Longman understanding and using english grammar 5th edition teachers guide

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fifth edition teacher’s guide

Martha Hall Betty S Azar Stacy A Hagen

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A01_UUEG5451_FM_TG.indd 4 8/31/17 7:22 PM

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fifth edition teacher’s guide

Martha Hall Betty S Azar Stacy A Hagen

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Understanding and Using English Grammar, Fifth Edition

Teacher’s Guide

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 of the publisher.

Pearson Education, 221 River Street, Hoboken, NJ 07030

Staff credits: The people who made up the Understanding and

Using English Grammar, Fifth Edition, Teacher’s Guide team,

representing editorial, production, design, and manufacturing, are

Pietro Alongi, Stephanie Bullard, Tracey Cataldo, Warren Fischbach,

Nancy Flaggman, Gosia Jaros-White, Michael Mone, Robert Ruvo,

Paula Van Ells, and Rebecca Wicker

Contributing editors: Jennifer McAliney and Janice L Baillie

Text composition: Aptara

Text font: Helvetica

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PREFACE xii

ACKNOWLEDGMENTS xii

INTRODUCTION xiii

General Aims of Understanding and Using English Grammar xiii

Suggestions for the Classroom xiii

Presenting the Grammar Charts xiii

Additional Suggestions for Using the Charts xiv

The Here-and-Now Classroom Context xiv

Demonstration Techniques xiv

Using the Board xv

Oral Exercises with Chart Presentations xv

The Role of Terminology xv

Balancing Teacher and Student Talk xv

Exercise Types xv

Warm-Up Exercises xv

Preview Exercises xv

First Exercise after a Chart xv

General Techniques for Fill-in (written) Exercises xvi

Open-Ended Exercises xvii

Paragraph Practice xvii

Error-Analysis Exercises xviii

Let’s Talk Exercises xviii

Pairwork Exercises xviii

Small Group Exercises xviii

Class Activity Exercises xix

Discussion of Meaning Exercises xix

Listening Exercises xix

Pronunciation Exercises xix

Expansions and Games xx

Monitoring Errors xx

In Written Work xx

In Oral Work xx

Optional Vocabulary xxi

Homework xxi

BlueBlog xxi

Additional Resources xxi

Using the Workbook xxi

Test Bank xxii

MyEnglishLab xxii

AzarGrammar.com xxii

Contents

CONTENTS vii

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Notes on American vs British English xxii

Differences in Grammar xxii

Differences in Spelling xxiii

Differences in Vocabulary xxiii

Key to Pronunciation Symbols xxiv

The Phonetic Alphabet xxiv

Consonants xxiv

Vowels xxiv

Chapter 1 PRESENT AND PAST; SIMPLE AND PROGRESSIVE 1

1-1 Simple Present and Present Progressive 1

1-2 Simple Present and Present Progressive: Affirmative, Negative, Question Forms 2

1-3 Verbs Not Usually Used in the Progressive (Stative Verbs) 3

1-4 Simple Past Tense 5

1-5 Simple Past vs Past Progressive 6

1-6 Unfulfilled Intentions: Was / Were Going To 8

Chapter 2 PERFECT AND PERFECT PROGRESSIVE TENSES 9

2-1 Regular and Irregular Verbs 9

2-2 Irregular Verb List 9

2-3 Present Perfect: Since and For 10

2-4 Present Perfect: Unspecified Time and Repeated Events 11

2-5 Have and Has in Spoken English 13

2-6 Present Perfect vs Simple Past 14

2-7 Present Perfect Progressive 15

2-8 Past Perfect 17

2-9 Had in Spoken English 18

2-10 Past Perfect Progressive 18

Chapter 3 FUTURE TIME 21

3-1 Simple Future: Forms of Will and Be Going To 21

3-2 Will vs Be Going To 22

3-3 Expressing the Future in Time Clauses 24

3-4 Using the Present Progressive and the Simple Present to Express Future Time 25

3-5 Future Progressive 26

3-6 Future Perfect and Future Perfect Progressive 27

Chapter 4 REVIEW OF VERB TENSES 29

Chapter 5 SUBJECT-VERB AGREEMENT 32

5-1 Final -s/-es: Use and Spelling 32

5-2 Basic Subject-Verb Agreement 33

5-3 Collective Nouns 34

5-4 Subject-Verb Agreement: Using Expressions of Quantity 35

5-5 Subject-Verb Agreement: Using There + Be 36

5-6 Subject-Verb Agreement: Some Irregularities 37

Chapter 6 NOUNS 40

6-1 Regular and Irregular Plural Nouns 40

6-2 Nouns as Adjectives 42

6-3 Possessive Nouns 44

6-4 More About Expressing Possession 45

6-5 Count and Noncount Nouns 46

6-8 Expressions of Quantity Used with Count and Noncount Nouns 48

6-9 Using A Few and Few; A Little and Little 49

6-10 Singular Expressions of Quantity: One, Each, Every 50

6-11 Using Of in Expressions of Quantity 51

Chapter 7 ARTICLES 53

7-1 Articles (A, An, The) with Indefinite and Definite Nouns 53

7-2 Articles: Generic Nouns 54

7-3 Descriptive Information with Definite and Indefinite Nouns 55

7-4 General Guidelines for Article Usage 56

7-5 Using The or Ø with Titles and Geographic Names 57

viii CONTENTS

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Chapter 8 PRONOUNS 59

8-1 Pronouns and Possessive Adjectives 59

8-2 Agreement with Generic Nouns and Indefinite Pronouns 61

8-3 Personal Pronouns: Agreement with Collective Nouns 62

8-4 Reflexive Pronouns 63

8-5 Using You, One, and They as Impersonal Pronouns 65

8-6 Forms of Other 67

8-7 Common Expressions with Other 68

Chapter 9 MODALS, PART 1 70

9-1 Basic Modal Introduction 71

9-2 Expressing Necessity: Must, Have To, Have Got To 72

9-3 Lack of Necessity (Not Have To) and Prohibition (Must Not) 73

9-4 Advisability/Suggestions: Should, Ought To, Had Better, Could 74

9-5 Expectation: Be Supposed To/Should 75

9-6 Ability: Can, Know How To, and Be Able To 76

9-7 Possibility: Can, May, might 77

9-8 Requests and Responses with Modals 78

9-9 Polite Requests with Would You Mind 79

9-10 Making Suggestions: Let’s, Why Don’t, Shall I / We 81

Chapter 10 MODALS, PART 2 83

10-1 Using Would to Express a Repeated Action in the Past 83

10-2 Expressing the Past: Necessity, Advisability, Expectation 84

10-3 Expressing Past Ability 86

10-4 Degrees of Certainty: Present Time 86

10-5 Degrees of Certainty: Present Time Negative 87

10-6 Degrees of Certainty: Past Time 88

10-7 Degrees of Certainty: Future Time 89

10-8 Progressive Forms of Modals 90

10-9 Combining Modals with Phrasal Modals 91

10-10 Expressing Preference: Would Rather 91

Chapter 11 THE PASSIVE 93

11-1 Active vs Passive 93

11-2 Tense Forms of the Passive 94

11-3 Using the Passive 95

11-4 The Passive Form of Modals and Phrasal Modals 98

11-5 Stative (Non-Progressive) Passive 99

11-6 Common Stative (Non-Progressive) Passive Verbs + Prepositions 100

11-7 The Passive with Get 101

11-8 -ed/-ing Adjectives 102

Chapter 12 NOUN CLAUSES 105

12-1 Introduction 105

12-2 Noun Clauses with Question Words 106

12-3 Noun Clauses with Whether or If 108

12-4 Question Words Followed by Infinitives 109

12-5 Noun Clauses with That 110

12-6 Quoted Speech 111

12-7 Reported Speech 112

12-8 Reported Speech: Modal Verbs in Noun Clauses 114

12-9 The Subjunctive in Noun Clauses 115

Chapter 13 ADJECTIVE CLAUSES 117

13-1 Adjective Clause Pronouns Used as the Subject 118

13-2 Adjective Clause Pronouns Used as the Object of a Verb 119

13-3 Adjective Clause Pronouns Used as the Object of a Preposition 120

13-4 Using Whose 122

13-5 Using Where in Adjective Clauses 124

13-6 Using When in Adjective Clauses 125

13-7 Using Adjective Clauses to Modify Pronouns 126

13-8 Punctuating Adjective Clauses 127

CONTENTS ix

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13-9 Using Expressions of Quantity in Adjective Clauses 129

13-10 Using Which to Modify a Whole Sentence 129

13-11 Reducing Adjective Clauses to Adjective Phrases 130

Chapter 14 GERUNDS AND INFINITIVES, PART 1 133

14-1 Gerunds and Infinitives: Introduction 133

14-2 Common Verbs Followed by Gerunds 134

14-3 Common Verbs Followed by Infinitives 135

14-4 Infinitives with Objects 136

14-5 Common Verbs Followed by Either Infinitives or Gerunds 137

14-6 Using Gerunds as the Objects of Prepositions 138

14-7 Go + Gerund 140

14-8 Special Expressions Followed by -ing 141

14-9 It + Infinitive; Gerunds and Infinitives as Subjects 142

14-10 Reference List of Verbs Followed by Infinitives 143

14-11 Reference List of Verbs Followed by Gerunds 143

14-12 Reference List of Preposition Combinations Followed by Gerunds 143

Chapter 15 GERUNDS AND INFINITIVES, PART 2 145

15-1 Infinitive of Purpose: In Order To 145

15-2 Adjectives Followed by Infinitives 147

15-3 Using Infinitives with Too and Enough 147

15-4 Passive Infinitives and Gerunds: Present 149

15-5 Past Forms of Infinitives and Gerunds 150

15-6 Using Gerunds or Passive Infinitives Following Need 151

15-7 Using Verbs of Perception 152

15-8 Using the Simple Form After Let and Help 153

15-9 Using Causative Verbs: Make, Have, Get 154

15-10 Using a Possessive to Modify a Gerund 155

Chapter 16 COORDINATING CONJUNCTIONS 157

16-1 Parallel Structure 157

16-2 Parallel Structure: Using Commas 158

16-3 Punctuation for Independent Clauses; Connecting Them with And and But 159

16-4 Paired Conjunctions: Both And; Not Only But Also; Either Or; Neither Nor 160

Chapter 17 ADVERB CLAUSES 163

17-2 Using Adverb Clauses to Show Time Relationships 164

17-3 Using Adverb Clauses to Show Cause and Effect 167

17-4 Expressing Contrast (Unexpected Result): Using Even Though 168

17-5 Showing Direct Contrast: While 168

17-6 Expressing Conditions in Adverb Clauses: If-Clauses 169

17-7 Shortened If-Clauses 170

17-8 Adverb Clauses of Condition: Using Whether Or Not and Even If 171

17-9 Adverb Clauses of Condition: Using In Case 172

17-10 Adverb Clauses of Condition: Using Unless 173

17-11 Adverb Clauses of Condition: Using Only If 173

Chapter 18 REDUCTION OF ADVERB CLAUSES TO MODIFYING ADVERBIAL PHRASES 175

18-2 Changing Time Clauses to Modifying Adverbial Phrases 176

18-3 Expressing the Idea of “During the Same Time” in Modifying Adverbial Phrases 177

18-4 Expressing Cause and Effect in Modifying Adverbial Phrases 177

18-5 Using Upon + -ing in Modifying Adverbial Phrases 179

x CONTENTS

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Chapter 19 CONNECTIVES THAT EXPRESS CAUSE AND EFFECT,

CONTRAST, AND CONDITION 181

19-2 Using Because Of and Due To 182

19-3 Cause and Effect: Using Therefore, Consequently, and So 183

19-4 Summary of Patterns and Punctuation 184

19-5 Other Ways of Expressing Cause and Effect: Such That and So That 185

19-6 Expressing Purpose: Using So That 186

19-7 Showing Contrast (Unexpected Result) 187

19-8 Showing Direct Contrast 189

19-9 Expressing Conditions: Using Otherwise and Or (Else) 190

Chapter 20 CONDITIONAL SENTENCES AND WISHES 192

20-1 Overview of Basic Verb Forms Used in Conditional Sentences 192

20-2 Expressing Real Conditions in the Present or Future 193

20-3 Unreal (Contrary to Fact) in the Present or Future 194

20-4 Unreal (Contrary to Fact) in the Past 196

20-5 Using Progressive Verb Forms in Conditional Sentences 198

20-6 Using “Mixed Time” in Conditional Sentences 198

20-7 Omitting If 199

20-8 Implied Conditions 199

20-9 Wishes About the Present and Past 200

20-10 Wishes About the Future; Use of Wish + Would 201

INDEX 203

ANSWER KEY 208

CONTENTS xi

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This Teachers’ Guide is intended as a practical aid to teachers It provides notes on the content of

a unit, user-friendly grammar explanations and strategies for approaching the exercises as well as suggestions for expansions on included classroom activities It also includes answers to the exercises

in the text

Helpful teaching material can be found in the introduction:

• the rationale and general aims of Understanding and Using English Grammar

• classroom techniques for presenting charts and using exercises

• ideas for expanding on the exercises provided

• strategies for promoting conversation around the grammar, vocabulary and real world topics presented

• suggestions on using the Workbook in connection with the student book

• supplementary resource texts

• comments on differences between American and British English

• a key to the pronunciation symbols used in this Guide

The rest of the Guide contains detailed notes and instructions for teaching every chapter Each

chapter contains three main parts: the chapter summary, the background notes on charts and exercises (found in the gray shaded boxes), and the bulleted step-by-step instructions for the charts and most of the exercises

• The Chapter Summary explains the objective and approach of the chapter It also explains any terminology critical to the chapter

• The gray background notes boxes contain additional explanations of the grammar point, common problem areas, and points to emphasize These notes are intended to help the instructor plan the lessons before class

• The bulleted step-by-step instructions contain detailed plans for conducting the lesson in class

The back of the Guide contains the answer key for the student book and an index

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General aims of Understanding and Using English Grammar

Understanding and Using English Grammar is a high-intermediate to advanced level ESL/EFL

developmental skills text In the experience of most classroom teachers, language learners appreciate spending at least some time on grammar with a teacher to help them For most English language learners, grammar remains the basis of their experience of English The process of looking at and practicing grammar becomes a springboard for expanding the learners’ abilities in speaking, writing, listening, and reading

Most students find it helpful to have special time set aside in their English curriculum to focus

on grammar Students generally have many questions about English grammar and appreciate the opportunity to work with a text and teacher to make sense out of the sometimes confusing array of forms and usages in this strange language These understandings provide the basis for advances in usage ability as students experiment, both in speaking and writing, with ways to communicate their ideas in English

Teaching grammar does not mean lecturing on grammatical patterns and terminology It does not mean bestowing knowledge and being an arbiter of correctness Teaching grammar is the art

of helping students make sense, little by little, of a huge, puzzling construct, and engaging them in various activities and conversations that enhance abilities in all skill areas and promote easy, confident communication

The text depends upon a partnership with a teacher; it is the teacher who animates and directs the students’ language learning experiences within the context of the classroom In practical terms, the aim of the text is to support you, the teacher, by providing a wealth and variety of material for you

to adapt to your individual teaching situation Using grammar as a base to promote overall English competence, teacher and text can engage students in interesting discourse, challenge students’

minds, activate their passive language knowledge and skills, and intrigue them with the power of language as well as the need for accuracy to create meaning In short, effectively engaging students with grammar is engaging students with real communication and not dry exercises It is the teacher’s role to bring life to what is provided here

Suggestions for the Classroom

preSenting the grAMMAr ChArtS

Each chart contains a concise visual presentation of the structures to be learned The majority of the charts are preceded by a quick Warm-up exercise designed to help students recognize the grammar before the presentation of the chart (see the Exercise Types section for a more detailed discussion

of the Warm-up exercises) Presentation techniques often depend upon the content of the chart, the level of the class, and students’ learning styles Not all students react to the charts in the same way Some students need the security of thoroughly understanding a chart before trying to use the structure Others like to experiment more freely with using new structures; they refer to the charts only incidentally, if at all

Given these different learning strategies, you should vary your presentation techniques and not expect students to “learn” or memorize the charts The charts are just a starting point for class activities and also serve as a point of reference Some charts may require particular methods of presentation, but generally any of the following techniques are effective What matters most is that teachers tailor their technique to the needs of the actual students in their class

Introduction

INTRODUCTION xiii

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Technique #1: Present the examples in the chart, perhaps highlighting them on the board Add

your own examples, relating them to your students’ experience as much as possible For example, when presenting simple present tense, talk about what students do every day: come to school, study English, etc Elicit other examples

of the target structure from your students Then proceed to the exercises

Technique #2: Elicit target structures from students before they look at the chart in the textbook

Ask leading questions that are designed so that the answers will include the target structure (For example, with present progressive, ask: “What are you doing right now?”) You may want to write students’ answers on the board and relate them to selected examples in the chart Then proceed to the exercises

Technique #3: Instead of beginning with a chart, begin with the first exercise after the chart Ask

a student to read the first item in the exercise as you work through the exercise with students, stop present the information in the chart using the white board You can also refer to examples in the chart and help students articulate practices that explain these examples

Technique #4: Assign a chart for homework; ask students to bring questions to class (You may

even want to include an accompanying exercise.) With advanced students, you might not need to deal with every chart and exercise during class time as many charts can be treated as a quick review With intermediate students, it is generally advisable to clarify charts and do most of the exercises in a section, thereby confirming understanding of structures

Technique #5: Each chapter has a pretest With any chart within that chapter, you can refer back

to the pretest and write the specific examples that chart addresses on the board

Begin with these, and use them as a guide to decide exactly which charts and related exercises to focus on When working through the chart, you can refer to the examples in these exercises

With all of the above, the explanations on the right side of the chart are most effective when recast by the teacher, not read word for word Keep the discussion focus on the examples Students generally learn best learn from repeated examples and lots of practice, rather than from lengthy explanations In the charts, the explanations focus attention on what students should be noticing in the examples and the exercises

AdditionAl SuggeStionS for uSing the ChArtS

The Here-and-Now Classroom Context

For every chart, try to relate the target structure to an immediate classroom or “real-life” context

Make up or elicit examples that use the students’ names, activities, and interests For example, when introducing possessive adjectives, use yourself and your students as subjects to present all the sentences in the chart Use information you have gleaned about students and information students have gleaned about one another to personalize the examples presented Then, have students refer

to the chart for clarification and correction when faced with specific examples The here-and-now classroom context is the ultimate best teacher resource you can have and clever exploitation and use

of this context engages students in the grammar at hand

Demonstration Techniques

Demonstration can be very helpful to explain the meaning of structures You and your students can act out situations that demonstrate the target structure For example, the present progressive can

easily be demonstrated (e.g., “I am writing on the board right now”) Of course, not all grammar lends

itself to this technique but many do Always avail yourself of the contexts and tools you have on hand, most importantly your own animated body When you can show something immediately by acting

it out, absolutely do so before using yet more language to describe it The more dynamically you present and the more you ground presentation in students’ lived experience, the more they will need

to use the grammar in the here and now The more they need to use the grammar, the more these needed structures will become automatic to them

xiv INTRODUCTION

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Using the Board

In discussing the target structure of a chart, use the classroom board whenever possible Not all students have adequate listening skills for “teacher talk,” and not all students can visualize and understand the various relationships within, between, and among structures Draw boxes, circles, and arrows to illustrate connections between the elements of a structure

Oral Exercises with Chart Presentations

Oral exercises usually follow a chart, but sometimes they precede it so that you can elicit student- generated examples to engage students in the grammar If you prefer to introduce a particular structure to your students orally, you can always use an oral exercise before presenting the chart

The order presented in the text tends to work well but it will work best if you use it creatively and dynamically

The Role of Terminology

Students need to understand the terminology, but you shouldn’t require or expect detailed definitions

of terms, either in class discussion or on tests Terminology is just a tool, a useful label for the moment, so that you and your students can talk to each other about English grammar Knowing how

to accurately use structures is much more important than knowing the names for these structures

BAlAnCing teACher And Student tAlk

The goal of all language learning is to understand and communicate The teacher’s main task is to direct and facilitate that process The learner is an active participant, first and foremost

Many of the exercises in the text are designed to promote interaction between learners as a bridge to real communication and helping students recognize that they can, in fact, communicate well even with other non-native speakers is critical to their success and confidence

The teacher has a crucial leadership role, with “teacher talk” a valuable and necessary part of

a grammar classroom Sometimes you will need to spend time clarifying the information in a chart, leading an exercise, answering questions about exercise items, or explaining an assignment These periods of “teacher talk” should, however, be balanced by far longer periods of productive learning activity when the students are doing most of the talking and you are supporting them by offering helpful correction, vocabulary as needed and ideas to keep conversation going It is important for the teacher to know when to step back and let students lead Interactive group and pairwork play an important role in the language classroom as does any spontaneous conversation that may occur As a rule, forego “getting through the grammar” when natural conversation erupts Welcome spontaneous conversation and do your best to tie it back into the grammar when it has come to its conclusion

However, don’t shut it down because you need to complete a chart or exercise

exerCiSe typeS

Warm-up Exercises

Newly created for the 4th edition, the Warm-up exercises precede all of the grammar charts that introduce new material They serve a dual purpose First, they have been carefully crafted to help students discover the target grammar as they progress through each Warm-up exercise Second, they are an informal diagnostic tool for you, the teacher, to assess how familiar the class is with the target structure While the Warm-ups are intended to be completed quickly, you may wish to write students’ responses on the board to provide visual reinforcement as you work through the exercise

First Exercise after a Chart

In most cases, this exercise includes an example of each item shown in the chart Students can do the exercise together as a class, and the teacher can refer to chart examples where necessary More advanced classes can complete it as homework The teacher can use this exercise as a guide to see how well students understand the basics of the target structure(s) Try to vary the ways in which you complete and review this first exercise If the chart presents newer or more challenging structures, you may want to have students engage with the exercise on sight, with no preparation on their own

By jumping right into the exercise you can provide helpful and immediate correction, help students refine their completions even as they produce them and write reminders, words and phrases on the board that can cement patterns in students’ heads If the matter presented in the chart is not so challenging for your group or review, you may want to have them prepare it on their own, and then

INTRODUCTION xv

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read their completions aloud Always take time to put particularly challenging items on the board If each item in an exercise is very easy for students to complete, surprise and challenge them by asking myriad vocabulary questions and asking them if they can paraphrase items without using the same vocabulary.

General Techniques for Fill-in (written) Exercises

The fill-in or written exercises in the text require some sort of completion, transformation, discussion

of meaning, listening, or a combination of such activities They range from those that are tightly controlled to those that encourage free responses and require creative, independent language use

Following are some general techniques for the written exercises:

Technique A: A student can be asked to read an item aloud You can say whether the student’s

answer is correct or not, or you can open up discussion by asking the rest of the class if the answer is correct For example:

TEACHER: Juan, would you please read number 3?

STUDENT: Ali speaks Arabic.

TEACHER (to the class): Do the rest of you agree with Juan’s answer?

The slow-moving pace of this method is beneficial for discussion not only of grammar items, but also of vocabulary and content Students have time to digest information and ask questions You have the opportunity to judge how well they understand the grammar

However, this time-consuming technique doesn’t always, or even usually, need

to be used, especially with more advanced classes

Technique B: You read the first part of the item and pause for students to call out the answer in

unison For example:

TEACHER (with the students looking at their texts): Ali STUDENTS (in unison): speaks (with possibly a few incorrect responses scattered about)

TEACHER: speaks Arabic Speaks Do you have any questions?

This technique saves a lot of time in class, but is also slow-paced enough to allow for questions and discussion of grammar, vocabulary, and content It is essential that students have prepared the exercise by writing in their books, so it must be assigned beforehand

Technique C: Students complete the exercise for homework, and you go over the answers

with them Students can take turns giving the answers, or you can supply them

Depending on the meaning and length of the sentence, you may want to include the entire sentence, or just the answer Answers can be given one at a time while you take questions, or you can supply the answers to the whole exercise before opening things up for questions When a student gives an answer, the other students can ask him/her questions if they disagree

Technique D: Divide the class into groups (or pairs) and have each group prepare one set of

answers that they all agree is correct prior to class discussion The leader of each group can present its answers

Another option is to have the groups (or pairs) hand in their set of answers for correction and possibly a grade

It’s also possible to turn these exercises into games wherein the group with the best set of answers gets some sort of reward (perhaps applause from the rest of the class)

One option for correction of group work is to circle or mark the errors on the one paper the group turns in, make photocopies of that paper for each member of the group, and then hand back the papers for students to correct individually At that point, you can assign a grade if desired

Of course, you can always mix Techniques A, B, C, and D — with students reading some aloud, with you prompting unison response for some, with you simply giving the answers for others, and/or with students collaborating on the answers for others Much depends on the level of the class, their familiarity and skill with the grammar at hand, their oral-aural skills in general, and the flexibility or limitations of class time

xvi INTRODUCTION

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Technique E: When an exercise item has a dialogue between two speakers, A and B, ask

one student to be A and another B, and have them read the entry aloud Then, occasionally say to A and B: “Without looking at your text, what did you just say to each other?” (If necessary, let them glance briefly at their texts before they repeat what they’ve just said in the exercise item.) Students may be pleasantly surprised

by their own fluency

Technique F: Some exercises ask students to change the form but not the substance (e.g.,

to change the active to the passive, a clause to a phrase, and a question to a noun clause, etc.), or to combine two sentences or ideas into one sentence that contains a particular structure (e.g., an adjective clause, a parallel structure, a gerund phrase, etc.) Generally, these exercises are intended for class discussion

of the form and meaning of a structure The initial stages of such exercises are a good opportunity to use the board to draw circles and / or arrows to illustrate the characteristics and relationships of a structure Students can read their answers aloud to initiate class discussion, and you can write on the board as problems arise Or students can write their sentences on the board themselves Another option is to have them work in small groups to agree upon their answers prior to class discussion

Open-ended Exercises

The term “open–ended” refers to those exercises in which students use their own words to complete

or respond to sentences, either orally or in writing

Technique A: Exercises where students must supply their own words to complete a sentence

should usually be assigned for out-of-class preparation Then, in class students can read their sentences aloud and the class can discuss the correctness and appropriateness of the completions Perhaps you can suggest possible ways of rephrasing to make a sentence more idiomatic or natural Students who don’t read their sentences aloud can revise their own completions based on what is being discussed in class At the end of the exercise discussion, you can tell students to hand in their sentences for you to look at or simply ask if anybody has questions about the exercise and not have them submit anything to you

Technique B: If you wish to use a completion exercise in class without having previously

assigned it, you can turn the exercise into a brainstorming session in which students try out several completions to see if they work As another possibility, you may wish to divide the class into small groups and have each group come up with completions that they all agree are correct and appropriate Then use only those completions for class discussion or as written work to be handed in

Technique C: Some completion exercises are done on another piece of paper because not

enough space has been left in the textbook It is often beneficial to use the following progression:

(1) assign the exercise for out-of-class preparation;

(2) discuss it in class the next day, having students make corrections on their own papers based on what they are learning from discussing other students’

For best results, whenever you give a writing assignment, let your students know what you expect: “This is what I suggest as content This is how you might organize it This is how long I expect it to be.” If possible, give your students composition models, perhaps taken from the best compositions written by previous classes, perhaps written by you, perhaps composed as a group activity among the class as a whole (e.g., you write on the board what students tell you to write, and then you and your students revise it together)

INTRODUCTION xvii

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In general, writing exercises should be done outside of class All of us need time to consider and revise when we write And if we get a little help here and there, that’s appropriate and not to be frowned upon The topics in the exercises are structured so that plagiarism should not be a problem

Use in-class writing if you want to evaluate your students’ unaided, spontaneous writing skills Tell them that these writing exercises are simply for practice and that — even though they should always try to do their best — mistakes that occur should be viewed simply as tools for learning

Encourage students to use a basic dictionary whenever they write Discuss the use of margins, indentation of paragraphs, and other aspects of the format of a well-written paper However, balance format with expression of freedom Students should feel welcome and encouraged to write and make meaning and not be too confined by conventions of expository writing

Error-Analysis Exercises

For the most part, the sentences in this type of exercise have been adapted from actual student writing and contain typical errors Error-analysis exercises focus on the target structures of a chapter but may also contain miscellaneous errors that are common in student writing at this level (e.g., final

-s on plural nouns or capitalization of proper nouns) The purpose of including them is to sharpen the

students’ self-monitoring skills

Error-analysis exercises are challenging, fun, and a good way to summarize the grammar in a unit quickly and succinctly If you wish, tell students they are either newspaper editors or English teachers;

their task is to locate all the mistakes and then write corrections Point out that even native speakers have to scrutinize, correct, and revise their own writing This is a natural part of the writing process

The recommended technique is to assign an error-analysis exercise for in-class discussion the next day Students benefit most from having the opportunity to find the errors themselves prior

to class discussion These exercises can, of course, be handled in other ways: seatwork, written homework, group work, or pairwork

Let’s Talk Exercises

The fifth edition of Understanding and Using English Grammar has even more exercises explicitly set

up for interactive work than the last edition had In these exercises, students can work in pairs, in groups, or as a class Interactive exercises may take more class time than they would if teacher-led, but it is time well spent, for there are many advantages to student-student practice

When students are working in pairs or groups, their opportunities to use what they are learning are many times greater than in a teacher-centered activity Obviously, students working in groups

or pairs should be more active and involved than in teacher-led exercises and among your jobs is to ensure that all class members are actively participating

Pairwork and group work also expand student opportunities to practice many communication skills

at the same time t they are practicing target structures In peer interaction in the classroom, students have to agree, disagree, continue a conversation, make suggestions, promote cooperation, make requests, and be sensitive to each other’s needs and personalities — the kinds of exchanges that are characteristic of any group communication, whether in the classroom or elsewhere

Students will often help and explain things to each other during pairwork, in which case both students benefit greatly Ideally, students in interactive activities are “partners in exploration.”

Together they go into new areas and discover things about English usage, supporting each other as they proceed

Pairwork and group work help to produce a comfortable learning environment In centered activities, students may sometimes feel shy and inhibited or they may experience stress

teacher-They may feel that they have to respond quickly and accurately and that what they say is not as important as how they say it — even though you may strive to convince them to the contrary When

you set up groups or pairs that are noncompetitive and cooperative, students usually tend to help, encourage, and even joke with one another This environment them to experiment with the language and to speak more frequently and spontaneously

• Pairwork Exercises: Tell the student whose book is open (usually Partner A) that she / he is the teacher and needs to listen carefully to his / her partner’s responses Vary the ways in which students are paired up, including having them choose their own partners, counting off, or drawing names / numbers from a hat Walk around the room and answer questions as needed

• Small Group Exercises: The role of group leader can be rotated for long exercises, or one student can lead the entire exercise if it is short The group can answer individually or chorally, depending on the type of exercise Vary the ways in which you divide the class into groups and choose leaders If possible, groups of 3–5 students work best

xviii INTRODUCTION

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• Class Activity (teacher-led) Exercises:

a You, the teacher, conduct the oral exercise (You can always choose to lead an oral cise, even when the directions specifically call for pairwork; exercise directions calling for group or pairwork work are suggestions, not ironclad instructions.)

exer-b Don’t read the items aloud as though reading a script word for word Modify or add items spontaneously as they occur to you Change the items in any way you can to make them more relevant to your students (For example, if you know that some students plan to watch the World Cup soccer match on TV soon, include a sentence about that.) Omit irrelevant items

c Sometimes an item will start a spontaneous discussion of, for example, local restaurants or current movies or certain experiences your students have had These spur-of-the-moment dialogues are very beneficial to your class Being able to create and encourage such interactions is one of the chief advantages of a teacher leading an oral exercise

Discussion of Meaning Exercises

Some exercises consist primarily of you and your students discussing the meaning of given sentences Most of these exercises ask students to compare the meaning of two or more sentences

(e.g., You should take an English course vs You must take an English course) One of the main

purposes of discussion-of-meaning exercises is to provide an opportunity for summary comparison of the structures in a particular unit

Basically, the technique in these exercises allows you to pose questions about the given sentences, and then let students explain what a structure means to them (which allows you to find out what they do and do not understand) You can summarize the salient points as necessary Students have their own inventive, creative way of explaining differences in meaning They shouldn’t be expected to sound like grammar teachers Often, all you need to do is listen carefully and patiently to

a student’s explanation, and then clarify and reinforce it by rephrasing it

Listening Exercises

Depending on your students’ listening proficiency, some of the exercises may prove to be easy and some more challenging You will need to decide from exercise to exercise and class to class how many times to replay a particular item In general, unless the exercise consists of single sentences, you will want to play the dialogue or passage in its entirety to give your students some context Then you can replay the audio to have your students complete the task

It is very important that grammar students be exposed to listening practice early on Native speech can be daunting to new learners; many say that all they hear is a blur of words Students need to understand that what they see in writing is not what they should expect to hear in normal, rapidly spoken English If students can’t hear a structure, there is little chance it will be reinforced through interactions with other speakers The sooner your students practice grammar from a listening perspective, the more confidence they will develop and the better equipped they will be to interact

in English

The two audio CDs can be found at the back of Understanding and Using English Grammar The

listening exercises in the text are marked with a headphone icon They reinforce the grammar being taught — some focusing on form, some on meaning, most on both

You will find an audio tracking list at the back of the student book to help you locate a particular exercise on the CD The listening scripts for all the exercises are also in the back of the student book

the grammatical suffix which is spelled -s or -es It is not necessary for students to learn the complete

phonetic alphabet; they should merely associate each symbol in an exercise with a sound that is different from all others The purpose is to help students become more aware of these final sounds in the English they hear to encourage proficiency in their own speaking and writing

In the exercises on spoken contractions, the primary emphasis should be on students’ hearing and becoming familiar with spoken forms rather than on their accurate pronunciation of these forms

The important of these exercises is for students to listen to the oral production and become familiar with the reduced forms Initially, it can sound strange for students to try to pronounce reduced forms;

because of their lack of experience with English, they may be even less understandable when they try

to produce these forms

INTRODUCTION xix

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Language learners know that their pronunciation is not like that of native speakers; therefore, some of them are embarrassed or shy about speaking In a pronunciation exercise, they may be more comfortable if you ask groups or the whole class to say a sentence in unison After that, individuals may volunteer to speak the same sentence Students’ production does not need to be perfect, just understandable You can encourage students to be less inhibited by having them teach you how

to pronounce words in their languages (unless, of course, you’re a native speaker of the students’

language in a monolingual class) It’s fun — and instructive — for the students to teach the teacher

Expansions and Games

Expansions and games are important parts of the grammar classroom The study of grammar is (and

should be) fun and engaging Some exercises in the text are designated as Games In this Teacher’s Guide, other exercises have Expansions that follow the step-by-step instructions for specific exercises

Both of these activity types are meant to promote independent, active use of target structures

The atmosphere for the activities should be relaxed, and not necessarily competitive The goal

is clearly related to the chapter’s content, and the reward is the students’ satisfaction in using English

to achieve that goal (For additional games and activities, see Fun with Grammar: Communicative Activities for the Azar Grammar Series, by Suzanne W Woodward.)

Monitoring errorS

In Written Work

When marking papers, focus mainly on the target grammar structure Praise correct usage of the structure Depending on the level of your class, you may want to simply mark but not correct errors in the target structure, and correct all other errors yourself However, if development of writing skills is one the curricular goals, you will probably want the students to correct most of their errors themselves

Regardless if you mark errors, tell your students that these writing exercises are simply for practice and that — even though they should always try to do their best — mistakes that occur should

be viewed simply as tools for learning

You may notice that some errors in usage seem to be the result of the students’ study of the most recent grammar structure For example, after teaching perfect tenses you may notice students using past perfect more than they had previously, but not always using it correctly This is a natural response to newly learned structures View the students as experimenting with new tools Praise them for reaching out toward what is new usage for them, even as you correct their errors

Grammar usage takes time to gel Don’t expect sudden mastery, and make sure your students don’t expect that either Encourage risk-taking and experimentation; students should never be afraid

of making mistakes In language acquisition, a mistake is nothing more than a learning opportunity

In Oral Work

Students should be encouraged to monitor each other to some extent in interactive work, especially

when monitoring activities are specifically assigned (You should remind them to give some positive

as well as corrective comments to each other.) You shouldn’t worry about “losing control” of students’

language production; not every mistake needs to be corrected Mistakes are a natural part of learning and speaking a new, second or foreign language As students gain experience and familiarity with a structure, their mistakes will begin to diminish

Similarly, students shouldn’t worry that they will learn one another’s mistakes Being exposed

to imperfect English in an interactive classroom is not going to impede their progress in the slightest

In today’s world, with so many people using English as a second language, students will likely be exposed to all levels of English proficiency in people they meet — from airline reservation agents

to new neighbors from a different country to a co-worker whose native language is not English

Encountering imperfect English is not going to diminish their own English language abilities, either now

in the classroom or later in different English-speaking situations

Make yourself available to answer questions about correct answers during group work and pairwork If you wish, you can take some time at the end of an exercise to call attention to mistakes that you heard as you monitored the groups Another way of correcting errors is to have students use the answer key in the back of the book to look up their own answers when they need to If your edition

of the student book comes without the answer key, you can make student copies of the answers from

the separate Answer Key booklet.

xx INTRODUCTION

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One way to review vocabulary, particularly vocabulary that you assume students are familiar with, is to ask them to give you the closest synonym for a word For example, if you ask students

about the word optimistic, as a class you can discuss whether positive, hopeful, or happy is the

closest synonym This is, of course, somewhat subjective, but it is a discussion that will likely engage students Similarly, for a more advanced group, you can ask them for the closest antonym of a

given word, and thus for optimistic students could choose among, sad, negative, and pessimistic, for

example However you choose to review optional vocabulary, most students will greatly appreciate and profit from your doing so

hoMework

The textbook assumes that students will have the opportunity to prepare most of the written exercises

by writing in their books prior to class discussion Students should be assigned this homework as a matter of course

Whether you have students write their answers on paper for you to collect is up to you This generally depends upon such variables as class size, class level, available class time, and your available paper-correcting time, not to mention your preferences in teaching techniques Most of the exercises in the text can be handled through class discussion without the students needing to hand in written homework Most of the written homework that is suggested in the text and in the chapter notes

in this Teacher’s Guide consists of activities that will produce original, independent writing.

BlueBlog

An additional resource included with this Teacher’s Guide, are the BlueBlogs, which discuss different

aspects of language learning These can be very useful because they provide students with ideas and vocabulary about the very learning process they are involved in Spend ample time on these and use them to jumpstart discussions of the learning process

Additional Resources

uSing the workBook

The Workbook contains self-study exercises for independent study, with a perforated answer key

located at the end of the book If you prefer that students not have the answers to the exercises, ask them to hand in the answer key at the beginning of the term (to be returned at the end of

the term) Some teachers may prefer to use the Workbook for in-class teaching rather than

Workbook practices can be assigned by you or, depending upon the level of maturity or sense

of purpose of the class, simply left for students to use as they wish They may be assigned to the entire class or only to those students who need further practice with a particular structure They may

be used as reinforcement after you have covered a chart and exercises in class or as introductory material prior to discussing a chart in class

In addition, students can use the Workbook to acquaint themselves with the grammar of any units not covered in class Motivated students can use the Workbook to help teach themselves.

INTRODUCTION xxi

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teSt BAnk

The Test Bank for Understanding and Using English Grammar is a comprehensive bank of quizzes

and tests that are keyed to charts or chapters in the student book Each chapter contains a variety

of short quizzes that can be used as quick informal comprehension checks or as formal quizzes to be handed in and graded Each chapter also contains two comprehensive tests Both the quizzes and the tests can be reproduced as is, or items can be excerpted for tests that you prepare yourself

MyengliShlAB

Students learn in many ways and benefit from being exposed to grammar in a variety of contexts

Therefore, the new edition of Understanding and Using English Grammar is now available with Essential Online Resources or with MyEnglishLab to serve a range of digital needs of students and teachers.

Student Books with Essential Online Resources include the access code to the course audio, video, additional expanded practice of gerunds and infinitives, chapter diagnostic tests, and teacher's resources

Student Books with MyEnglishLab include the access code to MyEnglishLab, an easty-to-use online learning management system that delivers rich online practice to engage and motivate students

MyEnglishLab for Understanding and Using English Grammar, Fifth Edition has been thoroughly revised

and includes all-new interactive activities with rich practice in grammar, reading, listening, speaking, and writing; Grammar Coach videos; immediate feedback on incorrect answers; remediation activities; and ongoing assessment

You can use MyEnglishLab concurrently with the text or as an independent study tool You can assign the whole chapter to the entire class, or you can customize the exercises to particular students For example, for those students who are proficient in written work, but need practice with oral production, you can assign the speaking, listening, and pronunciation exercises

Another way to assign exercises is based on the target structure If you notice that a student is struggling with a particular grammar point or section, you can assign the corresponding exercises for further out of class study In addition, the chapter tests can be used as effective reviews prior to an in-class test

AzArgrAMMAr.CoM

Another resource is AzarGrammar.com This website is designed as a tool for teachers It includes a

variety of additional activities keyed to each chapter of the student book including additional exercise worksheets, vocabulary worksheets, and song-based activities tied to specific grammar points This website is also a place to ask questions you might have about grammar (sometimes our students ask real stumpers and a place to communicate with the authors about the text and to offer teaching/

exercise suggestions

Notes on American vs British English

Students are often curious about differences between American and British English They should know that the differences are minor Any students who have studied British English (BrE) should have

no trouble adapting to American English (AmE), and vice versa

Teachers need to be careful not to inadvertently mark differences between AmE and BrE as errors; rather, they should simply point out to students that a difference in usage exists

differenCeS in grAMMAr

Differences in article and preposition usage in certain common expressions follow These differences are not noted in the text; they are given here for the teacher’s information

AmE BrE

five minutes to/of/till seven o’clock five minutes to seven o’clock

xxii INTRODUCTION

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differenCeS in Spelling

Variant spellings can be noted but should not be marked as incorrect in student writing Spelling differences in some common words follow

AmE BrE

skillful, fulfill, installment skillful, fulfil, instalment

-ize (realize, apologize) ise/ize (realise/realize, apologise/apologize) analyze analyse

curb kerb

focused focused/focussed fueled fuelled/fueled

program programme specialty speciality

Some differences between AmE and BrE follow

AmE BrE

attorney, lawyer barrister, solicitor

corn maize diaper nappy

elevator lift eraser rubber flashlight torch jail gaol

schedule timetable

sink basin

INTRODUCTION xxiii

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Key to Pronunciation Symbols

the phonetiC AlphABet (SyMBolS for AMeriCAn engliSh)Consonants

Phonetic symbols for most consonants use the same letters as in conventional English spelling:

/ ĵ / = j or dge as in jump, ledge

Vowels

The five vowels in the spelling alphabet are inadequate to represent the 12–15 vowel sounds of American speech Therefore, new symbols and new sound associations for familiar letters must be adopted

/I/ as in bit / / as in book

/ / as in bought

Glides: /ai/ or /ay/ as in bite

/ i/ or /Oy/ as in boy / / or /aw/ as in aboutBritish English has a somewhat different set of vowel sounds and symbols You might want to consult

a standard pronunciation text or BrE dictionary for that system

*Slanted lines indicate phonetic symbols

xxiv INTRODUCTION

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CHAPTER SUMMARY

OBJECTIVE: To better understand the meanings and uses

of simple and progressive forms of present and past verb

tenses This chapter will serve as a review for many students

and will strengthen students’ ability to recognize and use

well-known tenses with greater ease and confidence

APPROACH: Because students at this level are very

familiar with the present and past tenses, utilize their active

knowledge as a springboard to better understanding of

progressive versus simple forms In lower levels and with

certain verbs, the nuanced differences between simple

and progressive forms may not have been fully explored

Assure students that by increasing their understanding of the

differences between simple and progressive forms of certain

verbs, they will be better able to replicate native-speaker

English

TERMINOLOGY: Simple tenses are formed without an

auxiliary or helping verb, and the tense is indicated in the

ending of the verb

“Progressive” is also called “continuous,” and always contains

an -ing participle in addition to a helping verb This form is

used to indicate verbs that are in progress

Most students will have already met the term “stative verbs”

to describe verbs that have no action and describe states of

being Be prepared to demonstrate why it is illogical to use a

progressive form for a state of being

PRETEST What do I already know? Page 1

Time: 10 minutes

• Have a student read the pretest direction line aloud,

and highlight that the numbers next to each sentence

represent a chart to be referred to

• Give students 5 minutes to work through this pretest

autonomously Some students will have no problems

determining when to use simple and when to use

progressive forms, and others may need more support

and/or explanations

• In order to engage all students, ask questions about

random vocabulary items while reviewing the pretest

For example, ask students whether nitrogen or oxygen

is a more common gas, what it means to “drop” a

call, or at what temperature water boils By engaging

students in context and vocabulary, even for brief

periods of time, you will capture the attention of those

students who may not need this review

Optional Vocabulary

consist work overtime network

C H A P T E R

Present and Past;

Simple and Progressive

something I can observe taking place right now something that is always true, not true just at one time daily scheduled events

• Go around the room and ask students for real-life examples of each column, which you then write under each column heading For example :

Martha is writing on the board

The sun rises in the east

We start class at 9:00 A m every day

CHART 1-1 Simple Present and Present Progressive Page 2 Time: 10 minutes

• As much of this is review for students, move through the chart in a timely fashion, asking students to read the example sentences aloud, while you write the respective timelines on the board

• Emphasize that in order for present progressive to

be used, the action has to last long enough to be observable in time

EXERCISE 2 Let’s talk Page 2

Time: 5–10 minutes

• Encourage students to come up with sentences that they think are true but may be somewhat uncommon

• Write some of the sentences on the board

I play Words With Friends on FaceBook every day

Right now Wei-Jung is tapping his pencil against the desk

Global warming is increasing

Present and Past; Simple and Progressive 1

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EXERCISE 7 Reading and grammar

Page 4 Time: 10–15 minutes

• Explain the direction line—that students will either add

an ending to the verb or not, depending on necessity

• Point out that this is a brief scientific text, one that describes the way the heart works Ask students to predict the form they will see in the text (simple)

• Give students a few minutes to complete the exercise

as seatwork before reviewing

• Have students take turns reading completed sentences aloud, and use this opportunity to correct pronunciation and discuss the optional vocabulary

amazingorganbeatpump

fresh(blood) vesselsoxygenremove

wastetissuesfact

Expansion

When reviewing grammar that many students know, engage your students in the context of each exercise by attending to vocabulary The optional vocabulary above includes words that students at this level recognize and can use In order to challenge students’ ability to

respond in English about their English knowledge, ask

them to provide the antonyms for vocabulary items

such as fact, remove, and fresh The more you can

teach students from the margins of each exercise

as well as the overt target, the more they will speak spontaneously in your class and the more dynamic the class will be

EXERCISE 8 Warm-up Page 5

• Emphasize the connection between the helping verb is and the -ing ending as well as the use of does with the

base form

CHART 1-2 Simple Present and Present Progressive: Affirmative, Negative, Question Forms Page 5 Time: 10–15 minutes

• Ask students to feed you question word order for both simple present and present progressive tenses Write the words on the board Label the subject and verb(s) accordingly

• Begin by asking students for a simple scientific statement, and then elicit and label the grammatical terms

• Whenever possible and appropriate, use your students’

names in boardwork examples, particularly when asking students to “feed” your grammatical sentences

• Correct for content and pronunciation

• Be aware that students may have trouble distinctly

pronouncing the -ing in the progressive form

Have them emphasize this syllable so that they can

become comfortable giving it its proper stress

night shift

double shift

concentrate onmaterial

• Have students pair off into twos and/or threes, as

needed

• Tell students to make sentences, trying to use a wide

variety of verbs and synonyms

• Ask each member of the group to describe one of the

pictures, using a sentence generated by one of his or

• Review the exercise by having students take turns

reading their answers aloud

• Ask students to identify the exact words that indicate

which form of simple or progressive should be

used and how these words help the reader

understand the actual meaning (For example, in

sentence 1, the phrase In early summer indicates

that this is a general and seasonal time period rather

than a specific point in time that is being observed

at this moment.)

• If students decide that both simple and progressive

forms are possible, ask them to explain any

differences they see when using either simple or

progressive Discuss what is emphasized when using

progressive and what is emphasized when using the

simple form

EXERCISE 6 Listening Page 4

• For this and all listening exercises, ensure that you

have the audio ready to play and that you are fully

provisioned to lead the exercise

• Have students complete the exercise at their seats as

you play the audio

• Using the listening script, review the correct

completions with students, stopping to replay if needed

2 CHAPTER 1

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students to work in groups to write paragraphs tackling one of these topics, using the passage on tornadoes as

a model Remind students which types of statements need the simple present tense and when the present progressive is required Invite groups to write their paragraphs on the board, and have other groups fact-check and correct grammar

occurspiralfunnel

debrisdamageseek

shelterstorm chaserupdates

Time: 5 minutes

• Draw students’ attention to the illustration on the right

• Ask students in random order, and with no prep time, to read and complete the warm-up questions

• Have students discuss the possible completions for sentence 2

• Ask students to articulate the difference between tastes and is tasting.

• Ask students what they already know about stative verbs, or verbs not used in the progressive

CHART 1-3 Verbs Not Usually Used in the Progressive (Stative Verbs) Page 7

Time: 10 minutes

• Even if students are not familiar with the term “stative,”

most will know and recognize that certain verbs are not

used in the progressive (know) and certain verbs are infrequently used in the progressive (smell).

• Ask students to name the stative verbs they already know, and write these on the board For example:

• Ask students to tell you what they already know about the verbs on the board and all verbs that are not used

in the progressive

• Ask what these verbs have in common with one another, and help students articulate that they describe lasting conditions, or states, not actions

• Ask a student to read the chart notes for sentences (a) and (b) aloud

• Ask students if there are any verbs in the stative list they are not familiar with

• Ask other students to read the notes for (c) and (d) aloud

• Have students take turns explaining or expanding upon the difference between the non-progressive and progressive forms of the verbs included at the end of the chart

EXERCISE 13 Reading, grammar, and speaking Page 8 Time: 10–15 minutes

Part I

• Ask a student to read the direction line aloud

• Ask another student / students to quickly review the endings of simple present, third person verb forms

auxiliary verb subject verb

Present Progressive

Statement:

subject auxiliary + progressive verb object

Question:

auxiliary subject progressive verb object

• Review Chart 1-2 with students

• Have students offer a new statement

• Turn the sentence into a negative statement and with

the class, lead a similar piece of boardwork

EXERCISE 9 Looking at grammar Page 5

EXERCISE 10 Trivia game Page 5

• Divide students into teams of 3–4 members in physical

proximity to one another

• Review the direction line with students, and allow them

5 minutes to complete the sentences

• Have groups take turns reading, and correct both

grammar and scientific fact of each statement

• Encourage spontaneous discussion of the statements,

and write any vocabulary that arises on the board

melt

divide whiskershunting revolve

• Have students complete the exercise independently as

seatwork

• Review as a class, taking ample time to discuss

vocabulary and the actual content of the article

• Correct content and tenses, and write any sentences that

students are unsure of on the board for further explanation,

underlining a time cue if there is one (e.g., right now ).

Expansion

Discuss current and controversial science topics

(climate change, changing nutritional trends, the anti-vax

movement, stem cell research) with your class Invite

Trang 26

(-s, -es, -ies, or ø), and tell students that the tense task

reviews third person simple endings

• Give students 7–8 minutes to complete the exercise

individually as seatwork

Part II

• Assign this part of the exercise for homework or as a

group classroom activity

• Expand the category of volunteer organizations to

include any organization that the group chooses to

learn more about

• Remind students that when describing an organization

and its work, they will need to use third person simple

etiquettenetworkrésumé

• Put students into pairs or groups

• Review the direction line

• Discuss the difference in meaning between each

sentence in each pair

Expansion

If students are readily able to grasp the differences

between each sentence in the pair, you can expand the

exercise to focus on the difference between simple and

progressive forms of verbs that can be either stative or

actions To execute this expansion, type each of the

sentences in Exercise 14 onto slips of paper, and then

distribute one slip to each student Tell the class that each

student has received one of the sentences included in the

exercise, and as the sentence is acted out or mimed by

one student, others must guess which one is featured

appearingrudeshy

• Lead this exercise by calling on students in random order

• Have each student read the sentence given to him/her

with the correct completion in place

• Discuss the correct answers and any questions

students may have

• Put students in pairs

• Review the direction line

• Have each member of the pair take roles completing

both conversations, as Speaker A and Speaker B,

respectively

EXERCISE 17 Looking at grammar

Page 10 Time: 10 minutes

• Review the direction line and give students a few minutes to complete as seatwork

• Ask students to take turns giving the correct completion, and review as a class

resemblesource stare off (into space)daydream

EXERCISE 18 Grammar and listening

• Be sure to be completely provisioned for the exercise, with the audio ready to be played

• Read the direction line, and be sure students are ready

to listen and complete before you play the audio

• Have students read their correct completions aloud

• If any completions pose challenges, replay the audio and/or read from the listening script

• Review the direction line by having a student read

EXERCISE 20 Reading and writing

Part I

• Ask students if they have seen the movie The Fugitive.

• Read the direction line aloud, and ask students to predict the tense that will be used in the movie review

• Ask students to take turns reading the sentences in the review aloud

fugitiveaction-packedunjustlyaccusesentence

marshallvowscenedam

escapesolvepharmaceuticalsuspenseful

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• Give students 5 minutes to complete the exercise independently as seatwork

• Using a random order, ask students to read their completions aloud

• Discuss correct pronunciation and any vocabulary that you can engage students with

be able to identify time cues that require simple past

Ask students to share their experiences, and discuss whether these experiences have deterred them from ordering online and avoiding interaction with humans and/or sales staff

EXERCISE 23 Let’s talk: pairwork Page 13

Time: 10 minutes

• Review the direction line and examples

• Put students into pairs, and explicitly state that they will take turns answering and asking questions

• Explain that one partner, Partner A, will work with his/

her book open and Partner B will work with his/her book closed

• While students are working, circulate around the room and work with each pair as they go through the exercise

• Take notes on mistakes you hear while working with each pair, and review these common errors by writing them on the board after the exercise

Sultan went to this city He walked on 5th Avenue and visited the Empire State Building He ate a hot dog while walking around Central Park He rented a bike and rode

it over the Brooklyn Bridge.

Where did he go?

New York City.

Part III

• Ask students to either edit their work in class or edit the

work of their peers

• When students are editing their own or others’ work,

ask them to underline all the verbs as well as to be

prepared to explain any tenses other than simple

present

• Review final endings of verbs

• Confirm that students understand this special use of

simple present tense, to describe action in a movie or

play or other piece of fine art, whose actions are not

committed to any one historical moment but are, in a

sense, “always true” (like scientific facts)

Time: 5 minutes

• Read the direction line aloud

• Before students complete the warm-up, ask them what

they already know about simple past

• Students should be able to articulate that simple past

is required to describe any action that took place at a

specific time in the past

• After students complete the warm-up, have them share

their completions aloud

• Allow students to ask questions of one another about

each other’s great-grandparents Encourage students

to use correct simple past question form in doing so

CHART 1-4 Simple Past Tense Page 12

Time: 10 minutes

Use of the simple past is review for students at this level Engage their grammar knowledge as much as possible by asking students to explain the grammar

in their own words

• Ask students how to form simple past tenses of regular

verbs, and have them tell you the form as you write it on

the board

• Label parts of speech and -ed ending for regular verbs

by involving students For example:

Simple Past Regular Verb Jorge explained his past

subject verb + -ed object

• Ask students to take turns reading the chart example

sentences in pairs aloud

• Ask other students to read the notes to the right aloud

as well, moving through the chart examples (a)–(h)

• Follow the example above to have students provide you

with explanations of how to form negative and question

forms of the simple past, and write these on the board

as well

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CHART 1-5 Simple Past vs Past Progressive

At this point, you may wish to explain that a clause

is structure that has a subject and a verb, and make the distinction between a main or independent clause and a dependent clause Students will concentrate on complex sentences in later chapters, but understanding clause structure will help students combine the tenses in this chart The text assumes that students are quite familiar with sentences

containing basic adverb clauses of time using when,

while, before, and after A more detailed discussion

of adverb clauses appears later in the text

Note in (g) and (h): In sentences with when, the

progressive usually occurs in the main clause In

sentences with while, the progressive usually occurs

in the while-clause

• Ask specific students about their actions the previous evening For example:

Galina, what were you doing at 8:00 p m last night?

Panut, what were you doing at 8:00 p m last night?

• Write students’ responses on the board correctly

At 8:00 p m , Galina was taking a shower and getting ready to go out.

At 8:00 p m , Panut was watching TV.

• Explain that a specific point in time can be described by

an event that took place then or by an event that was taking place at that time

• If we imagine the phone rang at 8:00 p.m., we can make

a time clause to describe this point in time:

When the phone rang, …

• Write the following or any other sentences created from student information on the board

When the phone rang (8:00 p m ), Galina was taking a shower and getting ready to go out.

• Explain that while can also be used to make a time clause, but when while is used, the verb that follows

needs to be in past progressive

• Write sentences created from student information on the board

While Galina was taking a shower and getting ready to

go out, the phone rang.

• Read the direction line aloud to your students

• Tell students that the time frame is the past and that

both Situation 1 and Situation 2 feature a series of

sequential simple past actions, one leading to another

• Give students time to complete both situations as

seatwork

• Review the completions by having students read their

sentences aloud

• Discuss all possible completions, and debate with

students which completions make more sense

• Ensure you are provisioned and have the audio ready

to play

• Read the direction line to your students

• Play the audio and ask students to circle the correct

completions

• Have students discuss the most appropriate

completions after they have completed the exercise

• Refer to the listening script for clarification as needed

Part I

• Ask a student to begin reading the short passage

aloud, and have a second student finish the passage

aloud

• Correct students’ pronunciation

• Have students underline all the past tense verbs

become

Part II

• Ask students to complete the exercise independently

with the vocabulary given

• Remind students that in the Part I passage, all tenses

are in the past describing events that all started and

took place in the past

6 CHAPTER 1

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• Read and explain the direction line

• Remind students to picture the scenario in their minds

to better understand which action was already in progress when interrupted by another action

• Have students complete as seatwork, and then correct and discuss as a class

• Have students complete the cloze autonomously as seatwork

• Ask students to take turns reading their completed answers aloud

• Put challenging items on the board

issues

Time: 10 minutes

• Put students into pairs and/or small groups

• Have students discuss both the original sentence and the options that follow

• Students should be prepared to justify their choices

• Ask students to continue working with their partners

• Remind students that more than one answer may be correct

• Correct as a class

EXERCISE 32 Grammar and speaking

• Have students continue working with their partners

• Students first complete the cloze with the words given and then perform the conversations

• Explain that students need to picture the action of the

verb they are using and think about how long the action

takes place in order to decide whether simple past or

past progressive is appropriate

The phone rang.

This action takes place and then stops It does not last

over a longer period of time Thus, using this verb with

when is appropriate.

Panut was watching TV.

This action takes place over time, and past progressive

needs to be used to indicate this This verb should be

used with while.

Possible combinations include:

When the phone rang, Panut was watching TV.

While Panut was watching TV, the phone rang.

• Ask students to take turns reading the example

sentences in the chart (a)–(k) aloud, and discuss each

one along with the corresponding explanatory notes

• Emphasize and elaborate on the targeted grammar by

rephrasing questions For example:

What was Panut doing when the phone rang?

Expansion

Play the game “Alibi” with your students The point of

the game is for students to give specific explanations of

where they were at a particular point in time Explain

that an alibi is an explanation of where a person was at

the time a crime was committed (which demonstrates

a suspect could not have committed the crime in

question) For example:

My grammar book was stolen early last night.

In response to this cue, students construct alibis,

or explanations, of where they were at the time of

the crime, thus proving they could not have been

responsible for it

Prepare index cards with events in simple verb forms

and corresponding times listed Using this information,

students create alibis for where they were and what

they were doing at a particular time by making

sentences from the actions and times listed on their

cards For example:

7:00 walk to the grocery store 8:00 meet friend for coffee 9:00 go to movie theater

You can make up a crime, such as the one above, or

you can simply ask students to explain what they were

doing at a particular time to get the ball rolling For

example:

You: A crime was committed last night at 7:30 What

were you doing?

or

You: I called you at 7:30 last night What were you

doing? Marcella, using the information on your index card, tell me what you were doing.

Marcella: I was walking to the grocery store.

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supplying needed vocabulary and clear, immediate correction as appropriate.

• Have students talk about both the situations and what the tone of these sentences are

• Discuss the word excuses and whether it applies to

these situations

EXERCISE 37 Check your knowledge

• Have students complete as seatwork

• Ask students to read the corrected sentences aloud and explain what the error was and why it is ungrammatical

• Discuss the terms journal and journal entry.

• Ask students if they have ever kept a journal and/or diary, whether it is common to do so, and who often keeps such a document

Part II

• Discuss the concept of a first draft with students, and tell them how all good writing needs to be edited

• Explain that the benefit of a first draft is that it provides

a way to put all thoughts down in one place

• Review the writing tip with students

Part III

• Show students how to use the editing checklist to their advantage

• Have students turn in a revised journal entry on starting

a new school, job, or situation

journal entryconfusionsomewhatembarrassedsyllabusinterrupt

announcecomfortablenoticedraftedit

Part II

• Play the audio again, and have students complete the

sentences with the missing words

• Correct both parts as a class and read from the

listening script as necessary

experience

sliding

intruderburglar

Time: 5 minutes

• Ask students what they understand by the word

intention

• Lead the warm-up by having students take turns

reading an item aloud and determining which uses of

the progressive show intentions

CHART 1-6 Unfulfilled Intentions: Was / Were

Going To Page 21 Time: 10 minutes

Students are already familiar with the use of the present

progressive to show intentions or plans Explain that

when expressing a past/unfulfilled intention, the tense

simply changes to the past

• Have students tell you things that they had planned

to do but didn’t, and write them on the board For

example:

Masa was going to study English in Australia, but he

chose Boston instead.

Samaya was going to move to Bahrain, but she returned

to Saudi.

• Have students take turns reading the example

sentences in (a) and (b) from the chart aloud

• Discuss the explanatory notes, and review the other

common verbs that show intention

• Lead this exercise from the center of the room

• Have students take turns reading each sentence

aloud and then supplying all the appropriate and true

sentences

• Ask students questions about why the sentences not

chosen are not possible

• Correct immediately and write examples on the board

EXERCISE 36 Writing or speaking

• Have students work in pairs or small groups

• Tell students to complete the sentences while you

circulate around the room, meeting with groups and

8 CHAPTER 1

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CHAPTER SUMMARY

OBJECTIVES: The objectives of this chapter are to explore

high-frequency verb tenses, reviewing and reinforcing the

students’ ability to use them; to ensure that students can

generate the tenses, putting the auxiliary verbs in the correct

order; to discuss some finer points of tense usage; and to

help students recognize different adverbs that require the use

of progressive or perfect forms

APPROACH: Students at this level recognize and use

perfect and perfect progressive forms, but because both

forms are complicated (including both auxiliary/helping verbs

and past or progressive participles), they can pose problems

The text first includes a list of irregular verbs and past

participles to review with students and then reintroduces the

present perfect and contrasts it with the simple past The text

next introduces present perfect progressive and compares its

usage with present perfect, before following the same steps

with past perfect and past perfect progressive

TERMINOLOGY: This chapter requires significant review of

grammar terminology, starting with regular versus irregular

verbs and past and progressive participles (- ed and - ing

forms) Auxiliary, or “helping,” verbs (forms of have and be )

are required for the perfect verbs and the perfect progressive

verbs It is worthwhile to stress the grammar terminology in

this chapter, as students need to select from so many verb

parts in order to do the exercises

PRETEST What do I already know? Page 25

Time: 10 minutes

• Have a student read the pretest direction line aloud,

and highlight that the numbers next to each sentence

represent a chart to be referred to

• Give students time to complete the exercise and check

the charts referred to

• Have students take turns reading their corrected

sentences aloud, and discuss any troublesome

sentences Write sentences on the board for further

discussion

• Highlight the sentences that your particular group finds

the most challenging

• Together, have your class complete the chart with the

past participle Remind them that both do and speak

are irregular verbs

The paragraph above and many more included in this Teacher’s Guide encourage students to think of themselves as active learners of English The more you can emphasize the role students play in their own learning, the more invested they will feel in utilizing the tools given to them via the text and in your classes

• Write the four categories of verb parts across the board

Simple Form Simple Past Past Participle Present Participle

Perfect and Perfect Progressive Tenses 9

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CHART 2-3 Present Perfect: Since and For

• Start by asking students to give you a simple past sentence For example:

Kayo moved to Hawaii two years ago.

• Ask students to suggest related present perfect sentences to the above example While writing this on the board, have students tell you the parts of speech and the correct auxiliary verb For example:

subject auxiliary have

+ past participle

• Then draw a timeline to illustrate this

• Write the timeline presented in the chart on the board, using the same student example

to Hawaii Hawaii.

XXXXXXXXXXXXXX

Kayo has lived in Hawaii for two years.

present perfect + for + quantity of time

Kayo has lived in Hawaii since 2014.

present perfect + since + specific time in the past

• Ask a student to read sentence (a) and the explanatory notes to the right

• Ask another student to read sentences (b)–(d) aloud, along with the explanatory notes

• Explain that one way of describing a time in the past is

by using a simple past time clause introduced by since.

Kayo has lived in Hawaii since she was 19.

(main clause) present perfect + since + simple past time clause

• Ask a third student to read aloud notes (e) and (f) and the explanatory notes to the right

As you move through the chart, remind students that

since and for are used with present perfect tense to

show an action begun in the past and continuing into the present

Frequent problems occur with since Since may be followed by 1) a specific day or date (2014, Friday,

last January, etc.) or 2) a clause with a past tense

verb (since I was 25 years old, since we moved to

the United States, etc.) Be sure to point out that it

is incorrect to use durational phrases such as since

two years or since a long time In those cases, for

is used

It is advisable to discourage the use of time phrases

with ago following since (e.g., since three days ago)

Such phrases are sometimes used very informally by native speakers, for instance, in a short answer, but are likely to be misused by learners at this point

• Read through the regular verb forms in Chart 2-1 Then

ask students to contribute additional regular verbs,

and list the parts under the appropriate heading on the

board For example:

Simple Form Simple Past

explore explored

Past Participle Present Participle

explored exploring

• Read through Chart 2-2, repeating the procedure

above For example:

Simple Form Simple Past

give gave

Past Participle Present Participle

given giving

• Have students review the irregular verb chart, and

discuss any verbs they are not familiar with

• Encourage students to memorize the types of irregular

verbs (not necessarily each irregular verb listed) so that

they can better anticipate the forms of irregular verbs

they rarely use

Time: 10 minutes

• Introduce this exercise by reminding students of the

value of drill in remembering irregular verb forms

• Have students arrange themselves into pairs, and

stress that the direction line requires Partner A to keep

the book open and Partner B to keep the book closed

• Circulate around the room, interacting and encouraging

each pair

Time: 10 minutes

• Have students remain with their Exercise 2 partners

• Ask a student to read the example in italics aloud,

modeling the sample exchange

• Write the question and responses on the board

• Walk around the class and interact with each pair,

encouraging them to expand and discuss their

• Ask students to articulate how for and since are used

with the present perfect to show time elapsed since an

action started

• Before presenting the chart, using student-generated

sentences, write the following sentences on the board

Kayo moved to the United States in 2014.

Kayo has lived in the United States

10 CHAPTER 2

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• Have students pick new pairs or groups

• Ask one student to read the direction line aloud

• Tell students that if they do not want to use the sentence starters given, they can create their own

• Walk around and work with each pair

in simple past (One of the clauses uses simple past to

create a fixed point in time, indicated by since.)

• Once students have completed the exercise, review as

a class, discussing any challenges students find

Remember that each exercise and list of optional vocabulary give students a spontaneous opportunity to use their English Rather than sticking to only the list

of optional vocabulary, use this list as a springboard within the exercises to get students talking about their own experiences in English Exercise 8 provides an opportunity to discuss their enjoyment of camping or other outdoor activities, or how outdoor activities differ from country to country

For example, while students will readily recognize a log cabin, ask questions about where they would see log cabins, in what countries, and what else is associated with these words You can also ask questions about more general topics

log cabinthe outdoors

campingwildlife

propertyrelaxed

• Ask students the difference between exact time and unspecified time

• Ask students to define already, yet, and lately.

CHART 2-4 Present Perfect: Unspecified Time and Repeated Events Page 31

Remember that while the present perfect describes events that happened in the past and continue in the present, it is also used to describe actions that happened at some point in the past However, we

do not know or we don’t care when they happened

As you move through the chart with your students, remind them of this use of present perfect

• Ask a student to read the sample sentences aloud

• Have each student take turns responding to each of the

cues and completing each of the sentences

• Correct students’ production and pronunciation

• Have students work in groups and review the

direction line

• To make the exercise more interesting, have students

guess at the times for each sentence

• Review as a group and discuss and/or confirm the

satellitesspace

Expansion

This expansion provides opportunity for an information

exchange done in rotating pairs First, have students

come up with 4–5 questions to ask their partners about

their lives Write some examples on the board to get

students thinking

Have you played any sports? Have you practiced yoga

or any martial art?

Have you been a member of any professional, artistic, or other kind of community?

Have you traveled by yourself?

Have you been in love?

Have you followed a particular diet/been a vegetarian?

Have you experienced a major life challenge?

Rotating pairs allow students to interact with their peers

Instruct students to arrange themselves in two lines, either

seated or standing, facing one another (If you have odd

numbers, you will need to provide instructions and model

with the non-paired student.) Each partner asks his or her

questions and listens to his/her partners’ responses until

you instruct them to switch When you do, the last person

in one of the lines moves to the first position in the same

line, and everyone in this line then moves one space to

the right This gives everyone in both lines a new partner

After students have had three or four partners, have

them return to their seats Ask each student to provide

a statement about a class member, based on what was

learned in this exchange Write students’ answers on the

board, correcting form and pronunciation as you do so

You: Who can tell me something about Abdulaziz?

Marco: He has been a vegetarian since he was 12.

Eu-Jin: He has traveled all over the United States alone.

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• Start by asking students leading questions to learn if

they have ever done the following:

• Using students’ responses, create present perfect

sentences that do not focus on one point in past time,

and write them on the board For example:

Lina has seen snow.

• Ask students to participate in helping you label parts of

speech, and draw a timeline

Lina has seen snow.

subject auxiliary have + past participle

• Stress that Lina has seen snow in the past, but the

question mark indicates that we don’t know when in the

past this happened

• Have students take turns reading example sentences

(a) and (b) aloud

• Read the accompanying notes aloud, and ask students

if they have any questions

• Go through the same procedure as above, using

students’ lives and suggested examples for the present

perfect, this time with just (meaning “recently”) and then

again with so far (for repeated events).

• Have students read examples (c)–(e) aloud and discuss

the explanatory notes, and then have them do the same

for (f) and (g)

• Discuss contractions and sentence (h), and ask if

students have any questions

• Read the brief direction line aloud

• Explain that students are looking for past participles,

some of which may share the same form as simple past

• Give students time to complete this on their own

• When students make mistakes, have them correct their

work and provide another sentence that would make

sense with the verb form given

• Read the direction line aloud, and stress that more than

one answer is often possible

• Have students complete as autonomous seatwork

• When a student answers “yes,” ask for more

information, and when a student answers “no,” ask a

related question For example:

Student A: Have you ever slept in a tent?

Student B: No.

You: Have you ever slept outside at all, (Student A)?

Can you answer in a complete sentence?

?

tentskillunusual

petseasick

• Ask a student to read the direction line and the example coversation aloud

• Discuss how students understand what the time frame

is in the sentence Which words are most helpful for understanding this?

• Give students time to complete the exercise autonomously as seatwork

• Review as a class and put any particularly challenging items on the board for further discussion

• Read this exercise and then have students try to complete the passage

• Ask for volunteers or call on students in an encouraging way, moving from one student to another as needed

• While working through the sentences, remind students

of time phrases that can help them form the required tenses

• Write any particularly challenging sentences on the board for further analysis

international relationsscholarship

overseascommon interestsvariety

EXERCISE 14 Let’s talk: game Page 34

• Encourage students to help each other, and give hints

as you go around the room (or group)

• Take notes on the participle forms as they are used, and review common mistakes as a group at the end

• Take notes on content, particularly in order to engage students who are less forthcoming in class in general

By referring to knowledge you acquired about students

in a game or exercise, especially about students who are less willing to speak, you help them feel included and make games and exercises more conversational and spontaneous

12 CHAPTER 2

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EXERCISE 16 Warm-up: listening Page 35

Time: 10 minutes

• Have the audio ready to go

• Explain to students that they will hear have and has and

will be asked to tell you how the reduced speech in the exercise questions sounds

• Play the audio and review as a class

CHART 2-5 Have and Has in Spoken English

• Ask a student to read the examples on the left side of the chart, one by one

• The text indicates the phonetic symbol for the sound

of the reduced pronunciation As many students do not know the phonetic alphabet and could be confused

by having to learn another alphabet in addition to the English one, just write how you think the reduced speech sounds For example:

What has happened? What’s happened?

• Make sure students understand that while they need

to recognize reduced speech, they are not expected to (nor should they worry about) producing it

Time: 10 minutes

• Be completely provisioned and ready to play the audio

• Read the direction line to students, and explain that it

can be hard to distinguish the sound of contracted is from that of contracted has

• Ask students which participle they should expect with

the contraction of is (present) and which with has (past)

• Emphasize that they should write the full forms

• Play the audio

Here, reduced speech describes the sound of

helping verbs (have / has) contracted with the

preceding nouns and/or question words Students should know that they will hear reduced speech frequently in everyday conversation with native speakers The students’ focus should be kept on recognizing and understanding reduced speech rather than producing it

Exercise 15 Reading, grammar, and

speaking Page 34 Time: 10–20 minutes

How did the characters in the movie meet?

What does “kick the bucket” mean? Is there a similar phrase in your native language?

Should you wait until you are old or sick to consider your bucket list? Why or why not?

Part II

• Have students arrange themselves in pairs

• Read the direction line aloud, and discuss with students

why they will need to use present perfect in responding

to the directions

• Use the student-generated sentences to discuss each

item on the bucket list

Part III

• Remaining in pairs, have students tell their bucket list

items to each other

• Discuss as a class

Expansion

Expand on this exercise by having students write down

one item from their partner’s bucket list on a piece of

paper Instruct students to also include the reason why

this bucket list item is important to their partner Collect

the pieces of paper, and present them to the class, but

anonymously Then classmates guess whose bucket

list item you have read For example:

You: This student has always wanted to climb Everest

because she loved the book Into Thin Air Whose bucket list is this from?

Students: Yael! Yael loves reading adventure books and

loves rock climbing.

This topic should be one that engages students

Many will have heard of the term “bucket list,”

but write it on the board and start by generating conversation about the concept and what students already know about it Depending on the level and background of the class, you can easily discuss whether the idea is typical of the United States as compared with other cultures and ask if there are similar concepts or terms in other countries Another approach is to discuss why people create bucket lists later in life and whether a wiser approach would be

to live and work in a more balanced way Whenever

a topic can generate spontaneous conversation, you have the opportunity to more meaningfully engage the students in the grammar included in the passage

or exercise

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• Repeat that while we know Roberto has visited Paris at some point in the past, we don’t know and we are not concerned with when in the past he did so.

• Draw the timelines for example sentences (a)–(d) from Chart 2-6 on the board

• Write two related columns on the board, as follows:

Present Perfect vs Simple Past unknown time in past specific time in past still in progress completed in past

• Keep these columns on the board and refer to them

as often as needed while students work through Exercises 19 and 20

• Read the direction line aloud, highlighting which verbs should be in simple past and which in present perfect

• Ask students to write their sentences as seatwork

• Assign the verbs to six students, who should write their completed sentences on the board

• Ask other students to correct the written sentences as they read them aloud

• Ask a student to read the direction line aloud, and remind students how to recognize that verbs need to be put into simple past (specific time in past)

• Give students a few minutes to complete as seatwork

• Have various students read their completions aloud and stress the important time words in each sentence

• Put any challenging items on the board before continuing

• Start by asking students about flashcards and techniques they already know for memorization

The text includes many content suggestions directed to students about learning English This blog is a great example of engaging students with the practices they employ in their own language learning, and natural discussions of language learning, teaching methodology, how different people learn languages, and how babies learn versus how adults acquire second languages (L1 vs L2) can readily follow Whenever feasible, encourage students to discuss their experience as language learners, and use the context of the classroom itself to engage them in one topic they all have in common: their desire to learn English

• Reiterate this difference as you move to the chart, and

remind students that they have already learned this

main distinction

CHART 2-6 Present Perfect vs Simple Past

• By way of review, ask students for an example sentence

in the simple past For example:

You: Layla, what did you do last night?

Layla: I finished my project at 9:00 last night.

You: OK, so Layla finished her project at 9:00 last night.

• Draw and write:

9:00 p m last night now

• Now ask a leading question resulting in the present

perfect tense For example:

You: Has anyone here visited Paris?

Roberto: Yes Me.

You: OK, so we know that Roberto visited Paris, but we

don’t know when We know it was in the past, but we

don’t know whether it was last year or when he was

a child or two months ago To express this unknown

or unspecified time in the past, we use the present

perfect.

• Draw and write:

• Ask students to provide you with the correct present

perfect sentence for Roberto’s Paris visit, and write

below the timeline

sometime before now now

Roberto has visited Paris.

Students can become confused about the

differences between the simple past and present

perfect though most of them have studied the

contrast between them before this point Specifically,

once students are introduced to present perfect,

they tend to overuse it or not use it at all The

chart clarifies the differences in meanings and

usage between the two tenses, and by stressing

the importance of key time phrases associated

with one or the other, you can give your students

clear direction This Teacher’s Guide provides

step-by-step notes for presenting chart topics while

explaining grammar in simple and clear ways,

using student-generated content However, if your

students do not need such a detailed explanation,

feel free to abbreviate it appropriately Most

students, even advanced students, do not mind this

type of discussion because it builds their confidence

in what they already do know, but you will need to

monitor responses carefully

?

14 CHAPTER 2

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• Invite students to discuss their experience in writing

a cover letter/job inquiry and help those from different countries compare the process of finding a job with the process in the United States

• Discuss what makes a letter effective and what makes

teaching assistant (TA)arrangementsdiscovered

fascinatingconvenient

Time: 5 minutes

• Have students decide on the correct sentences and share them

• Correct students’ answers, and discuss the need for a

progressive form of present perfect with since and for.

CHART 2-7 Present Perfect Progressive

• First, write the most obvious example sentence for present progressive tense as follows:

I am teaching grammar class right now.

• Then draw the first diagram from the chart on the board, and write the following sentence (add whatever clock time is true for you that day)

I have been teaching grammar class since

• Explain that both tenses deal with actions in progress, but that the present progressive shows just that an action

is in progress at the moment of speaking, but not before

• Explain that the present perfect progressive gives us the duration up to now of an action that has already been in progress

• Explain that the present perfect progressive tense is used to emphasize the duration of an activity over time

• Ask leading questions that result in good and meaningful examples For example:

How long have you been studying English?

How long have you been playing tennis?

It can be very hard for students to understand when

to use present perfect and when to use present perfect progressive In many cases both forms are acceptable, and the difference in usage and emphasis is not so easy for a non-native speaker

to catch Because of this, you should anticipate that students will need additional examples besides sentences (e)–(h) in the chart in order to become confident distinguishing which form of the present perfect to use

• Ask students if they ever read blogs, and point out that

this is a blog by the author of their textbook

• Read the direction line aloud, and give students time

to underline the simple past and present perfect verbs

included in the blog passage

• Give students time to read through items 1–14, and

respond to any anticipated vocabulary questions

• Model the example with the help of two students

• Model follow-up questions for your students

What did you ? Why did you ? Where did you ? When did you ?

• Have students spend 10+ minutes asking and

answering the questions with a variety of partners

before reviewing as a class

• Correct both pronunciation and usage errors, using the

board, as you discuss students’ experiences

Expansion

This activity can be expanded to give students an

opportunity to practice making small talk while using

the target grammar If possible, turn the activity into a

“party” by playing background music at a low volume

Adding background music helps students become less

self-conscious when speaking Instruct students to

meet, greet, and gather as much specific information

about one another as they can You can signal that

students should move on to a new conversation

partner by stopping the music and starting it again,

while asking them to talk to someone new You can

circulate and take notes on both content and form,

for later discussion and correction, or if your full

participation is needed to keep the activity moving,

become one of the party guests yourself To wrap up

the activity, have students return to their seats, and

ask each student to reveal one interesting fact about

another student

EXERCISE 23 Editing Page 39

Time: 10 minutes

• Engage students by writing the term cover letter on the

board and inviting students to discuss what it is and

when people write one Be ready to include related

vocabulary For example:

application résumé / CV (curriculum vitae)

interview job opportunity reference

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• Write the following examples or others on the board, and discuss the difference.

I have been reading War and Peace for three months.

I have read one-half of War and Peace.

• Explain that another subtle distinction is that present perfect progressive is more often used for recent activity, and present perfect is more often used for an indefinite time in the past

• Write the following examples or others on the board, and discuss the difference

I have been traveling in Asia.

I have traveled in Asia.

• Explain that the first sentence suggests the time frame

is recent, and that the second one suggests the time frame is some unknown time before now

• Start the exercise by having a student read the direction line aloud

• Ensure students know that in some cases either form is correct

• Have students complete as seatwork

• Review by having students take turns reading their completions aloud

• Discuss any challenging sentences as boardwork

interruptappliances episodescomedies

Time: 10 minutes

• Be provisioned with the audio ready to go, and instruct students to close their books and listen without writing anything

• Have students then open their books and write the missing words

• Review as a class with the listening script in hand Be ready to play the audio again if students missed any answers

• Read the direction line aloud, and ask students to underline both forms of the present perfect

• Discuss the reviews and uses of both forms of present perfect with your students

Part II

• Have students work in pairs to find similar product reviews on a site such as Amazon®

• Ask them to underline the present perfect verb uses

How long have you been wearing contact lenses?

How long have you been working in your field?

• Write students’ specific answers to these questions on

the board

Mie has been studying English for six years.

Alexandre has been playing tennis since he was seven

years old.

Ahmad has been wearing contact lenses since last year.

Yukari has been working in her field since she graduated

from the university.

• Explain that the tense is often used with the following

time expressions: for, since, all day, all week, all

morning, etc.

• Ask students which participles they expect to follow is

and are (present).

• Do the exercise as a class

• Have students complete this exercise

• As students read completions aloud, emphasize the

particular time frame given in each sentence

EXERCISE 27 Let’s talk: pairwork Page 41

Time: 10 minutes

• Put students into pairs, or have them select partners for

themselves

• Read the direction line and explain that students need

to consider the context before matching phrases in the

box with the situations on the left

• Circulate for a few minutes while students work through

the exercise and then correct as a class

• Discuss if other phrases in the box are possible besides

the one most students agree on

• Explain that present perfect progressive emphasizes

duration of time, while present perfect emphasizes

completion

This exercise presents cases in which both present

perfect and present perfect progressive are

acceptable Let your students know that in some

cases the difference is so subtle that native speakers

can’t even explain why they have chosen one form or

the other

16 CHAPTER 2

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• Using student-generated information, draw a timeline that shows two past events For example:

Mustafa left at 4:00 p m Luiz called him at 6:00 p m

• Write an example illustrating the two tenses combined

in one sentence,

4:00 p m 6:00 p m now

Mustafa had already left when Luiz called him.

• Work through the first examples (a)–(f), illustrating the combination of simple past and past perfect tenses on the board with timelines, as shown above

• Depending on your class, assess whether to present and discuss examples (g)–(j) formally You may choose

to skip these points for now to give your students a chance for immediate controlled practice

• Have students read and respond on sight to tightly control this first exercise

• Write individual sentences on the board as you go, and clearly mark which action happened first and which second

• Ask additional questions to ensure students are becoming comfortable with the form and its use

• Ask students to complete individually as seatwork

• Have students read their completed sentences aloud

• Correct immediately and very overtly (Don’t recast sentences with the right forms; clearly state the problem and what the correct form should be.) Write on the board as much as is useful for your students

EXERCISE 34 Warm-Up: listening Page 45

• Remind students of the term “reduced” when referring

to tenses created with helping verbs

• Play the audio for your students twice

• The second time through, ask them to write down how the reduced pronunciation sounded to them

Part III

• Assign a product review for homework

• Ask students to pick a product they have either really

liked or really disliked

• Have them incorporate a star system and standard

phrases accordingly

Time: 5 minutes

• Read through the warm-up sentences with students

• For each sentence, ask students to identify which

action happened first and which second

• Explain that past perfect (which is formed with the past

helping verb had + the past participle of the verb) is

used to differentiate two distinct times in the past

CHART 2-8 Past Perfect Page 44

The most important concept for students to grasp

is that at least two events in the past are necessary

to use past perfect The earlier event is in the past perfect tense, and the later (more recent) event is in simple past Without this distinction of time between two events—both in the past—there would be no need to use past perfect

Sometimes students have the incorrect notion that past perfect simply means the past event took place a long, long time ago Be ready to clarify this misunderstanding by emphasizing that in using the past perfect, when an event occurred is important only in relation to when another event occurred in the past

The expression by the time usually needs some

explanation It conveys the idea that one event was, or will be, completed before another event It usually signals that either the past perfect (simple

or progressive) or the future perfect (simple or progressive) needs to be used in the main clause

In fact, this phrase is used to signal only those tenses in the exercises in the text—even though it

is possible to use other tenses when a “state” rather than an “event” is being expressed For example:

The doctor came at six By that time, it was too late The patient was dead (state)

The doctor came at six By that time, the patient had died (event)

In some cases, such as (d) and (f), simple past can

be used in place of past perfect in informal English

In other words, it is often, but not always possible to use the simple past in place of the past perfect The past perfect is relatively formal, and it is helpful to explain to students that they will encounter this tense more often in written English than in spoken English

Reviewing the chart’s notes on the use of past

perfect tense with before and after (c)–(f), reported

speech (g) and (h), and use in written text (i) will help students know where and when and in what contexts

to anticipate the tense’s use

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• Be provisioned and ready to play the audio.

• Ask students to first complete the exercise with either

is, had, or would, depending on the verb forms used in

the rest of the sentence

• Play the audio and have students confirm from the forms used that they had selected the correct verbs

base jumper skyscraper thrilling

• Ask two other students to read the example sentences

• Emphasize that students need to write the complete and non-reduced forms, not the reduced forms they will hear

• Play the audio

• Have students read their completed sentences aloud

• Review as a class, referring to the listening script as needed

• Write any challenging items on the board for further discussion

CHART 2-10 Past Perfect Progressive

The past perfect progressive is only possible when more than one past event is being discussed The tense indicates that the earlier action had been in progress and was interrupted by the more recent simple past action

Past perfect progressive is used infrequently It

is more common in formal written English than in spoken English and comes up most often in spoken English when using reported speech

• Draw timelines and write examples on the board to illustrate an ongoing past perfect action interrupted by a more recent simple past action

• Try to use examples from today’s class if possible

• Ask your students leading questions in order to elicit

two sentences in which had is the helping verb For

example:

Had anyone already studied present perfect tense before

we studied it in this chapter?

Had anyone already visited the United States before they

came to this class?

• Write students’ responses:

Francine had already studied present perfect tense.

Xie had already visited Boston.

• Now ask questions that will lead to the use of had as

the simple past of have For example:

Did anyone have a problem when they first arrived here?

Did anyone have any worries or concerns during your

first week of classes?

• Write students’ responses:

Mieko had a problem with her student visa.

Jasmine had a concern about her conversation level.

• Give students time to review the chart

• Ask students to articulate the difference between

sentences (a)–(b) and (c)

• Using normal and relaxed spoken English, read all

the sentences aloud Ask students if they heard the

difference in the pronunciation of had, and have them

try to replicate the sentences aloud

• Cross out the word had in the first two sentences and

write /d/ in its place

• Ask a student to reread (c) aloud and try to reduce

had Make sure they can hear why they can’t Explain

that the sentence will sound as if there is no main verb

if had is attached to the subject of the sentence in a

reduced form

EXERCISE 35 Grammar and listening

Tell students that the reduced sound for both had and

would is the same—/d/ Explain that they can tell

which helping verb form is being used by looking at the

verb form that follows /d/ If the verb form that follows

the /d/ is the past participle, /d/ is a reduced form of

had If the verb that follows the /d/ is the simple form

of the verb, the /d/ is a reduced form of would.

The goal here is to help students understand the

situations in which had is reduced When had is

used as a main verb, it cannot be reduced When

had is part of the past perfect tense, it is usually

reduced As in earlier pronunciation exercises

that focused on reduction, the aim here is not for

students to produce the target structure but rather

to train their ears to better understand the reduced

structure as it is used in everyday English

18 CHAPTER 2

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