Académique Documents
Professionnel Documents
Culture Documents
THE AN
Brno
1I1111"111"11111I1I~~!I!ljlljl!~!lllIlllIllIlllllllllIllMMAR
GRAMMAR BOOK
-_... _-
.-.
Longman::.;
",
Contents
Longman Group UK Limited,
Longman House, Bumt Mill, Harlow,
Essex CM20 2.JE, England
and Associated Companies throughout the world.
58~
O:33DO X
Copyright
This work is copyright, but copies of pages.indicated by a
copyright line may be made \\<;thout fee or prior permissiun,
provided t.hat these copies are used only for class sels, and
solely \'vithin the institution. ror which the work is purctHl'it~d.
Fur copying in any other circumstances, prior written
permission must he ubt.ained from the Publishers and a fet'
may be payable.
Acknow[edgements
lPrliJi! /l.wllbers refer to Teacher's Notes. Wurksheet rej[;rences are qil'ell uncler 'Materials'.)
:11.8.8S.
We are grateful to the follu\\ing for permission to reproduce
cartoons and other copyright material;
Camera Press, page l-U; Conunercial Union Assurance, page
1;3:3; cartoon by Boris Drucker, 1!)8~, from ThE New Yorker
Magazille, Inc; Patrick Eagar Photography, page 146; Express
Newspapers/Daily Sial', page 138; Friends of the Earth, page
153; The Guardiall, page 1~8; London Theatre Guide, page
1~ I; cartoons by Edward ,lcLachlan from The Book of
NClrroll' Escapes, Peter ,1ason, Corgi Books, pages 127 and
135; Mirror Group Newspapers, cartoons from Daily Mirror
Lewg"t .. r Cartoons 4, 198~, pages 91, 117, 118 and 121; News
[nternational Newspapers/The Sun, page [38; Otto
Reisinger/Eurocartoon, page 8;).
Designed by Ann Samuel
Illustrated by B.L. Kearley Ltd
Verb Form:
Activity Type:
Level:
Time:
8
Introduction
PART A
Section 1: Presents
1.1
[m Zoo
Present simple,
present continuous
Correcting errors
of form and use
Mid-int. - adv.
30 mins
12
1 ')
Mini-contexts
Present simple
Presentation
Int. - upp.-int.
40 mins
13
1.:3
Personality
Present simple
Information
exchange
Int. - adv.
50 mins
15
1.4
Galactic shuttle
Present simple
Communicative
practice
Int. - upp.-int.
30 mins
16
1.5
Future action
Present simple
Controlled
practice
Int. - upp.-int.
30-40 mins
18
1.6
We are continuing
presently (A)
Present continuous
Presentation
Int. - adv.
30 mins
19
1.7
We are continuing
presently (B)
Present continuous,
present simple
Summary of time
reference/use,
contrast of
verb forms
Int. - adv.
50 mins
20
1.8
Present continuous
Categorising
time adverbials
Upp.-int. - adv.
30 mins
21
1.9
Present continuous
Discussion
Mid-int. - adv.
50 mins
22
Present simple,
present continuous
Contrast of
verb forms
Mid-int. - adv.
50 mins
23
Present simple,
present continuous
Communication
games
Int. - upp.-int.
30 mins
24
Correcting errors
of form and use
Int. - adv.
40 mins
25
Presentation
Upp-int. - adv.
30 mins
27
Sununary of time
reference/use,
contrast of
verb forms
Mid.-int. - adv.
30 mins
28
:j
a
1.15 Tense moments
Sorting time
adverbials
[ut. - adv.
20 mins
29
Contrast of
verb forms
Int. - adv:
45 mins
30
Matching time
adverbials
Int. - adv.
20 mins
31
Matching time
adverbials,
sentence building
[nt. - adv.
40 mins
32
1.19 Townscapes
Communicative
practice
Int. - adv.
30 mins
33
Present perfect
continuous
Presentation
[nt. - adv.
25 mins
34
Summary of time
reference/use,
contrast of verb
forms
[nt. - adv.
30 mins
35
Controlled
practice
Int. - adv.
20-30 mins
35
Practice
Int. - adv.
40 mins
36
Communicative
practice
1.25 Deleted
transformations
Controlled
practice
Int. - adv.
40 mins
38
Present simple,
present continuous,
present perfect sinlple,
present perfect
continuous
Correcting
errors of use
Int. - adv.
45 mins
39
~.:l
Tunnel ball
Principal parts of
irregular verbs
Controlled
practice
lnt. - upp.-int.
20 mins
43
~A
Volley ball
Principal parts of
irregular verbs
Controlled
practice
Int. - upp.-iut.
211-:30 mins
44
:2.!1
Past continuous
Correction of
errors of form
Int. - adv.
20-30 mins
45
~.Ij
Continuous contexts
Past continuous
Presentation
Upp.-int. - arlv.
:30 mins
46
2.7
Continuous continued
Past continuous,
past simple
Summary of time
reference/use,
contrast of
verb forms
Int. - adv.
30 mins
47
~X
Sea saga
Past continuous,
past simple
Information
exchange
Upp.-int. - aclv.
:30-40 mins
48
2.D
Correcting errors
of form
Int. - adv.
40 mins
50
Presentation,
summarY of time
referenc""e/use,
contrast of
verb forms
Upp.-int. - adv.
40 mins
52
Parallel writing
Upp.-int. - adv.
60 mins
54
2.12 Flashback
Controlled
practice
Int. - adv.
40-50 mins
55
Problem solving,
highlighting
sequence
Upp.-int. - adv.
35-50 mins
57
Past perfect
continuous
Presentation
Upp.-int. - adv.
20-30 mins
58
Summary of time
reference/use
Upp.-int. - adv.
45 mins
58
Controlled
practice
Int. - adv.
30-50 mins
60
Parallel
\Hiting
Upp.-int. - adv.
60 mins
60
~.IS
Union jacks
All pasts
Correction of
errors of use
Upp.-int. - ad,.
45 mins
61
All pasts
Conununicative
practice,
\Hiting narrative
Int. - adv.
62
SO mins
ohhh ...
Int. - adv.
45 mins
37
Section 2: Pasts
2.1
Fruit machine: Is it
a mistake?
Past simple
Correcting errors
of form
Int. - upp.-int.
50 mins
41
2.2
Past a joke
Past simple
Presentation
Int. - adv.
20-30 min
42
!)
Section 3: Futures
:3.1
Future simple
Highlighting the
wilVshall distinction
Upp.-int. - adv.
20 mins
64
3.2
Funny future
Presentation and
summary of uses
Mid.-int. - adv.
.50 mins
64
simple, present
continuous
3.3
Journalist of the
future
Controlled
practice
Mid.-int. - adv.
40-50 mins
Double date
Information
exchange
lnt. - upp.-int.
40 mins
Upp.-int. - al!\.
20 mins
80
Future simple,
future continuous,
future perfect
simple and continuous
Correction
of errors
of use
Upp.-int. - ad\'.
40 mins
81
Communicative
practice
Upp.-int. - alk
30 mins
81
PARTB
adv.
68
3.5
Correction
of errors
of use
Mid.int.
50 mins
3.6
Future continuous
Correction
of errors of
form
Mid.-int. upp.-int.
20-30 mins
69
3.7
Gilbert
Future continuous
Presentation
Upp.-int. - adv.
25 mins
70
3.8
Caribbean future
Future simple,
future continuous
Summary of
time reference/
use, contrast of
verb forms
Upp.-int. - adv.
30 mins
71
3.9
Siesta
Future continuous
Controlled
practice
Mid.-int. upp.-int.
30 mins
72
Future perfect
simple and continuous
Correction
of errors of
form
Upp.-int. - adv.
30 mins
74
Future perfect
simple
Presentation
Upp.-int.
30 mins
adv.
75
Summary of time
reference/use,
contrast of \'erb
forms
Upp.-int. - adv.
25 mins
76
Future perfect
simple
Controlled
practice
Int. - upp.-int.
20-30 mins
78
Future perfect
continuous
Presentation
Upp.-int. - adv.
30 mins
79
SUmmary of
time reference/
use, contrast of
verb forms
67
simple, present
continuous
Future perfect
3.12 Ozone - a thing of
the past or the future? simple, future
simple
Future perfect
continuous, future
perfect simple
66
simple, present
continuous
3.4
Worksheets
83
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
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.
Alternatively, The Anti-Grall/.mar Grall/m.ar Buuk can be used selectively tu
supplement other course books which at the upper-intermediate to advanced ll'wl
often lack the space necessary to provide sufficient material in grammatical areas,
especially when remedial work becomes necessary.
Anti-grammar grammar?
The Anti-Grammar Grammar Book certainly promotes grammar - the
Form
The approach to form is through error correction. Common errors of form gathef'('d
from student classroom production are presented for examination and correction.
Finally, meaningful sununary tables are completed by the students. In this way till'
students collaborate in compiling their own reference tables.
Meaning
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'
verb forms but also to engage the students' interest. To this end the book includl's
articles about environmental issues, cartoons and humorous material, true stori('s Ill'
an unusual and intriguing nature, and items of cultural interest. As \vith the
approach to.form, students complete sununary tables for their own future refen'lwI.
Timelines
I
Classroom experience shows that diagrams and time lines can be a useful way of
provoking discussion and exploring time reference. Interesting discussion areas
come up. For example, is She works iu [L bank to be represented as a series of
repeated actions or as a permanent state')
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
discuss them, or the teacher can put the suggested timelines on the board for
students to match with the example sentences in the summary tables.
There are several different ways of representing verb forms - for an excellent
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.
In this way the tenses or verb forms are reviewed for remedial purposes and to
give students an overall picture of the tense and verb form system. The material
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.
single event/action
He flew to Russia.
PAST
x Ix)(x)
event/action possibly
repeated one or more times
~IOW
FUTURE
NOW
(past
simple)
(present
perfect!
FUTURE
')
x /xj(xl
The Anti-Grammar Grammar Book can be used on its own as a grammar course.
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
!)
INTRODUCTIO~I
xxxxxx
repeated action/permanent
habit
He goes to Russia
every month.
I'JO\/I
PAST
:<
CV'JV'
temporary state/event
.,
FUTURE
x x
r"JOV'/
(present
simple)
Error correction
(present
cantin uous)
FUTURE
~~j=AANVV
temporary repeated
action/habit
PAST
(present
continuous)
FUTURE
~
permanent state
He lives in Moscow.
PAST
I';O'N
FUTURE
(present
simple)
He landed in Moscow
at four.
point of time
PAST
period of time
'DW
ZHDUIU
hNvv.J
(past simple)
Teacher training
I
';OW
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
working day, ami so on. Where' class time is short, 5tlll\e of the exercises can \J,'
carried out for homework and then followed up and discussed later in class.
FUTUP.E
Time frames
I
I
til" acti\itic's. This has been fuund tu be n~ry I11uti\'ating with a lut of classr,s Ilf all
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
continuous)
FUTURE
When students are unfamiliar with timelines, examples could be given from the above
list and then students could try drawing timelines for some of the other sentences.
Alternatively, students can match the timelines to the sentences.
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
non-native speaker teachers, with native speaker trainees on initial training courses
like RSA Cambridge Certificate in TEFLA courses, and on in-service training and
post-experience courses like those leading to the RSA Cambridge Diploma in
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
questions from the contexts or the contrastive sets of sentences and asked trainet's
to work out the basic uses of the verb forms unguided.
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
7
8
9
10
11
12
13
14
Presents
1.1 1m Zoo
VERB FORM
AIM
LEVEL
TIME
MATERIALS
~'.
VERB FORM
AIM
LEVEL
TIME
MATERIALS
Ask students to imagine what the animals in a zoo would say about the visitors if
they could speak. Elicit ideas from the class.
Present simple
Presentation of uses of the present simple
Intermediate to upper-intermediate
40 minutes (plus 30 minutes homework)
One copy of 'Mini-contexts' and 'Summary table' for each student (pages 84-5 and 86)
IN CLASS
Give each student a copy of '1m Zoo' and ask them what is unusual about the
situation in the zoo (Le. the people and animals have swapped roles).
[6J
2 Ask them to read the speech bubbles to fuid mistakes in grammatical form, or
use of the present simple and present continuous. Tell the class that some of
the sentences are correct.
2 Ask the class to work individually to read the contexts and complete the tasks.
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 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.
[]
(Note: By 'General time' we mean that it refers to past, present and future, e.g.
functions 1 to 5 on the Summary table on p.14.)
VARIATION
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
a point for identifying whether it is correct or incorrect, and a second point for
correcting an error.
2 Go over an example of the exercise with the class and ask them to complete it
for homework. Students may want to tick columns other than those indicated ill
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
[6J
1
2
3
4
5
1 Correct
2 Incorrect: Do you understand this? (However, this is acceptable as an expression of
surprise.)
3 Correct
4 Incorrect: Look! There's the one who always gives us food.
5 Incorrect: The ones with cameras always find us so interesting..
12
'tz
"
IN CLASS
[;J
1.4
GALACTIC SHUnLE
headlines - past
events
\/
personal timetable!
schedule
jokes
fictional plots
The present simple is mainly used to talk about present action in progress at the
time of speaking: False
llil
Summary table
II
instructions
personal timetable/schedule
I I
VERB FORM
AIM
public timetable/schedule
LEVEL
TIME
MATERIALS
"
~
-S~
e
"
l1
t::
Example sentence
1 I usually go up to my parents'
house.
2 You press the eject button and
then ...
14
c:
..t
Use/function
1 Tell the class they are going to read about someone who is well-known in GrL'al,
instructions
2 Ask the students to work in pairs to devise questions on what they would like
know about him or her.
public timetable/
schedule
3 Write their questions on the board getting students to correct them as necessary.
Iv
scientific facts
7 a) Australia mourns
II I
habit/routine
IN CLASS
"
1!
:;: " t:
~ .~ d:
1.3 Personality
Britain.
t(l
permanent
situations
2 Give face down to the students in Group A a copy of 'Personality Part A',
Sinlilarly, give the students in Group B a copy of Part B of the text.
sports commentary
3 Tell the class to scan the text and find the answers to their questions. Studl'1I1 s
turn over their texts and begin reading.
4 When the time is up, students turn their texts face down and compare anS\\"'I'S
in their groups. Go over the answers,
1.4
1.4
GALACTIC SHUTILE
[g
GALACTIC SHU r r If
1 Divide the class into 'galactic travellers' and 'galactic travel agents'.
2 Further divide the travel agents into those representing Planet Hoppers and
those representing Galaxy Gliders.
2 Each group should now devise sLx questions on each of the six main points;
these are noted down by the group secretary.
3 Assign each pair of travellers a planet and give each traveller a copy of the
'Planet Planner' form.
4 Give each of the travel agents a copy of the appropriate information sheet.
[iJ
2 Each student in Group A pairs off with a student from Group B. They exchange
information about the personality.
3 Teacher notes errors during this exchange to correct at the end of the lesson.
2 During the role plays, the teacher can note errors for correction by the stud. 'lit s
at the end.
The secretary from Group A reads out their sLx questions for Group B to answer
and vice versa.
3 Finally students come together to decide which travel agent offers the best dm!.
[]
Planet planner
2 Ask the class to work in groups to decide which identity fits the person in the
article.
Name of company
GALAXY GLIDERS
PLANET HOPPERS
KEY
Destination
An actor, John
~ettles.
Departure time
Duration of flight
Price
VERB FORM
AIM
LEVEL
TIME
MATERIALS
Present simple
Communicative practice of schedule use of the present simple
Intermediate to upper-intermediate
30 minutes
One copy of 'Planet Planner' for half the class (page 17)
One copy of 'Galaxy Gliders' for a quarter of the class (page 88)
One copy of 'Planet Hoppers' for a quarter of the class (page 89)
Type of service
Name of craft
Extra information
IN CLASS
[6J
Ask the class to imagine that it is the year 3000 .\D and that we can travel through
the galaxy. Ask them what information they would like to find out to book an
excursion to Saturn.
16
I,
'..
;;5]]
Ib
WE ;'P.E
CONTI~IUING
KEY
a) incorrect b) correct and refers to the future c) incorrect d) correct but refers to habitual
action, not future action
Note: The present perfect simple or continuous are also acceptable in the subordinate
clause with future reference. Example: When she has arrived, she'll send a
telegram/As soon as I've been working here for six months, I'll ask for a pay rise.
Present simple
Controlled practice of the present simple in future time clauses with a variety of conjunctions
Intermediate to upper-intermediate
30-40 minutes
One copy of 'Future action' for each student (page 90)
IN CLASS
[2;J
2 Ask students to look at the sentences in the Take your pick section. They
decide which sentences correctly refer to future action.
~ Solo/team competition
1 Students can work individually or in teams of two to four, depending on class
size.
2 The teacher reads out at random one of the Teacher's prompts' from the
following list.
Teacher's Prompts
k) try on
f) flood
a) make a cup of tea
l) runner dead tired
g) celebrate
b) the fire brigade
m) take off
h) cooler
c) shops in Palma, the capital
i) sigh with relief
d) leave you forever
j) ring
e) arrest him
3 The students listen and find an appropriate prompt from the 'First future action'
column. They select a conjunction, formulate a sentence, and shout 'Future
action' as soon as they are ready.
4 The first student to produce an acceptable sentence
\\IDS
VARIATIONS
VERB FORM
AIM
LEVEL
TIME
MATERIALS
Present continuous
Presentation of six uses of the present continuous
Intermediate to advanced
30 minutes
One copy of 'We are continuing presently: Part A' for each student (page 91)
11\1 CLASS
[6J
2 Ask the students to read through the texts iY'IlurillY the r[u.estions and to
The teacher can use the same prompts again but insists on a different sentence.
The students or teams take turns and have 30 seconds to produce a sentence.
Finally, the class can write up sentences from the prompts in the table.
HI
18
GruttIZW:a&
1.7 WE ARE
CO~ITII'IUII'IG
PPESENTLY PART B
1.8
[6J
emphasising very
frequent action
PAST
NOW
FUTURE
PAST
NOW
FUTURE
BOX Blr'leO
IN CLASS
TI~IE
,'>",'
oneparticular~cti~~
>. ~_.*,-:;~'
5 b)
6 b)
I Give each student a copy of 'We are continuing presently: Part B',
2 Ask the class to work individually to enter the uses in the chart and then to
compare in pairs, Go over the answers,
WTimelines option
I If students are unfamiliar with timelines, give a few examples using the section
on Timelines in the Introduction (p,9),
2 Ask students to draw timelines for each sentence and then to compare \vith a
neighbour. Alternatively, put the timelines in random order on the board for
students to match and draw, Go over the answers,
[IJ
[AI
answers
Use
Timeline
temporary action
in progress now
PAST
temporary
situation
PAST
future
arrangement
Present continuous
Sorting time adverbials to' correspond to five uses of the present continuous
Upper intermediate to advanced
30 minutes
One copy of 'Time box bingo' for each student (page 93)
One copy only of 'Time box bingo' sentences (page 94)
[6J
Example sentence
VERB FORM
AIM
LEVEL
TIME
MATERIALS
IN CLASS
,regular action
around a point of
time
NOW
FUTURE
:i
NOW
FUTURE
~
PAST
I'CO
"'"
NOW
""0
"'" Jv.
1,00
PAST
FUTURE
1-00
100
I "'"
I
v!"
NOW
FUTURE
BIR1t!D....r
"
2 Working individually, students read the five example sentences and match them
to the time boxes (A - E), They compare in pairs and the teacher goes over
them,
[IJ
Playing Bingo
lOne student is given the list of 'Time box bingo sentences', They read out till'
[lfSt sentence, while the class listens and \\Tites the time adverbial in the con'pcl
time box (A - E), If a student is uncertain they can \\Tite the adverbial in the
'Not sure' box,
2 The student then hands the list of sentences to the next student who reads out
the second sentence, and so on,
3 If a student completes a box \vith five ac!\'erbials, they shout, 'Bingor'
20
21
!.9
I 10
J-
I-{:I'I ,..
-I Th" studt'lit reads out the tive adverbials ami the class clwck they art' currelt.
I Give each st.ucient a COllY of The changing present' and ask t.hem to l'!'ati 1111'
fourt.een st.atements ami to t.hink whet.her they agree or disagree \\ith tlll'lll.
PPDGR!::SS
:2 Arrange the class in groups of twu to six and ask them to discuss their views
each of the statements together.
If all twenty sent.ences have been read and no one has a full box, the class
collaborate to sort (JUt. the live boxes.
:3 During the discussion the teacher can note errors and correct them at. the
KEY
1>11
1'11<1.
ID2E3C4B5A
[g
A 1
2
3
4
5
C 1
2
3
4
5
Playing Bingo
B
(always)
almost always
continually
forever
constantly
(for the time being) D
nowadays
currently
at present
these days
1
2
3
4
5
1
2
3
4
5
(usually, at 8.30.)
often, at lunchtime
sometimes, at this time of the day
normally, about now
generally, at this time of year
(at the moment)
E 1 (soon)
as I stand here
2 tomorrow
right now
3 at the end of the month
at this very second
4 next year
at this very mom'Ont
5 fairly shortly
VERB FORM
AIM
LEVEL
TIME
MATERIALS
IN CLASS
one marked with a large 'A' and one with a large 'B'.
l
:2 The teacher puts up the students' names in pairs on the board and gives eacli
pair a bank of twenty-live points.
.
:2 Using the 'Progress report: Master sheet', the teacher reads out one of the
sentences in bold type; these sentences are missing from the students' copies of
'Progress report'.
3 Give the students a short time, say thirty seconds, to decide which of the two
sentences
or B) on their sheet fits.
ell.
VERB FORM
AIM
LEVEL
TIME
MATERIALS
Present continuous
Communicative practice of the present continuous
IN CLASS
VARIATION
[6J
Ask students to give examples of things which are changing in t.he world at the
nHlment. This may result in some in1tial disagreement and ciiscussion.
22
As a final written exercise, the students complete their 'Progress report' she!'1 s
selecting sentences from the 'Progress report: Jumble' list. This could be dOli!' as
homework.
:.:::;
1.11
GUESS WHO
I I 2.
PEP-FEeT G-l(':'*
4 The third pack is put to one side in a slack face down. Each student takes a
card from this pack and keeps it confidential.
:) The aim of the game is for each student to idenlify the card held by the other.
VERB FORM
AIM
LEVEL
TIME
MATERIALS
t5 [n turn each student asks the other a question to which the answer may be only
res, Nu, or I dOli 'I klwl/'. Example: Is he 111'([,i,l.IJ II Ii,'.', Dul's III:' go tl) lPurA' I)l/
tmin!, Is he lrauellilllj to work b.1J tmin t(J(lIlY.'
Through asking questions in this way, each student can eliminate some of the
cards and turn them face down until they think that they can identify the card
held by their partner.
cards
7 The game can be played several times in this way. A variatiun is for each student
take two cards from the face clown pack for identification by their partner.
Version 3: Three copies of 'Guess Who .. .' for each pair of students, cut up into packs of 24
cards
tl}
2 Give an example of how the symbols are used. Example: Ask the class to louk at
the first picture of Maurice. Either describe the card yourself or elicit possible'
sentences from the students: Today he's u:earil1g a suit and tie. He's got (l
bearri He always travels to work by train and he doesn't 'Usually wear (l IiI'.
Today he's going to work by truin.
VERB FORM
AIM
LEVEL
TIME
r1ATERIALS
3 Explain that you will give information about one of the characters and the tirst
student to identify him should raise their hand.
4 When you have practised this exercise a few times, arrange the class in groups
of two to four.
IN CLASS
5 Now students take turns in their groups to give information about a character
while the others listen and try to identify him.
6 Monitor the groups unobtrusively and note down errors for correction at the end.
Give the class three clues on the board - telephone box, $500,000, arrest.
Students ask the teacher yes/no questions to II'ork out the story in the article.
VERSION 2
IN CLASS
2 Ask students to read the article and to find out extra details about the story not.
yet discovered.
4 In turn each student in the group describes one piece of information from the
card face up on the top of the pack. Then the top card is put at the bottolll of
the pack and the new card is described by the group, as before.
5 l\lonitor the groups and jot down errors for correction at the end.
Each team takes a turn to pick a sentence and say whether it is grammaticall~i
correct or not. They receive a point for the right decision.
2 If the team iclentiiies an incorrect sentence. [hey win a point if they can
it. [I' they cannot, the turn passes to the next team and so on.
CUlT{'C'1
:3 When all the sentences have been discussed. the class '>';Tite up the correct
sentences.
3 Each student takes a pack and lays dO\\11 the cards face up in front of tht'lll.
24
--------------------lIIIIIp.,..--------------------
;)1:\
i'rr-'fi-{
I IJ
7 (JII I!! ;
[IJ
,-\sk sl ud. 'III s III ('(lIlIpll,t" tl\(' sul,sl ilutillll I alii" as a lillal SUllllllar.... Ill' lit., 1', 11'111 ,d'
tli,' prt'st'1I1 IH'rl't'l"I silllpl,' ami "lllltinIIIlIIS.
VERB FORM
AIM
LEVEL
TIME
MATERIALS
KEY
IQ]
16
This is about the phone box mystery that has at last been solved.
'The thief has just stolen from a coin box and has just gone.'
The FBI have been looking for the thief for the last eight years.
correct
They've just arrested the thief.
He's been a pain in our phone for a long time.
Has James Clark been charged?
correct
The FBI have been waiting many years for this moment.
He's been with the police since last week.
correct
Clark has been giving the telephone companies a lot of trouble
correct
He was arrested last week.
He's been stealing from phones for eight years.
correct
[I]
Substitution table
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
-'.fPIC-'. BPACl,
IN CLASS
[6J
Tell the class they are going to read abuut a natural disaster illvulving
inse~1 s,
2 Ask studellts to wurk ill pairs to write two questiulls tlic'y would like til ask
about tlil~ text.
:3 Write a selection ur tlie stud,'nts' qlll'sti()ns un tlie buard.
4 Pre-teacli any necessary
vo~abulary,
e.g, Iriyyer,
1 Ask the students to underline all the examples of the present perfect simple ill
the text. Check these with the class.
(contraction) 's
Positive
question
Have
Has
he, she, it
Negative
2 Students now answer questions 1-5. Ensure that the students are aware that tlw
questions refer to the sentences with the present perfect immediately adjacent.
been arrested
3 Get the class to compare answers in pairs or small groups and then go over tht'
answers.
Present Perfect Continuous
been stealing again
KEY
Negative
question
Tag
question
(contraction) Haven't
(contraction) Hasn't
he, she, it
They
(contraction) 've
He
(contraction) 's
haven't they?
charged Clark
hasn't he?
~ti
1.14
1.15
LEVEL
TIME
MATERIALS
definite future
period
indefinite future
period
PAST
ITS
2 rIONTlIS
NOW
MO~lEr
FUTURE
NOW
I
PASr
TENSE
FUTURE
Middle-intermediate to advanced
30 minutes
One copy of 'Locusts past and present' for each student (page 102)
present simple
1 a) recently b) merely/only/simply
4 a) over b) begin
5 true; a) emphasises the completion
.2 b)
3 a) still working b) no longer working of the event
IN CLASS
UO Timelinesoption
VERB FORM
AIM
LEVEL
TIME
MATERIALS
1 If the students are unfamiliar vvith timelines, give a few examples using the
section on Timelines in the Introduction (p.9).
2 Students draw timelines for each sentence and then compare with a partner.
Alternatively, put the time lines in random order on the board for students to
match and draw in. Go over the answers.
[g
IN CLASS
~ Pre-teaching
Students work in pairs to contrast the sets of sentences. Work through the answers
vvith the class.
Pre-teach any necessary vocabulary, e.g. Chl-islmas pudd'ing, cllstaTd, TOast bee:J'
and YOTkshim pudding, mincemeat, stew, brew, DaTjeeling.
KEY
[J
Give a copy of 'Tense moments' to each student and ask them to work through
1-9 answering the questions. They can work individually and then compare
answers. Go over the answers .
~ Compi~tingthe. chart
and [ill Timelines 'option
," . .
.
"
Use
TI~~line
recent action
PASr
indefinite past
past-present
period: unfinished
Example sentence
.....
.........
';>.NOW
[g
PASr
NOW
7)(
I
NOW
===+--
1 Ask students to extract the time adverbials from the nine sets of sentences and
to enter them in the box.
FUTURE
xl
PASr
KEY
FUTURE
28
tr
1.16
I I:
True
IN CLASS
Ask the class to work in pairs and i" lnal.l"h thr' lirs! eighl time adverbials wiill 1111"
dl'linitions. Go (lVI'l" Ihl'll1 wilh thl' l"iass.
[]
Ask the class tll complete the gaps at the ht'ad "t" the two clliumns with th,'
tenses which hest tit thl' dl'linitions.
:\'orkillg in pairs studcllts write ill Ull-' appropriate tinll~ adverbials frotn the
iHI\
IN CLASS
As a review students answer the True/False question at the end of the workshpl'l.
KEY
[]
In turn a student from each pair reads out a B response to the class.
2 \'vl1en the first B response is read out, the other pairs pencil in a '1' after what
they consider to be the appropriate sentence. The second B response read out
becomes '2' and is likewise entered in after a sentence. This continues until all
eighteen have been read out.
:3 Once again the first B response is read out ami the class decides as a wlwll'
which A sentence it corresponds to. They then luite the B response in
accordingly. This continues until all eighteen responses have been \Hittl'n in.
30
[QJ
2 Give each student a copy of 'Is the time up'" and distribute the eighteen B
responses amongst the pairs as equally as possible.
[6J
Ie 2f 3g 4h 5b 6a 7c Sd
(Note: so {ar/up to now ca.n onl~ be used for actions which can be repeated, e.g. I've
seen t~e film once so {ar (Implymg there is time to see it again) but I've seen the film
so (ar IS not acceptable unless it implies but not the book)
T~me adverb~als connected ~th past and present: Present Perfect Simple
Time adverbJals connected With past only: Past Simple
1.18
I IQ
KEY
[Q]
[Q
1
2
3
4
A perfect match
BDKMNPR
ACIJLOS
ABCEIDJLOS
BMNP
5 BDFGKMNPQR
6 ABID (CEJOS are possible and would needed justifying by the
students with appropriate contexts.)
7 BFN
.
False
1.19 Townscapes
VERB FORM
AIM
LEVEL
TIME
MATERIALS
IN CLASS
IN CLASS
[2;J
[2;J
2 Explain the rules: the eighteen dominoes are shuffled and dealt to the players in
each group, each player receiving six dominoes in a group of three, and dilTert'nt
numbers of dominoes in groups of four or five. The first player lays one domino
face up in the centre of the table. The player to their left lays a domino frnlll
their hand matching a sentence to an adverbial which fits grammatically and
logically to the satisfaction of the group. If they cannot lay an appropriate
domino, play passes to the next student. Play continues until as many dominoes
as possible have been laid.
Point out that just is to be used \vith the meaning of 'recency' and not with the
meaning of 'simply' as in She just stayed in bed.
ffiJ
3 Ask students to look at the townscape of Camford No\\' and describe what has
happ~ned. Example: The .fel,cloTY hus beell e,r/eucled. Check the concept or tli,'
Il1delimte past use of the present perfect by asking questions like, Do I/'{' kiwi/'
11'11('11 111e./ilrl()r/j 1I'[lS I'.r/ell(/ecl/
II';{S,
:3 Tell the sPC'ond gwup that they live in Oxt(l\\'11 now and ask tliem to \Vof'l;
t.ogtc,thl'r to tlt'scrilH~ the townscal'l' as it is now.
.j
[g A perfect match
32
Pair tlil' studcnts orr rl'llm the t.wo gmups Sll that a rl'sidcnl. of OxtO\\'1I I !)S;j
works with a residcnt or Oxt.own Now.
r; Ask tht' resitll'nts or Oxtown l!:J8r; to lind !lut whal has changl!d sille,' Ih,'\' li\,,',1
tll1'l'I,'. E:xalTlpll': Is IIII' c/il/re/i slill 1/11'/'('.'/11'1/(/1 is 1/;".,. lik,'.' It's /)("'1;
r/"lllo/isll!'i/. Olll' possihility is to get the past rcsicli;lIts to draw 1111' tOWIIS"'IJ'"
as It IS now amI t1H:' ClIlTl'lIt residl'nls to rlra\\' it as it \\'as in I !)S:j.
(j
Finall,' tIll' stllCll'lIts retul'll t.o thl'ir original gl'llups amI slInllnaris,' II'lial 1Ii,'.\'
Ii an.' round out..
')-1
.).)
I 20
IN CLASS
IN CLASS
I Uive each student a copy uf the cartooll from 'The search continues' dl'tal"iu'd
frolll the text.
I Give each st.udl'I1t. a cupy ot" 'Till' sl'arch has IH'I'I1 goiIlg on ami OIl and till
ami ask t.hl'nl to wmk imli\'idually lu aIlSII'I'r Illl' qll1'stiulls on the cIJllLrasting
pairs of SL'nteIlces. Tilesl' sL'nll'I1cl'S currespond 10 IIi" captions ill 1.2tJ 'TIll'
search continues'. They Ihl'n COlllparl' answers in pairs.
~ Ask studellts to writl~ a hU!l1uruus captiull to the cartooll. (An alternat.ive ttl
.
previl'w lat.er discussion is to ask them to use the present perfect cllntllluoliS III
the caption).
" Write up a select.ion of the captions volunteered and look at them with tlll' class,
making corrections as necessary.
5 Give the student.s the rest of the sheet and ask the class to read the captitlIls
t.o 4 to the cartoon in t.he exercise.
Herl'r the class to t.he 'Grammar sUlllmary: Pn'sl'nt perfl'ct. simple or present.
perfect continuous'!' Ask t.he class to work individually tu read through it. t.o 51'1' it"
it correlates with t.he cont.rastive' exercise just complet.l'll. The summary is inl:l'lJrll'rI
to be valid but this is an opport.unity for students to raise any questions.
KEY
2 Ask the students to work individually to answer the sets of questions below each
of the captions and the True/False questions in 5. They then compare thelr
answers.
[6]
1 i) no
simple
ii)
yes 2)
i)
KEY
IN CLASS
34
Explain that. you will r!'ad IJilt a SI'ntl'net' and that 11ll' first. st.udent ill thl' lirsl
1.23
GRAPHIC DETAILS
r .2-'
~ Reading/listening task
team has fifteen seconds to respond using the present perfect continuo'lls. If tilt,
sentence is incorrect, the second student in the first team has a turn to respond
to the same prompt and so on. If the sentence is correct, a point is awarded. A
new prompt is read by the teacher for the next student. This time the student
must offer a sentence in the present perfect simple. In this way, each time a
correct sentence is offered, the tense changes to the simple or the continu()us.
Example: TEACHER: You look tired!
STUDENT A: Yes, I've been going to bed late all week.
TEACHER: The grass is wet.
STUDENT B: I think it's been raining.
The last sentence Calmot be accepted as the previous one was also in the
continuous.
I Give one sentence each from 'Trends in cassette sales' to twelve students.
2 [n turn the students with sentences read them out and the rest of the class work
individually to identify the graph they are describing and mark them \\ith if'l t< 'rs
a) - 1).
:3 The students now read their sentences again and the class agree on the graph
described in each case. Once agreement has been made, the student dictates 1111'
sentence for the rest of the class to write under the appropriate graph, or, fIJI'
advanced classes, students describe the graph themselves.
KEY.
3 The teacher can use the same prompts more than once but the students'
sentences must be different from any before.
Prompts
a) You look tired.
b) The grass is wet.
c) Your eyes are red.
d) We'll soon arrive at Kennedy
Airport.
e) You look thinner.
f) There's milk on the tloor.
g) I'm talking to you!
h) I've written to you three times
now.
i)
j)
k)
I)
m)
n)
0)
p)
[Q
Reading/Listenmg task
1 d) 2 el 3 hl 4 jl 5 a) 6 k) 7 b) 8 1) 9 D 10 g) 11 i)
[like tennis.
You stole my watch.
Why didn't you come yesterday?
What did you have for lunch
yesterday?
What are you doing with that jam jar'''
Why didn't you phone last Sunday'"
[don't think you know how to play
cricket.
Didn't you use to go to the cillt'llICl a
lot?
'12 c)
Present perfect simple, present perfect continuous, present continuous, past simple
Practice of the above in one context
Intermediate to advanced
40 minutes
One copy of 'Cassette sales' for each student (page III). One copy of 'Trends in cassette sales',
cut up into the twelve sentences (page I 12)
Present perfect simple, present perfect continuous, present continuous, past simple
,
Discrimination between and communicative use of present perfect, present continuous, and past
simple
Intermediate to advanced
45 minutes
One copy of 'Ups and downs: Part A' for half of the class and one copy of 'Ups and downs: Part
B' for the other half of the class (Page 113)
II'J CLASS
[6J
Example:
[6J
Crime Rate
IN CLASS
Pre-teaching
20
Crime Rate
20
I]]
15
?
%
2 Tell the class you will describe one of the graphs and they must identify it.
3 Describe one of the graphs for identification. Example: Sales of cassettes /tn/'"
remained at the same level for the last sLr years. This matches graph
number 7.
10
10
1950
36
15
NOW
1950
~
NOW
."
.)-
1 2'J
1,25
DE,~\Dl
r i-TI",
.) l~x!,laill thai l'a('h It:am in 111m has tirkl'n sF'e(j!llis to ask (lilly IJIlP II""/II()
Ijll!.'stillll. If IIll' Il'aclll'r answers !i"S, thl' team gains a point. K1'ep a runnillg
IIllal !lr til!' !,oillts ror ('ach team 011 tht: huard.
:2 Ask the class what questions they cuuld ask to get the missing informatioll.
Example: What happe'ned to the crime rale q[tpr a/ioul 1.970"
3 Ask the class to describe the missing information.
Example: The crime rate has beenJall'ing since then and is continuing tojilil ([I
VARIATIOi'J
the moment
[j]
:2 Give one student in each pair a copy of 'Ups and downs: Part A' and the utlll'r
student a copy of 'Ups and downs: Part S'.
KEY
!1;J
4 One pussibility at the information exchange stage is to insist that the stud('lIls
use the present perfect whenever possible.
Charlie
has
just
3
to
5
gone
4
the
6
Pyramids,
1 The pairs now collaborate to construct a sentence for their graph which inl'llld('s
the present perfect.
1
2
3
4
[QJ
5
6
The class discuss how the trends in the graph compare in their opinion with till'
situation in their own country. This can be done in groups and then as a class.
7
8
9
10
ml
VERB FORM
AIM
LEVEL
TIME
MATERIALS
IN CLASS
[6J
[6J
;j
Ii
:3 Ask the teams to decide which sentences cuntain errors and which of the
optiuns, where relevant, are correct.
[[I
Team competition
1 Each tt',un takes a turn to select a speech bubble and correcl the error of us,'
st'leet Ihl' correct option.
Explain that the students have to fill the gaps to make a sentence which nlf.'allS
the same as the first sentence. The students can ask the teacher questions a\iolll
the gaps to which the answers are yes and no, for example, [s the sixlh /1'(11'11
'Pyram.ids'? Do the example on the board with the class.
[[I
Present simple, present continuous, present perfect simple, present perfect continuous
Identifying the correct uses of the four present tenses
Intermediate to advanced
45 minutes
One copy of 'Deadly mistake' for each student (page I 15)
"1'
1.26
DEADLY r115TAKE
Section 2
:2 They receive a point for correction or right selectiun. If they make a mistakl.' till'
turn passes to the next team.
Pasts
W Team competition
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
Past simple
Correcting errors of form
Intermediate to upper-intermediate
50 minutes
One copy of 'Fruit machine' for each student (page 116)
IN CLASS
[6J
Explain that the 'Fruit machine' contains eighteen pairs of sentences. Some
pairs consist of two correct sentences, some consist of two incorrect sentenc(~s,
some consist of a correct and an incorrect sentence. Emphasise that incorrecl 1)1'
correct refers to granunatical form and not factual content.
:2 Put students into groups of two to four. Gi\e each student a copy of 'Fruit
machine'. Give the class about twenty minutes working in groups to identify J
combinations of correct/correct, incorrect/incorrect, correct/incorrect and
incorrect/correct pairs of sentences.
[]
Group competition
Explain the scoring system. Groups score one point for identifying an
appropriate combination and a further point if they can make any necessary
corrections. If they are successful, they may have up to two more turns. If thpy
are successful on three consecutive turns, they hit the Jackpot and receive an
extra two bonus points.
If they cannot make the corrections, the turn passes to the next team who win
the point for correction if they can and then also have their own turn.
(Note: The pairs of sentences become progressi\'ely more difticult and the teaclwr
may wish to select a cut-off point beyond which a class at a lower level need not
go.)
KEY
1 Incorrec1/incorrect
London's population did not increase from 1955 to 1988.
The population did not increase.
2 Correc1/correct
3 Incorrec1/incorrect
In the 1900 Olympics Alvin Kraenzlein came first in four athletics events.
He came first in four events.
4 Incorrec1/incorrect
She didn't like it.
She didn't like it.
40
41
br
5 Incorrect/incorrect
Why did they buy it?
Why did they buy it?
6 Incorrect/incorrect
He fell down the stairs two minutes ago.
He fell down the stairs two minutes ago.
7 Incorrect/correct
She felt happy yesterday.
8 Incorrect/correct
The English football team, Nottingham Forest, once won forty-two matches in a
row.
9 Incorrect/correct
Who told you?/Who did you tell?
10 Correct/incorrect
He ate it in 1983, didn't he?
11 Correct/correct
You did this? spoken with a rising intonation in surprise.
12 Correct/incorrect
dreamed and dreamt are both acceptable.
A Norwegian lay on a bed of nails for 274 hours in 1984.
13 Correct/correct
14 Correct/correct
did used for emphasis and stressed
15 Correct/correct
Did I not, the uncontracted form for emphasis.
16 Correct/incorrect
He didn't know why they didn't come.
17 Correct/incorrect
In Toronto, Terry McGaurant preferred to ride his motorbike solo up the 1760 steps
of the 550 metre high Canadian National Tower.
18 Correct/incorrect
Alaska State Museum once paid 34,750 for a hat.
'J
Past simple
Presentation of the past simple
Intermediate to advanced
20-30 minutes
One copy of 'Past a joke' for each student (pages 117-18)
Fillall~' ask thelll tu CLJlllpan' Slllllillari( 'S and thL'1i gu m'pr I hL' anS\\'L'rs willi II [I'
whule class.
KEY
IhL' SllIlllllary SlalelllL'lIls Oil USL'S of IIH' pa,r SilliplL', I'ur h"lp IIH',\' sli"ltid n'r"r
lu lliL' te-xts thL'Y ha\'l' rl'ad,
lt~
CLASS
:3 Give t.he st.udent at. t.hL' rront or each culun1ll a hoard lllarkt'l'.
CLASS
[6]
-+ The tt'ac:her stallds al the hack of 1111' ('ollllllns and asks t.ht' stud('nt at. till' iJ,wk
UiVL' each st.udellt. a copy of 'Past. a joke' alld ask tlWIll III work aloll(' n'adillg
Ill\' tL'xl s ami allswerillg the questions on each text. Tell thL'Ill till' lirsl I\\'()
slorit's are true.
:2 Ask stwlpllt.s to COIllpare allswers ami tillally go on'r t.IH'Ill \\'ith thL' class,
42
rircl!~
L'ither Tml'
UI' Fllls('
fill'
('adl
"I'
2.4
VOLLEYBALL
3 The next student either passes on the infinitive or the complete sequence
(COME, CAJliIE, COME) to the student in front of them and so on, until the
student at the front of the column writes them up on the board.
4 The 'Tunnel ball' continues in this way until all of the verbs have been passed
down and written up.
5 The teacher awards points for the correct verb forms written up by each
team.
Past continuous
IN CLASS
2.4 Volleyball
VERB FORM
AIM
LEVEL
TIME
MATERIALS
[6J
Arrange students in groups of two to four and give each student a copy of the
worksheet.
:2 Elicit an example of the
pa~t
cla~s.
:3 Tell the class there are six ermrs of forIll (not use) in the past continuous in
the text and ask the groups to work together to tind them.
~ Correcting errors
IN CLASS
In turn groups receive a point for locating an ermr and a point for correcting it. If
they are unsuccessful in correction, the next tearn ha~ a chance to gain a bonus
point before taking their own turn.
[iJ
As a summary of the form of the past continll< 'us, students complete the table .
~ Playing 'Volleyball'
1 The teacher sets either a target number of points to be won or a time limit.
2 The teacher does not give the correct forms when mistakes are made but simply
shouts 'Mistake' and adds a point to the running total of the appropriate team
on the board. The teacher also makes a list on the board of the infinitives of the
verbs which cause mistakes.
3 At the end of the game, each team has a turn to give the principal parts of one
of the verbs listed on the board and scores extra points.
KEY
-.-
Negative
Acknowledgement
This is an extension of 'Grammar tennis' by Mario Rinvolucri in Grammar Gallll'S
Negative
contraction
weren't
(CUP 1984).
44
-![j
2,6
,l:
Negative
Tag
Jack the Ripper was killing for some strange reason, wasn't he?
:)
0111'
,I! )
~,/
cIJlltinllt~d'
A 'Honestly, Constable, I lwas 2aiming at the 'ire alarm when 4you 5came along:
B lHe 2was always 3 getting 4diuorced until 5he met 7his twenty-second Bwife. Eva.
C .lExcuse me, Mr Smithers, 2[ 3 was 4wondering whether 5you 6cou Id 7 tell Bme where
you put the key to the office tea cupboard:
D While she lwas 2going 3back .j to 5the department store, 6thieues 7were 8 burgling her
9house.
E At three on a summer afternoon Henry Bourse lwas 2filming 3 underwater 4near
Melbourne. After some time a shark suddenly bit ofT his leg and swam away with
it. Henry continued filming. 5His leg 6was 7artificial. Another shark 8bit 90 ff lOhis
other leg several years earlier.
F In 1947 the crew of the destroyer, HMS Saintes lwas 2training 3 for 4 three 5weeks Gill
Portsmouth. Their task was to fire at a target pulled by the tugboat, Buccaneer.
They fired. 7 missed the target and 8sank the tugboat!
Nil\\'
[ill
VERB FORM
AIM
LEVEL
TIME
MATERIALS
It.'ttpr of
cor lTIr]1
So OIL
Questions:
Passive
s'~'('I",d
COHTIf,JUOlJS
'Contilluous contilllll'tI',)
Past continuous
Presentation of six uses of the past continuous
Upper intermediate to advanced
30 minutes
One copy of 'Continuous contexts' for each student (pages 121-2)
IN CLASS
[;1
VERB FORM
AIM
LEVEL
TIME
MATERIALS
Intermediate to advanced
30 minutes
One copy of 'Continuous continued' for each student (page 123)
Explain that the gapped sentence means the same as the sentence \Hittell ()Il
the board. Each team takes a turn to guess one \\'ord in one gap. For example,
if the first team thinks that He is in gap 1, they are successful and recei\'e "ill'
point. The turn then passes to the next team and so on. Get the class to try
t.he example on the board; the solution is: 'H" ~/i('r's "ill "Lol/clon.
If viable alternat.ives are offered, then accept thelll.
[]
[;1
1 Give each student a copy of 'Continuous continued' and ask them to enter till'
uses in the chart working individually, and then t.o compare answers in pairs. Go
over them wit.h the class.
[]
Timelines option
If students are unfamiliar \\'ith tillll'iines, gil"t, a ft'\\' examples using the section Oil
Tilllelines in the Introduction (p, 9).
Student.s draw timeIines for each sentence, :\lternaLively, put t.imeIincs on till'
h(Jard in randolll order I'm tlw slutil'nts til march ancl draw in.
[g
of Aft.er each round give them t.he first. letter Ill' one of the remaining gaps; if all "I'
Stucients work in pairs t(J read tile' six st'ts Ill' l'>Illtrasting Sl"ltt'nt:l'S ami to <lnsln'"
lilt' qllPstions
46
2.8
SEA SAC',
KEY
.J
Example sentence
Use
Timeline
polite, tentative
request
PAST
NOW
FUTURE
action in progress
around a point of
time
PAST
NOW
FUTURE
action in progress
for a period
PAST
interrupted action
emphasising very
frequent action
:3 Ask till' students til read tlwir tc'xts and, wllrking iIlllivitluall.v, tfJ Ilumber the
pictures in the correct oreIer correspuIlllillg til the story,
"00
I
VV\
I
NOW
W
PAST
simultaneous
actions
NOW
FUTURE
VVVV'V
lJ\I\JVU
2.8 Seasaga
VERB FORM
AIM
LEVEL
TIME
MATERIALS
Upper-intermediate to advanced
30-40 minutes
One copy of 'Sea saga: Part A' for half of the students in the class, and one copy of 'Sea saga: Part
B' for the other half of the class (pages 124-125)
I~'I
Ask students ttl allswer tilt' Trllt/FII.lsl' questiIJlls aIllI lfJ CIlIllP'U'(, allswers with a
partner in the saille group.
Pair studt'llls IlIT IlIIl' I'm II I Group .-\ aIllI tllll' [rilill Group B.
IjIll'stiollS, They try to lilld six diITl'rt'IlCPs
sLmy,
ill't\\,l~ell thl~
two
Tnll'/Fulse
vl~rsitHlS
of the
"'" VV"AI""" I
PAST
!)
~ Ask the pairs to work t.ogetill!r Lhruugh thl~ir allswers t.o tilt'
FUTURE
VVV\A(I
NOW
-l Get the' students to compare picture sequellces with a partlll'r fmm the same
gmup,
[g Story comparison
FUTURE
I
NOW
PAST
Give each student in Group A a copy of 'Sea saga: Part A' allli each student ill
Group B a copy of 'Sea saga: Part B',
CLASS
KEY
lliJ
1 m
5 g 6 17k 8 j
9 a
10 c 11 e 12 f 13
[g Story comparison
Sea saga: Part A
~ Pre-teaching
"n',ft'adl fllt, followillg items: r/"ck, "ridy(', /() r(}I/',
rllilill!IS, r'lI/Jill,
48
-l!J
':.'!\I
B2 Incorrect
Why had they forgotten to warm the pot before putting in the tea leaves?
B3 Incorrect
Your tea had been left for too long before they poured it out, hadn't it?
B4 Incorrect (but acceptable in some varieties of English)
They hadn't/had not put enough leaves in, so the tea was too weak.
B5 Incorrect
Why hadn't the tea been made properly?
Positive
Positive
contraction
boil
brew
put in
warm
pour on
Negative
Negative
contraction
Negative
He had not warmed the pot before he put in the tea leaves.
hadn't
Why had you made the tea before the water boiled?
hadn't you made
Tag
They had made the tea before the water boiled, hadn't they?
Passive
Passive
question
Why had the tea been made before the water boiled?
Ask the students to complete the two substitution tables as a final summary of
form of the past perfect si.mple and continuous.
.
till'
KEY
[6J
Vocabulary of tea-making
Positive
contraction
Boil fresh water. Warm the tea pot. Put in fresh, not stale tea leaves. Pour on the
boiling water. Brew for three to five minutes.
Negative
~ Error correction
Negative
contraction
Al Incorrect
They had already thrown in the tea leaves when they realised I needed warming first.
A2 Incorrect
Had you been expecting the water to be so hot when they poured it in?
A3 Incorrect
They waited till the tea had been brewing/had brewed for ten minutes before
somebody poured it out.
A4 Correct
Bl Incorrect
I had been asleep/sleeping for a few minutes before I noticed the hot water pouring in.
50
'd
Questions:
Positive
[iJ
I had made the tea before the water was hot enough.
Questions:
Positive
She had been mal'ing tea for twenty years before Emma told her
about warming the pot.
'd
We had not been making tea in the afternoon until Emma came to
stay.
hadn't
How long had you been making tea before Emma told you about
warming the pot?
Negative
Why hadn't YOll been making tea properly before Emma came to
stay?
Tag
We had been making tea for twenty years before Emma told us
about warming the pot, hadn't we?
L I0
PE~jAL TY
~I\J
SHO T
PE:.iJ/LTr SHOT
:3 Get them to compare answers in pairs and thpn you go over I.he ClJlSWf'rs.
-l The students then tick or cross the statements a)-c). Get. thelll II) \\'lIrk
[]
Summary table
[6]
KEY
[l
!Juu/,
miss a shot.
1
2
3
4
2 Give each student a copy of 'Penalty shot: Sheet A' and get them to look only al
the cartoon. The copies can be folded to conceal the text. Elicit the story line "I'
the cartoon.
3 Tell students they are going to read a true story and their task is to find
differences between the story and the cartoon.
[g
a)
a)
a)
a)
Ask students how the past perfect simple is formed and elicit some examples.
The students underline all the examples of the past perfect simple in the text.
Check these with the class - some students may incorrectly underline the past
simple of have in Marie-Jeanne had nothing lL'OrSe ... or the past of the
modal in Pierre and the young girl's shocked parents had to wait ... or
[U Timelinesoption
He had made only one successful save that season.
PAST
perfect simple and ask them to answer questions 1 to 4. Ask them to compare
""ith a partner and then you can discuss the answers "ith the whole class.
[g
He had been out for only five minutes, when the opportunity
for him to make the save of his life presented itself.
Timelines option
simple which they have underlined in the text. Alternatively, put the timelinl's
on the board in random order for the class to match \Vith the sentences.
I to 4.
52
PAST
"',,,
NOW
FUTURE
FALL
-I<
X
I
PASTFAU.
I If the class is unfamiliar ,\ith timelines, give a few examples, using the sectioll
FUTURE
IS
Ask the class to complete the chart by entering the three uses of the past perfect
simple against the example sentences and then answer the True/False question at
the end. Discuss the answers ""ith the class.
[QJ
NOW
? FALL
X
NOW
FUTURE
2.11
RO~IEO
PorIEO. OHHH
[]
212
Summary table
FLASI-m:,-
The students try to predict the storyline by asking questions to which the
teacher answers }i's. NI), il/I)l illlp()rlrllli or IJflri !J/'(l/I/1l1(lr. It' the grammar is
bad, the question can only be answered if it is rephrased correctly. The actil'il,'
continues until the students reach a stalemate or predict most of the story.
:3 The teacher can not.e down any errors in the students' questions and go over
corrections at the end of the exercise.
[[] Pre-teaching
Pre-teach: grab, tl)pple, I)(Jse, brit/I',
[9
.--
YI'I)(JIII.
'A rose by any other name smells as sweet': The past simple
can sometimes be used in place of the past perfect simple
without a change of meaning
~7' ( 7 " ( 7-
Rl'fer students t.o the exampiL' sentences of the past perfect simple in ~.10
'Penalt.y shot'. Ask them tl) rl'write 'Rome(). Rumeo ... ohlth .. .' to
incorporate three similar sentences in thl~ past perreLl. simple without changing
the factual details.
Pierre had saved only one goal that season. However, this was
soon to change.
:3 Students exchange script.s for checking before handing t.hem t.o the teacher.
VARIA TIO~,I
Ask the stucients to rewrite the story from t.he point or view of the groom when
they incorporate the past perfect simple.
KEY
IN CLASS
Prediction exercise
54
~.lO
2.12 Flashback
VERB FORM
AI M
LEVEL
TIME
MATERIALS
2.12 FLASHBACK
2 13
Ir~
CLASS
[6J
LEVEL
TIME
MATERIALS
4 Now ask the students to retell the story with the events in the following
sequence: 0 CAB. They should only use the connectors but and and.
IN CLASS
[I]
[6J
:3 Students retell the story in the past orally in its correct chronological sequence.
4 Put the class into three groups - 'Flashback 1', 'Flashback 2' and 'Flashback 3'.
In their groups, students rewrite the story in the given sequence. They check
each other's scripts within their groups.
:} Arrange the students in threes, one student from each 'Flashback' group.
Students swop their scripts for checking.
Ii The teacher collects the scripts for a tinal check.
After students have finished rewriting their stories in the three 'Flashback' groups,
each group in turn dictates a version to the teacher who \\Tites it on the board.
The other groups score points for making corrections.
KEY
56
2 As exampll's, rcad t.Wll or til(! t('stillHlnies with thl' class, ('.g. t.hat. of Sir ,John
Hall, which contains nl) contradict.ion, and that of Prilll:l' .John, which has a
Lont.radiction.
:3 Students read t.he remaining testimonies and linc! the ot.her four contradictory
t.estimonies.
4 Stuc!ent.s compare solut.ions.
5 Go uver thl' contradict.ions wit.h the class.
[I]
KEY
[6]
1C2A3D4B
A Retelling the story
The solution is to use the past perfect. One possible version would be:
In 1975 seventy-five criminals came out of a tunnel into the local courtroom. They
had planned to escape from Saltillo prison and had spent six months digging the
tunnel. Finally, they were sent back to the prison.
1 D
Give l'ach st.udent. a LUPY ur 'The pcrfect. ddl'cti\'c' ami ask the III t.o read t.1ll'
iJackground t.o t.hl' murti('r casl'.
1 Ask students to complete the grammar summaries A and B using the testimonit's
of all the characters as data to work from. They discuss the answers t.ogether.
VARIATION
[6]
2 A
3 E
4B
5 G
6 C 7 F
8 H
Contradictory Testimonials
Lord Aston: when I'd left and when I left
The Duchess of Crewe: The terrible act had happened when . .. and the murder
Tm Grammar summaries
A
a)
B
a)
1 after
true b)
1 when
true b)
5 as soon as
6 so
7 once
2 14
1 Ask students to work in pairs and predict what they would expect to find on
returning home in the following true situation:
A water pipe bursts in your huuse at lunchtime and you return home at lo.:JIJ
p.m. The temperature outside is minus fifteen degrees centigrade.
2 Write their predictions on the board.
3 Pre-teach: icicles, sodden, mains,
pl"/lm/;el~
AI/rllliis.
-t Ask students to read the text and to check which of their predictions were
correct. Go over these on the board.
[]J
Sequencing task
Ask students to put the sixteen events listed into the correct chronological orc!t'r.
Note that many students will put a) and b) as first, when in fact they are last. This
will promote lively discussion.
Quiz
Sludl'nts work in pairs to decidt, il" tli,' gil"'11 aIlSII','rs an' appropriat(' or nol.
:J
(j"
[]J
[g
Timelines option
II" stud,'nts an' unl"ailliliar willi tinlt'lin"s, gil'" a I",'w ('xaillpl,'s usillg
'lll Tillll'lilll's ill tl\l~ InlnHluction (p.!J J.
b) 16 c) 2 d) 5 e) 7. f) 6 g) 3 h) 4 i) 8 j) 9 k) 11 or 12 !) 10
12 or 11 . n) 14 0) 18 p)l
[6JQuiz
1 three 2 both finished and unfinished activities 3 yes 4 both sentences are possible the first refers to a repeated action, the second refers to one interrupted action,
therefore the meaning is different 5 The answer to all three is No.6 correct - both
are possible
[Q Timelines option
Example sentence
Use
Timeline
Action completed
shortly before
another
PAST
Action repeated
in a past period
PAST
58
sl'ction
r~EY
VV'
NOW
~~~
tllt~
,) ;\sk StUd"llts It) draw tilt' linlt'lilit's and tllt'll ""Illpan' lIol,'s. AII"l'IlatiVl'ly, 1'111
tli" tilllt'lin,'s on tli,' hoard ill randolll ord,'r 1",,1' tli,' studt'nls to IliaI'd I and drall.
[ill
KEY
m)
[6J
Ask stud('nts to work illllividiially and ('nt('r tli,' (tln'('pls in Iii" "'Iart. TIi,.'y tl\l'n
('oillpan' ansWl'[S witli a partn,'r. U" ()\','r lIlt, ans\\'t'rs willi Iii,' class.
IN CLASS
[6J
IN CLASS
Action extending
over a past period
PAST
Lvvv
FUTURE
I
NOW
FUTURE
I
NOW
FUTURE
2.16
2I
[J
IN CLASS
60
4 The teacher goes to each group in turn and awards a point for a correct and
suitable response. The response from each group must be different from any
which have already been offered to win a point. On each new round, the teacher
starts with a different team.
tllPlll
KEY
3 Each group then has thirty seconds to produce and write down a response using
the past perfect continuous. For example:
Prompt: When I came to see you yesterday, your cat was in the fridge.
Response: Well, it had been trying to eat the fish so I put it inside.
VERB FORM
AIM
LEVEL
TIME
MATERIALS
1 Give each student a copy of '~lan-eating shark' and ask them to read the true
story about the Baileys who survived at sea on a small rubber raft. Ask them III
see which of their suggestions were followed by the Baileys and how far their
estimated survival periods differed from the one in the story.
IN CLASS
This activity follows on from the presentation of the past perfect continuous in
2.14 'Antartica outside Atlantis inside'
SH/<I"~
2 Write up on the board t.heir suggestiuns fur survival ami tllf'ir estimat.ed periucis
uf survival.
HAN EATIf\JG
WOlild du to survive in a small rubber raft on the open sea. Ask them to
estimate how many days they think they could survive.
Past simple, past continuous, past perfect simple, past perfect continuous
Correction of errors of use in the four past tenses
Upper-intermediate to advanced
45 minutes
One copy of 'Union jacks' for each student (page 136)
IN CLASS
[6J
:3 Give each student a copy of 'Uniun jacks' and ask the teams to decide which
sentences contain errors.
1 Ask students to work in pairs or small groups and to work out four things t.hey
L 19
STOR,. SWU'
[] Team competition
1 Each team takes a turn to select a Bag and
Round Two
oIT(~r
Round Four
Round Five
KEY
Round Six
A tells
B tells
D tells
A tells
C tells
D tells
B tells
B about
A about
C about
D about
B about
C about
A about
'Heae! case'
'Getting the \\ind up'
'The worst bank rubbers'
'Getting the \\ind up'
'The worst bank robbers'
'Getting the wind up'
'The worst bank robbers'
The teacher can call out the instructions for each round or write the complete
procedure for the six rounds on the board.
[g
Writing up stories
IN CLASS
3 Tell the students to read the story they have been gi\en. The teacher call
circulate and give help where necessary.
[] Swopping stories
Ask the students to put their texts away and then get them to swop stories in six
rounds as follows:
Round One
62
-----T
Section 3
Futures
3.1 How simple is the future simple?
VERB FORM
AIM
LEVEL
TIME
MATERIALS
Future simple
Highlighting the will/shall distinction
Upper-intermediate to advanced
20 minutes
One copy of 'How simple is the future simpleI' for each student (page 138)
[J
Focussing on uses
Ask studt'nts to read all the texts and answer the questions. Tht,y I'an work
illdi\'iduall\' ami t.hen compare notl:s. Go ()\'er the allsw(~rs.
U:iedillil I') is t'ntitled 'Look it up' IIi:causf' thl' PI'I~S"llt simp II' call oilly Ill.' usc'li fllr
1111' fulurc' if ,'ou call look up t.he information Oil a timl'lahk', caiL'llllar or schl'dlril'.)
[g
'f It'l'isiqllS already Inade' ill dudes plaIls and arraIlgeIIH~llls. Tht~(~ an' n!g~lI'df,~d as
illli'IThallgl'abll', ill lilli' with Swan PmcliClli EII!Ilisli IlslI.'!I'. 'I'utun' as Iact
1'lI1bral'I's schedule/calelldal/timetable
Silllpll~ as illi.l'ITitallgealJle,
CliVI' 1/11' siudellt.s a cupy
'J
Ill'
USl'S
alld
5('('5
:) Pair olT Sllldl'lIls, ,lIld gt'l Ihl'llI til Cllillpan' alld a,t;n'l'
IN CLASS
Ilil
I.IIt'ir illftll'lnal.i<1I1.
'-J (;,,1 511Id"lIls III allsWt'r 1/11' Trlle/Folse LJUl'slillllS al 111l' iJlIIIlllli 01'1111' labll's.
KEY
[6J
KEY
Star,
IN CLASS
[!;]
64
[Q
2
3
4
5
6
7
8
going to
going to
present continuous
going to
future simple
future simple
present simple
Use
prediction
prediction
prediction: certain to happen
decisions already made
decisions already made
spontaneous decision
future as fact
future as fact
Table 2: Uses
1 prediction (but not if certain to happen), spontaneous decision, future as fact
2 all predictions, decisions already made
3 decisions already made
4 future as fact
a) False b) True
Ii:)
3.3
3J
Le Monde: (future as fact/present simple) The second stage of building the Chunnel
starts tomorrow.
'11 h
t Ik
Pravda: (future as fact/future simple) The two superpowers WI
ave more a s on
DOUBLE I ,c.
h B
'1'
razl zan
offi~e.
,
.,.
.
The Indian Times: (spontaneous decision/~ture slmpl~) I II take It. sazd Sorza,
top actress when offered a new part in Ray s fo~thco,,:zng fi~m. .
One copy of 'Journalist of the future' for each student (page 143)
I
Id d th
'll b
The Times: (prediction/future simple) Today it will be extreme y co an
ere WI
e
IS
. ,
Indw s
.
gozng to be reopened zn a
Warm-up
I Elicit. the !lames of illt.ernat.iollal !lewspapers frolll the class _ ask for at least "II<'
from tll<! AlIlericas, Europe, Africa alld Asia.
:2 Opt.iollally pre-tmch: C!/,/lIluel (= Cha!lllel
TilflJlel),
:3 Give each student. a copy of ',]oufllalist of the future' and ask them to nallll' tIl<'
VERB FORM
AIM
LEVEL
TIME
MATERIALS
I Ask the students to work in pairs to assign one of the four uses of the futurt, I"
each of the headlines together with a corresponding verb form. Tell the class
there is no right answer, and more than one possibility for each headline but.
some combinations will be easier to use than others.
:2 Students write the uses/verb forms in the boxes at the top of each newspaper.
[g
IN CLASS
~ Pre-teaching
If necessary, pre-teach: ((Uf>, /IIIrSr!1'.IJ (for plants), s(('/J/Iwllwr, pic/-,: lip (= coil,"")
~ Setting up groups
1 Arrange the class in groups of four students.
2 Give each student in each group one of the sets of four diaries. This means thai
. . 'h grouI) one student receives a clialT sheet WIth entrIes for Bill, one 1\ Ith
III eac for Henrietta,
"
'1/1
entries for ,
Ed\\ .. lrt I.
entries
one 111th entries for 'T om. ancI one WI'.
:3 Each student takes on the role of the character for whom they hm'e entries.
[g
Information exchange
1 Within each group of four, students work in pairs, changing partners tWice ulltil
all the information has been exchanged, e.g. Bill to Tom: Are yoll c/lJl1l.CJ
r//I..IIthill,q ([.I 8.00 (II/. lVerl/w.w/uy')
KEY
l6J
Warm-up
Le Monde - France, Pravda - Soviet Union, Folha de Sao Paulo - Brazil, The Indian
Times - India, AI Ahram - Egypt, The Times - Great Britain
66
.J
The aim for each student is t.o ti.nd out wlm has a cloubl~ e~lgag~m:nt .b y
t~nt.cring the plans of each other character agal11st the blank times next
Wednesday'.
Errors
111 practice it has been found that the fnllo\\'ing problematic errors frequently
up during the exercise:
ITtll'
li,/
15
I do nothing at eight
seven.
Oil
corrections.
5 [n turn teams identify errors and receive a point. They receive a further point
for a successful correction and another point if they can explain the reason fllr
the correction.
(j
Groups continue until all eight mistakes ha\'e been identified, corrected and
explained.
KEY
[ill
3
6
16
18
20
21
Competition
Then rll understand it better.
.
I think he'll make a mistake in a minute and the ball will hit his wicket.:"
It's going to rain tomorrow.
. '. ,.;:::,::.
Don't worry, rll explain it to you when. . .
' . . ...
He'll probably do it again soon.
'.
. .:.'
You mean you are going to explain the game to me again?! It's going to rain very
soon.
KEY
~~i~~1f~~;'~'~i~~:~;"
'~'~-~0~~i,~::;~
IN CLASS
[6J
Future continuous
IN CLASS
[6J
Identifying topic
1 Give each student a copy of 'Who will be dancing in the streets?' with the
substitution table folded under.
2 Ask them to try to identify as much as they can about what is being discussed
from the speech bubbles.
[]
Team competition
I Arrange the class in groups of three to four, giving them names such as
'bowlers', 'fielders', 'batsmen' and 'umpires',
68
VERB FORM
AIM
LEVEL
TIME
MATERIALS
Students work in pairs to identify which speech buhbles contain errors of forlll
(not use) and how to correct them.
3 Ask students to work individually to read the conversation and identify anv
incorrect uses of verb form.
.
[g
Ask students to complete the substitution table. Go O\'er it \\ith the class.
li!1
J 7 GILBEPT
o Identifying topic
~8
[J
il.,11 "':
I St'l rllur rr:ading tasks: a) Are there any parts ur the world which have not b""11
listl'd Oil thl' lJuard.'
b) Are tlwrtc' any precautiuns which h,[\'(; nut be,!n list.ed Oil t.he board'.'
c) Who ur what is Gilbert?
d) From which of the media does the report come','
1 Correct 2 Do you know the police will be dancing . .. it/that/whether the police will
be dancing . .. 3 Correct 4 Once again they will be celebrating this annual event ...
5 The poor will be imitating the rich ... 6 The police will be searched for drugs and
weapons by the public/the public will be searching the police for drugs and weapons
(roles are reversed during Carnival) 7 Won't the steelbands be playing ...? 8 Nobody
will be working until Tuesday, will they? 9 Will one million people be coming to see it
__ .? 10 Correct 11 Correct
[Q
C\P.lBBI:M-;
[g
1 Ask the class tu work individually tu underline all the examples of the [utlln'
continuous in the text and then tu answer the questiuns. Make sure that
students are aware that the questions refer tu the sent.ences in the text
immediately adjacent.
Positive
Positive contraction
KEY
will be
} celebrating Carnival, or Mas as it's called in
(They'll be)
Trinidad, the country of its origin.
Negative
Th
r
Negative contraction
e po Ice
Positive question
Negative question
c) a hurricane
d) radio or television
[Q
3.7 Gilbert
VERB FORM
AIM
LEVEL
TIME
MATERIALS
Furure continuous
Presentation of four uses of the future continuous
Upper-intermediate to advanced
25 minutes
One copy of 'Gifbert' for each student (page 148)
VERB FORM
AIM
LEVEL
TIME
MATERIALS
IN CLASS
[EJ
IN CLASS
[EJ
70
1 Give each student a copy of 'Caribbean future' and ask them to work
individually to enter the uses in the table.
.J
Ask stucients to compare in pairs and then go over the answers with them.
I Ask students to work in pairs to decide which part, oj' the wurld sulTe'r rmm
hurricaIles aIld what precautions the.\' would take it' a hurricane' was illllllilu'lll.
[J Timelines option
.) Elicit til!' opinions from the class. and write up on rill' Imard tlll' paris Ill' tlu'
"'orId and the precautions to be taKL'n.
I If students are unfamiliar with timelines, gin: a few examples using the secti(lll
Timelines in the Introduct.ion (p.9).
(Iii
,I
3.9
SIESTA.
~ SI udl'nts draw tilllelines and cOlllpan~ notes. Alt.ernatively, put t1H~ tilllf~lill('s on
III(:
[iJ
iJoard in ranliulIl IJniL'r for stulil'nts to mal.L:h anri draw. Go "n'r Ih" allSIH'rs.
SfOPel,
WTeam competition
Students do the exercise in pairs. Then go over t.he answers with the class.
KEY
Use
Timeline
action through a
period
PAST
action at/around
a point of time
PAST
FUTURE
4 The second group finds a prompt which fits logically wit.h the situation and thl'n
produces a sentence in the future continuous. Example: I'll /)1 l('earing (L Iii Ilk
carl/atienl in 1n!J jacket. If it is correct, they win a point. [f nut, they forfeit
their turn to the next group who can win a bonus point before having their own
t.urn.
FUTURE
5 The second group now reads out. one of t.he remaining sentences for the third
group and so OIl. The game continues until all of the situat.ions have generat, 'd
correct. responses.
NOW
IIDcv:r
NOW
HO
..Jv,
NOW
FUTURE
I~
emphasising very
frequent action
PAST
NOW
leN'
FUTURE
vv
VV"
VARIATION
When sentences are completed, ask students to say whether there's a difference
between the future continuous and the future simple.
For example:
In 7, there's a difference in meaning depending on tense.
a) I 1l'(J/(ldll't rillY (lUI' Spanish brullch illllllf.'dia/ul/J q./lr!r lu.llch; they'll fw
/wlJing a siesla.
True
3.9 Siesta
VERB FORM
AIM
LEVEL
TIME
MATERIALS
Future continuous
1
2
3
4
5
6
7
S
9
10
IN CLASS
[2;J
Pre-teaching
72
-.,
'.J
)10
:.0,
[QJ
Substitution table
Future perfect simple
VERB FORM
AIM
LEVEL
TIME
MATERIALS
Positive
Positive
contraction
Negative
Negative
contraction
IN CLASS
Positive
Negative
question
th
es
00
t'
{ will not have } stopped.
mg won't have
Passive
By the end of the year three million will have been shot.
Passive
question
:3 Ask students to read quickly through the text to check the estimates on tli,'
board.
[]
Negative
Negative
contraction
Positive
question
Negative
question
Negative
contraction
3 Ask the students to find eight errors of form (not use) in the text in the future
perfect simple and continuous. Students work in groups to identify and correct
them.
[g Correcting errors
Positive
Positive
contraction
"",,=oo.W
[n turn, groups receive a point for locating an error and an extra point for
correcting it. If they are unsuccessful at correction, the next team has a challC!' tIJ
win a bonus point before taking their own turn.
[QJ
Ask students to complete the substitution table of the forms of the future pert'lc'ct
simple and continuous (page 152).
KEY
[g Correcting errors
L. 14: will have shot dead 2 L. 18: will also have been shooting 3. L. 19: that will
have been shot will be much higher 4 L. 23: will have died out. 5 L. 23: how many
will have been hit 6 L. 27: How many thousands of years will the kangaroo have been
living there? 7 L. 28: Why so many people will have ignored this 8 L. 31 year, won't
they?
IN CLASS
I Tcll th,' l'lass that Ihl' ;;UII gin's "IT ull ra-I'i"lt>t ra.ls II'hil'lI aI'<' harlllful to
hUlllalls.
74
{ how m=y
ho~ "'"
lying wounded before they die?
why will the public not have been
trying to stop the massacre?
why won't the public have been
. trying to stop the massacre?
3. I 2
2 Ask them what they think protects us from ultra-violet rays and why this
protection is disappearing.
Ifj CLASS
[]
[2;J
1 Give each student a copy of '2001 and the ozone story' and ask them to lind till'
answers to the two questions in A above by reading the mini-texts on till' tup
half of the worksheet.
III'
hltlln'.'.
:2 Ask till' class to work illdividually to L'llkr thl.' USe'S .III I.III' (. Ilar I. Th ('ll tllI'.\ ('all
COlli pare' lluiL'S with a lll'iglibour. tjo 11\'1.'1' till' allSW('rs.
3 Ask the students to work individually and read the three paragraphs (1-:3) UII
the bottom half of the worksheet to decide which of the three is, in their
opinion and based on what they have read, most likely to have happened hy
2000.
4 Ask students to compare opinions and then invite class discussion.
I Ask sl IId( 'Ill S 10 draw till' lillll'lilll.'S agaillst c'ach l'xalllpl( '. If sl Ild( 'Ill ~,an.'.
..
Illlfallliliar wilh lilll('lilll'S, giv(' a f('w !'xal11l'l('s IISlllg Ih(' S('('l\lIll Oil 111111'IIlII'S III
till' Illtroduc\.ioll I p.!l).
.
...
:2 WIiC'1l tlll'v ha ... !.' drawll till' lillll'lill('S, ask tllt'lll til C(llllp'll(' III pails. .
.
AIIl'nrativ'('ly, draw till' tillll'Iilll's ill ralld(1l1i onl!'r Oil till' hoanI Illr slwh'llls 10
llIatch alld draw. (io ov,'r I.Il1.' allSWI'rs.
[g
SIIIIi<'lIls work ill pairs 10 cI)(llrasl 11((.' sl'ls of SI'III('II!'I'S. lio ov('r IIII' allSIV,'rs.
2 Ask the students to work individually to answer the questions 1 to 3 below tli('
texts.
3 Get the class to compare their answers in pairs and then go over the answers.
KEY
Example sentence
Use
Timeline
situation
extending over a
future period
PAST
action completed
shortly before a
future point
PAST
action completed
at an indefinite
time in a future
period
action repeated
at indefinite
times in a future
period
NOW
FUTURE
J'~'
NOW
FUTURE
,"00
I
PAST
NOW
I
PAST
'FUTURE
l,00
l<
NOW
Ik
FUTURE
ZODO
Highlighting and summarising four uses of the future perfect simple, Contrasting future perfect
simple and future simple
Upper-intermediate to advanced
25 minutes
a)
One copy of 'Ozone - a thing of the past or future?' for each student (page 154)
a)
means narrowly.
76
II
113
3 \.\
VERB FORM
AIM
LEVEL
TIME
MATERIALS
IN CLASS
[6J
Pre teach:
:2 Give each student a copy of 'By the time you're lOO .. .'
:3 \Vithin the groups the students decide which of the estimates they think an'
correct.
~ Pairs comparison
I Pair students off, one student in each pair from group A and one from grou/, ll.
:2. The students in each pair tind out the estimates agreed on in the other gmll/,.
They have to use 'wlt- questions, e. g. HUll' III ill !./)... ?, HolV 1II.uch. . .. ', !I(JII'
Jell: . . ?, etc., and they have to use the future perfect simple, e. g, H() II , 111(/ Ill/
]JI'rSOII
The teacher monitors for errors and then goes over the errors and the aJISIH'rs.
[g
r ,.'
IN CLASS
PPOI'~I
PROBLEf'-lS. PROBL::i'-lS.
Personalisation
1 Ask the students to work out individually estimates for their own consumption of
SI'I'/)
Arrangl' tlH' class in small groups of two t.1l four and giVl' ('ach st.util'lIt a
'Problems, problems, problems!'
('11/'.1'
"I'
:2 Ask the class to work individually to read the three situations t.1l t.ry til wllrk 1I1i1
what. they are and to unscramble the jumbled sentelll'es. (Tell thelll Ililt. III IIII.'~
at the questiolls on the right. yet.) They l:all thell discuss solutiulis wlthlll IIii'll'
gwups.
:3 Invite a cross-group comparison of ideas and unsl:rambled sentences and dis"llSs
the answers wit.h the class.
[g
Tell the class they are going to answer questions on the use of the future pl'rl"','1
continuous. Get them to work individually to answer the questions on the
sentences they have just unscrambled. Then discuss the answers with the class,
KEY
78
I!!
115
PERFECTION AT LAST
J 16 WHAT FUT'JPf'
VERB FORM
AIM
LEVEL
TIME
MATERIALS
Future simple, future continuous, future perfect simple, future perfect continuous
Correction of errors of use in the four future verb forms
Upper-intermediate to advanced
40 minutes
One copy of 'What future?' for each student (page 158)
IN CLASS
IN CLASS
[6J
[6J
1 Ask the students to work individually to enter the concepts in the chart and tu
answer the TrlejPaL'ie question. They then compare answers.
[I]
I If students are unfamiliar with timeIines, give a few examples, using the section
2 They receive one point for identifying a correct or incorrect sentence and on('
m()rt' point if they can successfully correct a sentence with a mistake in it. II"
2 Students draw timelines for each example sentence. Alternatively, put timelines
they are unsuccessful, the turn passes tll the next team who take over the
previous team's sentence for a bonus point befure continuing with its own tUrli.
KEY
Students answer the questions and compare answers. Discuss the answers with the
class.
KEY
Use
Timeline
action continuing
up to a future
point
PAST
action completed
shortly before a
future point
PAST
actions repeated
in a period before
a future point
~!OW
FUTURE
vvvvvH
NOW
FUTURE
/1JVVlJ1
PAST
NOW
XXXXfX*
True
1
2
3
4
5
6
7
8
9
10
Example sentence
80
Team competition
FUTURE
Future perfect simple, future perfect continuous, future simple, future continuous
Communicative practice of four verb forms with future reference, contrast of these verb forms
Upper-intermediate to advanced
30 minutes
One copy of 'Futuristic city?' (pages 159-160 for each pair of students; Divide the sheets into the
two texts, A and B.
,'-;1
3. r 7 FUTUPISTiC CIT r
It,j CLASS
[6J
:\sk till' class which cities arl' the largl'st in the world; ask them what particular
prohlems the,\' racl' ane! what prohlems they will encounter in the ruture,
[]
,<
[3'
'\
./
[g
,\sk III!: st.udents t.o ruld their sheets so thai only tht' inrormation boxes an'
visihlt"
~
Pair stlldl'nts o IT, IJlle rrom gl'llup A wIth !Jnl' rl'!>lll group B,
:3 Ask tilL' pairs t.o compare vl'rsions or the story using til(' information hOXl'S as a
prompt allli to find ruur dilT,'rt'lIces iJet:wel'n thl'ir \'!.~rsiuns,
-I (jo ol','r thl' dirrerellces wilh till' class,
KEY
'0
C
co
iii
G3
-g
C"o'
,!Q
=>:5
=>
Text A: la) almost 30 million 2al 1994 3b) 1980 4cl no information 5a) 12,000 tons
each day 6b) before the turn of the century
Text B: 1bl 30 million 2b) sometime in 1995 3cl before 2000 but we don't know
exactly when 4al before the year 2000 5a) 12,000 tons each day 6al only at the turn of
the century
>N
.c.
;;:
OJD
c 0
0,2
OJ
:5
en
'OJ
or more
Ci5
>
co
_ :>.
co
.~
enOJ
~~
C"E
o OJ
OJ >
E'-=
o c
0'-
0.'0
OJ
-'"
en
OJ
=>
g'1-
'w
:;:;
.D C
OJ
'0-,
OJ
=>
OJ
01
co
.c. u
I- en
(")5
OJ
>
'51
.c. en
OJ
I
II
82
en
l-iU
:;; ;;:
8 00
-'
'"
::i
o0-,
-g:5
8 '
OJ
OJ
en E
0
_co u
'co-
s:
co
",'
(1-)
I2
~llNICO;JTEXT5
1.2 - Mini-contexts
Look at the following examples of the present simple tense anc! answer the questions.
2
jf,
~
.'
-"
!/l.
6 a) Who is speaking?
b) Who is he/she speaking to!
c) Why is he/she speaking?
arrive.
TheGuardian
(/;~'"
.:
London ~ Brighton
were
correct order.
abOut
hour km
Eareh
107,000
The
:- -
at
8 a)
YTHE AUTHOR:
Josceline llivesl in London with her husband,
journalist and broadcaster David Dimbleby, and
their three children.
b)
---4;1'---..-:
_:>
_"---'.----~~, '.--<,-'>--
II a) Which review is
i) ofa film?
ii) of a TV documentary?
b) Which tenses are used in
each review and why!
an
84
together
roped
10 Penny:
..~. John:
,
Penny:
___
)
/
By a Staff Reporter
Two boys believed to
be from London ~
and seven others were
injured in the Snowdonia mountain range
yesterday. The boys
_ _ _ minute
Guardian?
~ a
I arrive.
as soon as
What is The
~_---..f-.-"
Jill:
John, have you heard the one about the swimming pool!
No.
Well, there's this man in a swimming pool and he goes to the top of
the diving board and he's just ~bout ~o dive off when an atte~~ant ,
~i
comes rushing along and says, There s no water In the pool. That s
alright: says the man. 'I can't swim anyway!'
a) What does 'the one' refer to!
b) Are there any past tenses in the story? If so, what are they! If not, why not?
2.30pm
llU OUl'
:f,~
Yesterdays
Legwork
BERNARD BRADEN
MARGARET COLIN
First in a new thriller
series introducing
beautiful private eye
Claire McGarron, who
rWlS her New York
business with a little
help from her police
lieutenant brother. In this
opening episode Claire
becomes involved in
murder and drugs
smuggling when a client
is killed as he is about to
pay her the money he
owes her.
Television.
FILM RESEARCH
CRAl!AM MUlUlAY
Claire McGarron
Margaret Colin
Tenance Considine
Timothy Carhart
Haddix Bowman
Peter Crombie
instructions
habits/routines
fictional plots
!~Y~K....s--IN~D~O~F~
scientific facts
1.3 - Personality
personal timetable/schedule
public timetable/schedule
II
\)
~~
OJ
.~
1!OJ
<:
Example sentence
t3
"""~
w
...
'"
OJ
5l-
I
w'<: a
:n
OJ
OJ
.~
OJ
d: .~
Use/funcrion
{ DAY
7 a) Australia mourns
b) Two boys die on mountain
la~ll1l~tt~'n
PART B
permanent situations
True/False?
"
81i
I4
14
DESTiNATiON
Earth to
DEPARTURE
Times
Venus
Daily
0400
2000
Dally
0700
1900
Mercury
Sun
Mars
Jupiter
Saturn
Uranus
Neptune
Pluto
FLIGHT TIME
Days Hours
ARRiVAL
Times
11
G$270
Daily
0500
10
G$6CO
29
0.tondays/
Thursdays
2300
53
G$2,6S0
Daily
0200
102
Slow
Shuille
Mercury
Days
S!andar,j
Shuille
Sun
Green
Nian
S'ow
Shuille
Jupiter
Jumbo
Slow
Shuttle
Seven
R,ngs
Stand arc:
Shullie
Sunny
,vlonthly
lirst
Sundays
03.30
174
I\lonthty
221
Jupiter
G$15WO
Uranus
Voyager
Super
Shullie
Gt22JOO
,"ng
i'leptune
Super
Shuttle
Pluto
Discoverer
Super
De Luxe
Shullie
03.30
3:i
Daily
2400
0600
12.00
'800
12
Space
Drifting
=:Iady
20
Daily
1200
2100
Dati','
Daily
1,:00
Mondays/
Uranus
Sundays
0100
vVt.!(JneS(j3YS
3j
hours
later
G$6 J
1200
G$',J50
SunshJner
De Lu/2
At sunflse
C,ScS]
Cosmos
Oueen
Super us : I,'"
Shuille
Earthling
De Lu,e
Shuttle
Ct,c-\r-T
SERViC:
Venetian
Stand31<J
Shuille
G:k.?I~:
6
1500
Gk3C
2000
26
CiX: ,~!~,~
Ivh~rl~urv
II
Standa,,1
Shunk::
~>'+(.'r
SUnd:]r<l
ShulliG
Cir(::en
Standard
~:;I
;r
Man
Shuttle
!:~j'
S!anejarlj
Siluille
J"pid
1501J
53
Cj'tC _,~_
10
! 1 00
113'
17
18
Pluto
Monthly
Sundays
0800
240
Earth
orbits
Every hour
on the hour
Sun
Sightseeing
Tuesdays
24.00
Space
Drifting
Dally
12.00
:.:,.r,-,rrl
Ou""n
Stan,jar<l
Shul!le
Star
Standarci
Shuille
G:E>:::
Neptune
tiipper
Standard
Shuttle
G$2ol":
Pluto
Standard
G$-:
G'Jbal
Sp'nner
De Luxe
Shullie
G$'~CC
S"r.
Sizzler
De Lute
Shut'le
G5':O
Da1iy
GS:CC
Gr:;-2r
De Luxe
Shuttle
G3'J :.:
0900
181
SDEED.
STOPOVERS
C$~:O
2100
Fortnightly
Saturdays
2300
ShuWe
Cljud(-::s~~
0900
Neptune
PRICES
TIMES
G$'SC
21
1600
G$3'OCO
PRC"
Ga:ac/.e
2300
11.00
! tlurS(jays
0700
06.30
23
ARRIV,4L
Times
17
0900
Saturn
Gtbc':O
0300
':lady
'600
88
Mercury
)Aaglc
FLIGHT TlII,IE
Days Hours
DO!"3fs ,'~EI
0900
Sun
Sightseeing
SPEE::
STOF::'.EfiS
Dally
0600
1800
1500
10
Wednesdays
0430
PRICE3
TIME:':
Super
Shullie
Venus
Mars
G$2~O
20.00
fuesdays/
Fridays
15CO
at sunnse
Venus
VISitor
22.00
15
first
Earth
orbits
DEPARTURE
Times
Gt2CO
1500
0300
Daily
not Sundays
1200
DESTINATION
Earth to.
CRAFT
15.00
07.00
SERVICE
PRICE
Galac!Jc
Dollars (G$)
GALACTIC IHIJTrLl
Uranus
1700
16,00
3
3 hours
later
13
2400
1-5
Variable
8!)
1.5
FUTURE ACTION
I "';
P,\f-' r
/.
Conjunccion
When
a) the kettle
As soon as
b) smell fire
Until
c) Majorca
After
Before
By the time
f) rain
Once
The minute
h) sun/set
i) plane land
The moment
j) telephone box
90
Ronnie !was c1eamng! his teeth one morning. What a nuisance they are, he was
thinking. Teeth are daft! Always needing
cleaning - they're worse than shoes!
Though shoes get muddy. At least teeth
don't get muddy - not unless you start eating fields.
b)
As Ronnie!is cleaning!his teeth one
morning, he sees a message written in
the toothpaste: 'HELP!' It reads, 'I AM A
!~~~~~~~M~U__ C_~H~T_IM_E~!'__~__~~~
PRISONER IN A TOOTHPASTE
FACTORY!' Later there is an even more
urgent appeal: 'HELP! THERE'S NOT
'1]
I 7 WE ARE
CONTNUI~IG
PRESENTLY: PART 8
18
Time Box
1.8
IB I N G
TINE BO.
<>
Write the following uses of the present continuous in the correct place in the table.
emphasising very frequent action
setting the scene: telling a plot
temporary situation
Example sentence
1
2
future arrangement
Use
A EMPHASISING VERY
FREQUENT ACTION
Timel;ne
Frequency
'1
1
1
2
2
3
4
C TEMPORARY ACTION
FORA PERIOD
E FUTURE ARRANGEMENT
NOT SURE?
92
9:3
I8
TI~IE
BOX BINGO
I9
This is Peter Snow reporting from London. As I stand here, the rain is pouring down.
Nowadays the population in all countries is decreasing. However, the population of the
elderly is increasing due to better standards of living.
2 These days many families worldwide are having to restrict how often they eat meat
because it is becoming too expensive.
4 Don't forget to knock hard; I'm often working in the garden at lunchtime.
3 The world is currently undergoing a change in climatic conditions. The weather is more
difficult to predict and winters are starting later.
4 The English are destroying their own language. At present people are not follOWing
traditional grammar rules. For example, the difference between I shall and I will is
disappearing. And if I was you is replacing if I were you.
8 Sometimes he's resting at this time 9f the day, so don't ring him now, ring him later.
5 In many countries jails are full or overcrowded and for the time being the crime rate is
going up.
6 For the present young people are follOWing fashion and there is not very much
difference in their dress.
7 The Russians and the Americans are being very open about their nuclear policies these
days. Other countries are not being so cooperative.
12 Don't worry, he's coming. He's putting on his hat at this very second.
8 Right at this moment 7,000 man-made objects are orbiting the Earth and this number is
increasing daily.
9 It is not a good idea to visit countries in the northern hemisphere in October because
they are usually having their annual invasion of tourists then.
15 We're not having a holiday next year. It'll be too difficult with the new baby.
10 The poor are always accusing the rich of being lazy and badly organised financially.
16 Hurry up! They're broadcasting the match at this very moment.
II The economy of all countries is booming now and everyone is importing and exporting
more than before.
18 Look at the rain! Just think, we're generally camping by the sea at this time of year.
19 It's very difficult to do any work, the children are constantly interrupting me.
12 At the moment the Brazilian government is controlling the cutting down of the Amazon
jungle and the world is not losing its oxygen supply. The Amazon provides a high
proportion of the world's oxygen.
13 At the moment the quality of life is improving all over the world.
14 Romeo and juliet has a great plot. One day Romeo is fighting in a war when he suddenly
sees a very beautiful girl trying to escape from some soldiers.
94
I 10 PROGPESS REPOPT
A Usually at seven.
B Any minute now if there are no more delays.
A Several times a day as long as the competition lasts.
B Every now and then.
A Thank you.
B I'm sorry.
"
A And then?
B Don't worry, I live just up the road.
1.10
Progress report
A Usually at seven.
B Any minute now if there are no more delays.
A
B
A
B
A
B
A Thank you.
B I'm sorry.
10
"
A
B
12
A
B
A
B
A
B
A
B
17
IB
19
20
21
A Once a day.
B Three times a day but only until Christmas.
A
B
A
B
96
A Once a day.
B Three times a day but only until Christmas.
A Usually at home.
B I haven't decided.
A So I suppose you aren't eating bacon.
B So I suppose you don't eat bacon.
PROGRESS REPOP.T
91
I 10
PP.OGRESS P.EPORT
CUbS
I II
1.11
=:
!~y T!~
\[\
~1~2~3~4~S~1~2~3~4~S~1~2~3~4~S~1~2~3~4~5
V.l i(
r~
TODAY
MAURICE
i~
t~Le
.. ~]
<7-'-';'
\!~\~.~
~;;.~
i.";.}
0.-."
j-:,
(~j
t[0iJ
~L
f~
TODAY
-Ei:J.) u,ui.
~~~f~l
. .cc __~~)
~===iJ
Q;~
TODAY
r..::.-J..-.
GREG
FRED
~1~2~3~4~S~1~2~3~4~5~1~2~3~4~5~1~2~3~4~5
6---;J
f-;}J
tj)
('::J'
~)
t:;:l
C;,
b..~
v~
C~~
b7J
tit' (;::.:
t'
c.~:'''J
(" . . :,
~1~2~3~4~S~1~2~3~4~S~1~2~3~4~S~1~2~3~4~5
~~
::...'l.;-~
:.r;:DJ
TODAY
l:=ti3 ~~
2:1.r:}
G~'] ~ ~ ~~
t~:._:,
TODAY
~1~2~3~4~S~1~2~3~4~S~1~2~3~4~S~1~2~3~4~5
~~0Q~~~~~~~~0~~~~~
~1~200300400S001002~3~4005001~2~3004~SOO1002003004~5
&~~~~~~~~~~~~WW~~~~~
TODAY
,~~
~
EDWARD
~1~2~3~400S001002003~4~5001002~3~4~SOO1002003004~5
tr-::
>:~,
:)
<$V<)
&/0
f/()
(~~
t5f)
q'j)
"'r-:>
6j.)
670
'N~
001~2003~4005001002003~400S001002~3004005001002003~4~5
~~~~~~~~~~~~~~~~~~~~
TODAY
til
TODAY
(:',::';-,
TODAY
~~~~ljl~l
,0
TODAY
([,)i~blS::~~~~\
~_~~i- ,,~:(T)
~~?~l
~1~2~3~4~5~1~2~3~4~5~1~2~3~4~5
ff
Q; EN) Q
6W E'W
Cf? Ep
t;;)
t;.<)
~1~2003004005001002003~4~5001002~300400S
~. ~ ~j) ~~ ~~@W @I
"-.J
O:J 6<2
~ d9
/;"-"\;,
'-::!~: JJ< .
::..~,:!)
STEVE
G."0 Q
~<)
G:;)
t;:I;
~ @'0
~O ~ ~ C':'
~1~2~300400S~1002~3~4~SOO1~2~300400S001002003004~5
~~~~Q~~~@@~~~~~~~~~
~1~200300400S001002003~4~5001~2~300400S~1002003~4~S
~)
"'.
,2-"",/
'--b'~
TODAY
.~
.
~gr-J
ILl,,>
_:~,-:'
l:;~\ ,:;~;;:.
t"l
1;.1,
TODAY
.~=v-~~~
~
PETER
DAY1 DAY2 DAY3 DAY4 DAYS DAY1 DAY2 DAY3 DAY4 DAYS
'T' ::'r)
98
' *,
:-r>
:-~
~r)
'-f)
t.y:'
::I~
::j!'
001~200300400S001002003~4~5
(;f'
tf'
':f;)
Cj:J Q
I:r';, '1"
!I!I
1 13
Ii:'
Pf:f-.'H:C
.~~,( )IG:
1.13
I . 12 - Perfect Choice
:-----~-'-. .r
"
Substitution table
Positive
I--
Positive
question
Negative
---
they
He. she, it
_.'
Negative
question
Tag
question
100
1(contraction) ____
(long form)
(contraction) _ _ _
(long form) _ _ _
(contraction) _ _ _
==
(long form)
(contraction)
(long form) - - (contraction)
(contraction) ____
They
He
(contraction) _ _ _
(contraction) _ _ _
Africa braces
itself for
new plague
charge __ Clark. - - - - - - !I
Tim Radford
Science correspondent
a) Were the rains recent or a long time
1111
I 14
PP.ESE~IT
I IS
TENSE
t10~IH
If',
I indefinite past I
recent action
Timeline
7 a)
Example sentence
Use
[[]
[rJ
3 a) Experts who have been with the FAa for years were amazed.
b) Experts who were with the FAa for years were amazed.
Are the experts still working for the FAa in a), in b)?
4 a) Other countries are waiting until international meetings have been held in two months time.
b) Other countries are waiting until international meetings are held in two months time.
Are these countries waiting until the meetings are over or until they begin in a), in b)?
5 a) Other countries are waiting until international meetings have finished.
b) Other countries are waiting until international meetings finish.
There is no objective difference between the two sentences.
True/False?
Which sentence emphasises the completion of the event?
When you use the above time references with the present perfect simple
and the past simple, there is a change of meaning.
True/False?
102
1.16
I 17
Definitions
Time expressions
ever since
just (=recency)
b) until now
yet
lately
d) a past point
so far/up to now
ever after
B: We stayed in Majorca.
yet
lately
ever since
just (=recency)
until (yesterday/last year/three days ago)
that (Winter/Easter/day)
before now
until now
last (year/month/week)
--- ---
tense
l
Q2]
104
so far/up to now
ever after
the other day
(three weeks) ago
when (+ past evenr/state)
after (+ past evenr/state/time)
before (+ past evenr/state/time)
since (last nighr/I was a girl)
yesterday
With all the above time adverbials you can use the present perfect simple and the past simple. True/False?
105
1.18
116
A perfect match
until now
MoU I!lun
yesterday
AepJalSaA
on Friday
I never heard
that excuse
since Friday
asn:>xa le41
pJea4 JaAaU I
B already
AepU::I a:>uls
It was really
hot
C yesterday
0 lately
lately
E all yesterday
F yet
104
AlleaJ S8M II
"Ialel
Has she
worked here?
AepP::I uo
iaJa4 pa~JOM
a4s seH
before now
I worked here
G ever since
K up to now
lsel lilun
so far
M since Friday
N JUSt (=recently)
inoA aas OJ
awo:> a4 P!G
We've only been
late once
a:>uo al81
uaaq AIUo aA,aM
I've seen that
film three times
SaW!1 aaJ41 WI!)
je41 uaas aA, I
Have you finished
reading the paper?
MoU aJO)aq
the other day
aJa4
pa~JoM
Je) os
I was a
vegetarian
R so far
ja"
already
ApeaJle
MOU 01 dn
just
I haven't broken
any bones
ever since
6 I was a vegetarian.
sauoq Aue
l,uaAe4 I
a:JU!S JaAa
ua~oJq
all yesterday
He's left
jsn[
ljal s,aH
She's stayed in
bed
yet
We haven't run
out of petrol
after the
accident
10Jjad JO jno
unJ \,uaAe4 aM
luapl:J:J8
a41 Jall8
paq
U! paA8jS s,a4S
106
jaA
on Friday
P before now
5 last October
uepejaBaA
e seM I
He lost his job
Q until now
yet
up to now
4 He's left.
AepJajSa" 118
1.19
I 20
TOWNSCAPES
1.19 - Townscapes
~
Camford 1986
ALBERT:
BERT:
ALBERT:
BERT:
ALBERT:
ALBERT:
a)
b)
c)
d)
e)
t)
2 a)
b)
c)
d)
Oxtown now
108
True/False?
True/False?
True/False?
True/False?
III!I
123
a) You've been working on the same problem for the last twenty
years.
b) You've worked on the same problem for the last twenty years.
C..\SSETn ':,1'
\.J
'0
"
Z"
.0
e) Let's wait until we've been working here for a few more years.
fj Let's wait until we've worked here for a few more years.
a) This greenhouse has been standing here for thirty years and
now they want to pull it down.
b) This greenhouse has stood here for thirty years.
E
Now
Now
Now
Years
6
Now
Now
Now
I've painted the house blue. (Thank goodness that job's over!)
I've been painting the house blue. (I hope to finish it on Monday)
Here the present perfect simple is used for finished actions. The present perfect
continuous describes actions which are clearly incomplete.
2 There is no objective difference when you use a specific time, e.g. for, since, all my life.
b) I've flown jumbo jets all my life. (And I can't see myself flying anything else.)
I've been flying jumbo jets all my life. (But next week I'm changing my job.)
12
"
10
Now
Now
Now
a) I've studied the stars for years and I still know very little about the Milky Way.
I've been studying the stars for years and I still know very little about the Milky Way.
The differences can only be subjective. In a) the present perfect continuous emphasises the
extended period of time and the ongoing process. In b) the present perfect simple sees the
situation as permanent whereas the present perfect continuous sees the situation as temporary.
So in these contexts you cannot make a grammatical mistake! However, if you want to
show a subtle difference, you need to think carefully about the choice between the two verb forms.
Now
IlO
Now
Now
111
123
CASSETTE SALES
I 24
a) Sales rose dramatically about six years ago and have remained stable ever since.
Part A
b) Sales have not changed for the last six years and are continuing to be stable.
Cinemas open
Inflation rate
c) Sales fell sharply 6 years ago, have remained stable for the past five years and are
increasing slightly now.
200.000
4000
20%
d) Sales have risen sharply over the last six years and are continuing to increase.
150.000
3000
15%
e) Sales have fallen sharply and consistently over the past five years.
100.000
2000
10%
f) Sales have been increasing slightly for six years and are still going up.
50.000
1000
5%
g) Sales rose slowly five years ago and have been decreasing slightly ever since.
Now
1950
1950
Now
1950
Now
h) Sales have fluctuated for the last six years and are still going up and down.
i) Sales fell dramatically six years ago and have remained stable ever since; they are
continuing to be stable.
Road accidents
40.000
400
30.000
30.000
300
20.000
200
10.000
100
j) Sales have slowly decreased for the past six years and are still going down.
k) Sales went up sharply about five years ago; they dropped immediately, remained
stable and are now increasing again.
20.000
I) Sales went up rapidly five years ago and then decreased sharply; they have been
stable ever since.
40.000
10.000
1950
Now
1950
Now
1950
Now
Part B
Deaths caused by hear-. attacks
150.000
50.000
1950
Now
Road accidents
Inflation rate
20%
3000
15%
2000
10%
1000
5%
1950
Now
1950
40.000
400
30.000
30.000
300
20.000
20.000
200
10.000
10.000
100
Now
1950
Now
40.000
1950
112
Cinemas open
4000
Now
1950
Now
11I1I1I1I1I1I1I1I1I1I1I1I1I1IIII1IIII1IIII1IIII1IIII1I1I1I....lIlIlIlst~.................................................................................
1.25
I 26
r-lI',:
:1 :
Somebody came/has
come earlier but
nobody was at home.
8
This is the first time I
saw/have seen so much
blood.
A: I found/have found
the corpse at five.
B: That's nothing
unusual. I have often
found/ofcen found
corpses at that time.
The photographer
hasn 'c cake'l/didn 'c
cake any photos yet.
is
2
10
II
10
have
2
A: That's a terrible
scar on his forehead
10
you
2
12
13
have
2
10
14
7 I got to the airport an hour ago and there's still no news of my wife's plane.
wife
7
10
15
8 I still haven't heard from anybody.
Nobody/somebody has
ever seen such a
terrible crime.
has
we
10 They went to Hong Kong last year, the year before that, and the year before that!
---!
10
20
19
18
17
9 We haven't had a thunderstorm for ages.
114
DE ..\OL
Apparently somebody
heard his wife saying
to him: 'I've been
looking for you all
week because I want
some money for that
vase you broke/have
broken.'
B: A gun.
21
fRUIT ;-IACHINE
"
116
"Excuse me. I
wanted to ask you a
favour - I wondered if
you could give me a
push?"
jOt l
D
D
D
several actions?
It didn't happen.
PAST,~
2.2
117
c"
2.4
PAST A JOKE
SetB
SetA
SetC
Set 0
I buy
I bear
I break
I begin
2 cost
2 bind
2 bring
2 beat
3 draw
3 build
3 catch
3 bend
4 fall
4 deal
4 choose
4 bite
5 fight
5 dig
5 cut
5 blow
6 fly
6 drink
6 drive
6 eat
7 forecast
7 find
7 freeze
7 hit
8 grind
8 flee
8 grow
8 know
9 hang
9 forget
9 lose
9 lean
10 hide
10 lay
10 ring
10 learn
II kneel
II lead
II sell
II mow
12 leap
12 let
12 set
12 ride
13 leave
13 put
13 shrink
13 rise
14 light
14 read
14 sing
14 send
15 make
15 say
15 sink
15 show
16 meet
16 shoot
16 spell
16 shut
17 pay
17 shake
17 steal
17 spell
18 shed
18 sit
18 swell
18 spend
19 slide
19 speak
19 take
19 stick
20 slit
20 spill
20 tell
20 stride
21 sow
21 swear
21 throw
21 strike
22 sting
22 tear
22 tread
22 swim
23 swing
23 wake
23 weave
23 think
24 win
24 wind
24 write
24 teach
118
VOLLEY BAlL
True/False?
True/False?
True/False?
True/False?
True/False?
True/False?
True/False?
True/False?
True/False?
True/False?
True/False?
True/False?
lH)
Longman Group UK Ltd 1991
2.6
CONTINUOUS
Cmllc.'.I~
Nobody knows the answer but a good detective should be able to find the
'grammar crimes' in the past continuous:
10
II
12
I]
14
IS
16
17
18
19
20
21
22
Around three o'clock on the night of August 31st 1888, Polly Nichols was
being followed through the dark streets and alleys of the East of London
by the legendary Jack the Ripper.
As Jack the Ripper was killing his first victim, the rest of London
was sleeping peacefully. In fact the police was patroling the street of
the murder, Buck's Row, half an hour before the body was found by two
market porters. They're examining the body to see if it was drunk or
dead, when they decided to look for a policeman. When Polly's body was
discovered, she wasn't wearing good quality clothes, so the police knew
they weren't looking for a thief. There was another mystery. Why she wasn't
living with her husband and children at the time of the murder nobody
seemed to know. Around the time of the second and third murders,
both of which happened very early on Sunday 30th September 1888,
some people were sing and dance in the nearby streets. Was not the
murderer killing for pleasure or he was killing for some other strange
and horrible reason! It is obvious that after three brutal murders, the
residents were becoming extremely frightened. In fact the Ripper was
being so vicious that after the fourth one most people wouldn't go out
late at night. Many people investigated the murders and one theory
was that Jack the Ripper was a member of the Royal Family.
Were hiding some of the evidence the police! That is also a theory
never completely forgotten.
The arrival of a
policeman
interrupted a thiers
attempt to rob a
jeweller's shop. The
policeman arrived
when the thief was in
the middle of
throwing a brick at
the window. lie
claimed the
jeweller's was not his
target.
IN CASE
OFF'''E
BReAK' G
... lA55
'I-:-J
'@I
~
....
I
I
A 'Honestly, Constable, I
at the
_I
alarm when
along.'
always
until
Substitution table
twenty-second
, Eva.
Past continuous
Positive
Negative
Negative contraction
--- ---
'-
In rather difficult
circumstances
Smithers's boss
inquired very
carefully and very
politely about a
certain office key_
for a thief.
Questions:
Positive
Why
--- y--
Negative
Why
---
Tag
---
Passive
Polly
---
---
120
r___
me, Mr Smithers,
w _ __
4
whether _ __
5
[--
for a thief?
for some strange reason,
---
___ I
cupboard.'
1:21
, 6
CONTI~IUOUS
CONTEXTS
1
I
In the USA a woman reported the theft
of her purse to the manager of a
department store. Back at home she
received a telephone call to say that she
could collect her purse as someone had
handed it in. However, burglars used the
time she was on her way to the store to
break into her house.
27
CONTINUOUS COr'ITIII'X.
D While she _ __
Write the uses of the past continuous in the correct places in the chart.
simultaneous actions
department store,
interrupted action
her _ _ _ .
Example sentence
Use
Timeline
Melbourne.
,
It was the middle of the afternoon in an
After some time a shark suddenly bit off his leg and
!
6 While she was returning to the store,
leg _ _
Another shark
rn:J
Now draw the timelines for the sentences in the chart above.
10
2
3
successful
target practice
One of the worst misses in military history occurred during a
three week training session in
Portsmouth. The incident involved a destroyer ship and its
crew and a tugboat.
'I
The least
he met Eva.
'clock in a),
1),
~.)
~____~
__
'8__S_EA_S_A_G_A_________________________________________________________________
___________________________________________________________________'_8__S_EA_.C_,!,_,,_:'-,
Read the story and number the pictures in the correct sequence,
Read the story and number the pictures in the correct sequence.
True or false?
True or False?
I The ship was in the middle of a four month cruise.
2 The ship was in the process of crossing the Bay of
Biscay.
3 The writer saw the captain on his way up the stairs,
4 First alarms rang and then sailors tried to lower a
boat into the water.
S The crew had had problems with the boats on several
True/False?
True/False?
True/False?
True/False?
True/False?
True/False?
1991
True/False?
True/False?
True/False?
True/False?
True/False?
occasions.
occasions.
134
1991
True/False?
U:>
210
29
f..SSAr~l:
PERFECT TE.t.. - IS IT
r\
Goalkeeper Pierre Vannier was sure that he would not fioor window. InstInctively, he threw out hIS arms and
be re-selected for his local football team in Ferney, caught her.
'It was like saving a hard penalty shot,' said M
near the French-Swiss border. He had made only one
successful save that season. However, this was soon to Vannier. 'It was a shot I couldn't afford to miss,' he
added modestly.
change.
For further news, Pierre and the young girl's shock
Pierre had left home for a stroll at three in the after
noon on January 5th 1984. He had been out for only five ed parents had to wait until the ambulance arrived emd
minutes, when the opportunity for him to make the took her to hospital. Marie-Jeanne had nothing worse
save of his life presented itself. He had rounded the than a broken arm l For news of his place in the team,
corner into the Avenue des Alpes when he heard a Pierre had to wait for a week until his team manager
child's screams. Looking up, he was just in time to see and trainer had discussed his selection. To his delight,
five-year-old Marie-Jeanne Musi falling from a fifth his place in the team was assured!
The Book of Narrow Escapes
Underline all the examples of the past perfect simple in the story.
Penalty shot
Substitution tables
Positive
PEt'J,.=Lfr ',1-1<):
1_-
ffi--
rn:J
---
--Why
Negative contraction
-----
They
Passive
---
Passive question
Tag
3 How tong after the start of his walk did he have the
chance to save the girl?
m ___
m ___
Example sentence
Use
Timeline
She _ _
---
m___ tea for twenty years before Emma told her about
warming the pot.
---
We ___
--- ---
--How long ___ y___ - - - m ___ tea before Emma told you
about warming the pot?
Why _ _ y - - _ __ m ___ tea properly before Emma came
to stay?
We ___ - - - m ___ tea for twenty years before Emma told us about
warming the POt, ___ - - - ?
[Q]
I
True/False?
Now draw timelines for the three sentences above in the chart.
,)~
126
I ~I
2 10
PENALTY SHOT
2.1 I
[I]
Here are some statements in the past simple about the story of 'Penalty shot'.
Are they True, False, or is there No Informacion given in the story?
I
2
1
4
Pierre Vannier saved only one goal in the 1984 football season.
Pierre went out for a walk at three pm on January 5th 1984.
Pierre strolled about for five minutes when he heard the girl's screams.
Pierre turned the corner when he heard the screams.
True/False/No
True/False/No
True/False/No
True/False/No
information?
information?
information?
information?
PUt a tick (V) if these statements are correct or a cross (x) if they are incorrect.
a) The past simple can always be used instead of the past perfect simple without changing the meaning.
b) The past simple can sometimes be used instead of the past perfect simple without changing the meaning.
c) The past simple used instead of the past perfect simple changes the meaning of a sentence with when.
[]
Summary table
Put a tick (V) in the appropriate column if the statement is true of the example sentences
and a cross (X) if it is not true.
r-
'There is no smoke without fire': There is no past perfect simple without a past simple
When a verb is in the past perfect simple, there will always be another verb linked with it in the
pastsimple in the same time period and in the same text (although not necessarily in the same sentence).
r-'A rose by any other name smells as sweet': The past simple can sometimes be used in
place of the past perfect simple without a change of meaning.
~ y
'V
Pierre had saved only one goal that season. However, this was soon to change.
Pierre had left home for a stroll at three ... he heard screams.
Pierre had strolled about for five minutes when he heard screams.
128
1~\1
12_.1_2_FLA_SH_B_~._CK_.------------------------------------111
2.12 - Flashback
; j :,
then/
sit/
lie down
feel/hungry
eat/dinner
Lord Chomley was shot at about eleven pm at his country house one fateful night
in July.
Lord and Lady Chomley had sat down to dine with eleven guests at nine. About
tWO hours later shots were heard and Lord Chomley's body was discovered in the
library. Some guests had already left by this time.
Detective Inspector Peter Piers-Simple, known as 'The perfect detective', was
called to the scene and ordered that any guest who had left the house should be
brought back for questioning. Piers-Simple soon realised that five of the guests had
plotted the murder together. The five were so nervous that they contradicted
themselves. Here are some extracts from what the Chomleys' guests said when
interviewed. Read what they said and find the five guilty parties.
break in/house/
find/favourite cheese/
fall asleep
Lachelle/France/
three bottles/
1964
champagne/fridge
Lady Chomley
feel sleepy
morning/arrested/
Lord Aston
upstairs/spare bedroom
The Duchess of
Crewe
H G C
Flashback I:
E D
Flashback 2:
E H
G C
Flashback 3:
G B C
F H
Connectors
Use only and, but.
Do nor use rhese connectors:
after
before
when
Prince John
Sheila Baker
130
7 : { ~ i, L
Obviously sornebody
murdered Lord Cham ley once
I left the house .... Obviously
somebody murdered Lord
Chomley once I'd left the
house.
Elena Ricnby
Frederick Baker
Lieutenant Tenant
Colonel Kernel
4
~
2.13
14
I had just been thinking about the terrible winter of 1987, when I saw this advertisement:
4 ________________
2 _ _ _ _ _ _ _ _ __
3 ______________________
Antarctica outside
Atlantis inside
5 _ _ _ _ _ _ _ _ _ __
6 _ _ _ _ _ _ _ _ __
7 ____________________
True/False?
a) both the past perfect simple and the past simple can be used.
True/False?
True/False?
2 _ _ _ _ _ _ _ _ __
3 _ _ _ _ _ _ _ _ _ _ __
True/False?
a) both the past perfect simple and the past simple can be used.
\':jlP.-*~~~ . . ~
True/False?
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
It started to snow.
k) It stopped snowing.
I) Jerry started waiting for a change in the weather.
m) Jerry called his insurance company.
n) Jerry arrived home.
132
Note:
I = the event most
distant in the
past
16 = the most recent
event
2 15
PP.~CTICE
"lAKES PERFECT
2. j 7
Right!
Wrong!
Or what
is the
'1,,/v,
answer?
( o f course not.
r1
finished activity.
<;======d
======1.
(ves, of course.
(ves!
rc
Rescued after drifting for llS days in a rubber raft in the middle of the Pacific,
Mr Maurice Bailey and his wife could not believe their luck. How they stayed
alive was a miracle.
Small sharks, about three feet long, kept swimming up and pushing against
the raft. His wife pulled them out by their tails and Maurice wrapped a cloth
around their heads until they suffocated. Then they ate them.
The Baileys had sailed from Southampton in June 1972 in their 31ft yacht,
Aurelyn, bound for New Zealand. One day, halfway between Mexico and the
Galapagos Islands, their lunch was scarcely cleared away when the boat was hit
by a whale. They watched the water pour into the yacht for an hour before
taking to their raft.
They were picked up by a Korean trawler four months later, remarkably fit on
a diet of rainwater, raw shark meat, seagulls and the occasional turtle they
caught along the way.
Use
Timeline
13-l
4
2 18
UNION JACKS
Waiter! You've
brought me tea with a
slice of lemon instead
of milk. And what's
that fly in my cup! It
must be English - it
had fallen in because it
had a heart attack
1
[;36
The
/,
wedding. It was to be a
traditional affair so I
had to buy one of
those large ,;,h:::;ats=-._-"'-':>=
Times 10.10.86
C Head case
"."
32
FUr!rJr
'
L_______________________________ ~
A: What's the forecast?
B: The papers say it'll rain but the TV says it's going
to be dry.
A: Hey! Forget the forecast, look at those clouds.
B:
shall
will
A:
B:
A:
B:
Jake Allsop
1:38
(9
to state a fact?
o
o
o
True/False?
Tru.yFalse?
True/False?
Tru.yFalse?
True/False?
WAITER.:
CUSTOMER:
Tru.yFalse?
Tru.yFalse?
to give an opinion?
Write the verb form(s) used for the future in the box.
I
2
3
4
5
B Decisions
we
True/False?
to give an opinion?
True/False?
True/False?
True/False?
WAITER:
o
o
o
12
FUNNY FUTURE
C Will
to give an opinion?
NEW lONDON
o
o
o
Cats
'He'll be a year
old at Easter.'
D look it up
RAMADAN
Kenya/
Tanzania
Safari
DAY2
AMBOSELI
Our Safari Ibeginslby driving south
to Amboseli National Park. This
park at the foot of Mount
is
home
to
Kilimanjaro
Wilde beast, Zebra and Antelope
with their attendant predators.
Lunch is followed by a game
drive. Dinner and overnight at
Amboseli Lodge.
Departure
Days
Flight
No.
Dover
Hov'port
Dep.
Dover
Arr
London
Victoria
AIiIIOWS<lJt!tocal
Trwtllne In France
01105/90 to
Daily
824
2009
0854
1000
1112
1205
1145
1240
1406
29/09190
Daily
835
2017
1121
1233
1340
1405
1345
1455'
1624'
Daily
846
2023
1312
1422
1530
1605
1545
1655'
1824'
ilInk HotidFjl in
Daily
861
2029
1620
1730
1845
1905
1845
1940'
2106'
27 August
Bar*: Holidlys in
Fn"""
Lake Lucerne
Arr.
Dep.
Amiens
r.~~~~'1e$
30/09/90 to
Daily
824
2009
0854
1000
1112
1205
1245
1340
1506
27/10190
Daily
835
2017
1121
1233
1340
1405
1445
1555
1724
1, B, 24 May:
4June:
Daily
851
2025
1417
1524
1840
1705
1745
1840
2006
IS Augusl
t.J July.
ROYAL ENGAGEMENTS
<
<
'....-.-......~~-~~~
Sort these
[e~t5
three categories:
into
I
.
L -______________- L______________
z
~
_________________
l-lll
I-II
J2
FU~JNY
FUTURE
1 J IOURNALIST OF THi
Summary tables
decisions already made
future as fact
spontaneous decisions
Verb forms
going to
present simple
spontaneous decision
future simple
prediction
present continuous
Table I
Exampfe sentence
Verb (orm
LE MONDE
PRAVDA
SOVIET-AMERICAN TALKS
Use
Use
Verb Form
PRESIDENT'S TERM IS UP
FILMSTAR'S FUTURE
Use
Verb form
Use
Verb form
f .................................................... ..........
Table 2
Verb (arm
.......... ..................................................
said Soria. fndia 5 cop actress.
Uses
I will
2 going to
ALAHRAM
THE TIMES
TODAY'S WEATHER
3 present continuous
Use
Verb (orm
4 present simple
a) There is only one verb form used to talk about the future
True/False?
b) The verb form you choose depends on how you want to see the future.
142
True/False?
Use
Verb form
~----L-
II
_ _
I-J:l
J.4
DOUBLE DATE
Double date 2
Bill
Henrietta
Bill
Henrietta
Wednesday
Wednesday
Wednesday
Wednesday
12
12
3
12
12
7
8
II
6
7
9
10
6
7
8
II
7
9
10
Tom
Edward
Tom
Edward
Wednesday
Wednesday
Wednesday
Wednesday
12
12
5
6
8 .J~i.n..s canCelled
3
6
8
10
8
10
Bill
Henrietta
Bill
Henrietta
Wednesday
Wednesday
Wednesday
Wednesday
12
6
7
8
II
12 buuint!.J<j Mutch
3 Call T0>11.
12 I...LLnch - no p\an'5 .
6 c:o\'(:ee ~\fu -\\enne\\-a.
7 ",'c.I<:. \l.? p\o.f\ts &orn nurser~
8 S~per :reo.n -\ A.-'<hur
II d.oc:u.-ne.n\:D..r~ an ,V
12
Bitt
af J'edflUlranf
7 dtftl1er
9
10
hcurdJ'eMet:</ - dye
/{JaJl(
dog
Jt.cur
3
6
7
9
10
Tom
Edward
Tom
Edward
Wednesday
We.dnesday
Wednesday
Wednesday
12
5
6
7
8
10
12
12
5
12
3
6
7
8
6
8
10
144
3
6
8
10
10
;:jr(
H.I(j
j 0
g
---.
~'
CURIOUS
At the match
""1:
VISITOR: (9) Well, a little bit. It's confusing with bats and
wickets and bowling. Why do they bowl the
ball? Throwing it would be easier.
FAN:
(I O) Don't worry, we're leaving at six.
VISITOR: (I I) At six! How long does a cricket match last?
FAN:
(12) Up to five days.
VISITOR: (I 3) You mean the match'lI continue for
another four days?!
FAN:
(14) Yes, if the weather stays fine.
VISITOR: (IS) What's the forecast?
FAN:
(16) It rains tomorrow.
VISITOR: (17) I think you'll have to explain a lot more
before I understand anything about cricket.
FAN:
(18) Don't worry, I explain it to you when they
have afternoon tea.
VISITOR: (19) Are they going to have afternoon tea! Oh,
how English! Hey, the bowler has hit the wicket.
FAN:
(20) That's the whole idea. He probably does it
again soon. But as it's now teatime, I'll tell you
what happens from the beginning.
VISITOR: (21) You mean you are explaining the game to
me again?! Well, firstly, I'll tell you what 'II
happen in a minute. See those dark clouds - it's
raining very soon. When's the next match?
FAN:
(22) It starts in two weeks. There are five
altogether.
VISITOR: (23) It sounds like a war rather than a sport.
_-------------------
Illi
~_J
~-.
-~:"
i) Bass
Substitution table
Europe's biggest street festival
Positive contraction
Negative
The police
Positive
---
Negative contraction
Positive question
they _ _-
Negative question
they _ _ _ d , , -
da _ __
L:=====::::====--------------l-li
J 7 GILBEPT
3.7 - Gilbert
18
CAP-IBBEN I;'
. ,";
Example sentence
Timeline
Use
NEWS FLASH
The Office of Disaster Preparedness has just issued
the following warning: Hurricane Gilbert is
approaching Jamaica and is reported to be one of
the worst hurricanes this century. Everybody is
advised not to leave their homes and to board up
NEWSFLASH
The latest forecast says Gilbert will be reaching
the Jamaican coast at 3 am. As most people will be
sleeping when it hits the island, they are advised
to cover all windows, to secure any possessions
outdoors before going to bed, and not to go outside
at any time during the storm.
We now go over to the Met Office for the background
story on Gilbert. Well, as the hurricane passes
IS
the
I-IS
II!I
SIEST~
39
39
0
;-Hl~
S'lest a
one million
spectators/when
shuttle launch
in my jacket
c=:J
E
transcendental
meditation
1997:
15
20
money problems
25
30
35
15,000 metres
15U
By 1997 the Europeans will have only lived in Australia for just over
two hundred years - the first settlement was in 1788, How many
thousands of years will have been living there the kangaroo?
Why so many people will once again have been ignore this annual
massacre for the whole year is difficult to understand, Many dogs
will probably have eaten kilos of kangaroo meat by the end of this
year, hasn't it? Don't people know that most countries buy kangaroo
meat for pet food?
By the end of the year many joeys (baby kangaroos) won't have found
their parents because they will have disappeared and their skin will
have been made into purses, rugs, toys, coats, and endless souvenirs,
How many more kangaroos must die before the shooting stops?
3.10
3 II
Substitution table
Positive
180,---,-----,-----,,-----,---,------,
the y _ _
Positive contraction
Negative
Positive question
---
1441---t-----t-----t----c:
u.J
U
Z
st _ __
1081---+---+----+-
Negative question
Passive question
the shooting
Negative contraction
Passive
)2~-~--_+--7f--~-~+
:><:
(fJ
l;.') (~\@)//
361---+--:7"
~lQ)u
CFC FREE
1966
1980
2000
2018
2025
YEARS
Future perfect continuous
Positive
Positive contraction
Negative
Negative contraction
Positive question
Negative question
Negative contraction
massacre?
2 When exactly between now and the end of the century is the solution expected
to be found!
3 In this example the future perfect simple is used to talk about a single
actior(several actions?
ofCFC.
Once up in the atmosphere Iwhere
they can last for up to lOQJyearsl
CFCs release chlorine. A single
molecule of chlorine can destroy
100,000 molecules of ozone.
152
OZO~ IE
) 12
3 13
Example sentence
I I
Assuming you're an average English person, then by the time you're 100 ...
'--------------~---~-.----~
C~
Timeline
The Sun
The Guardian
The Star
The Observer
The Daily Telegraph
The Times
The Independent
a) In September 1999 the agreement will have been in force for twelve years.
b) From September 1999 the agreement will be in force for twelve years.
What is the difference?
. ..
TV addicts
56,568
I 12,270
207,911
502,644
of tea
of tea
of tea
of tea
of tea
Sleep
I year
5 years
17 years
29 years
42 years
93 kilos
930 kilos
9.300 kilos
( , ;
93,000 k"OS/~
21
Potatoes
J ()!
lid
BY THE TIt-I!:
hours
hours
hours
hours
Days of rain
newspapers
I, III days
2,222 days
3,333 days
4,444 days
982
4770
31,025
52,118
times!!
by car on the
left-hand side
of the road
150,000 miles
264,000,000 yards
9,504,000,000 inches
154
Distance
) 11
) 15
B:
Example sentence
When is it?
Next Thursday - three o'clock.
A: And how many's that?
B: Twelve! One every six months!
A: Be careful with the three-point turn this time!
B: Just think.
A:
by
have
taking
Timeline
B:
Use
have
PERFECTIOrl i r I.' ,:
When a speaker chooses the future perfect continuous, he or she sees a situation which
is in progress extending up to a point in the future.
True/False?
156
True/False?
157
3.16
3.17
WHAT FUTUPE'
FUTUR1SnC C
~:
A
)
'I
~
CCORDINGto
""~ '0""""
(
Some say that it now stands at sixteen million, others say that nineteen
million is nearer the true figure. It is difficult to be precise but the
frightening fact is that in the year 2000 the population of Mexico City
will be reaching thirty million.
And that is not the only problem. City planners know that major
changes must be made - and made quickly - to provide more water.
Otherwise it is conceivable that the water supply in the city will have
run out by 1995.
And there is worse. By the year 2000 the city will have been slowly
sinking for twenty years. Originally the whole city area was a lake and
the earth which was used to fill it cannot support the weight of large
buildings. In spite of this and even though the whole area suffers from
earthquakes, building continues.
However, the greatest tragedy of all is that at the turn of the century
many people will already be dying from pollution-related diseases.
Currently there are 12,000 tons of gaseous waste poisoning the air each
day.
Mexico City is a modern city but it is a city almost out of control. It
must be taken as a warning by the rest of the world as to what can and
will happen when city planning cannot keep up with population growth.
.\
3 They will cut down and burn all the trees by the time
you come.
a) almost 30 million
b) 30 million
D
D
a) in 1994
b) sometime in 1995
D
D
D
D
c) no information
158
1991
b) in 1980
D
D
117
fUTURISTIC CIT(
a) in 1994
b) sometime in 1995
o
o
160
o
o
o
o
o
o
o
o
o