8 LANGUAGE simple past: regular verbs and past time expressions

8C Life in the 1980s

1 A In pairs, look at the pictures. What do you know about life in the 1980s?

B Do you like the fashion and music from the 1980s? Why/Why not? Discuss in pairs.

2 Read the text. What is it about? Choose the best summary.

1 It’s about a family who lived in the 1980s without any technology.
2 It’s about a family who stopped living with modern technology.
3 It’s about a family who didn’t like 1980s technology.

BACK TO THE 1980s

In 2013, Canadian couple Blair and Morgan McMillan started to worry about their
two young sons, Trey and Denton. The boys used a smartphone and a tablet, and
they were always inside – they didn’t want to play outside. Blair and Morgan wanted
to change the situation, so they decided to live like a family in the 1980s for a
year. They stopped using cell phones, tablets, the Internet, and cable TV!
Life changed a lot. Blair and Morgan stopped banking online; instead, they went
to the bank in person. They used an old-fashioned camera, not a digital camera.
At home, the family listened to cassettes and watched videos. There was an old
games console from the 1980s, and the children played Super Mario Bros. on that.
And they loved it! For their vacation, the family traveled across Canada using a
map, not a GPS.
Some things were hard. Blair lost a business partner because he didn’t use a
computer or cell phone for his job. It was difficult for the family to communicate
with their friends and relatives. They had a phone, but all their friends and family
used the Internet or social media.
But a lot of things were better. The family saved a lot of money. Also, they enjoyed
spending more time together in the evenings and on the weekend. The boys didn’t
play with their phones and computers all the time – they played with their toys in
the living room, and Blair and Morgan talked on the sofa or watched 1980s
TV programs.

3 Read the text again. Are the sentences true (T) or false (F)?
1 The boys liked playing outside before 2013.
2 Blair and Morgan stopped going to the bank in “the 1980s.”
3 The family had a TV before 2013.
4 Blair didn’t use modern technology in his work in “the 1980s.”
5 The family didn’t have much money in “the 1980s.”
6 The family were together more often in “the 1980s.”

4 Find the affirmative form of the sentences in the text.

1 Blair and Morgan didn’t want to change the situation. 4 The family didn’t travel across Canada.
2 They didn’t stop using cell phones. 5 The family didn’t save a lot of money.
3 They didn’t use an old-fashioned camera. 6 They didn’t enjoy spending more time together.

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 LANGUAGE 8C
8C Life in the 1980s
Sts read a text about a modern family who decided to give up modern technology and live like a family in the 1980s.
Then they practice talking about their own life when they were younger.

Grammar Pronunciation Communication

Simple past: regular verbs and past time expressions -ed endings Talking about the past

WARMER 3 x PRACTICE SB page 70, exercise 3

Ask: Do you think life is better now than it was in the past?
Which things are better? Which things aren’t as good? Elicit a 1 Do the exercise as normal. When you check answers,
range of answers and ask: Is technology always a good thing? read out each sentence and ask sts all together to shout
Are there any disadvantages? What are they? Elicit a range of true if they think it is true or false if they think it is
answers. false. Ask a student who gave the correct answer to
explain why.
1 A Sts look at the pictures in pairs and discuss what they 2 Ask sts to cover the text. In pairs, they try to remember
know about life in the 1980s. Get feedback on their as much about the text as they can, using the sentences
answers. Ask sts if they recognize the people in the first in exercise 3 as prompts. They can look at the text
two photos. Elicit or explain that they are Madonna and again to check.
Michael Jackson. The other pictures show: a man dressed 3 Divide the class into four groups, A, B, C and D. Each
in 1980s fashion, with the hairstyle of the time; a woman group looks at one paragraph of the text again in
in 1980s clothes, with curly (permed) hair; a woman in a detail and tries to remember it. Put sts into groups of
1980s office; children using a 1980s computer at home. four, with one A, B, C and D student. Sts work in their
B Elicit what music and fashions were popular in the groups and try to retell the story from the text. They
1980s, e.g., elicit singers such as Michael Jackson and can help each other if necessary. Encourage them to
Madonna, bands such as Culture Club and Duran Duran, practice more than once, so they can tell the story in a
and fashion styles such as power dressing for women natural, fluent way.
(with big shoulder pads) and romantic styles (with loose,
flowing skirts and dresses). Sts work in pairs to discuss
what they know about music and fashion in the 1980s,
4 Sts look in the text to find the affirmative forms of the
sentences. Check answers.
and what they like and dislike. Get feedback on their
answers.
Answers
2 Read through the three summaries with the class and 1 Blair and Morgan wanted to change the situation.
make sure sts understand everything. Sts read the text 2 They stopped using cell phones.
quickly and choose the best summary. Check the answer. 3 They used an old-fashioned camera.
4 The family traveled across Canada.
Answer 5 They saved a lot of money.
2 6 They enjoyed spending more time together.

3 Sts read the text again and decide if the sentences are true
or false. Check answers.

Answers
1 F 2 F 3 T 4 T 5 F 6 T

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 simple past: regular verbs and past time expressions LANGUAGE 8C
5 A Look at the sentences in exercise 4. What ending do regular simple past affirmative forms have?
B Underline more regular simple past forms in the text. Then read the Grammar box.

Grammar simple past: regular verbs and past time expressions

Affirmative: Negative:
They listened to cassettes. They didn’t watch DVDs.
I loved playing video games. Blair didn’t use a computer for work.
Past time expressions:
last week, last month, last year, last summer
a few years ago, a week ago, two days ago, three hours ago
yesterday morning, yesterday afternoon, yesterday evening
Look! We say last night, NOT yesterday night. We can also say last evening.

Go to Grammar practice: simple past: regular verbs and past time expressions, page 127
6 A 8.13 Pronunciation: -ed endings Listen and repeat the three verbs in the chart.
Notice how we say the -ed endings.
/t/ /d/ /ɪd/
looked changed wanted

B 8.14 Add the verbs in the box to the chart. Listen, check, and repeat.

tried decided stopped traveled played watched waited liked ended

7 8.15 Say the sentences. Listen, check, and repeat.

1 We traveled all night. 4 You needed a new cell phone.
2 I watched a movie last night. 5 My father worked on the weekend.
3 The family saved a lot of money. 6 I wanted a new computer.

8 A Write true sentences with affirmative or negative simple past verbs.

1 I dinner last night. (cook)
2 I a photo online yesterday. (post)
3 I to the radio this morning. (listen)
4 I two years ago. (move)
5 I German at school. (study)
6 I in a different city when I was younger. (live)
B In pairs, compare your sentences. Add more information.
A I cooked dinner last night. I cooked lasagna. B I cooked chicken last night.

Go to Communication practice: Student A page 163, Student B page 172

9 A Write one thing for each point below.
• A TV program or movie you watched last week:
• A place you traveled to last year:
• A game or sport that you played last month:
• The job that you wanted to do when you were a child:
B Work with your classmates. Find someone with the same answer as you.
A When I was a child, I wanted to be a vet. How about you?
B I didn’t want to be a vet. I wanted to be a farmer.

10 Tell your classmates about different people in your class.

Erica wanted to be a farmer when she was a child.
ogether.

Personal Best Choose ten years of your life. Write one important thing that happened in each year. 71

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 LANGUAGE 8C
5 A Refer sts back to their answers in exercise 4 and read Answers
out the question. Elicit the answer – an -ed ending. /t/: stopped, watched, liked
/d/: tried, traveled, played
B Sts look at the text on page 70 again and underline
/ɪd/: decided, waited, ended
more regular simple past forms. Check answers.

Answers 7 8.15 Sts work in pairs and practice saying the

Blair and Morgan started to worry. sentences. Play audio track 8.15 for sts to listen and check
they didn’t want to play outside their pronunciation. See the SB page opposite for audio
they decided to live script. Play the audio again for sts to listen and repeat.
Life changed a lot
Blair and Morgan stopped banking online 8 A Allow sts time to read through the fill-in-the-blank
the family listened to cassettes and watched videos sentences and check they understand everything. Sts write
the children played Super Mario Bros. true sentences with affirmative or negative verbs in the
And they loved it. past simple.
he didn’t use a computer
their friends and family used the Internet Answers
the boys didn’t play with their phones 1 cooked / didn‘t cook 2 posted / didn‘t post
they played with their toys
3 listened / didn‘t listen 4 moved / didn‘t move
Blair and Morgan talked
watched 80s TV programs 5 studied / didn‘t study 6 lived / didn‘t live

Grammar B Ask two sts to read out the example answer. Sts then
work in pairs to compare their sentences and add more
Read the Grammar box with sts about regular verbs in information. Ask some sts to tell the class something about
the simple past and past time expressions. Explain that their partner.
regular verbs add -ed to form the simple past, and the
form is the same for all persons. Point out that with Go to Communication practice
some verbs there are spelling changes, e.g., a double Divide the class into Student A and Student B. All
letter in stopped. Point out that, as with irregular verbs, “Student A” sts should go to SB page 163. All “Student
we form the negative with didn’t + the infinitive: didn’t B” sts should go to SB page 172. Go to TB page 339 for
want. Read through the time expressions and explain the teacher notes. Do the activity, and then continue with
the meanings. Point out the position of ago after the exercise 9A of lesson 8C.
noun: a week ago NOT ago a week. Ask questions to 9 A Read through the list with the class and make sure
check concept. they understand everything, including the past time
Concept check questions: expressions. Sts write their answers individually.
We listened to music – simple present or simple past?
(simple past). Regular or irregular verb? (regular). B Ask two sts to read out the example dialogue. Explain
How do we form the simple past for regular verbs? (we that we use How about you? to ask the same question
add -ed). Does the form change for I, you, he, etc? (no). back to someone. Sts move around the class and try to
How do we form the negative? (with didn’t and the base find someone with the same answers as them. Point out
form). They didn’t waited for me – correct? (no – they that they will need to tell the class something about their
didn’t wait for me). We finished ago two weeks – correct? classmates, so they should listen carefully to what they
(no – two weeks ago). say.
10 Ask individual sts to tell the class something about their
Go to Grammar practice: simple past: regular verbs and classmates.
past time expressions, SB page 127/TB page 267.
Sts will find more language reference, presentation, and
practice for regular verbs in the simple past and past time PERSONAL BEST
expressions here. Do these exercises with the class, or set Sts can practice using the simple past further. They choose ten
them for homework, before continuing with exercise 6A of years of their life and write an important thing that happened
lesson 8C. in each one. Monitor and help with vocabulary and irregular
Remind sts to go to the app for further self-study past forms if necessary. Sts can compare their sentences in
grammar practice of regular simple past verbs and pairs.
past time expressions. With weaker classes, write the following prompts on the
board:
6 A 8.13 Play audio track 8.13. See the SB page opposite
Yesterday, I ...
for audio script. Sts listen and notice the three different
ways of pronouncing the -ed ending. Play the audio track Last week, I ...
again for sts to listen and repeat. Last year, I ...
B 8.14 Play audio track 8.14, pausing after each verb In 2015, I ...
for sts to add it to the chart. See the SB page opposite for Sts complete the sentences with their own ideas. Monitor and
audio script. Sts listen to check their answers and repeat. help with vocabulary and irregular past forms if necessary.
They can compare their sentences in pairs.

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 87 SKILLS WRITING planning and making notes ■ sequencers

8D What happened to you?

1 Think of something interesting that happened to you last week, last month, or last year.
Tell your partner.

2 Read Tony’s story. Did he get the job?

My nightmare job It started to rain, so I stopped to buy an umbrella. Then

interview
I ran to the station, but I missed my train!
I felt quite stressed, but there was another train
in twenty minutes. I called the company, and they
changed the interview to 10:30 a.m. I felt a bit more

L
ast week, I had a job interview. The interview relaxed. Later, I arrived in New York, and I checked my
was on Friday at 9:30 a.m. in New York City. On phone to see where the company was. But my phone
Thursday evening, I prepared a presentation on had no battery! I was very late when I arrived at their
my laptop and checked the train times and the address office.
of the company. Before the interview, I felt confident. I
After I got to the interview room, I opened my bag
went to bed early because I wanted to sleep well.
to take out my laptop, but it wasn’t there! I felt
On Friday morning, the problems started. First, I didn’t really stressed, and I had a terrible interview. I wasn’t
hear my alarm, and I woke up late. I didn’t have time to surprised when I didn’t get the job!
take a shower or have breakfast. I ran out of the house. by Tony Smart

3 Read the story again. Order events a–h from 1–8.

a The interview started. e His phone didn’t have any battery.
b Tony checked the address. f It started to rain.
c They changed the interview time. g He went to the station.
d He checked the train times. h He saw that he didn’t have his computer.

Skill planning and making notes

Before you write a story about yourself, ask yourself the following questions and make notes:
1 When did it happen?
2 Where were you at the start?
3 What were the main events?
4 How did you feel at different times?
5 What happened in the end?

4 Read the Skill box. Imagine you are Tony and answer the questions in the Skill box.

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 SKILLS 8D
8D What happened to you?
Sts read a story about a disastrous interview. Then they write a story about a good, bad, or strange experience that they
had in the past.

Writing Skill Text builder

A story about an experience Planning and making notes Sequencers

WARMER
Play a game to review simple past forms. Put sts into teams
and ask them to close their books. Say the base forms of
verbs that sts have studied in the simple past in this unit, e.g.,
have, make, read, go, buy, want, wait, etc. Include a mixture
of regular and irregular verbs. As you say each verb, teams
race to give the correct simple past form. They get a point
for a correct answer, but lose a point if they give an incorrect
answer. See which team has the most points at the end.

1 Give an example of something interesting that happened

to you last week, e.g., I bought a new phone. Sts work in
pairs to tell a partner about something interesting that
happened to them. Ask some sts to tell the class what they
learned from their partner.
2 Read out the title of the story and pre-teach nightmare and
interview if necessary. Sts read the story and answer the
question. Check the answer.

Answer
No, he didn’t get the job.

3 Students read the story again and order the events. Check
answers.

Answers
1 d 2 b 3 g 4 f 5 c 6 e 7 h 8 a

Skill
Read the Skill box with sts about planning and making
notes. Explain that it is important in a story to make it
clear what order the events happened in.

4 Sts imagine that they are Tony and answer the questions
about the story. Check answers.

Answers
1 on Friday morning
2 at home
3 I woke up late, missed the train, changed the interview
time, arrived late and started the interview, realized my
laptop wasn’t in my bag, didn’t get the job.
4 I felt confident the night before. I felt stressed when I
missed my train. I felt more relaxed when I changed my
interview time. I felt very stressed again when I found
my laptop wasn’t in my bag.
5 I had a terrible interview and didn’t get the job.

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 planning and making notes ■ sequencers WRITING SKILLS 8D
7D
5 Match the notes with the different questions in the Skill box.

a fell asleep on the bus to the airport, didn’t get off the bus at the airport, missed
the plane, slept at the airport
b last month
c London, on vacation
d got a flight the next day
e tired (on the bus), stressed and angry (at the airport), very tired, but happy
(the next day)

Text builder sequencers

We can connect events with words such as first, then, later, before,
and after. We use these to show the time order of the events:
First, I got up late. Then I took a shower. Later, I went out for coffee.
We use before and after + a noun or verb phrase:
Before the interview, …
After I got to the interview room, …

6 Read the Text builder. Underline the sequencers in the story on page 72.

7 Choose the correct sequencers to complete the sentences.

1 I always walk my dog in the evening before / after I go to bed.
2 First / Before, I had a cup of coffee. Then I went shopping.
3 I felt very tired on the trip home. Later / Before, I fell asleep on the sofa.
4 We bought some food. First / Then we made a nice meal.
5 Are you coming before or after / later dinner?

8 Complete the text with the words in the box.

then first later before after (×2)

I had a terrible day yesterday. 1 , the coffee machine broke – I always have a cup of coffee
2 I leave the house. 3 I couldn’t find my car keys. 4 30 minutes, I found
them in my jacket pocket. 5 , I had an argument with a colleague at work. It was awful, so
I went to speak to my boss. 6 I spoke to her about the situation, I felt a lot better.

9 Write sentences about yesterday. Use the sequencers in exercise 8.

After I arrived at work, I made a large cup of coffee.

10 A PREPARE Think about a good/bad/strange experience you had. Make notes about these things:
• the introduction to the story: When did it happen? Where were you? Who were you with?
• the events of the story: What happened? What problems did you have? What did you do? How
did you feel? What happened in the end?
B PRACTICE Write a story about your experience.

C PERSONAL BEST Read another student’s story. Check that:

• the introduction is clear.
• the events of the story are clear.
• the verbs are in the correct simple past form.
• the sequencers show the order of events clearly.

Personal Best Choose a well-known movie and describe the events. Ask your partner to guess the movie. 73

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 SKILLS 8D
5 Sts match the notes with the questions in the Skill box on 9 Sts write some sentences about what they did yesterday,
page 72. Check answers. using the sequencers in exercise 8. Sts can compare their
sentences in pairs. Ask some sts to read their sentences to
Answers the class.
a 3 b 1 c 2 d 5 e 4
10 Students follow the steps to write a story about an
interesting or unusual experience they had.
Text builder
A PREPARE Sts prepare their ideas. With weaker classes,
Read the Text builder box with sts about sequencers. you could brainstorm some ideas first, e.g., a trip that
Explain that we use sequencers to make it clear when went wrong, an unexpected meeting with someone, etc.
the events in a story happened, and in what order.
Explain that we use First, Then, and Later at the B PRACTICE Sts use the story in exercise 2 as a model
beginning of a sentence, often followed by a comma. and write their own story. Refer sts back to the Skill box
Point out that before and after are followed by a noun on page 72 and remind them to use their notes to make
or a verb phrase. Ask questions to check concept. the story clear. Refer them back to the Text builder box
and encourage them to use a range of sequencers to make
Concept check questions:
it clear when the events happened and in what order. You
What do sequencers tell us? (when events happened
could set this stage for homework if you prefer.
and in what order). Which sequencer do we use for event
number 1? (First). Which do we use for the next event? C PERSONAL BEST Sts work in pairs. They exchange their
(Then). Which do we use for an event that happens after story with their partner and check it, using the checklist
a while? (Later). Where in a sentence do we use First, provided. Encourage them to give some positive feedback
Then, and Later? (at the beginning, often with a comma on the content of the story, too, and encourage a spirit of
after them). What comes after “before” and “after”? (a peer support and cooperation.
noun or verb phrase). After the meal, I went home –
correct or incorrect? (correct). After we finished eating, I
went home – correct or incorrect? (correct). PERSONAL BEST
Sts can practice writing stories further by describing
6 Sts look at the story on page 72 again and underline the the events in a well-known movie. Remind them to use
sequencers. Check answers. sequencers. They read their descriptions to each other in pairs
and try to guess their partner’s movie.
Answers
First, Then, Later, After Weaker sts can work in pairs. They think of a movie they
both know and write five sentences about what happened in
it, using sequencers to order the events. Sts can then work
7 Sts read the sentences and choose the correct sequencers together in groups of four to read their sentences to each
to complete them. Check anwers. other and guess the movies.
Answers EXTRA PRACTICE
1 before 2 First 3 Later 4 Then 5 after
With books closed, write the following base forms and
fill-in-the-blank sentences on the board:
3 x PRACTICE SB page 73, exercise 7
arrive feel go have run wake up
1 Do the exercise as normal. When you check the
answers, read out each sentence with both options in
turn and ask: Which is correct? Why? What does the 1 Last week, I ___ a job interview.
sequencer tell us? 2 I ___ confident.
2 Ask sts to cover the exercise. Read out each pair of 3 I ___ to bed early.
events from the sentences, e.g., walk my dog, go to bed. 4 I didn’t hear my alarm and I ___ late.
Sts work in pairs and try to write the sentences from
memory. They can look at the exercise again to check. 5 I ___ to the station.
3 Sts work in pairs and rewrite each sentence using a 6 Later, I ___ in New York.
different sequencer, e.g., First, I walk my dog. Then, I Sts work in pairs and complete the sentences with the correct
go to bed. Ask pairs to read their sentences to the class. simple past verb forms from memory. Sts can check their
Ask other sts: Is the meaning the same as the original answers in the text. Check answers and ask: Which verb is
sentence? regular? (arrive) Remind sts that they need to learn irregular
simple past forms.
8 Sts read the text and complete it with the correct
sequencers. Check answers. Answers
1 had 2 felt 3 went 4 woke up 5 ran 6 arrived
Answers
1 First 2 before 3 Then 4 After 5 Later 6 After

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