Fundamentals of english grammar pdf download

This is an excellent resource for all students who wish to learn, write and speak English language from zero level to an advanced level. A perfect English resource for self-study, the series follows a guided-learning approach that gives students access to a full answer key with model answers. Developed by experienced IELTS tutors, the series takes into account the specific language needs of learners at this level.

A lower-level exam practice book designed to improve the level of students who plan to take the IELTS test in the future. This book has been designed to help you learn English in an easy and proper way. This is a clearly structured introductory English learning book intended to offer readers an advanced fluency in both spoken and written English.

English pronunciations are given in easy way helping the readers to understand the complexities of English pronunciation. They have tried many methods, attending classes, learning how to pronounce every single word and even getting a private English tutor to improve their spoken English, yet they still have a hard time pronouncing English words correctly or feeling too nervous to speak. The Best Proven Way to Learn and Speak English This book does not just tell you what is required but also gives details and exercises for success.

If you follow the book and do the exercises, you will quickly see your speaking improve. You will be given the knowledge and resources, but you must use the methods if you want to improve your English speaking. This book has been divided into sections and each section has been further divided into lessons. Also, exercises are given at the end of every lesson for pra. Score: 4. This is an excellent resource for all students who wish to learn, write and speak English language from zero level.

Perfect for self-study, the series follows a guided-learning approach that gives students access to a full answer key with model answers. Also, exercises are given at the end of every lesson for practice and solutions at the end of the book. If one of those sounds familiar to you, perhaps you have found the right book. This book is essential for you to break through and not only improving your spoken skills but developing them so well regardless of your age.

On top of that, these guidelines can be used nearly effortlessly. This item is intended as a fun pronunciation activity. Error analysis: present verbs. Chapter 1 Students can benefit from rewriting the entire passage and incorporating the corrections. The corrected passage can be written on the board by volunteers. Today he is driving to a small town north of the city to visit his aunt. He loves to listen to music, so the CD player is playing one of his favorite CDs—loudly.

Omar is very happy: he is driving his own car and listening to loud music. She thinks Omar is a wonderful nephew. She loves his visits. He tries to be helpful and considerate in every way. He usually stays for a few hours and then heads back to the city. He kisses his aunt good-bye and gives her a hug before he leaves. Omar is a very good nephew. They learn to associate the simple past with actions that were completed at a specific time before the present, and the past progressive with actions that co-occurred with other actions at some time before the present.

They also practice some of the irregular forms and the spellings that arise in these verb tenses. Review of present verbs and preview of past verbs. Chapters 1 and 2 Exercise 1, an introduction to Chapter 2 and a review of Chapter 1, a. Identify the names of the tenses used in the items and iterate for your students the meanings or ask them to explain what the verb tense means in the particular sentences.

All of the sentences are connected to a single context; they are numbered for ease of class discussion. Charts and present the forms. Charts and present the pronunciation and spelling of -ed, as well as the spelling of -ing forms. You may wish to work out your own presentation of the information in these charts using your own examples written on the chalkboard, leaving the charts solely for reference for the students.

You may wish to proceed quickly or even directly to Exercise 2, emphasizing the points presented in Charts through during the course of the exercise, referring to the charts only if necessary. On the chalkboard, you might show a statement and a question: He worked yesterday. Did he work yesterday? Then make a circle around -ed and draw an arrow from -ed to did.

Point out that -ed has moved away from work and has now become the word did in a new position. The same change can be illustrated for the simple present, where the -s moves away from the main verb and joins do to become does at the beginning of a question. You could use the sentence He works every day to show this. Present and past time: statements and negatives. It is also intended to prepare the students for the oral work in the next exercise. Students can do this exercise as seatwork individually, in pairs, or in groups prior to class discussion.

You might ask the students to name the tenses in each item. In this textbook, terminology is not intended to be memorized or tested. But it does help teacher—student communication considerably if the students learn such basic terminology as the names of these three tenses. See the Workbook, Practices 3—6, for concentrated work on these forms.

I live in an apartment. I walked to school today. Shakespeare wrote Romeo and Juliet. I was in class yesterday. Rocks sink, and wood floats. The teacher walked into the classroom yesterday.

Spiders have eight legs. Pair work is also possible, especially in a large class. Be sure to present only inaccurate information. This exercise is not a drill. Get the students talking and enjoying themselves without their having to rely on the written text to understand the speaker. Repeat the cue sentences as often and as slowly as necessary. While some students find aural cues easy and exercises like this fun, others want to hang on to the written text with all their might. Gently demonstrate to them that they can indeed learn to understand spoken English and will be understood when they respond.

Model the sounds and ask the class to repeat them. Encourage the students to exaggerate the final sounds during the exercises. Paying attention to the spoken sounds of these endings greatly benefits students in their written English. Pronunciation of -ED endings. Chart Students need an opportunity to come up with their own answers. They could do the entire exercise as seatwork first, or you could simply give them time to write the answer to each item before it is discussed.

Be sure students practice the items aloud. Chart In this exercise, one student could be asked to say the word and another to write on the board the symbol for the ending he or she heard. The rest of the class could judge the correctness of the pronunciation and the written symbol. Rather than the teacher affirming the correct pronunciations in this exercise, that responsibility can be given to the students.

When the students are pronouncing sentences with these words, you might point out to them that -ed sounds are unstressed and can be difficult for the unalert or unaware ear to hear.

At the end of the exercise, you could ask one student to read the entire list and have the rest of the class monitor his or her pronunciation. Also, you can model the sounds for the students to repeat one more time. In North America, when children want something to come true, they cross their fingers and make a wish. Demonstrate the rules on the board and relate them to the examples in the text.

Suggestions for additional examples: a use, phone; b count, turn; c join, shout, need; d drop, grab; e open, order; f refer, permit; g stay, annoy; h marry, pity; i lie [Die, tie, lie, and belie are the only common verbs that end in -ie. Control follows rule f : the second syllable is stressed, so the consonant is doubled: controlled, controlling. Cancel and travel follow rule e in American English: the first syllable is stressed, so the consonant is not doubled: canceled, canceling and traveled, traveling.

But the -l is doubled in British spelling: cancelled, cancelling and travelled, travelling. Another similar spelling variation is worshiped, worshiping in American English and worshipped, worshipping in British English. You can tell the students that they are correct whether they double the consonant or not in these particular words.

Always consult a dictionary when necessary! Chart Immediately follow the discussion of the chart with individual seatwork, taking small groups of items at a time e. Discussion of the correct answers can be done in groups or pairs, or can be teacher-led.

One or two students might work at the chalkboard, then everyone can check the correct spelling. The students will not know the meaning of some of the words.

Tell them they can figure out the spelling without knowing the meaning. Discuss the meanings only after discussing the spelling.

Exercise 7 includes the rules illustrated by examples a through d in the chart. Exercise 8 covers the rules illustrated by examples e through i of the chart. Exercise 9 is a summary. See Chart for spelling rules.

Two parts may be the same make, made, made. All three parts may be the same put, put, put. Explain that see has more than one meaning. You might also mention that the -ing form has another use, i. Many of them are high frequency. Chart contains common irregular verbs. For a longer list that includes more of the less frequently used verbs, consult Understanding and Using English Grammar, Chart , p.

Most educated speakers of English can recite the principal parts of most of the irregular verbs. The students at this level should already know many of the more common irregular verbs. It would be profitable for the students to memorize a few new ones every day.

And of course practice is essential. You might take three minutes a day to conduct a quick drill: say the simple form and have the class say the other forms from memory, developing a kind of rhythmic chant. Choose new verbs each day and include a few that were difficult from earlier days. Answer questions about meanings as necessary.

The irregular verb emphasis in this chapter is on the simple past form. Some other verbs not included in the chart that are regular in AmE but have variant spellings with -t in BrE are leant, leapt, learnt, spelt, spilt, spoilt. Simple past: irregular verbs. Chart These two exercises should be assigned as homework before class discussion, or they could be done as seatwork prior to discussion.

In this kind of controlled cloze, the students need to read for meaning, then supply the appropriate word and form. After class discussion of each of these, you might conduct an oral review, books open or closed. For example: How did Olga get to school?

Response: She rode her bicycle. Other examples of questions for an oral review: What did Frank do because he was thirsty? Do you remember that Alex had an accident while he was fixing dinner? He hurt his finger. What happened? Obviously, an oral review is not a normal conversation, but it does require students to get their noses out of their books and engage in listening and speaking practice.

Exercises 10 and 11 have the same format but different verbs. The text divides this practice activity into two sections to allow for variation in ways the teacher chooses to handle them. Perhaps Exercise 10 could be done as seatwork or pair work followed by an entire class discussion, then Exercise 11 used for group work or homework. Simple past. Encourage your students to respond in a relaxed, fluent manner, taking risks and not worrying about making mistakes.

Mistakes in language learning are natural and normal, and should be viewed only as opportunities for learning. In terms of keeping the pace lively, this exercise works best if teacher-led. Group work, however, allows more students more opportunity for interactive speaking and listening practice. Simple past: questions and short answers.

Did you go. Did Mark Twain write. Did you eat. Simple past: questions and short answers; irregular verbs. They should just relax and get in the conversational rhythm of question, short answer, full answer. The purpose is to provide comfortable practice using the simple past of irregular verbs. The students should understand that they can get valuable experience using target structures in exercises such as this, even with other learners who sometimes make mistakes.

Their goal of fluency in English comes closer every time they use the language. Past time. The purpose of the directions is to get them to think about various things they did.

When you correct the compositions, you might want to reproduce some of the errors the students made in use of simple past verbs and use them for discussion. Students should be told not to identify themselves when their sentences with errors are presented to the rest of the class for discussion. Prior to handing the compositions in to you, the pairs may enjoy exchanging compositions so they can see what the other student wrote about them.

At this same time yesterday, I was sitting in this chair. Sometimes, in fact, when can mean while: When I was living in Nepal, I ate rice every day. Still, making a sharp distinction between when and while can help students at this level learn the differences in meaning between the simple past and the past progressive. The text uses when as a cue for the simple past in an adverb clause and while as a cue for the past progressive in an adverb clause.

Prior to that chart, time clauses used in the exercises begin with either when or while. Simple past and past progressive.

Charts and This exercise is intended as an extension of Chart It provides further examples for discussion of the form and meaning of the past progressive compared to the simple past. Using the past progressive. Charts and This exercise requires a teacher to organize and conduct it.

You need to get two students doing two things at the same time. One has to begin an activity and continue it as the other begins and ends an activity. When they both finish, other students describe these activities, using the simple past and the past progressive. While A was writing a note to. While A was talking to. While A was looking out the window, B asked A a question.

While A was whistling, B left the room. While A was drinking a glass of water, B came in the room. Present progressive and past progressive. Charts , , and Point out the similarity between the two progressives: they both describe events in progress in relation to another time or event.

The only difference is the time frame, present or past. Present and past verbs. Chapters 1 and 2 The principal purpose of this practice is for the students to see the relationships between present and past verbs. Part I is told from a present-time perspective; the students are given a present-time setting and a dialogue. Part II reports the same events from a past perspective.

Reminder: See the Introduction, p. Verb tense and irregular verb review. Chapters 1 and 2 This exercise concentrates on past verbs with an emphasis on irregular verbs , but also includes present verbs. In a long cloze exercise such as this, it is important that the students prepare their completions prior to class discussion and that the review of the correct answers in class proceeds apace.

Discuss the correct spelling of words that might cause problems: dropped, spotted, hopped, sobbed, swimming, etc. EXPANSION: Another possibility is to have the class retell the story in a chain: one student begins the story with a sentence or two, then the next student says what happens next, then a third continues the story, etc.

Often animals are characters. Item 3: The story-writing can take place over several days as the paper makes its way through the class. Its principal purpose is fun and involvement. Students should be encouraged to be humorous. Small classes twelve or less can all work on the same story. Larger classes should be divided into groups of eight to ten.

When the story is completed, you can make various uses of it to encourage editing and revising skills. If possible, put the story on a computer all the class has access to. Discuss punctuation. Point out that a time clause is not a complete sentence.

It cannot stand alone. It must be connected to a main or independent clause. I went to bed is a complete sentence. After I finished my work is not a complete sentence.

You might want to demonstrate this. The other conjunctions in this chart as soon as, while, and when are not used as prepositions. For example after the students perform these actions : Maria raised her hand as soon as Po raised his hand. As soon as Anna sat down, Marco sat down.

Past time clauses. Chart This is an exercise on complex sentence structure and punctuation. It is intended to provide further examples for discussion of the grammar in Chart It can be done as seatwork leading to board work.

Before I left my apartment this morning, I unplugged the coffee pot. OR I unplugged the coffee pot before I left my apartment this morning. Until I was seven years old, I lived on a farm.

OR I lived on a farm until I was seven years old. As soon as I heard the doorbell, I opened the door. OR I opened the door as soon as I heard the doorbell. While the rabbit was sleeping, the fox climbed through the window. OR The fox climbed through the window while the rabbit was sleeping. When the fox climbed through the window, the rabbit was sleeping. OR The rabbit was sleeping when the fox climbed through the window. When it began to rain, I stood under a tree.

OR I stood under a tree when it began to rain. While I was lying in bed with the flu, my friends were swimming at the beach. OR I was lying in bed with the flu while my friends were swimming at the beach. While my friends were swimming at the beach, I was lying in bed with the flu. Point out how useful adverb clauses are to show time relationships between activities. Using complex structures, in this case time clauses, allows students to expand their repertoire in expressing relationships between ideas in their writing and speaking.

Smith was changing the oil in the car] 4. This appears to be an area of English grammar still in flux. Given the lack of agreement on this matter, this text presents both forms as possible and correct, with the edge given to the one cited in the most recent corpus-based reference works.

Questions and negatives using used to are of low frequency. Some students want to pronounce both the -ed and the t, but this is not done. Chart Some of the mistakes in form represented in this exercise may derive from confusions between be used to and used to. The intention is for the students to focus solely on used to as the habitual past and not confuse it at this point with a comparison to be used to.

It may not, however, be possible and perhaps not even desirable, depending on the level of the students to avoid a discussion of the two similar structures during this exercise.

Margo was used to teach 4. Where did you use d to live? Did you use d to 7. Chart Again, this exercise is an extension of the chart, intended to provide further examples for discussion.

Statement, question, and negative forms are practiced. Where did you used to live? Where did you used to work? Did you use d to work 5. Chart Students have to read for meaning and think some of these items through, so they need time to prepare before class discussion. Chart The intention is that the topics be springboards to open conversations that include spontaneous use of the target structure.

Chart This exercise requires independent, creative use of used to and some thought and insight on the part of the students. They might come up with ideas more easily in groups than in individual writing. They also practice expressing future time in adverb clauses of time and condition, plus reviewing present and past verb forms.

The goal as always is to present and explain structures with a minimum of terminology. The hope is that the students will leave their formal study of English one day with good control of its structures; most terminology can and probably will be soon forgotten. Preview: future time. Much of this will probably be review for students at this level. If you conduct this exercise with the whole class, ask for several completions for each item.

Students can call out their sentences. They are often, but not always, interchangeable. Their differences in meaning are presented in Chart Then the text deals with will. Chart presents will probably, may, and maybe as ways to communicate less certainty, which might satisfy some objections.

As a side note on cultural attitudes toward predicting the future, three hundred years ago in Great Britain, predicting the weather was a crime punishable by death burning at the stake as a witch. One use of shall is to show great determination, e. Otherwise, will is used with all subjects to express simple future time in AmE.

For centuries, no distinction existed in actual usage. When learners force gonna, it may sound as though they are speaking careless, nonstandard English. The appropriate use of gonna will develop as the students gain experience with the language.

OR: I going to the market tomorrow, in which the present progressive is used to express future time. See Chart Charts and This exercise is a quick check on the written forms of be going to: statement, negative, question, and short answer. Are you going to finish. Price going to talk.

Charts and The purpose here is oral practice with typical conversational questions and answers about the future. Speaker B should be encouraged to answer truthfully, but some students enjoy using their imaginations and making up funny answers.

Where are you going to go after your last class today? Are you going to have pizza for dinner tonight? What are you going to do this evening? When are you going to visit my hometown?

Are you going to visit name of a place sometime in the future? What are you going to do this coming Saturday? What time are you going to go to bed tonight? What are you going to wear tomorrow? Are you going to wear your raincoat tomorrow too? How long are you going to stay in this city? Are you going to take a trip sometime this year or next? Where are you going to go, and what are you going to do? Review of verb forms: past, present, and future.

Chapters 1 and 2; Charts and This is a straightforward review of the forms of past, present, and future verbs: affirmative, negative, question, and short answer. Students can work in pairs and then read their dialogues aloud. One pair can write their dialogue on the board for ease of discussion of the correct forms.

The sentences the students create can be silly and imaginative. This is an exercise on form; the emphasis is not on realistic dialogue, although the students are indeed practicing structures commonly used in typical everyday conversations. I fed birds in the park yesterday. Do you feed birds in the park. I feed. Do you also feed goldfish in the park every day? Did you feed goldfish. Yes, I did. I fed. Did you also have a picnic in the park yesterday? Are you going to have a picnic in the park tomorrow?

Are you also going to feed the birds in the park tomorrow? Present, past, and future. Chapters 1 and 2; Charts and This is a review of the simple present, present progressive, simple past, past progressive, and be going to or will if a student wishes.

Students may spontaneously use present tenses to express future time or use other verb forms, such as modal auxiliaries. That is fine. Draw tense diagrams on the board to assist the review. Ask for more than one response to each item.

Pursue interesting responses. To keep students alert and interested, occasionally ask one student what another student has said. Other comments: In item 4, point out that every day an adverbial expression is spelled as two words.

It is spelled as one word when it is used as an adjective, e. Items 6 and 8 the day before yesterday and the day after tomorrow may require a calendar written on the board to ensure clarity of understanding. Item 7 tonight can invite the use of present tenses if your class is taking place in the evening.

Mention that contractions are natural in conversations, both formal and informal. In fact, fluent speakers of English find it impossible not to use them; speech without contractions sounds stilted or bookish. Forms with WILL. Chart The sentences in both exercises are intended as models for everyday spoken English. Ask the students to repeat after you. One of the reasons learners study grammar is to enable them to understand normal contracted speech, e.

You might point out that a common mistake in student production is a statement such as Bye. I see you tomorrow. It is helpful for students to know how to qualify their statements about the future.

Adding probably to will is one common way. Using may or maybe are other common ways. In Chapter 5, the students will learn other ways of qualifying their statements about the future by using other auxiliaries might, should, can, etc.

At this level, the text asks students to gain mastery of usual, fundamental patterns of English. They can and will add variations as they gain experience and fluency. Sureness about the future. Chart Pair work allows for maximum student participation and practice. Teacher-led work allows for explication, modeling, correction, and interaction with a native or near-native speaker. Both are valuable approaches. Teacher-led oral exercises usually take less class time.

Encourage the students to go beyond what is suggested in the items to discuss their ideas of what the future will be like. Perhaps each group could agree upon two or three original predictions for one or more or all of the items and report them to the rest of the class. The intention here is to start the students talking about the future; it is hoped that future verb forms will occur spontaneously and correctly.

I need that piece of chalk. Remind students that often there is no difference in meaning between will and be going to. There are other differences between will and be going to and, in particular, other uses of will that the text does not address. As is true of most other modal auxiliaries, will is a complicated word with a variety of meanings and uses. What the text intends is to engender a basic understanding and usage ability of the two, laying the groundwork for more sophisticated use of these structures as students gain experience with the language.

Students can prepare the exercise as seatwork, singly or in pairs, immediately after the discussion of Exercise See Chart , p. For example, both of the following express the same action going to class tomorrow : Main clause: I am going to go to class tomorrow. Time clause: Before I go to class tomorrow,.

Write the main clause on the board. Then add Before at the beginning to change it to a time clause and demonstrate how the verb has to change. They should feel that your statement is incomplete. A main clause is a complete statement, but a time clause must be attached to a main clause. Point out that the form of a verb in a time clause is simple present, but the meaning is future. Emphasize that will and be going to are not used in a time clause. The learners may have logic on their side, but they must accept and learn traditional usages that have developed as English has evolved.

Will in an if-clause is close to the meaning of a polite question with will: Will you make the sandwiches? If you do, I will pour the drinks. Is that agreeable to you? Future time clauses and IF-clauses. Chart The focus is on verb forms in the subordinate clauses. Students need to identify the structure of the sentence in order to correct the verb form errors.

When you are in Australia next month, 7. Future IF-clauses. Chart Students might use something other than will or be going to in the main clause. Any verb expressing future time is fine: can, should, might, etc. This is a kind of mental exercise. It is used by computer programmers, statisticians, financial planners, weather forecasters, and ordinary people every day. They try to imagine various results from certain conditions. This can be done before Exercise 17 because it is not necessary for the students to change the verb form that you give them.

Change the topic after two or three students participate. If I have. If it rains. If it is. If the teacher is. Chart The students state intentions, perform actions, and describe these actions using adverb clauses of time. Chart This exercise connects real actions with the meanings of until and as soon as while providing an opportunity for listening and speaking practice.

Listening carefully and being able to communicate heard information are important parts of this kind of exercise. Only students whose English is of a high level compared to the rest of the class should be group leaders. Most classes would benefit from the teacher leading this exercise.

As soon as B knocks on the door, A is going to get up and walk to the door. Review of time clauses and IF-clauses. Writing about the past and the future. Chapters 2 and 3 You could use this for quick practice with time clauses and verb forms, having the students write short paragraphs of less than words in class.

You might concentrate on only these two areas when marking papers. It could also be used for homework, with each paragraph to words or more in length. Next, then, later, and after that do not introduce adverb clauses. They show the time relationships between two independent sentences: these words are sometimes followed by a comma. To distinguish between after and after that: Example: I watched TV. After that, I went to bed. In the example, that is a pronoun that refers to the entire preceding sentence.

After I went to bed. Some common ones are bring, build, eat, call, finish, get, give, make, meet, move, send, start, visit. The speaker knows at the moment of speaking what his plans are for the future. The speaker is expressing a future event based on present knowledge. When the present progressive is used to express future time, usually be going to is equally possible but not vice versa: not all situations in which be going to is used can also be expressed by the present progressive.

Using the present progressive to express future time. Chart Point out the future time words or the context that gives a future meaning to the present progressive form.

A: are. A: am going future B: are. A: am leaving future A: am spending future. Chart This exercise takes only a short time. Its intention is to have the students use the target structure in talking about their lives. Writing: using the present progressive to express future time.

Chart The purpose here is to practice expressing future time using a present verb form. Perhaps think of other situations besides travel plans in which native speakers would be likely to use the present progressive for future time and ask the students to write about those too: plans for this evening, plans for this weekend, plans for a coming student party, etc. Using present verb forms to express future time. Charts and Point out that the simple present can carry the same meaning as the present progressive or be going to in expressing future time, as in item 1.

Also point out that its use in expressing future time is limited to special situations outlined in Chart ; it is not always interchangeable with the present progressive or be going to to express future time, as illustrated in item 2, where the situation does not deal with a schedule or timetable, but rather is simply a statement of intention about the future.

In Chapter 13, the students are taught that gerunds, not infinitives, immediately follow prepositions. This is a special case i. In other words, about followed by an infinitive has a special meaning. The chimpanzee is about to eat a banana. The airplane is about to land. The woman is about to answer the phone.

Chart This exercise provides spontaneous situational practice in which the students pretend to be about to do something just as you did when you were presenting Chart To facilitate practice, you might want to write cues on slips of paper and hand them out.

Preview: parallel verbs. Chart 3 This exercise can be used for seatwork and serves as an introduction to parallelism as presented in Chart Parallelism is revisited and expanded in Chapter 9 in units on connecting ideas with coordinating conjunctions. Parallel verbs. Chart This exercise calls attention to parallel verbs for all the tenses presented to this point: simple present, present progressive, simple past, past progressive, simple future, and be going to. In the answers given below, the auxiliary verbs in parentheses are typically omitted.

You might want to point out what words have been omitted so that students can see the source of the correct verb forms i. Review: verb forms. A: is ringing B: know A: Are you going to answer.

Do you want. A: is. Are you speeding B: am driving A: is passing 8. A: Will the sun keep. Error analysis: summary review of present, past, and future time. I do not like the food in the United States. I used to get up 5.

I study hard every day, but my English is not improving. Everyone enjoys 7. I studied English in my school in Hong Kong before I came here. I like to travel. I am going to go to Now I am studying at this school and I living with my cousin.

I am always meet my friends in the cafeteria, and we talk about our classes. When I wake up in the morning, I turn on the radio before I get up. I am live with. They have four children. I want to tell you about Oscar. He is my cousin. He came here four years ago. Before he came here, he studied statistics in Chile. When he left Chile to come here, he came with four friends.

They studied English in Ohio. Then he went to New York and stayed there for three years. He graduated from New York University. Now he is studying at this school. Long ago in a faraway place, a lonely man moved into a new neighborhood.

His first project was his new garden. He began to work on it right away. He wanted to make a perfect garden. One day some friendly neighbors and their children visited the man in his garden and helped him with the work. They planted flowers and built a small bridge across a little stream. All of them were very happy while they were building the bridge and working on the garden. The man was especially happy because he was no longer lonely.

While they were playing, one of them stepped on a flower. Suddenly the man got very angry and told everyone to leave. All the neighbors left and went back to their own homes. After that, the man built a wall around his garden and locked the gate. For the rest of his life, the man sat alone in his garden every evening and cried. Are you planning 4. Future time. Chapter 3 Following discussion of Exercise 35, have the students write fortunes using will that one might find in a fortune cookie.

Place them in a container. Ask each student to draw out a fortune and read it aloud. Use this discussion of fortunes to lead into an explanation of the assignment for Exercise Ask your students if there are fortune-tellers in their cultures.

Ask them if they believe there are people who can predict the future. Talk about fortune-tellers in your experience, perhaps discussing the North American stereotype of a middle-aged or older woman wearing scarves, brightly colored clothes, and a lot of gold jewelry who reads palms or tea leaves or gazes into a crystal ball.

The writing assignment suggests that the students write in second person, as though they were speaking to the person whose future they are predicting, but writing in third person would be fine too. Perhaps you can tell the students to write in the form of a letter to the person and to begin their writing by explaining imaginatively their powers for predicting the future. This practice is intended to be written, but you could change it into an oral exercise done in small groups.

One student at a time could be a fortune-teller and tell fortunes for others in the group. It is a useful feature of the language because it gives us important information about the sequence of events, their completion or continuation, their duration, and their relationship to the present time or to another time in the past.

The section on the past perfect, which is an infrequently used verb form, comes at the end of the chapter and is intended only as a minimal introduction. You may choose to delay this chapter until later in the term. It is included here because many teachers prefer to present Chapters 1 through 4 as a single unit on verb tenses, but the chapters do not need to be taught in the order they are presented in the text.

Less advanced classes might benefit from skipping to Chapters 5 and 6 at this point and then returning to Chapter 4 later. Chapter 5 Asking Questions does contain some exercise items with the present perfect and present perfect progressive; however, the fact that students have not studied these tenses prior to doing Chapter 5 does not present a pedagogical problem. It is beneficial for students to get exposure to structures prior to concentrated study of them.

Review and preview: present and past verbs. Name the present perfect and past perfect when they occur in the blanks and explain that they are the focus of this chapter.

Give an introductory overview of the two tenses. Some students may not be familiar with the use of have as an auxiliary verb. Most students at this level find these two verb tenses difficult to understand and use.

Past participle. Chart 4 -1 The verbs in this list are the ones used in the initial form-and-meaning exercises in this chapter. It is helpful for students to know these past participles while they are working on the form and meaning of the present perfect.

Concentrated work on other irregular past participles begins in Exercise Point out that the past participle is the main verb. A teacher can present a variety of interrelated information that a text needs to present step by step. Forms of the present perfect. Chart 4 -2 This is a straightforward exercise on form but also intended for teacher presentation of the meaning of the present perfect.

The questioner is not interested in exactly when such a thing might have happened. Have you ever stayed. Have you ever met. Has Tom ever visited. Has Ann ever been. For example: Has Jim already eaten lunch? Yes, he has. Has Ann eaten lunch? The text moves slowly. Students need time to digest meanings and uses of the present perfect. They also need practice with the past participles of irregular verbs, which begins with Exercise The difference is that the present perfect is used to express a situation not an action that began in the past and continues to the present when stative non-action verbs are used.

The present perfect progressive is used to convey the same meaning for activities, but uses non-stative verbs. Present perfect. Chart 4 -3 The purpose of this exercise is to discuss the meaning of the sentences while acquainting the learners with the usual spoken contractions. Note that the simple past and present perfect are not interchangeable in examples a , c , and d. Simple past vs. Chart 4 -4 So far you, the teacher, have been providing repeated explications of the meanings of the present perfect.

Now the text assumes that the students have sufficient understandings of differences in meanings between the simple past and the present perfect that they can explain these themselves. In discussion-of-meaning exercises, students find their own inventive ways of expressing meanings. The others all mention specific times in the past, so the simple past is used. In g , Ann no longer has her bike; the simple past conveys that something began and ended in the past.

For example, Ann had a red bike from to In h Sue still has her bike; she acquired it two years ago from the present date. Uncle Alex is dead. Grandpa is still alive. Chart 4 -4 By this point, this exercise should be a piece of cake for the students, who should do the explaining during the discussion of this exercise. The text is trying to emphasize repeatedly that the present perfect and the simple past both express past occurrences, with the difference being unspecified vs. Chart 4 -4 Compare and discuss the two tenses in each item.

Has Antonio ever had. Ask a question that elicits the present perfect, then follow up with one that elicits the simple past as shown in the example. Pursue interesting responses; encourage spontaneous conversation. There is no need for them to read the questions. The grammar emphasis here is on adverbial expressions frequently used with the present perfect in both questions and statements.

You might mention that lots of times is informal spoken language.