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Students will learn and practice using • the simple present and • time clauses and factual conditionals.
1 Grammar in the Real World
Teacher Support Resource Book, General Teaching Suggestions See suggestions for Grammar in the Real World, pages 4–5. Vocabulary balance face-to-face interact AWL reconnect schedule AWL site AWL social networking sociologist stay in touch technology AWL ■
2 Simple Present
Grammar Presentation pages 3–6
Reference: See The Teacher’s Grammar of English, pages 357–358. ■
2. To practice third-person questions, have students go around the circle again, this time asking the person next to them a question about someone else in the circle. (Tony, what does Martin eat every day?) 3. To practice the adverbs of frequency, write each adverb on the board. Review the meanings, and then call on volunteers to make statements about themselves using the adverbs. (I never eat peanuts.) Tell the class to listen carefully. After you’ve called on at least one student for every adverb, challenge the other students to remember what they heard. Say: Tell me about Marta. (Marta never eats peanuts.) You could also have students write as many sentences as they can about their classmates and let the person who has the most read theirs aloud (with the other students and you giving feedback as necessary). Beware Chart 2.4 shows questions with and without the do / does auxiliary. Show students that at times who / what can act as the subject, and in these cases, do / does isn’t required. Provide these examples and have students identify the subjects and verbs. The second example shows who serving as a subject. Q: What does everyone use to send messages? Q: Who uses e-mail to send messages? A: Everyone uses e-mail to send messages. Emphasize that who and what are the only question words that act as subjects.
Teacher Support Resource Book, General Teaching Suggestions See suggestions under Grammar Presentations, pages 5–6. Chart Tip The following activity practices simple present statements and questions. If your class is small (10 or fewer), have students stand in a circle and do the activity as a class. If your class is large, demonstrate the activity with a circle of four students; then, break the students into groups of five or six to practice on their own. 1. Tell the first person to make a statement about something he or she does every day, such as I eat breakfast. Have the next student tell what he learned about the first person and then add his own sentence. (Martin eats breakfast every day. I have coffee.) The third student might say: Martin eats breakfast every day. Tony has coffee. I study vocabulary. Continue this way around the circle.
Data from the Real World page 4
Have students read the examples in Chart 2.2, Contractions, with the contracted form and an ending of their choice: I’m not from China. We’re not at a restaurant. Point out that in spoken English, is almost always sounds like its contracted form (John’s at work. That building’s tall.), whereas we generally write out the verb be.
Grammar and Beyond TSR 2 © Cambridge University Press 2012 Photocopiable
Tips • Unit 1 1
Grammar Application pages 7–9
Grammar Application pages 10–12
Speaking Expansion After students have completed Exercise 2.4B, page 9, tell them they’re going to write new interview questions on a different topic. Have them work in small groups to write four or five questions to ask their classmates about their usual activities. Brainstorm possible topics (cell phone habits, reading habits, studying habits). Tell each group member to write all of the questions (but not the answers). Then ask students to find a member from a different group to interview. Call on students to report one thing they learned about their partners. Writing Expansion After Exercise 2.4C, page 9, have students write five or six...
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