weaker students with stronger students so they can provide of any mistakes.

any mistakes. Choose some pairs to ask and answer a

support.
Answers I E 2F 3H 4B 5C
Grammar Past simple
Q Students work in pairs. If you have a weak class, it may be
a good idea to elicit some examples of past simple forms
before doing the exercise. Give them a time limit of
three or four minutes to complete this task. Then check
answers as a class.
Answers
1 Any three of: organised, included, defeated, changed,
helped, decided, happened, continued, impressed (NB
attracted is not correct because it is part of the past
perfect, not the past simple ) . Ask students to say the numbers aloud before they listen.
2 Any three of: was, were, took part, won, had to, could,
meant
3 wasn't
4 Any one of: didn't become, didn't win, could not
Q In pairs, students choose the answers. Get them to
check the Grammar reference on page 80 when they
have finished. Check answers as a class. Ask students to
explain why the other verbs are wrong.
Answers 1 like 2 were 3 won 4 became
Q Students do the exercise individually and then compare
with a partner. Check the answers with the class. If some
students are having difficulty it may be necessary to give
them some remedial work on the past simple.
See the Workbook and online resources for further practice.
[ Answers 1 played 2 didn't / did not learn 3 won
4 did Lauren buy 5 Was 6 weren't / were not
Past continuous
Q Look at the examples with the class. It may be helpful to
draw timelines on the board to illustrate these concepts.
a) X
question in front of the class. Go over any mistakes with
the class, asking them to try to correct them.
Answers
2 Were you having breakfast at 8.30 a.m ? .
3 Were you studying maths at 10.30 a.m.?
4 Were you having lunch at 12.30 p.m ? .
5 Were you walking the/your dog at 2.30 p.m.?
6 Were you watching TV at 6 p.m ? .
See the Workbook and online resources for further practice.
Listening Part 3
Q EEIQ6 ] Explain that in Listening Part 3 it's often
necessary to write down numbers and/or spell names.
Highlight any pronunciation difficulties or problems with
saying dates. Play the recording.
Students compare answers with a partner. Then elicit the
answers from the class.
Recording script
1 My birthday's on the 30th of April.
2 My brother was born in 1990.
3 It costs £3.15.
4 We moved here in 2011.
5 I'm 1.68 metres tall.
Q BUo7l This exercise gives students practice in listening
to numbers in context. Ask them to read the information
about Simone Biles. Read through the exam tips with
the class and elicit suggestions about what kind of
information they will need, e.g. 1 a date, 2 a number, 3 a
year, 4 a number, 5 a number. Then play the recording .
Students compare answers before listening again if
necessary .
[ Answers
1 14(th) 2 15 3 2013 41.42 5 62

b) x x
Recording script
0 x.
Simone Biles was bom on the 14th of March. 1997, in Columbus,
Ohio. She started having lessons in gymnastics when she was only
Answers a sentence 2 b sentence 1 c sentence 3
six years old and entered her first competition in 2011. She became
gl Elicit the forms of the past continuous: was / were + national champion at the age of 15. She became world champion
for the first time in 2013. Many people agree that she is the most
-ing, wasn't / weren't + -ing. Students do the exercise talented gymnast in history. Although she is only 1.42 metres tall,
individually and then check their answers with a partner. she is incredibly strong. The world really fell in love with her at the
2016 Olympics, when she won five gold medals, scoring more than
Answers 62 points out of a possible 65.9.
1 Were you going; saw
2 were winning; scored Q Pre -teach talent, luck and ambition and then ask students
3 was doing; was also watching to discuss the questions in small groups. Ask one person
4 Was Dan singing; arrived in each group to report back to the class on their group's
5 was skiing; broke
6 walked; was talking
opinions.

H Students take turns asking and answering the questions

with a partner. Monitor as they are working, taking note

UNIT 2 WINNING & LOSING