Grammar and Beyond Level 3 Unit by Unit Teaching Tips PDF

UNIT
1
Simple Present and
Present Progressive
First Impressions
Unit Objectives Data from the Real World

Students will learn and practice using Research shows that we use some adverbs with the simple
• simple present vs. present progressive, present more often in academic writing than in speaking.
• stative verbs, and Refer students back to the context(s) they came up with as
• special meanings and uses of the simple present. you went over Chart 2.1. Have students write six sentences,
one with each adverb from the box, using these context(s).
Encourage students to reuse the sentences they have
already written if possible, for example, The human heart
1 Grammar in the Real World typically beats 72 times a minute.
■ Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar in the Real Grammar Application
World, pages 4–5.
■ Speaking and Writing Expansion Bring pictures of
people to class, or ask students to do so.
Vocabulary
1. Have the students look at the pictures, then write
attitude AWL investigate AWL about the people’s appearances. Tell them to use
aware AWL process AWL both the simple present and the present progressive.
constantly AWL psychologist AWL
(The woman is wearing a brown suit. She is carrying
create AWL react AWL
a briefcase. I think that she’s a friendly person and is
demonstrate AWL research AWL
successful.)
factor AWL reveal AWL
implicit AWL specifically AWL 2. Put students in pairs or small groups. Have them
discuss their impressions of the people in the
pictures.
2 Simple Present vs. 3. After students have discussed the pictures in small
groups, have them expand on their first impressions
Present Progressive by talking about what they think the people’s family
situations, careers, social skills, and personalities
Grammar Presentation might be.
Reference: See The Teacher’s Grammar of English,

pages 356–358; 362–364; 385, Activity 2. 3 Stative Verbs
■ Teacher Support Resource Book, General Teaching Grammar Presentation
Suggestions See suggestions for Grammar
Presentations, pages 5–6. Reference: See The Teacher’s Grammar of English,
■ Chart Tip As you go over each section of Chart 2.1, ask pages 356–358; 362–364; 385, Activity 3.
students to come up with specific situations where they
might commonly see or hear each use of the simple
present. After they have come up with a context for each
Presentations, pages 5–6.
use, ask students to write two sentences that they might
find in that context. Have students share their sentences ■ Chart Tip Have students work in small groups to list
with a partner. Answer any questions they have about any additional stative verbs they can think of for each
using the simple present. category in Chart 3.1.
Grammar and Beyond TSR 3 © Cambridge University Press 2012 Photocopiable Tips • Unit 1 1
Grammar Application ■ Chart Tip After you go over row a, give students a
■ Speaking and Writing Expansion few minutes to think of a “one-sentence review” of a
book they have read. Call on individuals to share their
1. After Exercise 3.1B, show students a picture (or “reviews” with the class.
several pictures) of people interacting. Try searching
for office meeting, job interview, or people in a hotel
lobby on an image search engine. You could also use
Grammar Application
a short scene from a movie, TV show, or commercial ■ Speaking and Writing Expansion
that includes several people talking to each other. After students have completed Exercise 4.3, have them
(Turn the sound off so that students focus on first write about school procedures.
impressions and not on language.) Ask students to 1. Put students in pairs and have them brainstorm
discuss their first impressions of the people in the several things students have to do before starting
picture or video clip: What are their personalities like? classes at your school (register online, pay tuition, buy
What kind of jobs do they probably have? books). Have them take notes and ask their partner to
2. After the discussion, put students in pairs. Have each explain any procedures they don’t understand.
student write a short paragraph about how their 2. Have each pair write a short paragraph about the
impressions differ from their partners’ and the reason procedures they came up with. Tell them to refer to
for the difference, for example: My partner thinks that Chart 4.1 and use expressions that show sequencing.
the man who is wearing blue jeans is too sloppy, and Tell students that they can include their own
she does not think he looks like a good employee. I think impressions of the school where appropriate.
he looks casual but intelligent. I think formality is less
Model the activity by writing the following sentences
important to me.
on the board:
■ Interact Conduct a roundtable writing activity using
At Carlson College, students first choose classes they
stative verbs with action meanings.
want to take. Then they meet with an academic adviser.
1. Give students a few minutes to review Chart 3.2 Next, . . .
and the list of verbs with both stative and action
3. After students have finished writing, have selected
meanings.
pairs read their paragraphs to the class. Check that
2. Put students in groups and tell them they will write they used the simple present correctly.
present progressive sentences using the verbs you say.
Say a verb (think, see) and have the first student write
a sentence. That student then passes the paper to the 5 Avoid Common Mistakes
next student and you say a new verb. After the paper
has gone once or twice around the group, have groups ■ Beware Verbs that have both an action and a stative
exchange papers and check each other’s sentences for meaning are a common source of errors with the
an action meaning. present progressive. Give students more examples
■ Tech It Up For homework, have students search a of such verbs and encourage them to be particularly
free video site using the search term how to make a careful when using them.
good impression. Tell them to listen for and write five
sentences using different stative verbs. In class, have
them share their sentences with a partner.
6 Grammar for Writing
■ Alternative Writing Task Have students focus their
4 Special Meanings and tip on a specific area of interest to them. For example,
they could write about how college students can make a
Uses of Simple Present good impression on instructors, or how salespeople can
make a good impression on clients.
Grammar Presentation
Reference: See The Teacher’s Grammar of English, The Unit 1 test and answer key can be found on the CD-ROM
pages 356–358. in the back of the Teacher Support Resource Book.

2 Tips • Unit 1 Grammar and Beyond TSR 3 © Cambridge University Press 2012 Photocopiable
UNIT
2
Simple Past and Past Progressive;
Used To, Would
Global Marketing
■ Beware Although the simple past and past progressive

Unit Objectives
can both be used to talk about past events, the
Students will learn and practice using meanings differ slightly, for example, I took a walk
• simple past vs. past progressive, yesterday at 3 p.m. (meaning: I started taking a walk at
• time clauses with simple past and past progressive, and 3 p.m. yesterday) vs. I was taking a walk yesterday at 3
• used to and would. p.m. (meaning: I started walking before 3 p.m., and at 3
p.m., I was still in the process of taking a walk).
1 Grammar in the Real World Grammar Application

■ Writing and Speaking Expansion After students have
■ Teacher Support Resource Book, General Teaching completed Exercise 2.1B, do the following.
Suggestions See suggestions for Grammar in the Real
World, pages 4–5. 1. Have students write five questions about early
American advertising using the simple past and
Vocabulary past progressive, for example, Where was Benjamin
Franklin living in the early 1700s? or Was Ben Franklin
adapt AWL global AWL an inventor?
adorable image AWL
2. Have students ask and answer their questions with
affordable inappropriate AWL
a partner. Then have pairs volunteer to read a
approach AWL major AWL
question / answer set for the class.
create AWL research AWL
campaign series AWL ■ Tech It Up For homework or in the language lab, have
culture AWL similar AWL students look up commercials online using a free video
feature AWL tremendous site. Tell them to use the search term commercial and
the name of a common product, for example, cereal
commercial. Have them view one commercial and
write a description of it using the simple past and past
2 Simple Past vs. Past Progressive progressive. For example, Two boys were sitting at the
kitchen table. There was a bowl of cereal in front of them.
Grammar Presentation They were fighting about . . . Have students compare
their descriptions in class and, if possible, play the
Reference: See The Teacher’s Grammar of English, commercials as well.
pages 364–365; 387, Activity 5.
■ Teacher Support Resource Book, General Teaching 3 Time Clauses with Simple Past
Suggestions See suggestions for Grammar and Past Progressive
■ Chart Tip As you go over Charts 2.1–2.3, draw two time Grammar Presentation
lines to demonstrate the difference in meaning between
simple past and past progressive. On both time lines, Reference: See The Teacher’s Grammar of English,
start by drawing a vertical line and writing now below it pages 548–551.
to give a time reference point. On the simple past time
line, put one X mark to the left of the vertical line to ■ Teacher Support Resource Book, General Teaching
demonstrate that the simple past describes a completed Suggestions See suggestions for Grammar
action in the past. On the past progressive time line, put Presentations, pages 5–6.
two X marks to the left of the vertical line and connect ■ Chart Tip Before you go over Chart 3.1, make sure
them with a line. This demonstrates that the past students understand the meaning of the following
progressive describes something that started and ended words and phrases: first / second event, ongoing action,
in the past. The action may have happened over a short interruption, and in progress. Diagram sentences in the
or a long period of time. chart by using time lines as necessary. Explain that in
sentences with more than one event, understanding the 2. Collect the paragraphs and have a volunteer read
time relationship between the two events is crucial to them aloud one at a time. The rest of the class guesses
understanding how the structures are used. the author of each paragraph. If your class is large,
you can do this in small groups.
Grammar Application ■ Speaking Expansion After students have completed
■ Speaking Expansion After Exercise 3.4B, have students Exercise 4.3, expand the discussion.
do a role play. 1. Write the following questions on the board:
1. Put students into pairs. Have one of them play the What was TV like in the past?
role of a TV reporter, and the other the role of an What were commercials like in the past?
advertising executive. The TV reporter is interviewing
the advertising executive about how he or she became In your opinion, were TV and commercials better in the
interested in advertising. The advertising executive past?
should tell stories about what happened in the past 2. Put students into small groups and have them discuss
that made him or her decide to go into advertising. their answers to the questions.
Tell students to use the simple past and past ■ Interact Students guess which famous person they are
progressive with when and while in their role plays as based on their classmates’ clues.
much as possible. 1. Before class, write the names of famous people on
2. Have students change roles so that they can practice index cards, one name per card. Choose famous
each part. people your students will be familiar with. Make one
3. Have a few pairs volunteer to perform their role plays card for each student. (If you have a large class, you
for the class. can write the same name on more than one card.
■ Writing Expansion After Exercise 3.4B, have students In class, put students in groups of four so that each
write five sentences about their partner’s important group member has a different famous person’s name.)
past decision. Have students share their sentences with 2. Tape a card on each student’s back so that famous
their partner and check for any mistakes. Then have person’s name is visible only to other students. Each
volunteers read one or two of their sentences to the student gives one clue about another student’s new
class. identity using used to and would, for example, You
used to be president of the United States. You would eat
jelly beans every day. You used to be an actor. (Ronald
4 Used To and Would Reagan.) After all the students have given one clue,
the student tries to guess the name on his or her card.
5 Avoid Common Mistakes
page 316.
■ Beware Speakers of some languages tend to use the
■ Teacher Support Resource Book, General Teaching present perfect in place of the simple past. This may
Suggestions See suggestions for Grammar be because the present perfect is similar in form to the
Presentations, pages 5–6. form they would use to report past events in their first
■ Beware Students may be confused by the meaning and language, for example: What have you done last weekend?
use of would. Would is a common modal and has varied I have visited my parents.
uses and meanings in English. It is used to make offers,
invitations, and polite requests. It is also used as the 6 Grammar for Writing
past form of will, and in conditional sentences. In this
case, would is used to show past routines and repeated ■ Alternative Writing Task Have students write about
actions. Students can tell the difference in meaning / their own careers or fields of interest in the past and
use by looking at the context. present. Ask students to compare how their field was
Grammar Application in the past with how it is now. Remind them that they
should use both present and past verb forms, as well as
■ Writing Expansion After students have completed
time words.
Exercise 4.3, have them work individually to do the
following.
The Unit 2 test and answer key can be found on the CD-ROM
1. Have students use the questions to write descriptive in the back of the Teacher Support Resource Book.
paragraphs about their TV viewing habits in the past
using used to and would.
UNIT
3
Present Perfect and Present
Perfect Progressive
Success
Unit Objectives Grammar Application

■ Speaking Expansion After Exercise 2.1, have students
Students will learn and practice using
ask and answer questions with the present perfect.
• present perfect,
• present perfect vs. simple past, and 1. Tell students to take a few minutes to study the
• present perfect vs. present perfect progressive. information in the paragraphs. Then have students
close their books.
2. Pair students and tell them to “test” their partners by
1 Grammar in the Real World asking five questions in the present perfect. Then they
switch roles. Monitor for correct use of the present
■ Teacher Support Resource Book, General Teaching perfect. Ask for a show of hands for students who
Suggestions See suggestions for Grammar in the Real could answer every question from memory.
World, pages 4–5. ■ Writing Expansion After Exercise 2.3, write Bill Gates,
Oprah Winfrey, and George Clooney on the board.
Vocabulary Then conduct a class brainstorm of the names of
achieve AWL goal AWL other successful people who are still alive and add
civil AWL minority AWL those names. Ask students to write a sentence about
contribute AWL prime AWL something each person has done. Provide examples:
corporation AWL principle AWL Bill Gates has run the world’s largest software company
ethnic AWL promote AWL for many years. Call on individuals to write one of their
foundation AWL researcher AWL sentences on the board. Discuss the appropriateness of
found AWL similar AWL the present perfect in their sentences.
global AWL
3 Present Perfect vs. Simple Past

2 Present Perfect Grammar Presentation
Grammar Presentation Reference: See The Teacher’s Grammar of English,
pages 367–369. ■ Teacher Support Resource Book, General Teaching
■ Teacher Support Resource Book, General Teaching Presentations, pages 5–6.
Suggestions See suggestions for Grammar ■ Chart Tip After you go over Chart 3.1, put students
Presentations, pages 5–6. in pairs. Have them write two sentences about a
■ Chart Tip After you go over Charts 2.1 and 2.2, list all well-known person, one in the present perfect and
of the adverbs on the board: all, already, ever, for, just, one in the simple past, for example, George Clooney
never, recently, since, so far, still, yet. Ask students to work has starred in many movies. He won an Oscar several
in small groups to write a present perfect sentence using years ago. Call on individuals to share their sentences
each adverb. Tell them to be ready to explain which use with the class. Discuss whether the present perfect
of the present perfect is shown in the sentence. Call on sentences refer to repeated actions that continue into
two students to read their group’s sentence for each the present or to actions completed at an unspecified
adverb and explain the verb choice. time in the past.
They have known each other for 20 years. (ongoing
Data from the Real World event with a stative verb). Ask students to write two
Point out that, in addition to using the present perfect with additional sentences that show a contrast between the
yet and already in academic writing, students should also present perfect and present perfect progressive. Call on
use the present perfect in speaking because it is the more individuals to share their sentences with the class.
common form. To check comprehension of the adverbs,
call on students to make statements about the school year Grammar Application
using yet and already, for example, Exams haven’t started yet. ■ Speaking and Writing Expansion After students
We’ve already had one holiday. have completed Exercise 4.2D, have them continue
the activity for more speaking practice with the third
person.
Grammar Application
1. When students share their answers to the questions
■ Writing and Speaking Expansion After Exercise 3.1B,
in the exercise, tell them to listen carefully to their
have students write an imaginary interview with a
partners and to ask for clarification if necessary. Don’t
famous person.
allow them to take notes.
1. Have students work in pairs to choose a person and
2. Have students change partners and tell each other
write questions and answers about that person’s
everything they remember about their first partners.
accomplishments. Tell them to read the interview
aloud for practice. 3. Tell students to write sentences about the person they
just heard about (not the one they originally talked
2. Put pairs together to form groups of four. Have each
to).
pair read their interview to the other pair, with one
student playing the role of the interviewer and the 4. Have students share their sentences to see if anything
other playing the role of the famous person. When got “lost in translation” and to check the grammar.
they finish, the listening students must ask the ■ Tech It Up Tell students that for their final writing
“famous person” an additional question. assignment in this unit, they will need to write about a
■ Interact Have the class brainstorm a list of about 20 person they admire. Have them search for information
verbs and write their base forms on the board in a by typing a person’s name + “short biography” into a
numbered list. Put students in groups and tell them to search engine. Tell them to use the information they
take turns asking each other questions using the verbs find to write eight to ten sentences about the person.
in the present perfect and simple past. Encourage them They should use a variety of structures: simple present,
to ask third-person questions. For example, if the verb is present perfect, simple past, and present perfect
walk, they might ask Who has walked on the moon? When progressive. Remind students to use the information but
did he / they walk on the moon? Monitor the groups and not to copy sentences word for word.
make a note of errors to go over with the class.
4 Present Perfect vs. Present
■ Beware For item 4, point out that it is the use of the
Perfect Progressive phrase “for six hours” that makes the perfect form
necessary. If the sentence said He is studying, and he
Grammar Presentation refuses to stop, the emphasis would be on what he is
doing now. Tell students to check their progressive
Reference: See The Teacher’s Grammar of English, sentences carefully for the present-to-past time frame.
pages 367–369, 372–373.
■ Teacher Support Resource Book, General Teaching 6 Grammar for Writing

Presentations, pages 5–6. ■ Level Down Allow lower-level students to write about
■ Chart Tip After you go over Charts 4.1 and 4.2, put some someone they know personally.
additional examples on the board and discuss their
meanings: He has studied English for two years. / He has The Unit 3 test and answer key can be found on the CD-ROM
been studying English for two years. (same meaning); in the back of the Teacher Support Resource Book.
She has been raising money for a good cause. / She has
raised money for a good cause. (continuing action vs.
action completed at an unspecified time in the past);
UNIT
4
Past Perfect and
Past Perfect Progressive
Nature vs. Nurture

■ Speaking Expansion After Exercise 2.2B, have students
ask and answer questions about the information in
• past perfect,
the description of the famous twin study. They can ask
• past perfect with time clauses, and
Yes / No questions (Had Dr. Bouchard been teaching
• past perfect progressive.
at the University of Minnesota when he began the twin
study?) or information questions (How long had the twins
been separated when they met again?).
1 Grammar in the Real World ■ Writing Expansion After Exercise 2.4A, have students
■ Teacher Support Resource Book, General Teaching use the time line about Alex and Andrew to write five
Suggestions See suggestions for Grammar in the Real more sentences. Tell them to use the past perfect with
World, pages 4–5. the prepositions before, until, and by in their sentences.
They can write affirmative or negative sentences, for
Vocabulary example, Before 1997, the twins had only made one Spy
Twins movie. The twins hadn’t been to college until 2004.
adults AWL goal AWL Have students compare their sentences with a partner’s.
biological identical AWL
Then have a few students volunteer to read their
contacted AWL individual AWL
sentences to the class.
controversial AWL investigate AWL
debate AWL nurture ■ Tech It Up For homework or in the language lab, have
discovery occupy AWL students research a biography of a person who became
dominant AWL research AWL famous at a young age ( for example, Michael Jackson
environment AWL researcher AWL or Dakota Fanning). Have students write a paragraph
fascinated role AWL about the person using the past perfect. Students
finally AWL similar AWL should include the years of important events and the
genetics similarity AWL prepositions before, until, and by in their sentences.
Back in class, put students in small groups. Students
take turns describing the important events in their
2 Past Perfect person’s life. The rest of the group tries to guess who
the person is.
3 Past Perfect with Time Clauses
pages 369–370. Grammar Presentation
■ Teacher Support Resource Book, General Teaching Reference: See The Teacher’s Grammar of English,
Suggestions See suggestions for Grammar pages 369–370; 548–551.
■ Chart Tip As you go over Chart 2.2a, point out there are ■ Teacher Support Resource Book, General Teaching
two events that are described in relation to one another. Suggestions See suggestions for Grammar
This is in contrast to Chart 2.2b, in which a single event Presentations, pages 5–6.
is described. ■ Chart Tip After you go over Chart 3.1, it may be
useful for students to see a time line for each example
Data from the Real World sentence. This often helps students to see the time
Have students write sentences in the past perfect with each relationship between events.
of the verbs in the chart. Have students compare sentences ■ Beware Students may have difficulty understanding
in pairs. the differences in meaning between the time words and
phrases (after, as soon as, before, by the time, until, and
when). Go over the meaning and use of each phrase,
and point out that some time words can only introduce Grammar Application
a specific event. For example, before and until can only ■ Speaking Expansion After students have completed
be used to introduce the second event, and after can Exercise 4.1, put them into groups of three to do a role
only be used to introduce the first event. play.
1. Have students role-play an interview between a
Grammar Application television talk show host and Mark and Peter. Tell
■ Writing and Speaking Expansion them to first work as a group to write sentences for
1. After Exercise 3.2, have students work in pairs to the interview. Say that students who play Mark and
write their own story about siblings or twins being Peter should feel free to add their own extra ideas or
separated and later reunited. Tell students to include feelings to their responses, and the reporter can ask
at least five sentences with time clauses and the past additional questions, as appropriate. For example:
perfect. Encourage students to be creative. Interviewer: Where had you been working before
2. Join pairs to form groups of four. Have each group you met?
role-play a conversation between the siblings from Mark: I had been working at a furniture factory.
the two stories. Each person should play the part of
Peter: And I had been working at a furniture store.
one of the siblings, and they should tell the others
their story, using past perfect with time clauses when 2. When students have completed the role plays, have
possible. groups volunteer to perform them for the class.
■ Interact Have students do a “lineup” unscramble. ■ Writing Expansion After Exercise 4.2A, have students
use the interview with Paula to write a paragraph
1. Come up with several questions or statements using
describing her experience of finding her siblings. Make
the past perfect and time words.
sure students use the past perfect and past perfect
2. Write each word of the sentences in large letters on a progressive in their paragraphs. Then have students
separate index card. Write the punctuation mark on trade papers with a partner to check for errors. Go over
its own card. Be sure you have enough words so that any questions as a class.
each student gets a card.
3. Put students in groups of about seven. Distribute the
words from one sentence (scrambled) to each group. 5 Avoid Common Mistakes
Have the groups take turns arranging themselves in
front of the class, holding the cards so that the class ■ Beware Some students have a tendency to overuse the
can read the sentences. The other students can then past perfect. Remind students that if they are describing
suggest corrections. a past event without relating it to another past time or
past event, they should use the simple past or present
perfect. For example, in number 1, it is possible to say I
4 Past Perfect Progressive have never seen my sister in real life, as long as you don’t
include the second half of the sentence.
page 373.
■ Level Down Guide students in making word maps as a
■ Teacher Support Resource Book, General Teaching pre-writing task. Start off by drawing a blank word map
Suggestions See suggestions for Grammar for Factors that influence people’s behavior on the board.
Presentations, pages 5–6. As a class, look back at the paragraph in the Pre-writing
Task for ideas (family, friends, schools). As students call
■ Chart Tip Demonstrate the meaning of the past perfect
out the factors, write them on the board. Have students
progressive by drawing a time line to show the first
copy the word map on their own paper and circle five
example sentence in 4.2a. Start by drawing a vertical
of the factors that they believe are true. They can add
line and writing now beneath it to give a time reference
more if they like. Then for each circled factor, have them
point. Then, to the left of the vertical line, draw an X to
write an example from events and situations they have
indicate a completed past action, and write He looked
observed. Students should then use these word maps to
tired beneath it. Draw another X mark to the left of the
help them write their paragraphs.
He looked tired mark. Connect the two X marks with
a line. Write he had been working all night below this
period of time. in the back of the Teacher Support Resource Book.
UNIT
5
Be Going To, Present Progressive,
and Future Progressive
Looking Ahead at Technology

■ Speaking Expansion After Exercise 2.3B, conduct a
Students will learn and practice using:
class discussion about technology plans being made
• be going to, present progressive, and simple present for
by businesses and organizations students are familiar
future;
with. (Students may be aware of new phones or gaming
• will and be going to; and
• future progressive.
systems that are coming out or of changes that their
social networks are planning.) Write the ideas on
the board. Tell students to copy down any plans that
interest them because they may want to use them for
1 Grammar in the Real World their final writing assignment for the unit.
■ Teacher Support Resource Book, General Teaching ■ Tech It Up Have students conduct online research
Suggestions See suggestions for Grammar in the Real about an innovation or a company’s technology plans.
World, pages 4–5. If they choose to focus on a company, suggest including
the word plans and the current or next year in their
Vocabulary search terms, for example TechCo plans 2013. Tell them
to note the ideas that they see. In class, put students in
access AWL constant AWL groups and have them share what they learned.
affect AWL device AWL
availability AWL gadget
■ Writing Expansion Using the information from either
blanketed predict AWL the Speaking Expansion or Tech It Up above, have
bulky AWL project AWL students write eight to ten sentences about various
communication AWL research AWL future plans. Tell them to be prepared to explain their
computer AWL technology AWL choice of verb form. For example, TechCo’s new tablet
computer comes out next week (scheduled event); Mybook
is changing the profile page this month (already planned);
MicroTech is going to add new features to their phone by
2 Be Going To, Present next year (a less certain plan).
Progressive, and Simple
Present for Future 3 Will and Be Going To
Grammar Presentation Grammar Presentation
Reference: See The Teacher’s Grammar of English, Reference: See The Teacher’s Grammar of English,
pages 316–318, 357, 362–363. pages 313–318; 323, Activity 3.
■ Teacher Support Resource Book, General Teaching ■ Teacher Support Resource Book, General Teaching
Suggestions See suggestions for Grammar Suggestions See suggestions for Grammar
Presentations, pages 5–6. Presentations, pages 5–6.
■ Chart Tip After you go over Charts 2.1 and 2.2, write ■ Chart Tip After you go over Charts 3.1–3.3, ask students
several situations on the board and ask students to to write their own examples. Call on individuals to share
explain which future form they would use to describe their sentences with the class and explain their choice of
each one and why. Point out that the rules are flexible verb form.
because the certainty of a future event depends on
individual perspective.
Grammar Application Grammar Application
■ Speaking Expansion After Exercise 3.2B, have students ■ Writing Expansion After students have completed
do a role play. Exercise 4.3, tell them to think of someone from public
1. Create a list of different situations and write them on life they admire. Have students write about what they
the board. Use situations like these: (a) Your phone’s imagine that person will be doing 10 years in the future.
camera isn’t working and you need it next week. Call Encourage them to use their imaginations. Then have
customer service. (b) Your cable is out and you have a students exchange papers with a partner. Tell them to
group of people coming over to watch the big game. Call underline the future verb forms in their partner’s paper
customer service. (c) You’re a manager explaining to and to discuss any form choices they disagree with. Tell
an employee why he / she needs to learn a new kind of them to discuss whether they agree with their partner’s
technology. (d) You’re a consultant giving a company predictions.
ideas for technology that will improve business.
2. Put students in pairs and have them each role-play a 5 Avoid Common Mistakes
situation. Tell them to think about their verb choices
as they talk. Then have them switch roles and choose ■ Beware For the future progressive, as with all
a different situation. progressive structures, students may make the error of
3. Call on two or three pairs to demonstrate a role play using stative verbs incorrectly. Call their attention to the
for the class. Ask the listening students to write the issue and have the class briefly review some common
future verbs they hear. Discuss the forms they chose stative verbs. (I see the stars. not I am seeing the stars.)
and talk about whether alternate forms would also
have worked in the situation.
■ Interact After Exercise 3.2C, have students work in
pairs or groups of three to make long-term predictions
■ Level Down Allow lower-level students to choose two or
about more everyday technologies. Call out items (video
three different topics and write several sentences about
games, airplanes) and give pairs a minute to write a
each one. Tell them to start each topic with a future
prediction. When you finish, call on each pair to share
progressive sentence and to follow it up with two or
their favorite prediction with the class.
three sentences using one of the other future forms.
■ Beware If students are using research for their writing,
4 Future Progressive they may be tempted to copy sentences from source
material. Tell them to take notes from source material
Grammar Presentation but not to copy complete sentences, and then to write
their own sentences based on the notes. Students may
Reference: See The Teacher’s Grammar of English, need to practice this process in class.
pages 365–366.
■ Teacher Support Resource Book, General Teaching in the back of the Teacher Support Resource Book.
■ Chart Tip After you go over Chart 4.1, ask questions
and have students give full-sentence responses. Possible
questions: What will you be doing at 3 o’clock tomorrow?
What will this class be doing next time we meet? What new
features will car companies be including on next year’s
models? What innovations will gaming companies be
coming out with soon?
UNIT
6
Future Time Clauses, Future Perfect,
and Future Perfect Progressive
Business Practices of the Future
■ Chart Tip After you go over Chart 2.2, reinforce the

Unit Objectives
idea that two events are happening simultaneously
Students will learn and practice using by assigning dates and / or times to each event like a
• future time clauses and calendar entry. For example:
• future perfect vs. future perfect progressive. I’ll be taking my vacation while the company moves to
its new office.
August 22–26: Company moves to its new office
1 Grammar in the Real World August 21–29: Vacation to Italy
Suggestions See suggestions for Grammar in the Real Grammar Application
World, pages 4–5. ■ Speaking and Writing Expansion After students have
completed Exercise 2.3, have them create gap activities
Vocabulary for one another for further practice.
access AWL nonetheless AWL 1. Have students imagine they are planning a meeting
computer AWL pose AWL or a class. Tell them to work individually to make an
confident reliable AWL agenda for the meeting / class. The agenda should
data AWL secure AWL have five to seven events or activities on it and should
decade AWL server indicate a start and end time for each. Tell students to
device AWL site AWL make sure that some of the events overlap in time.
eliminate AWL store
2. Have students write complete sentences to describe
expert AWL sum AWL
file AWL survey AWL
their agenda, like those they completed in Exercise
generate AWL technology AWL 2.3. They should use a variety of time phrases, for
network AWL example, As soon as we finish introductions, we will
discuss the current market.
3. On a separate paper, have students write the times of
the events on their agenda, but leave the events blank.
2 Future Time Clauses For example:
Grammar Presentation 10:00–10:05
10:05–10:25
Reference: See The Teacher’s Grammar of English, 10:15–10:20
pages 548–551. 4. Put students into pairs. Have student A give the blank
agenda to student B. Then have student A read his
■ Teacher Support Resource Book, General Teaching or her sentences from step 2 to student B. Student B
Suggestions See suggestions for Grammar listens and uses the information to fill in the blank
Presentations, pages 5–6. agenda.
■ Chart Tip As you go over the charts, point out the 5. Have students compare agendas and discuss the clues
difference in meaning that time phrases convey. Time that the time phrases gave them.
phrases such as as soon as, until, once, and after indicate
6. Students change roles and repeat steps 4 and 5.
that the event in the time clause happened before the
event in the main clause.
3 Future Perfect vs. Future Perfect 4 Avoid Common Mistakes
Progressive ■ Speaking Expansion After students have completed
the Editing Task, put them in pairs and ask them to
Grammar Presentation make predictions about another industry, such as
hospitality, education, real estate, or entertainment.
pages 370–374.
Suggestions See suggestions for Grammar ■ Alternative Writing Task Have students choose a field
Presentations, pages 5–6. of study that is changing rapidly due to technology
■ Chart Tip After you go over the charts, check students’ or other developments (medicine, business, travel,
understanding by writing out your class schedule for architecture). Have students write a paragraph about
the next 2 to 3 weeks (Tuesday: finish Unit 6; Thursday: the changes the field will likely encounter in the future.
take Unit 6 test; Monday: start Unit 7; etc.). As a class,
write two sentences about the schedule, for example, By The Unit 6 test and answer key can be found on the CD-ROM
Monday, we will have finished Unit 6. Then have students in the back of the Teacher Support Resource Book.
write two or three more sentences on their own.
■ Tech It Up For homework or in the language lab, have
students look up information online about a future
product that is in development or will be released soon
(a new smartphone, an electric car). Have students use
the information they find to write five sentences about
the steps to its completion and release, for example, By
the time the new car is released, engineers will have been
developing it for 5 years.
Grammar Application
■ Writing Expansion
1. After Exercise 3.2, have students work individually
to write eight more sentences about Eric’s schedule,
some with the future perfect and some with the future
perfect progressive. Some of the sentences should be
true, and some should be false.
2. Have students close their books and exchange their
true/false “tests” with a partner. After they take each
other’s “tests,” they trade back. The person with the
most correct answers wins.
■ Speaking Expansion After Exercise 3.3C, have students
report back to the class about their partner’s answers.
Then have a class discussion about the similarities and
differences in the students’ future plans.
UNIT
7
Social Modals
Learning How to Remember

■ Tech It Up After students have completed Exercise 2.2B,
tell them to look for memory improvement tips online
• modals and modal-like expressions of advice and regret;
by typing memory improvement tips into a search engine.
• modals and modal-like expressions of permission,
The tips they encounter will most likely be written in
necessity, and obligation; and
• modals and modal-like expressions of ability.
the imperative (Vary your study routine.). Tell them to
rewrite at least six interesting tips that they find using
modals (You should vary your study routine.).
1 Grammar in the Real World ■ Speaking and Writing Expansion After Exercise 2.3B,
have students listen to a story and discuss regrets.
■ Teacher Support Resource Book, General Teaching 1. Tell students a story about a disastrous day, for
Suggestions See suggestions for Grammar in the Real example, Tom forgot to set his alarm last Tuesday and
World, pages 4–5. overslept in the morning. When he got up, he tripped
over his shoes, which he had left by the bed. Then he
Vocabulary looked in the refrigerator, but there was nothing for
breakfast because he hadn’t gone shopping, etc.
author AWL mental AWL
challenge AWL observance 2. Have students discuss in pairs what the character
concentrate AWL priority AWL should and shouldn’t have done (He should have set
create AWL project AWL his alarm and put his shoes away.).
crucial AWL route AWL 3. Have students work with their partners to write a
expert AWL tackle similar story about a bad day. Tell them to include five
final AWL technique AWL things the character might regret.
image AWL visualization AWL
maintain AWL 4. Have pairs exchange papers and write about what
the characters in each other’s stories should and
shouldn’t have done.
5. Call on students to explain one thing that happened
2 Modals and Modal-like in the story they read and what the character should
Expressions of Advice have done (The character got locked out of his house.
and Regret He should have taken his keys with him.).
Grammar Presentation 3 Modals and Modal-like

Expressions of Permission,
pages 303–310. Necessity, and Obligation
■ Teacher Support Resource Book, General Teaching Grammar Presentation
Presentations, pages 5–6. Reference: See The Teacher’s Grammar of English,
■ Chart Tip As you go over Charts 2.1 and 2.2, point out pages 293–313.
the verb forms (use the base form after present modals
and have + past participle after past modals). Have ■ Teacher Support Resource Book, General Teaching
students work in pairs and tell their partners something Suggestions See suggestions for Grammar
they should do in the future, something they should do Presentations, pages 5–6.
every day, and something they should have done in the ■ Chart Tip After you go over Charts 3.1 and 3.2, work
past but didn’t. Call on individuals to relate what their with the class to make a list of people who need to
partners told them. follow particular rules (restaurant employees, the
president, visitors to national parks, drivers, parents).
Have students work with a partner to write three things
that each person is and isn’t allowed to do, is and isn’t Grammar Application
required to do, is and isn’t supposed to do, and must ■ Speaking and Writing Expansion After Exercise 4.2,
and mustn’t do. Call on students to share two of their have students talk and write about the past abilities of
sentences with the class. well-known people or characters.
1. Conduct a class brainstorm of historical, literary, or
Grammar Application popular culture stories that the students are familiar
■ Speaking Expansion After Exercise 3.4, have students with (Rosa Parks, Romeo and Juliet, Robin Hood).
do a role play in which they ask for and explain rules at
2. Have students discuss the stories in small groups,
a worksite.
talking about what the people could do, couldn’t do,
1. As a class, brainstorm job locations that students were able to do, and could have done but didn’t, for
are interested in (bank, hospital, advertising firm, example, Martin Luther King Jr. could speak very well.
laboratory, school).
3. After the discussion, ask students to choose one of
2. Put students in pairs and tell them that one person the topics to write eight to ten sentences about. Have
will play the role of a manager or experienced them share their sentences with a partner.
employee, and the other will be a new employee. Have
■ Interact Have students review all of the social modals
them plan out their discussion by talking about what
by playing a pick-a-card game.
the rules would be at the place they have chosen, but
tell them not to write out the conversation word for 1. Put students in groups of four and give each group
word. a set of 16 blank index cards. Write the following
modals on the board (or project them) and tell
3. Go over the ways to form questions with the various
students to write one on each card: should, shouldn’t,
modals: Am I supposed to, Do I have to, Is ____
ought to, had better, might, could, shouldn’t have, may
required, Do ___ have to? Tell students that must is not
not, could have, couldn’t have, be required to, not be
common in questions.
required to, be supposed to, not be supposed to, must
4. Put pairs together to form groups of four. Have each not, don’t have to.
pair perform their role play. Tell the listening pairs to
2. Tell students to shuffle the cards and place them
note the modal forms they hear. Follow up by having
facedown. The first person picks a card, uses the
two or three pairs perform their role plays for the
modal in a sentence, and sets the card aside. The
class.
second person draws a card and uses the modal in a
sentence that is in some way related to the first, and
4 Modals and Modal-like so on. If a student cannot think of a related sentence,
all cards are returned to the deck and the game starts
Expressions of Ability over.
pages 297–299, 301. ■ Beware Students may still have trouble choosing the
correct modal for a situation. Encourage them to review
■ Teacher Support Resource Book, General Teaching the unit charts to make sure they’re selecting the right
Suggestions See suggestions for Grammar modal for the meaning they have in mind.
■ Chart Tip After you go over Chart 4.2, give students
a situation, for example, George looked at the class
schedule and discovered that only Russian and French
classes were offered at the time he was looking for. He ■ Alternative Writing Task Have students write about
decided to take Russian. Then ask them to write several a workplace setting instead of school. Tell them to
sentences using past modals, for example, He could have write the advice as an e-mail from the point of view of a
taken French. He couldn’t have taken Japanese. manager giving advice to a new employee.
in the back of the Teacher Support Resource Book.
UNIT
8
Modals of Probability: Present,
Future, and Past
Computers and Crime

■ Interact Play a slap card game to practice using modals
of present probability.
• modals of present probability,
• modals of future probability, and 1. Have students work individually to write 10 sentences
• modals of past probability. expressing present probability, for example, My
antivirus software must be good because I’ve never had
a problem! Make sure they use a different modal for
each of their sentences.
1 Grammar in the Real World
2. Put students into groups of three. Give each group
■ Teacher Support Resource Book, General Teaching three index cards. Have them write Most certain on
Suggestions See suggestions for Grammar in the Real the first card, Certain on the second card, and Least
World, pages 4–5. certain on the third card. Then have them tape the
cards to the top of a desk and sit around it in a circle.
Vocabulary 3. Have students play the first round of the game. For
attack device AWL
each round, there is one reader, and two slappers. The
aware AWL guarantee AWL reader reads the sentences he or she wrote in step 1.
break hack The other two students decide if it is most certain,
challenge AWL measure certain, or least certain and slap the appropriate card.
complex AWL occur AWL The first person to slap the correct card gets a point.
computer AWL technological AWL Have students rotate roles until they have read all of
credit AWL the sentences. The person with the most points at the
end of the game wins.
■ Speaking and Writing Expansion Extend Exercise
2 Modals of Present Probability 2.2B by having students change partners.
1. Have pairs discuss the questions again and also talk
Grammar Presentation about their previous partners’ ideas.
2. After pairs have finished speaking, ask them to write
Reference: See The Teacher’s Grammar of English, five sentences using modals of present probability to
pages 303, 305, 309, 310, 316. talk about whether they or their partners are at risk
for hackers.
■ Teacher Support Resource Book, General Teaching 3. Have volunteers read their sentences aloud to the
Suggestions See suggestions for Grammar class.
■ Beware Students have most likely studied these modals
in the past, but with different meaning and use (to 3 Modals of Future Probability
express possibility, necessity, obligation, or permission).
This variation can be confusing to students. Tell them Grammar Presentation
that the best way to figure out a modal’s meaning and
use is by considering the context. For example, by Reference: See The Teacher’s Grammar of English,
looking at the context, you can determine that may is pages 303, 309, 314.
used for permission in You may come in now. and for
probability in It may be cold outside today. People are ■ Teacher Support Resource Book, General Teaching
wearing coats and hats.
■ Chart Tip After you go over Chart 3.1, write the
following scenarios on the board. Ask students to write
sentences with modals to describe each situation:
The weather is usually warm in April. It is likely to be warm show a lot of activity or people in them. Bring enough
this April. (The weather should / ought to be warm this April.) pictures for each pair of students in your class. If
There is a chance of rain tomorrow, but we can’t be sure. (It you have a large class, you can make copies of the
might / may / could rain tomorrow.) pictures, so that more than one pair is working on the
same picture.
Snow is beginning to fall. I am positive Melissa is going to
enjoy playing in the snow. (Melissa will enjoy playing in the 2. Put students into pairs. Give each pair a picture.
snow.) Tell them to look at the picture and write several
sentences in which they make inferences about
Grammar Application what they think happened in it. Remind them to use
modals of past probability in their sentences.
■ Speaking and Writing Expansion After students have
completed Exercise 3.1A, put them in pairs. 3. Collect all the pictures and display them at the front
of the room. Without identifying which picture they
1. Tell students to imagine that they work for a security are talking about, have pairs take turns reading their
company and that they need to create a product that sentences about what they think happened in their
will help keep people secure in some way. It could be picture. The rest of the class listens and guesses
related to electronics or any other safety issue. Have which picture they are talking about. After the picture
them write an ad for their product, similar to the one has been correctly identified, have the class discuss
for the I-Safe Home Security System. They should what they think happened. Continue until you have
use at least four modals of future probability in their discussed each picture as a class. If you have a large
advertisements. class, put students in groups of eight or nine to do the
2. Have pairs present their product to the class and use last step.
their ad to convince the rest of the class that their ■ Tech It Up For homework or in the language lab, have
product is important. students look up unsolved mysteries, such as Easter
3. Put students into groups of four. Have them discuss Island, Stonehenge, or the Loch Ness Monster. Have
which products they would get and why. them write a paragraph explaining the mystery and
making inferences about what they think probably
happened. Tell them to use at least five modals of
4 Modals of Past Probability past probability in their paragraphs. Back in class,
put students into small groups. Students take turns
Grammar Presentation describing the mystery they read about and explaining
what they think probably happened. As a group, have
Reference: See The Teacher’s Grammar of English, students further discuss what they think happened,
pages 305; 325, Activity 6; 326–327, Activity 7. and then report back to the class using modals of past
probability.
Presentations, pages 5–6. 5 Avoid Common Mistakes
■ Chart Tip As you go over Chart 4.2, make a chart with
three columns on the board. Label the first column Most ■ Beware Have students read number 2. Point out that
certain, the second column Certain, and the third column when speculating about the future, we use adverbs like
Least certain. Call out each of the past modals one by perhaps, probably, likely, and maybe with modals that
one, and without looking in their books, have students are most certain, such as will and won’t. We do not use
tell you which column they think each one belongs in. these adverbs with less certain modals such as may,
Write them in the appropriate column before moving might, and could.
on to the next one. If students disagree, have them look
up the answers in the book after you have completed 6 Grammar for Writing
the chart. This will encourage students to use their prior
knowledge from studying present and future modals. ■ Alternative Writing Task Most college professors have
an attendance policy. Have students write a paragraph
Data from the Real World about why they think teachers often establish a strict
Have students write sentences for each of the modals attendance policy. Tell them to use modals to express
of past probability in the chart. Have students compare probability in the present and future, and can, could,
sentences with a partner. may, and may not when giving opinions and making
statements. Then have students share their writing with
a partner.
Grammar Application
■ Speaking and Writing Expansion The Unit 8 test and answer key can be found on the CD-ROM
1. Outside of class, gather pictures from current or past
news stories or magazines. Try to find pictures that
UNIT
9
Nouns and Modifying Nouns
Attitudes Toward Nutrition
2. Have students choose one word from each noncount

Unit Objectives
noun category and write a sentence with it. Tell them
Students will learn and practice using that in at least half of the sentences, they must use a
• nouns, verb other than be. (This will help them focus on the
• noncount nouns as count nouns, and subject-verb agreement.) Call on several students to
• modifying nouns. share a sentence from each category.
■ Beware In some languages, such as Spanish, abstract
nouns that refer to generalizations take a determiner,
1 Grammar in the Real World so students may make mistakes like The health is very
important. If you see these errors, write them on the
■ Teacher Support Resource Book, General Teaching board and have the class correct them. Emphasize that
Suggestions See suggestions for Grammar in the Real English has a different rule for these situations (no
World, pages 4–5. determiner with noncount or plural count nouns used
to talk about general phenomena).
Vocabulary
aid AWL major AWL Grammar Application
alarming portion AWL ■ Speaking and Writing Expansion After Exercise 2.3B,
contrast AWL processed AWL have students do a “listening in” activity.
institute AWL refined AWL
1. Have students work individually to write five
labor AWL trend AWL
sentences that describe their recommendations for
link AWL
living a healthy life. They should use noncount nouns
in their sentences.
2. Put students in groups of four and have them decide
2 Nouns who is Student A, B, C, and D.
3. Tell them that Students A and B will discuss the
Grammar Presentation health recommendations they wrote. They should
talk about which recommendations are the easiest
Reference: See The Teacher’s Grammar of English, and the most difficult to follow, and they should
pages 15–16; 213–216; 231–235, Activities 4–9.
explain how to put each one into practice (If the
recommendation was to eat low-calorie food, they
■ Teacher Support Resource Book, General Teaching should explain which foods are best to eat or best to
Suggestions See suggestions for Grammar avoid. If the recommendation was to exercise, they
Presentations, pages 5–6. should explain what kind of exercise is best.). Their
■ Chart Tip objective is to speak as naturally as possible, without
1. As you go over Chart 2.3, ask students to come up referring to the book or to any sentences they have
with additional examples for each of the noncount written.
noun categories, for example, abstract concepts: love, 4. Tell Student C to listen to Student A and Student D
faith; activities and sports: soccer, exercise; diseases to listen to Student B. Have Students C and D write
and health conditions: chicken pox, acne; elements down the count and noncount nouns they hear,
and gases: nitrogen, bronze; food: cauliflower, fish; including any determiners. Tell them not to worry or
liquids: lemonade, blood; natural phenomena: wind, interrupt the speakers if they miss some; they should
erosion; particles: powder, flour; subjects: history, art; just write as many as they can.
areas of work: management, journalism. 5. After a few minutes, call time and have Students C
and D share what they heard. Discuss any errors or
doubts about noun usage. Then have the students
switch roles and repeat the activity.
3 Noncount Nouns as Count Nouns Grammar Application
Grammar Presentation have students revise a paragraph by adding adjectives
to it.
Reference: See The Teacher’s Grammar of English, 1. Give students a very simple paragraph with no
pages 194–199. adjectives in it, for example, We went to my sister’s
wedding reception. There were flowers on the tables.
■ Teacher Support Resource Book, General Teaching The meal started with soup. Then we had chicken and
Suggestions See suggestions for Grammar salad. All of the women were wearing dresses. The men
Presentations, pages 5–6. were dressed in suits.
■ Chart Tip As you go over the measurement words in 2. Tell students to add adjectives to this paragraph
Chart 3.1b, have students come up with an example to make it more interesting. Have them share their
for each (a piece of advice, a bit of help, a kind of love, a revisions with a partner.
game of chess). Then call on students to write a complete
sentence for each measurement word on the board. 3. Have students put the paragraph away and meet with
a new partner. This time have them tell the story as
they remember it, adding adjectives to make it more
Grammar Application interesting.
■ Speaking and Writing Expansion
■ Interact Write The fanciest restaurant you’ve been to
1. After Exercise 3.3B, tell students to discuss the on the board. Put students in pairs. Tell them to take
quantities that they (or their family members) usually 1 minute to describe to their partner the fanciest
buy of specific items. restaurant they’ve been to. Call time and replace
2. After the discussion, tell students to write their fanciest restaurant with most beautiful beach, and have
information in paragraph form. Collect and look over them repeat the activity. Repeat the activity with nicest
the paragraphs for any errors with measurement hotel, worst restaurant, and most interesting festival or
words or noncount nouns. Discuss these errors with fair. Monitor their interactions for the correct use of
the class. adjectives.
■ Tech It Up After Exercise 3.3B, have students look up a
recipe online. Tell them to type the name of a dish they 5 Avoid Common Mistakes
like plus the word recipe into a search engine. Tell them
to choose and print out a recipe and to underline any ■ Beware For number 1, make sure students are aware
noncount nouns or determiners that appear in it. Tell that, in general, nouns that are used as adjectives
them to be prepared to tell a group about the important cannot be plural. This kind of mistake is common in
ingredients (and quantities) in the recipe. In class, have food descriptions (chicken noodle soup not chicken
students discuss their recipes in small groups. Monitor noodles soup).
and make a note of their use of measurement words.

4 Modifying Nouns
■ Level Down Have lower-level students write their
Grammar Presentation suggestions as a list rather than a paragraph. Tell them
to use precise nouns and adjectives in their list.
pages 241–246; 260–262, Activities 2 and 3. The Unit 9 test and answer key can be found on the CD-ROM
■ Chart Tip As you go over Chart 4.1, have students write
additional examples demonstrating correct adjective
order for several of the categories listed, for example,
opinion, origin (a traditional French recipe, a useless
scientific tool). Call on individuals to share their phrases
with the class.
UNIT
10
Articles and Quantifiers
Color
1. Put students into pairs. One of them is a decorator, and

Unit Objectives
the other one wants to redecorate a room. Have the
Students will learn and practice using decorator ask questions about the room (Is there paint
• indefinite, definite, and no article; and on the walls now? What color is the paint? What color
• quantifiers. is the furniture?). Then have the decorator give advice
about how to change the room based on their partner’s
responses. They can give recommendations about new
1 Grammar in the Real World color combinations to try (The green chair sounds nice,
but replace the blue rug with a beige carpet.).
■ Teacher Support Resource Book, General Teaching 2. Have the person who is redecorating share the
Suggestions See suggestions for Grammar in the Real decorator’s advice with the class.
World, pages 4–5.
■ Tech It Up News headlines are abbreviated and usually
don’t include articles. For homework or in the language
Vocabulary
lab, have students go to a news website. Make sure
affect AWL overwhelming students understand that they should focus on written
beneficial AWL relaxed AWL stories (rather than podcasts or videos). Tell them to
classic AWL research AWL find 10 headlines and write them down. Then have them
contributing AWL shade expand the headlines by adding articles. For example,
crucial AWL similarly AWL students would expand the headline Lottery Winner
dramatically AWL style AWL Donates Money to Local Library to read A Lottery Winner
environment AWL surround Donates Money to the Local Library. Back in class, put
impact AWL varying AWL students into small groups. Have them share their
instance AWL whereas AWL
headlines and expansions.
mood
3 Quantifiers
2 Indefinite Article, Definite
Article, and No Article Grammar Presentation
Grammar Presentation pages 194–199; 208, Activities 6 and 7.
Reference: See The Teacher’s Grammar of English, ■ Teacher Support Resource Book, General Teaching
pages 211–228; 230–235, Activities 2, 4–7, 9, and 10. Suggestions See suggestions for Grammar
■ Teacher Support Resource Book, General Teaching ■ Chart Tip Students will already have a working
Suggestions See teaching suggestions for Grammar knowledge of many of the quantifiers presented in
Presentations, pages 5–6. these charts. Acknowledge and use this background
■ Chart Tip Correct use of articles depends on knowledge knowledge as you go over Chart 3.1. Have students close
of count and noncount nouns. Review the rules for these their books and draw a two-sided arrow on the board
before going over Charts 2.1–2.3. For more information, with the words More and Less written on either end.
see Unit 9. Write the quantifiers from Chart 3.1a on index cards.
Have students tape them onto the arrow on the board
Grammar Application to show the approximate amount that each quantifier
■ Writing Expansion After Exercise 2.2B, have students represents.
write a description of a colorful object. ■ Beware Because the quantifiers are on a continuum,
■ Speaking Expansion Extend Exercise 2.2B by having there is some variation in how much each amount
students do a role play. represents. Explain to students that the quantifiers are
meant to give a general, rather than specific, idea about
quantity or amount.
Grammar Application 4 Avoid Common Mistakes
■ Speaking and Writing Expansion After Exercise 3.4B,
do a survey to find out which color students would paint ■ Beware Much can be particularly problematic for
the school walls. students. It is used in negative sentences with noncount
nouns (There isn’t much milk.), but it cannot be used in
1. As a class, make a chart on the board that lists color
affirmative sentences (There’s much milk.). In addition,
choices by gender, similar to the chart in Exercise
much is used in questions with noncount nouns, for
3.4A. If your class is small, have your students collect
example, Did you eat much soup? (not Did you eat many
data by surveying other students in the school for
soup?)
homework.
2. Have students write six sentences about the class
chart. Tell them to use a quantifier in each sentence. 5 Grammar for Writing
Then have students compare their sentences with a
partner. ■ Level Up Have more advanced students research
articles on the Internet or in the library to get the
3. Have students work in small groups to practice using
information to write their essays.
quantifiers in speaking. Have them discuss their
opinions about the color choices proposed for the
The Unit 10 test and answer key can be found on the
school walls, including how different colors may
CD-ROM in the back of the Teacher Support Resource
affect students’ motivation to learn. Book.
UNIT
11
Pronouns
Unusual Work Environments
1. Conduct a class discussion to help students get ideas.

Unit Objectives
Ask: Think about a place you or someone you know has
Students will learn and practice using worked. What did the employees do themselves? What
• reflexive pronouns, about a supervisor who did something himself or herself
• pronouns with other / another, and that is normally done by employees? Or a supervisor
• indefinite pronouns. who never did anything himself or herself? Do you
know anyone who has hurt himself or herself at work?
Someone who had to work by himself or herself?
1 Grammar in the Real World 2. Have students work in small groups and use
reflexive pronouns as they discuss different kinds of
■ Teacher Support Resource Book, General Teaching workplaces.
Suggestions See suggestions for Grammar in the Real 3. After the discussion, tell students to write 10
World, pages 4–5. sentences about some of the things they discussed
in their group. (Marni’s uncle worked by himself at
Vocabulary a parking lot. Kim’s boss never answered the phone
benefit AWL issue AWL himself, even if he was standing right next to it.)
distraction percent AWL ■ Tech It Up Have students search for uses of reflexive
facility AWL perks pronouns in news articles. Tell them to go to a search
financial AWL site AWL site, click on the “News” tab, and then type in pronoun
focus AWL strategy AWL combinations, for example, I myself, she herself, they
innovation AWL stress AWL themselves. Tell students to choose a sentence from
institute AWL voluntary AWL
the results for each combination, to look at the article
interact AWL
so that they can briefly explain the context, and to be
prepared to explain the use of the reflexive pronoun.
Provide a model, for example, I found the sentence “We
2 Reflexive Pronouns caught up with him as he put himself through a rigorous
training routine.” The article was about a football player
Grammar Presentation preparing for a game. He was doing a difficult exercise
routine. The reflexive pronoun is used as the object of the
Reference: See The Teacher’s Grammar of English, verb.
pages 271–275; 288–289, Activity 4.

3 Pronouns with Other / Another
Presentations, pages 5–6. Grammar Presentation
■ Chart Tip As you go over Chart 2.3, provide context
and additional explanation of the examples. In a pages 274–275.
sentence like The manager herself gave us candy, one
doesn’t normally think of managers as giving out candy, ■ Teacher Support Resource Book, General Teaching
so manager is emphasized. The emphatic reflexive Suggestions See suggestions for Grammar
pronoun is also often used to distinguish one noun Presentations, pages 5–6.
clearly from another. For example, if the second example
■ Chart Tip As you go over Charts 3.1 and 3.2, ask
read: Everyone in the office met the new candidates and I
students to write one additional example for each
myself interviewed them, we would be emphasizing that I
pronoun. Point out that their examples need to include
did the interviewing and not everyone in the office.
two sentences, with the second sentence containing a
■ Speaking and Writing Expansion After Exercise 2.3B, pronoun referring to the first. Call on students to write
have students discuss work environments they have their examples on the board.
heard about or have experienced.
■ Beware In some languages, other and another are anywhere, anything, everyone, and something. Provide
expressed by the same word, so confusing these two an example, such as Do you know anyone who has
can be a persistent error. Remind students to proofread more than three weeks of vacation every year?
these words carefully when they use them in writing. 2. Have students use their questions to interview two
different partners. Then call on individuals to share
Grammar Application their questions and responses with the class.
■ Writing and Speaking Expansion After Exercise ■ Interact Conduct a pronoun card-exchange activity.
3.2, have students work in pairs to write job interview 1. Write each pronoun from the unit on an index card,
questions and answers. repeating as necessary until you have a card for each
1. Tell them to choose any job they are interested in student.
and to write a job interview between a manager and 2. Distribute the cards and tell students to think of (but
a prospective employee. Their conversation must not write) a sentence for the pronoun on their card. If
contain at least six exchanges and include the other, they have another, the others, other, or another, they’ll
the others, others, and another. need two sentences so the referent is clear.
2. When they finish, have pairs meet with another pair 3. Tell students to stand up, find a partner, and share
and read their conversations aloud. Tell the listening their sentence(s). Explain that they will need to
pair to make a note of each pronoun and the noun remember the sentence they hear. Then they
it refers to. When they have finished reading, tell exchange cards and find a new partner. They must
them to discuss and clear up any doubts about the tell the new partner the sentence their first partner
pronouns. said, being as accurate as possible (but no going
3. Have the partners put their papers away and meet back to ask!). They listen to and remember their new
with a new pair. This time they perform their partner’s sentence, exchange cards, and find another
conversation as a role play without looking at partner.
their notes. Tell the listening pair to again note the 4. After most students have had a chance to exchange
pronoun use. cards about five times, have them sit down and write
the last sentence they heard (the one that goes with
4 Indefinite Pronouns the card they are currently holding).
5. Have students share the last sentence they heard to
Grammar Presentation find out if any of the students’ original sentences
changed in the retelling. Discuss any pronoun-related
Reference: See The Teacher’s Grammar of English, errors in the sentences.
pages 276–278.
■ Teacher Support Resource Book, General Teaching 5 Avoid Common Mistakes

■ Beware Students may be aware of hisself and theirselves
from colloquial English, especially in music lyrics. Point
■ Chart Tip Somebody, someone, something, and out that this is nonstandard, very informal usage that is
somewhere are often used with relative clauses. Briefly never correct in formal contexts.
review this use and provide additional example
sentences, for example, We are looking for someone
who knows a lot about the market. He wants to work 6 Grammar for Writing
somewhere that would be a good fit for him.
■ Alternative Writing Task Have students write their
Grammar Application paragraph as an e-mail from a manager informing
employees about the importance of teamwork.
■ Speaking and Writing Expansion After Exercise 4.2C,
have students write their own set of questions using The Unit 11 test and answer key can be found on the
indefinite pronouns. CD-ROM in the back of the Teacher Support Resource
1. Have students write five questions about work Book.
benefits and vacation time. Tell them to use anyone,
UNIT
12
Gerunds
Getting an Education
students compare sentences with a partner. As a class,

Unit Objectives
go over any sentences students have questions about.
Students will learn and practice using ■ Speaking Expansion After Exercise 2.3, have students
• gerunds as subjects and objects, do a role play.
• gerunds after prepositions and fixed expressions, and
• gerunds after nouns + of. 1. As a class, discuss planning for college. Ask the
following questions, and make sure students include
gerunds in their responses:
What should people avoid when applying to college?
1 Grammar in the Real World (Avoid waiting to apply.)
■ Teacher Support Resource Book, General Teaching What should people consider doing when they need
Suggestions See suggestions for Grammar in the Real money for college? (I think you should consider getting a
World, pages 4–5. part-time job if you need money for college.)
What should people think about doing when they don’t
Vocabulary know what to study? (People should think about talking
aid AWL issue AWL to a career counselor.)
budget job AWL 2. Put students into pairs. One of them is a TV reporter,
community AWL option AWL and the other is a college admissions counselor.
concentrate AWL plus AWL The TV reporter should interview the admissions
consist AWL resolve AWL counselor about advice for future college students.
finally AWL team AWL The admissions counselor can use the advice from
financial AWL transfer AWL step 1 as well as their own ideas.
grant AWL
3. Have students change roles so that they can practice
each part.
4. Have a few pairs volunteer to perform their role plays
2 Gerunds as Subjects and Objects for the class.
3 Gerunds After Prepositions
Reference: See The Teacher’s Grammar of English, and Fixed Expressions
pages 502–513; 514–517, Activities 1, 4, and 6.
Suggestions See suggestions for Grammar Reference: See The Teacher’s Grammar of English,
Presentations, pages 5–6. pages 502–513.
■ Chart Tip Before going over Chart 2.1, review the
placement of subjects and objects, as well as the fact ■ Teacher Support Resource Book, General Teaching
that noun phrases can make up the subject and object Suggestions See suggestions for Grammar
of a sentence. For example, in the sentence My brother Presentations, pages 5–6.
made a loan payment, the subject of the sentence is My ■ Chart Tip In Chart 3.1, the prepositions presented
brother, and the object of the sentence is a loan payment. with each verb have specific meanings and are not
Both are noun phrases. interchangeable. Tell students that the best way to learn
them is simply to memorize them.
Grammar Application
■ Writing Expansion After Exercise 2.1B, have students Grammar Application
write six sentences about paying for college. Three of the ■ Interact Play the flyswatter game to practice common
sentences should have gerunds as the subject, and three verb + preposition combinations.
of the sentences should have gerunds as the object. Have
1. Write the following prepositions on the board, in a Tell them to use at least five gerunds with the verb +
scattered fashion (that is, not in a list – they should preposition combinations from Chart 3.1 or the fixed
cover the board): for, of, at, in, about, on, and to. If expressions from Chart 3.2 in their paragraphs. Back
you have fewer than 20 students, divide your class in class, put students into small groups. Have students
into two teams. (If you have more than 20 students, take turns describing the financial aid process for the
see modified directions in step 4 below.) Give each college they researched. Make a class book with all the
team a flyswatter (or try folding a piece of paper or paragraphs that students can refer to later.
an envelope into a square and taping it onto a ruler).
Indicate a start line by putting a book or other object
on the floor. Have one member of each team stand 4 Gerunds After Nouns + of
behind the start line. The rest of the team members
should line up behind those students. Grammar Presentation
2. Say one of the verbs from Chart 3.1, for example,
learn. The two students with the flyswatters run to Reference: See The Teacher’s Grammar of English, pages
the board and slap the appropriate preposition that 502–513.
pairs with the verb, for example, about. The first team
to slap the correct word gets a point. That team then
has a chance to win another point by using the verb +
preposition combination in a sentence with a gerund,
for example, We are learning about using gerunds. ■ After you have gone over Chart 4.1, have students close
Teams should work together to make their sentence, their books. Write several noun + of combinations on
but only one person reads their sentence aloud. At one side of the board (danger of, effect of, importance of,
this point, the person at the front of each team hands possibility of, risk of) and several gerunds on the other
the flyswatter to the next person in line, and then side ((not) graduating, (not) e-mailing, (not) spending
goes to the back of the line. money, (not) studying, (not) listening). Call on students
to make sentences using a noun + of combination and a
3. Continue with the rest of the verbs in Chart 3.1. The
gerund.
team with the most points wins.
4. If you have a large class, have students play the Grammar Application
game in groups of three. In this case, they write the
prepositions on cards and tape them to the top of a ■ Speaking Expansion After Exercise 4.1, put students
desk. One student reads the verb, and the other two into groups to role-play a similar situation. One student
race to slap the correct preposition with their hand. should pretend he or she is a college admissions
That student can try to get another point by using counselor, and the others should be high school
it in a sentence with a gerund. Have students rotate students who are considering applying to this college,
roles until they have read all of the verbs. The person as well as their parents. Make sure students use gerunds
with the most points wins. with different subjects in their role plays.
■ Writing Expansion After Exercise 3.2B, have students
write a new piece of advice for each of the students 5 Avoid Common Mistakes
described in the exercise. They should use a new verb +
preposition combination and write a full sentence for ■ Beware Although students at this level have studied the
each one. present participle forms of the verbs (-ing verbs) many
■ Speaking Expansion After Exercise 3.3B, have students times, spelling them correctly can still be an issue. In
work in pairs to have a conversation about how to get class, review the spelling rules for adding -ing to verbs.
good grades in college. They should use the same fixed
expressions from the box in Exercise 3.3A. For example: 6 Grammar for Writing
A: I don’t understand why so many students have trouble
getting good grades. It’s so easy! ■ Alternative Writing Task Have students write about
B: Well, it’s easy for you. You’re always spending time the advantages and disadvantages of attending school
studying! full-time.
students choose a college or university in the United CD-ROM in the back of the Teacher Support Resource
States and use the Internet to look up information on Book.
how to get financial aid for that school. Have them
write a paragraph explaining the financial aid process.
UNIT
13
Infinitives
Innovative Marketing Techniques

■ Speaking and Writing Expansion After Exercise 2.3,
have students write a conversation about one of the
• infinitives with verbs,
topics in the lesson.
• infinitives vs. gerunds, and
• infinitives after adjectives and nouns. 1. Put students in pairs and tell them to choose a topic:
guerilla marketing, reverse graffiti, or QR codes. Tell
them to write a conversation between two people,
where one person is giving the other information
1 Grammar in the Real World about the topic. They should use at least three verbs
■ Teacher Support Resource Book, General Teaching from Chart 2.1 and three from Chart 2.2.
Suggestions See suggestions for Grammar in the Real 2. Have each pair join another pair and read their
World, pages 4–5. conversation. Tell the listening pair to note the verb +
infinitive combinations they hear.
Vocabulary 3. Call on a student from each group to share which
consumer AWL persuade verbs were used in the two conversations. Make a
convince AWL positive AWL “master list” on the board of the verbs from Charts 2.1
creative AWL react AWL and 2.2 that students used in their conversations.
environment AWL strategy AWL 4. Have students check the chart against the verbs
guerrilla traditional AWL on the board and note which verbs were not used
by anyone. (There are likely to be some verbs that
students avoid because they aren’t sure how to use
2 Infinitives with Verbs them.) Go over how to use these words and have the
class come up with sample sentences.
Grammar Presentation ■ Tech It Up After Exercise 2.3, have students evaluate an
online ad.
Reference: See The Teacher’s Grammar of English, 1. Ask students to go to several sites that have
pages 497–501; 514–517, Activities 1–5. advertising, such as a news site or another English-
language site that they like to visit. Tell them to
■ Teacher Support Resource Book, General Teaching choose three ads to write about.
Suggestions See suggestions for Grammar 2. Ask students to write which site the ad came from,
Presentations, pages 5–6. what it was advertising, and what it looked like or
■ Chart Tip As you go over Chart 2.1, challenge students said. Have them write several sentences about the ad
to think of another verb for each category, for example, using words like persuade, convince, get, want, attempt,
time: begin; likes or dislikes: like, prefer; plans or desires: and promise followed by an infinitive.
want, expect; efforts: try, strive; communication: tell, ask;
possibility: be inclined. If students are unable to come up
with ideas, provide the verbs and ask the students to put 3 Infinitives vs. Gerunds
them in the right categories.
■ Beware Point out that not all verbs that fit these
categories take infinitive complements. Exceptions
include keep on, enjoy, and finish. In addition, continue,
pages 497–512; 514–517, Activities 1–6.
hate, like, love, prefer, start, and try can take a gerund
or an infinitive complement, but the meanings may be ■ Teacher Support Resource Book, General Teaching
different. Suggestions See suggestions for Grammar
■ Chart Tip Check for understanding of the infinitive vs. Grammar Application
gerund complements. After you go over Chart 3.2, ask ■ Writing and Speaking Expansion After Exercise 4.2,
students to talk to a partner and come up with another have students work in pairs to write a debate.
example for each verb, for example, He stopped to call his
friend vs. He stopped calling his friend. Call on students 1. Tell students to write a debate between two people
to share their ideas with the class. Ask them to explain who work for a soda company that has to choose
the meaning of each sentence. (He was going somewhere, between two different marketing strategies. Each
he stopped, and he called his friend; He didn’t call his “character” should advocate a different strategy. Tell
friend anymore.) them to include at least three of the adjectives from
Chart 4.1 and one of the nouns from Chart 4.2.
Grammar Application 2. Have each pair read their debate to two other pairs.
Then call on students to share the most compelling
■ Writing and Speaking Expansion Have students tell
arguments they heard. As a class, decide which type
their own story with product placement.
of advertising would be best for a soda company.
1. Have students work in groups of three to describe a
■ Interact Write numbered sentence starters on the
scene they might see on TV. Tell them to use at least
board (or project them), for example, 1. I would be angry;
five verbs (plus infinitives or gerunds) from Charts
2. I would be embarrassed; 3. It’s necessary; 4. It isn’t
3.1 and 3.2. Have them include as many examples of
easy; 5. It’s very difficult; 6. I would be happy; 7. I’d like a
product placement as possible. Provide this example
chance; 8. Most people don’t have time. Put students in
(using real product names): The detective woke up,
groups of four or five. Tell them to take turns finishing
stretched on his comfortable Sultan mattress and
the statements in any way they want using an infinitive.
looked around the room. He didn’t remember getting in
Have everyone complete number 1 in a different way
bed the night before. He had forgotten to set his alarm.
before moving on to number 2.
Then he got up and began to make a cup of delicious
Roger’s coffee. While he was waiting for the coffee, his
new Moto M-phone rang. As he picked it up, he thought, 5 Avoid Common Mistakes
“I’m going to regret answering this.” Have students
identify the verb + gerunds / infinitives and the ■ Beware Some students may use infinitive complements
product placements in your story. with verbs that require a gerund in English, such as
2. Have each small group meet with another group to finish, avoid, discuss, risk, and demand. Make a note of
read their stories. Tell the groups to discuss which any of these kinds of errors and point them out to the
product placements they think would really happen class.
in a movie or on TV and which might not.
3. Finally, ask students to underline the verb + gerund / 6 Grammar for Writing
infinitive structures in each other’s stories and discuss
any doubts about their use. ■ Level Down Have lower-level students write a series
of sentences about advertising using sentence starters,
such as Most advertising companies attempt; It is difficult;
4 Infinitives After Adjectives and Ads in social media tend.
and Nouns
Grammar Presentation CD-ROM in the back of the Teacher Support Resource
Book.
■ Chart Tip As you go over Charts 4.1 and 4.2, ask
students questions based on the sentences in the
chart to invite a response with the adjective or noun
+ infinitive structure, for example, What do you think
consumers are surprised to see? What does a new
company need time to do? What might consumers be
afraid to try?
UNIT
14
Negative Questions
and Tag Questions
Geographic Mobility
■ Beware Understanding the meaning of negative

Unit Objectives
questions can be difficult because they contain the
Students will learn and practice using word not, and yet the meaning is not negative. Remind
• negative questions and students that even though the question is phrased in a
• tag questions. negative way, they should answer it just as they would a
regular Yes / No question (that is, yes means “yes,” and no
means “no”). Although it is typical for people to answer
1 Grammar in the Real World with a simple yes or no, the person asking the question
will sometimes clarify the meaning by asking for a short
■ Teacher Support Resource Book, General Teaching answer or explanation, for example:
Suggestions See suggestions for Grammar in the Real A: Didn’t you go to Yale?
World, pages 4–5. B: No. I went to Harvard.
■ Reading Note Explain that California is a state on the
West Coast of the United States, and Chicago is a city in Grammar Application
the Midwest region. These two locations are 1,750 miles
■ Writing and Speaking Expansion
apart. If possible, show the locations on a U.S. map. This
will show more clearly the difference between a long- 1. After Exercise 2.3, have students write an interview
distance and a local move. between a reporter and an expert on migration in the
United States. Tell them to use the chart in Exercise
Vocabulary 2.3 for the information, and to use negative questions
in the dialog.
affect AWL job AWL
available AWL mobility 2. Have students practice reading their interviews with
decrease nearby a partner. Make sure they change roles so they can
depend norm AWL practice both parts.
deeply percent AWL 3. Have a few pairs volunteer to perform their role plays
economic AWL rate for the class.
expect relocate AWL
geographic research AWL
issue AWL trend AWL 3 Tag Questions
2 Negative Questions
pages 66–67, 69, 90.
Reference: See The Teacher’s Grammar of English, Suggestions See suggestions for Grammar
pages 62–63; 65; 83, Activity 3. Presentations, pages 5–6.
■ Chart Tip As you go over Chart 3.1, point out to
students that there are two parts of a tag question: the
Suggestions See suggestions under Grammar
statement and the tag. If the statement is affirmative,
the tag will be negative, and vice versa. Have students
look at the example sentences in the chart. Explain that
the verb in the tag is either an auxiliary verb, a modal,
or a form of be, and that it has the same structure as the
main verb in the sentence.
Grammar Application average commutes, and crime rates. Have them write a
■ Interact Play Bingo to give students practice with tag conversation between a city representative and a person
questions. who is interested in moving there. Tell them to use at
least five tag questions in their conversations. Back in
1. Before class, make a list of 25 to 30 tag questions class, put students into pairs. Have students take turns
about the characteristics of the city or town where reading their conversations.
you live. You can include information about housing,
jobs, crime, etc. (The population is going up, isn’t it?).
Use as many different structures as possible. 4 Avoid Common Mistakes
2. In class, give students blank Bingo boards. Write the
tags for all of the questions on the board, for example, ■ Beware Native speakers of some languages often
isn’t it?, haven’t they?, didn’t they?, and so on. Have overuse the tag isn’t it? because it is a common
students write these tags on their Bingo boards in construction to put at the end of an affirmative
random order. statement in their first language, for example, Your
sister moved to Chicago, isn’t it? or You have been
3. Read your sentences aloud. When students have the listening, isn’t it? Make a note of any of these kinds of
correct tag for a sentence, they mark it off. The first errors and point them out to students.
student to have a full row marked off wins. Rows can
be horizontal, vertical, or diagonal.
■ Speaking and Writing Expansion After Exercise 3.4, 5 Grammar for Writing
have students use their assumptions about cities in
their area / country to practice asking and answering tag ■ Level Down Have lower-level students analyze the
questions. sample online message board before they write. Give
students a list of questions to think about as they read.
1. Have students write six statements with their For example:
assumptions about different cities in their area. They
should write three affirmative statements and three Is the language formal or informal? (informal)
negative statements. How long is each entry? (3–5 sentences)
2. Put students into pairs. Have them trade papers Why are the people writing on the message board? (to give
with their partners and add a tag question to the their opinion about the topic)
end of their partner’s statements. For example, if one What is some of the language they use to show their
student writes Springfield doesn’t have an airport, the opinion? (I think . . . , I agree . . . , What do you think?)
partner will add the tag does it? to make the complete
Have students work in pairs to analyze the message
tag question Springfield doesn’t have an airport,
board entries and answer your list of questions. Then
does it?
discuss their answers to the questions as a class.
3. Have each pair of students join another pair and take
turns asking and answering their questions. The Unit 14 test and answer key can be found on the
■ Tech It Up For homework or in the language lab, have CD-ROM in the back of the Teacher Support Resource
students choose a city somewhere in the world and use Book.
the Internet to look up statistics about home prices,
UNIT
15
That Clauses
Cultural Values
1. Put students in small groups and give them ideas

Unit Objectives
for topics to discuss ( family life, acceptable public
Students will learn and practice using behavior, health and medicine, education).
• that clauses, 2. Tell them to use believe, know, think, hear, read, notice
• agreement between that clauses and main clauses, and or other verbs from Chart 2.2 to discuss different
• that clauses after adjectives and nouns.
cultures, for example, I have noticed that young people
in the United States often leave home long before they
get married. In my country, most people believe that it’s
1 Grammar in the Real World better to stay with your parents when you’re just getting
started.
■ Teacher Support Resource Book, General Teaching 3. Have students work individually to write six to eight
Suggestions See suggestions for Grammar in the Real sentences based on the discussion. Call on students
World, pages 4–5. to write a sentence on the board. Ask others if they
agree with the sentence and have them identify the
Vocabulary noun clause.
affect AWL furthermore AWL ■ Interact Have students discuss their personal
approach AWL individualism AWL philosophies.
attitude AWL perspective AWL
1. Write these “I” sentence starters on the board: I
convince AWL positive AWL
believe, I have decided, I expect, I feel, I think, I have
create AWL research AWL
discovered, I have learned, I have realized, I recognize,
culture AWL survive AWL
diverse AWL tradition AWL
I understand, and I hope. Tell students that they will
use the sentence starters + a noun clause to talk in
small groups about their personal philosophy.
2. Give students a few minutes to think and take notes.
2 That Clauses 3. Have students take turns using each sentence opener
to make a statement about their personal philosophy.
Reference: See The Teacher’s Grammar of English, 3 Agreement Between That
pages 495–497; 517, Activity 6. Clauses and Main Clauses
■ Chart Tip After you go over Chart 2.2, put students in pages 495–497; 517, Activity 6.
pairs and assign one or two verbs from the chart to each
pair. Give them a couple of minutes to write a sentence ■ Teacher Support Resource Book, General Teaching
with their assigned verb(s) and a noun clause. Then Suggestions See suggestions for Grammar
call on several students to read their sentences aloud. Presentations, pages 5–6.
Ask others to identify the subject and verb in the noun ■ Chart Tip As you go over Charts 3.1 and 3.2, put a time
clause. Discuss any questions about the sentences. line on the board to illustrate the example sentences.
Put four vertical marks on the line. Write labels for past,
Grammar Application present, and future (include two segments for “past”
■ Speaking and Writing Expansion After Exercise 2.2, since some of the sentences include past perfect verbs.)
have students discuss two cultures they are familiar As you read each sentence, ask students where on the
with. time line the verbs should fall and write them in to
provide a visual representation of the sentence.
Grammar Application ■ Chart Tip As you go over Charts 4.1 and 4.2, call on
■ Writing and Speaking Expansion After Exercise 3.2, students to provide sample sentences for that clauses
have students talk in groups of three or four about with adjectives, it + be + adjective, and nouns. Students
values that have changed in a culture they are familiar may need additional help with that clauses after noun +
with. be. Provide additional examples for this type of
sentence, for example, The problem was that they could
1. Remind students of topics they have already not conduct another study. The saying is that money isn’t
discussed: family life, acceptable public behavior, everything. The hope was that everyone would learn from
health and medicine, and education. Tell them to the experience.
discuss how values have changed in regard to these
topics, for example, In the past, people believed that
women shouldn’t work outside the home.
Grammar Application
■ Speaking and Writing Expansion Extend Exercise
2. Give students a few minutes to take notes before they
4.2 by having students use noun clauses to give specific
begin their discussion. Tell them to use noun clauses
descriptions about the effects of U.S. culture, for
and past tense verbs such as believed, knew, thought,
example, It is my belief that American movies emphasize
assumed, discovered, agreed, and felt to talk about the
special effects over interesting plots and character
past.
development. That’s why I think that they aren’t a good
3. After the discussion, tell each student to choose a influence on world cinema. Have students write six
topic (such as family life) and write six sentences sentences about their opinions and then share the
focused on that topic. Remind them to use noun sentences and discuss their ideas in small groups.
clauses after past verbs.
4. Have students meet with a new partner or in groups
of three and share their sentences. 5 Avoid Common Mistakes
■ Tech It Up Have students search for generalizations ■ Beware For item 4, point out that the omission of that is
about American beliefs and culture on the Internet. very common in everyday speaking and casual writing,
1. Tell them to type the following phrases into a but it is normally included in academic writing because
search engine: “Most Americans believe that,” “Most it improves clarity and readability.
Americans think that,” “Most Americans assume that,”
“Most Americans hope that,” and “Most Americans
suppose that.” Tell them to include the quotation 6 Grammar for Writing
marks in order to get the exact word sequence. Point
out that in some cases that may be omitted. ■ Level Up Have higher-level students approach the
writing as a persuasive paragraph. Tell them to relate
2. Tell students to copy the most interesting sentences their experiences with the purpose of convincing the
they find and to read the context so that they are reader to do or believe something. Point out that the
prepared to explain the sentence to classmates. They examples in the sample paragraph could be used to
should also be prepared to explain the verb forms support the thesis that teachers should provide explicit
used in the sentences. instruction to foreign students in how to behave in
3. In class, have students meet in small groups to share college classrooms.
their findings.
4 That Clauses After Adjectives and Book.
Nouns

UNIT
16
Noun Clauses with Wh- Words
and If / Whether
Inventions They Said Would Never Work

■ Writing Expansion After Exercise 2.1B, have students
write sentences about the inventions in the activity. Tell
• noun clauses with wh- words,
students to use noun clauses with wh- words in their
• noun clauses with if / whether, and
sentences. Have students compare their sentences with
• noun clauses in direct and indirect questions.
a partner. Go over any questions as a class.
students choose an invention (old or new). They should
1 Grammar in the Real World search online to find out when it was invented, who
■ Teacher Support Resource Book, General Teaching invented it, and where the inventor was from. Students
Suggestions See suggestions for Grammar in the Real should then write three sentences explaining what they
World, pages 4–5. didn’t know when they started their research, and what
they learned. Tell them to use noun clauses beginning
Vocabulary with wh- words in their sentences, for example, I didn’t
know when the light bulb was invented. or I found out
accomplish moreover where Thomas Edison was from. Back in class, put
consequently AWL obstacle students into groups of four. Have group members take
creation AWL predict AWL turns saying what their invention is, but not the details
doubt project AWL of what they learned about it. The other group members
evidence AWL publicize discuss any facts they know about the item, for example:
face research AWL
finally AWL schedule AWL A: My invention is the light bulb.
financial AWL B: I know who invented the light bulb – it was Thomas
Edison.
A: That’s right! Where was he from?
2 Noun Clauses with Wh- Words B: I have no idea where he was from.
After the group has discussed each item, the person who
Grammar Presentation named the item can share additional details or facts he
or she learned while searching online.
pages 72; 85, Activity 8.
3 Noun Clauses with If / Whether
Suggestions See suggestions for Grammar Grammar Presentation
Presentations, pages 5–6. ■ Teacher Support Resource Book, General Teaching
■ Chart Tip Before you go over Charts 2.1 and 2.2, ask Suggestions See suggestions for Grammar
for a few wh- questions and write them on the board, Presentations, pages 5–6.
for example, What did the Wright brothers invent? ■ Chart Tip As you go over Charts 3.1 and 3.2, point out
Have students label the part of speech of each word in that noun clauses with if and whether are like Yes / No
the questions. Ask students to identify the difference questions in meaning, but follow the sentence structure
in word order between the questions with be and of a statement. Ask for a Yes / No question and write it
the questions with other verbs. Then ask for a few on the board, for example, Will BMW make an electric
statements, for example, The Wright brothers invented car? Have students label the parts of speech in the
the airplane. Have students label the part of speech of question. Then rewrite the same question in a statement
each word in the statements. Heightening students’ using a noun clause with if or whether, for example, I’m
awareness of word order in statements and wh- not sure if BMW will make an electric car. Ask students to
questions will help them understand the structure of identify the parts of speech and label them.
noun clauses with wh- words.
Data from the Real World
Grammar Application
Beware Even though if is more commonly used in
■ Writing Expansion After Exercise 4.1, put students into
conversation than whether, there are circumstances in pairs.
which you can only use whether. These are highlighted in 1. Have pairs choose a famous inventor and write an
Chart 3.2b and c. interview between a reporter and that inventor.
Have students write a dialog that contains at least three They should use at least five indirect questions. Tell
sentences with if or whether. Then have students read their students that they can make up the answers to the
dialogs with a partner. interview questions.
2. Have pairs practice reading their interviews. Make
sure they change roles so they can practice both
Grammar Application parts. Have a few pairs volunteer to perform their
■ Writing Expansion After Exercise 3.1, have students interviews for the class.
choose four of the inventions and discoveries
■ Speaking Expansion After Exercise 4.2B, bring in more
mentioned in the exercise and write new if / whether
pictures of strange gadgets. Have students discuss the
statements about them. Then have students compare
gadgets in groups. Students should use noun clauses in
their sentences with a partner. Go over any questions as
indirect questions or statements in their discussions.
a class.
■ Interact Play 20 Questions. Put students into groups
■ Speaking Expansion
of four or five. One student thinks of an invention or
1. After Exercise 3.2, write the following questions on inventor. Group members are allowed to ask a total of 20
the board: Are patents recognized around the world indirect questions to guess what/who it is. The student
or only in one country? Is it difficult to get a patent? can only give yes / no or short answers to the questions.
Do patents cost the same amount in every country? Do For example, the student could be thinking of the
inventors get a patent for their idea before they make telephone. Group members should ask questions such
the product? Are more inventors from Japan than other as Can you tell me if it was invented a long time ago? and
countries? Do you know if the inventor was from the United States?
2. Give students a few minutes to read the questions and They can also ask direct questions if necessary to find
write down any information they know. Tell them it’s out more information. (Was the inventor from Germany?)
OK if they don’t know the answers.
3. Put students into groups of three or four. Tell them 5 Avoid Common Mistakes
to discuss the questions, using as many noun clauses
with if / whether as possible. ■ Beware Many students are likely to have trouble with
4. Have a few groups volunteer to tell the class one of word order in indirect questions. In particular, they
the noun clauses with if / whether that they said in should be careful not to put the verb before the subject
their conversations. in the noun clause, for example, Do you know how much
an electric car costs? not Do you know how much costs an
electric car?
4 Noun Clauses in Direct and
Indirect Questions 6 Grammar for Writing
Grammar Presentation ■ Level Down Give lower-level students a list of questions
■ Teacher Support Resource Book, General Teaching to answer before they write, for example, How was the
Suggestions See suggestions for Grammar invention made? Did the inventor expect it to become
Presentations, pages 5–6. popular? Was it successful? What did people think
■ Beware Point out to students that when we use noun about it?
clauses as indirect questions, there are two subjects and Have students research the answers to the questions
two verbs in a single sentence. This is because there are and use these answers to write their paragraphs.
two clauses. The verb in each clause must agree with the
subject in the same clause. This can be confusing when The Unit 16 test and answer key can be found on the
the subjects are different, for example, Do you know what CD-ROM in the back of the Teacher Support Resource
it is? (not Do you know what it are? or Does you know Book.
what it is?)
UNIT
17
Direct Speech and Indirect Speech
Human Motivation
1. My co-worker said I don’t feel like working today

Unit Objectives
2. My boss said please give me the paperwork
• direct speech,
3. The employee said he isn’t motivated
• indirect speech, Ask students to copy them into their notebooks with
• indirect speech without tense shift, and the correct pronunciation. Point out that without the
• other reporting verbs. correct punctuation, the reader may not understand
the pronoun references (that is, I in number 1 is the
co-worker, me in number 2 is the boss, and he in number
1 Grammar in the Real World 3 is a third person, not the writer or the employee).
■ Teacher Support Resource Book, General Teaching Grammar Application

Suggestions See suggestions for Grammar in the Real ■ Tech It Up Extend Exercise 2.1 by having students
World, pages 4–5. search for more motivational quotes online. Tell them to
■ Note In the Bob Nelson study mentioned in the article, type “motivational quotes” into a search engine and look
these were the top five motivating factors for employees: through the results for a quote they’d like to share with
(1) full appreciation for work done, (2) feeling “in” on the class. As in the exercise, have them write the quote
things, (3) sympathetic help on personal problems, as a direct speech quotation, then share and discuss it
(4) job security, and (5) good wages. However, when with a partner.
managers were asked what they thought employees ■ Writing and Speaking Expansion After Exercise 2.2B,
wanted, good wages and job security came first, have students practice direct speech.
followed by promotions, good working conditions, and
1. Give students a discussion question, for example,
interesting work.
How do you motivate yourself in aspects of life besides
For a pre-reading activity, put the five factors on the work and school? For example, getting housework
board out of order and have students guess the ranking done, eating well, exercising, and doing errands? Have
for employees, and then for managers. students sit in groups of four and decide who is
student A, B, C, and D.
Vocabulary
2. Tell students A and B to discuss the question. Tell C to
affect AWL factor AWL listen to A and try to catch some exact quotes to write
appreciation AWL focus AWL down, and have D do the same for B. After a couple
author AWL grade AWL of minutes, call time and give C and D time to finish
autonomy indicated AWL writing. Then have the pairs switch roles.
complex AWL internal AWL
3. Have students share the sentences they wrote, check
create AWL motivation AWL
the direct speech punctuation, and discuss whether
environment AWL psychologist AWL
external AWL research AWL
they think the quotations are accurate.
3 Indirect Speech
2 Direct Speech
■ Teacher Support Resource Book, General Teaching Reference: See The Teacher’s Grammar of English,
Suggestions See suggestions for Grammar pages 375–378.
■ Chart Tip After you go over Chart 2.1, write several Suggestions See suggestions for Grammar
examples of direct speech on the board with no Presentations, pages 5–6.
punctuation, for example:
■ Chart Tip After you have gone over Chart 3.1, assign Group members listen to the sentences and then say
different verb forms (simple present, past progressive) why it is appropriate to use the same tense in direct
to different students and tell them to write a sentence speech, for example:
about work using the assigned form. Call on a student A: Here’s my first sentence: Maya said that Omar is
to read his or her sentence aloud, then call on a second always early to class.
student to report what the first person said using
B: It’s a habit!
appropriate tense shifting and pronoun changes.
3. Have a few students volunteer to read one of their
Grammar Application sentences for the class. The class says why it is
appropriate to use the same tense in both indirect
■ Speaking and Writing Expansion After Exercise 3.2, and direct speech. Go over any questions as a class.
hold a class discussion.
1. Give students a topic, for example, Discuss ways to
motivate adult learners. How are these ways different 5 Other Reporting Verbs
from ways to motivate children? Give students several
minutes to think about the topic and make notes. Grammar Presentation
2. Begin the discussion and tell students to listen to one ■ Teacher Support Resource Book, General Teaching
another carefully. Encourage students to respond to Suggestions See suggestions for Grammar
each other by asking questions, for example, What Presentations, pages 5–6.
do you think of what Sergio said? Do you agree with ■ Chart Tip Discuss the meanings of the verbs in Chart
Eun Hee? If the class is large, have students discuss in 5.1b. Give, or ask students to supply, example sentences
small groups. containing the verbs, for example, He admitted that he
3. Ask students to use indirect speech to write about hadn’t done the work. They announced that they were
what their classmates said. Call on students to write opening a new branch. She complained that no one
sentences on the board using classmate’s names, was listening to her ideas. He confessed that he didn’t
for example, Sergio said that competition was a good understand the instructions. She exclaimed that she had
motivator for adults and children. Call on the named never seen such a mess.
classmate (in the example, Sergio), to say whether the
sentence is accurate. Grammar Application
4 Indirect Speech Without After Exercise 5.2B, have students practice reporting on
something they have read or a lecture they have listened
Tense Shift to. If your students are studying other subjects, have
them talk about something they read or heard about in
Grammar Presentation another class. If they aren’t studying another subject,
read them an excerpt from an article. Search online for
Reference: See The Teacher’s Grammar of English, an article on “cultural differences in the classroom” or
pages 376-378. “cultural differences in the workplace” and read a couple
of paragraphs aloud. Ask students to discuss in groups
what the writer stated, suggested, explained, informed,
claimed, and told. Then ask them to write sentences
using ideas from the discussion. Call on students to
■ Chart Tip After you go over Chart 4.1, ask for another write sentences on the board, and correct them as a
example of a direct speech sentence for each category, class.
and then elicit the same sentence in indirect speech. For
■ Interact Have students practice matching an
example, in the facts and general truths category, Our
appropriate reporting verb with a quote.
teacher said, “You all did well on the test.” becomes Our
teacher said that we all did well on the test. 1. On index cards, write sentences that lend themselves
to the use of different reporting verbs, for example, It’s
Grammar Application all my fault. (confess or admit); First, you have to enter
the information. (explain); That was terrible! (exclaim);
■ Writing and Speaking Expansion Don’t forget to make copies. (remind); Things will get
1. After Exercise 4.1, have students write seven much better. (assure); Ninety percent of the workers
sentences using indirect speech without tense shift here are happy with their jobs. (inform). Give each
using the categories in Chart 4.1. student an index card.
2. Put students into groups of three. Have them take 2. Seat students in large groups (or, if you have a small
turns reading their sentences. They should read the class, have everyone sit in a circle). Have the first
sentences out of order and should not tell their group student read his or her sentence, and the next student
members which category each sentence belongs to. report it using any verb except said (Anna assured
us that things would get much better.). The second 7 Grammar for Writing
student then reads his or her sentence and the third
student reports it, and so on around the circle. ■ Level Down Have lower-level students ask the same
question of several people and report on their survey
findings with a list of sentences rather than a paragraph.
■ Beware Students may need a reminder about changing
adverbs of time in indirect speech. Tell them to be
Book.
careful with words like yesterday and tomorrow. For
example, if you are reporting something the boss said
yesterday, the statement The boss said, “Everyone must
attend the meeting tomorrow.” becomes The boss said
that everyone must attend the meeting today.
UNIT
18
Indirect Questions; Indirect
Imperatives, Requests, and Advice
Creative Problem Solving

■ Writing and Speaking Expansion After Exercise 2.3,
have students practice indirect questions and answers.
• indirect questions; and
• indirect imperatives, requests, and advice. 1. Write the following questions on the board: Do you
like creative projects? What time of day are you most
creative? Where do you get your best ideas? Do you like
working in groups?
1 Grammar in the Real World 2. In groups of three, have students take turns using
■ Teacher Support Resource Book, General Teaching the questions to interview one another. For each
Suggestions See suggestions for Grammar in the Real interview, there will be one interviewer, one
World, pages 4–5. interviewee, and one observer. The observer takes
notes. Have students change roles so that each
Vocabulary student gets to have all three roles.
3. After all of the interviews are done, have students
academic AWL method AWL
write a report on the interview they observed. They
alternative AWL participant AWL
available AWL process AWL
should use ask and tell with indirect speech in their
creative AWL produce reports. Have students share their reports with their
design AWL professional AWL group members to check for accuracy.
effective require AWL
expert AWL technique AWL
express traditional AWL
3 Indirect Imperatives, Requests,
finally AWL solution and Advice
flexible AWL variation AWL
individual AWL version AWL Grammar Presentation
2 Indirect Questions Presentations, pages 5–6.
Grammar Presentation form and use of imperatives, requests, and advice.
■ Teacher Support Resource Book, General Teaching Elicit examples of each function and write them on the
Suggestions See suggestions for Grammar board. Ask when each function is used. For example,
Presentations, pages 5–6. “Stop talking” is an imperative. You might hear a teacher
■ Beware As with statements, it is possible to report say it in a classroom. Leave the example sentences on
questions using the same verb tense as in the original the board. Then after you go through the charts, have
direct speech clause. For example, in the question students rephrase the sentences as indirect speech.
Sarah asked, “Do their meetings always begin late?”
the verb expresses habit or routine. Therefore it is Grammar Application
possible to change the question to Sarah asked whether ■ Writing and Speaking Expansion
their meetings always begin late. Make sure students 1. After Exercise 3.1, have students get out a piece of
understand that, as in indirect statements, it is optional paper. Tell them you are going to teach them about
in some cases to keep the verb in the same tense as in a creative technique called freewriting. Read the
direct statements. following statements (but tell students to simply
listen):
Here are some tips for freewriting.
1. Write the first thing that comes into your head.
2. Don’t stop writing.
3. Don’t erase. 4 Avoid Common Mistakes
4. It’s OK to make mistakes.
5. Use abbreviations in your writing. ■ Beware Remind students that when the verb in the
indirect speech is an infinitive, we do not use a subject;
6. Don’t worry about spelling and grammar. however, when it’s not an infinitive, the reporting clause
Students should listen and write a memo about needs a subject. For example, in the sentence Mr. Smith
freewriting using indirect speech. said to wait here, there is no subject before the infinitive.
2. Have students compare their memos with a partner. This is in contrast to the sentence Mr. Smith said that we
Go over any questions as a class. should wait here, which has the subject we at the start of
3. Tell students it’s their turn to give instructions. Have the reporting clause.
them work individually to write a list of instructions
on how to do something they know how to do well. 5 Grammar for Writing
Make sure they understand that they should use
imperatives in their sentences. They should also use ■ Alternative Writing Task If your students don’t have
at least one negative imperative. For example, to a lot of experience with the strategies suggested in the
make a cup of tea, Pour the water in a pot. Turn on the writing task, you can give them alternative ideas to talk
heat. Wait until there is steam. Turn off the heat. Don’t about. For example, they can interview their partner
touch the hot water. etc. about preparing to write a paper, studying for a test,
4. Put students back into pairs. Have students take turn preparing for a presentation, giving a presentation, or
reading their instructions. Their partner writes a reading a difficult article. They should then follow the
memo using indirect speech. same procedure as the writing task in the Student’s
■ Interact About 5 minutes after class has started, have Book.
students get out a piece of paper and tell them that you
are going to play a memory game. Tell them to write The Unit 18 test and answer key can be found on the
down a report of what people have said since the class
Book.
started. Make sure they understand that they should use
indirect speech with ask, say, or tell in their sentences,
for example, Ms. Jones told us to get our books out. Juan
asked if he could borrow a pencil. After several minutes,
stop students and have them count their sentences.
The student with the most sentences that are both true
and grammatically correct wins. To check this, have the
student with the most sentences read them aloud. Cross
out any that aren’t correct. If there is anyone with more,
have that student read his or her sentences. Continue
until you find the winner.
students use the Internet to find a short scene (or “clip”)
from a TV show using a free video site. After they view a
clip, have them write a description of about one minute
of the clip using indirect speech to retell the dialog.
They should choose a portion of the clip that has a lot of
dialog in it. Have students compare their descriptions in
class. If possible, have them play the TV clip as well.
UNIT
The Passive (1)
19 English as a Global Language
Unit Objectives Data from the Real World

Students will learn and practice using Call on students to suggest situations where each of the
• active vs. passive sentences, verbs in the box might be used, for example, The data
• verbs and objects in the passive, and was analyzed. The results were analyzed. The samples were
• reasons for using the passive. analyzed. The age was calculated. The amount was calculated.
The answers were calculated.
1 Grammar in the Real World Grammar Application

■ Teacher Support Resource Book, General Teaching ■ Writing and Speaking Expansion After Exercise 2.3,
Suggestions See suggestions for Grammar in the Real have students discuss languages they know.
World, pages 4–5. 1. Have students work in small groups to talk about
information they know or can guess about a language
Vocabulary other than English. Tell them to consider how
affect AWL evolve AWL
many people speak it, where it is spoken now and
approximately AWL expert AWL was spoken in the past, whether it is taught in your
area AWL global AWL school or was taught in the students’ elementary and
benefit AWL identity AWL secondary schools, any information they have about
create AWL job AWL the writing system, and any other ideas they have.
cultural AWL obvious AWL 2. After the discussion, ask students to write six passive
dialect phenomenon AWL sentences, one each using the structures covered in
dominate AWL professional AWL Chart 2.2. They can write all of the sentences about
one language or each sentence about a different
language, for example, Chinese is spoken by over a
2 Active vs. Passive Sentences billion people. Arabic has never been taught at this
school.
Grammar Presentation 3. Call on students to write example sentences on the
board and correct them as a class. Then have students
Reference: See The Teacher’s Grammar of English, read all of their sentences with a partner.
pages 392–396; 412–413, Activity 1.
■ Teacher Support Resource Book, General Teaching 3 Verbs and Objects with
Suggestions See suggestions for Grammar the Passive
■ Chart Tip After you go over Charts 2.1 and 2.2, write Grammar Presentation
a sample active sentence on the board for each of the
structures, using verbs in the charts, for example, They Reference: See The Teacher’s Grammar of English,
have spoken English for 20 years. Universities in many pages 394–396.
countries are using English as the language of instruction.
We considered the document an accurate translation. ■ Teacher Support Resource Book, General Teaching
Have students rewrite the sentences in the passive. Call Suggestions See suggestions for Grammar
on individuals to write the new sentences on the board. Presentations, pages 5–6.
Then have students change the sentences to questions
and call on (different) students to write the questions on
the board.
Grammar Application ■ Interact Review verb forms that are commonly used in
■ Speaking and Writing Expansion Expand Exercise the passive by doing a card-exchange activity.
3.2A by having students write two additional questions 1. Write verbs from the Grammar Presentation charts
to ask their group members about their native language. on index cards until you have one card for each
Tell them to use a passive verb in their questions. Have student.
them ask their group members the questions during the 2. Distribute the cards and ask students to think of (but
discussion in Exercise 3.2B. not write) a passive sentence using the verb on their
card. Walk around the room and have students tell
you their sentences to spot-check.
4 Reasons for Using the Passive
3. Have students stand and tell their sentence to a
partner. They should repeat the sentence once or
Grammar Presentation twice so the partner can remember it. Then the
partners exchange cards and find a new partner to
Reference: See The Teacher’s Grammar of English, share the new word and sentence with. Continue the
activity until most students have talked to about five
■ Teacher Support Resource Book, General Teaching partners.
Suggestions See suggestions for Grammar 4. Call on several students to say the sentence that goes
Presentations, pages 5–6. with the card they are currently holding. Correct any
■ Chart Tip After you go over Chart 4.1, write several mistakes with the passive. Find out if the original
sentences on the board and ask students to identify writer of the sentence recognizes it and if or how it
the reason for choosing the passive, for example, A has changed.
huge mess was left in the office. (The passive is used
to avoid blame or becausee the agent is unknown.) 5 Avoid Common Mistakes
The governor’s plan to reduce spending was revealed
yesterday. (The passive is used to report a news event.) ■ Beware Students may be inclined to overuse the passive
in order to practice the new form. Review the reasons
Grammar Application for choosing the passive and remind them that it should
■ Tech It Up After Exercise 4.2, conduct a brief class only be used when it’s called for.
discussion about the reasons newspapers might use the
passive (obvious agents, unknown agents, describing
processes). Ask students to look at recent news stories
online and find four or five passive sentences. Tell them ■ Level Down Have lower-level students write eight to ten
to copy the sentences and be prepared to explain the passive sentences instead of a paragraph, for example:
choice of the passive form. In class, have students share
their sentences in small groups. Many English words are used in my native language.
■ Writing and Speaking Expansion After Exercise 4.3, English is taught in secondary school in my home country.
ask students to come up with three workplace scenarios
for which a boss or an employee might want to use the
passive to avoid direct blame or criticism. Have students
Book.
work in pairs to write the sentences (The photocopier
was not turned off last night.). Then have the pairs meet
with another pair to discuss why the passive was chosen
and what might happen next.
UNIT
The Passive (2)
20 Food Safety
Grammar Application
Unit Objectives
• the passive with be going to and modals, 1. After Exercise 2.4, put students into teams of four
• get passives, and or five and organize a debate. You can make up
• passive gerunds and infinitives. teams according to ability or create mixed-ability
teams. Assign teams the role of being supporters or
opponents of genetically modified (GM) foods. There
should be an even number of opponent teams and
1 Grammar in the Real World supporter teams. Have each team write an opening
statement and a closing statement supporting their
views. They should also write a few ideas for their
rebuttals (saying why the other team’s argument is
World, pages 4–5.
not good). Tell them to use the information from
their conversations in Exercise 2.4 to help them write
Vocabulary
their arguments. Teams should include at least five
adequately AWL environment AWL sentences that have passives with modals in them,
alter AWL finally AWL for example, GM foods should not be eaten by people
benefit AWL global AWL because our health can be harmed by them.
chemical AWL issue AWL
2. Match up opponent teams and supporter teams.
cite AWL link AWL
Depending on the size of your class, teams can have
cons modify AWL
consisted AWL pollutant
their debates one at a time in front of the class, or
create AWL potential AWL have them simultaneously without an audience. The
critic resist debates should follow this order:
debate AWL risk 1. Supporters’ opening statement
design AWL specific AWL 2. Opponents’ opening statement
distribution AWL technology AWL
3. Supporters’ rebuttal
4. Opponents’ rebuttal
2 The Passive with Be Going To 5. Supporters’ answer to rebuttal
6. Opponents’ answer to rebuttal
and Modals
3. If you had the debates simultaneously, have a
Grammar Presentation volunteer from each debate share highlights of his or
her debate with the class.
Reference: See The Teacher’s Grammar of English, ■ Interact Have students play What Am I? Students work
page 393. in pairs to choose a food ingredient, product, or additive
and write four to six passive sentences with modals
■ Teacher Support Resource Book, General Teaching about the item. The sentences should give clues about
Suggestions See suggestions for Grammar what the item is. Then pairs read their sentences to the
Presentations, pages 5–6. class, and ask What am I? The class guesses what they
■ Chart Tip Before going over Chart 2.1, review the are. For example,
rules of the passive with students. Write a few active Student: I can be cooked into many different dishes. Many
sentences on the board, for example, Shakespeare wrote soups can be made from my broth. I shouldn’t
the play. Ask students how to change the sentences into be eaten raw. I could be infected with salmonella.
the passive and write them on the board, for example, What am I?
The play was written by Shakespeare. Tell students they Class: You’re chicken!
will be learning more about the passive in this unit.
■ Tech It Up Have students find passive sentences about
food additives on the Internet.
1. In class, have students brainstorm two lists of words 4 Passive Gerunds and Infinitives
and phrases to search for. The first list should
be words related to food additives, such as food, Grammar Presentation
additives, preservatives, or ingredients. The second list
should be passive phrases with modals related to food
additives, such as can be added, should be stored, or
shouldn’t be eaten.
■ Chart Tip To assist students in using passive gerunds
2. For homework or in the language lab, have students
and infinitives, point out the lists of adjectives and verbs
use a search engine to look for passive sentences. In
followed by infinitives and gerunds in Chart 4.1b–d.
the search bar, they should type one word from the
Then put students in pairs. Have pairs write two passive
list of words related to foods additives along with one
gerund sentences and two passive infinitive sentences,
of the passive phrases with modals. They should add
using the chart as a reference. Remind students to use
quotation marks around passive phrases with modals
this as a reference as needed.
(for example, preservatives “can be” added ). Tell them
to search until they find five interesting sentences Grammar Application
that they understand. Have them write down the
sentences and give a brief description of the websites/ ■ Speaking and Writing Expansion
articles where they found them, for example, On the 1. Extend Exercise 4.2B by dividing students into groups
question and answer page of a cooking website, I found of 12 to 14. Then divide each group in half and have
this sentence: “What preservatives can be added to students stand in two concentric circles. The students
homemade cakes?” in the inside circle should stand facing the students in
3. In class, have students compare their sentences with the outside circle. The students in the outside circle
a partner. Have a few students volunteer to share a should face the students in the inside circle. Students
sentence with the class. are facing their first partner. Have them discuss their
ideas about food labels for 1 or 2 minutes. Then have
everyone in the outside circle rotate one person to
3 Get Passives the right. Once students are facing their new partners,
have them discuss their ideas about food labels again.
Grammar Presentation Continue until they have been paired with each of the
students in the facing circle.
pages 404–407; 413–414, Activity 3. 2. Have students write five sentences about the other
students’ ideas, for example, Julia isn’t concerned
■ Teacher Support Resource Book, General Teaching about being told about the ingredients in a product.
Suggestions See suggestions for Grammar 3. Have a few students volunteer to share one of their
Presentations, pages 5–6. sentences with the class.
■ Beware Although passives with get follow the same
basic pattern as passives with be, there are some 5 Avoid Common Mistakes
differences. Before you go over Chart 3.1b, review the
differences between be and get in active sentences. Ask ■ Beware Some students are likely to have trouble
for a negative simple past sentence with get, such as with the passive. In particular, they will often create
He didn’t get a ticket. Point out that it uses the auxiliary sentences that appear passive in structure but do not
do. This is different from the structure of a simple past include the verb be or the past participle of the main
sentence with be, such as He wasn’t at school yesterday. verb, for example, Crops can change easily instead of
Explain to students that get passives in negative Crops can be changed easily.
statements – like simple past sentences with get – use
the auxiliary do (He didn’t get stopped by the police.). 6 Grammar for Writing
Grammar Application ■ Level Up Have higher-level students write letters to the
■ Writing and Speaking Expansion editor of the local or school newspaper. Show students
1. After Exercise 3.2B, have students write five sentences the “letter to the editor” section of a newspaper as an
about their group members’ opinions without using example. Then have them rewrite their essays in letter
the members’ names, for example, This student thinks form and send them to the newspaper.
that if a restaurant gets a low rating on an inspection, it
should have to post the rating on its door. The Unit 20 test and answer key can be found on the
2. Have students find a partner that was in a different Book.
group for Exercise 3.2B. Have students take turns
reading their sentences to one another. Their partner
guesses who the sentence is about.
UNIT
21
Subject Relative Clauses (Adjective
Clauses with Subject Relative Pronouns)
Alternative Energy Sources
2. Write several main clauses on the board and

Unit Objectives
underline a noun that could be modified by a
Students will learn and practice using relative clause, for example, A windmill is a thing.
• identifying subject relative clauses, An environmentalist is a person. A car is good for
• nonidentifying subject relative clauses, and the environment. A refrigerator can save a consumer
• subject relative clauses with whose. money. Point out that these sentences are fairly
meaningless without some additional information.
Have students work in pairs to write relative clauses
1 Grammar in the Real World to complete them (that creates electricity from
wind; who cares about saving resources; that runs on
■ Teacher Support Resource Book, General Teaching electricity; that uses less energy). Call on individuals to
Suggestions See suggestions for Grammar in the Real write their relative clauses on the board.
World, pages 4–5.
Grammar Application
Vocabulary ■ Tech It Up After Exercise 2.2B, have students create
alternative AWL major AWL a crossword puzzle online by going to a crossword-
aware AWL meanwhile puzzle site. (Type “crossword puzzle maker” into a search
commuter percent AWL engine.) Tell them to include 10 words in their puzzle
convert AWL professional AWL and to write definitions that include relative clauses
create AWL renewable (as in Exercise 2.2B) as clues. Ask students to print four
energy AWL source AWL or five copies of their puzzle. In class, put students in
environment AWL technology AWL groups of three or four and give each group several of
generate AWL treadmill their classmates’ puzzles to solve.
■ Speaking and Writing Expansion Expand Exercise
2.3 by having students in groups brainstorm ideas for
2 Identifying Subject Relative implementing alternative energy solutions at school.
(If students are not able to do this exercise about the
Clauses school, change the focus to energy issues in the city,
state, or country.)
1. As groups talk about energy issues at school, ask
them to discuss these questions: Is the school doing
enough? What alternative energy solutions might be
pages 420–422; 427–428; 442–443, Activities 1 and 2.
possible? Would students be supportive? Why or why
■ Teacher Support Resource Book, General Teaching not?
Suggestions See suggestions for Grammar 2. Tell the groups to prepare opinion statements for
Presentations, pages 5–6. each of the three questions from step 1 and to include
■ Chart Tip After you go over Charts 2.1 and 2.2, check relative clauses, for example, The sources of energy
that students can identify the form and then have them that power our school are solar power and electricity;
write their own examples. however, all of the school vans run on gas. In our
opinion, the school should use vehicles that run on
1. Write a few sentences on the board with missing
electricity.
relative pronouns, for example, People drive
hybrid cars save a lot of gas. The dance floor 3. Have each group meet with another group and
converts movement to energy is very expenisve. Ask present their ideas.
students to copy the sentences, write the missing
pronoun, and underline the relative clause. Call on
individuals for the answers.
3 Nonidentifying Subject ■ Chart Tip After you go over Chart 4.1, write several
phrases on the board and ask students to combine them
Relative Clauses into sentences with subject relative clauses, for example,
Bill Gates / his company; the students / their essays; the
Grammar Presentation city / its energy policies. Possible answers: Bill Gates is a
CEO whose company is extremely successful. These are
Reference: See The Teacher’s Grammar of English, the students whose essays were published in the school
pages 437–439; 445, Activity 6. newspapers. We live in a city whose energy policies are
very outdated.
Grammar Application
■ Interact After Exercise 4.1B, or later in the lesson,
■ Chart Tip As you go over Chart 3.1, read aloud the main
conduct a game of Who Is It?
clause of each example sentence. Point out that, unlike
the main clauses in the previous lesson on identifying 1. Put students in pairs and give each pair the names of
subject relative clauses, these clauses are complete several famous people (living or dead). Choose people
ideas. (Hybrid cars use less gas.) who are famous worldwide (Hillary Clinton, Serena
Williams, Albert Einstein).
Grammar Application 2. Tell students to write a clue to the person’s identity
in a sentence with a relative clause with whose, for
example, This is a person whose ideas changed physics
have students add subject relative clauses to a simple
forever.
story.
2. Have students read their clues to the class and ask the
1. Provide students with a simple paragraph, for
class to guess the identities of the people. If you have
example: People can make a number of changes. They
a large class, form two or three large groups for this
can turn in old appliances to the electric company and
part of the activity.
buy new ones. They can buy a cover for the water heater.
They can replace incandescent light bulbs with energy- ■ Writing and Speaking Expansion After Exercise 4.2,
saving bulbs. In older homes, insulation can be added. ask students to close their books and discuss the various
energy-saving ideas they’ve talked about in the unit.
2. Have students work with a partner to add both
Then ask them to write eight sentences about the ideas
identifying and nonidentifying subject relative clauses
using who, whose, which, and that. Tell them that half of
to the paragraph. For example: People who want to
the sentences should include identifying relative clauses
save energy can make a number of changes. or People
and half should include nonidentifying clauses.
can make a number of changes that will save energy.
3. Have pairs meet with another pair to compare their
subject relative clauses. Tell them to discuss which 5 Avoid Common Mistakes
clauses add the best information. Have them revise
the paragraph as a group. Collect the paragraphs ■ Beware Students may leave out relative pronouns
and review any problems with identifying or altogether. (There are many people want to save energy.)
nonidentifying subject relative clauses. Point this out and tell them to watch for these errors.
4 Subject Relative Clauses 6 Grammar for Writing

with Whose ■ Level Up Have higher-level students research the latest
energy-saving programs being adopted in a particular
Grammar Presentation city or country. Tell them to write their paragraphs
about the changes being made in that location.
pages 424–425. The Unit 21 test and answer key can be found on the
■ Teacher Support Resource Book, General Teaching Book.
UNIT
22
Object Relative Clauses (Adjective
Clauses with Object Relative Pronouns)
Biometrics

■ Writing and Speaking Expansion. After students have
completed Exercise 2.3A, have them do a role play.
• identifying object relative clauses,
• nonidentifying object relative clauses, and 1. Put students in pairs. Tell them to imagine that
• object relative clauses as objects of prepositions. they are TV reporters, and that they are going to
give the local crime report on the evening news.
Have students write the script for their report. They
can expand the story from Exercise 2.3A or write
1 Grammar in the Real World their own. They should use at least five identifying
object relative clauses in their scripts. Have students
practice reading their scripts with their co-reporter.
World, pages 4–5. 2. Have pairs take turns performing their role plays
for the class. If you have a large class, put five pairs
Vocabulary together, and have them take turns performing for
their group.
accurate AWL investigate AWL
analyze AWL method AWL ■ Tech It Up For homework or in the language lab, have
automatically AWL occur AWL students go to a local news site and look up the crime
evidence AWL surface news. They should choose one article and read it. Then
expert AWL suspect have them write a summary that includes at least five
fiber team AWL identifying object relative clauses, for example, The
fingerprints techniques AWL police searched the car that the suspect had been driving.
forensic technology AWL Back in class, put students into small groups. Students
identify AWL traditional AWL take turns describing the crime story they read about.
image AWL victim
inconclusive AWL
3 Nonidentifying Object
Relative Clauses
2 Identifying Object Relative
Clauses Grammar Presentation

pages 437–439; 445–446, Activities 6 and 7.
Reference: See The Teacher’s Grammar of English, ■ Teacher Support Resource Book, General Teaching
pages 423–428; 431; 442–445, Activities 1, 4, and 5.
Suggestions See suggestions for Grammar ■ Beware Nonidentifying and identifying object relative
Presentations, pages 5–6. clauses can look very similar, and the difference may
■ Chart Tip After you go over Chart 2.1, have students be confusing to students. Stress that the information
compare relative clauses with object pronouns to in a nonidentifying clause can be taken out of the
relative clauses with subject pronouns. Ask students sentence without changing the meaning of the noun it
for a few examples of sentences with subject relative modifies. Demonstrate this by writing a sentence with
pronouns and write them on the board, for example, an identifying object relative clause on the board, and
People who solve crimes are called detectives. Then give a crossing out the relative clause, for example, Evidence
similar sentence that has an object relative pronoun in which criminals leave at the crime scene is called forensic
it, for example, The man who we hired to investigate the evidence. Then do the same with a nonidentifying object
crime is a detective. Have students label the subject and relative clause to contrast the two, for example, Forensic
object in each sentence. evidence, which the popular detective Sherlock Holmes
used, has been around since the 1800s.
■ Writing and Speaking Expansion ■ Speaking and Writing Expansion
1. After students have completed Exercise 3.2, have 1. Extend Exercise 4.1A by having students write a short
them write five sentences describing past or present description of a crime. Students should use at least
TV shows. They should only write one or two five object relative clauses as objects of prepositions
sentences about each show without naming the show. in their stories. They can use the paragraph in
Each sentence should have a nonidentifying object Exercise 4.1 as an example. Write the following
relative clause in it, for example, This show, which you questions on the board, and tell students to answer
can watch on Tuesday nights, is about a family with them in their crime story:
seven children. Where did the crime take place? How did the
2. Put students into groups of three or four. Have thief / criminal get in? Where was the missing item?
students take turns reading their sentences to their What evidence did the detective find? Who did the
group. Their group members guess which show they detective speak to? What did he or she say?
are describing. 2. After students have finished their descriptions, put
3. Have a few students volunteer to read a sentence to them in pairs. Have students interview their partner
the class. The class guesses the TV shows. about the crime they wrote about.
■ Interact Have students write group stories. 3. Have a few students volunteer to share their crime
1. Put students into pairs. Tell them to write a short story with the class.
crime story. Their sentences should all be simple, and
without object relative clauses, for example, A man 5 Avoid Common Mistakes
robbed Star Bank last week. He walked in the bank. He
handed the teller a note. The note said, “Give me all ■ Beware Some students will likely have trouble using
your money.” The teller opened her drawer. She gave formal object relative clauses as objects of prepositions
the robber $3,500. Then she pressed a button to call the and often omit the preposition in these sentences, for
police. The button was under her desk. The robber ran example, The restaurant which the crime had taken place
out the back door. The police arrived a few minutes was closed instead of The restaurant in which the crime
later. had taken place was closed. Correct such errors with the
2. Have pairs trade papers with another pair and add at class when they occur.
least six nonidentifying object relative clauses to the
story, for example, Star Bank, which a man robbed last
week, is located in the center of town. The man walked 6 Grammar for Writing
into the bank holding a note. The note, which he handed
to the teller, was on a small note card. Then have pairs ■ Level Down Guide lower-level students in making word
take turns reading their stories to the class. maps as a pre-writing task. First, make a word map as
an example. Write Famous Crime: Theft of “Mona Lisa”
as the title and draw a circle around it. Then give a few
4 Object Relative Clauses as details of the crime and write them around the circle.
For example, stolen from the Louvre, happened in 1911,
Objects of Prepositions stolen by a museum employee, returned in 1913. Have
students choose the topic of their paragraph and write it
Grammar Presentation in the center of their own page. Have them draw a circle
around it, and then add at least five details to make a
Reference: See The Teacher’s Grammar of English, word map. Students should then use these words maps
pages 423–424, 428. to help them write their paragraphs.
Presentations, pages 5–6. Book.
meaning and use of common prepositions such as
in, on, at, to, through, next to, and between. Call out
a preposition and have a student demonstrate its
meaning to the rest of the class by using it in a sentence,
miming it, or drawing it. For example, to demonstrate
the meaning of through, a student could draw a picture
of a train going through a tunnel and say The train went
through the tunnel.
UNIT
23
Relative Clauses with Where and
When; Reduced Relative Clauses
Millennials
to complete the sentences. Call on individuals to write

Unit Objectives
their completions on the board. Then ask the class to
Students will learn and practice using explain how to change the relative pronoun (The library
• relative clauses with where and when, and is a place where students do research could become
• reduced relative clauses. a place in which students do research or a place that
students do research in). Write, or have students write,
the new versions on the board.
1 Grammar in the Real World
Grammar Application
■ Teacher Support Resource Book, General Teaching ■ Speaking and Writing Expansion After Exercise 2.3,
Suggestions See suggestions for Grammar in the Real have students discuss and write about important events
World, pages 4–5. in their lifetime.
■ Note In addition to the traits mentioned in the article, 1. Have students work in groups to brainstorm a list of
the following things are also said about Millennials: they occurrences that are important to their generation(s).
have financial smarts and are more concerned about Tell them to consider political events, wars, deaths of
saving for the future than their parents were; unlike important people, new technologies, and major style
older generations that focused completely on their changes (clothing, music, or other trends).
careers, they care more about balancing work and life; 2. Have groups divide the events up among the group
and, like Generation X before them, they like change members, with each student choosing at least three
and can’t be expected to stay with a job or company events to write sentences about. Each sentence
indefinitely. should include that student’s guess for when the
event occurred (2011 is the year when a big earthquake
Vocabulary and tsunami hit Japan.). Ask several students to share
their sentences with the class. Ask students if they
challenging AWL maintenance AWL
agree with the year of each event.
colleague AWL negative AWL
error AWL occur AWL 3. For homework, ask students to look up the actual
expert AWL outspoken dates. In the next class meeting, have them sit with a
generation AWL positive AWL new group to share their sentences with the corrected
inattentiveness team AWL dates.
3 Reduced Relative Clauses

2 Relative Clauses with Where
and When Grammar Presentation
pages 431–433; 444–445, Activity 5.
pages 434–435. ■ Teacher Support Resource Book, General Teaching
Suggestions See suggestions for Grammar ■ Chart Tip After you go over Chart 3.1, put example
Presentations, pages 5–6. sentences on the board for which pronoun + be
■ Chart Tip After you go over Charts 2.1 and 2.2, write omission is and isn’t possible, for example:
several main clauses on the board, for example, The 1. We talked to students who were born in the 1990s.
library is a place , The cafeteria is a place , (possible)
Six o’clock in the morning is a time , Adolescence 2. We talked to a woman who was very outspoken in the
is a time . Ask students to write relative clauses 1990s. (not possible)
3. The teacher was worried about the students who were 4. Form new groups of A, B, and C students and have
multitasking during the assignment. (possible) them share their sentences with the new group.
4. The teacher was worried about the students who were ■ Interact Have students do a take-a-card activity to
tired. (not possible) practice using appositives.
Have students rewrite the sentences with omissions, if 1. Put students in groups of four and give each group
possible. Talk about why who cannot be omitted from six index cards. As a class, brainstorm the names of
number 2 and number 4. Refer students to Chart 3.1b 10 to 12 famous people and places and write them on
(do not shorten a subject relative clause with be + a single the board. Have students choose six of the names and
adjective or noun). places to write on the cards and then stack the cards
facedown.
Grammar Application 2. Have the first student in each group pick a card and
■ Tech It Up After Exercise 3.1, have students conduct make a statement about the person or place on the
research about generational differences and explain card using an appositive. The student then passes
their findings using reduced relative clauses (relative the card to the next student, who makes a different
clauses shortened to participle phrases or prepositional statement about the same place or person. The
phrases). students pass the card until all group members have
1. Tell students to look for an article online using the made a statement. Then the second student pulls a
search terms millennials, Generation Xers, Baby new card, and the process is repeated.
Boomers, or generational differences. 3. For a writing follow-up to this activity, have one or
2. Have students write five sentences with reduced two members from each group write a sentence on
relative clauses containing information from the the board. Correct the sentences as a class and ask
article. other students to explain whether or not they agree
with the statements.
3. In class, have students share their sentences in
groups. Ask them to identify the “missing” relative
pronoun and form of be. Then tell the groups to talk 4 Avoid Common Mistakes
about whether they agree with the characterizations.
■ Writing and Speaking Expansion After Exercise 3.2, ■ Beware Students may omit relative pronouns in clauses
have students use prepositional phrases to discuss and without be, for example, Millennials are a generation
write about desirable qualities in employees. expects a lot of praise. Remind them that the omissions
practiced in this unit only apply to relative clauses
1. Write a list of adjective + preposition combinations with be.
on the board in three sets, for example:
Set A: interested in, able to, accustomed to,
knowledgeable about 5 Grammar for Writing
Set B: aware of, enthusiastic about, frustrated by, ■ Alternative Writing Task Have students write an
concerned with e-mail attempting to persuade a manager that their
Set C: familiar with, different from, qualified for, workplace needs more representatives from a particular
satisfied with generation or group. Tell them to include explanations
2. Put students in groups of three and tell them to use of why the group would be good at that particular job,
all of the phrases with reduced relative clauses to for example, In our workplace, there are phones ringing
discuss the kinds of employees that employers like, and constant deadlines, so we need employees used to
for example, Employers want to hire people interested multitasking.
in learning more about their jobs.
3. Assign each group a set of phrases – A, B, or C –
to write sentences with. Tell students to work
Book.
individually, using ideas from the discussion or their
own ideas.
UNIT
24
Real Conditionals:
Present and Future
Media in the United States

■ Speaking Expansion After Exercise 2.1, put students
into groups of three. Have them talk about their own
• present real conditionals;
news habits, as well as the news habits of their friends
• future real conditionals; and
and family members. Tell them to use the sentences
• real conditionals with modals, modal-like expressions, and
imperatives.
in Exercise 2.1 as models, for example, When I am on
the train, I read the newspaper. My sister only reads the
newspaper if I bring it to her house.
1 Grammar in the Real World ■ Writing Expansion After students have interviewed
their partner in Exercise 2.4B, have them write a
■ Teacher Support Resource Book, General Teaching summary of the information they learned. Tell them
Suggestions See suggestions for Grammar in the Real to use present real conditionals in their summary, for
World, pages 4–5. example, Janet pays attention to the news when there is a
natural disaster somewhere in the world. Have students
Vocabulary get into groups to compare their summaries.
affect AWL opposing
analyst AWL policy AWL 3 Future Real Conditionals
conclude AWL positive AWL
convinced AWL prediction AWL
economic AWL range AWL
exposed AWL reinforce AWL
isolated AWL rely AWL Reference: See The Teacher’s Grammar of English,
issue AWL similar AWL pages 452–454; 466, Activity 5.
link AWL source AWL
media AWL unbiased AWL
occur AWL viewpoint
■ Beware Although the rules for forming future real
conditionals are similar to the rules for present real
2 Present Real Conditionals conditionals, we do not use when with the future real
conditional. This is because when expresses certainty,
Grammar Presentation and future real conditionals describe possible situations.
Alert students to this difference and demonstrate it
Reference: See The Teacher’s Grammar of English, with several examples, such as When If a politician says
pages 449–451; 453; 464–465, Activities 1 and 2. something controversial, it will be reported.
Suggestions See suggestions for Grammar Grammar Application
Presentations, pages 5–6. ■ Speaking Expansion After Exercise 3.3, put students
■ Beware Explain that the present real conditional is used in groups of three or four. Write the following sentence
in very specific situations. The simple present is used starters on the board:
to talk about facts, general truths, and routines. The 1. If newspaper companies stop printing papers, . . .
present real conditional is also used to talk about facts 2. If a media source doesn’t report interesting news, . . .
and routines when the fact or routine is dependent on 3. If a media source only reports one side of an issue, . . .
something else, for example, When I’m on vacation, I
always read the newspaper in the morning. It is used in 4. If more private blogs cover the news, . . .
science or when talking about habits, for example, If you 5. Unless a media source gives reliable information, . . .
heat water, it boils.
Have students talk with their group members about ■ Speaking Expansion After Exercise 4.3B, write the
what will happen in these situations. Then have groups following questions on the board:
take turns sharing their ideas with the class. When 1. According to the interview, are you an informed voter?
they report their ideas, they should say the if clause Why or why not?
only once, but give several main clauses with different
2. Do you agree with the advice in the interview? Why or
results.
why not?
■ Interact Give students more practice with future real
Have students discuss the questions in pairs. Then have
conditionals by playing a chain game. Have students
a few pairs volunteer to share what they talked about
stand in a circle. Have the first student start the chain by
with the class.
saying a condition (using an if clause) and a result (using
a main clause). The next student then takes the main ■ Tech It Up For homework or in the language lab, have
clause of the previous student’s sentence and makes it students go to a local news site and read a story about
the if clause of a new sentence. Each student finishes local or national politics. Then have them write five real
their sentence with a new main clause. Continue until conditional sentences about it. Their sentences should
you have gotten all the way around the circle. For include modals, for example, If the governor is lying, he
example: could be impeached. Back in class, put students into
small groups. Have students take turns describing the
A: If people don’t read the newspaper anymore, newspaper
political situation they read about and sharing their
companies will stop printing papers.
sentences.
B: If newspaper companies stop printing papers, people
will get all of their news from the Internet. etc.
4 Real Conditionals with Modals, ■ Beware Remind students that we only use a comma
Modal-like Expressions, and to separate the clauses when the if clause comes first.
When the main clause comes first, we do not use a
Imperatives comma, for example, Watch the president’s speech if you
are home.
Reference: See The Teacher’s Grammar of English, 6 Grammar for Writing
pages 451–452; 454; 465–466, Activities 3 and 4.
■ Alternative Writing Task Have students write
■ Teacher Support Resource Book, General Teaching paragraphs that explain how they make voting
Suggestions See suggestions for Grammar decisions. They should use real conditional sentences
Presentations, pages 5–6. in their paragraphs and include if clauses with multiple
main clauses.
Grammar Application
■ Writing Expansion Conduct a roundtable writing CD-ROM in the back of the Teacher Support Resource
activity. Put students in a circle (or if you have a large Book.
class, in groups of 10 to 12 students). Have each student
write an if clause at the top of a piece of paper, for
example, If you want to change the world, . . . Then have
students pass their papers to the right. Students read
the if clause on their new paper and write a main clause
with a modal or an imperative to finish it (you should
become a politician, or vote today.). Everybody then
passes his or her paper to the right and repeats the same
process. Continue until students have their original
papers back. Have students choose their favorite main
clause and read the entire sentence aloud.
UNIT
25
Unreal Conditionals: Present,
Future, and Past
Natural Disasters

■ Speaking and Writing Expansion After Exercise 2.3B,
have groups continue their discussions.
• present and future unreal conditionals;
• past unreal conditionals; and 1. Tell students to use the completions they wrote in A
• wishes about the present, future, and past. as new conditions and discuss further results with
their groups. Model with this example sentence: If I
knew a hurricane were coming, I would evacuate the
area immediately. If I evacuated immediately, I would
1 Grammar in the Real World be safe (or I would avoid the crowds, or I would have
■ Teacher Support Resource Book, General Teaching time to reach a shelter).
Suggestions See suggestions for Grammar in the Real 2. After the discussion, have students work individually
World, pages 4–5. to write an additional sentence (with a new
condition) for each item. Call on individuals to write
Vocabulary one of their sentences on the board.
academics AWL nonetheless AWL
catastrophe policy AWL 3 Past Unreal Conditionals
comment AWL prior AWL
devastated stricken Grammar Presentation
drastic traditional AWL
legislator AWL tragic
2 Present and Future Unreal ■ Teacher Support Resource Book, General Teaching
Conditionals Presentations, pages 5–6.
Grammar Presentation ■ Chart Tip After you go over Charts 3.1 and 3.2, put
sentences on the board and ask students to write past
unreal conditionals based on them, for example, The
man didn’t wear a seat belt. He was killed in the car
accident. (If he had worn a seat belt, he wouldn’t have
■ Teacher Support Resource Book, General Teaching been killed.) You didn’t listen to my message. You missed
Suggestions See suggestions for Grammar the meeting. (If you had listened to my message, you
Presentations, pages 5–6. wouldn’t have missed the meeting.) Call on students to
read one of their past unreal conditional sentences to
■ Chart Tip After you go over Charts 2.1 and 2.2, write a
the class.
simple if clause on the board, for example, If I had a lot
of money, . . . Ask students to write completions for the
sentence using different modals, for example, I would Grammar Application
buy a big house, I could take a vacation, I might start my ■ Writing and Speaking Expansion After Exercise
own business. Call on students to share their sentences. 3.2D, have students consider other kinds of (possibly
Discuss the differences in meaning (would = predicted; preventable) “disasters” that happen in the news
could = doable; might = possible). Then write a main (accidents, war, recession, unemployment, scandal, or
clause on the board, for example, The students would crime).
be very happy . . . and have students write conditions. 1. Have students brainstorm in groups to come up with
Call on students to say their sentences. Be sure to get at specific examples of these events that have happened
least one example using were with a singular subject, for in the news recently.
example, if the tuition were cheaper.
2. Ask students to use past unreal conditionals to talk the school, for example, I wish this school were in a
about how the situations might have been improved bigger city. I wish we hadn’t lost the football game. I
or prevented, for example, If the company had wish the campus were smaller.
modernized the power plant, the explosion might not 2. Have students work individually to write six to eight
have occurred. wishes about the school. Call on students to share
3. Have students work individually to write six to eight one or two of their wishes with the class.
sentences about various events. Call on students to ■ Interact Have students take turns imagining what
write one of their sentences on the board. other people wish. Write the names of well-known
■ Tech It Up Make the preceding Speaking and Writing public figures on the board and have students talk in
Expansion as up-to-date as possible by having students small groups about what they think the people wish,
use headlines of the day. for example, The president wishes he hadn’t left the
1. Tell students to look through an online newspaper country last week. He wishes he were more popular. He
or news aggregator to find situations that might wishes everyone would vote for him next election. As an
have been different. Ask them to write the factual alternative to public figures, use pictures of people in
information and the unreal conditional, for example, odd situations. (Search an online image bank for “funny
The air traffic controller worked four nights in a row. He situation,” “odd situation,” or “awkward situation.”) Tell
fell asleep on the job. If he hadn’t worked four nights in a students to talk about past, present, and future wishes
row, he might not have fallen asleep. for the people in the pictures. After the group work, call
on individuals to share the most interesting wishes they
2. Have students share their sentences in groups and
heard with the class.
discuss whether they agree with each other’s past
unreal conditionals.
4 Wishes About the Present, ■ Beware Native English speakers often substitute would
Future, and Past have + past participle for the past perfect in past unreal
conditionals, for example, If he would’ve known about
Grammar Presentation the hurricane, he would’ve evacuated. If students notice
this use, point out that although it is common in casual
conversation, it is not acceptable in written English. In
addition, many people believe that use of this pattern
reflects a lack of formal education.
■ Chart Tip After you go over Chart 4.1, ask students to
share some past, present, and future situations that
they aren’t happy about, for example, I don’t have much 6 Grammar for Writing
money. I lost my keys. I’m not going to take a vacation next
summer. Write the sentences on the board, then ask the ■ Level Down Instead of a paragraph, have lower-level
students to write a wish about each situation (I wish I students write a list of circumstances followed by
had more money. I wish I hadn’t lost my keys. I wish I were unreal conditionals that provide more explanation, for
going to take a vacation next summer.). Have students example, Last year I got stuck at school one day in the
write the sentences on the board. As you go over the pouring rain. If I had brought an umbrella, I would have
sentences with the class, ask students to explain the been more comfortable. If I hadn’t walked to school, I
verb form choices. would have been fine.
Grammar Application The Unit 25 test and answer key can be found on the
■ Speaking and Writing Expansion After Exercise 4.1, Book.
have students discuss wishes they have about their
school.
1. Have students work in groups to talk about things
they would like to change (but cannot change) about
UNIT
26
Conjunctions
Globalization of Food

■ Speaking and Writing Expansion After Exercise 2.3,
Students will learn and practice
put students into groups of three for discussion.
• connecting words and phrases with conjunctions,
• connecting sentences with coordinating conjunctions, and 1. Have students choose two fast-food restaurants and
• reducing sentences with similar clauses. talk about what people can order and do at these
restaurants.
2. After the discussion, have students work individually
1 Grammar in the Real World to write a paragraph that summarizes what they
talked about. Tell them to use at least five correlative
■ Teacher Support Resource Book, General Teaching conjunctions in their paragraphs, for example, You
Suggestions See suggestions Grammar in the Real can order both hamburgers and shrimp burgers at the
World, pages 4–5. locations in Japan.
3. Have students get back into their groups to compare
Vocabulary their paragraphs. Go over any questions as a class.
adapting AWL globally AWL ■ Interact Put students in pairs to play a card game.
appeal grilled 1. Give each pair 20 index cards or small pieces of paper.
background health-conscious Have them write 10 restaurant names and 10 foods on
consumer AWL immigrant AWL the cards and then trade cards with another group.
create AWL preference
cultural AWL seaweed 2. Students mix up their new cards and place them
croquette strategy AWL facedown. Have students take turns choosing two
globalization AWL uniquely AWL cards from their pile. They read the words and make
a sentence using the words. Students should use
coordinating or correlative conjunctions in their
sentences.
2 Connecting Words and 3. Have a few students volunteer to say a sentence aloud
Phrases with Conjunctions to the class.
3 Connecting Sentences with
Reference: See The Teacher’s Grammar of English, Coordinating Conjunctions
pages 595–602; 607–609; 610, Activity 1.
pages 595–599, 608–609.
■ Beware In sentences that have both . . . and as the
subject, the verb agrees with both, and therefore is ■ Teacher Support Resource Book, General Teaching
plural. This is true whether the nouns are plural or Suggestions See suggestions for Grammar
singular. For example, in the sentence Both hamburgers Presentations, pages 5–6.
and hotdogs are fattening, the nouns are plural and so ■ Chart Tip To reinforce students’ understanding of
is the verb. In Both the waiter and the hostess were rude, Charts 3.1 and 3.2, review independent clauses. Write an
the nouns are singular, but the verb is plural. Point out example on the board, such as French fries are delicious,
this rule to students, and highlight the fact that this is but they are fattening. Ask students for the two clauses
different from the rule for using verbs with either . . . or, and coordinating conjunction, and label them. Then ask
not only . . . but also, and neither . . . nor, which agree with what the difference is between this sentence and French
the closest noun. fries are delicious but fattening. Make sure students
understand that the two independent clauses in the
first example each contain one subject and one verb,
whereas the second example has only one independent Grammar Application
clause with one subject and one verb. Also point out ■ Speaking and Writing Expansion After Exercise 4.2C,
that independent clauses can stand alone, unlike the write the following questions on the board:
relative clauses in Units 21–23.
1. Have you ever eaten raw fish?
Grammar Application 2. Did you eat it at a Japanese restaurant?
■ Writing Expansion After Exercise 3.1, have students 3. Do you eat raw fish often?
write new sentences by changing the coordinating 4. Do you like raw fish?
conjunction and adding an appropriate ending. Make 1. Have students write the questions on a piece of paper.
sure students understand that they can use and, but, Then have students walk around the classroom and
or, so, or yet in their sentences, for example, FoodCo interview their classmates. They should talk to at
opened 100 stores in the United States in 2008, yet they least four people and write down their answers next
opened only one store in Canada that year. Have students to the questions.
compare their sentences with a partner. Then have a few
2. After everyone has finished their interviews, tell
students volunteer to read a sentence aloud to the class.
students to write a summary of their findings using
■ Speaking Expansion Extend Exercise 3.4 by having reduced sentences and verb forms.
students work in groups to discuss local food tastes. Tell
3. Have students compare their summaries with a
them to choose a fast-food restaurant and discuss ways
partner. Then have volunteers read one or two of their
that they could use food localization to help sales. They
sentences for the class. Go over any questions as a
should use coordinating conjunctions with independent
class.
clauses in their discussions as much as possible. Have a
few groups volunteer to share their ideas with the class. ■ Tech It Up For homework or in the language lab, have
students do online research about three fast-food
restaurants. Tell them to find information about their
4 Reducing Sentences with locations, menus, and other logistical information. Then
Similar Clauses have them write five sentences about their findings.
They should reduce similar clauses in their sentences
as much as possible. Back in class, put students into
Grammar Presentation small groups. Have students take turns comparing the
information on the restaurants they researched and
sharing their sentences.
pages 603–604; 606; 610–611, Activity 2.
■ Teacher Support Resource Book, General Teaching 5 Avoid Common Mistakes

Presentations, pages 5–6. ■ Beware Some students will likely forget to invert the
■ Chart Tip Before class, write the following sentence subject and auxiliary verb when reducing sentences
onto small cards or pieces of paper (one word per card): with correlative conjunctions. Correct any such errors
I have eaten dinner, and she has, too. Then on another you hear with the class.
card, write the word so. In class, as you go over Charts
4.1 and 4.2, emphasize the word order of the sentences.
Ask for a few more example sentences and write them 6 Grammar for Writing
on the board. Have students come up to label the parts
■ Alternative Writing Task Have students write their
of speech of the sentences. Then put students into
paragraphs about the globalization of food from another
groups of three or four. Give them the cut up sentence
country. They should discuss which local dishes are
that you prepared before class. Have them put the
popular in that country, and list the countries and the
sentence in order. After that, have them replace the
ways that the local cuisine is changed when it is served
“too” card with the “so” card and rearrange the sentence
in other countries. Allow them to use the Internet to
accordingly. (I have eaten dinner, and so has she.)
research if needed. Make sure students know that they
■ Beware Make sure students understand that sentences should use coordinating and correlative conjunctions in
with and . . . too and and . . . so have exactly the same their paragraphs.
meaning. For example, I have eaten there before, and
so has she means the same as I have eaten there before, The Unit 26 test and answer key can be found on the
and she has, too. This is also true in sentences with and CD-ROM in the back of the Teacher Support Resource
. . . either and and . . . neither. For example, The chicken Book.
wasn’t cooked, and neither was the fish means the same
as The chicken wasn’t cooked, and the fish wasn’t, either.
UNIT
27
Adverb Clauses and Phrases
Consumerism

■ Speaking and Writing Expansion After Exercise 2.2C,
Students will learn and practice
have students discuss and/or write about the shopping
• using subordinators and adverb clauses,
habits of different people.
• reducing adverb clauses, and
• using subordinators to express purpose. 1. Join pairs together to form groups of four. Have group
members talk about how shopping habits differ
between younger people and older people or between
men and women. Ask them to consider specific
1 Grammar in the Real World examples that support or contradict the generalities
■ Teacher Support Resource Book, General Teaching they come up with, for example, While women usually
Suggestions See suggestions for Grammar in the Real enjoy shopping more than men, my father likes to shop
World, pages 4–5. much more than my mother does.
2. Have students work individually to write six to
Vocabulary eight sentences with adverb clauses based on their
conversation.
activate financial AWL
addict percentage AWL 3. Put students in new groups to share their sentences.
affect AWL professional AWL ■ Tech It Up Expand on the consumerism topic by having
constructive AWL seek AWL students search online for more information. Tell
depressed AWL statistics AWL them to type in search terms for a particular area of
interest, for example, consumerism in Latin America or
consumerism among youth. Have them write sentences
2 Subordinators and about ideas they find in one or more articles and make
sure their sentences include adverb clauses. Have
Adverb Clauses students share their sentences in groups when they
return to class.
Reference: See The Teacher’s Grammar of English, 3 Reducing Adverb Clauses
Suggestions See suggestions for Grammar Reference: See The Teacher’s Grammar of English,
Presentations, pages 5–6. pages 550–551.
■ Chart Tip After you have gone over Charts 2.1 and 2.2,
check for understanding of the various subordinators ■ Teacher Support Resource Book, General Teaching
by writing adverb clauses on the board, for example, Suggestions See suggestions for Grammar
Although they can’t afford to keep shopping, Even though Presentations, pages 5–6.
he only bought things on sale, Because the discount stores ■ Chart Tip After you go over Charts 3.1 and 3.2, write
are open 24 hours, While shopping addiction doesn’t sentences with reduced adverb clauses on the board and
sound like a serious problem, While the shopping addict ask students to write the sentences with the full form,
was walking through the store aisles, Since any addiction for example, Being a careful shopper, I always look for
can be embarrassing, Since he went to the mall last week. discounts (Since / Because / As I am a careful shopper);
Have students write main clauses to complete the Having lost her credit cards, she can no longer charge
sentences. Call on students to write their sentence purchases (Since / Because / As she has lost her credit
completions on the board. Discuss which subordinators cards); Before paying for the items, he checked his bank
could be replaced with another (because with since or as balance (Before he paid for).
with while).
■ Writing and Speaking Expansion After Exercise 3.2, ■ Interact Have students work in small groups to write
have students use reduced adverb clauses to write about eight to ten simple statements using future and past
a shopping trip. verb forms. They should complete the statements
1. Put students in groups of three to discuss an unusual using the subordinators from Chart 4.1. When they
shopping expedition. Provide questions to guide the have finished, the first student in each group reads
discussion, for example, Have you or someone you a statement. The next student completes it using
know ever traveled a long distance or gone somewhere a subordinator and then reads one of his or her
unusual to shop? Where did you / they go? What did you statements for the next person to complete. Tell
/ they buy? Describe the expedition. students to continue around the circle until all of the
statements have been read.
2. Tell groups to choose one or more of the stories
to write sentences about. Tell them to use adverb
clauses with while, before, after, since, and because. 5 Avoid Common Mistakes
Have them leave several blank lines below each
sentence. ■ Beware Students may be confused by the subordinators
3. Have groups exchange papers. Tell students to work with two meanings, since (reason or time) and while
together to write reduced versions of each of the (opposite idea or time). Review these meanings before
adverb clauses in the story. they complete their final assignment by providing
4. Call on a student from each group to share several of sample sentences, for example: Since she loved shopping,
the reduced adverb clause sentences with the class. she went to the mall every day (reason) or She has been
tired since she went shopping yesterday (time).
4 Using Subordinators to Express

Purpose
■ Level Up Have higher-level students approach the
Grammar Presentation writing assignment as a persuasive essay. Tell them to
develop a thesis statement (Shopping at thrift stores
Reference: See The Teacher’s Grammar of English, and garage sales is good for consumers and good for the
pages 552–556. environment.) and include examples in their paragraph
that support their thesis.
Suggestions See suggestions for Grammar The Unit 27 test and answer key can be found on the
Presentations, pages 5–6. CD-ROM in the back of the Teacher Support Resource
■ Chart Tip After you go over Chart 4.1, write simple Book.
main clauses on the board and ask students to use
different subordinators to write endings for them, for
example, I went shopping on Saturday (so that I could
get everything we needed / in order to buy food for the
week).
UNIT
28
Connecting Information with
Prepositions and Transitions
Technology in Entertainment
prepositional phrase, and the other looks at the

Unit Objectives
categories on the board and then says which one it
Students will learn and practice falls under. The first student should ask about all of
• connecting information with prepositions and the prepositional phrases in random order before they
prepositional phrases, and change roles.
• connecting information with transition words.
Grammar Application
■ Writing Expansion After Exercise 2.2, have students
1 Grammar in the Real World rewrite the sentences using an alternate prepositional
■ Teacher Support Resource Book, General Teaching phrase. For example, in number 3, students could
Suggestions See suggestions for Grammar in the Real change the sentence from An athlete’s career could be
World, pages 4–5. destroyed because of injuries to An athlete’s career could
be destroyed due to injuries. If there’s not an equivalent
■ Note As a class, discuss examples of motion capture prepositional phrase, they should leave the sentence
technology that students are familiar with or have unchanged. Remind students to check capitalization
contact with in their everyday lives (video games, and punctuation in their new sentences. When students
movies, etc.). are done, have them compare their sentences with a
partner. Then have a few students volunteer to read a
Vocabulary sentence aloud to the class.
animation realism ■ Speaking Expansion
consequently AWL realistic
1. After Exercise 2.3B put students into groups of three.
despite AWL spin
Give each group 10 index cards or small pieces of
diagnose sequence AWL
feature AWL tight
paper. Have them write the following prepositional
finally AWL treadmill phrases on the cards (one phrase per card): as well
furthermore AWL unique AWL as, besides, because of, as a result of, due to, instead of,
generate AWL virtual AWL except for, despite, and in spite of.
movement 2. Have students mix up the cards and place them
facedown. Students take turns choosing a card from
the pile. Then they read the prepositional phrase and
2 Connecting Information with make a sentence using it.
■ Tech It Up For homework, have students watch an
Prepositions and Prepositional animated movie. Encourage them to watch a movie in
Phrases English with English subtitles if possible. Have students
write a summary of their opinion about the movie. They
Grammar Presentation should include answers to the following questions in
their summaries:
Reference: See The Teacher’s Grammar of English, 1. Overall, did you like the movie? Why or why not?
pages 615–623. 2. How was the animation?
■ Teacher Support Resource Book, General Teaching 3. Discuss three strengths of the movie.
Suggestions See suggestions for Grammar 4. Discuss three weaknesses of the movie.
Presentations, pages 5–6. Tell them to use prepositional phrases to connect ideas
■ Chart Tip After you go over Chart 2.2, reinforce the in their opinion summaries as much as possible. Back in
meanings of the prepositional phrases by having class, put students into small groups. Have students take
students quiz each other. Write the following categories turns describing the animated movie that they watched,
on the board: emphasizes another idea, gives reasons, and sharing their opinion summaries.
gives alternatives, gives exceptions, and shows contrasting
ideas. Put students into pairs. One student says a
3 Connecting Information with summarize. Then put the index cards in a hat or cup.
If you have a large class, prepare enough hats / cups
Transition Words with words for each group of 10 to 12 students to
have one.
Grammar Presentation 2. In class, have students stand in a circle. If you have
a large class, break students into groups of 10 to 12,
Reference: See The Teacher’s Grammar of English, and have them form circles. Have the first student
pages 615–623; 629–633, Activities 1 and 2. start the chain by saying his or her opinion about a
popular movie, for example, I think The Final Day
has wonderful special effects. The next person in the
circle takes an index card out of the hat and adds
to the opinion, using the transition word or phrase
■ Chart Tip After you go over Charts 3.1 and 3.2, have on the card. The statement must connect to the
students practice using the transition words in previous statement or general idea of the original
sentences. Put students in pairs. Have them choose an opinion. For example, if the next student chooses a
animated movie and write five sentence pairs about it. card with on the other hand on it, the statement could
Each sentence pair should contain one of the transitions be On the other hand, the plot of The Final Day wasn’t
from Chart 3.2. After students have written their very interesting; if the student chooses a card with
sentence pairs, have volunteers read them aloud to the moreover on it, the statement could be Moreover, the
class. The class calls out other possible transition words costumes were excellent. Then the next student picks
or phrases they could use in their sentence pair. a transition word out of the hat, and adds to the
opinion using that word or phrase. Continue like this
Grammar Application until you have gotten all the way around the circle.
have students share their opinions about movies.
1. Write the following questions on the board: Do you
like animated movies or live action movies better? Why? ■ Beware Some students may overuse the expression on
Have students write a paragraph about their opinion. the contrary. In particular, they may use it when they
Their paragraph should include details to support should say however. Other students may say by another
their opinion and contain at least five transition side instead of on the other hand.
words.
2. Once students have finished their paragraphs, ask for
a show of hands to see which students like animated 5 Grammar for Writing
or live action movies better. Then have students get
■ Level Down Assist lower-level students in writing their
into small groups and discuss their opinions.
paragraphs by guiding them in creating outlines first.
■ Speaking Expansion Extend Exercise 3.3B by having Offer them the following format and have them fill in
students do a role play in pairs. the details individually:
1. Tell them to imagine that one of them is a talk show 1. Topic sentence: thesis statement
host and the other is a movie critic. The talk show
2. Three details/ideas that support your thesis
host is interviewing the movie critic about movies
with animation or special effects. The movie critic 3. One argument that challenges your thesis and why it
should discuss the two movies he or she wrote about is not a good argument
in Exercise 3.3B. 4. Conclusion: summary of your thesis and the
2. Have students change roles so that they can practice supporting details
each part. Have students use their outlines to help write their
3. Have a few pairs volunteer to perform their role plays paragraphs.
for the class.
■ Interact Play a chain game. CD-ROM in the back of the Teacher Support Resource
1. Before class, write the following transition words Book.
on individual index cards: in addition, furthermore,
also, moreover, instead, on the other hand, in contrast,
therefore, thus, as a result, consequently, and to

Grammar and Beyond Level 3 Unit by Unit Teaching Tips PDF

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Grammar and Beyond Level 3 Unit by Unit Teaching Tips PDF

Uploaded by

Copyright:

Available Formats

UNIT

Unit Objectives Data from the Real World

■ Teacher Support Resource Book, General Teaching

Reference: See The Teacher’s Grammar of English,

■ Teacher Support Resource Book, General Teaching

■ Beware Although the simple past and past progressive

1 Grammar in the Real World Grammar Application

Unit Objectives Grammar Application

3 Present Perfect vs. Simple Past

■ Teacher Support Resource Book, General Teaching 6 Grammar for Writing

Unit Objectives Grammar Application

Unit Objectives Grammar Application

■ Chart Tip After you go over Chart 2.2, reinforce the

Unit Objectives Grammar Application

Grammar Presentation 3 Modals and Modal-like

Unit Objectives Grammar Application

2. Have students choose one word from each noncount

6 Grammar for Writing

1. Put students into pairs. One of them is a decorator, and

1. Conduct a class discussion to help students get ideas.

■ Teacher Support Resource Book, General Teaching

■ Teacher Support Resource Book, General Teaching 5 Avoid Common Mistakes

students compare sentences with a partner. As a class,

Unit Objectives Grammar Application

■ Beware Understanding the meaning of negative

1. Put students in small groups and give them ideas

■ Teacher Support Resource Book, General Teaching

Unit Objectives Grammar Application

1. My co-worker said I don’t feel like working today

■ Teacher Support Resource Book, General Teaching Grammar Application

Unit Objectives Grammar Application

19 English as a Global Language

Unit Objectives Data from the Real World

1 Grammar in the Real World Grammar Application

2. Write several main clauses on the board and

4 Subject Relative Clauses 6 Grammar for Writing

Unit Objectives Grammar Application

Grammar Presentation Reference: See The Teacher’s Grammar of English,

to complete the sentences. Call on individuals to write

3 Reduced Relative Clauses

Unit Objectives Grammar Application

Unit Objectives Grammar Application

Unit Objectives Grammar Application

■ Teacher Support Resource Book, General Teaching 5 Avoid Common Mistakes

Unit Objectives Grammar Application

4 Using Subordinators to Express

prepositional phrase, and the other looks at the

You might also like