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TeachertsGuide
VirginiaEvans- JennyDooley
Pearson Education Limited
Edinburgh Gate
Harlow
Essex CM20 2JE
England
and Associated Companies throughout the world.
www.pearsonlongman.com
The rights of Virginia Evans and Jenny Dooley to be identified as authors of this Work has been asserted by
them in accordance with the Copyright, Designs and Patents Act 1988.
All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, or transmitted in
any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the prior
written permission of the Publishers.
Key to terms
5 = student p. = page
5s = students open pairs = students in random pairs
Ex. = exercise closed pairs = students sitting next to each other
Lesson guidelines Using New Round-Up
Choose exercises from the Grammar Practice
New Round-Up is a fun, practical English book that practise or revise the language that you
grammar practice book that supplements your have Gust) covered in your coursebook. Within
coursebook . It is perfect for extra grammar each unit of the Grammar Practice book there is
practice at the end of a lesson or as homework. no need to do all the exercises. Simply choose as
New Round-Up is straightforward and easy to many as you like and have time for.
use. It is designed to be used with students who The exercises can be done by simply following
are studying English in different situations. Levels the instructions in the Grammar Practice book ,
1-3 are for students at the early stages of English with students writing in the answers. Or, when
language learning. there is time in class, you can do them orally first:
with the whole class, in pairs, or in groups.
New Round-Up 1 English Grammar Practice is
divided into nineteen units, each of which focuses Oral practice
on one area of grammar. Within each unit there
are clear an colourful grammar reference boxes It is a good idea to do the exercises orally first,
and a series of straightforward, mainly write-in then in writing . English spelling can be confusing.
activities to practise the grammar. Every second By starting with oral practice, students get a
unit there is a Progress Check, which gives chance to hear how words sound and concentrate
students the chance to consolidate what they on the meaning before they have to be concerned
have learned in each section. Throughout the with the form.
book there are team games, which allow students
to have fun while they learn English . Whole class
This updated version provides Progress Checks Give students some time to look at the exercises
and a Revision section. Use the Progress Checks before they have to do them out loud. Then ,
to help you and your students identify the select students at random. If students do not
grammar points that need further explanation and know who will be asked to speak next, they will
practice. You can use them in two ways: have to pay closer attention and concentrate on
1. As a diagnostic test to help you identify all the exercises in case they are chosen next.
grammar points that students have difficulty This whole class practice works well with many of
with. the exercises, for example Unit 5 Exs. 1-3 ('this /
2. To help students identify the grammar pOints that' and 'these / those'), Unit 6 Ex. 3 ('there is / there
they need to revise and practise before they do are') and Unit 17 Ex. 3 ('how much / how many').
the Revision at the end of each section .
The Revision section provides exercises which Pairwork
test students' progress and comprehension of
grammar points and also prepares them for a Many of the exercises can easily be done by
test after every two units. students in pairs. This ensures that everyone gets
the chance to speak. There are several different
Your Teacher's Guide has the answer key to the ways to vary the pairwork. There are two variations.
exercises in the Grammar Practice book and a set
of photocopiable tests with keys as well as 1. The simplest way of doing the exercises in pairs
quizzes which are to be taken after each unit. is to get students to work together in closed
Students will be well prepared for these tests pairs to complete the exercises orally first, then
once they have successfully completed the in writing. When most of the students have
appropriate revision unit. finished , check the answers in open pairs so
that everyone in the class can hear. Unit 4 Ex. 2
Level 1 of New Round-Up Grammar Practice is (the verb 'to be'), for example, give students
accompanied by a CD-ROM. practice in pronouncing English names as well
as grammatical structure.
2. Some of the exercises can be done in closed Extra games
pairs as mini-dialogues - orally first, then in
Team games
writing - and finally checked in open pairs.
Having students practise the mini-dialogues in Some of the exercises can also be adapted for
closed pairs helps them build up their team games. Examples of these are Unit 2 Ex. 3
confidence and allows you to wander round and Ex. 6 (plurals), Unit 3 Ex. 4 (personal pronouns)
the classroom and monitor and correct their and Unit 7 Ex. 9 (possessives).
errors before they have to speak in front of the
whole class. e.g. Plurals
At this level the exchanges are quite short, for The teacher divides the class into two teams and
example Unit 4 Ex. 7 (the verb 'to be'). For item 3 says nouns in the singular. In turns members of
Student A asks, 'Are they horses? ' and Student B each team say the plural of the words. Each
replies , 'No they aren 't. They're elephants. ' correct answer gets one point. The team with the
most points is the winner.
Unit 11 Ex. 10 (,present simple'), Unit 12 Ex. 14
(,present continuous') and Unit 18 Ex. 3b ('some
The never-ending game
/ any') are also useful for mini-dialogue practice.
This game is a good way to practise the verb
To vary the pairwork, try dividing the class into
'have / have got' (Unit 10). One student starts by
two big groups. The two groups take turns
saying what he/she has got. The next student
chanting the sentences. This can get noisy!
goes on to say what the previous student has got,
adding what he/she has got:
Groupwork
S1 : I've got a dog.
You may want to give students extra practice by
S2: She's got a dog and I've got a cat.
putting them into groups to do the exercises orally
S3: He's got a cat and I've got a bird.
first and then in writing. Select a few groups to
present their exercises to the class. Exercises with You might want to make this more fun by
several sentences (such as Unit 12 Ex. 11 (,present encouraging students to think of unusual or funny
continuous') and Unit 13 Ex. 5 (,present simple· - animals (penguins, elephants) or objects.
present continuous') are good for this type of work
because everyone in the group has a chance to Grammar boxes and tables
speak.
The grammar boxes and tables sum up the key
In addition, exercises such as Unit 10 Ex. 8 ('have / grammar points in each unit. Students can refer
have got') and Unit 11 Ex. 8 ('likes and dislikes' in to these while they are doing the practice
the Present Simple) can be extended and done in activities and later when they are revising .
groups by replacing the names in the grid in the Encourage them to use the boxes and to reread
book with the names of the students in each them often .
group. And in the case of Unit 11 Ex. 8 you can
also change the foods listed in the book to foods Guessing new words
your students are interested in.
Students should be encouraged to use their own
In groups, students ask each other whether they like language and words that they already know in
the food and put a tick (.I) or a cross (X) in the box. English to guess the meaning of new vocabulary.
When everyone's likes and dislikes are recorded the Recording new vocabulary in sets, for example by
students write sentences about each other. At the topic, can help students remember it.
end of the activity, each group chooses one student
Additionally, it is useful for students to look at the
to report back to the whole class.
illustrations, cover any labels and try to predict
what each word might be in English before they
do the exercises.
New Round-Up 1 Key
1 A",:, An 3 2 fish B glasses 14 sandwiches
1 2 a 5 an B a 11 an 3 strawberries 9 babies 15 boxes
3 an 6 a 9 an 12 a 4 knives 10 dishes 16 people
4 a 7 an 10 a 5 radios 11 feet 17 deer
6 buses 12 toys 1B oxen
2 2 an 5 an B an 11 an 7 apples 13 leaves
3 an 6 a 9 a 12 an
4 a 7 a 10 a 4 butterfly on the table: orange
butterfly between the two flowers: brown
3 a an butterfly under the bench: red
butterfly behind the cat: blue
bag notebook atlas butterfly in front of the bag: green
ruler pen eraser
book 5 Ss listen to the song and they sing along.
~[I] ~
4 5 we 9 it 13 it
~G 7 ~ R F
U
S
E
2 2 's
3 're
4 's
5 's
6
7
're
'm
S
~ PIA 3 Long Form Short Form
s~
H
L E A 1 are not aren't
2 are not aren't
S 3 is not isn 't
5 2 sheep 5 foot B woman 4 is not isn 't
3 fish 6 people 5 are not aren't
4 teeth 7 children
4 2 isn 't 4 isn't 6 aren't
6 2 two sheep 5 four children B three feet 3 aren 't 5 isn 't 7 isn't
3 four mice 6 five teeth
4 three fish 7 two people 5 2 g 4 a 6 b
3 e 5 d 7 c
7 ·s bags, boys, elephants, owls
aren't - are
6 1 is 6
·es boxes, tomatoes, watches, glasses 2 isn 't - is 7 aren't - are
·ies strawberries, cherries, babies, butterflies 3 aren't - are B isn 't- is
4 aren't - are 9 aren't - are
·ves wolves, scarves, knives, leaves 5 isn 't - is 10 isn 't - is
other children, feet, men, mice
7 3 No, they aren 't. They're elephants.
4 Yes, she is.
Progress Check 1 (Units 1-2) 5 Yes, I am.
12a 4a 6a Ba 6 Yes, it is.
3 an 5 an 7 an 9 a 7 No, they aren't. They're lions.
B Yes, I am. / No, I'm not. I'm (ten).
2 2 sheep 4 watches 7 children
3 cherries 5 teeth Progress Check 2 (Units 3-4)
1 2 C 4 8 6 A B 8
3C 5A 78 9C
New Round-Up 1 Key
3 2 They're the men's cars. 8 2 Emma and Ben have a computer, a camera and a
3 They're the dogs' tails. mobile phone. They don't have a TV.
4 It's Tom 's jacket. 3 Clare has a TV, a camera and a mobile phone. She
5 It's the teacher's desk. doesn't have a computer.
6 They're the children's bags. 4 Ann and Bill have a TV, a computer and a mobile
phone. They don't have a camera.
4 2 Birds can fly. 4 Fish can swim.
3 Cats can't read. 5 Snakes can't walk. 9 3 Have you got flowers? Yes, I have.
4 Has she got a car? No, she hasn't. She 's got a bike.
5 2 Can they cook? No, they can't. 5 Has Tom got a guitar? Yes, he has.
3 Can she run? No, she can't. 6 Have you got a kite? No, I haven 't. I've got a radio.
4 Can he drive? Yes, he can. 7 Has he got a ball? Yes, he has.
8 Have they got hats? Yes, they have.
6 Kate 2 Nine 3 Spot 4 Three 9 Has the girl got a camera? Yes, she has.
10 Has the clown got bananas? No, he hasn't. He's got
7 Ss listen to the song and sing along. oranges.