M01 StartUp Student Book 3 9780134684161.indd 70 07/11/2018 16:20
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1 VOCABULARY Storytelling expressions
06-16 Listen. Then listen and repeat.
eventually: after a long time soon: in a short time from now later: after the present time
as soon as: right after something has happened
during: all through a period of time at that moment: at a point in time meanwhile: at the same time
by the time: not later than the moment that something happened
Circle the correct answers.
1. We danced a lot during / meanwhile the party.
2. As soon as / Soon Ann got to the bus stop, it started to rain.
3. After looking for over an hour, we eventually / later found the restaurant.
4. By the time / At that moment he got home, everyone was eating dinner.
5. Tom baked a cake. Meanwhile / Soon, my Dad was wrapping presents.
6. I couldn’t meet with him because I was busy later / at that moment.
PAIRS Make sentences using the expressions in 1A. I fell asleep during the movie.
2 GRAMMAR Past continuous; past continuous with when
Use the past continuous to show an action that was happening at a certain time in the past.
The past continuous shows the duration of an action, not its completion.
Affi rmative statement Negative statement
Subject Was / Were Verb + -ing Subject Was / Were Not Verb + -ing
I was cooking dinner. I was not taking the train.
Yes / No question Short answers
Was / Were Subject Verb + -ing Affi rmative Negative
Was it raining? Yes, it was. No, it wasn’t.
Information question Answer
Wh- word Was / Were Subject Verb + -ing Subject Was / Were Verb + -ing
What were you watching yesterday? I was watching a movie.
Use when + the simple past for actions that interrupt the action in the past continuous.
Affi rmative statement
Subject Was / Were Verb + -ing When Simple past
She was waiting to pay when she saw him.
Notes
• Use the simple past, not the past continuous, for actions that were completed without interruptions. Jim dropped his phone and broke it.
• In sentences with when, the past continuous shows the action that happened fi rst.
Everyone was eating when Scott got home. = First, they began eating. Then, Scott got home.
>> FOR PRACTICE, GO TO PAGE 142
COACH
LESSON
70 UNIT 6
3
SARAH GOLD
@SarahG
I love hearing stories about how people met each other.
TALK ABOUT PAST EVENTS
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UNIT 6 T-70
LESSON 3 TALK ABOUT PAST EVENTS
Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.
• Read the title of the lesson and the social media message aloud. Ask Ss, What does
Sarah love hearing stories about? (how people met each other)
1 VOCABULARY
• Read the Vocabulary title, Storytelling expressions. Say, When we’re telling stories, we use specific expressions to explain when different things happened.
• Have Ss preview the expressions before listening. Ask, Which of these expressions have you used before?
Which are you unfamiliar with? Ask them to underline any words they don’t know.
• Tell Ss to listen to the storytelling expressions, and then listen again and repeat. Play the audio.
• Read the definition of each expression aloud. Explain that most of the expressions show indefinite time, but as soon as and at that moment express definite time.
Tell Ss they will practice the use of each expression in the next exercise.
• Have Ss read about past activities and circle the correct storytelling expression to complete the sentence.
Have them work individually and then compare their answers in pairs.
• Walk around as Ss work and provide help as needed.
• To review, have volunteers take turns reading the sentences aloud. After each sentence, restate the sentence with different words to help clarify the meaning. For example,
S: We danced a lot during the party.
T: Yes! So, all through the party, the whole time, you danced a lot.
• Address any questions about the meaning or the use of the storytelling expressions.
• Write the example on the board. Elicit the answer from Ss (at that moment). Complete the sentence on the board and read it aloud.
• Arrange Ss in same-level pairs, and ask, What happened last week? Give Ss a few minutes to talk about activities or events that happened in the past week.
• Have Ss make sentences using storytelling expressions.
Remind them to follow the model in the book.
Have lower-level Ss write 2–3 sentences and higher-level Ss write 4–5.
2 GRAMMAR
• To introduce the grammar, ask Ss to close their books.
Write on the board, I was taking the bus. Underline was taking and read the sentence aloud.
• Ask Ss, Is this verb in the present or the past? (past) How do you know? (the auxiliary verb was) What is this verb tense called? (past continuous) Why do we use it?
Elicit ideas from the class.
• Ask Ss to open their books and look at the grammar chart. Read the explanation about why we use the past continuous aloud. Read the examples aloud, pointing out the word order and placement of not. Remind Ss that the auxiliary and main verb are separated by the subject in questions.
• Give additional examples of affirmative and negative statements with the auxiliary verb were, such as They were studying. They weren’t playing video games.
Remind Ss that it’s possible to use the contractions wasn’t and weren’t in statements and short answers.
• Direct Ss’ attention to the board. Erase the period of the sentence on the board, and add the following: I was taking the bus when she sat next to me. Underline sat next to me and read the sentence aloud.
• Point to sat and ask Ss, What is this verb tense called?
(simple past) Why do we use it? (to talk about an action that occurred once) Elicit more examples of actions in the simple past from Ss. (met my friend, got married, walked the dog)
• Ask Ss to look at the grammar chart. Read the second explanation and example aloud.
• Bring Ss’ attention to the Notes at the bottom of the grammar chart. Read the explanations and the examples aloud. Draw a timeline on the board to demonstrate the order and duration of the two actions in the example. For example,
FUTURE PRESENT
PAST
They began
eating. Scott
got home.
Everyone was eating.
• In pairs, have Ss take turns saying aloud the example sentences in the grammar box. Ask them to combine was/were and not to make contractions.
• Teach Ss the -ing spelling rules. Say, For most verbs, add -ing to the verb. When a verb ends with the letter e, drop the e and add -ing. Write on the board, take + -ing = taking.
• Say, When a one-syllable verb ends in vowel + consonant, double the final consonant and add -ing.
Write on the board, shop + -ing = shopping.
• Provide additional examples of verbs with spelling changes as necessary.
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3 LISTENING
06-18 Listen to the story. What is the woman talking about?
a. an interesting trip she took b. how she met her husband c. a concert she went to
06-18 Listen again. Put the events from the story in order.
Write the number on the line.
a. She went to a concert with her friends, and the man was there.
b. She went to the supermarket and saw the man.
c. She saw a man with a book she liked.
d. They got married.
e. They went to dinner and talked for a long time.
f. She took the train to work.
06-18 Read the Listening Skill. Listen again. Listen for the lines below. Circle the emotion that you hear.
1. “I saw someone holding my favorite book, The Elephant Vanishes.”
a. surprised b. angry c. bored
2. “…all of a sudden I saw the man from the train in the line next to me.”
a. confused b. tired c. excited
3. “A few days passed, but I didn’t see the ‘mystery man’ again.
To be honest, I was beginning to think I had imagined him!”
a. worried b. happy c. lonely
4. “By the time the concert was over, it was like we had known each other for years.”
a. bored b. happy c. confused
PAIRS Compare your answers in 3C. Did you hear the same emotions?
4 TRY IT YOURSELF
MAKE IT PERSONAL Think about how you met your best friend, boyfriend / girlfriend, husband / wife, or someone important in your life. Take notes.
PAIRS Tell your partner about how you met this person. Ask questions to get more information.
A: I went to the library to study. As soon as I sat down, a beautiful woman walked in.
B: Really? What happened next?
WALK AROUND Continue the conversation with your classmates. Take notes in the chart. Report to the class. Who had the most surprising or unusual story?
Who Where you met Details
LISTENING SKILL Listen for intonation Speakers vary the pitch, tone, speed, and volume of their voices to make the things they say more interesting. They also express different emotions such as excitement, surprise, anger, or fear. They may talk slower to emphasize what they are saying, or louder or higher if they are excited, happy, surprised, or angry. As you listen, pay attention to the clues that tell you how the speaker feels.
UNIT 6 71 I CAN TALK ABOUT PAST EVENTS.
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UNIT 6 T-71
3 LISTENING
• Bring Ss’ attention to the picture, and have them predict what’s happening. Ask, Who is this person? (a man) Where is he? (on a bus or train) What is he doing?
(reading a book; looking out the window)
• Bring Ss’ attention to 3A. Tell Ss, Listen to the story, and circle the answer choice that describes what the woman is talking about. Remind Ss to listen for the main idea, not details. Read the answer choices aloud.
• Have Ss listen and choose the best answer. Then have them compare in pairs.
• Review the answer as a class. Ask, Were your predictions correct?
• Give Ss time to preview the exercise items before listening again. Have them underline the verbs. Ask, What verb tense are these statements in? (past tense) Why? (They are actions that were completed.)
• Ask Ss to underline any additional key words to listen for in each statement. (a. concert; b. supermarket;
c. book; d. married; e. dinner; f. train)
• Play the audio. Pause after I was taking the train to work. Ask Ss, What did she do on Monday morning?
(She took the train to work.) Say, Right! So, this is the first event in the story. Write the number 1 next to f.
in your book.
• Play the audio without pausing. When finished, have Ss compare their answers in pairs. Replay the audio if appropriate.
• To review, call on Ss to say the correct answer. Ask, What happened second? What happened next?
Encourage Ss to respond in complete sentences.
EXTENSION In same-level pairs, have Ss retell the main points of the woman’s story in chronological order. Challenge higher-level Ss to close their books as they summarize. Ask them to repeat the activity several times to increase fluency.
• Read the Listening Skill aloud. Explain to Ss that pitch refers to the degree of highness or lowness with which one speaks. Ask Ss, Do you know anyone that naturally has a high-pitched or low-pitched voice? Explain that tone usually refers to the emotion in the voice.
• Bring Ss’ attention to 3C. Tell Ss, Listen again, and circle the emotion that you hear in the lines below. Give Ss time to preview the exercise items. In pairs, have them predict what emotion they will hear in each.
• Have Ss listen again and choose the best answer.
• Have Ss compare in pairs and then review the answers as a class. Ask, Were your predictions correct?
• For each answer, ask Ss to explain what about the intonation of the speaker’s voice told them how the speaker felt.
EXTENSION In pairs, have Ss take turns reading the lines in 3C aloud with the correct emotion. Walk around and listen for intonation.
4 TRY IT YOURSELF
• Tell Ss, My best friend and I met each other in college.
I was taking the bus to class when she sat down next to me. We were instantly friends!
• Tell Ss to think about how they met somebody important in their life. Ask, How did you meet each other? Have them write down any details they remember. Remind them to take notes, not to write complete sentences.
• Have Ss share their stories in pairs. Remind them to explain the order of events by using the expressions in 1A and the simple past and past continuous verb tenses.
• Read the example conversation with a higher-level S.
Encourage Ss to ask each other follow-up questions to get more information.
• Walk around the class as Ss discuss. Provide feedback on vocabulary and verb use as necessary.
• Ask Ss to stand up and walk around the classroom.
Have them take turns sharing their stories and asking each other questions.
• Have Ss talk to at least three classmates. After ten minutes, bring the class back together. Invite volunteers to share who had the most surprising or unusual story.
LOOK FOR While Ss are completing the Try It Yourself activity, walk around and listen. Look to see if Ss are correctly doing the following:
✓ using storytelling expressions
✓ using the past continuous to show the duration of an action
✓ using when + the simple past for actions that interrupt the action in the past continuous
✓ understanding how intonation expresses emotion EXIT TICKET Write on the board, How did you meet each other? Have Ss write their names on a blank card or piece of paper. Tell them to write complete sentences describing how they met somebody important in their life. Ask lower-level Ss to write 2–3 sentences and higher-level Ss to write 4–5 sentences.
Remind them to use storytelling expressions and the simple past and past continuous verb tenses. Collect cards as Ss leave. Read the cards to identify areas for review in later lessons and to identify individual Ss who may need additional practice.
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3 LISTENING
06-18 Listen to the story. What is the woman talking about?
a. an interesting trip she took b. how she met her husband c. a concert she went to
06-18 Listen again. Put the events from the story in order.
Write the number on the line.
a. She went to a concert with her friends, and the man was there.
b. She went to the supermarket and saw the man.
c. She saw a man with a book she liked.
d. They got married.
e. They went to dinner and talked for a long time.
f. She took the train to work.
06-18 Read the Listening Skill. Listen again. Listen for the lines below. Circle the emotion that you hear.
1. “I saw someone holding my favorite book, The Elephant Vanishes.”
a. surprised b. angry c. bored
2. “…all of a sudden I saw the man from the train in the line next to me.”
a. confused b. tired c. excited
3. “A few days passed, but I didn’t see the ‘mystery man’ again.
To be honest, I was beginning to think I had imagined him!”
a. worried b. happy c. lonely
4. “By the time the concert was over, it was like we had known each other for years.”
a. bored b. happy c. confused
PAIRS Compare your answers in 3C. Did you hear the same emotions?
4 TRY IT YOURSELF
MAKE IT PERSONAL Think about how you met your best friend, boyfriend / girlfriend, husband / wife, or someone important in your life. Take notes.
PAIRS Tell your partner about how you met this person. Ask questions to get more information.
A: I went to the library to study. As soon as I sat down, a beautiful woman walked in.
B: Really? What happened next?
WALK AROUND Continue the conversation with your classmates. Take notes in the chart. Report to the class. Who had the most surprising or unusual story?
Who Where you met Details
LISTENING SKILL Listen for intonation Speakers vary the pitch, tone, speed, and volume of their voices to make the things they say more interesting. They also express different emotions such as excitement, surprise, anger, or fear. They may talk slower to emphasize what they are saying, or louder or higher if they are excited, happy, surprised, or angry. As you listen, pay attention to the clues that tell you how the speaker feels.
UNIT 6 71 I CAN TALK ABOUT PAST EVENTS.
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6 3
5 2
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1 BEFORE YOU READ
PAIRS Where is the most interesting or
unique restaurant you have ever visited? Discuss.
I once ate at a restaurant under the ocean…
VOCABULARY 06-19 Listen. Then listen and repeat.
2 READ
PREVIEW Look at the title and photograph. What do you think the article is about?
06-20 Listen. Read the article.
a cave wildlife limestone a cliff a crane a platform