The Anti-Grammar Grammar Book: A Teacher's Resource Book of Discovery Activities for Grammar Teaching

82 Pages·1991·1.28 MB·English

by  Nick Hall

UK PDF t'lU
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GRAMMAR BOOK
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A Teacher's Resource Book
of discovery activities for grammar teaching
Nick Hall and
John Shepheard
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Longman::.;
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Contents
Longman Group UK Limited, Acknow[edgements lPrliJi! /l.wllbers refer to Teacher's Notes. Wurksheet rej[;rences are qil'ell uncler 'Materials'.)
Longman House, Bumt Mill, Harlow, We would like to thank the Principal, staff anrt students of I I I
Essex CM20 2.JE, England Angloschool, Lundon, \virhollr. \. ... hO!if: help this book \\o'ould Level:
and Associated Companies throughout the world. be the poorer. Verb Form: Activity Type: Time:
We are grat.eful to thl' full(ming fur permission t.o reproduce
© Longman Group UK Limited 1991 copyright material; Introduction 8
.411 rights reserved; Ito part of this publication BBC Enterprises Ltd for tht' article ',Iy Kind of Day' by
may be rl!'produced, stored in a retrieval system,
or transmitted in anyJonn or by any means, electronic, William Greaves frum Rw/iu Tillles 1:3-19 January 1990 (pub
mechanical. photocopying, recording or otherwise, BBC Magazines); The Guardian fur an extract from the article PART A
tVitlwul the prior lorillen pennission of the Publishers. 'Australia Muurns' from Tllf' G/I(lnlifW lD.2.8:3; Penguin Section 1: Presents
Buoks Ltd fur the adapted extracts 'The World Divorce
Recurd Hulder', 'The Ll'a.,t Succl'ssful Target Practice', 'The
First published 1991 Least Alert Burglar', 'The ,lost Unsuccessful Prison Escape' & 1.1 [m Zoo Present simple, Correcting errors Mid-int. - adv. 12
Second impression 1991 'The Worst Bank Robbers' from Tltl' D()()k (.if Heroic Failures present continuous of form and use 30 mins
by Stephen Pile (pub Viking. lUH!J), cupyright © Stephen Pile,
SPerot dinu c1e0d/1 1b yC Leonntugrmya Ln iSghint gapore Publishers Pte Ltd [!J79, IUB!); the authur, Tim Radfurd fur his adapted article 1 ') Mini-contexts Present simple Presentation Int. - upp.-int. 13
'Afril'a hract's itself for ne\\" plague' from The Guardian 40 mins
Printed in Singapore
10.5.8H; Robson Hooks Ltd fur l'xtracts fwm Help! I'm a
[SBN 0 58~ O:33DO X PFreLa'it(uJrf/elJsr (iPllh (ol tTuUg(rJa(plt1hJeflrssle A Fgwt'n:Llo,)n lL btdy f,Joorh tnh eA enxtrtorbacutss; S'Aclol pOeu r 1.:3 Personality Present simple eInxfcohramnagteio n 5In0t . m-inasd v. 15
Y,'st<!rdays' & 'Ll'gwurk' from TV Tillie", 9-15 April 1988; Solo
Syndicatiun & Literal)' Agl'lH':y Ltd fur an extmct from the 1.4 Galactic shuttle Present simple Communicative Int. - upp.-int. 16
Copyright
articit' 'Shuuld \\'t,-' bl' PftJud of our British cool'?' from practice 30 mins
This work is copyright, but copies of pages.indicated by a WfJman's OU'II OA.88; Times Nt.'wspapers Ltd, London, for an
copyright line may be made \\<;thout fee or prior permissiun, l'xtract from the article 'Girl Had Bullet [n Her Scalp' by Craig 1.5 Future action Present simple Controlled Int. - upp.-int. 18
provided t.hat these copies are used only for class sels, and Seeton from TIll' Tilll!'s IU.IIJ.B/j; Transworld Publishers Ltd
practice 30-40 mins
solely \'vithin the institution. ror which the work is purctHl'it~d. & the author's agent for extracts & adapted extracts from The
Fpeurrm ciospsyioinng m inu sat nhye outhbte.ra icnierdc ufmrosmta nthcee sP, upbrliiosrh ewrrsi tatnend a fet' ©Bo oPke ft!efrN ~a[ar.r"OJlI1l ' IEUSS~('";f l/t!/hJSe abuy thPul'rl,e ,rI i~clhaasoenl W(phuibte C foorrg hi isB oarotkics)le, 1.6 We are continuing Present continuous Presentation Int. - adv. 19
may be payable. 'US Telephone Thief ~lakL's His LL,t Call' from The Guardian presently (A) 30 mins
:11.8.8S.
1.7 We are continuing Present continuous, Summary of time Int. - adv. 20
We are grateful to the follu\\ing for permission to reproduce presently (B) present simple reference/use, 50 mins
cartoons and other copyright material;
contrast of
Camera Press, page l-U; Conunercial Union Assurance, page verb forms
1;3:3; cartoon by Boris Drucker, © 1!)8~, from ThE New Yorker
Magazille, Inc; Patrick Eagar Photography, page 146; Express 1.8 Time box bingo Present continuous Categorising Upp.-int. - adv. 21
Newspapers/Daily Sial', page 138; Friends of the Earth, page
time adverbials 30 mins
153; The Guardiall, page 1~8; London Theatre Guide, page
1~ I; cartoons by Edward ,lcLachlan from The Book of 1.9 The changing present Present continuous Discussion Mid-int. - adv. 22
NClrroll' Escapes, Peter ,1ason, Corgi Books, pages 127 and
135; Mirror Group Newspapers, cartoons from Daily Mirror 50 mins
Lewg"t .. r Cartoons 4, 198~, pages 91, 117, 118 and 121; News
[nternational Newspapers/The Sun, page [38; Otto 1.10 Progress report Present simple, Contrast of Mid-int. - adv. 23
Reisinger/Eurocartoon, page 8;). present continuous verb forms 50 mins
Designed by Ann Samuel 1.11 Guess who? Present simple, Communication Int. - upp.-int. 24
Illustrated by B.L. Kearley Ltd present continuous games 30 mins
1.12 Perfect choice Present perfect sin1ple, Correcting errors Int. - adv. 25
present perfect of form and use 40 mins
continuous
1.13 Africa braces itself Present perfect simple Presentation Upp-int. - adv. 27
30 mins
1.14 Locusts past and Present perfect simple, Sununary of time Mid.-int. - adv. 28
present past simple reference/use, 30 mins
contrast of
verb forms
:j
a •
1.15 Tense moments Present perfect simple, Sorting time [ut. - adv. 29 ~.:l Tunnel ball Principal parts of Controlled lnt. - upp.-int. 43
past simple adverbials 20 mins irregular verbs practice 20 mins
1.16 [s the time up? Present perfect simple, Contrast of Int. - adv: 30 Volley ball Principal parts of Controlled Int. - upp.-iut. 44
~A
past simple verb forms 45 mins irregular verbs practice 211-:30 mins
1.17 Have you got the Present perfect simple, Matching time Int. - adv. 31 :2.!1 Who was Jack the Past continuous Correction of Int. - adv. 45
right time? past simple adverbials 20 mins Ripper? errors of form 20-30 mins
US Time sort dominoes Present perfect simple, Matching time [nt. - adv. 32 ~.Ij Continuous contexts Past continuous Presentation Upp.-int. - arlv. 46
and A perfect match past simple adverbials, 40 mins :30 mins
sentence building
2.7 Continuous continued Past continuous, Summary of time Int. - adv. 47
1.19 Townscapes Present perfect simple Communicative Int. - adv. 33 past simple reference/use, 30 mins
practice 30 mins contrast of
1.20 The search continues Present perfect Presentation [nt. - adv. 34 verb forms
continuous 25 mins ~X Sea saga Past continuous, Information Upp.-int. - aclv. 48
1.21 The search has been Present perfect simple Summary of time [nt. - adv. 35 past simple exchange :30-40 mins
going on and on and and continuous reference/use, 30 mins 2.D Assam: Perfect tea - Past perfect simple, Correcting errors Int. - adv. 50
on. .. contrast of verb [s it a thing of the past perfect of form 40 mins
forms past? continuous
1.22 Time for a change Present perfect simple, Controlled Int. - adv. 35 2.10 Penalty shot Past perfect simple; Presentation, Upp.-int. - adv. 52
present perfect practice 20-30 mins past simple summarY of time 40 mins
continuous referenc""e/use,
1.23 Cassette sales Present perfect simple, Practice Int. - adv. 36 contrast of
present perfect 40 mins verb forms
continuous, 2.11 Romeo, Romeo, Past perfect simple Parallel writing Upp.-int. - adv. 54
present continuous, ohhh ... 60 mins
past simple
2.12 Flashback Past perfect simple, Controlled Int. - adv. 55
1.24 Ups and downs Present perfect sinlple, Communicative Int. - adv. 37 past simple practice 40-50 mins
present perfect practice 45 mins
continuous, 2.13 The perfect detective Past perfect simple Problem solving, Upp.-int. - adv. 57
present continuous, highlighting 35-50 mins
past simple sequence
1.25 Deleted Present perfect simple, Controlled Int. - adv. 38 2.14 Antarctica outside Past perfect Presentation Upp.-int. - adv. 58
transformations present perfect practice 40 mins Atlantis inside continuous 20-30 mins
continuous
2.15 Practice makes perfect Past perfect continuous Summary of time Upp.-int. - adv. 58
1.26 Deadly mistake Present simple, Correcting Int. - adv. 39 reference/use 45 mins
present continuous, errors of use 45 mins
2.16 Perfect one liners Past perfect continuous Controlled Int. - adv. 60
present perfect sinlple,
practice 30-50 mins
present perfect
continuous 2.17 Man-eating shark Past perfect continuous Parallel Upp.-int. - adv. 60
\Hiting 60 mins
~.IS Union jacks All pasts Correction of Upp.-int. - ad,·. 61
Section 2: Pasts errors of use 45 mins
2.1 Fruit machine: Is it Past simple Correcting errors Int. - upp.-int. 41 2.Hl Story swop All pasts Conununicative Int. - adv. 62
a mistake? of form 50 mins practice, SO mins
\Hiting narrative
2.2 Past a joke Past simple Presentation Int. - adv. 42
20-30 min
4
!)
Section 3: Futures
:3.1 How simple is the Future simple Highlighting the Upp.-int. - adv. 64
:3.15 Perfection at last Future perfect SUmmary of Upp.-int. - al!\·. 80
future simple? wilVshall distinction 20 mins
continuous, future time reference/ 20 mins
3.2 Funny future Future simple, goill'1 Presentation and Mid.-int. - adv. 64 perfect simple use, contrast of
to future, present summary of uses .50 mins verb forms
simple, present
continuous :3. [{j What future? Future simple, Correction Upp.-int. - ad\'. 81
future continuous, of errors 40 mins
3.3 Journalist of the Future simple, goin'1 Controlled Mid.-int. - adv. 66 future perfect of use
future to future, present practice 40-50 mins simple and continuous
simple, present
:3.17 Futuristic city? Future perfect simple Communicative Upp.-int. - alk 81
continuous
ane! continuolls, future practice 30 mins
3.4 Double date Future simple, goiny Information lnt. - upp.-int. 67 simple, future
to future, present exchange 40 mins cont.inuolls
simple, present
continuous
PARTB
3.5 Anyone for cricket'? Future simple, yoillg Correction Mid.int. - adv. 68 Worksheets 83
t() future, present of errors 50 mins
simple, present of use
continuous
3.6 Who will be dancing Future continuous Correction Mid.-int. - 69
in the streets? of errors of upp.-int.
form 20-30 mins
3.7 Gilbert Future continuous Presentation Upp.-int. - adv. 70
25 mins
3.8 Caribbean future Future simple, Summary of Upp.-int. - adv. 71
future continuous time reference/ 30 mins
use, contrast of
verb forms
3.9 Siesta Future continuous Controlled Mid.-int. - 72
practice upp.-int.
30 mins
3.10 The perfect future Future perfect Correction Upp.-int. - adv. 74
for the kangaroo? simple and continuous of errors of 30 mins
form
3.11 2001 and the ozone Future perfect Presentation Upp.-int. adv. 75
story simple 30 mins
3.12 Ozone - a thing of Future perfect Summary of time Upp.-int. - adv. 76
the past or the future? simple, future reference/use, 25 mins
simple contrast of \'erb
forms
3.13 By the time you're Future perfect Controlled Int. - upp.-int. 78
100 ... simple practice 20-30 mins
3.14 Problems, problems, Future perfect Presentation Upp.-int. - adv. 79
problems I continuous 30 mins
6
INTRODUC ilr Ai
Introduction
worked through in tandem. This is normally the case when a particular tense/verh
form has been initially presented and is then contrasted wit.h another form. When
this applies, mention is made in the teachers' notes - for example, uses of the
present continuous are presented in contexts in 1.6 'We are continuing presently'
(A), and then the uses are summarised and the present continuous contrasted witll
Anti-grammar grammar? the present simple in 1.7 'We are continuing presently' (8). In this case it would.
therefore, be difficult to do the second set of activities \\ithout completing the tirsl.
The Anti-Grammar Grammar Book certainly promotes grammar - the
Alternatively, The Anti-Grall/.mar Grall/m.ar Buuk can be used selectively tu
investigation of rules of form and corresponding meanings in the language sy~tem. supplement other course books which at the upper-intermediate to advanced ll'wl
It is anti-grammar in that it sets out to avoid giving students rules. Instead It
often lack the space necessary to provide sufficient material in grammatical areas,
casts the students in the role of 'thinker', providing them mth cognitive,
especially when remedial work becomes necessary.
problem-solving tasks to discover grammatical rules and meanings for themselves.
The material does not say, 'Here is a rule and a meaning, learn them!' but rather,
Form
'Here is a sample of English - discover the rules and meanings for yourself!'
The Allti-Graw:mar Grammar Bouk also sets out to avoid the conventional The approach to form is through error correction. Common errors of form gathef'('d
gap-till and transformation exercises which proliferate in existing materials. Instead from student classroom production are presented for examination and correction.
it provides a variety of cognitive, involving, and creative activities to practise . Finally, meaningful sununary tables are completed by the students. In this way till'
language both in controlled and freer frameworks. The content of the .exerclses IS students collaborate in compiling their own reference tables.
intended not just to present and practise language areas but to be of mterest to the
student in its own right. All of the activities have been fully tried and tested in Meaning
classrooms.
The verb forms are presented in written contexts and students guided towards all
understanding of concepts and use. The texts aim not simply tu contextualise till'
Content and organisation
verb forms but also to engage the students' interest. To this end the book includl's
The Anl'i-Grmnm.ar Grammar Book is a granunar resource book providing articles about environmental issues, cartoons and humorous material, true stori('s Ill'
alternative and supplementary material to present and practise verb forms in the an unusual and intriguing nature, and items of cultural interest. As \vith the
present, past, and future. Each resource activity consists of photocopiable student approach to.form, students complete sununary tables for their own future refen'lwI·.
material introduced by detailed teachers' notes in the first half of the book. The
teachers' notes contain aims, suggested levels and time frames, materials required, Timelines
step by step classroom procedure, and keys to the exercises. I
Classroom experience shows that diagrams and time lines can be a useful way of
There are three sections:
provoking discussion and exploring time reference. Interesting discussion areas
Presents: Present simple, present continuous, present perfect simple, present come up. For example, is She works iu [L bank to be represented as a series of
perfect continuous repeated actions or as a permanent state')
2 Pasts: Past simple, past continuous, past perfect simple, past perfect continuous Timelines are included in the teachers' notes as part of an optional exercise.
Two strategies are possible - either students can devise their own time lines and
3 Futures: Future simple, future continuous, future perfect simple, future perfect discuss them, or the teacher can put the suggested timelines on the board for
continuous, present simple, present continuous, going to students to match with the example sentences in the summary tables.
The materials focus solely on these three areas for the sake of completeness and to There are several different ways of representing verb forms - for an excellent
avoid providing a mere scrapbook of bits and pieces. discussion of the topic, see the section on Diagrams in Chapter 21 of The Eng! isli
Verb by Michael Lems (LTP). We have adopted the follO\ving system:
Target students
The material is mainly intended for upper-intermediate and advanced students who
have met most of the tenses and verb forms of the language. The material acts as a
re-presentation in one block of the forms and meanings of each tense or verb form. x single event/action He flew to Russia. (past
In this way the tenses or verb forms are reviewed for remedial purposes and to simple)
give students an overall picture of the tense and verb form system. The material PAST ~IOW FUTURE
would be suitable for students preparing for Cambridge First Certificate and for
those at a pre-Cambridge Proficiency stage. The exercises have also been used \vith
EFL teachers at trainee and post-experience levels.
x Ix)(x) event/action possibly He's been to Russia. (present
Role of the material in the course repeated one or more times perfect!
PAST NOW FUTURE
The Anti-Grammar Grammar Book can be used on its own as a grammar course. 'x) /xj(xl
To this end, the activities and exercises are arranged in sequences moving from
presentation to production. A number of the exercises have been planned to be
8 !)
7
Ii'JTP.or.J( ,(. i'l ,; i
INTRODUCTIO~I
xxxxxx repeated action/permanent He goes to Russia (present til" acti\·itic's. This has been fuund tu be n~ry I11uti\'ating with a lut of classr,s Ilf all
habit every month. simple) ages. However, where this approach does not suit particular gruups, the activit iI'S
can still be carried out by simply removing the competitive element.
PAST I'JO\/I FUTURE
:< x x I ., x x Error correction
We have recommended in the teachers' notes to productive and communicative
temporary state/event He's flying to Russia (present exercises that errors made by students are noted down by the teacher and
CV'JV' at the moment. cantin uous) corrected with the students after the productive tasks have been completed. This is
because we feel that it is probably not a good idea to interrupt an activity as IOl1g
PAST r"JOV'/ FUTURE
as cummunication is taking place. We suggest that one of the following proce(\urt's
~~j=AANVV
is adoptee\. During an activity the teacher can make a list of significant errors and
espl'dally those which concern the target language to be practised. This can 1)('
~ atecmtiopno/rhaaryb irt epeated aH el'ost ftlhyiensge tdoa yRsu. ssia c(pornetsineunot us) dthuen ec ldaossw nw h(JoI llt' hseidne troyf ato shcoeerrte cutf tphaep eerr raonrds ftohre nh OplhlloewtoDcrokp iDerd info rc ldasisst,r iwbruittiinogn tIl"l i'
correctiun down the other side of the page. AlterIlatiVl'ly, the errors can be writ t, '11
PAST i'~OW FUTURE directly unlu an OHP transpan~ncy and then displaYl'd for the class to corn'ct in
~ pairs or groups. If an OHP is not available then till' C'lTors can be transcribed onl"
til!' IJuard ur written din'ctl.\· onto a large' cO\"l'rc'd shc'd. of care\. Another possilJilil.l"
is ttl ntll,' ,'rmrs tln slips of paper with the sturlt'nt's nall\e and to give thes,~ ttl Ih,'
permanent state He lives in Moscow. (present relevant students at the end of the activity for self-correctiun.
simple)
PAST I';O'N FUTURE
Time frames
I
Clearly, the suggested till\,'S for the exerciSe'S can only be approximate and th,'
actual till\e takl'n will dt'!H'nd on the students, tile size of class, time of the
I point of time He landed in Moscow (past simple) working day, ami so on. Where' class time is short, 5tlll\e of the exercises can \J,'
at four. carried out for homework and then followed up and discussed later in class.
.
PAST '·DW FUTUP.E
Teacher training
I
*
The presentation and contrastive material has been found to be very'effective for
developing the language awareness of teacher trainees. It has been used with
~ period of time Hhoeu rwsa. s flying for two c(poanstti nuous) lnioken -RnaStAiv eC asmpebarkidegr et eCaecrhteifrisc,a wtei tihn nTaEtiFvLeA s pceoaukreser st,r aainnde eosn o inn -isneirtviailc et ratrianiinnign gc oaunrds es
PAST '·;OW FUTURE post-experience courses like those leading to the RSA Cambridge Diploma in
hZNHDvUvI.UJ I TEFLA. The exercises have a dual value in both extending language awareness ami
showing how such language areas can be presented at upper-intermediate and
advanced levels.
In practice we have adopted two approaches. In t.he first case trainees were
asked to work through the material as it stands. Alternatively, we have deleted the
When students are unfamiliar with timelines, examples could be given from the above questions from the contexts or the contrastive sets of sentences and asked trainet's
list and then students could try drawing timelines for some of the other sentences. to work out the basic uses of the verb forms unguided.
Alternatively, students can match the timelines to the sentences.
Group discussion
There is a good deal of emphasis on pair and group discussion in the su~gested
procedures in the teachers' notes. We recommend that the teacher reframs from
providing answers and solutions until the class has reached Its own conclUSions. In
this way students have more involvement and responslbllity for the ~e~~nmg.
process. We strongly advise that students complete the worksheets ll1ltmlly 111
pendl so that adjustments can be made later to pro\lcle a final record and
summary of forms and meanings.
Team games
We have included a number of game frameworks \\ith points systems for some of
II
10
Section 1
6 Incorrect: The guide doesn't/does not look well today.
Presents 7 Correct . .. .... .
8 Incorrect: Wait a second,·Andrew.Tll come/I'm coming with
9 Incorrect: Why aren't y()u~coming .to seethe lions?
10 Incorrect: The eJeph!intand~itsbabyare~coming.··
11 Incorrect: Here com~"th'e keeper.:·;';;J,S":>·
12 Incorrect: The cartoonist£omes·iromGermany.·. .
do
13 Incorrect: Why they thi'oy,,·t!i.eirsci:ilP'son the:floor of the
1.1 1m Zoo 14 Incorrect: Aren'tIVtoi:ki~g'ln't}le'*o~'gpjace?' .' ..
~'. "
VERB FORM Present simple, present continuous
AIM Correcting errors of form and use in the present simple and present continuous
LEVEL Mid-intermediate to advanced
TIME 30 minutes 1.2 Mini -contexts
MATERIALS One copy of '1m Zoo' for each student (page 83)
IN CLASS VERB FORM Present simple
AIM Presentation of uses of the present simple
[;J
Previewing the cartoon LEVEL Intermediate to upper-intermediate
TIME 40 minutes (plus 30 minutes homework)
Ask students to imagine what the animals in a zoo would say about the visitors if
MATERIALS One copy of 'Mini-contexts' and 'Summary table' for each student (pages 84-5 and 86)
they could speak. Elicit ideas from the class.
lliJ
Correcting errors
IN CLASS
Give each student a copy of '1m Zoo' and ask them what is unusual about the
[6J
situation in the zoo (Le. the people and animals have swapped roles). Reading contexts and answering questions
2 Ask them to read the speech bubbles to fuid mistakes in grammatical form, or Give each student a copy of 'Mini-contexts'.
use of the present simple and present continuous. Tell the class that some of
2 Ask the class to work individually to read the contexts and complete the tasks.
the sentences are correct.
3 When they have finished, they compare answers ,vith a partner.
3 Students work individually and then compare answers in pairs or small groups.
4 Go over the answers \vith the class.
4 As the students finish, and depending on class size, give individual students one
or more of the fourteen answers. Students then mingle to check their answers. [§]
Summarising uses and time references
(Note: By 'General time' we mean that it refers to past, present and future, e.g.
VARIATION functions 1 to 5 on the Summary table on p.14.)
Give each student a copy of 'Summary table'.
Organise the class into teams of two to four students. Give them about ten minutes
to work on the sentences. Teams take turns to select any of the sentences and win 2 Go over an example of the exercise with the class and ask them to complete it
a point for identifying whether it is correct or incorrect, and a second point for for homework. Students may want to tick columns other than those indicated ill
correcting an error. the key. This is acceptable if they can argue a strong case, e.g. the future c,,"ld
also be ticked for example sentence 3.
KEY KEY
[]] Correcting errors [6J Reading contexts and answering questions: suggested answers
1 Correct 1 a) What do you usually do at Christmas? b) ii) Christmas holidays in general
2 Incorrect: Do you understand this? (However, this is acceptable as an expression of 2 a) iii) the cassette recorder. b) How do I/you use/record with this cassette recorder?
surprise.) 3 leaves/departs
3 Correct 4 The Earth travels at about 107,000 km an hour.
4 Incorrect: Look! There's the one who always gives us food. 5 Permanent, hence the present simple. (The present continuous would suggest the
5 Incorrect: The ones with cameras always find us so interesting. . situation was temporary.)
12 I.·J,
7
'tz
1.4 GALACTIC SHUnLE
6 a) a sports commentator b) the radio/television audience c) He/she is describing bl Two boys die on mountain V ehveaednltisn es - past
the action on the football field for the viewers/listeners.
7 a) a newspaper b) present simple and present continuous c) It is a convention in 8 al Peter tells me ... \/ reporting verbs -
newspaper headlines to use the present simple for current events. This is recent past
space-saving and dramatic. d) present simple and past simple e) It is a convention
in newspaper headlines to use the present simple for recent past events. This is b) ... you start your holidays V personal timetable!
on Saturday. schedule
space-saving and dramatic.
S a) ii) the recent past (corresponding to the recency use of the present perfect) 9 I'll definitely send one as soon V future time clauses
b) Yes, the trip is already booked. as I arrive.
9 a) the future b) when, after, once, the moment, the minute, the second c) future
simple/future continuous/going to d) present simple/present perfect simple 10 There's this man in a V jokes
swimming pool and he goes to
10 a) the joke b) No (there are no past tenses because the joke was fictional and the top of the diving board. I
never happened)
11 a) i) Legwork ii) All Our Yesterdays b) The review of the film uses the present 11 Claire becomes involved in V fictional plots
simple to describe the plot, which is fictitious. The documentary review uses the murder.
past simple because the events actually happened.
The present simple is mainly used to talk about present action in progress at the
time of speaking: False
llil
Summary table
I I I I
future time clauses instructions sportS commentary - rapid actions
I I i I
scientific facts newspaper headlines: past events permanent situations 1.3 Personality
I I
i
habits/routines fictional plots reporting verbs: recent past
VERB FORM Present simple alongside other tenses
I I
personal timetable/schedule public timetable/schedule I AIM Free practice of the present simple for routine/habiy'state in third person singular in an information
gap exercise
LEVEL Intermediate to advanced
newspaper headlines: present events of short duration
TIME 50 minutes
MATERIALS One copy of 'Personality Part A' for half of the class (page 87)
One copy of 'Personality Part B' for the other half of the class (page 87)
" ~
" -S~
.§ w'" ""
Example sentence el1"t:: ~w:cI;:: i'."Q-}~ dt:: .a1.t! ~§"0 Use/function ~IN CLPArSeSv iewing the texts
1 I usually go up to my parents' habit/routine 1 Tell the class they are going to read about someone who is well-known in GrL'al,
house. V Britain.
2 You press the eject button and instructions 2 Ask the students to work in pairs to devise questions on what they would like t(l
then ... V know about him or her.
3 Tath e1r0e.'0s0 a. slow train that leaves V , I spcuhbelidcu lteim etable/ 3 Write their questions on the board getting students to correct them as necessary.
[[] Reading the texts to answer the class's questions
4 The Earth travels at about Iv scientific facts
107,000 km an hour. I 1 Arrange the class in two groups, A and B,
5 Josceline lives in London with permanent 2 Give face down to the students in Group A a copy of 'Personality Part A',
her husband. V situations Sinlilarly, give the students in Group B a copy of Part B of the text.
6 Baker plays it up the line for V I sports commentary 3 Tell the class to scan the text and find the answers to their questions. Studl'1I1 s
Tolmey. turn over their texts and begin reading.
7 a) Australia mourns V I I hpereasdelnint eesv -ents 4 Win htehne irth ger otiumpes. isG ou po, vsetru dtheen tasn tsuwrenr st,h eir texts face down and compare anS\\"'I'S
I
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1.4 GALACTIC SHU r r If
1.4 GALACTIC SHUTILE
[g Reading for main points []] Assignment of roles
Ask the class to read the texts again and to look for the six most important 1 Divide the class into 'galactic travellers' and 'galactic travel agents'.
points. Ask them to agree on these points in their groups. 2 Further divide the travel agents into those representing Planet Hoppers and
2 Each group should now devise sLx questions on each of the six main points; those representing Galaxy Gliders.
these are noted down by the group secretary. 3 Assign each pair of travellers a planet and give each traveller a copy of the
[QJ 'Planet Planner' form.
Information exchange
4 Give each of the travel agents a copy of the appropriate information sheet.
1 Students put away their texts and questions.
[iJ
2 Each student in Group A pairs off with a student from Group B. They exchange Information seekin&lrole play
information about the personality. 1 Using their 'Planet planner' forms, the travellers go to representatives of b()th
3 Teacher notes errors during this exchange to correct at the end of the lesson. travel agents to find out the necessary information.
III 2 During the role plays, the teacher can note errors for correction by the stud. 'lit s
Groups exchange questions
at the end.
The secretary from Group A reads out their sLx questions for Group B to answer
3 Finally students come together to decide which travel agent offers the best dm!.
and vice versa.
[£]
Deciding the person's identity
1 Write the following possible identities on the board:
Prince Charles
An actor
A pop star
A musician Planet planner
A racing driver
2 Ask the class to work in groups to decide which identity fits the person in the
article. J
Name of company GALAXY GLIDERS PLANET HOPPERS
KEY
Destination
An actor, John ~ettles.
Departure time
1.4 Galactic shuttle Duration of flight
Price
VERB FORM Present simple
AIM Communicative practice of schedule use of the present simple
LEVEL Intermediate to upper-intermediate Type of service
TIME 30 minutes
MATERIALS One copy of 'Planet Planner' for half the class (page 17)
One copy of 'Galaxy Gliders' for a quarter of the class (page 88) Name of craft
One copy of 'Planet Hoppers' for a quarter of the class (page 89)
Extra information
IN CLASS
[6J
Previewing the activity
Ask the class to imagine that it is the year 3000 .\D and that we can travel through © Longman Group UK Lcd /99/
the galaxy. Ask them what information they would like to find out to book an
excursion to Saturn. I,
-
16
s
'.. ;;·5]]
w
I b WE ;'P.E CONTI~IUING PRESEr-lTL! p., I'; :.
KEY
1.5 Future action
[2;J Checking sequence of tenses
VERB FORM Present simple a) incorrect b) correct and refers to the future c) incorrect d) correct but refers to habitual
AIM Controlled practice of the present simple in future time clauses with a variety of conjunctions action, not future action
Note: The present perfect simple or continuous are also acceptable in the subordinate
LEVEL Intermediate to upper-intermediate
clause with future reference. Example: When she has arrived, she'll send a
TIME 30-40 minutes telegram/As soon as I've been working here for six months, I'll ask for a pay rise.
MATERIALS One copy of 'Future action' for each student (page 90)
IN CLASS
[2;J
Checking sequence of tenses 1.6 We are continuing presently: Part A
1 Give each student a copy of 'Future action'.
2 Ask students to look at the sentences in the Take your pick section. They
VERB FORM Present continuous
decide which sentences correctly refer to future action.
AIM Presentation of six uses of the present continuous
~ Solo/team competition LEVEL Intermediate to advanced
TIME 30 minutes
1 Students can work individually or in teams of two to four, depending on class MATERIALS One copy of 'We are continuing presently: Part A' for each student (page 91)
size.
2 The teacher reads out at random one of the Teacher's prompts' from the
11\1 CLASS
following list.
[6J
Overviewing the contexts
Teacher's Prompts
a) make a cup of tea f) flood k) try on Give each student a copy of 'We are continuing presently: Part A'.
bc)) sthheo pfsir ei nb Priaglamdae, the capital gh)) ccoeloelberr ate lm) ) trauknen eorf fd ead tired 2 Acastke gthorei sset utdheenmt si ntoto rehaudm tohrroouusg hor thcuel ttuerxatls. iY'IlurillY the r[u.estions and to J
d) leave you forever i) sigh with relief
e) arrest him j) ring [ill Reading the contexts and answering the questions
3 The students listen and find an appropriate prompt from the 'First future action' 1 Ask the students to work individually on answering the questions and then to
column. They select a conjunction, formulate a sentence, and shout 'Future
compare with a neighbour.
action' as soon as they are ready.
2 Go over the answers with the class.
4 The first student to produce an acceptable sentence \\IDS a point for themselves
or for the team.
KEY
Example: the teacher reads out runner dead tired. The students select finish
the marathon, and the conjunction as soon as. Then they formulate a sentence
like, As soon as the runner finishes the marathon, she'll be dead tired, and []J Answering the questions
shout 'Future Action'. The teacher writes it on the board. 1 a) A pun on note which can mean a musical note or a short message. b) yes c) no
5 If sentences are not completely correct, they score no points and the next 2 a) No, It's a contradiction for humorous effect. b) at the moment/now/temporarily
c) It's seen as temporary. d) Perhaps but this is not 'certain,
student or team wins a bonus point if they can correct it. Conjunctions can only
3 a) Fewer and fewer, Habits are changing, b) before c) yes d) Only if it is one
be used once and the game continues until all the conjunctions have been used
o'clock on a Sunday!
up. 4 a) younger b) future c) yes
5 a) No, she sees no reason for pride. She thinks the British are timid. b) A very
frequent habit.
VARIATIONS 6 a) past continuous, present continuous b) yes c) The first is from the story, the
second from the blurb.
The teacher can use the same prompts again but insists on a different sentence.
The students or teams take turns and have 30 seconds to produce a sentence.
Finally, the class can write up sentences from the prompts in the table.
HI
18
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