Oxford grammar one teacher’s guide

Grammar One Teacher’s Guide

Introduction

Notes on the third edition

Grammar One is the second 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.

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:

Grammar One is ideal for young learners and
pre-teens during their first few years of English
language study. It has a communicative, activitybased 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.

• 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
One:
• teacher’s guide (this document)
• 18 worksheets (one worksheet for each unit)
• 1 entry test
• 4 revision tests (one test for each revision unit)
• 1 exit test
• answer key for student’s book, worksheets and
all 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!

Grammar One

© Oxford University Press 2011




Guide to phonetic symbols

Vowels
iː
i
ɪ
e
ỉ
ɑː
ɒ
ɔː
ʊ
u
uː
ʌ
ɜː
ə
eɪ
əʊ
aɪ
aʊ

ɔɪ
ɪə
eə
ʊə

Consonants
tea
happy
sit
ten
sad
car
dog
ball
book
actual
fool
cup
bird
away
pay
so
cry
now
boy
dear
chair
sure

Grammar One

p
b
t
d
k
ɡ
ʈʃ
dʒ
f
v
θ
ð
s
z
ʃ

put
best
tell
day
cat
good
cheese
just
first
van
three
this
sell

zoo
ship

© Oxford University Press 2011


1 Family and friends
Entry test
You may wish to set an entry test for your
students before they start using Grammar
One. This test is available as part of the
downloadable tests, and revises all the
grammar taught in Grammar Starter.

Aims
• To revise and test students’ knowledge of subject
pronouns, possessive pronouns, the present
simple tense, yes/no questions, a, an and some
and have got
• To introduce the characters in the stories – the
Bell family with Chip the dog and Trig the alien,
and Nick and Jenny’s friends, Tom and Amanda

Presentation 
1 Direct students’ attention to the picture of the
Bell family. Ask them to read the text and listen
whilst you play the listening track.
2 Ask some comprehension questions, e.g. How
many people are there in the Bell family? (Four.)
Has Nick got a brother? (No, he’s got a sister.)

Who is Amanda? (Jenny’s friend.), Who’s got
blond hair? (Jenny and Tom.), etc. Check that the
students understand chases.
3 Ask students some questions about their
brothers and sisters/friends/hair colour/pets,
etc., using be and have got to consolidate the
vocabulary, e.g. Have you got any brothers and
sisters? Is (name of person in class) your sister?
(in order to elicit, No she isn’t, she’s my friend).

Notes on the exercises
1 Before they start the exercise, tell students that
Merton is the name of the town where the Bell
family lives. When you are checking the answers,
make sure that they understand the adjective
nice, as in nice house, and tell them it’s a very
general adjective which can be applied to most
things to describe something in a positive way,
e.g. nice girl, nice cake, nice weather, etc.
2 This exercise revises many grammar points,
including the present simple tense, the verb
be, the verb has got, and subject, object and
possessive pronouns. You might use it as a kind
of diagnostic test to determine which, if any, of
these areas the students have problems with.

Grammar One

4 Before they start the exercise, go through the
pictures with the class. Point to each person and

say Who’s this? (so students can learn the correct
pronunciation of new names). For Zoe, George,
Maria and Carlo also ask Where are they from?
Use the picture of Chip to introduce the words
bone and bury.
5 If you haven’t done so already, revise the
formation of the present simple tense with the
class. Remind students about the third person s.
6 Revise a, an (for the singular form) and some (for
the plural) with the class.
7 This exercise contrasts have got with the present
simple. The students have already practised both
these forms in isolation, so you could see how
they manage with the exercise without further
revision. If necessary, write both verb paradigms
up on the board and elicit the differences from
the students.

9

Partner game

Brainstorm some more words for each of the
categories in exercise 8 with the whole class.
Students may know words like pen and rubber
for ‘School’ for example, and they might want to
suggest football or other sports for ‘Free time’. Go
through the examples provided and write models
of the question forms on the board, e.g. Have you
got ...? Are you ...? Is your ....? Get the students

to suggest more verbs. Check that students are
clear which short answer forms to use: Yes I have,
No, I haven’t, Yes I am, No, I’m not, Yes, I do, No, I
don’t. Encourage students to use the short answer
form in their answers, then to follow up with more
information, e.g. Have you got a skateboard? No, I
haven’t, but I’ve got a bike./Yes, I have, it’s black and
green.

Worksheet 1
You will need one copy of this worksheet for each
student in your class. Some pair or group work is
involved, and each small group will need a dice.
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 What do you play?
Wh- questions; prepositions of time
Aims
• To learn to form Wh- questions in the present
simple tense and to use the prepositions of time
in, on and at
• To practise talking about sport and other free

time activities and hobbies

Presentation
1 Before students open their books, start the
lesson by asking the class Do you like sport? What
sports do you play? Build up a list of different
sports on the board.
2 Tell students to open their books. Ask What sport
does Tom play? Play the listening track and let
students listen, read and answer the question
(Tom plays football.). Check students understand
practise, gym, outside and match.

Grammar lesson
• Go through the rules for question formation and
ask students to give examples of questions with
what, where and when, etc. from the text. Elicit
examples of possible questions with why and
who.
• Look at the prepositions part of the grammar
lesson and elicit more examples for each
category: in + month, on + day, at + time, etc.
Make sure every student gives you one example.
• Put students into pairs and ask them to read
the conversation aloud. They should change
Tom’s information for real information
about themselves and the sports they play.
Alternatively, they can invent new information.

Vocabulary and Words to learn

Learning about prepositions of time is a good
opportunity to revise the days of the week,
months of the year and the four seasons, as well
as basic clock times. (Note that students have
an opportunity to practise months of the year in
exercise 7).

Notes on the exercises
1 This exercise allows the students to practise the
word order in question forms. Write the elements
up on the board – subject, main verb, do/does,
question word – and ask students to tell you
what the correct order is. They can look at the

Grammar One

example for help if they are not sure. Remind
them that if the main verb in the sentence is be,
they don’t need to use do/does.
2–3 When students have finished writing the
question forms, ask them to work in pairs and
take turns to ask and answer the questions in
these two exercises. As an extension, they could
write true answers about themselves.
4–5 You might want to revise school subjects
before students read the text, and ask students
to tell you what their favourite lessons are.
6 To ensure that the list of television programmes
is meaningful for students, go through it with the
class. Ask for a volunteer, or volunteers, to read

the names of the programmes aloud (checking
pronunciation) and encourage students to guess
what the programmes are about.
7

This is an opportunity for students to revise
the months. You could extend it by asking
students to tell you the seasons the months are
in.

8

Partner game

Start the activity by telling the class about your
own favourite television programmes and when
they are on. You might want to introduce genre
words for types of TV programme, e.g. comedy,
adventure series, documentary, quiz, game show.
Then tell the students to work in pairs and ask each
other. Extend the activity with a class survey. Set a
time limit within which students try to ask as many
people as possible what their favourite programme
is in order to find the overall class favourite (if there
is one).
You could do the second activity as a memory
game. Give the students a few minutes to look at
the list of programmes in their pairs, then instruct
one student to close their book and try to answer
their partner’s questions from memory.

Worksheet 2
You will need one copy of this worksheet for each
student in your class.
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 Trig goes skateboarding
Imperatives; go + -ing
Aims

Notes on the exercises

• To learn to use the imperative form of the verb in
the positive and the negative

1–3 These exercises demonstrate a range of the
different contexts in which imperative forms
might be used – teacher talking to a class,
mother talking to a child and signs that give
instructions. Make sure students are clear about
the context for each activity, as this will help
them choose the appropriate positive or negative

imperatives.

• To practise using the form go + -ing to talk about
free time activities and to learn the spelling rules
for before the ending -ing

Presentation 
1 Ask students to look at the illustrations and read
the text whilst you play listening track 5. Then
play the listening track again and ask students
to listen and repeat. Check students understand
careful, fast, hit, jump, dustbin and oh dear.
2 Ask students to close their books and play the
listening track a third time. Pause after each
verb and invite the students to complete the
phrases for you, e.g. Trig, when you go ... (Stop
the listening track here and elicit the word
‘skateboarding’). Be careful. Don’t ... (Stop the
listening track here and elicit the phrase go fast).

Grammar lesson
• Go through the rules for forming imperatives with
the class. Ask students to identify all the positive
imperatives in the texts (be careful, jump off),
then all the negative imperatives (Don’t go fast,
Don’t hit the dustbin). Check students understand
what a warning is and ask them to tell you which
phrase in the dialogue is a warning (be careful).
• Read through the list of free time activities with
go and -ing with the class. Ask students if they

can think of any more, e.g. ride – go riding, jog
– go jogging, swim – go swimming, skate – go
skating, climb – go climbing. Go through the
spelling rules.
• Ask the students to tell you the rule for when
to use play to talk about free time activities and
when to use go + -ing. We normally use play to
talk about ball sports and games, but go + -ing
for most other types of physical activity. (Note
that there are some activities that we use do
with, e.g. do ballet, do karate, do yoga.)

Vocabulary and Words to learn
The main vocabulary for this unit is related to free
time activities. At some point, check that everybody
in the class knows the vocabulary for talking about
their free time activities in English.

Grammar One

7 Remind students to check which form of go they
need to use in each question – the third person
singular or plural.

8

Partner game

To prepare for this activity, ask students to think
of free time activities and some questions they

could ask about them, for example where people
do the activity, when they do it, what they need
to do it with, why they like it. Students can either
do the activity in pairs and then swap partners,
or alternatively you could run it as a whole class
mingle. Students walk round the classroom and
ask as many of their classmates as possible their
questions. They make a note of the answers and
give oral or written feedback on the results at the
end of the activity, e.g. Three people in the class go
camping in the summer.
Extension
To practise imperatives, you could play the game
‘Simon says’ with the class. One student stands in
front of the class and gives a series of instructions,
e.g. Stand up, Simon says ‘stand up’, Simon says
‘open your book’. When the instruction begins
‘Simon says’ the students should follow it; however,
if the instruction is given by itself without ‘Simon
says’ at the beginning, students should ignore it.
Any student who makes a mistake is eliminated
from the game.

Worksheet 3
You will need one copy of this worksheet for each
student in your class.
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 What is there in Merton?
There is/are; some and any with plural nouns
Aims
• To learn and practise the structure there is/are
• To learn how to use some and any with singular
and plural nouns
• To introduce/revise places in a town

Presentation 
1 Look at the map of Merton with the students.
Explain that the town is on the river Mer (point
to the river), from which it probably gets its
name. Also point out the names of the different
streets – Bridge Street, Mill Street, Park Street – so
that students will recognize them when they are
referred to in the listening track.
2 Teach or revise the names of the different places
in the town. Drill the pronunciation thoroughly
(students repeat after you).
3 Play the listening track whilst students listen and
read. Ask them to point to the different places in
the map in their books as they are mentioned.
Walk round the class while the listening track is
playing, checking that students can recognize

the words and find the places. Check that
students understand bench.

Grammar lesson
• Go through the rules for using there is/there’s,
there are, some and any with the class. Drill the
pronunciation, particularly weak forms of there
are and there’s a.

Vocabulary and Words to learn
The main vocabulary set that students will learn
in this unit is ‘places in town’, which are practised
in exercise 3. You could take the opportunity
to introduce the words for some of the objects
pictured in the different places in the map, e.g.
pedestrian crossing, trolley, swings and roundabout.

Notes on the exercises
1–2 The first two exercises thoroughly drill the
use of there is/isn’t a for the singular form and
there are/aren’t any for the plural form, as well
as practising places in the town. Check students
understand that we use some in the plural when
we aren’t sure about the number of things or it
isn’t important.

Grammar One

4–5 Students are asked to think about the
buildings and facilities in their own town in

these two exercises. It will facilitate whole-class
discussion if the students all talk about the same
town, so ask them to answer the questions in
relation to the town the school is in, or another
nearby town that everyone is familiar with.
As you go through the answers to exercise 4
with the class, ask questions to elicit as much
additional information as possible about each of
the places, e.g. Where is it? What is it called? Is it
small or big? Do you go there often? Do you like it?
6 You could ask the students to try to complete
this exercise without looking at the map of
Littleton, by relying on the clues in the grammar
and syntax of each sentence only. When they
have finished, they can check their answers
against the town map.
7 Before they start the exercise, check students
know the words for the items of food on the
tables. Looking at the picture with the class,
point to the different food items and ask them to
tell you what they are.

8

Team game

Divide the class into teams of 6-8 students in order
to give all students more opportunities for speaking.
Before you start, check students understand they
can use their English books to help them find words

beginning with the right letter. Don’t forget to
tell students if they are allowed to shout out the
answers, or if there is a rule that they have to raise
their hands.

Worksheet 4
You will need one copy of this worksheet for each
student in your class.
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 Who’s behind the door?
Prepositions of place
Aims

Notes on the exercises

• To teach and practise prepositions of place

1–3 Make sure students understand that the
expression in front of is always three separate
words, and next to is always two words.

• To learn the words for articles of furniture and
parts of a room (floor, window, etc.) and use
them to describe room layouts

Presentation 
1 Hold up the picture of Jenny’s bedroom on page
20 so the whole class can see it. Point to each of
the labelled items of furniture and say the word.
The students repeat after you.
2 Tell the students to close their books and use the
furniture in the classroom (or draw on the board)
to help you drill the vocabulary. Point to items
and ask What’s this? or Is this a ... or a ...?
3 When you are sure that students know the
vocabulary for furniture, tell them to open their
books again and look at the text about Jenny’s
bedroom. Play the listening track whilst they
listen and read the text.
4 Check students understand clean and tidy (you
might like to introduce the opposites dirty and
untidy at the same time). Ask for or choose a
volunteer, or volunteers, to read the text aloud to
the class. As they do so, the other students could
look at the illustration in their books and point to
each item of furniture as it is mentioned.

Grammar lesson

4 Do this activity together orally as a class before
students write the answers. Tell students to close

their books and divide the class into two teams.
The teams take turns to say, from memory,
where the objects are. They get a point for each
correct sentence.
6

This exercise revises and consolidates the
vocabulary for furniture and parts of a room.
Students who finish quickly could be asked to
write similar sentences about the classroom.

7

Partner game

Ask students to draw a plan of the layout of their
bedroom to help them prepare for this activity. The
plans should show the windows, the door and the
main items of furniture – bed, chair, wardrobe, desk,
bin, lamp, desk, table, (book)shelf. You can make
the game more demanding if you ask students to
give their partner an empty plan of their bedroom
(showing the position of the door and windows).
The pairs then take turns to ask questions to find
out where all the pieces of furniture are and draw
and label them on the plan.

Worksheet 5

• Go through the prepositions of place in the

Grammar lesson with the class. Elicit an example
sentence for each one from the text, e.g. He’s in
the box. à The ruler’s in the rucksack.

You will need one copy of this worksheet for every
pair or small group of students in your class.

• Finally, practise prepositions of place with
classroom objects. Take an item such as pencil
and place it on the desk, under the desk, etc. and
ask students to tell you where it is. When you
think they are ready, elicit examples directly from
the students.

Encourage your students to complete the online
activities for this unit at www.oup.com/elt/trig.

Vocabulary and Words to learn
The main items of vocabulary to learn in this unit
are for furniture and parts of a room. Since students
learn floor, door, window and corner, you might also
like to introduce the word ceiling. Make sure you
draw students’ attention to the irregular plural of
shelf (shelves), and to the pronunciation of drawers.

Grammar One

www

Trig’s website

Revision 1 (units 1–5)
Students should do the revision unit at the end
of unit 5. 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 1–5 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


6 Can you swim? Let’s go swimming!
Can for ability; let’s
Aims

mistakes that learners make are either to treat
can like a regular verb and produce phrases
such as I don’t can ... and Do you can ..?, or to
forget that can is followed by the base form, not
to + base form (which results in sentences like
I can to speak English). Students are less likely to
make such mistakes whilst they are practising
can in isolation in exercises such as these, but
you should remain vigilant that this does not
happen when students start integrating can into
speech and writing alongside other structures.

• To learn the structure can/can’t to talk about
ability
• To practise making suggestions using the
structure Let’s

Presentation 
1 Look at the illustration with the class. Elicit the
fact that it’s a hot day (Ask Is it a cold day? or
What’s the weather like?) Then play the listening
track whilst students read the text and listen.

Grammar lesson
• Go through the formation and use of can in the
Grammar lesson with the students. Ask the class
Can Jenny swim? (Yes, she can.) Can Zoe swim?
(Yes, she can.) Can Trig swim? (No, he can’t.). Then
ask different students in the class Can you swim?
• Draw students’ attention to the pronunciation of
the weak form of can in questions, and contrast
with the pronunciation of the strong form in
short answers (Can you swim? Yes I can). Drill
the weak form thoroughly with the class – have
students listen and repeat individually and in
chorus – so that they are comfortable with using
it themselves and sound natural.
• Explain that the construction Let’s is used to
make suggestions, and go through the examples
with the class. Teach the students some phrases
for responding to a suggestion, such as Yes, OK.

and Yes, good idea!

Vocabulary and Words to learn
Apart from the vocabulary in the Words to learn
box, students have to use a range of verb/noun
collocations to talk about ability in relation to
various activities in this unit. The structures include:
play – basketball, football, table tennis, drums, guitar
ride – a bicycle, a motorbike, a camel, a horse
speak – English, French, Greek, Japanese
and also: climb trees, do maths, make a cake,
catch a fish.

Notes on the exercises
1–6 These exercises provide students with practice
in forming sentences and questions with can
and can’t. For most students, can is not a
difficult structure to use, and the most common

Grammar One

7-8 These activities give students the opportunity
to practice the use of the structure Let’s to make
suggestions. Get students to read their answers
to exercise 8 aloud and ask for volunteers to
either agree to the suggestion or to disagree with
it and make a counter suggestion (teach them
the word instead to use in these cases), e.g. Let’s
go skateboarding. OK. Good idea./No, let’s go
swimming instead.

9

Team game

This activity reviews some of the different verb +
noun collocations used in the unit to talk about
activities. When you go through the answers, ask
students how many other expressions with the
same verb they can think of, e.g. ride a bicycle –
ride a horse, camel, motorbike, etc.
If students find it challenging to think of the
different activities by themselves and this slows the
game down, you can always suggest an activity
yourself by writing it on a piece of paper for the
student whose turn it is to come to the board.
Coming up with a plausible Let’s suggestion might
require some ingenuity on the part of the students
and may add an element of humour to the lesson,
e.g. (for ride a camel) Let’s go to the zoo, desert,
safari park, home for camels, etc.

Worksheet 6
You will need one copy of this worksheet for every
pair of students in your class.
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


7 Trig is helping
Present continuous
Aims

Vocabulary and Words to learn

• To teach students how to form the present
continuous tense
• To start exploring how the tense is used and to
practise it in appropriate contexts

You might like to look at all the vocabulary items
to do with gardens and being outside in this unit –
tree, flower, garden, grass, bush, bird – and revise
them together as a lexical set.

Presentation 

Notes on the exercises

1 Focus the students’ attention on the text and
illustrations. Play the listening track whilst the
students read and listen. Stop the listening track
each time you come to an illustration and get
students to repeat the sentence(s) with the

present continuous verb after the recording.
2 Choose different students to read out the
sentence(s) under each picture. To make sure
students understand any new vocabulary, e.g.
shine, hang, dig, do the washing-up, hold up
the book so everyone in the class can see the
illustrations, and point to the part of the picture
that shows the action.
3 Explain that the verbs in bold are all in the
present continuous tense, and go through the
rules for the formation of the present continuous
with the class.

Grammar lesson
• Go over the spelling rules and drill the forms
thoroughly, getting the class to repeat after you
in chorus and individually, substituting work with
other verbs for variety. This will help to anchor
the form in the students’ memories and gives
supported pronunciation practice that will help
them to have more confidence when they speak.
• Make sure students understand that they should
use the long form of be in positive short answers,
even in spoken English, and the short form for
negative answers, e.g.
Yes, I am. (not I’m) but No I’m not.
Yes, you are. (not you’re) but No, you aren’t.
Yes, he is. (not he’s), but No, he isn’t.
• Explain that the present continuous is used
to talk about things that are happening ‘now,

this moment’. Use the class to help you build
up a list of things that are happening ‘now this
moment’ in the classroom, e.g. We’re having an
English lesson, we’re learning about the present
continuous, etc.

Grammar One

1–3 These exercises are concerned with recognizing
the appropriate form of the present continuous
tense for the context.
4–7 These exercises allow students to start
practising negatives and question forms with
short answers. Remind them that it is usual to
use the long form in positive short answers and
the short form in negative short answers. The
most common mistakes that learners make in
relation to the present continuous tense are to
do with usage: it is often either under used (e.g.
learners say it rains instead of it’s raining) or over
used. However, the common mistakes related to
formation are either to leave out the verb be or
to use the wrong form of be for the context.

8

Class game

You could enhance the element of competition in
this activity by turning it into a race. Divide the class

into two or more teams and prepare sets of ten to
twelve cards (one set per group) with an activity
written on each card, e.g. digging in the garden,
making a sandwich, playing the drums. When the
game starts, the first student in each team goes
to the front of the class and gets card one from
the teacher. They mime the action written on the
card for their group to guess. When the group has
guessed correctly, the next student goes to the
teacher to get card two, and so on. The first group
to have guessed all the activities and got through
all their cards wins.

Worksheet 7
You will need one copy of this worksheet for each
student in your class.
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


8 Can you see them?
Object pronouns
Aim

Notes on the exercises

• To teach object pronouns and explore and
practise the use of object pronouns, for example
after verbs and after prepositions such as for,
with and in

1–4 The first four exercises involve students
identifying object pronouns and making choices
about which pronouns to use in the context
given. You can explain that the object pronoun
for an animal can be him, her or it, depending
on the attitude of the speaker and whether the
subject pronoun used is he, she or it. The animals
in the story clearly have a name and a gender, so
the object pronouns him and her should be used.

Presentation 
1 Focus the students’ attention on the text and
illustrations. Play the listening track through
whilst the students read and listen. When you
have played the listening track through once, ask
Where’s Trig? Where’s Chip? and elicit appropriate
answers revising prepositions of place from the
previous unit.

Grammar lesson
• Go through the object pronouns and the rules for
using them with the students.
• Tell the students to close their books or cover the

text and play the listening track again. Stop the
recording just before each subject pronoun and
try to elicit it from the students, e.g.
Listening track Trig and Chip are hiding. Can you
see ...
You [Stop the recording here, encourage students
to say the next word.]
Students them
Alternatively, read the text aloud, or get a
student to read the text aloud, and stop just
before the subject pronouns to allow the class to
produce them.

Vocabulary and Words to learn
The new vocabulary and Words to learn in this unit
are mostly useful verbs, as in the list – see, ask, look
for, know, take, find, wait for, tell. Make sure that
students understand that look for and wait for are
two-part verbs or phrasal verbs, which must be
used with the accompanying preposition.
You might also – if this is an area of vocabulary
which students haven’t covered recently – like to
revise items of clothing in preparation for exercise 3,
for which students should know shoes, scarf, socks
and baseball cap.

5 This exercise activates all the object pronouns
together. Tell students to check that they use
each of the pronouns at least once.
6 Go through the categories on the list with

the class and double-check that the students
understand what they are. For each one, elicit
another example (of a sport, film star, singer,
etc.) from the class. Note that although band is
a singular noun, it is more common to refer to
a band in the plural (as in the members of the
band), e.g. I like the Black Eyed Peas – I like them.
7

This exercise revises the verbs from the
Words to learn list and gives students an
opportunity to practise using them. If students
have problems finding a verb, tell them they can
look at the ‘Words to learn’ list on page 92 to
help them.

8

Partner game

You can extend the partner game and give the
students more speaking practice by doing a
survey of class favourites. Give each student two
categories to ask about and teach the question
What’s your favourite ... sport / film star / singer?
Students stand up and walk round the class and
interview as many other people as possible, keeping
a note of the answers. At the end of the activity, the
students report the results back to the class, e.g.
The class’s favourite colour is red – five people like it.

Worksheet 8
You will need one copy of this worksheet for each
student in your class.
www

Trig’s website

Encourage your students to complete the online
activities for this unit at www.oup.com/elt/trig.

Grammar One

© Oxford University Press 2011


9 Amanda likes playing tennis
Like, love, hate + -ing form; one(s); would like
Aims

Notes on the exercises

• To teach the use of the -ing form after like, love
and hate

1–4 These exercises involve the students
identifying different activities and talking about
their attitudes towards them using like, love and
hate. With stronger groups, you might consider
introducing don’t like doing for more variety and

as a less extreme option than hate doing.

• To teach and practise the use of would like (a) as
a more polite alternative to want
• To introduce the use of the one(s) in order to
avoid repeating the noun in a sentence

2 Ask some comprehension questions, e.g. What
would Amanda like for her birthday? (A pony.),
What do Amanda and Jenny hate? (Losing balls
when they’re playing tennis.), Who likes finding
balls? (Trig.)

5–7 These exercises activate and practise the
structures the one(s) and would like. If students
seem to have a good grasp of the structures,
you might want to contrast would like + noun
with like + -ing. On the board, write the following
beginnings of sentences:
Tom likes ...
Harry likes ...
Tom would like ...
Harry would like ...
Underneath this put the phrases learning English,
some new boots, a dictionary, playing football.
Get students to explain which endings match
which sentence beginning and why.

Grammar lesson

8

Presentation 
1 Focus students’ attention on the picture and play
the listening track whilst they listen and read
the text. Check for understanding of vocabulary,
particularly lose, photograph and pony. If
students ask you about one(s), tell them that it is
used here to avoid repeating the word horse too
many times.

• Go through the rules for the use of the -ing
form after like, love and hate with the class. Ask
some of the students if they like, love and hate
doing the activities in the examples and elicit full
sentences in the first person, e.g. I hate doing
homework, I love riding. Stronger students might
be able to generate their own original sentences
about activities that they like and don’t like.
• Go through the explanation for the use of one(s),
and supplement the example in the book with
other examples, e.g. I have two pens, a red one
and a blue one. There are lots of books on the
shelf. The blue ones are dictionaries.
• Drill the pronunciation of the different forms of
would like – I’d like, you’d like, he’d like – and get
the students to tell you about something they
would like for their birthday, for lunch, etc.

Vocabulary and Words to learn

Most of the activities that the students have to
talk about in relation to like, love and hate will be
familiar, except for possibly paint, cook and dive.
Make sure you find out from the students which
real-life activities they love, hate, etc. and teach the
English expressions for these.

Grammar One

Class game

This exercise recycles and revises the structure
can + base form and contrasts it with the new
structure like/love/hate + -ing form. If students have
problems, refer them back to the Grammar lesson
on page 28 for help.
There are several possible ways to extend this
exercise. Students could chose one or two of the
activities from the list (or use their own ideas)
and do a class survey, reporting back afterwards,
e.g. Everyone in the class likes phoning friends.
Five people in the class like buying clothes and two
people hate it. Alternatively, you could ask students
to compose more complex questions using what,
e.g. What do you like/hate doing after school/when
you wake up in the morning/before breakfast/on
holiday?

Worksheet 9
You will need one copy of this worksheet for each

student in your class.
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 Can I go out?
Can for permission; must for necessity
Aims
• To teach the use of can to ask for, give and refuse
permission
• To teach and practise must + base form to
express necessity

Presentation 
1 Focus the students’ attention on the text and
illustrations. Play the listening track whilst the
students read and listen.
2 Ask the class: Can Nick go to the cinema? Try
to elicit the response No, he can’t from the
students. (If they only answer No, make it clear
that this is the correct answer, but indicate that
you want them to say more.)

Grammar lesson

• Go through the explanations of can for
permission and must for necessity. Then ask the
students what Nick must and mustn’t do (he
must tidy his room, he mustn’t go out when he’s
got a cold).
• Draw students’ attention to the form of both
verbs, particularly the fact that neither takes an
s in the third person, nor uses do as an auxiliary
verb to form questions and negatives. Drill the
example sentences, getting students to listen
and repeat them after you.
• Get the students to practise reading the dialogue
in pairs, one student taking the part of Mrs Bell,
whilst the other is Nick. With a strong class,
ask them to do this a second time, substituting
‘go the cinema’ and ‘tidy your bedroom’ with
different activities.

Vocabulary and Words to learn
The new active vocabulary in this unit mostly
relates to the kind of rules that parents set for their
children – stay out, midnight, pocket money, invite,
tidy, clean, etc. You might also want to revise the
language used to talk about classroom rules in
exercise 3 on page 45.

Notes on the exercises
1–2 Students already know how to use can/can’t
to talk about ability, so they probably won’t have
too much difficulty with these first two exercises,

which practise the use of can for permission.

Grammar One

3–5 These exercises give students practice in
forming sentences and questions with must
and mustn’t. The most common mistakes that
learners make are treating must like a regular
verb and producing phrases like I don’t must ...,
or forgetting that must is followed by the base
form, and not by to, which results in sentences
like I must to do my homework now. Students
are less likely to make such mistakes whilst they
are practising must in isolation in exercises such
as these, so remain vigilant for these mistakes
when your students use can and must alongside
other structures in future classes.
6–7
These exercises activate both must and
can in a variety of scenarios that involve giving
and refusing permission and talking about
obligation. When you are going through the
answers for exercises 7 and 8, you might want
to ask different students to take the roles of the
various speakers and read the answers aloud.

8

Partner game

For the pairwork activity, you might want to explain
to students that people often give a reason when
they refuse a request (for example to borrow
something), because this is more polite. Teach
students the expression I’m afraid ... and some
possible excuses – I need it myself, it’s broken, I’ve
only got one, etc. – to use with their partner.

Worksheet 10
You will need one copy of this worksheet for each
student in your class.
www

Trig’s website

Encourage your students to complete the online
activities for this unit at www.oup.com/elt/trig.

Revision 2 (units 6–10)
Students should do revision 2 at the end of unit
10. Exercise 3 is an example of a Cambridge Young
Learners English Test task type.

Test 2
A downloadable test that covers all the material
in units 6–10 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

11 How much milk?
Some and any with uncountable nouns; how much, how many
Aims
• To teach/revise the concept of countable and
uncountable nouns
• To teach and practise the use of some and any
• To introduce question forms with much and many
and practise talking about quantity

Presentation 
1 Focus students’ attention on the illustration and
ask them to tell you quickly all the different types
of food they can see in the kitchen. Accept any
correct answers that they produce, but don’t
worry if they don’t use some correctly yet.
2 Play the listening track whilst the students read
and listen. Ask some comprehension questions
to check understanding, e.g. What do Jenny and
Nick want to do? (Make a cake.) Have they got any
milk? (No.) How many eggs do they need? (Two.)
3 Remind students of the difference between
countable and uncountable nouns. Explain that
uncountable nouns are things that come in a
‘mass’ which you can only quantify (count) in
terms of units of weight or measurement or
of the number of containers that will hold the
mass. All liquids – milk, water, juice, etc. – are
uncountable, as well as other materials – such

as rice, flour, sugar – the sort that you put in
containers rather than hold in your hands.
Abstract nouns, such as time, information,
advice, and money are also uncountable. (You
can’t hold them in your hand either because they
are abstract concepts.)
4 Check students understand the concept of
countable and uncountable by saying aloud the
names of the different food items in the text and
asking the class have to call out whether each
one is countable or uncountable. If they hesitate,
ask Can you hold it in your hand?

Grammar lesson
• Go through the rules for the use of some, any,
much and many with the class and drill the
examples thoroughly.

Vocabulary and Words to learn
The active new vocabulary in this unit is concerned
with food items. In addition to the words on

Grammar One

the list, students might not know lemon, apple,
onion, omelette, soup and meat, which occur in
exercises 3–6.

Notes on the exercises
1–4 These exercises give students practise in

distinguishing uncountable and countable nouns
and using a, an, some and any appropriately.
You could extend this practice by teaching
students the words for the containers shown in
the illustrations across the unit – a bag, a packet,
a carton, a jar a bottle. Challenge the class to
find as many uncountable food and drink items
as possible to go with each word. Set a time
limit and let them use dictionaries if necessary.
The winner is the student who has the greatest
number of correctly placed words across all
categories. (It is possible for the same word to
go in more than one category, e.g. a carton of
orange juice, a bottle of orange juice.)
5–6 Whilst exercise 5 practises much and many,
the crossword puzzle in exercise 6 brings
together all the vocabulary and structures from
the lesson and introduces time and money as
uncountable nouns. If you didn’t mention during
the grammar presentation that abstract nouns
are uncountable, it is a good idea to do so before
students start this activity.

7

Team game

You could involve the students in setting up the
game by asking the class to brainstorm as many
food items as they can think of and writing them

up on the board (or appoint a student, or students,
to do the writing). You can vary the context of
the game from food for a picnic to food for other
occasions, e.g. breakfast, a birthday party, a breaktime snack, tea with grandmother, a midnight
feast.

Worksheet 11
You will need one copy of this worksheet for each
student in your class.
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


12 How often do you help?
Adverbs of frequency
Aims

Vocabulary and Words to learn

• To teach and practise adverbs of frequency

The new active vocabulary in this unit is related to
adjectives of description – busy, funny, tired, etc. – or
to places – beach, museum, sea. It might be a good

idea to add excited and crowded, which students
will need for exercise 3 to the list of adjectives.

• To learn to use time expressions with once/twice/
three times a day/month/year to express the
frequency of actions

Presentation 
1 Focus students’ attention on the illustration. Say
This is Nick’s bedroom – is it tidy or untidy? Elicit
that it is untidy and ask how often students think
he tidies his room. Tell students they are going to
hear the listening track to find out.
2 Play the listening track whilst students listen
and read the text. Elicit that the answer to the
question How often does Nick tidy his bedroom?
is Once a year. Check students’ understanding of
vocabulary in the text and explain busy.

Grammar lesson
• Go through the adverbs of frequency with the
class. Drill the pronunciation and explain that
often can be pronounced either with or without
the ‘t’ sound – both are correct.
• To check students have understood the meanings
of the adverbs of frequency, draw a vertical line
on the board. Put a dot at the top, bottom and
middle of the line and write 100% next to the
dot at the top, 0% at the bottom and 40% in the
middle. Add two more dots to represent 95% and

75% and write in the figures. Tell the class that
this line is a diagram of the adverbs of frequency.
Ask them if someone does something 0% of the
time, which adverb do we use to describe this.
Elicit never. Invite different students to come
up to the board and write the other adverbs –
aways (100%) usually (95%), often (75%) and
sometimes (40%) – on the diagram.
• For the time expressions, write once, twice, three,
four (five, six, etc.) times in a column, and a day,
a week, a month, a year in another. Write every ...
hour, day, month, year, etc. underneath.
• Invite different students in the class to tell you
how often they tidy their room or do the washing
up – first using an expression with once/twice or
every and then with an adverb of frequency, e.g.
I tidy my room every week./Once a week – I often
tidy my room.

Grammar One

Notes on the exercises
1–3 These initial exercises give students practice in
formulating sentences with verbs of frequency.
Before they start exercise 2, remind students
that, the adverb of frequency usually comes
before the main verb of the sentences, with the
exception of the verb be, which the adverbs of
frequency are usually placed after.
4 To encourage students to give true answers and

make the exercise more meaningful for them,
you could, if appropriate, teach the phrases
quite often (which is more than sometimes but
less than often) and rarely (which is less than
sometimes but not as much as never).
5 If students are having trouble producing words
like museum (for question 3) or busy (for
question 5), refer them to the dialogue and the
list of Words to learn on page 56 for help.

6

Partner game

Make sure you demonstrate to the class how to
fold the paper once students have written the
action on it. (Tell them that the action should be
in the first person, e.g. I ride a camel or I clean my
teeth). The paper must be folded so the action is
on the back. The student who receives the folded
paper then writes a time expression on the blank
upward‑facing fold, without looking at the action
on the back. It will then be possible to unfold the
slips of paper horizontally and read the resulting
sentences, some of which may be funny or unlikely,
e.g. I ride a camel ten times a day, I clean my teeth
once a year.

Worksheet 12
You will need one copy of this worksheet for each

student in your class.
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


13 Tom plays football
Present simple or continuous?
Aims
• To compare and contrast the present simple and
present continuous tense
• To revise and practise adverbs of frequency and
time expressions

Presentation 
1 Focus students’ attention on the pictures. Point
to each of the characters in turn and ask Who’s
this? and What’s he doing now/at the moment?
Elicit: Tom – he’s playing football, Nick – he’s doing
his homework and Chip – he’s thinking about Fluff
(or any other possible variants – but make sure
that the present continuous tense is used and
formed correctly).
2 Play the listening track whilst the students listen
and read. Check there are no difficulties with
vocabulary (for example talk about) and that

the students understand the whole text. Ask
for three volunteers to read the three different
paragraphs of the text aloud. They should
stop after each verb in bold and the rest of the
class should call out ‘present simple’ if the verb
is in the present simple tense, and ‘present
continuous’ if it’s in the present continuous.

Grammar lesson
• Go through the rules for the usage of the present
simple versus the present continuous with the
class. Emphasize the difference between facts
that don’t change and repeated habits (present
simple), and things that are happening right
now this moment and are unfinished or ongoing
(present continuous).
• Invite different students to give you true
examples about themselves which contrast the
present continuous and what they are doing right
now – sitting in class, learning English – with the
present simple and habits or repeated actions – I
have an English class twice a week, I usually do
my English homework on Friday afternoon, etc.

Vocabulary and Words to learn
The new active vocabulary in this unit is useful
verbs or verbal phrases, such as make a mistake,
talk about and laugh. It might be a good idea to
check these before students begin exercise 6 on
page 63.

Grammar One

The other lexical area you might like to revise is
jobs for exercise 4 on page 61 – waitress, teacher,
farmer, cook and bring food, drive a tractor.

Notes on the exercises
1–4 Exercise 1 reinforces the time-related words
and phrases associated with each tense, whilst
the following exercises expose students to a
context for practising each tense separately. This
should help them to consolidate their ‘instinct’
for the circumstances in which the tense should
be used.
At the end of exercise 4, you could try to get the
students to compare what each of the people in
the four jobs does generally in their profession
with what they are doing now in the picture,
e.g. A waitress works in a restaurant – she brings
food to the customers and helps in the kitchen. At
the moment, the waitress is bringing food to the
customers.
5–7 These exercises require students to contrast
the different uses of the present simple and
present continuous and to make appropriate
choices about which ones to use. Make sure the
students are familiar with all the vocabulary in
the texts for exercise 6, since all the following
activities depend upon it. You might want to

check lose, make a mistake and laugh.

8

Partner game

Because the students have a lot to remember for
this activity, it might help them if you put a list of
question ideas up on the board (see below), so they
can ask as many questions as possible about Anna
and Zoe.
like England, play tennis, play basketball, walk in
park music, weather in England
play tennis, basketball
practise English, tennis, basketball
weather rain, sun shine?
win, lose, laugh, have fun

Worksheet 13
You will need one copy of this worksheet for each
student in your class.
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 Were you frightened?
Past simple of be
Aims

Notes on the exercises

• To teach the positive, negative and question
forms of the past simple of be

1–3 These exercises give students the opportunity
to practise making sentences with was and
were in the context of places in the town. You
can revise the words with the students first by
pointing at the different illustrations and getting
the class to repeat after you.

• To practise using was/were in context
• To teach and practise past time expressions

Presentation 
1 Focus students’ attention on the illustration.
Point to the monster and ask What’s that? Elicit
that it’s a monster and get the students to tell
you anything about it that they can, e.g. colour,
size, teeth. Tell the students they are going to
find out about the monster and play the listening
track whilst they read and listen.
2 Check the students understand all the
vocabulary – particularly dark, alone, scary
noise, sharp, crazy, frightened, dream. Ask some

comprehension questions, e.g. Where was Nick
last night? (In an old house.) Was he with his
friends? (No, he was alone.) What made the scary
noises? (The monster.), Was he frightened? (Yes,
he was.). Was it real? (No, it was a dream.) Play
the listening track again if appropriate.

Grammar lesson
• Go through the rules for the use of the past
simple and introduce the different forms of
was and were. Draw students’ attention to
the pronunciation of the weak forms of was
and were in questions, and contrast it with
the pronunciation of the strong form in short
answers, e.g. Was Nick frightened? Yes, he was
and Were the monsters’ eyes big? Yes, they were.
It doesn’t matter if students can’t reproduce
the sounds very well themselves, but raising
awareness of them is useful because it helps
students to recognize the forms when they hear
them in connected speech.
• Go through the past time expressions and drill
the positive, negative and question forms of was
and were thoroughly with the class.

Vocabulary and Words to learn
The new active vocabulary in this unit mostly occurs
in the opening dialogue – dark, alone, scary, noise,
sharp, crazy, frightened, dream, etc. However, you
might also like to review the words for ‘places in the

town’ to prepare the students for exercise 2.

Grammar One

4 You might want to quickly revise prepositions of
place for this exercise, in preparation for students
describing the location of objects in Nick’s room.
6–7 Exercises 6 and 7 practise and consolidate
vocabulary, which is useful for students in this
vocabulary-rich unit. Exercise 6 reviews the
new vocabulary from the opening dialogue
and exercise 7 practises adjectives with pairs
of opposites. You could ask students who finish
quickly if they can find more pairs of opposites.

8

Partner game

After students have studied the picture of Nick’s
room, ask them to close their books and put the
words for the objects that you want them to ask
questions about up on the board. This ensures that
they can do the whole activity without opening
their books again. When they have asked and
answered all the questions with their partner, let
them open their books again and check anything
they weren’t sure of.

Worksheet 14

You will need one copy of this worksheet for each
student in your class.
www

Trig’s website

Encourage your students to complete the online
activities for this unit at www.oup.com/elt/trig.

Revision 3 (units 11–14)
Students should do revision 3 at the end of unit
14. Exercise 6 is an example of a Cambridge Young
Learners English Test task type.

Test 3
A downloadable test that covers all the material in
units 11–14 is available. Once your students have
completed revision 3, it is a good time to ask your
students to complete this test.

© Oxford University Press 2011


15 Trig had a bath
Past simple of have
Aims

Vocabulary and Words to learn

• To introduce the past simple of have in all its

forms and to practise using them

The major vocabulary learning point for this unit is
the number of expressions that there are in English
which contain the verb have, e.g for meals and for
food and drinks, for aches, pains and illnesses. The
other important lexical area is words for different
types of illnesses and health problems – headache,
toothache, temperature, sore throat.

• To practise past time expressions

Presentation 
1 Focus students’ attention on the illustration
and ask What did Trig do last night? Where was
he? Elicit the information that he was in the
bathroom having a bath, but don’t worry about
tense forms the students use to express this.
Teach the word bubbles.
2 Ask Where was Jenny last night? Play the
listening track while the students read and listen.
Elicit the information that Jenny was in bed last
night and explain headache, sore throat and
temperature as necessary. Teach the adjective ill,
which the students will need in exercise 1.
3 Ask some comprehension questions – Does
Trig like having a bath? (No, he hates it.), Why
was Jenny in bed? (She had a temperature and
a sore throat.) Who had a headache? (Nick.) If
necessary, play the listening track again or ask

students to read the dialogue aloud in pairs.

Grammar lesson
• Go through the rules for the use of the past
simple tense and the time expressions and
thoroughly drill the simple past forms of have.
Have students repeat after you the positive,
negative and question forms and the short
answers. Drilling helps to ‘anchor’ the forms in
the students’ memories and also allows them
to practise pronouncing and producing the new
language in a supported way.
• Explain that did is used as the auxiliary verb to
form negatives and questions in the past simple
in the same way that do/does is used in the
present simple. Emphasize that did is invariable
(does not change its form), unlike do in the
present simple tense which becomes does in the
third person.
• Go through the different expressions with have –
a bath, a shower, breakfast, lunch, etc. and check
the students understand what they all mean.

Grammar One

Notes on the exercises
1–4 These exercises allow the students to practise
the positive, negative and question forms of
have in the past simple in isolation from each
other. This allows students to consolidate their

knowledge and get comfortable with using each
form before mixing them up.
5–6 Extend exercise 6 by asking students to apply
the situations in sentences 1–6 to themselves
and write six true sentences, e.g. I had/didn’t
have a bad dream last night.
7 This exercise revises and practises some of the
important common expressions with have. Tell
students that these ideas might be expressed
differently in their own language using verbs
other than have, and if so it is particularly
important to learn the correct expressions in
English and not forget to use have.

8

Partner game

You could extend this activity by asking students to
turn back to the Grammar lesson on page 72 and
write five Did you have ...? questions in the past,
using one of the time expressions and one of the
expressions with have. They should try to add more
detail to make the questions varied, e.g. Did you
have a shower before breakfast yesterday? Did you
have a party for your birthday last year? Students
take it in turns to ask and answer the questions
with their partner.

Worksheet 15

You will need one copy of this worksheet for each
student in your class.
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


16 Did Trig help?
Past simple of regular verbs; ago
Aims

Notes on the exercises

• To introduce the past simple form of regular
verbs

1 Remind students of the spelling rules before they
start the exercise and check they understand the
meaning of all the verbs – particularly empty,
repair, drop and paint.

• To review when the past simple tense is used
• To teach and practise expressions with ago

Presentation 

1 Focus students’ attention on the illustration and
ask Where were Trig and Dad two days ago? What
were they doing? Elicit the information that Trig
and Dad were working in the garden, but don’t
worry about which tense forms the students
use for the moment. Teach/elicit the words
watering can, flowerbed, weed, pull up and water
by pointing to the relevant pictures and asking
What’s this?
2 Ask the students What did Trig do to help Dad?
Play the listening track while the students read
and listen. Elicit the answer that Trig pulled up
the flowers and watered the weeds. Check that
students understand all the vocabulary in the
text – you might want to check fill (the watering
can) and water (as a verb). If necessary, play the
listening track again and let students read and
listen a second time.

Grammar Lesson
• Got through the rules of formation and use for the
past simple tense with the class, then drill them
thoroughly substituting different verbs for help.
• Go through the spelling rules, but remind
students that the form change occurs in positive
sentences only. Remind them that for questions
and negatives in the past simple, the auxiliary
verb did is used, but the main verb in the
sentence stays in the base form.
• Teach the meaning of ago and drill the examples.

Vocabulary and Words to learn
The new active vocabulary in this unit is principally
the ‘gardening’ words from the dialogues –
flower‑bed, water, fill, pull up – to which you might
want to add weed and watering can as additional
Words to learn.
There are also lots of verbs in this unit, since it deals
with verb forms. Exercise 7 on page 79 revises the
recently introduced verbs and gives students the
opportunity to practise them.

Grammar One

2–5 Check the students know the correct
pronunciation of the -ed ending: For verbs that
end in d or t, the ending is pronounced ‘id’. For
verbs that end in a ‘voiced’ consonant – b, g, j, l,
m, n, r, w, y, z – the ending is pronounced ‘d’. For
verbs that end in an ‘unvoiced’ consonant – c, f,
k, p, s, t– the ending is pronounced ‘t’.
6 Make sure students understand that ago can be
used with units of time of any size, from seconds
to years and centuries, and that their answers for
the exercise should contain all the units of time
mentioned in the rubric.
7 This vocabulary exercise reviews the most
recently introduced verbs in this and previous
units. As an extension exercise, you could ask
students to write a sentence using each of the

verbs in the past simple tense.

8

Class game

You might like to write suitable verbs for this game
on bits of paper, fold them up and put them into a
bowl. The student whose turn it is to mime comes
up to the front of class, takes a bit of paper from
the bowl and has to mime that verb. Whilst this
removes the element of choice for the student, it
ensures that the more difficult verbs are attempted.
If the students enjoy miming, you could make the
game more challenging by writing short sentences
in the past simple, not just the verb, and including
negative as well as positive sentences, e.g. I washed
my hair/the car/my clothes (instead of simple I
washed), I didn’t watch television.

Worksheet 16
You will need one copy of this worksheet for each
student in your class.
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


17 Nick lost his money
Past simple of irregular verbs
Aims

Notes on the exercises

• To introduce students to the simple past form of
some common irregular verbs

1–2 Urge students to make the effort to learn the
irregular past simple forms of many common
verbs by heart, as it will help them feel more
confident when they speak or write English.
Although there are no rules for how irregular
verbs work, students will be able to spot some
patterns. For example, i often changes to a as in
swim → swam, give → gave, sing → sang.

• To practise using these verbs in context

Presentation 
1 Focus students’ attention on the illustration
and ask Do you think Nick is happy? Elicit that he
doesn’t look happy, then say, Listen and find out
why Nick isn’t happy.
2 Play the listening track whilst the students
read and listen. Elicit that Nick isn’t happy

because he lost his money, and ask some other
comprehension questions, e.g. What did Nick
buy yesterday? (New wheels for his skateboard.)
Which shop did he go to? (The sports shop.) Did
he lose his money in the sports shop? (No, he
didn’t.) Check students understand all the new
vocabulary in the text, e.g. leave, pay, wheel,
spend, present.

Grammar lesson
• Elicit that the verbs in bold are in the simple past
form. Explain that these verbs, like many other
very commonly used verbs in English, do not take
the -ed ending, but have an irregular simple past
form. Look at the list of irregular verbs on page
96 with the students and drill the pronunciation
of the past forms – particularly bought and
thought.
• Remind students that the verb only changes
in the positive form, not in the negative and
question forms where the auxiliary did is used.
Drill went and didn’t go with the class – getting
them to repeat each form after you.
• Put the students into pairs and ask them to read
the text aloud with their partner, one student
taking the role of Nick and the other student
reading Jenny’s text.

Vocabulary and Words to learn
The seven verb + noun collocations that are

practised in exercise 7 on page 83 incorporate
many of the new items and would be a particularly
useful vocabulary set for students to learn. The
other important ‘words’ for students to learn in this
unit are the simple past forms of common regular
verbs.

Grammar One

4–6 Check that students understand sunburned,
steps and sea – and possibly also postcard and
souvenir.
7 This vocabulary matching exercise revises some
of the most useful and high frequency verb-noun
collocations in the unit. As an extension activity,
you could ask students to write a sentence using
each collocation in the past simple tense.

8

Class game

Prepare well for the game by revising the countries
and nationalities and then brainstorming five or
six words for things related to each country with
the class. Write all the words up the board (create
a big mind map) for the students to refer to. Give
the students some time to choose a country and
prepare some notes about their imaginary holiday
– they should think about how they got there and

what they saw, did, ate, bought, etc. Also ask
them to try to write five questions they could ask
someone about their holiday. The students have
only learned how to form yes/no questions with did
you in this unit, but with a strong class, you might
like to introduce wh-questions to use in the game –
Where did you go? What did you eat?, etc.
You can run the game with the whole class, or
alternatively, students could play it in pairs or small
groups for more speaking practice.

Worksheet 17
You will need one copy of this worksheet for each
student in your class.
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


18 What’s Trig going to do?
Be going to
Aims
• To introduce students to the structure be going to
for expressing the future
• To practise the positive, negative and question

forms of be going to in context

Presentation 
1 Hold up the book so the whole class can see it.
Cover the second illustration and point to the
first. Ask What can you see on the table? (Elicit
some flour, some eggs, milk, etc.), then ask
What’s Trig going to do? Tell the students that we
use be going to for talking about the future.
2 Play the listening track whilst the students
read and listen. Elicit that the answer to What’s
Trig going to do? is He’s going to make a cake.
Check there are no problems with vocabulary –
ingredients, surprise and salt may be new items.

Grammar lesson
• Go through the rules for use of be going to with
the class and drill the forms thoroughly with the
class. Explain that we use be going to for future
intentions and plans, when we have made a
decision to do something, e.g. Trig knows that it’s
Mrs Bell’s birthday, so he decided to make a cake.
Ask the students to tell you what they are going
to do when they get home from school today.

6 You could extend this exercise to include any
other job words you would like the students
to review.

8

Class game

If you have a large class, e.g. more than 12
students, you might want to divide the students
into smaller groups to play the game, so that
everybody has more opportunity to speak.
Make sure you give students a few minutes to
prepare at the beginning of activity and think about
what they want to say. You could ask them to
prepare a number of things, e.g. something they are
going to and not going to do at the weekend, next
year, during the summer holidays, at Christmas,
when they graduate from school. Giving different
contexts broadens the range for the kinds of things
students can talk about. As the game goes round
the class, you can change the context every so
often.

Worksheet 18
You will need one copy of this worksheet for each
student in your class.
www

Trig’s website

Encourage your students to complete the online
activities for this unit at www.oup.com/elt/trig.

Vocabulary and Words to learn

Revision 4 (units 15–18)

The main new set of vocabulary to learn here are
the words for jobs. Some of these are familiar, but
pilot, doctor, artist, vet, cook and train driver appear
for the first time. The new job words are recycled
and practised in exercise 6 on page 87.

Students should do revision 4 at the end of unit
18. Exercise 8 is an example of a Cambridge Young
Learners English Test task type.

Notes on the exercises
1–2 You might want to go through the new job
vocabulary with the students and drill the
pronunciation before they start the exercises.
3–5 If you would like to give students some
specifically targeted practice with negative
forms – which they haven’t had up until now –
you could extend exercise 5 by asking students
to make a negative sentence in relation to each
illustration and say something that the person
isn’t going to do as well as what they are going to
do, e.g. She’s going to answer the telephone – She
isn’t going to catch a bus.

Grammar One

Test 4

A downloadable test that covers all the material in
units 15–18 is available. Once your students have
completed revision 4, it is a good time to ask your
students to complete this test.

Exit test (units 1–18)
Students should do the exit test at the end of unit
18. This downloadable test covers all the grammar
taught throughout Grammar One.

© Oxford University Press 2011