Cover design: Monika Popowitz. The Library of Congress has cataloged the book as follows: Azar, Betty Schrampfer. Understanding and using English grammar. Azar, Betty Scrampfer, Basic English grammar I Betty Schrampfer Azar. -- 2nd ed. D. cm. 1ncludes indexes. ISBN ISBN (v. For the Azar Companion Website, visit longmanxom/gmmmanxchanga. Longman English Success (englishsucnrsxom) offers online courses.
|Language:||English, Spanish, French|
|Genre:||Business & Career|
|ePub File Size:||26.52 MB|
|PDF File Size:||9.69 MB|
|Distribution:||Free* [*Regsitration Required]|
PDF Drive is your search engine for PDF files. As of today we have 78,, eBooks for you to download for free. No annoying ads, no download limits, enjoy . Staff credits: The people who made up the Understanding and. Using English Grammar, Fourth Edition, Teacher's Guide team, representing editorial, production. GRAMMAR. Third Edition with ANSWER KEY. BB. Longman. Betty Schrampfer Azar . Understanding and Using English Grammar Workbook, Second Edition.
On a paper, you will have the answers written in see below. Again, notes or suggestions for variations are often contained within the description of the activity. When do you think you will get married? In some cases, the students will work in pairs. The first student who makes a cross wins third row down and third row across. Board, 2 markers or pieces of chalk Dynamic: How can I get there by car?
This manual was issued in , but you can safely say that so far is one of the best textbook for Third Edition. These PowerPoint presentations are visual aids for teachers to use in class. They are correlated to the text and contain all new content for every grammar chart in every chapter. Color, animation and photographs are used in effective and exciting ways to enhance your existing lessons.
Fundamentals of English Grammar by Betty Schrampfer Azar is a developmental skills text for lower-intermediate and intermediate students of English as a second or foreign language. It combines clear and understandable grammar information with a variety of exercises and activities. I wanted to find a way to speak directly to students who were using a computer program. To do this, I came up with the solution of creating grammar characters, You can turn to it for notes on the content of a unit and how to approach the exercises, for suggestions for classroom activities, and for answers to the exercises.
Grammar based. The proven texts that students and teachers love to use and retain as valuable grammar references beyond the classroom. Understanding and Using English Grammar is a developmental skills text for students of English as a second or foreign language. While focusing on grammar, it promotes the development Book with answer key, Teacher's Guide.
For nearly forty years, Understanding and Using English Grammar has been the go-to grammar resource for students and teachers alike. Its time-tested approach blends direct grammar instruction with carefully sequenced practice to develop all language skills. New to This Edition Pretests at Book with answer key, Audio, Teacher's Guide.
New to This Edition Pretests at the This is a reference grammar for students of English as a second or foreign language. With a minimum of terminology and a broad table of contents it seeks to make grammar essential essential understandable and easily accessible. Pearson Education, Fundamentals of English Grammar is a developmental skills text for lower-intermediate and intermediate students of English as a second or foreign language.
Overview of Verb Tenses. Present and Past, Simple and Progressive. Perfect and Perfect New to This Edition Choose one student to come to the front of the class. This student will be given an identity and will give clues to the class. Before starting the game, discuss strategy with the class.
Tell them that the student who is giving clues will give the most difficult clues first and the easiest last. Many people like me. You can watch me. It is or I am done outdoors.
You need a mitt to play. If the class guesses the identity, it wins. If the class cannot guess the identity after a preannounced number of clues between 5 and 10 , the student wins.
Send one student out of the room. Give the class an identity for that student, discuss clue strategy, and go over possible clues. When the student returns, the class members begin giving clues. Otherwise, the class wins. Prepare one card for each student. The words should be large and in dark ink so that all the students will be able read them.
Depending on the size of the class, you may have to duplicate cards or play in two rounds. For example, divide the class in half and have the first group come to the front of the class. When they are finished, have the second group come up. The students form a circle, either sitting or standing. Ask who has the best memory. I never eat fast food. I always brush my teeth. I seldom study for tests. Student 1: Student 2: I always brush my teeth, and Jae never eats fast food.
Student 3: I seldom study for tests, Akiko always brushes her teeth, and Jae never eats fast food. Student 4: I usually go to bed at 11, Maria seldom studies for tests, Akiko always brushes her teeth, and Jae never eats fast food. Any soft ball or beanbag Dynamic: Arrange students in a circle, either standing or at their desks.
Ask a question using a frequency adverb, and toss the ball to a student. Do you always eat breakfast before coming to class? How often do you wear jeans to class? The student who catches the ball must answer, using a frequency adverb in a complete sentence. The same student then asks a question with a frequency adverb and tosses the ball to a classmate.
Frequency adverbs Materials: Worksheet 6 Dynamic: Give each student a copy of the worksheet, and have students interview each other, writing the answers on their worksheet. Have the pairs work together to do Part 2. Share answers from Part 1 with the entire class. Check the answers for Part 2 and discuss any incorrect ones with the group. Magazines or catalogs Dynamic: Small groups Time: Divide the class into groups of three or four.
Give each group several catalogs or magazines. You may want to ask each student the previous day to bring in a magazine or catalog. Have each group make ten sentences, using a form of to be or to have.
The man has a hat. The man is tall. Have the groups read their sentences aloud while showing the class the pictures the sentences describe. To make it a competition, the first group that shows you 20 correct sentences wins. For a higher group, you may want to assign more sentences. Worksheet 7 Dynamic: Groups Time: Cut up Worksheet 7 into separate situations. Divide the class into groups of approximately four, and give each group a different situation card.
Instruct the groups to make a list of things they need and want for the situation on their card. You may want to limit them to five items each. Each group reads its situation and tells what it needs and wants, and why. You may fill in the blanks on the worksheet before distributing to the class, or the class can name a popular singer and actor.
Teams Time: Divide the board in half. On each side, write the words progressive and nonprogressive. Divide the class into two teams. Have each team form a line. The first person from each team comes to the board. Call out a verb. The students check either progressive or nonprogressive. Have students check in front of the words on the board.
You will have to erase the checks between rounds. After each verb, the students at the board are replaced by two more students for the next verb. The team with the most points at the end of the game wins. Both speed and accuracy are important. Call out a verb, and toss the ball to a student. The student who catches the ball answers progressive or nonprogressive, then tosses the ball to another classmate while calling out another verb. Worksheet 8, or small pieces of paper similar to Worksheet 8 Dynamic: Cut up Worksheet 8 into activities, or make your own.
One student comes to the front of the class, draws a piece of paper with an activity on it, and acts out the activity silently. The students can take turns acting out the activities, or you can divide the class into teams. If the team guesses correctly in the allotted time 30 seconds?
This keeps all students involved. If you make up your own activities rather than using the worksheet, make the activities involved. Worksheet 9 or pictures with a lot of activity going on Dynamic: Small group Time: Give each group the same picture, or put it on an overhead. Instruct the groups to describe the picture in as many sentences as possible in the time allowed, using the present progressive.
The sentences must be grammatically correct and accurately depict what is happening in the picture. Each group reads its sentences or writes them on the board.
The group with the most correct sentences wins. Give each group a different picture. Variation 2: Follow step 2. Continue until all groups have written sentences for all pictures. Score the correct answers as in step 3. Good sources for pictures are a picture dictionary especially if the students have the same one , lower-level student ESL books containing drawings for students to discuss or write about, and magazine advertisements. Sample answers: Have the class speculate on what their family members are doing at that time.
Ask questions of students at random. Is your mother making breakfast? Is your mother working? Is your brother watching TV?
Is your brother attending classes at the university? Be sure the student provides only the names of family members in step 2 and does not give any additional information. Just have each student give the relationships: I have a brother and a mother. Each student writes a one-sentence description of a classmate on a piece of paper, without giving the name of the person being described.
She is wearing sandals. He has a mustache. She is wearing a dress and has short hair. Take turns reading the descriptions aloud. The other students try to guess who is being described. Ask students to imagine a place where they would like to be. Sometimes it helps to play music, but this may influence them. Have them close their eyes and imagine this place in great detail: What are they doing?
How is the weather? What do they see? Where are they sitting or standing? Who is with them? Give them several minutes to think about this place. Have them take a piece of paper and write a description of what they just imagined, beginning with the place they imagined.
They can write as informally as they want. Ask for volunteers to read or tell about the place they would most like to be. You may want to demonstrate by telling them where you would most like to be and what you see yourself doing there. Give each group the same or a different topic to complain about. They must use always in their complaints. The groups make as many complaints as possible before you tell them to stop.
Topic a: The teachers are always assigning too much homework. The teachers are always giving too many tests. Topic b: My brother is always leaving his dirty clothes on my bed. My brother is always telling me what to do. Have each group read its list of complaints aloud. Duplication for classroom use is permitted. Worksheet 2: Has more brothers than sisters. Speaks more than two languages. Has a pet. Is not from a large city. Is older than you. Is wearing socks. Walks to school.
Has a car. Likes to dance. Likes fast food. Has a name that begins with the same letter as yours. Drinks coffee. Is married. Has a birthday in April. Is afraid of spiders. Yes, they do. No, I am not. Yes, he is. Yes, she does. Yes, she is. Yes, it is. Yes, it does. Mall information desk: Bus information: What are your hours?
Which bus goes to b. How do I get there? Is there a bus stop nearby? How much does it cost? Is there a store c. Which bus goes to the name in the mall? Are there any restaurants in d. Are there special buses for the mall? Airline information: Is flight 62 on time? College information line: At what gate does it arrive?
When does the semester begin? Which terminal is it in? Is it too late to register? How do I get to the airport? Do I have to register in person? Is there short-term parking? Ticket booth: Do you have tickets for 7. Are you open on Sundays? How much are they? Can you send them to me? How do I get a library card? Can I buy tickets at the door? Do you have student rates? Is there parking nearby? County fair information office: Hospital information desk: What dates are you open? What are visiting hours?
Are children allowed? How many people can visit at d. How can I get there by car? PART 1: Answer with a frequency adverb whenever possible. How often do you go to the movies? How often do you play soccer? How often do you eat Mexican food? How often do you brush your teeth? How often do you eat breakfast?
How often do you visit your mother?
How often do you go to the library? How often do you go to the bank? PART 2: Read the story together and circle the correct answer. John lives in San Marcos. He works in a restaurant.
He works six days a week. After work he plays soccer or baseball with his sons. She goes to school three nights a week.
Sometimes she can go only one night a week because her children are sick or she has to work late. She works late only one or two nights a month. John seldom works. True False 2. John usually plays with his sons. True False 3. True False 4. She rarely studies. True False 5. She almost never works late. What do you need?
What do you want? You are getting married. You are stranded on a desert island. Drink a cup of coffee or tea. Drive a car in rush-hour traffic. Pick up trash alongside a busy Put on make-up.
Do sit-ups. Lock a door.
Eat spaghetti. Meet a friend unexpectedly. Play with a kitten. Take your dog for a walk. Use a computer. Past 2. Worksheet 10 Dynamic: Divide students into pairs. Have them read the situation together and fill in the blanks with a past form of to be.
Assign the roles of police officer and witness or have the students choose. As a class, brainstorm some questions using a past form of to be that the police officer might ask the witness.
Was the thief tall? Were you across the street from the office? Where did the thief go when he left the office? Have the two students practice asking and answering questions. For a low class, you may want to copy the list of questions in the worksheet. Worksheet 10 optional Dynamic: Four are blank.
Divide the rest of the class into groups of four or five. The four without the X should think of answers or an alibi for the questions they will be asked. This can be used as a follow-up to Detective 1 in a high- beginning class, or it can be used as an independent activity.
Worksheet 11 Dynamic: Divide the class into groups of four. There is no right answer. The most logical suspect based on the given information is John Peters, but if the students can come up with good reasons for another suspect, their answer should be accepted.
This activity is meant to be open-ended. The students decide which testimony has the most validity. Give each student a card with the simple form of a different verb, written large. You may mix irregular and regular pasts, or just focus on irregular past forms. Have students sit or stand in a circle.
Instruct them to think of a sentence that uses the verb on their card. They will have to remember the sentences, so they should not be overly long. Students hold their cards facing the circle at all times. Continue around the circle. The last student repeats all the previous sentences. I needed to buy groceries yesterday. I ate breakfast at 7: I drove to the mountains last weekend, she ate breakfast at 7: No writing is allowed; students must focus on what their classmates are saying.
Large groups Time: Give each student a card with the simple form of a verb written large. The verbs may have regular or irregular past forms, or you may use a mixture. The students supply the past form.
Put students into groups of five or six. Give each group a sentence to begin their story. Going around in their circle, the students each add a sentence to their story, using their verb.
The stories may be serious or funny, but they should make some sort of sense. Starting sentence: Yesterday, I decided to go to the park.
I saw an old man sitting on a bench. The old man was reading a newspaper. The newspaper fell off the bench when the old man got up. After the groups have finished, they may repeat their stories for the class, write their stories, or just end the activity in the groups. Have each group write five short answers on a piece of paper. The groups exchange papers with another pair or group and then create questions for their answers. Return the papers to their originators and have the group or pair that created the answers now check that the questions written by the other group or pair are good matches for their answers.
Board Dynamic: Write a list of descriptive adjectives on the board. You might give a real or fictitious example of your own. Tell the class that you will read their stories aloud, so they should not get too personal unless they are prepared for everyone to know. Students should not sign their papers. I had a terrible evening. I ran out of gas and walked in the dark to a gas station, but it was closed. I had to wait for someone to pass by and help me.
The most embarrassing thing I did was to talk about the teacher when she was standing behind me! Collect the papers and read them aloud. The students other than the author should guess who wrote which experiences.
Short video Dynamic: Choose a video of no more than 30 minutes. Tell the class to pay close attention to the story.
After the class watches the video, put them into small groups of no more than four. You can list difficult vocabulary on the board or give them a handout. Or you may want to circulate and answer questions about vocabulary as they arise.
The students discuss the video they watched and retell the story in writing. Each group chooses one recorder, but all group members check over their finished draft. Delete any words on the pages. Put the students into small groups and give one copy of the pictures to each group.
This is a review game for irregular past forms. The game can be played to review all irregular verbs, or you can limit students to the one or two sections they have just memorized. Call out the simple form of an irregular verb and toss the ball to a student. That student says the simple past form. Then he or she tosses the ball to another student, who provides the past participle. This second student then calls out a new verb and tosses the ball to a classmate.
The third person must both finish the chain and start a new one. Encourage students to toss the ball easily. Also, if the ball comes close to a student, he or she must attempt to catch it, not avoid it. For lower levels: Board, 2 markers or pieces of chalk Dynamic: Divide the class into two teams and have them line up on either side of the classroom.
Write the same list of irregular verbs simple form on each side of the board, but list them in different order. The first student from each line goes to the board and chooses any verb to write in the past form.
Limit this to either the simple past or past participle. Each student can do only one new past form, but may correct any of the answers previously written. Spelling counts. The object is for the team to write the irregular past forms for all the simple forms. The first team to finish correctly wins. If you have limited board space or are using a stand-up board that might not work well for this activity, an alternative is to use tag board strips.
The students write the irregular past form next to the word strip. Using tag board strips also makes it easy to arrange the words in different order on the two sides of the board. New exercises on form and meaning. Open-ended tasks for both speaking and writing. Two Appendices, one with phrasal verbs, one with preposition combinations. Workbook devoted solely to self-study exercises.
Student Book available with or without Answer Key. Song Lessons for Fundamentals of English Grammar Basic English grammar.