To have smth under control distrust

2. Complete the gaps.

You used to talk to me like

I was the ­­­______ one around.

You used to lean on me like

The only other ________ was falling down.

You used to walk with me like

We had nowhere we needed to ______,

Nice and slow, to no place in particular.

3. Arrange the lines in order

Chorus

Can we get this back to how it used to be?

We used to breathe without a doubt.

We used to have this figured out;

When nights were clear, you were the first star that I'd see.

Can we get this back?

We never thought.

We used to have this under control.

We used to know.

At least there's you, and at least there's me.

4. Are the underlined words correct?

I used to teach for you when

I got lost along the way.

I used to listen.

You always had just the right thing to pray.

I used to borrow you.

Never really cared where we would go,

Fast or slow, to anywhere at all.

Chorus

5. Compete the gaps.

I look around me,

And I want you to be ­­­______

'Cause I miss the things that we shared.

­­­______ around you.

It's empty, and you're sad

'Cause you ­­­______ the love that we had.

You used to ­­­______ to me like

I was the only one around,

The only one around.

Chorus

Chris Daughtry Teacher’s version

Used to

1. Match the words with their antonyms

Lean on smb – distrust

To fall down – succeed

To figure out – to question

To have smth under control – be powerless

2. Complete the gaps.

You used to talk to me like

I was the only one around.

You used to lean on me like

The only other choice was falling down.

You used to walk with me like

We had nowhere we needed to go,

Nice and slow, to no place in particular.

3. Arrange the lines in order

Chorus

We used to have this figured out;

We used to breathe without a doubt.

When nights were clear, you were the first star that I'd see.

We used to have this under control.

We never thought.

We used to know.

At least there's you, and at least there's me.

Can we get this back?

Can we get this back to how it used to be?

4. Are the underlined words correct?

I used to reach for you when

I got lost along the way.

I used to listen.

You always had just the right thing to say.

I used to follow you.

Never really cared where we would go,

Fast or slow, to anywhere at all.

Chorus

I look around me,

And I want you to be there

'Cause I miss the things that we shared.

Look around you.

It's empty, and you're sad

'Cause you miss the love that we had.

You used to talk to me like

I was the only one around,

The only one around.

Chorus

I had a dream…

Student A

Imagine that you and your partner were at school together and that you met at an airport several years later. When you were friends at school:

You told him/her you were going to:	Your friend told you he/she was going to:
go to university! become a spy move to St. Petersburg! buy a spaniel! marry Angelina Jolie (Brad Pitt) buy your parents a big house have 3 children grow your hair long! publish a novel get a tattoo! own a race horse   (! – these came true)	leave home at 17 become a president have 2 degrees of higher education move to Novosibirsk leave abroad for a year buy a sports car jump with a parachute learn 2 foreign languages hitchhike from Moscow to Vladivostok attend courses on photography act in a movie

Find out what happened to his/her plans. He/she will also ask about yours. Be prepared to use your imagination and try to ask lots of questions about why his/her plans came true or didn’t come true.

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Student B

Imagine that you and your partner were at school together and that you met at an airport several years later. When you were friends at school:

You told him/her you were going to:	Your friend told you he/she was going to:
leave home at 17 become a president have 2 degrees of higher education! move to Novosibirsk leave abroad for a year! buy a sports car jump with a parachute! learn 2 foreign languages! hitchhike from Moscow to Vladivostok attend courses on photography! act in a movie   (! – these came true)	go to university become a spy move to St. Petersburg buy a spaniel marry Angelina Jolie (Brad Pitt) buy your parents a big house have 3 children grow your hair long publish a novel get a tattoo own a race horse

Find out what happened to his/her plans. He/she will also ask about yours. Be prepared to use your imagination and try to ask lots of questions about why his/her plans came true or didn’t come true.

Asking and answering questions about photos

Unit 2

Expressing purpose, reason, and result

2.1. Before or after (GW)

Material: cards

The material has been taken from Games for Grammar Practice by Maria Lucia Zaorob and Elizabeth Chin

Model the language by writing I had a fight with my sister last month on the board. Elicit possible causes, e. g.: She had borrowed my bike and scratched it and list them on the left. Elicit possible consequences or effects, e. g. I didn’t talk to her for three days and list them on the right. Let students combine the ideas into compound sentences with the right conjunctions (They may use Grammar reference on p. 150, Complete CAE).

I had a fight with my sister last month because she had borrowed my bike and scratched it.

As/since/because my sister had borrowed my bike and scratched it, we had a fight.

My sister had borrowed my bike and scratched it. For this reason I had a fight with her.

My sister had borrowed my bike and scratched it, so I had a fight with her.

My sister had borrowed my bike and scratched it. As a result/as a consequence I had a fight with her.

My sister had borrowed my bike and scratched it. Otherwise I wouldn’t have a fight with her.

I had a fight with my sister because of/due to/owing to her behaviour.

Players shuffle the situation cards and place them down on the table. Then they shuffle the causes-and-consequences cards and deal these out evenly. One player turns up a situation card. A student with a card expressing a plausible cause or consequence places it, accordingly, to the left or right of the situation card and connects the ideas with the right conjunction or phrase. If the other students decide that the connection is not plausible, the player takes back the causes-and-consequences card. The first student to get rid of their cards wins the game.

2.2. Why/Because (GW)

Material: blank cards

The idea has been taken from the Revision Seminar by Irina Kuzmina

This simple game needs nothing other than a few simple scraps of paper. Each person gets two. On the first scrap, he writes a question that begins with why. On the second paper, he writes the answer to his question beginning with because. For example, one student’s papers might read as follows: Why did the chicken cross the road? Because there was food on the other side. Once all students have finished, collect all the why papers in one pile and all the because papers in another pile and shuffle each pile separately. Let the students read the slips to the class, first pulling a random why slip and then following it with a random because slip. You will find some funny combinations occur, and you should all get a good laugh out of the exercise not to mention get practice with question formation.

2.2.1. Variation: Why did you do that?

You may ask students to write only questions with why. But they should write as if they are asking their partner: Why did you drink my milk? Why were you late for classes today? The questions should be tricky and funny. Let them collect all the papers and shuffle them.

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