Ask yourself: How would you like others to perceive you? Not loaded yet? Try Again. Now plav the audio once the whole way through, and get Sts to mark the sentences T true or F false. Make it clear that they don't need to correct the false sentencesyet. R Yeah, it's great to be here. R It's fine. My room is really J Do you have a good view from your room?
R I can see lots of other buildings. J Tomorrow I'm going to show you around the office and introduce you to the team. You remember, Barbara, my boss? J And then you can start thinking about your blog and the column. Have you got any ideas yet, Rob? R What? Sorry, Jenny. J You must be really tired. R Yes, Iam a bit. What time is it now? J It's nine o'clock. R Nine o'clock? That's two o'clock in the morning for me.
You need to go to bed. J is that OK? Thanks, Jenny. J Don't be late. In pairs, get Sts to think about what the missing words could be. Rob It's great to be here. Jenny Do you have a good view?
Jenny Barbara's looking forward to meeting you. Jenny You must be really tired. Rob By the way Jenny It's great to see you too. If not, get Sts to have alook at the phrases againin context in the script on p. Finally, focus on the Can you? If they feel that they need more practice, tell them to watch the episode again and practise the language on their iTutor. G past simple: regular and irregular verbs V holidays P regular verbs: -ed endings , wrong person Lesson plan The past simple regular and irregular verbs is revised in detail in this lesson through the context of holidays, and an article about holidays where things go wrong because of not being with the right people.
Sts begin by learning new holiday vocabulary, which is recycled through a short questionnaire. They then do a split reading, and tell each other about the holiday in their article.
This is followed by a listening which gives the other side ofthe two stories. Sts then thoroughly revise the past simple ofboth regidar and irregular verbs. Elicit questions in the past simple, e. Where didyou go? Focus on the instructions and the examples. Highlight that the verbs are in the -iug form because they are things you like doing.
Give Sts a minute to write five things, then get them to compare their list with a partner. Elicit some of the verb phrases Sts have used and write them on the board, e.
Focus on 1 Phrases with go and get Sts to do a individually or in pairs. Some ofthese phrases should already be familiar to them. Playthe audio for Sts to check answers. Play it again, pausing after each phrase for Sts to repeat. Give further practice ofwords and phrases your Sts find difficult to pronounce.
They can test themselves or their partner. Focus on 2 Other holiday activities and get Sts to do a individually or in pairs. Give further practice ofany phrases your Sts find difficult to pronounce. Now focus on c. Get Sts to test themselves by covering the verbs and remembering the phrases.
Focus on 3 Adjectives. Elicit the meaning of the What was the Then give Sts a minute to match the questions and answers. Give further practice ofanywords or phrases your Sts find difficult to pronounce. It was warm. It was sunny. It was very windy. It was foggy.
It was cloudy. It was luxurious. It was basic. It was dirty. It was uncomfortable. It was beautiful. It was lovely. It was noisy. It was crowded 4 What were the people like? They were friendly. They were helpful. They were unfriendly. They were unhelpful, 28 It was delicious.
It was nothing special It was disgusting. Finally, go through the General positive and negative adjectives box with the class. Tell Sts to go back to the main lesson 2A. Remindthem to always ask for extra information. Make sure they askyou Whv? You could point out to Sts that the stories are based on real people, although their names have been changed. Focus on the text. Tell allthe As to read about Joe and the Bs about Laura.
Remind them to try to guess new words from context as they read. They should allhnd the answers to questions and either underline them in the text or make notes. Set a time limit for Sts to read their part. They then tell each other about the text they read, using the answers to questions I-5 to help them remember the important details. In pairs, they should try to guess the meaning ofthe highlighted words and phrases.
Model and drill the pronunciation ofany tricky words. Do the question as an open-class activity. Ask Who is Mia? If you are not doing this listening in the same class as the reading, get Sts to read the text again quickly and elicit what the problems were. Tell Sts that they will hear Mia first and they should just listen to find out if she agrees with Joe about the holiday.
Play the audio once the whole way through and check the answer. Yes, Mia agrees with Joe about the holiday. And the holiday just showed how different we are.
He irritated me all the time. He wanted to stay in some realty cheap hostels, because he thought the hotels were too expensive. I didn't want five-star luxury, but when Igo on holiday I want to be comfortable. The places where Joe wanted to stay were very basic and had very small rooms.
There's nothing worse than being in a very small room with someone when you're not getting on very well. When you're travelling, part of the fun is talking to other travellers, but he hated it if I talked to other people, especially other men.
And then he kept taking photos! Hundreds of them. Ijust wanted to enjoy the sights. The holiday was all a big mistake. Never go on holiday with a boyfriend if you're not sure about the relationship.
It's sure to be a disaster! She prefers more comfortable hotels, 3 Mia liked talking to other travellers, but Joe was very jealous. Elicit her opinion of the holiday. She loved it. I loved every moment! Venice is just a paradise. We did everything - we went on a gondola, we saw alt the museums, and we had some fantastic meals. And you know, everyone says that Venice is expensive, but I didn't think it was - it wasn't an expensive holiday at all.
Ithought it was quite reasonable. We all got on very well. Focus on the questions. Play the audio and get Sts to answer the questions. You could finish bytelling them whatyou think. Elicit the past simple ofthe first one went and then give Sts aminute to do the others in pairs.