Grammar Friends 5 Teachers' Book(1).pdf

Tim Ward

Teacher’s Book

Great Clarendon Street, Oxford OX2 6DP

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ISBN: 978 0 19 478010 0 (Teacher’s Book)

ISBN: 978 0 19 478016 2 (Student’s Book Pack)

Printed in China

ACKNOWLEDGEMENTS

Tests written by : Rachel Godfrey

Introduction and notes for teachers

Grammar Friends is a six-level series of grammar

reference and practice books for children aged from

about six to about twelve, taking them from beginner to

elementary (CEF A2) level.

Grammar Friends 5 and 6 centres on the main character,

Ryan Casey, his four friends Martin, Tommy, Beth and

Maddy, and the Casey family.

The exercises

The exercises challenge pupils to make use of their

understanding of the meaning of the grammar as well

as their ability to manipulate grammatical forms.

This is why pictures are important. With the limited

linguistic resources at your pupils’ disposal, pictures are

a useful tool to help them diferentiate between the

meaning of too and enough , for example.

The books can be used as supplementary support and

resource material in class or at home and can be used

alongside any primary course for beginners. Each unit

introduces an element of English grammar through

a picture or series of pictures with speech bubbles or

captions. The grammar is then explained in simple

language, with additional examples if necessary. This

is followed by exercises increasing in diiculty from

straightforward concept check exercises or formation

exercises to complete sentence writing or sentence

manipulation activities. At levels 5 and 6, each unit is six

pages long and covers two or three grammar points.

Pupils are expected to use correct punctuation in the

exercises in Grammar Friends 5 . They are also expected

to use short forms wherever it is most natural to do so

and to put the apostrophe in these.

The units can be used in any order, depending on the

syllabus being followed. However, where there is

more than one unit on a particular grammar topic you

are advised to follow the sequence indicated by the

numbers in brackets alongside the topic description (see

the Student’s Book contents list and the irst page of

each Student’s Book unit).

Most exercises have a completed example for pupils

to follow. Example answers are not given in exercises

where pupils are required to write about themselves.

In exercises where a list of words or phrases to be used

is given, the word used in the example is crossed out to

indicate that it has been ‘used’. In exercises where the

instruction is to ‘look’, pupils may sometimes have to

look at an illustration elsewhere on the page, or on a

facing page.

Each topic is carefully broken down into separate

elements, as is appropriate for primary pupils. For

example, reported speech is irst presented with two

simple tense changes in unit 7 of Grammar Friends 5 .

Further tense changes are introduced in unit 10 of

Grammar Friends 6 .

The review units

After every three units there is a review unit. These are

four-page units of exercises which provide additional

practice of the grammar topics presented in the three

preceding units. There is no new grammar material

presented or practised in these units. They can therefore

also be used as progress tests to check that learners have

remembered what they have learnt.

Sometimes it is appropriate for pupils to see the bigger

picture, so occasionally the grammar explanation will

introduce elements of the topic that pupils are not

expected to use in the exercises. Sometimes there are

reminders of the grammar that they will probably have

covered in earlier units. The pencil with the exclamation

mark is used to signal these reminders as well as to

highlight other important points.

The Teacher’s Book

This Teacher’s Book contains the answers to the

exercises in the Student’s Book. There are also ive

photocopiable tests. Four of the tests are a single page

and cover three units each. The inal test is a review of

the grammar covered in the whole book and is two pages

long. The answers to the test questions are supplied.

The contexts and situations

The grammar is presented within everyday contexts,

usually related to a particular family or group of

friends of the same age as the learners. The contexts

or situations will probably be familiar to pupils from

their own lives and from the other materials they use in

class. Because the vocabulary is familiar, pupils will be

able to concentrate on the grammar. At the lower levels

the vocabulary sets in each unit are small, but at the

higher levels it is assumed that pupils will have a wider

vocabulary.

The CD-ROM

The student’s CD-ROM contains simple interactive

exercises with instant feedback that learners can do at

home on their own. The exercises are grouped in sets

of three units (in a similar way to the review units) and

there are also multiple-choice tests on the grammar

topics covered in the book.

Teachers and parents can be assured that the contexts

and situations are appropriate for primary pupils

who are learning the importance of good moral and

social values at home and at school. The action in the

grammar presentations and in the exercises in

Grammar Friends 5 © Oxford University Press

Introduction

Notes on the units

Review 1

The irst review unit covers all the grammar presented in

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Starter Unit: My best friends!

Exercise 3 is slightly more challenging revision of the

units 1, 2 and 3 of Grammar Friends 5 .

The coverage of each exercise is as follows:

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1 – The present perfect (airmative)

2 – The present perfect (questions with ever )

3 – The present perfect (short answers)

4 – The present perfect with for and since

5 – The present perfect and past simple

6 – The present perfect with already , yet , before and just

7 – The present perfect with already , yet , before and just

8 – Comparative and superlative adjectives

9 – (not) as … as …

10 – Too and enough

past simple than the two previous exercises. Students

must look at exercise 2 and extract the necessary

elements from each frame in order to formulate

sentences with the past simple and time expressions.

Explain to students that they may not need to use

all the information available in exercise 2 in order to

complete exercise 3.

Exercises 4 to 7 all require students to select the

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correct tense in order to complete the sentence.

It will be a great advantage if students are conident

doing this before they start working on the rest of

Grammar Friends 5 , as they will frequently be asked

to choose the correct tense.

Unit 4: The world around us

In exercise 12, pupils are required to think of their own

short answers to the questions. It is suicient for them

just to answer with short answers, but if you would like

to encourage further use of the target language, you

could ask your pupils to make sentences telling what

they used to or didn’t use to do.

Unit 1: Making things

The irst grammar presentation in this unit includes

a box that refers pupils to the irregular verb table on

page 96 of Grammar Friends 5 . It is worth drawing

your pupils’ attention to this verb table, as they will

ind it useful throughout the Grammar Friends course,

and they may need to turn to it regularly when

completing exercises in many units of their books.

In exercise 4, pupils are asked to make statements

Unit 5: The environment

In exercise 4, pupils may prefer to go through the

exercise writing the questions, then look at the

pictures and return to the start of the exercise in order

to answer those questions with short answers. The

short answers they write in exercise 4 will dictate the

sentences that are written in exercise 5.

Exercise 8 provides pupils with two forms of practice

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and questions. They will be able to work out which

prompts require which structure by realising that the

prompts including ever are questions and that the

prompts including never are statements.

Pupils should use the pictures in exercise 5 to work out

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of the present continuous with future meaning. First

of all, they must identify which verbs are in the

present continuous with future meaning, and then

they must understand which verb is used in each case

in order to write the base form of that verb as their

answer.

the short answers to the questions that they write.

Some answers are provided. They should then use

this information to write sentences in exercise 6. The

questions with negative short answers in exercise 5 will

be transformed into negative sentences in exercise 6,

and the questions with positive short answers will be

transformed into positive sentences.

Unit 6: Day trip

In exercise 1, pupils must decide who would have

Unit 2: On the stage

Exercises 9 to 12 require students to choose between

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said each of the statements: Ryan or Martin. In

order to work this out, pupils must irst read and

fully understand the captions included alongside

the artwork at the top of the page. Some of the

statements in exercise 1 are not explicitly covered in

these captions, so pupils must use their powers of

deduction in order to answer the questions.

Note that the noun ‘the family’ is treated as a

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the present perfect and the past simple. Exercises

9 and 10 do this in the same situation. Note that

exercise 11 deals exclusively with negative forms and

exercise 12 deals exclusively with short answers.

Unit 3: Carnival!

Pupils will be very familiar with the concept of

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singular noun throughout the Grammar Friends series.

In frame 2 of exercises 8 and 9, you may need to

remind pupils of this, as only the singular is given as a

correct answer in the answer key.

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comparative and superlative adjectives by this

point in their grammar learning, but this unit is the

irst time that longer comparative and superlative

adjectives and (not) as … as … have been introduced.

Exercise 1 revises some of the short adjectives with

•

which pupils will be familiar whilst simultaneously

introducing some common longer comparative and

superlative adjectives.

In exercise 9, pupils need to write question forms for

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the numbers that include a question mark.

Notes for teachers

Grammar Friends 5 © Oxford University Press

•

Review 2

Exercise 4 may be diicult for some pupils. It might help

•

1 – Reported speech with pronouns

2 – Reported speech with pronouns and time

expressions

3 – Said or told

4 – First conditional (airmative and negative)

5 – First conditional (airmative and negative)

6 – First conditional (questions)

7 – May , might and could

8 – Have to

to do the irst two frames as a whole class with one or

two more conident students before allowing the rest of

the class to continue with the exercise individually.

The coverage of each exercise is as follows:

•

1 – The past continuous (airmative)

2 – The past continuous and past simple (airmative)

3 – The past continuous and past simple (questions)

4 – Used to

5 – Will and won’t statements

6 – Will and won’t questions and short answers

7 – The present continuous with future meaning

(all forms)

8 – Be going to (airmative sentence completion)

9 – Be going to (negative)

10 – Be going to (questions)

11 – Be going to (sentence writing)

Unit 10: Life in the past

Before pupils start working on any of the exercises in

this unit, you might like to draw their attention to the

spelling of no one , to avoid mistakes later on. Monitor

their spelling of this word throughout this unit.

After the second presentation, exercises 9 to 11

•

progress gradually from a simple concept-check

exercise in exercise 9, to sentence completion in

exercise 10 and inally on to sentence construction in

exercise 11.

Throughout the exercises practising question tags,

Unit 7: First aid

In exercise 4, pupils must decide which of the statements

in the wordpool are most likely for each of the people

listed in the exercise. Pupils need to understand the

statements, then convert the appropriate statement into

reported speech.

In exercise 8, there is no speciied ‘speaker’ for

•

pupils must remember to include question marks at

the end of sentences wherever they are not provided.

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Unit 11: Making a ilm

Pupils may need to refer to the verb table on page

numbers 2, 5 and 8. Monitor the progress of your

pupils closely with this exercise. When there is no

speciied speaker, tell students to mark ‘–’ in the

speaker column (see answer key). Some of the items

in this exercise are intentionally challenging in order

to really test students’ understanding and use of

reported speech.

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96 of Grammar Friends 5 throughout this unit. You

may wish to point to the tinted box on page 80 as a

reminder that they are able to turn to page 96 for

help if they need it.

Before your pupils start exercise 5, make sure they

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know that news in number 9 is an uncountable noun.

Unit 8: Our favourite food

In exercise 6, pupils must make both clauses of the

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Unit 12: Famous inventions

The answers to the questions in the presentation in

sentences in exercise 5 negative and write complete

sentences themselves. Monitor your pupils when they

do this exercise, and make sure they include a comma

after the if -clause in each sentence.

In exercise 7, students are given prompts to write irst

•

the second grammar box are as follows:

The irst plane was invented by Orville and Wilbur

Wright.

Television was invented in 1925.

The car was invented in Germany.

The telephone was invented on 10th March 1876.

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conditional sentences. In some frames they must write

the if -clause at the start of the sentence and in other

frames they must write the will / won’t clause irst.

Once again, pay attention to their use of the comma

after the if -clause and help your pupils correct their

sentences as they go along.

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1 – Indeinite pronouns

2 – Indeinite pronouns

3 – Question tags

4 – The passive (present simple)

5 – The passive (present simple) sentence

transformation

6 – B y and with

7 – The passive (past simple) with by and with

8 – The passive (present simple and past simple)

9 – The passive (present simple and past simple)

questions

10 – The passive (past simple) with wh-questions.

Unit 9: Possibilities

Exercises 10 to 12 all refer to the character of Ahmed,

who appears in the second grammar presentation in

this unit. In exercise 10, pupils must decide whether

to use an airmative or negative form to complete

each statement. In exercise 12, they must read the

information provided about Ahmed in exercise 10 in

order to be able to answer the questions they will

have completed in exercise 11.

Notes for teachers

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Review 3

The coverage of each exercise is as follows:

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Review 4

The coverage of each exercise is as follows:

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