Chapter 8

Expressing Past Time, Part 1

• Tell students where you were yesterday and write your

Chapter Summary sentence on the board. For example:
OBJECTIVE: In this chapter, students learn to use the Yesterday, I was at home.
simple past tense to describe past actions. They are given • Ask students to contribute where they were yesterday
clear charts to help them become comfortable using be, and write their sentences on the board.
regular verbs, and irregular verbs in statements, negative
Mei-Wei was at the cinema yesterday.
statements, and questions in the simple past. They also
learn to recognize and use the adverbs that accompany Bengt was at the mall yesterday.
the simple past tense so that they can autonomously move
from tense to tense.
Chart 8-1. Using Be: Past Time. Page 224
APPROACH: The chapter introduces the simple past Time: 10–15 minutes
tense of be and provides ample opportunities for students
to transform the simple present of this verb into the simple
past. These exercises highlight additional changes that are Emphasize that there are only two forms of be in
made (adverbs of time), and the book follows with negative the simple past—was and were. As it is very easy
forms and questions. Regular verbs are presented, and for beginners to perpetuate fossilized errors, correct
then irregular verbs that share the same patterns in the past students quickly and overtly. Tell them that you are
tense are introduced one by one. Students are given both doing so to help them be well understood by speakers
highly controlled written exercises to allow them to become beyond the classroom setting.
confident with the target grammar and freer oral exercises,
which require them to use the grammar intuitively. Use the context of the class to generate example
sentences that “star” students and help engage all
TERMINOLOGY: The chapter does not focus much of class members. Remember, students usually like
students’ attention on grammar terms. Most grammar seeing their names on the board so always try to
texts present the base form, the simple past form, and the incorporate actual students into board work examples.
past participle of irregular verbs all at once, which can be
overwhelming. This book departs from that established
pattern and simply presents the base form and the simple • Write the chart title on the board.
past form of irregular verbs as simple tense and past tense. • Write two column headings:
By relating the name of the actual tense to the part of the
Present Time Past Time
verb, students are better able to use and remember tenses
correctly. • Have students read example sentences (a) and (b)
aloud to the class and write the sentences under the
correct columns.
❑ eXerCISe 1. Warm-up. Page 224 Present Time Past Time
Time: 5–10 minutes a) I am in class today.
b) Alison is sick today.
Beginners are probably familiar with many simple past • Discuss the importance of the words that are
verbs. As much as possible, engage students by using boldface. They tell us when and indicate present time
any language they generate for board work. (am, is).
• Continue having students read example sentences
(c) and (d) aloud, and write each one under the correct
• Have one student read the direction line aloud. heading above.
• Have students respond to each item as seatwork. • Discuss the boldface words. They tell us when and
• Write all four items on the board and have students indicate present time (are) and past time (was).
share their yes / no responses. • Finally, have students read example sentences (e) and
• Ask students to tell you what time it was two hours (f) aloud while you write each one under the correct
ago and write this time next to the appropriate item on heading above.
the board. • As a class, come up with a new sentence featuring be
• Ask students to tell you what day it was yesterday in the simple present tense and write it on the board.
and write the day next to the appropriate item.
Mehmet is a grammar genius!

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 • Have your students conjugate be in the present tense • Collect these cards and read them aloud but replace
and then change it to the simple past. the students’ actual names with This student . . .
• Write the conjugation on the board, with appropriate • Based on the sentence, the class has to guess whom
headings. the card describes. For example:
Present Tense Past Tense This student was shy and quiet but also very curious.
Today, I am a grammar Yesterday, I was a
genius. grammar genius. eXpaNSION: Invite students to think of extra words
and phrases to describe children and / or themselves
Today, you are a grammar Yesterday, you were a as small children.
genius. grammar genius.
Today, he / she is a grammar Yesterday, he / she Additional nouns and adjectives could include:
genius. was a grammar genius. a daredevil grumpy
Today, we are grammar Yesterday, we were an early / late walker fearless
geniuses. grammar geniuses. an early / late talker peaceful
Today, you are grammar Yesterday, you were a handful physical
geniuses. grammar geniuses.
a poor sleeper serious
Today, they are grammar Yesterday, they were
geniuses. grammar geniuses. active (hyperactive) wild
angry willful
calm
❑ eXerCISe 2. Looking at grammar.
Page 224 Optional Vocabulary
tired
Time: 5–10 minutes
absent
• Read the direction line and completed example to shy
your students. curious
• Give students time to complete all the items as a troublemaker
seatwork.
• Have students take turns reading their completed
sentences aloud. ❑ eXerCISe 5. Warm-up. Page 226
• Provide clear and immediate correction, and write Time: 5–10 minutes
items on the board, as needed.

Whenever students disagree on actual facts or

❑ eXerCISe 3. Looking at grammar. subjective impressions (as is possible with weather), a
Page 225. teachable moment occurs. If your students disagree
about whether the weather was nice last month, get
Time: 10 minutes
details from them and have them give examples. For
• Review the direction line and example sentences with example:
students. No, it was not nice. It was too hot, and there were
• Give the students time to write the new past-time many thunderstorms.
sentences. One of the most important tasks for a teacher in
• Ask students to go to the board, as they finish, and a language class is to allow actual spontaneous
take turns writing the new sentences on the board. conversation to flourish. Therefore, teachers should
• Review as a class, asking students who didn’t write never shut down an opportunity for a friendly
sentences to correct the work of those who did. disagreement, but rather, use it as a chance for
engaged conversation.

❑ eXerCISe 4. Let’s talk. Page 225 • Read the direction line to students.
Time: 10 minutes • Have students choose the correct verb (affirmative or
negative).
part I
• Have a student read the direction line aloud. • Have students take turns reading the completed items
aloud.
• Ask students to check all the words that applied
to them as children and also to include additional
adjectives that could also describe them as three-
year-olds. Chart 8-2. Simple Past Tense of Be:
Negative. Page 226
part II Time: 10–15 minutes
• Put students into pairs.
• Explain the direction line and instruct students to
begin with the boldface clause. Remind students that they have already learned how to
• After students have met with one another, have make negative contractions with the present of be and
partners describe each other to the group. As an that using the past will be even easier, as the past of
alternative, students can write one sentence about be has only two forms.
each class member on an index card.

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 • Write the chart title on the board. ❑ eXerCISe 9. Warm-up: pairwork.
• Ask students where they were yesterday and write Page 227
their answers on the board. For example: Time: 5 minutes
Marco was at home.
Emma was at her brother’s house.
Fei Fei and Sandra were at the beach. Expansion exercises allow students who work at
different paces to continue to do so. Monitor students’
• Ask students to dictate negative versions to you as progress whether they are working individually or in
you write them on the board. For example: pairs so that you can offer those who finish first a few
Marco wasn’t at school. more practice questions.
Emma wasn’t at the mall.
Fei Fei and Sandra weren’t at school. • Put students into pairs and read the direction line
• Have students read example sentences (a) and (b) aloud.
aloud. • Have students ask each other the questions.
• Correct students’ pronunciations of the contracted • Have them take notes on each other’s responses and
and noncontracted versions. share their partner’s responses with the class.
• Have other students read example sentences (c) and
(d) aloud. expansion: Expand the Warm-up questions so
that students can gain additional practice. Write the
• Correct students’ pronunciations of the contracted following questions on the board:
and noncontracted versions.
This morning at 7:30 a.m.,
1. awake Were you
❑ eXerCISe 6. Looking at grammar. 2. hungry Were you
Page 226 3. on your way to school Was it crowded / easy /
Time: 5–10 minutes normal
4. in your pajamas Were you
• Read the direction line to students.
• Have a student read the sentence about Joe and Have students ask and answer these questions. Then
JoAnn aloud and review the completed example. have students ask questions that they create, with
• Give students time to complete the items as seatwork. other students answering in long or short answers.
• Correct by having students take turns reading the
completed items aloud.
Chart 8-3. Past of Be: Questions. Page 227
Time: 10–15 minutes
❑ eXerCISe 7. Grammar and speaking.
Page 226 Remind students that they already know how to form
Time: 10 minutes questions with be in the present, and that forming them
• Explain the direction line to the class and be sure they with the past will be easier because the past of be has
understand that each sentence should refer back to only two forms. Also, ask students to remind you of
Yesterday at noon, I was / wasn’t . . . the expected short answers to yes / no questions in the
• Give students time to make sentences. simple present.
• Have students take turns writing their sentences on
the board and have those who are seated review the • Write the chart title on the board.
board work and offer corrections. • Have a student read example question (a) and the
possible short answers aloud.
• Write these on the board and highlight the past of the
❑ eXerCISe 8. Listening. Page 227 verb be and related time words.
Time: 10 minutes • Have another student read example question (b) and
• Have the CD player and track ready. the possible short answers aloud.
• Review the example with your students and make sure • Write these on the board and highlight the past of the
they understand the task before you begin. verb be and related time words.
• After students have chosen was or wasn’t, review and • Generate a few more examples with the class and put
correct with the script as necessary. these on the board. For example:
Was Atsuko sick yesterday? Yes, she was. / No,
Optional Vocabulary she wasn’t.
expensive Were Ramon and Kenji on time Yes, they were. / No,
crowded last night? they weren’t.
outdoors
• Ask students to remind the class how information
questions are formed.
• Write their responses on the board. For example:
Wh-question word + verb be + subject

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 • Have a student read example question (c) aloud and ❑ eXerCISe 14. Let’s talk: find someone
review the answers. who . . . . Page 231
• Have a student read example question (d) aloud and Time: 10–15 minutes
review the answers.
• Read the direction line to students.
• Model the example given with a student.
❑ eXerCISe 10. Looking at grammar. • First, ask each student to decide which characteristics
Page 228 apply to him or her.
Time: 10 minutes • Have students get up and walk around the class,
talking to their classmates.
• Review the direction line and locations listed with
students. • Have students compare their own characteristics
in elementary school days with one another and
• Have a student read the completed example. complete each characteristic listed with the name of
• Give students time to complete the questions and one student who can be described by it.
answers independently. • Review by discussing which students in the class best
• Review as a class. fit each adjective and invite students to elaborate on
these characteristics.

❑ eXerCISe 11. Let’s talk: class activity. Optional Vocabulary

Page 229 talkative athletic
Time: 10 minutes outgoing active
hardworking well-behaved
• Read the direction line to students.
• Ask students to contribute other adjectives that could
be used to describe their feelings on the first day of ❑ eXerCISe 15. Warm-up. Page 232
class. Write these on the board:
Time: 5 minutes
anxious frustrated
calm interested
concerned peaceful Beginners may be familiar with the -ed ending on
sad regular verbs. Encourage students to tell you more
confused
activities that they completed earlier and put these
curious tired activities into simple past sentences.
• Model the example with a student as shown in the
book.
• Read the direction line aloud.
• Review as a class.
• Ask students to contribute additional activities
completed, if they can.
expansion: Have students also explain their feelings
in class now. For example: • Put any additional student sentences on the board.
I was anxious on the first day of class. Now, I am very • Ask students to pronounce each simple past regular
calm. verb and underline all -ed endings in board work. For
example:
Mei-Yun walked to school.
❑ eXerCISe 12. Let’s talk: pairwork. Abdul talked with his mother.
Page 229 Jean-Michel asked for a coffee.
Time: 10 minutes
• Put students into pairs.
• Have students first describe the situation in the
Chart 8-4. Simple Past Tense: Using -ed.
illustration. Page 232
• Complete the questions by using the correct form of Time: 10–15 minutes
the verb be.
• Have students read their completed questions aloud.
As you discuss the chart, stress that the simple past
is very easy because each form is the same, even for
third person singular. Underline the -ed ending and
❑ eXerCISe 13. Looking at grammar. explain that this -ed ending is not a separate syllable.
Page 230 Most students don’t know the phonetic alphabet, so
Time: 10–15 minutes when writing what the verb sounds like, simply use the
known alphabet.
• Read the direction line to students.
• Give students time to complete the items as seatwork.
Have students work in pairs, if you wish. • Write the chart title on the board.
• Review as a class by having students in pairs read • Have a student read sentences (a) and (b) aloud while
their completions aloud. you write them on the board.
• Put any particularly challenging items on the board. • Ask another student to read sentences (c) and (d)
aloud while you write them on the board.

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 • Ask students to tell you what they did last weekend
and write these student-generated sentences on the simple past endings that are hard to distinguish and
board. For example: write these on the board, the way they sound. Tell
Tatiana danced in a competition. students that it can help them to hear the endings and
say them themselves if they focus on the final d / t
Bengt washed all his clothes.
sound. Use new vocabulary as an opportunity to get
Rose traveled to New York. students speaking, and whenever possible, put words
they produce on the board.

❑ eXerCISe 16. Looking at grammar.

Page 232 • Have the CD player and the track ready.
Time: 10 minutes • Explain the direction line to students.
• Put simple past forms on the board and pronounce
• Explain the direction line.
their endings, punching the final d / t sound
• Go around the room and have students complete appropriately.
each item in turn.
• Ask students if they know the vocabulary highlighted
• If students add in a pronounced -ed syllable, correct in the yellow box and invite their explanations, writing
immediately and write the simplified phonetic them on the board as appropriate. For example:
pronunciation on the board. For example:
Say: Good, Carlos. You are right. Let’s get it on the
Last night, you exercised. ~ Last night, you exercizd. board.
Write: A tournament is an event that has many matches
or games played to end up with one champion.
❑ eXerCISe 17. Let’s talk: pairwork. Wimbledon is a tennis tournament.
Page 233
• Play the track through once.
Time: 10 minutes
• Correct items with students.
• Put students into pairs.
• For challenging items, refer to the script and
• Explain the direction line. emphasize the endings heard.
• Write the beginning of each sentence on the board:
Yesterday, I . . . Optional Vocabulary
• Walk around the room and help pairs as they work shave coach
through the items. erase score
• Correct any added -ed syllables immediately and instead of goals
help individual students with pronunciation while beard
also engaging them in natural conversation about the
items. For example:
You cooked dinner, Carlos. What did you cook? ❑ eXerCISe 20. Warm-up. Page 235
You talked on your cell phone, Kyoko. Did you talk on Time: 10 minutes
your cell phone in class? • Ask students to choose the past-time words that
• When students have worked through the exercise with sound most natural to them.
their partner, have them explain to the class what each • Put the current day’s name, date, and time on the
did and write sentences on the board. board. For example:
It is Monday, April 29, at 9:00 a.m.
• For each of the possible time phrases in red, ask
❑ eXerCISe 18. Looking at grammar. students when in the past these phrases refer to. For
Page 233 example:
Time: 10–15 minutes Yesterday morning was Sunday, April 28, before noon.
• Explain the direction line.
• Give students time to complete the exercise on their
own, as seatwork. Chart 8-5. Past Time Words: Yesterday,
• Have students take turns reading their completions Last, and Ago. Page 235
aloud. Time: 10–15 minutes
• Correct overtly and clearly, emphasizing -ed
pronunciation.
Most beginners are already familiar with yesterday.
Last and ago will require more explanation and
❑ eXerCISe 19. Vocabulary and listening. demonstration. Last refers to the most recent
occurrence of the same time period or term. Be very
Page 234
explicit. Explain to students that if today is Monday,
Time: 10–15 minutes last Monday was one full week before. When you
explain ago, tell students that ago means before when
used with previous periods of time. These concepts
Explain how this listening exercise will help students. can be more challenging than you imagine, so give lots
When reviewing the direction line, model examples of of examples and write them on the board.

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 • Write the chart title on the board. • Correct the exercise by having students read their
• Have a student read the time phrases under the sentences aloud. Alternatively, have students write
column heading Present aloud. their work on the board and have the class correct.
• Write the words in the Present column on the board.
• Turning to the class, write a new column for the past.
❑ eXerCISe 23. Looking at grammar.
• Have students close their books and try to give you
the equivalent of each present time phrase in the past. Page 237
• Leave the completed columns on the board and have Time: 10 minutes
students try making sentences with these before you • Have a student read the direction line aloud.
move on to last and ago. • Tell students they should refer to Chart 8-5 (on
• Write the term Last on the board. page 235) so that they can use a variety of
• Explain that last specifies past time as the most expressions to complete the sentences.
recent occurrence of a given time word (last week, last • Correct as a class and be prepared to discuss
month, last year). additional possibilities not chosen by students.
• Explain that if it is spring now, last spring was one year
ago, the “last” time we were in the spring season. expansion: Have students prepare calendars of their
• Ask students to say what they did by using last + a own. Pass out blank calendars and ask students to fill
time word. in their schedules for last week (five activities). Then
have them pass their calendars to a partner. Tell the
• Write their responses on the board in correct partners to write a sentence for each of their partner’s
sentences. For example: activities (five sentences). Have volunteers write their
Michiko moved to the United States last fall. sentences on the board.
Ari worked last weekend.
• Review the time expressions under the Last column. ❑ eXerCISe 24. Looking at grammar.
• Write Ago on the board. Page 238
• Explain that ago means “in the past” and uses specific Time: 10 minutes
lengths of time to tell us how long before the present
moment.
• Ask students where they were two hours ago. To help When leading an exercise in the moment, without
them produce sentences, tell students to use was. giving students time to prepare, begin with the
Anna was at home two hours ago. strongest student and allow those who struggle to hear
Peter was at the library two hours ago. a few correct completions before moving on to them.
This will help them to hear the pattern and feel less
I was in the shower two hours ago.
inhibited when they are responding.
• Review the phrases under the Ago column with your
students.
• Lead this exercise without having students prepare
• Highlight the notes for each column at the end of the
their answers.
chart.
• Write the word ago and the completed example on the
board.
❑ eXerCISe 21. Looking at grammar. • Have students take turns completing the sentences on
sight. Help students if they struggle with vocabulary
Page 236 or word order.
Time: 5–10 minutes

❑ eXerCISe 25. Listening. Page 238

Tell students that yesterday is either the name of the
previous day or precedes a part of the previous day Time: 10 minutes
( yesterday morning, yesterday afternoon, yesterday • Have the CD player and track ready.
evening), while last is used with night—last night.
part I
• Tell students they must write the date.
• Read the direction line.
• Play the track.
• Give students time to complete the items.
• Correct as a class, referring to the script when
• Review as a class. needed.

part II
❑ eXerCISe 22. Looking at grammar. • Tell students they must write the time.
Page 236 • Play the track.
Time: 10 minutes • Correct as a class, referring to the script when
• Read the direction line and tell students to use only needed.
wasn’t or weren’t as the verb, to keep their sentences
simple.
• Give them time to complete the exercise as seatwork.

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 Optional Vocabulary ❑ eXerCISe 28. Let’s talk: pairwork.
evening (versus night) activities Page 240
seasons elementary school
Time: 10–15 minutes
calendar
• Put students into pairs.
• Read the direction line aloud.
❑ eXerCISe 26. Warm-up. Page 239 • Model the examples with two different students.
Time: 10 minutes • Have students begin working.
• Explain the direction line to students. • Circulate around the room, checking in with pairs
• Tell students that the highlighted verbs are the past as frequently as possible to help them engage with
forms of irregular verbs they know well. one another, clarify any vocabulary questions, recast
questions, and model pronunciation.
• Have a student read the completed version of “Every
Night” aloud. • When students have finished working through the
items, have the class, as a whole, provide simple
past versions of the items under both Partner A and
Partner B.
Chart 8-6. Simple Past Tense: Irregular
Verbs (Group 1). Page 239
Time: 10–15 minutes ❑ eXerCISe 29. Looking at grammar.
Page 241
Because so many irregular verbs are basic and Time: 15–20 minutes
important for everyday conversations, students • Read the direction line to students and instruct them
may have a greater passive knowledge of them to look at time words carefully before deciding which
than you anticipate. Involve students maximally in tense is needed.
the presentation itself and acknowledge how close • Give students ample time to complete the items as
students are to the actual forms when they are able seatwork.
to even approximate them. Beginners know more
than they think they do, and by your helping them gain
• Correct by having students read their completions
confidence, you will make them more willing to try out
aloud.
words they are not sure of. Becoming comfortable • Review mistakes in the actual form needed or in the
with the trial-and-error process is critical to being an pronunciation of the form immediately and overtly.
effective language learner, so encourage this process.
Explain that the irregular verbs in the chart do not
share an irregular pattern in the past; however, they are ❑ eXerCISe 30. Listening. Page 242
common and much-needed verbs. Time: 10 minutes
• Have the CD player and track ready.
• Write the chart title on the board. • Ask a student to read the direction line aloud.
• Have a student read the simple present forms under • Ask another student to read the completed example
the column heading Present aloud. aloud.
• Write these present forms on the board. • Emphasize that students must choose grammatically
• Write the column heading Past on the board. correct and contextually sensible endings.
• Enlist students to help you complete the past tense • Play the CD track. Remind the class that more than
forms that correspond with the present forms you one completion may be correct.
already have on the board. • Review with students.
• Encourage students to try what they think the past • For any challenging items, refer back to the script.
form may be, even if they are wrong.
• Have students take turns reading example sentences Optional Vocabulary
(a)–(f) aloud. downtown
best friend
journal
❑ eXerCISe 27. Vocabulary and speaking. front row
Page 239 briefcase
Time: 10 minutes butter
• Explain the direction line to students.
• Tell students to close their books but leave the notes ❑ eXerCISe 31. Warm-up. Page 242
from the previous chart on the board for them to
refer to. Time: 10 minutes
• Lead this as an oral exercise with individual students • Have a student read the direction line aloud.
first. • As a class, complete the two items and discuss the
• Model the example with one student, perhaps answers.
someone who struggles a bit more overtly.
• Work through the exercise, calling on various students
or inviting the whole class to respond.
• Correct immediately and overtly.
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 expansion: Ask students to think of other significant ❑ eXerCISe 33. Let’s talk: pairwork.
changes in everyday life from the time of their Page 244
grandparents until now. Ask students to describe
these changes by using the following phrases: Time: 10–15 minutes
My grandparents didn’t have _____________________.
My grandparents weren’t familiar with As students become more familiar with pairwork—as
________________. they move through the text—the time spent getting
students into pairs decreases. You can continue to
Encourage students to provide a variety of assign pairs or encourage students to pick partners.
completions to these phrases and write them on the Be prepared to direct students working with the same
board. Example completions: partner repeatedly to change partners and remind them
My grandparents didn’t have cell phones. that doing so improves their English by exposing them
My grandparents weren’t familiar with Lady Gaga. to a greater number of accents.
My grandparents didn’t have the Internet.
My grandparents weren’t aware of global warming. • Get students into pairs.
• Read the direction line.
• Model Partner A’s and Partner B’s turns with students.
Chart 8-7. Simple Past Tense: Negative.
• Have students begin working.
Page 243
• Walk around the room.
Time: 10–15 minutes
• Check in with pairs. Help with vocabulary and
pronunciation. Take notes on common errors in target
Because the helping verb do is the one that changes structures for explicit board correction later.
to the past, mistakes with the negative of the simple
past tense are a typical fossilized errors for higher-level
students. Remind students supportively to change ❑ eXerCISe 34. Looking at grammar.
don’t / doesn’t to didn’t for all persons and correct Page 244
errors quickly, using the board for extra emphasis as Time: 10–15 minutes
needed.
• Read the direction line aloud or ask a student to
do so.
• Write the chart title on the board. • Review the completed example with students.
• Have students take turns reading sentences (a)–(d) • Give students time to complete the exercise as
aloud. seatwork.
• Write these examples or student-generated examples • Correct by having students read the completed items
on the board. aloud, in turn.
• Stress that both regular and irregular verbs use did • Address both pronunciation and target grammar while
not or didn’t with the base form of the verb to form the correcting.
negative.
• Emphasize that there are no -ed endings in the simple
past negative. ❑ eXerCISe 35. Let’s talk: game. Page 245
• Review the incorrect sentences with students. Time: 15 minutes
• Have another student read sentences (e) and (f). • Get students into groups of six or eight.
• Remind students that they know contractions well • Read the direction line aloud.
and that the didn’t contraction is exactly like don’t, in
terms of general form and placement in the sentence. • Have three students model the roles of Student A,
Student B, and Student C in the completed example.
• Circulate as students begin.
❑ eXerCISe 32. Looking at grammar. • Encourage students to say more than one negative
Page 243 statement, thus increasing the number of negative
past forms that need to be repeated, to see if the last
Time: 10 minutes person in the group can repeat everyone’s information
• Lead this exercise from the center, as an oral exercise, successfully.
asking either the whole class to answer at once or
individuals to respond. expansion: Have students return from their group
• Read the direction line to students. configurations to their seats. Try the exercise as a
• Review the completed example. class, changing the time frame to last week. Have
each student contribute and appoint yourself the last
• Have students transform sentences to negative forms person in the group. Repeat all the negative past
without prior preparation. statements. Encourage students to help if you make
• Correct production immediately and overtly. any mistakes.
• Write challenging items and / or their pronunciations
on the board as needed.

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 ❑ EXERCISE 36. Reading and grammar. ❑ EXERCISE 38. Let’s talk: class activity.
Page 245 Page 246
Time: 15 minutes Time: 15 minutes
• Explain the direction line, emphasizing that students • Ask students to close their books for this activity and
must make any false statements in the sentences lead the exercise from the center.
below the reading true. • Write the following sentences on the board and tell
• Review the completed examples. students they will be asking and answering yes / no
• Have students read the passage silently. questions using simple past.
• Give students time to work through items 3–8 as Yes, I did.
seatwork. No, I didn’t.
• Review as a class, having students read corrected • Using the completed example in the book, ask one
statements aloud. student (Student A) the yes / no question and correct
his or her short-answer form.
Optional Vocabulary
• Have that student ask the same question of a second
radio got dressed
student (Student B) and correct all the answers and
magazine recognize questions produced.
hurried misread
• Go around the room for a few more exchanges before
prepared moving to a new question in the book.
• Work through all the items.
❑ EXERCISE 37. Warm-up. Page 246
Expansion: At the end of the exercise, go back to
Time: 5 minutes the items in the book and ask students questions
• Have students answer the questions. about one another, based on what was learned
• Ask additional questions (first in the simple present through the content. For example:
and then in the simple past) to engage others in the Did Sara drink coffee this morning?
class further.
Students should respond with either:
Yes, she did.
CHART 8-8. Simple Past Tense: No, she didn’t.
Yes / No Questions. Page 246 She didn’t say.
Time: 10–15 minutes
If students respond with She didn’t say, the student in
question should respond by using the target grammar.
Call on students to remind the class of the basic
yes / no question-and-answer form used in the simple
present. Using this information, show how similar ❑ EXERCISE 39. Looking at grammar.
the past tense version is. Page 247
Time: 10 minutes
• Write the chart title on the board. • Ask a student to read the direction line aloud.
• Ask students if they email friends every day and write • Have two students read the completed examples
their responses on the board. aloud.
Say: Do you email friends every day? • Give students time to complete the exercise as
seatwork.
Possible answers: Yes, I do. or No, I don’t.
• Review as a class by having students read items aloud
Ask: Does Iqbar email friends every day?
and providing clear and immediate correction.
Answers: Yes, he does.
He emails friends every day.
• Now have your students put your simple present ❑ EXERCISE 40. Listening. Page 248
question into the simple past and write the new Time: 10 minutes
question on the board, underlining the helping verb.
• Have the CD player and track ready.
For example:
• Tell students they will hear complete sentences and
Did you email your friends yesterday? will need to fill in the missing verbs and subjects.
No, I didn’t. • Review the completed example.
I didn’t email my friends yesterday. • Correct by having students take turns reading their
• Have a student read question (a) aloud along with the completions aloud.
possible answers while you write the question and • Read from the script to clarify any misheard items.
answers on the board.
• Have a second student read question (b) aloud along
with the possible answers and write the question and
answers on the board.

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 ❑ eXerCISe 41. Let’s talk: find someone • Read the direction line to students.
who . . . . Page 248 • Give students time to read the story and complete the
Time: 15–20 minutes items below it as seatwork.
• Circulate, helping students as needed.
• Explain the direction line to students and remind them
that they have done this type of exercise before. • Review by having students take turns reading lines
from “Kevin’s Unhealthy Habits” aloud.
• With students taking turns, review the example.
• Have students read the questions, including the
• Have students get up and move around, using their completed example, and their responses aloud.
books both to ask questions and to write in names of
students who can respond with yes. • Correct target grammar and pronunciation
immediately and use the board to clarify any
• Help less easily engaged students by working with challenging items.
them directly and facilitating their interaction.
• Correct question-and-answer forms as you hear them Optional Vocabulary
produced, while circulating. text complete the project
• Have students return to their seats for review. play video games stand in line
• Ask questions of the class (Who ate rice yesterday?) wash the dishes take a long time
and compare common responses. make your bed lifestyle
out of town habits
assignment
❑ eXerCISe 42. Listening. Page 249
Time: 10 minutes
❑ eXerCISe 44. Warm-up. Page 251
Time: 5 minutes
Tell students about reduced pronunciation and explain
• Ask students which sentences are true for them.
that many helping verbs and their subjects sound
connected and less carefully enunciated than the • Ask students to tell you more about their habits by
distinct words they are learning. Model both standard asking questions related to these sentences. For
pronunciation and reduced pronunciation. Explain that example:
being able to understand this casual pronunciation will Carolina, you don’t drink water with dinner. Do you
help students feel more autonomous in their use of drink anything with dinner?
English.
• Write students’ habits and past actions on the board
in order to involve students in the Warm-up and
engage them in the next group of irregular verbs. For
part I example:
• Have the CD player and track ready.
• Play the track and stop it as needed to repeat the Carolina doesn’t drink water with dinner. Last night, she
reduced pronunciations students hear. drank tea after dinner.
• Review the reduced pronunciations in this part again
by modeling them for students. Chart 8-9. Simple Past Tense: Irregular
part II Verbs (Group 2). Page 251
• Explain the direction line—that students will hear Time: 10–15 minutes
reduced pronunciation and will be asked to expand
what they hear to the full form of helping verbs and
subjects. Students should be able to discern common patterns in
• With a student’s help, review the completed example. the irregular verbs in Group 2. However, these patterns
are not consistent, and you should point out this lack
• Play the track and have students write the actual of consistency to students. Memorizing the parts of
words heard. common irregular verbs, as presented here, is very
• Correct as a class, referring to the script as needed. useful, but you should also stress that they will become
familiar with what sounds right and what sounds wrong
simply by using the language.
❑ eXerCISe 43. Reading and grammar.
Page 250 • Write the chart title on the board.
Time: 10–15 minutes • Have students read the simple present and simple
past pairs aloud.
Having students read aloud serves many purposes. • Highlight the overt similarities between verb endings
It gives you a chance to ensure that more reluctant in the simple present and similar endings in the simple
students are participating in the class. It helps past, as you see them.
students become more confident sounding out and • Warn students that they cannot assume that all verbs
pronouncing less familiar words. And it gives you an ending in -ing, like bring, have a simple past form
opportunity to engage students around vocabulary and ending in -ought.
the paraphrasing of ideas, both of which require them
to use unscripted English.

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 ❑ eXerCISe 45. Vocabulary and speaking. ❑ eXerCISe 49. Writing. Page 253
Page 251 Time: 15–20 minutes
Time: 10–15 minutes • Review the direction line with students and instruct
• Lead this activity from the center. students to use the phrases in each item in the simple
• Have students close their books. past along with time phrases to write sentences about
themselves.
• Write each simple present–simple past pair on the
board before engaging students so that they can see • Have a student read the example and possible
the parts as they respond to you. sentence.
• Read each item aloud and ask the whole class to • Have other students offer other possible sentences
respond to the question at each item’s end. and write these on the board. For example:
• In item 5, give students a chance to remember what Last week, I did not go downtown with anyone.
they have just done and produce the past forms aloud. Yesterday, I went downtown by myself.
• Facilitate correct production, and correct • Circulate around the room, giving students feedback
mispronunciation or incorrect usage right away. and suggestions on their sentences.
• When students have had time to write sentences for
all the items as seatwork, invite students to write a
❑ eXerCISe 46. Looking at grammar. sentence for each item on the board.
Page 252 • Correct as a class and give immediate feedback to the
Time: 10–15 minutes authors.
• Ask a student to read the direction line aloud.
Optional Vocabulary
• Give students time to complete the exercise
app catch a cold
autonomously.
go fishing out of breath
• Review by having students read completed items aloud.
catch fish
• Correct clearly and immediately and put any
challenging items on the board for further explanation.
❑ eXerCISe 50. Warm-up. Page 254
Time: 5 minutes
❑ eXerCISe 47. Let’s talk: pairwork.
• Ask students to mark the sentences that are true for
Page 253 them.
Time: 10–15 minutes • Ask students to elaborate more in order to give more
• Put students into pairs. students a chance to use the present and past of sing
• Read the direction line. and speak.
• Model Partner A’s and Partner B’s turns with students, • Write student-generated sentences on the board. For
using the example in the book. example:
• Have students begin working. Carlos sings karaoke almost every month.
• Walk around the room. He sang karaoke last Friday night.
• Check in with pairs. Help with vocabulary and
pronunciation. Take notes on common errors in target
structures for explicit board correction later. Chart 8-10. Simple Past Tense: Irregular
• Correct by having the class read aloud their Partner A Verbs (Group 3). Page 254
and Partner B questions and answers. Time: 10–15 minutes

❑ eXerCISe 48. Listening. Page 253 In Group 3, students should be able to discern some
Time: 10 minutes common patterns. However, these patterns are not
consistent, and you should point out this lack of
• Have the CD player and track ready. consistency to students. Explain that learning the
• Read the direction line to students. parts of common irregular verbs, as presented here, is
• Ask a student to read the completed example aloud. very useful, but also stress that students will become
• Emphasize that students must choose grammatically familiar with what sounds right and what sounds wrong
correct and contextually sensible endings. simply by using the language.
• Play the track and have students complete each item.
• Review as a class by having students call out their • Write the chart title on the board.
completions. • Have students read the simple present and simple
• Refer to the script to clarify any challenging items. past pairs aloud.
• Highlight the overt similarities between verb endings
in the simple present and similar endings in the simple
past, as you see them.
• Underline the final consonants in irregular verbs
ending in -t, such as left and sent.

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 ❑ eXerCISe 51. Vocabulary and speaking. ❑ eXerCISe 55. Warm-up. Page 257
Page 254 Time: 5–10 minutes
Time: 10–15 minutes • Ask students to mark the sentences that are true for
• Lead this activity from the center. them.
• Have students close their books. • Ask students to elaborate more in order to give more
• Write each simple present–simple past pair on the students a chance to use the present and past of lose
board before engaging students so that they can see and wear.
the parts as they respond to you. • Write student-generated sentences on the board. For
• Read each item aloud and ask the whole class to example:
respond to the question at the end of each item. Kotaro loses his voice when he gets a bad cold.
• Facilitate correct production, and correct He lost his voice last Monday.
mispronunciation or incorrect usage right away.

Chart 8-11. Simple Past Tense: Irregular

❑ eXerCISe 52. Looking at grammar. Verbs (Group 4). Page 257
Page 255 Time: 10–15 minutes
Time: 10 minutes
• Read the direction line and explain that students In Group 4, students should be able to discern
should complete the conversations by using the verbs common patterns. However, these patterns are
in the box. not consistent, and you should point out this lack
• Give students time to complete the exercise as of consistency to students. Learning the parts of
seatwork. common irregular verbs, as presented here, is very
• Circulate and assist students as needed. useful, but also stress that students will become
• Correct by having students read each item (both familiar with what sounds right and what sounds wrong
question A and answer B) aloud. simply by using the language.
• Correct target grammar and pronunciation
immediately. • Write the chart title on the board.
• Have students read the simple present and simple
past pairs aloud.
❑ eXerCISe 53. Let’s talk: pairwork. • Highlight the overt similarities between verb endings
Page 256 in the simple present and similar endings in the simple
Time: 10 minutes past, as you see them.
• Put students into pairs.
• Review the Partner A–Partner B example with
students. ❑ eXerCISe 56. Vocabulary and speaking.
• Encourage students to be imaginative in their Page 257
vocabulary work. Time: 10–15 minutes
• Have students begin working, and walk around the • Lead this activity from the center.
room, providing encouragement and connection. • Have students close their books.
• Review as a class by inviting students to share what • Write each simple present–simple past pair on the
their partner said in response to each question. You board before engaging students so that they can see
can also ask pairs to model their exchange. the parts as they respond to you.
• Read each item aloud and ask the whole class to
respond to the question at each item’s end.
❑ eXerCISe 54. Listening. Page 257 • Facilitate correct production, and correct
Time: 5–10 minutes mispronunciation or incorrect usage right away.
• Have the CD player and track ready. • Remind students that memorizing the specific parts of
• Play the track for “A doctor’s appointment.” these common verbs is useful and that they will gain
• Give students time to complete each item. more familiarity the more they hear and use the simple
past of irregular verbs.
• Correct by having students read the sentences and
answers aloud.
• Refer to the script as needed. ❑ eXerCISe 57. Looking at grammar.
Optional Vocabulary Page 258
director’s office Time: 10 minutes
secretary • Read the direction line and explain that students
burglar should complete the conversations by using the verbs
dawn in the box.
check (noun) • Give students time to complete the exercise as
seatwork.
• Circulate and assist students as needed.

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 • Correct by having students read the completed items ❑ eXerCISe 62. Looking at grammar.
aloud. Page 261
• Correct target grammar and pronunciation Time: 10 minutes
immediately.
• Have a student read the direction line and the
completed examples aloud to the class.
❑ eXerCISe 58. Let’s talk: pairwork. • Give students time to complete the items as seatwork.
Page 259 • Correct by having two students read the completed
Time: 10 minutes questions and answers aloud.
• Put any particularly challenging items on the board.
• Put students into pairs.
• Review the Partner A–Partner B example with
students. ❑ eXerCISe 63. Let’s talk. Page 262
• Have students begin working, and walk around the Time: 10–15 minutes
room, providing encouragement and connection.
• Review as a class by inviting students to share what • Explain the direction line to the students.
their partner said in response to each question. You • Have students get into pairs or small groups.
can also ask pairs to model their exchanges. • Have students read and discuss the six items that
serve as clues.
• Circulate, discussing the clues and which person lives
❑ eXerCISe 59. Listening. Page 260 in which apartment.
Time: 5–10 minutes • Correct as a class, after all groups have identified the
• Have the CD player and track ready. apartment dwellers. Have a volunteer put the chart on
the board and explain the clues.
• Play the track for “A wedding ring.”
• Give students time to choose the correct answer. expansion: Write the names of well-known but
• Correct by having students read the sentences and extinct creatures or people on index cards. For
answers aloud. example:
• Refer to the script as needed. dinosaurs, gladiators, the Roman emperors, Vikings

Pass index cards out to groups of students. Students

❑ eXerCISe 60. Looking at grammar. have to create sentences describing the past habits
of these beings using the simple past. Based on the
Page 260 content of these sentences, the class as a whole has
Time: 5–10 minutes to guess the group. For example:
• Have students complete this exercise on sight. They ate entire trees.
• Ask a student to read the direction line. They ate other animals.
• Write did, was, and were on the board. They died before the ice ages.
• Call on students in order or jump around the class. They were extremely large.
• Students complete the sentences with did, was, or
were.
• Correct immediately and overtly. ❑ eXerCISe 64. Check your knowledge.
Page 263
expansion: Birthday traditions vary somewhat from Time: 10 minutes
country to country. In some countries (like Greece) • Explain the direction line.
name days are celebrated instead of birthdays, and in
other countries the birthday person should buy sweets • Lead the exercise as an on-sight review.
or small gifts for friends, rather than the other way • Ask students to identify mistakes and to make
around. Ask students to describe, using the simple corrections as you call on them.
present, what they do in their countries for birthdays. • Write any particularly challenging items on the board.
Then ask individual students what they did on their
last birthday, using the simple past. Write student-
generated sentences and vocabulary items on the ❑ eXerCISe 65. Reading and writing.
board. Page 263
Time: 10–20 minutes
❑ eXerCISe 61. Looking at grammar. part I
Page 260 • Have students take turns reading parts of the passage
Time: 10 minutes aloud.
• Have a student read the direction line and the • Stop and interrupt students with spontaneous
completed example aloud to the class. questions about vocabulary and comprehension.
• Give students time to complete the items as seatwork. • Ask students to paraphrase certain parts of the
• Correct by having students read the completed items passage and discuss which of the week’s events
aloud. were the most embarrassing and which they have
experienced in their own lives.
• Put any particularly challenging items on the board.

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 part II • Have students exchange papers or allow them to
• Read the Part II direction lines to students and check their own.
discuss what events are considered embarrassing in a • Have students check that all points are appropriately
person’s life. completed and / or addressed.
• Review possible titles, and, if appropriate, share one • Encourage students to use these checklists to rewrite
of your most embarrassing moments with the class, their work appropriately.
writing a few descriptive sentences in the simple past
to detail it. Optional Vocabulary
• Remind students to use simple past extensively as jacket shade
they will be describing one incident in the past. upset messy
• Give students time to write as seatwork. shell went off
closet rented
part III pieces knocked on
interview turned it down
slippers embarrassing
At this stage, students should be familiar with the experience
garden
editing check. Encourage their autonomous use of it
fire alarm upset
and help them see where details could be added.

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