6.　　　 Explain on the context. Sigmund is writing some notes on teenagers’ problems. However, the words in the sentences are all mixed up because of computer problems. Students need to rearrange the words to form correct sentences using their knowledge of sentence structures. Then ask students to name the type of sentences.

5.　　　 For stronger classes, you can write more sentences on the board and ask students to identify the sentence structures.

4.　　　 Explain the exercise in Part D1 on page 48. More able students may work on their own while weaker students may work in pairs. Once students have finished, ask seven students to read their sentences aloud and check the answer s as a class. Praise them for any parts that they have done correct. Try not to focus on their mistakes.

3.　　　 Ask students to work in pairs and make up a sentence for each of the five sentences structures. Ask them to write their sentences for the first structure. Praise them if the sentence is correct. If not, ask other students to help correct the sentence. Students can benefit from correcting each other’s mistakes in gaining a better understanding of the structure.

2.　　　 Explain to students that different combinations of the sentence elements form different sentence structures. Go through the five basic sentence structures at the top of page 48 ans explain the structures to students, e.g.,

Eddie is eating.

Eddie is having his dinner.

Eddie is hungry.

Hobo gives Eddie another cake.

Hobo calls Eddie Big Stomach.

1.　　　 Review the definitions and the main uses of the sentence elements, such as the subject, the predicative, the direct object, the indirect object and the object complement. Ask students to refer to pages 11 and 47 for more details.

6.　　　 Ask twelve students to each read one answer to the class. Check the answers as a class.

Part D

5.　　　 Explain the context. Students should circle the object complements found in Millie’s homework. Ask more able students to report their difficulties to the class. Be ready to offer help for this exercise.

4. Tell students that not all verbs can be followed by an object complement. Some words that can be used in this pattern are:

Appoint　 elect　 like　 prove　　 believe　 find　　 make　　 think　 call　　 get　 name　 vote　　 consider　　 keep　　 paint　 want　　 declare　 leave　 prefer　

3. For stronger classes, tell students that if we add the verb “to be” between the object and the object complement and then use the object as a subject to start a new sentence, the original object complement becomes a predicative of the new sentence, e.g.,

They painted the box red.

The box is red.