UNIT

Simple Present and

Present Progressive
First Impressions

Unit Objectives

Data from the Real World

Students will learn and practice using

simple present vs. present progressive,
stative verbs, and
special meanings and uses of the simple present.

Research shows that we use some adverbs with the simple

present more often in academic writing than in speaking.
Refer students back to the context(s) they came up with as
you went over Chart 2.1. Have students write six sentences,
one with each adverb from the box, using these context(s).
Encourage students to reuse the sentences they have
already written if possible, for example, The human heart
typically beats 72 times a minute.

1 Grammar in the Real World

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar in the Real
World, pages 45.

Grammar Application
Speaking and Writing Expansion Bring pictures of
people to class, or ask students to do so.
1. Have the students look at the pictures, then write
about the peoples appearances. Tell them to use
both the simple present and the present progressive.
(The woman is wearing a brown suit. She is carrying
a briefcase. I think that shes a friendly person and is
successful.)
2. Put students in pairs or small groups. Have them
discuss their impressions of the people in the
pictures.
3. After students have discussed the pictures in small
groups, have them expand on their first impressions
by talking about what they think the peoples family
situations, careers, social skills, and personalities
might be.

Vocabulary
attitude AWL
aware AWL
constantly AWL
create AWL
demonstrate AWL
factor AWL
implicit AWL

investigate AWL
process AWL
psychologist AWL
react AWL
research AWL
reveal AWL
specifically AWL

2 Simple Present vs.

Present Progressive
Grammar Presentation
Reference: See The Teachers Grammar of English,
pages 356358; 362364; 385, Activity 2.

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.
Chart Tip As you go over each section of Chart 2.1, ask
students to come up with specific situations where they
might commonly see or hear each use of the simple
present. After they have come up with a context for each
use, ask students to write two sentences that they might
find in that context. Have students share their sentences
with a partner. Answer any questions they have about
using the simple present.

Grammar and Beyond TSR 3

3 Stative Verbs
Grammar Presentation
Reference: See The Teachers Grammar of English,
pages 356358; 362364; 385, Activity 3.

Cambridge University Press 2012 Photocopiable

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.
Chart Tip Have students work in small groups to list
any additional stative verbs they can think of for each
category in Chart 3.1.

Tips Unit 1 1

Grammar Application

Speaking and Writing Expansion

1. After Exercise 3.1B, show students a picture (or
several pictures) of people interacting. Try searching
for office meeting, job interview, or people in a hotel
lobby on an image search engine. You could also use
a short scene from a movie, TV show, or commercial
that includes several people talking to each other.
(Turn the sound off so that students focus on first
impressions and not on language.) Ask students to
discuss their first impressions of the people in the
picture or video clip: What are their personalities like?
What kind of jobs do they probably have?
2. After the discussion, put students in pairs. Have each
student write a short paragraph about how their
impressions differ from their partners and the reason
for the difference, for example: My partner thinks that
the man who is wearing blue jeans is too sloppy, and
she does not think he looks like a good employee. I think
he looks casual but intelligent. I think formality is less
important to me.
Interact Conduct a roundtable writing activity using
stative verbs with action meanings.
1. Give students a few minutes to review Chart 3.2
and the list of verbs with both stative and action
meanings.
2. Put students in groups and tell them they will write
present progressive sentences using the verbs you say.
Say a verb (think, see) and have the first student write
a sentence. That student then passes the paper to the
next student and you say a new verb. After the paper
has gone once or twice around the group, have groups
exchange papers and check each others sentences for
an action meaning.
Tech It Up For homework, have students search a
free video site using the search term how to make a
good impression. Tell them to listen for and write five
sentences using different stative verbs. In class, have
them share their sentences with a partner.

Grammar Application

Grammar Presentation
Reference: See The Teachers Grammar of English,
pages 356358.

Speaking and Writing Expansion

After students have completed Exercise 4.3, have them
write about school procedures.
1. Put students in pairs and have them brainstorm
several things students have to do before starting
classes at your school (register online, pay tuition, buy
books). Have them take notes and ask their partner to
explain any procedures they dont understand.
2. Have each pair write a short paragraph about the
procedures they came up with. Tell them to refer to
Chart 4.1 and use expressions that show sequencing.
Tell students that they can include their own
impressions of the school where appropriate.
Model the activity by writing the following sentences
on the board:
At Carlson College, students first choose classes they
want to take. Then they meet with an academic adviser.
Next, . . .
3. After students have finished writing, have selected
pairs read their paragraphs to the class. Check that
they used the simple present correctly.

5 Avoid Common Mistakes

Beware Verbs that have both an action and a stative

meaning are a common source of errors with the
present progressive. Give students more examples
of such verbs and encourage them to be particularly
careful when using them.

6 Grammar for Writing

4 Special Meanings and

Uses of Simple Present

Chart Tip After you go over row a, give students a

few minutes to think of a one-sentence review of a
book they have read. Call on individuals to share their
reviews with the class.

Alternative Writing Task Have students focus their

tip on a specific area of interest to them. For example,
they could write about how college students can make a
good impression on instructors, or how salespeople can
make a good impression on clients.

The Unit 1 test and answer key can be found on the CD-ROM
in the back of the Teacher Support Resource Book.

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.

2 Tips Unit 1

Grammar and Beyond TSR 3 Cambridge University Press 2012 Photocopiable

UNIT

Simple Past and Past Progressive;

Used To, Would
Global Marketing
Beware Although the simple past and past progressive
can both be used to talk about past events, the
meanings differ slightly, for example, I took a walk
yesterday at 3 p.m. (meaning: I started taking a walk at
3 p.m. yesterday) vs. I was taking a walk yesterday at 3
p.m. (meaning: I started walking before 3 p.m., and at 3
p.m., I was still in the process of taking a walk).

Unit Objectives
Students will learn and practice using
simple past vs. past progressive,
time clauses with simple past and past progressive, and
used to and would.

1 Grammar in the Real World

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar in the Real
World, pages 45.

Grammar Application
Writing and Speaking Expansion After students have
completed Exercise 2.1B, do the following.
1. Have students write five questions about early
American advertising using the simple past and
past progressive, for example, Where was Benjamin
Franklin living in the early 1700s? or Was Ben Franklin
an inventor?
2. Have students ask and answer their questions with
a partner. Then have pairs volunteer to read a
question / answer set for the class.
Tech It Up For homework or in the language lab, have
students look up commercials online using a free video
site. Tell them to use the search term commercial and
the name of a common product, for example, cereal
commercial. Have them view one commercial and
write a description of it using the simple past and past
progressive. For example, Two boys were sitting at the
kitchen table. There was a bowl of cereal in front of them.
They were fighting about . . . Have students compare
their descriptions in class and, if possible, play the
commercials as well.

Vocabulary
adapt AWL
adorable
affordable
approach AWL
create AWL
campaign
culture AWL
feature AWL

global AWL
image AWL
inappropriate AWL
major AWL
research AWL
series AWL
similar AWL
tremendous

2 Simple Past vs. Past Progressive

Grammar Presentation
Reference: See The Teachers Grammar of English,
pages 364365; 387, Activity 5.

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.
Chart Tip As you go over Charts 2.12.3, draw two time
lines to demonstrate the difference in meaning between
simple past and past progressive. On both time lines,
start by drawing a vertical line and writing now below it
to give a time reference point. On the simple past time
line, put one X mark to the left of the vertical line to
demonstrate that the simple past describes a completed
action in the past. On the past progressive time line, put
two X marks to the left of the vertical line and connect
them with a line. This demonstrates that the past
progressive describes something that started and ended
in the past. The action may have happened over a short
or a long period of time.

Grammar and Beyond TSR 3

3 Time Clauses with Simple Past

and Past Progressive
Grammar Presentation
Reference: See The Teachers Grammar of English,
pages 548551.

Cambridge University Press 2012 Photocopiable

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.
Chart Tip Before you go over Chart 3.1, make sure
students understand the meaning of the following
words and phrases: first / second event, ongoing action,
interruption, and in progress. Diagram sentences in the
chart by using time lines as necessary. Explain that in

Tips Unit 2 1

sentences with more than one event, understanding the

time relationship between the two events is crucial to
understanding how the structures are used.

Grammar Application

Speaking Expansion After Exercise 3.4B, have students

do a role play.
1. Put students into pairs. Have one of them play the
role of a TV reporter, and the other the role of an
advertising executive. The TV reporter is interviewing
the advertising executive about how he or she became
interested in advertising. The advertising executive
should tell stories about what happened in the past
that made him or her decide to go into advertising.
Tell students to use the simple past and past
progressive with when and while in their role plays as
much as possible.
2. Have students change roles so that they can practice
each part.
3. Have a few pairs volunteer to perform their role plays
for the class.
Writing Expansion After Exercise 3.4B, have students
write five sentences about their partners important
past decision. Have students share their sentences with
their partner and check for any mistakes. Then have
volunteers read one or two of their sentences to the
class.

4 Used To and Would

Grammar Presentation

5 Avoid Common Mistakes

Reference: See The Teachers Grammar of English,

page 316.

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.
Beware Students may be confused by the meaning and
use of would. Would is a common modal and has varied
uses and meanings in English. It is used to make offers,
invitations, and polite requests. It is also used as the
past form of will, and in conditional sentences. In this
case, would is used to show past routines and repeated
actions. Students can tell the difference in meaning /
use by looking at the context.

Grammar Application

Writing Expansion After students have completed

Exercise 4.3, have them work individually to do the
following.
1. Have students use the questions to write descriptive
paragraphs about their TV viewing habits in the past
using used to and would.

2 Tips Unit 2

2. Collect the paragraphs and have a volunteer read

them aloud one at a time. The rest of the class guesses
the author of each paragraph. If your class is large,
you can do this in small groups.
Speaking Expansion After students have completed
Exercise 4.3, expand the discussion.
1. Write the following questions on the board:
What was TV like in the past?
What were commercials like in the past?
In your opinion, were TV and commercials better in the
past?
2. Put students into small groups and have them discuss
their answers to the questions.
Interact Students guess which famous person they are
based on their classmates clues.
1. Before class, write the names of famous people on
index cards, one name per card. Choose famous
people your students will be familiar with. Make one
card for each student. (If you have a large class, you
can write the same name on more than one card.
In class, put students in groups of four so that each
group member has a different famous persons name.)
2. Tape a card on each students back so that famous
persons name is visible only to other students. Each
student gives one clue about another students new
identity using used to and would, for example, You
used to be president of the United States. You would eat
jelly beans every day. You used to be an actor. (Ronald
Reagan.) After all the students have given one clue,
the student tries to guess the name on his or her card.

Beware Speakers of some languages tend to use the

present perfect in place of the simple past. This may
be because the present perfect is similar in form to the
form they would use to report past events in their first
language, for example: What have you done last weekend?
I have visited my parents.

6 Grammar for Writing

Alternative Writing Task Have students write about

their own careers or fields of interest in the past and
present. Ask students to compare how their field was
in the past with how it is now. Remind them that they
should use both present and past verb forms, as well as
time words.
The Unit 2 test and answer key can be found on the CD-ROM
in the back of the Teacher Support Resource Book.

Grammar and Beyond TSR 3 Cambridge University Press 2012 Photocopiable

UNIT

Present Perfect and Present

Perfect Progressive
Success
Grammar Application

Unit Objectives
Students will learn and practice using
present perfect,
present perfect vs. simple past, and
present perfect vs. present perfect progressive.

Speaking Expansion After Exercise 2.1, have students

ask and answer questions with the present perfect.
1. Tell students to take a few minutes to study the
information in the paragraphs. Then have students
close their books.
2. Pair students and tell them to test their partners by
asking five questions in the present perfect. Then they
switch roles. Monitor for correct use of the present
perfect. Ask for a show of hands for students who
could answer every question from memory.
Writing Expansion After Exercise 2.3, write Bill Gates,
Oprah Winfrey, and George Clooney on the board.
Then conduct a class brainstorm of the names of
other successful people who are still alive and add
those names. Ask students to write a sentence about
something each person has done. Provide examples:
Bill Gates has run the worlds largest software company
for many years. Call on individuals to write one of their
sentences on the board. Discuss the appropriateness of
the present perfect in their sentences.

1 Grammar in the Real World

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar in the Real
World, pages 45.

Vocabulary
achieve AWL
civil AWL
contribute AWL
corporation AWL
ethnic AWL
foundation AWL
found AWL
global AWL

goal AWL
minority AWL
prime AWL
principle AWL
promote AWL
researcher AWL
similar AWL

3 Present Perfect vs. Simple Past

2 Present Perfect

Grammar Presentation

Grammar Presentation
Reference: See The Teachers Grammar of English,
pages 367369.

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.
Chart Tip After you go over Charts 2.1 and 2.2, list all
of the adverbs on the board: all, already, ever, for, just,
never, recently, since, so far, still, yet. Ask students to work
in small groups to write a present perfect sentence using
each adverb. Tell them to be ready to explain which use
of the present perfect is shown in the sentence. Call on
two students to read their groups sentence for each
adverb and explain the verb choice.

Grammar and Beyond TSR 3

Reference: See The Teachers Grammar of English,

pages 367369; 387, Activity 6.

Cambridge University Press 2012 Photocopiable

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.
Chart Tip After you go over Chart 3.1, put students
in pairs. Have them write two sentences about a
well-known person, one in the present perfect and
one in the simple past, for example, George Clooney
has starred in many movies. He won an Oscar several
years ago. Call on individuals to share their sentences
with the class. Discuss whether the present perfect
sentences refer to repeated actions that continue into
the present or to actions completed at an unspecified
time in the past.

Tips Unit 3 1

They have known each other for 20 years. (ongoing

event with a stative verb). Ask students to write two
additional sentences that show a contrast between the
present perfect and present perfect progressive. Call on
individuals to share their sentences with the class.

Data from the Real World

Point out that, in addition to using the present perfect with
yet and already in academic writing, students should also
use the present perfect in speaking because it is the more
common form. To check comprehension of the adverbs,
call on students to make statements about the school year
using yet and already, for example, Exams havent started yet.
Weve already had one holiday.

Grammar Application

Grammar Application

Writing and Speaking Expansion After Exercise 3.1B,

have students write an imaginary interview with a
famous person.
1. Have students work in pairs to choose a person and
write questions and answers about that persons
accomplishments. Tell them to read the interview
aloud for practice.
2. Put pairs together to form groups of four. Have each
pair read their interview to the other pair, with one
student playing the role of the interviewer and the
other playing the role of the famous person. When
they finish, the listening students must ask the
famous person an additional question.
Interact Have the class brainstorm a list of about 20
verbs and write their base forms on the board in a
numbered list. Put students in groups and tell them to
take turns asking each other questions using the verbs
in the present perfect and simple past. Encourage them
to ask third-person questions. For example, if the verb is
walk, they might ask Who has walked on the moon? When
did he / they walk on the moon? Monitor the groups and
make a note of errors to go over with the class.

Speaking and Writing Expansion After students

have completed Exercise 4.2D, have them continue
the activity for more speaking practice with the third
person.
1. When students share their answers to the questions
in the exercise, tell them to listen carefully to their
partners and to ask for clarification if necessary. Dont
allow them to take notes.
2. Have students change partners and tell each other
everything they remember about their first partners.
3. Tell students to write sentences about the person they
just heard about (not the one they originally talked
to).
4. Have students share their sentences to see if anything
got lost in translation and to check the grammar.
Tech It Up Tell students that for their final writing
assignment in this unit, they will need to write about a
person they admire. Have them search for information
by typing a persons name + short biography into a
search engine. Tell them to use the information they
find to write eight to ten sentences about the person.
They should use a variety of structures: simple present,
present perfect, simple past, and present perfect
progressive. Remind students to use the information but
not to copy sentences word for word.

5 Avoid Common Mistakes

4 Present Perfect vs. Present
Perfect Progressive

Grammar Presentation
Reference: See The Teachers Grammar of English,
pages 367369, 372373.

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.
Chart Tip After you go over Charts 4.1 and 4.2, put some
additional examples on the board and discuss their
meanings: He has studied English for two years. / He has
been studying English for two years. (same meaning);
She has been raising money for a good cause. / She has
raised money for a good cause. (continuing action vs.
action completed at an unspecified time in the past);

2 Tips Unit 3

Beware For item 4, point out that it is the use of the

phrase for six hours that makes the perfect form
necessary. If the sentence said He is studying, and he
refuses to stop, the emphasis would be on what he is
doing now. Tell students to check their progressive
sentences carefully for the present-to-past time frame.

6 Grammar for Writing

Level Down Allow lower-level students to write about

someone they know personally.
The Unit 3 test and answer key can be found on the CD-ROM
in the back of the Teacher Support Resource Book.

Grammar and Beyond TSR 3 Cambridge University Press 2012 Photocopiable

UNIT

Past Perfect and

Past Perfect Progressive
Nature vs. Nurture
Grammar Application

Unit Objectives
Students will learn and practice using
past perfect,
past perfect with time clauses, and
past perfect progressive.

1 Grammar in the Real World

Speaking Expansion After Exercise 2.2B, have students

ask and answer questions about the information in
the description of the famous twin study. They can ask
Yes / No questions (Had Dr. Bouchard been teaching
at the University of Minnesota when he began the twin
study?) or information questions (How long had the twins
been separated when they met again?).
Writing Expansion After Exercise 2.4A, have students
use the time line about Alex and Andrew to write five
more sentences. Tell them to use the past perfect with
the prepositions before, until, and by in their sentences.
They can write affirmative or negative sentences, for
example, Before 1997, the twins had only made one Spy
Twins movie. The twins hadnt been to college until 2004.
Have students compare their sentences with a partners.
Then have a few students volunteer to read their
sentences to the class.
Tech It Up For homework or in the language lab, have
students research a biography of a person who became
famous at a young age ( for example, Michael Jackson
or Dakota Fanning). Have students write a paragraph
about the person using the past perfect. Students
should include the years of important events and the
prepositions before, until, and by in their sentences.
Back in class, put students in small groups. Students
take turns describing the important events in their
persons life. The rest of the group tries to guess who
the person is.

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar in the Real
World, pages 45.
Vocabulary
adults AWL
biological
contacted AWL
controversial AWL
debate AWL
discovery
dominant AWL
environment AWL
fascinated
finally AWL
genetics

goal AWL
identical AWL
individual AWL
investigate AWL
nurture
occupy AWL
research AWL
researcher AWL
role AWL
similar AWL
similarity AWL

2 Past Perfect
Grammar Presentation
Reference: See The Teachers Grammar of English,
pages 369370.

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.
Chart Tip As you go over Chart 2.2a, point out there are
two events that are described in relation to one another.
This is in contrast to Chart 2.2b, in which a single event
is described.

3 Past Perfect with Time Clauses

Grammar Presentation
Reference: See The Teachers Grammar of English,
pages 369370; 548551.

Data from the Real World

Have students write sentences in the past perfect with each
of the verbs in the chart. Have students compare sentences
in pairs.

Grammar and Beyond TSR 3

Cambridge University Press 2012 Photocopiable

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.
Chart Tip After you go over Chart 3.1, it may be
useful for students to see a time line for each example
sentence. This often helps students to see the time
relationship between events.
Beware Students may have difficulty understanding
the differences in meaning between the time words and
phrases (after, as soon as, before, by the time, until, and
when). Go over the meaning and use of each phrase,
Tips Unit 4 1

and point out that some time words can only introduce
a specific event. For example, before and until can only
be used to introduce the second event, and after can
only be used to introduce the first event.

Grammar Application

Grammar Application

Writing and Speaking Expansion

1. After Exercise 3.2, have students work in pairs to
write their own story about siblings or twins being
separated and later reunited. Tell students to include
at least five sentences with time clauses and the past
perfect. Encourage students to be creative.
2. Join pairs to form groups of four. Have each group
role-play a conversation between the siblings from
the two stories. Each person should play the part of
one of the siblings, and they should tell the others
their story, using past perfect with time clauses when
possible.
Interact Have students do a lineup unscramble.
1. Come up with several questions or statements using
the past perfect and time words.
2. Write each word of the sentences in large letters on a
separate index card. Write the punctuation mark on
its own card. Be sure you have enough words so that
each student gets a card.
3. Put students in groups of about seven. Distribute the
words from one sentence (scrambled) to each group.
Have the groups take turns arranging themselves in
front of the class, holding the cards so that the class
can read the sentences. The other students can then
suggest corrections.

Speaking Expansion After students have completed

Exercise 4.1, put them into groups of three to do a role
play.
1. Have students role-play an interview between a
television talk show host and Mark and Peter. Tell
them to first work as a group to write sentences for
the interview. Say that students who play Mark and
Peter should feel free to add their own extra ideas or
feelings to their responses, and the reporter can ask
additional questions, as appropriate. For example:
Interviewer: Where had you been working before
you met?
Mark: I had been working at a furniture factory.
Peter: And I had been working at a furniture store.
2. When students have completed the role plays, have
groups volunteer to perform them for the class.
Writing Expansion After Exercise 4.2A, have students
use the interview with Paula to write a paragraph
describing her experience of finding her siblings. Make
sure students use the past perfect and past perfect
progressive in their paragraphs. Then have students
trade papers with a partner to check for errors. Go over
any questions as a class.

5 Avoid Common Mistakes

4 Past Perfect Progressive

Beware Some students have a tendency to overuse the

past perfect. Remind students that if they are describing
a past event without relating it to another past time or
past event, they should use the simple past or present
perfect. For example, in number 1, it is possible to say I
have never seen my sister in real life, as long as you dont
include the second half of the sentence.

Grammar Presentation

6 Grammar for Writing

Reference: See The Teachers Grammar of English,

page 373.

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.
Chart Tip Demonstrate the meaning of the past perfect
progressive by drawing a time line to show the first
example sentence in 4.2a. Start by drawing a vertical
line and writing now beneath it to give a time reference
point. Then, to the left of the vertical line, draw an X to
indicate a completed past action, and write He looked
tired beneath it. Draw another X mark to the left of the
He looked tired mark. Connect the two X marks with
a line. Write he had been working all night below this
period of time.

2 Tips Unit 4

Level Down Guide students in making word maps as a

pre-writing task. Start off by drawing a blank word map
for Factors that influence peoples behavior on the board.
As a class, look back at the paragraph in the Pre-writing
Task for ideas (family, friends, schools). As students call
out the factors, write them on the board. Have students
copy the word map on their own paper and circle five
of the factors that they believe are true. They can add
more if they like. Then for each circled factor, have them
write an example from events and situations they have
observed. Students should then use these word maps to
help them write their paragraphs.
The Unit 4 test and answer key can be found on the CD-ROM
in the back of the Teacher Support Resource Book.

Grammar and Beyond TSR 3 Cambridge University Press 2012 Photocopiable

UNIT

Be Going To, Present Progressive,

and Future Progressive
Looking Ahead at Technology
Grammar Application

Unit Objectives
Students will learn and practice using:
be going to, present progressive, and simple present for
future;
will and be going to; and
future progressive.

Speaking Expansion After Exercise 2.3B, conduct a

class discussion about technology plans being made
by businesses and organizations students are familiar
with. (Students may be aware of new phones or gaming
systems that are coming out or of changes that their
social networks are planning.) Write the ideas on
the board. Tell students to copy down any plans that
interest them because they may want to use them for
their final writing assignment for the unit.
Tech It Up Have students conduct online research
about an innovation or a companys technology plans.
If they choose to focus on a company, suggest including
the word plans and the current or next year in their
search terms, for example TechCo plans 2013. Tell them
to note the ideas that they see. In class, put students in
groups and have them share what they learned.
Writing Expansion Using the information from either
the Speaking Expansion or Tech It Up above, have
students write eight to ten sentences about various
future plans. Tell them to be prepared to explain their
choice of verb form. For example, TechCos new tablet
computer comes out next week (scheduled event); Mybook
is changing the profile page this month (already planned);
MicroTech is going to add new features to their phone by
next year (a less certain plan).

1 Grammar in the Real World

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar in the Real
World, pages 45.

Vocabulary
access AWL
affect AWL
availability AWL
blanketed
bulky AWL
communication AWL
computer AWL

constant AWL
device AWL
gadget
predict AWL
project AWL
research AWL
technology AWL

2 Be Going To, Present

Progressive, and Simple
Present for Future

3 Will and Be Going To

Grammar Presentation

Grammar Presentation

Reference: See The Teachers Grammar of English,

pages 316318, 357, 362363.

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.
Chart Tip After you go over Charts 2.1 and 2.2, write
several situations on the board and ask students to
explain which future form they would use to describe
each one and why. Point out that the rules are flexible
because the certainty of a future event depends on
individual perspective.

Grammar and Beyond TSR 3

Reference: See The Teachers Grammar of English,

pages 313318; 323, Activity 3.

Cambridge University Press 2012 Photocopiable

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.
Chart Tip After you go over Charts 3.13.3, ask students
to write their own examples. Call on individuals to share
their sentences with the class and explain their choice of
verb form.

Tips Unit 5 1

Grammar Application

Grammar Application

Speaking Expansion After Exercise 3.2B, have students

do a role play.
1. Create a list of different situations and write them on
the board. Use situations like these: (a) Your phones
camera isnt working and you need it next week. Call
customer service. (b) Your cable is out and you have a
group of people coming over to watch the big game. Call
customer service. (c) Youre a manager explaining to
an employee why he / she needs to learn a new kind of
technology. (d) Youre a consultant giving a company
ideas for technology that will improve business.
2. Put students in pairs and have them each role-play a
situation. Tell them to think about their verb choices
as they talk. Then have them switch roles and choose
a different situation.
3. Call on two or three pairs to demonstrate a role play
for the class. Ask the listening students to write the
future verbs they hear. Discuss the forms they chose
and talk about whether alternate forms would also
have worked in the situation.
Interact After Exercise 3.2C, have students work in
pairs or groups of three to make long-term predictions
about more everyday technologies. Call out items (video
games, airplanes) and give pairs a minute to write a
prediction. When you finish, call on each pair to share
their favorite prediction with the class.

Grammar Presentation
Reference: See The Teachers Grammar of English,
pages 365366.

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.
Chart Tip After you go over Chart 4.1, ask questions
and have students give full-sentence responses. Possible
questions: What will you be doing at 3 oclock tomorrow?
What will this class be doing next time we meet? What new
features will car companies be including on next years
models? What innovations will gaming companies be
coming out with soon?

2 Tips Unit 5

Writing Expansion After students have completed

Exercise 4.3, tell them to think of someone from public
life they admire. Have students write about what they
imagine that person will be doing 10 years in the future.
Encourage them to use their imaginations. Then have
students exchange papers with a partner. Tell them to
underline the future verb forms in their partners paper
and to discuss any form choices they disagree with. Tell
them to discuss whether they agree with their partners
predictions.

5 Avoid Common Mistakes

Beware For the future progressive, as with all

progressive structures, students may make the error of
using stative verbs incorrectly. Call their attention to the
issue and have the class briefly review some common
stative verbs. (I see the stars. not I am seeing the stars.)

6 Grammar for Writing

4 Future Progressive

Level Down Allow lower-level students to choose two or

three different topics and write several sentences about
each one. Tell them to start each topic with a future
progressive sentence and to follow it up with two or
three sentences using one of the other future forms.
Beware If students are using research for their writing,
they may be tempted to copy sentences from source
material. Tell them to take notes from source material
but not to copy complete sentences, and then to write
their own sentences based on the notes. Students may
need to practice this process in class.
The Unit 5 test and answer key can be found on the CD-ROM
in the back of the Teacher Support Resource Book.

Grammar and Beyond TSR 3 Cambridge University Press 2012 Photocopiable

UNIT

Future Time Clauses, Future Perfect,

and Future Perfect Progressive
Business Practices of the Future

Unit Objectives
Students will learn and practice using
future time clauses and
future perfect vs. future perfect progressive.

1 Grammar in the Real World

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar in the Real
World, pages 45.

Grammar Application

Vocabulary
access AWL
computer AWL
confident
data AWL
decade AWL
device AWL
eliminate AWL
expert AWL
file AWL
generate AWL
network AWL

nonetheless AWL
pose AWL
reliable AWL
secure AWL
server
site AWL
store
sum AWL
survey AWL
technology AWL

2 Future Time Clauses

Grammar Presentation
Reference: See The Teachers Grammar of English,
pages 548551.

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.
Chart Tip As you go over the charts, point out the
difference in meaning that time phrases convey. Time
phrases such as as soon as, until, once, and after indicate
that the event in the time clause happened before the
event in the main clause.

Grammar and Beyond TSR 3

Chart Tip After you go over Chart 2.2, reinforce the

idea that two events are happening simultaneously
by assigning dates and / or times to each event like a
calendar entry. For example:
Ill be taking my vacation while the company moves to
its new office.
August 2226: Company moves to its new office
August 2129: Vacation to Italy

Cambridge University Press 2012 Photocopiable

Speaking and Writing Expansion After students have

completed Exercise 2.3, have them create gap activities
for one another for further practice.
1. Have students imagine they are planning a meeting
or a class. Tell them to work individually to make an
agenda for the meeting / class. The agenda should
have five to seven events or activities on it and should
indicate a start and end time for each. Tell students to
make sure that some of the events overlap in time.
2. Have students write complete sentences to describe
their agenda, like those they completed in Exercise
2.3. They should use a variety of time phrases, for
example, As soon as we finish introductions, we will
discuss the current market.
3. On a separate paper, have students write the times of
the events on their agenda, but leave the events blank.
For example:
10:0010:05
10:0510:25
10:1510:20
4. Put students into pairs. Have student A give the blank
agenda to student B. Then have student A read his
or her sentences from step 2 to student B. Student B
listens and uses the information to fill in the blank
agenda.
5. Have students compare agendas and discuss the clues
that the time phrases gave them.
6. Students change roles and repeat steps 4 and 5.

Tips Unit 6 1

3 Future Perfect vs. Future Perfect

Progressive

4 Avoid Common Mistakes

Grammar Presentation
Reference: See The Teachers Grammar of English,
pages 370374.

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.
Chart Tip After you go over the charts, check students
understanding by writing out your class schedule for
the next 2 to 3 weeks (Tuesday: finish Unit 6; Thursday:
take Unit 6 test; Monday: start Unit 7; etc.). As a class,
write two sentences about the schedule, for example, By
Monday, we will have finished Unit 6. Then have students
write two or three more sentences on their own.
Tech It Up For homework or in the language lab, have
students look up information online about a future
product that is in development or will be released soon
(a new smartphone, an electric car). Have students use
the information they find to write five sentences about
the steps to its completion and release, for example, By
the time the new car is released, engineers will have been
developing it for 5 years.

Speaking Expansion After students have completed

the Editing Task, put them in pairs and ask them to
make predictions about another industry, such as
hospitality, education, real estate, or entertainment.

5 Grammar for Writing

Alternative Writing Task Have students choose a field

of study that is changing rapidly due to technology
or other developments (medicine, business, travel,
architecture). Have students write a paragraph about
the changes the field will likely encounter in the future.
The Unit 6 test and answer key can be found on the CD-ROM
in the back of the Teacher Support Resource Book.

Grammar Application

Writing Expansion
1. After Exercise 3.2, have students work individually
to write eight more sentences about Erics schedule,
some with the future perfect and some with the future
perfect progressive. Some of the sentences should be
true, and some should be false.
2. Have students close their books and exchange their
true/false tests with a partner. After they take each
others tests, they trade back. The person with the
most correct answers wins.
Speaking Expansion After Exercise 3.3C, have students
report back to the class about their partners answers.
Then have a class discussion about the similarities and
differences in the students future plans.

2 Tips Unit 6

Grammar and Beyond TSR 3 Cambridge University Press 2012 Photocopiable

UNIT

Social Modals
Learning How to Remember

Grammar Application

Unit Objectives
Students will learn and practice using
modals and modal-like expressions of advice and regret;
modals and modal-like expressions of permission,
necessity, and obligation; and
modals and modal-like expressions of ability.

1 Grammar in the Real World

Tech It Up After students have completed Exercise 2.2B,

tell them to look for memory improvement tips online
by typing memory improvement tips into a search engine.
The tips they encounter will most likely be written in
the imperative (Vary your study routine.). Tell them to
rewrite at least six interesting tips that they find using
modals (You should vary your study routine.).
Speaking and Writing Expansion After Exercise 2.3B,
have students listen to a story and discuss regrets.
1. Tell students a story about a disastrous day, for
example, Tom forgot to set his alarm last Tuesday and
overslept in the morning. When he got up, he tripped
over his shoes, which he had left by the bed. Then he
looked in the refrigerator, but there was nothing for
breakfast because he hadnt gone shopping, etc.
2. Have students discuss in pairs what the character
should and shouldnt have done (He should have set
his alarm and put his shoes away.).
3. Have students work with their partners to write a
similar story about a bad day. Tell them to include five
things the character might regret.
4. Have pairs exchange papers and write about what
the characters in each others stories should and
shouldnt have done.
5. Call on students to explain one thing that happened
in the story they read and what the character should
have done (The character got locked out of his house.
He should have taken his keys with him.).

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar in the Real
World, pages 45.
Vocabulary
author AWL
challenge AWL
concentrate AWL
create AWL
crucial AWL
expert AWL
final AWL
image AWL
maintain AWL

mental AWL
observance
priority AWL
project AWL
route AWL
tackle
technique AWL
visualization AWL

2 Modals and Modal-like

Expressions of Advice
and Regret
Grammar Presentation
Reference: See The Teachers Grammar of English,
pages 303310.

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.
Chart Tip As you go over Charts 2.1 and 2.2, point out
the verb forms (use the base form after present modals
and have + past participle after past modals). Have
students work in pairs and tell their partners something
they should do in the future, something they should do
every day, and something they should have done in the
past but didnt. Call on individuals to relate what their
partners told them.

Grammar and Beyond TSR 3

3 Modals and Modal-like

Expressions of Permission,
Necessity, and Obligation
Grammar Presentation
Reference: See The Teachers Grammar of English,
pages 293313.

Cambridge University Press 2012 Photocopiable

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.
Chart Tip After you go over Charts 3.1 and 3.2, work
with the class to make a list of people who need to
follow particular rules (restaurant employees, the
president, visitors to national parks, drivers, parents).
Have students work with a partner to write three things
Tips Unit 7 1

Grammar Application

that each person is and isnt allowed to do, is and isnt

required to do, is and isnt supposed to do, and must
and mustnt do. Call on students to share two of their
sentences with the class.

Grammar Application

Speaking Expansion After Exercise 3.4, have students

do a role play in which they ask for and explain rules at
a worksite.
1. As a class, brainstorm job locations that students
are interested in (bank, hospital, advertising firm,
laboratory, school).
2. Put students in pairs and tell them that one person
will play the role of a manager or experienced
employee, and the other will be a new employee. Have
them plan out their discussion by talking about what
the rules would be at the place they have chosen, but
tell them not to write out the conversation word for
word.
3. Go over the ways to form questions with the various
modals: Am I supposed to, Do I have to, Is ____
required, Do ___ have to? Tell students that must is not
common in questions.
4. Put pairs together to form groups of four. Have each
pair perform their role play. Tell the listening pairs to
note the modal forms they hear. Follow up by having
two or three pairs perform their role plays for the
class.

4 Modals and Modal-like

Expressions of Ability
Grammar Presentation

5 Avoid Common Mistakes

Reference: See The Teachers Grammar of English,

pages 297299, 301.

Speaking and Writing Expansion After Exercise 4.2,

have students talk and write about the past abilities of
well-known people or characters.
1. Conduct a class brainstorm of historical, literary, or
popular culture stories that the students are familiar
with (Rosa Parks, Romeo and Juliet, Robin Hood).
2. Have students discuss the stories in small groups,
talking about what the people could do, couldnt do,
were able to do, and could have done but didnt, for
example, Martin Luther King Jr. could speak very well.
3. After the discussion, ask students to choose one of
the topics to write eight to ten sentences about. Have
them share their sentences with a partner.
Interact Have students review all of the social modals
by playing a pick-a-card game.
1. Put students in groups of four and give each group
a set of 16 blank index cards. Write the following
modals on the board (or project them) and tell
students to write one on each card: should, shouldnt,
ought to, had better, might, could, shouldnt have, may
not, could have, couldnt have, be required to, not be
required to, be supposed to, not be supposed to, must
not, dont have to.
2. Tell students to shuffle the cards and place them
facedown. The first person picks a card, uses the
modal in a sentence, and sets the card aside. The
second person draws a card and uses the modal in a
sentence that is in some way related to the first, and
so on. If a student cannot think of a related sentence,
all cards are returned to the deck and the game starts
over.

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.
Chart Tip After you go over Chart 4.2, give students
a situation, for example, George looked at the class
schedule and discovered that only Russian and French
classes were offered at the time he was looking for. He
decided to take Russian. Then ask them to write several
sentences using past modals, for example, He could have
taken French. He couldnt have taken Japanese.

Beware Students may still have trouble choosing the

correct modal for a situation. Encourage them to review
the unit charts to make sure theyre selecting the right
modal for the meaning they have in mind.

6 Grammar for Writing

Alternative Writing Task Have students write about

a workplace setting instead of school. Tell them to
write the advice as an e-mail from the point of view of a
manager giving advice to a new employee.
The Unit 7 test and answer key can be found on the CD-ROM
in the back of the Teacher Support Resource Book.

2 Tips Unit 7

Grammar and Beyond TSR 3 Cambridge University Press 2012 Photocopiable

UNIT

Modals of Probability: Present,

Future, and Past
Computers and Crime
Grammar Application

Unit Objectives
Students will learn and practice using
modals of present probability,
modals of future probability, and
modals of past probability.

Interact Play a slap card game to practice using modals

of present probability.
1. Have students work individually to write 10 sentences
expressing present probability, for example, My
antivirus software must be good because Ive never had
a problem! Make sure they use a different modal for
each of their sentences.
2. Put students into groups of three. Give each group
three index cards. Have them write Most certain on
the first card, Certain on the second card, and Least
certain on the third card. Then have them tape the
cards to the top of a desk and sit around it in a circle.
3. Have students play the first round of the game. For
each round, there is one reader, and two slappers. The
reader reads the sentences he or she wrote in step 1.
The other two students decide if it is most certain,
certain, or least certain and slap the appropriate card.
The first person to slap the correct card gets a point.
Have students rotate roles until they have read all of
the sentences. The person with the most points at the
end of the game wins.
Speaking and Writing Expansion Extend Exercise
2.2B by having students change partners.
1. Have pairs discuss the questions again and also talk
about their previous partners ideas.
2. After pairs have finished speaking, ask them to write
five sentences using modals of present probability to
talk about whether they or their partners are at risk
for hackers.
3. Have volunteers read their sentences aloud to the
class.

1 Grammar in the Real World

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar in the Real
World, pages 45.
Vocabulary
attack
aware AWL
break
challenge AWL
complex AWL
computer AWL
credit AWL

device AWL
guarantee AWL
hack
measure
occur AWL
technological AWL

2 Modals of Present Probability

Grammar Presentation
Reference: See The Teachers Grammar of English,
pages 303, 305, 309, 310, 316.

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.
Beware Students have most likely studied these modals
in the past, but with different meaning and use (to
express possibility, necessity, obligation, or permission).
This variation can be confusing to students. Tell them
that the best way to figure out a modals meaning and
use is by considering the context. For example, by
looking at the context, you can determine that may is
used for permission in You may come in now. and for
probability in It may be cold outside today. People are
wearing coats and hats.

3 Modals of Future Probability

Grammar Presentation
Reference: See The Teachers Grammar of English,
pages 303, 309, 314.

Grammar and Beyond TSR 3

Cambridge University Press 2012 Photocopiable

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.
Chart Tip After you go over Chart 3.1, write the
following scenarios on the board. Ask students to write
sentences with modals to describe each situation:

Tips Unit 8 1

The weather is usually warm in April. It is likely to be warm

this April. (The weather should / ought to be warm this April.)
There is a chance of rain tomorrow, but we cant be sure. (It
might / may / could rain tomorrow.)
Snow is beginning to fall. I am positive Melissa is going to
enjoy playing in the snow. (Melissa will enjoy playing in the
snow.)

Grammar Application

Speaking and Writing Expansion After students have

completed Exercise 3.1A, put them in pairs.
1. Tell students to imagine that they work for a security
company and that they need to create a product that
will help keep people secure in some way. It could be
related to electronics or any other safety issue. Have
them write an ad for their product, similar to the one
for the I-Safe Home Security System. They should
use at least four modals of future probability in their
advertisements.
2. Have pairs present their product to the class and use
their ad to convince the rest of the class that their
product is important.
3. Put students into groups of four. Have them discuss
which products they would get and why.

4 Modals of Past Probability

Grammar Presentation
Reference: See The Teachers Grammar of English,
pages 305; 325, Activity 6; 326327, Activity 7.

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.
Chart Tip As you go over Chart 4.2, make a chart with
three columns on the board. Label the first column Most
certain, the second column Certain, and the third column
Least certain. Call out each of the past modals one by
one, and without looking in their books, have students
tell you which column they think each one belongs in.
Write them in the appropriate column before moving
on to the next one. If students disagree, have them look
up the answers in the book after you have completed
the chart. This will encourage students to use their prior
knowledge from studying present and future modals.

Data from the Real World

Have students write sentences for each of the modals
of past probability in the chart. Have students compare
sentences with a partner.

Grammar Application

Speaking and Writing Expansion

1. Outside of class, gather pictures from current or past
news stories or magazines. Try to find pictures that

2 Tips Unit 8

show a lot of activity or people in them. Bring enough

pictures for each pair of students in your class. If
you have a large class, you can make copies of the
pictures, so that more than one pair is working on the
same picture.
2. Put students into pairs. Give each pair a picture.
Tell them to look at the picture and write several
sentences in which they make inferences about
what they think happened in it. Remind them to use
modals of past probability in their sentences.
3. Collect all the pictures and display them at the front
of the room. Without identifying which picture they
are talking about, have pairs take turns reading their
sentences about what they think happened in their
picture. The rest of the class listens and guesses
which picture they are talking about. After the picture
has been correctly identified, have the class discuss
what they think happened. Continue until you have
discussed each picture as a class. If you have a large
class, put students in groups of eight or nine to do the
last step.
Tech It Up For homework or in the language lab, have
students look up unsolved mysteries, such as Easter
Island, Stonehenge, or the Loch Ness Monster. Have
them write a paragraph explaining the mystery and
making inferences about what they think probably
happened. Tell them to use at least five modals of
past probability in their paragraphs. Back in class,
put students into small groups. Students take turns
describing the mystery they read about and explaining
what they think probably happened. As a group, have
students further discuss what they think happened,
and then report back to the class using modals of past
probability.

5 Avoid Common Mistakes

Beware Have students read number 2. Point out that

when speculating about the future, we use adverbs like
perhaps, probably, likely, and maybe with modals that
are most certain, such as will and wont. We do not use
these adverbs with less certain modals such as may,
might, and could.

6 Grammar for Writing

Alternative Writing Task Most college professors have

an attendance policy. Have students write a paragraph
about why they think teachers often establish a strict
attendance policy. Tell them to use modals to express
probability in the present and future, and can, could,
may, and may not when giving opinions and making
statements. Then have students share their writing with
a partner.
The Unit 8 test and answer key can be found on the CD-ROM
in the back of the Teacher Support Resource Book.

Grammar and Beyond TSR 3 Cambridge University Press 2012 Photocopiable

UNIT

Nouns and Modifying Nouns

Attitudes Toward Nutrition

Unit Objectives
Students will learn and practice using
nouns,
noncount nouns as count nouns, and
modifying nouns.

1 Grammar in the Real World

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar in the Real
World, pages 45.
Vocabulary
aid AWL
alarming
contrast AWL
institute AWL
labor AWL
link AWL

major AWL
portion AWL
processed AWL
refined AWL
trend AWL

Grammar Application

2 Nouns
Grammar Presentation
Reference: See The Teachers Grammar of English,
pages 1516; 213216; 231235, Activities 49.

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.
Chart Tip
1. As you go over Chart 2.3, ask students to come up
with additional examples for each of the noncount
noun categories, for example, abstract concepts: love,
faith; activities and sports: soccer, exercise; diseases
and health conditions: chicken pox, acne; elements
and gases: nitrogen, bronze; food: cauliflower, fish;
liquids: lemonade, blood; natural phenomena: wind,
erosion; particles: powder, flour; subjects: history, art;
areas of work: management, journalism.

Grammar and Beyond TSR 3

2. Have students choose one word from each noncount

noun category and write a sentence with it. Tell them
that in at least half of the sentences, they must use a
verb other than be. (This will help them focus on the
subject-verb agreement.) Call on several students to
share a sentence from each category.
Beware In some languages, such as Spanish, abstract
nouns that refer to generalizations take a determiner,
so students may make mistakes like The health is very
important. If you see these errors, write them on the
board and have the class correct them. Emphasize that
English has a different rule for these situations (no
determiner with noncount or plural count nouns used
to talk about general phenomena).

Cambridge University Press 2012 Photocopiable

Speaking and Writing Expansion After Exercise 2.3B,

have students do a listening in activity.
1. Have students work individually to write five
sentences that describe their recommendations for
living a healthy life. They should use noncount nouns
in their sentences.
2. Put students in groups of four and have them decide
who is Student A, B, C, and D.
3. Tell them that Students A and B will discuss the
health recommendations they wrote. They should
talk about which recommendations are the easiest
and the most difficult to follow, and they should
explain how to put each one into practice (If the
recommendation was to eat low-calorie food, they
should explain which foods are best to eat or best to
avoid. If the recommendation was to exercise, they
should explain what kind of exercise is best.). Their
objective is to speak as naturally as possible, without
referring to the book or to any sentences they have
written.
4. Tell Student C to listen to Student A and Student D
to listen to Student B. Have Students C and D write
down the count and noncount nouns they hear,
including any determiners. Tell them not to worry or
interrupt the speakers if they miss some; they should
just write as many as they can.
5. After a few minutes, call time and have Students C
and D share what they heard. Discuss any errors or
doubts about noun usage. Then have the students
switch roles and repeat the activity.

Tips Unit 9 1

3 Noncount Nouns as Count Nouns

Grammar Application

Grammar Presentation
Reference: See The Teachers Grammar of English,
pages 194199.

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.
Chart Tip As you go over the measurement words in
Chart 3.1b, have students come up with an example
for each (a piece of advice, a bit of help, a kind of love, a
game of chess). Then call on students to write a complete
sentence for each measurement word on the board.

Grammar Application

Speaking and Writing Expansion

1. After Exercise 3.3B, tell students to discuss the
quantities that they (or their family members) usually
buy of specific items.
2. After the discussion, tell students to write their
information in paragraph form. Collect and look over
the paragraphs for any errors with measurement
words or noncount nouns. Discuss these errors with
the class.
Tech It Up After Exercise 3.3B, have students look up a
recipe online. Tell them to type the name of a dish they
like plus the word recipe into a search engine. Tell them
to choose and print out a recipe and to underline any
noncount nouns or determiners that appear in it. Tell
them to be prepared to tell a group about the important
ingredients (and quantities) in the recipe. In class, have
students discuss their recipes in small groups. Monitor
and make a note of their use of measurement words.

5 Avoid Common Mistakes

Grammar Presentation
Reference: See The Teachers Grammar of English,
pages 241246; 260262, Activities 2 and 3.

Beware For number 1, make sure students are aware

that, in general, nouns that are used as adjectives
cannot be plural. This kind of mistake is common in
food descriptions (chicken noodle soup not chicken
noodles soup).

6 Grammar for Writing

4 Modifying Nouns

Writing and Speaking Expansion After Exercise 4.2B,

have students revise a paragraph by adding adjectives
to it.
1. Give students a very simple paragraph with no
adjectives in it, for example, We went to my sisters
wedding reception. There were flowers on the tables.
The meal started with soup. Then we had chicken and
salad. All of the women were wearing dresses. The men
were dressed in suits.
2. Tell students to add adjectives to this paragraph
to make it more interesting. Have them share their
revisions with a partner.
3. Have students put the paragraph away and meet with
a new partner. This time have them tell the story as
they remember it, adding adjectives to make it more
interesting.
Interact Write The fanciest restaurant youve been to
on the board. Put students in pairs. Tell them to take
1 minute to describe to their partner the fanciest
restaurant theyve been to. Call time and replace
fanciest restaurant with most beautiful beach, and have
them repeat the activity. Repeat the activity with nicest
hotel, worst restaurant, and most interesting festival or
fair. Monitor their interactions for the correct use of
adjectives.

Level Down Have lower-level students write their

suggestions as a list rather than a paragraph. Tell them
to use precise nouns and adjectives in their list.
The Unit 9 test and answer key can be found on the CD-ROM
in the back of the Teacher Support Resource Book.

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.
Chart Tip As you go over Chart 4.1, have students write
additional examples demonstrating correct adjective
order for several of the categories listed, for example,
opinion, origin (a traditional French recipe, a useless
scientific tool). Call on individuals to share their phrases
with the class.

2 Tips Unit 9

Grammar and Beyond TSR 3 Cambridge University Press 2012 Photocopiable

UNIT

10

Articles and Quantifiers

Color

1. Put students into pairs. One of them is a decorator, and

the other one wants to redecorate a room. Have the
decorator ask questions about the room (Is there paint
on the walls now? What color is the paint? What color
is the furniture?). Then have the decorator give advice
about how to change the room based on their partners
responses. They can give recommendations about new
color combinations to try (The green chair sounds nice,
but replace the blue rug with a beige carpet.).
2. Have the person who is redecorating share the
decorators advice with the class.
Tech It Up News headlines are abbreviated and usually
dont include articles. For homework or in the language
lab, have students go to a news website. Make sure
students understand that they should focus on written
stories (rather than podcasts or videos). Tell them to
find 10 headlines and write them down. Then have them
expand the headlines by adding articles. For example,
students would expand the headline Lottery Winner
Donates Money to Local Library to read A Lottery Winner
Donates Money to the Local Library. Back in class, put
students into small groups. Have them share their
headlines and expansions.

Unit Objectives
Students will learn and practice using
indefinite, definite, and no article; and
quantifiers.

1 Grammar in the Real World

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar in the Real
World, pages 45.

Vocabulary
affect AWL
beneficial AWL
classic AWL
contributing AWL
crucial AWL
dramatically AWL
environment AWL
impact AWL
instance AWL
mood

overwhelming
relaxed AWL
research AWL
shade
similarly AWL
style AWL
surround
varying AWL
whereas AWL

3 Quantifiers
2 Indefinite Article, Definite
Article, and No Article

Grammar Presentation
Reference: See The Teachers Grammar of English,
pages 194199; 208, Activities 6 and 7.

Grammar Presentation
Reference: See The Teachers Grammar of English,
pages 211228; 230235, Activities 2, 47, 9, and 10.

Teacher Support Resource Book, General Teaching

Suggestions See teaching suggestions for Grammar
Presentations, pages 56.
Chart Tip Correct use of articles depends on knowledge
of count and noncount nouns. Review the rules for these
before going over Charts 2.12.3. For more information,
see Unit 9.

Grammar Application

Writing Expansion After Exercise 2.2B, have students

write a description of a colorful object.
Speaking Expansion Extend Exercise 2.2B by having
students do a role play.

Grammar and Beyond TSR 3

Cambridge University Press 2012 Photocopiable

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.
Chart Tip Students will already have a working
knowledge of many of the quantifiers presented in
these charts. Acknowledge and use this background
knowledge as you go over Chart 3.1. Have students close
their books and draw a two-sided arrow on the board
with the words More and Less written on either end.
Write the quantifiers from Chart 3.1a on index cards.
Have students tape them onto the arrow on the board
to show the approximate amount that each quantifier
represents.
Beware Because the quantifiers are on a continuum,
there is some variation in how much each amount
represents. Explain to students that the quantifiers are
meant to give a general, rather than specific, idea about
quantity or amount.
Tips Unit 10 1

4 Avoid Common Mistakes

Grammar Application

Speaking and Writing Expansion After Exercise 3.4B,

do a survey to find out which color students would paint
the school walls.
1. As a class, make a chart on the board that lists color
choices by gender, similar to the chart in Exercise
3.4A. If your class is small, have your students collect
data by surveying other students in the school for
homework.
2. Have students write six sentences about the class
chart. Tell them to use a quantifier in each sentence.
Then have students compare their sentences with a
partner.
3. Have students work in small groups to practice using
quantifiers in speaking. Have them discuss their
opinions about the color choices proposed for the
school walls, including how different colors may
affect students motivation to learn.

2 Tips Unit 10

Beware Much can be particularly problematic for

students. It is used in negative sentences with noncount
nouns (There isnt much milk.), but it cannot be used in
affirmative sentences (Theres much milk.). In addition,
much is used in questions with noncount nouns, for
example, Did you eat much soup? (not Did you eat many
soup?)

5 Grammar for Writing

Level Up Have more advanced students research

articles on the Internet or in the library to get the
information to write their essays.
The Unit 10 test and answer key can be found on the
CD-ROM in the back of the Teacher Support Resource
Book.

Grammar and Beyond TSR 3 Cambridge University Press 2012 Photocopiable

UNIT

11

Pronouns
Unusual Work Environments

1. Conduct a class discussion to help students get ideas.

Ask: Think about a place you or someone you know has
worked. What did the employees do themselves? What
about a supervisor who did something himself or herself
that is normally done by employees? Or a supervisor
who never did anything himself or herself? Do you
know anyone who has hurt himself or herself at work?
Someone who had to work by himself or herself?
2. Have students work in small groups and use
reflexive pronouns as they discuss different kinds of
workplaces.
3. After the discussion, tell students to write 10
sentences about some of the things they discussed
in their group. (Marnis uncle worked by himself at
a parking lot. Kims boss never answered the phone
himself, even if he was standing right next to it.)
Tech It Up Have students search for uses of reflexive
pronouns in news articles. Tell them to go to a search
site, click on the News tab, and then type in pronoun
combinations, for example, I myself, she herself, they
themselves. Tell students to choose a sentence from
the results for each combination, to look at the article
so that they can briefly explain the context, and to be
prepared to explain the use of the reflexive pronoun.
Provide a model, for example, I found the sentence We
caught up with him as he put himself through a rigorous
training routine. The article was about a football player
preparing for a game. He was doing a difficult exercise
routine. The reflexive pronoun is used as the object of the
verb.

Unit Objectives
Students will learn and practice using
reflexive pronouns,
pronouns with other / another, and
indefinite pronouns.

1 Grammar in the Real World

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar in the Real
World, pages 45.
Vocabulary
benefit AWL
distraction
facility AWL
financial AWL
focus AWL
innovation AWL
institute AWL
interact AWL

issue AWL
percent AWL
perks
site AWL
strategy AWL
stress AWL
voluntary AWL

2 Reflexive Pronouns
Grammar Presentation
Reference: See The Teachers Grammar of English,
pages 271275; 288289, Activity 4.

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.
Chart Tip As you go over Chart 2.3, provide context
and additional explanation of the examples. In a
sentence like The manager herself gave us candy, one
doesnt normally think of managers as giving out candy,
so manager is emphasized. The emphatic reflexive
pronoun is also often used to distinguish one noun
clearly from another. For example, if the second example
read: Everyone in the office met the new candidates and I
myself interviewed them, we would be emphasizing that I
did the interviewing and not everyone in the office.
Speaking and Writing Expansion After Exercise 2.3B,
have students discuss work environments they have
heard about or have experienced.

Grammar and Beyond TSR 3

3 Pronouns with Other / Another

Grammar Presentation
Reference: See The Teachers Grammar of English,
pages 274275.

Cambridge University Press 2012 Photocopiable

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.
Chart Tip As you go over Charts 3.1 and 3.2, ask
students to write one additional example for each
pronoun. Point out that their examples need to include
two sentences, with the second sentence containing a
pronoun referring to the first. Call on students to write
their examples on the board.

Tips Unit 11 1

Beware In some languages, other and another are

expressed by the same word, so confusing these two
can be a persistent error. Remind students to proofread
these words carefully when they use them in writing.

Grammar Application

Writing and Speaking Expansion After Exercise

3.2, have students work in pairs to write job interview
questions and answers.
1. Tell them to choose any job they are interested in
and to write a job interview between a manager and
a prospective employee. Their conversation must
contain at least six exchanges and include the other,
the others, others, and another.
2. When they finish, have pairs meet with another pair
and read their conversations aloud. Tell the listening
pair to make a note of each pronoun and the noun
it refers to. When they have finished reading, tell
them to discuss and clear up any doubts about the
pronouns.
3. Have the partners put their papers away and meet
with a new pair. This time they perform their
conversation as a role play without looking at
their notes. Tell the listening pair to again note the
pronoun use.

4 Indefinite Pronouns
Grammar Presentation
Reference: See The Teachers Grammar of English,
pages 276278.

5 Avoid Common Mistakes

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.
Chart Tip Somebody, someone, something, and
somewhere are often used with relative clauses. Briefly
review this use and provide additional example
sentences, for example, We are looking for someone
who knows a lot about the market. He wants to work
somewhere that would be a good fit for him.

Speaking and Writing Expansion After Exercise 4.2C,

have students write their own set of questions using
indefinite pronouns.
1. Have students write five questions about work
benefits and vacation time. Tell them to use anyone,

2 Tips Unit 11

Beware Students may be aware of hisself and theirselves

from colloquial English, especially in music lyrics. Point
out that this is nonstandard, very informal usage that is
never correct in formal contexts.

6 Grammar for Writing

Grammar Application

anywhere, anything, everyone, and something. Provide

an example, such as Do you know anyone who has
more than three weeks of vacation every year?
2. Have students use their questions to interview two
different partners. Then call on individuals to share
their questions and responses with the class.
Interact Conduct a pronoun card-exchange activity.
1. Write each pronoun from the unit on an index card,
repeating as necessary until you have a card for each
student.
2. Distribute the cards and tell students to think of (but
not write) a sentence for the pronoun on their card. If
they have another, the others, other, or another, theyll
need two sentences so the referent is clear.
3. Tell students to stand up, find a partner, and share
their sentence(s). Explain that they will need to
remember the sentence they hear. Then they
exchange cards and find a new partner. They must
tell the new partner the sentence their first partner
said, being as accurate as possible (but no going
back to ask!). They listen to and remember their new
partners sentence, exchange cards, and find another
partner.
4. After most students have had a chance to exchange
cards about five times, have them sit down and write
the last sentence they heard (the one that goes with
the card they are currently holding).
5. Have students share the last sentence they heard to
find out if any of the students original sentences
changed in the retelling. Discuss any pronoun-related
errors in the sentences.

Alternative Writing Task Have students write their

paragraph as an e-mail from a manager informing
employees about the importance of teamwork.
The Unit 11 test and answer key can be found on the
CD-ROM in the back of the Teacher Support Resource
Book.

Grammar and Beyond TSR 3 Cambridge University Press 2012 Photocopiable

UNIT

12

Gerunds
Getting an Education

students compare sentences with a partner. As a class,

go over any sentences students have questions about.
Speaking Expansion After Exercise 2.3, have students
do a role play.
1. As a class, discuss planning for college. Ask the
following questions, and make sure students include
gerunds in their responses:
What should people avoid when applying to college?
(Avoid waiting to apply.)
What should people consider doing when they need
money for college? (I think you should consider getting a
part-time job if you need money for college.)
What should people think about doing when they dont
know what to study? (People should think about talking
to a career counselor.)
2. Put students into pairs. One of them is a TV reporter,
and the other is a college admissions counselor.
The TV reporter should interview the admissions
counselor about advice for future college students.
The admissions counselor can use the advice from
step 1 as well as their own ideas.
3. Have students change roles so that they can practice
each part.
4. Have a few pairs volunteer to perform their role plays
for the class.

Unit Objectives
Students will learn and practice using
gerunds as subjects and objects,
gerunds after prepositions and fixed expressions, and
gerunds after nouns + of.

1 Grammar in the Real World

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar in the Real
World, pages 45.
Vocabulary
aid AWL
budget
community AWL
concentrate AWL
consist AWL
finally AWL
financial AWL
grant AWL

issue AWL
job AWL
option AWL
plus AWL
resolve AWL
team AWL
transfer AWL

2 Gerunds as Subjects and Objects

Grammar Presentation
Reference: See The Teachers Grammar of English,
pages 502513; 514517, Activities 1, 4, and 6.

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.
Chart Tip Before going over Chart 2.1, review the
placement of subjects and objects, as well as the fact
that noun phrases can make up the subject and object
of a sentence. For example, in the sentence My brother
made a loan payment, the subject of the sentence is My
brother, and the object of the sentence is a loan payment.
Both are noun phrases.

3 Gerunds After Prepositions

and Fixed Expressions
Grammar Presentation
Reference: See The Teachers Grammar of English,
pages 502513.

Grammar Application

Writing Expansion After Exercise 2.1B, have students

write six sentences about paying for college. Three of the
sentences should have gerunds as the subject, and three
of the sentences should have gerunds as the object. Have

Grammar and Beyond TSR 3

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.
Chart Tip In Chart 3.1, the prepositions presented
with each verb have specific meanings and are not
interchangeable. Tell students that the best way to learn
them is simply to memorize them.

Grammar Application

Cambridge University Press 2012 Photocopiable

Interact Play the flyswatter game to practice common

verb + preposition combinations.

Tips Unit 12 1

1. Write the following prepositions on the board, in a

scattered fashion (that is, not in a list they should
cover the board): for, of, at, in, about, on, and to. If
you have fewer than 20 students, divide your class
into two teams. (If you have more than 20 students,
see modified directions in step 4 below.) Give each
team a flyswatter (or try folding a piece of paper or
an envelope into a square and taping it onto a ruler).
Indicate a start line by putting a book or other object
on the floor. Have one member of each team stand
behind the start line. The rest of the team members
should line up behind those students.
2. Say one of the verbs from Chart 3.1, for example,
learn. The two students with the flyswatters run to
the board and slap the appropriate preposition that
pairs with the verb, for example, about. The first team
to slap the correct word gets a point. That team then
has a chance to win another point by using the verb +
preposition combination in a sentence with a gerund,
for example, We are learning about using gerunds.
Teams should work together to make their sentence,
but only one person reads their sentence aloud. At
this point, the person at the front of each team hands
the flyswatter to the next person in line, and then
goes to the back of the line.
3. Continue with the rest of the verbs in Chart 3.1. The
team with the most points wins.
4. If you have a large class, have students play the
game in groups of three. In this case, they write the
prepositions on cards and tape them to the top of a
desk. One student reads the verb, and the other two
race to slap the correct preposition with their hand.
That student can try to get another point by using
it in a sentence with a gerund. Have students rotate
roles until they have read all of the verbs. The person
with the most points wins.
Writing Expansion After Exercise 3.2B, have students
write a new piece of advice for each of the students
described in the exercise. They should use a new verb +
preposition combination and write a full sentence for
each one.
Speaking Expansion After Exercise 3.3B, have students
work in pairs to have a conversation about how to get
good grades in college. They should use the same fixed
expressions from the box in Exercise 3.3A. For example:
A: I dont understand why so many students have trouble
getting good grades. Its so easy!
B: Well, its easy for you. Youre always spending time
studying!
Tech It Up For homework or in the language lab, have
students choose a college or university in the United
States and use the Internet to look up information on
how to get financial aid for that school. Have them
write a paragraph explaining the financial aid process.

2 Tips Unit 12

Tell them to use at least five gerunds with the verb +

preposition combinations from Chart 3.1 or the fixed
expressions from Chart 3.2 in their paragraphs. Back
in class, put students into small groups. Have students
take turns describing the financial aid process for the
college they researched. Make a class book with all the
paragraphs that students can refer to later.

4 Gerunds After Nouns + of

Grammar Presentation
Reference: See The Teachers Grammar of English, pages
502513.

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.
After you have gone over Chart 4.1, have students close
their books. Write several noun + of combinations on
one side of the board (danger of, effect of, importance of,
possibility of, risk of) and several gerunds on the other
side ((not) graduating, (not) e-mailing, (not) spending
money, (not) studying, (not) listening). Call on students
to make sentences using a noun + of combination and a
gerund.

Grammar Application

Speaking Expansion After Exercise 4.1, put students

into groups to role-play a similar situation. One student
should pretend he or she is a college admissions
counselor, and the others should be high school
students who are considering applying to this college,
as well as their parents. Make sure students use gerunds
with different subjects in their role plays.

5 Avoid Common Mistakes

Beware Although students at this level have studied the

present participle forms of the verbs (-ing verbs) many
times, spelling them correctly can still be an issue. In
class, review the spelling rules for adding -ing to verbs.

6 Grammar for Writing

Alternative Writing Task Have students write about

the advantages and disadvantages of attending school
full-time.
The Unit 12 test and answer key can be found on the
CD-ROM in the back of the Teacher Support Resource
Book.

Grammar and Beyond TSR 3 Cambridge University Press 2012 Photocopiable

UNIT

13

Infinitives
Innovative Marketing Techniques

Grammar Application

Unit Objectives
Students will learn and practice using
infinitives with verbs,
infinitives vs. gerunds, and
infinitives after adjectives and nouns.

Speaking and Writing Expansion After Exercise 2.3,

have students write a conversation about one of the
topics in the lesson.
1. Put students in pairs and tell them to choose a topic:
guerilla marketing, reverse graffiti, or QR codes. Tell
them to write a conversation between two people,
where one person is giving the other information
about the topic. They should use at least three verbs
from Chart 2.1 and three from Chart 2.2.
2. Have each pair join another pair and read their
conversation. Tell the listening pair to note the verb +
infinitive combinations they hear.
3. Call on a student from each group to share which
verbs were used in the two conversations. Make a
master list on the board of the verbs from Charts 2.1
and 2.2 that students used in their conversations.
4. Have students check the chart against the verbs
on the board and note which verbs were not used
by anyone. (There are likely to be some verbs that
students avoid because they arent sure how to use
them.) Go over how to use these words and have the
class come up with sample sentences.
Tech It Up After Exercise 2.3, have students evaluate an
online ad.
1. Ask students to go to several sites that have
advertising, such as a news site or another Englishlanguage site that they like to visit. Tell them to
choose three ads to write about.
2. Ask students to write which site the ad came from,
what it was advertising, and what it looked like or
said. Have them write several sentences about the ad
using words like persuade, convince, get, want, attempt,
and promise followed by an infinitive.

1 Grammar in the Real World

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar in the Real
World, pages 45.
Vocabulary
consumer AWL
convince AWL
creative AWL
environment AWL
guerrilla

persuade
positive AWL
react AWL
strategy AWL
traditional AWL

2 Infinitives with Verbs

Grammar Presentation

Reference: See The Teachers Grammar of English,

pages 497501; 514517, Activities 15.

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.
Chart Tip As you go over Chart 2.1, challenge students
to think of another verb for each category, for example,
time: begin; likes or dislikes: like, prefer; plans or desires:
want, expect; efforts: try, strive; communication: tell, ask;
possibility: be inclined. If students are unable to come up
with ideas, provide the verbs and ask the students to put
them in the right categories.
Beware Point out that not all verbs that fit these
categories take infinitive complements. Exceptions
include keep on, enjoy, and finish. In addition, continue,
hate, like, love, prefer, start, and try can take a gerund
or an infinitive complement, but the meanings may be
different.

Grammar and Beyond TSR 3

3 Infinitives vs. Gerunds

Grammar Presentation
Reference: See The Teachers Grammar of English,
pages 497512; 514517, Activities 16.

Cambridge University Press 2012 Photocopiable

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.

Tips Unit 13 1

Chart Tip Check for understanding of the infinitive vs.

gerund complements. After you go over Chart 3.2, ask
students to talk to a partner and come up with another
example for each verb, for example, He stopped to call his
friend vs. He stopped calling his friend. Call on students
to share their ideas with the class. Ask them to explain
the meaning of each sentence. (He was going somewhere,
he stopped, and he called his friend; He didnt call his
friend anymore.)

Grammar Application

Grammar Application

Writing and Speaking Expansion Have students tell

their own story with product placement.
1. Have students work in groups of three to describe a
scene they might see on TV. Tell them to use at least
five verbs (plus infinitives or gerunds) from Charts
3.1 and 3.2. Have them include as many examples of
product placement as possible. Provide this example
(using real product names): The detective woke up,
stretched on his comfortable Sultan mattress and
looked around the room. He didnt remember getting in
bed the night before. He had forgotten to set his alarm.
Then he got up and began to make a cup of delicious
Rogers coffee. While he was waiting for the coffee, his
new Moto M-phone rang. As he picked it up, he thought,
Im going to regret answering this. Have students
identify the verb + gerunds / infinitives and the
product placements in your story.
2. Have each small group meet with another group to
read their stories. Tell the groups to discuss which
product placements they think would really happen
in a movie or on TV and which might not.
3. Finally, ask students to underline the verb + gerund /
infinitive structures in each others stories and discuss
any doubts about their use.

4 Infinitives After Adjectives

and Nouns
Grammar Presentation

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.
Chart Tip As you go over Charts 4.1 and 4.2, ask
students questions based on the sentences in the
chart to invite a response with the adjective or noun
+ infinitive structure, for example, What do you think
consumers are surprised to see? What does a new
company need time to do? What might consumers be
afraid to try?

2 Tips Unit 13

Writing and Speaking Expansion After Exercise 4.2,

have students work in pairs to write a debate.
1. Tell students to write a debate between two people
who work for a soda company that has to choose
between two different marketing strategies. Each
character should advocate a different strategy. Tell
them to include at least three of the adjectives from
Chart 4.1 and one of the nouns from Chart 4.2.
2. Have each pair read their debate to two other pairs.
Then call on students to share the most compelling
arguments they heard. As a class, decide which type
of advertising would be best for a soda company.
Interact Write numbered sentence starters on the
board (or project them), for example, 1. I would be angry;
2. I would be embarrassed; 3. Its necessary; 4. It isnt
easy; 5. Its very difficult; 6. I would be happy; 7. Id like a
chance; 8. Most people dont have time. Put students in
groups of four or five. Tell them to take turns finishing
the statements in any way they want using an infinitive.
Have everyone complete number 1 in a different way
before moving on to number 2.

5 Avoid Common Mistakes

Beware Some students may use infinitive complements

with verbs that require a gerund in English, such as
finish, avoid, discuss, risk, and demand. Make a note of
any of these kinds of errors and point them out to the
class.

6 Grammar for Writing

Level Down Have lower-level students write a series

of sentences about advertising using sentence starters,
such as Most advertising companies attempt; It is difficult;
and Ads in social media tend.
The Unit 13 test and answer key can be found on the
CD-ROM in the back of the Teacher Support Resource
Book.

Grammar and Beyond TSR 3 Cambridge University Press 2012 Photocopiable

UNIT

14

Negative Questions
and Tag Questions
Geographic Mobility
Beware Understanding the meaning of negative
questions can be difficult because they contain the
word not, and yet the meaning is not negative. Remind
students that even though the question is phrased in a
negative way, they should answer it just as they would a
regular Yes / No question (that is, yes means yes, and no
means no). Although it is typical for people to answer
with a simple yes or no, the person asking the question
will sometimes clarify the meaning by asking for a short
answer or explanation, for example:
A: Didnt you go to Yale?
B: No. I went to Harvard.

Unit Objectives
Students will learn and practice using
negative questions and
tag questions.

1 Grammar in the Real World

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar in the Real
World, pages 45.
Reading Note Explain that California is a state on the
West Coast of the United States, and Chicago is a city in
the Midwest region. These two locations are 1,750 miles
apart. If possible, show the locations on a U.S. map. This
will show more clearly the difference between a longdistance and a local move.

Grammar Application
Writing and Speaking Expansion
1. After Exercise 2.3, have students write an interview
between a reporter and an expert on migration in the
United States. Tell them to use the chart in Exercise
2.3 for the information, and to use negative questions
in the dialog.
2. Have students practice reading their interviews with
a partner. Make sure they change roles so they can
practice both parts.
3. Have a few pairs volunteer to perform their role plays
for the class.

Vocabulary
affect AWL
available AWL
decrease
depend
deeply
economic AWL
expect
geographic
issue AWL

job AWL
mobility
nearby
norm AWL
percent AWL
rate
relocate AWL
research AWL
trend AWL

3 Tag Questions
Grammar Presentation

2 Negative Questions

Reference: See The Teachers Grammar of English,

pages 6667, 69, 90.

Grammar Presentation
Reference: See The Teachers Grammar of English,
pages 6263; 65; 83, Activity 3.

Teacher Support Resource Book, General Teaching

Suggestions See suggestions under Grammar
Presentations, pages 56.

Grammar and Beyond TSR 3

Cambridge University Press 2012 Photocopiable

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.
Chart Tip As you go over Chart 3.1, point out to
students that there are two parts of a tag question: the
statement and the tag. If the statement is affirmative,
the tag will be negative, and vice versa. Have students
look at the example sentences in the chart. Explain that
the verb in the tag is either an auxiliary verb, a modal,
or a form of be, and that it has the same structure as the
main verb in the sentence.

Tips Unit 14 1

Grammar Application

Interact Play Bingo to give students practice with tag

questions.
1. Before class, make a list of 25 to 30 tag questions
about the characteristics of the city or town where
you live. You can include information about housing,
jobs, crime, etc. (The population is going up, isnt it?).
Use as many different structures as possible.
2. In class, give students blank Bingo boards. Write the
tags for all of the questions on the board, for example,
isnt it?, havent they?, didnt they?, and so on. Have
students write these tags on their Bingo boards in
random order.
3. Read your sentences aloud. When students have the
correct tag for a sentence, they mark it off. The first
student to have a full row marked off wins. Rows can
be horizontal, vertical, or diagonal.
Speaking and Writing Expansion After Exercise 3.4,
have students use their assumptions about cities in
their area / country to practice asking and answering tag
questions.
1. Have students write six statements with their
assumptions about different cities in their area. They
should write three affirmative statements and three
negative statements.
2. Put students into pairs. Have them trade papers
with their partners and add a tag question to the
end of their partners statements. For example, if one
student writes Springfield doesnt have an airport, the
partner will add the tag does it? to make the complete
tag question Springfield doesnt have an airport,
does it?
3. Have each pair of students join another pair and take
turns asking and answering their questions.
Tech It Up For homework or in the language lab, have
students choose a city somewhere in the world and use
the Internet to look up statistics about home prices,

2 Tips Unit 14

average commutes, and crime rates. Have them write a

conversation between a city representative and a person
who is interested in moving there. Tell them to use at
least five tag questions in their conversations. Back in
class, put students into pairs. Have students take turns
reading their conversations.

4 Avoid Common Mistakes

Beware Native speakers of some languages often

overuse the tag isnt it? because it is a common
construction to put at the end of an affirmative
statement in their first language, for example, Your
sister moved to Chicago, isnt it? or You have been
listening, isnt it? Make a note of any of these kinds of
errors and point them out to students.

5 Grammar for Writing

Level Down Have lower-level students analyze the

sample online message board before they write. Give
students a list of questions to think about as they read.
For example:
Is the language formal or informal? (informal)
How long is each entry? (35 sentences)
Why are the people writing on the message board? (to give
their opinion about the topic)
What is some of the language they use to show their
opinion? (I think . . . , I agree . . . , What do you think?)
Have students work in pairs to analyze the message
board entries and answer your list of questions. Then
discuss their answers to the questions as a class.
The Unit 14 test and answer key can be found on the
CD-ROM in the back of the Teacher Support Resource
Book.

Grammar and Beyond TSR 3 Cambridge University Press 2012 Photocopiable

UNIT

15

That Clauses
Cultural Values

1. Put students in small groups and give them ideas

for topics to discuss ( family life, acceptable public
behavior, health and medicine, education).
2. Tell them to use believe, know, think, hear, read, notice
or other verbs from Chart 2.2 to discuss different
cultures, for example, I have noticed that young people
in the United States often leave home long before they
get married. In my country, most people believe that its
better to stay with your parents when youre just getting
started.
3. Have students work individually to write six to eight
sentences based on the discussion. Call on students
to write a sentence on the board. Ask others if they
agree with the sentence and have them identify the
noun clause.
Interact Have students discuss their personal
philosophies.
1. Write these I sentence starters on the board: I
believe, I have decided, I expect, I feel, I think, I have
discovered, I have learned, I have realized, I recognize,
I understand, and I hope. Tell students that they will
use the sentence starters + a noun clause to talk in
small groups about their personal philosophy.
2. Give students a few minutes to think and take notes.
3. Have students take turns using each sentence opener
to make a statement about their personal philosophy.

Unit Objectives
Students will learn and practice using
that clauses,
agreement between that clauses and main clauses, and
that clauses after adjectives and nouns.

1 Grammar in the Real World

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar in the Real
World, pages 45.
Vocabulary
affect AWL
approach AWL
attitude AWL
convince AWL
create AWL
culture AWL
diverse AWL

furthermore AWL
individualism AWL
perspective AWL
positive AWL
research AWL
survive AWL
tradition AWL

2 That Clauses
Grammar Presentation
Reference: See The Teachers Grammar of English,
pages 495497; 517, Activity 6.

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.
Chart Tip After you go over Chart 2.2, put students in
pairs and assign one or two verbs from the chart to each
pair. Give them a couple of minutes to write a sentence
with their assigned verb(s) and a noun clause. Then
call on several students to read their sentences aloud.
Ask others to identify the subject and verb in the noun
clause. Discuss any questions about the sentences.

3 Agreement Between That

Clauses and Main Clauses
Grammar Presentation
Reference: See The Teachers Grammar of English,
pages 495497; 517, Activity 6.

Grammar Application

Speaking and Writing Expansion After Exercise 2.2,

have students discuss two cultures they are familiar
with.

Grammar and Beyond TSR 3

Cambridge University Press 2012 Photocopiable

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.
Chart Tip As you go over Charts 3.1 and 3.2, put a time
line on the board to illustrate the example sentences.
Put four vertical marks on the line. Write labels for past,
present, and future (include two segments for past
since some of the sentences include past perfect verbs.)
As you read each sentence, ask students where on the
time line the verbs should fall and write them in to
provide a visual representation of the sentence.

Tips Unit 15 1

Grammar Application

Writing and Speaking Expansion After Exercise 3.2,

have students talk in groups of three or four about
values that have changed in a culture they are familiar
with.
1. Remind students of topics they have already
discussed: family life, acceptable public behavior,
health and medicine, and education. Tell them to
discuss how values have changed in regard to these
topics, for example, In the past, people believed that
women shouldnt work outside the home.
2. Give students a few minutes to take notes before they
begin their discussion. Tell them to use noun clauses
and past tense verbs such as believed, knew, thought,
assumed, discovered, agreed, and felt to talk about the
past.
3. After the discussion, tell each student to choose a
topic (such as family life) and write six sentences
focused on that topic. Remind them to use noun
clauses after past verbs.
4. Have students meet with a new partner or in groups
of three and share their sentences.
Tech It Up Have students search for generalizations
about American beliefs and culture on the Internet.
1. Tell them to type the following phrases into a
search engine: Most Americans believe that, Most
Americans think that, Most Americans assume that,
Most Americans hope that, and Most Americans
suppose that. Tell them to include the quotation
marks in order to get the exact word sequence. Point
out that in some cases that may be omitted.
2. Tell students to copy the most interesting sentences
they find and to read the context so that they are
prepared to explain the sentence to classmates. They
should also be prepared to explain the verb forms
used in the sentences.
3. In class, have students meet in small groups to share
their findings.

4 That Clauses After Adjectives and

Nouns

Chart Tip As you go over Charts 4.1 and 4.2, call on

students to provide sample sentences for that clauses
with adjectives, it + be + adjective, and nouns. Students
may need additional help with that clauses after noun +
be. Provide additional examples for this type of
sentence, for example, The problem was that they could
not conduct another study. The saying is that money isnt
everything. The hope was that everyone would learn from
the experience.

Grammar Application

Speaking and Writing Expansion Extend Exercise

4.2 by having students use noun clauses to give specific
descriptions about the effects of U.S. culture, for
example, It is my belief that American movies emphasize
special effects over interesting plots and character
development. Thats why I think that they arent a good
influence on world cinema. Have students write six
sentences about their opinions and then share the
sentences and discuss their ideas in small groups.

5 Avoid Common Mistakes

Beware For item 4, point out that the omission of that is

very common in everyday speaking and casual writing,
but it is normally included in academic writing because
it improves clarity and readability.

6 Grammar for Writing

Level Up Have higher-level students approach the

writing as a persuasive paragraph. Tell them to relate
their experiences with the purpose of convincing the
reader to do or believe something. Point out that the
examples in the sample paragraph could be used to
support the thesis that teachers should provide explicit
instruction to foreign students in how to behave in
college classrooms.
The Unit 15 test and answer key can be found on the
CD-ROM in the back of the Teacher Support Resource
Book.

Grammar Presentation
Reference: See The Teachers Grammar of English,
pages 495497; 517, Activity 6.

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.

2 Tips Unit 15

Grammar and Beyond TSR 3 Cambridge University Press 2012 Photocopiable

UNIT

16

Noun Clauses with Wh- Words

and If / Whether
Inventions They Said Would Never Work
Grammar Application

Unit Objectives
Students will learn and practice using
noun clauses with wh- words,
noun clauses with if / whether, and
noun clauses in direct and indirect questions.

1 Grammar in the Real World

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar in the Real
World, pages 45.
Vocabulary
accomplish
consequently AWL
creation AWL
doubt
evidence AWL
face
finally AWL
financial AWL

moreover
obstacle
predict AWL
project AWL
publicize
research AWL
schedule AWL

2 Noun Clauses with Wh- Words

Grammar Presentation
Reference: See The Teachers Grammar of English,
pages 72; 85, Activity 8.

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.
Chart Tip Before you go over Charts 2.1 and 2.2, ask
for a few wh- questions and write them on the board,
for example, What did the Wright brothers invent?
Have students label the part of speech of each word in
the questions. Ask students to identify the difference
in word order between the questions with be and
the questions with other verbs. Then ask for a few
statements, for example, The Wright brothers invented
the airplane. Have students label the part of speech of
each word in the statements. Heightening students
awareness of word order in statements and whquestions will help them understand the structure of
noun clauses with wh- words.

Grammar and Beyond TSR 3

Writing Expansion After Exercise 2.1B, have students

write sentences about the inventions in the activity. Tell
students to use noun clauses with wh- words in their
sentences. Have students compare their sentences with
a partner. Go over any questions as a class.
Tech It Up For homework or in the language lab, have
students choose an invention (old or new). They should
search online to find out when it was invented, who
invented it, and where the inventor was from. Students
should then write three sentences explaining what they
didnt know when they started their research, and what
they learned. Tell them to use noun clauses beginning
with wh- words in their sentences, for example, I didnt
know when the light bulb was invented. or I found out
where Thomas Edison was from. Back in class, put
students into groups of four. Have group members take
turns saying what their invention is, but not the details
of what they learned about it. The other group members
discuss any facts they know about the item, for example:
A: My invention is the light bulb.
B: I know who invented the light bulb it was Thomas
Edison.
A: Thats right! Where was he from?
B: I have no idea where he was from.
After the group has discussed each item, the person who
named the item can share additional details or facts he
or she learned while searching online.

3 Noun Clauses with If / Whether

Grammar Presentation

Cambridge University Press 2012 Photocopiable

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.
Chart Tip As you go over Charts 3.1 and 3.2, point out
that noun clauses with if and whether are like Yes / No
questions in meaning, but follow the sentence structure
of a statement. Ask for a Yes / No question and write it
on the board, for example, Will BMW make an electric
car? Have students label the parts of speech in the
question. Then rewrite the same question in a statement
using a noun clause with if or whether, for example, Im
not sure if BMW will make an electric car. Ask students to
identify the parts of speech and label them.

Tips Unit 16 1

Grammar Application

Data from the Real World

Beware Even though if is more commonly used in

conversation than whether, there are circumstances in
which you can only use whether. These are highlighted in
Chart 3.2b and c.
Have students write a dialog that contains at least three
sentences with if or whether. Then have students read their
dialogs with a partner.

Grammar Application

Writing Expansion After Exercise 3.1, have students

choose four of the inventions and discoveries
mentioned in the exercise and write new if / whether
statements about them. Then have students compare
their sentences with a partner. Go over any questions as
a class.
Speaking Expansion
1. After Exercise 3.2, write the following questions on
the board: Are patents recognized around the world
or only in one country? Is it difficult to get a patent?
Do patents cost the same amount in every country? Do
inventors get a patent for their idea before they make
the product? Are more inventors from Japan than other
countries?
2. Give students a few minutes to read the questions and
write down any information they know. Tell them its
OK if they dont know the answers.
3. Put students into groups of three or four. Tell them
to discuss the questions, using as many noun clauses
with if / whether as possible.
4. Have a few groups volunteer to tell the class one of
the noun clauses with if / whether that they said in
their conversations.

4 Noun Clauses in Direct and

Indirect Questions

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.
Beware Point out to students that when we use noun
clauses as indirect questions, there are two subjects and
two verbs in a single sentence. This is because there are
two clauses. The verb in each clause must agree with the
subject in the same clause. This can be confusing when
the subjects are different, for example, Do you know what
it is? (not Do you know what it are? or Does you know
what it is?)

2 Tips Unit 16

5 Avoid Common Mistakes

Beware Many students are likely to have trouble with

word order in indirect questions. In particular, they
should be careful not to put the verb before the subject
in the noun clause, for example, Do you know how much
an electric car costs? not Do you know how much costs an
electric car?

6 Grammar for Writing

Grammar Presentation

Writing Expansion After Exercise 4.1, put students into

pairs.
1. Have pairs choose a famous inventor and write an
interview between a reporter and that inventor.
They should use at least five indirect questions. Tell
students that they can make up the answers to the
interview questions.
2. Have pairs practice reading their interviews. Make
sure they change roles so they can practice both
parts. Have a few pairs volunteer to perform their
interviews for the class.
Speaking Expansion After Exercise 4.2B, bring in more
pictures of strange gadgets. Have students discuss the
gadgets in groups. Students should use noun clauses in
indirect questions or statements in their discussions.
Interact Play 20 Questions. Put students into groups
of four or five. One student thinks of an invention or
inventor. Group members are allowed to ask a total of 20
indirect questions to guess what/who it is. The student
can only give yes / no or short answers to the questions.
For example, the student could be thinking of the
telephone. Group members should ask questions such
as Can you tell me if it was invented a long time ago? and
Do you know if the inventor was from the United States?
They can also ask direct questions if necessary to find
out more information. (Was the inventor from Germany?)

Level Down Give lower-level students a list of questions

to answer before they write, for example, How was the
invention made? Did the inventor expect it to become
popular? Was it successful? What did people think
about it?
Have students research the answers to the questions
and use these answers to write their paragraphs.
The Unit 16 test and answer key can be found on the
CD-ROM in the back of the Teacher Support Resource
Book.

Grammar and Beyond TSR 3 Cambridge University Press 2012 Photocopiable

UNIT

17

Direct Speech and Indirect Speech

Human Motivation

1. My co-worker said I dont feel like working today

2. My boss said please give me the paperwork
3. The employee said he isnt motivated
Ask students to copy them into their notebooks with
the correct pronunciation. Point out that without the
correct punctuation, the reader may not understand
the pronoun references (that is, I in number 1 is the
co-worker, me in number 2 is the boss, and he in number
3 is a third person, not the writer or the employee).

Unit Objectives
Students will learn and practice using
direct speech,
indirect speech,
indirect speech without tense shift, and
other reporting verbs.

1 Grammar in the Real World

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar in the Real
World, pages 45.
Note In the Bob Nelson study mentioned in the article,
these were the top five motivating factors for employees:
(1) full appreciation for work done, (2) feeling in on
things, (3) sympathetic help on personal problems,
(4) job security, and (5) good wages. However, when
managers were asked what they thought employees
wanted, good wages and job security came first,
followed by promotions, good working conditions, and
interesting work.
For a pre-reading activity, put the five factors on the
board out of order and have students guess the ranking
for employees, and then for managers.

Grammar Application
Tech It Up Extend Exercise 2.1 by having students
search for more motivational quotes online. Tell them to
type motivational quotes into a search engine and look
through the results for a quote theyd like to share with
the class. As in the exercise, have them write the quote
as a direct speech quotation, then share and discuss it
with a partner.
Writing and Speaking Expansion After Exercise 2.2B,
have students practice direct speech.
1. Give students a discussion question, for example,
How do you motivate yourself in aspects of life besides
work and school? For example, getting housework
done, eating well, exercising, and doing errands? Have
students sit in groups of four and decide who is
student A, B, C, and D.
2. Tell students A and B to discuss the question. Tell C to
listen to A and try to catch some exact quotes to write
down, and have D do the same for B. After a couple
of minutes, call time and give C and D time to finish
writing. Then have the pairs switch roles.
3. Have students share the sentences they wrote, check
the direct speech punctuation, and discuss whether
they think the quotations are accurate.

Vocabulary
affect AWL
appreciation AWL
author AWL
autonomy
complex AWL
create AWL
environment AWL
external AWL

factor AWL
focus AWL
grade AWL
indicated AWL
internal AWL
motivation AWL
psychologist AWL
research AWL

2 Direct Speech

3 Indirect Speech
Grammar Presentation

Grammar Presentation

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.
Chart Tip After you go over Chart 2.1, write several
examples of direct speech on the board with no
punctuation, for example:

Grammar and Beyond TSR 3

Reference: See The Teachers Grammar of English,

pages 375378.

Cambridge University Press 2012 Photocopiable

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.

Tips Unit 17 1

Chart Tip After you have gone over Chart 3.1, assign
different verb forms (simple present, past progressive)
to different students and tell them to write a sentence
about work using the assigned form. Call on a student
to read his or her sentence aloud, then call on a second
student to report what the first person said using
appropriate tense shifting and pronoun changes.

Group members listen to the sentences and then say

why it is appropriate to use the same tense in direct
speech, for example:
A: Heres my first sentence: Maya said that Omar is
always early to class.
B: Its a habit!
3. Have a few students volunteer to read one of their
sentences for the class. The class says why it is
appropriate to use the same tense in both indirect
and direct speech. Go over any questions as a class.

Grammar Application

Speaking and Writing Expansion After Exercise 3.2,

hold a class discussion.
1. Give students a topic, for example, Discuss ways to
motivate adult learners. How are these ways different
from ways to motivate children? Give students several
minutes to think about the topic and make notes.
2. Begin the discussion and tell students to listen to one
another carefully. Encourage students to respond to
each other by asking questions, for example, What
do you think of what Sergio said? Do you agree with
Eun Hee? If the class is large, have students discuss in
small groups.
3. Ask students to use indirect speech to write about
what their classmates said. Call on students to write
sentences on the board using classmates names,
for example, Sergio said that competition was a good
motivator for adults and children. Call on the named
classmate (in the example, Sergio), to say whether the
sentence is accurate.

5 Other Reporting Verbs

Grammar Presentation

Grammar Application

4 Indirect Speech Without

Tense Shift
Grammar Presentation
Reference: See The Teachers Grammar of English,
pages 376-378.

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.
Chart Tip After you go over Chart 4.1, ask for another
example of a direct speech sentence for each category,
and then elicit the same sentence in indirect speech. For
example, in the facts and general truths category, Our
teacher said, You all did well on the test. becomes Our
teacher said that we all did well on the test.

Grammar Application

Writing and Speaking Expansion

1. After Exercise 4.1, have students write seven
sentences using indirect speech without tense shift
using the categories in Chart 4.1.
2. Put students into groups of three. Have them take
turns reading their sentences. They should read the
sentences out of order and should not tell their group
members which category each sentence belongs to.

2 Tips Unit 17

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.
Chart Tip Discuss the meanings of the verbs in Chart
5.1b. Give, or ask students to supply, example sentences
containing the verbs, for example, He admitted that he
hadnt done the work. They announced that they were
opening a new branch. She complained that no one
was listening to her ideas. He confessed that he didnt
understand the instructions. She exclaimed that she had
never seen such a mess.

Writing and Speaking Expansion

After Exercise 5.2B, have students practice reporting on
something they have read or a lecture they have listened
to. If your students are studying other subjects, have
them talk about something they read or heard about in
another class. If they arent studying another subject,
read them an excerpt from an article. Search online for
an article on cultural differences in the classroom or
cultural differences in the workplace and read a couple
of paragraphs aloud. Ask students to discuss in groups
what the writer stated, suggested, explained, informed,
claimed, and told. Then ask them to write sentences
using ideas from the discussion. Call on students to
write sentences on the board, and correct them as a
class.
Interact Have students practice matching an
appropriate reporting verb with a quote.
1. On index cards, write sentences that lend themselves
to the use of different reporting verbs, for example, Its
all my fault. (confess or admit); First, you have to enter
the information. (explain); That was terrible! (exclaim);
Dont forget to make copies. (remind); Things will get
much better. (assure); Ninety percent of the workers
here are happy with their jobs. (inform). Give each
student an index card.
2. Seat students in large groups (or, if you have a small
class, have everyone sit in a circle). Have the first
student read his or her sentence, and the next student
report it using any verb except said (Anna assured

Grammar and Beyond TSR 3 Cambridge University Press 2012 Photocopiable

us that things would get much better.). The second

student then reads his or her sentence and the third
student reports it, and so on around the circle.

7 Grammar for Writing

Level Down Have lower-level students ask the same
question of several people and report on their survey
findings with a list of sentences rather than a paragraph.

6 Avoid Common Mistakes

Beware Students may need a reminder about changing

adverbs of time in indirect speech. Tell them to be
careful with words like yesterday and tomorrow. For
example, if you are reporting something the boss said
yesterday, the statement The boss said, Everyone must
attend the meeting tomorrow. becomes The boss said
that everyone must attend the meeting today.

Grammar and Beyond TSR 3

The Unit 17 test and answer key can be found on the

CD-ROM in the back of the Teacher Support Resource
Book.

Cambridge University Press 2012 Photocopiable

Tips Unit 17 3

UNIT

18

Indirect Questions; Indirect

Imperatives, Requests, and Advice
Creative Problem Solving
Grammar Application

Unit Objectives
Students will learn and practice using
indirect questions; and
indirect imperatives, requests, and advice.

1 Grammar in the Real World

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar in the Real
World, pages 45.
Vocabulary
academic AWL
alternative AWL
available AWL
creative AWL
design AWL
effective
expert AWL
express
finally AWL
flexible AWL
individual AWL

method AWL
participant AWL
process AWL
produce
professional AWL
require AWL
technique AWL
traditional AWL
solution
variation AWL
version AWL

3 Indirect Imperatives, Requests,

and Advice
Grammar Presentation

2 Indirect Questions
Grammar Presentation

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.
Beware As with statements, it is possible to report
questions using the same verb tense as in the original
direct speech clause. For example, in the question
Sarah asked, Do their meetings always begin late?
the verb expresses habit or routine. Therefore it is
possible to change the question to Sarah asked whether
their meetings always begin late. Make sure students
understand that, as in indirect statements, it is optional
in some cases to keep the verb in the same tense as in
direct statements.

Grammar and Beyond TSR 3

Writing and Speaking Expansion After Exercise 2.3,

have students practice indirect questions and answers.
1. Write the following questions on the board: Do you
like creative projects? What time of day are you most
creative? Where do you get your best ideas? Do you like
working in groups?
2. In groups of three, have students take turns using
the questions to interview one another. For each
interview, there will be one interviewer, one
interviewee, and one observer. The observer takes
notes. Have students change roles so that each
student gets to have all three roles.
3. After all of the interviews are done, have students
write a report on the interview they observed. They
should use ask and tell with indirect speech in their
reports. Have students share their reports with their
group members to check for accuracy.

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.
Chart Tip Before going over Chart 3.1, review the
form and use of imperatives, requests, and advice.
Elicit examples of each function and write them on the
board. Ask when each function is used. For example,
Stop talking is an imperative. You might hear a teacher
say it in a classroom. Leave the example sentences on
the board. Then after you go through the charts, have
students rephrase the sentences as indirect speech.

Grammar Application

Cambridge University Press 2012 Photocopiable

Writing and Speaking Expansion

1. After Exercise 3.1, have students get out a piece of
paper. Tell them you are going to teach them about
a creative technique called freewriting. Read the
following statements (but tell students to simply
listen):
Here are some tips for freewriting.
1. Write the first thing that comes into your head.
2. Dont stop writing.

Tips Unit 18 1

3. Dont erase.
4. Its OK to make mistakes.
5. Use abbreviations in your writing.
6. Dont worry about spelling and grammar.
Students should listen and write a memo about
freewriting using indirect speech.
2. Have students compare their memos with a partner.
Go over any questions as a class.
3. Tell students its their turn to give instructions. Have
them work individually to write a list of instructions
on how to do something they know how to do well.
Make sure they understand that they should use
imperatives in their sentences. They should also use
at least one negative imperative. For example, to
make a cup of tea, Pour the water in a pot. Turn on the
heat. Wait until there is steam. Turn off the heat. Dont
touch the hot water. etc.
4. Put students back into pairs. Have students take turn
reading their instructions. Their partner writes a
memo using indirect speech.
Interact About 5 minutes after class has started, have
students get out a piece of paper and tell them that you
are going to play a memory game. Tell them to write
down a report of what people have said since the class
started. Make sure they understand that they should use
indirect speech with ask, say, or tell in their sentences,
for example, Ms. Jones told us to get our books out. Juan
asked if he could borrow a pencil. After several minutes,
stop students and have them count their sentences.
The student with the most sentences that are both true
and grammatically correct wins. To check this, have the
student with the most sentences read them aloud. Cross
out any that arent correct. If there is anyone with more,
have that student read his or her sentences. Continue
until you find the winner.
Tech It Up For homework or in the language lab, have
students use the Internet to find a short scene (or clip)
from a TV show using a free video site. After they view a
clip, have them write a description of about one minute
of the clip using indirect speech to retell the dialog.
They should choose a portion of the clip that has a lot of
dialog in it. Have students compare their descriptions in
class. If possible, have them play the TV clip as well.

2 Tips Unit 18

4 Avoid Common Mistakes

Beware Remind students that when the verb in the

indirect speech is an infinitive, we do not use a subject;
however, when its not an infinitive, the reporting clause
needs a subject. For example, in the sentence Mr. Smith
said to wait here, there is no subject before the infinitive.
This is in contrast to the sentence Mr. Smith said that we
should wait here, which has the subject we at the start of
the reporting clause.

5 Grammar for Writing

Alternative Writing Task If your students dont have

a lot of experience with the strategies suggested in the
writing task, you can give them alternative ideas to talk
about. For example, they can interview their partner
about preparing to write a paper, studying for a test,
preparing for a presentation, giving a presentation, or
reading a difficult article. They should then follow the
same procedure as the writing task in the Students
Book.
The Unit 18 test and answer key can be found on the
CD-ROM in the back of the Teacher Support Resource
Book.

Grammar and Beyond TSR 3 Cambridge University Press 2012 Photocopiable

UNIT

19

The Passive (1)

English as a Global Language

Unit Objectives

Data from the Real World

Students will learn and practice using

active vs. passive sentences,
verbs and objects in the passive, and
reasons for using the passive.

Call on students to suggest situations where each of the

verbs in the box might be used, for example, The data
was analyzed. The results were analyzed. The samples were
analyzed. The age was calculated. The amount was calculated.
The answers were calculated.

1 Grammar in the Real World

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar in the Real
World, pages 45.

Grammar Application
Writing and Speaking Expansion After Exercise 2.3,
have students discuss languages they know.
1. Have students work in small groups to talk about
information they know or can guess about a language
other than English. Tell them to consider how
many people speak it, where it is spoken now and
was spoken in the past, whether it is taught in your
school or was taught in the students elementary and
secondary schools, any information they have about
the writing system, and any other ideas they have.
2. After the discussion, ask students to write six passive
sentences, one each using the structures covered in
Chart 2.2. They can write all of the sentences about
one language or each sentence about a different
language, for example, Chinese is spoken by over a
billion people. Arabic has never been taught at this
school.
3. Call on students to write example sentences on the
board and correct them as a class. Then have students
read all of their sentences with a partner.

Vocabulary
affect AWL
approximately AWL
area AWL
benefit AWL
create AWL
cultural AWL
dialect
dominate AWL

evolve AWL
expert AWL
global AWL
identity AWL
job AWL
obvious AWL
phenomenon AWL
professional AWL

2 Active vs. Passive Sentences

Grammar Presentation
Reference: See The Teachers Grammar of English,
pages 392396; 412413, Activity 1.

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.
Chart Tip After you go over Charts 2.1 and 2.2, write
a sample active sentence on the board for each of the
structures, using verbs in the charts, for example, They
have spoken English for 20 years. Universities in many
countries are using English as the language of instruction.
We considered the document an accurate translation.
Have students rewrite the sentences in the passive. Call
on individuals to write the new sentences on the board.
Then have students change the sentences to questions
and call on (different) students to write the questions on
the board.

Grammar and Beyond TSR 3

3 Verbs and Objects with

the Passive
Grammar Presentation
Reference: See The Teachers Grammar of English,
pages 394396.

Cambridge University Press 2012 Photocopiable

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.

Tips Unit 19 1

Grammar Application

Speaking and Writing Expansion Expand Exercise

3.2A by having students write two additional questions
to ask their group members about their native language.
Tell them to use a passive verb in their questions. Have
them ask their group members the questions during the
discussion in Exercise 3.2B.

4 Reasons for Using the Passive

Grammar Presentation
Reference: See The Teachers Grammar of English,
pages 396399; 413, Activity 2.

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.
Chart Tip After you go over Chart 4.1, write several
sentences on the board and ask students to identify
the reason for choosing the passive, for example, A
huge mess was left in the office. (The passive is used
to avoid blame or becausee the agent is unknown.)
The governors plan to reduce spending was revealed
yesterday. (The passive is used to report a news event.)

5 Avoid Common Mistakes

Grammar Application

Tech It Up After Exercise 4.2, conduct a brief class

discussion about the reasons newspapers might use the
passive (obvious agents, unknown agents, describing
processes). Ask students to look at recent news stories
online and find four or five passive sentences. Tell them
to copy the sentences and be prepared to explain the
choice of the passive form. In class, have students share
their sentences in small groups.
Writing and Speaking Expansion After Exercise 4.3,
ask students to come up with three workplace scenarios
for which a boss or an employee might want to use the
passive to avoid direct blame or criticism. Have students
work in pairs to write the sentences (The photocopier
was not turned off last night.). Then have the pairs meet
with another pair to discuss why the passive was chosen
and what might happen next.

2 Tips Unit 19

Interact Review verb forms that are commonly used in

the passive by doing a card-exchange activity.
1. Write verbs from the Grammar Presentation charts
on index cards until you have one card for each
student.
2. Distribute the cards and ask students to think of (but
not write) a passive sentence using the verb on their
card. Walk around the room and have students tell
you their sentences to spot-check.
3. Have students stand and tell their sentence to a
partner. They should repeat the sentence once or
twice so the partner can remember it. Then the
partners exchange cards and find a new partner to
share the new word and sentence with. Continue the
activity until most students have talked to about five
partners.
4. Call on several students to say the sentence that goes
with the card they are currently holding. Correct any
mistakes with the passive. Find out if the original
writer of the sentence recognizes it and if or how it
has changed.

Beware Students may be inclined to overuse the passive

in order to practice the new form. Review the reasons
for choosing the passive and remind them that it should
only be used when its called for.

6 Grammar for Writing

Level Down Have lower-level students write eight to ten

passive sentences instead of a paragraph, for example:
Many English words are used in my native language.
English is taught in secondary school in my home country.
The Unit 19 test and answer key can be found on the
CD-ROM in the back of the Teacher Support Resource
Book.

Grammar and Beyond TSR 3 Cambridge University Press 2012 Photocopiable

UNIT

20

The Passive (2)

Food Safety

Grammar Application

Unit Objectives
Students will learn and practice using
the passive with be going to and modals,
get passives, and
passive gerunds and infinitives.

1 Grammar in the Real World

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar in the Real
World, pages 45.
Vocabulary
adequately AWL
alter AWL
benefit AWL
chemical AWL
cite AWL
cons
consisted AWL
create AWL
critic
debate AWL
design AWL
distribution AWL

environment AWL
finally AWL
global AWL
issue AWL
link AWL
modify AWL
pollutant
potential AWL
resist
risk
specific AWL
technology AWL

2 The Passive with Be Going To

and Modals
Grammar Presentation
Reference: See The Teachers Grammar of English,
page 393.

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.
Chart Tip Before going over Chart 2.1, review the
rules of the passive with students. Write a few active
sentences on the board, for example, Shakespeare wrote
the play. Ask students how to change the sentences into
the passive and write them on the board, for example,
The play was written by Shakespeare. Tell students they
will be learning more about the passive in this unit.

Grammar and Beyond TSR 3

Cambridge University Press 2012 Photocopiable

Writing and Speaking Expansion

1. After Exercise 2.4, put students into teams of four
or five and organize a debate. You can make up
teams according to ability or create mixed-ability
teams. Assign teams the role of being supporters or
opponents of genetically modified (GM) foods. There
should be an even number of opponent teams and
supporter teams. Have each team write an opening
statement and a closing statement supporting their
views. They should also write a few ideas for their
rebuttals (saying why the other teams argument is
not good). Tell them to use the information from
their conversations in Exercise 2.4 to help them write
their arguments. Teams should include at least five
sentences that have passives with modals in them,
for example, GM foods should not be eaten by people
because our health can be harmed by them.
2. Match up opponent teams and supporter teams.
Depending on the size of your class, teams can have
their debates one at a time in front of the class, or
have them simultaneously without an audience. The
debates should follow this order:
1. Supporters opening statement
2. Opponents opening statement
3. Supporters rebuttal
4. Opponents rebuttal
5. Supporters answer to rebuttal
6. Opponents answer to rebuttal
3. If you had the debates simultaneously, have a
volunteer from each debate share highlights of his or
her debate with the class.
Interact Have students play What Am I? Students work
in pairs to choose a food ingredient, product, or additive
and write four to six passive sentences with modals
about the item. The sentences should give clues about
what the item is. Then pairs read their sentences to the
class, and ask What am I? The class guesses what they
are. For example,
Student: I can be cooked into many different dishes. Many
soups can be made from my broth. I shouldnt
be eaten raw. I could be infected with salmonella.
What am I?
Class: Youre chicken!
Tech It Up Have students find passive sentences about
food additives on the Internet.
Tips Unit 20 1

1. In class, have students brainstorm two lists of words

and phrases to search for. The first list should
be words related to food additives, such as food,
additives, preservatives, or ingredients. The second list
should be passive phrases with modals related to food
additives, such as can be added, should be stored, or
shouldnt be eaten.
2. For homework or in the language lab, have students
use a search engine to look for passive sentences. In
the search bar, they should type one word from the
list of words related to foods additives along with one
of the passive phrases with modals. They should add
quotation marks around passive phrases with modals
(for example, preservatives can be added ). Tell them
to search until they find five interesting sentences
that they understand. Have them write down the
sentences and give a brief description of the websites/
articles where they found them, for example, On the
question and answer page of a cooking website, I found
this sentence: What preservatives can be added to
homemade cakes?
3. In class, have students compare their sentences with
a partner. Have a few students volunteer to share a
sentence with the class.

4 Passive Gerunds and Infinitives

Grammar Presentation

Grammar Application

3 Get Passives
Grammar Presentation
Reference: See The Teachers Grammar of English,
pages 404407; 413414, Activity 3.

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.
Beware Although passives with get follow the same
basic pattern as passives with be, there are some
differences. Before you go over Chart 3.1b, review the
differences between be and get in active sentences. Ask
for a negative simple past sentence with get, such as
He didnt get a ticket. Point out that it uses the auxiliary
do. This is different from the structure of a simple past
sentence with be, such as He wasnt at school yesterday.
Explain to students that get passives in negative
statements like simple past sentences with get use
the auxiliary do (He didnt get stopped by the police.).

Grammar Application

2 Tips Unit 20

Speaking and Writing Expansion

1. Extend Exercise 4.2B by dividing students into groups
of 12 to 14. Then divide each group in half and have
students stand in two concentric circles. The students
in the inside circle should stand facing the students in
the outside circle. The students in the outside circle
should face the students in the inside circle. Students
are facing their first partner. Have them discuss their
ideas about food labels for 1 or 2 minutes. Then have
everyone in the outside circle rotate one person to
the right. Once students are facing their new partners,
have them discuss their ideas about food labels again.
Continue until they have been paired with each of the
students in the facing circle.
2. Have students write five sentences about the other
students ideas, for example, Julia isnt concerned
about being told about the ingredients in a product.
3. Have a few students volunteer to share one of their
sentences with the class.

5 Avoid Common Mistakes

Beware Some students are likely to have trouble

with the passive. In particular, they will often create
sentences that appear passive in structure but do not
include the verb be or the past participle of the main
verb, for example, Crops can change easily instead of
Crops can be changed easily.

6 Grammar for Writing

Writing and Speaking Expansion

1. After Exercise 3.2B, have students write five sentences
about their group members opinions without using
the members names, for example, This student thinks
that if a restaurant gets a low rating on an inspection, it
should have to post the rating on its door.
2. Have students find a partner that was in a different
group for Exercise 3.2B. Have students take turns
reading their sentences to one another. Their partner
guesses who the sentence is about.

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.
Chart Tip To assist students in using passive gerunds
and infinitives, point out the lists of adjectives and verbs
followed by infinitives and gerunds in Chart 4.1bd.
Then put students in pairs. Have pairs write two passive
gerund sentences and two passive infinitive sentences,
using the chart as a reference. Remind students to use
this as a reference as needed.

Level Up Have higher-level students write letters to the

editor of the local or school newspaper. Show students
the letter to the editor section of a newspaper as an
example. Then have them rewrite their essays in letter
form and send them to the newspaper.
The Unit 20 test and answer key can be found on the
CD-ROM in the back of the Teacher Support Resource
Book.

Grammar and Beyond TSR 3 Cambridge University Press 2012 Photocopiable

UNIT

21

Subject Relative Clauses (Adjective

Clauses with Subject Relative Pronouns)
Alternative Energy Sources
2. Write several main clauses on the board and
underline a noun that could be modified by a
relative clause, for example, A windmill is a thing.
An environmentalist is a person. A car is good for
the environment. A refrigerator can save a consumer
money. Point out that these sentences are fairly
meaningless without some additional information.
Have students work in pairs to write relative clauses
to complete them (that creates electricity from
wind; who cares about saving resources; that runs on
electricity; that uses less energy). Call on individuals to
write their relative clauses on the board.

Unit Objectives
Students will learn and practice using
identifying subject relative clauses,
nonidentifying subject relative clauses, and
subject relative clauses with whose.

1 Grammar in the Real World

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar in the Real
World, pages 45.

Grammar Application

Vocabulary
alternative AWL
aware AWL
commuter
convert AWL
create AWL
energy AWL
environment AWL
generate AWL

major AWL
meanwhile
percent AWL
professional AWL
renewable
source AWL
technology AWL
treadmill

2 Identifying Subject Relative

Clauses
Grammar Presentation
Reference: See The Teachers Grammar of English,
pages 420422; 427428; 442443, Activities 1 and 2.

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.
Chart Tip After you go over Charts 2.1 and 2.2, check
that students can identify the form and then have them
write their own examples.
1. Write a few sentences on the board with missing
drive
relative pronouns, for example, People
hybrid cars save a lot of gas. The dance floor
converts movement to energy is very expenisve. Ask
students to copy the sentences, write the missing
pronoun, and underline the relative clause. Call on
individuals for the answers.

Grammar and Beyond TSR 3

Cambridge University Press 2012 Photocopiable

Tech It Up After Exercise 2.2B, have students create

a crossword puzzle online by going to a crosswordpuzzle site. (Type crossword puzzle maker into a search
engine.) Tell them to include 10 words in their puzzle
and to write definitions that include relative clauses
(as in Exercise 2.2B) as clues. Ask students to print four
or five copies of their puzzle. In class, put students in
groups of three or four and give each group several of
their classmates puzzles to solve.
Speaking and Writing Expansion Expand Exercise
2.3 by having students in groups brainstorm ideas for
implementing alternative energy solutions at school.
(If students are not able to do this exercise about the
school, change the focus to energy issues in the city,
state, or country.)
1. As groups talk about energy issues at school, ask
them to discuss these questions: Is the school doing
enough? What alternative energy solutions might be
possible? Would students be supportive? Why or why
not?
2. Tell the groups to prepare opinion statements for
each of the three questions from step 1 and to include
relative clauses, for example, The sources of energy
that power our school are solar power and electricity;
however, all of the school vans run on gas. In our
opinion, the school should use vehicles that run on
electricity.
3. Have each group meet with another group and
present their ideas.

Tips Unit 21 1

3 Nonidentifying Subject
Relative Clauses

Grammar Presentation
Reference: See The Teachers Grammar of English,
pages 437439; 445, Activity 6.

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.
Chart Tip As you go over Chart 3.1, read aloud the main
clause of each example sentence. Point out that, unlike
the main clauses in the previous lesson on identifying
subject relative clauses, these clauses are complete
ideas. (Hybrid cars use less gas.)

Grammar Application

Grammar Application

Writing and Speaking Expansion After Exercise 3.1B,

have students add subject relative clauses to a simple
story.
1. Provide students with a simple paragraph, for
example: People can make a number of changes. They
can turn in old appliances to the electric company and
buy new ones. They can buy a cover for the water heater.
They can replace incandescent light bulbs with energysaving bulbs. In older homes, insulation can be added.
2. Have students work with a partner to add both
identifying and nonidentifying subject relative clauses
to the paragraph. For example: People who want to
save energy can make a number of changes. or People
can make a number of changes that will save energy.
3. Have pairs meet with another pair to compare their
subject relative clauses. Tell them to discuss which
clauses add the best information. Have them revise
the paragraph as a group. Collect the paragraphs
and review any problems with identifying or
nonidentifying subject relative clauses.

4 Subject Relative Clauses

with Whose
Grammar Presentation
Reference: See The Teachers Grammar of English,
pages 424425.

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.

2 Tips Unit 21

Chart Tip After you go over Chart 4.1, write several

phrases on the board and ask students to combine them
into sentences with subject relative clauses, for example,
Bill Gates / his company; the students / their essays; the
city / its energy policies. Possible answers: Bill Gates is a
CEO whose company is extremely successful. These are
the students whose essays were published in the school
newspapers. We live in a city whose energy policies are
very outdated.

Interact After Exercise 4.1B, or later in the lesson,

conduct a game of Who Is It?
1. Put students in pairs and give each pair the names of
several famous people (living or dead). Choose people
who are famous worldwide (Hillary Clinton, Serena
Williams, Albert Einstein).
2. Tell students to write a clue to the persons identity
in a sentence with a relative clause with whose, for
example, This is a person whose ideas changed physics
forever.
2. Have students read their clues to the class and ask the
class to guess the identities of the people. If you have
a large class, form two or three large groups for this
part of the activity.
Writing and Speaking Expansion After Exercise 4.2,
ask students to close their books and discuss the various
energy-saving ideas theyve talked about in the unit.
Then ask them to write eight sentences about the ideas
using who, whose, which, and that. Tell them that half of
the sentences should include identifying relative clauses
and half should include nonidentifying clauses.

5 Avoid Common Mistakes

Beware Students may leave out relative pronouns

altogether. (There are many people want to save energy.)
Point this out and tell them to watch for these errors.

6 Grammar for Writing

Level Up Have higher-level students research the latest

energy-saving programs being adopted in a particular
city or country. Tell them to write their paragraphs
about the changes being made in that location.
The Unit 21 test and answer key can be found on the
CD-ROM in the back of the Teacher Support Resource
Book.

Grammar and Beyond TSR 3 Cambridge University Press 2012 Photocopiable

UNIT

22

Object Relative Clauses (Adjective

Clauses with Object Relative Pronouns)
Biometrics
Grammar Application

Unit Objectives
Students will learn and practice using
identifying object relative clauses,
nonidentifying object relative clauses, and
object relative clauses as objects of prepositions.

Writing and Speaking Expansion. After students have

completed Exercise 2.3A, have them do a role play.
1. Put students in pairs. Tell them to imagine that
they are TV reporters, and that they are going to
give the local crime report on the evening news.
Have students write the script for their report. They
can expand the story from Exercise 2.3A or write
their own. They should use at least five identifying
object relative clauses in their scripts. Have students
practice reading their scripts with their co-reporter.
2. Have pairs take turns performing their role plays
for the class. If you have a large class, put five pairs
together, and have them take turns performing for
their group.
Tech It Up For homework or in the language lab, have
students go to a local news site and look up the crime
news. They should choose one article and read it. Then
have them write a summary that includes at least five
identifying object relative clauses, for example, The
police searched the car that the suspect had been driving.
Back in class, put students into small groups. Students
take turns describing the crime story they read about.

1 Grammar in the Real World

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar in the Real
World, pages 45.
Vocabulary
accurate AWL
analyze AWL
automatically AWL
evidence AWL
expert AWL
fiber
fingerprints
forensic
identify AWL
image AWL
inconclusive AWL

investigate AWL
method AWL
occur AWL
surface
suspect
team AWL
techniques AWL
technology AWL
traditional AWL
victim

2 Identifying Object Relative

Clauses

3 Nonidentifying Object
Relative Clauses
Grammar Presentation
Reference: See The Teachers Grammar of English,
pages 437439; 445446, Activities 6 and 7.

Grammar Presentation
Reference: See The Teachers Grammar of English,
pages 423428; 431; 442445, Activities 1, 4, and 5.

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.
Chart Tip After you go over Chart 2.1, have students
compare relative clauses with object pronouns to
relative clauses with subject pronouns. Ask students
for a few examples of sentences with subject relative
pronouns and write them on the board, for example,
People who solve crimes are called detectives. Then give a
similar sentence that has an object relative pronoun in
it, for example, The man who we hired to investigate the
crime is a detective. Have students label the subject and
object in each sentence.

Grammar and Beyond TSR 3

Cambridge University Press 2012 Photocopiable

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.
Beware Nonidentifying and identifying object relative
clauses can look very similar, and the difference may
be confusing to students. Stress that the information
in a nonidentifying clause can be taken out of the
sentence without changing the meaning of the noun it
modifies. Demonstrate this by writing a sentence with
an identifying object relative clause on the board, and
crossing out the relative clause, for example, Evidence
which criminals leave at the crime scene is called forensic
evidence. Then do the same with a nonidentifying object
relative clause to contrast the two, for example, Forensic
evidence, which the popular detective Sherlock Holmes
used, has been around since the 1800s.
Tips Unit 22 1

Grammar Application

Grammar Application

Writing and Speaking Expansion

1. After students have completed Exercise 3.2, have
them write five sentences describing past or present
TV shows. They should only write one or two
sentences about each show without naming the show.
Each sentence should have a nonidentifying object
relative clause in it, for example, This show, which you
can watch on Tuesday nights, is about a family with
seven children.
2. Put students into groups of three or four. Have
students take turns reading their sentences to their
group. Their group members guess which show they
are describing.
3. Have a few students volunteer to read a sentence to
the class. The class guesses the TV shows.
Interact Have students write group stories.
1. Put students into pairs. Tell them to write a short
crime story. Their sentences should all be simple, and
without object relative clauses, for example, A man
robbed Star Bank last week. He walked in the bank. He
handed the teller a note. The note said, Give me all
your money. The teller opened her drawer. She gave
the robber $3,500. Then she pressed a button to call the
police. The button was under her desk. The robber ran
out the back door. The police arrived a few minutes
later.
2. Have pairs trade papers with another pair and add at
least six nonidentifying object relative clauses to the
story, for example, Star Bank, which a man robbed last
week, is located in the center of town. The man walked
into the bank holding a note. The note, which he handed
to the teller, was on a small note card. Then have pairs
take turns reading their stories to the class.

4 Object Relative Clauses as

Objects of Prepositions
Grammar Presentation
Reference: See The Teachers Grammar of English,
pages 423424, 428.

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.
Chart Tip Before going over Chart 4.1, review the
meaning and use of common prepositions such as
in, on, at, to, through, next to, and between. Call out
a preposition and have a student demonstrate its
meaning to the rest of the class by using it in a sentence,
miming it, or drawing it. For example, to demonstrate
the meaning of through, a student could draw a picture
of a train going through a tunnel and say The train went
through the tunnel.

2 Tips Unit 22

Speaking and Writing Expansion

1. Extend Exercise 4.1A by having students write a short
description of a crime. Students should use at least
five object relative clauses as objects of prepositions
in their stories. They can use the paragraph in
Exercise 4.1 as an example. Write the following
questions on the board, and tell students to answer
them in their crime story:
Where did the crime take place? How did the
thief / criminal get in? Where was the missing item?
What evidence did the detective find? Who did the
detective speak to? What did he or she say?
2. After students have finished their descriptions, put
them in pairs. Have students interview their partner
about the crime they wrote about.
3. Have a few students volunteer to share their crime
story with the class.

5 Avoid Common Mistakes

Beware Some students will likely have trouble using

formal object relative clauses as objects of prepositions
and often omit the preposition in these sentences, for
example, The restaurant which the crime had taken place
was closed instead of The restaurant in which the crime
had taken place was closed. Correct such errors with the
class when they occur.

6 Grammar for Writing

Level Down Guide lower-level students in making word

maps as a pre-writing task. First, make a word map as
an example. Write Famous Crime: Theft of Mona Lisa
as the title and draw a circle around it. Then give a few
details of the crime and write them around the circle.
For example, stolen from the Louvre, happened in 1911,
stolen by a museum employee, returned in 1913. Have
students choose the topic of their paragraph and write it
in the center of their own page. Have them draw a circle
around it, and then add at least five details to make a
word map. Students should then use these words maps
to help them write their paragraphs.
The Unit 22 test and answer key can be found on the
CD-ROM in the back of the Teacher Support Resource
Book.

Grammar and Beyond TSR 3 Cambridge University Press 2012 Photocopiable

UNIT

23

Relative Clauses with Where and

When; Reduced Relative Clauses
Millennials
to complete the sentences. Call on individuals to write
their completions on the board. Then ask the class to
explain how to change the relative pronoun (The library
is a place where students do research could become
a place in which students do research or a place that
students do research in). Write, or have students write,
the new versions on the board.

Unit Objectives
Students will learn and practice using
relative clauses with where and when, and
reduced relative clauses.

1 Grammar in the Real World

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar in the Real
World, pages 45.

Grammar Application
Speaking and Writing Expansion After Exercise 2.3,
have students discuss and write about important events
in their lifetime.
1. Have students work in groups to brainstorm a list of
occurrences that are important to their generation(s).
Tell them to consider political events, wars, deaths of
important people, new technologies, and major style
changes (clothing, music, or other trends).
2. Have groups divide the events up among the group
members, with each student choosing at least three
events to write sentences about. Each sentence
should include that students guess for when the
event occurred (2011 is the year when a big earthquake
and tsunami hit Japan.). Ask several students to share
their sentences with the class. Ask students if they
agree with the year of each event.
3. For homework, ask students to look up the actual
dates. In the next class meeting, have them sit with a
new group to share their sentences with the corrected
dates.

Note In addition to the traits mentioned in the article,

the following things are also said about Millennials: they
have financial smarts and are more concerned about
saving for the future than their parents were; unlike
older generations that focused completely on their
careers, they care more about balancing work and life;
and, like Generation X before them, they like change
and cant be expected to stay with a job or company
indefinitely.
Vocabulary
challenging AWL
colleague AWL
error AWL
expert AWL
generation AWL
inattentiveness

maintenance AWL
negative AWL
occur AWL
outspoken
positive AWL
team AWL

2 Relative Clauses with Where

and When

3 Reduced Relative Clauses

Grammar Presentation
Reference: See The Teachers Grammar of English,
pages 431433; 444445, Activity 5.

Grammar Presentation
Reference: See The Teachers Grammar of English,
pages 434435.

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.
Chart Tip After you go over Charts 2.1 and 2.2, write
several main clauses on the board, for example, The
library is a place
, The cafeteria is a place
,
, Adolescence
Six oclock in the morning is a time
. Ask students to write relative clauses
is a time

Grammar and Beyond TSR 3

Cambridge University Press 2012 Photocopiable

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.
Chart Tip After you go over Chart 3.1, put example
sentences on the board for which pronoun + be
omission is and isnt possible, for example:
1. We talked to students who were born in the 1990s.
(possible)
2. We talked to a woman who was very outspoken in the
1990s. (not possible)
Tips Unit 23 1

3. The teacher was worried about the students who were

multitasking during the assignment. (possible)
4. The teacher was worried about the students who were
tired. (not possible)
Have students rewrite the sentences with omissions, if
possible. Talk about why who cannot be omitted from
number 2 and number 4. Refer students to Chart 3.1b
(do not shorten a subject relative clause with be + a single
adjective or noun).

Grammar Application

Tech It Up After Exercise 3.1, have students conduct

research about generational differences and explain
their findings using reduced relative clauses (relative
clauses shortened to participle phrases or prepositional
phrases).
1. Tell students to look for an article online using the
search terms millennials, Generation Xers, Baby
Boomers, or generational differences.
2. Have students write five sentences with reduced
relative clauses containing information from the
article.
3. In class, have students share their sentences in
groups. Ask them to identify the missing relative
pronoun and form of be. Then tell the groups to talk
about whether they agree with the characterizations.
Writing and Speaking Expansion After Exercise 3.2,
have students use prepositional phrases to discuss and
write about desirable qualities in employees.
1. Write a list of adjective + preposition combinations
on the board in three sets, for example:
Set A: interested in, able to, accustomed to,
knowledgeable about
Set B: aware of, enthusiastic about, frustrated by,
concerned with
Set C: familiar with, different from, qualified for,
satisfied with
2. Put students in groups of three and tell them to use
all of the phrases with reduced relative clauses to
discuss the kinds of employees that employers like,
for example, Employers want to hire people interested
in learning more about their jobs.
3. Assign each group a set of phrases A, B, or C
to write sentences with. Tell students to work
individually, using ideas from the discussion or their
own ideas.

2 Tips Unit 23

4. Form new groups of A, B, and C students and have

them share their sentences with the new group.
Interact Have students do a take-a-card activity to
practice using appositives.
1. Put students in groups of four and give each group
six index cards. As a class, brainstorm the names of
10 to 12 famous people and places and write them on
the board. Have students choose six of the names and
places to write on the cards and then stack the cards
facedown.
2. Have the first student in each group pick a card and
make a statement about the person or place on the
card using an appositive. The student then passes
the card to the next student, who makes a different
statement about the same place or person. The
students pass the card until all group members have
made a statement. Then the second student pulls a
new card, and the process is repeated.
3. For a writing follow-up to this activity, have one or
two members from each group write a sentence on
the board. Correct the sentences as a class and ask
other students to explain whether or not they agree
with the statements.

4 Avoid Common Mistakes

Beware Students may omit relative pronouns in clauses

without be, for example, Millennials are a generation
expects a lot of praise. Remind them that the omissions
practiced in this unit only apply to relative clauses
with be.

5 Grammar for Writing

Alternative Writing Task Have students write an

e-mail attempting to persuade a manager that their
workplace needs more representatives from a particular
generation or group. Tell them to include explanations
of why the group would be good at that particular job,
for example, In our workplace, there are phones ringing
and constant deadlines, so we need employees used to
multitasking.
The Unit 23 test and answer key can be found on the
CD-ROM in the back of the Teacher Support Resource
Book.

Grammar and Beyond TSR 3 Cambridge University Press 2012 Photocopiable

UNIT

24

Real Conditionals:
Present and Future
Media in the United States
Grammar Application

Unit Objectives
Students will learn and practice using
present real conditionals;
future real conditionals; and
real conditionals with modals, modal-like expressions, and
imperatives.

1 Grammar in the Real World

Speaking Expansion After Exercise 2.1, put students

into groups of three. Have them talk about their own
news habits, as well as the news habits of their friends
and family members. Tell them to use the sentences
in Exercise 2.1 as models, for example, When I am on
the train, I read the newspaper. My sister only reads the
newspaper if I bring it to her house.
Writing Expansion After students have interviewed
their partner in Exercise 2.4B, have them write a
summary of the information they learned. Tell them
to use present real conditionals in their summary, for
example, Janet pays attention to the news when there is a
natural disaster somewhere in the world. Have students
get into groups to compare their summaries.

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar in the Real
World, pages 45.
Vocabulary
affect AWL
analyst AWL
conclude AWL
convinced AWL
economic AWL
exposed AWL
isolated AWL
issue AWL
link AWL
media AWL
occur AWL

opposing
policy AWL
positive AWL
prediction AWL
range AWL
reinforce AWL
rely AWL
similar AWL
source AWL
unbiased AWL
viewpoint

3 Future Real Conditionals

Grammar Presentation
Reference: See The Teachers Grammar of English,
pages 452454; 466, Activity 5.

2 Present Real Conditionals

Grammar Presentation
Reference: See The Teachers Grammar of English,
pages 449451; 453; 464465, Activities 1 and 2.

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.
Beware Explain that the present real conditional is used
in very specific situations. The simple present is used
to talk about facts, general truths, and routines. The
present real conditional is also used to talk about facts
and routines when the fact or routine is dependent on
something else, for example, When Im on vacation, I
always read the newspaper in the morning. It is used in
science or when talking about habits, for example, If you
heat water, it boils.

Grammar and Beyond TSR 3

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.
Beware Although the rules for forming future real
conditionals are similar to the rules for present real
conditionals, we do not use when with the future real
conditional. This is because when expresses certainty,
and future real conditionals describe possible situations.
Alert students to this difference and demonstrate it
with several examples, such as When If a politician says
something controversial, it will be reported.

Grammar Application

Cambridge University Press 2012 Photocopiable

Speaking Expansion After Exercise 3.3, put students

in groups of three or four. Write the following sentence
starters on the board:
1. If newspaper companies stop printing papers, . . .
2. If a media source doesnt report interesting news, . . .
3. If a media source only reports one side of an issue, . . .
4. If more private blogs cover the news, . . .
5. Unless a media source gives reliable information, . . .

Tips Unit 24 1

Have students talk with their group members about

what will happen in these situations. Then have groups
take turns sharing their ideas with the class. When
they report their ideas, they should say the if clause
only once, but give several main clauses with different
results.
Interact Give students more practice with future real
conditionals by playing a chain game. Have students
stand in a circle. Have the first student start the chain by
saying a condition (using an if clause) and a result (using
a main clause). The next student then takes the main
clause of the previous students sentence and makes it
the if clause of a new sentence. Each student finishes
their sentence with a new main clause. Continue until
you have gotten all the way around the circle. For
example:
A: If people dont read the newspaper anymore, newspaper
companies will stop printing papers.
B: If newspaper companies stop printing papers, people
will get all of their news from the Internet. etc.

4 Real Conditionals with Modals,

Modal-like Expressions, and
Imperatives

5 Avoid Common Mistakes

Grammar Presentation

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.

Grammar Application

Writing Expansion Conduct a roundtable writing

activity. Put students in a circle (or if you have a large
class, in groups of 10 to 12 students). Have each student
write an if clause at the top of a piece of paper, for
example, If you want to change the world, . . . Then have
students pass their papers to the right. Students read
the if clause on their new paper and write a main clause
with a modal or an imperative to finish it (you should
become a politician, or vote today.). Everybody then
passes his or her paper to the right and repeats the same
process. Continue until students have their original
papers back. Have students choose their favorite main
clause and read the entire sentence aloud.

2 Tips Unit 24

Beware Remind students that we only use a comma

to separate the clauses when the if clause comes first.
When the main clause comes first, we do not use a
comma, for example, Watch the presidents speech if you
are home.

6 Grammar for Writing

Reference: See The Teachers Grammar of English,

pages 451452; 454; 465466, Activities 3 and 4.

Speaking Expansion After Exercise 4.3B, write the

following questions on the board:
1. According to the interview, are you an informed voter?
Why or why not?
2. Do you agree with the advice in the interview? Why or
why not?
Have students discuss the questions in pairs. Then have
a few pairs volunteer to share what they talked about
with the class.
Tech It Up For homework or in the language lab, have
students go to a local news site and read a story about
local or national politics. Then have them write five real
conditional sentences about it. Their sentences should
include modals, for example, If the governor is lying, he
could be impeached. Back in class, put students into
small groups. Have students take turns describing the
political situation they read about and sharing their
sentences.

Alternative Writing Task Have students write

paragraphs that explain how they make voting
decisions. They should use real conditional sentences
in their paragraphs and include if clauses with multiple
main clauses.
The Unit 24 test and answer key can be found on the
CD-ROM in the back of the Teacher Support Resource
Book.

Grammar and Beyond TSR 3 Cambridge University Press 2012 Photocopiable

UNIT

25

Unreal Conditionals: Present,

Future, and Past
Natural Disasters
Grammar Application

Unit Objectives
Students will learn and practice using
present and future unreal conditionals;
past unreal conditionals; and
wishes about the present, future, and past.

Speaking and Writing Expansion After Exercise 2.3B,

have groups continue their discussions.
1. Tell students to use the completions they wrote in A
as new conditions and discuss further results with
their groups. Model with this example sentence: If I
knew a hurricane were coming, I would evacuate the
area immediately. If I evacuated immediately, I would
be safe (or I would avoid the crowds, or I would have
time to reach a shelter).
2. After the discussion, have students work individually
to write an additional sentence (with a new
condition) for each item. Call on individuals to write
one of their sentences on the board.

1 Grammar in the Real World

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar in the Real
World, pages 45.
Vocabulary
academics AWL
catastrophe
comment AWL
devastated
drastic
legislator AWL

nonetheless AWL
policy AWL
prior AWL
stricken
traditional AWL
tragic

2 Present and Future Unreal

Conditionals
Grammar Presentation

3 Past Unreal Conditionals

Grammar Presentation
Reference: See The Teachers Grammar of English,
pages 456457; 467468, Activities 810.

Reference: See The Teachers Grammar of English,

pages 454455; 467, Activity 7.

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.
Chart Tip After you go over Charts 2.1 and 2.2, write a
simple if clause on the board, for example, If I had a lot
of money, . . . Ask students to write completions for the
sentence using different modals, for example, I would
buy a big house, I could take a vacation, I might start my
own business. Call on students to share their sentences.
Discuss the differences in meaning (would = predicted;
could = doable; might = possible). Then write a main
clause on the board, for example, The students would
be very happy . . . and have students write conditions.
Call on students to say their sentences. Be sure to get at
least one example using were with a singular subject, for
example, if the tuition were cheaper.

Grammar and Beyond TSR 3

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.
Chart Tip After you go over Charts 3.1 and 3.2, put
sentences on the board and ask students to write past
unreal conditionals based on them, for example, The
man didnt wear a seat belt. He was killed in the car
accident. (If he had worn a seat belt, he wouldnt have
been killed.) You didnt listen to my message. You missed
the meeting. (If you had listened to my message, you
wouldnt have missed the meeting.) Call on students to
read one of their past unreal conditional sentences to
the class.

Grammar Application

Cambridge University Press 2012 Photocopiable

Writing and Speaking Expansion After Exercise

3.2D, have students consider other kinds of (possibly
preventable) disasters that happen in the news
(accidents, war, recession, unemployment, scandal, or
crime).
1. Have students brainstorm in groups to come up with
specific examples of these events that have happened
in the news recently.

Tips Unit 25 1

2. Ask students to use past unreal conditionals to talk

about how the situations might have been improved
or prevented, for example, If the company had
modernized the power plant, the explosion might not
have occurred.
3. Have students work individually to write six to eight
sentences about various events. Call on students to
write one of their sentences on the board.
Tech It Up Make the preceding Speaking and Writing
Expansion as up-to-date as possible by having students
use headlines of the day.
1. Tell students to look through an online newspaper
or news aggregator to find situations that might
have been different. Ask them to write the factual
information and the unreal conditional, for example,
The air traffic controller worked four nights in a row. He
fell asleep on the job. If he hadnt worked four nights in a
row, he might not have fallen asleep.
2. Have students share their sentences in groups and
discuss whether they agree with each others past
unreal conditionals.

the school, for example, I wish this school were in a

bigger city. I wish we hadnt lost the football game. I
wish the campus were smaller.
2. Have students work individually to write six to eight
wishes about the school. Call on students to share
one or two of their wishes with the class.
Interact Have students take turns imagining what
other people wish. Write the names of well-known
public figures on the board and have students talk in
small groups about what they think the people wish,
for example, The president wishes he hadnt left the
country last week. He wishes he were more popular. He
wishes everyone would vote for him next election. As an
alternative to public figures, use pictures of people in
odd situations. (Search an online image bank for funny
situation, odd situation, or awkward situation.) Tell
students to talk about past, present, and future wishes
for the people in the pictures. After the group work, call
on individuals to share the most interesting wishes they
heard with the class.

5 Avoid Common Mistakes

4 Wishes About the Present,
Future, and Past

Grammar Presentation

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.
Chart Tip After you go over Chart 4.1, ask students to
share some past, present, and future situations that
they arent happy about, for example, I dont have much
money. I lost my keys. Im not going to take a vacation next
summer. Write the sentences on the board, then ask the
students to write a wish about each situation (I wish I
had more money. I wish I hadnt lost my keys. I wish I were
going to take a vacation next summer.). Have students
write the sentences on the board. As you go over the
sentences with the class, ask students to explain the
verb form choices.

Grammar Application

Speaking and Writing Expansion After Exercise 4.1,

have students discuss wishes they have about their
school.
1. Have students work in groups to talk about things
they would like to change (but cannot change) about

2 Tips Unit 25

Beware Native English speakers often substitute would

have + past participle for the past perfect in past unreal
conditionals, for example, If he wouldve known about
the hurricane, he wouldve evacuated. If students notice
this use, point out that although it is common in casual
conversation, it is not acceptable in written English. In
addition, many people believe that use of this pattern
reflects a lack of formal education.

6 Grammar for Writing

Level Down Instead of a paragraph, have lower-level

students write a list of circumstances followed by
unreal conditionals that provide more explanation, for
example, Last year I got stuck at school one day in the
pouring rain. If I had brought an umbrella, I would have
been more comfortable. If I hadnt walked to school, I
would have been fine.
The Unit 25 test and answer key can be found on the
CD-ROM in the back of the Teacher Support Resource
Book.

Grammar and Beyond TSR 3 Cambridge University Press 2012 Photocopiable

UNIT

26

Conjunctions
Globalization of Food

Grammar Application

Unit Objectives
Students will learn and practice
connecting words and phrases with conjunctions,
connecting sentences with coordinating conjunctions, and
reducing sentences with similar clauses.

Speaking and Writing Expansion After Exercise 2.3,

put students into groups of three for discussion.
1. Have students choose two fast-food restaurants and
talk about what people can order and do at these
restaurants.
2. After the discussion, have students work individually
to write a paragraph that summarizes what they
talked about. Tell them to use at least five correlative
conjunctions in their paragraphs, for example, You
can order both hamburgers and shrimp burgers at the
locations in Japan.
3. Have students get back into their groups to compare
their paragraphs. Go over any questions as a class.
Interact Put students in pairs to play a card game.
1. Give each pair 20 index cards or small pieces of paper.
Have them write 10 restaurant names and 10 foods on
the cards and then trade cards with another group.
2. Students mix up their new cards and place them
facedown. Have students take turns choosing two
cards from their pile. They read the words and make
a sentence using the words. Students should use
coordinating or correlative conjunctions in their
sentences.
3. Have a few students volunteer to say a sentence aloud
to the class.

1 Grammar in the Real World

Teacher Support Resource Book, General Teaching

Suggestions See suggestions Grammar in the Real
World, pages 45.
Vocabulary
adapting AWL
appeal
background
consumer AWL
create AWL
cultural AWL
croquette
globalization AWL

globally AWL
grilled
health-conscious
immigrant AWL
preference
seaweed
strategy AWL
uniquely AWL

2 Connecting Words and

Phrases with Conjunctions
Grammar Presentation
Reference: See The Teachers Grammar of English,
pages 595602; 607609; 610, Activity 1.

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.
Beware In sentences that have both . . . and as the
subject, the verb agrees with both, and therefore is
plural. This is true whether the nouns are plural or
singular. For example, in the sentence Both hamburgers
and hotdogs are fattening, the nouns are plural and so
is the verb. In Both the waiter and the hostess were rude,
the nouns are singular, but the verb is plural. Point out
this rule to students, and highlight the fact that this is
different from the rule for using verbs with either . . . or,
not only . . . but also, and neither . . . nor, which agree with
the closest noun.

Grammar and Beyond TSR 3

3 Connecting Sentences with

Coordinating Conjunctions
Grammar Presentation
Reference: See The Teachers Grammar of English,
pages 595599, 608609.

Cambridge University Press 2012 Photocopiable

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.
Chart Tip To reinforce students understanding of
Charts 3.1 and 3.2, review independent clauses. Write an
example on the board, such as French fries are delicious,
but they are fattening. Ask students for the two clauses
and coordinating conjunction, and label them. Then ask
what the difference is between this sentence and French
fries are delicious but fattening. Make sure students
understand that the two independent clauses in the
first example each contain one subject and one verb,
Tips Unit 26 1

whereas the second example has only one independent

clause with one subject and one verb. Also point out
that independent clauses can stand alone, unlike the
relative clauses in Units 2123.

Grammar Application

Grammar Application

Writing Expansion After Exercise 3.1, have students

write new sentences by changing the coordinating
conjunction and adding an appropriate ending. Make
sure students understand that they can use and, but,
or, so, or yet in their sentences, for example, FoodCo
opened 100 stores in the United States in 2008, yet they
opened only one store in Canada that year. Have students
compare their sentences with a partner. Then have a few
students volunteer to read a sentence aloud to the class.
Speaking Expansion Extend Exercise 3.4 by having
students work in groups to discuss local food tastes. Tell
them to choose a fast-food restaurant and discuss ways
that they could use food localization to help sales. They
should use coordinating conjunctions with independent
clauses in their discussions as much as possible. Have a
few groups volunteer to share their ideas with the class.

4 Reducing Sentences with

Similar Clauses
Grammar Presentation
Reference: See The Teachers Grammar of English,
pages 603604; 606; 610611, Activity 2.

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.
Chart Tip Before class, write the following sentence
onto small cards or pieces of paper (one word per card):
I have eaten dinner, and she has, too. Then on another
card, write the word so. In class, as you go over Charts
4.1 and 4.2, emphasize the word order of the sentences.
Ask for a few more example sentences and write them
on the board. Have students come up to label the parts
of speech of the sentences. Then put students into
groups of three or four. Give them the cut up sentence
that you prepared before class. Have them put the
sentence in order. After that, have them replace the
too card with the so card and rearrange the sentence
accordingly. (I have eaten dinner, and so has she.)
Beware Make sure students understand that sentences
with and . . . too and and . . . so have exactly the same
meaning. For example, I have eaten there before, and
so has she means the same as I have eaten there before,
and she has, too. This is also true in sentences with and
. . . either and and . . . neither. For example, The chicken
wasnt cooked, and neither was the fish means the same
as The chicken wasnt cooked, and the fish wasnt, either.

2 Tips Unit 26

Speaking and Writing Expansion After Exercise 4.2C,

write the following questions on the board:
1. Have you ever eaten raw fish?
2. Did you eat it at a Japanese restaurant?
3. Do you eat raw fish often?
4. Do you like raw fish?
1. Have students write the questions on a piece of paper.
Then have students walk around the classroom and
interview their classmates. They should talk to at
least four people and write down their answers next
to the questions.
2. After everyone has finished their interviews, tell
students to write a summary of their findings using
reduced sentences and verb forms.
3. Have students compare their summaries with a
partner. Then have volunteers read one or two of their
sentences for the class. Go over any questions as a
class.
Tech It Up For homework or in the language lab, have
students do online research about three fast-food
restaurants. Tell them to find information about their
locations, menus, and other logistical information. Then
have them write five sentences about their findings.
They should reduce similar clauses in their sentences
as much as possible. Back in class, put students into
small groups. Have students take turns comparing the
information on the restaurants they researched and
sharing their sentences.

5 Avoid Common Mistakes

Beware Some students will likely forget to invert the

subject and auxiliary verb when reducing sentences
with correlative conjunctions. Correct any such errors
you hear with the class.

6 Grammar for Writing

Alternative Writing Task Have students write their

paragraphs about the globalization of food from another
country. They should discuss which local dishes are
popular in that country, and list the countries and the
ways that the local cuisine is changed when it is served
in other countries. Allow them to use the Internet to
research if needed. Make sure students know that they
should use coordinating and correlative conjunctions in
their paragraphs.
The Unit 26 test and answer key can be found on the
CD-ROM in the back of the Teacher Support Resource
Book.

Grammar and Beyond TSR 3 Cambridge University Press 2012 Photocopiable

UNIT

27

Adverb Clauses and Phrases

Consumerism

Grammar Application

Unit Objectives
Students will learn and practice
using subordinators and adverb clauses,
reducing adverb clauses, and
using subordinators to express purpose.

Speaking and Writing Expansion After Exercise 2.2C,

have students discuss and/or write about the shopping
habits of different people.
1. Join pairs together to form groups of four. Have group
members talk about how shopping habits differ
between younger people and older people or between
men and women. Ask them to consider specific
examples that support or contradict the generalities
they come up with, for example, While women usually
enjoy shopping more than men, my father likes to shop
much more than my mother does.
2. Have students work individually to write six to
eight sentences with adverb clauses based on their
conversation.
3. Put students in new groups to share their sentences.
Tech It Up Expand on the consumerism topic by having
students search online for more information. Tell
them to type in search terms for a particular area of
interest, for example, consumerism in Latin America or
consumerism among youth. Have them write sentences
about ideas they find in one or more articles and make
sure their sentences include adverb clauses. Have
students share their sentences in groups when they
return to class.

1 Grammar in the Real World

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar in the Real
World, pages 45.
Vocabulary
activate
addict
affect AWL
constructive AWL
depressed AWL

financial AWL
percentage AWL
professional AWL
seek AWL
statistics AWL

2 Subordinators and
Adverb Clauses
Grammar Presentation
Reference: See The Teachers Grammar of English,
pages 547556; 566569, Activities 13.

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.
Chart Tip After you have gone over Charts 2.1 and 2.2,
check for understanding of the various subordinators
by writing adverb clauses on the board, for example,
Although they cant afford to keep shopping, Even though
he only bought things on sale, Because the discount stores
are open 24 hours, While shopping addiction doesnt
sound like a serious problem, While the shopping addict
was walking through the store aisles, Since any addiction
can be embarrassing, Since he went to the mall last week.
Have students write main clauses to complete the
sentences. Call on students to write their sentence
completions on the board. Discuss which subordinators
could be replaced with another (because with since or as
with while).

Grammar and Beyond TSR 3

3 Reducing Adverb Clauses

Grammar Presentation
Reference: See The Teachers Grammar of English,
pages 550551.

Cambridge University Press 2012 Photocopiable

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.
Chart Tip After you go over Charts 3.1 and 3.2, write
sentences with reduced adverb clauses on the board and
ask students to write the sentences with the full form,
for example, Being a careful shopper, I always look for
discounts (Since / Because / As I am a careful shopper);
Having lost her credit cards, she can no longer charge
purchases (Since / Because / As she has lost her credit
cards); Before paying for the items, he checked his bank
balance (Before he paid for).

Tips Unit 27 1

Grammar Application

Grammar Application

Writing and Speaking Expansion After Exercise 3.2,

have students use reduced adverb clauses to write about
a shopping trip.
1. Put students in groups of three to discuss an unusual
shopping expedition. Provide questions to guide the
discussion, for example, Have you or someone you
know ever traveled a long distance or gone somewhere
unusual to shop? Where did you / they go? What did you
/ they buy? Describe the expedition.
2. Tell groups to choose one or more of the stories
to write sentences about. Tell them to use adverb
clauses with while, before, after, since, and because.
Have them leave several blank lines below each
sentence.
3. Have groups exchange papers. Tell students to work
together to write reduced versions of each of the
adverb clauses in the story.
4. Call on a student from each group to share several of
the reduced adverb clause sentences with the class.

4 Using Subordinators to Express

Purpose

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.
Chart Tip After you go over Chart 4.1, write simple
main clauses on the board and ask students to use
different subordinators to write endings for them, for
example, I went shopping on Saturday (so that I could
get everything we needed / in order to buy food for the
week).

2 Tips Unit 27

5 Avoid Common Mistakes

Reference: See The Teachers Grammar of English,

pages 552556.

Interact Have students work in small groups to write

eight to ten simple statements using future and past
verb forms. They should complete the statements
using the subordinators from Chart 4.1. When they
have finished, the first student in each group reads
a statement. The next student completes it using
a subordinator and then reads one of his or her
statements for the next person to complete. Tell
students to continue around the circle until all of the
statements have been read.

Beware Students may be confused by the subordinators

with two meanings, since (reason or time) and while
(opposite idea or time). Review these meanings before
they complete their final assignment by providing
sample sentences, for example: Since she loved shopping,
she went to the mall every day (reason) or She has been
tired since she went shopping yesterday (time).

6 Grammar for Writing

Grammar Presentation

Level Up Have higher-level students approach the

writing assignment as a persuasive essay. Tell them to
develop a thesis statement (Shopping at thrift stores
and garage sales is good for consumers and good for the
environment.) and include examples in their paragraph
that support their thesis.
The Unit 27 test and answer key can be found on the
CD-ROM in the back of the Teacher Support Resource
Book.

Grammar and Beyond TSR 3 Cambridge University Press 2012 Photocopiable

UNIT

28

Connecting Information with

Prepositions and Transitions
Technology in Entertainment
prepositional phrase, and the other looks at the
categories on the board and then says which one it
falls under. The first student should ask about all of
the prepositional phrases in random order before they
change roles.

Unit Objectives
Students will learn and practice
connecting information with prepositions and
prepositional phrases, and
connecting information with transition words.

Grammar Application

1 Grammar in the Real World

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar in the Real
World, pages 45.
Note As a class, discuss examples of motion capture
technology that students are familiar with or have
contact with in their everyday lives (video games,
movies, etc.).
Vocabulary
animation
consequently AWL
despite AWL
diagnose
feature AWL
finally AWL
furthermore AWL
generate AWL
movement

realism
realistic
spin
sequence AWL
tight
treadmill
unique AWL
virtual AWL

2 Connecting Information with

Prepositions and Prepositional
Phrases

Grammar Presentation
Reference: See The Teachers Grammar of English,
pages 615623.

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.
Chart Tip After you go over Chart 2.2, reinforce the
meanings of the prepositional phrases by having
students quiz each other. Write the following categories
on the board: emphasizes another idea, gives reasons,
gives alternatives, gives exceptions, and shows contrasting
ideas. Put students into pairs. One student says a

Grammar and Beyond TSR 3

Cambridge University Press 2012 Photocopiable

Writing Expansion After Exercise 2.2, have students

rewrite the sentences using an alternate prepositional
phrase. For example, in number 3, students could
change the sentence from An athletes career could be
destroyed because of injuries to An athletes career could
be destroyed due to injuries. If theres not an equivalent
prepositional phrase, they should leave the sentence
unchanged. Remind students to check capitalization
and punctuation in their new sentences. When students
are done, have them compare their sentences with a
partner. Then have a few students volunteer to read a
sentence aloud to the class.
Speaking Expansion
1. After Exercise 2.3B put students into groups of three.
Give each group 10 index cards or small pieces of
paper. Have them write the following prepositional
phrases on the cards (one phrase per card): as well
as, besides, because of, as a result of, due to, instead of,
except for, despite, and in spite of.
2. Have students mix up the cards and place them
facedown. Students take turns choosing a card from
the pile. Then they read the prepositional phrase and
make a sentence using it.
Tech It Up For homework, have students watch an
animated movie. Encourage them to watch a movie in
English with English subtitles if possible. Have students
write a summary of their opinion about the movie. They
should include answers to the following questions in
their summaries:
1. Overall, did you like the movie? Why or why not?
2. How was the animation?
3. Discuss three strengths of the movie.
4. Discuss three weaknesses of the movie.
Tell them to use prepositional phrases to connect ideas
in their opinion summaries as much as possible. Back in
class, put students into small groups. Have students take
turns describing the animated movie that they watched,
and sharing their opinion summaries.

Tips Unit 28 1

3 Connecting Information with

Transition Words

summarize. Then put the index cards in a hat or cup.

If you have a large class, prepare enough hats / cups
with words for each group of 10 to 12 students to
have one.
2. In class, have students stand in a circle. If you have
a large class, break students into groups of 10 to 12,
and have them form circles. Have the first student
start the chain by saying his or her opinion about a
popular movie, for example, I think The Final Day
has wonderful special effects. The next person in the
circle takes an index card out of the hat and adds
to the opinion, using the transition word or phrase
on the card. The statement must connect to the
previous statement or general idea of the original
opinion. For example, if the next student chooses a
card with on the other hand on it, the statement could
be On the other hand, the plot of The Final Day wasnt
very interesting; if the student chooses a card with
moreover on it, the statement could be Moreover, the
costumes were excellent. Then the next student picks
a transition word out of the hat, and adds to the
opinion using that word or phrase. Continue like this
until you have gotten all the way around the circle.

Grammar Presentation
Reference: See The Teachers Grammar of English,
pages 615623; 629633, Activities 1 and 2.

Teacher Support Resource Book, General Teaching

Suggestions See suggestions for Grammar
Presentations, pages 56.
Chart Tip After you go over Charts 3.1 and 3.2, have
students practice using the transition words in
sentences. Put students in pairs. Have them choose an
animated movie and write five sentence pairs about it.
Each sentence pair should contain one of the transitions
from Chart 3.2. After students have written their
sentence pairs, have volunteers read them aloud to the
class. The class calls out other possible transition words
or phrases they could use in their sentence pair.

Grammar Application

Writing and Speaking Expansion After Exercise 3.3B,

have students share their opinions about movies.
1. Write the following questions on the board: Do you
like animated movies or live action movies better? Why?
Have students write a paragraph about their opinion.
Their paragraph should include details to support
their opinion and contain at least five transition
words.
2. Once students have finished their paragraphs, ask for
a show of hands to see which students like animated
or live action movies better. Then have students get
into small groups and discuss their opinions.
Speaking Expansion Extend Exercise 3.3B by having
students do a role play in pairs.
1. Tell them to imagine that one of them is a talk show
host and the other is a movie critic. The talk show
host is interviewing the movie critic about movies
with animation or special effects. The movie critic
should discuss the two movies he or she wrote about
in Exercise 3.3B.
2. Have students change roles so that they can practice
each part.
3. Have a few pairs volunteer to perform their role plays
for the class.
Interact Play a chain game.
1. Before class, write the following transition words
on individual index cards: in addition, furthermore,
also, moreover, instead, on the other hand, in contrast,
therefore, thus, as a result, consequently, and to

2 Tips Unit 28

4 Avoid Common Mistakes

Beware Some students may overuse the expression on

the contrary. In particular, they may use it when they
should say however. Other students may say by another
side instead of on the other hand.

5 Grammar for Writing

Level Down Assist lower-level students in writing their

paragraphs by guiding them in creating outlines first.
Offer them the following format and have them fill in
the details individually:
1. Topic sentence: thesis statement
2. Three details/ideas that support your thesis
3. One argument that challenges your thesis and why it
is not a good argument
4. Conclusion: summary of your thesis and the
supporting details
Have students use their outlines to help write their
paragraphs.
The Unit 28 test and answer key can be found on the
CD-ROM in the back of the Teacher Support Resource
Book.

Grammar and Beyond TSR 3 Cambridge University Press 2012 Photocopiable