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    Progression 2

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    Isabelle Maynarde

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    © All Rights Reserved
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    S TEASER Bi - Maria Rita Corréa Vieira Sérgio Luis Monteiro da Silva Director ofEdueation ‘Marcelo Augustus ce Souza Barros Managing Editor Carina Nogueira Cerboncini Editorial Coordinator free coer oe aes ee Editorial Assistants ‘Ana Carolina Albuquerque de Lima Barbara Yumi Lemos eas" So/sauta + Buitors ema, 20142 Danielle Carvalho Proofreaders ‘Ana Lucia de Mello Lemos Carriel 2: fogs -"suinisla eestie'T Shot Satyioizas Elcio Camilo Alves de Souza eeemennien Enrique Luis Melone Susan Banman Sileci Series Design Design Divertido IMlustrations Minn 0420.7 llustra Cartoon 18 pare cathiogo sistenst ico: Photographs Shutterstock Thinkstock ‘Audio Production Spectrum Estiidio Printing Supervisor Arthur Costa de Souza For CNA Progression 2 every effort has been made to trace all the copyright holders, bu if any have been inadvertently oveooted te pliner lb lensed o make he ney és Defini amendments at the first opportunity. Inglés Definitivo All rights reserved. No part ofthis book may be reproduced, © Copyright Editora CNA -2015, stored ina retrieval system or transmitted in any form or by Todos os direitos reservados & any means, electronic, mechanical, Photocopying, recording, Fditora CNA Cultural Norte Americano S/A. or otherwise, without the prior permission in writing of the CNP) n°'58062.779/0001-50, publishers Rua Coronel Oscar Porto, 800 - Paraiso (04003-004 - So Paulo/SP ‘sc edition ~ 15 print wwwenacombr Printed by Pancrom. CEOCOCOCHOOCHOOCONCHOOOHOOCHOOOOOHOOCOOOOCEECOCOOOO 29999 DIIIIIIIIIDIIIAIIIID IID D DO: OPI CNA PROGRESSION is a two-level English course for basic learners. The aim of the course is to make English enjoyable and tension-free. It is intended as a practical and natural approach to teaching English to basic learners and emphasizes the listening and speaking skill CNA PROGRESSION is based on a set of principles which underlie its structure and activities. In a nutshell, these principles ae: ‘A view of language which proposes that language is a means of communication and that to communicate is to interpret, express, and negotiate meaning; and that in order to be able to communicate properly in a foreign language, speakers should reach communicative competence (Savignon, 1991). ‘A view of teaching which is organized around the steps of engaging students in the task by providing them ‘with che language items ro be worked on, studying that language in a way that students become familiar with it, ‘and activating their knowledge by experimenting with whar they have learned (Harmer, 2008). ‘A view of learning which advocates chat knowledge is constructed by means of interaction with the other participants in the learning process (ie. students, teacher, materials, context) and therefore that students are co- responsible for their learning (Vygotsky, 1978). ‘A view of culeure that not only encourages students to bring to class their cultural background and share it with their classmates, but also promotes the exploration and discovery of other cultural contexts, {A view of social responsibility which is coherent with the educational belief that a language course should g0 beyond teaching the foreign language only and thar the teaching/learning process is also a means to offer students a chance to reflect and act on their role as citizens oftheir communities and the world. ‘A view of the teacher's role which is based on the belief that teachers play a key roe in the success of the teaching/learning process and therefore they should take it into their hands to make informed decisions concerning the best way to make use of the material and other resources available, reacten's sox | 3 @ lass Lessons ‘Audio Files (online) Activity Book Information Gap Activities Grammar Tips Web Lessons CNANET The Class Lessons are mace up of eight lessons which mainly focus on the development of speaking, listening, and reading skil, supported by activities chat specifically focus on linguistic input (grammar, vocabulary, functions, and pronunciation). The book starts with a special unit ~ che Starter Unie ~ which will provide students wich useful language to be used throughout the course. Units 4 and 8 are dedicated £0 review material studied in the previous units. ‘The Audio Files for the listening comprehension (activities in the Glass Lessons are available on CNA NET and can be downloaded for further pract ce, ‘The Audio Script can be founcl ar rhe back of the Teacher’ Pack. 4 | CNA PROGRESSION 2 ‘Teacher's Pack Class Lessons Audio Files (CD) Activity Book Information Gap Activities Further Practice Grammar Tips Resource Pack Audio Scripe 200 SCCOCOOCHCHSOCCECCECOOCCOOCCECECLCELE EEE DPDIODPDIIFIIIIIAFIIIIPAIIIIIDIIIDIIID The Activity Book offers students stimulating and varied practice of the material studied in class Each unit has asec of grammar tips with rhore detailed explanations of the grammar items studied in the uit. Activities and ther answer keys abo available for those students who want extra practice. ‘The Teacher's Pack contains detailed suggestions ‘on how to teach the course, answer keys to the class lessons activities, transcripts of the listening comprehension activities, and reduced pages of the Class Lessons, “These are activities are meant to provide more practice of the content raught in the units and should be worked with iftime is available. Flashcards, cue cards, and supplementary materials ate available in the Resource Pack. These materials ate meant to add diversity to and enrich the lessons ‘The Web Lessons are online activities which provide students with further practice of the contents studied in cass CNA PROGRESSION 2 is organized in thematic units consisting of activites which have specific characteristics and goals coherent with che broad objectives of che unit and the materia Speaking These activities aim at providing students with opportunities to practice the new language items in context. The activities encompass both more controlled and freer practice. Before students start interacting, your job isto set the scene so that they understand the language to be practiced/used and the context of production. During interaction, you are not expected to interfere, unless students require your help or there is a communication breakelown. Listening ‘The purpose ofthe lsvening comprehension activities is to develop students’ strategies and techniques to deal with the language in its aural form. I very important to prepare the students forthe different tasks through pre-istening activities such as exploring visual cues eliciting informacion related to the topic to be listened to, and making predictions, These will activate their previous knowledge and will help them better perform the task Its also important to remind students thar the objective of the activites is not ro understand each and every word, but rather to listen for the information necessary to do the task. Reading The approach to the teaching of reading is similar to that used for the teaching of listening, That i, the main ‘goal of these activities is to develop students’ strategies and techniques to deal with the written language. Pre- reading activities such as exploring visual cues and making predictions are crucial o ease the students’ way into the text. Bear in mind that the objective of che reading comprehension activites is not to understand each and every word, but rather to find the information necessary to do the tasks that follow the reading passage. Writing ‘The focus of the writing activities is to develop students’ abilities to produce texts which they are likely to need in rea life. A processed-oriented approach which aims at valuing not only students’ final product but also reflecting on the process of production ofthe texts i used. Vocabulary The focus of these activites is co expand students’ lexical repertoire. Activites in this section lead students to Use the words in context so that they serve as tools for the speaking litening. and reading activities. From the ts should be encouraged to take risks to develop techniques such as guessing and inferring to deal wwords & Awareness ities are primarily meant to guide students to realizing how the target language works. Students are to build hypotheses on how the language works and then experiment with them. As a result, the ‘e not only meant to develop students’ understanding of the way the language works, but also to \eir critical and autonomous thinking skill. 00 as 19:15 CAMILA MINOGRESSION 2 SEG/QUA 18 SGOOOCOCCHECECCOCECCOOCOCOOCOCOCCOOCOECCECCOOOCOCE .33.dFHHHHHHSIHHHHGHHSHOHH9T99899T999G, Pronunciation ‘The main goal of these activities is to develop students’ awareness of English sounds and intonation patterns ‘Therefore, students will be exposed to the phonetical and phonological aspects of che language which are seen ‘as more challenging, The assumption is that, by working on them, students’ speech will become more natural Game Games provide students with natural opportunities for using language for teal purposes as wel as for enjoyment. Your job during these activities is to guarantee that students understand the rules of the game and the language to be practiced/used, You should also keep control of the situation, especially fit involves groups or teamwork, Information Gap Activities “These activities have been specially written to provide students with auchentic opportunities to communicate [As the name says the activities require that students interact so that information can be exchanged and the “missing gaps’ can be filled, Careful instructions on how to perform these activities should be given so chat the information gap element is not ruined - often the activites require that one student should nor see his or her partner’ card — and students understand what conversation isco be carried out. Therefore, some language lictation and modeling may be required. cis also highly advisable that you spend a few minutes when the activity is over talking to students about what they found difficult as well as finding out if anyone wanted to say something but did not have the necessary language to do so. This may also be a good moment to go through mistakes students may have made and carry out remedial work, Feedback Time “The focus of the Feedback Time i to give students the opportunity to recapitulate the contents studied. Students should be encouraged to go through the unit and produce samples of the material studied and carry ‘out a self-evaluation of their progress. Ths is an important moment to discuss wich the whole group what can be done to develop their command of the content studied and the tools available o do that. What else could you say? “The What else could you say? boxes offer students different language components to express the same ‘communicative functions. Students thus expand and diversify their communicative repertoire. I is important to show students that they can say the same thing in different ways. However, you should use your discretion as to decide how far to explore and demand the use of such language. For example, if you see that your students already know and can use the target language in the activity, you may decide to explore the ones in the corresponding What else could you say? box. These boxes are useful too when there’ a litle extra time and you think studencs would benefit from further practice. Did you know..? The Did you know..? boxes occur in different parts of the material with the aim of broadening students’ knowledge of the language or their English-speaking world. These boxes provide them with information related to the theme of the units. [tis important chat you go through the information in chem with students and give ‘more examples if necessary. teacten'ssoox | 7 @ Go ahead! Communicative goals Review of che main language Items of CNA Progression 1 Vocabulary + Review of che main language items of CNA Progresion 1 Are you ready to work? ‘Communicative goals supations what you te Talking about Talking abou disike ong Talking about whae youre good asks and abies «Taking about choosing a carer joo + Talking about how to get ready and howto behave during job Asking and answering questions during jb interview Vocabulary Personality waits ‘Colocation: cape with ested in. Pronunciation =Stessed sable *Sentence sess and hythm Language awareness Verbs and adjective + prepositions followed by verb ir the ing foe -Supertatve( proudest) Memories ‘Communicative goals + Taling about importane past ~Teling someone about the last, alleg about what you use + Making comparisons + Asking questions conversation going Language awareness Used amnparative (cheaper dan) Tag questions Vocabulary Ke games + Language for comparison Pronunciation Number of syllables in a werd one sable safe Putting it all together. Communicative goals Review of Units 110 3 Vocabulary + Review ofthe main language tems already studied Crime doesn’t pay ‘Communicative goals “Taking about what people were doing when something ek happened “Talking about me + Describing a car accien fentsin the + Describing incident inthe past Language awareness Present perfect (1 for indeinise ima in the pas Adj Pronunciation sess and chychm Vocabulary “Wo Process writing What makes you happy? ‘Communicative goals *Taling about happiness and wha it means “Talking abou what makes you Taking about healthy iestyes * Making comparsone Pronunciation Sentence svess and rhythen Number of labesin a word Language awareness + Questions wiehour an auxiliary verb (Who told you about social networks?) Comparative of equality, supetiorcy and inferorcy Vocabulary Sony (tasty Verbs of senses Putting it all together. Communicative goals + Review oF Units S10 OOOOHOOOOOOOHOOOOCOOOCOHOCOOOOOCOOE Vocabulary Review ofthe main language —* ices already studies - ® So much ha been going o, these days, Modern lives ‘Communicative goals Talking bout whac has been happening ‘Communicative goals Talking about your lifestyle or Taking about chores + Talking bout things that happened over a period of ime Talking about sess and ways 0 deal wait “Talking about what someone has been doing Giving advice king about how someone feels *Talking about ways not to fel aegravted «Talking about things you have alreagy done and things you haven done ye Pronunciation Language awareness “The apasin matter + Both...and ether. or nether Language awareness Had beter and ought 10 Present perfect continuous +Forand Sine Something anything, nothing +Presene perfec (2) foran Unfinished pero of ume = Present perfect (3) with jst, ‘ready, and yet Vocabulary Vocabulary + Expressions relaced 1 emotions ® Process writing = Weng a message © Further Practice Information Gap Activities Grammar Tips. Resource Pack. Activity Book Audio Script teachensspook | 9 Qi to introduce themselves You can algo ask them ifthey have had a rice break or vacation and other things to get co know ther, + Books open. Go over the items in the table briefly and encourage students to ask you the corresponding questions so that you can check their oral skils and offer help if necessary, + Next, pair up students and ask ther to exchange informacion. about themselves. Allow a few ‘minutes for them to fil in the table with their own answers + Books dosed Welcome suderts fst Encourage them oak their and introduce yourself brie iF classmates further guestions on this canew group Ithere areany the tops provided Model the new students in cas, ask ther conversation with a student: ‘Tell me about your family/Do you havea bigfamiy? Not really | have two brothers. A What are their names? What do they dot 8: Roberto is a high school student and Miguel isan economist. Are you marred? B.Na fm not, but have a boyfriend. His name’ Sivio and wwe work at te same company. + While students talk, walk around the room, observe your students! ability to cope wich the raskand oer help when necessary. When they ae done, move on to Activity 1b and ask each of them to pick cone item from the table and share ae Jit with the whole class. Depending fon how much time is available, = you can ask students ro share ‘some more information. Be extra careful wich the new students ‘Make sure they are introduced properly and acquire a sense of belonging to the group. Ceeceeeeaeeaeeeeceeeceoneeececeececececeeecece’é ) 10 | cna PROGRESSION 2 - - - - - - ° - ° - ° - ° ° ° ° - ° - *~ ° $999999999999' Pe Books open. Have students work in groups of thee or fou. Tell them they can use a coin or an eraser asa marker and that they should place them on the Start square. Explain they have to take ‘ums fipping a coin. If they get hheads, they should move one square and if they get tals chey move two squares. They should answer the questions or cary ‘outa conversation based on the sicuations suggested. Whichever the case may be, encourage students to ask and answer appropriate questions. IFthey land on a square that says Free +++++Go ahead! {Question And Answer they should. choose a classmate and ask him/ hher a question of their choice. + Each correct question, answer, and situation carried out satisfactorily isworth one point. + IFthey land on an occupied square, they should move on to the next free square + Encourage students to evaluate their awn work and keep score Walk around the room at all mes and offer help when necessary. “The firs student to get to the Finish square ends the game for the group. The winner is the student wich the highese score. a Sate spews SPEAKING ‘may want co have them exchange pairs and carry out Situation 2. Situations 3 and 4 require groups of cre, so you may want to rearrange the groups. Depending, fon the number of students, you may have three interviewees (or just one) Fee! free to do wharever is more appropriate for your 270up. Circulate among them and Offer help when necessary. When they are done, have at least one Presentation ofeach situation. + Alternatively, you may have stations in the classroom where feayvey + Books open. Go over the situations ‘with students and make sure they understand what each one is, about. Ask them ifthey have ever €3ch Stuation should be role beeen in situations ike chese and Played. Preparea piece of how they felt. If necessary, eli cardboard with the situation title Some questonstohelp em get ane abkstudents vo roca around started Pair students up and ask _the room. Everytime they each a station they should role play that rem to role ply Stuation 1 You pene specific stuaion. Walkaround the toom help them change from pais to groups of three and ‘monitor their work oe LISTENING (wack) oorrey + Books open. Ask students to look at the picture alittle bit and tell you what they think, You may say: What do you see inthe picture Ist common’ Do people relly use their phones everywhere and all the time? Encourage them co answer the question in Activity 4a. You may want to pair them up, but you ‘may also carry out the task with the whole group. Have students read the questions in Activity 4b and try 10 remember their answers. If they can't, have ther guess, Play che ‘audio again if necessary so chat they ean confirm their guesses. Follow the same procedure for Activity 4, Play the audio again and ask chem to answer che questions in Activity 4c. Ita good idea to do this with the whole group because of time constraints. Tell students co ger into small ‘groups and discuss the two statements in Activity 4d. Circulate among them and offer help when necessary. You may want to review some language used to agree and disagree. Write it on the board: ‘totally agree | couldn't agree more tm sorry, but | don't agree. | see your point, but remember that... eeeeeeeeeeeecersoseaeecenoacocececcecececes "39999999999 99999399999939999907 930990909099 se cereeeeeressesceceseseGQ BNE: «..0 « Walkaround the room and offer many words as they can under + Ask them to get asheet of paper help when necessary. teach category. Here are some and mite the categories «When ime is up, open up the Suggestions of topics + Say GO to stare round When Boup and encourage students to + Parts ofthe body/physica time # up, say STOP, shate their conclusions. characteristics «Ask pairs or groups of students + Personality characteristics to compare their words Explain ren Heian that words repeated by two pairs a of students/groups are worth $0 biertielan points. The wards repeated by + Object 0 take on a trip three of more are worth 25 points «Fee re to add any category you The words that are not repeated think students need to review by anyone are worth 100 points. + Divide students in groups of three. At the end of the game, ask palis/ oan Depending on the number of s1oups to add up their scores. The Activity 4¢ students in your cass, you may Pair!group with the highest score ‘wane to pai them up. is the winner GAME oor sede in Mee ervtenen Tamron cre sen ple + Books closed. Decide which copies er you would like to include in this ae STOP game. To make the game beter for reviewing language contents, you may want to eliminate che requirement that students have to write words beginning with a specific leccer. Instead, have them write the categories on top of the page Explain you will give them 30, pracelnans nvoonr 3 four of A) seconds for them to write as 2 veetmomp By vn pape ra eananttectetinrasemnn “TDS dapt Lo reacten's 00x | 13 @ f q SPEAKING Communicative goals i + Talking about past habits, i facts, and states E+ Taking about historical facts 1 + Telling someone about the last time you did something E+ Making comparisons + Asking questions to keep che! [conversation going + Books closed. Ask students if they think i's important to know about the past and why. Ask them how important it is for us co know about the history of the worid and ‘of our country. Also ask them how important its to know about our families and about our childhoods. Encourage them to express themselves, ems cn eh i ga ee: Books open. Go over the (questions. Pair students up and ask them to answer these questions. Walk around the room and offer help when necessary. When they are done, ask some students to share their answers eg GAME cote Books closed. Briefly explain to your students that they are going. to play a game about past world ‘events. You may want co ask them what year they were born in and tell them that some of these events happened before they were born, Photocopy the cards available in the Resource Pack page 147, World events. Divide students into two groups and explain the first part of che game, Tell chem that each group will receive eight cards with sentences related co general history. The _groups will then read che cards and decide which dates are correct. Allow a few minutes for them to discuss the statements and come to a canelusion, When they are done, explain thar the ‘groups will take turns asking each ‘other about the facts on their cards. For example, if Group A has the card with the sentence The Brazilian capital moved from Rio to Brasilia in 1940/1950/1960, chey should ask Group B: When did the Brazilian capital move from Rio to Brasilia? In 1940, 1950 or 19608 *Qeeeeceeeeeceecoeeaereeceocecececceccece|cs 0393099000399 9999999999999 999330909999099 + Allow a few seconds for Group 8 SPEAKING to answer. Then ask Group A to show its card with its answer Give the class the correct answer, and keep the score of each group fon the board. + Then ask Group B to take turns and ask Group A the next ‘question. When all che questions are over, check the final score and announce the winner. + Towrap up the activity ask students what world facts they have learned by doing this activity. [oye »Memories + Books open. Pair students up and encourage ther to talk about the items given. Go over the items ‘to make sure they understand ‘them. You may want to elicit some examples of adverbs of time as well, Model the example ‘conversation with a student and ‘eary out the activity, + Atall times, walk around the classroom and offer help if necessary, When students are done, ask a few of them to report some of teie findings. geo LISTENING you can say that people used to lscen to music on record players and casserce recorders and that People used to watch black and white TV. They used to type letters and other documents on typewriters. Ask them to look at the words in the box and match them and the pictures. You may want to carry out some chorus repetition if necessary. + Pair students up and encourage them to explore the six pictures in ‘Activity 4b, item 3. Call artention to the pictures ofthe cell phone and che deskcop computer and + Books open. Ask students to look _askestudents if people used to at the pictures in Activity 4a have them in the past as wel and see if they know what these ‘Then go over the pictures of objects are and what they were ‘means of transportation and ask used for. In order to help them, them if they know what a streetcar is and ifchey have ever seen ™ sree ° Sue Ferree acer map see ate a dra fr taken one. Even though the fother two ones are still means of transportation currently used, the pictures clearly show that these ‘ate old models used in the past ‘After you have explored all he pictures, have them go over the instructions for the tasks in Activity 4b so that they know what co listen for. Play the audio ‘once. Allow one or two minutes for students to check the correct choices. Play the audio again if necessary. Check answers with the whole group. Go.on to Activity 4, and tell students to discuss the sentences with their partners and to decide if they are true or fase. While they talk, walk around the room and offer help if necessary, Check answers with the whole group. Finally, ask them winat they lke about the past and encourage students to express thei views. Point out the fact that its not a question of being better as the passage says, but of realizing that there are good things about the present and also good things about the past. Answers FCOSCCOCOSHOCCCECOCOCHOCOCOCCCCCECC COC CELE C 9999999999999 99999 II IFIIIIIIIIIIIIID s LANGUAGE AWARENESS GOALS + Books closed. Brainstorm with the ‘whole group what life was like in the recent past. Discuss things like what people used to do before the Internet and before there were cell phones or cable TV. Encourage students 10 come up with afew ‘examples and help them structure sentences that require the use of used to, + Books open. Go over the + Ask them to write their own instructions in Activity Sa and give sentences in Activity 5d. Allow a students a few minutes to match _few minutes and encourage them the columns. You may want £0 to share their sentences and make have them work in pais if you ‘comments or questions. think that will hep, Walk around the classroom to observe how your students perform the activity and offer help if necessary. Check their answers with the whole group. + Do Activity Sb with the ‘whole group. Then help them Understand the instructions Jin Activity Sc so tha they can complete the sentences. nT a OS Se OS —— OS eee OS" es Osc Qnontaseteceimn cere > ETP rirsoameaeseto worsen be svete ttle nt cenumoe 19 OL reacuen'ss00k | 17 @ | a look at the activities listed in about themselves in Activity 6. ¢ ‘SPEAKING + Books open. Ask students to take + Nex, tell students to share a little ‘Activity 62 and check the ones they relate to. Encourage them to add their own, + Pur students in pais and cell them to share their answers. Make sure they ask complete questions such as What did you use to do..? or Did ‘you use to cycle to school? When it ‘comes to sharing the activity they have added. ell them to ask What ee did you use to do...? While chey talk walk around the raom and offer help ifnecessary, c erro a emia pane 18 | cna PROGRESSION 2 ‘After they complete the table, tell them to walk around the room to share their experiences with each ‘other. Give them a few minutes to talk ro as many classmates as possible A all times walk around ‘the room and offer help when necessary Take notes of any problems and check them with the whole class at the end of the activity VOCABULARY fey Books open. Ask students to look ac the pictures and see if they recognize any of the games and activities, + Have them work in pairs and encourage them to match the words and the pictures. Walk around the room and offer help if necessary, You may want to carry ‘out some chorus repetition of the new vocabulary. ‘Asa wrapup, ask them the ‘question in Activity 7b and have them share their opinions. Cr PROOCCOCOHOSHEREECECHCHSCHCECHLCCOLCECEEEEES 4 ceeececccerceeseesMemories- READING + Ask students to read the passage ‘to answer Activity Bb. Walk FS ae ‘around the roor, monitor + Books open invite students to take a look ac the reading passage land infer what kindof txc i is their work and offer help when necessary. When they are done, ask them to compare their “answers in pairs. Finally check their answers with the whole group. + Tell students to work in small groups to do Activity Be. Encourage them to use the target language used to as much as they can, Walk around co monitor and. 9 »9909 9999999999993 99993993 3739903907999 5 Encourage them to explore the sive help when necessary visual aspects: che pictures and ‘other detail in the format. Tell ther co answer Activity €a. Check their answers and ask them what cues in the activity led them 10 their answers. aa & «Memories... | trae amines: Warren nee ©) asec sem a reneamvtos O16 0 ew yas ———— ‘SPEAKING ead + Books open. With the whole class, {80 over the topics in the box. Give students an example of your own: _ e== Deeg When | was a chile used live in a small town inthe countryside. My Jiiends and | used to play eutdoors Now Ilve ina big poled + Ask cudents to work in pais preferably with classmates they havent talked to yet. Encourage them to ask questions with the target language like Did you use to play indoors or outdoors? Ask them %o try to find as many similarities as they can + Walk around to monitor. stucents are done, change Partners and cell them to keep the conversation going. Change partners as many times as possible, So they can get lats of practice + When they are done, have some students share their findings with the whole group. Nhen 20 | cNa PROGRESSION 2 GAME Books closed. Bring enough sips ofp evry rn cs tall hem to wre chive sentences about wha they used o andor didnt use todo when they were Yyounge: Make sure they vay the Sentences Give examples of your {used to play soccer My family didnt have a TV, 0 used to go to my friends house to watch cartoons, lve in an apartment, so played outdoors Collect al the sips and then cistribute them to different students. Make sure the student doesn't get his/her own sip. Give them some time co read the sencences and try to guess who the slip belongs to, Tell students you will give chem a chance to confirm their guesses fr simply find out who it if they don't have a clue. Explain they wall have to transform the sentences ‘on their sips inco questions 30. they can ask their classmates, Give them an example of your own: Did you use to play hide and seek? Ask students to stand up and ask their questions so they can find ‘out the author of the sentence: The first student to guess is the winner but let all the students havea chance to guess as well VOCABULARY Lreeececeeeceetoececeeceeecececececececeeqcec s Steere seseseesessesccccesscesess MOMOLeS-> Lses i142 | + Books closed, Present the students + ino open a you play the ‘with the flowing situation: you audio, askstudent to take a ri z dont have much time and you look at the pictures and describe acai | hhave to go downtown. Then ask where the girs are and what they tivity 12a thom bitfstetotote the subway ate dom ordre? Hep them answer your sk students to read the questions question using the comparative * in aeewity 123 Play the auc and . fb: Give therm another siuation faye them answer the questions irecesary. ave ther check ther workin «Books open Tlsuudenso arch pais stand then with the group. the columns m Actvty Via When. Tell students to read the sentences theyaredone checkarowersweh” ractgy 12b and uy to the whole group and ask them if they complete them. Tell them to agree or dsagee withthe sentences. checkin pairs and then play the + Ness pai students panne audi. them to work on Activity 1 + To wrap up the activi tak r0 ‘They ae supposed t0 read the thom about the advantages and statements and complete them

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