eee As different as chalk and cheese ACTIVITY Groupwork: writing AIM ‘To create a story by inventing answers to questions and ‘writing them down, GRAMMAR AND FUNCTIONS Past simple to talk about a past action or event that is finished Past continuous to talk about something that was in progress ata specific time in the past VOCABULARY Personal qualities General PREPARATION “Make one copy of the worksheet foreach student or each pair of students inthe cass. TIME 30 t0 40 minutes PRI 1 OCEDURE If there are more than 20 students inthe class, divide them into groups. Students may work individually o in pairs. tis ‘easier ifthe class or groups are seated in a circle or semi- Circle, but this is not essential, Tell the students that they ae going to write the story of a friendship between two people by inventing answers to some questions. Give a copy of the worksheet ro each student or pair of student inthe class and ask them to write an answer to the first question, ‘Who was the woman®’ in the space provided by inventing deta. ‘When they have done that, ask them to fold their piece of paper tothe back so thatthe sentence they have written is hidden, and the next question, “Who was the man?'is visible. They should then give it to the student or pair of students on their left Ask the students to write imaginary detailsin answer to the ‘question which is now at the top ofthe page on the piece ‘of paper they have received ‘When they have done that, ask them to fold tas before and give it to the student or pair of students on their lft, Repeat the activity until all the questions have been answered, Encourage the students to be as imaginative or as amusing 2s they like when they are writing their When the fast question has been answered, ask the students to open out the completed story they have received and read it Ifthere are any words or phases that the students do not understand or think are incorrect, tell them to find the student who wrote them and ask them 0 explain or comect the word or phrase. ‘Vote forthe most amusing or interesting story in the group or class,When they first met, they never imagined they would become the best of friends because they were so different from one another. Who was the woman? fold - Who was the man? fold - Where did they meet? Where was she living, what was she doing and how was she feeling when they first met? fold - Where was he living, what was he doing and how was he feeling when they first met? What did they talk about? fold What did she like about him? fold -— What did he like about her? fold How long have they have been friends?Hold the Aim To give students practice at using the past simple, past continuous and intensifiers when telling stories, Materials One story (A or B) per student Time 30 minutes Preparation Copy and cut up one worksheet front page! Procedure 1 Introduce the topic by eliciting the kind of stories you find in tabloid newspapers. Ask students to tell the class about a strange or funny story they have read about in the newspaper. 2 Tell students that they will receive a story in picture form with some vocabulary to help them. The story is about something that happened to them which they want to sel t0 a tabloid newspaper by making the story as interesting as possible. 3 As an example, write on the board: .. quite 2 cold night... alittle snow on the ground, Ask the students to make the story sound more interesting. For example: It was a freezing night / extremely cold night and there were thee metres of snow on the ground. If students have done the lesson in the Students’ Book, remind thom of the language they studied. 4 Put students into pairs. Give half of the pairs Story A and the other half Story B. 5 Give them seven to ten minutes to prepare their story. They should not write whole sentences but they can write notes. Help students if fwhen necessary. If some pairs finish early, ask them to practise telling the story quietly to their partner. 6 Ask each student who has worked on Story A to find a new partner who has worked on Story B 7 In tums, they phone a local English-speaking newspaper and try to sell their story. Their partner is the newspaper editor. Put students back to back if possible, to simulate telephoning. Tell thé students that they should only look at their story if they need help, 8 Once both students have told their stories, ask them to work in pairs to think of possible dramatic headlines that would be suitable. 9 Write their suggestions on the board Extension Writing: Students write their story in the form of a tabloid newspaper articleCu Foo 1 home from the pub / with my girlfriend last night / twenty: minute walk / across the fields 4 couldn't see well / but two eyes / looked like a big black cat 2 no stars / dark / couldn't see wall / only small torch 5 afraid / started running / up the hill /not stop until /home / tired 3 while walking / suddenly / @ roar / large animal 6 back to the field / this moming / big pawprint 1 husband and | / back to Britain from France / ferry / after a good holiday 4 unfortunately / false teoth / fell out /into the sea / awful 2 hungry / fish and chips / restaurant / crowded 5 next day / home / radio /_ interview with a fisherman / found false teeth / fish while eating / sea / rough / husband seasick / side of the boat / as fast as possible 6 surprised / phoned him / husband's teethEveryday hazards Languag' r Vocabulary ‘Simple past and past’ Verbs: hang around, wolk into, ook at, fight, ride, fall into, run over, go too fast, leon over « contac Nouns: moped, pothole, traffic officer, bike, jagger, ducks, pand, rail Intermediate Co: aii : In ts acy learners vl be procsing Ui simple past and past continvous a wel as some phrasal verbs @s they compose stor ines withthe bits of information given, Unite mary other stoyteling Story telling utes, there sno fie story nein ths caze. Leames ae fee to nk the crcumstances and events ‘opie anv logical way they wish i order to create meoning. Funny accidents = Language output eractic Fione wes hanging around in the moll last Soturdey. She suedenly walked into « huge Christmas tree aghtn the middie of @ holt knocking down the wee and decorations, because she wes looking ot ‘0 people fighting and did't see where she wos going. She quickly picked up the tree, ond Groups of three or four mates pretended tobe the mals decorcor, because she fel everyone wes kong ot her terial Procedures Set of cards Tidiore tes: cia cul cre.sel co fates lorieney gic ct these or four adept 2. Begin to model the linguage by teling your lass a funny accident you have had, sila to the ine 9 Language output, croveng attention to the simple past and past contin story. Then get 2 couple of student to tll thei stores, and explore the deta while encouraging the use of the correct verb forms 3 Divide the class into groups and hand out the matenal, 4 boing the actuty Players shufle the cards and deal them out every Players take tums laying down their cards, one ata time, in the centre ofthe table to compose four story lines. The stories belong to the entre group, thal is, everyone may compose and change them, D- Rules of the gome: > Players may only begin a story fine if they have a character card to lay down. ~> They may acd cards to any existing stones on the table provided that the stores continue to make sense + They may change the sequence of cards within any story ine oF move cards ftom one story to another ore to accommodate new cards. > The player who wents to lay down 2 So... The end card wil have to invent its content, tha is, the end of the story, This may be done at any me during the game, and other players may ‘continue inserting other cards in the middle ofthe story, but they may not change its ending —> fa player cannot lay down any of his or her ards, he or she says | pass The winners the fst player to get id ofall of his or her cards. Follow-up {one per group) is with questions, Groups choose their favounte story and tell it to the rest of the dass.pug aut 5 124 aya puod ayy syonp 843 * sano Buiuea} 04U! }/34 ge Bunjoo) o0z ay} 3e “og pug aut ase} 009 JabBol e eae Bel ae Buio6 Jano ued aa !Pld wed e ut “og pug ayy Jaoyjo dyyesg Hurjoo}-poob ajousod padow 9849S 34] Ul 2 oui [Jay e Bupa 2 ye Guryoo) “ag : pug ays pau Bugyby : SeLUASIYg punove ajdoad omy . qyeuw ayy ul aBny e BuiBuey ge Bunjoo; Ogu! payjemEZ Past continuous ‘ype of activity Whole class, then small group; memory; accuracy Grammar point Past continuous ~ form ~ to form the past continuous we use: Thelshele as + (verb]-ing Youleithey were + [verb]-ing Use the past continuous is used to describe an ongoing action in the past, often one which is interrupted: She was walking 10 the shops tchen she ll The seudents were talkeing about the dance then the Other structures Past simple, imperatives Topic areas Everyday actions Challenging vocabulary pat (), rub (8), stomach, scratch (%) Materials and preparation + Copy and cut up a set of ACTIVITY CARDS so that each student in the class has one card, How to use the game + Check that your students are familiar with the grammar in the Grammar point and with the words listed in Challenging vocabulary. Pre-teach any other words fiom the game you think wil be unfamiliar to your class, + Ask one student to go out of the classroom. Distribute the acTIvrTy CARDS so that each student has one, ‘Some activities are very simple (e.g. walk round the room); some involve a litcle mime (e.g. drink very hot tea). Give the mimes to the more extrovert students, Tell them that when you say “Go" they should begin. miming or doing that action and continue till you say ‘Stop + Say ‘Go’ When everyone is miming or doing their action, open the door and ask the student outside to come in. Let the actions continue for a few more seconds then say ‘Stop’ Ask a few students what they were doing when the student came in. ‘Then put them in groups of four, Ask each group to try to remember what everyone was doing, e.g. “Alicia teas singing” ~*¥és, and Sonia and Keil dancing, “Whar ras Manuel doing? ~ ‘Sleeping. ~* he ceas reading.” No Ie seas ‘The group should then write down what everyone was doing. Go through all the sentences with the whole class. ‘The object of the game is (0 write as many true sentences as possible. ‘Whe group with the most sentences at the end is the winner. Monitoring and feedback When you go through the sentences with the whole class, make a note of any errors and provide feedback on these after the game is finished‘UOBWOS 0} ane “yoo e peay *$80} NOK YNOL yapa] e SW “yoewoys NOK qn “mopulm pue peay inof yeg ANA yr1e4195 pue dn dwn ay} ues] "2a} 10Y “Buos e Bulg jo dnd e yung ACTIVITY CARDS “wood au punos yieEM “spuey unoX dej> ‘paeogy>e1q ay} uo melgwoTes | TEACHER'S Moments in American history Een Type of activity Listening and speaking. Pair work Aim To practise the difference between the past simple and past continuous, Task To ask and answer questions about past events. Preparation Make enough photocopies of worksheets A and B. for each pair in the class. Timing 10-15 minutes Procedure 1. Tell students that they are going to practise the difference between the past simple and the past continuous, 2. Ask students to form pairs of Student As and Student Bs and give each student their corresponding sheet. 3 Allow a minute for students to look at their sheets. Explain to them that they have information about the Walton family and what different members were doing at different moments in the history of America 4 Doan example with a student in the class so that students know what they have to do, 8 Student: What was she doing when Kennedy was assassinated? Teacher: She was cooking, 5 Suggest to students that they take it in turns to ask and answer questions. It is best to work across the page so that the students can substitute the names of the people for pronouns. For the You sections, ask them to use their imagination and invent lies. Notes & comments Itis well worth doing an example that includes the section ‘You’ so that the students understand what they are meant to do. You may want to elicit the question form before starting and write it up con the board. When students have got the idea, wipe it off the board.Worksheet A October 29, 1929 + the stock market crashed December 8, 1941 ... the USA entered the Second World War November 22, 1963 Kennedy was assassinated July 20, 1969 -»- the first man landed on the moon Mr Walton tour/France Mrs Waltan’ Junior Walton Grandpa Walton L | You Worksheet B October 29,1929 + the stock market crashed December 8, 1941 - the USA entered the Second World War November 22, 1963 .+» Kennedy was assassinated duly 20, 1969 ++ the first man tanded on the moon Mr Walton ‘Mrs Walton Junior Walton Grandpa Walton You2D Picture story Par or groupwork Students makeup tories based on pictur] cards to practise past simple and past continuous as minutes [Copy and cut upone set of picture cards foreach par or small soup of students [Copy one worksheet foreach student in the cas. Procedure ~ Explain tothe class that they are going to create short stories based on a set of picture cards. Remind students that most stories switch between contexts and longer actions, and events and shorter actions / reactions ~ Divide the students into pairs or small groups, and give each cone a set of Contexts cards (labelled C), Actions / Events cards (labelled A), and Feelings cards (labelled F), or a copy of the worksheet. ~ Get the students to look at the Contexts cards and Feelings cards first. Tell them to choose two Contexts cards and one Feelings card for the beginning oftheir story. They should then choose as many Actions / Events cards and Feelings cards as they want to include in the rest oftheir story. ~ Give the pairs / groups about ten minutes to put their cards in order and plan their story, They should add details and time expressions, and practise telling their story together. — Reorganize the class into new groups or pairs. students mix all the picture cards up and spread them out on the desk. Students take turns to tell their stories. The listeners should show interest and also pick out and sequence the picture cards the storytellers used. — At the feedback stage, find out from the whole class how similar the stories were to each otherPicture story ContextsCommunication activity ‘© For further practice of the past continuous, use the memory game on page 26. Make photocopies of the page and cut them into A and B sheets for each pair in the class. Make sure they cannot see each other's pictures. © Tell students that they are looking at a situation at 4.30 yesterday aftemoon and elicit that we use the past continuous to describe the actions of the different people in the picture. © Give the students 10 minutes to write at least five {questions (in the past continuous) about the scene. ‘© Students swap thelr pictures and have @ maximum of two minutes to study their new picture, When the time is up, they swap back their pictures. ‘© Students ask each other five of their questions. They should try to respond with complete sentences using the past continuous. They should keep a score of their correct answers. Act as referee in cases of doubt. ‘© For weaker groups it might be an idea to have the students work in pairs (i.e. two student As) to prepare their questions before linking up with a ‘new partner for the question and answer session.Student A 1. Look at this picture of what was happening at 4.30 yesterday afternoon. Your teacher will give you ten minutes to write at least five questions about the scene in the past continuous: What was Fiona eating? Was Caral reading a back or a magazine? 2 Swap your picture with your partner, who will give you a different picture to look at. You have two minutes to study this picture and remember what was happening. 3 Swap back your pictures. Ask your partner five of the questions you wrote in 1. Your partner will ask you five questions about their picture. The person who answers the most questions correctly is the winner! Student B 1. Look at this picture of what was happening at 4.30 yesterday aftemoon. Your teacher will give you ten minutes to write at least five questions about the scene in the past continuous: What wias Frank buying? Was Edward drinking water ar cake? 2 Swap your picture with your partner who will give you a different picture to look at. You have two minutes to study this picture and remember what was happening 3 Swap back your pictures. ‘Ask your partner five of the questions you wrote in 1. Your partner will ask you five questions about their picture. The person who answers the ‘most questions correctly is the winner!Grammar 3 | Past Simple/Past Continuous You'll never guess what happened to me today! Target language: Past Simple and Past Continuous Activity type: storytelling activity When to use: Use this activity after Lesson 2.3. Time taken: 25 minutes Preparation: Photocopy and cut up one set of picture cards for every four students in the class and one set of questions for each student in the class. Procedure Put students into pairs and give each pair two copies of the same picture card. Together, the students make up answers to the questions. Make sure that students know they are going to tell the story separately so they should both take notes to help them. Give pairs time to prepare telling the story. Regroup students into groups of four making sure that each group is made up of four students with different pictures. However, you may need to make groups of three or five and pictures may be repeated in one or two groups. Inturn, each student tells their story to each other to find out who had the worst day. Encourage the other students to actively listen and respond to the stories they hear, e.g Oh no! Really? That's terrible! Get feedback from the whole class about who had the worst day. Students can then think of an important event that has happened recently and mingle, asking classmates what they were doing when that thing happened.You'll never guess what happened to me today! What time was it? Where were you? What were you doing? What was happening around you? Who/what did you see? How were you feeling? What surprising thing happened suddenly? What did you do? What did you think/say? How were you feeling? What happened next? How did the story end?2B Alibi You will need: two Suspect role cards and two Police officer role cards per four students + Tell students there was a robbery at the school ‘between 7.00 p.m. and midnight yesterday, and that al the money was stolen from the school safe. The police suspect the students from your class were responsible! + Divide the class equally into police officers and suspects. (if there is an odd number of students, have more police officers than suspects) Put the suspects into pairs. Give each pair Suspect role card A or B and send them out of the room to prepare their story + Put the police in pairs or groups and give them the corresponding Police officer role cards. Allow them time to prepare questions. + When all the students are ready, bring the suspects back into the room. Separate them, and match ther with a corresponding police officer. The police officers interview the suspects and make brief notes of the suspects’ answers. + When the interviews have finished, the police officers return to thelr original pairs/groups and compare notes to see if there are any discrepancies in the suspects! Stories. The suspects return to their partners to discuss the answers they gave to the questions, and to see if they made any mistakes. + The police officers report back to the whole class in turn and say if they think their suspects are guitty or innocent, giving reasons for their decision.Suspect A You and your friend went to a restaurant yesterday evening. Before you are interviewed by the police, you must decide what happened yesterday evening, You will be interviewed separately, so you must have exactly the same story - or you will be arrested! Remember, details are important. Here are some things for you to decide: MH when and where you met m what you did before the meal m the name of the restaurant and where you sat ™ why you chose that restaurant ™ other people in the restaurant i your waiter/waitress 1m what you both ate and drank @ the bill and how you paid @ what you did after the meal i transport during the evening m anything else about the evening - you never know what the police might ask you! Police officer A You are going to interview a suspect who you think committed last night's robbery. The suspect says that he/she went to a restaurant last night with a friend. With your partner(s), write down some questions to ask him/her. All police officers must write the questions, as you are going to interview the suspects separately, then compare your answers later. Remember — details are important in a police investigation! Make sure that you ask about both the suspects. You can ask questions about the following: when and where the suspects met what they did before the meal the restaurant and where they sat why they chose that restaurant m other people in the restaurant m the waiter/waitress mi what they both ate and drank mW the bill and how they paid mt what they did after the meal IN transport during the evening Ml any more questions that you can think of.Suspect B You and your friend went to the cinema yesterday evening, Before you are interviewed by the police, you must decide what happened yesterday evening. You will be interviewed separately, so you must have exactly the same story ~ or you will be arrested! Remember, details are important. Here are some things for you to decide: Mi when and where you met 1m what you did before the film i which cinema you went to E details of the film (actors, story, etc.) 1M where you sat in the cinema other people in the cinema i what you both ate and drank 1M how much everything cost 1 what you did after the film transport during the evening anything else about the evening - you never know what the police might ask you! Police officer B You are going to interview a suspect who you think committed last night’s robbery. The suspect says that he/she went to the cinema last night with a friend. = With your partner(s), write down some questions to ask him/her. All police officers must, write the questions, as you are going to interview the suspects separately, then compare your answers later. Remember — details are important in a police investigation! Make sure that you ask about both the suspects. You can ask questions about the following: i when and where the suspects met 1 what they did before the film I which cinema they went to i details of the film (actors, story, etc.) lm where they sat in the cinema 1M other people in the cinema I what they both ate and drank m how much everything cost i what they did after the film IK transport during the evening i any more questions you can think of.12 Eye witness @: Time: 20 minutes Preparation: — Copy the handouls (A and B) on pages 57-58 — one set per pair Also take in a picture of a person (e.g. from a magazine) - a large «as possible so that everyone can see it ‘Main functions Describing a person — physical features Describing clothes Asking questions about somebody's appearance Talking about an incident ‘Main grammar points Past tenses in the affirmative, interrogative and negative Past simple: He was tall./Was he tall?/He wasn’t very old./He took .../What did he take? Past continuous: He was wearing a coat./He wasn’t wearing a hat./Was he carrying anything? Key vocabulary/Topic Physical descriptions/clothes The following words might be difficult (or need to be taught): bald, beard, build, contact, slasses, height, identification, moustache, slim, stole, straight, theft, thief, wavy, witness Method 1. Tell the class you are going to see how good a witness they would be. Show them a picture (of someone they have never seen before) and tell them that this person has committed a crime. Put the picture where people can see it. Ask for a list of questions they would ask if they were police officers talking to an eye-witness, e.g. How tall was he?, etc. Write these questions on the board. When you have about 8-10 questions, stop and turn the picture round so that nobody can see it. Ask for answers to the questions. Divide class into two ~ police officers and witnesses. Give all the police officers handout B and all the eye-witnesses handout A. Allow two minutes for students to work individually and in silence. B students look at the form they will have to fill in and think of how they will phrase the questions. A students look at the picture and try to memorize all the details. Point out that they will both be talking about a crime that was recently committed and will be speaking in the past. (Do a quick revision of past simple/past continuous if you think your students need this.) After 2 minutes, students find a partner (one A with one B). Student A is no longer allowed to look at the picture and must remember all the details, Student B asks questions and fills in the form. After about 5 minutes, stop the activity. Ask different pairs to tell you what details they have on their forms ~ and see if they are all the same! Let B students look at the picture — was the man like they imagined? Follow up Cut out a varlety of pictures from magazines - all of women. Give each student a picture and ask them to write a short description. Take in all the pictures and display them where they can be seen. Each student reads out their description and the class have to identify the correct picture.Student A You work in a shop. Here is a photograph of a man who came into your shop this morning. Look at the photo for two minutes and try to remember as many details about this man as you can. You must not write anything down. The man who came into your shop this morning was a thief. He stole a DVD player. Phone the police. Your partner is a police officer. Describe the man to her/him. Start by saying: Tid like to report a theft. A man stole a DVD player from my shop this morning. Then answer your partner's questions without looking at the picture.Student B You are a police officer. Your partner is going to phone you to tell you about a man who stole something from a shop he/she works in. You are going to ask questions and fill in the form below. Before you start, think about the questions you will ask. For example: Was the man young or old? Was he tall? What was he wearing? What did he take? etc. IDENTIFICATION FORM PB/TDY/45701 Date: Name of witness ‘Address: Tel No. Article(s) ste Details of suspect Sex___maleQ) female) Age under 18) 2025). 26-350) 36500) 51-600) over 60 Height (cms) under 150) 150-160) 161-4170) 171-180) 171-180 181900) tems-2 metres CY over 2 metres O) Build fat) well-built medium) stim) thin) Hai darkQ) fair) blond) grey) other) Hairstyle long) shot) curly) wow) stright) bald Description of clothes Any other details (beard When your partner phones, say: Could I ask you a few questions, Sir/Madam? When you have finished, say: Thank you very much, Sir /Madam. We'll contact you again as soon as we find him.Jigsaw listenin LISTENING Focus Recognising context, listening for specific information TIME 35 minutes (main activity 15 mins) KEY LANGUAGE amazing, believe in, carpet, chest of drawers, experience, furniture, host, heavy, lif, lounge, mind (verb), neatly, noise, rollup, scary, strange, wardrobe; Past simple, past continuous PREPARATION One photocopy (cut up) for each pair of students @) cd 2) track 26 Unit 16 Past experiences and stories | was really scared! ‘Warm up © Telthe stucents a ghost story. Perhaps you know a goad one, or ifnot tell them the story of The Castle Hote, n Derbyshire, England, which dates back to the 17th century. This hotel is famous for having a ghost caled Rose. The story goes she committed suicide in one of the rooms afte her flancé never came to her wedding day. She is regularly seen by the guests, together withthe ghost of Agnes, the housekeeper, and a man called Cooper, ‘who is often seen drinking atthe bar. Ask students to raise thelr hand if they would like stayin this hotel, Encourage them to give their easons. © Check the Key language. Write any words you think your students may not know on the bboard, and tel them to mark the word stress. Encourage them to use their dictionaries to help ther, and to check the meaning ofthe words. Finish by madelling pronunciation and having students repeat ina choral dri Main activity 1. Teli students they are going to listen toa conversation between two friends. Dictate the @ Sollowing questions for students to write in their notebooks 11 Where does the conversation take place? 2. Who are the people involves? 3 Whatare they tang about? Tell students to listen forthe answers, and play the recording ‘Answerkey {Vin a sctiool classraom: 2 the teacher ane wostudents.. ie SA Strange evert that Happened to the teacher 2 Put students into pairs. ve one student a copy ofthe sheet with questions a-e, and the @ other student a copy of the sneet with questions £4 Tal thern they are gaing to isten again and they must answer the questions on their sheet. When students are ready, play the recording Tell students to swap ther sheets and look at their partner's answers. Explain that they will listen once more and this time they must check their partners answers, Play the recording, Then check students answers. Answerkey Le ‘@ about seven years ago : the teachers grandmothers house ‘near London : : ithe teacher and hs frend “ einthe lounge fatiny noise, lke a mouse g the teacher's erandeucther’s bedroom Wthe teacher and his fiend © Fon the lett side 2 Ja carpet. Follow up Tall students to prepare a story about a strange event. Explain that ther story can ether be true or invented, Give them time to prepare thelr stories, then put them into groups and have them tell their stories to each other. After each student finishes, their classmates must decide ifthe story tue or false2 When did this happen? o Where is the HOUSE? ........0. a Who heard the noise? @ Where were they? Whose house did this strange event happen in? What kind of noise was it? Where was the noise coming from? Who went upstalis? —ac.sunnem What was on the other side of the room? Where was all the furniture when they entered the room?