The grammar lab 2 TB

Introduction The student’s book W ho is this series for? Anybody who feels the need to supplem ent the gram m ar taught in coursebooks with either additional gram m ar examples and explanations, or exercises, or both The books are flexible enough to serve a dual purpose as class books and as books to use at hom e Some of you may not have used the first book in the series If that is the case, please read the following which describes the characters and m ethodology o f the books The m ud pie is ju st one of Splodge’s great passions Mud pies are edible, of course, and usually washed down with a large glass of Fizzy Ink These slightly unconventional items of vocabulary are ones which you may like to teach your students at an early stage in the course Characters For those of you who have no t had the good fortune to m eet a splodge before there are one or two things th at are handy to know Splodges are incapable o f looking after themselves They’re innocent, vulnerable creatures who need constant attention from their elders and betters A splodge left to his own devices will invariably get into trouble and make a mess of things Splodges ju st can’t help it They m ean well, b ut they’re pretty hopeless really Splodge This particular Splodge is no exception He relies entirely on Ruff and Tumble: for food, for shelter, for love, for pocket money, for education He looks up to them , aspires to being ju st like them one day Splodge is an intelligent little fellow, keen to learn new things, m eet new people, and yet m ore than likely to ‘forget’ his homework H e has a natural curiosity which spurs him on to experim ent with everything that crosses his path everything from Strawberry Snow to the problem of the past simple H e doesn’t know what an adjective is, h e ’s never m et an adverb and he thinks the plural o f ‘dog’ is ‘dog, dog’, bu t he doesn’t allow such things to hold him back H e learns and moves on to the next challenge O ne last word about Splodge: h e ’s mischievous He puts glue in people’s shoes, and worms in their beds Nice worms And, perhaps best of all, he GETS AWAY with it! Ruff Ruff is the green character H e ’s an inventor and quite impossible to live with Imagine, if you will, the person you’d least like to go on holiday with: th at’s Ruff H e ’s highly enthusiastic but terribly impatient H e’s like a squirrel: twitchy and Ruff’s lab is a cavern full of treasure Bottles, test tubes and phials stand on the shelves O ctopuses sit in boxes on the floor A d inosau r’s skeleton hangs from the ceiling as a rem ind er of how n o t to things Dust-laden books o f potions, plans of past m achines and scraps of p ap er fill every available space It’s a world of mystery, of experim entation, of excitem ent T h e re ’s a sense that anything could happen This is the place w here Splodge accidentally feeds M ildred with some fast-growing Beard Potion It’s also the place w here fantastic things com e to life - the Talking Teddy Bear for Lonely C hildren (see page 181) was developed here, so was the Electric Mouse-Catcher But beware the B oom erang Biscuit that flies overhead and the scuttling spiders that crawl underfoot Tumble I feel sorry for Tum ble H e ’s a sensitive soul He has a lot to p u t up with H e ’s im m ensely kind and good-natured H e looks after Splodge, puts him right w hen he gets things wrong N othing is too m uch trouble Tum ble is p atient an d long-suffering His attitude to both Splodge an d Ruff is alm ost fatherly H e Introduction has long since given up trying to tam e R u ff s enthusiasm s or stop Splodge from giving Fizzy Ink to the neighbours’ cat H e ’s resigned to the fact th at h e ’ll never read the new spaper in peace because th e re ’s b o u n d to be an Eggbom b exploding in the lab or a G reen Pea Milkshake overflowing in the kitchen KM nervous, clever and alert, full of energy an d zest for living H e rushes about from one room to an o th er thinking u p absurd m achines and potions You can ’t pin him down for a second T here are always Things To Do His Dog-Walking M achine is legendary, his Amazing Shrinking Potion really works and his Raspberry Roses are savoured in restaurants the world over W hen things becom e too m uch for him , Tum ble simply flops into a chair, clutches his head between his paws, shuts his eyes, and waits for the storm to pass H e ’s quietly intellectual Thoughtful Sleepy A tiny island o f stability and com m on sense in an otherwise m ad world Mildred and Mabel You only have to look at these two to know w hat they’re like They’re a couple of delightful old ladies Eccentric, perhaps, b u t suprem ely tolerant o f their n eighbours’ activities M ildred, the taller unlike a coursebook, in which gram m ar points are arranged in the order that they will be taught in This is because this is a series to dip into at random , when the need arises, not to be worked through systematically from start to finish and th in n er o f the two, has a pet parrot Mabel has a tortoise They live next door to Splodge in a tumble-down shambolic house full of cobwebs and broken furniture Mabel drives a car, too fast usually Both ladies are indulgent to Splodge They hand out advice, give him sweets and look after his rabbit when h e ’s on holiday Mo and Snapper Mo and Snapper are the heroes of Splodge’s favourite comic T h e re’s a new Mo and Snapper comic every week, and Splodge eagerly rushes down to Wibble Newsagent’s to buy it O ther than the fact that he has a crocodile as a best friend, Mo is quite a norm al little boy He has a sister, Milly He goes to school, reluctantly He doesn’t like grammar, or homework, or lettuce He especially dislikes a boy at school called Spike T he Mo and Snapper chapters in these books are designed to provide a change of context from the world o f Splodge The gram m ar point is presented by Mo and Snapper through the cartoon O nce out of the confines of the cartoon, Mo and Snapper becom e colour characters with all the enthusiasms, interests and anxieties of ordinary children Each chapter deals with a separate piece of grammar With the exception of contrastive chapters where two related gram m ar points are b rought together, you will n o t find m ore than one gram m ar point being taught The series should serve to support and extend whatever coursebook you use in class Thus, if you find that your students are having difficulties with a particular bit of gram m ar in the coursebook, you should be able to find the corresponding chapter in the gram m ar book Some of the m ore difficult gram m ar points have been further sub-divided W here a structure has m ore than one use, m ore than one chapter has been devoted to it An exam ple of this are the three chapters which deal with the present perfect C hapter 17 only describes and practises the present perfect in its ‘general experience’ use (I ’ve swum with a shark), while C hapter 18 treats the present perfect for recent past {He’s just eaten a biscuit) C hapter 19 then deals with the present perfect with for and since in its use for ‘past up to now’ {I’ve lived here since 1998) Chapters The chapters vary in length according to how dem anding the gram m ar topic is T here is no fixed teaching time for any particular chapter You can use either only the parts of the chapter that you need, or you can start at the beginning and work through to the end Revision sections How the book is organised If you look at the contents pages, you will see that gram matical topics are grouped according to the parts of speech to which they belong - Revision sections follow every group of chapters They differ from the main body of the text in that many of the questions are inductive The revision pages test what the students can rem em ber They are com prised of very short exercises and can be done either in class or at home Introduction Vocabulary Concept questions T he vocabulary in the books has b een selected by two m ethods T here is a core of vocabulary used in coursebooks at this level which has been used in this series too M uch o f this will n o t pose any problem s eith er to you o r your students It will be known T h ere is also a lim ited am o u n t of vocabulary g en erated by the contexts Fizzy Ink and B oom erang Biscuits are an occupational hazard in Splodge’s life and have therefore had to be incorporated into the vocabulary load o f the books No language learning can be interesting or fun w ithout a few extra words T here is a glossary of useful words on pages 185 and 186 T he p art of speech is indicated alongside each word and a space provided for the student to write in either a translation or a definition Users of The Grammar Champions edition have a translation already provided T he first exercise in each chapter is a very simple ‘ticking the correct bo x ’ exercise It is designed to get the students thinking about the grammar Occasionally, in the Mo and Snapper chapters, I have included a question which helps to explain the cartoon You may o f course wish to supplem ent the concept questions with fu rth er questions of your own In the Splodge chapters particularly there is considerable scope for asking the students questions about the picture itself Verb paradigms O n the inside fro n t and back covers, you will find tables of verbs These include the presen t and past form s of verbs in th eir long an d short forms T here is also a list o f irregular verbs on page 186 In the series, the short form o f verbs has been used th ro u g h o u t to minim ise the risk of confusion, an d to reflect the language as it is currently w ritten and spoken Description of a chapter Presenting the gram m ar in context G ram m ar is an integral p art o f language an d yet in books is so often divorced from it This series seeks to provide contextualised gram m ar th ro u g h o u t each chapter To achieve this, there are two discrete contexts: Splodge and his world, and the cartoon lives of Mo and Snapper W hatever activity the characters are engaged in at the start o f the ch ap ter is sustained and exploited through the exercises Every ch ap ter starts with either a picture o r a cartoon strip in which the target gram m ar is briefly presented T he target gram m ar may be recognised by the fact th at it is p rin ted or w ritten in bold Introduction Remember! boxes T here are two kinds o f rem em ber box T he first refers the student to C hapter 39 o f the book where he will find a sum m ary o f the parts of speech and o th er basic points o f gram mar These rem em ber boxes are a safeguard against the possibility that a student may have forgotten som ething which is about to be discussed in the gram m ar box th at follows Look at this exam ple from C hapter 7: REM EM BER! Words are m ade o f syllables sad happy beautiful sad h ap -p y b eau -ti-fu l = one syllable = two syllables = three syllables See Chapter 39 ■■■■■■■■■■■I To m ake the superlative of one-syllable adjectives: add est fast tall old young new slow —► -► —► -* —* * the fastest the tallest the oldest the youngest the newest the slowest But be careful! nice —► the nicest wide ► the widest H ere the student is rem inded what syllables are so as to avoid any confusion or difficulty w hen he reaches box B in which this term appears The second type of rem em ber box is one REM EM BER! which refers the student back to another The past continuous is to say that somebody was in the chapter in the book This is a kind of warning middle of doing something It’s for a time before now, e.g Take, for example, C hapter 16 which deals at three o ’clock yesterday, last Saturday with past simple actions in terru p tin g past What w as Mo doing yesterday at three o ’clock ? continuous actions I would suggest that this He w as climbing up the curtains chapter should n o t be used until students are confident about the past continuous I have What w as Snapper doing last Monday afternoon ? therefore inserted a rem em ber box rem inding He was playing computer games them what it is used for, and giving a reference See Chapter 15 to C hapter 15 A O ften w hen you’re in the m iddle o f doing something, anoth er thing happens Look at which action starts first: First action Second action Mo was eating a sandwich when Snapper was sleeping when the telephone rang Mo ju m p ed on the bed B Use the past continuous for things you were in the middle of doing (first action) Use the past simple when an o th er thing happens (second action) First action: past continuous Second action: past simple Mo was watching television when Snapper w as having a shower when Billy knocked at the door his friends arrived G ram m ar boxes Division o f grammar boxes As you will see, the gram m ar within each chapter has been split into bite-size chunks Each chunk is labelled with a letter: A, B, C etc D epending on what your requirem ents are, you may use all of these or only those which deal with the area of difficulty your students face Rules in grammar boxes All the gram m ar boxes give a rule followed by examples (in italic type) The rule is addressed to the student rath er than the teacher The reason for this is to make the language as simple as possible and to facilitate learning and revising at hom e W herever possible, grammatical terminology has been avoided altogether and the ‘ru le ’ presented m ore as an explanation of the gram m ar than a conventional rule H ere is an exam ple taken from C hapter 29 (have to for obligation): A You can use have to to say that you can’t choose what to T h e re ’s only one thing you can Som ething bad will happen if you d o n ’t it Look: Mo has to get up early (He can’t choose to stay in bed If he stays in bed, h e ’ll be late for school.) Mo has to go to school (Mo can ’t choose to stay at hom e If he stays at hom e, his parents will be angry.) Com pare this with the m ore usual rule given for have to: We use h a ve to to express obligation or necessity, usually from an outside authority Introduction This may be fine if it is aimed at adults or learners who already benefit from a thorough knowledge o f English, or if it is subsequently translated into the mother tongue, but to my mind less than satisfactory to a child trying to grapple with the language You will see that throughout the series I have adopted a more child-friendly tone Inevitably some grammatical terms feature from time to time, but they are usually prepared for by a Remember box (see the example o f syllables above) Users o f The Grammar Champions edition will notice that the grammar rules have been translated for the student U se and form Children need to know why they’re learning a particular structure In every chapter the use of grammar comes before the form With luck, this will help to give children a reason for learning Exercises after grammar boxes Both remember boxes and grammar boxes are followed by a short exercise These exercises consist o f an example followed by four questions, with the exception o f a few easier exercises in which you will find six or eight questions The exercise aims to consolidate the material learnt in the grammar box and acts as a test of understanding before you go on to the next grammar box The exercise practises only the rule taught in the grammar box Throughout the series these are written exercises but they can, in most cases, also be done orally Exercises The main exercises (which you will find in the practice section in every chapter) bring together all the grammar points taught in the chapter The emphasis throughout the series is on written exercises These can be done as homework or in class if time allows Most exercises require ten written answers, though sometimes there may be fifteen or twenty Each exercise starts with an example or m odel (indicated by a triangle) for the pupil to follow Wherever possible, there is space for the pupil to write the answers in the Introduction book itself Only very occasionally you will find that the instruction calls for paper or a notebook There are several different types o f exercise in the books These range from fairly mechanical drilltype exercises designed to build confidence to exercises which require the pupil to think and produce language o f his own based on the grammar he has learnt in the chapter There are also puzzles, crosswords, reading comprehensions, cloze tests, writing activities, personalisation exercises and exercises providing for interaction with other members o f the class You will notice that there is frequently a b section to exercises More often than not these provide an opportunity for oral work, pairwork or groupwork Some chapters also end with a more light-hearted exercise which can be done in teams or as a class Since the grammar book is used as a supplement to the main coursebook you may find that there are more exercises than you or your students have either the time or need for Because each child’s linguistic com petence is different we have quite deliberately squashed in as many exercises as we can This gives you the flexibility to ‘pick and choose’- the exercises have been written to allow you to select the ones you think will be most valuable to your particular students’ needs While it is written within the context set by the chapter, each exercise is independent o f those that precede and follow it There is no reason to feel that you cannot, say, Exercise if you haven’t done Exercise You will not be at a disadvantage if you use only the exercises you have time for Additionally, any unused exercises may be set for the purposes o f revision or for holiday and remedial work Answers ❖ Articles No [*f (1) (2) (3) (4) a book an apple a violin an elephant Possible answers: I play the piano OR I don’t play the piano I play the guitar OR I don’t play the guitar I play the flute OR I don’t play the flute I play the violin OR I don’t play the violin lunch Japan Art ice hockey Pupils’ own answers Here are twenty possible answers: an egg, a curtain, a bed, a coat, a skateboard, a clock, an elephant, a picture, a trumpet, a football, a spider, an aeroplane, a sock, a cat, a chair, an umbrella, a shoe, an orange a book an apple, 10 A secretary types letters A mechanic repairs cars A policeman catches thieves A photographer takes photos A hairdresser cuts hair 9a I play the saxophone They play the trumpet You play the guitar We play the flute She plays the violin 9b Pupils’ own answers 10 (1) (2) (3) (4) (5) (6) (7) (8) Playing the violin 0^ • an elephant, a dentist, a house, a teacher 8a 8b a nurse an author a taxi driver an artist a vet a pilot a postman a shop assistant an actor a waitress a a a - (9) (10) (1 )(1 )(13) (1 )the (1 )(1 )the I Ia Possible answers: He has a shower twice a day He practises the violin once a week He does the washing-up every day He eats mud pies ten times a day He has breakfast once a day He puts worms in Mabel’s shoes once a month He stands on his head ten times a day He reads a book twice a month He buys a Mo and Snapper comic once a week 10 He does his homework three dmes a week II b Possible answers: How often you How often you How often you How often you How often you go shopping? listen to music? go to the dentist? use the telephone? say ‘hello’? I Ic Pupils ’ own answers ♦ Quantifiers No [*f Yes (1) a (2) an some some some some (3) (4) a an tomatoes, olives, onions, lettuce leaves There’s some There’s some There’s some There’s some There There There There apple juice cheese meat butter are a few cakes are a few bananas are a few sweets are a few oranges cheese S apples coffee / oranges sweets butter */ biscuits sugar S crisps bananas sandwiches Nouns you can count There are a lot of bones There are a lot of eggs Nouns you can’t count There’s a lot of meat There’s a lot of butter (1) $*() / some salt (2) X / some water (3) a/)n f sauce (4) three ^ to m a to es (5) som e/phoney (6) X / some sugar (7) a/>ttf plate (8) some/£s(cheese (9) a/)K^ banana milkshake (10) som e/X orange juice Singular bread carrot cheese coffee knife lemon meat rabbit spoon tea 10 Plural biscuits boys cats cherries flowers forks grapes peanuts sweets Answers bread S 10 Pupils’ own answers II 10 There’s a bit of cheese There are a few peanuts There are a lot of sandwiches There is a lot of milk There’s a bit of honey There’s a bit of coffee There are a few biscuits There’s a lot of sugar There are a few lemons There are a lot of oranges Quantifiers • • Have you got any milk? Have you got any biscuits? Have you got any cheese? Have you got any oranges? No & Yes 0^ Pupils’ own answers 3 have got chase lives eat grows cleans tastes has got (1) (2) (3) (4) loaf bags bottle cartons How much How many How much How many There isn’t any juice There aren’t any biscuits There isn’t any cheese There aren’t any eggs 10 is sugar rice milk a biscuit honey soup a burger an orange not much cheese bread butter Is there any bread? Are there any apples? Is there any orange juice? Are there any biscuits? Are there any sweets? Is there any sugar? Is there any cheese? Are there any bananas? Is there any peanut butter? Are there any grapes? 7a 10 How much sugar is there? How many sandwiches are there? How much butter is there? How many bananas are there? How many carrots are there? How much coffee is there? How much meat is there? How many cakes are there? How much cheese is there? How many tomatoes are there? 8b Pupils ’ own answers (1) (2) (3) (4) (5) any much any any many (6) (7) (8) (9) (10) 7b Pupils’own answers 8a any any much much some Water A glass of water 0^ I have some grapes? Ihave some water? you like some crisps? you like some bread? not many sweets tomatoes bananas 7a ❖ Nouns (11) (12) (13) (14) (15) 10 some any some any some are sweets onions melons milkshakes olives crisps sandwiches tomatoes t’s a piece of cheese t’s a bowl of soup t’s a slice of bread t’s a cup of tea t’s a loaf of bread t’s a carton of milk t’s a glass of water t’s a carton of apple juice t’s a bag of rice t’s a bottle of tomato ketchup 7b Pupils' own answers (1 a bottle of a piece of (2 (3 tins of (4 a carton of (5 a bag of (6 a bag of (V a carton of (8 a slice of (9 a cup of (10) a loaf of Answers II Passive 2 Base verb Past simple Past participle wash washed washed paint put dust buy make painted put painted be be be be dusted bought made put dusted bought made 4 will will will will hasn’t been tidied have been made hasn’t been found have been dusted 6a 10 11 12 13 14 15 Salt will be added to Spell 22 The test tubes will be emptied The Ruffbug machine will be turned off The shelves will be dusted Splodge’s hair will be brushed The cupboard will be tidied The green powTder will be put away The H ot Rain will be stirred Potion 103 will be hidden The machines will be checked The chemicals will be mixed Biscuits will be bought New spells will be written The Magic Potion Book will be found Pink pancakes will be made given tested washed locked b See answers to Exercise 6a 26 8b Pupils’own answers No 0*" These words should be underlined: is swept are painted are tidied are washed 7 10 • Yes [*f • 8a 10 The books have been put away The curtains have been washed Fizzy Ink has been made The window has been mended Gold dust has been bought The dustbin has been emptied The sink has been cleaned The floor has been swept The bottles have been tidied The walls have been painted Answers No, all the test tubes haven’t been emptied No, the Magic Potion Book hasn’t been found Pupils ’ own answers Yes, the pink pancakes have been made Yes, new spells have been written No, the biscuits haven’t been bought No, Splodge’s hair hasn’t been brushed Yes, the green powder has been put away Yes, the tap has been turned off No, the worms haven’t been put away First conditional • • tidy his bedroom S ' some sweets, (if Mo passes his French tests^Jhe’ll have a party (if Snapper eats too many swreets^)he’ll set fat (if Milly doesn't hurry up^she won’t catch the school bus (if it rains tomorrow,)Mo and Snapper won’t go fishing No S ' No S f ’11 buy him a present ’11 play football I won’t be happy if I fail my exams I’ll buy a comic if I get my pocket money I won’t give you my comics if you don’t help me I’ll be late if I d on’t run 6 10 7a 10 If you post my letter, I’ll make you some chocolate biscuits If you get my handbag, I’ll give you a sweet If you help me in the garden, I’ll take you to the cinema If you help Milly with her homework, I’ll buy you a football If you wash the car, I’ll give you a comic If you tidy the kitchen, I ’ll take you to the zoo If you take the dog for a w'alk, I’ll get you a video If you wTrite to your uncle, I’ll cook you your favourite meal If you pass your French test, I’ll buy you a new skateboard If you find my glasses, I’ll help you with your homework they’ll have a picnic they’ll climb trees they’ll look for elephants they’ll go camping they’ll ride Mo’s bicycle they’ll dig for treasure they’ll go fishing they’ll play tennis they’ll build a tree house they’ll play hide and seek 7b-c Pupils ’ own answers 8a-b Pupils ’ ozvn answers Ability • • True S ' True Pupils ’ own answers Lionel could drive a car when he was twenty Splodge(couldn~'t)speak English very well two years ago He(couldn’t)sw-im underwater but he{coulcl)run and jum p Lionel{could)read and write when he w7as three but Splodge(couldn’t) Splodge learnt to write English last year (1) (2) (3) (4) could couldn’t could couldn’t Could, they couldn’t Could, he could Could, she could Could, she couldn’t 6a 10 He He He He He He He He He He can write letters can make magic potions can stand on his head can play the violin can use the telephone can paint pictures can cook pink pancakes can spell ‘rhinoceros’ can run faster than Tumble can ride a bicycle 6b Pupils’own answers 7a-b Pupils’own answers 8a 8b-c He could make mud pies but he couldn’t make an omelette He could swim but he couldn’t dive He could play football but he couldn’t play tennis He could speak English but he couldn’t speak Japanese He could count to ten but he couldn’t add See answers to Exercise 8a Answers 27 ❖ I • • Permission Requests Yes No @T Yes [*f No Can, Can, Can, Can, Could Could Could Could you can you can’t, they can’t, you can I drink R uff s potions? we watch television tonight? I play with your computer? we go to the funfair tomorrow? isn’t allowed to go to the cinema tomorrow, ’re allowed to visit our friends, isn’t allowed to put glue in Mabel’s shoes, ’re allowed to buy a comic 4a 7a-b Pupils ’ own answers 10 9a 4b Pupils'own answers H e’s allowed to go swimming H e’s allowed to visit Lionel He isn’t allowed to take Sticky to school He isn’t allowed to paint Tum ble’s face H e’s allowed to buy some Mo and Snapper comics H e’s allowed to go to the Mud Pie Cafe He isn’t allowed to help Ruff in the Lab H e’s allowed to make some Alphabet Soup He isn’t allowed to use R uff s Eggbomb Machine He isn’t allowed to learn the piano (1) was allowed to (2 ) wasn’t allowed to (3) wasn’t allowed to (4) wasn’t allowed to (5) wasn’t allowed to (6) (7) (8) (9) (10) was allowed to wasn’t allowed to was allowed to weren’t allowed to wasn’t allowed to 9b No, she wasn’t Yes, she was No, she wasn’t Mildred wasn’t allowed to eat chocolate No, she wasn’t Yes, she was When she was thirteen Mabel wasn’t allowed to have pets No, she wasn’t 28 Answers Would you Would you Would you Would you get me a jum per? pass me the newspaper? find my pencil case? make me a cup of tea? will you telephone Will you find/bring (3 will you find/bring (4 will you make (5 Will you open (6 will you draw will you be (8 will you turn off (9 Will you leave (10) will you shut (1 (2 wasn’t allowed to was allowed to wasn’t allowed to were allowed to Can Can Can Can 5a Pupils’own answers 10 5b Could you make some chairs, please? Could you make a shelf for my comics, please? Could you buy me a television, please? Could you hang a rope out of the window, please? Could you write my name on the door, please? Could you draw a picture on the door, please? Could you put a lock on the door, please? Could you give me the fridge, please? Could you build a tree house for Snapper, too, please? Could you paint the roof, please? Pupils’own answers Obligation Obligation No it’s late Mo 0^ True G*f' must must must must has has has has I I I I 5a must find my comic must give Sticky an apple must make some mud pies must wash my T-shirt should should should should 10 You must learn your French verbs You must wash your hands You must be polite to Mabel You must write a letter to Mildred You must find your yellow socks You must stop eating banana sandwiches You must go to school You must mend your bicycle tyre You must save your pocket money You must make your bed 5b rupils own answers 6 10 I must write to him I must ask Ruff I must invite my friends I must get new posters I must learn some French verbs I must telephone him I must hide my diary I must find the key I must buy it I must ask him to take me out You should You should You should You should You should You should You should shoes You should You should a week You should 10 go to bed when they tell you be nice to Verbs share your mud pies be polite to Ruff and Tumble brush your teeth twice a day get up earlier stop putting glue in R uff s to to to to Snapper’s life is easy He doesn’t have to go to school and he (doesn’t have to)wear a school uniform He (doesn’t have to)go to Chemistry lessons and he(doesn’t have to)revise Mo thinks Snapper is very lucky Snapper(cloesn’t have to)be polite to teachers and he(cloesn’t have to)get up early every morning 4 has to don’t have to have to doesn’t have to 5a 10 Mo has to the washing-up Mo has to clean the kitchen Mo has to mow the lawn Mo has to tidy the bedrooms Mo has to some homework Milly and Snapper have to post some letters Milly and Snapper have to buy a newspaper Milly and Snapper have to feed the dog Milly and Snapper have to make the beds Milly and Snapper have to water the plants 'lI'iiiJ J LI 1'PL LTJLLo 1LUrIi>ô3LUtsIj ã c * / v y ji'y ? / /w C / i ^ K C doesn’t have to revise don’t have to buy doesn’t have to borrow doesn’t have to take d on’t have to walk (1) (2) (3) (4) (5) (6) (V) (8) (9) (10) d on’t have don’t have have to have to d on’t have have to d on’t have have to have to don’t have to to to to to listen to your teacher the washing-up once be kind to Ruff and Tumble Answers 29 Advice Prohibition • False True 0^ • • You mustn’t You mustn’t You mustn’t You mustn’t five 3 He ought to be nice to Mabel He ought to clean her car for her He ought to send her a card He ought to buy her a present 4a 10 She should take it to the garage He should go to sleep He should put a plaster on it She should water the plants He should ask Ruff and Tumble They should go to a travel agent’s He should take him to the vet’s They should go to the dentist’s He should send him a card He should eat less 4b Pupils’own answers 5 Mo, you shouldn’t make so much noise You(shouldn’t)get up late because you’re often late for school You(shouldn’^forget to your homework You(shouldn’t)laugh at Milly - she doesn’t like it You(shouldn’t)eat so many sweets 4a 4b 10 You mustn’t fall asleep You mustn’t talk to Snapper You mustn’t laugh at Milly You mustn’t shout at the actors You mustn’t throw paper planes You mustn’t drink anything You mustn’t cough You mustn’t eat anything You mustn’t be noisy You mustn’t forget to clap Pupils* own answers You shouldn’t leave gates open, You shouldn’t light fires, You shouldn’t walk on plants, You shouldn’t leave rubbish, You shouldn’t steal fruit You shouldn’t break branches off trees, You shouldn’t take eggs from birds’ nests, You shouldn’t pick wild flowers, You shouldn’t write on trees, 10 You shouldn’t make a lot of noise Pupils’ own answers Pupils’ own answers 30 Answers 6a-b No No &{ They ought to drink less coffee He ought to take some exercise They ought to go to bed earlier He ought to see the doctor She ought to be careful They ought to take it to the police station He ought to revise He ought to buy a diary He ought to say ‘sorry’ 10 He ought to practise harder Pupils’own answers Pupils’own answers Deduction Phrases of place it’s got four legs it hasn’t got long ears [Of • • • must must must must 2 No, it can’t &{ No, it can’t These words should be circled: in under in next to 3 10 He must be a baker She must be a secretary She must be an actress He must be a dentist She must be a vet He must be an inventor She must be a taxi-driver He must be a teacher She must be a waitress He must be a weatherman between behind S' in front of S ' next to s' Yes No S ' 5a between next to between above opposite next to above between above 10 below He must be French She must be Greek They must be Italian She must be Egyptian They must be Turkish He must be Spanish 5b 1 No, it’s opposite the newsagent’s There’s a flag above the town hall Yes, there’s a shop/chemist’s below the surgery There’s a toy shop between the post office and the butcher’s There’s a surgery above the chemist’s No, it’s next to the newsagent’s No, it’s between a shop and a bank (1 Pupils’ own answers S' S' It can’t be Mr C It must be Mr A, Mr B, Mr D or Mr E It can’t be Mr B It must be Mr A, Mr D or Mr E It can’t be Mr A It must be Mr D or Mr E It can’t be Mr D It must be Mr E Mr E stole the Ruffbug can’t (2 must (3 can’t (4 can’t (5 can’t (6 must (7 must (8 must (9 must (10) can’t outside inside 5c Pupils’ own answers 6 10 outside under S ' above S ' between in S ' behind & far from S ' near opposite S f outside S ' Pupils’ own answers Answers 31 Phrases of movement Phrases of time * on Tuesday at one o ’clock 0*" • The ship left on Saturday(at)six o ’clock Ruff and Tumble had breakfast outside(a^eight o ’clock but Splodge was asleep He had breakfast(a^ten o ’clock.^n) the afternoon Splodge went swimming Ruff and Tumble watched him^fn)the evening they went to the disco.(On)Tuesday they’re going to see a volcano 6a on at On in On On On On every from, to next This This At tomorrow in At in at On at Next 10 • • down the stairs 0^ into the garden Splodge went from the bathroom(to)his bedroom He came(out o f o is bedroom and ran(jdown)the stairs Then he went back(up) the stairs He went(mto)his bedroom again, jumped (over)his bed and looked (out of) the window (1) (2) (3) (4) to into in out of Splodge went through the school gates and walked(along)Sunny Street He walked(past) Wibble Casde and the sweet factory He ran (across^the main street and jumped(ontq)the pavement 6b Pupils’own answers 10 7a They visited it in the morning Splodge wrote postcards in the evening It arrived on Monday morning They were there from ten o ’clock to one o ’clock They went swimming in the afternoon They arrived on Tuesday They went on a tour at three o ’clock on Tuesday They arrived on Saturday morning They went shopping from one o ’clock to five o ’clock 10 They saw a camel in the evening (1) across (2) in to /o X o (3) across/ (4) d ^ n /o u t of (5) a lo n g /# f (6) tKt»(Jgh/past (7) into/q)*fr (8) onto/j>£ (9) X / o f f (10) tHfc»*Jgh/down 7b-c Pupils’own answers *In the first impression of the student’s book there are some mistakes in this chapter: • in the last line on page 159, for Thursday read Tuesday • the number of the last exercise on page 160 should be 5, and the exercises which follow should be and • in (corrected) Exercise 6a, Question 5, for river read ruins 32 Answers a car a bed [*f stairs ladders 0^ a lamp post [vf a pond a cat a wall the street the corridor 0^ a casde 0^ a room S ' a wall a table 0^ a park 0^ a town 0^ a road a pavement 0"" a bus a skateboard 0^” Questions teeth &{ at night 2 Who Whose Where When 3 What Which What Which 4 When is Mo coming? What can he do? Why are they laughing? Where are Snapper and Mo? What size are your feet? Whose pen is this? Which bicycle is yours? What programmes you like? many old much quickly 7a W^*£t/Whose Whose/Vj3se/Which How/^^h&t W)*f/Whose W ^t/W ho What/WNjch 10 HiSS^ffCyiy/How much 11 How/W ^ch 12 W ^ h /W h at 13 \0se 7b-c 8 10 many different kinds of whale are there? ’s the smallest penguin on earth called? fast can a killer whale swim? long have whales been on earth? many kinds of shark are there? has got the biggest teeth? long are its teeth? killer whales eat? long can a shark live? ’s the biggest penguin on earth? Pupils’own answers Pupils’ own answers 10 Which How How Why How Which Where How When Why Answers Relative clauses Short answers • • No, he hasn’t &{ Yes, he is S ' These words should be circled: Yes, I am No, I can’t No, I’m not 3 I am it isn’t we are they aren’t Yes, he does 2-4 Pupils’ own answers Pupils’ own answers Pupils’ oum answers 7a 10 I haven’t I am I don’t I have I don’t I’m not I have I am I I haven’t 7b-■c Pupils ’ own answers 8 10 you won’t I won’t they can’t she will we can we will you can’t he can they can’t they will • These words should be underlined: who invents machines that makes hot rain who likes parrots that does the washing-up These words should be circled: He, them He, it They, her She, him They They 5 10 who works in the sweet factory who owns the newsagent’s who cleans the swimming-pool who built the railway who looks after Wibble Park who work in Wibble cinema who teaches Splodge French who work in the Mud Pie Cafe who sells ice cream who looks after people when they’re ill 6a 10 that taste of raspberries that’s made of chicken and chips that walks dogs that gives you a bigger brain that ties shoelaces that’s hot that tells stories that are made of toffee that fills baths that catches pronouns 6b Pupils’own answers (1) (2) (3) (4) (5) (6) (7) (8) (9) (10) 34 It makes edible forks S ' a fork that you can eat Answers who that who who who who who that that who Pupils’ own answers Reference K Splodge Ruff Foxes I An umbrella is a useful eful < object Ruff is an inventor That lady is a vet Mud pies Machines Mice the ^ / don’t Does Splodge have a bath every day? Yes Does he ask clever questions three times every hour? No S ' Do you know how many apples? No & Do you know how much milk? No Use a few with nouns you c a n /c)n$’t count Use a bit with nouns you £ « £ /can’t count Use a lot of with nouns you can count nouns you can’t count You can use any with all nouns in negative sentences and in questions aren’t many apples, isn’t much tea Answers REVISION REVISION nouns; adjectives; adverbs present and past simple; present and past continuous is tastes like makes es i, es people mice feet sheep children fish Present ’m ’re ’s ’s ’s ’re ’re ’re more funnier easier happier heavier three Adverbs tell you more about verbs 10 nicely easily well hard fast 36 The present simple is to talk about things you again and again Adverbs of frequency tell you when something happens older fitter nicer better Past was were was was was were were were Answers Use the present simple/cojDti*«cGus with like, love, hate, think, understand, believe, know, want don’t want doesn’t want The present continuous is to talk about things you’re doing now ’m driving ’re driving ’s driving stopped sang ate went walked were building What happened first? Splodge got into the bath REVISION REVISION present perfect simple; passive future; first conditional ’ve spoken ’s spoken haven’t worked hasn’t worked ’m watching ’s not playing ’re travelling Do you know the date Splodge saw the pyramids? No 0^ You can use the present continuous to talk about things you’ve arranged to in the future ’re going to isn’t going to Who suddenly decides to go fishing? Snapper Splodge has gone to Canada Is Splodge in Canada now? Yes 0^ Splodge has been to Canada Is Splodge in Canada now? No 0^ yet just already For eight years a month two weeks Who has already decided to go fishing? Mo Since three o’clock Saturday November never ever The pink pancakes have been made Ruffs lab is cleaned every day 0^ The potion will be sold at ten His Eggbomb Machine was bought last year 0^ Use the passive when you k ^ w /d o n ’t know who does the action or it)^ is n ’t important who does it 10 is cleaned every day was built in 1602 has been stolen! will be found How does Splodge know she’s going to crash the car? Because he can see she’s driving too fast 0^ will and won’t are to tell people about things in the future 0^ Do I know Mo’s team will win? No 0^ The present simple First conditional sentences are to talk about the future 0^ Answers REVISION REVISION ability; permission; requests; deduction obligation; prohibition; advice 1 Does Splodge know how to cook spaghetti? No m Did Splodge know how to read when he was two? No Did he know how to stand on his head when he was two? Yes Who you think Splodge is talking to? His teacher Could I stay up late tonight ? 0^ Can Splodge eat more chocolate? No Did Splodge watch television last night? No Could you pass me a cup, please? Would you shut the window, please? I know Splodge is at the cinema Can he be in his bedroom? No, he can’t must must can’t 38 Can Mo go to bed later? No 0^ Splodge is telling sqJjiefcflScly/ himself to things Mabel thinks it’s a good idea to go to the dentist’s 0^ You can use should to say that you think something is the right/w£a$g thing to have to has to Answers No, he can’t No, he can’t doesn’t have to don’t have to You can use don’t have to when you can/c}fcf t choose what to mustn’t is to tell somebody that they $ * $ /can’t something can’t This animal is very big Can it be a mouse? No, it can’t Can Mo tidy his room tomorrow? No 0^ shouldn’t is to say that you think something is a g£x£d/bad idea 10 Do the sentences mean the same thing? REVISION REVISION phrases of place, tim e and movement questions; short answers; relative clauses Prepositions of place tell you where things are inside on outside behind These words should be circled: When Whose Where Why How Who on at in on at in at in Whose When Why Which What in on at No g f ‘Yes, I am.’ ‘No, they aren’t.’ do, have, can, will Possible answers: Yes, I am No, I don’t No, I haven’t Yes, I can Yes, I will Relative clauses tell you more a b o u t nouns S ' He It 10 who, that, which Prepositions of movement tell you how things move and where they move to I walked beJwgQn/past the castle I ran along/u^