Free download fundamentals of english grammar

Perhaps you could tell them to cover page 13 with a sheet of paper. One of the points in using previews is for students to discover what parts of a chart they do and do not already know. As you discuss the correct answers in class perhaps written on the board by volunteers , iterate the spelling rule each item illustrates. During class discussion, give the students the pronunciations of the endings and have them practice saying them themselves.

The Workbook provides additional practice. Emphasize when -es is and is not added. Tell them you know that they look like they should be pronounced similarly, but that English has some funny little oddities, just as any other language. In fact, some of the most common short words in English are the most unusual in spelling and pronunciation e. As with most things, frequent use has caused them to change shape.

Ask the students to find the subjects and verbs in the sentences. The ability to recognize subjects and verbs is essential to their successful use of this textbook. Note that each is always grammatically singular; it is immediately followed by a singular noun.

The second verb also needs to agree with the singular subject. Charts and The principal purpose of this exercise is to get students up, moving, and talking to each other while they are focusing on the correct use of the target structures.

The vocabulary in this practice will be difficult for many of the students; vocabulary development is one of the intentions. You could ask for and answer questions about the meanings of words prior to the students doing the practice, or you could leave them on their own as they explain to each other the meanings of the words with the aid of their dictionaries.

Both approaches to vocabulary discussion have their own advantages. A teacher can give quick and accurate information; in peer teaching, the students have the chance to practice various communication skills. An alternative way of handling this exercise is to write out the items yourself on slips of paper and simply pass them out.

This approach shortens the time needed to explain the directions. If you have more than 24 students in your class, you will need to add more items of your own. If you have fewer than 24 students, some students will have two slips of paper that they will need to find matches to. You may wish to add to the directions that the student whose slip has the subject of the sentence should do the writing on the board.

Once all the sentences are written on the board, you may wish to ask students to underline the subjects and verbs. The sentences can also be used for pronunciation practice.

If class time is limited, this exercise can be assigned for out-of-class written homework. Automobiles cause air pollution. A rubber band stretches when you pull it. A hotel supplies its guests with clean towels. Newspaper ink stains my hands when I read the paper.

Oceans support a huge variety of marine life. A bee gathers nectar from flowers. A hurricane causes great destruction when it reaches land. A river flows downhill. An elephant uses its long trunk like a hand to pick things up. The simple present and the present progressive. Encourage the students to use their imaginations and make free associations in interpreting what is going on in the pictures—whatever comes into their minds that is related to the pictures.

The answers given below are only samples; the students will create different responses. The illustrations are intended as a spur to spontaneous talk in which the target structures are practiced.

If working in pairs or small groups, the students do not need to be closely monitored to make sure the directions for the exercise are being followed exactly. Almost any conversation involving the pictures and the target tenses is good. For example, in the example for Exercise palm tree, tropical island, drops of water, splash, kick, elbow. The girl is kicking a soccer ball. She probably plays soccer frequently.

Soccer is a sport that both boys and girls enjoy. The man is cooking something. Cooking requires skill and experience. The man is whistling. He is driving a taxi. He probably drives a taxi every day. The baby is sitting in a high chair.

The man probably kisses the baby every day before he goes to work. Parents show affection to their children by kissing them. The woman is pouring a glass of juice.

She probably pours a glass of juice every morning for breakfast. Juice is part of a healthy breakfast. The little boy is crying because his ice cream fell out of the cone. He probably cries a lot when things happen that make him unhappy. Children cry when bad things happen. The woman is dreaming about herself. In her dream, she is smelling flowers. She is smiling, both in the dream and in real life. She probably dreams a lot.

Most people dream every night, but not all dreams are happy like this one. The woman is tying her shoe. She looks like a runner. She probably runs often. Running is good exercise. The man is climbing a mountain. He probably climbs mountains frequently. Mountain climbing requires a lot of skill and equipment. The men are running. They probably run for exercise.

She looks comfortable on it; she probably rides a motorcycle often. Motorcycles are fun to ride. The man is hitting a golf ball. Golf is a difficult game to play well. The intention of this chart and its terminology is simply to inform the students that certain common verbs are usually not used in the progressive form. It presents only a few common verbs.

Nonprogressive: I like tea. Progressive verbs vs. Chart This exercise emphasizes non-action i. Do you need. Do you want 3. Do you believe. Do you like. Are you trying. Do you really think. Chart Discuss the meaning of the short answers. A short answer is often followed by more detailed information or another question that keeps the conversation open. A short answer might cut off the dialogue and appear a bit rude in everyday conversational situations.

Refer students to Chart , p. Do your friends write. Are the students taking. Does the weather affect. Is Jean studying.

Does Jean play. Is she. Do you play. It is good practice for students to listen and reply without reading from the text.

Yes, I do. Yes, they are. Yes, I am. Yes, it does. Yes, it is. Review: present verbs. Chapter 1 See the Introduction, p.

All of the items in this exercise are dialogues. Two students can be asked to read the two roles. Are they watching. Do you hear. What are you thinking about? Do you see. Do talking. Do you know. 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.

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Fundamentals of English grammar Home Fundamentals of English grammar. Author: Betty Schrampfer Azar. Fundamentals of English Grammar,. Read more. Fundamentals of English Grammar. Longman Fundamentals English Grammar. David Perell — Write Of Passage 2. Alix burton — Good Energy World Wide.

Related posts:. Cryptography Fundamentals : Modern Security and Cracking. August 26, at am. Kingofcourse Kingofcourse says:. Numerous exercises have been added to provide more incremental practice.

Students do not have to wait for longer passages to work with meaning. All end-of-chapter tasks include writing tips and editing checklists. While keeping the same basic approach and material as in earlier editions, the fourth edition more fully develops communicative and interactive language-learning activities.

Some of the new features are: Innovative Warm-Up exercises that precede the grammar charts and introduce points to be taught Structure-based listening exercises ranging from casual speech to more academic content A wide selection of readings that highlight the target grammar structures Greatly expanded speaking practice with extensive pair, group, and class work Writing activities with models for students to follow Corpus-informed syllabus that reflects the discourse patterns of spoken and written English Audio CDs and Listening Script in the back of the Student Book.

No other language has ever scaled this height. It is the language that encompasses everything in the world.