UNIT

2 Tell me a story
LANGUAGE narrative tenses ■ -ed and -ing adjectives

2A What a coincidence!
1 A Choose the correct options to complete the questions. Explain why they are correct.
1 In your opinion, what kind of social media posts are bored / boring?
2 What kind of social media posts are you interested / interesting in?
B In pairs, answer the questions in 1A.

Go to Vocabulary practice: -ed and -ing adjectives, page 137

2 Tell your partner about the last time you felt shocked or terrified, and about something you find
fascinating or amusing.

3 A Read the text quickly. What do you think the title Twinsters means?

B Read the text again. Order the events from 1–6.

a The twins made a film about finding each other.
b Anaïs saw a woman online who looked identical to her.
c Anaïs found a way of contacting Samantha.
d Anaïs discovered that they had the same date of birth.
e They got to know each other online, then they met in person.
f A scientific test proved they were twins.

TWINSTERS
I
n February 2013, 25-year-old Anaïs Bordier, a fashion
design student from Paris, was checking Facebook when
she saw a video of a young American actress that a
friend had posted. Anaïs couldn’t believe it – the actress
looked exactly like her! Unfortunately, there was no name
on the video but she was extremely curious and told all her
friends about it.
A few months later, while Anaïs was travelling by bus to
college, she got a message from the same friend. He had
seen the actress in another video, and this time there was
a name – Samantha Futerman. When Anaïs googled her,
she found out that they had been born on the same day
and that, like Anaïs, Samantha had been adopted when she
was a baby. Anaïs was so shocked that she got off the bus. that they were not only very similar in appearance, but also
Could Samantha be her twin? She decided to contact her to had the same mannerisms, found the same things amusing,
find out. and both loved cheese!
When Samantha received a friend request from Anaïs on Anaïs and Samantha were excited to meet for the first time
Facebook, she was amazed to see that the face in the several months later in London, where Anaïs was studying.
profile picture was identical to her own. Anaïs messaged While Samantha was visiting Anaïs, they received the results
Samantha to explain how she had found her, and to ask her of a DNA test which confirmed what they already knew –
where she had been born. Samantha replied and confirmed that they really were identical twins. The sisters then wrote a
that she had also been born in Busan, South Korea. The book and filmed an award-winning documentary, Twinsters,
girls spoke regularly on Skype after that, and discovered about their amazing story.

12

36 EXTRA PRACTICE:  Workbook page 8; photocopiable activity 2A Vocabulary

 UNIT

Tell me a story 2

UNIT
UNIT 2 OVERVIEW:  This unit focuses on the topic of stories. Sts read stories about twin sisters who were
separated at birth, and two friends who chose to visit each other in different towns on the same day. In
Learning Curve, Penny and Ethan interview people about their attitude to luck. Sts then read the story of a
man who changed his life to give up unhealthy habits and become a successful athlete. Finally, they write a
story about something interesting that happened to them.

LANGUAGE SKILLS
Grammar Vocabulary Pronunciation Listening Writing
Narrative tenses; -ed and -ing adjectives; /d/ in the past perfect Listening for the main Making a narrative
used to and usually phrasal verbs idea; linking consonants interesting; time linkers
and vowels

LANGUAGE 2A
2A What a coincidence!
Sts read a text about twin sisters who were adopted and brought up in different countries, then found each other online.
They also read about two friends who chose to visit each other in different towns on the same day, then practise telling a
story by talking about a time when they met someone important in their life.

Grammar Vocabulary Pronunciation Communication

Narrative tenses -ed and -ing adjectives (amazed/ing, amused/ing, annoyed/ing, /d/ in the past Telling a story
depressed/ing, disappointed/ing, embarrassed/ing, excited/ing, perfect
fascinated/ing, shocked/ing, terrified/ying)

WARMER Go to Vocabulary practice: -ed and -ing adjectives, SB

Read out the title of the unit Tell me a story. Explain that this
unit is all about stories of strange, interesting or funny things
that have happened to people. Ask: Has anything interesting
or funny happened to you recently? What was it? Elicit answers
from individual sts. Encourage them to tell their stories in
detail, and encourage other sts to ask questions to find out
more. Ask: When something funny or interesting happens to
you, do you post it online? Where?
3 A Check that sts understand twin. They read the text
1 A Sts read the questions and choose the correct words to
complete them. They then discuss in pairs why they chose
each word. Check answers with the class.
Answers
1 boring  2 interested
Adjectives that end in -ed describe feelings and adjectives
that end in -ing describe things that give you these
feelings.
B In pairs, sts discuss the questions in exercise 1A. Take
feedback.
2 Read out the task and check that sts understand all the
adjectives. Sts talk about their experiences in pairs. Take
feedback.
page 137/TB page 287.
Sts will find more language presentation and practice for
-ed and -ing adjectives here. Do these exercises with the
class, or set them for homework, before continuing with
exercise 3A of lesson 2A.
Remind sts to go to the app for further self-study
vocabulary practice of -ed and -ing adjectives.
quickly and answer the question. Check answers.
Answer
It is the title of the documentary they made, and a
combination of twin and sister.
B Sts read the text again and order the events. Check
answers.
Answers
1 b  2 d  3 c  4 e  5 f  6 a

37
 narrative tenses ■ -ed and -ing adjectives LANGUAGE 2A
4 What did you think of Anaïs and Samantha’s story?
I thought it was an amazing coincidence.

5 A Which forms are the verbs in bold? Choose from the past simple, past perfect and past continuous.
1 He had seen the actress in another video.
2 While Anaïs was travelling by bus to college, she got a message.
3 The sisters wrote a book about their amazing story.
B Match the forms with their uses. Then read the Grammar box.
a an action that happened before another action in the past
b a completed action in the past
c an action in progress at a specific moment in the past

Grammar narrative tenses

Past simple (for main events): Past perfect (for actions that Past continuous (for longer actions/
happened before other actions): background):
I visited my friend Ana last year. When we arrived at the cinema, At 9 p.m. last night I was having dinner.
the film had started.
Look! We usually use when with the past simple and while with the past continuous:
I was walking in the park when I met Jo. While I was walking in the park, I met Jo.

Go to Grammar practice: narrative tenses, page 114

6 A 2.3 Pronunciation: /d/ in the past perfect Listen to the sentence. Notice the pronunciation
of /d/ in the past perfect form. Listen again and repeat.
He’d seen the woman before.

B 2.4 Listen to the sentences and choose the verb forms you hear.
1 I bought / I’d bought 3 She got married / She’d got married 5 You watched / You’d watched
2 He asked / He’d asked 4 We realized / We’d realized 6 They lost / They’d lost
Go to Communication practice: Student A page 157, Student B page 167
7 A 2.5 Complete the text with the correct form of the verbs in brackets. Listen and check.

‘
8
B Have there been any coincidences in your life or in your friends’ lives? Talk about them in pairs.

In pairs, talk about a time when you met someone important in your life. Use the questions to help you.
’
• Where were you? • What did you both say?
• What had happened before you met? • How did your life change after
• What were you both doing when you met? you met him/her?
• What happened when you met?

Personal Best Read the story about Anaïs and Samantha again. Close your books and retell the story in pairs. 13

38 EXTRA PRACTICE:  Workbook page 8;

00;photocopiable
photocopiableactivity
activity2A
1AGrammar
Grammar

4 Sts discuss the question in pairs. Get feedback on their
answers.
5 A Sts look at the bold verbs and decide which forms they
are. They could work in pairs for this. Check answers.
Answers
1 past perfect  2  past continuous  3  past simple
B Sts look at the bold verbs in exercise 5A again and
match them with their uses. Check answers.
Answers
a past perfect  b  past simple  c  past continuous
Grammar
Read the Grammar box with sts about narrative tenses.
Explain/elicit that we use the past simple for the main
events in a story. We use the past perfect for actions
that happened before other actions, and we use the
past continuous for longer, background actions that
were in progress at a particular time in the past. Point
out that we use when with the past simple and while
with the past continuous: We were having dinner when
he arrived. NOT We were having dinner while he arrived.
Ask questions to check concept.
Concept check questions:
Which tense do we use for the main events in a story?
(past simple). Does the past simple describe a completed
action or an unfinished one? (completed). Which tense
do we use for actions that happened earlier? (past
perfect). I went out when I had eaten – which action did
I do first? (I ate.) Which tense do we use for actions in
progress in the past? (past continuous). Which tense do
we usually use with ‘when’? (past simple.) Which tense
do we use with ‘while’? (past continuous)
Go to Grammar practice: narrative tenses, SB page 114/
TB page 241.
Sts will find more language reference, presentation and
practice for narrative tenses here. Do these exercises with
the class, or set them for homework, before continuing
with exercise 6A of lesson 2A.
Remind sts to go to the app for further self-study
grammar practice of narrative tenses.
6 A 2.3   Play audio track 2.3. See the SB page opposite
for audio script. Sts listen and notice the pronunciation of
/d/ in the past perfect. Play the audio again for sts to listen
and repeat.
B 2.4   Allow sts time to read through the verb forms.
Play audio track 2.4. See Answers for audio script. Sts
listen and choose the verb forms they hear, noticing the
difference in pronunciation between the two tenses. They
will need to listen carefully for the auxiliary /d/ sound,
which joins onto the next word when that starts with a
vowel. Play the audio again for sts to listen and check their
answers.
LANGUAGE 2A
Answers
1 I bought a new car.
2 He’d asked me that before.
3 She’d got married when she was young.
4 We realized that there was a problem.
5 You watched the wrong video.
6 They’d lost my coat.
Go to Communication practice
Divide the class into Student A and Student B. All ‘Student
A’ sts should go to SB page 157. All ‘Student B’ sts should
go to SB page 167. Go to TB page 327 for the teacher
notes. Do the activity, then continue with exercise 7A of
lesson 2A.
7 A 2.5   Sts read the text and complete it with the
correct forms of the verbs in brackets. Play audio track
2.5. See the SB page opposite for audio script. Sts listen
and check their answers.
Answers
1 was staying  2 went  3  ‘d called  4 rang  5 came
6 decided  7 got  8  ‘d gone  9  was knocking
3 x PRACTICE  SB page 13, exercise 7A
1 Do the exercise as normal. To check answers, read out
each gapped sentence in turn and ask: past simple, past
continuous or past perfect? Elicit possible answers, and
ask a student who gave the correct answer to explain
why it is correct.
2 Sts work in pairs. One student closes their book. The
other student reads out the story, omitting the gapped
verbs. They could cough to indicate a gap. Their
partner tries to remember the verbs. They can swap
roles and practise again.
3 Write the correct verb forms on the board, e.g. was
staying, went, etc. With books closed, sts work in pairs
and try to recreate the story from the verbs. Elicit the
story from the class and see if, as a class, sts can retell
the whole story.
B Sts discuss the question in pairs. Get feedback on their
answers.
8 Allow sts time to prepare their answers individually. They
then tell their stories in pairs. Ask some sts to tell their
stories to the class.
PERSONAL BEST
Sts can practise using narrative tenses further. They read the
story about Anaïs and Samantha again, then practise telling it
in pairs.
Weaker sts could work in groups of four. They each read one
paragraph of the story again, then retell the story in their
groups, each telling their own paragraph.
39
 2 SKILLS LISTENING listening for the main idea ■ linking consonants and vowels ■ phrasal verbs

2B Do we make our own luck?

Learning
Curve 1 Do you think these things bring good or bad luck? Can you think of more examples?

a penny the number 13

a broken mirror

a dream catcher a fortune cat a four-leaf clover

2 A Were these people lucky or unlucky? Match the verbs in bold with the meanings.

I found a lucky penny in the street, but that day, My plane ticket was for seat 13. I 4set off early to get
my car 1ran out of petrol and my boyfriend to the airport on time, but the traffic was terrible and
2broke up with me – we’d been 3going out for I 5ended up missing my flight. I was really 6looking
ten years. So much for lucky pennies! forward to that holiday!

a be excited about something in the future d start a journey

b finally be in a situation or place you didn’t originally intend e finish or use all of something
c have a romantic relationship f end a relationship
B Answer the questions in pairs.
1 Has your phone ever run out of battery just before an important call?
2 What did you plan to do last weekend? Did you end up doing something different?
3 What are you looking forward to at the moment?

Go to Vocabulary practice: phrasal verbs, page 138

Skill listening for the main idea

It’s important to understand the main idea when someone is speaking.

• Think about who is speaking and what the topic is.
• Remember that speakers often repeat the main idea using different words.
• Listen for key words, which are often stressed.
• Don’t worry if you don’t understand all the words or details.

3 A 2.8 Read the Skill box. Watch or listen to the first part of Learning
Curve and choose the correct option to answer the questions.
1 What does Penny talk about?
a a scientific experiment about luck
b a book about luck
c an unlucky day she had
2 What is the main idea?
a Some people are simply unlucky.
b Positive people generally see more opportunities in life.
c People who believe they are lucky are usually unlucky.
B Do you believe in luck? Do you think people make their own luck?
Discuss in pairs.

14

40 EXTRA PRACTICE:  Workbook page 9; photocopiable activity 2B Vocabulary


2B Do we make our own luck?
Learning
Curve Sts hear about different kinds of good and bad luck, then discuss their own experiences of and attitudes to
good and bad luck.
Listening Skill
Sts watch a video or listen to Listening for the main
a recording about good and idea
bad luck.
WARMER
Write on the board: Good ___ with your exams! Elicit the
missing word luck and elicit or explain the meaning of the
word (something good or bad that happens by chance). Ask:
In what other situations might you say ‘Good luck’ to someone?
When do you think you need good luck? Why?
1 Sts work in pairs to look at the things and discuss whether
they think that they bring good or bad luck. Discuss the
answers with the class. Ask: What things in your culture
are thought to bring good or bad luck?
Answers
Answers may vary depending on culture. From a UK
viewpoint:
good luck: a dream catcher, a fortune cat, a lucky penny,
a four-leaf clover
bad luck: a broken mirror, the number 13
2 A Ask sts to read the two experiences quickly. Elicit
whether the people were lucky or unlucky (unlucky).
Sts then match the bold verbs with their meanings (a-f).
Check answers.
Answers
1 e  2 f  3 c  4 d  5 b  6 a
B Sts discuss the questions in pairs. Ask some sts to tell
the class about their partner’s answers.
Go to Vocabulary practice: phrasal verbs, SB page 138/
TB page 289.
Sts will find more language presentation and practice for
phrasal verbs here. Do these exercises with the class, or set
them for homework, before continuing with exercise 3A of
lesson 2B.
Remind sts to go to the app for further self-study
vocabulary practice of phrasal verbs.
SKILLS 2B
Listening builder Vocabulary
Linking consonants Phrasal verbs: (break up, bring up (children),
and vowels catch up (with friends), end up, fall over,
go back, go out (dating), go up (increase),
hurry up, look forward, pay back, run out,
set off, sign up, try on)
Each unit features an episode of Learning
Curve, a web show intended for international
Learning students to engage in English language and
Curve
culture. It is presented by a range of hosts who
present documentaries and vox pops (in B lessons which
focus on listening skills) and also talk about their personal
lives through video diaries (in D lessons which focus on
speaking skills). You and your students can watch the
videos in class, or download them from the Learning
Platform to watch at home. You can watch the episode in
its entirety (for enjoyment or familiarization purposes), or
you can break it down into more manageable chunks, as
recommended in each lesson. It is also available as an
‘audio-only’ option for teaching environments without
access to video. Students hear speakers from the UK and
the USA (exposing them to both British and American
English accents) as well as from other countries. The video
allows students to practise particular listening skills and
gives them exposure to features of natural spoken speech.
See TB page 00 for more information on Learning Curve.
Skill
Read the Skill box with sts about listening for the main
idea. Point out that when you listen for the main idea,
you do not need to understand every single word, so
you shouldn’t worry if there are some parts you don’t
understand.
3 A 2.8   All the B lessons in this level which focus on
listening skills are accompanied by video. In this lesson,
Penny and Ethan interview people about their attitude
to luck. Allow sts time to read the questions and options.
Play video/audio track 2.8. See TB page 354 for video/
audio script. Sts watch or listen and choose the correct
options. Check answers.
Answers
1 a  2 b
B Sts discuss the questions in pairs. Discuss their answers
as a class.
41
 listening for the main idea ■ linking consonants and vowels ■ phrasal verbs LISTENING SKILLS 2B
4 2.9 Watch or listen to the second part of the show. Complete the sentences about the main
ideas with Herman, Winnie or Juan.
1 considers himself/herself to be very lucky.
2 talks about someone else who believes in bad luck.
3 is having a bit of bad luck but his/her luck changes.

Herman Winnie Juan

5 2.9 Watch or listen again. Choose the correct option to answer the questions.
1 What happened to Herman earlier?
a He slept badly, lost his keys and set off for work late.
b His motorcycle broke down, he lost his keys and missed the bus.
c He ran out of hot water in the shower and lost his key chain.
2 What happened to Winnie?
a She went out with a dentist and ended up marrying him.
b She was going out with a mechanic but broke up with him.
c She ended up marrying a man she’d met several times by chance.
3 Which sentence about Juan is true?
a He’s looking forward to getting married to Winnie.
b He’s in the city doing a favour for a neighbour.
c He has to go back home because he forgot his backpack.

6 Think of a time when you were lucky or unlucky. Describe what happened in pairs.

Listening builder linking consonants and vowels

When a word ends in a consonant sound, we often move the consonant sound to the beginning of the next
word if it starts with a vowel sound. This can sometimes mean it’s difficult to hear the correct words.
It all started last night. She’s trying on her wedding dress.

7 2.10 Read the Listening builder. Look at the sentences from the show and mark where the
consonant-vowel links are. Listen and check. Then practise saying the sentences.
1 Do we make our own luck?
2 I ran out of energy.
3 I think Ethan is back.
4 I’m picking up a package.
5 I think it’s his backpack.
6 I’m the luckiest person I know.

8 Discuss the questions in pairs.

1 Who’s the luckiest person you know? And the unluckiest?
2 Do you have any lucky charms? What are they? Have they brought you good luck?
3 Is there anything you avoid doing because it might bring bad luck?

Personal Best Write a paragraph about things that bring good luck at special occasions, e.g. a wedding, New Year’s Eve. 15

42 EXTRA PRACTICE:  Workbook page 9

 SKILLS 2B
4 2.9   Sts look at the pictures and read the gapped PERSONAL BEST
sentences. Play video/audio track 2.9. See TB page 355 Sts can practise talking about luck further. They write a
for video/audio script. Sts watch or listen and complete paragraph about things that are traditionally thought to bring
the sentences with the correct name. Check answers. good luck at special occasions such as weddings and New
Year’s Eve. Sts can compare their paragraphs in small groups.
Answers
1 Winnie  2 Juan  3 Herman Weaker sts can work in small groups. They choose one special
occasion and compare their ideas about what is considered
lucky at that event. Ask groups in turn to present their ideas
5 2.9   Sts read the questions and the options. Play video/
to the class.
audio track 2.9 again. Sts watch or listen and choose the
correct options. Check answers. Play the track again,
pausing for sts to hear why each answer is correct. EXTRA PRACTICE
Sts work in groups of three. They take turns to use their
Answers phones to film their classmates asking and answering the
1 a  2 c  3 b questions in exercise 8. They can swap roles and practise
again. Allow sts time to watch the films of themselves and
6 Sts work in pairs to discuss their own experiences of good notice how well they link the consonant sound at the end of a
or back luck. Ask some sts to tell the class about their word with the vowel sound at the beginning of the following
partner’s experiences. word. Discuss as a class what they noticed about their own
pronunciation, and how they could improve it.
Listening builder
Read the Listening builder box with sts about linking
consonants and vowels. Read out the sentences in the
box to model the pronunciation of the linked sounds.
Explain that when consonants and vowels are linked
in this way it makes it difficult to hear where one word
ends and the next one begins. Ask questions to check
concept.
Concept check questions:
What does it mean when we link sounds? (We pronounce
them together, without a gap.) What kinds of sounds do
we link between different words? (We link a consonant
sound at the end of a word with a vowel sound at the
beginning of the following word.) Why is it important
to recognize linking? (in order to understand the
individual words)

7 2.10   Sts read the sentences and mark where they think
the consonant and vowel sounds are linked. Play audio
track 2.10. See the SB page opposite for audio script. Sts
listen and check their answers. Then allow sts time to
practise saying the sentences in pairs.

Answers
1 Do we makeour own luck?
2 I ranoutofenergy.
3 I thinkEthanis back.
4 I'm pickingupa package.
5 I thinkit’s his backpack.
6 I’m the luckiest personI know.

8 As a round-up, sts discuss some more general questions

connected with luck. Sts discuss the questions in pairs.
Discuss their answers as a class and see who in the class
has a lucky charm, and who avoids doing things because
they might bring bad luck.

43
 2 LANGUAGE used to and usually

2C Radical changes
1 A In pairs, look at the pictures and describe what you see. What are the similarities and differences?
B Read the text and choose the best caption for the pictures.
1 Steve Way and his trainer 2 Steve Way: before and after 3 Like father, like son

Sports interview:
Marathon
Man
Steve Way, a long-distance runner, has two
memorable career highlights: running a marathon
in Glasgow in just 2 hours 15 minutes and finishing
the British Ultramarathon (100 km) in 6 hours 19
minutes. Both were personal best times for him,
and broke records. He is a top athlete, but behind
the success there is an extraordinary story.

Steve usually runs about 120 km a week, weighs 67 kg,
and like all top athletes, is usually very careful about
what he eats. But he hasn’t always been so fit and
healthy. When Steve was in his thirties, he used to
be dangerously overweight because of his addiction
to chocolate and junk food. He didn’t use to do any
exercise, smoked a packet of cigarettes a day and had
a stressful job with long hours.
He felt awful. ‘I could hardly sleep at night. I was
coughing and waking up because of the smoking,’ he
remembers. ‘I realized I had to do something radically
different to break the cycle.’ The radical change was
to give up smoking and start training for the London
Marathon, which he completed in just over three hours
despite training for only three weeks!
It soon became clear that Steve was a very talented
athlete. Nowadays, he is so enthusiastic about running
that he travels to competitions all over the world. So
how does an ultra-healthy person celebrate another
successful marathon? Steve admits that for 48 hours
after a marathon he usually lets the old Steve out of
the box and enjoys fast food, steak and chips. ‘I still
struggle to see myself as a proper athlete,’ he says.
‘I am just a man who got obsessed with his hobby.’

Adapted from theguardian.com

2 Read the text again. What do the numbers refer to?

100 km 6 hours 19 minutes thirties three weeks 48 hours

3 In pairs, complete the notes about Steve in the table with the words in the box.

overweight healthy food 67 kg runs a lot junk food do any exercise

now before
amount of exercise 1 He usually . 2 He didn’t use to .
weight 3 He weighs . 4 He used to be .
diet 5 He usually eats . 6 He used to eat .

4 Have you made any changes in your life? What changes would you like to make?

16

44 EXTRA PRACTICE:  Workbook page 10

 LANGUAGE 2A
2C
2C Radical changes
Sts read about someone who changed their lifestyle to become fitter and healthier. They study ways of talking about past
and present habits, and practise talking about their own habits and way of life in the past and present.

Grammar Pronunciation Communication

used to and usually Sentence stress Talking about present and past habits

WARMER
Ask: Have you ever run a marathon or other big race? Would
you like to? If sts answer yes, ask more questions to encourage
them to talk about their experiences or plans. If they answer
no, ask: Why do you think some people decide to run a
marathon? What difference can it make to their lives? Elicit a
range of answers.

1 A Sts look at the pictures and describe in pairs what they

can see. Get feedback on their answers.
B Explain the meaning of caption if necessary. Sts read
the text quickly and choose the best caption for the
pictures. Check the answer with the class.

Answer
2 Steve Way: before and after

2 Sts read the text again and note down what the numbers
refer to. To help with this task, you could remind sts of
the technique of scanning a text for specific information.
Check answers with the class.

Answers
100 km – the distance of the British Ultramarathon
6 hours 19 minutes – the amount of time Steve took to
finish the Ultramarathon
thirties – Steve was dangerously overweight at this age,
and addicted to chocolate and junk food
three weeks – the amount of time Steve spent training for
the London Marathon
48 hours – the amount of time after running a marathon
when Steve allows himself to enjoy fast food

3 Read through the table with the class and make sure sts
understand weight, weighs and diet. Sts complete the notes
in the table with the correct words. Check answers with
the class.

Answers
1 runs a lot
2 do any exercise
3 67 kg
4 overweight
5 healthy food
6 junk food

4 Sts discuss the questions in pairs. Get feedback on their

answers.

45
 used to and usually LANGUAGE 2C
5 Answer the questions and then read the Grammar box. Which sentences in the table in
exercise 3 describe:
1 present habits and states?
2 past habits and states?

Grammar used to and usually

Past habits and states: Present habits:

I used to be fit. I usually walk to work.
I didn’t use to work. I don’t usually watch much TV.
He never used to phone me. Do you usually start work so early?
Did you use to do your homework?
Look! We use the past simple for things that happened only once, or to say how many times something happened.
I broke my leg three times when I was a child. NOT I used to break my leg three times.

Go to Grammar practice: used to and usually, page 115

6 2.12 Pronunciation: sentence stress Read sentences 1–3. Which syllables are stressed?
Listen, check and repeat.
1 Did they use to do sport? 2 I used to go to the gym. 3 He didn’t use to run.

7 A Rewrite the sentences with usually or a form of used to.

1 These days, I have cereal for breakfast. 5 I ate healthier food as a teenager.
2 I didn’t play volleyball when I was younger. 6 I didn’t like fruit when I was young.
3 I enjoyed Maths when I was at school. 7 I don’t eat much fast food.
4 I go swimming on Saturdays. 8 I didn’t work hard at school.
B Which of the sentences in 7A are true for you? Change the other sentences so they are true for you.
Discuss your answers in pairs.

Go to Communication practice: Student A page 157, Student B page 167

8 A Use the prompts to make questions with the correct form of used to.
1 which TV programmes / watch / when you were eight?

2 which sweets and snacks / like / when you were young?

3 which toys / play with / when you were a child?

4 which sports / do / at school?

5 where / go on holiday / when you were a child?

6 have / pet / when you were young?

7 which pop group / like / when you were twelve?

8 what / do / after school when you were young?

B In pairs, ask and answer the questions in exercise 8A.

Say what you do now that is different.
A Which TV programmes did you use to watch when you were eight?
B We never used to watch TV during the week but we watched all the cartoons on Saturday morning.
A Do you still watch TV on Saturday morning?
B No, I usually meet friends. I watch TV in the evening after work.

Personal Best Write about differences between your life now and your parents’ lives when they were your age with usually and used to. 17

46 EXTRA PRACTICE:  Workbook page 10; photocopiable activity 2C Grammar


5 Sts look at the sentences in the table in exercise 3 again
and answer the questions. Check answers.
Answers
1 sentences 1, 3, 5  2  sentences 2, 4, 6
Grammar
Read the Grammar box with sts about used to and
usually. Explain that we use usually for present habits: I
usually get up early. Point out the negative form: I don’t
usually get up early. NOT I usually don’t get up early.
Explain that we use used to for past habits and states:
I used to get up early. (= I did in the past, but I don’t
now). Point out that in negatives and questions, the
form is use to: I didn’t use to get up early. NOT I didn’t
used to get up early. Draw sts' attention to the Look!
note. Ask questions to check concept.
Concept check questions:
What do we use to talk about present habits – usually
or used to? (usually). I run usually every day – correct?
(no – I usually run every day). Can you make the sentence
negative? (I don’t usually run every day.) I used to run
every day – do I run every day now? (No, that’s in the
past.) Can you make the sentence negative? (I didn’t use
to run every day.) How has the form changed? (use to, not
used to). Used you to run every day? – correct? (no – Did
you use to run every day?) I used to go to the USA four
times as a teenager – correct? (no – I went to the USA)
Go to Grammar practice: used to and usually, SB page
115/TB page 243.
Sts will find more language reference, presentation and
practice for used to and usually here. Do these exercises
with the class, or set them for homework, before
continuing with exercise 6 of lesson 2C.
Remind sts to go to the app for further self-study
grammar practice of used to and usually.
6 2.12   Sts work in pairs to read the sentences and decide
which syllables are stressed. Play audio track 2.12. See
the SB page opposite for audio script. Sts listen and check
their answers, then listen again and repeat. Elicit that used
and didn't use are always stressed, but the to is unstressed.
Answers
1 use, sport  2  used, gym  3  didn’t, use, run
7 A Read out the first sentence and ask: present or past
habit? (present). Elicit how the sentence can be rewritten
using usually. Sts rewrite the remaining sentences. Check
answers.
Answers
1 These days, I usually have cereal for breakfast.
2 I didn’t use to play volleyball when I was younger.
3 I used to enjoy Maths when I was at school.
4 I usually go swimming on Saturdays.
5 I used to eat healthier food as a teenager.
6 I didn’t use to like fruit when I was young.
7 I don’t usually eat much fast food.
8 I didn’t use to work hard at school.
LANGUAGE 2C
3 x PRACTICE  SB page 17, exercise 7A
1 Do the exercise as normal. To check answers, read out
each sentence and ask: present or past habit? Elicit the
answer, then elicit the correct new sentence.
2 Write on the board the headings: Now and Before. Elicit
ideas for each column based on the sentences, e.g.
Now: cereal/breakfast, swimming/Saturdays. Ask sts
to close their books, then work in pairs and rewrite the
sentences using the notes on the board and used to or
usually. They can check their answers in their books.
3 Refer sts back to the sentence stress patterns they
practised in exercise 6. In pairs, sts look at their
answers for exercise 7A. They each choose two or
three and practise saying them using the correct
sentence stress.
B Sts decide which of the sentences in 7A are true for
them, and change the others to make them true. They
discuss their answers in pairs. Ask some sts to tell the class
something they learned about their partner.
Go to Communication practice
Divide the class into Student A and Student B. All ‘Student
A’ sts should go to SB page 157. All ‘Student B’ sts should
go to SB page 167. Go to TB page 327 for the teacher
notes. Do the activity, then continue with exercise 8A of
lesson 2C.
8 A Sts use the prompts to write questions using the correct
form of used to. Check answers.
Answers
1 Which TV programmes did you use to watch when you
were eight?
2 Which sweets and snacks did you use to like when you
were young?
3 Which toys did you use to play with when you were a
child?
4 Which sports did you use to do at school?
5 Where did you use to go on holiday when you were a
child?
6 Did you use to have a pet when you were young?
7 Which pop group did you use to like when you were
twelve?
8 What did you use to do after school when you were
young?
B Read out the example dialogue with a student. Sts
then ask and answer the questions in exercise 8A in pairs,
saying what they do now that is different. Take feedback.
PERSONAL BEST
Sts can practise talking about present and past habits further.
They write sentences about their lives now and their parents’
lives when they were young, e.g. My dad didn’t use to see his
friends very often. I usually see my friends every weekend. Sts
can compare their ideas in pairs. Get feedback.
With weaker sts, write some sentence beginnings on the
board, e.g. My dad used to ..., He didn’t use to ..., My mum used
to ..., She didn’t use to ... . Ask sts to complete the sentences
with their own ideas, then think about their life now, and
write sentences with usually. Ask some sts to read their
sentences to the class.
47
 2 SKILLS WRITING making a narrative interesting ■ time linkers

2D It happened to me
1 Read the blog post quickly. Which word is missing from the title: surprising, frustrating or frightening?

Home About Blog Contact

A evening
Yesterday it was my friend Sarah’s 21st birthday. My friends
and I had planned a surprise party for her at The Firehouse, a
1small and cosy restaurant that she loves. Sarah’s sister was
a
going to bring her to the restaurant at 9 p.m., so we all needed
to be there to surprise her when she arrived.
Just before I left my house, I got a text message, but my
phone ran out of battery before I could read it. I didn’t have
time to charge my phone, so I got in the car and left. 2It was
a horrible, rainy evening but there wasn’t much traffic, and
everything was going fine until my car stopped suddenly. I’d
run out of petrol! 3I was so angry with myself – 4why hadn’t I
got some the night before?
I thought my best option would be to find a taxi. After waiting
for ten minutes, I finally found one. 5I felt so relieved – I could
still get to the restaurant in time. However, on the way, I
b
realized that I’d left my wallet in my car and didn’t have any
money to pay! I explained this to the driver, 6a rude and
impatient man. He stopped the car and told me to get out.
7What a disaster! It was now almost 9 p.m. so I had to run.
When I finally got to the restaurant, I was surprised to see that
it was completely empty. I waited for an hour, but nobody
came. So I walked back to the car, got my wallet and got a
bus home. As soon as I got home, I put my phone on charge
in the kitchen, but before I could call anyone, I got a message.
It said, ‘Sarah ill, party cancelled!’ I didn’t know whether to
laugh or cry.

f e d

18

48 EXTRA PRACTICE:  Workbook pages 11 and 74

 SKILLS 2D
2D It happened to me
Sts read a narrative about something surprising that happened to someone. They then write their own narrative about
something surprising or interesting that happened to them.

Writing Skill Text builder

A narrative Making a narrative interesting Time linkers

WARMER
Focus on the pictures on page 18. Ask: What do you think this
story is about? What do you think happened to the person?
Why? Elicit a range of answers, but don’t confirm sts’ ideas.
Then ask: Has anything similar happened to you? What was it?
Elicit a range of answers. If sts have similar stories, encourage
them to tell the class, and encourage other sts to ask questions
to learn more.

1 Read through the adjectives and check that sts understand

them all. Sts read the blog post quickly and decide which
word is missing from the title. Check the answer, asking
sts to give reasons to support their answer.

Answer
frustrating

49
 making a narrative interesting ■ time linkers WRITING SKILLS 2D
2 A Read the blog post again. Put the pictures in the correct order from 1–6.

B Cover the blog. Look at the pictures and retell the story in pairs.

Skill making a narrative interesting

When writing a narrative, make the story more interesting by:

• describing people, places and the events
• describing emotions and feelings
• including one or two comments about the events.

3 Read the Skill box. Match the underlined phrases (1–7) in the blog post with the three features of
a narrative (a–c).
a descriptions of people, places and events:
b descriptions of emotions and feelings:
c comments about the events:

4 A Choose the correct words to complete the sentences.

comfortable surprised nightmare luckily tall disappointed

1 I thought Sue was on holiday, so I was to see her at work.

2 , I had another pair of glasses in my bag.
3 She was , blonde and wearing a beautiful green dress.
4 When they told me I’d failed the exam, I felt really .
5 The hotel room was small, but it was very .
6 The train had already left and I had lost my ticket. What a !
B Which of the features a–c in exercise 3 does each sentence in 4A use?

Text builder time linkers

We use time linkers like before, after, until and as soon as to make the order of two past actions clear:
Just before I left my house, I got a text message. Everything was going fine until my car stopped suddenly.
After waiting for ten minutes, I finally got a taxi. As soon as I got home, I put my phone on charge.
Look! After before and after, we can use a verb + -ing or a subject and verb. After until and as soon as, we
can only use a subject and verb:
As soon as I arrived, I went to bed. NOT As soon as arriving, I went to bed.

5 A Read the Text builder. In each of the four example sentences, which action happened first?
Discuss in pairs.

B Complete the sentences with the correct time linker.

1 It was raining, so I waited in my car until / as soon as my sister’s train arrived.
2 Before / After she got off the train, she checked that she had all of her things.
3 They sent their parents a text until / as soon as their plane landed in Buenos Aires.
4 After / Until he closed the door, he realized that he had left his keys inside the flat.
5 Before / As soon as I got home, I started to cook dinner.
6 As soon as / After driving him home, she went to get some petrol.

6 A PREPARE Think about something amazing, surprising, frustrating or frightening that

happened to you. Make notes about the main events and any descriptions or comments
you want to include to make your story more interesting.

B PRACTISE Write a blog post, using your notes to help you. Include different narrative
tenses and time linkers.

C PERSONAL BEST Swap your blog post with your partner. Read his/her work and correct
any mistakes. How could you improve it? What do you like best about his/her story?

Personal Best Read the blog post on page 18 again. Close your book and write a one-paragraph summary of it. 19

50 EXTRA PRACTICE:  Workbook page 11; photocopiable activity 2D Skills


2 A Sts read the narrative again and put the pictures in the
correct order. Check answers.
Answers
1 b  2 d  3 f  4 a  5 c  6 e
B Sts work in pairs to retell the story, using just the
pictures. Get feedback on how easy or difficult they found
the task.
Skill
Read the Skill box with sts about making a narrative
interesting. To demonstrate the point, you could retell
the story in the blog briefly, with no descriptions or
comments, and elicit that it is much less interesting.
3 Sts match the underlined phrases in the blog with the
features of a narrative. Check answers.
Answers
a 1, 2, 6  b  3, 5  c  4, 7
4 A Sts read the sentences and choose the correct words to
complete them. Check answers.
Answers
1 surprised  2 Luckily  3 tall  4 disappointed
5 comfortable  6 nightmare
B Sts read the sentences in exercise 4A again and decide
which feature from exercise 3 each one uses. Check
answers.
Answers
1 b  2 c  3 a  4 b  5 a  6 c
Text builder
Read the Text builder box with sts about time linkers.
Explain that we use time linkers to make the order
of past events clear. Explain that we use until when
something continues for some time, and then stops
when another action happens, e.g. I was feeling happy
until I saw all the mess. (= I stopped feeling happy when
I saw it). Explain that we use as soon as when one
action follows immediately after another, e.g. I called
him as soon as I got home. (= I got home and then called
him immediately). Point out that with before and after,
we can use a subject and verb, or an -ing form: We had
lunch before we left/before leaving. Until and as soon as
must be followed by a subject and verb: I fell asleep as
soon as I got home. NOT I fell asleep as soon as getting
home. Ask questions to check concept.
Concept check questions:
Why do we use time linkers in narratives? (to make the
order of events clear). I stayed in the restaurant until it
closed – when did I leave? (when the restaurant closed).
I had dinner as soon as I got home – which did I do
first? (got home). I picked up my passport before I left
– correct? (yes). I kept running until feeling exhausted –
correct? (no – until I felt exhausted)
SKILLS 2D
5 A Sts read the example sentences and discuss which
action happened first in each one. Check answers.
Answers
I got a text message
Waiting for ten minutes
Everything was going fine
I got home
B Sts read the sentences and choose the correct time
linkers to complete them. Check answers.
Answers
1 until  2 Before  3  as soon as  4 After  5  As soon as
6 After
3 x PRACTICE  SB page 19, exercise 5B
1 Do the exercise as normal. To check answers, read out
each sentence twice, once with each linker. Ask: Which
one is correct? Why? Elicit the answers.
2 Books closed. Write prompts for the sentences on the
board, e.g. it/raining/waited/car/sister’s train/arrived.
In pairs, sts try to rewrite the sentences from memory.
They can look at the exercise again to check.
3 Read out the first sentence and elicit ways in which the
first half of the sentence could be changed, e.g. I stayed
at home until my sister’s train arrived. Do the same with
the second half, e.g. I waited in my car until it stopped
raining. In pairs, sts rewrite the sentences, changing
either the first half or the second half. Ask some sts to
read their revised sentences to the class.
6 Sts follow the steps to write their own narrative.
A PREPARE   Sts prepare their ideas and make notes
about the events, including descriptions and comments
they can use to make their story interesting.
B PRACTISE   Sts use the blog post in exercise 1 as a
model and write their own blog post. Refer them back to
the Skill box for tips on making their narrative interesting,
and refer them to the Text builder box to remind them
about how to use time linkers.
C PERSONAL BEST   Sts work in pairs. They swap their blog
posts with a partner and give feedback on mistakes, things
that could be improved, and things they liked about the
story. Remind them that they should always be positive
and encouraging when they give feedback to a partner.
PERSONAL BEST
Sts can practise writing a narrative further. They read the
blog post on page 18 again, then close their books and write a
short summary of it.
Weaker sts could look back at the story in exercise 7A on
page 13. They could read the story again then write a brief
summary. Ask some sts to read their summary to the class.
51