[go: up one dir, main page]
Scribd
Upload
1K views236 pages

Progression 1

Uploaded by

Júlia Lopes
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF or read online on Scribd
1K views236 pages

Progression 1

Uploaded by

Júlia Lopes
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF or read online on Scribd
You are on page 1/ 236
Senior Writers ‘Maria Rita Corréa Vieira Sérgio Luis Monteiro da Silva Director of Education ‘Marcelo Augustus de Souza Barros ‘Managing Editor Carina Nogueira Cerboncini Editorial Coordinator ‘Ana Paula Guerra Gil Editorial Assistants ‘Ana Carolina Albuquerque de Lima Barbara Yumi Lemos Danielle Carvalho Proofreaders ‘Ana Lucia de Mello Lemos Cartel Ercio Camilo Alves de Souza Enrique Luis Melone Leticia Casavella Series Design Design Divertido IMlustations Hlustra Cartoon Photographs Shutterstock Thinkstock ‘Audio Production Spectrum Esttidio Printing Supervisor “Arthur Costa de Souza For CNA Progression 1 every efforchas been made to trace allhe copyright holders bur if ary have been inadvercently Communicative goals ‘Communicative goals Communicative goals om. + Review of he main guage sling about pss vents “Talking abour problems and s tems of CNA Essentials 2 + Taking about traveling, difficult situations oe ‘Taking about the wether Talking abou heath problems all Vocabulary «Sharing experiences about the UM orage . *fRevew ofthe main ngusge fs day at schol or work *Ginng sevice bes ena ey © «The Simple Past Tense + Embedded questions | + Regular and regular ers inthe + Modal vers use for ging 3 ~ @ ‘Past “advice and suggestions e Pronunciation + Pronunciation of regular verbsin the past Vocabulary + Weather conditions sFeeings Process writing Writing about your fs day at school or work & Cant help you? > Comioh gs Gon ar eats wearing “Talking bout people loos and ) Things ple shopping. ~ Taking about peo ae ; we Putting ie all cy Language awareness her. as ‘Communicative goals ; ry “Review of Units 103 ee — a eae ee Vocabulary . ee one waaeees OT terms aeadysucind iboaab — passes ° = *Blectonic gadgets © : ‘aricesof coing rl I « = Communicative goals, “making plans and arrangements foramp + Expressing preferences ‘Taking about things you would Fike to door want to do Describing places ‘Saying how you fee «Taking about possily and probability Taking about oblgaton and necessity Language awareness + Moda verbs used for expressing probably, possibly. necessity, andabily Pronunciation Main sess in words such as ‘pasport Vocabulary Adjectives ending in-edand ing Verbs of preference @ Putting it all together. ‘Communicative goals Review of Units 5107 Vocabulary Review ofthe main languase irems already scudied ® We're conne ‘Communicative goals «Giving instructions on ROW {© do something Talking about how people did things inthe past Making predictions “Talking cbouthow technology affects people ves Language awareness seapressonsof certain: ‘probability, and possibilty Pronunciation Pronunciation ofthe ight Land ‘the velar (or dark) Vocabulary -Hleeronic gadeets ‘verbs related 1 technology “expressions used to gie ‘opiions agree, and GSag7ee Process writing wing about cechnology and ‘or the fucure ® Further Practice .... Information Gap Activities Grammer Tips... Resource Pack... Activity Book ... Audio Script... Heroes in our Ii ‘Communicative goals *Talking about your hero or people who made a diference in your ie Defining a hero ‘Talking about the kind of people youadmire and dort admire Describing peoples physical appearances “Taking about peoples personaly rats Language awareness Relative dause with WHO “WHATS HE LIKE versus WHAT DOES HELOOK UKE” Pronunciation = Rising and fling intonation in a Vocabulary + Verbs related ro superpowers «Physical raracterisics and personality tats © reacuer’s 800K | 9 — ‘Communicative goals + Review language presented and studied in CNA Essentials 2 E+ Getto know students E+ Encourage interaction, cooperation, and development of ora sills * Books closed Before you start your fist class, introduce yourself and welcome students, You may say Hello, everyone. Welcome to our course. My name’ ‘and tm your new teacher. Take the opporeunity co ask students’ names, This is a good ‘ay to make students comfortable tostart. * Books open. Provide students an opportunity to ge to know each other Ask them co wa around the room and incevew two classmates. Tell her to ack question filinche caren Activity 1. lice the frst question ane model he activity so students kero what zo do Set time line OF about seven minutes and move around the room fo check ther performances When time up, inv students co tepor some ofthe findings Ths is g00d opportunity to check? theyre using the cove fone verbs and 0 geo know ther better. e GAME ees «+ Books open. Photocopy the functions availabe in the Resource Pack, pages 141 and 142, Functions, and give one page 0 each student in clas «Divide students into pairs and tell them ro use the ti tac toe grid in tone of their Books. Ask students, to write nine diferent functions from their lis in the grid. + Boplan to students how to play tic tac toe and tell them they should came up witha simple dialogue for the chosen function. For example, ia student picks Get ready! the function in number 1, he/she should come up with a dialogue based on that function. IFthe clialogue is correct, the student scores a point. IF the dialogue incorrect, his/her partner scores a point. “The student that forms a vertical horizontal, or diagonal line frst wins. Since there's atic tac toe grid in the other students book, Students can play the game once more ‘Alceratively, this game can be ‘played in teams with the teacher writing students’ dialogues in 8 sid on the board = TIC TAC TOE 7 e © usteninc forte gem CS * Books open, Tall students to look at the pictures and ask them the following question Wat do you think the boys are talking about? Tell students they'l listen to a conversation. Before you play the audio, ask them to go through the ‘content in Activities 3a, 3b, and 3c. Clarify any questions students may have. Play che audio so students can do ‘Activity 3a. Play it again and ask students to do Activity 3b. Tell students to compare their answers with a classmaceS, Then check them with the whole class. + Ply the audio one more time so students can do Activity 3c. Check answers with che whole cass, Divide students into pairs and ask them to discuss the questions in Activity 3d. Seca time limit (of about three minutes and ‘Move around the room to check ssudents' performances ‘AS a wrap-up activity, encourage students to share their classmate’s answers with the whole class, Ss ere TEP TTT dasa amines ¢ GAME «+ Books closed, Photocopy the cards _vailable in the Resource Pack pages 143 and 144, Mime game, fut them out, and put them in a ag + Divide students into two tears and invite them to play a mime game. In turns, a student from teach team should draw a card fromm the bag and mime the action in the picture for his/her own ‘team members Seta time limit of ‘one minute for each turn, Tears score a point for each action guessed correctly. The team with the most points at the end of the game wins ‘SPEAKING : Get ready! Books open. Before students start che acthity, have them explore the pictures and understand what teach one is about. Go over the Stuavios and elicic che necessary language to carry out the activi. Situation 1 js about ordering 2 ‘meal a a restaurant, Situavion 2 ig about asking for and giving directions 1 a specific place, and Situation 3s about whac there is and thete nit in a neghborhood. Divide students into pairs and have them roleplay the situations ‘Walk around the room and check their performances. ‘When students are done, invice volunteers to act out the Situations for the whole class at ree SER O minecnrayD matornnen | meomrnrae” @ sagrneeneaaone Teveiestmancl Sree § me Communicative goals + Talking about past events Talking about traveling Talking about che weather Sharing experiences about the first day at school or work Dont spend t00 much time on this acuvity since students will be asked to list things they usually do fon the weekends fter on. This frst Part ofthe activity is only meane ‘o contextualize the begining of the lesson, Books open. Ask students to write down fve activities they do on the Weekends. Give them an example and set atime mie of about {wo minutes for this par of the activity When cme i up, ack students to stand up and move around Books closed. Elicic the activities the room to find out if their Students do on the weekends. You classmates do the same things may ask Tell them to keep a record of their What do your othe weskenst classmates’ answers, Fnecessary, clicit the questions to be asked. Do au workout Seta melt of abr dce Do you go to the movies ‘minutes for this part of the activity While students talk, move around the room and check their performances. + When time is up, invite students to report their findings ta the whole class. recy Re smorrarttoms a EUR eae ene eee es See eee eee e °o LISTENING So much happened last week. + Books open. Askstudents look + Asa follow-up activity. ask Books Ober their books. clit students they did some ofthe the actions in ther. things Kayla di. «Tall cucents to listen to the conversation and check what Kayia di last weekend. Play the audio once. Ply it again if necessary. + Divide students into pairs and ask them to check their answers. Draw their attention to the example in their Books and sec a time limit of about cwo minutes for the task. ‘While students do the checking, move around the room and help them ifrecessary. Then check answers with the whole class. Answers LANGUAGE * Books open, Tell students AWARENESS Kayla texted her mother after o ‘date, Ask them to read their ‘conversation and do Activities 1 (06. Move around the room and help them if necessary. Then check answers with the whole class. forte cea 3 | CNA PROGRESSION 1 + Tell students that chose are irregular verbs in English, Tell chem there isa full list oF iregular verbs at the Grammar Tips section, Ie’Simporcant to point out to students that the verb to be works diflerently in the past. Write the following exchange on the boar A: How was your weekend? B Iewas great ‘A: Were you home? B No.l wasnt. Iwent to the beach, + Elicit how the negative and interrogative sentences are formed. Show how the verb is conjugated inthe past. You may waite following information on th board: He /Shefe was You/We/YousThey were € ce € eC eeecccceececceccecceceoeeee: «+ Ask students to choose five classmates and write a guess About what each person did last ‘week. Tell chem to fill in the chart in Activity 7. Allow them about ‘wo minutes for this pare of the activity, While they write their Sentences, move around the room land check their performances, So much happened last week. + When time i up, tll students £0 interview those five classmates CS to find out ifthe sentences are ‘true or fale. Elicit how to ask and answer the questions. Allow ther about five minutes to check their guesses, While students do the See page 115 of activity, move around the room the Teacher’. and help them if necessary Pack for «+ When time is up, ask students r0 instructions report their findings. ‘So much happened tast week. rere wenmeeen Crcentay a andere ine overs poms tn = eo = r L pees ce ‘Teachen's 800K | 17 eee ee . SPEAKING * Books open, Divide students into SPEAKING » Pairs and draw their aztention to the example in their books. Tell ~ them they should ato ther classmates about what they did last weekend, + lFnecessary, eli possible questions students may ask Allow them about five minutes to perform the activity. While they interact, move around the room and check their performances, + When time is up, ask students co report ther findings ro the whole cass. Books open. Tell students to interview each other to find out who did che activities in their books. Students are supposed to ask only yes or no questions. When students find someone who answers affirmatively to Cone of their questions, they should write this person's name down and move on to the next Piece of information. Set a time limi oFabout five minutes and ‘move around the room to check students’ performances. When time is up, ask students to report their findings, Strategically Use the last question to lead students into the nexe actwvity. READING —E + Books closed. Use the last sentence from the previous activity to lead students into this one. Ask which students took trips last vacation land where they went to. Ask them what they did when they traveled This would be a good opporcunity to elicit vocabulary students may 0 nant Te eGOCCCCECHCKCEC ESCO CCE C4666, CU Seed cece ae see keene eeeaee saree teh? already know or teach words that are relevant and meaningful 10 Students and are not part of che lesson Books open. Pair students up and ask ther to discuss the questions in Activity 6a, Allow therm about ‘three minutes to do so. While they talk, move around the room and help them if necessary. Wien time is up.elict students’ conclusions. So muc! h happened last week el srudents theyiIvead abour + Askstudents to read the texts and some people rps. Before you uk ther fo read the messages develop students ables © : srecies by exploring the ex's. YOU ‘may ask questions such as: What kinds of texts are these? Which one i more private ad personal? nat paces did these people trav! to ‘do Activity 6c. Seta time limit of about five minutes. When time is up, check answers ‘with the whole class. Then pair students up and ask them t0 discuss the question in Activity 6d Seca time limic of about eo ‘minutes. While they talk, move ‘round the room and check thelr performances. LANGUAGE + Then ask students ro do Activities 7b to 7d in pats. Check answers ‘AWARENESS with the whole class and poine Out to students that theres stud in the previous language coor awareness actives are also valid for regular verbs. + Ask students to complete the sentences in Activity 7e individually. Check answers with the whole class Then pair students up again and ask them to talk to each other to find out if the sentences are true about them. ‘Model the activity wich a student. ‘They may say: 7 Ask student to refer to Falcone Ait ea. Student A: Did you try to learn ‘the texts in Activity 6 and find che pas for ofthe verts sunbathe by another language inthe ‘ove, vis, and enjoy and write them past? down in Activity 74,Check answers Stuelen Yes i with che whole las. Student As What language? OS cree “eee pte ee | t noose ke D1 cures | CNA PROGRESSION 1 Student B: German. What about you? Student A: Int Set a time limit of about five ‘minutes forthe interaction, While students talk, move around the room and check theit Performances. Answers ec eo PRONUNCIATION (ack) oortey + Books open. Tell students that the final ed has three different Pronunciations: /d, /¢, and i. Use the verbs in Activity 7 as examples. You may oversimplify the final ed pronunciation rules by telling students that usually verbs that end in 2, -k -f-s sh, and -ch cause the final ed to be pronounced as /t/. Verbs that end Ind ort cause the final -ed to be pronounced as /id, and all the ‘other verbs that have the final -ed {are pronounced as /d. ies more relevant that students understand that only verbs that end in /t/ and {4 sounds are added an extra syllable. In due time, chey'l gure ‘out which verbs have the final -ed Pronounced as /d/ oF /t/. Give students the following examples «all (one syllable) 9 2993993999999329999399233993999009% + Books open. Pair students up and ask them to take turns asking and answering about the weather Conditions in the different cities. Before they stat che activity you should algo take the opportunity {fo teach chem the seasons of the year. Use the flashcards available in the Resource Pack, pages 149 ‘and 150, Seasons of the year, to introduce the new vocabulary Set atime limic of about five ‘minutes for the interaction. While students talk, move around the room and check their performances. VOCABULARY > & + Books closed, Ask students if they prefer to travel ro cold or hot weather destinations. Show them the flashcards available in the Resource Pack pages 146 r0 148, Weather conditions, and introduce the new vocabulary. Ask question such as What city do you think it is What's the weather like in ths place? + Use the last question to teach students the new words. Carry ‘out chorus repetition of the new vocabulary, + Books open. Ask students t0 match the words in the box and the pictures, Set a time limit of about two minutes and move round the room to give help if needed. + Pair studenes up and ask them to check their answers. Draw ther attention to the example in their books and model the interaction if necessary, While students check their answers, move around and check their performances. Then check answers with the whole see page 116 of Pack for © TEACHING TP ‘+ Bring photos of trips you have taken and ask students to bring theirs as well. They add an element of realism to the lesson. ». SPEAKING ‘ce = <= SPEAKING hated. Show students che photos and induce them to ask you 4uescions about the inp. This i rege should serve a a preparation for this activity. Books open. Pair students up and ask them to tak about the best and the worst tips they have ever taken Tel students they should {ty 0 find out as much as they can about ther partners tips Set 2 time limit of about fve minutes for the interaction. While studencs talk, move around the room and help them ifrecessary. + Books closed. f possible, bring + When time is up, ask students to photos of either a tip you really report their findings to the whole enjoyed or one you absolutely cass. oe 7 ce i’ GAME forks * Books closed. Write some dates and names on the board. For example, Rosana 1973 Terezinha 1992 Tel students that these names and dates were part of your past. Tell students that they should ask you 4s OF no questions to find out who or what they refer to, Model few questions if necessary. For example: Student A: Was Rosana a classmate? Teacher: No, she wasnt Student B: Was she your rst teacher? Teacher: Yes, she was. Have students ask you questions Lup to the moment they find out \whar the informacion refers to, ‘Then pair students up and ask ‘each student in the pait to write down some important names and dates and take tums asking and answering questions. While students talk, move around the room and help them if necessary ‘When time is up, ask students to eport their findings to the whole class, eae Waraap reece K€ Coe eee eeeecececcccceececeececcecy READING. rte + Books open. Ask students {questions such as: How old were you when you started school? Did you cry on your fist day of school? Use the questions not only t© contextualize the reading activity bur also to pre-ceach any key ‘words students may not know. + Ask students to browse through the text and explore its genre by asking questions such as: Look atthe layout ofthis text. Where could you find it? Who would read this text? What is the text about? «Tall students they should read the text and say ifthe statements in Activity 16a are true or false. If the statements are false, they should correct them. You may ask students co do this activicy in pairs. Seta time limit of about five ‘minutes for that + When time is up, check answers with the whole class. Then ase pairs of students ro think of two or three pieces of advice 10 make a child first day at school ‘easier. Seta time limit of about three minutes for the activity. ‘While scudents talk, move around the room and check their performances. + When time is up, invite students to share their conclusions with the whole class So much happened last week. + Books open. Ask students 10 ‘match the speech bubbles and the pictures. et a time imi of about fone minute for that. Pair students Up and ask ther co compare their answers, Model the interaction f necessary, They may say g VOCABULARY ‘A: How did the boy inthe fist picture fel on his frst day at fool school? B: Hefelt ‘While students check answers, ‘move around and help them if necessary. Then check answers with the whole class. + Books closed. how students the flashcards available in the Resource Pack pazes 151 t0 153, Feelings, and introduce the new beeiciais vocabulary. Ask how the people inthe pictures are feeling Carry ‘out chorus repetition of the new words. ‘So much happened last week. + Ocmengspetae totam ‘Ge ld ek an Teen 1 Downamtoesis stoner reacuen's 800k | 25 | GE Soa ae eee oe USTENING + Tell students to read the SPEAKING Statements first and then play the (ack) audio. Pair students up and ase them to compare che answers foe POR Model the following exchange with a scuden: ‘A; Who was seared? B: I think Laura was ‘AI think 50, t0011 dont think sa. think john wos. + While students do the checking, ‘move around the room and help them if necessary. Then check answers with the whole cass. + Books open Pair students up and ask them whether they ‘ have any memories oftheir frst + Books open, Tell students they'll eth aval shod One Poa listen to two people talking them to read the question in and should check the correct their books and think ofa least sentences one more question they could ask each other Allow them one ‘minute for tha. Elicit questions coe steers + Ask students to cake turns asking Cecorceeocccvceens eS BF and answering the uestons Set Sota sterranace’ SE a time imi of about fve minutes Giemmeens pr Sean for this interaction. While students once on talk, move around the room and Senne See check thet performances oo 1 Ponaincrnci + When time i up ask students to Nb we cr eh pot enon report their findings to the whole fee fet pireahaos dass a eae nein PROCESS WRITING ee Gace! ‘ Vorrnntre soroeng acto Books open. Ask students to turn 10 Activity 16 and ask them the following questions: Is the language in the text formal, semiinformal, or informa What verb tense predominates in D2 | ommosenon thetea? @eeceeeeeeeececeeececcece dasseeeeeossesadeessee seas esos 4 se * ? So much happened last week. How isthe text organized? rave their kil They may ferro + Wen students are done, have to rm wartto eespecc language corentin the ae WAN Classmates createon the reader? the spec are eEE anwety by —_theit most meaningful findings Sat Ee Reeae Lae making sure they are not beng bout cherr own leaning process Me doerand chat tis cet is cralueed during this task. Thisisa_ Discuss questions related to study A eee Powerful resource as longas they __habicsand che importance of \wriccen in formal/ser-fote Understand its purpose. keeping up with the language Tanguage. Tell therm that their eae be crared « Aferthe frst couple of urtsyou wioush the Web Lessors following a clear sequence of nay want to have students work ‘Grammar Tips section, and so on. eee ty should se the in pis on this tsk. Monitor the {questions and the irfermation activi acal times and offer help they provided in Actiity 1935 i necessary. ideas forthe production of the eve necessary, gether with “Eudents draw a framework for the production ofthe tex For evample: «Your age when you fst went £0 schoo! «How you felt beforelwhen you got to schoo + What the schoo!/eacher was tke — - —— + Whac your classmates were lke, | ‘$0 much happened ist week:-»---| + What you did during the class! | : = + How yout erg the =—— 8 O21. cs ceo: (ee) information practiced or brainstormed during the classto ‘ino e awrite a narrative in their Activity ae Book =a gsr g FEEDBACK TIME | eee art | i ? «Books open Go trough the Communeatve functionsisted | | Sa cncourage students to ome tip wth che coresponding | language points. Ask chem to | © Communicative goals + Talking about problems and difficul situations + Talking about health problems + Asking for advice + Giving advice B | CNA PROGRESSION1 ge SPEAKING Books closed. Contextualize the topic of the lesson by asking, questions such as: What kinds of problems do people have nowadays? What do you usually do when you feel down? Books open. Ask students to look at the pictures and match them (0 the phrases in the box. Move around the room and help them with the new vocabulary items Such as advice, advice colurnn, and theraps. ‘When students are done, check answers with che whole dass Then write the following situations ‘on the board: You need, Your boyfriend girlfriend broke ‘up with you. You cant find ajob. Tell students to discuss with a classmate what they usually cdo when they experience the Problems on che board. Seta ‘ime limit of about three minutes. ‘Move around the raom and give help ifneeded ‘When time is up, ask students to share their conclusions wich the whole ciass.As a wrap-up activity, tell them to do Activites te and 1d, elicit answers, and talk to the ‘whole class about what problems ‘hey usually provide advice for. Answers What should | do? COOHCHOOHHOOOOCSHLEE COCEEHOOHECHOCOCOECEE e LISTENING * Tel'students they lsten to the Play the audio. Ask students to audio and should number the ‘compare answers before you (ack 7) Conversations based on the kind ccheck them with the whole clas, of problem each person talks * Play the audio once more. This ‘about. Before students listen to foarte time students should lsten tothe the audio, go over the problems ‘conversations and fill in the blanks listed so that they know what wih the missing information, to listen for You may want to Ase students to compare their re-teach the expression have answers. Then check them with butterffesin your stomach Te idgihals tae them this isa commen expression in English and people use it «0 ‘express that they're nervous about something. * Pair students up and have them practice the conversatons. + Books open. Tell seudents to look Remember that this sa moment at the pictures and guess what the of initial familiarization with some ‘conversations are about. ‘new communicative functions and students will have further practice with them throughout the unit. While students talk, move around the room and help them if necessary. + When students are done, wrap Up the activty by asking their ‘opinions about each piece of advice that’ given in the ‘conversations and elicit what kinds of problem they usualy share with go = others. — Answers ‘onmtn_2_ gent spn pene ny oven spears oon nant comer —Loennerhnstonpniee were OOOO CCPC COC CC CCC C CCC C CECE Es € ce cece c Teacuer’s 800k | 31 & VOCABULARY coro + Books open. Ask students if they know the parts of the body, Use the picture in their books to elicit the vocabulary items they already know, Call students’ attention to the plural forms of words such as ‘foot and tooth which ate iregular. ‘Cary out some chor repetition ofall the words, a + Pair students up and match the parts of the body with the words In the box. Allow chem about two minutes to do so. Move around the room and give help if needed. When time is up, check students’ answers with the whole class, + Now that students are familar with the parts of the body in English, have them look at the ‘words in Activity 3b and infer what the suffix -ache means. You ‘may also want to use the pictures in their books to help them understand, Tell students that the suff ache n't applicable to all the words though and that we should also use the verbs aut and ‘ache and the noun pain to say we have health problems. Carry out some chorus repetition ofall the * eS9 fi VWooDow Nea TTT pretty pel . + Pair students up and ask them to complete the sentences using ‘the words in the box. Allow them about two minutes to do so. ‘Move around the room and give help if needed. * When time is up, check students’ answers with the whole class Oo OO ee O oe eeeeoeenecoocececceceecee, teacten'seoox | 33 @ yhat should | do? COOCHOOHSOOSNHSOEOSESSTLESHE SSE SCCOEEES SPEAKING them theyil ask for and give each father advice. Photocopy the cards available in the Resource Pack, on age 184, Pars ofthe bod), and Bive one card to each Student A in class, This student should come up ‘with a health problem related to the word on the card. + Students A and Students 8 Should read the corresponding. instructions in their books. Theres a lst of recommendations in their books for the students performing Situation 8, Go over ther to, ‘make sure they understand the vocabulary given, + Model the conversation with a student. fa Student A$ card has * Books open. Divide students into the word back write the following Students A and Students 8, Tell dialogue on the board: > ec | guineas, nea | a | —— ieee ee | | ‘Roman Sheena ston sy opens bene soe | Sao inka pod de waka donne thee ey ets nedimytbeappomet anata oe 4 | cna pRocREssion 1 <] ‘A {havea backache. What should Ido? B: I think you should see a doctor, + Ask students to stand up and valk around the room asking for and giving advice. Students A should talk co as many Students 8 as possible. Encourage Scudents 8 (0 use a variety of diffeent recommendations and avoid repeating them. As scudents camry ‘out the activity, monicor chem and offer help if necessary. Allow about two minutes and have them exchange roles, g READING GOALS + Books open. Explore the pictures in Activity Sa so students can understand the situations and learn some new expressions such ‘2s exchange program and throw me under the bus. @eeecececece @ececeeeeeeeeceeeeeccececer >>> IIIIFIIIPI>AII—IIIDIPIPIDDDDIDIDD + Ask students to read the pieces ‘of advice in the box and match them to the correct pictures. Set a time limit of about three minutes for this parc of the activity. Move around the room and give help if needed. What should | do? + When time is up, tell students to compare their answers. They should take turns role-playing, the dialogues. Encourage them to act out the conversations as naturally as possible. Move ‘around the room and check their performances. + When students are done, check answers with the whole class GAME @ + Allow students a chance to practice the new vocabulary + Add an element of + Books closed. Divide students into ‘wo teams. Tell cam members that youll give chem clues and hey should come up wich either he pare of che bo e healt 16 | CNA PROGRESSION 1 problem that you'e talking about. efer to the lit of clues ‘available in che Resource Pack, page 155,C + Teams should take turns picking a different number each turn, Each ‘umber corresponds to a clue to answer. If they can't answer five seconds or if they come up with the wrong answer, the of team can try, Teams point for each corre + The team with the most points at the end of the game wins. READING eo + Offer further practice of the language used to.ask for and give + Offer students an ‘opportunity to practice and develop their reading and speaking skills + Books closed. Ask students if they're good at giving advice. You Do you ws to your friends? Do you think + Books open. Ask students to take the quiz individually. Set a time mic of abou room and help them if necessary + When time is up, ask students to check their results. Then pair chem up and tell them co ciscuss the results. Set a time limit of out three minutes for the discussion. As students talk, move around the room and check their performances, € ¢ eeeec € 53909335 DTT9D29999999903329329923229 What should | do? LANGUAGE + To concepececk have seers much np a possible not ony Thangs pais and ask them todo yes or no. Write an example on the ‘AWARENESS ‘Activity 8b. Seca ime lic of boar Say about Five minutes. As they do so te move around the room and offer ‘A: Do you think can goto help if necessary erie + When time is up, check answers & Sure Then you can meet with the whole class. Then rel my bestfriend Antonio. students to work with the same partner and practice the QueStOnS Moye around the room to check fn Activity 8b. They should take Pree rae tums asking and answering them. Encourage them ro answer each of the questions freely providing as rete + Books closed. Ask students who they ask for advice or suggestions from when they have a problem for arent sure what co do. Elicit ‘what exactly they say in English ‘Ask them what other ways there ate to say the same thing. Write their answers on the boar. + Books open. Ask students to do ‘Activity Bain pairs. Set atime Timit of about two minutes. While they carry out the task, move around the room and offer help ifnecessary, When they are done, check answers wich the whole class. Draw their attention to the inversion of the subject and verb in embedded questions. Iva good idea to carry out some chorus repetition of the embedded ‘questions provided in Column B. areas teacher's 800k | 37 ( © GAME TEACHING TP ge + The questions in Column B GOALS are called embedded ‘questions because there is a question inside another ‘question, For example, when we ay What do you tin should do? we mean What do cools coses Ovid suds : ree int pas and ge ach stene ee atop ant three diferenc cards avaible ts ee ‘the Resource Pack, Page 156, o Embedded quscons Tell students they should start a ‘conversation with their partners and try to inser all the sentences they are holding in the dialogue ‘Sammer | ‘Satriani TIPS | SRETEOE awe | a ee ef “Rete Sed } + gears area * See, eee | ° ee Tt pe ma tit? * Soramrer sees - | Promebebementtiesetd heen? | “Seeman = alco =ecd _ Ie’ important to remind them that context should be respected and sentences cant be added out of the blue. ‘Students should stand up and talk to each other by their desks, When a students able o use all hisyher sentences in the ‘conversation, he/she should sic down, That means he/she has won the game. While students work, ‘move around the room and check their performances, Alternatively ifyou think three sentences will ake too much time, {ive each student only one card and follow the same procedures, WRITING [oye + Books closed, Write all students! names on pieces of paper, fold them up, and put chem into a bag, Tell students to pick a name and ‘make sure they dont pick their * Tell students to talk co the student whose name is written on their Piece of paper and get his/her cell hone number. Students should add that person to their list of contacts on their cell phones. + When students are done, tll therm to work individually and think of 4 problem they need advice for. Problems can be real or Fictitious, Tel students to write the problem ‘on a piece of paper ina simple way. Give them an exampie. Write ‘on the boa: | wane to go to college but | don’t know what major in What do you think | should do? eeceecceecceeces eeceeeeeeeceeececececeeceee What should | do? ) = - - «move around the room so check + Pair students upandtelichem + Students should workin ais - students performances and to To discuss the question in and discuss the questions in ve help needed, Take che ‘meivy 11 Set a ie iit ‘Retity Te. Seca time imi of ~ ‘opportunity to correct mistakes. ‘of about one minute. Move about three minutes and move + When students are done, tell them ‘around the room and check their around the room to check their ea to text their classmates asking for performances. performances. a Cote oe eprobiem they ave + Whencimeisup lc students + When me's up, sick ales! ‘come up with. Also, tell students ‘conclusions. Then tell them they'll conclusions and add other pat tb teply to the message they (at eaconversation and should questions you might ind relevanc recewe on thet cell phones. answer the questions in thei woask - «When emo gersarepiyto ack ay the sic and let che When eel eantmse ——abapenmsof rearower Then os th td te advice gen check har wich che whale cst. Soe) Teen the opportunity to ask + Ply the audio once more and tel - vortenesif they are happy about students co complete the card the advice they got and why. in their books Let students read - 7 the informazon on the cad frst, see page 117 of and then ply the audio. Play it = the Teacher ‘again if necessary. Tell students to Pack for ‘compare their answers and then - eects check them with the whole class. - e © uses | e (erack 8) - a tans namo Ot eel tee tad Sage Soon edhe ew neni - ne spyapmmmnmminense | e YER ST on e + Books open. Tel students co Biff ~ read the vext message in their semper ct books and fil inthe blanks in ne Activity Ta with the correct ne information, Set a time limit of ean ae about one minute. Move round cova tele the room and give help if needed. en Oo a + When time is up tll students Coenen Oe Os termite A to compare ther answers. Then nected ga a ~ check them with the whole class. a arpaccene 30 Oe cooley eames oe sna pt ° as sp e pegegiiwanieate | ° ye ommyetetomatcn ° cumunzoe | 38 OG im : cere e teacher's 800k | 39 | * SAM ReRE eR Ob Do a LANGUAGE the room to give help as needed GAME AWARENESS and then check answers with the whole clas, * Pair students up and cell them to do Activity 12b, While students work, move around the room and give help ifneeded. When students are done, check answers with the whole cass. ‘Then ask them to work with a diferent classmate this time and do Activity 12c. Seta time limic yey of about one minute so students + Books closed, Make a copy of the éanthinkofa problem ando’ ccs valble nthe Rerouree + Books closed. Ask students for ‘minutes for them to talk to each Pack, page 157, Situations, and put trample how to ge advice «thet Move round the om and them ma bag Infngsh One or two eamples check the performances + Have students stand ina cele shouldbe enough athe poe and ge 2 allo cone of them Tel stunt hat ehey should tow “Apa cen a ss i ee the ball teach ater whe you ‘this unit so far and tell them co ply —— ae ae ie aeleeteaieen! the muse student shoud sop ‘throwing the ball. The student holding the ball should pick a card from the bag. Tis student should tur the sentence oni into an embedded question and ask it to any student in the circle That student should reply co it appropriately ‘COMMIT Ra erm Grammar + Model the game with students and write an example on the boar: A: Do you think | should takea trip to aq? B No. k's too dangerous. + Continue uncial che cards have been used, a SPEAKING nme = ar > pon & + Books closed. Make a copy of the cates available in the Resource Secceccceccececcccceccecccecececccecse What should | do? and give each student one card the language samples and the «Tell students you'l turn ehe lights pari corresponding communicative fon and of When the lights are fanerons Check answers wth the fon, they should talk to a classmate ee Ys about the problem they have and re ask for advice, When the lights are «+ Ask students to rate their skills of it’ time for students to change “They may refer to the specific parenets. language content in the unit. «= Tel students tat they should tlk eel about the situation briefly, maybe 8 srespthesk Tels pega pile ding HA TEE ey eee ance Nore sound the room while students work, ‘understand its purpose. Give help if needed and check + When students are done, have Pack. page 158, What should | do’, g FEEDBACK TIME points. Ask students to match their performances. + Books open. Go through the them share with their classmates apap he achtoask SPeripdeneee rons iced, SnesnEX enna Ines Seen pines ae cad encarigescudenccto came abourthelnoww agra Dee SE Ee aah up with the corresponding Discuss questions related to study they consider the best and why. Encourage them to share with the whole class ther feelings concerning che advice they got. language poins. Alternatively, habits and the importance of you can produce one set of keeping up with the language cards for every pair of students through the Web Lessons, the ‘with examples of the language Grammar Tips section, and so on ge ‘SPEAKING 5 ae ‘should 1 do?. om = Se oo ‘ain tn each situation. + Pair studenes up and ask them ro role play the conversations. Allow ‘them about two minutes for each situation and have chem switch roles. While students do the activity, move around the room and offer help if necessary. + When students are done, you may invite some of the paits to ‘come up front and presene their ‘conversations for the whole class. + To wrap up, go through students! mistakes with the whole class. ato at = + Books open. Help students explore aoe the pictures in their books and es understand what they represent. ict the language to be used in ngs DSS DSSSSIFIOVLSOSIVOISIFISOIFIIIIIIIPS | Communicative goals + Shopping 5+ Deserbing what someone is wearing + Talking about peoples looks F and soles + Taking about peoples shopping habs 2 | CNA PROGRESSION SPEAKING ote Books closed. Divide stucients into groups of three, Write the word shopping on the board. In 30 seconds, ask them to write al the words they know in English related to this word. Elicit words ane! write them on the board. You may use the words to trigger questions. For ‘example: if students mention the Word shopping mal, you may ask questions such as: Do you prefer shopping at a shopping mall to a street store? Do you always go shopping at a shopping mal? Books open. Pair stuclents up. Ask them to talk about the pictures in their books. Ask them to refer {0 the questions in the box. You. ‘may want to elicit other questions they could ask before che activity begins. Seca time limie of about three minutes for che activity. While seudents talk, move around the room and help them if necessary, When time is up elicit answers Explore the pictures and ask ‘questions to bring up the concept (of milennias, which will be dealt with in the nexc activity, Piaskegans kao wig Oo eee eceeecceccocceccecceccecececercy 339FFTFIDIFDIIFIIFIIIIIFIIIIPIRIIIVIIID READING + Go through the questions in Activity 2b and make sure i students understand them, Pait foe them up and ask them ro discuss ‘the questions. Seta time limit of abour five minutes for the interaction, Move around the room and help them if necessary + Books open. Ask students if they know what millennial or the Generation Yi. any of the studlents knows, ask him/her 0 explain itto che rest of che group. |Fno one knows, ask students to read the definicion in their books and give you a brief defnition of, ‘who millennials are in their own. words. Can! help you? + When time is up, elicit answers. Use the last question as a lead into the next activity by asking students if they are certain oftheir frdering, Tell chem they'll find ut by listening co the audio in Activity 3 Veen Oo | | ee eamecocteemares — Ou Sogo ccna Ome spotters wont o— aa On © ustenine ~ Books open, Tel students to look + Ask the whole lass how they at the pictures in their books and would compare American (wack) {ry to predic che information millennial to Brazilian millennial they/l hear You may ask fom How long co you think milennials spend online via PCs or mobiles? Play the audio and ask students to fillin the blanks with the ‘missing information, Play it again if necessary. Then check answers with the whole cass. OW GENERRTION ¥ SPEND TusIR MOnEY perenne nd 30 ag ted Sl mindy mwintenemue thee ed ha Aeros to pe_ £6 D201 mummers }4 | CNA PROGRESSION 1 Ceecoceecccccecocecccececccececeeeeeees Cant help you? ¢e VOCABULARY now. Use the fashcards available _-Model the conversation with wren Resource Pack pages 159 a student frecestay. Move to 162 Becton to introduce round the room and check thei sae those words students don't know. performances, Then check answers. Camry out chorus repetition of twit che whole dass these words to practice thei eS cad oeEBS thea Fronuncacon. students if the prices of those «Books open. Paiestudents up and electronics are the sare in Braz ask them to match the pictures: Elicic the difference in prices. to the words Use this moment + Books dosed. Ask students what ‘tot other leetronc devices Slectonicsmilenniaisare most ___ which could be added roche Dd seercred in buying Ect answers lis Set ame imi of about two sshd wete the words they mention minutes forthe matching acy. gn the board Thisis a good «When time is up ask students Gromenccofind out hew much of” to check answers by performing The new lexical group they alteady the conversation in their books. Cantnetp you? Gse £28 ” | | ple PD DIIFIFIIOIIIFDSIFDIFVITIDIFIDIIIIIIID, eee © e if necessary. While they interact, = any vocabulary move around the room and check be familiar with. their performances. bad about which. when students are done, e comment on thet performances This would be a good mament e to explore the phonological aspects of the conversations such as question intonation, thought grOUps, and stressed words. to add one more question they igh wet raping hey ter gong buy some of he een eves in hey & Set 2 me imi of abou our utes forth prc ofthe act. When ie iu chekanoners vith the whol cs Red ne ‘omer ou oud ape ce Mecenaingtobuyaediphone Hep is deni devces they may ‘heritage ey may notkrow Write the mostreevane fGre uP you consider hem ¢ SPEAKING Books closed. Ask students what questions they would ask ifthey weston on the board ashy ee aa i Arcastancionustete conversations mpas Have her repeat the dalogues ater you fat fooye) Books open. Pair students up and. + Books open Tel sunt hey ae | coer ing to buy a cell phone. You'll Te foe fe thestsperson and tht PA Mapae eS | § Sgee e napa be the customers. Ask them t0 ee imagine what the ineraccon deeper SEE wollte roe es anne ee re fe board and teach Li Ie peeeretiie semen ary langue they may noc be [ima | reece a faa th acy th ss = a the help ofthe whole cass wrce 2s —oee | eae : a model ofthe interaction on the Ns io board. For example: fies |e ae Sefer A’ Hi, Can help you? a=: B: Yes, I'm looking for a new caesar cellphone. —aaneeeeva Pe nl — particular make in mind? See gl Not really A: Well this one isa special offer & How much ise? 4: IeSonly $2880, B Isiveasy to handle? A: Yes, fis. les very Userfiendy & Nice. Can see i A Sure B How long sie warancy? ae A: lehas a two-year nana warrancy. 8 Good i ake then P| etme ‘How wil you pay? . 5 Byeredie Card Ceeceeececeeecececeecceceeacececcece|se 46 | CNA PROGRESSION 1 9999999990999 999999999939999333930009 + Act our the conversation with a ‘student so they know what to do, ‘Ask students 10 choose two items from Activity 4. Ask chem to take turns being the salesperson anc the customer who wants to buy. the items chosen. Seta time limit (of about five minutes for this part of the activity. While students talk, move around the room and help them if necessary. + When time is up, comment on students’ performances, IFtime allows, ask for volunteers to act, ‘our the conversation for the whole class. + Alternatively, keep changing pairs sa students can interact with ‘other classmates. With every ‘buyer-seller exchange, erase some ‘words from the conversation on the board until students are able to perform it with a blank board (er something close t0 i) GAME oye) + Books closed, Write the following sentences on the board: ‘Most students bought a new cell phone in the last sic ‘months. ‘Ac least one student got an electronic device asa gift for hisher last birthday. ‘Ac least three students went shopping for clothes last weekend. + Tell students that they should interview their classmates find fut the statements onthe board are true or false. Before students Start ect which questions are to be asked Seta cme imitof about five minutes for interaction, While Students tlk, mave around the tom and rake notes of eines students say that you might want to comment on when the activity Sover + When time is up, elicit students’ findings. Use the last question as ‘a bridge to introduce the next activity, + Alternatively, you can produce your own sentences based on your Students’ profiles and interests. e SPEAKING (cole 92 Qovtee Wotas Can |help you? + Books closed. Use the last {question in the previous activity to introduce the topic of fashion. ‘Ask students if they like going shopping for clothes and what they usualy buy + Books open. Explore the picture in the students’ books by asking questions, You may ask What can you see? Do these people have the same style Do you identify with any of them? Which one? + Pair students up and tell them to take turns asking and answering the questions in their books. Set atime limic of about five minutes for students to perform the cask. While chey talk, move around the room and help them if necessary. FD Sa we” ool wy” ¥ yiand Wipe 2 2 { ’ . meacten'ssoox | 47 @ + When time is up eici answers in the Resource Pack, pages 163 + When students are done, check and use them t0 introduce the to 172, Clothes and accessores, to” answers withthe whole ease, nexe activity. introduce some ofthe new words, For Activity 9a ask strlen t0 You may ask questions suchas. give you evidence chat confirms Look at this picture. Whats this Cote © BENING es Siena eee What’ he/she wearing? they probably haven't met before. feucivoy + Acthis point, it isn't necessary to As for Question 2, the hostess asks teach allthe words Rather each people to describe what theyre = only those words yourstudenes__wearingand what ther see scars don't know and may prevent them ‘She also mentions ar the end of from doing the lstering activity.” the audio that shell comment Tell students they'llisten to some ON what is appropriate in all che conversations and should answer Calls cute Tell shem cheyi Questions and2 Paythenucie _seesome more seesin he pet once so students can check the acti. Correct options, Tell scudents they'l listen to the conversations + Books open. Use students’ answers gain and should cheek the er) fo the last question in the previous pictures that correspond to the Activity to talk about fashion, {descriptions they hea, Play che ‘Ask them if they have a favorite audio once more and let students style. Use the flashcards available dothe wa i VOCABULARY jan! = | eae) WT cheese + Books open. Ask students to lock 2 the pctures Explore them by asking questions such a Look at the dierent sys in the pictures. Which one do you prefer? Do you prefer spots clothes or formal coshest ‘Do you like to wer blazers? + Asyou mention the tems of clothing ute the fsheards avaliable in che Resource Pack, Dages 1630 172, Cthes and {cesaris, to show them Students. es important ra poine utharwordesuch as sore plural or wich the expression a poir Of Carry out cons rection 6 the new words necessary + Ask student to read the descriptions and match them to the pictures, Give students about three minutes for the matching activity Cceceaceeeeeeeeeceeneeceeecenneeeeeeeeee PIDIIPIIAIIIDPIVPIDIOIISPIIIIIIPIIIIIIIIID Can |help you? «When time is up ask students to + Books closed Tallstudent theyll This would be a good moment to eee awe tipars Tel them playa different kind of bingo. Give__practice the pronunciation of the to follow the model in Activity tach student a pronunciation few words by asking students to Tob While students interact, move bingo card available inthe repeat them. weNihetoom ana help them. Resource Pack, pages 173.and 174, Aernativly the game may be Hinecesny Take notes specs Prruraaon igs played in pars. of students production chat + Tellstudents youll callout words Another option i to divide practice page 175, Pronunciation Bingo) and give each group a pronunciation + When students are done, check they should write them down Bingo card s0 students complete answers withthe whole cass if tunder the cortect pronunciation ie with words that match the Students ae stil in doubt atthe pattern Modela couple of words pronunciation patterns. The group tend of the activity Posudents understand what they hat finghes ie Ret and whose are supposed ro do. answers are correct the winner + Gall our the words up co the Check answers with the whole Answers moment one of che students class to make sure they answered Completes the card. He/She should correctly. shout BINGO to indicate that he/ she isthe winner Check words Called out with the whole class. See page 118 of the Teachers Pack for GAME GoALs + Books closed. Pair students up and tell them to st back-to-back ‘Ask them to take turns describing, what their partner is wearing, + When students think they are done with their description, tell them to look at each other and check if their description ‘was correct. Fume allows, pair students up and have them do the ‘activity once again, While students work, move around the room to check their performances, GAME eo reacten'ssook | 49 VOCABULARY Goats + Books closed. Contextualize the activity by telling students that it was your birchday last week and you got some nice gifts. Use the flashcards available in the Resource Pack, pages 163 t0 172, Clothes and accessories, or reala to introduce the new vocabulary, AS you show the flashcards or realia, describe the items of clothing using the words in the box. You may say Look at ths nice woo! scarf got. Do you like ie? lt necessary, carry out chorus repetition of che new words, Books open. Ask students co ‘match the pictures to the words, Set a time limit of abour wo ‘minutes for this part of che activity, When time is up, check answers ‘with the whole class by describing the items, You ray say Teacher: Its brown andi made of eather Students: That’ the purse + When correction is done, pair students up and tel them they'll go shopping at Mark & Mark. Ask them to choose four different Items they'd like ro buy. Model the conversation with a student before they start. Induce students to describe the clothes by using the wards in the boxes, et atime limit oF about five minutes for the activity. While students talk, move around the room and help them if necessary. + When time is up, and if time allows, ask volunteers to perform the activity for the cass. Then comment on students’ overall performances. Answers @eceeceeeeceeccocececeeneecececeececeeceeee IPFFFIFDIFIIIIIIIIIIIIIIIIIIDIDIVDIIIIID oO LISTENING (wacker) oy + Books open, Tell students that Noreen wene shopping and. bought some of the items in the previous activity. Ask them to Tisten and check which items she bought. + Play the audio and have students ‘check the correct items. Ask students to compare their answers and then check them with the whole class. + Ask students to ead the questions in Activity 14. They should liscen ‘again and check the questions sed, Play che audio once more. CCheck answers with the whole class. + To wrap up the activity ask students what they'd actually buy if hey went to Mark & Mark. ey e @ rrowncurion (wack 2) eared + Books open. Write the following {questions on the boaré: Can help you? How can |help you? + Elcc the different pronunciation patterns for each question: sing intonation forthe first question and faling intonation for the second question. Do the same ‘with one more set of questions. IF useful, indicare with your hand. ‘when the intonation is rising and Falling as you say che sentences. You may ask students to do the + Ask students to sort the questions ‘out. Give them about 1wo minutes to do that. + When time is up, check answers with the whole class. This would Can |help you? be a good moment for students ro practice saying the sentences using, the correct intonation. + Then ask student to read the ‘conversation in Activity 15b and decide which parts could be ‘contracted, Ask them to circle those parts. Play the audio and have them check their answer. «+ Towrap up the activity, ask students to practice the conversation using the correct inconation for questions and the contracted forms. If you want, and time allows, ask them to replace the clothes for other items from Activity 13. Oe Can help you? Go ree Quran OQneme Olena nee smn em | go pO Corre ainmae | aan Ocrionipow | ei e oe LISTENING ak) eartey + Books open. Tell students to listen to parts of a conversation and choose the best option in each case, ° Overton on, Ormorestntit What else + Ask students to go through the ‘options before they listen Play the audio and have students check the best options. Check answers with the whole class, os Sots tment ‘Omran Orne | SPEAKING eorey + Books open. Par students up and ack them to choose some clothes from Activities 10 and 13 they ‘would like to buy. Tel them to take turns being the customer and the salesperson, Draw their ‘atzention to the conversation in their books and model the activity wath a student if necessary. Set a ‘ume limit of about five minuces for the interaction. While students do the activity, move around the room and take notes of aspects of their interaction you may want to comment on later on + When time is up. carry out 2 feedback session, pointing ‘out accomplishments and. ‘commenting on aspects that may need more practice CCCCOCCOOCOCOEOCOCOCOECOCOCEOCOCOOCOCOCOOCECOCEOCOCEOCEEE 9332333999939 9933999339339 939999993333 9999 GAME oot} + Books closed, Tell students you'll think of a specific student and they have to guess who that student i by asking yes or nO questions. Elci/Model questions that can be asked, You may say. Is the student a man or @ womant [she weering jeanst Is she wearing a pair of sneokers? +The student that guesses correctly First the winner. When this fst phase of the game is over, pair studencs up and have them play the game again with a partner. ‘While students interact, move around the room and check their performances. LANGUAGE AWARENESS Ce) + Books closed. Write the verb go (on the board and ask students to tell you sentences using this verb. |Write the sentences on the board. “There should be some sentences like these: 1 go to school by bus. She loves to go shopping. Her blouse goes with her pants. + Draw students’ attention to the ‘words that collocate with go. Tell students that in English, words usually go together and char its important that when they learn a new word, they pay attention to those combinations. + Books open. Have students answer the question in Activity 19a. They may do this in pairs ifyou prefer. + Check answers with the whole class + Ask students to do Activity 19 in pairs. Then check answers with the whole class. + Asa follow-up activity, ask students to come up with other verb + preposition collocations. Elicit those collocations and write ther on the board, + Ask student co write two {questions using the collocations ‘on the board and in the activity ‘Sen Come Dee pally pb a all? Can | help you? Elicit possible questions. Seta time limit of about two minutes for this part of the activity. While students produce their questions, move around the room and help them if necessary. When time is up, par students up and have them ask their questions. ‘When they are done, elicit ‘questions and answers Alternatively, you may ask students to do the last part of the activity in cocktail format. Answers (Can help you? 3 i common | 9 © ‘TEACHER'S BOOK ‘SPEAKING oority + Books closed, Show a movie snippet of people going shopping, Confessions of Shopaholic has good examples of chis Explore the ‘concept of consumerism. You may ‘ask questions such as: Do you think people buy more than they need? Do you think most people buy things impulsively? Books open. Pair students up and ask them to discuss the questions. Induce students to add more questions co the conversation. Set atime limit of about five minutes. While they talk, move around the room and offer help if necessary. ‘Wrap up the activity by discussing. che questions with the whole ass. Use the last wo questions asa link to the question: Are you «a shopaholic? Tall chem they'll find it out by doing Information Gap Activicy 8. See page 119 of the Teacher’ Pack for ‘SPEAKING eye) Books open. Pair students up and assign each student in the pair a role. Ask ther to read the situations and elicit what language ‘would be necessary co perform the conversations If necessary, write some cue words on the board. Have students act out the first situation. Seta time limit of about three minutes. When time is up, ask them to act our Situation 2. While they interact, move around the room, offer help if necessary, and take notes of aspects oftheir performances you may want to comment on when the activity is Iftime allows, you may ask some pairs to act our the situations for the whole class DPDDFDHFHOIPDISOSISDIODFSHSFSFDIDIDIDIOFGSSDIIDIIIFIIID FEEDBACK TIME + Books open. Divide students into pairs and ask them to go through the communicative functions lisced, Encourage ther co come Lp with the corresponding, language points + Ask students to rate their own skis. They may refer to the specific language content in the unit. Lower their anxiety by making sure they are not being evaluated during this task. This isa powerful resource as long as they understand its purpose. gan pes ms mae" | sce Can |help you? + When students are done elicit ‘what item(s) they think chey need more practice with. Brainstorm specific actions they can perform to improve those things. Ask students to choose one action land put it into practice dealy, you should keep tack of their progress. eine mire Books open. Have students work in pairs. Ask them to place small ‘markers on START, They can use ‘erasers or paper clips, for example. Tel students they'll rake turns Aipping a coin. If they get heads, they should move one square: F they get tails, they should move ‘wo squares, To play the game, they should ask and answer questions based on the sentences ‘given. There are three free questions. When students land on a square lke ths, they should ask any question they want ro any of their classmates. iFthey make a ‘mistake, they missa cur. While students play the game, ‘move around the room and check their performances, The student who reaches FINISH frst wins. huod > Mrquart tal =7 2 quores metake > wis olin eCeeeceeeeeeeeneeeeeeeeeeeeeeeeeeeeeeeee YIPIIII~IIIVPIIVAIPIPAP APDIP IO IPAIDIDDIDIID VOCABULARY [eoyiy + Books open. Divide students into groups of three and tell chem to write as many words as they can related to each topic provided in the char. Allow them six minutes. That's one minute per category. While students work, move around the room to offer help if necessary + When time is up, go over students’ lists and ask ther to share the words they wrote with the whole class. You may want to keep score land declare the winner the group that has come up with che most words, Putting it all together. © wrens + Pay the audio once, Play it again if necessary. Ask students tO (eae compare thei answers and then check them with the whole class. as «AS follow-up ask students co ‘work in pairs and talk to each ‘other about a trip they took. Set a ime limit of about five minutes. While seudents interact, move around the room and check their performances. ory + Books open. Tell students to listen to the conversation and check the pictures thac correspond to what Pamela did over her lase vacation, lea pte en eine 02a teacens soox | 57 @ 58 | CNA PROGRESSION 1 ‘ and tell them to secretly choose 6 ee ‘pears Trcrpamer shear Sie + Mel he acy wth ude Die CRO” «cache beks Pew ge Sea eee T-( ramesarnereeae ais picture and start asking him/her students play the game, move * Books open, Pair students up Is this person a man? around the room and check their performances. questions to Find out who the Person in the picture is. You may ask questions such as € eee ¢ PIPIIPIIIIIIIIIIIDIIDODIIADPDIDPADDIODIDIDIIID SPEAKING «Books open. tnvice students to + Divide students into pairs and ask § look athe pictures and explore them to act out the situations = them. Make sure they understand Move around the room and check peas what each situation is about. Elicit their performances. ‘some language that may be used + When students are done, invice in each one of them. some pairs to act out the situations for the whole class, eo reachen'ssoox | 59 @ ‘Communicative goals ‘Making plans and arrangements for a trip Expressing preferences Talking about things you would lke to do Describing piaces Saying how you feel Talking about possibility and probablliey Talking about obligation and necessity READING eo + Books closed. Contextualize the topic of traveling by asking students questions such as: How often do you travele Where do you like going when you hhave some.time of? Books open. Explain co students, that quotes are statements that famous people said once. Show them the quotes in ther books and go over chem with seudents. CCheck the vocabulary trey may not know and have the most proficient students explain the words to other students wha don't understand them. Pair stuclents up and cell them to ‘match the quotes to what the authors mean. Seta time limit of about three minutes and move around the room to give help as needed. ‘When time is up, check students’ answers with the whole class and have them mave on to Activity 1b, Set atime limit of about two minutes and then ‘check their answers. Ask them to share their favorite quotes with the whole class. Tell students to exchange partners ‘and do Activity 1c. Emphasize the use of the *ng form after verbs such as lite love, and enjoy. Remind them thae they can also use negative statements, While students work, move around the room and check their performances, ereeeeeceeceeeeeeeeceeeceececeececeeceececee PIIIIIIIIIIIIIIAII AIDA IAI DI DIDI e SPEAKING oot Books open. Pair students up and ask them to tak about the {Questions in the chart and take notes oftheir partnes' answers Seta time limit of about five minutes, Move around the room, watch their performances, and coffer help when necessary. During sttres nyse rae Demmorment ono: Bows ctegnnar oor eg tem Let's take a trip! + When time is up. ask as many students as you can to report their partners’ answers. Make sure they ‘use the correct forms of verbs in the present tense. Ifyou are short ‘of time, you may have students report just one answer from the chart ee eee eo eae Duis i _ teacher's eoox | 61 + Books open. Play the audio once and ask students to focus their attention on the topic of the Conversation so you can ask them ‘what the conversation is about. + Ask students to read the questions in Activity 3a and play the audio again. Ths time, ask chem to focus on the man’ part of the ‘conversation, Elcc the meaning of the expression time off and explain it to students ifno one knows what it means, Play the audio again and cel students to compare their answers with a classmate’, ‘Then check them with the whole class. go" —_ | Cietneme cae TW aad and 5 ed ad — is wad Pvovantemene at (paar. Fi a ap 9 St ey ha gy f Ormnimes ee Saha pes apd oer § @ rerereneies + Follow the same roucine for ‘Activities 3b and 3c. Make sure they use the correct forms of the verbs in che present tense when you check their answers in Activities 3a and 36. You may ‘wane to have students work in pairs or groups of three if you think that will be more productive for them. + To wrap up the activity ask students what they think about the woman's suggestion and what advice they would give the man. ory CCCCOCOCECOCOCOCOOCOCECOOOCOEECCOCECECECEECECEOCEEEEE 9999999999999 93933 7979303399399 3 93399 09 ‘SPEAKING ey + Books open Have students look at the example and understand what they are supposed to do, Model the dialogue witha student and, if necessary go over the frst tem with them. You may want 20 go ‘overall he situations with therm and elicit the different ways of Sructuting the conversations so that they may review how to make invitations while responding using hhave to. For example: How about going o a rock concert? Why dont we go toa rock concert? «Pai students up and have them ddo Activity 4a. Remind them co do their own situation. Se atime limic of about chree minutes. As students work, move around the room, watch how they deal with the situations, and offer help iF necessary + When time is up, have students shate the example they have come up with ‘SPEAKING eye + Books open. Get students 10 ‘complete che chart with things they have to do during the week, ‘You can tell them that ths should reflect the current week and perhaps the next, if cis clas rakes place in the middle ofthe week. For example, today is Monday, they start on Tuesday, which is tomorrow, and write down what they have to do on the following days. Give them an example of ‘what they should say. You may say: Teacher: What co you have to do (on Tuescay? Student: Ihave to go tothe dentist. Let's take a trip! + Tel students to workin paits and share what they have to do during, the week. Students should take notes of ther partners’ answers so they can report them later Seta time limit of about five minutes. While students work, walk ‘around the room and check their performances. + When time is up, invite students 10 report some of their findings. Encourage them to use the correct forms of the verbs in the present tense, Write an example on the boarc: ‘Marina has to go to the dentist. Lets take 9 Wp! we oe LISTENING + Books open. Ask students to read + Have students read the statements the list of words in their books and about each conversation so that (oack 6) checkif they understand chem they know what to listen fo Pay all. Show them the flashcards the audio once more and stop rari available in the Resource Pack, at the end of each conversation. Pages 176 to 178, On vacation, and Ask students to decide if the clarify che meaning of the word ‘statements are crue or false, but visa as opposed to the ced card tel them nat to cortectthe fs banner statements yet This wl be done + Pay the audio and rel students with the whole class when you to check the words they hear in. check their answers, the four conversations. Explain to + Tell students to work in pairs. + Books dosed. Askstudents about _themnot tofocus on detals but” Theyshould talk about cach what they need when they travel Father on the general topic in each conversation and come up with and how they make plans fora conversation Check answers with one more statement about them. trp, Ask questions such as: the whole das. Point out that che satements may be true or false, + Open up the group, check students’ answers, and elicit the statements they have created along with possible corrections When necessary, Ask them to, ‘correct the false sentences and answer any questions chey may have about the activity, Do you talk to a travel agent? Do you search the Intemet for ideas of places to go and things to see? Co Sheen tt nr ond |inveteaeyotoes RSIS! Yn yn vA Seeadaen ncaa ai oot Saas Ee Sl =a ee * Fai a wr! ars = F cee 64 | cna PRoGREssioN1 CF CCOCCECOOCOCEOCOCOEOOECCOOEEECOCOCECEOCEEEE 99999999909 99993 9733777337797 9773990739999 + Play the audio andl ask students to catry out the task. Ask them to compare answers with a Classmate’s before you check them ‘with the whole class. + Play the audio once again and have students repeat the sentences. «+ Towrap up the activity, ask students what the highlighted ‘words have in common. Encourage them to notice that they are nouns, verbs, adjectives, SPEAKING cor + Books open. Pait students up. Ask ‘them ro look at the words in the box. Most of them have been presented in the previous activity. Go over ther and elicic their meanings + Read the four headings and ask students to place the words in the table accordingly. Encourage them to discuss and justify their choices. For example You have to have a passport when you travel abroad, Yu have to have an airline ticket when you travel by plane. Allow them a few minutes. While they work, move around the room sro group and encourage students to share and justify thetr choices. ad setae) See Pore) r co oO PRONUNCIATION Let's take a trip! and therefore content words. Help them come to the conclusion that contenc words are usually the stressed ones in questions and statements, Lots take 9 tpt and help them if necessary. Serer | + When time is up, open up the = sate Ec ‘it pom (wack 1) * tm oot + Books open, Elicit how students ‘can recognize stressed syllables. Tell hem these sylables have longer vowels and ask them to underline the stressed sylables in the sentences in their books. soto tm» teachers sook | 65 @ e READING feorrey + Divide students ineo pairs and ask ther co write four recommendations for someone who is traveling abroad. Allow them about three minutes and tell them to share what chey have written, Ask students to decide which the most useful recommendations were Books open. Stil in pais, ask students to look at the text and at the headings of the paragraphs. + Books closed. Ask sudencsif hey Tel them they are supposed to have ever traveled abroad and if they know what they need to travel to another country. Ask them for examples of countries which require a passport and a visa ‘complete the beginning of each paragraph with one of the four headings in the boxes. Tell chem they should read the paragraphs first and see what they are all ‘about and then find a suitable ‘Cras 1@ reponse Gamma Perea, “Carma ia heading in the boxes. Allow students about five minutes and ‘move around the room co give help if needed, When time is up, have students ‘move on to Activity 9b and decide if the staternents are crue or false Seta time limit of abour two When time is up, cell students to compare their answers with a classmate’. Then check them with the whole class. Have students discuss with their partners the question in Activity 9. As a wrap-up activity, ask them to share their opinion about the suggestions they liked best. Answers @peeeeeeeeeececenoceecececeecececececeecececect 399FDF7F3FFFFIFIIIIIIIIIIIII—IIIIIIIIIIDD GAME eat + Books closed. Divide the class into ‘two teams and hand out to each ‘group half ofthe cards available in the Resource Pack, page 179, Necessary items. + Explain co students that, in turns, they should define the object on their card for their own teams. Give them an example, Show them the card with che passport and say: You have to have it to travel abroad. + Teams have one minute to guess. ‘what abject is boing defined. Then ie the other tears turn + The team with the most correct ‘guesses at the end of the game SPEAKING oye + Books open. Explore the pictures an elt what they represent. In Siuacon Dytudents ae supposed ‘play the role of an isimigration offer anda tour. The ofcer should ask for the passport, the “purpose ofthe wp, and how long eas tostay.n ution, sudents play the ole ‘of a travel agent and a customer. who want fo take a tp and needs to know about the reauired Let's take a trip! Fran, Cee rermne= should pay the role ofa young «To wrap up the activity, £0, person and an older relate. The chyough students’ mistakes with young person is packing hisher the whole class. bags ani aking to his/her father who giving him/herimportant recommendations. oe VOCABULARY ave students pl ‘couple who's planning a trip: (erack 18) together. Encourage students to use both tir full knowledge of English 2 and their personal experience with ee travel + Ask students to work in pairs and take curns role playing the situations in their books. Allow them about seven minutes. Move ‘around the room to offer help if necessary and to check students’ + Books closed. Start a conversation performances. Shout kinds of tips and what to «When time's up. invite olunters do while traveling Ask students Toincsent the conversations to. for theiropinion, You may say. O owl gr affitX Lets take 9 tp 7 iat | gee | Queen reacuenssoox | 67 ove going tothe beach. its always s0 relaxing ‘dont like to visit museums when | travel | get bored, How about you? What do you think? Books open. Ask students how ‘they feel when they get back from «trip and elicit as many adjectives 45 you can Tell them to check the answer that applies to them in ‘Activity 12a, courage them to ‘come up with a ciferent one and tell cher to write ic down, Ask them to share their answers with the whole cass. + Pairstudents up and tl them to ‘choose the correct adjectives in ty Sg each conversation, Allow them LANGUAGE about ive minutes. While they work, meve around the room and ledoei a help them ifnecesa a corti + When ime is up, check answers ‘with the whole class. Then play the audio and tell students to repeat the pairs of adjectives. Give each pair of students a pair of adjectives and ask them to write a sentence using each, When they are done, have them share their sentences with che whole class. Answers + Books closed Provide students with a few situations using can (co express ability), should (co ‘offer advice or suggestion), may and might (C0 express possibility fr probability), and have fo ‘express obligation or necessity). Ask students to correctly identity what each means, ene | omen Shen eon ne | ‘Sips nro ee Ate a yeep ee | ° Eomee ‘Sigesetafnewstmsoesormmrdrrwese ab Liber Spe Sreememabene t e Pt came 38 | CNA PROGRESSION 1 | 9 MO optic atamn tense coe pcinemontacnesy . | Iectoe SNenmions cpa ghd em | ceece @veeeeeeeececececoecoececeeceecececececeeece 777 FIIIDIIIIIIDIIIIAIII IIIA IIIIII IID Let's take a trip! + Books open Go over the situations + When time is up, check answers with the whole class. You ray wich the whele css. Have want 9 have volunteers ead students exchange pais and ask Ot the conversations out loud. Pair them to wre sentences using students up and have them fill the verbs in bold in the box. ‘ut the table with the meanings Allow them about three minutes of the verbs used. Set a time limit and then ask them to share their of about four minutes. While answers with the whole class, Students carry out the task walk As they do so, ask the group to around the room and offer help if identify the situations in which necessary. their sentences may occut phot f 7 iy A panplle ay i Lots take 0 tp aver L ng Sain me [ain See mene | | : | ss Se Sees | Secreto ° SPEAKING eae + Books closed. Ask students what they usually do on weekends, what chere i todo in their towns, and who they usually go with, Tell students to think about what they could do in town next weekend. ‘Write their suggestions and ideas on the board. Books open. Pair students up and ask them to do the activity Set a time limie of about five minutes. ‘While students work, move around the room and check their performances + When time is up, invite volunteers to present their conversations for the whole class, Ene e SPEAKING corres Books open. Elicit the language used throughout this unie so that students know what to say. Then ask students to work in pairs and take turns role playing the situations in their books, Allow them about seven minutes. Move around the room to offer help if necessary and to check students* performances, When time is up, invite volunteers 0 present their conversations for the whole class To wrap up the activity, go through students’ mistakes with the whole class Cregeen e PIFGFIPIIIIIO IID IIIIDIIVSIFIIIIIIDIBDIIID e READING eyes + Books closed, Talk to students about ihackinds af laces they ‘usually travel and whae chey do at these places, Ask chem ifthey Sa eae chat kind of place. + Books open. Go through the Fa Sely ankle Se rakaas ceils ae urn needa Sree ten ee eect toes site dae i hoseen ae ees rerrrenenen Teicha aor rere ae See une Be Slate See etree Satie elma: with the whole class. Then Meee ident sores SO cornea ee ° od VOCABULARY eave Books closed. Ask students about ther likes and dislikes. Ask ‘questions using what they enjoy/ Ukgilove and don ie/hata/earit stand daing. Encourage them t0 talk about hobbies, sports leisure time activites, food, et Books open, Tel students co read the sentences in Activity 178 Ask volunteers to read them out loud Tak co them about these rmeanings and ask chem to march the sentences and the smiley faces. ‘Ask them what s different about these sentences (these verbs are followed by ng verbs) a Let's take a trip! + Ask students to come up with ‘other examples Par them up and tll them to compete the Sentences in Activity 176 using these verb patterns. Allow them about tee minutes, While they {alk move around the room and help chem ifecessary. + When time is up invite students to share their sentences with the whole class. ed ©0e0 © ® | + Books open. Tell scudents to read the questions in Activity 18a so they know what to listen for. + Play the audio once andl ask students to answer the questions Tell students to compare answers with a classmates before you ccheck them with the whole class. - porn + Play the audio once more and rell students 10 do Activities 18 and Be. Then check answers with the whole class + Towrap up the activity ask students ifthey knew about ‘Cumuruxatiba and if they would lice to vsic somewhere lke it. Ask ‘them about exotic places they have been to and encourage them to talk a litle about chem: what they did, who they went with, how they got there, ete. So \nowcocpeptn coum Ase od a ba 2 vcr Mi a le 2 When er wa pentane oo COLTS oer ae = Maw @areeo 72 | CNA PROGRESSION’ Sg SPEAKING + Books closed. Encourage students to tak about their likes and dislikes concerning travel. Ask them if they lke going to big cities cor small owns, if they enjoy going to the beach or to che mountains, etc. + Books open, Have students ‘work in groups of three and do Activities 192 and 19b, Seca time limit of about five minures and ‘Moye around the room to check students’ performances. + Towrap up the activity, invice 7 0upS £0 report their conclusions, Ceeeeeeeeeececeeneoaceeceecececececececececeece PIDHFDFHFGFPDSODIGSHSISDIOSSOHSOHDDIADIODSOISIIIIIIDIID SPEAKING ee) + Books open. Divide students into ‘groups of three and explain che task. They should be able to plan an interesting trip so that all their classmates would like co join. Encourage students to search for Sihin pars ask stadents to discuss the question in Activity 6c. Give them about chee minutes and ove around the room to check their performances. + When time is up, check answers with the whole class. Asa wrap- up and a lead-in co the next activity, ask students how they think technology affects their lives and the environment. Ask questions such as: Haw is pollution affecting the environment? ‘Are companies and the government trying to preserve the environment? Can you tink of examples of campaigns to preserve the environment? owe produce only what we need tosurvve? Were all connected. g © ustenine oortey + Books open. Explore the pictures with students and teach the vocabulary they may not know. Were all connected 1 Cette oti Sage es ilo ona £ @ renders eta + Bathsra Rents a 5B ventniteacermgens “Soe a ty Te era see tn vee Llp ge em teacher's 800k | 79 fl Encourage ther to make : predictions Pair students up, ask them to discuss the statements in Activity 7a, and decide if they are true or false. Give them about one minute to go through che sentences + When time is up play the audio and have students check their answers. If necessary play it again. Then check answers with the whole class and ask students to ‘come up with some advice to preserve the environment. Give them about two minutes to tak one, ‘a See When time is up, check pieces of advice with the whole cass. To wrap the activity up, in pais, ask students to talk about the ‘question in Activity 7c. Give them about two minutes to interact ‘While students talk, move around, the room and help them if, necessary, ‘When time is up, ask students to share their findings with the whole class Os eae | “ne Jt [4 | & Y tot | raed | tae > | > | aie | Ree | | app | utd | amd ied | Ape | Aap rats om | | | IPFIIIIIIIIIIII®IIFIIIA DADO IIA DIIIIID with a student if necessary. You may say ‘A:Do you think more women than men will be world leaders by the year 2050? B: I think that could happen. + Give students abour three ‘minutes for the interaction. While students do che activity, move ‘around the room and check their performances + When time is up, check students’ opinions. SPEAKING eae + Books open. Ask students to work in pairs Tell chem they wil take ‘urns talking about their futures sing the phrases in cheir books. necessary, model the activity with a student. You may say... ‘A: Six manths from now | thnk il change jabs. Beall? ‘A: Yes fd tike ro work fora big company. What about yout + Encourage students ro keep the Conversation going for awhile in feach exchange. Give them about five minutes for the interaction. While they talk, move around the room and check cheir performances. + When time is up, ask students (0 report their findings to the whole class GAME [eoytey + Books closed. Photocopy the cards available in the Resource Pack eo We're all connected. page 184, Predictions, and give a card to each student. Ifyou have more than twelve students in class, cards can be repeated. + Tell students to interview their classmates and find out how likely itis that what they have on their cards will happen. if necessary, ‘model the interaction with a student. You may say: ‘A:Doyyou think youl get anew job in suermonths timet 8B: | might. 'm not realy happy where | am, + Give students about five minutes to talk ro as many students as they ‘ean, When time i up, have them report their findings to the whole class. ‘Were a connected, sy ¢ tartan amaletnee arrears winnonees so age Se a women jail v v v [omtnnneemsennnns str ~ taeappaubaon ents | 77 teacter'ssoox | 81 @ eo LISTENING (ack 22) [erty + Books closed, Write the following sentences on the board: Technology brings people ogether. Jean keep up with my e-mail messages. Technology helps me save time t0 do other things. + Ask students ro discuss the statements on the board in groups (of thtee. Seta time limit of about ‘two minutes for the interaction and move around the room to check students’ performances, + When time is up, ask students how ‘much time they spend checking their exmails and messages in general. Elicit how they feel about it lsita good or bad thing? + Books open, Tell sudents they! listen to some people talking about the impact of technology fon people’ lives, They should listen and check the best options in Activity 11a. Play the audio fonce. Notice that students will have to infer the answers as they are not overtly mentioned. Ask students to compare answers before you check them with the Whole class. Elicit how they came to their answers, + Then ask students to read the sentences in the chart in Activity Tib listen to the audio again, land decide who said what. Play the audio once more and check answers with the whole class, To wrap up the activity, pair students up and ask them to give their opinions on technology. Give ‘them about two minutes for the discussion. While they talk, move around the room and check their performances, ‘When time is up, elcic answers. You can write some of the students’ opinions on the board 0 that they can serve as examples for the next actwvity, ) VOCABULARY eoyey + Books open. Use the students’ ‘opinions from Activity 11 t0 introduce some ofthe new language. Elicit different ways of Biving opinions, agreeing, and disagreeing that students may already know. + Pair students up and ask them {0 sort the expressions out. Give them about two minutes to do CLHOCOCCCOCOCCOCCCCCOCCOCCECCECCCECECCECEEEESE 3997IDIDIIIIIDIDIAIAID IAAP II AIII IID Were all connected. aac ga tonvienit poeta en ee raed When cme up check ecdieamea tw atotgumans to cotore Fotow the same procedure fo the opposing opinions. While ‘Activity 125. After you check ie students talk, move around the answers with the whole class, room and help them if necessary practice pronouncing those + When time is up, ask students phrases firs in isolation and then i cenge parses alt ina contextualized sentence. chen they we gore byte the arguments they came up with to answer and discuss the questions, Give students about five minutes 0. While they work, move around g SPEAKING their arguments, Make sure that Seer cheer one Be ener dete pee eee So ee ena Meer a iaeeayene |. Ghoriven upd auieer fe a ret meres = Sierra lage think of arguments for and against + Alternatively, you can change the ‘questions to suit your students! needs and interests. them. Elicit some arguments to exemplify Give students about five minutes to cake notes of Books closed. Pair students up land give each paira set of cards A available in the Resource Pack, page 185, Opinions. Tel ther they should use the cards to produce a conversation. Give them about three minutes to do 50, While students work on the conversation, move around the room and help them if necessary When time is up, ask students to practice the conversation in pairs ‘Alternatively, you can ask pairs of students to swap conversations so that an element of fun and surprise can be added, Sseudents should remain in pairs for the second part of the activiry. Give each student chree cards from che sec of cards B available in the Resource Pack, page 185, (Opinions. Give students a topic for discussion so they can come Lup with seneences using the expressions on their cards, The student that uses all his/her cards ccorrecily first will be the winner TeAcHens 800k | 83 © + Books open. Use the last quest in Activity 14a to lead student: into this activity Elicit where a lke the one in their books could be found and who could have 34 | CNA PROGRESSION 1 + Ask students ro browse through the text and answer Questions Vand 2. Tell them co compare answers wich a classmate’ before you check them with the whole class + Then ask students to read che text more carefully and answer Question 3 Tel hem to compare answers with a classmate's before you check chem with the whole class. Go through the expressions in Activity 15b and teach the ‘meaning of the ones students may not be familiar with. Ask them to on go back to the text and fil it out S with those expressions. Set a time ext limit of about two minutes. + When time is up, check answers with the whole clas. Point ‘ou co students chat those are expressions they can use when producing their own texts. Go through the questions in Activity 1Sc and elicit the answers for them. At this point, i's important to explore the inner structure of the text so chac students have a Possible model to base their future production on. Reinforce that every paragraph must have more Finally assign Activity 12d as homework. Remind students to tse the arguments for and against that were discussed in Activity 14a and what they have studied in ths activity to produce their text ry Sec ene GAME + Books closed. Write a statement on the board as an example for this game. By 2050, world nations wil limit the number of children people ‘ean have to two, € € @eeeeeeeeeeeeeee ee e @eececeeoaeuauace eoeee sc 199999993939 FTIFIIIPPIIDIFPIRIIIIIIIIID Were all connected + Model the game with students. + After playing the audio, check these words the letter Lis silent. Use the statement on the board 2s students’ answers and ask thern Tell chem that there is not a rule ifit were your opinion and add a {0 produce the differenc sounds for when che letter Lis silent. Lis linking expression to it. Say: fof the leer Lin the conversation. _often not pronounced before L, Give students some more DF. Mand K. GivefElicit more Inmy opinion, by 2050, countries wil Inmy apron by 2050,courtris wil mples of words with Doth examples such as palm cal chalk ieee coat sounds and clearly show students would, folk, and salmon. can have to two. hhow to articulate and produce the Ask students to produce + Encourage students 0 give their wo diferent sounds. Ask them 0.3 conversation containing opinions by using other linking give yousome examples aswell words with che three possible expreions wie few onthe. parsudens ypandaskatem t pronunciations af thee Lf boardsostudemscanrert2 oyna words acoingt© You vant tomate he acy nam. For example Asferasn the pronunciation of he ete Tore challenging and fun, give a scents L. Give them about two minutes: them the words and ask them to = and move around the room to produce che conversation. + Divide the class into two give help if needed. Then check ‘teams and come up with other answers with the whole class. controversial statements so they can give heir opinions about them. Before you start playing the game give teams a few minutes to think of what to say “The team that gets dof its arguments and opinions frst loses the game, You can play this ame Were al comected cover and over depending on the time you have available. — eo + Play the audio so students ean repeat the words. Then ask students to listen to the words in Activity 7d and answer the ‘question. Show students that in e © Pronunciation gore (ca Sta Hand 25) aes + Books open. Ask students to listen to the conversation in Activity ‘Wa and try to identify how many different sounds the letter L has in the words of the conversation "Notice that there are two L sound formations: light L, and a velar (or dark) L, represented by the symbol The fist sound is © evrcnpere a nvebigsn inn tee ro 0 similar fo the sound we produce in Portuguese. The second sound Se ee isnot. Therefor, i'simportant co ren eee show students thatthe letcer Lin ‘a middle position followed by a ‘consonant and in a final position cumuanoe | 0 OE should not sound as the vowel U. = reacten'ssoox | 85 ff SPEAKING * es + Books open. Write the frst statement from the list in Activity 18 on the board and ask students when they think it will happen, Also take the opportunity £0 ‘model how the interaction for the activity should be. ‘ae + Ask students to read the ocher statements in their books. Help them with any words they may noc be familiar with. Then, Pair them up and ask them to place the different events on the timeline, Give chem about five minutes to do that, While students talk, move around the room and help them if necessary + When time is up, check some of the answers wich the whole class Notice that you should give the answers or check them all as students will do this in che next activity. See page 121 of the Teacher's Pack for + When time is up, ask students ‘SPEAKING ? Es + Books open. Pairs students up and tell them to think of ways to preserve the environment and how technology could help us do that. f necessary, give some ‘examples (the use af electric cars. solar energy, etc). Elicit the language that could be used during the activity and write some examples on the board, + Give students about five minutes to think of ways to preserve the environment and jot down their ideas. While they work, move around the room and help them ‘with any language they may need + When time is up, change pairs and ask them to discuss ways {0 preserve che environment using the ideas they came up with previously. Give them about five minutes for this part of the activity report their conclusions € cece € ee¢ee € 9999099999999 99090390033300333309 ° - ° - Were all connected. FEEDBACK TIME + Books open. Go through the ‘communicative functions listed and encourage students to come ioe Lup with the corresponding, language points. + Ask students to rate their sil. “They may refer to the specihe language content in the unit. + Alternatively, you may turn this first part of the activity into an interview. Model the following, interaction with a student: Teacher: What can you use @ tablet ort Student: You can use it to play games. | ¢ser a + Students should do the same with the remaining communicative functions. As students interview teach other they should register thee partners answers forthe sharing that will be caried ou inthe next step ofthe activity ‘Monitor the activity a all times and offer help if necessary + When students are done, have them share with their classmates the most meaningful findings about their partnes' learning. processes. fnecessary. help them. Discuss questions related to study habits and the importance of keeping up with the language through the Web Lessons, che Grammar Tips section, and soon. Were all connected. 2,,.0,,0 ‘tatstan np stra | ce Ee | = GAME + Use the board co write few ‘Communicative goals names of superheroes they + Talking about your hero ‘mention and tell them to cr people who made a on ‘concentra on Superman, Ask difference in your Ife + Defining a hero P+ Talking about the kind of people you do and dont admire Describing people physically E+ Talking about people's personality traits them to think about whac they know abouc him, + Divide students into wo teams land give each team a different card available in the Resource Pack, page 186, Superman, +The students on both teams should read the passages on their cards and ask the opposing. team members questions based fon them. You can write some Books closed. Start the activity by examples of questions for both asking studencs teams on the board: Can you remember the name of some superheroes? Who was your favorite superhero when you were a child Teams When did Superman frst appear” What are Superman’ powers? Where did he get them? Whats Supermanis weakness? Team ‘Who's Superman's alter ego? ‘What do you know about his life as a child on Earch? ‘Who's Superman's arch enemy? + One at a time, each team should challenge the opposing team to vocamany answer its questions. I the other \ eeceererevennetaecins team gets the answer right, it thence a scores a point and moves on. f ‘ma they dont know the answer, the firs vam getsa chance, but ie doesnit score a point since it has the answers to the questions. Continue until all the questions have been answered. + When the game is ove, ask students questions such as: a ‘5 there a Brazilian superhero that you can campare to Supermant Inwhat ways he/she comparable to the American superhero? 38 | CNA PROGRESSION 1 @Ceeceeeeeeeeceeeeceeeceeceeececeeaeeeeeceeceece 9929990999999 9999999999993909393993 39999 Heroes in our lives VOCABULARY + Books open-Tellscudentsroread + Ask students the question in the example. Then dvi ther ‘Activity 2¢ and ask them to work BPE into paisand ask them to match in pais and add their ideas co the the cuperpawersto the pictures. Ist in thei books Seta time limit Tellstudents to come up with two of about two minutes and move other superpowers If necessary. around the oom to check ther tse the flusvations o teach them performances. the vocabulary items being dealt. When ime i up, sk students to with, While students work, walle share their ideas with the whole round the room and offerhelp Gass when necessary. + When students are done, check their work with the whole class So) and encourage them to share the sentences they have created. + Books closed, Ask students ‘questions about what most superheroes can usually do and ‘what their superpowers consist of. Encourage them ro use can to talk about abilities. Teacher's 00x | 89 READING see the difference between a such as: nowadays? + Books closed, Further contextualize the lesson by asking uestions that will make studencs Who's your hero? Derr weenie rngonsér bale ty ct ‘ehorayechnsrch dence ———— 30 | CNA PROGRESSION 1 + Don't get into too many details at this point since ths will be worked ‘on throughout che unie. + Books open, Ask students to look at the piccures and read the sentences under them. Elicit whac they can see. Help them understand that the sentences in the box are the continuation of the sentences under the pictures. Help chem review some of the irregular past cense forms such superhero like Superman and @ “personal” hero, lke moms and dads, for instance, Ask questions Do you havea personal hero? Can + Yyou tellus wha he/she i? Do people have ‘personar” heroes as fought and taught. You can also ask them if they know who Neil Armscrong is (the frst man to walk on che moon) and the ‘meaning of role model (example), ‘Ask students to do Activity 3a. Sec 2 time limit of about two minuces and walk around che room to give help if needed. When time is up, pair students Up and encourage ther co take turns asking and answering the {questions as if they were the people in the pictures, Model the activity with a student before they scart. For example: ‘A: Why is your dad your hero? B: Because he is my role medel. He tought me how to become a good person. While students ealk, move around the room and check their Performances. When they are done, check answers with the whole class. You can ask chem which answer they identify wich the most. Don't spend too much time on this. just enough to shaw them you're interested to know who their heroes are ey @eceeeeeeeceoeeceeeoceceacecececeacacceececeecece 9999990999990 999999909009039990000000 33079 g © ustenine (rack) oot) + Books open, Ask students if they know what a talk show is and how it works As ther to give you examples ofthis kind of show. + Tellstudents they'listen to part of a talk show. Ask them to read the sentences in Activity 4a and play che audio so they can decide ifthey are crue or false. + Ask students to compare answers with a classmates before you ccheck them with the whole class. ‘Ask them co correct the false statements. necessary play the ‘audio again. Then check answers with the whole class. + Next, have students lsren to the audio again and complete the sentences in Activity 4b. While they work, move around the room and help them if necessary + When they finish, ask them to compare answers with a classmate before you check them with the whole class. Heroes in our lives + Wrap up by going over the story presented and asking students ‘what they chink about people lke Louise. Ask them if they know anybody like this woman and encourage them to share their stones. Have a student read. Sentence S and ask them if they ‘agree with ic or not. Go over the items listed and conduct some chorus repetition to make od ++ Ask students to bring a Greoiiteueten & = Mean daar Pep he eee a neon cee, accordingly. (cut outs from a magazine, ae vneeare students forget to bring theirs. © “Cimgeenepennerar 2 Dicorasimin woe wroteon 1 Dione 4 Drersinse nb pane son poet wa lace ep en ed de beat eee eee = eae reacuen'spoox | 91 SPEAKING i [oye > Books open, Ask students to look + a the example in their books. ‘They should answer who the person inthe picture is by using a relative clause and the information given. Go over the example and. help them rewrite the sentence. Divide students into pais, Draw ther attention to the other pictures and tell chem co follow the same procedure Allow them about three minutes. While they talk, move around the room and offer help ifnecessary : Tsien rat er ae = 92 | CNA PROGRESSION 1 ‘When student nish, check answers with the whole class Next ask students to get che Photos they brought to class. Get the ones you brouahe in case a few students have forgotten to bring their own photos. Ask a couple of students to show their photos and talk about cher. They should say the person’ name, their family relationship, occupation, the place where they were born, and any other relevant piece ‘of information chey may wane to share with their classmates Encourage students to use who in their descriptions. Have students work in groups of three and shate their photos by asking and answering the same type of questions from Activity Sa Seta time limit ofabour three ‘minutes forthe ineraction. When time is up.a member of the group should sum up the information and share it with the whole clas, CHOCCCHCECECHCOCCCOCCOCCCECCOOCCCCECECECECEEE Heroes in our lives SPEAKING + Books open. Work withthe whole» Then ask students about class. Go over the itemsin the box the opposte kind of people. in Activity 6a and ask students to Encourage them ro say what they ae come up with complete sentences. dont ike about people. Help ‘Model the interaction witha them use who appropriacely. Go student For example ‘over the example in Activity 6b Teacher: What kind of people do and carry out the same procedure. you admire? «+ When students are done, have Student: admire people who tell them share their answers to thewuth, ‘Activities 6a and 6 with the + Ask three more students and swhole class. At this poine, reach then tll them rowrite their own them other ways to express their sentences. While chey work, walk likes and dislikes about people around the room and offerhelp if and how to agree and disagree neces with their classmates. Take notes (of any mistakes you may want to ‘comment on later with students + Books closed. Ask students about people they admire and ask why. 79.7 d.TDIPIIIIIID Heroes in our lives om er " 9999009099933 393 330 09 reacuen'ssoox | 93 @§ Invite students to play a guessing game. Model the dynamics with the whole class fist. Draw a card from the bag and write its content ‘on the board. For example: ® E He/She teaches children, (teacher) + Students are supposed to give hints using who. Give them an ‘example: This person i a person who teaches children, + Divide the class into two reams and ask them to challenge each + Books closed. Photocopy the cards other In turns, they should draw available in the Resource Pack, card from the bag and make 2 page 187, Occupations, cut therm sentence using who so the other ‘out, and put chem in a bag. team can guess the accupation pace ontaas | ‘reo shang a asf er bd = Stoner gal a etc heatataintemed atone wes 94 | CNA PROGRESSION 1 in parentheses. Have teams rorate the spokesperson and keep score ‘The team with the most correct. guesses wins, LANGUAGE ‘AWARENESS eyed Books closed. Ask students to provide examples of sentences they have used in the unit so far ‘identify people. Books open. Go over the example inthe studenes' books and ask them if they remember the listening passage where that language sample was taken from. Ask them co read the five sentences provided and undertine the relative clauses in each one, Set a time limit of about one ‘minute and move around the room to give help ifeeded. + When time is up, check answers with the whole class and rell students to do Activities 8b, 8¢, and 8d in pairs Set atime limit of about three minutes and move around the room to give help if needed. ‘When time is up, draw students’ attention ro the different verb forms that follow the word who and check answers with the whole class. ‘Ask students to think about people they admire or that ‘make a postive difference in the world and write two sencences idencifying them in che space provided in Activity 8e. Give them about two minutes to write their sentences, While chey write, move around the room and offer help if necessary, SCeeeeeeeeeeceeceeeeoacaeecececcecceceececeee 9999099999999 7377777797777 737 777 FP IIDID + When time is up, tell students to share their work with the whole class, ey e READING Cortes + Books open. Ask students 0 look at the pictures and tell you the rhames of those men. Ask them if they know where they are from and what they did, how they affected people's lives, and what they all have in common. + Divide students into pairs and tel them to match the pictures and ‘he paragraphs. If necessary, pre- teach some new vocabulary items such as the verbs arrested and hanged. Allow scudents about one rminute for the task. While they ‘work, walk around the room and offer help if needed. + When time is up, check answers with the whole class and elicit the infinitive form of the verbs which are in the simple past tense in the tex. Heroes in our lives + Ask students ifthey know who petson they admire and write ‘Ayreon Sena and Zilla Amns were. a short paragraph about him/ Elicit information about therm and her in ActWvity 9d Set atime write them on the board. Take the limit of about five minutes and ‘opportunity to ask students ifthey move around the room to check think chese people are heroes and students’ performances, why. + When time is up invite students «Pair students up and ask them toto share ther work with the whole do Activity 9c. Allow them about class. ‘wo minutes forthe task. While they work, walk around the room and offer help if needed. Answers + When time is up, check answers with the whole clas. Then, in pairs, students should choose 2 Heroes in our lives Pree nee | Orenmeererartanentns Tantei ae Satna et ae ee seb mtnnset reachen’saook | 95 (ere) e eo VOCABULARY. footy + Books closed. Ask students about ways to describe people, Elicit words related to physical appearance and personality perme Boyden tomer vor met eli tal elt + Books open. Divide students inco _suueleres repeat the words. Ask pairs and ask them to put the ther which wards could be ‘words in the box in the correct used to describe a hero, Use this ‘categories. Go over the wores with question co challenge stereotypes ‘them and ask about the meanings as much as possible. Ask them, they may not know. Instead of for example if heroes can be providing explanations, elicic che short, thin, or otherwise not fall ‘meanings firs. Next, use examples, into the classical description of synonyms, or opposites to teach superheroes who are usually all them, Seta time limit of about and strong. two minutes and move around the room to give help f needed, + When time is up, check answers with the whole class + Next, play the audio and have e eo PRONUNCIATION (wack28) oe == + Books open. Play the audio and ask students to notice the intonation pattern at the end, Then elicit what itis. (The voice goes up and up and then down) Play the audio again and ask students to mark the intonation, When they finish, ask them to compare their answers with a classmate’. Then check their work with the whole cass. Play the audio one more time des 2: and ask students to repeat the fra sentences. ey OCLOCOCOCCOOCOOCOCOCOCOCOCOCOCOCOCOOCOOCOCOCCOCECOCEOCOCECEEE 39 99999999999999939399939393939999399999999 g ‘SPEAKING roar + Books closed. Explain the meaning ‘ofthe word flaw and ask students to share one of theirs + Books open. Go over the words in Activity T2a and ask students t0 rmatch the opposites Ask chem how they feel about the words on the right. Talk about how dificule itis for us co accept other people and ourselves the way we are with ‘our good and bad characteristics. + Move on to Activity 12b and tell students to read the passage. Set ‘atime limit of about two minutes and move around the room to give help ifneeded. + When time is up, ask students if they have questions about the text and have them comment on ic Ask them whether or not they agree with the statement and why. Heroes in our lives: «Then ask students to think about + When students are done, ask someone they find attractive and them co share ther lists of words. lise three characteristics ofthis Encourage them to practice the person, Tel them not to think inconation patter dealt with in hard, buc co write the chee fist ‘Activity 11. Whi all the words the words that come to thei: minds. students have mentioned on the ‘Ask chem to do the same about board. Ask ther ifthey would like 2 person that annoys them or to add any other words and help makes them feel uncomfortable. them do so, ‘gin they should write down the «As students if they think chey fist three words that come into taveall themettiracertalce their minds Tell them they do nor allow plenty of oom for them to hhave to write the persons’ names offer duagreement. ‘of Say who they ae. As they write, ‘walk around che room and help them if necessary. OS 8 ‘SPEAKING eae + Books closed. Ask your students ge ‘what kinds of people are usually associated with heroes. For etd ea py example, firefighters are connected to acts of herosm. Ask chem about animals. Are there any that do heroic things? Ask them to give any examples ofthese, Books open. Go over the words in Activity 13a and tel students what they think, Ask them to add ‘two more occupations and explain what kinds of heroic acts they evoke. Then ask thern whac kinds ‘of people are never associated to a hero and why. Divide students into groups of three and ask them to read the information in che boxes. Make sure students understand them. ‘Then ask ther to express their ‘opinions and use expressions of ‘agreement and disagreement to talk to their classmates, et a time limit of about three minutes for the discussion. While students work, move around the room and check their performances. eo LISTENING (rack) eyes Books open. Ask students to look at the pictures Elicit the people's physical characterstcs. This will serve as a preparation for the listening activity, Play the audio once and have students answer Activity 14a, Check the answer with the whole class. ‘Then play the audio once more and ask students to idencfy the people mentioned. They should ‘write the people's names under the correct pictures. ‘When students are done, cll them to compare their answers with a classmate’, Then check them with the whole class. sd ; peeeaceeeoeeceeecoeececeencqanvacc@ececceecoeenee eee PIDIOIIFIIIAIPAIAIDAIIADI ADI IIIDOADIIIAIIIIIID VOCABULARY fool Books closed. Ask students how you can describe a person (by ‘mentioning physical charactersties and personality traits) You may want to check studenis’ previous knowledge by asking thern questions such a: Do you have a boyfiend or sirfrend? What does he/she lok ike? Ishefshe cal? Does he/she have brown eyes? Books open. Tell students to look at the pictures and see if there's anything they can say about each person such as color of eyes and hair Take the opportunicy and draw their atenton co the word elderly, which i considered more palicaly correct than old Ask them to do Activity 15a. Allow them about wo minutes and move around the room to give help if needed ‘When time is up divide students into pars and tell chem ro check their work, Go over the example in cher books and let ther work Move around the room and check students performances. ‘When students are done, check answers with the whole lass Answers See page 122 of the Teacher Pack for instructions. 8 READING + Books closed. Ask students if they know of anyone who's considered aera, Ask them why this person is considered a hero. no one ‘comes up with an example, invent story about a person you met that wasa hero to many because he/she had done so many unusual things. You may use the text as a reference. Heroes in our lives + Books open, Tell students ro read the text and answer Activities 163 and 160. Seta time limit of about three minutes and move around the room to give help if needed + When time is up, ask students to compare their answers with a classmate’ before you check them withthe whole cass + Tell students to work in pairs and discuss the questions in Activity ‘6e. Allow them three minutes for the discussion and move around the room to check their performances + When time is up, check answers with the whole cass LANGUAGE + Books open. Tell tuderts to look a the reading passage in Activity een: 16 again and find the parts that describe the main character. Ask oe them to say which parts refer 10 physical description and which to personality. + Divide students into pairs and ask them to do Activity 17. Seta ume limit of about one minute and. ‘walk around the room ro offer help if needed. + Books closed. Ask students ro + When time is up, check answers he you examples of language with the whole class. used to describe peoples physical characteristics. Then ask them (0 ory give you examples of language Used to describe people's Personality eats [ > imicererccemeeenee mestsearntnpn PRCEATET eno a MEE HAMEL RL SMe een . rea rreceeclee I peters crartt | —_ a nt ene gea anys cen Sonenuantcrrmaee oe | EE” oo Se Ose Op rien tetetpeenas — Disrytearwen Denernes 100 | CNA PROGRESSION 1 ‘SPEAKING forte Books closed. Ask students about thet ideal teacher fiend, ‘or romantic partner and elicit adjectives to descibe ther Photocopy the chart available in the Resource Pack page 188 Descriptions, and gve one chart to each student in cas. ‘Ask students 0 write thee adjectives to describe thes ideal people in the fist column of the chart As suudenes wre, move around the room and offer help if necessary. When students are done cell hem to walk around the room and interview three classmates. Model the activity with suudents before they start. Say Teacher: What’ your ideal frend inet Student 1: In my opinion. a friend should be generous, patient. and caring Teacher: What does your deal romantic perner lok iket Student 2 My idea romantic. partner should be tal dnd have green eyes and black hair Let students work. Move around the room to check ther performances. When they are ‘one, have chem share ther answers wth the whole class. i @eeeeeeeeeeeeceeoeeoceoeecececeeceececeeeeee ee PDDIIPIIIIPIAAAIDAIIOAIPAIIIP IID IID PAIDIIIID Heroes in our lives GAME FEEDBACK TIME + Books open. Go through the communicative functions listed and, n pairs, encourage students o come up with the coresponding language points. ‘Ask chem co race their skis. They may refer to the specific language content in the unit. Monitor the activity ac all times and offer help if necessary GOAL + When students are done, have them share with thei classmates ‘the most meaningful findings about their own learning + Books closed, Divide students into ‘two teams. Tell each team to.think _about ve-penple. These people processes. Discuss questions may be famous or someone they related ro study habits, and the allknow such asa student in lass importance of keeping up with or the teacher Give teams two the language chrough the Web tines to write down the names Lessons, che Grammar Tips Cf people they have thought section, and so on. about + Students should ake turns asking about the opposing team’s person o in order co guess who itis. Only four questions are allowed. + Mode! the game with students | | before they start playing it. Write some examples of questions on the board and elicit some others. For example: |s he/she famous? What’ his/her nationality? | What does he/she look iket j What is he/she ke? | (sta man ora womant | + Atthe end of the game, the team nme that can guess the mostrames Peetrcnnin tot esc | inate gees resi Books closed. Ask students 10 get together in groups of three ‘Ask each group to choose a representative, This person is the only student in each group allowed to write Tell students you'l call out a category and they should write down all the words that belong to that category in one minute. Point out to students that they'll bbe compering against each other ‘Therefore, they shouldnt say the words out loud otherwise they will help the other groups + Choose one category from the lst provided and give them one minute so the groups can come Lup with all the words ehey can remember When time is up, ask representatives to put their pens down and count how many words they have. The group with the most words is the winner of that round and it scores a point. Ask the group with most words to call out its words, The other sg1Oups should listen and cross ‘out che words they hear that ate part of thei ists. When the winner finishes, ask students if there are any other words they ‘came up with and which were not ‘mentioned. Repeat the procedure until all the categories have been covered. The group with the most points t the end of che game Suggested list of categories Personality traits Physical characteristics Parts ofthe body Technological devices and gadgets Travel ted vocabulary Items of clothing eeeeeee € eece agreed yo —> cred + For one syllable verbs ending in a single + For verbs with two or more syllables ending vowel and a consonant, we double the last ina single vowel and consonant whose consonant, Study the examples final syllable is stressed, we double the last eo => cyped consonant. Study the examples: sop = ——> scoped refer = ——> referred prefer. ——> Some verbs in the past are irregular Study the examples: see — > Wesawa wonderful movie last night: buylgec, ——P We bought a house when we got married. crammantes | 125 @ You You He He she She It looked happy yesterday It ate pizza lastnight ii we You They ‘To make incerrogative sentences in the past, we use the auxiliary verb did and the main verb in the infinitive without to, Study the example: Did she go to the party with Bob? Yes, she did. ‘Where did they meet? ‘At her place. ‘And did they like the parey? Yes, they did De eee> ‘To make negative sentences in the past we use the auxiliary verb did + nat (didnt) and the main verb in the infinitive without co, Study the example A: How did Lucy get home? By Well je didn’t drive her home because his car broke down, So she had to take a cab A: Really? Did she get upset? B: Not really. She didn’t get upser because she understood it wasn't his fault. Did you study for he test eecee¢e ecece eeeeeceacoaooae ees 4F FX FTDDDDHFDHDIIDI9DIAIIIIAIIAIAIDAIIAIAIII IID Study the charts for the affirmative, negative, interrogative, contracted forms, and short answers of verb to be in the past. | was late. I was not (wasn’t) late, You were late. You were not (weren't) late, ‘He was late. ‘He was not (wasn’t) late. ‘She was late. ‘She was not (wasn’t) late. Ic was late. Itwas not (wasn’t) late. We were late. We were not (weren't) late. You were late. ‘You were not (weren't) late. ‘They were late. They were not (weren't) late. Was she late? Yes, she was/No, she was not (wasn't) Were they late? ‘Yes, they were,/No, they were not (weren't), what / you / do / yesterday? 1 / go / 10 / school. Daniel: what / time / you / go / home? Phil: 1 /.g0 / back / home / at / three. Daniel: | what / you / do / in | the / afternoon? Phil: 1//listen / to J music / and / sleep. aap ssnaonpou woouRye 2 opt IN, amg ouou orga uses nek Pau | CUPP) OY PPTON A FE ok AO EHO Ma crammantes | 27 @ EMBEDDED QUESTIONS ‘An embedded question is a question that is included in another question, Notice that the position of the verb and the subject isnt inverted, Study the examples: Question What time i it Embedded question: D9 you know what time itis Question Whar should Ido? Embedded question: What doyou think I should do Question Where could | go on my vacatic Embedded question: Where do you think feould go on my vacation Write embedded questions. Use the phrases in parentheses. Follow che example Should | talk to my dad about it? (Do you think) De you think I should talk to my dad about it? 5 1. Should | get married? (Do you think) 2, Isthere a good movie on TV tonight? (Do you think) 3. Where's my room? (Do you know) 4. How long does a trip to Buenos Aires take? (Do yau know) 5. Where’ the 200? (Could you tell me) 6. How much is that pair of black shoes? (Could you tell me) 28||_ ccc we bea good idea ‘ro woar write, te | good idea tohave cup oF hoe tea. cramwantes | 129 Complete the sentences with should, can, could, may, and might. Follow the example You don't look good. You eee | See a doctor Who. | possibly talk to about ie? Doyou think | ‘apologize? 30 | CNA PROGRESSION 1 eceeece ee eo 79399090090 33030 39073777 03009 COLLOCATIONS (VERBS + PREPOSITIONS) In English, a particular combination of words is called collocation. When you learn a new word, it's also important to learn che words that go with it. Study che examples: Tmlooking for adiamond ring Yes, but it depends on ‘the design Doyeu dream about becomin atamous rusilan? Thisnecklace reminds meot 1. She loves listening, music. 2. My cell phone doesn't have access. the Internet. 3. Those shoes don't go. these pants. 4. Did you find ‘when her birthday is? 5. Sheis taking, the new teacher. 6 Do you know what happened him? 7. These flip-flops belong Monica. |. When are they going ro arrive San Diego? crammar tes | 131 © HAVE TO We use HAVE TO to talk about obligation and nec Study the example: ou have to ger a visa, just have to get but | have to fin Fill in the blanks with the correct form of 32 | CNA PROGRESSION 1 > >>”. IPTDIPIPG@O9dD II PPIDIDIAAIIAIIIDD >,” MODAL VERBS ‘We can use the modal verbs MAY, MIGHT, and COULD to express possibilty or probability, SHOULD to express suggestion, and CAN to express ability. Study the examples: may talk to Helen on Monday, but 'm not sure Il see he We might stay at a hostel in Amsterdam, You could visit a museum in the afternoon Do you think I should cake a trip with Rebecca’ lean play the piano, but my sister cant. 1 goto Asia on my ned vacation, but Im stl not sure. |hikyou leave work for aon days. You look too tired. You don't want: tohave lurch now? That's OK We VERBS OF PREFERENCE + . GERUND & INFINITIVE ° My husband and I love to travel in Se like talking to native Spanish speake (but) like to talk to native Spanish speakers ce | hate staying at hoste (but) hate to stay at home when im on vaca! | prefer driving cars to (but) | prefer to drive curing the day Some verbs such as ENJOY and expressions such as CAN'T STAND and FEEL LIKE are normally followed by verbs in the gerund, Study the examples: Lenjoy going to the beach, | ean't stand traveling in large group: | feel like having a c of tea be 134 | CNAPROGRESSION1 Fillin the blank with the correct form of the verbs in parentheses. can't stand (have) breakfast hurry when im on cramman tes | 135 VERBS AND EXPRESSIONS OF PROBABILITY AND POSSIBILITY We use the following verbs and expressions to indicate probability or possibility. Study the examples: i SS 0% Fe will definitely ‘not happen. Ie will rain tomorrow, Ie will probably rain tomorrow. Icis likely to rain tomorrow. Ie may rain tomorrow. don't am sure that iewill rain | iewon't rain tomorrow, tomorrow, I-could rain tomorow, Ic isn’t likely co rain tomorrow. Rewrite the sencences using the verbs and expressions in parentheses Follow the example. ‘Maybe CO2 emissions wil fallin the future. (may) CO2 emissions fal in the fudure. 1. There's a possibility that vertical farms will be very common in big cities by 2040. (may) | @eeeeeeeeeeeeacuaceeoeuauaeeeeeneeacecVac4e@qcece 2. Maybe we won' find life on other planets before 2100, (to be likely) 3, Irisa fact that she travels tomorrow. (will 4, There's high chance that she will be elected. (will probably) 5. Pethaps by 2060 people living on Earth wontt have enough drinking water. (will probably) ‘soi rosy sore ogo ‘mizagngsaied aon fy Koy ou 36 | CNAPROGRESSION1 Troe sso Sq ves ones yD A ‘Sianowv | 99000090090999090000099999999393939939933930939 RELATIVE CLAUSES WITH WHO Who in relative clauses helps us define or give further information about the person we're ralking about. Study the examples: 2b sa quy who Laurie the woman fo meet you. contest last mont ‘the woman who willbe our new That's the new teacher who's ‘going ta replace Mins Turner. Réwrite the sentences below using who. Follow the example, James Dean was an American actor. He died in a car crash James Dean was an American actor who died ina car crash. 1. Shirley Temple was an American actress. She started her career at the age of three, Elvis Presley was a famous rock singer. He recorded more than 600 songs. 3, Kate Middlecon is a British woman, Shes married to Prince William. = 4, Bill Gates is an American businessman. He's one the richest people in the world. ‘sainsnw ramman tes | 137 oro ETC be was/were lead led beat beat learn learnt begin “began leave left bite bic lend lent blow blew lee tec break broke lose lost bring _ brought make made build built mean meant burn burnt meet met buy Bought ay paid ean could put put catch caught read read choose chose ride rode come came ring rang cost cost rise rose, cut cut run ran do did Es said raw drew see. saw drink ‘drank sell sold drive drove send sent eat ate set set fal fell shoot shot feed fed shut shut feel fale sing sang fighe fought sic sat find found sleep slept fy flew smell smelt forgee forgot speak spoke freeze froze spend spent get got stand stood ‘sive gave steal stole ‘went stick stuck grow grew swim swam hang hung ake’ took have had teach taught hear heard cell told hide hid think thought hit hit throw threw hold held wake woke ure ure wear wore keep kept win won know knew write wrote 138 | CNA PROGRESSION1 Ce ee ee oe oe i ae ww a PACK ee eee 7. a 9900009333392 398989399393 009809 989999909993 PIFDPIIIAIPAPAIOPPIFDIIPAAFIPIPAPAIPAPIDDAIPPIIID Functions Talking about people's jobs. Talking about free time activities. Talking about where people work. Talking about how often people do things. Saying how you like your work/school. Talking about kinds of movies. Describing what people do. Talking about future : arrangements. Talking about what people want to do in the future. Inviting people to go to the movies. Talking about daily routines. Talking about future arrangements. Talking about weekend activities. Talking about the existence of places. Talking about how often you do something. Talking about the location of places. resouncepack | 141 healthy habits and recycling. Talking about Asking for and giving directions. Talking about your family members. Talking about how you get around. Talking about where people live. Talking about your favorite places in town. Talking about what houses are like. Giving commands and instructions. Talking about favorite places in a house. Talking about cycling. Talking about what you like and dislike. Talking about eating habits. Asking for information to rent a house or an Talking about the ingredients you need 142 | CNA PROGRESSION1 apartment. to make a recipe. Ordering food Going grocery at a restaurant. shopping. € ecece € eeeeeeeee sc eee €ceee € CRE CCCECCCKCECCKCESCESCSCCEECECCECECESESCSCCSCESCES 144 | CNA PROGRESSION 1 CROOCOCCOCCOCCCECCOCCCECCCCECCECOCCECCCCECECEEE SE 46 | CNA PROGRESSION 1 resource Pack | 147 | COCOCOOCOCOCCECOOCOCOCECOECCOCOCEECOECOCOEEE 448 | cna PROGRESSION 1 € € Ccone resource Pack | 149 COCOCOOCECOOCEOOCEOECOCEOCOOCEOCOOCOOEE 50 | CNA PROGRESSION 1 >99FF3TTFFRHHIAF9FZF9FI9FT9F9V9IT999V999999993 52 | CNA PROGRESSION’ 9999990990999 999 3999093339930 97079797 FF DDD TOOTH HEAD KNEE NECK 54 | CNA PROGRESSION 1 | STOMACH» FOOT | SHOULDER - LEG EAR THROAT FEET HAND LEGS COCOCCOCCOCOCOOCOCECOCCOHO CO OCOCOCOCOCOCECOCEOCOEECEE 9990903099099 0909903099990090900909990390 333093 0999 You have a pain in your ears. You smell with it. Your head aches. You use it to speak. You hear with them. You use them to write. You need them to walk. You have a pain in your back. You need them to stand up. You have a pain in your stomach. You see with them. Your throat hurts. You have ten on your hands. You have ten on your feet. Earache. Headache. Backache. Stomachache. Sore throat. Fingers. resource rack | 155 Do you think | should talk to him about it? Can you tell me where there is a drugstore near here, please? Do you know where the city park is? Can you tell me what time it is, please? Do you know how often I should work out? Do you think | should accept the invitation? Do you think I should help him? 156 | CNAPROGRESSION1 Do you know what time it is? Do you think | should talk to her about it? What do you think | could possibly do? Do you think | should apologize? Can you tell me what day it is today, please? Do you know what | should wear? Can you tell me where exactly | should go? Do you think we can be friends again? Do you know what day of the week it is today? Do you think | should talk to them about it? Do you know how much it is? Do you think | should quit? Can you tell me where there is a subway station near here, please? Do you know how often it happens? SCROOCCCCCCCECCCECCCECCOCCECCCCCECCCECEEEEEE 999999 3999999990 399999 3330797777997 FF DID Situations Should | bea candidate for president of this country? (Do you think?) Should | go bungee jumping? (Do you think?) (Do you think?) Should | throw a party on my birthday? (Do you think?) Should | try living in another country? (Do you think?) (Do you think?) Should | delete all my profiles on the enue aS children? (Do you think?) Should | swim in the Amazon River? (Do you think?) (Do you think?) Should | declare my love to my neighbor? (Do you think?) Should | insult my boss? (Do you think?) Should | try Indian (Do you think?) Should | keep my money in the bank? (Do you think?) Should I lend money to my relatives? (Do you think?) Should | go to the (Do you think?) Should | spend all my savings on a new car? (Do you think?) Should | take a trip to Iraq? (Do you think?) Should | go on a (Do you think?) resource pack | 157 What should | do? My boss doesn't want to give me a raise. | feel tired all day. I can’t learn math. | have an important test, but I didn’t have time to study. My apartment is My job is boring en It's my mother’s birthday, but | don’t have money to buy her a gift. | have a job interview, but | don't know how to get there. My husband/wife doesn’t want to have kids, but | do. I'm in love with my best friend's | forgot my father's eae of boyfriend/ birthday yesterday. girlfriend. colleague. | work too much My dog is | have this pain and don't have destroying my in my knee every time for my family. house. day. My company wants me to work in another country, but | don’t want to go. | don't love my boyfriend/ girlfriend anymore. | have insomnia every day. 158 | CNA PROGRESSION 1 CROOCCCCHSECCCOCCOCOCCCCCCOCCCOCECCECCECEE EE C 939999909332 FDDIDIIIIIIIIIIIIIIIIIID resource pack | 159 es 160 | cua PROGRESSION 1 PdIT.IDIIIIIIDD > > ie Resource Pack | 161 (| 62 | CNA PROGRESSION 1 @eeeeeeece < »>vovoOD Resource pack | 163 © 164 | CNA PROGRESSION’ @eeeeeeeeeeaeaeeoeecuececua5uacCac4@qcacV@q@cneceqcqe eeee t resource rack | 165 Clothes and accessories CCOCOCCCOCECCCCCEOOCCECCECECCEECCEECCEECECEEEEEE 66 | cua PROGRESSION’ SPOCOOCCCCCOCCCCCOCCECCCRECECCCECCCECECC EC ECE! Resource PACK | 167 68 | cua PROGRESSION’ PPODIPIIDIIPIIPDIFIA RAIA IFPAIRA IOP DAOIAIPIAPAIFIIID Clothes and accessories resouncerack | 169 (] 993 FFTFTFDAFDFRHHIIFFIIHFAIFF99FTFF9OVH939OCRTI Clothes and accessories 170 | CNA PROGRESSION eeceeae ceca cecaoce resource Pack | 171 | 172 | CNAPROGRESSION 9990999999 399999999 9933 93F97 777 F997 FIFI D Pronunciation bingo SUNGLASSES. E-READER SWEATSHIRT SWEATER resource pack | 175 176 | cNAPROGRESSION1 »dvD”D » »7FIIT.IIIIIDD 9990900009099 000 Resource Pack | 177 ad —— NITED STATES: RIVER LICENSE 9. 083772430 CLASSE end uN BLUM, en ROBERT sAson aaocttet on ests pop, osltatt DOE ONFILE \ one 8 Wigan see Sek oe nee ES Ss 78 | NA PRoGRESsiOr NT Resource pack | 179 QUESTION: When | QUESTION: When was the first e-mail become popular? ANSWER: By the | ANSWER: In 1971. QUESTION: What does HTML stand | QUESTION: What does Wi-Fi stand for? ANSWER: Wireless Fidelity (Wireless ANSWER: Hyper QUESTION: What | was the first video QUESTION: When was the first tweet : ANSWER: Tennis for ANSWER: In 2006. ewo (1958). QUESTION: When | QUESTION: What's the most popular site on the Internet? ANSWER: Google. smartphone come ANSWER: In 1997. 180 | cna PROGRESSION Technology trivia game QUESTION: What does letter “e” in the word e-mail stand for? ANSWER Electronic. QUESTION: What does “www" stand for? ANSWER: World Wide Web. QUESTION: When did cell phones become popular? ANSWER: By the late 1990s. QUESTION: What country has the largest number of Internet users? ANSWER: China. CROSS CCOOCCCCCOOCCECECCECCOCECCECCEECEEEEE COCCCOCOCOCCCOOOCCOOCOECOCOOCCOOCOCOCECOOCOEEE B2 | CNAPROGRESSION 1 SPOCOSCCCCSCCOCCOCCCECCCCCCCECCECCEC LEC ELE ft >PoDIPIOAIPIIOI®ADIIIAIAID IDI PIIOIDAOIIIIIIIDID RESOURCE PACK | 183 Predictions In six months’ tims get a boyfriend giriiond get anew job In one year’s tim travel abroad seta new car 010 the movies have an appoinement with your dentist This month. Cc move house finish reading a book In two years’ time. a write a book take up a new course nea eartine a move countries —— wl terse feds Before the end of this year.. g00n vacation travel with your Family In five years' time... = buy a house/apartment § get married Before your birthday... is lose weight _geta new cell hone cook dinner 0 10 bed early By this time next year... ‘make one of your dreams come true take up a new hobby 84 | cua PROGRESSION 1 @eeceeeeeeeeoececeeeececeeececcocuaceeneeeecee et PIIIIIIIIIIIIDIIIADDA DIOP DOIDPIODIDIDDIDD Opinions In my opinion, technology I'm afraid | disagree. | think + > (BUBB) < ~~ -+o-+3< <> U2 eRSeUPaeeeeseea Find the past form of the verbs in the box in the wordsearch. ° o ene € e e - Complete the conversation with the past form of the verbs in parentheses. a Suz So_did you travel __ (travel) on your last vacation? 7 Tim: Yes, we did We (cave!) abroad. we © event (go) to France Sue: Really? love France. i Tim: — We went to Paris and we__Coved (love) it, . Sue Where deh you shay (stay) there? © Tim: — We_stauzed (stay) na hotel near the Eifel Tower Sue: Was it good? = Tim — Yes.we_iked (like) icalot.it_eve5 (be) very comfortable we and near the subway station Sue What did you do there? pa Tim: We i — (visi) the museums,_evalked (walk) © along the beautiful boulevards Sue | love walking in Pari i bed Tim: — Wesatatthecafés, relaxed (relax), and ; © _ (watch) people passing by. We went on a boat » tour on the Seine, My wife al ted _ (cry) watching the sunset from the boat. We also__stened (isten) toa concert at the ~ Opera House. Ic was awesome! : ~- Sue: Wow, it__¢245_(be) a great trip then Cee € g Complete the dialogue. Ella: How was your weekend? die, Look at the pictures and answer the question: What's the weather lke? Choe: Ella: What did you do? Ella: | heard you've just come back from your vacati¢ What did you do there (OK. Well, ime to go now. Bye. actwrry aoox | 193 @ 20K at Activity 0 on page 22 of your Class Book and follow the instructions to write about your first day at school or at work. 9DGIIFIIIAIIIIIIDIDD 990900000939 ¢ ‘Match the columns. |What's the matter, Maria? Why aren't you in school? [My boyfriend wants to get married, but | think we're too young. What do you think | should do? B ‘What seems to be the trouble, Julio? Don't worry. can help you with the homework ‘Why don't you go on vacation? Iemay be a good idea to talk to your ‘mom about the benefits oFhaving a pet. ‘Complete the table with sentences that you can use, to give advice or suggestions. Follow the example. (, | don't understand what the teacher says in my French class. Is there anything you can do to help me? I can't. have a lot of work to do-at the office. © Yes, ldo that. I'l promise Il take care of the cat myself I dont feel well Ihave a bad GD rreadache s0 | decided ro stay home today. G@) Trans aor ‘You should talk to him. Open your heart and explain your reasons. % Complete the com conversation with the sentences in the box. "\yranted to talk to youn class He wants to get married | think you should go home you're only 19 59 9FDFHIDAHIAGAIHHSHHIIIFIIDIIDIVI999O99 6 Name: __ Group: Teacher's name: _ a) en Complete the mini conversations. Am tired of ving in such a big city Vg Ithinkyou Shsouldl consider moving to the countryside ‘Ac want to go on a student exchange program to Canada, but my parents say no, 2B Well you oak ro them and try to explain the benefits of living in another country. ‘x: Im thinking of going to the beach fora few days. very tired. @) & kay be a good idea to make a reservation at a hotel fist @ % Imworking too hard these days, 'm really stressed out. a __Whu dont you take avacation? Imagine you ar faced with one of the situations below and don't know what to do, Writea text message toa friend asking for advice. Write about 50 words, + You have a bad headache. Ir won't go away += You need to stop smoking, You don't know how. + You havea problem witha schoo! subject. «Your computer broke and you don't have money to buy a new one. + You car't sleep at night «Your boyfriend or giifiend wants co get maried. You think you should wait longer to ake such an important step. actwrry ook | 197 € (Old wives tales exist in every culture and are often so powerful that we take them as the truth. Old wives’ tales is a derogatory term used to indicate that what we think is rue is really a superstition or something untrue, to be ridiculed. Iris assumed that a story told by old women could not have credibility ~ itis justa kind of legend passed down by older women to a younger generation. Today, some old wives' rales have proven to be valid. For example, “You should eat carrots. If not, youll go blind’ Studies show that carrots realy reduce the risk of getting retina degeneration, so, yes, eat your carrots! 1. What are old wives’ tales? a They are crue facts, b. (They are untrue stories (SO) theyare questionable stories 2. Do you believe in old wives’ tales? a Yes Ido. b. No, I don't « | believe in some, but | don't believe in others 3. What do you think derogatory means? I think ic means something good bY chink ie means someching bad © | think it means something that is not good or bad. 4 Why are certain kinds of advice called old wives’ tales? a Because they are about women. b. (WV) Because they are told by women from ‘generation to generation. cs Because they are ridiculous. 5. Do you know an old wives’ rale? Write it down. @eeeeeeeeeeee >99FFFIAHIFDHIFDIPIIIIFDIIIIIDIFIDD Match the columns. 1. Hi Can |help you? 2. Does it have a good definition? 3. How much iit? 4, What's he wearing? 5. How does it fit you? 6. How would you lke t0 pay? 7. What siz are you? 8. Do you like going shopping? Write the names of the items below. res icdoes. ere cash tesa bie roo wighe.can | ery larger one? medium, | guess Yes, do © Ves.tim looking fora digital camera es sare. @ vet wereaires Paved vei Can | help you? Se ceeeececocecceceoceccocecccecececceccecees 00 | cia PROGRESSION 1 9999909 9999993999999999939939073927939999 ACTIVITY BOOK What are these people wearing? $ hide; She's wearing He’ wearing Complete the questions with one of the words in the box. Then answer them, a, What do you like to go shopping_for_» b. What do you spend a lot of money ow ? © Do you uualyhave something specie _ i mind when you go shopping? .Do you usually try clothes_©** before you buy them? ‘¢- When you buy an item of clothing, do you also buy accessories that go oi. ina 102 | CNA PROGRESSION 1 99993333323 3739793999999933977 990392 Name: Teacher's name: ‘Match the columns. ‘What's the matter? You look sick: ‘What should | wear to the party? ‘Where did you go on your las vacation? That's pretty blouse. Can | try iton? Did you go to Claras birthday party? | need to lose weight. What should | do? Unscramble the conversation. sandy: Ob, the usual rouris places. We sited the Louvre, went to the Eiffel Tower and took Loire, where there are alot of castles @© sandy: Yeatic really was! So, how was your vacation? Qsandy. te was gree My sister Patty and | went co Europe Wow! What cities did you go to? Where did you go in Paris? Q sandy, We vised lisbon, Maid and Pars ‘Awesome! It must have been a dream trip. \Why don't you wear that lovely red dress you bought at Marcy? Of course. Come this way. The fiecing rooms are over there. - (GD) Novldicnt hada sore throat and 2) scayed home @ wz best friend, and I went to Europe. trip to the Valde wiped Putting it all together, Complete the sentences and do the crossword = @ Puzzle. The weekend _ kind of boring, We didn't do anything special, i ‘Mary a texc message, but she didn't write back. ‘We. ‘the Prado Museum in Madrid. Lowas tired so! up late and didnt go to my swimming practice. 1 youa nice T-shire in ray | hope you like it. we ‘a movie on TV. 7. Mybrother and a1 at a friend's house last night. 9. My family and | went to Rio de janeiro. We ‘a wonderful time there! 10.1 ‘a book by Agatha Christie on my vacation. | loved it 111. My father cooked pasta. Ie was delicious and we itall to the mountains over the weekend. ® aways sick 0 we didnt go to school on Monday. 12, We 1 2 3. 7 HE S| ‘ = «[s][A4]o = $ te ° a[7 T a if : ee Ly = tla] a] tI = lel {& A £ S = > 10. T Pp un. z m(*[elaleleTolete = A (B D Read the sentences and number the pictures. 1. My first day was erible. was literally in panic! 2. loved schoo! when | was a kid. | was always ready in the morning, . WI fer vacation ‘ ooh summer vacation started, | didn't want to do anything. | felt los. y first day at work wasn't easy | hated everything about the office eee 104 | CNA PROGRESSION 1 >>> >IIIII>IIII—PII~PIDIDIIPID OOD DIDIDID Name: Group: _ _ Teachers name: Date: __ e e ‘Think about the situations in Activity 4 and answer the questions about yourself. Check the ‘ones that apply to you and write what they mean. You may also create another. @ ee ®@ = 7 How did you feel about school ‘when you were a child? How did you feel when school | | ended in july and December How did you feel on your first day at school or work? How do you feel about your classmates or colleagues? Unscramble the words to make questions. ‘A: do / you | think / do // should / What /? a What do you think I should do? B: | think you should see a doctor. ‘A: do f did / What | weekend / on / the / you /? What did you do on the 2 ewreckend? By We went toa friend’ birthday party. On Sunday, we sawa movie on TV ‘A: the / weather / beach / on j the / like | was / What | 7 What was te wentner Cike on BR the beach? Be Ic was rainy and foggy, so we came back early. = & party / do / should / What / wear / to/ the / chink / yourl/? @ What do you think T should wear to the parhy? B Why dont you wear your new velvet jacket? Imagine you are Dr. Right. You write an online advice column for teens. You receive the post below. Respond to Marcela. Piciabe il ccuaimememnal DESPERATE IN NEED OF SLEEP 2 oe Posted in: San Francisco, U.S.A | Dear Dr Right, ¥m 16 years old, 1 go to high school, and 1 cant sleep at night. 1 uni 4:00 a.m. And then, of course, I can't And when I do, I'm always sleepy the people mentioned. e Read the post and identify ac 206 | CNA PROGRESSION 1 > COOCOCOHSTIFIOHOIIIBDIIIFIIIIDHDRIID Name: Teacher's name: ° ‘Match the columns. +1, Where would you like £0 go? 2. Let’ start planning, We have to make arrangements fist. 3, | would like to take a crip to Buenos Aires. What do | have todo? 4, Are you planning to drive? 5, Cumuruxatiba? What's it ike? © Thatsrighe, we have wo buy tcketsand get new passports Our ld onesare not valid. Oh and think we have co gecvisas © tesa small fshermens vilage in the south of Bahia. The beaches are amazing and you can vst historical places such as the Pascoal Mountain, che fist place discovered by the Portuguese. © Vou have ro gee ticketsand make a hotel reservation @ Wel yes itd bea good idea to renta car G take goto an exotic place South America maybe Find eight adjectives in the wordsearch. oz<24 > NEC KR tfBaw Va ES eMma 5 NB yfeu ep YON tfao HE Nfeu FH w poumMir t RE u Nou kK ev eu a ats hs Ee A 8 a NOV TR ep FH Y T PBR ° x el is per our Lel's take a trip! g Complete the sentences with the words in the wordsearch in Activity 2. T.Nowtm__confisged __ Do we have to geta visa forall the countries were going to? 2. Thisisteally__@rrbarassing to ask, but how much ‘money are you going to take with you on our trip? 3, The wip was really _ boring Icrained all the time and we couldn't do anything. intersting 4. msomy butt not__inferested __ iniskng he local stores can stand shopping 5. Come on, lets do something_tngheresting and __excthing How about oing rafting? 6. Im__suxprised 7. Arerit we going to Miami on our trp? Thats_disappoinding 5 Imagine you are talking to Eva about her vacation. Complete the conversation. You bua: Your va: You boa: You Eva You: va: You: Eva 208 | CNA PROGRESSION 1 to know that we don't have to get a visa to go to South Korea. SR SEreSReaaaS rere ETO AnASRREROEISESSESLEIEOEONEE We usually go once a year, in December. We usually go to Peruibe. oe eo e e © © © © e © © © © © e e © © © © © e Well, sometimes we visit my grandmother who lives in a small town in the countryside, ‘When we go to Peruibe, we stay at a small hotel at the beach, When we visit my grandma, we stay at her place In Peruibe we stay about a week or 10 days. At my grandma’ we say Weeks. We sometimes spend Christmas with her. 'n Peruibee we go to the beach in the morning, go home for play volleyball in the afternoon. We sometimes go out in t pizza or ice cream. Name: Teachers name:_ e Group: a Date: a. Youare searching some travel websites and you find the following post. Take a look at it and answer the questions. What is her wh about Whois she writing to? x Hi, everyone! ‘My husband and I are going to travel to Europe for the fst time. We live in S80 Paul, Baal, and are going to spend three weeks there. We're planning ths trip atthe last minute pecause we dian know we would have some time off. We're Both teachers and are very excited about this trp. Because this is our Fst time, we are worried about traveling from piace to place. We would ike to fly to London and then go to Amsterdam, Vienna, and Paris. We are planning to spend about a week in Paris and take small day trips to Mont Saint-Wiche, Versailles, and other small towns. Could you give us suggestions on how to get from London to Amsterdam and from ‘Amsterdam £0 Paris? Could you also tel us what the best way to get around in France is? ‘Should we rent a car? Should we take the train? If we should take the train, do we have to buy tickets in advance? What are the best sites to use? I'ma ite confused with so many, travel websites. We are 28 and 30, We love at, architecture, and food. I personally would lave to see a few museums, castles, and churches here and there. We would also like to goto fun pubs and ‘Cubs. I would be 2 good idea to have a list of some good restaurants, too. Thank you so ‘much for your help! We realy appreciate it. Best regards, Rachel . Read the post again and answer the questions. + Whois she going with? + How long are they going to stay? Three weeks. + What cities is she planning co visit? Londen, As Vienna and Paris + What specific suggestions does she ask for? 7 ion, travel, eh! fo go and ent + How old are they? 28 and 30. + What do they ike? Art, i + What would she fiketo do in France? To see & and actwirysoox | 209 @ Jour're going on a trip, oo! You're so excited about it that you decide to write a post on your favorite travel website. Include the topics below. + The place you are going co, where it is, and what you can do there. + When you are going, where you are going to stay and how long you are planning to say + Why you decided to go ro this place. A Match the columns, 1. What do you use this for? Q Trey rea, talked, and listened co the radio. ' 2,, How do you tke apicise ©) ‘you wane my hones: opinion | dont think with this.cell phonel ‘0.1 think there will be more and more devices 3. How did people have fun eta in the past? : © popacink pric l @ eink cha wil happen before 2030, e live longer in the fucure? © You usec to text people and answer eal. 5. Will technology make our ; : tes very il all hese bre lives easier inthe fucure? @ Sil ee aioe 6. When do you think we will have holographic © teseasy Tap on te camera icon. Focus and televisions? then tap to take a picture. ‘Answer the questions. a. Are youa very technological person? Bs 'b. What technological devices or gadgets do you have? (60 ee «c. How much time do you spend texting or checking messages a day? 212 | CNA PROGRESSION 1 ‘Were all connected: g Complete the text with the verbs in the box. HOW TO POST A VIDEO FROM YOUR TABLET TO SOCIAL MEDIA SITES 1.__Cpenr _ the o 5.__ Tape _ the video’ title Feet fee to replace the timestamp title with Galery app. something more descriptive 2._Sélect thevideo you . want to upload. You do not % need to play the video. just description set the privacy level, add rags and so on have it on the screen, Teuch- _ the Upload button. You return to the Gallery, and the video is uploaded. ic continues to upload even if 3, Touche _ the share ‘con. If you don't see the icon, ence the tablet falls asleep. APP 4, _Opere _asocial media | | ste The plead Video The uploading notification appears while the video is being |] Minow appears lstrgall sent ro the media ste. Feel fee vo do other things with your Sorts of options and settings ablee while the video ‘uploads. When the upload is complete, for sending the video. the ntifation stops animating and becomes the Uploads Finished icon. Rewrite the statements below using one expression from each box. Follow the example. Human colonies on the moon by 2060. Tema opintony thee il be hun colonies ow the moon by 20400 1. The next American president will bea woman. ss Se Ithink,.. 2. Brazil becomes a fully-developed country. In my opinion.. @ Myouaskme... @ ifyou wane 3. COZemisions fall dascally by 2100 hanes pron. 7500 g eee Aslseeit.. Books become obsolete by 2030. eee 5. Chinese becomes a lingua franca by 2050. ee b. Write down some of your own predictions. Seco oeecocooooccccccececceccececeeceece Name: a. Read the text and circle the correct options, (in the past fee CELL elmo eases PHONES acme AT Gr) / Bux) mary scents wave oretom ~SCHOOL “ShGoN without their parents. (But (0) i importane for them to have acel proven case they need help or haven acidenc onthe way eae rons aon ot ec) parents who work may need to contact their Chiren For example if parents have to work fate, thestenc has tobe tld if arangerents have been made fora relative o neighbor rolook afer chem (Because nothing more disruptive during @ Class than the sound ofa cell phone inging or playing an annoying Bice Gees BD Fst) students who send and receive Tet messages in dass ae not paying actention tothe eson, GeeoncD! Secondly), | feel that students SHOU be sowed take el phones to school for use in emergencies. However, al phones shoul certainly be turned of during dass. ee fom ile ap > VS b. Read the sentences and answer true (T) or false (F). 1. (©) Theauthor of the texcis against the use of cell phones at school 2. Ce) According to the text, many parents give thei children cell phones for security reasons. 3. (F) Cell phones can always help students in class B a we present the topic nk Tum £0 age 80 of your Class Book. Choose one ofthe topics discussed in Activity 1S and write your opinion about it. @eeceeececaceec PLOCCCCOR CEC C « 14 | cna PROGRESSION’ Name: Teacher's name: Date: ‘Match the columns. |. Whos your hero? 2. Whatsyour definition ofa hero? 3. In your opinion, © ‘who isan incernatonal hero? 4. What does your boyfriend look ike? 5, What's your smother ke? 6 Whore they? Group: = | . ‘Martin Luther King, J: He was an American pastor activi, humanitarian, and leader in the African-American Civil Rights Movement. He fought ‘discrimination against black people in the United States. Hesta and hin hasbrown ees, and shor black hai © MyM senha My aes ded afew monsaerivasbon @ ard she worked hard and raised me by hese © Toye bevy and Hans my fiends who havea rock band © inmy opinion aberoissomeone who sates iso: er Me 0 save the world. © shesinligert; ones and deerined. Unscramble the words to make sentences. 441s / my friend / This / John, / in Australia / lives / who / Tas fe tives ine si +2 from Poland / George and Gina, / my grandparents / came / who / are / These |. 3, who / people's lives is / A hero / saves / someone /- who A hero is 5 Wives. 4 love and help / heroes / who / are /In my opinion, / people / others /- Tre my opinion, heroes are people who love and help others. 5. saved / This / that / my brother’ / Demetrius, /is/ life | the dog / This 5 Demebrius Hae. dog teat saved wu brothers tafe. 6. look like / your / What / best friend / does / ? What does your best friand look dike? actwry Book | 215 ( Heroes in our lives Zuo -BBEEEE - -HREBEE- PERERERE Find 20 words used to describe people in the wordsearch, Look at the pictures and describe each person. Padus bo as #Os>a2z2SWo0U “BBBEB-oxczsoc ou ewe>orsa iu iu vwo| aid EV ISS BA s iS of - oHBREEENEE wessaz-52-55 2B>+z<0< vp>ex- Te oNu> 4 ey Sceeee| o>Naro| oreBed) D4akou| ouze>Baun > Rj v 5 16 | CNA PROGRESSION 1 5 000000999009 0090009909000393390999399 »” Name: Group: Teacher's name! __ Date: ». Choose four adjectives and write sentences describing people you know. 4, honest 5. intelligent 6. idealistic ‘Answer the questions in the form off ‘Who is your here? What makes ¢ 8 Read the article below and do the activities that follow. aia “There are many diferent kinds of heroes. Heroes may be famous OF just ordinary people. Some celebrities becor help the lives of peop! ‘one million dollars to the Red Cross after the and Angelina Jolie also donated one milion dollars tothe poor me heroes because they donate large amounts of money t0 ie around the world. Sandra Bullock for example, donated devastating earthquake and tsunami in Japan, people in Afghanistan ‘Torn Cruise is another celebrity that did a heroic act. n 1996 Cruise saw 2 worst get hicby a carn Los Angeles. The diver didnt stop. 50 Cruise called for help and. scayed with her unt the ambulance arrived. He then followed the ambulance to the ‘ and when he found out thar she did noc have health insurance he pad che ‘hospital bill himself eeeeececececete 4. Choose the best title for the article. a. (_) Arecelebrities heroes? b. (_ ) Celebrities are certainly heroes. ‘&. (UiCelebrities may also be heroes, What kinds of heroes are mentioned? 125 who care. 13. According to the article: = Why did Sandra Bullock and Angelina Jolie become heroes? Heng _ Because | thebped tre poor © What made Tom Cruise a hero? 4 aos His godess fcr ier reece brities are heroes? Secececccccoe ‘4, What about you? Do you think these cele 218 | CNA PROGRESSION 1 9 90000399909000099990000999 999990999909 Name: Group: Date: 220 | CNA PROGRESSION 1 Putting it all together. Complete the conversations with the words in the box. ‘A: What does she look Vike ? B Sheistallandhas blue eyes and brown __brair A: Andwhatisshe_@cke > 8: Sheisinteligentand determined A: idlike to rakea trip to Ottawa. What do|_have to dor B Well frst ofall geta___ vise @ % Whatdoyou__@njo4 doing when you travel? B | love going to the beach and chilling out. 5) % Where would youliketo__ go? B: Id love to go somewhere in South America ‘A: Do you think cell phones should be allowed at school? & AS _1see it they shouldnt be allowed ac all. ‘They can be very disruptive. 3% Whatdo you__us@ this fort B: You use it to know where you are. A: Do you know how to forward this e-mail? 8 & sure__Glick _ on FORWARD. Type the e-mail addresses you want to send the e-mail message to and click on SEND. A: What_did you do this weekend? 8 1__went othe movies A: Who ate they? 8: ‘They are my neighbors Bob and Terry “WhO live next door ° eo ° © e . . © e © © © © © 6 © © e « e e © © © © © © e © © © © © e o « actwry soo | 221 @ eeceaececce COOCCEHOOOHOOOOOHCOSCHOCOOLOEE Gircle the correct options. v. 8 ere would you like exotic place, A i ui) eo ° Morocco. What do you t Bs That sounds lke a ge I (hear there are ‘wonderful Beaches there. You know ilove (go ging) eo the beach, A: havea friend @he pwhose) vent on vacation there last year. We can talk to him, Great! Let's do that! Dw tookarie hare \ | wonderful place! | (love / B Really? Ic seems really ‘crowded there, | can’ d Geingy to be) in places lke that. ‘A: Come an, Ie looks 50 / interested). B Thanks, but 'm not (interesting fncerestea) usual occupation bie? A rmcone(who which) nd ees new kinds of bubble devon aun A: Won thats (Gina / fascinated Actual tm (fascinating / with the process of making bubble gum, 222 | cNa PROGRESSION : AUDIO : SCRIPT fa etelldsy, Pp oe, 0000 0003390093990 99000939939939998930300 Starter Unit Get ready! (Track 02) ACTIVITY 3 Teen boy 7: Look at this cake. Ie looks delicious! Teen boy 2:| have an ideal Lets make a cake for ‘Moms birthday. ‘Teen boy 1: Hmm... Do you know how to bake a cake? Teen boy 2: That's easy. We just have to follow a recipe, ‘Teen boy 1: What kind should we make? Maybe chocolate cake? What do you think? Teen boy 2: Chocolate sounds easy. ‘Teen boy 1: Good choice. love chocolate cake, What do weneed? Teen boy 2: Let me see. Eggs, sugar butter, flour, milk, and dark chocolace. ‘Teen boy 1: Don't we need any baking powder? Teen boy 2: Yes, of course! Here iti: baking powder. Teen boy 7: Allright, hen. Let's go to the kitchen. Prine the instructions. Teen boy 2: Preheat the oven to 180 degrees. Then ‘grease a 23 centimerer baking pan. Teen boy 1; OK. What else? Teen boy 2: Mix the flour, the dark chocolate, the baking powder, and the sugar. Teen boy 1: Allright. What now? Teen boy 2: Now you melt the butter and acd ic to the mixture, Then add the milk and the eggs. Mix everything together until smooth. Teen boy 1: OK. Then? ‘Teen boy 2: Then bake at 180 degrees for approximately 40 minutes Teen boy 1: Piece of cake! Come on. Help me out here. Woman: What are you guys doing in my kitchen? Both boys: Uh-oht Unit 1 So much happened last week. (Track 03) ACTIVITY 2 Kayla: Hey, Sophia Sophia: Hey, Kayla. How was your weekend? Kayla: Iewas great, My sister and her kids were in town, So | took chem to the park and then we went shopping, | had to buy a fiend a gift. On Saturday evening | went toa party and met a realy interesting, yy. Sophia: Really? Tell me all about it. Kayla: Hisname is Tim, We talked for hours and he eventually asked me out. Sophia: And where did you go” Kayla; We went to the movies and then had dinner at Stephano’. Sophia: | know that restaurant. rs fabulous! Kayla: didn't pay much atention to the restaurant itself, you know. Sophia: Sounds like someone’ falling in love (Track 04) ACTIVITY 8 ‘Man; leaned watched waited called decided kissed Woman: played visited scarted worked cooked listened avno scart | 225 @ (Trackos) ACTIVITY 1 Conversation 1 ‘Man: So, Heather, where did you go this vacation? Heather: I went ro Palm Beach. ‘Man: Coo How long did you stay there? Heather: Two weeks. Man: What did you do there? ‘Heather: \sunbathed and surfed every day ‘Man: Sounds like good way to spend your days on the beach And was the weather good? Heather: —itwas perfect hot and sunny. Conversation 2 ‘Simon: Hey Rose, Rose: Hey Simon. How did you lke your trip? Simon: | oved Rose: Where exactly did you go? Simon: went ro Aspen, in Colorado, Rose: Fancy! Simon, Cmon But you tooka trip too, didnt you? Where did you go? Rose I went co Bern, Simon: Wow. that’ fancy! How long did you stay there? Rose: Ten days. What about you? How long did you stayin Aspen? Simon: week, Rose: Wasi colin Aspen? Simon: Yes, coldand snowy. Rose: it was.aso very cold and snowy in Berlin, Simon: And what did you do there? Rose | went sightseeing and visited some friends. What abour you? Simon: went skiing Rose. Skiing in Aspen i great! Conversation 3 Woman: Hey, Josh. glad youte back! Josh: Hey. tm glad Im back, too. Woman: You went 10 Rio de janeia, right? Josh: Yes, dia Woman: How lang did you stay there? Josh: Twelve days. Woman: Awesome! And whac did you do there? Josh: I went sightseeing, sunbathed, and went shopping. Woman; What about the weather? Josh: Itwasvery hot Woman: Sounds like the perfect vacation to me. 226 | CNA PROGRESSION 1 (Track 06) ACTIVITY 18 Laura John: Laura John: Laure John: aura Jobn: Laura John: (Track 07) ACTIVITY 2 Conversation 1 Woman: WhacS the matter, Leo? Leo: I dont feel very well. havea terrible headache. Woman: Poor you! You'te probably tie. Why First clays are abways abit scary. Yes, they can be. remember my fst day at work. I was really nervous ‘And I rememloer my frst day at school | was scared I dnt wane to stay at School | wanted ro go back home wth © my mom Realy? Yes my mom talked to mea lot and convinced me to stay ‘And did you lie school? Wel, just when | mec my teacher, Ms. Siverman.| was very quet at fist, but then | meta lot of nie kids and soon we became fens, What about your fst. day at work? te was OK. larived early atthe office. Was affaid| would be late. | also meta lot ‘of people. Everybody was kind to me. met Pecer on my fs day and he became ry bes friend. Te fist day ead al about my jb. paida ioe of atention because it was lot to learn, but my boss was very patent Idi leamn much on the se day IMs. Silverman explained the rules and showed us the school. We alo sang songs and played alot of games. | had a wonderful time Well | wouldn't say had a wonderful time on my first day at work butt was allrighe dorit you lie down and get some rest? - - a a a - - - - - - - - - - a a - ° - - - o ° o - - - - ° - a Conversation 2 Woman: You look worried Lucy's anything wrong? Lucy Well my twin sister and | are best fiends Now she wants to get married and | hate her boyfriend. What do you think | should do? Woman: That’. hard situation. think you should «alk to your sister about it honesty. Open up your heart and explain your reasons roher Conversation 3 ‘Man: Youlook sad Jennifer. What seems to be the trouble? Jennifer: Oh it's Joe, my boss. You see, ike my job, but Joe doesrit think tm good at ‘what | do, Hes always criticizing me. Tim sick and tired of that. What could | possibly do? ‘Man: Calm down, Talk to your boss honestly. Perhaps he expects something else from you. Conversation 4 Pierre Whavs wrong, Susan? Susan: es my fist day at work and | have butterflies in my stomach, Pierre: Butterflies in your stomach? Susan: On, that'san expression we use. What | ‘mean ism nervous. What should | do? Please help me. Pierre: Come on. Dont worry relax. Lev get something to drink. m sure everything vil be all right. Susan: Thank you, Pierre. You're my best fiend! (Track 08) ACTIVITY 11 Doctor, Good morning. Please, come in. Take a seat Lucy: Thank you, Dr Smith Doctor: Soyoutre Lucy. What's your lastname? Lucy: Bright. BRI-G-H-. Doctor: OK. What's your birthdate? Lucy: November seventh, 1995 Doctor: Fine, Lucy. So, what seers ro be the trouble? Lucy, dont feel wel, doctor. m abvays tired and feel sick when | eat. Doctor: Let me see if you have a fever. No, you dont. Lucy: Yeah, but | have his bad stomachache and heartburn, Docter; Oo you have healthy eating habits? Lucy: Yes Leat ots of fruit and vegetables and! never eat any junk food. Doctor: How much water do you drink? Lucy: About two lites a day Doctor: Doyousleep well Luge Yesabout nine hours every night Doctor, Allright. Let me examine you. Lucy.| have good news| think youre pregnant Luge tmgong to havea baby? Are you sure? Doctor: Wel, need you to take a blood test ro confirm, but thats what it seems lie Luge Ohsgosh Unit 3 Cant help you? (Track 09) ACTIVITY 3 ‘Man: Good evening, everyone. Who are the millennial Why have researchers become so incerested in them? In tonight’ show wellook inco who these people ae and how they've been reshaping our society Woman: Millenrials an abbreviation fr milenrial ‘generation isa term used to describe a segment of the population born becwveen 1980 and 2000. They ae also called Generation Y, and folow Generazon x born between the early sities and the eaty eighties. Tey ae Said to be more ibeal supportve of diversity, confident, and receptive ro new ideas and ways oflvng. They ae called ‘online natives because ofthe need to be hhooked up tothe Internet all the te. Research shows that no other generation spends as much time connected to the Internet. On average, millennial spend 1Thouts and 11 minutes online va their PCs or smartphones every week ‘Tey also spend alt of time in font of the TV.On average, ona week bai they spend 11 hours and 20 minutes watching TV. They ako love playing video games, spending more than sx hours every week with cei joystick in hand. ‘More precisely, sixhours and sixteen minutes. Mus is another addition. They spend sichoursand thirty-two minutes Istening to thei favorc singers and ‘uno scart | 227 @ bands every week. Research also shows ‘hat milennials consume more than Previous generations Being a generation ‘of consumers, their preferences impact shopping habits. Millennials spend. approximately $2200 yearly. Of that, $855, ‘on average, is spent on smartphones, followed by $623 spent on fashion, Video games come in third place, wth $275 spent on them. $240 spent on electronics such as cameras and music players. Finally, movies account for the last $207, ‘Man: After our commercial break, well see how retail cores are (Track 10) ACTIVITY 9 Nancy: Thisis Nancy Career from What’ Your Style? Today we'e going to cak to listeners to find out what their syle is Lees talk to our frst caller. Hello? Whos this? Uynnerte: Hey. Lynnette Harper Nangyr Tellus Lynnette, what are you wearing today? Lynnette: im wearing a top, jeans, and sneakers. Nancy. And what’ your style? Unnette: fa say it’s prety casual. like comfortable clothes. Nancy: Great! Thanks, Lynnette, Ler’ tak to our ‘ext caller Hello? What's your name? Clay, I'm Clay Reynolds Nancy: What are you wearing, Clay? Clay, Tm wearing a shirc anda blazer jeans, and a pair of shoes. Nancy: see. And what’ your syle? Clay” mor sure if have one, but say tm neat casual ‘Nancy: Awesome. Thank you very much, Clay Cay Anytime Nancy: Next caller, Hello? Your name, please? ‘Amanda: Hi. 'm Amanda Jamison, Nancy: What are you wearing, Amanda? ‘Amanda. I'm wearing a blouse, a skirt, and high heels. Nancy. Pretty neat. Is that your everyday style? ‘Amanda: Actually |only wear formal clothes at work. | can define my syle as casual chic Nancy: Thanks. lot, Amanda. After our commercial break, were going to see what works and what doesnt in Lynnette’, Clays, and Amanda syles. Stay with us 228 | CNA PROGRESSION 1 (rack 1) ACTIVITY 4 Salesperson: Hi.Can help you? Noreen: Yes, mlooking fora coat Salesperson: We have sore ove there What size are you? Noreen: Medium, Salesperson: What about che plaid coat? Noreen: is beaueful Can |r it on? Salesperson: Sure, the fing rooms are on your right. How does you? Noreen: sro0 big. Can ltrya smaller one? Salesperson: Sure. Noreen: Its perfect now. How much is it Salesperson: A hundred fifty dollars. Noreen Good. take Salesperson: | abo have a lovely yellow woo! scarf ‘hat goes with ie only ten dolar. Noreen: 1S gorgeous andi realy goes with the coat. ake t00 Salesperson: How would you like to pay? Noreen: By credit car, please. (Track 12) ACTIVITY 5b Salesperson HiCan |help you? Customer: Yes. fm looking fora sweater Salesperson: show our new collection Customer: This one is eally beautiful Can | ery it Salesperson: Sure, the fitting rooms ae on your night. How does it ficyou? Customer: Its perfect. Hew much ise? Salesperson: its 3 hundred ewenty dollars. Customer Good, ti take i Salesperson: | ako have some nice blouses that would go with it. Theyre on sale Customer: No, hank. think Many take the sweater Salesperson: Allright. How would you lke to pay? Customer; By creditcard, please. eeecceeecececece eeecececeeceecececeeeececceeee - - = - - - - a a - - - - - a a - - - - - - ° - ° . - - ° ° ° ° ° - oocccccccene (Track 13) ACTIVITY 6 Number 1 ‘Man: —-Hi.Can| help you? Number 2 ‘Man; Isit for you? Number 3 ‘Man; What size do you wear? Numbers ‘Man: Would you ike ro try con? Number s ‘Man; Howdoesit fit you? Number 6 ‘Man; How would you like ro pay? Putting it al together (Track 14) ACTIVITY 3 “Jordan: Hey, Par. Long time no se. Pamela: Hi Jordan, Iwas. vacation. | wen to Australia Jordan: Wow! That’ far Did you take pictures of koalas and kangaroos? Pamela: Of course! But they/re not as sweet as they seem. Jordar: | know.\'saw a video about kangaroos “They can be pretty agayessve. What else «did you do? Pamela: visited the Sydney Opera House on the very fist day. Jordan: What's that? Pamela: _it’sa very modern theater. | also went to the Sydney SeaLife Aquarium, whichis nearby. t's amazing! Jordan; | love fish! Did you see turtles and sharks there? Pamela: | sure did Jordan; And did you try any weird food there? Pamela: Well, not really. Buc theres a kind of dark paste Australians usually eat on toast and Crackers thar | didnt have the guts 0 ey It caled Vegemite. e smells so bad! Jordon: And how long did you spend there? Pamela A month, You should cake a tip t0 ‘Australia I's worth it Jordan; Sure, Why not? Unit 5 Let's take a trip! (Track 15) ACTITY 3 ‘Woman: Hey, hon. You look so tired. What's the lof: Naor fel very wel havea bad headache. | guess 'm stressed out. Woman: know. Your job asa teacher is really stressful Why dont you take some time of? Jef Take some time off Are you kidding? ‘The semesters just starting. Woman: Come to bed, then. We can tak about it tomorrow. Jeff —_|eanit go co bed. | have to correct students! homework: Tomorrow is “Tuesday and | have co get up early You know, | wan to walk in the park before g010 work Woman: Hey, Ihave an idea. Jeff; What? Woman: Lees plana vacation. And lec invite joan and Kip to come with us. tel be fun. Jef That sounds great, but... don't know. Woman: Come on! Lets start planning, Where would you like to go? Jef, td like to go to an exotic place in South ‘America maybe. Woman: That sounds lke fun! We have to make arrangernents fist. We have to buy Tickets and gee new passports. Ours expired last yeat Oh, and I chink we have to get a visa. call Mary at che eravel ‘agency and see what she can offer us. Jeff ‘Okey dokey, Honey, youre super: (Track 16) ACTIVITY 6 Conversation 1 Officer: Maylsee your passport si? ‘Man: Sure Here’ is Offcer: OK. Here's your vsa, Thank you. Are you hereon business or pleasure? Man: On business. ma professor and tm here to participate ina conference, Officer: Fine. Enjoy your say. Mar: Thankyou uo scret | 229 @ Conversation 2 Travel agent: Sunrise Travel Agency, good morning Can help you? Woman: Yes, keto take a trip to Brazil. Can you tell me which documents are required? Travel agent: Lec me see. To travel to Braz youl need a passport and a visa, Are you planning to drive while you're there? Woman: Welles Well probably enc a car Travel agent: OK. So you have to have an international iver’ license Woman: Tank you very much. come by your ofice sometime this week Travel agent: Fine. Wel be gad to help. Have a 00d day. Woman: Thank you. You too. Conversation 3 Daughter: 'm so excited about my trip, Mom! ‘Mather: | know. I'l be unforgettable. But remember, don't take too much luggage ‘And no jewelry, please. And lets make copies of your documents. Youll need that in an emergency, you know. Daughter: Allright. Did Dad get me healch ‘Mother: Yes. just have to check which medical expenses it covers. Daughter: Thanks, Mom Conversation 4 ‘Man: Is it OK to take American dollars? Woman: Yes, that’s fine, But make sure you get some Argencinean pesos as well. Some ‘cash. But dont take too much, just enough to ger a taxi co the hotel Mar OK. Don't worry. do that. (track 17) ACTIVITY 8 Number 1 Woman: May |see your passport st? Number 2 ‘Man: Would you like to travel abroad? Number 3 Woman: | think you should travel light. Number 4 ‘Man: Donte Forget to take your ID card Numbers Woman. Do I need £0 take my driver’ icense? Number 6 ‘Man: To enter certain countries visa is required 30 | ca RoGREssiON1 Number 7 Woman Did you print the hotel confirmation? Number ‘Man; Donte forget the airline tickets Number 9 Woman: | need an international creditcard Number 10, ‘Man: Don't take much luggage Number 11 ‘Woman: Put your valuables in the hotel safe. Number 12 ‘Man: Donic rake too much jewelry. Number 13, Woman: Did you buy travel guide? Number 14 ‘Man: Did you remember to pack your dictionary? Number 15, Woman: Dont rake ta0 much cash, Number 16 ‘Man: | think you should get health insurance. (Track 19) ACTIVITY 18 David: Drearn Tips. David Field speaking. Can | help you? ‘Maggie: Yes, please, My name's Maggie. My husband and I would like to take a vacation somewhere. Davie Do you have a place in mind? ‘Maggie Not really. We thought we could go to an ‘exotic tropical place in South America, What do you have to offer? David: Well basically we can send you toall the ‘countries in Latin America, Lev see. You. said an exotic tropical place. How about Brazil? Maggie: Brazil sounds exciting! David: Theres Rio de Janeiro, Recife, Salvador. ‘Maggie: Yeah, but these are big cites We've interested in a small town, David: Hmm... Exotic... Tropica... Smal | know here! You should go co Cumuruxatiba ‘Maggie: Cum... what? How do you spel it? Davie CUMURUXAT-BA, ‘Maggie: That certainly sounds exotic. What iit ike? Davi: I.a small fshermen'svilage in the south of Bahia. The beaches are amazing and Yyou can visi historical places such as Mente Pascoal the fist place discovered by the Portuguese. - a a - - - a - - - ° - - - - - - ° - ° - - - - - - - - - ° a - eeocccaccebondeoceocenes eae Tat soning (Track 2) javidt__Yeahvand you can also go whale watching, Tha where the jubarte ACTIVITY 7 whales go to have their babies in August ‘Hostess: We're back with Professor Ducker. and September Professor Ducker isan environment ‘Moggi: te sounds fascinating. We eally have to ‘expercand heS hereto talk about some ‘go there. Il talk to my husband and call shocking new research. Welcome to our You again ths atternoon show, Profesor Duke, Davi OK. be glad to help you Professor: Thank you for having me on the show. Mogg: Thanksa lot, Davie. cal you later. Hostess: Professor Duck, we have been discussing the impact of technology on four planet. Can you share with vs some ‘ ofthe results of your research? Unit 6 Profesor: Sure. Advances in technology have cass owsees saaaureeasses czar rade ores ene, Howe ; the impact on the environmenthss Were all connected. porn negative Stuces have Shown that, Based on current trens.the, ean jal cemperature wil ise sx degrees Sgn ey ono othe me —— ACTIVITY 4 Temperature and the destruction of the Woman: jay!Can you help me? fenvtonment, haf of allamphibians in Joy Save What’ going on? Europe wl Z Woman: a like to install this new app, but | don't Hostess, “Wovs half of ll amphibians wil be Tow Rowen doe ‘extinct by 2050? Thats going to cause a Jor, Ok, let me doit for you huge impact on the environment Woman: Novtwant to earn Row vo doi. sel Profesor: Definitely. And hats noall Up 30% ‘me what to do, will you? of bird species will be extinct Jey: (OK. First access your store, I’ this icon in Hostess: You mean 30% of all bird species? the shape of lite bagon your screen. Professor: Yes 30% of al bird species in the world Wein: THEN ‘Rock unfortunately, Frothings done, Jay: ‘Yes. Tap it _esinctions wi peak LT omen: Ok Hostess. ~ And all this just Because ofthe sen Jay: ‘Now search for the app you want. temperature? eeu weeee Nowukad Professor: Yes. The rein temperature can cause a Jay: Its a free app £0 you just have ta tap it 10 lot of damage. For example, the melting aie of Atco ce wil increase drescely by Woman: Goo it worked 2030 and chat mayasorcommbare the day: ‘Yes you see the app automatically installs cexcinction of many species Titian erent pec Hostess: Sorwhat you mean is thatthe destruction tthe New Tab page. Juntos Noyuick Jalalds ofthe environment may contribute 10 were OL Fee ce: wwe Up ae the rise in temperature, and the rise Sern Bi soc asec tarpon you - in termperature cn be fatal several seindowr eo open the New Tab Page: Professor: That's correct. Take, for example, the_ ‘When you wane rouse the app, go to the destruction ofthe Ampazan.anfores. Woman: Ok. I got if snr sohard afterall jungle wil be destroyed By 2050 and it Thane ay! ould be almost eniely gone by 2100, or Dont mendion i ‘which in other words will also contribute to the rise in temperature. So as you can see, ita vicious cycle auow scrpt | 231 (Track 22) ACTIVITY 11 Kathy: Bob: Cynthia: Bruno: Kathy: | think technology is definitely harmful People spend too much time infront of their computers and cell phones. People should spend more time talking and interacting wich each other and not with machines. {tm sorry Kathy, but | dan't agree. In my ‘pinion rechnology isa good thing, Consider cell phones, for example. You can talk to people any time you want Iso much more convenient. As see i, the problem isnt technology, but people who dont know how to use it. agree with Bob. F you ask me, technology is nether bad nor good, its what we do with ic chat's che problem Technology can make our lives much easier anc more comfortable. By the way, shouldnt we be taking notes to report ‘our conclusions to the rest of the group? I dorit know, Cynthia. I tend to disagree. | dont know ics that simple. Sometimes we cant control everything, For example, corporate e-mail. People expect you to reply 0 them right away. | dont know about you, but | simply cant keep up with all he e-mail! receive Bruno, you're absolucely right! If you ‘want my honest opinion, nowadays technology is controling us and not the ‘other way around. Anyway | guess our ‘tie is up. Mrs. Consaniis signaling the end of the discussion, Heroes in our lives (Track 26) ACTIVITY 4 Host So here with us today's Sophia, How old are you? Sophia: Thirteen Host: OK. You sad you wanted to tll us about your hero, Sophia: Yes She'.a beautiful woman who’ changing the lf of lots of poor ids Host: Whatsher name? Sophia: Louise Hunter She’ an educator who

You might also like