UNIT, Behavior LessonA Reactions Prater miles Speaking naturally Reduction of have in past modals (See Students Book p. 76) ‘The section gives Ss practice in hearing and saying past ‘modal structures. In all the sentences, have is reduced to av. * Affirmative sentences ‘The final // in woul, should, and coulis linked to the J in reduced have ‘She could have apologized = (Kudov! * Negative sentences ‘he final in would’, should’, and conldni either deleted and the Hn is linked to the fa in reduced have, or the final // is inked to the /9/ in reduced have wouldn't have yelled at him. = jwu'nav/ ot /wo'dntav/ Grammar Past modals (Gee Student's Book p. 77) ‘The lesson teaches the use of past modals to talk hypothetically about the past, Here are the forms of past modals: = Statements subject + modal (+ not) + have + past participle She should have said no politely. ‘She shouldn't have lost her temper ‘She could have told him not to eal again, = Information questions information question word + modal + subject + have ‘past participle? What would you have done? Lesson B Emotional intelligence * Yesno questions modal + subject + have + past participle? Could she have been more polite? * Short answers Yes | No, + subject + modal (not) + have Would you have gotten mad? Yes, would have, No, Ewouldnit have, Use ‘The past modals can all be used to describe hypothetical ‘events and situations in the past. * Use would / wouldn't have to talk hypothetically about someone's possible or imagined behavior in the past. would have lost my temper. What would you have done? * Use should / shouldn't have to say what the right thing to do was in a situation in the past. She shouldn't have yelled at him. * Use could / couldn't have to say what other possibilities there were fora situation, She could have told him nat to call again. O corpus information contractions with would People usualy do not contract the modal would in the past modal structure. | would have + past participle is. ‘approximately 20 times more common than Ihave + ast participle, ‘Short answers are not very common in the corpus. Vocabulary Emotions and personal traits (Gee Students Book p.78) "The section teaches words to describe emotions und personal traits. t concentrates on noun and adjective forms: from the same word family such as confidence — confident Grammar Past modals for speculation (Gee Students Book p. 79) ‘shave already studied modals for speculation. (See Touchstone Student’ Book 3, Unit 11, Lesson A.) The lesson teaches the use of past modals must have, could / couldn't hhave, may have, and might have to speculate about the past, that is, to make guesses about what happened with varying degrees of certainty, orto say what the speaker thinks is possible of logical Unit 8 « Language notes + A Form * subject + must /may /might / could + have + past participle ‘They must have gotten ted up in tragfi She could have tried to call. ‘They may / might have had a fight Use + Ofall the past modals, must is used to indicate the strongest certainty. ‘They must have gotten tied up in traffic. (= bet, or I'm pretty sure that they got tied up in traffic) * Could, may. and might are all used to indicate less than 100 percent certainty. Could shows alittle more certainty than may and might, and may's a little more certain than ‘might. The negative couldn’ have suggests strong certainty.* Notice the difference in meaning between couldnt have and might / may not have She couldn't have called. She might not have called. (= 's not possible that she called) 's possible she didnt call) QO corpus information Past modals ‘Affirmative statements with past modals are much rore ‘frequent than negative statements, especialy with must ‘and might, where affimatve statements are up to 60 times ‘more frequent than negative ones. Common errors with past modals ‘Ss sometimes use the base form ofthe verb instead ofthe past participle when using past modals. A past modal is ‘aivays folowed by a past paricible (¢.., They could have {tied to cal, NOT Freesat avery toca Lesson C | had that happen to me. Conversation strategy Shi (See Student's Book p. 80) * In general conversation, when people relate ancedotes or talle about their experiences, i is common forthe listener to tell a similar or related experience as a way of keeping the conversation going orto show understanding of and engagement in what is being said. The lesson teaches « umber of expressions people use todo this. Note the slightly different use of causative have in Thad ‘hat happen to me. Uere it's used to mention an experience that happened to the speaker, but which the speaker didnt cause to happen. * The fist four expressions in Notice (Jad that happen to me: That happened to me; Thad a similar experiences 1g experiences ‘That reminds me (of)...) generally introduce similar experiences. * That’ like... can introduce people, things, or events, ‘Thats like my dad — he hates the subway. Thats like when youre on the subway, and people won't let you aft * Speaking of... is generally followed by the topic being discussed — usually @ noun — and then a comment or Question about a related aspect ofthe topic. A It's so rude, B Speaking of rude people, how about... ? LessonD Saying you're sorry Strategy plus Like (Gee Students Book p. 81) * Like has several uses in both conversation and weting: for example the verb fle and the expression fo be ike reaning tobe ‘similar to” Its also a way to introduce examples + Like also has some special uses in informal conversation, ‘which are generally not used in writing orin more formal conversations. These include its use as a "highlighter" to ‘emphasize something eg, They were like totally blocking the doors), to introduce what someone sai (4, They ere ike, “What's your problem?”) and to mean “approximately” (eg, He like 80 years ald). These three should generally be used only in informal conversations and should not bbe used too much, as they can annoy some speakers of English O corpus information tite Like is one of te top 18 words in conversation, fis approximately 8x es more frequent in conversation than inwitng Reading tip (Gee Students Book p. 82) The Reading Tip tells Ss to read the subheadings in an article first to see what they say as they often summarize the points the writer wants to make, Getting a general dea ofthe scope ofan article its can help the reader fllow the detail more effectively Help note Writing a note of apology (Gee Students Book p. 83) ‘The Help Note gives some useful expressions for Ss to use when writing a note of apology: just wanted to say 'm sorry fr (not) verb + ng would like to apoogice for {feel I should apologize for. promise not to... again Teas my fault entirely Unit 8 + Language notes + B