Oxford grammar one teacher’s guide

Although the structure and content remains largely the same, the following changes have been made: • New starter level for slower and more thorough introduction to basic grammar topics •

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Grammar One Teacher’s Guide

Introduction

Grammar One is the second in a series of four

grammar books designed to make English grammar

clear, interesting and easy to understand for young

learners The books are designed to complement

any coursebook, and they cover the same basic

grammar syllabus as most beginners’ courses, and

all the grammar needed for the Cambridge Young

Learners English Tests The books can be worked

through systematically, or particular units can be

selected and used as needed The revision units

practise the grammar covered in the preceding

units

Grammar One is ideal for young learners and

pre-teens during their first few years of English

language study It has a communicative,

activity-based approach Alongside the written exercises

(which can be completed in class or done as

homework), there are oral and pairwork exercises,

puzzles and classroom games

The material revolves around the daily life of an

English family, their friends, and an alien creature

called Trig Trig is learning English His role in the

book might be a comic one, but its function is

serious His struggles, frustrations and triumphs are

a mirror of the pupils’ own experience

Each chapter begins with a short text or dialogue

which uses the target structure (or structures),

usually accompanied by an illustration to help

learners understand the situation A ‘Words to

learn’ box highlights important or useful words

which will be used in the unit A ‘Grammar lesson’

summarizes the grammar points, usually in the

form of a table or in a few simple sentences of

explanation accompanied by example sentences

The exercises which follow provide practice of the

grammar and range from simple word insertion

to more challenging tasks requiring the writing of

sentences

Notes on the third edition

The third edition has been revised and updated

to ensure its continued relevance and appeal to young learners all over the world Although the structure and content remains largely the same, the following changes have been made:

• New starter level for slower and more thorough introduction to basic grammar topics

• Increased emphasis on vocabulary (specific vocabulary exercises in the Student’s Book)

• Preparation for Cambridge Young Learners English

Tests in the revision units

• Audio CD in every Student’s Book so that students can listen to the presentation dialogues and texts and ‘listen and repeat’ the words in the ‘Words to learn’ boxes

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

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

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

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

Teacher’s online support material

Download the following materials for Grammar

One:

• teacher’s guide (this document)

• 18 worksheets (one worksheet for each unit)

• 1 entry test

• 4 revision tests (one test for each revision unit)

• 1 exit test

• answer key for student’s book, worksheets and all tests

www Trig’s website

Your students will enjoy visiting Trig at his website

They can go to www.oup.com/elt/trig to explore

interactive activities, listening tasks, and to play interactive grammar games!

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Guide to phonetic symbols

Vowels

Consonants

ʈʃ cheese

f first

θ three

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1 Family and friends

Entry test

You may wish to set an entry test for your

students before they start using Grammar

One This test is available as part of the

downloadable tests, and revises all the

grammar taught in Grammar Starter

Aims

• To revise and test students’ knowledge of subject

pronouns, possessive pronouns, the present

simple tense, yes/no questions, a, an and some

and have got

• To introduce the characters in the stories – the

Bell family with Chip the dog and Trig the alien,

and Nick and Jenny’s friends, Tom and Amanda

Presentation

1 Direct students’ attention to the picture of the

Bell family Ask them to read the text and listen

whilst you play the listening track

2 Ask some comprehension questions, e.g How

many people are there in the Bell family? (Four.)

Has Nick got a brother? (No, he’s got a sister.)

Who is Amanda? (Jenny’s friend.), Who’s got

blond hair? (Jenny and Tom.), etc Check that the

students understand chases.

3 Ask students some questions about their

brothers and sisters/friends/hair colour/pets,

etc., using be and have got to consolidate the

vocabulary, e.g Have you got any brothers and

sisters? Is (name of person in class) your sister?

(in order to elicit, No she isn’t, she’s my friend).

Notes on the exercises

1 Before they start the exercise, tell students that

Merton is the name of the town where the Bell

family lives When you are checking the answers,

make sure that they understand the adjective

nice, as in nice house, and tell them it’s a very

general adjective which can be applied to most

things to describe something in a positive way,

e.g nice girl, nice cake, nice weather, etc.

2 This exercise revises many grammar points,

including the present simple tense, the verb

be, the verb has got, and subject, object and

possessive pronouns You might use it as a kind

of diagnostic test to determine which, if any, of

these areas the students have problems with

4 Before they start the exercise, go through the

pictures with the class Point to each person and

say Who’s this? (so students can learn the correct

pronunciation of new names) For Zoe, George,

Maria and Carlo also ask Where are they from?

Use the picture of Chip to introduce the words

bone and bury.

5 If you haven’t done so already, revise the

formation of the present simple tense with the

class Remind students about the third person s.

6 Revise a, an (for the singular form) and some (for

the plural) with the class

7 This exercise contrasts have got with the present

simple The students have already practised both these forms in isolation, so you could see how they manage with the exercise without further revision If necessary, write both verb paradigms

up on the board and elicit the differences from the students

9 Partner game

Brainstorm some more words for each of the categories in exercise 8 with the whole class

Students may know words like pen and rubber

for ‘School’ for example, and they might want to

suggest football or other sports for ‘Free time’ Go

through the examples provided and write models

of the question forms on the board, e.g Have you

got ? Are you ? Is your ? Get the students

to suggest more verbs Check that students are

clear which short answer forms to use: Yes I have,

No, I haven’t, Yes I am, No, I’m not, Yes, I do, No, I don’t Encourage students to use the short answer

form in their answers, then to follow up with more

information, e.g Have you got a skateboard? No, I

haven’t, but I’ve got a bike./Yes, I have, it’s black and green

Worksheet 1

You will need one copy of this worksheet for each student in your class Some pair or group work is involved, and each small group will need a dice

Encourage your students to complete the online

activities for this unit at www.oup.com/elt/trig.

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2 What do you play?

Wh- questions; prepositions of time

Aims

• To learn to form Wh- questions in the present

simple tense and to use the prepositions of time

in, on and at

• To practise talking about sport and other free

time activities and hobbies

Presentation

1 Before students open their books, start the

lesson by asking the class Do you like sport? What

sports do you play? Build up a list of different

sports on the board

2 Tell students to open their books Ask What sport

does Tom play? Play the listening track and let

students listen, read and answer the question

(Tom plays football.) Check students understand

practise, gym, outside and match

Grammar lesson

• Go through the rules for question formation and

ask students to give examples of questions with

what, where and when, etc from the text Elicit

examples of possible questions with why and

who.

• Look at the prepositions part of the grammar

lesson and elicit more examples for each

category: in + month, on + day, at + time, etc

Make sure every student gives you one example

• Put students into pairs and ask them to read

the conversation aloud They should change

Tom’s information for real information

about themselves and the sports they play

Alternatively, they can invent new information

Vocabulary and Words to learn

Learning about prepositions of time is a good

opportunity to revise the days of the week,

months of the year and the four seasons, as well

as basic clock times (Note that students have

an opportunity to practise months of the year in

exercise 7)

1 This exercise allows the students to practise the

word order in question forms Write the elements

up on the board – subject, main verb, do/does,

question word – and ask students to tell you

what the correct order is They can look at the

example for help if they are not sure Remind

them that if the main verb in the sentence is be, they don’t need to use do/does.

2–3 When students have finished writing the

question forms, ask them to work in pairs and take turns to ask and answer the questions in these two exercises As an extension, they could write true answers about themselves

4–5 You might want to revise school subjects

before students read the text, and ask students

to tell you what their favourite lessons are

6 To ensure that the list of television programmes

is meaningful for students, go through it with the class Ask for a volunteer, or volunteers, to read the names of the programmes aloud (checking pronunciation) and encourage students to guess what the programmes are about

7 This is an opportunity for students to revise the months You could extend it by asking students to tell you the seasons the months are

in

8 Partner game

Start the activity by telling the class about your own favourite television programmes and when they are on You might want to introduce genre

words for types of TV programme, e.g comedy,

adventure series, documentary, quiz, game show

Then tell the students to work in pairs and ask each other Extend the activity with a class survey Set a time limit within which students try to ask as many people as possible what their favourite programme

is in order to find the overall class favourite (if there

is one)

You could do the second activity as a memory game Give the students a few minutes to look at the list of programmes in their pairs, then instruct one student to close their book and try to answer their partner’s questions from memory

Worksheet 2

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

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3 Trig goes skateboarding

Imperatives; go + -ing

Aims

• To learn to use the imperative form of the verb in

the positive and the negative

• To practise using the form go + -ing to talk about

free time activities and to learn the spelling rules

for before the ending -ing

Presentation

1 Ask students to look at the illustrations and read

the text whilst you play listening track 5 Then

play the listening track again and ask students

to listen and repeat Check students understand

careful, fast, hit, jump, dustbin and oh dear.

2 Ask students to close their books and play the

listening track a third time Pause after each

verb and invite the students to complete the

phrases for you, e.g Trig, when you go (Stop

the listening track here and elicit the word

‘skateboarding’) Be careful Don’t (Stop the

listening track here and elicit the phrase go fast).

Grammar lesson

• Go through the rules for forming imperatives with

the class Ask students to identify all the positive

imperatives in the texts (be careful, jump off),

then all the negative imperatives (Don’t go fast,

Don’t hit the dustbin) Check students understand

what a warning is and ask them to tell you which

phrase in the dialogue is a warning (be careful).

• Read through the list of free time activities with

go and -ing with the class Ask students if they

can think of any more, e.g ride – go riding, jog

– go jogging, swim – go swimming, skate – go

skating, climb – go climbing Go through the

spelling rules

• Ask the students to tell you the rule for when

to use play to talk about free time activities and

when to use go + -ing We normally use play to

talk about ball sports and games, but go + -ing

for most other types of physical activity (Note

that there are some activities that we use do

with, e.g do ballet, do karate, do yoga.)

The main vocabulary for this unit is related to free

time activities At some point, check that everybody

in the class knows the vocabulary for talking about

their free time activities in English

1–3 These exercises demonstrate a range of the

different contexts in which imperative forms might be used – teacher talking to a class, mother talking to a child and signs that give instructions Make sure students are clear about the context for each activity, as this will help them choose the appropriate positive or negative imperatives

7 Remind students to check which form of go they

need to use in each question – the third person singular or plural

8 Partner game

To prepare for this activity, ask students to think

of free time activities and some questions they could ask about them, for example where people

do the activity, when they do it, what they need

to do it with, why they like it Students can either

do the activity in pairs and then swap partners,

or alternatively you could run it as a whole class mingle Students walk round the classroom and ask as many of their classmates as possible their questions They make a note of the answers and give oral or written feedback on the results at the

end of the activity, e.g Three people in the class go

camping in the summer.

Extension

To practise imperatives, you could play the game

‘Simon says’ with the class One student stands in front of the class and gives a series of instructions,

e.g Stand up, Simon says ‘stand up’, Simon says

‘open your book’ When the instruction begins

‘Simon says’ the students should follow it; however,

if the instruction is given by itself without ‘Simon says’ at the beginning, students should ignore it Any student who makes a mistake is eliminated from the game

Worksheet 3

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4 What is there in Merton?

There is/are; some and any with plural nouns

Aims

• To learn and practise the structure there is/are

• To learn how to use some and any with singular

and plural nouns

• To introduce/revise places in a town

Presentation

1 Look at the map of Merton with the students

Explain that the town is on the river Mer (point

to the river), from which it probably gets its

name Also point out the names of the different

streets – Bridge Street, Mill Street, Park Street – so

that students will recognize them when they are

referred to in the listening track

2 Teach or revise the names of the different places

in the town Drill the pronunciation thoroughly

(students repeat after you)

3 Play the listening track whilst students listen and

read Ask them to point to the different places in

the map in their books as they are mentioned

Walk round the class while the listening track is

playing, checking that students can recognize

the words and find the places Check that

students understand bench

Grammar lesson

• Go through the rules for using there is/there’s,

there are, some and any with the class Drill the

pronunciation, particularly weak forms of there

are and there’s a

The main vocabulary set that students will learn

in this unit is ‘places in town’, which are practised

in exercise 3 You could take the opportunity

to introduce the words for some of the objects

pictured in the different places in the map, e.g

pedestrian crossing, trolley, swings and roundabout.

1–2 The first two exercises thoroughly drill the

use of there is/isn’t a for the singular form and

there are/aren’t any for the plural form, as well

as practising places in the town Check students

understand that we use some in the plural when

we aren’t sure about the number of things or it

isn’t important

4–5 Students are asked to think about the

buildings and facilities in their own town in these two exercises It will facilitate whole-class discussion if the students all talk about the same town, so ask them to answer the questions in relation to the town the school is in, or another nearby town that everyone is familiar with

As you go through the answers to exercise 4 with the class, ask questions to elicit as much additional information as possible about each of

the places, e.g Where is it? What is it called? Is it

small or big? Do you go there often? Do you like it?

6 You could ask the students to try to complete

this exercise without looking at the map of Littleton, by relying on the clues in the grammar and syntax of each sentence only When they have finished, they can check their answers against the town map

7 Before they start the exercise, check students

know the words for the items of food on the tables Looking at the picture with the class, point to the different food items and ask them to tell you what they are

8 Team game

Divide the class into teams of 6-8 students in order

to give all students more opportunities for speaking Before you start, check students understand they can use their English books to help them find words beginning with the right letter Don’t forget to tell students if they are allowed to shout out the answers, or if there is a rule that they have to raise their hands

Worksheet 4

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5 Who’s behind the door?

Prepositions of place

Aims

• To teach and practise prepositions of place

• To learn the words for articles of furniture and

parts of a room (floor, window, etc.) and use

them to describe room layouts

Presentation

1 Hold up the picture of Jenny’s bedroom on page

20 so the whole class can see it Point to each of

the labelled items of furniture and say the word

The students repeat after you

2 Tell the students to close their books and use the

furniture in the classroom (or draw on the board)

to help you drill the vocabulary Point to items

and ask What’s this? or Is this a or a ?

3 When you are sure that students know the

vocabulary for furniture, tell them to open their

books again and look at the text about Jenny’s

bedroom Play the listening track whilst they

listen and read the text

4 Check students understand clean and tidy (you

might like to introduce the opposites dirty and

untidy at the same time) Ask for or choose a

volunteer, or volunteers, to read the text aloud to

the class As they do so, the other students could

look at the illustration in their books and point to

each item of furniture as it is mentioned

Grammar lesson

• Go through the prepositions of place in the

Grammar lesson with the class Elicit an example

sentence for each one from the text, e.g He’s in

the box à The ruler’s in the rucksack.

• Finally, practise prepositions of place with

classroom objects Take an item such as pencil

and place it on the desk, under the desk, etc and

ask students to tell you where it is When you

think they are ready, elicit examples directly from

the students

The main items of vocabulary to learn in this unit

are for furniture and parts of a room Since students

learn floor, door, window and corner, you might also

like to introduce the word ceiling Make sure you

draw students’ attention to the irregular plural of

shelf (shelves), and to the pronunciation of drawers.

1–3 Make sure students understand that the

expression in front of is always three separate words, and next to is always two words.

4 Do this activity together orally as a class before

students write the answers Tell students to close their books and divide the class into two teams The teams take turns to say, from memory, where the objects are They get a point for each correct sentence

6 This exercise revises and consolidates the vocabulary for furniture and parts of a room Students who finish quickly could be asked to write similar sentences about the classroom

7 Partner game

Ask students to draw a plan of the layout of their bedroom to help them prepare for this activity The plans should show the windows, the door and the main items of furniture – bed, chair, wardrobe, desk, bin, lamp, desk, table, (book)shelf You can make the game more demanding if you ask students to give their partner an empty plan of their bedroom (showing the position of the door and windows) The pairs then take turns to ask questions to find out where all the pieces of furniture are and draw and label them on the plan

Worksheet 5

You will need one copy of this worksheet for every pair or small group of students in your class

Revision 1 (units 1–5)

Students should do the revision unit at the end

of unit 5 Exercise 9 is an example of a Cambridge

Young Learners English Test task type

Test 1

A downloadable test that covers all the material

in units 1–5 is available Once your students have completed revision 1, it is a good time to ask your students to complete this test

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6 Can you swim? Let’s go swimming!

Can for ability; let’s

Aims

• To learn the structure can/can’t to talk about

ability

• To practise making suggestions using the

structure Let’s

Presentation

1 Look at the illustration with the class Elicit the

fact that it’s a hot day (Ask Is it a cold day? or

What’s the weather like?) Then play the listening

track whilst students read the text and listen

Grammar lesson

• Go through the formation and use of can in the

Grammar lesson with the students Ask the class

Can Jenny swim? (Yes, she can.) Can Zoe swim?

(Yes, she can.) Can Trig swim? (No, he can’t.) Then

ask different students in the class Can you swim?

• Draw students’ attention to the pronunciation of

the weak form of can in questions, and contrast

with the pronunciation of the strong form in

short answers (Can you swim? Yes I can) Drill

the weak form thoroughly with the class – have

students listen and repeat individually and in

chorus – so that they are comfortable with using

it themselves and sound natural

• Explain that the construction Let’s is used to

make suggestions, and go through the examples

with the class Teach the students some phrases

for responding to a suggestion, such as Yes, OK

and Yes, good idea!

Apart from the vocabulary in the Words to learn

box, students have to use a range of verb/noun

collocations to talk about ability in relation to

various activities in this unit The structures include:

play – basketball, football, table tennis, drums, guitar

ride – a bicycle, a motorbike, a camel, a horse

speak – English, French, Greek, Japanese

and also: climb trees, do maths, make a cake,

catch a fish

1–6 These exercises provide students with practice

in forming sentences and questions with can

and can’t For most students, can is not a

difficult structure to use, and the most common

mistakes that learners make are either to treat

can like a regular verb and produce phrases

such as I don’t can and Do you can ?, or to forget that can is followed by the base form, not

to + base form (which results in sentences like

I can to speak English) Students are less likely to

make such mistakes whilst they are practising

can in isolation in exercises such as these, but

you should remain vigilant that this does not

happen when students start integrating can into

speech and writing alongside other structures

7-8 These activities give students the opportunity

to practice the use of the structure Let’s to make

suggestions Get students to read their answers

to exercise 8 aloud and ask for volunteers to either agree to the suggestion or to disagree with

it and make a counter suggestion (teach them

the word instead to use in these cases), e.g Let’s

go skateboarding OK Good idea./No, let’s go swimming instead.

9 Team game

This activity reviews some of the different verb + noun collocations used in the unit to talk about activities When you go through the answers, ask students how many other expressions with the

same verb they can think of, e.g ride a bicycle –

ride a horse, camel, motorbike, etc

If students find it challenging to think of the different activities by themselves and this slows the game down, you can always suggest an activity yourself by writing it on a piece of paper for the student whose turn it is to come to the board

Coming up with a plausible Let’s suggestion might

require some ingenuity on the part of the students and may add an element of humour to the lesson,

e.g (for ride a camel) Let’s go to the zoo, desert,

safari park, home for camels, etc

Worksheet 6

You will need one copy of this worksheet for every pair of students in your class

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7 Trig is helping

Present continuous

Aims

• To teach students how to form the present

continuous tense

• To start exploring how the tense is used and to

practise it in appropriate contexts

Presentation

1 Focus the students’ attention on the text and

illustrations Play the listening track whilst the

students read and listen Stop the listening track

each time you come to an illustration and get

students to repeat the sentence(s) with the

present continuous verb after the recording

2 Choose different students to read out the

sentence(s) under each picture To make sure

students understand any new vocabulary, e.g

shine, hang, dig, do the washing-up, hold up

the book so everyone in the class can see the

illustrations, and point to the part of the picture

that shows the action

3 Explain that the verbs in bold are all in the

present continuous tense, and go through the

rules for the formation of the present continuous

with the class

Grammar lesson

• Go over the spelling rules and drill the forms

thoroughly, getting the class to repeat after you

in chorus and individually, substituting work with

other verbs for variety This will help to anchor

the form in the students’ memories and gives

supported pronunciation practice that will help

them to have more confidence when they speak

• Make sure students understand that they should

use the long form of be in positive short answers,

even in spoken English, and the short form for

negative answers, e.g

Yes, I am (not I’m) but No I’m not

Yes, you are (not you’re) but No, you aren’t

Yes, he is (not he’s), but No, he isn’t.

• Explain that the present continuous is used

to talk about things that are happening ‘now,

this moment’ Use the class to help you build

up a list of things that are happening ‘now this

moment’ in the classroom, e.g We’re having an

English lesson, we’re learning about the present

continuous, etc.

You might like to look at all the vocabulary items

to do with gardens and being outside in this unit –

tree, flower, garden, grass, bush, bird – and revise

them together as a lexical set

1–3 These exercises are concerned with recognizing

the appropriate form of the present continuous tense for the context

4–7 These exercises allow students to start

practising negatives and question forms with short answers Remind them that it is usual to use the long form in positive short answers and the short form in negative short answers The most common mistakes that learners make in relation to the present continuous tense are to

do with usage: it is often either under used (e.g

learners say it rains instead of it’s raining) or over

used However, the common mistakes related to

formation are either to leave out the verb be or

to use the wrong form of be for the context

8 Class game

You could enhance the element of competition in this activity by turning it into a race Divide the class into two or more teams and prepare sets of ten to twelve cards (one set per group) with an activity

written on each card, e.g digging in the garden,

making a sandwich, playing the drums When the

game starts, the first student in each team goes

to the front of the class and gets card one from the teacher They mime the action written on the card for their group to guess When the group has guessed correctly, the next student goes to the teacher to get card two, and so on The first group

to have guessed all the activities and got through all their cards wins

Worksheet 7

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8 Can you see them?

Object pronouns

Aim

• To teach object pronouns and explore and

practise the use of object pronouns, for example

after verbs and after prepositions such as for,

with and in

Presentation

1 Focus the students’ attention on the text and

illustrations Play the listening track through

whilst the students read and listen When you

have played the listening track through once, ask

Where’s Trig? Where’s Chip? and elicit appropriate

answers revising prepositions of place from the

previous unit

Grammar lesson

• Go through the object pronouns and the rules for

using them with the students

• Tell the students to close their books or cover the

text and play the listening track again Stop the

recording just before each subject pronoun and

try to elicit it from the students, e.g

Listening track Trig and Chip are hiding Can you

see

You [Stop the recording here, encourage students

to say the next word.]

Students them

Alternatively, read the text aloud, or get a

student to read the text aloud, and stop just

before the subject pronouns to allow the class to

produce them

The new vocabulary and Words to learn in this unit

are mostly useful verbs, as in the list – see, ask, look

for, know, take, find, wait for, tell Make sure that

students understand that look for and wait for are

two-part verbs or phrasal verbs, which must be

used with the accompanying preposition

You might also – if this is an area of vocabulary

which students haven’t covered recently – like to

revise items of clothing in preparation for exercise 3,

for which students should know shoes, scarf, socks

and baseball cap.

1–4 The first four exercises involve students

identifying object pronouns and making choices about which pronouns to use in the context given You can explain that the object pronoun

for an animal can be him, her or it, depending

on the attitude of the speaker and whether the

subject pronoun used is he, she or it The animals

in the story clearly have a name and a gender, so

the object pronouns him and her should be used.

5 This exercise activates all the object pronouns

together Tell students to check that they use each of the pronouns at least once

6 Go through the categories on the list with

the class and double-check that the students understand what they are For each one, elicit another example (of a sport, film star, singer,

etc.) from the class Note that although band is

a singular noun, it is more common to refer to

a band in the plural (as in the members of the

band), e.g I like the Black Eyed Peas – I like them.

7 This exercise revises the verbs from the Words to learn list and gives students an opportunity to practise using them If students have problems finding a verb, tell them they can look at the ‘Words to learn’ list on page 92 to help them

8 Partner game

You can extend the partner game and give the students more speaking practice by doing a survey of class favourites Give each student two categories to ask about and teach the question

What’s your favourite sport / film star / singer?

Students stand up and walk round the class and interview as many other people as possible, keeping

a note of the answers At the end of the activity, the students report the results back to the class, e.g

The class’s favourite colour is red – five people like it.

Worksheet 8

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