+ * Chock answers in open class, ‘Ask students to do the Extend your Vocabulary exercise on oe page 131 ANSWERS / AUDIO SCRIPT cmp! Toiybe Peru 3 moe Qsey ft te | suaaesten answens ‘2 tllstor, urban legend/ my ~ 6 fay tae, fo tle 4 tle sa _@ myth 7eHD GID Remind students thatthe /Y symbol after a vowel sound ‘means that the sound is long one. + Play the track for students to listen and write the words in the correct columns. Check answers and then play the track again for ther to the eaigay ol ftie ese | listen and repeat the wore Dave human characte Play a game with minimal pais using short and fong vowel Sounds. Write these words on the board in random order, ‘check that students know what they mean and ask them Peraiene to put them in columns according to whether the vowel Is to look at the words and stories and | short or long: beat, bit, cart, cut caught, cot, pul, pool a Check answers. Then tel students you are going to say the words and thatwhen they hear a long vowel they Savi cn be agar cons! or tue A tale, 5 8 Sy abou agnor events oF people ave erent tyes of tale Fk tales ae those Ok es Bat were oxghaly tol oat. They were jase down Dhrough the generations 50 no-one Anos ten became hac 35 fy dow Bev ry when people like Hans Chi gown Not thse ad asthey soma tes you ak you canbe [esses fae Ti Presenter: WhatS the serene between & Curater: Good question. Wellin a myth the and the things that happen re The sory of the Minotaur, part man. example. A legend, on the otter as facts usually based on areal Lorary of ‘been changed so t's become ction nigue features. ‘Bis woul be King thr or Rodin Wren we tak about urban mys. ‘wots ar interchangeable. They ‘sory about modem ie tat many ‘happened. Maybe you remember the opeadies ling the Sewers unde saga We al know that sn oD 8 YB cexcng eveats from the past. But o fnanatve poem, usualy about a Epic of Sigumest te many ways, sagas Me on Cray was a long to ume the Midle Ages Now boat what happens toa petod of ume The Str sap Pray the track for stud from exercises 30 and Escaneado con CamScannerEscaneado con CamScanner400,000 books are available onthe brary’ publc aan La Cinderota Once Upon A Time (he ee Must ‘re bulding hasten eels and there are two outdoor SCANT sings Mon shows den toraces goving 2 misture of flowers it, | ‘artis sto tat wide a he aPkaK ‘secret Garden and the Discovery Terrace also provide. stunning views across the city. 40 Sema expt | * Lie Ue ttt mers re ntti eesti Sulespeoe Nena, | « Suge tat hey rata Fone ote on inking the library Vieoanpastto the preset. Sete trie Role hat you dont want ert whe cuttin going 9 Se a vocebula ae + Boor thoy wort toto stores remind hem ot 0 9 gna dass ropes an askthom to compete ite something ner oatyte pane Oi eo ung th wards te Do 1 ner emte use dtonars. Gee Teaching tps, EXEL Eee ou of toons ale 28.) ps sient od the Words Bajo exercoes on page 13. «Check answers in open class. ‘Ask students to make a set of vocabulary cards using the 3 sob 4 thely aot scary ey have eared inte lesson. On one 9%» ‘door the ear they shoud wnte the word and on the 2» csudets tole atthe stores shown inthe lures | STATIS Ae ee ea, Ak sainen story the conversation might come from on, enc ane wnich craters hand B might be (A, one of the ‘ugly sisters; B, Cinderella). Deal with new vocabulary when you read Talk about books with pictures. Discuss a photo showing a radt ‘more about Kamishibal. Learn Japanese story and talk about Read more ofthe tale of Urashim Get started <3 \Wite these questions onthe board, or dictate them, and ask students to discuss them in pais Do you enjoy reading comics or graphic novels? Why2/Why What do you know about manga coms? tuner any favour tur books when ou Were SPEAK AND READ ta * Ask students to look at the photo of a Ka sionfteller and ask for ideas about how h oD * Give students two minutes to read the i Cheak ther answer to Exercise 10. Escaneado con CamScannerWhat kind of story i it? 7 | What usually nappens in these kinds of 1 Tw sions set a amol Ashingvlage.The main characters ae | 5 After students have spoken for a few min Tio, a young faherman and a tue. |” Student a to look st page 144 an 2 Tao ves some chien huting a tre Ne ges thom money to page 142. oa the tr ane, Ho sets the ure ee. A few days ate tho al aa tte Tuo etuns 's bgandtaks Tro hot he 1 to the some notes eo thet they.can Cor Place at the Bato of a tree see alt pe story without looking atthe texts ANSWERS 1 the part of the aa to stdont to rod out the am ofthe lesson Aternatve pacedue sre + check the moaning of dea! with (ako action to sove a Along wth making notes on part 20 eet eu ould also suggest that St problem yas end cravings to Melp + Divide tho clas into pars ant ask thom to brainstorm Prarie te tate oF Meer eoale ik tev vom Thefts ney no the he ‘Hove thom road the tips in the (ITED box and see if any eit dhe thelr Yeas are included aD a» + Divide the class into pairs and ask them to go trough the text again, underining new vocabulary. Remind thom that they are not ooking just or singe words but or phases, sims ond idioms. * Encourage them to work together to guess the meaning of the om they have underines + Gt some feedbock in open class and encourage students he ce to compare thal Was about the vocabulary they have Hier ramiceren itis a Kanisibe! sinter higgins, Have them compare their notes in pars be + El examples of simles and idioms, incase Ask stunts which tems werent Inportantto an overall Explain thatthe characters in the story ar Taro understanding ofthe story. fisherman), a group of chicren and a tre Tel students - — thatin the story Tao offers something to the cicren, ANSWERS fers something fo Taro. Ask hem to ister 1 Sines: he sages os dopa the ioed eu cose, mia Ions: th bac of yon, ave in re pls ond ena ar eee, ost sof ‘Ask students to circle all the time ex Encourage them to think about how t Used to help tll the story (they make the od Recorded reading text Ask students to take notes while they listen 4 + Ask students to tick the tips in helped them with Exercise 3b REACT ‘Ask students to talk with thelr might continue Circulate and prompt students ‘questions ik: Do you tink the story will have What wil Taro fd in the Coral ‘To describe events in GET STARTED READ AND Escaneado con CamScannergat started ements tee rant 040K oth Hat of regular past ne te an past patible on Bago 140. Paya game Fas (Se Gas; Pau 13.) Hy Nave 8 vory ffor to de the class nto pairs ond .roher en the (regular vor forms acu ass YOU NY READ AND LISTEN 1 COE to 100k a the picture and oy what Asche ted States Declaration of Independence), ASK as ar they Anew about this document «pom they gong to iste toa story in whieh this Treument is important thom as they road and isten, to decide what Kind of stony U8 + Gheek the answer in open class. J ANsweRs / AUDIO SCRIPT xp) MEM ener ‘Und States Declaration of Independence ‘The United States Declaration af Independence signaled the bith ‘rine United States of America, Thirteen American colonies signed fhe document demonstrating their unvilingness to continue as ‘ones of Great Brain. The declaration was adopted on oly 4, 1776 and fortis reason July is celebrated as America’s Independence Day ‘sTUDY Teach the words narrate (¥ (to tell @ story) and narrative (a) (aston). + Explain that past tenses are used in different combinations to tll stories and are thorefore called narrative tenses. «Ask students to read the grammar explanations and ‘underine an example of each tense in Exercise 4 + Check answers in open class. + Refer students to the Grammar Database on page 121 ————— ANSWERS ‘Past simple sa, pid found, showed, collected, tuned 0 es sald Past continuous: wos waking Past pret simple: (had) removed ast pret continuous: had ben hiding PRACTISE, 3 * Ee the deton of an wan fgnd (en imaginary ‘tory about modem life that many people believe re happened), a {ea student to road out the instivetions, Seto tie iit of tive minutes for individual __ 8X students to compare thei answers nal fominate students to read out portions of th « SRenS to check ther onswrs Ask stents what thy tink the story 8 m life (thot people work so hard that tant things), 8 before 4 i Extra aotivity ‘Ask questions as you check th students understand the rules be advorbiats, of Whar ten What comes after for? & pero of time or a got in time? (8 period of time) What Is the opposite of before? latter) Which of these sentences emphasises the time th ‘alarm wos raised? The alarm was raised the following woekend, / The alarm wasn't raised until the foloni weekend, (wasn't raised unt) oD Check the meaning of ghast (the spirit of a dead person that is ft ‘Ask students to complete the ghost story using fF continuous forms of the past or the past per ‘Suestest that they work alone for five minutes before: comparing thelr answers with a partner. Recommend that ‘students write their answers in pencil, so that they can ‘make changes i necessary. Play the track for students to listen and check their ‘Ask students to read the conversation out loud i ais once al he do wo Use with while? (past continuous) Escaneado con CamScannerPate 29 SET STARTED TY Brainstorm Character adjectives, AND LISTEN Teeeibe handwriting samples, Learn how to follow a s Sat MN ae Usten toa podeast in REAcT KES erdument when you ae about analysing handwriting i my TUK 9boUt handing ad whether jeu think says 50 WORK WITH WORDS gp meting about your character Arann character adjectives, Use the ‘Hectves to write sentences about yous Analyse a ariner’s nandaeg Get started ¢ Divide the ctass i adjectives. Seta time to read out their et a into small groups and bral diferent. ts part of wha imit of three minute ‘makes each of us an individual, aleo Fan Cet OURS to Undering Sree: So can you ecognice a ploce ost one atives that they also have, renee Second group to read handwating? procegnitional adjectives on teirstoen Fepeat the Mr Bryant: Ofcourse Jou gee Untl all the groups have cast Cree: hed te Kes oe ana eoscHeCK that students are sure crt 2nd pronunciation of the words board if necessary. Greg Why instorm character Mr Bryant: Wl. evenone’s andritng S. Invite one group, 1S wor om thee SS ust Team 3 ot about a person's character from their a In the past, comps Se People don't write as well as they used to, tone Broun ter fonbing se ao aaa ling about their character? 2a usually need to see five to ten samp Explain that the hang Surate evaluation. OK, let's have a look. people pe }writes in capitals and uses big letters. Big fect! con't think this person writes much or ANSWERS / AUDIO St Escaneado con CamScannerit they are going to hear the podcast again, 3 tips for how to follow a speaker's, 2 ers th Tet etieticok at some oan te concoe mera: Yau iGX Ihe oa 9 eon scoring path ard soe stnosts shoving re pee te guste ets to rad the tis inthe box. Aas sige ean, wie up Te columns onthe board vie eer: Onnons Simlar and contrasting eas and ead examples easone and esl; Summers. _ erp lato ene! ther books and lit some prvases foreach of the columns: OD 3 3 students one minute to read the names and sentences. «Pay the track again for them to com with the correct names. «. Tat etudents compare thelr answers In pairs before you check them In open class. plete the sentences op "ANSWERS / AUDIO SCRIPT 4 Greg 2 Unda 3 MrBryant (teacher) 5 Haney (gepnologst) ee Eerie 2, page 56, fr audio script 4 lois 4 «ask student to tick the tips from the (UTED box that helped them with Exercise 3b. Extra activity isk students to look atthe audio script and underline ‘eamples of the words and phrases in the CLIIEED box. REACT 5 Divide the class into pairs a “answer the questions: ‘WORK WITH WORDS 6a 1 Seta time limit of four minutes for students to match the ‘adjentives tothe definitions. + Have them eompare their answers in pals Fast finishers: Ask fast finishers to undertine the stressed sylable In each ofthe adjectives: 1nd ask students to ask and create Inventive open outgoing practical reserved sensible sensitive tactful ‘temperamental 60 6D + Py the track or student ois Snwers, Pease note the the meanns of sonse nd practical ere very smi a Eng, tele you my ook to aoset eer or aestons 4 endo + Asktem tliat agln and repeat he adetves ANSWERS / AUDIO SCRIPT op 1 outgoing 2 create 3 open 4 sensible 5 reserved 6 senstie 7 Inventive 8 temperamental 9 practical 10 tact) + Explain the task and encourage students to think of ‘examples which demonstrate why they think the adjective could be used to describe them. + Write some suggestions on the board of the type of sentences students could write, © Tove going to parties because I can see all my fiends and ‘also meet new people, so m definitely outgoing. tim quite inventive - for exemple, Im trying to develop an ‘app in my technology class to help students remember new, Vocabulary in English. Divide the class into pairs and invte a student to read out the three steps of the task. Escaneado con CamScannerTalk about habits and states in the past ee enienoes about yourself using used fo, didnt use fo and usualy. GET STARTED ‘Write sé READ CO Read an article aout the history of communication. stuoy {AD study te se of se to and would otak about habits ard state nthe pat pracrise (AP) Practice using used to and would in texts about the history of printing and books ite about an object o activity that is common nowaceys, imagining that ou Ive in the ware AND SPEAK — Wits au that you Ive int Get started £ PRACTISE We onthe board ve sentences aboutyoursetusing 3 sedi) oo ene teva ake ie REDE Ask tients ney koow now vuole rm students wen en i suet thoy ro how books ere mate De {the one with usuaty) and wh fhemiread the Q& to check their i {the ones witn used fo and ith the comet form of wed en u some questions to help th you some questions 0 elp Bithe board to write up their answers: themselves, making one of th ask each other questions aba {guess which one is false. Cit Confident students are with wil hep you to decide how to.gve during this grammarl READ gi * Refer students to the pict partner to describe the pl aticle Is about ‘Ask students to read eaatestiont uid or wouldn't, en Gutenberg invented his ANSWER thelr pronunciation of the year The internet they are going to create a text ig process by matching and joining Escaneado con CamScannerwrITE AND SPEAK 6 ain tne task or nite a student to read out the + sires ayn rer descition. or ae ass to pairs. Suggest that they use the text mesons and ave. © te i eto ead ut re deserptions and have Askoretudents guess what they've written about ternative procedure: less confident classes Freak the task down into a series of steps, eg: 4 ak about how fe might be afferent in the year 2145. ‘Decide what object or activity to write about — remind ‘dents it should be something we use nowadays ‘ihioh seems quite up to date, Dut which might seer ‘oléfeshioned in the future. Peta (1) |) ecailleciat ‘Consider the consequences of your actions Play a game of Fortunately Predict a story using phat Identity the actions and ee consequences of actions Discuss the importance: Think of another situation Get started € Play a game of Fortune Infortunat a} fame of Forturate/Untortun SPEAK AND READ 1 * Dive the class into lass into pairs and ._ Pedetins about Alison's ston femind them to use the, ‘THE WHOLE STORY 3 Think of some verbs to describe what people do with the object or how they participate inthe activity, Ask them to decide if these verbs describe actions or states. 4 Write the deseriation, paying attention to the use of Used ta and would. [Ask students to interview an older family member about their childhood and write five sentences using used fo or would, 0g When my grandma was a litle gir, she would walk three miles every day to school. [My uncle used to be a champion swimmer when he was teenager. In the next lesson, have students compare thelr Interviews, in pairs or small groups. Escaneado con CamScanner3b * Ask students to talkin pairs again and discuss Alison's situation giving their own opinions. * Remind them to use past modal verbs to speculate about the past, eg ‘She couldn't have predicted that Leo would break up with her because of a poem, Alison should have written her own poem because it would have been more personal * Open up the discussion to the whole class and encourage students to exchange and give reasons for their opinions, Divide the class into small groups. Ask them to discuss the situations and talk about all the possible consequences Of the actions described. Encourage each student to tell thelr group what they would do in the situation and to plain why. In open class, inite representatives from each group to Teport on some of the consequences they discussed, ‘SUGGESTED ANSWERS 1 Possible consequences: you fal of our bike and hurt youself you ‘op your mobile anda car uns overt you ride your Dike nt 2. pedestrian and injure them Possible consequences: your fend’s parents nd ut the th and tell your parents that you area ar; your to tel es to cover for him/her; your house to pick up your rend and disco frends los fh in you because they hk something bad happens to your end gully Describe an experience GET STARTED SPEAK WATCH OR. act REFLECT 5 = Invite a student to read out the CUTIGLD and ask students to discuss it using the questions to guide their discussion * Encourage them to support their opinions with examples from their own lives. EXTEND 6 + You may feel that a change of groupings would be beneficial at this point so that students are working with different classmates. * Ask them to think ofa situation lke the ones in Exercise 4 ‘and make a lst ofall the possible consequences. Suggest that they also consider the consequences of each ‘consequence, making a chain of consequences, eg | spent the money my mum gave me for a school book on oing tothe cinema. | didn’t have the schoo! book and my teacher asked me every day where it was. My teacher said fhe was going to phone my mum. My mum asked me why 1 hadn't Bought the book and I had to tell what fa done. She vas really clsappointed in me and I felt bad. pt groups after Exercise 6 i situations and lists of Escaneado con CamScannerLISTEN 9 when you get confused becouse wart iniorupting you (ve frgton no |e sean 2a ewan ninpoamdansron teen! | «to aca wring soon aim AS one for tem to watch or listen for answers to 5... to stop someone interrupting? (Hang on. | haven't + Pia qvstions in Exrlso 18 finished.) ae tee pre ans pas otro you 6 to chek that someone Nas understood what your min epen css. a Saying? (Do jou Krom what! mean?) ma — 7... 10 tel the listener to pay special attention? (Tiss ‘answers / VIDEO/AUDIO SCRIPT CoE the best/interesting/worst part.) penn nt Hh SE 4 OGD 3 and some pekpookts. a 2 Ma ong is en soe bumped in in * Play the scone again for students to listen and check their ian tat is walt had een stolen and an ater tho answers to Exercise 3. peace Tey roped the wale fr — ~ "Ave you all ight? You look really pale, ANSWERS / VIDEO/AUDIO SCRIPT CoED Hees been robbed. See ansversunderned in video/audio spt n Exerse 2 above iat? When? Where? Just now nthe Hgh Stet on my way here oon aps beanto he chemists pt | +, Pathe tack for students to isten and repeat. something ory headache ae. + Encourage students to pay attention tothe intonation pat and imtate it, (See Teaching Tips, Workhng on intonation, ‘What? On hee was 2 Right. So| was sancngn the Hh Stet wating forthe igs to change when ft omeone bum into me, had this feeling. | dont now ew to describe I lod. ke someting wasn ft Do you know what mean? et or my walt and it wasn tere. So then | relsed what had happened. ‘Mow. That’s scan, Hang on haven ished, Iran ater them. Realy? Youre hiding. ‘now. now should've tovet about what might ve happened. Butt happened s0 fat ‘id you catch them? | was running and shouting. rmustve scared them because they dropped the wale, You were lucky They could ve hurt you. {Ask students to read the phrases taken out of the omersation and circle the correct option forthe scene they've just watched or heard. Remind them that al the options are possible, in theor butonly one fits with the Als story and Naomi and Kalu reactions. Toll them to write the phrases in the correct place the conversation ANSWERS ‘031 b happen best d Where was I? {songs scary S40 ao underining in vdeo/ avo script in Exe Extra activity eid ut hese functions and ask st Dhvase fom the QITND that hat ras cous you use. + 10%6ll someone to continue Sen youre nt su \donthow now to desenb Escaneado con CamScannerEscaneado con CamScannererie I See yor fove arose o econ eaupnert (2 video), ask students to record their conversation: Ask students to write out a conversation fe the one they een to tom to rently areos where they could tel the Aavarwerte an Casa, Encourage them ee rene Story moe leary or use aeret pases Mak have Pee rant tay fo ol an to ae use 9 ingouoed nthe esson. our tsens ve moO the 0x, the next Hesson, stents phones with recording facies, they could use thes out tre corversetions in pairs MERE DS ‘Avoid repetition GET STARTED IY Toke part in a speting competition SPEAK AND READ Talk. about dreams and ambitions, Read an extract from @ story at vos Who Is writing an sTuby PRACTISE more interesting, PLAN, WRITE AND ‘CHECK ‘SHARE AND REVIEW Get started Spelling competition. Divide Divide the board into two of team line up at the board. Explain that you are going ta with a pause of 10 fat the board should write t to the next in line and. ‘ambition, recognise, fiction, laughed. Check the: ‘activity by Escaneado con CamScannersome mare tne con , eg veligonts which conjunction is used to: ada = Ask sting (and), make @ contrast (but), say the result of something (50). «the instructions then ask students to look for the er ot ways of avoiding repetition in the story. eer nts compare their answers in pairs before you tote them in open class. check fecussing the answers to task 1, draw students en do te Get Ik right box. Remind them that when aterfject and objec ofthe verb are the same person, we an ese pronouns (mse yourself, ise, herself, ef cursenes, yourseves, themsehves). Read out Fast finishers ‘Ask fast finishers to look back at the text and write down fry synonyms they can think of for particular words or ‘expressions, eg odd - strange, reception - lobby, corridor = passage, et. ANSWERS 1 Mephone alarm beeped. | took lat look at myse in the hotel mio 'Who ae ou" | thought, harly recognising the odd, pale fue staring back at me 2 mousing, le, black stretch limo, spacecraft 3. cept pulled up cruised 4th reception area 30 we tok the it theyd spotted me but then they 5 While we were waitng Belo | had time to congratulate myset [replied as the back stretch imo ‘Ange laughed when we arrived atthe stadium. 6. smi; hea spacecraft from my favourite science fcton fi to: Break a eg PRACTISE 4 + Nominate a student to read the task instructions. * Give students 10 minutes to rewrite the text. * iroulate and offer suggestions and support. + Ask students to compare their texts in pairs end noti similarities and differences. * Write the suggested answer on the board and go with students, pointing out where tips from the (Zz have been used. SUGGESTED ANSWER Ange phoned me two days later to soy that Roig Sta ated to interview me. The reporter drove to my hou Dtolopepher came wither and we all walked in th Dotogaphe took photos of me. Ater some lunch ‘THE WHOLE Stony, PLAN, WRITE AND CHECK 5 * Explain the task and ask "1 ask students to dedi Spam aang © Sot mr * Girculate and chat to them about thee ideas and feedback. Remember that many teenagers eaten? difcut to invent fantasy stoves, so be parca tk much help as required, a * Encourage them to use dtionarie and thesauruses ese are available. (See Teaching Tips, Getting the most ‘Out of dictionaries, page 29). s ‘i 6 * Seta time limit of 10 minutes forthe writing stage and ‘Suggest a word limit of 180 words, * Remind students to pay particular attention to avoiding repetition in their stories and encourage them to use the tips in the CHD box. = Insist that students check their work before finishing, Give them a checklist to think about, eg Can the reader follow the story? Is there any unnecessary repetition? Is the spelling correct? ‘Are there any grammar errors? ‘Are the parts of the stony linked clearly with conjunctions? Escaneado con CamScannerVOCABULARY Types of story a + Chack the 1resrerg of the page tie Watant Story Gerarat (a wanvora v0 terranes tor ested wry) Nonranatn sutects to read Ost the to [rowoned Yo eorarate 4 story Check the manning Of backstory (nts stout he ihe Of & character batons 9 story tagra, ‘ah stators \o vornghate the tyoes of story by wag aor ty tung tur 100 of story Lee 2 tae Omen 7 sags 10 ian ingpna GRAMMAR Narrative tenses review a + Caplan to students that there are two to start @ story thw Dex + Ash then to complete the story vert os ee correct narrative tense ‘Anerative procedure: ess confident classes tote vases beg Fant Roiahers hers 10 a0 9 sentence 10 ech of the tw board: wou) is used to tat the ost Escaneado con CamScannerGRAMMAR Narrative tonnes rectow © aw sans bel eas en Wie Seater ae cent wit Anecnaie provetere fone comment stamens rene ee om of tee Pree fenne on he etre acne, age te tan Fast tees ‘Aan tant Sraery te mat a porters eh of tHe ees Escaneado con CamScannerVOCABULARY Types of story 4 * Check the meaning of the page tte: Instant Story Generator a machine or mechenism for erating ston) + Nominate students o readout the four steps proposed to generate a 30 + Check the meaning of backstory (detals about he ite of a cherecer before a soy begins) Ask stent to comalete the pes of story by adang Check answers and nave students test each oth ents test each other in pats by taking turns to give dsiions a ‘type of story. ce ANSWERS 1 ene 2 fable 3 feiy te 4 okie 5 legend 6 myth 7 saga 8 tale 9 tall story * 10 wan en a Character adjectives 2 * Ask students to match the adjectives to the questions. * Check answers in open class. Play Pronunciation Mountain using the adjectives, (See Teaching Tips, page 32.) ‘ANSWERS 1 open 2 sensitve 3 temperamental 4 imentive 5 reserved 6 outgoing 7 practical 8 creatve 9 sensible 10 tactul Extra Resources Go to the Teacher's Resource Centre at www.macmillanbeyon ‘downloadable audio and audio scripts for the Student's videos, video worksheets and video scripts extra vocabulary at two levels of difficulty extra grammar at two levels of difficulty culture lessons, with full teacher's notes: life skills lessons, with full teacher's notes Speaking Database materials the Beyond B2 wordlist Test Generator for generating/editing grammar: tips for using the Grammar Database extra reading materials and more! GRAMMAR Narrative tenses review a + Explain to students that there are two Suggested ways to start a story in the box. 1 Ask them to complete the story openings by writing the verbs in the correct narrative tense, Let them compare their answers in pairs before you check them in open class. Alternative procedure: less confident classes Review the form of the different tenses on the board before students begin the task: Fast finishers ‘Ask fast finishers to add a sentence to each of the two story openings. ‘ANSWERS, 1 was walking 2 heard 3 waslooking 4 had made 5 fet 6 had visited 7 hadn't been feling 8 had come Used to and would 4 * Wiite this on the board: wouldn't) isu fen nts which of the und ‘should be erased (states). Ask students to co : Escaneado con CamScanner