Grammar3 TEACHER S BOOK

Grammar Three Teachers Guide
Introduction
Notes on the third edition
Grammar Three is the highest level in a series of

four grammar books designed to make English
grammar clear, interesting and easy to understand
for young learners. The books are designed to
complement any coursebook, and they cover the
same basic grammar syllabus as most beginners
courses, and all the grammar needed for the
Cambridge Young Learners English Tests. The books
can be worked through systematically, or particular
units can be selected and used as needed. The
revision units practise the grammar covered in the
preceding units.
The third edition has been revised and updated

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

pre-teens during their first few years of English
language study. It has a communicative, activitybased approach. Alongside the written exercises
(which can be completed in class or done as
homework), there are oral and pairwork exercises,
puzzles and classroom games.
The material revolves around the daily life of an
English family, their friends, and an alien creature
called Trig. Trig is learning English. His role in the
book might be a comic one, but its function is
serious. His struggles, frustrations and triumphs are
a mirror of the pupils own experience.
Each chapter begins with a short text or dialogue
which uses the target structure (or structures),
usually accompanied by an illustration to help
learners understand the situation. A Words to
learn box highlights important or useful words
which will be used in the unit. A Grammar lesson
summarizes the grammar points, usually in the
form of a table or in a few simple sentences of
explanation accompanied by example sentences.
The exercises which follow provide practice of the
grammar and range from simple word insertion
to more challenging tasks requiring the writing of
sentences.
New starter level for slower and more thorough

introduction to basic grammar topics
Increased emphasis on vocabulary (specific
vocabulary exercises in the Students Book)
Preparation for Cambridge Young Learners English
Tests in the revision units
Audio CD in every Students Book so that students
can listen to the presentation dialogues and texts
and listen and repeat the words in the Words to
learn boxes
A speaking activity at the end of every unit (e.g.
pairwork or a class game)
All units are now four pages long and the unit
layout is more convenient for ease of use by
young learners
Completely revised students website, which
includes more interactive activities and more
listening activities, as well as games
Online teachers resources, including worksheets,
tests and answer key.
Teachers online support material

Download the following materials for Grammar
Three:
teachers guide (this document)
24 worksheets (one worksheet for each unit)
1 entry test
5 revision tests (one test for each revision unit)
1 exit test
answer key for students book, worksheets and
all tests.
www
Trigs website
Your students will enjoy visiting Trig at his website.

They can go to www.oup.com/elt/trig to explore
interactive activities, listening tasks, and to play
interactive grammar games!
Grammar Three
Oxford University Press 2011
Guide to phonetic symbols
Vowels
i
i
u
u
a
a
Consonants
tea
happy
sit
ten
sad
car
dog
ball
book
actual
fool
cup
bird
away
pay
so
cry
now
boy
dear
chair
sure
Grammar Three
p
b
t
d
k
d
f
v
s
z
put
best
tell
day
cat
good
cheese
just
first
van
three
this
sell
zoo
ship
1 Are you running away?

Present simple and present continuous
Entry test
You may wish to set an entry test for your
students before they start using Grammar
Three. This test is available as part of the
downloadable tests, and revises all the
grammar taught in Grammar Two.
Aims
To revise the present simple and present
continuous tenses
To introduce the characters Jenny, Anna, Nick,
Tom, Amanda, their pets and Trig the alien
Presentation
1 Start by looking at the picture with the students.
Point to Anna, Jenny and Trig and ask: Whos
this? Whats her/his/its name? (Students can
obtain this information by looking quickly at
the beginning of the text.) Make sure students
understand who the three characters are, and
also what an alien is.
2 Tell the students they are going to read about
Anna and the alien. Play the listening track and
let students listen and read.
3 Ask the class some comprehension questions.
Tell students to call out the names Anna, Trig or
Jenny. Ask questions like: Who lives in Merton?
Who lives in Kingsley? Who lives in Triglon? Who
doesnt have any friends in Merton? Who is green?
Who has an Aunt Sarah? Who likes Trig?
4 Ask the students what kind of words are in
bold in the story text (verbs) and what tenses
they are in. Go through the rules about the use
of the present simple and present continuous
tenses with the class, eliciting examples from
the students, e.g. for present simple ask them
to say something they dont usually do (wear
pyjamas to school, eat cake for breakfast, come
to school by aeroplane, etc.). Ask them to tell you
something they like, love, hate, etc.
5 For the present continuous, ask students to tell
you something temporary they are doing at the
moment (e.g. studying the Romans in history,
learning to play a new Wii game). Then ask them
to say something about their future plans, e.g.
This evening/this weekend, Im .
Grammar Three
Notes on the exercises

2 Before they start, draw students attention to
the example Nick gets up, and remind them to
add the s in the third person. Check students
understand bone (which you can draw on the
board to explain) and bury.
4 This exercise involves students writing full
sentences in the present simple tense. Check
they understand the words for the different
types of TV programmes mentioned cartoon,
comedy, game show, wildlife programme quiz.
Ask for an example of each.
6 Before students start the exercise, you could
draw a very rough map of the United Kingdom
on the board to show students the location of
Scotland. Look at the photos and ask them to
point out Edinburgh castle and Loch Ness, etc.
Check understanding of the vocabulary items
sightseeing, historic place, relax.
Partner interview
Before beginning the pairwork activity, give
students a minute to write down as many Whquestions as they can think of about TV habits.
When the minute is up, ask students to call out
the different questions and put them up on the
board, e.g. When do you watch TV? Where do
you watch TV? Who do you watch TV with? Elicit
questions with How often, How many (hours
a day/week, etc.) Also ask for some examples
of questions in the present continuous. When
you are sure all the students know plenty of
questions, put them into pairs and tell them to
take turns to interview their partner about their
TV habits. When they have finished, they can
swap partners and do the activity again.
Worksheet 1
You will need one copy of this worksheet for each
student in your class. The online worksheet gives
students extra practice in constructing sentences
with adverbs of frequency.
www
Trigs website
Encourage your students to complete the online

activities for this unit at www.oup.com/elt/trig.
2 Something funny happened

Past simple and past continuous
Aims
To revise the formation and use of the past
simple and past continuous tense
To compare and contrast how the tenses
areused
Presentation
1 Focus students attention on the picture and on
the text. Tell students they are going to read/
hear Nick talking about Toms football match,
and that you want them to find out the following
information: Did Toms team win? There is a dog
in the story. What did the dog do?
2 Play the listening track. The students read
and listen and try to find the answers to the
questions. At the end of the recording, elicit the
answers to the questions
3 Ask students to find the three verbs in the text
that are in the past continuous tense (was
winning, werent playing, was running). Ask why
these verbs are continuous when the other
verbs in the text are in the simple past. Elicit
from the students, or explain that these verbs
describe a background action that was going
on over a period time when it was interrupted by
something else.
Grammar lesson
Go through all the rules for the formation and
use of the past simple and past continuous in the
grammar lesson with the class. Put the model
Yesterday I was ing when suddenly . on the
board and ask all the students to write their own
original sentence based on it (with one verb in
the past continuous and one in the past simple).
At different times in the lesson, ask different
students to tell you their sentence. Make sure
that you have asked every student by the time
the class finishes.
Vocabulary and Words to learn

Check students understand lucky, over, score, a
goal, nil, kick and supporter and ask some other
comprehension questions, e.g. Were Toms team
playing well at the end of the match? (No.) What
was the score when Nick decided to leave? (One nil.)
What happened when the player from the other
team kicked the ball? (The dog stopped it from
Grammar Three
going into the goal.) Why did Toms supporters love

the dog? (Because it helped Toms team to win the
match.)

4 Explain the difference between subject and
object questions with who. In a subject question,
e.g. question 2: Who taught him to sew? we
want to find out who did something. The
pronoun who is the subject of the interrogative
sentence, and did is not used/needed. Object
questions, e.g. question 4: Who did he meet? are
used when we want find out who something
happened to or was done to, and the normal
rules apply.
6
Partner interview
Explain the word embarrassing by saying that
doing an embarrassing thing might make you

go red in the face (blush) and wish that other
people cant see you. Look at the examples and
provide more if necessary.
If students find it difficult to think of an

embarrassing thing (or dont want to tell their
partner/the class about it), ask the class to
prepare two short imaginary anecdotes based on
the following prompts:
I . one day, when I noticed that someone was
following me. I
My friend was dancing at a party when suddenly
she realized that
I when I found an interesting
It was late and my brother was coming back
down the mountain when
Students tell the anecdotes to their partner
they should add details and make them as long
as possible. For homework, ask them to write up
the stories they listened to.
Worksheet 2
student in your class.
www
Trigs website

3 Youre good at drawing

The -ing form; so and neither
Aims
To introduce the use of the -ing form after certain

verbs and after prepositions
Establish the fact that prepositions are also followed

by the -ing form, and say to the students that as
well as to be good/bad at, there are many useful
and commonly used expressions with adjective +
preposition they can learn, e.g. boredwith, tired of,
excited about, interested in, afraid of, sorry about,
etc. Put some of these up on the board and invite
different students to give you example sentences
by telling you about things they are bored with
doing, interested in doing, etc.
To teach and practise so and neither
Presentation
1 Look at the illustration with the class and ask:
What are the children talking about? (Elicit the
answer The school magazine). Ask students
to look at the illustrations and read the text
whilst you play the listening track. Tell them
to find out which of the children enjoy writing
stories and reports (you can say that a report
is a story in a newspaper that gives the facts
about something), interviewing people, drawing
cartoons.
2 Play the listening track. The students listen and
read and look for the information to answer the
question. Students should be able to tell you
that Amanda likes writing stories, Tom and Nick
want to interview people, Anna enjoys drawing
cartoons and Nick wants to write sports reports.
Grammar lesson
Go through the rules for using the -ing form with
the class. Explain that students will have to learn
the small group of verbs that take the -ing form,
but that most verbs to do with liking or not liking
things are part of this group. Check students
understand dont mind as a construction (i.e. that
it is always in the negative). You could add that
most verbs to do with starting or finishing are
also followed by the -ing form, e.g. start, begin,
stop, finish, give up.
Go through the rules for using the structures
so do I (did, can, was, etc.) and neither do I (did
can, was, etc.). Emphasize that so do I is used
for positive statements only and neither do I for
negative statements only. Conduct a substitution
drill with the class to get them used to using the
appropriate verb forms, e.g. you make positive or
negative statement and the class have to reply
using so/neither and the appropriate verb form,
e.g. I dont like cats.
Neither do I.
I hate playing football.
So do I.
I cant draw.
Neither can I.
Nicks good at maths.
So am I.
Grammar Three

2 Make sure students understand what all the
activities are and that the ticks in the table
correspond to the peoples feelings about each
one.
34 Remind students that the correct verb to use
in the so neither answers is not necessarily
the verb they can see in the sentence, but might
be the correct auxiliary verb that is used with
this tense or in this construction, e.g. do/does
for present tense statements. Tell students to
prepare to ask at least four questions about what
their partner is good at and interested in. You
could extend the activity by asking them to add
questions about things their partner might be
tired of, bored with, afraid of, excited about, etc.
8
Class activity
Give students some time to prepare their
sentences about themselves and encourage

them to use a variety of verbs, e.g. to say what
they can/cant do, did/didnt do yesterday, are
good/bad at, interested/not interested in,
hate/love doing.
Worksheet 3
student in your class. The online worksheet gives
students more practice with the -ing form and with
choosing the correct auxiliary in phrases with so
and neither.
www
Trigs website

4 Nicks been working

Present perfect simple and present perfect continuous
Aims
talk about the duration Ive been painting the

fence since 9 oclock, since last Wednesday, since
you arrived, but for two hours, for a week, for a
long time.
To revise the formation and use of the present

perfect simple tense
To introduce and practise the present perfect
continuous tense
Presentation
1 Direct students to the text and tell them to read
and listen whilst you play the listening track. At
the end, hold up the picture of Nick painting the
fence, point to the fence, ask Whats this? (Elicit
Its a fence this is likely to be new vocabulary)
Ask Whats Nick been doing? Elicit Hes been
painting the fence. Have the students repeat Hes
been painting the fence several times, followed
by Hes been painting the fence for two hours
and Hes been working hard all morning. Explain
that this structure is called the present perfect
continuous.
Grammar lesson
Go through the rules for the formation and use
of the present perfect continuous with the class.
Write the whole verb paradigm on the board and
drill the forms thoroughly. Point out that the only
element that changes is the use of has in the
third person singular instead of have.
Positive
Negative
I
have been (ve been) havent been working
You have been (ve been) havent been working
He
has been (s been) hasnt been working
We have been (ve been) havent been working
They have been (ve been) havent been working
Go through the rules for the form and usage of
the present perfect simple tense. Explain its use
with just, already and yet, and with ever and
never.
Explain to students that the use of the present
perfect continuous emphasizes the duration of
the activity or the fact that it hasnt finished.
Compare: Ive been painting the fence this
morning (the speaker might only be halfway
through the job) with Ive painted the fence this
morning (and Ill paint the door this afternoon)
we know the activity is finished.
Finally, make sure students understand the
difference between since and for since is used
to refer back to a point in time and for is used to
Grammar Three

Check students understand the meaning of all the
verbs particularly feed, which may be a new item.
Students might be able to guess it from the context
since its the only verb that goes with pet fish, but
you can explain that it means to give food to.

1 To give students some guidance, tell them that
there are sixteen past participles to be found in
the word square.
4 Quickly revise the difference in meaning between
since and for before students start the exercise.
Also, check they understand marathon, karate
and essay.
5 In order to make the right decision about
which tense to use, remind students to check
the structure of the sentences. Sentences with
still, yet, already, never and ever will be in the
present perfect simple tense. Sentences with for
and since are likely to be in the present perfect
continuous tense. Also remind students that
if the action is unfinished, the present perfect
continuous is more likely to be used.
Class game
In order to give students a bit more scope, tell

students they could talk about other kinds of
activities as long as they can describe them
using since and for, e.g. Ive been sharing a
bedroom with my brother for the last six years. My
dads been working in a supermarket on Saturday
mornings since the summer.
Worksheet 4
student in your class. The worksheet provides more
practise of the use of the present perfect simple and
continuous with yet, just and already, for and since.
www
Trigs website

5 Have you seen Ben?

Present perfect simple and past simple
Aims
To revise the past simple and the present perfect

simple tense
4 Before students begin this exercise, check they

are clear what a stuntman is. You might want to
read through the text with the whole class the
first time and check the meaning of fight, boss,
serious accident, trampoline, edge and nervous.
To compare and contrast how the tenses are

used
Presentation
1 Focus students attention on the text and picture,
and ask them to read and listen whilst you play
the listening track. Ask some comprehension
questions, e.g. When and where did Tom see
Ben? (About ten minutes ago in the park.) Why
does Tom think Jason is a good football player?
(Because he scored five goals in the match.)
Why does Jason think Ben is a good goalkeeper?
(Because he saved ten goals.)
2 Ask the students to tell you which verbs in the
text are in the past simple (saw, did you see,
played, did you win, lost, scored, had, played,
saved) and which are in the present perfect
simple (have you seen, have you ever played,
Ivehad, has asked).
3 Without letting students look at the Grammar
lesson, ask them to explain how to form the
past simple tense of regular verbs. (Add ed to
the base form of the verb, use did for questions
and negatives.) Clarify that it is often used with
time expressions which locate the action at a
give time in the past. Brainstorm some examples
of time expressions with the students and/or go
through the ones in the book.
4 Still not allowing students to look at the
Grammar lesson, ask them to tell you how to
form the present perfect simple tense. (Use has/
have as the auxiliary verb and the past participle
form of the main verb.) Clarify that the present
perfect is used for finished actions in the past
but at an unknown, unstated time. Study the
examples in the text again. Remind students that
the present perfect simple is also used with ever,
never, just, already and yet.

Review all the football vocabulary and check the
students understand it. Ask the students to tell
you all the words related to football in the text and
write them on the board score, goal, goalkeeper,
match, win, lose, save (a goal).
Grammar Three
5 Look at the photos with the class and get

them to tell you what some of the places and
activities are. Ask students what clue to look
for to help them decide if the sentence is in the
present perfect simple or past simple. Elicit that
sentences in the past simple will have a time
expression in them in 2003, two years ago, etc.
Partner interview
Before the students begin this activity, make

sure they understand that they use the present
perfect tense to talk about experiences in
general, for example Have you ever? No, Ive
never However, once they have answered Yes
to a have you ever question and begin detailing
their specific experiences, they should start using
the past simple tense because the event is now
confirmed as having taken place at a specific
time in the finished past.
Worksheet 5
student in your class. The worksheet contains more
exercises which contrast the present perfect with
the past simple.
www
Trigs website

Revision 1 (units 15)

Students should do the revision unit at the end
of unit 5. Exercise 6 is an example of a Cambridge
Young Learners English Test task type.
Test 1
A downloadable test that covers all the material
in units 15 is available. Once your students have
completed revision 1, it is a good time to ask your
students to complete this test.
6 How much do you want?

Questions
Aims
To revise and practise question formation
Check students understand lend, front light and

knock over and ask some comprehension questions,
e.g. What does Nick want? (He wants Tom to lend
him some money.) What did Tom buy yesterday? (A
new light for his bike.) Who broke the light? (Trig.)
To teach formation of negative questions

To teach and practise subject questions with who
and what
To practise why dont you? for making
suggestions
Presentation
1 Start by brainstorming question words (or
interrogative pronouns) with the class. Ask
students how many different question words and
phrases they know and write all their suggestions
up on the board, e.g. what, why, when, where,
which, who, how long, how many, how often, how
much, etc.
2 Focus students attention on the text. Play the
listening track whilst they listen and read.
3 Tell students to close their books so they cant
see the notes in the Grammar lesson and ask
them to tell you the rules for how to form yes/no
questions (the verb or the auxiliary verb comes
before the subject) and information questions
(start with the question word followed by the
verb or auxiliary verb, and then the subject).
Elicit examples of questions from the students
using the question words on the board you
brainstormed earlier.
Grammar lesson
Ask students to open their books and go through
the explanation of subject questions with who
and what, in which the interrogative pronoun is
the subject of the sentence, e.g. Who saw Nick?
What happened? Contrast these with object
questions, in which who or what is the object of
the verb, e.g. Who did Nick see? What did Trig do?
If possible, get the students to generate some
more pairs of examples, e.g. Who loves you?
Who do you love? What are you making? What is
making that horrible noise?
Go through the examples of negative questions
and Why dont you/we? for making suggestions
with the class. Provide more examples as
necessary.
Grammar Three

1 Check that students understand puzzle
(question1), neat (question 5) and worry
(question 8) for this activity. Elicit or tell them
that the opposite of neat homework is untidy or
messy homework.
2 Tell students that this question is about a murder
mystery and elicit from the students or tell them
what murder and murderer mean. Also check
understanding of kill and detective.
3 Point to the photograph of the shark and ask
Whats this? before students begin the exercise.
Ask why sharks are dangerous and tell the
students it is because they are very fierce/
aggressive, have a good sense of smell (question
2) and sometimes attack humans (question 10).
Partner interview
Give students some preparation time to read

through the questionnaire and think about their
possible answers before you put them in pairs
for the speaking. Tell them to think about extra
information that they could give after their
initial yes/no answer. For the speaking activity,
move the students around so they work with a
different partner, perhaps someone they have
never worked with before. Encourage students to
give as much detail for each question as possible.
Worksheet 6
student in your class. The worksheet practises
question words and question formation with be,
have, do and can.
www
Trigs website

7 The film had almost finished

Past perfect simple; past perfect continuous
Aims
To teach the form and usage of the past perfect
simple and past perfect continuous
To practise the past perfect tenses in context,
alongside other narrative tenses
Presentation
1 Focus students attention on the picture. Tell the
class that Nick went to the cinema yesterday, but
he didnt get to see the film. Ask students to find
out why Nick didnt see the film.
2 Play the listening track whilst the students read
and listen.
3 Put these pairs of words on the board: money
forget, key not take, Paul go out. Ask students
to use the word pairs to explain why Nick didnt
see the film He had forgotten his money, he
hadnt taken his key, Paul had gone out. Elicit the
sentences (if necessary, refer students to the
book) and explain that this is the past perfect
simple tense. Go through the rules for the
formation and use of the past perfect simple in
the Grammar lesson with the class.
Grammar lesson
Explain that the past perfect simple tense is the
past in the past. We use it when we are talking
about the past, but we want to talk about an
action that happened before that. We are talking
about the past, but we want to refer back to
something further in the past.
Drill the form (had + past participle) thoroughly
and mention that the past perfect simple is often
used with because, so and after.
Go through the rules for the formation and use
of the past perfect continuous tense with the
students and study the examples.

Check students understand the word key draw a key
on the board or show them one of your own keys to
demonstrate. Also check lend and borrow. You could
say that to lend something is to give it to someone to
use, but for a period of time only, not forever; borrow is
to take and use something that belongs to somebody
else, but only for a certain period of time. To practise,
get students to pass different objects to each other
round the class the person giving the object says,
Grammar Three
Im going to lend you this , and the person receiving

it says, Im going to borrow this from you.

1 Make sure students understand the importance
of being clear about which of the actions came
first. It is the earlier action which will be in the
past perfect simple. Check the students know
sun cream, fail and revise.
4 Tell students that they should think about
whether the verb is a repeated action that has
duration, i.e. could go on over a period of time
(and might be unfinished), e.g. to cry, to play
football to shop in which case they will use the
past perfect continuous tense. If the verb is for a
completed action without duration, something
happens and then its finished, e.g. forget, lose,
break they will use the past perfect simple.
Partner interview
In order to ensure students get optimum question

practice and also to make asking the questions
a more meaningful exercise you could get them
to prepare the questions in advance. You could
also stipulate that they answer their partners
questions from memory without being able to see
the story. Give students a comfortable amount of
time to read the text through several times and
prepare four or five questions. (They should work
individually and not show the questions to their
partners). When everyone is ready, sit students
back to back and one student in each pair can
ask their questions (they shouldnt read questions
out, but they are allowed to consult their notes)
and their partner should answer them. When they
have finished, they should swap roles then swap
to a new partner.
Worksheet 7
exercises which contrast the past perfect simple
and continuous.
www
Trigs website

8 She bought me a present

Verbs with two objects; time clauses
Aims
as, before, after, until, etc. is to use the will future

in the time clause, e.g. Im going to use it when
I will go on the school trip instead of when I go
on the school trip, so students will probably need
reminding about this several times.
To introduce the concept of direct and indirect

objects
To practise using verbs that take two objects
To practise using the appropriate tense in time
clauses
Presentation
1 Focus students attention on the text and
illustrations. Play the listening track whilst the
students listen and read. Ask: What did Ben get
for his birthday? (A camera.) Check the students
understand camera, school trip, as soon as.
2 Ask some comprehension questions, e.g. Who
gave Ben a present? (Aunt Sarah.) When is he
going to use it? (On the school trip.) Has Ben
shown the camera to his friends yet? (No, hes
going to show it this evening.) What is Tom doing
this evening? (Hes got football training.)
3 Put the sentence Aunt Sarah gave Ben a present
up on the board. Explain that Aunt Sarah is the
subject of the sentence she does the giving
but that the sentence has two objects Ben and
the camera. The camera is the direct object its
what Sarah gave and Ben is the indirect object,
the person she gave it to.
Grammar lesson
Go through the notes about verbs with two
objects in the Grammar lesson. Stress the fact
that the order of the direct and indirect object
can change, depending on what the speaker
wants to emphasize. If the indirect object is more
important, it will go at the end of the sentence
with to or for in front of it.
Underneath Aunt Sarah gave Ben a present write
Aunt Sarah gave a present to Ben on the board
as an example. Use this model in a substitution
drill with the verbs listed in the Grammar lesson
give, send, lend, show, write, buy and make
(substituting for with to as necessary) Aunt
Sarah gave a present to Ben. Aunt Sarah gave Ben
a present., etc.
Go through the time clauses with the students.
Stress to students that we dont normally use will
and would with time clauses, only present, past
and perfect tenses. The most common mistake
that learners make when using when, as soon
Grammar Three

1 Remind students that if the indirect object comes
at the end of the sentence, it will have to or for in
front of it.
2 Before students start the exercise, get them to
tell you what all the presents in the pictures are.
3 Check that students understand the vocabulary
engine, neighbour and complain. It might also
be a good idea to remind the students of the
meaning of as soon as and until, because they
might not be sure of them out of context. You
can tell them that until means up to the time
when something happens and as soon as means
immediately after the time when something
happens.
Partner interview
To provide a context for the students asking

questions, you could organize this activity as an
information gap. One student can see the pictures
and knows who gave what to whom. The other
student has to ask questions in order to complete
a table with this information. For variety, or if you
wanted to do the activity a second time you could
invent a different set of presents. Use the names of
students in the class and get them to tell you what
imaginary funny or silly presents they would give to
each other, e.g. Carola gave an elephant to Jan, Stefi
gave Luca a helicopter, etc.
Worksheet 8
student in your class. The worksheet provides
additional practice of to and for and also practises
time expressions.
www
Trigs website

9 Ben said he could take some photos

Indirect speech in the past; tell and say
Aims
To introduce and practise the verb tense patterns

in reported speech
2 Check students understand what happened in

the accident you might want to draw on the
board for this. The girl on the motorbike was
behind the man in the car. He stopped suddenly
when a dog ran into the road, so the motorbike
crashed into the back of the car. Check the
students understand damaged (give them the
pronunciation), repair and mess.
To practise the different uses of say and tell in the

context of direct and indirect speech
Presentation
1 Focus students attention on the picture.
Nominate five students or ask students to
volunteer to take the roles of Anna, Tom,
Nick, Amanda and Ben, and another student to
read the narrators line at the top. The students
read the text aloud to the class and act out the
meeting.
2 Now tell the class you are going to hear what
Jenny said to Mr Blake about the meeting. Play
the second half of the listening track whilst the
students read and listen. (You will either have to
get this ready beforehand and put it on pause,
or have students listening again to the part they
have just read aloud.) Draw students attention
to the fact that the tenses change from direct to
indirect speech. Ask the students, one by one, to
repeat the lines for the characters they read, and
after each one, repeat the utterance in reported
speech, e.g.
Anna: Im drawing the cartoons.
Teacher: Anna said she was drawing the cartoons.
Grammar lesson
Go through the table of the tense changes with
the class. Tell the students they can consider it
as the verbs from direct speech moving back a
tense as they are reported.
Revise the differences between say and tell
with the class. Tell the students that the most
important thing to remember is that tell is always
to someone. Tell always has an object. Say is used
in direct speech and in indirect speech without
an object when we are just reporting what was
said, and not to whom it was said.
To practise, repeat the transformation exercise
with the dialogue. Ask different students to
read the roles of Anna, Tom, etc. and a different
student each time to read Jennys report.
4 It will help students to make the right selection

if you remind them of the punctuation used
in direct speech i.e. that it is introduced by a
comma after said and before the opening speech
marks. The presence of a comma after said
indicates that what follows must be direct speech
and not that + indirect speech, e.g. Tom said, You
can make a lot of friends when you join a club.
5 You may need to remind students that may
changes to might in reported speech since this is
the first time they have come across it during the
activities. Refer them to the Grammar lesson on
page 40 to check.
6 Since these texts are quite demanding, it might
be a good idea to read them together as a class
(different students read aloud) and answer any
vocabulary questions, e.g. violent, violence, blood,
real, influence, believe, weak, before students
complete the questions.
Partner and class activity
You might prefer to conduct this activity in groups

rather than as a whole class if you are worried about
the time it could take for every member of the class
to report back. For variety, or as an extension activity,
you could introduce some other topics you think your
students might have opinions about (but only ask
the students for one line about these), e.g.fast food,
homework, shopping, the internet and computer
games, clothes and fashion, sleep, etc.
Worksheet 9
student in your class. The worksheet practises the
change of tenses in past reported speech and the
use of say versus tell.
www
Trigs website

Grammar Three
10 You mustnt forget your camera

Mustnt and dont have to; had better and would rather
Aims
e.g.Im taking an exam tomorrow. (Youd better

revise for it.) Im really tired. (Youd better go to
bed early.) Then give them some situations and
get them to tell you what they would rather do,
e.g. get up early or go to bed early, drink milk or
drink orange juice for breakfast.
To introduce students to a range of structures for

expressing obligation and necessity
To introduce and practise structures for giving
advice
Presentation
1 Start by drawing a very rough map of the United
Kingdom on the board. Mark the position of
London and ask students if they can tell you
where Scotland and Wales are. Draw arrows to
the appropriate places. Explain that there are a
lot of mountains in Wales, so tourists go there to
do outdoor activities. Say that Ben is going on a
school trip to Wales and they are going to hear
Anna giving him some advice about it.
2 Play the listening track through whilst the
students read and listen. Check students
understand sleeping bag, tent and torch and ask
some comprehension questions, e.g. Does Ben
need a sleeping bag? (No.) Where is he going to
stay? (In a hotel.) Why does he think he needs to
take a torch? (In case they go out at night.) Why
does he need a camera? (To take photos for the
school magazine.)
Grammar lesson
Go through the rules and the description of the
use of mustnt, dont have to and neednt with
the class. Check students understand that we
use the base form of the verb after all three
structures. (After dont have to, as well as after
mustnt and neednt).
Check students understanding of the structures
by writing the activities below on the board and
asking students to make sentences about them
using mustnt, neednt and dont have to.
talk when the teacher is talking
wear your school uniform at the weekend
eat in class
hand your homework in early
come to school with your dog
bring the teacher a present every day
Go through the structures had better (not) for
giving advice and would rather to express a
preference. Practise the structures by giving
the students some situations and asking them
to give you a piece of advice using had better,
Grammar Three

2 Check students know passport and make sure
they understand that they have to use their own
ideas to complete exercise 2b.
6 Check that the students understand backpack
and that they know what a youth hostel is.
Partner activity
You could do this activity with the whole class.

Students could stand up and walk round the class
telling each other what they would like to do at the
weekend. They must never agree with their partner,
however, but always say they would rather do
something else instead.
You could use a similar format to practise had
better. Students think of a problem they need
advice about, e.g. I cant do my maths homework,
Ive had an argument with my sister and walk round
the class exchanging problems and advice with
different partners.
Worksheet 10
extensive practice of must and dont have to and an
additional exercise distinguishing had better from
had rather.
www
Trigs website


Students should do the revision unit at the end of
unit 10. Exercise 8 is an example of a Cambridge
Test 2
A downloadable test that covers all the material
in units 610 is available. Once your students have
11 It must be something exciting

Must, cant and could for deductions; so and such
Aims
result. Look at the example in the text such

untidy handwriting that I cant read it and elicit
consequences for the other example sentences
from the students, helping them with their ideas
as necessary, e.g. Its such an exciting surprise./
Its so exciting that I cant wait to tell my
friends./I didnt believe it at first.
To teach and practise must, cant and could for

making deductions
To introduce the modifiers so and such and the
conjunction so that
Presentation
1 Focus students attention on the illustration.
Ask what Mrs Bell has in her hand and elicit that
shes holding an envelope. Tell the students to
listen and read the text to find out whats in the
envelope.
2 Play the listening track whilst the students
listen and read. Check for any difficulties with
vocabulary, e.g. handwriting, hardly, theme
park, fantastic, generous. Elicit that the envelope
contains tickets for a theme park from the
childrens uncle.
3 Explain that since the children didnt know for
sure what was in the envelope or who it was
from, they had to make deductions based on the
information they did have. Go through the rules
for using must, cant and could with the class.
Explain that we use must and cant when we feel
certain, and could when we are not sure or are
making a guess.
Grammar lesson
Go through the rules for using so and such with
the class. Explain that we use so to intensify
adjectives and make their meaning stronger. Ask
students to underline all adjectives in the text
and to make phrases using so (which always
goes before the adjective), e.g. Surprises are so
exciting, Uncle Peters handwriting is so untidy,
Uncle Peter is so generous.
Contrast so with such. Such also intensifies the
meaning of the words that follow it, but it is used
before a noun (usually in the pattern adjective
+ noun). Look back at the examples with such
in the text and ask students to transform the
phrases they made with so into phrases with
such + adjective + noun, e.g. such an exciting
surprise (or such exciting surprises), such untidy
handwriting, such a generous uncle.
Draw students attention to the note that that
can be used after so and such to talk about the
Grammar Three

1 With a stronger group, you could get students
to explain their deductions in 1b using because,
e.g.The straw bag cant belong to Frank because
it has womens sandals in it.
2 You could take the opportunity to point out
the sentence stress here, which always falls on
cant/must/could and get students to practise
reproducing it by reading the example text aloud.
3 Check students understand rollercoaster,
dangerous and feel sick.
Class activity
Other categories that the students could do this

activity with include: animals, articles of clothing,
fruit and vegetables, hobbies and free-time
activities, jobs, countries, films and TV programmes,
etc.
To introduce an element of competition and to
encourage the class to use the target structures
you could divide the class into two teams for this
activity and award points for each deduction made
using must/cant/could, etc. The teams take turns
to ask a yes/no question about the word, e.g. Can
you? Do you ? Is it a ? Each time they can
preface a question with a deductive statement
then it cant be, must be, could be their team gets
a point. If the team guesses the word correctly,
they get twopoints.
Worksheet 11
student in your class. The worksheet practises must,
cant and could for deduction and so and such in
descriptions.
www
Trigs website

12 Theyre both from Liverpool

Both and neither; all and none
Aims
To teach both and neither for describing and
comparing
To introduce all and none to talk about groups of
people or things
Presentation
their sentences, e.g. We are all good students, We

all work hard, None of us arrives late, etc.

1 Check students understand beard and mask. You
might also want to teach the expression identical
twins.
1 Focus students attention on the illustration. Tell

them they are going to hear about a new band,
and you want them to tell you whats special
about them. Play the listening track whilst the
students listen and read the text.
3 In order to give students more ideas about ways

to compare themselves with each other, suggest
that they could also think about family (brothers
and sisters), possessions, pets, where they live,
how they come to school, etc.
2 Check the students understand guitarist,

musician, singer and song. Try to elicit a guitarist
plays a guitar, a musician makes music and a
singer sings songs. Ask the students what they
think is special/different about the band and get
them to tell you that they all write songs/are
vegetarian/do yoga, etc.
4 You could extend this activity by asking students

to construct the negative answers for some of
the questions using the structures neither of
them and none of them.
8 You could suggest that the students make some
of these sentences negative using the structure
none of us.
Grammar lesson
9
Class game
Brainstorm ideas for ways of describing people
Go through the rules and examples for the use of

both and neither, and all and none with the class.
Explain that we use both and neither to describe
and compare two people or things, and all and
none to describe a group, i.e. a set of more than
two people or things.
Point out the similarities between the two sets of
structures:
Both and all take a plural verb and come after
the verb be and before other verbs, e.g. They both
write/They all write songs.
Neither and none take a singular verb (although
none can also take a plural verb) and come at the
beginning of the sentence, e.g. Neither of them/
None of them eat meat.
To practise, elicit examples about people in the
class. Ask two students of a similar height and
colouring to stand at the front of the class and
elicit sentences like They have both got dark
hair, They are both quite tall, Neither of them
have got blue eyes, Neither of them are wearing
glasses.
Ask everyone in the class to write two sentences
about the class one beginning We are all/We all
and the other beginning None of us When
everyone is ready, ask for volunteers to read out
Grammar Three
with the class and build up a list on the board,

e.g. Both of them/They are both/Neither of them
have hair/eyes, are tall/short/medium height,
are wearing , are sitting , etc.
In order to challenge students more, you could

specify which two people in the class are going
to be described. Write down two names on a
piece of paper and give it to the student who
then goes to the back of the class so the other
students cant see who they looking at when
they speak. (The class are not allowed to turn
round.) After each sentence of the description,
the class is allowed to make a guess about who
is being described. The student who guesses
correctly takes the next turn.
Worksheet 12
comparing two people using both and neither, and
also talking about a group using all, some and none.
www
Trigs website

13 If I had some money

Conditional sentences type 2; uncountable nouns
Aims
To introduce conditional sentences type 2 and

practise using them
2 Tell students that it is possible for the if I were

you clause to come second in the sentence
(question 3) and to use the structure to give
advice against doing something I wouldnt buy
a new one if I were you.
To practise identifying more abstract uncountable

nouns and using them in context
Presentation
1 Tell the students that they are going to read
and hear Nick, Jenny and Amanda talking about
money. Ask what verbs the class can think of to
talk about things you can do with money. Try to
elicit earn, save and spend. Write these words
on the board and teach them to the class if the
students dont know them.
2 Tell the students to read and listen whilst you
play the listening track. Ask them what Nick,
Jenny and Amanda would do if they had some
money (Nick would buy a new DVD player and
Amanda would buy jewellery and perfume).
Check the students understand any new
vocabulary, especially baby-sitting, jewellery,
perfume and advice.
Grammar lesson
Go through the rules for how to form and use
conditional sentences type 2 with the class.
Emphasize that the second conditional deals
with things that are imaginary and in peoples
heads only. To illustrate this, you could draw a
stick figure on the board with a thought bubble
coming out of its head, and write the words
second conditional in it.
Focus on the structure If I were you , for giving
advice (and also as an example of using a
comma when the if clause comes first, and of
using were instead of was). Elicit some examples
from students, e.g. How would you advise
someone who felt tired in class all the time? (If
I were you, Id go to bed early), didnt have any
friends? (If I were you, Id join a club.)
Elicit what the students already know and
can tell you about uncountable nouns, then
go through the Grammar lesson. Draw their
particular attention to the fact that uncountable
nouns can sometimes be made countable
by expressing them as a piece of advice,
information, jewellery, furniture, etc.
Grammar Three
4 Refer students back to the Grammar lesson

on page 60 if they are having difficulties with
this exercise. If an item is something you can
hold in your hand, it is probably uncountable,
e.g. gold, wood, etc. (These are materials, not
specific objects.) Abstract nouns are abstract and
therefore intangible. Liquids and products, like
flour, have to be put in container before you can
hold them.
To explain to students why hair in contexts such
as His hair is brown behaves like an uncountable
noun. You can tell them they should consider
hair as a head of hair i.e. a bunch or mass
of hair that cant be broken down into smaller
pieces.
5 Advise students to decide which words are
uncountable first, and then to try locating them
in the puzzle.
Partner interview
You could tell students to talk not only about what

they would buy, but what they would invest in,
what charities they would donate to, who they
would help, etc. Ask students to report back to the
class about their partners plans.
Extension Give students some additional scenarios
to discuss, e.g. what they would do if they could
spend a day with a famous person/discovered their
best friend had cheated in an exam/had to spend
ayear on a desert island?
Worksheet 13
additional practice of identifying uncountable nouns
and constructing conditional sentences type 2.
www
Trigs website

14 I want to be a vet
Verbs with to + infinitive; let and make
Aims
To introduce and practise verbs with to + infinitive
To teach the forms let and make to express
permission and obligation
Presentation
1 Tell the class they are going to read and listen to
Jenny and Anna talking about their future. What
plans do each of them have? Ask students to
read and listen whilst you play the listening track.
Grammar lesson
Go through the list of verbs that take to +
infinitive with the class. The structure that
learners usually have the most difficulty with is
verb + object + infinitive, so it would probably
be helpful to put the whole paradigm up on the
board, with examples of all the object pronouns.
Dad wants me to Were teaching her to
They wont allow you to ... Can you help us to
She asked him to I invited them to
Drill each verb through with the class, running
through all the pronouns, e.g. Dad wants me to
Dad wants you to , Dad wants him to . in order
to embed the pattern for the students. Invite
different students to propose ways in which the
sentences could be completed, e.g. Dad wants
me to watch less television.
Study the structures let and make with the class.
Explain that they can also be used with an object,
but they are followed by the infinitive without to.
With the class, drill through the paradigm with
the object pronouns for each verb (My parents/
my teacher let(s)/make(s) me/you/he/she, etc.)
and brainstorm possible ways to complete the
phrase.
Finally, compare and contrast the structures would
like/love/prefer/hate to versus like/love/prefer/hate
+ -ing. Explain that would like/hate, etc. to refers to
a specific thing a person wants to do on a specific
occasion, whereas like/hate, etc. + -ing talks about
the general attitude towards things.
a doctor, but she wants to travel and do voluntary

work first, and that Annas plan is to become a vet
(although her dad wants her to become a dentist).

3 Common mistakes that learners make with
the structure verb + object + infinitive include
phrases such as The teacher wants that I finish
the homework, He wanted that she come.
If you have heard your students make these
kinds of mistakes in the past, you might want to
write them up on the board before they begin
this exercise, and ask the class to correct them.
5 Quickly revise the meaning of let versus make
before students begin this exercise. You could
write on the board: let = permission. I let you do
it = I allow you to do it; make = obligation. I make
you do it = You have to do it.
Partner interview
With the class, establish that the two question

forms students need to use for this activity are: Do
your parents make you ? and Do your parents let
you ? Practise the pronunciation and intonation,
drilling the questions thoroughly with the group so
that students can produce the form accurately and
with ease. Give the class a minute to look through
the ideas in the box and ask them if they can add
anything of their own about what their parents
let and make them do. Emphasize that students
should try not just to give yes/no answers, but to
follow up with additional information. Students
then take turns to ask and answer questions with
their partner.
Worksheet 14
some of the most common verbs with to and the
infinitive, like versus would like and make versus let.
www
Trigs website

Check for any difficulties with vocabulary that may

be new, e.g. university, voluntary work. Elicit that
Jennys plans are to go to university and become
Grammar Three
15 It needs repairing
Need + -ing; have something done; could and would
Aims
are thirsty Could you/would you bring me some

water please? Could I have some water, You need
a pen Could I borrow your pen, please?
To introduce need + -ing form

To teach have/get something done
To revise could and would and practise formal
requests
Presentation
Demonstrate the game by miming Could I have the

bill please? Divide the class into two teams, who
take turns to send a student to the front to mime
a restaurant request for the other team to guess.
You could also write the requests on paper and
give them to the team to mime, rather than relying
on them to invent scenarios each time. A more
creative group may enjoy the game if they have the
opportunity to be inventive.
1 Focus students attention on the picture and ask

Whats the problem/Whats wrong with Jennys
tennis racket? Elicit Its broken and ask students
to listen to/read the text and find out what Jenny
wants to do.
2 Play the listening track whilst students listen and
read the text. Elicit that Jenny wants to have her
tennis racket repaired. Ask Is she going to repair it
herself? (No, shes going to have it repaired at the
sports shop.) Explain that we use the structure
have something done (have + object + past
participle) to say that somebody does a job for
us. We use it to refer to things we lack the ability
to do ourselves, e.g. have the house painted, have
the car repaired, have the windows replaced.
3 Ask some more comprehension questions
about the text, e.g. What does Jenny want Nick
to do? (Take the racket to the sports shop.)
What does Nick suggest? (That the racket needs
sticking.) Explain that we use the need + -ing
form to say that something should be done to a
person or thing. Get the class to give you some
examples: you say a problem and they respond
with what needs doing, e.g. The car is dirty. (It
needs cleaning.) Your hair is too long. (It needs
washing.) The computer is broken. (It needs
repairing.)
Grammar lesson
Read through the rules and examples for the
need + -ing form and have/get something done
with the class. Draw students attention to the
word order and emphasize that have something
done and get something done mean exactly
the same thing, but the latter is more informal
language.
Finally, look at the note about could you/would
you and could I/we for making polite requests.
Give students some situations and ask them to
tell you polite ways of asking for help, e.g. You
Grammar Three
Team game
Extension Give the class other scenarios to make

requests in, e.g. someone in bed in hospital
(Could you close/open the curtains, bring me some
headache pills, take my temperature, please etc.);
someone on an aeroplane (making requests to both
air stewards and their fellow passengers); someone
with a broken arm and leg who needs help getting
up in morning and having breakfast (Could you
brush my hair, bring me my toothpaste, put on my
shoes, please?)
Worksheet 15
practice of the structures have/get something done
and needs + -ing; it also practises polite requests.
www
Trigs website


Test 3
A downloadable test that covers all the material in
units 1115 is available. Once your students have
16 The photo I like best

Relative clauses
Aims
is a phrasal verb (e.g. the photos that we were

looking at look at is a phrasal verb), or if there is
preposition before the noun being referred to by
the relative pronoun (e.g. the flat that we stayed
in. The noun we are referring to is the flat and we
stayed in it.)
To teach relative pronouns

To practise using relative pronouns
Presentation
1 Focus students attention on the illustration and
tell students they are going to hear and read
about Amandas holiday. Ask them to find out
where she went on holiday and who the boy in
the green T-shirt is.
and listen. Elicit that Amanda went on holiday to
Italy and the boy in the green T-shirt is Robert,
who was staying in the flat next door. Check
students understand stay, flat, next door and
pop singer. Ask What funny thing happened in the
restaurant? Elicit that Roberts chair broke and he
fell into his spaghetti.
Grammar lesson
Go through the rules for using the relative
pronouns who, which, that, where and whose.
Explain or elicit from students that we use who
to refer to people, where to refer to places, whose
when we are talking about possession and which
to refer to things (which is often used when we
are talking about one of several things, e.g. the
photo which I like best I took lots of photos).
Explain that that can be used for things and
for people. There is no difference in meaning
between the boy who I met, and the boy that
I met. If students are confused about whether
to use who or that, tell them that that is more
informal and very common in spoken English, but
if they are in any doubt, it is probably better to
stick to who.

5 Review the rules for when you can omit the
relative pronoun from the sentence before you
start this exercise. Check students understand
that the relative pronoun cant be omitted in
the first example sentence because it is the
subject of the clause it is in (the magazine is
on the chair); however, in the second sentence
the pronoun can be omitted, since Nick, not the
exercise book, is the subject of the clause.
Team game
Give the students some extra help with vocabulary

they might need for describing historical/cultural
facts and events, e.g. The person who ruled,
founded, started, fought, conquered, killed, saved,
invented, discovered, wrote, composed.
Whats the name of the famous king, queen, ruler,
general, writer, politician, scientist, poet who..?
The place where (or in which) was born, was
fought, was won, was made, was built, was
performed.
Whats the name of the famous building, castle,
bridge, mountain, cathedral, monument.
Whilst students are writing the questions, go
round helping with ideas and vocabulary, and try
to ensure that they dont all write the same thing.
Encourage students to write as many questions
aspossible.
Explain that when who/that/which (i.e. the person

or the thing you are talking about) is the object
of the relative clause, you can omit the relative
pronoun, e.g. The boy, who/that I met yesterday.
Emphasize that this is not possible with where
and whose, which can never be omitted from the
sentence.

additional practice using relative pronouns in
information texts.
The aspect of using relative pronouns that

students can feel most unsure about initially is
moving prepositions to the end of the sentence.
Explain that they will need to do this if the verb

Grammar Three
Worksheet 16
www
Trigs website
17 Nick told Ben to be quiet

Indirect questions, commands and requests
Aims
examples from students by asking them what

the teacher (has) told them/(has) asked them to
do in class today/yesterday.
To teach how to form indirect commands and

requests
To practise making commands and requests in
indirect speech
Presentation
1 Focus students attention on the pictures and tell
them they are going to hear Nick, Ben, Jenny and
Tom talking abut the school magazine. Ask them
to find out what it is that Ben wants to tell Nick.
2 Play the listening track whilst the students listen
and read the text. Elicit that Ben wanted to tell
Nick that there was a worm in his salad. Check
understanding of worm, salad, questionnaire and
interrupt.
3 Ask students to look carefully at the way each
of the conversations is reported in the short
paragraph underneath every picture. Ask
What do you notice about the word order when
questions are reported? Ask for four volunteers to
be the children, and other volunteers to read the
reported speech paragraphs underneath each
dialogue. The students read the text aloud to the
class.
Grammar lesson
Elicit or tell the class that the word order in
reported questions is the same as in statements.
Go through the rules about the formation of
indirect questions with the class. Make sure
students understand that we dont use do/does/
did as auxiliary verbs, neither do we use question
marks. Also tell them that we begin indirect yes/
no questions with if or whether and we use ask,
want to know and wonder, as reporting verb
question words (such as what, where, etc.) are
repeated in the indirect question.
Ask students what they can tell you about tense
changes in indirect questions, and elicit or tell
them that the verb goes back a tense, just as in
reported statements. Go through the list of tense
shifts with the class and drill with examples, e.g.
with go go went, went has gone,
has gone had gone, will go would go, etc.

1 Remind students that if the question has a
question word in it, they need to repeat this in
the indirect question. If it is a yes/no question,
they should use if to report it. Establish that,
since we are reporting a conversation with a little
boy, all the you/your pronouns will change to he/
him/his.
3 Establish that the students should use asked
Jenny/Mum/Dad, etc. to for requests, and told
Jenny/Mum/Dad, etc. to for commands.
Partner activity
Read through the instructions for what to do in the

case of a fire with the class and check students
understand fire brigade and panic. Try to get
students to make additional suggestions, e.g. Set
off/turn on the fire alarm, Dont go back into the
building to fetch belongings you have left behind.
Tell students they have to remember as many of
the instructions as possible to report back to the
class. Give them a few minutes to study the text,
then ask them to work in pairs and take turns to
report what the notice says. You could introduce
an element of competition into this exercise by
getting the students to write down what they can
remember and then getting the pairs to report back
to the class. The pairs get a point for each correct
reported sentence, with a bonus for reporting extra
suggestions. The pair with the most points at the
end wins.
Worksheet 17
practice with indirect question forms and contrasts
them with commands and requests.
www
Trigs website

Go through the formation of indirect commands

and requests with the class, and elicit more
Grammar Three
18 You ought to turn it down

Ought to and should; phrasal verbs
Aims
To introduce ought to and should for giving advice
1 Go through the problems and suggested

solutions quickly with the students before they
start the exercise. Check they understand to have
an argument with and apologize to.
To teach some of the properties of phrasal verbs

and the rules that govern them
To practise using some common phrasal verbs
Presentation
1 Focus students attention on the picture and
ask them to listen and read whilst you play
the listening track. Ask some comprehension
questions, e.g. Why does Jenny want Nick to
turn the music down? (Because their mums got
a headache.) Why doesnt Nick turn the music
down when Jenny asks him to? (Because he cant
hear her.)
2 Ask students to tell you what verbs Jenny uses
to tell Nick what to do and elicit should and
ought. With the class, go through the rules in the
Grammar lesson for using should and ought to
+ infinitive. Emphasize that these two verbs are
synonyms i.e. they have the same meaning
and that ought to is principally an alternative for
should in positive statements. In questions and
negatives, we usually use should.
3 Ask what other phrasal verbs (verbs that are
formed with a verb + adverb) the students know
apart from turn down and give up in the text.
Tell students to close their books and give them
one minute to write down as many common
phrasal verbs as they can. Brainstorm the results
and put up a list on the board. Compare it with
the list on page 84.
Grammar lesson
Explain that phrasal verbs are very common in
English, so its important to be able to use them
properly. Read through the rules and examples
about the position of the phrasal verb adverb in
relation to the object of a sentence. If students
remember that when the object of the sentence
is a pronoun, the phrasal adverb must go to the
end of the sentence; this will help them to avoid
mistakes.
2 Students will need to know government, tax and

waste money for this activity. Ask students who
finish quickly to write a sentence, or sentences,
about what they think the government of their
country ought to or shouldnt do.
4 Extend this exercise by asking students to write
down at least one more item to go with each
phrasal verb. Check students understand form
(fill in a form) and mess.
6 Remind students that the adverb part of a
phrasal verb cant come before an object
pronoun in a sentence. So, if the object of the
sentence is a pronoun me, you, it, him, her, us
then the adverb will go to the end.
e.g. Ive already taken off them.
Ive already taken them off.
7
Partner activity
Tell students that the scenario for their dialogue
is a parent talking to a lazy teenager whose

room is a terrible mess and who never helps in
the house. The parent has to tell the teenager at
least six things they ought to and shouldnt do,
using phrasal verbs where possible. The teenager
has to protest and make excuses. Give the pairs
ten to fifteen minutes to prepare and write a
dialogue together, and then get the pairs to act
out the dialogue in front of the class.
Worksheet 18
extensive extra practice of should and ought, and
also reviews some of the most common phrasal
verbs.
www
Trigs website

Check students understand loud and turn down,

and take the opportunity to elicit/teach their
opposites, quiet and turn up.
Grammar Three
19 It isnt fair, is it?

Question tags; wish + past simple; plural nouns
Aims
To revise adverbs and practise making
comparisons with them
To teach and practise wish + past perfect
Presentation
1 Tell students they are going to listen to Amanda
and Jenny talking about their favourite band. Put
the following questions up on the board and ask
students to read the text and listen whilst you
play the listening track.
Whats the name of the band they are talking
about?
What isnt fair?
What does Nick wish?
2 When students have finished reading and
listening, elicit the answers. (The name of the
band is Power; the girls think it isnt fair that they
cant go to concert, and Nick wishes he didnt
have listen to them talking about Power).
Grammar lesson
Ask students why Nick wishes he didnt have
to listen to the girls. Why is the verb in the past
tense? Explain that we use the structure wish +
past simple to talk about something we wish was
different in the present. Study the examples in
the Grammar lesson with the class, and explain
that the use of the past tense here resembles its
use in conditional type 2 sentences. It indicates
that the action is not real, but what a person is
imagining, e.g. Jenny wishes she had enough
money, but the reality is that she doesnt have it.
Draw students attention to the question tags in
the dialogue. Explain that the purpose of these
short questions at the end of sentences is to seek
the agreement of the person you are talking to.
Go through the rules for the formation and use of
question tags and the examples with the class.
Make sure that students understand that the
verb they use in the question tag will be the same
verb as in the statement, except for verb forms
that employ an auxiliary to make negatives and
questions, in which case it will be the auxiliary
verb. So, for present simple verbs, the question
tag will be do or does, and for past simple verbs it
will be did, etc.
Grammar Three
Look at the list of irregular plural nouns with the

class and elicit example sentences (containing
the word and using a plural verb) from the
students. Check students understand all the
vocabulary, e.g. tights, shorts, pyjamas, glasses.

2 Remind students that they will continue
using negative question tags for the positive
statements, but they will need to use positive
question tags for negative statements, which are
introduced here.
3 Make sure students understand that all the
things that the people in the pictures are wishing
are not real they are just wishes or ideas in
their heads.
Class game
Ask students to work in small groups and give

prepare and ten statements similar to those in
Bens quiz. They should use the same verb tense
and subject area, but change the subject, e.g.
instead of the Eiffel Tower is in Paris, they could
say the Kremlin is in Moscow or the Acropolis is in
Athens. If you wanted to add an additional layer of
difficulty, you could tell students to make some of
the sentences negative and some of them factually
incorrect. When the students are ready, the groups
can play the game against each other. One group
starts by saying the sentence and the second group
has to add the correct sentence tag. The second
team gets a point for every correct sentence tag
they produce and earns a bonus point if they
correct a factually incorrect sentence.
e.g. First team: The 2010 football World Cup was
held in Australia
Second team: wasnt it? No, it wasnt. It was held
in South Africa.
Worksheet 19
question tags and I wish + past simple statements.
It also reviews irregular plural forms
www
Trigs website

20 I dont feel like swimming

Verbs with to + infinitive or -ing form
Aims
To revise verbs that take to + infinitive and to
introduce more examples
To revise verbs that take the -ing form and to
introduce more examples
To compare and contrast the forms
Presentation
1 Start by telling the class that Anna is bored and
Jenny is going to make some suggestions about
things to do. Ask students to read and listen to
the text, and to make a note of the four different
things that Jenny suggests.
2 Play the listening track whilst the students
listen and read the text. Make sure students
understand kick, refuse, approve of. Elicit that
the four things Jenny suggests are swimming,
playing tennis, riding and going to the zoo.
3 Ask students to tell you the reasons Anna gives
for not wanting to do each of these things. Write
the reasons up on the board.
She doesnt know how to play tennis.
She hates getting wet.
She doesnt know how to ride.
She doesnt approve of keeping animals in zoos.
Ask students why the -ing form is used in some
of these sentences and the infinitive + to is used
for others. Refer them to the Grammar lesson for
help and give the class a minute or two to read
through it on their own.
4 Invite students to raise their hands if they can
explain the use of the -ing form or the infinitive
+ to for each sentence. Elicit that we use the
-ing form after certain verbs, many of which are
connected with liking and disliking (e.g. hates
getting wet); and also after prepositions (approve
of keeping). We use the infinitive with to after
certain verbs and after question words (how to
ride, what to do, etc.).
Grammar lesson
Go through the structure verb + object + to
infinitive with the class and drill the paradigm:
to advise/ask/persuade/help/invite/order/persuade
Nick/Jenny/me/you/him/her/us/them
to do something.
Grammar Three
Confirm that there is no significant difference in

meaning between I hate getting wet and I hate
to get wet (but that it is better to use the -ing
form if the students are comfortable doing so).
Also go through stop and remember + -ing form
versus to + infinitive.

4 Advise students to go through all the questions
quickly first and note which question word they
think would be necessary in the direct questions,
e.g. Wed like to see Big Ben. How do we get
there? This will help them to choose which item
from the box (question word + verb pair) to use in
their answer.
Partner activity
Give the students time to think of three things they

remember doing in the past and three things that
they must remember (or mustnt forget) to do in
the future. Encourage them to think back to some
of their earliest memories from childhood.
After students have exchanged ideas with a
partner, you could extend the activity with a
drawing game. A student comes to the front of
the class and draws the scene from one of their
sentences on the board. The rest of the class have
to guess if its a past memory or future obligation
sentence and what the sentence is.
Worksheet 20
student in your class.
www
Trigs website


Test 4
21 Play it more slowly

Comparison of adverbs; wish + past perfect
Aims
To revise and practise using adverbs
2 Check students understand what an

advertisement is and that the context for the
exercise is advertising slogans statements
about products. Ask students why we often
find comparative and superlative structures in
advertisements, and elicit that this is because
companies want to persuade customers that
their product is the best and that it performs
better in some way than the competition. Check
understanding of thoroughly, soap, cure, cold and
medicine.
To teach and practise some irregular adverbs

To introduce wish + past perfect for past regrets
Presentation
1 Focus students attention on the picture. Tell
them that Nicks band are rehearsing and theyre
practising a new song. Write the following
questions on the board:
How are the band playing at the moment?
How did they play yesterday?
Who is playing worse than he did yesterday?
What does the band do when the neighbours
complain? (Explain complain, if necessary.)
Tell the students to read and listen to the text
and answer the questions.
and listen. When they have finished, check
for any difficulties with vocabulary and elicit
answers to the questions.
3 Ask students to tell you what part of speech the
verbs in bold are. Elicit that they are adverbs
(they describe a verb) and draw the students
attention to the Grammar lesson on comparison
of adverbs.
Grammar lesson
Go through the rules for making the comparative
and superlative of regular adverbs with the class
(by adding more and most), and look at the list
of irregular adverbs. Tell the students that these
are the most common irregular adverbs and
that they should make an effort to learn them
(particularly good well, better, best and bad
badly, worse, worst).
Ask students to find the expression Nick uses to
say he is sorry that Jenny didnt hear the band
the previous night (I wish you had heard us
last night). Ask what tense Nick uses after I wish
and elicit the past perfect. Then go through the
notes in the Grammar lesson on wish + past
perfect and explain that we use this structure to
talk about regrets things in the past that did
or didnt happen, e.g. I wish I had gone to bed
earlier last night / I wish I hadnt gone to bed so
late last night.
Grammar Three
3 Check students understand the concept of a

new years resolution and elicit some examples
of funny resolutions like Trigs I will work less
and Ill eat more quickly.
5 Ask the students Where do you think the boy
and the girl in the picture met each other? (At
the youth club disco.) Where are they now? (At
home.) Establish that they are thinking about
what happened at the youth club and this is
what the sentences in the exercise relate to. This
is an example of how the structure I wish + past
perfect relates to an unreal past (because it
didnt actually happen).
Partner activity
Students may find it difficult to think of three things

they wish they had or hadnt done in the previous
week, so you could expand this to things you wish
they had and hadnt done during the exams, on
holiday, last Christmas, when you were a child.
When students are ready, they can talk about their
regrets to their partner, explaining why they regret
their action (or non-action), giving as much detail
as possible.
Worksheet 21
extensive practice of the structure wish + past
perfect; it also reviews some of the most common
irregular adverbs.
www
Trigs website

22 The hall has been decorated

The passive
Aims
To introduce the passive voice
1 Although this is the first exercise in this unit,

some students may find it quite challenging so
it is important to ensure you are available to
support students whilst they are completing it
in class. All forms of the passive taught in the
Grammar lesson are practised, including some
negative forms.
To teach how to form and use passive structures
Presentation
1 Tell the class that they are going to hear Mr
Blake, Nick and Jennys teacher, talking to
Nick and Jenny about the school party. Nick is
responsible for organizing the party and Mr Blake
wants to check that everything has been done.
Ask students to read and listen to the text and
make a note of the five different things they talk
about.
and listen. When they have finished, check for
any difficulties with vocabulary, particularly
poster, hall, decorate and to book. Elicit that the
five things mentioned are posters, decorating the
hall, booking the DJ, turning the music off at ten
oclock and food.
3 Ask students if Nick has done, or is going to do
all these things himself, and elicit that he isnt.
He is one of the organizers of the party, but there
are probably lots of people doing different things
behind the scenes. Explain that because we dont
know exactly who is doing these things (and for
Mr Blake that isnt the important information,
he just wants to be sure that the party will be
ready), we use the passive form of the verbs.
Grammar lesson
Go through the formation and use of the passive
with the students. Put the examples from the
Grammar lesson of all the different tenses up
on the board and elicit more examples from the
students. Ask them to use the phrase the party
is organized (by the students), e.g. the party was
organized, the party has been organized, the party
had been organized. Continue eliciting further
examples using other phrases, until the students
seem comfortable with the structure.
2 Once students have completed this exercise, you

could extend it by asking students to draw two of
their own pictures; one of a messy bedroom and
one of the same room once it has been tidied.
Ask students to work in pairs and take it in turns
to describe their pictures to one another.
5 Before students work on this exercise, ensure
that they understand all the items of vocabulary.
Do they understand Olympic Games? Do they
know where Greece and Athens are? Once you
are sure that the class understands all the
vocabulary necessary to complete the exercse,
ask students to write their answers individually
or in pairs. Check the answers with the whole
class.
6 Before starting this exercise, quickly revise the
modal verbs should, could, must and ought to.
Ask students to complete this exercise, and
check the answers with the whole class.
Worksheet 22
student in your class. The worksheet provides lots
more practise in forming passive structures, as well
as practise contrasting the different tenses.
www
Trigs website

Go through the formation of the passive infinitive

(be + past participle) after modal verbs and give
some more examples, e.g. The date of the party
cant be changed, The music must be turned off
by ten oclock, the drinks should be kept in the
fridge, The decorations have to be taken down by
eleven oclock the next morning.
Grammar Three
23 If he hadnt
Conditional sentences type 3
Aims
To introduce conditional sentences type 3
1 Check students understand break, burn, crash

and hurt. When they have completed the
exercise, ask them to choose one of these verbs
and write two true sentences about an accident
that they had themselves. One sentence should
be about the accident and the other should
be conditional sentence, e.g. I burnt my hand
a few months ago when I was making a cake.
Iwouldnt have burnt my hand if I had realized
the oven was so hot.
To practise forming and using the conditional

type 3
Presentation
1 Ask students to keep their books closed. Read
them the headline Baby saved by neighbour.
Ask students what they think happened. Elicit
that a man saved a baby from a burning building
and teach or revise the word ladder.
2 Tell the students they are going to find out more
about what happened. Tell them to open their
books and read and listen to the text whilst you
play the listening track. Ask them to find out
what the relationship is between the man and
the baby, and how the man found the ladder to
rescue the baby.
3 Play the listening track again. At the end, elicit
that the man (Jim) is the babys (Louises)
neighbour, and that he was able to climb up
the ladder to save the baby because the babys
father (Sam) had left it there when he was
painting the house.
4 Write the sentence If Sam had put the ladder
away, then Jim wouldnt have been able to
rescue Louise on the board and explain that
this construction (if + past perfect + would have
+ past participle) is known as the conditional
type 3 and is used when we are talking about
a situation in the past which didnt actually
happen, we are only imagining it. In this case,
Sam didnt put the ladder away, so Jim was able
to rescue the baby.
Grammar lesson
Go through the rules for the formation and use of
the third conditional with the class and study the
examples. Say that the conditional type 3 is often
used to talk about past regrets when people are
thinking about the past and wishing it had been
different, e.g. If I had worked harder at school,
I would have been able to go to university (but
Ididnt work hard at school).
3 Before they start this exercise, check students

understand warn and first aid. Ask students
who finish quickly to choose one or two of the
answers to rewrite, putting the clauses in a
different order from the order they wrote them
in the first time, e.g. If the man hadnt heard their
shouts, he wouldnt have found them. The man
wouldnt have found them if he hadnt heard their
shouts. Draw students attention to the effect
this has on the meaning of the sentence.
5 This is quite a demanding exercise which requires
close reading, so tell students to shout out
when they think they know how many false
statements there are to correct (besides the
example). Once the students know that only two
of the statements are false, this will help them to
focus on narrowing down where the errors are.
Partner activity
Ask students to imagine that they would have done

everything differently from Anna. For each activity
or choice she made, they therefore need to find an
alternative. Give them a few minutes to prepare
their ideas, using a dictionary if necessary. When
they are ready, they should read the text aloud with
their partner, taking it in turns to say what they
would have done differently.
Worksheet 23
practice of forming and using conditional structures
www
Trigs website

Grammar Three
24 A visit to Cornwall
Tense review (present and past tenses)
Aims
To review the present and past tenses
To practise using the tenses correctly in context
Presentation
1 Focus students attention on the picture and ask
students to describe where Amanda is. Elicit that
she seems to be shut in a room and she doesnt
look happy. Write these questions on the board.
Where is the room?
What was Amanda doing when she found the
room?
What happened?
How long did it take for Nick and Jenny to find
her?
Tell the students to listen and read the text to
find the answers to these questions whilst you
play the listening track.
2 Play the listening track again. Check students
understand castle, explore, passage, trapped,
shout and guided tour. Elicit the answers to the
questions. The room is in a castle in Cornwall.
Amanda was exploring the castle when she
found it. She got trapped in the room and it took
Nick and Jenny half an hour to find her, etc.
(Students might choose to give more details,
e.g.about the wind blowing the door shut.)
3 Once you are sure that students have
understood the story you can choose either to
go through the tense review in the Grammar
lesson with them or, alternatively, to get them to
identify the tenses in the story themselves.

1 Make sure the students understand the
vocabulary look forward to and seal sanctuary.
You might also want to revise/mention stative
verbs such as want, like, love, hate, become,
etc. that do not usually take a continuous form
because they represent continuous states of
being. Thus, want in question 16 and question
20 takes the present simple tense; however,
look forward to in question 13 takes the present
continuous tense, since it is not a stative verb.
Grammar Three
2 This activity could be used as a test for students

to see which of the tenses they have trouble
recognizing or find difficult to use. Tell students
to notice any trigger words in the question which
might help to decide the verb tense and aspect,
e.g. yet in question 2 indicates the present
perfect simple and usually in question 8 indicates
present simple, whilst tomorrow in question 5
indicates some kind of future form. All week
in question 11 indicates a continuous activity,
so we are certain we need to use a continuous
tense.
3 This exercise practises past simple and past
continuous. You might want to remind students,
by drawing a timeline on the board, that the
past continuous is often used for a background
activity of long duration (draw a long line on the
board to represent this) which gets interrupted
by a past simple event (mark a point on the line).
4 This final activity draws together and practises
all the tenses in the tense review. Tell students
they should use every tense at least once.
Worksheet 24
You will need one copy of this worksheet for
each student in your class. The worksheet gives
more practice in tense manipulation and also in
identifying mistakes in tense usage.
www
Trigs website


Test 5
Exit test (units 124)

Students should do the exit test at the end of unit
24. This downloadable test covers all the grammar
taught throughout Grammar Three.

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Grammar Three Teachers Guide

Notes on the third edition

Grammar Three is the highest level in a series of

The third edition has been revised and updated

Grammar Three is ideal for young learners and

New starter level for slower and more thorough

Teachers online support material

Your students will enjoy visiting Trig at his website.

Oxford University Press 2011

Guide to phonetic symbols

Oxford University Press 2011

1 Are you running away?

Notes on the exercises

Before beginning the pairwork activity, give

Encourage your students to complete the online

Oxford University Press 2011

2 Something funny happened

Vocabulary and Words to learn

going into the goal.) Why did Toms supporters love

Notes on the exercises

doing an embarrassing thing might make you

If students find it difficult to think of an

Encourage your students to complete the online

Oxford University Press 2011

3 Youre good at drawing

Vocabulary and Words to learn

To introduce the use of the -ing form after certain

Establish the fact that prepositions are also followed

To teach and practise so and neither

Notes on the exercises

sentences about themselves and encourage

Encourage your students to complete the online

Oxford University Press 2011

4 Nicks been working

talk about the duration Ive been painting the

To revise the formation and use of the present

Vocabulary and Words to learn

Notes on the exercises

In order to give students a bit more scope, tell

Encourage your students to complete the online

Oxford University Press 2011

5 Have you seen Ben?

Notes on the exercises

To revise the past simple and the present perfect

4 Before students begin this exercise, check they

To compare and contrast how the tenses are

Vocabulary and Words to learn

5 Look at the photos with the class and get

Before the students begin this activity, make

Encourage your students to complete the online

Revision 1 (units 15)

Oxford University Press 2011

6 How much do you want?

Vocabulary and Words to learn

To revise and practise question formation

Check students understand lend, front light and

To teach formation of negative questions

Notes on the exercises

Give students some preparation time to read

Encourage your students to complete the online

Oxford University Press 2011

7 The film had almost finished

Vocabulary and Words to learn

Teachers online support material