Top 20, Great Grammar for Great Writing, First Edition Teaching Notes

Have students offer examples of problems and invite the others to give advice and solutions.Follow up with Exercise 6. Assign a “Dear Abby” or “Dear Ann Landers” activity forhomework, asking students to write a problem and bring it to class. In class the next day, havestudents exchange problems and write solutions. Have them share the problem/solution with theclass.Modals of Prediction, Intention, and Expectation (9.9)Introduce this group of modals by asking students to predict what the weather will be like, whowill win the next World Cup in soccer, etc. Put their answers on the board under the headingprediction. Ask them what their plans are for the coming weekend, for the next semester, etc.Put those answers in a column titled intention. Finally, ask them how long it typically takes forthem to get to class, what the course objectives for this course are, etc. Put those answers in acolumn called expectation.Next assign the modals to the correct column based on their answers. For example, theprediction column might contain It will rain; Brazil is going to win. The intention column mightcontain answers such as I’m going swimming; I’ll be starting a new job. Answers in the finalexpectation column could include It should take 20 minutes; We’re supposed to improve ourgrammar and writing.Go over the examples in the text and elicit examples from the students for each modal. Followwith Exercise 7. Additional practice might require students to write their own dialogue abouttheir plans or intentions for and expectations about a specific or imagined event.Have students do Exercise 8 alone and then check their answers with a partner. Finally, askstudents to write the dialogue as described in Exercise 9, the Original Writing.3