Use of cookies

We use cookies to improve and analyse your browsing experience on our web. You can accept these cookies, reject them or choose your settings by clicking on the corresponding buttons. Please note that rejecting cookies may affect your browsing experience. For more information you can consult our Cookies policy.

Configure cookies

Cookies are an essential part of how our web works. The main goal of cookies is to make your browsing experience more comfortable and efficient and to improve our services and the web itself.
Here you can find all the information about the cookies we use and you can activate and/or deactivate them according to your preferences, except for those cookies that are strictly necessary for the operation of the web. Blocking some cookies may affect your experience on the web and how the site works. For more information you can visit our Cookie Policy.

Strictly necessary (technical) cookies

These Cookies are necessary for the web to function and cannot be disabled on our systems. They are generally only set up in response to actions you may take such as requesting services, setting your privacy preferences, logging in or completing forms. You can set your browser to block or warn you about these cookies, but some parts of the web will not work. Information about Cookies.

Analytical cookies

These Cookies allow us to count the number of visits and traffic sources so that we can measure and improve the performance of our site. They help us to find out which pages are the most popular and least popular, and to see how visitors move around the web. All information collected by these Cookies is aggregated and therefore anonymous. If you do not allow these Cookies we will not know when you visited our web. Information about Cookies.

Third party cookies

These cookies are used to analyse your activity in order to show you personalised advertisements. Information about Cookies.

Accept Decline Configure cookies Confirm selected

tester
Search
×
Notes
Search
There are no notes
  • HTML 2A What happened? > Full digital book
  • To customise Pencil press Alt + Down Arrow
  • To customise Highlighter press Alt + Down Arrow

    Change theme

    Error - please check your internet connection...
    Back

    Blink Help

    x
    Error - please check your internet connection...

    How can we help you?

    No results

    View full manual

    Couldn't find what you were looking for?

    Please describe the issue you are experiencing and provide as many details as possible. Let us know the book, class, access device, licence code, username, used browser or if it occcurs in our app:

    Thickness:
    Font size:
    Filter
      No resources found
      Revision mode

      Revision mode

      1
      HTML 2A What happened?
      Full digital book
      Without background sound
      Logo

       

      2A What happened?

      Teacher notes:

      Lesson overview
      subtitulo

      The goal of this lesson is for students to describe their past experiences. To help them achieve this, they will revise the past simple and past continuous in the context of telling stories.

      Warm-up
      subtitulo

      Describe a situation to Ss that can illustrate a few of the target adjectives. For example, Sue had an interview for a job. It was her first interview. How did she feel? (worried). When she arrived at the interview, an old friend was one of the interviewers. How did Sue feel? (surprised). She didn’t get the job. How did she feel? (disappointed). Write these adjectives in a list on the board. Elicit more adjectives that end with -ed. Tell Ss this is the focus of today’s lesson.

       

       

      • Goal: describe past experiences
      • Grammar: past simple and past continuous
      • Vocabulary: describing feelings and events
      A man with an angry expression on his face picking up a notice placed on his car.
      A woman with a blank expression riding a train. She leans on her arm against the window of the train. The woman's eyes are half-open.

      Two women shaking hands. One woman raises her eyebrows as she smiles happily at the other woman.

      A man looking calm and smiling as he cooks in the kitchen.

      A woman looking at something behind her with fear as she holds her phone to the ear.
      A woman looking amazed as she sees a historical place.
      Vocabulary, 1
      2
      HTML 2A What happened?
      Full digital book
      Without background sound
      Logo

       

      P

      Vocabulary

      Teacher notes: 

      Instructions
      subtitulo

      1. Look at the photos and discuss the questions.

      Ask Ss to look at the first photo and say what is happening. Ask Ss to suggest one adjective listed on screen for the photo and discuss why they chose it. Put Ss in pairs and give them a few minutes to talk about the other photos, using the adjectives on screen. Point out they may not be able to use all the words. Monitor and help with new vocabulary. When they finish, elicit ideas.

      Optional extra activity

      subtitulo

      With weaker classes, you may want to pre-teach annoyed, embarrassed, amazed and disappointed (see Warm-up). Display pictures that demonstrate any feelings that are not shown in the pictures and check that Ss can identify them.

       

       

      1. Look at the photos and discuss the questions. 

      A

      A man with an angry expression on his face picking up a notice placed on his car.

      B

      A woman with a blank expression riding a train. She leans on her arm against the window of the train. The woman's eyes are half-open.

      C

      Two women shaking hands. One woman raises her eyebrows as she smiles happily at the other woman.

      D

      A man looking calm and smiling as he cooks in the kitchen.

      E

      A woman looking at something behind her with fear as she holds her phone to the ear.

      F

      A woman looking amazed as she sees a historical place.

      amazed annoyed disappointed embarrased frightened
      relax surprised tired worried  

       

       

      1. What do you think is happening in each photo? 
      2. How do you think the people are feeling? Which of the adjectives in the box would you use to describe them? 
      Editor toolbarsBasic Styles Bold Italic Underline Strikethrough Text Color Background ColorParagraph Insert/Remove Numbered List Insert/Remove Bulleted List Decrease Indent Increase Indentparagraph2 Align Left Center Align Right Justify TableClipboard/Undo Undo Redo Insert Horizontal LineInsert Attach file

      Press ALT 0 for help
      (0 words)

        1 attempt
      Done
      HTML 2A What happened?
      Full digital book
      Without background sound
      Logo

       

      0

      Teacher notes, 2a-b

      2a. Read the comments below and match them with three of the photos.

      Ask Ss to read the comments and then discuss in pairs which photos they match. Follow with a whole-class discussion.

      1 C 2 A 3 D

      2b. Look at the words in bold. When do we use adjectives ending in -ed or -ing, e.g. tired/tiring, amazed/amazing?

      Ask Ss to read comment 2 again, then discuss in pairs the difference between annoying and annoyed. Clarify that a situation or activity is annoying and we feel annoyed because of that. Drill all the target adjectives chorally.

      -ing adjectives describe a situation; -ed adjectives describe how we respond to that situation and how we feel.

      Pronunciation checkpoint

      Like regular past simple endings, -ed endings of adjectives are pronounced either /t/, /d/ or /ɪd/. The ending is not pronounced /ed/. The ending sound depends on the preceding consonant sound but you don't need to get too technical. Ss can learn the simple rule that words ending with the sound /t/ or /d/ will have the /ɪd/ ending (e.g. disappointed /tɪd/). Others will end with either a /d/ or /t/ sound (e.g. surprised /d/, relaxed /t/).

      Optional extra activity
      Use the list of -ed adjectives in the previous activity to conduct further pronunciation practice in pairs.
      Student A says I was … -ed and Student B responds by saying Yes, it was … -ing.

      Vocabulary checkpoint

      Ss often simplify and suggest that -ed adjectives describe a person and -ing adjectives describes a thing: The delay is annoying, I am annoyed. While this is often true, it is not always true. People can be annoyed and annoying. They can also be amazing and amazed, and so on. One simple example to help them remember this is to think of a horror film character such as Dracula. He is frightening and we are frightened.

      a. Read the comments below and match them with three of the photos.

      A

      A man with an angry expression on his face picking up a notice placed on his car.

      B

      A woman with a blank expression riding a train. She leans on her arm against the window of the train. The woman's eyes are half-open.

      C

      Two women shaking hands. One woman raises her eyebrows as she smiles happily at the other woman.

      D

      A man looking calm and smiling as he cooks in the kitchen.

      E

      A woman looking at something behind her with fear as she holds her phone to the ear.

      F

      A woman looking amazed as she sees a historical place.

      1. ‘The other day I met an old friend for the first time in years. It was such a surprising meeting! We were amazed and excited to see each other again.’ 
      2. 'Yesterday was a really annoying day. I borrowed my wife's car and got a parking ticket. She was very annoyed with me.’ 
      3. 'I love cooking. I find it very relaxing after a long and stressful day at work. I don’t like shopping for food though. It’s so tiring.’ 

        3 attempts
      Done
      HTML 2A What happened?
      Full digital book
      Without background sound
      Logo

       

      P
      b. Look at the words in bold. When do we use adjectives ending in –ed or –ing, e.g. tired/tiring, amazed/amazing?
      Editor toolbarsBasic Styles Bold Italic Underline Strikethrough Text Color Background ColorParagraph Insert/Remove Numbered List Insert/Remove Bulleted List Decrease Indent Increase Indentparagraph2 Align Left Center Align Right Justify TableClipboard/Undo Undo Redo Insert Horizontal LineInsert Attach file

      Press ALT 0 for help
      (0 words)

        1 attempt
      Done
      HTML 2A What happened?
      Full digital book
      Without background sound
      Logo

       

      0

      Teacher notes, 3

      3. Choose the correct alternatives.

      Explain that Ss must choose the correct form. Complete the first item together, then ask Ss to continue alone. Ask Ss to compare in pairs before eliciting answers. Drill again if necessary.

      1 annoyed 2 amazing 3 worried 4 embarrassing 5 frightening 6 disappointed 7 worrying 8 relaxed 9 tiring

      1. Choose the correct alternatives.
      1. I get very annoyed / annoying​ when people are late for meetings.
      2. Last year I spent three months travelling round South America. What an amazed / amazing experience
      3. My parents get very worried / worrying when I don’t come home on time.
      4. The first time I met my boyfriend’s parents, I dropped my tea on the floor! It was so embarrassed / embarrassing!
      5. I don’t like watching horror films on my own. They’re too frightened / frightening.
      6. My sister was so disappointed / disappointing when she didn’t pass her driving test.
      7. My brother is travelling abroad and we haven’t heard from him for weeks. It’s very worried / worrying.
      8. After a few days on holiday, I feel so relaxed / relaxing.
      9. I hate getting up early every day. It’s verytired / tiring.

        3 attempts
      Done
      HTML 2A What happened?
      Full digital book
      Without background sound
      Logo

       

      P

      Teacher notes, 4

      4. Work in pairs. Answer the questions using the adjectives listed below.

      Explain that Ss must ask the questions and respond with -ing or -ed adjectives. Elicit responses for the first question, establishing that several answers are possible. Then ask students to continue in pairs. Weaker classes may need to prepare first, by writing their choice of adjectives beside each answer.

      Further practice

      Photocopiable activities: 2A Vocabulary, p157

      1. Work in pairs. Answer the questions using the adjectives listed below.
      amazed  amazing annoyed annoying disappointed disappointing
      embarrassed embarrassing frightened frightening relaxed relaxing
      surprised surprising tired tiring  worried worrying
      1. How do you feel when you miss a bus or train? 
      2. What do you think about people who talk very loudly on the train? 
      3.  How do you feel when you’re on holiday? 
      4. How would you describe a recent film you saw? 
      5. How do you feel when you go to an interview? 
      6. How would you describe the problem of extreme weather? 
      7. How do you feel when you receive a terrible gift? 
      8. Why wouldn’t you ask someone how old they are? 

        1 attempt
      Done
      Lesson overview
      Listening, 5a
      7
      HTML 2A What happened?
      Full digital book
      Without background sound
      Logo

       

      0

      Listening

      Teacher notes, 5a-b

      5a. Listen to three stories. Match speakers 1–3 with topics a–c.

      Ask Ss to look at the options and make sure they understand the vocabulary (incident = something that happens). Play the audio and tell Ss to listen and write 1, 2 or 3 beside each option. Pause after each story.

      a 3 b 2 c 1

      5b. Listen again. Are the sentences true (T) or false (F)? Correct the false sentences.

      Focus attention on the statements. Allow Ss time to read through them before playing the audio again. Ss mark each statement T or F. Ask them to compare answers in pairs before leading feedback. Elicit corrections for the false sentences.

      1 F (He was visiting his home town)

      2 T

      3 T

      4 F (Her train was leaving)

      5 F (He was shutting down his computer)

      6 T

      1. a. Listen to three stories. Match speakers 1–3 with topics a–c. 
      Script

       Downloadable script 

       

       

      1. Speaker 1:

      2. Speaker 2:

      3. Speaker 3:

        3 attempts
      Done
      HTML 2A What happened?
      Full digital book
      Without background sound
      Logo

       

      0
      b. Listen again. Are the sentences true or false? Correct the false sentences.
      • 1. Speaker 1 was visiting his old university.
      • Correct answer
        Wrong answer
      • 2. He was going into a café when he met his old friend.
      • Correct answer
        Wrong answer
      • 3. While Speaker 2 was walking to the station, she remembered she didn't have her phone.
      • Correct answer
        Wrong answer
      • 4. When she got to the station, her train was just arriving.
      • Correct answer
        Wrong answer
      • 5. Speaker 3 was leaving the office when he heard a noise.
      • Correct answer
        Wrong answer
      • 6. While he was waiting for the security guard, he saw a cat.
      • Correct answer
        Wrong answer

        1 attempt
      Done
      HTML 2A What happened?
      Full digital book
      Without background sound
      Logo

       

      P
      Correct the false sentences.
      Editor toolbarsBasic Styles Bold Italic Underline Strikethrough Text Color Background ColorParagraph Insert/Remove Numbered List Insert/Remove Bulleted List Decrease Indent Increase Indentparagraph2 Align Left Center Align Right Justify TableClipboard/Undo Undo Redo Insert Horizontal LineInsert Attach file

      Press ALT 0 for help
      (0 words)

        1 attempt
      Done
      Vocabulary, 1
      Grammar, 6
      10
      HTML 2A What happened?
      Full digital book
      Without background sound
      Logo

       

      0

      Grammar

      1. Read the grammar box and choose the correct alternatives.

      Teacher notes, 6

      Ask Ss to read the grammar box and click on the correct alternatives. With weaker classes, first check the meaning of interrupt and in progress. (You are teaching the class now – the class is in progress. But if another teacher comes to ask you a question, they interrupt the class.) Ask Ss to discuss in pairs, then check with the whole class. Ask Ss if the longer action continues after we interrupt it (maybe).

      1 past simple 2 past continuous

      Optional extra activity

      Ask students to think about where they were and what they were doing during an important event or news story. It could be national or personal, for example: Where were you and what were you doing when the new president was elected/you received your exam results? I was at work/cleaning my house. Ss ask each other.

       

      Past simple and past continuous

      Use the (1)  to talk about completed actions and events in the past.
      Last year I had an interview for a new job.
      Past simple and past continuousUse the (2)  ​

      • to talk about an action or situation in progress around a time in the past.
        One afternoon, I was walking along the street ... 
      • to describe the background to a story.
        I was working late at the office one night ...

      Use the past continuous and past simple with when and while to talk about interrupted actions. Use while or while/when + past continuous and when + past simple.
      While I was walking through the old town, I suddenly realised I was late.
      She was just leaving when she heard a noise.

        3 attempts
      Done
      Listening, 5a
      1. 1
      2. 2
      3. 3
      4. 4
        Eraser
        Rich text editor
        Editor toolbarsBasic Styles Bold Italic Underline Strikethrough Transform Text Switcher Text Color Background Color Subscript SuperscriptParagraph Insert/Remove Numbered List Insert/Remove Bulleted List Decrease Indent Increase IndentLine spacingLine spacingparagraph2 Align Left Center Align Right JustifyInsert Link Table Attach file Insert Special CharacterStylesFontFontSizeSize

        Press ALT 0 for help
        Back to top
        close