7Last week

Unit goal: talk about things you did or saw Last Saturday
READING and LISTENING
7.1
1 a To introduce last Saturday, write today’s date on the
Goals: talk about things you did or saw
say what you often do at the weekend board, then ask: When was last Saturday? Show the
say what you did last weekend meaning with gestures.
Core language: / Learners read what the people say and guess
VOCABULARY Activities: cook (meals), phone (friends), who the three people are.
meet (friends), go shopping, go for a walk b Play recording 2.16 and check the answers.
GRAMMAR Past simple (regular forms): stayed,
listened, phoned, cooked, watched A Olga B Connie C André
Past simple (irregular forms): got up, went,
had, wrote, met Ask what else each person says. If necessary, play the
recording again.
At the weekend Olga: It was my brother’s birthday, he was 50.
Connie: It was really nice. I was quite tired.
VOCABULARY Activities André: I went to the cinema with my girlfriend.

1 Read the sentences in green and blue and present stay Point out that was is the past of am or is (this is
and go out (use gestures to show the meaning). Ask introduced in 7.2).
learners what days are the weekend in their country
and write at the weekend on the board. GRAMMAR Past simple – positive
Optional lead-in 2 Learners find past forms of the verbs. Write them on
Books closed. Say a few things about what you do at the board in two columns: regular and irregular. Point
the weekend. Use this to present stay, go out and at the out that:
weekend. – regular verbs add -ed. If they already end in -e, they
just add -d (show this from examples on the board).
To make it clear what the line shows, say a few things
– many common verbs are irregular. You have to learn
about yourself. Draw a line on the board and make
these.
a cross to show your position. Then ask learners to
mark their own place on the line. Ask: Who is in the
Regular Irregular
green part? Who is in the blue part?.
Verb Past Verb Past
2 a Reading. Read the questions (or learners read them)
and ask which expressions the pictures go with. stay stayed get up got up
listen listened go went
1 go for a walk 2 cook meals 3 phone friends or family phone phoned have had
cook cooked write wrote
Make sure learners understand the verbs cook and watch watched meet met
phone and can say them correctly.
b Quiz: asking and answering questions. To Play recording 2.17 and practise saying the past
demonstrate, ask a learner one or two of the questions forms. You could also give short sentences and get
and give him / her a score. learners to repeat them (e.g. I phoned a friend, I
listened to the radio). Check that learners don’t insert
Alternative
an /e/ sound before the /d/ (/lIs@nd/, not /lIs@ned/).
Get learners to ask you the questions. As you answer, write
scores for yourself on the board in two columns. Then add Language note
them up to see if your A or B answers have a higher score.
After unvoiced consonants the -d ending tends to be
In turn, learners ask the questions and write scores pronounced as /t/ as in /kUkt/ or /wɒtʃt/. You could point
this out, but don’t spend too much time on it.
for their partner.
c Learners add up their partner’s scores. 3 a Practice of past simple verbs. Give out post-its, small
Feedback. Ask learners if their partner has a higher cards or pieces of paper, or ask learners to take a sheet
score for the questions in A or in B. You could find out of paper and tear it into pieces. Learners write the
who has the highest and lowest scores for A and for B. verbs from 2 on one side and the past forms on the
other side. As they do this, go round and check.
To show what to do, take a card and show the verb.
Learners say the past form. Then turn it over and
show the answer.
b Learners use the flashcards to test each other.

66 Unit 7 Last week

4 a / Learners add pronouns and past simple verbs to Alternative: Give instructions (books closed)
the sentences. For each item, choose a word and give an instruction, e.g.
Write the word ‘watched’. Now underline it.
1 had  2 got; listened  3 met; went
4 went  5 stayed; watched  6 wrote
2 Practice in following instructions. Learners do the
b To show what to do, tell the class the sentences (or exercise alone or in pairs.
parts of sentences) that are true of you (e.g. Last 1 b stayed  2 b I went to the cinema ✗
Saturday I got up early. I went shopping …). 3 (personal answer) ✓  4 b milk  5 c busy
Learners underline the sentences that are true of them.
Round-up. Learners round the class read out the parts
they underlined. 7.2
Goals: talk about things you did or saw
You could use photocopiable activity 7A on the
ask and say where people were
Teacher’s DVD-ROM at this point.
say where you were
Core language:
Your weekend VOCABULARY on holiday, busy, ill
Past time expressions: last night, last week,
yesterday
WRITING and SPEAKING Place expressions: at home, at work;
1 ‘He / she went’, ‘They went’. Learners read the at a meeting, at a party; in bed; in a café;
sentences and say who they are about. on holiday; asleep
GRAMMAR be past: was, were; wasn’t, weren’t;
1 André  2 Connie  3 Olga  4 André and his friend Were you ...?, Where were you?
5 André and his girlfriend  6 Olga

Look at the box and establish that the past simple I was there
is the same in all persons. You could give a few
examples to demonstrate this. READING
2 a Writing. To demonstrate the activity, tell the class 1 Look at the photo of the meeting and ask what it
a few things you did last weekend. You could write shows (a meeting, in an office).
these time expressions on the board: Read the email aloud. Ask: Who are the people in the
– Last weekend ... pictures?
– In the morning ...
– On Saturday ... At the meeting: Tom, Hassan, Paula
Not at the meeting: A Boris, B Maria, C Peter
– In the afternoon ...
– On Sunday ... Use the photos to present busy (already known),
– In the evening ... on holiday and ill.
– Then ... You could also use the photos to present other
Working alone, learners write three things they did. expressions: at work,
As they do this, go round and check. on the phone; on the beach, asleep; in bed, in hospital.
b Speaking. Learners tell each other what they did.
Language note
They should do this without looking at their sentences.
In British English, we usually say He / She is ill.
c Feedback. Ask a few learners what their partner did at In US English, we say He / She is sick.
the weekend.
Alternative: Group work GRAMMAR was, were
Learners sit in groups of four or five and say in turn what 2 a Learners complete the table. Write it on the board.
they did at the weekend. In the feedback stage, one person
from each group reports back on what the other people in Singular Plural
the group did. I was We were
He / She was They were
Point out that we use was for singular forms and were
Classroom language: for plural forms.
Instructions (2) b Practice of ‘was’, ‘were’.
Goal: to understand simple instructions for doing exercises / Learners add was or were to the sentences.
Core language: 1 was  2 were  3 were  4 were  5 was  6 was
circle, underline, cross out, put a tick / cross (by)
Practise saying the sentences, focusing on the
1 / Learners match the instructions with the words. pronunciation of was and were: /aI w@z/, /DeI w@/
Present any words learners have difficulty with. and the stress pattern of the sentences (was and were
are not stressed).
2 a  3 e  4 b  5 d

Unit 7  Last week  67 

3 Listening. Play recording 2.18 (this is an expanded b Play recording 2.19 to check and write the questions
version of the email in the previous section). Learners on the board.
choose the words he says.
Were you at the office party?
1 was  2 weren’t  3 wasn’t  4 wasn’t What was it like?
Where were you?
As you go through the answers, learners say the
sentences. Focus on the pronunciation of /wɒznt/ and Show how we change the word order to make a
/w:nt/ and the stress pattern of the sentences (wasn’t question:
and weren’t are stressed). 1 2 2 1
You were (at home) → Were you (at home)?
On the board, show how we add n’t (= not) to make
Where were you?
the negative:
– was + not → wasn’t Point out that we always use were with you, both for
– were + not → weren’t singular and plural.
Practice of questions. Act out the conversation with
Optional extra
one learner.
Learners change the sentences in 2b into the negative (e.g. I
Then learners act out the conversation in pairs.
wasn’t in London on Monday). Or give positive sentences of
your own and ask learners to change them into the negative. 3 a Writing. Look at 1 together and ask learners to say it
in the correct order.
WRITING / Learners write the other questions in the correct
order.
4 a Introduce the topic by reading the email and
establishing who wrote it (Boris). 1 Where were you on Saturday?
2 Were you at home last night?
b Preparation for the exercise. Look at the words in boxes
3 Where were you yesterday afternoon?
A and B and ask what words (if any) go with them. 4 Were you here last week?
5 Where were you at the weekend?
A B
(at the) meeting (in) London
b Practice in asking and answering questions.
last night (on) holiday
(at the) English class ill Pair work. Learners ask and answer the questions.
yesterday busy
Round-up. Learners tell you one thing they found out
(at the) party
(on) Tuesday about their partner.
Alternative: Mingling activity
Writing. Learners write an email. As they do this,
go round and check. Learners who finish quickly Give each learner one question to ask. They move freely
could write a second email. round the class, asking their question to other learners.

Round-up. A few pairs read out their emails. You could use photocopiable activity 7B on the
Optional extension Teacher’s DVD-ROM at this point.

Learners ‘send’ their email to another learner, who writes

a reply. You could prepare for this by teaching useful
expressions, e.g. Where were you?
– Never mind.
– That’s OK. VOCABULARY Place expressions
– What a pity. 1 Look at the photos and ask where the people are,
– Thank you for your email.
using the expressions in the box. Present any that
learners are not clear about.
Questions A They’re at a meeting / at work.  B He’s on holiday.
C He’s in bed / asleep / at home.  D They’re in a café. 
GRAMMAR Were you ...? E She’s at a party.
1 a Look at the photo and ask: Who are the people?
(Hassan, Peter). SPEAKING
b Listening. Play recording 2.19. Ask learners to correct 2 To demonstrate the game, choose a strong learner and
the false sentences. ask questions:
– I phoned you last night. Where were you?
1 True  2 True  3 False – he was at home. 
4 False – he was tired. – Where were you last Thursday? etc.
The learner should think of a different place each
2 a Learners complete the questions. time. Then change roles and get another learner to ask
you questions.
Put learners into A/B pairs. A asks B questions and
B replies. Then they change roles.

68  Unit 7  Last week

 WRITING
Sounds and spelling: /:/ and /r/
2 Look on p91. To demonstrate, build up a sentence
Goal: to recognise and pronounce the sound /:/ or /r/
together on the board, getting learners to suggest
Core language: what to write for each stage. First elicit a past time
Words from Units 1–7 featuring -ir, -ur, -or and -er expression (yesterday, last night, last week), then a
verb (I saw, we went to, I read) and so on.
1 Presentation of /:/ and /r/. Play recording 2.20.
Focus on the /:/ sound and point out that: Play the game. Learners write parts of a sentence and
– in standard British English, you don’t hear the /r/ then pass their paper to the next learner to continue.
– in US English and some British dialects, the /r/ Make sure learners only write a single word or
sound is pronounced. expression at each stage.
2 Learners put the words in the correct group. Play Round-up. When the sentences are complete, learners
recording 2.21 to check. read them out in turn. Check that the sentences are
correct and make sense.
ir ur or er

shirt Thursday work person

Good, bad ...
skirt
VOCABULARY Adjectives
3 a Dictation. Play recording 2.22 or say the expressions 1 a Presentation of adjectives and nouns. Look at each
yourself. Learners listen, then write them down. picture in turn and ask learners to say an expression
using the words in the box.
b Learners read out the expressions, checking that they
are pronouncing the /:/ sound correctly (it doesn’t A an interesting book  B a boring book  C a cheap book 
matter whether they add the /r/ sound or not). D an expensive book  E a long book  F a short book

Check what learners have written (you could ask Use this to present the pairs interesting / boring,
learners to write the sentences on the board). good / bad, long / short and cheap / expensive. Show
meaning with gestures and facial expressions. Focus
on the pronunciation of interesting /intrəstŋ/ and
7.3 boring /bɔ:rŋ/.
Goals: talk about things you did or saw 2 a Reading. Look at the sentences. Ask learners what
talk about a film or a book
talk about a place you know they are about.
Core language: A a book or film  B a restaurant
VOCABULARY A book / film called ...; A book / film by ... C a book or film  D a café
Adjectives: good, bad; interesting, boring;
cheap, expensive; short, long; wonderful, b ‘very’ and ‘quite’. Draw the table on the board and
terrible ask learners where to write the expressions.

wonderful.
Films, books, restaurants very good.
quite good.
VOCABULARY A film called ..., a book by ... It’s OK.
not very good.
1 a Look at the pictures and ask what they are.
very bad.
A a book  B a film  C a restaurant  D a café terrible.

Look at the book and present: c Play recording 2.24 to check and practise saying the
– It’s by Paulo Coelho. (= he wrote it) expressions. Point out that:
– It’s called The Alchemist. (= the name).
– we say quite good, but we don’t usually say quite
b Listening for main idea. Play recording 2.23. Pause bad. Instead, we say not very good.
after each person and establish what they said. – wonderful means very very good; terrible means
1 We went to the cinema. We saw a film called very very bad.
Streets of New York.
2 I read a book by Paulo Coelho. SPEAKING
3 We went to a restaurant called Burger House.
3 a Choose a well-known shop in your area. Ask learners
Use this to present the past form read what they think of it and present the question:
(pronounced /red/). What do you think of ...? (= Do you think it’s good?)
Encourage learners to use quite and very.
Optional extra
/ Learners choose other places and things and
Give sentences and ask learners to add by or called, e.g. write them down.
– I read a book – J. K. Rowling.
– I went to an Italian restaurant – Nino’s. b Learners compare what they think of the places.
– I saw a film – Batman 3. Round-up. Ask a few pairs to tell you about one of the
things or places they talked about.
Unit 7  Last week  69 
 Target activity: Talk about things Keyword see, look at, watch
you did or saw Goal: to use see, look at and watch in collocations
Goal: talk about things you did or saw Core language:
Core language: look(ed), see / saw, watch(ed)
7.1 Grammar Past simple – positive
7.2 Grammar be past 1 Look at the pictures and the examples. Point out:
7.3 Vocabulary A film called …, a book by … – watch = look at for a long time
7.3 vocabulary Adjectives
(you could demonstrate this).
– you look at something
TASK LISTENING (we can’t say He looked the picture.).
1 Preparation for the listening. Read through the notes / Learners complete the sentences.
in 1 and the handwritten sentences. Ask what is in the
sentences but not in the notes (the words in orange): 1 watch  2 saw / watched  3 watch 
– past simple verbs (went, was) 4 Look at  5 see  6 looked at
– ‘small words’: a, the, but, to, on 2 Speaking. To introduce the activity, tell the class
Alternative: Books closed which things you did last weekend.
Write the notes (the words in black) about the Japanese Learners think about their own weekends, and tick the
restaurant on the board and ask learners what words are true sentences.
missing. Getting learners to help you, write the notes as Learners tell their partner which things they did.
complete sentences.
Round-up. Ask a few learners if they did the same
Look at 2–5 and get learners to make sentences. things as their partner.
2 I went to a new café called Copacabana yesterday.
The coffee was really good and it wasn’t very
expensive. 7.4 Explore speaking
3 I read a book by Stephen King. It was OK, but it was Goals: make requests
very long. reply to requests
4 We went to a club called Los Banditos last night. It
Core language:
wasn’t very good. The drinks were expensive and the
music was really bad. Requests: Can I ...?
5 We went to a Chinese restaurant at the weekend. It Replies: No problem; Sure; Of course; Yes, you can;
was very cheap and the food was really good. Sorry, you can’t
Other expressions: I want to ...; I’m thirsty, I’m hungry
b Play recording 2.25 to check.
1 a Write on the board: Can I ...? Read the situation and
PREPARATION ask learners what questions they could ask. Introduce
2 a Writing. Learners choose one of the topics. the verb use, and show how to say it: /ju:z/.
b Write a sentence. As they do this, go round and check. 1 Can I use your computer?  2 Can I have a drink?
3 Can I use your bike?  4 Can I have something to eat?
c Give time for them to prepare what they will say 5 Can I use your phone?
about the topic. Learners can write a few key words,
but they shouldn’t write complete sentences. Alternative: Presentation with books closed
Alternative: Pairwork preparation Tell the class the situation: they are at a friend’s flat, and they
want a glass of water. Ask: What can I say? Use this to focus
Working in pairs, learners choose a topic together and
on Can I ...?. Then open books and look at the questions.
discuss what they will say about it.
b Go through answers by listening to recording 2.26.
TASK 2 Giving reasons. Read the sentences. Check that
3 Learners tell each other about the topic they chose learners understand I’m thirsty (= I want to drink) and
and ask the others if they agree. I’m hungry (= I want to eat). You could quickly ask
learners round the class:
Alternative: Mingling activity Are you hungry? Are you thirsty?.
Learners move freely round the class, talking about their / Learners match the sentences and questions.
topic to three or four other learners.
b Can I use your computer? I want to read my emails.
Round-up. A few learners tell the class something they c Can I use your phone? I want to call my sister.
heard from another learner. d Can I use your bike? I want to go to the shops.
e Can I have something to eat? I’m hungry.

70  Unit 7  Last week

3 a Replies. Play recording 2.27. Pause after each Look again
conversation and ask which replies learners heard.
VOCABULARY
1 Yes, of course you can. 
2 No, sorry, you can’t. 1 Word pairs. Learners find an expression that goes with
3 Of course you can. No problem.  at work (on holiday). Ask them why (you can be at
4 Yes, of course. work or on holiday).
5 Yes, sure.
Learners find other pairs of expressions.
Point out that of course and sure mean the same –
boring – interesting early – late
they are both ways of saying Yes.
breakfast – lunch yesterday – last night
b Focus on the question and answers. Point out that: cheap – expensive
– can + not = can’t.
– can’t has a long sound: /kɑ:nt/. Learners write sentences. Possible answers:
Practise saying /jU kn/ and /jU kɑ:nt/. 1 boring / interesting / cheap / expensive
2 early / late  3 at work / on holiday 
4 Role play. To demonstrate, take the part of A and ask a 4 yesterday / last night
learner a question. Then choose a learner to be A and
ask you a question. 2 a Present and past verb forms. Learners write the
Put learners into A/B pairs. A asks two questions verb forms.
and B replies. Then they change roles and have a get – got have – had
second conversation. go – went see – saw
write – wrote read – read
Conversation practice meet – met
You could do the conversation practice exercises on p118 at
this point. b Learners write sentences. Then a few learners read out
their sentences for each item.
3 in, on, at. Learners fill in the gaps.
Across cultures: Housework 1 at  2 at; on  3 on; –   4 –  5 In
Goals: to give practice in reading short texts
to encourage learners to think about male and
female roles and how they have changed CAN YOU REMEMBER? Unit 6
Core language: 4 a Learners suggest possible expressions to replace the
do the housework, go shopping, buy food, cook meals, clean highlighted words. Possible answers:
the flat, help
1 wake up / have breakfast / go to work / go to school /
start work / start school ...
1 Introduce the topic by looking at the two photos. Ask 2 at home / in a café / in a restaurant / with friends ...
what they show (A family in about 1950; a family 3 walk / cycle / go by car / go by tram / go by
now). Make sure learners understand grandmother underground / go by taxi / go by train ...
and grandfather. 4 read a book / read a magazine / watch a DVD / write
emails / phone my friends ...
Reading for main idea. Learners read the texts quickly
and find out which people the two photos show. b Writing. To demonstrate, say two sentences about
yourself and ask learners if they are true or false.
1 A  2 A  3 B  4 A
Learners write two true and two false sentences. Go
2 / Learners read and decide if the sentences are round and check. Learners read out their sentences.
true or false. They can use dictionaries to check new The others guess which are true and false.
words. Ask learners to correct the false answers.
1 False – she stayed at home. GRAMMAR
2 True. ‘be’ past: was, were. Read through the tables.
3 False – he cooked barbecues.
4 True.
5 Learners add was or were to the sentences.
5F alse – her husband works at home, she goes out to
1 Were  2 was  3 Was  4 were  5 was
work.
6 False – he helps her. Past simple. Read through the tables.
7F alse – her husband usually cooks the meals (so she
sometimes cooks). 6 Learners add verbs to the sentences.

3 a Learners read the questions and compare answers. 2 saw  3 stayed; listened  4 read; wrote  5 met; went

b Round-up. Discuss the questions together. Find out

from several different learners who does each job in Self-assessment
their family, and whether they think this is ‘typical’. To help focus learners on the self-assessment, you could
In mixed nationality classes, this will lead to a read it through, giving a few more examples of the language
discussion of customs in different countries. they have learned in each section (or asking learners to tell
you). Then they circle a number on each line.

Unit 7  Last week  71 

Unit 7  Extra activities on the Teacher’s toolkit
Printable worksheets, activity instructions and answer keys are on your Teacher’s DVD-ROM.

7A Past simple board game 7B A good week?

Activity type: Speaking – Board game – Groups of four Activity type: Reading – Jigsaw reading – Pairs
Aim: To practise using past simple verbs Aim: To practise reading for gist and detail. To practise
Language: speaking about what somebody did in the past
Past simple positive – Coursebook p55 – Grammar Language: Past simple positive – Coursebook p55;
Preparation: Make one copy of the worksheet for every be past – Coursebook p56–57 – Grammar
four learners. Make sure you have one counter for each Preparation: Make one copy of the two worksheets for
learner and one coin for every four learners. every two learners.
Time: 20–25 minutes Time: 20–25 minutes

Unit 7  Self-study Pack

In the Workbook On the DVD-ROM
Unit 7 of the English Unlimited Starter Workbook offers Unit 7 of the English Unlimited Starter Self-study Pack
additional ways to practise the vocabulary and grammar DVD-ROM contains interactive games and activities for
taught in the Coursebook. There are also activities which your learners to practise and improve their vocabulary,
build reading and writing skills, and a whole page of tasks grammar and pronunciation, and also their speaking
to use with the DVD-ROM video, giving your learners the and listening. It also contains video material (with the
opportunity to hear and react to spoken English. possibility for learners to record themselves) to use with
•  Vocabulary: Place expressions; Adjectives the Workbook.
• Grammar: Past simple; was, were; wasn’t, weren’t; • Vocabulary and Grammar: Extra practice of
Questions with was / were Coursebook language and Keyword
•  Time out: Crossword •  Classroom language: Instructions (2)
•  Explore writing: it, there; and, so, but •  Sounds and spelling: /:/, /r/
•  DVD-ROM Extra: Last weekend •  Explore speaking: Make and reply to requests
•  Video: Last weekend

72  Unit 7  Last week