yi ph) ja) Ab pa) a sh eh) da) Aa) 4) LUA TI TROUBLE WITH =: aia ee ks ARTICLES, NOUNS AND WORD ORDER? Guided discovery materials, exercises and teaching tips at elementary and intermediate levels David Bolton and Noel Goodey ‘2 PLEASE DO NOT WRITE IN THIS BOOK ate a) EB PRACTICE EXERCISES |Cat Trouble With Prepositions, Articles, Nouns and Word Order? contains guided discovery materials and exercises for elementary and intermediate students, together with teaching tips. The book deals with common difficulties that students have with English prepositions, articles, nouns and word order, and helps them to make the correct choice when faced with two or more alternatives. Itis particularly useful for remedial work. HOW TO USE THE BOOK Each of the 15 units can be approached in the following way: STAGE 1 WHAT'S THE RULE? | Here, students work on their own. With the help of pictures and leading questions, they can work out for themselves the use of the rule, The Remember! box is a reminder of what they have discovered. They can keep this page in a personal revision file for future reference. STAGE 2 MLTR ROLLE Students can now work together with you. The material on this page enables you to re-present the tule and tackle the problem in different ways. Of course, you can add your own ideas as well, using immediate contexts or personalised situations, The Problem box lists for you students’ typical mistakes and misunderstandings. necessary, once the TeAciinc poms have been dealt with, students can go back over the sections in wwar's THE RULE? and finish with a final reading of ‘the Remember! box. STAGE 3 Ca Cole) This page offers you a choice of classroom activities ‘and games where students, often working together in pairs or groups, apply the rule in a number of different contexts, They are often Invited to use the rule to talk about themselves and their own lives STAGE 4 PRACTICE EXERCISES DESIGNED TO PHOTOCOPY Here, students work on their own and do the written exercises to check again that they have understood the rule. The exercises are varied and fully contextualised. They provide a useful objective means of assessing students’ understanding. They can be done in class or at home. Once you have checked their answers, students can keep this page in their personal file. NOTES ‘© Although we recommend the above progression, it is possible to begin a unit with ‘TEACHING FounTs (Stage 2) and to use Stage 1 as a follow-up to your initial presentation. # If you prefer, students can do Stage 4 before Stage 3 ‘# In teaching pomrs and cLasszoom actives the class often needs to see a list of sentences. We have kept the lists as short as possible, but, to avoid having to write several sentences on the board, you may prefer to prepare an OHP presentation. ‘In Teaching poms, the heading Extension introduces supplementary points concerning the rule. If you feel that, with a particular class, some Extensions would be unnecessarily difficult, then you need not present them, # You can study the units in any order you like. You do not need to work from Unit 1 through to Unit 15. This book enables you to work on Ave. No. eA. case No. 8 Ox 20 CKBURN COLEEAEM™=" towble spots as they arse as TISRARY — =e e Ee & = e Ee = = = e = = = - e =e = = = = = =e = = = = & =e =CONTENTS Page 1 Definite article (the) or indefinite article (a/an)? 4 Trang for a taxi. The taxi was late. There's a man at the bus stop. He's an old man. 2 When do we use the with plural nouns and uncountable nouns? . creceere® I don't like dogs. The dogs in the street attacked me. Hove music. I don’t like the music you listen to. 3 When do we use the with school, hospital, work, etc? .. a 212 She isn’t at work. She’ il. She's in hospital. | went to the hospital to see her. 4 When do we use a/an and some with countable nouns? 16 She's a teacher. There are some good films on TV. Jack and Nick are good tennis players. Some students don’t work hard. 5 What nouns are uncountable? 20 Idon't eat meat. Can I have some bread? There isn’t much furniture in the room. Travel is cheaper now. 6 Time prepositions: in ox on or at? 24 1'm going to Florida in April. The concert is on Friday. The train arrives at 5.20. Abr 7 Prepositions of place: in on on on at? ......... oe There are three people in the room. There's a picture on the wall. They're waiting at the bus stop. 8 How do we use prepositions for movement?........ ee He came out of the room. He ran down the stairs. He went across the road. au © Which prepositions do we use for travel and transport? ..... 238 When are you going to England? We arrived at the airport at 10.00. He arrived in Spain last night. 1 went by plane. | had a meal on the plane. Let's go fo the beach in the car. 1 saw her on the train. at 10 Which verb form do we use after prepositions? 40 He left without saying goodbye. She's good at writing songs. I don't fee! like going to school. 11. For or since; for or during? .. we They/ve been in England for three days. They've been in England since last Monday. |1was in Madrid for three months. | was in Madrid during the summer. 3 12 Where do we put prepositions in questions? : 8 Where are you from? Which class are you in? What's the book about? What are you angry about? What are you scared of? Who are you thinking about? Who are you writing to? obo obk ot 13 Where do we put prepositions in relative clauses? 152 She's the girl (thathvho) | spoke to. This is the book (thatiwhich) ! was looking for. He’ the boy (thatiwho) | went on holiday with 3 14 What is the word order in reported questions? 56 ‘Where do you live?" ~ He asked me where | lived. ‘Are you English?’ — He asked me if | was English. al 15 What is the word order in embedded questions? .. . seven . 60 (Does he smoke?) Do you know if he smokes? (What time is it?) Could you tell me what time itis? (Where are we?) Have you any idea where we are? (What did he say?) Can you remember what he said? bt tbh Ab MnWR wears tHe rut Definite article (the) or indefinite article (alan)? rang for a taxi. The taxi was late. There's a man at the bus stop. He's an old man. @ ste showed tering tend Look at ure 1 1. Amy found a ring. Do we know which ring she found? Look at ture 2. Complete the sentences, using a or the. 2 Do we know which ring it is? ~ Yes, i's nronnm fing she found. 3 Amy's with friend. We don't know which friend, She's got a lot of friends. B Amy lives with her friend Emma near London. They live in a flat. It’s a nice flat, but the rooms are small ‘There isn’t a table in the kitchen, so they eat in the living room. Emma works in an office in the centre of London, and Amy teaches English at a language school. 1 What's the flat like? Describe it by completing this sentence: flat. 2 There isn't a table in the kitchen. Why do we say in the kitchen here? a) Because we don't know which kitchen. ok b) Because we mean a particular kitchen ~ the kitchen in their flat. [] 3 Why do we say n the centre of London? 2) Because London has only got one centre. on b) Because we don't know which centre. CJ ( REMEMBER! |_ Complete these rules and examples, by underlining the correct alternative. 1 We use (a, an / the) when we mention a thing or a person for the first time. I's indefinite We don't say which thing or which person. Example: Amy's got (a / the) computer. 2 (A, An/ The) has 8 ‘definite’ meaning. We know which thing or person we're talking about. Example: (A / The) living room in Amy's flat is very small 3 We use (a, an /the) when only one exists Example: Amy uses (an / the) Internet a lot. (There's only one Internet.) 4 We use (a, an/the) to say what a thing or a person is like, or what kind of thing or person we're talking about. Examples: Emma's (a / the) very interesting person. Can you describe the ring that Amy found? - It was (a the) diamond ring. IE. 2es1cne0 70 prorocorr | TTL ALT ee...)Be Definite article (the) or indefinite article (alan)? Trang for a taxi. The taxi was late. There's a man at the bus stop. He's an old man. The problem: Students often mistakenly use the when it isn’t clear which thing or person they're talking about, and a/an when it is clear which thing or which person. Alternatively, they use no article at all. Typical mistakes: Answer telephone! Did you like @ boy you danced with? I've got the-surprise for you. I’ve got {surprise for you. @ The difference between a/an and the Draw a series of objects on the board, for example: a car, a dress, a computer. Indicate the car and ask the class: What's this? Get the answer It's a car and write it on the board. Say: Do you know anything about this car? Have you seen it before? Have we talked about it before? (No.) So, we say: It’s a car, Do the same with the other objects. Then write a price tag against each object. Without indicating any of the objects, ask: How much do they cost? Get the answers: The car costs $10,000. The dress costs $100, etc. Write The car costs $10,000 on the board, and say: Have we talked about this car before? (Yes.) So we say: The car costs $10,000. Finally, tell students that we can't say: #-car-Gar-costs- $40,000. Hf necessary, explain the difference between a and an (a man, an apple, a university). © When the context tells us which thing or which person Write these sentences on the board: sack: | haven't got a garage. | leave the car in the street. Ask students: Jack says the car, so do we know which car he's talking about? (Yes. His car.) And he says the street. Do we know which street he means? (Yes. The street in front of his house/The street he lives in.) Write this sentence on the board: sack: | always eat in the kitchen. ‘Ask: Why does Jack say in the kitchen? (He means his kitchen/the kitchen in his house.) © Alan when we say what kind of person or thing Write this sentence on the board: Kate works in a shop. Ask: Do we know what kind of shop? (No.) Then write this sentence after the first: It’s a clothes shop. Indicate the second sentence and ask: Have we talked about this shop before? (Yes.) Ask: But we don’t say: It's the clothes shop. Why not? (We don’t know which clothes shop.) Then write on the board: Kate works in a shop. Question: ..... cos soesnn i8 it? Answer: It's a clothes shop. ‘Ask the class to complete the question. (What kind of shop is it?) ‘Then ask: So, do we use a or the when we say what kind of thing? (a) Finally, do the same with: Kate's talking to a customer. She’s a very difficult customer. NB Explain to students that the numeral one can't be used in place of a/an. It’s only used when the number of things or people is important. (I can only find one cup. I need two.) ‘Answers to WHAT'S THE RULE? 1: A1No 2the 32 B titsanice 2 3a REMEMBER! 12, an;a 2The: The 3therthe 4a, an:araHN etre Definite article (the) or indefinite article (alan)? rang for a taxi. The taxi was late. There's a man at the bus stop. He's an old man. @ What do you need? Get students to practise the use of a/an. Go quickly round the class, asking questions. Examples: What do you need to lock a door? (You need a key.) What do you need when it rains? (You need an umbrella.) What do you need to get on the Internet? (You need a computer.) What do you need to take a photo? (You need a camera.) What do you need to send a letter? (You need a stamp/You need an envelope.) To aid students’ understanding, you can mime each of the objects/actions mentioned. @ Describe your bedroom Get students to describe their bedroom, using alan. Tell them to write six sentences beginning with: Theresa... I've gota... They then work together in pairs. Student A reads his/her sentences, and Student B asks where the objects are, using the. Example: Student A: There's a bed. Student B: Where's the bed? Student A: It's near the door! It’s next to the window. With objects like a computer, a CD player or a stereo, student 8 can ask for a description, Using What kind is it? Example: Student A: I've got a CD player. Student 8: What kind is it? Student A: It's a Sony. © What's a carrot? This activity will allow students to practise a) the use of alan to describe or classify things/people, and b) the use of the to show that it's clear which thing/person we mean. Give examples: Jamaica Jamaica is an island. (There are a lot of islands.) Paris Paris is the capital of France. (There's only one capital of France.) (on Paris isa city in France. (There are a lot of cities in France.) Then write a list of places, things and people on the board. Examples: Rome an orange Cuba Columbus 2 Toyota Jupiter Queen Elizabeth a corrot Japanese tea rugby Ask students: What are these things and places? Who are these people? Students write their answers. Then ask the class about each item: What's Rome? What's an orange? Their answers will show that there is sometimes more than one possiblity © Open the door! Students practise the use of the where the context makes it clear which thing they're talking about. Write these words on the board: floor, ceiling, door, board, light, table/desk, wall, cupboard, window. ‘Then, using one of the words, ask a student to do something: Camilla, close the window, please. Select another student, and indicating the words on the board, tell the rest of the class to ‘ask him/her to do something. Examples: Karl, sit on the flooriput your bag on the floorllook at the ceiling/clean the boardiwrite your name on the board. ‘Answers to PRACTICE EXERCISES 1: Vie 2 3a ke 50 21a 2H Ban 4a Sthe 6The 79 Bthe 9the 10The Wthe wa 13 The 3 1the > a Zeb the 3the > a dan the Sthe> (letter) Gthe > an 7the-> a (CO player) @ tthe 2an 3the Athe Sthe Gthe 7a 89 99 Wan tthe 2a idan 18awk! yk ALY ub aR) RY uke uk ae wt (RL (RR GRY aRT RY gk) (kh kd aR LE ett ak uk ak cat t PRACTICE EXERCISES Definite article (the) or indefinite article (a/an)? rang for a taxi. The taxi was late. There's a man at the bus stop. He's an old man. I when do we use a/an and the? Match the sentences with the explanations. 1 There's a boy and a girl at the door. el a) When we say what a thing or person is lke, , b) When there is only one. 2 1 know the boy, but ! don't know the git, C] ‘© When we don’t say which thing or which person. 3 I's Helen. She's a fantastic girl. Oo d) When a thing is definite because we've talked about itfhim/her before. 4 She plays the guitar in a band, Oo ‘e) When it is clear from the situation which thing 5 What's the name of the band? o ‘or person we mean. 2 complete the text, using a, an or the. Jack's got (1) .-2.n.< new bike, He bought (2)... bike in town yesterday. But he had (3) accident on his way home. There was () truck in front of him (8) truck stopped suddenly and Jack crashed into it (6)... truck driver asked Jack if he was allright. ‘'m fine,’ said Jack, ‘but Il have to buy (7) new bike!” Jack tok (8) 2. bike back to (9) man in (11) cn. Shop examined it. ‘Don't worry he said. ‘You don’t need (12) .. _ shop. (10) new bike. (13) -. front wheel's damaged, but that’s all.” In and the. 3 Yasuko speaks English, but she often makes mistakes with a, -Gross-out the mistakes and write the correct word. ‘ASUKO: I live in Tokyo. We've got three computers in the house. I've got the. 1 computer in my bedroom. There's one in a living room, which my mother uses. ‘And my father’s got the laptop computer. 2 3 [use an Internet a lot. And when | want to contact my uncle in Osaka, 4 | don’t write the letter to him, and | don’t talk to him on the telephone. 5 | send him the e-mail 6 7 | haven't got the CD player. When I want to play a CD, | use my computer. Katherine's answering questions in a quiz. Complete the dialogue, using a, an or the. ‘uzmaster: Katherine, here's (1) ..#M€... first question, and it's (2) easy question! What's (3) snus name of (4) KATHERINE: Everest highest mountain in (5)... world? cuzmaster: Yes, that’s (6) right answer! Now, this is (7) ........ more difficult question, What’ Saint Helena? earwcrne: I it (8) person? person. its (10) question about food. What's a Granny Smith? ‘quiamasren: No, it isn't (9) island in (11) Atlantic. Finally, here's (12). KATHERINE: R' (13) cosnee applet ‘quizmasren: Yes, it’s (14) kind of apple. Well done, Katherine! DESIGNED TO PHOTOCOPY zWA wears tHe rue When do we use the with plural nouns and uncountable nouns? don’t like dogs. The dogs in the street attacked me. I love music. I don’t like the music you listen to. A Plural countable nouns (museums, snakes, shops, boys, cars, houses, girls, etc) Ménica’s Spanish. She went to London last year. She didn’t ike the museums. She thinks museums are boring ‘She went to the zoo, but she didn’t see the snakes. She hates snakes. -Ménica loves clothes shops, so she went to the clothes shops in Oxford Street. She likes boys too. And she liked the Boys she met in London. 1 Write a) or b) after each sentence. She didn’t like the museums. =[_] she thinks museums are boring. = L] 2) Museums in general, all museums. of b) Particular museums. 2 Complete this sentence, using the or X (no word necessary). Ménica doesn't like snakes. She didn't want to see snakes at London Zoo. 3 She loves clothes shops. Clothes shops doesn’t mean shops in general. It means a particular kind of shop. So can we say here: She loves the clothes shops? a) Yes, we can. on b) No, because clothes shops has a general meaning. (] B Uncountable nouns (music, food, weather, water, milk, bread, electricity, etc.) Ménica likes music, and she loves dance music. The music in the London clubs was fantastic. But she didn't like the food. She thinks Spanish food is better than English food. ‘And she didn’t like the cold weather. She hates cold weather. 1 Monica likes music. = She likes music in general The music in the London clubs was fantastic. What does the music mean? a) Music in general. or b) The particular music they played in the London clubs. [] 2 She loves dance music. Dance music is a particular kind of music. It doesn’t mean all music in general So can we say She loves the dance music? a) Yes, we can. of b) No, because dance music has a general meaning, (] { REMEMBER! | ‘Complete these rules, using with or without. Then eross-out the incorrect example each time. the when they have 1 We use plural countable nouns (boys, cars, men, women, etc.) a general meaning, Example: Women live longer than men. The women live longer than men. 2 We use uncountable nouns (money, music, football, etc.) the when they have a general meaning, Example: | don’t like the football. | don’t like football. 3 We use plural countable nouns and uncountable nouns ..... the when they have a specific or particular meaning, | Example: The boys in my class are lazy. Boys in my class are lazy. | 4 Cold weather, dance music, classical music, English food, black coffee, horror films, French perfume, etc. seem to have a particular meaning, but we use them .. seven the when we talk about them in a general way. Example: She always buys the French perfume. She always buys French perfume. DESIGNED TO PHOTOCOPY Pere oe eee eoWed dd a a TEACHING PoINTs | 2 | When do we use the with plural nouns and uncountable nouns? i don't like dogs. The dogs in the street attacked me. 1 love music. | don't like the music you listen to. ‘The problem: Students often mistakenly use the with nouns that have a general meaning, And they omit the with nouns that have a particular meaning, ‘Typical mistakes: Fhe oranges are my favourite fruit. Fhe-chemistry is my favourite subject. ike the classical music, but! dont ike ehe-pop music. We won't go to the beach if { weather is bad. © Nouns with a general meaning (without the) Mime eating certain things and ask students to guess what food you like. Examples: Mime: Eating spaghetti Elicit: You like spaghetti Eating grapes off a bunch. You like grapes. ‘Then ask students to come to the front of the class and mime eating or drinking certain things. The class guess what food and drink they like. Examples: Mime: Peeling and eating an orange. Elicit: You like oranges. Breaking an egg into a pan. You like eggs. Making and drinking coffee. You like coffee. Opening a bottle of champagne. You like champagne. If students use the in their answers, make a dissatisfied face until other students correct them or until they correct themselves. If students misunderstand the mime and guess the wrong food or drink, it doesn’t matter, since they will still be practising the structure. Finally write two examples on the board: | like oranges. | like coffee. ‘Ask: Do I mean oranges in general, or do | mean particular oranges? (Oranges in general.) Explain: When a plural noun or an uncountable noun has a general meaning we don’t use the. Here, we don’t say: | like the oranges. | like the-coffee. @ Nouns with a particular meaning (with the) Write this sentence on the board: People/The people and animals/the animals can’t live without foodithe food. ‘Ask students to say which are the correct alternatives and why. Elicit: People and animals can’t live without food. (= people and animals in general/food in general) Then write th sentence: Don’t go to that restaurant. Food/The food isn’t good. Ask students: Do we mean food in general here, or particular food. (Particular food.) Ask students to choose the correct alternative. Elicit: Don’t go to that restaurant. The food isn’t good. (= particular food, the food in that restaurant) Explain: When a noun has a particular meaning, we must use the. Here, we don't say: Don't go to that restaurant. Food isn’t good. © Particular things with a general meaning (without the) Write on the board: I don't like people who smoke. Ask: People who smoke. Does that mean ‘people in general’? (No.) So why don’t we say | don't like the people who smoke? (Because people who smoke has a general meaning.) ‘Ask similar questions about: Horror films are frightening. Mexican history is interesting. Finally, ask students to think of their own examples. ‘Answers to WHAT's THE RULE? 2: Ata 2X the 3b B tb 2 REMEMBER! 1 without Thewomenivelongershan men: 2 without Hdontkethefootbolt 3 with Boysin-my-dasraretoay. 4 without Sheatways buys the Hench perme. eA| 2 | CLASSROOM ACTIVITIES When do we use the with plural nouns and uncountable nouns? I don't like dogs. The dogs in the street attacked me. J Jove music. | don't like the music you listen to. © Find the odd one out ‘Write the following groups of words on the board (or give students a photocopied version), oranges, apples, potatoes, pears tea, coffee, bread, fruit juice cows, farmers, horses, pigs Violins, students, guitars, trumpets bicycles, cars, buses, lorries meat, music, fish, sugar Students work in pairs to find the odd one out in each group of words. (if necessary, you can help them by giving a list of the words they might need: fruitivegetables, animals, enginesitwo wheelstfour wheels, drinksla drink, musical instruments, can eatican't eat) Give them two examples: fathers, brothers, sisters, grandfathers (Sisters aren't men!) mathematics, physics, history, football (Football isn’t a school subject.) Sisters and football here have a general ‘meaning, so tell students they mustn't use the. (wor-the sisters or the football) © Good and bad publicity Write this report on the board: The Black Cat restaurant Food: not good Service: slow Prices: high ‘Ask students why they wouldn't go to the Black Cat restaurant. Elicit: Because the food isn’t good. Because the service is slow. Because the prices are high. (Students must use the because they're talking about particular food, etc) Divide the class into small groups. Each group writes a report like the one on the board. Give each group one of these: 2 good restaurant (food, service, prices) @ particular film (photography, actors, music) a hotel (rooms, beds, food, service) 2 holiday destination (beaches, weather, hotels, nightlife) 2 school (teachers, students, equipment, examination results) If you like, give each group the headings in the brackets. Each group writes their report on, the board, and other students say why they're attracted or not attracted by the place or thing. Does it sound right? Explain to students that you're going to give them a speed test on the use of the with plural nouns and uncountable nouns. Read out the following sentences. Some are grammatically correct. Some are incorrect. Students listen carefully and record a tick () or a cross (X) for each. T Italian people love spaghetti. (“) Politicians love talking. () The lions are dangerous animals. (X) an you play the tennis? (X) ove playing football. () Do you have the sugar in your coffee? (X) an you pass me the sugar? (#) Do you listen to music? () Hove the classical music. (X) hate pop music. () I don't read the books; I prefer magazines. (X) 12. My parents don't like the magazines read. (+) 13 I love the fast cars. (X) 14 The cars in this magazine are fabulous. (“) 15 I don’t understand the English grammar. (X) Check students’ answers, then write the incorrect sentences on the board and discuss. with the class why they're wrong. PSecavauaun ‘Answers to PRACTICE EXERCISES 2: 1 1General 2 General 3 Particular 4 General 5 General 6 Particular 2 twine 2spaghett! 3cheese fish 5 tomatoes carrot 7 meat 8 chips 9 the wine 10 the cheese 11 the spaghetti 3 1 People 2letters 3e-mails 4 phone calls 5 Mobile phones 6 People Trains Sbuses 9 restaurants 10 The phone calls ‘1 Englshcastes 12 thestudents 13 the teachers 14 video phones 15 the people 10 TTT TTL Tt LA CTT TL TLE TL TL TTL TTL ll TTi uo) wad Qu ak aaa) a) PRACTICE EXERCISES | PA When do we use the with plural nouns and uncountable nouns? don’t like dogs. The dogs in the street attacked me. 1 love music. I don’t like the music you listen to, Do the underlined nouns in these sentences have a particular or a general meaning? Write Particular or General. 1 Sarah likes cars, computers and boys. 2 She likes fast, expensive cars. 3 The boys she knows usually have a car 4 She likes music too, 5 African music is her favourite. 7 6 She hates the music her parents like. . . 2 Look at the pictures and the words in the box. Say what this man likes and what he doesn't lke. tomatoes fish chips carrots cheese meat spaghetti wine THe iK@S sessnssenennensenesee 6 He doesn't like 2 He likes 7 He doesn't like 3-He likes 8 He doesn't like 4 He likes... 5 He likes Last night the man had a terrible meal at the Black Cat restaurant. Say what he didn’t like. 9 He didn’t like 10 He didn’t ike 11 He didn't ike 3 Underline the correct alternative. (1 The people / People) don't often write (2 the letters / letters) nowadays. They send (3 the e-mails / e-mails), or they make (4 the phone calls / phone calls). (5 The mobile phones / Mobile phones) are very popular. (6 The people / People) use them everywhere ~ in the street, on (7 the trains / trains), on (8 the buses / buses), in (9 the restaurants | restaurants). (10 The phone calls Phone calls) they make aren't always very important. [ Hello. '™m on the bus. I'm reading a book about (11 the English castles / English castles). ll be home in five minutes. Goodbye!’], Most of (12 the students / students) in my class have got a mobile phone, but (13 the teachers / teachers) at my school get very angry if a phone rings during a lesson. ‘You can now buy (14 the video phones / video phones). You can see (15 the people / people) you're talking to! DESIGNED TO PHOTOCOPY "