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1991 Hall, Shepheard - The Anti-Grammar Grammar Book - A Teacher's Resource Book of Discovery Activities For Grammar Teaching PDF
1991 Hall, Shepheard - The Anti-Grammar Grammar Book - A Teacher's Resource Book of Discovery Activities For Grammar Teaching PDF
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Contents
Longman Group UK Limited, Acknow[edgements lPrliJi! /l.wllbers refer to Teacher's Notes. Wurksheet rej[;rences are qil'ell uncler 'Materials'.)
Longman House, Bumt Mill, Harlow,
Essex CM20 2.JE, England
and Associated Companies throughout the world.
We would like to thank the Principal, staff anrt students of
Angloschool, Lundon, \virhollr. \. . hO!if: help this book \\o'ould
be the poorer. I Verb Form: I Activity Type: I Level:
Time:
We are grat.eful to thl' full(ming fur permission t.o reproduce
© Longman Group UK Limited 1991 copyright material;
Introduction 8
.411 rights reserved; Ito part of this publication
BBC Enterprises Ltd for tht' article ',Iy Kind of Day' by
may be rl!'produced, stored in a retrieval system,
William Greaves frum Rw/iu Tillles 1:3-19 January 1990 (pub
or transmitted in anyJonn or by any means, electronic,
BBC Magazines); The Guardian fur an extract from the article PART A
mechanical. photocopying, recording or otherwise,
'Australia Muurns' from Tllf' G/I(lnlifW lD.2.8:3; Penguin
tVitlwul the prior lorillen pennission of the Publishers.
Buoks Ltd fur the adapted extracts 'The World Divorce
Section 1: Presents
Recurd Hulder', 'The Ll'a.,t Succl'ssful Target Practice', 'The
First published 1991
Least Alert Burglar', 'The ,lost Unsuccessful Prison Escape' & 1.1 [m Zoo Present simple, Correcting errors Mid-int. - adv. 12
Second impression 1991 present continuous
'The Worst Bank Robbers' from Tltl' D()()k (.if Heroic Failures of form and use 30 mins
by Stephen Pile (pub Viking. lUH!J), cupyright © Stephen Pile,
Set in 10/11 Century Light 1 ') Mini-contexts Present simple Presentation Int. - upp.-int. 13
[!J79, IUB!); the authur, Tim Radfurd fur his adapted article
Produced by Longman Singapore Publishers Pte Ltd
Printed in Singapore
'Afril'a hract's itself for ne\\" plague' from The Guardian 40 mins
10.5.8H; Robson Hooks Ltd fur l'xtracts fwm Help! I'm a
[SBN 0 58~ O:33DO X
PrL'i(Jf/lJr ill (l TU(J(lt1Jflsle Fw:lonl by ,John Antrobus; Scope 1.:3 Personality Present simple Information Int. - adv. 15
Features (Photugraphers Agt'nL,) Ltd for the extracts 'All Our exchange 50 mins
Y,'st<!rdays' & 'Ll'gwurk' from TV Tillie", 9-15 April 1988; Solo
Syndicatiun & Literal)' Agl'lH':y Ltd fur an extmct from the 1.4 Galactic shuttle Present simple Communicative Int. - upp.-int. 16
Copyright articit' 'Shuuld \\'t,-' bl' PftJud of our British cool'?' from
This work is copyright, but copies of pages.indicated by a WfJman's OU'II OA.88; Times Nt.'wspapers Ltd, London, for an
practice 30 mins
copyright line may be made \\<;thout fee or prior permissiun, l'xtract from the article 'Girl Had Bullet [n Her Scalp' by Craig
provided t.hat these copies are used only for class sels, and Seeton from TIll' Tilll!'s IU.IIJ.B/j; Transworld Publishers Ltd
1.5 Future action Present simple Controlled Int. - upp.-int. 18
solely \'vithin the institution. ror which the work is purctHl'it~d. & the author's agent for extracts & adapted extracts from The practice 30-40 mins
Fur copying in any other circumstances, prior written Book f!fNarrOIl' ES('"fl/!/JS by Pl'ler ~lason (pub Corgi Books),
permission must he ubt.ained from the Publishers and a fet' © Peter ~[a."Jl1 IUS~; the authur, ,Iichael White for his article 1.6 We are continuing Present continuous Presentation Int. - adv. 19
may be payable. 'US Telephone Thief ~lakL's His LL,t Call' from The Guardian presently (A) 30 mins
:11.8.8S.
1.7 We are continuing Present continuous, Summary of time Int. - adv. 20
We are grateful to the follu\\ing for permission to reproduce
cartoons and other copyright material;
presently (B) present simple reference/use, 50 mins
contrast of
Camera Press, page l-U; Conunercial Union Assurance, page
1;3:3; cartoon by Boris Drucker, © 1!)8~, from ThE New Yorker
verb forms
Magazille, Inc; Patrick Eagar Photography, page 146; Express Upp.-int. - adv.
Newspapers/Daily Sial', page 138; Friends of the Earth, page
1.8 Time box bingo Present continuous Categorising 21
153; The Guardiall, page 1~8; London Theatre Guide, page time adverbials 30 mins
1~ I; cartoons by Edward ,lcLachlan from The Book of
NClrroll' Escapes, Peter ,1ason, Corgi Books, pages 127 and 1.9 The changing present Present continuous Discussion Mid-int. - adv. 22
135; Mirror Group Newspapers, cartoons from Daily Mirror 50 mins
Lewg"t .. r Cartoons 4, 198~, pages 91, 117, 118 and 121; News
[nternational Newspapers/The Sun, page [38; Otto 1.10 Progress report Present simple, Contrast of Mid-int. - adv. 23
Reisinger/Eurocartoon, page 8;). present continuous verb forms 50 mins
Designed by Ann Samuel 1.11 Guess who? Present simple, Communication Int. - upp.-int. 24
Illustrated by B.L. Kearley Ltd present continuous games 30 mins
1.12 Perfect choice Present perfect sin1ple, Correcting errors Int. - adv. 25
present perfect of form and use 40 mins
continuous
1.13 Africa braces itself Present perfect simple Presentation Upp-int. - adv. 27
30 mins
1.14 Locusts past and Present perfect simple, Sununary of time Mid.-int. - adv. 28
present past simple reference/use, 30 mins
contrast of
verb forms
:j
a •
1.15 Tense moments Present perfect simple, Sorting time [ut. - adv. 29 ~.:l Tunnel ball Principal parts of Controlled lnt. - upp.-int. 43
past simple adverbials 20 mins irregular verbs practice 20 mins
1.16 [s the time up? Present perfect simple, Contrast of Int. - adv: 30 ~A Volley ball Principal parts of Controlled Int. - upp.-iut. 44
past simple verb forms 45 mins irregular verbs practice 211-:30 mins
1.17 Have you got the Present perfect simple, Matching time Int. - adv. 31 :2.!1 Who was Jack the Past continuous Correction of Int. - adv. 45
right time? past simple adverbials 20 mins Ripper? errors of form 20-30 mins
US Time sort dominoes Present perfect simple, Matching time [nt. - adv. 32 ~.Ij Continuous contexts Past continuous Presentation Upp.-int. - arlv. 46
and A perfect match past simple adverbials, 40 mins :30 mins
sentence building
2.7 Continuous continued Past continuous, Summary of time Int. - adv. 47
1.19 Townscapes Present perfect simple Communicative Int. - adv. 33 past simple reference/use, 30 mins
practice 30 mins contrast of
Present perfect Presentation [nt. - adv. 34 verb forms
1.20 The search continues
continuous 25 mins ~X Sea saga Past continuous, Information Upp.-int. - aclv. 48
Present perfect simple Summary of time [nt. - adv. 35 past simple exchange :30-40 mins
1.21 The search has been
going on and on and and continuous reference/use, 30 mins 2.D Assam: Perfect tea - Past perfect simple, Correcting errors Int. - adv. 50
on... contrast of verb [s it a thing of the past perfect of form 40 mins
forms past? continuous
1.22 Time for a change Present perfect simple, Controlled Int. - adv. 35 2.10 Penalty shot Past perfect simple; Presentation, Upp.-int. - adv. 52
present perfect practice 20-30 mins past simple summarY of time 40 mins
continuous referenc""e/use,
1.23 Cassette sales Present perfect simple, Practice Int. - adv. 36 contrast of
present perfect 40 mins verb forms
continuous, 2.11 Romeo, Romeo, Past perfect simple Parallel writing Upp.-int. - adv. 54
present continuous, ohhh ... 60 mins
past simple
2.12 Flashback Past perfect simple, Controlled Int. - adv. 55
1.24 Ups and downs Present perfect sinlple, Communicative Int. - adv. 37 past simple practice 40-50 mins
present perfect practice 45 mins
continuous, 2.13 The perfect detective Past perfect simple Problem solving, Upp.-int. - adv. 57
present continuous, highlighting 35-50 mins
past simple sequence
1.25 Deleted Present perfect simple, Controlled Int. - adv. 38 2.14 Antarctica outside Past perfect Presentation Upp.-int. - adv. 58
transformations present perfect practice 40 mins Atlantis inside continuous 20-30 mins
continuous 2.15 Practice makes perfect Past perfect continuous Summary of time Upp.-int. - adv. 58
1.26 Deadly mistake Present simple, Correcting Int. - adv. 39 reference/use 45 mins
present continuous, errors of use 45 mins
present perfect sinlple, 2.16 Perfect one liners Past perfect continuous Controlled Int. - adv. 60
present perfect practice 30-50 mins
continuous 2.17 Man-eating shark Past perfect continuous Parallel Upp.-int. - adv. 60
\Hiting 60 mins
~.IS Union jacks All pasts Correction of Upp.-int. - ad,·. 61
Section 2: Pasts errors of use 45 mins
2.1 Fruit machine: Is it Past simple Correcting errors Int. - upp.-int. 41 2.Hl Story swop All pasts Conununicative Int. - adv. 62
a mistake? of form 50 mins practice, SO mins
\Hiting narrative
2.2 Past a joke Past simple Presentation Int. - adv. 42
20-30 min
4 !)
Section 3: Futures
:3.1 How simple is the Future simple Highlighting the Upp.-int. - adv. 64
future simple? wilVshall distinction 20 mins :3.15 Perfection at last Future perfect SUmmary of Upp.-int. - al!\·. 80
continuous, future time reference/ 20 mins
3.2 Funny future Future simple, goill'1 Presentation and Mid.-int. - adv. 64 perfect simple use, contrast of
to future, present summary of uses .50 mins verb forms
simple, present
:3. [{j What future? Future simple, Correction Upp.-int. - ad\'. 81
continuous
future continuous, of errors 40 mins
3.3 Journalist of the Future simple, goin'1 Controlled Mid.-int. - adv. 66 future perfect of use
future to future, present practice 40-50 mins simple and continuous
simple, present
:3.17 Futuristic city? Future perfect simple Communicative Upp.-int. - alk 81
continuous
ane! continuolls, future practice 30 mins
3.4 Double date Future simple, goiny Information lnt. - upp.-int. 67 simple, future
to future, present exchange 40 mins cont.inuolls
simple, present
continuous PARTB
3.5 Anyone for cricket'? Future simple, yoillg Correction Mid.int. - adv. 68 Worksheets 83
t() future, present of errors 50 mins
simple, present of use
continuous
3.6 Who will be dancing Future continuous Correction Mid.-int. - 69
in the streets? of errors of upp.-int.
form 20-30 mins
3.7 Gilbert Future continuous Presentation Upp.-int. - adv. 70
25 mins
3.8 Caribbean future Future simple, Summary of Upp.-int. - adv. 71
future continuous time reference/ 30 mins
use, contrast of
verb forms
3.9 Siesta Future continuous Controlled Mid.-int. - 72
practice upp.-int.
30 mins
3.10 The perfect future Future perfect Correction Upp.-int. - adv. 74
for the kangaroo? simple and continuous of errors of 30 mins
form
3.11 2001 and the ozone Future perfect Presentation Upp.-int. adv. 75
story simple 30 mins
3.12 Ozone - a thing of Future perfect Summary of time Upp.-int. - adv. 76
the past or the future? simple, future reference/use, 25 mins
simple contrast of \'erb
forms
3.13 By the time you're Future perfect Controlled Int. - upp.-int. 78
100... simple practice 20-30 mins
3.14 Problems, problems, Future perfect Presentation Upp.-int. - adv. 79
problems I continuous 30 mins
6
INTRODUC ilr Ai
Introduction worked through in tandem. This is normally the case when a particular tense/verh
form has been initially presented and is then contrasted wit.h another form. When
this applies, mention is made in the teachers' notes - for example, uses of the
present continuous are presented in contexts in 1.6 'We are continuing presently'
(A), and then the uses are summarised and the present continuous contrasted witll
Anti-grammar grammar? the present simple in 1.7 'We are continuing presently' (8). In this case it would.
therefore, be difficult to do the second set of activities \\ithout completing the tirsl.
The Anti-Grammar Grammar Book certainly promotes grammar - the
Alternatively, The Anti-Grall/.mar Grall/m.ar Buuk can be used selectively tu
investigation of rules of form and corresponding meanings in the language sy~tem.
supplement other course books which at the upper-intermediate to advanced ll'wl
It is anti-grammar in that it sets out to avoid giving students rules. Instead It
often lack the space necessary to provide sufficient material in grammatical areas,
casts the students in the role of 'thinker', providing them mth cognitive,
especially when remedial work becomes necessary.
problem-solving tasks to discover grammatical rules and meanings for themselves.
The material does not say, 'Here is a rule and a meaning, learn them!' but rather,
'Here is a sample of English - discover the rules and meanings for yourself!' Form
The Allti-Graw:mar Grammar Bouk also sets out to avoid the conventional The approach to form is through error correction. Common errors of form gathef'('d
gap-till and transformation exercises which proliferate in existing materials. Instead from student classroom production are presented for examination and correction.
it provides a variety of cognitive, involving, and creative activities to practise . Finally, meaningful sununary tables are completed by the students. In this way till'
language both in controlled and freer frameworks. The content of the .exerclses IS students collaborate in compiling their own reference tables.
intended not just to present and practise language areas but to be of mterest to the
student in its own right. All of the activities have been fully tried and tested in Meaning
classrooms.
The verb forms are presented in written contexts and students guided towards all
Content and organisation understanding of concepts and use. The texts aim not simply tu contextualise till'
verb forms but also to engage the students' interest. To this end the book includl's
The Anl'i-Grmnm.ar Grammar Book is a granunar resource book providing articles about environmental issues, cartoons and humorous material, true stori('s Ill'
alternative and supplementary material to present and practise verb forms in the an unusual and intriguing nature, and items of cultural interest. As \vith the
present, past, and future. Each resource activity consists of photocopiable student approach to.form, students complete sununary tables for their own future refen'lwI·.
material introduced by detailed teachers' notes in the first half of the book. The
teachers' notes contain aims, suggested levels and time frames, materials required, Timelines
step by step classroom procedure, and keys to the exercises. I
There are three sections: Classroom experience shows that diagrams and time lines can be a useful way of
provoking discussion and exploring time reference. Interesting discussion areas
Presents: Present simple, present continuous, present perfect simple, present come up. For example, is She works iu [L bank to be represented as a series of
perfect continuous repeated actions or as a permanent state')
2 Pasts: Past simple, past continuous, past perfect simple, past perfect continuous Timelines are included in the teachers' notes as part of an optional exercise.
Two strategies are possible - either students can devise their own time lines and
3 Futures: Future simple, future continuous, future perfect simple, future perfect discuss them, or the teacher can put the suggested timelines on the board for
continuous, present simple, present continuous, going to students to match with the example sentences in the summary tables.
The materials focus solely on these three areas for the sake of completeness and to There are several different ways of representing verb forms - for an excellent
avoid providing a mere scrapbook of bits and pieces. discussion of the topic, see the section on Diagrams in Chapter 21 of The Eng! isli
Verb by Michael Lems (LTP). We have adopted the follO\ving system:
Target students
The material is mainly intended for upper-intermediate and advanced students who
have met most of the tenses and verb forms of the language. The material acts as a
re-presentation in one block of the forms and meanings of each tense or verb form. x single event/action He flew to Russia. (past
In this way the tenses or verb forms are reviewed for remedial purposes and to simple)
give students an overall picture of the tense and verb form system. The material PAST ~IOW FUTURE
would be suitable for students preparing for Cambridge First Certificate and for
those at a pre-Cambridge Proficiency stage. The exercises have also been used \vith
EFL teachers at trainee and post-experience levels.
x Ix)(x) event/action possibly He's been to Russia. (present
repeated one or more times perfect!
Role of the material in the course PAST NOW FUTURE
')
The Anti-Grammar Grammar Book can be used on its own as a grammar course. x /xj(xl
To this end, the activities and exercises are arranged in sequences moving from
presentation to production. A number of the exercises have been planned to be
8 !)
7
Ii'JTP.or.J( ,(. i'l ,; i
INTRODUCTIO~I
xxxxxx repeated action/permanent He goes to Russia (present til" acti\·itic's. This has been fuund tu be n~ry I11uti\'ating with a lut of classr,s Ilf all
habit every month. simple) ages. However, where this approach does not suit particular gruups, the activit iI'S
PAST I'JO\/I FUTURE
can still be carried out by simply removing the competitive element.
.,
:< x x
I x x Error correction
We have recommended in the teachers' notes to productive and communicative
CV'JV' temporary state/event He's flying to Russia (present exercises that errors made by students are noted down by the teacher and
at the moment. cantin uous) corrected with the students after the productive tasks have been completed. This is
PAST r"JOV'/ FUTURE because we feel that it is probably not a good idea to interrupt an activity as IOl1g
as cummunication is taking place. We suggest that one of the following proce(\urt's
~~j=AANVV
is adoptee\. During an activity the teacher can make a list of significant errors and
espl'dally those which concern the target language to be practised. This can 1)('
He's flying to Russia (present dune down (JIll' side of a sheet uf paper and then photocopied for distribution I"
~ temporary repeated
action/habit a lot these days. continuous) the class who then try to correct the errors for hOlllewDrk Dr in class, writing tlli'
correctiun down the other side of the page. AlterIlatiVl'ly, the errors can be writ t, '11
PAST i'~OW FUTURE
directly unlu an OHP transpan~ncy and then displaYl'd for the class to corn'ct in
~ pairs or groups. If an OHP is not available then till' C'lTors can be transcribed onl"
til!' IJuard ur written din'ctl.\· onto a large' cO\"l'rc'd shc'd. of care\. Another possilJilil.l"
is ttl ntll,' ,'rmrs tln slips of paper with the sturlt'nt's nall\e and to give thes,~ ttl Ih,'
permanent state He lives in Moscow. (present relevant students at the end of the activity for self-correctiun.
simple)
PAST I';O'N FUTURE
Time frames
I Clearly, the suggested till\,'S for the exerciSe'S can only be approximate and th,'
actual till\e takl'n will dt'!H'nd on the students, tile size of class, time of the
point of time He landed in Moscow (past simple) working day, ami so on. Where' class time is short, 5tlll\e of the exercises can \J,'
I
at four. carried out for homework and then followed up and discussed later in class.
.
PAST '·DW FUTUP.E
Teacher training
* I The presentation and contrastive material has been found to be very'effective for
developing the language awareness of teacher trainees. It has been used with
period of time He was flying for two (past non-native speaker teachers, with native speaker trainees on initial training courses
~ continuous)
hours. like RSA Cambridge Certificate in TEFLA courses, and on in-service training and
PAST '·;OW FUTURE post-experience courses like those leading to the RSA Cambridge Diploma in
ZHDUIU TEFLA. The exercises have a dual value in both extending language awareness ami
hNvv.J
I showing how such language areas can be presented at upper-intermediate and
advanced levels.
In practice we have adopted two approaches. In t.he first case trainees were
asked to work through the material as it stands. Alternatively, we have deleted the
When students are unfamiliar with timelines, examples could be given from the above questions from the contexts or the contrastive sets of sentences and asked trainet's
list and then students could try drawing timelines for some of the other sentences. to work out the basic uses of the verb forms unguided.
Alternatively, students can match the timelines to the sentences.
Group discussion
There is a good deal of emphasis on pair and group discussion in the su~gested
procedures in the teachers' notes. We recommend that the teacher reframs from
providing answers and solutions until the class has reached Its own conclUSions. In
this way students have more involvement and responslbllity for the ~e~~nmg.
process. We strongly advise that students complete the worksheets ll1ltmlly 111
pendl so that adjustments can be made later to pro\lcle a final record and
summary of forms and meanings.
Team games
We have included a number of game frameworks \\ith points systems for some of
II
10
Section 1 6 Incorrect: The guide doesn't/does not look well today.
7 Correct . .. .... .
Presents 8
9
10
Incorrect: Wait a second,·Andrew.Tll come/I'm coming with
Incorrect: Why aren't y()u~coming .to seethe lions?
Incorrect: The eJeph!intand~itsbabyare~coming.··
11 Incorrect: Here com~"th'e keeper.:·;';;J,S":>·
12 Incorrect: The cartoonist£omes·iromGermany.·. .
13 Incorrect: Why do they thi'oy,,·t!i.eirsci:ilP'son the:floor of the
1.1 1m Zoo 14 Incorrect: Aren'tIVtoi:ki~g'ln't}le'*o~'gpjace?' .' ..
~'. "
KEY KEY
[]] Correcting errors [6J Reading contexts and answering questions: suggested answers
1 Correct 1 a) What do you usually do at Christmas? b) ii) Christmas holidays in general
2 Incorrect: Do you understand this? (However, this is acceptable as an expression of 2 a) iii) the cassette recorder. b) How do I/you use/record with this cassette recorder?
surprise.) 3 leaves/departs
3 Correct 4 The Earth travels at about 107,000 km an hour.
4 Incorrect: Look! There's the one who always gives us food. 5 Permanent, hence the present simple. (The present continuous would suggest the
5 Incorrect: The ones with cameras always find us so interesting.. situation was temporary.)
I .J·,
12
'tz 7
1.4 GALACTIC SHUnLE
2 You press the eject button and instructions 2 Ask the students to work in pairs to devise questions on what they would like t(l
then ... V know about him or her.
3 There's a slow train that leaves public timetable/ 3 Write their questions on the board getting students to correct them as necessary.
at 10.00. V
, I schedule
scientific facts
[[] Reading the texts to answer the class's questions
4 The Earth travels at about
107,000 km an hour. Iv I 1 Arrange the class in two groups, A and B,
5 Josceline lives in London with permanent 2 Give face down to the students in Group A a copy of 'Personality Part A',
her husband. V situations Sinlilarly, give the students in Group B a copy of Part B of the text.
6 Baker plays it up the line for sports commentary 3 Tell the class to scan the text and find the answers to their questions. Studl'1I1 s
Tolmey. V
I headlines -
turn over their texts and begin reading.
7 a) Australia mourns 4 When the time is up, students turn their texts face down and compare anS\\"'I'S
V
II I present events in their groups. Go over the answers,
14
1.4 GALACTIC SHU r r If
1.4 GALACTIC SHUTILE
III Groups exchange questions 2 During the role plays, the teacher can note errors for correction by the stud. 'lit s
at the end.
The secretary from Group A reads out their sLx questions for Group B to answer 3 Finally students come together to decide which travel agent offers the best dm!.
and vice versa.
KEY
Destination
An actor, John ~ettles.
Departure time
Price
VERB FORM Present simple
AIM Communicative practice of schedule use of the present simple
LEVEL Intermediate to upper-intermediate Type of service
TIME 30 minutes
MATERIALS One copy of 'Planet Planner' for half the class (page 17)
One copy of 'Galaxy Gliders' for a quarter of the class (page 88) Name of craft
One copy of 'Planet Hoppers' for a quarter of the class (page 89)
Extra information
IN CLASS
KEY
1.5 Future action
[2;J Checking sequence of tenses
VERB FORM Present simple a) incorrect b) correct and refers to the future c) incorrect d) correct but refers to habitual
AIM Controlled practice of the present simple in future time clauses with a variety of conjunctions action, not future action
Intermediate to upper-intermediate Note: The present perfect simple or continuous are also acceptable in the subordinate
LEVEL
clause with future reference. Example: When she has arrived, she'll send a
TIME 30-40 minutes
telegram/As soon as I've been working here for six months, I'll ask for a pay rise.
MATERIALS One copy of 'Future action' for each student (page 90)
IN CLASS
Teacher's Prompts
[6J Overviewing the contexts
a) make a cup of tea f) flood k) try on Give each student a copy of 'We are continuing presently: Part A'.
b) the fire brigade g) celebrate l) runner dead tired
2 Ask the students to read through the texts iY'IlurillY the r[u.estions and to J
c) shops in Palma, the capital h) cooler m) take off
categorise them into humorous or cultural.
d) leave you forever i) sigh with relief
e) arrest him j) ring [ill Reading the contexts and answering the questions
3 The students listen and find an appropriate prompt from the 'First future action' 1 Ask the students to work individually on answering the questions and then to
column. They select a conjunction, formulate a sentence, and shout 'Future compare with a neighbour.
action' as soon as they are ready.
2 Go over the answers with the class.
4 The first student to produce an acceptable sentence \\IDS a point for themselves
or for the team. KEY
Example: the teacher reads out runner dead tired. The students select finish
the marathon, and the conjunction as soon as. Then they formulate a sentence
like, As soon as the runner finishes the marathon, she'll be dead tired, and []J Answering the questions
shout 'Future Action'. The teacher writes it on the board. 1 a) A pun on note which can mean a musical note or a short message. b) yes c) no
5 If sentences are not completely correct, they score no points and the next 2 a) No, It's a contradiction for humorous effect. b) at the moment/now/temporarily
c) It's seen as temporary. d) Perhaps but this is not 'certain,
student or team wins a bonus point if they can correct it. Conjunctions can only 3 a) Fewer and fewer, Habits are changing, b) before c) yes d) Only if it is one
be used once and the game continues until all the conjunctions have been used o'clock on a Sunday!
up. 4 a) younger b) future c) yes
5 a) No, she sees no reason for pride. She thinks the British are timid. b) A very
frequent habit.
VARIATIONS 6 a) past continuous, present continuous b) yes c) The first is from the story, the
second from the blurb.
The teacher can use the same prompts again but insists on a different sentence.
The students or teams take turns and have 30 seconds to produce a sentence.
Finally, the class can write up sentences from the prompts in the table.
HI
18
GruttIZW:a&
1.7 WE ARE CO~ITII'IUII'IG PPESENTLY PART B 1.8 TI~IE BOX Blr'leO
1.7 We are continuing presently: Part B 5 English people are always emphasising very PAST NOW FUTURE
saying sorry, frequent action
VERB FORM Present continuous, present simple
AIM Highlighting and summarising six uses of the present continuous, contrasting present continuous 6 As Ronnie is cleaning his teeth setting the scene: PAST NOW FUTURE
and present simple one morning, he sees a message telling a plot
LEVEL Intermediate to advanced written in the toothpaste
TIME 50 minutes
MATERIALS One copy of 'We are continuing presently: Part B' for each student (page 92)
[Q Contra~ting presentcontmuous and present simple ,'>",'
1 a) ev~ry ~;/morning,etc,a)tefem toahabit, b) to oneparticular~cti~~
IN CLASS 2 Ii) perminient b) temporary , ,
3 a) one o'clock b) before one ",', "
[6J Completing the chart 4:a)"-'~'" >. ~_.*,-:;~'
5 b)
I Give each student a copy of 'We are continuing presently: Part B', 6 b)
2 Ask the class to work individually to enter the uses in the chart and then to
compare in pairs, Go over the answers,
WTimelines option
I If students are unfamiliar with timelines, give a few examples using the section
on Timelines in the Introduction (p,9),
1.8 Time box bingo
2 Ask students to draw timelines for each sentence and then to compare \vith a
neighbour. Alternatively, put the timelines in random order on the board for
students to match and draw, Go over the answers, VERB FORM Present continuous
AIM Sorting time adverbials to' correspond to five uses of the present continuous
[IJ Contrasting present continuous and present simple LEVEL Upper intermediate to advanced
TIME 30 minutes
Students work in pairs to complete the sentences, Go over the answers, MATERIALS One copy of 'Time box bingo' for each student (page 93)
One copy only of 'Time box bingo' sentences (page 94)
KEY
[AI Completing the chart and [ill Timelines option: suggested IN CLASS
answers
[6J Establishing the time references
Example sentence Use Timeline 1 Give each student a copy of 'Time box bingo',
2 Working individually, students read the five example sentences and match them
1 fm putting out a note for the temporary action PAST NOW FUTURE to the time boxes (A - E), They compare in pairs and the teacher goes over
milkman'at the moment. in progress now
:i them,
I I
"
'Not sure' box,
2 The student then hands the list of sentences to the next student who reads out
the second sentence, and so on,
3 If a student completes a box \vith five ac!\'erbials, they shout, 'Bingor'
20 21
!.9 THE CHM'ICif 1(: I 'I't Sr f J-
I 10 PPDGR!::SS I-{:I'I ,..
-I Th" studt'lit reads out the tive adverbials ami the class clwck they art' currel·t. ~ Reading and discussing the topics
TIlt' I eacher illt.ervenes only if necessary. I Give each st.ucient a COllY of The changing present' and ask t.hem to l'!'ati 1111'
G Till' game t.hell clJntinues. fourt.een st.atements ami to t.hink whet.her they agree or disagree \\ith tlll'lll.
fj If all twenty sent.ences have been read and no one has a full box, the class :2 Arrange the class in groups of twu to six and ask them to discuss their views 1>11
collaborate to sort (JUt. the live boxes. each of the statements together.
:3 During the discussion the teacher can note errors and correct them at. the 1'11<1.
KEY
IN CLASS VARIATION
[6J Introducing the topic As a final written exercise, the students complete their 'Progress report' she!'1 s
Ask students to give examples of things which are changing in t.he world at the selecting sentences from the 'Progress report: Jumble' list. This could be dOli!' as
nHlment. This may result in some in1tial disagreement and ciiscussion. homework.
:.:::;
22
1.11 GUESS WHO I I 2. PEP-FEeT G-l(':'* t
4 The third pack is put to one side in a slack face down. Each student takes a
1.11 Guess who ... card from this pack and keeps it confidential.
:) The aim of the game is for each student to idenlify the card held by the other.
VERB FORM Present simple, present continuous t5 [n turn each student asks the other a question to which the answer may be only
AIM Communicative practice of the present simple and present continuous res, Nu, or I dOli 'I klwl/'. Example: Is he 11·1'([,·i,l.IJ II Ii,'.', Dul's III:' go tl) lPurA' I)l/
LEVEL Intermediate to upper intermediate tmin!, Is he lrauellilllj to work b.1J tmin t(J(lIlY.'
TIME Version I: 30 minutes Version 2: 30 minutes Version 3: 30 minutes Through asking questions in this way, each student can eliminate some of the
MATERIALS Version I: One copy of 'Guess who .. .' for each student (page 99) cards and turn them face down until they think that they can identify the card
Version 2: One copy of 'Guess who .. .' for each group of 2-4 students, cut up into packs of 24 held by their partner.
cards I
Version 3: Three copies of 'Guess Who .. .' for each pair of students, cut up into packs of 24 7 The game can be played several times in this way. A variatiun is for each student tl}
cards take two cards from the face clown pack for identification by their partner.
S Monitor unobtrusively and note errors for correction later.
VERSION I
IN CLASS
z
--------------------lIIIIIp.,..--------------------
;)1:\
Negative (contraction) Haven't (I), you, we, they [g Focusing on time reference
question (contraction) Hasn't he, she, it 1 a) recent b) recently 4 a) future b) yes, in two months' time
2 a) possibly, but it's unlikely 5 a) future b) no
Tag They (contraction) 've haven't they? 3 a) we don't know - the indefinite
question charged Clark
(contraction) 's hasn't he? past
He
~ti
7
1.14 LOCUSTS PAST AND PRESENT 1.15 TENSE MO~lEr ITS
1.14 Locusts past and present 4 Other countries are waiting definite future PAST NOW FUTURE
until international meetings period 2 rIONTlIS
simple and the past simple, contrasting the present perfect simple and the present simple for future
time
LEVEL Middle-intermediate to advanced [Q Contrasting present perfect simple with past simple and
TIME 30 minutes present simple
MATERIALS One copy of 'Locusts past and present' for each student (page 102)
1 a) recently b) merely/only/simply 4 a) over b) begin
.2 b) 5 true; a) emphasises the completion
3 a) still working b) no longer working of the event
IN CLASS
simple ~ Pre-teaching
Students work in pairs to contrast the sets of sentences. Work through the answers Pre-teach any necessary vocabulary, e.g. Chl-islmas pudd'ing, cllstaTd, TOast bee:J'
vvith the class. and YOTkshim pudding, mincemeat, stew, brew, DaTjeeling.
3 Experts who have been with past-present PASr NOW FUTURE [ill Focusing on the two tenses
the FAO in Mali for years were
amazed by the size of one
swarm.
period: unfinished
===+-- 1 a) one or more Fridays at an indefinite
time in the past b) last Friday
2 a) one or more Christmases at an
indefinite time in the past b) last
Christmas c) Christmases in general
during the spealter's childhood
28
tr
I I: H,WE YOU GOT THE RIGf-"
1.16 IS THE m'IE UP'
3 a) can start a conversation 7 a) three hours ago b) more than three 1.17 Have you got the right time?
4 a) a live TV programme with a cook hours ago
b) the youth of a famous cook S a) she is dead b) she is alive
9 a) VERB FORM Present perfect simple, past simple
5 a) logically follows
AIM Matching time adverbials with the present perfect simple and past simple
6 a) a very short time after Christmas
LEVEL Intermediate to advanced
b) during Christmas
TIME 20 minutes
MATERIALS One copy of 'Have you got the right time?' for each student (page 105)
[g Summarising the time adverbials
1 on + time reference 6 this + time reference
2 at + time reference 7 for + period IN CLASS
8 during + period
3 ever
4 never
5 already
9 no time expression
True
o Matching time adverbials to definitions
Ask the class to work in pairs and i" lnal.l"h thr' lirs! eighl time adverbials wiill 1111"
dl'linitions. Go (lVI'l" Ihl'll1 wilh thl' l"iass.
1.16 Is the time Up? ~ :\'orkillg in pairs studcllts write ill Ull-' appropriate tinll~ adverbials frotn the
In the two cululllns.
iHI\
KEY
2 Time adverbials connected with past and present:
until now ever since just (= recency) yet lately so far/up to now [Q A perfect match
before now since (+ a period)
. ·Time adverbials connected with past only: 1 BDKMNPR 5 BDFGKMNPQR
yesterday period (+ ago) ever after until (+ past point) that (+ time) 2 ACIJLOS 6 ABID (CEJOS are possible and would needed justifying by the
last (+ time) when/before/after (+ past event/state/time) the other day 3 ABCEIDJLOS students with appropriate contexts.)
4 BMNP 7 BFN .
[Q] Answering ~e/False question
False
1.19 Townscapes
1.18 Time sort dominoes and A perfect match
VERB FORM Present perfect simple
VERB FORM Present perfect simple, past simple AIM Communicative practice of present perfect simple active and/or passive
AIM Matching adverbials of time to the present perfect or past simple LEVEL Intermediate to advanced
LEVEL Intermediate to advanced TIME 30 minutes
TIME 40 minutes MATERIALS One copy of 'Townscapes' for each student (page 108).
MATERIALS One cut-up set of 'Time sort dominoes' for each group of three to five students (page 106) Cut the copies of 'Townscapes' into three parts: the first part should include Camford 1986 and
One copy of 'A perfect match' (page 107) for each student. Camford Now, the second part will have Ox town 1985, and the third part Oxtown Now.
IN CLASS IN CLASS
[2;J Explaining the rules [2;J Comparing Camford 1986 and Now
1 Arrange the class in groups of three to live working around a table. 1 Gi\'e each student a C()p~' of Camford 1!:J86 alld Camford Now.
2 Explain the rules: the eighteen dominoes are shuffled and dealt to the players in 2 Ask the class to describe Camford as it was in 1986.
each group, each player receiving six dominoes in a group of three, and dilTert'nt 3 Ask students to look at the townscape of Camford No\\' and describe what has
numbers of dominoes in groups of four or five. The first player lays one domino happ~ned. Example: The .fel,cloTY hus beell e,r/eucled. Check the concept or tli,'
face up in the centre of the table. The player to their left lays a domino frnlll Il1delimte past use of the present perfect by asking questions like, Do I/'{' kiwi/'
their hand matching a sentence to an adverbial which fits grammatically and 11'11('11 111e./ilrl()r/j 1I'[lS I'.r/ell(/ecl/
logically to the satisfaction of the group. If they cannot lay an appropriate
domino, play passes to the next student. Play continues until as many dominoes []] Information gap activity
as possible have been laid.
Point out that just is to be used \vith the meaning of 'recency' and not with the 1 Arrange the class in two groups. Give the students in one group cnpil's or
meaning of 'simply' as in She just stayed in bed. OxtO\m 1985 and copies or Oxlo\\'n Now to the other group,
1 Give the groups sets of dominoes and play begins. :3 Tell the sPC'ond gwup that they live in Oxt(l\\'11 now and ask tliem to \Vof'l;
2 When a group finishes, check that the matchings are correct. They can 1IIf'n t.ogtc,thl'r to tlt'scrilH~ the townscal'l' as it is now.
check other groups' combinations to see if they agree. .j Pair tlil' studcnts orr rl'llm the t.wo gmups Sll that a rl'sidcnl. of OxtO\\'1I I !)S;j
works with a residcnt or Oxt.own Now.
[g A perfect match
r; Ask tht' resitll'nts or Oxtown l!:J8r; to lind !lut whal has changl!d sille,' Ih,'\' li\,,',1
1 Give each student a copy of 'A perfect match'. tll1'l'I,'. E:xalTlpll': Is IIII' c/il/re/i slill 1/11'/'('.'/11'1/(/1 is 1/;".,. lik,'.' It's /)("'1;
2 Working individually, they check the adverbials A-Sagainst each of the St'\'l'll r/"lllo/isll!'i/. Olll' possihility is to get the past rcsicli;lIts to draw 1111' tOWIIS"'IJ'"
sentences and insert the appropriate letters in the boxes. The matchings l11ust as It IS now amI t1H:' ClIlTl'lIt residl'nls to rlra\\' it as it \\'as in I !)S:j.
be both grammatically and logically correct. (j Finall,' tIll' stllCll'lIts retul'll t.o thl'ir original gl'llups amI slInllnaris,' II'lial 1Ii,'.\'
3 Students compare answers in pairs and the teacher goes over the anSWl'rs. Ii an.' round out..
')-1
32 .).)
I 20 THE SEAP.CH cor JTlcrUES
1.20 The search continues 1.21 The search has been going on and on and on ...
VERB FORM Present perfect continuous 1.20 The search continues should be completed b..t'ure this exercise.
AIM Presentation of present perfect continuous with four time references
LEVEL Intermediate to advanced VERB FORM Present perfect simple and continuous
TIME 25 minutes AIM Contrasting the present perfect simple and present perfect continuous
MATERIALS One copy of 'The search continues' for each student (page 109) LEVEL Intermediate to advanced
TIME 30 minutes
MATERIALS One copy of The search has been going on and on and on .. .' for each student (page I 10)
IN CLASS
2 Ask the students to work individually to answer the sets of questions below each
of the captions and the True/False questions in 5. They then compare thelr [6] Contrasting present perfect simple and continuous
answers. 1 i) no ii) yes 2) i) true ii) in the first sentence of each pair 3) present perfect
simple
3 Discuss the answers with the class.
KEY
IN CLASS
34
1.23 GRAPHIC DETAILS r .2-' UPS Af\JO OOWI (,
team has fifteen seconds to respond using the present perfect continuo'lls. If tilt, ~ Reading/listening task
sentence is incorrect, the second student in the first team has a turn to respond
to the same prompt and so on. If the sentence is correct, a point is awarded. A I Give one sentence each from 'Trends in cassette sales' to twelve students.
new prompt is read by the teacher for the next student. This time the student 2 [n turn the students with sentences read them out and the rest of the class work
must offer a sentence in the present perfect simple. In this way, each time a individually to identify the graph they are describing and mark them \\ith if'l t< 'rs
correct sentence is offered, the tense changes to the simple or the continu()us. a) - 1).
Example: TEACHER: You look tired!
STUDENT A: Yes, I've been going to bed late all week. :3 The students now read their sentences again and the class agree on the graph
TEACHER: The grass is wet. described in each case. Once agreement has been made, the student dictates 1111'
STUDENT B: I think it's been raining. sentence for the rest of the class to write under the appropriate graph, or, fIJI'
The last sentence Calmot be accepted as the previous one was also in the advanced classes, students describe the graph themselves.
continuous.
KEY.
3 The teacher can use the same prompts more than once but the students'
sentences must be different from any before.
[Q Reading/Listenmg task
Prompts 1 d) 2 el 3 hl 4 jl 5 a) 6 k) 7 b) 8 1) 9 D 10 g) 11 i) '12· c)
a) You look tired. i) [like tennis.
b) The grass is wet. j) You stole my watch.
c) Your eyes are red. k) Why didn't you come yesterday?
d) We'll soon arrive at Kennedy I) What did you have for lunch
Airport. yesterday?
m) What are you doing with that jam jar'''
e) You look thinner.
f) There's milk on the tloor. n) Why didn't you phone last Sunday'"
1.24 Ups and downs
g) I'm talking to you! 0) [don't think you know how to play
h) I've written to you three times cricket.
now. p) Didn't you use to go to the cillt'llICl a 1.23 'Cassette sales' should be completed before this exercise.
lot? VERB FORM Present perfect simple, present perfect continuous, present continuous, past simple ,
AIM Discrimination between and communicative use of present perfect, present continuous, and past
simple
LEVEL Intermediate to advanced
1.23 Cassette sales TIME
MATERIALS
45 minutes
One copy of 'Ups and downs: Part A' for half of the class and one copy of 'Ups and downs: Part
B' for the other half of the class (Page 113)
VERB FORM Present perfect simple, present perfect continuous, present continuous, past simple
AIM Practice of the above in one context II'J CLASS
LEVEL Intermediate to advanced
TIME
MATERIALS
40 minutes
One copy of 'Cassette sales' for each student (page III). One copy of 'Trends in cassette sales',
[6J Exemplifying the task
cut up into the twelve sentences (page I 12) 1 Put an example of the activity on the board.
Example:
[6J Pre-teaching 20 20
1 As an option, pre-teach rise, Jail, inn-ease, decrea.se, go up, go down, n'/l/uill
stable, sharp(ly), slight (ly), dramatic(ally), fluctuate, consistent(ly) ?
~
15 15 ?
»
1 2'J DE,~\Dl r i-TI", I
.) l~x!,laill thai l'a('h It:am in 111m has tirkl'n sF'e(j!llis to ask (lilly IJIlP II""/II()
:2 Ask the class what questions they cuuld ask to get the missing informatioll.
Ijll!.'stillll. If IIll' Il'aclll'r answers !i"S, thl' team gains a point. K1'ep a runnillg
Example: What happe'ned to the crime rale q[tpr a/ioul 1.970"
IIllal !lr til!' !,oillts ror ('ach team 011 tht: huard.
3 Ask the class to describe the missing information.
Example: The crime rate has beenJall'ing since then and is continuing tojilil ([I
the moment VARIATIOi'J
[j] Completing the graphs and information gap Illstead uf teams asking questions in turn, a team representative asks a questioll al
any tin\L', !Jut no puints are scored for currt'ct guesses. Instead the winning tl.'all1 is
1 Arrange the class in pairs. the lirst t() till all the gaps.
:2 Give one student in each pair a copy of 'Ups and downs: Part A' and the utlll'r
student a copy of 'Ups and downs: Part S'. KEY
:2 They receive a point for correction or right selectiun. If they make a mistakl.' till'
turn passes to the next team.
Section 2
Pasts
W Team competition
1 The body has been here for three hours.
2
3
Correct.
You can't go inside - they are taking photographs now.
2.1 Fruit machine
4 It's a long time since we had/since we've had a murder like this.
5 He's argued with his wife before.
6 Somebody came earlier but nobody was at home. VERB FORM Past simple
7 This is the first time I have seen so much blood. AIM Correcting errors of form
8 I found the corpse at five a.m. LEVEL Intermediate to upper-intermediate
That's nothing unusuaL I have often found corpses at that time. TIME 50 minutes
9 The photographer hasn't taken any photos yet. MATERIALS One copy of 'Fruit machine' for each student (page 116)
10 Yes, he cut himself (+ a time expression, e.g. when he was a child:).
11 But I'm not going near it.
12 I checked the fingerprints with our records immediately after I took them. IN CLASS
13 Yes, he's been on holiday.
14 They have had this apartment since 1987.
15 Nobody has ever seen such a terrible crime. [6J Groups decide on scoring combinations
16 Are you sure the body has been here for three hours? Explain that the 'Fruit machine' contains eighteen pairs of sentences. Some
17 Correct. pairs consist of two correct sentences, some consist of two incorrect sentenc(~s,
18 Did he lose a lot of blood?
some consist of a correct and an incorrect sentence. Emphasise that incorrecl 1)1'
19 ... I want some money for that vase you broke.
20 Have you ever used one?
correct refers to granunatical form and not factual content.
:2 Put students into groups of two to four. Gi\·e each student a copy of 'Fruit
machine'. Give the class about twenty minutes working in groups to identify J
combinations of correct/correct, incorrect/incorrect, correct/incorrect and
incorrect/correct pairs of sentences.
KEY
1 Incorrec1/incorrect
London's population did not increase from 1955 to 1988.
The population did not increase.
2 Correc1/correct
3 Incorrec1/incorrect
In the 1900 Olympics Alvin Kraenzlein came first in four athletics events.
He came first in four events.
4 Incorrec1/incorrect
She didn't like it.
She didn't like it.
40 41
br
IhL' SllIlllllary SlalelllL'lIls Oil USL'S of IIH' pa,r SilliplL', I·'ur h"lp IIH',\' sli"ltid n'r"r
5 Incorrect/incorrect lu lliL' te-xts thL'Y ha\'l' rl'ad,
Why did they buy it?
'J Fillall~' ask thelll tu CLJlllpan' Slllllillari( 'S and thL'1i gu m'pr I hL' anS\\'L'rs willi II [I'
Why did they buy it?
6 Incorrect/incorrect whule class.
He fell down the stairs two minutes ago.
He fell down the stairs two minutes ago. KEY
7 Incorrect/correct
She felt happy yesterday.
8 Incorrect/correct [2;] Reading the contexts and answering the questions
The English football team, Nottingham Forest, once won forty-two matches in a 1 ai several actions b) one action c) complete
row. 2 a) at the same time b) one after the other
9 Incorrect/correct 3 a) the present b) Could you help me? I wonder if you could help me ... I
Who told you?/Who did you tell? wondered if you could help me ...
10 Correct/incorrect 4 a) I would b) future c) a preference d) sooner
He ate it in 1983, didn't he? 5 a) two b) yes c) the present
11 Correct/correct 6 a) the present bl no c) It intensifies the meaning of sentences, but can be
You did this? spoken with a rising intonation in surprise. omitted.
12 Correct/incorrect
dreamed and dreamt are both acceptable.
A Norwegian lay on a bed of nails for 274 hours in 1984.
W Completing the summary of past simple uses
13 Correct/correct All of the statements are True! This provides the students with a concise summary of'
14 Correct/correct uses.
did used for emphasis and stressed
15 Correct/correct
Did I not, the uncontracted form for emphasis.
16 Correct/incorrect
He didn't know why they didn't come.
17 Correct/incorrect
In Toronto, Terry McGaurant preferred to ride his motorbike solo up the 1760 steps
of the 550 metre high Canadian National Tower.
18 Correct/incorrect
2.3 Tunnel ball
Alaska State Museum once paid £34,750 for a hat.
VERB FORM Principal parts of irregular verbs - infinitive, past simple, past participle
AIM Review of principle parts of irregular verbs
LEVEL Intermediate to upper-intermediate
TIME 20 minutes
2.2 Past a joke MATERIALS For the teacher, infinitives of a minimum of ten irregular verbs on large pieces of paper or flashcards
I~I CLASS :3 Give t.he st.udent at. t.hL' rront or each culun1ll a hoard lllarkt'l'.
-+ The tt'ac:her stallds al the hack of 1111' ('ollllllns and asks t.ht' stud('nt at. till' iJ,wk
[6] Reading the contexts and answering the questions of each COllllllll to turn and face thpm,
UiVL' each st.udellt. a copy of 'Past. a joke' alld ask tlWIll III work aloll(' n'adillg
Ill\' tL'xl s ami allswerillg the questions on each text. Tell thL'Ill till' lirsl I\\'() W Playing tunnel ball
slorit's are true. 1 The tt'ClrhL'r holds lip a paper or tlashcanl with an infinitive:, e,g, COME,
:2 Ask stwlpllt.s to COIllpare allswers ami tillally go on'r t.IH'Ill \\'ith thL' class, ,) The studt'nt. at the hack of each column \\'hispers tho H'riJ to t.he next stud('111
W Completing the summary of past simple uses in the colullln who lllllst work out allli pass on tilt' iIUillilil'f', /irlsi silll/lll' alld
posl /11l/'lir:iJlle Dr the verb, if they "nL1\\, them (e.g, COME, CMvIE, COME l. 10
I Ask studl'lIts tu work individually and tu rircl!~ L'ither Tml' UI' Fllls(' fill' ('adl "I' tht, nt'XI student. If they do not knoll' rlwm thC'~' jllst pass on the infiniti\'L',
42
2.4 VOLLEYBALL 2 S WHO W'<S lACK THE PIPPEP-'
3 The next student either passes on the infinitive or the complete sequence
(COME, CAJliIE, COME) to the student in front of them and so on, until the 2.5 Who was Jack the Ripper?
student at the front of the column writes them up on the board.
4 The 'Tunnel ball' continues in this way until all of the verbs have been passed
VERB FORM Past continuous
down and written up.
AIM Highlighting the form of the past continuous
5 The teacher awards points for the correct verb forms written up by each LEVEL Intermediate to advanced
team. TIME 20-30 minutes
MATERIALS One copy of 'Who was Jack the Ripper?' for each student (page 120)
IN CLASS
44 -![j
2,6 COr'lW lUOuS cor lTE:<TS
,l: COHTIf,JUOlJS cor lTIr]1 ,I! )
lilt' liro't Iplll"rs have IH'l'lI gi\"'II, giw' lilt,· s'~'('I",d It.'ttpr of 0111' of tilt' words, alit!
So OIL
Questions:
Positive Why were you reading about Jack the Ripper? :) Nil\\' tio the 'C()lItinuuus cIJlltinllt~d' workshe,·r I ~./) with the class,
Tag Jack the Ripper was killing for some strange reason, wasn't he?
[ill Playing the game
A 'Honestly, Constable, I lwas 2aiming at the 'ire alarm when 4you 5came along:
B lHe 2was always 3 getting 4diuorced until 5he met 7his twenty-second Bwife. Eva.
Passive Polly was being followed through the London streets. C .lExcuse me, Mr Smithers, 2[ 3 was 4wondering whether 5you 6cou Id 7 tell Bme where
you put the key to the office tea cupboard:
D While she lwas 2going 3back .j to 5the department store, 6thieues 7were 8 burgling her
9house.
E At three on a summer afternoon Henry Bourse lwas 2filming 3 underwater 4near
Melbourne. After some time a shark suddenly bit ofT his leg and swam away with
it. Henry continued filming. 5His leg 6was 7artificial. Another shark 8bit 90 ff lOhis
other leg several years earlier.
2.6 Continuous contexts F In 1947 the crew of the destroyer, HMS Saintes lwas 2training 3 for 4 three 5weeks Gill
Portsmouth. Their task was to fire at a target pulled by the tugboat, Buccaneer.
They fired. 7 missed the target and 8sank the tugboat!
(Ailer doing t.his l'xl'rcis{', Y(JU sh(Juiti ais(J ("()lllpil't1' ~,/ 'Contilluous contilllll'tI',)
IN CLASS
Explain that the gapped sentence means the same as the sentence \Hittell ()Il
the board. Each team takes a turn to guess one \\'ord in one gap. For example, [;1 Completing the chart
if the first team thinks that He is in gap 1, they are successful and recei\'e "ill'
1 Give each student a copy of 'Continuous continued' and ask them to enter till'
point. The turn then passes to the next team and so on. Get the class to try uses in the chart working individually, and then t.o compare answers in pairs. Go
t.he example on the board; the solution is: 'H" ~/i('r's "ill "Lol/clon.
over them wit.h the class.
If viable alternat.ives are offered, then accept thelll.
~ Pre-teaching
"n',ft'adl fllt, followillg items: r/"ck, "ridy(', /() r(}I/', ('''''1/', /" jrllll, /(1 r/rUi, IUdHlII/,
rllilill!IS, r'lI/Jill,
48
-l!J
':.'!\I i
Negative He had not warmed the pot before he put in the tea leaves.
boil for three to tive minutes
brew fresh water Negative hadn't
put in the tea pot contraction
warm boiling water Questions:
pour on fresh, not stale tea lea\"l~s
Positive Why had you made the tea before the water boiled?
Negative hadn't you made
:3 Ask the students to match the items in the two columns.
Tag They had made the tea before the water boiled, hadn't they?
4 Students put the instructions for tea-making in the right order.
Passive The tea had been made before the water boiled.
,
[[) Error correction
Passive Why had the tea been made before the water boiled?
Students read the nine sentences, Al to 85, and correct errors of form, working question
first individually and then in pairs. .
Boil fresh water. Warm the tea pot. Put in fresh, not stale tea leaves. Pour on the Negative We had not been making tea in the afternoon until Emma came to
boiling water. Brew for three to five minutes. stay.
Negative
~ Error correction contraction hadn't
Al Incorrect
They had already thrown in the tea leaves when they realised I needed warming first. Questions: How long had you been making tea before Emma told you about
A2 Incorrect warming the pot?
Positive
Had you been expecting the water to be so hot when they poured it in?
A3 Incorrect
They waited till the tea had been brewing/had brewed for ten minutes before Negative Why hadn't YOll been making tea properly before Emma came to
somebody poured it out. stay?
A4 Correct Tag We had been making tea for twenty years before Emma told us
Bl Incorrect about warming the pot, hadn't we?
I had been asleep/sleeping for a few minutes before I noticed the hot water pouring in.
50
~I\J PE:.iJ/·LTr SHOT
L I0 PE~jAL TY SHO T
:3 Get them to compare answers in pairs and thpn you go over I.he ClJlSWf'rs.
2.10 Penalty shot -l The students then tick or cross the statements a)-c). Get. thelll II) \\'lIrk
indi,idually and then to compare answers in pairs.
VERB FORM Past perfect simple, past simple [£] Summary table
AIM Presentation of three uses of the past perfect simple, contrast with the past simple
I Pre-teach the expressions, 'Age before Beauty', 'Then' is no slllok,' wirhlJul.
LEVEL Upper-intermediate to advanced
fire', and 'A rose by any other name smells as sweet'.
TIME 40 minutes
MATERIALS One copy of 'Penalty shot' Sheets A and B for each student (pages 127-128) 2 Working indi\idually and then in pairs, students cOlllplet.e the chari; thl'Y tick or
put a cross in the columns against each sentence as appropriat.e.
I Pre-teach any necessary vocabulary, e.g. penally shot, goalkeeper, saue [l !Juu/,
miss a shot. [ill Focusing on time reference
2 Give each student a copy of 'Penalty shot: Sheet A' and get them to look only al 1 a) no; an unspecified time in the season b) before c) no
2 a) yes; three o'clock on January 5th 1984
the cartoon. The copies can be folded to conceal the text. Elicit the story line "I'
3 a) five min utes
the cartoon. 4 a) after
3 Tell students they are going to read a true story and their task is to find
differences between the story and the cartoon. [g Completing the chart (Sheet A)
4 Students read the story and discuss the differences. 1 action at an indefinite point of time
2 action at a definite time
[]] Focusing on time reference 3 action/state through a period
true
I Ask students how the past perfect simple is formed and elicit some examples.
The students underline all the examples of the past perfect simple in the text. [U Timelinesoption
Check these with the class - some students may incorrectly underline the past
simple of have in Marie-Jeanne had nothing lL'OrSe ... or the past of the He had made only one successful save that season. PAST NOW FUTURE
modal in Pierre and the young girl's shocked parents had to wait ... or X
? FALL
X
Pie?Te had to wait ....
2 Tell the class they are going to answer questions focusing on the use of the past Pierre had left home for a stroll at three in the afternoon on PAST NOW FUTURE
perfect simple and ask them to answer questions 1 to 4. Ask them to compare January 5th 1984. "',,, FALL
-I< X
""ith a partner and then you can discuss the answers "ith the whole class.
I
He had been out for only five minutes, when the opportunity
[g Completing the chart (Sheet A) for him to make the save of his life presented itself.
PASTFAU.
~
NOW FUTURE
IS
Ask the class to complete the chart by entering the three uses of the past perfect
simple against the example sentences and then answer the True/False question at
the end. Discuss the answers ""ith the class. W Comparing past simple and past perfect simple
[QJ Timelines option 1 true 2 true 3 false 4 false
a) incorrect b) correct c) correct
I If the class is unfamiliar ,\ith timelines, give a few examples, using the sectioll
on Timelines in the Introduction (p.9).
2 Students draw time lines for the three sentences containing the past perfect
simple which they have underlined in the text. Alternatively, put the timelinl's
on the board in random order for the class to match \Vith the sentences.
52
L
2.11 RO~IEO Por·IEO. OHHH 212 FLASI-m:·,-·
~ The students try to predict the storyline by asking questions to which the
[£] Summary table teacher answers }i's. NI), il/I)l illlp()rlrllli or IJflri !J/'(l/I/1l1(lr. It' the grammar is
bad, the question can only be answered if it is rephrased correctly. The actil'il,'
'Age before beauty': Past perfect simple before past simple continues until the students reach a stalemate or predict most of the story.
If there are two actions in the past, the past perfect simple can be used for
the fitst action in the sequence. :3 The teacher can not.e down any errors in the students' questions and go over
corrections at the end of the exercise.
'There is no smoke without fire': There is no past perfect simple without [[] Pre-teaching
a past simple
When a verb is in the past perfect simple, there will always be another Pre-teach: grab, tl)pple, I)(Jse, brit/I', YI'I)(JIII.
verb linked with it in the past simple in the same time period and in the
same text (although not necessarily in the same sentence.) [9 Reading and rewriting the text
.-- 1 Give each student a COllY of 'Romeo, Ron1t'o ()hhh .. .' and ask them [u
'A rose by any other name smells as sweet': The past simple read it to 11nd any new details which they hac! n()t predicted.
can sometimes be used in place of the past perfect simple
~ Rl'fer students t.o the exampiL' sentences of the past perfect simple in ~.10
without a change of meaning
'Penalt.y shot'. Ask them tl) rl'write 'Rome(). Rumeo ... ohlth .. .' to
~7' ( 7 " ( 7- incorporate three similar sentences in thl~ past perreLl. simple without changing
the factual details.
Pierre had saved only one goal that season. However, this was
soon to change.
X V V :3 Students exchange script.s for checking before handing t.hem t.o the teacher.
Ask the stucients to rewrite the story from t.he point or view of the groom when
Pierre had strolled about for five minutes when he heard
screams.
X V V they incorporate the past perfect simple.
KEY
He had turned the corner when he heard screams. V
X V
~ Reading and rewriting the text
There are of course several different ways of rewriting the story - here is just one
possibility:
Kenneth Burke had been married once before. He had to wait two years until his
new girlfriend, Diana, agreed to be his second wife.
They had been married at eleven and the wedding reception was at twelve in
their sixth floor flat in Philadelphia, USA. They were having photographs taken
with their guests and went out onto the balcony. They posed for a group photograph
2.11 Romeo, Romeo, ohhh ... and the camera had just flashed when the groom lost his balance. He grabbed hold of
his wife and sent them both toppling to the ground below. Their guests watched in
horror and had to wait until the couple reached the ground to see that they were
This activity follows on from the presentation of the past perfect simple in ~.lO both alive. The newlyweds landed on a patch of rain-softened grass and lived. They
'Penalty shot'. had been married for two hours and survived!
Ir~ CLASS
[I] Sequencing and rewriting 'The least alert burglar'. [6J Finding contradictions in testimonies
1 Give each student a copy or 'Flashback'. Give l'ach st.udent. a LUPY ur 'The pcrfect. ddl'cti\'c' ami ask the III t.o read t.1ll'
iJackground t.o t.hl' murti('r casl'.
2 As in the example exercise, tell students to sequenLe the parts of the jigsaw or
this true story and to compare solutions in pairs. 2 As exampll's, rcad t.Wll or til(! t('stillHlnies with thl' class, ('.g. t.hat. of Sir ,John
Hall, which contains nl) contradict.ion, and that of Prilll:l' .John, which has a
:3 Students retell the story in the past orally in its correct chronological sequence. Lont.radiction.
4 Put the class into three groups - 'Flashback 1', 'Flashback 2' and 'Flashback 3'.
:3 Students read t.he remaining testimonies and linc! the ot.her four contradictory
In their groups, students rewrite the story in the given sequence. They check
t.estimonies.
each other's scripts within their groups.
4 Stuc!ent.s compare solut.ions.
:} Arrange the students in threes, one student from each 'Flashback' group.
Students swop their scripts for checking. 5 Go uver thl' contradict.ions wit.h the class.
Ii The teacher collects the scripts for a tinal check.
[I] Grammar summaries (page 132)
1 Ask students to complete the grammar summaries A and B using the testimonit's
VARIATION of all the characters as data to work from. They discuss the answers t.ogether.
~ Go over the answers with the class.
After students have finished rewriting their stories in the three 'Flashback' groups,
each group in turn dictates a version to the teacher who \\Tites it on the board.
The other groups score points for making corrections. KEY
56
2 14 ANTA.P.CTlCA OUTSIDE. ATLA~HIS INSIDE
IN CLASS
2.14 Antarctica outside, Atlantis inside
[6J Quiz
Timeline
lliJ Sequencing task Example sentence Use
a) 15 b) 16 c) 2 d) 5 e) 7. f) 6 g) 3 h) 4 i) 8 j) 9 k) 11 or 12 !) 10
all had just been thinking about Action completed PAST NOW FUTURE
m) 12 or 11 . n) 14 0) 18 p)l shortly before
the terrible winter of 1987, when
I saw the advertisement. another
VV' x
I
bl He had been staying late at Action repeated PAST NOW FUTURE
in a past period
work for weeks.
~~~
I
2.15 Practice makes perfect c) Water had been cascading through Action extending PAST NOW FUTURE
over a past period
2.14 'Antartica outside Atlantis inside' should be completed before this
his house since lunchtime. Lvvv
I
exercise and then used for this activity.
58
2.16 PERFECT ONE LINERS 2I a HAN EATIf\JG SH/<I"~
WOlild du to survive in a small rubber raft on the open sea. Ask them to
2.16 Perfect one liners estimate how many days they think they could survive.
2 Write up on the board t.heir suggestiuns fur survival ami tllf'ir estimat.ed periucis
uf survival.
VERB FORM Past perfect continuous
AIM
LEVEL
Controlled practice of the past perfect continuous
Intermediate to advanced
[§J Reading and rewriting the story
TIME 30-50 minutes 1 Give each student a copy of '~lan-eating shark' and ask them to read the true
MATERIALS None story about the Baileys who survived at sea on a small rubber raft. Ask them III
see which of their suggestions were followed by the Baileys and how far their
estimated survival periods differed from the one in the story.
IN CLASS
2 Refer students to the example sentences in the past perfect continuous in
'Antartica outside Atlantis inside'. Ask them to rewrite 'Man-eating shark' to
[6J Stimulus-creative response incorporate three similar sentences in the past perfect continuous. They should
1 Organise the class into small teams of two to four. not write more than ninety words and they should not change any of the facts ill
the original story.
2 The teacher reads out one of the following prompts:
a) When I came to see you yesterday, your cat was in the fridge. 3 Students exchange scripts for checking befort, handing tllPlll to the teacher ftlr
b) Can you explain why you bit my dog? correction.
c) That was my new Rolls Royce your son pushed over the cliff.
d) You had blood all over your wedding clothes after the ceremony. KEY
e) You were the only one in the room before the theft.
f) You had different coloured socks on the other day.
g) 'Nhy did Henry VIII have his wife, Anne Boleyn, beheaded?
[]] Reading and rewriting the story
There are of course several different ways of rewriting the story - here IS just one
3 Each group then has thirty seconds to produce and write down a response using possibility: .
the past perfect continuous. For example:
Prompt: When I came to see you yesterday, your cat was in the fridge. Michael Bailey and his wife had been drifting for 118 days in a rubber raft in the
Response: Well, it had been trying to eat the fish so I put it inside. Pacific before they were rescued by a Korean trawler. They had been sailing
between Mexico and the Galapagos Islands in 1972 and had just been having lunch
4 The teacher goes to each group in turn and awards a point for a correct and when their boat was hit by a whale. Their yacht had been tilling with water for an
suitable response. The response from each group must be different from any hour before they took to their raft. To survive they had been catching and eating
which have already been offered to win a point. On each new round, the teacher small sharks, seagulls, and turtles, and drinking rainwater.
starts with a different team.
[§] Team competition Round Two B tells C about 'Girl had bullet in her scalp'
D tells A about 'Head case'
1 Each team takes a turn to select a Bag and oIT(~r tiH'ir corrected versioll.
Round Three C tells D about 'Girl had bullet in her scalp'
:2 They receive a point for correction or identi(ying a sentence as correct. A tells B about 'Heae! case'
3 If they make a mistake, the turn passes to the next team.
Round Four B tells A about 'Getting the \\ind up'
D tells C about 'The worst bank rubbers'
KEY
Round Five A tells D about 'Getting the \\ind up'
C tells B about 'The worst bank robbers'
Round Six D tells C about 'Getting the wind up'
[ill Correcting errors B tells A about 'The worst bank robbers'
1 Have you ordered my bacon ... The teacher can call out the instructions for each round or write the complete
2 Correct 3 Correct 4 Correct 5 I burnt/burned my hands when I ... procedure for the six rounds on the board.
6 He was driuing his Ford at sixty mph, when ... The man was the faster driver and
also did the impossible. 7 I had been trying to brush up . .. 8 Correct
9 Leslie and Lesley had finally rung me at eight to . .. 10 Correct .
[g Writing up stories
11 John ordered first and more than Andrew. 12 I saw you yesterday morning ... Ask students to write up the following stories:
13 - it fell in because it had/had had a heart attack. 14 The rest of Europe had had A writes up The worst bank robbers'
a decimal system for centuries . . .. 15 I tried/had tried it on a previous visit. B writes up 'Head case'
C writes up 'Getting the wind up'
o writes up 'Girl had bullet in her scalp'
The students should use each of the foll(ming tenses at least once: past silllpl(';
past continuous; past perfect simple or continuous
:2 In their original groups, students exchange scripts and discuss inaccuracies,
grammatical and factual.
2.19 Story swop
VERB FORM All past tenses
AIM Communicative practice, exchanging narratives
LEVEL Intermediate to advanced
TIME 80 minutes
MATERIALS One copy of 'Story swop' for every four students (page I 37). Cut up the story sheet into sets of
four stories.
IN CLASS
64
Ii:)
3.3 )OUR~ J"U5T OF THE FUTURE
3J DOUBLE I ,c.
3.3 Journalist of the future Le Monde: (future as fact/present simple) The second stage of building the Chunnel
starts tomorrow. '11 h t Ik
Pravda: (future as fact/future simple) The two superpowers WI ave more a s on
3.3 'Funny futures' should be completed before this exercise. arms control next week. . h B '1'
Folha de Sao Paulo: (decision already made/present contmuous) T e razl zan
VERB FORM Future simple, going to future, present simple, present continuous offi~e.
President is leaving politics after five years in , .,. . . ,
AIM Controlled practice of the four future forms The Indian Times: (spontaneous decision/~ture slmpl~) I II take It. sazd Sorza, Indw s
LEVEL Mid-intermediate to advanced top actress when offered a new part in Ray s fo~thco,,:zng fi~m. . .
TIME 40-50 minutes Al Ahram: (decision already made/going to) BeIrut aIrport IS gozng to be reopened zn a
MATERIALS One copy of 'Journalist of the future' for each student (page 143) few days time. I Id d th 'll b
The Times: (prediction/future simple) Today it will be extreme y co an ere WI e
snow showers in the north.
Ii') CLASS
o Warm-up
I Elicit. the !lames of illt.ernat.iollal !lewspapers frolll the class _ ask for at least "II<'
from tll<! AlIlericas, Europe, Africa alld Asia. 3.4 Double date
:2 Opt.iollally pre-tmch: C!/,/lIluel (= Cha!lllel + TilflJlel), the Channel TUllm'1
hel weell England and Frallce.
VERB FORM Future simple, going to future, present simple, present continuous
:3 Give each student. a copy of ',]oufllalist of the future' and ask them to nallll' tIl<' AIM Information exchange practising the four future forms
country of origill of each of the six newspapers. LEVEL Intermediate to upper-intermediate
TIME 40 minutes
[jJ Deciding on uses/verb forms for the future MATERIALS One copy of 'Double date' for every four students (page 144-5). Cut up the diaries in sets of four.
I Ask the students to work in pairs to assign one of the four uses of the futurt, I"
each of the headlines together with a corresponding verb form. Tell the class
IN CLASS
there is no right answer, and more than one possibility for each headline but.
some combinations will be easier to use than others.
~ Pre-teaching
:2 Students write the uses/verb forms in the boxes at the top of each newspaper. If necessary, pre-teach: ((Uf>, /IIIrSr!1'.IJ (for plants), s(('/J/Iwllwr, pic/-,: lip (= coil,"")
[g Writing opening sentences
~ Setting up groups
1 Ask the students, either working individually or in pairs, to write an opening
1 Arrange the class in groups of four students.
sentence corresponding to their chosen headline of not more than fifteen words
for each of the six items. Emphasise that each sentence should be about the 2 Give each student in each group one of the sets of four diaries. This means thai
future. They could refer to the summary tables in 3.2 'Funny future' (p.142) if . . 'h grouI) one student receives a clialT sheet WIth entrIes for Bill, one 1\ Ith
they have worked through this activity. Othenvise, discuss \vith the class the III eac for Henrietta,
entries " one 111th entries for 'T om. ancI one WI'.
'1/1entries for ,
Ed\\ .. lrt I.
possible combinations of use and verb form.
:3 Each student takes on the role of the character for whom they hm'e entries.
2 When the students have written their sentences, get them to exchange scripts
for checking and reading before collecting them for final correction. [g Information exchange . .
Alternatively, get a selection of sentences written on the board by the students 1 Within each group of four, students work in pairs, changing partners tWice ulltil
for correction by the class.
all the information has been exchanged, e.g. Bill to Tom: Are yoll c/lJl1l.CJ
KEY r//I..IIthill,q ([.I 8.00 (II/. lVerl/w.w/uy')
Tom: Nu, I'm ji-c'f!.
l6J Warm-up .J The aim for each student is t.o ti.nd out wlm has a cloubl~ e~lgag~m:nt .b y
t~nt.cring the plans of each other character agal11st the blank times next
Le Monde - France, Pravda - Soviet Union, Folha de Sao Paulo - Brazil, The Indian Wednesday'.
Times - India, AI Ahram - Egypt, The Times - Great Britain
:3 The t.eacher notes errurs to be corrected at the (,!ld.
[Q Writing opening sentences: suggested answers
Errors
There are of course endless possibilities for opening sentences. Here are some examples:
111 practice it has been found that the fnllo\\'ing problematic errors frequently ITtll'
up during the exercise:
66
li,/
15 ANYONE FOR CRICKET'
;6 WHO WILL BE DANCING N THE 5TP;o-:
~~i~~1f~~;'~'~i~~:~;" '~'~-~0~~i,~::;~
Heiirietta hiisammgeaill.lIIe~." .1 .. at the restaurant at six and to go tOthEi cinema
with Tom 'and Mary at the siUillitiriie. . ::.:
:. -,~:~:.::·~,iL~·:;._:j::. . ;~-
o Identifying topic
r [§J Reading the text
~8 C·\P.lBBI:M-;
I St'l rllur rr:ading tasks: a) Are there any parts ur the world which have not b""11
listl'd Oil thl' lJuard·.'
il.,11 "':
b) Are tlwrtc' any precautiuns which h,[\'(; nut be,!n list.ed Oil t.he board'.'
Notting Hill Carnival in London, organised by the large Caribbean community. It is
now Europe's largest street festival. c) Who ur what is Gilbert?
d) From which of the media does the report come','
[ill Correcting errors 2 Gin' each student. a cUPy uf 'Gilbert'.
1 Correct 2 Do you know the police will be dancing . .. it/that/whether the police will :3 Check the answers with the class.
be dancing . .. 3 Correct 4 Once again they will be celebrating this annual event ...
5 The poor will be imitating the rich ... 6 The police will be searched for drugs and
weapons by the public/the public will be searching the police for drugs and weapons
[g Highlighting concepts of the future continuous
(roles are reversed during Carnival) 7 Won't the steelbands be playing ...? 8 Nobody 1 Ask the class tu work individually tu underline all the examples of the [utlln'
will be working until Tuesday, will they? 9 Will one million people be coming to see it continuous in the text and then tu answer the questiuns. Make sure that
__ .? 10 Correct 11 Correct students are aware that the questions refer tu the sent.ences in the text
immediately adjacent.
[Q Completing substitution table
2 SWdents compare answers ill pairs.
Europe's biggest street festival :3 lio ()Vl'r tllC' answers with t.he class.
Next weekend in Notting Hill (just north of Hyde Park)
about one million people, many of them from London's KEY
Caribbean community,
Positive will be } celebrating Carnival, or Mas as it's called in [ill Reading the text
Positive contraction (They'll be) Trinidad, the country of its origin.
c) a hurricane
Negative Th r { will not be taking} their duties seriously d) radio or television
Negative contraction e po Ice won't be taking unless of course crimes
are committed. [Q Highlighting concepts of the future continuous
Positive question Will they be dancing } 1 period 2 yes 3 before 4 extremely frequent
Negative question Won't they be dancing in the streets with the public?
~ SI udl'nts draw tilllelines and cOlllpan~ notes. Alt.ernatively, put t1H~ tilllf~lill('s on IIIeriilalirJII, shlltlle launch, sheller (n), wnwtirJn, drup in (= visit), tennis
III(: iJoard in ranliulIl IJniL'r for stulil'nts to mal.L:h anri draw. Go "n'r Ih" allSIH'rs. SfOPel, u'ithrimw (from a competition), trYilri/rullelll.
[iJ Contrasting the future simple and future continuous WTeam competition
Students do the exercise in pairs. Then go over t.he answers with the class. 1 Arrange the students in groups of three to four.
KEY 2 Give each student a copy of 'Siesta'.
3 The first group chooses one of the ten situations and reads it out to the second
[6J Completing the chart and [ill Timelines option group. Example: How willI recognise you at the station?
4 The second group finds a prompt which fits logically wit.h the situation and thl'n
produces a sentence in the future continuous. Example: I'll /)£1 l('earing (L Iii Ilk
Example sentence Use Timeline carl/atienl ·in 1n!J jacket. If it is correct, they win a point. [f nut, they forfeit
their turn to the next group who can win a bonus point before having their own
1 We'll be reporting on Gilbert's action through a PAST NOW FUTURE t.urn.
progress ... between ten and
ten-thirty later tonight.
period IIDcv:r 5 The second group now reads out. one of t.he remaining sentences for the third
group and so OIl. The game continues until all of the situat.ions have generat, 'd
2 Gilbert will be reaching the action at/around PAST NOW FUTURE correct. responses.
Jamaican coast at three a.m. a point of time
I
HO
..Jv,
KEY
3.9 Siesta 1
2
I will be wearing a carnation in my jacket.
I will be practising transcendental meditation then.
3 We will be flying at 15,000 metres.
4 You won't be having any more money problems.
VERB FORM Future continuous 5 So he won't be playing in the tournament this year.
AIM Controlled practice of future continuous 6 I will be having brunch then.
LEVEL Mid-intermediate to upper-intermediate 7 They'll be having a siesta.
TIME 30 minutes S One million spectators will be watching when the shuttle is launched.
MATERIALS 9 He'll always be having accidents.
One copy of 'Siesta for each student (page 150)
10 I'll be sitting in my underground shelter.
IN CLASS
[2;J Pre-teaching
1'1"I'·II'ach as necessar~;: sies/({, brlrlleli (= breakfast + lunch!. /rulisCel/(!r'/I/u!
72 -.,
'.J
:.0,
)10 THE PEPFECT FUTUPE FOR THE KANGAP.OO'
3.10 The perfect future for the kangaroo? [QJ Substitution table
By the end of the year three million will have been shot.
Ask the students to estimate the following:
a) What is the population of Australia? Passive Will all the kangaroos have been shot by 2000?
lJ) What is the kangaroo population') question
c) Are the kangaroos in any danger'?
d) How many kinds are there?
Put the students' estimates on the board. Future perfect continuous
2 Give each student a copy of 'The perfect future for the kangaroo?'
:3 Ask students to read quickly through the text to check the estimates on tli,' Positive have been hunting for
board. By the end of the night they { Will}
'Il eight hours continuously.
Positive
contraction
[§] Groups locate errors of form
Negative will not} have been shooting for very
It is still dusk so they { won't long.
1 Arrange students in groups of two to four. Negative
2 Elicit an example of the future perfect simple and continuous from the class.
contraction ,
3 Ask the students to find eight errors of form (not use) in the text in the future
Positive
question
{ how m=y "",,=oo.W ho~ "'"
lying wounded before they die?
perfect simple and continuous. Students work in groups to identify and correct Negative why will the public not have been
By the end of the season
them. question trying to stop the massacre?
Negative why won't the public have been
[g Correcting errors contraction . trying to stop the massacre?
[n turn, groups receive a point for locating an error and an extra point for
correcting it. If they are unsuccessful at correction, the next team has a challC!' tIJ
win a bonus point before taking their own turn.
2 Ask them what they think protects us from ultra-violet rays and why this If·j CLASS
protection is disappearing.
2 Ask the students to work individually to answer the questions 1 to 3 below tli('
texts.
3 Get the class to compare their answers in pairs and then go over the answers.
[A] Completing the chart and [ill Timelines option
KEY
Example sentence Use Timeline
[m Reading the texts
1 In September 1999 the situation PAST NOW FUTURE
The ozone layer protects us from ultra-violet rays. This layer of ozone is being
agreement will have been in extending over a J'~'
damaged by CFCs used in industry. CFCs are found in aerosols, foam packaging, air
conditioning and.refrigeration systems. . force for twelve years. future period
2 By the year 2000 we will have action completed PAST NOW FUTURE
[Q Focussing on tfute reference just avoided a catastrophe. shortly before a ,"00
1 a) past b) yes .c) a short time before the end of the century
future point I x I
2 we don't know - at an indefinite time . 3 By the end of the century we action completed PAST NOW
3 several actions will have found a simple solution at an indefinite 'FUTURE
l,00
to the problem of the ozone layer. time in a future
period
I 7
l<
76
II
3 \.\ PROBLEf'-lS. PROBL::i'-lS. PPOI'~I r ,.'
113 BY THE TII'IE (OU'RE 100
IN CLASS IN CLASS
:2 Give each student a copy of 'By the time you're lOO .. .' ~ Problem-solving and sentence reconstruction
:3 \Vithin the groups the students decide which of the estimates they think an' Arrangl' tlH' class in small groups of two t.1l four and giVl' ('ach st.util'lIt a ('11/'.1' "I'
correct. 'Problems, problems, problems!'
~ Pairs comparison :2 Ask the class to work individually to read the three situations t.1l t.ry til wllrk 1I1i1
what. they are and to unscramble the jumbled sentelll'es. (Tell thelll Ililt. III IIII.'~
I Pair students off, one student in each pair from group A and one from grou/, ll. at the questiolls on the right. yet.) They l:all thell discuss solutiulis wlthlll IIii'll'
:2. The students in each pair tind out the estimates agreed on in the other gmll/,. gwups.
They have to use 'wlt- questions, e. g. HUll' III ill !./)... ?, HolV 1II.uch. . .. ', !I(JII' :3 Invite a cross-group comparison of ideas and unsl:rambled sentences and dis"llSs
Jell: . . ?, etc., and they have to use the future perfect simple, e. g, H() II , 111(/ Ill/
the answers wit.h the class.
po/a/oes will the auemge English ]JI'rSOII I/w'e eaten b!J the time lite.IJ'1'1' II}().'
The teacher monitors for errors and then goes over the errors and the aJISIH'rs. [g Highlighting time reference ,
[g Personalisation Tell the class they are going to answer questions on the use of the future pl'rl"','1
continuous. Get them to work individually to answer the questions on the
1 Ask the students to work out individually estimates for their own consumption of sentences they have just unscrambled. Then discuss the answers with the class,
potatoes, hours slept, cups of tea drunk, etc.
2 Get students to report their estimates in small groups. KEY
I!!
78
115 PERFECTION AT LAST
J 16 WHAT FUT'JPf'
KEY
llil Team competition
1 the forests will have already gone
2 Correct.
~ Completing the chart and llil Timelines option 3 They will have cut down and burned/burnt all the trees
4 Correct
5 Many people will be expecting/have expected the disaster
Example sentence Use Timeline 6 They will have destroyed thousands
7 will have been increasing dramatically for 20 years
8 when they finish/have finished burning
Wait a few more minutes. The water action continuing PAST ~!OW FUTURE 9 Correct
will have been seeping in for long
enough by then.
up to a future
point vvvvvH 10 I will have read it
When you get in, he will have just action completed PAST NOW FUTURE
been swallowing his tongue. shortly before a
future point /1JVVlJ1
I'll have been taking tests for six actions repeated
years by next Thursday, in a period before
PAST NOW FUTURE
3.17 Futuristic city?
a future point XXXXfX*
True VERB FORM Future perfect simple, future perfect continuous, future simple, future continuous
AIM Communicative practice of four verb forms with future reference, contrast of these verb forms
[Q Contrasting future perfect simple and future continuous LEVEL Upper-intermediate to advanced
TIME 30 minutes
i) True ii) a, c, e MATERIALS One copy of 'Futuristic city?' (pages 159-160 for each pair of students; Divide the sheets into the
two texts, A and B.
80
,'-;1
3. r 7 FUTUPISTiC CIT r
It,j CLASS
KEY
'0
C
co
iii
[]] Reading task G3 C"o'
-g ,!Q
=>:5
Text A: la) almost 30 million 2al 1994 3b) 1980 4cl no information 5a) 12,000 tons =>
each day 6b) before the turn of the century o
>-
Text B: 1bl 30 million 2b) sometime in 1995 3cl before 2000 but we don't know N
exactly when 4al before the year 2000 5a) 12,000 tons each day 6al only at the turn of
the century
I
82
1 © Longman Group UK Ltd 1991 ",'
(1-)
I2 ~llNI·CO;JTEXT5
~
2 la) Complete the dialogue.
jf,
_ _ at Christmas? b) Complete the missing letters of other conjunctions
c) Why is he/she speaking?
Dave: I normally go to my which we can use here.
~_---..f-.-"
parents' house.
. .. Manchester City once more. Baker plays it up the
Is Dave talking about line for Tolmey. Tolmey fires a shot but it's I'll send you a postcard as soon as I arrive.
i) one specific Christmas? deflected. Keagan tries to pass it out to Beardsley
Ii) Christmas holidays in general! but doesn't succeed ...
.
d) What tenses can we use here?
<: a
OJ
5l- OJ
.~
A two-down cottage in Stratford-upon-
Avon, I spend as much time here in
jersey as I can before we start filming a
I've normally had lunch on the set so 1
don't need anything more to eat in the
evening. Until I go to bed at around 11.00
pm I read, watch a bit of television - mostly
<:
OJ
:n a
e Bagerac series, to get into the feel of it, and
as much time here as possible afterwards, the news and documentaries - and write.
~
OJ
Example sentence t3 d: .~ ~ ~ Use/funcrion to recover. So that tends to add up to My first book, Bagcrac's Jersey, came out
almost the whole year. I return to Stratford here a couple of years ago and I'm now
from time to time as well. But my daughter, working on my next one. Since 1981, I've
I I usually go up to my parents' house. Emma, who is 19 going on 40, you know really got to know the island and its people
the kind, is here to boss me around. and they're splendid folk.
The great joy of living in jersey is that The early-to-bed-early-to-rise routine only
2 You press the eject button and then ... you are always close to the sea and there's applies to weekdays, of course, and the
no better way of starting the day than ~av
I
ing a swim. So in the summer I try to chmb weekend is a different story. That's the time ((
out of bed at about half past six - I tend to when what's left of my youth tends to be
3 There's a slow train that leaves at 10.00. spent prodigiously! ..
cower longer under the duvet during the
winter months - get dressed and take the On Saturdays, I tend to enjoy the outside
dog down to the beach in the car. ~lice is life. 1 love cycling, scuba diying and riding,
4 The Earth travels at about 107,000 km an an indefinable sort of dog - mongrel IS put- although [ must admit I'm not nature's
hour. tin" it a bit high, I think - but she has a greatest horseman. Then there's weightlift-
gre~t capacity to enjoy herself. ing - just to get rid of all my aggression.
S Josceline lives in London with her husband. I then go straight on to the film unit for Another thing I love doing is chasing up
breakfast, what we call a full house: eggs,
bacon and whatever else is going - so IJust v'lrious bits of jersey's past. It has d rich
put on whatever clothes 1 am ~equire. to and varied history as it's caught midway
6 Baker plays it up the line for Tolmey. beh\'een France and England. In fact, my
wear on set. But over the years I ve notlced
that what I wear as john Nettles is becom- second book is a selection of local tales as
ing very much the same as what I wear as they have been told to me, myths and
7 a) Australia mourns Jim Bergerac. legends. Many of them are only kept going
In fact, looking at this lot, only the socks bl! word of mouth and it would be a shame
are my own - the sweater, trousers and it thev were lost.
b) Two boys die on mountain shoes "belong to the BBe. I daresay I'll re- An~i Sunday means swimming, reading
turn them one of these days! the papers and lunch. There are a number
We do have a permanent location on the
island but we film all over the place, so I set of excellent restaurants and I would nor-
8 a) Peter tells me ... mally meet up with friends in one of them
off in whatever direction I have to. By and
large, I can move around the island without or else I go to them or we'll eat here. When
any particular difficulty. I suppose I am they come here, I usually appoint one of
b) ... you start your holidays on Saturday. well known, but no more than the butcher, them to take charge of the kitchen while 1
the baker and the candlestick-maker- every- do menial chores like peeling the spuds.
one knows each other here. After a good bottle of wine - another
9 I'll definitely send one as soon as I arrive. It's quite true .that we J?ut up fa}se road "ood reason for staying in jersey - the after-
si,.;ns to the vanous locatIOns, dehberately ~oon usually degener~tes into a picture of
dis"uised as the directions to building sites,
10 There's this man in a swimming pool and he
goes to the top of the diving board.
but that's only to discourage the holiday-
makers. It isn't meant to be unfriendly, it's II\
la~ll1l~tt~'n
wonder what would happen II \
just that it's difficult to film with thousands / and when BcrSL'nlc was to come to an end.
of people milling about. When we started I\ It would be difficult to live here and work
II Claire becomes involved in murder. doing fhe series, we all used to go on some- I \( somewhere else. But island life IS so idyllic,
where after we'd finished filming, but 1 I sometimes wish 1 had a respectable lob
found this to be a dreadful thief of time. which would allow me to stav here for ever l
Nowadays I usually come straight home. _______~~~~---i
But I don't find it easy. I'm not one of na-
The present simple is mainly used to talk about present lure's ascetics!" (
action in progress at the time of speaking. True/False? ~~../"~~~-~~ L'-
" I
81i © Longman Group UK Ltd 1991 '9' Longman Group UK Ltd 1991
14 GALACTIC IHIJTrLl
I4 GALACTIC SHU TILE
DESTiNATiON DEPARTURE FLIGHT TIME ARRiVAL PRICE CRAFT SERVICE DESTINATION DEPARTURE FLIGHT TlII,IE ARRIV,4L PRC" Ct,c-\r-T SERViC:
Earth to Times Days Hours Times Galac!Jc Earth to. Times Days Hours Times Ga:ac/.e
Dollars (G$) DO!"3fs ,'~EI
Venus Daily 1 11 Gt2CO Venus Super Venus Dally 17 G$'SC Venetian Stand31<J
0400 15.00 VISitor Shullie 0600 2300 Cljud(-::s~~ Shuille
2000 07.00 1800 11.00
Mercury Dally 4 8 G$270 Mercury Slow Mercury Daily 3 21 C$~·:O Ivh~rl~urv II Standa,,1
0700 1500 )Aaglc Shuille 1200 0900 Shunk::
1900 0300 2·100 2100
Sun Daily 6 10 G$6CO Sunny S!andar,j Sun Dati',' 6 6 G:k.?I~: ~:;I ;r SUnd:]r<l
not Sundays Days Shuille 0900 1500 ~>'+(.'r ShulliG
1200 22.00 Mars Daily 3 6 Gk3C Cir(::en Standard
Mars Daily 3 15 G$2~O Green S'ow 1,:00 2000 Man Shuttle
0500 20.00 Nian Shuille Jupiter Mondays/ 26 8 CiX: ,~!~,~ !:~j' S!anejarlj
Jupiter fuesdays/ 29 G$2,6S0 Jupiter Slow ! tlurS(jays J"pid Siluille
Fridays Jumbo Shuttle 0700 1501J
15CO 1500 Saturn Sundays Cj'tC _,~_ :.:,.r,-,rrl Stan,jar<l
53 10
Saturn 0.tondays/ 53 10 Gtbc':O Seven Stand arc: 0100 ! 1 00 Ou""n Shul!le
Thursdays R,ngs Shullie Uranus vVt.!(JneS(j3YS 113' 17 G3'J :.: Uranus Standarci
2300 0900 1600 0900 Star Shuille
Uranus Daily 102 1 G$15WO Uranus Super Neptune Fortnightly 181 18 G:E>::: Neptune Standard
0200 0300 Voyager Shullie Saturdays tiipper Shuttle
Neptune ,vlonthly 174 3 Gt22JOO ,"ng Super 2300 1700
lirst i'leptune Shuttle Pluto Monthly 240 8 G$2ol": Pluto Standard
Sundays Sundays
03.30 06.30 0800 16,00
Pluto I\lonthty 221 23 G$3'OCO Pluto Super Earth G$-:
Every hour 3 3 hours G'·Jbal De Luxe
first Discoverer De Luxe orbits on the hour later Sp'nner Shullie
Wednesdays Shullie
0430 03.30 Sun Tuesdays 13 G$'~CC S"r. De Lute
Sightseeing 24.00 2400 Sizzler Shut'le
Earth Daily 3:i 3j G$6 J Earthling De Lu,e
orbits 2400 hours Shuttle Space Dally 1-5 G5':O Da1iy De Luxe
0600 later Drifting 12.00 Variable GS:CC Gr:;-2r Shuttle
12.00
'800 PRICES All prices are given in Galactic Dollars $9(US) = G$'
Sun ':lady 12 20 1200 G$',J50 SunshJner De Lu/2 TIMES All times are given in SET. (Slandard Earlh Time) Passe- ~ers Will be advised on local plane: lin"·'
Sightseeing '600 ShuWe equivalents on board the shultle
SDEED. Average speeds are calculated al 1 million km per r,:~r
Space =:Iady 3 At sunflse C,ScS] Cosmos Super us : I,'" STOPOVERS We make slopovers at all planels en roule
Drifting at sunnse Oueen Shuille
c) When you'll see the film, you start to cry. 2 a) Is the sentence logical?
b) for rhe rime being
a) Explain the joke means _ _ _ _ _ _ _ _ _ __
d) When you see the film, you start to cry.
b) Is the action in progress? c) Is the situation temporary or permanent?
c) Is the action finished? d) Is the speaker working at the time of speaking?
The minute h) sun/set Should we be proud of our British cool? Ronnie !was c1eamng! his teeth one morn-
Mrs J. Meneell wrote to us recently telling us how ing. What a nuisance they are, he was
The very second i) plane land uncomplaining the British are and how that made thinking. Teeth are daft! Always needing
her proud to be British. We asked you if you cleaning - they're worse than shoes!
The moment j) telephone box agreed-should we be proud of our British cool, Though shoes get muddy. At least teeth
should we complain a bit more often? Here are
k) buy these new clothes don't get muddy - not unless you start eat-
some of your replies.
ing fields.
1
I) finish the marathon I'm, sorry. I'm always saying sorry! b) As Ronnie!is cleaning!his teeth one
We put up wi th indifference service because we don' tlike morning, he sees a message written in
m) pilot on the plane to makeafuss. We allow officials to get away with murder the toothpaste: 'HELP!' It reads, 'I AM A
because we are too timid to query them, and we apologise l
even when the faultis not ours. A Danish friend said to me, PRISONER IN A TOOTHPASTE
"English people are always saying sorry. Why is that?" FACTORY!' Later there is an even more
Why indeed! urgent appeal: 'HELP! THERE'S NOT
- Joni Brenner, Holloway, London. !~~~~~~~M~U__ C_~H~T_IM_E~!'__~__~~~
5 a) Would Joni Brenner answer 'Yes' to the question 6 a) Which tenses are these?
in the main headline? b) Do they refer to the same story?
b) English people are always saying sorry. c) Which text is from the blurb on the cover of the
Does rhis suggest that this is a habit, a frequent book? And which is from the story inside the
habit, or a very frequent habit? book?
o
1.7 - We are continuing presently: Part B
Write the following uses of the present continuous in the correct place in the table.
1.8
IB I N G <>
1 I'm putting out a note for the milkman at the moment.
emphasising very frequent action temporary action in progress now 2 I'm having my birthday party soon.
3 For the time being I'm spending so much of the day
earning money that I don't have time to become rich.
setting the scene: telling a plot regular action around a point of time 4 The English are usually having supper at 8.30.
5 English people are always saying sorry.
temporary situation future arrangement I
Complete the first sentence with a suitable 4 a) My next birthday is in five years time. 2 2 2
time expression. b) f"m having my next birthday when I'm five
a) He puts out a note for the milkman ... years older. 3 3 3
b) He's putting out a note for the milkman at
the moment. Which is felt to be more a part of the
calendar, a) or b)? 4 4 4
What is the difference in meaning between a)
and b)? S a) English people always say sorry.
b) English people are always saying sorry. 5 5 5
2 a) I spend so much time earning money.
b) For the time being I'm spending so much Which is more critical, a) or b)?
time earning money.
6 a) As Ronnie cleans his teeth, he sees a
Which is felt to be temporary and which message in the toothpaste.
permanent? NOT SURE?
b) As Ronnie is cleaning his teeth, he sees a
message in the toothpaste.
3 a) The English usually eat roast beef at one
on Sunday. Does the writer emphasise that the action of
b) The English are usually eating roast beef at cleaning teeth is in progress in a) or b)?
one on Sunday.
When does the meal start in a) and in b)?
3 She used to be overweight but nowadays she's eating less. 2 These days many families worldwide are having to restrict how often they eat meat
because it is becoming too expensive.
4 Don't forget to knock hard; I'm often working in the garden at lunchtime.
3 The world is currently undergoing a change in climatic conditions. The weather is more
5 I'm staying at home tomorrow, so come around for tea. difficult to predict and winters are starting later.
6 The manager is away, I'm afraid. He's currently visiting Japan. 4 The English are destroying their own language. At present people are not follOWing
traditional grammar rules. For example, the difference between I shall and I will is
7 Our boss is retiring at the end of the month - he's 65. disappearing. And if I was you is replacing if I were you.
8 Sometimes he's resting at this time 9f the day, so don't ring him now, ring him later. 5 In many countries jails are full or overcrowded and for the time being the crime rate is
going up.
9 Right now the Prime Minister's walking into the hall.
6 For the present young people are follOWing fashion and there is not very much
10 I can't sleep. My neighbour's continually playing loud music. difference in their dress.
II I hate driving in London. I'm forever losing my way. 7 The Russians and the Americans are being very open about their nuclear policies these
days. Other countries are not being so cooperative.
12 Don't worry, he's coming. He's putting on his hat at this very second.
8 Right at this moment 7,000 man-made objects are orbiting the Earth and this number is
13 She's normally travelling home about now. increasing daily.
14 At present I'm learning two languages at evening classes. 9 It is not a good idea to visit countries in the northern hemisphere in October because
they are usually having their annual invasion of tourists then.
15 We're not having a holiday next year. It'll be too difficult with the new baby.
10 The poor are always accusing the rich of being lazy and badly organised financially.
16 Hurry up! They're broadcasting the match at this very moment.
II The economy of all countries is booming now and everyone is importing and exporting
17 These days she's working in another department. more than before.
18 Look at the rain! Just think, we're generally camping by the sea at this time of year. 12 At the moment the Brazilian government is controlling the cutting down of the Amazon
jungle and the world is not losing its oxygen supply. The Amazon provides a high
19 It's very difficult to do any work, the children are constantly interrupting me. proportion of the world's oxygen.
20 I'm so tired! Thank goodness I'm having a holiday fairly shortly. 13 At the moment the quality of life is improving all over the world.
14 Romeo and juliet has a great plot. One day Romeo is fighting in a war when he suddenly
sees a very beautiful girl trying to escape from some soldiers.
j e
I 10 PROGPESS REPOPT
91
I 10 PP.OGRESS P.EPORT
I II CUbS V.l i( J
Progress Report: Jumble 1.11 Guess who ... =: !~y T!~ \[\
~ ~~~f~l
3) How often are you playing daru1 26) Usually at home. . .cc __~~··)
~===iJ r..::.-J..-.
4) What are you weighing1 27) Yes, it's a friendly neighbourhood. MAURICE GREG FRED
~1~2~3~4~S~1~2~3~4~5~1~2~3~4~5~1~2~3~4~5
5) How do you d01 28) Yes, it makes quite a change. f-;}J 6---;J tj) (..7) (;:.;,: {;;.~ ('::J' ~) t·:;:l C;, b..~ v~ C~~ b7J tit' (;::.: ~ t£' c.~:'''J (" . . :,
6) I'm coming from Canada. ~1~2~3~4~S~1~2~3~4~S~1~2~3~4~S~1~2~3~4~5
29) Yes, I'm late.
~ ~~ ::...'l.;-~ :.r;:DJ ~ ,}-~ ,iT~ g~) l:=ti3 ~~ 2:1.r:} G~'] ~ ~ ~~ ~~\ ~!:a tW~~l 0"~J t~:._:,
7) The Earth travels at 107,000 km per hour. 30) Yes, he's very busy these days. TODAY TODAY
8) What are you thinking1 31) Well, don't let me interrupt you.
I 3) Are you getting a lot of snow1 36) But he's beginning to slow down. ,~~
~
14) When does the train leave1 37) Really1 I don't think he likes you. EDWARD
~1~2~3~400S001002003~4~5001002~3~4~SOO1002003004~5
15) Josceline is living in Bristol. 38) Don't worry, I live just up the road. tr-:: >:~, «:) <$V<) &/0 t-r:' "'i3 Cf) f/() (~~ t5f) ¥ q'j) "'r-:> 6j.) 670 'N~ 6f) ~..:, (.,.'
001~2003~4005001002003~400S001002~3004005001002003~4~5
16) She speaks 2 languages, doesn't she1 39) What a victory! ~~~~~~~~~~~~~~~~~~~~
17) Why aren't you sitting down1 40) Because the gas is still on.
TODAY ~ TODAY (:',::';-, TODAY ,0 TODAY /;"-"\;,
18) The Earth is travelling at 100,000 km per hour. 41) How often do you play darts1 til JJJ ' I ) {,¥:,0 :~~ /' :~~ ([,)i~blS::~~~~\ '-::!~: JJ< .
~~~~ljl~l ~_~~i- ,,~:(T) ~~?~l STEVE ::..~,:!)
19) Do you get a lot of snow? 42) So I suppose you aren't eating bacon. ~1~2~3~4~5~1~2~3~4~5~1~2~3~4~5 DAY 1 DAY2 DAY3 DAY4 DAY5
20) When's the train leaving? 43) What do you weigh?
ff q'i' i~7.' .;;::;; M Q; EN) Q 6W E'W ¥ Cf? Ep t;;) t;.<) G."0 Q ~<) G:;) t;:I;
~1~2003004005001002003~4~5001002~300400S DAY1 DAY2 DAY3 DAY4 DAYS
21) I come from Canada. 44) He's always singing whenever I arrive. ~. ~ ~j) ~~ ~~@W @§I ®"-.J O:J 6<2 ~ d9 ~ @'0 ~O ~ ~ C':'
23) How often is the postman coming? 46) Yes, I saw you talking to Peter a few minutes ago.
~1~2~300400S~1002~3~4~SOO1~2~300400S001002003004~5
.~=v-~~~
~
PETER
DAY1 DAY2 DAY3 DAY4 DAYS DAY1 DAY2 DAY3 DAY4 DAYS 001~200300400S001002003~4~5
'T' ::'r) ' *, :-r> :-~ ~r) '-f) t.y:' ::I~ ::j!' (;f' tf' ':f;) '¥' tf') '+' Cj:J Q I:r';, '1"
98 © Longman Group UK Ltd 1991 !I!I
-
1 13 .A.FRICA BRACtJ 11 'A. If-
1.13
I . 12 - Perfect Choice I This is about the phone 9 The FBI have waiting
:-----~-'-. .r
2 a) I haven't eaten Christmas pudding at Christmas. Which Christmas are we talking about?
definite future period past-present period: unfinished recent action b) I didn't eat Christmas pudding at Christmas.
c) I didn't eat Christmas pudding at Christmas as a child.
Example sentence 3 a) Have you ever made custard? Which can start a conversation?
Use Timeline b) Did you ever make custard?
S Governments cannot wait 7 a) It's almost liquid - Yes, I've stewed the fruit When did he start stewing the fruit?
until locust swarms have for three hours.
eaten their crops. b) It's almost liquid - Yes, I stewed the fruit for
three hours.
8 a) Granny baked many cakes during her lifetime. Is granny dead or alive?
[[] Draw timelines for examples I to 5 in A above.
b) Granny's baked many cakes during her lifetime.
[rJ I a) The rains have just brought hope to the starving in Africa. 9 a) He brewed some Darjeeling .,. Can you add 'and then he poured it out.'
b) The rains just brought hope to the starving but no solution. b) He's brewed some Darjeeling ... to a) or b)?
Which adverbs can replace just in a), and in b)?
2 a) Giant swarms of locusts have been reported in Cape Verde.
b) Giant swarms of locusts were reported in Cape Verde.
To which sentence can the words two days ago be added? Time expressions which can be used for both present perfect
and past simple:
3 a) Experts who have been with the FAa for years were amazed.
b) Experts who were with the FAa for years were amazed.
Are the experts still working for the FAa in a), in b)?
4 a) Other countries are waiting until international meetings have been held in two months time.
b) Other countries are waiting until international meetings are held in two months time.
Are these countries waiting until the meetings are over or until they begin in a), in b)?
5 a) Other countries are waiting until international meetings have finished.
b) Other countries are waiting until international meetings finish.
There is no objective difference between the two sentences.
True/False?
Which sentence emphasises the completion of the event?
When you use the above time references with the present perfect simple
and the past simple, there is a change of meaning. True/False?
1.16 - Is the time up? 1.17 - Have you got the right time?
A B o Time expressions Definitions
I A: Where's john? It's two pm already! B: I didn't see him this morning.
I ever since a) emphatic way of saying after
2 A: Where's john? It's eleven am already? B: I haven't seen him this morning. 2 just (=recency) b) until now
6 A: David Harvard, the director, is planning to B: He's made many great films in his long career. 7 the other day g) until now (in questions and the negative)
start on his last film.
8 (three weeks) ago h) recently (used for repeated action)
7 A: Many froze to death last winter. B: And even though it's spring, the number dead is
still not certain.
8 A: Many have already frozen to death this winter. B: And many more may die before it's over. yet so far/up to now
lately ever after
9 A: Bill jenkins, the former boxing referee, is B: 'Bill, in your long career, did you ever see a ever since the other day
with us in the studio. knockout in the first round of a match?' just (=recency) (three weeks) ago
until (yesterday/last year/three days ago) when (+ past evenr/state)
that (Winter/Easter/day) after (+ past evenr/state/time)
lOA: Bill jenkins, the boxing referee, is with B: 'Bill, in your long career, have you ever seen a before now before (+ past evenr/state/time)
us in the studio. knockout in the first round of a match?' until now since (last nighr/I was a girl)
last (year/month/week) yesterday
II A: There have been a lot of rumours recently. B: But they still don't know who's spreading them.
12 A: There were a lot of rumours. B: But they never discovered who spread them.
Time adverbials connected with past Time adverbials connected with past only
and present
13 A: She studied two languages at university. B: Yes, she was at Cambridge in the sixties. = - - - - - - _ _ _ tense = --- --- tense
14: A: She's studied two languages at university. B: Yes, but I think she's changing to another course.
17 A: I knew your parents for many years. B: They were the perfect couple.
18 A: I have known your parents for many years. B: They are the perfect couple.
l
Q2] With all the above time adverbials you can use the present perfect simple and the past simple. True/False?
104 © Longman Group UK Ltd 1991 © Longman Group UK Ltd 1991 105
116 A PERFECT ,-I:.;, I'
1.18 TIME SORT DOMINOES
1.19 - Townscapes
~ Camford 1986
Oxtown now 4 Does a few more years belong to the past or the future!
ALBERT: Let's wait until we've been working here
for a few more years before we tell
anyone that we can't remember what
we're researching.
108 © Longman Group UK Ltd 1991 © Longman Group UK Ltd 1991 III!I
123 C..\SSETn ':,1'
1.21 - The search has been going on and on and on 1.23 - Cassette sales
i) Has the speaker in a) definitely 2 3
1 a) I've been reading the current issue of Plant News. finished reading Plant News!
b) I've read the current issue of Plant News. ii) Has the speaker in b) definitely
finished reading Plant News!
2 a) You've been working on the same problem for the last twenty
years. '0
] \.J
b) You've worked on the same problem for the last twenty years.
~
"
.0
E
i) In all these pairs both sentences
c) I've been making some tea. I Z"
have the same meaning
dl I've made some tea. Now Now Now
objectively. True/False!
ii) In which sentences does the Years
speaker emphasise an ongoing
process? 4 5 6
e) Let's wait until we've been working here for a few more years.
fj Let's wait until we've worked here for a few more years.
2 There is no objective difference when you use a specific time, e.g. for, since, all my life.
Now Now Now
a) I've studied the stars for years and I still know very little about the Milky Way.
I've been studying the stars for years and I still know very little about the Milky Way.
b) I've flown jumbo jets all my life. (And I can't see myself flying anything else.) 12
I've been flying jumbo jets all my life. (But next week I'm changing my job.)
10
"
The differences can only be subjective. In a) the present perfect continuous emphasises the
extended period of time and the ongoing process. In b) the present perfect simple sees the
situation as permanent whereas the present perfect continuous sees the situation as temporary.
So in these contexts you cannot make a grammatical mistake! However, if you want to
show a subtle difference, you need to think carefully about the choice between the two verb forms.
d) Sales have risen sharply over the last six years and are continuing to increase. 150.000 3000 15%
e) Sales have fallen sharply and consistently over the past five years. 100.000 2000 10%
f) Sales have been increasing slightly for six years and are still going up. 50.000 1000 5%
g) Sales rose slowly five years ago and have been decreasing slightly ever since.
1950 Now 1950 Now 1950 Now
h) Sales have fluctuated for the last six years and are still going up and down.
i) Sales fell dramatically six years ago and have remained stable ever since; they are
continuing to be stable. Road accidents Deaths due to lung cancer Deaths due to tuberculosis
40.000 40.000 400
j) Sales have slowly decreased for the past six years and are still going down.
30.000 30.000 300
k) Sales went up sharply about five years ago; they dropped immediately, remained
\
stable and are now increasing again.
20.000 20.000 200
I) Sales went up rapidly five years ago and then decreased sharply; they have been
stable ever since. 10.000 10.000 100
Part B
Deaths caused by hear-. attacks Cinemas open Inflation rate
4000 20%
2000 10%
50.000 1000 5%
11I1I1I1I1I1I1I1I1I1I1I1I1I1IIII1IIII1IIII1IIII1IIII1I1I1I....lIlIlIlst~.................................................................................
1.25 DELETED TRMJSFORMA TIONS I 26 DE ..\OL I r-lI',: :·1 :
He's been arguing with Somebody came/has This is the first time I A: I found/have found
his wife before. come earlier but saw/have seen so much the corpse at five.
nobody was at home. blood.
9 B: That's nothing
3 She hasn't eaten roast beef before.
unusual. I have often
The photographer found/ofcen found
is hasn 'c cake'l/didn 'c
2 corpses at that time.
10 cake any photos yet.
5 Is this the first time you've needed glasses? B: Yes, he has cur/cuc B: But I don't go near
himself. it
you ___ I
2
12
13
I've checked the
6 They last went swimming at the beginning of autumn. fingerprints with our A: The body is very
records immediately tanned.
have after I've taken them.
2 10
B: Yes, he's gone on
14
holiday.
7 I got to the airport an hour ago and there's still no news of my wife's plane.
They have this
apartment since 1987.
wife
7 10
15
Are you sure the body
8 I still haven't heard from anybody. Nobody/somebody has has been here since
ever seen such a three hours?
has terrible crime.
18 19 20
17
9 We haven't had a thunderstorm for ages. A: What have you
The neighbour I spoke Has he los~/did he lose Apparently somebody found?
to yesterday knew a lot of blood? heard his wife saying
we
nothing of their marital to him: 'I've been B: A gun.
problems. looking for you all
week because I want
some money for that A: Have you ever
10 They went to Hong Kong last year, the year before that, and the year before that! used one/did you ever
vase you broke/have
broken.' use one?
---!
10
$
21 fRUIT ;-IACHINE
116
© Longman Group UK Ltd 1991 © Longman Group UK Ltd 1991 117
c" PAST A JOKE
2.4 VOLLEY BAlL
21 throw 21 strike
21 sow 21 swear
Summary of The Past Simple: true or false? 22 tear 22 tread 22 swim
22 sting
The past simple can be used to: describe completed actions. True/False?
23 weave 23 think
describe one finished action. True/False? 23 swing 23 wake
describe a repeated action. True/False?
24 write 24 teach
describe simultaneous actions. True/False? 24 win 24 wind
describe actions which happened in sequence. True/False?
make a polite request. True/False?
express a preference. True/False?
express a strong wish. True/False?
express a strong recommendation. True/False?
talk about the present. True/False?
talk about the future. True/False?
'The past simple' is a bad name for the past simple. True/False?
lH)
118 © Longman Group UK Ltd 1991 © Longman Group UK Ltd 1991
2.5 WHO WAS JACK THE RIPPER'
2.6 CONTINUOUS Cmllc.'.I~
Around three o'clock on the night of August 31st 1888, Polly Nichols was I
being followed through the dark streets and alleys of the East of London
by the legendary Jack the Ripper.
As Jack the Ripper was killing his first victim, the rest of London
The arrival of a
policeman
interrupted a thiers
IN CASE
OFF'''E
BReAK' G
... lA55
I
I
~
'I-:-J
was sleeping peacefully. In fact the police was patroling the street of attempt to rob a A 'Honestly, Constable, I
the murder, Buck's Row, half an hour before the body was found by two jeweller's shop. The
'@I
1 .... 1
market porters. They're examining the body to see if it was drunk or policeman arrived
dead, when they decided to look for a policeman. When Polly's body was when the thief was in at the
9 discovered, she wasn't wearing good quality clothes, so the police knew the middle of _I
10 they weren't looking for a thief. There was another mystery. Why she wasn't throwing a brick at
II living with her husband and children at the time of the murder nobody the window. lie alarm when
12 seemed to know. Around the time of the second and third murders, claimed the
I] both of which happened very early on Sunday 30th September 1888, jeweller's was not his
14 some people were sing and dance in the nearby streets. Was not the target. along.'
IS murderer killing for pleasure or he was killing for some other strange
16 and horrible reason! It is obvious that after three brutal murders, the
17 residents were becoming extremely frightened. In fact the Ripper was
18 being so vicious that after the fourth one most people wouldn't go out
19 late at night. Many people investigated the murders and one theory
20 was that Jack the Ripper was a member of the Royal Family.
21
22
Were hiding some of the evidence the police! That is also a theory
never completely forgotten.
The World divorce B always
record holder
until
In December 1978, 71 year old Glynn de Moss
Wolfe made plans to marry for the twenty-second twenty-second
Substitution table and last time. Till then he had made a habit of
divorcing his wives.
Past continuous , Eva.
l
On a dark night in I B88 he - - - [ - - Polly Nichols through the
streets of London.
The police - - - p - - the streets thirty minutes before the murder. In rather difficult c me, Mr Smithers,
circumstances
Smithers's boss
Negative They --- ---
Negative contraction '- for a thief. inquired very w _ __
carefully and very 4
politely about a
Questions: certain office key_ whether _ __
Positive r___ 5
Why --- y-- about Jack the Ripper!
where you put
Negative Why the police 1___
--- for a thief?
Tag Jack the Ripper ~ ___ I the key to the office tea
--- for some strange reason, ---
Passive Polly --- --- [-- through the London streets. cupboard.'
© © 1·)·,
Longman Group UK Ltd 1991 Longman Group UK Ltd 1991 ~.)
~
__
'8__S_EA_S_A_G_A_________________________________________________________________ ~____~ ___________________________________________________________________'_8__S_EA_.C_,!,_,,_:'-,
2.9 - Assam: Perfect tea - Is it a thing of the past? 2.10 - Penalty shot: Sheet A
Negative He ___ - - - w ___ the pot before he put in the tea leaves, Now answer these questions.
a) Do we know exactly when Pierre made his one 3 How tong after the start of his walk did he have the
Negative contraction --- successful save? chance to save the girl?
b) Did he make the save before or after the events in 4 Did he hear the child's screams before or after he turned
Question:
this story?
Positive Why --- y - - - m _ _ _ the tea before the water boiled? the corner?
c) Was the season finished?
Negative contraction --- y - - - m ___ 2 Do we know exactly when he left home for a walk?
Tag They m the tea before the water boiled, ?
Passive The tea ___ --- m ___ before the water boiled, ~ I action at an indefinite point of time I action/state through a period action at a definite time
Passive question Why ___ the tea ___ m ___ ?
Example sentence Use Timeline
Past perfect continuous
Positive She _ _ m___ tea for twenty years before Emma told her about I He had made only one successful
---
warming the pot. save that season.
Positive contraction ---
2 Pierre had left' home for a stroll at
Negative We ___ m___ tea in the afternoon until Emma came three in the afternoon on January
--- ---
to stay. 5th 1984.
Negative contraction --- 3 He had been out for only five
Question: minutes, when the opportunity for I
Positive How long ___ y___ - - - m ___ tea before Emma told you him to make the save of his life
about warming the pot? presented itself.
I ~I
,)~
~ y 'V
Pierre had saved only one goal that season. However, this was soon to change.
Pierre had left home for a stroll at three ... he heard screams.
Pierre had strolled about for five minutes when he heard screams.
128
© Longman Group UK Ltd 1991 © Longman Group UK Ltd 1991 1~\1
12_.1_2_FLA_SH_B_~._CK_.------------------------------------111 ; •• j :, 7 : { ~ i, • • L
Elena Ricnby
The shooting took place as
G H The murder happened when soon as I left ... The shots
Lord Aston
I'd left ... The murder was were fired as soon as I'd left.
feel sleepy morning/arrested/ cornmitted when I left Lord
Chomley's house.
upstairs/spare bedroom
The murder happened at Frederick Baker
The terrible act had happened around eleven, so I left. I
The Duchess of
Crewe when I left ... The murder couldn't bear to stay in the
Connectors happened at eleven, when I house ... The murder had
Flashback I: E D A B H G C F happened at around eleven,
Use only and, but. left ...
so I left.
Flashback 2: B D A E H G C F
Do nor use rhese connectors:
after before when Prince John The murder happened at
Obviously sornebody Lieutenant Tenant
Flashback 3: G B C F H D A E eleven. I left and drove home
... The murder happened at murdered Lord Cham ley once
eleven. I'd left and driven I left the house .... Obviously
home. somebody murdered Lord
Chomley once I'd left the
house.
3 ______________________
Antarctica outside
2 _ _ _ _ _ _ _ _ __
Atlantis inside
6 _ _ _ _ _ _ _ _ __ The stranger lurked in the doorway of the empty
5 _ _ _ _ _ _ _ _ _ __
4 ________________ house. Waiting.
o
previous activity (2.14) to help you.
~
Right!
Wrong!
Or what
'1,,/v, is the
answer?
z·
2
Is it used to talk about a finished or an
unfinished activity?
M finished activity. )
~ Can it be used to talk about a habit? )
4
( o f course not. )
But isn't this sentence possible: 'I'd been eating
a big breakfast for months when my wife
suggested dieting.'? ~rm, perhaps it is. )
<;======d
And what about: 'I'd been eating a really big
breakfast when my wife suggested a diet. '? r1 think it sounds alright ... )
How are they different, then?
5
(rhey mean the same. )
Can the past perfect continuous be used alone
without another past tense related to it?
(ves, of course. )
So, can w~ say, 'Yesterday it had been raining
but today It /s dry.'?
======1. (ves, I think so. )
Is this correct? 'Yesterday it'd been snowing
but today it rained.'
6
(ves! )
Is the ~ense used to talk about an action at an
indefinite or a definite time in the past? (soth are possible! )
Write the uses of the Past Perfect Continuous in the table. ~ rc Complete time lines for them.
action completed shortly before another I action extending over a past period Rescued after drifting for llS days in a rubber raft in the middle of the Pacific,
Mr Maurice Bailey and his wife could not believe their luck. How they stayed
action repeated in a past period
alive was a miracle.
Small sharks, about three feet long, kept swimming up and pushing against
Example sentence _ Use Timeline
the raft. His wife pulled them out by their tails and Maurice wrapped a cloth
around their heads until they suffocated. Then they ate them.
a) I had just been thinking about The Baileys had sailed from Southampton in June 1972 in their 31ft yacht,
the terrible winter of 1987 Aurelyn, bound for New Zealand. One day, halfway between Mexico and the
when I saw this advertisement.
I Galapagos Islands, their lunch was scarcely cleared away when the boat was hit
b) He had been staying late at by a whale. They watched the water pour into the yacht for an hour before
work for weeks. taking to their raft.
They were picked up by a Korean trawler four months later, remarkably fit on
c) Water had been cascading
through his house since lunchtime. a diet of rainwater, raw shark meat, seagulls and the occasional turtle they
caught along the way.
13-l © Longman Group UK Ltd 1991 © Longman Group UK Ltd 1991
2
4
2 18 UNION JACKS
l
/,
I'd bought the best I had been expecting a
King Edwards potatoes, call for ages. Leslie and
washed them, peeled Lesley had finally been
them, boiled them for ringing me at eight to
twenty minutes and invite me to their C Head case o The worst bank robbers I
mashed them when I wedding. It was to be a Mr Kenneth English, a salesman from Florida, USA, In August 1975, three men were entering a bank.
found out she ate only traditional affair so I had been feeling depressed for some time. He had when they got stuck in the revolving doors and had
/rice. had to buy one of bought a gun and booked into a motel. to be helped free by the staff.
those large ,;,h:::;ats=-._-"'-':>= On his first evening in the motel, while he was They had been on their way to rob the Royal
sitting in his room. he made a sudden decision. He Bank of Scotland at Rothesay. They thanked
I had waited until the took out the gun he had purchased and shot himself everyone for their help and left.
a) I went to the bar . 'Morning, Sir Reginald. in the head three times. A few minutes later they returned and announced
weather man gave the
and Andrew ordered a I'd seen you yesterday When he had woken up several hours later. he their intention of robbing the bank but nobody
temperature as 68
pint. morning in your Rolls decided to go home. He explained away his bloodied believed them. First they demanded £5,000 but the
degrees Fahrenheit
b) I went to the bar and you were driving head by telling his wife that he had been in a fight. head cashier only laughed at them, thinking it was a
before I said that
and John had ordered a on the wrong side of Then he went off to bed. joke. The gang leader reduced his demand to £500,
nobody except the
litre. the road.' 'But my The follOWing morning, Mrs English drove her then to £50 and finally to 50 pence. Then one of the
British used Fahrenheit
Who ordered firsc and dear Luigi, in England husband to hospital. There doctors discovered that men jumped over the counter and hurt his ankle,
and 20 degrees C was
who ordered more? the left is the right side all three bullets had passed clean through his head. while the other two got stuck in the doors again
the real temperature.
of the road.' They patched up the holes and sent him home with trying to make a getaway.
orders to rest.
The Book of Heroic Failures (adapted)
Police later found all three bullets embedded in a
Waiter! You've wall in Mr English's motel room and charged him
brought me tea with a The last time I was in
with criminal damage.
slice of lemon instead England I didn't try to
of milk. And what's balance peas on the The Book of Narrow Escapes (adapted)
that fly in my cup! It back of my fork. I've
must be English - it tried it on a previous
visit. I'm surprised the
had fallen in because it
had a heart attack English don't starve to
1 death.
[;36 © Longman Group UK Ltd 1991 © Longman Group UK Ltd 1991 } "-
."
J I HOW SlJ'lPLE IS THE fUTUHE SIr'IPLE>
T 32 FUr!rJr i '
A Predictions
Write the verb form(s) used for the future in the box.
L_______________________________ ~
a) will can be used for prediction True/False?
A: What's the forecast? b) going co can be used for prediction True/False?
B: The papers say it'll rain but the TV says it's going c) will can be used for something we can True/False?
to be dry. see now which is certain to happen
A: Hey! Forget the forecast, look at those clouds. d) going to can be used for something we True/False?
Let's run for cover, it's going to rain. can see now which is certain to happen
B: Typical! In England it only rains between the
1UU STORY-Pages 4, 5. 6 and I:fntre Pages showers. will has many uses. In these examples is it used:
• to give an opinion? o
Shall and will I lintilJIy,;l'lr rull"\\'illg 1111' traditional 81/.([/I/lI'ill 2 A: Who do you think'il win the match?
• to make a spontaneous decision? o
Will is used with all persons but shall can be
rule,; ill writillg and ill r"J'iJJilI speech; and not
using thl' di';lillc(i'JlI ill "wryday conversatiun,
B: Scandinavia.
A: What's your best subject- football or geography?
• to state a fact? o
used as an alternative with I and we in pure when' I dUI!'llhink I I'wr 11,;t' anything other
future reference. You mean Sweden. I'm sorry but they're going to
than //'ill or 'II. lose.
Uavid ('ry,;tal EII.<I/ish Tr)(/rr.,IJ Nu, 5 B: Look! There's no one defending the goal ... !
Negative Sweden are going to win!
A: Don't be crazy! That's their own goal.
Will not contracts to 'II not or won't; shall
not contracts to shan't. ... Negative statements and questions are also
more common with won't than shan't, e.g.
In AmE shan't is rare and shall with a future We won't be able to come tomorrow . .. B Decisions
reference is unusual.
The 'classical' or 'simple' form of the Write the verb form(s) used for the future in the box.
Longman English Grammar L G. Alexander future is usually given as;
C Will
T
5
will has many uses. In these examples, is it used:
This is the nine o'clock news. According to a White
House spokesman, next week the superpowers will • to give an opinion?
o NEW lONDON
Orenl Lane, WG2B 5PW
The ANDREW LLOYD WEBBER
T.S. ELIOT
I
When /does this evening's
have more talks about future talks for a meeting to performance start?
talk about discussing future talks. • to make a spontaneous decision?
o Mao relerence 83
Box Office (GG) 405 00721404 4079
International Award Winning Musical
• to state a fact?
o Groups 930 61231405 1567 Cats
Booking to September. Some seats available
2 'He'll be a year for eve perfs and Tues mats from June
old at Easter.' Singles available from May
Mon·Sal al 7.45. Mats Tues and Sal al 300
Prices: £7.00-£25.00
Eve perf ends appro.< al t 0.30
Tanzania
835 2017 1121 1233 1340 1405 1345 1455' 1624' same
4 Daily 846 2023 1312 1422 1530 1605 1545 1655' 1824' ilInk HotidFjl in
Daily 861 2029 1620 1730 1845 1905 1845 1940' 2106'
r.~~~~'1e$
·f .................................................... ..........
Table 2
I will
a) There is only one verb form used to talk about the future
b) The verb form you choose depends on how you want to see the future.
142 ©
True/False?
True/False?
I-J:l
II
J.4 DOUBLE DATE
12 12 12 12
6 3 6 3
7 6 7 6
8 7 8 7
II 9 II 9
10 10
12 12 12 12
5 3 5 3
6 6 6 6
7 8 7 8
8 10 8 10
10 10
People will be wearing tropical 2 Do you know will the police be dancing
costumes and strange masks and men in the streets when they are on duty
will be dressing up as women. over the last weekend of August?
3 Won't they be dancing to reggae music 4 Once again they will be celebrate this
annual event in the streets.
as well?
5 The poor will imitating the rich and the 6 The police will be being searched by
royals. the public for drugs and weapons.
7 Will not the steelbands be playing their 8 Nobody will be working until Tuesday,
famous pan music? isn't it?
g
(&~. ~) see it, like last year?
~'
CURIOUS
VISITOR: (9) Well, a little bit. It's confusing with bats and ~ ~-.
VISITOR: (I) How do you play cricket? wickets and bowling. Why do they bowl the 10 As usual it'll be dramatising social ami
CRICKET
FAN: (2) I'll try to explain it to you:
You have two sides, one out in the field and one
FAN:
ball? Throwing it would be easier.
(I O) Don't worry, we're leaving at six.
--.
--~
.
i) Bass
-~:"
-
political events.
3.7 - Gilbert 1
3.8 - Caribbean future
Use Timeline
Example sentence
NEWSFLASH i) a) and b) have the same meaning objectively. True/False? d d' [' e
ii) In which sentence does the announcer see the programme exten e In 1m .l
The latest forecast says Gilbert will be reaching
the Jamaican coast at 3 am. As most people will be 2 Is the arrival of the hurricane seen
sleeping when it hits the island, they are advised as an action in progress in the
2 a) Gilbert will be reaching the Jamaican coast at three a.m.
to cover all windows, to secure any possessions future?
outdoors before going to bed, and not to go outside
b) Gilbert will reach the Jamaican coast at three a.m.
at any time during the storm. 3 Are most people expected to go to
We now go over to the Met Office for the background sleep before or after Gilbert
Does the speaker see a) or b) as an action in progress?
story on Gilbert. Well, as the hurricane passes
arrives?
over, winds will gust up to an incredible 266kph.
However, as the eye of the storm approaches, the a) Most people will be sleeping when it hits the island.
3
sky will brighten and the wind will drop for an b) Most people will sleep when It hits the Island.
hour before the other half of the storm hits land.
Why is it that Jamaica and the Caribbean region
are the victims of hurricanes whereas many other Which situation is extremely unlikely?
parts of the world escape such disasters? Well, .
there are six regions in the world where hurricanes
develop and these are restricted to tropical ocean 4 Is the future incidence of hurricanes 4 a) Jamaica will always be having cyclones and hurricanes.
areas. So it seems Jamaica will always be having seen as likely to be frequent or b) Jamaica will always have cyclones and hUrricanes.
cyclones and hurricanes. extremely frequent?
Which report emphasises the high incidence of cyclones and hurricanes?
I-IS II!I
© Longman Group UK Ltd 1991 © Longman Group UK Ltd 1991
39 SIEST~
;-Hl~ l'fYH:CT FUTURE FOR THE K.4f'lG/·i": ,
G
I How will I recognise you at
the station?
one million
2 Whatever you do, don't
spectators/when The shooting continues
shuttle launch
come at six this evening!
1770: 'What is it?' said one of the first
3 What about the altitude
during the night? English visitors to an Australian
Aborigine (who had never heard
4 I've won £ I ,OOO,OOO! English spoken before), when he saw
underground
shelter 5 The number one tennis seed Wimbledon 5 a strange animal, 'Kangaroo?' was the
has withdrawn from the answer, which of course means,
tournament. 'What did you say?' in the native
language. The Englishman thought it
6 Could you drop in a little
later than eleven am.? was the name of the animal. The
10 mistake has never been corrected,
c=:J
7 I wouldn't ring our Spanish but things have changed a lot since
a carnation branch immediately after
in my jacket lunch! that day,
8 And now we go over to our 1997: By the end of this year the 3,100 professional kangaroo shooters in
correspondent in America
for a live broadcast.
Australia will have shoot dead another three million kangaroos, In recent
15 years population estimates have varied from twenty to sixty million animals,
9 My neighbour has hit another which means there are, at the moment, more kangaroos than people - the
lamp post!
E
transcendental population of Australia is fifteen million. But how long will this last?
meditation 10 What if they drop a nuclear Many non-professionals will also have be shooting kangaroos illegally,
bomb?
So the unofficial number that will has be shot will be much higher
20 than the annual figure of three million,
Australia has forty-seven species of kangaroo, but many fear that in a short
time, three of them, the Big Red, the Eastern Grey, and the Western
Grey will died out. Of the millions shot, how many 'II 've been hit but
15,000 metres
money problems not killed? The cruelty and suffering is on a terrible scale,
25 By 1997 the Europeans will have only lived in Australia for just over
L two hundred years - the first settlement was in 1788, How many
thousands of years will have been living there the kangaroo?
Why so many people will once again have been ignore this annual
massacre for the whole year is difficult to understand, Many dogs
30 will probably have eaten kilos of kangaroo meat by the end of this
year, hasn't it? Don't people know that most countries buy kangaroo
meat for pet food?
By the end of the year many joeys (baby kangaroos) won't have found
their parents because they will have disappeared and their skin will
35 have been made into purses, rugs, toys, coats, and endless souvenirs,
How many more kangaroos must die before the shooting stops?
15U
© Longman Group UK Ltd 1991 © Longman Group UK Ltd 1991
3.10 THE PERFECT FUTURE FOR THE KANGAROO I
3 II 2001 f\NO THE 070r Jt S:lli"
Substitution table
3.1 I - 200 I and the ozone story
Future perfect simple
Mini-texts Projected US skin cancers
Positive 180,---,-----,-----,,-----,---,------,
the y _ _ S
_
Positive contraction another three million kangaroos.
!
~ 1441---t-----t-----t----c:
Negative By the end of the year --- u.J
the shooting U
Negative contraction st _ __ Z 1081---+---+----+-
~
U
Positive question Z )2~-~--_+--7f--~-~+
Negative question the kangaroo - _ _ ~ extinct by 2000! :><:
(fJ
Passive question
By the end of the year three million _ _ _ _ _ _ _ __ s___ .
~lQ)u®
- - - all the kangaroos _ _ _ _ _ _ s ___ by 2000! CFC FREE 1966 1980 2000 2018 2025
YEARS
Future perfect continuous The ozone layer is now thinning out What's more, CFCs will accelerate Because it takes so long to remove
at a dangerous rate. More cancer- the process of 'global warming', CFCs from the atmosphere, an 85~',
Positive inducing UV-B is getting through which will in turn have a reduction is needed just to stabilise
By the end of the night they the atmosphere, and this will have profoundly disturbing impact on the ozone layer at current levels.
Positive contraction - - - - - - hu,,"--- for eight hours a devastating impact on human climate patterns and terrestrial eco-
continuously. health, particularly in terms of systems, There are substitutes and
Negative increased skin cancers. alternatives available for almost all
The biggest single use of CFCs is as
It is still dusk so they propellants in aerosol sprays. In the uses of the most dangerous kinds
Negative contraction - - - - - - s~ for very long. Increased levels of UV-B will also ofCFC.
be extremely damaging to manv US, they were banned for this
other life forms, including cereals, purpose back in 1978, Other major
uses are in foam packaging, lin Once up in the atmosphere Iwhere
Positive question fibre crops and sensitive marine they can last for up to lOQJyearsl
how many kangaroos _ _
!
organisms. hamburger canons, for instance),
CFCs release chlorine. A single
By the end of the season Iy_ _ wounded before they~ - - air conditioning units and
molecule of chlorine can destroy
Negative question why _ _ _ the public ___ ___ tr refrigerants.
The damage to the ozone laver is 100,000 molecules of ozone.
stop the massacre! - - - - - - to The ozone layer in the atmosphere being done bV chemicals called The amount of CFCs currently
Negative contraction why - - _ the public tr t h allows life on Earth to flourish. It chloronuorocarbons ICFCs) which released into the atmosphere is
--- --- - - - 0 stop t e absorbs damaging ultraviolet are used in a wide range of currently six times greater than can
massacre? radiation IUV-B) from the sun. industrial processes. actually be absorbed.
In I 987 an international agreement 2 Scientific discoveries are often 3 A hole has appeared in the ozone
to limit CFC production was made suddenly and contrary to layer over the Antarctic. It has
signed. In September 1999 this expectations. Manufacturers are been gradually growing and now
agreement will have been in force already building plants at a cost of covers an area the size of the USA.
for twelve years. With measures millions of pounds to produce a Environmentalists fear that more
such as these industrialists expect harmless substitute for CFCs. By and more such holes will have
that by the year 2000 we will have the end of the century we will have appeared by the year 2000 and that
just avoided a global catastrophe. found a simple and dramatic the ozone layer will no longer
solution to the problem of the protect the planet.
ozone layer.
2 When exactly between now and the end of the century is the solution expected
to be found!
3 In this example the future perfect simple is used to talk about a single
actior(several actions?
152
© Longman Group UK Ltd 1991
© Longman Group UK Ltd 1991
) 12 OZO~ IE - A THING OF THE PAST OR THE FUTURE' 3 13 BY THE TIt-I!: J ()!
l.12 - Ozone - a thing of the past or the future? 3.13 - By the time you're 100 ...
~ Write the following uses of the future perfect simple in the table. [§J Complete timelines for them Assuming you're an average English person, then by the time you're 100 ...
action repeated at indefinite times in a future period I I action completed shortly before a future point
Potatoes 21
'--------------~---~-.----~
Sleep
93 kilos I year
situation extending over a future period I I action completed at an indefinite time in a future period I 930 kilos 5 years
9.300 kilos ( , ; 17 years
93,000 k"OS/~ 29 years
42 years
C~
Example sentence Use Timeline
The Times
a) In September 1999 the agreement will have been in force for twelve years. The Independent
b) From September 1999 the agreement will be in force for twelve years.
What is the difference? 7 Use the word get 8 Cat or dog food
7,081
2 a) By the year 2000 we will have just avoided a catastrophe. 70,810
b) In the year 2000 we will just avoid a catastrophe. 708,100
7,081,000 . .. times!!
c) When you get in, he will have just been swallowing his tongue.
d) When you get in, he will have just swallowed his tongue.
e) I'll have been taking tests for six years by next Thursday.
£) I'll have taken tests for six years by nex't Thursday.
i) The above pairs of sentences have the same meaning objectively. True/False?
ii) In which sentences are the situations seen as extended actions?
A
frightening fact is that in the year 2000 the population of Mexico City
CCORDINGto When we add in other parts of will be reaching thirty million.
""~ '0""""
Brazilian Amazonia, plus those And that is not the only problem. City planners know that major
the last three parts of Amazonia in changes must be made - and made quickly - to provide more water.
months (July- Colombia, Peru and Ecuador, r Otherwise it is conceivable that the water supply in the city will have
September) have the total could well be more
seen even more than 50,000 square miles, or run out by 1995.
burning of tropical forest in 3.6 per cent of the region. If And there is worse. By the year 2000 the city will have been slowly
) eastern and southern parts of deforestation continues at this ) sinking for twenty years. Originally the whole city area was a lake and
Brazilian Amazonia than in rate, and even without any
1987, when a whopping speeding up of the process, all the earth which was used to fill it cannot support the weight of large
'I
32,000 square miles went up Amazonia's forests would buildings. In spite of this and even though the whole area suffers from
~ disappear within a few years.
in smoke. And this is in just earthquakes, building continues.
certain sectors of the region.
~
~ ~
.\ However, the greatest tragedy of all is that at the turn of the century
many people will already be dying from pollution-related diseases.
Currently there are 12,000 tons of gaseous waste poisoning the air each
7 By 2000 the amount of carbon dioxide in the
day.
I Be quick or else when you go to visit the Amazon, the
forests will already go. atmosphere will have been increasing dramatically since Mexico City is a modern city but it is a city almost out of control. It
twenty years. must be taken as a warning by the rest of the world as to what can and
2 It has been recently predicted that the Amazon will happen when city planning cannot keep up with population growth.
forests will disappear within the next thirty years. 8 It is our problem because when they'll have finished
burning the forest, you and I won't have sufficient
3 They will cut down and burn all the trees by the time oxygen to breathe.
you come.
9 We can't ignore the problem because in ten years
4 The inhabitants of the Amazon region will be living in time the greenhouse effect will have become a global
a desert before they finally realise what has happened. phenomenon.
5 Many people will expect the disaster when it comes. lOY ou can have this article in a few minutes because I
will have been reading it by then. In the year 2000 the popUlation will be: 4 The sinking of the city by another 30 cm will
6 They will destroy thousands of unique plants, insects happen:
and animals by the year 2000. a) almost 30 million D
b) 30 million D
a) before the year 2000 D
b) in the year 2000 D
2 It is possible that there will be no water in the city: c) no information D
a) in 1994 D
5 The amount of gaseous waste is:
b) sometime in 1995 D
a) 12.000 tons each day D
3 The sinking of the city will start:
b) will soon be 12,000 tons each day D
a) in the year 2000 D
6 Deaths caused by pollution will happen:
b) in 1980 D
c) before 2000 but we don't know D a) only at the turn of the century D
. exactly when b) before the turn of the century D
I In the year 2000 the population will be: 4 The sinking of the city by another 30 cm will
a) almost 30 million o happen:
b) 30 million
o a) before the year 2000 o
2 It is pOSSible that there will be no water in the city:
b) in the year 2000 o
a) in 1994
o
c) no information o
b) sometime in 1995 o 5 The amount of gaseous waste is: