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Grammar Two © Oxford University Press 2011 Grammar Two Teacher’s Guide Introduction Grammar Two is the third 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 Two 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 edition The third edition has been revised and updated to ensure its continued relevance and appeal to young learners all over the world. Although the structure and content remains largely the same, the following changes have been made: New starter level for slower and more thorough introduction to basic grammar topics Increased emphasis on vocabulary (specific vocabulary exercises in the Student’s Book) Preparation for Cambridge Young Learners English Tests in the revision units Audio CD in every Student’s Book so that students can listen to the presentation dialogues and texts and ‘listen and repeat’ the words in the ‘Words to learn’ boxes A speaking activity at the end of every unit (e.g. pairwork or a class game) All units are now four pages long and the unit layout is more convenient for ease of use by young learners Completely revised student’s website, which now includes more interactive activities and more listening activities, as well as games Online teacher’s resources, including Worksheets, tests and answer key. Teacher’s online support material Download the following materials for Grammar Two: teacher’s guide (this document) 22 worksheets (one worksheet for each unit) 1 entry test 3 revision tests (one test for each revision unit) 1 exit test answer key for student’s book, worksheets and tests. www Trig’s website Your students will enjoy visiting Trig at his website. They can go to www.oup.com/elt/trig to explore interactive activities, listening tasks, and to play interactive grammar games!
Transcript
Page 1: Grammar Two Teacher’s Guide - cavesbooks.com.t–‡法/Grammar(New Third Edition...• Online teacher’s resources, including Worksheets, tests and answer key. ... • To teach

Grammar Two © Oxford University Press 2011

Grammar Two Teacher’s Guide

IntroductionGrammar Two is the third 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 Two 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 Student’s Book)• Preparation for Cambridge Young Learners English

Tests in the revision units• Audio CD in every Student’s Book so that students

can listen to the presentation dialogues and texts and ‘listen and repeat’ the words in the ‘Words to learn’ boxes

• A speaking activity at the end of every unit (e.g. pairwork or a class game)

• All units are now four pages long and the unit layout is more convenient for ease of use by young learners

• Completely revised student’s website, which now includes more interactive activities and more listening activities, as well as games

• Online teacher’s resources, including Worksheets, tests and answer key.

Teacher’s online support materialDownload the following materials for Grammar Two:• teacher’s guide (this document)• 22 worksheets (one worksheet for each unit)• 1 entry test• 3 revision tests (one test for each revision unit)• 1 exit test• answer key for student’s book, worksheets and

tests.

www Trig’s 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!

Page 2: Grammar Two Teacher’s Guide - cavesbooks.com.t–‡法/Grammar(New Third Edition...• Online teacher’s resources, including Worksheets, tests and answer key. ... • To teach

Grammar Two © Oxford University Press 2011

Guide to phonetic symbols

Vowelsiː teai happyɪ site tenæ sadɑː carɒ dogɔː ballʊ booku actualuː foolʌ cupɜː birdə awayeɪ payəʊ soaɪ cryaʊ nowɔɪ boyɪə deareə chairʊə sure

Consonantsp putb bestt telld dayk catɡ goodʈʃ cheesedʒ justf firstv vanθ threeð thiss sellz zooʃ ship

Page 3: Grammar Two Teacher’s Guide - cavesbooks.com.t–‡法/Grammar(New Third Edition...• Online teacher’s resources, including Worksheets, tests and answer key. ... • To teach

Grammar Two © Oxford University Press 2011

1 The Bell family Present simple and present continuous

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

Aims• To reintroduce the series characters: Nick and

Jenny Bell, their parents, their dog Chip and the friendly alien Trig

• To review when to use the present simple and when to use the present continuous

• To compare and contrast when the tenses are used

Presentation 1 Play the listening track of the text. 2 Play the listening track again, pausing after each

sentence for students repeat them.3 Tell students that the words in bold type in the

text are examples of verbs in the present simple and present continuous tenses.

Grammar lesson • Refer students to the verb tables on page 108.

Explain that we use the present simple for repeated actions, facts and certain verbs, and draw their attention to the examples.

• Refer students to the verb tables for the present continuous on page 108. Draw their attention to the spelling of words with -ing. Explain that we use the present continuous, not the present simple, for something that is happening at the time of speaking. Ask students to find examples in the text.

Vocabulary and Words to learnThere are several new words in this unit. You may wish to categorize these so that students can remember them in groups.Animal life panda, whale, ocean, protect, danger, breathe Collections pair, set, group Other adult, badge, speed

Notes on the exercises 1 This exercise provides students with revision of

the present simple affirmative and negative. 2 In this exercise, students have to decide whether

to use the present simple or present continuous. Remind them to look at the functions of each tense on page 4 again before they make their choices.

Once students have completed this exercise, check their answers as part of a whole class exercise. At the same time, ensure they have understood the content of the text, asking questions like Has Jenny’s teddy got black and white fur? Where do pandas live? What do pandas eat?

3–4 These exercises give additional practice using and forming the present simple, now including questions and short answers.

5–6 In these exercises, students are given practice in contrasting the present simple or present continuous.

8 Partner activity In this game, students work in pairs to ask and answer questions about each other’s free time. Demonstrate with one student and elicit the tense used to talk about regular habits (present simple). Ask students to work in pairs, using the ideas in the box in exercise 7, or their own ideas. Ask several pairs to demonstrate their dialogues to the class.Extension Ask one student to mime an activity. Other students in the class have to guess what it is. Start the game off by demonstrating an activity, e.g. reading. Invite students to ask you, Are you reading? Then ask them to make questions in the present simple: Do you read every weekend? How often do you read?, etc. The game can be played in groups or pairs.

Worksheet 1 You will need one copy of this worksheet for each student in your class. This worksheet provides further practice in choosing the present simple or present continuous.

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

Page 4: Grammar Two Teacher’s Guide - cavesbooks.com.t–‡法/Grammar(New Third Edition...• Online teacher’s resources, including Worksheets, tests and answer key. ... • To teach

Grammar Two © Oxford University Press 2011

2 Tom built a go-kart Past simple; could for ability

Aims• To teach the past simple and could to talk about

ability in the past• To practise formation and use of the affirmative,

negative and question forms of could and the past simple

Presentation 1 Play the listening track of the dialogue. 2 Play the listening track again, then get students

to read the roles of Nick, Tom, Adam and Mr Blake.

3 Tell students that the words in bold type in the dialogue are past tense forms of verbs and of the modal can. Explain that we use the past tense of can (could) to talk about things we were or weren’t able to do in the past.

Grammar lesson • Refer students to the verb tables on page 109.

Explain that there are two types of past tense verbs: regular verbs (with d or ed endings) and irregular verbs. Draw students’ attention to the examples of each type.

• Explain that we use did or didn’t + base form to make questions in the past tense, for both regular and irregular verbs, and that the form is the same for all subjects, unlike the present simple.

• Explain and demonstrate, with questions and sentences about yourself and the characters in the text, that could is used to ask and answer about past ability. Point out that there is only one affirmative form for all subjects, and only one negative form (couldn’t).

Vocabulary and Words to learnExplain any words students might not understand. Point out build a go-kart in the picture, and in the ‘Words to learn’ box. Additional new words in this unit.Verbsbuild, crash, break, meetNounsleg, diary, disco, kid, competition, brilliant, rock

Notes on the exercises 1–2 The first two exercises check students’ ability

to form the past tense of regular and irregular verbs. Check that students understand the text in exercise 2. Once students have completed this exercise, you may wish to drill the past simple negative of each of the verbs for additional practice.

3–5 These exercises focus on past tense question forms. In exercise 4, make sure students realise that the question word always comes before the auxiliary verb did. Before starting this exercise, you may also wish to revise when, where and how many.

7 Once students have completed this exercise, if they are comfortable with this grammar point, you could ask students to make up some yes/no questions of their own to ask a partner.

8–9 These exercises practise could and couldn’t to ask and answer about past ability.

10 This is a vocabulary exercise, focussing on past simple forms of new verbs and other new words in the unit.

11 Partner activityYou may wish to ask students to prepare their questions first. You can do this as a whole class activity, writing possible questions on the board. Ask several pairs to demonstrate their dialogues to the class. Extension Ask students to see how many questions they can think of to ask their partner about an event. The winner of the pair is the student who can ask the most questions!

Worksheet 2 You will need one copy of this worksheet for each small group or pair of students in your class. Exercise 1 is a pairwork activity. Each pair will ask and answer questions to complete a short personalized survey. They will also write an email in the past tense, and practise using question words and answers in the past simple.

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

Page 5: Grammar Two Teacher’s Guide - cavesbooks.com.t–‡法/Grammar(New Third Edition...• Online teacher’s resources, including Worksheets, tests and answer key. ... • To teach

Grammar Two © Oxford University Press 2011

3 Tom’s flying to New York Present continuous for future plans; a/an and the

Aims• To teach the use of the present continuous to talk

about future plans• To revise the use of articles a, an and the for

countable and uncountable nouns• To teach and practise the use of a, an and the

with jobs, numbers and time expressions

Presentation 1 Play the listening track of the dialogue. 2 Play the listening track again, then get students

to read the roles of Nick, and Tom.3 Tell students that the verbs in bold type in the

dialogue are present continuous tense forms of verbs. Explain that we use the present continuous to talk about future plans.

4 Draw students’ attention to the articles a, an and the in bold in the dialogue, and see if they can remember why each one is used.

Grammar lesson • Ask students if they can remember when we

use the present continuous. They have already learned that we use it to talk about things that we are doing at the time of speaking. Explain that we also use it to talk about future plans. Read the examples and ask them to identify the time expressions (at the weekend, at half past twelve).

• Go through the examples of when we use a/an or the. Ensure that students understand why the article is used in each situation.

Vocabulary and Words to learnExplain any words students might not understand: artist, photographer, turns, whole, orchestra.Jobsphotographer, mechanic, reporter, actor/actress, hairdresserPlaces of workstudio, airport Nounsoffer, pieceAdjectiveugly

Notes on the exercises 1–3 The first three exercises practise the use of the

present continuous for future plans.4 This exercise provides practice on indefinite

articles (a and an) with jobs. This is good practice for the class game in exercise 8.

5–6 These exercises focus on the correct use of a, an or the. You may wish to treat exercise 5 as a whole class exercise before allowing students to work individually or in pairs to complete exercise 6. Before students complete either exercise, ask students Where is New York? (In the USA.) ensure that they understand baseball and baseball cap.

Extension Ask students to think about the film ‘An Ugly Monster in Love’. What do they think happens? Ask them to write three to five short sentences to describe the plot of the film, using the present continuous and the present simple.

7 Before students attempt this exercise, ask What do all these words have in common? (They all end in er.) Ensure that students understand all the words in the box, not just the job words. Ask them to put the leftover words into categories.

8 Class gameIn this exercise, students have the chance to revise the job words they used in exercise 7, and from earlier on in the unit. This activity also gives students a chance to practise using a or an with jobs.Extension Once your students have mimed all the job words they can think of, ask a student to mime other jobs they know. The rest of the class can look up words in a dictionary to guess the correct answer.

Worksheet 3 You will need one copy of this worksheet for each student in your class. This worksheet provides further practice in using the present continuous for future plans, and completing sentences with the correct article (a, an or the).

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

Page 6: Grammar Two Teacher’s Guide - cavesbooks.com.t–‡法/Grammar(New Third Edition...• Online teacher’s resources, including Worksheets, tests and answer key. ... • To teach

Grammar Two © Oxford University Press 2011

4 We’re going to LondonThe; to + base form for purpose

Aims• To teach and practise use of the• To review and practise the use of to + base form

to answer the question ‘Why?’

Presentation 1 Play the listening track of the dialogue.2 Listen again, then get students to read the roles

of Nick and Jenny.3 Tell students that they are going to learn when

to use the, instead of a or an. Ask them to look closely at the dialogue again to see if they can work out any rules. Help them by asking, So we use the before names of days of the week? What about meal times? Find all examples of meal times and see if you can work out the answer.

4 Draw students’ attention to the use of to. Elicit the form we use after to when we want to say why we want to do something (base form).

Grammar lesson • Draw students’ attention to the examples of

when and when not to use the, and ask them to find the examples in the text.

• Explain that we use to + base form to talk about why we want to do something. Ask, Why are they going to a restaurant? Elicit the answer. (To have lunch.) Why is Nick going to borrow his dad’s camera? (To take photos.)

Vocabulary and Words to learnAdditional new words in this unit are to do with geographical places: capital, ocean, desert, mountain, river, lake. Ask students what famous sights they know of in their own country.

Notes on the exercises 1–4 The first four exercises in this unit give

students practice in using the when necessary. Tell them to refer back to the rules on page 16 if they need help.

2 Ask students to complete this exercise individually or in pairs. Check the answers as a class, and make sure they understand why the is needed or not needed in each case. Once all students have a correct version of the questionnaire, you can move your students on to exercise 3.

3 In order to complete this exercise in a meaningful way, it is important for students to have a correct version of exercise 2 before attempting to do this exercise. Once all your students have completed both exercises, check the answers as a class.

Extension How good are your students’ memories? Ask them to close their books and to try to remember one of the questions in exercise 2. If they manage this, ask a different student to answer the question with their matching response from exercise 3.

5–6 In these two exercises, students are challenged to think of reasons why people are doing things, and to complete sentences using to + base form phrases.

7 This is a vocabulary exercise, focussing on new words in the unit. Ask students to work in pairs to write a sentence about their own country, using the words capital, famous sights, river, lake, mountain, desert and ocean (if applicable).

8 Partner activityThis chain writing activity practises when to use the as well as to + base form for purpose. Demonstrate with a small group of students before you let them do the activity in pairs. The results of the complete sentences can be quite amusing! Ask students to read out their completed sentences at the end of the activity.Extension Students can do the same activity, this time practising using the present continuous for future plans, e.g. I’m going to the shop to buy some bread.

Worksheet 4You will need one copy of this worksheet for each student in your class. This worksheet provides further practice in using the article the, and to + base form for purpose.

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

Page 7: Grammar Two Teacher’s Guide - cavesbooks.com.t–‡法/Grammar(New Third Edition...• Online teacher’s resources, including Worksheets, tests and answer key. ... • To teach

Grammar Two © Oxford University Press 2011

5 Jenny writes neatlyAdverbs of manner

Aims• To teach the difference between adjectives and

adverbs of manner• To teach and practise formation of adverbs of

manner

Presentation 1 Play the listening track of the text.2 Play the listening track again, pausing after each

sentence for students repeat it.3 Draw students’ attention to the words in bold.

Explain that they are adverbs of manner: they tell us more about the verb.

Grammar lesson • Read through the explanations and look at the

examples with the class. Ask students to find the examples in the text.

• Explain that while most adverbs are formed with ly, there are a few irregular forms, which don’t follow this rule.

Vocabulary and Words to learnAdditional new words in this unit.Adjectivesneat, hard, untidy, noisy, careless, angry, loud, easy, correct, quick, happyAdverbwellVerbsmove, barkMake sure students know the meaning of the words. Ask them to find the adverb form of any adjectives in the ‘Words to learn’ box, in the text.

Notes on the exercises 1 This exercise give students practice in using

adverbs. Tell students to refer back to the rules on page 20 if they need help.

2 You could transform this exercise into a class or group activity. Write the headings ‘Adjective’, ‘Adverb’ and ‘Adverb or Adjective’ on the board in three columns. Split the class into two or three groups of similar size. The groups take it in turns to nominate one student from the group to go to the front of the class and write a word in the

correct column. Each word placed correctly in the category scores one point, and the team with the most points when all the words have been used is the winning team.

3 In this exercise, students will learn the words for animals (they may remember some of them from previous levels): tigers, mice, dogs, lions, cats, snails, birds, sharks, kangaroos. To revise these words before students complete the activity, you may like to get students to mime an animal from page 22 for the rest of the class to guess. Once your students are confident with the names of the animals, they can work in pairs to decide on the best way these animals move, before writing their questions in exercise 4. The animals and adverbs to describe them are dealt with again in exercise 6 on page 21.

7 Class gameThis pairwork game practises can and can’t for ability, questions with can and short answers. Demonstrate with a student first, then let students play the game in pairs.

Worksheet 5 You will need one copy of this worksheet for each student in your class. This worksheet gives students practice in forming adverbs of manner, and finding adverbs in a word square. They can do the last exercise in pairs.

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

Page 8: Grammar Two Teacher’s Guide - cavesbooks.com.t–‡法/Grammar(New Third Edition...• Online teacher’s resources, including Worksheets, tests and answer key. ... • To teach

Grammar Two © Oxford University Press 2011

6 Who’s the fastest?Comparison of adjectives (1)

Aims• To revise formation and use of short and regular

comparative and superlative adjectives• To teach and practise the comparison of short

and regular adjectives

Presentation 1 Play the listening track of the text.2 Play the listening track again, pausing after each

sentence for students repeat.3 Draw students’ attention to the words in bold.

Explain that they are adjectives used to compare two or more people, things, places or animals.

Grammar lesson• Read through the explanations and look at the

examples with the class. Ask students to find the examples in the text.

• At the end of the explanations, ask students if they can remember when to use the comparative (when comparing two things) and superlative (when comparing more than two things), as this is a common error for learners.

Vocabulary and Words to learnAdditional new words in this unit: adjectives: heavy, large, long, wide, strong, thin, young, high. Students should remember building (from the verb to build) from previous units.

Notes on the exercises 1 The first exercise is a straightforward spelling

exercise. Make sure students spell the adjectives of comparison correctly, as they will continue to use them in other exercises that follow. Tell students to refer back to the rules on page 24 if they need help.

2–3 Ask students if they can remember why they have to use comparative adjectives here and not superlative adjectives (because they are only comparing two things).

Remind students to use than to compare two things.

4 Remind students that when we make comparisons using (not) as … as, we don’t change the form of the adjective.

5 Draw students’ attention to the fact that more than one sentence is possible, depending on the adjective chosen. Students can work in pairs before a whole class check, or work individually before comparing answers in pairs.

6 Remind students to use the with the superlative adjective, as leaving it out is a common error for learners to make.

7 After completing this exercise, you may wish to ask students to work in pairs or small groups to make similar quizzes about geography. As they haven’t practised making questions with comparative and superlative adjectives yet, you can ask them to write their quiz questions as a sentence completion exercise, and give the quiz to another pair or group to answer.

9 Partner activityThis pairwork activity gives students the chance to personalize, using adjectives of comparison to talk about their own local area. Encourage them to use their own ideas, and open up the activity so that it becomes a whole class discussion. Extension Write the names of two or more celebrities the students all know, e.g. people in the class, school subjects, types of food, cars or sports, and write an adjective in brackets. (It’s best to avoid the adjectives fat, short, thin.) Ask students to make comparisons and see how many have similar opinions.

Worksheet 6You will need one copy of this worksheet for each student in your class. In this worksheet, students make more comparisons.

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

Page 9: Grammar Two Teacher’s Guide - cavesbooks.com.t–‡法/Grammar(New Third Edition...• Online teacher’s resources, including Worksheets, tests and answer key. ... • To teach

Grammar Two © Oxford University Press 2011

7 The most interesting planetComparison of adjectives (2); should

Aims• To teach and practise the comparison of long and

irregular adjectives• To teach and practise should for obligation and

advice

Presentation 1 Play the listening track of the text.2 Play the listening track again, pausing after each

sentence for students to repeat.3 Draw students’ attention to the words in bold.

Explain that when we use certain adjectives to compare things, we use more + adjective (in the comparative) or most + adjective (in the superlative).

4 Draw students’ attention to should in the text. Explain that we use should to give advice.

Grammar lesson • Read through the explanations and look at the

examples with the class. Ask students to find the examples in the text.

• Point out that there are some adjectives that are irregular: their comparative and superlative forms do not follow any rules. Ask students to find them in the text.

• Read through the examples with should and shouldn’t for obligation and advice. Make sure students understand that they are not as strong as must or mustn’t. Write on the board: Nick says, ‘We visit Venus, because it’s the hottest planet.’ Ask students to complete the sentence (they need to use shouldn’t).

Vocabulary and Words to learnAdditional new words in this unit are adjectives: close, boring, dangerous, comfortable, difficult, important. Nouns: science, life, adventure, waste.

Notes on the exercises 2 Ask students if they can remember why they

have to use comparative adjectives here and not superlative adjectives (because they are only comparing two things).

3 Remind students to use than to compare two things, and the if they are using the superlative form of the adjective.

4 Draw students’ attention to the fact that more than one sentence is possible, depending on the adjective chosen. Students can work in pairs before a whole class check, or work individually before comparing answers in pairs.

7 After completing this exercise, you may wish to do a short revision exercise on forming adverbs of manner. Ask students to close their books. Call our an adjective in the box, e.g. quiet, and ask them to write down the adverb. Check answers at the end.

8 Team game This team game gives students the chance to make sentences giving advice in different situations. Encourage students to write as many sentences as they can, working in groups. The winner is the team that has made the most correct sentences.Extension Write some other simple ‘problems’ on the board, and ask students to work in groups to give advice. For example:Tom is getting fatter. He wants to be thinner.Lucy is always late for school.

Worksheet 7You will need one copy of this worksheet for each student in your class. In this worksheet, students make more comparisons, and use should and shouldn’t to write sentences about obligation and advice.

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

Revision 1 (units 1–7)Students should do the revision unit at the end of unit 7. 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 1–7 is available. Once your students have completed revision 1, it is a good time to ask your students to complete this test.

Page 10: Grammar Two Teacher’s Guide - cavesbooks.com.t–‡法/Grammar(New Third Edition...• Online teacher’s resources, including Worksheets, tests and answer key. ... • To teach

Grammar Two © Oxford University Press 2011

8 A lot of foodExpressing quantity; shall

Aims• To review countable and uncountable nouns• To teach and practise how to use a little, a few,

not much, not many, a ... of, a lot of and lots of to talk about quantity

• To teach and practise shall for offers and to make suggestions

Presentation 1 Play the listening track of the dialogue.2 Play the listening track again, then get two

students to read the roles of Nick and Jenny.3 Draw students’ attention to the word shall in

bold. Explain that we use shall to make offers and suggestions.

4 Point out the expressions and words in bold, and explain to students that they tell us more about the quantity of things.

Grammar lesson • Read through the explanations and look at the

examples with the class. Students have already learned about countable and uncountable nouns, but this is the first time they have encountered the words for containers. Ask students to find the examples in the dialogue.

• Read through the words and expressions for talking about quantity, and make sure students realize which ones can be used to talk about countable nouns, and which for uncountable nouns.

• Explain that we use shall to make offers and suggestions. Point out that it is used in questions, but not in answers or sentences. Make some suggestions or offers, for example: Shall I open this window? Shall we finish the lesson early?

Vocabulary and Words to learnAdditional new words in this unit are containers: suitcase, pack, bag, tube, loaf, carton, bottle, packet, jar, bar, tin; food: crisps.

Notes on the exercises 1 After students have completed this exercise, ask

them to think of other items (working in pairs, if you prefer) that are used with each container.

3–4 For students who have difficulty with these exercises, it might help if they look at all the food and drink items first, and write U next to those that are uncountable, and C next to those that are countable.

5 After students have finished the exercise, ask them to work in pairs and ask and answer the questions. Elicit the responses: Thank you. / No, thank you. It’s fine/OK.

6–7 To add a personalisation element to these offers and suggestions, ask students to work in pairs to ask and answer the questions.

9 Class game This class game gives students the chance to practise using containers with countable and uncountable nouns, and is also a memory game. To make it more challenging, you can ask students to use words for items in alphabetical order, e.g. I went to the supermarket to buy a bag of apples, a loaf of bread, a packet of crisps, a bottle of drink.The game continues until a student gets the alphabetical order wrong, or forgets an item someone has mentioned previously.

Worksheet 8You will need one copy of this worksheet for each student in your class. In this worksheet, students do a spot the difference activity in the first exercise. You could ask them to do this sitting back to back, describing the pictures to each other. In this case, each student will need a different picture, A or B. Extension Ask students to study the pictures in exercise 1 again, then turn over their worksheets. Make a true or false sentence about the picture, and get them to correct you if necessary. For example: A: There are two packets of crisps. B: False. There is one packet of crisps.The worksheet also practises shall for offers of help.

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

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9 Trig was playing football when …Past continuous; past continuous and past simple

Aims• To teach and practise formation and use of the

past continuous• To practise the past continuous contrasted with

the past simple

Presentation 1 Play the listening track of the text.2 Play the listening track again, pausing after each

sentence for students repeat.3 Ask students which words in bold are examples

of verbs in the past simple tense. Explain that the others (were playing, was wearing, was talking) are verbs in the past continuous, and are used to describe things that were already happening at a certain time in the past.

Grammar lesson • Read through the explanations and look at the

examples with the class. Students have already learned about the formation of the present continuous: explain that the past continuous is formed with the past tense of the verb be, and the base form with -ing.

• Read the rule about when to use the past continuous, and when to use the past simple. You may need to give further explanations on the board.

• Draw a time line on the board, and write an action that was in progress when something else happened. Write, for example, The students were reading … when the teacher came in. Illustrate the action in the past simple by drawing a cross on the time line.

X The students were reading when the teacher came in.

• Ask students to think back to last night between 7 p.m. and 8 p.m. Ask What were you doing? Elicit the answers and help them to form the correct tense (past continuous). Make sure students realize that the longer action is in the past continuous form.

Vocabulary and Words to learnAdditional new words in this unit are: Verbskick, stand, break, cut, blows (of the wind), fallParts of the bodyfinger, headNounslight

Notes on the exercises 1–2 These exercises require students to study

pictures and make sentences in the past continuous. They can work in pairs to do the activity.

3–4 Here, students need to decide which action was the longer one, and what was happening when something else interrupted it.

6 Partner activityThis chain writing activity gives students practice in using both the past continuous and past simple tense. Demonstrate with a small group of students before you let them do the activity in pairs. The results of the complete sentences can be quite amusing! Ask students to read out their completed sentences at the end of the activity.Extension Ask half the class to write a sentence beginning in the past continuous, starting with When … on a piece of paper. Demonstrate on the board: When I was having a shower … or When my parents were driving the car …, etc.Ask the other half of the class to write a sentence in the past simple on a piece of paper. Put students in pairs, one from each half of the class, and ask them to read their ‘complete’ sentence.

Worksheet 9You will need one copy of this worksheet for each student in your class. In this worksheet, students practise using the past continuous or past simple tense to talk about pictures, and later about themselves in a personalized activity.

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

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10 I’ve just finished it Present perfect simple (1); just, already, yet

Aims• To teach and practise past particples• To teach and practise formation and use of the

present perfect simple• To teach and practise just, already and yet with

the present perfect simple

Presentation 1 Play the listening track of the text.2 Play the listening track again, then get two

students to read aloud the roles of Jenny and Nick.

3 Explain that this tense is used for actions that are completed, but still have an effect or result in the present. Explain that it is often used for recently completed actions. Ask, What has Jenny just finished doing? (Washing the lettuce, chopping the onions.)

Grammar lesson • Read through the explanations and look at the

examples with the class. Students know the different forms of have, and have learned how to form the past tense, regular and irregular. Explain that in the present perfect we use the form of the verb have, with the past participle of the verb.

• Refer students to page 109 for a list of past participles for irregular verbs.

• Read the rules for when to use just, already and yet, and ask students to find examples in the text. Ask questions to elicit the short and full answers. Has Jenny washed the lettuce yet? (Yes, she has. She’s washed it already.) Has she sliced the cucumber yet? (No, she hasn’t sliced it yet. / No, she hasn’t.)

Vocabulary and Words to learnAdditional new words in this unit: Foodlettuce, pudding, Housework or cookingdishes, rubbish, slice, set the tableHaircomb (your hair)

Notes on the exercises 1 Refer students to the verb table on page 109

when they do this exercise. Get them to make sentences in the present perfect with the verbs, e.g. I’ve eaten breakfast already. I’ve just written an email.

4 In this exercise, students have to look at the picture to find out which actions have or haven’t been done. In exercise 4, they use a to-do list to make sentences. Explain that 3 means something has been done, and 7 means that someone hasn’t been done yet. Make sure students use yet and already in their sentences.

You can personalize this exercise by asking students to make their own to-do lists. They can ask and answer in pairs: Have you done your homework yet? Yes, I have., etc.

7 Partner activity This partner activity gives students practice in asking present perfect questions with yet and already, and answering, with yet, already and just. Demonstrate with one student before you let them do the activity in pairs. Ask students to tell the class something about their partner: She’s bought a present for her mother’s birthday already. He hasn’t finished his maths homework yet.Extension Arrange some objects on the table. Ask students to study them, then to close their eyes. Remove one object or change its position. Ask students to open their eyes and to say what you have done: You’ve moved the rubber. You’ve taken the ruler away. Students can continue playing the game in pairs or groups.

Worksheet 10You will need one copy of this worksheet for each student in your class. In this worksheet, students practise using the present perfect about different people, and later about themselves in a personalized activity.

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

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11 Have you been to China?Present perfect simple (2); would like + verb

Aims• To teach the present perfect simple to ask and

answer questions about experiences• To teach and practise would like + verb as a more

polite form of saying what we want

Presentation 1 Play the listening track of the dialogue.2 Play the listening track again, then ask three

students to read aloud the roles of Mr Blake, Tom and Nick.

3 Explain that the present perfect is also used to talk about experiences people have or haven’t had, in general, when no specific time is mentioned.

4 Draw students’ attention to the words I’d like in bold, and elicit that to + base form follows.

Grammar lesson • Read through the explanations and look at the

examples with the class. Explain that we use the present perfect with ever to ask about general experiences up to now, and never in negative sentences about experiences up to now.

• Ask them to read the dialogue again and ask Has Nick ever been to China? (No, he hasn’t.) Has he eaten Chinese food? (Yes, he has.) Have you eaten Chinese food?

• Read the rules for how to use would like to talk about things you want. Ask students Would you like to go home now? Would you like to do extra homework? to elicit affirmative and negative answers.

Vocabulary and Words to learnAdditional new words in this unit are: through, coconut, snake, trousers, forget, plant, go fishing, pet. Make sure students know what the words mean.

Notes on the exercises 1 Remind students to start the question with the

form of the verb have and to finish the question with a question mark.

2 This exercise gives students practice in using present perfect simple short answers. This is a personalization exercise, so ensure that students have understood the question and that they give truthful answers wherever possible.

3 Before students complete this exercise, make sure that they know where each of the places in the pictures are. Once they have correctly identified all the landmarks and countries, ask them to complete the exericse. After students have finished the exercise, get them to work in pairs to ask and answer the questions.

4 Once students have completed this exercise, go through the answers with the class.

Extension Ask students to work in pairs. One student in the pair must look carefully at the two images for one minute, then close their book and say as many of the differences as they can to their partner. Then the pairs swap over.

5 Once students have completed this activity, students can ask and answer questions to their partner. When they have been through all the questions, get some of the students to tell the class something about their partner, for example: He hasn’t ever used chopsticks. But he’s seen a snake – twice!

7 Class game This class game gives students practice in using would like + to + base form to talk about jobs or wishes. Extension Ask students to draw up a short questionnaire to use in a survey. They should try and find out from their classmates which country they’d like to visit, what job they’d like to do, what they’d like to have for dinner that night and what present they’d like for their next birthday. Ask students to feed back to the class after they’ve completed their survey.

Worksheet 11You will need one copy of this worksheet for each student in your class. In this worksheet, students do a pairwork activity, asking and answering about experiences, so each student will need a copy of the worksheet.

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

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12 What caused the accident?Who and what as subjects; word order

Aims• To teach who and what as subjects• To teach word order in subordinate clauses

Presentation 1 Play the listening track of the dialogue.2 Play the listening track again, then ask two

students to read aloud the roles of Tom and Nick.3 Draw students’ attention to the words in bold,

and elicit the answers to the questions with who and what.

Grammar lesson • Read through the explanations and look at the

examples with the class. Make sure students notice the difference between questions with or without who or what (those with who or what don’t have an auxiliary, but those without have the auxiliary do).

• Draw students’ attention to the word order: it is the same in subordinate clauses as the main clause (Subject, Verb, Object). (For many learners this will be different from their own language, so it may cause some confusion.)

Vocabulary and Words to learnAdditional new words in this unit: cause an accident, (an accident) happens, fog, foggy weather, police (van), ambulance. Make sure students know what the words mean.

Notes on the exercises 1 In this exercise, ensure that students use a

capital letter at the start of each word. 2 Once students have completed this exercise, you

could ask them to go back over the questions and invent answers. For example, Who phoned Nick? A possible answer would be Tom phoned Nick.

3 Remind students that the answer to who questions will be a person, and to what questions will be an object. After completing this exercise, encourage students to make up their own sentences and act them out to a partner as if the phone line is bad. Their partner has to ask for more information using who or what.

4 To extend this exercise, you can get students to create their own pictures. Split your class into small groups of three or four students. All the students write the names of the six students in exercise 4 in their notebooks, in the same positions they appear in the book. One student then draws arrows to indicate who likes who, but doesn’t show the rest of the group. The remaining students then have to ask questions about who likes who, and draw arrows on the pictures in their own notebooks. All students should end up with a similar picture in their notebooks (the pictures may not be exactly the same as the arrows may sometimes be different lengths, but the links should all the be same).

5 This exercise may be challenging: remind students to look carefully at the questions. Are they questions where who is the object, or the subject? Tell them to refer to the rules on page 52 again if they need help.

6 Remind students of the correct word order to use: Subject, Verb, Object.

8 Group activityPut students into groups of four, or pairs, if you find it easier, in your class. Give them five minutes to make notes about their story before they tell it to the class. Encourage them to use as many of the words in the ‘Words to learn’ box on page 52 as they can. When they have told their story, ask other students in the class to think of two questions to ask about the story, starting with Who or What.Extension A competitive element can be added to this exercise by awarding a point for each correct use of who and what, or word order construction, and a point for each item of vocabulary from the ‘Words to learn’ box that is used in a story. The group with the most points at the end is the winner.

Worksheet 12You will need one copy of this worksheet for each student in your class.

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

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13 I’ve had it for five months For and since; present perfect or past simple?

Aims• To teach and practise for and since with the

present perfect• To practise contrasting the present perfect and

past simple

Presentation 1 Play the listening track of the dialogue.2 Play the listening track again, then get two

students to read aloud the roles of Tom and Nick.3 Ask students to look at the verbs in bold and to

say whether they are in the present perfect or past simple.

4 Draw students’ attention to for and since (in bold in the dialogue) and the words which follow. Ask which words refer to specific dates or time references (December), and which refer to more general time references (two months, five months).

Grammar lesson • Read through the rules for using for and since

and look at the examples with the class. • Read through the explanations about when to

use the present perfect or past simple tense. Students already know that the present perfect is used for events that started in the past but are still true in the present. Explain that as soon as there is a specific time mentioned or asked for, the past simple is used instead.

Vocabulary and Words to learnAdditional new words in this unit are words to do with dates or time: year, month, week, day, hour, minute, once, twice; others: sell, spring, great.

Notes on the exercises 1 With particularly strong students or fast finishers,

you could extend this activity by asking individual students to write a sentence about themselves using each of the time expressions in the box. This will be quite a challenging extension activity, so you may wish to complete some of the other exercises in the unit before returning to complete this extension, or to set it as homework.

2 Remind students to think about whether the time reference is specific (past simple) or more general (present perfect).

3 Before students start this exercise, check that they know where Bangkok, Rome, Paris, Berlin, Tokyo, Cairo, Istanbul and Madrid are. This is not essential for them to be able to complete the exercise, but it is good general knowledge. For this exercise, students will then write two sentences, one in the present perfect and one in the past simple.

4 Students only need to look at the tense in the question to know which tense to use in the answer.

5 After students have finished the exercise, ask them to work in pairs and read the mini-dialogues aloud. Ask them to make sure they have used the tenses correctly.

7 Partner activityThis writing activity practises when to use for and since with the present perfect. Demonstrate with a student before you let them do the activity in pairs. The results of the complete sentences can be quite amusing! Ask students to read out their completed sentences at the end of the activity.Extension Students can do the same activity, this time practising writing present perfect affirmative sentence halves, instead of negative ones. You can also do the following activity to practise the present perfect or past simple: Ask each student to write three sentences in the present perfect or past simple (at least one of each) on a piece of paper. One sentence has to be false, and two have to be true. Put students in small groups and ask them to read out their sentences. The rest of the group has to decide which sentences are true and which one is false.

Worksheet 13You will need one copy of this worksheet for each student in your class. In this worksheet, students practise using the present perfect with for or since, and the past simple. They also write sentences about themselves.

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

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14 Will I be rich? Future with will; may/might for possibility

Aims• To teach and practise the future with will• To teach and practise may and might for

possibility

Presentation 1 Play the listening track of the dialogue.2 Play the listening track again and get two

students to read aloud the roles of Amanda and Jenny.

3 Ask students to look at the words in bold. Explain that we use will for definite future actions, events or situations, and may or might for possible future actions, events or situations.

Grammar lesson • Read through the explanations and look at the

examples with the class. • Point out that there is only one form of will and

won’t, for all subjects, singular and plural. Note that the short form it’ll can’t be used in a short answer: Yes, it will., not Yes, it’ll.

• Note that although the meaning of may and might is almost the same, may can sometimes be seen as slightly more ‘tentative’ than might. The negative short form mightn’t is rarely used in speaking nowadays.

Vocabulary and Words to learnAdditional new words in this unit are words to do with stages of life: grow up, happy, famous, rich, change, different, journey and words to do with weather: windy, cloudy, snow.

Notes on the exercises 3 Explain that we use will and won’t for weather

forecasts. You may wish to personalize this activity by bringing in photocopies of a recent world weather map from a newspaper, so that students can make realistic weather predictions about the rest of the world.

4 When students have finished their predictions, ask them to work in pairs or small groups to discuss them. Find out how many share similar opinions about what life might be like in the future.

5 Students should try to avoid looking at page 60 when they complete this exercise. This exercise could be used as part of an end of unit vocabulary test.

6 Partner activityThis speaking activity practises will, may and might for future events, actions or situations. Ask students to tell the class something about their partner when they have finished the activity, for example:Carla might be a teacher one day. But she won’t teach secondary students!Extension Writing horoscopes for each other is a popular activity for students and helps them to practise using will, won’t, may and might for future events, actions and situations. Put students in pairs. Give each student a piece of paper and ask them to write five predictions for their partner’s week ahead, using will, won’t, may or might. Be sure to tell them to include only positive predictions – things that their partner will enjoy reading. Students exchange papers and read the predictions. Ask several students to tell the class about a particularly good event or situation that will, may or might happen!

Worksheet 14You will need one copy of this worksheet for each student in your class. In this worksheet students play a pairs game to practise using will, won’t, may or might to talk about the future. They also do a writing exercise in which they make predictions about themselves.

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

Revision 2 (units 8–14)Students should do the revision unit at the end of unit 14. Exercise 9 is an example of a Cambridge Young Learners English Test task type.

Test 2A downloadable test that covers all the material in units 8–14 is available. Once your students have completed revision 2, it is a good time to ask your students to complete this test.

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15 You used to like fishingThe -ing form; used to

Aims• To teach and practise use of the -ing form as a

noun after like, enjoy, love, prefer and hate• To teach and practise formation and use of used to

for things that happened regularly in the past

Presentation 1 Play the listening track of the dialogue.2 Play the listening track again and ask two

students to read the role of Tom and Nick aloud.3 Ask students to look at the -ing words in bold

and to tell you whether they are verbs or nouns in these cases (nouns).

Grammar lesson • Read through the explanations and look at the

examples with the class. Ask them to find the verbs like, enjoy, prefer in the dialogue.

• Refer students to the information about spelling on page 110. They may wish to have this to hand when they do the exercises.

• Read through the explanations about when to use used to for the past tense. Explain that we use it to talk about things that happened regularly in the past, but don’t happen any more. Ask a few students: Did you used to play with toys when you were younger? (Yes, I did.) Do you still play with toys? (No, I don’t.)

Vocabulary and Words to learnAdditional new words in this unit are to do with transport and travel: underground, traffic, safe, helmet, bus, taxi, wait, crowded, sightseeing bus.

Notes on the exercises 1 This exercise helps students revise ing forms. See

what other ing forms students can add to this list, and check that they can spell them correctly.

2 Before starting this exercise, ask your students to name all the individual images. Ask what verbs might be associated with each item, and encourage as many different answers as possible. This should help students to think about the context that may be associated with each item, and will prepare them for completing the exercise.

3 When students have finished the exercise, ask them to work in pairs to read their sentences to each other. Find out if they agree or disagree.

4 Go through all the items of vocabulary in this exercise, and ask students to provide translations into their own language of items that you think may be challenging for them. Then get students to complete the exercise, and check answers with the whole class.

5 Remind students to read the whole sentence to see whether to use the affirmative or negative form of used to in the gap.

Extension In class, students should work in pairs and answer the same questions in exercise 5 about themselves. Get students to write down their answers and their partner’s answers.

7 Ask students to work in pairs after they have finished the exercise, to think of some more sentences to make about the past, with used to or didn’t use to. Ask them to read the sentences aloud to the class.

9–10 Partner activityThese exercises focus on adjective opposites. Extend this work by making Pelmanism cards: write the words (or ask students to do this) on squares of paper. Make one set for each group of four. Students put the cards face down on the desk, turning up two at a time, and if they are a matching pair of opposites, they get to keep the cards. Play continues, with each player taking a turn. The winner is the student who has collected the most cards at the end of the game.

Worksheet 15You will need one copy of this worksheet for each student in your class. In this worksheet, students practise using the ing form as a noun, and write sentences about people and themselves with used to and didn’t use to.

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

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16 The boy who broke his leg Relative pronouns

Aim• To teach and practise relative pronouns who,

which and that

Presentation 1 Play the listening track of the dialogue.2 Play the listening track again and get two

students to read the roles of Tom and Nick aloud.3 Ask students to look at the words in bold.

Explain that we use these relative pronouns to refer to people, animals and things instead of mentioning them again.

Grammar lesson • Read through the explanations and look at the

examples with the class. • Ask them to find the person, animal or thing each

relative pronoun in the dialogue refers to. who = Alan; which = the climbing wall; who = the girl, who = Susie; who = Simon; that = the ambulance; that = the doctor; that = a photo.

Vocabulary and Words to learnAdditional new words in this unit: adventure, show, fall, someone, something, astronaut, gardener, news, builder, leaf.

Notes on the exercises 1 After students have completed this exercise, tell

your students to close their books, and say the second sentence from some of the questions. Students have to say the job that you are describing. For example, That’s someone who reports news. (A reporter.) That’s someone who repairs cars. (A mechanic.) You can also play this game in reverse, with you saying the job and students describing their work. For example, A cook. (That’s someone who cooks food.) An artist. (That’s someone who paints pictures.)

2 Ask students to write the relative pronoun in the sentence writing space first, before they try to match the sentence halves.

3 Before students complete this exercise, revise the names of animals with your class. Remind students that when they complete the exercise to always start a sentence with a capital letter,

and to check that they have added the relative pronoun to the completed sentence. They can read their sentences in pairs to check.

4 Once students have completed this exercise, you could take an opportuntity to revise question words. (Only do this if your class if confident using both relative pronouns and question words, if they are not it may confuse them.) Tell students to close their books. Write one of the sentences from exercise 4 on the board, including who or which, but excluding the first word in the sentence, where or who. Ask students to identify the correct word to complete the sentence. In some questions, there is more than one correct possible answer.

6 Team gameThis speaking activity practises relative pronouns. You can also award points for each sentence a team can make about the word – move on to the next word when they have exhausted all possibilities. Extension Put several everyday objects in a bag. Include items that students will not necessarily know the name of in English, but will have come across in their homes, e.g. a can opener, a stamp, a hairbrush, a dog collar, a paper clip, a stapler, etc. Students take turns to put their hand in the bag and pull out an object (without showing anyone else). Give them a few minutes to think about what to say about the object so that students will be able to guess what it is. Remind them to use relative pronouns to describe it: This is something that you use to open a tin of tuna. This is something that you put on a letter before you post it. The student who can guess the object gets a point and becomes the next player in turn.

Worksheet 16You will need one copy of this worksheet for each student in your class. In this worksheet, students do a crossword (they can do this in pairs), answer questions and write sentences with relative pronouns.

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

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17 Jenny has to go Have to

Aim • To teach and practise formation and use of

have to

Presentation 1 Play the listening track of the dialogue.2 Play the listening track again, then ask three

students to read the roles of Mum, Jenny and Nick aloud.

3 Ask students to look at the words has to and have to in bold. Ask them if they mean something that is important or necessary to do or not to do, or something that isn’t important or necessary. Students should be able to judge from the context that have to implies a strong obligation.

Grammar lesson • Read through the explanations and look at the

examples with the class. • Students already know the forms of the verbs

have and do, so this shouldn’t cause too many issues for them. They might, however, forget to use the auxiliary does in questions with have to: Has she to go?

• Ask several students questions about things they have to do at home: Do you have to tidy your room? Do you have to help with the dishes?, etc.

Vocabulary and Words to learnAdditional new words in this unit include words to do with study and school: hand in a project, study (for a) test, everybody, vocabulary, translate a poem, rule.

Notes on the exercises 2 When they have completed this exercise,

ask students to make a similar chart about themselves, their parents and their siblings. They should then work in pairs to tell each other about the times they have to get up, go to bed, etc.

3–4 Once students have completed exercise 4, you may again wish to add a personalization element to exercise 3 by asking students to create a similar chart for themselves.

Extension This activity will work well if your students know each other well. Ask each student to write on a clean sheet of paper. They should make a chart of things they had to do last week, things that they have to do this week, and things that they will have to do next week. Their activities must be true. Once they have done this, they should hand their chart to you. When you have received all the charts, redistribute them throughout the class. Invite some students to tell the class what the chart they have received says, using complete sentences with have to and don’t have to. Based on their understanding of the sentences and their knowledge of their peers, the rest of the class should try to guess who the chart belongs to.

5 Students make sentences about things people have to and don’t have to do. When they have finished the exercise, ask them to make sentences for the example and 1–3 about their own country.

7 Partner activityThis speaking activity practises have to in several stages: with question forms and short answers, in the past simple, present simple and future with will. Extension Ask several students to tell the class something their their partner didn’t have to do, doesn’t have to do or won’t have to do: Encourage students to be creative!Paul didn’t have to help cook the dinner last night. She doesn’t have to play computer games today. Tomorrow Linda won’t have to do her homework.

Worksheet 17You will need one copy of this worksheet for each student in your class. In this worksheet, students complete a personalized chart about things they have to and don’t have to do, and write sentences about other people.

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

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18 Trig is too fat Prepositions of place and movement; too and enough

Aims• To teach and practise prepositions of place and

movement: through, over, up, down, across, round, opposite, in front of

• To teach and practise use of too and enough

Presentation 1 Play the listening track of the dialogue.2 Listen again and ask two students to read aloud

the roles of Nick and Tom.3 Ask students to look at the prepositions in bold in

the dialogue. Explain that these words tell us the location of things, people or places.

4 Draw students’ attention to the words too and enough in bold in the dialogue. Ask them to notice where the adjectives go (after too and before enough).

Grammar lesson • Read through the prepositions and look at

the examples with the class. To help students understand better the difference between through, over, up and down, you could introduce a ‘Simon Says’-type activity here. Ask all the students to stand up and mime the image corresponding to the phrase that you tell them.

• Read the explanations of too and enough with the class. Explain that too tall means not short enough; too dangerous means not safe enough. Practise this by using adjectives and pairs of opposites students know (see Unit 15, page 71).

Vocabulary and Words to learnAdditional new words in this unit are: stuck, fence, ladder, fit, hill, circus, clown.

Notes on the exercises 2 Before students begin this exercise, ensure that

they know the vocabulary for all the people and animals in the picture. Allow students to complete the exercise, and once they have done so, you can get them to create their own extension activity, as follows.

Extension Students work in small groups or pairs. One student draws a circus scene but does not show it to the other members of the group. The student then describes what the various people

in the scene are doing, using prepositions. The remaining members of the group then have to draw the scene that the speaker describes. At the end of the activity, all members of the group compare their pictures to make sure that they have all created a similar picture.

3 To help students with this exercise, ask them to write the subject first (Trig, Amanda, The babies etc.) followed by the verb and too or enough.

4 In this exercise students have to read carefully to find the words they need, as they aren’t given in a word pool.

5 Class gameThis speaking activity practises prepositions. Demonstrate yourself first, then let students play in teams, groups, pairs or as a whole class.Extension Put students into pairs and give them each a blank piece of paper. Ask each student to draw his or her bedroom and the things in it. When they have finished, ask them to sit back to back with a partner and describe their rooms in turn, using prepositions. Each student should draw the other’s room on the back of his or her sheet of paper.When they have finished, they can compare pictures to see how well they followed the instructions.

Worksheet 18You will need one copy of this worksheet for each student in your class. In this worksheet, students get further practice in prepositions of place and movement, and too and enough with adjectives.

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

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19 Nobody knows Something, nobody, etc.; verbs of sensation

Aims• To teach and practise use of indefinite pronouns• To teach and practise verbs of sensation (look,

sound, smell, taste, feel) + adjective

Presentation 1 Play the listening track of the dialogue.2 Listen again and ask two students to read aloud

the roles of Nick and Jenny.3 Ask students to look at the verbs in bold in the

dialogue. Explain that these words tell us about sensations – what something feels, smells, sounds, tastes or looks like. Elicit that these verbs are followed by adjectives.

4 Draw students’ attention to the words someone, nobody, everyone, anywhere, nothing, something in bold in the dialogue. Explain that we use these words to refer to people, places, actions or situations.

Grammar lesson• Read through the explanations of words like

anyone, someone, etc., and look at the examples with the class.

• Point out that these words can be used with -body or -one, and that there is no difference between somebody and someone.

• Students might find rules 2 and 3 difficult. Although we use any- in questions, we do use some- in questions when we expect the answer to be ‘yes’.

• Draw students’ attention to the verbs of sensation.

Vocabulary and Words to learnAdditional new words in this unit are: strange, expect, steal, disappear, freezer, frozen, terrible, delicious.

Notes on the exercises 1 Before students attempt this exercise

individually, go through each question as a class, and ask students to tell you what kind of indefinite article is required: a person, a thing or a place.

3 It might be helpful to remind students that some- means ‘in a specific (place)’, any- means ‘in a non-specific place’; no- means ‘in no place’; every- ‘in all places’.

5 Some of the words in this exercises 4 and 5 have been used in previous units. Ask students to work in pairs to compare their answers.

6 In this exercise, students need to identify a word from the box and use it alongside the verb provided for each question. Remind students that verbs of sensation are being used in the present simple here, so they need to be careful to conjugate the verb appropriately, depending on who or what it refers to.

8 Team gameThis speaking activity practises verbs of sensation. Demonstrate yourself first, then let students play in teams, groups, pairs or as a whole class.Extension Put several everyday objects (that lend themselves to being described with verbs of sensation) in a cloth or plastic bag. Include items that students will not necessarily know the name of in English, but will have come across in their homes, e.g. a piece of cotton wool, a bar of smooth soap, some steel wool, a glue stick, a small frozen object (which will also practise the word frozen!), etc. Students take turns to come up to the front of the class, close their eyes, put their hand in the bag and pull out an object. Ask them to make sentences about what the object feels like. See how quickly the student can identify the object.

Worksheet 19You will need one copy of this worksheet for each student in your class. In this worksheet, students get further practice in words like somebody, anywhere, etc., and verbs of sensation.

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

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Grammar Two © Oxford University Press 2011

20 How is chocolate made? The passive

Aims• To introduce students to the concept of the

passive• To teach and practise formation and use of the

present simple and the past simple passive

Presentation 1 Play the listening track of the dialogue.2 Listen again and ask two students to read aloud

the roles of Nick and Jenny.3 Ask students to look at the verbs in bold in the

dialogue. Explain that these are passive forms. We often use the passive to talk about processes. Ask, What process is described here? (How chocolate is made.)

Grammar lesson • Read through the explanations of how the

passive is formed. Refer students to the irregular verb list on page 109. They have already referred to this list when learning the present perfect. Explain that these are the same past participles used in that tense.

• Draw students’ attention to point 2. Explain that it isn’t always necessary to use by + person after the passive verb. It is only necessary when you want to specify who the person is. Sometimes it is obvious, e.g. The man was arrested. (We know that he was arrested by the police, so it isn’t necessary to mention it.)

Vocabulary and Words to learnAdditional new words in this unit include words to do with the process of chocolate making: factory, cocoa bean, bitter, awful, bar, grow, produce and others: invent, discover, jeans.

Notes on the exercises 1 This exercise provides a very gentle introduction

to the passive, and uses only the present simple. Once students have completed this exercise, you may wish to remind them how to choose between the present simple and the past simple so that they are prepared for the next series of exercises and are thinking about which tense to choose. Remind students that the past participle remains the same, no matter what tense the verb is in.

4 Before students attempt this exercise, run through the illustrations and ask student to tell you why these people and landmarks are famous. At this stage, students do not have to use the passive, as some of the vocabulary may be difficult for them. Ask students to complete the exercise. When they have finished this exercise, ask them to work in pairs and make some more quiz questions to ask the rest of the class. They can use the internet to find information, or any of their other school subject text books. You may wish to set this as a homework task.

6 Before your students begin this exercise, ensure that they understand the passive form. Refer them to page 88 for an example. After completing several exercises on the passive, students may find it challenging to then write sentences in the active form, so it will be important to monitor them carefully in this exercise.

8 Team gameThis speaking activity practises the present passive. Demonstrate yourself first, then let students play in teams, groups, pairs or as a whole class.AnswersEnglish = Australia, Scotland, Ireland, CanadaGerman = Austria, SwitzerlandFrench = Belgium. Switzerland, MonacoItalian = SwitzerlandSpanish = ArgentinaExtension Ask students to list other countries and languages that are spoken there (they might need to look this information up on the internet) and prepare more quiz questions for the class, e.g. What language is spoken in Egypt? (Arabic.)

Worksheet 20You will need one copy of this worksheet for each student in your class. In this worksheet, students get further practice in the passive, including in general knowledge quiz questions.

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

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21 If the weather’s nice …Zero and type 1 conditionals

Aims• To teach and practise formation and use of zero

conditionals• To teach and practise formation and use of

type 1 conditionals

Presentation 1 Play the listening track of the dialogue.2 Listen again and ask four students to read aloud

the roles of the Bell family.3 Ask students to look at the verbs in bold in the

dialogue. Explain that these are conditionals. We use conditionals to talk about something that always happens or might happen if another thing happens. Explain that there are several different types of conditionals, and that in this unit, students are going to learn about two types.

Grammar lesson • Read through the explanations of the zero

conditional. • Explain that the sentence can be broken into

two parts: the main clause and the if-clause. We use the present simple in each clause. Explain that we use this type of conditional to say that when one thing happens, another thing always happens – we use this conditional to talk about things that are always true. (If you leave ice in the sun, it melts.)

• Read through the explanations of type 1 conditionals. Explain that we use this type of conditional to say that when one thing happens, another thing might or might not happen. We use the present simple in the if-clause, and will or won’t in the main clause.

Vocabulary and Words to learnAdditional new words in this unit are: castle, ghost, experiment, touch, burn, pass, broken, hole, straw, suck.

Notes on the exercises 1 Once students have completed this exercise, ask

them to add more sentences to the list of things they think that Trig has learned about life on earth. For example, If you eat lots of pizza, you get fat. If you go to school, you get good marks.

3 This exercise focuses on type 1 conditionals. Remind students to check that they have used the present simple in the if-clause, and will or won’t in the main clause. Students need to refer back to the dialogue on page 92 in order to complete this exercise.

Extension Once students have completed the exercise, ask them to go back over the same questions and make up some different possible answers for Jenny and Nick, and then to share them with the rest of the class. Encourage them to be as creative as possible!

4 Do this zero conditionals exercise as a whole class activity. Make sure all students have a chance to see the outcome of the experiments for themselves, and that they have time to select their answer before the class continues to the next activity. (Make sure that when you get to exercise 6, students do not get water on themselves when the water runs out of the straw.)

6 Class activityThis speaking activity practises type 1 conditionals. The idea is to keep the ‘conversation’ going as long as possible, with each student picking up on the previous student’s sentence, as in the example. When they run out of ideas, start a new ‘thread’. Extension Ask students to think of popular superstitions they know about, e.g. If you see a black cat, you’ll have bad luck. Write them on the board, and find out which ones, if any, students agree with, and why!

Worksheet 21You will need one copy of this worksheet for each student in your class. In this worksheet, students get further practice of zero and type 1 conditionals.

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

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Grammar Two © Oxford University Press 2011

22 Trig has been packingPresent perfect continuous; reflexive pronouns

Aims• To teach and practise formation and use of the

present perfect continuous• To practise the use of for and since with the

present perfect continuous• To teach and practise reflexive pronouns

Presentation 1 Play the listening track of the dialogue.2 Listen again and ask three students to read

aloud the roles of Mum, Dad and Jenny.3 Ask students to look at the verbs in bold in the

dialogue. Explain that these are verbs in the present perfect continuous tense. Students are already familiar with the present perfect and the present continuous, so the form of this tense shouldn’t present any problems. Explain that we use this tense to talk about something that began in the past, and is still continuing at the moment of speaking.

4 Ask students to look at the other words in bold in the dialogue, and explain that they are reflexive pronouns: they emphasize the person who is doing the action.

Grammar lesson • Read through the explanations of the present

perfect continuous and ask students to look again at the examples in the dialogue.

• Explain that, just as with the present perfect, we can use for or since with this tense to show the duration of an activity or state.

• Read through the explanations of reflexive pronouns with the class. Ask them to look at the examples in the dialogue, and to say what each reflexive pronoun refers to.

Vocabulary and Words to learnAdditional new words in this unit are: pack a suitcase, hammer, saw, stick (with) glue.

Notes on the exercises 3 In this exercise, students are exposed to the

use of type 1 conditionals to talk about future possibility.

4 Remind students to choose the word with a capital letter to start the questions. When they have finished writing the questions, ask them to work in pairs and write the answers, using for or since.

5 To check this exercise, ask students to take the roles of Dad, Nick and Jenny and read the dialogue aloud.

6 Partner activityDemonstrate with a student, then let them work in pairs to ask and answer. Encourage them to ask more than just one question about the hobby: write these phrases on the board:How long …? How often…? When did…? Where…? Who …?, etc. The answers will not all be in the present perfect continuous, of course, but as this is the last activity in unit 22, it is a good idea to practise a variety of tenses.

Worksheet 22You will need one copy of this worksheet for each student in your class. In this worksheet, students get further practice in the present perfect continuous and reflexive pronouns.

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

Revision 3 (units 15–22)Students should do the revision unit at the end of unit 22. Exercise 10 is an example of a Cambridge Young Learners English Test task type.

Test 3A downloadable test that covers all the material in units 15–22 is available. Once your students have completed revision 3, it is a good time to ask your students to complete this test.

Exit test (units 1–22)Students should do the exit test at the end of unit 22. This downloadable test covers all the grammar taught throughout Grammar Two.


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