ETpedia Grammar: 500 ideas & activities for teaching grammar 9781912755028, 9781912755035, 9781912755042, 9781912755059

Table of contents :
Cover and imprint
Contents
Introduction
10 tips on using ETpedia Grammar
10 facts about the authors
10 techniques for teaching grammar
10 types of activities and games you’ll find in ETpedia Grammar
The basics
1 The verb to be
2 There is / there are
3 Articles (a/an, the, zero article)
4 Possessive adjectives, possessive pronouns and possessive ’s
5 Demonstrative adjectives and pronouns, one and ones
6 The imperative
7 Quantifiers and countable and uncountable nouns
Pronouns and clauses
8 Subject, object and relative pronouns
9 Reflexive pronouns (myself, yourself, etc.) and reciprocal pronouns
10 Indefinite pronouns
11 Relative clauses
Adjectives and adverbs
12 Adverbs of degree
13 Comparisons (1): comparative and superlative adjectives
14 Comparisons (2): as … as …, adverbs, nouns
15 Too and enough
Present forms
16 Present simple
17 Like, love, hate + -ing
18 Present continuous
Modal verbs (present)
19 Can/can’t (ability, possibility, requests and offers)
20 Can/can’t, must/mustn’t
21 Have to/don't have to, must/mustn't
22 Must, can’t, could, couldn't, may and might (speculation)
23 Should, must, could (giving advice and making suggestions)
Past forms
24 Past simple (to be)
25 Past simple: regular and irregular verbs
26 Past continuous
27 Present perfect (1): ever, never
28 Present perfect (2) already, yet, just
29 Present perfect continuous: for and since
30 Past habits: used to and would
31 Past perfect
32 Reported speech (1) statements and questions
33 Reported speech (2) reporting verbs
34 Modal expressions in the past
Future forms
35 Present continuous (future arrangements)
36 Going to (future plans and predictions)
37 Will and won’t
38 Present tenses in future time clauses
39 Future continuous (will be doing) and future perfect
Conditionals
40 Real conditionals (1) zero conditional
41 Real conditionals (2) first conditional
42 Would
43 Unreal conditionals (1) second conditional
44 Would have, could have, should have
45 Unreal conditionals (2) third conditional
46 I wish, If only
Other verb forms
47 Question forms
48 Indirect questions
49 Verbs followed by a verb with to or -ing
50 Passive voice
10 more useful grammar resources
Appendix

Citation preview

ETpedia Grammar

© Daniel Barber and Ceri Jones The authors have asserted their rights in accordance with the Copyright, Designs and Patents Act (1988) to be identified as the authors of this work. Published by: Pavilion Publishing and Media Ltd Blue Sky Offices Shoreham, 25 Cecil Pashley Way, Shoreham-by-Sea, West Sussex, BN43 5FF UK Tel: 01273 43 49 43 Email: [email protected] Web: www.pavpub.com First published 2018. Reprinted 2021. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission in writing of the publisher and the copyright owners. A catalogue record for this book is available from the British Library. Photocopying permission The resources in the Appendix may be copied, without fee or prior permission, by the purchaser subject to both of the following conditions: that the item is reproduced in its entirety, including the copyright acknowledgement; that the copies are used solely by the person or organisation who purchased the original publication. ISBN: 978-1-912755-02-8 PDF ISBN: 978-1-912755-03-5 Epub ISBN: 978-1-912755-04-2 Kindle ISBN: 978-1-912755-05-9 Authors: Daniel Barber and Ceri Jones Editor: John Hughes Production editor: Mike Benge, Pavilion Publishing and Media Cover design: Emma Dawe, Pavilion Publishing and Media Page layout and typesetting: Emma Dawe, Pavilion Publishing and Media Printing: Ashford Press

Contents Introduction 10 tips on using ETpedia Grammar .......................................................................... 6 10 facts about the authors ........................................................................................ 7 10 techniques for teaching grammar........................................................................ 8 10 types of activities and games you’ll find in ETpedia Grammar.......................... 11 10 types of activities and games you’ll find in ETpedia Grammar.......................... 14 The basics 1 The verb to be ................................................................................................... 2 There is / there are ............................................................................................ 3 Articles (a/an, the, zero article) .......................................................................... 4 Possessive adjectives, possessive pronouns and possessive ’s ......................... 5 Demonstrative adjectives and pronouns, one and ones ................................... 6 The imperative................................................................................................... 7 Quantifiers and countable and uncountable nouns...........................................

16 19 22 25 28 31 34

Pronouns and clauses 8 Subject, object and relative pronouns .............................................................. 38 9 Reflexive pronouns (myself, yourself, etc.) and reciprocal pronouns (each other, one another).......................................................................................... 41 10 Indefinite pronouns (something, nobody, everywhere, etc.) ............................. 44 11 Relative clauses ................................................................................................. 48 Adjectives and adverbs 12 Adverbs of degree (very, really, absolutely, etc.) ............................................... 13 Comparisons (1): comparative and superlative adjectives ................................ 14 Comparisons (2): as … as …, adverbs, nouns ................................................... 15 Too and enough ................................................................................................

52 56 59 62

Present forms 16 Present simple ................................................................................................... 66 17 Like, love, hate + -ing ........................................................................................ 69 18 Present continuous ............................................................................................ 72 Modal verbs (present) 19 Can/can’t (ability, possibility, requests and offers) ............................................. 76 20 Can/can’t, must/mustn’t (permission, obligation and prohibition) .................... 79 21 Have to/don't have to, must/mustn't (necessity and lack of necessity) ............. 82

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22 Must, can’t, could, couldn't, may and might (speculation) ................................ 85 23 Should, must, could (giving advice and making suggestions)........................... 88 Past forms 24 Past simple (to be) ............................................................................................. 92 25 Past simple: regular and irregular verbs ............................................................ 95 26 Past continuous ................................................................................................. 98 27 Present perfect (1): ever, never ....................................................................... 101 28 Present perfect (2) already, yet, just ................................................................ 104 29 Present perfect continuous: for and since ....................................................... 107 30 Past habits: used to and would ....................................................................... 110 31 Past perfect ..................................................................................................... 113 32 Reported speech (1) statements and questions .............................................. 116 33 Reported speech (2) reporting verbs .............................................................. 119 34 Modal expressions in the past (ability, permission and obligation) ................. 123 Future forms 35 Present continuous (future arrangements) ....................................................... 36 Going to (future plans and predictions)........................................................... 37 Will and won’t ................................................................................................. 38 Present tenses in future time clauses .............................................................. 39 Future continuous (will be doing) and future perfect (will have done) ............

128 131 134 137 140

Conditionals 40 Real conditionals (1) zero conditional .............................................................. 41 Real conditionals (2) first conditional ............................................................... 42 Would .............................................................................................................. 43 Unreal conditionals (1) second conditional ..................................................... 44 Would have, could have, should have ............................................................ 45 Unreal conditionals (2) third conditional .......................................................... 46 I wish, If only ....................................................................................................

144 147 150 153 156 159 162

Other verb forms 47 Question forms ................................................................................................ 48 Indirect questions ............................................................................................ 49 Verbs followed by a verb with to or -ing ......................................................... 50 Passive voice ................................................................................................... 10 more useful grammar resources ......................................................................

166 169 172 175 178

Appendix

Introduction

10

tips on using ETpedia Grammar

1. Everything in one place ETpedia Grammar brings together ideas, tips and classroom activities for a one-stop, quick and easy reference. It’s organised into 50 units with 10 ideas in each unit.

2. Finding the grammar point you need You’ll find the grammar you need on the Contents page. The points are ordered in themed sets (eg ‘present forms’, ‘modal verbs’) and are loosely based on the order you might teach them on a course (eg the verb ‘to be’ in Unit 1). Within each unit activities are sequenced from easy to more complex, in terms of both tasks and language, and you can choose to approach the units in whatever order best suits the needs of your learners.

3. Planning a lesson Every unit provides you with 10 different ideas and activities. You might be looking for a single activity to supplement your coursebook, an alternative context to present a grammar point, or to revise the grammar from the previous lesson. Or you may use the unit to build an entire lesson.​

Introduction

4. For new teachers and experienced teachers If you are new to teaching, this resource will be invaluable for supporting you on your way. If you’ve been teaching for a while, this resource might both remind you of techniques and activities you haven’t used in a while and ​offer you fresh new ideas to increase your repertoire.

5. Introductions for each unit You’ll find a short introduction to the grammar with information on when it’s normally taught and why it’s used.

6. Early tips for presenting Usually the first couple of ideas in a unit offer ideas for presenting the key points of the grammar.

7. Plenty of practice activities The main part of the unit provides you with activities to practise the grammar in a fun, meaningful way.

8. Photocopiable activities Each unit contains one activity based on a photocopiable handout which you will find in the Appendix (pages 181–242).

9. Suggestions for homework and self-study Point 9 is always a task for students to do at home. Rather than typical homework activities, such as gapfill exercises, they instead suggest motivating tasks such as noticing how grammar works in real life or taking photos related to the grammar and presenting them.

10. Common difficulties Every unit ends with tips on the difficulties students often have with the grammar. Often it highlights the way a student’s first language might impact on the students’ use of the grammar or the reasons why students confuse particular uses. This is especially helpful for anticipating problems students might have.

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facts about the authors

1. We both live in the same southwestern corner of Spain. 2. We’ve both mainly taught in Spain: Ceri has also taught in the UK, Hungary and Italy, and Dan has also taught in the UK and Mexico. 3. We’ve both taught a range of levels, ages and course types, from beginner to advanced, from age 3 to 70+, from Business English to EAP. 4. We’ve both worked as Trinity TESOL Certificate and Diploma trainers, both face-to-face and online. 5. We’ve both been involved in writing various components for coursebook series for a number of publishers at a range of levels and for a range of contexts. 6. We both have teenage daughters who are very good friends.

8. We both travel a lot for work, though Dan packs a considerably heavier suitcase than Ceri due to his clumpy shoes. 9. Neither of us has climbed Mount Everest but we’ve both dabbled with rock climbing.

Introduction

7. We also have dogs who are great friends and love running on the beach.

10. Neither of us could have written this book without all the ideas and inspiration from colleagues and students in all the classrooms and staff rooms, real and virtual, that we’ve worked in our combined 55+ years of teaching.

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10

techniques for teaching grammar

Learning grammar (and teaching it) consists of two main stages: learning the meaning and form of each new structure, and putting it into practice. A variety of techniques are used in this book for both stages. Here are 10 of the most common and useful ones which feature in the book.

1. Boardwork presentations

Introduction

For a quick and easy presentation of new language, the board is the obvious resource to exploit. Start by building a context. For example, a traveller’s suitcase covered in stickers of places she’s been provides an easy-to-establish context for the present perfect for experiences. Make sure you include on your board: the affirmative, eg a sticker saying ‘Mexico’ elicits She’s been to Mexico; the negative, eg She hasn’t been to China; and question forms and short answers, eg Has she been to Malaysia? Yes, she has / No she hasn’t. Underline or use a different colour to highlight the structure, ie has been, contractions I’ve / she’s / etc., and aspects of pronunciation, eg been = /bɪn/. See Unit 18.1 and Unit 29.7 for examples of boardwork presentations of the present continuous and present perfect continuous.

2. Using the students and you, the teacher A direct context for language can often be found in the lives and experiences of the people in the room. Personal contexts immediately show how applicable the grammar is, and can also be more memorable than stories of people from outside the students’ worlds. Throughout the book we suggest activities where students talk about themselves, their experiences, their lives, their opinions. We also suggest ways that you can use stories from your own life to present grammar, for example in Unit 24.1 we suggest that the teacher use photos of themselves when they were younger to introduce was/were. Student photos can also be a great resource. Most students will have photos on their mobile phones that they can share with each other to support any number of practice activities.

3. Using realia Bringing objects into the classroom or using the objects you find in the classroom can help bring a grammar point to life and create a physical memory hook. Realia can be used to create a context for the target language. In Unit 7.1, for example, we suggest using such things as a bag of rice, a glass of water, a balloon and a tea bag to introduce the concept of countable and uncountable nouns. It can also provide further practice. In Unit 4.6, for example, objects that the students have brought to class provide a talking point to present and practise possessive structures.

4. Dialogue building This collaborative technique involves setting a scene and, with the students’ help, writing a dialogue on the board including the language you want to focus on. In Unit 10.6, the teacher provides a framework for a dialogue between waiters and customers in a restaurant. This is a familiar situation in which the indefinite pronouns something, anything and nothing occur naturally. Students then either practise the dialogue in pairs as it is or with variations (eg different choices of food and drink, a different type of restaurant). A great way to push students towards memorising the language is to gradually erase the text, word by word, until the students are repeating the dialogue from memory.

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5. Dictation With grammar points where the written form is already familiar to the students, but where meaning needs to be explored in more depth, a quick and effective means of introducing the language is to dictate model sentences to the class. Dictation immediately gets students working with the language and tests listening skills and spelling, as well as grammatical knowledge. It also promotes conversation management skills, such as asking to clarify and repeat: Sorry, could you say that again, please? In Unit 9.4 the teacher dictates sentences containing verbs used with and without reflexive pronouns to start exploring the differences in meaning and use. Unit 33.3 involves another basic dictation to teach the meaning of reporting verbs.

6. Dictogloss

7. Drilling To help students pronounce new language correctly, get them to say it repeatedly so you can check for accuracy. By experiencing the movement of the mouth as they say it, students reinforce their learning in a different way from when they write it down and see it. Simple drilling can be either choral, ie all students repeat the structure at the same time, or individual. A suggested order is to let students practise chorally first, but to insist on individual repetition so that you can check everyone is pronouncing it correctly.

Introduction

In a dictogloss, the teacher has a text prepared to dictate to the class, but instead of dictating it slowly to ensure students write a faithful copy, they read it at a more natural speed two or more times. Prepare a text of no more than 100 words (fewer for lower-level students). Read it out first for content, and check comprehension. Then tell students to write down keywords, such as nouns and verbs, as you read it out again. Explain that even though they will not be able to write every word, they should keep writing as much as possible. Using their notes, students in pairs or small groups reconstruct the text in complete sentences. The idea is not to reproduce the text verbatim, but to focus in on certain aspects of the language used. For example, Unit 30.6 is a dictogloss activity focusing on the use of would to talk about past habits. Others can be found in Units 14.3, 34.2 and 42.7.

There are ways to vary drilling so that it doesn’t get repetitive. Substitution drilling involves the teacher prompting students to substitute words for other words in a drilled sentence, for example: T: He’s been working at the office.  S1: He’s been working at the office. T: they  S2: They’ve been working at the office. T: at home  S3: They’ve been working at home. T: watch TV  S4: They’ve been watching TV at home. See a simple substitution being used in Unit 9.1. Drilling can be disguised as a game, as in the circular drill in Unit 48.2, where students inadvertently ‘drill’ each other. And although the board game in Unit 43.4 is not recognisably drilling, students need to repeat the second conditional over and over in order to win the game.

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8. Songs Another popular way of encouraging students to repeat structures as well as to make them memorable is through songs, eg If I had a million dollars by the Barenaked Ladies (see Unit 43.6). Choose songs that contain the target language multiple times and which contain a natural stress pattern for it, too, eg If I had a million dollars, I’d buy you a fur coat. Songs can be used to present the target language through listening tasks such as gap-fills or reordering the lines or words in the lyrics. They also offer repeated exposure to the language and, if your students enjoy singing, can also offer a chance to practise pronunciation.

9. Exploiting feedback stages Feedback on activities is not just about seeing how many questions students got right; it is an opportunity to achieve several teaching objectives: to check understanding, correct persistent errors, share interesting information, revise rules and to draw conclusions. Other ways of exploiting this crucial stage at the end of activities include:

Introduction

XX reformulation: in Unit 25.2, students use questions to find out when their partners last

did certain things, eg, When did you last go to the cinema? However, during feedback they must use affirmative sentences: Lorena last went to the cinema on Friday night.

XX critical thinking: as well as asking students what they answered, we can also ask Why?

In Unit 40.3, they are asked why they voted for their favourite slogans, for example.

XX remembering/summarising: one way of carrying out feedback is to get students to

work in pairs or groups to remember everybody else’s answers, effectively drilling the target language.

10. Error correction Students want and expect correction from their teacher. Choosing which mistakes to correct, when to do so and how, are complex questions. It’s important, however, to remember that students who need the most correction may not be those that make the most or biggest mistakes. Lower-level or quiet, shy students may benefit from less correction so that they are not discouraged from using English, however imperfectly. We correct students in the hope that they won’t keep making those mistakes. To encourage them to think about their errors, let them try out new language, listening out for errors of use. Then point out the errors and show them the corrections. Finally, let them do the activity again, this time with those common errors fresh in their minds. In a shopping roleplay in Unit 5.3, for example, students can perform the roleplay first, you correct any errors, then they swap roles and try again.

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types of activities and games you’ll find in ETpedia Grammar

The aim of ETpedia Grammar is to provide you with a wide range of classroom activities that lend themselves to engaging practice with the most common grammar points taught in the English language classroom. In particular, you’ll find some popular games that have been adapted to suit different grammar points. Here’s a preview of what you can find – some of our favourite grammar games with suggestions for grammar points they can be used for. We’re sure you will be able to think of more!

1. Bingo!

Read the prompts out, giving players time to cross off the corresponding item if it appears on their grid. The object is for a student to be the first player to cross off a line of three or four items in a row. The winner shouts ‘Bingo!’ to announce they have completed a row. For more ‘Bingo!’ activities, see Unit 17.4 (short answers) and Unit 25.4 (irregular past verbs).

2. Rock, paper, scissors This is a game for two people. Players use one hand to make one of three shapes at the same time, ie after 1 … 2 … 3 …! The shapes are a sheet of paper (hand held out flat), a pair of scissors (two fingers held out apart) and a rock (a fist). Paper beats rock, rock beats scissors and scissors beat paper. If both players play the same shape, it is a draw.

Introduction

In traditional bingo, players have a grid with numbers, which they cross off when they hear them. In grammar bingo, the grid contains items of the language you want to practise, eg comparatives, question tags or irregular verbs. To save preparation time, students draw their own 3 x 3 grids in their notebooks (or 4 x 4 for a longer game) and fill them with items of their choice, picked from a list provided by the teacher. Before the game, write the list of items on the board. For a 3 x 3 grid, you’ll need a minimum of 12 items on the board; for a 4 x 4 grid you’ll need a minimum of 20 items. For example, if the aim of the game is to practise irregular past participles, write a selection of irregular past participles on the board (seen, been, bought, etc.). Students choose past participles to fill their grid. Next, prepare spoken prompts for the items on the board, eg Have you BEEEP the new Kate Winslet film? (where ‘BEEEP’ represents a gap where the past participle seen should go).

In the classroom you can use the game to liven up peer testing. You can choose an exercise from your coursebook or workbook, or use a list of test items. Students play the game for each item and the winner tests the loser. Here’s an example of how it can be used to test knowledge of a set of time expressions that go with for or since: Students play Rock, paper, scissors; A wins, so A tests B: A: Yesterday? B: Since yesterday. A: Correct. For an example of how the game can be used to practise past participles, see Unit 50.3.

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3. Twenty questions This game provides practice of yes/no questions. One player thinks of a person or a thing and the other players ask up to 20 yes/no questions to find out who or what they are thinking of. A variation is that each player thinks of the name of a famous person or fictional character and writes it on a sticky note, which they stick to the forehead or back of the player to their left. Everyone except the wearer of the note can see who they are. Players take turns to find out who they are by asking yes/no questions, eg Am I a woman? Am I dead? Do I often appear on TV? Was I a singer? etc. To practise past tenses, limit the people to historical characters; to practise questions with Is it ...?, ask students to guess a noun from a lexical set. Unit 1.7 provides an example of how it can be used to practise direct questions and Unit 48.4 for indirect questions.

Introduction

4. I went to market ... The object is to remember an ever-increasing list of items. The first player says, I went to market and I bought some apples. The next player repeats what the first player said and adds an item to the list, eg I went to market and I bought some apples and a cabbage. The third player further develops the list, eg I went to market and I bought some apples, a cabbage and a litre of milk. Play continues until a player cannot remember an item or says items in the wrong order, in which case they are out of the game. The last person still in the game is the winner. In its classic form, the game is good for revision of vocabulary, but as it stands it can also be used to practise quantifiers (some, a/an, a few, a kilo of …). Adapt the game slightly to activate other grammar areas. For example, Last summer, I … gets students using past tenses (I went to my grandmother’s house, I swam in the sea, I learnt how to ride a horse …). Complicating it by saying why you went to different places gets students practising the infinitive of purpose: I went to the greengrocers to buy some bananas, I went to the garage to fill up the car, I went to .... See Unit 7.4 for an example of how it can be used to practise quantifiers.

5. Kim’s game To prepare this memory game, find 15–20 small objects that students know the name of in English, eg classroom stationery, food items or things you take on holiday. Arrange the objects on a tray and hide them under a cloth. Show the objects and tell students they have 60 seconds to memorise them. After 60 seconds, cover them again. Working individually or in pairs, students write down what they remember. Elicit the items one by one before finally uncovering the objects for students to check their answers. The student or pair who has remembered most objects wins. A variation involves removing one item at a time, and asking students to tell you which item you have removed. This game can be used to practise There is/are/was/were (see Unit 2.2) and prepositions of place (see Unit 24.3).

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6. Pelmanism Before the lesson, make between 8 and 20 pairs of cards containing the target language (see Units 9.3, 33.8, 38.2 and 47.8 for examples). In some cases you may want to ask your students to prepare the cards. Pairs might be individual words, eg take – taken, or two parts of a sentence, eg They have been married for … – … 30 years, depending on the grammar you wish to practise. The object of the game (also known as the Memory Game and Pairs) is to win pairs of cards by matching them up. Cards are spread out face-down on a table. Players take turns to turn over two cards in the hope that they match in the specified way. If there is no match, the player turns the two cards face-down again and play moves to the next person. As the game progresses, players try to remember where cards were so they can make pairs successfully. The winner is the player who holds the most pairs when all pairs have been found.

7. Snakes and ladders

The object is to be the first player to reach the finish. Put students into groups and hand out one board per group. Students take turns to toss a coin (they can use small objects from their pockets as counters). They move forward one space if they throw heads and two spaces if they throw tails. If players land on a square at the bottom of a ladder, they move up the ladder. If they land on a square at the top of a snake they slide down the snake. All other squares are Challenge! squares. When a player lands on a Challenge! square, the person to their left picks up a Challenge! card and reads it out. If the player answers correctly, they can stay there. If they fail to answer correctly, they go back to their original square.

Introduction

Make one copy of the board on page 235 for every three to five players. Prepare at least 20 Challenge! cards testing students on recently learnt grammar. There are examples of Challenge! cards which test the passive voice on page 236, but you needn’t write them yourself; simply copy items from grammar practice activities in coursebooks, such as gap-fills, word ordering activities, etc.

8. Grammar Casino Write eight or more sentences including the target language on separate cards or prepare them as a slideshow. At least half of the sentences should contain an error (see Unit 49.8 for examples). Prepare plenty of tokens so that each team has at least 20, and make more for yourself to distribute to the teams during the game. These can be as simple as small scraps of paper, or you might want to use toothpicks or similar small objects. The aim is to identify whether sentences are correct or not, and to win tokens by betting on the answer. Students work in teams of two or three. Each team makes two cards: one with a big tick and one with a big cross. Show the first sentence for 10 seconds; on card, a mini whiteboard or in a slideshow. Give the teams time to discuss whether it is correct and to place their bet. Teams place between one and five tokens in front of them on their desks, depending on how certain they are about whether the sentence is correct or not.

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On the count of three, teams vote by showing either the tick or the cross (voting must be simultaneous). Elicit the answer and a correction if necessary. If the teams are right, they double their tokens. If they lose, they lose their tokens. Nominate an assistant to help you distribute tokens. Continue with the next sentence. The team with the most tokens at the end is the winner. Use this game to raise awareness of common errors around a single grammar area or a variety of recently learnt areas. Alternative procedure: instead of betting, students bid as if in an auction against each other to buy sentences. The winning team is the one with the most correct sentences.

Introduction

9. Swap seats if … The object is to swap seats without losing a seat. This is a way to wake up a sluggish class and reorganise the seating plan, as well as to practise many areas of grammar. Arrange the seats in the classroom in a circle. Tell students that they have to move to a different seat in the circle if the statement you read is true for them. For example, to practise the present perfect, say Swap seats if you have eaten sushi. Everyone who has eaten sushi stands up and moves to a different seat. For the present continuous, say Swap seats if you are wearing blue jeans. You’ll need to write at least 12 sentences like this before class. Add a competitive element by taking away a seat each time so that someone will be left without a chair and will be out. When you have run out of Swap seats if … sentences, invite students to take turns making up similar sentences for the rest of the class. Unit 27.7 provides an example of how this game can be used to practise the present perfect with never.

10. Table tennis The aim is to win ‘rallies’ by being the last player to contribute to an exchange of some sort (see Unit 27.5 for an example). The students stand up and face each other as if across a mini tennis court. The first player says a word or phrase and mimes a tennis serve; their opponent has to (1) respond correctly and (2) say a second word or phrase, miming a return shot within a maximum of five seconds. The first player responds similarly. For example, to practise the interrupted past continuous, the ‘rally’ might go: A: He was running in the park … B: … when a dog bit his leg. We were having dinner at a restaurant … A: ... when we saw a famous pop star. She, er … B: Time’s up! I win!

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The basics

1

The verb to be

The verb to be is usually the first verb that students learn, and it should be recycled throughout beginner and elementary levels. In this unit we look at the verb to be in the present, starting with first and second person, and then moving on to include third person as well.

1. Are you Italian? To practise questions with Are you …? and the short answers, Yes, I am / No, I’m not, elicit or teach a set of 12 or more nationality adjectives. Make small flags or write the nationalities on strips of paper to make a set of 12 cards for each group of students. Place the cards face-down on a table in the middle of each group of four students. One student takes a nationality card and hides it from the rest of the group. The other members of the group ask yes/no questions to guess the nationality. If they don’t guess after five questions, the student ‘wins’ the card. If someone guesses correctly before the five questions are up, they win the card. The student with the most cards at the end is the winner.

2. How are you?

Unit 1

Practise the verb to be using the question How are you? On the board, draw these numbered emojis and their corresponding phrases (or any alternatives you and your students prefer): 1. 2. 3. 4. 5. 6.

          

Great, thanks! Fine. Not too bad. Don’t ask! Not very well. Terrible!

Then write the question How are you? Throw a dice twice (or throw two dice) and elicit a three-part exchange based on the outcome. For example, if you throw a 2 and a 4: How are you? – Fine thanks. And you? – Don’t ask! Drill the short exchange with the whole class. Throw the dice again to establish which response students will need to give in the next stage. Students mingle, asking each other how they are and answering with the appropriate responses. After a minute, throw the dice again. Students continue mingling, practising the new conversation. Repeat as many times as you want.

3. Where's that? Elicit the question Where are you from? from the class. Reply giving a little-known place name (I’m from X). Elicit the question Where’s that? and answer using phrases such as It’s a small town/village near the coast, It’s in the mountains, It isn’t far from here, etc. Make a note of the questions and answers on the board. Then ask one or two students to name places in their area. Ask them Where’s that? if you don’t know, or I know where that is, it’s (in the mountains) if you do. Add to the target phrases on the board. Students write the names of towns and villages in their area on strips of paper and put them in a box. One student takes out a strip of paper. Invite a member of the class to ask Where are you from? The student reads out the name and the student asks Where’s that? or I know where that is, it’s …. (If the student doesn’t know, they can ask their classmates.) Continue as many times as you want. This can also be done in groups, with each group putting names into a group ‘hat’.

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4. What's my line? To practise questions with Are you a/an? and short answers Yes, I am / No, I’m not, tell students they are at a welcome party at your language school at the beginning of term. Each student needs a role as a new student, an old student, a teacher, or a member of the reception staff. Write these roles on cards and give one to each student. The roles are secret and there should be at least two students for each role. Explain that they need to meet at least one person for each role. Make a note of the roles on the board for students to copy into their notebooks and cross off during the mingle. Students mingle and ask each other about their roles, eg, Hi, are you a new student? No, I’m a teacher. The first student to find one person for each role (including their own) calls out or raises their hand and is the winner. Afterwards, working in pairs, students remember what role each of their classmates had, eg, X is a teacher, Y is a new student.

5. This is my family

Unit 1

One of the easiest ways to present the third person forms of the verb to be is through the context of family (or a group of friends). Choose a family or a group of friends your students are familiar with – perhaps a famous family or some friends from a TV show. First, introduce the members of the family and make sure everyone knows all their names; eg, This is the Pritchett family. This is Jake and this is Gloria. They are married. These are Jake’s children, Claire and Mitchell, etc. Then add more information about each person to highlight the affirmative and negative third person forms eg He’s 70; he’s a teacher; she’s Colombian; they aren’t twins, they’re sisters; he isn’t tall, etc. Afterwards, ask questions to check the students remember all the information about each person; eg, How old is Jake? Is Claire Colombian? Are Alex and Haley twins? Afterwards, students write similar questions in pairs. They ask their classmates to answer them, either about the famous family you chose or about their own families.

6. Photo fit Choose six photos of different people representing a range of ages and nationalities or ethnicities. Show these to the class (they need to see all six at the same time). Students work in pairs to write a profile for each person, using full sentences so that they practise the full third-person form. They should include information such as the person’s age, nationality and occupation. When they have finished, each pair joins with another pair. Pairs take turns to read a person’s profile while the other pair tries to guess who they are describing. Pairs discuss each other’s assumptions about the people in the photos.

7. Secret ingredients Show the students a paper bag. Tell them that you have a particular kind of food in it and that they have to guess what it is. (The bag can be empty and the food imaginary, or you can choose to bring some food). Only allow yes/no questions and keep a count of the questions they ask, eg, 1. Is it big? – No, 2. Is it a type of fruit? – No, 3. Is it green? – Yes. After five questions, elicit a recap of the information gained so far, eg, It isn’t big; it isn’t a fruit; it’s green ..., After 10 questions, give the class a clue. If they don’t guess correctly by the time they’ve asked 20 questions, tell them what it is. Next, put the class into groups of four or five and ask the groups to repeat the game, thinking of a piece of food that

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could be in the bag. The student who guesses correctly then thinks of another food and the game continues. If after 20 questions no one has guessed correctly, the student who thought of the food item tells them what it is and nominates someone else to think of their own mystery food item.

8. Guess which? Make one copy of the handout on page 182 for each group of four or five students. Alternatively, project the handout on your board and number the houses. The aim of the game is for each player to guess which house their partner has chosen by asking questions and answers with it + to be. You can play it as a class by you choosing a home and getting the students to ask you questions such as ‘Is it big?’ You answer ‘Yes, it is’ or ‘No, it isn’t’ until they guess the correct home. Next, students can play in groups of four or five and take turns to ask and answer.

9. Photo album

Unit 1

At home, students take photos on their phones and add captions or short audio recordings, eg, Hi, I'm in the kitchen! / Hi, I'm in the park with my dog. / Hi, we're in a restaurant. The restaurant is in the new shopping centre. It's good! They can show these photos during the next lesson, or share them on a class blog or social media group.

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10. Common difficulties Students’ first languages might affect their use of to be. Some languages like Hungarian, Turkish, Russian or Arabic can drop the verb to be between the subject and a complement (eg, He is nice would become He nice). Students who speak languages where personal pronouns (I, you, he, she, it, etc.) aren’t always included (eg, Spanish, Italian or Portuguese) have a tendency to drop the pronoun it (so It’s nice becomes Is nice).

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There is / there are

This chunk is an essential item in the beginner's language toolkit. In this unit we look at its use in the present and the past.

1. Classroom objects Ask students to give you classroom objects (pens, pencils, books, etc.). Place them on a table, making sure you have some single items. Go through the items on the tray naming and counting them: There are five books, There are two mobile phones, There's a black pen and there's a red pencil, etc. Students repeat the sentences as you write them on the board. Highlight the verb, asking if it is singular or plural, and which object/s it refers to. Point out that the verb changes depending on whether they are describing something that is singular or plural. Ask questions about the objects using Is there …? or Are there …? eg How many books are there? Is there a red pen? Are there any blue books? etc. (some questions should be answered with a no). Students repeat each question and you write it on the board with a long answer, eg, Is there a red pen? No, there isn't a red pen; there's a blue pen. Are there any blue books? Yes, there are six blue books. Highlight the inversion of there and the verb to be in the questions, the contracted negative forms isn't and aren't, and the use of a/an and any.

2. Can you remember?

Unit 2

Give students a minute to memorise the classroom objects from Activity 1. Cover the objects. Students work in pairs to write five sentences about the objects using There's a … and There are ... . Circulate, checking that the sentences are grammatically correct. When they have finished, uncover the objects so that the students can check that they remembered everything correctly. They award themselves one point for each correct sentence. They then write five questions about the objects (eg How many pencils are there? Is there a rubber?). Cover the objects again. The students read their questions to the class and answer their classmates’ questions.

3. From one to five Write the following sentence stems on the board: There's a/an …, There are two ..., There are three ..., There are four ..., There are five .... Working in pairs, students complete the sentences as quickly as they can based on things they can see in the classroom. The first pair to complete the challenge is the winner. You can offer a bonus prize to the pair that comes up with the most original sentence.

4. On the map Find an aerial photo of your area or a simple street map, eg, the type tourists might use. Brainstorm a list of shops, buildings and other facilities in and around town, eg café, school, market, park, hospital, bus station, etc. Choose one of the items on the list and identify it on the photo or map, eg, There's a school here on the corner near the park. Write the number 1 next to the place you have identified. Then choose an item of which there are various examples, eg, There are a lot of cafés here, near the market. Write the number 2 next to them. Put students into groups and give them copies of the photo/map. They annotate them with as many places as possible. Groups take turns to present the photos/maps to the whole class, eg Number 1, there's a school here. Number 2, there are a lot of cafés here and here. The other students check their own maps or photos to see if they chose the same places.

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5. Where’s the supermarket? Make copies of the handout on page 183. You will need one copy for each pair of students. Before the class, complete the grid following the rules on the handout as a model. In class, show it to the students and read the rules together. Model a few turns with the whole class (eg, Is there a supermarket in A3? No, there isn’t.) Put students into pairs and hand out one copy of the grid to each pair. Give pairs time to place their buildings, without showing it to their classmates. Two sets of pairs play the game against each other. The winner is the pair who locates all the buildings first.

Unit 2

6. Is there a swimming pool? Brainstorm facilities at a sports centre (eg swimming pool, tennis courts, weights room, sauna, dance studio, bar, etc.). You will need at least 10. Students work in two groups: the students in group 1 want to join a sports centre; those in group 2 work in different sports centres. Students in group 1 work individually to decide which five facilities they are most interested in using. Students in group 2 work individually to choose five facilities they have in their centre and make a note of them. Students from group 1 visit the students from group 2 (who stay in their seats), finding out about the facilities at each centre. Elicit some possible questions and answers before they start (eg, Is there a sauna? Are there any tennis courts? etc.) When all students in group 1 have ‘visited’ all the sports centres, each student decides which centre they think is the best for them and tells the class.

7. How many people were on the train? This activity practises There was … and There were …. Choose a short video clip of a street scene (eg Rocky, in the film Rocky, running through the streets of Philadelphia and up the steps). Prepare a list of questions using Was there …? and Were there ...?, eg, Were there any dogs in the park? Was there a train on the second bridge? Ask open questions, too, eg, How many Italian flags were on the street? Tell students that they are going to watch a short clip and that you're going to test their powers of observation. After they've watched the clip, read your questions one by one to the class. Students work in pairs to write their answers. Do not confirm answers at this stage. Watch the clip again. Ask students to call out when they see anything that answers one of the questions. Repeat the activity with another clip (you could search for clips of “walking around London”, or similar for any other city). Students make notes as they watch, in preparation for writing questions in their pairs. Pairs come together in small groups to ask and answer each other's questions.

8. That was then, this is now Find two photos of the same place – one from the past, and one from the present. It's good if this place has some significance for you or your students, eg, the town you grew up in or an important city in the students’ region or country. Students work in pairs. Give them a time limit, say, five minutes, to write as many sentences as they can contrasting the two photos using There is … / There are … and There was … / There were .... When the time is up, students read out their sentences. They score one point for each correct sentence and five points for sentences that no one else in the class has written.

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9. ‘On my way’ commentary To practise using the language outside the classroom, students record a voice message on their phone describing a short journey in real time, eg, from home to work or school, on foot or on public transport. They should use sentences with There is … / There are … , eg, There are lots of people on the road today; There's a new shop on our street. They can play these to each other in class and see if other students have commented on anything similar.

10. Common difficulties There, as used in There is … / There are …, is a dummy pronoun that acts as the subject of the verb to be and refers to the noun phrase that follows, eg, There's a bus stop round the corner. Many languages have an equivalent structure, which may or may not vary according to the number of the subject (singular or plural), eg, Italian: c’é (There is) and ci sono (There are); Spanish Hay … (for both singular and plural). In some languages, this structure comes at the end of the sentence, eg, Japanese: Uma ga imasu. (‘A horse there is’ = There's a horse). It can be useful to ask students to identify the structure in their own language and to notice any differences. The most common errors come from dropping the dummy subject (*Are eight people?), or substituting with a personal pronoun (*They are eight people).

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3

Articles (a/an, the, zero article)

Beginners first learn articles in lexical chunks, for example, [a/an + occupation] (eg a student). Once students are familiar with the articles in common expressions, they can begin to contrast their different uses. Here we look first at the basic uses of a/an, the and the zero article.

1. Who’s who? To practise [a/an + occupation], brainstorm a list of jobs, including a few that start with a vowel sound (eg, engineer, English teacher, optician). You need at least as many jobs as there are students in the class, plus one for you. Check that students know when to use a and when to use an. Write the jobs on strips of paper while students write them in their notebooks. Take a slip and elicit the question What do you do? Give the answer and ask the students to write your name next to the occupation in their notebooks. Hand out a strip of paper to each student. They get up and mingle, asking What do you do? and write their classmate’s name next to each occupation.

Unit 3

2. Can you pass me a board marker? For a simple presentation of the basic difference between a/an and the, place three board markers of different colours on the desk in front of you. Ask one of the students to pass you one (Can you pass me a board marker, please?). When they pass you one, refuse it and politely ask for another colour. (Thank you, but can you pass me the green marker?) Elicit the two questions and write them on the board. Highlight the use of a/an versus the and ask the students to discuss why. (When you use a/an, you don’t mind which thing you get, and when you use the, you are thinking of a specific object). Invite members of the class to ask each other similar questions.

3. I’d like a cup of tea To help students practise the pronunciation of a/an and the, write these two pairs of sentences on the board. Ask the students to notice the difference between them. Check they understand the difference in meaning, ie we use the to indicate a specific cup of tea or cake that we can see in the context. 1. (a) I’d like a cup of tea with milk. (b) I’d like the cup of tea with milk. 2. (a) I really love the cake. (b) I’d really love a cake. Read one sentence from each pair (eg 1b and 2b) at normal speed (do not stress the articles) and ask the students to identify which sentences you just read. Repeat the key chunk (a cup of tea / the cup of tea; the cakes / a cake) if they’re having problems. After you’ve checked the answer to the dictation, drill the two sentences in each pair. First drill the key chunk and then incorporate them in the sentence. Highlight the fact that the articles are not stressed and so are pronounced as weak forms /ə/, /ən/ and /ðə/. Students work in pairs. One student reads out one of the two sentences in each pair and their partner tries to identify which one they said.

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4. Playing with rubrics To explore the difference further, choose a list of simple rubrics from the coursebook or material you are using with your students. Make sure they include examples of both definite and indefinite articles, eg, Work with a partner. Discuss the questions. Rewrite them without the articles, eg, Work with partner. Discuss questions. Give your students a copy of the edited rubrics. Ask them to add articles where they think they are missing. They can check their answers in their coursebooks.

5. Student-generated gap-fills Make copies of a reading text you have recently used in class. Cut it into paragraphs or short chunks. Students work in small groups, each group with a different section of the text. They highlight all the articles in the text, then blank them out using liquid paper or a dark pen. The groups exchange texts and see if they can correctly fill in the missing articles. Circulate the texts until all the groups have worked with all the texts. Encourage discussion of why each article is used and clear up any doubts.

6. I love chocolate!

[Your name] loves .... and:

Unit 3

Think of three things you love and three things you detest. Include a mixture of plural nouns, uncountable nouns and abstract concepts, eg, early mornings, other people’s laziness, sunsets on the beach, sweet tea, waiting for a bus, peace and quiet. Write on the board:

[Your name] hates .... Ask students to copy these unfinished sentences as headings in their notebooks. Read out one of your likes or hates. Ask the students to decide which heading it should go under and write it in their notebooks. Continue with the rest of the phrases. Allow time between each item for the students to decide where to write it. When you have dictated all the likes and hates, call on volunteers to write them, one by one, on the board under what they think is the correct heading. Don’t confirm answers immediately, but let students discuss things if there are any disagreements. When you have confirmed the correct answers, highlight the use of the zero article. (When we’re talking about general likes and dislikes, no article is needed with plural nouns, uncountable nouns or abstract nouns). Students repeat the activity in pairs, expressing their own likes and dislikes.

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7. When do you usually …? To practise articles with common time expressions, write these time expressions on the board: at night

in the morning

at lunchtime

in the afternoon or evening

after dinner In groups, students write at least three different activities for each category. They can’t repeat activities. Ask a representative from each group to call out one of the activities from the first category, using the phrase We usually … at night. If the other groups have the same activity in their list, they call out We do, too! Every group that shouts We do, too! wins a point. The group who called out the activity wins a point for each We do, too! called out in the class. Continue until you have covered all three categories and all the actions. The group with the most points wins.

Unit 3

8. Where are my keys? Make copies of the handout on page 184. You need one copy for each pair of students. Cut up the squares with the possible locations of the keys. Show the handout to the students. Tell them that it’s your hall and you want to go out, but you can’t find your keys. Ask for suggestions for where to look for them. Elicit phrases like: Are they under the cushion? Which cushion? The big cushion. Mime looking where they suggest. Do this three or four times and write the students’ suggestions on the board, highlighting the use of the definite article, until you finally ‘find’ your keys. Next, students work in pairs. Give a copy of the handout to each pair, and give one student in each pair a slip that explains where the keys are. They must keep this secret. Explain that their partner must ask yes/no questions until they find the keys. When one partner has found the keys, the other partner asks for a slip of paper. Continue until you decide the students have had enough practice.

9. Article hunt Ask students to look through the lyrics of their favourite English songs, or the English title of their favourite films, TV series or books, and find five different uses of the articles. Students can share their examples in an online space, or face to face in the next class.

10. Common difficulties Problems usually arise when the students’ L1 does not use articles in the same way as in English, or when it does not have articles. Some languages (such as Polish or Russian) don’t have definite and indefinite articles, so students with these language backgrounds will tend to omit articles. Conversely, other languages may use an article where in English no article is needed. For example, Spanish uses the definite article for talking about abstract concepts. In such cases, students will tend to over use the. (They might say, for example, *The love is blind instead of Love is blind.) Helping students to notice the differences between their first language and English can help.

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4

Possessive adjectives, possessive pronouns and possessive ’s

There are lots of accessible contexts for presenting and practising possessives: teachers often get students talking about who common objects belong to, both at home and in the immediate environment of the classroom. Students can also be given the opportunity to talk about families and family trees. Typically, possessive adjectives are presented at the same time as ‘s, with pronouns coming a little later.

1. Family snaps Showing each other family photos is a natural and memorable context to present possessive ’s and possessive adjectives. After teaching family vocabulary, show the class a photo of one or two members of your family. Let them guess their relationship to you. In your response, use possessive adjectives and ’s, eg, Yes, that’s right. That’s my sister. Her name’s Ana Maria. And those are her children. They’re Ana Maria’s children. Their names are Lucia and Carlos. Write the sentences on the board. Compare her children and Ana Maria’s children. Contrast the possessive ’s in Ana Maria’s and the contraction of is in name’s. Then students show each other their own photos in pairs or small groups. They ask each other questions about them, eg, Is that your cousin? and comment on them: I like your brother’s beard, etc.

2. Family tree pictation

Unit 4

This pairwork ‘pictation’ (a dictation-type activity in which the teacher describes something and the students draw a picture of it) follows naturally on from Activity 1. Put students into pairs to take turns describing their family tree to each other. The listener must draw the family tree without showing it to their partner, the describer. When they have both had a turn, they show each other their trees and check that they are accurate. Put students into new pairs to dictate to their new partner their previous partner’s family tree.

3. In a pair tree As a follow-up to Activity 2, to consolidate possessives with family vocabulary, make one copy of the handout on page 185 for every two students and cut them in half. Put students in pairs: one is A and one is B. Give each student one of the family trees, instructing them not to show each other their copies. Hold up the trees and point out that A has information that B needs and vice versa. Elicit useful questions for the activity, eg, What’s Lisa’s brother’s name? What’s his job? In pairs, students exchange information. When they have finished, they compare the family trees.

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4. Whose animals are whose? Here’s a puzzle to raise awareness of the three different pronunciations of ’s. Across the top of the board, write: Molly’s animals

Matt’s animals

Mitch’s animals

Unit 4

Explain that these are three zookeepers who have lost their animals. Ask students to help them find their animals by calling out the names of animals. As they do, categorise them according to the pronunciation of ’s after their names. For example, if they say elephant, tell them that the elephant belongs to Matt. Write elephant under the heading Matt’s animals. The reason for this is that in the elephant’s ears/trunk/tail, etc., the ’s is pronounced /s/, the same as the ’s in Matt’s. For the same reason, the lion belongs to Molly (’s is pronounced /z/ in both Molly’s and lion’s) and the tortoise belongs to Mitch (’s is pronounced /ɪz/ in Mitch’s and tortoise’s). Elicit the names of about 15 animals so you have around four to six in each column. Ask students to guess who they belong to, to see whether anyone has noticed a pattern. Offer support as needed, by emphasising the final sounds, underlining ’s, and so on. When the students finally understand, drill the lists with a final ’s on the end of each animal. You will find that Mitch has very few animals (because there aren’t many animal names that end in a sibilant sound (/s/, /z/, /ʃ/, /tʃ/, /dʒ/ or /ʒ/). You may need to suggest a few for him, eg, fish, horse, goose, tortoise, fox, rhinoceros (but not rhino), mouse, hippopotamus (but not hippo) or ostrich.

5. Roll-a-sentence To give students some controlled practice of possessive adjectives, write the following on the board: 1 I

2 you

3 he

4 she

5 we

6 they

1 ___

2 ___

3 ___

4 ___

5 ___

6 ___

Ask students to think of objects or possessions and write one in each space, eg, 1 car, 2 house, 3 shoes, 4 bag, 5 glasses, 6 cat. Put students in pairs or small groups and hand each group a dice. Tell them to roll the dice twice to make a simple sentence with It’s / They are … followed by the possessive adjective that relates to the corresponding subject pronoun and one of the nouns. Do a couple of examples to clarify. For example, if you roll a 1 and another 1, you have to say It’s my car, while a 3 followed by a 5 means saying They are his glasses. To use the same game format for possessive pronouns, just change the sentence to: That car is mine, Those glasses are his, etc.

6. Whose is it? To present possessive pronouns and questions with Whose ...?, find a bag or a big hat before the lesson. At the start of the lesson, ask everyone to take one item out of their bag or pockets, and to put it in the bag. Pull out an item and ask a student you know doesn’t own the object: Is this yours? When they answer No, teach: No, it isn’t mine. Then ask:

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Whose is it? They may or may not know; if they know, help them formulate the answers: It’s Irene’s lipstick and It’s her lipstick. Finally, show them that you don’t need to repeat lipstick – you can say It’s Irene’s and It’s hers. Write this dialogue on the board for students to copy: A Whose lipstick is this? Is this yours? B No, it’s not mine, It’s Irene’s. Then empty the bag onto a table and tell them to write sentences about the other objects. When they have finished, invite guesses as to who owns each item, ending with the rightful owner of each item claiming back their item.

7. Stationery murder! Explain that a murder was committed using something in the classroom. One of the students is the detective who must identify the murderer by interrogating their classmates about the ownership of the weapon. He or she leaves the room, and a non-descript item of stationery that belongs to a particular student (ie the ‘murderer’) is chosen as the murder weapon (eg, a ruler or rubber). The detective must interview every member of the class (Is this yours? Whose is this? Is it Pedro’s?), who must all deny it. (No, it isn’t mine. I think it’s hers.) At the end, the detective must decide whose stationery item it is and who is therefore the murderer.

Divide the class into two equal-sized teams and send one team out of the room for a minute. Tell each team separately to take off their shoes and mix them up. Bring the teams together. Explain that they must take turns matching the shoes to each opponent and the winning team will get their opponents all wearing their shoes again. They are allowed one guess each time, and can confer; for example, they might say: We think these are Maria’s shoes and get the answer, You’re right! or Sorry, no, they aren’t hers. This silly activity can help create a fun and friendly atmosphere near the beginning of a course. If there are cultural barriers to taking shoes off in public, you could use any possession that everyone has, eg a pen.

Unit 4

8. Her shoes, his shoes

9. Special objects Ask students to choose three special objects from their house, photograph them and write about them, making sure that there are a minimum of three possessive structures in each description. For example, This ring was my mother’s. Her grandmother gave it to her ….

10. Common difficulties Students sometimes confuse possessive adjectives such as her with possessive pronouns such as hers. This can lead to errors like *That coat is her. Getting word order right when using the ’s may be difficult at low levels, resulting in errors like *father’s Beth, instead of Beth’s father.

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5

Demonstrative adjectives and pronouns, one and ones

If you’ve spent time in a place where you don’t speak the language, you probably found yourself pointing at things and saying That one, please. This, that, these and those, and the pronouns one and ones, are invaluable survival tools for the beginner.

1. Introductions Everyone stands in a circle. Introduce yourself and one person standing close to you in the circle: Hi everyone, I’m Brenda and this is Jordi. Introduce someone standing on the opposite side of the circle: ... and that’s Karin. Gesture the physical difference between this and that. Ask Jordi to do the same: Hi, I’m Jordi and this/that is Byung Ho. Alternatively, he can say: Hi, I’m Jordi. I’m sorry, I don’t know who this/that is. In this case, the new person introduces themselves and the activity continues until the students know each other’s names. (Unit 1.5 practises this and that when talking about family members.)

Unit 5

2. Not these pens, those ones Use classroom objects to present this, that, these, those, one and ones and to teach polite requests. Ask students to empty their pencil cases on the desks in front of them. Go round and group objects together, eg, three pens, but make sure there are also single objects, such as an eraser. Sit on your hands. Ask a student to bring you an item of stationery, eg, Birgit, can I have that pencil, please? It might be difficult to know which pencil you are referring to, so teach the class This one or that one? Start with single objects, both near (this) and far (that), then move on to plurals (these rubbers, those pens), until you have all the objects. Hand over to the students. In pairs, they do the same, asking their partners for things. At the end, write on the board: Can I have this/that pen, please? Yes, this pen one or that pen one? Can I have these/those rulers, please? Yes, these rulers ones or those rulers ones?

3. That shop roleplay Collect lots of objects from the students: stationery items from Activity 2, bags, mobile phones, umbrellas, board pens, coats, etc. Students also sketch pictures of café items (cups of coffee, muffins, etc.). Create a shop or café, grouping items according to type and displaying them for customers. Set some goods back from the ‘counter’ while others can be near the customers. Remind students of the language they need to ask for things (see Activity 2). The students take turns at being the shop or café assistant and the customer.

4. This kiss, these keys Raise awareness of the distinction between the short /ɪ/ sound in this and the long /iː/ sound in these with a pairs activity. Write two columns on the board as follows:

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1. kiss

keys

2. chip

cheap

3. Tim’s

teams

4. this

these

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Say one word from each row and ask students to raise their left hand if they think you said a word from the left column and their right hand if they heard a word from the right. Drill the words, pointing out the differences in vowel length and mouth shape, before letting them repeat the task in pairs to practise. Add pairs of words that your students know, eg, eat – it. Students write sentences using some of the words (eg, Are these Tim’s keys?) and read them to classmates.

5. Walking, talking dictionary On the board, write the questions below, but with all the words jumbled up. For example, the first one might look like this: this what’s English in? Tell students that these are the most useful questions in English they will ever learn. Let them work them out and write them on the board correctly. What’s this in English? What are those things called in English? How do you pronounce that again? Can you spell that, please?

6. Hollywood estate agent Show students an aerial view of an expensive house or houses. On Google maps, for example, use ‘satellite’ mode to show an exclusive area near you, or visit Beverly Hills on Google Earth. Students imagine they are house-sitting one of these houses for a week. Tell them to close their eyes and visualise the interior. Help by asking questions, which they answer silently to themselves, eg, What do you see when you open the front door? How many rooms are there on the ground floor? What’s in your favourite room? What’s in the garden? What’s on the first floor? How many bedrooms are there? Where is your room? etc.

Unit 5

The class now have 10 minutes to learn as many new words from you as they can using only the questions on the board. The winner is the student with most new words. Get ready for a busy 10 minutes!

Students then roleplay a situation in which they show each other around their houses, imagining they are really there. For example, they might say, This is the living room, this is the kitchen, these are the bedrooms. Encourage the guests to comment and ask questions, eg, How big is the swimming pool? Can we use the private cinema?

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7. Topic of conversation On a handout or projector, present students with these ‘snippets’ of conversation that use demonstrative pronouns to refer to things that may not be immediately obvious, so they have to ‘read between the lines’. A. I don’t think this is working. B. Hmm, I agree. Let’s stop for 10 minutes. A. Did you see that? B. Yes, I did. Amazing! A. I’m not having that woman coming here! B. But darling, how can I stop her? It is her house! A. That was a good one. Do it again. B I don’t think I can. Sorry. In pairs, they discuss what the topic of each conversation could be, and then extend the conversations for a few more lines to make it clear. Pairs then perform their sketches for each other and compare the different interpretations.

Unit 5

8. Restaurant roleplay Explain that the classroom is going to become a restaurant. Elicit some typical phrases that waiters and customers say throughout a meal, eg, Table for two, please? [customer] Can I get you anything to drink? [waiter] Anything else? [waiter] Just the bill, please [customer]. Focus on language for discussing a menu which consists mainly of pictures of dishes: What’s this? [customer] That’s chicken soup, sir [waiter]. I’d like that, please [customer]. Organise students into ‘tables’ (groups of 2–4 customers) and waiters (one per table). Send the customers out of the room while the waiters prepare the tables and you put on some background music and show the waiters the menu handout (see page 186) and their menu key. Then open the restaurant and start the roleplay!

9. Sticky notes everywhere! Students label objects around their house (fridge, DVD player, shelf, cables, saucepans, dog!). They then practise grammar and vocabulary as they walk around at home. Every time they see a sticky note, they say: That’s a shelf, These are saucepans. To encourage them, you could video yourself doing it at home. They could video themselves, too. Once they’re confident with the vocabulary, they do it without the sticky notes.

10. Common difficulties Students should have no problem with the singular and plural distinction between this and these, but they might struggle with the conceptual differences, both physical and psychological, between this and that, and these and those.

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6

The imperative

The imperative form is present from the very first day in class (Look, Listen, Work in pairs, Ask a partner, etc.). The form is very straightforward: students are quick to pick up on it and it’s easy to practise and recycle in instructions, directions and games.

1. Classroom language To introduce simple imperative forms, you can play a miming game with classroom language. Introduce five or six simple instructions with an associated gesture or movement (eg Listen (cup your ear), Look (place an open hand above your eyes), Write (make a writing gesture with your hand), Open your book (open both hands, palms up), Close your book (bring your palms together), Repeat (make a circular movement with your hand). Practise first by calling out the instructions for the students to mime the gesture. Then reverse roles: you do the gestures and the students call out the corresponding instructions. Students then work in pairs to test each other, taking turns to call out instructions and mime.

2. Don’t look!

3. Simon says This game is popular with younger learners, but it works with adults too. Establish a list of instructions before you start. Choose ones that will appeal to your students (eg drink a hot coffee, check your emails, take a photo, eat an ice cream). Explain the rules as follows: if you (the teacher) say ‘Simon says’ before the instruction, they have to mime it, if you don’t, they should stay still. Students are eliminated if they mime an action when they shouldn’t. Once the students get the hang of the game, they can play in small groups.

Unit 6

As an extension of Activity 1, teach the negative form of the instructions by, for example, wagging your finger or shaking your head (Don’t look, Don’t listen, etc.). Highlight the two forms on the board; then repeat the miming instructions as above. This time call volunteers to the front of the class to call out the instructions for their classmates. Encourage them to use a mixture of positive and negative forms.

4. Stretching in the classroom Make two copies of the handout on page 187 for a class of 12. Each handout has two copies of the exercises. Cut the handouts into eight strips as shown. Introduce the activity with some statistics about how many hours a day we spend sitting down (it’s generally reported as being about 7–10 hours for adults). Discuss why this is bad for us. Tell the students that you are going to teach them some simple stretching exercises that they can do sitting down. Check they know the words wrists, shoulders, neck, and the verbs: make circles, lift, drop, turn (to the right/left), stretch. Give them instructions for the first exercise below, demonstrating as you speak. Then describe the second exercise without moving. Keep explaining until everyone is doing it correctly.  Exercise 1: make circles with your right shoulder, first forward five times, and then back. Repeat with your left shoulder. Exercise 2: turn your head to the left, hold for two seconds, then bring it back to the middle. Do the same to the right. Repeat three times.

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Put students into groups of three. Give each group one of the activities on the handout. If you have more than four groups, duplicate one or more of the activities. Students read their instructions and practise their exercises. They perform them to the class, who watch and try to establish what was written on the instruction slip.

5. Driving lessons

Unit 6

Tell the class that you have been asked to write the script for an English-speaking driving instructor robot. The robot teaches learner drivers during their first lessons in a simulator. The robot needs to give the learners very precise instructions. Their first task is to tell the student how to get in the car and to sit down ready to start. Elicit simple instructions from the class using imperative forms (eg Put your hand on the door handle, push it down, etc.). Follow the instructions to the letter, forcing the students to be very precise in their instructions. Tell them they have completed the task when you have successfully taken two steps following their instructions. Put the students into groups of three, making sure there is at least one person who knows how to drive in each group. The driver has to explain how to start the engine and move away in first gear, and then how to stop the car without stalling the engine. Ask one of the groups to demonstrate their instructions to the class. Discuss which instructions were most difficult to word and why.

6. Time travellers This is a variation on Activity 5. This time the students need to explain how to use a simple function on their phone to someone who has travelled from the past. Tell the students you are a time traveller and that you have arrived from the 18th century. You are curious to know about everything you see. Ask them to explain what a phone is and ask them to show you how to make a phone call. Elicit instructions using imperative forms. Follow the instructions to the letter. Question any words or phrases that you think the time traveller wouldn’t know. Students then work in pairs to act out a similar situation. This time they must show the time traveller 1) how to take a photo and 2) how to record their voice.

7. How do I get to the school? Tell your students that you need to give a visitor directions for how to get to the school from the airport/train station/bus station (whichever is most appropriate in your context). Ask them what they think would be the best and quickest way. Elicit directions using imperatives. Encourage discussion of different possible routes. Then ask the students to name some interesting places in town that your visitor could go to while they’re visiting. Write these on the board (you’ll need as many places as there are students in the class). Students work in pairs or groups of three. Allot each pair or group two or three places on the list, making sure each pair or group has different places. They then write directions for the visitor to get to those places from the school. The groups read out their directions without giving the name of the final destination and the rest of the class identify the place the visitor is going to.

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8. Dos and Don’ts Write the title ‘Dos and Don’ts’ on the board, and explain what it means. Then choose a light-hearted topic (eg using a photocopier, eating spaghetti, getting a haircut) and elicit two or three dos and don’ts. Write these on the board. Then ask the students to think of other possible topics in pairs and to write them on a piece of paper. They give the papers to you and you redistribute them around the class so each pair is working with a new topic. Give them a few minutes to write up their ‘Dos and Don’ts’ lists. Display the lists around the classroom. Students read each other’s lists and add more points if they can.

9. Simple instructions in the home At home, students choose a chore or task they do frequently (eg loading the dishwasher, making a coffee, taking the rubbish out) and write detailed, foolproof instructions. In the next class they read the instructions out to the class, who mime doing the chore and guess what the instructions are for.  

10. Common difficulties

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Unit 6

Students have very few problems with the imperative. They may sometimes use not or no instead of don’t in the negative, and some students want to supply the pronoun you before the verb. They may also find the imperative form of be quite strange initially (eg Be good, Be careful, Don’t be late).

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7

Quantifiers and countable and uncountable nouns

Quantifiers like some, any, a few, and not much are taught early at beginner or elementary level (A1) with There is / There are, Do you have …?, a/an and How much / How many …? More advanced quantifiers, such as several and plenty of, come later. Quantifiers are used in many contexts, but a common one is food and shopping.

1. Left or right?

Unit 7

To present countable and uncountable nouns, before the class collect a bag of rice, a glass of water, a tube of toothpaste, a balloon and a tea bag. Pick up the bag of rice and place it on the left-hand side of a table. Open it and place a handful of rice on the right. Put the glass on the left, but put a drop of water on the right. Continue with the toothpaste (tube left, toothpaste right), the balloon (indicating air on the right), etc. Keep asking: Which side: left or right? Ask Why are there two groups? (Answer: we can count items on the left but not those on the right). Write countable and uncountable on the board and a bag of rice and some rice under each heading, respectively. Elicit phrases for the other items, introducing the quantifiers a little (water) and a lot of (air). Pour a few grains of rice into your hand, and say a few grains of rice. Write the quantifiers on the appropriate sides of the board. Then present: How much / How many? by asking How many bags of rice are there? and How much rice is there? Elicit questions for other items (How many glasses of water are there? How much water is there? etc.) Students ask and answer questions about all the items on the desk.

2. Shopping list chant This activity combines practice of quantifiers with work on sentence stress. Ask students to suggest shopping list items and write them on the board. Tell them to memorise the list by repeating it over and over. Get them chanting, eg, Eggs … milk … cheese … an apple. Add in the following words, with the class chanting after each: Eggs and milk and cheese and an apple; Some eggs and some milk and some …; Some eggs and then some milk and then …. Point out that less important words (some, an, and, then) are spoken more quickly usually with a weak form, ie /… ən ðen səm …/. Get a student to time how long it takes to say the first and last sentences. Although there are three times as many syllables in the last sentence as in the first, it shouldn’t take three times as long to say.

3. Spot the differences in the fridge Make one copy of the handout on page 188 for every two students and cut it in two. Ask students to guess what you have in your fridge at home They should ask things like: Do you have any butter? Then invite them to ask how much of each thing there is by saying, for example, How much butter do you have? How many peaches are there? Answer as truthfully as you like! When they have finished, ask them what they think you should have for dinner that evening. Put students in teams of two: A and B. Hand out the fridge worksheets. Explain that there are a number of differences between the two fridges and, without showing each other, they must find them all before the other teams do. They should ask each other things like: Have you got any cream? and give answers such as, Yes, I’ve got some or Yes, I’ve got two cartons. How about you?

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4. I went on holiday … Say: I went on holiday and I packed in my suitcase … a few T-shirts. Indicate to a student that they have to repeat what you have said and add an item to the list, eg, I went on holiday and I packed in my suitcase … a few T-shirts and some sun cream. Ask a second student to repeat what they heard and to add a third item. When students have got the idea, put them into groups of four to six to play their own game. If a player can’t remember the items or the correct order, he or she is out. The winner is the last person still playing. Adapt this for different lexical sets (eg, I went to a restaurant and I ordered …, I went shopping and I bought …).

5. Lifestyle questionnaire Practise How much …? and How many ...? within the topic of health. On the board, write prompts for questions about a healthy lifestyle, eg, exercise, sleep, sweets, stairs, kilometres, vegetables, and the question starters How much and How many. In small groups, students write six questions to ask classmates. Reorganise the groups AAA BBB CCC Ú ABC ABC ABC to conduct the questionnaire. They then return to their original groups and report back. How accurate a measure of health and well-being do they think their questions were? What other questions could they ask? Follow this up with the homework task described in Activity 9.

More advanced students need to practise quantifiers with more abstract concepts. Brainstorm good and bad points about cities. Build two lists on the board with their ideas: one of countable things found in cities and the other of more abstract aspects of a city that are expressed through uncountable nouns. Pair up countable and uncountable synonyms, eg, parks – outdoor space; things to do – nightlife; museums – entertainment; pickpockets – crime; cars, buses – traffic; foreigners – tourism. Use the city or town you are in to explore the different quantifiers by asking students to fill gapped sentences on the board, eg:

Unit 7

6. Guess the city

There’s ____ (some, a lot, a little) traffic. There isn’t ______ (any, a lot, much) tourism. There are ____ (a few, several, a lot of) parks. There aren’t ____ (some, any, many) buses. Students choose a town or city they know well. They should keep their choice secret. Put them in pairs to guess their partner’s city. To do so, they take turns asking yes/no questions; eg, Is there much nightlife? Are there a lot of people? Are there many parks? etc. They should answer briefly, but they can give a few details, such as: The nightlife is better than here, but it isn’t as exciting as …. The winner is the student who guesses their opponent’s city first.

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7. Hotel breakfast board Ask the class to imagine a breakfast buffet in an expensive hotel. Nominate students to tell you what they’re going to have for breakfast. Then ask another student to say how much or how many of each thing they will eat (eg a little muesli, two mangos). Write answers on the board. Brainstorm 15 to 20 items. Include any quantifiers you want to practise, eg some sausages, no mushrooms, a few slices of toast, etc. Ask the class to close their eyes while you ‘eat’ something. Wipe an item off the board. Ask them to open their eyes and to call out the name of the food that you ‘ate’ (ie by trying to work out what you have erased from the board). Whoever answers first gets to stand at the board and ‘eat’ another item (rubbing it off the board) while the class’s eyes are closed, and so on until the board is empty. In pairs, students brainstorm everything that was on the board, writing the words and phrases in their notebooks. Variations on this activity could be based around such topics as: things I take with me wherever I go, things you see in the bathroom, things you pack to go on holiday, etc. Since these things can’t be ‘eaten’, simply tell the class you are going to remove items from the list on the board while their eyes are closed.

Unit 7

8. I like any …, I don’t like some … For more advanced students, who are ready to cope with the subtleties of any being used in affirmative statements and some being used in negative statements, write the following four sentences on the board and ask the students to say which they agree with. They can choose more than one: 1. I like any music. 2. I like some music. 3. I don't like some music. 4. I don’t like any music. Ask them which sentence or sentences refer to: all music (Answer: 1), no music (Answer: 4), and certain kinds of music (Answer: 2 and 3). Highlight the use of some and any with both affirmative and negative verbs. Ask the students to substitute music with other topics, eg ice cream, action movies, grammar exercises. Ask them to choose the sentence that most closely applies to them for each topic. Then put students in groups to discuss their answers, encouraging follow-up questions such as: What kind of music do you like? When do you eat ice cream? etc. They report back to the class.

9. Food diaries Students keep a food diary between now and the next lesson. Model it with one of your own. (Feel free to make it up!) You can be precise, eg a pot of yoghurt, or vague, eg lots of meat. At the beginning of the next lesson, students compare diaries to see who has eaten the most healthily.

10. Common difficulties In many cases, certain words that are countable in the student’s first language are uncountable in English. Abstract concepts (advice, information, anger), mass nouns (furniture, hair) and natural phenomena (rain, weather) are typical examples. This can lead to errors like *I’d like some informations, please.

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Pronouns and clauses

8

Subject, object and relative pronouns

Students meet subject pronouns from the outset, with lessons that require them to use I am …, You are …, etc. Meaning is contextualised in images (for example, showing that he refers to one male person). Later, when object pronouns are introduced, students get an opportunity to see how the two types of pronoun are used together in a sentence, eg, He loves her, but she doesn’t love him. Relative pronouns (that, which, who, etc.) are usually taught with relative clauses from lower intermediate (B1) level onwards; however, many students at elementary (A2) level are already using them, so they are worth introducing early on.

1. Friend me!

Unit 8

Ask students how many friends they have on social media and how they have so many. Teach the verb to friend in this context. Ask what happens when a new person wants to friend them using the students in the room as examples, eg When Roberto adds Claudine to his list of friends, Roberto friends Claudine. Show how pronouns avoid repetition, ie He friends her. Use different students and groups of students to elicit all pronouns, eg She friends them, They friend me, etc. Underline the pronouns, using one colour for subject pronouns and another for object pronouns. Ask students to work out what the two different colours represent. Ask questions to highlight the grammar, eg, Is ‘Claudine’ the subject or the object of this sentence? … Is that ‘she’ or ‘her’?

2. Pronoun replacement therapy Hand out the following text to students (or one adapted from the coursebook) and ask them to replace the pronouns where possible: Rita loves cooking so much, Rita thinks about cooking all day. Rita is very good at making ‘tamales’. Tamales are small corn snacks wrapped in leaves. Rita makes tamales every morning for her family. Her family love tamales. Rita knows Rita is good at making tamales, but her father never says anything. Her father doesn’t ever thank Rita. One day, Rita replaces the mild chillies in his tamales with hot chillies. When her father eats a tamal, her father turns red and her father runs to the bathroom. When Rita tells her father the reason for the hot chilli, her father gets angrier. Rita and her father don’t say sorry and her father never eats another tamal from that day on. Stronger students can record themselves reading the text aloud, replacing the pronouns as they go. Struggling students can listen to you reading the original version, replacing the pronouns by hand in their own time. See page 237 for a suggested reworking of the text with pronouns added.

3. Cohesive texts Use the text above but with its pronouns replaced, ie Rita loves cooking so much, she thinks about it all day. Make enough copies for the class. Model one or two questions on the board: ‘Who is she in line 1?’, ‘What is it in line 1?’ etc., and elicit the answers. Then put students in pairs to take turns asking each other similar questions about other pronouns.

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4. Ooooh, I love them! This mingling activity practises object pronouns and helps students get to know each other better. Draw emojis on the board to indicate the love–like–hate scale. Elicit the verbs from the students:

I absolutely love ...

I love ...

I like ...

I don’t mind ...

I don’t like ...

I can’t stand ...

Ask individuals a range of questions, eg, Do you like chocolate? / pigeons? / cats / the Kardashians? Make sure they use it or them in their answers. Students then think of five Do you like …? questions to ask people in the class. When they have written their questions, they mingle, asking as many people as possible until one student has got all six answers for two of their questions. (Other things that may elicit a range of opinions include: blue cheese, Hawaiian pizza, peanut butter, high-heeled shoes, texting, Scottish bagpipes and Ed Sheeran.)

Write the following dialogue on the board: A: What did he say when she told him? B: That’s just it – she didn’t tell him!

Unit 8

5. Conversation fragments

A: So how does he know, then? B: Because they came to his house last night. Put students in pairs to discuss the context and guess what’s happening. After a few minutes, they share their ideas and compare with other students. Students decide whose ideas are the most interesting or likely. Still in their pairs, students write a similar four-line dialogue for other pairs to speculate about.

6. Out of the room This game is used to recycle vocabulary and practise subject and object pronouns. Before the lesson, prepare a list of words the students have learnt recently. It can include people, things, and singular and plural items. One student goes out of the room while the teacher tells the rest of the class the first word. When the student comes back in, the students take turns to give six clues. For example, if the word is bunk beds, students might say things like: Children sleep in them; they are in bedrooms; they have a ladder; it’s two words and they both begin with ‘b’; my brother and I slept in them when we were children; etc. The class gets a point if the student guesses the word. If the student doesn’t guess the word, the teacher gets a point.

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7. She’s the one who … This activity introduces the relative pronouns who, which and that. Invite students to come to the board to contribute to a drawing of a party scene, with stick men and women talking in groups, holding drinks, dancing, eating cake, etc. Encourage them to show a variety of people, some tall, some short, some bald, some with long hair, etc., and to make sure each stick figure is wearing an imaginative party hat. Label each stick figure with a letter: A, B, C, etc. Ask students to listen and write the letter of the person you’re describing in the picture. Identify the people and hats using relative clauses; eg, He’s the man who’s standing next to the very tall woman. It’s the hat which looks like a banana. Once you have described three or four of the people at the party, students compare answers, then reconstruct and write from memory your descriptions of the people. Point out the reasons for using who (people), which (things) and that (for people or things). They write more descriptions to read out in groups for the other students to identify.

8. It’s a thing …

Unit 8

Photocopy and cut out the cards (see page 189). Tell students to listen to some definitions, and to try and guess what you are thinking of. Read them out one by one, inviting suggestions after each: It’s an animal that gives us something to make our beds comfortable. It’s also an animal that you can find in your bath! It’s an animal which flies, but not very far. Daffy and Donald are two famous examples of this animal. Congratulate the first student to say ‘duck’. Put students into teams of four and provide a dictionary for each team. Deal out up to eight cards to each team, which they should keep secret from other teams. Each team member writes definitions, or clues, for the objects so that there are four different clues for each object. Together, they decide on the order of their clues, from hardest to easiest. Set teams against each other. They take turns to read out their clues. Award 10 points to a team that guesses the word correctly after the first clue, 5 points if they get it after the second, 2 after the third and 1 after the fourth. They don’t need to know the word in English; they can prove they have identified the item in L1 or by a drawing if necessary. The team with the most points at the end is the winner.

9. Street definitions Students can practise relative pronouns outside class. They choose five objects or people that they see on their way to and from work or school, or during a short walk. They have to define each one mentally, eg, It’s a person who collects the rubbish from people’s houses. They either record them on their phones in real time, or write them down when they get home.

10. Common difficulties Students can confuse subject and object pronouns, eg, *We saw she at the café. Choice of pronoun can be an issue for students whose L1 has noun gender (eg French): *She is a very big table. Learners sometimes omit object pronouns, eg, *Ah, I love! *Oh, I can’t stand! Activity 4 addresses these types of problems.

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9

Reflexive pronouns (myself, yourself, etc.) and reciprocal pronouns (each other, one another)

Reflexive pronouns (myself, yourself, etc.) and reciprocal pronouns (each other, one another) are not usually covered at lower levels, although they often appear in rubrics (Introduce yourself, Tell each other …). This unit offers activities for practising two uses of reflexive pronouns: (1) when the subject and the object of the verb are the same person or thing (eg He cut himself), and (2) for emphasis, to say that someone does something by or for themselves (eg Did you make the cake yourself?).

1. Mirror, mirror Here’s a way to present and contrast the two types of pronoun. On the board, draw a simple picture of a man standing in front of a mirror smiling at himself. Write this sentence: He loves himself. Then draw a simple picture of a couple staring into each other’s eyes. Write the sentence: They love each other. Ask the students to discuss the difference. Now write smile at and talk to on the board and elicit the two types of sentence (He’s smiling at himself / They’re smiling at each other; He’s talking to himself / They’re talking to each other). Draw a woman looking into the same mirror and ask the students to change the sentences accordingly using she and herself.

2. Am I talking to myself?

Unit 9

Before the class, prepare simple cards with verbs and verb phrases that can be used both reflexively and reciprocally (eg, look at, smile at, talk to, write a message to, argue with, ask, hurt, serve, blow a kiss to). Students work in pairs. They take it in turns to come to the front of the class. Give them a card and let them decide if they are going to use reflexive or reciprocal pronouns. They mime their phrase and the rest of the class members try to guess what the verb is. The first student to guess correctly comes to the front to do a mime with their partner.

3. Reflexive pelmanism Make one copy of the pelmanism cards on page 190 for every two groups of three or four students. (See page 13 for an explanation of how pelmanism works.) Students mix up the cards face-down and take turns to turn them over. The aim is to match a subject pronoun with a corresponding reflexive pronoun (e.g. I Ú myself) and to make up a grammatically correct sentence containing the two pronouns. The winner is the student who collects the most pairs of words.

4. What do they call you? To explore how the same verbs can be used both with and without a reflexive pronoun, dictate the following questions: What name do you usually call yourself? What does your family call you? Do your friends have a different name for you? What name do you use when you introduce yourself in a formal situation? And if you introduce yourself in an informal situation? Ask students to identify the reflexive pronouns and explain why they’re used. Then ask them to ask and answer the questions in pairs.

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5. Have you ever cut yourself? Write the following verbs and phrases on the board: cut / buy a present / lock out of your house / teach how to do something. Explain that the students need to write questions using Have you ever ...? and yourself. Do the first one with the class. Students work in pairs to complete the others. Check the questions and then ask the students to mingle, asking the questions until they have found someone who has done each of the things. Finally, during the feedback session, ask the students to use sentences with he/she, herself/ himself to report on what they learnt about their classmates.

6. Tell me about yourself Put the following questions on cards: When was the last time you hurt yourself doing sport? What happened? When was the last time you bought something special for yourself? What did you buy? When was the last time you really enjoyed yourself? What did you do? When was the last time you introduced yourself to someone new? When was the last time you ate at a restaurant by yourself? Did you enjoy it?

Unit 9

When was the last time you looked at yourself in a mirror? Where were you? When was the last time you took a photo of yourself? Did you share it with anyone? When was the last time you cooked a meal for yourself? What did you cook? You will need to prepare a set of question cards for each group in the class. Arrange the class in groups and give each group a set of cards face-down. They turn the cards over one by one and discuss the question on the card. They repeat this until they’ve discussed all the cards. For whole-class feedback, ask the students to say which question produced the most interesting answers and to share these with the class.

7. All by himself! Choose a suitable short video clip to share with your students where there is either one character doing something by or to himself/herself, or two people doing things for or with each other. Some examples are: XX the episode in the Mr Bean series where Mr Bean visits a restaurant by himself XX the Tom Hanks movie, Castaway, where he lights a fire for himself XX funny videos on YouTube showing people having accidents (He hit himself in the face.) XX scenes of paranormal activity, especially in horror movies (The radio switched itself on.)

Students watch the clip (or clips) and write at least five sentences using reflexive or reciprocal pronouns.

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8. When two’s a crowd To practise the use of reflexive pronouns with by to talk about doing something on one’s own, dictate the following list of activities to the class: see a movie at the cinema

dance

watch your favourite TV series

go on holiday

study for an exam

go to a restaurant

prepare a presentation

write a report/assignment

go swimming, running or cycling

go shopping

Students tick the activities they sometimes do by themselves. When they’ve finished, ask them to draw a smiley face next to the ones they enjoy doing by themselves. Then ask them to show their list to a partner and to ask and answer questions using Do you ever … by yourself? and Do you prefer doing it by yourself or with other people? At the end, ask the pairs to report back on their discussion. This gives them an opportunity to use ourselves, himself, herself and themselves.

9. All by myself

10. Common difficulties Problems with reflexive pronouns often come from overuse, which in turn is caused by L1 interference. A verb may be reflexive in the student's L1, but the equivalent verb may not need a reflexive pronoun in English. For example, in some languages the verb meaning wake up takes a reflexive pronoun, leading students to say things like *I wake myself up at eight o’clock. Other verbs that can cause similar problems are wash, shave, dress, etc., where the reflexive pronoun can be used in English, but only to emphasise that the person does that thing to him- or herself (rather than to someone else) or by him- or herself, without any help.

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Unit 9

Ask your students to make a list of 10 things they do by themselves or for themselves between one lesson and the next. In the next class, students compare their lists and find the top five most common activities that the class do by, or for, themselves.

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10

Indefinite pronouns (something, nobody, everywhere, etc.)

Indefinite pronouns don’t get much formal attention in coursebooks at lower levels, but they’re present in rubrics and reading and listening texts from early on. They also tend to be something that students pick up on and use from beginner level (A1) onwards. It’s worth focusing on them to accelerate their acquisition.

1. Somewhere I go To present a range of indefinite pronouns, give students a copy of these definitions and ask them to discuss what the definitions are describing. The answers will vary, depending on who is answering. XX It’s somewhere I go at the end of the day where everybody knows me and I feel happy. XX It’s something you can eat, it makes me happy, I don’t know anybody who doesn’t like it. XX It’s someone that everyone knows. He/she is probably the most famous person in the

world at present.

XX It’s someone who knows just about everything there is to know about science. XX There’s nowhere better to be when the sun is going down.

Unit 10

XX There’s nothing that makes me laugh more than this! XX Nobody knows where this is, but everyone wants to go there!

Ask the students to find all the indefinite pronouns (explain that these are formed using some- no- every- and any- + -thing, -body, -one or -where). Ask them which ones refer to (a) people (b) objects or concepts and (c) places. List the possible compounds for each, eg, (a) someone, somebody, everyone, everybody, etc. Then ask the students to discuss the difference between each pronoun in each set. Point out that all the pronouns take a singular verb, including everyone and everybody. (This may not be true of the translation in their L1.)

2. Think of something … To practise indefinite pronouns with some, read these prompts one by one to your students and ask them to write short answers in note form. They should not write the prompts down at this stage. You can do the first one as an example: Think of something you like to do at the weekend. Think of somewhere you like to go in summer. Think of someone who makes you laugh. Think of somebody who has helped you in the past. Think of something you hate doing. Think of somewhere that you’d like to visit one day. Think of somebody you’d really like to meet. Think of something you’d like to learn. Ask the students to look at their notes and to see if they can remember and write down the prompt for each answer. Write notes for each one on the board, eg something / do / weekend. Then ask the students to work in pairs or small groups to share their answers. Encourage them to use follow-up questions. Model this by telling them your answer for number 1 and eliciting follow-up questions.

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3. Something blue … To practise the pattern [something + adjective], ask students to listen to the following directions and write down the answers. Tell them they can’t repeat their answers. Read out the directions. Pause between each line to give them time to look around the classroom. If they can’t find anything, they can write ‘Nothing’ as the answer. Find something blue. Find something round. Find something old. Find something triangular. Find something red. Find something new. Students compare their lists and see if they can remember the instruction and the phrase with something for each item.

4. It’s something that …

Unit 10

Choose a vocabulary set you’d like to revise, including a mixture of things, people and places. For example, if the vocabulary set is ‘shopping’, the vocabulary set might include: shop assistant, customer, clothes shop, check-out and various clothes items. Write the items on word cards or brainstorm the set and write them on the board. To model the activity, choose a word, tell it to the class and elicit a definition that includes an indefinite pronoun, eg, It’s someone who works in a shop / It’s something you wear in winter / Nobody wears this in summer. Students work in groups. Assign four or five words to each group to define (each group gets different words). Students then write definitions for their words on slips of paper or small cards. The definitions must include indefinite pronouns. When all the groups are ready, ask each group to hand their definitions to another group. The groups read the definitions and make a note of their answers on a separate sheet of paper. Check the answers with the whole class at the end.

5. I’m looking for somewhere … To practise the indefinite pronoun somewhere, write this sentence stem on the board: I’m looking for somewhere to … I’m looking for somewhere where I can … Ask students to suggest ways of completing the sentences, eg, I’m looking for somewhere to go for dinner this evening. I’m looking for somewhere where I can listen to good music. Ask your students for suggestions and advice, and encourage them to suggest more than one option. Next, using the given sentence stems, each student writes a complete sentence asking for recommendations. Students then mingle, asking for and giving advice. At the end of the activity, students report back on the recommendations their classmates have given them.

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6. Can I get you anything? Write this restaurant dialogue on the board. Working in threes, students discuss and write the missing words. Waiter: Good evening, here are the menus. Can I get you anything to drink? [Customers reply] [Waiter leaves. Customers look at the menu and discuss.] Waiter: Are you ready to order? [Customers order their food.] Waiter: Would you like something on the side? [Customers reply] Waiter: Is there anything else I can get for you? Customers: No, nothing else, thank you.

Unit 10

Students work in groups of three and act out the situation. One is the waiter and the other two are customers. They swap roles and repeat the dialogue twice so that all the students get to play the role of the waiter. Draw students’ attention to the fact that we tend to use anything with Can I get …? and something with Would you like …?

7. Flight attendants As a follow-up to the previous activity, ask most of the class to sit in rows as if they’re on a plane or train. Three students remain standing. Tell the students who are sitting down that they are on a long journey and ask them to say hello to the passengers sitting next to them and start a conversation. Meanwhile, tell the three remaining students that they are flight/train attendants. One must go to all the passengers and offer them something to eat, a second one must offer them something to drink, and the third one must ask if they need anything else. They must use the phrases Can I get you …? and Would you like …? After two minutes, ask three new students to take the role of the attendants. The original attendants sit down and take on the role of passengers. Do this as many times as is necessary so that everyone has a chance to be an attendant. When you want the activity to come to an end, you can announce that the flight/train ride is nearing its destination.

8. Motivational quotes mingle Make one copy of the handout on page 191 for every 20 students. Cut up the halves of the motivational quotes. Make sure you have enough for one strip per student. If your class has fewer than 20 students in it, choose your favourite quotes so that you have one strip per student. If your class has more than 20 students in it, duplicate one or more of the quotes, making sure that you have both parts of each quote. With an odd number of students, duplicate one of the strips or give one student two strips. Students mingle, reading out what is on their strips. Once students have found their other half, they write their quote on the board. When all the quotes are on the board, ask students to discuss which is their favourite and/or which is the corniest (ie the least interesting or original), depending on your students’ reactions to the quotes.

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9. More quotes Ask students to do an internet search for interesting quotes including one or more indefinite pronouns, and to bring their favourites to class.

10. Common difficulties Students sometimes have problems with subject–verb agreement with everyone and everybody – using a plural verb rather than a singular verb; for example, they might say *Everybody have finished the exercise instead of Everybody has finished the exercise.

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11

Relative clauses

We looked at basic relative pronouns (which, that, who, whose) in Unit 8. Here, we extend the topic to include relative adverbs (where, when, why), exploring the structures and their different uses.

1. It’s a place where …

Unit 11

You can use this activity to present a range of relative clauses. Write out these sentence halves on strips of paper. There are enough for a class of 16. Prepare as many as you need so that each student has a strip, and hand them out. 1. It’s a place where ...

… you take it easy at the end of the day.

2. It’s a time of day when …

… most of us are asleep.

3. It’s often why …

… people get married.

4. It’s an object …

… we carry in our pockets.

5. It’s a person who …

… knows you well.

6. It’s someone whose …

… name is known all over the world.

7. It’s a person …

… you see every day.

8. It’s an object which …

… helps us see better.

Students mingle until they find their other half. They sit down together. Pairs dictate sentences to the rest of the class. Then pairs decide what each sentence is defining and share their answers with the class.

2. Exploring the definitions Use the sentences from the previous activity to discuss the grammar of relative pronouns and adverbs. Students look back at the sentences and circle the relative pronoun or adverb in each. Ask questions to clarify the rules, eg, Which word can replace ‘who’ and ‘which’? (Answer: that) Why don’t 4 and 7 have pronouns? (Answer: because they’re optional.) What are the missing pronouns? (Answer: that or which for 4 and that or who for 7. When these pronouns are the object of the relative clause, as in 4 and 7, they can be dropped.) Students write eight new definitions using the same opening halves of the sentences. They read out their definitions and the class must guess what person place or thing they are describing.

3. Say-something-nice day This feel-good defining game gives students the opportunity to practise using who and whose. Compliment some of your students in front of the class, saying, eg, That's a great t-shirt, Michaela; Have you had a haircut, Manuel? It suits you! Tell the class it's 'Say-something-nice Day' and, to celebrate, they are going to play a game. Write all the students’ names on strips of paper and distribute them around the class, making sure no student gets his or her own name. Students write a secret compliment about the person whose name is on the slip they were given, using It’s someone who … or It’s someone whose …. Give a few examples, eg, It’s someone who always gets to class on time. It’s someone whose football skills are excellent. Collect the strips and read the compliments one by one. The students try to identify the person being complimented. When you’ve finished, students work in pairs to write as many of the compliments as they can recall.

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4. Too many pronouns! If you’ve noticed students overusing personal pronouns, include some of their incorrect sentences in this activity. Write on the board or project the following sentences, which all contain a superfluous personal pronoun: *I thought the last exercise that the teacher gave it to us was really difficult. *I have a lot of friends who they like to do sport. *I know a person who she speaks five languages fluently! *I went to a restaurant at the weekend which it had some great fish dishes. *I have some cousins who I only see them once a year. Students work in pairs to spot the mistakes. Invite volunteers to come forward and correct them. Encourage students to talk about why there is no need for the superfluous pronoun. (Answer: because the relative pronoun already represents the noun.) Then, in pairs, students say whether the sentences are true for them, changing them if not. Corrected sentences: 1. I thought the last exercise that the teacher gave to us was really difficult. 2. I have a lot of friends who like to do sport. 4. I went to a restaurant at the weekend which had some great fish dishes. 5. I have some cousins who I only see once a year.

5. Definitions bingo

Unit 11

3. I know a person who speaks five languages fluently!

Here’s a great way to round off a lesson or to warm up the class with a review of recent vocabulary. Write 12–15 recently-learnt nouns, noun phrases and fixed expressions on the board. You can choose them yourself or brainstorm them with the class. Write the items on slips of paper while students draw a 3 x 3 bingo grid and fill it with nine of the items. Start by picking one of the strips and defining the item using a relative clause (eg, It’s something you say when you’re in a shop / It’s a thing that you use to clean your teeth, etc.). Students can cross it off if it’s in their grid. Continue until someone shouts ‘Bingo!’ The self-proclaimed winner must say the words and the teacher must confirm, e.g. student: Toothbrush. Teacher: Yes; I said ‘It’s a thing that you use to clean your teeth.’ etc.

6. Someone I admire Share with the class a few sentences about a person you admire, or someone generally admired by your students. Write them on the board or read them to the class. Here’s an example: She’s someone who I’ve admired for some time. She started out as a songwriter who wrote songs for other people. When she was young her family moved to Nashville, where she could follow a career in country music. She’s a singer whose songs tend to appeal to younger fans. But she’s also a strong figure in the music industry, where she stands up for artists’ rights. (Answer: Taylor Swift)

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Encourage students to ask you questions if they don’t know. Then, in pairs, they prepare five sentences about someone they admire for the class to guess. Encourage a variety of relative clauses.

7. The thing that I love … To practise relative clauses to introduce ideas and add emphasis, write these sentence stems on the board, or dictate them: The one thing that I hate more than anything else is … / The thing that I like best about living in this town is ... / The main thing which I love about summer is … / The main thing which I love about winter is … / The one thing that you have to remember about English is …. / The most important thing which you have to learn about life is ... Ask students to identify the relative pronouns and to decide whether they can be omitted. (Answer: they can all be omitted as they are all objects.) In groups, students think of three possible endings for each sentence. Nominate a student to come to the board and make a note of all the answers for each sentence stem. Then the class votes for the best answer.

Unit 11

8. Embellished fairytales Cut up the fairytale beginnings handout on page 192. Copy on the board or project the first few sentences of one of the stories. With the class, use non-defining relative clauses to add detail and interest, eg: There was once a poor family with two children, who were called Hansel and Gretel. The wife was not the children’s mother, who had died years before. There was a famine in the land, which had lasted for years, and she wanted to leave the children in the middle of the forest, which was dark and dangerous ... (Note: non-defining clauses add descriptive details rather than essential information. They are added between commas.) Put students in groups. Hand out one story for each group to embellish with relative clauses, and to write the rest of the story. When the stories are finished, students either read them out loud dramatically, or pin them up around the room. Students listen to or read each other’s stories and write brief comments saying what details they liked most and why.

9. Caption competition Run a caption competition using the students’ photos. Students take photos of people, objects or places in and around their home and write short captions that contain a relative clause, eg, This is my desk, where I do my homework. They share the photos with the rest of the class on social media. Classmates supply alternative captions; for example, they might add: This is where Diego sleeps as a caption for a picture of Diego’s desk. Hold a vote for the best caption and compare it with the photographer’s original caption.

10. Common difficulties Problems include confusion between who and which (some languages, such as French, differentiate between subject and object use, rather than person or thing), and overuse of personal pronouns, eg, *He’s the man who I met him last night.

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Adjectives and adverbs

12

Adverbs of degree (very, really, absolutely, etc.)

Early on, learners pick up adverbs of degree when they form part of common phrases like very good, Thank you very much, quite well, and so on. Later in their learning, students need to learn which adverbs of degree collocate with which gradable and ungradable adjectives, eg very cold and absolutely freezing.

1. On a scale of very to not very Write the basic adverbs of degree on a cline: extremely

very / really

rather / quite

not very

Dictate the sentence: I feel good about my English right now. Ask students to add one adverb to the sentence so that it is true for them, eg, I feel really good about my English right now. Point out how syntax changes with not very. Find out why students are feeling good, or not so good, about their English and discuss any issues that arise. Encourage students to suggest ideas and solutions for each other. You could do the same for other sentences, for example, I’m tired today / This lesson was useful for me / I’m a good photographer.

Unit 12

2. Extend a dialogue Dictate these six sentences and ask students to think of situations when they might be said, for example, after a party, about a new student, etc. Was the food good?

Is he nice?

Did it go well?

Those shoes – were they expensive?

Will you be late?

What’s the place like?

Put students into pairs to continue a dialogue for one of these questions. Their dialogue should consist of four lines and should contain at least three adverbs of degree, for example: Was the food good? It was quite good, but I don’t think I’ll eat there again. So you don’t recommend it, then? Well, the waiters were extremely friendly, but it was rather expensive. When they have finished, put the pairs into groups to read out and dramatise their dialogues to each other.

3. Family fact-finding Use this activity to practise adverbs of degree with classes who know each other quite well. If you think some questions may be too personal, change or cut them, but keep the question format: How + adjective. Put students in pairs. Dictate or hand out copies of the questions below and give students a minute to write the answer they expect their partner to give. Use the first question to demonstrate the kind of short answers you expect them to write, for example, It’s extremely important. I see my family all the time. How important is family to you? How big is your family? How far do you live from your grandparents and other relatives? How often do you see them?

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How old is the oldest person in your family? How much do people in your family look like each other? How close are you to your brothers and sisters? How easy is it to talk to your parents about important things? How traditional would you say your family is? How strict were your parents when you were younger? Students read their predictions to each other in their pairs, and the other responds, for example: A. S  o, I would say that you think family is extremely important, and you see your family all the time. B. I do think family is very important, but I don’t see certain members of my family very often because they live a long way away. Conclude the activity by finding out how close students’ predictions were to their partners’ actual answers.

4. Very or absolutely?

cold

freezing

hot

boiling

big

enormous

small

tiny

angry

furious

good

brilliant

hungry

starving

tasty

delicious

horrible

disgusting

interesting

fascinating

Unit 12

To present and practise adverb modifiers with gradable and ungradable adjectives, write on the board, in random order, the following adjectives:

Elicit one pair of near-synonyms and write it on the board with suitable modifying adverbs, for example: cold – very cold freezing – absolutely freezing Point out the fact that freezing means ‘very cold’ and is ungradable, meaning you cannot say very freezing or a bit freezing. Write and drill the following dialogue, making sure stress and intonation are correct, ie absolutely freezing! A. Was it very cold? B. It was absolutely freezing! Put students in pairs to match the rest of the near-synonyms in the same way and to practise the dialogue, adapted for each pair of adjectives. They should use pronouns, eg it and he. Finally, invite students to perform their dialogues, ensuring that they ask and respond with feeling. See page 237 for suggested answers.

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5. Absolutely tiny dialogues Following on from Activity 4, ask students to think what it/he, etc. could be in each of the dialogues they practised. For example, in It was absolutely starving!, it could be a stray cat found in the street. Once they’ve decided on a subject for each dialogue, ask them to continue the dialogue (without writing anything) with the questions: So what did you do? and Then what happened? A final dialogue might go like this: A. B. A. B. A. B.

Was it hungry? It was absolutely starving! So what did you do? I gave it some chicken from the fridge. Then what happened? It fell asleep on my bed.

Invite students to read out their favourite dialogues to the rest of the class.

Unit 12

6. Three … two … one … Hold them up! To check understanding of the rules of gradable and non-gradable adjectives, tell students to write in big letters the word VERY on one side of a piece of paper and ABSOLUTELY on the other. Read out a mixture of gradable and non-gradable adjectives (starting with the list of adjectives in Activity 4); then say ‘3 … 2 … 1 … Hold them up!’ Students choose the correct adverb and hold it up. They win points for correctly classifying the adjective.

7. Quite a mumble Raise awareness of the way intonation affects the meaning of quite (and rather, pretty and fairly) by replacing the words in a sentence with ‘mm mm mm’, etc., but retaining the stress and intonation patterns. Write or dictate the following sentences: 1. I quite like seafood. 2. They were quite busy today. 3. We had quite a good time. 4. You’ve been here quite a lot. Explain that the meaning of quite changes depending on the way it is said. Ask students to listen to the first sentence said two ways: firstly, stressing quite, ie I quite like seafood. (with rising intonation on quite, meaning I like it a small amount, but not a lot); then secondly, I quite like seafood (with stress and rising intonation on like, meaning I actually like it). Drill the sentences both ways. ‘Say’ each sentence so that students can hear the intonation and stress but replacing each word with an ‘mm’ sound, for example, mm MM mm mm mm (I quite like seafood.). They decide which meaning of quite they heard. Then pair students up to ‘say’ the sentences to one another in the same way while their partner tries to identify the correct meaning.

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8. It wasn’t very good, no Make one copy of the handout on page 194 for every 12 students and cut it into strips. Ask students to imagine they watched a famous horror movie last night. Write on the board the dialogue: ‘You must have been terrified!’ – ‘Well, I was quite scared.’ Point out that the person answers by using an understatement (an expression that makes something seem less important than it really is). Drill the dialogue, stressing terrified, was and scared. Test students’ understanding by writing the following example on the board, and eliciting a response: That was absolutely terrible! (Yes, it was quite bad.) Put students in large groups and hand out one strip from the handout per student. They write a suitable response using understatement with quite in the gap provided. Go round and check their ideas. Students then stand and mingle, visiting everyone in their group and saying their sentence. The others should respond as quickly as they can using an understatement.

9. Really good book titles

10. Common difficulties Elementary students learn the word very early on, and may overuse it for emphasis, for example, they might say: *Is very problem or *This coffee is very delicious. They sometimes confuse the meaning of very and too, coming up with sentences like: *The party was great – there were too many people.

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Unit 12

Students use online book retailers such as Amazon to find book titles containing quite, really, rather, extremely, etc. Show students in class beforehand how to do this (simply search in the books section for quite, rather, etc., eg 1,227 Quite Interesting Facts or The Rather Haunted House.) Then, when they get home, they choose three memorable or interesting book titles containing an adverb of degree that they might like to read. If possible they should save images of the covers, too. During the next lesson, students tell their classmates which books they chose and why.

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13

Comparisons (1): comparative and superlative adjectives

Comparatives are fun and accessible. Students start using these structures at elementary (A2), after learning a few adjectives. More advanced structures, such as much, a bit, even …er, by far the …est, etc., are tackled at B1 and B2. More activities to practise these structures can be found in Unit 14.

1. Comparatively sunny Explain that the class is going on a city break for the weekend. Elicit three cities that students want to visit. Ask them to look up the weather forecast for each city and to write or draw it on the board. Students must compare the cities’ suitability for sightseeing using cold, sunny, windy, wet, hot, nice, and comfortable. Write on the board, eg Cape Town / cold / Rio and Rio / sunny to guide students to produce: Cape Town is colder than Rio and Rio is the sunniest city. Point out the addition of -er and -est to the adjective to form the comparative and superlative. Elicit other sentences that show the different spelling and syllable rules, eg nicer, sunniest, hotter, more/most comfortable.

Unit 13

Students write five more sentences using the forecasts. Put them in pairs to read out their sentences to one another, verbally gapping one word in each sentence with a ‘BEEEP!’ for their partner to guess, for example: A: Hong Kong is sunnier than BEEEP.

A: The BEEEP city is Rio.

B: Cape Town?

B: Hottest?

A: Yes!

A: No, windiest.

2. Good, better, best Students work in pairs in this warmer to test each other’s knowledge of comparative and superlative forms. Demonstrate with a student: A. ‘happy’

B. ‘happier’

C. ‘happiest’

Then B thinks of a different adjective for A to respond to with the comparative form, and so on. Pairs try to do this as quickly as possible. Encourage them to think of irregular adjectives and adjectives with several syllables, or write a number of them on the board.

3. How many comparisons? Brainstorm a category of vocabulary that the class have learnt recently, such as types of transport, or stationery items. When you have five or six on the board, put students into pairs and give them five minutes to write down as many sentences as they can comparing the items, eg A bus is bigger than a bicycle. A plane is faster than a car. The students with the most correct (and true) sentences after five minutes are the winners.

4. Geography true or false Before class, find a map of a continent. Prepare five statements, some true, some false, incorporating comparative and superlative structures, for example: The smallest country in Africa is Swaziland. Lake Tanganyika is larger than Lake Victoria. The Nile, Africa’s longest river, ends in the Red Sea. Chad is further north than Central Democratic Republic. Nairobi is nearer the coast than Mombasa.

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Show the students the map. Ask them what they know about the area, whether they know any capital cities, which languages are spoken, etc. Tell them they have two minutes to memorise as much information about the map as possible. They should focus on the relative size of the countries, their positions in relation to one another and so on. After two minutes, hide the map. Dictate your sentences. Put students in pairs to discuss which sentences they think are true and which are false. Show them the map again to check their answers. Then tell them to write five more sentences to test their partner on what he or she remembers about the map. Hide the map once more. Students test each other. (Answers on page 237.)

5. My boast is sillier than your boast!

6. Pack your backpack

Unit 13

Make one copy of the handout on page 195 for every four to six students and cut them up into cards. Put students into groups and nominate one person in each group to be the dealer. Hand each group a set of cards. The dealer deals out all the cards to the players, but places the final card face up on the table. The player to the dealer’s left chooses a card from their own hand and puts it on top of the face up card. They must boast about the object on their card by making a comparison with the preceding object. For example, if the face-up card shows a speed boat and the player has a picture of a flower in their hand, they could say: My flower is more beautiful than this boat. The next player chooses a card (say, the snail) from his or her own hand and says, My snail moves faster than your flower. The other players award points: one point if the sentence is grammatically correct, and two points if it is correct and particularly imaginative, silly or funny. Players keep track of their own scores. The player who has the most points when all the cards have been placed is the winner.

Tell the class that they are going on an expedition into a remote area (for example, the Amazon rainforest or the Namib desert). Divide the class into teams and have them brainstorm items that they should take with them. Explain that they will be on foot and can only take about 20 items (more if items are small, fewer if they are larger). Because of this, they will need to discuss which items are most important or useful. They must reach a decision as a team. Once they have a shortlist of 20 items, explain that there has been a mistake and their backpacks will only fit about 10 items. They will again have to discuss which are more important, bigger, smaller, lighter or heavier, and come to a decision. Regroup students so that members of different teams can compare their lists with each other. After a few minutes of discussion, ask students which groups they think are most likely to survive the expedition and why.

7. Superlative stems Tell students they are going to answer questions about their experience of learning English. Pause between questions for students to think and write. They should write their answers separately in note form in a different order from the order you have read them out. The questions all contain common superlative collocations.

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In your opinion: What’s the best way to improve your listening skills? What’s the worst thing about studying English? What’s the most important role your teacher plays in your learning? What’s your most common grammar mistake when you speak English? What’s the most effective method for memorising vocabulary? What’s the most difficult skill to improve? What’s the biggest challenge for you as an English learner? What’s the biggest mistake anyone can make when trying to learn English? What do you think is the greatest benefit of learning a second language? What’s the most exciting thing about being able to speak English? Students swap their answers with a classmate and take turns guessing why their partner wrote each note, for example:

Unit 13

A. Is ‘finding time to study’ the worst thing for you about studying English? B. No, that’s my biggest challenge! When students have compared and discussed their answers, conduct whole-class feedback and draw any useful conclusions from the exercise.

8. Biggest, longest, furthest quiz A common context for superlatives is world records. In teams, students search online for facts to use in a quiz for the other teams. Some possible subjects for a quiz include: human feats (eg the longest time anyone has ever held their breath, the most people to have fitted in a …), food (eg the hottest ever chilli, the biggest pizza); nature (eg the oldest tree, the longest carrot). Set clear guidelines to ensure that questions can be answered. For example, they might provide three possible answers, only one of which is correct, or they might accept approximate answers.

9. Three things For homework, give students one or more categories of objects or activities, such as: ‘Three meals I enjoyed eating this week’, ‘Three TV shows I watched’, ‘Three things I did with my friends’. They prepare sentences comparing them. During the next lesson, they report back to their groups, eg, The most delicious meal I had was on Saturday. I thought the second series of Westworld was better than the first.

10. Common difficulties The rules for forming comparative and superlative adjectives may differ from students’ L1s, leading to overuse of more, as in *She is more tall(er) than me. Students whose L1s do not have a definite article may use the superlative without it, for example, they might say, *Baku is biggest city in Azerbaijan.

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14

Comparisons (2): as … as …, adverbs, nouns

Once students have mastered simple comparisons using adjectives, they can extend the skill by expressing more nuanced similarities and differences with modifiers, and by using comparative adverbs and nouns, and the as ... as ... structure.

1. Classroom comparisons Ask students to physically arrange themselves on a cline, from the tallest person to the shortest. While they are in a line, elicit a comparative sentence, for example, Elena is taller than Borja. Show how the same relationship is expressed with as … as …, ie Borja isn’t as tall as Elena. Use people who are similar and very different in height to teach is almost / isn’t quite / nearly as tall. Students sit down. Elicit the target sentences and write them on the board for students to copy and discuss. Then ask them to stand in a new line according to how tasty their breakfast was that morning, how interesting their weekend plans are, or how heavy their bags are, etc. They then sit down and write sentences, or say them in pairs, using as … as … and the other structures.

2. Miming dramatically

3. My latest purchase Do a dictogloss (see page 9) with the following text:

Unit 14

Ask two students to mime the same action, for example, window shopping, running the last mile of a marathon, eating a delicious chocolate bar, etc. Then ask the rest of the class: Who did it more dramatically? Now ask the same question using other adverbs, such as efficiently, slowly, realistically or elegantly. Next, get three different students to mime another activity and ask the rest of the class to call out ways in which they mimed the action using comparative and superlative forms of adverbs, eg Jaume ran the most comically.

I chose my flat because it has more bedrooms than my old one. The old flat didn’t have as much space in the kitchen, either, so I couldn’t have a dishwasher. And it had fewer windows and less light. The rent is less than I expected…. When students have reconstructed the text, they underline the comparative structures. Highlight the grammar, such as the difference between less and fewer, and as much and as many. For practice, students compare gadgets or other products with their previous models, eg a new phone, camera, car or flat.

4. Which camera? As a follow-up to Activity 3, tell students that you are looking for a new mobile phone (or other complex consumer product). Explain what sort of phone you need (Android, iOS, etc.), give them a rough price range and any other useful information, eg size, memory and what you will use it for other than making calls. Put students in pairs to research English-language websites to find the best phone for you. Pairs then give you their recommendation and explain how they came to that decision. Then invite other pairs to challenge their recommendation by comparing it with the phone they recommend. After discussing the pros and cons of each option, ask students to tell you which phone they would choose for you. Thank the class for their expert advice.

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5. Fewer vegetables, less fruit Students’ eating habits provide a good opportunity for practising noun comparisons. In two columns on the board, brainstorm the elements of a healthy and an unhealthy diet, for example, in the ‘Healthy’ column, you might have fibre, a balanced diet, fruit and vegetables and regular meals, and in the ‘Unhealthy’ column, you might have things like sugary snacks, fats, fast food and fizzy drinks. Put students into small groups to find out about each other’s diets. Encourage them to ask questions using the brainstormed vocabulary on the board, the question starters How much/ How many …? and other questions of their own. After a few minutes, ask students to write five sentences comparing the eating habits of various people in their group, for example, Keti eats fewer vegetables than Irma; Nigul eats less chocolate than Tarmo. Then students read their sentences to each other to see if they agree or disagree. Students summarise their discussion to the rest of the class with a verdict as to which of them have healthy diets and why.

6. By far the best activity!

Unit 14

Here’s a good way to review modifiers used in comparative structures for higher levels. Write on the board: a bit

a few

a lot

almost

by far

easily

far

many

much

nearly

quite slightly

Then dictate the following sentences. 1. Rugby is more violent than tennis. 2. Usain Bolt is faster than Tyson Gay. 3. Football (soccer) is the most popular sport in the world. 4. Horse riding isn’t as safe as fishing. 5. A football isn’t as big as a basketball. 6. There are more players in an American football team than there are in a volleyball team. 7. Roger Federer has more Grand Slam titles than Rafael Nadal. 8. You can hit a golf ball further than a tennis ball. Next, students insert a modifier into each sentence so that it reflects the facts as they understand them. In groups, students compare answers and discuss differences of opinion. Correct any misunderstandings about form or function. Finally, ask students to check any facts they are unsure of online.

7. Then and now ... Make one copy of the handout on page 196 for every two students and cut it in half. Give half the class (the As) the picture of the family from the early 20th century, and the other half (the Bs) the picture of a modern family. Get the class into pairs, with one student A and one student B in each. In these pairs they describe their pictures and try to find differences without seeing the other picture. At the end they compare their pictures and write complete sentences describing the differences; eg The family from the past looked much more serious; The modern family are less formal.

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8. Not nearly as annoying as that! Ask students to think of at least three things that really annoy them. Offer a variety of your own ideas to get ideas flowing, eg people who drop litter, showing off on social media, TV talent contests. Invite students to write their pet hates on the board. Put students in groups to rank the world’s top three most annoying things. Set a time limit of 10 minutes to reach an agreement. While they discuss, listen out for comparative and superlative structures. Stop the discussion to correct a few errors that you’ve heard and ask each group to write their top three on the board. Look at each group’s list in turn and invite people from other groups to challenge their choices. To conclude, try to come up with the class’s most annoying thing.

9. Not as nice as the house next door At home, students choose a neighbour’s flat or house they know well and compare with their own, eg Our garden isn’t as big as the Alonsos’ but they have fewer bedrooms. We’ve lived here a lot longer, etc.

10. Common difficulties

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Unit 14

You may need to explain the meaning of the determiner nearly because its normal meaning is almost, whereas if something isn’t nearly as big as something else, it is a lot smaller. Choosing the correct modifier for nouns depends on whether they are countable or uncountable; this can lead to problems when comparing abstract nouns, with students producing mistakes such as *fewer accommodations, or *not as many luggages.

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15

Too and enough

Too and enough are usually taught at late elementary or pre-intermediate (A2/B1) level. They come in handy for describing problems and making complaints. They are often found with adjectives and adverbs, eg It’s too hot; He doesn’t speak clearly enough.

1. That’s not enough water Use this presentation for too and not … enough with nouns and adjectives. You’ll need a glass, some water and a towel to clean up for this one! Offer a student a glass of water. Pour a tiny amount of water into a glass and hand it to them. Ask: Is there a problem? Once it’s clear that they want a bit more, pour more water into the glass until it overflows. Ask: Is that better?

Unit 15

Next, draw three glasses of water on the board to represent not enough, the right amount / enough and too much. Draw faces with a frown above the first and last glasses. Write under the first glass There isn’t enough water. Under the last write There’s too much water. Write ‘We use too and not … enough to talk about problems', but write it extremely small. Again, ask: ‘Is there a problem?’ and elicit the sentence It’s too small / It isn’t big enough. Draw the following table:

too not enough

nouns adjectives too much water too small not enough water not big enough

Point out that too many and too much are used with countable and uncountable nouns respectively, and that enough goes before nouns but after adjectives. Emphasise that we use too and not enough to describe problems.

2. Classroom problems As a follow-up to Activity 1, search for and show a picture of an overcrowded classroom. Elicit There are too many students / There aren’t enough chairs / There isn’t enough space. Put students into teams of two or three to write as many sentences with too and enough as they can in three minutes describing school problems. Go round and check that students are forming sentences correctly. After three minutes, tell them to stop working. Teams then join up with another team or teams. They take turns reading out their sentences and scoring five points for every sentence that the other teams don’t have.

3. House hunting In pairs, students find a house or apartment for sale on a local estate agent’s website. They team up with another pair and try to sell the property to them. For example, they might say, It’s got three beautiful bedrooms with double beds. Each time the prospective owners must find as many faults with the house as they can, eg Oh, no, that’s too many rooms for us.

4. Environmentally friendly questionnaire Students brainstorm environmentally friendly and unfriendly habits and activities. Write them on the board. Then write some question prompts on the board, for example: How much …? Do you …? How often …? and ask students to work in pairs to write 10 questions for a questionnaire. They each carry out the questionnaire with half of the class. They then come back together and write a report. For example: According to our research,

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more than half the class does not recycle paper enough. Unfortunately, most people still produce too much plastic waste …. They can compare their findings with other groups and see if they agree.

5. Hotel complaints roleplay In this roleplay, students complain about a terrible hotel, but you can easily adapt this to any tourist situation. If you have one, tell an anecdote about a bad experience you have had staying in a hotel. Find out from students if they have had or have heard of nightmare trips to hotels. Elicit possible complaints from guests and suitable responses from receptionists. Accept all complaints and reformulate them using too or not enough if appropriate. Put students in pairs to practise a conversation between an unhappy guest and the receptionist. Have pairs perform their roleplays for the class and award students for imaginative or funny dialogues.

6. Email of complaint As a follow-up to Activity 5, students write to the travel company to complain about the holiday they sold them. Dictate or copy the following phrases:

Unit 15

1. Also, … 2. Because of this, … 3. Dear … 4. First of all, … 5. I am writing to complain about the … hotel we stayed at in … 6. I look forward to hearing from you in the near future. 7. I would like … 8. Unfortunately, … 9. What is more, … 10. Yours faithfully, … Put students into pairs to discuss where, in an email of complaint, they would expect to see these expressions (beginning, middle or end), and what kind of information each introduces. In the feedback session, discuss with the class: the structure of a formal letter, the kind of information they need to include and the types of compensation customers can expect. When they have finished writing, students work in pairs to read each other’s letters; they assess them based on how likely they think their partner is to get the compensation he or she is asking for. (Answers on page 238.)

7. Sorry, I’m not strong enough Ask a student to do something that is clearly beyond their abilities. For example, you could write this on the board and say, Excuse me, Chan, could you solve this equation for me please?

Gµv = 8πG(Tµv + ρΛgµv)

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Establish that Chan cannot help you, and ask the class to suggest some excuses for him, for example, he could say, I’m not good enough at maths. It’s too hard for me. Even our physics teacher isn’t good enough to teach us this. Brainstorm other difficult, unpleasant or lengthy requests that you might have to decline, for example, a request from someone to borrow something precious from you, to help them carry a piano upstairs, to clean their toilet, to walk their four dogs. Next, tell students to write one polite but onerous request to put to their classmates. They mingle, making their requests and giving excuses, for example: A. Could I borrow your mobile to phone my girlfriend in the States? B. Er, no sorry. There’s hardly any charge left in the battery. To conclude, find out the best excuses each person was given.

Unit 15

8. Funfair ride information gap Divide the class in to six groups and make six copies of the handout on page 197. Cut out the profiles at the top of the handout and the funfair map, and give one profile to each of the groups. Explain that the person in their profile is going to the funfair and as a group they have to choose which attractions their person can go on. They memorise the information and discuss what kind of rides their person may or may not like. Explain that a five on the ‘fear level’ means they can handle a lot of fear, and level one is the opposite – they are easily scared. Next, get each member within each group to number themselves (1, 2, 3, 4 etc.) and then reorganise the groups so that all the 1s are in one group, all the 2s are in another and so on. This should mean there is now a representative for each profile in the new groups. Give each new group a copy of the map and tell them to take turns describing their person and deciding which best attraction on the map is best for him or her. When they have chosen rides for each person, find out whether everyone agrees with the choices made and which ride the students themselves would like to go on.

9. Too many pigeons Students write sentences about their town using too and not enough. During the next lesson, put students in groups to pool their sentences and write a poem, the title of which is the name of the town. Lines alternate, the first beginning with Too ..., the second beginning with Not enough ..., and so on. Students read their poems or write them up and display them around the walls of the classroom. For example: San Fernando Too many pigeons Not enough parks Too much homelessness Not enough money etc.

10. Common difficulties Word order makes enough difficult to manipulate at first, leading to errors such as *He is not enough old.

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Present forms

16

Present simple

The present simple is the backbone of elementary grammar. It is the first tense to be taught and it is one of the most common verb forms in the English language.

1. Introductions Most adult students first come across the present simple in the question: What do you do? This activity gives intensive practice of the question form in a very simple context. First, make sure that all the students know how to answer the question for themselves (for example, I work in a clothes shop, I’m a student, I’m between jobs). Then tell them to imagine they are at a party. They don't know each other and they have to introduce themselves to as many people as they can in five minutes, using the question What do you do? You could play background music while the students mingle, and stop the music to bring the activity to an end.

Unit 16

2. Do you have any brothers or sisters? This is a context that you can use for practising affirmative and negative forms and short answers early on in a course. (Note: increasingly, coursebooks and teachers are choosing to teach have rather than have got to talk about possessions.) Draw two columns on the board. At the top of the first column write a question mark. At the top of the second column, write Yes / No. In the first row of the first column write ‘brothers and sisters’ and elicit the question Do you have any brothers or sisters? Continue writing prompts down the first column: cousins, a pet, a car, and any other possessions you think are relevant to your class. The students ask you the questions and you answer with Yes or No. Make a note of your answers in the second column. Elicit a follow-on question if your answer is yes (eg How many brothers and sisters do you have?). Students copy the columns into their notebooks, filling in the first column with the prompts and leaving the second column blank. They mingle, asking and answering the questions and making a note of different people’s answers in their notebooks.

3. Early morning routine To practise using the present simple to talk about daily routines, first brainstorm a set of verbs to talk about early morning activities, for example, wake up, get out of bed, have a shower, have breakfast, etc. Write these on the board. Students work in pairs to put the activities into the order in which they do them every morning, and to ask each other at what time they usually do these things. Write the names of the following jobs on the board: dairy farmer, nightclub DJ. Ask students to discuss what time they think each gets up and the order in which these people might do the things on the ‘daily routines’ list. Students compare ideas. To round up, ask students which routine they would prefer and why.

4. What kind of student are you? In this quiz, students read and discuss the questions, and then comment on the results. You will need one copy of the handout on pages 198 and 199 of the Appendix (copied back to back) per two or three students. Give a copy of the handout to each pair, but tell them not to look at the results section on the reverse side. Students work in pairs or groups of three. Give them the quiz and ask them to discuss the questions and make a note of their answers. Then ask them to turn over the sheet to see the results. Students read them and comment on how accurate they think they are.

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5. The tech survey As well as giving students the opportunity to practise the present simple with adverbs of frequency, this survey is great for finding out about your students' use of technology outside the classroom; it can even feed into your needs analysis with a new class. Draw two columns on the board. Elicit all the digital devices your students use in day-today life (eg smartphone, tablet, computer, games console) and write these in the first column. Add to these the most common apps and social media sites. In the second column, write question words and expressions: What? How often? How long? How many hours (a day/week)? Students must combine items from the two columns and write at least six questions about each other's tech habits. Write the questions they come up with on the board. Students work in pairs to ask and answer all the questions on the board. When they report back to the whole class, encourage discussion of how the devices, apps and sites might be used to help them study English, both in and outside the class.

6. What am I?

7. A teacher doesn't usually wear a uniform

Unit 16

In this definitions game, students write sentences in the present simple from the point of view of an inanimate object. Give the students an example by reading out the following: I live in a garage. My owner uses me to go to work. Sometimes she leaves me in the street. Ask students to guess what it is. (Answer: a car.) Then give each student a strip of paper with a different name of an object on each. Ask them to write three sentences from the point of view of that object using the present simple. Students mingle, reading their three sentences and guessing each other's objects.

To practise the present simple in the third person, elicit a list of possible job duties on the board (for example, talk to people, use a computer, wear a uniform, write reports, use your hands, do hard physical work, work long hours, travel, work in an office, etc.). Write the name of a job on the board and ask the students to go through the list saying which of the duties that person does and does not do (for example, if the job is ‘teacher’, the students might say: He or she talks to people and often uses a computer. He or she doesn't usually wear a uniform, etc.). Put students into groups. Give each group three different jobs to discuss in the same way. After a few minutes of discussion, ask them to choose one job and write a short description of what that person does and doesn't do in their job. They should not name the job. Each group reads their description for the class to try and guess what the job is.

8. Twenty questions This popular game (see page 12) is great for practising third-person questions in the present simple. You can play the classic version, where one student thinks of a famous person and the rest of the class guess who it is, by asking yes/no questions in the present simple. Alternatively, you could ask students to think of jobs and use this game as an extension of Activity 7 above.

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9. Lifestyle interviews Before the next class, ask students to interview a friend or a member of their family about one of the following topics: their tech habits, their early morning routine, their job duties. They write a brief report on the interview to share in class. (The interview could be in the students' L1, but the report will be in English.)

10. Common difficulties

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The most common problem students have with the present simple is remembering to use the s at the end of third-person singular verbs. They also often have problems assimilating the use of the dummy auxiliary do/does in questions, short answers and negatives.

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17

Like, love, hate + -ing

This is a fun structure to practise in class and introduces students to the use of an -ing verb as the object of another verb. Students tend to enjoy talking about their likes and dislikes, as well as finding out about their teacher’s likes and dislikes.

1. Personalised dictation To raise students’ awareness of the use of -ing after the expressions I love, I like, I don't mind, and I hate, write the expressions on the board as the headings of four columns. Explain that you are going to dictate a list of activities and the students need to write them under the correct heading according to their personal tastes. Give the example ‘watching football’, and ask the students which column they would write it in. Then continue with a list of activities that you think will provoke a range of reactions. Use your knowledge of your students' likes, dislikes and interests to make the list more interesting. Here is a suggested list: talking about politics, washing the dishes, having a shower in the morning, playing computer games, going for a run, listening to music, swimming in the sea, cooking dinner, doing housework, practising English grammar. At the end, students work in pairs to share and discuss their likes and dislikes.

2. Find three things in common As a simple activity to further personalise the structure, write these categories on the board: Somewhere I like going at the weekend Someone I like spending time with Something I hate doing in my free time

Unit 17

Something I love doing with friends

Students work in groups of three or four to find at least three things they have in common using the categories on the board.

3. Devil's advocate In this activity, students contradict the teacher using I love and I hate. Write a list of common activities on the board. Here are some suggestions, but you will know what is likely to work best for your students: running, cooking, studying, watching TV, tidying my room/office, etc. Take the first one as an example. Give a reason why you love this activity, for example, I love running because it gives me time to think. Then ask the students to contradict you by starting the sentence with I hate running because … and completing the sentence with a reason. Continue the activity with the other examples. When you’ve finished your list, students can suggest some extra activities. This time they say why they love them, and you have to think of a reason to hate them.

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4. Short answer bingo To practise giving and asking for opinions and short answers, play this variation of bingo (see page 11). Make copies of the bingo grids on page 200 so that you have one grid for each student in the class. Hand these out to the class. Keep one for yourself. Write a question with Do you like …? and two statements, one with I like … and one with I can’t stand … on the board, for example: Do you like staying up late at night? I like getting up early.

Unit 17

I can’t stand washing the dishes. Invite one or two students to choose appropriate responses from the grid. Cross their answers out on your grid to show the purpose of the activity. Ask more questions (e.g. Do you like listening to podcasts?) or make more statements (e.g. I love watching old films) until you have crossed out all the responses. Explain that the students are going to do the same. Students prepare questions and statements using Do you like …? I love …, I like …, I hate …, I enjoy … and I don't mind .... Give them a time limit. Students then mingle, asking questions and sharing statements and crossing out the appropriate responses. They continue until they have crossed out all the responses on their grid. The first student to finish is the winner. In pairs they then try to remember as many of the answers from their classmates as they can.

5. I absolutely love … To practise combining the structure with adverbs of degree, write the following expressions on the board on a cline: I absolutely love ..., I quite like …, I don’t really mind …, I really hate …. Read out phrases in a random order, for example: going for long runs, eating raw fish, playing chess with my dad. Include interesting snippets of information that will encourage some discussion among the students. Students add them to the line where they think your tastes will be reflected. Once you’ve read all the phrases, confirm or correct your students’ guesses. You can then drill the sentences to practise sentence stress and intonation.

6. A poem In this activity, students complete sentences using I like …-ing. Read out the sentence starters below (you can add more if you want). Students complete them using I like …-ing to make a statement that is true for them. When the sky is blue, … On a rainy Sunday, … In the early morning, … Late at night, … Students read their sentences to the class as if they were reading poetry.

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7. Good and bad For this activity, students work in two groups: group A works together to brainstorm ways of completing the following sentences: I love listening to ..., I love watching ..., I love winning ...; group B does the same with these sentences: I hate hearing …, I hate seeing …, I hate losing …. Both groups think of at least five possible ways of completing each sentence starter. Students then work in pairs, each pair being made up of one student from group A and one from group B. They compare their lists and discuss their own personal favourites from each list.

8. Guess who? Write the names of all the students in the class on strips of paper. Place them in a hat or envelope. Students pick a name out of the hat (if they pick their own they have to put it back in and take another). Write the following sentence frame on the board: I think this person likes/loves/hates … - ing. The students write three sentences, using the sentence frame, about the person whose name they picked from the hat but without naming that person. They then read their sentences to the class who try and guess who the person is.

Take three photos over the weekend, one for each of these three categories: (1) Things I loved doing this weekend, (2) things I didn't enjoy doing over the weekend, (3) things I didn't mind doing over the weekend. Show the photos in the next class and ask your classmates to guess which category they come under.

10. Common difficulties

Unit 17

9. Three photos

The verbs like, love and hate can be followed in the present simple by both verb + -ing and to + infinitive with little or no difference in meaning, and are used in both ways by students from A1 level up. A common mistake for students is to use the bare infinitive: I like travel by train instead of I like travelling (or to travel) by train. Other verbs expressing likes and dislikes are always followed by verb + -ing (enjoy, don’t mind, can’t stand), as do expressions that end in a preposition (eg be keen on, be fond of).

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18

Present continuous

The present continuous is normally first presented at elementary level. Early on, it is usually contrasted with the present simple because learners find this contrast difficult. Later on, students learn about its other uses, such as talking about arrangements (eg I’m meeting Georgia tomorrow) and trends (eg Sales of e-books are increasing).

1. What is he doing?

Unit 18

To contrast the present continuous with the present simple, draw a man sitting at his desk with a phone in his hand. He is looking at the screen. Ask Where is he? (Answer: at work.) What does he normally do at work? (Answer: eg He writes emails, phones customers, writes reports, goes to meetings.) Then ask: Is he writing emails at the moment? (Answer, no, he isn’t.) Is he phoning customers? etc. So what’s he doing? Field ideas from the students, but reject the first two or three: No, he isn’t chatting on Facebook. He isn’t texting his girlfriend, etc. Accept the third or fourth suggestion, for example, Yes, you’re right. He’s taking a selfie. Elicit the target sentences again and write them on the board, highlighting the different verb forms.

2. Distractions Leading on from the presentation in Activity 1, teach the word distractions to describe the things we do when we should be working. Mime one of yours, for example, eating snacks from the fridge. Ask students to all mime their preferred distractions at the same time. If they see people miming the same things as them they should get together. Then they take turns miming while the rest of the class watches. Their classmates try to guess what they’re doing. They can make guesses using the present continuous, for example: Is Birgit playing a game on her phone? Are Nong Pa and Jet drawing?

3. Work and pleasure This activity practises the contrast between the present simple and the present continuous. Before the lesson, prepare a character and decide on that person’s name and job. Draw a simple picture of the character doing his or her favourite freetime activity. Show your picture to the class and write on the board: Name? Job? What … … doing? Elicit the questions: What’s her/his name? What does she/he do? But what is she/he doing today? Respond to the questions with information about your character. Students invent their own character in the same way.

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Students mingle and ask the questions about everyone’s characters. They try to remember everyone’s characters’ names, jobs and activity. When they have finished, present each student’s picture to the class, and nominate other students to tell the class about each character.

4. Going green! Make one copy of the handout on page 201 for every two students. Tell the class about one environmentally friendly habit of yours, such as turning off the water when brushing your teeth. Invite students to suggest more ‘green’ habits. Show the class the handout and say the first sentence: Chia usually has a bath. Invite ideas as to what she’s doing today that is more environmentally friendly, e.g. Today she’s having a shower / she isn’t washing. Put students in pairs and hand each pair a handout to complete the other lines. Put students in new pairs. They take turns to read out and compare their green ideas. When everyone has finished, find out which green habits they already have and if there are any they discussed that they would like to adopt.

5. Picture dictation

6. These days …

Unit 18

Put students in pairs. Tell them to each find a painting that shows plenty of action by doing an image search online. Suggest artists known for busy scenes, eg Toulouse Lautrec, LS Lowry, Edouard Manet, Edgar Degas. They take turns describing their picture (what it shows, what people are wearing and doing, etc.) to their partner, who tries to create a drawn or mental image of the painting before being shown it.

To help students practise talking about current temporary actions, dictate the following sentence stems to the class. Students complete them in any way they like: At the moment I’m reading … These days, I’m spending a lot of time … One thing in my life right now that I’m happy about is that I’m … This week, … Today, ... Make sure they write their names on the paper, then gather all the pieces of paper in. You’re going to read the sentences to the class and students will guess who wrote them. Read out each sentence on a paper one by one until a student guesses correctly. Award that student a point. Continue until you’ve read all but one of the students’ papers. Establish who is left, and get students to guess what that person wrote. Students get five points for every correctly guessed sentence.

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7. Running commentary Before class, find two short (two or three-minutes) video clips that involve lots of action. Choose clips that you think your students will be able to describe. To check that the necessary language is within their abilities, record yourself doing the activity. Check key vocabulary is familiar or pre-teach it at the start of the activity. Students work in pairs. Student A looks at the screen, while student B turns away or covers their eyes. Play the first clip with no sound. Student A tells student B what is happening on the screen. Play the clip again with both students watching and with the volume up. They discuss any misunderstandings. Repeat the activity with the second clip. This time student B looks at the screen and student A looks away.

Unit 18

8. Worse and worse or better and better? Activate the present continuous for describing trends by getting students in groups to list things that are getting worse. Encourage a range of ideas, from environmental issues (eg plastic pollution) to social habits (eg fast food consumption). Teach them the structure: … is getting/becoming worse and worse and show variants, such as … are listening to each other less and less. Tell them to imagine there are two grumpy people sitting on a park bench complaining. One person starts with a complaint, then the other says Yes, and … [eg people are listening to each other less and less]. They continue back and forth: Yes, and … for as long as possible. Pairs watch each other’s roleplays once they’ve had time to rehearse them once. Now repeat the activity, this time with the people talking about how things are getting better and better.

9. Sentence photographs Recommend that your students do this activity for five minutes every day whenever they are outside somewhere, such as on the way to school or work, or sitting in a café waiting for a friend. They start a timer for two minutes and make as many sentences as they can to describe what they can see happening; for example, A red car’s coming down the road. A woman is talking to her daughter. An old man is buying a newspaper. The sun is shining. They can say the sentences out loud or in their head. Then they write the sentences in their notebooks or record them on their phones.

10. Common difficulties In many languages, the same form is used for both permanent and temporary actions, which leads learners to underuse the present continuous; for example, they might say, I wait for the train* rather than I’m waiting for the train. Stative verbs such as believe, know, be, own, etc., are not normally used in the present continuous, eg I believe [not *I’m believing] that we can make the world a better place. However, many of these verbs can be used actively, depending on the context. For example, we can say Maria’s being the teacher today. This apparent contradiction of the rules can cause confusion.

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Modal verbs (present)

19

Can/can’t (ability, possibility, requests and offers)

Can is often the first modal verb that students encounter. It has a number of different functions. In this unit we look at can for talking about ability and possibility as well as for making offers and requests. In Unit 20 we look at can alongside must when it is used to talk about permission and prohibition.

1. Can I ask you some questions? To practise some basic requests and offers using Can I …? and Can you …?, first draw a simple hotel check-in form on the board, with the following information: Ambassador Hotel First name: Surname: Phone number: Write the following four sentences on the board and ask students to say who said which sentence, the receptionist or the hotel guest: Can I help you?

Unit 19

Yes, please, I'd like to check in, please. Of course, can I ask you some questions? Yes, of course. Take the role of the receptionist and ask a volunteer to come forward to be the hotel guest. Ask the guest for his or her details and complete the ‘form’. Use the following questions: Sorry, can you spell that please? Can you repeat that, please? Can you say that again? Write the student's answers on the form as you complete the roleplay. Ask students to recall the questions with can. Write them on the board. Drill pronunciation with the whole class. The class then ask you for your personal information, chorusing the questions while a volunteer writes your answers on the board. Students work in pairs to repeat the conversation, taking turns to be the receptionist and the hotel guest.

2. Can you stand on your head? To practise questions with Can you ...? and the short answers, Yes, I can / No, I can't, ask your students to do the following three things: Stand on one foot. Touch your nose with your eyes closed. Write with your left hand. Then ask them questions using Can you ...?, for example: Can you stand on one foot? Drill the questions and the answer: Yes, I can. Then ask the students to do some more difficult tricks, such as moving their ears, rolling their tongue and writing upside-down. Elicit and drill both yes and no answers.

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Write the title ‘Unusual abilities’ on the board, give a few examples, eg write with your feet, draw a circle with your eyes closed, ride a unicycle, and ask your students for more. Aim to get a list of 10 activities. Students mingle and try and get as many yes answers as they can in three minutes. They can only ask one question at a time and they must change partners after each question.

3. Who's the best? Write the following verbs on the board: cook, dance, sing, swim, whistle, play chess, surf, skydive. (Add more or change any items to suit your class.) Now write the following modifiers: quite well, very well, perfectly, not very well, not at all, not to save my life! (Note: this last expression needs to be incorporated into a full sentence, eg I can’t cook to save my life.) Write the following questions on the board: Can you ...? How well can you ...?

4. Things you can do here

Unit 19

Ask the students to ask you about one or two of the verbs using one of the question stems. Answer them using some of the modifiers from the list. Then ask two or three students the questions with one of the verbs. After they have answered the second question, say ‘Prove it!’ and ask the students to give evidence to back up their answer, For example, they might say: My brother says my chicken is delicious. Or I swim for the local club. Each student chooses one of the other verbs. They mingle, asking all their classmates the same questions. When they have finished, ask each student to report back on who is best at each skill. (See Unit 12 for more activities with modifying adverbs.) To practise using can to talk about possibilities, show the students a photo of a beach. Ask them what things you can do on the beach. Write the first two or three suggestions on the board. Students work in groups to complete a list of at least 10 activities. They then share their lists with the whole class and see how many they have in common. Students then work in groups of three or four. Give each group a different place (for example, a shopping mall, a park, a ski resort, a famous city centre) and ask them to write a list of 10 things you can do in that place. The students then read out their lists and their classmates guess what the place is.

5. Tourist information Write the title, ‘Ten amazing things you can do in …’, and complete it with the name of the town you’re teaching in. Elicit or suggest one amazing thing using can, for example, You can watch the sun go down over the mountains. Students work in groups to think of other amazing things to do there. They then share their lists with the rest of the class, and the class decides on the 10 best ideas. As a follow-up, students could make a tourist information brochure with their ideas.

6. Where can I ...? This is a variation on, or an extension of, Activity 5. Ask each student to write a list of five things they like to do on holiday. Students work in pairs. A is a tourist and B works in a tourist information centre. A asks where they can do each of the things on their list. B offers suggestions, or suggests alternative activities if they aren't possible. The pairs then swap roles. In the feedback stage, ask each student to report back on the quality of the suggestions they were given. ETpedia: Grammar © Pavilion Publishing and Media Ltd and its licensors 2018.

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7. Rude dialogues To practise making requests using Can I/you … ?, write the following short dialogue on the board: A. Hey waiter! B. What? A. Give me a coffee! B. Do you want food with that? A. No. But I need the cafe’s WiFi code. Ask students what’s strange or wrong about the dialogue (Answer: it’s very abrupt/rude). Ask them to suggest more polite forms for the first two exchanges (eg Excuse me / Yes, can I help you?). Students then work in pairs to write a more polite version of the dialogue. They can extend it beyond the dialogue on the board if they want to. They then practise reading the dialogue out loud. You can ask some volunteers to perform their dialogues for the class.

Unit 19

8. The best candidate for the job? One copy of the handout is enough for a group of eight students (see page 202. If you have fewer students, take out a few of the jobs and candidates. If you have more than eight students, make extra copies of the handout. Cut the handout up into cards, keeping the sets of jobs and candidates in separate piles. Put students into two groups. Give one group the job cards (one per student), and the other group the candidate cards (one per student). Tell the group with the jobs that they are going to interview some candidates, and that they need to ask questions with Can you ...? Tell the candidates’ group that they need to read their card and look at the things they can and can’t do. The employers mingle with the candidates, asking questions with Can you …? until they have spoken to all the candidates. Students sit down and each ‘employer’ tells the class who they’ve chosen. The candidates can accept or reject the job.

9. Hidden talents Ask students to find out about the secret talents of their favourite stars (search terms might be ‘hidden talents of the stars / (+ name of celebrity)’. Give them some examples to get them started. For example, Emma Watson can speak French, Angela Merkel can do judo, Justin Bieber can solve a Rubik’s cube in less than 30 seconds. Students discuss their findings in the next lesson.

10. Common difficulties Students often confuse infinitive + to and the bare infinitive, and so they may want to add to after can. For example, they might say: *I can to speak French. Another common mistake is to overuse the present simple dummy auxiliary do/does in questions and negatives, rather than using can, for example, they might say: *Do you can speak French? or *I don’t can speak French. In listening tasks, students often have problems distinguishing between can and can’t. It’s worth spending time looking at how the stressed and unstressed forms are pronounced differently. In some varieties of English (especially British RP), there is also a difference in the vowel sound between a stressed can and a stressed can’t.

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20

Can/can’t, must/mustn’t (permission, obligation and prohibition)

In Unit 19, we look at various basic uses of can and can’t (ability, possibility, requests and offers). In this unit, we look at how can/can’t is used to talk about rules and regulations and combine it with looking at how must/mustn’t is used in the same context. In Unit 21, we contrast must with have to and need to.

1. No smoking To introduce the concept of can/can't being used for permission and prohibition, draw a cigarette on the board. Ask students what it is. Then draw a green circle around it. Ask the students, Can I smoke here? Under the sign, write: You can smoke here. Draw a new cigarette next to it and draw a red circle around it with a line through it. Mime smoking a cigarette under the sign. Encourage students to tell you: You can't smoke here. Draw attention to the use of can and can't for permission and prohibition. Then ask students where people can and can't smoke according to local laws.

2. Signs of the times

Unit 20

This activity builds on the idea of can/can't being used for permission and prohibition, which was presented in Activity 1. Make one copy of the handout on page 203 and cut up the individual signs so that each student has one sign. (If you have more than 20 students in the class, you will need a second copy.) Notice that the signs are in pairs, so make sure you don’t have any unpaired signs. If you have an odd number in the class you will need to take part in the activity yourself. Students mingle, trying to find their opposite sign. When they have found it, the pair sit down together. (If you have paired up with a student, give that student your card and ask them to work with another pair for the next stage.) Next, each pair shows their signs to the class and the class chorus the meaning of the sign using can/can't. The pairs then write down the can/ can't sentences for all the signs and discuss where they might find these signs in and around their town.

3. Random rules Brainstorm a long list of random nouns. Divide the class into teams. Explain that they are going to write sentences using can/can't and any of the nouns on the board. Give an example, say, You can't take your cow on the bus. Tell the class that it's a game and that creativity will be rewarded. Give them five minutes to write as many sentences as they can using can/can't and the nouns on the board. When the time is up, the teams read out their sentences. Their classmates listen and raise their hands if they have the same sentence or a similar one. Teams get points for every original sentence (ie that no other team has written). At the end, the class votes for the most absurd sentence.

4. Making up the rules This activity can follow on from Activity 3 and gives further practice of must (not) for rules in a more light-hearted context. Write ‘Rules for having a good time’ on the board, with two columns, one with a tick at the top, and one with a cross. Write a suggested rule in one of the columns (for example, You must not do any work in the column headed with a cross, or You must forget about work in the column headed with a tick), and then elicit another rule from the students. Students then work in small groups to think of more rules for both columns. They report back to the class and decide on the five most important rules.

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5. Classroom language We use a lot of questions and requests with Can I …? and Can you …? in the classroom. Write the two question stems on the board: Can I ...? Can you ...? Students work in small groups to think of questions that they can ask in the classroom using those stems (eg Can I borrow a pen? Can you repeat that please?). Pool the questions on the board and, at the same time, ask one of the students to write them on strips of paper or on cards. When all the sentences have been written down, take a card and silently mime the request for the class to guess the question (eg point to pen, gesture to yourself, smile and reach for the pen). Chorus drill the question when they get it right. Then call on one of the students to pick a card. Continue miming two or three more requests, with the whole class guessing. Then shuffle the cards and ask the students to continue playing the game in groups of four or five.

Unit 20

6. Why not? As an extension to Activity 5 you can ask the students to play this game. Use the questions from Activity 5. Write them on cards or pieces of paper. Choose a question and write it on the board with following responses, for example: Can you help me?

Can I leave early?

No, I can't.

No, you can’t.

Why not? Why not? Brainstorm possible answers. Then give each student one of the questions. They mingle asking the questions. They have to answer no to all the questions and then explain why not. At the end, ask students to tell you about the best reasons or excuses they heard.

7. Exam rules To introduce and practise must and must not for talking about rules, write the word ‘Exam’ on the board and below that, draw two columns – one with a tick at the top and one with a cross. In the column headed with a tick, write: You must be at the exam room 10 minutes before the exam starts. In the column with a cross at the top, write: You must not .... Ask students to complete the sentence. Students work in pairs to think of at least three more rules for each column. Check the rules with the whole class. You can use this as an opportunity to check pronunciation, including full and contracted forms of must not/ mustn't and the schwa in the weak form of must (/məst/).

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8. Where are we? Write the name of a place on the board, for example, airport terminal. Write these sentence stems on the board: You can ... You must ... You can't/mustn't ... Brainstorm rules for the place and write them on the board. Students then work in groups to think of a place. (You can suggest places for them if necessary, eg an ice-cream factory, a zoo, a yoga centre, the White House, Antarctica.) They must write at least five rules for that place, using the sentence stems on the board. Give them a time limit (anything between five and ten minutes). The groups then read out their rules and their classmates have to guess what the place is.

9. On the road

10. Common difficulties With both can and must students may sometimes want to add to before the infinitive, for example, they might say: You can to do it or You must to do it. Generally speaking, there are no problems with meaning or use within the contexts used in this unit, but some students may have a tendency to overuse mustn’t rather than can’t, which can sound bossy; this is probably due to L1 interference.

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Unit 20

Ask students to take photos of all the road signs they see on their journey to/ from the school (or any other journey where they’re either walking or taking public transport). They write sentences explaining what the signs mean. Back in class they read their sentences to a partner who has to draw the sign and then compare it to the photo.

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21

Have to/don't have to, must/mustn't (necessity and lack of necessity)

In this unit, we look at have to and don’t have to used for talking about commitments, arrangements, rules and regulations. We also compare don’t have to with mustn’t.

1. To-do lists To present and practise have to, write a short to-do list on the board. You need four or five items. Choose things that are urgent and also things that can wait a day or two (eg buy milk, wash the car, phone my mum, etc.). Write ‘Things I have to do’ at the top of the list. Explain that you’re busy today and you’re not sure you’ll have enough time to do everything on your list. Ask the students to help you prioritise. Write the question Do you have to do that today? on the board and go through your list, asking the students to ask you the question for each item. Answer, giving reasons (for example, Yes, I do, because I want it for my coffee in the morning. No, I don’t; I phoned her yesterday so I don’t have to phone her again today. I think that can wait till tomorrow.). When you have finished answering the students’ questions, ask them to decide which things you have to do today and which you can leave until tomorrow. Students then draw up their own to-do list and work in pairs to repeat the activity.

Unit 21

2. Excuses, excuses To practise using have to to talk about previous commitments, write the word ‘Excuses’ on the board. Tell the students that you have been invited to do something you don't really want to do and you need an excuse not to go. Elicit two or three possible excuses, using have to and write them on the board (eg I have to study, I have to stay at home with the kids, I have to help my parents/grandparents). Ask the students to rate the excuses from 1 to 5, 1 being extremely lame, 5 being very convincing. Students then work in small groups to brainstorm at least five more five-star excuses and write them in a list using have to. They then share their lists and vote for the top three excuses.

3. I'm sorry, I can't ... As an extension of Activity 2, you can ask students to think of an invitation. Give an example, eg Would you like to come to the cinema with me tonight? Explain that they are going to mingle, inviting all their classmates to do the same thing. They must all politely say no to the invitations they receive and answer with an excuse, using have to. They can’t use the same excuse twice. They feedback on the most convincing and unconvincing excuses they heard.

4. The advantages of working from home To present and practise don't have to, ask your students if they know anyone who works from home, what job they do, and if they enjoy it (some of your students may work from home, in which case you can direct the questions to them but don't go into too much detail). Write the sentence stems below on the board and elicit advantages and disadvantages (for example, … manage your own time, … work longer hours, … travel to work, … wear a suit, etc.).

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If you work from home, you have to … If you work from home, you don't have to … Ask the class to weigh up the advantages and the disadvantages of working from home; then get them to vote on whether they would like to do it. Next, write the following two sentence stems on the board. Ask students to work in small groups to discuss the possible advantages of the two options and vote on their preference. If you live in a small village, you don’t have to … If you live in a city, you don’t have to … Ask groups to report back on their discussion.

5. You mustn’t be late To present the difference between don't have to and mustn't, write the following sentence openings on the board: You don’t have to do all the exercises … You must remember to bring your calculator to class tomorrow … You mustn’t be late ...

6. What’s the sport?

Unit 21

Ask students to imagine who is talking and to whom. (Answer: it’s a teacher talking to a class.) Elicit possible ways of completing the sentences (eg, … – just do the two last ones. / … because you’re going to need it. / … because the exam starts at 10 am). Ask for more suggestions for things a teacher might say using don’t have to, must and mustn’t.

Write the following sentences on the board, one by one, and ask students to guess what sport they might be describing. Don’t confirm the answer until you get to the third sentence: You don’t have to have expensive equipment; all you need is a ball. You have to try to get the ball into a net. You mustn’t touch the ball with your hands. Students work in groups of three or four. They choose a sport or game and write three sentences using the same three verb forms (don’t have to, have to, mustn’t). The groups read their sentences to the class, who try and guess the sport.

7. What’s my line? As an extension to Activity 6, play Twenty Questions with jobs and sports (see page 12). Before the class, prepare slips of paper with names of sports and games or hobbies. You start the game. Take a slip of paper. Don’t show it to the class. The students ask you yes/ no questions using Do you have to …? to try and guess the sport or hobby. The student who guesses correctly takes a new slip of paper from the bag. Continue the game for as long as you wish.

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8. Party games Make one copy of the handout on page 204. Cut up the cards. Put the class into groups of four or more. Give each group a card with the rules. There are enough games for five groups. The groups read the instructions and play the game. They then present their game to the rest of the class, and the whole class plays each game for a few minutes before voting on their favourite.

9. Show and tell Following on from Activity 8, students choose a game they have at home, or a game they played as children, and write out the rules, using must, mustn’t, have to and don’t have to. If it’s simple and they can play it in class, ask them to play it with their classmates next lesson.

Unit 21

10. Common difficulties

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Have to and must can both be used to say that an action is obligatory or very important. There is very little difference between the two forms in the affirmative. Must is often used to show that the speaker thinks it's very important while have to can suggest that somebody else has made the decision. But these nuances are not important for lower-level students. The difference between the negative forms don't have to (= it isn't necessary) and mustn't (= it's prohibited) can, however, cause problems, and students will need more time to process and practise the negative forms.  

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22

Must, can’t, could, couldn't, may and might (speculation)

Learners first start using modal verbs to speculate about present and future situations at intermediate (B1 or B2) level, after they have learnt them with more basic modal functions, eg must for obligation. For speculating about the past, see Unit 44.

1. The human body: fact or myth? To introduce modals of speculation write three columns on the board with the following headings: This must be true, This may be true and This can’t be true. Tell students to copy it into their notebooks. Dictate the six facts below. Students choose which column to write each one in. Beforehand, check that students understand the meaning of must, may and can’t, by asking: Where will you write it if you think it’s possible? (may) / impossible? (can’t) / if you think it’s true because you have good reasons to believe it? (must) Write any tricky vocabulary, eg blood vessels, on the board. 1. There are about 96,000 km of blood vessels in the human body. 2. We normally use about 10% of our brain. 3. You are slightly taller in the morning than in the evening. 4. The most bones anyone has broken in their life is 433. 5. The leaves of the potato plant can kill you. Tell them that two of the ‘facts’ are not true. Put them in pairs to discuss which ones they think are untrue. As a class, ask students to speculate, making sure they support their ideas, for example, Number one can’t be true because 96,000 km is more than twice around the world! Of course, if a student knows one is true because they read it, they should be given the option to tell the class.

Unit 22

6. There are special areas on your tongue which taste different flavours, eg salty, sweet, sour.

Finally, either tell students the answers or ask them to find them out online. (Answers on page 238.)

2. Where could it be? In this game students try to work out what place in the world is being described. The place could be either a specific place, such as the Grand Canyon, or the location of the opening ceremony of the last Olympic Games, or a general place, such as an airport. In groups, students prepare five sentences about a place of their choice. For a hospital waiting room, for example, they might say: Some people are standing and some are sitting down or Most of the people don’t look very happy. Regroup the students as AAA BBB CCC Ú ABC ABC ABC. Students take turns reading out their sentences to other students, one at a time. The students who are listening make deductions about the place being described. For example, they might say: It could be a prison. This continues until they guess the place. Each clue should get progressively easier, so by clue 4 or 5, the students should know what place is being described. Play a round with the whole class first in order to show them how it works.

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3. It could be a … Copy the handout on page 205 and cut it up so that there is one object for every two students. Write on the board: It could be / It might be / It may be to … for …-ing … a … Show the class the first object card. Invite ideas about what it could be used for; for example, It could be for brushing hair, It can’t be a musical instrument. Now hand out one ‘object’ card to each pair. They write three speculative sentences about each object. Students pass the cards around, writing sentences about the object shown on each one. After a few turns, each pair notes down all the sentences that have been written about the object on the card they have ended up with. They present this object to the class, detailing the variety of theories and highlighting their favourite ideas.

Unit 22

4. What does it sound like? Play clips from a video but make sure students can only hear the audio. Choose clips with plenty of intriguing sounds and little dialogue, eg footage from nature documentaries, short films and animations, action scenes from movies. After each clip, students discuss what they heard in pairs, and share their theories before watching the clip to confirm. Alternatively, search for ‘Guess the sound’ clips on YouTube. These usually play a number of sounds and provide the answers at the end of the clip. Search ‘Guess the sound ASMR’ for more mysterious sounds.

5. He may be sleeping To practise the structure [may, can’t, etc. be …-ing], search online for images of ‘people doing strange / weird things’. Look for photos where the actions and motives of the people are ambiguous and be sure to filter out inappropriate images! Stick the images around the room and invite students to wander round in pairs discussing each photo, as if they are in an art gallery. After a few minutes, students sit down in groups to talk about each image. Then invite whole-class feedback.

6. Photo themes Exam tasks involving photos (such as FCE Speaking, Part 2) often invite students to speculate about the feelings or motives of the subjects; for example, candidates might be asked: Why have these people chosen to exercise in this way? How are they feeling about what they are looking at? Find a number of pairs of photos from exam practice books or coursebooks. Use one pair of photos to demonstrate the activity and remind students of useful language. Use the remaining pairs of photos for students to practise in small groups.

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7. On the run Explain that the world’s biggest diamond, the Pink Sparkle, was stolen from the National Museum last night. The main suspect is Geronimo Smith, a famous jewel thief. Students are police officers running the investigation. The most important thing today is to consider all possibilities, and to anticipate the criminal’s movements over the next 24 hours. This way they can put ‘Operation Sparkle’ into action. Dictate questions to get them thinking along the right lines; for example, Where might he be? What might he need to do next? Where might he go? Elicit one or two possibilities and their ramifications; for example: The criminal may try to leave the country. Therefore, we need extra security at all airports. Then put students in groups to draw up other ideas. At the end, invite a representative from each group to outline the group’s plans. Conclude by discussing which steps need prioritising.

8. Gripes

9. Close-ups For homework, ask students to take a close-up photo of a detail in their home or on their journey to class. They share it with their classmates at the start of the next lesson, who try to guess what and where it is.

Unit 22

A gripe is a complaint about something that is annoying but not very serious. Tell the class about one or two of your gripes, for example, It sometimes takes me over an hour to get to work, My mobile keeps running out of memory, etc. Ask students to write down one of their own gripes. Write on the board: It could be worse … Ask students to respond to your gripes with the phrase: It could be worse. Then they must add a statement about something they think would be worse; for example, You could be unemployed! Now tell students to share their gripes with classmates and respond to each other with It could be worse … and a reason. At the end, find out some of the funniest gripes and the best responses.

10. Common difficulties We use may, might and could to say that something is possible in the future (It may/ might/could rain tomorrow), but we only use may not and might not to say that we think something isn’t true (She may/might not get the job). Make sure students understand that couldn’t is not possible here: She couldn’t get the job describes past inability, not future possibility. Conversely, we use can’t to speculate that something is impossible (That can’t be Taylor, she’s at work), but we don’t use can to speculate that something is possible. Again, explicit instruction is needed to help students avoid such errors as *She can be very tired, she’s been at work all day.

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23

Should, must, could (giving advice and making suggestions)

Students usually learn to give advice and suggestions with should, must and could in simple sentences at lower levels – around late elementary (A2) level. Later, these structures are joined by other functional expressions.

1. What should I do? To present modals for advice and suggestions, present the class with a problem: you share a flat with an old friend who keeps stealing your food. Tell them that you are really annoyed by his behaviour. Put students in groups to think of some advice. In feedback, reframe the advice using modal verbs by asking each time: Is this a strong recommendation? Good advice? Or just a suggestion? Strong advice might be reframed as: You must tell your flatmate how you feel. Good advice might be worded as: You should steal some of his food and ask him how he feels. A simple suggestion might be, You could write your name on your food. Students then express any other pieces of advice they have thought of, using the modals must, should and could in the same way. Write the advice on the board. As a class, decide which group has given the best advice and thank them for their help.

Unit 23

2. Agony aunts As a follow up to Activity 1, tell the class that people who give personal advice on news websites and online magazines are called ‘agony aunts’. Elicit five typical problems that people write to agony aunts about, and write them on the board. If students are finding it hard to come up with ideas, supplement the list with one or more of these. (Use your discretion as to whether they are appropriate for your class.) I’m a student and I have very little money at the end of each week. What should I do? My husband refuses to learn to drive, but I don’t want to be the family taxi service any more! I'm worried I'll be single for ever. Why can't I meet anyone? Our neighbours are very nice people but they have noisy parties about twice a week. We’ve asked them politely to turn the music down, but it still keeps us up at night. Tell students to write one piece of advice for each of the people. Put students into five groups, each responsible for collecting the whole class’s advice for one of the problems. Let them mingle to collect that advice. When they have everyone’s advice, they go back in their groups, compare it in their groups and decide which advice they would recommend. They present it to the class.

3. You must see it! Write on the board the following column headings: Books

Films

Series

Online videos / short films

Ask students to try to think of, and write in their notebooks, one example of each form of entertainment they have really enjoyed. Dictate the following stems and ask students to complete the sentences using the books and films, etc. that they wrote:

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1. You must see ... 2. You should watch … 3. If you like science fiction movies, you’ll love … 4. You’d like… Drill the following dialogue, substituting in one or two examples of books, films, etc. from students, and why they are so good. Make sure students know it by heart: A. I’m looking for a book to read. Do you have any suggestions? B. Oh! You should read This Thing of Darkness. It’s brilliant! A. Really? B. Yes. It’s based on a true story. Students mingle, making and hearing recommendations using the basic dialogue they’ve practised. At the end, find out one or two of the strongest recommendations for each form of entertainment.

Ask students to write down advice and suggestions that they would give to a new classmate. They can include things the new student should do (if they want to do well) and things they don’t have to do, but might want to do to take advantage of opportunities at the school. For example, they might say: You should listen carefully to teachers when they explain what’s in the exam; You might want to borrow a book from the library. On the board, write some question stems that the new student might use to ask for advice; for example, What do you think I should do if …? Are there any rules about homework that I need to know? Who do I need to speak to about …? Put students in pairs to act out a conversation between a new and an existing student.

Unit 23

4. Advice for newcomers

5. Advice column As a follow-up to Activity 4, students write an article for a school website giving advice to new students. Alternatively, they could write an article for new employees, to be published in a company newsletter, a piece about getting a dog for the first time or an advice sheet for people moving into shared accommodation.

6. What shall we do this evening? Make a copy of the handout on page 206 for every two students. There are two parts to this activity so cut the handout in half. Begin with the dialogue section and cut the dialogue into strips. Put the students into pairs, hand out one cut-up dialogue to each pair and ask them to put the dialogue in order. When they have finished, ask two students to read out the conversation to check that everyone got it right. (Key: 1c, 2d, 3l, 4e, 5h, 6f, 7k, 8g, 9a, 10i, 11j, 12b)

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Next, hand out the other half of the photocopies with the four situations. Assign one of the situations (A–D) to each pair. Ask them to write a new dialogue using some or all of the expressions in bold from the first dialogue. The final version should include suggestions and excuses. Once they have written the dialogue, ask them to practise reading their dialogue aloud. Then, put the pairs together into larger groups to reenact their dialogues for each other.

7. Well, how about …? As an extension to Activity 6, during the next lesson, students roleplay the other situations on the worksheet that they didn’t act out before. This time, they do them with less preparation. Students simply brainstorm useful phrases for making suggestions, eg How about …, We should …, and ways of saying no, eg Hmm, I don’t know…, I’d love to, but …. Put students in pairs to improvise each scene, taking turns to be the one making all the suggestions.

8. Disaster!

Unit 23

To give students an opportunity to practise giving advice, write the following names of natural and man-made disasters on the board: drought

forest fire

flooding

earthquake

volcanic eruption

hurricane

Check students’ understanding, and ask which of these are most likely to occur where they live, or where they come from. Tell students that they are members of the local emergency services. They are going to produce a leaflet (or poster) with advice for local residents on what to do in case of disaster. They work in small groups and decide between them which disaster to write about. Their advice should include: a) how to prepare for a disaster, and/or b) how to survive during one. If possible, let them research online. Suggest an introduction; for example, Please help us to help you. Look at the advice below. Students read each other’s leaflets and compare advice. Then they work in pairs to improvise news interviews between a reporter and a representative from the local emergency services, either before the disaster hits or just after it is over. They present these to the class.

9. Dear Mariella For homework, students take on the role of agony aunt to write a response to a personal problem. Use either one of the problems listed in Activity 2, or an actual problem from an English-speaking publication (for example, ‘Dear Mariella’ answers readers’ problems for The Guardian at www.theguardian.com/lifeandstyle/series/ dearmariella, and Coleen Nolan has a slightly more accessible agony column in the Mirror, available at www.mirror.co.uk/authors/coleen-nolan). In the next lesson, students compare their advice with that offered by the publication’s agony aunt.

10. Common difficulties Once students become more confident with the modal verbs for giving advice and suggestions, encourage them alongside other phrases without modal verbs; eg Why don’t we …?, You’d better …, and Let’s …. Consider including these in the activities above.

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Past forms

24

Past simple (to be)

When introducing students to the past simple for the first time, you may want to look first at the verb to be. The form is very simple and easy to practise in a range of contexts. It also whets the students’ appetites and primes them for the use of other verbs in the past simple (see Unit 25).

1. Childhood photos Find two or three photos of yourself at different points in time in the past. Show the first one to the class. Tell them about the photo using the phrases, I was [age], I was in [place], I was with [person/people] and a comment, such as It was a lovely day. Elicit the sentences from the class and write them on the board. Underline was and ask students what verb it is and what time it refers to. Then write these three questions on the board: How old were you? Where were you? Who were you with? Underline were and highlight the inversion in the question. Show the class a second photo. Prompt students to ask you the questions.

2. Yes, I was. No, I wasn't.

Unit 24

Write a random collection of place expressions on the board, for example: at home at work in bed at school at the supermarket

in the gym on the bus at the bus stop on a train at the station

in the kitchen at my computer in a restaurant in a shop in the park

Ask the students what they have in common (Answer: they're places). Then, call out a time in the past (eg 8am this morning!) and call out the question: Where were you? Students call out their answers, choosing an expression from the board. If their answer isn't on the board, they can add it. Prompt the students to use I was at/in/on .... Do this a few times. Then call out a yes/no question specifying a time and a place; for example, Were you on a bus at 6pm yesterday? Prompt students to call out, Yes, I was! or No, I wasn't! Repeat a few times so the students get familiar with the question. They then work in pairs and ask each other questions until they have collect five instances of Yes, I was and five of No, I wasn't from their partner. The first student to collect five of each is the winner.

3. What’s missing? This game practises it was / they were with prepositions of place (see Unit 2.2 for another version of this game). Ask your students for various personal objects and place them on a table. Tell the students they have 30 seconds to look at the objects and remember what’s there and where it is. Ask the students to close their eyes and remove one of the objects. Tell the students they can open their eyes and ask them: What’s missing? When they identify the missing object, ask them: Where was it? and elicit an answer using a preposition of place. Ask them other questions if appropriate (eg What colour was it? Was it big or small?). Put the object back in the same position and repeat the exercise. This time, remove two objects that are placed next to each other so you can practise questions and answers with they. Students work in groups of four or more and repeat the game with a new set of objects. The students take it in turn to remove the objects and ask the questions.

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4. Birthday coincidences Ask the students the question When were you born? (Note: to be born is treated as a lexical chunk here, as students only need to manipulate the verb to be). Prompt students to shout out their birth date. They can give the whole date or just the year or month. Then prompt them to ask you. Model the answers: I was born on July 17, 1964 at 6 o'clock, in a hospital in Swansea. Highlight the verb and the prepositions. Then write the following questions on the board: What month were you born? What day were you born? Where were you born? What year were you born? Students mingle, asking the questions. They say Me too if their answer is the same. They need to find at least one classmate whose answer is the same for each of the questions. In the feedback stage, find out which day, month, time and year are the most common in the class.

5. Guess who?

He was American. He was born in the 1930s. He was tall and dark. He was a singer.

Unit 24

Write five short sentences about a famous person or fictional character from the past using the verb to be. For example, you could write:

He was the King. (Answer: Elvis Presley) Choose someone that you think most students in the class will know. Read the sentences out one by one and take guesses after each sentence. If the students still haven't guessed after they've heard the five sentences, let them ask yes/no questions to help them guess. Students then work in small groups to write a similar description of a different famous person or character from the past using was and were. They then read their sentences to the class, who try to guess who it is.

6. It was a dark, cloudy night Write the sentence on the board. Explain that it is the beginning of a story and elicit what kind of story it might be. Elicit more descriptive details using was/were by asking questions (for example: Was there a moon? Were there any people on the streets? Were there any cars? Where was everybody?) Write the description on the board (for example: There was no moon. The streets were empty. There were no cars. Everybody was at home in their houses. There was just one person on the street, a tall man in a dark coat ...). Highlight the use of there with was and were. Students work in groups to write the opening sentences of a totally different story, full of light and life. They read their descriptions out loud to each other and vote on the most interesting scene.

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7. Party time Ask the students to imagine they were at a birthday party at the weekend. If they actually were at a birthday party, they don’t need to imagine! Write these questions on the board and ask the students to think of the answers for their real or imagined party, without saying anything. Though they can ask you for language if they need to. How was the party? Where was it? Who was there? What was the food like? Was the music good? Students then mingle, asking each other about the parties using the questions on the board. In the feedback ask them to talk about any similarities between their parties.

Unit 24

8. Memory test Make one copy of the handout per group on page 207. Cut each handout in half. Students work in groups of three or four. Tell the students that you are going to show them a picture for 30 seconds and that they need to try and remember as much as they can about it. Give each group a copy of the handout face down. Let them look at the picture for 30 seconds; then tell them to turn it back over, face-down again. Collect the handouts from the groups. Now hand out a copy of the questions to each group. Ask them to write the answers to the questions in full sentences using the verb to be. The first group to answer all the questions correctly is the winner.

9. Weather watch Ask students to keep a weather journal over the next week, using weather symbols and noting the temperature. In the next class, they compare their journals (which should be the same!) and interpret the symbols using was/wasn’t, for example, On Monday it was cold and cloudy.

10. Common difficulties Some students may confuse the use of was and were for second and third person, but generally speaking, this mistake is soon ironed out.

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25

Past simple: regular and irregular verbs

The past simple is a useful tense that is very easy to introduce, recycle and review in a range of different contexts. It is generally introduced in the second half of an elementary course; it’s important to build on and recycle irregular verbs as much as possible.

1. What did you do at the weekend? For a simple first introduction to the past simple, build up a simple conversation on the board by asking a student some questions, for example: XX Did you have a good weekend? XX Yes, I did. XX What did you do? XX I went to the cinema with some friends.

2. When was the last time? This activity is an extension of Activity 1, presenting new scenarios for the students to discuss once they have learnt more past verbs. Present the question form: When did you last ...? and elicit or give different endings, eg, … go to the cinema, … eat out, … buy a present. First, invite a student to ask you one of the questions. When you have answered, elicit follow-on questions using What did you ... [see/eat/buy]? Where did you ... [go]? Who did you ... [go with]? Did you ... [have a good time]? etc. Students then ask and answer similar questions in pairs and report back to the class. In the feedback, find out who has done each action most recently.

Unit 25

Encourage students to offer alternative answers (eg No, I didn't / Well, it was OK / I stayed at home/ I watched a movie on TV / I had dinner with my family) and plant a couple of negative examples (I didn't go out / I didn't do anything special). Ask students to identify the question form, the negative form, short answers and point out that there are both regular and irregular past forms. Highlight the -ed for the regular verbs and explain that many of the most common verbs are irregular (eg go – went, have – had). Students then ask each other about what they did at the weekend. They must find three similarities and one difference and report back to the class. Build conversations like this into your classroom routine in future classes to give repeated practice of the past simple.

3. -ed endings To raise awareness of the pronunciation of the -ed endings of regular verbs, prepare a list of 10 verbs with the infinitive and regular past forms (eg play – played). Five of the verbs should end in /t/ or /d/ (eg, wait, want, need, visit, decide) and five should end in other sounds (eg play, watch, listen, walk, dance). First read out the verbs, both the infinitive and the past simple form, and ask the students to identify which ones have an additional syllable in the past form. Then read out the past verbs only in random order and ask students to stand up if the verb form has an /ɪd/ ending. Divide the class into two groups. Ask them to write sentences, each containing one of the verbs. They then take turns to read their sentences to the other group, who listen for and repeat the past verb. If the second group repeat it correctly, they get a point for their team. If the teams are drawing on points at the end of the game, read out a ‘bonus sentence’ for a ‘sudden death’ decision on the winners.

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4. Past simple bingo Elicit verbs whose past forms you’ve studied recently and write their infinitive form on the board, asking each time if they are regular or irregular in the past. Write them in two columns – one for regular verbs and one for irregular verbs. Make sure you have at least 10 of each. Draw a bingo grid on the board with four rows and four columns. Students copy it into their notebooks. They then fill the grid with verbs from the board at random, taking from both lists. In the meantime, write the verbs on strips of paper and drop them into an envelope. Explain that they are going to play bingo, and that to win, they have to get four verbs in a row (horizontally, vertically or diagonally) and shout out Bingo! Pick a strip of paper from the envelope. Make up a sentence containing that verb in the past form and say it to the class. Students listen out for any verbs that they have on their bingo grid. If they have it, they cross it off. They must not say anything. Repeat until one of the students calls out Bingo! That student then reads out the four verbs in a row that they crossed out, giving the infinitive and the past form. Ask the class to recall the sentences they were embedded in. You can continue if you want, asking the winner to take over as the bingo caller. Alternatively, start again with a new grid.

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5. What a great excuse! Excuses in the form of short narratives comprising a sequence of past actions are a useful context for practising the past simple. Students work in groups to brainstorm possible excuses for not doing their homework. The groups read their excuses out to the class and the whole class categorises them as (a) possible, (b) crazy, or any other category that you or they choose. Then ask each group to come up with the most elaborate excuse they can think of for being late to class. Tell them they must include a minimum number of past verbs (eg five). The groups read their excuses to the class who listen and make sure that five verbs are used. You may want to nominate one of the contributions for a ‘best excuse’ prize.

6. Story circles Start the story with a simple sentence such as: One day, I was in town when I heard a strange noise …. After the first sentence, ‘pass the story’ to one of the students, who has to continue it. They add an action and then pass the story baton to one of their classmates. (You can use an object to physically hand over to the next person if you wish.) You can do this as a whole-class activity or in large groups. At the end, the students work in pairs to recall the whole story.

7. Dice stories Make a copy of the handout on page 208 so that you have one for every group of three or four students. Give each group a copy of the handout and some dice (alternatively they can use a dice-rolling app). They throw the dice six times to decide on the main events, characters and locations in their story. If they throw the same number twice within the same category, they will need to roll again. They decide on the story and prepare to share it with the class. If you want to add a competitive edge, ask the students to discuss which stories were the most exciting, the most unusual and the funniest.

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8. Yes, I did This game practises yes/no questions and short answers. The basic point of the game is to get as many Yes, I did answers as possible from your partner in a given time. First ask students to write down as many yes/no questions as they can in the past using Did you … and a past time expression. Give them a few examples, eg Did you have pizza last weekend? Did you watch the football last night? Then model the game, with the students asking you questions and winning points for each Yes, I did answer. (You have to be honest!) Students then play the games in groups of three with one student arbitrating, counting the Yes, I did answers and challenging if they think the student is not answering honestly. Each group plays three times and the student who has elicited the most instances of Yes, I did wins.

9. Did, had, went

10. Common difficulties One of the main problems students have with the past simple is learning the irregular past verbs and manipulating the negative and question forms. They may also have some problems initially with the pronunciation of the -ed ending for regular verbs. Common mistakes include over-using the -ed ending (eg *buyed instead of bought), using past forms instead of infinitives in questions and negatives (eg *Did you went? *I didn’t went) and pronouncing all -ed endings as /ɪd/.

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Unit 25

Explain to students that did, had and went are three of the most common irregular verbs in the past simple, and they’re very useful because you can use them to say a lot of different things. Their challenge is to keep a very simple journal every day before the next lesson. At the end of each day, they must write three sentences about that day using the verbs did, had and went. They can’t repeat the same actions. In the next class, they share their sentences with their classmates. (If you have classes every day, you can spread this out over a week.)

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26

Past continuous

The past continuous is usually taught after students have mastered the past simple. It’s sensible to start by presenting the past continuous on its own, as we do here, and then to contrast it with the past simple.

1. What was he doing? Ask students to think of a verb they can mime in class (and that they know in English!). Offer a few examples, eg dance, swim, write, laugh. Tell them to choose one secretly. Next, explain that they will have a minute to perform their mime, but at the same time they must also look at everyone else and try to remember what they are doing. You can do one, too. After the minute is over, give students two minutes to write down as many actions as they can remember. Then ask: What was [name] doing? and elicit the response, eg He was eating spaghetti. There will almost certainly have been actions that more than one student chose. Use this to present third person plural, eg What were [name + name] doing? They were dancing. Point out the form was/were + -ing and drill the sentences, paying attention to sentence stress and the weak forms of be /hi wəz ˈiːtɪŋ/.

Unit 26

Students work in pairs to compare the other things they wrote, taking turns to say sentences in the past continuous until they can’t remember any more.

2. Guess what I was doing Dictate the following time expressions: Last night at 10 o’clock, ... / At midnight on New Year’s Eve, … / This time last week, … / Last Saturday morning at 9 o’clock, … / Three hours ago, …. Put students into pairs. They must guess what their partner was doing at these different times and write sentences accordingly, eg Last night at 10 o’clock, she was watching TV. They then read their sentences to each other to see how many they got right.

3. Recount the days A more complex variation of Activity 2 involves memory, not guesswork. Explain that in this activity the students will need to listen carefully to each other because they are not allowed pen or paper. In pairs, students ask each other about what they were doing at particular times over the last 12 hours or so (24 hours if the class is in the morning). For example, they might ask: What were you doing at 7 o’clock this morning? Where were you? Who were you with? They can invent something if they prefer. When students have found out five things each about each other, put them into new pairings to tell their new partner about their previous partner's day. Finally, pair students so they can talk to the original person whose day they have just learned about and check their account has remained accurate (ie A tells B about their day, then B tells C about A’s day, then C recounts A’s day back to A).

4. Three photos Choose three photos of you or people in your life doing things such as walking in the countryside or visiting relatives. Show them to the class (they could pass your phone around or you could project them onto the board). For each photo, say where you were, who you were with and what you or the people in the photos were doing when the photo was taken. Invite further questions. Students then do the same in pairs with three photos on their phones.

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5. I was chopping vegetables when my hand slipped ... Contrast the past continuous with the past simple. Before the lesson, put a bandage around your finger (or a sling on your arm, etc.). Wait for a student to ask you what happened, and then tell the class that you were chopping vegetables when your hand slipped. Elicit the sentence from the class, using prompts like chop vegetables … hand slip … if necessary, and write it on the board. Point out the different tenses, the conjunction when, and the different possibilities: When/While I was …, my hand …. Or: My hand … when/while I was …. Draw the following timeline:

my hand slipped

Now

I was chopping vegetables…

6. Epic fails

Unit 26

As a follow-up to Activity 5, make one copy of the handout on page 209 for every eight students and cut it up. Hand out one picture to each student and tell them to write a sentence on the back describing what happened. They must use the past simple and the past continuous to describe what happened to the person in the picture when they were doing something else. Help students with vocabulary and check their sentences are correct. Write any new words on the board, eg spill, fall off. Demonstrate the activity by approaching a student, holding up the example picture and asking them to guess the sentence you’ve written on the back. Students stand up and mingle, testing each other with their sentences. Finally, invite students to tell the class about some ‘epic fails’ from their lives, or ones they’ve seen online.

7. Alibi Tell the class that a crime was committed between 8pm and midnight last night. A car was stolen and used as a getaway vehicle by some thieves who robbed a supermarket. Police suspect two of the students in the class and have taken them in for questioning. Identify two confident students as the suspects. Explain that the only thing that can save them is a strong alibi. (You may need to explain what an alibi is.) The suspects leave the room to build their alibi, which must involve their being together at the time of the crime. Warn them that they will need to agree on lots of details in order to answer the police’s questions. Meanwhile, tell the rest of the class that they are police officers and must prepare questions that will test the suspects’ alibi. Offer some examples, eg What were you doing there? Was anyone else there? Who? Until what time did you stay there? What was your friend wearing? Divide the class into two groups. Bring in the suspects. Each sits with one of the groups. Make sure they can’t hear each other. The police officers find out all they can from their suspect before swapping and speaking to the other one. At the end, the whole class gets together to decide whether they are innocent or guilty.

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8. Last night I had the strangest dream The object of this game is to invent a strange dream; if you have time afterwards, you can ask the class what their dreams mean. In four groups, students make lists of various dream elements: Group 1: 10 random locations (car park, kitchen, etc.) Group 2: 10 characters (a ballet dancer, Minnie Mouse, etc.) Group 3: 10 activities (talking on the phone, making sandcastles, etc.) Group 4: 10 objects (a pot of honey, the Statue of Liberty, etc.) Once they’ve copied these ideas onto the board, put students into smaller groups of three or four to invent a dream and write about it together. Remind them beforehand of the usefulness of the past simple to recount what happened and the past continuous to describe longer, background actions. To stop the students writing, tell the class to finish off with the sentence: And that’s when I woke up. Each group tells their dream to the rest of the class, who judge it on its originality, comedy value or strangeness.

Unit 26

9. Eye witnesses After the lesson – in the street or on the bus on the way home – students time two minutes and try to take in as many things they see happening as possible. As soon as they can, they either write down or voice-record on their phone an account of what they saw, eg, There was an old woman. She was feeding the pigeons in the park. She was wearing a red coat and ….

10. Common difficulties The form of the past continuous isn’t difficult, but knowing when to use the past simple and when to use the past continuous is sometimes hard. It’s therefore useful to contrast the different meanings of the tenses using timelines: When I arrived they were eating dinner (simultaneous events) When I arrived we had dinner (consecutive events) In sentences that describe longer actions (using the past continuous) interrupted by events (using the past simple), when can be used to introduce either clause; however, while and as are normally only used before the clause that contains a verb in the past continuous. I was walking home when / while I met an old school friend.

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27

Present perfect (1): ever, never

Students generally first meet the present perfect in questions with ever to talk about experiences. This is often also the first time they come across past participles. Mingling tasks, questionnaires and short exchanges are all common for practising the present perfect and contrasting it with the past simple.

1. Have you ever ... ?

2. Experience cards Make one copy of the handout on page 210 for each pair of students and cut out the cards. Give each pair a stack of the 20 cards face-down on the table. The students take turns to turn over the top card and ask a question using Have you ever …? Model this with one of the cards and one of the students. If the student says Yes, I have, they can keep the card, if they say, No, I haven't, you keep the card. If you don't believe that your partner really has had a particular experience, you can ask follow-up questions. Continue the game until you have turned over all the cards.

Unit 27

To present questions with Have you ever ...?, draw two boxes on the board. In one box write five verbs: eat, see, ride, touch and play with, and in the second box write five nouns: snake, elephant, cockroach, horse and spider. Write the question stem Have you ever … ? on the board and ask the class to suggest first a verb and then a noun to complete the question. Write the completed question, eg Have you ever touched a snake? Cross out the verb and noun you used in the question, then ask for the class to suggest a second combination. Continue until you have five questions on the board. Highlight the form of the question and the use of the past participle and answer the questions one by one. Make sure you answer some with yes and some with no. Encourage follow-up questions so students find out more when you answer yes. Highlight the use of the past simple in the follow-up questions. Explain that we use the present perfect to talk about a past action with ever/never when there is no specific past time reference, and that we use the past simple to talk about past actions once a specific time has been established. Students then ask each other the questions.

3. Where in the world? For this activity you will need a map. This could be a map of the world, a map of the students' country and neighbouring countries, one of the local region, or a street map of the local town, depending on how far your students have travelled. Pin or project the map onto the board. Give students stickers, flags or pens and ask them to come to the board and mark places that they have visited. Using the places marked on the map, ask questions like Who's been to X? Who's visited Y? to find out who placed the markers. Ask follow-up questions in the past simple (eg When did you go? Did you like it? Who did you go with?). Ask students to each choose three more places on the map that haven't been discussed yet. Students then mingle, finding the people who have visited those places using the question forms Have you visited X? Have you been to Y?

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4. Had, made, done Have, make and do can be used with a wide range of nouns to generate questions that students can then use in a class survey. Divide the class into three groups. Assign one of the verbs to each group. Give groups five minutes to write as many questions as they can using Have you ever and the past participle of the verb you have assigned to them. Check the collocations as they write. Students then mingle, asking students from the other groups questions from their lists. They must ask only one question at a time and they must ask a different question each time. At the end they rejoin their original group and recall and write down all the questions they were asked during the mingle. Each group then reads out their full list and students raise their hands when they hear a question that they answered.

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5. Past participle table tennis This game is a fun way of revising irregular past participles. Students play in pairs. They stand opposite each other as if they were playing table tennis. Ask them to mime the actions of the game. Once they’re all ready, tell them that they need to start each point with one player calling out the infinitive form of a verb as they serve. Their partner has to call out the past simple form as they return the shot, and the first player needs to call out the past participle. They continue until one of the two either makes a mistake or can’t think of another verb. You may want to appoint referees for each game, who check that the verb forms are correct.

6. Find someone who has never ... Help students create their own survey. First tell your students about something you've never done but a lot of other people have (eg, I've never seen Game of Thrones, I've never sung karaoke, I've never ridden a motorbike). Students work in small groups to think of similar examples for themselves or people they know. They write a list of at least five things using never and the present perfect (eg My sister has never swum in the sea). Students then mingle and see if they can find at least one person who hasn't done each of the things on their list.

7. The never game This game is a variation on Activity 6. Students sit in a circle. There should be no spare seats. Stand in the middle and tell the class something you’ve never done, for example, I’ve never won a race. Swap seats if you’ve never won a race either. Students who haven’t won a race swap seats, but you should sit down in one of the seats so that one person is left standing without a seat. This person now tells the class one thing they have never done and again asks students who haven’t done that thing to swap seats. Play for as long as you wish.

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8. Have you seen the new Spielberg film? For this activity you'll need one dice for each pair of students. Alternatively they can use a dice-rolling app on their phones. First elicit a list of new places or recent events, films and TV shows, for example, the new shopping centre, the new Bollywood movie, an exhibition in the park, the new sports centre. You and your students will be able to think of things that are popular in their context. Ask the students about the first thing on the list, eg, Have you been to the new shopping centre? Ask follow-up questions if anyone answers yes. Draw students’ attention to the use of the past simple in the follow-up questions. Then write the following numbered question prompts on the board: 1 Where …? 2 When …? 3 Who …? 4 Did you ...? 5 What …? 6 Why …? The students ask you about the first place (answer yes, even if it isn’t true). Then the students roll the dice to ask follow up questions using the question words on the board. Students then work in pairs with their dice. They discuss the places and roll the dice to ask follow-up questions.

9. Family interview Ask your students to interview someone they know outside class using questions from any of activities 2–6. They must find three things the person has done and three things the person has never done. They report back on the interview in the next class.

The present perfect can cause problems for students from a variety of language backgrounds. Some have a similar structure in their L1 (have + past participle), but it is used in a different way. The confusion generally comes when they need to choose between using the present perfect and the past simple. It can help to introduce the uses of the present perfect one by one, and to use adverbs as hooks to the various different uses (eg ever/never to talk about experiences without a specific time reference).

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10. Common difficulties

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28

Present perfect (2) already, yet, just

In this second unit on the present perfect we look at how it is used to talk about completed actions within an open time frame, or over a period of time up to and including now.

1. No spoilers, please! To introduce yet and already with the present perfect, choose a popular film that is currently in cinemas. Ask your class if they've seen it yet. Then tell them you've already seen it twice and that you think it's great. Ask students who have seen it what they thought of it, but tell them to be careful of spoilers because not everyone may have seen it yet. Write these sentences on the board: Have you seen X yet? It's great! Yes, I've already seen it twice. No spoilers, please, I haven't seen it yet.

Unit 28

Point out that yet is generally used in questions and negatives, and comes at the end of the sentence. Already is mainly used in the affirmative and comes between have and the past participle.

2. Have you seen the latest episode? To practise the forms presented in Activity 1, ask your students to write the name of a current film or popular TV series on a piece of paper and to drop them into an envelope that you take around the class. Pick a paper from the envelope. Ask: Have you seen [film] / the latest episode of [TV series] yet? and field answers from the class. Then ask each student to pick a piece of paper from the envelope. Students mingle, finding out how many of their classmates have seen the film/latest episode of the TV series named on their slip of paper. Students report back on which films and TV series have been seen by most people.

3. Time management Explain that you're trying a new technique to help you manage your time and you'd like them to help you with it. Explain that at the beginning of each week, you write a list of at least five things you have to do by the end of the week. At the end of the week, you revise the list and see how well you've done. Write up your list of five things (include things you've already done and things you haven't done yet). Ask the class to ask you questions with Have you ... yet? for each point on the list. Answer using: No, I haven’t done that yet or Yes, I’ve already done that. For tasks that you've already done, say when you did it, using the past simple. For tasks that you haven't done yet, say when you're planning to do it. Don't write anything on the board. Once you've covered all the points, students work in pairs to recall what you said. In the feedback session, highlight the use of the past simple to talk about the tasks you have already completed.

4. Have you done that yet? As an extension of Activity 3, ask students to write their own to-do lists back-dated to a couple of days before the class. They should include things they've done and things they haven't done. Students work in pairs and try to guess which things their partner has already done and which they haven't. The student with the most correct guesses is the winner.

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5. Bucket lists Introduce the idea of bucket lists (a list of things you'd like to do before a given time in the future, eg a particular landmark birthday) and choose a time frame that makes sense for your class. Ask one or two students to say things they have either done or plan to do. Then give one copy of the handout on page 211 to each student. Working alone, students fill in the table for each category, making notes on things they have done, plan to do, or that they are not interested in doing. Allow about 15 minutes. Let students know they don’t have to fill every category but they should try to fill most of it and also add their own ideas in the ‘Other’ category. Afterwards, students work in small groups and share what they wrote in their bucket lists.

6. He's just gone out! To introduce the use of just to talk about the immediate past, draw a speech bubble on the board to represent someone calling on the phone, and two stick people. In the speech bubble, write Hi, can I talk to Bill? The first stick person is saying I'm not here! The second is talking into a phone saying I'm sorry, he's just gone out.

Unit 28 Ask the students which stick figure is Bill, and elicit possible explanations as to why he doesn't want to answer the phone. Write Where? under the caller’s speech bubble, and elicit the question Where has he gone?. Under the second stick figure (ie the person receiving the call), write He's just gone to ... and elicit a possible excuse. Draw attention to the use of just to say that something happened a very short time before. Students work in pairs to act out and continue the telephone conversation. (You may want to draw attention to the difference between been and gone. Been = went and came back; gone = went and hasn't come back yet.)

7. Tourist guides Brainstorm places to see and things to do in and around your town. Students work in groups to outline a day trip for a group of tourists who are visiting your town. They need to arrange activities from breakfast at 8.30am until the guests return to their hotel at 11pm (you can adjust the times to suit the season and local customs). When they’ve finished outlining the day’s activities, call out a time, eg 10am! and ask each group to report on where the tourists are, what they’re doing, what they’ve just done and what they’re going to do next. Repeat with different times (eg 2pm! / 5pm!). Finish off by getting each group to report back on their itineraries. The group that has included the most activities wins the prize of best tour!

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8. Moving house Write the title Moving House on the board. Elicit things people need to do when they move house, for example, take furniture apart, put everything in boxes, hire a removal firm, sign up for utilities, etc. Explain that students are a week away from their moving day. In pairs, they decide what they have already done and what they still need to do. Give them a few minutes to discuss which things can and can’t be done early and why. Then put them in new pairs to ask and answer questions to see who has accomplished what.

9. My goals for this week This activity follows on well from activities 3 and 4. Ask students to write a list of things they’d like to do during the week ahead, fun things that they want to do rather than chores that they have to do. Ask them to refer to the list during the week and to tick off the goals as they complete them. One week later, ask them to share their list with their classmates and see how many they have managed to complete.

Unit 28

10. Common difficulties

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This use of the present perfect with yet, already and just is typical of British English. In American English, the same idea is usually conveyed using the past simple (as in, for example, Did you eat yet?). This may cause confusion for students who are used to hearing American English in movies, TV series, etc. You may want to point this out either in the first presentation, or in feedback, if students are using the past simple with yet, already or just, and reassure them that it’s perfectly correct in the context of American English.

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Present perfect continuous: for and since

Students generally start using the present perfect continuous at a low-intermediate level. It's a fairly easy verb form to illustrate and practise, but some students may need time to get their tongues around it.

1. She's been playing since she was three! To present the present perfect continuous with for and since, talk about a sports star who has been playing their sport from an early age. (Here we take Venus Williams, the American tennis star, as an example, but you could use another sports star who is still playing and is popular with your students. Most sports stars start pretty young so it should be easy to find a suitable example. It’s also important that they are still playing so that the present perfect is the appropriate tense to use.) Show the class a photo of Venus Williams and ask the students to share anything they know about her. Tell them that your favourite fact is that she's been playing since she was three! Highlight the use and form of the present perfect continuous, and concept-check by asking if she still plays now and when she first started. Highlight the use of since with the time that the action started. Then ask: How long has she been playing? and frame the answer using for (eg, She's been playing for more than 30 years). Highlight the use of for to talk about the period of time.

2. For or since? Write for and since on the board. Read out the following time phrases, one by one: I was eight

the weekend

last year

the last three months

about 10 years

I can remember

two weeks

November

a very long time

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Working in pairs, students use their phones to research similar facts about other famous sports stars or celebrities, and then present them to the class. The class can vote on the most interesting fact.

Students stand up if the expression goes with for and stay seated if it goes with since. (See page 238 for answers.) Make a note of the expressions in the correct column on the board. Then write this sentence stem on the board: I've been ...-ing. Give an example that’s true for you (eg I've been studying German ....) and ask the students to guess how long you’ve been doing it. Next, students choose five time expressions from the board and write a sentence for each that is true for them, leaving out the time expression; for example: I’ve been reading a new book. In small groups they read their sentences to each other. Their partners guess how long they’ve been doing it. They get a point for each correct guess.

3. The sports survey Invite the class to brainstorm sports, and other leisure activities (eg tennis, running, playing the piano). Write them on the board. Model these questions with the class: Which activities do you do? How often do you do them? How long have you been doing them? Students mingle and ask each other about the activities they do. They should make a note of their classmates’ answers. Students then compare their answers in small groups. They decide who is the most active person they've spoken to and report back to the class.

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4. This week I've mainly been ... Write the sentence stem on the board (This week I've mainly been ...). Offer a couple of example sentences for yourself (eg. This week I've mainly been marking exams/teaching the present perfect). Give students about five minutes to write a list of sentences starting with the same stem that are true for them. Students take turns to read out their sentences one by one. Other students call out Me too if the sentence is also true for them. Any sentences that don't get a ‘me too’ shout-out are written on the board. Choose the most original sentence from the ones on the board and find out more about what that person's been doing.

5. I've been reading this great book!

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To distinguish between the use of the present perfect continuous for an ongoing activity and the present perfect simple for a completed action, bring a book to class that you're reading at the moment. Tell the class about the book, starting with I've been reading this book recently .... Tell them when you started it, how many pages and chapters you've read so far, whether you've read any other books by the same author and anything else you'd like to add (plot, characters, genre, style, etc.). In pairs, students recall as much as they can of what you said, and discuss whether they have read or would like to read the book too. While they’re talking, write the following questions on the board: How long have I been reading the book? When did I start it? Have I finished it yet? How many chapters have I read so far? Have I read any other books by the same author? During whole-class feedback, use the questions to check that students have remembered what you said. Then draw students’ attention to the two forms of the present perfect. Ask which is used for a continuing action (Answer: present perfect continuous) and which is used for completed actions (Answer: present perfect simple). Point out that How long …? (duration) is used with the present perfect continuous, that How many …? (quantity) is used with the present perfect simple, and that When …? is used with the past simple.

6. Have you been watching the new series? As an extension of Activity 5, ask students to raise their hands if they are reading a good book or watching a good TV series at the moment. Pair students so that there is at least one student in each pair who has raised their hand. Write these question prompts on the board: How long? How many? and elicit questions with the verb in the present perfect continuous (for example, How long have you been reading/watching it? How many chapters/episodes have you read/seen?). Students talk about their books or series for a few minutes. Ask questions using the question prompts to frame feedback from the students. If there are any clear favourites, ask why that particular book or series is so popular, and who has or hasn't seen or read it. Be careful to avoid any spoilers, though!

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7. Why's he crying? To introduce the present perfect continuous to talk about an action that was recently in progress, draw a face of a man with tears running down his cheeks. Ask: Why do you think he's crying? and field possible answers. Write them on the board using the present perfect simple or continuous as appropriate (for example, He's just said goodbye to a good friend, He's been watching a sad movie, He's been looking at old photos). Draw students’ attention to the difference between the present perfect simple, used for a one-off completed action and the present perfect continuous, used for an action that was in progress over time. Draw a second face on the board showing a woman laughing. Students work in pairs to think of possible reasons why she is laughing. Collect the answers from the class, paying attention to the use of the present perfect simple and continuous.

8. What's she been doing?

9. Photographic evidence

Unit 29

For more practice of questions with how long and how many, make one copy of the handout on page 212 per six students. Cut and fold the cards, with the pictures facing out. Arrange the cards with the A side face-up. Use the example card to model the activity. Show the card and ask: What has he been doing? When the students guess correctly, flip the card and ask a second question with how many (eg How many onions has he cut?). Give each student a card, letting them look at both sides so they understand the context. Ask them to keep the B side hidden for the first question. Students mingle, showing their cards and asking What has he/she been doing or What have they been doing? When their partner has guessed the activity, they flip the card and ask the question with how many. Students mingle until they have seen all six cards including their own. In pairs they recall all the actions.

Following on from Activity 4, ask students to take photos outside the class of activities that they repeat at least two or three times over the course of a week. In the next class, students share their photos and their classmates caption them using the stem: This week you've mainly been .....

10. Common difficulties Some students may confuse the present perfect with the present simple when talking about actions in progress now (I've lived here for 10 years / I’ve been living here for 10 years vs *I live here for 10 years). But the main problem, for students and teachers alike, is understanding when to use the simple and when to use the continuous. Often both are possible when the action is ongoing, and the choice depends on the speaker’s point of view, or their personal preference. A simple distinction can be made between stative verbs, which are not generally used in the continuous (I’ve known her for a long time, not *I’ve been knowing her for a long time), and action verbs, which can be both (She’s played tennis for 10 years / She’s been playing tennis for 10 years). The continuous form generally emphasises the duration of the activity, so we’d say I’ve been waiting for half an hour! What have you been doing?, not *I’ve waited for half an hour, what have you done? (which suggests the action has finished – see Unit 28).

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Past habits: used to and would

Students first learn to talk about past habits using the past simple. They then encounter the form used to, and later, usually at a high-intermediate level, they learn about the use of would.

1. He used to be a banker Draw a picture of a man with long hair, a beard, and other details (eg a tattoo, an earring, a scar, wearing informal clothes). Explain that he is a friend of yours that you've just seen for the first time in years and that he has changed so dramatically that you didn't recognise him. Ask students to imagine how he looked when you last saw him (eg He had short hair, He didn’t have a beard).

Unit 30

Recast these sentences using used to and write them on the board (eg He used to have short hair, He didn't use to have a beard). Highlight the meaning (Was this true in the past? Is it true now?) and the form, drawing attention to the use of use to (no final -d) in the negative. Tell the students what you know about your friend's life now: what he does, where he lives, what he likes doing in his free time. Students work in pairs to speculate about these questions: What did he use to do? Where did he use to live? What did he use to do in his free time? (Write the questions on the board and highlight the use of use to (no final -d) in the question form.) Field their suggestions and accept the ones you like most. Point out that we can use used to to talk about both states (He used to have short hair) and actions (He used to run marathons).

2. I used to do more sport As an extension of Activity 1, ask students to think of things they used to or didn't use to do five years ago. Write these topics on the board to prompt ideas: job

studies

free time

technology

friends

likes and dislikes

Students work on their own for a few minutes. Make sure everyone has at least four or five points on their list. In small groups, students compare their lists and find three things they all have in common.

3. Childhood memories Tell your students about the things you used to and didn't use to do when you were a young child. If you can, bring in a few photos to help illustrate your story. In pairs, students recall your story and talk about which things were also true for them, and which weren’t. Write these sentence patterns on the board: I used to ..., too I didn't use to ..., but I did .... Elicit answers using the patterns and open the discussion using questions with used to, for example, Did anybody else use to do that too? Did you use to do that every day?

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4. Household chores survey Make one copy of the survey on page 213 for each student. Explain that they are going to conduct a survey into how much their classmates used to help out around the house when they were younger (for teens this could mean when they were 8–11). To demonstrate, elicit questions with use to: Did you use to wash the dishes? etc. and the short answers: Yes, I did / No, I didn’t. Tell students to think of two more chores they could ask about and add them to the bottom of the table. Students then mingle, find a partner and ask the questions, making a note of their partner’s answers. Afterwards, students compare their lists in small groups and answer the following questions from their notes: Which chore did most people use to do? Who used to help the most? Who used to help the least? On average, did the group use to help (a) a lot, (b) quite a lot or (c) not very much? The groups compare their results with the rest of the class.

5. Love songs

You used to … You didn’t use to …

Unit 30

On one side of the board, brainstorm some romantic things that couples do for each other (buy chocolates, write love letters, give each other gifts, etc.) and on the other side, the signs that a relationship isn’t going so well (forgetting someone’s birthday, not calling, wanting to spend time alone, etc.). Write the title You used to love me on the board, and explain that the students are going to write the lyrics of a love song. Write the beginning of the two opening lines of the song:

Students work in pairs to alternate the two lines, choosing items from the list to write the song. It should be 10 lines long including a chorus. Ask the students to display the lyrics on the wall of the classroom. If they’re interested, encourage them to talk about which singer might sing their song, what it might sound like and which of the songs is the saddest, the funniest, etc.

6. My first teacher To introduce the use of would to talk about habitual actions in the past, tell the students you are going to describe your earliest memories of a teacher. You can either prepare your own (real) version including examples of would and wouldn’t, or you can use the version here. Use it as a dictogloass exercise (see page 13) so you read it aloud and afterwards students work in groups to try and write it down. I remember my primary school teacher, Mr Morgan, very well. He was quite strict. He’d make us write out all our mistakes 10 times and he wouldn’t let us go out to play if we were noisy. But he did nice things, too. Every morning he’d read a story from a big story book and sometimes he’d bring his dogs into school for us to play with.

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7. Write about your own first teacher Following on from activity 6, give each group a copy of the original anecdote about your first teacher and they check that they have included all the main details. Next they underline the verbs and ask them what they notice (they should notice the use of would). Explain that would can be used to talk about past habits. You may want to ask them what other verb forms can be used to talk about past habits (answer: the past simple and used to). Finally, ask the students to write a paragraph about their own earliest memories of their first teacher and to add would where possible. You can use this as an opportunity to point out that we don’t use would to talk about states; we use it only to talk about actions. (He’d tell stories, *He’d be very tall, *He’d have a beard.)

Unit 30

8. My best friend As an extension of Activity 7, ask students to talk about their long-standing friends: where they met and when, the things they did together. Initiate the discussion with the whole class. Then students work in pairs to find out as much as they can about their partner's friend. At the end of the discussion, the students write a short text about their partner and his or her friend, using used to and would to talk about any habitual actions. They show the text to their partner to make sure that all the facts are correct before displaying the stories around the classroom so that everyone can read each other's stories.

9. Interview a family member Students should interview the oldest member of their families or an elderly neighbour about the things he or she used to do as a child. Prepare to report back to the class.

10. Common difficulties The most common mistake for students is adding the final -d to use to in questions and negatives. Some students, due to L1 interference, may want to use use to to talk about present habits rather than using usually (*I use to play tennis on Friday evenings instead of I usually play tennis on Friday evenings). Students may initially find this new use of would confusing, having only seen it used in conditional clauses beforehand.

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31

Past perfect

Students normally encounter the past perfect at intermediate level as one of the narrative tenses. It isn't a very frequent verb form in this context and is almost always used in combination with other past forms. The narrative use is usually taught first, but the form is also used in reported speech (see Units 32 and 33) and conditional sentences in the past (see Units 45 and 46).

1. Why did he leave?



goes into wrong room

realises he's in the wrong room

leaves

Ú ----------------Ñ------------------------------------------Ñ----------------------------------------Ñ--------Ú

Unit 31

To present the past perfect, tell your students an anecdote about going to the cinema and seeing a man walk in on his own, sit down in his chair, make himself comfortable and then two minutes later, suddenly get up and run out. Explain that you were really intrigued about the incident and you really wanted to know why he left so suddenly. Elicit possible reasons from your students. Write them on the board in two columns, one with reasons that you can word using the past perfect (eg He realised that he had gone into the wrong room, He remembered that he had left his car lights on, He had forgotten to switch off the gas, He realised he had seen the film before) and the other with reasons using other verb forms (eg He needed to go to the bathroom, Someone sent him a message on his phone). Ask the class to vote on the most likely and the most absurd reasons. Then point them to the column with the reasons cast in the past perfect and ask them to look at the verb forms. Highlight the form and the meaning (talking about something that happened before a point in time in the past). You may want to use a timeline to underline the meaning, for example:

2. Why did they do that? As an extension of Activity 1, dictate the following sentences: He was late. She turned down the job. They didn't go to the party. She was given an award. They were arrested. Check that everyone has written the sentences correctly by writing them on the board or asking volunteers to write them for you. In groups, students extend the sentences by adding because and a clause including the past perfect. Students read out the extensions to the class, who choose the most interesting or original reason for each situation.

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3. Three things To give the extension described in Activity 2 a personal twist, ask students to think of three things they did yesterday and to write them down. Share three things you did by writing them on the board, for example, I took the dog for a walk, I went to the gym, I had coffee with a friend. Then give three reasons why you did each thing using the past perfect, for example, … the dog had been in the house all day, … my son had taken the dog out the day before so it was my turn, … I hadn't been out all day and I needed some fresh air. In small groups, the students do the same. They read out their sentences and give their reasons. Their partners decide which reason is the best each time.

4. Life lessons Brainstorm the things we learn in life as we grow up, from babyhood through school into adulthood (eg walk, talk, read, write, cook, drive a car, etc.). Write By the time I was four I had learnt to ... on the board. Ask the class for examples of things from the brainstormed list that they had done by the age of four. Then write By the time I was 10 .... Students work in small groups to discuss what they had learned by that age. Repeat with other ages, eg 13, 16, 21. The ages you choose will depend on your class.

Unit 31

5. Guess the story Write a short summary of a well-known book or movie you think your students will know, including at least three examples of the past perfect. Read the summary to them and ask them to identify the book or movie. They can ask you questions if they need more information. Once they've guessed the title, read the summary again and ask the class to call out each time they hear an example of the past perfect. Write the past perfect verbs on the board and discuss why the tense was used. Students then work in small groups to write similar summaries of other well-known books or movies, including at least three examples of the past perfect. They then read them to the rest of the class, who try to guess the title. Example summary: It was a time of war. Rebels had just won their first victory against the evil Empire. During the battle, a group of rebels had succeeded in stealing secret plans for a deadly weapon. But they had lost their leader. They would need to fight to get her back and destroy the enemy. (Answer: Star Wars, Episode IV)

6. Write your own story Dictate the following sentences to the class: I had just arrived back home when ... It had been the longest day of my life! No one knew where she had come from and ... She was sure she had seen his face before ... The room was empty; she had left and she hadn't even said goodbye. They were so glad they had finally managed to sort it all out! Things hadn't quite turned out the way we expected, but all's well that ends well! We had planned a quiet weekend at home but …

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Students work in small groups to decide which lines come at the beginning and which come at the end of a story. They discuss what kind of story each line comes from and choose one opening line and one closing line and come up with a story to link the two. Rearrange the groups so that each new group contains one representative from each original group. The students tell their stories to each other.

7. First times If you can, find an image of yourself doing something for the first time. It could be driving a new car, visiting a new place or doing a new sport. Show it to the class and tell them I remember this moment really well. This was the first time I'd ever ... , I'd never ... before. In pairs, students write questions to ask you about the experience. These will mostly be in the past simple as they will be referring to events at a specific time in the past. Answer their questions. Then ask each student to think about a first time. Write this prompt on the board: I remember the moment really well. It was the first time I'd ever .... Students work in pairs to tell each other about their first times. In the feedback stage, report back on any good uses of the past perfect that you heard from the students’ discussions.

8. Timelines

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Make one copy of the handout on page 214 for each group of three or four students. Show them a copy and explain that they need to decide where the actions described in the sentences come on the timeline at the bottom half of the page. To set up the activity, prompt with some questions that include the past perfect, for example, Do you think that Neil Armstrong had already walked on the moon when Valentina Tereshkova went into space? Do you think Martin Cooper had already made the first mobile phone call before Ray Tomlinson sent the first email? Students work in groups to place the events along the timeline. Check answers, writing them in order on the board. Prompt the students to use the past perfect where appropriate and encourage discussion of any disagreements; for example. So you think the first selfie was taken after the Titanic had sunk?

9. Hunt for the past perfect Set students the challenge of finding at least five examples of the past perfect in song lyrics or in the subtitles to films or a TV series, and to bring them to the next class. In class, the students share their results and talk about how and where they found them.

10. Common difficulties The main problem with the past perfect is overuse. Some students may equate it with the distant past and want to use it as a kind of ‘historic’ past (for example, The Ancient Romans had built very complex cities).

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32

Reported speech (1) statements and questions

Reported speech is generally introduced at intermediate level, although students may already be using simple reporting statements with say and tell at lower levels. It's easy to recycle in feedback when students report back on their discussions. Although relatively infrequent, it's tested in standardised exams, so it's important to teach the rules and conventions.

1. I met a really interesting person

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To explore the use of he/she said with the past simple and past continuous, share a picture of a person with a friendly face. Explain that the person is a visitor and that you are all meeting him/her for the first time. Draw a large speech bubble on the board and elicit information about the person from the class. As the class builds a profile of the person from an amalgamation of their answers, write the key information in the first person in the speech bubble (for example, My name's Tina. I'm from Germany. I'm a student. I'm studying at the university, etc.). Now start to talk about ‘Tina’ as if you met her yesterday. Say, for example, Yesterday I met a really interesting person. Her name's Tina. She said she was from Germany. She said she was a student. She said she was studying at the university. Repeat the description of Tina bit by bit and slowly build it up on the board with your students repeating what they heard. Ask a volunteer to underline the verbs in both versions. Ask the class to notice the difference. Highlight and explain the backshift. Repeat with the pronouns.

2. Well, he told me … As an extension of Activity 1, and to focus on the use of told, show a picture of a second person. Students work in pairs to build a profile for that person including: name, occupation, reason for visiting your town. Tell your students that you met him/her last week and report some information about the person using He/she told me ..., for example, He told me his name was Bill. Then tell them that the police rang you to say that he is a con artist, and that he uses false identities to trick people into giving him money. Tell the students that they also met him, and elicit some of the contradicting information he gave them, for example: Teacher: He told me his name was Bill. What did he tell you? (Student: He told me his name was Tony). Highlight the use of tell + me/you in the question and answer. Explain that the police need as much information as they can get on all the different identities he’s using in order to try to catch him. Students work in new pairs to compare the information they have on the person in their profiles using He/she told me ..., and then report back to the class. Prompt the use of a variety of pronouns with tell, eg He told me/us/him/her/them.

3. Contradictions Write the following questions on the board. What are you doing this evening? What did you do yesterday evening? What do you usually do on Friday evenings? What would you like to do this weekend?

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Ask the students to think of at least three different answers for each question. Students then mingle, asking each classmate one question only at a time and varying the questions. (If you have a large class, you can ask the students to mingle in groups of six to eight.) They answer repeated questions with a different answer each time. They keep a note of the questions and the answers in their notebooks. At the end of the mingle, elicit one answer for each question and write them on the board. Report each answer saying (Lee) told me that he/she .... Highlight the backshift in the tenses (present continuous Ú past continuous; past simple Ú past perfect; present simple Ú past simple; would doesn't change). Students work in groups of three or four and report back on the different answers they got. (Hans told me he was studying, but he told Anna he was playing football.) Each group reports back on the contradictions they found in their group.

4. Not here, but there Make copies of the handout on page 215 so that you have one handout per group of three or four students. Write this sentence on the board in a speech bubble: I've been here before.

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Ask for a volunteer to report it using She told me that .... Draw attention to the way in which the pronouns shift (I becomes she). Then ask if they should write here or there. Establish what the difference is. (Here suggests we're in the place mentioned, there suggests we're somewhere else.) Students work in groups of three or four with a copy of the handout. They report each utterance in writing using She told me .... Explain that all the statements were made some time ago and in another place, and tell them that the asterisks are there to draw their attention to words that might need to be changed. When they've finished, groups compare their answers. Field suggestions on the board. Use this opportunity to focus on the pronoun shift and the asterisked adverbs.

5. She asked me if .... Write this question on the board in quotation marks: ‘Do you like tea or coffee?’ Below that, write: She asked me .... Students work in pairs to report the question. Call on a volunteer to write their answer on the board. Elicit corrections if necessary and confirm the correct answer (She asked me if I liked tea or coffee). Highlight the use of if to introduce a reported yes/no question. (Note that whether is also possible but is much less frequent.) Ask students to compare the word order in the direct and reported questions. Confirm that the auxiliary (do) is not necessary. Then write this second question on the board: Have you had a coffee today? Elicit the reported form. Highlight the fact that all reported questions use affirmative word order whatever the auxiliary. Point out also the absence of the question mark. Students quickly ask and answer the two questions on the board. Then, in pairs, students think of three more either/or questions. Students mingle, asking each other their questions. At the end, they sit with their original partner and write the reported form of all the questions they were asked (for example, Rebecca asked me if I preferred dogs or cats.).

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6. Wh- questions On the board, write what, where, who, when, why, how. Students work in groups to write six questions to ask a partner about their likes and dislikes using each question word once and a different verb each time. Students work in pairs with a partner from a different group, and ask and answer each other’s questions. They then return to their original group and report on the questions they were asked. Ask for two or three examples. Write them on the board and ask the students to report them using: She asked me ....

7. Early morning Ask students to think about who they first spoke to that morning and what they said (it could be face to face or in a text message). Ask them to think about how they would say that in English. They can ask you for help if necessary. Ask one of the students what they said and who they were speaking to. Then report their words; for example, Carla asked her husband what time it was. Students mingle, asking each other about their first words of the day and reporting their own using: I said ...

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8. Guess the listening! Ask your students to find an example of a dialogue in the audio transcripts in their coursebooks that they have already listened to, and to write a short report of the dialogue. Students read the reports to the class. Their classmates identify which listening text it comes from in their books.

9. Overheard conversations Introduce the idea of overhearing conversations. Describe a conversation you’ve overheard recently using reported speech. It’s best to choose something positive, like two tourists saying how much they like the town they’re in, or maybe something that made you smile. Then ask the students to listen out for an interesting conversation to report before the next lesson. It could be a conversation in a film or on TV if they prefer.

10. Common difficulties Apart from issues with pronoun and adverb shifts, which mainly arise in transformation exercises, when students are focusing on form and not meaning, most problems occur when reporting questions. Students tend to keep the direct question word order and often retain the question mark at the end eg *She asked me what was I doing ? instead of She asked what I was doing. Another potential area of confusion is where backshift is not necessary. If the speech being reported is still current or relates to the future, we can choose not to use backshift, for example, John told me he’s happy to look after the kids tomorrow. You may want to point this out to students, but at the same time remind them that language tests and exams will most likely expect them to use past tenses.

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Reported speech (2) reporting verbs

We often report speech using verbs that show the function of the statement, for example, promise, suggest, persuade. These verbs are followed by various different verb patterns. Here, we start by looking at verb + to infinitive, then verbs that are followed by [verb + -ing], and finally bring them together to practise the distinction.

1. Ask or tell? To focus on the use of ask and tell + pronoun + to infinitive, draw this cline on the board. Ù–––––––––––––––––––––––––––––––––––––––Ú Polite

Direct

Dictate the following four utterances and ask the students to write them at an appropriate point on the cline. Will you close that door! Can you close the door, please? Close the door, please. Would you mind closing the door please?

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Students compare the position of their sentences on the cline. Check answers with the class and ask them to suggest appropriate tone and intonation for each one. Ask them to imagine a context for each one. Ask them which utterances they would report with ask and which with tell, and why. Finally, ask them to report the utterances using either She asked me to or He told me to .... Highlight the use of the personal pronoun + to infinitive. (See answers on page 239.)

2. Common requests To follow on from the presentation in Activity 1, write the title ‘Common requests’ on the board. Give a few examples, eg Can you help me? Turn the volume down, please. Please switch off your mobile phones. Ask the students to brainstorm some more. Encourage them to include requests that might be used in the classroom. In pairs, students discuss which requests they've heard or made themselves over the last few days. Model a few examples yourself, first using asked/told me to .... Include a negative example so you can highlight the position of not (ie asked/told me not to …). In feedback, find out which three requests were the most common.

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3. He persuaded me to do it The verbs below all follow the same pattern as ask and tell: verb + personal pronoun + to infinitive. encourage

invite

advise

order

persuade

remind

Write the verbs on the board. Encourage students to offer examples of the language they might use to invite, advise, order, etc. For example, for remind, they might suggest Don’t forget to walk the dog. Dictate the utterances below one by one. Students check what they have written in pairs and choose an appropriate reporting verb for each from the list. Do the first one with them. (See answers on page 239) Ask them to imagine what's happening using the reporting verb, ie Who's ordering who? What is she ordering him to do? Why? Finally, report the utterance using the students’ suggestions, for example, the first one might be: A mother is ordering a small child to put a sweet back in a bag. Students then do the same with the other utterances one by one: 1. Put that back right now! 2. Don't stop now. I know you can do it.

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3. You should give it a try. You'll love it, believe me. 4. You know, I really wouldn't do that if I were you. 5. You won't forget to buy some on the way home, will you? 6. Would you like to come too? You can come with us in the car if you want? When they've finished, nominate pairs to read out their reporting sentences and to compare the situations they've imagined with their classmates’ ideas. Students may have a tendency to try and report the whole utterance. During this feedback stage, point out to them how these reporting verbs help us to be more succinct. At the end, ask each pair to choose one of the situations to act out together.

4. Promises, promises Write the following verbs on the board: promise

offer

threaten

agree

refuse

In pairs, students write an example of the language they might use to perform each function (without including the target verb). Model an example, eg I'll do the shopping this evening (which could be a promise or an offer, depending on the context). Make sure that the students make a note of their five sentences. Students work in new pairs. They read their sentences to their new partner, who decides which verb is being exemplified. The new pairs write out the reported version of their sentences. Give an example, eg I'll do the shopping this evening Ú He offered to do the shopping this evening. Highlight the use of the to infinitive and point out that all the verbs follow the same pattern. Remind them of the position of not (not to …) Once they have finished, nominate pairs to read out an utterance. Then elicit the reported speech version from the class. The students who called out the utterance confirm or correct the reported speech version.

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5. Good advice Write the word Advice on the board and brainstorm topics and situations people commonly ask for advice about (eg studies, exams, health, relationships, etc.). Students work in pairs and choose one of the topics. They think of a specific situation that someone might want to ask advice about, giving details about who's asking for the advice and why. Give an example, eg Sarah is 25. She has been offered a job in Japan. She wants to take it, but her boyfriend doesn't want to go with her. She doesn't know what she should do. Students then write their situation on a slip of paper and give it to you. In their pairs, they discuss the best advice to give in that situation and make a note of it using this wording: We would advise (her) to ... / not to ... . (Highlight the use of the to infinitive with advise and the position of not). Distribute the slips of paper with the students’ situations, making sure the pairs do not get their own slip. The pairs discuss the new situation and then report back on their advice to the class. The pair who originally wrote the situation compares their advice with that of the new pair, and the class votes on the best piece of advice.

6. Guilty or not guilty? To introduce the use of verb + -ing with admit and deny, write the following quiz question on the board. Ask the students to copy it.

1. Thrown some rubbish on the floor 2. Forgotten to do something that someone asked you to do 3. Arrived late for an appointment

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How many of these things have you done in the last week?

4. Posted a message to the wrong chat group 5. Parked illegally 6. Annoyed someone without wanting to Model the activity by admitting and denying some of the things on the list; for example: I arrived late for a dentist's appointment on Thursday. I haven't parked illegally because I don't have a car! Students work in pairs to ask and answer the questions. When they've finished, write these sentence starters on the board: X admits -ing. X denies -ing. Each student writes three sentences reporting on the discussion they had in their pairs. Model reporting answers using your earlier examples, eg The teacher admitted being late. They read their sentences out to the class. The students keep score and find out which is the most common transgression.

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7. Recommendations Tell your students that you have visitors coming for the weekend. It's the first time they've come and you want to show them all the best things in town. Students work in groups to come up with suggestions and recommendations for things to do and see. Visit each group, asking them for their recommendations. When you've spoken to all the groups, ask them to write a report of the suggestions they made to you (give an example, such as: We suggested going to the park on Sunday afternoon). When they've finished, tell them you heard so many good recommendations that you can't remember them all and ask each group to read out their reported suggestions. Respond to the suggestions and decide which ones work best for you and your guests.

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8. Reported speech pelmanism Make one copy of the handout on page 216 for every group of four students. Cut each handout into a pack of cards. Students work in groups of four or more. Each group will be divided into two teams to play against each other. Demonstrate the game with one of the packs of cards. (For the rules of pelmanism, see page 13.) When you find a pair, report the quote, eg She asked me to carry her bag. Explain that the students must correctly report the statement, question, offer, etc. to keep the cards and win a point. Students play until all the pairs have been found.

9. News reports Each student should choose a story that interests them and report it to the class in the next lesson, including any quotes from notable people, for example, Police are advising people in the area to stay in their homes; The President denied knowing anything about the secret meetings, etc.

10. Common difficulties The main difficulty with reporting verbs is remembering which pattern follows which verb and, of course, that some verbs can also be followed by a that clause. Exposure and repetition are the best solution. Making sure students use reporting structures and verbs in feedback stages after discussion tasks is one way of ensuring repeated use and exposure.

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34

Modal expressions in the past (ability, permission and obligation)

Students learn to use can, must and have to to talk about ability, possibility, permission and obligation in the present at early elementary level. Once they've started to learn the past simple, they will also want to talk about these ideas in the past, using could, had to, was/were allowed to and was/were able to.

1. Could you swim when you were four? Ask your students to put up their hand if they can ride a bike. Tell them to keep their hand up if their answer to the following questions are Yes. Could you ride a bike when you were seven? Could you ride a bike when you were five? Could you ride a bike when you were three?

2. Luckily, he was able to save it! To explore the use of was/were able to, tell your students this short anecdote. (You can say it happened to you or a friend.) My computer crashed this weekend. I tried everything but I just couldn’t get it to work. I took it to a computer technician. Luckily, she was able to fix it. I was so happy!

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Write the short answers Yes, I could / No, I couldn't on the board. Point out the use of can for ability in the initial question (Can you ride a bike?) and could in the other questions (Could you ride a bike when you were three?) and highlight the connection between them (ie they both refer to abilities). In small groups, students ask each other the same questions, but this time about swimming. The groups report back to the class on their findings, for example, Giovanni could swim when he was four. In the feedback stage, ask about other childhood abilities such as playing an instrument, playing a sport or speaking languages.

Tell the students that you are going to tell them the story again and that they can write down five key words or phrases as they listen. Retell the story at a normal pace. Students work in pairs or threes to write a version of your story that is as close to the original as possible. When they’re ready, ask them to dictate it back to you and write a collaborative version on the board. If they suggest: Luckily, she could fix it, correct it to: was able to. Explain that you can’t use could here; we use could for general ability in the past, but when we want to talk about a specific, one-off situation we use was/were able to. Elicit an alternative, unhappy ending to your story with the words: Sadly, she … and elicit wasn’t able to fix it. Explain that in the negative you can use both wasn’t able to and couldn’t.

3. Minor annoyances As an extension to Activity 2, ask students to brainstorm minor annoyances such as not finding a parking space, your phone running out of battery, forgetting your keys, etc. Ask them to think of a recent example of a minor problem and how they solved it – or failed to solve it. Give them plenty of time so that everyone has a chance to come up with a story. Students mingle, telling each other their stories, using Luckily or Sadly + was/wasn’t able to to talk about the solution or lack of solution. In the feedback, ask students to report on any similar stories and any particularly resourceful solutions.

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4. School rules To introduce the use of could/couldn't to talk about rules and regulations, tell your students about your dress code at school. For example, you might say: We couldn't wear any jewellery. Not even earrings. The girls couldn't wear make-up or nail polish. The boys couldn't have long hair. The girls could have long hair but they couldn't wear it loose. We couldn't wear boots of any kind and the girls couldn't wear high heels. Write the following words on the board: clothes, jewellery, make-up, hairstyles, shoes. Students work in groups of three to remember the rules for the topics on the board. Check with the groups and highlight the use of could and couldn't to talk about permission and prohibition. Students work in groups of three and talk about the dress codes in their schools. In the feedback, decide who went to the strictest school. (For teenagers, ask them to talk about their primary school.)

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5. We weren't allowed to chew gum As an extension to Activity 4, draw two columns on the board, one for could/were allowed to and one for couldn't/weren't allowed to. Point out that the two expressions in both cases have the same meaning. Elicit another rule from when the students were at school (or primary school for teens) that isn’t about dress code. Write it on the board under the correct column, eg We weren't allowed to chew gum. Students work in small groups and think of at least three rules for each column. They report back to the class and discuss any differences. Encourage discussion of whether the same rules still exist in schools today, and if any new rules have been added (for example, to do with mobile phones).

6. Jobs that no longer exist To introduce the use of had to to talk about obligation, write the following list of jobs on the board: human alarm clock (knocker-upper)

lamplighter

telephone operator

lift operator

typist.

Explain that they are all jobs that don't exist any more. Ask the students to guess what the first job was. (It was a person who had to go to people’s houses to wake them up in the morning.) Highlight the use of had to and check its meaning (an obligation in the past). Ask the students to imagine what the knocker-upper’s job was like: What did they have to do to wake them up? (Answer: they had to knock on the windows of their bedrooms with a long stick.) How many hours did they have to work? (Answer: they generally only had to work in the early morning), etc. You could look for an image online to show them this job did really exist! Students work in pairs to write sentences using had to about the other jobs. In the feedback stage, ask the students which job they think would have been the most difficult, boring, enjoyable, etc. and why.

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7. You didn't have to wear a seatbelt To introduce the use of negative and question forms of had to, write the word seatbelt on the board. Ask the students what the rules are for seatbelts in their country and write them on the board using have to; for example: You have to wear a seatbelt at all times. You don't have to wear a seatbelt when reversing. Draw a line down the middle of the board to create a second column and write In the past at the top. Ask: Did people have to wear seatbelts in the past? and write the sentence: People didn't have to wear seatbelts in the past. Ask the students: When did people start having to wear seatbelts by law? They can guess or check on their phones if they have internet access. (In the UK, people had to wear seatbelts in front seats from 1983 and in back seats from 1991.) Write the question: When did people have to start wearing seatbelts? and the answer: They had to start wearing seatbelts from (date). Highlight the use of had to/didn't have to and did (people) have to? in your examples.

8. Rules of the road

9. More jobs that don’t exist any more

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This activity gives further practice of had to, combining it with could and was allowed to. Make one copy of the handout on page 217 for each group of three or four students. Show them the handout and explain that they need to discuss each rule and decide if there was a time when it didn’t exist, and if so, when it changed (they can guess or check on their phones). They complete the table using full sentences and the appropriate verb forms. Check the answers with the class. Ask them if they can think of any other rules to add to the table. (If you do not have internet access in the classroom, they can check the dates for homework and report back in the next class.)

As a follow-on from Activity 6, ask students to do an internet search to find another job that doesn't exist any more and to write about what the job entailed.

10. Common difficulties Students may have problems distinguishing between the use of could and was able to. You may want to tell them that they can also use managed to with a similar meaning to was able to. Note, though, that manage to implies overcoming a struggle of some kind.

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Future forms

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Present continuous (future arrangements)

We use the present continuous to talk about future arrangements. It’s normally introduced at pre-intermediate level.

1. It’s in the diary Draw your diary or digital calendar on the board with the next few days represented in columns. Fill it with five or six events, expressed with a time and a bare infinitive, for example, 10am Do the shopping, 12.30pm. Have dinner with Heidi, 4 pm. Fly to Brussels, etc. Talk about a couple of them; for example, On Tuesday I'm taking Otto to football training at 6pm. On Wednesday I'm .... Explain that there are a couple of missing activities. Add question marks to certain days and times and teach the question: What are you doing on [day] at [time]? Elicit and write up two answers: one in the affirmative and one in the negative, eg I’m going to the cinema. / I’m not seeing anyone special. Ask whether these actions are simply intentions or fixed arrangements (plans that are organised in advance). Clarify that they are all fixed, either because they involve other people (Heidi, football training) or because you’ve bought a ticket (the cinema). All of them are ‘in the diary’, so they are all arranged in advance in some way.

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2. What’s our teacher doing on Wednesday evening? Extend Activity 1 by adding a few more events to your diary and telling students to write five questions in the third person about the information. Provide stems: What’s [your name] doing on…? Where is she going? What three things is she doing? When is she going? Who is she seeing? etc. Clean the board. Put students into pairs to quiz each other on the information.

3. It’s all arranged To emphasise the function of the present continuous for expressing plans that are already arranged in some way, write on the board: I’m going to a concert next week. Elicit a reason that this is already organised, eg I’ve bought my tickets. Write this after the first sentence. Dictate five sentences: I’m playing football with some friends tomorrow; I’m going to the doctor on Tuesday morning; I’m meeting Jack after work; A friend is teaching me origami this weekend; We’re having a picnic this afternoon at the river. In pairs, students write a second sentence for each that explains the way in which the arrangement is already organised, eg We organised the match on Facebook; I made an appointment last week; etc. Elicit possible sentences for each plan.

4. Social arrangements Brainstorm activities that friends might do together, such as have dinner, go to the cinema, play football and go for a walk. Once you have lots of ideas, draw the empty diary below and tell students to copy it into their notebooks, with today being the first day, or to access their phone calendars. Today

Thursday

Friday

morning lunch afternoon evening

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Saturday

Students fill in their diaries or phone calendars with five invented arrangements, which can be as fantastical as they like, for example, Have dinner with Ryan Gosling, Play tennis with Serena Williams, Go camping in the Himalayas. Tell students that they are going to mingle with their classmates and find a time to do something with as many of them as possible over the next few days. They have to make a note of the arrangements. Model a typical conversation with one of the students, for example: A. Let’s have dinner sometime. What are you doing on Friday evening? B. Sorry, I can’t. I’m going running with Scarlett Johansson. What about Saturday morning? Would you like to have breakfast with me? A. Yes, sure. I’m not doing anything then. What time? Students mingle, making as many arrangements as they can. When they sit down, put them in pairs to tell their partner about their week ahead.

5. Party plans

6. Half a travel itinerary

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Tell the class they must plan an end-of-term or end-of-year party. Write questions on the board: Where are you having the party? How many people are coming? Is anyone special coming? What food and drink are you providing? What entertainment or surprises are you organising? How are people getting there? etc. Students discuss the questions in small groups with the goal of planning the best party ever. Reorganise students so that they are with students from other groups so that they can share their plans. Representatives from each group tell the class the best ideas they’ve heard.

Make one copy of the worksheet on page 218 for every two students. Tell students that they work for an international intelligence agency and are going to receive some important information about two travellers. Their job is to discover the plans of the travellers in case they are involved in criminal activity. They don’t have all the information to understand the situation, but by working with a partner, they will. Hand out the sheet for ‘Student A’ to one half of the class and give the other half the sheet for ‘Student B’. Explain that they will need to ask a classmate questions in order to obtain the missing information. Elicit the first couple of questions, ie What’s her name? Where’s she flying from? Get all the A students into one group and B students into another so they can help each other formulate the questions they will need. Provide on-the-board support, eg ‘origin’ = where the traveller starts the journey, ‘means of transport’ = car, boat? etc. Encourage use of the present continuous, eg What time is he leaving? How is he travelling? What’s he taking with him? Now pair each Student A with a Student B, making sure they don’t show each other their worksheets. When students have finished asking each other questions to fill in the gaps in their worksheets, find out from the class their theory as to the travellers’ plan. (It looks likely that they are planning to kill the president using Ludgeon’s rifle and the information in the stolen files. They must kill him on the night of 13 July.)

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7. We’re visiting the Pyramids on Saturday Put students into groups and tell them about a competition to invent the most interesting holiday. To win, they must design an itinerary for a week’s holiday anywhere in the world. First prize is the holiday itself. Tell them to agree on a destination for the group, and then to research things they can do there; if they don’t have internet access, they can use their imagination. They plan an itinerary, making sure there is lots to see and do every day of the trip. Groups present their holiday plans to the class, using the present continuous; for example: On day one, we’re sailing down the Nile in a steam boat. We’re stopping in Cairo to buy souvenirs at the market ….) You can decide on the winners, or you could put it to the vote, with students barred from voting for themselves.

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8. Where are we going? Tell students to listen to some information about your preparations for a holiday in order to guess the destination. Read out the following sentences, inviting guesses between each one: I’m taking my French phrase book. I’m packing my mask and snorkel. I’m getting vaccinations for tropical diseases. I’m buying an expensive bikini for my trip. (Answer: the Seychelles). In pairs, students decide on a type of holiday and make a similar list of preparations. Group pairs together so that they can take turns telling each other what they are taking, buying and doing before they go until one pair guesses the holiday destination of the other pair.

9. Upcoming events At home, students find out about an upcoming local event that sounds interesting. They tell the other students about it during the next lesson. Model the presentation first. For example, tell students about your plans to take part in a fun-run the following weekend: I’m taking part in a fun-run for charity. They’re organising games for children. The runners are all bringing food to share after the race. All the money is going to cancer research.

10. Common difficulties Will is often students’ go-to structure for expressing the future, so a common error when expressing the future is overuse of will, eg *I will go to my house tomorrow. Perhaps an even more common error is expressing the future using the present simple, eg *I go to my house tomorrow. When expressing future arrangements, [going to + infinitive] is also correct; however, we don’t use the present continuous to talk about simple intentions: *If you don’t find your wallet, what are you doing? or predictions: *I think that man’s falling over.

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36

Going to (future plans and predictions)

Learners meet going to at around the same time as the present continuous for making arrangements. While there is a lot of overlap between the two forms in terms of function, only going to can be used for talking about future plans and intentions that haven’t been arranged, and in making predictions with evidence.

1. What am I going to do? Mime the start of an action, such as starting to pull the wrapper off an ice cream, and ask the class to guess what you’re going to do. Write on the board: I’m going to eat an ice cream. Point out the structure [be + going to + do]. Prepare enough slips of paper for each student with similar actions written on them, for example, leave the house, drive a car, dive into a swimming pool, bake a cake, shave, go scuba diving, eat a burger …. Hand them out, making sure no one shows their classmates what is written on their slip. Each person comes to the front of the class and performs their mime, making sure they stop short at the actual action. The other students write a prediction, such as Carmela is going to go running. Let students compare their predictions at the end. Students then repeat their mimes but continue them to reveal what it was they were going to do.

2. What’s going to happen?

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One of the most popular genres of online video clip is what are known as ‘fail’ videos, where we see people (or dogs and cats) making mistakes or having accidents. Find three fail videos which you can freeze frame before the ‘fail’ itself (search for classic fails, top 10 fails, best fails, etc. Good ones include ‘frisbee dog fail’, ‘my first day with my drone’ and ‘polar bears hunt for seals in the arctic’). Include one that lends itself to a negative sentence, for example, The dog isn’t going to catch the frisbee. Show each one to the class and field predictions about what is going to happen. You may need to supply vocabulary like fall off/over, collapse, and slip. Write up predictions on the board, including affirmatives, negatives and question forms (Is the man going to catch the drone?) and short answers. Point out contractions and the weak form ‘gonna’. Finally, show students the ends of the clips so they can check their predictions.

3. What YouTube was made for Extend Activity 2, either by asking students to find their favourite fails, or by showing the class more. If you have a projector, they can take turns showing the class, pausing before the end and eliciting predictions. If students have mobile phones with online access, they can show each other in groups.

4. Resolutions To present going to for plans and intentions, tell the class about a resolution you have made, for example, to lose weight, to learn Arabic, to use less plastic. Make the goal specific and serious and express it using going to, eg This month I’m going to lose three kilos. If students have studied the present continuous for future plans, point out that you haven’t arranged anything with anyone else here – it’s a personal intention. Ask students to write resolutions of their own. Invite volunteers to share their resolutions if they are happy to. After a couple of lessons, remind them of their resolutions and ask them how they are progressing.

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5. Family fortunes As an extension of activity 4, tell students they are going to play a game based on an old TV show called Family Fortunes in which contestants have to guess survey results. Divide the class into teams of three or four and hand each group a copy of the handout (see page 220). Do not let students see the results in the lower half. Teams complete the list of what they think are the 10 most popular New Year’s resolutions among teenagers and young adults in the UK, starting each resolution with I’m going to. Next, read out the ten top resolutions listed in the lower half (or you could hand them out to the groups so they read them). Start reading out the resolution at number 10 and finishing with number 1. Explain that if each resolution appears in their list, they score points – 1 point for resolution number 10, 2 for number 9, 3 for 8, etc, all the way to 10 points if they guess the resolution at number 1. The team that scores most points wins. Afterwards, tell them that the survey was invented for this game, and ask them how accurate they think it is for young people they know.

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6. Whose resolutions? As a follow-up to the game in 5, get the students into pairs and ask them to write down three New Year’s resolutions by either a celebrity, an animal or another classmate. For a dog, for example, it could say, ‘I’m going to stop eating all the food I see!’. They should keep the identity of the resolution makers secret. Next, each pair reads their resolutions and the others have to make guesses as to the identities.

7. Intentions Use this activity to explore the meanings of going to … (= definitely about to do something), planning to … (preparing to) and thinking of -ing (considering it as a possibility). Read out the first situation in the list below, and ask students to write down what the woman’s intentions might be. Invite suggestions, such as She’s going to run away. Gillian has just taken out all of her money from her bank account. Kamil has decided he isn’t making enough money. Christopher has just bought 100 litres of white paint. Brian has bought a wig and a fake moustache. Olga thinks her life isn’t very exciting. Read out the other situations. After each one, students write down their guesses about the people’s intentions. Pair students up to compare ideas. Then invite students to share them with the class.

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8. We’re going to give it all away! Tell the class that you bought a lottery ticket for the class the other day, and it won! The class has a total of $1,000,000 dollars to spend, but rather than give each person their share, you’d like to let them decide what to do with it as a class. Put them into groups to come up with a plan for the full amount. Each group explains what they are going to do with the money. Invite reactions from the others about the pros and cons of each plan. Finally hold a vote for the best plan.

9. SMART goals SMART is an acronym to describe objectives that are likely to succeed because they are Specific, Measurable, Realistic and have a Time limit. At home, students write their English-learning resolutions, making sure they are SMART, eg I’m going to read articles about football on marca.com in English for 20 minutes every Saturday morning. I know I’m not going to be able to do more than 20 minutes. Over the coming lessons, ask students how they are progressing with their goals, coaching them towards success!

10. Common difficulties

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Students often learn that will is used to make predictions without being taught how it differs from going to. Subsequently they may overuse will. Other structures share the functions of predicting and planning, eg I think he’ll, He’s about to … I’m planning on … and the reasons why speakers choose one form over the other is often unclear to learners, leading to mistakes in use.

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Will and won’t

Will, like most modal verbs, has a range of functions. Here we look at five of the most common uses of will and won’t talking about future facts, making predictions and spontaneous decisions, making offers, and in collocations with certain other verbs. For more on will in conditional sentences, see Unit 41.

1. Where will you be? Tell the class about an upcoming event in your life. For example, tell them that on 18 September you’ll be in Mallorca with your brother, his girlfriend and their friends and family. Elicit the reason. (It’s your brother’s wedding.) Write on the board: On 18 September, I won’t be at home. I’ll be in Mallorca. Ask students to identify the form and function (will + infinitive for expressing future time) and explain that we can use will and won’t to talk about future facts. Now tell students to think of upcoming events in their own lives. They don’t need to be big events; they might choose a concert, a holiday or even just a trip to the dentist. Then, in small groups, students tell each other what their upcoming events are. The rest of the group ask questions about the event, for example, Who will be there? What will you do? At the end, find out about some of the class members’ future events.

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2. Optimistic, pessimistic Dictate the following predictions about the year 2050: 1. Most people will work a four-day week. 2. Air travel will be too expensive for most people. 3. More than half the population will live to be 100 or more. 4. There won’t be any coral reefs left. 5. All electricity will come from renewable resources such as wind and solar power. 6. Language classes won’t exist any more. Put students in pairs to discuss: 1. Which predictions are optimistic and which are pessimistic? 2. Which are most likely? Why? 3. Which are least likely? Why? Field opinions about each prediction from the whole class. Ask students to make their own predictions about the year 2050. Prompt them by writing possible areas on the board, for example: technology, healthcare, family, society, etc. When they have finished, ask them to read their predictions to each other and then to line themselves up in order – from most optimistic to most pessimistic. Invite discussion.

3. On-the-spot choices Make one copy of the worksheet on page 221 for every three students. Cut it in half. Tell the class that we use will to express decisions we make ‘on the spot’, or ‘in the moment’. Demonstrate by writing on the board: I’ll have …, please and asking students: Do you want tea or coffee? / pasta or chicken / red or white wine? etc. Tell the class that they are going to a restaurant. Put students in groups of three and make one student in each group

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the waiter. Waiters hand the customers their menus. While they are choosing what they’d like, take the waiters aside to give them their menus, explaining that there have been some changes. Groups roleplay ordering in the restaurant. Listen to their conversations checking that any on-the-spot changes of order are expressed with will.

4. I’ll do that for you To present will for making spontaneous offers, mime an old person struggling to carry two big suitcases through the door, having asked a student to offer to help you before the start of the lesson. If necessary, reformulate the students’ offer to: I’ll carry those for you. Ask what’s wrong with saying I’m going to carry those for you. (Answer: going to is used for talking about decisions made before the time of speaking). Ask When did [student’s name] decide to help me? (Answer: just now.) Explain that with offers, we use the contracted form ’ll. Teach and drill other more formal ways of making the same offer: Shall I do that? Can I help you? Would you like me to carry those for you?

5. Classroom offers To practise making offers with ’ll and won’t after Activity 4, prepare enough slips of paper for every student with a variety of prompts for offers, for example: I haven’t got a pen. I left the salt in the kitchen. What am I going to do with the cat while I’m on holiday? I can’t hear the person on the phone. It’s very dark in here. We don’t have any ice for the party.

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My train leaves in half an hour.

I don’t want anyone to know about me and Brad. I need to be alone to study. Ask students to suggest ways of accepting and declining offers, for example, That would be very kind of you / Thank you, that would be great; or It's OK, I can do it myself. / Don't worry, I'll do it. Put students into large groups. Hand out the slips. Students take turns at reading out sentences for the rest of the group to make offers of help. Write useful verbs on the board to help them express their offers, for example, give someone a lift, lend someone something, look after someone/something, make a noise, get/make someone something.

6. I doubt I’ll ever see you again To present the collocations I expect/imagine/(don’t) think/doubt + will and I’m sure + will, dictate these sentences in order: I think you’ll have an amazing trip. I’m sure we’ll often see you on TV while you’re away. I don’t think it’ll be easy. I imagine you’ll get lots of training before you go. I doubt they’ll let you take many personal possessions with you. I expect you’ll see an alien up there.

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Put students into pairs to discuss what the situation is. (Someone is talking to a friend who has been chosen to go on a mission to Mars). Ask them which sentence expresses certainty (I’m sure …), which is a synonym of I don’t think (I doubt), and what verb all the sentences have in common (will). In their pairs, students come up with similar comments a friend might say. As a class, discuss which are most likely to reassure or worry the future astronaut.

7. Guess the situation Carry on with the guessing activity established in Activity 6. Put students in pairs to write five sentences about an upcoming event, which they must keep secret (in the same way that you did with the mission to Mars). They play in groups.

8. Reassurance Tell the class that you received a letter from the local police asking you to go to the police station tomorrow. Field ideas from students, accepting worrying possibilities as well as reassuring ones. Ask how likely each suggestion is, and elicit the appropriate structures, for example:

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I expect you’ll have to pay a fine. / I don’t think they’ll arrest you. / I doubt it’s anything serious./ Don’t worry; they won’t do anything. Tell them that the letter isn’t true, but that their ideas are good. Ask which of their theories would have made you feel better. Teach the word reassuring, and then brainstorm other scenarios where people need reassurance, eg before taking an exam; starting a new job; going on a blind date. In pairs, students choose one situation and write specific worries and reassuring responses. Now tell them to improvise a roleplay where one person is worried and the other is their reassuring friend. Suggest an opening, for example, You don’t look very happy. Are you OK? – No, I’m worried about next week. Once they’ve practised their roleplays, they perform them for each other.

9. Will you help me with my homework? After the lesson, students make a note of all the offers and requests they hear or give at home during one evening. In the next lesson, they translate them into English and share and compare them.

10. Common difficulties The fact that going to, the future continuous and will share so many functions is an issue for learners and teachers. For example, predictions are often expressed with going to in English, and you can use either going to or the future continuous with the verbs expect, imagine, think, etc. When making offers, a common mistake is to use the present simple: I carry those for you.

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38

Present tenses in future time clauses

Once students have started to master some of the simpler future forms, they will want to use them in more complex sentences with subordinate time clauses that need a present tense verb form, eg, I’ll do it when I get home. In this unit we first look at the use of the present simple in future time clauses and later introduce the use of the present continuous and the present perfect.

1. When I get home … To demonstrate the use of the present simple in future time clauses, write the following time clause on the board: When I finish this class, I’m going to …. Students work in small groups to brainstorm as many ways of finishing the sentence as possible in two minutes. Write a few of the students’ answers on the board. Establish that the verb in the main clause expresses future time (going to). Point out that the time clause (When I …) refers to the future but uses the present simple. Write three more sentence stems on the board: When I get home, … When I next have some time off, … When I have enough money, …

2. Time clause pelmanism Make one copy of the handout on page 222 for every four students in the class. Cut them into cards and keep them in separate packs. Give each group a pack and tell them to play pelmanism (see page 13) until they have all the pairs. Note that there are various possible permutations. Students can discuss the possibilities and choose the ones they prefer. Once they’ve finished, they make a note of the sentences and play again. At the end of the second game, they turn the cards face-down and rewrite the sentences without looking at their previous notes. They check their sentences against their notes and discuss a possible context for each sentence.

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Elicit sentence endings from volunteers. Then ask all the students to write their own personal examples based on the sentence stems on the board.

3. Dinner arrangements To introduce other time markers, write the following sentences on the board. We’ll wait until you get there. We’ll have a drink in the hotel before we leave for the restaurant. We’ll leave for the restaurant once everyone is ready. We’ll book the table as soon as we know how many people are coming. Explain that the sentences are text messages to the same person. Ask them to identify the situation. (Answer: arranging to meet for dinner.) Then underline the time markers in each sentence (until, as soon as, before, once) and draw students’ attention to the verb form that is used after the markers (present simple). Students work in pairs to write a telephone conversation with all four sentences in it. They then perform it to the class.

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4. Getting there Prepare some directions from the school to a place nearby that your students will know, using time clauses with when, until, before, etc. Don’t name the place. For example: First you’ll need to take the number 1 bus until you get to the market. At the market, take the first street on your left. Turn left just before you get to the church. Walk for about five minutes. When you get to the crossroads, take a left. The place you’re looking for will be on the right.

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Tell the students you’re going to give them directions to a mystery place. Read out the instructions. Ask the students not to shout out, but to put their hand up when they understand the destination. When most students have their hands up ask them what the mystery place is. Students work in groups to write out the instructions from memory. Circulate, checking that they are using the time clauses correctly. In the same groups, students choose a new destination and write the directions using at least three time clauses. Invite students from each group to read out their new set of directions for their classmates to try to follow, putting their hand up when they understand the destination. Ask one of the students with their hand up to name the destination.

5. Recipes To introduce other present tense verb forms in future time clauses, explain a simple recipe for Welsh Rarebit – a traditional snack eaten in Wales. Read the instructions step-by-step, miming or drawing any unknown vocabulary (eg grate, saucepan, melt): Before you start, you’ll need some cheese, some butter, some milk, some mustard and some bread. Grate the cheese and put it in a saucepan. Add the milk and mustard and cook until the cheese has melted. In the meantime, toast two slices of bread on one side until it is golden brown. Turn the bread slices over and spread some butter on the untoasted side of each. Pour some of the melted cheese on top of each slice. Add black pepper and salt to taste and place under the grill until the cheese is bubbling and beginning to turn brown. Ask the students if they’d like to try it (or if they’ve already tried it). Recall the main steps in the recipe as a whole class then dictate the three clauses with until (until the cheese has melted, until it is golden brown, until the cheese is bubbling). Ask the students to look at the verb forms and discuss why each one is used (present simple describes a state, present continuous describes a situation in progress, present perfect describes a completed action). Then, in pairs, students repeat the recipe to each other from memory.

6. More recipes As an extension of Activity 5, students work in groups to choose a dish they think their classmates will know, and write the recipe for it. They can use their phones to check the recipe if they want. The recipe must include at least three clauses with until and it must not name the dish. The groups display their recipes around the classroom and the students circulate, reading the recipes and identifying the dishes.

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7. Promises, promises! Time clauses are often used to add a condition to a promise. To show this use, dictate the following sentences to your students. As you dictate, replace the time markers with the word ‘buzz’ and ask the students to leave a blank. I’ll do it (when) I’ve finished this email. I’ll do it (after) I’ve been for a run. I’ll do it (while) I’m walking the dog. I won’t do it (until) you tell me to. Students work in groups to decide which time marker is missing (note: the first two are interchangeable). Check answers with the class. Point out the connection between the marker and the verb form (for example, [after + present perfect] is used for a completed action). Ask what it might refer to (ie what the person might be promising to do). Then ask students to think of any offers or promises they themselves might be likely to make that follow the pattern I’ll do it when …/after …, etc. Write a personal example on the board, eg I’ll do it after we’ve had dinner (‘it’ = take the rubbish out).

8. I’ll do the dishes

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As an extension to Activity 7, brainstorm some common household chores, such as loading the dishwasher and taking the rubbish out. Then draw a stick figure with its hands on its hips, looking angry. Ask the students why they think the stick figure is angry. (Answer: because someone isn’t doing their fair share of the chores.) Write: You can’t expect me to do everything! under the stick figure. Draw a second stick figure smiling and saying: Don’t worry, I’ll …, and invite suggestions for a chore to complete the sentence. The angry stick figure then says: But when? and the second one says: I’ll do it when … (Ask some students to offer different sentence completions; don’t write them on the board.) The angry stick figure says: And what about the …. (students suggest possible completions) and the second stick figure replies I’ll do that once … (students suggest possible completions), and so on. When you have elicited three or four chores, students repeat the dialogue in pairs. Ask the students if they think the second stick figure will actually ever get round to doing the chores.

9. Lyrics hunt Students find examples of present tense time clauses in lyrics of songs they like or know. You may want to show them sites online that will help them with their search (eg www.lyrics.com). In the next class, they report on the results of their search and maybe play a few clips from their songs.

10. Common difficulties As these clauses refer to events in the future, students may initially want to use [will + infinitive] to show this, for example, *I’ll come home when I will finish work.

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Future continuous (will be doing) and future perfect (will have done)

The future continuous can be used as an alternative to going to or the present continuous for talking about arrangements. Examples with waiting (I’ll be waiting for you at the station) are quite common from a low level. While neither of these forms are very frequent, they may appear in items in standardised testing, so students need to know about them.

1. This time next week To present the basic concept of the future continuous, choose a time frame that works for you and tell your students about a holiday or trip you’re looking forward to, using the structure This time next week/month, I’ll be …-ing, so, for example, This time next week I’ll be flying to Moscow / I’ll be lying by the pool, etc. Prompt your students to ask you questions and tell them a little bit more about your trip – why you’re going and all the things you’ll be doing there. Then write the following structure on the board: This time next week I’ll be …. and ask the students to suggest a few different ways of completing the sentence. Highlight the form of the verb (will + be + -ing). You may want to use a timeline like this to help visualise the meaning:

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Now

Future

Next, elicit a sentence describing what you won’t be doing, for example: I won’t be working. Drill all the sentences (affirmative and negative), so the students get a chance to get their tongues around the structure.

2. What will you be doing at 2pm? As an extension of Activity 1, write the following time adverbials on the board: at 8am tomorrow morning at 2pm tomorrow at 8pm tomorrow at midnight tomorrow Ask the students to think about what they’ll be doing at those times. Write the question: What will you be doing at …? on the board and drill it with the four time adverbials. Students mingle, asking their classmates what they will be doing at particular times until they find someone who’s doing the same thing at the same time as them.

3. Fortune cookies Prepare a small slip of paper with a prediction printed on it. Make sure you include an example of the future continuous and the future simple (with a stative verb), for example: In five years’ time you’ll be living in a small village in the mountains, you’ll be working on the land and you’ll have at least three children. Explain to the students that you recently had a fortune cookie (a small hollow Chinese biscuit containing a slip of paper with a prediction on it). Tell students that you found the prediction inside. Show them the slip and read the

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prediction. Ask them if they think it will come true and why/why not. Ask the students to recall the wording of the prediction. Write it on the board. Students look at the verb forms and tell you why some are continuous and some are simple. (Answer: the continuous is used for talking about an action in progress, the simple form is used with stative verbs). Write the students’ names on strips of paper and distribute them around the class, making sure that no student has his or her own name. They then write fortune cookie predictions for each other. When they’ve finished, the strips go into a bag and you can redistribute the ‘fortune cookies’. Students read the predictions aloud to the class and say how likely they are to come true.

4. What does the future hold? Make one copy of the handout on page 223 for each pair of students. Fold them in half. Give each pair a folded handout so they’re looking at the picture for ‘Now’. Ask them to describe what they see, focusing especially on what the various people are doing. Then ask them to open out the handout so they can see both sides. They focus on ‘In 15 years’ time’ and consider the differences between the images. They write descriptions of the differences using the structure: In 15 years’ time, we’ll be …-ing. Check answers with the class and ask them how realistic they think the predictions are. Encourage them to discuss what other things we might be doing in 15 years’ time.

One of the most common uses of the future continuous is to talk about time and place when making arrangements. To introduce this use, write this sentence on the board: I’ll be waiting on the corner. I’ll be wearing a red scarf and a white rose in my hair. Students work in pairs and use their imagination to discuss the following questions. Make a note of them on the board.

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5. I’ll be waiting on the corner

Who said this? Who were they talking to? Did they say it in person or did they send a message? Where is the corner that is mentioned? Why will the person be waiting there? Why will the person be wearing a red scarf and a white rose in their hair? Field various answers and choose the most interesting explanation.

6. Arranging to meet As an extension of Activity 5, think of a large or crowded public place in your town, and a time when it is particularly busy (eg the high street on Saturday afternoon). Tell the students that they are spies and they need to arrange a secret meeting there with each of their classmates in different places and at different times. Write example sentences on the board, for example: I’ll be waiting at/near/in … [place]. I’ll be getting there at … [time]. Students mingle, making arrangements with each other. At the end, find out who will be meeting who and where.

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7. By this time next week, … Think of a way to complete the sentence stem By this time next week, … that is true for you; for example, By this time next week, I’ll have moved into my new flat. Write the sentence on the board and encourage students to ask you anything they want about it. Add an example in the negative form as well, eg I won’t have unpacked all the boxes. Once they have satisfied their curiosity, ask them to look at the verb form. Establish its use. (It’s used for talking about an action that will happen before a given point in the future.) Ask the students to share one or two examples of their own. They may need prompts, eg travel plans, shopping, birthdays or anniversaries. Collect the examples on the board. Drill the sentences, focusing on the main sentence stress and weak forms. Ask the students to make a note of them with the name of the person who said them. In a week’s time check to see if the sentences came true.

8. That’ll never happen! Choose a year in the future that is about 60 or 70 years from now. Write this on the board: By the year …,

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we will have invented …. we will have discovered …. we will have stopped …. we will have started …. Students work in groups of three or four and make predictions for the year you’ve chosen. The groups share their predictions and discuss which are more likely to happen.

9. Futurist predictions At home, students research 'predictions for the next 100 years' to find their three most interesting predictions. In the next class they share them and discuss. Alternatively, they could watch or recall a short extract from a science fiction film (such as the opening sequence from Blade Runner) and say what it predicts about the future.

10. Common difficulties As both forms are quite complex structurally, students may have problems manipulating all the elements. For example, they may inadvertently drop the auxiliary be or have (eg *I’ll waiting; *I’ll moved in by next week), or they may use the correct auxiliary but add an infinitive instead of a past participle or -ing form (*I’ll be wait; *I’ll have finish). It helps students if you drill examples of the verbs in the context of a sentence or utterance early on, paying attention to sentence stress, contractions and weak forms and giving students time to get used to the form before asking them to use it in a communicative activity.

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Conditionals

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Real conditionals (1) zero conditional

We use the ‘zero conditional’ to talk about things that are generally true. It’s used to provide facts, explain rules and give instructions, and it offers plenty of variety for presentation and practice. In this unit, we look at the basic [if + present simple/present simple] structure that is often presented as the prototype of the zero conditional, but we also cover the way that imperative and modal verbs are used in the zero conditional, as well as the way the structure works in the past.

1. Basic facts To present the use of the zero conditional to talk about facts, write this sentence on the board: If you mix blue and yellow, you get purple. Ask your students to correct it. (Answer: you don’t get purple; you get green.) Ask them how they know (eg they learnt it at school; it’s a basic fact). Highlight the structure of the sentence: if + present simple/present simple. Remind the students about the use of the present simple to talk about things that are generally true, then write these if-clauses on the board. In pairs, students complete the facts: If you mix red and white, …

Unit 40

If you heat water to 100°, … If you throw a ball in the air, … Invite students to answer, and then ask the pairs to write three more if-clauses about basic scientific facts. They take turns to read out their if-clauses and their classmates complete them. Replace If with When on the board and ask the students if the meaning changes. (Answer: it doesn’t; if and when are interchangeable when talking about basic facts.)

2. Useful facts for visitors To introduce the use of the imperative and modals in the main clause of the zero conditional, tell your students you need some advice. Explain that you’re having problems with the internet connection at home and you need to find somewhere with free wifi and a fast connection. Invite a few suggestions and write them on the board using zero conditional structures like this: If you want good wifi, go to … / you can try …/ you should check out …. Highlight the use of the present simple in the if-clause, and then ask the students to notice the verb forms in the main clause (imperative/can/should). Tell them that some visitors in town need some basic advice about the following things: Where to buy a souvenir Where to get medical help Where to rent a bike Where to park their car overnight In pairs, students write suggestions using the structure: If you want/need …, followed by an imperative or one of the modals can or should. Conduct whole-class feedback and get students’ views on the best suggestion for each.

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3. If you want to see the world’s most beautiful sunsets … As an extension of Activity 2, tell students that they are going to enter a slogan-writing competition. Explain that the town they’re studying in is running a competition to find the best slogans for its new promotional campaign. The slogans must all follow the same format. They must all begin with If you want to …, and stress the most positive aspects of the town. Give some (made-up) examples from other towns; for example, If you want to visit Santa’s Grotto, visit Finnish Lapland. If you want to explore Shakespeare’s England, come to Stratford-upon-Avon. Students work in groups of three or four to come up with a shortlist of five possible slogans. Once they have five, tell them they must choose one only to put forward to the competition. Groups take turns reading out their contributions. Don’t allow repetitions. If there are repetitions, the groups can choose another slogan from their shortlist. Finally take a vote on the best slogan.

4. Cold remedies For further practice of the zero conditional for offering advice, write this phrase on the board: When/If you have a cold, …

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Tell the students that your grandmother always tells you to eat a raw onion (or some such disgusting piece of advice). Ask the students if they know of any better natural remedies (eg drink milk and honey, eat chicken soup, etc.). Ask students what they do when they have a cold. Complete the sentence with one or two suggestions from your discussion. Now write If/when you can’t sleep, … on the board and students work in pairs to think of at least three different pieces of advice. Field answers from the group and see how many different pieces of advice you can collect as a class.

5. Rules of the game Draw a large grid on the board with six columns and six rows. Write Start in the bottom left-hand corner and Finish in the top left-hand corner. Ask the students to guess what it is you’re drawing (Answer: some kind of game). Write the numbers 1–34 in the remaining boxes. Add three snakes and three ladders to the board (elicit or teach the words as you write them). Ask the students if they recognise the game (Snakes and Ladders) and elicit the rules if they do. Quickly summarise the rules again (do not write them), using if-clauses, eg If you land on a ladder, go up the ladder to the top. If you land on a snake’s head, slide down the snake to the bottom. If you throw a six, you can throw again. In pairs, students write out the rules using the if-clauses. Tell them they can add one more rule to complicate the game. They read out their new rules and the class votes on the best one.

6. Favourite board games As a follow-up task for Activity 5, students work in small groups to choose a board game they know well and to write out the rules using as many zero conditional sentences as possible. The groups read out their rules and the rest of the class identifies the game. They then talk about any board games they like, or used to like, playing.

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7. Zero conditional in the past We can also use the zero conditional to talk about things that were generally true in the past. This use is not often covered in coursebooks but it’s very easy to present and practise. To introduce the form, tell your students about an interesting character you knew in the past (it could be a relative, an old friend or a neighbour, for example). Tell them about some of the things that person used to do, using if-clauses in the past; for example, If the ball went into her garden, she refused to give it back. If we were out after 6pm, she called our parents. If she went out shopping, we climbed over the wall into her garden. Write the if-clauses on the board (If the ball went into her garden, …, etc.) and ask the students to complete them. Then replace If with When and ask if there’s any difference. (Answer: there isn’t, but when can suggest that it happened more frequently). Students then think of interesting characters they have known, and write three sentences about the person following the same structure. Invite students to read their sentences out to the class.

Unit 40

8. Famous quirks Make enough copies of the handout on page 224 so that each student has one card. There are two cards about each person: (1) their name with some basic information about who they are, and the first part of a sentence describing a quirky habit and (2) the second part of the sentence describing the person’s quirky habit. You could also find photos online of the six people and show them to the class before you start the activity. Shuffle the cards and distribute them around the class. The students mingle. When they think they have matched the two halves of the sentence, they sit down together. Check answers with the class. Tell them that this type of information sometimes comes from unreliable sources online. Students discuss which quirks might be ‘fake news’. Finally, ask them if they know of any other famous people who are reported to have strange quirks.

9. Personal truths At home, students write down one good habit and one bad one, for example: Good: If I see rubbish on the beach, I pick it up. Bad: If I start eating biscuits, I usually eat the whole packet. In the next lesson, the teacher reads them out and the class guesses whose they are.

10. Common difficulties It’s a pretty straightforward structure and a great introduction to combining clauses. Generally, students don’t struggle very much with either the form or the meaning, though the classic slip of dropping the third person s on the present simple can crop up in this structure too.

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Real conditionals (2) first conditional

Contexts for the first conditional aren’t restricted to future possibility, though that’s how most coursebooks introduce it at late elementary (A2) or the beginning of low intermediate (B1). This unit covers a variety of uses, including offers of help, plans, advice and warnings. The traditional structure with will features, of course, but the activities also explore other forms, such as those with modals and the imperative.

1. If it rains … To introduce the first conditional, tell the students that you’re planning an outdoor event this weekend (a picnic or a barbecue, for example) but you’re not sure what the weather will be like. Tell them about the options you have in case it rains (or is too windy – whatever suits your context). For example: If it’s sunny, we’ll eat in the garden. If it rains, we won’t eat in the garden – we’ll eat indoors. If it’s too windy, we won’t have a barbecue – we’ll have a picnic instead.

2. We’ll just stay at home As an extension of Activity 1, leave the if-clauses on the board (If it’s sunny, / If it rains, / If it’s too windy,). Ask the students to talk about their ideas for their own weekend activities using the sentence stems on the board. Write students’ responses on the board, making sure they are using will or won’t. Drill all the options with both clauses. Keep a record of the students’ plans. In the next lesson after the weekend, check to see what the weather was like and if they did what they said they would do.

Unit 41

Draw the students’ attention to the verb forms (if + present simple / will/won’t). Ask them which sentence represents the most likely scenario (they can check the weather forecast on their phones). Respond, confirming the best option eg OK, great, so we’ll be able to have a barbecue in the garden!

3. If you need anything, call me To introduce one of the most common uses of the first conditional, write this sentence on the board: If you need anything, call me. Ask your students to suggest situations where you might want to use this phrase, as well as who you might be talking to, and what kind of help you would be offering (for example, you might say it to a guest staying at your house, a new work colleague or a new neighbour). Highlight the use of the imperative in the main clause. Suggest slight variations: If I can help you, let me know. / If there’s anything I can do, just ask. Drill all the variations. In pairs, students choose situations from the list of situations that was established earlier and act them out, exchanging roles. Call on one or two of the pairs to act out one of the situations in front of the class. The class guess what the situation is.

4. Making holiday plans To practise first conditional sentences that contain modal verbs, give pairs of students a slip of paper and ask them to write an exotic holiday destination on it. Put all the slips in an

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envelope. Students work in pairs and take a slip from the envelope. If they take their own, they should put it back and take another. Tell them that they are going to plan a wishlist of activities for a week’s holiday at that destination. Write these if-clauses on the board: If we can, we’d like to … If we have time, we might … If it’s not too expensive, we can … If we can book tickets, it’d be great to … Tell the students they must use all the sentence stems in their discussion. If they wish, they can use their phones to look for things to do at their destination. Each group reports back on their wishlist, using the if-clauses on the board.

Unit 41

5. Around the world in 80 days Ask students to access a map of their country on their phones. Alternatively, make copies of a simple map so you have one for each group of three. Tell them that they are going to plan a seven-day trip around their country for a group of friends who are coming to visit for the first time. Allow the students a few minutes in small groups to plan out their basic route around the country and the forms of transport they’d like to take. When they have a basic plan tell them that from past experience, you know that travel plans often go wrong for various reasons. Elicit some reasons (weather, strikes, delays, etc.). Explain that because of this you’d like them to draw up a ‘plan B’. Model this with an if-clause: If you can’t fly because the weather is bad, you may need to take a train. The students go back to their plans, adding a plan B for each stage. The groups then report back to the class, explaining their routes and their fallback plans using first conditional sentences.

6. You don’t have to do it unless you really want to To introduce the use of unless in conditional sentences, write the following sentence on the board: They won’t hurt you unless you step on them. Ask the students to discuss what they and them might refer to (Answer: snake, spider, bee, etc.). Draw the students’ attention to the use of unless. Ask them to reword the sentence using if. (They won’t hurt you if you don’t step on them.) Dictate the following sentences: He won’t stop unless you tell him to. Remember, you don’t have to do it unless you want to. Don’t worry – she won’t ask you for help unless she really needs it. Students reword the sentences using if. They then discuss who or what the sentences might refer to. Suggested answers: 1) a horse you are riding, or one that is pulling a carriage or cart, 2) a parachute jump, 3) (to a babysitter) a daughter who’s doing her homework.

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7. Pros and cons Tell the class you have a friend who’s facing a dilemma. She’s been offered a job in a distant country (name a destination that will appeal to the students). It’s a great job opportunity: she’s always wanted to travel. However, she’s worried that the job might be too difficult and that she’ll be homesick and unhappy. You want to help her to weigh the pros and cons of the situation and you’re asking the class to help you. Write these if-clauses on the board: If she accepts the job, … If she doesn’t accept the job, … Then draw two columns: one for pros and one for cons. Students work in groups to list the pros and cons of both going and not going. They share their ideas with the class, and together decide on the best advice to give your friend.

8. Skills share

Unit 41

Make one copy of the worksheet on page 225 for every six students and cut it up into the separate role cards. Ask the class if they’ve heard of a ‘time bank’ – an organised system whereby people provide services (ie they give up their time) in exchange for other services, rather than for money. If anyone is aware of any local schemes, invite them to share what they know. Ask what they think the advantages and disadvantages might be. (One advantage is that if you don’t have money for services, you can ‘pay’ with your work. One disadvantage is that it may be hard to find people who need your skills.) Give students a role card each. The cards are in pairs. If there’s an odd number of students, take a card for yourself. Students mingle, explaining the skills they have and the help they need until they find a partner that they can do a swap with. Ask each pair to report back on the arrangement using a first conditional sentence. Write this structure on the board to help them: If he helps me with my taxes, I’ll look after his garden.

9. Guess the object Read out the following sentences to the class and ask them to guess what the object is. Tell them it is something they probably all have at home: If it falls, it will break. If we want to use it, we’ll have to break it. But if we don’t use it, it will start to smell. (Answer: an egg.) At home, students choose an object they have and write similar first conditional sentences about what might happen to it. Next lesson they read out their sentences to the group, who guess what it is.

10. Common difficulties The most common problem when using first conditional sentences is the desire to use will in the if-clause, eg *I can help you if you’ll want. The use of unless can also confuse students, who may want to use a negative verb with unless, thus creating a double negative: *You don’t have to come unless you don’t want to. Unless is relatively rare compared to if; this can slow down its acquisition as students will get less exposure to it in reading or listening texts.

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Would

Learners first meet would in offers and requests: Would you like …? and I’d like …. In this unit we start there, moving on to look at would for hypothetical situations. Then we look at other uses of would to report thoughts with will and to talk about expectations in the past (ie the future in the past). For uses of would in conditionals, see Units 43, 44 and 45. For past habits, see Unit 29. For I wish you would(n’t) …, see Unit 46.

1. Would you like an M&M? Before class, buy some chocolates you can share with the class. Ask individuals: Do you like M&Ms? (or whatever the name of the chocolate is). Offer a chocolate to those who say Yes, saying: Would you like one? Write both questions on the board. Ask: Which is a general question about likes and dislikes? Which is asking about now specifically? Drill the questions with natural connected speech, i.e. /ʤəˈlaɪk/, /wʊʤəˈlaɪk/, as well as the request: I’d like ….

Unit 42

2. I’d like these in a size 12, please To practise would in offers and requests, ask students to imagine they are out shopping for clothes, and to write as many sentences they might hear or say containing would. Elicit ideas, organising them in the order you might hear the phrases (so, for example, the offer Would you like any help? is likely to come before I’d like to pay by card, please). Teach other useful expressions, such as I’m just looking, thanks and What size are you? Then put students into pairs to roleplay buying clothes.

3. Would you ever …? (1) To present the use of would in hypothetical situations, tell students that this morning you ran out of milk, so you poured water on your cornflakes and had that for breakfast. Ask students whether they would ever do the same. Find out about students’ unusual breakfasts, eg cold pizza, soup, a bar of chocolate, and again, ask the rest of the class if they would consider doing the same. Write Would you ever …? on the board, and invite students to finish the sentence in different ways based on the breakfast discussion. Elicit the short answers Yes, I would / No, I wouldn’t. Ask students to suggest reasons why would is used in these sentences, and clarify that these are not real situations but hypothetical ones.

4. Would you ever …? (2) After presenting would, ask students to write a Would you ever…? question that they would like to ask the rest of the class. Provide suggestions to get them thinking of possible areas, eg Would you ever eat a snake/jump out of an aeroplane/get plastic surgery/wear a onesie? While they are writing, check that their sentences aren’t likely to make others uncomfortable. Invite students to the front to ask their questions to the class. Encourage students to discuss and qualify their responses.

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5. It would be nice, but … Write on the board the following sentences but without the word would. (Don’t leave a space where the missing word should go.) Explain that all the sentences are missing a word, and that it is the same word. It [would] be nice to buy a new car, but … I [would] love to live near the sea, but … (If students do live near the sea, change to ‘in the city’ or ‘in another country’.) We [would] eat in the garden, but … I [would] invite them to the party, but … We [would] stay a bit longer, but … I [would]n’t normally let my children stay up late, but … Once you’ve confirmed the missing word, tell students to complete each sentence. They then compare completed sentences to decide on the most natural or likely endings.

6. Would you rather…?

7. I thought I would have time but … To highlight the use of would as a past form of will, tell the class that you haven’t planned a lesson today. Apologise, and make up a story about why. For example, say I thought I would plan after breakfast, but my father was sick and I had to take him to the doctor. I hoped I would have time after that, but we had to wait all morning to see the doctor. Ask students to listen again to the story and write down what you say. Do it as a dictogloss (see page 9 for details). Highlight the structure expressing future in the past and how it is used to express expectations.

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Write on the board Would you rather speak every language but be unable to travel or be able to travel but never speak a different language? Give students a minute to think and then encourage discussion. Students then either think of a Would you rather …? question or find one online. Put students in large groups to take turns reading out their questions and discussing them.

Now ask students to think of three things they thought they would do in the past week but didn’t, or thought would happen but didn’t, and to express the ideas in the same way using I thought / I hoped / I assumed I would …. Put them in groups to share their sentences and grade them according to how serious they are.

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8. Did they realise their inventions would change the world? Make one copy of the worksheet on page 226 for every two students. Cut it in half. Cut up just one set of the strips in the bottom half of the worksheet and stick them up around the room before the lesson. Write on the board: He had no idea / He didn’t know / He never realised … would …. Write Alexander Fleming on the board and ask the class if they know what he is famous for. Elicit that he discovered the antibiotic properties of penicillin, and that this discovery has saved millions of lives (estimated between 80 and 200 million). With the class’s help, use the structures on the board to construct the sentence: When Alexander Fleming discovered penicillin, he didn’t know that it would save millions of lives. Put students into pairs and hand out the worksheets. Tell them to discuss how the sentences might finish. They should not write anything down at this point. After a few minutes, take suggestions. Students check their ideas by reading the sentence endings posted around the room and copying them to the right of the appropriate sentence stem on their worksheets. Go through the answers and find out whether any of the information is new to them or surprises them.

Unit 42

9. More inventions and discoveries As a homework follow-up to Activity 8, students research other inventions or discoveries and write sentences using the structure practised in class. In the following lesson, they challenge classmates to provide the first half of their sentences; for example, … he probably didn’t believe his website would become the biggest social media site in the world. (Answer: When Mark Zuckerberg started Facebook ….)

10. Common difficulties Like other modal verbs, would appears in a variety of contexts and functions – not just in conditionals. Errors can be due to students using the present simple when talking about imaginary situations (eg I never do that instead of I’d never do that).

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43

Unreal conditionals (1) second conditional

The second conditional offers a clear grammar structure and plenty of personalisation possibilities. Intermediate students start using the second conditional to talk about imaginary situations, as in If I moved from this area, I would live near the coast. As well as the basic sentence with would, Activity 5 introduces other modal verbs to express ability and possibility.

1. If I didn’t have to work Ask your students: What’s my job? (They answer: You’re a teacher.) Why do I do my job? (There are many possible reasons, but ensure that ‘for the money’ is mentioned.) What would I do if I didn’t have to work? Encourage a variety of suggestions of what your answer might be and write them up on the board: If I didn’t have to work, I’d still be a teacher. / I’d lie in bed all day. / I wouldn’t meet so many great people, etc. Say which idea is nearest the truth. Highlight the second conditional structure and the past form to talk about a hypothetical present. Then hand out a slip of blank paper to each student and ask them to write what they would do if they didn’t have to work (or go to school). Collect them in and put them in a hat. Draw them out one at a time and read them aloud. The students try to guess who wrote it.

2. If my partner was an animal ...

Unit 43

For practice of If he was/were …, pair students up with people they know well if possible. Ask them to write at the top of a piece of paper: If my partner was …. Then dictate the following continuations: an animal, a song, a fruit, a place, a book, a colour, a character in [a popular movie or series]. Working individually, they finish the sentences with she/he would be a … before taking turns to read out their sentences to their partner, eg If you were a place, you’d be Paris. Put students into new pairs to tell others what they wrote about their first partners. Invite volunteers to tell the class what their partners said about them.

3. Manifesto Tell students one thing you would do for the country if you were president or prime minister, eg I would ban noisy foods in cinemas. Explain that they are going to stand for election and must each write one electoral promise about what they would do. Put students into ‘political parties’ of three or four, let them share their ideas and write some more together until they have five or so. They also need a name for their party. Explain at this stage that there will be a vote for the best serious ideas as well as the funniest ideas. When the parties are ready, they present their manifestos to the class. At the end, there is a vote (students cannot vote for their own party).

4. What would you do if …? Copy one board game on page 227 for every three to five students. Provide one dice for each group (or use a dice app). Explain that students are going to play a game to practise the second conditional. When they land on a square with a question, they need to respond to the prompt using correct grammar in less than 10 seconds, eg If I didn’t have enough money to get the bus home, I’d call my brother to pick me up. Failure to answer means returning to the square they started from, so missing a turn, in effect. The first to the finish is the winner!

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5. Superpowers This activity explores the modal meanings of could, might, would have to and would be able to. Write If I could fly on the board and ask the class to suggest the pros and cons of this superpower. For example, … I could save money on flights, I might scare pilots. Point out the structures could, might, would be able to and would have to as ways of including the meanings of ability, possibility and obligation in second conditional sentences. Next, brainstorm some more superpowers on the board. Students work in pairs and choose some of the superpowers or think of their own. Then they write more sentences using the modal verbs Once students have written some ramifications and shared them with other pairs in groups, ask students whether they would still like to be superheroes, and if so, which powers they’d want.

6. If I had a million dollars …

Unit 43

Songs can help to make grammar lessons stick in learners’ memories if the structure is repeated and catchy. For example, If I had a Million Dollars by the Barenaked Ladies is great for prediction. Tell students the name of the song and that it’s a love song. Ask them to predict what things the singer says he will buy for his loved one. Play the song for students and ask them to tick the ideas they hear. Afterwards, students can use the predictions that aren’t mentioned to write a new verse for the song.

7. Moral dilemmas With higher-level students, the second conditional can be used to discuss difficult dilemmas. Dictate the following situations (or some of your own): Would you tell the police if you knew a good friend of yours had committed a crime? If someone offered you an expensive watch to give their son or daughter a job, would you consider it? Would you suggest promoting someone because they are from an ethnic minority? Should a wealthy person do what they could to pay less tax if it was legal? Might you spread gossip you heard about someone you didn’t like if it meant they got hurt? Would you marry someone you loved if your parents didn’t approve of them? Put students in groups to rank the questions from the easiest to the most difficult. Invite students to give and discuss their opinions at the end.

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8. I wouldn’t do that (if I were you) Tell the class that when you set off in your car to work this morning, you scratched the neighbour’s car. It’s only a small scratch, so you’re thinking of not saying anything. Ask students whether they think that’s a good idea. Field their advice and opinions. Hopefully your students will realise that this is probably not the best thing to do! Write on the board I wouldn’t do that. Point out that advice is often given using would and the sentence could be completed with the conditional … if I were you. Drill the sentence. Then, in pairs, students write a problem with a bad proposed solution, using the pattern: [problem] + I’m thinking of -ing …. Help them with ideas by writing on the board areas in life where problems can occur, eg social events, medical worries, academic problems, broken promises, food issues, romantic troubles, finding jobs, etc. When they have all written a problem, they mingle, explaining their problems to each other and making suggestions. Listeners must start with I wouldn’t do that if I were you. I’d …. After a few minutes, they sit back down in their pairs and share the advice they have received. At the end, pairs share with the class the best and worst advice they received.

9. Second conditional songs

10. Common difficulties Both was (If I was …) and were (If I were …) are possible. Tell students that both are used, that were is more formal, and that it may be the expected answer in certain examinations.

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Unit 43

After class, students look up ‘second conditional songs’ on YouTube and choose one that they like. In the next lesson, students present a second conditional line from the song and explain its significance to the class.

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Would have, could have, should have

Could have …, would have …, should have …: this is the grammar of regret and criticism – what might have been under different circumstances. These constructions are also used to make deductions about the past. Structurally complex, they require a mastery of not just modal verbs but also the perfect infinitive – to have done/seen/met, etc. For this reason, learners usually start using them at intermediate level and above.

1. Well, you shouldn’t have woken up so late To present should have for criticism and self-criticism, arrive in class looking flustered and disorganised. Apologise for being late, and tell students that your car ran out of petrol two kilometres from school and you had to run the rest of the way. Say you knew there was very little petrol in the car last night, but you just wanted to get home to watch your favourite TV show, so you didn’t go to the petrol station. Say you knew that was stupid because you can watch it any time. Write I should have gone to the petrol station last night. Drill the sentence with the weak forms of have, i.e. /ʃʊdəvˈgɒn/ and /ʃʊdəˈgɒn/. Do the same with the negative sentence: I shouldn’t have worried about the TV show.

Unit 44

Read out three more problems and ask students to write sentences starting Well, you should have …. For example, you might write: (1) I missed my bus. (2) I got cold at the football match. (3) I didn’t get the job. Field answers and put the best ones on the board.

2. You should have pressed your buzzer sooner For further practice of should have, tell students to write down three small problems that they’ve experienced in the last week. Suggest examples, eg I fell asleep at work today. I didn’t have enough money for the bus. I had a bad time at the party. There’s nothing to eat in the fridge. I smell. In groups they play a buzzer game. Players take turns to read out their problems while the others quickly press their ‘buzzer’ (ie they simply say BUZZ!) as soon as they have thought of a should have response. The first person to think of a suitable response takes their turn to read one of their problems out to the group. The winner is the first person to have read out and received responses for all three of their problems.

3. You could have died! To introduce could have and might have to express alternative outcomes, say: A mother sees her child in the kitchen putting a knife in the toaster. She shouts ‘Don’t do that!’ and pulls the plug of the toaster out of the socket. The child is fine but starts crying because his mother shouted at him. What does she say next to her child? Elicit different messages, including any relating to the strong possibility of having a bad accident. Reformulate them into sentences with could have or might have, eg You could have died! You might have hurt yourself. etc. Show how could and might carry the meaning of possibility by contrasting them with You would have hurt yourself, which shows certainty. Read out some new situations that encourage students to practise the structure, for example: you ate some fish that was well past its sell-by date, you clicked on a suspicious link in an email from an unknown source, you walked through a dangerous part of town at night, you decided to have a barbecue indoors on a rainy day. Students write three possible consequences for each.

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4. It could be worse Students play this game in groups of three to five. The first person tells the group about something bad that happened to them, eg A dog bit me on the leg. A second student has to say something starting It could be worse …; for example, It could be worse; you could have got tetanus. The third person continues the theme by saying something like: It could be worse; you could have lost your leg, and so on, each time getting more serious until no one can carry on (for example, It could be worse; it could have been a lion, and then you’d be dead!). Other possible scenarios include: choosing a dull movie at the cinema; getting a puncture on your bike; only getting 5 out of 10 in an exam; a bird pooing on your head (It could be worse; it could have been an elephant!).

5. What happened to the Mary Celeste?

6. Sherlock! Tell the class (dramatically) that between the end of school yesterday and 8 o’clock this morning when the caretaker arrived, someone stole all the toilet rolls from the caretaker’s store cupboard (feel free to change the object or objects stolen, eg paper clips from the stationery cupboard or tennis balls from the PE department). Ask the class to use their expertise to start making guesses about what might have happened, eg It might have been a student who hid in the school. Put students in groups to come up with theories. Every couple of minutes feed the class other clues to discuss one at a time. eg Nothing else was stolen. The main doors weren't forced. A small window in the store room was broken. Neighbours heard the sound of broken glass and laughter at 11pm etc. Finally, in their groups, students write a police report with their best guesses as to what happened and why.

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To present deductions in the past, tell students the basic story of the Mary Celeste, history’s most famous ‘ghost ship’, which was found in the middle of the Atlantic Ocean in December 1872. It was travelling from New York to Genoa and it was found under sail, in good condition, with the crew’s possessions and its cargo untouched. The lifeboat was missing and no one was on board. Tell the class that there are many theories, but very little agreement. Put them in groups to discuss ideas. After a few minutes elicit their theories, reformulating Maybe pirates attacked … to Pirates may have attacked. Ensure you present some strong deductions, both positive and negative, such as: The crew must have all died. There can’t have been a hurricane, as well as tentative ones with may, might and could.

7. Five objects As a variation on Sherlock!, ask students to choose a person, a place and five objects. Explain that the person has been found dead in the place with these five objects. In groups, they have to come up with an explanation as to the cause of death.

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8. Historical artifacts Make one copy of the worksheet on page 228 for every 10 students and cut it into five fact sheets. Show students the fact sheets and assure them that these are real mystery artifacts. Pair up students and give them a fact sheet. Give them five minutes to write speculations using past modals about the artifacts then tell them to change fact sheets with the next pair. They continue until they have seen all the fact sheets. Then put them in new groups so they can share their theories: We thought it might have been a battery for an early clock. The class discuss their favourite theories about each object.

9. What really happened to the Mary Celeste? After the lesson on deduction in the past (Activity 5), students research the mystery of the Mary Celeste and the different theories about what happened to it. They decide on their favourite and prepare to tell it to the class. Alternatively, students research one of the artifacts from Activity 8.

10. Common difficulties

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Attempts at this tricky grammar can lead to oversimplification, eg *I should go yesterday, or an overuse of past forms, eg *He should had gone home instead.

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Unreal conditionals (2) third conditional

The third conditional is used for talking about imagined situations in the past. Structurally the most complex conditional, learners typically don’t start using it until lower intermediate, but the meaning is more clearly defined than first and second conditionals.

1. If I hadn’t been a teacher To introduce the structure, tell the class what you would have been if you hadn’t become a teacher. Discuss the reasons you went into teaching and how you feel about the way your career has gone. Write on the board If I hadn’t been a teacher, I would have [eg worked in my father’s shop]. Show how you can introduce uncertainty and possibility with I might/ could have been …. Elicit other ramifications of that alternative life, eg You wouldn’t have lived here, You wouldn’t have met us!

2. If I hadn’t chosen Engineering … Following on from the presentation in Activity 1, students write third conditional sentences about their own employment choices or study. With younger students, they can talk about hobbies (eg If I hadn’t chosen football, I might have had more time for tennis) or academic choices (eg If I hadn’t done a Maths degree, I could have studied Geography – I was good at that).

Make one copy of the worksheet on page 229 for every two students and cut it up. Teach the following expressions: frying pan, the January sales, recipe book, sticker, to catch fire, to set fire to something, the fire brigade, fire engine, the neighbour’s cat. In pairs, students predict what the story that includes these expressions is about. Field suggestions. Then hand each student a copy of the story to read and check their predictions. Find out whose idea was closest.

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3. Out of the frying pan …

Direct the students to the incomplete sentence at the end of the story. Elicit one or two possible completions (If Carol hadn’t taken advantage of the sales ..., If she’d seen the sticker …, etc.). Then get the students into pairs and set them a time limit of 10 minutes to write as many third conditional sentences as they can about the story. See some suggested sentences on page 239. The pair with the most correct sentences wins.

4. Chain of events The teacher begins with a sentence, for example: If I’d gone out last night, I’d have gone to the cinema. The next person in the circle must use the end of the previous sentence to begin their own sentence, for example: If I’d gone to the cinema, I’d have watched The Mountain Between Us. The next person could say, If I’d watched that film, I’d have been bored. The next person might say, If I’d been bored, I probably would have eaten too much ice cream, and so on. Once they have the idea, put students in groups of six, provide each group with the same first sentence, and let them do it on their own. At the end, they compare their last sentences with each other to see how far their chains have diverged.

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5. Consequences A variation on Activity 4 involves writing the if clause on the first line of a piece of paper, and the consequence clause on the next line. The student folds over the paper to hide the first line, and then passes the paper to the next student, who rewrites the consequence clause as an if clause and writes a new consequence on the line below. He or she folds it again and passes it to another student, and so on, until there is no more space on the paper. Students then open the paper and read out the chain. A typical chain might start: If it had been sunny that day, … … we would have gone to the park. If we’d gone to the park, … … we wouldn’t have watched the match. If we hadn’t watched the match, …

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Students work in a circle of five or six. Provide each student with a different first line, eg If the car had been going faster, …; If I’d failed the exam, …; If you hadn’t seen the crime, …; and so on. This way, all the students are constantly busy and they end up with five or six chains to read out at the end.

6. Criticism Dictate the following sentence stems: We wouldn’t have spent the night in prison if … If you had just kept your mouth shut, … If you hadn’t spent all our money on that thing, … If you’d asked that farmer for directions half an hour ago, … You might have enjoyed the party more if … Put students in pairs to decide the end of each sentence. When they have done that, set them three questions: What’s the relationship between the speakers? What is the situation? What did the other person say before this? Then the pairs choose one of the situations and continue writing the dialogue to create a mini-script. They act out their scenes in front of the class.

7. It’s not all bad To correct the notion that the third conditional is all about regret, write on the board three things from your past that you consider positive in some way, eg I had to work for pocket money when I was a kid; I studied Chemistry at university; We had children when we were young. Explain that these are all true and ask students whether they think they are things in your life that you see as positive or negative. Field their guesses and their reasoning without letting them know how you feel about them. Then explain how you feel. Use the third conditional, eg If I hadn’t had to work for pocket money, I wouldn’t have learnt the value of money and work. Students write three positive sentences about their past and share them with a partner. They must guess why their partner’s sentences are positive in the same way.

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8. Hindsight is a wonderful thing Tell the class that their Caribbean cruise encountered a hurricane and they have all ended up stranded on a desert island. They have absolutely nothing with them – no tools, food or water. Write the following sentence stems on the board: If we’d known we were going to end up here, … If we’d brought a …, we could … I’d have packed my … If only I'd grabbed my ... before the boat sank; then we could have .... In groups, they make a wish list of the things that could have helped them. Reward the most imaginative and funny ideas by telling them that by a stroke of luck, the thing they want has just washed up on the shore!

9. Celebrity quotes After the lesson, students search for quotes by celebrities. Give them the search terms “If I hadn’t” quotes [+ name of celebrity]. In the next lesson, they share what their chosen celebrities have said, and which quotes they like best.

The presence of both had and would can lead to confusion over the contracted ’d, so check that students can identify which verb it is by looking at the form of the following verb, ie would is followed by an infinitive and had is followed by a past participle.

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10. Common difficulties

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I wish, If only

Closely related to unreal conditionals, If only … and I wish … perform the functions of disappointment, failure and regret – and can therefore provide a lot of scope for roleplay and discussion. First we look at the structures that are used for referring to the present, including I wish … for criticising; we then move on to look at If only … and I wish … for expressing past regret.

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1. I wish I had an umbrella Draw a stick figure at a bus stop. It is raining and the rain is dripping off him. A thought bubble contains picture prompts for four sentences: the sun breaking through the clouds (I wish it was sunny, I wish it wasn’t raining), an umbrella (I wish I had an umbrella) and a bus (I wish the bus was here). Elicit the sentences using the prompt I wish …. Point out the use of the past tense in each sentence, even though they are talking about the present. Add If only … to show that the two expressions are more or less synonymous (If only … expresses a stronger desire).

2. I can’t swim; I wish I could Dictate the following sentences or write them on the board. Students write the sentence plus a follow-up sentence containing I wish … or If only … Do the first one to demonstrate (suggested sentences are given in brackets). 1. I am too tall. (I wish I was shorter.) 2. I’m late again. (I wish I wasn’t always ...) 3. I can’t swim. (wish … could ...) 4. I’ve got a cold. (... didn’t have ...) 5. I’m afraid of flying. (... wasn’t …) 6. I don’t know the way. (... knew …) 7. I have to go to work. (... didn’t have to …) 8. She won’t talk to me. (... would talk …) 9. My mother is staying with us for two weeks. (... wasn’t …) 10. He isn’t doing the washing up. (... was …) Once you have corrected the answers, focusing on the backshift of present to past tense and the change from affirmative to negative in most sentences, ask students to write another first sentence to test their classmates. They mingle, saying their sentences and correcting each other.

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3. Three wishes Draw or show a photo of a magic lantern. Ask who lives inside (answer: a genie) and what genies do (answer: they grant three wishes). Tell the class what your wishes would be, eg I wish I could run a marathon. / I wish I didn’t bite my nails. / I wish I could fly. Discuss which of your wishes are possible to change. Ask students to write three wishes (they aren’t allowed to wish for more wishes!). Put them into groups to share their ideas and to talk about which of their wishes are possible for them to change.

4. I wish you wouldn’t … To practise the structure wish … would(n’t) to express criticism and annoyance, brainstorm the different possible relationships between people who live together (eg a brother and a sister, flatmates) and the bad habits they typically annoy each other with. Express three of these using the wish … would(n’t) structure, eg I wish you would do the washing up sometimes! I wish you wouldn’t always leave your shoes in the living room. I wish you wouldn’t keep drinking my milk! Put students in pairs to roleplay two of the situations suggested by the language on the board.

5. A waste of money

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Show students something that you spent money on recently, eg a podcast app for your phone, and tell them why. Explain that when you showed your best friend, they told you that you can download apps that are just as good for free. Introduce I wish to express regret about past actions by replacing the words I wish I hadn’t bought that app with gaps, ie _ ____ _ ____’_ ______ ____ ___. Nominate students to suggest the missing words. Point out the backshift bought to hadn’t bought. Students write similar sentences about things they, or people they know, have wasted money on.

6. I wish I hadn’t missed that opportunity Practise wish for past regrets with these famous stories of missed opportunities. Teach the class the phrase a missed opportunity. Write on the board 1962, 1966 and 1979. Read out the following famous missed opportunities, and see if students can match them to the years. Answers: (1979, 1966 and 1962 respectively): US businessman Ross Perot refused to invest in Microsoft. Jeffrey Hunter, original captain of the Starship Enterprise, turned down his part in the second episode of Star Trek. Decca Records decided not to sign a band called The Beatles. Students write what they think Perot, Hunter and the managers at Decca said to themselves afterwards. They should start their sentences with I wish ... or If only ..., for example, I wish I had invested in Microsoft. They compare sentences.

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7. At the art gallery Find and print off a selection of four to eight old paintings. They should show people looking unhappy (e.g. Picasso’s The Weeping Woman), doing an unpleasant task (e.g. The Gleaners by Millet) or feature groups of people (e.g. The Old Musician by Manet, or Renoir’s Luncheon of the Boating Party). Put them around the classroom before class. Have lots of sticky notes or slips of paper and poster tack ready. Students walk around and look at the paintings for two minutes. Ask them what they know about the paintings. Let them guess the artist, age, subjects and setting of each. Draw a thought bubble on the board containing the words If only… and I wish … Ask students to suggest what one of the characters in the paintings might be thinking. Accept all answers, e.g. for the Picasso painting: I wish I didn’t have both eyes on the same side of my head; If only Picasso hadn’t done my make-up this morning. Hand each student enough sticky notes for each painting and tell them to walk around the ‘art gallery’, writing I wish ... and If only … thoughts for the characters. After a few minutes, tell them to post them on the wall next to the pictures. Students wander around the gallery one last time to read what has been written. Ask the class for their favourite sentences.

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8. Guess the story Make one copy of the worksheet on pages 230 and 231 for every two students. Ask the class to try and guess the difficult situation you are in. Put students into pairs and read the following clues, giving pairs a minute between each clue to discuss the possible situation: 1) If only my mobile phone was working! 2) I wish I hadn’t got out of the car. 3) If only I’d checked the weather forecast! Ask them to reconstruct a possible story that explains these thoughts. Next, give one half of the pairs Worksheet A and the other half Worksheet B. Pairs write three sentences expressing regret prompted by the new situations using I wish … or If only…. Put sets of A and B pairs together into fours to take turns reading out their sentences. The other pair try to guess what the situation is.

9. Caption competition At home, students find a ‘meme generator’ website (eg memegenerator.net), choose an image and write the funniest I wish caption. During the next lesson, they show it to the class. Award a prize to the funniest.

10. Common difficulties In some languages the verbs expect, hope and wish are covered by a single verb, leading to confusion over meaning and errors such as *I wish the rain stops soon. Difficulty also lies in the use of the past tense form to express an unreal present, leading to errors such as *I wish I am there with you. As with reported speech, students need instruction in backshifting specific auxiliary verbs and modals into the past, eg She won’t stop … Ú I wish she would stop …. As for the second conditional, I wish I/ he/she … can be followed by either was or were.

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Other verb forms

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Question forms

Question forms are present from the very first day in a communicative language classroom, and they are a feature that students work with and process all the way through the tense system. We start with simpler questions with be and work our way through yes/no questions, wh- questions, subject questions and tag questions. (Indirect questions are covered in Unit 48.)

1. Is she a singer? The simplest way to practise questions with the present simple of to be is to play Celebrity Twenty Questions (see page 12). Start by thinking of a celebrity your students will know. It can be an individual or a group, eg a band or a sports team. They must be alive so the questions will be in the present. Explain the game. Suggest the first couple of questions: Is it one person? Is it a woman? (this helps them to choose the right subject pronoun from then on) Is it a sports team? Is he a singer)? When the class have guessed your celebrity, they repeat the game in groups of four to six.

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2. Likes and dislikes questionnaire Write these words on the board: dogs, cold weather, eating out, reading a book. Then write this question: Which do you prefer, dogs or …? and ask the students to complete it. Elicit questions with two alternatives for the other topics on the board (eg Do you prefer cold weather or hot weather? Which do you prefer: eating out or …?). Ask for a few more examples. Students work in pairs and ask and answer the questions. In the feedback session, use third-person questions, eg What does X prefer: dogs or cats? Does Y like eating out? etc. Students must answer from memory. Students then work in new pairs and ask and answer the questions about their previous partners.

3. Question words Write the following question words on the board: What, Who, Where, When, Why, How. Then write these words on the board: a time

a place

a person

a reason

a thing

a way you do things

Students match these words to the questions words and write them in their notebook. Dictate the following short phrases for students to write next to the appropriate question word: at home, my boss, because I was tired, by searching on the internet, some chocolate, last year. Check the answers with the whole class. In pairs, students write a question for each of the answers you just dictated. You can take the first one as an example to do with the whole class (eg for at home, the question might be: Where were you last night?).

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4. Question word mingle To review questions words, make a simple matching game. You need 12 fairly large cards. (If you have more than 12 students in your class, make duplicates of the cards.) On six of the cards write the question words: What, Who, Where, When, Why, How (ie one question word on each card). On the other six write the answers from the previous activity: at home, my boss, etc. Give one card to each student. Explain that they need to match a question word with an answer. Students then mingle, finding the partner for their card. Once they have matched their cards, they sit together and write out a full question that prompts their answer (eg for at home, they might say, Where do you usually have breakfast?). Once all the pairs have written their questions, they read them to the class as a class dictation.

5. The coffee pot game To play this guessing game, ask two students to leave the room for 30 seconds. When they have gone out, the remaining students choose a verb that the two students will have to guess, eg run. The two students come back into the room. They have to ask each classmate a question until they guess the verb. But instead of using the verb, everyone must use the word coffee pot. For example: Can anybody coffee pot? – Yes, they can.

Continue until the pair have guessed the word. Then ask another pair to leave the room and repeat. Keep a note of any problems with question structures or question words to focus on at the end of the game.

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What equipment do you need to coffee pot? – I just use my legs to coffee pot, and a good pair of coffee-potting shoes.

6. Homemade questionnaires Write the following topics on the board: Travel

Sports

Food

Entertainment

Work

Studies

Now write the following question stems: Do you …? Have you ever …? When did you first …? Would you … again? Draw attention to the auxiliary verb used in each question and draw students’ attention to the form of the main verb (eg Do you + bare infinitive, Have you + past participle etc.). Students work in pairs to choose a topic and complete the questions on that topic. They mingle, asking their questions to at least three other classmates. They should not answer the same questionnaire twice. At the end the students sit with their original partner and compare the answers they got. In whole-class feedback, invite the students to discuss which questionnaires they found most interesting or easiest to answer, and any interesting information they found out about each other.

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7. Who wrote Romeo and Juliet? Write the following title on the board: The Best General Knowledge Quiz Ever! Make sure students know what a general knowledge quiz is, and explain that they are going to write questions for the quiz. Write these examples on the board: Who wrote Romeo and Juliet? What happened to the two lovers in the end? Which actors have played the two characters in the movies? Ask for the answers. Then draw attention to the questions. Point out that you don’t need a subject pronoun (it, he, they, you) in a subject question and that subject questions start with Who, What, or Which. Students work in small groups to write general knowledge subject questions on any topic they want on slips of paper. Monitor, making sure the questions are grammatically correct. Collect the completed questions in an envelope. When you have 20 or more questions, invite students to pick them out of the envelope and ask them to the class.

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8. Question tag pelmanism Make one copy of the handout on page 232 for each group of three or four students and cut up the cards into sets. Students work in small groups of three or four. Give a set of cards to each group. Students spread out the cards face-down on a table and play pelmanism (see page 13). In feedback, deal with any problems. Ask the students to think of a context for each of the [sentence + tag] combinations and to decide if they are asking for information or confirming the statement. Point out how we use rising intonation when we genuinely want an answer. Otherwise, we use a falling tone. Practise reading each question with both intonation patterns.

9. Ask Google At home, students choose five questions to ask Google in English. In the next class they report back on the questions and the answers.

10. Common difficulties Students sometimes struggle with the dummy auxiliary in questions in the present and past simple, in particular with does in the third person. Drilling common questions can help students assimilate the form. Focusing on pronunciation can help make the drilling more meaningful.

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48

Indirect questions

Students first learn basic indirect or embedded questions like Do you know where …? at elementary level (A2) in practical contexts such as asking questions as a tourist. They are used for softening personal questions, asking for information or directions politely, and making special or difficult requests.

1. My own personal cloud Draw a cloud on the board and fill it with some random personal information, eg your name, where you are from, your house number, your job, your marital status, your age, your shoe size, your favourite animal, etc. Students must ask you the correct question (they are all formed with to be) to elicit each answer, which you then cross out. If they ask, for example, Is Kristina your name?, answer Yes, but don’t cross out ‘Kristina’ until they ask the correct question for that answer, ie What’s your name? When they ask How old are you?, say: That’s a very personal question! Write on the board Can I ask you …? and Do you mind if I ask …? and elicit the same question in the form of an indirect question. Point out that there is no subject–verb inversion in an indirect question. Encourage students to ask the rest of the questions as politely as possible. Students then draw their own clouds containing random information about themselves. In small groups, they ask each other indirect questions.

Tell students that they have just arrived in a city that is popular with tourists. In pairs, they write 10 questions they expect to ask in their first 24 hours. Invite students to ask you, a stranger in the street, some of their questions, and to use the situation to explore politeness strategies, eg saying Excuse me and please, and using friendly-sounding intonation. Next, write on the board: Do you know …? Can/Could you tell me …? and rephrase the questions they asked you using these stems. Drill them with polite intonation. In their pairs, students take turns asking their questions to strangers in the street.

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2. Do you know where the museum is, please?

3. Celebrity interview Choose a famous person (eg LeBron James, JK Rowling, Alicia Keys) or a fictional character (eg Father Christmas, Luke Skywalker). Tell students that they are journalists for the school magazine and that this person is visiting them at the end of the lesson to answer questions. On the board, write question stems: Do you …? Have you ever …? Can you …? Did you …? How do you …? How many …? How long …? Where …? Why …? When …? etc. Pair up students to write their questions. Meanwhile, write some indirect question stems on the board, eg I’d like to know …, Do you have any idea …? I was wondering …, Could I ask …? Use one or two of their direct questions to show students how to form indirect questions, for example: Which book did you enjoy writing most? ÚCould I ask which book did you get enjoyed writing most? Can your reindeer really fly? Ú I’d like to know if/whether your reindeer can really fly. Ask a stronger student to play the role of the interviewee. Students ask the questions and the celebrity answers as best he or she can.

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4. Twenty polite questions You’ll need a crown or other ‘important’ hat. Put the crown on and explain that you are the secret-keeper. Your secret could be anything, eg an object, person or place, and you will help them find out the secret, but only if they ask politely and don’t ask What is the secret? Give examples of the kind of questions you will answer, eg Would you mind telling us what colour it is? Can you tell us if it’s in this room? Students take turns asking questions. Imperiously snub any questions you are not asked indirectly. Once students have asked 20 questions and either discovered the secret or not, let them play a round or two in groups.

5. Mumbled meanings Highlight the importance of intonation in any of these activities by reading out one of the key sentences but mumbling it, eg Can you tell me where the museum is? Ú mm mm MM mm mm mm mmMMmm mm? Say it two ways: firstly with a flat intonation and then with polite intonation. Drill both versions to compare but finish with the polite version. Put students in pairs to take turns choosing and mumbling indirect questions from the list they are working on while their partner tries to identify the question.

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6. From rude to polite Make a copy of the worksheet on page 233 for every 12 students and cut it up. On the board, write the following dialogue: A. Hello, Georgio. B. I’ve got a problem. Can you do two things for me? A. Of course. What are they? B. It’s my cat. She can’t get down from the tree. Have you got a ladder? A. Yes, but you shouldn’t climb ladders. B. That’s the other thing. Can you go up for me? Ask: What is the relationship between the two people? (neighbours) How old is Georgio? (probably quite old) Is there anything wrong with the conversation? (yes, Georgio is very direct). Invite suggestions for making Georgio’s part more polite. Accept excuse me, please, thank you, etc., as well as softeners such I’ve got a little problem and indirect questions such as Do you think you could …, etc.) Put students into pairs and give each pair one of the dialogues. Tell them to make the dialogues more polite, and then to act them out. When all pairs have rehearsed a couple of times, they act them out in front of other students, who identify the relationships between the characters.

7. I wonder why … Indirect questions may be used to ask ourselves questions or to think aloud about things that we’d like to know more about or understand better. Write on the board three of life’s big questions, eg I wonder why the sky is blue. I wonder what the internet looks like. I wonder whether we will ever meet aliens. Ask the class whether anyone has any answers to any of these questions and let them explain. Now ask every student to think of one

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question. They mingle and ask their questions using I wonder…. If the listener knows nothing about the topic, they can simply say: That’s a very good question, but I can’t help you, I’m afraid. If they can shed light on it, they explain it as best they can. When everyone has sat down again, find out who got answers to their question, what their classmates told them and how convinced they are by the answer.

8. A big ask! Before class, write one big favour on a piece of paper for every two students. There are a few ideas set out below, but you may need more, depending on the number of students: Ask to borrow a classmate’s Porsche / dog. Ask to stay at a classmate’s house for a week with your sister. Ask a classmate to go to the supermarket for you / look after your children today / give you a lift to the airport / talk to your boss about giving you a pay rise.

Now put students in pairs and hand out the favour cards. Explain they need to ask this favour of a friend. To prepare, they should think of a good explanation and a polite way of asking. Put them in new pairs to ask each other. When they’ve finished, let them return to their original pairs to compare the responses they got. Finally, discuss their strategies and how successful they were with the whole class.

Unit 48

Tell students that you’ve promised to take a friend to the theatre this evening but you haven’t bought tickets and you need to buy them after the lesson. Unfortunately, you haven’t got any money until tomorrow. Ask to borrow a large sum of money from a student or students, eg I was wondering if there’s any way one of you could .... Don’t let this go on – students may feel uncomfortable – so explain that this is not a genuine favour, and ask instead how you asked for the money. Write on the board the language you used to ask for the money and elicit other ways, eg Would you possibly be able to …?, I’m sorry to bother you, but do you think you could …?, No worries if not – I can ask someone else.

9. Which shop? On the way home from class, students choose a shop, imagine they are in an English-speaking country and think of a reason to go there. They think of three indirect questions they can imagine asking in the shop. When they get home, they write them down. Start the following lesson with students reading out their questions for others in the class to guess which shop they chose.

10. Common difficulties Word order is often viewed as the main difficulty in indirect question formation. Students practise direct question formation a lot, so the instinct to invert auxiliary verb and subject is strong. From the point of view of accuracy, it is important to avoid errors such as *Do you know what time does the train leave? but the structure still fulfils its function. Intonation is a more significant factor in achieving a positive effect on the listener, so drilling and correcting polite intonation is an important aspect to focus on.

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Verbs followed by a verb with to or -ing

Students often have problems remembering (or knowing) whether to use a verb with -ing or to after certain verbs. Here we look first at verbs that are followed by a verb with to and verbs that are followed by a verb with -ing, grouping them by meaning and/ or function. We then look at verbs that can be followed by both forms with or without a change in meaning. (See Unit 33 for verb patterns with reporting verbs.)

1. Verbs followed by to, plans and desires This activity looks at a set of verbs followed by to that are used to talk about plans, both in the past and the future. Dictate the following sentence starters (or write them on the board). Today I want to … Yesterday I decided to … Last year I chose to … Next week I intend to … Next year I plan to …

Unit 49

In five years’ time I hope to … Ask the students what the sentences have in common from a point of view of (1) meaning (plans/hopes) and (2) grammar (they all end in to). Ask the students to complete each sentence so that it’s true for them. Students mingle and try to find classmates who have similar hopes and plans asking questions like What do you want to do today? Or What did you choose to do last year? They make a note of any similarities alongside the sentences. In feedback, students report on any similarities using We both … / We all … / All three of us …, etc. (In a business context, you could ask students to focus their plans and intentions on work.)

2. I went to my boss to ask for a rise To practise using to + infinitive to talk about purpose, write the following sentence on the board: I went to see my boss to ask for a pay rise. Ask students why you went to see your boss and highlight the use of to + infinitive to explain the purpose of the visit. Then circle the a in the verb ask and explain that you want to replace ask for a pay rise with a different idea containing a verb starting with b. Elicit ideas (eg to borrow some money). Do the same with c (eg to check some figures). In feedback, ask each group to share their most bizarre reason. (With younger students, you can replace boss with teacher or mum/dad.)

3. Whispered requests To practise [want/would like + object pronoun + to], write a simple request on the board: eg Can you all stand up please? Then write: Our teacher wants/would like … …. stand up. Elicit the missing words (us to). Then ask the students to follow the request. Ask a volunteer to come forward. Whisper another request in their ear (eg Can you put your hands up please?) and ask them to report the request to the class using the structure on the board (Our teacher would like us to put our hands up). Ask the same volunteer to whisper a command in your ear. Report this request to the class. The class should follow the request. Students now work in groups of three.

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Student A thinks of a request and whispers it in student B’s ear. Student B tells student C using the phrase, Student A would like you to / wants you to …. Student C then mimes the action. They repeat the process, changing roles until they have all mimed at least one request.

4. I remember that! This activity looks at using a verb + -ing following the verbs regret, remember, miss and never forget to talk about memories. Write One of the best holidays ever on the board. Tell the students you’re going to tell them a story about one of your holidays. In small groups they prepare questions to ask you about it. Answer their questions and drop the verbs into your answers (eg I can remember seeing the hotel/beach/city for the first time. I really regret not visiting the market/cathedral/tower. I’ll never forget swimming in the rooftop pool/eating fried fish on the beach/listening to opera. I still miss going for a run through the forest / buying fresh bread at the baker’s). When you’ve finished, write the verbs on the board. Students work in groups to recall your story and anything you said about it using those verbs. Students then think of a memorable holiday or business trip and write sentences using the four verbs. They share their stories in small groups.

5. He keeps doing that!

Unit 49

Think of – or invent – an annoying habit that one of your workmates has and complain to your students about it, eg X keeps leaving the photocopier with no paper in it / Y keeps forgetting to bring back the dictionaries. Draw the students’ attention to the form [keep + -ing] and its use to describe annoying habits. Students work in groups to brainstorm annoying habits in their workplace/college/school. The groups share their ideas and the class votes on the most annoying habit of all.

6. I fancy going to the cinema Write on the board: I fancy going to the cinema this weekend. Ask the students to imagine who might be saying this and to whom. Write the following prompts for the next line in a dialogue: What / fancy / see? Ask them to give the complete form and write it on the board. Highlight the use of -ing after fancy. Ask the students to suggest a film. Then write the following prompt: You / want / come too? Elicit the complete form and highlight the use of want + to. Write it on the board. Elicit a last line for the dialogue (eg Yeah, I’d love to!). Students repeat the dialogue in pairs. Brainstorm more sentences with I fancy + -ing. Students mingle, inviting each other to do some of the brainstormed activities, using the model dialogue for support.

7. Remember to lock the door! This activity focuses on the verbs stop and remember, which can be followed by either to + infinitive or the -ing form, but with a change in meaning: remember + to do is used for talking about something you need to do remember + -ing is used for talking about an action that happened in the past. stop + to do is used for talking about why you stopped stop + -ing is used for talking about an action that was in progress beforehand.

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Make one copy of the handout on page 234 for each group of three or four students. Students work in groups. Give one handout to each group. Read the instructions together. Give a signal for the groups to start together. The first group to reach the other end of the maze is the winner. Ask them to read out the sentences along their trail to make sure they’re all correct. (See answers on page 240).

8. Verb pattern auction To review all the patterns used here, play grammar auction or grammar casino (see page 13). Here are eight sentences that you can use. Feel free to adapt them to suit your context and students. He decided leaving his job because he didn’t like his boss. She chose to live at home because it was cheaper. We’re planning going away for a couple of days during the winter break. They want me to give a presentation to 200 people! He went to the shop to getting some bread. I can’t remember seeing him before.

Unit 49

Can you remember buying some milk on the way home please? Everyone stopped talking and turned looking at the door. (See answer key on page 240.)

9. Verb detectives At home, students look through the reading texts in their coursebooks and find five sentences containing examples of verb + -ing and five sentences containing examples of to + infinitive. In the next class they work in groups and share their sentences. Then they compile lists of verbs that are followed by -ing and verbs that are followed by to + infinitive with examples of each.

10. Common difficulties Students are often unsure of which verb form to use and can make mistakes such as I would like going rather than I would like to go. Activity 8 above reviews some common mistakes. The best way for students to learn and remember the patterns is to encourage them to record new language in chunks, with clear, personal examples.

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Passive voice

Students may first use the passive without realising it in expressions like It’s called …, It’s made of … and I was born in …. However, present and past simple passives are generally taught at elementary (A2), and more complex passives like … is going to be filmed, and needs to be done … become familiar at intermediate levels (B1 or B2). This is also when students explore other passives, such as the causative have/get something done.

1. The cows are milked twice a day On the board, write the following verbs: collect, milk, package, pasteurise, sell, store. Ask students to guess what the topic of the lesson is from these verbs. (Answer: milk production.) Ask them to explain how each verb is involved in milk production, and help with any verbs they don’t understand. Dictate four sentences: a. The milk is stored on the farm in a large tank at 4ºC. b. At the processing plant, it is pasteurised and packaged in cartons. c. It is collected from the farm by large tanker lorries. d. The cows are brought in from the fields and milked twice a day.

Unit 50

Put students into pairs to check that their sentences are the same and to decide the correct order of these steps from farm to fridge (1d, 2a, 3c, 4b). Write the first sentence on the board. Ask: Who brings the cows in from the fields? (Answer: the farmer.) Write the active sentence for comparison (The farmer brings the cows in from the fields.). Ask ‘Why did we say, The cows are brought in …, and not The farmer brings the cows in …?’) (Answer: because we already know who does it, and the farmer is not important here.) Label the grammar ‘the passive voice’ and ask What tense are these sentences in? (Answer: present simple). Then ask: How do we form the passive? (Answer: the correct tense of to be + the past participle.) In pairs, students write sentences about the rest of the process from farm to fridge, eg The cartons are sent to supermarkets. They are put on shelves. The milk is sold. It is kept in the fridge at home.

2. Where was it made? To introduce the passive in the past, ask each student to find the phrase ‘made in’ on three of their possessions, eg stationery, clothes, gadgets. Elicit sentences about the objects, eg This umbrella was made in Turkey. Students show each other their things and tell them where they were made. Ask if they are surprised about where any of their things are from, and if they know where certain types of product are typically made.

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3. Rock, paper, scissors An easy way to make testing of irregular past participles more fun is for students to play Rock, paper, scissors (see page 11) and every time there is a winner, he or she says the infinitive form of an irregular verb. If their partner can’t say the irregular participle and spell it correctly, they win a point. A. Scissors beats paper. I win. Catch? B. Catched?’ A. No, it’s ‘caught’: C - A - U - G - H - T. One point for me.

4. Story of a thing Read out the story of a sock:

Unit 50

I was made in a little town in Italy along with my brother. We were packed in a little box and we stayed there for weeks. After a long time, we were taken in a lorry to a port. I’ve been washed many times, but not as many as my brother. I was lost under the bed for a few weeks, but I’ve been found again. In pairs, students choose a different object and write its autobiography. Students read out their stories, guess the object and vote for their favourites.

5. It can be picked, it can be eaten Practise the passive with modal verbs with this game. Tell the class that you are thinking of an object, eg an apple, and offer clues. For example, you might say: It can be eaten. The middle part must be thrown away. It can be picked but normally it is just bought from a shop. It is sometimes given to the teacher. Point out the structure of [modal verb + be]. Once they have got the idea, put students in large groups and send one student from each group out of the room for a minute. Tell the rest of the groups to agree on new objects (eg a paper clip, a mobile phone, a book) for the students to guess.

6. Snakes and ladders Make one copy of the worksheet on pages 235 and 236 for every three to five students. Cut out the Challenge! cards and shuffle them. Explain the game (see page 13 for details). Tell students that to stay on the square they’ve landed on they must answer the questions correctly with a sentence in the passive voice. If their sentence introduces the agent with by they move forward an extra space.

7. Directed by … Ask students in pairs to research the following information about a book or movie of their choice online: writer / director / roles and actors / music / awards and prizes / locations / setting / etc. Put pairs together to try to guess each other’s movies or books. They take turns giving each other clues, eg It was directed by Luc Besson. The main character was played by Bruce Willis. It came out in 1997. It’s set in the future. After each clue the listeners get a chance to guess the movie or book. Reorganise pairs so they can play against other teams.

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8. This is where I get my hair cut To practise causative get, show the class a map of the local area or city where you live. Point out a few places which provide you with a service: This is where I get my hair cut. I’ve been going there for about a year. And here in South Street, that’s where we get pizza delivered from. It’s the best Italian restaurant in the city etc… Pinpoint on the map three similar places (eg dentist, car repair shop, dry cleaners, opticians, etc.) without telling students what’s there or why you go, and have them guess, eg Is it where you get your eyes tested? Students do the same (using an online or physical map) and present the places where they have things done around town.

9. Headline news At home, students look for passive structures in news headlines. Any they find they should copy out and write as a full sentence, eg Man arrested after Mercedes driven into a shop becomes A man has been arrested / was arrested last night after a Mercedes was driven into a shop. They choose one that interests them most and in the next lesson, they read the full sentence out to their group, who try to guess the details, eg A man was texting on his phone and drove his car accidentally into a shop. He wasn’t hurt, but he didn’t try to run away. The student whose story it is confirms or corrects the details.

Forming the passive is not without its difficulties; for example, students often drop the auxiliary verb (*It called ‘cheese’ in my language). The passive voice is formed in different ways in some languages (eg in Spanish a reflexive structure is often used), leading to mistakes and underuse. Make sure students are aware of the reasons to use the passive, eg the agent is obvious, unknown, unimportant, etc., as well as how to form it.

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10. Common difficulties

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10

more useful grammar resources

There is a wealth of grammar resources available to teachers. Most coursebooks summarise the language taught on the course in a dedicated grammar section at the back of the book; they also often provide extra practise as well as easy-to-understand explanations for students. This is usually a quick and sensible first place to look. There are also students’ practice books, grammar reference books, teachers’ handbooks, coursebook materials, publishers’ websites, private blogs, apps, the list goes on and on. The choice can be daunting, and it’s not always easy to find what you’re looking for. Here we have picked out 10 resources that we’ve found to be consistently useful and reliable, and that we think are well worth dipping into.

1. Grammar Practice Activities (2009, 2nd edition) by Penny Ur (Cambridge University Press) This is considered a classic in the list of books offering straightforward practical ideas to use with your students. The book begins with an overview of how to teach grammar, and practical tips on designing classroom activities. The bulk of the book is given over to nearly 200 activities that make learning grammar a communicative and fun experience.

2. Grammar Games: Cognitive, Affective and Drama Activities For EFL Students (1985) and More Grammar Games (1995) by Paul Davis and Mario Rinvolucri (Cambridge University Press) Another classic and much-loved resource book for teachers, Grammar Games contains material for a wide variety of games which can be played in the English language classroom. Each game focuses on one or more points of English grammar and includes information on materials needed, grammar points practised and time required.

3. Grammar in Use (2012, 4th edition) by Raymond Murphy (Cambridge University Press) This is a classic grammar practice book and probably the best known grammar book for students on the market. There are three versions: Grammar in Use, Essential Grammar in Use and Advanced Grammar in Use. They all follow the same pattern: two-page units with grammar explanations on the left hand side and grammar exercises on the right. Later editions also include study guides, which help students identify their grammar strengths and weaknesses.

4. Oxford Practice Grammar (2008) by John Eastwood (Oxford University Press) The Oxford Practice Grammar books (again there are three levels: basic, intermediate and advanced) follow a similar format to Grammar in Use, with short units that include brief presentations of each grammar point, followed by controlled practice exercises.

5. Practical Grammar (2011) by David Riley, John Hughes and Ceri Jones (Heinle-Cengage Learning) This series of three grammar presentation and practice books, as well as offering grammar explanations and practice exercises, introduces all the grammar points in short texts or dialogues set in everyday contexts which can double-up as simple presentation texts for teachers in the classroom. The books are organised into two-page units, with the contexts and presentations on the left and the practice exercises on the right.

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6. Practical English Usage (2016, 4th edition) by Michael Swan (Oxford University Press) This grammar reference book is a staple item on reading lists for ELT training courses and is very useful for preparing lessons and understanding new grammar points – or reviewing old ones. It’s organised in two parts: part 1 is a topic-by-topic student's grammar, each with an introduction highlighting common mistakes; part 2 is a guide to key vocabulary topics, including an A–Z list of common word problems.

7. Grammar for English Language Teachers (2010, 2nd edition) by Martin Parrott (Cambridge University Press) Grammar for English Language Teachers is a grammar practice book for teachers. It helps practising and trainee teachers develop their knowledge of English grammar. It includes explanations, reflection tasks and simple exercises that help place the rules in the context of real language use as well as guiding teachers in how to evaluate classroom and reference materials.

8. Teaching Grammar: From Rules to Reasons (2016) by Danny Norrington-Davies This teacher’s book outlines an alternative approach to teaching grammar in the language classroom. It explores what speakers and writers of English do with grammar, and how language students can be guided to discover what they mean. It aims to help teachers to develop their knowledge of grammar, provide a source of grammar lessons and instigate new ways of planning and organising lessons. A short introduction explains the approach and how the book is organised. The main body of the book is comprised of lesson materials, systematic lesson procedures and discovery techniques, and explores replication activities that can be incorporated into a syllabus and used as demonstration lessons.

9. How to Teach Grammar (2000) by Scott Thornbury (Pearson) This practical guide helps teachers develop their grammar-teaching skills. The first part of the book looks at the nature of grammar and the reasons for teaching it. It then goes on to explore different approaches to grammar, ways of practising a variety of grammar topics, and methods for dealing with students’ errors. It also looks at how grammar teaching is integrated into different methodologies, such as communicative language teaching and task-based learning.

10. Websites There are a number of websites that offer both grammar explanations and exercises. Some are more reliable than others. This is one that we’ve found to be consistently useful and reliable, run by the British Council in conjunction with the BBC: www.teachingenglish.org.uk

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Appendix The classroom material in this Appendix can also be found online at https://www.myetpedia.com/appendix-materials/ as downloadable teacher’s resources. These downloadable teacher’s resources can be viewed as pdfs online where you can use the search, bookmark, zoom and clip tools. You can also save to your computer or laptop to be used exactly as they are, or adapted and developed to suit your own context, or you can print them directly from the website for use straightaway.

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Unit 1.8: Guess which? A full colour version of this material is available at https://www.myetpedia.com/appendix-materials/

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Appendix

Unit 2.5: Where’s the supermarket?

3

My Town 4 5 6 7

8

9

10

3

Their town 4 5 6 7

8

9

10

How to play: 1. Draw the places on your grid. There's an open-air market (four squares), a supermarket (three squares), two schools (two squares each) and three bus stops (one square each). The places can’t overlap on the grid. Make sure your opponents can't see your grid!

2. Teams take turns to ask each other about the places. E.g.,Is there a supermarket in A3? If the answer is yes, that player can ask another question. If the answer is no, it's the opposing team’s turn to ask. Remember to make a note of all your opponent’s answers on the grid for their town.

1

2

A B C D E F G H I J

3. The winner is the team that finds all the places.

1

2

A B C D E F G H I J

Appendix

183

Unit 3.8: Where are my keys? A full colour version of this material is available at https://www.myetpedia.com/appendix-materials/

184

In the pocket of the coat on the stairs

In the pocket of the coat on the bench under the mirror

Under the coat on the bench under the mirror

Behind the cushion on the armchair

In one of the shoes

Next to the clock on the shelf under the mirror

In the bag in the living room

On one of the stairs

In one of the boots

Under the cap under the mirror

In the umbrella

Under the letters on the floor

On top of the parcels

Under the small parcel

Under the bench under the mirror

Under the blanket on the armchair

Under the mat in front of the door

Behind the letters on the shelf under the mirror

Under the books on the bench

On the rug in the living room

Appendix

Unit 4.3: In a pair tree A

Zuzia = _______ Hobby: ________ Nationality: American

Teresa Job: ______________

Jack = Kike Job: pilot

Veronika = ________ Hobby: ________ Hobby: ________

Pet dog: Bobby

Martina

Philip

________

Favourite food: cupcakes

Favourite toy: ________

Favourite possession: ________

B

Patricia Hobby: rock climbing

Oliver Favourite drink: ______

Zuzia = John Hobby: skiing Nationality: ____________

Teresa Job: maths teacher

______ = Kike Job: pilot

Veronika = Dave Hobby: kayaking Hobby: ________

Pet dog: ________

Martina

________

Sidney

Favourite food: __________

Favourite toy: tractor

Favourite possession: motorbike

Appendix

Patricia Hobby: _______ ____________

________ Favourite drink: milk

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Desserts

Starters

Desserts Chocolate brownie Apple tart Caramel toffee pudding Mint ice cream

Mains Chicken burger with cheese Carpaccio of beef (not cooked) Meatballs and tomato sauce Vegetarian lasagne Spaghetti carbonara (bacon and cream) Vegetable risotto

Today’s dishes are: Starters Fish soup Tuna salad Crispy fried rolls Blinis (mini pancakes) and salmon

For Waiters

Carlota’s restaurant

Carlota’s restaurant

Mains

C

C

Unit 5.8: Restaurant roleplay

A full colour version of this material is available at https://www.myetpedia.com/appendix-materials/

Appendix

Unit 6.4: Stretching in the classroom

Exercise 1: Sit on a chair with both feet flat on the floor and with a straight back. Hold your arms out straight in front of you. Make 10 small circles with your wrists, first towards the centre, and then in the opposite direction. Then hold your hands above your head and repeat. Exercise 2: Sit on a chair with both feet flat on the floor and a with straight back. Extend your left leg until it is straight with your toes pointing upwards. Hold for two seconds. Put your left foot back down and repeat with the right leg. Do this five times for each leg. Exercise 3: Sit on your chair with both feet flat on the floor and with a straight back. Place a book on your head. Slowly straighten your legs until you are standing up. The book should stay on your head. Then sit back down. Do this five times. Exercise 4: Sit on your chair with both feet flat on the floor and with a straight back. Extend your left leg out in front of you. Extend your right hand up towards the ceiling. Lean over to touch your left foot with your right hand. Repeat with the right leg and the left hand. Do this five times on each side.

Exercise 1: Sit on a chair with both feet flat on the floor and with a straight back. Hold your arms out straight in front of you. Make 10 small circles with your wrists, first towards the centre, and then in the opposite direction. Then hold your hands above your head and repeat. Exercise 2: Sit on a chair with both feet flat on the floor and a with straight back. Extend your left leg until it is straight with your toes pointing upwards. Hold for two seconds. Put your left foot back down and repeat with the right leg. Do this five times for each leg. Exercise 3: Sit on your chair with both feet flat on the floor and with a straight back. Place a book on your head. Slowly straighten your legs until you are standing up. The book should stay on your head. Then sit back down. Do this five times. Exercise 4: Sit on your chair with both feet flat on the floor and with a straight back. Extend your left leg out in front of you. Extend your right hand up towards the ceiling. Lean over to touch your left foot with your right hand. Repeat with the right leg and the left hand. Do this five times on each side.

Appendix

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Unit 7.3: Spot the differences in the fridge

Fridge A

Fridge B

A full colour version of this material is available at https://www.myetpedia.com/appendix-materials/

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Appendix

Unit 8.8: It’s a thing …

A kangaroo

A flower

A brick

A recorder

Chalk

Roller blades

Chopsticks

A slug

Appendix

A bulb of garlic

A soldier

A salad spinner

A lamp

A spider

A helicopter pilot

A A hot-air Frankenstein hairdresser balloon

Moss

Sun cream

Flour

The Mona Lisa

A clothes A peg superhero

A DJ

A hedgehog

Soil

Honey

Sand

A rose

Seaweed

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Unit 9.3: Reflexive pelmanism

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I

it

myself

itself

you

we

yourself

ourselves

he

you

himself

yourselves

she

they

herself

themselves

I

it

myself

itself

you

we

yourself

ourselves

he

you

himself

yourselves

she

they

herself

themselves

Appendix

Unit 10.8: Motivational quotes mingle

Nothing ...

is impossible.

No-one can stop you ...

except yourself.

Nobody’s

perfect.

Don’t believe

everything you read.

Anger creates nothing

but it destroys everything.

You can’t please

everybody.

We can’t help everyone

but everyone can help someone.

Happiness is not something

that you leave for the future.

Don’t speak unless

you have something useful to say.

Anyone who stops learning is old but

anyone who keeps learning stays young.

Appendix

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Unit 11.8: Embellished fairytales Hansel and Gretel There was once a poor family with two children. The wife was not the children’s mother. There was a famine in the land and she wanted to leave the children in the middle of the forest. The boy heard her talking about the plan, so he collected small white stones. As they walked through the forest he dropped the stones to mark the path and they were able to find their way home. She tried again, but this time Hansel took bread with him and left breadcrumbs as they walked. But birds ate the bread crumbs and the children were lost in the forest …

Little Red Riding Hood There was once a girl. She decided to visit her grandmother. Her mother gave her some food for the old lady. On the way she met a wolf. The wolf wanted to know where she was going. She told him. The wolf went to grandmother’s house before her. He ate the old woman and put on her clothes. When Little Red Riding Hood arrived, she thought the wolf was her grandmother ...

Goldilocks There was once a family of bears. They lived in a house. They made some porridge but it was too hot to eat. So they decided to go for a walk. A girl arrived at their house. She decided to go in. She saw the porridge and ate a bowl of it. She saw some chairs and sat in one of them. She felt tired so she went upstairs. She saw three beds and fell asleep in the smallest one ...

Jack and the Beanstalk There was once a mother and her son, Jack. The woman told Jack to sell their cow at the market. On the way he met a man. The man bought the cow from Jack in exchange for some beans. When Jack got home his mother was very angry. She threw the beans out of the window. The next morning there was a huge bean plant in their garden. It went up into the clouds. Jack climbed the beanstalk. At the top there was a huge castle. He went in. A giant arrived. Jack hid. The giant told a hen to lay, and the hen laid a golden egg …

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Appendix

Rapunzel There was once a couple who were expecting a child. The pregnant wife saw some Rapunzel plant in the garden of a witch next door. She asked her husband to get some for her to eat. He went but the witch caught him. She let him go but made him promise to give her the child when it was born. The witch locked the girl up in a tall tower …

The Pied Piper of Hamelin There was once a town called Hamelin. It was infested with thousands of rats. The mayor employed a rat catcher to kill the rats. He played a flute to lead the rats out of the town and into a river. The mayor refused to pay him for the job, so the rat catcher decided to take his revenge. One day, when the adults were in church, the rat catcher played his flute to lead all the children out of the town …

Appendix

193

Unit 12.8: It wasn’t very good, no

I thought that film was absolutely terrible!

You must be absolutely starving!

Is it me, or is it totally freezing in here?

Ow! This coffee is absolutely boiling!

Look! There’s a cow in the middle of the road. And it’s enormous! The breakfast they gave us was tiny. Was yours the same?

You must be absolutely furious.

How was Italy? I bet it was brilliant.

Your cupcakes are totally delicious.

I’m sorry, but this soup is really disgusting!

I think this documentary is going to be fascinating. That last maths question was totally impossible!

194

Appendix

Unit 13.5: My boast is sillier than your boast!

A speed boat

A snail

A cow

A flower

A classic ‘model T’ ford car

A group of parrots

A pair of sunglasses

An old, large tree

A bowl of ice cream

A giant

A football player

A piano

A laptop computer

A desk lamp

A bicycle bell

A mobile phone

A doll’s house

A caravan

A motorbike

A steam train

A shirt

A pair of shoes

A lion

A pen drive

A towel

A tent

A yo-yo

A telescope

A pot of paint

A lipstick

Appendix

195

Unit 14.7: Then and now ...

Then

Now

A full colour version of this material is available at https://www.myetpedia.com/appendix-materials/

196

Appendix

Unit 15.8: Funfair ride information gap A full colour version of this material is available at https://www.myetpedia.com/appendix-materials/

Name: Tim

Name: Jemma

Name: Hanif

Age: 7

Age: 11

Age: 13

Height: 1.25m

Height: 1.42m

Height: 1.70m

Likes: speed and water

Likes: horror movies and halloween

Likes: heights

Dislikes: spiders

Dislikes: water, heights

Fear level:

Dislikes: speed, water Fear level:

Fear level: Name: Ana

Name: Piotr

Name: Carrie

Age: 18

Age: 35

Age: 78

Height: 1.75m

Height: 1.83m

Height: 1.51m

Likes: heights

Likes: easy, gentle rides

Likes: heights, speed

Dislikes: ghosts and bats

Dislikes: speed, heights

Dislikes: water, ghosts

Fear level:

Fear level:

Fear level:

‘The Big Wheel' ferris ride

Rollercoaster

Restrictions: >6 years

Restrictions: >150 cm, > 12 years

Speed 1

Speed 5

Height 5

Height 4

Fear factor 2

Fear factor 5

Water Log Flume Restrictions: >110 cm, > 6 years

Creepy Ghost Train

Speed 3

Restrictions: >10 years

Height 2

Speed 2

Fear factor 3

Height 1 Fear factor 4

Merry Go Round Restrictions: none Speed 2 Height 1 Fear factor 1

Chair Swings Restrictions: >145 cm, > 14 years Speed 4 Height 5

Appendix

Fear factor 4

197

Unit 16.4: What kind of student are you? 1 Which best describes you? a. I have a full-time job b. I’m in full-time education/training c. I’m not doing either a or b at the moment 2 How often do you go to class? a. Once a week b. Twice a week c. Every day 3 How many hours do you study outside the class per week? a. Less than an hour b. Two or three hours c. Four hours or more 4 Tick the things you like to do in English outside the classroom.

 Read books, articles, blog posts, etc. in English  Listen to music, podcasts, etc. in English  Watch English TV programmes, films, YouTube videos  Chat to people in English online or face to face  Have conversations in my head in English  Try to memorise new words and phrases  Look up new words in the dictionary 5 How many of the activities in Question 4 did you tick? a. One or two b. Three to six c. All of them 6 How much time do you spend doing the things in Question 4 every week? a. I don’t have much time, but I try and do something a couple of times a week b. I do something most days c. I do a little bit every day

198

Appendix

RESULTS Mostly As You are obviously very busy, either working or studying, and don’t have much time. Well done for giving some of your precious time to studying English! You might want to think about some of these very simple, time-saving ways of getting more contact with English in your busy week: use the time you take travelling to school or work for English practice. For example, listen to a podcast th​a​t interest​s​you;​​try to memorise five new words each day on the bus​; write your shopping list in English. Commit to doing something small every day for one week. At the end of the week, review what you’ve done: Did you do it every day? If yes, celebrate! If not, why not? What can you do differently next week? Make a new commitment.

Mostly Bs You obviously manage your time so that you can dedicate quite a few hours to English every week. Well done. You know that contact with the language is important and you try to practise outside the classroom. Here are some tips for making even better use of your time: find a language exchange partner – someone who is learning your first language – and practise speaking English with them. Read a simplified 'reader' – a book that has been specially written for people who are at your level of English. Watch a TV show in English that you usually watch in your own language. Make a regular time in your diary for these things.

Mostly Cs You’re lucky to have quite a lot of time to dedicate to your English studies and you are obviously keen to learn. That’s great! You seem to know how to make the most of every opportunity. Now it’s time to focus your learning on specific goals. Think about and write down your answers to the following questions: What do you want to be able to do in English in a year? (For example, you might want to pass an exam or travel abroad.) What can you do and what can't you do in English at the moment? (For example, maybe you’re good at initiating conversations but you’re not very good at understanding fast speech.) What opportunities and resources are available to you to improve your English? (For example, maybe other members of your class, or some good websites.) What is your plan? What will you do and when? Now act on your ideas!

Appendix

199

Unit 17.8: Short answer bingo

200

Yes, I do.

No, I don’t.

It depends.

Yes, I do.

No, I don’t.

It depends.

So do I.

Neither do I.

Me too.

So do I.

Neither do I.

Me too.

Neither can I.

Me neither.

Really?

Neither can I.

Me neither.

Really?

Yes, I do.

No, I don’t.

It depends.

Yes, I do.

No, I don’t.

It depends.

So do I.

Neither do I.

Me too.

So do I.

Neither do I.

Me too.

Neither can I.

Me neither.

Really?

Neither can I.

Me neither.

Really?

Yes, I do.

No, I don’t.

It depends.

Yes, I do.

No, I don’t.

It depends.

So do I.

Neither do I.

Me too.

So do I.

Neither do I.

Me too.

Neither can I.

Me neither.

Really?

Neither can I.

Me neither.

Really?

Appendix

Unit 18.4: Going green! 1 Chia usually has a bath. Today,

2 We normally throw lots of food away. Today,

3 Natsuki usually orders take away. This evening,

4 Estefania usually buys water in bottles. This week,

5 Nil and Teresa usually drive to work. At the moment,

6 Pasha usually leaves the lights on. Now,

7 Karim doesn’t usually take shopping bags to the supermarket. Today,

8 I nearly always leave the water running when I brush my teeth. This week,

9 The Chang family don’t usually recycle paper and bottles. Now,

10 Joana usually buys old-fashioned lightbulbs. This time,

Appendix

201

Unit 19.8: The best candidate for the job?

202

Nanny/Manny

Hotel waiter

Need to: swim, cook, play tennis, speak Spanish

Need to: speak English, French and German

Chef for catering company

Campsite manager

Need to: cook, drive

Need to: speak English and German, swim, drive

Candidate 1

Candidate 2

You can: speak German, speak Spanish, swim, cook, drive

You can: cook, drive, speak English,

You can’t: speak French, play tennis

You can’t: play tennis, swim, speak French or Spanish

Candidate 3

Candidate 4

You can: play tennis, swim, cook, speak French and Spanish

You can: drive, speak English, French and German, play tennis

You can’t: drive, speak German

You can’t: speak Spanish, swim

Appendix

Unit 20.2: Signs of the times A full colour version of this material is available at https://www.myetpedia.com/appendix-materials/

Appendix

203

Unit 21.8: Party games

My neighbour’s cat This is an alphabet game. The first player must start by saying ‘My neighbour’s cat is … cat’, including an adjective starting with A; for example, My neighbour’s cat is an angry cat. The next player has to repeat the sentence using an adjective starting with B. The next player must repeat the sentence with an adjective beginning with C, and so on. If a player can’t think of an adjective after a specified time, they leave the game. Players don’t have to use realistic adjectives – use your imagination; any adjective will do! Continue until you finish the alphabet, or until all the players have been eliminated.

Throw the smile This is a silent game. It’s very simple. You don’t have to say anything but you have to control your facial expression. The first player must give a very big smile. They then take the smile off their face with their hand and ‘throw’ the smile at one of the other players. That player has to catch the smile and put it on their face. If it isn’t your turn to ‘catch’ the smile, you must not smile. Even the smallest smile and you will be eliminated from the game.

Buzz This is a counting game. It’s very simple. The players must sit in a circle. The first person has to say One, the second person says Two, but the third person must not say Three; instead, they have to say Buzz. Continue counting around the circle. Every multiple of three the player must say Buzz. If you get to 20 with no mistakes, you can complicate the game. Substitute five and all multiples of five with Fizz, and reverse the direction of the counting on seven and all multiples of seven. If you make a mistake, you’re out of the game.

Pass the picture For this game everyone needs a piece of paper and a pencil. First, everyone must write a simple sentence at the top of their piece of paper and pass it to the next person. This person must fold the paper so that no one else can see the sentence, and then draw a simple drawing to illustrate the sentence. You don’t have to be an artist, a very simple drawing is enough. Then pass the paper to the next person, who looks at the picture, folds the paper again, so no one can see the drawing, and writes a sentence describing the drawing. Continue until you get to the end of the paper. Now you can all open your papers and compare the sentences and the drawings!

Fast fingers This is a game of speed and observation. You have to play this game with two players at a time. The two players must stand up facing each other with their hands behind their backs. They have 10 seconds to decide which fingers they are going to lift. They have to show at least one finger on each hand. On the count of three, the two players must show their hands at the same time. They have to count their opponent’s fingers and shout out the number of fingers they can see. You don’t have to shout out loud, but you do have to be quick! The first player to shout out correctly is the winner. The loser has to sit down and a new player comes forward to challenge the winner.

204

Appendix

Appendix

205 Key

1 a tool used in cake making, possibly to make holes for liquids, eg lemon drizzle; 2 an archer’s ring, placed on the thumb, used for pulling back the bow; 3 a tool for cutting the top off boiled eggs; 4 a tool for taking the stones out of olives; 5 a baby’s milk bottle, for feeding babies; 6 tool for cutting the top off boiled eggs (same as 3); 7 a tool used to make small holes in the tip of a billiard cue so it holds chalk better; 8 a case for a large street clock, eg the famous clock in Grand Central Station in New York; 9 a tie press, used for ironing ties; 10 a Roman dodecahedron, a mystery object whose function is now lost!

Object 1

Object 2

Object 3

Object 4

Object 5

Object 6

Object 7

Object 8

Object 9

Object 10

Unit 22.3: It could be a …

Unit 23.6: What shall we do this evening?

a. All right then, how about going for a walk by the river? b. That’s a good idea! c. Hey! We should go out this evening. d. Hmm, I don’t know. What sort of thing? e. I don’t think there are any good films on at the moment. f. I’d love to, but I don’t have much money. g. Hmm, it’s a bit noisy in the pub. h. OK … We could go to a restaurant. Why don’t we try that new one on the river? i. That’s a nice idea but I’m a bit tired tonight. j. We could just stay in and watch TV. k. Well let’s go to the pub. l. Well, would you like to go to the cinema?

Roleplay situations A. It’s Sunday morning. You’re a father trying to persuade his son or daughter to do something fun with him that day. B. You’re the human resources manager in a small company. You’re trying to persuade the boss to let him/her organise a day off for the staff. C. You want to plan the family holiday. Your husband/wife isn’t enthusiastic about any ideas. D. The class has collected money for a present for the teacher at the end of the year. You are trying to decide what to get him or her.

206

Appendix

Unit 24.8: Memory test A full colour version of this material is available at https://www.myetpedia.com/appendix-materials/

Questions What was on the side of the lorry? How many taxis were in the picture? Where was the police car? How many passengers were in the rickshaw? How many cyclists were there? How many bikes were in the bike stand? How many scooters were in the picture? How many people were in the convertible car? How many sets of traffic lights were there? Where was the dog? How many cyclists were there?

Appendix

207

Unit 25.7: Dice stories Follow the instructions to write a story.

1. W  ho are your main characters? Roll the dice twice. 1 = an old man wearing a hat and walking with a stick; he has a thick beard 2 = two teenage girls; they look like twins 3 = a female police officer 4 = a young boy, around 10 years old 5 = a shaggy sheep dog 6 = a power-dressing businesswoman 2. Where does your story take place? Roll the dice once. 1 = a cemetery 2 = a beach 3 = a park 4 = an empty industrial park 5 = a busy city street with skyscrapers 6 = a quiet country lane 3. Roll the dice three times to choose some of the main actions. 1 = a person running 2 = a person hiding 3 = a person driving a car 4 = a person swimming 5 = a person falling 6 = a person shouting Now work together to think of a story that includes all your ingredients.

208

Appendix

Unit 26.6: Epic fails A full colour version of this material is available at https://www.myetpedia.com/appendix-materials/

Appendix

209

Unit 27.2: Experience cards

210

Ride a camel

Go parachuting

Go whitewater rafting

Go rock climbing

Eat snails

Play in a band

Sleep in a tent

Ride a unicycle

Go to a surprise party

Go on tv

Break your arm

Cheat in an exam

Cry at the cinema

Drive a sports car

Fall asleep in the bath

See a ghost

Have sunburn

Milk a cow

Shoot a gun

Swim in the rain

Appendix

Appendix

Other?

Creative (e.g. music, books, art)

Adventure

Educational

Professional

Travel

Sport

Things I've already done

Things I haven't Things I'm not really done yet but I'd like interested in doing to do some time

Unit 28.5: Bucket list

211

Unit 29.8: What's she been doing?

Example card

Suggested answers: 1. She’s been baking; how many cakes has she made? (7) 2. He's been painting; how many walls has he painted red? (1) 3. They've been running; how many kilometres have they run? (10) 4. She's been playing in the sand; how many sandcastles has she built? (a lot!) 5. He's been picking apples; how many apples has he picked? (a lot!) 6. They've been fishing; how many fish have they caught? (7)

Side B

Side A

Side B

Side A

Side B

Side A

A full colour version of this material is available at https://www.myetpedia.com/appendix-materials/

212

Appendix

Unit 30.4: Household chores survey Interview your partner with this survey with the question: Did you use to…? Try to make two new questions at the end.

Yes

No

Sometimes

1. Wash the dishes



 

2. Lay the table



 

3. Take the rubbish out



 

4. Load the dishwasher



 

5. Sweep the floor



 

6. Do the cooking



 

7. Do the laundry



 

8. Make your bed



 

9. ……



 

10. ……



 

Interview your partner with this survey with the question: Did you use to…? Try to make two new questions at the end.

Yes

No

1. Wash the dishes



 

2. Lay the table



 

3. Take the rubbish out



 

4. Load the dishwasher



 

5. Sweep the floor



 

6. Do the cooking



 

7. Do the laundry



 

8. Make your bed



 

9. ……



 

10. ……



 

Appendix

Sometimes

213

Unit 31.8: Timelines

Neil Armstrong walked on the moon. Amelia Earhart flew across the Atlantic. Ray Tomlinson sent the first email. Robert Cornelius took the first ever selfie. Martin Cooper made the first ever mobile phone call. Violet Jessop survived the sinking of the Titanic. Alexander Graham Bell made the first phone call. Valentina Tereshkova became the first woman to fly into space.

1839

1876

1912

1928

1963

1969

1971

1973

Answers: Armstrong: 1969 Earhart: 1928 Tomlinson: 1971 Cornelius: 1839 Cooper: 1973 Jessop: 1912 Bell: 1876 Tereshkova: 1963

214

Appendix

Unit 32.4: Not here, but there A full colour version of this material is available at https://www.myetpedia.com/appendix-materials/

3 I'll have a black coffee and one of those* cakes.

1 I really like this* café

2 It's the first time I've been here*. 4 I'm really busy with work at the moment*.

5 I might be free this* weekend. 6 Yes, we went there last* week.

7 It's really near here*.

8 S  ee you next* Saturday!

Answers: 1. She said she really liked the café. 2. She said it was the first time she’d been there. 3. She said she’d have a black coffee and one of the cakes. 4. She said she was really busy at the time. 5. She said she might be free at the weekend. 6. She said they’d been there the week before. 7. She said it was really near there. 8. She said she’d see me on Saturday.

Appendix

215

Unit 33.8: Reported speech pelmanism

She asked me

Could you carry my bag for me? Thanks!

He ordered me

Be quiet! Can't you see there's an exam going on?

They promised

We'll buy something nice for lunch.

He threatened

I'll report you to the police!

She encouraged me

Go on, enter the talent show. You've got a great voice!

They admitted

I'm so sorry – we ate all the apple pie.

He denied

216

I did not break the plate.

She suggested

Why don't you rent some bikes?

They advised us

I wouldn't go into the park at night if I were you.

Appendix

Appendix

Pets cannot travel unrestrained in the car.

You mustn’t send text messages when you’re driving.

Children have to sit in a child seat.

You have to stop at a red light.

You have to respect speed limits.

You have to have a driving licence.

Current laws

Are they the same in your country?

Did people have to do this in the past?

When did people start having to do this?

Unit 34.8: Rules of the road

217

Unit 35.6: Half a travel itinerary Student A Name:

Ms Anna Sassine

Origin:

____________________

Departure date/time:

13/07 at 20:55

Means of transport

____________________

Destination:

Budapest

Arrival date / time:

13/07 at ____________________

Companion(s)?

None

Carrying

Mobile phone, passport, credit card, __________________

Return departure date/time: ____________________ at 7:05

Name:

____________________

Origin:

Berlin

Departure date/time:

12/07 at ____________________

Means of transport

Train

Destination:

____________________

Arrival date / time:

13/07 at ____________________

Companion(s)?

____________________

Carrying

Mobile phone, passport, credit card, black briefcase containing long-range rifle

Return departure date/time: 14/07 at ____________________

218

Appendix

Student B Name:

__________________

Origin:

Hong Kong

Departure date/time:

__________________ at 20:55

Means of transport

Private jet

Destination:

__________________

Arrival date/time:

__________________ at 16:40

Companion(s)?

__________________

Carrying

Mobile phone, passport, credit card, memory card with recently stolen files from presidential palace

Return departure:

14/07 at __________________

Name:

Mr Bennie Ludgeon

Origin:

__________________

Departure time:

12/07 at 20:55

Means of transport

__________________

Destination:

Budapest

Arrival date/time:

__________________ at 11:45

Companion(s)

Mrs Janice Ludgeon

Carrying

Mobile phone, passport, credit card, __________________

Return departure date/time: __________________ at 5:45

Appendix

219

Unit 36.5: Family fortunes Guess the 10 most popular New Year resolutions among young people

POINTS

1. I’m going to____________________________________________________ _______ 2. I’m going to____________________________________________________ _______ 3. I’m going to____________________________________________________ _______ 4. I’m going to____________________________________________________ _______ 5. I’m going to____________________________________________________ _______ 6. I’m going to____________________________________________________ _______ 7. I’m going to____________________________________________________ _______ 8. I’m going to____________________________________________________ _______ 9. I’m going to____________________________________________________ _______ 10. I’m going to____________________________________________________ _______

THE RESULTS 1. I’m going to study more. (10 points) 2. I’m going to spend less time playing computer games. (9 points) 3. I’m going to be nicer to my sister/brother. (8 points) 4. I’m going to do more to help around the house. (7 points) 5. I’m going to pass all my exams. (6 points) 6. I’m going to do more sport. (5 points) 7. I’m going to spend less time on my phone. (4 points) 8. I’m going to try not to argue with my parents. (3 points) 9. I’m going to go to bed earlier and get up earlier. (2 points) 10. I’m going to eat less junk food. (1 point)

220

Appendix

Appendix Main dishes Chicken kiev only one left Indian-style lamb curry Fish Fish and chips Vegetarian lasagne now vegetarian Dessert strawberry Chocolate brownie and vanilla ice cream French apple tart Tiramisu run out

Dessert Chocolate brownie and vanilla ice cream French apple tart Tiramisu

Also Greek yoghurt and honey

spaghetti

Also Country paté with toast fingers

Main dishes Chicken kiev Indian-style lamb curry Fish and chips Vegetarian lasagne

,

tomato Starters chef’s special (lettuce, cucumber, apple) Caesar salad sweetcorn, tuna, Baked camembert with strawberry jam run out Avocado with prawns

Carlota’s restaurant

Carlota’s restaurant

Starters Caesar salad Baked camembert with strawberry jam Avocado with prawns

C

Waiter’s menu

C

Customer’s menu

Unit 37.3: On-the-spot choices

221

Unit 38.2: Time clause pelmanism

222

When I fall in love,

it will be forever.

When I grow up,

I’m going to be an astronaut.

When you need me,

I’ll be there.

I’ll call you when

I get to the station.

When I leave school,

I’m not going to university.

I’ll know when

I see the right one.

I’ll get a new one when

I have enough money

I’ll tell you when

I see you.

Appendix

Unit 39.4: What does the future hold? A full colour version of this material is available at https://www.myetpedia.com/appendix-materials/

Appendix

223

Unit 40.8: Famous quirks

224

Bill Gates, co-founder of the Microsoft Corporation. If he needs to relax, …

… he sits in a rocking chair.

Yoshiro Nakamatsu, Japanese inventor. When he wants to come up with creative ideas, …

 he holds his breath … underwater until he’s 0.5 seconds from death!

Mariah Carey, American singer, songwriter. If she doesn’t sleep for 15 hours a day, …

 she can’t sing … very well.

Andrew Jackson, seventh president of the USA. If anyone made him angry, …

… he often challenged them to a duel.

 ioachino Rossini, Italian G composer. If it was very cold weather, …

… he wore two or three wigs to protect his bald head.

Beyoncé, American singer. If she hasn’t listened to a special playlist before going on stage, …

… she can’t perform.

Appendix

Unit 41.8: Skills share

You’re Andrea. You’re a professional guitarist. You’ve built an extension to your house but there’s some complicated work to do to get the lights to work.

You’re Brian. You’re an electrician. You’ve always wanted to learn a musical instrument.

You’re Cristobal. You’re a plumber. You’re getting married next week but the flowers aren’t going to be ready!

You’re Fiona. You’re a florist. You have your own flower shop and you specialise in weddings. You’re having problems with the watering system in your shop.

You’re Diana. You’re an accountant. There’s a beautiful tree in your garden that’s looking quite sick.

You’re Eugene. You’re a self-employed gardener. You love plants but you hate doing your taxes.

Appendix

225

Unit 42.8: Did they realise their inventions would change the world? 1. When Tim Berners-Lee invented the internet, _________________________________________________________________________________

2. When Elizabeth Magie invented ‘The Landlord Game’ in 1904 to criticise capitalism, _________________________________________________________________________________

3. When Daisuke Inoue invented the karaoke machine, _________________________________________________________________________________

4. When Harvey Ball painted the smiley in 1963, _________________________________________________________________________________

5. When Lazlo Biro sold his patent for the ballpoint pen to Marcel Bic in 1945, _________________________________________________________________________________

6. In 1882, when Maria Beasley invented the inflatable life raft, _________________________________________________________________________________

7. Before Marie Curie coined the term ‘radioactivity’ and won two Nobel Prizes for her work, _______________________________________________________________________ 8. When Rosalind Franklin confirmed the structure of DNA, _________________________________________________________________________________

… he had no idea it would change the world. … she didn’t know it would be renamed Monopoly and make a huge profit for the company! … he probably had no idea that it would become so popular on Friday nights. … he didn’t know his design would be used as an emoji about 3 billion times a day. … he didn’t realise that the Bic company would sell more than 100 billion of them! … she probably had a good idea that it would save thousands of lives at sea. … she didn’t realise that her work would one day kill her. … she never thought that two male scientists, Watson and Crick, would take all the credit.

226

Appendix

Unit 43.4: What would you do if …?

START

(not have) enough money to get the bus home

(can) live anywhere in the world

(be) a large spider above your head when you woke up

(have) no electricity for a week

Go forward 3 spaces

(lose) your job

Miss a turn (find out) you (be going to) have twins

(see) your best friend’s boy/girlfriend cheating on her/him

your (can) only grandmother (keep cooking) read one book the same meal for the rest of for you even if your life you (not like) it

Miss a turn

Go forward 5 spaces

(had) only one year to live

(find) a cure or cancer

(have to) choose between losing your sense of smell or sight

(have) one wish

Miss a turn

(can) only watch one movie for the rest of your life

(see) an alien

(can) have any job you wished

(know) you (are) going to lose your memory in an hour’s time

Go back 2 spaces

Miss a turn

(need) to get someone to hospital but (be) drunk

Go back 8 spaces

(can) only eat one meal for the rest of your life

(can’t) pay for a meal in a restaurant

Go back 2 spaces

best friend (tell) you he (have stolen) a car

FINISH

(find) a briefcase full of money

(know) the world (is) going to end in a week

(hear) a thief breaking into your house at night

Go forward 1 space

(be) invisible for one day

(need) a job in an Englishspeaking country

Appendix

someone (steal) your wallet

(be) a flood in your house

Go back to the start!

car (break down) on a mountain road

(can) have any superpower

Go forward 3 spaces

227

Unit 44.8: Historical artifacts

Nazca Lines Nazca Desert (Peru) 400 AD to 650 AD. Huge pictures of flowers and animals, carved out of the desert. They are so big (200 metres across) that you can only see what they are from the air. Yet these were created more than 1,000 years before manned flight. So how did they make them and who were these pictures for?

Baghdad Batteries From Mesopotamia (Iraq) 250 BC to 640 AD. Small pots (15cm tall) containing copper pieces. If you add lemon juice or another acid, there is an electric current. Could these be the first batteries? But what did the Mesopotamians need electricity for?

Roman Dodecahedra From the Roman Empire (across Europe) 100 AD to 400 AD. Objects made of bronze between 5–11 cm in size. Found throughout the Roman Empire. What did the Romans use them for?

Diquís Spheres From Diquís culture (Costa Rica) 200 BC to 1500 AD. Hundreds of these near-perfect stone spheres of many different sizes were discovered in the Costa Rican jungle. Who made them, and what for? And how did they make them so round?

Standard of Ur Sumerian (Iraq) 2,500 BC. A small box made of wood, covered in beautiful shell pieces and stones to make a mosaic showing scenes of war and peace. There was nothing inside. Found in the tomb of King Ur-Pabilsag. What was it for? 

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Appendix

Unit 45.3: Out of the frying pan … 1. Read the story. Complete the sentence. Out of the frying pan, into the fire Carol took advantage of the January sales and bought a new frying pan. She didn’t realise it had a sticker on the base that you must remove before using it. That evening, she tried a new dish from her latest recipe book. She put some eggs in the pan and lit the gas. Just then, her phone rang in another room. It was a neighbour who was worried about her lost cat. While Carol was gone, the sticker caught fire and set fire to the recipe book. By the time she returned, the kitchen was full of smoke. Fortunately, another neighbour had spotted smoke coming from her window and had called the fire service. Carol was very surprised when a fire engine arrived only seconds after she noticed the problem. Although her dinner was ruined, no one was hurt, and the neighbour’s cat had been so frightened by all the noise that it had run back to its owner. If Carol __________________________________________, none of this would have happened!

2. Write as many sentences as you can using the third conditional about the events in the story. 1. Read the story. Complete the sentence. Out of the frying pan, into the fire Carol took advantage of the January sales and bought a new frying pan. She didn’t realise it had a sticker on the base that you must remove before using it. That evening, she tried a new dish from her latest recipe book. She put some eggs in the pan and lit the gas. Just then, her phone rang in another room. It was a neighbour who was worried about her lost cat. While Carol was gone, the sticker caught fire and set fire to the recipe book. By the time she returned, the kitchen was full of smoke. Fortunately, another neighbour had spotted smoke coming from her window and had called the fire service. Carol was very surprised when a fire engine arrived only seconds after she noticed the problem. Although her dinner was ruined, no one was hurt, and the neighbour’s cat had been so frightened by all the noise that it had run back to its owner. If Carol __________________________________________, none of this would have happened!

2. Write as many sentences as you can using the third conditional about the events in the story.

Appendix

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Unit 46.8: Guess the story Worksheet A Story 1 Under a tree near your house you find a bag containing £500. You take it and spend it all. Then a friend, whose father works at a children’s charity, tells you that they have lost £500 and it is probably theirs.

Story 3 You tell your boss that you are sick and can’t come to work. In fact you go to a concert. There you win a competition to meet the singer after the show. There is a TV company filming you with the singer. Your boss is also a big fan of the singer and may see the video.

Story 5 You were good at science at school and dreamt of life as a biologist, but you worried that if you studied science you would end up in a boring laboratory job, so you study arts instead. Years later you realise that you were not ambitious enough, and could have had a very different career.

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Appendix

Worksheet B Story 2 After a swim at the beach you lie down in your inflatable boat and fall asleep. When you wake up you are about a kilometre from land.

Story 4 You fly with a cheap airline company to a holiday destination. You pack everything you need in your suitcase, but the company loses it on the way and you spend most of your holiday without a change of clothes.

Story 6 You enjoy painting. While babysitting for some neighbours you decide to bring a painting you are working on to finish. While you are preparing dinner, the five-year old finds your paints and painting and paints all over it, the walls and himself.

Appendix

231

Unit 47.8: Question tag pelmanism Sentence cards:

232

Question tag cards:

You love exams,

don’t you?

You don’t like games,

do you?

You all worked really hard for your last test,

didn’t you?

You didn’t come to the lesson yesterday,

did you?

The weather was horrible yesterday,

wasn’t it?

This isn’t very difficult,

is it?

There are too many sentences,

aren’t there?

You can swim,

can’t you?

He can’t come tomorrow,

can he?

I’ll see you at the party this evening,

won’t I?

Appendix

Unit 48.6: From rude to polite A full colour version of this material is available at https://www.myetpedia.com/appendix-materials/

A. Hello. How can I help you? B. What’s on at the art gallery at the moment?

A. Where’s the post office?

A. An exhibition by a local photographer. People tell me it’s very good.

A. Is it open on Saturdays?

B. OK. Is it free? A. No, it’s $4 to get in.

B. It’s at the end of that street over there. B. I think so, but be quick. It closes for lunch.

A. William, I need your help.

A. What’s the time?

B. Sure. What’s the problem?

B. Er, hold on. Where’s my phone? Here it is. Ten past ten.

A. I have to go out. Can you look after the children for an hour or two? B. OK. What time will you be back. A. About six. Is that all right?

A. How can I help you? B. There’s a spider in the shower. Will you send someone up to take it away? A. Certainly. B. Oh, and there’s no shampoo. Can you bring some up? A. Of course. Right away.

Appendix

A. Thanks. Tell me when it’s half past so I can take the chicken out of the oven. B. OK.

A. Are you working for Mrs McKintey, as well? B. Yes. A. And how much is she paying you? B. Ten pounds an hour. A. Is that in cash or by check? B. Er, cash.

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Unit 49.7: Remember to lock the door! You need to find a path from the start to the finish. You can move one square to the left or right, or one square up or down each time. To move you need to complete the sentence in the square. If the verb is an infinitive, you can enter the box. If it’s an -ing form, you have to find another path. The first team to reach the finish line is the winner.

234

START

I remember (see) that film in an open-air cinema

Did you remember (buy) some milk?

Why did you stop (talk)?

Please remember (walk) the dog.

I stopped (go) to the beach when the weather changed.

I don’t remember (say) that!

We stopped at the station (get) some petrol

She stopped at the side of the road (take) a photo.

I remembered (get) the fruit, but I forget about the bread. Sorry!

I remember really (want) a pet when I was a child.

I’ll always remember (see) snow for the first time.

He won’t stop (complain) until you say sorry.

I remembered (bring) I stopped (look) at the my bike so we can go beautiful sunset. for a ride.

I stopped (take) guitar lessons when I was 11.

Can you stop at the supermarket (pick) up some food for tonight?

I remember (think) how strange it was to see him there.

It’s really important to remember (drink) plenty of water.

I’ve stopped (worry) about what other people think.

I stopped at the shop You need to stop (do) (say) hello to Bill. that. It’s so annoying!

We’re going to stop here (get) a coffee.

FINISH

Appendix

Unit 50.6: Snakes and ladders

Finish

Start

Appendix

235

Unit 50.6: Challenge cards Challenge cards

(They were built by the Teotihuacanos, but the Aztecs worshipped there.)

19. How did Spiderman get his superpowers?

16. What controls the amount of light that enters your eyes?

20. When does a plant start photosynthesizing?

(When it is hit/lit by (sun)light.)

15. Who built the Pyramid of the Sun and Moon in Mexico?

12. When was gunpowder invented, and by whom?

(It is controlled by the pupils and irises - the black circles and coloured rings around them in the middle of the eyes.)

(They are used by dentists to drill teeth.) (He was bitten by a spider.)

(27% of all electricity is used by China. 18% is used by the USA, but by far fewer people.) (The first powered plane was flown by the Wright Brothers.)

18. Why was there a nuclear accident at the Fukushima nuclear plant in Japan in 2011?

11. When are diamonds useful in looking after your body?

8. What is On the Origin of Species?

(It was invented in the 9th century by the Chinese.)

(They were all made by Pixar.) (It was hit/damaged by a tsunami.)

(They are all books written by women with male pen names.) (It’s covered by water.) (France is visited by the more tourists than the next two: the USA and Spain.) (He was killed by Professor Snape (using the Killing Curse: ‘Avarakadavara’).)

236

14. What was achieved in the world of transport in 1903? Which family members achieved it?

(He was assassinated/ shot/ killed (by Lee Harvey Oswald.)

17. How did Professor Dumbledore die in Harry Potter and the Half Blood Prince?

10. What percentage of the world’s electricity is used by the world’s most electricity-hungry country?

7. How did John F Kennedy die in 1963?

4. What do Indiana Jones and Han Solo have in common?

(It’s a book about evolution that was written by Charles Darwin.)

(They are heated by hot water from the ground (geothermal energy).)

13. Which country is visited by the most tourists?

(It was launched by Russia. It was called Sputnik.)

9. What is 71% of the Earth’s surface covered by?

6. What do Toy Story, Cars, Wall-E and Finding Nemo have in common?

3. What connects The Alchemist, The Devil and Miss Prym and Eleven Minutes?

(They are all books that were written by Paolo Coelho.)

5. What do Middlemarch by George Elliot, The Cuckoo’s Calling by Robert Galbraith and Out of Africa by Isak Dinesen have in common?

2. Which country launched the first satellite into space?

(They were both played by Harrison Ford.)

1. How are most houses heated in Iceland?

Appendix

Answer key Unit 8.2 Rita loves cooking so much, she thinks about it all day. She is very good at making ‘tamales’. Tamales are small corn snacks wrapped in leaves. She makes them every morning for her family. They love them. Rita knows she is good at making them, but her father never says anything. He doesn’t ever thank her. One day, she replaces the mild chillies in his tamales with hot ones. When her father eats a tamal, he turns red and he runs to the bathroom. When Rita tells him the reason for the hot chilli, he gets angrier. They don’t say sorry to each other and her father never eats another tamal from that day on.

Unit 12.4 very cold absolutely freezing

very angry absolutely furious

very unpleasant absolutely disgusting

very hot absolutely boiling

very good absolutely brilliant

very interesting absolutely fascinating

very big absolutely enormous

very hungry absolutely starving

very small absolutely tiny

very tasty absolutely delicious

Unit 13.4 The smallest country in Africa is Swaziland. (False; the smallest country in Africa is the Seychelles, which is 451 km2) Lake Tanganyika is larger than Lake Victoria. (False; Lake Victoria is larger by area than Lake Tanganyika.) The Nile, Africa’s longest river, ends in the Red Sea. (False; it ends in the Mediterranean Sea.) Chad is further north than Central Democratic Republic. (True.) Nairobi is nearer the coast than Mombasa. (False; Mombasa is on the coast while Nairobi is 350 km inland.)

Unit 14.6 1. Rugby is [a lot, far, much] more violent than tennis. 2. Usain Bolt is [a bit, slightly] faster than Tyson Gay. 3. Football (soccer) is [by far, easily] the most popular sport in the world. 4. Horse riding isn’t [nearly] as safe as fishing. 5. A football isn’t [quite] as big as a basketball. 6. There are [far, many] more players in an American football team than there are in a volleyball team. 7. Roger Federer has [a few] more Grand Slam titles than Rafael Nadal. 8. You can hit a golf ball [far, much] further than a tennis ball.

Appendix

237

Unit 15.6 1. Dear … 2. I am writing to complain about the … hotel we stayed at in … 3. First of all, … 4. Unfortunately, … 5. Also, … 6. Because of this, … 7. What is more, … 8. I would like … 9. I look forward to hearing from you in the near future. 10. Yours faithfully, …

Unit 18.4 Suggested answers 1 … she’s having a shower. 2 … I’m keeping food we don’t eat in the fridge. 3 … he’s cooking. 4 … she’s drinking water from the tap. 5 …they’re taking the bus. 6 … he’s turning them all off. 7 … he’s taking shopping bags. 8 … I’m saving water. 9 … they’re recycling them. 10 … she’s buying low-energy lightbulbs.

Unit 22.1 1 Amazingly, true, if you include the smallest capillaries. 2 False. We use all of it most of the time. 3 True. Standing compacts the spine by about 17mm. 4 True. During his career, stuntman Evil Knievel broke most of the bones in his body, some of them many times. 5 True. Even small amounts contain solanine (a toxin) which can make you sick or kill you. 6 False. You can taste the different flavours equally over the surface of the tongue.

Unit 29.2 I was eight (since) the last three months (for) two weeks (for) the weekend (since) about 10 years (for) November (since) last year (since) I can remember (since) a very long time (for)

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Appendix

Unit 33.1 From polite to direct: Would you mind closing the door please? Ú Can you close the door, please? Ú Close the door, please. Ú Will you close that door! ask: 1 and 2: She asked me to close the door. tell: 3 and 4: She told me to close the door.

Unit 33.3 1 order, 2 encourage, 3 persuade, 4 advise, 5 remind, 6 invite

Unit 45.3 Suggested sentences: If Carol hadn’t gone shopping/taken advantage of the sales, she wouldn’t have bought a frying pan. If she’d seen the sticker, she’d have taken it off before she started cooking. If the phone hadn’t rung, she’d have seen the fire start. If she hadn’t left the recipe book so close to the gas, it wouldn’t have caught fire. If the neighbour hadn’t spotted the smoke, they wouldn’t have called the fire brigade. If Carol’s kitchen hadn’t caught fire, the cat might not have come home

Appendix

239

Unit 49.7

START

I remember seeing that film in an open-air cinema

Did you remember to buy some milk?

Why did you stop talking?

Please remember to walk the dog.

I stopped going to the beach when the weather changed.

I don’t remember saying that!

We stopped at the station to get some petrol

She stopped at the side of the road to take a photo.

I remembered to get the fruit, but I forget about the bread. Sorry!

I remember really wanting a pet when I was a child.

I’ll always remember seeing snow for the first time.

He won’t stop complaining until you say sorry.

I stopped to look at the beautiful sunset.

I remembered to bring my bike so we can go for a ride.

I stopped taking guitar lessons when I was 11.

Can you stop at the supermarket to pick up some food for tonight?

I remember thinking how strange it was to see him there.

It’s really important I’ve stopped worrying to remember to drink about what other plenty of water. people think.

I stopped at the shop to say hello to Bill.

You need to stop doing that. It’s so annoying!

We’re going to stop here to get a coffee.

FINISH

Unit 49.8 He decided leaving to leave his job because he didn’t like his boss. She chose to live at home because it was cheaper. (Correct) We’re planning going to go away for a couple of days during the winter break. They want me to give a presentation to 200 people! (Correct) He went to the shop to getting to get some bread. I can’t remember seeing him before. (Correct) Can you remember buying to buy some milk on the way home please? Everyone stopped talking and turned looking to look at the door.

240

Appendix

Write your own 10 tips 1.

2.

3.

4.

5.

Appendix

241

Write your own 10 tips 6.

7.

8.

9.

10.

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Appendix