simple present and present progressive - cambridge university press

Grammar and Beyond TSR 3 © Cambridge University Press 2012 Photocopiable Tips • Unit 1 1

Simple Present and Present ProgressiveFirst Impressions1

U N I T

Unit Objectives

Students will learn and practice using• simple present vs. present progressive,• stative verbs, and• special meanings and uses of the simple present.

1 Grammar in the Real World

■ Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar in the Real World, pages 4–5.

Vocabulary

attitude AWLaware AWLconstantly AWLcreate AWLdemonstrate AWLfactor AWLimplicit AWL

investigate AWLprocess AWLpsychologist AWLreact AWLresearch AWLreveal AWLspecifically AWL

2 Simple Present vs. Present Progressive

Grammar Presentation

Reference: See The Teacher’s Grammar of English, pages 356–358; 362–364; 385, Activity 2.


Suggestions See suggestions for Grammar Presentations, pages 5–6.

■ Chart Tip As you go over each section of Chart 2.1, ask students to come up with specific situations where they might commonly see or hear each use of the simple present. After they have come up with a context for each use, ask students to write two sentences that they might find in that context. Have students share their sentences with a partner. Answer any questions they have about using the simple present.

Data from the Real WorldResearch shows that we use some adverbs with the simple present more often in academic writing than in speaking. Refer students back to the context(s) they came up with as you went over Chart 2.1. Have students write six sentences, one with each adverb from the box, using these context(s). Encourage students to reuse the sentences they have already written if possible, for example, The human heart typically beats 72 times a minute.

Grammar Application ■ Speaking and Writing Expansion Bring pictures of

people to class, or ask students to do so.

1. Have the students look at the pictures, then write about the people’s appearances. Tell them to use both the simple present and the present progressive. (The woman is wearing a brown suit. She is carrying a briefcase. I think that she’s a friendly person and is successful.)

2. Put students in pairs or small groups. Have them discuss their impressions of the people in the pictures.

3. After students have discussed the pictures in small groups, have them expand on their first impressions by talking about what they think the people’s family situations, careers, social skills, and personalities might be.

3 Stative Verbs





■ Chart Tip Have students work in small groups to list any additional stative verbs they can think of for each category in Chart 3.1.

2 Tips • Unit 1 Grammar and Beyond TSR 3 © Cambridge University Press 2012 Photocopiable

Grammar Application ■ Speaking and Writing Expansion

1. After Exercise 3.1B, show students a picture (or several pictures) of people interacting. Try searching for office meeting, job interview, or people in a hotel lobby on an image search engine. You could also use a short scene from a movie, TV show, or commercial that includes several people talking to each other. (Turn the sound off so that students focus on first impressions and not on language.) Ask students to discuss their first impressions of the people in the picture or video clip: What are their personalities like? What kind of jobs do they probably have?

2. After the discussion, put students in pairs. Have each student write a short paragraph about how their impressions differ from their partners’ and the reason for the difference, for example: My partner thinks that the man who is wearing blue jeans is too sloppy, and she does not think he looks like a good employee. I think he looks casual but intelligent. I think formality is less important to me.

■ Interact Conduct a roundtable writing activity using stative verbs with action meanings.

1. Give students a few minutes to review Chart 3.2 and the list of verbs with both stative and action meanings.

2. Put students in groups and tell them they will write present progressive sentences using the verbs you say. Say a verb (think, see) and have the first student write a sentence. That student then passes the paper to the next student and you say a new verb. After the paper has gone once or twice around the group, have groups exchange papers and check each other’s sentences for an action meaning.

■ Tech It Up For homework, have students search a free video site using the search term how to make a good impression. Tell them to listen for and write five sentences using different stative verbs. In class, have them share their sentences with a partner.

4 Special Meanings and Uses of Simple Present


Reference: See The Teacher’s Grammar of English, pages 356–358.



■ Chart Tip After you go over row a, give students a few minutes to think of a “one-sentence review” of a book they have read. Call on individuals to share their “reviews” with the class.


After students have completed Exercise 4.3, have them write about school procedures.

1. Put students in pairs and have them brainstorm several things students have to do before starting classes at your school (register online, pay tuition, buy books). Have them take notes and ask their partner to explain any procedures they don’t understand.

2. Have each pair write a short paragraph about the procedures they came up with. Tell them to refer to Chart 4.1 and use expressions that show sequencing. Tell students that they can include their own impressions of the school where appropriate.

Model the activity by writing the following sentences on the board:

At Carlson College, students first choose classes they want to take. Then they meet with an academic adviser. Next, . . .

3. After students have finished writing, have selected pairs read their paragraphs to the class. Check that they used the simple present correctly.

5 Avoid Common Mistakes

■ Beware Verbs that have both an action and a stative meaning are a common source of errors with the present progressive. Give students more examples of such verbs and encourage them to be particularly careful when using them.

6 Grammar for Writing

■ Alternative Writing Task Have students focus their tip on a specific area of interest to them. For example, they could write about how college students can make a good impression on instructors, or how salespeople can make a good impression on clients.

The Unit 1 test and answer key can be found on the CD-ROM in the back of the Teacher Support Resource Book.

Tips • Unit 2 1Grammar and Beyond TSR 3 © Cambridge University Press 2012 Photocopiable

Simple Past and Past Progressive; Used To, WouldGlobal Marketing2

U N I T

Unit Objectives

Students will learn and practice using• simple past vs. past progressive,• time clauses with simple past and past progressive, and• used to and would.




Vocabulary

adapt AWLadorable affordable approach AWLcreate AWLcampaignculture AWLfeature AWL

global AWLimage AWLinappropriate AWLmajor AWLresearch AWLseries AWLsimilar AWLtremendous

2 Simple Past vs. Past Progressive


Reference: See The Teacher’s Grammar of English, pages 364–365; 387, Activity 5.



■ Chart Tip As you go over Charts 2.1–2.3, draw two time lines to demonstrate the difference in meaning between simple past and past progressive. On both time lines, start by drawing a vertical line and writing now below it to give a time reference point. On the simple past time line, put one X mark to the left of the vertical line to demonstrate that the simple past describes a completed action in the past. On the past progressive time line, put two X marks to the left of the vertical line and connect them with a line. This demonstrates that the past progressive describes something that started and ended in the past. The action may have happened over a short or a long period of time.

■ Beware Although the simple past and past progressive can both be used to talk about past events, the meanings differ slightly, for example, I took a walk yesterday at 3 p.m. (meaning: I started taking a walk at 3 p.m. yesterday) vs. I was taking a walk yesterday at 3 p.m. (meaning: I started walking before 3 p.m., and at 3 p.m., I was still in the process of taking a walk).

Grammar Application ■ Writing and Speaking Expansion After students have

completed Exercise 2.1B, do the following.

1. Have students write five questions about early American advertising using the simple past and past progressive, for example, Where was Benjamin Franklin living in the early 1700s? or Was Ben Franklin an inventor?

2. Have students ask and answer their questions with a partner. Then have pairs volunteer to read a question / answer set for the class.

■ Tech It Up For homework or in the language lab, have students look up commercials online using a free video site. Tell them to use the search term commercial and the name of a common product, for example, cereal commercial. Have them view one commercial and write a description of it using the simple past and past progressive. For example, Two boys were sitting at the kitchen table. There was a bowl of cereal in front of them. They were fighting about . . . Have students compare their descriptions in class and, if possible, play the commercials as well.

3 Time Clauses with Simple Past and Past Progressive





■ Chart Tip Before you go over Chart 3.1, make sure students understand the meaning of the following words and phrases: first / second event, ongoing action, interruption, and in progress. Diagram sentences in the chart by using time lines as necessary. Explain that in


sentences with more than one event, understanding the time relationship between the two events is crucial to understanding how the structures are used.

Grammar Application ■ Speaking Expansion After Exercise 3.4B, have students

do a role play.

1. Put students into pairs. Have one of them play the role of a TV reporter, and the other the role of an advertising executive. The TV reporter is interviewing the advertising executive about how he or she became interested in advertising. The advertising executive should tell stories about what happened in the past that made him or her decide to go into advertising. Tell students to use the simple past and past progressive with when and while in their role plays as much as possible.

2. Have students change roles so that they can practice each part.

3. Have a few pairs volunteer to perform their role plays for the class.

■ Writing Expansion After Exercise 3.4B, have students write five sentences about their partner’s important past decision. Have students share their sentences with their partner and check for any mistakes. Then have volunteers read one or two of their sentences to the class.

4 Used To and Would


Reference: See The Teacher’s Grammar of English, page 316.



■ Beware Students may be confused by the meaning and use of would. Would is a common modal and has varied uses and meanings in English. It is used to make offers, invitations, and polite requests. It is also used as the past form of will, and in conditional sentences. In this case, would is used to show past routines and repeated actions. Students can tell the difference in meaning / use by looking at the context.

Grammar Application ■ Writing Expansion After students have completed

Exercise 4.3, have them work individually to do the following.

1. Have students use the questions to write descriptive paragraphs about their TV viewing habits in the past using used to and would.

2. Collect the paragraphs and have a volunteer read them aloud one at a time. The rest of the class guesses the author of each paragraph. If your class is large, you can do this in small groups.

■ Speaking Expansion After students have completed Exercise 4.3, expand the discussion.

1. Write the following questions on the board:

What was TV like in the past?

What were commercials like in the past?

In your opinion, were TV and commercials better in the past?

2. Put students into small groups and have them discuss their answers to the questions.

■ Interact Students guess which famous person they are based on their classmates’ clues.

1. Before class, write the names of famous people on index cards, one name per card. Choose famous people your students will be familiar with. Make one card for each student. (If you have a large class, you can write the same name on more than one card. In class, put students in groups of four so that each group member has a different famous person’s name.)

2. Tape a card on each student’s back so that famous person’s name is visible only to other students. Each student gives one clue about another student’s new identity using used to and would, for example, You used to be president of the United States. You would eat jelly beans every day. You used to be an actor. (Ronald Reagan.) After all the students have given one clue, the student tries to guess the name on his or her card.


■ Beware Speakers of some languages tend to use the present perfect in place of the simple past. This may be because the present perfect is similar in form to the form they would use to report past events in their first language, for example: What have you done last weekend? I have visited my parents.


■ Alternative Writing Task Have students write about their own careers or fields of interest in the past and present. Ask students to compare how their field was in the past with how it is now. Remind them that they should use both present and past verb forms, as well as time words.



Present Perfect and Present Perfect ProgressiveSuccess3

U N I T

Unit Objectives

Students will learn and practice using• present perfect, • present perfect vs. simple past, and• present perfect vs. present perfect progressive.




Vocabulary

achieve AWLcivil AWLcontribute AWLcorporation AWLethnic AWLfoundation AWLfound AWLglobal AWL

goal AWLminority AWLprime AWLprinciple AWLpromote AWL researcher AWL similar AWL

2 Present Perfect





■ Chart Tip After you go over Charts 2.1 and 2.2, list all of the adverbs on the board: all, already, ever, for, just, never, recently, since, so far, still, yet. Ask students to work in small groups to write a present perfect sentence using each adverb. Tell them to be ready to explain which use of the present perfect is shown in the sentence. Call on two students to read their group’s sentence for each adverb and explain the verb choice.

Grammar Application ■ Speaking Expansion After Exercise 2.1, have students

ask and answer questions with the present perfect.

1. Tell students to take a few minutes to study the information in the paragraphs. Then have students close their books.

2. Pair students and tell them to “test” their partners by asking five questions in the present perfect. Then they switch roles. Monitor for correct use of the present perfect. Ask for a show of hands for students who could answer every question from memory.

■ Writing Expansion After Exercise 2.3, write Bill Gates, Oprah Winfrey, and George Clooney on the board. Then conduct a class brainstorm of the names of other successful people who are still alive and add those names. Ask students to write a sentence about something each person has done. Provide examples: Bill Gates has run the world’s largest software company for many years. Call on individuals to write one of their sentences on the board. Discuss the appropriateness of the present perfect in their sentences.

3 Present Perfect vs. Simple Past





■ Chart Tip After you go over Chart 3.1, put students in pairs. Have them write two sentences about a well-known person, one in the present perfect and one in the simple past, for example, George Clooney has starred in many movies. He won an Oscar several years ago. Call on individuals to share their sentences with the class. Discuss whether the present perfect sentences refer to repeated actions that continue into the present or to actions completed at an unspecified time in the past.


Data from the Real WorldPoint out that, in addition to using the present perfect with yet and already in academic writing, students should also use the present perfect in speaking because it is the more common form. To check comprehension of the adverbs, call on students to make statements about the school year using yet and already, for example, Exams haven’t started yet. We’ve already had one holiday.

Grammar Application ■ Writing and Speaking Expansion After Exercise 3.1B,

have students write an imaginary interview with a famous person.

1. Have students work in pairs to choose a person and write questions and answers about that person’s accomplishments. Tell them to read the interview aloud for practice.

2. Put pairs together to form groups of four. Have each pair read their interview to the other pair, with one student playing the role of the interviewer and the other playing the role of the famous person. When they finish, the listening students must ask the “famous person” an additional question.

■ Interact Have the class brainstorm a list of about 20 verbs and write their base forms on the board in a numbered list. Put students in groups and tell them to take turns asking each other questions using the verbs in the present perfect and simple past. Encourage them to ask third-person questions. For example, if the verb is walk, they might ask Who has walked on the moon? When did he / they walk on the moon? Monitor the groups and make a note of errors to go over with the class.

4 Present Perfect vs. Present Perfect Progressive


Reference: See The Teacher’s Grammar of English, pages 367–369, 372–373.



■ Chart Tip After you go over Charts 4.1 and 4.2, put some additional examples on the board and discuss their meanings: He has studied English for two years. / He has been studying English for two years. (same meaning); She has been raising money for a good cause. / She has raised money for a good cause. (continuing action vs. action completed at an unspecified time in the past);

They have known each other for 20 years. (ongoing event with a stative verb). Ask students to write two additional sentences that show a contrast between the present perfect and present perfect progressive. Call on individuals to share their sentences with the class.

Grammar Application ■ Speaking and Writing Expansion After students

have completed Exercise 4.2D, have them continue the activity for more speaking practice with the third person.

1. When students share their answers to the questions in the exercise, tell them to listen carefully to their partners and to ask for clarification if necessary. Don’t allow them to take notes.

2. Have students change partners and tell each other everything they remember about their first partners.

3. Tell students to write sentences about the person they just heard about (not the one they originally talked to).

4. Have students share their sentences to see if anything got “lost in translation” and to check the grammar.

■ Tech It Up Tell students that for their final writing assignment in this unit, they will need to write about a person they admire. Have them search for information by typing a person’s name + “short biography” into a search engine. Tell them to use the information they find to write eight to ten sentences about the person. They should use a variety of structures: simple present, present perfect, simple past, and present perfect progressive. Remind students to use the information but not to copy sentences word for word.


■ Beware For item 4, point out that it is the use of the phrase “for six hours” that makes the perfect form necessary. If the sentence said He is studying, and he refuses to stop, the emphasis would be on what he is doing now. Tell students to check their progressive sentences carefully for the present-to-past time frame.


■ Level Down Allow lower-level students to write about someone they know personally.



Past Perfect and Past Perfect ProgressiveNature vs. Nurture4

U N I T

Unit Objectives

Students will learn and practice using• past perfect,• past perfect with time clauses, and • past perfect progressive.




Vocabulary

adults AWLbiological contacted AWLcontroversial AWLdebate AWLdiscovery dominant AWLenvironment AWLfascinated finally AWLgenetics

goal AWLidentical AWLindividual AWLinvestigate AWLnurture occupy AWLresearch AWLresearcher AWLrole AWLsimilar AWLsimilarity AWL

2 Past Perfect





■ Chart Tip As you go over Chart 2.2a, point out there are two events that are described in relation to one another. This is in contrast to Chart 2.2b, in which a single event is described.

Data from the Real WorldHave students write sentences in the past perfect with each of the verbs in the chart. Have students compare sentences in pairs.


ask and answer questions about the information in the description of the famous twin study. They can ask Yes / No questions (Had Dr. Bouchard been teaching at the University of Minnesota when he began the twin study?) or information questions (How long had the twins been separated when they met again?).

■ Writing Expansion After Exercise 2.4A, have students use the time line about Alex and Andrew to write five more sentences. Tell them to use the past perfect with the prepositions before, until, and by in their sentences. They can write affirmative or negative sentences, for example, Before 1997, the twins had only made one Spy Twins movie. The twins hadn’t been to college until 2004.

Have students compare their sentences with a partner’s. Then have a few students volunteer to read their sentences to the class.

■ Tech It Up For homework or in the language lab, have students research a biography of a person who became famous at a young age ( for example, Michael Jackson or Dakota Fanning). Have students write a paragraph about the person using the past perfect. Students should include the years of important events and the prepositions before, until, and by in their sentences. Back in class, put students in small groups. Students take turns describing the important events in their person’s life. The rest of the group tries to guess who the person is.

3 Past Perfect with Time Clauses


Reference: See The Teacher’s Grammar of English, pages 369–370; 548–551.



■ Chart Tip After you go over Chart 3.1, it may be useful for students to see a time line for each example sentence. This often helps students to see the time relationship between events.

■ Beware Students may have difficulty understanding the differences in meaning between the time words and phrases (after, as soon as, before, by the time, until, and when). Go over the meaning and use of each phrase,


and point out that some time words can only introduce a specific event. For example, before and until can only be used to introduce the second event, and after can only be used to introduce the first event.

Grammar Application ■ Writing and Speaking Expansion

1. After Exercise 3.2, have students work in pairs to write their own story about siblings or twins being separated and later reunited. Tell students to include at least five sentences with time clauses and the past perfect. Encourage students to be creative.

2. Join pairs to form groups of four. Have each group role-play a conversation between the siblings from the two stories. Each person should play the part of one of the siblings, and they should tell the others their story, using past perfect with time clauses when possible.

■ Interact Have students do a “lineup” unscramble.

1. Come up with several questions or statements using the past perfect and time words.

2. Write each word of the sentences in large letters on a separate index card. Write the punctuation mark on its own card. Be sure you have enough words so that each student gets a card.

3. Put students in groups of about seven. Distribute the words from one sentence (scrambled) to each group. Have the groups take turns arranging themselves in front of the class, holding the cards so that the class can read the sentences. The other students can then suggest corrections.

4 Past Perfect Progressive





■ Chart Tip Demonstrate the meaning of the past perfect progressive by drawing a time line to show the first example sentence in 4.2a. Start by drawing a vertical line and writing now beneath it to give a time reference point. Then, to the left of the vertical line, draw an X to indicate a completed past action, and write He looked tired beneath it. Draw another X mark to the left of the He looked tired mark. Connect the two X marks with a line. Write he had been working all night below this period of time.

Grammar Application ■ Speaking Expansion After students have completed

Exercise 4.1, put them into groups of three to do a role play.

1. Have students role-play an interview between a television talk show host and Mark and Peter. Tell them to first work as a group to write sentences for the interview. Say that students who play Mark and Peter should feel free to add their own extra ideas or feelings to their responses, and the reporter can ask additional questions, as appropriate. For example:

Interviewer: Where had you been working before you met?

Mark: I had been working at a furniture factory.

Peter: And I had been working at a furniture store.

2. When students have completed the role plays, have groups volunteer to perform them for the class.

■ Writing Expansion After Exercise 4.2A, have students use the interview with Paula to write a paragraph describing her experience of finding her siblings. Make sure students use the past perfect and past perfect progressive in their paragraphs. Then have students trade papers with a partner to check for errors. Go over any questions as a class.


■ Beware Some students have a tendency to overuse the past perfect. Remind students that if they are describing a past event without relating it to another past time or past event, they should use the simple past or present perfect. For example, in number 1, it is possible to say I have never seen my sister in real life, as long as you don’t include the second half of the sentence.


■ Level Down Guide students in making word maps as a pre-writing task. Start off by drawing a blank word map for Factors that influence people’s behavior on the board. As a class, look back at the paragraph in the Pre-writing Task for ideas (family, friends, schools). As students call out the factors, write them on the board. Have students copy the word map on their own paper and circle five of the factors that they believe are true. They can add more if they like. Then for each circled factor, have them write an example from events and situations they have observed. Students should then use these word maps to help them write their paragraphs.



Be Going To, Present Progressive, and Future ProgressiveLooking Ahead at Technology5

U N I T

Unit Objectives

Students will learn and practice using:• be going to, present progressive, and simple present for

future; • will and be going to; and• future progressive.




Vocabulary

access AWLaffect AWLavailability AWLblanketed bulky AWLcommunication AWLcomputer AWL

constant AWLdevice AWL gadget predict AWLproject AWLresearch AWLtechnology AWL

2 Be Going To, Present Progressive, and Simple Present for Future


Reference: See The Teacher’s Grammar of English, pages 316–318, 357, 362–363.



■ Chart Tip After you go over Charts 2.1 and 2.2, write several situations on the board and ask students to explain which future form they would use to describe each one and why. Point out that the rules are flexible because the certainty of a future event depends on individual perspective.

Grammar Application ■ Speaking Expansion After Exercise 2.3B, conduct a

class discussion about technology plans being made by businesses and organizations students are familiar with. (Students may be aware of new phones or gaming systems that are coming out or of changes that their social networks are planning.) Write the ideas on the board. Tell students to copy down any plans that interest them because they may want to use them for their final writing assignment for the unit.

■ Tech It Up Have students conduct online research about an innovation or a company’s technology plans. If they choose to focus on a company, suggest including the word plans and the current or next year in their search terms, for example TechCo plans 2013. Tell them to note the ideas that they see. In class, put students in groups and have them share what they learned.

■ Writing Expansion Using the information from either the Speaking Expansion or Tech It Up above, have students write eight to ten sentences about various future plans. Tell them to be prepared to explain their choice of verb form. For example, TechCo’s new tablet computer comes out next week (scheduled event); Mybook is changing the profile page this month (already planned); MicroTech is going to add new features to their phone by next year (a less certain plan).

3 Will and Be Going To





■ Chart Tip After you go over Charts 3.1–3.3, ask students to write their own examples. Call on individuals to share their sentences with the class and explain their choice of verb form.



do a role play.

1. Create a list of different situations and write them on the board. Use situations like these: (a) Your phone’s camera isn’t working and you need it next week. Call customer service. (b) Your cable is out and you have a group of people coming over to watch the big game. Call customer service. (c) You’re a manager explaining to an employee why he / she needs to learn a new kind of technology. (d) You’re a consultant giving a company ideas for technology that will improve business.

2. Put students in pairs and have them each role-play a situation. Tell them to think about their verb choices as they talk. Then have them switch roles and choose a different situation.

3. Call on two or three pairs to demonstrate a role play for the class. Ask the listening students to write the future verbs they hear. Discuss the forms they chose and talk about whether alternate forms would also have worked in the situation.

■ Interact After Exercise 3.2C, have students work in pairs or groups of three to make long-term predictions about more everyday technologies. Call out items (video games, airplanes) and give pairs a minute to write a prediction. When you finish, call on each pair to share their favorite prediction with the class.

4 Future Progressive





■ Chart Tip After you go over Chart 4.1, ask questions and have students give full-sentence responses. Possible questions: What will you be doing at 3 o’clock tomorrow? What will this class be doing next time we meet? What new features will car companies be including on next year’s models? What innovations will gaming companies be coming out with soon?

Grammar Application ■ Writing Expansion After students have completed

Exercise 4.3, tell them to think of someone from public life they admire. Have students write about what they imagine that person will be doing 10 years in the future. Encourage them to use their imaginations. Then have students exchange papers with a partner. Tell them to underline the future verb forms in their partner’s paper and to discuss any form choices they disagree with. Tell them to discuss whether they agree with their partner’s predictions.


■ Beware For the future progressive, as with all progressive structures, students may make the error of using stative verbs incorrectly. Call their attention to the issue and have the class briefly review some common stative verbs. (I see the stars. not I am seeing the stars.)


■ Level Down Allow lower-level students to choose two or three different topics and write several sentences about each one. Tell them to start each topic with a future progressive sentence and to follow it up with two or three sentences using one of the other future forms.

■ Beware If students are using research for their writing, they may be tempted to copy sentences from source material. Tell them to take notes from source material but not to copy complete sentences, and then to write their own sentences based on the notes. Students may need to practice this process in class.



Future Time Clauses, Future Perfect, and Future Perfect ProgressiveBusiness Practices of the Future6

U N I T

Unit Objectives

Students will learn and practice using• future time clauses and• future perfect vs. future perfect progressive.




Vocabulary

access AWLcomputer AWLconfident data AWLdecade AWLdevice AWLeliminate AWLexpert AWLfile AWL generate AWL network AWL

nonetheless AWLpose AWLreliable AWLsecure AWL server site AWLstore sum AWLsurvey AWLtechnology AWL

2 Future Time Clauses





■ Chart Tip As you go over the charts, point out the difference in meaning that time phrases convey. Time phrases such as as soon as, until, once, and after indicate that the event in the time clause happened before the event in the main clause.

■ Chart Tip After you go over Chart 2.2, reinforce the idea that two events are happening simultaneously by assigning dates and / or times to each event like a calendar entry. For example:

I’ll be taking my vacation while the company moves to its new office.

August 22–26: Company moves to its new office

August 21–29: Vacation to Italy

Grammar Application ■ Speaking and Writing Expansion After students have

completed Exercise 2.3, have them create gap activities for one another for further practice.

1. Have students imagine they are planning a meeting or a class. Tell them to work individually to make an agenda for the meeting / class. The agenda should have five to seven events or activities on it and should indicate a start and end time for each. Tell students to make sure that some of the events overlap in time.

2. Have students write complete sentences to describe their agenda, like those they completed in Exercise 2.3. They should use a variety of time phrases, for example, As soon as we finish introductions, we will discuss the current market.

3. On a separate paper, have students write the times of the events on their agenda, but leave the events blank. For example:

10:00–10:05

10:05–10:25

10:15–10:20

4. Put students into pairs. Have student A give the blank agenda to student B. Then have student A read his or her sentences from step 2 to student B. Student B listens and uses the information to fill in the blank agenda.

5. Have students compare agendas and discuss the clues that the time phrases gave them.

6. Students change roles and repeat steps 4 and 5.


3 Future Perfect vs. Future Perfect Progressive





■ Chart Tip After you go over the charts, check students’ understanding by writing out your class schedule for the next 2 to 3 weeks (Tuesday: finish Unit 6; Thursday: take Unit 6 test; Monday: start Unit 7; etc.). As a class, write two sentences about the schedule, for example, By Monday, we will have finished Unit 6. Then have students write two or three more sentences on their own.

■ Tech It Up For homework or in the language lab, have students look up information online about a future product that is in development or will be released soon (a new smartphone, an electric car). Have students use the information they find to write five sentences about the steps to its completion and release, for example, By the time the new car is released, engineers will have been developing it for 5 years.

Grammar Application ■ Writing Expansion

1. After Exercise 3.2, have students work individually to write eight more sentences about Eric’s schedule, some with the future perfect and some with the future perfect progressive. Some of the sentences should be true, and some should be false.

2. Have students close their books and exchange their true/false “tests” with a partner. After they take each other’s “tests,” they trade back. The person with the most correct answers wins.

■ Speaking Expansion After Exercise 3.3C, have students report back to the class about their partner’s answers. Then have a class discussion about the similarities and differences in the students’ future plans.


■ Speaking Expansion After students have completed the Editing Task, put them in pairs and ask them to make predictions about another industry, such as hospitality, education, real estate, or entertainment.


■ Alternative Writing Task Have students choose a field of study that is changing rapidly due to technology or other developments (medicine, business, travel, architecture). Have students write a paragraph about the changes the field will likely encounter in the future.



Social ModalsLearning How to Remember7

U N I T

Unit Objectives

Students will learn and practice using• modals and modal-like expressions of advice and regret; • modals and modal-like expressions of permission,

necessity, and obligation; and• modals and modal-like expressions of ability.




Vocabulary

author AWLchallenge AWLconcentrate AWLcreate AWLcrucial AWLexpert AWLfinal AWLimage AWLmaintain AWL

mental AWLobservancepriority AWLproject AWLroute AWLtackle technique AWLvisualization AWL

2 Modals and Modal-like Expressions of Advice and Regret





■ Chart Tip As you go over Charts 2.1 and 2.2, point out the verb forms (use the base form after present modals and have + past participle after past modals). Have students work in pairs and tell their partners something they should do in the future, something they should do every day, and something they should have done in the past but didn’t. Call on individuals to relate what their partners told them.

Grammar Application ■ Tech It Up After students have completed Exercise 2.2B,

tell them to look for memory improvement tips online by typing memory improvement tips into a search engine. The tips they encounter will most likely be written in the imperative (Vary your study routine.). Tell them to rewrite at least six interesting tips that they find using modals (You should vary your study routine.).

■ Speaking and Writing Expansion After Exercise 2.3B, have students listen to a story and discuss regrets.

1. Tell students a story about a disastrous day, for example, Tom forgot to set his alarm last Tuesday and overslept in the morning. When he got up, he tripped over his shoes, which he had left by the bed. Then he looked in the refrigerator, but there was nothing for breakfast because he hadn’t gone shopping, etc.

2. Have students discuss in pairs what the character should and shouldn’t have done (He should have set his alarm and put his shoes away.).

3. Have students work with their partners to write a similar story about a bad day. Tell them to include five things the character might regret.

4. Have pairs exchange papers and write about what the characters in each other’s stories should and shouldn’t have done.

5. Call on students to explain one thing that happened in the story they read and what the character should have done (The character got locked out of his house. He should have taken his keys with him.).

3 Modals and Modal-like Expressions of Permission, Necessity, and Obligation





■ Chart Tip After you go over Charts 3.1 and 3.2, work with the class to make a list of people who need to follow particular rules (restaurant employees, the president, visitors to national parks, drivers, parents). Have students work with a partner to write three things


that each person is and isn’t allowed to do, is and isn’t required to do, is and isn’t supposed to do, and must and mustn’t do. Call on students to share two of their sentences with the class.

Grammar Application ■ Speaking Expansion After Exercise 3.4, have students

do a role play in which they ask for and explain rules at a worksite.

1. As a class, brainstorm job locations that students are interested in (bank, hospital, advertising firm, laboratory, school).

2. Put students in pairs and tell them that one person will play the role of a manager or experienced employee, and the other will be a new employee. Have them plan out their discussion by talking about what the rules would be at the place they have chosen, but tell them not to write out the conversation word for word.

3. Go over the ways to form questions with the various modals: Am I supposed to, Do I have to, Is ____ required, Do ___ have to? Tell students that must is not common in questions.

4. Put pairs together to form groups of four. Have each pair perform their role play. Tell the listening pairs to note the modal forms they hear. Follow up by having two or three pairs perform their role plays for the class.

4 Modals and Modal-like Expressions of Ability


Reference: See The Teacher’s Grammar of English, pages 297–299, 301.



■ Chart Tip After you go over Chart 4.2, give students a situation, for example, George looked at the class schedule and discovered that only Russian and French classes were offered at the time he was looking for. He decided to take Russian. Then ask them to write several sentences using past modals, for example, He could have taken French. He couldn’t have taken Japanese.

Grammar Application ■ Speaking and Writing Expansion After Exercise 4.2,

have students talk and write about the past abilities of well-known people or characters.

1. Conduct a class brainstorm of historical, literary, or popular culture stories that the students are familiar with (Rosa Parks, Romeo and Juliet, Robin Hood).

2. Have students discuss the stories in small groups, talking about what the people could do, couldn’t do, were able to do, and could have done but didn’t, for example, Martin Luther King Jr. could speak very well.

3. After the discussion, ask students to choose one of the topics to write eight to ten sentences about. Have them share their sentences with a partner.

■ Interact Have students review all of the social modals by playing a pick-a-card game.

1. Put students in groups of four and give each group a set of 16 blank index cards. Write the following modals on the board (or project them) and tell students to write one on each card: should, shouldn’t, ought to, had better, might, could, shouldn’t have, may not, could have, couldn’t have, be required to, not be required to, be supposed to, not be supposed to, must not, don’t have to.

2. Tell students to shuffle the cards and place them facedown. The first person picks a card, uses the modal in a sentence, and sets the card aside. The second person draws a card and uses the modal in a sentence that is in some way related to the first, and so on. If a student cannot think of a related sentence, all cards are returned to the deck and the game starts over.


■ Beware Students may still have trouble choosing the correct modal for a situation. Encourage them to review the unit charts to make sure they’re selecting the right modal for the meaning they have in mind.


■ Alternative Writing Task Have students write about a workplace setting instead of school. Tell them to write the advice as an e-mail from the point of view of a manager giving advice to a new employee.



Modals of Probability: Present, Future, and PastComputers and Crime8

U N I T

Unit Objectives

Students will learn and practice using• modals of present probability,• modals of future probability, and • modals of past probability.




Vocabulary

attackaware AWLbreakchallenge AWLcomplex AWLcomputer AWLcredit AWL

device AWLguarantee AWLhack measure occur AWLtechnological AWL

2 Modals of Present Probability


Reference: See The Teacher’s Grammar of English, pages 303, 305, 309, 310, 316.



■ Beware Students have most likely studied these modals in the past, but with different meaning and use (to express possibility, necessity, obligation, or permission). This variation can be confusing to students. Tell them that the best way to figure out a modal’s meaning and use is by considering the context. For example, by looking at the context, you can determine that may is used for permission in You may come in now. and for probability in It may be cold outside today. People are

wearing coats and hats.

Grammar Application ■ Interact Play a slap card game to practice using modals

of present probability.

1. Have students work individually to write 10 sentences expressing present probability, for example, My antivirus software must be good because I’ve never had a problem! Make sure they use a different modal for each of their sentences.

2. Put students into groups of three. Give each group three index cards. Have them write Most certain on the first card, Certain on the second card, and Least certain on the third card. Then have them tape the cards to the top of a desk and sit around it in a circle.

3. Have students play the first round of the game. For each round, there is one reader, and two slappers. The reader reads the sentences he or she wrote in step 1. The other two students decide if it is most certain, certain, or least certain and slap the appropriate card. The first person to slap the correct card gets a point. Have students rotate roles until they have read all of the sentences. The person with the most points at the end of the game wins.

■ Speaking and Writing Expansion Extend Exercise 2.2B by having students change partners.

1. Have pairs discuss the questions again and also talk about their previous partners’ ideas.

2. After pairs have finished speaking, ask them to write five sentences using modals of present probability to talk about whether they or their partners are at risk for hackers.

3. Have volunteers read their sentences aloud to the class.

3 Modals of Future Probability


Reference: See The Teacher’s Grammar of English, pages 303, 309, 314.



■ Chart Tip After you go over Chart 3.1, write the following scenarios on the board. Ask students to write sentences with modals to describe each situation:


The weather is usually warm in April. It is likely to be warm this April. (The weather should / ought to be warm this April.)

There is a chance of rain tomorrow, but we can’t be sure. (It might / may / could rain tomorrow.)

Snow is beginning to fall. I am positive Melissa is going to enjoy playing in the snow. (Melissa will enjoy playing in the snow.)

Grammar Application ■ Speaking and Writing Expansion After students have

completed Exercise 3.1A, put them in pairs.

1. Tell students to imagine that they work for a security company and that they need to create a product that will help keep people secure in some way. It could be related to electronics or any other safety issue. Have them write an ad for their product, similar to the one for the I-Safe Home Security System. They should use at least four modals of future probability in their advertisements.

2. Have pairs present their product to the class and use their ad to convince the rest of the class that their product is important.

3. Put students into groups of four. Have them discuss which products they would get and why.

4 Modals of Past Probability


Reference: See The Teacher’s Grammar of English, pages 305; 325, Activity 6; 326–327, Activity 7.



■ Chart Tip As you go over Chart 4.2, make a chart with three columns on the board. Label the first column Most certain, the second column Certain, and the third column Least certain. Call out each of the past modals one by one, and without looking in their books, have students tell you which column they think each one belongs in. Write them in the appropriate column before moving on to the next one. If students disagree, have them look up the answers in the book after you have completed the chart. This will encourage students to use their prior knowledge from studying present and future modals.

Data from the Real WorldHave students write sentences for each of the modals of past probability in the chart. Have students compare sentences with a partner.


1. Outside of class, gather pictures from current or past news stories or magazines. Try to find pictures that

show a lot of activity or people in them. Bring enough pictures for each pair of students in your class. If you have a large class, you can make copies of the pictures, so that more than one pair is working on the same picture.

2. Put students into pairs. Give each pair a picture. Tell them to look at the picture and write several sentences in which they make inferences about what they think happened in it. Remind them to use modals of past probability in their sentences.

3. Collect all the pictures and display them at the front of the room. Without identifying which picture they are talking about, have pairs take turns reading their sentences about what they think happened in their picture. The rest of the class listens and guesses which picture they are talking about. After the picture has been correctly identified, have the class discuss what they think happened. Continue until you have discussed each picture as a class. If you have a large class, put students in groups of eight or nine to do the last step.

■ Tech It Up For homework or in the language lab, have students look up unsolved mysteries, such as Easter Island, Stonehenge, or the Loch Ness Monster. Have them write a paragraph explaining the mystery and making inferences about what they think probably happened. Tell them to use at least five modals of past probability in their paragraphs. Back in class, put students into small groups. Students take turns describing the mystery they read about and explaining what they think probably happened. As a group, have students further discuss what they think happened, and then report back to the class using modals of past probability.


■ Beware Have students read number 2. Point out that when speculating about the future, we use adverbs like perhaps, probably, likely, and maybe with modals that are most certain, such as will and won’t. We do not use these adverbs with less certain modals such as may, might, and could.


■ Alternative Writing Task Most college professors have an attendance policy. Have students write a paragraph about why they think teachers often establish a strict attendance policy. Tell them to use modals to express probability in the present and future, and can, could, may, and may not when giving opinions and making statements. Then have students share their writing with a partner.



Nouns and Modifying NounsAttitudes Toward Nutrition9

U N I T

Unit Objectives

Students will learn and practice using• nouns, • noncount nouns as count nouns, and• modifying nouns.




Vocabulary

aid AWLalarming contrast AWLinstitute AWLlabor AWLlink AWL

major AWL portion AWLprocessed AWLrefined AWLtrend AWL

2 Nouns


Reference: See The Teacher’s Grammar of English, pages 15–16; 213–216; 231–235, Activities 4–9.



■ Chart Tip

1. As you go over Chart 2.3, ask students to come up with additional examples for each of the noncount noun categories, for example, abstract concepts: love, faith; activities and sports: soccer, exercise; diseases and health conditions: chicken pox, acne; elements and gases: nitrogen, bronze; food: cauliflower, fish; liquids: lemonade, blood; natural phenomena: wind, erosion; particles: powder, flour; subjects: history, art; areas of work: management, journalism.

2. Have students choose one word from each noncount noun category and write a sentence with it. Tell them that in at least half of the sentences, they must use a verb other than be. (This will help them focus on the subject-verb agreement.) Call on several students to share a sentence from each category.

■ Beware In some languages, such as Spanish, abstract nouns that refer to generalizations take a determiner, so students may make mistakes like The health is very important. If you see these errors, write them on the board and have the class correct them. Emphasize that English has a different rule for these situations (no determiner with noncount or plural count nouns used to talk about general phenomena).

Grammar Application ■ Speaking and Writing Expansion After Exercise 2.3B,

have students do a “listening in” activity.

1. Have students work individually to write five sentences that describe their recommendations for living a healthy life. They should use noncount nouns in their sentences.

2. Put students in groups of four and have them decide who is Student A, B, C, and D.

3. Tell them that Students A and B will discuss the health recommendations they wrote. They should talk about which recommendations are the easiest and the most difficult to follow, and they should explain how to put each one into practice (If the recommendation was to eat low-calorie food, they should explain which foods are best to eat or best to avoid. If the recommendation was to exercise, they should explain what kind of exercise is best.). Their objective is to speak as naturally as possible, without referring to the book or to any sentences they have written.

4. Tell Student C to listen to Student A and Student D to listen to Student B. Have Students C and D write down the count and noncount nouns they hear, including any determiners. Tell them not to worry or interrupt the speakers if they miss some; they should just write as many as they can.

5. After a few minutes, call time and have Students C and D share what they heard. Discuss any errors or doubts about noun usage. Then have the students switch roles and repeat the activity.


3 Noncount Nouns as Count Nouns





■ Chart Tip As you go over the measurement words in Chart 3.1b, have students come up with an example for each (a piece of advice, a bit of help, a kind of love, a game of chess). Then call on students to write a complete sentence for each measurement word on the board.


1. After Exercise 3.3B, tell students to discuss the quantities that they (or their family members) usually buy of specific items.

2. After the discussion, tell students to write their information in paragraph form. Collect and look over the paragraphs for any errors with measurement words or noncount nouns. Discuss these errors with the class.

■ Tech It Up After Exercise 3.3B, have students look up a recipe online. Tell them to type the name of a dish they like plus the word recipe into a search engine. Tell them to choose and print out a recipe and to underline any noncount nouns or determiners that appear in it. Tell them to be prepared to tell a group about the important ingredients (and quantities) in the recipe. In class, have students discuss their recipes in small groups. Monitor and make a note of their use of measurement words.

4 Modifying Nouns


Reference: See The Teacher’s Grammar of English, pages 241–246; 260–262, Activities 2 and 3.



■ Chart Tip As you go over Chart 4.1, have students write additional examples demonstrating correct adjective order for several of the categories listed, for example, opinion, origin (a traditional French recipe, a useless scientific tool). Call on individuals to share their phrases with the class.


have students revise a paragraph by adding adjectives to it.

1. Give students a very simple paragraph with no adjectives in it, for example, We went to my sister’s wedding reception. There were flowers on the tables. The meal started with soup. Then we had chicken and salad. All of the women were wearing dresses. The men were dressed in suits.

2. Tell students to add adjectives to this paragraph to make it more interesting. Have them share their revisions with a partner.

3. Have students put the paragraph away and meet with a new partner. This time have them tell the story as they remember it, adding adjectives to make it more interesting.

■ Interact Write The fanciest restaurant you’ve been to on the board. Put students in pairs. Tell them to take 1 minute to describe to their partner the fanciest restaurant they’ve been to. Call time and replace fanciest restaurant with most beautiful beach, and have them repeat the activity. Repeat the activity with nicest hotel, worst restaurant, and most interesting festival or fair. Monitor their interactions for the correct use of adjectives.


■ Beware For number 1, make sure students are aware that, in general, nouns that are used as adjectives cannot be plural. This kind of mistake is common in food descriptions (chicken noodle soup not chicken noodles soup).


■ Level Down Have lower-level students write their suggestions as a list rather than a paragraph. Tell them to use precise nouns and adjectives in their list.



Articles and QuantifiersColor10

U N I T

Unit Objectives

Students will learn and practice using• indefinite, definite, and no article; and• quantifiers.




Vocabulary

affect AWLbeneficial AWLclassic AWLcontributing AWLcrucial AWLdramatically AWLenvironment AWLimpact AWLinstance AWLmood

overwhelming relaxed AWLresearch AWLshade similarly AWLstyle AWLsurround varying AWLwhereas AWL

2 Indefinite Article, Definite Article, and No Article


Reference: See The Teacher’s Grammar of English, pages 211–228; 230–235, Activities 2, 4–7, 9, and 10.


Suggestions See teaching suggestions for Grammar Presentations, pages 5–6.

■ Chart Tip Correct use of articles depends on knowledge of count and noncount nouns. Review the rules for these before going over Charts 2.1–2.3. For more information, see Unit 9.

Grammar Application ■ Writing Expansion After Exercise 2.2B, have students

write a description of a colorful object.

■ Speaking Expansion Extend Exercise 2.2B by having students do a role play.

1. Put students into pairs. One of them is a decorator, and the other one wants to redecorate a room. Have the decorator ask questions about the room (Is there paint on the walls now? What color is the paint? What color is the furniture?). Then have the decorator give advice about how to change the room based on their partner’s responses. They can give recommendations about new color combinations to try (The green chair sounds nice, but replace the blue rug with a beige carpet.).

2. Have the person who is redecorating share the decorator’s advice with the class.

■ Tech It Up News headlines are abbreviated and usually don’t include articles. For homework or in the language lab, have students go to a news website. Make sure students understand that they should focus on written stories (rather than podcasts or videos). Tell them to find 10 headlines and write them down. Then have them expand the headlines by adding articles. For example, students would expand the headline Lottery Winner Donates Money to Local Library to read A Lottery Winner Donates Money to the Local Library. Back in class, put students into small groups. Have them share their headlines and expansions.

3 Quantifiers


Reference: See The Teacher’s Grammar of English, pages 194–199; 208, Activities 6 and 7.



■ Chart Tip Students will already have a working knowledge of many of the quantifiers presented in these charts. Acknowledge and use this background knowledge as you go over Chart 3.1. Have students close their books and draw a two-sided arrow on the board with the words More and Less written on either end. Write the quantifiers from Chart 3.1a on index cards. Have students tape them onto the arrow on the board to show the approximate amount that each quantifier represents.

■ Beware Because the quantifiers are on a continuum, there is some variation in how much each amount represents. Explain to students that the quantifiers are meant to give a general, rather than specific, idea about quantity or amount.



do a survey to find out which color students would paint the school walls.

1. As a class, make a chart on the board that lists color choices by gender, similar to the chart in Exercise 3.4A. If your class is small, have your students collect data by surveying other students in the school for homework.

2. Have students write six sentences about the class chart. Tell them to use a quantifier in each sentence. Then have students compare their sentences with a partner.

3. Have students work in small groups to practice using quantifiers in speaking. Have them discuss their opinions about the color choices proposed for the school walls, including how different colors may affect students’ motivation to learn.


■ Beware Much can be particularly problematic for students. It is used in negative sentences with noncount nouns (There isn’t much milk.), but it cannot be used in affirmative sentences (There’s much milk.). In addition, much is used in questions with noncount nouns, for example, Did you eat much soup? (not Did you eat many soup?)


■ Level Up Have more advanced students research articles on the Internet or in the library to get the information to write their essays.



PronounsUnusual Work Environments11

U N I T

Unit Objectives

Students will learn and practice using• reflexive pronouns, • pronouns with other / another, and• indefinite pronouns.




Vocabulary

benefit AWLdistraction facility AWLfinancial AWLfocus AWLinnovation AWL institute AWLinteract AWL

issue AWLpercent AWLperkssite AWLstrategy AWLstress AWLvoluntary AWL

2 Reflexive Pronouns


Reference: See The Teacher’s Grammar of English, pages 271–275; 288–289, Activity 4.



■ Chart Tip As you go over Chart 2.3, provide context and additional explanation of the examples. In a sentence like The manager herself gave us candy, one doesn’t normally think of managers as giving out candy, so manager is emphasized. The emphatic reflexive pronoun is also often used to distinguish one noun clearly from another. For example, if the second example read: Everyone in the office met the new candidates and I myself interviewed them, we would be emphasizing that I did the interviewing and not everyone in the office.

■ Speaking and Writing Expansion After Exercise 2.3B, have students discuss work environments they have heard about or have experienced.

1. Conduct a class discussion to help students get ideas. Ask: Think about a place you or someone you know has worked. What did the employees do themselves? What about a supervisor who did something himself or herself that is normally done by employees? Or a supervisor who never did anything himself or herself? Do you know anyone who has hurt himself or herself at work? Someone who had to work by himself or herself?

2. Have students work in small groups and use reflexive pronouns as they discuss different kinds of workplaces.

3. After the discussion, tell students to write 10 sentences about some of the things they discussed in their group. (Marni’s uncle worked by himself at a parking lot. Kim’s boss never answered the phone himself, even if he was standing right next to it.)

■ Tech It Up Have students search for uses of reflexive pronouns in news articles. Tell them to go to a search site, click on the “News” tab, and then type in pronoun combinations, for example, I myself, she herself, they themselves. Tell students to choose a sentence from the results for each combination, to look at the article so that they can briefly explain the context, and to be prepared to explain the use of the reflexive pronoun. Provide a model, for example, I found the sentence “We caught up with him as he put himself through a rigorous training routine.” The article was about a football player preparing for a game. He was doing a difficult exercise routine. The reflexive pronoun is used as the object of the verb.

3 Pronouns with Other / Another





■ Chart Tip As you go over Charts 3.1 and 3.2, ask students to write one additional example for each pronoun. Point out that their examples need to include two sentences, with the second sentence containing a pronoun referring to the first. Call on students to write their examples on the board.


■ Beware In some languages, other and another are expressed by the same word, so confusing these two can be a persistent error. Remind students to proofread these words carefully when they use them in writing.

Grammar Application ■ Writing and Speaking Expansion After Exercise

3.2, have students work in pairs to write job interview questions and answers.

1. Tell them to choose any job they are interested in and to write a job interview between a manager and a prospective employee. Their conversation must contain at least six exchanges and include the other, the others, others, and another.

2. When they finish, have pairs meet with another pair and read their conversations aloud. Tell the listening pair to make a note of each pronoun and the noun it refers to. When they have finished reading, tell them to discuss and clear up any doubts about the pronouns.

3. Have the partners put their papers away and meet with a new pair. This time they perform their conversation as a role play without looking at their notes. Tell the listening pair to again note the pronoun use.

4 Indefinite Pronouns





■ Chart Tip Somebody, someone, something, and somewhere are often used with relative clauses. Briefly review this use and provide additional example sentences, for example, We are looking for someone who knows a lot about the market. He wants to work somewhere that would be a good fit for him.

Grammar Application ■ Speaking and Writing Expansion After Exercise 4.2C,

have students write their own set of questions using indefinite pronouns.

1. Have students write five questions about work benefits and vacation time. Tell them to use anyone,

anywhere, anything, everyone, and something. Provide an example, such as Do you know anyone who has more than three weeks of vacation every year?

2. Have students use their questions to interview two different partners. Then call on individuals to share their questions and responses with the class.

■ Interact Conduct a pronoun card-exchange activity.

1. Write each pronoun from the unit on an index card, repeating as necessary until you have a card for each student.

2. Distribute the cards and tell students to think of (but not write) a sentence for the pronoun on their card. If they have another, the others, other, or another, they’ll need two sentences so the referent is clear.

3. Tell students to stand up, find a partner, and share their sentence(s). Explain that they will need to remember the sentence they hear. Then they exchange cards and find a new partner. They must tell the new partner the sentence their first partner said, being as accurate as possible (but no going back to ask!). They listen to and remember their new partner’s sentence, exchange cards, and find another partner.

4. After most students have had a chance to exchange cards about five times, have them sit down and write the last sentence they heard (the one that goes with the card they are currently holding).

5. Have students share the last sentence they heard to find out if any of the students’ original sentences changed in the retelling. Discuss any pronoun-related errors in the sentences.


■ Beware Students may be aware of hisself and theirselves from colloquial English, especially in music lyrics. Point out that this is nonstandard, very informal usage that is never correct in formal contexts.


■ Alternative Writing Task Have students write their paragraph as an e-mail from a manager informing employees about the importance of teamwork.



GerundsGetting an Education12

U N I T

Unit Objectives

Students will learn and practice using• gerunds as subjects and objects,• gerunds after prepositions and fixed expressions, and• gerunds after nouns + of.




Vocabulary

aid AWLbudget community AWLconcentrate AWLconsist AWLfinally AWLfinancial AWLgrant AWL

issue AWLjob AWLoption AWLplus AWLresolve AWLteam AWLtransfer AWL

2 Gerunds as Subjects and Objects


Reference: See The Teacher’s Grammar of English, pages 502–513; 514–517, Activities 1, 4, and 6.



■ Chart Tip Before going over Chart 2.1, review the placement of subjects and objects, as well as the fact that noun phrases can make up the subject and object of a sentence. For example, in the sentence My brother made a loan payment, the subject of the sentence is My brother, and the object of the sentence is a loan payment. Both are noun phrases.


write six sentences about paying for college. Three of the sentences should have gerunds as the subject, and three of the sentences should have gerunds as the object. Have

students compare sentences with a partner. As a class, go over any sentences students have questions about.

■ Speaking Expansion After Exercise 2.3, have students do a role play.

1. As a class, discuss planning for college. Ask the following questions, and make sure students include gerunds in their responses:

What should people avoid when applying to college? (Avoid waiting to apply.)

What should people consider doing when they need money for college? (I think you should consider getting a part-time job if you need money for college.)

What should people think about doing when they don’t know what to study? (People should think about talking to a career counselor.)

2. Put students into pairs. One of them is a TV reporter, and the other is a college admissions counselor. The TV reporter should interview the admissions counselor about advice for future college students. The admissions counselor can use the advice from step 1 as well as their own ideas.



3 Gerunds After Prepositions and Fixed Expressions





■ Chart Tip In Chart 3.1, the prepositions presented with each verb have specific meanings and are not interchangeable. Tell students that the best way to learn them is simply to memorize them.

Grammar Application ■ Interact Play the flyswatter game to practice common

verb + preposition combinations.


1. Write the following prepositions on the board, in a scattered fashion (that is, not in a list – they should cover the board): for, of, at, in, about, on, and to. If you have fewer than 20 students, divide your class into two teams. (If you have more than 20 students, see modified directions in step 4 below.) Give each team a flyswatter (or try folding a piece of paper or an envelope into a square and taping it onto a ruler). Indicate a start line by putting a book or other object on the floor. Have one member of each team stand behind the start line. The rest of the team members should line up behind those students.

2. Say one of the verbs from Chart 3.1, for example, learn. The two students with the flyswatters run to the board and slap the appropriate preposition that pairs with the verb, for example, about. The first team to slap the correct word gets a point. That team then has a chance to win another point by using the verb + preposition combination in a sentence with a gerund, for example, We are learning about using gerunds. Teams should work together to make their sentence, but only one person reads their sentence aloud. At this point, the person at the front of each team hands the flyswatter to the next person in line, and then goes to the back of the line.

3. Continue with the rest of the verbs in Chart 3.1. The team with the most points wins.

4. If you have a large class, have students play the game in groups of three. In this case, they write the prepositions on cards and tape them to the top of a desk. One student reads the verb, and the other two race to slap the correct preposition with their hand. That student can try to get another point by using it in a sentence with a gerund. Have students rotate roles until they have read all of the verbs. The person with the most points wins.

■ Writing Expansion After Exercise 3.2B, have students write a new piece of advice for each of the students described in the exercise. They should use a new verb + preposition combination and write a full sentence for each one.

■ Speaking Expansion After Exercise 3.3B, have students work in pairs to have a conversation about how to get good grades in college. They should use the same fixed expressions from the box in Exercise 3.3A. For example:

A: I don’t understand why so many students have trouble getting good grades. It’s so easy!

B: Well, it’s easy for you. You’re always spending time studying!

■ Tech It Up For homework or in the language lab, have students choose a college or university in the United States and use the Internet to look up information on how to get financial aid for that school. Have them write a paragraph explaining the financial aid process.

Tell them to use at least five gerunds with the verb + preposition combinations from Chart 3.1 or the fixed expressions from Chart 3.2 in their paragraphs. Back in class, put students into small groups. Have students take turns describing the financial aid process for the college they researched. Make a class book with all the paragraphs that students can refer to later.

4 Gerunds After Nouns + of





■ After you have gone over Chart 4.1, have students close their books. Write several noun + of combinations on one side of the board (danger of, effect of, importance of, possibility of, risk of) and several gerunds on the other side ((not) graduating, (not) e-mailing, (not) spending money, (not) studying, (not) listening). Call on students to make sentences using a noun + of combination and a gerund.

Grammar Application ■ Speaking Expansion After Exercise 4.1, put students

into groups to role-play a similar situation. One student should pretend he or she is a college admissions counselor, and the others should be high school students who are considering applying to this college, as well as their parents. Make sure students use gerunds with different subjects in their role plays.


■ Beware Although students at this level have studied the present participle forms of the verbs (-ing verbs) many times, spelling them correctly can still be an issue. In class, review the spelling rules for adding -ing to verbs.


■ Alternative Writing Task Have students write about the advantages and disadvantages of attending school full-time.



InfinitivesInnovative Marketing Techniques13

U N I T

Unit Objectives

Students will learn and practice using• infinitives with verbs, • infinitives vs. gerunds, and• infinitives after adjectives and nouns.




Vocabulary

consumer AWLconvince AWLcreative AWLenvironment AWLguerrilla

persuadepositive AWLreact AWLstrategy AWLtraditional AWL

2 Infinitives with Verbs


Reference: See The Teacher’s Grammar of English, pages 497–501; 514–517, Activities 1–5.



■ Chart Tip As you go over Chart 2.1, challenge students to think of another verb for each category, for example, time: begin; likes or dislikes: like, prefer; plans or desires: want, expect; efforts: try, strive; communication: tell, ask; possibility: be inclined. If students are unable to come up with ideas, provide the verbs and ask the students to put them in the right categories.

■ Beware Point out that not all verbs that fit these categories take infinitive complements. Exceptions include keep on, enjoy, and finish. In addition, continue, hate, like, love, prefer, start, and try can take a gerund or an infinitive complement, but the meanings may be different.


have students write a conversation about one of the topics in the lesson.

1. Put students in pairs and tell them to choose a topic: guerilla marketing, reverse graffiti, or QR codes. Tell them to write a conversation between two people, where one person is giving the other information about the topic. They should use at least three verbs from Chart 2.1 and three from Chart 2.2.

2. Have each pair join another pair and read their conversation. Tell the listening pair to note the verb + infinitive combinations they hear.

3. Call on a student from each group to share which verbs were used in the two conversations. Make a “master list” on the board of the verbs from Charts 2.1 and 2.2 that students used in their conversations.

4. Have students check the chart against the verbs on the board and note which verbs were not used by anyone. (There are likely to be some verbs that students avoid because they aren’t sure how to use them.) Go over how to use these words and have the class come up with sample sentences.

■ Tech It Up After Exercise 2.3, have students evaluate an online ad.

1. Ask students to go to several sites that have advertising, such as a news site or another English-language site that they like to visit. Tell them to choose three ads to write about.

2. Ask students to write which site the ad came from, what it was advertising, and what it looked like or said. Have them write several sentences about the ad using words like persuade, convince, get, want, attempt, and promise followed by an infinitive.

3 Infinitives vs. Gerunds






■ Chart Tip Check for understanding of the infinitive vs. gerund complements. After you go over Chart 3.2, ask students to talk to a partner and come up with another example for each verb, for example, He stopped to call his friend vs. He stopped calling his friend. Call on students to share their ideas with the class. Ask them to explain the meaning of each sentence. (He was going somewhere, he stopped, and he called his friend; He didn’t call his friend anymore.)

Grammar Application ■ Writing and Speaking Expansion Have students tell

their own story with product placement.

1. Have students work in groups of three to describe a scene they might see on TV. Tell them to use at least five verbs (plus infinitives or gerunds) from Charts 3.1 and 3.2. Have them include as many examples of product placement as possible. Provide this example (using real product names): The detective woke up, stretched on his comfortable Sultan mattress and looked around the room. He didn’t remember getting in bed the night before. He had forgotten to set his alarm. Then he got up and began to make a cup of delicious Roger’s coffee. While he was waiting for the coffee, his new Moto M-phone rang. As he picked it up, he thought, “I’m going to regret answering this.” Have students identify the verb + gerunds / infinitives and the product placements in your story.

2. Have each small group meet with another group to read their stories. Tell the groups to discuss which product placements they think would really happen in a movie or on TV and which might not.

3. Finally, ask students to underline the verb + gerund / infinitive structures in each other’s stories and discuss any doubts about their use.

4 Infinitives After Adjectives and Nouns

Grammar Presentation ■ Teacher Support Resource Book, General Teaching


■ Chart Tip As you go over Charts 4.1 and 4.2, ask students questions based on the sentences in the chart to invite a response with the adjective or noun + infinitive structure, for example, What do you think consumers are surprised to see? What does a new company need time to do? What might consumers be afraid to try?

Grammar Application ■ Writing and Speaking Expansion After Exercise 4.2,

have students work in pairs to write a debate.

1. Tell students to write a debate between two people who work for a soda company that has to choose between two different marketing strategies. Each “character” should advocate a different strategy. Tell them to include at least three of the adjectives from Chart 4.1 and one of the nouns from Chart 4.2.

2. Have each pair read their debate to two other pairs. Then call on students to share the most compelling arguments they heard. As a class, decide which type of advertising would be best for a soda company.

■ Interact Write numbered sentence starters on the board (or project them), for example, 1. I would be angry; 2. I would be embarrassed; 3. It’s necessary; 4. It isn’t easy; 5. It’s very difficult; 6. I would be happy; 7. I’d like a chance; 8. Most people don’t have time. Put students in groups of four or five. Tell them to take turns finishing the statements in any way they want using an infinitive. Have everyone complete number 1 in a different way before moving on to number 2.


■ Beware Some students may use infinitive complements with verbs that require a gerund in English, such as finish, avoid, discuss, risk, and demand. Make a note of any of these kinds of errors and point them out to the class.


■ Level Down Have lower-level students write a series of sentences about advertising using sentence starters, such as Most advertising companies attempt; It is difficult; and Ads in social media tend.



Negative Questions and Tag QuestionsGeographic Mobility14

U N I T

Unit Objectives

Students will learn and practice using• negative questions and• tag questions.




■ Reading Note Explain that California is a state on the West Coast of the United States, and Chicago is a city in the Midwest region. These two locations are 1,750 miles apart. If possible, show the locations on a U.S. map. This will show more clearly the difference between a long-distance and a local move.

Vocabulary

affect AWLavailable AWLdecrease depend deeply economic AWLexpect geographic issue AWL

job AWL mobility nearby norm AWLpercent AWLrate relocate AWLresearch AWLtrend AWL

2 Negative Questions


Reference: See The Teacher’s Grammar of English, pages 62–63; 65; 83, Activity 3.


Suggestions See suggestions under Grammar Presentations, pages 5–6.

■ Beware Understanding the meaning of negative questions can be difficult because they contain the word not, and yet the meaning is not negative. Remind students that even though the question is phrased in a negative way, they should answer it just as they would a regular Yes / No question (that is, yes means “yes,” and no means “no”). Although it is typical for people to answer with a simple yes or no, the person asking the question will sometimes clarify the meaning by asking for a short answer or explanation, for example:

A: Didn’t you go to Yale?

B: No. I went to Harvard.


1. After Exercise 2.3, have students write an interview between a reporter and an expert on migration in the United States. Tell them to use the chart in Exercise 2.3 for the information, and to use negative questions in the dialog.

2. Have students practice reading their interviews with a partner. Make sure they change roles so they can practice both parts.


3 Tag Questions


Reference: See The Teacher’s Grammar of English, pages 66–67, 69, 90.



■ Chart Tip As you go over Chart 3.1, point out to students that there are two parts of a tag question: the statement and the tag. If the statement is affirmative, the tag will be negative, and vice versa. Have students look at the example sentences in the chart. Explain that the verb in the tag is either an auxiliary verb, a modal, or a form of be, and that it has the same structure as the main verb in the sentence.


Grammar Application ■ Interact Play Bingo to give students practice with tag

questions.

1. Before class, make a list of 25 to 30 tag questions about the characteristics of the city or town where you live. You can include information about housing, jobs, crime, etc. (The population is going up, isn’t it?). Use as many different structures as possible.

2. In class, give students blank Bingo boards. Write the tags for all of the questions on the board, for example, isn’t it?, haven’t they?, didn’t they?, and so on. Have students write these tags on their Bingo boards in random order.

3. Read your sentences aloud. When students have the correct tag for a sentence, they mark it off. The first student to have a full row marked off wins. Rows can be horizontal, vertical, or diagonal.

■ Speaking and Writing Expansion After Exercise 3.4, have students use their assumptions about cities in their area / country to practice asking and answering tag questions.

1. Have students write six statements with their assumptions about different cities in their area. They should write three affirmative statements and three negative statements.

2. Put students into pairs. Have them trade papers with their partners and add a tag question to the end of their partner’s statements. For example, if one student writes Springfield doesn’t have an airport, the partner will add the tag does it? to make the complete tag question Springfield doesn’t have an airport, does it?

3. Have each pair of students join another pair and take turns asking and answering their questions.

■ Tech It Up For homework or in the language lab, have students choose a city somewhere in the world and use the Internet to look up statistics about home prices,

average commutes, and crime rates. Have them write a conversation between a city representative and a person who is interested in moving there. Tell them to use at least five tag questions in their conversations. Back in class, put students into pairs. Have students take turns reading their conversations.


■ Beware Native speakers of some languages often overuse the tag isn’t it? because it is a common construction to put at the end of an affirmative statement in their first language, for example, Your sister moved to Chicago, isn’t it? or You have been listening, isn’t it? Make a note of any of these kinds of errors and point them out to students.


■ Level Down Have lower-level students analyze the sample online message board before they write. Give students a list of questions to think about as they read. For example:

Is the language formal or informal? (informal)

How long is each entry? (3–5 sentences)

Why are the people writing on the message board? (to give their opinion about the topic)

What is some of the language they use to show their opinion? (I think . . . , I agree . . . , What do you think?)

Have students work in pairs to analyze the message board entries and answer your list of questions. Then discuss their answers to the questions as a class.



That ClausesCultural Values15

U N I T

Unit Objectives

Students will learn and practice using• that clauses, • agreement between that clauses and main clauses, and• that clauses after adjectives and nouns.




Vocabulary

affect AWLapproach AWLattitude AWLconvince AWLcreate AWLculture AWLdiverse AWL

furthermore AWLindividualism AWLperspective AWLpositive AWLresearch AWLsurvive AWLtradition AWL

2 That Clauses





■ Chart Tip After you go over Chart 2.2, put students in pairs and assign one or two verbs from the chart to each pair. Give them a couple of minutes to write a sentence with their assigned verb(s) and a noun clause. Then call on several students to read their sentences aloud. Ask others to identify the subject and verb in the noun clause. Discuss any questions about the sentences.


have students discuss two cultures they are familiar with.

1. Put students in small groups and give them ideas for topics to discuss ( family life, acceptable public behavior, health and medicine, education).

2. Tell them to use believe, know, think, hear, read, notice or other verbs from Chart 2.2 to discuss different cultures, for example, I have noticed that young people in the United States often leave home long before they get married. In my country, most people believe that it’s better to stay with your parents when you’re just getting started.

3. Have students work individually to write six to eight sentences based on the discussion. Call on students to write a sentence on the board. Ask others if they agree with the sentence and have them identify the noun clause.

■ Interact Have students discuss their personal philosophies.

1. Write these “I” sentence starters on the board: I believe, I have decided, I expect, I feel, I think, I have discovered, I have learned, I have realized, I recognize, I understand, and I hope. Tell students that they will use the sentence starters + a noun clause to talk in small groups about their personal philosophy.

2. Give students a few minutes to think and take notes.

3. Have students take turns using each sentence opener to make a statement about their personal philosophy.

3 Agreement Between That Clauses and Main Clauses





■ Chart Tip As you go over Charts 3.1 and 3.2, put a time line on the board to illustrate the example sentences. Put four vertical marks on the line. Write labels for past, present, and future (include two segments for “past” since some of the sentences include past perfect verbs.) As you read each sentence, ask students where on the time line the verbs should fall and write them in to provide a visual representation of the sentence.



have students talk in groups of three or four about values that have changed in a culture they are familiar with.

1. Remind students of topics they have already discussed: family life, acceptable public behavior, health and medicine, and education. Tell them to discuss how values have changed in regard to these topics, for example, In the past, people believed that women shouldn’t work outside the home.

2. Give students a few minutes to take notes before they begin their discussion. Tell them to use noun clauses and past tense verbs such as believed, knew, thought, assumed, discovered, agreed, and felt to talk about the past.

3. After the discussion, tell each student to choose a topic (such as family life) and write six sentences focused on that topic. Remind them to use noun clauses after past verbs.

4. Have students meet with a new partner or in groups of three and share their sentences.

■ Tech It Up Have students search for generalizations about American beliefs and culture on the Internet.

1. Tell them to type the following phrases into a search engine: “Most Americans believe that,” “Most Americans think that,” “Most Americans assume that,” “Most Americans hope that,” and “Most Americans suppose that.” Tell them to include the quotation marks in order to get the exact word sequence. Point out that in some cases that may be omitted.

2. Tell students to copy the most interesting sentences they find and to read the context so that they are prepared to explain the sentence to classmates. They should also be prepared to explain the verb forms used in the sentences.

3. In class, have students meet in small groups to share their findings.

4 That Clauses After Adjectives and Nouns





■ Chart Tip As you go over Charts 4.1 and 4.2, call on students to provide sample sentences for that clauses with adjectives, it + be + adjective, and nouns. Students may need additional help with that clauses after noun + be. Provide additional examples for this type of sentence, for example, The problem was that they could not conduct another study. The saying is that money isn’t everything. The hope was that everyone would learn from the experience.

Grammar Application ■ Speaking and Writing Expansion Extend Exercise

4.2 by having students use noun clauses to give specific descriptions about the effects of U.S. culture, for example, It is my belief that American movies emphasize special effects over interesting plots and character development. That’s why I think that they aren’t a good influence on world cinema. Have students write six sentences about their opinions and then share the sentences and discuss their ideas in small groups.


■ Beware For item 4, point out that the omission of that is very common in everyday speaking and casual writing, but it is normally included in academic writing because it improves clarity and readability.


■ Level Up Have higher-level students approach the writing as a persuasive paragraph. Tell them to relate their experiences with the purpose of convincing the reader to do or believe something. Point out that the examples in the sample paragraph could be used to support the thesis that teachers should provide explicit instruction to foreign students in how to behave in college classrooms.



Noun Clauses with Wh- Wordsand If / WhetherInventions They Said Would Never Work16

U N I T

Unit Objectives

Students will learn and practice using• noun clauses with wh- words,• noun clauses with if / whether, and• noun clauses in direct and indirect questions.




Vocabulary

accomplish consequently AWLcreation AWLdoubt evidence AWLfacefinally AWLfinancial AWL

moreover obstacle predict AWLproject AWLpublicize research AWLschedule AWL

2 Noun Clauses with Wh- Words


Reference: See The Teacher’s Grammar of English, pages 72; 85, Activity 8.



■ Chart Tip Before you go over Charts 2.1 and 2.2, ask for a few wh- questions and write them on the board, for example, What did the Wright brothers invent? Have students label the part of speech of each word in the questions. Ask students to identify the difference in word order between the questions with be and the questions with other verbs. Then ask for a few statements, for example, The Wright brothers invented the airplane. Have students label the part of speech of each word in the statements. Heightening students’ awareness of word order in statements and wh- questions will help them understand the structure of noun clauses with wh- words.


write sentences about the inventions in the activity. Tell students to use noun clauses with wh- words in their sentences. Have students compare their sentences with a partner. Go over any questions as a class.

■ Tech It Up For homework or in the language lab, have students choose an invention (old or new). They should search online to find out when it was invented, who invented it, and where the inventor was from. Students should then write three sentences explaining what they didn’t know when they started their research, and what they learned. Tell them to use noun clauses beginning with wh- words in their sentences, for example, I didn’t know when the light bulb was invented. or I found out where Thomas Edison was from. Back in class, put students into groups of four. Have group members take turns saying what their invention is, but not the details of what they learned about it. The other group members discuss any facts they know about the item, for example:

A: My invention is the light bulb.

B: I know who invented the light bulb – it was Thomas Edison.

A: That’s right! Where was he from?

B: I have no idea where he was from.

After the group has discussed each item, the person who named the item can share additional details or facts he or she learned while searching online.

3 Noun Clauses with If / Whether



■ Chart Tip As you go over Charts 3.1 and 3.2, point out that noun clauses with if and whether are like Yes / No questions in meaning, but follow the sentence structure of a statement. Ask for a Yes / No question and write it on the board, for example, Will BMW make an electric car? Have students label the parts of speech in the question. Then rewrite the same question in a statement using a noun clause with if or whether, for example, I’m not sure if BMW will make an electric car. Ask students to identify the parts of speech and label them.


Data from the Real WorldBeware Even though if is more commonly used in conversation than whether, there are circumstances in which you can only use whether. These are highlighted in Chart 3.2b and c. Have students write a dialog that contains at least three sentences with if or whether. Then have students read their dialogs with a partner.

Grammar Application ■ Writing Expansion After Exercise 3.1, have students

choose four of the inventions and discoveries mentioned in the exercise and write new if / whether statements about them. Then have students compare their sentences with a partner. Go over any questions as a class.

■ Speaking Expansion

1. After Exercise 3.2, write the following questions on the board: Are patents recognized around the world or only in one country? Is it difficult to get a patent? Do patents cost the same amount in every country? Do inventors get a patent for their idea before they make the product? Are more inventors from Japan than other countries?

2. Give students a few minutes to read the questions and write down any information they know. Tell them it’s OK if they don’t know the answers.

3. Put students into groups of three or four. Tell them to discuss the questions, using as many noun clauses with if / whether as possible.

4. Have a few groups volunteer to tell the class one of the noun clauses with if / whether that they said in their conversations.

4 Noun Clauses in Direct and Indirect Questions



■ Beware Point out to students that when we use noun clauses as indirect questions, there are two subjects and two verbs in a single sentence. This is because there are two clauses. The verb in each clause must agree with the subject in the same clause. This can be confusing when the subjects are different, for example, Do you know what it is? (not Do you know what it are? or Does you know what it is?)

Grammar Application ■ Writing Expansion After Exercise 4.1, put students into

pairs.

1. Have pairs choose a famous inventor and write an interview between a reporter and that inventor. They should use at least five indirect questions. Tell students that they can make up the answers to the interview questions.

2. Have pairs practice reading their interviews. Make sure they change roles so they can practice both parts. Have a few pairs volunteer to perform their interviews for the class.

■ Speaking Expansion After Exercise 4.2B, bring in more pictures of strange gadgets. Have students discuss the gadgets in groups. Students should use noun clauses in indirect questions or statements in their discussions.

■ Interact Play 20 Questions. Put students into groups of four or five. One student thinks of an invention or inventor. Group members are allowed to ask a total of 20 indirect questions to guess what/who it is. The student can only give yes / no or short answers to the questions. For example, the student could be thinking of the telephone. Group members should ask questions such as Can you tell me if it was invented a long time ago? and Do you know if the inventor was from the United States? They can also ask direct questions if necessary to find out more information. (Was the inventor from Germany?)


■ Beware Many students are likely to have trouble with word order in indirect questions. In particular, they should be careful not to put the verb before the subject in the noun clause, for example, Do you know how much an electric car costs? not Do you know how much costs an electric car?


■ Level Down Give lower-level students a list of questions to answer before they write, for example, How was the invention made? Did the inventor expect it to become popular? Was it successful? What did people think about it?

Have students research the answers to the questions and use these answers to write their paragraphs.



Direct Speech and Indirect SpeechHuman Motivation17

U N I T

Unit Objectives

Students will learn and practice using• direct speech,• indirect speech, • indirect speech without tense shift, and• other reporting verbs.




■ Note In the Bob Nelson study mentioned in the article, these were the top five motivating factors for employees: (1) full appreciation for work done, (2) feeling “in” on things, (3) sympathetic help on personal problems, (4) job security, and (5) good wages. However, when managers were asked what they thought employees wanted, good wages and job security came first, followed by promotions, good working conditions, and interesting work.

For a pre-reading activity, put the five factors on the board out of order and have students guess the ranking for employees, and then for managers.

Vocabulary

affect AWLappreciation AWLauthor AWLautonomy complex AWLcreate AWLenvironment AWLexternal AWL

factor AWLfocus AWLgrade AWLindicated AWLinternal AWLmotivation AWLpsychologist AWLresearch AWL

2 Direct Speech



■ Chart Tip After you go over Chart 2.1, write several examples of direct speech on the board with no punctuation, for example:

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

2. My boss said please give me the paperwork

3. The employee said he isn’t motivated

Ask students to copy them into their notebooks with the correct pronunciation. Point out that without the correct punctuation, the reader may not understand the pronoun references (that is, I in number 1 is the co-worker, me in number 2 is the boss, and he in number 3 is a third person, not the writer or the employee).

Grammar Application ■ Tech It Up Extend Exercise 2.1 by having students

search for more motivational quotes online. Tell them to type “motivational quotes” into a search engine and look through the results for a quote they’d like to share with the class. As in the exercise, have them write the quote as a direct speech quotation, then share and discuss it with a partner.

■ Writing and Speaking Expansion After Exercise 2.2B, have students practice direct speech.

1. Give students a discussion question, for example, How do you motivate yourself in aspects of life besides work and school? For example, getting housework done, eating well, exercising, and doing errands? Have students sit in groups of four and decide who is student A, B, C, and D.

2. Tell students A and B to discuss the question. Tell C to listen to A and try to catch some exact quotes to write down, and have D do the same for B. After a couple of minutes, call time and give C and D time to finish writing. Then have the pairs switch roles.

3. Have students share the sentences they wrote, check the direct speech punctuation, and discuss whether they think the quotations are accurate.

3 Indirect Speech






■ Chart Tip After you have gone over Chart 3.1, assign different verb forms (simple present, past progressive) to different students and tell them to write a sentence about work using the assigned form. Call on a student to read his or her sentence aloud, then call on a second student to report what the first person said using appropriate tense shifting and pronoun changes.


hold a class discussion.

1. Give students a topic, for example, Discuss ways to motivate adult learners. How are these ways different from ways to motivate children? Give students several minutes to think about the topic and make notes.

2. Begin the discussion and tell students to listen to one another carefully. Encourage students to respond to each other by asking questions, for example, What do you think of what Sergio said? Do you agree with Eun Hee? If the class is large, have students discuss in small groups.

3. Ask students to use indirect speech to write about what their classmates said. Call on students to write sentences on the board using classmate’s names, for example, Sergio said that competition was a good motivator for adults and children. Call on the named classmate (in the example, Sergio), to say whether the sentence is accurate.

4 Indirect Speech Without Tense Shift


Reference: See The Teacher’s Grammar of English, pages 376-378.



■ Chart Tip After you go over Chart 4.1, ask for another example of a direct speech sentence for each category, and then elicit the same sentence in indirect speech. For example, in the facts and general truths category, Our teacher said, “You all did well on the test.” becomes Our teacher said that we all did well on the test.


1. After Exercise 4.1, have students write seven sentences using indirect speech without tense shift using the categories in Chart 4.1.

2. Put students into groups of three. Have them take turns reading their sentences. They should read the sentences out of order and should not tell their group members which category each sentence belongs to.

Group members listen to the sentences and then say why it is appropriate to use the same tense in direct speech, for example:

A: Here’s my first sentence: Maya said that Omar is always early to class.

B: It’s a habit!

3. Have a few students volunteer to read one of their sentences for the class. The class says why it is appropriate to use the same tense in both indirect and direct speech. Go over any questions as a class.

5 Other Reporting Verbs



■ Chart Tip Discuss the meanings of the verbs in Chart 5.1b. Give, or ask students to supply, example sentences containing the verbs, for example, He admitted that he hadn’t done the work. They announced that they were opening a new branch. She complained that no one was listening to her ideas. He confessed that he didn’t understand the instructions. She exclaimed that she had never seen such a mess.


After Exercise 5.2B, have students practice reporting on something they have read or a lecture they have listened to. If your students are studying other subjects, have them talk about something they read or heard about in another class. If they aren’t studying another subject, read them an excerpt from an article. Search online for an article on “cultural differences in the classroom” or “cultural differences in the workplace” and read a couple of paragraphs aloud. Ask students to discuss in groups what the writer stated, suggested, explained, informed, claimed, and told. Then ask them to write sentences using ideas from the discussion. Call on students to write sentences on the board, and correct them as a class.

■ Interact Have students practice matching an appropriate reporting verb with a quote.

1. On index cards, write sentences that lend themselves to the use of different reporting verbs, for example, It’s all my fault. (confess or admit); First, you have to enter the information. (explain); That was terrible! (exclaim); Don’t forget to make copies. (remind); Things will get much better. (assure); Ninety percent of the workers here are happy with their jobs. (inform). Give each student an index card.

2. Seat students in large groups (or, if you have a small class, have everyone sit in a circle). Have the first student read his or her sentence, and the next student report it using any verb except said (Anna assured


us that things would get much better.). The second student then reads his or her sentence and the third student reports it, and so on around the circle.


■ Beware Students may need a reminder about changing adverbs of time in indirect speech. Tell them to be careful with words like yesterday and tomorrow. For example, if you are reporting something the boss said yesterday, the statement The boss said, “Everyone must attend the meeting tomorrow.” becomes The boss said that everyone must attend the meeting today.


■ Level Down Have lower-level students ask the same question of several people and report on their survey findings with a list of sentences rather than a paragraph.



Indirect Questions; Indirect Imperatives, Requests, and Advice Creative Problem Solving18

U N I T

Unit Objectives

Students will learn and practice using• indirect questions; and• indirect imperatives, requests, and advice.




Vocabulary

academic AWLalternative AWLavailable AWLcreative AWLdesign AWLeffective expert AWLexpress finally AWLflexible AWLindividual AWL

method AWLparticipant AWLprocess AWLproduceprofessional AWLrequire AWLtechnique AWLtraditional AWLsolution variation AWLversion AWL

2 Indirect Questions



■ Beware As with statements, it is possible to report questions using the same verb tense as in the original direct speech clause. For example, in the question Sarah asked, “Do their meetings always begin late?” the verb expresses habit or routine. Therefore it is possible to change the question to Sarah asked whether their meetings always begin late. Make sure students understand that, as in indirect statements, it is optional in some cases to keep the verb in the same tense as in direct statements.


have students practice indirect questions and answers.

1. Write the following questions on the board: Do you like creative projects? What time of day are you most creative? Where do you get your best ideas? Do you like working in groups?

2. In groups of three, have students take turns using the questions to interview one another. For each interview, there will be one interviewer, one interviewee, and one observer. The observer takes notes. Have students change roles so that each student gets to have all three roles.

3. After all of the interviews are done, have students write a report on the interview they observed. They should use ask and tell with indirect speech in their reports. Have students share their reports with their group members to check for accuracy.

3 Indirect Imperatives, Requests, and Advice



■ Chart Tip Before going over Chart 3.1, review the form and use of imperatives, requests, and advice. Elicit examples of each function and write them on the board. Ask when each function is used. For example, “Stop talking” is an imperative. You might hear a teacher say it in a classroom. Leave the example sentences on the board. Then after you go through the charts, have students rephrase the sentences as indirect speech.


1. After Exercise 3.1, have students get out a piece of paper. Tell them you are going to teach them about a creative technique called freewriting. Read the following statements (but tell students to simply listen):

Here are some tips for freewriting.

1. Write the first thing that comes into your head.

2. Don’t stop writing.


3. Don’t erase.

4. It’s OK to make mistakes.

5. Use abbreviations in your writing.

6. Don’t worry about spelling and grammar.

Students should listen and write a memo about freewriting using indirect speech.

2. Have students compare their memos with a partner. Go over any questions as a class.

3. Tell students it’s their turn to give instructions. Have them work individually to write a list of instructions on how to do something they know how to do well. Make sure they understand that they should use imperatives in their sentences. They should also use at least one negative imperative. For example, to make a cup of tea, Pour the water in a pot. Turn on the heat. Wait until there is steam. Turn off the heat. Don’t touch the hot water. etc.

4. Put students back into pairs. Have students take turn reading their instructions. Their partner writes a memo using indirect speech.

■ Interact About 5 minutes after class has started, have students get out a piece of paper and tell them that you are going to play a memory game. Tell them to write down a report of what people have said since the class started. Make sure they understand that they should use indirect speech with ask, say, or tell in their sentences, for example, Ms. Jones told us to get our books out. Juan asked if he could borrow a pencil. After several minutes, stop students and have them count their sentences. The student with the most sentences that are both true and grammatically correct wins. To check this, have the student with the most sentences read them aloud. Cross out any that aren’t correct. If there is anyone with more, have that student read his or her sentences. Continue until you find the winner.

■ Tech It Up For homework or in the language lab, have students use the Internet to find a short scene (or “clip”) from a TV show using a free video site. After they view a clip, have them write a description of about one minute of the clip using indirect speech to retell the dialog. They should choose a portion of the clip that has a lot of dialog in it. Have students compare their descriptions in class. If possible, have them play the TV clip as well.


■ Beware Remind students that when the verb in the indirect speech is an infinitive, we do not use a subject; however, when it’s not an infinitive, the reporting clause needs a subject. For example, in the sentence Mr. Smith said to wait here, there is no subject before the infinitive. This is in contrast to the sentence Mr. Smith said that we should wait here, which has the subject we at the start of the reporting clause.


■ Alternative Writing Task If your students don’t have a lot of experience with the strategies suggested in the writing task, you can give them alternative ideas to talk about. For example, they can interview their partner about preparing to write a paper, studying for a test, preparing for a presentation, giving a presentation, or reading a difficult article. They should then follow the same procedure as the writing task in the Student’s Book.



The Passive (1)English as a Global Language19

U N I T

Unit Objectives

Students will learn and practice using• active vs. passive sentences,• verbs and objects in the passive, and• reasons for using the passive.




Vocabulary

affect AWLapproximately AWLarea AWLbenefit AWLcreate AWLcultural AWLdialect dominate AWL

evolve AWLexpert AWLglobal AWLidentity AWLjob AWLobvious AWLphenomenon AWLprofessional AWL

2 Active vs. Passive Sentences





■ Chart Tip After you go over Charts 2.1 and 2.2, write a sample active sentence on the board for each of the structures, using verbs in the charts, for example, They have spoken English for 20 years. Universities in many countries are using English as the language of instruction. We considered the document an accurate translation. Have students rewrite the sentences in the passive. Call on individuals to write the new sentences on the board. Then have students change the sentences to questions and call on (different) students to write the questions on the board.

Data from the Real WorldCall on students to suggest situations where each of the verbs in the box might be used, for example, The data was analyzed. The results were analyzed. The samples were analyzed. The age was calculated. The amount was calculated. The answers were calculated.


have students discuss languages they know.

1. Have students work in small groups to talk about information they know or can guess about a language other than English. Tell them to consider how many people speak it, where it is spoken now and was spoken in the past, whether it is taught in your school or was taught in the students’ elementary and secondary schools, any information they have about the writing system, and any other ideas they have.

2. After the discussion, ask students to write six passive sentences, one each using the structures covered in Chart 2.2. They can write all of the sentences about one language or each sentence about a different language, for example, Chinese is spoken by over a billion people. Arabic has never been taught at this school.

3. Call on students to write example sentences on the board and correct them as a class. Then have students read all of their sentences with a partner.

3 Verbs and Objects with the Passive






Grammar Application ■ Speaking and Writing Expansion Expand Exercise

3.2A by having students write two additional questions to ask their group members about their native language. Tell them to use a passive verb in their questions. Have them ask their group members the questions during the discussion in Exercise 3.2B.

4 Reasons for Using the Passive





■ Chart Tip After you go over Chart 4.1, write several sentences on the board and ask students to identify the reason for choosing the passive, for example, A huge mess was left in the office. (The passive is used to avoid blame or becausee the agent is unknown.) The governor’s plan to reduce spending was revealed yesterday. (The passive is used to report a news event.)

Grammar Application ■ Tech It Up After Exercise 4.2, conduct a brief class

discussion about the reasons newspapers might use the passive (obvious agents, unknown agents, describing processes). Ask students to look at recent news stories online and find four or five passive sentences. Tell them to copy the sentences and be prepared to explain the choice of the passive form. In class, have students share their sentences in small groups.

■ Writing and Speaking Expansion After Exercise 4.3, ask students to come up with three workplace scenarios for which a boss or an employee might want to use the passive to avoid direct blame or criticism. Have students work in pairs to write the sentences (The photocopier was not turned off last night.). Then have the pairs meet with another pair to discuss why the passive was chosen and what might happen next.

■ Interact Review verb forms that are commonly used in the passive by doing a card-exchange activity.

1. Write verbs from the Grammar Presentation charts on index cards until you have one card for each student.

2. Distribute the cards and ask students to think of (but not write) a passive sentence using the verb on their card. Walk around the room and have students tell you their sentences to spot-check.

3. Have students stand and tell their sentence to a partner. They should repeat the sentence once or twice so the partner can remember it. Then the partners exchange cards and find a new partner to share the new word and sentence with. Continue the activity until most students have talked to about five partners.

4. Call on several students to say the sentence that goes with the card they are currently holding. Correct any mistakes with the passive. Find out if the original writer of the sentence recognizes it and if or how it has changed.


■ Beware Students may be inclined to overuse the passive in order to practice the new form. Review the reasons for choosing the passive and remind them that it should only be used when it’s called for.


■ Level Down Have lower-level students write eight to ten passive sentences instead of a paragraph, for example:

Many English words are used in my native language.

English is taught in secondary school in my home country.



The Passive (2)Food Safety20

U N I T

Unit Objectives

Students will learn and practice using• the passive with be going to and modals,• get passives, and• passive gerunds and infinitives.




Vocabulary

adequately AWLalter AWLbenefit AWLchemical AWLcite AWLconsconsisted AWLcreate AWLcriticdebate AWLdesign AWLdistribution AWL

environment AWLfinally AWLglobal AWLissue AWLlink AWLmodify AWLpollutant potential AWLresist risk specific AWLtechnology AWL

2 The Passive with Be Going To and Modals





■ Chart Tip Before going over Chart 2.1, review the rules of the passive with students. Write a few active sentences on the board, for example, Shakespeare wrote the play. Ask students how to change the sentences into the passive and write them on the board, for example, The play was written by Shakespeare. Tell students they will be learning more about the passive in this unit.


1. After Exercise 2.4, put students into teams of four or five and organize a debate. You can make up teams according to ability or create mixed-ability teams. Assign teams the role of being supporters or opponents of genetically modified (GM) foods. There should be an even number of opponent teams and supporter teams. Have each team write an opening statement and a closing statement supporting their views. They should also write a few ideas for their rebuttals (saying why the other team’s argument is not good). Tell them to use the information from their conversations in Exercise 2.4 to help them write their arguments. Teams should include at least five sentences that have passives with modals in them, for example, GM foods should not be eaten by people because our health can be harmed by them.

2. Match up opponent teams and supporter teams. Depending on the size of your class, teams can have their debates one at a time in front of the class, or have them simultaneously without an audience. The debates should follow this order:

1. Supporters’ opening statement

2. Opponents’ opening statement

3. Supporters’ rebuttal

4. Opponents’ rebuttal

5. Supporters’ answer to rebuttal

6. Opponents’ answer to rebuttal

3. If you had the debates simultaneously, have a volunteer from each debate share highlights of his or her debate with the class.

■ Interact Have students play What Am I? Students work in pairs to choose a food ingredient, product, or additive and write four to six passive sentences with modals about the item. The sentences should give clues about what the item is. Then pairs read their sentences to the class, and ask What am I? The class guesses what they are. For example,

Student: I can be cooked into many different dishes. Many soups can be made from my broth. I shouldn’t be eaten raw. I could be infected with salmonella. What am I?

Class: You’re chicken!

■ Tech It Up Have students find passive sentences about food additives on the Internet.


1. In class, have students brainstorm two lists of words and phrases to search for. The first list should be words related to food additives, such as food, additives, preservatives, or ingredients. The second list should be passive phrases with modals related to food additives, such as can be added, should be stored, or shouldn’t be eaten.

2. For homework or in the language lab, have students use a search engine to look for passive sentences. In the search bar, they should type one word from the list of words related to foods additives along with one of the passive phrases with modals. They should add quotation marks around passive phrases with modals (for example, preservatives “can be” added ). Tell them to search until they find five interesting sentences that they understand. Have them write down the sentences and give a brief description of the websites/articles where they found them, for example, On the question and answer page of a cooking website, I found this sentence: “What preservatives can be added to homemade cakes?”

3. In class, have students compare their sentences with a partner. Have a few students volunteer to share a sentence with the class.

3 Get Passives





■ Beware Although passives with get follow the same basic pattern as passives with be, there are some differences. Before you go over Chart 3.1b, review the differences between be and get in active sentences. Ask for a negative simple past sentence with get, such as He didn’t get a ticket. Point out that it uses the auxiliary do. This is different from the structure of a simple past sentence with be, such as He wasn’t at school yesterday. Explain to students that get passives in negative statements – like simple past sentences with get – use the auxiliary do (He didn’t get stopped by the police.).


1. After Exercise 3.2B, have students write five sentences about their group members’ opinions without using the members’ names, for example, This student thinks that if a restaurant gets a low rating on an inspection, it should have to post the rating on its door.

2. Have students find a partner that was in a different group for Exercise 3.2B. Have students take turns reading their sentences to one another. Their partner guesses who the sentence is about.

4 Passive Gerunds and Infinitives



■ Chart Tip To assist students in using passive gerunds and infinitives, point out the lists of adjectives and verbs followed by infinitives and gerunds in Chart 4.1b–d. Then put students in pairs. Have pairs write two passive gerund sentences and two passive infinitive sentences, using the chart as a reference. Remind students to use this as a reference as needed.


1. Extend Exercise 4.2B by dividing students into groups of 12 to 14. Then divide each group in half and have students stand in two concentric circles. The students in the inside circle should stand facing the students in the outside circle. The students in the outside circle should face the students in the inside circle. Students are facing their first partner. Have them discuss their ideas about food labels for 1 or 2 minutes. Then have everyone in the outside circle rotate one person to the right. Once students are facing their new partners, have them discuss their ideas about food labels again. Continue until they have been paired with each of the students in the facing circle.

2. Have students write five sentences about the other students’ ideas, for example, Julia isn’t concerned about being told about the ingredients in a product.

3. Have a few students volunteer to share one of their sentences with the class.


■ Beware Some students are likely to have trouble with the passive. In particular, they will often create sentences that appear passive in structure but do not include the verb be or the past participle of the main verb, for example, Crops can change easily instead of Crops can be changed easily.


■ Level Up Have higher-level students write letters to the editor of the local or school newspaper. Show students the “letter to the editor” section of a newspaper as an example. Then have them rewrite their essays in letter form and send them to the newspaper.



Subject Relative Clauses (Adjective Clauses with Subject Relative Pronouns)Alternative Energy Sources21

U N I T

Unit Objectives

Students will learn and practice using• identifying subject relative clauses,• nonidentifying subject relative clauses, and• subject relative clauses with whose.




Vocabulary

alternative AWLaware AWLcommuter convert AWLcreate AWLenergy AWLenvironment AWLgenerate AWL

major AWLmeanwhile percent AWLprofessional AWLrenewable source AWLtechnology AWLtreadmill

2 Identifying Subject Relative Clauses


Reference: See The Teacher’s Grammar of English, pages 420–422; 427–428; 442–443, Activities 1 and 2.



■ Chart Tip After you go over Charts 2.1 and 2.2, check that students can identify the form and then have them write their own examples.

1. Write a few sentences on the board with missing relative pronouns, for example, People drive hybrid cars save a lot of gas. The dance floor converts movement to energy is very expenisve. Ask students to copy the sentences, write the missing pronoun, and underline the relative clause. Call on individuals for the answers.

2. Write several main clauses on the board and underline a noun that could be modified by a relative clause, for example, A windmill is a thing. An environmentalist is a person. A car is good for the environment. A refrigerator can save a consumer money. Point out that these sentences are fairly meaningless without some additional information. Have students work in pairs to write relative clauses to complete them (that creates electricity from wind; who cares about saving resources; that runs on electricity; that uses less energy). Call on individuals to write their relative clauses on the board.

Grammar Application ■ Tech It Up After Exercise 2.2B, have students create

a crossword puzzle online by going to a crossword-puzzle site. (Type “crossword puzzle maker” into a search engine.) Tell them to include 10 words in their puzzle and to write definitions that include relative clauses (as in Exercise 2.2B) as clues. Ask students to print four or five copies of their puzzle. In class, put students in groups of three or four and give each group several of their classmates’ puzzles to solve.

■ Speaking and Writing Expansion Expand Exercise 2.3 by having students in groups brainstorm ideas for implementing alternative energy solutions at school. (If students are not able to do this exercise about the school, change the focus to energy issues in the city, state, or country.)

1. As groups talk about energy issues at school, ask them to discuss these questions: Is the school doing enough? What alternative energy solutions might be possible? Would students be supportive? Why or why not?

2. Tell the groups to prepare opinion statements for each of the three questions from step 1 and to include relative clauses, for example, The sources of energy that power our school are solar power and electricity; however, all of the school vans run on gas. In our opinion, the school should use vehicles that run on electricity.

3. Have each group meet with another group and present their ideas.


3 Nonidentifying Subject Relative Clauses





■ Chart Tip As you go over Chart 3.1, read aloud the main clause of each example sentence. Point out that, unlike the main clauses in the previous lesson on identifying subject relative clauses, these clauses are complete ideas. (Hybrid cars use less gas.)


have students add subject relative clauses to a simple story.

1. Provide students with a simple paragraph, for example: People can make a number of changes. They can turn in old appliances to the electric company and buy new ones. They can buy a cover for the water heater. They can replace incandescent light bulbs with energy-saving bulbs. In older homes, insulation can be added.

2. Have students work with a partner to add both identifying and nonidentifying subject relative clauses to the paragraph. For example: People who want to save energy can make a number of changes. or People can make a number of changes that will save energy.

3. Have pairs meet with another pair to compare their subject relative clauses. Tell them to discuss which clauses add the best information. Have them revise the paragraph as a group. Collect the paragraphs and review any problems with identifying or nonidentifying subject relative clauses.

4 Subject Relative Clauses with Whose





■ Chart Tip After you go over Chart 4.1, write several phrases on the board and ask students to combine them into sentences with subject relative clauses, for example, Bill Gates / his company; the students / their essays; the city / its energy policies. Possible answers: Bill Gates is a CEO whose company is extremely successful. These are the students whose essays were published in the school newspapers. We live in a city whose energy policies are very outdated.

Grammar Application ■ Interact After Exercise 4.1B, or later in the lesson,

conduct a game of Who Is It?

1. Put students in pairs and give each pair the names of several famous people (living or dead). Choose people who are famous worldwide (Hillary Clinton, Serena Williams, Albert Einstein).

2. Tell students to write a clue to the person’s identity in a sentence with a relative clause with whose, for example, This is a person whose ideas changed physics forever.

2. Have students read their clues to the class and ask the class to guess the identities of the people. If you have a large class, form two or three large groups for this part of the activity.

■ Writing and Speaking Expansion After Exercise 4.2, ask students to close their books and discuss the various energy-saving ideas they’ve talked about in the unit. Then ask them to write eight sentences about the ideas using who, whose, which, and that. Tell them that half of the sentences should include identifying relative clauses and half should include nonidentifying clauses.


■ Beware Students may leave out relative pronouns altogether. (There are many people want to save energy.) Point this out and tell them to watch for these errors.


■ Level Up Have higher-level students research the latest energy-saving programs being adopted in a particular city or country. Tell them to write their paragraphs about the changes being made in that location.



Object Relative Clauses (Adjective Clauses with Object Relative Pronouns)Biometrics22

U N I T

Unit Objectives

Students will learn and practice using• identifying object relative clauses,• nonidentifying object relative clauses, and• object relative clauses as objects of prepositions.




Vocabulary

accurate AWL analyze AWLautomatically AWLevidence AWLexpert AWLfiber fingerprints forensic identify AWLimage AWLinconclusive AWL

investigate AWLmethod AWLoccur AWLsurface suspect team AWLtechniques AWLtechnology AWLtraditional AWLvictim

2 Identifying Object Relative Clauses


Reference: See The Teacher’s Grammar of English, pages 423–428; 431; 442–445, Activities 1, 4, and 5.



■ Chart Tip After you go over Chart 2.1, have students compare relative clauses with object pronouns to relative clauses with subject pronouns. Ask students for a few examples of sentences with subject relative pronouns and write them on the board, for example, People who solve crimes are called detectives. Then give a similar sentence that has an object relative pronoun in it, for example, The man who we hired to investigate the crime is a detective. Have students label the subject and object in each sentence.

Grammar Application ■ Writing and Speaking Expansion. After students have

completed Exercise 2.3A, have them do a role play.

1. Put students in pairs. Tell them to imagine that they are TV reporters, and that they are going to give the local crime report on the evening news. Have students write the script for their report. They can expand the story from Exercise 2.3A or write their own. They should use at least five identifying object relative clauses in their scripts. Have students practice reading their scripts with their co-reporter.

2. Have pairs take turns performing their role plays for the class. If you have a large class, put five pairs together, and have them take turns performing for their group.

■ Tech It Up For homework or in the language lab, have students go to a local news site and look up the crime news. They should choose one article and read it. Then have them write a summary that includes at least five identifying object relative clauses, for example, The police searched the car that the suspect had been driving. Back in class, put students into small groups. Students take turns describing the crime story they read about.

3 Nonidentifying Object Relative Clauses





■ Beware Nonidentifying and identifying object relative clauses can look very similar, and the difference may be confusing to students. Stress that the information in a nonidentifying clause can be taken out of the sentence without changing the meaning of the noun it modifies. Demonstrate this by writing a sentence with an identifying object relative clause on the board, and crossing out the relative clause, for example, Evidence which criminals leave at the crime scene is called forensic evidence. Then do the same with a nonidentifying object relative clause to contrast the two, for example, Forensic evidence, which the popular detective Sherlock Holmesused, has been around since the 1800s.



1. After students have completed Exercise 3.2, have them write five sentences describing past or present TV shows. They should only write one or two sentences about each show without naming the show. Each sentence should have a nonidentifying object relative clause in it, for example, This show, which you can watch on Tuesday nights, is about a family with seven children.

2. Put students into groups of three or four. Have students take turns reading their sentences to their group. Their group members guess which show they are describing.

3. Have a few students volunteer to read a sentence to the class. The class guesses the TV shows.

■ Interact Have students write group stories.

1. Put students into pairs. Tell them to write a short crime story. Their sentences should all be simple, and without object relative clauses, for example, A man robbed Star Bank last week. He walked in the bank. He handed the teller a note. The note said, “Give me all your money.” The teller opened her drawer. She gave the robber $3,500. Then she pressed a button to call the police. The button was under her desk. The robber ran out the back door. The police arrived a few minutes later.

2. Have pairs trade papers with another pair and add at least six nonidentifying object relative clauses to the story, for example, Star Bank, which a man robbed last week, is located in the center of town. The man walked into the bank holding a note. The note, which he handed to the teller, was on a small note card. Then have pairs take turns reading their stories to the class.

4 Object Relative Clauses as Objects of Prepositions


Reference: See The Teacher’s Grammar of English, pages 423–424, 428.



■ Chart Tip Before going over Chart 4.1, review the meaning and use of common prepositions such as in, on, at, to, through, next to, and between. Call out a preposition and have a student demonstrate its meaning to the rest of the class by using it in a sentence, miming it, or drawing it. For example, to demonstrate the meaning of through, a student could draw a picture of a train going through a tunnel and say The train went through the tunnel.


1. Extend Exercise 4.1A by having students write a short description of a crime. Students should use at least five object relative clauses as objects of prepositions in their stories. They can use the paragraph in Exercise 4.1 as an example. Write the following questions on the board, and tell students to answer them in their crime story:

Where did the crime take place? How did the thief / criminal get in? Where was the missing item? What evidence did the detective find? Who did the detective speak to? What did he or she say?

2. After students have finished their descriptions, put them in pairs. Have students interview their partner about the crime they wrote about.

3. Have a few students volunteer to share their crime story with the class.


■ Beware Some students will likely have trouble using formal object relative clauses as objects of prepositions and often omit the preposition in these sentences, for example, The restaurant which the crime had taken place was closed instead of The restaurant in which the crime had taken place was closed. Correct such errors with the class when they occur.


■ Level Down Guide lower-level students in making word maps as a pre-writing task. First, make a word map as an example. Write Famous Crime: Theft of “Mona Lisa” as the title and draw a circle around it. Then give a few details of the crime and write them around the circle. For example, stolen from the Louvre, happened in 1911, stolen by a museum employee, returned in 1913. Have students choose the topic of their paragraph and write it in the center of their own page. Have them draw a circle around it, and then add at least five details to make a word map. Students should then use these words maps to help them write their paragraphs.



Relative Clauses with Where and When; Reduced Relative ClausesMillennials23

U N I T

Unit Objectives

Students will learn and practice using• relative clauses with where and when, and• reduced relative clauses.




■ Note In addition to the traits mentioned in the article, the following things are also said about Millennials: they have financial smarts and are more concerned about saving for the future than their parents were; unlike older generations that focused completely on their careers, they care more about balancing work and life; and, like Generation X before them, they like change and can’t be expected to stay with a job or company indefinitely.

Vocabulary

challenging AWLcolleague AWLerror AWLexpert AWLgeneration AWLinattentiveness

maintenance AWLnegative AWLoccur AWLoutspoken positive AWLteam AWL

2 Relative Clauses with Where and When





■ Chart Tip After you go over Charts 2.1 and 2.2, write several main clauses on the board, for example, The library is a place , The cafeteria is a place , Six o’clock in the morning is a time , Adolescence is a time . Ask students to write relative clauses

to complete the sentences. Call on individuals to write their completions on the board. Then ask the class to explain how to change the relative pronoun (The library is a place where students do research could become a place in which students do research or a place that students do research in). Write, or have students write, the new versions on the board.


have students discuss and write about important events in their lifetime.

1. Have students work in groups to brainstorm a list of occurrences that are important to their generation(s). Tell them to consider political events, wars, deaths of important people, new technologies, and major style changes (clothing, music, or other trends).

2. Have groups divide the events up among the group members, with each student choosing at least three events to write sentences about. Each sentence should include that student’s guess for when the event occurred (2011 is the year when a big earthquake and tsunami hit Japan.). Ask several students to share their sentences with the class. Ask students if they agree with the year of each event.

3. For homework, ask students to look up the actual dates. In the next class meeting, have them sit with a new group to share their sentences with the corrected dates.

3 Reduced Relative Clauses





■ Chart Tip After you go over Chart 3.1, put example sentences on the board for which pronoun + be omission is and isn’t possible, for example:

1. We talked to students who were born in the 1990s. (possible)

2. We talked to a woman who was very outspoken in the 1990s. (not possible)


3. The teacher was worried about the students who were multitasking during the assignment. (possible)

4. The teacher was worried about the students who were tired. (not possible)

Have students rewrite the sentences with omissions, if possible. Talk about why who cannot be omitted from number 2 and number 4. Refer students to Chart 3.1b (do not shorten a subject relative clause with be + a single adjective or noun).

Grammar Application ■ Tech It Up After Exercise 3.1, have students conduct

research about generational differences and explain their findings using reduced relative clauses (relative clauses shortened to participle phrases or prepositional phrases).

1. Tell students to look for an article online using the search terms millennials, Generation Xers, Baby Boomers, or generational differences.

2. Have students write five sentences with reduced relative clauses containing information from the article.

3. In class, have students share their sentences in groups. Ask them to identify the “missing” relative pronoun and form of be. Then tell the groups to talk about whether they agree with the characterizations.

■ Writing and Speaking Expansion After Exercise 3.2, have students use prepositional phrases to discuss and write about desirable qualities in employees.

1. Write a list of adjective + preposition combinations on the board in three sets, for example:

Set A: interested in, able to, accustomed to, knowledgeable about

Set B: aware of, enthusiastic about, frustrated by, concerned with

Set C: familiar with, different from, qualified for, satisfied with

2. Put students in groups of three and tell them to use all of the phrases with reduced relative clauses to discuss the kinds of employees that employers like, for example, Employers want to hire people interested in learning more about their jobs.

3. Assign each group a set of phrases – A, B, or C – to write sentences with. Tell students to work individually, using ideas from the discussion or their own ideas.

4. Form new groups of A, B, and C students and have them share their sentences with the new group.

■ Interact Have students do a take-a-card activity to practice using appositives.

1. Put students in groups of four and give each group six index cards. As a class, brainstorm the names of 10 to 12 famous people and places and write them on the board. Have students choose six of the names and places to write on the cards and then stack the cards facedown.

2. Have the first student in each group pick a card and make a statement about the person or place on the card using an appositive. The student then passes the card to the next student, who makes a different statement about the same place or person. The students pass the card until all group members have made a statement. Then the second student pulls a new card, and the process is repeated.

3. For a writing follow-up to this activity, have one or two members from each group write a sentence on the board. Correct the sentences as a class and ask other students to explain whether or not they agree with the statements.


■ Beware Students may omit relative pronouns in clauses without be, for example, Millennials are a generation expects a lot of praise. Remind them that the omissions practiced in this unit only apply to relative clauses with be.


■ Alternative Writing Task Have students write an e-mail attempting to persuade a manager that their workplace needs more representatives from a particular generation or group. Tell them to include explanations of why the group would be good at that particular job, for example, In our workplace, there are phones ringing and constant deadlines, so we need employees used to multitasking.



Real Conditionals: Present and FutureMedia in the United States24

U N I T

Unit Objectives

Students will learn and practice using• present real conditionals;• future real conditionals; and• real conditionals with modals, modal-like expressions, and

imperatives.




Vocabulary

affect AWLanalyst AWLconclude AWLconvinced AWLeconomic AWLexposed AWLisolated AWLissue AWLlink AWLmedia AWLoccur AWL

opposing policy AWLpositive AWLprediction AWLrange AWLreinforce AWLrely AWLsimilar AWLsource AWLunbiased AWLviewpoint

2 Present Real Conditionals


Reference: See The Teacher’s Grammar of English, pages 449–451; 453; 464–465, Activities 1 and 2.



■ Beware Explain that the present real conditional is used in very specific situations. The simple present is used to talk about facts, general truths, and routines. The present real conditional is also used to talk about facts and routines when the fact or routine is dependent on something else, for example, When I’m on vacation, I always read the newspaper in the morning. It is used in science or when talking about habits, for example, If you heat water, it boils.


into groups of three. Have them talk about their own news habits, as well as the news habits of their friends and family members. Tell them to use the sentences in Exercise 2.1 as models, for example, When I am on the train, I read the newspaper. My sister only reads the newspaper if I bring it to her house.

■ Writing Expansion After students have interviewed their partner in Exercise 2.4B, have them write a summary of the information they learned. Tell them to use present real conditionals in their summary, for example, Janet pays attention to the news when there is a natural disaster somewhere in the world. Have students get into groups to compare their summaries.

3 Future Real Conditionals





■ Beware Although the rules for forming future real conditionals are similar to the rules for present real conditionals, we do not use when with the future real conditional. This is because when expresses certainty, and future real conditionals describe possible situations. Alert students to this difference and demonstrate it with several examples, such as When If a politician says something controversial, it will be reported.


in groups of three or four. Write the following sentence starters on the board:

1. If newspaper companies stop printing papers, . . .

2. If a media source doesn’t report interesting news, . . .

3. If a media source only reports one side of an issue, . . .

4. If more private blogs cover the news, . . .

5. Unless a media source gives reliable information, . . .


Have students talk with their group members about what will happen in these situations. Then have groups take turns sharing their ideas with the class. When they report their ideas, they should say the if clause only once, but give several main clauses with different results.

■ Interact Give students more practice with future real conditionals by playing a chain game. Have students stand in a circle. Have the first student start the chain by saying a condition (using an if clause) and a result (using a main clause). The next student then takes the main clause of the previous student’s sentence and makes it the if clause of a new sentence. Each student finishes their sentence with a new main clause. Continue until you have gotten all the way around the circle. For example:

A: If people don’t read the newspaper anymore, newspaper companies will stop printing papers.

B: If newspaper companies stop printing papers, people will get all of their news from the Internet. etc.

4 Real Conditionals with Modals, Modal-like Expressions, and Imperatives


Reference: See The Teacher’s Grammar of English, pages 451–452; 454; 465–466, Activities 3 and 4.



Grammar Application ■ Writing Expansion Conduct a roundtable writing

activity. Put students in a circle (or if you have a large class, in groups of 10 to 12 students). Have each student write an if clause at the top of a piece of paper, for example, If you want to change the world, . . . Then have students pass their papers to the right. Students read the if clause on their new paper and write a main clause with a modal or an imperative to finish it (you should become a politician, or vote today.). Everybody then passes his or her paper to the right and repeats the same process. Continue until students have their original papers back. Have students choose their favorite main clause and read the entire sentence aloud.

■ Speaking Expansion After Exercise 4.3B, write the following questions on the board:

1. According to the interview, are you an informed voter? Why or why not?

2. Do you agree with the advice in the interview? Why or why not?

Have students discuss the questions in pairs. Then have a few pairs volunteer to share what they talked about with the class.

■ Tech It Up For homework or in the language lab, have students go to a local news site and read a story about local or national politics. Then have them write five real conditional sentences about it. Their sentences should include modals, for example, If the governor is lying, he could be impeached. Back in class, put students into small groups. Have students take turns describing the political situation they read about and sharing their sentences.


■ Beware Remind students that we only use a comma to separate the clauses when the if clause comes first. When the main clause comes first, we do not use a comma, for example, Watch the president’s speech if you are home.


■ Alternative Writing Task Have students write paragraphs that explain how they make voting decisions. They should use real conditional sentences in their paragraphs and include if clauses with multiple main clauses.



Unreal Conditionals: Present, Future, and PastNatural Disasters25

U N I T

Unit Objectives

Students will learn and practice using• present and future unreal conditionals; • past unreal conditionals; and• wishes about the present, future, and past.




Vocabulary

academics AWLcatastrophe comment AWLdevastated drastic legislator AWL

nonetheless AWLpolicy AWLprior AWLstricken traditional AWLtragic

2 Present and Future Unreal Conditionals





■ Chart Tip After you go over Charts 2.1 and 2.2, write a simple if clause on the board, for example, If I had a lot of money, . . . Ask students to write completions for the sentence using different modals, for example, I would buy a big house, I could take a vacation, I might start my own business. Call on students to share their sentences. Discuss the differences in meaning (would = predicted; could = doable; might = possible). Then write a main clause on the board, for example, The students would be very happy . . . and have students write conditions. Call on students to say their sentences. Be sure to get at least one example using were with a singular subject, for example, if the tuition were cheaper.


have groups continue their discussions.

1. Tell students to use the completions they wrote in A as new conditions and discuss further results with their groups. Model with this example sentence: If I knew a hurricane were coming, I would evacuate the area immediately. If I evacuated immediately, I would be safe (or I would avoid the crowds, or I would have time to reach a shelter).

2. After the discussion, have students work individually to write an additional sentence (with a new condition) for each item. Call on individuals to write one of their sentences on the board.

3 Past Unreal Conditionals





■ Chart Tip After you go over Charts 3.1 and 3.2, put sentences on the board and ask students to write past unreal conditionals based on them, for example, The man didn’t wear a seat belt. He was killed in the car accident. (If he had worn a seat belt, he wouldn’t have been killed.) You didn’t listen to my message. You missed the meeting. (If you had listened to my message, you wouldn’t have missed the meeting.) Call on students to read one of their past unreal conditional sentences to the class.

Grammar Application ■ Writing and Speaking Expansion After Exercise

3.2D, have students consider other kinds of (possibly preventable) “disasters” that happen in the news (accidents, war, recession, unemployment, scandal, or crime).

1. Have students brainstorm in groups to come up with specific examples of these events that have happened in the news recently.


2. Ask students to use past unreal conditionals to talk about how the situations might have been improved or prevented, for example, If the company had modernized the power plant, the explosion might not have occurred.

3. Have students work individually to write six to eight sentences about various events. Call on students to write one of their sentences on the board.

■ Tech It Up Make the preceding Speaking and Writing Expansion as up-to-date as possible by having students use headlines of the day.

1. Tell students to look through an online newspaper or news aggregator to find situations that might have been different. Ask them to write the factual information and the unreal conditional, for example, The air traffic controller worked four nights in a row. He fell asleep on the job. If he hadn’t worked four nights in a row, he might not have fallen asleep.

2. Have students share their sentences in groups and discuss whether they agree with each other’s past unreal conditionals.

4 Wishes About the Present, Future, and Past



■ Chart Tip After you go over Chart 4.1, ask students to share some past, present, and future situations that they aren’t happy about, for example, I don’t have much money. I lost my keys. I’m not going to take a vacation next summer. Write the sentences on the board, then ask the students to write a wish about each situation (I wish I had more money. I wish I hadn’t lost my keys. I wish I were going to take a vacation next summer.). Have students write the sentences on the board. As you go over the sentences with the class, ask students to explain the verb form choices.


have students discuss wishes they have about their school.

1. Have students work in groups to talk about things they would like to change (but cannot change) about

the school, for example, I wish this school were in a bigger city. I wish we hadn’t lost the football game. I wish the campus were smaller.

2. Have students work individually to write six to eight wishes about the school. Call on students to share one or two of their wishes with the class.

■ Interact Have students take turns imagining what other people wish. Write the names of well-known public figures on the board and have students talk in small groups about what they think the people wish, for example, The president wishes he hadn’t left the country last week. He wishes he were more popular. He wishes everyone would vote for him next election. As an alternative to public figures, use pictures of people in odd situations. (Search an online image bank for “funny situation,” “odd situation,” or “awkward situation.”) Tell students to talk about past, present, and future wishes for the people in the pictures. After the group work, call on individuals to share the most interesting wishes they heard with the class.


■ Beware Native English speakers often substitute would have + past participle for the past perfect in past unreal conditionals, for example, If he would’ve known about the hurricane, he would’ve evacuated. If students notice this use, point out that although it is common in casual conversation, it is not acceptable in written English. In addition, many people believe that use of this pattern reflects a lack of formal education.


■ Level Down Instead of a paragraph, have lower-level students write a list of circumstances followed by unreal conditionals that provide more explanation, for example, Last year I got stuck at school one day in the pouring rain. If I had brought an umbrella, I would have been more comfortable. If I hadn’t walked to school, I would have been fine.



ConjunctionsGlobalization of Food26

U N I T

Unit Objectives

Students will learn and practice• connecting words and phrases with conjunctions,• connecting sentences with coordinating conjunctions, and• reducing sentences with similar clauses.



Suggestions See suggestions Grammar in the Real World, pages 4–5.

Vocabulary

adapting AWLappeal background consumer AWLcreate AWLcultural AWLcroquette globalization AWL

globally AWLgrilled health-conscious immigrant AWLpreference seaweed strategy AWLuniquely AWL

2 Connecting Words and Phrases with Conjunctions





■ Beware In sentences that have both . . . and as the subject, the verb agrees with both, and therefore is plural. This is true whether the nouns are plural or singular. For example, in the sentence Both hamburgers and hotdogs are fattening, the nouns are plural and so is the verb. In Both the waiter and the hostess were rude, the nouns are singular, but the verb is plural. Point out this rule to students, and highlight the fact that this is different from the rule for using verbs with either . . . or, not only . . . but also, and neither . . . nor, which agree with the closest noun.


put students into groups of three for discussion.

1. Have students choose two fast-food restaurants and talk about what people can order and do at these restaurants.

2. After the discussion, have students work individually to write a paragraph that summarizes what they talked about. Tell them to use at least five correlative conjunctions in their paragraphs, for example, You can order both hamburgers and shrimp burgers at the locations in Japan.

3. Have students get back into their groups to compare their paragraphs. Go over any questions as a class.

■ Interact Put students in pairs to play a card game.

1. Give each pair 20 index cards or small pieces of paper. Have them write 10 restaurant names and 10 foods on the cards and then trade cards with another group.

2. Students mix up their new cards and place them facedown. Have students take turns choosing two cards from their pile. They read the words and make a sentence using the words. Students should use coordinating or correlative conjunctions in their sentences.

3. Have a few students volunteer to say a sentence aloud to the class.

3 Connecting Sentences with Coordinating Conjunctions


Reference: See The Teacher’s Grammar of English, pages 595–599, 608–609.



■ Chart Tip To reinforce students’ understanding of Charts 3.1 and 3.2, review independent clauses. Write an example on the board, such as French fries are delicious, but they are fattening. Ask students for the two clauses and coordinating conjunction, and label them. Then ask what the difference is between this sentence and French fries are delicious but fattening. Make sure students understand that the two independent clauses in the first example each contain one subject and one verb,


whereas the second example has only one independent clause with one subject and one verb. Also point out that independent clauses can stand alone, unlike the relative clauses in Units 21–23.


write new sentences by changing the coordinating conjunction and adding an appropriate ending. Make sure students understand that they can use and, but, or, so, or yet in their sentences, for example, FoodCo opened 100 stores in the United States in 2008, yet they opened only one store in Canada that year. Have students compare their sentences with a partner. Then have a few students volunteer to read a sentence aloud to the class.

■ Speaking Expansion Extend Exercise 3.4 by having students work in groups to discuss local food tastes. Tell them to choose a fast-food restaurant and discuss ways that they could use food localization to help sales. They should use coordinating conjunctions with independent clauses in their discussions as much as possible. Have a few groups volunteer to share their ideas with the class.

4 Reducing Sentences with Similar Clauses


Reference: See The Teacher’s Grammar of English, pages 603–604; 606; 610–611, Activity 2.



■ Chart Tip Before class, write the following sentence onto small cards or pieces of paper (one word per card): I have eaten dinner, and she has, too. Then on another card, write the word so. In class, as you go over Charts 4.1 and 4.2, emphasize the word order of the sentences. Ask for a few more example sentences and write them on the board. Have students come up to label the parts of speech of the sentences. Then put students into groups of three or four. Give them the cut up sentence that you prepared before class. Have them put the sentence in order. After that, have them replace the “too” card with the “so” card and rearrange the sentence accordingly. (I have eaten dinner, and so has she.)

■ Beware Make sure students understand that sentences with and . . . too and and . . . so have exactly the same meaning. For example, I have eaten there before, and so has she means the same as I have eaten there before, and she has, too. This is also true in sentences with and . . . either and and . . . neither. For example, The chicken wasn’t cooked, and neither was the fish means the same as The chicken wasn’t cooked, and the fish wasn’t, either.


write the following questions on the board:

1. Have you ever eaten raw fish?

2. Did you eat it at a Japanese restaurant?

3. Do you eat raw fish often?

4. Do you like raw fish?

1. Have students write the questions on a piece of paper. Then have students walk around the classroom and interview their classmates. They should talk to at least four people and write down their answers next to the questions.

2. After everyone has finished their interviews, tell students to write a summary of their findings using reduced sentences and verb forms.

3. Have students compare their summaries with a partner. Then have volunteers read one or two of their sentences for the class. Go over any questions as a class.

■ Tech It Up For homework or in the language lab, have students do online research about three fast-food restaurants. Tell them to find information about their locations, menus, and other logistical information. Then have them write five sentences about their findings. They should reduce similar clauses in their sentences as much as possible. Back in class, put students into small groups. Have students take turns comparing the information on the restaurants they researched and sharing their sentences.


■ Beware Some students will likely forget to invert the subject and auxiliary verb when reducing sentences with correlative conjunctions. Correct any such errors you hear with the class.


■ Alternative Writing Task Have students write their paragraphs about the globalization of food from another country. They should discuss which local dishes are popular in that country, and list the countries and the ways that the local cuisine is changed when it is served in other countries. Allow them to use the Internet to research if needed. Make sure students know that they should use coordinating and correlative conjunctions in their paragraphs.



Adverb Clauses and PhrasesConsumerism27

U N I T

Unit Objectives

Students will learn and practice• using subordinators and adverb clauses, • reducing adverb clauses, and• using subordinators to express purpose.




Vocabulary

activate addict affect AWLconstructive AWLdepressed AWL

financial AWLpercentage AWL professional AWLseek AWLstatistics AWL

2 Subordinators and Adverb Clauses





■ Chart Tip After you have gone over Charts 2.1 and 2.2, check for understanding of the various subordinators by writing adverb clauses on the board, for example, Although they can’t afford to keep shopping, Even though he only bought things on sale, Because the discount stores are open 24 hours, While shopping addiction doesn’t sound like a serious problem, While the shopping addict was walking through the store aisles, Since any addiction can be embarrassing, Since he went to the mall last week. Have students write main clauses to complete the sentences. Call on students to write their sentence completions on the board. Discuss which subordinators could be replaced with another (because with since or as with while).


have students discuss and/or write about the shopping habits of different people.

1. Join pairs together to form groups of four. Have group members talk about how shopping habits differ between younger people and older people or between men and women. Ask them to consider specific examples that support or contradict the generalities they come up with, for example, While women usually enjoy shopping more than men, my father likes to shop much more than my mother does.

2. Have students work individually to write six to eight sentences with adverb clauses based on their conversation.

3. Put students in new groups to share their sentences.

■ Tech It Up Expand on the consumerism topic by having students search online for more information. Tell them to type in search terms for a particular area of interest, for example, consumerism in Latin America or consumerism among youth. Have them write sentences about ideas they find in one or more articles and make sure their sentences include adverb clauses. Have students share their sentences in groups when they return to class.

3 Reducing Adverb Clauses





■ Chart Tip After you go over Charts 3.1 and 3.2, write sentences with reduced adverb clauses on the board and ask students to write the sentences with the full form, for example, Being a careful shopper, I always look for discounts (Since / Because / As I am a careful shopper); Having lost her credit cards, she can no longer charge purchases (Since / Because / As she has lost her credit cards); Before paying for the items, he checked his bank balance (Before he paid for).



have students use reduced adverb clauses to write about a shopping trip.

1. Put students in groups of three to discuss an unusual shopping expedition. Provide questions to guide the discussion, for example, Have you or someone you know ever traveled a long distance or gone somewhere unusual to shop? Where did you / they go? What did you / they buy? Describe the expedition.

2. Tell groups to choose one or more of the stories to write sentences about. Tell them to use adverb clauses with while, before, after, since, and because. Have them leave several blank lines below each sentence.

3. Have groups exchange papers. Tell students to work together to write reduced versions of each of the adverb clauses in the story.

4. Call on a student from each group to share several of the reduced adverb clause sentences with the class.

4 Using Subordinators to Express Purpose





■ Chart Tip After you go over Chart 4.1, write simple main clauses on the board and ask students to use different subordinators to write endings for them, for example, I went shopping on Saturday (so that I could get everything we needed / in order to buy food for the week).

Grammar Application ■ Interact Have students work in small groups to write

eight to ten simple statements using future and past verb forms. They should complete the statements using the subordinators from Chart 4.1. When they have finished, the first student in each group reads a statement. The next student completes it using a subordinator and then reads one of his or her statements for the next person to complete. Tell students to continue around the circle until all of the statements have been read.


■ Beware Students may be confused by the subordinators with two meanings, since (reason or time) and while (opposite idea or time). Review these meanings before they complete their final assignment by providing sample sentences, for example: Since she loved shopping, she went to the mall every day (reason) or She has been tired since she went shopping yesterday (time).


■ Level Up Have higher-level students approach the writing assignment as a persuasive essay. Tell them to develop a thesis statement (Shopping at thrift stores and garage sales is good for consumers and good for the environment.) and include examples in their paragraph that support their thesis.



Connecting Information with Prepositions and TransitionsTechnology in Entertainment28

U N I T

Unit Objectives

Students will learn and practice• connecting information with prepositions and

prepositional phrases, and• connecting information with transition words.




■ Note As a class, discuss examples of motion capture technology that students are familiar with or have contact with in their everyday lives (video games, movies, etc.).

Vocabulary

animationconsequently AWLdespite AWLdiagnose feature AWLfinally AWLfurthermore AWLgenerate AWLmovement

realismrealisticspinsequence AWLtighttreadmillunique AWLvirtual AWL

2 Connecting Information with Prepositions and Prepositional Phrases





■ Chart Tip After you go over Chart 2.2, reinforce the meanings of the prepositional phrases by having students quiz each other. Write the following categories on the board: emphasizes another idea, gives reasons, gives alternatives, gives exceptions, and shows contrasting ideas. Put students into pairs. One student says a

prepositional phrase, and the other looks at the categories on the board and then says which one it falls under. The first student should ask about all of the prepositional phrases in random order before they change roles.


rewrite the sentences using an alternate prepositional phrase. For example, in number 3, students could change the sentence from An athlete’s career could be destroyed because of injuries to An athlete’s career could be destroyed due to injuries. If there’s not an equivalent prepositional phrase, they should leave the sentence unchanged. Remind students to check capitalization and punctuation in their new sentences. When students are done, have them compare their sentences with a partner. Then have a few students volunteer to read a sentence aloud to the class.

■ Speaking Expansion

1. After Exercise 2.3B put students into groups of three. Give each group 10 index cards or small pieces of paper. Have them write the following prepositional phrases on the cards (one phrase per card): as well as, besides, because of, as a result of, due to, instead of, except for, despite, and in spite of.

2. Have students mix up the cards and place them facedown. Students take turns choosing a card from the pile. Then they read the prepositional phrase and make a sentence using it.

■ Tech It Up For homework, have students watch an animated movie. Encourage them to watch a movie in English with English subtitles if possible. Have students write a summary of their opinion about the movie. They should include answers to the following questions in their summaries:

1. Overall, did you like the movie? Why or why not?

2. How was the animation?

3. Discuss three strengths of the movie.

4. Discuss three weaknesses of the movie.

Tell them to use prepositional phrases to connect ideas in their opinion summaries as much as possible. Back in class, put students into small groups. Have students take turns describing the animated movie that they watched, and sharing their opinion summaries.


3 Connecting Information with Transition Words





■ Chart Tip After you go over Charts 3.1 and 3.2, have students practice using the transition words in sentences. Put students in pairs. Have them choose an animated movie and write five sentence pairs about it. Each sentence pair should contain one of the transitions from Chart 3.2. After students have written their sentence pairs, have volunteers read them aloud to the class. The class calls out other possible transition words or phrases they could use in their sentence pair.


have students share their opinions about movies.

1. Write the following questions on the board: Do you like animated movies or live action movies better? Why? Have students write a paragraph about their opinion. Their paragraph should include details to support their opinion and contain at least five transition words.

2. Once students have finished their paragraphs, ask for a show of hands to see which students like animated or live action movies better. Then have students get into small groups and discuss their opinions.

■ Speaking Expansion Extend Exercise 3.3B by having students do a role play in pairs.

1. Tell them to imagine that one of them is a talk show host and the other is a movie critic. The talk show host is interviewing the movie critic about movies with animation or special effects. The movie critic should discuss the two movies he or she wrote about in Exercise 3.3B.



■ Interact Play a chain game.

1. Before class, write the following transition words on individual index cards: in addition, furthermore, also, moreover, instead, on the other hand, in contrast, therefore, thus, as a result, consequently, and to

summarize. Then put the index cards in a hat or cup. If you have a large class, prepare enough hats / cups with words for each group of 10 to 12 students to have one.

2. In class, have students stand in a circle. If you have a large class, break students into groups of 10 to 12, and have them form circles. Have the first student start the chain by saying his or her opinion about a popular movie, for example, I think The Final Day has wonderful special effects. The next person in the circle takes an index card out of the hat and adds to the opinion, using the transition word or phrase on the card. The statement must connect to the previous statement or general idea of the original opinion. For example, if the next student chooses a card with on the other hand on it, the statement could be On the other hand, the plot of The Final Day wasn’t very interesting; if the student chooses a card with moreover on it, the statement could be Moreover, the costumes were excellent. Then the next student picks a transition word out of the hat, and adds to the opinion using that word or phrase. Continue like this until you have gotten all the way around the circle.


■ Beware Some students may overuse the expression on the contrary. In particular, they may use it when they should say however. Other students may say by another side instead of on the other hand.


■ Level Down Assist lower-level students in writing their paragraphs by guiding them in creating outlines first. Offer them the following format and have them fill in the details individually:

1. Topic sentence: thesis statement

2. Three details/ideas that support your thesis

3. One argument that challenges your thesis and why it is not a good argument

4. Conclusion: summary of your thesis and the supporting details

Have students use their outlines to help write their paragraphs.


simple present and present progressive - cambridge university press

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