Grammar Two Teacher’s Guide
Introduction
Grammar Two is the third in a series of four
grammar books designed to make English grammar
clear, interesting and easy to understand for young
learners. The books are designed to complement
any coursebook, and they cover the same basic
grammar syllabus as most beginners’ courses, and
all the grammar needed for the Cambridge Young
Learners English Tests. The books can be worked
through systematically, or particular units can be
selected and used as needed. The revision units
practise the grammar covered in the preceding
units.
Grammar Two is ideal for young learners and
pre-teens during their first few years of English
language study. It has a communicative, activity-
based approach. Alongside the written exercises
(which can be completed in class or done as
homework), there are oral and pairwork exercises,
puzzles and classroom games.
The material revolves around the daily life of an
English family, their friends, and an alien creature
called Trig. Trig is learning English. His role in the
book might be a comic one, but its function is
serious. His struggles, frustrations and triumphs are
a mirror of the pupils’ own experience.
Each chapter begins with a short text or dialogue
which uses the target structure (or structures),
usually accompanied by an illustration to help
learners understand the situation. A ‘Words to
learn’ box highlights important or useful words
which will be used in the unit. A ‘Grammar lesson’
summarizes the grammar points, usually in the
form of a table or in a few simple sentences of
explanation accompanied by example sentences.
The exercises which follow provide practice of the
grammar and range from simple word insertion
to more challenging tasks requiring the writing of
sentences.
Grammar Two
Notes on the third edition
The third edition has been revised and updated
to ensure its continued relevance and appeal to
young learners all over the world. Although the
structure and content remains largely the same,
the following changes have been made:
• New starter level for slower and more thorough
introduction to basic grammar topics
• Increased emphasis on vocabulary (specific
vocabulary exercises in the Student’s Book)
• Preparation for Cambridge Young Learners English
Tests in the revision units
• Audio CD in every Student’s Book so that students
can listen to the presentation dialogues and texts
and ‘listen and repeat’ the words in the ‘Words to
learn’ boxes
• A speaking activity at the end of every unit (e.g.
pairwork or a class game)
• All units are now four pages long and the unit
layout is more convenient for ease of use by
young learners
• Completely revised student’s website, which now
includes more interactive activities and more
listening activities, as well as games
• Online teacher’s resources, including Worksheets,
tests and answer key.
Teacher’s online support material
Download the following materials for Grammar
Two:
• teacher’s guide (this document)
• 22 worksheets (one worksheet for each unit)
• 1 entry test
• 3 revision tests (one test for each revision unit)
• 1 exit test
• answer key for student’s book, worksheets and
tests.
www Trig’s website
Your students will enjoy visiting Trig at his website.
They can go to www.oup.com/elt/trig to explore
interactive activities, listening tasks, and to play
interactive grammar games!
© Oxford University Press 2011
 Guide to phonetic symbols

Vowels Consonants
iː tea p put
i happy b best
ɪ sit t tell
e ten d day
æ sad k cat
ɑː car ɡ good
ɒ dog ʈʃ cheese
ɔː ball dʒ just
ʊ book f first
u actual v van
uː fool θ three
ʌ cup ð this
ɜː bird s sell
ə away z zoo
eɪ pay ʃ ship
əʊ so
aɪ cry
aʊ now
ɔɪ boy
ɪə dear
eə chair
ʊə sure

Grammar Two © Oxford University Press 2011

 1 The Bell family
Present simple and present continuous
Entry test
You may wish to set an entry test for your
students before they start using Grammar
Two. This test is available as part of the
downloadable tests, and revises all the
grammar taught in Grammar One.
Aims
• To reintroduce the series characters: Nick and
Jenny Bell, their parents, their dog Chip and the
friendly alien Trig
• To review when to use the present simple and
when to use the present continuous
• To compare and contrast when the tenses are
used
Presentation 
1 Play the listening track of the text.
2 Play the listening track again, pausing after each
sentence for students repeat them.
3 Tell students that the words in bold type in the
text are examples of verbs in the present simple
and present continuous tenses.
Grammar lesson
• Refer students to the verb tables on page 108.
Explain that we use the present simple for
repeated actions, facts and certain verbs, and
draw their attention to the examples.
• Refer students to the verb tables for the present
continuous on page 108. Draw their attention
to the spelling of words with -ing. Explain that
we use the present continuous, not the present
simple, for something that is happening at the
time of speaking. Ask students to find examples
in the text.
Vocabulary and Words to learn
There are several new words in this unit. You may
wish to categorize these so that students can
remember them in groups.
Animal life
panda, whale, ocean, protect, danger, breathe
Collections
pair, set, group
Other
adult, badge, speed
Grammar Two
Notes on the exercises
1 This exercise provides students with revision of
the present simple affirmative and negative.
2 In this exercise, students have to decide whether
to use the present simple or present continuous.
Remind them to look at the functions of each
tense on page 4 again before they make their
choices.
Once students have completed this exercise,
check their answers as part of a whole class
exercise. At the same time, ensure they have
understood the content of the text, asking
questions like Has Jenny’s teddy got black and
white fur? Where do pandas live? What do
pandas eat?
3–4 These exercises give additional practice using
and forming the present simple, now including
questions and short answers.
5–6 In these exercises, students are given practice
in contrasting the present simple or present
continuous.
8 Partner activity
In this game, students work in pairs to ask and
answer questions about each other’s free time.
Demonstrate with one student and elicit the tense
used to talk about regular habits (present simple).
Ask students to work in pairs, using the ideas in the
box in exercise 7, or their own ideas. Ask several
pairs to demonstrate their dialogues to the class.
Extension Ask one student to mime an activity.
Other students in the class have to guess what it
is. Start the game off by demonstrating an activity,
e.g. reading. Invite students to ask you, Are you
reading? Then ask them to make questions in the
present simple: Do you read every weekend? How
often do you read?, etc. The game can be played in
groups or pairs.
Worksheet 1
You will need one copy of this worksheet for each
student in your class. This worksheet provides
further practice in choosing the present simple or
present continuous.
www Trig’s website
Encourage your students to complete the online
activities for this unit at www.oup.com/elt/trig.
© Oxford University Press 2011
 2 Tom built a go-kart
Past simple; could for ability
Aims
• To teach the past simple and could to talk about
ability in the past
• To practise formation and use of the affirmative,
negative and question forms of could and the
past simple
Presentation  practice.
1 Play the listening track of the dialogue.
2 Play the listening track again, then get students
to read the roles of Nick, Tom, Adam and Mr
Blake.
3 Tell students that the words in bold type in the
dialogue are past tense forms of verbs and of the
modal can. Explain that we use the past tense
of can (could) to talk about things we were or
weren’t able to do in the past.
Grammar lesson
• Refer students to the verb tables on page 109.
Explain that there are two types of past tense
verbs: regular verbs (with d or ed endings) and
irregular verbs. Draw students’ attention to the
examples of each type.
• Explain that we use did or didn’t + base form
to make questions in the past tense, for both
regular and irregular verbs, and that the form
is the same for all subjects, unlike the present
simple.
• Explain and demonstrate, with questions and
sentences about yourself and the characters in
the text, that could is used to ask and answer
about past ability. Point out that there is only one
affirmative form for all subjects, and only one
negative form (couldn’t).
Vocabulary and Words to learn
Explain any words students might not understand.
Point out build a go-kart in the picture, and in the
‘Words to learn’ box.
Additional new words in this unit.
Verbs
build, crash, break, meet
Nouns
leg, diary, disco, kid, competition, brilliant, rock
Grammar Two
Notes on the exercises
1–2 The first two exercises check students’ ability
to form the past tense of regular and irregular
verbs. Check that students understand the text
in exercise 2. Once students have completed this
exercise, you may wish to drill the past simple
negative of each of the verbs for additional
3–5 These exercises focus on past tense question
forms. In exercise 4, make sure students realise
that the question word always comes before the
auxiliary verb did. Before starting this exercise,
you may also wish to revise when, where and
how many.
7 Once students have completed this exercise, if
they are comfortable with this grammar point,
you could ask students to make up some yes/no
questions of their own to ask a partner.
8–9 These exercises practise could and couldn’t to
ask and answer about past ability.
10
This is a vocabulary exercise, focussing on past
simple forms of new verbs and other new words
in the unit.
11 Partner activity
You may wish to ask students to prepare their
questions first. You can do this as a whole class
activity, writing possible questions on the board.
Ask several pairs to demonstrate their dialogues to
the class.
Extension Ask students to see how many questions
they can think of to ask their partner about an
event. The winner of the pair is the student who can
ask the most questions!
Worksheet 2
You will need one copy of this worksheet for each
small group or pair of students in your class.
Exercise 1 is a pairwork activity. Each pair will
ask and answer questions to complete a short
personalized survey. They will also write an email in
the past tense, and practise using question words
and answers in the past simple.
www Trig’s website
Encourage your students to complete the online
activities for this unit at www.oup.com/elt/trig.
© Oxford University Press 2011
 3 Tom’s flying to New York
Present continuous for future plans; a/an and the
Aims
• To teach the use of the present continuous to talk
about future plans
• To revise the use of articles a, an and the for
countable and uncountable nouns
• To teach and practise the use of a, an and the
with jobs, numbers and time expressions
Presentation  whole class exercise before allowing students
1 Play the listening track of the dialogue.
2 Play the listening track again, then get students
to read the roles of Nick, and Tom.
3 Tell students that the verbs in bold type in the
dialogue are present continuous tense forms
of verbs. Explain that we use the present
continuous to talk about future plans.
4 Draw students’ attention to the articles a, an and
the in bold in the dialogue, and see if they can
remember why each one is used.
Grammar lesson
• Ask students if they can remember when we
use the present continuous. They have already
learned that we use it to talk about things that
we are doing at the time of speaking. Explain that
we also use it to talk about future plans. Read
the examples and ask them to identify the time
expressions (at the weekend, at half past twelve).
• Go through the examples of when we use a/an
or the. Ensure that students understand why the
article is used in each situation.
Vocabulary and Words to learn
Explain any words students might not understand:
artist, photographer, turns, whole, orchestra.
Jobs
photographer, mechanic, reporter, actor/actress,
hairdresser
Places of work
studio, airport
Nouns
offer, piece
Adjective
ugly
Grammar Two
Notes on the exercises
1–3 The first three exercises practise the use of the
present continuous for future plans.
4 This exercise provides practice on indefinite
articles (a and an) with jobs. This is good practice
for the class game in exercise 8.
5–6 These exercises focus on the correct use of a,
an or the. You may wish to treat exercise 5 as a
to work individually or in pairs to complete
exercise 6. Before students complete either
exercise, ask students Where is New York? (In the
USA.) ensure that they understand baseball and
baseball cap.
Extension Ask students to think about the film
‘An Ugly Monster in Love’. What do they think
happens? Ask them to write three to five short
sentences to describe the plot of the film, using
the present continuous and the present simple.
7 Before students attempt this exercise, ask What
do all these words have in common? (They all
end in er.) Ensure that students understand all
the words in the box, not just the job words. Ask
them to put the leftover words into categories.
8 Class game
In this exercise, students have the chance to
revise the job words they used in exercise 7,
and from earlier on in the unit. This activity also
gives students a chance to practise using a or an
with jobs.
Extension Once your students have mimed all the
job words they can think of, ask a student to mime
other jobs they know. The rest of the class can
look up words in a dictionary to guess the correct
answer.
Worksheet 3
You will need one copy of this worksheet for each
student in your class. This worksheet provides
further practice in using the present continuous for
future plans, and completing sentences with the
correct article (a, an or the).
www Trig’s website
Encourage your students to complete the online
activities for this unit at www.oup.com/elt/trig.
© Oxford University Press 2011
 4 We’re going to London
The; to + base form for purpose
Aims
• To teach and practise use of the
• To review and practise the use of to + base form
to answer the question ‘Why?’
Presentation  the answers as a class.
1 Play the listening track of the dialogue.
2 Listen again, then get students to read the roles
of Nick and Jenny.
3 Tell students that they are going to learn when
to use the, instead of a or an. Ask them to look
closely at the dialogue again to see if they can
work out any rules. Help them by asking, So we
use the before names of days of the week? What
about meal times? Find all examples of meal
times and see if you can work out the answer.
4 Draw students’ attention to the use of to. Elicit
the form we use after to when we want to say
why we want to do something (base form).
Grammar lesson
• Draw students’ attention to the examples of
when and when not to use the, and ask them to
find the examples in the text.
• Explain that we use to + base form to talk about
why we want to do something. Ask, Why are
they going to a restaurant? Elicit the answer. (To
have lunch.) Why is Nick going to borrow his dad’s
camera? (To take photos.)
Vocabulary and Words to learn
Additional new words in this unit are to do with
geographical places: capital, ocean, desert,
mountain, river, lake. Ask students what famous
sights they know of in their own country.
Notes on the exercises
1–4 The first four exercises in this unit give
students practice in using the when necessary.
Tell them to refer back to the rules on page 16 if
they need help.
2 Ask students to complete this exercise
individually or in pairs. Check the answers as
a class, and make sure they understand why
the is needed or not needed in each case.
Once all students have a correct version of the
questionnaire, you can move your students on to
exercise 3.
Grammar Two
3 In order to complete this exercise in a
meaningful way, it is important for students
to have a correct version of exercise 2 before
attempting to do this exercise. Once all your
students have completed both exercises, check
Extension How good are your students’
memories? Ask them to close their books and to
try to remember one of the questions in exercise
2. If they manage this, ask a different student
to answer the question with their matching
response from exercise 3.
5–6 In these two exercises, students are
challenged to think of reasons why people are
doing things, and to complete sentences using to
+ base form phrases.
7 This is a vocabulary exercise, focussing on new
words in the unit. Ask students to work in pairs
to write a sentence about their own country,
using the words capital, famous sights, river, lake,
mountain, desert and ocean (if applicable).
8 Partner activity
This chain writing activity practises when to use the
as well as to + base form for purpose. Demonstrate
with a small group of students before you let them
do the activity in pairs. The results of the complete
sentences can be quite amusing! Ask students to
read out their completed sentences at the end of
the activity.
Extension Students can do the same activity,
this time practising using the present continuous
for future plans, e.g. I’m going to the shop to buy
some bread.
Worksheet 4
You will need one copy of this worksheet for each
student in your class. This worksheet provides
further practice in using the article the, and to +
base form for purpose.
www Trig’s website
Encourage your students to complete the online
activities for this unit at www.oup.com/elt/trig.
© Oxford University Press 2011
 5 Jenny writes neatly
Adverbs of manner
Aims
• To teach the difference between adjectives and
adverbs of manner
• To teach and practise formation of adverbs of
manner
Presentation  from previous levels): tigers, mice, dogs, lions,
1 Play the listening track of the text.
2 Play the listening track again, pausing after each
sentence for students repeat it.
3 Draw students’ attention to the words in bold.
Explain that they are adverbs of manner: they
tell us more about the verb.
Grammar lesson
• Read through the explanations and look at the
examples with the class. Ask students to find the
examples in the text.
• Explain that while most adverbs are formed with
ly, there are a few irregular forms, which don’t
follow this rule.
Vocabulary and Words to learn
Additional new words in this unit.
Adjectives
neat, hard, untidy, noisy, careless, angry, loud, easy,
correct, quick, happy
Adverb
well
Verbs
move, bark
Make sure students know the meaning of the
words. Ask them to find the adverb form of any
adjectives in the ‘Words to learn’ box, in the text.
correct column. Each word placed correctly in
the category scores one point, and the team with
the most points when all the words have been
used is the winning team.
3 In this exercise, students will learn the words
for animals (they may remember some of them
cats, snails, birds, sharks, kangaroos. To revise
these words before students complete the
activity, you may like to get students to mime
an animal from page 22 for the rest of the class
to guess. Once your students are confident with
the names of the animals, they can work in pairs
to decide on the best way these animals move,
before writing their questions in exercise 4. The
animals and adverbs to describe them are dealt
with again in exercise 6 on page 21.
7 Class game
This pairwork game practises can and can’t for
ability, questions with can and short answers.
Demonstrate with a student first, then let students
play the game in pairs.
Worksheet 5
You will need one copy of this worksheet for each
student in your class. This worksheet gives students
practice in forming adverbs of manner, and finding
adverbs in a word square. They can do the last
exercise in pairs.
www Trig’s website
Encourage your students to complete the online
activities for this unit at www.oup.com/elt/trig.

Notes on the exercises

1 This exercise give students practice in using
adverbs. Tell students to refer back to the rules
on page 20 if they need help.
2 You could transform this exercise into a class or
group activity. Write the headings ‘Adjective’,
‘Adverb’ and ‘Adverb or Adjective’ on the board
in three columns. Split the class into two or three
groups of similar size. The groups take it in turns
to nominate one student from the group to go
to the front of the class and write a word in the

Grammar Two © Oxford University Press 2011

 6 Who’s the fastest?
Comparison of adjectives (1)
Aims 5 Draw students’ attention to the fact that more
• To revise formation and use of short and regular than one sentence is possible, depending on
comparative and superlative adjectives the adjective chosen. Students can work in pairs
before a whole class check, or work individually
• To teach and practise the comparison of short
before comparing answers in pairs.
and regular adjectives
6 Remind students to use the with the superlative
Presentation  adjective, as leaving it out is a common error for
1 Play the listening track of the text. learners to make.
2 Play the listening track again, pausing after each 7 After completing this exercise, you may wish
sentence for students repeat. to ask students to work in pairs or small groups
to make similar quizzes about geography. As
3 Draw students’ attention to the words in bold.
they haven’t practised making questions with
Explain that they are adjectives used to compare
comparative and superlative adjectives yet, you
two or more people, things, places or animals.
can ask them to write their quiz questions as a
Grammar lesson sentence completion exercise, and give the quiz
to another pair or group to answer.
• Read through the explanations and look at the
examples with the class. Ask students to find the
9 Partner activity
examples in the text.
This pairwork activity gives students the chance to
• At the end of the explanations, ask students if
personalize, using adjectives of comparison to talk
they can remember when to use the comparative
about their own local area. Encourage them to use
(when comparing two things) and superlative
their own ideas, and open up the activity so that it
(when comparing more than two things), as this
becomes a whole class discussion.
is a common error for learners.
Extension Write the names of two or more
Vocabulary and Words to learn celebrities the students all know, e.g. people in the
class, school subjects, types of food, cars or sports,
Additional new words in this unit: adjectives: heavy,
and write an adjective in brackets. (It’s best to
large, long, wide, strong, thin, young, high. Students
avoid the adjectives fat, short, thin.) Ask students to
should remember building (from the verb to build)
make comparisons and see how many have similar
from previous units.
opinions.
Notes on the exercises
Worksheet 6
1 The first exercise is a straightforward spelling
You will need one copy of this worksheet for each
exercise. Make sure students spell the adjectives
student in your class. In this worksheet, students
of comparison correctly, as they will continue
make more comparisons.
to use them in other exercises that follow. Tell
students to refer back to the rules on page 24 if www Trig’s website
they need help.
Encourage your students to complete the online
2–3 Ask students if they can remember why they
activities for this unit at www.oup.com/elt/trig.
have to use comparative adjectives here and not
superlative adjectives (because they are only
comparing two things).
Remind students to use than to compare two
things.
4 Remind students that when we make
comparisons using (not) as … as, we don’t
change the form of the adjective.

Grammar Two © Oxford University Press 2011

 7 The most interesting planet
Comparison of adjectives (2); should
Aims
• To teach and practise the comparison of long and
irregular adjectives
• To teach and practise should for obligation and
advice
Presentation  before a whole class check, or work individually
1 Play the listening track of the text.
2 Play the listening track again, pausing after each
sentence for students to repeat.
3 Draw students’ attention to the words in bold.
Explain that when we use certain adjectives to
compare things, we use more + adjective (in
the comparative) or most + adjective (in the
superlative).
4 Draw students’ attention to should in the text.
Explain that we use should to give advice.
Grammar lesson
• Read through the explanations and look at the
examples with the class. Ask students to find the
examples in the text.
• Point out that there are some adjectives that are
irregular: their comparative and superlative forms
do not follow any rules. Ask students to find
them in the text.
• Read through the examples with should and
shouldn’t for obligation and advice. Make sure
students understand that they are not as strong
as must or mustn’t. Write on the board:
Nick says, ‘We
visit Venus, because it’s the
hottest planet.’
Ask students to complete the sentence (they
need to use shouldn’t).
Vocabulary and Words to learn
Additional new words in this unit are adjectives:
close, boring, dangerous, comfortable, difficult,
important. Nouns: science, life, adventure, waste.
Notes on the exercises
2 Ask students if they can remember why they
have to use comparative adjectives here and not
superlative adjectives (because they are only
comparing two things).
Grammar Two
3 Remind students to use than to compare two
things, and the if they are using the superlative
form of the adjective.
4 Draw students’ attention to the fact that more
than one sentence is possible, depending on
the adjective chosen. Students can work in pairs
before comparing answers in pairs.
7 After completing this exercise, you may wish to
do a short revision exercise on forming adverbs
of manner. Ask students to close their books. Call
our an adjective in the box, e.g. quiet, and ask
them to write down the adverb. Check answers
at the end.
8 Team game
This team game gives students the chance to make
sentences giving advice in different situations.
Encourage students to write as many sentences as
they can, working in groups. The winner is the team
that has made the most correct sentences.
Extension Write some other simple ‘problems’ on
the board, and ask students to work in groups to
give advice. For example:
Tom is getting fatter. He wants to be thinner.
Lucy is always late for school.
Worksheet 7
You will need one copy of this worksheet for each
student in your class. In this worksheet, students
make more comparisons, and use should and
shouldn’t to write sentences about obligation and
advice.
www Trig’s website
Encourage your students to complete the online
activities for this unit at www.oup.com/elt/trig.
Revision 1 (units 1–7)
Students should do the revision unit at the end
of unit 7. Exercise 9 is an example of a Cambridge
Young Learners English Test task type.
Test 1
A downloadable test that covers all the material
in units 1–7 is available. Once your students have
completed revision 1, it is a good time to ask your
students to complete this test.
© Oxford University Press 2011
8 A lot of food
Expressing quantity; shall
Aims
• To review countable and uncountable nouns
• To teach and practise how to use a little, a few,
not much, not many, a ... of, a lot of and lots of to
talk about quantity
• To teach and practise shall for offers and to make
suggestions
Presentation  thank you. It’s fine/OK.
1 Play the listening track of the dialogue.
2 Play the listening track again, then get two
students to read the roles of Nick and Jenny.
3 Draw students’ attention to the word shall in
bold. Explain that we use shall to make offers
and suggestions.
4 Point out the expressions and words in bold, and
explain to students that they tell us more about
the quantity of things.
Grammar lesson
• Read through the explanations and look at the
examples with the class. Students have already
learned about countable and uncountable nouns,
but this is the first time they have encountered
the words for containers. Ask students to find the
examples in the dialogue.
• Read through the words and expressions for
talking about quantity, and make sure students
realize which ones can be used to talk about
countable nouns, and which for uncountable
nouns.
• Explain that we use shall to make offers and
suggestions. Point out that it is used in questions,
but not in answers or sentences. Make some
suggestions or offers, for example:
Shall I open this window?
Shall we finish the lesson early?
Vocabulary and Words to learn
Additional new words in this unit are containers:
suitcase, pack, bag, tube, loaf, carton, bottle, packet,
jar, bar, tin; food: crisps.
Notes on the exercises
1 After students have completed this exercise, ask
them to think of other items (working in pairs, if
you prefer) that are used with each container.
Grammar Two
3–4 For students who have difficulty with these
exercises, it might help if they look at all the food
and drink items first, and write U next to those
that are uncountable, and C next to those that
are countable.
5 After students have finished the exercise, ask
them to work in pairs and ask and answer the
questions. Elicit the responses: Thank you. / No,
6–7 To add a personalisation element to these
offers and suggestions, ask students to work in
pairs to ask and answer the questions.
9 Class game
This class game gives students the chance to
practise using containers with countable and
uncountable nouns, and is also a memory game. To
make it more challenging, you can ask students to
use words for items in alphabetical order, e.g. I went
to the supermarket to buy a bag of apples, a loaf of
bread, a packet of crisps, a bottle of drink.
The game continues until a student gets the
alphabetical order wrong, or forgets an item
someone has mentioned previously.
Worksheet 8
You will need one copy of this worksheet for each
student in your class. In this worksheet, students
do a spot the difference activity in the first exercise.
You could ask them to do this sitting back to back,
describing the pictures to each other. In this case,
each student will need a different picture, A or B.
Extension Ask students to study the pictures in
exercise 1 again, then turn over their worksheets.
Make a true or false sentence about the picture,
and get them to correct you if necessary. For
example:
A: There are two packets of crisps.
B: False. There is one packet of crisps.
The worksheet also practises shall for offers of help.
www Trig’s website
Encourage your students to complete the online
activities for this unit at www.oup.com/elt/trig.
© Oxford University Press 2011
 9 Trig was playing football when …
Past continuous; past continuous and past simple
Aims
• To teach and practise formation and use of the
past continuous
• To practise the past continuous contrasted with
the past simple
Presentation 
1 Play the listening track of the text.
2 Play the listening track again, pausing after each
sentence for students repeat.
3 Ask students which words in bold are examples
of verbs in the past simple tense. Explain that the
others (were playing, was wearing, was talking)
are verbs in the past continuous, and are used to
describe things that were already happening at a
certain time in the past.
Grammar lesson
• Read through the explanations and look at the
examples with the class. Students have already
learned about the formation of the present
continuous: explain that the past continuous is
formed with the past tense of the verb be, and
the base form with -ing.
• Read the rule about when to use the past
continuous, and when to use the past simple.
You may need to give further explanations on the
board.
• Draw a time line on the board, and write an
action that was in progress when something else
happened. Write, for example, The students were
reading … when the teacher came in. Illustrate
the action in the past simple by drawing a cross
on the time line.
X
The students were reading when the teacher came in.
• Ask students to think back to last night between
7 p.m. and 8 p.m. Ask What were you doing? Elicit
the answers and help them to form the correct
tense (past continuous). Make sure students
realize that the longer action is in the past
continuous form.
Grammar Two
Vocabulary and Words to learn
Additional new words in this unit are:
Verbs
kick, stand, break, cut, blows (of the wind), fall
Parts of the body
finger, head
Nouns
light
Notes on the exercises
1–2 These exercises require students to study
pictures and make sentences in the past
continuous. They can work in pairs to do the
activity.
3–4 Here, students need to decide which action
was the longer one, and what was happening
when something else interrupted it.
6 Partner activity
This chain writing activity gives students practice
in using both the past continuous and past simple
tense. Demonstrate with a small group of students
before you let them do the activity in pairs. The
results of the complete sentences can be quite
amusing! Ask students to read out their completed
sentences at the end of the activity.
Extension Ask half the class to write a sentence
beginning in the past continuous, starting with
When … on a piece of paper. Demonstrate on the
board: When I was having a shower … or When my
parents were driving the car …, etc.
Ask the other half of the class to write a sentence in
the past simple on a piece of paper. Put students in
pairs, one from each half of the class, and ask them
to read their ‘complete’ sentence.
Worksheet 9
You will need one copy of this worksheet for each
student in your class. In this worksheet, students
practise using the past continuous or past simple
tense to talk about pictures, and later about
themselves in a personalized activity.
www Trig’s website
Encourage your students to complete the online
activities for this unit at www.oup.com/elt/trig.
© Oxford University Press 2011
10 I’ve just finished it
Present perfect simple (1); just, already, yet
Aims
• To teach and practise past particples
• To teach and practise formation and use of the
present perfect simple
• To teach and practise just, already and yet with
the present perfect simple
Presentation  picture to find out which actions have or haven’t
1 Play the listening track of the text.
2 Play the listening track again, then get two
students to read aloud the roles of Jenny and
Nick.
3 Explain that this tense is used for actions that are
completed, but still have an effect or result in the
present. Explain that it is often used for recently
completed actions. Ask, What has Jenny just
finished doing? (Washing the lettuce, chopping
the onions.)
Grammar lesson
• Read through the explanations and look at the
examples with the class. Students know the
different forms of have, and have learned how to
form the past tense, regular and irregular. Explain
that in the present perfect we use the form of the
verb have, with the past participle of the verb.
• Refer students to page 109 for a list of past
participles for irregular verbs.
• Read the rules for when to use just, already and
yet, and ask students to find examples in the
text. Ask questions to elicit the short and full
answers.
Has Jenny washed the lettuce yet?
(Yes, she has. She’s washed it already.)
Has she sliced the cucumber yet?
(No, she hasn’t sliced it yet. / No, she hasn’t.)
Vocabulary and Words to learn
Additional new words in this unit:
Food
lettuce, pudding,
Housework or cooking
dishes, rubbish, slice, set the table
Hair
comb (your hair)
Grammar Two
Notes on the exercises
1 Refer students to the verb table on page 109
when they do this exercise. Get them to make
sentences in the present perfect with the verbs,
e.g. I’ve eaten breakfast already. I’ve just written
an email.
4 In this exercise, students have to look at the
been done. In exercise 4, they use a to-do
list to make sentences. Explain that 3 means
something has been done, and 7 means that
someone hasn’t been done yet. Make sure
students use yet and already in their sentences.
You can personalize this exercise by asking
students to make their own to-do lists. They
can ask and answer in pairs: Have you done your
homework yet? Yes, I have., etc.
7 Partner activity
This partner activity gives students practice in
asking present perfect questions with yet and
already, and answering, with yet, already and just.
Demonstrate with one student before you let them
do the activity in pairs. Ask students to tell the
class something about their partner: She’s bought a
present for her mother’s birthday already. He hasn’t
finished his maths homework yet.
Extension Arrange some objects on the table. Ask
students to study them, then to close their eyes.
Remove one object or change its position. Ask
students to open their eyes and to say what you
have done: You’ve moved the rubber. You’ve taken
the ruler away. Students can continue playing the
game in pairs or groups.
Worksheet 10
You will need one copy of this worksheet for
each student in your class. In this worksheet,
students practise using the present perfect about
different people, and later about themselves in a
personalized activity.
www Trig’s website
Encourage your students to complete the online
activities for this unit at www.oup.com/elt/trig.
© Oxford University Press 2011
11 Have you been to China?
Present perfect simple (2); would like + verb
Aims 3 Before students complete this exercise, make
• To teach the present perfect simple to ask and sure that they know where each of the places
answer questions about experiences in the pictures are. Once they have correctly
identified all the landmarks and countries, ask
• To teach and practise would like + verb as a more
them to complete the exericse. After students
polite form of saying what we want
have finished the exercise, get them to work in
Presentation  pairs to ask and answer the questions.
1 Play the listening track of the dialogue. 4 Once students have completed this exercise, go
through the answers with the class.
2 Play the listening track again, then ask three
students to read aloud the roles of Mr Blake, Tom Extension Ask students to work in pairs. One
and Nick. student in the pair must look carefully at the two
images for one minute, then close their book and
3 Explain that the present perfect is also used to talk
say as many of the differences as they can to
about experiences people have or haven’t had, in
their partner. Then the pairs swap over.
general, when no specific time is mentioned.
5 Once students have completed this activity,
4 Draw students’ attention to the words I’d like in
students can ask and answer questions to their
bold, and elicit that to + base form follows.
partner. When they have been through all the
Grammar lesson questions, get some of the students to tell the
class something about their partner, for example:
• Read through the explanations and look at the
He hasn’t ever used chopsticks. But he’s seen a
examples with the class. Explain that we use the
snake – twice!
present perfect with ever to ask about general
experiences up to now, and never in negative
7 Class game
sentences about experiences up to now.
This class game gives students practice in using
• Ask them to read the dialogue again and ask
would like + to + base form to talk about jobs or
Has Nick ever been to China? (No, he hasn’t.) Has
wishes.
he eaten Chinese food? (Yes, he has.) Have you
Extension Ask students to draw up a short
eaten Chinese food?
questionnaire to use in a survey. They should try
• Read the rules for how to use would like to talk
and find out from their classmates which country
about things you want. Ask students Would you
they’d like to visit, what job they’d like to do, what
like to go home now? Would you like to do extra
they’d like to have for dinner that night and what
homework? to elicit affirmative and negative
present they’d like for their next birthday. Ask
answers.
students to feed back to the class after they’ve
Vocabulary and Words to learn completed their survey.

Additional new words in this unit are: through, Worksheet 11

coconut, snake, trousers, forget, plant, go fishing, pet.
You will need one copy of this worksheet for each
Make sure students know what the words mean.
student in your class. In this worksheet, students
Notes on the exercises do a pairwork activity, asking and answering about
experiences, so each student will need a copy of
1 Remind students to start the question with the
the worksheet.
form of the verb have and to finish the question
with a question mark. www Trig’s website
2 This exercise gives students practice in using Encourage your students to complete the online
present perfect simple short answers. This is a activities for this unit at www.oup.com/elt/trig.
personalization exercise, so ensure that students
have understood the question and that they give
truthful answers wherever possible.

Grammar Two © Oxford University Press 2011

12 What caused the accident?
Who and what as subjects; word order
Aims 4 To extend this exercise, you can get students to
• To teach who and what as subjects create their own pictures. Split your class into
small groups of three or four students. All the
• To teach word order in subordinate clauses
students write the names of the six students
Presentation  in exercise 4 in their notebooks, in the same
positions they appear in the book. One student
1 Play the listening track of the dialogue.
then draws arrows to indicate who likes who,
2 Play the listening track again, then ask two
but doesn’t show the rest of the group. The
students to read aloud the roles of Tom and Nick.
remaining students then have to ask questions
3 Draw students’ attention to the words in bold, about who likes who, and draw arrows on the
and elicit the answers to the questions with who pictures in their own notebooks. All students
and what. should end up with a similar picture in their
notebooks (the pictures may not be exactly the
Grammar lesson
same as the arrows may sometimes be different
• Read through the explanations and look at the lengths, but the links should all the be same).
examples with the class. Make sure students
5 This exercise may be challenging: remind
notice the difference between questions with or
students to look carefully at the questions. Are
without who or what (those with who or what
they questions where who is the object, or the
don’t have an auxiliary, but those without have
subject? Tell them to refer to the rules on page
the auxiliary do).
52 again if they need help.
• Draw students’ attention to the word order: it
6 Remind students of the correct word order to
is the same in subordinate clauses as the main
use: Subject, Verb, Object.
clause (Subject, Verb, Object). (For many learners
this will be different from their own language, so 8 Group activity
it may cause some confusion.)
Put students into groups of four, or pairs, if you find
Vocabulary and Words to learn it easier, in your class. Give them five minutes to
make notes about their story before they tell it to
Additional new words in this unit: cause an
the class. Encourage them to use as many of the
accident, (an accident) happens, fog, foggy weather,
words in the ‘Words to learn’ box on page 52 as
police (van), ambulance. Make sure students know
they can. When they have told their story, ask other
what the words mean.
students in the class to think of two questions to
ask about the story, starting with Who or What.
Notes on the exercises
Extension A competitive element can be added to
1 In this exercise, ensure that students use a
this exercise by awarding a point for each correct
capital letter at the start of each word.
use of who and what, or word order construction,
2 Once students have completed this exercise, you
and a point for each item of vocabulary from the
could ask them to go back over the questions
‘Words to learn’ box that is used in a story. The
and invent answers. For example, Who phoned
group with the most points at the end is the winner.
Nick? A possible answer would be Tom phoned
Nick. Worksheet 12
3 Remind students that the answer to who You will need one copy of this worksheet for each
questions will be a person, and to what questions student in your class.
will be an object. After completing this exercise,
encourage students to make up their own www Trig’s website
sentences and act them out to a partner as if Encourage your students to complete the online
the phone line is bad. Their partner has to ask for activities for this unit at www.oup.com/elt/trig.
more information using who or what.

Grammar Two © Oxford University Press 2011

13 I’ve had it for five months
For and since; present perfect or past simple?
Aims
• To teach and practise for and since with the
present perfect
• To practise contrasting the present perfect and
past simple
Presentation  not essential for them to be able to complete
1 Play the listening track of the dialogue.
2 Play the listening track again, then get two
students to read aloud the roles of Tom and Nick.
3 Ask students to look at the verbs in bold and to
say whether they are in the present perfect or
past simple.
4 Draw students’ attention to for and since (in
bold in the dialogue) and the words which
follow. Ask which words refer to specific dates or
time references (December), and which refer to
more general time references (two months, five
months).
Grammar lesson
• Read through the rules for using for and since
and look at the examples with the class.
• Read through the explanations about when to
use the present perfect or past simple tense.
Students already know that the present perfect
is used for events that started in the past but are
still true in the present. Explain that as soon as
there is a specific time mentioned or asked for,
the past simple is used instead.
Vocabulary and Words to learn
Additional new words in this unit are words to do
with dates or time: year, month, week, day, hour,
minute, once, twice; others: sell, spring, great.
Notes on the exercises
1 With particularly strong students or fast finishers,
you could extend this activity by asking individual
students to write a sentence about themselves
using each of the time expressions in the box.
This will be quite a challenging extension activity,
so you may wish to complete some of the other
exercises in the unit before returning to complete
this extension, or to set it as homework.
Grammar Two
2 Remind students to think about whether the
time reference is specific (past simple) or more
general (present perfect).
3 Before students start this exercise, check that
they know where Bangkok, Rome, Paris, Berlin,
Tokyo, Cairo, Istanbul and Madrid are. This is
the exercise, but it is good general knowledge.
For this exercise, students will then write two
sentences, one in the present perfect and one in
the past simple.
4 Students only need to look at the tense in the
question to know which tense to use in the answer.
5 After students have finished the exercise,
ask them to work in pairs and read the mini-
dialogues aloud. Ask them to make sure they
have used the tenses correctly.
7 Partner activity
This writing activity practises when to use for and
since with the present perfect. Demonstrate with a
student before you let them do the activity in pairs.
The results of the complete sentences can be quite
amusing! Ask students to read out their completed
sentences at the end of the activity.
Extension Students can do the same activity, this
time practising writing present perfect affirmative
sentence halves, instead of negative ones.
You can also do the following activity to practise the
present perfect or past simple: Ask each student to
write three sentences in the present perfect or past
simple (at least one of each) on a piece of paper.
One sentence has to be false, and two have to be
true. Put students in small groups and ask them to
read out their sentences. The rest of the group has
to decide which sentences are true and which one
is false.
Worksheet 13
You will need one copy of this worksheet for each
student in your class. In this worksheet, students
practise using the present perfect with for or since,
and the past simple. They also write sentences
about themselves.
www Trig’s website
Encourage your students to complete the online
activities for this unit at www.oup.com/elt/trig.
© Oxford University Press 2011
14 Will I be rich?
Future with will; may/might for possibility
Aims
• To teach and practise the future with will
• To teach and practise may and might for
possibility
Presentation  6
1 Play the listening track of the dialogue.
2 Play the listening track again and get two
students to read aloud the roles of Amanda and
Jenny.
3 Ask students to look at the words in bold.
Explain that we use will for definite future
actions, events or situations, and may or might
for possible future actions, events or situations.
Grammar lesson
• Read through the explanations and look at the
examples with the class.
• Point out that there is only one form of will and
won’t, for all subjects, singular and plural. Note
that the short form it’ll can’t be used in a short
answer: Yes, it will., not Yes, it’ll.
• Note that although the meaning of may and
might is almost the same, may can sometimes
be seen as slightly more ‘tentative’ than might.
The negative short form mightn’t is rarely used in
speaking nowadays.
Vocabulary and Words to learn
Additional new words in this unit are words to do
with stages of life: grow up, happy, famous, rich,
change, different, journey and words to do with
weather: windy, cloudy, snow.
Notes on the exercises
3 Explain that we use will and won’t for weather
forecasts. You may wish to personalize this
activity by bringing in photocopies of a recent
world weather map from a newspaper, so that
students can make realistic weather predictions
about the rest of the world.
4 When students have finished their predictions,
ask them to work in pairs or small groups to
discuss them. Find out how many share similar
opinions about what life might be like in the
future.
Grammar Two
5 Students should try to avoid looking at page
60 when they complete this exercise. This
exercise could be used as part of an end of unit
vocabulary test.
Partner activity
This speaking activity practises will, may and might
for future events, actions or situations. Ask students
to tell the class something about their partner
when they have finished the activity, for example:
Carla might be a teacher one day. But she won’t
teach secondary students!
Extension Writing horoscopes for each other is a
popular activity for students and helps them to
practise using will, won’t, may and might for future
events, actions and situations. Put students in pairs.
Give each student a piece of paper and ask them to
write five predictions for their partner’s week ahead,
using will, won’t, may or might. Be sure to tell them
to include only positive predictions – things that
their partner will enjoy reading. Students exchange
papers and read the predictions. Ask several
students to tell the class about a particularly good
event or situation that will, may or might happen!
Worksheet 14
You will need one copy of this worksheet for each
student in your class. In this worksheet students
play a pairs game to practise using will, won’t, may
or might to talk about the future. They also do a
writing exercise in which they make predictions
about themselves.
www Trig’s website
Encourage your students to complete the online
activities for this unit at www.oup.com/elt/trig.
Revision 2 (units 8–14)
Students should do the revision unit at the end of
unit 14. Exercise 9 is an example of a Cambridge
Young Learners English Test task type.
Test 2
A downloadable test that covers all the material
in units 8–14 is available. Once your students have
completed revision 2, it is a good time to ask your
students to complete this test.
© Oxford University Press 2011
15 You used to like fishing
The -ing form; used to
Aims 3 When students have finished the exercise, ask
• To teach and practise use of the -ing form as a them to work in pairs to read their sentences to
noun after like, enjoy, love, prefer and hate each other. Find out if they agree or disagree.
• To teach and practise formation and use of used to 4 Go through all the items of vocabulary in this
for things that happened regularly in the past exercise, and ask students to provide translations
into their own language of items that you think
Presentation  may be challenging for them. Then get students
1 Play the listening track of the dialogue. to complete the exercise, and check answers
with the whole class.
2 Play the listening track again and ask two
students to read the role of Tom and Nick aloud. 5 Remind students to read the whole sentence to
see whether to use the affirmative or negative
3 Ask students to look at the -ing words in bold
form of used to in the gap.
and to tell you whether they are verbs or nouns
in these cases (nouns). Extension In class, students should work in pairs
and answer the same questions in exercise 5
Grammar lesson about themselves. Get students to write down
• Read through the explanations and look at the their answers and their partner’s answers.
examples with the class. Ask them to find the 7 Ask students to work in pairs after they have
verbs like, enjoy, prefer in the dialogue. finished the exercise, to think of some more
• Refer students to the information about spelling sentences to make about the past, with used to
on page 110. They may wish to have this to hand or didn’t use to. Ask them to read the sentences
when they do the exercises. aloud to the class.
• Read through the explanations about when
9–10 Partner activity
to use used to for the past tense. Explain that
These exercises focus on adjective opposites.
we use it to talk about things that happened
Extend this work by making Pelmanism cards: write
regularly in the past, but don’t happen any more.
the words (or ask students to do this) on squares
Ask a few students:
of paper. Make one set for each group of four.
Did you used to play with toys when you were
Students put the cards face down on the desk,
younger? (Yes, I did.)
turning up two at a time, and if they are a matching
Do you still play with toys? (No, I don’t.)
pair of opposites, they get to keep the cards. Play
Vocabulary and Words to learn continues, with each player taking a turn. The
winner is the student who has collected the most
Additional new words in this unit are to do with
cards at the end of the game.
transport and travel: underground, traffic, safe,
helmet, bus, taxi, wait, crowded, sightseeing bus.
Worksheet 15
Notes on the exercises You will need one copy of this worksheet for each
student in your class. In this worksheet, students
1 This exercise helps students revise ing forms. See
practise using the ing form as a noun, and write
what other ing forms students can add to this
sentences about people and themselves with used
list, and check that they can spell them correctly.
to and didn’t use to.
2 Before starting this exercise, ask your students
to name all the individual images. Ask what www Trig’s website
verbs might be associated with each item,
Encourage your students to complete the online
and encourage as many different answers as
activities for this unit at www.oup.com/elt/trig.
possible. This should help students to think about
the context that may be associated with each
item, and will prepare them for completing the
exercise.

Grammar Two © Oxford University Press 2011

16 The boy who broke his leg
Relative pronouns
Aim and to check that they have added the relative
• To teach and practise relative pronouns who, pronoun to the completed sentence. They can
which and that read their sentences in pairs to check.
4 Once students have completed this exercise, you
Presentation  could take an opportuntity to revise question
1 Play the listening track of the dialogue. words. (Only do this if your class if confident
2 Play the listening track again and get two using both relative pronouns and question
students to read the roles of Tom and Nick aloud. words, if they are not it may confuse them.)
Tell students to close their books. Write one of
3 Ask students to look at the words in bold.
the sentences from exercise 4 on the board,
Explain that we use these relative pronouns to
including who or which, but excluding the
refer to people, animals and things instead of
first word in the sentence, where or who. Ask
mentioning them again.
students to identify the correct word to complete
Grammar lesson the sentence. In some questions, there is more
than one correct possible answer.
• Read through the explanations and look at the
examples with the class.
6 Team game
• Ask them to find the person, animal or thing each
This speaking activity practises relative pronouns.
relative pronoun in the dialogue refers to.
You can also award points for each sentence a
who = Alan; which = the climbing wall;
team can make about the word – move on to
who = the girl, who = Susie; who = Simon;
the next word when they have exhausted all
that = the ambulance; that = the doctor;
possibilities.
that = a photo.
Extension Put several everyday objects in a bag.
Vocabulary and Words to learn Include items that students will not necessarily
know the name of in English, but will have come
Additional new words in this unit: adventure, show,
across in their homes, e.g. a can opener, a stamp,
fall, someone, something, astronaut, gardener,
a hairbrush, a dog collar, a paper clip, a stapler, etc.
news, builder, leaf.
Students take turns to put their hand in the bag and
Notes on the exercises pull out an object (without showing anyone else).
Give them a few minutes to think about what to
1 After students have completed this exercise, tell
say about the object so that students will be able
your students to close their books, and say the
to guess what it is. Remind them to use relative
second sentence from some of the questions.
pronouns to describe it: This is something that you
Students have to say the job that you are
use to open a tin of tuna. This is something that you
describing. For example, That’s someone who
put on a letter before you post it.
reports news. (A reporter.) That’s someone who
repairs cars. (A mechanic.) You can also play this The student who can guess the object gets a point
game in reverse, with you saying the job and and becomes the next player in turn.
students describing their work. For example, A
cook. (That’s someone who cooks food.) An artist.
Worksheet 16
(That’s someone who paints pictures.) You will need one copy of this worksheet for each
student in your class. In this worksheet, students
2 Ask students to write the relative pronoun in the
do a crossword (they can do this in pairs), answer
sentence writing space first, before they try to
questions and write sentences with relative
match the sentence halves.
pronouns.
3 Before students complete this exercise, revise
the names of animals with your class. Remind www Trig’s website
students that when they complete the exercise
Encourage your students to complete the online
to always start a sentence with a capital letter,
activities for this unit at www.oup.com/elt/trig.

Grammar Two © Oxford University Press 2011

17 Jenny has to go
Have to
Aim Extension This activity will work well if your
• To teach and practise formation and use of students know each other well. Ask each student
have to to write on a clean sheet of paper. They should
make a chart of things they had to do last week,
Presentation  things that they have to do this week, and
1 Play the listening track of the dialogue. things that they will have to do next week. Their
activities must be true. Once they have done this,
2 Play the listening track again, then ask three
they should hand their chart to you. When you
students to read the roles of Mum, Jenny and
have received all the charts, redistribute them
Nick aloud.
throughout the class. Invite some students to tell
3 Ask students to look at the words has to
the class what the chart they have received says,
and have to in bold. Ask them if they mean
using complete sentences with have to and don’t
something that is important or necessary to do
have to. Based on their understanding of the
or not to do, or something that isn’t important
sentences and their knowledge of their peers,
or necessary. Students should be able to judge
the rest of the class should try to guess who the
from the context that have to implies a strong
chart belongs to.
obligation.
5 Students make sentences about things people
Grammar lesson have to and don’t have to do. When they
have finished the exercise, ask them to make
• Read through the explanations and look at the
sentences for the example and 1–3 about their
examples with the class.
own country.
• Students already know the forms of the verbs
have and do, so this shouldn’t cause too many 7 Partner activity
issues for them. They might, however, forget to
This speaking activity practises have to in several
use the auxiliary does in questions with have to:
stages: with question forms and short answers, in
Has she to go?
the past simple, present simple and future with will.
• Ask several students questions about things they
Extension Ask several students to tell the class
have to do at home: Do you have to tidy your
something their their partner didn’t have to do,
room? Do you have to help with the dishes?, etc.
doesn’t have to do or won’t have to do: Encourage
Vocabulary and Words to learn students to be creative!
Paul didn’t have to help cook the dinner last night.
Additional new words in this unit include words to
She doesn’t have to play computer games today.
do with study and school: hand in a project, study
Tomorrow Linda won’t have to do her homework.
(for a) test, everybody, vocabulary, translate a poem,
rule.
Worksheet 17
Notes on the exercises You will need one copy of this worksheet for each
student in your class. In this worksheet, students
2 When they have completed this exercise,
complete a personalized chart about things they
ask students to make a similar chart about
have to and don’t have to do, and write sentences
themselves, their parents and their siblings. They
about other people.
should then work in pairs to tell each other about
the times they have to get up, go to bed, etc. www Trig’s website
3–4 Once students have completed exercise 4, you
Encourage your students to complete the online
may again wish to add a personalization element
activities for this unit at www.oup.com/elt/trig.
to exercise 3 by asking students to create a
similar chart for themselves.

Grammar Two © Oxford University Press 2011

18 Trig is too fat
Prepositions of place and movement; too and enough
Aims in the scene are doing, using prepositions. The
• To teach and practise prepositions of place and remaining members of the group then have to
movement: through, over, up, down, across, draw the scene that the speaker describes. At
round, opposite, in front of the end of the activity, all members of the group
compare their pictures to make sure that they
• To teach and practise use of too and enough
have all created a similar picture.
Presentation  3 To help students with this exercise, ask them to
1 Play the listening track of the dialogue. write the subject first (Trig, Amanda, The babies
etc.) followed by the verb and too or enough.
2 Listen again and ask two students to read aloud
the roles of Nick and Tom. 4 In this exercise students have to read carefully to
find the words they need, as they aren’t given in
3 Ask students to look at the prepositions in bold in
a word pool.
the dialogue. Explain that these words tell us the
location of things, people or places.
5 Class game
4 Draw students’ attention to the words too and
This speaking activity practises prepositions.
enough in bold in the dialogue. Ask them to
Demonstrate yourself first, then let students play in
notice where the adjectives go (after too and
teams, groups, pairs or as a whole class.
before enough).
Extension Put students into pairs and give them
Grammar lesson each a blank piece of paper. Ask each student
to draw his or her bedroom and the things in it.
• Read through the prepositions and look at
When they have finished, ask them to sit back to
the examples with the class. To help students
back with a partner and describe their rooms in
understand better the difference between
turn, using prepositions. Each student should draw
through, over, up and down, you could introduce
the other’s room on the back of his or her sheet
a ‘Simon Says’-type activity here. Ask all the
of paper.
students to stand up and mime the image
corresponding to the phrase that you tell them. When they have finished, they can compare
pictures to see how well they followed the
• Read the explanations of too and enough with
instructions.
the class. Explain that too tall means not short
enough; too dangerous means not safe enough.
Worksheet 18
Practise this by using adjectives and pairs of
opposites students know (see Unit 15, page 71). You will need one copy of this worksheet for each
student in your class. In this worksheet, students
Vocabulary and Words to learn get further practice in prepositions of place and
movement, and too and enough with adjectives.
Additional new words in this unit are: stuck, fence,
ladder, fit, hill, circus, clown. www Trig’s website
Notes on the exercises Encourage your students to complete the online
activities for this unit at www.oup.com/elt/trig.
2 Before students begin this exercise, ensure that
they know the vocabulary for all the people
and animals in the picture. Allow students to
complete the exercise, and once they have
done so, you can get them to create their own
extension activity, as follows.
Extension Students work in small groups or pairs.
One student draws a circus scene but does not
show it to the other members of the group. The
student then describes what the various people

Grammar Two © Oxford University Press 2011

19 Nobody knows
Something, nobody, etc.; verbs of sensation
Aims 3 It might be helpful to remind students that
• To teach and practise use of indefinite pronouns some- means ‘in a specific (place)’, any- means
‘in a non-specific place’; no- means ‘in no place’;
• To teach and practise verbs of sensation (look,
every- ‘in all places’.
sound, smell, taste, feel) + adjective
5 Some of the words in this exercises 4 and 5 have
Presentation  been used in previous units. Ask students to work
1 Play the listening track of the dialogue. in pairs to compare their answers.
2 Listen again and ask two students to read aloud 6 In this exercise, students need to identify a
the roles of Nick and Jenny. word from the box and use it alongside the verb
provided for each question. Remind students
3 Ask students to look at the verbs in bold in the
that verbs of sensation are being used in the
dialogue. Explain that these words tell us about
present simple here, so they need to be careful
sensations – what something feels, smells,
to conjugate the verb appropriately, depending
sounds, tastes or looks like. Elicit that these verbs
on who or what it refers to.
are followed by adjectives.
4 Draw students’ attention to the words someone, 8 Team game
nobody, everyone, anywhere, nothing, something
This speaking activity practises verbs of sensation.
in bold in the dialogue. Explain that we use
these words to refer to people, places, actions or Demonstrate yourself first, then let students play in
situations. teams, groups, pairs or as a whole class.
Extension Put several everyday objects (that
Grammar lesson lend themselves to being described with verbs of
• Read through the explanations of words like sensation) in a cloth or plastic bag. Include items
anyone, someone, etc., and look at the examples that students will not necessarily know the name of
with the class. in English, but will have come across in their homes,
e.g. a piece of cotton wool, a bar of smooth soap,
• Point out that these words can be used with
some steel wool, a glue stick, a small frozen object
-body or -one, and that there is no difference
(which will also practise the word frozen!), etc.
between somebody and someone.
Students take turns to come up to the front of the
• Students might find rules 2 and 3 difficult.
class, close their eyes, put their hand in the bag and
Although we use any- in questions, we do use
pull out an object. Ask them to make sentences
some- in questions when we expect the answer
about what the object feels like. See how quickly
to be ‘yes’.
the student can identify the object.
• Draw students’ attention to the verbs of
sensation. Worksheet 19
You will need one copy of this worksheet for each
Vocabulary and Words to learn
student in your class. In this worksheet, students
Additional new words in this unit are: strange, get further practice in words like somebody,
expect, steal, disappear, freezer, frozen, terrible, anywhere, etc., and verbs of sensation.
delicious.
www Trig’s website
Notes on the exercises
Encourage your students to complete the online
1 Before students attempt this exercise activities for this unit at www.oup.com/elt/trig.
individually, go through each question as a
class, and ask students to tell you what kind of
indefinite article is required: a person, a thing or
a place.

Grammar Two © Oxford University Press 2011

20 How is chocolate made?
The passive
Aims
• To introduce students to the concept of the
passive
• To teach and practise formation and use of the
present simple and the past simple passive
Presentation  complete the exercise. When they have finished
1 Play the listening track of the dialogue.
2 Listen again and ask two students to read aloud
the roles of Nick and Jenny.
3 Ask students to look at the verbs in bold in the
dialogue. Explain that these are passive forms.
We often use the passive to talk about processes.
Ask, What process is described here? (How
chocolate is made.)
Grammar lesson
• Read through the explanations of how the
passive is formed. Refer students to the irregular
verb list on page 109. They have already referred
to this list when learning the present perfect.
Explain that these are the same past participles
used in that tense.
• Draw students’ attention to point 2. Explain that
it isn’t always necessary to use by + person after
the passive verb. It is only necessary when you
want to specify who the person is. Sometimes it
is obvious, e.g. The man was arrested. (We know
that he was arrested by the police, so it isn’t
necessary to mention it.)
Vocabulary and Words to learn
Additional new words in this unit include words to
do with the process of chocolate making: factory,
cocoa bean, bitter, awful, bar, grow, produce and
others: invent, discover, jeans.
Notes on the exercises
1 This exercise provides a very gentle introduction
to the passive, and uses only the present simple.
Once students have completed this exercise,
you may wish to remind them how to choose
between the present simple and the past simple
so that they are prepared for the next series of
exercises and are thinking about which tense to
choose. Remind students that the past participle
remains the same, no matter what tense the
verb is in.
Grammar Two
4 Before students attempt this exercise, run
through the illustrations and ask student to
tell you why these people and landmarks are
famous. At this stage, students do not have
to use the passive, as some of the vocabulary
may be difficult for them. Ask students to
this exercise, ask them to work in pairs and
make some more quiz questions to ask the
rest of the class. They can use the internet to
find information, or any of their other school
subject text books. You may wish to set this as a
homework task.
6 Before your students begin this exercise,
ensure that they understand the passive form.
Refer them to page 88 for an example. After
completing several exercises on the passive,
students may find it challenging to then write
sentences in the active form, so it will be
important to monitor them carefully in this
exercise.
8 Team game
This speaking activity practises the present passive.
Demonstrate yourself first, then let students play in
teams, groups, pairs or as a whole class.
Answers
English = Australia, Scotland, Ireland, Canada
German = Austria, Switzerland
French = Belgium. Switzerland, Monaco
Italian = Switzerland
Spanish = Argentina
Extension Ask students to list other countries and
languages that are spoken there (they might need
to look this information up on the internet) and
prepare more quiz questions for the class, e.g. What
language is spoken in Egypt? (Arabic.)
Worksheet 20
You will need one copy of this worksheet for each
student in your class. In this worksheet, students
get further practice in the passive, including in
general knowledge quiz questions.
www Trig’s website
Encourage your students to complete the online
activities for this unit at www.oup.com/elt/trig.
© Oxford University Press 2011
21 If the weather’s nice …
Zero and type 1 conditionals
Aims 3 This exercise focuses on type 1 conditionals.
• To teach and practise formation and use of zero Remind students to check that they have used
conditionals the present simple in the if-clause, and will or
won’t in the main clause. Students need to refer
• To teach and practise formation and use of
back to the dialogue on page 92 in order to
type 1 conditionals
complete this exercise.
Presentation  Extension Once students have completed the
1 Play the listening track of the dialogue. exercise, ask them to go back over the same
questions and make up some different possible
2 Listen again and ask four students to read aloud
answers for Jenny and Nick, and then to share
the roles of the Bell family.
them with the rest of the class. Encourage them
3 Ask students to look at the verbs in bold in the
to be as creative as possible!
dialogue. Explain that these are conditionals. We
4 Do this zero conditionals exercise as a whole
use conditionals to talk about something that
class activity. Make sure all students have a
always happens or might happen if another thing
chance to see the outcome of the experiments
happens. Explain that there are several different
for themselves, and that they have time to
types of conditionals, and that in this unit,
select their answer before the class continues
students are going to learn about two types.
to the next activity. (Make sure that when you
Grammar lesson get to exercise 6, students do not get water
on themselves when the water runs out of the
• Read through the explanations of the zero
straw.)
conditional.
• Explain that the sentence can be broken into 6 Class activity
two parts: the main clause and the if-clause. We
This speaking activity practises type 1 conditionals.
use the present simple in each clause. Explain
The idea is to keep the ‘conversation’ going as long
that we use this type of conditional to say that
as possible, with each student picking up on the
when one thing happens, another thing always
previous student’s sentence, as in the example.
happens – we use this conditional to talk about
When they run out of ideas, start a new ‘thread’.
things that are always true. (If you leave ice in the
Extension Ask students to think of popular
sun, it melts.)
superstitions they know about, e.g. If you see a
• Read through the explanations of type 1
black cat, you’ll have bad luck. Write them on the
conditionals. Explain that we use this type of
board, and find out which ones, if any, students
conditional to say that when one thing happens,
agree with, and why!
another thing might or might not happen. We
use the present simple in the if-clause, and will or Worksheet 21
won’t in the main clause.
You will need one copy of this worksheet for each
Vocabulary and Words to learn student in your class. In this worksheet, students
get further practice of zero and type 1 conditionals.
Additional new words in this unit are: castle, ghost,
experiment, touch, burn, pass, broken, hole, straw, www Trig’s website
suck.
Encourage your students to complete the online
Notes on the exercises activities for this unit at www.oup.com/elt/trig.

1 Once students have completed this exercise, ask

them to add more sentences to the list of things
they think that Trig has learned about life on
earth. For example, If you eat lots of pizza, you
get fat. If you go to school, you get good marks.

Grammar Two © Oxford University Press 2011

22 Trig has been packing
Present perfect continuous; reflexive pronouns
Aims
• To teach and practise formation and use of the
present perfect continuous
• To practise the use of for and since with the
present perfect continuous
• To teach and practise reflexive pronouns
Presentation  dialogue aloud.
1 Play the listening track of the dialogue.
2 Listen again and ask three students to read
aloud the roles of Mum, Dad and Jenny.
3 Ask students to look at the verbs in bold in the
dialogue. Explain that these are verbs in the
present perfect continuous tense. Students are
already familiar with the present perfect and the
present continuous, so the form of this tense
shouldn’t present any problems. Explain that
we use this tense to talk about something that
began in the past, and is still continuing at the
moment of speaking.
4 Ask students to look at the other words in bold in
the dialogue, and explain that they are reflexive
pronouns: they emphasize the person who is
doing the action.
Grammar lesson
• Read through the explanations of the present
perfect continuous and ask students to look
again at the examples in the dialogue.
• Explain that, just as with the present perfect, we
can use for or since with this tense to show the
duration of an activity or state.
• Read through the explanations of reflexive
pronouns with the class. Ask them to look at the
examples in the dialogue, and to say what each
reflexive pronoun refers to.
Vocabulary and Words to learn
Additional new words in this unit are: pack a
suitcase, hammer, saw, stick (with) glue.
Notes on the exercises
3 In this exercise, students are exposed to the
use of type 1 conditionals to talk about future
possibility.
Grammar Two
4 Remind students to choose the word with a
capital letter to start the questions. When they
have finished writing the questions, ask them to
work in pairs and write the answers, using for or
since.
5 To check this exercise, ask students to take
the roles of Dad, Nick and Jenny and read the
6 Partner activity
Demonstrate with a student, then let them work
in pairs to ask and answer. Encourage them to ask
more than just one question about the hobby: write
these phrases on the board:
How long …? How often…? When did…? Where…?
Who …?, etc.
The answers will not all be in the present perfect
continuous, of course, but as this is the last activity
in unit 22, it is a good idea to practise a variety of
tenses.
Worksheet 22
You will need one copy of this worksheet for
each student in your class. In this worksheet,
students get further practice in the present perfect
continuous and reflexive pronouns.
www Trig’s website
Encourage your students to complete the online
activities for this unit at www.oup.com/elt/trig.
Revision 3 (units 15–22)
Students should do the revision unit at the end of
unit 22. Exercise 10 is an example of a Cambridge
Young Learners English Test task type.
Test 3
A downloadable test that covers all the material in
units 15–22 is available. Once your students have
completed revision 3, it is a good time to ask your
students to complete this test.
Exit test (units 1–22)
Students should do the exit test at the end of unit
22. This downloadable test covers all the grammar
taught throughout Grammar Two.
© Oxford University Press 2011