Grammar Steps 3 by Les Éditions CEC

English as a Second Language

Secondary 3

P S t E S3

Grammar

Margaret-Anne Colgan Monique Mainella Michael Oâ&#x20AC;&#x2122;Neill

Activity Book

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tAB L E

Contents

How to Use Grammar Steps 3 . ................................ IV

Unit 1 The Simple Present Tense Step 1 Observation ...................................... Step 2 Affirmative Form ..................................... Step 3 Negative Form ....................................... Step 4 Question Formation ................................. Step 5 How to Use the Simple Present .................. Step 6 Extra Practice .................................... Final Step Writing: Your Life . ..................................

6 8 10 12 14 16 19

Unit 2 The Present Continuous Tense Step 1 Observation ...................................... Step 2 Affirmative Form ..................................... Step 3 Negative Form ....................................... Step 4 Question Formation ................................. Step 5 How to Use the Present Continuous ............ Step 6 Extra Practice .................................... Final Step Writing: Call to Action ............................

20 22 24 26 28 31 33

Unit 3 Numbers, Collective Nouns

and Quantifiers Step 1 Observation ...................................... Step 2 Numbers . ............................................. Step 3 Collective Nouns .................................... Step 4 Quantifiers ............................................ Step 5 Comparative and Superlative Forms of Quantifiers .........................................

34 35 37 39 40

42 44 46 48 50 51 53

Unit 5 The Future Forms Step 1 Observation....................................... Step 2 Future with Will, Affirmative and Negative .... Step 3 Contracted Forms: Will and Will Not ......... Step 4 Be Going To: Affirmative and Negative Forms . .................................... Step 5 Question Formation.................................. Step 6 How to Use Will and Be Going To ............ Final Step Writing: The Future: The Way I See It .........

54 55 57 58 59 61 63

Unit 6 Phrasal Verbs Step 1 Observation....................................... Step 2 Transitive and Intransitive........................... Step 3 How to Use Phrasal Verbs ........................ Step 4 Three-Word Phrasal Verbs.........................

64 65 67 69

Unit 7 Adjectives and Adverbs Step 1 Step 2

Observation I .................................... 72 Adjective Form........................................ 74

Observation II ................................... Adverb Form .......................................... How to Use Adjectives and Adverbs........... Extra Practice .................................... Writing: Painting With Words ..................

76 78 80 82 83

Unit 8 Modals Step 1 Observation I .................................... Step 2 Affirmative Form ..................................... Step 3 Observation II ................................... Step 4 Negative Form........................................ Step 5 How to Use Modals................................. Step 6 Extra Practice .................................... Final Step Writing: Live Better! ................................

84 86 88 90 92 94 95

Unit 9 Prefixes, Suffixes and Root Words Step 1 Observation ...................................... 96 Step 2 Prefixes: Form and Usage . ....................... 97 Step 3 Suffixes: Form and Usage . ....................... 99 Step 4 Root Words: Form and Usage . ................. 101

Unit 10 Prepositions

Unit 4 The Simple Past and Past Continuous Step 1 Observation ...................................... Step 2 Affirmative Form ..................................... Step 3 Negative Forms . .................................... Step 4 Question Formation ................................. Step 5 How to Use the Simple Past and the Past Continuous............................ Step 6 Extra Practice .................................... Final Step Writing: A Funny Thing Happened … ........

Step 3 Step 4 Step 5 Step 6 Final Step

Step 1 Step 2 Step 3 Step 4 Step 5 Final Step

ObservatioN I .................................... 104 How to Use Prepositions of Place and Movement . ..................................... 106 Observation II ................................... 108 How to Use Prepositions of Time................. 110 Extra Practice .................................... 112 Writing: I Want to Be ….......................... 113

Unit 11 The Real Conditional Step 1 Observation ...................................... 114 Step 2 Affirmative Form ..................................... 116 Step 3 Negative Form ....................................... 119 Step 4 How to Use the Real Conditional................ 121 Step 5 Extra Practice .................................... 123 Final Step Writing: If You do That, You Should ... ....... 125

Unit 12 Homophones and Irregular Plural Nouns Step 1 Observation ...................................... 126 Step 2 Homophones: Form and Meaning ............. 127 Step 3 Irregular Plural Nouns .............................. 130 Step 4 Extra Practice .................................... 133

Reference Section

Simple Present ....................................................... 134 Present Continuous ................................................. 135 Simple Past ........................................................... 136 Past Continuous ..................................................... 136 Future Forms........................................................... 137 Interrogative Forms................................................... 138 Adjectives and Adverbs ........................................... 140 Modals ................................................................ 141 Prepositions .......................................................... 142 Phrasal Verbs . ....................................................... 142 Real Conditional ................................................... 143 Common Irregular Verbs .......................................... 144

Table of Contents

III

to How Use Grammar Steps 3 Welcome to Grammar Steps 3! In this activity book, you will learn how to practice essential grammar and vocabulary to be used for both oral interaction and written production. The next time your teacher asks you to focus on a specific grammar point or on vocabulary development, follow the easy steps in each unit in this book to help you get ready, practice and produce a text that accurately reflects your thoughts, ideas and feelings. This book is divided into three sections: eight grammar units, four vocabulary units and a reference section of the grammar charts that appear in this book.

grammar units

• In units 1, 2, 4, 5, 7, 8, 10 and 11 explore verb tenses, adjectives, modals, prepositions and conditional forms.

• Each unit begins with an observation activity followed by several steps to learning the grammar point covered in the unit, with clear charts and activities.

• The Extra Practice step integrates all of the grammar points in the unit, followed by a Final Writing Task, with model.

• The Focus Your Attention rubric offers a more in-depth explanation of a grammar rule.

• The Self-Check rubric provides an opportunity to self-monitor your learning.

Do you fully understand the affirmative and negative forms of the simple present tense? If some aspects are not clear, refer to the charts on pages 8 and 10.

vocabulary units

We understand that the action in the joke took place in the past. Using the present tense makes it sound more immediate and exciting. This also works for dreams and anecdotes.

• The Strategy rubric shows you a new way to learn the grammar point found on the page.

Transfer. Reuse what you learned in the unit. Refer back to the reference boxes on pages 22, 24, 26 and 28 if you need help.

• In units 3, 6, 9 and 12 you also begin with an observation and the activities provide for autonomous ways to build your vocabulary.

reference section

• If you need a quick reference to grammar form in the book, look it up in this section.

1 S t EP

Activity

The Simple Present Tense

Observation

Read the following text.

Bruno Blackburn, Stand-Up Comic Bruno Blackburn is not just any old regular guy, he is also very funny. His friends call this stand-up comic the Jonquière Joker. Bruno tells jokes as often as he can at home and at school. He makes everyone laugh. He is the school clown during lunch break in the cafeteria. His friends are his biggest fans.

Once a week, I practise with a friend who wants to be an actor. We improvise funny comedy routines and do role-plays. I write at least one joke myself. I get ideas from situations at school, at home or in the news. My favourite kind of joke is the one-liner: it is short, funny and easy to learn.

In a recent interview, we asked Bruno some questions about his approach to stand-up comedy.

Here are some of Bruno’s jokes: • A day without sunshine is … well, that’s what you call night. • Don’t forget that you are unique … just like everyone else. • Money does not buy happiness, but it makes misery easier to live with. • Artificial intelligence is better than real human stupidity. • Vegetarians love animals and they hate plants. • My computer beats me at chess, but it doesn’t win at kick-boxing.

Reporter: When do you find time to practise your routine? Bruno: I practise telling jokes every day. I memorize five or six new jokes every morning. Reporter: Are you always on your own when you practise? Bruno: Gosh, no. I don’t think that someone can become a good comedian without help, and I’m not any different.

unit 1 • The Simple Present Tense

Bruno also likes “knock-knock” jokes and puns, or jokes that play with words. He says that a good pun always makes people groan and laugh at the same time. Here are some examples: • Knock, knock. Who is there? Handsome. Handsome who? Handsome pizza to me, please. • Knock, knock. Who’s there? Isabelle. Isabelle who? Isabelle necessary on a bike? • What do you call a train that sneezes? Achoo-choo train. • Why does a golfer bring two pairs of pants to the golf course? In case he gets a hole in one.

Name

Activity

Group

date

Did you notice the verbs in the story about Bruno Blackburn?

Positive Forms 1. Find three verbs in the simple present tense that end with s. Write each verb and its subject. 2. Are the subjects singular or plural? 3. Find three verbs in the simple present tense with the subject I. Write the verb and its subject. 4. Do the verbs in your answer to question 3 end with an s? 5. Find three verbs that have a plural subject. Write the verb and its subject. 6. Do the verbs end with an s? 7. What conclusion can you make about the above?

Negative Forms 8. Find one example of the negative form of the verb to be in the simple present tense. 9. Find one example of the negative form of the verb to be that is a contracted form. 10. Find two examples of the negative form using do not or does not. 11. Find an example of the negative with don’t and doesn’t. 12. For negatives, the third person s is dropped. Find two examples.

Question Forms 13. Underline three questions that use the auxiliary verb to do. 14. What two forms of the auxiliary verb to do appear in these questions? 15. What three question words appear in these questions? 16. Do these questions words come before or after the auxiliary verb to do? 17. Where does the subject come in the question? 18. Circle two questions in Bruno’s knock-knock jokes that use the main verb to be. 19. Are there any other verbs in the questions? 20. Is the main verb to be in its base form or conjugated? © 2012, Les Éditions CEC inc. • Reproduction prohibited

unit 1 • The Simple Present Tense

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Group

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Affirmative Form

Affirmative Form of the Simple Present Tense To make an affirmative statement in the simple present, use the base form of the verb (the infinitive without to). The basic word order for affirmative statements is: Subject

Verb

Rest of sentence

comedies.

practises

telling jokes every day.

They

prefer

cartoons.

– Notice the s or es ending of verbs in the third-person singular (he/she/it). – Nouns and words such as everyone, no one, someone and everything are also in the third-person singular. Joey eats too much pizza. Maya goes to the movies every Sunday. She watches a lot of comedy shows. Everybody loves to laugh Verb to be

Contracted form*

I am

I’m

He / She / It is

He’s / She’s / It’s

We are

We’re

They are

They’re

* The contracted form is used most often.

Activity

Complete the sentences with the simple present tense of the verbs in parentheses.

1. Bernie Blackburn (to write) 2. You (to do) 3. Jessica (to make) 4. My friend and I (to collect) 5. I (to perform) 6. Annie (to take) 7. Everyone (to have) 8. Jack (to draw)

his own jokes. great imitations. funny faces. knock-knock jokes. at birthday parties on weekends. comedy classes. a secret talent. great caricatures.

9. My cousin (to like)

to make up funny riddles.

10. That girl (to know)

a lot of one-liners.

unit 1 • The Simple Present Tense

Name

Group

Activity

What about you? What is your hidden talent? Write about it here.

Activity

Complete the following sentences with the simple present tense of to be.

My name

Tanya and I

and that

in Secondary III. This

Tori. They

a kind of comedy club.

We call ourselves the “Triple T.” That’s our picture. I the middle with the pink sweater. Tori

Activity

the one in

wearing brown. Some people

very funny. Hey, they

Tina

my best friends. We spend every break

and lunch period telling or writing jokes. It

think we

date

right!

Complete the following sentences using the correct form of the verbs in parentheses. Pay attention to spelling and indefinite pronouns.

Indefinite pronouns Indefinite articles such as everyone, everything, anybody, anything are followed by a verb in the third-person singular even though they appear to be plural.

1. Everybody (to watch)

that comedy show.

2. Many students (to want)

to go to that movie.

3. Nobody in the whole class (to like) 4. Everyone (to have)

that joke. a funny mask at this masquerade party.

5. That clown (to fly)

over the crowd during his act.

6. The drama coach (to teach)

that hilarious skit every year.

7. With that wild and crazy comic, anything (to go) 8. Something really (to smell)

bad!

9. For you, everything (to be)

funny. I (to be)

more serious.

10. Our friend Lynda (to play)

we know (to try)

(to buy)

the guitar beautifully. Everyone to go to her concerts, and we often tickets weeks in advance.

funnier than others. hearing a good story. unit 1 • The Simple Present Tense

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Negative Form

Negative Form of the Simple Present Tense Full form

Contracted form

I do not know any jokes.

I don’t know …

You do not like one-liners.

You don’t like …

She does not get the punchline.

She doesn’t get …

They do not laugh at his jokes.

They don’t laugh …

Negative statements with to be I am not a good storyteller.

I’m not …

You are not the class clown.

You’re not …

You aren’t …

Emily is not very funny.

Emily’s not …

Emily isn’t …

We are not in the comedy club.

We’re not …

We aren’t …

They are not very funny.

They’re not …

They aren’t …

Activity

Read the following text.

Negative Nanette This is Nanette. She is not funny at all. In fact she is not very pleasant. She is negative most of the time. I do not lie. She walks around with a sad face and she does not smile. Nanette finds everything boring. She does not like working with a partner in class. She does not want to share any ideas. She does not like hanging out. In fact, there’s not much that Nanette likes. When you tell Nanette a joke, she never laughs. She just says, “I don’t get it,” or “That’s not funny.” I think that she just enjoys being negative.

Activity

If you say, “This is a pretty nice day,” you can expect her to answer, “It’s not nice at all. I’m sure it’s going to rain.” It really isn’t fun talking with her so she doesn’t have a lot of friends. The friends she does have are just like her: negative! But they don’t see it like that. When you ask Nanette and her friends, “Hey, why are you so negative?’’ they answer, “We’re not negative. We’re realistic!”

Answer these questions about Nanette.

1. How is Nanette different from Bruno Blackburn on page 6? 2. Give two examples of Nanette being negative. 3. How does she react when someone tells a joke? Give two examples.

unit 1 • The Simple Present Tense

Name

Group

date

4. What would Nanette say in the following situations? Use the full form.

Situation

a) This exam is easy.

b) The activities at school are interesting.

c) Students have fun on the weekends.

d) I like going to the movies.

e) Sasha reads good books

Activity

Nanette

Write these funny sentences in the negative form. Use the contracted form.

Self Check

1. He drives a tractor to school.

Do you fully understand the affirmative and negative forms of the simple present tense? If some aspects are not clear, refer to the charts on pages 8 and 10.

2. We watch cartoons every Saturday morning. 3. You ride an elephant home every day. 4. I climb tall buildings like Spiderman. 5. She washes her hair with peanut butter.

Activity 10

Complete the following sentences using the full form of the verbs in parentheses. negative people very much. I (understand, not)

I (like, not)

why some people (try, not) to find the positive side in a bad situation. My best friend is like me—he (listen, not) to people who complain too much. He (waste, not) his time listening to them grumbling. I agree with him, but I (think, not)

Activity

that people are all negative or all positive.

Are you a negative person? Or are you usually positive? Write three negative statements about yourself and two negative sentences about a friend.

unit 1 • The Simple Present Tense

Name

Group

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date

Question Formation

QUESTION FORMS IN THE SIMPLE PRESENT Yes/no questions with to do Auxiliary

Subject

Main verb

Rest of sentence

Does

hip-hop music?

they

exercise

regularly?

Information questions with to do *QW

Auxiliary

Subject

Main verb

Rest of sentence

What

you

know

about him?

Who

does

Renée

talk

to the most?

Questions with to be *QW

Main verb

Where

Subject

Rest of sentence

she

happy?

are

you

now?

*Questions words Who (person)

When (time)

How much (amount)

What (thing)

Why (reason)

How often (frequency)

Which (thing - choice)

How (manner)

How long (time)

Where (place)

How many (amount)

Activity 12

Dear Diary,

Read the following text.

Tuesday

es my father ask annoying. Why do so e ar s nt re pa y M I’m in trouble ns? Does he think me so many questio portant em. I have more im th t ou ab et rg Fo ? at school hot. Why like Keisha. She’s t— ou ab k in th to things she like me? iling at me? Does sm ep ke e sh es do Aargh. ould I ask her out? I really like her. Sh pler st. It is so much sim fir t ou e m k as d e’ I wish sh ‘‘no.’’ to just say ‘‘yes’’ or Activity 13

Dear Diary,

Wednesday

Can you believe it? She said yes! Tha t’s so cool. Now, where do we go, to the movies or the carnival? Which is better? The carnival! I told Mom and Dad and, as usual, they asked a ton of questions like: “Where does she live? What class is she in? Where do you plan on going for your date? Are you serious about each other?” Why do they have to make things so complicated? It’s only a date … I’m not marrying her !

Did you notice how questions were formed in the texts above?

1. Underline eight questions in the text that use the auxiliary verb to do. 2. What two forms of the auxiliary verb to do appear in these questions?

unit 1 • The Simple Present Tense

Name

Group

date

3. What two question words appear in these questions? 4. Do these question words come before or after the auxiliary verb to do? 5. Where does the subject come in the question? 6. What do you notice about the main verbs in questions that use the third-person singular? 7. Circle three questions in the text that use the main verb to be. 8. Are there any other verbs in the questions? 9. Is the main verb to be in its base form or conjugated? Activity 14

Use the correct question word in the following questions.

do you know in your Spanish class? (I know Mia and Felix.)

is the movie theatre? (on Main Street)

do you prefer, mystery novels or historical stories? (mystery novels)

classes do you have today? (I have four.)

does the movie last? (two hours)

Activity 15

Choose whether question A or B uses verb forms correctly.

1. a) What subject do your friend prefer?

b) What subject does your friend prefer?

2. a) Do they see each other often?

b) Does they see each other often?

3. a) Does Stan listen to country music?

b) Do Stan listens to country music?

4. a) Who is the best player on the team? b) Who are the best player on the team? 5. a) Are you is a happy person? Activity 16

b) Are you a happy person?

Write questions for the underlined words in the sentences below.

1. Maxim gets ready for his date at 7:30 p.m. 2. Nadia exercises because she wants to keep in shape. 3. Gabrielle writes an email to her boyfriend every evening. 4. Mr. and Mrs. Ackart go to the movies by car. 5. Caroline likes Anthony. 6. There is a lot of water in the sink.

unit 1 • The Simple Present Tense

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Group

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How to Use the Simple Present

Uses of the Simple Present Tense The simple present tense can be used for different purposes: – Describing habitual actions and routines. I learn a new joke every night. – Stating facts. The comedy festival starts in July. – Expressing likes, preferences and wants. He loves that comedy show. – Expressing feelings. She is happy and she feels like laughing. – Narrating past events such as jokes, anecdotes and dreams to create an effect of immediacy. He goes into the garage and locks the door. He realizes that the keys are on the counter in the kitchen. He tries the door but it is locked. He begins to panic. He knocks loudly on the door. The door swings open. Whew! Words that are often used with the simple present tense: usually, sometimes, often, always, never, every day, every week

Activity 17

Read this text and discover new ways to use the simple present tense.

Another Morning in the Life of a Sec. III Student I get up at 7:00 a.m. every day. After a quick shower, I have a good breakfast with my mother. I turn on the radio and the announcer is telling a pretty funny joke about penguins.

A police officer sees a man driving around with a pickup truck full of penguins. He stops the truck and says, “You can’t drive around with penguins in this town! Take them to the zoo immediately.” The guy says “OK,” and drives away. The next day, the officer sees the same guy still driving around with the truck full of penguins, and now they’re all wearing sunglasses. He stops the truck again and says, “I thought I told you to take these penguins to the zoo yesterday!” The guy replies, “I did. Today I’m taking them to the beach.”

At 8:00 a.m., I head for the bus stop. I chat with my friends. The bus arrives around 8:10 a.m. and takes 20 minutes to get to school, so I have time for more chatting. Sometimes I don’t feel like talking and I listen to music. The bus arrives and we all head to our lockers. The first bell rings at 8:40 a.m. I have five minutes to get to my first class. It’s science and the teacher is pretty interesting. That’s my daily morning routine.

unit 1 • The Simple Present Tense

Name

Activity 18

Group

date

Did you notice how the simple present tense was used in the text as you read?

1. Find three examples of actions that are habitual actions. 2. Find one example for each situation.

a) a routine

b) a fact

c) a feeling

3. Find three examples of the simple present tense in the joke about penguins. 4. Does the joke about the penguins take place in the present or in the past?

F cus Your

Attention

We understand that the action in the joke took place in the past. Using the present tense makes it sound more immediate and exciting. This also works for dreams and anecdotes.

5. When does the student get up? 6. With whom does he eat breakfast? 7. Who is telling the joke? 8. How long does it take for the bus to get to school? 9. What does he do during the bus ride?

Activity 19

Use the correct time indicator from the box in the following sentences. Use each time indicator once.

1. I

I go to bed.

2. I

brush my teeth before have time to watch TV

before I go to school.

3. I take the bus to school 4. I take my dog for a walk 5. We put on a school show

. . .

unit 1 • The Simple Present Tense

Name

Group

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Extra Practice

Activity 20

Complete the sentences. Use the simple present tense of the verbs indicated.

1. That girl (to know)

many funny stories; she (to be) is a real joker.

2. I (to be)

always ready for a good laugh.

3. Mark (to be)

a good artist; he (to draw)

4. Melissa never (to forget)

Your

Attention

The affirmative of the simple present tense is not complicated. Use the base form: to read. I read. The only exceptions are verbs with subjects in the third-person singular (he, she, my friend, Max, everyone). They take an s or an es. She hugs and kisses her cat.

great caricatures.

a punchline; she (to practise)

a joke until she (to know)

5. I (to watch)

F cus

date

it perfectly.

my favourite comedy show every night.

I (to love)

it!

Activity 21

Use contractions of the verb to be for the following:

1. The boys in that group know each other well; they 2. I

friends.

a big fan of situation comedies.

3. She

really funny when she mimics that actress.

4. You

good at making people laugh when they have a bad day.

5. They

crazy about reruns of The Three Stooges.

6. We 7. It

always ready to watch something funny on TV. time to go to the comedy show.

8. Everybody

able to tell a joke.

Activity 22 Complete the sentences. Use the negative form of the simple

present tense.

1. Jack and Brad (to be)

interested in comedy. They (to like) jokes. They (to think)

that cartoons

are funny.

2. My friend Anton (to like)

that comedian. I (to like)

him, either. Activity 23

Use contractions of the negative form for the following.

1. Lisa likes cartoons but she (to like)

jokes.

2. Jocelyn and her best friend Cathy (to know) 3. Justin (to be) 4. We (to be) 5. Oh no! I (to remember)

unit 1 • The Simple Present Tense

any one-liners.

Name

Group

Activity 24 Complete the sentences below using the verbs in the simple

present tense. Identify the way the verb is being used.

1. I (to read)

the comics every morning.

2. The second bell (to ring) Time to run!

at 8:45.

3. She (to be)

excited about seeing the new

into a bank and (to ask)

a funny joke.

4a.

HR FA LPW FE N

Describing habitual actions and routines Stating facts Expressing likes, preferences, and wants Expressing feelings Narrating past events

a comedy show

at the cottage, everybody

7a.

6. My father (to watch) every night.

7. When I (to be)

4b.

for a loan.

5. Everyone (to like)

romantic comedy.

4. A penguin (to walk)

date

(to laugh)

all the time.

7b.

Activity 25 Rewrite the sentences so that they are correct in the simple

present tense. Watch out, you may need to fix some time markers. One sentence is perfect. Can you spot it?

1. Everybody go to see the jokers at noon. 2. Steve practises his act last week. 3. Everyone are more relaxed once you gets them to laugh. 4. Julia perform outdoors every morning that the weather are nice. 5. The whole comedy troupe plans to celebrate their victory next week. 6. I does not like horror movies, but I loves comedies. 7. They isn’t very serious about anything. They always jokes around.

unit 1 • The Simple Present Tense

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Group

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Activity 26 Put the following words in alphabetical order.

Self Check When writing, it is important to use good resources: using a dictionary can help you write better. • Use a dictionary to verify the spelling of a word. • Remember that the words in the dictionary are in alphabetical order: • Use a dictionary to find the definition of a word. Remember the context of your sentence when you are looking for a definition.

trouble

machine

carnival

peaceful

embarrass

terrible

danger

comedy

laughter

macabre

Activity 27 Circle the correct definition for each of the underlined words

below. Remember to pay attention to the context.

1. Amira is a girl with a lot of character.

3. Alex works with a new firm of lawyers.

a) personality; qualities

a) strong, tight, not very flexible

b) a person in a story

b) company

2. When the clock stops, I wind it.

a) moving air

b) to make something work by twisting a key

4. We always do our homework in the study.

a) a place to work, read or write

b) learn

Using capital letters and punctuation When writing, it is also important to use capital letters and punctuation correctly. Here are some basic rules. Usage Capital letters

Examples

Suzanne and I like French and the first word of the sentence; names of people; the pronoun I; math. countries and languages

Punctuation

Usage

Examples

a period

to end a sentence

He goes to school by bus.

a comma

to separate items in a list

Sue likes tea, coffee and hot cocoa

Activity 28 Correct the capitalization and punctuation in the following text.

i always go to the movies with diego he likes the same type of movies as I do we also enjoy listening to the same type of music my favourite singer is bob marley and diego likes his son damian marley we also both like english geography and gym class

unit 1 • The Simple Present Tense

Name

Group

Final

StEP Task

date

Writing

Your Life

Write a blog about your life here in Québec for students who live in British Columbia. Follow these steps when you write: 1. Plan your text Brainstorm ideas and vocabulary to describe yourself, your town, your school, the activities you do and your friends. Write an outline of your text. 2. Write a draft Don’t stop to correct spelling or grammar for now. Examine the model to help you structure your text. Use new vocabulary from this chapter. 3. Revise your text Read your text aloud a few times. Ask yourself if your message is clear. Make additions or changes to any part you think is unclear. 4. Edit your text Check your punctuation, spelling and grammar. Show your draft to someone (a classmate, teacher, etc.) to get some feedback. If you can, put your text aside for a while and come back to it for a fresh look. Write your rough copy and final copy on a separate sheet of paper.

Model

BrainStorm

A BLOG

st Introduction – first po where you live and ite Wr . elf Describe yours d family. describe your town an o likes to make some wh n rso pe I am the type of fan … noise. I am a total music urb of Quebec City sub a in use ho I live in a small r. m and my twin brothe where I live with my mo ays alw it’s t onship bu We have a good relati t with my friends. ou go I en more fun wh Second post school Explain what you do at er ool with about 750 oth sch h I go to the local hig nd frie my h gym class wit students! Today I had n’t do I t ny guy … bu Joey. Joey is a really fun s him … like er ch think the gym tea Third post in your free time Describe what you do the drums in a band … I love music and play the lead guitarist and My best friend Louis is Camy is the singer … Final post Wrap it up. ybe life here in Québec. Ma So that’s a slice of my , but I have a lot it’s not movie material and family. of fun with my friends

unit 1 • The Simple Present Tense

Reference

Secti n

Simple Present Affirmative Form To make an affirmative statement in the simple present tense, use the base form of the main verb. The basic word order is: Subject Verb Rest of sentence I like comedies. We practise telling jokes every day. In the simple present tense, the third-person singular (he/she/it) ends in s. Joey eats too much pizza. Everybody loves to laugh.

Rules for the third-person singular of the simple present tense are: – Add s to most verbs: eat g eats – Add es to verbs that end in sh, ch, s, x or o: dress g dresses – For verbs that end in a consonant + y, change the y to i, then add es: carry g carries – For verbs that end in a vowel + y, add s: say g says

The verb to be is irregular: The contracted form is often used: The verb to have is irregular in the third-person singular:

find g finds mix g mixes study g studies buy g buys

I am I’m

he/she/it is he’s/she’s/it’s

we are we’re

you are you’re

I have

he/she/it has

we/you/they have

they are they’re

negative Form

To make a statement in the negative form, use the auxiliary verb do not (or the contraction don’t) + the base form of the main verb. For the third-person singular, use does not (or the contraction doesn’t). I do not know any jokes. I don’t know … You do not like one-liners. You don’t like … She does not get the punchline. She doesn’t get … They do not laugh at his jokes. They don’t laugh …

Negative statements with to be

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Notice that the negative form has two contracted forms, except for the first person singular. I am not a good storyteller. I’m not … You are not the class clown. You aren’t … You’re not … She is not very funny. She isn’t … She’s not … We are not in the comedy club. We aren’t … We’re not … They are not very funny. They aren’t … They’re not …

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Present Continuous Affirmative Form The present continuous has two parts: the auxiliary verb to be in the present tense and the base form of the main verb + ing.

In the present continuous, the word order is: Subject to be Main verb + ing I am planting He is building They are recycling

Rest of sentence a tree. a house. paper.

The contracted form of the auxiliary verb to be is often used. I’m planting a tree. He’s building a house.

negative Form In the negative form of the present continuous, of the main verb + ing. Subject to be not I am not He is not They are not

not is placed between to be and the base form Main verb + ing reusing using recycling

Rest of sentence the cup. too much energy. paper.

The contracted form of the auxiliary verb to be is often used. Subject + to be not Main verb + ing I’m not planting You’re not saving He’s not building We’re not polluting They’re not doing

Rest of sentence a tree. energy. a house. the earth. enough.

The auxiliary verb to be can also be contracted with not, except for the first-person singular (I’m not). He/she isn’t recycling the paper. You/we/they aren’t going in the car.

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Simple Past Affirmative Form Word order in the simple past is: Subject Verb Rest of sentence John played video games yesterday. For the simple past of regular verbs, add ed to the base form of the main verb. check g checked look g looked play g played For verbs that end in a consonant + y, change the y to i, then add ed. study g studied hurry g hurried carry g carried For short verbs that end in a single vowel and a consonant, double the consonant and add ed. plan g planned pat g patted chop g chopped Irregular verbs do not end in ed. See page 142 for a list of common irregular verbs.

negative Form For the negative form of the simple past, place the simple past of the auxiliary verb to do (did) + not before the base form of the main verb. Word order in the negative form is: Subject did + not Lily did not

Main verb watch

Rest of sentence a movie last night.

The contracted form is often used. Lily didn’t

watch

a movie last night.

Past Continuous Affirmative Form The past continuous has two parts: the auxiliary verb to be in the simple past (was/were) and the base form of the main verb + ing. Word order in the past continuous is: Subject to be Main verb + ing Joe was playing They were emailing

Rest of sentence the electric guitar last night. their aunt yesterday.

To form the second part of the past continuous, follow these rules: 1. For one-syllable verbs ending with a single vowel and a consonant, double the consonant and add ing. For example, sit g sitting. 2. For verbs ending in e, drop the e before adding ing. For example, take g taking.

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Past Continuous (continued) negative Form For the negative form of the past continuous, place not after the auxiliary verb to be (was/were). Word order in the negative form is: Subject to be + not Joe was not They were not The contracted form is often used. Joe wasn’t They weren’t

Main verb + ing playing writing

Rest of sentence video games at that point. text messages yesterday at noon.

playing writing

video games at that point. text messages yesterday at noon.

The Future Forms

The future with will (affirmative and negative) The future with will is used for expressing: – spontaneous decisions – predictions about the future – future facts – future actions – probability

It’s cold. I will close the window. Our team will win the big games tonight. The World Cup of soccer will be in Brazil in 2014. I will visit my friend in the hospital every day. I think I will buy a new computer.

To make an affirmative statement, use will + base form of verb: I will be in university in five years. To make a negative statement, use will not + base form of verb: I will not be in high school in five years.

Will and will not are used for all people. I will / will not You will / will not He/she will / will not We will / will not They will / will not

go to the cafeteria. do the homework assignment. finish the project on time. have some snow today. play for the team on Friday.

These time markers are often used with the simple future: someday, soon, later, tonight, tomorrow, in a minute, in a month, in three years, next Monday (days of the week), next week, next year

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The Future Forms (continued) Future tense with be going to (affirmative and negative) The future tense can also be expressed with be + going + to. Be going to is less formal than will and is used often conversations. Be going to can be used to express: – Personal plans and intentions: I am going to study architecture. – Predictions (with prior knowledge): I heard the weather report. It is going to snow today.

Be + going + to is formed like the present continuous. Affirmative Negative I am going to walk home. I am not going to walk home. You are going to take the bus. You are not going to take the bus. He / she is going to drive home. He / she is not going to drive home. We are going to jog home. We are not going to jog home. They are going to the shopping mall. They are not going to the shopping mall.

The contracted forms of be going to* are also formed like the present continuous. I’m going to the dentist tomorrow afternoon after school. You’re not going to be happy when you hear the latest news. Time markers often used with the future be going to include: this afternoon, tonight, tomorrow, next week, next Tuesday (days of the week), in one year *See Unit 2 to review the present continuous tense.

Interrogative Forms The Present Yes/no questions with to do Yes/no questions in the simple present tense have two parts: the auxiliary to do (do/does) and the base form of the main verb. Remember: “base form” means the verb is not conjugated. This is the word order: Auxiliary Subject Main verb Rest of sentence Does he like hip-hop music? Do they exercise regularly? Information questions with to do Information questions in the simple present tense have three parts: the question word,* the auxiliary to do (do/does) and the base form of the main verb. This is the word order: QW* Auxiliary Subject Main verb Rest of sentence What do you remember about your first boyfriend? Who does Renée talk to the most? Questions with to be You can also ask both yes/no and information questions using the conjugated form of the main verb to be (is/are). There is no auxiliary verb, but there may or may not be a question word.* This is the word order: QW* Main verb Subject Rest of sentence Is she happy? Where are you now?

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Interrogative Forms (continued) The past Yes/no questions with to do Yes/no questions in the simple past tense have two parts: the auxiliary verb to do (did) and the base form of the main verb. Remember: “base form” means the verb is not conjugated. This is the word order: Auxiliary Subject Main verb Rest of sentence Did you see that movie? Information questions with to do Information questions in the simple past tense have three parts: the question word,* the auxiliary verb to do (did) and the base form of the main verb. This is the word order: QW* Auxiliary Subject Main verb Rest of sentence When did he leave the party? Questions with to be You can also ask questions in the simple past tense using the conjugated form of the main verb to be (was/were). There is no auxiliary verb, but there may or may not be a question word*. This is the word order: QW* Main verb Subject Rest of sentence Were you happy as a child? Where was she born?

The future Questions about the future and polite requests have main verb. Remember: “base form” means the verb QW* Auxiliary Subject Will you Who will Jeanine

two parts: the auxiliary will and the base form of the is not conjugated. This is the word order: Main verb Rest of sentence organize the party? take to the dance?

You can also ask questions about the future using the auxiliary to be form of the main verb. This is the word order: QW* Auxilary Subject going to Are you going to When is Marius going to

*Question words (QW) Who (person) When (time) How much (amount)

Where (place) Which (thing) How often (frequency)

(is/are) + going to and the base

What (thing) How (manner) How long (time)

Main verb go ask

Rest of sentence out with him? Karine out?

Why (reason) How many (amount)

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Adjectives and Adverbs Adjectives Adjectives are used to describe a noun or a pronoun. Adjectives are put before the noun and after the pronoun: my ultimate challenge our exhilarating excursion Adjectives are put after certain verbs such as to be, to become and to seem. These verbs link adjectives to the nouns or the pronouns they are describing. Pronoun Verb Adjective Noun Verb Adjective He is fast. The weather seems extreme. When several adjectives are used in the same sentence, this is the word order: Quantity Opinion Fact (size + shape + age + colour + condition) six pretty small young many big round yellow

Noun girls pears

Do not use too many adjectives. Two or three is usually enough.

Adverbs Adverbs are used to describe a verb or an adjective. Adverbs are put after the verb. If there is a direct object, put the adverb after the direct object. Verb Adverb Verb Direct object Adverb He drove carefully. He drove the car carefully. Adverbs are put between the verb and the adjective. Verb Adverb Jumping and climbing everywhere is really

Adjective exhausting.

Adverbs are put before adjective and noun combinations. Adverb Adjective Noun It can be a really exhausting activity. Adverbs are sometimes put at the beginning of a sentence to link ideas. Adverb He loves to do Parkour. Occasionally, he does it with friends.

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Modals Affirmative Form Place the modal before the base form of the main verb. Modal Main verb Modal You should challenge your brain. Maggie can

Main verb swim a lap in three minutes.

Do not add s to the base form of the main verb in the third-person singular. He must eat more vegetables. Not He must eats more vegetables. Do not use to after the modals can, may, must, would, might, should, could. They might exercise before their exam. Not They might to exercise before their exam. Special Cases The modal have to changes to has to in the third-person singular. I/you/we/they have to eat fruit. He/she/it has to eat fruit. The modal be able to is conjugated: I am able to solve logic problems. He/she/it is able to solve logic problems.

negative Form Place not between the modal and the base form of the verb to make a negative. Modal Verb Modal Verb You should not neglect your eating habits. Maggie cannot* run a kilometre. * The negative form of can has two correct forms: cannot and can not.

Do not add s to the modal or the base form of the main verb in the third-person singular. He must not eat greasy foods. Not He musts not eat greasy foods. Not He must not eats greasy foods. Do not use to after the modals can, may, must, could, would, might, should. They might not stay up late before their exam. Not They might not to stay up late before their exam. Modals can also be written as contractions: can’t, mustn’t, couldn’t, mightn’t, shouldn’t, wouldn’t Special Cases The modal do not have to changes to does not have to in the third-person singular. I do not have to learn karate. She does not have to learn karate. The modal not be able to must be conjugated. I am not able to study on an empty stomach. He/she is not able to study on an empty stomach. You/we/they are not able to solve logic problems.

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Prepositions Prepositions of place, movement and time In is used for the name of a town, city, province, state or country: I live in Lévy in Québec. At is used for an exact address (house number and street): I live at 469 Sundown Drive. On is used when referring to a street: I live on Pine Avenue. To is used with action verbs: I went to the zoo. He sent the package to the office. Into is used when entering a place: I walked into the room. From … to are used to show movement between two points: I travelled from Rimouski to Gaspé. In is used with months, years and seasons: I do not work in December. I started working in 2007. I work more in the summer. At is used with specific times: I start work at 8:00 a.m. On is used with days and dates: I work on Saturday. I sometimes work on the weekend. My last day off was on February 14. For indicates a period of time: I worked for three years. I studied for six months.

Phrasal Verbs SEPARABLE AND INSEPARABLE PHRASAL VERBS Some phrasal verbs are inseparable. A noun or a pronoun cannot be put between the verb and the preposition. You will have to get up at 6:00 a.m. tomorrow. Some phrasal verbs are separable. You can put an object or a pronoun between the verb and the preposition. Did you throw the garbage away last night? or Did you throw it away? * You will have to learn separable and inseparable verbs by heart. Check a dictionary or other resource if in doubt.

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Real Conditional Affirmative Form Conditional sentences describe what is possibly, probably or certainly going to happen as a result of something else. The if-clause contains the condition and the main clause contains the result. If I help my sister with her homework, my mother will get a break. There will be fewer conflicts if people try to get along.

The if-clause is always in the present tense. The verb in the main (result) clause changes depending on the meaning you want to express. If you talk with the people around you, – you are sure to make friends. simple present = certainty – you will have fewer problems. simple future = probability – you should also smile. should + base form of main verb = suggestion – you could make useful contacts. could + base form of main verb = possibility

The if-clause can be placed before or after the main clause. When it is before, separate the two clauses with a comma. If people laugh more, there will be less arguing. When the if-clause comes after the main clause, do not use a comma. There will be less violence in sports if there is more fair play.

negative Form The if-clause (condition) can have a negative form. If the advertisement is not clear, I ignore it. The main (result) clause can have a negative form. If my sister plays video games all day, she will not have time for her friends. Both the if-clause and the main clause can have negative forms. If they do not respect the rules, they should not participate in the class project. Contractions are often used. If my sister plays video games all day, she won’t have time for her friends.

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Common Irregular Verbs Base Form babysit

Simple Past

Base Form

Simple Past

forget

forgot

see

saw

be (am/is/are) was/were

forgive

forgave

sell

sold

beat

freeze

froze

send

sent

become

became

get

got

shine

shone/shined

begin

began

give

gave

shoot

shot

bend

bent

went

shrink

shank

bet

grow

grew

shut

bite

bit

hang

hung

sing

sang

bleed

bled

have

had

sink

sank

blow

blew

hear

heard

sit

sat

break

broke

hide

hid

sleep

slept

bring

brought

hit

slide

slid

build

built

hold

held

speak

spoke

burst

hurt

spend

spent

buy

bought

keep

kept

split

catch

caught

kneel

knelt

stand

stood

choose

chose

know

knew

steal

stole

come

came

lay (an object)

laid

sting

stung

cost

lead

led

stink

stank

creep

crept

leave

left

strike

struck

cut

lend

lent

sweep

swept

deal

dealt

let

swim

swam

dig

dug

lie (down)

lay

take

took

dive

dived/dove

lose

lost

teach

taught

did

make

made

tear

tore

draw

drew

mean

meant

tell

told

drink

drank

meet

met

think

thought

drive

drove

pay

paid

throw

threw

eat

ate

put

understand

understood

fall

fell

read

wake

woke

feed

fed

ride

rode

wear

wore

feel

felt

ring

rang

win

won

fight

fought

run

ran

write

wrote

find

found

say

said

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babysat

Base Form

Reference Section

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English as a Second Language

Secondary 3

P S t E S3

Grammar

Grammar Steps are self-practice activity books. The series provides a wide variety of reading, grammar and vocabulary-building activities to help reinforce language learning. The material also allows students to invest the content of the activities into personalized writing tasks. The series can be used in conjunction with any other level-appropriate ESL material. Grammar Steps offers: Eight grammar units Four vocabulary units Concise grammar and vocabulary charts Practical and autonomous activities Reading texts with interesting themes Extra practice activities for grammar review work Writing tasks in the grammar units

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