M01 StartUp Student Book 3 9780134684161.indd 32 07/11/2018 16:17
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1 VOCABULARY Past participles
03-08 Listen. Then listen and repeat.
Regular verbs have the same form for the simple past and the past participle.
Base form of verb Simple past Past participle
work worked worked
study studied studied
Some irregular verbs also have the same form for the simple past and the past participle.
Base form of verb Simple past Past participle
have had had
make made made
Some irregular verbs have different forms for the simple past and past participle.
Base form of verb Simple past Past participle
be was / were been
do did done
go went gone
see saw seen
PAIRS Student A, say the base form of a verb from 1A. Student B, say the past participle.
2 GRAMMAR Present perfect for past experiences
Use the present perfect to show that something has or hasn’t happened at an indefi nite time in the past. The present perfect is formed with have or has + past participle.
Questions Statements
Have / Has Subject Past participle Subject Have / Has Not Past participle Have you been to the theater? I have been to the theater.
Has she seen the play? She has seen the play.
Have they taken a bus tour? They have not taken a bus tour.
Notes
• The adverbs yet and already are often used with the present perfect. Use yet in questions and negative statements. Use already in affi rmative statements.
Have you seen the play yet? I haven’t seen the play yet.
She has already seen the play. or She has seen the play already.
• It is possible to have more than one verb after have or has.
It is not necessary to repeat have or has.
I have traveled to Paris and have seen the Eiffel Tower.
More common: I have traveled to Paris and seen the Eiffel Tower.
• Use the simple past when the specifi c time of the event is mentioned. I took a tour last week.
Use contractions, such as haven’t or hasn’t, in spoken English and informal writing.
>> FOR PRACTICE, GO TO PAGE 132
COACH
LESSON
32 UNIT 3
2
ALBA PARDO
@AlbaP
I really love this city! There’s so much to see and do.
TALK ABOUT PAST ACTIVITIES
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UNIT 3 T-32
LESSON 2 TALK ABOUT PAST ACTIVITIES
Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.
• Read the lesson title. Ask, What did we learn in Lesson 1? (to express feelings) What will we learn in this lesson? (to talk about past activities)
• Have a volunteer read the social media message aloud. Ask Ss, Where is Alba? (in a city) Ask, Why does she love the city? (There’s so much to see and do.) How do you think she is feeing? (excited)
1 VOCABULARY
• Read the Vocabulary title, Past participles. Say, For regular verbs, both the simple past and the past participle end in -ed. For irregular verbs, the form may be the same or different.
• Tell Ss to listen to the pronunciation of the different verb forms in the chart. Explain that they will hear the groups of words row by row. Suggest they follow along in their books as they listen.
• Remind Ss to listen first, and then listen again and repeat. Play the audio.
• In pairs, have Ss take turns testing each other’s knowledge of the words in 1A. Student A chooses a base form of a verb from 1A, and Student B responds with that verb’s past participle.
• Challenge higher-level Ss to complete the activity without looking at the book.
2 GRAMMAR
• To introduce the grammar, read the title aloud, and say, I have seen the movie Titanic eight times. Have you seen the movie yet? To activate Ss’ prior knowledge, ask them what they know about the present perfect.
• Have Ss look at the grammar chart and follow along as you read the description aloud. Say, We can use the present perfect to talk about past activities and experiences.
• Write the first row of examples on the board. Include not in the statement. Read them aloud. Remind Ss that the subject comes after the auxiliary verb in a question, rather than before it as is the case in a statement. Ask, What’s the auxiliary verb in these examples? (have) Say, We use have or has plus the past participle to form the present perfect.
• Point out the placement of the word not in the statement. Remind Ss they can make a contraction by combining the have auxiliary with the word not.
Write on the board, have not = haven’t and has not
= hasn’t. Ask, When is it appropriate in English to use contractions? (in speaking and informal writing)
• Underline the word been in the question and answer.
Ask, What is this kind of word called? (past participle) Tell Ss, For regular verbs, the past participle is formed by adding an -ed ending. Bring Ss’ attention to the examples of past participles in the grammar chart. Ask, Do these participles have an -ed ending? (no) Why not?
(They are irregular verbs.) What two letters do they end with? (-en) Explain to Ss that there is no fixed rule to make past participles for irregular verbs, but that many end in -en.
• Read the other two rows of examples aloud. Ask Ss when to use has versus have. (singular versus plural subject)
• Tell Ss that it’s correct and common to respond with short answers: Yes, I have. or No, I haven’t. Point out you can only use contractions in short answers if the answer is negative.
• Bring Ss’ attention to the first Note at the bottom of the chart. Say, We often use the adverbs yet and already with the present perfect. Write the first row of example sentences on the board. Circle the question mark in the question and the word haven’t in the statement.
Underline yet in both. Say, We use the adverb yet in questions and negative statements.
• Write the second row of examples on the board. Say, We use the adverb already in affirmative statements.
Underline the word already in both statements. Point out that already can be placed between the auxiliary and past participle or at the end of the sentence.
• Read the second Note and the example sentences aloud.
• Read the third Note aloud. Write the example on the board. Next to it, write, I have already taken a tour.
Read the example in the simple past and present perfect. Ask Ss, What is the difference in meaning between the two situations? (The simple past example indicates that the event happened at a specific time in the past, while the present perfect example indicates that the event happened at an indefinite, or non- specific, time in the past.) Provide additional examples if necessary.
OPTION Ask Ss to close their books. Write the first row of examples on the board. Include not in the statement. First, ask Ss to identify the subject, auxiliary verb, and past participle in each sentence.
Have volunteers come up to the board and circle the subject and underline the whole verb. Ask them to write AV above the have auxiliary verb and PP above the past participle. Based on this analysis, have Ss deduct the rules for forming the present perfect.
• To review common irregular verbs, have Ss look at the chart on page 164.
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3 PRONUNCIATION
03-10 Listen. Notice the stressed words. Then listen and repeat.
What did you do on the weekend? I went for a walk in the park.
Have you been to the Botanical Gardens? No, I haven’t.
Have you gone to the theater in New York? Yes, I have. It’s amazing!
03-11 Listen. Underline the stressed words. Then listen and repeat.
1. A: Have you been to the zoo in Beijing?
B: No, but I’ve heard it’s great.
2. A: Have you gone to a concert in London? B: Yes, I have. I loved it!
PAIRS Practice the conversations in 3A and 3B.
4 CONVERSATION
03-12 Listen or watch. Complete the sentences.
1. Alba had a weekend.
2. On the weekend, Alba saw a .
3. Alba goes to the theater when she is in New York.
4. Sarah compares her trip to New York to a .
03-13 Listen or watch. Complete the conversation.
Sarah: What did you do this weekend?
Alba: I went for a walk in the park. It was nice to do something outdoors.
Sarah: Oh, that reminds me. Have you been to the Botanical Gardens?
Alba: No, I haven’t. I was planning to go, but this week.
Sarah: Well, maybe next time. So, what else did you do?
Alba: I went to the theater. ? Sarah: No, I haven’t but I’d like to go.
03-14 Listen and repeat. Then practice with a partner.
PAIRS Make new conversations. Use these words or your own ideas.
COACH Stressed words
We stress the important words in a sentence. We usually stress words that communicate meaning, like nouns, main verbs, and adjectives. Stressed words are strong and clear.
zoo aquarium
5 TRY IT YOURSELF
MAKE IT PERSONAL Think about things you’ve done or places you’ve been to in your country. Take notes.
PAIRS Talk about the things or places from 5A. Ask questions to get more information.
A: Have you done anything interesting lately?
B: Yes, I have. I’ve been to the museum.
CONVERSATION SKILL Change the topic
To change the topic in a conversation, say: That reminds me…, Oh, did you hear…?, Incidentally…, Oh, before I forget…, or I don’t mean to change the subject, but… A: Before I forget—I heard that you got a
new job. Congratulations!
B: Thanks. I’m really busy, but I love it. Listen to or watch the conversation in 4A again. Underline the words that you hear above.
UNIT 3 33 I CAN TALK ABOUT PAST ACTIVITIES.
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UNIT 3 T-33
3 PRONUNCIATION
• Read the Pronunciation box aloud. Remind Ss that a stressed word is higher, louder, and longer than other words. Ask, What words do we stress in a sentence?
(important words that communicate meaning) What kinds of words usually communicate meaning? (nouns, main verbs, adjectives, adverbs)
• Read the directions aloud. Play the audio.
• In pairs, have Ss predict which words will be stressed.
• Read the directions aloud. Play the audio.
• As Ss listen, write the conversations on the board.
When they finish, ask, Were your predictions correct?
• To review, invite volunteers to underline the important words and explain their answers.
• In pairs, have Ss practice the conversations in 3A and 3B. Walk around and listen for correct word stress.
• Have Ss swap roles and practice again.
4 CONVERSATION
• Have Ss look at the video still. Ask, What do you think Sarah and Alba are talking about this time?
• Give Ss time to preview the exercise items. Then play the audio or video. Have them complete the exercise individually. Ask, Were your predictions correct?
• Go over the answers as a class.
• Focus on the Conversation Skill. Write the expressions in a list on the board. Model the correct word stress and intonation. Have Ss repeat. Separate Incidentally into syllables (inãciãdenãtalãly) and draw a dot over the vowel in the third syllable. Pronounce it several times and have Ss repeat.
• Replay the conversation in 4A. Have Ss listen for and underline any expressions to change the topic. (Oh, that reminds me... Oh, before I forget...)
EXTENSION In pairs, have Ss talk about Sarah and Alba’s weekends. First, ask Ss to recall details about the women’s weekend activities. Then ask Ss to share which weekend they prefer and why.
• Ask Ss to predict ways the gaps might be filled.
• Then have them listen and complete the conversation.
Review answers as a class.
• Have Ss identify the simple past and present perfect verbs. (simple past: did, went, was; present perfect:
have been, haven’t)
• Play the audio again and have Ss repeat.
• In pairs, have Ss practice the conversation.
• Arrange Ss in same-level pairs. Have them make new conversations by substituting the highlighted words into the conversation in 4B. Encourage Ss to make the conversation true for them by also including activities they did last weekend.
5 TRY IT YOURSELF
• Model the activity. Say, I’ve seen the most amazing places in the United States when camping at national parks. I’m eager to visit Yellowstone, because I haven’t gone yet, but I’m proud to say that I’ve already visited over fifty national parks. As you speak, write key words on the board, such as United States, national parks, Yellowstone, and amazing. Ask Ss, Have you gone to a national park in your country?
• Give Ss time to take notes about things they’ve done or places they’ve been in their country.
OPTION If possible, project images of your travels as you describe them.
TEACHING TIP Ask Ss to write down key words, not complete sentences, when taking notes and to use abbreviations and symbols. Remind them that it’s important to take clear and organized notes that are easy for them to read later on.
• Have Ss share their past activities in pairs. Model the example conversation with a higher-level S.
• Encourage Ss to ask follow-up questions to get more information and develop fluency.
LOOK FOR While Ss are completing the Try It Yourself activity, make sure they are:
✓ using past participles to describe past activities
✓ using have or has + past participle to form the present perfect
✓ using the simple past for specific times and the present perfect for indefinite times
✓ using the adverb yet in questions and negative statements
✓ using the adverb already in affirmative statements
✓ stressing the most important words in a sentence
✓ using appropriate expressions to change the topic in a conversation
EXIT TICKET Write on the board, Have you done anything interesting lately? Give Ss one minute to write down ideas in their notebooks. As Ss leave class, ask them the question. Take notes on areas for review and extra practice in later lessons.
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3 PRONUNCIATION
03-10 Listen. Notice the stressed words. Then listen and repeat.
What did you do on the weekend? I went for a walk in the park.
Have you been to the Botanical Gardens? No, I haven’t.
Have you gone to the theater in New York? Yes, I have. It’s amazing!
03-11 Listen. Underline the stressed words. Then listen and repeat.
1. A: Have you been to the zoo in Beijing?
B: No, but I’ve heard it’s great.
2. A: Have you gone to a concert in London?
B: Yes, I have. I loved it!
PAIRS Practice the conversations in 3A and 3B.
4 CONVERSATION
03-12 Listen or watch. Complete the sentences.
1. Alba had a weekend.
2. On the weekend, Alba saw a .
3. Alba goes to the theater when she is in New York.
4. Sarah compares her trip to New York to a .
03-13 Listen or watch. Complete the conversation.
Sarah: What did you do this weekend?
Alba: I went for a walk in the park. It was nice to do something outdoors.
Sarah: Oh, that reminds me. Have you been to the Botanical Gardens?
Alba: No, I haven’t. I was planning to go, but this week.
Sarah: Well, maybe next time. So, what else did you do?
Alba: I went to the theater. ? Sarah: No, I haven’t but I’d like to go.
03-14 Listen and repeat. Then practice with a partner.
PAIRS Make new conversations. Use these words or your own ideas.
COACH Stressed words
We stress the important words in a sentence. We usually stress words that communicate meaning, like nouns, main verbs, and adjectives. Stressed words are strong and clear.
zoo aquarium
5 TRY IT YOURSELF
MAKE IT PERSONAL Think about things you’ve done or places you’ve been to in your country. Take notes.
PAIRS Talk about the things or places from 5A. Ask questions to get more information.
A: Have you done anything interesting lately?
B: Yes, I have. I’ve been to the museum.
CONVERSATION SKILL Change the topic
To change the topic in a conversation, say:
That reminds me…, Oh, did you hear…?, Incidentally…, Oh, before I forget…, or I don’t mean to change the subject, but…
A: Before I forget—I heard that you got a new job. Congratulations!
B: Thanks. I’m really busy, but I love it.
Listen to or watch the conversation in 4A again. Underline the words that you hear above.
UNIT 3 33 I CAN TALK ABOUT PAST ACTIVITIES.
M01 StartUp Student Book 3 9780134684161.indd 33 07/11/2018 16:17
nice
play always
vacation
I’ve been so busy
Have you been
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1 VOCABULARY Adjectives to describe feelings
03-15 Listen. Then listen and repeat.
03-16 Listen to the scenarios. Write a word from 1A to explain how they feel. More than one answer may be possible.
1.
2.
3.
4.
PAIRS Student A, make up your own scenarios like the ones in 1B. Student B, say how you feel.
A: You just spent the day on the beach with your family. How do you feel?
B: I feel happy.
2 GRAMMAR Ability / Inability in the past
Could and be able to are often used to express ability in the past. Couldn’t and not able to are often used to express inability in the past.
Subject Could Not Base form of verb Subject Was / Were Not Able to Base form of verb I
could
read the map. I
was able to
read the map.
He sleep that night. He sleep that night.
We not fi nd the trail. We were not fi nd the trail.
Notes
• Use be able to, not could, to talk about one specifi c event in the past.
They were fi nally able to fi nd a restaurant.
I was able to fi nish my project last night.
• It is possible to use the negative form couldn’t for one specifi c event in the past.
Couldn’t and wasn’t / weren’t able to have the same meaning.
I couldn’t fi nd the restaurant. I wasn’t able to fi nd the restaurant.
• Use contractions, such as couldn’t or wasn’t / weren’t, in spoken English and informal writing.
>> FOR PRACTICE, GO TO PAGE 133
COACH
calm
curious
happy
lonely
angry
disappointed
upset
nervous
LESSON
34 UNIT 3
3
ALBA PARDO
@AlbaP
Listen to this podcast. What a mystery! Some things just can’t be explained…