Professional Documents
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CNA Progression 1 TP
CNA Progression 1 TP
2 | CNA PROGRESSION 1
Introdu
ction
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 skills.
CNA PROGRESSION is based on a set of principles which underlie its structure and activities. In a nutshell,
these principles are:
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 the language items to be worked on, studying that language in a way that students become familiar with it,
and activating their knowledge by experimenting with what they have learned (Harmer, 2008).
A view of learning which advocates that knowledge is constructed by means of interaction with the other
participants in the learning process (i.e. students, teacher, materials, context) and therefore that students are co-
responsible for their learning (Vygotsky, 1978).
A view of culture 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
go beyond teaching the foreign language only and that the teaching/learning process is also a means to offer
students a chance to reflect and act on their role as citizens of their communities and the world.
A view of the teacher’s role which is based on the belief that teachers play a key role 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.
TEACHER'S BOOK | 3
r s e
Cou ponents
Com
Student’s Learning Pack Teacher’s Pack
Class Lessons Class Lessons
Audio Files (online) Audio Files (CD)
Activity Book Activity Book
Information Gap Activities Information Gap Activities
Grammar Tips Further Practice
Web Lessons Grammar Tips
CNA NET Resource Pack
Audio Script
Class Lessons
The Class Lessons are made up of eight lessons
which mainly focus on the development of speaking,
listening, and reading skills, supported by activities
that specifically focus on linguistic input (grammar,
vocabulary, functions, and pronunciation). The book
starts with a special unit – the Starter Unit – which
will provide students with useful language to be used
throughout the course. Units 4 and 8 are dedicated
to review material studied in the previous units.
Audio Files
The Audio Files for the listening comprehension
activities in the Class Lessons are available on CNA
NET and can be downloaded for further practice.
The Audio Script can be found at the back of the
Teacher’s Pack.
4 | CNA PROGRESSION 1
Activity Book
The Activity Book offers students stimulating and
varied practice of the material studied in class.
Grammar Tips
Each unit has a set of grammar tips with more
detailed explanations of the grammar items studied
in the unit. Activities and their answer keys are also
available for those students who want extra practice.
Teacher's Pack
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.
Further Practice
These are activities are meant to provide more
practice of the content taught in the units and
should be worked with if time is available.
Resource Pack
Flashcards, cue cards, and supplementary materials
are available in the Resource Pack. These materials
are meant to add diversity to and enrich the lessons.
Web Lessons
The Web Lessons are online activities which provide
students with further practice of the contents
studied in class.
TEACHER'S BOOK | 5
r u c t u r e
S t CNA PROGRESSION 1 is organized in thematic
units consisting of activities which have specific characteristics
and goals coherent with the broad objectives of the unit and the material.
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 is to 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 breakdown.
Listening
The purpose of the listening comprehension activities is to develop students’ strategies and techniques to deal
with the language in its aural form. It is very important to prepare the students for the different tasks through
pre-listening activities such as exploring visual cues, eliciting information 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. It is also important to remind students that the objective of the activities is not to 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 is, 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 to ease the students’ way into
the text. Bear in mind that the objective of the reading comprehension activities 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 real life. A processed-oriented approach which aims at valuing not only students’ final product but also
reflecting on the process of production of the texts is used.
Vocabulary
The focus of these activities is to expand students’ lexical repertoire. Activities in this section lead students to
use the words in context so that they serve as tools for the speaking, listening, and reading activities. From the
start, students should be encouraged to take risks to develop techniques such as guessing and inferring to deal
with the new words.
Language Awareness
These activities are primarily meant to guide students to realizing how the target language works. Students are
stimulated to build hypotheses on how the language works and then experiment with them. As a result, the
activities are not only meant to develop students’ understanding of the way the language works, but also to
increase their critical and autonomous thinking skills.
6 | CNA PROGRESSION 1
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 the 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 real purposes as well 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 if it involves groups
or teamwork.
Feedback Time
The focus of the Feedback Time is 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. This is an important moment to discuss with the whole group what can
be done to develop their command of the content studied and the tools available to do that.
TEACHER'S BOOK | 7
page 14
pa ge 10 pa ge 28
UNIT
STARTER UNIT
UNIT
So much
happened last
Get ready! week. What should I do?
Communicative goals Communicative goals Communicative goals
• Review of the main language • Talking about past events • Talking about problems and
items of CNA Essentials 2 • Talking about traveling difficult situations
• Talking about the weather • Talking about health problems
Vocabulary • Sharing experiences about the • Asking for advice
• Review of the main language first day at school or work • Giving advice
items of CNA Essentials 2
Language awareness Language awareness
• The Simple Past Tense • Embedded questions
• Regular and irregular verbs in the • Modal verbs used for giving
past advice and suggestions
Pronunciation Vocabulary
• Pronunciation of regular verbs in • Parts of the body
the past • Health problems
Vocabulary
• Weather conditions
• Feelings
page 42 Process writing
• Writing about your first day at
school or work
UNIT
8 | CNA PROGRESSION 1
pa ge 60 pa ge 88
page 74
UNIT UNIT
UNIT
t s
page 102
UNIT
Co n t e n
Putting it all
together.
Communicative goals
• Review of Units 5 to 7 Further Practice................................................ page 107
Vocabulary Information Gap Activities.......................page 113
• Review of the main language Grammar Tips . . ................................................... page 123
items already studied
Resource Pack.. ................................................. page 139
Activity Book....................................................... page 189
Audio Script .. ........................................................ page 223
TEACHER'S BOOK | 9
0
STARTER
UNIT
1.
• Review language presented welcome students. You may say:
and studied in CNA Hello, everyone. Welcome to our GOALS
Essentials 2 course. My name’s __________ • Activate previous
• Get to know students and I’m your new teacher. knowledge
• Encourage interaction, • Review language that
cooperation, and • Take the opportunity to ask
students’ names. This is a good has already been
development of oral skills studied
way to make students comfortable
to start. • Boost students’ self-
confidence to start a
new course
• Promote cooperative
learning
10 | CNA PROGRESSION 1
Get ready!
TEACHER'S BOOK | 11
0
STARTER
UNIT
LISTENING • Books open. Tell students to look • Play the audio one more time so
at the pictures and ask them the students can do Activity 3c. Check
3.
12 | CNA PROGRESSION 1
Get ready!
5.
the pictures and understand what
GOALS GOALS each one is about. Go over the
• Promote cooperative • Allow students situations and elicit the necessary
learning to interact and language to carry out the activity.
• Provide further experiment with the Situation 1 is about ordering a
practice of language language meal at a restaurant, Situation 2
in a fun way • Activate and recycle is about asking for and giving
• Promote interaction language which has directions to a specific place, and
in English been worked on Situation 3 is about what there is
previously and there isn’t in a neighborhood.
• Books closed. Photocopy the cards • Provide room for • Divide students into pairs and
available in the Resource Pack, communication in have them role play the situations.
pages 143 and 144, Mime game, real life situations Walk around the room and check
cut them out, and put them in a their performances.
bag. • When students are done, invite
• Divide students into two teams volunteers to act out the
and invite them to play a mime situations for the whole class.
game. In turns, a student from
each team should draw a card
from the bag and mime the action
in the picture for his/her own
team members. Set a time limit of
one minute for each turn. Teams
score a point for each action
guessed correctly. The team with
the most points at the end of the 6 2 1
game wins.
5 4 3
TEACHER'S BOOK | 13
1 UNIT
Communicative goals
SPEAKING Don’t spend too much time on
this activity since students will be
1.
• Talking about past events asked to list things they usually do
GOALS on the weekends later on. This first
• Talking about traveling
• Talking about the weather • Contextualize the part of the activity is only meant
• Sharing experiences about theme of the unit to contextualize the beginning of
the first day at school or • Elicit language related the lesson.
work to the theme of the
unit that students • Books open. Ask students to write
may already know down five activities they do on the
• Offer students an weekends. Give them an example
opportunity to and set a time limit of about
practice and develop two minutes for this part of the
their speaking skills activity.
• When time is up, ask students
to stand up and move around
• Books closed. Elicit 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
classmates’ answers. If necessary,
What do you do on the weekends?
elicit the questions to be asked.
Do you work out? Set a time limit of about three
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 to the whole
class.
14 | CNA PROGRESSION 1
So much happened last week.
TEACHER'S BOOK | 15
1 UNIT
3.
I/He/She/It was
You/We/You/They were
went
met
heard
had
8
7
10
2
9
1
5
4
6
3
16 | CNA PROGRESSION 1
So much happened last week.
TEACHER'S BOOK | 17
1 UNIT
4.
5.
the example in their books. Tell
GOALS GOALS
them they should talk to their
• Practice talking about classmates about what they did • Further practice
what someone did last weekend. talking about the past
over the weekend • Lead students in the
• Offer students an • If necessary, elicit possible topic to be developed
opportunity to questions students may ask. in the following
practice and develop Allow them about five minutes to activities
their speaking skills perform the activity. While they • Offer students an
interact, move around the room opportunity to
and check their performances. practice and develop
• When time is up, ask students to their speaking skills
report their findings to the whole
class.
• Books open. Tell students to
interview each other to find out
who did the activities in their
books. Students are supposed to
ask only yes or no questions.
• When students find someone
who answers affirmatively to
one of their questions, they
should write this person’s name
down and move on to the next
piece of information. Set a time
limit of about 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 next activity.
READING
6.
GOALS
• Talk about activities
someone does when
traveling
• Build up students’
vocabulary
• Offer students an
opportunity to
practice and develop
their reading and
speaking skills
18 | CNA PROGRESSION 1
So much happened last week.
already know or teach words that • Tell students they’ll read about • Ask students to read the texts and
are relevant and meaningful to some people’s trips. Before you do Activity 6c. Set a time limit of
students and are not part of the ask them to read the messages, about five minutes.
lesson. develop students’ abilities to • When time is up, check answers
• Books open. Pair students up and predict by exploring the texts. You with the whole class. Then pair
ask them to discuss the questions may ask questions such as: students up and ask them to
in Activity 6a. Allow them about What kinds of texts are these? discuss the question in Activity 6d.
three minutes to do so. While they Which one is more private and Set a time limit of about two
talk, move around the room and personal? minutes. While they talk, move
help them if necessary. When time What places did these people travel around the room and check their
is up, elicit students’ conclusions. to? performances.
Answers
Refer to the reduced page of
the Class Book for answers.
TEACHER'S BOOK | 19
1 UNIT
7.
8.
the texts in Activity 6 and find the
past form of the verbs sunbathe, try, another language in the (track 4)
love, visit, and enjoy and write them past?
down in Activity 7a. Check answers Student B: Yes, I did. GOALS
with the whole class. Student A: What language? • Raise students’
awareness to
the different
pronunciations for -ed
in regular verbs in the
go past
try • Allow students
go an opportunity
visit to practice the
enjoy pronunciation of
go these words
go
• Tell students they’ll listen to a GAME shown, the group scores a point.
few verbs and should write them If group members can produce
9.
down. Play the audio once and an appropriate sentence with that
GOALS
pause it so students can write verb in the past, they score two
them under the correct categories. • Add an element of points. Follow this procedure for a
Ask students to compare their fun to the lesson number of rounds and keep a tally
answers with a classmate’s. Then • Provide extra practice on the board.
check them with the whole class. of the pronunciation
of regular verbs in the • When the game is over, the group
• After checking answers, play the past with the most points wins.
audio again and ask students to • Alternatively, you can play this
repeat the verbs. Then pair game with the whole class. Place
students up. Ask them to use the • Books closed. Divide students into each of the final -ed cards at
verbs and talk about things they groups of three. Give each group different places in the classroom.
did last week. Model it with a a set of cards available in the Tell students you’ll say some verbs
student if necessary. Resource Pack, page 145, Final -ed. and they should run and stand by
• Tell students that you’ll say a verb the card that shows the correct
Answers in the present and they have to final -ed pronunciation for that
Refer to the reduced page of show you the card that has the verb in the past. To make the
the Class Book for answers. correct final -ed pronunciation activity fun, keep it brisk.
for that verb. If the correct card is
TEACHING TIP
• Regular verbs endings have
three different pronunciations
depending on the final
consonant sound.
• It’s important to know that
consonants are voiced, that is,
when we say them, our vocal
chords vibrate. Place your
fingertips on the front of your played called cooked watched waited decided
neck and say the words zero listened cleaned worked kissed visited started
and vote. The phonemes /z/
and /v/ are voiced so you’ll
feel your vocal chords vibrate.
• Some consonants are
voiceless, that is, when we say
them, our vocal chords don’t
vibrate. Place your fingertips
on the front of your neck
again and say the words false
and smile. The phonemes
/f/ and /s/ are voiceless.
Therefore, when you
pronounce these words, your
vocal chords don’t vibrate.
• Final /d/ sound Palm Beach Berlin Aspen, Rio de
Colorado Janeiro
Verbs ending in the voiced
sounds /b/, /g/, /ð/, /v/, z/, /Ʒ/, two weeks ten days a week twelve days
/dƷ/, /m/, /n/, /ŋ/, /r/, and /l/
cause the -ed ending to be sightseeing sightseeing,
sunbathing and visiting skiing sunbathing,
pronounced as a voiced /d/. and surfing friends and going
shopping
• Final /t/ sound
Verbs ending in voiceless hot and cold and cold and
sunny snowy snowy hot
sounds /p/, /k/, /f/, /s/, /ɵ/,
/ʃ/, and /tʃ/ cause the -ed
ending to be pronounced as a
voiceless /t/.
• Final /Id/ sound
Verbs ending in /t/ or /d/
cause the -ed ending to be
pronounced /Id/.
TEACHER'S BOOK | 21
1 UNIT
.
GAME questions for the answers on the LISTENING
.
grid. The object of the game is
10
11
to get a vertical, horizontal, or (track 5)
GOALS
diagonal line of correct answers.
• Add an element of
fun to the lesson • The team that forms a line of GOALS
• Provide extra practice correct answers first wins. • Review vocabulary
of questions and Suggestions previously studied
answers in the past • Expose students to
1. Yes, I did. the new language to
2. I saw a movie last night. be studied
• Books closed. Draw a tic tac toe • Allow students
grid on the board and number 3. It was great.
an opportunity to
each square 1 to 9. Write the 4. I didn’t like it. practice and develop
sentences in the next column one 5. No, I didn’t. their speaking skills
in each square. 6. Yes, it was. • Develop listening
• Divide students into two teams. 7. No, I wasn’t. comprehension
Team members should take turns strategies
choosing numbers and producing 8. I went to Cabo Frio.
9. Yes, I was.
• Books closed. Tell students you’re
going on vacation and would like
some suggestions of destinations.
Divide the board into two parts
and write the words hot and cold
on it.
• Ask students to give you some
suggestions of destinations for
each different weather condition
and write them under each word
on the board. As students give you
suggestions, ask them what you
can do in each place.
• Books open. Tell students that
Heather, Rose, Simon, and Josh
traveled to different places. Ask
them to listen to the audio and
cloudy hot and sunny foggy
fill in the chart with the missing
information.
• Play the audio once. Play it again if
necessary. Pair students up and ask
them to check answers by asking
windy rainy snowy and cold questions. Elicit the questions to
be asked. While students do the
activity, move around the room
and help them if necessary. Then
check answers with the whole
class.
Answers
Refer to the reduced page of
the Class Book for answers.
22 | CNA PROGRESSION 1
So much happened last week.
Answers
Refer to the reduced page of
the Class Book for answers.
SPEAKING
.
13
GOALS
• Further practice
talking about weather
conditions
• Lead students in the
topic to be developed
in the following
activities
• Allow students
an opportunity to
practice and develop
their speaking skills
TEACHER'S BOOK | 23
1 UNIT
.
SPEAKING hated. Show students the photos GAME
.
and induce them to ask you
14
15
questions about the trip. This
GOALS GOALS
should serve as a preparation for
• Offer students a this activity. • Add an element of
moment to personalize fun to the lesson
and practice language • Books open. Pair students up and • Provide extra practice
previously studied ask them to talk about the best of questions and
• Further practice talking and the worst trips they have ever answers in the past
about traveling taken. Tell students they should
• Allow students an try to find out as much as they
opportunity to practice can about their partner’s trips. Set • Books closed. Write some dates
and develop their a time limit of about five minutes and names on the board. For
speaking skills for the interaction. While students example:
talk, move around the room and
help them if necessary.
Rosana 1973
• Books closed. If possible, bring • When time is up, ask students to Terezinha 1992
photos of either a trip you really report their findings to the whole
enjoyed or one you absolutely class.
• Tell students that these names and
dates were part of your past. Tell
students that they should ask you
yes or no questions to find out
who or what they refer to. Model
a few questions if necessary. For
example:
Student A: Was Rosana a
classmate?
Teacher: No, she wasn’t.
Student B: Was she your first
teacher?
Teacher: Yes, she was.
• Have students ask you questions
up to the moment they find out
what the information refers to.
Then pair students up and ask
each student in the pair to write
down some important names
and dates and take turns asking
and answering questions. While
students talk, move around the
room and help them if necessary.
• When time is up, ask students to
report their findings to the whole
class.
24 | CNA PROGRESSION 1
So much happened last week.
.
17
picture feel on his first day at
at school easier school?
• Build up students’ GOAL
• Introduce and B: He felt ___________.
vocabulary
• Lead students in the practice language • While students check answers,
topic of the following related to feelings move around and help them if
activities necessary. Then check answers
• Offer students an • Books closed. Show students with the whole class.
opportunity to the flashcards available in the
practice and develop Resource Pack, pages 151 to 153,
their reading and Feelings, and introduce the new
Answers
speaking skills vocabulary. Ask how the people Refer to the reduced page of
in the pictures are feeling. Carry the Class Book for answers.
out chorus repetition of the new
• Books open. Ask students words.
questions such as:
How old were you when you started
school?
Did you cry on your first day of
school?
Use the questions not only to F
Clara started school when she was 6 years old.
contextualize the reading activity
T
but also to pre-teach any key
words students may not know. T
• Ask students to browse through
F
the text and explore its genre by She thought it was difficult to learn the alphabet.
asking questions such as: F
Everybody was happy to go home.
Look at the layout of this text. Where
could you find it?
Who would read this text?
What is the text about?
• Tell students they should read
the text and say if the statements
in Activity 16a are true or false. 6
If the statements are false, they
should correct them. You may 5
ask students to do this activity in
pairs. Set a time limit of about five
2
minutes for that.
• When time is up, check answers
with the whole class. Then ask 3
pairs of students to think of
two or three pieces of advice to
4
make a child’s first day at school
easier. Set a time limit of about
three minutes for the activity. 1
While students talk, move
around the room and check their
performances.
• When time is up, invite students
to share their conclusions with the
whole class.
TEACHER'S BOOK | 25
1 UNIT
.
LISTENING • Tell students to read the SPEAKING
.
statements first and then play the
18
19
(track 6) audio. Pair students up and ask
them to compare their answers. GOALS
Model the following exchange • Practice talking about
GOALS with a student: the first day of school
• Develop listening A: Who was scared? or work
comprehension B: I think Laura was. • Offer students
strategies a moment to
• Offer students an A: I think so, too./I don’t think so. I
think John was. personalize and
opportunity to practice language
practice and develop • While students do the checking, previously studied
their speaking skills move around the room and help
• Review vocabulary them if necessary. Then check
previously studied answers with the whole class. • Books open. Pair students up
and ask them whether they
Answers have any memories of their first
• Books open. Tell students they’ll day of school and/or work. Ask
listen to two people talking Refer to the reduced page of
them to read the questions in
and should check the correct the Class Book for answers.
their books and think of at least
sentences. one more question they could
ask each other. Allow them one
minute for that. Elicit questions
and write them on the board as
they can also be used during the
interaction.
• Ask students to take turns asking
and answering the questions. Set
a time limit of about five minutes
for this interaction. While students
talk, move around the room and
check their performances.
• When time is up, ask students to
report their findings to the whole
class.
PROCESS WRITING
.
20
GOALS
• Raise students’
awareness of the
constituents of a
simple narrative
• Prepare students for
the production of
such text
• Develop students’
writing skills
26 | CNA PROGRESSION 1
So much happened last week.
How is the text organized? rate their skills. They may refer to • When students are done, have
What effect does the writer want to the specific language content in them share with their classmates
create on the reader? the unit. Lower their anxiety by their most meaningful findings
making sure they are not being about their own learning process.
• It’s important that students
evaluated during this task. This is a Discuss questions related to study
understand that this text is
powerful resource as long as they habits and the importance of
written in formal/semi-formal
understand its purpose. keeping up with the language
language. Tell them that their
• After the first couple of units, you through the Web Lessons,
text should be organized
may want to have students work Grammar Tips section, and so on.
following a clear sequence of
events. They should use the in pairs on this task. Monitor the
questions and the information activity at all times and offer help
they provided in Activity 19 as if necessary.
ideas for the production of the
text. If necessary, together with
students, draw a framework for
the production of the text. For
example:
• Your age when you first went to
school.
• How you felt before/when you
got to school.
• What the school/teacher was
like.
• What your classmates were like.
• What you did during the class/
day.
• How you felt during/after the
class.
• Tell students to use the
information practiced or
brainstormed during the class to
write a narrative in their Activity
Book.
FEEDBACK TIME
.
21
GOAL
• Provide students
with an opportunity
to come up with
an overview of the
language worked
on throughout
the unit for the
purposes of reviewing,
summarizing, and
self-evaluating
TEACHER'S BOOK | 27
2 UNIT
Communicative goals
SPEAKING • Books closed. Contextualize the
topic of the lesson by asking
1.
• Talking about problems and questions such as:
GOALS
difficult situations What kinds of problems do people
• Talking about health • Contextualize,
introduce, and have nowadays?
problems
practice the topic of What do you usually do when you
• Asking for advice
the lesson feel down?
• Giving advice
• Elicit students’ • Books open. Ask students to look
previous knowledge at the pictures and match them
on the topic and to the phrases in the box. Move
language of the lesson around the room and help them
• Offer students an with the new vocabulary items
opportunity to such as advice, advice column, and
practice and develop therapist.
their speaking skills
• When students are done, check
answers with the whole class.
Then write the following situations
on the board:
1
Answers
4 Refer to the reduced page of
3 the Class Book for answers.
28 | CNA PROGRESSION 1
What should I do?
TEACHER'S BOOK | 29
2 UNIT
2.
Answers
Refer to the reduced page of
the Class Book for answers.
2
4
1
3
30 | CNA PROGRESSION 1
What should I do?
terrible headache
day at work
nervous
TEACHER'S BOOK | 31
2 UNIT
3.
17
13
12
16
6
4
3
5
11
15
2
8
10
14
1
9
7
32 | CNA PROGRESSION 1
What should I do?
stomachache
foot
backache headache
toothache earache
knee
sore throat
TEACHER'S BOOK | 33
2 UNIT
4.
5.
GOALS
• Further practice of
language used to ask
for and give advice
• Offer students an
opportunity to
practice and develop
their reading and
speaking skills
5
7
1
10
2
6
9
3
4
8
34 | CNA PROGRESSION 1
What should I do?
• Ask students to read the pieces • When time is up, tell students • When students are done, check
of advice in the box and match to compare their answers. They answers with the whole class.
them to the correct pictures. Set a should take turns role-playing
time limit of about three minutes the dialogues. Encourage them
for this part of the activity. Move to act out the conversations Answers
around the room and give help if as naturally as possible. Move Refer to the reduced page of
needed. around the room and check their the Class Book for answers.
performances.
TEACHER'S BOOK | 35
2 UNIT
6.
7.
available in the Resource Pack,
GOALS page 155, Clues. GOALS
• Allow students a • Teams should take turns picking a • Offer further practice
chance to practice the different number each turn. Each of the language used
new vocabulary number corresponds to a clue. to ask for and give
• Add an element of Team members have five seconds advice
fun to the lesson to answer. If they can’t answer in • Offer students an
five seconds or if they come up opportunity to
with the wrong answer, the other practice and develop
• Books closed. Divide students into their reading and
two teams. Tell team members team can try. Teams score one
point for each correct answer. speaking skills
that you’ll give them clues and
they should come up with either • The team with the most points at
the part of the body or the health the end of the game wins. • Books closed. Ask students if
they’re good at giving advice. You
may ask questions such as:
Do you usually listen to your friends?
Are you patient?
Do you think your advice really helps
your friends?
• Books open. Ask students to take
the quiz individually. Set a time
limit of about five minutes. While
students do so, move around the
room and help them if necessary.
• When time is up, ask students
to check their results. Then pair
them up and tell them to discuss
the results. Set a time limit of
about three minutes for the
discussion. As students talk, move
around the room and check their
performances.
36 | CNA PROGRESSION 1
What should I do?
TEACHER'S BOOK | 37
2 UNIT
9.
TEACHING TIP and sentences can’t be added out
• The questions in Column B GOALS of the blue.
are called embedded • Allow students • Students should stand up and
questions because there is an opportunity to talk to each other by their desks.
a question inside another practice new language When a student is able to use
question. For example, when • Add an element of all his/her sentences in the
we say What do you think I fun to the lesson conversation, he/she should sit
should do? we mean What do down. That means he/she has won
you think? and What should the game. While students work,
I do? That means that I’m • Books closed. Divide students
into pairs and give each student move around the room and check
asking your opinion and I’m their performances.
also asking for advice. three different cards available in
the Resource Pack, page 156, • Alternatively, if you think three
Embedded questions. sentences will take too much time,
• Tell students they should start a give each student only one card
conversation with their partners and follow the same procedures.
and try to insert all the sentences
they are holding in the dialogue. WRITING
.
10
GOALS
• Offer room for writing
practice
• Provide students with
an opportunity to
interact with their
classmates
Do you think our English teacher is married?
Do you think the teacher has children? • Books closed. Write all students’
names on pieces of paper, fold
Do you think the teacher likes soccer? them up, and put them into a bag.
Tell students to pick a name and
Do you think there is a bank near here? make sure they don’t pick their
Do you think I can go to the movies with you?
own.
• Tell students to talk to the student
Do you think the teacher can swim? whose name is written on their
piece of paper and get his/her cell
Do you think there is anything I could do to improve my English?
phone number. Students should
Do you think there are any subway stations near the school? add that person to their list of
contacts on their cell phones.
Do you think we are having a Halloween party at school? • When students are done, tell them
Do you think your neighbors are at home now?
to work individually and think of
a problem they need advice for.
Problems can be real or fictitious.
Tell students to write the problem
on a piece of paper in a simple
way. Give them an example. Write
on the board:
38 | CNA PROGRESSION 1
What should I do?
• Move around the room to check • Pair students up and tell them • Students should work in pairs
students’ performances and to to discuss the question in and discuss the questions in
give help if needed. Take the Activity 11b. Set a time limit Activity 11e. Set a time limit 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
to text their classmates asking for performances. performances.
advice on the problem they have • When time is up, elicit students’ • When time is up, elicit students’
come up with. Also, tell students conclusions. Then tell them they’ll conclusions and add other
to reply to the message they listen to a conversation and should questions you might find relevant
receive on their cell phones. answer the questions in their to ask.
• When everybody gets a reply to books. Play the audio and let them
their messages, have them share take notes of the answers. Then
the problem and the advice given check them with the whole class. Answers
for it. Take the opportunity to ask • Play the audio once more and tell Refer to the reduced page of
students if they are happy about students to complete the card the Class Book for answers.
the advice they got and why. in their books. Let students read
the information on the card first
See page 117 of and then play the audio. Play it
Information the Teacher’s
Gap Activity again if necessary. Tell students to
Pack for compare their answers and then
3 instructions. check them with the whole class.
LISTENING
.
11
(track 8)
Lucy
GOALS Eve
• Consolidate and has a stomachache
expand listening
strategies see a doctor
• Provide further address phone number
practice of language
used to talk about
asking for and giving
advice
Lucy (the patient) and Doctor Steve Smith.
TEACHER'S BOOK | 39
2 UNIT
.
LANGUAGE the room to give help as needed GAME
.
and then check answers with the
12
13
AWARENESS
whole class.
GOALS
• Pair students up and tell them to • Review and
GOALS do Activity 12b. While students consolidate language
• Raise students’ work, move around the room and related to asking for
awareness and give help if needed. and giving advice in
sum up the various • When students are done, check embedded questions
exponents used answers with the whole class. • Add an element of
to give advice and Then ask them to work with a fun to the lesson
suggestions in English different classmate this time and
• Develop cooperative do Activity 12c. Set a time limit
learning strategies of about one minute so students • Books closed. Make a copy of the
can think of a problem and two cards available in the Resource
minutes for them to talk to each Pack, page 157, Situations, and put
• Books closed. Ask students for
other. Move around the room and them in a bag.
examples of how to give advice
in English. One or two examples check their performances. • Have students stand in a circle
should be enough at this point. and give a ball to one of them. Tell
students that they should throw
• Books open. Ask students to think
of what they have practiced in
Answers the ball to each other while you
Refer to the reduced page of play some music. When you pause
this unit so far and tell them to
the Class Book for answers. the music, students should stop
do Activity 12a. Move around
throwing the ball. The student
holding the ball should pick a
card from the bag. This student
should turn the sentence on it
into an embedded question and
ask it to any student in the circle.
That student should reply to it
appropriately.
should • Model the game with students
could and write an example on the
may/might board:
should
may/might
can
A: Do you think I should
take a trip to Iraq?
B: No. It’s too dangerous.
SPEAKING
.
14
GOALS
• Provide students with
an opportunity to
practice talking about
problems and asking
for and giving advice
• Offer students
an opportunity
to develop their
speaking skills
40 | CNA PROGRESSION 1
What should I do?
Pack, page 158, What should I do?, FEEDBACK TIME points. Ask students to match
.
and give each student one card. the language samples and the
16
• Tell students you’ll turn the lights corresponding communicative
GOAL functions. Check answers with the
on and off. When the lights are
on, they should talk to a classmate • Provide students whole class and, if necessary, elicit
about the problem they have and with an opportunity more examples.
ask for advice. When the lights are to come up with • Ask students to rate their skills.
off, it’s time for students to change an overview of the They may refer to the specific
partners. language worked language content in the unit.
on throughout Lower their anxiety by making
• Tell students that they should talk the unit for the sure they are not being evaluated
about the situation briefly, maybe purposes of reviewing, during this task. This is a
asking some additional questions summarizing, and powerful resource as long as they
before giving advice. Move around self-evaluating understand its purpose.
the room while students work.
Give help if needed and check • When students are done, have
their performances. • Books open. Go through the them share with their classmates
communicative functions listed the most meaningful findings
• To wrap up the activity, ask about their own learning process.
and encourage students to come
students which piece of advice Discuss questions related to study
up with the corresponding
they consider the best and why. habits and the importance of
language points. Alternatively,
Encourage them to share with you can produce one set of keeping up with the language
the whole class their feelings cards for every pair of students through the Web Lessons, the
concerning the advice they got. with examples of the language Grammar Tips section, and so on.
SPEAKING
.
15
GOALS
• Allow students
an opportunity
to interact and
experiment with the
language
• Activate and recycle
language which has
been worked on
previously
• Provide room for
communication in
real life situations
TEACHER'S BOOK | 41
3 UNIT
Communicative goals
SPEAKING the words to trigger questions. For
example: if students mention the
1.
• Shopping GOALS word shopping mall, you may ask
• Describing what someone is • Contextualize the questions such as:
wearing theme of the unit Do you prefer shopping at a
• Talking about people’s looks • Elicit language related shopping mall to a street store?
and styles to the theme of the Do you always go shopping at a
• Talking about people’s unit that students shopping mall?
shopping habits may already know
• Books open. Pair students up. Ask
• Offer students an
them to talk about the pictures
opportunity to
in their books. Ask them to refer
practice and develop
to the questions in the box. You
their speaking skills
may want to elicit other questions
they could ask before the activity
• Books closed. Divide students begins. Set a time limit of about
into groups of three. Write the three minutes for the activity.
word shopping on the board. In 30 While students talk, move around
seconds, ask them to write all the the room and help them if
words they know in English related necessary.
to this word. Elicit words and write • When time is up, elicit answers.
them on the board. You may use Explore the pictures and ask
questions to bring up the concept
of millennials, which will be dealt
with in the next activity.
42 | CNA PROGRESSION 1
Can I help you?
READING
2. • Go through the questions in • When time is up, elicit answers.
Activity 2b and make sure Use the last question as a lead-
students understand them. Pair in to the next activity by asking
GOALS them up and ask them to discuss students if they are certain of their
• Talk about millennials’ the questions. Set a time limit ordering. Tell them they’ll find
traits and habits of about five minutes for the out by listening to the audio in
• Develop critical interaction. Move around the Activity 3.
thinking room and help them if necessary.
• Offer students an
opportunity to
practice and develop
their reading and
speaking skills
TEACHER'S BOOK | 43
3 UNIT
3.
44 | CNA PROGRESSION 1
Can I help you?
VOCABULARY know. Use the flashcards available Model the conversation with
in the Resource Pack, pages 159 a student if necessary. Move
4.
to 162, Electronics, to introduce around the room and check their
GOALS
those words students don’t know. performances. Then check answers
• Introduce and Carry out chorus repetition of with the whole class.
practice language these words to practice their
related to electronics • To wrap the activity up, ask
pronunciation. students if the prices of those
• Build up students’
lexical repertoire • Books open. Pair students up and electronics are the same in Brazil.
ask them to match the pictures Elicit the difference in prices.
to the words. Use this moment
• Books closed. Ask students what to elicit other electronic devices
electronics millennials are most which could be added to the Answers
interested in buying. Elicit answers list. Set a time limit of about two Refer to the reduced page of
and write the words they mention minutes for the matching activity. the Class Book for answers.
on the board. This is a good • When time is up, ask students
moment to find out how much of to check answers by performing
the new lexical group they already the conversation in their books.
home theater
e-reader MP3 player
system
camcorder printer
TEACHER'S BOOK | 45
3 UNIT
SPEAKING
5.
6.
be useful for the next activity. • Ask students to practice the
conversations in pairs. Have them GOALS
• Books open. Pair students up and repeat the dialogues after you first • Practice shopping for
electronic devices
• Offer students an
opportunity to
practice and develop
their speaking skills
46 | CNA PROGRESSION 1
Can I help you?
• Act out the conversation with a • When time is up, elicit students’ • Books closed. Use the last
student so they know what to do. findings. Use the last question as question in the previous activity
Ask students to choose two items a bridge to introduce the next to introduce the topic of fashion.
from Activity 4. Ask them to take activity. Ask students if they like going
turns being the salesperson and • Alternatively, you can produce shopping for clothes and what
the customer who wants to buy your own sentences based on your they usually buy.
the items chosen. Set a time limit students’ profiles and interests.
of about five minutes for this part • Books open. Explore the picture
of the activity. While students talk, in the students’ books by asking
move around the room and help SPEAKING questions. You may ask:
them if necessary.
8.
What can you see?
• When time is up, comment on
students’ performances. If time GOALS Do these people have the same style?
allows, ask for volunteers to act • Contextualize the Do you identify with any of them?
out the conversation for the theme of the lesson Which one?
whole class. • Elicit language related • Pair students up and tell them to
• Alternatively, keep changing pairs to the theme of the take turns asking and answering
so students can interact with unit that students the questions in their books. Set
other classmates. With every may already know a time limit of about five minutes
buyer-seller exchange, erase some • Offer students an
words from the conversation on for students to perform the task.
opportunity to While they talk, move around the
the board until students are able practice and develop
to perform it with a blank board room and help them if necessary.
their speaking skills
(or something close to it).
GAME
7.
GOALS
• Add an element of
fun to the class
• Provide extra practice
of vocabulary
previously studied
TEACHER'S BOOK | 47
3 UNIT
VOCABULARY
.
10 GOALS
• Introduce different
items of clothing
• Practice describing
what people are
wearing
• Build up students’
lexical repertoire
48 | CNA PROGRESSION 1
Can I help you?
• When time is up, ask students to • Books closed. Tell student they’ll This would be a good moment to
check answers in pairs. Tell them play a different kind of bingo. Give practice the pronunciation of the
to follow the model in Activity each student a pronunciation new words by asking students to
10b. While students interact, move bingo card available in the repeat them.
around the room and help them Resource Pack, pages 173 and 174, • Alternatively, the game may be
if necessary. Take notes of aspects Pronunciation Bingo. played in pairs.
of students’ production that • Tell students you’ll call out words
may need correction and further • Another option is to divide
(available in the Resource Pack, students into groups of three and
practice. page 175, Pronunciation Bingo) and give each group a pronunciation
• When students are done, check they should write them down bingo card so students complete
answers with the whole class if under the correct pronunciation it with words that match the
students are still in doubt at the pattern. Model a couple of words pronunciation patterns. The group
end of the activity. so students understand what they that finishes it first and whose
are supposed to do. answers are correct is the winner.
• Call out the words up to the Check answers with the whole
Answers moment one of the students class to make sure they answered
Refer to the reduced page of completes the card. He/She should correctly.
the Class Book for answers. shout BINGO to indicate that he/
she is the winner. Check words
called out with the whole class.
See page 118 of
Information the Teacher’s
Gap Activity
Pack for
4 instructions.
GAME
.
11
GOALS
• Add an element of
fun to the lesson
• Further practice the
new vocabulary
GAME
.
12
GOALS
• Add an element of
fun to the lesson
• Further practice the
new vocabulary
• Practice the
pronunciation of
these words
TEACHER'S BOOK | 49
3 UNIT
VOCABULARY
13
.
you show the flashcards or realia,
describe the items of clothing
• When correction is done, pair
students up and tell them they’ll
using the words in the box. You go shopping at Mark & Mark. Ask
GOALS
may say: them to choose four different
• Introduce and items they’d like to buy. Model
practice other items Look at this nice wool scarf I got. Do
you like it? the conversation with a student
of clothing before they start. Induce students
• Introduce ways of If necessary, carry out chorus to describe the clothes by using
describing an item of repetition of the new words. the words in the boxes. Set a time
clothing • Books open. Ask students to limit of about five minutes for the
• Expand students’ match the pictures to the words. activity. While students talk, move
lexical repertoire Set a time limit of about two around the room and help them if
minutes for this part of the necessary.
activity. • When time is up, and if time
• Books closed. Contextualize the
activity by telling students that • When time is up, check answers allows, ask volunteers to perform
it was your birthday last week with the whole class by describing the activity for the class. Then
and you got some nice gifts. Use the items. You may say: comment on students’ overall
the flashcards available in the Teacher: It’s brown and made of performances.
Resource Pack, pages 163 to 172, leather.
Clothes and accessories, or realia to Students: That’s the purse.
introduce the new vocabulary. As Answers
Refer to the reduced page of
the Class Book for answers.
2 5
7 4
3 1
8 6
50 | CNA PROGRESSION 1
Can I help you?
LISTENING • Books open. Write the following be a good moment for students to
. questions on the board: practice saying the sentences using
14
(track 11) the correct intonation.
Can I help you? • Then ask student to read the
How can I help you? conversation in Activity 15b and
GOALS
decide which parts could be
• Introduce language contracted. Ask them to circle
to go shopping for • Elicit the different pronunciation those parts. Play the audio and
clothes patterns for each question: rising have them check their answers.
• Develop listening intonation for the first question • To wrap up the activity, ask
comprehension and falling intonation for the students to practice the
strategies second question. Do the same conversation using the correct
with one more set of questions. intonation for questions and the
If useful, indicate with your hand contracted forms. If you want, and
• Books open. Tell students that when the intonation is rising and time allows, ask them to replace
Noreen went shopping and falling as you say the sentences. the clothes for other items from
bought some of the items in the You may ask students to do the Activity 13.
previous activity. Ask them to same.
listen and check which items she • Ask students to sort the questions
bought. out. Give them about two Answers
• Play the audio and have students minutes to do that. Refer to the reduced page of
check the correct items. Ask • When time is up, check answers the Class Book for answers.
students to compare their answers with the whole class. This would
and then check them with the
whole class.
• Ask students to read the questions
in Activity 14b. They should listen
again and check the questions
used. Play the audio once more.
Check answers with the whole
class.
• To wrap up the activity, ask
students what they’d actually buy
if they went to Mark & Mark.
Answers
Refer to the reduced page of
the Class Book for answers.
GOALS
• Practice different
question patterns
• Practice the
contracted form of
some verbs
• Develop students’
pronunciation
awareness
TEACHER'S BOOK | 51
3 UNIT
.
options before they listen. Play the
.
17
16
52 | CNA PROGRESSION 1
Can I help you?
GAME usually go together and that it’s Elicit possible questions. Set a time
.
18
important that when they learn a limit of about two minutes for this
new word, they pay attention to part of the activity. While students
GOALS
those combinations. produce their questions, move
• Add an element of around the room and help them if
fun to the lesson • Books open. Have students answer
the question in Activity 19a. They necessary.
• Further practice
describing what may do this in pairs if you prefer. • When time is up, pair students up
people are wearing Check answers with the whole and have them ask their questions.
class. When they are done, elicit
• Ask students to do Activity 19b in questions and answers.
• Books closed. Tell students you’ll pairs. Then check answers with the • Alternatively, you may ask students
think of a specific student and whole class. to do the last part of the activity
they have to guess who that • As a follow-up activity, ask in cocktail format.
student is by asking yes or no students to come up with other
questions. Elicit/Model questions verb + preposition collocations.
that can be asked. You may say: Elicit those collocations and write Answers
Is this student a man or a woman? them on the board. Refer to the reduced page of
Is he wearing jeans? • Ask student to write two the Class Book for answers.
Is she wearing a pair of sneakers? questions using the collocations
on the board and in the activity.
• The student that guesses correctly
first is the winner. When this first
phase of the game is over, pair
students up and have them play
the game again with a partner.
While students interact, move
around the room and check their
performances.
LANGUAGE
.
19
AWARENESS
The prepositions.
GOALS
• Raise students’
awareness of
collocations (verb +
preposition)
• Broaden students’
lexical repertoire
• Practice the
collocations learned
in the lesson
about in
to/with
with
• Books closed. Write the verb go for
on the board and ask students to
on
tell you sentences using this verb. at
Write the sentences on the board.
There should be some sentences
like these:
I go to school by bus.
She loves to go shopping.
Her blouse goes with her pants.
TEACHER'S BOOK | 53
3 UNIT
SPEAKING
.
• Books open. Pair students up and SPEAKING
.
20
21
Induce students to add more
GOALS GOALS
questions to the conversation. Set
• Discuss consumerism a time limit of about five minutes. • Review language
• Develop students’ While they talk, move around the studied throughout
speaking skills room and offer help if necessary. the unit
• Develop students’
• Wrap up the activity by discussing speaking skills
• Books closed. Show a movie the questions with the whole
snippet of people going shopping. class. Use the last two questions
Confessions of a Shopaholic has as a link to the question: Are you • Books open. Pair students up
good examples of this. Explore the a shopaholic? Tell them they’ll find and assign each student in the
concept of consumerism. You may it out by doing Information Gap pair a role. Ask them to read the
ask questions such as: Activity 5. situations and elicit what language
Do you think people buy more than would be necessary to perform
See page 119 of the conversations. If necessary,
they need? Information the Teacher’s
Gap Activity write some cue words on the
Do you think most people buy things Pack for
impulsively?
5 instructions.
board.
• Have students act out the first
situation. Set a time limit of about
three minutes. When time is up,
ask them to act out Situation 2.
While they interact, move around
the room, offer help if necessary,
and take notes of aspects of their
performances you may want to
comment on when the activity is
over.
• If time allows, you may ask some
pairs to act out the situations for
the whole class.
54 | CNA PROGRESSION 1
Can I help you?
FEEDBACK TIME • Books open. Divide students into • When students are done, elicit
.
22
pairs and ask them to go through what item(s) they think they need
the communicative functions more practice with. Brainstorm
GOAL listed. Encourage them to come specific actions they can perform
• Provide students up with the corresponding to improve those things. Ask
with an opportunity language points. students to choose one action
to come up with • Ask students to rate their own and put it into practice. Ideally,
an overview of the skills. They may refer to the you should keep track of their
language worked specific language content in progress.
on throughout the unit. Lower their anxiety by
the unit for the making sure they are not being
purposes of reviewing, evaluated during this task. This is a
summarizing, and powerful resource as long as they
self-evaluating understand its purpose.
TEACHER'S BOOK | 55
4 UNIT
GAME
1.
56 | CNA PROGRESSION 1
Putting it all together.
3.
(track 14) compare their answers and then
GOALS
check them with the whole class.
• Recycle vocabulary
that have been GOALS • As a follow-up, ask students to
previously studied work in pairs and talk to each
• Provide an
• Offer room for other about a trip they took. Set
opportunity to
memory activation a time limit of about five minutes.
develop and expand
and the development While students interact, move
listening skills
of learning strategies around the room and check their
• Offer room for the
related to vocabulary performances.
consolidation of
learning language used to talk
about the past
• Foster interaction in
Answers
• Books open. Divide students into English Refer to the reduced page of
groups of three and tell them to the Class Book for answers.
write as many words as they can
related to each topic provided in • Books open. Tell students to listen
the chart. Allow them six minutes. to the conversation and check the
That’s one minute per category. pictures that correspond to what
While students work, move Pamela did over her last vacation.
around the room to offer help if
necessary.
• When time is up, go over students’
lists and ask them to share the
words they wrote with the whole
class. You may want to keep score
and declare the winner the group
that has come up with the most
words.
TEACHER'S BOOK | 57
4 UNIT
GAME
4.
58 | CNA PROGRESSION 1
Putting it all together.
SPEAKING • Books open. Invite students to • Divide students into pairs and ask
look at the pictures and explore them to act out the situations.
5.
them. Make sure they understand Move around the room and check
GOAL
what each situation is about. Elicit their performances.
• Provide students with some language that may be used
an opportunity to • When students are done, invite
in each one of them. some pairs to act out the
use what they have
learned so far situations for the whole class.
TEACHER'S BOOK | 59
5 UNIT
Communicative goals
READING How often do you travel?
1.
Where do you like going when you
• Making plans and GOALS have some time off?
arrangements for a trip • Books open. Explain to students
• Contextualize and
• Expressing preferences that quotes are statements that
introduce the theme
• Talking about things you famous people said once. Show
of the unit
would like to do them the quotes in their books
• Elicit language related
• Describing places and go over them with students.
to the theme of the
• Saying how you feel Check the vocabulary they may
unit that students
• Talking about possibility and not know and have the most
may already know
probability proficient students explain the
• Offer students an
• Talking about obligation and words to other students who
opportunity to
necessity don’t understand them.
practice and develop
their reading and • Pair students up and tell them to
speaking skills match the quotes to what the
authors mean. Set a time limit of
about three minutes and move
• Books closed. Contextualize around the room to give help as
the topic of traveling by asking needed.
students questions such as:
• When time is up, check students’
answers with the whole class
and have them move on to
Activity 1b. Set a time 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 -ing form after
verbs such as like, love, and enjoy.
Remind them that they can
also use negative statements.
While students work, move
around the room and check their
performances.
Answers
Refer to the reduced page of
the Class Book for answers.
60 | CNA PROGRESSION 1
,
Let s take a trip!
SPEAKING • Books open. Pair students up • When time is up, ask as many
and ask them to talk about the students as you can to report their
2.
questions in the chart and take partners’ answers. Make sure they
GOALS
notes of their partners’ answers. use the correct forms of verbs in
• Recycle students’ Set a time limit of about five the present tense. If you are short
previous knowledge minutes. Move around the room, of time, you may have students
• Offer students an watch their performances, and report just one answer from the
opportunity to offer help when necessary. chart.
practice and develop
their speaking skills
2
7
6
4
3
1
5
1, 2, 5, 6, 7 3, 4
TEACHER'S BOOK | 61
5 UNIT
3.
He’s a teacher.
F
No, their passports expired last year.
T
62 | CNA PROGRESSION 1
,
Let s take a trip!
SPEAKING they have to do during the week. • Tell students to work in pairs and
You can tell them that this should share what they have to do during
4.
reflect the current week and the week. Students should take
GOALS
perhaps the next, if this class takes notes of their partners’ answers so
• Provide language place in the middle of the week. they can report them later. Set a
practice related to For example, if today is Monday, time limit of about five minutes.
necessity they start on Tuesday, which is While students work, walk
• Encourage students to tomorrow, and write down what around the room and check their
recycle language they they have to do on the following performances.
have already worked days. Give them an example of
on • When time is up, invite students
what they should say. You may say: to report some of their findings.
• Offer students an
opportunity to Teacher: What do you have to do Encourage them to use the correct
practice and develop on Tuesday? forms of the verbs in the present
their speaking skills Student: I have to go to the dentist. tense. Write an example on the
board:
SPEAKING
5.
GOALS
• Further practice the
language related
to necessity and
obligation
• Offer students an
opportunity to
practice and develop
their speaking skills
TEACHER'S BOOK | 63
5 UNIT
6.
Answers
Refer to the reduced page of
the Class Book for answers.
64 | CNA PROGRESSION 1
,
Let s take a trip!
SPEAKING • Play the audio and ask students and therefore content words. Help
to carry out the task. Ask them them come to the conclusion
7.
to compare answers with a that content words are usually
GOAL
classmate’s before you check them the stressed ones in questions and
• Offer students an with the whole class. statements.
opportunity to
practice and develop • Play the audio once again and have
their speaking skills students repeat the sentences.
Answers
• To wrap up the activity, ask
students what the highlighted Refer to the reduced page of
• Books open. Pair students up. Ask words have in common. the Class Book for answers.
them to look at the words in the Encourage them to notice that
box. Most of them have been they are nouns, verbs, adjectives,
presented in the previous activity.
Go over them and elicit 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.
You have to have an airline ticket
when you travel by plane.
• Allow them a few minutes. While
they work, move around the room
and help them if necessary.
• When time is up, open up the
group and encourage students to
share and justify their choices.
passport (if you travel abroad)
identification card (ID) passport
driver’s license (if you rent a car) visa
airline ticket (if you go by plane) identification card (ID)
Answers health insurance
luggage
Refer to the reduced page of
the Class Book for answers. cash valuables
hotel confirmation jewelry travel abroad
credit card travel guide travel light
PRONUNCIATION
8.
(track 17)
GOALS
• Raise students’
awareness of stressed
syllables in sentences
• Allow students
an opportunity to
recognize and practice
rhythm
TEACHER'S BOOK | 65
5 UNIT
READING
9.
Answers
Refer to the reduced page of
the Class Book for answers.
Travel light!
F
You don’t have to, but you should.
T
F
It may be a good idea to travel light.
F
You don’t have to, but you should.
F
You may have a medical emergency
F h insurance.
The author advises you should get healt
66 | CNA PROGRESSION 1
,
Let s take a trip!
.
12
related to the topic of a couple who’s planning a trip (track 18)
the unit together. Encourage students to use
• Foster cooperative both their full knowledge of English
learning strategies GOALS
and their personal experience with
travel. • Introduce adjectives
ending in -ed and -ing
• Books closed. Divide the class into • Ask students to work in pairs • Provide language
two teams and hand out to each and take turns role playing the practice related to
group half of the cards available situations in their books. Allow these adjectives
in the Resource Pack, page 179, them about seven minutes. Move
Necessary items. around the room to offer help if
necessary and to check students’ • Books closed. Start a conversation
• Explain to students that, in turns, performances.
they should define the object on about kinds of trips and what to
their card for their own teams. • When time is up, invite volunteers do while traveling. Ask students
Give them an example. Show to present their conversations to for their opinions. You may say:
them the card with the passport
and say:
You have to have it to travel abroad.
• Teams have one minute to guess
what object is being defined. Then
it’s the other team’s turn.
• The team with the most correct
guesses at the end of the game
wins.
SPEAKING
.
11
GOALS
• Offer students an
opportunity to
practice and develop
their speaking skills
• Provide students
an opportunity to
use what they have
learned so far
TEACHER'S BOOK | 67
5 UNIT
I love going to the beach. It’s always each conversation. Allow them LANGUAGE
.
so relaxing. about five minutes. While they
13
AWARENESS
I don’t like to visit museums when I work, move around the room and
travel. I get bored. help them if necessary.
GOALS
How about you? What do you think? • When time is up, check answers
with the whole class. Then play • Review and
• Books open. Ask students how consolidate the use
they feel when they get back from the audio and tell students to
repeat the pairs of adjectives. Give of modal verbs to
a trip and elicit as many adjectives talk about ability,
as you can. Tell them to check the each pair of students a pair of
adjectives and ask them to write possibility, probability,
answer that applies to them in and advice
Activity 12a. Encourage them to a sentence using each. When they
are done, have them share their • Raise students’
come up with a different one and awareness to the
tell them to write it down. Ask sentences with the whole class.
use of have to to
them to share their answers with express obligation and
the whole class. necessity
Answers
• Pair students up and tell them to Refer to the reduced page of
choose the correct adjectives in the Class Book for answers. • Books closed. Provide students
with a few situations using can
(to express ability), should (to
offer advice or suggestion), may
and might (to express possibility
or probability), and have to (to
express obligation or necessity).
Ask students to correctly identify
what each means.
68 | CNA PROGRESSION 1
,
Let s take a trip!
• Books open. Go over the situations • When time is up, check answers
with the whole class. You may with the whole class. Have
want to have volunteers read students exchange pairs and ask Answers
the conversations out loud. Pair them to write sentences using Refer to the reduced page of
students up and have them fill the verbs in bold in the box. the Class Book for answers.
out 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 occur.
obligation, necessity
possibility, probability
advice, suggestion
ability
TEACHER'S BOOK | 69
5 UNIT
SPEAKING
.
• Books closed. Ask students what SPEAKING
.
they usually do on weekends,
14
15
what there is to do in their towns,
GOALS and who they usually go with. Tell GOALS
• Further practice the students to think about what they • Offer students an
language used to could do in town next weekend. opportunity to
make plans, invite and Write their suggestions and ideas practice and develop
respond to invitations on the board. their speaking skills
• Offer students an • Provide students
opportunity to • Books open. Pair students up and
ask them to do the activity. Set a an opportunity to
practice and develop use what they have
their speaking skills time limit of about five minutes.
While students work, move learned so far
around the room and check their
performances.
• Books open. Elicit the language
• When time is up, invite volunteers used throughout this unit so that
to present their conversations for students know what to say. Then
the whole class. 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
to present their conversations for
the whole class.
• To wrap up the activity, go
through students’ mistakes with
the whole class.
70 | CNA PROGRESSION 1
,
Let s take a trip!
VOCABULARY
.
17
GOALS 4 2 3 1
• Provide students with
a chance to practice
language related to
verb patterns and
degrees of intensity
• Build up students’
lexical repertoire
TEACHER'S BOOK | 71
5 UNIT
.
.
19
18
Cumuruxatiba
fishermen’s village / the south of Bahia
TEACHING TIP
• Encourage students to
research an interesting place
to talk about in Activity 20.
They can use the Internet or
check travel agency leaflets,
for instance. Doing research
in advance will enrich their
discussion and build up their
cultural background.
72 | CNA PROGRESSION 1
,
Let s take a trip!
.
.
21
examples of language to illustrate
20
what they mean.
GOALS GOAL
• Provide students with • Books open. Go through the
• Provide students communicative functions listed
an opportunity to talk with an opportunity
about the topic of the and encourage students to come
to come up with up with the corresponding
unit using what have an overview of the
learned so far language points. Ask them to rate
language worked their skills. They may refer to the
• Offer students an on throughout
opportunity to specific language content in the
the unit for the unit. Monitor the activity at all
practice and develop purposes of reviewing,
their speaking skills times and offer help if necessary.
summarizing, and
self-evaluating • When students are done, have
them share with their classmates
• Books open. Divide students into the most meaningful findings
groups of three and explain the • Books closed. Individually, ask about their own learning process.
task. They should be able to plan students to jot down what they Discuss questions related to study
an interesting trip so that all their think the most relevant and habits, and the importance of
classmates would like to join. meaningful things they learned in keeping up with the language
Encourage students to search for this unit were. Give them about through the Web Lessons, the
different places beforehand and two minutes for this part of the Grammar Tips section, and so on.
bring information to class about task. Elicit their conclusions. If
them. You may also bring pictures,
leaflets, or travel ads to help
them plan their trips. Remember,
however, that these projects
should be simple and objective
since students will not have too
much time to develop them.
• Encourage groups to follow the
questions in their books as a
guide and share their projects as
enthusiastically as they can so
their friends will feel like joining
them. While students do the
activity, move around the room
and offer help if necessary.
• To wrap up the activity, ask
students which trip they would
like to take.
TEACHER'S BOOK | 73
6 UNIT
Communicative goals
GAME the meaning of the expression if
necessary. Contextualize the lesson
1.
• Giving instructions on how by asking questions such as:
GOALS
to do something Do you have a smartphone?
• Talking about how people • Contextualize the
theme of the unit Are you always online?
did things in the past
• Making predictions • Elicit language related Do you often check your Whatsapp,
• Talking about how to the theme of the Facebook, and Twitter messages?
technology affects people’s unit that students • Pair students up and tell them
lives may already know they’ll play a technology trivia
• Add an element of game. Give each pair of students
fun to the lesson a set of cards available in the
• Offer students an Resource Pack, page 180,
opportunity to Technology trivia game. Warn
practice and develop students not to show anyone their
their speaking skills cards because they contain both
questions and answers.
• Books open. Ask students if • Students should take turns asking
they are tech-savvy. Draw their and answering questions. For every
attention to the Did you know…? correct answer, they score a point.
box in their books and explain Keep a tally of the correct answers.
The student with the most
correct answers is the winner.
While students interact, move
around the room and help them if
necessary.
• When the activity is over, use
some of the questions as a lead-in
to the next activity. You can ask:
Do you use your cell phone a lot?
What do you use it for?
• Alternatively, you can divide
students into two teams so they
can take turns challenging each
other.
TEACHING TIP
• Feel free to adapt and add
questions to keep the activity
interesting and updated.
74 | CNA PROGRESSION 1
,
We re all connected.
VOCABULARY
Suggested answers
2.
TEACHER'S BOOK | 75
6 UNIT
READING
3.
76 | CNA PROGRESSION 1
,
We re all connected.
7 8 5
4 1 3
6 9 2
TEACHER'S BOOK | 77
6 UNIT
5.
4.
78 | CNA PROGRESSION 1
,
We re all connected.
SPEAKING
6. their performances. LISTENING
7.
• When time is up, check answers
with the whole class. As a wrap- (track 21)
GOALS
• Elicit language related up and a lead-in to the next
to the theme of the activity, ask students how they GOALS
unit that students think technology affects their • Sensitize students
may already know lives and the environment. Ask to the impact of
• Compare what people questions such as: technology on the
did in the past and How is pollution affecting the environment
what people do now environment? • Introduce some of the
• Offer students an Are companies and the government new language to talk
opportunity to trying to preserve the environment? about possibility and
practice and develop Can you think of examples probability
their speaking skills of campaigns to preserve the • Develop listening
environment? comprehension
Do we produce only what we need strategies
• Books closed. Show students
the flashcards available in the to survive?
Resource Pack, pages 181 to 183, • Books open. Explore the pictures
Now and then, and elicit what the with students and teach the
people are doing. Ask students if vocabulary they may not know.
today they do those things the
same way or if they do them some
other way. Ask questions such as:
Do you write letters to people?
How do you communicate with
them?
• Keep this part of the activity brief F
since later on students will talk T
about how people did things in
the past and how they do things F
now. F
• Books open. Pair students up F
and ask them to talk about T
the pictures in their books. T
If necessary, elicit/teach any T
language students may need to
perform the activity. Set a time
limit of about three minutes.
While students talk, move around
the room and help them if
necessary.
• When time is up, elicit answers by
exploring the pictures with the
whole class. Take the opportunity
to elicit how they believe the
actions in the pictures will be
done in the future. If necessary,
model the exchange with
students. For example:
A: How will people communicate in
the future?
B: (I think) They’ll use 3D cell phones.
• Still in pairs, ask students to discuss
the question in Activity 6c. Give
them about three minutes and
move around the room to check
TEACHER'S BOOK | 79
6 UNIT
8.
AWARENESS
• Pair students up, ask them to To wrap the activity up, in pairs,
discuss the statements in Activity ask students to talk about the
7a, and decide if they are true or question in Activity 7c. Give them GOALS
false. Give them about one minute about two minutes to interact. • Raise students’
to go through the sentences. While students talk, move around awareness of the
the room and help them if different degrees of
• When time is up, play the audio
necessary. possibility
and have students check their
• When time is up, ask students to • Practice predicting
answers. If necessary, play it again.
share their findings with the whole the future
Then check answers with the
class. • Offer students an
whole class and ask students to
opportunity to
come up with some advice to
practice and develop
preserve the environment. Give
Answers their speaking skills
them about two minutes to talk.
Refer to the reduced page of
the Class Book for answers.
• Books closed. Write the following
statement on the board:
80 | CNA PROGRESSION 1
,
We re all connected.
with a student if necessary. You • When time is up, ask students to page 184, Predictions, and give a
may say: report their findings to the whole card to each student. If you have
class. more than twelve students in
A: Do you think more women than
class, cards can be repeated.
men will be world leaders by the
year 2050? GAME • Tell students to interview their
classmates and find out how likely
.
10
B: I think that could happen.
it is that what they have on their
• Give students about three GOALS cards will happen. If necessary,
minutes for the interaction. While • Practice the language model the interaction with a
students do the activity, move learned so far student. You may say:
around the room and check their • Offer students an
performances. opportunity to A: Do you think you’ll get a new job
practice and develop in six months’ time?
• When time is up, check students’
opinions. their speaking skills B: I might. I’m not really happy
• Add an element of where I am.
fun to the class • Give students about five minutes
Answers to talk to as many students as they
Refer to the reduced page of can. When time is up, have them
the Class Book for answers. • Books closed. Photocopy the cards report their findings to the whole
available in the Resource Pack, class.
SPEAKING
9.
GOALS
• Practice predicting
the future
• Give students
a moment of
personalization of the
language previously
studied
• Offer students an
opportunity to
practice and develop
their speaking skills
TEACHER'S BOOK | 81
6 UNIT
11
.
LISTENING
Technology brings people
about the impact of technology
on people’s lives. They should
(track 22) together. listen and check the best options
I can’t keep up with my e-mail in Activity 11a. Play the audio
messages. once. Notice that students will
GOALS have to infer the answers as they
Technology helps me save time
• Sensitize students to do other things. are not overtly mentioned. Ask
to the impact students to compare answers
of technology in before you check them with the
people’s lives • Ask students to discuss the whole class. Elicit how they came
• Introduce new statements on the board in groups to their answers.
vocabulary of three. Set a time limit of about
• Develop listening • Then ask students to read the
two minutes for the interaction sentences in the chart in Activity
comprehension and move around the room to
strategies 11b, listen to the audio again,
check students’ performances. and decide who said what. Play
• When time is up, ask students how the audio once more and check
• Books closed. Write the following much time they spend checking answers with the whole class.
sentences on the board: their e-mails and messages in • To wrap up the activity, pair
general. Elicit how they feel about students up and ask them to give
it. Is it a good or bad thing? their opinions on technology. Give
• Books open. Tell students they’ll them about two minutes for the
listen to some people talking discussion. While they talk, move
around the room and check their
performances.
• When time is up, elicit answers.
You can write some of the
students’ opinions on the board
so that they can serve as examples
for the next activity.
Answers
Refer to the reduced page of
the Class Book for answers.
VOCABULARY
.
12
1, 3, 4, 7, 9, 5, 8, 12, 13 2, 6, 14, 15
10, 11 GOALS
• Introduce the
language of giving
opinions, agreeing,
and disagreeing
• Develop students’
lexical repertoire
82 | CNA PROGRESSION 1
,
We re all connected.
so. While they work, move around SPEAKING their arguments. Make sure that
.
the room and give help if needed. students understand that at this
14
• When time is up, check answers point they are still not supposed
GOALS to discuss the sentences, but to
with the whole class. • Practice the language think of arguments to confront
• Follow the same procedure for previously studied the opposing opinions. While
Activity 12b. After you check • Discuss the impact students talk, move around the
answers with the whole class, of technology on room and help them if necessary.
practice pronouncing those students’ lives • When time is up, ask students
phrases first in isolation and then • Offer students an to change partners and tell
in a contextualized sentence. opportunity to them they are going to use the
practice and develop arguments they came up with to
their speaking skills answer and discuss the questions.
Answers Give students about five minutes
Refer to the reduced page of for Activity 14b. While they talk,
the Class Book for answers. • Books open. Pair students up. Ask move around the room and check
them to read the questions in their performances.
Activity 14a and make sure they • When time is up, check students’
understand them. Tell them to conclusions.
GAME think of arguments for and against
• Alternatively, you can change the
.
13
TEACHER'S BOOK | 83
6 UNIT
15
.
PROCESS WRITING • Ask students to browse through
the text and answer Questions
expressions they can use when
producing their own texts. Go
1 and 2. Tell them to compare through the questions in Activity
GOALS
answers with a classmate’s before 15c and elicit the answers for
• Raise students’ you check them with the whole them. At this point, it’s important
awareness of the class. to explore the inner structure of
constituents of an the text so that students have a
opinion essay • Then ask students to read the
text more carefully and answer possible model to base their future
• Prepare students for production on. Reinforce that
the production of Question 3. Tell them to compare
answers with a classmate’s before every paragraph must have more
such a text than one sentence.
• Offer students an you check them with the whole
opportunity to class. • Finally, assign Activity 12d as
practice and develop • Go through the expressions homework. Remind students to
their writing skills in Activity 15b and teach the use the arguments for and against
meaning of the ones students may that were discussed in Activity 14a
not be familiar with. Ask them to and what they have studied in this
• Books open. Use the last question go back to the text and fill it out activity to produce their text.
in Activity 14a to lead students with those expressions. Set a time
into this activity. Elicit where a text limit of about two minutes.
like the one in their books could Answers
• When time is up, check answers
be found and who could have with the whole class. Point Refer to the reduced page of
written it. out to students that those are the Class Book for answers.
Suggested answers
The text is organized in
four paragraphs: the first
paragraph is an introduction;
the second paragraph is the
author’s opinion and lists
the reasons for it; the third
paragraph is the other side
and shows why the author
disagrees with it; the last
paragraph summarizes the
n author’s arguments and
all inio
t of y op restates his/her opinion.
Firs In m
tion
ddic that
In a Besi
des
mu
p GAME
To su
.
16
GOALS
• Encourage the use of
language previously
studied
• Offer students an
opportunity to
practice and develop
their speaking skills
• Model the game with students. • After playing the audio, check these words the letter L is silent.
Use the statement on the board as students’ answers and ask them Tell them that there is not a rule
if it were your opinion and add a to produce the different sounds for when the letter L is silent. L is
linking expression to it. Say: of the letter L in the conversation. often not pronounced before L,
In my opinion, by 2050, countries will Give students some more D, F, M, and K. Give/Elicit more
limit the number of children people examples of words with both examples such as palm, calf, chalk,
can have to two. sounds and clearly show students would, folk, and salmon.
how to articulate and produce the • Ask students to produce
• Encourage students to give their two different sounds. Ask them to a conversation containing
opinions by using other linking give you some examples as well. words with the three possible
expressions. Write a few on the
• Pair students up and ask them to pronunciations of the letter L. If
board so students can refer to
sort the words out according to you want to make the activity
them. For example: As far as I’m
the pronunciation of the letter more challenging and fun, give
concerned…, To my mind…, As I see
L. Give them about two minutes them the words and ask them to
it…
and move around the room to produce the 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 Answers
• Play the audio so students can
can give their opinions about Refer to the reduced page of
repeat the words. Then ask
them. Before you start playing the the Class Book for answers.
students to listen to the words
game, give teams a few minutes to
in Activity 7d and answer the
think of what to say.
question. Show students that in
• The team that gets rid of its
arguments and opinions first loses
the game. You can play this game
over and over depending on the
time you have available.
PRONUNCIATION
.
17
(tracks 23,
24, and 25)
GOALS
• Raise students’
awareness of
the different
pronunciations of
letter L in English
• Practice these
different sounds
TEACHER'S BOOK | 85
6 UNIT
SPEAKING
.
• Ask students to read the other SPEAKING
.
statements in their books. Help
18
19
them with any words they
GOALS GOALS
may not be familiar with. Then
• Practice making pair them up and ask them to • Raise students’
predictions place the different events on awareness of what
• Giving opinions the timeline. Give them about they should do
• Offer students an five minutes to do that. While to preserve the
opportunity to students talk, move around the environment
practice and develop room and help them if necessary. • Practice talking about
their speaking skills possibility, giving
• When time is up, check some of advice, and making
the answers with the whole class. predictions
• Books open. Write the first Notice that you shouldn’t give • Offer students an
statement from the list in Activity the answers or check them all as opportunity to
18 on the board and ask students students will do this in the next practice and develop
when they think it will happen. activity. their speaking skills
Also take the opportunity to
model how the interaction for the See page 121 of
Information the Teacher’s
activity should be. Gap Activity • Books open. Pairs students up
Pack for
7 instructions.
and tell them to think of ways to
preserve the environment and
how technology could help us
do that. If necessary, give some
examples (the use of 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
to preserve the environment
using the ideas they came up
with previously. Give them about
five minutes for this part of the
activity.
• When time is up, ask students to
report their conclusions.
86 | CNA PROGRESSION 1
,
We re all connected.
FEEDBACK TIME • Books open. Go through the • Students should do the same with
.
20
communicative functions listed the remaining communicative
and encourage students to come functions. As students interview
GOAL up with the corresponding each other, they should register
• Provide students language points. their partners’ answers for the
with an opportunity • Ask students to rate their skills. sharing that will be carried out
to come up with They may refer to the specific in the next step of the activity.
an overview of the language content in the unit. Monitor the activity at all times
language worked and offer help if necessary.
on throughout • Alternatively, you may turn this
first part of the activity into an • When students are done, have
the unit for the them share with their classmates
purposes of reviewing, interview. Model the following
interaction with a student: the most meaningful findings
summarizing, and about their partners’ learning
self-evaluating Teacher: What can you use a tablet
for? processes. If necessary, help them.
Student: You can use it to play Discuss questions related to study
games. habits and the importance of
keeping up with the language
through the Web Lessons, the
Grammar Tips section, and so on.
TEACHER'S BOOK | 87
7 UNIT
Communicative goals
GAME • Use the board to write a few
names of superheroes they
1.
• Talking about your hero mention and tell them to
GOALS
or people who made a concentrate on Superman. Ask
difference in your life • Introduce the theme them to think about what they
• Defining a hero of the unit know about him.
• Talking about the kind of • Activate and work on
students’ background • Divide students into two teams
people you do and don’t and give each team a different
admire knowledge
• Encourage and card available in the Resource
• Describing people physically Pack, page 186, Superman.
• Talking about people’s develop cooperative
social strategies • The students on both teams
personality traits
• Add an element of should read the passages on
fun to the class their cards and ask the opposing
team members questions based
on them. You can write some
• Books closed. Start the activity by examples of questions for both
asking students: teams on the board:
Can you remember the name of
some superheroes? Team A
When did Superman first
Who was your favorite superhero appear?
when you were a child? What are Superman’s powers?
Where did he get them?
What’s Superman’s weakness?
Team B
Who’s Superman's alter ego?
What do you know about his
life as a child on Earth?
Who’s Superman's arch enemy?
88 | CNA PROGRESSION 1
Heroes in our lives
VOCABULARY • Books open. Tell students to read • Ask students the question in
the example. Then divide them Activity 2c and ask them to work
2.
into pairs and ask them to match in pairs and add their ideas to the
GOALS
the superpowers to the pictures. list in their books. Set a time limit
• Introduce and Tell students to come up with two of about two minutes and move
contextualize other superpowers. If necessary, around the room to check their
language related to use the illustrations to teach them performances.
the topic of the unit the vocabulary items being dealt
• Activate previous • When time is up, ask students to
with. While students work, walk share their ideas with the whole
knowledge around the room and offer help
• Encourage students class.
when necessary.
to express their
views concerning • When students are done, check
superpowers and their work with the whole class Answers
superheroes and encourage them to share the Refer to the reduced page of
sentences they have created. the Class Book for answers.
6
3
5
2
1
4
TEACHER'S BOOK | 89
7 UNIT
READING
3.
Answers
Refer to the reduced page of
the Class Book for answers.
3
2
1
4
90 | CNA PROGRESSION 1
Heroes in our lives
TEACHER'S BOOK | 91
7 UNIT
SPEAKING
5.
Answers
Refer to the reduced page of
the Class Book for answers.
92 | CNA PROGRESSION 1
Heroes in our lives
SPEAKING • Books open. Work with the whole • Then ask students about
class. Go over the items in the box the opposite kind of people.
6.
in Activity 6a and ask students to Encourage them to say what they
GOALS
come up with complete sentences. don’t like about people. Help
• Further practice of Model the interaction with a them use who appropriately. Go
language used to student. For example: over the example in Activity 6b
identify people by Teacher: What kind of people do and carry out the same procedure.
using relative clauses you admire?
• Expand students’ • When students are done, have
Student: I admire people who tell them share their answers to
vocabulary related to
the truth. Activities 6a and 6b with the
their feelings towards
people • Ask three more students and whole class. At this point, teach
• Allow students then tell them to write their own them other ways to express their
an opportunity to sentences. While they work, walk likes and dislikes about people
practice and develop around the room and offer help if and how to agree and disagree
their speaking skills necessary. 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.
TEACHER'S BOOK | 93
7 UNIT
GAME
7.
8.
(teacher) AWARENESS
this time with a new
focus
• Allow students • Students are supposed to give GOALS
an opportunity to hints using who. Give them an • Raise students’
practice and develop example: awareness of relative
their speaking skills clauses using who
This person is a person who teaches • Offer students an
• Add an element of
children. opportunity to
fun to the class
• Divide the class into two teams practice the new
and ask them to challenge each language and review
• Books closed. Photocopy the cards other. In turns, they should draw language previously
available in the Resource Pack, a card from the bag and make a dealt with
page 187, Occupations, cut them sentence using who so the other
out, and put them in a bag. team can guess the occupation
• Books closed. Ask students to
provide examples of sentences
they have used in the unit so far
to identify people.
• Books open. Go over the example
in the students’ books and ask
them if they remember the
listening passage where that
language sample was taken
from. Ask them to read the five
sentences provided and underline
the relative clauses in each one.
Set a time limit of about one
minute and move around the
Who room to give help if needed.
• When time is up, check answers
with the whole class and tell
students to do Activities 8b, 8c,
educator/kids and 8d in pairs. Set a time limit of
children
people about three minutes and move
men and women around the room to give help if
people needed.
• When time is up, draw students’
attention to 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 positive difference in the
world and write two sentences
identifying them in the space
provided in Activity 8e. Give them
about two minutes to write their
sentences. While they write, move
around the room and offer help if
necessary.
94 | CNA PROGRESSION 1
Heroes in our lives
• When time is up, tell students to • Ask students if they know who person they admire and write
share their work with the whole Ayrton Senna and Zilda Arns were. a short paragraph about him/
class. Elicit information about them and her in Activity 9d. Set a time
write them on the board. Take the limit of about five minutes and
opportunity to ask students if they move around the room to check
Answers think these people are heroes and students’ performances.
Refer to the reduced page of why. • When time is up, invite students
the Class Book for answers. • Pair students up and ask them to to share their work with the whole
do Activity 9c. Allow them about class.
two minutes for the task. While
they work, walk around the room
READING and offer help if needed. Answers
9.
TEACHER'S BOOK | 95
7 UNIT
10
.
VOCABULARY • Books open. Divide students into
pairs and ask them to put the
students repeat the words. Ask
them which words could be
(track 27) words in the box in the correct used to describe a hero. Use this
categories. Go over the words with question to challenge stereotypes
GOALS them and ask about the meanings as much as possible. Ask them,
• Introduce and review they may not know. Instead of for example, if heroes can be
words related to providing explanations, elicit the short, thin, or otherwise not fall
describing people meanings first. Next, use examples, into the classical description of
• Build up student’s synonyms, or opposites to teach superheroes who are usually tall
lexical repertoire them. Set a time limit of about and strong.
two minutes and move around
the room to give help if needed.
• Books closed. Ask students • When time is up, check answers Answers
about ways to describe people. with the whole class. Refer to the reduced page of
Elicit words related to physical • Next, play the audio and have the Class Book for answers.
appearance and personality.
PRONUNCIATION
.
11
(track 28)
GOAL
• Introduce and
provide practice
of a pronunciation
pattern: series
Answers
Refer to the reduced page of
the Class Book for answers.
96 | CNA PROGRESSION 1
Heroes in our lives
SPEAKING • Then ask students to think about • When students are done, ask
. someone they find attractive and them to share their lists of words.
12
list three characteristics of this Encourage them to practice the
GOALS person. Tell them not to think intonation pattern dealt with in
• Offer language hard, but to write the three first Activity 11. Write all the words the
practice related to the words that come to their minds. students have mentioned on the
topic of the unit Ask them to do the same about board. Ask them if they would like
• Encourage the use of a person that annoys them or to add any other words and help
new vocabulary items makes them feel uncomfortable. them do so.
• Allow students Again, they should write down the • Ask students if they think they
an opportunity to first three words that come into have all those characteristics.
practice and develop their minds. Tell them they do not Allow plenty of room for them to
their speaking skills have to write the persons’ names offer disagreement.
or say who they are. As they write,
walk around the room and help
• Books closed. Explain the meaning them if necessary.
of the word flaw and ask students Answers
to share one of theirs. Refer to the reduced page of
the Class Book for answers.
• Books open. Go over the words in
Activity 12a and ask students to
match the opposites. Ask them
how they feel about the words on
the right. Talk about how difficult
it is for us to 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
a time limit of about two minutes 5
and move around the room to 6
give help if needed. 3
2
• When time is up, ask students if 1
they have questions about the 4
text and have them comment on
it. Ask them whether or not they
agree with the statement and why.
TEACHER'S BOOK | 97
7 UNIT
SPEAKING
13
.
example, firefighters are connected
to acts of heroism. Ask them
agreement and disagreement to
talk to their classmates. Set a time
about animals. Are there any that limit of about three minutes for
do heroic things? Ask them to give the discussion. While students
GOALS any examples of these. work, move around the room and
• Offer language check their performances.
• Books open. Go over the words
practice related to the
in Activity 13a and tell students
topic of the unit
what they think. Ask them to add
• Recycle vocabulary LISTENING
two more occupations and explain
items related to
.
14
what kinds of heroic acts they
occupations (track 29)
evoke. Then ask them what kinds
• Allow students
of people are never associated to a
an opportunity to
hero and why. GOALS
practice and develop
their speaking skills • Divide students into groups of • Practice the language
three and ask them to read the studied in the unit
information in the boxes. Make • Practice listening
• Books closed. Ask your students sure students understand them. strategies
what kinds of people are usually Then ask them to express their
associated with heroes. For opinions and use expressions of
• Books open. Ask students to look
at the pictures. Elicit the people’s
physical characteristics. 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 identify the
people mentioned. They should
write the people’s names under
the correct pictures.
• When students are done, tell them
to compare their answers with a
classmate’s. Then check them with
the whole class.
Answers
Refer to the reduced page of
the Class Book for answers.
98 | CNA PROGRESSION 1
Heroes in our lives
.
the text and answer Activities 16a
15
16
and 16b. Set a time limit of about
GOAL GOALS three minutes and move around
• Present and recycle • Develop and practice the room to give help if needed.
vocabulary items reading strategies • When time is up, ask students
related to physical • Offer room for to compare their answers with a
descriptions language practice classmate’s before you check them
• Develop and expand related to life with the whole class.
students’ lexical experiences • Tell students to work in pairs and
repertoire discuss the questions in Activity
16c. Allow them three minutes
• Books closed. Ask students if they for the discussion and move
• Books closed. Ask students how know of anyone who’s considered around the room to check their
you can describe a person (by a hero. Ask them why this person performances.
mentioning physical characteristics is considered a hero. If no one • When time is up, check answers
and personality traits). You may comes up with an example, invent with the whole class.
want to check students’ previous a story about a person you met
that was a hero to many because
knowledge by asking them he/she had done so many unusual
questions such as: things. You may use the text as a Answers
Do you have a boyfriend or reference. Refer to the reduced page of
girlfriend? the Class Book for answers.
What does he/she look like?
Is he/she tall?
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 1
person such as color of eyes and 6
hair. Take the opportunity and 2
draw their attention to the word 11
elderly, which is considered more 18
politically correct than old. Ask 12
10
them to do Activity 15a. Allow 20
them about two minutes and 17
move around the room to give 19
help if needed. 7
• When time is up, divide students 16
14
into pairs and tell them to check 15
their work. Go over the example 3
in their books and let them work. 5
Move around the room and check 4
students’ performances. 9
13
• When students are done, check 8
answers with the whole class.
Answers
Refer to the reduced page of
the Class Book for answers.
TEACHER'S BOOK | 99
7 UNIT
.
at the reading passage in Activity
.
18
17
AWARENESS
16 again and find the parts that
GOALS
describe the main character. Ask
GOAL them to say which parts refer to • Provide language
• Raise students’ physical description and which to practice related to the
awareness of language personality. topic of the unit
used to describe • Provide an
• Divide students into pairs and ask opportunity for
people physically them to do Activity 17. Set a time
and talk about their students to express
limit of about one minute and their opinions in
personality traits walk around the room to offer English
help if needed. • Allow students
• Books closed. Ask students to • When time is up, check answers an opportunity to
give you examples of language with the whole class. practice and develop
used to describe people’s physical their speaking skills
characteristics. Then ask them to
give you examples of language Answers
used to describe people’s Refer to the reduced page of • Books closed. Ask students
personality traits. the Class Book for answers. about their ideal teacher, friend,
or romantic partner and elicit
adjectives to describe them.
• Photocopy the charts available
in the Resource Pack, page 188,
Descriptions, and give one chart to
each student in class.
• Ask students to write three
He was the author’s grandfather. adjectives to describe these ideal
people in the first column of the
chart. As students write, move
around the room and offer help if
necessary.
• When students are done, tell them
to walk around the room and
interview three classmates. Model
the activity with students before
they start. Say:
Teacher: What’s your ideal friend
like?
Student 1: In my opinion, a friend
He was kind, generous, and open-minded. should be generous,
He traveled around the world, he studied in Belgium, worked as a waiter in Holland, and
got married in Italy. patient, and caring.
He could sing, dance, and play the guitar.
Because he wanted to change the word and he had humanitarian ideas about life and
people, morals and ethics. He inspired his grandson to become a compassionate person.
Teacher: What does your ideal
Since the whole description is in the past, his grandfather is
probably dead.
romantic partner look
like?
Student 2: My ideal romantic
partner should be tall
and have green eyes and
1 2 black hair.
• Let students work. Move
2 1 around the room to check their
performances. When they are
done, have them share their
answers with the whole class.
.
.
20
communicative functions
19
listed and, in pairs, encourage
GOALS GOAL students to come up with the
• Add an element of • Provide students corresponding language points.
fun to the lesson with an opportunity Ask them to rate their skills. They
• Provide extra practice to come up with may refer to the specific language
of language related to an overview of the content in the unit. Monitor the
describing people language worked activity at all times and offer help
• Foster collaborative on throughout if necessary.
learning strategies the unit for the • When students are done, have
purposes of reviewing, them share with their classmates
summarizing, and the most meaningful findings
• Books closed. Divide students into self-evaluating
two teams. Tell each team to think about their own learning
about five people. These people processes. Discuss questions
may be famous or someone they related to study habits, and the
all know such as a student in class importance of keeping up with
or the teacher. Give teams two the language through the Web
minutes to write down the names Lessons, the Grammar Tips
of a people they have thought section, and so on.
about.
• Students should take turns asking
about the opposing team’s person
in order to guess who it is. Only
four questions are allowed.
• Model the game with students
before they start playing it. Write
some examples of questions on
the board and elicit some others.
For example:
Is it a man or a woman?
Is he/she famous?
What’s his/her nationality?
What does he/she look like?
What is he/she like?
• At the end of the game, the team
that can guess the most names
wins.
GAME
1.
SPEAKING • Books open. Pair students up. • Before students start talking, elicit
Tell them to mentally choose a the language to be used in the
2.
picture. They should take turns activity. If necessary, model the
GOALS
describing what the chosen activity with one student. Give
• Practice describing person looks like so their partners students about five minutes to
people and what they can guess who the person is. interact. While they talk, move
are wearing around the room and help them
• Activate and recycle if necessary. If necessary, carry out
language which has remedial work.
been worked on
previously
• Allow students
an opportunity to
practice and develop
their speaking skills
4.
3.
GOALS
• Practice describing
people and giving
opinions
• Activate and recycle
language which has
been worked on
previously
• Allow students
an opportunity to
practice and develop
their speaking skills
• When time is up, ask students to SPEAKING • Explore the pictures in the
report their findings and compare students’ books and elicit language
6.
their descriptions. If necessary, to be used in the activity. Give
carry out remedial work. GOALS them about five minutes for the
• Activate and recycle interaction. While they talk, move
language which has around the room and help them if
been worked on necessary.
previously
• When time is up, ask students
• Allow students
to report their findings and
an opportunity to
compare their recommendations.
practice and develop
If necessary, carry out remedial
their speaking skills
work.
What s
hould
I do?
AFTER ACTIVITY 3
an body on two sheets of blank stickers.
• Before class, write the parts of the hum
give each team a sheet of stickers. There
Then divide students into two teams and
both sheets.
must be the same parts of the body on
uld
r. At your command, team members sho
• Ask each team to choose a voluntee
ect parts of the body. Set a time limit of
stick their stickers on the volunteers’ corr
about one minute.
of
rs have the stickers on the correct parts
• When time is up, check if the voluntee of the
sticker that is on the correct part
their bodies. Teams score a point for each
t points wins the game.
volunteers’ bodies. The team with the mos
SUGGESTED DEFINITIONS
A document you need when you travel
by plane. (passport)
You need this to get into some foreign
countries. (visa)
You have the right to this after working
for a company for one year. (vacation)
The type of trip executives usually take
. (business)
A document you use to identify yourself
. (ID)
You go to this place to catch a plane. (airp
ort)
A synonym for money. (cash)
You use it to get information about a plac
e you are visiting. (travel guide)
You need it in case you have an emergen
cy while traveling. (health insurance)
You move from one place to another by
using means of transportation and taki
luggage. (trip) ng
Things such as necklaces, bracelets, or ring
s. (jewelry)
You need this to drive in a foreign country
. (international driver’s license)
5
L e t ,s t a
UNIT
ke a tr
ip!
Heroes
our liv in
es
AFTER ACTIVITY 17
e
each student in class and tell them to writ
• Distribute a blank sheet of paper to
their names on the top of it.
smate
Tell them to give their sheets to the clas
• Students should be sitting in a circle.
e a new sheet of paper with the name of
sitting on their left. Students now will hav
to write a characteristic they think that
a classmate written on the top. Ask them
next student sitting on their left.
person has and move their sheets to the
with
edure until they get the sheet of paper
• Students should follow the same proc
their own names on the top.
acteristics their classmates have written
• Give students a minute to read the char the
Ask them if they agree or disagree with
about them. Then open the discussion.
g they ’d like to change about themselves.
characteristics given and if there’s anythin
1
Information GOALS
Gap Activity • Practice talking about what someone did over the weekend
1
• Allow students an opportunity to develop their speaking skills
Information GOALS
Gap Activity • Practice talking about someone’s trip
2
• Allow students an opportunity to develop their speaking skills
2
Information GOALS
Gap Activity • Practice asking for and giving advice
3
• Allow students an opportunity to develop their speaking skills
• Books open. Divide students into advice on the even numbers. Tell
pairs, Students A and Students them that the advice they will
B, and ask them to refer to the give is obvious because of the
corresponding page at the back sentences given.
of their books and not show it to • Tell students they should form
their partners. embedded questions. Elicit
• Explain that Students A and the questions they should ask
Students B should take turns and model the activity with a
asking for and giving advice on the student. Set a time limit of about
issues given. Students A should ask five minutes and move around
for advice on the odd numbers the room to check students’
and Students B should ask for performances.
Information GOALS
Gap Activity • Further practice describing what people are wearing
4
• Allow students an opportunity to develop their speaking skills
• Books open. Divide students into asking about and describing what
pairs, Students A and Students the people in the box are wearing
B, and ask them to refer to the so that they complete the missing
corresponding page at the back names.
of their books and not show it to • Model the activity with students.
their partners. Set a time limit of about seven
• Explain that Students A and minutes and move around
Students B should take turns the room to check students’
performances.
3
Information GOALS
Gap Activity • Discuss shopping habits and ways of avoiding excess consumerism
5
• Allow students an opportunity to develop their speaking skills
• Books open. Write the word • Tell students to fill in the chart
shopaholic on the board and ask with their partner’s answers and
students if they know what it add up the total when they finish.
means. Explain the meaning and Ask students to read their results
divide students into pairs. Tell and discuss whether or not they
them to interview each other to agree with them. Students should
find out whether or not they are give their classmates advice if they
shopaholics. find out they’re shopaholics.
Information GOALS
Gap Activity • Practice the vocabulary previously studied
• Giving commands for performing an action with a technological device
6
• Allow students an opportunity to develop their speaking skills
6
Information GOALS
Gap Activity • Practice talking about the future
7
• Allow students an opportunity to develop their speaking skills
Information GOALS
Gap Activity • Practice describing people’s physical appearance
8
• Allow students an opportunity to develop their speaking skills
1
THE SIMPLE PAST TENSE
We use the simple past tense to talk about situations that happened at a specific time in the past. Study the
examples:
We form the past of most verbs by adding -ed to their base form. Study the examples:
visit I visited my family last weekend.
Some verbs change their spellings in the past. Study the examples:
• For verbs ending in -e we add -d. Study the • For verbs ending in a consonant + -y, we drop
examples: the -y and add -ied. Study the examples:
decide decided try tried
agree agreed cry cried
• For one syllable verbs ending in a single • For verbs with two or more syllables ending
vowel and a consonant, we double the last in a single vowel and consonant whose
consonant. Study the examples: final syllable is stressed, we double the last
tip tipped consonant. Study the examples:
stop stopped refer referred
prefer preferred
The past form of verbs is the same for all persons. Study the examples:
] ]
I I
You You
He He
She She
It looked happy yesterday. It ate pizza last night.
We We
You You
They They
To make interrogative sentences in the past, we use the auxiliary verb did and the main verb in the infinitive
without to. Study the example:
A: Did she go to the party with Bob?
B: Yes, she did.
A: Where did they meet?
B: At her place.
A: And did they like the party?
B: Yes, they did.
To make negative sentences in the past we use the auxiliary verb did + not (didn’t) and the main verb in the
infinitive without to. Study the example:
A: How did Lucy get home?
B: Well, Jeff 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 upset because she understood it wasn’t his fault.
1
the past.
AFFIRMATIVE NEGATIVE
GR AM MA R AC TIV ITY
Use the cues to write sentences in the simple past tense. Follow the example:
EMBEDDED QUESTIONS
An embedded question is a question that is included in another question. Notice that the position of the verb
and the subject isn’t inverted. Study the examples:
Question: What time is it?
Embedded question: Do you know what time it is?
GR AM MA R AC TIV ITY
Write embedded questions. Use the phrases in parentheses. Follow the example:
4. How long does a trip to Buenos Aires take? (Do you know)
_____________________________________________________________.
6. How much is that pair of black shoes? (Could you tell me)
_____________________________________________________________.
2
SHOULD/CAN/COULD/
MAY/MIGHT (ADVICE)
We can use the modal verbs should, can,
could, may, and might to offer suggestions
and give advice. Study the examples:
GR AM MA R AC TIV ITY
Complete the sentences with should, can, could, may, and might. Follow the example:
1.
should
2. 3.
4. 5.
6. 7.
3
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 the words that go with it. Study the examples:
GR AM MA R AC TIV ITY
Fill in the blanks with the correct prepositions.
HAVE TO
We use HAVE TO to talk about obligation and necessity. Study the examples:
To go to the U.S.A., you have to get a visa.
To go to most countries in Europe, you just have to get a passport.
I want to have dinner with you tonight, but I have to finish my project first.
GR AM MA R AC TIV ITY
Fill in the blanks with the correct form of have to.
1. 2.
3. 4.
5. 6.
5
MODAL VERBS
We can use the modal verbs MAY, MIGHT, and COULD to express possibility or probability, SHOULD to
express suggestion, and CAN to express ability. Study the examples:
I may talk to Helen on Monday, but I’m not sure I’ll see her.
GR AM MA R AC TIV ITY
Fill in the blanks with the correct form of may, might, can, could, or should.
VERBS OF PREFERENCE +
GERUND & INFINITIVE
Verbs such as LOVE, LIKE, HATE, and PREFER can be followed by verbs in both the infinitive form or the gerund.
However, there’s a slight difference between the two forms. The gerund expresses liking while the infinitive
expresses habitual preference, something we consider right, useful, or wise. Study the examples:
My husband and I love traveling on our vacation.
(but)
My husband and I love to travel in September.
5
GR AM MA R AC TIV ITY
Fill in the blank with the correct form of the verbs in parentheses.
1. 2.
3. 4.
100% 0%
It will certainly It will probably It will possibly It will probably It will possibly It will definitely
happen. happen. happen. not happen. not happen. not happen.
It will rain It will probably It may rain It probably I don’t think I am sure that
tomorrow. rain tomorrow. tomorrow. won’t rain it will rain it won’t rain
tomorrow. tomorrow. tomorrow.
It is likely to It could rain
rain tomorrow. tomorrow. It isn’t likely to
rain tomorrow.
GR AM MA R AC TIV ITY
Rewrite the sentences using the verbs and expressions in parentheses. Follow the example.
136 |
2. We are not likely to find life on other planets before 2100.
CNA PROGRESSION 1 1. Vertical farms may very common in big cities by 2040.
ANSWERS
UNIT
7
RELATIVE CLAUSES
WITH WHO
Who in relative clauses helps us define or give further information about the person we’re talking about. Study
the examples:
GR AM MA R AC TIV ITY
Rewrite the sentences below using who. Follow the example.
/d/
/t/
/Id/
RESOURCE PACK | 145
1 UNIT Weather conditions
CLU ES ANSWER S
UNIT
2
1.
You have a pain in your ears. Earache.
2.
You smell with it. Nose.
3.
Your head aches. Headache.
10.
You have a pain in your Stomachache.
stomach.
Should I be a
UNIT
2
candidate for Should I start Should I go
president of this smoking? bungee jumping?
country? (Do you think?) (Do you think?)
(Do you think?)
Should I declare
Should I insult my Should I try Indian
my love to my
boss? food?
neighbor?
(Do you think?) (Do you think?)
(Do you think?)
My boss doesn’t
I feel tired all day. want to give me a I can’t learn math.
raise.
I have an
My apartment is important test,
My job is boring.
too small. but I didn’t have
time to study.
My company
I don’t love wants me to
I have insomnia
my boyfriend/ work in another
every day.
girlfriend anymore. country, but I
don’t want to go.
3
SUNGLASSES SWEATSHIRT SNEAKERS BLOUSE
ANSWER: By the
ANSWER: In 1971.
late 1990s. ANSWER: Electronic.
QUESTION: What
QUESTION: What QUESTION: What
does HTML stand
does Wi-Fi stand for? does “www” stand
for?
ANSWER: Wireless for?
ANSWER: Hyper
Fidelity (Wireless ANSWER: World
Text Marked
Internet). Wide Web.
Language.
In one year’s time… I definitely will I probably will I might I probably won’t I definitely won’t
travel abroad
get a new car
This week… I definitely will I probably will I might I probably won’t I definitely won’t
go to the movies
have an appointment with your dentist
This month… I definitely will I probably will I might I probably won’t I definitely won’t
move house
finish reading a book
In two years’ time… I definitely will I probably will I might I probably won’t I definitely won’t
write a book
take up a new course
In ten years’ time… I definitely will I probably will I might I probably won’t I definitely won’t
move countries
retire
Tomorrow… I definitely will I probably will I might I probably won’t I definitely won’t
eat out
meet some friends
Before the end of this year… I definitely will I probably will I might I probably won’t I definitely won’t
go on vacation
travel with your family
In five years’ time… I definitely will I probably will I might I probably won’t I definitely won’t
buy a house/apartment
get married
Before your birthday… I definitely will I probably will I might I probably won’t I definitely won’t
lose weight
get a new cell phone
Today… I definitely will I probably will I might I probably won’t I definitely won’t
cook dinner
go to bed early
By this time next year… I definitely will I probably will I might I probably won’t I definitely won’t
6
In my opinion, technology I’m afraid I disagree. I think
is a bad thing. technology helps us a lot.
SET OF CARDS A
7
He/She teaches He/She takes care
He/She treats
at the university. of sick people.
animals. (vet)
(professor) (nurse)
He/She writes
He/She sells
articles for
He/She drives a products
newspapers
taxi. (taxi driver) at a store.
and magazines.
(salesperson)
(journalist)
He/She takes
He/She cooks
orders at a He/She teaches
food at a
restaurant. children. (teacher)
restaurant. (chef)
(waiter/waitress)
He/She treats
He/She paints He/She plays in a people with
walls. (painter) band. (musician) health problems.
(doctor)
A teacher
A friend
A romantic
partner
A teacher
A friend
A romantic
partner
A teacher
A friend
A romantic
partner
A teacher
A friend
A romantic
partner
pened
last we
ek.
Name: ____________________________________ Group: ____________
Teacher’s name: _____________________________ Date: _____________
Find the past form of go meet hear have get read see
2.
the verbs in the box wake sleep eat make buy write
in the wordsearch.
S T Y H I K M N B C R T P L K I E D S X
W V G B S A W Y H N J K L O M U H E T R
Q R E D C V F R G B T R T B N M A D E Z
W E G H I O P L M D V B N M D E S R F G
P A L O I M K J H T G F O E E C V B N F
D D S W Y G H J K L U T T T J G E R T V
E X L I D M W E N T E N J K L Q P V A G
E L O O L E W C N M O P L K I I P E T B
D K S E Z D U P W R O T E E O K R D E H
F I H Y X C L O O I J M N D H A D C W J
G E W I C V Z B J W S R F C O L G K S M
I G H E A R D E D F G B S O P P T L M K
O E W L P K U J H Y V C L Z E C V B K Y
P W R E G R T S E G A R E A T I Z O L T
L A W Z B N T H J O Y P P A D V R U O G
K W O K E Z S E R T J L T Z X W B G T R
B A B L P F G J U T E D R T G B N H B F
G V W D F N K O P L T Y H H W S D T N E
Complete the conversation with the past form of the verbs in parentheses.
3.
1
4. Look at the pictures and answer the question: What’s the weather like?
1. 2. 3.
What s
hould
I do?
Name: ____________________________________ Group: ____________
Teacher’s name: _____________________________ Date: _____________
It may be a good idea to talk to your You should talk to him. Open your
6.
mom about the benefits of having a pet.
2 heart and explain your reasons.
k I should do
what do you thin
ld do
t I think you shou
that’s exactly wha
you in class
Complete the conversation with the I wanted to talk to
arried
He wants to get m
3.
2
4. Complete the mini conversations.
A: I’m thinking of going to the beach for a few days. I’m very tired.
3. may be a good idea to make a reservation at a hotel
B: It ___________
first.
A: I’m working too hard these days. I’m really stressed out.
4. Why don’t
B: _____________________ you take a vacation?
Imagine you are faced with one of the situations below and don’t know what to do. Write a
5.
e them as
s exi st in eve ry cul tur e and are often so powerful that we tak
Old wives’ tale that what we think
ogator y term used to indicate
the truth. Old wives’ tales is a der It is assumed that
is rea lly a sup ers titi on or som ething untrue, to be ridiculed.
is tru e legend
by old wo me n cou ld not hav e credibility – it is just a kind of
a story tol d es’ tales
old er wo me n to a you nge r generation. Today, some old wiv
passed down by If not, you’ll go blind”.
mple, “You should eat carrots.
have proven to be valid. For exa ration, so, yes,
w that car rot s rea lly red uce the risk of getting retina degene
Studies sho
eat your carrots!
wiki/Old_wives’_tale
p://en.wikipedia.org/
Adapted from htt
C
help y an I
ou?
Name: ____________________________________ Group: ____________
Teacher’s name: _____________________________ Date: _____________
1. 2. 5.
4.
3.
8. 9. 10.
6. 7.
13. 15.
11. 12.
14.
16. 18.
17. 19. 20.
Co nv ers ati on 1
What size
are you?
Yes, please.
I’m looking
for a T-shirt.
3
Co nv ers ati on 2
Does it have
high-speed
Internet?
Yes, please.
I’m looking for
a cell phone.
How much
is it?
How would
you like
to pay?
1. 2. 3. 4. 5.
Complete the questions with one of the words in the box. Then answer them.
5.
with in on for on
for
a. What do you like to go shopping ______?
___________________________________________________________________________
on
b. What do you spend a lot of money ______?
___________________________________________________________________________
in mind when you go shopping?
c. Do you usually have something specific ______
___________________________________________________________________________
on before you buy them?
d. Do you usually try clothes ______
___________________________________________________________________________
with it?
e. When you buy an item of clothing, do you also buy accessories that go ______
___________________________________________________________________________
4. That’s a pretty blouse. Can I try it on? 6 I think you should see a nutritionist.
ything special.
Th e we eke nd __ __ _ kin d of boring. We didn’t do an
1. write back.
I __ __ __ __ _ Ma ry a text message, but she didn’t
2.
Prado Museum in Madrid.
Complete 3. We __________ the imming practice.
late and didn’t go to my sw
3.
the wa s tire d so I __ __ __ _ up
4. I like it.
sentences e T-shirt in Italy. I hope you
and do the 5. I ________ you a nic
on TV.
crossword 6. We _______ a movie ool on Monday.
bro the r an d I __ __ __ __ sick so we didn’t go to sch
puzzle. 7. My
use last night.
8. I _____ at a friend’s ho nderful time there!
fam ily an d I we nt to Rio de Janeiro. We _____ a wo
9. My on. I loved it!
__ __ __ __ a bo ok by Ag atha Christie on my vacati
10. I _ it all.
fathe r co ok ed pa sta . It was delicious and we ____
11. My ekend.
__ __ __ __ __ __ __ to the mountains over the we
12. We
1.
2. 3. W
W V A 4. 5.
R I 6. S A W B
O S O O
7. T I 8. 9. K U
W E N T S I G H T S E E I N G
E E L A H
R D E D 10. T
E P 11. R
12. T R A V E L E D
T A
E D
4 1 2 3
4
5. 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.
Respond to Marcela.
Jorge
Marco
Carol
Angela
L e t ,s t a
ke a tr
ip!
Name: ____________________________________ Group: ____________
Teacher’s name: _____________________________ Date: _____________
H J K L O P W Z B G E E P L E A W S V C
B W F G A E Y K L O U N H E X A S U N B
O E M B A R R A S S I N G Y C H P R Y N
R J I N G W E R F G I B P L I Q O P H E
I K I N T E R E S T I N G N T B H R F H
N O F H Y T S T W X S P L M I F T I R E
G F A E D R F J U I N U U K N E V S E I
K R W H T V B N K I R Y J T G A B E A L
Y K L O U N H J N Y I R B F H Y T D R S
L E E I N G W D O K C O N F U S E D X O
W B D D I S A P P O I N T I N G M Y I A
Z A I N G W Y H N E D H J N Y I R B N W
A D I N T E R E S T E D Q G Z P E G H Q
confused
1. Now I’m ___________________. Do we have to get a visa for all the countries we’re going to?
embarassing to ask, but how much money are you going to take with
2. This is really ___________________
you on our trip?
boring
3. The trip was really ___________________. It rained all the time and we couldn’t do anything
intersting
___________________.
interested
4. I’m sorry, but I’m not ___________________ in visiting the local stores. I can’t stand shopping.
insteresting
5. Come on, let’s do something __________________ exciting
and __________________. How about
going rafting?
surprised
6. I’m _____________________ to know that we don’t have to get a visa to go to South Korea.
disappointing
7. Aren’t we going to Miami on our trip? That’s ______________________.
Imagine you are talking to Eva about her vacation. Complete the conversation.
4.
You: ________________________________________________________
Eva: We usually go once a year, in December.
You: ________________________________________________________
Eva: We usually go to Peruíbe.
You: ________________________________________________________
Eva: Well, sometimes we visit my grandmother who lives in a small town in the
countryside.
You: ________________________________________________________
Eva: When we go to Peruíbe, we stay at a small hotel at the beach. When we visit
my grandma, we stay at her place.
You: ________________________________________________________
Eva: In Peruíbe we stay about a week or 10 days. At my grandma’s we stay two
weeks. We sometimes spend Christmas with her.
You: ________________________________________________________
Eva: In Peruíbe we go to the beach in the morning, go home for lunch, and then
play volleyball in the afternoon. We sometimes go out in the evening for
pizza or ice cream.
5
5. a. You are searching some travel websites and you find the following post. Take a look at it
and answer the questions.
What is her post about?
It's about traveling.
Who is she writing to?
To Internet users.
Hi, everyone!
My husband and I are going to travel to Europe for the first time. We live in São Paulo,
Brazil, and are going to spend three weeks there. We’re planning this trip at the last minute
because we didn’t know we would have some time off. We’re both teachers and are very
excited about this trip. Because this is our first time, we are worried about traveling from
place to place.
We would like 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-Michel,
Versailles, and other small towns.
Could you give us suggestions on how to get from London to Amsterdam and from
Amsterdam to Paris? Could you also tell 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’m a little confused with so many
travel websites.
We are 28 and 30. We love art, architecture, and food. I personally would love to see a few
museums, castles, and churches here and there. We would also like to go to fun pubs and
clubs. It would be a good idea to have a list of some good restaurants, too. Thank you so
much for your help! We really appreciate it.
Best regards, Rachel
• The place you are going to, 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 stay.
• Why you decided to go to this place.
1. What do you use this for? 3 They read, talked, and listened to the radio.
2. How do you take a picture 5 If you want my honest opinion, I don’t think
with this cell phone? so. I think there will be more and more devices
3. How did people have fun for us to handle.
in the past?
4. Do you think people will 6 I think that will happen before 2030.
live longer in the future? 1 You use it to text people and answer e-mails.
5. Will technology make our 4 It’s very likely with all these breakthroughs in
lives easier in the future?
medicine.
6. When do you think we
will have holographic 2 It’s easy. Tap on the camera icon. Focus and
televisions? then tap to take a picture.
touch
select
open
Complete the text with the verbs in the box. touch
3.
tap
type
HOW TO POST A VIDEO FROM YOUR open
TABLET TO SOCIAL MEDIA SITES
a. Rewrite the statements below using one expression from each box. Follow the example.
4.
6
5. a. Read the text and circle the correct options.
1. First paragraph 3 we present the opposing viewpoint and give examples or reasons.
4. Last paragraph 1 we present the topic and state our opinion clearly.
Heroes
our liv in
es
Name: ____________________________________ Group: ____________
Teacher’s name: _____________________________ Date: _____________
1. Who’s your hero? 3 Martin Luther King, Jr. He was an American pastor, activist, humanitarian,
2. What’s your and leader in the African-American Civil Rights Movement. He fought
definition of a discrimination against black people in the United States.
hero?
3. In your opinion, 4 He’s tall and thin, has brown eyes, and short black hair.
who is an 1 My Mom is my hero. My father died a few months after I was born
international hero? and she worked hard and raised me by herself.
4. What does your
boyfriend look 6 They’re Beverly and Harris, my friends who have a rock band.
like?
2 In my opinion, a hero is someone who sacrifices his or her life to
5. What is your
mother like? save the world.
6. Who are they? 5 She’s intelligent, honest, and determined.
1.
2.
3.
4.
5.
6.
S E R T G H J N V S Y O U N G W
A L D F F I N G H E D F R B M S
C O M P A S S I O N A T E E A D
W Y Y W M S J H N Y R E W R D O
H A R F O K F R E Z E L Z V O V
N L N R U R F V S V T L R G R E
M T M Y S O R U T B H A B H A R
S Q E H P E D E D T G B I W B W
E X D C O U R A G E O U S D L E
L B C D K I P M V X A X C J E I
F N D E T E R M I N E D E K F G
I M O G T R F V C S W V O L E H
S O E I D E A L I S T I C E N T
H P N U O P L T H S W E C C E O
E L T E T Y H T A L L W O X R R
I M Y D R Z M H L Y Y W B Z G T
C K I N D P L I Z W T B E W E G
X S S D R T G N E X N N A S T B
W E Z S D G H J Y J A J U O I N
O P E N M I N D E D D U T P C E
Z W A E G H J K L V A N I I E R
T A T T R A C T I V E T F E D O
J Q Z E G B N M U E C V U R E L
I N T E L L I G E N T W L N Z D
7
5. Choose four adjectives and write sentences describing people you know.
1.
2.
3.
4.
1. loyal 5 intelligence
2. arrogant 1 loyalty
3. compassionate 2 arrogance
4. honest 3 compassion
5. intelligent 6 idealism
6. idealistic 4 honesty
Who is your hero? What makes this person a hero in your opinion?
ordinary
of he ro es . He ro es m ay be famous or just
t kinds
There are many differen
people. money to
es be ca us e th ey do nate large amounts of
me hero ample, donated
Some celebrities beco wo rld . Sandra Bullock, for ex
le aro un d th e tsunami
help the lives of peop s after th e de va stating earthquake and
the Red Cr os poor people in
one million dollars to na te d on e million dollars to the
a Jolie als o do
in Japan, and Angelin
Afghanistan. saw a woman
rit y th at di d a he ro ic act. In 1996, Cruise
Tom Cruise is anothe
r celeb called for help and
. Th e drive r didn’t stop, so Cruise
get hit by a car in Los
An ge les lance to the
lan ce ar riv ed . He th en followed the ambu
stayed with her until
the ambu urance, he paid the
un d ou t th at sh e di d not have health ins
fo
hospital, and when he
hospital bill himself.
e:
3. According to the articl me heroes?
ck and Angelina Jolie beco
• Why did Sandra Bullo e poor .
Because they helped th
e a hero?
• What made Tom Cruis
His goodness.
s?
you think these celebrities are heroe
4. What about you? Do
Circle the odd one out and add one more word. Follow the example.
8 UNIT
1. 2.
arm thin short
head blond loyal
shoulder caring honest
leg young idealistic
brown strong patient
hand
3. 4. 5.
tap travel guide embarrassing
touch cash exciting
click passport surprised
tablet computer boring
browse luggage interesting
look like
A: What does she ______________________?
1.
blue
B: She is tall and has ___________ hair
eyes and brown ______________.
like
A: And what is she ___________?
2.
determined
B: She is intelligent and _________________.
have to
A: I’d like to take a trip to Ottawa. What do I ______________ do?
3.
visa
B: Well, first of all, get a _____________.
go
A: Where would you like to __________?
5.
B: I’d love to go somewhere in South America.
use
A: What do you ___________ this for?
7.
B: You use it to know where you are.
8
3. What do these people look like?
Mar tin
Alb ert
Silv ia
Nad ine
1.
2.
3.
4.
1.
A: Where would you like to go?
B: I (like / ’d like) to go to an
exotic place.
A: We (will / could) go to
Morocco. What do you think?
B: That sounds like a good idea.
I (hear / heard) there are
wonderful beaches there. You
know I love (go / going) to
the beach.
A: I have a friend (who / whose)
went on vacation there last
year. We can talk to him.
B: Great! Let’s do that!
2.
A: Look at this. What a
wonderful place! I (love /
’d love) to spend my
vacations there.
B: Really? It seems really
crowded there. I can’t stand
(being / to be) in places
like that.
A: Come on. It looks so
(interesting / interested).
B: Thanks, but I’m not
(interesting / interested).
3.
A: What’s a gumologist?
B: That’s an unusual occupation, isn’t it? A
gumologist is someone (who / which)
develops and tries new kinds of bubble
gum.
A: Wow, that is (fascinating / fascinated).
Actually, I’m (fascinating / fascinated)
with the process of making bubble gum.
Unit 7
Woman: She’s very tall and thin, and has shoulder-
length brown hair. She’s a model.
Man: She must be beautiful.
Heroes in our lives Number 3
Woman 1: I never saw Annette after we finished
high school.
(Track 26) Woman 2: Annette? What was her last name?
ACTIVITY 4 Woman 1: Bradshaw, I think.
Host: So here with us today is Sophia. How old Woman 2: What did she look like?
are you? Woman 1: Well, I remember she had short blond
Sophia: Thirteen. hair and beautiful blue eyes.
Host: OK. You said you wanted to tell us about Number 4
your hero. Man 1: I want you to meet my friend Tracy. She’s
Sophia: Yes! She’s a beautiful woman who’s in her twenties just like you and she’s
changing the life of lots of poor kids. single, you know.
Host: What’s her name? Man 2: Well, I don’t know... What does she look
Sophia: Louise Hunter. She’s an educator who like?
decided to build a shelter for kids who Man 1: She’s not very tall and she’s a little
live on the streets. At the beginning, she overweight, but she has long red hair and
took them to her own home. Then she beautiful blue eyes.
got public money and rented a house. Man 2: Red hair and blue eyes? She must be very
pretty.
Unit 8 Ted:
Lynn:
Ted:
See that tall guy over there?
The one in the plaid shirt?
No, the one with curly brown hair, in the
blue T-shirt.
Putting it all together. Lynn: Yes. Who’s he?
Ted: His name is Phil. He’s my best friend.
(Track 30) Lynn: He seems like a nice guy.
Ted: He is! He is intelligent and determined.
ACTIVITY 3 He says he wants to marry you.
Phil: Oh my! Look at her! Lynn: C’mon, Ted. Knock it off.
Ted: Who? Ted: Seriously. He’d really like to meet you.
Phil: The blonde over there. Maybe I could introduce you guys and
Ted: There are at least three blondes across you could get a drink or something.
the hall. Who exactly are you talking Lynn: Hmm, he’s cute. Maybe we could. Who
about? knows?
Ted: Is that a yes?