New Grammar Time 1 - Teacher's Book

64 Pages·10.478 MB·English

by  Jervis Sandy.

Teacher ’s Book
Sandy Jervis and Gabrielle Pritchard
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Teacher’s Book
Contents
Introduction 4
Answer key 7
Photocopiable activities 19
Photocopiable activity sheets 25
Photocopiable quiz sheets 40
Progress check 55
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Grammar Time 1
Introduction Organisation of Grammar Time 1
Pupils’ Book
Grammar Timeis a series of grammar reference
and practice books specifically designed for young
The main part of the book consists of:
learners from the age of eight upwards. Grammar •
Welcome to Grammar Time!
Timecan be used alongside any major coursebook. •
Alphabet and numbers
The aims and overall purpose of the series are: •
fifteen core units
• •
to present grammar in amusing, meaningful five revision units called ‘Use your English’.
contexts, appropriate to the pupils’ age and level.
• Additional reference material at the end of book
to help them understand new grammatical items
consists of:
by means of simple reference tables and •
quick check verb form tables
explanations of key points. •
• spelling rules
to help them assimilate the grammar by providing •
unit by unit wordlist.
interesting, graded practice exercises
•
to provide opportunities to use the grammar Welcome to Grammar Time!
communicatively in freer oral and/or written This introduces the learners to the characters they
practice. will meet throughout the book: Zoe, her parrot Corky,
and her friends Brian and Dave (see below). The
Grammar Time and the Common
characters appear throughout this book and in
European Framework Grammar Time2.
•
The new editions of Grammar Timeare closely Zoe is a strong-minded girl and the undisputed
correlated to the Common European Framework. leader of the group. She’s a keen in-line skater,
horserider and an aspiring ballerina.
Grammar Language Common Cambridge •
Corky is Zoe’s pet parrot. He’s quite mischievous.
Time level European ESOL
He loves chocolate, singing and dancing (at which
Framework
he is very bad) and teasing everybody else.
1 Beginners Starters •
Dave is tall and lanky. He’s a basketball wizard but
2 False
extremely shy and gentle and he has a tendency to
beginners A1 Movers
mess things up.
3 Elementary A2 Flyers, KET •
Brian is the brains of the gang. He reads all the
4 Pre- B1 PET
time and is a Maths and Science genius. He can do
Intermediate
almost anything he puts his mind to, not
5 Intermediate B1+ PET necessarily successfully, however.
(towards B2) (towards FCE)
Alphabet and numbers
Grammar Time components This introductory unit reviews the alphabet and
numbers from 1 to 20 through cartoons and amusing
The components of the course are:
• practice exercises.
a Pupils’ Book
•
a Teacher’s Resource Book with answer keys and Core units
additional photocopiable activities, unit quizzes
Each core unit is organised in the following way.
and progress checks
•
a Multi-Rom containing recorded material from the Presentation
Pupils’ Book that can be played on a CD player for Motivating and memorable content facilitates the
use in the classroom; and extra practice exercises acquisition of language. In Grammar Time 1,
for the learners to do at home on their computers. grammar is presented in context through cartoons
featuring the four main characters and their friends.
Grammar Time syllabus progression Pupils can easily identify with the varied and amusing
situations the characters find themselves in.
The order in which grammatical items are introduced
The cartoons are recorded on the accompanying
in Grammar Timefollows the typical progression of
Multi-Rom.
most coursebooks. However, it is possible to select
units in any order which is relevant and appropriate Care has been taken so that larger “chunks” of
to the particular needs of your language classroom. grammar are broken down to make them more
manageable for young learners. In Grammar Time
1, units vary in length according to the language item
introduced. In Unit 11, for instance, which deals with
4
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Introduction
the present simple, the first spread presents and For you, this list proves a preview of which words
practises the I, you, we, theyform only. The second your pupils will need to know to be able to work
spread presents the 3rdperson form (he, she, it), and alone on a unit. It can help you decide what key
the final spread brings all the forms together, vocabulary to pre-teach before the Presentation.
reinforcing the work done in the previous two. This
gives you some freedom to adapt the pace according Useful tips
to the needs of each individual class, choosing either
Presentation
to break down the unit into two or even three different
One of the main advantages of this series is its use of
lessons, or to deal with the whole unit at one go.
recurring cartoon characters who present grammar
Grammar reference tables and additional explanations through amusing stories. The presentations are
The grammar reference tables help focus the recorded on the Multi-ROM accompanying the Pupils’
learners’ attention on the new grammatical items in a Book.
visually memorable way. They are often in the form of
You can start off by asking pupils to look at the
substitution tables. Where necessary, Corky the parrot
pictures and say what they think is happening.
draws attention to key features of the grammar either
Depending on the linguistic level and perception of
in a speech bubble or on a grammar board.
their class, you might find it useful to pre-teach key
The tables and explanations appear together before lexical items that appear in the presentation (using
the practice section. This makes it easy for pupils to the wordlist if necessary).
refer to them while working through the exercises.
You can then play the recording and either have the
Exercises pupils follow in their books, or listen with books
The controlled practice exercises that follow each closed. It’s a good idea to play the recording twice.
presentation are carefully graded to ensure that new The second time, you can ask pupils to repeat parts
language can be easily consolidated. They aim to of the dialogue.
recycle known vocabulary rather than introduce a
After listening to the recording, allow pupils to
large number of new lexical items, which would only
comment on the stories and give their opinions.
serve to confuse and distract the pupils. The cartoon
characters often appear in the exercises to provide Follow-up ideas
•
realistic contexts for the grammatical items. Pupils can act out the dialogues in class
immediately.
Each unit ends with a speaking exercise so that •
Pupils can be assigned to learn the lines of one of
learners can use the newly acquired items. A
the characters for homework and act out the
symbol indicates when an exercise is recorded.
dialogues in the next lesson without books.
•
You could write the dialogue on the board, leaving
‘Use your English’ revision units
out key grammatical items, then ask pupils to fill
There are five revision units in the book. They allow
them in.
for regular consolidation of the language presented •
Pupils may be encouraged to write their own
and practised so far. The tasks aim to provide
version of the story making any desirable changes
realistic and communicative contexts for the
(this can be done in class with the teacher as a
language to make it more memorable. Again, the
resource; pupils then vote for the best version).
lexis used is familiar to the learner.
Grammar reference tables and
Reference material
explanations
At the end of book, there are:
• It is advisable for you to go through these in class,
quick check verb form tables for the verbs be, have
before pupils work on the exercises. Pupils can be
got, canand have, and for the present simple and
asked to read the items in the tables aloud (in chorus
present continuous.
• and individually) to familiarise themselves with
spelling rules for plural nouns, the third person
pronunciation and stress. You can ask them to supply
singular (he, she, it) and verbs + -ing
further examples based on the tables.
These provide a fast and simple way to review or
revise these grammar areas. Draw your pupils’ attention to any additional
explanations, and make certain that they understand,
Wordlist
adding extra examples on the board if you wish.
This contains key lexical items from each unit. Your
When this is done, pupils could be asked to go back
pupils may want to write in a translation of each
to the presentation and circle, underline or highlight
word in their own language. They can use this for
all grammatical items in focus.
reference at home and for revision purposes.
5
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Grammar Time 1
This provides another opportunity to recycle the
Controlled practice exercises
grammar and build your pupils’ confidence in using
The simple instructions and examples provided make
the language.
all exercises suitable for homework. However, it is
always advisable to do a sufficient number of them in The teaching notes explain how to use each activity
class, where you can prompt, help and advise. If and answers are provided where necessary.
necessary, do more than one item as an example and
Unit Quizzes and Progress checks
ask pupils to work through the rest of the activity
There is a photocopiable Quizz for each unit in the
individually or, preferably, in pairs.
Pupils’ Book. The style of the tasks is appropriate for
Pupils should be encouraged to ask questions if they
the assessment of language use at this level.
are in difficulty. You can usually guide them towards
The Quizzes are best done in class after the
finding the answer on their own by looking back at
completion of a unit and after homework has been
the presentation and tables.
checked. They do not take long and are a valuable
When it is time for checking, it is a good idea to
form of assessment.
encourage the rest of the class to say whether a
In addition, there are five Progress checks, which
particular answer given is acceptable or not, rather
review the same units as the ‘Use your English’
than accepting or correcting immediately. Multiple
revision units. They help you assess which
choice exercises or those which require a choice
grammatical areas you may need to return to.
between two words (e.g. isor are), make them
They also highlight individual weaknesses for
suitable for “voting” – that is, pupils are asked to put
future revision.
their hands up to choose one of the answers (the
majority is usually right). It might be best for you to collect the Quizzes and
Progress checks and correct them before returning
Speaking exercises
them to the pupils with the score and your comments.
The speaking exercise at the end of each unit allows
Comments should be positive and encouraging
pupils to use the newly acquired items
wherever possible.
communicatively. These exercises are usually
recorded. With some classes, it helps to create an atmosphere
of competition. You can do this by announcing at the
You can play the recording before your pupils try the
beginning of the book that the three pupils with the
exercise for themselves. The recording can be used
highest overall score at the end of the year will
as a listening activity as well as providing a
receive a special commendation certificate or prize.
pronunciation model for your pupils. For example, for
Exercise 5 on page 13, you can tell pupils to listen to Multi-ROM
the recording and put a tick or cross next to each
prompt in the Pupils’ Book. The Multi-ROM packaged with each Pupils’ Book
contains
You can then ask your pupils to listen and repeat the
first few exchanges before they work in pairs to do For the teacher:
•
the activity. 60 minutes of recorded material from the Pupils’
Book, including all the Presentation cartoons and
‘Use your English’ revision units the final Speaking exercises. Some of the other
The ‘Use your English’ revision units are best done in cartoons and dialogues are also recorded, to allow
class, as they contain speaking exercises as well as pupils to listen and check their answers. This
written exercises. material can be played on an ordinary CD player.
A symbol indicates when an exercise is
Teacher’s Resource Book
recorded.
For the pupils:
This Teacher’s Resource Book contains answer keys to •
extra practice exercises and games which can be
all the exercises in the Pupils’ Book, as well as
done on a home computer. For each unit, there are
additional photocopiable activities with teaching notes,
up to five extra exercises including at least one
unit Quizzes and Progress checks with answer keys.
listening exercise, as well as a final game to make
Photocopiable activities learning fun. There are also five revision units for
There is one photocopiable activity sheet for each unit further consolidation. Only vocabulary that has
in the Pupils’ Book. The activities consist of games been seen in the Pupils’ Book is used, to facilitate
and pairwork activities to activate the language pupils’ understanding and allow them to focus on
practised in the unit in a lively and interesting way. the grammar.
6
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Answer key
Key to the Pupils’ Book
6 3
Unit 1
1 mice 1 Am I
1 2 men 2 Are you
a 3 feet 3 I’m
cat, window, frog, zebra, kite, 4 children 4 Am I
5 sheep 5 You’re
an 6 teeth 6 Are you
iguana, ostrich, apple, elephant,
umbrella
7 4
12 1 six men 1 Am, are
2 2 three desks 2 Are, am
1 a 3 twelve fish 3 Am, aren’t
2 an 4 two women 4 Am, are
3 an 5 four babies 5 Are, ‘m
4 a 6 ten feet 6 Am, are
5 a 7 three mice
6 an 8 eight cherries 6
7 an 9 thirteen teeth 1 She’s
8 a 10 six glasses 2 He’s
9 a 3 It’s
10 a 8 4 She’s
(possible answers) 5 It’s
3 three children 5 He’s
1 bags one cherry
2 cakes three apples 7
3 boys one orange 1 isn’t, ’s
4 frogs four strawberries 2 isn’t, ’s
5 apples two boys 3 isn’t, ’s
6 girls one girl 4 isn’t, ’s
7 bees five tomatoes 5 isn’t, ’s
8 windows one rabbit 6 isn’t, ’s
9 balls two mice
10 eyes two women 8
one baby 1 Is it, it isn’t, It’s
4 two horses 2 Are you, I am.
1 three trees six feet 3 Is she, she isn’t, She’s
2 five tomatoes 4 Is he, he is.
3 two glasses Unit 2
4 five kites
10
1
5 two witches 1 We’re
1 am
6 two monkeys 2 They aren’t
2 are
7 four brushes 3 They’re
3 Are
8 six potatoes 4 We’re
4 Am
9 three watches 5 You’re
6 They’re
2
5
9 -s -es -ies 1 You’re happy.
11
2 I’m not ten.
iguanas foxes cherries 1 Are they pupils? Yes, they are.
3 You’re not sad.
boys boxes strawberries 2 Are you teachers? No, we
4 I’m silly!
alligators dresses babies aren’t.
bees buses 3 Are we bad? No, you aren’t.
4 Are you hungry? Yes, we are.
7
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Grammar Time 1
5 Are we short? No, you aren’t. Unit 3 6 What’s this? It’s a bee.
6 Are they good? No, they 7 What are these? They’re
1
aren’t. umbrellas?
1 This 2 That 3 This 4 That
8 What are those? They’re frogs.
5 That 6 This 7 This 8 This
12
1 They’re happy! Unit 4
2
2 We’re hungry.
21 1 Is this … / Yes, it is. 1
3 It’s small.
2 Is that … / No, it isn’t. 1 under
4 You aren’t bad. You’re good!
3 Is this … / No, it isn’t. 2 behind
5 She isn’t funny!
4 Is that … / Yes, it is. 3 next to
6 It’s black and white.
5 Is that … / No, it isn’t. 4 in
Is it a panda?
6 Is this … / Yes, it is. 5 on
6 in front of
Use your English 1
4
1 1 These 2 Those 2
1 an iguana. 3 These 4 Those 1 in 2 on 3 next to 4 in front of
2 a zebra. 5 These 6 Those 5 under 6 behind 7 near / next
3 an apple. 7 These 8 Those to
4 an umbrella.
5 a window. 5 3
6 a frog. 1 is 2 are 3 is 4 are 5 are 1 behind
6 is 2 on
2 3 in
1 ten cherries 6 4 under
2 six mice 24 1 Are these green birds? 5 in front of
3 three dresses Yes, they are. 6 behind
4 six tomatoes 2 Is that a frog? 7 next to
5 twelve pencils No, it isn’t. It’s an iguana. 8 on
6 seven watches 3 Are those white bears?
No, they aren’t. They’re 4
3 pandas. 1 Where’s, It’s
19 1 A 2 B 3 A 4 B 5 A 6 A 4 Is that a chimp? 2 Where are, They’re
Yes, it is. 3 Where’s, It’s
4 5 Is this a big fish? 4 Where are, They’re
1 ✔ 2 ✗ 3 ✗ 4 ✔ 5 ✔ 6 ✗ No, it isn’t. It’s a dolphin. 5 Where’s, She’s
6 Are those iguanas? 6 Where are, They’re
5 No, they aren’t. They’re
1 Is Zoe six? No, she isn’t. She’s alligators. 5
nine. 28 1 Where’s Corky?
2 Are alligators green? Yes, they 7 2 Where are the flowers?
are. 1 this / It’s 3 Where are the toy cars?
3 Are teeth purple? No, they 2 that / It’s 4 Where’s Zoe?
aren’t. They’re white. 3 these / They’re 5 Where’s Dave?
4 Is Dave short? No, he isn’t. 4 those / They’re 6 Where are the books?
He’s tall. 5 that / It’s 7 Where’s Brian?
5 Are strawberries brown? No, 6 these / They’re 8 Where are the pictures?
they aren’t. They’re red.
6 Is Corky a bird? Yes, he is. 8 Unit 5
7 Am I a teacher? No, you 26 1 What’s this? It’s a hat.
1
aren’t. You’re a pupil. 2 What are those? They’re fish.
1 is 2 are 3 is 4 are 5 are
8 Are you nine? Yes, I am. / No, 3 What’s this? It’s a chimp.
6 is 7 are 8 is
I’m not. I’m … 4 What’s that? It’s a flower.
5 What’s that? It’s a sandwich.
8
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Answer key
2 Use your English 2 4 His, Her
1 Yes, there is. 5 Her, His
1
2 Yes, there are.
1 What’s this? It’s an alligator.
3 No, there aren’t. 3
2 What’s that? It’s a chimp.
4 No, there isn’t. 1 This is his skateboard.
3 What are these? They are
5 Yes, there are. 2 My name is Corky!
hamsters.
6 Yes, there is. 3 Our classroom is big.
4 What are those? They’re
7 No, there aren’t. 4 Her bag is brown.
goldfish.
8 No, there isn’t. 5 Their dog is white.
4 What are those? They are
9 No, there isn’t. 6 Its nose is orange.
puppies.
10 Yes, there are.
6 What are those? They are
4
canaries.
3 34 1 My
7 What’s that? It’s an iguana.
1 Is there a bowl? Yes, there is. 2 my, Her, his
8 What’s this? It’s a parrot.
2 Are there two lemons? No, 3 your, her
there aren’t. 4 our
2
3 Is there a banana? Yes,
1 this
there is. 5
2 that
4 Are there two cakes? Yes, 1 Is this our classroom? Yes, it is.
3 It’s
there are. 2 Is this your pencil case? Yes,
4 He
5 Is there a big plate? Yes, it is.
5 is he
there is. 3 Are those his glasses? No, they
6 under
6 Is there a tomato? No, aren’t.
there isn’t. 4 Is that her schoolbag? No, it
5
7 Are there two green apples? isn’t.
1 Where’s the clock?
No, there aren’t. 5 Are these their books? Yes,
It’s on the desk.
they are.
2 Where are the CDs?
4
They’re on the bed.
1 Is there an 6
3 Where’s the plane?
2 Are there 1 our
It’s next to the bed.
3 Is there a 2 Her
4 Where are the fish?
4 Is there 3 His
They’re in the bowl.
5 There are 4 my
5 Where’s the bag?
6 There are five 5 their
It’s near the door.
6 Its
6 Where’s the skateboard?
5
It’s behind the box.
1 No, there aren’t. There are five Unit 7
7 Where are the books?
pens on the bed.
They’re under the bed. 1
2 No, there isn’t. There’s a TV on
8 Where are the glasses? 1 Zoe’s
the desk.
They’re on the box. 2 Dave’s
3 No, there aren’t. There are two
3 Dad’s
posters on the wall.
Unit 6 4 Corky’s
4 No, there isn’t. There’s a book
5 Brian’s
under the table. 1
5 No, there aren’t. There are two 1 my
2
toy cars on the floor. 2 his
1 Chloe’s, Her
6 No, there isn’t. There’s a school 3 their
2 Steve’s, His
bag under the bed. / There’s a 4 our
3 Zoe’s, Her
kite on the bed. / There’s a 5 my
4 Vicky’s, Her
notebook on the bed. 6 its
5 Anna’s, Her
6 Mark’s, His
2
1 Her, His
2 His, Her
3 Her, His
9
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Grammar Time 1
3 4 Have you got a rubber? Yes, I 8
1 What colour is Emma’s bag? have. 1 ’ve got
It’s brown. 5 Have they got a computer? 2 ’s got
2 What colour are Emma’s No, they haven’t. 3 haven’t got
sunglasses? They’re purple. 4 ’ve got
3 What colour is Emma’s T-shirt? 4 5 ’s got
It’s green. 1 She hasn’t got a mouse. She’s 6 Have
4 What colour are Peter’s got a parrot. 7 got
sunglasses? They’re black. 2 He hasn’t got two cats. He’s
5 What colour is Peter’s T-shirt? got two dogs. Unit 9
It’s red. 3 They haven’t got a rabbit.
1
6 What colour are Emma’s They’ve got a dog.
1 can
trousers? They’re blue. 4 She hasn’t got a fish. She’s got
2 can’t
7 What colour is Peter’s bag? It’s an iguana.
3 can
grey. 5 It hasn’t got short fur. It’s got
4 can
8 What colour are Peter’s long fur.
5 can
trousers? They’re yellow 6 They haven’t got red collars.
6 can’t
They’ve got blue collars.
7 can’t
4
8 can
37 1 my, Corky’s 5
9 can’t
2 your, Zoe’s 1 Has Brian got a cat? Yes, he
3 Dave’s has.
2
4 my 2 Has Zoe got a cat? No, she
1 Babies can’t fly.
hasn’t.
2 Ballerinas can dance.
5 3 Has Brian got a CD player?
3 Fish can’t walk.
38 1 This is Dave’s ball. No, he hasn’t.
4 Monkeys can jump.
2 These are Vicky’s sunglasses. 4 Has Zoe got a CD player? Yes,
5 Teachers can read.
3 This is Brian’s poster. she has.
6 Teddy bears can’t run.
4 These are Zoe’s shoes. 5 Has Brian got a camera? Yes,
7 Frogs can swim.
5 This is Corky’s chair. he has.
6 These are Peter’s rollerblades. 6 Has Zoe got a camera? No,
3
she hasn’t.
44 1 Can, can’t
Unit 8
2 you, open
6
1 3 Can, No
1 haven’t
1 I’ve got an ice cream. 4 Can
2 ’s
2 We’ve got a pizza.
3 have
3 You’ve got big feet. 4
4 hasn’t
4 I’ve got a green bike! 1 Can Corky fly? Yes, he can.
5 ’ve
5 They’ve got funny noses. 2 Can he ride a bike? No, he
6 Has, has
can’t.
7 Have, haven’t
2 3 Can Zoe sing? Yes, she can.
8 Have, have
1 They haven’t got a model car. 4 Can she run fast? Yes, she can.
2 You haven’t got a new bike. 5 Can Brian and Dave dance?
7
3 I haven’t got a red pen. No, they can’t.
1 They’ve got popcorn!
4 We haven’t got an ice cream. 6 Can they play basketball? Yes,
2 He hasn’t got rollerblades.
5 They haven’t got a parrot. they can.
3 Have you got a rubber?
6 You haven’t got a green kite.
4 She’s got a present for her
5
mum.
3 1 Corky can fly but he can’t ride
5 We’ve got balloons!
1 Have they got a watch? Yes, a bike.
6 Has it got a tail?
they have. 2 Zoe can sing and she can run
7 I’ve got a watch.
2 Have we got a new teacher? fast.
8 Have you got new shoes?
No, we haven’t. 3 Brian and Dave can’t dance
3 Have I got a red nose? No, you but they can play basketball.
haven’t.
10