Grammar One Teacher’s Guide Introduction Notes on the third edition Grammar One is the second in a series of four grammar books designed to make English grammar clear, interesting and easy to understand for young learners The books are designed to complement any coursebook, and they cover the same basic grammar syllabus as most beginners’ courses, and all the grammar needed for the Cambridge Young Learners English Tests The books can be worked through systematically, or particular units can be selected and used as needed The revision units practise the grammar covered in the preceding units 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: Grammar One is ideal for young learners and pre-teens during their first few years of English language study It has a communicative, activitybased 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 • 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 One: • teacher’s guide (this document) • 18 worksheets (one worksheet for each unit) • entry test • revision tests (one test for each revision unit) • exit test • answer key for student’s book, worksheets and all 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! Grammar One © Oxford University Press 2011 Guide to phonetic symbols Vowels iː i ɪ e æ ɑː ɒ ɔː ʊ u uː ʌ ɜː ə eɪ əʊ aɪ aʊ ɔɪ ɪə eə ʊə Consonants tea happy sit ten sad car dog ball book actual fool cup bird away pay so cry now boy dear chair sure Grammar One p b t d k ɡ ʈʃ dʒ f v θ ð s z ʃ put best tell day cat good cheese just first van three this sell zoo ship © Oxford University Press 2011 Family and friends Entry test You may wish to set an entry test for your students before they start using Grammar One This test is available as part of the downloadable tests, and revises all the grammar taught in Grammar Starter Aims • To revise and test students’ knowledge of subject pronouns, possessive pronouns, the present simple tense, yes/no questions, a, an and some and have got • To introduce the characters in the stories – the Bell family with Chip the dog and Trig the alien, and Nick and Jenny’s friends, Tom and Amanda Presentation Direct students’ attention to the picture of the Bell family Ask them to read the text and listen whilst you play the listening track Ask some comprehension questions, e.g How many people are there in the Bell family? (Four.) Has Nick got a brother? (No, he’s got a sister.) Who is Amanda? (Jenny’s friend.), Who’s got blond hair? (Jenny and Tom.), etc Check that the students understand chases Ask students some questions about their brothers and sisters/friends/hair colour/pets, etc., using be and have got to consolidate the vocabulary, e.g Have you got any brothers and sisters? Is (name of person in class) your sister? (in order to elicit, No she isn’t, she’s my friend) Notes on the exercises Before they start the exercise, tell students that Merton is the name of the town where the Bell family lives When you are checking the answers, make sure that they understand the adjective nice, as in nice house, and tell them it’s a very general adjective which can be applied to most things to describe something in a positive way, e.g nice girl, nice cake, nice weather, etc This exercise revises many grammar points, including the present simple tense, the verb be, the verb has got, and subject, object and possessive pronouns You might use it as a kind of diagnostic test to determine which, if any, of these areas the students have problems with Grammar One Before they start the exercise, go through the pictures with the class Point to each person and say Who’s this? (so students can learn the correct pronunciation of new names) For Zoe, George, Maria and Carlo also ask Where are they from? Use the picture of Chip to introduce the words bone and bury If you haven’t done so already, revise the formation of the present simple tense with the class Remind students about the third person s Revise a, an (for the singular form) and some (for the plural) with the class This exercise contrasts have got with the present simple The students have already practised both these forms in isolation, so you could see how they manage with the exercise without further revision If necessary, write both verb paradigms up on the board and elicit the differences from the students Partner game Brainstorm some more words for each of the categories in exercise with the whole class Students may know words like pen and rubber for ‘School’ for example, and they might want to suggest football or other sports for ‘Free time’ Go through the examples provided and write models of the question forms on the board, e.g Have you got ? Are you ? Is your ? Get the students to suggest more verbs Check that students are clear which short answer forms to use: Yes I have, No, I haven’t, Yes I am, No, I’m not, Yes, I do, No, I don’t Encourage students to use the short answer form in their answers, then to follow up with more information, e.g Have you got a skateboard? No, I haven’t, but I’ve got a bike./Yes, I have, it’s black and green Worksheet You will need one copy of this worksheet for each student in your class Some pair or group work is involved, and each small group will need a dice www Trig’s website Encourage your students to complete the online activities for this unit at www.oup.com/elt/trig © Oxford University Press 2011 What you play? Wh- questions; prepositions of time Aims • To learn to form Wh- questions in the present simple tense and to use the prepositions of time in, on and at • To practise talking about sport and other free time activities and hobbies Presentation Before students open their books, start the lesson by asking the class Do you like sport? What sports you play? Build up a list of different sports on the board Tell students to open their books Ask What sport does Tom play? Play the listening track and let students listen, read and answer the question (Tom plays football.) Check students understand practise, gym, outside and match Grammar lesson • Go through the rules for question formation and ask students to give examples of questions with what, where and when, etc from the text Elicit examples of possible questions with why and who • Look at the prepositions part of the grammar lesson and elicit more examples for each category: in + month, on + day, at + time, etc Make sure every student gives you one example • Put students into pairs and ask them to read the conversation aloud They should change Tom’s information for real information about themselves and the sports they play Alternatively, they can invent new information Vocabulary and Words to learn Learning about prepositions of time is a good opportunity to revise the days of the week, months of the year and the four seasons, as well as basic clock times (Note that students have an opportunity to practise months of the year in exercise 7) Notes on the exercises This exercise allows the students to practise the word order in question forms Write the elements up on the board – subject, main verb, do/does, question word – and ask students to tell you what the correct order is They can look at the Grammar One example for help if they are not sure Remind them that if the main verb in the sentence is be, they don’t need to use do/does 2–3 When students have finished writing the question forms, ask them to work in pairs and take turns to ask and answer the questions in these two exercises As an extension, they could write true answers about themselves 4–5 You might want to revise school subjects before students read the text, and ask students to tell you what their favourite lessons are To ensure that the list of television programmes is meaningful for students, go through it with the class Ask for a volunteer, or volunteers, to read the names of the programmes aloud (checking pronunciation) and encourage students to guess what the programmes are about This is an opportunity for students to revise the months You could extend it by asking students to tell you the seasons the months are in Partner game Start the activity by telling the class about your own favourite television programmes and when they are on You might want to introduce genre words for types of TV programme, e.g comedy, adventure series, documentary, quiz, game show Then tell the students to work in pairs and ask each other Extend the activity with a class survey Set a time limit within which students try to ask as many people as possible what their favourite programme is in order to find the overall class favourite (if there is one) You could the second activity as a memory game Give the students a few minutes to look at the list of programmes in their pairs, then instruct one student to close their book and try to answer their partner’s questions from memory Worksheet You will need one copy of this worksheet for each student in your class www Trig’s website Encourage your students to complete the online activities for this unit at www.oup.com/elt/trig © Oxford University Press 2011 Trig goes skateboarding Imperatives; go + -ing Aims Notes on the exercises • To learn to use the imperative form of the verb in the positive and the negative 1–3 These exercises demonstrate a range of the different contexts in which imperative forms might be used – teacher talking to a class, mother talking to a child and signs that give instructions Make sure students are clear about the context for each activity, as this will help them choose the appropriate positive or negative imperatives • To practise using the form go + -ing to talk about free time activities and to learn the spelling rules for before the ending -ing Presentation Ask students to look at the illustrations and read the text whilst you play listening track Then play the listening track again and ask students to listen and repeat Check students understand careful, fast, hit, jump, dustbin and oh dear Ask students to close their books and play the listening track a third time Pause after each verb and invite the students to complete the phrases for you, e.g Trig, when you go (Stop the listening track here and elicit the word ‘skateboarding’) Be careful Don’t (Stop the listening track here and elicit the phrase go fast) Grammar lesson • Go through the rules for forming imperatives with the class Ask students to identify all the positive imperatives in the texts (be careful, jump off), then all the negative imperatives (Don’t go fast, Don’t hit the dustbin) Check students understand what a warning is and ask them to tell you which phrase in the dialogue is a warning (be careful) • Read through the list of free time activities with go and -ing with the class Ask students if they can think of any more, e.g ride – go riding, jog – go jogging, swim – go swimming, skate – go skating, climb – go climbing Go through the spelling rules • Ask the students to tell you the rule for when to use play to talk about free time activities and when to use go + -ing We normally use play to talk about ball sports and games, but go + -ing for most other types of physical activity (Note that there are some activities that we use with, e.g ballet, karate, yoga.) Vocabulary and Words to learn The main vocabulary for this unit is related to free time activities At some point, check that everybody in the class knows the vocabulary for talking about their free time activities in English Grammar One Remind students to check which form of go they need to use in each question – the third person singular or plural Partner game To prepare for this activity, ask students to think of free time activities and some questions they could ask about them, for example where people the activity, when they it, what they need to it with, why they like it Students can either the activity in pairs and then swap partners, or alternatively you could run it as a whole class mingle Students walk round the classroom and ask as many of their classmates as possible their questions They make a note of the answers and give oral or written feedback on the results at the end of the activity, e.g Three people in the class go camping in the summer Extension To practise imperatives, you could play the game ‘Simon says’ with the class One student stands in front of the class and gives a series of instructions, e.g Stand up, Simon says ‘stand up’, Simon says ‘open your book’ When the instruction begins ‘Simon says’ the students should follow it; however, if the instruction is given by itself without ‘Simon says’ at the beginning, students should ignore it Any student who makes a mistake is eliminated from the game Worksheet You will need one copy of this worksheet for each student in your class www Trig’s website Encourage your students to complete the online activities for this unit at www.oup.com/elt/trig © Oxford University Press 2011 What is there in Merton? There is/are; some and any with plural nouns Aims • To learn and practise the structure there is/are • To learn how to use some and any with singular and plural nouns • To introduce/revise places in a town Presentation Look at the map of Merton with the students Explain that the town is on the river Mer (point to the river), from which it probably gets its name Also point out the names of the different streets – Bridge Street, Mill Street, Park Street – so that students will recognize them when they are referred to in the listening track Teach or revise the names of the different places in the town Drill the pronunciation thoroughly (students repeat after you) Play the listening track whilst students listen and read Ask them to point to the different places in the map in their books as they are mentioned Walk round the class while the listening track is playing, checking that students can recognize the words and find the places Check that students understand bench Grammar lesson • Go through the rules for using there is/there’s, there are, some and any with the class Drill the pronunciation, particularly weak forms of there are and there’s a Vocabulary and Words to learn The main vocabulary set that students will learn in this unit is ‘places in town’, which are practised in exercise You could take the opportunity to introduce the words for some of the objects pictured in the different places in the map, e.g pedestrian crossing, trolley, swings and roundabout Notes on the exercises 1–2 The first two exercises thoroughly drill the use of there is/isn’t a for the singular form and there are/aren’t any for the plural form, as well as practising places in the town Check students understand that we use some in the plural when we aren’t sure about the number of things or it isn’t important Grammar One 4–5 Students are asked to think about the buildings and facilities in their own town in these two exercises It will facilitate whole-class discussion if the students all talk about the same town, so ask them to answer the questions in relation to the town the school is in, or another nearby town that everyone is familiar with As you go through the answers to exercise with the class, ask questions to elicit as much additional information as possible about each of the places, e.g Where is it? What is it called? Is it small or big? Do you go there often? Do you like it? You could ask the students to try to complete this exercise without looking at the map of Littleton, by relying on the clues in the grammar and syntax of each sentence only When they have finished, they can check their answers against the town map Before they start the exercise, check students know the words for the items of food on the tables Looking at the picture with the class, point to the different food items and ask them to tell you what they are Team game Divide the class into teams of 6-8 students in order to give all students more opportunities for speaking Before you start, check students understand they can use their English books to help them find words beginning with the right letter Don’t forget to tell students if they are allowed to shout out the answers, or if there is a rule that they have to raise their hands Worksheet You will need one copy of this worksheet for each student in your class www Trig’s website Encourage your students to complete the online activities for this unit at www.oup.com/elt/trig © Oxford University Press 2011 Who’s behind the door? Prepositions of place Aims Notes on the exercises • To teach and practise prepositions of place 1–3 Make sure students understand that the expression in front of is always three separate words, and next to is always two words • To learn the words for articles of furniture and parts of a room (floor, window, etc.) and use them to describe room layouts Presentation Hold up the picture of Jenny’s bedroom on page 20 so the whole class can see it Point to each of the labelled items of furniture and say the word The students repeat after you Tell the students to close their books and use the furniture in the classroom (or draw on the board) to help you drill the vocabulary Point to items and ask What’s this? or Is this a or a ? When you are sure that students know the vocabulary for furniture, tell them to open their books again and look at the text about Jenny’s bedroom Play the listening track whilst they listen and read the text Check students understand clean and tidy (you might like to introduce the opposites dirty and untidy at the same time) Ask for or choose a volunteer, or volunteers, to read the text aloud to the class As they so, the other students could look at the illustration in their books and point to each item of furniture as it is mentioned Grammar lesson Do this activity together orally as a class before students write the answers Tell students to close their books and divide the class into two teams The teams take turns to say, from memory, where the objects are They get a point for each correct sentence This exercise revises and consolidates the vocabulary for furniture and parts of a room Students who finish quickly could be asked to write similar sentences about the classroom Partner game Ask students to draw a plan of the layout of their bedroom to help them prepare for this activity The plans should show the windows, the door and the main items of furniture – bed, chair, wardrobe, desk, bin, lamp, desk, table, (book)shelf You can make the game more demanding if you ask students to give their partner an empty plan of their bedroom (showing the position of the door and windows) The pairs then take turns to ask questions to find out where all the pieces of furniture are and draw and label them on the plan Worksheet • Go through the prepositions of place in the Grammar lesson with the class Elicit an example sentence for each one from the text, e.g He’s in the box The ruler’s in the rucksack You will need one copy of this worksheet for every pair or small group of students in your class • Finally, practise prepositions of place with classroom objects Take an item such as pencil and place it on the desk, under the desk, etc and ask students to tell you where it is When you think they are ready, elicit examples directly from the students Encourage your students to complete the online activities for this unit at www.oup.com/elt/trig Vocabulary and Words to learn The main items of vocabulary to learn in this unit are for furniture and parts of a room Since students learn floor, door, window and corner, you might also like to introduce the word ceiling Make sure you draw students’ attention to the irregular plural of shelf (shelves), and to the pronunciation of drawers Grammar One www Trig’s website Revision (units 1–5) Students should the revision unit at the end of unit Exercise is an example of a Cambridge Young Learners English Test task type Test A downloadable test that covers all the material in units 1–5 is available Once your students have completed revision 1, it is a good time to ask your students to complete this test © Oxford University Press 2011 Can you swim? Let’s go swimming! Can for ability; let’s Aims mistakes that learners make are either to treat can like a regular verb and produce phrases such as I don’t can and Do you can ?, or to forget that can is followed by the base form, not to + base form (which results in sentences like I can to speak English) Students are less likely to make such mistakes whilst they are practising can in isolation in exercises such as these, but you should remain vigilant that this does not happen when students start integrating can into speech and writing alongside other structures • To learn the structure can/can’t to talk about ability • To practise making suggestions using the structure Let’s Presentation Look at the illustration with the class Elicit the fact that it’s a hot day (Ask Is it a cold day? or What’s the weather like?) Then play the listening track whilst students read the text and listen Grammar lesson • Go through the formation and use of can in the Grammar lesson with the students Ask the class Can Jenny swim? (Yes, she can.) Can Zoe swim? (Yes, she can.) Can Trig swim? (No, he can’t.) Then ask different students in the class Can you swim? • Draw students’ attention to the pronunciation of the weak form of can in questions, and contrast with the pronunciation of the strong form in short answers (Can you swim? Yes I can) Drill the weak form thoroughly with the class – have students listen and repeat individually and in chorus – so that they are comfortable with using it themselves and sound natural • Explain that the construction Let’s is used to make suggestions, and go through the examples with the class Teach the students some phrases for responding to a suggestion, such as Yes, OK and Yes, good idea! Vocabulary and Words to learn Apart from the vocabulary in the Words to learn box, students have to use a range of verb/noun collocations to talk about ability in relation to various activities in this unit The structures include: play – basketball, football, table tennis, drums, guitar ride – a bicycle, a motorbike, a camel, a horse speak – English, French, Greek, Japanese and also: climb trees, maths, make a cake, catch a fish Notes on the exercises 1–6 These exercises provide students with practice in forming sentences and questions with can and can’t For most students, can is not a difficult structure to use, and the most common Grammar One 7-8 These activities give students the opportunity to practice the use of the structure Let’s to make suggestions Get students to read their answers to exercise aloud and ask for volunteers to either agree to the suggestion or to disagree with it and make a counter suggestion (teach them the word instead to use in these cases), e.g Let’s go skateboarding OK Good idea./No, let’s go swimming instead Team game This activity reviews some of the different verb + noun collocations used in the unit to talk about activities When you go through the answers, ask students how many other expressions with the same verb they can think of, e.g ride a bicycle – ride a horse, camel, motorbike, etc If students find it challenging to think of the different activities by themselves and this slows the game down, you can always suggest an activity yourself by writing it on a piece of paper for the student whose turn it is to come to the board Coming up with a plausible Let’s suggestion might require some ingenuity on the part of the students and may add an element of humour to the lesson, e.g (for ride a camel) Let’s go to the zoo, desert, safari park, home for camels, etc Worksheet You will need one copy of this worksheet for every pair of students in your class www Trig’s website Encourage your students to complete the online activities for this unit at www.oup.com/elt/trig © Oxford University Press 2011 Trig is helping Present continuous Aims Vocabulary and Words to learn • To teach students how to form the present continuous tense • To start exploring how the tense is used and to practise it in appropriate contexts You might like to look at all the vocabulary items to with gardens and being outside in this unit – tree, flower, garden, grass, bush, bird – and revise them together as a lexical set Presentation Notes on the exercises Focus the students’ attention on the text and illustrations Play the listening track whilst the students read and listen Stop the listening track each time you come to an illustration and get students to repeat the sentence(s) with the present continuous verb after the recording Choose different students to read out the sentence(s) under each picture To make sure students understand any new vocabulary, e.g shine, hang, dig, the washing-up, hold up the book so everyone in the class can see the illustrations, and point to the part of the picture that shows the action Explain that the verbs in bold are all in the present continuous tense, and go through the rules for the formation of the present continuous with the class Grammar lesson • Go over the spelling rules and drill the forms thoroughly, getting the class to repeat after you in chorus and individually, substituting work with other verbs for variety This will help to anchor the form in the students’ memories and gives supported pronunciation practice that will help them to have more confidence when they speak • Make sure students understand that they should use the long form of be in positive short answers, even in spoken English, and the short form for negative answers, e.g Yes, I am (not I’m) but No I’m not Yes, you are (not you’re) but No, you aren’t Yes, he is (not he’s), but No, he isn’t • Explain that the present continuous is used to talk about things that are happening ‘now, this moment’ Use the class to help you build up a list of things that are happening ‘now this moment’ in the classroom, e.g We’re having an English lesson, we’re learning about the present continuous, etc Grammar One 1–3 These exercises are concerned with recognizing the appropriate form of the present continuous tense for the context 4–7 These exercises allow students to start practising negatives and question forms with short answers Remind them that it is usual to use the long form in positive short answers and the short form in negative short answers The most common mistakes that learners make in relation to the present continuous tense are to with usage: it is often either under used (e.g learners say it rains instead of it’s raining) or over used However, the common mistakes related to formation are either to leave out the verb be or to use the wrong form of be for the context Class game You could enhance the element of competition in this activity by turning it into a race Divide the class into two or more teams and prepare sets of ten to twelve cards (one set per group) with an activity written on each card, e.g digging in the garden, making a sandwich, playing the drums When the game starts, the first student in each team goes to the front of the class and gets card one from the teacher They mime the action written on the card for their group to guess When the group has guessed correctly, the next student goes to the teacher to get card two, and so on The first group to have guessed all the activities and got through all their cards wins Worksheet You will need one copy of this worksheet for each student in your class www Trig’s website Encourage your students to complete the online activities for this unit at www.oup.com/elt/trig © Oxford University Press 2011 Can you see them? Object pronouns Aim Notes on the exercises • To teach object pronouns and explore and practise the use of object pronouns, for example after verbs and after prepositions such as for, with and in 1–4 The first four exercises involve students identifying object pronouns and making choices about which pronouns to use in the context given You can explain that the object pronoun for an animal can be him, her or it, depending on the attitude of the speaker and whether the subject pronoun used is he, she or it The animals in the story clearly have a name and a gender, so the object pronouns him and her should be used Presentation Focus the students’ attention on the text and illustrations Play the listening track through whilst the students read and listen When you have played the listening track through once, ask Where’s Trig? Where’s Chip? and elicit appropriate answers revising prepositions of place from the previous unit Grammar lesson • Go through the object pronouns and the rules for using them with the students • Tell the students to close their books or cover the text and play the listening track again Stop the recording just before each subject pronoun and try to elicit it from the students, e.g Listening track Trig and Chip are hiding Can you see You [Stop the recording here, encourage students to say the next word.] Students them Alternatively, read the text aloud, or get a student to read the text aloud, and stop just before the subject pronouns to allow the class to produce them Vocabulary and Words to learn The new vocabulary and Words to learn in this unit are mostly useful verbs, as in the list – see, ask, look for, know, take, find, wait for, tell Make sure that students understand that look for and wait for are two-part verbs or phrasal verbs, which must be used with the accompanying preposition You might also – if this is an area of vocabulary which students haven’t covered recently – like to revise items of clothing in preparation for exercise 3, for which students should know shoes, scarf, socks and baseball cap This exercise activates all the object pronouns together Tell students to check that they use each of the pronouns at least once Go through the categories on the list with the class and double-check that the students understand what they are For each one, elicit another example (of a sport, film star, singer, etc.) from the class Note that although band is a singular noun, it is more common to refer to a band in the plural (as in the members of the band), e.g I like the Black Eyed Peas – I like them This exercise revises the verbs from the Words to learn list and gives students an opportunity to practise using them If students have problems finding a verb, tell them they can look at the ‘Words to learn’ list on page 92 to help them Partner game You can extend the partner game and give the students more speaking practice by doing a survey of class favourites Give each student two categories to ask about and teach the question What’s your favourite sport / film star / singer? Students stand up and walk round the class and interview as many other people as possible, keeping a note of the answers At the end of the activity, the students report the results back to the class, e.g The class’s favourite colour is red – five people like it Worksheet You will need one copy of this worksheet for each student in your class www Trig’s website Encourage your students to complete the online activities for this unit at www.oup.com/elt/trig Grammar One © Oxford University Press 2011 Amanda likes playing tennis Like, love, hate + -ing form; one(s); would like Aims Notes on the exercises • To teach the use of the -ing form after like, love and hate 1–4 These exercises involve the students identifying different activities and talking about their attitudes towards them using like, love and hate With stronger groups, you might consider introducing don’t like doing for more variety and as a less extreme option than hate doing • To teach and practise the use of would like (a) as a more polite alternative to want • To introduce the use of the one(s) in order to avoid repeating the noun in a sentence Ask some comprehension questions, e.g What would Amanda like for her birthday? (A pony.), What Amanda and Jenny hate? (Losing balls when they’re playing tennis.), Who likes finding balls? (Trig.) 5–7 These exercises activate and practise the structures the one(s) and would like If students seem to have a good grasp of the structures, you might want to contrast would like + noun with like + -ing On the board, write the following beginnings of sentences: Tom likes Harry likes Tom would like Harry would like Underneath this put the phrases learning English, some new boots, a dictionary, playing football Get students to explain which endings match which sentence beginning and why Grammar lesson Presentation Focus students’ attention on the picture and play the listening track whilst they listen and read the text Check for understanding of vocabulary, particularly lose, photograph and pony If students ask you about one(s), tell them that it is used here to avoid repeating the word horse too many times • Go through the rules for the use of the -ing form after like, love and hate with the class Ask some of the students if they like, love and hate doing the activities in the examples and elicit full sentences in the first person, e.g I hate doing homework, I love riding Stronger students might be able to generate their own original sentences about activities that they like and don’t like • Go through the explanation for the use of one(s), and supplement the example in the book with other examples, e.g I have two pens, a red one and a blue one There are lots of books on the shelf The blue ones are dictionaries • Drill the pronunciation of the different forms of would like – I’d like, you’d like, he’d like – and get the students to tell you about something they would like for their birthday, for lunch, etc Vocabulary and Words to learn Most of the activities that the students have to talk about in relation to like, love and hate will be familiar, except for possibly paint, cook and dive Make sure you find out from the students which real-life activities they love, hate, etc and teach the English expressions for these Grammar One Class game This exercise recycles and revises the structure can + base form and contrasts it with the new structure like/love/hate + -ing form If students have problems, refer them back to the Grammar lesson on page 28 for help There are several possible ways to extend this exercise Students could chose one or two of the activities from the list (or use their own ideas) and a class survey, reporting back afterwards, e.g Everyone in the class likes phoning friends Five people in the class like buying clothes and two people hate it Alternatively, you could ask students to compose more complex questions using what, e.g What you like/hate doing after school/when you wake up in the morning/before breakfast/on holiday? Worksheet You will need one copy of this worksheet for each student in your class www Trig’s website Encourage your students to complete the online activities for this unit at www.oup.com/elt/trig © Oxford University Press 2011 10 Can I go out? Can for permission; must for necessity Aims • To teach the use of can to ask for, give and refuse permission • To teach and practise must + base form to express necessity Presentation Focus the students’ attention on the text and illustrations Play the listening track whilst the students read and listen Ask the class: Can Nick go to the cinema? Try to elicit the response No, he can’t from the students (If they only answer No, make it clear that this is the correct answer, but indicate that you want them to say more.) Grammar lesson • Go through the explanations of can for permission and must for necessity Then ask the students what Nick must and mustn’t (he must tidy his room, he mustn’t go out when he’s got a cold) • Draw students’ attention to the form of both verbs, particularly the fact that neither takes an s in the third person, nor uses as an auxiliary verb to form questions and negatives Drill the example sentences, getting students to listen and repeat them after you • Get the students to practise reading the dialogue in pairs, one student taking the part of Mrs Bell, whilst the other is Nick With a strong class, ask them to this a second time, substituting ‘go the cinema’ and ‘tidy your bedroom’ with different activities Vocabulary and Words to learn The new active vocabulary in this unit mostly relates to the kind of rules that parents set for their children – stay out, midnight, pocket money, invite, tidy, clean, etc You might also want to revise the language used to talk about classroom rules in exercise on page 45 Notes on the exercises 1–2 Students already know how to use can/can’t to talk about ability, so they probably won’t have too much difficulty with these first two exercises, which practise the use of can for permission Grammar One 3–5 These exercises give students practice in forming sentences and questions with must and mustn’t The most common mistakes that learners make are treating must like a regular verb and producing phrases like I don’t must , or forgetting that must is followed by the base form, and not by to, which results in sentences like I must to my homework now Students are less likely to make such mistakes whilst they are practising must in isolation in exercises such as these, so remain vigilant for these mistakes when your students use can and must alongside other structures in future classes 6–7 These exercises activate both must and can in a variety of scenarios that involve giving and refusing permission and talking about obligation When you are going through the answers for exercises and 8, you might want to ask different students to take the roles of the various speakers and read the answers aloud Partner game For the pairwork activity, you might want to explain to students that people often give a reason when they refuse a request (for example to borrow something), because this is more polite Teach students the expression I’m afraid and some possible excuses – I need it myself, it’s broken, I’ve only got one, etc – to use with their partner Worksheet 10 You will need one copy of this worksheet for each student in your class www Trig’s website Encourage your students to complete the online activities for this unit at www.oup.com/elt/trig Revision (units 6–10) Students should revision at the end of unit 10 Exercise is an example of a Cambridge Young Learners English Test task type Test A downloadable test that covers all the material in units 6–10 is available Once your students have completed revision 2, it is a good time to ask your students to complete this test © Oxford University Press 2011 11 How much milk? Some and any with uncountable nouns; how much, how many Aims • To teach/revise the concept of countable and uncountable nouns • To teach and practise the use of some and any • To introduce question forms with much and many and practise talking about quantity Presentation Focus students’ attention on the illustration and ask them to tell you quickly all the different types of food they can see in the kitchen Accept any correct answers that they produce, but don’t worry if they don’t use some correctly yet Play the listening track whilst the students read and listen Ask some comprehension questions to check understanding, e.g What Jenny and Nick want to do? (Make a cake.) Have they got any milk? (No.) How many eggs they need? (Two.) Remind students of the difference between countable and uncountable nouns Explain that uncountable nouns are things that come in a ‘mass’ which you can only quantify (count) in terms of units of weight or measurement or of the number of containers that will hold the mass All liquids – milk, water, juice, etc – are uncountable, as well as other materials – such as rice, flour, sugar – the sort that you put in containers rather than hold in your hands Abstract nouns, such as time, information, advice, and money are also uncountable (You can’t hold them in your hand either because they are abstract concepts.) Check students understand the concept of countable and uncountable by saying aloud the names of the different food items in the text and asking the class have to call out whether each one is countable or uncountable If they hesitate, ask Can you hold it in your hand? Grammar lesson • Go through the rules for the use of some, any, much and many with the class and drill the examples thoroughly Vocabulary and Words to learn The active new vocabulary in this unit is concerned with food items In addition to the words on Grammar One the list, students might not know lemon, apple, onion, omelette, soup and meat, which occur in exercises 3–6 Notes on the exercises 1–4 These exercises give students practise in distinguishing uncountable and countable nouns and using a, an, some and any appropriately You could extend this practice by teaching students the words for the containers shown in the illustrations across the unit – a bag, a packet, a carton, a jar a bottle Challenge the class to find as many uncountable food and drink items as possible to go with each word Set a time limit and let them use dictionaries if necessary The winner is the student who has the greatest number of correctly placed words across all categories (It is possible for the same word to go in more than one category, e.g a carton of orange juice, a bottle of orange juice.) 5–6 Whilst exercise practises much and many, the crossword puzzle in exercise brings together all the vocabulary and structures from the lesson and introduces time and money as uncountable nouns If you didn’t mention during the grammar presentation that abstract nouns are uncountable, it is a good idea to so before students start this activity Team game You could involve the students in setting up the game by asking the class to brainstorm as many food items as they can think of and writing them up on the board (or appoint a student, or students, to the writing) You can vary the context of the game from food for a picnic to food for other occasions, e.g breakfast, a birthday party, a breaktime snack, tea with grandmother, a midnight feast Worksheet 11 You will need one copy of this worksheet for each student in your class www Trig’s website Encourage your students to complete the online activities for this unit at www.oup.com/elt/trig © Oxford University Press 2011 12 How often you help? Adverbs of frequency Aims Vocabulary and Words to learn • To teach and practise adverbs of frequency The new active vocabulary in this unit is related to adjectives of description – busy, funny, tired, etc – or to places – beach, museum, sea It might be a good idea to add excited and crowded, which students will need for exercise to the list of adjectives • To learn to use time expressions with once/twice/ three times a day/month/year to express the frequency of actions Presentation Focus students’ attention on the illustration Say This is Nick’s bedroom – is it tidy or untidy? Elicit that it is untidy and ask how often students think he tidies his room Tell students they are going to hear the listening track to find out Play the listening track whilst students listen and read the text Elicit that the answer to the question How often does Nick tidy his bedroom? is Once a year Check students’ understanding of vocabulary in the text and explain busy Grammar lesson • Go through the adverbs of frequency with the class Drill the pronunciation and explain that often can be pronounced either with or without the ‘t’ sound – both are correct • To check students have understood the meanings of the adverbs of frequency, draw a vertical line on the board Put a dot at the top, bottom and middle of the line and write 100% next to the dot at the top, 0% at the bottom and 40% in the middle Add two more dots to represent 95% and 75% and write in the figures Tell the class that this line is a diagram of the adverbs of frequency Ask them if someone does something 0% of the time, which adverb we use to describe this Elicit never Invite different students to come up to the board and write the other adverbs – aways (100%) usually (95%), often (75%) and sometimes (40%) – on the diagram • For the time expressions, write once, twice, three, four (five, six, etc.) times in a column, and a day, a week, a month, a year in another Write every hour, day, month, year, etc underneath • Invite different students in the class to tell you how often they tidy their room or the washing up – first using an expression with once/twice or every and then with an adverb of frequency, e.g I tidy my room every week./Once a week – I often tidy my room Grammar One Notes on the exercises 1–3 These initial exercises give students practice in formulating sentences with verbs of frequency Before they start exercise 2, remind students that, the adverb of frequency usually comes before the main verb of the sentences, with the exception of the verb be, which the adverbs of frequency are usually placed after To encourage students to give true answers and make the exercise more meaningful for them, you could, if appropriate, teach the phrases quite often (which is more than sometimes but less than often) and rarely (which is less than sometimes but not as much as never) If students are having trouble producing words like museum (for question 3) or busy (for question 5), refer them to the dialogue and the list of Words to learn on page 56 for help Partner game Make sure you demonstrate to the class how to fold the paper once students have written the action on it (Tell them that the action should be in the first person, e.g I ride a camel or I clean my teeth) The paper must be folded so the action is on the back The student who receives the folded paper then writes a time expression on the blank upward‑facing fold, without looking at the action on the back It will then be possible to unfold the slips of paper horizontally and read the resulting sentences, some of which may be funny or unlikely, e.g I ride a camel ten times a day, I clean my teeth once a year Worksheet 12 You will need one copy of this worksheet for each student in your class www Trig’s website Encourage your students to complete the online activities for this unit at www.oup.com/elt/trig © Oxford University Press 2011 13 Tom plays football Present simple or continuous? Aims • To compare and contrast the present simple and present continuous tense • To revise and practise adverbs of frequency and time expressions Presentation Focus students’ attention on the pictures Point to each of the characters in turn and ask Who’s this? and What’s he doing now/at the moment? Elicit: Tom – he’s playing football, Nick – he’s doing his homework and Chip – he’s thinking about Fluff (or any other possible variants – but make sure that the present continuous tense is used and formed correctly) Play the listening track whilst the students listen and read Check there are no difficulties with vocabulary (for example talk about) and that the students understand the whole text Ask for three volunteers to read the three different paragraphs of the text aloud They should stop after each verb in bold and the rest of the class should call out ‘present simple’ if the verb is in the present simple tense, and ‘present continuous’ if it’s in the present continuous Grammar lesson • Go through the rules for the usage of the present simple versus the present continuous with the class Emphasize the difference between facts that don’t change and repeated habits (present simple), and things that are happening right now this moment and are unfinished or ongoing (present continuous) • Invite different students to give you true examples about themselves which contrast the present continuous and what they are doing right now – sitting in class, learning English – with the present simple and habits or repeated actions – I have an English class twice a week, I usually my English homework on Friday afternoon, etc Vocabulary and Words to learn The new active vocabulary in this unit is useful verbs or verbal phrases, such as make a mistake, talk about and laugh It might be a good idea to check these before students begin exercise on page 63 Grammar One The other lexical area you might like to revise is jobs for exercise on page 61 – waitress, teacher, farmer, cook and bring food, drive a tractor Notes on the exercises 1–4 Exercise reinforces the time-related words and phrases associated with each tense, whilst the following exercises expose students to a context for practising each tense separately This should help them to consolidate their ‘instinct’ for the circumstances in which the tense should be used At the end of exercise 4, you could try to get the students to compare what each of the people in the four jobs does generally in their profession with what they are doing now in the picture, e.g A waitress works in a restaurant – she brings food to the customers and helps in the kitchen At the moment, the waitress is bringing food to the customers 5–7 These exercises require students to contrast the different uses of the present simple and present continuous and to make appropriate choices about which ones to use Make sure the students are familiar with all the vocabulary in the texts for exercise 6, since all the following activities depend upon it You might want to check lose, make a mistake and laugh Partner game Because the students have a lot to remember for this activity, it might help them if you put a list of question ideas up on the board (see below), so they can ask as many questions as possible about Anna and Zoe like England, play tennis, play basketball, walk in park music, weather in England play tennis, basketball practise English, tennis, basketball weather rain, sun shine? win, lose, laugh, have fun Worksheet 13 You will need one copy of this worksheet for each student in your class www Trig’s website Encourage your students to complete the online activities for this unit at www.oup.com/elt/trig © Oxford University Press 2011 14 Were you frightened? Past simple of be Aims Notes on the exercises • To teach the positive, negative and question forms of the past simple of be 1–3 These exercises give students the opportunity to practise making sentences with was and were in the context of places in the town You can revise the words with the students first by pointing at the different illustrations and getting the class to repeat after you • To practise using was/were in context • To teach and practise past time expressions Presentation Focus students’ attention on the illustration Point to the monster and ask What’s that? Elicit that it’s a monster and get the students to tell you anything about it that they can, e.g colour, size, teeth Tell the students they are going to find out about the monster and play the listening track whilst they read and listen Check the students understand all the vocabulary – particularly dark, alone, scary noise, sharp, crazy, frightened, dream Ask some comprehension questions, e.g Where was Nick last night? (In an old house.) Was he with his friends? (No, he was alone.) What made the scary noises? (The monster.), Was he frightened? (Yes, he was.) Was it real? (No, it was a dream.) Play the listening track again if appropriate Grammar lesson • Go through the rules for the use of the past simple and introduce the different forms of was and were Draw students’ attention to the pronunciation of the weak forms of was and were in questions, and contrast it with the pronunciation of the strong form in short answers, e.g Was Nick frightened? Yes, he was and Were the monsters’ eyes big? Yes, they were It doesn’t matter if students can’t reproduce the sounds very well themselves, but raising awareness of them is useful because it helps students to recognize the forms when they hear them in connected speech • Go through the past time expressions and drill the positive, negative and question forms of was and were thoroughly with the class Vocabulary and Words to learn The new active vocabulary in this unit mostly occurs in the opening dialogue – dark, alone, scary, noise, sharp, crazy, frightened, dream, etc However, you might also like to review the words for ‘places in the town’ to prepare the students for exercise Grammar One You might want to quickly revise prepositions of place for this exercise, in preparation for students describing the location of objects in Nick’s room 6–7 Exercises and practise and consolidate vocabulary, which is useful for students in this vocabulary-rich unit Exercise reviews the new vocabulary from the opening dialogue and exercise practises adjectives with pairs of opposites You could ask students who finish quickly if they can find more pairs of opposites Partner game After students have studied the picture of Nick’s room, ask them to close their books and put the words for the objects that you want them to ask questions about up on the board This ensures that they can the whole activity without opening their books again When they have asked and answered all the questions with their partner, let them open their books again and check anything they weren’t sure of Worksheet 14 You will need one copy of this worksheet for each student in your class www Trig’s website Encourage your students to complete the online activities for this unit at www.oup.com/elt/trig Revision (units 11–14) Students should revision at the end of unit 14 Exercise is an example of a Cambridge Young Learners English Test task type Test A downloadable test that covers all the material in units 11–14 is available Once your students have completed revision 3, it is a good time to ask your students to complete this test © Oxford University Press 2011 15 Trig had a bath Past simple of have Aims Vocabulary and Words to learn • To introduce the past simple of have in all its forms and to practise using them The major vocabulary learning point for this unit is the number of expressions that there are in English which contain the verb have, e.g for meals and for food and drinks, for aches, pains and illnesses The other important lexical area is words for different types of illnesses and health problems – headache, toothache, temperature, sore throat • To practise past time expressions Presentation Focus students’ attention on the illustration and ask What did Trig last night? Where was he? Elicit the information that he was in the bathroom having a bath, but don’t worry about tense forms the students use to express this Teach the word bubbles Ask Where was Jenny last night? Play the listening track while the students read and listen Elicit the information that Jenny was in bed last night and explain headache, sore throat and temperature as necessary Teach the adjective ill, which the students will need in exercise Ask some comprehension questions – Does Trig like having a bath? (No, he hates it.), Why was Jenny in bed? (She had a temperature and a sore throat.) Who had a headache? (Nick.) If necessary, play the listening track again or ask students to read the dialogue aloud in pairs Grammar lesson • Go through the rules for the use of the past simple tense and the time expressions and thoroughly drill the simple past forms of have Have students repeat after you the positive, negative and question forms and the short answers Drilling helps to ‘anchor’ the forms in the students’ memories and also allows them to practise pronouncing and producing the new language in a supported way • Explain that did is used as the auxiliary verb to form negatives and questions in the past simple in the same way that do/does is used in the present simple Emphasize that did is invariable (does not change its form), unlike in the present simple tense which becomes does in the third person • Go through the different expressions with have – a bath, a shower, breakfast, lunch, etc and check the students understand what they all mean Grammar One Notes on the exercises 1–4 These exercises allow the students to practise the positive, negative and question forms of have in the past simple in isolation from each other This allows students to consolidate their knowledge and get comfortable with using each form before mixing them up 5–6 Extend exercise by asking students to apply the situations in sentences 1–6 to themselves and write six true sentences, e.g I had/didn’t have a bad dream last night This exercise revises and practises some of the important common expressions with have Tell students that these ideas might be expressed differently in their own language using verbs other than have, and if so it is particularly important to learn the correct expressions in English and not forget to use have Partner game You could extend this activity by asking students to turn back to the Grammar lesson on page 72 and write five Did you have ? questions in the past, using one of the time expressions and one of the expressions with have They should try to add more detail to make the questions varied, e.g Did you have a shower before breakfast yesterday? Did you have a party for your birthday last year? Students take it in turns to ask and answer the questions with their partner Worksheet 15 You will need one copy of this worksheet for each student in your class www Trig’s website Encourage your students to complete the online activities for this unit at www.oup.com/elt/trig © Oxford University Press 2011 16 Did Trig help? Past simple of regular verbs; ago Aims Notes on the exercises • To introduce the past simple form of regular verbs Remind students of the spelling rules before they start the exercise and check they understand the meaning of all the verbs – particularly empty, repair, drop and paint • To review when the past simple tense is used • To teach and practise expressions with ago Presentation Focus students’ attention on the illustration and ask Where were Trig and Dad two days ago? What were they doing? Elicit the information that Trig and Dad were working in the garden, but don’t worry about which tense forms the students use for the moment Teach/elicit the words watering can, flowerbed, weed, pull up and water by pointing to the relevant pictures and asking What’s this? Ask the students What did Trig to help Dad? Play the listening track while the students read and listen Elicit the answer that Trig pulled up the flowers and watered the weeds Check that students understand all the vocabulary in the text – you might want to check fill (the watering can) and water (as a verb) If necessary, play the listening track again and let students read and listen a second time Grammar Lesson • Got through the rules of formation and use for the past simple tense with the class, then drill them thoroughly substituting different verbs for help • Go through the spelling rules, but remind students that the form change occurs in positive sentences only Remind them that for questions and negatives in the past simple, the auxiliary verb did is used, but the main verb in the sentence stays in the base form • Teach the meaning of ago and drill the examples Vocabulary and Words to learn The new active vocabulary in this unit is principally the ‘gardening’ words from the dialogues – flower‑bed, water, fill, pull up – to which you might want to add weed and watering can as additional Words to learn There are also lots of verbs in this unit, since it deals with verb forms Exercise on page 79 revises the recently introduced verbs and gives students the opportunity to practise them Grammar One 2–5 Check the students know the correct pronunciation of the -ed ending: For verbs that end in d or t, the ending is pronounced ‘id’ For verbs that end in a ‘voiced’ consonant – b, g, j, l, m, n, r, w, y, z – the ending is pronounced ‘d’ For verbs that end in an ‘unvoiced’ consonant – c, f, k, p, s, t– the ending is pronounced ‘t’ Make sure students understand that ago can be used with units of time of any size, from seconds to years and centuries, and that their answers for the exercise should contain all the units of time mentioned in the rubric This vocabulary exercise reviews the most recently introduced verbs in this and previous units As an extension exercise, you could ask students to write a sentence using each of the verbs in the past simple tense Class game You might like to write suitable verbs for this game on bits of paper, fold them up and put them into a bowl The student whose turn it is to mime comes up to the front of class, takes a bit of paper from the bowl and has to mime that verb Whilst this removes the element of choice for the student, it ensures that the more difficult verbs are attempted If the students enjoy miming, you could make the game more challenging by writing short sentences in the past simple, not just the verb, and including negative as well as positive sentences, e.g I washed my hair/the car/my clothes (instead of simple I washed), I didn’t watch television Worksheet 16 You will need one copy of this worksheet for each student in your class www Trig’s website Encourage your students to complete the online activities for this unit at www.oup.com/elt/trig © Oxford University Press 2011 17 Nick lost his money Past simple of irregular verbs Aims Notes on the exercises • To introduce students to the simple past form of some common irregular verbs 1–2 Urge students to make the effort to learn the irregular past simple forms of many common verbs by heart, as it will help them feel more confident when they speak or write English Although there are no rules for how irregular verbs work, students will be able to spot some patterns For example, i often changes to a as in swim → swam, give → gave, sing → sang • To practise using these verbs in context Presentation Focus students’ attention on the illustration and ask Do you think Nick is happy? Elicit that he doesn’t look happy, then say, Listen and find out why Nick isn’t happy Play the listening track whilst the students read and listen Elicit that Nick isn’t happy because he lost his money, and ask some other comprehension questions, e.g What did Nick buy yesterday? (New wheels for his skateboard.) Which shop did he go to? (The sports shop.) Did he lose his money in the sports shop? (No, he didn’t.) Check students understand all the new vocabulary in the text, e.g leave, pay, wheel, spend, present Grammar lesson • Elicit that the verbs in bold are in the simple past form Explain that these verbs, like many other very commonly used verbs in English, not take the -ed ending, but have an irregular simple past form Look at the list of irregular verbs on page 96 with the students and drill the pronunciation of the past forms – particularly bought and thought • Remind students that the verb only changes in the positive form, not in the negative and question forms where the auxiliary did is used Drill went and didn’t go with the class – getting them to repeat each form after you • Put the students into pairs and ask them to read the text aloud with their partner, one student taking the role of Nick and the other student reading Jenny’s text Vocabulary and Words to learn The seven verb + noun collocations that are practised in exercise on page 83 incorporate many of the new items and would be a particularly useful vocabulary set for students to learn The other important ‘words’ for students to learn in this unit are the simple past forms of common regular verbs Grammar One 4–6 Check that students understand sunburned, steps and sea – and possibly also postcard and souvenir This vocabulary matching exercise revises some of the most useful and high frequency verb-noun collocations in the unit As an extension activity, you could ask students to write a sentence using each collocation in the past simple tense Class game Prepare well for the game by revising the countries and nationalities and then brainstorming five or six words for things related to each country with the class Write all the words up the board (create a big mind map) for the students to refer to Give the students some time to choose a country and prepare some notes about their imaginary holiday – they should think about how they got there and what they saw, did, ate, bought, etc Also ask them to try to write five questions they could ask someone about their holiday The students have only learned how to form yes/no questions with did you in this unit, but with a strong class, you might like to introduce wh-questions to use in the game – Where did you go? What did you eat?, etc You can run the game with the whole class, or alternatively, students could play it in pairs or small groups for more speaking practice Worksheet 17 You will need one copy of this worksheet for each student in your class www Trig’s website Encourage your students to complete the online activities for this unit at www.oup.com/elt/trig © Oxford University Press 2011 18 What’s Trig going to do? Be going to Aims • To introduce students to the structure be going to for expressing the future • To practise the positive, negative and question forms of be going to in context Presentation Hold up the book so the whole class can see it Cover the second illustration and point to the first Ask What can you see on the table? (Elicit some flour, some eggs, milk, etc.), then ask What’s Trig going to do? Tell the students that we use be going to for talking about the future Play the listening track whilst the students read and listen Elicit that the answer to What’s Trig going to do? is He’s going to make a cake Check there are no problems with vocabulary – ingredients, surprise and salt may be new items Grammar lesson • Go through the rules for use of be going to with the class and drill the forms thoroughly with the class Explain that we use be going to for future intentions and plans, when we have made a decision to something, e.g Trig knows that it’s Mrs Bell’s birthday, so he decided to make a cake Ask the students to tell you what they are going to when they get home from school today You could extend this exercise to include any other job words you would like the students to review Class game If you have a large class, e.g more than 12 students, you might want to divide the students into smaller groups to play the game, so that everybody has more opportunity to speak Make sure you give students a few minutes to prepare at the beginning of activity and think about what they want to say You could ask them to prepare a number of things, e.g something they are going to and not going to at the weekend, next year, during the summer holidays, at Christmas, when they graduate from school Giving different contexts broadens the range for the kinds of things students can talk about As the game goes round the class, you can change the context every so often Worksheet 18 You will need one copy of this worksheet for each student in your class www Trig’s website Encourage your students to complete the online activities for this unit at www.oup.com/elt/trig Vocabulary and Words to learn Revision (units 15–18) The main new set of vocabulary to learn here are the words for jobs Some of these are familiar, but pilot, doctor, artist, vet, cook and train driver appear for the first time The new job words are recycled and practised in exercise on page 87 Students should revision at the end of unit 18 Exercise is an example of a Cambridge Young Learners English Test task type Notes on the exercises 1–2 You might want to go through the new job vocabulary with the students and drill the pronunciation before they start the exercises 3–5 If you would like to give students some specifically targeted practice with negative forms – which they haven’t had up until now – you could extend exercise by asking students to make a negative sentence in relation to each illustration and say something that the person isn’t going to as well as what they are going to do, e.g She’s going to answer the telephone – She isn’t going to catch a bus Grammar One Test A downloadable test that covers all the material in units 15–18 is available Once your students have completed revision 4, it is a good time to ask your students to complete this test Exit test (units 1–18) Students should the exit test at the end of unit 18 This downloadable test covers all the grammar taught throughout Grammar One © Oxford University Press 2011 ... for your students before they start using Grammar One This test is available as part of the downloadable tests, and revises all the grammar taught in Grammar Starter Aims • To revise and test... need one copy of this worksheet for each student in your class www Trig’s website Encourage your students to complete the online activities for this unit at www.oup.com/elt/trig Grammar One © Oxford. .. for the use of one( s), and supplement the example in the book with other examples, e.g I have two pens, a red one and a blue one There are lots of books on the shelf The blue ones are dictionaries