A2 Writing Booklet (Answer Key)

Prepared by:
Başak Ergüven
B. Candan Büge
Nihan Şenyaşa Demirel
Renan Saylağ
Edited by:
Diler Gültekin
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Table of Contents
Unit 1 – Daily Routines ...……………………………………………………..... 2-18
Unit 2 – Important People, Important Life Events …………………………… 19-39
Unit 3 – Personal Experiences ……………………………………………...….. 40-61
Unit 4 – Future Plans and Arrangements ..…………………………………… 62-84
References ……………………………………………………….………………. 85
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UNIT 1
Daily Routines
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Ask and answer the following questions with a partner.
1. What do you do on weekdays?

2. What do you do at weekends? Where do you go?
I. GETTING STARTED
Exercise A: Work with a partner. Look at the Vocabulary Pool and tick (√ ) the words you
know. Check the meanings of other words with your classmates.
VOCABULARYPOOL
POOL
VOCABULARY
out chores Check e-mail

home DO homework Clean the house
shopping housework Fall asleep
swimming Listen to music
running breakfast Stay home
camping HAVE lunch Stay up late
GO to a cafeé dinner Take the bus
to a restaurant Watch TV
to bed up Work out (at the gym)
to school GET dressed Surf the Net / Internet
to work together with Read (a book)
to the gym friends Talk on the phone
to the mall Take a shower / bath
to the cinema (computer) games Shave
to the theatre PLAY football
to concerts basketball
to museums tennis
to parties the guitar
Exercise B: Complete the chart below with the phrases from the Vocabulary Pool. Some
activities may go into more than one category.
Everyday Chores or Free Time or Social Exercise Activities Work or School

Activities Activities Activities
have breakfast go shopping go swimming do homework
have breakfast / lunch / go shopping / camping / go running / swimming check e-mail
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dinner to a café / to a / to the gym go to school / to work
go to bed / to school / to restaurant / to the mall / play football / basketball /
work / out / home to the cinema / to the tennis
do chores / housework theatre / to concerts / to work out (at the gym)
get up / get dressed museums / to parties
check e-mail get together with friends
fall asleep / clean the play computer games / the
house / stay home / stay guitar
up late / take the bus / listen to music
talk on the phone / take a watch TV
shower / bath surf the Net/read (a book)
shave
Now, compare your answers with your partner.
Exercise C: Look at the pictures and talk about the activities they show with a partner.
(1)
(2)
(3) (4)
Exercise D: Read about the daily activities of the people in the pictures and
find the picture that matches the description of their daily activities.
a. __4__ On weekdays, I go home around 5.30 p.m. I check my e-mails and

then go out for a walk. After my walk, I make dinner. After dinner, I watch TV.
Sometimes I fall asleep in front of the TV. I don’t stay up late. I go to bed around
10.30 p.m.
b. __3__ On Saturday evenings, my wife and I relax. We have dinner at home.

We cook dinner together. During dinner, we listen to music. After dinner, we often
stay home and watch TV. Other times, we get together with our friends. They come
to our house and we play games.
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c. __1__ Roberto has very busy weekends. On Saturday and Sunday mornings,
he gets up around 6.30 a.m. After he gets up, he goes running. He runs for about two
hours. In the middle of the morning, he makes a big breakfast. After breakfast, he
either does laundry or pays some bills. In the afternoon, Roberto gets together with
friends and plays football in the park.
d. __2__ On weekdays, children at the Kituri school in New York City get up
at 6.30 a.m. They brush their teeth and then they get dressed. Then they go to the
cafeteria and eat breakfast. After breakfast, they go to their classrooms. At noon,
they go outside. They eat lunch and play games. In the afternoon, they go back to
their classrooms. After school, they do chores and eat dinner. In the early evening,
they do homework and read.
Exercise E:
1. Underline all the vocabulary items in the paragraphs that are used to describe
daily routines.
2. Whose daily activities are similar to yours? What are the similarities?
____Ss’ own answers ____
Exercise F: Think about your week. Complete the chart with your daily
activities.
MY WEEK
Mornings Afternoons Evenings
Weekday
s
Weekend
s
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Exercise G: Work with a partner. Talk about your activities. Find the
similarities and differences between your daily routines. Share four of them
with the class.
Example: I stay up late at weekends. Ayça stays up late, too.

I don’t exercise on weekdays, but Ayça exercises on Tuesdays and
Fridays.
1. _____________________________________________________________
______________
2. _____________________________________________________________
______________
3. _____________________________________________________________
______________
4. _____________________________________________________________
______________
II. PREPARING YOUR WRITING

Useful Language I
The Simple Present Tense

We use the simple present to talk about things that people regularly do.
I take the bus to work every day.
They go to bed at 11 p.m. every night.
 The verb ends in –s when we talk about he, she, or it.

She takes the metro to school every day.
He plays tennis on Saturday mornings.
 For he, she, it, add –es to verbs that end in ch, sh, ss, s, x, or z.
My grandmother watches TV all day.
Page
 To make the negative, use do not (don’t) or does not (doesn’t) before the base | of6the verb.
form
I don’t work out at the gym.
He doesn’t eat breakfast.
Exercise A: Read about Antonio’s weekend. Complete the sentences with the
verbs in parentheses.
On Saturdays, I 1__sleep__ (sleep) late. I 2 don’t get up (not get up) until 10:00 a.m. Then I 3 eat
(eat) breakfast. I 4 don’t eat (not eat) a big breakfast. After breakfast, I 5 meet (meet) my friend, Oliver.
Oliver 6 lives (live) on my street. We 7 take (take) English classes together. Sometimes we 8 do (do)
our homework together at the library. We also 9 work out (work out) together at the gym. I 10 go (go) to
the movies or to a restaurant in the evening with my friends. Oliver 11 doesn’t go (not go) with us
because he 12 works (work) on Saturday evenings. On Saturdays, I 13 stay up (stay up) late! Oliver 14
goes (go) to bed around 10:00 p.m. On Sundays, I 15 sleep (sleep) in. Oliver 16 gets up (get up) early.
Exercise B: Read about Antonio’s weekend again. What does he do that Oliver
doesn’t do? What does Oliver do that Antonio doesn’t do? Write five pairs of
sentences.
Example: Antonio goes to the movies. Oliver doesn’t go to the movies.

1. Antonio goes to a restaurant. Oliver doesn’t go to a restaurant.
2. Antonio doesn’t work on Saturday evenings. Oliver works on Saturday
evenings.
3. On Saturdays, Antonio stays up late. Oliver doesn’t stay up late.
4. On Sundays, Antonio sleeps in. Oliver doesn’t sleep in.
5. On Sundays, Oliver gets up early. Antonio doesn’t get up early.
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Exercise C: Liz Wright is an Olympic swimmer and a mother. Read her
schedule and complete the sentences below. You may need to write more than
one word in some blanks.
Morning DAILY PLANNER

6:00 – get up
6:15 – breakfast with Tessa
8:00-10:00
Using – swim with the Simple Present Tense
Time Expressions
11:00 – gym with Sally
We often use time expressions with the simple present. Notice the prepositions in these time expressions.
Afternoon
 On + day She doesn’t work on Wednesdays.
12:00 – lunch
1:00-3:00 – workout with Tom
4:00
 At– +pick
timeup Tessa
of day / at from school
+ weekends I go to work at 8 a.m.
5:00 – go home
We don’t go to school at weekends.
 In + the + part of the day The baby doesn’t sleep in the afternoon.
Liz Wright 1 gets up at 6 a.m. Then, she 2 has breakfast with her daughter, Tessa. From 8 a.m. to
Exception: at night / noon I do my homework at night.
10 a.m, she 3 swims. Then, she 4 goes to the gym with Sally. After that, she 5 has lunch. At 1 p.m., she 6
works out with Tom. At 4 p.m., she 7 picks up Tessa from school. At 5 p.m., she and Tessa 8 go
 From + day or time + to + day or time My son goes to school from 8 a.m. to 2 p.m.
home.
Useful Language II
 For + a period of time He works out for an hour.
 After / before / during + event He goes to the library after school.
Ali does homework before class.
I watch TV during dinner.
You can combine sentences with before and after to show time order. After describes the first action,
before describes the second action. Notice that we use a comma (,) when we start a sentence with
Before or After.
First, I brush my teeth. Then, I go to bed.
Before I go to bed, I brush my teeth. OR I brush my teeth before I go to bed. Page | 8

After I brush my teeth, I go to bed. OR I go to bed after I brush my teeth.
Practice 1
Look at Alejandro’s schedule for a weekday. Fill in the blanks below with the
correct prepositions.
Exercise A: Look at Alejandro’s schedule for a weekday. Fill in

the blanks below with the correct prepositions.
MONDAY
DAILY PLANNER
Morning
7:00 – Get up
8:00 – Have breakfast
8:30 – Go to school
9:00-12:00 – English classes
Afternoon
12:30 – Eat lunch
1:00 – Take the bus to work
1:30-5:00 – Work at the café
5:30 – Go to the gym
6:30 – Change clothes Page | 9
7:00- 7:30 – Eat dinner
8:00 – Listen to music and read
1. Alejandro gets up ___at____ 7:00 a.m.
2. He goes to school ___after____ breakfast.
3. __On_____ Mondays, Alejandro takes English classes.
4. He has class ___from____ 9:00 a.m. ____to___ 12:00 noon.
5. __After_____ lunch, Alejandro goes to work.
6. He works ___in____ the afternoon.
7. ____At___ 5:30 p.m., he goes to the gym.
8. Alejandro changes his clothes __before_____ dinner.
9. He eats dinner ____from___ 7:00 p.m. __to_____ 7:30 p.m.
10. ___At____ night, he listens to music and reads.
Exercise B: Combine the pairs of sentences using before. Use a comma when
necessary.
1. First, I wash my hands. Then, I eat dinner.
Before I eat dinner, I wash my hands.
2. First, I do my homework. Then, I watch TV.
Before I watch TV, I do my homework.
3. First, I go to the gym. Then, I do my homework.
Before I do my homework, I go to the gym.
4. First, I eat breakfast. Then, I read the newspaper.
Before I read the newspaper, I eat breakfast.
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Exercise C: Combine the pairs of sentences using after. Use a comma when
necessary.
1. First, I get home from work. Then, I take my dog for a walk.
After I get home from work, I take my dog for a walk.
2. First, I eat dinner. Then, I wash the dishes.
After I eat dinner, I wash the dishes.
3. First, I get to school. Then, I have coffee with my friends.
After I get to school, I have coffee with my friends.
4. First, I read my son a story. Then, I put him to bed.
After I read my son a story, I put him to bed.
Exercise D: Complete the sentences.

1. After I get dressed in the morning,
____________________________________________.
2. After I get to school,
_______________________________________________________.
3. Before I do my homework at night,
___________________________________________.
4. Before I eat dinner,
________________________________________________________.
Every paragraph is about one main idea and it is often given in the first sentence in the
paragraph.
III. WRITING STRATEGY: Narrating Daily Routines
The following sentences give details, examples, and reasons to explain the main idea. All of
these sentences must be about the main idea in the first sentence and they must be listed
according to time order.
The last sentence restates the main idea in different words. It usually starts with
All in all, In conclusion, As you can see, etc. Page | 11
Exercise A: Read the following paragraphs and answer the questions.
Boring Days
During the week, my days are boring. I get up at 7 a.m. every day.
Then, I get dressed for school. Even that is boring because I have to wear
a uniform to school. I always have the same thing for breakfast, fruit and
yogurt, because it’s fast and healthy. I take the bus to school where I
spend the next seven hours. My schedule of classes is the same every day. My
Spanish teacher is from Mexico. After school, I take the bus home and practice my
violin for an hour. Finally, I do my homework and study. As you can see, I do the
same things every day, so my week days are really dull.
1. What is the main idea of the paragraph?

The writer has a boring life during the week. / The writer’s days are boring
during the week.
2. Which sentences support the main idea? Underline them.
3. Which sentence does not support the main idea? Cross out that sentence.
4. Does the last sentence restate the main idea? How?
Yes, it restates the main idea with different words. E.g. boring vs. dull
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An Active Life
Ben is a very athletic person. He loves to play all types of
sports. Ben’s favorite sport is volleyball. He is a member of a
volleyball club. He plays with other people there. Ben also likes to
run and swim for exercise. He goes to the gym and exercises at
least four times a week. Ben also works at the library. Ben certainly
keeps himself busy with all of the athletic activities that he does
during the week.

Ben loves doing sports. / Ben is a very athletic person.
2. Which sentences support the main idea? Underline them.
3. Which sentence does not support the main idea? Cross out that sentence.
4. Does the last sentence restate the main idea? How?
Yes, it restates the main idea with different words. Eg. athletic person vs.
athletic activities
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Exercise B: Look at the pictures. They show a typical day in the life of a man
named Joseph Bailey. Find the sentence below that matches each picture. Write
the letter of the sentence under the correct picture.
a. Joseph teaches from 8:30 a.m. to 3:30 p.m.

b. He wakes up at 7:00 a.m. to eat breakfast and get dressed.
c. Finally, Joseph goes to bed at midnight.
d. Then he takes the 7:45 a.m. train to the school where he teaches English.
e. At 6:00 p.m., he eats dinner with his wife.
f. He takes the train back home at 4:00 p.m.
g. He plays the saxophone from 8:00 to 10:00 p.m. Sometimes he sings, too.
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h. At 7:30 p.m., he arrives at The Jazz Club.
Exercise C: Use the sentences about Joseph to complete a paragraph about a
typical day in his life. The first and last sentences are given.
Joseph’s days are very busy. He wakes up at 7:00 a.m. to eat breakfast
and get dressed. Then he takes the 7:45 a.m. train to the school where he
teaches English. Joseph teaches from 8:30 a.m. to 3:30 p.m. He takes the train
back home at 4:00 p.m. At 6:00 p.m., he eats dinner with his wife. At 7:30 p.m.,
he arrives at The Jazz Club. He plays the saxophone from 8:00 to 10:00 p.m.
Sometimes he sings, too. Finally, Joseph goes to bed at midnight. As you can
see, Joseph has a very busy life.
Exercise D: Read the sentences about a typical Sunday in Deborah’s life.

Which sentence should come at the beginning of a paragraph about Deborah’s
Sunday routines?
a. At about seven, we come home and have breakfast together.

b. After dinner, my sons prepare the school equipment they need for the following
days.
c. After having lunch, at about two we often go to the countryside for a nice walk, or
visit a relative, or go shopping.
d. My two sons and I go jogging around our neighborhood.
e. Before falling asleep, I often expect that the next Sunday comes soon.
f. Sunday is the most rewarding day for me because it is the only day when my
family and I can do what we like together.
g. Then, we usually watch a film on TV and go to bed at
about ten.
h. Every Sunday morning I get up at six.
i. We often get home at about eight and have a small dinner.
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j. At nine we go to church and come home at about twelve.
Arrange the other sentences according to time order and write the full
paragraph below.
Sunday is the most rewarding day for me because it is the only day
when my family and I can do what we like together. Every Sunday morning I get
up at six. My two sons and I go jogging around our neighborhood. At about seven,
we come home and have breakfast together. At nine we go to church and come
home at about twelve. After having lunch, at about two we often go to the
countryside for a nice walk, or visit a relative, or go shopping. We often get home at
about eight and have a small dinner. After dinner, my sons prepare the school
equipment they need for the following days. Then, we usually watch a film on TV
and go to bed at about ten. Before falling asleep, I often expect that the next Sunday
comes soon.
Exercise E: Read the following paragraphs and answer the questions.
Lazy Sundays
I am usually very lazy on Sundays. I get up
late, and I eat a big breakfast. After breakfast, I read
the newspaper for a few hours. Sometimes I talk to
my friends on the telephone. At four o’clock, I am
usually hungry, so I make a snack. Then I watch TV
or take a nap. In the evening, I often go out to dinner
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with my friends, but I am back in bed again at ten o’clock. I like to relax on Sunday
so that I am ready to start my week on Monday.
1. What is the main idea of the paragraph? The writer is very lazy on Sundays. /
The writer’s Sundays are very lazy.
2. Write the first sentence for the paragraph.
A Hectic Life
My days are very busy. I wake up at 6:30 a.m. and take
my dog for a walk. Then, I eat breakfast, get ready for school, and
make my lunch. I usually ride my bike to school. I have classes
from 9 a.m. to 3 p.m. Then, I study at the library in the afternoon.
I also have a part-time job. I wash dishes at a restaurant near
campus. I work from 6 p.m. to 9 p.m. The job is not bad. I like the
people I work with. I also get a free dinner! At 9 p.m., I ride my
bike home. I take my dog for another walk. Then, I relax. I often watch TV for an
hour. Sometimes, I read or listen to music. Finally, I get ready for bed.
1. What is the main idea of the paragraph? The writer’s days are very busy.
Exercise F: Read the following paragraphs and answer the following questions.
A Busy Pharmacist and Mother

I am a pharmacist and a mother, and my days are
busy. As a pharmacist, my job is to prepare and sell
medicines. Every morning, I get up at 6:30 a.m. I have
breakfast with my family and make lunch for my daughter to
take to school. I leave the house at 8:00 a.m. and drive to the
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drugstore where I work from 9:00 a.m. to 5:00 p.m. During the day, I fill
prescriptions for customers. Sometimes the customers have questions about their
medicines. I answer their questions. I also give them information about how often to
take the medicine. After work, I drive home and have dinner with my family. Then I
help my daughter with her homework for a few hours. Sometimes I read or watch
TV in the evening before I go to bed. I’m very busy, but I really enjoy being a
pharmacist and a mother.
1. What is the main idea of the paragraph? The writer has very busy days as a
pharmacist and a mother.
2. Write the last sentence for the paragraph.
A Tired New Mother
I am a proud, but tired mother of twin baby
boys. I don’t have any free time these days. My days
are very busy, and my nights are busy, too. I never get
much sleep anymore. I wake up several times during
the night to feed the babies. They are always hungry,
so I am tired in the morning. I try to take naps when the babies are napping, but I
have so much to do. I wash baby clothes and blankets every morning and evening. I
also change diapers all day long. Sometimes when both babies cry at the same time,
I cry, too. All in all, it is really tiring to have twin baby boys, but when they
smile, I forget everything.
1. What is the main idea of the paragraph? It feels great to be a mother of twin
baby boys, but it’s very tiring.
IV. WRITING THE FIRST DRAFT

Now it’s time to write the first draft about your week. Use your notes from Exercise
F (p. 5), and language from Useful Language sections (p. 6 & 8) to help you. You
can also add any other ideas that come to mind.
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__________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
__________________________________
V. REVISING
Use the checklist to edit your work. Tick the boxes to check.
REVISING CHECKLIST
YES NOT YET
1. Have you written a title for your paragraph?
2. Have you given the main idea in the first sentence of your paragraph?
3. Have you written a concluding sentence?
4. Have you written your sentences in correct time order?
5. Have you used any words or phrases from the Vocabulary Pool?
6. Have you used any time expressions?
7. Have you started every sentence with a capital letter?
8. Have you ended every sentence with a period?
Write the second draft
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Look at the chart you completed for your first draft. Use it to help you revise your
first draft. Rewrite your draft with the changes.
__________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
__________________________________________
UNIT 2
Important People, Important Life Events
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Think about the important events in your life.

1. Where were you born?
2. Where did you go to school?
3. Who are the important people in your life and when did you meet them?
I. GETTING STARTED
Exercise A: Work with a partner. Look at the Vocabulary Pool and tick (√ ) the
words and phrases you know. Check the meanings of other words with your
classmates.
be born friendly hard-working

VOCABULARYPOOL
POOL get married
mature VOCABULARY
determined intelligent grow up
proud get promoted helpful start school
cheerful have children inspirational get a pet
learn to drive confident sociable go to school
meet someone patient get a scholarship lose a job
honest fall in love clever quit a job
polite graduate retire get a degree
finish school influential move immigrate
Page | 21
creative lazy get a job talented
break up with gifted get engaged shy
dedicated join the army smart die
Exercise B: Complete the chart below with the words and phrases from the
Vocabulary Pool. Some words may go into more than one category.
General Life Relationships Education Work Personality

Adjectives
be born get married start school get a job friendly
grow up meet someone go to school get promoted mature / proud
get a pet fall in love get a scholarship retire cheerful
learn to drive get engaged finish school quit a job honest / polite
have children break up with graduate lose a job creative / patient
join the army get a degree dedicated
move determined
immigrate confident
die influential
lazy / gifted
hard-working
intelligent
helpful / shy
inspirational
sociable / clever
smart / talented
Exercise C: Read the paragraphs and fill in the time lines.
Francisco’s Life
Francisco was born in 1985 in Brazil. His father died two years later. After many
years, he and his mother got visas and immigrated to the United States. Then, he
immediately started high school. He wanted to go to college, so he studied hard and got
good grades. At 15, he got a job. At 16, he got his driver’s license. A year later, he got a car.
Francisco graduated one year after that. He also won a scholarship. Then, he had enough
Page | 22
money to go to college! A year later, he moved to New York and started classes.
1985 1987 1999 2000 2001 2002 2003
2004
bor fath immigrated got got his got a car graduated moved to
n er to the USA a driver’s (3) (4) New York (5)
die with his job license( and won a and started
mother (1) 2) scholarship classes
then started
high school
Tai Yi’s Life

Tai was born in Taiwan in 1983. He graduated from high school 18 years later. He
didn’t want to go to college, so after high school, he traveled for a while. Then, after a
year, he found a job in an office. He worked as an administrative assistant for four years.
During those four years, he gradually started to change his mind about college. He finally
applied to college. In 2006, Tai started classes. In his second year of college, he met Chi
Suk. They fell in love, but they broke up once. They got married two years after they met.
1983 2001 2002 2006 2008 2009

2010
bor graduated found a applied to met Chi broke up got

n from high job in an college Suk (4) married
school and office (2) and started (5)
traveled for a classes (3)
while (1)
Exercise D: Think about the important events in your life.
1. Put the most important five dates on the time line. DON’T write the events
yet! Sts’ Answers
_____ _____ _____ _____

_____
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2. Work with a partner. Look at your partner’s time line and ask him/her
questions to find out what happened on those dates. Sts’ Answers
Examples: Were you born in 1994?
Did you start school in 2001?
3. When your partner finds out the events on your timeline, write them in the
boxes. Sts’ Answers
4. Look at your partner’s timeline again. Did s/he put the same events as you?
Share three of the most important events in your partner’s life with your
classmates. Sts’ Answers
Example: Hande was born in 1995.
She started school when she was 6.
a. _____________________________________________________________
______________
b. _____________________________________________________________
______________
c. _____________________________________________________________
______________
Page | 24
Useful Language I
The Simple Past Tense

We use the simple past to talk about things people did in the past.
Six years ago, Julia started college and studied English. She graduated four years later. Then she
traveled all over Europe, but she stopped in France. She lived there for one year.
 Add –ed to regular verbs to form the simple past. Just add –d to regular verbs that end in –e.
start started graduate graduated
 If a verb ends in a consonant + -y, change the –y to –i and then add –ed.
study studied
 If a verb has one syllable and ends in one consonant, double the consonant and then add –ed.
stop stopped
 Many verbs have an irregular past tense form. Some common irregular verbs are go, do, have,
make, and get.
I went to school in Canada for four years.
James got promoted last week. Now he is a manager.
 Use didn’t + the base form of the verb to talk about things that didn’t happen in the past.
He didn’t grow up in the United States.
The Simple Past of Be

Be is an irregular verb. The simple past forms are was and were. The negative past forms of “be” are
“was not” and “were not”. We often use the contractions wasn’t and weren’t with these forms.
 John is very sociable now, but he was too shy as a child.

 His parents weren’t supportive of him when he told them he wanted to be an actor.
Page | 25
Exercise A: Complete the story with the past form of the verbs in parentheses.
Laura Smith 1___was born___ (be born) in 1981. She 2__grew up___ (grow up) in Guadalajara,
Mexico. She 3___started____ (start) playing golf at the age of five. She 4___won____ (win) state
competition at the age of six, and a national competition at the age of seven. Laura 5__attended___
(attend) the University of Arizona. She 6__played___ (play) in 20 college competitions and 7___lost__
(lose) only 3 times. Laura 8__became___ (become) a professional golfer in 2002. She 9___had___
(have) many successful competitions. In 2008, she 10__won__ (win) the Corona Championship in
Mexico. After that, she 11___entered_____ (enter) the World Golf Hall of Fame. Laura wanted to help
young people become golfers, so she 12__started____(start) a scholarship program for young Mexican
golfers.
Useful Language II
Using Time Expressions with the Simple Past Tense

WeUseful Language
often use II
time expressions with the simple past. Here are some common time expressions.
 in + year In 1999, Steve moved to the United Kingdom.
 last + week / month / year / summer etc. I graduated from high school last year.
 number + days + months + years + a long time ago

Aynur immigrated to Canada two years ago.
 number + days + months + years later

I graduated in 2002. I started my own business one year later.
 for + a period of time Pete Sampras played tennis for fourteen years.
 After / before / during + event After the war, he wrote two more books.
You can combine sentences with before, after to show time order. Notice that we use a
comma (,) when we start a sentence with Before or After.
First, he moved to Istanbul. Then, he got married.
Before he got married, he moved to Istanbul. OR He moved to Istanbul before he got married.
After he moved to Istanbul, he got married. OR He got married after he moved to Istanbul.
Page | 26
Exercise A: Put the words in the right order. If you put the time expression at
the beginning of the sentence, don’t forget to use a comma.
1. to / in / Hawaii / Lee / from / 1956 / immigrated / Taiwan
Lee immigrated from Taiwan to Hawaii in 1956.
2. long / ago / he / English / a / time / learned
He learned English a long time ago.
3. for / he / a / years / community college / classes / three / took / years / at
He took classes at a community college for three years.
4. later / started / Hawaii / years / he / of / at / two / university / the / study / to
He started to study at the University of Hawaii two years later.
5. Lee / 1982 / graduated / Hawaii / from / university / in / of / the
Lee graduated from the University of Hawaii in 1982.
6. graduated / look / after / he / started / he / job / to / a / for
After he graduated, he started to look for a job.
7. worked / bank / Honolulu / from / 1992 / a / he / 1982 / to / in / at
He worked at a bank in Honolulu from 1982 to 1992.
8. moved / Philadelphia / ago / Lee / to / years / 10
Lee moved to Philadelphia 10 years ago.
9. started / later / business / a / four / he / years
Four years later, he started a business.
10. many / lot / he / money / a / for / earned / of / years
He earned a lot of money for many years.
11. countryside / before / in / bought / retired / he / a / he / farmhouse / large /
the
Before he retired, he bought a large farmhouse in the countryside.
12. year / work / years / retired / last / hard / many / he / after / of
He retired last year after many years of hard work.
Page | 27
Exercise B: Read Rob’s time line. Then complete the story with the correct
time expressions.
1988 1990 1993 2006 2010
2011
born family started school graduated from quit job started own
high school; business
immigrated started first job
Rob was born 1 in 1988. His family immigrated to the United States 2 in 1990 and Rob started
school 3 three years later. Rob graduated from high school 4 in 2006 and started his first job at a
flower shop. He worked at the flower shop 5 for four years, and then he quit. He started his own
flower and plant business a 6 year later. Today, he is a very successful businessman.
III. WRITING STRATEGY: Narrating a Person’s Life
In this unit, you will practice writing a biography of an important person and
writing your autobiography. When you write a biography, you organize the events as they
occurred in time. You write the birth date and place of the person at the beginning of the
biography. Then, you list what s/he did in her/his childhood, adolescence, adulthood, and
so on.
When you write your paragraph:

write your main idea in the first sentence – why is this person important?
use time order to organize your sentences
include time-order signal words to explain the order of events
rephrase your main idea in the last sentence
Page | 28
Exercise A: The two lists of sentences below come from two different
paragraphs. Number the sentences according to time order.
Barack Obama My Younger Brother, Jim
_4_ He went to International School in Indonesia. _4_ He went to Amadeus Music School in Vienna at
_6_ He went to Punahou School in Hawaii. the age of sixteen.
_3_ He moved to Indonesia with his mother when he _6_ He graduated with an honor degree in 1992.
was six years old. _1_ He was born in 1972.
_1_ He was born in Hawaii. _2_ He started playing the violin when he was only
_8_ He became the president of the USA at the age five years old.
of forty seven. _3_ He practiced for about five hours every day as a
_7_ He graduated in 1979. child.
_5_ He moved back to Hawaii when he was ten. _5_ He played with the city orchestra when he was a
_2_ His father left when he was two years old. teen.
_7_ He has given more than a hundred concerts so
far.
Exercise B: Reread the two lists of sentences from Exercise A. Then, write a
short biography of the two people. Use the time expressions with the Simple
Past tense to connect the sentences.
Barack Obama
Barack Obama is the first African American president of the United States.
He was born in Hawaii. His father left when he was two years old. Four year
later, he moved to Indonesia with his mother when he was six years old. He
went to International School in Indonesia. He moved back to Hawaii when he
was ten. Then, he went to Punahou School in Hawaii. He graduated in 1979. He
became the president of the USA at the age of forty seven.
My Younger Brother, Jim

My younger brother Jim is a great violinist. He was born in 1972. He
started playing the violin when he was only five years old. He practiced for
about five hours every day as a child. He went to Amadeus Music School in
Page | 29
Vienna at the age of sixteen. He played with the city orchestra when he was a
teen. He graduated with an honor degree in 1992. He has given more than a
hundred concerts so far.
Exercise C: Discuss the following questions with a partner.

1. Who was Neil Armstrong? What do you know about him?
Neil Armstrong
Neil Armstrong was the first man to set foot on the moon. He was born in Wapakoneta,
Ohio, in 1930. His love for flying started at a very early age. On July 20, 1936, when he was 6,
he experienced his first airplane flight in a Ford Trimotor. Eight years later, Armstrong began
taking flying lessons, and was just 15 when he received his pilot’s license. He completed his
schooling in 1947 and started studying aeronautical engineering at Purdue University. After his
graduation in 1955, he started to work for the National Advisory Committee for Aeronautics*.
While he was working at the National Advisory Committee for Aeronautics, he decided to
become an astronaut and applied for NASA selection and training. In September 1962, he
became America’s first nonmilitary astronaut. Four years later, he piloted the first space flight
of the Gemini 8 mission. On July 20, 1969, he commanded the Apollo 11 mission to the moon
and he became the first person to step on the moon. When Armstrong set foot on the moon, he
said “That’s one small step for a man, one giant leap for mankind.” After the Apollo 11 mission,
he began working at the University of Cincinnati in Ohio, where he taught aerospace
engineering for eight years. Armstrong maintained an interest in aeronautics and made
occasional public appearances at the Neil Armstrong Air & Space Museum in his hometown of
Wapakoneta, Ohio. He died at the age of 82 on August 25, 2012.
Aeronautics*: a government agency that researched airplanes Page | 30
Now read the text and answer the questions.
1. When was Neil Armstrong born?
He was born in 1930.
2. When did his interest in flying start?
It started at a very early age.
3. What happened when he was 6?
He experienced his first airplane flight in a Ford Trimotor.
4. How old was Armstrong when he received his pilot’s licence?
He was 15.
5. What did he study at university?
He studied aeronautical engineering.
6. What did he do after he graduated?
He started to work for the National Advisory Committee for Aeronautics.
7. How did he become an astronaut?
While he was working at the National Advisory Committee for Aeronautics, he
decided to become an astronaut and applied for NASA selection and training.
8. When did he set foot on the moon?
He set foot on the moon on July 20, 1969.
9. When did he die?
He died on August 25, 2012.
Analyze the writing
1. How does the writer start the paragraph?

By explaining why this person is important.
2. How does s/he organize the ideas?
S/he uses time order signal words to organize the ideas.
3. Which time expressions can you see?
In 1930, On July 20, 1936, When, Eight years later, After his graduation, In
September 1962, Four years later, On July 20, 1969, For eight years
4. How does s/he end the paragraph?
By giving the date of his death.
Page | 31
Exercise D: Discuss the following questions with a partner. Sts’ Answers.
1. Do you know who invented the Internet search engine Google?
2. How did they invent it?
The Google Guys

Sergey Brin and Larry Page invented the Internet search engine Google. Sergey was
born in Moscow in 1973. His mother and father were both mathematicians. Sergey and his
family moved to the United States when he was six. When Sergey was nine years old, his
father gave him his first computer. He loved it, and from then on, his interest in computers
continued to grow. Sergey graduated from the University of Maryland in 1993. After that, he
went to graduate school at Stanford University.
Larry Page was born in 1973 in Michigan. His father was a professor of computer
science, and his mother taught computer programming Larry. Like Sergey, loved computers at
an early age. Larry studied computer engineering at the University of Michigan. He earned
his B.S.E*. in 1995 and then went on to graduate school at Stanford University.
Sergey and Larry met at Stanford and became friends. They wrote a paper together
and created their own search engine called BackRub. BackRub grew, and in 1998 it became
Google.
Google was an immediate success. Soon, people all over the world started using
Google as their search engine. In fact, Google made both men billionaires.
B.S.E*: Bachelor of Science in Engineering
Page | 32
Now read the text and answer the questions.
1. How did Sergey’s interest in computers start?
When Sergey was nine years old, his father gave him his first computer. He
loved it, and from then on, his interest in computers continued to grow.
2. Where did Sergey study?
He studied at the University of Maryland and Stanford University.
3. When did Larry’s interest in computers start?
He loved computers at an early age.
4. Where did Larry study?
He studied at the University of Michigan and Stanford University.
5. Where did Sergey and Larry meet?
Sergey and Larry met at Stanford.
6. How did they invent the search engine Google?
They wrote a paper together and created their own search engine called
BackRub. BackRub grew, and in 1998 it became Google.
Analyze the writing
1. How does the writer start the writing?

By explaining why these people are important.
He uses time order signal words to organize the ideas.
In 1973, When, From then on, After that, Then, Soon
4. How does s/he end the writing?
By rephrasing the main idea.
Page | 33
Exercise E: Discuss the following questions with a partner.
1. Do you recognize the person in the picture?
2. Why was he an important figure in history?
Now read the text and match the titles with the paragraphs.
a. A Bright Student (1) c. They Kill Him (4)
b. Dr. King Fights the Government (3) d. Dr. King’s Professional Life(2)
Martin Luther King, Jr.

1 Martin Luther King, Jr. was one of the principal leaders of the United States civil rights
movement. King was born in Atlanta, Georgia on January 15, 1929. He attended Booker T.
Washington High School in Atlanta. He was such a good student that he finished school early.
He earned a Sociology degree from Morehouse College at the age of 18. Then, he got another
university diploma in religious studies in 1951. 4 years later, he got his Ph.D. in religious studies
at Boston University.
2 King started working as a preacher in a church. He was a good preacher. He tried to
teach people about God. He also tried to help black people in America. He wanted to change the
law because the laws made life difficult for black people. He dedicated his life to achieving
equality and justice for all Americans of all colors and at the age of 35, he was the youngest man
to have received the Nobel Peace Prize.
3 In 1968, while Dr. King was giving a speech about the problems that existed in America,
he said “The government does not want to spend money on poor people, but it will spend money
on guns and war.” TV cameramen recorded his speech and the whole country watched him on
television. When people heard his speech, they became angry at the US government.
4 King was assassinated on 4 April, 1968 during a visit to Memphis, Tennessee. His life had
an important effect on race relations in the United States. Years after his death, he is the most
widely known African-American leader of his era.
Page | 34
Analyze the writing
1. How does the writer start the writing?

By explaining why this person is important.
He uses time order signal words to organize the ideas.
On January 15, 1929, At the age of 18, Then, 4 years later, At the age of 35, In 1968,
When, On 4 April, 1968, Years after his death
4. How does s/he end the writing?
By giving the date of his death and rephrasing the main idea.
Page | 35
Exercise F: Look at the timeline below and write a biography of
Sakıp Sabancı.
1933
born / Kayseri
Sakıp Sabancı was a
1948 work in his father’s business / very important Turkish
not complete high school /
because of health problems business tycoon. He was born in
Kayseri in 1933. In 1948, he started
get married / Türkan Sabancı
1957
/ have 2 daughters and 1 son working in his father’s business. He
couldn’t complete high school because
take over the family of health problems. In 1957, he got

1967
business / establish Sabancı
Holding A.Ş. with his married to Türkan Sabancı. They had
brothers / become the first
chairman of the company 2 daughters and 1 son. Ten years later,
1985
he took over the family business and
write his first book, This is
My Life / write twelve more established Sabancı Holding A.Ş with
books / until / die
his brothers in 1967. He became the
1986 become the chairman of first chairman of the company. After
TUSIAD
he wrote his first book “This is My
Life” in 1985, he wrote twelve more
establish Sabancı University /
1999 one of the best universities in
Turkey books until he died. He became the
during his life / receive chairman of TUSIAD in 1986. In 1999,
awards from various national
and international institutions / he established Sabancı University. It is
for example: 1999 /
businessman of the year one of the best universities in Turkey.
2002 open Sakıp Sabancı During his life, he received many

museum / a lot of Ottoman
and Turkish paintings and awards from various national and
statues in the museum
April 10,
international institutions. For example,
2004 die of kidney cancer /
humorous & generous he got “Businessman of the Year
Award” in 1999. Three years later, he
opened Sakıp Sabancı Museum. It has
a lot of Ottoman and Turkish paintings
and statues in it. He died of kidney
Page | 36
cancer on April 10, 2004. He was a
humorous and a generous man.
Exercise G: Look at the timeline below and write a
biography of Michael Phelps.
June 30,
1985 born / Baltimore,
Maryland / while / grow up /
shy / kids / make fun of him
& bully him because / tall
and lanky / not successful as
1992 become interested in

swimming / two elder sisters Michael Phelps is one of the most
/ good swimmers
successful athletes in the world. He was born
on June 30, 1985 in Baltimore, Maryland.
2000 compete / Summer Olympics
/ Sydney / the youngest While growing up, he was shy. Kids made fun
American male swimmer at
the Olympic Games / not of him and bullied him because he was tall and
win a medal / determined
lanky. He was not successful as a student. In
set the world record in the 1992, he became interested in swimming
the spring
200-meter butterfly / become
of 2001
the youngest male swimmer
in history / earn his first
because his two elder sisters were good
international medal / 2001
World Championships /
swimmers. He competed in the Summer
Fukuoka, Japan
Olympics in Sydney in 2000. He was the
youngest American male swimmer at the
Olympic Games. He couldn’t win a medal, but
2003
graduate / Towson /
set five world records / World he was determined to win one someday. In the
Championships / Barcelona,
Spain spring of 2001, he set the world record in the
200-meter butterfly. He became the youngest
2004 Olympic Games / Athens,

male swimmer in history. He earned his first
Greece / win six gold medals
international medal at the World
2008 become a superstar / Olympic Championships in Fukuoka, Japan in 2001.
Games / Beijing, China / win
eight gold medals / become After he graduated from Towson, he set five
the greatest Olympian ever /
Americans / proud world records at the World Championships in
2012 Barcelona, Spain. One year later, he won six
win four gold medals and two
silver medals / London gold medals at the Olympic Games in Athens,
Olympics / win twenty-two
medals / Olympic career / Greece. In 2008, he became a superstar at the
most decorated Olympian in
history Olympic Games in Beijing, China. He won
Page | 37
eight gold medals and he Olympics, Phelps won four gold medals and
became the greatest Olympian two silver medals. With the twenty-two medals
ever. Americans were proud of in his Olympic career, Phelps is now the most
him. At the 2012 London decorated Olympian in history.
Exercise H: Look at the timeline below and write a biography of Amy

Winehouse.
1983
born / London
July 23, die of alcohol poisoning
start the prestigious Sylvia 2011
1995
Young Theatre School
1996
buy / first guitar
1997 begin writing music Amy Winehouse was one of the best
singers and song writers in the world. She
1999 sign / first record deal as a
jazz vocalist was born in London in 1983. In 1995, she
started the prestigious Syliva Young Theatre
release / first album, Frank /
2003
win an Ivor Novello award School. One year later, she bought her first
with the song Stronger Than
Me guitar and she began writing music in 1997.
She signed her first record deal as a jazz
meet Blake Fielder Civil /
2005 start a relationship with him / vocalist in 1999. Four years later, she
a stormy relationship /
arguments in public / heavy released her first album “Frank” and won
alcohol and drug use
an Ivor Novello award with the song
release her second album,
Back to Black / the song “Stronger Than Me”. In 2005, she met
2006 Rehab become a Top 10 hit in
the UK / win another Ivor Blake Fielder Civil and started a
Novello award for the Best
Comtemporary Song relationship with him. It was a stormy
relationship. They had arguments in public
2007
win the BRIT award for the because of heavy alcohol and drug use. She
Best Female Solo Artist
released her second album “Back to Black”
win five awards, including in 2006. The song “Rehab” became a Top 10
Best New Artist and Record
2008
of the Year at the Grammy hit in the UK. She won another Ivor Novello
Awards / the first British
singer to win five Grammys award for the Best Contemporary Song.
2007-2011 heavy drug and alcohol use One year later, she won the BRIT award for
continued / cancel a number
of concerts in the UK and
Europe Page | 38
the Best Female Solo Artist. In Grammys. However, she continued to use
2008, Amy Winehouse won five drugs and alcohol until 2011 and that’s why,
awards, including Best New Artist she cancelled a number of her concerts in
and Record of the Year at the the UK and Europe last year. On July 23,
Grammy Awards. She was the 2011, she died of alcohol poisoning.
first British singer to win five
Exercise I: Choose an important figure from history and find some information
about his/her life. Fill in the tables with important dates and events in this
person’s life. Then, write a biography for him or her.
_____________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Page | 39
_________________________ ___________________________________
_________________________ ___________________________________
_________________________ ___________________________________
_________________________ ___________________________________
_________________________ ___________________________________
_________________________ ___________________________________
_________________________ ___________________________________
_________________________ ___________________________________
_________________________ __________.
Now it’s time to write the first draft about the important events in your life. Use
your notes from Exercise E (p. 21), and language from Useful Language sections (p.
22 & 23) to help you. You can also add any other ideas that come to mind.
You can choose one part of your life to write about from the list of possible topics
below.
 My education
 My childhood
 My teen years
Fill in the timeline below before you start writing. Sts’ Answers.
_____ _____ _____ _____ _____
_____
__________________________
___________________________________________________________________
Page | 40
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
__________________________________________
V. REVISING
Use the checklist to edit your work. Tick the boxes to check. Sts’ Answers.
REVISING CHECKLIST
YES NOT YET
1. Have you written a title for your paragraph?
2. Have you given the main idea in the first sentence of your paragraph?
3. Have you written a concluding sentence?
4. Have you written your sentences in correct time order?
5. Have you used any words or phrases from the Vocabulary Pool?
6. Have you used any time expressions?
7. Have you started every sentence with a capital letter?
8. Have you ended every sentence with a period?
Write the second draft.
Page | 41
UNIT 3 Look at the chart you completed for your first draft. Use it to help you
revise your first draft. Rewrite your draft with the changes.
__________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___
___________________________________________________________________
______________
___________________________________________________________________
______________
___________________________________________________________________
_____________.
Personal Experiences
Page | 42
Think about the most frightening experience you have ever had.
1. Where were you?
2. Who were you with?
3. What happened?
4. How did you feel?
I. GETTING STARTED
words you know. Look up any words that you don’t understand.
VOCABULARYPOOL
POOL
VOCABULARY
boring busy comfortable cheerful

exhausting crowded dangerous depressing
enjoyable exciting fascinating interesting
filthy fun horrible Page | 43
pleasant
lovely noisy peaceful disgusting
popular quiet relaxing safe
stressful terrible tiring frightening
Exercise B: Find words in the Vocabulary Pool that you can use to describe
good things and bad things about an experience. Complete the chart below.
Good Things Bad Things

enjoyable, lovely, popular, exciting, fun, depressing, boring, exhausting, filthy,
quiet, comfortable, fascinating, peaceful, stressful, busy, crowded, noisy, terrible,
relaxing, cheerful, interesting, pleasant, safe dangerous, horrible, tiring, depressing,
disgusting, frightening
Exercise C: Choose three adjectives from the Vocabulary Pool that remind you
of a remarkable experience. Complete the chart with the adjectives and
experiences.
Adjectives Experiences
1.
__________________
__
Page | 44
2.
__________________
_
3.
__________________
_
Exercise D: Work with a partner. Talk about your experiences.

Ask your partner questions to learn about the details of his/her experiences.
Report the most interesting experience to the class.
Exercise E: Read the paragraph below and answer the questions.

1. Where was the writer?
On an elevator.
2. Who was s/he with?
A couple and their baby.
3. What happened?
They got stuck between the third and fourth floors on the elevator.
Page | 45
A Frightening Experience
Last week I had a frightening experience on an elevator. I was on my way to have dinner at
my friend’s apartment. I got on the elevator in the lobby and pushed the button for the fifth floor.
The elevator stopped at the third floor and a couple got on with their baby. The woman pushed the
button for the eighth floor, the doors closed, and the elevator started to go up. A few seconds later,
the elevator stopped suddenly. Then, I felt the elevator bounce up and down two times. We all
looked at each other, and the baby began to cry. I was very nervous. A few minutes later, the
elevator door opened. We were stuck between the third and fourth floors. The third floor was about
five feet down. Luckily, I had my cell phone with me, and I called my friend. We waited in the
elevator for about ten minutes, but it felt like ten hours. Finally, my friend brought a ladder to the
third floor, and we all climbed out of the elevator safely. I was happy to be out of the elevator, but
my stomach hurt and I couldn’t eat dinner.
Exercise F: Read the paragraph again and number the pictures so they tell the
story in the correct time order.
The Past Continuous Tense vs. The Past Simple Tense
II. PREPARING
We use the past
YOUR continuous
WRITING to talk about a longer background action in the past, when a
shorter action interrupts it or happens during it. We use the past simple for the shorter
Useful Language I
action.
It was a hot summer day and the sun was shining. Suddenly, she heard a noise.
 We often use when before the action in the past simple and while before the action in the
Page | 46
past continuous. Notice when we use a comma(,):
I was sleeping when the phone rang. OR When the phone rang, I was sleeping.
Exercise A: Put the verbs in brackets into the past simple or the past
continuous.
1. It was raining (rain) heavily and Pete was driving (drive) very fast when he
had (have) an accident.
2. It was snowing (snow) heavily and the children were making (make) a
snowman outside. Suddenly, a bright light appeared (appear) in the sky.
3. One day, while I was sitting (sit) in the garden, I heard (hear) a strange noise.
It came (come) from the apple tree, so I went (go) to have a look.
4. The sun was shining (shine) and the birds were singing (sing), so we decided
(decide) to go for a picnic.
5. The wind was blowing / blew (blow) through the trees and the wolves were
howling / howled (howl) outside. Sandra felt (feel) really scared!
Exercise B: Complete
A funny the story.(happen)
thing 0 happened Use thewhile
past simple or the (fly)
I 1was flying past to
continuous of summer. When I
London last
2
the(get)
got verbsoninthe
brackets.
plane, I 3 took off (take off) my jacket and put it in the overhead locker. When the
passenger next to me 4sat (sit) down, I was surprised to see that she 5was wearing (wear) the same
jacket as me.
Anyway, the plane 6landed (land) and we went to pick up our bags at the luggage carousel.
While I 7was waiting (wait) for my bags, I 8decided (decide) to listen to some music. But when I 9
Page Then
looked (look) for my MP3 player in my jacket pocket, it 10wasn’t there (not be) there. | 47I
11
realised (realize) I had the woman’s jacket – and she had mine!
Useful Language II
Time order signal words

A well-organized paragraph often includes signal words (also called transitions) to connect ideas in
a paragraph. Signal words help guide the reader from one idea to the next.
 We usually use before and after to show the order of actions. Before is used with the 2nd
action. After is used with the 1st action. Notice that we use a comma (,) when we start a
sentence with Before or After.
After/ Before the lecture, we had a cup of coffee in the canteen.

noun
After the lecture finished, we had a cup of coffee in the canteen.
sentence OR
We had a cup of coffee in the canteen after the lecture finished.
sentence
Before we left, we had a cup of coffee in the canteen.
sentence OR
We had a cup of coffee in the canteen before we left.
sentence
 We also use first, second, then, next, after that, later, last and finally to show the order of
actions. We use them for the events or actions in the story. We often use commas after these
signal words.
First, Liz lived in Bath. Then, she moved to London to study Spanish. Next, she went
Exercise A: Complete theAfter
to Spain for a year. paragraph
that, shewith signal
lived words.
in Peru Use
for ten then,Finally,
years. finally, she
next,
came back to
before,London.
first, and after.
A Busy Morning
I had a very busy morning yesterday. 1First, my alarm went off at 6 a.m. and I jumped out
of bed. 2Then I rushed to the kitchen to make breakfast for my husband and children. 3Next, I
woke everyone else up and got dressed for work. At 7:00 we ate a quick breakfast. I ate very
quickly because right 4after breakfast, I had to pack lunches for my kids and make sure they were
ready for school. My husband left for work at 7:30. Luckily, he dropped the kids off at school so I
had a few minutes to get myself together 5before I went to work. 6Finally, I left the house
Page | 48at 7:45
and rushed to catch the 8 o’clock train to my office. By the time I sat down at my desk, I was
already exhausted.
Exercise B: Complete the following paragraph with the sentences below.
Organize the events as they occurred in time.
a. About two hours later, we found our hotel.
b. After that, we went to the airport.
c. Finally, our plane took off.
d. Before we left, we packed our suitcases.
e. After we arrived, we went to get our suitcases, but they weren’t there.
f. When we got to the airport, we checked our bags and went to the gate.
g. Finally, we left the airport.
A Terrible Vacation
Last July we went to San Francisco for our vacation. 1 d. Before we left, we packed our
suitcases. We packed lots of shorts, T-shirts, and sandals. 2 b. After that, we went to the airport. 3
f. When we got to the airport, we checked our bags and went to the gate. The flight was late. We
waited at the gate for four hours! 4 c. Finally, our plane took off. We arrived in San Francisco very
late at night. 5 e. After we arrived, we went to get our suitcases, but they weren’t there. They were
lost! We filled out a lot of forms at the airport. It was midnight! 6 g. Finally, we left the airport.
We took the subway, but we got lost. 7 a. About two hours later, we found our hotel. When we
woke up the next day, our suitcases were at the hotel. We were happy. However, the weather was
Exercise C: Mr. Alden is the director of an English language school. Study his
terrible! It was cold and rainy every day, so we bought some warm clothes!
schedule for September 24. Write a paragraph about his day. Use signal words
to guide the reader.
Page | 49
September 24, 2012
DAILY PLANNER
Morning
8:30-9:00 – greet new students
9:00-10:30 – give test to new students
10:30-11:30 – order textbooks
11:30-12:00 – check e-mail
Afternoon
12:00-1:00 – have lunch with staf
1:00-3:00 – observe classes
3:00-5:00 – attend curriculum meeting
5:00-7:00 – join city tour with new
students
Mr. Alden had a very busy day yesterday. First, he greeted the new
students between 8:30 and 9:00. Then, he gave tests to them. After that, he
ordered textbooks and checked his e-mail. From 12:00 to 1:00 o’clock, he had
lunch with his staff. In the afternoon, he attended a curriculum meeting, but
before that he observed classes between 1:00 and 3:00. Finally, he joined a city
tour with new students from 5:00 until 7:00.
In this unit, you will practice writing a personal story about something that happened
III. WRITING
in the STRATEGY:
past. When Narrating
you tell a story, A Personal
you organize Experience
the events in the story as they occurred in
time. You tell what happened first at the beginning of the story. Then, you tell what happened
second, third and so on. In writing you often do the same thing.
write your main idea in the first sentence – what kind of an experience was it?
use time order to organize your sentences
include time-order signal words to explain the order of events
Page | 50
Exercise A: Read the following paragraph and answer the questions.
A Terrible Day
I had a terrible day yesterday. First, I woke up an hour late

because my alarm clock didn’t go off. From then on, everything
went wrong. I burned my hand when I was making breakfast. After I
ate breakfast, I got dressed so quickly that I forgot to wear socks.
Next, I ran out of the house trying to get the 9:30 bus, but of course,
I missed it. I wanted to take a taxi, but I didn’t have enough money.
Finally, I walked the 3 miles to my office only to discover that it
was Sunday! I hope I never have a day as bad as the one I had yesterday.

The writer had a terrible day.
2. How are the sentences organised?
Chronologically
3. Underline the signal words in the paragraph.
4. What is the concluding sentence?
I hope I never have a day as bad as the one I had yesterday.
Exercise B: Each group of sentences tell a story, but the sentences are not in
the correct time order. Number the sentences so they follow a logical order.
Then write the sentences in paragraph form.
__3__ My sister called an ambulance, and it took me to the hospital.

__2__ On the first day I was there, I fell down on an icy sidewalk and broke my
ankle.
Page | 51
__5__ For the rest of my trip, I had to use crutches to get around.
__1__ Last month I went to Chicago to visit my sister.
__4__ After that, I spent five hours at the Chicago General Hospital.
My Trip to Chicago
Last month I went to Chicago to visit my sister. On the first day I was
there, I fell down on an icy sidewalk and broke my ankle. My sister called an
ambulance, and it took me to the hospital. After that, I spent five hours at the
Chicago General Hospital. For the rest of my trip, I had to use crutches to get
around.
__3__ By lunchtime it was warmer, so I took the sweater off in the cafeteria.
__6__ When I told Helen, she was furious because her boyfriend’s mother had made
it.
__1__ Yesterday my roommate, Helen, got very mad at me.
__2__ It was cold in the morning, and I borrowed a sweater from her.
__4__ After lunch, I forgot about the sweater and left it in the cafeteria.
__7__ In fact, Helen was so angry that she didn’t speak to me for the rest of the day.
__5__ Later, I went back to get it, but the sweater was gone!
An Angry Roommate
Yesterday my roommate, Helen, got very mad at me. It was cold in the
morning, and I borrowed a sweater from her. By lunchtime it was warmer, so I
took the sweater off in the cafeteria. After lunch, I forgot about the sweater and
left it in the cafeteria. Later, I went back to get it, but the sweater was gone!
When I told Helen, she was furious because her boyfriend’s mother had made it.
In fact, Helen was so angry that she didn’t speak to me for the rest of the day.
My Worst Job Interview

Exercise C: Read the following paragraphs and answer the questions.
I had a terrible job interview last week. The day started off badly when I woke up an
hour late and didn’t have time to take a shower or have breakfast. When I finally got to the office
building, the parking lot was full, so I parked far away from the building. I had to walk two
blocks in the rain without an umbrella. By the time I got to the building, I was an hour
Page | late
52 and
soaking wet. When I finally walked into the manager’s office, I realized I did not have my CV.
Obviously, I didn’t get the job.
The writer had a very bad job interview.
A Birthday Surprise
My family and friends arranged a fantastic surprise party for my last birthday. On that
day, I woke up early in a good mood, but when I sat down for breakfast with my family, no one
wished me a happy birthday. Then, I went to school expecting birthday wishes from all my
friends, but not one of my friends or teachers wished me a happy birthday. I left school feeling
sad because no one remembered my birthday. On the way home from school, I noticed that there
were a lot of cars parked outside my house, and all the lights were turned off. As soon as I
walked in the door, everyone yelled, “Surprise! Happy Birthday!”. I was amazed to see all of my
friends and my whole family standing around a big birthday cake. It was a great surprise and
the best birthday party of my life.
Pedalling On My Own
I remember the day when I learned how to ride a bike very clearly. I was about six years
The writer’s family and friends organised a surprise birthday party for
old when my sister told me that I was too old to still be riding a bike with training wheels. That
him/her.
was the time when I decided not to depend on them anymore. Although I had some doubts, my
sister and I went outside and started to take the little wheels off my bike. After we took the
training wheels off, I was ready for the big moment. With butterflies in my stomach, I slowly got
on the bike, and with shaky hands, I gripped the handles tightly. Meanwhile, my sister was
holding on to me to help me keep my balance. Next, with a little push from her, I started to pedal.
The faster my bike went, the faster my heart raced. Finally, I looked back nervously and noticed
that my sister was not holding on to me anymore. I got so excited that I forgot to pedal and lost
Page | 53
my balance. The next thing I remembered was lying on the ground, but I did not care. I could ride
a bike on my own and it felt great.
It was very exciting for the writer to learn how to ride a
bike.
A Costly Lesson
One Saturday last June, just two days after my high school graduation, a night of
celebration turned into a costly lesson for me. I was out with a couple of my friends and
we made stops at such popular hangouts as Jolly Joker’s, aHayal Kahvesi, and Babylon,
training wheel
and at each of these spots I drank a margarita or two. When I said goodbye to my friends
and poured myself into the car at three o’clock in the morning, I thought I was sober
enough to drive home safely. However, I soon started feeling sick and I couldn’t focus
on the road.
I was feeling very heavy, so I closed my eyes. When I opened them, I saw a cute little cat
crossing the road. I suddenly turned the wheel of the car and I crashed straight into a
rubbish bin at the side of the road. Thankfully, both the cat and I were OK,
Pagebut the front
| 54
of the car was totally damaged. After this event, I made a promise not to drink and drive
ever again.
The writer had a terrible experience because of
drunk-driving.
2. What do you think happened after the writer got into
the car?
started feeling sick and could not focus on the road
closed his/her eyes
saw a cat crossing the road
turned the wheel hard
crashed into a rubbish bin
damaged the front of the car
3. Compare your answers with a partner and complete the paragraph.
Remember to use time order signal words.
Exercise C: Work with a partner. Look at the four pictures. They tell a story
about a couple who had a bad experience at a restaurant. The pictures are not
in the correct order. Number the pictures so they tell the story in a logical
order.
Page | 55
Write a sentence or two for each picture. Tell what happened.
Picture 1:
They ordered a meal from the menu. / The waiter took their order.
Picture 2:
The food was delicious and they had a lovely evening.
Picture 3:
He realised that he had left his wallet in the pocket of his other jacket.
Picture 4:
They had to wash the dishes to pay for the meal.
Now put your sentences into a paragraph. Don’t forget to write the main idea
in the first sentence and to connect the other events with time order signal
words.
Page | 56
An Unfortunate Wedding Anniversary
Nick and Barbara had an unfortunate wedding anniversary last night.

At first everything was nice and pleasant. Nick took Barbara to a fancy
restaurant in town. When the waiter came to take their order, they both
ordered the most expensive meal on the menu because they wanted to have
something special. The food was delicious and they had a lovely evening.
However, when the bill came at the end of the night, Bill realised that he had
left his wallet in the pocket of his other jacket. Unfortunately, they both had to
wash the dishes to pay for the meal.
Exercise D: Look at the pictures and complete the paragraphs.
Page | 57
(1)
A Frustrating Day
Kenan had the most frustrating day of his life last Monday. It was his first
day in the language school in London. He quickly made friends with his new
classmates and went to play basketball with them after the classes. However,
while they were playing, he hurt his finger. The pain grew rapidly, so he went to
see a doctor in the afternoon. The doctor gave him a lot of good advice and some
medicine to heal his finger. Before Kenan left the clinic, the doctor asked him if
he understood the advice. Kenan told him that he did. However, when Alice asked
him what the doctor said at home, Kenan admitted that he hadn’t understood
anything at all. He was still in pain and he didn’t know what to do.
Page | 58
(2)
A Terrible Day
Nesrin had a very stressful day yesterday. First, her youngest baby started
crying at 2 o’clock in the morning, so she had to get up to feed him. The baby
stayed awake for 2 hours, so when Nesrin finally went back to bed, she was
feeling very tired. A couple of hours later, her older kids and husband woke up
and they wanted breakfast. Before leaving the house, Nesrin made the breakfast,
fed the kids and washed the dishes, so she was late for work. After a busy day at
work, she got in her car and started driving back home. She was tired and really
looking forward to having a rest at home. While she was thinking about this, she
crashed into another car. When the bill came in the evening, she was so stressed
that she lost her control and started screaming hysterically.
Page | 59
(3)
The Tight Patient

A very sad thing happened to Josh last year. In June he started feeling a
pain in his stomach. At first the pain wasn’t great and it wasn’t constant.
Therefore, Josh didn’t take it seriously. However, in September he was still
suffering from it. When he told his friend, Julie, about it, she advised him to see a
doctor. Josh, on the other hand, was not prepared to spend money on his health.
He convinced himself that in time the pain would go. It didn’t. On the contrary,
by December it grew stronger and stronger. Finally, in January, it was so intense
that he couldn’t stand it anymore. He was taken to hospital on emergency.
Because of his neglect for his health all those months, he had to spend a week in
hospital. As a result, he paid an expensive hospital fee.
Page | 60
Exercise E: Last year was too depressing for Sharon. Why do you think she
was depressed? What happened? Think about the reasons with a friend and
list them below.
1. bad grades 3. fell out with her best friend 5. lost
her part-time job
2. broke up with her boyfriend 4. lost appetite 6. no
money
Now, write a paragraph about Sharon’s depression.
A Depressing Year
Sharon started last year feeling very happy. Everything was going well in
her life. She got on well with her friends and family, her grades at school were
good, she had a part-time job, an exciting social life and a new boyfriend.
However, it didn’t take long for things to get worse. First, she found out that her
boyfriend was taking an interest in her best friend, Macy. What’s worse was that
Macy was also interested in him. This made her furious, so she broke up with her
boyfriend and fell out with Macy. By March she was still upset about the
Page | 61
situation. She wasn’t concentrating on her lessons or her job. She got bad grades
in exams, which made her parents unhappy. Towards the end of the month she
also lost her job. Now she was lonely and broke. She was so depressed that she
stopped eating. Without any exercise or proper food, her physical health too
suffered seriously. She spent most of her time in bed because she didn’t have the
energy to do anything. Finally in June she realised that her condition was getting
worse, so she called a doctor for help.
Now it’s time to write the first draft about a memorable day in your life. Use your
notes from Exercise C (p. 41), and language from Useful Language sections (p. 43
& 44) to help you. You can also add any other ideas that come to mind.
Choose a memorable day in your life. Make a list of the important events of the
day. Organise your list according to time order.
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
You can use one of the following sentences as the main idea (first sentence) of
your paragraph or write your own.
1. A very ______________ thing happened to me on / in / at
__________________.
2. One day / summer / winter my friends and I had a (n) ______________
experience.
3. My trip to ______________ was very ______________.
4. ______________ was one of the ________________ days of my life.
______________________________
Page | 62
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___
V. REVISING
Exchange paragraphs with a partner. Read the paragraph that your partner
wrote. Then use the revising checklist to help your partner improve his or her
paragraph.
REVISING CHECKLIST
YES NOT YET
1. Has s/he written a title for his/her paragraph?
2. Has s/he given the main idea in the first sentence of his/her paragraph?
3. Has s/he written a concluding sentence?
4. Has s/he written his/her sentences in correct time order?
5. Has s/he used any words or phrases from the Vocabulary Pool?
6. Has s/he used any time order signal words?
7. Has s/he started every sentence with a capital letter?
8. Has s/he ended every sentence with a period?
1. What do you like about your partner’s paragraph? Underline two or three parts.
Tell your partner.
Page | 63
2. Show your partner the checklist. Discuss your answers. Do you have any
suggestions for your partner?

Look at the checklist that your partner completed for your first draft and think about
what s/he said. Did your partner give you any ideas you can use? For example, can
you add any more sentences with before, when, or after? Rewrite your draft with the
changes.
__________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Page | 64
UNIT 4 ___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________
___________________________________________________________________
______________
___________________________________________________________________
______________
___________________________________________________________________
___________________________________________________________________
____________________________
___________________________________________________________________
______________
Future Plans and Arrangements
Page | 65
1. What are your plans for the next five years? Write a list.
2. Share your list with a partner. Are your plans the same?
I. GETTING STARTED
words that you know. Look up any words that you don’t understand.
have / get a BA / MA / PhD join a club / a team
VOCABULARY POOL
apply for a job / a degree / a loan VOCABULARY POOL
buy a car / a house
apply to a university / to a company get engaged / married
look for / find a new job / a house do an MA / a language course
save money travel to a city / a country
graduate from university be a doctor / employee Page | 66
finish my BA / English classes give up smoking
study psychology / medicine / engineering start / open a company / a business
return to my hometown / home country work in a company
Exercise B: Use the phrases in the Vocabulary Pool above to complete the chart
below. Some activities may go into more than one category.
Personal Life Education Career/Job Other Future

Plans
give up smoking have/get a BA / MA / be a doctor/employee return to my
apply for a loan PhD apply for a job hometown / home
look for / find a new apply for a degree apply to a company country
house apply to a university look for / find a new travel to a city / a
save money graduate from job country
join a club / a team university start / open a buy a car / a house
get engaged / finish my BA / company / a business
married English classes work in a company
study psychology /
medicine /
engineering
do an MA / a
language course
Now, circle the actions that you want to do in five years’ time. Does your
partner have the same ones?
Exercise C: Look at these pictures and make guesses about the people’s
possible future plans.
Page | 67
Exercise D: Read the paragraphs below. Match the people with their plans.
Write the letter of the picture on the line. One picture is extra.
__C__ 1 My husband and I hope to find a house this year. We want to have
children, but our apartment is too small. It also doesn’t have a yard. We want to
have a garden, so we need a big yard. We’re going to look for new jobs. We’re also
going to save some money. When we find our house, we are going to plant a garden.
We hope to grow lots of vegetables. After a year, we hope to sell our vegetables at
the farmer’s market.
__A__ 2 My dream is to have my own restaurant in Houston one day. First, I am
going to finish my English classes at the community college. Then, I am going to
apply to university. I’m going to study business management. I hope to get a
scholarship. I hope to have my Bachelor’s degree in six years. After that, I intend to
work in my uncle’s restaurant for a while. Then I am going to apply for a loan and
open my own restaurant.
__D__ 3 One day, I want to be a child-care worker. However, I don’t want to do it
now. I’m going to wait for my children to get older. When my children are
teenagers, I plan to return to school. I’m going to get a certificate as a child-care
worker. Then I plan to find a job. After a few more years, I hope to open a day-care
center in my house.
Exercise E: Read the paragraphs again and fill in the chart.
Future Plan/s Steps When Short- term?
(less than 2 years)
Page | 68
Long- term?
(2-40 years)
1. find a house look for new jobs this year Short- term
have children save some money
sell our vegetables plant a garden
grow lots of vegetables after a year
2. have his own finish his English classes one day Long- term
restaurant in Houston apply to university
study business management
get a scholarship
have his Bachelor’s degree in
six years
work in his uncle’s restaurant
for a while
apply for a loan
3. be a child-care wait for her children to get when her children Long- term
worker older are teenagers
open a day-care center return to school
in my house get a certificate as a child-care
worker
find a job
Exercise F: (students’ own answers)

1. Make a list of possible future plans for yourself. They can be any future
plans: plans for this year, next year, five years from now, or even forty years
from now. Write them in the “Future Plan” column of the chart on page 65.
2. Think about the steps that you are going to take for each plan. Write the
steps for each plan in the “Steps” column.
3. Now think about when each future plan is going to happen. Write a date or a
time expression next to each plan in the “When” column. Decide if the plan
is short-term or long-term and write “short-term” or “long-term” in the last
column.
Page | 69
Future Plan Steps When Short- or Long-term?
4. Work with a partner. Tell each other about your plans and steps.
5. Did your partner use any words that you can use? Add them to your chart.

Useful Language I
BE GOING TO
 We use be + going to + verb to talk about the future. We use it to talk about plans that are
definite.
I am going to take classes at university next year.
We are going to visit my grandmother next week.
 The negative form is be + not + going to + verb.

I’m not going to get married for a long time.
She isn’t going to work in her father’s restaurant after she gets her degree.
Page | 70
Exercise A: Complete the sentences with the correct form of be + going to +
verb. Use the verb in parenthesis. Some sentences are negative.
1. We are going to have (have) a big family one day.

2. Julien and I hope to get married soon. Then, we are going to move (move)
to New Orleans.
3. Ivan plans to learn to cook well. After that, he is going to get (get) a job in a
good restaurant.
4. In two years, Junko wants to have a child. She is not going to work (not
work) full-time after that.
5. I am going to save (save) my money and buy a car next year.
6. I’m going to be very busy at work in the fall, so I am not going to take (not
take) classes in September.
7. My husband and I want to visit Mexico, so we are going to study (study)
Spanish at the community college this fall.
8. Marisol and Reiko didn’t take English 101, so they are not going to
graduate
(not graduate) next year.
Exercise B: Complete the paragraph with be + going to + verb or not be + going

to + verb. Use the verbs below.
apply be finish live look move

work
My Nursing Career Plan

I want to be a nurse. First, I (1) am going to finish my
English classes. I (2) am going to live with my family so I can
save money. Then, I (3) am going to apply to the nursing program at
City College. After I finish the nursing program, I (4) am going to look
for a job. It (5) is not going to be easy to find a job at a hospital,
but I hope it doesn’t take too long. I (6) am not going to work in the
Page | 71
emergency room because it is very stressful there. I hope to work with children. After I find a job, my
friend and I (7) are going to move into our own apartment.
Useful Language II
Using PLAN, HOPE, WANT, EXPECT + to + verb
 We can also talk about future plans with plan, hope, want, expect + to + verb.
I plan to start classes next semester.
Marc hopes to study in the United States next year.
I want to change jobs soon.
We expect to move to Taiwan in September.
Exercise A: Make sentences with plan, hope, want, and expect as in the example.
1. get a certificate in teacher training (expect)
I expect to get a certificate in teacher training.
2. have my own business (hope)
I hope to have my own business.
3. open an entertainment business (want)
I want to open an entertainment business.
4. work for a gardening business (hope)
I hope to work for a gardening business.
5. finish my English studies (plan)
I plan to finish my English studies.
6. take corporate finance classes at a local college (expect)
I expect to take corporate finance classes at a local college.
Page | 72
Exercise B: Jason wants to be a world class chef. What do you think he should
do to achieve his goal? Put the following steps in order.
 __1__ take cooking classes at a local college

 __3__ get a certificate in cooking
 __5__ start a cooking school as a business
 __2__ specialize in Italian cuisine
 __4__ enroll in a language school
Exercise C: Now complete the paragraph using these phrases. After you finish,
compare your paragraphs in small groups.
My Own Business
In five years, I want to be a world class chef. First, (1) I am going to take cooking classes at
a local college. After that, (2) I hope to specialize in Italian cuisine. At the end of the course, (3) I
am going to get a certificate in cooking. After I get my certificate, (4) I plan to enroll in a
language school in the U.S.A. Finally, when I have enough experience and enough money, (5) I
want to start a cooking school as a business.
Page | 73
Useful Language III
First conditional
 We use the first conditional to talk about the result of a possible future action.
Possible future action Result
If I get a better job, I will have more money.
If I don’t get a better job, I won’t have a holiday.
Note the formation of the first conditional:

If clause (condition), Main clause (result)
If + present simple, will / may / might + verb
If you go to university, you'll find a good job.
If he gets a certificate in English, he may work in a good company.
 We usually put a comma (,) after the if clause. We can put the main clause first. If we do this,
we don’t use a comma.
You’ll find a good job if you go to university.
Exercise A: Complete the following sentences with the right form of the verbs.
1. If I (get) get a visa to the US, I (try) will try to have a good job there.
2. If we (travel) travel to London, we (visit) will visit the museums.
3. I (be) may be a millionaire if my plan (go) goes well.
4. If she (earn) earns a lot of money, she (fly) will fly to New York.
5. Rita (have to) will have to do her assignment in the summertime if she (not
finish) doesn’t finish it now.
6. It (be) will be too hot if he (travel) travels to Greece in August.
7. If I (study) study, I (pass) will pass the exams.
Page | 74
8. If we (get) get married, we (spend) will spend our honeymoon in the Maldives.
9. I (wear) will wear my best clothes if they (call) call me for this job interview.
10. I (learn) will learn Italian if I (travel) travel to Italy.
Useful Language IV
Future Time Expressions

We use future time expressions to talk about when something is going to happen.
 These expressions describe a specific or definite time in the future.
tomorrow next week next month next year
in_(number)_days in_(number)_ weeks in_(number)_ months in_(number)_ years
 These words and phrases describe more general times or an indefinite time in the future.
soon one day in the future later on
 Remember to use a comma (,) if you put the time expression at the beginning of the
sentence.
In five years, I plan to have my own business.
Exercise A: Lucia is a 20-year-old college student. Read about her

plans. Some are definite and some are not definite. On a separate
piece of paper, write a sentence about each plan. Use a time
expression from the box above.
Definite Not Definite

Get a business degree at the university Get promoted at my job
Move to New York Have a house with a big yard and three children
Apply for a job at a small business in New York Travel around Asia
1. In four years, I plan to get a business degree at the university.

2. In two weeks, I am going to move to New York.
3. In ten days, I am going to apply for a job at a small business in New York.
Page | 75
4. I expect to get promoted at my job soon.
5. One day, I hope to have a house with a big yard and three children.
6. In the future, I want to travel around Asia.
Exercise B: Do you have any definite or indefinite plans for the future? What
are they?
Definite Not Definite
Write a sentence about each of your plans. Use a time expression from the
useful language box.
1. _____________________________________________________________
______________
2. _____________________________________________________________
______________
3. _____________________________________________________________
______________
4. _____________________________________________________________
______________
5. _____________________________________________________________
______________
6. _____________________________________________________________
______________
Exercise C:
Ordering Ask your partner questions about his / her definite and indefinite
Words
plans. Are they words
 Ordering the same
tell as
theyours?
order in which things happen. Here are some common ordering
words:
first second then next finally
Useful Language V
 Use a comma after the ordering words.
First, I’m going to finish my degree. Then, I’m going to apply for a passport. Next, I plan to
apply to graduate school in Australia. I want to study the Great Barrier Reef and the animals
that live there. Finally, I hope to move to Darwin. It’s a fascinating city.
Page | 76
*Note: Don’t overuse ordering words. Not every sentence in your paragraph needs an ordering
word.
Exercise A: Complete the paragraphs with ordering words from the box above.
Paragraph 1
I want to move to Seattle next year. (1) First, I plan to do research on jobs in the city. I
hope to find a job in a hospital because I am a nurse. (2) Then, I’m going to find out about
apartments. I hope they don’t cost too much. Just in case, I plan to save a lot of money before I
move. (3) Finally, I’m going to sell my car because you don’t really need a car in Seattle.
Paragraph 2
One day, I hope to become a private chef. (1) First, I am going to apply to cooking school.
I hope to get a degree in culinary arts. (2)Then, I intend to get a job at a restaurant in town
In this unit, you will practice writing a paragraph about your future plans. When
because I want to get some work experience. (3) Next, I’m going to apply for jobs in all the big
you write about your future plans, you organize them as they will occur in time. You
hotels because I want to learn how to make very fancy dishes. (4) Finally, I intend to apply for
write your main goal at the beginning of the paragraph. Then, you list the steps that will
privateIII.
chef jobs in Dallas because there are a lot of opportunities for private chefs there.
WRITING
lead you to achieve your goal. You must also explain the reasons why taking those steps
A. Write your first draft
are important in achieving your goal.
write your main idea in the first sentence – what is your goal?
III. WRITING STRATEGY: Narrating Future Plans
write the steps that you will take to achieve your goal
include ordering words to explain the order in which things will happen
Page | 77
Exercise A: Read the following paragraphs and answer the questions.
My Plans after graduation

When I graduate, I want to travel a lot. First, I am going to work at
my father's restaurant for a few months during the summer because I have
to save money. When I have enough money, I will go to Europe to visit
some of my friends that I met in college. I have always wanted to visit
Europe. I especially want to visit Sweden. If I go to Sweden, I will stay
with my friend, Gustav. His family has a house on an island in a lake near
Stockholm. I am sure we will spend a few days on the island if weather
conditions allow. After Sweden, I plan to go to Spain. I want to spend a
week lying around and sunbathing on the beautiful beaches of Spain. Finally, if it is
not too expensive, I will spend a couple of days in Paris sightseeing. If I go to Paris,
I will definitely climb the Eiffel Tower and take a boat tour of the Seine, and
photograph the daily life in the Latin Quarter. I am really looking forward to
graduating from college.
1. What is the main idea of the paragraph

When she graduates, she wants to travel a lot.
2. What are the steps that she is going to take?
Page | 78
She is going to work at her father's restaurant for a few months during the
summer, save money and then, go to Sweden, Spain and France.
3. Has she used any ordering words? Underline them.
First, After, Finally
I am really looking forward to graduating from college.
5. Do her plans sound interesting to you? Why or why not?
Sts’ own answers.
My Plans after Graduation
When I graduate from college, I want to do many things. First, I am going to

travel to the U.S. to do my Master’s. I want to study earthquake engineering in the
University of California, Berkeley. However, I will need a lot of money for
this, so I may have a part-time job as a student, like a cashier at
McDonald’s. After I finish my Master’s, if I like the U.S., I am going to
stay there. I am sure I will have many friends, and we will have a good time
together. However, I will always keep in touch with my friends back in my
country, and I will never forget to visit my parents from time to time.
Finally, if I meet someone I like, and fall in love with her, I may get
married. In all cases, I hope to return to my home country in five years as I
do not want to spend the rest of my life away from my loved ones.

When he graduates from college, he wants to do many things.
2. What are the steps that he is going to take?
He is going to travel to the U.S. to do his Master’s, work part-time, finish his
Master’s, stay in the US, meet someone, get married, and return to his home
country.
Page | 79
3. Has he used any ordering words? Underline them.
First, After, Finally
In all cases, I hope to return to my home country in five years as I do not want
to spend the rest of my life away from my loved ones.
5. Do his plans sound interesting to you? Why or why not?
Sts’ own answers.
6. What are your plans after graduation?
Sts’ own answers.
Exercise B: Read the paragraph and choose the best topic sentence for it.
A Trip to Latin America
____ In the next few years, I’m going to visit Latin
America._____. First, I am going to apply for a passport. I want
to talk to the people that I meet, so next semester I’m going to take
a Spanish class. Then, I intend to save money for the trip, so I’ll
find a part-time job. If I find a job close to my school, it will be
awesome. I can work without neglecting my classes. After that, I
plan to get Latin American guidebooks at the library and study them. I want to learn
as much as possible about the continent before I go. A month before I go, I’m going
to make hotel and flight reservations because if I leave them to the last minute, they
might cost a lot more. Finally, I’m going to leave for a great Latin American
adventure!
a. Latin America is an exciting place to visit.
b. I plan to travel around Latin America some day.
c. There are many interesting sights in Latin America.
d. In the next few years, I’m going to visit Latin America.
Exercise C: Read the paragraphs and answer the following questions.
Page | 80
My Own Web Design Business
__ In ten years, I plan to have my own Web design business. ___
First, I plan to get a certificate in Web design from City College of San Francisco. I
intend to take English classes and business classes for the first year. Then, I plan to
take graphic design and Web design classes. While I go to school, I plan to get an
internship at a Web design company in San Francisco. If I get an internship, I will
gain a lot of experience in Web design and it will put me in front of many other
people in the job market. Then, I hope to get a job as a Web designer at one of the
Internet design firms in the city. While I work, I plan to save a lot of money. Finally,
I hope to open my own Web design business.
The writer wants to start his own web-design business.
In ten years, I plan to have my own Web design business.
Having a Family
___ In two years, my boyfriend and I are going to get married.
___
We want to finish school first. I expect to finish school in two years, but my
boyfriend plans to finish next year. Then, we intend to look for jobs. We hope
to find jobs in Tokyo. We are going to look for jobs in the same area. After
that, we are going to look for an apartment. We both want to live close to our
work. Finally, we are going to get married. We hope to have our wedding in Hawaii.
We plan to invite only our parents and close friends to our wedding ceremony
because we want it to be very special. We want to have a beautiful wedding!
The writer is going to get married to her boyfriend soon.
In two years, my boyfriend and I are going to get married.
Working Overseas As an Engineer
Page | 81
___ I hope to work in many countries for the
next ten years. ___ First, I plan to get a job as an
engineer with an international company. After a while,
I hope to go to another country to work with that
company. I want to go to the Middle East to work
because there are a lot of jobs there for engineers. I also
like hot weather, and it is hot there. I’m going to study
Arabic before I go. If I don’t speak any Arabic, I might
have some communication problems. Next, I want to work in Thailand.
Thailand is a very beautiful country and I have always wanted to explore it.
If I work there, I can explore the country while I earn money. Finally, I want
to work in Singapore or Hong Kong. They pay engineers a good amount of
money in these countries. I hope to save a lot of money in those jobs. When
I return to Turkey, I hope to get a job managing engineering projects.

The writer wants to work with an international company in many
different countries.
I hope to work in many countries for the next ten years.
Exercise D: Read the prompts given below and write a paragraph about
Skola’s plans.
Goal: to become a doctor

Goal: to become a doctor
1. Improve her English – 3. Go to Ethiopia as a

1.take
Improve her English
the TOEFL –
and GRE 3.volunteer
Go to Ethiopia
doctoras– awork
take the TOEFL
exams andscores
– get good GRE – volunteer doctorwho
with children – work
have
exams
study–medicine
get good at
scores
the – with children who have
AIDS – gain professional
study medicine
University at the
of California AIDS – gain
and real lifeprofessional
experience
University of California and real life experience
4. Return to Poland – her

2. Work in a hospital for a 4.home
Returncountry
to Poland – her
– her family
2.few
Work in aafter
years hospital for a
graduation home
live country
there – her family
few yearsexperience
– gain after graduation
– live there
– gain experience
specialize in the –study of
specialize
AIDS in the study of
Page | 82
AIDS
5. Teach at a medical
5.school
Teachinat Warsaw
a medical
– do a
school
lot ofinmedical
Warsaw – do a –
research
lotgive
of medical research –
public speeches
give public speeches
______________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___
___________________________________________________________________
___________________________________________________________________
____________________________
___________________________________________________________________
______________
Exercise E: Read the prompts given below and write a paragraph about
Burak’s plans.
Page | 83
Goal: to learn English this
Goal:
yearto learn English this
year
1. Enroll in a language 3. Read English magazines

1.course
Enroll –inattend
a language
all the 3.&Read English
books – watchmagazines
American
course – attend
classes all the
– participate &movies
books –without
watch American
subtitles –
classes – participate
actively in the lessons – movies
improve his reading and–
without subtitles
actively in the lessons
study regularly – do – improve hisskills
listening reading and
study regularly – do
homework listening skills
homework
4. Travel to England – visit

2. Make some English- 4.famous
Travel to England –– learn
landmarks visit
2.speaking
Make some English-
friends – practice famous
about landmarks – learn
English culture
speaking
speakingfriends – practice
– improve his about English culture
speaking
fluency –– improve his
socializing
fluency – socializing
5. Apply to an international
5.company
Apply to –anget
international
a well-paid
company
job – get a well-paid
job
______________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___
Page | 84
___________________________________________________________________
___________________________________________________________________
____________________________
___________________________________________________________________
______________
Exercise F: Nathan dreams of taking a trip around the world. What do you
think he will do to fulfill his dream and why? Fill in the boxes with a partner
and write a paragraph about Nathan’s plans.
Dream: take a trip around
Dream: take a trip around
the world
the world
1. Save some money - 3. Check the public

1.work
Save at
some money -
a supermarket - 3.transportation
Check the public and
work at a supermarket -
sell his furniture and old transportation
cheapest waysand in those
sell his furniture
books and
- get a new old
credit cheapest ways
countries in those
- find some
books
card - get a new credit countries - findgood
hostels with some prices
card hostels with good prices
4. Ask some of his friends to

2. Check the cheap flight 4.join
Askhim
some of his his
- share friends
roomto
2.tickets
Check -the cheap
plan his flight join him - share his room
with them - pay less for the
tickets - planread
itinerary- his and learn with them - pay less for the
hostels
itinerary-
about theread and of
culture learn
the hostels
about the culture of the
countries in his itinerary
countries in his itinerary
5. to sing at some clubs

5.during
to singhis
at travel
some clubs
during his travel
______________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
________________________________________________________________
Page | 85
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___
___________________________________________________________________
___________________________________________________________________
____________________________
___________________________________________________________________
______________
Exercise G: Derin is a fifteen-year-old Turkish girl. She goes to high school. She
has a lot of dreams for fifteen years from now. What do you think Derin’s
dreams are? And what is she going to do to fulfill them? Fill in the boxes and
write a paragraph about Derin’s plans.
Dream:
Dream:
1. 3.
1. 3.
4.
2. 4.
2.
5.
5.
Page | 86
______________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___

Now it’s time to write the first draft about your future plans. Use your notes from
Exercise F (p. 64 & 65), and language from Useful Language sections (p. 65, 67,
69, 70, & 71) to help you. You can also add any other ideas that come to mind.
You can choose to write about your future plans for:

 this year
 next year
 five years from now
 ten years from now or even forty years from now
Write your future plan/s at the top of the list and think about the steps you are
going to take and reasons for them. Organise your list according to time order.
________________________________
Page | 87
_______________Students’ own answers________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
You can use one of the following sentences as the main idea (first sentence) of
your paragraph or write your own.
1. My dream is to _______________________________ one day / next
summer / etc.
2. One day / In five years / In the future, I want to
___________________________________.
3. I want to / hope to / plan to / expect to ________________ in ten years / five
years from now.
In the next few years / Five years from now, I am going to
__________________________.
Write your paragraph here.

_________ Students’ own answers _____________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
________________________________________________________________
Page | 88
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___
___________________________________________________________________
___________________________________________________________________
____________________________
___________________________________________________________________
___________________________________________________________________
____________________________
V. REVISING
Exchange paragraphs with a partner. Read the paragraph that your partner
wrote. Then use the revising checklist to help your partner improve his or her
paragraph.
REVISING CHECKLIST
YES NOT YET
1. Has s/he written a title for his/her paragraph?
2. Has s/he given the main idea in the first sentence of his/her paragraph?
3. Has s/he written a concluding sentence?
4. Has s/he organized her ideas according to time order?
5. Has s/he used any words or phrases from the Vocabulary Pool?
6. Has s/he used any ordering words?
7. Has s/he started every sentence with a capital letter?
8. Has s/he ended every sentence with a period?
1. What do you like about your partner’s paragraph? Underline two or three parts.
Tell your partner.
Page | 89
2. Show your partner the checklist. Discuss your answers. Do you have any
suggestions for your partner?

Look at the checklist that your partner completed for your first draft and think about
what s/he said. Did your partner give any ideas that you can use? Rewrite your draft
with the changes.
__________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___
___________________________________________________________________
______________
___________________________________________________________________
______________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
__________________________________________
Page | 90
___________________________________________________________________
______________
___________________________________________________________________
_____________.
REFERENCES
Books:
Blanchard, K. & Root, C. (2010) Ready To Write 1. Pearson Longman
Blanchard, K. & Root, C. (2010) Ready To Write 2. Pearson Longman
Blass, L. & Gordon, D. (2010) From Sentence To Paragraph. Cambridge University
Press
Pavlik, C. & Segal, M. K. (2007) Interactions 1 Writing. Mc Graw Hill
Other sources:
http://english120.pbworks.com/w/page/19006987/narrative%20paragraphs
http://myreadwritebooster.wordpress.com/writing-3/2-paragraph-writing/6-
narrative-paragraph/
http://www.sinclair.edu/centers/tlc/pub/handouts_worksheets/english/075sample_pa
ragraph_personal_narrative.pdf
http://www.cal.org/caela/esl_resources/health/#Emergency
Page | 91
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A2 Writing Booklet (Answer Key)

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A2 Writing Booklet (Answer Key)

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Prepared by:

Nihan Şenyaşa Demirel

Unit 1 – Daily Routines ...……………………………………………………..... 2-18

Unit 2 – Important People, Important Life Events …………………………… 19-39

Unit 3 – Personal Experiences ……………………………………………...….. 40-61

Unit 4 – Future Plans and Arrangements ..…………………………………… 62-84

1. What do you do on weekdays?

out chores Check e-mail

Everyday Chores or Free Time or Social Exercise Activities Work or School

a. __4__ On weekdays, I go home around 5.30 p.m. I check my e-mails and

b. __3__ On Saturday evenings, my wife and I relax. We have dinner at home.

Example: I stay up late at weekends. Ayça stays up late, too.

II. PREPARING YOUR WRITING

The Simple Present Tense

 The verb ends in –s when we talk about he, she, or it.

Example: Antonio goes to the movies. Oliver doesn’t go to the movies.

Morning DAILY PLANNER

First, I brush my teeth. Then, I go to bed.

Before I go to bed, I brush my teeth. OR I brush my teeth before I go to bed. Page | 8

Exercise A: Look at Alejandro’s schedule for a weekday. Fill in

Exercise D: Complete the sentences.

2. After I get to school,

3. Before I do my homework at night,

4. Before I eat dinner,

1. What is the main idea of the paragraph?

1. What is the main idea of the paragraph?

a. Joseph teaches from 8:30 a.m. to 3:30 p.m.

Exercise D: Read the sentences about a typical Sunday in Deborah’s life.

a. At about seven, we come home and have breakfast together.

Exercise E: Read the following paragraphs and answer the questions.

A Busy Pharmacist and Mother

IV. WRITING THE FIRST DRAFT

Write the second draft

Important People, Important Life Events

Think about the important events in your life.

be born friendly hard-working

General Life Relationships Education Work Personality

Tai Yi’s Life

1983 2001 2002 2006 2008 2009

bor graduated found a applied to met Chi broke up got

_____ _____ _____ _____

The Simple Past Tense

The Simple Past of Be

 John is very sociable now, but he was too shy as a child.

Using Time Expressions with the Simple Past Tense

 number + days + months + years + a long time ago

 number + days + months + years later

First, he moved to Istanbul. Then, he got married.

III. WRITING STRATEGY: Narrating a Person’s Life

When you write your paragraph:

My Younger Brother, Jim

Exercise C: Discuss the following questions with a partner.

Analyze the writing

1. How does the writer start the paragraph?

The Google Guys

B.S.E*: Bachelor of Science in Engineering

Analyze the writing

1. How does the writer start the writing?

Martin Luther King, Jr.

1. How does the writer start the writing?

take over the family of health problems. In 1957, he got

2002 open Sakıp Sabancı During his life, he received many

1992 become interested in

a. 4 On weekdays, I go home around 5.30 p.m. I check my e-mails and

b. 3 On Saturday evenings, my wife and I relax. We have dinner at home.

___ _ _ ___

3 My sister called an ambulance, and it took me to the hospital.

 1 take cooking classes at a local college