UNIT OBJECTIVES

IT 8
UNevents
At the end of this unit, students will be able to:
understand information, texts and conversations about
past events in people’s lives and in stories
exchange and convey information and opinions about
past events in people’s lives and in stories
talk about where people were at different times
talk about past and present free time activities

Past
understand conversations in which people make and
respond to suggestions and do so themselves
write a thank-you note

UNIT CONTENTS a 3.31 Elicit or teach New Year and tell students
that the picture is happening at a New Year show (a
G  GRAMMAR
public event). Ask students to read the task. Teach
Past simple: be fireworks by drawing a simple picture on the board. Put
Past simple: positive students into pairs to discuss questions 1 and 2. Monitor
V  VOCABULARY and notice whether students attempt to use any past
Past time expressions: XX week(s) ago, XX month(s) ago, simple verbs, but don’t correct errors at this stage. Go
XX year(s) ago, at the weekend, last (Friday), last month, last through the questions as a class, writing students’ ideas
night, last weekend, last week, on (Monday, Tuesday, etc.), on the board. Leave students’ ideas on the board. If you
wish, give students information from the Culture notes.
this morning, this afternoon, yesterday
Free time activities: go shopping, go to a café, go to a party, Play the recording for students to listen to other people
go to the cinema, have a coffee, have a drink, have a pizza, talk about the picture. Ask: Do the speakers have the same
have a shower, listen to music, listen to the radio, play a ideas? Check as a class, underlining any of the things on
computer game, play football, play the guitar, read a book, the board the speakers say.
read a magazine, read the newspaper, watch a film, watch a
Audioscript
football match
MAN Oh, it’s New Year, in W I think they went with their
P  PRONUNCIATION Barcelona, I think! friends. Last year, I went to a
was and were: unstressed forms in connected speech WOMAN Oh yes! It looks amazing! New Year show in Edinburgh
Sound and spelling: /t/ and /d/ M Yes. Would you like to be there? with my friends.
Main stress and tone W Yeah, it looks fun. You? M Oh, great! What things did you
M Maybe … I think it would be do?
C  COMMUNICATION SKILLS really busy though. W Well, we saw the castle, and
Talking about past events W Yes, I think you’re right. What there was music and dancing.
Describing events in the past other things do you think We went to bed at 5 o’clock!
Making and responding to suggestions happened here that night? M I went to bed really late last
Writing a thank-you note M Well, music … and dancing. weekend.
Writing Plus: short emails, letters and notes Shopping? W Oh, really? Where were you last
W No, not shopping. All the shops weekend?
are closed at New Year. M I was in Manchester with my
GETTING STARTED M Oh, that’s right. Do you think sister.
there were fireworks? W What things did you do in
OPTIONAL LEAD-IN W Yes, I think so. There are usually Manchester?
fireworks at New Year parties. M We went to an Italian
Books closed. Write today’s date on the board and elicit the What about eating food? restaurant. It was really nice.
word now. Then write some times in the past on the board to M I’m not sure. Sometimes at But we had so much to talk
the left of today’s date, e.g. yesterday, last summer (Avoid last this kind of show you can buy about we went to bed at 3
New Year and last weekend as they’re in 1b.). Point to these burgers. o’clock!
times and elicit or teach that they are in the past. W Yes, that’s true. Or maybe W That was late!
Spanish food.
Ask students to guess where you were at the times you
M Do you think people met friends
wrote on the board. Help with vocabulary as necessary, but
that night? Or did they go with
don’t worry too much at this point about whether students their families?
are forming statements with past forms of be as this will be
taught later in the unit.
Ask students to repeat the activity in pairs, writing down
some times in the past. They show each other the dates and
try to guess where their partner was.

90 UNIT 8 Past events

 EXTRA ACTIVITY CULTURE NOTES
Write these statements on the board: The photo shows castell performers inside the Millennium
1 The woman would like to be at the show. Man sculpture in front of Barcelona’s Montjuïc fountain as
part of the city’s New Year’s celebrations 2014–2015.
2 The man would like to be at the show.
A castell is a tall, round human tower which is often made at
3 She was in Edinburgh last New Year.
festivals in Catalonia, northeast Spain. Trained performers
4 She went to bed at 1:00 am last New Year. (castellers) build levels of the tower by standing on the
5 He was at a Chinese restaurant. shoulders of performers below them. The towers can be up
6 He went to bed at 3:00 am last weekend. to nine levels high, and when the tower is finished children
climb to the top as part of the display.
Play the recording again for students to listen and decide
which is the best answer for each statement: yes, no or This tradition, which first started in the 18th century, has
maybe. Students compare answers in pairs. Check answers been recognised as part of the Intangible Cultural Heritage by
as a class (1 yes, 2 maybe, 3 yes, 4 no, 5 no, 6 yes). UNESCO since 2010.

b In pairs, students answer the questions. Monitor

and notice whether students attempt to use past simple
and how much vocabulary for free time activities they
have. Don’t correct errors at this stage. Take feedback as
a class.

8A I was on tour with At the end of this lesson, students will be able to:
• understand a text about past events in people’s

my band working lives

• use the past simple of be in positive statements
correctly
• use a lexical set of past time expressions correctly
• use the past simple of be in negative statements and
OPTIONAL LEAD-IN questions correctly
Books closed. Copy these two columns onto the board: • ask and talk about where they and other people
1 be in a very old / an English teacher / were at different times
a fashion designer
2 be at b New York / Europe / Brazil /
bed / hospital
3 be c home / work / the beach / a café Answers
Ask students to match 1–3 with a–c. Check answers as a class Cara a meeting
Antonio a sports game
(1b, 2c, 3a). Ava a concert
Write on the board: I’d like to be … I wouldn’t like to be … .
Give students two minutes to complete the sentences as
many times as they can with ideas from the board or their CULTURE NOTES
own ideas. Students mingle as a class to compare their Professional photographers combine their creative and
sentences and find another student / students with the same technical skills to take photos for clients. Specialist areas
sentence(s) as them. Take feedback as a class. for photographers include fashion, advertising, portraits,
weddings and other social events, book and magazine
1 READING publishing, business, scientific, medical and news events
(photojournalism).
a Point to the four pictures and drill the name of Sports doctors train in general medicine, but specialise in
each event. Teach events as a general word for all four the prevention, diagnosis and treatment of sports-related
pictures. Give students time to choose an event they injuries. Their main focus is on joint, bone and muscle health
like and one they don’t like and to think of their reasons
as well as the more general medical care of sportspeople.
why. Put students into pairs to compare their answers.
They may work in hospitals and clinics as well as travelling to
b Give students one minute to read the texts quickly and sports games.
find out which events Cara, Antonio and Ava talk about. Professional singers perform as solo artists, as part of a band
Check answers as a class. Point to the photos of Cara, or as a backing musician or session musician (in a studio).
Antonio and Ava and ask: What jobs do Cara, Antonio They may sing live, do studio recordings or a combination of
and Ava do? (photographer, doctor, singer). If you wish,
both. Live performances might be one-off gigs (concerts) or
give students information from the Culture notes.
regular bookings, for example weekly or monthly bookings.

UNIT 8 Past events 91

c Students read the texts again to find the cities the three
people talk about. Check answers as a class. Ask: Which
 CAREFUL!
word in the text means ‘a group who works or plays sport Students often use was instead of were, e.g. We was in Milan.
together’? (team) Which phrase means ‘singing or playing (Correct form = We were in Milan.), and also were instead of
music in different countries’? (on tour). was, e.g. He were in a meeting. (Correct form = He was in a
Answers meeting.), although this is a less common mistake.
Cara  New York, Dublin Tense errors with past simple be are common. Students often
Antonio  Newcastle, Bristol, Madrid use the present tense when they should use the past simple,
Ava  Munich, Vienna, Milan e.g. All my friends are at the party last night. (Correct form =
All my friends were at the party last night.).
d Elicit some adjectives to describe the people’s lives
and write them on the board (e.g. exciting, difficult, d Write on the board: I was ________(where?) yesterday. Elicit
interesting, fun). In pairs, students talk about the three a list of possible places (e.g. at home, at work, in the park,
people’s lives and say which of the three people they at school). Individually, students write sentences about
would like to meet and why. Take feedback as a class. where they were this morning, last night and yesterday
afternoon. Monitor and help as necessary.
2 GRAMMAR Past simple: be positive e In pairs, students compare their sentences. Were
a Write today’s date on the board and the word today, they in the same places? Take feedback as a class.
then yesterday’s date on the board and yesterday. Write
the following gapped sentence on the board: Today, I ____ 3 VOCABULARY Past time expressions
in London. Elicit the missing word (am). Then write the
following on the board: Yesterday I _____ in Dublin. Elicit a Write past time expressions on the board. Elicit the past
the missing word (was). time expressions students have seen so far in the lesson
(e.g. yesterday, this morning, yesterday afternoon,
Individually, students complete the table. Check answers last night) and write them on the board. Individually,
as a class. students match the four sentences to the timeline. Copy
Answers the timeline onto the board and check answers as a
1 was  2 was  3 were class.
Answers
Ask students to find more examples of was and were in
week 1 week 2 week 3
the texts.
2 3 1 4
Answers Monday Tuesday Wednesday Thursday Friday
I was in New York three days ago for work and then I was in Dublin
yesterday.
We were in Newcastle two weeks ago for a game and we were in b Individually, students use the words in the box to
Bristol last week. It was the World Cup! replace the underlined words in 3a.
Last week, I was on tour with my band in Europe. We were in Answers
Munich on Wednesday and then we were in Vienna on Thursday.
1  We were in Munich on Saturday.
But Saturday night was the best. We were in Milan and about 1,000
2  We were in Newcastle two months ago.
people were at our concert.
3  … we were in Bristol last year.
4  I was in Dublin this morning.
b 3.32 Pronunciation Play the recording for students
to listen for whether or not was and were are stressed. c 3.34–3.36 Students complete the exercises in
Check the answer as a class. Play the recording again, Vocabulary Focus 8A on SB p.144. For exercise a, point
then put students into pairs to practise saying the to the days of the week in the diary page and play the
sentences. recording for students to listen and repeat. Give students
Answer one minute to complete exercise b, then put them in
No, was and were aren’t stressed. pairs to compare their answers. Take feedback as a class.
Play the recording for students to listen and repeat the
c 3.33 Students read the information in Grammar past time expressions in exercise c. Students complete
Focus 8A Part 1 on SB p.124. Play the recording where exercise d. Play the recording for them to listen and
indicated and ask students to listen and repeat. Students check their answers. Check answers as a class. Students
complete exercise a in Part 1 on SB p.125. Check complete exercise e individually. Check answers as a
answers as a class by asking students to read out the class. Tell students to go back to SB p.65.
completed sentences. Make sure they are pronouncing Answers (Vocabulary Focus 8A SB p.144)
was and were correctly (unstressed). Tell students to go d
back to SB p.65. 1 last  2 ago  3 this  4 on
Answers (Grammar Focus 8A Part 1 SB p.125) e
1 at  2 a  3 this  4 ago  5 on / last  6 last
a
1 was  2 was  3 were  4 were  5 was  6 was
7 were  8 was d Ask students to make a list of eight family members
and friends. Divide the class into pairs and assign A and
B roles. Student A says a past time expression, e.g. last
year, and Student B says a sentence with the past time
expression, e.g. My brother was in Mexico last year. After
two minutes, they swap roles.

92  UNIT 8  Past events

   EXTRA ACTIVITY d 3.39–3.41Students read the information in
Grammar Focus 8A Part 2 on SB p.124. Play the
Students continue working in pairs. Each student makes a list recording where indicated and ask students to listen and
of places from holidays or other trips in their life. They then repeat. Individually, students complete exercises a and
take turns to point to a place on their partner’s list and talk b in Part 2 on SB p.125. Check answers as a class. Tell
about the place their partner has chosen, e.g. I was in Spain students to go back to SB p.65.
in 2012. It was very beautiful. It was very hot! They then work
Answers (Grammar Focus 8A Part 2 SB p.125)
in different pairs and tell their new partner two interesting
a
facts about their first partner, e.g. Miguel was in London three 1 was  2 was  3 wasn’t  4 was  5 was  6 was  7 was
years ago. 8 were  9 wasn’t  10 were  11 wasn’t
b
4 LISTENING AND GRAMMAR  2  Was he at the football game on Saturday?
3  Were they at the supermarket yesterday?
Past simple: be negative and questions 4  Where were you three years ago?
5  Was the film interesting?
a 3.37 Remind students about Cara, Antonio and Ava. 6  When were you in China?
Ask: Who’s a singer? (Ava) Who’s a photographer? (Cara) 7  Where was the concert?
What’s Antonio’s job? (doctor). Play the recording for 8  Was it a boring meeting?
students to listen and identify which of the three people
are speaking. Students compare answers in pairs. Play
the recording again if necessary. Check answers as a   FAST FINISHERS
class. Ask fast finishers to work in pairs and ask and answer the
Answers
questions in exercise b. They should practise replying with
1 Cara  2 Antonio  3 Ava
the short answers Yes, it was. or No, it wasn’t.

e 3.42 Individually, students complete the conversation

Audioscript with was, were, wasn’t or weren’t. Play the recording for
CONVERSATION 1 A Yes, I was away with the team in students to check their answers. Check answers as a
LARRY  Were you at work Bristol. class.
yesterday? D How was the game there?
CARA  Yes, I was, but I wasn’t here A It was good – really exciting.
Answers and Audioscript
in the office. CONVERSATION 3 A You weren’t at work yesterday.
L Where were you? VICTOR  Were you at home at the
B  No, it was a holiday for me.
C I was at a meeting in Dublin. weekend? A Nice. Were you at home all day?
B No, I wasn’t. I was in town in the morning and then I was at a
L Oh, was it interesting? AVA  No, I wasn’t. I was away.
party last night.
C Yes, it was really interesting. V Oh, where were you?
A  Was the party good?
CONVERSATION 2 A I was in Milan with my band –
B  Yes, it was a lot of fun.
DENIZ  Were you at the game last there was a concert.
Saturday? V Great! Was it fun?
f In pairs, students practise the conversation. They
ANTONIO  No, I wasn’t – not the A Yes, it was. And Milan is a
repeat the conversation a couple of times, changing
game here in Manchester. beautiful city.
some of the information each time. Monitor and check
D Oh, really? Were you away?
they are using was and were correctly. Listen out also for
whether students are attempting to use other verbs in
b 3.37 Individually, students match the events with the
the past simple, or avoiding them altogether. If you do
adjectives. Play the recording for them to check their
notice mistakes with other past simple verbs, don’t be
answers. Check answers as a class.
tempted to correct them at this stage.
Answers
1 b  2 c  3 a LOA TIP MONITORING
c 3.38 Play the recording for students to read and
As you listen to students changing the conversation in 4f, you
complete conversation 1 with the words in the box.
might notice them attempting to use other verbs in the past
Check answers as a class, pausing the recording after
each line. Point out that we stress was when it appears simple. It doesn’t matter at this stage whether their attempts
in a short answer: Yes, I was. are successful or unsuccessful, as the target language for this
lesson is the past simple of be only. However, listening out for
Answers and Audioscript their attempts will give you a really useful insight into what
Larry  Were you at work yesterday? your students already know or don’t know about the past
Cara  Yes, I was, but I wasn’t here in the office.
simple positive, and this information will help you prepare
L Where were you?
C  I was at a meeting in Dublin. more effectively for teaching that tense in Lesson 8B.
L Oh, was it interesting?
C  Yes, it was really interesting.

UNIT 8  Past events  93

 EXTRA ACTIVITY 5 SPEAKING
Write these prompts on the board: Tell students that they can now practise using all the
1 How / New York? language from the lesson. Divide the class into groups
of three and assign A, B and C roles. Student As look
2 the meeting in Dublin interesting?
at the questions and information on SB p.106, Student
3 the games in Newcastle and Bristol good? Bs do the same on SB p.111, and Student Cs on SB
4 all the players OK? p.113. Student A asks Student B questions, Student B
asks Student C questions and Student C asks Student A
5 How many people / at the concerts in Munich and Vienna?
questions. They all listen carefully to answer: What’s the
6 Three cities in five days! / you tired? same for all three people? Monitor and note down any
Give students two minutes to write questions with was and common mistakes/errors to deal with during feedback.
were for Cara, Antonio and Ava. Check answers as a class Check the answer as a class.
(1 How was New York?, 2 Was the meeting in Dublin Answer
interesting?, 3 Were the games in Newcastle and Bristol Henri, Hanan and Marcella were at parties last weekend.
good?, 4 Were all the players OK?, 5 How many people were
at the concerts in Munich and Vienna?, 6 Three cities in five
days! Were you tired?). ADDITIONAL MATERIAL
In pairs, students take turns to be Cara, Antonio and Ava Workbook 8A
while their partner asks them the questions. Monitor and
Photocopiable activities: Grammar p.155, Vocabulary p.162
check they are using was and were correctly. Don’t expect
them to use any other verbs correctly in the past simple, but
take the opportunity to diagnose how much they already
know about the past simple.

8B Who killed Lady At the end of this lesson, students will be able to:
• understand and talk about past events in a detective

Grey? story
• use the past simple in positive statements correctly
with a set of regular and irregular verbs
• use a lexical set about free time activities correctly
• talk about free time activities in the past and present
OPTIONAL LEAD-IN
Books closed. Write Where were you at 8:00 last night? and
I was … on the board. Elicit some possible endings, e.g. at
home, at work, at a concert, at a party, at a sports game, at b Use the smaller pictures to elicit or teach diamonds and
the cinema, at the park, etc. elicit knife. Point to the woman on the floor and say
In pairs, students take turns to ask Where were you at … + She’s not asleep with a sorry expression on your face.
(time)? and answer I was … + (place). Take feedback as a Elicit or teach the adjective dead. Point to the knife and
class. elicit or teach the verb kill. Mime that you are making
a phone call and elicit or teach the word police. Point to
the pictures and the title and say: You are the detective!
1 READING AND LISTENING Write detective on the board. You need to find information
a Ask students to look at the main picture (the about who killed Lady Grey! Give students two minutes to
people at the table), and the task. Check students read Who killed Lady Grey? (not The police interviews) and
understand rich (having lots of money) and poor (not underline the correct answers. Check answers as a class.
having much money). In pairs, students answer the Ask students to say the parts which give the answers.
questions. Take feedback as a class, asking students to Answers
give reasons for their opinions. Use the main picture 1 bedroom (‘They are always in a bag under her bed.’)
to elicit or teach the word guests (these visitors are 2 3:00 (‘Lord Grey stayed with the guests until 3:00 and then they
friends). went home.’)
3 a knife ('There was a knife next to her …')
Suggested answers
4 weren’t (‘There was a knife next to her and a bag … but no
1 It is probably lunch or dinner. 2 The people are probably rich. diamonds.)

c 3.43 Use the map of the house to elicit or teach

bedroom, garden and dining room. Ask: Which room is
in picture a? (the dining room). Play the recording for
students to listen to and read the police interviews
and find out who A, B and C are on the plan. Students
compare answers in pairs. Check answers as a class.

94 UNIT 8 Past events

 Answers b Discuss the questions about the form of the past simple
A, B Lord Grey, James Green as a class. Point out that the verbs in A have regular
C Jane White past simple forms and the verbs in B have irregular past
simple forms. Tell students that there is a list of verbs
with irregular past simple forms on SB p.165.
  EXTRA ACTIVITY
Answers
To exploit the reading text further, write these gapped 1  -ed  2  in different ways
sentences on the board:
1 Lord and Lady Grey live in a house in London.
 CAREFUL!
2 After lunch, Lady Grey went to bed because she was
. Students often use the present simple where the past simple
would be correct, e.g. I arrive last week. (Correct form = I
3 Lord Grey went to Lady Grey’s bedroom with for
arrived last week.). The verbs that students most commonly
her at 3:15.
make mistakes with are like, get, watch, go, do and buy.
4 James Green and Lord Grey talked about .
Another common error is using the wrong verb, particularly
5 Jane White was in the garden with a . was or did instead of went, e.g. I was shopping yesterday.
6 Sue Black said her was in the house. (Correct form = I went shopping yesterday.).
Give the students one minute to read the text again and add Spelling mistakes can be a problem, particularly with bought
the missing words. Check answers as a class (1 big, 2 tired, and watched, e.g. I bougth a new phone. (Correct form = I
3 tea, 4 business, 5 book, 6 phone). bought a new phone.).

d Students discuss the questions in pairs. Check c Sound and spelling /t/ and /d/
answers as a class. Ask the class: Do you like detective
3.44 For exercise 1, play the recording for students to
stories? Why? / Why not? Elicit some opinions from the
listen to the pronunciation of talked and killed. Play the
class. If you wish, give students information from the
recording again for students to listen and repeat.
Culture notes below.
3.45 For exercise 2, play the recording for students
Suggested answers
to listen to the pronunciation of the regular past simple
Sue Black killed Lady Grey.
After lunch Sue Black was in the house. She wasn't in the garden with forms. Play the recording again if necessary. Check
Jane White. answers as a class.
Answers
more like /t/: watched, worked; more like /d/: stayed, finished, played
  CULTURE NOTES
The detective story is a popular kind of literature. Put students into pairs for exercise 3 to practise
Detective stories usually have the following pattern. A crime saying the verbs.
takes place. It seems impossible to solve. Various people, d In pairs, students take turns to test each other on
including the police, investigate it. Clues gradually emerge and all the past forms (regular and irregular) in the table in
eventually the identity of the person who committed the crime 2a. Their partner should keep the table covered with
is discovered – not by the police, but by the brilliant mind of a their hand while being tested. They then swap roles.
detective.
e 3.46–3.47 Students read the information in Grammar
The first detective story, The Murders in the Rue Morgue, was
Focus 8B on SB p.124. Play the recording where indicated
written by Edgar Allan Poe in 1841. Perhaps the most famous and ask students to listen and repeat. Draw attention
fictional detective is Sherlock Holmes, who was created by Sir to the spelling of -ed endings and remind students that
Arthur Conan Doyle in 1886. there is a list of verbs with irregular past simple forms on
Other famous detective story writers include Agatha Christie, SB p.165. Students complete exercises a–c on SB p.125.
Dashiell Hammett, Raymond Chandler and Georges Simenon. Check answers as a class. Give students two minutes
to complete the sentences in exercise d using I or we.
Students compare answers in pairs. Take feedback as
2 GRAMMAR Past simple: positive a class. Do any students have the same sentences? Tell
a Write on the board: Who Lady Grey? Elicit students to go back to SB p.67.
or teach the missing word killed. Ask: Is ‘killed’ a present Answers (Grammar Focus 8B SB p.125)
event or past event? (a past event). Individually, students a
read The police interviews on SB p.66 again and add the 1 went  2 had  3 stayed  4 saw  5 watched  6 arrived
past simple verbs to the table. Check answers as a class. b
Point out the difference in pronunciation between 1 went  2 saw  3 talked  4 stayed  5 watched  6 read
read /riːd/ (present form) and read /red/ (past form). c
2 had  3 went  4 had  5 talked  6 stayed  7 watched
Answers
8 went  9 read
A B
Verb Past form Verb Past form
kill killed go went
  FAST FINISHERS
talk talked have had Ask fast finishers to look at the list of irregular past simple
stay stayed see saw verbs on SB p.165 and choose six more they would like to
watch watched read read learn. Tell them to write example sentences using these verbs.

UNIT 8  Past events  95

 LOA TIP ELICITING d 3.49 Individually, students complete Jane White’s
statement with phrases in 3b. Play the recording for
students to check their answers. Check answers as a class.
In this extended eliciting activity, students work together to
produce a summary of Who killed Lady Grey? They have to Answers
remember the story and think about the past simple form of 1  had breakfast  2  read the newspaper  3  went shopping
the verbs. 4  went to a café  5  had a drink

One-by-one, write these prompts down one side of the board e 3.50–3.51 Students complete the exercises in
(with stronger groups you could just say each prompt). For Vocabulary Focus 8B on SB p.138. Play the recording
each one, ask questions like Who? Where? What? to elicit the in exercise a for students to listen and put the activities
missing information. If students need prompting to use past in the correct order. Check answers as a class. Play the
simple, say Past?. Write each sentence on the board as you recording in exercise b for students to listen and repeat
elicit it, until you have the whole summary into a paragraph. the verbs in their present and past forms. Students
• go to ... for lunch complete c individually. Check answers as a class.
• be tired ... go to her bedroom Monitor exercises d and e and help as necessary. Tell
• stay in the house ... talk ... students to go back to SB p.67.
• go into the garden Answers (Vocabulary Focus 8B SB p.138)
• go into the house a
• kill ... 1 I went shopping. I went to a café. I went to the cinema. I went to
• be on the floor a party.
2  I had a coffee. I had a shower. I had a pizza. I had a drink.
• At 3:15 ... see ... on the floor
3 I listened to the radio. I listened to music. I watched a football
• dead match. I watched a film on TV.
• see ... bag, knife, diamonds 4  I read a book. I read the newspaper. I read a magazine.
Summary 5  I played football. I played the guitar. I played a computer game.
Sue Black, James Green and Jane White went to Lord and Lady c
1 watched  2 read  3 went  4 listened  5 had
Grey’s house for lunch. Lady Grey was tired. She went to her
bedroom. Lord Grey and James White stayed in the house and f Tell students to look at the three sentence beginnings.
talked about business. Sue Black and Jane White went into the Give students two minutes to complete the sentences
garden. Sue Black went into the house. She killed Lady Grey. At and write one using their own ideas. Monitor and help
3:15, Lord Grey saw his wife on the floor. She was dead. He saw as necessary.
a bag and a knife but no diamonds.
g Put students into groups to read out and compare
their sentences from 3f. You could also set this stage up
3 LISTENING AND VOCABULARY  as a mingling activity, with students walking round the
classroom to compare their sentences with as many people
Free time activities as possible. Monitor and check that students are using free
a 3.48 Individually, and without looking at The police time activity phrases correctly in their present and past
interviews on SB p.66, students complete the sentences forms. After about three minutes, put students into pairs
using past simple verbs from the table in 2a. Play to prepare their answers to questions a–c. Continue to
the recording for them to check their answers. Check monitor students’ use of tenses. Take feedback as a class.
answers as a class. Use the answers to elicit the six free
time activities in their present simple form. Write them 4 SPEAKING
on the board: go home, go for a walk, read a book, watch
TV, have coffee, talk about business. Drill the free time Tell students that they can now practise using all the
activities in their present and past forms. language from the lesson with a partner. Divide the class
into pairs and assign A and B roles. Student As read the
Answers information about Leo on SB p.106. Student Bs read the
1 went  2 went  3 read  4 watched  5  had  6  talked information about Nina on SB p.111. Student As tell
Student Bs about Leo, then Student Bs tell Student As
b Individually, students match the words and phrases with about Nina. Monitor, but don’t interrupt fluency. Note
the past simple verbs to make more free time activities. down any common mistakes/errors to deal with during
Check answers as a class. Drill the free time activities in feedback. Students then answer this question in pairs:
their past forms only. Which of Leo and Nina’s activities are the same? Check
Answers the answer as a whole class, then correct any errors you
1  to a café, shopping  2  the newspaper  3  at home noted while monitoring.
4  a drink, breakfast  5  a film  6  to my friends Answer
Leo and Nina both had breakfast, went shopping, went to a café
c 3.49 Point to the five pictures. Say: These are Jane
and read a book.
White’s activities in the morning before she went to Lord
and Lady Grey’s house. In pairs, students talk for a
minute about the free time activities in the five pictures. ADDITIONAL MATERIAL
Play the recording for them to listen and put the
pictures in the correct order. Play the recording again if Workbook 8B
necessary. Check answers as a class.  hotocopiable activities: Grammar p.155, Vocabulary p.162,
P
Answers Pronunciation p.169
1 e  2 d  3 c  4 a  5 b

96  UNIT 8  Past events

8C Everyday English At the end of this lesson, students will be able to:
• understand conversations about settling in and
Let’s go somewhere this weekend getting to know a new area
• use appropriate phrases for making and responding
to suggestions
• recognise and produce main stress and tone correctly
• write short emails, letters and notes
OPTIONAL LEAD-IN • write a thank-you note
Books closed. Write these free time activities on the board:
1 go for a walk
2 go to a football match
3 go shopping d 3.52 Play Part 1 of the video or audio recording again
4 read a book for students to listen and tick the correct sentences.
5 go to a party Students compare answers in pairs. Check answers as
a class.
6 play a computer game
Answers
7 go to a concert
1 c 2 a
8 read the newspaper
9 go to the cinema e 3.53Play Part 2 of the video or audio recording for
Now write these adverbs of frequency on the board: students to watch or listen and answer the questions.
Check answers as a class.
• often
Answers
• sometimes
Megan went to a party.
• never Sophia watched TV.
In pairs, students say how often they do activities 1-9.
Video/Audioscript (Part 2)

1 LISTENING MEGAN Thank you.

SOPHIA So, how was your Sunday?
S
M
Yes, that’s true.
I find London difficult too,
a Give students time to read the questions and think M It was OK. I was at a party in the sometimes. I know – let’s go
about their answers. In pairs, they ask and answer the evening. somewhere this weekend. So
questions. Take feedback as a class. S Was it good? you can see a different town.
M Yeah … but the food wasn’t We could go to Henley.
b In pairs, students look at 1 and 2 and guess the answers. very nice. S Henley? Where’s that?
Take feedback as a class. Write the most common guess S Oh dear. M Oh, it’s a small town, it’s not far
for each question on the board (a or b). M I was tired. I went home early. from London. I went to school
What about you? there.
c 3.52 Play Part 1 of the video or audio recording for
S Me? S Really?
students to listen and check the correct answers to 1b. M How was your Sunday? M Yes, it’s a beautiful place. Look.
Check answers as a class. S Oh, it was OK. I went for a walk S Oh, yes, it looks nice.
Answers in the afternoon. And then I M So, shall we go there for the day
1 b 2 a stayed at home and watched next Saturday?
TV. London’s really big. It’s S OK, that’s a lovely idea. I’d like
difficult to meet people. to see some different places.
Video/Audioscript (Part 1)
M Well, you know me! Let’s go to Henley!
DAVID Hi, Sophia. How was your S Oh, of course. See you later.
weekend? MEGAN Good morning, Sophia.
f 3.53Play Part 2 of the video or audio recording again
SOPHIA Yeah, it was nice. Yours? S Oh, hi Megan!
D Well, you know, busy with M How are you?
for students to answer the questions. Students compare
friends. So, how do you like it S Yeah, OK, thanks. Thank you for answers in pairs. Check answers as a class. Ask: What
here in England? Saturday. You really helped a is Henley? (It’s a small town near London.) What does
S Oh, I love it. Well, I like London, lot. Megan say about it? (She went to school there. It’s very
but that’s not England! Where M Oh, that’s all right. I love beautiful.).
are you from, David? shopping. Answers
D I’m from Bristol. It’s in the west S It was fun. 1 The food wasn’t very nice.
of England. M Yes, it was. We could go 2 It’s difficult for Sophia to meet people.
S Oh, right. Do you miss your shopping again some time. 3 To go to Henley.
family? S Yes, OK. Good idea. 4 She feels happy because she’d like to see some different places.
D Oh, you know, my parents, but M Steph, did you get my email? …
I love living in London. Well … I I sent it last night. g Individually, students think about their answers to
… um … the questions. They then compare their opinions in pairs
or small groups. If you did the Optional lead-in, remind
students of the free time activities they talked about at
the beginning of the lesson. Take feedback as a class.

UNIT 8 Past events 97

 2 USEFUL LANGUAGE  3 PRONUNCIATION Main stress and tone
Making and responding to suggestions a 3.56 Play the recording for students to listen for the
main stress in the underlined words in the two expressions.
a 3.54 Play the recording for students to listen and
underline the words they hear. Check answers as a class. b 3.56 Play the recording for students to listen for
Ask: Are both options possible? and discuss the answer whether the tone rises or falls after the stressed word
with the class. Write the four sentence beginnings on in the two expressions in 3a. Check the answer as a
the board: We could go ... We can go ... Shall we go ... ? class. Play the recording again for students to listen
Let’s go ... . Play the recording again and ask: Is ‘could’ and repeat the two expressions. Remind students that
stressed? (no) Is ‘shall’ stressed? (no). having a flat intonation might not sound polite. Students
Answers practise saying the expressions in pairs.
1  could, Good Answer
2  shall we, lovely It falls.
Both options are possible in all four cases, but we would use a full
stop or an exclamation mark after let’s…, not a question mark. c Divide the class into pairs and assign A and B
roles. Student As say sentences 1 and 2 and Student Bs
LOA TIP DRILLING respond with an expression in 3a. They then swap roles.
Monitor and check that students are using stress and
Say could, can and shall in their unstressed forms /kʊd/, tone correctly in their responses.
/kən/ and /ʃəl/ for students to listen and repeat. Then say
the stressed word Let’s for students to listen and repeat. Now   EXTRA ACTIVITY
drill the sentences below. Monitor and check that students Point to the picture of Megan and Sophia looking at the
are saying the unstressed words correctly. Repeat the drill, computer on SB p.69. Ask: Which city are Megan and Sophia
changing Let’s go to Let’s stay, etc. in? (London) What does Megan suggest doing with Sophia
• We could stay or we could go. next weekend? (going to Henley / going to a small town near
London).
• Shall we stay or shall we go?
Elicit some places in the area where you are now (beaches,
• Let’s go.
towns, museums, etc.) that are good for visitors to go to.
• We can talk or we can watch TV. Write these places on the board. In pairs, students use the
• Shall we talk or shall we watch TV? ideas on the board to have mini-conversations like the ones
in 3c. Encourage them to add extra information about the
• Let’s talk.
places, e.g. It’s really beautiful, It’s a small town, It’s a big
• We could have lunch or we could have a coffee. museum, It’s very interesting. Monitor, but don’t interrupt
• Shall we have lunch or shall we have a coffee? fluency.
• Let’s have lunch.
4 SPEAKING
b 3.55 Individually, students complete the conversation
a Tell students that they can now practise using all the
with the words in the box. Play the recording for them
language from the lesson with a partner. Divide the
to listen and check their answers. Check answers as a
class into pairs and assign A and B roles. Give students
class.
one minute to look at the conversation map and decide
Answers what they’re going to say.
1 go  2 sorry  3 we  4 idea
b Tell students they’re going to act out a phone
conversation. Elicit the opening lines of a phone
c In pairs, students practise the conversation in
conversation and write them on the board:
2b. Monitor and check students are pronouncing the
expressions for making suggestions correctly. A: (ring, ring…)
B: Hello?
d Individually, students complete the conversation with
A: Oh hi it’s me, (name).
words and phrases from 2a and 2b. Check answers as a
B: Hi (name), how are you?
class, accepting all possible answers.
A: I’m fine thanks. Listen, shall we …
Suggested answers
A  Let’s go to the cinema tonight. In pairs, students role play the conversation they
B  I’m sorry, I’m not free. I have a dinner with my family. prepared in 4a. They then swap roles. Monitor, but
A We could go tomorrow night. don’t interrupt fluency. Listen for correct usage of the
B OK, that’s a lovely idea. target language from this lesson as well as any mistakes
with the target language. Correct errors as a class at the
e In pairs, students practise the conversation in 2d feedback stage.
with a partner, taking turns to be A and B. Ask stronger
students to change free time activities and the times/days.

98  UNIT 8  Past events

 5 WRITING   FAST FINISHERS
a Give students one minute to read the note and answer Ask fast finishers to change the start and finish of the email in
the question. They compare their answers in pairs. b (e.g. Dear Suzy instead of Hi Suzy), and to change some of
Check the answer as a class. the details (e.g. dinner instead of lunch).
Answer
c Give students five minutes to write a thank-you note
to say thank you
to a friend. Encourage them to use the ideas given.
Monitor and help as necessary. Check that students use
b Students go to Writing Plus 8C on SB p.157. Go
the past simple appropriately in their note.
through the information as a class. Draw attention to
the reference to using past simple. Individually, students d Students read their partner’s note. Ask a few students:
do exercises b and c. Check answers as a class. Tell What does your partner say thank you for? Do students
students to go back to SB p.69. say thank you for the same or very different things?
Answers (Writing Plus 8C SB p.157)
b ADDITIONAL MATERIAL
1 c  2 e  3 a  4 b  5 d
c Workbook 8C
1 Dear  2 Here are  3 sorry  4 It was  5 talked  Unit Progress Test
6 hope  7 wishes
Personalised online practice
Photocopiable activities: Pronunciation p.169

UNIT 8  Past events  99

UNIT 8 d Individually, students correct the errors in the sentences.
Students compare answers in pairs. Check answers as
Review a class.
Answers
1  I was in Manchester two weeks ago.

GRAMMAR
2  We were in Rome at the weekend.
1 3  I had coffee with Lily on Friday.
4  We went to a party yesterday.
a Write (?) where / you yesterday and elicit the past simple 5  I listened to music last night.
question Where were you yesterday?. Ask the question to 6  We played football this morning.
a few students in the class. Individually, students use the
prompts to make sentences using the past simple. Check
answers as a class. 3 SOUND AND SPELLING
Answers a 3.57 Write killed and liked on the board and underline
1  I was in a meeting. the -ed endings. Write /t/ and /d/ on the board. Ask
2  Were you OK? about each word: What’s the final sound? (killed /d/,
3  James wasn’t at work this morning. liked /t/). Individually, students add the words to
4  Where was he? the correct place in the table. Play the recording for
5  Yasmin and Adele were in New York two weeks ago.
students to check their answers. Check answers as a
6  We weren’t in Paris six years ago.
class. In pairs, students practise saying the words in
the table.
b Write these five places on the board: museum, sports
game, cinema, hotel, concert. Give students 30 seconds to Answers
read the text and find out which three places the writer /t/ /d/
went to last week. Tell them not to worry about the talked, watched, helped stayed, listened, played
gaps at this point. Check answers as a class (museum,
cinema, hotel). Now give students two minutes to read
the text again and complete it with the past simple form
b 3.58 Play the recording for students to listen and go
through the information in the table. Elicit and write the
of the verbs in brackets. Check answers as a class.
different spelling patterns for each sound on the board:
Answers
/eɪ/ ay, a, ea, ey and /aɪ/ i, igh
1 were  2 arrived  3 visited  4 talked  5  went  6  saw
7  watched  8  stayed  9 weren’t  10 liked  11 was  12 had Drill all the words in the table.
c 3.59 Individually, students decide whether the
2 VOCABULARY marked sounds in each pair of words are the same or
different. Play the recording for students to check their
a Individually, students look at the date and time at the top answers. In pairs, students practise saying the words.
of the exercise, then choose the correct answers. Students
compare answers in pairs. Check answers as a class. Answers
1 S  2 S  3 D  4 S  5 D  6 S
Answers
1 a  2 b  3 a  4 a  5  b  6 b
  FAST FINISHERS
b In pairs, students ask and answer questions using
Ask fast finishers to think of more words with the sounds /eɪ/
Where were you ... ? and the past time expressions in 2a.
(e.g. name, same, page) and /aɪ/ (e.g. my, why, five, wi-fi).
Take feedback as a class.
c Individually, students use the words and phrases in the
box to complete the table. Point out that one phrase can LOA REVIEW YOUR PROGRESS
be used more than once. Check answers as a class.
Students look back through the unit, think about what
Answers
1  a pizza  2  the radio  3  a football match  4  a magazine
they’ve studied and decide how well they did. Students
5  a computer game  6  a football match work on weak areas by using the appropriate sections of the
Workbook, the Photocopiable activities and the Personalised
online practice.
  EXTRA ACTIVITY
Individually, students write five past simple sentences with
phrases from the table. They should use I and yesterday or
this morning. They compare their answers with a partner
and find out how many of their sentences are the same. Take
feedback as a class.

100  UNIT 8  Past events