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surprising / surprised
relaxing / relaxed tiring / tired
embarrassing / embarrassed
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1 VOCABULARY Participial adjectives
03-01 Listen. Then listen and repeat.
They’re excited.
excited exciting
It’s exciting. It’s boring. She’s bored. It’s surprising. He’s surprised.
They’re tired.
It’s tiring. It’s embarrassing. She’s embarrassed. It’s relaxing. He’s relaxed.
Put the adjectives from 1A in the correct category.
PAIRS Compare your answers in 1B. Did you put the adjectives in the same categories?
2 GRAMMAR Participial adjectives
The -ing and -ed forms of verbs can sometimes be used as adjectives.
The weekend was really exciting. We were really excited.
The city has interesting neighborhoods. I’m interested in learning about them.
Notes
• Use the -ing form to show that someone or something caused a feeling.
• Use the -ed form to show how someone feels.
>> FOR PRACTICE, GO TO PAGE 131
COACH
bored
boring surprising surprised
tired
tiring embarrassing embarrassed relaxing relaxed
Positive meaning Both Negative meaning
exciting / excited boring / bored
LESSON 1
30 UNIT 3
ALBA PARDO
@AlbaP
I never know how much to share when people ask me about my weekend. Is there a rule?
EXPRESS HOW YOU FEEL
M01 StartUp Student Book 3 9780134684161.indd 30 07/11/2018 16:17
UNIT 3 T-30
LESSON 1 EXPRESS HOW YOU FEEL
• Read the title of the lesson. Share how you feel with the class. For example, I feel so good today! Ask Ss, How do you feel? Respond to each S: I’m glad to hear it! / Great! / Good, I’m glad you’re here. / I’m sorry to hear that.
• Read the social media message aloud. Ask, How does Alba feel? (confused) Why does she feel that way?
(She doesn’t know how much information to share about her weekend activities.) Do you think there is a rule about how much information to share about your weekend? What is it? Have Ss discuss in pairs.
EXTENSION Have Ss share perspectives about how much and what kind of personal information is appropriate to share in different situations: with friends, family, co-workers, a boss, or a stranger. If possible, arrange mixed-level groups with Ss from different cultural backgrounds. Invite volunteers to share their opinions with the class.
TEACHING TIP Explain to Ss that they should not only share their own ideas, but also ask for their classmates’ opinions. Remind them that it’s important to listen to other perspectives and be respectful, especially when discussing cultural differences.
1 VOCABULARY
• Read the vocabulary title aloud. Ask Ss, What is an adjective? (a word that describes a noun or pronoun) Say, Look at the adjectives above each picture. How is the form of these words similar? (They all end in either -ed or -ing.)
• Point out that there are example sentences using the adjectives below the pictures, but they will not hear them. Remind Ss to listen first, and then listen again and repeat. Play the audio.
• Review the meaning of each word by asking Ss questions about its corresponding picture.
• Then have Ss complete the activity individually.
• Have Ss compare answers in pairs. Remind them to give reasons to support their answers.
• Draw the graphic on the board. Invite volunteers to come up to the front and put the adjectives into the correct categories. Encourage Ss to explain their answers by using real-life examples.
2 GRAMMAR
• Have Ss look at the grammar chart. Say, Participial adjectives are forms of verbs. Read the first row of examples aloud. Say, The participial adjectives exciting and excited come from the verb excite, so they have a similar meaning. Write the following on the board:
excite
exciting excited
• Point to the word excite, and remind Ss that this form of the verb is called the base form.
• Ask Ss, What do you notice about the spelling of the verb excite when we add -ing or -ed to the end of it?
(The letter e is dropped.) Say, That’s right! We usually drop the letter e at the end of verbs when adding -ing and -ed.
• Then write on the board, be/being and see/seeing.
Say, There are two situations when we don’t drop the letter e. Point to be/being. Say, Do not drop the e when
adding -ing to the be verb. Point to see/seeing. Say, Do not drop the last e when the verb ends in a double e.
• Read the next row of examples. Ask, What base verb do the participial adjectives interesting and interested come from? (interest) Write them on the board as you did with the previous example.
• Ask Ss, What do you notice about the spelling of the verb interest when we add -ing or -ed to the end of it?
(The spelling stays the same.) Say, That’s right! Here we don’t change the spelling of the verb.
• Read the Notes aloud. Bring Ss’ attention back to the first two pictures in 1A. Write on the board, The soccer game is exciting, and it causes the people to feel excited. Underline the participial adjectives, and say the example aloud.
• For common participial adjectives, have Ss look at the chart on page 164.
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3 PRONUNCIATION
03-03 Listen. Notice the pronunciation of -ed.
Then listen and repeat.
/t/ /d/ /ɪd /
embarrassed bored delighted
03-04 Listen. Write each adjective in the correct column in 3A. Then listen and check your answers.
1. I’m tired. 2. He felt ashamed. 3. We were relaxed. 4. They’re excited.
PAIRS Student A, say one of the adjectives in 3A or 3B. Student B, say something that makes you feel that way. A: relaxed B: I feel relaxed at the beach.
4 CONVERSATION
03-05 Listen or watch. Circle the correct answers.
1. Sarah thought the city had a lot of neighborhoods.
a. exciting b. crowded c. interesting 2. Sarah was embarrassed at the restaurant because .
a. she forgot her wallet
b. she didn’t know how to use chopsticks c. she wasn’t hungry
3. On Sunday, Sarah .
a. went for a swim b. went to a museum c. went to dinner
03-06 Listen or watch. Complete the conversation.
Alba: How was your weekend?
Sarah: It was . On Saturday, I went sightseeing and then I went souvenir shopping.
Alba: Oh, fun!
Sarah: And on Sunday, I had brunch with some friends. I’m today.
Alba: I’ll bet. Try to do something tonight.
03-07 Listen and repeat. Then practice with a partner.
PAIRS Make new conversations. Use the words from 1A to talk about how you felt.
I went hiking this weekend. It was really tiring.
COACH The -ed ending in adjectives
The -ed ending in adjectives has three pronunciations. We pronounce -ed as an extra syllable /ɪd/ after the sound /t/ or /d/: delighted. After other sounds, the e in -ed is silent. We pronounce -ed as /t/ after voiceless sounds like /s/ and /k/: embarrassed. We pronounce -ed as /d/ after voiced sounds like /z/ and /r/: bored.
5 TRY IT YOURSELF
MAKE IT PERSONAL Think about the first time you did something. How did you feel?
PAIRS Discuss your notes from 5A. Ask questions to get more information.
A: Last month, I took my first yoga class.
B: How did you like it?
A: I loved it. It was really relaxing.
UNIT 3 31 I CAN EXPRESS HOW I FEEL.
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UNIT 3
3 PRONUNCIATION
• Read the Pronunciation box aloud. As you read, be sure you are pronouncing the letters inside the bars (/t/, /d/, /ɪd/, /s/, /k/, /z/, /r/) as sounds and not as their letter names.
• Remind Ss that voiceless sounds like /s/ and /k/ do not make the vocal chords vibrate, but voiced sounds like /z/ and /r/ do. Encourage Ss to place two fingers on their throat and loudly make the /z/ and /r/ sound. Ask them, Do you feel the vibration? Tell Ss that all vowel sounds are considered to be voiced.
• Bring Ss’ attention to 3A. Say, Listen to how the three pronunciations of -ed endings sound in the following words. Remind Ss to listen first, and then listen again and repeat. Play the audio.
• Play the audio, and pause after each line. Ask Ss to repeat the sentence aloud and write each adjective in the correct column in 3A.
• Continue the audio as Ss check their answers.
EXTENSION In pairs, ask Ss to find additional adjectives ending in -ed on pages 30 and 131. Draw the chart on the board and have volunteers add to it.
• Arrange Ss in same-level pairs. Assign roles. Say, Student A, you start by saying an adjective from 3A or 3B. Student B, you describe something that makes you feel that way. Read the example aloud.
• Monitor and assist with correct pronunciation.
4 CONVERSATION
• Have Ss look at the video still. Ask, Who are these people? (Sarah and Alba) How do they feel? (happy) What is their relationship? (co-workers, friends) What are they doing? (having coffee, talking)
• Give Ss time to preview the exercise items. Ask, What do you think they’re talking about? (Sarah’s weekend)
• Have Ss listen or watch and complete the exercise. Ask, Were your predictions correct? Go over the answers.
• Play the audio or video again. This time, tell Ss to listen for any open-ended follow-up questions Alba asks Sarah. Encourage Ss to take notes. Elicit answers and write them on the board. (Oh, yeah? Why? What did you do (after)? Where did you go? Why were you embarrassed? What’d you do on Sunday?) Leave the answers on the board for reference for 4D.
• Ask Ss to predict ways the gaps might be filled.
• Then have them listen and complete the conversation.
• Review answers as a class.
CULTURE NOTE Brunch is a meal that became popular in the United States in the 1930s. It’s a combination of breakfast and lunch, usually eaten during the late morning to early afternoon.
• Play the audio and have Ss repeat.
• Put Ss in pairs to practice the conversation.
• Have Ss make new conversations about their weekends using the words from 1A to describe how they felt.
Encourage them to ask open-ended follow-up questions, referencing the answers on the board from 4A.
EXTENSION Show pictures of people doing different activities based on the target vocabulary and ask questions:
1. What do you think of this picture?
2. How does this picture make you feel?
3. How does the person feel?
5 TRY IT YOURSELF
• Model note-taking as you share a memory, such as the first time you learned how to drive. Write drive a car on the board. As you tell the story, write down all the -ed and -ing adjectives you use.
• Ask Ss, What is a memory you have of the first time you did something? Tell them to write down the event and 4–5 adjectives to describe how they felt about it.
Monitor and assist with vocabulary as necessary.
• In pairs, have Ss take turns sharing their memories.
Encourage them to ask open-ended follow-up questions to get more information.
• Invite Ss to report back about their partner’s story.
LOOK FOR While Ss are completing the Try It Yourself activity, make sure they are:
✓ using participial adjectives as target vocabulary
✓ using the correct form of participial adjectives
✓ pronouncing the -ed ending in adjectives EXIT TICKET Write on the board, How are you feeling? Why? Give Ss a few minutes to review the target vocabulary in the lesson and prepare an answer. As Ss leave, ask them the questions on the board. Take notes on any common errors to identify areas for review in later lessons.
T-31
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3 PRONUNCIATION
03-03 Listen. Notice the pronunciation of -ed.
Then listen and repeat.
/t/ /d/ /ɪd /
embarrassed bored delighted
03-04 Listen. Write each adjective in the correct column in 3A. Then listen and check your answers.
1. I’m tired. 2. He felt ashamed. 3. We were relaxed. 4. They’re excited.
PAIRS Student A, say one of the adjectives in 3A or 3B. Student B, say something that makes you feel that way. A: relaxed B: I feel relaxed at the beach.
4 CONVERSATION
03-05 Listen or watch. Circle the correct answers.
1. Sarah thought the city had a lot of neighborhoods.
a. exciting b. crowded c. interesting 2. Sarah was embarrassed at the restaurant because .
a. she forgot her wallet
b. she didn’t know how to use chopsticks c. she wasn’t hungry
3. On Sunday, Sarah .
a. went for a swim b. went to a museum c. went to dinner
03-06 Listen or watch. Complete the conversation.
Alba: How was your weekend?
Sarah: It was . On Saturday, I went sightseeing and then I went souvenir shopping.
Alba: Oh, fun!
Sarah: And on Sunday, I had brunch with some friends. I’m today.
Alba: I’ll bet. Try to do something tonight.
03-07 Listen and repeat. Then practice with a partner.
PAIRS Make new conversations. Use the words from 1A to talk about how you felt.
I went hiking this weekend. It was really tiring.
COACH The -ed ending in adjectives
The -ed ending in adjectives has three pronunciations. We pronounce -ed as an extra syllable /ɪd/ after the sound /t/ or /d/: delighted.
After other sounds, the e in -ed is silent. We pronounce -ed as /t/ after voiceless sounds like /s/ and /k/: embarrassed. We pronounce -ed as /d/ after voiced sounds like /z/ and /r/: bored.
5 TRY IT YOURSELF
MAKE IT PERSONAL Think about the first time you did something. How did you feel?
PAIRS Discuss your notes from 5A. Ask questions to get more information.
A: Last month, I took my first yoga class.
B: How did you like it?
A: I loved it. It was really relaxing.
UNIT 3 31 I CAN EXPRESS HOW I FEEL.
M01 StartUp Student Book 3 9780134684161.indd 31 07/11/2018 16:17
relaxed tired
ashamed excited
exciting
tired relaxing
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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.