LOST AT SEA Tell a story about a journey 2.2
WARMER Your teacher is a tourist abroad. Ask a maximum of 20 yes/no questions to guess where they are. METHODOLOGY Grammar: What were you doing when ...? Prepare a set of activity cards (e.g. cooking dinner, reading a book) and event cards (e.g. the phone rang, it started to rain, someone knocked on the door). In pairs or small groups, students draw one card from each pile. They create a sentence using both tenses, e.g. I was cooking dinner when the phone rang. TEACHER ZONE For extra practice, use the Grammar Worksheet for this lesson in Teacher Zone.
G past continuous and past simple
V prefixes
Adaptive Practice
1 2.4 LISTEN FOR DETAIL Listen and number the events in the order they happened (1–6). The Robertsons got help. One of the Robertsons’ children made an unusual suggestion. The Robertsons had no more food. The Robertsons left their old life behind. There was a serious accident. The Robertsons made it back to land. D 2.4 LISTEN FOR OPINIONS Listen again and choose the correct words to complete the summary. LISTENING A SPEAK What famous stories or films do you know that involve seas, oceans and islands? What happens? B PREDICT Work in pairs. You are going to listen to a podcast about the Robertson family. Look at the pictures. What do you think happened? brave (adj) a brave decision, action or choice is one that you make even though it involves risk and may cause problems for you life raft (n) a small boat used for saving people in emergencies survival expert (n) a person who knows how to stay alive in emergencies if you are far away from help survive (v) to stay alive, especially in a difficult or dangerous situation, for example, injury, illness, war GLOSSARY C 1 Chloe thinks the story is amazing / frightening . 2 Matt thinks their decision was brave / sensible . 3 When he saw the whales, Douglas felt excited / scared . 4 On The Ednamair, the family felt positive / hopeless . 5 Douglas thinks the adventure was enjoyable / terrible . E SPEAK Work in pairs. Discuss the questions. 1 Do you think the Robertsons’ decision to sail around the world was a good one? Why/Why not? 2 Why do some people do dangerous things? 3 Do you ever do dangerous things, or do you prefer to avoid danger? Give examples. 5 4 2 3 6
GRAMMAR Past continuous and past simple A WORK IT OUT Read the rules and complete the examples with the words in the box.
bought noticed sold started (x2) was passing were living were sailing
B Go to Grammar Hub 2.2 at the back of the book. C Choose the best form to complete the sentences. 1 We decided / were deciding not to go on foot because it rained / was raining . 2 First, I bought / was buying a ticket, then I got / was getting on the bus. 3 Do you like our new bike? We bought / were buying it last week. 4 I hurt / was hurting my head when I fell off my bike because I didn’t wear / wasn’t wearing a helmet. 5 We use when (not while ) before the past simple. They were sailing out into the Pacific Ocean when things to go wrong. started Past continuous and past simple 1 We use the past continuous ( was/were + verb + - ing ) for actions or situations that were in progress at a particular time. In 1970, Dougal and Lyn Robertson and their four children on a farm in northern England. 2 We use the past simple for finished actions or situations, and things that happened one after another. They their business, a boat and on 27th January 1971, their journey across the Atlantic. 3 When we use them together in the same sentence, the past continuous describes a long action and the past simple describes a shorter action. Their boat the Galapagos Islands when they something large in the water behind them. 4 We can also use when or while before the past continuous. When/While they out into the Pacific Ocean, things started to go very wrong. were living sold bought started was passing noticed were sailing
Adventures
Amazing
How it ended
How it started
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LISTENING A Elicit some examples (e.g. Titanic, Castaway, Moana, Life of Pi, etc.) and write them on the board. B Clarify the meaning of the words in the glossary box with examples if necessary. Take two or three suggestions from pairs. C 2.5 Give students time to check answers in pairs before giving feedback as a class. D 2.5 Before playing the audio, check that students know who Chloe, Matt and Douglas are. E Monitor and help as required. Share ideas as a class.
GRAMMAR A Give students time to check their answers in pairs before giving feedback as a class. You might find it useful to illustrate the difference between the past continuous and the past simple with a timeline, like this: past noticed was passing B Students can do the Communicative Grammar activity and read the rules in more detail. C Do one example as a class if necessary. Remind them to use the rules to help them.
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