Routes through the material. >- Short of time: give some of the exercises for homework, e.g

>- Short of time: give some of the exercises for homework, e.g. Exercises 2, 8 and 9.

>■ Plenty of time: do the Options.

>■ 2 classes for this lesson: break after Exercise 6.

Before you start Exercise 1

■ Give students time to read the questions and think about one of their first memories. If you wish, tell the class about one of your own memories, true or invented, e.g. I remember when I was very young, I bought a bar of chocolate for my mum's birthday. But I couldn't wait to eat it and I gave her only half a bar! I felt really guilty.

и Students work in pairs, talking about their first memories. Monitor the activity and help with vocabulary if necessary.

■ Some of the students tell the class about their earliest memories.

Grammar Focus

Exercise 2

■ Ask students if they know anything about Groucho /'grautjao/ Marx. Do they recognise the man in the photograph? Have they seen any of his films?

■ Read through the titles. Students read the extract fairly quickly for gist understanding and to choose the best title.

■ Students could put forward a persuasive argument for each title, although perhaps 'My First Date' is the most likely.

Option

■ Check that students understand the expressions: Toss a coin. If it's heads, you (keep the coin). If it's tails, I (keep it). Give one of the students a coin to toss and see how it falls.

■ Give students time to use the Mini-dictionary to check the meaning of other words in the story, e.g. a variety show, tram, charming, (candy) vendor, coconut, the stage.

Exercise 3

■ Students work individually or in pairs, reading the text and marking the sentences true or false. Remind students to correct the false sentences.

Answers

1 F - He waited for some time because he had to save up his pocket money. 2 F - Lucy asked for some candy. 3 T 4 F - Groucho went home by tram. 5 T (We assume this is why she never spoke to him again.)

Presentation

Exercise 4

■ Give students time to study the table. Then work through it with the whole class. If you wish, write the table on the board for students to see how the sentences are completed.

Answers

1 snowed 2 eaten 3 hadn't 4 hadn't 5 planned 6 saved 7 had

Exercise 5

■ Students work individually or in pairs, putting the activities in the correct order and identifying the tenses. If you wish, do the first two activities with the class.

■ When checking answers, ask students to read aloud the sentences in the story that refer to the activities a-h.

Answers

1 d Past Perfect (I hadn't planned) 2 h Past Simple (I invited Lucy) 3 e Past Perfect (It had snowed) 4 g Past Simple (we took) 5 b Past Simple (I bought) 6 с Past Simple (Lucy ate) 7 a Past Simple (I was) 8 f Past Simple (I realised I only had enough money)

Exercise 6

■ Students read the sentences and match them to the descriptions (a-c).

Answers

lc 2a 3b

Past Perfect------------------------

Practice

Exercise 7

• Students look at the pictures and decide which sentence describes what is happening in each picture.

• When checking students' answers, encourage students to think of and describe a picture to illustrate the other sentence.

Answers

lb 2a

Exercise 8

■ Tell students there may be more than one way of completing each sentence with the Past Perfect.

Suggested answers

1 he had saved enough money 2 it had snowed earlier that day 3 Lucy had eaten all the candy 4 he hadn't planned on the candy 5 Groucho had taken the tram and she had had to walk

Option

■ Ask students to answer Groucho's question at the end of the story (What had I done wrong?). Possible answers: You'd done nothing wrong./You hadn't let Lucy ride home./You'd treated Lucy like an equal and she didn't like it.

Exercise 9

■ Read the example sentence with the students and remind them to think about the position of the adverb. Students complete the exercise working individually, writing the verbs in the Past Perfect and including the adverbs in the correct position.

■ Check students' answers by asking individuals to read the sentences aloud.

Answers

2 Had they heard 3 had already left 4 had never seen 5 hadn't eaten 6 had read

Exercise 12

я Read through the instructions and check that students understand what to do. If you wish, give an example by telling the class a true or invented story from your own life. For example, write on the board:

picnic/ sandwiches / football/ cows

Say: One day, my parents and my two brothers and I went for a picnic in the country. My mother had made chicken sandwiches and a chocolate cake. Our favourite picnic place was in a big field next to a farm. My father and the farmer were friends. They had been at school together. That day, we put our picnic under a tree. My parents went for a walk and we played football. While we were playing, the cows in the next field came and ate all the sandwiches and the cake. When our parents came back, they thought we'd eaten all the picnic! я Give students time to think of a story and to look up any

words they need in a dictionary or to ask you. ■ Students work in pairs, telling each other their story. Monitor but do not interrupt. Make a note of any general language difficulties to go over with the class afterwards.

Option

■ Write expressions from the lesson on the board for students to match:

1 get a) a coin

2 toss b) a lecture

3 switch c) upset

4 save d) places

5 deliver e) terrible

6 feel f) money

я When students have matched the expressions, they can work in pairs making sentences using some of the expressions.

■ Each student then tells the class one of their sentences.

Answers

lc 2a 3d 4 f 5b 6e

Exercise 10

■ Students work in pairs, writing one sentence using the cues in brackets and inventing another explanation themselves.

■ When checking answers, ask students which of the invented explanations they think is the best for each situation.

Answers

2 A famous pop group split up because their last album hadn't been successful. 3 A young man started stealing because he had lost his job. 4 The Smiths went on a round-the-world trip because Mr Smith had got a pay rise.

Exercise 11

■ Read through the instruction with the class and point out that the three Past verb tenses are used in the answers. Advise students to read through the complete text quickly to get a general idea of the story.

■ Students can compare answer in pairs before checking answers as a class.

Answers 1 was going 2 sat 3 remarked 6 sat 7 had delivered 8 asked

4 had heard 5 switched 9 replied

fofak 2 7 Films

Skills Focus

Objectives

■ To use Key Words to talk about films.

■ To listen for specific information.

■ To give opinions about films.

■ To practise using modifiers.

■ To practise using multi-part verbs.

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