UNIT

8 In the past
LANGUAGE past simple of be ■ past simple: irregular verbs ■ inventions

8A Technology through the ages

1 Match the inventions with the words in the box. Do you have any of these things in your home?

video player digital camera microwave TV smartphone CD player

a b c d e f

Go to Vocabulary practice: inventions, page 149

2 Which inventions are important to you? Choose your top three and tell a partner.
I can’t live without my smartphone, satnav and TV.

3 A When do you think most people in the UK first had these things in their homes?
Write 1930s, 1960s or 1990s.
washing machine black-and-white TV telephone CD player
radio vacuum cleaner the internet freezer
B Read the text. When did Ethel, George and Jessica have these things in their homes?

The 1930s
In the 1930s, life at home wasn’t easy. There was a lot of housework to do and we
didn’t have a lot of things to help us like we have now. There wasn’t a vacuum
cleaner, an electric iron or a washing machine. We didn’t have a telephone, but
there was a telephone box in the street. We didn’t make many telephone calls!
We had a radio, but we didn’t have a TV. In my free time (we were always
busy so there wasn’t much free time!), I read a lot of books.
Ethel

My first house was very different from my parents’ house. The furniture was very
colourful and there was a lot of new technology. We had a telephone and a TV.
The TV was black and white and there were a lot of different programmes, but
there weren’t many channels. We had some modern appliances in our kitchen –
a fridge, a freezer, an electric cooker, a toaster and a washing machine and
we always had a vacuum cleaner.
George

The 1990s
In the 1990s, a lot of my friends had TVs in their bedrooms. TVs and other
electrical items weren’t expensive and I had a TV and a video player in my
room. I had both a cassette player and a CD player to listen to music. In
1997, I bought my first mobile phone. There was a computer in our house.
I didn’t use it much, but in 1998 we got the internet at home. We were so
excited! I can’t imagine life without the internet now. Can you?
Jessica

66

144 EXTRA PRACTICE  Workbook page 44; photocopiable activity 8A Vocabulary

 UNIT

In the past 8

UNIT
UNIT 8 OVERVIEW:  The focus of this unit is talking about the past, and past events. Sts read a text about
technology through the ages. They then watch/listen to people talking about past inventions. Next, they
read about a family that decided to live like a family in the 1980s, and practise talking about things that they
did in the past. They finish by reading an account of a disastrous job interview and writing an account of
something interesting or unusual that happened to them in the past.

LANGUAGE SKILLS
Grammar Vocabulary Pronunciation Listening Writing
Past simple of be; past simple: irregular Inventions; life was and were; Listening for Planning and making
verbs; past simple: regular verbs and stages -ed endings numbers, dates and notes; sequencers
past time expressions prices

LANGUAGE 8A
8A Technology through the ages
Sts read a text about technology in the 1930s, 1960s and 1990s. They then practise talking about the kinds of technology
they had when they were young.

Grammar Vocabulary Pronunciation Communication

Past simple of Inventions (black and white TV (black-and-white TV), cassette player, was and were Talking about
be; past simple: CD player, colour TV, digital camera, dishwasher, DVD player, freezer, fridge, technology when
irregular verbs laptop, microwave, Sat Nav (satnav), toaster, tumble dryer, video player) you were young

WARMER 3 Do the exercises in the Vocabulary practice section on

Ask: What do you know about life in the 1960s? In what ways page 149 with the class. In pairs, sts take turns to mime
was it different? Elicit a few ideas, then ask sts to work in using one of the inventions, and their partner must
pairs and note down five ways in which life was different guess it. Encourage them to practise until they can
in the 1960s. Ask pairs in turn to tell the class their ideas. If remember and say all the words quickly.
they mention technology, write the names of the items they
mention on the board and teach the word technology. If they Go to Vocabulary practice: inventions, SB page 149/TB
don’t mention these things, introduce the idea, and ask: What page 311.
kinds of technology did people NOT have in the 1960s? Sts will find more language presentation and practice for
inventions here. Do these exercises with the class, or set
1 Read through the words in the box with the class and them for homework, before continuing with exercise 2 of
pre-teach if necessary. Sts work in pairs and label the lesson 8A.
inventions. Discuss as a class which of the inventions sts
Remind sts to go to the app for further self-study
have in their homes.
vocabulary practice of inventions.
Answers 2 Allow sts time to prepare their ideas. Brainstorm some
a TV  b smartphone  c  video player  more ways of saying that something is important to you,
d digital camera  e microwave  f  CD player e.g. I really need my ..., I depend on my ... . Sts work in
pairs and tell their partner what inventions are important
to them. Encourage them to give reasons.
3 x PRACTICE  SB page 66, exercise 1
3 A Sts discuss in pairs. Encourage them to speculate and
1 Do the exercise as normal. Before you check the guess if they don’t know. Don’t confirm answers yet.
answers, read out each word from the box in turn and
ask: Which picture? Elicit answers and encourage sts B Sts read the text to check their ideas. Check answers
to discuss any differences of opinion. Give the correct and ask sts what they found most surprising in the text.
answer, then model pronunciation and get sts to repeat
the word. Answers
washing machine – 1960s telephone – 1960s
2 Ask sts to cover the box. In pairs, they look at the radio – 1930s the internet – 1990s
pictures and try to remember the words from memory. black-and-white TV – 1960s CD player – 1990s
They can look at the words in the box again to check. vacuum cleaner – 1960s freezer – 1960s

145
 past simple of be ■ past simple: irregular verbs ■ inventions LANGUAGE 8A
7A
4 A Complete the sentences from the text with the correct form of be.
1 My first house very different from my parents’ house.
2 In the 1930s, life at home easy.
3 We so excited!
4 TVs and other electrical items expensive.
5 There a lot of new technology.
6 There many channels.
B Answer the questions. Then read the Grammar box.
1 Which are the two positive past simple forms of be? and
2 What are the negative forms? and
3 What are the past simple forms of there is and there are? and

Grammar past simple of be, there was/there were

Positive: Negative: Past simple of there is and there are:

I was two years old in 1934. I wasn’t alive in 1930. There was a TV in our living room.
You were a child in the 1960s. You weren’t an adult. There wasn’t a telephone box in our street.
Life was difficult in the past. It wasn’t easy. There were a lot of TV programmes.
We were happy. My parents weren’t rich. There weren’t many TV channels.

Go to Grammar practice: past simple of be, there was/there were, page 126
5 8.4 Pronunciation: was and were Listen and repeat the sentences. Which verb forms are
stressed: positive or negative?
1 The TV was in the living room. 4 Things were very different.
2 There wasn’t much free time. 5 Dishwashers weren’t in every home.
3 There were two bedrooms and a bathroom. 6 There weren’t many cars.

6 A Look again at the text. Find the positive past simple form of these verbs.
1 have 2 read 3 buy 4 get
B Find the negative past simple form of these verbs from the text. Which verb form do we use
after didn’t? Then read the Grammar box.
1 have 2 make 3 use

Grammar past simple: irregular verbs

A lot of verbs have an irregular past simple positive form. You need to learn them.
Positive: Negative:
In the 1930s, I read a lot of books. We didn’t make many phone calls.
We had a computer. I didn’t go there much.

Go to Grammar practice: past simple: irregular verbs, page 126

7 A 8.6 Complete the text with the past simple form of the verbs in the box. Listen and check.

buy (×2) have not use not have

In the 1990s, I 1 a mobile phone, but I 2 a digital camera. I 3 a digital camera

in 2001, but then, in 2005, I 4 a smartphone, so I 5 my digital camera after that.
B Tell your partner about yourself. Use the prompts.

I didn’t have a … I used …

In the 1990s/2000s, I had a … I bought a …

Go to Communication practice: Student A page 163, Student B page 172

8 Talk about your parents/grandparents when they were young. What did/didn’t they have
in their homes?

Personal Best Think about your house when you were a child. Write about the gadgets and inventions you had. 67

146 EXTRA PRACTICE  Workbook page 44;

00; photocopiable activity 8A Grammar
 LANGUAGE 8A
4 A Sts complete the sentences with the correct form of be. Grammar
Check answers.
Read the Grammar box with sts about the past simple:
irregular verbs. Explain that a lot of common verbs
Answers
have irregular past simple forms, and sts need to learn
1 was  2 wasn't  3 were  4 weren’t  5 was  6 weren’t them. Point out that we only use the past simple form
in positive sentences, and it is the same for all persons.
B Sts look at the sentences in exercise 4A and answer the Remind them that in negative sentences, we use didn’t
questions. Check answers. + the infinitive form. Ask questions to check concept.
Concept check questions:
Answers When do we use the past simple? (to talk about events
1 was, were  2  wasn’t, weren’t in the past). Are verbs such as ‘make’ and ‘buy’ regular
3 there was, there were or irregular? (irregular). What’s the past simple of ‘buy’?
(bought). Have? (had). Does the past simple form change
Grammar for I, you, he, she, etc? (no). Do we use the past simple
form for positive sentences or negative ones? (positive).
Read the Grammar box with sts about the past simple How do we form the negative? (with didn’t and the
of be. Point out we use was for the I, he, she and it infinitive).
forms, and we use were for the you, we and they forms.
Elicit that the negative forms are wasn’t (was not) and Go to Grammar practice: past simple: irregular verbs, SB
weren’t (were not). Ask questions to check concept. page 126/TB page 000.
Concept check questions: Sts will find more language reference, presentation and
When do we use the past simple of ‘be’? (to talk about the practice for irregular verbs in the past simple here. Do
past). When do we use ‘was’? (with I, he, she, it). When do these exercises with the class, or set them for homework,
we use ‘were’? (with you, we, they). I was happy – correct? before continuing with exercise 7A of lesson 8A.
(yes). Phones was expensive – correct? (no – phones were
expensive). Can you make those two sentences negative? Remind sts to go to the app for further self-study
(I wasn’t happy, Phones weren’t expensive). There’s a TV grammar practice of irregular verbs in the past
in the kitchen – can you change the sentence so it’s about simple.
the past? (There was a TV in the kitchen). There aren’t
any mobile phones – can you say this about the past? (no 7 A 8.6   Sts complete the text with the correct verb
– There weren’t any mobile phones). forms. Play audio track 8.6 for sts to listen and check their
answers. See the SB page opposite for audio script.
Go to Grammar practice: past simple of be, there was/
there were SB page 126/TB page 265. Answers
1 had  2  didn’t have  3 bought  4 bought 
Sts will find more language reference, presentation and 5 didn’t use
practice for the past simple of be, there was/there were
here. Do these exercises with the class, or set them for
homework, before continuing with exercise 5 of lesson 8A. B Sts use the prompts to tell their partner about
themselves.
Remind sts to go to the app for further self-study
grammar practice of the past simple of be, there was/ Go to Communication practice
there were. Divide the class into Student A and Student B. All ‘Student
A’ sts should go to SB page 163. All ‘Student B’ sts should
go to SB page 172. Go to TB page 339 for the teacher
5 8.4   Play audio track 8.4. See the SB page opposite for
notes. Do the activity, then continue with exercise 8 of
audio script. Elicit that the positive forms are not stressed
lesson 8A.
(/wəz/ and /wə/), but the negative forms are stressed
(/wɒznt/ and /wɜ:nt/). Play the audio track again for sts to 8 Allow sts time to prepare their ideas individually. They
listen and repeat. then exchange their ideas in pairs. Ask some sts to tell the
6 A Sts look at the text on page 66 again and find the past class something they learned about their partner's family.
simple forms of the verbs. Check answers. Point out that
although the spelling read is the same in the present and PERSONAL BEST
past tenses, the pronunciation is different (/ri:d/ and /red/). Sts can practise using the past simple of be further. They write
about the gadgets and inventions they had in their homes
Answers when they were a child. Remind them to use there was/there
1 had  2 read  3 bought  4 got were. Sts can compare their descriptions in pairs.
Ask weaker sts to think about their house when they were a
B Sts look at the text again and find the negative past child, and write these sentence beginnings on the board:
simple verbs. Check answers, then elicit that after didn’t
we use the infinitive form of the verb. There was a ... / There were ... / There wasn’t a ... /
There weren’t any ... / We had a ... but we didn't have a ... .
Answers
Sts complete the sentences with their own ideas. They can
1 didn’t have  2  didn’t make  3  didn’t use
compare their sentences in pairs.

147
 8
27 SKILLS
SKILLS LISTENING listening for numbers, dates and prices ■ phrases ■ life stages

8B Life stories
Learning
Curve 1 Match the phrases in the box with pictures a–f.

get married retire go to university be born start school get a job

a c e

b d f

2 Look at the table. When do these life stages happen in your country? Discuss in pairs.
Life stage Average age in the USA Average age in the UK
start school 5 or 6 4 or 5
go to university 18 or 19 18 or 19
get married 28 31
have your first baby 26 30
In our country, people start school when they’re four.

Go to Vocabulary practice: life stages, page 150

3 8.8 Watch or listen to the first part of Learning Curve. Choose the correct options to
complete the sentences.
1 Simon talks about the invention of the satellite / satnav.
2 Kate talks about the invention of instant coffee / coffee filters.

Skill listening for numbers, dates and prices

We sometimes have to listen for numbers, dates and prices:

• Practise listening to numbers regularly on the radio or on the television.
• Be prepared to hear years and dates if someone is talking about the past.
• Listen for the verbs cost and spend. We often use them to talk about prices.

4 A 8.8 Read the Skill box. Watch or listen again and complete the sentences with
the correct numbers, dates and prices.
1 Simon’s taxi journey took minutes. It cost about £ .
2 In 19 , Roger Easton worked at a research centre in Washington D.C.
3 In the 19 s, he thought of putting clocks on satellites.
4 It cost about $ million to build the first GPS.
5 On February 1978, the first GPS satellite went into space.
6 Melitta Bentz was born on January 31, .
7 In the early th century, people used little bags to make coffee.
8 Kate usually spends £ when she buys a coffee.
B Discuss the questions in pairs.
1 Do you use the inventions in the programme? How often do you use them?
2 Which invention do you think is more important? Why?

68

148 EXTRA PRACTICE  Workbook page 45; photocopiable activity 8B Vocabulary

 SKILLS 8B
8B Life stories
Learning
Curve Sts learn vocabulary for life stages, then watch or listen to people talking about inventions and practise
listening for numbers, dates and prices. They focus on irregular past simple verb forms, and practise listening
for phrases. They end by talking about the life story of someone they know.

Listening Skill Listening builder Grammar Vocabulary

Sts watch a video or Listening for Phrases Irregular past Life stages (be born, start school,
listen to a recording numbers, dates simple verb forms leave school, go to university, get
about inventions. and prices a job, meet someone, get married,
have a baby, get divorced, retire, die)

WARMER Skill
Tell the class something about your early life, e.g. where you Read the Skill box with sts about listening for numbers,
were born, where you went to school, which university you dates and prices. Check they understand cost and spend.
studied at. Ask: Where were you born? Where did you go to Point out that when people say dates, they may say
school? Did you go to university? What did you study? Elicit them in different ways, e.g. the tenth of December or
answers from individual sts, then put sts into pairs to tell each December the tenth. Remind sts that in English, we say
other something about their life. Ask some sts to tell the class years as two separate numbers, e.g. 1946 = nineteen
something they learned about their partner. forty-six.

1 Check understanding of the phrases in the box and pre- 4 A 8.8   Allow sts time to read through the gapped
teach as necessary. Sts look at the pictures and match sentences. Play video/audio track 8.8 again. Sts watch/
them with the phrases in the box. Check answers and listen and complete the sentences with the correct
model pronunciation of the phrases. numbers, dates and prices. Check answers.
Answers Answers
a be born  b  start school  c  go to university 1 15, 14  2 1943  3 60  4 100  5 22/22nd  6 1873 
d get a job  e  get married  f retire 7 20  8 2–3

2 Sts read through the table and think about when these B Sts discuss the questions in pairs. Get feedback on their
things happen in their country. They discuss their ideas in answers.
pairs. Get feedback on their answers.
Go to Vocabulary practice: life stages, SB page 150/TB
page 313.
Sts will find more language presentation and practice for
phrases for life stages here. Do these exercises with the
class, or set them for homework, before continuing with
exercise 3 of lesson 8B.
Remind sts to go to the app for further self-study
vocabulary practice of phrases for life stages.

3 8.8   NB all the B lessons in this level which focus on

listening skills are accompanied by video (i.e. an episode
of Learning Curve). In this lesson, Kate and Simon discuss
inventions, and interview people about technology and
inventions.
Sts read through the sentences. Pre-teach the following
words from the video: satnav, satellite, space, an invention,
to invent something, a research centre, an object, instant
coffee, to pour (coffee), coffee filter and delicious. Play
video/audio track 8.8. See TB page 361 for video/audio
script. Sts watch/listen and choose the correct words to
complete the sentences. Check answers.

Answers
1 satnav  2  coffee filters

149
 listening for numbers, dates and prices ■ phrases ■ life stages LISTENING SKILLS
SKILLS 8B
7B
5 A Look at the irregular past simple forms in the table. Write the infinitive of each verb.
Then check in the Irregular verbs list on page 176.

Infinitive Past simple Kate or Simon? Infinitive Past simple Kate or Simon?
1 took 5 thought
2 had 6 went
3 told 7 made
4 cost 8 gave

B 8.8 Watch or listen again. Who says the irregular past simple forms in 5A? Write K (Kate) or S (Simon).

Go to Vocabulary practice: irregular verbs, page 150

6 8.10 Watch or listen to the second part of the show. Match the people with the
services that they mention. There is one service that you don’t need.

cooking app online language courses sightseeing app online fashion store

1 Vanessa: 2 Marcello: 3 Xander:

7 8.10 Watch or listen again. Choose the correct options to complete the sentences.
1 Vanessa’s birthday is on May 10th / 12th / 28th.
2 It usually costs about £11,000 / £23,000 / £33,000 to start a company.
3 She got her degree in 2002 / 2010 / 2012.
4 Marcello got married two / three / four years ago.
5 Xander finished his invention on April 1st / 3rd / 5th.
6 His invention costs about $1.13 / $1.30 / $1.19.

Listening builder phrases

People often use set phrases when they talk, especially in informal situations.
Learn them as phrases, not just individual words:
I’m just in time. Bye for now!

8 8.11 Read the Listening builder. Complete the sentences with the phrases in the box.
Listen and check.

First of all a cup of tea Of course you can! Bye for now! What do you do?

1 A B I sell computers.
2 A Can I ask you a question? B
3 A See you tomorrow. B See you!
4 A Would you like and a biscuit? B Yes, please.
5 A How did you start writing books?
B , I wrote a blog and then I wrote a book.

9 In pairs, think of someone interesting that you know and talk about his/her life story.
My grandma was born in Lima in 1929. She got married to my grandfather when she was 18.

Personal Best
Challenge! Think of a famous person that you know about. Write a paragraph about his/her life story. 69

150 EXTRA PRACTICE  Workbook page 45

 SKILLS 8B
5 A Sts look at the irregular past simple forms and complete Listening builder
the table with the infinitive of each verb, referring to the
Read the Listening builder box with sts about phrases.
Irregular verbs list on page 176 to help. Check answers,
Point out that phrases are very common in informal
and model pronunciation of the irregular forms. Remind
language and they can be difficult to recognize, because
sts that they need to learn irregular verb forms.
they often include very common words such as just,
time, etc., but with particular meanings. Point out to sts
Answers
that it is important for them to learn informal phrases
1 take  2 have  3 tell  4 cost  5 think  6 go so they can recognize them when they hear them. Ask
7 make  8 give questions to check concept.
Concept check questions:
B 8.8   Play video/audio track 8.8 again. Sts watch/ When do people often use phrases? (in informal
listen to hear who uses each irregular verb and write the language/situations). Why are they difficult to
correct initial, K (Kate) or S (Simon). Check answers. recognize? (because they often include very common
words). What can you do to recognize phrases better?
Answers (learn them as phrases).
1 S  2 S  3 S  4 S  5 S  6 S  7 K  8 K
8 8.11   Sts read the sentences and complete them with
Go to Vocabulary practice: irregular verbs, SB page 150/ the correct phrases. Play audio track 8.11. See the SB
TB page 313. page opposite for audio script. Sts listen to check their
Sts will find more language presentation and practice for answers. Check answers, and check that sts understand
irregular verbs here. Do these exercises with the class, or the meaning of all the phrases.
set them for homework, before continuing with exercise 6
of lesson 8B. Answers
1 What do you do?
Remind sts to go to the app for further self-study
2 Of course you can!
vocabulary practice of irregular verbs.
3 Bye for now!
4 a cup of tea
6 8.10   Read out the services, and explain the meanings
5 First of all
as necessary. Pre-teach the following words from the
video: a (university) degree, economics, a webcam,
technology and to inspire someone. Play video/audio 9 As a round-up, sts return to the topic of life stages and
track 8.10. See TB page 362 for video/audio script. Sts talk about the life of someone they know. They read the
watch/listen and match the people with the services they instructions and prepare their answers, then talk about the
mention. Check answers. people in pairs. Get feedback on their discussions.

Answers
1 online fashion store
PERSONAL BEST
2 online language courses Sts can practise talking about life stages further. They write a
3 sightseeing app paragraph about the life of a famous person they know. They
can compare their paragraphs in pairs.
7 8.10   Sts read the sentences and options. Play video/ Weaker sts can work in pairs. They choose a famous person
audio track 8.10 again. Sts watch/listen and choose the and write three or four sentences about their life. Ask some
correct options to complete the sentences. Check answers. sts to read their sentences to the class, without saying the
person’s name. Other sts can listen and guess who the person
Answers is.
1 12th  2 £23,000  3 2012  4 three  5 1st  6  $1.30
EXTRA PRACTICE
Sts work in pairs. They take turns to use their phones to
film their classmate talking about their person in exercise 9.
Allow sts time to watch the films of themselves. Watching
themselves on film will help sts to evaluate how naturally and
fluently they can speak.

151
 8 LANGUAGE past simple: regular verbs and past time expressions

8C Life in the 1980s

1 A In pairs, look at the pictures. What do you know about life in the 1980s?

B Do you like the fashion and music from the 1980s? Why/Why not? Discuss in pairs.

2 Read the text. What is it about? Choose the best summary.

1 It’s about a family who lived in the 1980s without any technology.
2 It’s about a family who stopped living with modern technology.
3 It’s about a family who didn’t like 1980s technology.

BACK TO THE 1980s

In 2013, Canadian couple Blair and Morgan McMillan started to worry about their two
young sons, Trey and Denton. The boys used a smartphone and a tablet, and they were
always inside – they didn’t want to play outside. Blair and Morgan wanted to change the
situation, so they decided to live like a family in the 1980s for a year. They stopped using
mobile phones, tablets, the internet and cable TV!
Life changed a lot. Blair and Morgan stopped banking online; instead, they went to the
bank in person. They used an old-fashioned camera, not a digital camera. At home, the
family listened to cassettes and watched videos. There was an old games console from
the 1980s and the children played Super Mario Bros. on that. And they loved it! For their
holiday, the family travelled across Canada using a map, not a satnav.
Some things were hard. Blair lost a business partner because he didn’t use a computer
or mobile phone for his job. It was difficult for the family to communicate with their
friends and relatives. They had a phone, but all their friends and family used the internet
or social media.
But a lot of things were better. The family saved a lot of money. Also, they enjoyed
spending more time together in the evenings and at the weekend. The boys didn’t play
with their phones and computers all the time – they played with their toys in the living
room, and Blair and Morgan chatted on the sofa or watched 1980s
TV programmes.

3 Read the text again. Are the sentences true (T) or false (F)?
1 The boys liked playing outside before 2013.
2 Blair and Morgan stopped going to the bank in ‘the 1980s’.
3 The family had a TV before 2013.
4 Blair didn’t use modern technology in his work in ‘the 1980s’.
5 The family didn’t have much money in ‘the 1980s’.
6 The family were together more often in ‘the 1980s’.

4 Find the positive form of the sentences in the text.

1 Blair and Morgan didn’t want to change the situation. 4 The family didn’t travel across Canada.
2 They didn’t stop using mobile phones. 5 They didn’t save a lot of money.
3 They didn’t use an old-fashioned camera. 6 They didn’t enjoy spending time together.

70

152 EXTRA PRACTICE  Workbook page 46

 LANGUAGE 8C
8C Life in the 1980s
Sts read a text about a modern family that decided to give up modern technology and live like a family in the 1980s.
They then practise talking about their own life when they were younger.

Grammar Pronunciation Communication

Past simple: regular verbs and past time expressions -ed endings Talking about the past

WARMER 3 x PRACTICE  SB page 70, exercise 3

Ask: Do you think life is better now than it was in the past?
Which things are better? Which things aren’t as good? Elicit a 1 Do the exercise as normal. When you check answers,
range of answers and ask: Is technology always a good thing? read out each sentence in turn and ask sts all together
Are there any disadvantages? What are they? Elicit a range of to shout true if they think it is true or false if they think
answers. it is false. Ask a student who gave the correct answer to
explain why.
1 A Sts look at the pictures in pairs and discuss what they 2 Ask sts to cover the text. In pairs, they try to remember
know about life in the 1980s. Get feedback on their as much about the text as they can, using the sentences
answers. Ask sts if they recognise the people in the first in exercise 3 as prompts. They can look at the text
two photos. Elicit or explain that they are Madonna and again to check.
Michael Jackson. The other pictures show: a man dressed 3 Divide the class into four groups, A, B, C and D. Each
in 1980s fashion, with the hairstyle of the time; a woman group looks at one paragraph of the text again in
in 1980s clothes, with big curly hair; a woman in a 1980s detail and tries to remember it. Put sts into groups of
office; children using a 1980s computer at home. four, with one A, B, C and D student. Sts work in their
B Elicit what music and fashions were popular in the groups and try to retell the story from the text. They
1980s, e.g. elicit singers such as Michael Jackson and can help each other if necessary. Encourage them to
Madonna, bands such as Culture Club and Duran Duran, practise more than once, so they can tell the story in a
and fashion styles such as power dressing for women natural, fluent way.
(with big shoulder pads) and romantic styles (with loose,
flowing skirts and dresses). Sts work in pairs to discuss
what they know about music and fashion in the 1980s,
4 Sts look in the text to find the positive forms of the
sentences. Check answers.
and what they like and dislike. Get feedback on their
answers.
Answers
2 Read through the three summaries with the class and 1 Blair and Morgan wanted to change the situation.
make sure sts understand everything. Sts read the text 2 They stopped using mobile phones.
quickly and choose the best summary. Check the answer. 3 They used an old-fashioned camera.
4 The family travelled across Canada.
Answer 5 They saved a lot of money.
2 6 They enjoyed spending more time together.

3 Sts read the text again and decide if the sentences are true
or false. Check answers.

Answers
1 F  2 F  3 T  4 T  5 F  6 T

153
 past simple: regular verbs and past time expressions LANGUAGE 8C
5 A Look at the sentences in exercise 4. What ending do regular past simple positive forms have?
B Underline more regular past simple forms in the text. Then read the Grammar box.

Grammar past simple: regular verbs and past time expressions

Positive: Negative:
They listened to cassettes. They didn’t watch DVDs.
I loved playing video games. Blair didn’t use a computer for work.
Past time expressions:
last week, last month, last year, last summer
a few years ago, a week ago, two days ago, three hours ago
yesterday morning, yesterday afternoon, yesterday evening
Look! We say last night, NOT yesterday night.

Go to Grammar practice: past simple: regular verbs and past time expressions, page 127
6 A 8.13 Pronunciation: -ed endings Listen and repeat the three verbs in the table.
Notice how we say the -ed endings.
/t/ /d/ /ɪd/
looked changed wanted

B 8.14 Add the verbs in the box to the table. Listen, check and repeat.

tried decided stopped travelled played watched waited liked ended

7 8.15 Say the sentences. Listen, check and repeat.

1 We travelled all night. 4 You needed a new mobile phone.
2 I watched a film last night. 5 My father worked at the weekends.
3 The family saved a lot of money. 6 I wanted a new computer.

8 A Write true sentences about you with positive or negative past simple verbs.
1 I dinner last night. (cook)
2 I a photo online yesterday. (post)
3 I to the radio this morning. (listen)
4 I house two years ago. (move)
5 I German at school. (study)
6 I in a different city when I was younger. (live)
B In pairs, compare your sentences. Add more information.
A I cooked dinner last night. I cooked lasagne. B I cooked chicken last night.

Go to Communication practice: Student A page 163, Student B page 172

9 A Write one thing for each point below.
• A TV programme or film you watched last week:
• A place you travelled to last year:
• A game or sport that you played last month:
• The job that you wanted to do when you were a child:
B Work with your classmates. Find someone with the same answer as you.
A When I was a child, I wanted to be a vet. How about you?
B I didn’t want to be a vet. I wanted to be a farmer.

10 Tell your classmates about different people in your class.

Erica wanted to be a farmer when she was a child.

Personal Best Choose ten years in your life. Write one important thing that happened in each year. 71

154 EXTRA PRACTICE  Workbook page 46; photocopiable activities 8C Grammar

 LANGUAGE 8C
5 A Refer sts back to the sentences in exercise 4 and read Answers
out the question. Elicit the answer – an -ed ending. /t/: stopped, watched, liked
/d/: tried, travelled, played
B Sts look at the text on page 70 again and underline /ɪd/: decided, waited, ended
more regular past simple forms. Check answers.

Answers 7 8.15   Sts work in pairs and practise saying the

Blair and Morgan started to worry. sentences. Play audio track 8.15 for sts to listen and check
they didn’t want to play outside their pronunciations. See the SB page opposite for audio
they decided to live script. Play the audio again for sts to listen and repeat.
Life changed a lot
Blair and Morgan stopped banking online 8 A Allow sts time to read through the gapped sentences
the family listened to cassettes and watched videos and check they understand everything. Sts write true
the children played Super Mario Bros. sentences with positive or negative verbs in the past
And they loved it. simple.
he didn’t use a computer
their friends and family used the internet Answers
the boys didn’t play with their phones 1 cooked / didn't cook  2  posted / didn't post
they played with their toys
3 listened / didn't listen  4  moved / didn't move
Blair and Morgan chatted
watched 80s TV programmes 5 studied / didn't study  6  lived / didn't live

Grammar B Ask two sts to read out the example answer. Sts then
work in pairs to compare their sentences and add more
Read the Grammar box with sts about regular verbs information. Ask some sts to tell the class something about
in the past simple and past time expressions. Explain their partner.
that regular verbs add -ed to form the past simple,
and the form is the same for all persons. Point out Go to Communication practice
that with some verbs there are spelling changes, e.g. Divide the class into Student A and Student B. All ‘Student
a double letter in travelled, chatted. Point out that, as A’ sts should go to SB page 163. All ‘Student B’ sts should
with irregular verbs, we form the negative with didn’t go to SB page 172. Go to TB page 339 for the teacher
+ the infinitive: didn’t want. Read through the time notes. Do the activity, then continue with exercise 9A of
expressions and explain the meanings. Point out the lesson 8C.
position of ago after the noun: a week ago NOT ago a 9 A Read through the list with the class and make sure
week. Ask questions to check concept. they understand everything, including the past time
Concept check questions: expressions. Sts write their answers individually.
We listened to music – present simple or past simple?
(past simple). Regular or irregular verb? (regular). How B Ask two sts to read out the example dialogue. Explain
do we form the past simple for regular verbs? (we add that we use How about you? to ask the same question
-ed). Does the form change for I, you, he, etc? (no). How back to someone. Sts move around the class and try to
do we form the negative? (with didn’t and the infinitive). find someone with the same answers as them. Point out
They didn’t waited for me – correct? (no – they didn’t that they will need to tell the class something about their
wait for me). We finished ago two weeks – correct? (no – classmates, so they should listen carefully to what they
two weeks ago). say.
10
Ask individual sts to tell the class something about their
Go to Grammar practice: past simple: regular verbs and classmates.
past time expressions, SB page 127/TB page 267.
Sts will find more language reference, presentation and
practice for regular verbs in the past simple and past time PERSONAL BEST
expressions here. Do these exercises with the class, or set Sts can practise using the past simple further. They choose ten
them for homework, before continuing with exercise 6A of years of their life and write an important thing that happened
lesson 8C. in each one. Monitor and help with vocabulary and irregular
Remind sts to go to the app for further self-study past forms if necessary. Sts can compare their sentences in
grammar practice of regular past simple verbs and pairs.
past time expressions. With weaker classes, write the following prompts on the
board:
6 A 8.13   Play audio track 8.13. See the SB page opposite
Yesterday I ...
for audio script. Sts listen and notice the three different
ways of pronouncing the -ed ending. Play the audio track Last week I ...
again for sts to listen and repeat. Last year I ...
B 8.14   Play audio track 8.14, pausing after each verb In 2015 I ...
for sts to add it to the table. See the SB page opposite for Sts complete the sentences with their own ideas. Monitor and
audio script. Sts listen to check their answers and repeat. help with vocabulary and irregular past forms if necessary.
They can compare their sentences in pairs.

155
 87 SKILLS WRITING planning and making notes ■ sequencers

8D What happened to you?

1 Think of something interesting that happened to you last week, last month or last year.
Tell your partner.

2 Read Tony’s story. Did he get the job?

My nightmare job station. Then it started to rain, so I stopped to buy an

interview
umbrella, and I missed my train!
I felt quite stressed, but there was another train in
twenty minutes. I phoned the company and they
changed the interview to 10.30 a.m. I felt a bit more

L
ast week, I had a job interview. The interview relaxed. Later, I arrived in London and I checked my
was on Friday at 9.30 a.m. in London. On phone to see where the company was. But my phone
Thursday evening, I prepared a presentation on didn’t have any battery! I was very late when I arrived
my laptop, checked the train times and the address at their offices.
of the company. Before the interview I felt confident. I
After I got to the interview room, I opened my bag
went to bed early because I wanted to sleep well.
to take out my laptop, but it wasn’t there! I felt
On Friday morning, the problems started. First, I really stressed and I had a terrible interview. I wasn't
didn’t hear my alarm and I woke up late. I didn’t have surprised when I didn’t get the job!
time to have a shower or have breakfast. I ran to the by Tony Smart

3 Read the story again. Order events a–h from 1–8.

a The interview started. e His phone didn’t have any battery.
b Tony checked the address. f It started to rain.
c They changed the interview time. g He went to the station.
d He checked the train times. h He saw that he didn’t have his computer.

Skill planning and making notes

Before you write a story about yourself, ask yourself the following questions and make notes:
1 When did it happen?
2 Where were you at the start?
3 What were the main events?
4 How did you feel at different times?
5 What happened in the end?

4 Read the Skill box. Imagine you are Tony and answer the questions in the Skill box.

72

156 EXTRA PRACTICE  Workbook pages 47 and 77

 SKILLS 8D
8D What happened to you?
Sts read a story about a disastrous interview. They then write a story about a good, bad or strange experience that they
had in the past.

Writing Skill Text builder

A story about an experience Planning and making notes Sequencers

WARMER
Play a game to revise past simple forms. Put sts into teams
and ask them to close their books. Say the infinitive forms of
verbs that sts have studied in the past simple in this unit, e.g.
have, make, read, go, buy, want, wait, etc. Include a mixture
of regular and irregular verbs. As you say each verb, teams
race to give the correct past simple form. They get a point
for a correct answer, but lose a point if they give an incorrect
answer. See which team has the most points at the end.

1 Give an example of something interesting that happened

to you last week, e.g. I bought a new phone. Sts work in
pairs to tell a partner about something interesting that
happened to them. Ask some sts to tell the class what they
learned from their partner.
2 Read out the title of the story and pre-teach nightmare and
interview if necessary. Sts read the story and answer the
question. Check the answer.

Answer
No, he didn’t get the job.

3 Students read the story again and order the events. Check
answers.

Answers
1 d  2 b  3 g  4 f  5 c  6 e  7 h  8 a

Skill
Read the Skill box with sts about planning and making
notes. Explain that it is important in a story to make it
clear what order the events happened in.

4 Sts imagine that they are Tony and answer the questions
about the story. Check answers.

Answers
1 on Friday morning
2 at home
3 I woke up late, missed the train, changed the interview
time, arrived late and started the interview, realised my
laptop wasn’t in my bag, didn’t get the job.
4 I felt confident the night before. I felt stressed when I
missed my train. I felt more relaxed when I changed my
interview time. I felt very stressed again when I found
my laptop wasn’t in my bag.
5 I had a terrible interview and didn’t get the job.

157
 planning and making notes ■ sequencers WRITING SKILLS 8D
7D
5 Match the notes with the different questions in the Skill box.

a fell asleep on the bus to the airport, didn’t get off the bus at the airport, missed
the plane, slept at the airport
b last month
c Barcelona, on holiday
d got a flight the next day
e tired (on the bus), stressed and angry (at the airport), very tired but happy
(the next day)

Text builder sequencers

We can connect events with words such as first, then, later, before
and after. We use these to show the time order of the events:
First, I got up late. Then I had a shower. Later, I went for a coffee.
We use before and after + a noun or verb phrase:
Before the interview, …
After I got to the interview room …

6 Read the Text builder. Underline the sequencers in the story on page 72.

7 Choose the correct sequencers to complete the sentences.

1 I always walk my dog in the evening before / after I go to bed.
2 First / Before, I had a coffee. Then I walked to the shops.
3 I felt very tired on the journey home. Later / Before, I fell asleep on the sofa.
4 We bought some food. First / Then we made a nice meal.
5 Are you coming before or after / later dinner?

8 Complete the text with the words in the box.

then first later before after (×2)

I had a terrible day yesterday. 1 , the coffee machine broke – I always have a coffee
2 I leave the house. 3 I couldn’t find my car keys. 4 30 minutes, I found
them in my jacket pocket. 5 , I had an argument with a colleague at work. It was awful, so
I went to speak to my boss. 6 I spoke to her about the situation, I felt a lot better.

9 Write sentences about yesterday. Use the sequencers in exercise 8.

After I arrived at work, I made a large coffee.

10 A PREPARE Think about a good/bad/strange experience you had. Make notes about these things:
• the introduction to the story: When and where were you? Who were you with?
• the events of the story: What happened? What problems did you have? What did you do? How
did you feel? What happened in the end?
B PRACTISE Write a story about your experience.

C PERSONAL BEST Read another student’s story. Check that:

• the introduction is clear.
• the events of the story are clear.
• the verbs are in the correct past simple form.
• the sequencers show the order of events clearly.

Personal Best Choose a well-known film and describe the events. Ask your partner to guess the film. 73

158 EXTRA PRACTICE  Workbook page 47; photocopiable activity 8D Skills

 SKILLS 8D
5 Sts match the notes with the questions in the Skill box on 9 Sts write some sentences about what they did yesterday,
page 72. Check answers. using the sequencers in exercise 8. Sts can compare their
sentences in pairs. Ask some sts to read their sentences to
Answers the class.
a 3  b 1  c 2  d 5  e 4
10
Students follow the steps to write a story about an
interesting or unusual experience they had.
Text builder
A PREPARE   Sts prepare their ideas. With weaker classes,
Read the Text builder box with sts about sequencers. you could brainstorm some ideas first, e.g. a journey that
Explain that we use sequencers to make it clear went wrong, an unexpected meeting with someone, etc.
when the events in a story happened, and in what
order. Explain that we use First, Then and Later at the B PRACTISE   Sts use the story in exercise 2 as a model

beginning of a sentence, followed by a comma. Point and write their own story. Refer sts back to the Skill box
out that before and after are followed by a noun or a on page 72 and remind them to use their notes to make
verb phrase. Ask questions to check concept. the story clear. Refer them back to the Text builder box
and encourage them to use a range of sequencers to make
Concept check questions:
it clear when the events happened and in what order. You
What do sequencers tell us? (when events happened
could set this stage for homework if you prefer.
and in what order). Which sequencer do we use for event
number 1? (First). Which do we use for the next event? C PERSONAL BEST   Sts work in pairs. They exchange their
(Then). Which do we use for an event that happens after story with their partner and check it, using the checklist
a while? (Later). Where in a sentence do we use First, provided. Encourage them to give some positive feedback
Then and Later? (at the beginning, with a comma after on the content of the story, too, and encourage a spirit of
them). What comes after ‘before’ and ‘after’? (a noun peer support and cooperation.
or verb phrase). After the meal, I went home – correct
or incorrect? (correct). After we finished eating, I went
home – correct or incorrect? (correct). PERSONAL BEST
Sts can practise writing stories further by describing the
6 Sts look at the story on page 72 again and underline the events in a well-known film. Remind them to use sequencers.
sequencers. Check answers. They read their descriptions to each other in pairs and try to
guess their partner’s film.
Answers
First, Then, Later, Then Weaker sts can work in pairs. They think of a film they both
know and write five sentences about what happened in it,
using sequencers to order the events. Sts can then work
7 Sts read the sentences and choose the correct sequencers together in groups of four to read their sentences to each
to complete them. Check anwers. other and guess the films.
Answers EXTRA PRACTICE
1 before  2 First  3 Later  4 Then  5 after
With books closed, write the following infinitives and gapped
sentences on the board:
3 x PRACTICE  SB page 73, exercise 7
arrive feel go have run wake up
1 Do the exercise as normal. When you check the
answers, read out each sentence with both options in
turn and ask: Which is correct? Why? What does the 1 Last week, I ___ a job interview.
sequencer tell us? 2 I ___ confident.
2 Ask sts to cover the exercise. Read out each pair of 3 I ___ to bed early.
events from the sentences, e.g. walk my dog, go to bed. 4 I didn’t hear my alarm and I ___ late.
Sts work in pairs and try to write the sentences from
memory. They can look at the exercise again to check. 5 I ___ to the station.
3 Sts work in pairs and rewrite each sentence using a 6 Later, I ___ in London.
different sequencer, e.g. First, I walk my dog. Then, I Sts work in pairs and complete the sentences with the correct
go to bed. Ask pairs in turn to read their sentences to past simple verb forms from memory. Sts can check their
the class. Ask other sts: Is the meaning the same as the answers in the text. Check answers and ask: Which verb is
original sentence? regular? (arrive) Remind sts that they need to learn irregular
past simple forms.
8 Sts read the text and complete it with the correct
sequencers. Check answers. Answers
1 had  2 felt  3 went  4  woke up  5 ran  6 arrived
Answers
1 First  2 before  3 Then  4 After  5 Later  6 After

159