up the flowers and watered the weeds. Check that students understand all the vocabulary in the text you might want to check fill (the watering can) and water (as a verb). If necessary, play the listening track again and let students read and listen a second time.

Grammar Lesson Got through the rules of formation and use for the

past simple tense with the class, then drill them thoroughly substituting different verbs for help.

Go through the spelling rules, but remind students that the form change occurs in positive sentences only. Remind them that for questions and negatives in the past simple, the auxiliary verb did is used, but the main verb in the sentence stays in the base form.

Teach the meaning of ago and drill the examples.

Vocabulary and Words to learnThe new active vocabulary in this unit is principally the gardening words from the dialogues flower-bed, water, fill, pull up to which you might want to add weed and watering can as additional Words to learn.There are also lots of verbs in this unit, since it deals with verb forms. Exercise 7 on page 79 revises the recently introduced verbs and gives students the opportunity to practise them.

Notes on the exercises1 Remind students of the spelling rules before they

start the exercise and check they understand the meaning of all the verbs particularly empty, repair, drop and paint.

25 Check the students know the correct pronunciation of the -ed ending: For verbs that end in d or t, the ending is pronounced id. For verbs that end in a voiced consonant b, g, j, l, m, n, r, w, y, z the ending is pronounced d. For verbs that end in an unvoiced consonant c, f, k, p, s, t the ending is pronounced t.

6 Make sure students understand that ago can be used with units of time of any size, from seconds to years and centuries, and that their answers for the exercise should contain all the units of time mentioned in the rubric.

7 This vocabulary exercise reviews the most recently introduced verbs in this and previous units. As an extension exercise, you could ask students to write a sentence using each of the verbs in the past simple tense.

8 Class gameYou might like to write suitable verbs for this game on bits of paper, fold them up and put them into a bowl. The student whose turn it is to mime comes up to the front of class, takes a bit of paper from the bowl and has to mime that verb. Whilst this removes the element of choice for the student, it ensures that the more difficult verbs are attempted.If the students enjoy miming, you could make the game more challenging by writing short sentences in the past simple, not just the verb, and including negative as well as positive sentences, e.g. I washed my hair/the car/my clothes (instead of simple I washed), I didnt watch television.




17 Nick lost his moneyPast simple of irregular verbs

Aims To introduce students to the simple past form of

some common irregular verbs To practise using these verbs in context

Presentation 1 Focus students attention on the illustration

and ask Do you think Nick is happy? Elicit that he doesnt look happy, then say, Listen and find out why Nick isnt happy.

2 Play the listening track whilst the students read and listen. Elicit that Nick isnt happy because he lost his money, and ask some other comprehension questions, e.g. What did Nick buy yesterday? (New wheels for his skateboard.) Which shop did he go to? (The sports shop.) Did he lose his money in the sports shop? (No, he didnt.) Check students understand all the new vocabulary in the text, e.g. leave, pay, wheel, spend, present.

Grammar lesson Elicit that the verbs in bold are in the simple past

form. Explain that these verbs, like many other very commonly used verbs in English, do not take the -ed ending, but have an irregular simple past form. Look at the list of irregular verbs on page 96 with the students and drill the pronunciation of the past forms particularly bought and thought.

Remind students that the verb only changes in the positive form, not in the negative and question forms where the auxiliary did is used. Drill went and didnt go with the class getting them to repeat each form after you.

Put the students into pairs and ask them to read the text aloud with their partner, one student taking the role of Nick and the other student reading Jennys text.

Vocabulary and Words to learnThe seven verb + noun collocations that are practised in exercise 7 on page 83 incorporate many of the new items and would be a particularly useful vocabulary set for students to learn. The other important words for students to learn in this unit are the simple past forms of common regular verbs.

Notes on the exercises12 Urge students to make the effort to learn the

irregular past simple forms of many common verbs by heart, as it will help them feel more confident when they speak or write English. Although there are no rules for how irregular verbs work, students will be able to spot some patterns. For example, i often changes to a as in swim swam, give gave, sing sang.

46 Check that students understand sunburned, steps and sea and possibly also postcard and souvenir.

7 This vocabulary matching exercise revises some of the most useful and high frequency verb-noun collocations in the unit. As an extension activity, you could ask students to write a sentence using each collocation in the past simple tense.

8 Class gamePrepare well for the game by revising the countries and nationalities and then brainstorming five or six words for things related to each country with the class. Write all the words up the board (create a big mind map) for the students to refer to. Give the students some time to choose a country and prepare some notes about their imaginary holiday they should think about how they got there and what they saw, did, ate, bought, etc. Also ask them to try to write five questions they could ask someone about their holiday. The students have only learned how to form yes/no questions with did you in this unit, but with a strong class, you might like to introduce wh-questions to use in the game Where did you go? What did you eat?, etc.You can run the game with the whole class, or alternatively, students could play it in pairs or small groups for more speaking practice.




18 Whats Trig going to do?Be going to

Aims To introduce students to the structure be going to

for expressing the future To practise the positive, negative and question

forms of be going to in context

Presentation 1 Hold up the book so the whole class can see it.

Cover the second illustration and point to the first. Ask What can you see on the table? (Elicit some flour, some eggs, milk, etc.), then ask Whats Trig going to do? Tell the students that we use be going to for talking about the future.

2 Play the listening track whilst the students read and listen. Elicit that the answer to Whats Trig going to do? is Hes going to make a cake. Check there are no problems with vocabulary ingredients, surprise and salt may be new items.

Grammar lesson Go through the rules for use of be going to with

the class and drill the forms thoroughly with the class. Explain that we use be going to for future intentions and plans, when we have made a decision to do something, e.g. Trig knows that its Mrs Bells birthday, so he decided to make a cake. Ask the students to tell you what they are going to do when they get home from school today.

Vocabulary and Words to learnThe main new set of vocabulary to learn here are the words for jobs. Some of these are familiar, but pilot, doctor, artist, vet, cook and train driver appear for the first time. The new job words are recycled and practised in exercise 6 on page 87.

Notes on the exercises12 You might want to go through the new job

vocabulary with the students and drill the pronunciation before they start the exercises.

35 If you would like to give students some specifically targeted practice with negative forms which they havent had up until now you could extend exercise 5 by asking students to make a negative sentence in relation to each illustration and say something that the person isnt going to do as well as what they are going to do, e.g. Shes going to answer the telephone She isnt going to catch a bus.

6 You could extend this exercise to include any other job words you would like the students toreview.

8 Class gameIf you have a large class, e.g. more than 12 students, you might want to divide the students into smaller groups to play the game, so that everybody has more opportunity to speak.Make sure you give students a few minutes to prepare at the beginning of activity and think about what they want to say. You could ask them to prepare a number of things, e.g. something they are going to and not going to do at the weekend, next year, during the summer holidays, at Christmas, when they graduate from school. Giving different contexts broadens the range for the kinds of things students can talk about. As the game goes round the class, you can change the context every so often.





Exit test (units 118)Students should do the exit test at the end of unit 18. This downloadable test covers all the grammar taught throughout Grammar One.

grammar1_tg3p 1 teachers guide

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