CNA Progression 2 TP

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2 | CNA PROGRESSION 2
© Copyright Editora CNA - 2015
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www.cna.com.br
Dados Internacionais de Catalogação na Publicação (CIP)
 (Câmara Brasileira do Livro, SP, Brasil)
 Vieira, Maria Rita Corrêa
 CNA progression 2 : teacher's pack / Maria Rita
 Corrêa Vieira, Sérgio Luis Monteiro da Silva. -- 
 2. ed. -- São Paulo : Editora CNA, 2014.
 1. Inglês - Atividades, exercícios etc. 
 2. Inglês - Estudo e ensino I. Silva, Sérgio Luis 
 Monteiro da. II. Título.
 
14-13232 CDD-420.7
 Índices para catálogo sistemático:
 1. Inglês : Estudo e ensino 420.7
Senior Writers
Maria Rita Corrêa Vieira
Sérgio Luis Monteiro da Silva
Director of Education
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0020141007
For CNA Progression 2 every effort has been made to trace 
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amendments at the first opportunity.
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 TEACHER'S BOOK | 3
Introduction
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.
4 | CNA PROGRESSION 2
Course
 
Compo
nents
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.
 TEACHER'S BOOK | 5
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.
6 | CNA PROGRESSION 2
Structu
re
CNA PROGRESSION 2 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.
 TEACHER'S BOOK | 7
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. 
Information Gap Activities
These activities have been specially written to provide students with authentic opportunities to communicate. 
As the name says, the activities require that students interact so that information can be exchanged and the 
“missing gaps” can be filled. Careful instructions on how to perform these activities should be given so that 
the information gap element is not ruined – often the activities require that one student should not see his or 
her partner’s card – and students understand what conversation is to be carried out. Therefore, some language 
elicitation and modeling may be required. It is also highly advisable that you spend a few minutes when the 
activity is over talking to students about what they found difficult as well as finding out if anyone wanted to say 
something but did not have the necessary language to do so. This may also be a good moment to go through 
mistakes students may have made and carry out remedial work.
Feedback Time
The focus of the Feedback Time 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.
What else could you say?
The What else could you say? boxes offer students different language components to express the same 
communicative functions. Students thus expand and diversify their communicative repertoire. It is important 
to show students that they can say the same thing in different ways. However, you should use your discretion 
as to decide how far to explore and demand the use of such language. For example, if you see that your 
students already know and can use the target language in the activity, you may decide to explore the ones in 
the corresponding What else could you say? box. These boxes are useful too when there’s a little extra time and 
you think students would benefit from further practice.
Did you know...?
The Did you know…? boxes occur in different parts of the material with the aim of broadening students’ 
knowledge of the language or their English-speaking world. These boxes provide them with information related 
to the theme of the units. It is important that you go through the information in them with students and give 
more examples if necessary.
8 | CNA PROGRESSION 2
page 14
page 10 page 28
page 42
page 56
Go ahead!
Communicative goals
•	Review	of	the	main	language	
items of CNA Progression 1
Vocabulary
•	Review	of	the	main	language	
items of CNA Progression 1
STARTER
UNIT
UNIT
Memories
Communicative goals
•	Talking	about	important	past	
events
•	Telling	someone	about	the	last	
time you did something
•	Talking	about	what	you	used	to	
do when you were a child
•	Making	comparisons
•	Asking	questions	to	keep	the	
conversation going
Language awareness
•	Used	to
•	Comparative	(cheaper than)
•	Tag	questions
Vocabulary
•	Kids’	games
•	Language	for	comparison
Pronunciation
•	Number	of	syllables	in	a	word:	
one-syllable: safe
UNIT
Crime doesn’t pay
Communicative goals
•	Talking	about	what	people	were	
doing when something else 
happened
•	Talking	about	incidents	in	the	
past
•	Describing	a	car	accident
•	Describing	incidents	in	the	past
Language awareness
•	Past	continuous
•	Present	perfect	(1)	for	indefinite	
time in the past
•	Adjectives	and	adverb	formation
Pronunciation
•	Sentence	stress	and	rhythm
Vocabulary
•	Words	related	to	car	accidents
Process writing
•	Writing	an	account	of	an	
accident
UNIT
Are you ready 
to work?
Communicative goals
•	Talking	about	occupations
•	Talking	about	what	you	like/
dislike doing
•	Talking	about	what	you’re	good	
at, skills, and abilities
•	Talking	about	choosing	a	career/
job
•	Talking	about	how	to	get	ready	
and how to behave during a job 
interview
•	Asking	and	answering	questions	
during a job interview
Vocabulary
•	Personality	traits
•	Collocations:	cope with, 
interested in, etc.
Pronunciation
•	Stressed	syllable
•	Sentence	stress	and	rhythm
Language awareness
•	Verbs	and	adjective	+	
prepositions followed by verb in 
the -ing form
•	Superlative (the proudest)
UNIT
Putting it all 
together.
Communicative goals
•	Review	of	Units	1	to	3
Vocabulary
•	Review	of	the	main	language	
items already studied
 TEACHER'S BOOK | 9
Further Practice ... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 107
Information Gap Activities ... . . . . . . . . . . . . . . page 111
Grammar Tips ... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 121
Resource Pack ... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 145
Activity Book ... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 177
Audio Script .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 211
Conten
ts
page 60
page 74
page 102
page 88
UNIT
What makes 
you happy?
Communicative goals
•	Talking	about	happiness	and	
what it means
•	Talking	about	what	makes	you	
happy
•	Talking	about	healthy	lifestyles
•	Making	comparisons
Pronunciation
•	Sentence	stress	and	rhythm
•	Number	of	syllables	in	a	word
Language awareness
•	Questions	without	an	auxiliary	
verb (Who told you about social 
networks?)
•	Comparatives	of	equality,	
superiority, and inferiority
Vocabulary
•	Synonyms	(tasty – delicious)
Verbs	of	senses	+	adjectives (It 
looks delicious.)
UNIT
Modern lives
Communicative goals
•	Talking	about	your	lifestyle	or	
someone else’s
•	Talking	about	chores
•	Talking	about	things	that	
happened over a period of time
•	Talking	about	stress	and	ways	to	
deal with it
•	Talking	aboutthings	you	have	
already done and things you 
haven’t done yet
Language awareness
•	Both…	and;	either	…	or,	neither	…	
nor
•	Present	perfect	(2)	for	an	
unfinished period of time
•	Present	perfect	(3)	with	just, 
already, and yet
Vocabulary
•	Chores
Process writing
•	Writing	a	message
UNIT
So much has 
been going on 
these days.
Communicative goals
•	Talking	about	what	has	been	
happening
•	Talking	about	what	someone	
has been doing
•	Giving	advice
•	Talking	about	how	someone	
feels
•	Talking	about	ways	not	to	feel	
aggravated
Pronunciation
•	The	tap	as	in	matter
Language awareness
•	Had	better and ought to
•	Present	perfect	continuous
•	For	and	Since
•	Something,	anything,	nothing
Vocabulary
•	Expressions	related	to	emotions
UNIT
Putting it all 
together.
Communicative goals
•	Review	of	Units	5	to	7
Vocabulary
•	Review	of	the	main	language	
items already studied
10 | CNA PROGRESSION 2
0STARTERUNIT
Communicative goals
•	 Review	language	presented	
and	studied	in	CNA	
Progression	1
•	 Get	to	know	students
•	 Encourage	interaction,	
cooperation,	and	
development	of	oral	skills
1.
 SPEAKING
GOALS
•	 Review	language	
content	students	have	
worked	on	in	previous	
levels
•	 Promote	
development	of	
speaking	skills
•	 Encourage	social	and	
collaborative	learning	
strategies
•	 Books	closed.	Welcome	students	
and	introduce	yourself	briefly	if	
this	is	a	new	group.	If	there	are	any	
new	students	in	class,	ask	them	
to	introduce	themselves.	You	can	
also	ask	them	if	they	have	had	a	
nice	break	or	vacation	and	other	
things	to	get	to	know	them.
•	 Books	open.	Go	over	the	
items	in	the	table	briefly	and	
encourage	students	to	ask	you	the	
corresponding	questions	so	that	
you	can	check	their	oral	skills	and	
offer	help	if	necessary.
•	 Next,	pair	up	students	and	ask	
them	to	exchange	information	
about	themselves.	Allow	a	few	
minutes	for	them	to	fill	in	the	
table	with	their	own	answers	
first.	Encourage	them	to	ask	their	
classmates	further	questions	on	
the	topics	provided.	Model	the	
conversation	with	a	student:	
A: Tell me about your family./Do you 
have a big family?
B:		Not	really.	I	have	two	brothers.
A: What are their names? What do 
they do?
B:		Roberto	is	a	high	school	student	
and Miguel is an economist.
A: Are you married?
B:		No,	I’m	not,	but	I	have	a	
boyfriend.	His	name’s	Silvio	and	
we work at the same company.
•	 While	students	talk,	walk	around	
the	room,	observe	your	students’	
ability	to	cope	with	the	task	and	
offer	help	when	necessary.	When	
they	are	done,	move	on	to	Activity	
1b	and	ask	each	of	them	to	pick	
one	item	from	the	table	and	share	
it	with	the	whole	class.	Depending	
on	how	much	time	is	available,	
you	can	ask	students	to	share	
some	more	information.	Be	extra	
careful	with	the	new	students.	
Make	sure	they	are	introduced	
properly	and	acquire	a	sense	of	
belonging	to	the	group.
 TEACHER'S BOOK | 11
Go ahead!
2.
 GAME
GOALS
•	 Add	an	element	of	
fun	to	the	lesson
•	 Allow	students	an	
opportunity	to	review	
language	contents	
as	well	as	practice	
and	develop	their	
speaking	skills
•	 Books	open.	Have	students	work	
in	groups	of	three	or	four.	Tell	
them	they	can	use	a	coin	or	an	
eraser	as	a	marker	and	that	they	
should	place	them	on	the	Start	
square.	Explain	they	have	to	take	
turns	flipping	a	coin.	If	they	get	
heads,	they	should	move	one	
square	and	if	they	get	tails	they	
move	two	squares.	They	should	
answer	the	questions	or	carry	
out	a	conversation	based	on	the	
situations	suggested.	Whichever	
the	case	may	be,	encourage	
students	to	ask	and	answer	
appropriate	questions.	If	they	
land	on	a	square	that	says	Free	
Question	And	Answer	they	should	
choose	a	classmate	and	ask	him/
her	a	question	of	their	choice.	
•	 Each	correct	question,	answer,	and	
situation	carried	out	satisfactorily	
is	worth	one	point.
•	 If	they	land	on	an	occupied	square,	
they	should	move	on	to	the	next	
free	square.
•	 Encourage	students	to	evaluate	
their	own	work	and	keep	score.	
Walk	around	the	room	at	all	times	
and	offer	help	when	necessary.	
The	first	student	to	get	to	the	
Finish	square	ends	the	game	
for	the	group.	The	winner	is	the	
student	with	the	highest	score.
12 | CNA PROGRESSION 2
0STARTERUNIT
3.
 SPEAKING
GOALS
•	 Review	and	
consolidate	language	
dealt	with	previously
•	 Develop	students’	
communicative	
competence	in	
English
•	 Books	open.	Go	over	the	situations	
with	students	and	make	sure	they	
understand	what	each	one	is	
about.	Ask	them	if	they	have	ever	
been	in	situations	like	these	and	
how	they	felt.	If	necessary,	elicit	
some	questions	to	help	them	get	
started.	Pair	students	up	and	ask	
them	to	role	play	Situation	1.	You	
may	want	to	have	them	exchange	
pairs	and	carry	out	Situation	2.	
Situations	3	and	4	require	groups	
of	three,	so	you	may	want	to	
rearrange	the	groups.	Depending	
on	the	number	of	students,	you	
may	have	three	interviewees	(or	
just	one).	Feel	free	to	do	whatever	
is	more	appropriate	for	your	
group.	Circulate	among	them	and	
offer	help	when	necessary.	When	
they	are	done,	have	at	least	one	
presentation	of	each	situation.
•	 Alternatively,	you	may	have	
stations	in	the	classroom	where	
each	situation	should	be	role	
played.	Prepare	a	piece	of	
cardboard	with	the	situation	title	
and	ask	students	to	rotate	around	
the	room.	Every	time	they	reach	a	
station	they	should	role	play	that	
specific	situation.	Walk	around	
the	room,	help	them	change	
from	pairs	to	groups	of	three	and	
monitor	their	work.
 LISTENING
GOALS
•	 Develop	listening	
strategies
•	 Review	and	
consolidate	language	
dealt	with	previously
•	 Encourage	students	to	
think	critically
•	 Books	open.	Ask	students	to	look	
at	the	picture	a	little	bit	and	tell	
you	what	they	think.	You	may	say:	
What do you see in the picture? Is it 
common? Do people really use their 
phones everywhere and all the time?
•	 Encourage	them	to	answer	the	
question	in	Activity	4a.	You	may	
want	to	pair	them	up,	but	you	
may	also	carry	out	the	task	with	
the	whole	group.
•	 Have	students	read	the	questions	
in	Activity	4b	and	try	to	
remember	their	answers.	If	they	
can’t,	have	them	guess.	Play	the	
audio	again	if	necessary	so	that	
they	can	confirm	their	guesses.
•	 Follow	the	same	procedure	for	
Activity	4c.
•	 Play	the	audio	again	and	ask	them	
to	answer	the	questions	in	Activity	
4c.	It’s	a	good	idea	to	do	this	with	
the	whole	group	because	of	time	
constraints.
•	 Tell	students	to	get	into	small	
groups	and	discuss	the	two	
statements	in	Activity	4d.	Circulate	
among	them	and	offer	help	when	
necessary.	You	may	want	to	review	
some	language	used	to	agree	and	
disagree.	Write	it	on	the	board:
I	totally	agree.
I	couldn’t	agree	more.
I’m	sorry,	but	I	don’t	agree.
I	see	your	point,	but	remember	
that…
4.
(track 2)
 TEACHER'S BOOK | 13
Go ahead!
•	 Walk	around	the	room	and	offer	
help	when	necessary.
•	 When	time	is	up,	open	up	the	
group	and	encourage	students	to	
share	their	conclusions.
Answers
Refer	to	the	reduced	page	of	
the	Class	Book	for	answers.
Answers
Activity 4c
1. About	seven	hours	a	day.
2. The	anxiety	people	
experience	when	they	
have	no	access	to	their	
mobile	phones.
3. At	emergencies	only.
5.
 GAME
GOALS
•	 Review	vocabulary	
items	students	have	
worked	on	in	previous	
levels
•	 Foster	cooperative	
learning	strategies
•	 Add	an	element	of	
fun	to	the	lesson
•	 Books	closed.	Decide	which	topics	
you	would	like	to	include	in	this	
STOP	game.	To	make	the	game	
better	for	reviewing	language	
contents,	you	may	want	to	
eliminate	the	requirement	that	
students	have	to	write	words	
beginning	with	a	specific	letter.	
Instead,	have	them	write	the	
categories	on	top	of	the	page.	
Explain	you	will	give	them	30	
seconds	for	them	to	write	as	
many	words	as	they	can	under	
each	category.	Here	are	some	
suggestions	of	topics:
•	 Parts	of	the	body/physical	
characteristics
•	 Personality	characteristics
•	 Clothes/accessories
•	 Electronics
•	 Objects	to	take	on	a	trip•	 Feel	free	to	add	any	category	you	
think	students	need	to	review.
•	 Divide	students	in	groups	of	three.	
Depending	on	the	number	of	
students	in	your	class,	you	may	
want	to	pair	them	up.
•	 Ask	them	to	get	a	sheet	of	paper	
and	write	the	categories.
•	 Say	GO	to	start	a	round.	When	
time	is	up,	say	STOP.
•	 Ask	pairs	or	groups	of	students	
to	compare	their	words.	Explain	
that	words	repeated	by	two	pairs	
of	students/groups	are	worth	50	
points.	The	words	repeated	by	
three	or	more	are	worth	25	points.	
The	words	that	are	not	repeated	
by	anyone	are	worth	100	points.	
At	the	end	of	the	game,	ask	pairs/
groups	to	add	up	their	scores.	The	
pair/group	with	the	highest	score	
is	the	winner.
 can be responsible
 drugs and alcohol
 Does it mean
 don’t have 
 their phones
 should use
 communication
 breakfast
 dinner really enjoy our family
14 | CNA PROGRESSION 2
1UNIT
Communicative goals
•	 Talking	about	past	habits,	
facts,	and	states
•	 Talking	about	historical	facts
•	 Telling	someone	about	the	
last	time	you	did	something
•	 Making	comparisons
•	 Asking	questions	to	keep	the	
conversation	going
•	 Books	open.	Go	over	the	
questions.	Pair	students	up	and	ask	
them	to	answer	these	questions.	
Walk	around	the	room	and	offer	
help	when	necessary.	When	they	
are	done,	ask	some	students	to	
share	their	answers.
2.
 GAME
GOALS
•	 Review	the	past	
tense	of	regular	and	
irregular	verbs
•	 Provide	students	with	
an	opportunity	to	talk	
and	learn	about	some	
relevant	world	events
•	 Offer	room	for	the	
development	of	
collaborative	learning	
strategies
•	 Add	an	element	of	
fun	to	the	lesson
•	 Books	closed.	Briefly	explain	to	
your	students	that	they	are	going	
to	play	a	game	about	past	world	
events.	You	may	want	to	ask	
them	what	year	they	were	born	in	
and	tell	them	that	some	of	these	
events	happened	before	they	were	
born.
•	 Photocopy	the	cards	available	
in	the	Resource Pack,	page	147,	
World events. Divide	students	into	
two	groups	and	explain	the	first	
part	of	the	game.
•	 Tell	them	that	each	group	will	
receive	eight	cards	with	sentences	
related	to	general	history.	The	
groups	will	then	read	the	cards	
and	decide	which	dates	are	
correct.	Allow	a	few	minutes	for	
them	to	discuss	the	statements	
and	come	to	a	conclusion.	When	
they	are	done,	explain	that	the	
groups	will	take	turns	asking	each	
other	about	the	facts	on	their	
cards.	For	example,	if	Group	A	has	
the	card	with	the	sentence	The 
Brazilian	capital	moved	from	Rio	
to	Brasilia	in	1940/1950/1960,	they	
should	ask	Group	B:	When did the 
Brazilian	capital	move	from	Rio	to	
Brasilia?	In	1940,	1950	or	1960?
1.
 SPEAKING
GOALS
•	 Introduce	the	topic	of	
the	unit
•	 Foster	oral	practice	
and	interaction	in	
English
•	 Books	closed.	Ask	students	if	
they	think	it’s	important	to	know	
about	the	past	and	why.	Ask	them	
how	important	it	is	for	us	to	know	
about	the	history	of	the	world	and	
of	our	country.	Also	ask	them	how	
important	it	is	to	know	about	our	
families	and	about	our	childhoods.	
Encourage	them	to	express	
themselves.
 TEACHER'S BOOK | 15
Memories
•	 Allow	a	few	seconds	for	Group	B														
to	answer.	Then	ask	Group	A	to	
show	it’s	card	with	its	answer.
•	 Give	the	class	the	correct	answer,	
and	keep	the	score	of	each	group	
on	the	board.
•	 Then	ask	Group	B	to	take	turns	
and	ask	Group	A	the	next	
question.	When	all	the	questions	
are	over,	check	the	final	score	and	
announce	the	winner.
•	 To	wrap	up	the	activity,	ask	
students	what	world	facts	they	
have	learned	by	doing	this	activity.
Answers
The	Brazilian	capital	moved	
from	Rio	to	Brasilia	in	1960.
The	Soviets	launched	the	first	
man	in	space	in	1961.
U.S.	President	John	F.	
Kennedy	was	assassinated	in	
1963.
The	Beatles’	first	show	in	the	
U.S.A.	happened	in	1964.
The	military	took	power	in	
Brazil	in	1964.
The	first	heart	transplant	
took	place	in	1967.
Neil	Armstrong	became	the	
first	man	to	walk	on	the	
moon	in	1969.
Brazil	won	the	soccer	world	
championship	in	Mexico	in	
1970.
Elvis	Presley	died	in	1977.
The	first	test-tube	baby	was	
born	in	1968.
Sony	introduced	the	
Walkman	in	1979.
John	Lennon	died	in	1980.
IBM	introduced	the	first	
personal	computers	in	1981.
The	Berlin	Wall	in	Germany	
fell	in	1989.
In	1994	Brazil	won	the	world	
soccer	championship	in	the	
United	States	and	became	
the	first	nation	to	win	four	
World	Cup	titles.
In	1999	the	euro	became	the	
new	European	currency.
3.
 SPEAKING
GOALS
•	 Review	language	used	
to	talk	about	the	past
•	 Offer	room	for	
students	to	practice	
adverbs	of	time	
related	to	the	past
•	 Books	open.	Pair	students	up	and	
encourage	them	to	talk	about	the	
items	given.	Go	over	the	items	
to	make	sure	they	understand	
them.	You	may	want	to	elicit	
some	examples	of	adverbs	of	
time	as	well.	Model	the	example	
conversation	with	a	student	and	
carry	out	the	activity.
•	 At	all	times,	walk	around	the	
classroom	and	offer	help	if	
necessary.	When	students	are	
done,	ask	a	few	of	them	to	report	
some	of	their	findings.
16 | CNA PROGRESSION 2
1UNIT
 LISTENING
GOALS
•	 Introduce	language	
used	to	talk	about	
habits	in	the	past	
(used to)
•	 Offer	students	a	view	
of	what	life	was	like	in	
the	1960s
•	 Develop	students’	
listening	strategies
•	 Books	open.	Ask	students	to	look	
at	the	pictures	in	Activity	4a	
and	see	if	they	know	what	these	
objects	are	and	what	they	were	
used	for.	In	order	to	help	them,	
4.
(track 3)
you	can	say	that	people	used	to	
listen	to	music	on	record	players	
and	cassette	recorders	and	that	
people	used	to	watch	black	and	
white	TV.	They	used	to	type	
letters	and	other	documents	on	
typewriters.	Ask	them	to	look	at	
the	words	in	the	box	and	match	
them	and	the	pictures.	You	may	
want	to	carry	out	some	chorus	
repetition	if	necessary.
•	 Pair	students	up	and	encourage	
them	to	explore	the	six	pictures	in	
Activity	4b,	item	3.	Call	attention	
to	the	pictures	of	the	cell	phone	
and	the	desktop	computer	and	
ask	students	if	people	used	to	
have	them	in	the	past	as	well.	
Then	go	over	the	pictures	of	
means	of	transportation	and	ask	
them	if	they	know	what	a	streetcar	
is	and	if	they	have	ever	seen	
or	taken	one.	Even	though	the	
other	two	ones	are	still	means	of	
transportation	currently	used,	the	
pictures	clearly	show	that	these	
are	old	models	used	in	the	past.
•	 After	you	have	explored	all	the	
pictures,	have	them	go	over	
the	instructions	for	the	tasks	in	
Activity	4b	so	that	they	know	
what	to	listen	for.	Play	the	audio	
once.	Allow	one	or	two	minutes	
for	students	to	check	the	correct	
choices.	Play	the	audio	again	if	
necessary.	Check	answers	with	the	
whole	group.
•	 Go	on	to	Activity	4c,	and	tell	
students	to	discuss	the	sentences	
with	their	partners	and	to	decide	
if	they	are	true	or	false.	While	
they	talk,	walk	around	the	room	
and	offer	help	if	necessary.	Check	
answers	with	the	whole	group.
•	 Finally,	ask	them	what	they	like	
about	the	past	and	encourage	
students	to	express	their	views.	
Point	out	the	fact	that	it’s	not	a	
question	of	being	better,	as	the	
passage	says,	but	of	realizing	that	
there	are	good	things	about	the	
present	and	also	good	things	
about	the	past.
Answers
Refer	to	the	reduced	page	of	
the	Class	Book	for	answers.
black and white 
TV
cassette recorder typewriter record player
take the streetcar.
 TEACHER'S BOOK | 17
Memories
5.
 LANGUAGE 
AWARENESS
GOALS
•	 Promote	awareness	of	
used to
•	 Provide	students	with	
an	opportunity	to	
think	about	how	the	
world	has	changed	in	
the	last	few	decades
•	 Develop	students’	
listening	strategies
•	 Books	closed.	Brainstorm	with	the	
whole	group	what	life	was	like	in	
the	recent	past.	Discuss	things	like	
what	people	used	to	dobefore	
the	Internet	and	before	there	were	
cell	phones	or	cable	TV.	Encourage	
students	to	come	up	with	a	few	
examples	and	help	them	structure	
sentences	that	require	the	use	of	
used to.
•	 Books	open.	Go	over	the	
instructions	in	Activity	5a	and	give	
students	a	few	minutes	to	match	
the	columns.	You	may	want	to	
have	them	work	in	pairs	if	you	
think	that	will	help.	Walk	around	
the	classroom	to	observe	how	
your	students	perform	the	activity	
and	offer	help	if	necessary.	Check	
their	answers	with	the	whole	
group.
•	 Do	Activity	5b	with	the	
whole	group.	Then	help	them	
understand	the	instructions	
in	Activity	5c	so	that	they	can	
complete	the	sentences.
•	 Ask	them	to	write	their	own	
sentences	in	Activity	5d.	Allow	a	
few	minutes	and	encourage	them	
to	share	their	sentences	and	make	
comments	or	questions.
Answers
Refer	to	the	reduced	page	of	
the	Class	Book	for	answers.
3
1
4
6
2
5
 used to
 
 did use to
 didn’t use to
18 | CNA PROGRESSION 2
1UNIT
6.
 SPEAKING
GOALS
•	 Provide	room	for	
language	practice	
related	to used to
•	 Provide	students	with	
an	opportunity	to	
talk	about	habits	that	
people	used	to	have	
in	the	past
•	 Provide	development	
of	speaking	strategies	
and	interaction	
among	students
•	 Books	open.	Ask	students	to	take	
a	look	at	the	activities	listed	in	
Activity	6a	and	check	the	ones	
they	relate	to.	Encourage	them	to	
add	their	own.
•	 Put	students	in	pairs	and	tell	them	
to	share	their	answers.	Make	sure	
they	ask	complete	questions	such	
as	What did you use to do…?	or	Did 
you use to cycle to school? When	it	
comes	to	sharing	the	activity	they	
have	added,	tell	them	to	ask	What 
else did you use to do…?	While	they	
talk,	walk	around	the	room	and	
offer	help	if	necessary.
•	 Next,	tell	students	to	share	a	little	
about	themselves	in	Activity	6b.	
After	they	complete	the	table,	tell	
them	to	walk	around	the	room	to	
share	their	experiences	with	each	
other.	Give	them	a	few	minutes	
to	talk	to	as	many	classmates	as	
possible.	At	all	times	walk	around	
the	room	and	offer	help	when	
necessary.	Take	notes	of	any	
problems	and	check	them	with	
the	whole	class	at	the	end	of	the	
activity.
7.
 VOCABULARY
GOALS
•	 Introduce	vocabulary	
items	related	to	
children’s	games	and	
fun	activities
•	 Provide	interaction	in	
English
•	 Books	open.	Ask	students	to	look	
at	the	pictures	and	see	if	they	
recognize	any	of	the	games	and	
activities.
•	 Have	them	work	in	pairs	and	
encourage	them	to	match	the	
words	and	the	pictures.	Walk	
around	the	room	and	offer	help	if	
necessary.	You	may	want	to	carry	
out	some	chorus	repetition	of	the	
new	vocabulary.
•	 As	a	wrap-up,	ask	them	the	
question	in	Activity	7b	and	have	
them	share	their	opinions.
Answers
Refer	to	the	reduced	page	of	
the	Class	Book	for	answers.
7
8
4
2
1
9
5
3
6
10
 TEACHER'S BOOK | 19
Memories
8.
 READING
GOALS
•	 Develop	students’	
reading	strategies
•	 Offer	students	an	
opportunity	to	learn	
about	the	past
•	 Books	open.	Invite	students	to	
take	a	look	at	the	reading	passage	
and	infer	what	kind	of	text	it	is.	
Encourage	them	to	explore	the	
visual	aspects:	the	pictures	and	
other	details	in	the	format.	Tell	
them	to	answer	Activity	8a.	Check	
their	answers	and	ask	them	what	
cues	in	the	activity	led	them	to	
their	answers.
•	 Ask	students	to	read	the	passage	
to	answer	Activity	8b.	Walk	
around	the	room,	monitor	
their	work	and	offer	help	when	
necessary.	When	they	are	done,	
ask	them	to	compare	their	
answers	in	pairs.	Finally	check	their	
answers	with	the	whole	group.
•	 Tell	students	to	work	in	small	
groups	to	do	Activity	8c.	
Encourage	them	to	use	the	target	
language used to as	much	as	they	
can.	Walk	around	to	monitor	and	
give	help	when	necessary.
Answers
Refer	to	the	reduced	page	of	
the	Class	Book	for	answers.
hide and seek, hopscotch, ride bikes, climb trees, go roller skating jump rope
For the feeling of freedom.
All of them. However bike riding, tree climbing, roller skating and jumping rope 
could be done individually.
They kept children healthy, developed their bodies, made them strong.
20 | CNA PROGRESSION 2
1UNIT
9.
 SPEAKING
GOALS
•	 Promote	language	
practice	related	to	
used to
•	 Provide	room	for	
students	to	talk	about	
their	experience	
as	children	and/or	
teenagers
•	 Offer	opportunities	
for	development	of	
speaking	skills
•	 Books	open.	With	the	whole	class,	
go	over	the	topics	in	the	box.	Give	
students	an	example	of	your	own:
When I was a child, I used live in a 
small town in the countryside. My 
friends and I used to play outdoors. 
Now	I	live	in	a	big	polluted	city.	
•	 Ask	students	to	work	in	pairs,	
preferably	with	classmates	they	
haven’t	talked	to	yet.	Encourage	
them	to	ask	questions	with	the	
target	language	like:	Did you use to 
play indoors or outdoors? Ask	them	
to	try	to	find	as	many	similarities	
as	they	can.
•	 Walk	around	to	monitor.	When	
students	are	done,	change	
partners	and	tell	them	to	keep	
the	conversation	going.	Change	
partners	as	many	times	as	possible,	
so	they	can	get	lots	of	practice.
•	 When	they	are	done,	have	some	
students	share	their	findings	with	
the	whole	group.
10
. GAME
GOALS
•	 Consolidate	language	
related	to	habits	in	
the	past
•	 Develop	speaking	
skills	and	collaborative	
learning	strategies
•	 Add	another	element	
of	fun	to	the	lesson
•	 Books	closed.	Bring	enough	slips	
of	paper	for	every	student	in	class.	
Hand	one	slip	to	each	student	and	
tell	them	to	write	three	sentences	
about	what	they	used to	and/or	
didn’t	use	to	do	when	they	were	
younger.	Make	sure	they	vary	the	
sentences.	Give	examples	of	your	
own:
I used to play soccer.
My	family	didn’t	have	a	TV,	so	I	used	
to	go	to	my	friend’s	house	to	watch	
cartoons.
We used to live in an apartment, so 
we never played outdoors.
•	 Collect	all	the	slips	and	then	
redistribute	them	to	different	
students.	Make	sure	the	student	
doesn’t	get	his/her	own	slip.	Give	
them	some	time	to	read	the	
sentences	and	try	to	guess	who	
the	slip	belongs	to.
•	 Tell	students	you	will	give	them	a	
chance	to	confirm	their	guesses	
or	simply	find	out	who	it	is	if	they	
don’t	have	a	clue.	Explain	they	will	
have	to	transform	the	sentences	
on	their	slips	into	questions	so	
they	can	ask	their	classmates.	Give	
them	an	example	of	your	own:	Did 
you use to play hide and seek?
•	 Ask	students	to	stand	up	and	ask	
their	questions	so	they	can	find	
out	the	author	of	the	sentences.	
The	first	student	to	guess	is	the	
winner	but	let	all	the	students	
have	a	chance	to	guess	as	well.
11
. VOCABULARY
GOALS
•	 Introduce	language	
used	to	make	
comparisons
•	 Offer	room	for	
language	practice
 TEACHER'S BOOK | 21
Memories
•	 Books	closed.	Present	the	students	
with	the	following	situation:	you	
don’t	have	much	time	and	you	
have	to	go	downtown. Then	ask	
them: Is it faster to take the subway 
or drive?	Help	them	answer	your	
question	using	the	comparative	
form.	Give	them	another	situation	
if	necessary.
•	 Books	open.	Tell	students	to	match	
the	columns	in	Activity	11a.	When	
they	are	done,	check	answers	with	
the	whole	group	and	ask	them	if	they	
agree	or	disagree	with	the	sentences.
•	 Next,	pair	students	up	and	invite	
them	to	work	on	Activity	11b.	
They	are	supposed	to	read	the	
statements	and	complete	them	
with	the	words	in	the	box.	Explain	
that	these	words	are	used	to	
make	comparisons,	just	like	the	
ones	in	Activity	11a.	Allow	a	few	
minutes	for	them	to	complete	the	
sentences.	Ask	them	to	add	their	
own	idea	in	number	7.	They	should	
then	write	A (agree)	or	D (disagree)	
beside	each	one	and	discuss	them	
with	their	classmates.	Help	them	
with	arguments	they	may	need	
to	express	their	opinions.	To	wrap	
up	the	activity	you	may	ask	some	
students	to	share	their	answers	
with	the	whole	group.
•	 Note	that	some	statements	may	
accept	differentanswers	so	tell	
students	they	may	come	up	with	
other	answers	as	well.
Answers
Refer	to	the	reduced	page	of	
the	Class	Book	for	answers.
 LISTENING
GOALS
•	 Provide	students	
with	a	listening	
passage	dealing	with	
comparisons
•	 Encourage	
development	of	
listening	strategies
•	 Promote	interaction	
in	the	foreign	
language
12
.
(track 4)
•	 Books	open.	Before	you	play	the	
audio,	ask	students	to	take	a	brief	
look	at	the	pictures	and	describe	
where	the	girls	are	and	what	they	
are	doing.	
•	 Ask	students	to	read	the	questions	
in	Activity	12a.	Play	the	audio	and	
have	them	answer	the	questions.	
Have	them	check	their	work	in	
pairs	first	and	then	with	the	group.
•	 Tell	students	to	read	the	sentences	
in	Activity	12b	and	try	to	
complete	them.	Tell	them	to	
check	in	pairs	and	then	play	the	
audio.	
•	 To	wrap	up	the	activity,	talk	to	
them	about	the	advantages	and	
disadvantages	of	taking	online	
courses,	if	they	have	ever	taken	one,	
or	if	they	would	like	to	try	it	out.	
Encourage	them	to	think	about	all	
the	changes	in	education	after	the	
Internet	and	how	these	changes	
affect	their	lives.	
Answers:
Activity 12a
1. It’s	about	studying	online.
2. She’s	doing	her	homework	
for	an	online	course.
3. She	thinks	it’s	a	lot	of	
fun	and	better	than	she	
expected.
4. According	to	Kerri,	it’s	
cheaper	than	going	
to	school.	Besides,	
students	become	more	
independent	and	you	may	
learn	faster.
Answers
Refer	to	the	reduced	page	of	
the	Class	Book	for	answers.
4
2
1
3
 smaller 
 more expensive
 more comfortable 
 worse
 easier
 better
 better than
 easier than
 more complicated
 more independent faster
 cheaper than
22 | CNA PROGRESSION 2
1UNIT
13
. LANGUAGE 
AWARENESS
GOALS
•	 Promote	awareness	of	
comparison	forms	of	
adjectives	in	English
•	 Provide	language	
practice	related	to	
comparatives
•	 Books	closed.	Briefly	review	the	
comparisons	presented	in	the	
vocabulary	and	listening	activities.	
Elicit	the	adjectives	and	their	
comparative	forms.	Make	sure	the	
examples	involve	both	forms	of	
comparisons:	shorter	and	longer	
adjectives.
•	 Books	open.	Ask	students	to	read	
the	instructions	in	Activity	13a	
and	go	over	the	example	provided.	
Give	them	some	time	to	do	it	
and	check	their	answers	with	the	
whole	group.
•	 Pair	them	up	and	ask	them	to	do	
Activity	13b.	While	students	carry	
out	the	activity,	walk	around	the	
room	and	offer	help	if	necessary.	
When	they	are	done,	check	their	
answers	with	the	whole	group.	
Encourage	them	to	give	you	
other	examples	of	short	and	long	
adjectives	that	they	have	worked	
with.
•	 Move	on	to	Activity	13c	and	ask	
students	to	focus	on	the	adjectives	
good	and	bad	to	try	to	recognize	
their	comparative	forms	in	the	
sentences.
•	 Finally,	ask	students	to	do	Activity	
13d	in	pairs.	While	students	carry	
out	the	task,	walk	around	the	
room	and	offer	help	if	necessary.	
When	they	are	done,	check	their	
answers	with	the	whole	group.	Ask	
a	couple	of	students	to	take	roles	
and	act	out	the	conversation.
Answers
Refer	to	the	reduced	page	of	
the	Class	Book	for	answers.
TEACHING TIP
•	 There	are	some	variable	
comparative	forms	of	
adjectives	that	have	two	
syllables,	for	example	
healthier/more	healthy,	
friendlier/more	friendly,	but	
the	general	rule	is	the	one	
provided	in	Activity	13b	of	
the	Language	Awareness	
section.
small
expensive
interesting
easy
bad
good
1
2
 harder
 thinner
 longer
 bluer
 older
 more mature
 more beautiful
 TEACHER'S BOOK | 23
Memories
 PRONUNCIATION
GOAL
•	 Promote	awareness,	
recognition,	and	
practice	of	the	
number	of	syllables	in	
adjectives	in	English
•	 Books	closed.	Ask	students	to	
come	up	with	a	few	examples	
using	adjective	-er	and	more	+	
adjective.
•	 Ask	students	to	count	the	syllables	
of	the	adjectives	provided	as	
examples.
•	 Books	open.	Ask	students	to	
look	at	the	table	and	read	the	
examples.	Make	sure	they	notice	
that	the	final	-e in	safe is	not	an	
extra	syllable.	Give	them	other	
examples	such	as	late, nice, 
large,	etc.
•	 Play	the	audio	once,	have	them	
listen,	and	place	the	words	in	the	
correct	table.	Allow	a	few	minutes	
so	that	they	can	review	their	
answers	and	help	each	other.	Play	
the	audio	again,	have	them	listen,	
and	check	their	work	in	pairs.	
When	they	are	done,	go	over	their	
answers	with	the	whole	group.
•	 Play	the	audio	one	more	time	
so	that	students	can	repeat	the	
words	and	you	can	check	their	
pronunciation.
•	 Allow	a	few	more	minutes	for	
them	to	do	Activity	14c.	Have	
them	write	as	many	adjectives	as	
they	can	in	all	three	columns.	
Encourage	them	to	share	their	
work	with	the	whole	group.	
14
.
(track 5)
TEACHING TIP
•	 Remind	students	of	the	
spelling	patterns	for	
comparatives.	Tell	them	to	
check	the	Grammar	Tips	
section.
15
. SPEAKING
GOALS
•	 Provide	room	
for	language	
practice	related	to	
comparisons
•	 Promote	interaction	
in	the	target	language
•	 Books	open.	Pair	students	up.	Go	
over	the	instructions	and	make	
sure	students	know	how	to	carry	
out	Activities	15a	and	15b.	Before	
they	start,	and	as	a	model,	give	
your	own	example	so	you	can	
encourage	students	to	include	
additional	comments.	You	may	
say:	
I think riding a bike to school is faster 
because there are lots of bike lanes in 
town	now,	but	my	parents	think	it’s	
safer to go by bus.
•	 While	students	talk,	walk	around	
the	room	and	offer	help	if	
necessary.	Allow	a	few	minutes	
and	when	they	finish,	ask	them	to	
share	their	answers	with	the	whole	
group.
•	 Move	on	to	Activity	15c.	Ask	
students	to	write	their	own	
question.	Tell	them	to	walk	around	
the	room	and	talk	to	as	many	
classmates	as	they	can.	As	a	wrap-
up,	ask	students	to	share	the	most	
interesting	questions	and	answers.
tall
big
tough
hard
shy
easy
pretty
early
lazy
bossy
peaceful
dangerous
lenient
difficult
beautiful
24 | CNA PROGRESSION 2
1UNIT
16
. GAME
GOALS
•	 Review	and	
consolidate	language	
used	to	make	
comparisons
•	 Foster	collaborative	
learning	strategies
•	 Add	another	element	
of	fun	to	the	lesson
•	 Books	closed.	Bring	white	sheets	
of	paper	and	make	two	copies	of	
the	comparisons	cards	available	in	
the	Resource Pack,	page	148,	Let’s	
compare.	For	your	reference,	also	
prepare	a	list	of	adjectives	students	
have	studied	so	far.
•	 Divide	students	into	two	groups	
and	hand	each	one	a	card	with	
the	words	and	a	sheet	of	paper.	
Explain	to	students	that	you	will	
say	an	adjective	from	your	list	and	
that	they	are	supposed	to	write	a	
sentence	using	the	adjective.	They	
should	use	the	two	words	on	the	
card,	and	compare	them	using	the	
adjective.
•	 The	group	that	finishes	the	
sentence	first	shouts	DONE	and	
has	to	read	the	sentences	aloud.	If	
the	sentence	is	correct,	the	group	
scores	a	point.	If	not,	the	opposite	
group	will	then	have	a	chance	to	
complete	its	sentence	and	read	it.	
If	they	manage	to	do	so	correctly,	
they	score	a	point.
•	 Remind	students	to	cross	out	the	
words	already	used	on	their	cards.
•	 Go	on	with	the	game	until	all	
adjectives	have	been	used.	Keep	
the	pace	fast	to	keep	motivation	
levels	high.	If	you	feel	it’s	worth	it,	
ask	students	to	think	about	two	
words	and	an	adjective	of	their	
own	and	challenge	the	opposite	
team.	Keep	score	and	congratulate	
the	winners	at	the	end.
 LISTENING
GOALS
•	 Offer	room	for	
development	
of	listening	
comprehension	skills
•	 Provide	students	with	
an	opportunity	to	
recognize	language	
used	to	make	
comparisons
•	 Introduce	tag	
questions
•	 Books	open.	Ask	students	to	look	
at	the	picture	and	come	up	with	
ideas	about	the	characters.	Elicit	
who	those	boys	are,	where	they	
are,	what	their	relationshipis,	what	
they	are	talking	about,	what	grade	
they	are	in,	and	what	subjects	they	
are	good	at.
•	 Ask	students	to	read	the	questions	
in	Activity	17a	so	that	they	know	
what	to	listen	for.	Play	the	audio	
once	and	ask	them	to	answer	the	
questions.	Help	them	compare	
their	guesses	and	check	how	
much	information	they	were	able	
to	preview.
•	 Tell	students	to	work	in	pairs.	
Have	them	read	the	instructions	
of	Activity	17b.	Play	the	audio	
again	and	monitor	their	work.	If	
necessary,	play	the	audio	again.	
When	they	finish,	check	their	
answers	with	the	whole	group.
•	 Allow	a	few	minutes	for	them	to	
do	Activities	17c	and	17d.	Check	
if	students	can	tell	you	what	the	
questions	mean.	You	may	say:	
Are they real questions? Are they 
equivalent to saying “right”?
17
.
(track 6)
tough
buddy
earlier
 aren’t you?
 doesn’t it?
 TEACHER'S BOOK | 25
Memories
•	 Ask	students	to	work	in	groups	
of	four	and	talk	about	the	
questions	provided	in	Activity	
17e.	Encourage	them	to	exchange	
information	about	themselves	
and	their	friends.	If	they	are	still	
students	at	a	regular	school,	they	
can	speak	in	the	present,	but	if	
they	aren’t,	make	sure	they	use	the	
past	forms	they	know.	You	can	
also	ask	them	about	the	changes	
that	have	occurred	since	they	left	
elementary	school.	You	may	say:	
Are teachers tougher or more 
demanding? Is school harder?
•	 While	students	carry	out	the	task,	
walk	around	the	room	and	offer	
help	if	necessary.	When	time	is	up,	
ask	students	to	share	some	of	the	
information	they	got.
Answers
Activity 17a
1. They	are	talking	about	
Matt’s	abilities	concerning	
math	and	how	it	has	
become	tougher.
2. Matt	is.
3. Study	math	together.	Matt	
is	going	to	help	Sam.
Answers
Refer	to	the	reduced	page	of	
the	Class	Book	for	answers.
TEACHING TIP
•	 Call	students’	attention	to	the	
difference	in	pronunciation	
of	Matt	/mæt/	and	math	/
mæθ/.	Remind	that	the	th	
sound	is	made	by	putting	
one’s	tongue	between	one’s	
upper	and	lower	teeth.	Have	
them	practice	saying	both	
words.
18
. LANGUAGE 
AWARENESS
GOALS
•	 Promote	awareness	of	
language	used	to	ask	
tag	questions
•	 Review	and	
consolidate	auxiliary	
verbs	in	the	present	
and	past	tense
•	 Books	open.	Have	students	read	
the	lines	of	the	listening	activity	
and	check	the	correct	answer	in	
Activity	18a.	Help	them	infer	that	
tag	questions	are	used	in	informal	
language.
•	 Pair	students	up	and	encourage	
them	to	do	Activity	18b	together.	
Walk	around	the	room	and	offer	
help	if	necessary.	When	they	are	
done,	check	their	answers	with	the	
whole	group.
•	 Ask	them	now	to	do	Activities	
18c	and	18d	and	refer	to	the	
tag	questions	in	the	previous	
activity	in	order	to	complete	the	
sentences.
•	 Finally,	check	their	answers	with	
the	whole	group.
Answers
Refer	to	the	reduced	page	of	
the	Class	Book	for	answers.
2
4
5
1
3
8
7
6
negative
affirmative
26 | CNA PROGRESSION 2
1UNIT
19
. SPEAKING
GOALS
•	 Provide	students	with	
an	opportunity	to	
practice	and	develop	
their	speaking	skills
•	 Offer	room	for	
students	to	use	what	
they	have	studied	in	a	
real	life	situation
•	 Books	open.	Ask	students	to	read	
each	situation	and	elicit	some	tag	
questions	they	can	use.	You	may	
want	to	elicit	other	language	used	
throughout	this	unit	as	well.
•	 Pair	up	students	and	ask	them	
to	act	out	Situation	1.	Walk	
around	the	room	and	offer	
help	if	necessary.	Allow	a	few	
minutes	and	when	time	is	up	
ask	students	to	change	pairs	and	
act	out	Situation	2.	Do	the	same	
procedures	and	move	on	to	
Situation	3.	Make	sure	students	
play	both	roles.
•	 To	wrap	up	the	situation,	invite	
some	of	the	pairs	to	come	up	
front	and	act	out	the	situations	for	
the	whole	group.
20
. SPEAKING
GOALS
•	 Provide	an	
opportunity	for	
students	to	express	
and	share	their	ideas	
in	the	target	language
•	 Offer	room	for	
students	to	compare	
and	contrast	different	
arguments
•	 Books	open.	Have	students	read	
the	opinions	provided	and	think	
about	them.	Tell	them	to	get	
together	in	small	groups	and	think	
about	arguments	for	and	against	
these	opinions.	
•	 Elicit	and	review	exponents	used	
to	agree,	disagree,	and	express	
opinions.	Write	them	on	the	
board:
Expressing opinions
I	think…
It	was	definitely…
It	was	probably…
I’m	sure	it	was…
According	to	my	mom	and	
dad…
I	wasn’t	born	then,	but	
according	to	my	parents/
grandparents…
Agreeing and disagreeing
I’m	sorry,	but	I	don’t	agree.	In	
my	opinion,	…
I	agree	with…
I	tend	to	disagree.
I	see	your	point,	but…
You’re	absolutely	right.
In	my	honest	opinion,	…
The	way	I	see	it,	…
•	 Walk	around	the	room	and	offer	
help	if	necessary.	When	you	feel	
they	are	ready	to	debate	all	four	
testimonials,	tell	the	groups	who	
is	going	to	be	for	and	against	each	
testimonial.	There	must	be	at	least	
one	group	for	and	one	against	
each	one.
•	 Alternatively,	you	may	want	to	
form	two	groups	only,	one	for	and	
another	one	against	the	topics	
suggested.
 TEACHER'S BOOK | 27
Memories
•	 Depending	on	how	much	time	
you	have	left	you	may	want	to	
add	other	topics	such	as:	Life in 
the	1960s	was	better	than	today	or 
Raising	kids	in	the	past	was	harder	
than it is today. Bring	any	topic	
that	you	believe	will	be	relevant	to	
your	group	of	students.
•	 As	they	list	their	arguments,	
encourage	them	to	make	
comparisons	using	adjectives	
correctly	as	well	as	other	language	
studied	in	the	unit.
 FEEDBACK TIME
GOAL
•	 Provide	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
21
.
•	 Books	open.	Go	through	the	
communicative	functions	listed	
and	encourage	students	to	come	
up	with	the	corresponding	
exponents.	Ask	them	to	rate	their	
skills	development	related	to	each	
one	of	them.	They	may	refer	to	
the	specific	language	content	in	
the	unit.	Lower	their	anxiety	by	
making	sure	they	are	not	being	
evaluated	during	this	task.	This	is	a	
powerful	resource	as	long	as	they	
understand	its	purpose.
•	 You	may	want	to	have	students	
work	in	pairs	on	this	task.	While	
they	go	over	the	activity,	walk	
around	and	help	when	necessary.
•	 When	students	are	done,	have	
them	share	their	most	meaningful	
findings	about	their	own	learning	
process.	Discuss	questions	
related	to	study	habits,	and	
the	importance	of	keeping	up	
with	the	language	through	Web	
Lessons,	Grammar	Tips	sections	
and	so	on.
•	 Alternatively,	you	may	pair	
students	up	and	ask	them	to	
come	up	with	a	list	of	suggestions	
on	practical	ways	they	could	
improve	their	command	of	the	
language.	Set	a	time	limit	of	three	
to	four	minutes	for	this	part	of	the	
task	then	have	students	share	their	
suggestions.
28 | CNA PROGRESSION 2
2UNIT
Communicative goals
•	 Talking	about	what	people	
were	doing	when	something	
else	happened
•	 Talking	about	incidents	in	
the	past
•	 Describing	past	incidents
•	 Describing	a	car	accident
1.
 SPEAKING
GOALS
•	 Contextualize	the	
theme	of	the	unit
•	 Elicit	language	related	
to	the	theme	of	the	
unit	that	students	
may	already	know
•	 Practice	and	develop	
students’	speaking	
skills
•	 Books	closed.	You	can	start	the	
class	showing	a	murder	scene,	
from	a	movie	such	as	the	one	at	
the	beginning	of	The Sixth Sense. 
Before	showing	the	scene,	write	
questions	such	as	the	ones	below	
on	the	board:
What	was	the	couple	doing	
before	they	heard	some	noise?
What	did	Dr.	Crowe	try	to	do	
when	he	saw	the	man	with	the	
gun?
Who	was	shot?
•	 Show	the	video	snippet	and	check	
answers	with	students.
•	 Books	open.	Tell	students	they	will	
read	about	another	crime.	Ask	
students	to	study	the	pictures	in	
Activity	1.
•	 Elicit	what	they	see	and	teach	the	
words	they	may	not	know.	Tell	
students	that	the	pictures	relate	to	
the	text	they	are	going	to	read.
•	 Pair	students	up	and	give	them	
three	or	four	minutes	to	try	to	
predict	what	may	have	happened.	
Move	around	and	help	them	
with	the	language	they	have	
difficulty	with.When	time	is	up,	
check	students’	versions	of	the	
crime.	This	is	a	good	moment	
to	introduce	key	words	students	
don’t	know.
•	 Write	students’	predictions	on	
the	board.	When	all	pairs	have	
presented	their	version	of	the	
crime,	ask	students	to	browse	
through	the	text	to	find	out	if	
their	predictions	were	accurate	
or	not.	Warn	students	that	at	this	
point	they	are	only	supposed	to	
look	for	information	that	shows	
if	their	predictions	were	correct.
To	promote	this,	give	them	one	
minute	to	go	through	the	text	in	
Activity	2.
•	 When	time	is	up,	check	answers	
with	the	whole	class.
 TEACHER'S BOOK | 29
Crime does not pay.
2.
 READING
GOALS
•	 Introduce	new	
language
•	 Develop	reading	
comprehension	
strategies:	predicting,	
skimming,	scanning,	
and	guessing	the	
meaning	of	words
•	 Books	open.	Ask	students	to	read	
the	text	and	do	Activity	2a.	Check	
answers	with	the	whole	group.
•	 Ask	students	to	answer	Activity	2b.	
When	they	are	done,	ask	students	
to	compare	their	work	in	pairs	first	
before	you	check	answers	with	the	
whole	group.
•	 Ask	students	to	try	to	guess	the	
meaning	of	the	words	in	Activity	
2c.	Encourage	them	to	refer	to	the	
text	to	try	to	guess	their	meaning.
•	 Then,	tell	them	to	match	these	
words	and	the	definitions	in	2d.	
Give	them	two	or	three	minutes	
to	do	so.	When	time	is	up,	check	
answers	with	the	whole	group.
•	 Finally,	pair	students	up	and	ask	
them	to	discuss	the	question	in	
Activity	2e.	Give	students	two	
or	three	minutes	to	discuss	the	
question.	While	they	talk,	move	
around	and	help	them	if	necessary.	
When	time	is	up,	check	students’	
conclusions	with	the	whole	group.
Answers
Refer	to	the	reduced	page	of	
the	Class	Book	for	answers.
F
T
F
F
F
Murder
Arrest
Witness
Testimony
Guilty
Evidence
Trial
30 | CNA PROGRESSION 2
2UNIT
3.
 LANGUAGE 
AWARENESS
GOALS
•	 Raise	students’	
awareness	of	the	
use	of	the	past	
continuous	tense	
versus	the	simple	past	
tense
•	 Practice	these	verb	
tenses
•	 Develop	students’	
speaking	skills
•	 Books	closed.	Tell	students	you	will	
play	a	memory	game	with	them.	
Tell	them	you	will	ask	questions	
about	the	text	they	have	just	read.	
Divide	students	into	two	groups.	
Ask	each	group	to	choose	a	
representative.	The	representative,	
after	consulting	the	group,	will	
answer	the	questions.	Ask	the	
following	questions:
What	was	John	Hindley	doing	when	
the reporter met him?
What was he waiting for?
What was Frederick Grieveson doing 
when his wife disappeared?
•	 Use	this	opportunity	to	find	out	
how	much	students	know	and	
can	use	the	past	continuous	and	
the	simple	past	tenses.	After	each	
question,	write	answers	on	the	
board.	Ask	students	which	action	
happened	first,	which	action	was	
interrupted,	which	action	is	longer.
•	 Books	open.	In	pairs,	ask	students	
to	study	the	sentences	and	answer	
questions	in	Activities	3a	and	3b.	
Give	them	a	few	minutes	to	do	
the	task.	When	time	is	up,	check	
answers	with	the	whole	group.	If	
necessary,	elicit	more	examples	
from	students	to	make	sure	
they	know	how	to	use	the	past	
continuous	and	the	simple	past	
tenses.
•	 Ask	students	to	study	the	pictures	
in	Activity	3c.	Ask	them	to	write	
sentences	to	describe	what	the	
people	were	doing	when	Mrs.	
Archer	died.	Give	them	one	or	
two	minutes	to	do	the	task.	When	
time	is	up,	pair	them	up	and	ask	
them	to	check	answers.	Model	
the	interaction	with	a	student	if	
necessary.	Say:
A: What was the maid doing when 
Mrs. Archer was killed?
B:	 She	was…
•	 Move	around	while	students	check	
answers,	and	help	if	necessary.	
When	time	is	up,	check	answers	
with	the	whole	group.	Do	Activity	
3d	with	the	whole	group.	Explain	
that	there	is	a	testimony	that	
doesn’t	match	the	others.	
Answers
Refer	to	the	reduced	page	of	
the	Class	Book	for	answers.
Answer
Activity 3d
The	butler	probably	killed	
Mrs.	Archer	because	he	says	
he	was	cooking	dinner	with	
the	maid,	but	the	maid	says	
she	was	cooking	dinner	with	
the	driver.	Her	version	of	the	
facts	is	confirmed	by	the	
driver.
The maid was cooking 
dinner with the driver when 
Mrs. Archer was killed.
The driver was helping the 
maid when Mrs. Archer 
was killed.
Mr. Murray was shooting 
pool with Mr. Willow when 
Mrs. Archer was killed.
Mr. Willow was playing 
against Mr. Murray when 
Mrs. Archer was killed.
The butler was making 
dinner with the maid when 
Mrs. Archer was killed.
 TEACHER'S BOOK | 31
Crime does not pay.
 LISTENING
GOALS
•	 Further	practice	of	
language	previously	
studied
•	 Develop	listening	
comprehension	
strategies
•	 Books	open.	Tell	students	they	will	
listen	to	the	conclusion	of	John	
Hindley’s	story.	Ask	students	to	
tell	you	what	they	know	about	the	
case	so	far.
•	 Before	you	play	the	audio,	ask	
students	to	read	the	questions	in	
Activity	4a.	Play	the	audio	once	
or	twice.	Ask	students	to	check	
answers	in	pairs,	and	if	necessary,	
play	it	one	more	time.	Check	
answers	with	the	whole	group.
•	 Go	through	questions	in	Activity	
4b	with	the	whole	group.	Find	
out	who	they	think	killed	Myra	
Grieveson.
See	page	113	of	
the	Teacher’s	
Pack	for	
instructions.
4.
(track 7)
Information
Gap Activity
1
5.
 GAME
GOALS
•	 Practice	language	
already	learned
•	 Practice	and	develop	
students’	speaking	
skills
•	 Add	an	element	of	
fun
•	 Books	closed.	Pair	students	up.	
Ask	students	in	each	pair	to	stand	
up,	look	at	each	other	closely,	
and	turn	around.	Ask	them	to	
change	six	things	on	them.	For	
example,	take	earrings,	jackets,	
rings,	glasses	off,	put	on	jacket	or	
glasses	or	hold	hair	up	or	down.	It	
is	crucial	that	one	student	in	the	
pair	does	not	see	what	the	other	
student	has	changed.	Give	them	
one	minute	to	do	that.	Ask	them	
to	turn	around,	and	identify	what	
has	been	changed.	They	may	say	
sentences	such	as:
Before	we	turned	around,	you	were	
wearing your jacket, glasses, etc.
•	 If	necessary,	explain	language	for	
the	activity	before	they	start.	For	
example,	hold	your	hair	up	or	
down,	put	on/take	off	jacket,	wear	
ring	on	the	right/left	hand,	etc.
•	 While	students	do	the	activity,	
move	around	and	help	if	
necessary.	Set	a	time	limit	of	two	
or	three	minutes.	When	time	is	up,	
ask	students	to	report	what	they	
found	out	and	how	many	correct	
guesses	they	made.
32 | CNA PROGRESSION 2
2UNIT
6.
 GAME
GOALS
•	 Practice	language	
already	learned
•	 Practice	and	develop	
students’	speaking	
skills
•	 Add	an	element	of	fun
•	 Books	closed.	Divide	students	
into	groups	of	three	or	four.	
Ask	students	to	choose	a	
representative.	The	representative	
will	do	the	writing	during	the	task.	
Ask	students	to	get	together.
•	 Books	open.	Tell	students	they	
will	play	a	memory	game.	Give	
them	30	seconds	to	memorize	
the	picture.	When	time	is	up,	
ask	them	to	close	their	books.	
Tell	them	that	this	is	the	scene	
from	a	bank	before	it	was	robbed.	
Tell	students	the	police	are	
interrogating	everyone	to	find	out	
what	happened	before	the	crime.	
Tell	students	they	are	going	to	
help	the	police	by	describing	what	
people	were	doing.	Give	students	
two	minutes	to	write	as	many	
sentences	as	they	can	describing	
the	scene.	Give/Elicit	one	example	
from	the	group	if	necessary:	
Tina was cleaning the desks before 
the robbery.
•	 When	time	is	up,	ask	students	to	
put	their	pens	down	and	read	
their	sentences	out	loud.	For	each	
correct	sentence,	the	group	scores	
one	point.	The	group	with	most	
points	is	the	winner.
•	 Alternatively,	you	can	turn	this	into	
a	competition.	Divide	students	
into	groups	of	three	or	four	with	
one	representative.	This	student	
will	do	the	writing.	Ask	the	group	
questions.	For	example,	What 
was Laura doing before the bank 
robbery? Then	the	representative,	
after	talking	to	the	group,	writes	
down	the	answer.	When	you	are	
done	with	the	questions,	check	
answers	with	the	whole	group.	For	
each	correct	sentence,	the	group	
scores	a	point.	The	group	with	
most	points	is	the	winner.
 LISTENING
GOALS
•	 Raise	students’	
awareness	of	the	
stress	andintonation	
of	sentences
•	 Practice	these	
different	phonetic	
features
•	 Develop	speaking	
skills
•	 Books	open.	Pair	students	up	and	
ask	them	to	decide	which	words	
are	stressed	in	the	conversation	
in	Activity	7a.	Play	the	audio	
and	ask	them	to	check	their	
guesses.	Check	answers	with	the	
whole	group.	You	can	write	the	
conversation	on	the	board	and	
show	which	words	are	stressed	as	
well	as	the	intonation	patterns.
A: Where	were	you	at	eight 
o’clock last NIght?
B: I	was	at	HOME.
A: What	were	you	DOing?
B: I	was	studying	for	a	
TEST.
•	 Ask	students	to	practice	the	
conversation	in	pairs.	While	they	
interact,	move	around	and	help	
if	necessary.	Give	them	feedback	
on	their	pronunciation	and	
intonation	when	the	activity	is	
over.
7.
(track 8)
 TEACHER'S BOOK | 33
Crime does not pay.
•	 Then	ask	students	to	fill	in	the	
second	column	in	Activity	7b.	
Give	them	one	or	two	minutes	to	
do	so.	While	they	do	that,	move	
around	and	help	them	if	necessary.	
When	time	is	up,	ask	them	to	
stand	up	and	move	around	
interviewing	other	classmates.	
When	they	find	someone	who	
was	doing	the	same	thing	as	
they	were	at	the	same	time,	they	
should	write	down	that	student’s	
name.	Give	them	three	or	four	
minutes	for	this	activity.	When	
time	is	up,	ask	students	to	report	
their	findings.
 LISTENING
GOALS
•	 Further	practice	of	
language	previously	
studied
•	 Expose	students	to	
new	language
•	 Develop	listening	
comprehension	
strategies
•	 Books	open.	Tell	students	that	
they	are	going	to	listen	to	a	
conversation	between	Liam	
and	Lynn.	Lynn	had	some	of	her	
belongings	stolen.	Tell	students	
that	the	suspects	are	among	the	
people	in	the	pictures.	Review	
how	to	describe	people	by	asking	
students	to	describe	some	of	the	
people	in	the	pictures.	Make	sure	
they	know	the	words	bearded, 
chain, pendant, briefcase, and 
crooks,	as	these	words	are	key	for	
the	identification	of	the	suspects.
8.
(track 9)
•	 Play	the	audio	once	or	twice	and	
have	students	do	Activities	8a	
and	8b.	When	they	are	done,	ask	
students	to	check	answers	in	pairs.	
If	necessary,	play	the	audio	one	
more	time.	Check	answers	with	
the	whole	group.
•	 Go	through	the	question	in	
Activity	8c	with	the	whole	group	
and	help	them	explain	how	the	
couple	may	have	stolen	Lynn’s	
wallet	and	cell	phone.	Encourage	
them	to	use	the	target	language.	
For	example:	
I think while the woman was talking 
to Lynn, the man opened her purse 
and stole the wallet and cell phone.
Answers
Refer	to	the	reduced	page	of	
the	Class	Book	for	answers.
34 | CNA PROGRESSION 2
2UNIT
9.
 LANGUAGE 
AWARENESS
GOALS
•	 Raise	students’	
awareness	of	the	
difference	between	
the	simple	past	and	
the	present	perfect	
tense
•	 Practice	these	tenses
•	 Develop	students’	
speaking	skills
•	 Books	open.	Ask	students	to	study	
the	sentences	taken	from	the	
conversation	between	Liam	and	
Lynn	and	answer	the	questions	in	
Activity	9a.	Check	answers	with	
the	whole	class.	Elicit	from	the	
group	the	form	of	the	new	verb	
tense	(have/has + done)	as	well	as	
the	negative,	interrogative,	and	
short	answers	to	questions.	Do	
this	by	asking	questions	such	as:
Has	the	couple	used	violence	to	steal	
Lynn’s	wallet	and	cell	phone?
•	 Then	ask	students	to	study	
the	sentences	in	Activity	9b	
and	answer	questions	1	and	2.	
Check	answers	with	the	whole	
group.	Make	sure	that	students	
understand	that	both	tenses	
express	actions	that	happened	
in	the	past.	Tell	students	that	
we	usually	start	a	conversation	
with	a	question	using	the	present	
perfect	and	we	carry	on	in	the	
simple	past.	Give	them	one	or	two	
examples,	such	as:
A:	I	think	I’ve	lost	my	cell	phone.
B:	 When	did	you	last	use	it?
A: A couple of minutes ago in the 
office.
B:	 So	you	probably	left	it	there.
•	 Pair	students	up	and	ask	them	to	
write	the	time	expressions	in	the	
correct	column.	Give	them	two	
or	three	minutes	to	do	it.	Then	
check	answers	with	the	whole	
group.	Elicit	from	students	which	
expressions	are	more	commonly	
used	with	the	present	perfect.	Ask	
students	to	fill	in	the	blanks	with	
the	correct	tense	of	the	verbs	in	
Activity	9d.	Check	answers	with	
the	whole	group.
•	 Ask	students	to	take	turns	asking	
and	answering	the	questions.	Give	
them	three	or	four	minutes	to	do	
it	and	encourage	them	to	keep	
the	conversation	going	after	each	
question	asked.	For	example:
A:	Have	you	ever	traveled	abroad?
B:	 Yes,	I	have.
A:		Really,	where	did	you	go?
B:	 I	went	to…
•	 While	students	talk,	move	around	
and	help	if	necessary.	When	time	
is	up,	ask	students	to	report	their	
findings.
Answers
Refer	to	the	reduced	page	of	
the	Class	Book	for	answers.
yesterday
one year ago
last weekend
when I was a child
when I worked in Spain
in 1996
so far
many times
lately
ever
never
several times
before
recently
 TEACHER'S BOOK | 35
Crime does not pay.
10
. SPEAKING
GOALS
•	 Practice	using	the	
present	perfect	and	
simple	past	tenses
•	 Give	students’	the	
opportunity	for	
personalization	of	
language	previously	
studied
•	 Develop	students’	
speaking	skills
•	 Books	open.	Go	through	the	
expressions	in	the	box	with	
students	and	make	sure	they	
understand	what	they	mean.	Pair	
students	up	and	ask	them	to	
take	turns	asking	and	answering	
the	questions.	Model	the	activity	
with	one	student	so	that	they	
understand	how	to	do	the	activity.	
Give	them	five	minutes	for	this	
part	of	the	activity.
•	 While	students	talk,	move	around	
and	help	them	if	necessary.	When	
time	is	up,	ask	students	to	report	
their	findings	to	the	whole	group.
11
. GAME
GOALS
•	 Practice	language	
already	learned
•	 Practice	and	develop	
students’	speaking	
skills
•	 Add	an	element	of	
fun
•	 Books	closed.	Beforehand,	prepare	
a	flashcard	with	a	picture	of	a	
famous	person	on	it	for	each	
student	in	your	class.	Also	be	
prepared	to	provide	students	with	
sheets	of	paper	and	pens	in	case	
they	don’t	have	them.
•	 Pair	students	up	and	give	each	a	
picture.	Tell	them	not	to	show	
their	picture	to	their	partner.	They	
should	study	the	picture	for	30	
seconds.	When	time	is	up,	they	
should	put	the	pictures	away.
•	 Tell	them	to	imagine	that	they	
were	driving	back	home	last	night.	
They	were	stopped	at	a	red	light	
when	a	car	behind	them	crashed	
into	the	rear	of	their	car.	They	got	
out	of	their	car	to	check	what	
happened,	but	the	person	in	
the	other	car	drove	away.	Before	
he/she	drove	away,	they	could	
see	him/her.	Now	they	are	at	
the	police	station	to	report	the	
incident.	Students	will	take	turns	
being	the	victim	and	the	police	
officer.	The	police	officer	will	ask	
questions	and	draw	the	person	
being	described.	The	objective	of	
the	game	is	for	the	police	officer	
to	find	out	who	the	person	is.
•	 Before	the	game	starts,	elicit	from	
students	language	that	can	be	
used	in	the	activity.	If	necessary,	
write	some	cues	on	the	board.	
Give	students	five	minutes	to	
describe	and	try	to	find	who	
the	people	are.	While	students	
talk,	move	around	and	help	if	
necessary.
•	 When	time	is	up,	and	to	add	
another	element	of	fun	to	the	
class,	ask	students	to	show	their	
“masterpieces”	to	the	rest	of	the	
group.	To	link	this	activity	with	the	
next,	tell	students	they	will	listen	
to	people	talking	about	another	
car	incident.
 Have traveled
 Did go
 did do 
 Have done
 was
 did do?
 Have seen
36 | CNA PROGRESSION 2
2UNIT
 LISTENING
GOALS
•	 Further	practice	of	
language	previously	
studied
•	 Expose	students	to	
new	language
•	 Develop	listening	
comprehension	
strategies
•	 Books	open.	Pair	students	up	and	
ask	them	to	study	the	pictures	in	
Activity	12a.	Ask	them	to	describe	
to	you	what	they	see.	This	is	a	
good	opportunity	to	pre-teach	
12
.
(track 10)
key	words	such	as	car crash, spin 
across, etc.
•	 In	pairs,	give	students	one	or	two	
minutes	so	that	they	can	try	to	
come	up	with	a	story	involving	all	
the	pictures.	While	they	talk,	move	
aroundand	help	them	if	necessary.	
When	time	is	up,	ask	students	to	
report	their	stories.
•	 Move	on	to	Activity	12b.	Tell	
students	they	will	listen	to	the	
conversation	that	describes	the	
story	so	they	can	check	if	their	
predictions	were	accurate.
•	 Ask	students	to	read	the	questions	
in	Activity	12c	and	play	the	audio	
once	more.	Ask	students	to	
compare	answers	and	if	necessary,	
play	the	audio	one	more	time.	
Check	answers	with	the	whole	
group.
•	 To	wrap	the	activity	up,	move	on	
to	Activity	12d	and	carry	out	the	
discussion	with	the	whole	class.
Answers
Refer	to	the	reduced	page	of	
the	Class	Book	for	answers.
13
. SPEAKING
GOALS
•	 Practice	the	past	
continuous	and	the	
simple	past	tenses
•	 Practice	time	words
•	 Develop	students’	
speaking	skills
•	 Books	open.	Ask	students	if	they	
know	of	any	funny	car	incidents	
or	accidents.	Elicit	stories	from	
the	group.	Tell	students	they	will	
do	an	activity	to	find	out	about	
a	funny	car	accident	involving	an	
elderly	man.
•	 Pair	students	up	and	ask	students	
to	fill	in	the	sentences	with	the	
words	in	the	box.	Give	them	two	
or	three	minutes	to	do	that.
•	 When	they	are	done,	tell	them	to	
sort	the	sentences	out	so	that	they	
form	a	story.	Again,	give	them	one	
or	two	minutes	to	do	the	task.	
When	time	is	up,	ask	students	to	
report	their	stories.
•	 Encourage	students	to	tell	you	
the	story	rather	than	call	out	the	
numbers	or	read	the	sentences.	
While	students	tell	you	the	story,	
and	in	order	to	expose	them	to	
the	new	vocabulary	and	lead	them	
into	the	next	activity,	ask	students	
questions	such	as:
Did	the	car	crash	into	the	pizza	
restaurant?
Do you think the man was trying to 
slow down when he lost control of 
the car?
Answers
Refer	to	the	reduced	page	of	
the	Class	Book	for	answers.
 5 After
3/4 Before
 2 when
 Then
 7/6 After
4/3 While
 1 
6/7 Later on
 TEACHER'S BOOK | 37
Crime does not pay.
14
. VOCABULARY
GOALS
•	 Introduce	and	
practice	language	
related	to	car	
accidents
•	 Develop	students’	
lexical	repertoire
•	 Books	closed.	Show	students	
a	snippet	of	a	car	chase	scene	
that	contains	most	of	the	words	
presented	in	Activity	14a.	As	you	
show	the	scene,	teach	these	verbs.
•	 Books	open.	Ask	students	to	match	
pictures	and	descriptions.	Give	
them	one	or	two	minutes	to	do	so.
•	 When	time	is	up,	pair	students	
up	and	have	them	check	their	
answers	for	Activity	14b.	Model	
the	interaction	with	a	student	if	
necessary.	While	students	talk,	
move	around	and	help	them	if	
necessary.	Then	check	answers	
with	the	whole	group.
Answers
Refer	to	the	reduced	page	of	
the	Class	Book	for	answers.
15
. SPEAKING
GOALS
•	 Practice	describing	a	
car	accident
•	 Practice	previously	
taught	language
•	 Develop	students’	
speaking	and	listening	
comprehension	skills
•	 Books	closed.	Photocopy	and	
prepare	the	cards	available	in	the	
Resource Pack,	page	149, Telling 
a story. The	pictures	actually	
illustrate	the	story	told	in	the	
song	Last Kiss	sung	by	Pearl	Jam.	
Scramble	the	cards	in	each	set,	
pair	students	up,	and	give	each	
pair	a	set	of	the	cards.	
•	 Explain	to	students	that	they	have	
to	organize	the	pictures	to	come	
up	with	the	story.	Give	students	
three	or	four	minutes	for	them	
to	do	that.	While	students	are	
talking,	move	around	and	help	
them	if	necessary.
•	 When	time	is	up,	ask	students	to	
tell	you	their	version	of	the	story.	
Reveal	that	the	pictures	illustrate	
a	song.	Remember	to	provide	the	
song	and	play	it	for	the	students	
so	they	can	compare	their	stories	
to	it.
•	 If	you	want	to,	you	can	print	the	
lyrics	of	the	song	and	play	it	again	
so	students	can	sing	along.
16
. SPEAKING
GOALS
•	 Practice	describing	a	
car	accident
•	 Practice	the	language	
that	was	previously	
taught
•	 Give	students	an	
opportunity	to	
personalize	the	lesson
•	 Develop	students’	
speaking	skills
•	 Books	open.	Pair	students	up.	
Ask	them	to	take	turns	asking	
and	answering	the	questions	in	
Activity	16.	Give	them	about	five	
minutes	for	the	interaction.	While	
students	talk,	move	around	and	
help	them	with	any	language	they	
have	difficulty	with.
5 1 7
6 3 4 2
38 | CNA PROGRESSION 2
2UNIT
•	 When	time	is	up,	ask	students	to	
report	their	findings.
17
. GAME
GOALS
•	 Practice	language	
already	studied
•	 Practice	and	develop	
students’	speaking	
skills
•	 Add	an	element	of	
fun
•	 Books	closed.	Prepare	cue	cards	
with	words	studied	in	Activities	
13	and	14.	Use	words	you	feel	
students	are	having	more	difficulty	
remembering.	Hand	one	card	to	
each	student	in	class.
•	 Tell	students	they	will	produce	
a	story	collaboratively.	You	
will	begin	the	story	by	saying	
something	like:
Last night I was driving back home 
when …
•	 Point	to	the	student	sitting	to	your	
right	and	ask	him/her	to	continue	
the	story.	While	this	student	is	
telling	the	story,	he/she	will	have	
to	introduce	his/her	word	in	the	
story.
•	 When	he/she	does	it,	this	student	
will	then	show	his/her	card	to	
the	class.	The	student	to	his/her	
right	will	then	follow	the	same	
procedure.	Repeat	until	each	card	
has	been	used	and	the	story	ends.
•	 Alternatively,	you	can	divide	
students	into	small	groups	of	
three	or	four	and	instead	of	giving	
a	cue	card	to	each	student,	you	
can	make	a	pile	of	cards	for	each	
group.	Ask	students	to	sit	together	
and	place	cards	in	the	middle	of	
each	group.	Tell	them	they	will	
have	three	or	four	minutes	to	tell	
a	story.
•	 You	will	begin	the	story	and	each	
group	should	continue	it.	Students	
in	each	group	will	compete	
among	themselves	by	trying	to	
use	the	largest	number	of	cards	in	
their	story	in	a	given	amount	of	
time.	They	will	do	this	by	picking	
up	one	card	one	at	a	time	and	
using	it	appropriately	in	the	story.	
While	students	play	the	game,	
move	around	listening	for	aspects	
you	may	want	to	comment	on	
when	the	activity	is	over.	When	
time	is	up,	ask	students	to	share	
their	stories	with	the	whole	group	
and	comment	on	the	students’	
performance	in	this	activity.
18
. PROCESS WRITING 
GOALS
•	 Raise	students’	
awareness	of	the	
features	of	a	narrative	
(car	accident)
•	 Prepare	students	for	
the	production	of	
such	text
•	 Develop	students’	
writing	skills
•	 Books	open.	Explore	the	layout	of	
the	text	by	asking	questions	such	
as:
What kind of text is this?
Where could it be found?
What do you think it is about?
•	 Once	the	questions	have	
been	asked	and	the	activity	is	
contextualized,	ask	students	to	
read	through	the	text	and	do	
Activity	18a.	As	students	are	only	
supposed	to	browse	through	
the	text,	give	them	one	or	two	
minutes	to	do	so.	Check	answers	
with	the	whole	class.	They	are	not	
supposed	to	complete	the	gaps	
just	yet.
2
1
3
4
impatient
vivid
desperately
totally
seriously
valuable
 TEACHER'S BOOK | 39
Crime does not pay.
•	 While	checking	answers,	move	
on	to	Activity	18b	and	make	
sure	students	understand	what	
information	is	provided	in	each	
paragraph.	You	can	do	this	by	
asking	questions	such	as:
What information do you have in 
the first paragraph? What about the 
second one?
•	 You	can	also	write	the	following	
diagram	on	the	board:
Paragraph 1 	Introduction	
(when,	where,	and	people	
involved)
Paragraphs 2 and 3	 	
Development	(events	one	after	
the	other)
Paragraph 4	 	Conclusion	
(what	happened	and	people’s	
feelings)
•	 Ask	students	to	go	back	to	the	
text	and	read	it	more	carefully	to	
do	Activities	18c,	18d,	and	18e.	
Check	answers	with	the	whole	
class.
•	 Go	through	Activity	18f	with	
the	whole	class	and	make	sure	
students	understand	that	the	
words	in	the	box	(adjectives	and	
adverbs)	make	the	text	more	
precise	and	add	color	to	it,	making	
it	more	interesting	to	the	reader.
•	 Finally,	move	on	to	Activity	18g	
and	ask	students	to	go	back	to	the	
text	and	find	some	more	examples	
of	these	words.	Check	answers	
with	the	whole	group.
Answers
Refer	to	the	reducedpage	of	
the	Class	Book	for	answers.
40 | CNA PROGRESSION 2
2UNIT
19
. LANGUAGE 
AWARENESS 
GOALS
•	 Raise	students’	
awareness	of	the	
difference	between	
the	use	of	adjectives	
and	adverbs
•	 Practice	their	use
•	 Develop	students’	
speaking	skills
•	 Books	closed.	Write	the	following	
sentences	on	the	board.
We	didn’t	travel	because	of	the	
heavy	rain.
We	didn’t	travel	because	it	was	
raining	heavily.
•	 Ask	students	if	the	sentences	have	
the	same	meaning.	Then	ask	them	
what	is	different	in	each	sentence.	
Point	out	that	in	the	first	sentence,	
there	is	a	word	that	describes	
the	word	rain	whereas	in	the	
second	sentence	there	is	a	word	
that	describes	the	verb	to rain.	
Ask	them	if	they	can	point	out	
what	these	words	are.	If	students	
are	unable	to,	ask	which	word	is	
spelled	slightly	differently	in	the	
two	sentences.
•	 Books	open.	Tell	students	to	do	
Activity	19a.	Ask	them	to	read	the	
story	and	answer	the	questions	
that	follow.	Set	a	time	limit	of	
three	or	four	minutes	for	them	to	
answer	the	questions.	Highlight	
that	adjectives	are	usually	used	to	
describe	nouns	and	that	adverbs	
are	usually	used	to	describe	verbs.	
Also,	show	where	they	usually	go	
in	the	sentence.	Check	them	with	
the	whole	group.	
•	 If	necessary,	give	students	some	
more	examples	of	sentences	with	
adjectives	and	adverbs	and	elicit	
some	examples	from	them.
•	 Ask	students	to	read	the	sentences	
in	Activity	19b	and	circle	the	best	
option.	Set	a	time	limit	of	one	
minute	for	that.	When	they	are	
done,	check	answers	with	the	
whole	group.	Then	ask	students	
to	stand	up	and	move	around	
interviewing	their	classmates	to	
find	out	if	the	statements	are	
true	or	false.	Elicit	how	to	ask	the	
questions.	Model	it	with	a	student	
if	necessary.	Set	a	time	limit	of	
three	to	four	minutes	for	this	task.	
When	time	is	up,	ask	students	to	
report	their	findings.
Answers
Refer	to	the	reduced	page	of	
the	Class	Book	for	answers.
See	page	114	of	
the	Teacher’s	
Pack	for	
instructions.	
Information
Gap Activity
2well
late
fast
hard
 TEACHER'S BOOK | 41
Crime does not pay.
 FEEDBACK TIME
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
•	 Books	open.	Go	through	the	
communicative	functions	listed	
and	encourage	students	to	come	
up	with	the	corresponding	
exponents.	Ask	them	to	rate	their	
skills	development	related	to	each	
20
. one	of	them.	They	may	refer	to	
the	specific	language	content	in	
the	unit.	Lower	their	anxiety	by	
making	sure	they	are	not	being	
evaluated	during	this	task.	This	is	a	
powerful	resource	as	long	as	they	
understand	its	purposes.
•	 After	the	first	couple	of	units,	you	
may	want	to	have	students	work	
in	pairs	on	this	task.	Monitor	the	
activity	at	all	times	and	offer	help	
when	necessary.
•	 When	they	are	done,	have	them	
share	their	most	meaningful	
findings	about	their	own	learning	
process.	Discuss	questions	
related	to	study	habits,	and	
the	importance	of	keeping	up	
with	the	language	through	Web	
Lessons,	Grammar	Tips	sections,	
and	so	on.
42 | CNA PROGRESSION 2
3UNIT
Communicative goals
•	 Talking	about	occupations
•	 Talking	about	what	you	like	
and	dislike	doing
•	 Talking	about	what	you	are	
good	at,	skills,	and	abilities
•	 Talking	about	choosing	a	
career
•	 Talking	about	how	to	get	
ready	and	how	to	behave	
during	a	job	interview
•	 Asking	and	answering	
questions	during	a	job	
interview
1.
 SPEAKING 
GOALS
•	 Contextualize	the	
theme	of	the	unit
•	 Elicit	language	related	
to	the	theme	of	the	
units	that	students	
may	already	know
•	 Practice	and	develop	
students’	speaking	
skills
•	 Books	closed.	Tell	students	that	
since	this	unit	is	about	work,	
you	will	play	a	game	with	them	
involving	occupations.	Divide	
students	into	groups.	Tell	students	
you	will	think	of	an	occupation	
and	the	groups	should	take	turns	
asking	yes	or	no	questions.	They	
may	ask	up	to	twenty	questions	
in	all	and	each	group	can	only	
guess	once	what	the	occupation	
is.	The	group	that	finds	out	what	
the	occupation	is	wins.	Once	
the	occupation	is	discovered,	ask	
students	questions	about	this	
occupation	such	as:
What does he need to be good at?
What personality traits would favor 
this occupation? 
•	 Books	open.	Pair	students	up.	Ask	
them	to	take	turns	asking	and	
trying	to	guess	what	the	people	
in	the	pictures	do.	Elicit	and	if	
necessary	model	language	that	
could	be	used	to	perform	the	
activity.	You	may	say:
A: What do you think the people in 
Picture	1	do?
B:		I	think	they’re	doctors.
•	 Give	them	three	or	four	minutes	
to	talk	about	the	pictures.	While	
students	talk,	move	around	and	
help	if	necessary.	When	time	is	
up,	check	answers	with	the	whole	
group	and	ask	them	to	report	
their	findings.
Suggested Answers
Picture	1:	doctors,	nurses
Picture	2:	personal	trainer,	
physiotherapist
Picture	3:	administrators,	
economists,	secretaries,	etc.
Picture	4:	artist,	painter
Picture	5:	mechanical	
engineers
Picture	6:	actors,	singers
Picture	7:	agronomist,	
environmental	engineers,	
biologists,	etc.
Picture	8:	chemist,	biologist,	
engineer,	etc.
 TEACHER'S BOOK | 43
Are you ready to work?
44 | CNA PROGRESSION 2
3UNIT
2.
 VOCABULARY 
GOALS
•	 Introduce	and	
practice	language	
related	to	personality	
traits
•	 Build	up	students’	
lexical	repertoire
•	 Develop	students’	
guessing	and	inferring	
skills
•	 Books	open.	To	link	the	previous	
activity	with	this	one,	choose	
one	or	two	professionals	in	the	
pictures,	and	ask	students	what	
personality	traits	would	favor	their	
jobs.	This	is	a	good	moment	to	
elicit	language	students	already	
know.	Take	this	opportunity	to	
teach	those	words	that	they	don’t	
know.	You	may	say:
Do engineers need to be creative? 
They have to be creative and 
inventive, right? That is, they need to 
invent creative solutions to problems.
•	 It	is	not	necessary	to	explain	all	the	
words	students	do	not	know	as	
the	matching	activity	is	good	for	
practicing	students’	guessing	and	
inferring	skills.
•	 While	students	are	talking,	move	
around	and	help	students	if	
necessary.	Set	a	time	limit	of	three	
or	four	minutes	for	this	activity.	
When	time	is	up,	check	answers	
with	the	whole	group.
Answers
Refer	to	the	reduced	page	of	
the	Class	Book	for	answers.
 PRONUNCIATION
GOALS
•	 Identify	the	stress	in	
new	words
•	 Practice	the	
pronunciation	of	new	
words
•	 Develop	students’	
pronunciation	skills
•	 Books	open.	Write	one	of	the	
words	from	Activity	2	on	the	
board.	Ask	students	to	say	the	
word.	Ask	them	where	the	stress	
is	and	how	many	syllables	the	
word	has.	Help	them	figure	this	
out	if	they	find	it	difficult.	Ask	
them	to	study	the	table	in	Activity	
3a.	Explore	the	stress	patterns	
in	the	table	with	them	so	that	
they	understand	how	it	works.	
Ask	students	to	work	in	pairs	to	
categorize	the	words.	Give	them	
three	or	four	minutes	to	do	that.
•	 When	they	are	done,	move	on	to	
Activity	3b,	play	the	audio,	and	
have	them	check	the	answers.	
Play	the	audio	one	more	time	if	
necessary	and	check	the	answers	
with	the	whole	group.	Ask	
students	to	repeat	the	words	for	
further	practice.
•	 Alternatively,	before	class,	write	the	
words	on	separate	pieces	of	paper.	
Write	the	stress	patterns	on	the	
board.	Give	students	a	word	each	
and	ask	them	to	place	it	under	the	
appropriate	stress	pattern.	Ask	the	
group	to	study	the	categorizing	
activity	and	tell	you	if	they’d	
make	any	changes	before	you	play	
the	audio.	Play	audio	and	check	
answers	with	the	whole	group.
•	 Alternatively,	you	may	play	the	
audio	once	or	twice	and	ask	
students	to	listen	and	decide	
3.
(track 11)
4
2
10
8
5
13
15
1
9
3
12
11
7
6
14
curious
flexible
organized
rational
sensible
determined
inventive
competitive
dependable
ingenious
responsible
spontaneous
easy-going
open-minded
sympathetic
 TEACHER'S BOOK | 45
Are you ready to work?
where	eachword	goes.	Check	
answers	with	the	whole	group.
•	 Pair	students	up	again	and	
ask	them	to	work	on	Activity	
3c.	Model	it	with	a	student	if	
necessary.	Set	a	time	limit	of	two	
or	three	minutes.	When	time	is	
up,	ask	students	to	report	their	
findings.
 LISTENING
GOALS
•	 Practice	vocabulary	
previously	studied
•	 Develop	listening	
comprehension	
strategies
•	 Offer	an	opportunity	
to	practice	and	
develop	students’	
speaking	skills
•	 Books	open.	Ask	students	to	look	
at	the	pictures	in	Activity	4a	
and	ask	them	to	speculate	what	
personality	traits	these	people	
could	have.	Tell	them	these	people	
are	applying	for	a	position	at	a	big	
company.
•	 Tell	them	they	will	listen	to	a	
conversation	between	two	of	
the	company’s	human	resources	
people	and	fill	in	the	chart	
accordingly.	Play	the	audio	once	
or	twice.	After	playing	the	audio,	
check	answers	with	the	whole	
group.
4.
(track 12)
•	 After	checking	answers,	pair	
students	up	and	ask	them	to	do	
Activity	4b.	Explain	that	they	
are	applying	for	a	position	at	
the	same	company	and	they	are	
being	interviewed.	As	part	of	the	
interview	they	have	to	answer	two	
questions:
Can you tell me about your three 
greatest strengths?
Can you tell me about your three 
greatest weaknesses?
•	 If	necessary,	write	the	questions	on	
the	board	and	model	them	with	
a	student.	Set	a	time	limit	of	two	
or	three	minutes	so	that	students	
can	interact.	While	they	talk,	move	
around	and	help	if	necessary.	
When	time	is	up,	ask	students	to	
report	their	findings.
Answers
Refer	to	the	reduced	page	of	
the	Class	Book	for	answers.
+
+ +++
+ +
+
+
+
+
+
-
-
-
-
-
46 | CNA PROGRESSION 2
3UNIT
5.
 READING 
GOALS
•	 Talk	about	personality	
styles
•	 Offer	an	opportunity	
to	practice	and	
develop	students’	
speaking	and	reading	
skills
•	 Books	open.	Ask	students	what	
their	favorite	color	is.	Ask	them	to	
stand	up	and	find	someone	else	in	
the	classroom	who	likes	the	same	
color.	Give	them	one	minute	to	do	
that.	When	they	are	done,	check	
students’	favorite	colors.
•	 Then	tell	them	they	are	going	
to	take	a	quiz	to	find	out	what	
personality	style	they	have.	Give	
them	the	instructions	to	do	the	
quiz.	They	are	to	compare	all	four	
boxes	in	each	row.	They	are	not	
supposed	to	analyze	each	word;	
just	get	a	sense	of	each	box.	Then	
they	should	score	each	of	the	
four	boxes	in	each	row	from	most	
to	the	least	as	it	describes	them:															
4	=	most;	3	=	a	lot;	2	=	somewhat;	
1	=	least.
•	 Set	a	time	limit	of	three	or	four	
minutes	for	this	phase	of	the	
activity.	When	they	finish,	ask	
them	to	calculate	their	score	by	
adding	the	points	up	to	complete	
the	table	in	Activity	5b.	Then	ask	
them	to	read	the	color	description	
with	the	highest	score.
•	 Pair	students	up,	and	ask	them	to	
discuss	questions	in	Activities	5c	
and	5d.	Set	a	time	limit	of	three	
to	four	minutes	for	this	part	of	
the	activity.	When	time	is	up,	ask	
students	to	report	their	findings.
 TEACHER'S BOOK | 47
Are you ready to work?
48 | CNA PROGRESSION 2
3UNIT
6.
 GAME
GOALS
•	 Provide	extra	practice	
of	the	vocabulary	
previously	studied
•	 Develop	students’	
speaking	skills
•	 Add	another	element	
of	fun
•	 Books	closed.	Photocopy	and	
prepare	the	cards	available	in	
the	Resource Pack,	page	150,	
Personality traits.	Divide	students	
into	groups	of	four	students.	Ask	
each	group	to	choose	a	leader.	
Ask	leaders	to	leave	the	room	for	
a	while.
•	 Give	each	group	a	cue	card.	Tell	
them	they	will	have	a	minute	to	
study	the	words	on	the	card.	The	
objective	of	the	group	is	to	make	
their	leader	say	the	words	without	
mentioning	them.	They	can	give	
clues	and	examples	so	that	the	
leader	says	the	words.
•	 While	groups	study	and	decide	
on	their	strategy	to	tackle	with	
the	words,	explain	to	the	leaders	
out	of	the	room	how	the	game	
will	be	played.	When	you	finish	
explaining,	ask	leaders	to	come	in	
and	stand	in	front	of	the	class.
•	 Tell	students	all	groups	will	play	
simultaneously.	The	leader	that	
gets	all	the	words	first	is	the	
winner.
7.
 SPEAKING
GOALS
•	 Lead	students	in	the	
topic	to	be	developed	
in	the	following	
activities
•	 Talk	about	what	is	
important	when	
choosing	a	job	or	a	
career
•	 Allow	students	
an	opportunity	to	
develop	speaking	skills
•	 Books	closed.	Ask	students	what	
they	consider	important	when	
choosing	a	career	or	job.	Write	
down	what	they	say	on	the	board.
•	 Books	open.	Pair	them	up	and	ask	
them	to	read	the	list	provided	in	
the	activity.	Ask	them	to	work	in	
pairs	to	rate	the	items	in	order	of	
importance.	They	may	add	one	or	
two	more	items	if	they	want	from	
those	on	the	board	or	any	other	
that	occurs	to	them.	Tell	them	
they	should	be	able	to	justify	
their	answers.	Before	they	begin,	
elicit	language	for	the	task:	giving	
opinions,	agreeing,	disagreeing,	etc.	
Give	them	three	or	four	minutes	
to	work.
•	 When	time	is	up,	pair	them	up	
with	a	different	student	and	ask	
them	to	compare	and	talk	about	
their	ratings.	Stimulate	students	
to	justify	their	choices.	Set	a	time	
limit	of	three	or	four	minutes	for	
this	round	of	conversation.
•	 While	students	talk,	move	around	
and	help	them	if	necessary.	When	
time	is	up,	carry	out	a	brief	panel	
discussion	with	the	whole	group	
so	that	they	can	report	their	
conclusions.	Use	this	opportunity	
to	link	this	activity	to	the	next.	
You	can	ask	questions	such	as:
Is/Was it easy to choose 
your occupation/career/job/ 
undergraduate course?
Did/Do you talk to someone about 
it?
Do you intend to/Did you take a 
vocational test?
 TEACHER'S BOOK | 49
Are you ready to work?
8.
 READING
GOALS
•	 Talk	about	choosing	
a	career	or	an	
undergraduate	course
•	 Expose	students	to	
language	that	will	be	
studied
•	 Develop	reading	
comprehension	
strategies
•	 Books	open.	Pair	students	up	
and	ask	them	to	tell	each	other	
the	reason	they	have	decided	
to	choose	a	certain	career	or	
undergraduate	course.	If	you	have	
a	group	of	teenagers	they	can	talk	
about	what	they	want	to	major	in	
college.	Set	a	time	limit	of	one	or	
two	minutes	for	that.	As	a	group,	
find	out	the	main	reasons.
•	 Tell	them	they	will	take	a	test	
that	will	help	them	determine	
their	profile	and	the	related	
careers.	Have	in	mind	this	is	not	a	
vocational	test,	though.	It	is	merely	
meant	for	entertainment	and	
teaching	purposes.	Ask	students	
to	read	the	statements	and	check	
the	appropriate	box	if	it	applies	to	
them.	Set	a	time	limit	of	up	to	five	
minutes	for	them	to	do	it.
•	 When	they	are	done,	ask	them	to	
add	the	checks	in	each	column	
and	find	out	which	their	three	
highest	scores	are.	These	scores	
will	form	their	interest	code.	The	
letters	represent	their	dominant	
and	complementary	profiles	
and	the	main	areas	they	may	do	
better	in.	Ask	them	to	read	the	
corresponding	profiles.	When	they	
are	finished,	pair	them	up	and	ask	
them	to	compare	their	findings	
and	if	they	agree	with	the	results	
or	not.
•	 To	wrap	the	activity	up,	carry	out	
a	quick	survey	to	find	out	what	is/
are	the	predominant	profile(s)	in	
the	group.
9.
 LANGUAGE 
AWARENESS
GOALS
•	 Raise	students’	
awareness	of	some	
verbs	that	are	followed	
by	other	verbs	in	the	
-ing	form	or	nouns	
and	the	use	of	the	-ing 
form	after	prepositions
•	 Allow	them	an	
opportunity	to	
practice	the	new	
language	forms
•	 Develop	speaking	skills
•	 Books	open.	Tell	students	that	
they	have	been	placed	under	the	
categories	of	the	RIASEC	test	for	a	
reason.	Ask	them	what	the	reason	
is.	They	will	hopefully	produce	
sentences	using	the	target	
language.	To	make	sure	that	they	
use	the	target	language,	ask	them	
to	try	to	remember	some	of	the	
sentences	in	the	test.	Collect	some	
examples	and	write	them	on	the	
board.
•	 Ask	students	if	they	notice	
anything	the	sentences	have	in	
common.	If	they	notice	the	-ing	
and	noun	pattern,	explore	those	
with	them.	If	they	don’t,	ask	
them	to	turn	to	Activity	9a,	read	
the	sentences,	and	answer	the	
questions.	Check	answers	with	the	
whole	group.
•	 Askstudents	to	work	alone	
to	write	down	at	least	five	
questions	using	the	words	in	
the	box	in	Activity	9b	to	ask	a	
50 | CNA PROGRESSION 2
3UNIT
classmate.	While	students	write	
the	questions,	monitor	to	check	
accuracy	and	help	if	necessary.	Set	
a	time	limit	of	three	minutes.
•	 When	time	is	up,	pair	them	up	
and	ask	them	to	take	turns	asking	
and	answering	the	questions.	Set	a	
time	limit	of	two	or	three	minutes	
for	this	task.	Then	ask	students	to	
report	their	findings.
Answers
Refer	to	the	reduced	page	of	
the	Class	Book	for	answers.
See	page	115	of	
the	Teacher’s	
Pack	for	
instructions.	
Information
Gap Activity
3
10
. GAME
GOALS
•	 Provide	extra	practice	
of	the	language	
previously	studied
•	 Develop	speaking	skills
•	 Add	another	element	
of	fun	to	the	class
•	 Books	closed.	Write	four	or	five	
similar	sentences	on	the	board:
At	least	two	students	are	good	
at	solving	problems.
Five	students	are	interested	in	
working	in	another	country.
Some	students	enjoy	studying	
in	the	morning.
•	 Feel	free	to	adapt	and	create	
sentences	that	suit	your	group.	Tell	
students	that	they	are	supposed	
to	prove	if	those	sentences	are	
true	or	false.	To	do	that	they	have	
to	interview	as	many	classmates	
as	they	can.	If	necessary,	elicit	
the	questions	to	be	asked.	Set	a	
time	limit	of	five	minutes.	While	
students	talk,	move	around	and	
help	if	necessary.
•	 When	time	is	up,	check	with	the	
whole	group	if	the	sentences	are	
true	or	false,	and	ask	students	to	
report	their	findings.
11
. SPEAKING
GOALS
•	 Introduce	students	
to	the	topic	of	the	
following	activities
•	 Talk	about	what	is	
important	to	do	
before	a	job	interview
•	 Allow	students	
an	opportunity	to	
develop	speaking	skills
•	 Books	open.	Pair	students	up	
and	ask	them	to	go	through	the	
questions.	If	you	realize	they	don’t	
know	what	to	say	as	an	answer	for	
the	third	question,	you	may	give	
them	some	cue	words	such	as:
Time
Directions
Job requirements
The company
Questions and answers
Clothes
•	 Set	a	time	limit	of	up	to	five	
minutes	for	the	production	of	the	
list.	When	time	is	up,	ask	students	
to	report	their	conclusions.
mind, avoid, hate, love, prefer, etc.
 TEACHER'S BOOK | 51
Are you ready to work?
 LISTENING
GOALS
•	 Expose	and	give	
students	some	
experimental	practice	
of	language	to	be	
studied
•	 Develop	listening	
comprehension	skills
•	 Books	open.	Tell	students	they	will	
listen	to	the	rest	of	the	conversation	
between	Sadie	and	Brett	about	the	
candidates	they	have	interviewed.	
Ask	students	what	they	remember	
about	them.	This	is	a	good	time	
to	review	the	adjectives	used	to	
describe	personality	traits.
•	 Ask	students	to	read	the	chart	in	
Activity	12a.	Play	the	audio	and	
have	them	check	the	appropriate	
boxes.	Ask	students	to	check	
answers	and	tell	them	they	will	
have	another	opportunity	to	listen	
to	the	recording.
•	 Then,	ask	students	to	read	
the	questions	in	Activity	12b.	
Tell	them	they	will	listen	to	
the	audio	again	and	should	
write	the	appropriate	names	
of	the	candidates.	Make	sure	
they	understand	the	questions	
and	especially	the	concept	of	
superlative	adjectives.	Play	the	
audio.	If	necessary	play	it	one	
more	time.	Have	students	check	
answers	by	asking	and	answering	
the	questions.	Model	the	
interaction	if	necessary.	Set	a	time	
limit	of	one	or	two	minutes	for	
this	task.	When	time	is	up,	check	
answers	with	the	whole	group.
•	 Stop	the	recording	before	the	
chosen	candidate’s	name	is	
mentioned.	Pair	students	up	and	
ask	them	to	decide	who	will	get	
the	job.	Then	play	the	end	of	
the	recording	and	have	students	
compare	their	decisions	to	the	
interviewers’.	Ask	them	if	they	
agree	with	it.
•	 To	wrap	the	activity	up,	ask	
students	to	list	what	possible	jobs	
the	candidates	could	be	applying	
for.
Answers
Refer	to	the	reduced	page	of	
the	Class	Book	for	answers.
12
.
(track 13)
13
. LANGUAGE 
AWARENESS
GOALS
•	 Raise	students’	
awareness	of	how	
to	produce	the	
superlative	form	of	
adjectives
•	 Allow	them	an	
opportunity	to	
practice	the	new	
language	forms
•	 Develop	speaking	skills
•	 Books	open.	Ask	students	to	study	
the	questions	in	Activity	12b	and	
do	Activities	13a	and	13b.	Set	a	
time	limit	of	one	minute.	When	
time	is	up,	check	answers	and	
elicit/give	more	examples.
•	 Then	ask	students	to	study	the	
sentences	in	Activity	13c	and	ask	
the	following	questions:
What	happened	to	the	letter	Y	in	
both adjectives?
What	letter	replaced	the	letter	Y?
•	 Show	them	that	the	-y	is	replaced	
by	-i	and	-est	is	added	to	it.	Elicit/
give	some	more	examples.
•	 Move	on	to	Activity	13d.	Check	
answers	with	the	whole	group	
before	students	start	interviewing	
each	other.	While	students	talk,	
move	around	and	help	them	if	
necessary.	Set	a	time	limit	of	two	
or	three	minutes.	When	time	is	
up,	ask	students	to	report	their	
findings.
Answers
Refer	to	the	reduced	page	of	
the	Class	Book	for	answers.
To be fed up with / to be tired of / live without / to be keen on
Susan Mercer
Susan Mercer
Mia Brown
Ryan Clifton
Ryan Clifton
Enrique Martinez
Susan Mercer
Ryan Clifton
52 | CNA PROGRESSION 2
3UNIT
14
. SPEAKING
GOALS
•	 Practice	the	language	
previously	studied
•	 Develop	speaking	
skills
•	 Books	closed.	Ask	students	to	tell	
you	names	of	companies	they	
would	like	to	work	for.	Brainstorm	
with	the	whole	group	for	one	
minute	and	write	the	names	on	
the	board.
•	 Divide	students	into	groups	of	
three	and	ask	them	to	choose	the	
top	three	companies	they	would	
like	to	work	for.	They	should	be	
able	to	justify	their	choices.	Set	a	
time	limit	of	two	or	three	minutes	
for	this	part	of	the	task.
•	 While	they	talk,	move	around	and	
help	them	if	necessary.	When	they	
are	done,	pair	students	up	with	
members	of	different	groups	and	
ask	them	to	explain	their	choices	
to	each	other.	If	necessary,	elicit	
the	language	necessary	to	perform	
the	task.	Set	a	time	limit	of	two	or	
three	minutes.
•	 When	time	is	up,	ask	students	to	
share	the	chosen	companies	with	
the	class,	as	well	as	the	reasons	
these	companies	were	chosen.
 PRONUNCIATION
GOALS
•	 Identify	the	sentence	
stress	in	questions
•	 Practice	the	rhythm	
of	questions
•	 Further	practice	of	
language	previously	
studied
•	 Books	closed.	Write	the	following	
question	on	the	board:
What	are	your	greatest	
strengths?
•	 Elicit	which	words	are	important	
(what, greatest, strengths). Elicit	and	
underline	the	stressed	syllables	in	
the	selected	words.	Tell	students	
they	should	always	identify	the	
stressed	syllable	because	they	
are	the	important	syllables	to	
pronounce	in	English.	The	other	
syllables	should	not	be	stressed.
•	 Pairs	students	up	and	ask	them	
to	identify	the	important	words	
(content	words)	and	the	stressed	
syllables	in	Activity	15a.	Give	them	
five	minutes	to	do	it.	Swap	pairs	
and	ask	them	to	check	answers.	Play	
the	audio	and	ask	them	to	check	
whether	the	underlined	words	
match	the	words	that	are	stressed.	
Check	answers	with	the	whole	
group.
•	 Ask	students	which	grammar	
words	they	have	underlined	
(nouns,	verbs,	adjectives,	adverbs,	
wh- question	words).	Ask	them	to	
check	the	option	in	Activity	15b	
that	represents	all	these	categories.	
If	necessary,	give	more	examples	
of	content	words.	Play	the	audio	
again	and	ask	students	to	repeat	
to	make	them	feel	ready	and	
comfortable	to	ask	the	questions	
in	the	next	activity.	
Answers
Refer	to	the	reduced	page	of	
the	Class	Book	for	answers.
15
.
(track 14)
3
1
2
the best - the worst
 the most rewarding
 the most convenient
 the happiest
 the best
 the proudest
 TEACHER'S BOOK | 53
Are you ready to work?
16
. SPEAKING
GOALS
•	 Practice	previously	
presented	language
•	 Develop	students’	
speaking	skills
•	 Books	open.	Elicit	possible	answers	
for	those	questions	in	Activity	15astudents	may	have	difficulty	in	
answering.	Tell	students	they	will	
take	turns	to	be	the	interviewer	
and	interviewee.	They	should	use	
the	questions	given,	but	they	are	
also	free	to	come	up	with	other	
questions	of	their	own.
•	 Pair	students	up	and	set	a	time	
limit	of	four	or	five	minutes.	
When	time	is	up,	ask	students	to	
change	roles	and	give	them	some	
more	minutes	for	the	interaction.	
While	students	talk,	move	around	
and	offer	help	if	necessary.	When	
time	is	up,	and	if	time	allows,	ask	
students	to	report	their	findings.
17
. GAME
GOALS
•	 Practice	previously	
presented	language
•	 Develop	students’	
speaking	skills
•	 Add	another	element	
of	fun
•	 Books	closed.	Divide	students	
into	groups	of	three	or	four.	Make	
copies	of	the	cue	cards	available	in	
the	Resource Pack,	pages	151	and	
152,	Topics and Adjectives.	Place	
the	two	sets	of	cards	in	front	of	
each	group	of	students.	Place	the	
topics	cards	facing	up.	Shuffle	the	
adjective	cards	and	place	them	
face	down.
•	 Students	should	take	turns	
picking	up	adjective	cards	and	
choosing	topics.	They	should	
make	superlative	sentences	using	
the	adjective.	The	sentence	must	
be	related	to	the	topic.	Each	
student	gets	one	point	for	each	
grammatically	correct	sentence.	If	a	
student	can’t	make	a	sentence,	the	
card	goes	to	the	next	player	and	
he/she	tries	to	make	a	sentence	for	
two	points.	If	he/she	can’t,	the	card	
goes	back	to	the	table.
•	 Play	until	all	the	cards	have	been	
used	up	or	it’s	convenient	to	end	
the	game.
18
. SPEAKING
GOALS
•	 Raise	students’	
awareness	of	how	to	
behave	during	a	job	
interview
•	 Activate	students’	
previous	knowledge
•	 Lead	students	into	the	
following	activity
•	 Develop	students’	
speaking	skills
•	 Books	closed.	Show	students	
the	flashcards	available	in	the	
Resource Pack,	page	153,	Dress 
code, and	ask	students	what	
impression	each	one	conveys.	Ask	
them	which	one	they	think	would	
have	more	opportunities	if	they	
were	both	applying	for	a	position	
as	a	lawyer	at	a	firm.
•	 Books	open.	Pair	students	up	and	
ask	them	to	discuss	the	questions	in	
Activity	18a.	Set	a	time	limit	of	two	
or	three	minutes	for	the	task.	While	
students	talk,	move	around	and	help	
them	if	necessary.	When	time	is	up,	
check	answers	with	the	whole	group.
•	 Pair	students	up	again	to	do	
Activity	18b.	Ask	them	to	think	
about	what	someone	should	or	
shouldn’t	do	to	make	a	good	
impression	in	a	job	interview.	Set	a	
time	limit	of	three	or	four	minutes	
so	that	they	can	produce	their	list.
•	 When	time	is	up,	carry	out	a	
panel	discussion	with	the	whole	
group	so	that	students	can	share	
54 | CNA PROGRESSION 2
3UNIT
their	recommendations.	Use	this	
opportunity	to	pre-teach	language	
students	may	not	know	and	which	
will	be	mentioned	in	the	listening	
activity.
 LISTENING
GOALS
•	 Confirm	students’	
recommendations	on	
how	to	behave	during	
a	job	interview
•	 Develop	students’	
listening	skills
•	 Books	open.	Tell	students	they	
will	listen	to	HR	specialist	Sophie	
19
.
(track 15)
Brennan	talking	about	how	to	
make	a	good	impression	during	a	
job	interview.
•	 Ask	students	to	check	if	any	of	
the	recommendations	they	came	
up	with	in	Activity	18b	will	be	
mentioned	by	the	specialist.	Play	
the	audio	and	then	check	answers	
with	the	whole	group.
•	 Ask	students	to	read	the	questions	
and	answer	any	questions	they	may	
have.	Play	the	audio	so	that	they	
can	do	the	activity.	Ask	students	to	
compare	answers	and,	if	necessary,	
play	it	once	again.	Check	answers	
with	the	whole	group.
•	 To	wrap	the	activity	up,	ask	
students	to	think	of	one	or	two	
questions	they	might	ask	the	
interviewer	if	they	were	having	
a	job	interview.	Briefly	discuss	
questions	with	the	whole	group.
Answers
Refer	to	the	reduced	page	of	
the	Class	Book	for	answers.
 VOCABULARY 
GOALS
•	 Expand	students’	
collocational	
repertoire
•	 Further	equip	
students	with	
questions	to	perform	
a	job	interview
•	 Books	open.	Ask	students	what	
kind	of	questions	are	normally	
asked	during	a	job	interview.	
Strategically	choose	those	
questions	which	have	collocations	
in	them	and	write	them	on	the	
board.	For	example:
Would	you	mind	working	
overtime?
•	 Show	students	that	the	words	
work	and	overtime	go	together.	
That	is,	they	collocate.	Tell	
students	that	words	often	go	
together	and	that	it	is	important	
to	learn	these	combinations.
•	 Pair	students	up	and	ask	them	to	
match	the	columns.	Set	a	time	
limit	up	to	two	minutes.	When	
time	is	up,	check	answers	with	the	
whole	group.
•	 In	the	same	pairs,	ask	students	to	
take	turns	asking	and	answering	
the	questions.	While	students	
interact,	move	around	and	help	if	
necessary.
Answers
Refer	to	the	reduced	page	of	
the	Class	Book	for	answers.
20
.
Avoid clothes that are too fashionable, trendy and brightly-colored. Avoid 
fidgeting, playing with your hair and crossing your arms.
Try to have a good posture, a firm handshake, make eye contact, research the company, arrive five 
or ten minutes before the interview, show interest and enthusiasm, have a specific position in mind 
that you want to fill , be ready to explain related experience briefly, feel free to ask questions, send 
the recruiter a thank-you note or e-mail .
10
7
1
3
5
8
2
4
9
11
6
 TEACHER'S BOOK | 55
Are you ready to work?
 SPEAKING 
GOALS
•	 Review	and	practice	
all	the	language	
studied	in	the	unit
•	 Practice	job	
interviewing
•	 Develop	students’	
speaking	skills
•	 Books	open.	Tell	students	they	will	
take	turns	role-playing	a	job	interview.	
The	activity	will	be	performed	in	
three	parts.	Pair	students	up.	In	the	
first	part	of	the	activity	students	
should	decide	on	a	company	and	
position	they	are	going	to	apply	
for.	Set	a	time	limit	of	one	or	two	
minutes	for	them	to	do	that.
•	 In	the	second	part,	they	should	
decide	on	the	questions	to	be	
asked.	Motivate	them	to	browse	
through	the	unit	to	prepare	a	
list	of	questions	to	be	asked.	
Encourage	them	to	use	not	only	
the	questions	in	the	previous	
activity	but	also	other	questions	
they	practiced	throughout	the	
unit.	Also,	motivate	them	to	
think	about	the	answers	to	the	
questions.	They	can	also	come	up	
with	questions	of	their	own.	Set	a	
time	limit	of	five	minutes	for	them	
to	do	this	part	of	the	task.	While	
they	get	ready,	move	around	and	
help	them	if	necessary.
•	 Finally,	they	should	take	turns	
asking	and	answering	the	
questions.	Move	around	while	
they	perform,	so	that	you	can	
carry	out	a	feedback	session	as	a	
wrap-up.	Ask	students	what	their	
difficulties	were	and	comment	on	
their	performance.
21
. FEEDBACK TIME
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
•	 Books	open.	Go	through	the	
communicative	functions	listed	
and	encourage	students	to	come	
up	with	the	corresponding	
22
. exponents.	Ask	them	to	rate	their	
skills	development	related	to	each	
one	of	them.	They	may	refer	to	
the	specific	language	content	in	
the	unit.	Lower	their	anxiety	by	
making	sure	they	are	not	being	
evaluated	during	this	task.	This	is	a	
powerful	resource	as	long	as	they	
understand	its	purposes.
•	 Monitor	the	activity	at	all	times	
and	offer	help	when	necessary.
•	 When	they	are	done,	have	them	
share	their	most	meaningful	
findings	about	their	own	learning	
process.	Discuss	questions	
related	to	study	habits,	and	the	
importance	of	keeping	up	with	the	
language	through	Web	Lessons,	
Grammar	Tips	sections,	and	so	on.
56 | CNA PROGRESSION 2
4UNIT
 GAME 
GOALS
•	 Offer	room	for	review	
and	consolidation	
of	language	used	to	
talk	about	past	habits	
(used to)
•	 Add	an	element	of	fun
•	 Books	closed.	Bring	a	bottle	to	
class	and	have	students	sit	in	
a	circle	with	the	bottle	in	the	
middle.	Spin	the	bottle.	When	
it	stops	spinning,	the	student	
it	is	pointing	to	has	to	say	one	
thing	he/she	used	to	do	when	
he/she	was	a	kid.	If	the	sentence	
is	grammaticallycorrect,	that	
student	scores	a	point.	That	
student	should	spin	the	bottle.	
1.
If	the	sentence	isn’t	correct,	the	
student	will	not	score	a	point.	
Ask	the	class	for	help	to	make	it	
correct.
•	 When	a	student	says	a	sentence,	
encourage	the	others	to	ask	
questions	related	to	it.	For	
example:
A: When I was a kid I used to live in 
a house.
B:		Really?	Where	did	you	use	to	live?
A:		In	Ribeirão	Preto.
C: Why did you move here?
A: My father got a new job.
•	 Remember	to	keep	the	pace	fast.	
Limit	the	number	of	questions	to	
two	and	set	a	time	limit	of	around	
10	seconds	to	make	the	activity	
more	dynamic.
•	 Alternatively,	you	may	add	
another	topic	to	the	activity	like	
comparisons,	for	example.	Give	
the	student	an	adjective	so	he/
she	has	to	think	of	a	sentence	
comparing	two	things.
 SPEAKING 
GOALS
•	 Review	and	consolidate	
language	related	to	
topics	studied	in	
previous	units
•	 Provide	students	with	
an	opportunity	to	
develop	their	speaking	
skills
•	 Encourage	interaction	
and	exchange	of	
opinion	in	English
•	 Books	open.	Have	students	get	
together	in	groups	of	four.	Go	over	
the	topics	listed	in	the	activity.	
Have	them	read	the	examples	and	
encourage	them	to	come	up	with	
ideas	concerning	the	topics	given.	
Give	them	some	time	to	write	
these	ideas	down.
•	 Have	in	mind	that	the	statements	
should	be	written	in	a	way	that	
will	allow	students	to	agree	or	
disagree	with	them.	Walk	around	
the	room,	monitor	their	work,	and	
offer	help	when	necessary.
•	 Once	their	ideas	are	ready,	call	one	
student	from	each	group	to	form	
a	new	one.	This	way	you	will	have	
groups	in	which	every	student	can	
bring	in	different	sentences.
•	 When	the	new	groups	are	
formed,	tell	students	they	will	
take	turns	reading	their	sentences	
so	everyone	else	can	make	
comments	and	agree	or	disagree.	
Go	over	some	of	the	exponents	
used	to	agree	or	disagree	and	help	
students	present	their	arguments.
•	 Also,	encourage	students	to	
use	language	used	to	make	
comparisons,	to	express	advice,	or	
obligation	and	express	themselves	
appropriately	in	English	using	
contents	they	have	learned	in	the	
previous	units.	While	students	
discuss,	walk	around	and	monitor.
•	 As	a	wrap-up,	have	them	share	the	
most	interesting	ideas.
2.
 TEACHER'S BOOK | 57
Putting it all together.
 SPEAKING 
GOALS
•	 Provide	students	
with	an	opportunity	
to	develop	their	
speaking	skills
•	 Encourage	exchange	
of	experiences	in	
English
3.
•	 Books	open.	Go	over	the	items	
in	the	chart	and	ask	students	to	
come	up	with	their	own	example	
for	each	topic.	Tell	them	to	use	
the	verbs	in	parentheses	in	the	
appropriate	form.
•	 Pair	students	up.	Allow	a	few	
minutes	for	them	to	fill	in	the	
chart	with	information	about	
themselves.	Walk	around	the	
room	and	offer	help	if	necessary.
•	 When	they	are	done,	encourage	
students	to	exchange	information	
and	ask	their	classmates	questions	
in	order	to	have	more	information	
about	their	experiences.	They	
should	write	them	down.	Model	
the	conversation	with	a	student	if	
necessary.
•	 Alternatively,	you	may	ask	them	to	
walk	around	the	room	in	cocktail	
format	and	talk	to	different	
classmates.	Allow	a	few	minutes,	
open	up	the	group	and	ask	them	
to	share	some	of	their	findings.	
Make	sure	students	use	the	
present	perfect	appropriately.
58 | CNA PROGRESSION 2
4UNIT
 LISTENING
GOALS
•	 Provide	students	
with	an	opportunity	
to	develop	listening	
strategies
•	 Offer	room	for	review	
and	consolidation	
of	language	and	
vocabulary	related	
to	occupations	and	
adjectives	describing	
personality
4.
(track 16)
•	 Books	open.	Ask	students	to	look	
at	the	questions	and	preview	what	
the	listening	passage	is	about.	Elicit	
some	ideas.
•	 Play	the	audio	and	have	students	
answer	the	questions	in	Activity	
4a.	Observe	how	your	students	
react	to	the	challenge	and	play	
the	audio	again	if	necessary.	
Then	encourage	them	to	share	
their	work	in	pairs.	Finally	check	
answers	with	the	whole	class.
•	 Move	on	to	Activity	4b.	Play	the	
audio	again	so	students	can	listen	
for	the	words.	Have	them	compare	
their	work	again	and	discuss	not	
only	this	part	of	the	activity	but	also	
the	questions	in	Activity	4c.	Walk	
around	and	monitor.	Offer	help	if	
necessary.	Ask	students	to	share	
some	of	their	findings	with	the	class.
Answers
Refer	to	the	reduced	page	of	
the	Class	Book	for	answers.
 SPEAKING 
GOALS
•	 Consolidate	and	
expand	language	
content	already	
studied
•	 Offer	an	opportunity	
for	language	practice	
related	to	storytelling
•	 Encourage	
development	of	
students’	speaking	
skills	and	imagination
•	 Offer	another	element	
of	fun	to	the	lesson
•	 Books	closed.	Prepare	beforehand	
four	cards	containing	the	
beginning	of	a	story.	The	funnier	
or	the	crazier	the	better.	See	
examples	below.	Divide	the	class	
into	groups	of	four.	Remember	
that	you	will	need	a	set	of	these	
four	cards	for	each	group.
•	 Explain	to	students	that	they	will	
take	turns	beginning	the	story	
each	time.	The	first	member	of	
each	group	will	pick	up	one	card	
and	read	it	out	loud.	Then,	the	
student	on	his	or	her	right	has	to	
continue	the	story.	Set	a	time	of	
50	seconds	for	that.
•	 When	time	is	up,	the	next	student	
on	the	right	continues	until	time	
is	up	again.	Then	the	last	student	
has	to	finish	the	story,	also	within	
the	time.
•	 Remind	students	to	use	linkers	
such	as	so, because, first, then, 
next, finally,	etc.	You	may	want	to	
write	the	linkers	on	the	board	to	
help	them,	but	try	not	to	keep	it	
up	for	too	long.	After	students	
engage	in	the	activity,	you	should	
erase	linkers.	While	students	talk,	
walk	around	the	room,	monitor	
their	work,	and	offer	help	when	
necessary.
5.
They are talking about a vocational quiz.
They were studying for a math test.
Mark could be an accountant, and engineer or a mechanic and 
Donna could be a writer, a musician or an artist.
No, they don’t. Mark can’t see himself as an engineer because he hates 
math and Donna thinks they have not asked her enough questions.
They think it’s silly and therefore unreliable.
reliable, practical , realistic, analytical , efficient, realistic, enthusiastic, 
inventive, imaginative
 TEACHER'S BOOK | 59
Putting it all together.
•	 When	all	the	groups	are	done,	ask	
each	one	to	share	their	stories	
with	all	the	other	students.
•	 As	a	wrap-up,	have	students	vote	
on	the	most	creative	story.
SUGGESTIONS OF STORY 
BEGINNINGS
I	was	standing	by	my	car/
motorcycle,	when	suddenly	it	
started	talking	to	me…
There	are	people	who	shout	
when	they	are	angry.	I	used	to	do	
something	different	when	I	was	a	
kid…
A	famous	movie	director	has	
invited	me	to	create	a	new	
superhero.	It	should	be	a	
completely	different	superhero…
Last	week	my	grandpa	invited	
me	to	go	to	the	1960s	Museum.	
Let	me	tell	you	everything	I	saw	
there…
I	had	a	very	intriguing	dream	last	
night.	Four	of	my	classmates	were	
from	different	countries	and	spoke	
different	languages…
 GAME 
GOALS
•	 Offer	room	for	review	
and	consolidation	of	
language	used	to	talk	
about	devices	used	in	
the	past
•	 Add	an	element	of	
fun
•	 Books	open.	Use	the	flashcards	
available	in	the	Resource Pack,	
pages	154	to	160,	Old technology,	
for	this	activity.
•	 Divide	the	class	into	two	groups.	
Explain	you	will	call	one	student	
from	each	group	out	front	and	
6.
show	one	of	the	objects	on	the	
flashcard.	The	groups	will	then	ask	
yes	or	no	questions	in	order	to	
find	out	which	object	it	is.
•	 Make	sure	the	students	who	will	
answer	the	questions	understand	
they	can	only	say	yes	and	no.	
Also,	explain	that	the	group	that	
guesses	the	object	first	will	score	
the	point.
•	 During	the	game,	encourage	
students	to	use	the	comparative	
degree	of	adjectives.	When	they	
think	they	know	what	the	object	
is,	they	should	ask	a	tag	question.	
Model	the	example	in	their	books	
if	necessary.
•	 Keep	score	and	congratulate	the	
winning	team	at	the	end.
60 | CNA PROGRESSION 2
UNIT5
Communicative goals
•	 Talking	about	happinessand	
what	it	means
•	 Talking	about	what	makes	
you	happy
•	 Talking	about	healthy	
lifestyles
•	 Making	comparisons
 SPEAKING 
GOALS
•	 Introduce	the	topic	of	
the	unit
•	 Introduce	and	
practice	noun	phrases
•	 Develop	students’	
speaking	skills
•	 Books	open.	Ask	students	to	look	
at	the	pictures,	describe	them,	and	
say	what	they	represent.
•	 Pair	students	up	and	tell	them	
to	talk	about	the	questions	in	
Activity	1a.	Go	over	the	adjectives	
provided	so	they	can	use	them	to	
answer	the	questions	but	remind	
them	they	can	add	others	if	they	
want	to.	While	students	talk,	walk	
1.
around	the	room,	watch	them,	
and	offer	help	if	necessary.	When	
they	are	done,	encourage	them	to	
share	their	answers	with	the	whole	
group	and	help	them	explain	their	
ideas.
•	 Tell	students	to	go	over	the	
definitions	of	happiness	in	Activity	
1b.	Help	students	realize	the	nouns	
phrases	in	the	examples	provided	
and	write	an	extra	example	on	the	
board:
Happiness	means	being	close	to	
someone	I	love.
•	 Then,	again	in	pairs,	ask	them	to	
discuss	the	questions.	Explain	that	
there	are	no	wrong	answers	to	the	
second	question.	Move	around	
and	give	help	when	necessary.	
When	students	are	done,	ask	
them	to	share	the	definitions	they	
created.
 TEACHER'S BOOK | 61
What makes you happy?
 SPEAKING 
GOALS
•	 Develop	the	topic	of	
the	unit
•	 Develop	students’	
speaking	skills
•	 Provide	students	with	
ideas	that	will	be	
further	discussed	in	
the	following	activity
2.
•	 Books	open.	Present	the	activity	
and	have	students	complete	the	
list	with	their	ideas.	Tell	them	to	
work	individually	first.	Give	them	a	
few	minutes	to	do	the	activity.
•	 When	they	are	done,	ask	them	to	
work	in	small	groups	and	compare	
their	answers.	Encourage	them	to	
discuss	their	ideas	and	explain	why	
they	believe	their	lists	are	possible.		
•	 Finally,	elicit	some	of	their	ideas	
then	move	on	to	the	Information	
Gap	Activity	4.
See	page	116	of	
the	Teacher’s	
Pack	for	
instructions.	
Information
Gap Activity
4
62 | CNA PROGRESSION 2
UNIT5
 LISTENING
GOALS
•	 Offer	students	an	
opportunity	to	
develop	their	listening	
skills
•	 Further	develop	the	
topic	of	the	unit
•	 Provide	language	
input	for	students	to	
work	on	wh- questions
•	 Books	closed.	Ask	students	what	
they	do	when	they	need	help	with	
a	subject	that	they’d	like	to	hear	
opinions	of	others	about.	You	may	
say:
Do you talk to friends your age?
3.
(track 17)
Do you ask older people for help?
•	 Elicit	some	ideas.
•	 Books	open.	Ask	students	to	take	
a	quick	look	at	the	questions	they	
will	have	to	answer	in	Activity	3a	
so	they	know	what	to	listen	for.	
Play	the	audio	once	and	watch	
students’	reactions	to	the	listening	
passage.	If	necessary,	play	the	
audio	again.
•	 Pair	students	up	and	have	them	
answer	the	questions	together.	
Encourage	them	to	come	up	with	
justifications	for	their	answers	
like	context,	specific	parts	of	the	
conversation,	and	so	on.While	
students	talk,	walk	around	
the	room	and	offer	help	when	
necessary.	When	they	are	ready,	
check	their	answers	with	the	
whole	group.
•	 Move	on	to	Activity	3b.	Ask	
students	to	read	the	questions	
first	and	then	play	the	audio	once	
again	and	tell	them	to	check	the	
correct	options.	You	may	want	
your	students	to	keep	working	
in	pairs	and	help	each	other	as	
needed.	When	they	finish,	go	over	
their	answers	with	the	whole	group	
and	answer	any	questions	they	may	
have.
•	 Work	with	the	whole	group	
in	Activity	3c	and	encourage	
them	to	remember	details	of	
the	conversation	to	answer	the	
question.	As	a	wrap-up,	ask	them	
if	they	agree	with	what	Mr.	Harris	
says	about	happiness	and	the	way	
people	behave	on	social	networks.
Answers
Activity 3a
1. Mr.	Harris	and	Lucca	are	
father	and	son.
2. They	are	talking	about	
happiness.
3. Lucca	is	writing	a	project	
about	happiness.
4. He	was	inspired	by	his	
father.
Answers
Refer	to	the	reduced	page	of	
the	Class	Book	for	answers.
 PRONUNCIATION
GOALS
•	 Raise	students’	
awareness	of	stress	
and	intonation	in	
questions
•	 Develop	speaking	
skills
•	 Books	open.	Pair	students	up	and	
ask	them	to	decide	which	words	
are	stressed	in	the	questions	
provided	in	Activity	4a.	Play	the	
audio	so	students	can	check	their	
work.	Check	answers	with	the	
whole	group.
•	 Play	the	audio	again	so	students	
can	answer	the	question	in	
Activity	4b.	Play	the	audio	one	
4.
(track 18)
The voice goes down.
 TEACHER'S BOOK | 63
What makes you happy?
more	time	for	students	to	listen	
and	repeat.	Pay	attention	to	
students’	pronunciation	and	help	
out	if	necessary.
Answers
Refer	to	the	reduced	page	of	
the	Class	Book	for	answers.
 LANGUAGE 
AWARENESS 
GOALS
•	 Raise	students’	
awareness	about	wh-
questions	that	don’t	
require	auxiliary	verbs
•	 Provide	language	
practice	related	to	the	
topic	of	the	unit
•	 Books	closed.	Give	students	
several	examples	of	questions	
that	require	the	use	of	auxiliary	
verbs.	Vary	verb	tenses	as	much	
as	possible	(simple	present,	simple	
past,	present	continuous,	etc.)	and	
ask	them	to	identify	the	auxiliary	
verbs.
•	 Books	open.	Pair	students	up	and	
have	them	match	the	columns	
in	Activity	5a.	Give	them	a	few	
minutes	and	check	their	work	
with	the	whole	group.	Encourage	
them	to	provide	different	answers	
to	the	questions.
•	 Help	students	realize	that	when	
the	question	word	is	the	subject	
of	the	sentence,	the	auxiliary	is	not	
used.	The	verb	then	agrees	with	
the	subject.
•	 Ask	students	if	they	realized	some	
of	the	questions	didn’t	require	the	
use	of	auxiliary	verbs	and	move	
on	to	Activities	5b	and	5c.	When	
students	are	done,	check	answers	
with	the	whole	group.
•	 Finally,	ask	students	to	do	Activity	
5d.
Answers
Refer	to	the	reduced	page	of	
the	Class	Book	for	answers.
5.
 SPEAKING 
GOALS
•	 Offer	language	
practice	related	to	
asking	and	answering	
questions
•	 Develop	student’s	
speaking	skills
•	 Further	develop	the	
topic	of	the	unit
•	 Books	open.	Ask	students	to	take	a	
look	at	the	reasons	for	happiness.	
Go	over	the	example	questions	
and	answers	and	help	them	ask	
correct	questions	using	does	and	
noun	phrases.
6.
•	 Pair	students	up	and	encourage	
them	to	come	up	with	one	more	
reason.	As	students	talk,	walk	
around	the	room	and	offer	help	
if	necessary.	When	time	is	up,	ask	
students	to	share	their	opinions	
and	the	extra	reason	they	have	
added.
•	 To	wrap	up	the	activity,	you	may	
want	to	list	all	the	reasons	they	
have	discussed	so	far	on	the	board.	
Ask	them	how	they	would	rate	
the	ones	in	this	activity.
3
5
6
1
4
2
1, 2, and 5
2, 3, and 6
64 | CNA PROGRESSION 2
UNIT5
 GAME 
GOALS
•	 Practice	language	
related	to	noun	
phrases
•	 Practice	asking	and	
answering	wh-
questions
•	 Add	another	element	
of	fun
•	 Divide	students	into	two	groups.	
Ask	them	to	make	a	list	of	10	
things	that	make	them	happy.	
Next,	explain	to	students	that	
they	should	take	turns	asking	and	
answering	questions	about	each	
of	the	items	on	their	lists.	Make	
sure	they	write	key	words	only,	
7.
but	when	they	read	the	sentence	
out	loud,	it	should	be	a	complete	
sentence	using	-ing.	For	example,	
in	case	the	idea	is	meeting	friends	
after	work,	Group	A	should	say:	
Meeting friends after work makes 
me happy.
•	 Group	B	should	then	ask	a	
question	aiming	at	getting	further	
information.	The	question	can	
be	in	the	present,	past,	present	
perfect,	or	any	other	verb	tense,	
as	long	as	it	is	appropriate	and	
accurate.	For	example,	Group	B	
may	say:
When was the last time you did it?
Oh,	really?	Have	you	been	to	Golden	
Beer?	It’s	a	cool	place	to	meet	friends	
after work.
•	 Each	correct	sentence	the	group	
makes	and	answers	correctly	is	
worth	one	point.	Each	correct	
question	the	opposite	group	asks	
is	also	worth	one	point.	Keep	
score	and	congratulate	the	winner	
at	the	end.
 VOCABULARY 
GOALS
•	 Introduce	and	
practice	strong	
adjectives	and	sense	
verbs
•	 Develop	students’	
lexical	repertoire
•	 Books	open.	Ask	students	to	takea	brief	look	at	the	text	and	see	if	
they	can	tell	what	kind	of	text	it	is	
(a	blog).	Ask	them	the	questions	
in	Activity	8a	and	go	over	the	
words	in	the	Did you know…? box.	
Encourage	them	to	share	their	
ideas	and	their	preferences.
•	 Pair	students	up	and	ask	them	to	
go	over	Activity	8b,	read	the	blog	
and	pay	attention	to	the	words	in	
bold.	Allow	a	few	minutes.	Walk	
around	the	room	and	offer	help	
if	necessary.	When	they	are	done,	
ask	them	general	comprehension	
questions.	You	may	say:
Who writes the blog? 
What kind of person is the writer?
Why did he write this specific entry?
What happened to him?
•	 Ask	them	to	move	on	to	Activity	
8c	and	complete	the	table.	Tell	
them	to	focus	on	the	words	in	
bold.	What	do	they	show?	Why	
does	the	writer	use	them?
•	 Allow	two	or	three	minutes	and	
check	their	work.
•	 Next,	have	them	look	at	the	verbs	
in	green	and	explain	to	you	why	
they	have	been	used	here.	Have	
them	work	on	Activity	8d	in	pairs.	
As	they	do	so,	walk	around	the	
room	and	monitor	their	work.	
When	they	are	done,	check	their	
answers	with	the	whole	group.
8.
exhausted
 great fantastic
awful
impossible
huge
terrified
amazed
 TEACHER'S BOOK | 65
What makes you happy?
•	 Ask	them	to	complete	the	
sentences	in	Activity	8e	and	pay	
attention	to	the	verb	forms	that	
should	be	used.	When	they	finish,	
check	their	answers	with	the	
whole	group.
Answers
Refer	to	the	reduced	page	of	
the	Class	Book	for	answers.
 PRONUNCIATION
GOAL
•	 Provide	practice	of	
strong	adjectives	
and	the	number	of	
syllables	in	them
•	 Books	closed.	Tell	students	that	
dividing	words	in	English	is	a	little	
different	from	Portuguese.	Give	
them	a	few	examples	of	one-
9.
(track 19)
syllable	words	that	might	look	like	
two-syllable	words	to	a	Portuguese	
speaker,	especially	words	ending	
in	e,	like	give,	take,	and	some	verbs	
in	the	simple	past	such	as	helped,	
looked,	etc.	Write	these	words	on	
the	board	and	challenge	them	to	
answer	how	many	syllables	they	
have.	Elicit	students’	answers,	
correcting	them	if	necessary.
•	 Books	open.	Play	the	audio	and	
ask	students	to	listen	to	the	words	
first.
•	 Play	it	a	second	time	and	this	time	
ask	students	to	write	the	words	
they	hear	in	the	correct	place.
•	 Pair	students	up	so	they	can	
compare	their	answers.	Then	read	
the	list	of	words	out	loud,	carry	
out	some	chorus	repetition,	and	
check	answers	with	the	whole	
group.	Tell	them	to	pay	special	
attention	to	words	ending	in -ed.
Answers
Refer	to	the	reduced	page	of	
the	Class	Book	for	answers.
sound
look
taste
 tastes
 sounded
 tastes
 look
 looked
 sounds
huge
stressed
tired
a-fraid
aw-ful
hap-py
re-laxed
sur-prised
de-li-cious
de-light-ed
ex-haust-ed
ter-ri-fied
66 | CNA PROGRESSION 2
UNIT5
 SPEAKING 
GOALS
•	 Provide	practice	of	
language	used	to	
convey	feelings
•	 Promote	interaction	
in	English
•	 Books	open.	Go	over	the	situations	
provided	and	elicit	some	answers.	
Make	sure	they	use	strong	
adjectives	to	ask	and	answer	
questions	adequately.	Model	the	
conversation	first.	You	may	say:
A:		Oh,	my	gosh!	I’ve	lost	two	kilos!
B:		How	are	you	feeling?
A:		I’m	feeling	great.
10
. Ask	them	to	add	a	situation.	
•	 You	may	want	to	pair	students	
up	or	have	them	stand	in	cocktail	
format	and	ask	and	answer	the	
questions.	As	they	do	so,	walk	
around	the	room	and	monitor	
their	work.	Have	them	share	the	
situations	they	have	added.
TEACHING TIP
•	 You	will	need	to	ask	students	
to	bring	specific	material	next	
class.	Read	the	instructions	
for	Activity	11.
 SPEAKING 
GOALS
•	 Provide	a	chance	for	
students	to	develop	
their	speaking	skills
•	 Encourage	the	
development	of	
social	strategies	and	
communication	in	
English
•	 Check	that	students	have	brought	
pictures	that	they	like	and	that	
somehow	make	them	feel	happy.	
They	should	bring	pictures	of	
family,	friends,	places	they	have	
been,	beaches,	sunsets,	or	anything	
that	reminds	them	of	happiness	
and	well-being.	They	can	bring	
pictures	from	home	or	even	cut	
pictures	out	of	magazines	if	they	
don’t	want	to	show	their	own.	
They	can	also	use	the	ones	they	
have	on	their	cell	phones.	Bring	
extra	pictures	from	magazines	in	
case	someone	forgets	or	doesn’t	
have	one	with	them.
•	 Books	closed.	Ask	students	to	get	
the	pictures	they	have	brought	
and	think	about	what	it	is	that	
makes	them	happy	when	looking	
at	them.	You	may	want	to	have	
them	take	a	few	notes	or	write	a	
couple	of	sentences	to	get	ready	
for	the	activity.	As	they	do	so,	walk	
around	the	classroom	and	offer	
help	when	necessary.	Get	them	
to	use	language	they	have	learned	
throughout	the	lesson	so	far.	Give	
them	some	examples.	You	may	say:
Looking	at	my	children’s	faces	make	
me happy.
Happiness	means	looking	at	the	
sunset at the beach with my girl/
boyfriend.
•	 Books	open.	Divide	them	into	
pairs	and	ask	them	to	exchange	
their	pictures.	As	they	look	at	their	
friends	pictures,	tell	them	to	use	
the	cues	given	in	Activity	11	and	
work	on	the	questions	they	are	
going	to	ask	their	classmates.
•	 While	students	work,	walk	around	
and	answer	any	questions	they	
might	have.	Check	if	students	
11
.
 TEACHER'S BOOK | 67
What makes you happy?
can	formulate	questions	correctly.	
When	they	are	done,	tell	them	
to	start	the	activity	and	ask	each	
other	about	their	pictures.	Remind	
them	of	the	correct	pronunciation	
of	wh-	questions	and	let	them	
work.	Encourage	students	to	
ask	for	more	details	as	well.	
Give	students	a	few	minutes	to	
exchange	information.	When	the	
activity	is	over,	ask	them	to	share	
any	interesting	thing	they	found	
out	about	their	classmates.
 LISTENING
GOALS
•	 Develop	listening	
strategies
•	 Present	language	
related	to	
comparatives	
(equality	and	
inferiority)
•	 Provide	further	
practice	of	language	
previously	studied
•	 Books	closed.	Pair	students	up	and	
ask	them	to	discuss	the	following	
questions.	Write	them	on	the	
board:
What	kind	of	food	do	you	
buy	more?	Fruit,	vegetables,	or	
industrialized	food?
Do	you	worry	about	the	food	
you	eat?
Have	you	ever	been	to	a	
nutritionist?	If	so,	why?	If	not,	
would	you	like	to?
•	 Give	them	some	time	to	discuss	
and	while	they	talk,	move	around	
and	help	them	if	necessary.	When	
time	is	up,	ask	students	to	share	
some	of	their	findings.
•	 Next,	tell	them	they	will	listen	
to	a	conversation	between	
Gordon	and	Adele.	Ask	them	to	
pay	attention	and	find	out	why	
Gordon	mentions	his	nutritionist	
in	the	conversation.	Play	the	audio	
and	elicit	the	answer:	he	mentions	
what	his	nutritionist	said	about	
12
.
(track 20)
eating	well	and	exercising.
•	 Books	open.	Ask	students	to	read	
the	statements	in	Activity	12a	so	
that	they	will	know	what	to	listen	
for.	Explain	that	this	time	they	
have	to	decide	if	the	sentences	are	
true	or	false.	Play	the	audio	and	
let	students	work.	Later,	tell	them	
to	compare	their	answers	and	if	
necessary,	play	the	audio	once	
more.
•	 Ask	students	to	go	over	the	
sentences	again	and	do	Activity	
12b.	Give	them	some	time	to	
do	the	activity.	Make	sure	they	
compare	their	answers	before	you	
check	them	with	the	whole	class.	
Then	ask	them	what	different	
forms	of	comparative	they	notice	
in	those	sentences	and	if	they	can	
tell	you	the	idea	in	each	case.
•	 Clarify	comparative	of	inferiority	
(less _____ than) with	some	more	
examples	and	comparatives	of	
equality (as _______ as) with	
other	examples.	Have	students	
create	their	own	examples,	too.
•	 Finally,	move	on	to	Activity	12c	
and	ask	students	to	talk	about	
the	questions	given.	To	wrap	the	
activity	up,	ask	them	if	they	have	
ever	changed	anything	about	their	
lives,	what	it	was	and	how	they	
managed	to	do	so.
Answers
Refer	to	the	reduced	page	of	
the	Class	Book	for	answers.
68 | CNA PROGRESSION 2
UNIT5
 LANGUAGE 
AWARENESS 
GOALS
•	 Raise	students’	
awareness	of	the	
differentforms	of	
comparisons
•	 Offer	further	practice	
of	comparatives	
of	adjectives	to	
consolidate	learning
•	 Develop	students’	
speaking	skills
13
. •	 Books	open.	Ask	students	to	take	a	
look	at	Activity	13a	and	study	the	
part	of	the	conversation	between	
Gordon	and	Adele.	Then	invite	
them	to	do	Activity	13b.	Ask	them	
to	work	in	pairs	so	they	can	help	
each	other.	Check	their	answers	
with	the	whole	group.
•	 Ask	students	to	read	the	items	
provided	in	Activity	13c	and	make	
comparisons.	Tell	them	to	vary	
the	forms	as	much	as	they	can.	Do	
the	first	one	with	the	students	to	
make	sure	they	understand	what	
to	do.	Elicit	different	possibilities.
•	 As	a	follow-up,	ask	them	to	share	
their	sentences	in	small	groups	so	
they	can	discuss	them,	agreeing	or	
disagreeing.
Answers
Refer	to	the	reduced	page	of	
the	Class	Book	for	answers.
 TEACHER'S BOOK | 69
What makes you happy?
 SPEAKING 
GOALS
•	 Provide	students	
with	an	opportunity	
to	practice	
language	related	to	
comparatives	(as ___ 
as and less ____ than)
•	 Develop	students’	
speaking	skills	as	they	
make	comparisons,	
agree,	and	disagree
•	 Books	open.	Ask	students	to	work	
in	pairs.	Tell	them	to	look	at	the	
pictures	and	the	cues	provided	
and	say	sentences	that	express	
their	opinion	about	the	items	
being	compared.	For	example,	
they	may	think	that	milk	and	red	
meat	are	equally	healthy,	so	they	
should	use	the	comparative	of	
equality.	Those	who	are	vegetarian	
might	want	to	say	that	milk	is	
healthier,	for	example.
•	 Model	the	conversation	with	a	
student	first	and	let	them	work.	
Walk	around	and	give	help	
as	needed.	As	a	wrap-up,	ask	
students	to	share	their	opinions.
 SPEAKING 
GOALS
•	 Provide	practice	of	
language	related	to	
healthy	lifestyles
•	 Promote	
development	of	
students’	speaking	
skills
•	 Books	open.	Ask	students	to	rate	
their	lifestyles	on	a	scale	from	1	
to	10	in	Activity	15a.	Tell	them	
to	save	this	score	and	proceed	to	
Activity	15b.
14
.
15
.
•	 Review	how	they	should	ask	their	
classmates	these	questions	using	
adverbs	and	the	present	tense.	
Encourage	them	to	add	their	own	
question	and	write	it	down.
•	 Tell	them	to	stand	in	cocktail	
format	and	talk	to	as	many	
classmates	as	they	can	in	order	to	
find	out	the	information	required.	
When	they	get	a	positive	answer	
they	should	write	the	classmate’s	
name.	While	students	talk,	walk	
around	the	room,	monitor	
their	work,	and	offer	help	when	
necessary.
•	 When	they	are	done,	ask	them	to	
report	their	findings.	Give	special	
attention	to	the	questions	they	
wrote	themselves.
•	 To	wrap	up	the	activity,	ask	them	
to	go	back	to	Activity	14a	and	
see	if	they	would	like	to	change	
their	ratings.	Ask	if	anyone	would	
like	to	share	their	score.	Ask	them	
if	they	would	change	anything	
about	their	habits.
70 | CNA PROGRESSION 2
UNIT5
 SPEAKING 
GOALS
•	 Practice	language	
related	to	making	
comparisons
•	 Provide	an	
opportunity	for	
students	to	get	to	
know	about	a	theory	
of	psychological	
health
•	 Develop	students’	
speaking	and	reading	
skills
16
. •	 Books	open.	Ask	students	to	read	
about	Maslow’s	Pyramid	and	tell	
you	what	it	means.	You	may	say:
Do you have priority lists?
What kind?
Why are priority lists important?
•	 Explore	the	various	layers	and	
make	sure	they	understand	what	
each	one	includes.
•	 Pair	up	students	and	encourage	
them	to	ask	each	other	questions	
about	the	contents	of	the	
pyramid.	First	they	should	answer	
them	according	to	Maslow	but	
then	ask	them	to	express	their	
own	opinions.
•	 To	wrap	up	the	activity,	ask	
them	what	they	think	the	most	
important	thing	is.
 READING 
GOALS
•	 Provide	students	with	
an	opportunity	to	
develop	their	reading	
skills
•	 Raise	students’	
awareness	of	the	
meanings	contained	
in	a	poem
•	 Offer	room	for	
interpretation	and	
practice	of	the	target	
language
•	 Books	closed.	Ask	students	if	they	
ever	read	poems	and	if	so,	what	
kinds	of	poems	they	like.	You	may	
also	ask	questions	like:
What is so appealing about poetry?
How	does	music	compare	to	poetry?
Can poems be compared to prayers?
•	 Help	them	share	their	ideas	
correctly.
•	 Books	open.	Ask	them	to	read	
the	poem	in	Activity	17a	silently.	
When	they	are	done,	ask	them	
what	they	understand	and	what	
the	author	means	by	happiness.
•	 Depending	on	how	well	your	
students	seem	to	have	grasped	the	
poem,	you	may	want	to	provide	
them	with	a	short	glossary.	It’s	
always	a	good	idea	to	elicit	the	
meanings	and	check	students’	
background	knowledge.	Here	are	
some:
wane:	to	decrease	gradually	in	size,	
amount	or	intensity
seek:	to	search	for,	to	try	to	find
haunt: to	reappear	continually;	
to	appear	habitually	as	a	ghost;	
to	have	a	disquieting	or	harmful	
effect	on
hunt:	to	chase	and	kill	(wild	
animals)	for	food	or	pleasure;	to	
search	for	something	or	someone	
very	carefully	
chase away:	force	to	go	away
timeless: unaffected	by	time,	
eternal
holy: sacred
whole: undivided,	entire
17
.
 TEACHER'S BOOK | 71
What makes you happy?
•	 Pair	students	up	and	tell	them	
to	work	on	Activity	17b.	Remind	
them	to	take	notes	of	important	
words/ideas	in	the	poem	to	
explain	their	answers.
•	 Walk	around	the	room	and	
observe	the	way	your	students	
react	to	the	task.	Offer	help	when	
necessary.	When	time	is	up,	open	
up	the	group	and	check	their	
answers.	Ask	them	if	they	would	
like	to	try	writing	a	poem.
Answers
Refer	to	the	reduced	page	of	
the	Class	Book	for	answers.
Answers
Activity 17b
2. Seek, hunt. It	reminds	
the	reader	of	the	eternal	
pursuit	of	happiness,	as	
if	happiness	has	to	be	
hunted	and	finally	found.
3. Hear	and	here.	The	author	
uses	them	to	show	the	
underlying	message	in	
the	poem	that	you	just	
have	to	hear	happiness.	
Be	sensitive	and	perceive	
it	all	around	you.	Hear	it!	
Your	students	will	also	
find	haunts	and	hunts,	
holy	and	whole,	soul	and	
solely.	Remind	them	the	
words	must	have	the	
same	pronunciation	
and	make	sure	you	
show	the	differences	in	
pronunciation	in	these	
pairs.
4. You	don’t	have	to	look	
for	happiness.	You	have	
to	note	how	happy	you	
are,	and	how	many	things	
can	make	you	happy.	
Happiness	is	here.	Hear	it!	
A	glow,	the	sun,	the	soul.
TEACHING TIP
•	 You	may	also	want	to	
work	with	music	with	your	
students.	Select	a	song	that	
talks	about	happiness.	Get	
the	lyrics	and	prepare	a	
worksheet	for	your	students.	
It	may	be	a	cloze	exercise	
in	which	you	take	out	any	
number	of	words.	Ask	
students	to	listen	to	the	
song,	fill	in	the	blanks	with	
the	missing	words,	and	then	
sing	together.	You	may	also	
scramble	the	lyrics	and	have	
students	unscramble	them	by	
numbering	the	lines	correctly.
Happiness is here, all around us. We don’t 
have to search for it. We just have to note 
it in the small things that surround us.
72 | CNA PROGRESSION 2
UNIT5
 SPEAKING 
GOALS
•	 Provide	language	
practice	related	to	the	
superlative	forms	of	
adjectives
•	 Develop	students’	
speaking	strategies	
and	provide	relevant	
content	for	students	
to	share	with	their	
classmates
•	 Books	open.	Go	over	the	topics	
listed	and	ask	students	to	take	
a	few	minutes	to	complete	the	
sentences.
18
. •	 When	time	is	up,	tell	them	to	
stand	in	cocktail	format	and	
talk	to	one	another.	The	more	
classmates	they	talk	to,	the	
better.	Remind	them	to	ask	their	
classmates	for	more	details	about	
each	sentence.
•	 Walk	around	and	offer	help	when	
necessary.	It’s	a	good	idea	to	ask	
students	to	take	notes	of	their	
classmates’	answers	if	they	think	
they	may	forget	the	information.	
When	time	is	up,	ask	students	
to	share	what	their	classmates	
have	told	them.	You	may	also	ask	
students	for	more	details	about	
their	findings.
 SPEAKING 
GOALS
•	 Offer	an	opportunity	
for	development	of	
students’	speaking	
skills	and	strategies
•	 Provide	language	
practice	related	to	
expressing	opinions,	
agreeing,	and	
disagreeing
•	 Development	of	
collaborative	learning	
strategies
•	 Books	open.	Ask	students	to	read	
the	statements	and	think	about	
whetherthey	agree	or	not.	Give	
them	some	time	to	elaborate	their	
points	of	view.
•	 Divide	the	class	into	groups	of	
three	or	four	students.	Ask	them	
to	share	their	opinion	with	their	
classmates	and	discuss	them.	
Encourage	students	to	use	the	
expressions	in	the	box	and	let	
them	talk.
•	 Walk	around	and	monitor.	Offer	
help	if	necessary.	Take	notes	of	
any	problems	so	you	can	mention	
them	at	the	end	of	the	activity.
•	 When	the	activity	is	over,	and	as	a	
wrap-up,	ask	groups	to	share	their	
views.
19
.
 TEACHER'S BOOK | 73
What makes you happy?
 FEEDBACK TIME
GOAL
•	 Provide	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
20
. •	 Books	open.	Go	through	the	
communicative	functions	listed	
and	encourage	students	to	come	
up	with	the	corresponding	
exponents.	Ask	them	to	rate	their	
skills	development	related	to	each	
one	of	them.	They	may	refer	to	
the	specific	language	content	in	
the	unit.	Lower	their	anxiety	by	
making	sure	they	are	not	being	
evaluated	during	this	task.
•	 You	may	also	want	to	have	
students	work	in	pairs	on	this	
task.	Monitor	the	activity	at	
all	times	and	offer	help	when	
necessary.	When	they	are	done,	
have	them	share	their	most	
meaningful	findings	about	their	
own	learning	process.	Discuss	
questions	related	to	study	habits,	
and	the	importance	of	keeping	up	
with	the	language	through	Web	
Lessons,	Grammar	Tips	sections,	
and	so	on.
74 | CNA PROGRESSION 2
UNIT6
Communicative goals
•	 Talking	about	your/
someone’s	lifestyle
•	 Talking	about	chores
•	 Talking	about	things	that	
happened	over	a	period	of	
time
•	 Talking	about	stress	and	
ways	to	deal	with	it
•	 Talking	about	things	you	
have	already	done	and	
things	you	haven’t	done	yet
 SPEAKING 
GOALS
•	 Contextualize	the	
theme	of	the	unit
•	 Practice	and	develop	
students’	speaking	
skills
•	 Books	closed.	Prepare	beforehand	
sets	of	eight	flashcards,	for	each	
student,	of	both	people	who	are	
famous	and	people	who	are	not.	
Divide	students	into	smalls	groups	
of	three	or	four	and	give	each	
group	the	set	of	flashcards.	Ask	
students	to	sort	these	flashcards	
out	in	smaller	groups	any	way	they	
find	appropriate.	Set	a	time	limit	
of	two	or	three	minutes.	When	
1.
time	is	up,	ask	students	to	show	
their	grouping	and	explain	why.	
You	can	ask	questions	such	as:
Do these people have similar 
lifestyles?
What kind of lifestyle do they have?
Do they have a busy life?
•	 Books	open.	Tell	students	they	will	
keep	on	talking	about	people	with	
different	lifestyles.	Pair	students	
up	and	ask	them	to	talk	about	the	
people	in	the	pictures.	Tell	them	
to	use	the	questions	as	a	guideline	
to	talk	about	the	people.	Elicit	
language	to	be	used	in	the	task.	If	
necessary,	model	the	interaction	
with	one	student.	Set	a	time	limit	
of	three	or	four	minutes	for	this	
interaction.
•	 When	time	is	up,	ask	students	to	
report	their	conclusions.	To	link	
this	activity	to	the	next,	you	can	
ask	questions	such	as:
Who has kids?
Who has the most conventional job?
 TEACHER'S BOOK | 75
Modern lives
 LISTENING
GOALS
•	 Talk	about	different	
lifestyles
•	 Expose	students	to	
new	language
•	 Develop	listening	
comprehension	
strategies
•	 Books	open.	In	the	same	pairs	of	
the	previous	activity,	tell	students	
they	will	make	some	more	guesses	
about	the	people	in	the	pictures.	
Ask	them	to	decide	who	each	
sentence	applies	to.	Set	a	time	
limit	of	two	or	three	minutes	for	
students	to	do	Activity	2a.
2.
(track 21)
•	 When	time	is	up,	briefly	check	
guesses	with	the	whole	class	and	
ask	them	to	justify	them.	Tell	
students	they	will	listen	to	the	
people	in	the	pictures	talking	
about	their	lifestyles	and	they	
should	check	if	they	guessed	
correctly.	Play	the	audio	once.	
Ask	students	to	check	answers.	If	
necessary,	play	it	one	more	time.	
Check	answers	with	the	whole	
group.
•	 Pair	students	up	again	and	ask	
them	to	discuss	the	questions	
in	Activity	2c.	Give	them	two	or	
three	minutes	for	the	conversation	
and	encourage	students	to	keep	
the	conversation	going.	When	
time	is	up,	ask	students	to	report	
their	findings.	Write	the	following	
cues	on	the	board	so	that	students	
can	use	them	for	the	reporting.
Both	______	and	I	have…
Neither	_______	and	I	have…
•	 Encourage	them	to	use	the	
structures	and	give	some	examples	
if	necessary.
Answers
Refer	to	the	reduced	page	of	
the	Class	Book	for	answers.
Tom
Brynn
Tom
Luciana
Brynn
Brynn
Alex
Luciana
Liza
Alex
Alex
Luciana
76 | CNA PROGRESSION 2
UNIT6
 LANGUAGE 
AWARENESS 
GOALS
•	 Raise	students’	
awareness	of	the	use	
of	the	structures	both 
… and, either … or, 
neither … nor
•	 Practice	these	
structures
•	 Develop	students’	
speaking	skills
3.
•	 Books	closed.	Divide	students	into	
small	groups	of	three	students.	
Make	copies	of	the	cue	cards	
available	in	the	Resource Pack, 
page	161,	Both,	either,	neither,	and	
give	each	group	a	set	of	sentences.	
Tell	them	they	have	one	minute	to	
say	who,	considering	the	people	in	
Activity	1,	said	each	thing.	Check	
answers	with	the	whole	group.
•	 Then	ask	students	to	sort	the	
sentence	out	in	groups	according	
to	the	structure	they	have	in	
common.	They	should	have	
three	groups	of	sentences:	with	
both ____ and, either ____ or, 
and	neither ____ nor. Using	
the	sentences	on	the	cards	as	a	
reference,	ask	students	to	turn	to	
Activity	3a	and	3b	and	answer	
the	questions.	They	can	do	this	
in	pairs	or	in	the	groups	they’re	
already	in.	Set	a	time	limit	of	two	
minutes.
•	 When	time	is	up,	check	answers	
with	the	whole	group.	To	check	
their	understanding	of	the	
new	structures,	ask	students	to	
produce	more	examples.
•	 Ask	students	to	read	how	people	
in	Activity	3c	describe	their	
lifestyles.	They	should	complete	
the	sentences.	Give	them	two	or	
three	minutes	to	do	that.	Then	
check	answers	with	the	whole	
group.
•	 Finally,	tell	students	it’s	their	turn	
to	talk	about	their	lifestyles.	Ask	
them	to	complete	the	sentences	
in	Activity	3d	to	talk	about	them	
with	a	classmate.	If	necessary,	give	
students	some	personal	examples	
using	the	sentences	in	the	book.	
Set	a	time	limit	of	one	minute	
for	students	to	complete	the	
sentences.	Pair	them	up	and	ask	
them	to	talk	about	their	lifestyles.	
Write	the	following	model	on	the	
board:
A: What	can	you	tell	me	
about	your	lifestyle?
B: I’m	both	a...	and	a...
a, b, and d.
c, e, and f.
g and h.
 TEACHER'S BOOK | 77
Modern lives
•	 Encourage	students	to	keep	the	
conversation	going.	Give	them	
four	minutes	for	this	interaction.	
When	time	is	up,	ask	students	to	
report	their	findings	to	the	whole	
group.
•	 Alternatively,	you	can	ask	students	
to	stand	up,	move	around,	and	
find	other	students	who	wrote	
similar	sentences.
•	 To	wrap	the	activity	up	and	link	it	
with	the	next,	ask	students	if	they	
have	busy	lives.	Ask	students	to	
tell	you	what	they	do	every	day.	
Ask	them	if	they	do	household	
chores	in	addition	to	going	to	
work	or	school.	Elicit	what	chores	
they	do.
Answers
Refer	to	the	reduced	page	of	
the	Class	Book	for	answers.
Both and
Neither nor
 both and
 both/either
and/or
 neither nor
Both and
78 | CNA PROGRESSION 2
UNIT6
 VOCABULARY 
GOALS
•	 Introduce	and	
practice	language	
related	to	household	
chores
•	 Develop	students’	
lexical	repertoire
•	 Books	open.	Tell	students	these	
are	some	chores	both	Brynn	and	
Luciana	regularly	do.	Ask	students	
to	match	pictures	and	actions.	
Give	them	one	minute	to	do	the	
matching.	When	they	are	done,	
ask	them	to	think	of	two	more	
chores.	If	they	do	not	know	how	
to	say	them	in	English,	encourage	
students	to	ask	you.	Write	the	new	
expressions	on	the	board.
4.
•	 To	check	answers,	ask	students	to	
work	in	pairs.	Model	the	following	
exchange	with	one	student.
A:	What	is	the	woman	in	Picture	1	
doing?
B:	 She’s	doing	the	laundry.•	 Go	through	the	expressions	with	
the	whole	group	if	you	don’t	feel	
they	know	how	to	pronounce	
some	of	the	actions.	While	
students	talk,	move	around	and	
listen	for	aspects	of	the	interaction	
that	may	need	perfecting	later	on.
•	 If	necessary,	check	answers	with	
the	whole	group	and	carry	out	a	
feedback	session	on	those	aspects	
you	consider	suitable.
•	 Pair	students	up	again	and	ask	
them	to	do	Activity	4b.	Model	
interaction	with	a	student	if	
necessary.	Set	a	time	limit	of	three	
minutes	for	the	interaction.	While	
students	talk,	move	around	and	
help	if	necessary.
•	 When	time	is	up,	ask	students	
to	report	their	findings.	This	is	a	
good	moment	to	have	students	
use	the	new	structures	studied	in							
Activity	3.
Answers
Refer	to	the	reduced	page	of	
the	Class	Book	for	answers.
 GAME 
GOALS
•	 Practice	language	
already	learned
•	 Add	another	element	
of	fun
•	 Practice	and	develop	
students’	speaking	
skills
•	 Books	closed.	Divide	students	into	
two	teams.	Tell	students	they	will	
play	teapot. Tell	them	that	you	are	
going	to	choose	one	of	the	chores	
they	learned	in	the	previous	
activity	and	they	should	take	turns	
asking	yes	or	no	questions	using	
teapot	to	substitute	the	verbs	
in	their	questions.	Give	some	
examples	of	questions:
Do you teapot in the kitchen?
Do you teapot more than once a 
day?
•	 Each	team	can	guess	only	once.	
If	they	guess	incorrectly,	the	
other	team	wins.	Let	students	
ask	questions	until	one	of	the	
teams	wins.	When	this	happens,	
ask	each	student	to	choose	one	
chore.	Tell	them	not	to	say	their	
choice	aloud.	Pair	students	up	and	
ask	them	to	play	the	game	again.	
While	students	talk,	move	around	
and	help	if	necessary.
5.
10
9
4
8
1
3
7
5
2
6
 TEACHER'S BOOK | 79
Modern lives
 GAME 
GOALS
•	 Practice	language	
already	learned
•	 Add	an	element	of	
fun
•	 Practice	and	develop	
students’	speaking	
skills
•	 Books	closed.	Before	class,	make	
copies	of	the	cue	cards	available	
in	the	Resource Pack,	page	162,	
Find out who... Give	each	student	
one	card	and	tell	them	they	have	
two	minutes	to	do	the	task	on	it.	
If	necessary,	elicit/model	questions	
for	the	interaction.	
•	 While	students	talk,	move	around	
and	help	if	necessary.	When	
time	is	up,	ask	students	to	report	
their	findings	by	using	the	new	
language	they	studied	in	the	
lesson.
 READING
GOALS
•	 Discuss	the	concept	
of	stress
•	 Lead	students	
into	the	reading	
comprehension	
activity
•	 Develop	students’	
speaking	skills
•	 Books	closed.	Show	students	
the	flashcards	available	in	the	
Resource Pack,	pages	163	to	
165,	Stress,	and	ask	students	what	
seems	to	be	happening	with	the	
people	in	the	pictures.	You	may	
ask	questions	such	as:
What is the problem with them?
How	do	you	think	these	people	feel?
Do you ever feel this way?
Do you ever feel irritable, impatient, 
or hasten conversations?
6.
7.
•	 If	students	answer	affirmatively,	tell	
them	that	maybe	they’re	stressed.	
Tell	them	they	will	take	a	test	to	
find	out	how	stressed	they	are.
•	 Books	open.	Before	they	take	the	
quiz,	ask	them	to	skim	through	
the	text	and	choose	the	title	that	
best	describes	it.	Give	students	
one	minute	to	do	that.	When	
time	is	up,	check	answers	with	the	
whole	group.	Then	ask	students	
to	read	the	text	more	carefully	
and	take	the	quiz	in	Activity	7b.	
Set	a	time	limit	of	three	or	four	
minutes.
•	 Ask	students	to	add	up	the	points	
and	calculate	their	scores.	Then	
pair	students	up	and	ask	them	to	
discuss	the	questions	in	Activity	7c.	
Give	them	four	or	five	minutes	for	
the	discussion.	Encourage	students	
to	keep	the	conversation	going.	
While	students	talk,	move	around	
and	help	them	if	necessary.	When	
time	is	up,	carry	out	a	brief	panel	
discussion	with	the	whole	group.	
Use	the	last	question	to	lead	
students	into	the	next	activity.
Answers
Refer	to	the	reduced	page	of	
the	Class	Book	for	answers.
80 | CNA PROGRESSION 2
UNIT6
 LISTENING
GOALS
•	 Expose	students	to	
new	language
•	 Develop	listening	
comprehension	
strategies
•	 Books	open.	Explore	the	pictures	
on	page	77	by	asking	questions	
such	as:
What kind of lifestyle does Luciana 
have?
What kind of things does she do 
every day?
What kind of pressure does she face 
on a daily basis?
8.
(track 22)
•	 Tell	students	that	they	will	listen	
to	a	conversation	and	they	should	
check	who	Luciana	is	probably	
talking	to.	Play	the	audio	once	
and	have	students	do	Activity	8a.	
Check	answers	with	the	whole	
group.	Then	tell	them	they	are	
going	to	listen	to	the	audio	
again	and	they	should	check	the	
activities	that	are	mentioned.
•	 Play	the	audio	once	or	twice	again	
and	have	students	check	the	
correct	options.	When	they	are	
done,	pair	them	up	and	ask	them	
to	compare	answers.	Model	the	
following	interaction	with	one	
student.
A:	Has	she	taken	her	daughter	to	
school?
B:	 Yes,	she	has/No,	she	hasn’t.
•	 While	they	are	checking	answers,	
move	around	and	listen	for	
aspects	of	language	that	may	need	
attention	later	on.	When	they	
are	done,	check	answers	with	the	
whole	group	if	necessary.
•	 Ask	students	how	stressed	
Luciana	is.	Pair	students	up	and	
ask	them	to	brainstorm	session	
what	Luciana	could	do	to	feel	less	
stressed.	Set	a	time	limit	of	three	
minutes	for	the	brainstorming.	
When	time	is	up,	ask	students	to	
report	what	they	came	up	with.
Answers
Refer	to	the	reduced	page	of	
the	Class	Book	for	answers.
 LANGUAGE 
AWARENESS 
GOALS
•	 Raise	students’	
awareness	of	the	
difference	between	
the	simple	past	
for	situations	at	a	
finished	time	and	the	
present	perfect	tense	
for	situations	at	an	
unfinished	time
•	 Practice	these	tenses
•	 Develop	students’	
speaking	skills
•	 Books	open.	Ask	students	to	
read	Luciana’s	diary	pages	and	
Situations	1	and	2.	Ask	some	
elicitation	questions	to	clarify	the	
difference	between	Situations	1	
and	2.	You	can	ask	questions	such	
as:
When	did	the	actions	in	Situation	1	
happen?
Look at the clock. What time is it? Is 
the morning finished?
•	 Make	sure	students	understand	
that	the	period	in	Situation	2	is	
not	finished	yet.
•	 Ask	students	to	answer	the	
questions	in	Activity	9a.	Check	
answers	with	the	whole	group.	To	
check	students’	understanding,	ask	
them	to	look	at	the	appointment	
9.
 TEACHER'S BOOK | 81
Modern lives
book	pages	and	write	two	more	
sentences	describing	what	Luciana	
did	yesterday	and	what	she	has	
done	today	in	Activity	9b.	Check	
answers	with	the	whole	group.
•	 Then	pair	students	up	and	have	
them	work	together	to	write	
down	questions	using	the	words	
in	Activity	9c.	Set	a	time	limit	of	
two	minutes	for	the	task.	When	
they	are	done,	check	answers	with	
the	whole	group.
•	 Again,	tell	them	to	stay	in	pairs	to	
take	turns	asking	and	answering	
the	questions.	Set	a	time	limit	of	
four	minutes	for	the	interaction.	
When	time	is	up,	ask	students	to	
report	their	findings.	This	is	a	good	
moment	to	induce	students	to	
use	the	language	studied	in	the	
previous	class.	If	necessary,	model	
it	with	one	student.	For	example:
Both	Paulo	and	I	saw	a	wonderful	
movie this week.
Neither	Claudia	nor	I	traveled	last	
year.
Answers
Refer	to	the	reduced	page	of	
the	Class	Book	for	answers.
SUGGESTED 
ANSWERS
She	revised	the	financial	
report.
She	followed	the	shooting	of	
a	TV	commercial.
She	had	a	teleconference	
with	Mrs.	Walker.
She	didn’t	go	to	the	cocktail	
party	at	CCT.
She	has	called	Mr.	Nakamura.
She	has	revised	the	TV	
commercial	schedule.
She	has	prepared	the	
presentation	for	the	new	
campaign.
 SPEAKING 
GOALS
•	 Practice	the	language	
previously	studied
•	 Give	students’	
the	opportunity	
for	a	moment	of	
personalization
•	 Develop	students’	
speaking	skills
•	 Books	open.	Tell	students	that	now	
they	will	have	the	opportunity	to	
find	who	has	been	going	through	
the	most	stressful	situations.	Ask	
them	to	read	the	questions	in	
Activity	10a	and	elicit	how	to	
answer	them.
10
. •	 Ask	students	to	stand	up	and	
move	around	interviewing	each	
other.	Set	a	time	limit	of	fiveminutes	for	that	part	of	the	task.	
When	time	is	up,	ask	students	to	
report	their	findings.	This	is	again	a	
good	moment	to	induce	students	
to	use	the	language	studied	in	the	
previous	class.	If	necessary,	model	
it	with	one	student.	You	may	say:
Both	Felipe	and	Claudia	have	
worked more than 8 hours a day 
this week.
Neither	Claudia	nor	Amanda	has	
felt sick lately.
•	 Finally,	move	on	to	Activity	10b	
and	elicit	students’	ideas.
1. Have you seen a good movie this week?
2. Did you do a lot of things yesterday?
3. Have you read any good books this year?
4. Did you travel last year?
5. How many people have you texted today?
6. How many posts did you post last week?
82 | CNA PROGRESSION 2
UNIT6
 GAME 
GOALS
•	 Practice	language	
already	learned
•	 Add	another	element	
of	fun
•	 Practice	and	develop	
one’s	speaking	skills
•	 Books	closed.	Make	copies	of	
the	cue	cards	available	in	the	
Resource Pack,	page	166,	Are 
you good at guessing?	Give	each	
student	a	card	and	explain	that	
they	have	to	try	to	guess	who	
could	have	done	the	different	
11
. actions	this	week.	Set	a	time	limit	
of	one	minute	so	that	they	can	
complete	the	first	column	with	
names	of	classmates.	When	time	
is	up,	tell	them	they	will	have	to	
check	if	their	guesses	were	correct	
by	asking	questions.	They	should	
check	the	appropriate	column	
then.
•	 Elicit	how	to	ask	the	questions	
before	students	start	talking	
to	each	other.	Give	them	four	
minutes	to	do	it.	When	time	is	up,	
check	how	many	correct	guesses	
students	had	and	ask	them	to	
report	their	findings.	Strategically	
ask	the	question	about	chores	last	
so	that	this	is	a	link	to	the	next	
activity.
 SPEAKING 
GOALS
•	 Discuss	who	spends	
more	time	doing	
household	chores
•	 Discuss	gender	issues
•	 Read	and	interpret	
information	from	a	
graph
•	 Develop	students’	
reading	and	speaking	
skills
•	 Books	closed.	Use	the	last	question	
in	the	previous	activity	to	ask	
students	who	they	think	spends	
more	time	doing	household	
chores,	men	or	women.	Ask	them	
why	that	is	so	and	if	it	should	be	
different.
•	 Books	open.	Ask	them	to	read	the	
graphs	and	discuss	the	questions	
in	pairs	or	small	groups.	Give	them	
four	minutes	to	do	it.	While	they	
talk,	move	around	and	help	if	
necessary.	When	time	is	up,	carry	
out	a	brief	panel	discussion	with	
the	whole	class	so	that	students	
can	share	their	conclusions.
12
.
 TEACHER'S BOOK | 83
Modern lives
 LISTENING
GOALS
•	 Further	practice	of	
language	previously	
studied
•	 Expose	students	to	
new	language
•	 Develop	listening	
comprehension	
strategies
•	 Books	open.	Tell	students	they	will	
listen	to	a	conversation	between	
Brynn	and	her	daughter	Liza.	Tell	
them	they	should	first	listen	and	
decide	the	most	probable	answer	
to	the	question	in	Activity	13a.	
Play	the	audio	and	have	students	
check	the	best	option.	Check	
answers	with	the	whole	group.
13
.
(track 23)
•	 Tell	them	they	will	listen	to	
the	conversation	again	to	do				
Activity	13b.	Explain	they	will	have	
to	check	those	things	Liza	has	
done.	Play	the	audio	once	again.	
When	students	finish	checking,	
pair	them	up	to	compare	answers	
using	the	model	provided	in	
Activity	13c.	If	necessary,	model	
it	with	a	student.	While	they	
interact,	move	around	and	
listen	for	aspects	they	may	need	
improvement	later	on.	If	necessary,	
check	answers	with	the	whole	
group.
•	 To	wrap	the	activity	up,	ask	
students	to	discuss	the	questions	
in	Activity	13d.	Set	a	time	limit	of	
two	minutes.	When	time	is	up,	ask	
students	to	report	their	findings.
Answers
Refer	to	the	reduced	page	of	
the	Class	Book	for	answers.
84 | CNA PROGRESSION 2
UNIT6
 LANGUAGE 
AWARENESS 
GOALS
•	 Study	and	practice	
the	use	of	present	
perfect	with	yet,	
already,	and	just
•	 Develop	students’	
speaking	skills
•	 Books	open.	Ask	students	to	make	
the	sentences	true	by	completing	
them	with	has	or	hasn’t,	based	
on	the	previous	activity.	Check	
answers	with	the	whole	group	by	
asking	questions	such	as:
Has	Liza	done	the	dishes	yet?
No?	So	we	can	say,	Liza	hasn’t	done	
the dishes yet.
14
. Has	she	done	her	homework	yet?
Yes?	So	we	can	say,	Liza	has	already	
done her homework.
•	 Then	ask	students	to	answer	the	
questions	in	Activity	14b.	Give	
them	one	minute	to	do	it.	When	
they	are	done,	check	answers	with	
the	whole	group.	Elicit	some	more	
examples	of	the	new	language	
with	the	class.	You	can	ask	
questions	such	as:
Can you tell me things you have 
already done today?
What do you have to do that you 
haven’t	done	yet?
What have we already done in class 
today?
What	haven’t	we	done	yet?
Have	you	done	the	web	lessons	yet?
•	 Tell	students	to	study	the	pictures	
in	Activity	14c.	Ask	them	
questions	such	as:
Did the couple in the first picture 
arrive long ago?
Did	the	man	buy	the	TV	set	long	
ago?
When did these situations happen?
•	 Ask	students	to	answer	the	
questions.	When	they	are	done,	
check	answers	with	the	whole	
group.
•	 To	practice	the	new	language,	
play	a	game.	Pair	students	up	and	
ask	them	to	study	the	picture	
in	Activity	14d	for	one	minute.	
When	time	is	up,	ask	them	to	
close	their	books	and	tell	them	
they	will	have	two	minutes	to	
write	as	many	sentences	using	
the	new	language	as	they	can.	
Time	them	and	when	time	is	up,	
check	answers	with	the	whole	
group.	The	pair	with	most	correct	
sentences	is	the	winner.	
•	 Alternatively,	ask	students	to	study	
the	picture	in	Activity	14d	and	tell	
you	sentences	to	describe	it	using	
the	new	language.	They	might	say:
Mrs. Swanson has already done the 
ironing,	but	she	hasn’t	taken	the	
trash	out	yet.	She’s	just	done	the	
shopping.
Answers
Refer	to	the	reduced	page	of	
the	Class	Book	for	answers.
 hasn’t
hasn’t
has
has
hasn’t
has
 TEACHER'S BOOK | 85
Modern lives
 GAME 
GOALS
•	 Practice	language	
already	learned
•	 Practice	and	develop	
students’	speaking	
skills
•	 Add	another	element	
of	fun
•	 Books	closed.	Before	class,	make	
copies	of	the	cue	cards	available	
in	the	Resource Pack,	page	167,	
Questions. Cut	them	out	and	
crumple	them	into	a	ball.	Ask	
students	to	stand	up	and	form	a	
circle.	Tell	them	you	will	play	some	
music	and	while	the	music	is	on.	
They	should	pass	the	paper	ball	
around.	When	you	stop	the	music,	
the	student	holding	the	ball	has	
to	get	one	question	from	the	ball,	
choose	another	student,	and	ask	
the	question.	Follow	the	same	
routine	until	all	the	questions	have	
been	asked.	Induce	students	to	
use	the	words	yet, already, never, 
and	just in	the	answer.
15
. SPEAKING 
GOALS
•	 Discuss	when	to	leave	
messages
•	 Lead	students	into	the	
next	activity
•	 Develop	students’	
speaking	skills
•	 Books	open.	Pair	students	up	and	
ask	them	to	discuss	the	questions.	
16
. Set	a	time	limit	of	three	or	four	
minutes.	When	time	is	up,	check	
answers	with	the	whole	group.	Ask	
students	to	report	what	they	have	
discussed.
See	page	117	of	
the	Teacher’s	
Pack	for	
instructions.	
Information
Gap Activity
5
86 | CNA PROGRESSION 2
UNIT6
 LISTENING
GOALS
•	 Expose	students	to	
the	genre	of	written	
message
•	 Develop	listening	
comprehension	
strategies	(skimming,	
scanning,	and	
inferring)
•	 Book	open.	Tell	students	they	will	
listen	to	some	phone	messages	left	
by	Brynn	and	Liza.	They	should	
answer	the	questions	below.	Write	
them	on	the	board:
17
.
(track 24)
Who	called	first?
Who	was	late	for	an	
appointment?
Who	will	be	away	from	home?
•	 Play	the	audio	once	or	twice	
and	have	students	answer	the	
questions.	When	they	are	done,	
check	answers	with	the	whole	
group.
Answers
Brynn
Brynn
Liza
•	 Then	ask	students	to	read	the	
messages	and	decide	which	ones	
were	probably	left.	If	necessary	
play	audio	again.	Check	answers	
with	the	whole	group.	Ask	
students	to	justify	their	choices	by	
pointing	out	in	the	text	elements	
that	reveal	that	that	is	the	
appropriate	message.
Answers
Refer	to	the	reduced	page	of	
the	Class	Book	for	answers.
 PROCESS WRITING 
GOALS
•	 Raise	students’	
awareness	to	the	
featuresof	a	message
•	 Prepare	students	for	
the	production	of	
such	text
•	 Develop	students’	
writing	skills
•	 Books	open.	Ask	students	to	
read	the	messages	again	and	ask	
questions	such	as:
Are messages usually long or short?
What kind of language is usually 
used?
•	 Pair	students	up	and	ask	them	
to	answer	the	questions	in							
Activity	18a	and	18b.	Set	a	time	
limit	of	three	to	four	minutes.	
When	time	is	up,	check	answers	
with	the	whole	class.	Finish	by	
asking	questions	such	as:
Can you use these abbreviations in 
all kinds of text?
Would they be appropriate in any 
kind of message?
•	 Go	through	Activity	18c	with	
the	whole	class.	Point	out	that	
we	begin	the	message	with	the	
name	of	the	receiver	and	finish	
with	the	name	of	the	sender.	It	is	
also	important	to	draw	students’	
attention	to	the	way	the	text	
is	organized.	You	can	write	the	
following	model	on	the	board:
18
.
Start the message with the name of the person to whom the message is 
being sent. Finish the message with the name of the sender.
 XOXO
 CYA
 2morrow
 LOL
 THX
 BTW
 ASAP
 BRB
 tonite
 IMU
SMIM
 TEACHER'S BOOK | 87
Modern lives
Name	of	the	receiver,
Message
Closing	remarks
Name	of	the	sender
•	 Assign	task	in	the	Activity	Book.
Answers
Refer	to	the	reduced	page	of	
the	Class	Book	for	answers.
 SPEAKING 
GOALS
•	 Practice	talking	about	
stressful	situations
•	 Activate	previous	
knowledge	to	be	
used	in	the	following	
activity
•	 Develop	students’	
speaking	skills
•	 Books	open.	Pair	students	up.	
Ask	them	to	take	turns	asking	
and	answering	the	questions	in							
Activity	19.	Give	them	about	five	
minutes	for	the	interaction.	While	
students	talk,	move	around	and	
help	them	with	any	language	they	
may	have	difficulty	with.	When	
time	is	up,	ask	students	to	report	
their	findings.
See	page	118	of	
the	Teacher’s	
Pack	for	
instructions.	
19
.
Information
Gap Activity
6
 FEEDBACK TIME
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
•	 Books	open.	Go	through	the	
communicative	functions	listed	
and	encourage	students	to	come	
up	with	the	corresponding	
exponents.	Ask	them	to	rate	
20
. their	skills	development	for	each	
one	of	them.	They	may	refer	to	
the	specific	language	content	in	
the	unit.	Lower	their	anxiety	by	
making	sure	they	are	not	being	
evaluated	during	this	task.	This	is	a	
powerful	resource	as	long	as	they	
understand	its	purposes.
•	 You	may	want	to	have	students	
work	in	pairs	on	this	task.	Monitor	
the	activity	at	all	times	and	offer	
help	when	necessary.
•	 When	they	are	done,	have	them	
share	their	most	meaningful	
findings	about	their	own	learning	
processes.	Discuss	questions	
related	to	study	habits,	and	
the	importance	of	keeping	up	
with	the	language	through	Web	
Lessons,	Grammar	Tips	sections,	
and	so	on.
88 | CNA PROGRESSION 2
UNIT7
Communicative goals
•	 Talking	about	what	has	been	
happening
•	 Talking	about	what	someone	
has	been	doing
•	 Giving	advice
•	 Talking	about	how	someone	
is	feeling
•	 Talking	about	ways	not	to	
feel	aggravated
 SPEAKING 
GOALS
•	 Contextualize	the	
theme	of	the	unit
•	 Practice	and	develop	
students’	speaking	
skills
•	 Books	closed.	Tell	students	you	
have	a	problem	and	they	have	to	
find	out	what	it	is	by	asking	yes	
or	no	questions.	When	they	find	
out	what	the	problem	is,	tell	them	
how	you	feel	and	ask	them	for	
advice.	This	is	be	a	good	moment	
to	review	language	of	giving	
advice.
1.
•	 Books	open.	Ask	students	to	study	
the	pictures	and	tell	you	how	the	
people	in	them	must	be	feeling.	
Tell	students	to	use	the	words	in	
the	box	in	Activity	1a.	If	necessary,	
teach	expressions	such	as:
He	seems	to	be…
He	must/may	be…
He	looks…
•	 Explore	all	the	pictures	with	the	
group.	Then	tell	them	that	all	
these	people	have	been	facing	
problems.	Pair	them	up	and	ask	
them	to	try	to	guess	what	the	
problem	is	in	each	case.	Give	them	
three	minutes	to	do	that.	While	
they	talk,	move	around	and	help	if	
necessary.
•	 When	time	is	up,	ask	students	to	
report	their	conclusions	and	write	
some	key	words	on	the	board.
 TEACHER'S BOOK | 89
So much has been going on these days.
 READING 
GOALS
•	 Discuss	people’s	
problems	and	give	
advice
•	 Develop	reading	
comprehension	
strategies
•	 Books	open.	Ask	student	to	
browse	through	the	problem	
letters	in	Activity	2a	and	match	
them	to	the	pictures	in	Activity	1.												
Then	check	if	their	predictions	
were	correct.	Give	them	one	
minute	to	do	that.	At	this	point	
it	is	not	important	that	they	read	
the	text	in	detail,	but	rather	try	to	
get	the	gist	of	the	text.
2.
•	 When	they	are	done,	ask	them	
to	check	their	work	in	pairs,	and	
check	answers	with	the	whole	
group.	Then	ask	them	to	read	the	
replies	in	Activity	2b,	on	the	next	
page,	and	write	down	the	name	
of	the	previous	senders.	Check	
answers	with	the	whole	group.	
Ask	students	what	they	think	
about	the	problems.	Ask	them	
if	they	would	advise	the	people	
differently.	Ask	questions	such	as:
Do you think the woman in the first 
letter ought to break up with her 
boyfriend?
Do you think the man in the third 
letter had better look for another 
job?
•	 Write	some	examples	on	the	
board	as	you	talk	to	students.	
Pair	students	up,	move	on	to																																																
Activity	2c,	and	ask	them	to	come	
up	with	some	alternative	pieces	
of	advice	for	each	situation.	Set	
a	time	limit	of	three	minutes.	
While	they	talk,	move	around	
and	help	if	necessary.	When	time	
is	up,	ask	students	to	report	their	
conclusions.	If	time	allows,	ask	
students	to	vote	and	choose	the	
best	solution	for	each	situation.
Answers
Refer	to	the	reduced	page	of	
the	Class	Book	for	answers.
2
4
1
3
90 | CNA PROGRESSION 2
UNIT7
Scared home owner
Stressed worker
Unhappy doughboy
Suspicious lady
 TEACHER'S BOOK | 91
So much has been going on these days.
 LANGUAGE 
AWARENESS 
GOALS
•	 Raise	students’	
awareness	of	the	use	
of	the	structures	had 
better and	ought to
•	 Practice	these	
structures
•	 Develop	students’	
speaking	skills
•	 Books	closed.	Ask	students	to	
tell	you	ways	to	give	advice.	Ask	
them	if	they	noticed	any	different	
language	to	give	advice	in	the	
previous	activity.	If	they	answer	
affirmatively,	ask	them	if	they	can	
give	you	an	example.
3.
•	 Books	open.	Ask	students	to	do	
Activities	3a	and	3b.	Give	them	
one	minute	to	do	it.	Then	check	
answers	with	the	whole	group.	
Tell	them	that	ought to and	should	
are	interchangeable.	However,	had 
better	is	used	for	specific	situations	
and	usually	means	that	if	the	
advice	is	not	followed,	there	will	
be	a	problem.	Give	and	elicit	some	
more	examples.
•	 After	that,	ask	students	to	study	
the	sentences	in	Activity	3c	and	
answer	the	first	question.	Check	
answers	with	the	whole	group.	To	
check	the	understanding	of	how	
to	make	the	negative	form	of	both	
structures,	ask	students	to	offer	
advice	for	the	two	situations	in	the	
second	question.	Encourage	them	
to	use	the	negative	form.
•	 Pair	students	up	and	ask	them	
to	take	turns	giving	advice	to	
the	people	in	Activity	3d.	Model	
interaction	with	a	student.	Give	
them	three	minutes	for	the	
interaction.	While	they	talk,	move	
around	listening	and	if	necessary	
give	corrective	feedback	and	ask	
for	more	examples	to	clarify	the	
use	of	the	new	structures.
Answers
Refer	to	the	reduced	page	of	
the	Class	Book	for	answers.
‘d better
Had better
Ought
92 | CNA PROGRESSION 2
UNIT7
 PRONUNCIATION
GOALS
•	 Raise	students’	
awareness	of	the	
pronunciation	of	the	
tap
•	 Practice	the	tap
•	 Develop	students’	
speaking	skills
•	 Books	open.	Write	some	words	
that	have	the	tap	on	the	board	
and	ask	students	to	say	them.	
Draw	students’	attention	to	
the	letter	t	in	these	words.	Ask	
them	how	it	is	pronounced.Tell	
students	that	in	American	English	
4.
(track 25)
the	letter	t	in	between	vowels	
is	usually	pronounced	as	the	
Brazilian	r	in	pera	when	there	is	no	
stress	on	the t.	For	example,	the	tt	
in	the	word	matter	in	American	
English	is	pronounced	the	same	
way	as	the	r	in	the	Portuguese	
pera.	For	example:
Water, matter, etc.
I got it all. Get out of here.
•	 Play	the	audio	and	ask	student	
to	listen	to	the	conversation	in	
Activity	4a.	If	necessary,	play	it	
again	so	students	can	repeat	the	
words.
•	 Play	the	other	conversations	in	
Activity	4b	and	ask	students	
to	listen.	Pair	students	up	
and	ask	them	to	practice	the	
conversations.
TEACHING TIP
•	 The	tap	is	very	common	in	
American	and	Australian	
English.	Although	it	is	a	
voiced	sound	and	it	is	
articulated	at	the	alveolar	
ridge	like	a	/d/,	it	is	shorter.	
The	tongue	touches	the	
alveolar	ridge	and	is	quickly	
pulled	back.	The	tap	usually	
occurs	when	letter	t	is	in	
between	vowels	and	there	
is	no	stress	on	the	vowel	
to	the	right.	It	can	occur	
both	within	a	word	and	in	
between	words.
 SPEAKING 
GOALS
•	 Practice	previously	
learned	language
•	 Give	them	an	
opportunity	for	
personalization
•	 Practice	and	develop	
students’	speaking	
skills
•	 Books	open.	Pair	students	up.	Tell	
them	to	imagine	that	they	are	the	
people	in	the	pictures	in	Activity	
5a.	They	should	take	turns	asking	
and	giving	advice.	Model	the	
activity	with	a	student	if	necessary.	
Encourage	them	to	use	all	the	
language	they	have	studied	up	
to	now	in	the	previous	activities.	
Set	a	time	limit	of	four	minutes.	
Then	to	do	Activity	5b,	write	the	
following	sentence	on	the	board:
I	have	been	facing	a	difficult	
situation	lately.	I…
•	 Tell	students	they	should	use	the	
sentence	to	tell	their	partner	a	
problem	they	have	been	facing	
lately	and	ask	for	advice.	Give	an	
example	and	ask	for	advice.	Set	a	
time	limit	of	three	minutes	so	that	
students	can	take	turns	asking	and	
giving	advice.
5.
 TEACHER'S BOOK | 93
So much has been going on these days.
•	 When	time	is	up,	ask	students	to	
report	what	pieces	of	advice	they	
gave	in	each	different	situation.
 GAME 
GOALS
•	 Practice	previously	
learned	language
•	 Add	another	element	
of	fun
•	 Practice	and	develop	
students’	speaking	
skills
•	 Books	closed.	Divide	students	
into	pairs	or	groups	of	three.	Ask	
them	if	they	are	creative.	Tell	them	
they	will	be	given	problems	and	
two	minutes	to	come	up	with	as	
many	pieces	of	advice	as	they	can.	
Someone	in	each	group	should	
act	as	a	secretary	writing	down	all	
the	suggestions	given.
•	 Tell	students	a	problem	situation	
and	time	them.	When	time	is	up,	
check	their	suggestions.	For	each	
correctly	phrased	suggestion	a	
point	is	scored.	If	you	want	to	add	
more	fun	to	the	game,	you	may	
give	bonus	points	for	the	most	
creative	pieces	of	advice.
•	 Do	a	number	of	rounds.	When	you	
think	it	is	time	to	stop,	ask	groups	
to	add	up	their	points.	The	group	
with	most	points	is	the	winner.	
To	link	this	activity	to	the	next,	
ask	students	how	they	usually	feel	
when	they	face	a	problem.
SUGGESTIONS OF PROBLEMS
You	can’t	seem	to	get	a	boy/
girlfriend.
You	want	to	travel,	but	you	do	not	
have	any	money.
You	work	at	home	and	your	
neighbor’s	dog	barks	all	day	long.
Your	best	friend	has	bad	breath.	
You	don’t	know	how	to	say	that	
to	him/her.
Your	car	broke	down	in	the	
middle	of	a	deserted	road	and	
your	cell	phone	battery	died.
Yesterday	was	your	boy/girlfriend’s	
birthday,	but	you	totally	forgot	
about	it.
6.
 SPEAKING 
GOALS
•	 Practice	previously	
learned	language
•	 Give	them	an	
opportunity	of	
personalization
•	 Practice	and	develop	
students’	speaking	
skills
•	 Books	open.	Pair	students	up	
and	ask	students	to	guess	how	
the	people	in	the	pictures	feel	
and	what	problems	they	may	be	
facing.	Give	them	three	minutes.	
While	students	talk,	move	around	
and	help	if	necessary.
7.
•	 When	time	is	up,	ask	students	to	
report	their	findings.	This	is	a	good	
opportunity	to	pre-teach	some	
of	the	key	words	they	will	come	
across	in	the	following	activity.
 LISTENING
GOALS
•	 Discuss	how	people	
deal	with	difficult	
situations
•	 Expose	students	to	
language	that	will	be	
studied
•	 Develop	students’	
listening	skills
8.
(track 27)
94 | CNA PROGRESSION 2
UNIT7
•	 Books	open.	Tell	students	that	they	
will	listen	to	some	people	talking	
about	difficult	situations.	Before	you	
play	the	audio,	ask	students	to	read	
the	questions	in	Activity	8a.	Play	the	
audio	and	ask	students	to	check	the	
best	options.	Ask	them	to	check	
answers	in	pairs	and,	if	necessary,	
play	the	audio	again.	Check	answers	
with	the	whole	group.
•	 Then	ask	them	to	read	Activity	
8b,	play	the	audio	again	and	
have	students	check	the	reasons	
mentioned.	Ask	them	to	compare	
answers.	Check	with	the	whole	
group.	Pair	students	up	and	ask	
them	to	do	Activity	8c.	Give	them	
three	or	four	minutes	to	come	up	
with	some	suggestions.
•	 When	time	is	up,	ask	students	
to	share	their	conclusions	with	
the	rest	of	the	group	and	discuss	
which	recommendations	are	the	
best.
Answers
Refer	to	the	reduced	page	of	
the	Class	Book	for	answers.
 LANGUAGE 
AWARENESS 
GOALS
•	 Raise	students’	
awareness	of	the	use	
of	the	present	perfect	
continuous
•	 Practice	the	present	
perfect	continuous
•	 Develop	students’	
speaking	skills
•	 Books	open.	Ask	students	to	
remember	some	of	the	problems	
they	read	during	the	previous	
class.	Ask	questions	such	as:
How	long	has	the	couple	in	the	first	
message been seeing each other?
What has been going on with the 
man in the second message?
•	 As	students	answer	the	questions,	
write	the	answers	on	the	board.	You	
should	have	something	like	this:
They’ve	been	seeing	each	other	
for	a	couple	of	months.
He’s	been	putting	on	weight	
since	he	got	married.
•	 Ask	students	if	they	notice	what	
these	sentences	have	in	common.	
Ask	them	to	study	the	sentences	
and	answer	the	questions	in	
Activity	9a.	Check	answers	with	
the	whole	group	and	if	necessary,	
elicit/give	more	examples.
•	 Then	ask	them	to	answer	the	
questions	in	Activity	9b.	Follow	the	
same	routine	as	for	Activity	9a.
•	 Pair	students	and	write	the	
following	model	on	the	board:
A: How	long	has	
____________	been	
__________ing?
B: She/He	has	been	
________ing	for/since	
__________
Answers
Refer	to	the	reduced	page	of	
the	Class	Book	for	answers.
9.
 TEACHER'S BOOK | 95
So much has been going on these days.
•	 Model	the	activity	with	a	student	
and	let	them	work	on	Activity	9c.	
Set	a	time	limit	of	two	minutes	
for	them	to	do	the	activity.	When	
time	is	up,	check	answers	with	the	
whole	group.
Answers 
Activity 9c
Chris	and	Marcia	have	been	
talking	for	one	hour/since	
4:00.
Sanjay	has	been	working	for	
the	bank	since	2010/for	xx	
years.
Megan	has	been	working	out	
for	one	hour	and	a	half/since	
10:00.
Tyler	has	been	living	here	
since	2005/for	xx	years.
 SPEAKING 
GOALS
•	 Practice	previously	
studied	language
•	 Give	students	
the	opportunity	
of	a	moment	of	
personalization
•	 Develop	students’	
speaking	skills
•	 Books	open.	Pair	students	up.	Ask	
them	to	use	the	cue	words	and	
quickly	write	down	questions	they	
will	ask	each	other.	They	should	
also	think	of	an	extra	question.	
Set	a	time	limit	of	three	minutes	
10
. for	that	part	of	the	activity.	While	
students	are	producing	the	
questions,	move	around.	Check	
if	they	need	any	help,	and	if	the	
questions	are	correct.	When	time	
is	up,	ask	them	to	take	turns	to	
asking	and	answering	each	other.	
Encourage	students	to	keep	the	
conversation	going.	For	example:
A:		How	long	have	you	been	studying	
English?
B:	 For	two	years.
A: Is this the first time you have 
studied English?
B:	 No,	not	really.	I	started	before,	but	
then I quit. What about you?
•	 Set	a	time	limit	of	ten	minutes	
for	the	conversation.	When	time	
is	up,	ask	students	to	report	their	
findings.
96 | CNA PROGRESSION 2
UNIT7
you	have	more	than	ten	students,	
divide	them	into	two	big	groups,	
andtell	students	to	interact	with	
the	students	in	that	group.
•	 Tell	them	they	are	to	interview	
their	classmates	to	find	out	
the	answer	to	the	question	on	
their	card.	Make	sure	students	
know	how	to	ask	the	question	
correctly.	Model	it	if	necessary.	
Set	a	time	limit	of	five	minutes	for	
the	interaction.	While	students	
talk,	move	around	listening	for	
language	that	may	need	feedback	
later	on.
•	 When	they	are	done	or	time	is	up,	
ask	them	to	sit	down	and	report	
their	findings.
 GAME 
GOALS
•	 Practice	previously	
studied	language
•	 Practice	and	develop	
students’	speaking	
skills
•	 Add	another	element	
of	fun
•	 Ask	each	student	to	choose	five	
other	students	in	class.	Tell	them	
to	write	sentences	about	different	
things	these	people	have	been	
doing	or	considering	doing.	
Encourage	them	to	be	creative.	
Give	them	examples	if	they	are	
stuck.	You	may	say:
I think Paula has been considering 
buying a house.
I	think	Nelson	has	been	working	too	
much.
•	 Give	them	three	minutes	to	write	
their	sentences.	When	time	is	
up,	ask	students	to	go	round	and	
check	their	guesses	by	asking	their	
classmates.
•	 When	students	are	done,	ask	them	
to	report	their	findings.
 LISTENING
GOALS
•	 Speculate	what	may	
be	happening	to	
people
•	 Expose	students	to	
language	that	will	be	
studied
•	 Develop	students’	
listening	skills
•	 Books	open.	Pair	students	up	and	
ask	them	to	discuss	what	has	
been	happening	to	the	people	in	
the	pictures	in	Activity	13a.	Give	
students	one	or	two	minutes	to	
discuss	and	check	answers	with	
the	whole	group.
•	 Tell	students	you	will	play	the	
audio	so	they	can	do	Activity	
13b.	Tell	students	they	should	
12
.
13
.
(track 28)
 GAME 
GOALS
•	 Practice	previously	
studied	language
•	 Practice	and	develop	
students’	speaking	
skills
•	 Add	another	element	
of	fun
•	 Books	closed.	Make	copies	of	
the	cue	cards	available	in	the	
Resource Pack, page	168,	How	
long have you been…?.	Give	each	
student	a	card.	You	can	also	
produce	your	own	cards	to	suit	
your	group’s	needs	and	interests.	If	
11
.
12
3 4
 TEACHER'S BOOK | 97
So much has been going on these days.
listen,	and	number	the	pictures	
accordingly.	There	are	four	
situations.	Therefore,	only	four	
pictures	will	be	numbered.	Play	
the	audio	and	ask	students	to	do	
the	task.
•	 Then	ask	students	to	check	
answers	in	pairs,	and,	if	necessary,	
play	the	audio	again.	Check	
answers	with	the	whole	group	and	
ask	students	to	try	to	justify	their	
answers	by	telling	you	what	led	
them	to	make	their	choices.
Answers
Refer	to	the	reduced	page	of	
the	Class	Book	for	answers.
 SPEAKING 
GOALS
•	 Practice	previously	
studied	language
•	 Develop	speaking	
skills
•	 Books	open.	Pair	students	up.	
Ask	students	to	take	turns	giving	
advice	for	the	different	situations	
in	the	previous	activity.	Give	them	
five	minutes	for	the	interaction.	
When	time	is	up,	ask	students	to	
share	the	pieces	of	advice.
 VOCABULARY 
GOALS
•	 Introduce	and	
practice	expressions	
related	to	feelings	and	
emotions
•	 Expand	students’	
lexical	repertoire
•	 Books	closed.	Show	students	
the	flashcards	available	in	the	
Resource Pack,	pages	169	to	171,	
Emotions, and	ask	how	they	think	
these	people	feel.	Use	the	pictures	
to	expose	students	to	some	of	the	
expressions.	You	may	say:
Look at the woman in this picture. 
How	do	you	think	she	feels?	She	
14
.
15
.
seems	to	be	really	happy,	doesn’t	
she? She seems to be on cloud nine.
•	 Books	open.	Ask	students	to	read	
the	sentences	and	write	them	next	
to	the	corresponding	emotion	in	
Activity	15a.	Check	answers	with	
the	whole	group.
•	 Pair	students	up	and	ask	them	
to	complete	the	sentences	in		
Activity	15b.	Set	a	time	limit	of	
two	minutes	for	this.	Then	ask	
them	to	take	turns	interviewing	
their	partners.	Model	the	
interaction	with	a	student.	While	
they	talk,	move	around	and	offer	
help	if	necessary.	Set	a	time	limit	
of	three	minutes	for	this	part	of	
the	task.
•	 When	time	is	up,	ask	students	to	
report	their	findings	to	the	rest	of	
the	group.	While	checking	what	
students	found	out	about	their	
partners,	make	sure	you	write	on	
the	board	some	sentences	such	as:
Something	that	made	you	hit	
the	ceiling	was…
Something	that	bums	me	out	
is…
•	 Leave	these	sentences	on	the	
board	because	they	will	be	your	
link	to	the	next	activity.
•	 For	Activity	15c,	pair	students	up	
again,	preferably	with	a	different	
student,	and	follow	the	same	
routine	as	in	the	previous	activity.
Answers
Refer	to	the	reduced	page	of	
the	Class	Book	for	answers.
to be on cloud nine; to be on top of the 
world
to be down in the dumps; to feel down
to be bummed out; a low blow
to be worried sick; to be on edge
to make one’s blood boil; to hit the ceiling
98 | CNA PROGRESSION 2
UNIT7
 LANGUAGE 
AWARENESS 
GOALS
•	 Raise	students’	
awareness	of	the	use	
of	indefinite	pronouns	
some, any, no
•	 Practice	these	
pronouns
•	 Develop	students’	
speaking	skills
•	 Books	closed.	Use	the	sentences	
on	the	board	to	introduce	the	
activity.	Ask	them	what	the	
sentences	have	in	common.	If	
they	cannot	produce	the	correct	
answer,	point	out	that	all	of	them	
are	variations	of	some.
16
. •	 Books	open.	Ask	students	to	
read	sentences	in	Activity	16a	
and	complete	the	chart.	Check	
answers	with	the	whole	group.
•	 Then	ask	students	to	read	the	
sentences	in	Activity	16b	and	
answer	the	questions.	Check	
answers	with	the	whole	group.	
If	necessary	elicit/give	more	
examples.
•	 Tell	students	they	will	interview	
a	classmate,	but	to	do	that	they	
should	first	choose	the	correct	
alternative	in	the	questions	and	
sentences	in	Activity	16c.	Give	
them	one	or	two	minutes	to	do	
it.	Check	answers	with	the	whole	
group.	Then	pair	students	up	
and	have	them	ask	or	compare	
sentences.	Encorage	them	to	keep	
the	conversation	going	for	a	while	
in	each	exchange.	For	example:
A:	Have	you	met	anyone	interesting	
recently?
B:	 Yes,	I	have.
A:	Really?	Where?
B:	 At	a	disco.	A	very	nice	guy.	We	
talked for hours. What about 
you?
A:	No,	not	really.
B:	 Well,	maybe	you	ought	go	
somewhere different then…
•	 Set	a	time	limit	of	five	minutes	for	
the	conversation.	While	students	
talk,	move	around	and	help	if	
necessary.	When	time	is	up,	ask	
students	to	report	their	findings.
Answers
Refer	to	the	reduced	page	of	
the	Class	Book	for	answers.
TEACHING TIP
•	 *You	can	point	out	to	
your	students	that	some, 
somebody, somewhere, 
something are	not	usually	
used	in	questions.	However,	
there	are	a	few	exceptions:
•	 When	you	are	asking	or	
offering	something
•	 When	you	expect	a	positive	
answer.
•	 **You	can	also	point	out	
to	your	students	that	any, 
anybody, anywhere, anything	
are	not	usually	used	in	
affirmative	sentences.	
However,	when	they	are,	they	
change	meaning.	They	mean	
it	doesn’t	make	any	difference	
which.
•	 We	use	any, anybody, 
anywhere, anything	in	
affirmative	sentences	with	
some	words	such	as	without, 
never, hardly.
7
7
7
3
3
3
3
3** *
 TEACHER'S BOOK | 99
So much has been going on these days.
 GAME 
GOALS
•	 Practice	previously	
studied	language
•	 Practice	and	develop	
students’	speaking	
skills
•	 Add	another	element	
of	fun
•	 Books	closed.	Make	copies	of	
the	cue	cards	available	in	the	
Resource Pack,	page	172,	Tic tac 
toe. Divide	students	into	two	
groups.	Draw	a	tic	tac	toe	grid	
on	the	board,	and	number	the	
squares	from	one	to	nine.
•	 Groups	will	take	turns	picking	
a	number	and	doing	the	
corresponding	task.	When	the	first	
group	chooses	a	number,	show	
or	stick	a	cue	card	on	the	grid.	
Students	in	the	corresponding	
group	have	to	complete	the	
blanks	with	an	indefinite	pronoun	
and	one	of	the	feelings	expressions	
learned.
•	 If	a	group	chooses	a	position	and	
cannot	produce	the	right	answer,	
the	other	group	has	the	chance	to	
try	to	answer	that	question.
•	 Tell	them	they	have	thirty	seconds	
to	give	the	correct	answer.	The	
object	of	the	game	is	to	get	three	
positions	in	a	row,	either	vertically,	
horizontally,or	diagonally.	The	first	
team	to	do	so	is	the	winner.
 GAME 
GOALS
•	 Practice	previously	
studied	language
•	 Practice	and	develop	
students’speaking	
skills
•	 Add	another	element	
of	fun
•	 Books	closed.	Make	copies	of	
the	cue	cards	available	in	the	
Resource Pack, page	173, Periods 
of time. Give	each	student	three	or	
four	cards.	Tell	them	not	to	show	
17
.
18
.
them	to	their	classmates.	Ask	
students	to	stand	up	and	move	
around	asking	different	classmates	
questions	so	that	they	get	the	
answers	that	are	on	the	cards.	If	a	
classmate’s	answer	matches	a	time	
on	one	of	the	cards,	the	student	
can	discard	the	card.	The	student	
who	gets	rid	of	all	his/her	cards	
first	is	the	winner.
•	 If	necessary,	elicit	questions	from	
students	before	they	start.	You	
may	say:
How	long	have	you	been	_____ing?
•	 Set	a	time	limit	of	five	or	six	
minutes	for	the	interaction	or	
up	to	the	moment	one	student	
discards	all	cards.	When	they	are	
done,	ask	them	to	report	their	
findings.
 SPEAKING 
GOALS
•	 Discuss	what	irritates	
people	the	most	and	
ways	to	deal	with	
such	irritations
•	 Develop	speaking	
skills
•	 Books	closed.	Write	the	word	
irritation	on	the	board.	Tell	
students	they	will	brainstorm	
different	sources	of	irritation	
for	one	minute.	As	students	tell	
you	different	things	that	irritate	
them,	write	them	on	the	board.	
When	the	one	minute	is	over,	
ask	students	to	look	at	what	they	
produced.	Ask	students	if	all	these	
19
.
100 | CNA PROGRESSION 2
UNIT7
things	irritate	them	equally.	Ask	
them	what	irritates	them	the	
most.
•	 Books	open.	Pair	students	up.	
Ask	them	to	read	the	different	
situations	in	Activity	19a	and	rank	
them	from	1	to	10.	Set	a	time	limit	
of	five	minutes	for	this	part	of	the	
activity.	Students	should	be	able	
to	justify	their	answers.
•	 When	they	are	done,	ask	them	to	
complete	the	two	sentences	in	
Activity	19b.	Then	have	the	pairs	
form	groups	of	four	and	have	
them	compare	their	rankings.	If	
time	allows,	have	them	come	up	
with	one	final	ranking.	When	they	
are	done,	ask	students	to	share	
their	conclusions	with	the	rest	of	
the	group.	Encourage	students	to	
explain	their	choices.	They	should	
stay	in	groups,	refer	to	Activity	
19c,	and	think	of	strategies	to	cope	
with	the	moments	of	irritation.
•	 Give	examples	if	you	feel	they	
cannot	come	up	with	anything.	
Set	a	time	limit	of	three	minutes	
for	the	discussion.	When	time	is	
up,	ask	students	to	report	their	
conclusions	to	the	rest	of	the	
group.
 READING 
GOALS
•	 Read	about	and	
discuss	how	to	deal	
with	moments	of	
aggravation
•	 Develop	students’	
reading	skills
•	 Books	open.	Tell	students	they	
will	read	a	text	about	how	to	deal	
with	moments	of	aggravation	and	
irritation.	Ask	them	to	quickly	
browse	through	the	text	and	do	
Activity	20a.	For	this	part	of	the	
task,	give	them	one	minute	or	so.	
When	time	is	up,	check	with	the	
whole	group.
•	 Tell	students	to	read	the	text	more	
carefully	and	match	the	headings	
in	Activity	20b	to	the	paragraphs.	
Give	them	three	or	four	minutes	
to	do	it.	When	they	are	done,	
check	answers	with	the	whole	
group.
•	 Pair	students	up	and	ask	them	to	
discuss	the	questions	in	Activity	
20c.	Encourage	them	to	keep	the	
conversation	going	for	a	while.	
Set	a	time	limit	of	three	minutes.	
When	time	is	up,	ask	students	to	
report	their	findings	to	the	rest	of	
the	group.
Answers
Refer	to	the	reduced	page	of	
the	Class	Book	for	answers.
See	page	119	of	
the	Teacher’s	
Pack	for	
instructions.	
20
.
Information
Gap Activity
7
Stripping down 
emotions
Opinions aren’t facts
Let the kids play
Future perspective filter
What for?
Intelligent reaction
 TEACHER'S BOOK | 101
So much has been going on these days.
 FEEDBACK TIME
GOALS
•	 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
21
. •	 Books	open.	Go	through	the	
communicative	functions	listed	
and	encourage	students	to	come	
up	with	the	corresponding	
exponents.	Ask	them	to	rate	their	
skills	development	related	to	each	
one	of	them.	They	may	refer	to	
the	specific	language	content	in	
the	unit.	Lower	their	anxiety	by	
making	sure	they	are	not	being	
evaluated	during	this	task.	This	is	a	
powerful	resource	as	long	as	they	
understand	its	purposes.
•	 You	may	want	to	have	students	
work	in	pairs	on	this	task.	Monitor	
the	activity	at	all	times	and	offer	
help	when	necessary.
•	 When	they	are	done,	have	them	
share	their	most	meaningful	
findings	about	their	own	learning	
processes.	Discuss	questions	
related	to	study	habits,	and	
the	importance	of	keeping	up	
with	the	language	through	Web	
Lessons,	Grammar	Tips	sections,	
and	so	on.
102 | CNA PROGRESSION 2
UNIT8
 GAME 
GOALS
•	 Review	and	
consolidate	
vocabulary	studied	in	
previous	units
•	 Promote	interaction	
and	collaboration	in	
English
•	 Add	another	element	
of	fun
•	 Books	closed.	Make	copies	of	the	
cards	available	in	the	Resource 
Pack,	page	174,	Feeling Expressions. 
Each	group	should	have	one	
set	of	these	cards.	Divide	the	
students	into	small	groups	of	three	
or	four.	Make	sure	you	have	an	
1.
even	number	of	groups,	so	they	
can	challenge	each	other.	Give	
each	group	a	set	of	cards	with	
expressions.
•	 Tell	them	they	have	to	think	about	
a	definition	for	each	expression	
they	have	on	their	cards	and	make	
a	sentence	using	it.	Give	students	
a	few	minutes	so	that	they	can	
get	do	the	activity.	As	students	
work,	walk	around	the	room	and	
offer	help	when	necessary.	Avoid,	
however,	telling	them	what	an	
expression	means,	since	they	will	
be	rewarded	if	the	opposite	team	
fails	to	know	the	answer.
•	 When	they	finish,	groups	will	
challenge	each	other	with	an	
expression.	Group	A	should	show	
Group	B	a	card	and	read	the	
expression	out	loud.	If	Group	B	
knows	the	meaning	and	can	come	
up	with	a	sentence,	it	scores	one	
point.	If	not,	Group	A	is	given	a	
chance	to	try	and	score	one	point.	
Continue	until	all	10	expressions	
have	been	covered.
 LISTENING
GOALS
•	 Provide	language	
practice	and	
development	of	
students’	listening	
strategies
•	 Offer	students	an	
opportunity	to	talk	
about	the	topic	of	
the	passage	and	voice	
their	opinions	by	
giving	advice
•	 Books	closed.	As	a	pre-listening	
activity,	do	Activity	2a	with	
students.	Ask	them	what		
challenges	women	face	nowadays?	
You	may	discuss	these	ideas:
Either raising kids or having a career
Getting married or simply living in 
with their partner
Working but still keeping healthy 
eating habits
Working from home or working in 
an office
Having	an	alternative	lifestyle	or	
working under a lot of pressure
Living in a peaceful small town or in 
a big bustling city
•	 Books	open.	Ask	students	to	
work	in	pairs	to	do	Activity	2b.	
Tell	them	they	are	going	to	listen	
to	two	people	talking	and	that	
they	should	write	down	the	main	
ideas	of	each	one.	Play	the	audio	
and	ask	students	to	discuss	the	
stories	with	their	partners	and	
then	write	down	the	information	
required.	Remind	them	to	use	the	
expressions	they	reviewed	in	the	
previous	activity.	You	may	want	
to	pause	and	allow	a	few	minutes	
at	the	end	of	the	first	passage	so	
they	can	discuss	the	story	with	
their	partners	and	write	down	its	
2.
(track 29)
The woman is worried sick about losing 
weight. Her mother thinks she has been 
worrying about it for too long, but she just 
can’t stop. Being able to wear a wedding dress 
would make her feel on cloud nine.
The woman has been thinking whether she 
should have a career or quit her job and take 
care of her kids. She doesn’t think money 
is the most important thing to make you 
happy, but she wants her kids to have a 
good education and enjoy their vacation at 
nice places.
 TEACHER'S BOOK | 103
Putting it all together.
main	idea.	Move	on	to	the	second	
passage,	play	the	audio,	and	allow	
a	few	minutes	for	discussion	again.	
•	 As	students	carry	out	the	task,	
walk	aroundthe	room,	monitor	
their	work,	and	offer	help	when	
necessary.	When	they	are	done,	
check	their	work	with	the	whole	
group.	Have	a	couple	of	students	
share	their	notes.
•	 Then	ask	students	to	go	over	the	
sentences	in	Activity	2c.	Have	
them	listen	again	and	check	the	
sentences	they	hear.	Go	over	their	
work	when	they	finish	and	check	
their	answers	with	the	whole	group.
•	 Next,	tell	students	to	work	on	
Activity	2d	and	discuss	what	
they	think	about	these	women’s	
problems	and	what	advice	they	
could	give	them.	Tell	students	
to	work	with	their	partners	and	
discuss	their	pieces	of	advice.	
While	students	talk,	move	around	
the	room	and	offer	help	when	
necessary.	When	they	are	done,	
ask	a	couple	of	students	to	
present	their	advice	to	the	whole	
group.	As	they	do	so,	encourage	
the	other	students	to	make	
comments,	agree,	or	disagree.	
You	may	want	to	have	them	
create	another	story	and	ask	their	
classmates	for	some	advice.
Answers
Refer	to	the	reduced	page	of	
the	Class	Book	for	answers.
 PRONUNCIATION
GOALS
•	 Review	homophones
•	 Provide	extra	practice	
related	to	these	words
•	 Books	open.	Ask	students	to	read	
the	sentences	in	Activity	3a	and	
match	them	to	the	pictures.	Ask	
them	what	these	words	have	in	
common.	Help	them	notice	that	
homophones	have	the	same	
sound	but	different	meanings	and	
3.
spellings.	Ask	students	if	they	know	
other	words	like	these.	If	they	can’t	
come	up	with	any,	give	them	a	few	
other	examples	and	write	them	on	
the	board.	You	may	use	the	words	
hear	and	here	that	were	mentioned	
in	Unit	5.	Use	some	other	words	
from	Activity	3a	or	others:	tail/
tale, be/bee, hare/hair, and	waste/
waist.	Make	sure	they	know	how	
to	pronounce	them	and	that	they	
understand	their	meanings	and	
know	how	to	spell	them.
•	 In	pairs,	tell	students	to	go	over	
the	list	in	Activity	3b	and	try	to	
match	the	words	they	think	have	
the	same	sound.	Play	the	audio	
and	check	their	answers	with	the	
whole	group.	You	may	want	to	
have	them	practice	some	spelling,	
so	encourage	them	to	spell	the	
words	they	have	just	matched.
•	 Move	on	to	Activity	3c	and	tell	
them	this	time	they	will	hear	
sentences	with	some	of	the	words	
in	Activity	3b.	Explain	they	should	
circle	the	correct	word	according	
to	the	meaning.	Play	the	audio	
and	let	them	work.	Allow	a	few	
minutes	for	them	to	go	over	their	
work	in	pairs.	Then	check	answers	
with	the	whole	group.
Answers
Activity 3a
The	words	in	bold	are	
examples	of	homophones.
•	 Next,	ask	students	to	make	a	
sentence	using	a	pair	of	words.	
9
4
13
2
16
1
3
12
7
11
5
6
14
15
8
10
3
4
2
1
104 | CNA PROGRESSION 2
UNIT8
The	idea	is	that	they	read	the	
sentence	out	loud	to	a	classmate	
in	order	to	challenge	him	or	her	to	
spell	out	the	correct	word.
Answers
Refer	to	the	reduced	page	of	
the	Class	Book	for	answers.
 SPEAKING 
GOALS
•	 Provide	language	
practice	related	to	
the	present	perfect	
continuous	tense
•	 Promote	interaction	
and	fluency	in	English
•	 Books	closed.	Make	copies	of	
the	cue	cards	available	in	the	
Resource Pack,	page	175,	Long 
time no see!	and	give	three	
different	cards	to	every	student.	
Invite	students	to	stand	in	cocktail	
format	and	talk	to	three	different	
classmates.	Make	sure	they	talk	to	
people	whose	cards	are	different	
from	their	own,	or	change	cards	if	
4.
they	notice	they	have	a	the	same	
card.	The	idea	is	for	them	to	role	
play	a	conversation	with	a	friend	
they	haven’t	seen	in	a	long	time.	
They	should	talk	about	what	
they	have	been	doing	lately	by	
asking	for	and	providing	further	
information.	Help	and	encourage	
them	to	do	so	correctly.	Model	a	
conversation	with	a	student	first.
A:		Rachel!	Long	time	no	see!
B:		Alberto!	So	glad	to	see	you!	What	
have you been doing lately?
A:		I’ve	been	working	pretty	hard.
B:		Really?
A:		Yeah,	I’ve	got	this	night	job	as	a	
waiter.	I’ve	been	saving	money	
to take a trip to Australia, you 
know…
•	 As	students	talk,	walk	around	the	
room,	monitor	their	work	and	
offer	help	when	necessary.	Make	
sure	students	take	turns	starting	
the	conversation.
•	 When	students	are	done,	ask	
some	of	them	to	present	their	
conversations	to	the	whole	group.	
You	may	want	to	have	students	
write	their	own	sentences	about	
what	they	have	been	doing	lately	
and	use	them	at	this	time.
 SPEAKING 
GOALS
•	 Encourage	language	
practice	related	
to	present	perfect	
tense	and	the	use	of	
superlative	form	of	
adjectives
•	 Develop	students’	
speaking	skills
•	 Promote	interaction	
in	English
•	 Books	open.	Tell	students	to	
complete	the	table	with	their	
own	answers	for	each	topic	in												
Activity	5a.
•	 After	they	finish,	ask	them	to	
stand	up	and	walk	around	the	
room	in	order	to	talk	to	as	many	
classmates	as	they	can.	Tell	them	
to	write	down	their	classmates’	
5.
 TEACHER'S BOOK | 105
Putting it all together.
answers	in	the	table.	Remind	them	
to	ask	their	classmates	complete	
questions	in	order	to	practice	the	
language	they	have	studied.	You	
may	model	an	interchange	first	
and	elicit	a	couple	of	answers	they	
can	give.	You	may	say:
A:		What’s	the	most	adventurous	
thing you have done?
B:		Going	rafting	in	Brotas	was	the	
most adventurous thing I have 
ever done.
•	 Encourage	students	to	continue	
the	conversation	by	asking	their	
partners	for	more	details	about	
their	experiences.	While	students	
talk,	walk	around	the	room	and	
offer	help	when	necessary.
•	 When	time	is	up,	write	the	six	
categories	on	the	board	and	ask	
students	to	share	their	results	to	
find	out	the	answer	for	Activity	
5b.	As	a	wrap-up,	ask	students	if	
they	were	in	any	way	surprised	by	
their	friends’	answers.
 SPEAKING 
GOALS
•	 Provide	an	
opportunity	for	
students’	self-
evaluation
•	 Offer	room	for	
interaction	in	English
•	 Books	open.	Encourage	students	
to	say	how	they	feel	about	their	
learning	now	that	they	have	come	
to	the	end	of	this	course.	Go	over	
the	choices	in	Activities	6a	and	6b	
and	ask	them	to	check	the	ones	
that	apply	to	them.	Help	them	
write	something	else	they	have	
done	to	improve	their	learning.	
Walk	around	the	room	and	
monitor	their	work.
6.
•	 When	they	are	done,	ask	them	to	
share	their	answers	with	the	whole	
group.	Encourage	all	students	
to	comment	on	one	another’s	
answers.
•	 Pair	students	up	and	tell	them	to	
focus	on	the	two	topics	in	Activity	
6c.	At	all	times,	circulate	among	
them	and	offer	help.
•	 When	they	are	done,	ask	them	
to	share	their	answers.	You	may	
want	to	carry	out	this	task	with	
the	whole	group.	Remind	them	of	
the	different	activities	they	have	
done	so	far,	the	extra	ones	you’ve	
brought	to	class,	the	various	
skills	they	developed,	pair	work,	
group	work,	and	so	on.	Help	
them	realize	how	much	they	have	
accomplished.
108 | CNA PROGRESSION 2
 FURTHER PRACTICE | 109
Memories 1
UNITUNIT
AFTER ACTIVITY 18
•	 If	you	have	some	time	left,	carry	out	a	short	fun	
activity	with	your	students	to	practice	asking	tag	
questions	so	that	the	choice	of	auxiliary	verbs	
becomes	automatic.
•	 Divide	the	students	into	two	teams.	Read	the	
sentences	suggested	below,	one	at	a	time.	Students	
are	supposed	to	ask	a	tag	question.	As	soon	as	you	say	
the	sentence,	the	group	that	raises	their	hands	first	is	
the	one	that	is	going	to	say	the	tag	question.	If	they	do	
it	correctly,	they	score	a	point;	if	not,	it	is	the	opposite	
group’s	turn	to	try.	Keep	the	pace	fast	so	that	students	
can	consolidate	the	mechanics	of	tag	questions.
SUGGESTIONS:
1.	 Kids	learn	a	lot	on	the	Internet,			don’t	they		?
2.	 You’re	taking	an	online	course,			aren’t	you		?
3.	 Neighborhoods	used	to	be	safer,			didn’t	they		?
4.	 Life	was	harder	for	our	parents,		wasn’t	it	?
5.	 Studying	online	isn’t	easy,		is	it	?
6.	 Matt	is	good	at	math,		isn’t	he	?
7.	 You	didn’t	use	to	play	outdoors,		did	you	?
8.	 You	don’t	like	math,		do	you	?
9.	 Jumping	rope	wasn’t	difficult,		was	it	?
10.	Playing	hopscotch	and	hide	and	seek	aren’t	popular	now,		are	they		?
AFTER ACTIVITY 14
•	 If	necessary	and	if	time	allows,	
playthis	game	with	your	students.	
Prepare	slips	of	paper	with	the	
adjectives	studied	throughout	the	
course	and	three	plates	with	the	
numbers	1,	2	and	3	in	each.	You	will	
need	two	sets	of	these	plates.	Have	
in	mind	that	the	words	in	the	slips	
and	the	numbers	on	the	plate	have	
to	be	big	enough	for	everyone	in	
the	class	to	see.
•	 Divide	students	into	two	groups	
and	give	each	group	the	set	of	
plates.	Explain	that	you	will	pick	
one	of	the	slips,	each	time,	and	
show	them	the	adjective	written	
on	it.	As	you	say	go,	each	group	
has	to	raise	the	plate	with	the	
corresponding	number	of	syllables.	
Give	points	every	time	groups	are	
correct.	Keep	the	score	on	the	
board.	At	the	end	you	can	go	over	
all	the	words	and	ask	students	to	
repeat	them	as	well	as	give	you	the	
corresponding	comparative	form.
110 | CNA PROGRESSION 2
Putting it all together.8UNIT
AFTER ACTIVITY 3
•	 If	time	allows,	play	Tic	Tac	Toe.	Divide	the	class	into	two	groups.	Invite	each	group	to	prepare	a	grid	with	sentences	using	homophones	to	challenge	the	opposite	group.
•	 As	students	from	Group	A	choose	a	square,	Group	B	has	to	say	the	sentence	out	loud.	Then	Group	A	will	say	what	the	correct	word	is	by	spelling	it.	If	they	get	the	correct	word,	they	mark	the	square,	if	not,	the	other	group	does.
•	 The	game	goes	on	until	there	is	a	winner	or	a	tie.	Then	it’s	the	other	group’s	turn.
 INFORMATION GAP ACTIVITY | 113
UNIT2
GOAL
•	 	Practice	talking	about	past	events
•	 Contrast	the	past	continuous	and	the	simple	past	tenses
•	 Develop	speaking	skills
•	 If	necessary,	model	the	activity	
before	students	start.	Give	
students	a	few	minutes	to	do	the	
task.	While	students	talk,	move	
around	and	help	if	necessary.
•	 When	time	is	up,	check	answers	
with	students.	Students	should	
answer	that	the	maid	must	have	
killed	Mr.	Robinson.	We	assume	
she	is	probably	lying	because	
there’s	no	mail	delivery	on	Sunday.
•	 Books	open.	Ask	students	to	work	
in	pairs.	Tell	them	one	student	
will	be	Student	A	and	the	other,	
Student	B.	Ask	Students	A	to	turn	
to	page	129	and	Students	B	to	
page	131	of	their	books.
•	 Explain	they	will	take	turns	asking	
and	answering	questions	in	
order	to	complete	the	missing	
information	and	consequently	find	
out	who	killed	Mr.	Robinson.
Information
Gap Activity
1
114 | CNA PROGRESSION 2
22UNIT
GOALS
•	 Practice	describing	a	car	accident
•	 Practice	the	language	that	was	previously	taught
•	 Develop	speaking	skills
•	 Books	open.	Ask	students	to	work	
in	pairs.	They	will	work	together	
to	do	the	first	part	of	the	activity.	
They	should	decide	where	the	
adverbs	and	adjectives	go	in	the	
story.	Give	them	five	minutes	to	
do	that.	While	they	do	the	activity,	
move	around	and	help	them	if	
necessary.
•	 When	time	is	up,	pair	them	up	
again.	Tell	them	one	student	
will	be	Student	A	and	the	other,	
Student	B.	Ask	them	to	detach	
their	respective	card	but	not	to	
show	it	to	their	partners.	Students	
will	then	take	turns	asking	and	
answering	questions	to	find	
out	about	each	other’s	story.	
Encourage	students	to	retell	the	
story	in	their	own	words	using	not	
only	the	words	in	the	box,	but	all	
the	language	they	have	studied	
throughout	the	unit.	While	
students	talk,	move	around	and	
help	them	if	necessary.	Give	them	
five	minutes	to	retell	their	stories.	
When	time	is	up,	check	the	stories	
with	the	whole	group.
Information
Gap Activity
2
brand new naturally 
creatively 
own 
own 
moving 
Surprisingly 
completely 
moronic 
precisely 
expired 
empty 
suddenly
quickly 
minor 
serious 
 INFORMATION GAP ACTIVITY | 115
UNIT3
GOALS
•	 Practice	describing	a	car	accident
•	 Practice	the	language	that	was	previously	taught
•	 Develop	speaking	skills
asking	questions	until	one	of	them	
gets	four	names	in	a	row	in	any	
possible	arrangement:	horizontally,	
vertically,	or	diagonally.	The	
student	who	completes	a	line	first	
is	the	winner.
•	 Before	they	start,	elicit	how	to	ask	
the	questions.	While	students	do	
the	activity,	move	around	and	
help	if	necessary.	If	you	see	that	
no	one	will	get	all	names,	stop	the	
activity.	In	this	case	the	student	
with	most	names	is	the	winner.	
Stop	the	other	students	and	ask	
them	to	report	their	findings.
Information
Gap Activity
3
GOALS
•	 Provide	extra	practice	of	the	language	previously	studied
•	 Develop	speaking	skills
•	 Add	another	element	of	fun
•	 Books	open.	Ask	students	to	turn	
to	Information	Gap	Activity	3	at	
the	back	of	their	books.	Tell	them	
they	are	going	to	play	Bingo,	but	a	
different	version	of	the	game.
•	 Ask	students	to	stand	up	and	
move	around	interviewing	their	
classmates.	Whenever	they	
ask	one	of	the	questions	in	
the	grid	and	a	student	answers	
affirmatively,	they	should	write	
that	student’s	name	in	the	correct	
box.
•	 Set	a	rule	that	they	can’t	ask	
the	same	student	more	than	
two	questions	in	a	row.	This	will	
promote	more	interaction	among	
students.	Students	will	keep	on	
116 | CNA PROGRESSION 2
UNIT5
GOALS
•	 Develop	students’	reading	skills
•	 Practice	talking	about	reasons	for	happiness
•	 Develop	students’	ability	to	provide	explanations
•	 Books	open.	Divide	students	into	
pairs,	Students	A	and	Students	B.	
Ask	them	to	detach	Information	
Gap	Activity	4	from	the	back	of	
their	books.	Students	A	should	
turn	to	page	139	and	Students	
B	to	page	141.	Tell	them	they	
shouldn’t	show	their	cards	to	their	
partners.
•	 Students	should	take	turns	asking	
and	answering	questions	to	find	
out	the	three	missing	important	
reasons	for	happiness.	If	necessary,	
model	the	activity	before	students	
start.	Show	students	how	they	can	
rephrase	some	of	the	information	
provided.	Allow	them	some	
minutes	to	do	the	activity.
•	 While	students	talk,	move	around	
and	help	if	necessary.	When	time	
is	up,	have	them	check	their	
answers	with	each	other.
•	 As	a	wrap-up,	ask	students	how	
much	of	what	they	had	on	their	
lists	in	Activity	2	matched	the	list	
in	this	activity.
Information
Gap Activity
4
 INFORMATION GAP ACTIVITY | 117
UNIT6
GOALS
•	 Practice	the	language	previously	taught
•	 Develop	speaking	skills
GOALS
•	 Develop	students’	reading	skills
•	 Practice	talking	about	reasons	for	happiness
•	 Develop	students’	ability	to	provide	explanations
•	 Tell	students	to	take	turns	asking	
what	they	have	already	done.	
Before	they	start,	elicit	questions	
and	answers.	Model	it	with	a	
student	if	necessary.	While	they	
interact,	move	around	listening	for	
aspects	that	need	correction	when	
the	activity	is	done.
•	 Books	open.	Ask	students	to	turn	
to	Information	Gap	Activity	5.	Pair	
them	up.	Explain	the	situation:	
they	are	roommates	and	have	
decided	to	share	the	household	
chores.
Information
Gap Activity
5
118 | CNA PROGRESSION 2
UNIT6
GOALS
•	 Practice	language	already	learned
•	 Practice	and	develop	one’s	speaking	skills
•	 Add	another	element	of	fun
•	 Books	open.	Divide	students	into	
pairs,	Students	A	and	Students	B.	
Ask	them	to	detach	Information	
Gap	Activity	6	from	the	back	of	
their	books.	Students	A	should	
turn	to	page	147	and	Students	B	
to	page	149	Ask	them	to	read	the	
information	on	the	cards,	but	not	
mention	it	to	the	partner	so	they	
don’t	spoil	the	information	gap	
element	of	the	task.
•	 Elicit	language	for	the	task:	how	
to	ask	what	is	wrong,	how	to	give	
advice,	and	how	to	explain	what	
has	happened.	If	necessary,	write	
some	language	exponents	on	the	
board.
•	 The	activity	will	be	carried	out	in	
two	parts.	The	first	time,	Student	
A	will	have	a	problem	and	Student	
B	will	give	advice.	The	second	time	
students	should	switch	roles.
•	 While	they	interact,	move	around	
listening	for	aspects	that	may	need	
correction	when	the	activity	is	
done.
Information
Gap Activity
6
 INFORMATION GAP ACTIVITY | 119
UNIT7
GOALS
•	 Practice	language	already	learned
•	 Practice	and	develop	one’s	speaking	skills
•	 Add	another	element	of	fun
GOALS
•	 Practice	language	already	learned
•	 Practice	and	developone’s	speaking	skills
•	 Add	another	element	of	fun
•	 Books	open.	Ask	students	to	turn	
to	Information	Gap	Activity	7.	Pair	
them	up.	Ask	them	to	read	the	
information	on	the	cards	but	not	
to	mention	it	to	their	partner	so	
they	don’t	spoil	the	information	
gap	element	of	the	task.
•	 Elicit	language	for	the	task:	how	
to	ask	what	is	wrong,	how	to	give	
advice,	and	how	to	explain	what	
has	happened.	If	necessary,	write	
some	language	exponents	on	the	
board.
•	 The	activity	will	be	carried	out	in	
two	parts.	The	first	time,	Student	
A	will	have	a	problem	and	Student	
B	will	give	advice.	The	second	time	
students	should	switch	roles.
•	 While	they	interact,	move	around	
listening	for	aspects	that	need	
correction	when	the	activity	is	
done.
Information
Gap Activity
7
GRAMMAR TIPS | 123
1UNIT
GRAMMAR ACTIVITY
Write two sentences about your life as a kid.
1. _____________________________________________________________.
2. _____________________________________________________________.
POSSIBLE ANSWERS
1. I used to have a dog when I was a kid.
2. My sister used to be taller than me when we were kids.
USED TO
We use USED TO to describe past habits, facts, and states that are no longer true. Study the examples:
We used to live in a small town in the countryside. Now we live in a big city.
Families used to spend more time together in the old days.
124 | CNA PROGRESSION 2
1UNIT
COMPARATIVES
We use specific comparative forms to compare things in general.
I was good at math, but I was better at chemistry. 
Was life easier or more difficult in the past? 
When comparing two things, we usually use than after the adjective.
Brazil is bigger than Argentina.
My brother Peter is two years older than my sister.
Here are the rules to form the comparative of adjectives.
Study the charts:
Case 1:
We use adjective +-er with one syllable 
adjectives. Study the examples:
older younger
calmer safer
For words ending in y, we change the y to i 
and add -er. Study the examples:
happy happier
pretty prettier
busy busier
We use more + adjective with adjectives with 
more than two syllables. Study the examples: 
more complicated more difficult
more intelligent more dangerous
In most adjectives we simply add -er at the end 
of the word. Study the examples:
young younger
old older
safe safer
We double the consonant and add -er with 
words ending consonant, vowel, consonant. 
Study the examples:
big bigger
wet wetter
sad sadder
Case 2:
EXCEPTIONS
good better
bad worse
GRAMMAR TIPS | 125
1UNIT
GRAMMAR ACTIVITY
Use the words provided to compare two people or moments in time.
1. two boys / tall
 _____________________________________________________________.
2. students / creative
 _____________________________________________________________.
3. young people in the 1960s / rebellious
 _____________________________________________________________.
4. life in the past / easy
 _____________________________________________________________.
POSSIBLE ANSWERS
1. My brother Peter is taller than my cousin Fabio.
2. Students in this school are more creative.
3. Young people in the 1960s used to be more rebellious.
4. Life in the past was easier.
126 | CNA PROGRESSION 2
1UNIT
QUESTION TAGS
We use question tags to ask for confirmation. Study the examples:
You grew up in the 1970s, didn’t you?
They don’t live here, do they?
In question tags when the statement is affirmative, the tag question is negative and vice versa. The same verb 
tense is used in both statements and tag questions. Study the examples:
Your brother is taller than you, isn’t he?
You mother is not a teacher, is she?
GRAMMAR ACTIVITY
Complete the sentences with tag questions.
1. You can swim, ________________________________________________?
2. You didn’t use to live in an apartment, _______________________________?
3. You used to be better at math, ____________________________________?
4. Your dad was a teenager in the 1960s, ________________________________?
5. Math is more difficult in high school, ________________________________?
6. Mr. Jones is not your geography teacher, _____________________________?
7. You were not born in 2001, _______________________________________?
8. You know a lot about your grandfather’s life, __________________________?
ANSWERS:
1. can’t you
2. did you
3. didn’t you
4. wasn’t he
5. isn’t it
6. is he
7. were you
8. don’t you
GRAMMAR TIPS | 127
UNIT2
THE PAST 
CONTINUOUS TENSE
We use the past continuous to describe actions that were in progress at a certain time in the past. Study the 
examples:
I was studying for a test last night.
She was cooking dinner at 7:00 yesterday.
We often use the past continuous to describe an action that was interrupted by another action in the past. The 
longer action is in the past continuous. Study the examples:
I was studying for a test when she called.
They were coming home when the accident happened.
Study the charts for the negative, interrogative, and contracted forms of the past continuous tense.
AFFIRMATIVE
I was cooking.
You were cooking.
He was cooking.
She was cooking.
It was cooking.
We were cooking.
You were cooking.
They were cooking.
NEGATIVE
I was not (wasn’t) cooking.
You were not (weren’t) cooking.
He was not (wasn’t) cooking.
She was not (wasn’t) cooking.
It was not (wasn’t) cooking.
We were not (weren’t) cooking.
You were not (weren’t) cooking.
They were not (weren’t) cooking.
INTERROGATIVE
Was I cooking?
Were you cooking?
Was he cooking?
Was she cooking?
Was it cooking?
Were we cooking?
Were you cooking?
Were they cooking?
SHORT ANSWER
Yes, I was./No, I was not (wasn’t).
Yes, you were./No, you were not (weren’t).
Yes, he was./No, he was not (wasn’t).
Yes, she was./No, she was not (wasn’t).
Yes, it was./No, it was not (wasn’t).
Yes, we were./No, we were not (weren’t).
Yes, you were./No, you were not (weren’t).
Yes, they were./No, they were not (weren’t).
128 | CNA PROGRESSION 2
2UNIT
GRAMMAR ACTIVITY
What were the people in the picture doing before the accident? Follow the example.
ANSWERS:
1. Jeff was jogging when the accident happened.
2. Maria was having ice-cream when the accident happened.
3. Peter was reading the newspaper when the accident happened.
4. Tom was having some juice when the accident happened.
5. Mel and Tina were talking when the accident happened.
6. Hugo and Mark were playing chess when the accident happened.
7. Phil was talking on the phone when the accident happened.
Example: ________________________________________________________.
1. _____________________________________________________________.
2. _____________________________________________________________.
3. _____________________________________________________________.
4. _____________________________________________________________.
5. _____________________________________________________________.
6. _____________________________________________________________.
7. _____________________________________________________________.
Marcia was walking her dog when the accident happened
JEFF
MARIA
PETER
MARCIA
TOM
MEL
TINAHUGO
MARK
PHIL
GRAMMAR TIPS | 129
UNIT2
THE PRESENT 
PERFECT TENSE (1)
We use the present perfect tense (HAVE/HAS + past participle form of the verb) to describe actions that 
happened at an indefinite time in the past. Study the examples:
I have witnessed a crime.
She has had a car accident.
Compare the use of the present perfect tense and the simple past tense. Study the examples:
I have witnessed a crime. (indefinite time in the past)
I witnessed a crime yesterday. (definite time in the past)
She has had a car accident. (indefinite time in the past)
She had a car accident in 2006. (definite time in the past)
We use specific time expressions such as YESTERDAY, LAST NIGHT, 
LAST MONTH, LAST AUGUST, IN 1999 with the simple past tense.
We use unspecific time expressions such as EVER,NEVER, ONCE, 
MANY TIMES, SEVERAL TIMES, BEFORE, SO FAR with the present 
perfect tense.
Study the charts for the negative, interrogative, and contracted 
forms of the present perfect tense.
NEGATIVE
I have not (haven’t) done.
You have not (haven’t) done.
He has not (hasn’t) done.
She has not (hasn’t) done.
It has not (hasn’t) done.
We have not (haven’t) done.
You have not (haven’t) done.
They have not (haven’t) done.
INTERROGATIVE
Have I done?
Have you done?
Has he done?
Has she done?
Has it done?
Have we done?
Have you done?
Have they done?
SHORT ANSWER
Yes, I have./No, I haven’t.
Yes, you have./No, you haven’t.
Yes, he has./No, he hasn’t.
Yes, she has./No, she hasn’t.
Yes, it has./No, it hasn’t.
Yes, we have./No, we haven’t.
Yes, you have./No, you haven’t.
Yes, they have./No, they haven’t.
AFFIRMATIVE
I’ve (have) done.
You’ve (have) done.
He’s (has) done.
She’s (has) done.
It’s (has) done.
We’ve (have) done.
You’ve (have) done.
They’ve (have) done.
130 | CNA PROGRESSION 2
2UNIT
GRAMMAR ACTIVITY
Complete the conversations with either the simple past or the present perfect form of the verbs.
A: I can’t find my tablet. I think I 
________________ (lose) it.
B: Are you sure you _________________ 
(leave – neg.) it at home?
A: Yes, I am. I remember I ______________ 
(check) my e-mails this morning.
B: Where _________ you ___________ 
(check) your e-mails?
A: I think I ____________ (check) them at 
the office.
B: So, you probably _____________ (leave) it 
there.
2.
A: _________ you ever ___________ (be) to 
another country?
B: No, never. What about you?
A: I ____________ (go) to Italy last year.
B: How _______ you ________ (like) it?
A: I simply ______________ (love) it.
1.
ANSWERS
1. Have … been/went/did … like/loved
2. Have lost/haven’t left/checked/did … check/checked/left
GRAMMAR TIPS | 131
UNIT2
ADJECTIVES 
AND ADVERBS
We use adjectives to describe nouns or pronouns. Study the examples:
It is a beautiful house.
They are very intelligent students.
Notice that adjectives usually come before the noun or after to be in English and they have no plural form.
We use adverbs to modify (=describe) a verb or an adjective. Study the examples:
She speaks English fluently.
The test was incredibly difficult.
We usually form adverbs by adding -ly to adjectives. Study the examples:
beautiful beautifully
previous previously
serious seriously
If an adjective ends in le, we drop the e and add -ly. Study the examples:
simple simply
reasonable reasonably
desirable desirably
If and adjective ends in y, we drop the y and add -ily. Study the examples:
happy happily
heavy heavily
Good is an adjective and its corresponding adverb is well.
Fast, hard, and late are both adjectives and adverbs.
132 | CNA PROGRESSION 2
2UNIT
GRAMMAR ACTIVITY
Check the best option to complete the conversation.
ANSWERS:
heavy/dangerous/patiently/carefully/good
Beth: We can’t leave now because of the heavy/heavily rain.
Liam: Gosh! That’s true. The road gets slippery and it can be 
very dangerous/dangerously.
Beth: So, we will patient/patiently have to wait.
Liam: Yes, anyway, we will have to drive careful/carefully 
because the road will still be wet and slippery.
Beth: I know. I just hope we don’t get there late.
Liam: Don’t worry! I’m a good/well driver. We’ll make it in time.
GRAMMAR TIPS | 133
UNIT3
VERBS AND ADJECTIVES + 
PREPOSITIONS + GERUND
Some verbs are followed by other verbs in the gerund. Study the examples:
I like talking to people.
I love planning.
I hate being alone.
I detest wasting time.
I dislike waiting for people.
I enjoy receiving feedback after I finish a task.
These verbs can also be followed by nouns. Study the examples:
I like music.
I hate interviews.
I enjoy science.
Verbs that follow adjective + prepositions usually take the gerund. Study the examples:
I am good at dealing with people
I am interested in learning as much as I can about the job.
Here are some more examples of adjective + prepositions.
She is capable of doing different tasks at the same time.
She is afraid of being fired.
She is tired of doing the same thing every day.
She is anxious about making the presentation.
He is fond of reading.
GRAMMAR ACTIVITY
Fill in the blanks with the correct form of the verb in parentheses.
1. I love _______________ (work) with large teams.
2. I am interested in ________________ (get) a job here.
3. I hate _________________ (go through) long meetings.
4. I’m really good at _______________ (come up with) solutions to unexpected problems.
ANSWERS:
1. working / 2. getting / 3. going through / 4. coming up with
134 | CNA PROGRESSION 2
3UNIT
THE SUPERLATIVE
We use the superlative to talk about how someone or something is in a superior position compared to all the 
others in a group. Study the examples:
All Hemingway’s books are interesting, but I think the most interesting is The Old Man and The Sea.
Bryan, Carol, and Sue are bright children, but I have to admit that Carol is the brightest of them all.
The superlative of one-syllable adjectives is formed by adding -est to the adjective plus the. Study the examples:
I’m the tallest in the group.
She’s the nicest person I have ever met.
Note: If the word ends in consonant-vowel-consonant, then the last consonant is usually doubled in the 
superlative form. Study the examples:
big the biggest
fat the fattest
hot the hottest
The superlative of one or two-syllable adjectives ending in -y is formed by dropping the -y and adding -iest to 
the adjective plus the. Study the examples:
The easiest way to learn a language is to live abroad.
She was the happiest person in the world when she found out she got the job.
The superlative of two-syllable adjectives is formed by adding the most to the adjective. Study the examples:
This is the most useful tip I can give you.
I have to confess this was the most boring job interview I have ever had.
Note: The superlative of some shorter two-syllable adjectives can be formed with -est. Study the examples:
simple simplest
clever cleverest
narrow narrowest
In doubt, look the adjective up in a dictionary.
GRAMMAR TIPS | 135
UNIT3
The superlative of adjectives with three or more syllables is formed by adding the most to the adjective. Study 
the examples:
That’s the most interesting book I have ever read.
The most difficult part is the beginning, then things will settle down.
Good and bad have irregular comparative/superlative forms:
good better (than) the best
bad worse (than) the worst
Study the examples:
The best thing about the job is the fact that I can work flexible hours.
The worst situation I had to face was when I had to fire someone from the team.
GRAMMAR ACTIVITY
Complete the sentences with the superlative form of the adjectives in parentheses.
1. I think this is ____________________ (good) candidate we have 
interviewed so far.
2. ____________________________ (interesting) thing about Bob is that 
he is willing to learn.
3. She is ______________________ (lucky) person I know. She started 
looking for a job yesterday and was offered a job today. I can’t believe it.
4. Jim is ____________________________ (competent) manager I know. I’d 
love to be in his team.
5. Sally Peterson had ______________________ (bad) performance in the 
interview. She’s out of the process.
6. Ann is ______________________ (careful) person I know. She’ll certainly 
know how to handle this.
7. My boss is ___________________ (smart) person I know. It’s amazing how 
he can make people do things without them realizing he persuaded them to.
ANSWERS:
1. the best
2. the most interesting
3. the luckiest
4. the most competent
5. the worst
6. the most careful
7. the smartest
136 | CNA PROGRESSION 2
UNIT5
STRONG ADJECTIVES
Strong adjectives are adjectives that have the idea of VERY. Study the examples:
afraid terrified
angry furiousbad awful, terrible
big huge, enormous
good great, fantastic, terrific
happy delighted
hungry starving
surprised amazed
tasty delicious
tired exhausted
COMPARATIVES AND 
SUPERLATIVES
We use comparatives to describe people and things. Study the examples:
I feel happier now.
I used to be more enthusiastic about my job.
Life used to be better when we lived in the countryside.
Exercise makes me less stressed and less anxious.
Eating well is as important as exercising.
We use than to compare one person or thing to another. Study the examples:
Do you think people in Sweden are richer than in Denmark?
Is having a family more important than having a job?
Do you think traveling in your country is less interesting than traveling to Europe?
We use superlatives to show the extreme degree of a quality in a group.
This was the happiest day in my life.
What was the best movie you have ever seen?
What is the most important reason for happiness?
We use as + adjective + as to compare things that are equal in some way. When using as +adjective + as the 
adjective doesn’t change.
Julia is as tall as Renata.
The beaches in Hawaii are as beautiful as the ones in Thailand.
REMEMBER
Comparatives are formed by using -er at the end of the adjective or more/less + adjective + than.
Superlatives are formed by using -est or the most. It depends on how many syllables the word has.
GRAMMAR TIPS | 137
UNIT5
GRAMMAR ACTIVITY
Complete the table with the correct form of the adjectives.
ADJECTIVE COMPARATIVE FORMS SUPERLATIVE FORMS
one syllable:
rich, poor
add -er:
richer, poorer + than
the richest,
the poorest
two syllables, ending in -y:
happy, healthy
change y to i, and add -er:
happier, healthier + than
the happiest,
the healthiest
two syllables or more:
modern, interesting
more/less ____ than:
more/less modern than, 
more/less interesting than
the most modern,
the most interesting
good better than
bad the worst
intelligent the most intelligent
unhappy unhappier than
friendly the friendliest
amazing more amazing
Comparative forms Superlative formsAdjective
ANSWERS:
the best
worse than
more intelligent than
the unhappiest
friendlier than
the most amazing
138 | CNA PROGRESSION 2
UNIT6
BOTH, EITHER, NEITHER
We use BOTH to indicate two out of a group of two. EITHER indicates one out of a group of two. NEITHER 
indicates zero out of a group of two. Study the examples:
Both students can do the course. (= Students A and B can do the course.)
Either student can do the course. (= Student A or B can do the course.)
Neither student can do the course. (= Students A and B CANNOT do the course.)
Notice that BOTH can be used with a plural noun. EITHER and NEITHER are used with singular nouns.
We usually use BOTH … AND, EITHER … OR, and NEITHER … NOR to connect two nouns. Study the 
examples:
Both Sarah and Pam work for a big company.
Either Sarah or Pam works for a big company.
Neither Sarah nor Pam works for a big company.
GRAMMAR ACTIVITY
Complete the sentences with 
both… and, either… or, 
or neither… nor. Sometimes more 
than one option is possible.
1. _________ Toby __________ Greg can cook.
2. _________ Mel _________ Lee can cook.
3. _________ Mel _________ Lee are able to drive
4. _________ Mel _________ Lee speaks French.
5. _________ Toby ________ Greg speaks French.
6. _________ Lee __________Toby like to dance.
7. _________ Lee __________ Toby can paint.
ANSWERS:
1. Neither - nor
2. Either/both - or/and
3. Both - and
4. Neither - nor
5. Either - or
6. Both - and
7. Either/both - or/and
Mel Lee Toby Greg
cook 3 3 7 7
like to dance 7 3 3 7
swim 7 3 7 3
drive 3 3 7 7
speak French 7 7 3 3
paint 7 3 3 7
GRAMMAR TIPS | 139
UNIT6
PRESENT PERFECT 
TENSE (2)
We can use the present perfect tense to talk about things that are unfinished – unfinished states and 
unfinished time periods. Compare the sentences:
She had several meetings yesterday.
It’s only 10 o’clock and she has had three meetings this morning! (The morning is not finished yet.)
They didn’t travel last year, but this year they have been abroad twice. (The year is not finished yet.)
GRAMMAR ACTIVITY
Fill in the blanks with either the simple past or the present perfect form of the verbs in parentheses.
1. Yesterday, I _________ (do) so many things, 
but I __________ (do – neg.) anything 
today.
2. It’s still Saturday and we _________ (do) so 
much. So different from last weekend when 
we only _________ (stay) at home.
3. Lynn is such a workaholic. It’s only 9 in the 
morning, and she ___________ (send) the 
monthly reports, ___________ (call) Mr. 
Thompson, and __________ (reply) to all 
her e-mails!
4. We _________ (have) such a great time last 
night. We _________ (go) to the movies 
and __________ (eat out) at a wonderful 
restaurant.
5. She __________ (ask) for you several times 
this afternoon and it’s only one o’clock. You’d 
better check what she wants.
ANSWERS
1. did - haven’t done
2. have done - stayed
3. has sent - has called - has replied
4. had - went - ate out 
5. has asked
140 | CNA PROGRESSION 2
UNIT6
PRESENT PERFECT (3) - 
YET, ALREADY, JUST
YET, ALREADY, and JUST are often used with the present perfect tense. Study the examples:
A: Have you finished your homework yet?
B: No, I haven’t finished it yet. But I have already done the project the teacher assigned.
A: What a coincidence. I have just finished it too!
These words can also be used with other verb tenses.
YET
Yet is used to talk about 
something which is expected 
to happen. It means at any 
time up to now. It is used 
in questions and negative 
sentences. Yet usually comes at 
the end of the sentence. Study 
the examples:
A: Have you called Mr. 
Takamura yet?
B: No, I haven’t had the 
time to do that yet.
A: Have you seen this 
new sci-fi movie yet?
B: No, not yet.
ALREADY
Already is used to say that 
something has happened early 
– or earlier than it might have 
happened. Already usually 
comes between auxiliary verb 
HAVE/HAS and the verb. Study 
the examples:
A: Have you done the 
dishes yet?
B: Yes, I have already 
done that. Actually, I 
did them immediately 
after you asked me to.
A: We need to see this 
new movie!
B: I’m so sorry, but I have 
already seen it.
JUST
Just is usually used with the 
present perfect tense and it 
means a very short time ago. 
Just comes between auxiliary 
verb HAVE/HAS and the verb. 
Study the examples.
I’ve just seen Kristy 
coming out of the 
restaurant with Bob. If you 
hurry you can catch up 
with them.
Where were you? Tina has 
just called you. Call her 
back.
GRAMMAR TIPS | 141
UNIT6
Complete with already, yet, or just.
GRAMMAR ACTIVITY
A: We need to hurry. The guests will be here 
soon. Have you made the sandwiches 
_________?
B: Yes, I have _________ made them. I have 
__________ placed them on the trays, too.
A: Great. I have __________ taken the pies 
from the oven. Watch out! They are very 
hot.
B: OK. We haven’t set the table _________. 
I’ll do that now. Have you taken the plates 
out of the boxes __________?
A: Yes, I have __________ done that to save 
time. They are on the counter right next to 
the table.
B: Where? OK, I’ve __________ seen them. 
OK, I’ll set the table then, and you bring the 
food.
A: OK.
ANSWERS
yet / already / already / just / yet / yet / already / just
142 | CNA PROGRESSION 2
UNIT7
OUGHT TO and 
HAD BETTER
We use OUGHT TO and HAD BETTER to express duty, obligation, advice. OUGHT TO and HAD BETTER have 
similar meanings, but had better usually implies a warning about possible bas consequences. Study the examples:
The problem is really serious. You had better talk to your boss about it.
If she has a history of heart disease, and her chest is hurting, she had better go immediately to the doctor.
OUGHT is always followed by TO + infinitive. Study the examples:
If you didn’t study for the test, you ought to talk to theteacher and try a make-up test.
Her new car has broken down twice this month. She ought to look for the car dealer and check 
what’s going on.
Study how the negative form of OUGHT TO and HAD BETTER are done.
She had better not arrive late anymore. Her boss has warned her more than once about it.
I know you are unemployed, but you ought not to borrow money from your parents. This is so 
demeaning!
SHOULD is usually used to ask questions. Study the example:
Should she talk to her boss about the situation?
Should they wait for an answer?
GRAMMAR ACTIVITY
Give some advice to the following situations. Use the words in parentheses.
1. Megan has lost her job and can’t seem to find a new one. (talk to her friends)
 _____________________________________________________________.
2. Bob is overweight. (go to the doctor and go on a diet)
 _____________________________________________________________.
3. William has been working overtime. (rest)
 _____________________________________________________________.
4. Tina has been too irritated the last few weeks. (take some days off)
 _____________________________________________________________.
ANSWERS
1. She had better/ought to talk to her friends.
2. He had better/ought to go to the doctor and go on a diet.
3. He had better/ought to rest.
4. She had better/ought to take some days off.
GRAMMAR TIPS | 143
UNIT7
PRESENT PERFECT 
CONTINUOUS
We use the present perfect continuous to show that something started in the past and has continued up to 
now. Expressions such as for two hours, since last week, are often used with the present perfect continuous. 
Study the examples:
She’s been studying for two hours. (=She’s still studying.)
They have been working for the same company since 1998. (=They are still working.)
Has she been watching TV since 8:00 in the morning? (= Is she still watching TV?)
The present perfect continuous can also be used with expressions such as lately, recently, etc. Study the 
examples:
Sarah has been working too many hours lately.
Recently, I have been considering taking a trip to Lisbon.
Lately, she hasn’t been going out with any of us because of her studies.
GRAMMAR ACTIVITY
Join the two sentences to form a new sentence with the present perfect continuous.
1. She started cooking dinner one hour ago. She’s still cooking it.
 _____________________________________________________________________.
2. They left for a walk in the park thirty minutes ago. They’re still walking.
 _____________________________________________________________________.
3. He started working for the company in 2012. He still works there.
 _____________________________________________________________________.
4. We started planning the trip three months ago. We are making the final arrangements now.
 _____________________________________________________________________.
ANSWERS:
1. She has been cooking dinner for one hour.
2. They have been walking in the park for thirty minutes.
3. He has been working for the company since 2012.
4. We have been planning the trip for three months.
LIST OF COMMON 
IRREGULAR VERBS
BASE FORM SIMPLE PAST PAST PARTICIPLE
be was/were been
beat beat beaten
begin began begun
bite bit bitten/bit
blow blew blown
break broke broken
bring brought brought
build built built
burn burnt burnt
buy bought bought
can could could
catch caught caught
choose chose chosen
come came come
cost cost cost
cut cut cut
do did done
draw drew drawn
drink drank drunk
drive drove driven
eat ate eaten
fall fell fallen
feed fed fed
feel felt felt
fight fought fought
find found found
fly flew flown
forget forgot forgotten
freeze froze frozen
get got got/gotten
give gave given
go went gone
grow grew grown
hang hung hung
have had had
hear heard heard
hide hid hidden
hit hit hit
hold held held
hurt hurt hurt
keep kept kept
know knew known
BASE FORM SIMPLE PAST PAST PARTICIPLE
lead led led
learn learnt learnt
leave left left
lend lent lent
let let let
lose lost lost
make made made
mean meant meant
meet met met
pay paid paid
put put put
read read read
ride rode ridden
ring rang rung
rise rose risen
run ran run
say said said
see saw seen
sell sold sold
send sent sent
set set set
shoot shot shot
shut shut shut
sing sang sung
sit sat sat
sleep slept slept
smell smelt smelt
speak spoke spoken
spend spent spent
stand stood stood
steal stole stolen
stick stuck stuck
swim swam swum
take took taken
teach taught taught
tell told told
think thought thought
throw threw thrown
wake woke woken
wear wore worn
win won won
write wrote written
144 | CNA PROGRESSION 2
 RESOURCE PACK | 147
1UNITWorld Events
The Brazilian capital moved from Rio to 
Brasilia in 1940/1950/1960. 
The Soviets launched the first man in 
space in 1951/1961/1971.
U.S. President John F. Kennedy was 
assassinated in 1963/1973/1983.
The Beatles’ first show in the U.S.A. 
happened in 1954/1964/1994.
The military took power in Brazil in 
1954/1964/1974.
The first heart transplant took place in 
1967/1997/2007.
Neil Armstrong became the first man to 
walk on the moon in 1959/1969/1979.
Brazil won the soccer world 
championship in Mexico in 
1950/1960/1970.
Elvis Presley died in 1977/1987/1997. The first test-tube baby was born in 1958/1968/1978.
Sony introduced the walkman in 
1969/1979/1989. John Lennon died in 1980/1990/2000.
IBM introduced the first personal 
computers in 1961/1971/1981.
The Berlin Wall in Germany fell in 
1979/1989/1999.
In 1984/1994/2004/ Brazil won the world 
soccer championship in the United States 
and became the first nation to win four 
World Cup titles.
In 1979/1989/1999 the euro became the 
new European currency.
148 | CNA PROGRESSION 2
1UNIT Let,s compare
my aunt being married Mexico City Germany
my mother’s 
food French winter weather Russia
meal cats listening to music swimming
living in 
a house dogs vegetables my mother
playing 
tennis Paris my father a sofa
Spanish big cities making money
walking in 
the park
small towns making friends
living in an 
apartment my brother
being 
independent a king size bed fall weather
my grandmother’s 
food
 RESOURCE PACK | 149
UNIT2Telling a story
150 | CNA PROGRESSION 2
3UNIT Personality traits
Spontaneous
Organized
Open-minded
Rational
Inventive
Competitive
Curious
Easy-going
Sympathetic
Flexible
Responsible
Sensible
Ingenious
Determined
Dependable
Open-minded
Sensible
Responsible
Determined
Curious
Rational
Organized
Curious
Sympathetic
Flexible
Dependable
Easy-going
Inventive
Spontaneous
Curious
 RESOURCE PACK | 151
UNIT3Topics
SP
O
RT
S
CO
U
N
TR
IE
S
CO
M
PA
N
IE
S
M
U
SI
C
TR
A
N
SP
O
RT
JO
BS
PE
O
PL
E
FO
O
D
/D
RI
N
K
PL
A
C
ES
152 | CNA PROGRESSION 2
3UNIT Adjectives
SL
O
W
PO
PU
LA
R
CH
EA
P
EX
PE
N
SI
V
E
TA
ST
Y
BO
RI
N
G
ST
RA
N
G
E
FA
ST
W
EL
L-
PA
ID
IN
TE
RE
ST
IN
G
SK
IL
LF
U
L
BA
D
BI
G
Q
U
IC
K
EX
CI
TI
N
G
SP
IC
Y
D
A
N
G
ER
O
U
S
D
EL
IC
IO
U
S
CO
M
FO
RT
A
BL
E
EX
O
TI
C
 RESOURCE PACK | 153
UNIT3Dress code
154 | CNA PROGRESSION 2
4UNIT Old technology
 RESOURCE PACK | 155
UNIT4Old technology
156 | CNA PROGRESSION 2
4UNIT Old technology
 RESOURCE PACK | 157
UNIT4Old technology
158 | CNA PROGRESSION 2
4UNIT Old technology
 RESOURCE PACK | 159
UNIT4Old technology
160 | CNA PROGRESSION 2
4UNIT Old technology
 RESOURCE PACK | 161
UNIT6Both, either, neither
I am both a mom and my own boss.
I’m both a Buddhist and a vegetarian.
On weekdays, I’m either having singing lessons or rehearsing my gigs.
I try to have both a healthy and balanced lifestyle.
I surf almost every day, either in the morning or in the evening.
I usually spend my days on the campus, either teaching or researching.
I spend time neither cheerleadingnor going shopping.
I’d say it’s neither that conventional nor that alternative.
162 | CNA PROGRESSION 2
UNIT6 Find out who...
Find out who never does the dishes.
Find out who always does the shopping in his/her house.
Find out who never cleans the house.
Find out who likes doing the ironing.
Find out who never makes the bed.
Find out who usually forgets to take the trash out.
Find out who never makes dinner.
Find out who usually does the laundry on weekends.
Find out who does the shopping on the weekends.
Find out who always makes something light for dinner.
Find out who cleans the house on weekends.
Find out who does the shopping after work.
Find out who does the shopping online.
Find out who can’t leave the house without making the beds.
 RESOURCE PACK | 163
UNIT6Stress
164 | CNA PROGRESSION 2
UNIT6 Stress
 RESOURCE PACK | 165
UNIT6Stress
166 | CNA PROGRESSION 2
UNIT6
Are you good at 
guessing?
Classmate’s name Who’s done the following things this week? 4 8
has lost his/her temper.
has had a lot of tests.
has watched an awful movie.
has had a pleasant surprise.
has done a lot of chores.
Classmate’s name Who’s done the following things this week? 4 8
has lost his/her temper.
has had a lot of tests.
has watched an awful movie.
has had a pleasant surprise.
has done a lot of chores.
Classmate’s name Who’s done the following things this week? 4 8
has lost his/her temper.
has had a lot of tests.
has watched an awful movie.
has had a pleasant surprise.
has done a lot of chores.
Classmate’s name Who’s done the following things this week? 4 8
has lost his/her temper.
has had a lot of tests.
has watched an awful movie.
has had a pleasant surprise.
has done a lot of chores.
Classmate’s name Who’s done the following things this week? 4 8
has lost his/her temper.
has had a lot of tests.
has watched an awful movie.
has had a pleasant surprise.
has done a lot of chores.
 RESOURCE PACK | 167
UNIT6Questions
Have you ever been to Paris?
Have you done your homework yet?
Have you ever got lost in a strange place?
Have you ever written a love letter?
Have you ever seen a ghost?
Have you had breakfast/lunch/dinner yet?
Have you decided where you’re going on vacation yet?
Have you seen (name of a movie) yet?
Have you read (name of a book) yet?
Have you listen to (name of singer/band)’s new song yet?
Have you ever considered living abroad?
Have you ever spoken to a native English speaker?
168 | CNA PROGRESSION 2
UNIT7 How long have you been...?
Find out who’s been studying 
English the longest.
Find out who’s been wearing the 
same watch the longest.
Find out who’s been living in the 
same place the longest.
Find out who’s been driving the 
same car/riding the same bicycle or 
motorcycle the longest.
Find out who’s been seeing 
someone the longest.
Find out who’s been doing the 
same hobby the longest.
Find out who’s been going to the 
same school/working for the same 
company the longest.
Find out who’s been wearing the 
same hairdo the longest.
Find out who’s been playing their 
favorite sport the longest.
Find out who’s been seeing the 
same doctor the longest.
Find out who’s been 
________________________
________________________
Find out who’s been 
________________________
________________________
 RESOURCE PACK | 169
UNIT7Emotions
170 | CNA PROGRESSION 2
UNIT7 Emotions
 RESOURCE PACK | 171
UNIT7Emotions
172 | CNA PROGRESSION 2
UNIT7 Tic Tac Toe
I don’t have ________________ to do today. I’m really 
____________________________ [expression related to feelings].
I met __________________ very interesting yesterday. I’m 
____________________ [expression related to feelings].
Have you seen my glasses ___________________? I can’t seem to find them. 
That really ____________________ [expression related to feelings].
_________________ I do is good enough! You ____________________ 
[expression related to feelings].
As usual, Bob is probably _____________________ in the house playing video 
game or sleeping. I’m _____________________ [expression related to feelings] 
he will never get into a good university this way.
This place is incredible. I’ve been _____________ nearly as beautiful as this. I’m 
_______________ [expression related to feelings] we have to go.
This is ____________ we have to do before we go. I’m ______________ 
[expression related to feelings] because we are running out of time.
 Has _____________ from the company looked for me? ______________ 
[expression related to feelings].
He doesn’t seem to do ____________ right. He must be _____________ 
[expression related to feelings]. 
 RESOURCE PACK | 173
UNIT7Periods of time
Two weeks Five days
An hour Ten years
This morning Last week
Last month
Since I started this 
course
Since the beginning of 
this class
Since the beginning of 
the semester
Over thirty minutes Less than an hour
174 | CNA PROGRESSION 2
UNIT8 Feeling Expressions
to feel on top of the world
to be on cloud nine
to make one’s blood boil
to hit the ceiling
to be on edge
to feel very down
to be down in the dumps
to be worried sick
to be bummed out
to face a low blow
 RESOURCE PACK | 175
UNIT8Long time no see!
(save) money to…
(look for) a new job as a… 
I want to work…
(do) research to…
(watch) this new TV series 
lately.
(collect) data for a new…
(study) to get into 
university. I want to…
(take) pictures to publish… (cycle) to work…
(rehearse) for…
(work) on my final term 
paper. It’s…
(test) recipes… (look for) a place to live.
(exercise) for (how long) 
because…
(develop) a new app 
that…
(work) as a volunteer at…
(make) preparations for 
my wedding.
Name: ___________________________________ Group: ___________
Teacher’s name: ____________________________ Date: ____________
 ACTIVITY BOOK | 179
Name: ___________________________________ Group: ___________
Teacher’s name: ____________________________ Date: ____________
Memories 1
UNIT
1.
 Match the columns.
2.
 Unscramble the conversation.
1. Tell me about an important fact that 
took place in the 1980s.
2. When was the last time you went to 
the movies?
3. Did your sister use to have short hair?
4. What was life like in the 1960s?
5. Your father grew up in the 1960s, 
didn’t he?
6. As a teacher, what do you think 
students are like today?
 No, she used to have long straight hair.
 I think kids are smarter and students are more 
prepared to get a job.
 In 1981 IBM introduced the first personal 
computers.
 Yes, he was born in 1960 and has good 
memories about his childhood.
 Our kids are small, so I can’t remember the last 
time I went to the movies.
 It was calmer and families used to spend a lot 
of time together.
 Really? I heard the towers were taller than the other buildings around them.
 Your cousin, David. It’s awesome, isn’t it?
 New York City. It’s the 9/11 Memorial. 
 Yes, it’s the place where the tragedy of 9/11 took place.
 Is this where the World Trade Center used to be? 
 That’s how Americans refer to the terrorist attack that took place on 
September 11, 2001. That was when you were born, wasn’t it?
 Who sent you this photo, Uncle Diego?
 It sure is! Where is it?
 Yeah, I was born in December, 2001. Wow! It looks beautiful.
 Oh, yes. They were taller. There’s a museum too. Take a look at…
 Why 9/11?
 I think the memorial is more beautiful than the World Trade Center was.
3
6
1
5
2
4
11
2
4
6
5
8
1
3
9
12
7
10
180 | CNA PROGRESSION 2
Memories
3.
 Use the cues and write sentences with used to. Follow the example.
4.
 Compare your life in the past and today and write three sentences describing what’s different. 
Follow the example.
5.
 Think about three inventions that have changed people’s lives. Explain what life was like 
before the invention and how life is different with it. Follow the example.
 (I/swimmingteam)
 
1. (my brothers/play the drums in a band)
 
2. (Susan/shorter hair)
3. (we/cycle to school)
4. (you/get up early?)
5. (I/not/go to school in the morning)
6. (my friends and I/not/play outdoors)
1. 
2. 
3. 
 Invention: _____________
1. Invention: _____________
2. Invention: _____________
3. Invention: _____________
I used to be in the swimming team when I was in high school .
My family and I used to live in a lovely house in the 
countryside, but now we live in an apartment in a big city.
 Scanners
Before we had scanners, people used to send faxes. Now we scan 
documents and send them through the Internet.
My brothers used to play the drums in a band when they were in high school .
When Susan was a little girl , she used to have shorter hair.
We used to cycle to school when we were kids.
When you were a child, did you use to get up early?
I didn’t use to go to school in the morning when I was in elementary school .
My friends and I didn’t use to play outdoors when we were kids.
Suggested answers:
 ACTIVITY BOOK | 181
1UNITName: ___________________________________ Group: ___________
Teacher’s name: _____________________________ Date: ____________
6.
 Complete the questions with the correct tag.
7.
 Write sentences comparing the topics provided. Follow the example.
1. A: Your grandpa didn’t use to work for a company, _____________?
 B: No, he used to have his own business.
2. A: You used to have your own computer when you were a kid, ____________?
 B: Not really. My sister and I shared a computer.
3. A: You were good at math in high school, _____________?
 B: Yes, I used to be very good at it. Now the contents are more difficult.
4. A: This school was bigger, _____________?
 B: No, I don’t think so. When we are kids everything seems bigger, you know.
5. A: That is in New York City, _____________?
 B: Yes, it is. My nephew Diogo took this photo three years ago when he was studying there.
6. A: You don’t live in a house anymore, _____________?
 B: No, we live in a two-bedroom apartment.
 Two kinds of computer
1. Two car brands
2. Two kinds of smartphones
3. Two technological devices you are familiar with
4. Two Internet sites where you read news or do online shopping
5. Two bands you enjoy listening to
Desk top computers are usually more expensive than notebooks, 
but they last longer.
 did he
 didn’t you
 weren’t you
 wasn’t it
 isn’t it
 do you
182 | CNA PROGRESSION 2
Name: ___________________________________ Group: ___________
Teacher’s name: ____________________________ Date: ____________
1. Annette is working on a project about the 1960s.
2. This is an e-mail Grandma wrote Annette.
3. Grandma used to live in a small town.
4. Grandma had a big family.
 True False
 True False
 True False 
 True False
8.
 a. Read the passage and check true or false.
9.
 Write a paragraph about what life was like when you were growing up. Talk about your family, the 
place where you lived, your habits, routine, weekend activities, school life, and so on.
 
 b. Complete the table with what Annette’s grandma mentions. Write at least one item related to 
each topic.
Games and outdoor activities
School life
Household chores
Family life
Kind of music
Dear Annette,
I loved to know that you’re doing
 a school project about the 196
0s, so I thought I should write y
ou a letter instead of an email. I’l
l try 
to tell you some aspects of life 
at that time. 
I was born in 1954 and had o
ne older brother, two younger 
brothers, and a younger sister
. Yes, families used to be bigge
r. My 
mother used to work as an elem
entary school teacher, but when
 my sister was two years old, sh
e decided to stop working and s
tay 
at home with us. Life was quiet
 in the little town we used to live
 in. At home we used to have ch
ores. We used to do the dishes
 and 
make our beds. 
We used to play with balls, we ju
mped rope, played card and boa
rd games. We used to ride bikes
, skates, scooters. We made kit
es 
and “hideouts”. My favorite hide
out was a tent that we used to
 make in the backyard with old b
ed sheets and blankets. It was
 so 
good that at night all kids want
ed to spend the night in it.
We went to school within walkin
g distance from our homes and
 it was fun walking back home w
ith friends. At school, girls used
 to 
learn how to sew and cook in hom
e economics in junior high. Boys
 took a semester of woodworkin
g and electricity. Your grandfat
her 
is still very good at fixing electr
onic devices, you know.
At the beginning of the sixties E
lvis Presley was still popular, and
 soon other singers came into s
cene. It was the golden age of ro
ck 
music for sure!
Time passed too quickly and so
on we became moms and dads a
nd then again, grandmas and gr
andpas. I hope this will help you 
with 
your school project. I love you, s
weetie.
Grandma
P.S. I’m attaching a couple of pic
tures of my family. I hope you´ll 
enjoy looking at them.
kids used to play with balls, jump rope, ride bikes, skates, scooters
school was within walking distance and kids used to walk together; 
girls used to learn how to sew and cook and boys took a semester of 
woodworking and electricity
children used to do the dishes and make their beds
families used to be bigger
rock
 ACTIVITY BOOK | 183
Name: ___________________________________ Group: ___________
Teacher’s name: ____________________________ Date: ____________
2
UNIT
Crime does not pay
1.
 Match the columns.
1. What were you doing when the 
accident happened?
2. Have you ever witnessed a crime?
3. What did he look like?
4. What was he wearing?
5. What were you doing at seven 
last night?
6. When did it happen?
 No, I have never.
 He was wearing jeans and a jacket.
 I was driving back home when it happened.
 It happened last year.
 He was tall and blond. He had green eyes and a 
mustache.
 I was watching TV. Why?
 ACTIVITY BOOK | 183
 8:00 a.m 
 10:00 a.m. 
 12:00 p.m. 
 4:00 p.m. 
 8:00 p.m. 
 11:00 p.m. 
2.
 Look at the following times and write down what you were doing yesterday at each time.
2
4
1
6
3
5
184 | CNA PROGRESSION 2
Crime does not pay
3.
 Circle the correct option to complete the conversation.
Janet: Did you hear/Have you heard about Jean’s accident?
Jill: No. What happened?
Janet: She has crashed her car.
Jill: Really? When has it happened/did it happen?
Janet: Last night.
Jill: Oh my! Is she OK?
Janet: She’s in the hospital, but she’s fine.
Jill: How has it happened/did it happen?
Janet: She was driving/drove back home from work when she was 
getting/got a flat tire. She was losing/lost control of the car and 
was crashing/crashed into a tree.
Jill: It must have been terrible.
Janet: Luckily someone was passing/passed by and was calling/called 
the paramedics. They immediately were taking/took her to the 
hospital.
Jill: It must really have been horrible. I mean I imagine because I 
never had/have never had a car accident.
Janet: Never? Lucky you!
 
184 | CNA PROGRESSION 2
 ACTIVITY BOOK | 185
2UNITName: ___________________________________ Group: ___________
Teacher’s name: _____________________________ Date: ____________
4.
 Read the text and then check true or false.
What do you think should be
 done to prevent drunk drivin
g?
______________________
______________________
______________________
______
______________________
______________________
______________________
______
______________________
______________________
______________________
______
ABOUT DRUNK DRIVING
Americans take 233 billion tr
ips in cars each year. Of thos
e, about one out of every 2,0
00 trips are taken by those w
ho are driving under the infl
uence of 
alcohol. Yet, almost one out 
of every threetraffic deaths 
involve drunk driving.
So a proportionally tiny amo
unt of bad behavior is one of
 the major causes of death a
nd injury on U.S. roadways.
Every 53 minutes on average
, someone is killed in a drun
k driving crash (9,878 people
 in total in 2011). Every 90 se
conds, someone is injured b
ecause of 
this entirely preventable crim
e.
About one-third of the drun
k driving problem – arrests, 
crashes, deaths, and injuries
 – comes from repeat offend
ers. At any given point we p
otentially 
share the roads with two mil
lion people with three or mo
re drunk driving offenses. Ta
king away their licenses isn’t
 enough; 50-75% of them dri
ve anyway. 
This is why we need to requi
re ignition interlocks for all d
runk driving offenders – we c
an stop these offenders befo
re they repeat their crimes.
Two-thirds of the drunk driv
ing problem comes from pe
ople who, before they kill o
r injure themselves or other
s, have yet to be arrested. T
hat’s why 
we need to support law enfo
rcement to help deter drunk
 drivers through proven solu
tions like sobriety checkpoin
ts. It’s also why we strongly
 support 
research into technology tha
t will eliminate drunk driving
.
We need your help to elimin
ate this threat – please join u
s in the fight against drunk d
riving.
See more at: http://www.madd
.org/drunk-driving/about/#stha
sh.O6hD8hLp.dpuf
1. The proportion of people w
ho drive under the influence of
 alcohol is 1 to 2,000 in the USA
. 
true
 
false
2. On average someone dies
 every hour in the USA as a res
ult of drunk driving. 
true
 
false
3. Two out of three drunk dri
ving problems are caused by re
peat offenders. 
true
 
false
4. The author believes in edu
cating people to prevent drunk
 driving. 
true
 
false
5. The author believes in the
 use of technology to prevent d
runk driving. 
true
 
false
186 | CNA PROGRESSION 2
Name: ___________________________________ Group: ___________
Teacher’s name: ____________________________ Date: ____________
5.
 Check the best option to complete the story.
6.
 Turn to page 33 of your class book, Activity 15, and describe an accident you may have had or may 
have been involved in. 
My motto is, “we alway
s need a professional to
 do the job”. Even durin
g a bank robbery! The s
tory 
I’m about to tell you co
nfirms what I say. Some
 months ago/before, I w
itnessed/was witnessing
 a 
hilariously/hilarious ban
k robbery which I’ll neve
r forget.
I went/was going on a lo
ng trip abroad so I decid
ed/was deciding to go to
 the bank to exchange so
me 
money. I got to the ban
k, which was very crow
ded/crowdedly, and I go
t in line. While I was lin
ing 
up, I realized three weir
d-looking men getting i
n. They looked everywh
ere and seemed suspici
ous/
suspiciously. They were
 wearing black suits an
d were carrying a bag e
ach. At a certain point 
they 
shouted, “Freeze, this is a
 holdup.” Suddenly,/Firs
tly, all the chatter in the 
bank stopped and every
body 
stared at the men. Then
 something unbelievable
/suspicious happened. O
ne of the men turned to
 the 
other two and asked, “D
ude, where are the guns
?” One of the other two
 answered, “I thought yo
u had 
them”.Suddenly,/Appare
ntly, they got in the ban
k but had left the guns i
n the car. When/While t
hey 
realized they did not ha
ve any gun, they looked
 at each other and dash
ed to the door. Howeve
r, the 
security guards quickly g
rabbed them. Before/Aft
er the initial shock, every
one realized how pathet
ic/
pathetically the situation
 was and started laughin
g and mocking them.
The police were called a
nd shortly they were the
re to take the amateur c
riminals. Even after they
 were 
taken, people kept laug
hing and commenting o
n the event. So as I init
ially said, “we always ne
ed a 
professional to do the jo
b.”
 ACTIVITY BOOK | 187
Name: ___________________________________ Group: ___________
Teacher’s name: ____________________________ Date: ____________
Are you ready to work? 3
UNIT
1.
 Match the columns.
2.
 Complete the questions with the superlative form of the adjectives. Then answer them. Follow 
the example.
 Who is ____________________ (qualified) person you have ever met?
1. What kind of job would be _____________ (good) for you?
2. In which field would you feel __________________ (happy)?
3. What is _________________ (tough) situation you have ever had to face?
4. What is ____________________ (exciting) trip you have ever taken?
5. What is _________________ (interesting) book you have read lately?
1. What are your greatest strengths? Yes, I do.
2.
What is more important when 
choosing a job?
I want to learn as much as I can and grow 
in the company.
3. What are you good at?
I’d say I’m easy-going, determined, and 
flexible.
4.
What kind of activities would get 
the best out of you?
Yes, I do. I actually produce a lot more in 
the morning.
5.
What is the toughest thing you 
have ever had to do?
Honestly, I’d say the most important 
thing is the salary.
6.
Do you have experience in working 
in large teams?
I guess activities that involve dealing with 
processes and organizing things.
7.
Do you like working in the 
mornings?
I’m good at dealing with people.
8. What are your plans for the future?
I think the toughest thing I’ve had to do 
was to fire someone.
 the most qualified
The most qualified person I have ever met is my best friend Mitiko. She’s a very competent professional .
6
8
1
7
2
4
3
5
 the best
 the happiest
 the toughest
 the most exciting
 the most interesting
188 | CNA PROGRESSION 2
Are you ready to work?
R
E
S
P
O
S Y M P A T H E T I C N I
N E S N
V A I G
D E P E N D A B L E S E N S I B L E
E F N Y L N
T L T — E I
E R E I G O P E N — M I N D E D
R A X V O U
C O M P E T I T I V E I S P O N T A N E O U S
U I I B N
R N O L O R G A N I S E D
I E N E
O D A
U L
S
Personality 
Traits
1.
5.3.
14.
11.
13.
4.2.
6.
7. 8.
9.
10.
12.
2. Someone who understands and cares about other people’s problems.
6. Someone who can be trusted.
8. Someone who shows the ability to make good decisions.
11. Someone who is open to new ideas and opinions.
12. Someone who always wants to be better than other people.
13. Someone who acts in a natural way without planning.
14. Someone who plans things well.
1. Someone who does the things that are expected or required.
3. Someone who is very good at thinking of new ideas.
4. Someone who acts in a relaxed and calm way. 
5. Someone who is very good at discovering or inventing things.
7. Someone who shows determination to do something.
9. Someone who is able to change according to the situation.
10. Someone who makes decisions based on facts.
12. Someone who wants to know or learn about things.
3.
 Do the 
crossword 
puzzle.
Across
Down
12.
 ACTIVITY BOOK | 189
3UNITName: ___________________________________ Group: ___________
Teacher’s name: _____________________________ Date: ____________
4.
 a. Fill in the blanks with the missing words.
 b. Complete the conversation with the questions above.
1. Are you good ___________ dealing __________ staff and customers?
2. Can you work __________ pressure?
3. Do you have experience ____________ organizing events?
4. What did you major ____________?
5. How did you know __________ the job?
6. Where did you go __________ college?
7. Can you cope __________ tight deadlines?
8. What are your goals _________ the future?
9. Why are you looking _________ a job here?
Mr. Bailey: Good morning, my name is Mark Bailey. You’re Mila Stavros, right?
Mila: Yes. Nice to meet you, Mr. Bailey.
Mr. Bailey: Nice to meet you, too. Ms. Stavros. Will you sit down, please? Thank you for coming 
for this interview. I’d like to ask you some questions.
Mila: Thank you for the opportunity.
Mr. Bailey:________________________________________________________? 
Mila: I majored in catering and restaurant management. I also have a minor in event 
planning and management.
Mr. Bailey: Good. ___________________________________________________?
Mila: California State University.
Mr. Bailey: I’ve heard it’s a great school and on top of that it’s in California.
Mila: Yes, it’s a great school. I had a wonderful time there.
Mr. Bailey: OK. _____________________________________________________?
Mila: This is one of the best restaurants. I guess everybody wants to work here.
Mr. Bailey: Thank you. We work hard to keep it on the top of the list of the best restaurants in 
the country. So _______________________________?
Mila: One of my professors, who I’m still in touch with, told me about the job.
Mr. Bailey: Would you mind telling me his or her name?
Mila: Not at all. Mr. O’Connor.
 at with
 under
 in
 in
 about
 to
 with
 for
 for
What did you major in
 Where did you go to college
 Why are you looking for a job here
 How did you know about the job
190 | CNA PROGRESSION 2
Name: ___________________________________ Group: ___________
Teacher’s name: ____________________________ Date: ____________
Mr. Bailey: Mike O’Connor?
Mila: Yes.
Mr. Bailey: Great. He’s a good friend of mine. All right, ______________________________
________________________?
Mila: Yes, I do. I have organized a number of dinner parties for the restaurant I worked for.
Mr. Bailey: That’s good because we usually have a lot of events going on. And, ____________
___________________________________________?
Mila: Yes, I can. In my previous job, I worked for a big restaurant. We were a small team 
and we always had a lot of events to organize.
Mr. Bailey: ____________________________________________________________?
Mila: I guess I am. In my previous job I started as sous chef and nowadays I’m the chef. I 
have a team of six people under me.
Mr. Bailey: That sounds impressive. __________________________________________?
Mila: I guess so. As I said, I used to work for a big restaurant and sometimes we had to 
serve 80 people at a time. It was hard work, but I loved it.
Mr. Bailey: I’m glad to hear that. Finally, _______________________________________?
Mila: Well, I’d love to get a job here. I guess I’ll learn a lot because one day in the future I 
want to have my own restaurant.
 do you have experience in 
organizing events
 can you 
work under pressure
Are you good at dealing with staff and customers
 Can you cope with tight deadlines
 what are your goals for the future
 ACTIVITY BOOK | 191
Name: ___________________________________ Group: ___________
Teacher’s name: ____________________________ Date: ____________
Putting it all together. 4UNIT
1.
 Choose one sentence on the right to form a conversation.
2.
 Read the definition of volunteer work in the text on the next page and check the correct choices.
1. Volunteers ____________________ for the work they do.
 do not get paid are better paid are more qualified
2. Volunteers may help ______________________________
 people. the place where they live. people and the place where they live.
A: Have you ever done volunteer work?
A: Well, I used to work at a children’s hospital, 
but I had to quit last month.
A: I used to tell stories to sick children.
A: I was too busy at school and did not have 
any free time anymore.
A: In general, a volunteer must be responsible, 
easy-going and sympathetic.
A: I used to work about six hours a week, 
but that was not enough. You really need 
to have more available hours.
A: I’ll send you the hospital’s web link. You can find a 
lot of information there. And don’t hesitate to ask 
me if you need any further information.
B: I really don’t know what you are talking about.
B: No, I haven’t, but I have always wanted to. How 
about you?
B: When did you stop working?
B: What did you do there?
B: That’s fascinating. Why did you quit?
B: That’s so nice. How long did you stay?
B: What kind of people fit the requirements?
B: What kind of person are you?
B: How many hours are you working?
B: How many hours did you use to work?
B: Well, I have never worked with children, but I’m 
really interested in doing volunteer work.
B: Well, thanks for telling me. It was nice meeting you.
B: I will, thanks.
B: No, thank you.
192 | CNA PROGRESSION 2
Putting it all together.
3.
 Read the volunteer work ads and write the corresponding letters. The letters may be repeated.
4.
 In your opinion, what’s the most important thing about doing volunteer work?
5.
 Have you ever done volunteer work? If so, tell us a little about it. What kind of work did you 
do? If you haven’t, would you like to do it? What kind of work would you like to do?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Volunteer work is any kind of unpaid activity that requires the person to spend 
time doing something that benefits the environment or people. Volunteer work 
may be done through public or private institutions. It may also mean informal 
community participation.
According to which 
position volunteers 
must:
 like animals
 enjoy reading
 know how to sing
 know how to 
swim 
 be available on 
the weekend
 enjoy meeting 
new people
 be available on a 
weekday
A. PERSONAL READER
Meet with a group of elderly people on a regular basis (at least once a 
week) to read printed material.
B. EVENT VOLUNTEER
The Hillsboro Events Services are looking for a team of volunteers to assist in the 
running of The North Carolina Country Music Festival on Saturday 8 November.
C. SWIMMING BUDDY
Do you enjoy the water and meeting new people? If the answer is yes, then we are 
looking for someone to come to Orchard Community Center Swimming pool on a 
Tuesday early evening to help with four people with disabilities.
D. VOLUNTEER SINGERS
Lincoln Memorial Children’s Hospital is looking for volunteer singers that 
can sing for our children every Wednesday afternoon.
E. ANIMAL CARER
We’re looking for people who enjoy working with animals to assist with care 
of small animals and birds. 
E
A
D
C
B
C
C/D
 ACTIVITY BOOK | 193
4UNITName: ___________________________________ Group: ___________
Teacher’s name: _____________________________ Date: ____________
6.
 Think about three different jobs. Think about what traits are necessary for these jobs and 
write sentences using them. Follow the example.
7.
 Write questions to the answers below.
1. ?
 No, I have never taken care of abandoned animals.
2. ? 
 Yes, I have. One of my teachers suggested that I look at this website.
3. ?
 Yes, a friend of mine has already done volunteer work at a construction company that builds 
houses for very poor families.
4. ?
 I haven’t found one yet, but I’ve had several job interviews.
8.
 You’re looking for some volunteer work and find a website. 
They ask you to answer these questions.
1. What are you good at?
2. What do you like doing in your free time?
3. Have you ever worked with children or older people? 
4. What are your plans for the future?
 ____________________
1. ____________________
2. ____________________
3. ____________________
Movie director
I think a movie director has to be sensitive, innovativeand passionate.
 ACTIVITY BOOK | 193
Have you ever taken care of abandoned animals
Have you asked your teachers about volunteer positions/work
Has any of your friends done volunteer work
Have you found a job (yet)
Suggested answers:
194 | CNA PROGRESSION 2
Name: ___________________________________ Group: ___________
Teacher’s name: ____________________________ Date: ____________
9.
 Complete the questions using the superlative form of the words in parentheses. Then answer 
the questions.
10
. After a tough year at work you have finally been able to get some time off and are taking the trip of 
your dreams. Write an e-mail to a friend telling him/her about it. Include:
•	 Where you are and why you have decided to go there;
•	 How you got there and who is with you;
•	 How long you have been there and what you have done there so far (sightseeing, eating out, etc.);
•	 What you are planning to do in the following few days.
1. What are your ____________________________ (great) strengths?
 
2. What are ________________________ (good) things in life, in you opinion?
3. Who is _______________________ (important) person you’ve ever met? Why do you think he/
she is so important?
4. What is ___________________________ (interesting) book you’ve read? Why do you think that?
 greatest
 the best
 the most important
 the most interesting
 ACTIVITY BOOK | 195
Name: ___________________________________ Group: ___________
Teacher’s name: ____________________________ Date: ____________
What makes you happy?
UNIT
5
1.
 Match the columns.
2.
 You’re talking to a friend about happiness. Look at the answers and complete the conversation.
You: ____________________________________________________________?
Your friend: Having a pet makes me very happy.
You: ____________________________________________________________?
Your friend: No, I think married people are happier.
You: ____________________________________________________________?
Your friend: I’m the happiest man/woman in the world because I’m married to the most 
wonderful person I have ever met.
You: ____________________________________________________________?
Your friend: I think happiness is relative, that is, it has a different meaning for each person.
You: ____________________________________________________________?
Your friend: The happiest moment in my childhood was my ninth birthday when my mother 
gave me a dog.
You: ____________________________________________________________?
3.
 Now answer your friend’s questions.
Your friend: What are the three most important things that make you happy?
You: _____________________________________________ .
Your friend: What is there to be happy about in the world today?
You: _____________________________________________ .
Your friend: Is having a family as necessary as having a house and food to eat?
You: _____________________________________________ .
Your friend: When do you feel less stressed out and less anxious?
You: _____________________________________________ .
1. What does happiness mean to you?
2. What makes you happy?
3. Is having a lot of money more 
important than having a family?
4. Do you think eating well is as 
important as exercising?
5. Who is the friendliest person you 
have ever met?
6. How does exercise make you feel?
 No way! In my opinion, having a family is the most 
important thing in a person’s life.
 It means doing what I like and being grateful for 
everything I have.
 I think so. To be healthy you have to eat well and 
exercise.
 My grandma Sylvia. She is the most amazing person in 
the world. She makes friends all the time.
 It definitely makes me feel less stressed and less anxious.
 Watching my children play really makes me happy.
3
1
4
5
6
2
What makes you happy?
Do you think single people are happier?
Who’s the happiest person in the world, in your opinion?
What does happiness mean to you?
What was the happiest moment in your childhood?
Suggested answers:
196 | CNA PROGRESSION 2
What makes you happy?
4.
 Choose one of the statements in each box and write a short paragraph for each.
5.
 Read the questions and sentences and complete them with the correct form of the missing verbs.
1. What____________ you do to feel happy?
2. What____________ your father do when he’s happy?
3. How_____________ you cope with difficult moments in life?
4. Who _____________ the happiest person in your family?
5. What ____________ the happiest day in your life?
6. __________________ in a small town in the countryside makes me very happy.
7. Louise, my best friend, __________ traveling. We always _________ a vacation trip together.
8. Endless meetings during the day ______________ me feel very tired.
Remember:
When you tell a story, you narrate facts and sequence them in time. You may use: last_____, ____ 
years/months ago, when I was____ years old; first, then, finally, etc.
When you express an opinion, you present arguments to consolidate your point of view. You may use: In 
my opinion, I personally think___.
Paragraph 1:
Paragraph 2: 
Tell what h
appened
•	 The hap
piest day in
 my life.
•	 The wise
st decision 
I have ever 
made in my
 life.
Express an opinion
•	 Working women are as happy 
as full time moms.
•	 Happiness does not mean 
having a lot of money.
 do
 does
 do
 is
 was
 Living
 loves take
 make
 ACTIVITY BOOK | 197
5UNITName: ___________________________________ Group: ___________
Teacher’s name: _____________________________ Date: ____________
6.
 Read the sentences and questions and circle the correct forms.
7.
 Make comparisons using the items provided. You may use all kinds of comparatives and 
superlatives.
1. Your childhood and the present
2. Different schools you’ve been to
3. Different kinds of food
4. Movies you have seen
5. Trips you have taken
6. Things that make people healthy
1. Lina’s beautiful, I agree, but her mother Rita is more 
beautiful/the most beautiful woman I have ever seen.
2. My sister Lisa thinks Cracking Bad was the best/better series 
ever made, but my oldest sister Angela disagrees. She liked 
Crazy Men better/the best.
3. Oh, come on, I can’t believe your trip to Bahia was less 
pleasant/the most pleasant than the trip you took to 
Europe last year. You love hot places.
4. Are hotel prices now high/higher than in November 
because it’s New Year’s Holiday season?
5. What do the most expensive/more expensive hotels have 
in common?
6. What problems are as bad/worse than the ones poor 
people face in the world today?
7. I used to be less enthusiastic/more enthusiastic about 
university. I guess I’ve been very tired lately.
8. What are more important/the most important 
conditions for happiness?
Name: ___________________________________ Group: ___________
Teacher’s name: _____________________________ Date: ____________
198 | CNA PROGRESSION 2
Name: ___________________________________ Group: ___________
Teacher’s name: ____________________________ Date: ____________
A HAPPINESS COURSE AT HARVARD
You have probably heard about this professor who started 
a course about happiness at Harvard. His course is today 
the most popular on campus. He says that there is a lot of 
unhappiness on campus and not only at Harvard. According 
to him, about 94% of college students in the United States are 
stressed and suffer from a lot of pressure.
The reason, he says, is that the more you have, the better, 
so people want more and more. When you have a house you 
want a bigger one. When you buy a car you want a fancier one. However, the best factor for happiness 
is having family and friends. As some people say, the unhappiest are the richest. According to studies 
done in several countries, happiness means havingrealistic expectations rather than trying to fit in. 
Some Danish students have said that the most important thing for them is having a lot of time with 
their families. They won’t feel happier if they are richer.
8.
 Read the text and answer the questions.
1. What is the Harvard course about?
2. Why is this course so popular?
3. What is the definition of happiness proposed in the text?
4. Do you agree that the unhappiest are the richest? Why (not)?
5. What is the most important thing in life, according to some Danish students?
9.
 Complete the sentences with strong adjectives related to the ones in parentheses. Follow the example.
 I was _________________ when I got home so I went to bed early. (tired)
1. Mexican food is _________________. I simply love tacos. (tasty)
2. Driving to work is ________________. It may take hours to get downtown. (bad)
3. Riding a bike to school is ____________. I really enjoy it. (good)
4. I have changed my lifestyle and find it ___________ to eat at a fast food place. (difficult)
5. All my friends are ___________ at how much weight I have lost since I started running every 
morning. (surprised)
exhausted
The course is about happiness.
Because college students are stressed and suffer from a lot of pressure.
Happiness means having realistic expectations rather than trying to fit in .
Open
Having a lot of time with their families.
 delicious
 awful
 great/fantastic
 impossible
 amazed
 ACTIVITY BOOK | 199
Name: ___________________________________ Group: ___________
Teacher’s name: ____________________________ Date: ____________
Modern lives
UNIT6
1.
 Match the columns.
2.
 Jane has a lot of things to do around the house. Look at the pictures and 
write what she has already done and what she hasn’t done yet.
1. Have you done the dishes yet?
2. Do you try to have both a balanced 
and healthy lifestyle?
3. Have you replied those e-mails?
4. Do you ever make you bed?
5. Who does the shopping in your 
house?
6. Have you called Mr. Tsumi?
 I do, but I must confess that it’s not easy.
 Usually my mom does.
 Of course I do. I do it every morning before I leave.
 Yes, I have already. I left a note on your table. 
Haven’t you seen it? He said he will be here on 
Monday. 
 No, not yet. But I’ll do them now.
 Yes, I have and it’s only ten in the morning!
Jane has already…
________________________________
________________________________
________________________________
________________________________
________________________________
Jane hasn’t… yet.
________________________________
________________________________
________________________________
________________________________
________________________________
3 7 7
7773
3
3
3
Jane has already done the dishes.
She has already done the vacuuming.
She has already made her bed.
She has already taken the trash out.
She has already gone shopping.
Jane hasn’t done the laundry yet.
She hasn’t done the ironing yet.
She hasn’t dusted the furniture yet.
She hasn’t mopped the floor yet.
She hasn’t made dinner yet.
2
5
4
6
1
3
200 | CNA PROGRESSION 2
Modern lives
3.
 Complete the conversations with just, yet, or already.
A: Where do you think you are going, young man?
B: To the kitchen to get a soda, mom.
A: So, you’d better take off these muddy shoes. I’ve _____________ mopped the floor.
Conversation 1
A: Tom, have you talked to Mr. Furtado about the report ____________?
B: No, not really. But I have ____________ scheduled an appointment with his 
secretary.
Conversation 3
A: Would you like something to eat?
B: No, thanks. I’ve ____________ had a sandwich.
Conversation 4
A: Carol, have you finished the history essay ______________?
B: Yes, I have ____________. Have you?
Conversation 2
A: Sarah, I’d like to introduce you to Jamal.
B: Liz, actually, Sarah and I have ____________ met. But, Sarah, you haven’t met my 
sister _________, have you?
C: Actually, we’ve _____________ been introduced to one another.
Conversation 5
just
just
yet
yet
yet
already
already
already
already
 ACTIVITY BOOK | 201
6UNITName: ___________________________________ Group: ___________
Teacher’s name: _____________________________ Date: ____________
4.
 a. These people are applying for a position as international representative of a famous 
company. They have just had an interview. Here are the interviewer’s notes. Write sentences 
comparing their performance. Follow the example.
Both Tracy and Brad were punctual for the interview.
Neither Carmen nor Greg was punctual for the interview.
 b. Who do you think should get the job? Why?
punctuality 3 3 7 7
interest in the position 7 3 3 7
good computer skills 3 7 3 3
good people’s skills 7 3 7 3
previous experience 3 3 7 7
another language 7 7 3 7
travel 7 7 7 7
Tracy CarmenBrad Greg
Both Brad and Carmen were interested in the position .
Neither Tracy nor Greg was interested in the position .
Both Carmen and Greg are good at computer skills.
Neither Tracy nor Carmen is good at people’s skills.
Both Tracy and Brad have previous experience.
Neither Brad nor Greg speaks another language.
No one is available to travel .
202 | CNA PROGRESSION 2
Name: ___________________________________ Group: ___________
Teacher’s name: ____________________________ Date: ____________
6.
 Read the situation below and write a message to your roomate.
You and your roommate share all the chores in your apartment. However, you were very busy today 
and haven’t been able to do everything you were supposed to do. Some people have also called your 
roommate. Use your notes to leave a message explaining both what you did and didn’t do and who called.
Before you write your message, turn to page 82 of your class book, Activities 17 and 18 and study the 
messages and useful language.
5.
 Answer the questions.
1. What have you already done today?
2. What have you done this week?
3. What are two things that you are good at?
4. What are two things that you are not good at?
 ACTIVITY BOOK | 203
Name: ___________________________________ Group: ___________
Teacher’s name: ____________________________ Date: ____________
So much has been going on these days. 7
UNIT
1.
 Match the columns.
1. Is anything the matter with her?
He’s on edge because he’s been waiting 
for news about his son’s surgery, and 
nobody has contacted him yet.
2.
How long have you been 
waiting for her?
She’s down in the dumps because her 
boyfriend broke up with her.
3. What’s the matter with him?
No, nothing different. We did the same 
old things we always do.
4.
Gee, you look so mad. What 
made you hit the ceiling?
Twenty minutes. If she doesn’t show up in 
five minutes I’ll go away.
5.
Did you do anything different 
this weekend?
Mr. Murphy! He’s so unreasonable. He 
told me off once again just because I was 
five minutes late for the meeting.
3
1
5
2
4
204 | CNA PROGRESSION 2
So much has been going on these days.
2.
 Read the situations and give these people some advice. Use had better (not) or ought (not) to.
1.
2.
3.
4.
 ACTIVITY BOOK | 205
7UNITName: ___________________________________ Group: ___________
Teacher’s name: _____________________________ Date: ____________
3.
 What have these people been doing? Follow the example.
1.
3.
2.
4.
4.
 Write sentences to describe what the people in the situations have been doing. Use for or since. 
Follow the example.
 Mary and Josh started painting the room two hours ago. They are still painting it.
 
1. Bob started studying at 7:00. He is still studying.
2. Mr. Wilson started the class twenty minutes ago. He is still teaching.
3. They started organizing the party one hour ago. They are still organizing it.
4. Sarah started cooking dinner at 6:00. She is still in the kitchen.
5. The TV show started at 3:00. The children are still watchingit.
6. It started raining fifteen minutes ago. It is still raining.
Mary and Josh have been painting the room for two hours.
She’s been studying. He’s been driving.
They’ve been talking. He’s been taking a shower.
Bob has been studying since 7:00.
Mr. Wilson has been teaching for twenty minutes.
They’ve been organizing the party for one hour.
Sarah has been cooking since 6:00.
The children have been watching TV since 3:00.
It has been raining for fifteen minutes.
206 | CNA PROGRESSION 2
Name: ___________________________________ Group: ___________
Teacher’s name: ____________________________ Date: ____________
Hey Sue,
I’m writing to let you know I arrived in London. I know I haven’t gotten in contact for a while, so you 
must be _______________, but everything is all right now. I had some problems in Switzerland. 
I got caught in a blizzard in this small city I stayed in the Alps. I was on edge at first because I got 
completely cut off, but then I realized there was nothing I could do. After two days, things were 
back to normal and I could leave the city. This is an experience I’ll never forget.
All right, I’ve already met my host family in London and I’m ______________. They are such lovely 
people. _______________ unbelievable happened! Talking to them I found out that they have 
hosted one of my best friends. Can you believe that? So far, everything has been just fine. I have 
absolutely ________________ to complain. My room is very good, the family is very nice, and my 
teachers are very cool. I’ve been planning _______________ trips. __________________ I want 
to go is Edinburgh and the Highlands. My host dad, who is a Scot, told me there are some wonderful 
sceneries there. So I think I really ought to go there otherwise he will be _______________. 
What about things at home? _________________ different happened? ____________ I should 
(or shouldn’t) know? lol
Well, I’ll write more often now that I have settled down and have easier access to the Internet.
Love,
Lukas
5.
 Read the e-mail and fill in the blanks with one of the words or expressions from the box.
6.
 Imagine you will also stay in London. You are having an interview with someone from the same 
institution that got Lukas a host family in England. Answer the questions so that they can get you a 
family too.
Interviewer: How long have you been studying English?
You: _________________________________________________________________
Interviewer: Which English school do you go to now? How long have you been a student there?
You: _________________________________________________________________
Interviewer: OK, I need to ask some questions so that we can know a bit more about your personal 
style. What makes you feel down in the dumps?
You: _________________________________________________________________
Interviewer: What makes your blood boil?
You: _________________________________________________________________
Interviewer: How would you describe yourself?
You: _________________________________________________________________
Interviewer: OK, I guess we have all the information we need. Thank you.
anything (2x) something 
 bummed out some
worried sick nothing o
n cloud nine somewhere
 worried sick
 on cloud nine
 something
 nothing
 some somewhere
 bummed out
 Anything Anything
 ACTIVITY BOOK | 207
Name: ___________________________________ Group: ___________
Teacher’s name: ____________________________ Date: ____________
Putting it all together. 8UNIT
1.
 Read the conversation 
and complete the gaps 
with the words in the 
box. 
best Portuguese does
says thought shows
 live happiest the most pleasant 
pleasant interviewed make
Gabriel: Hey, Silvia, listen to this. According to this study the _____________ people in 
Europe are the residents of Porto, in Portugal.
Silvia: No kidding, Gabriel, really? I _____________ the happiest people were the ones 
that lived on a tropical island, or maybe in Italy or Greece, where they eat the 
 _____________ food and have _____________ weather.
Gabriel: Well, this is what this article _____________.
Silvia: Tell me more about it.
Gabriel: They say they _____________ 3,269 people in 31 cities. In general, the study 
_____________ that European citizens are very happy, and 76% of the people 
surveyed intend to remain in the place where they _____________.
Silvia: In general, what makes people happy, _____________ the study say?
Gabriel: Yes, they say that their homes, social diversity and the energy of the cities 
 _____________ urban life _____________.
Charlie: What? _____________ people are the happiest in Europe? No way!
 happiest
 thought
 best the most pleasant
 says
 interviewed
 shows
 live
 does
 
 make pleasant
 Portuguese
208 | CNA PROGRESSION 2
Putting it all together.
2.
 Read the continuation of the conversation and circle the correct alternatives.
Silvia: Hello, Charlie! Gabriel is just telling/was just telling me/has just told me about 
this study. So, you don’t/can’t/will not think the Portuguese are the happiest?
Charlie: The thing is, I will go/I was just going/I’ve just been to this talk in which they 
explained to us that the happiest country in Europe is Denmark. It’s hard to 
understand, because the weather was/is/is going to be bad, their neighbors in 
Norway are richer and their other neighbors in Sweden are healthier.
Gabriel: Oh-oh. And what makes/does make/made them the happiest people in Europe, 
then, Charlie?
Charlie: First of all, they have very little violence, so people feel/felt/were feeling very safe.
Silvia: I see…Danish people. I was thinking/have never thought/am thinking of them 
as the happiest. They don’t look very happy. They don’t talk very much in the street, 
they don’t laugh very much. I went/I was going/I’ve been to Denmark, so I know 
what I’m talking about.
Charlie: You’re right, Silvia, but I think they are talking/talk/are going to talk about 
contentedness, not happiness.
Silvia: What does contentedness mean? In what ways is it different from happiness?
Charlie: If you are content it means you have/aren’t going to have/don’t have anything 
to worry about. Remember that all education is free in Denmark and students 
who have children get paid by the government to stay home and take care of their 
babies for six months.
Gabriel: Wow! That is happiness!
Charlie: They also have free health care – one of the best systems in the world. And 
employees have worked/work/worked 37 hours a week and get six weeks off 
every year.
Silvia: Yeah, that’s what I have heard, too. The most efficient work arrangement, in my 
opinion. You’re happy to do your work the best way you can/are/do.
 ACTIVITY BOOK | 209
8UNITName: ___________________________________ Group: ___________
Teacher’s name: _____________________________ Date: ____________
3.
 Read the second part of the conversation in Activity 2 and decide if the sentences below 
are true or false.
5.
 Odd one out.
4.
 In your opinion, what’s the happiest country in the world? Why?
1. According to the talk that Charlie has attended, the happiest 
country is Denmark.
2. In Denmark you have to pay to go to school.
3. The work hours per week is shorter in Denmark than inBrazil.
4. Employees can have a six-week vacation per year in Denmark.
 True False
 True False
 True False 
 True False
cook
do the dishes
read
vacuum clean
1.
balanced eating 
habits
living in a big city
walking
running
5.
exhausted
awful
worst
bad
3.
some
nothing
nobody
no one
7.
travel to the 
mountains
have meetings
answer phone calls
reply to emails
2.
best
worst
most amazing
more interesting
6.
stronger
healthier
nicest
better
4.
both/and
me/neither
either/or
neither/nor
8.
210 | CNA PROGRESSION 2
Name: ___________________________________ Group: ___________
Teacher’s name: ____________________________ Date: ____________
6.
 Answer the questions.
1. What have you been doing lately?
2. What were you doing yesterday at 10:00 p.m.?
3. What is the last book you have read?
 
4. What makes you feel happy?
5. What do you do to feel less stressed?
6. Who is the most incredible person you have ever met?
7. How long have you been working at your company/going to 
your school?
8. Have you ever been to an English speaking country? If so, 
which one? If not, would you like to go? Why (not)?
AUDIO SCRIPT | 213
Starter Unit
Go ahead!
(Track 02)
ACTIVITY 4
Host: Good evening, folks. Here with us today 
is Dr. John Bates. He is a sociologist at the 
National University in Cairo. Dr. Bates is 
addicted to technology… hahaha, just 
kidding, doctor. What is it exactly that 
you are investigating?
John Bates: Good evening. I’m a researcher in the 
area of technology. I’m investigating the 
claim that technology is responsible for 
ruining relationships.
Host: So, tell us about it.
John Bates: Well, my conclusion is that if people are 
constantly checking text messages, they 
have an addiction just like drugs and 
alcohol and so it can ruin their personal 
relationships.
Host: Oh, really? Does that mean that people 
are sick and need treatment just because 
they use their phones all the time?
John Bates: Well, my research findings show that 
young adults nowadays can spend 
about seven hours a day interacting with 
communication technology and this can 
cause problems with friends, family and 
also at work. Some people even show 
withdrawal symptoms if they don’t have 
their phones with them. British scientists 
coined the term Nomophobia to express 
the anxiety that some people experience 
when they don’t have access to cell 
phones.
Host: Nomophobia?
John Bates: Yes, that’s right.
Host: And what’s your advice, doctor?
John Bates: I think that people should use their 
phone as a tool for communication, not 
a drug. For example, when meeting with 
friends, put your phone away. When 
you get home from work, turn off your 
phone and really talk to your family. At 
work use your phone for emergencies 
only. At my home we have a rule - 
nobody can use their phone at breakfast 
and dinner time, so we really enjoy our 
family during meals.
Host: hmm. I should try that, too. Thank you, 
doctor, for your thought provoking ideas.
Unit 1
Memories
(Track 03)
ACTIVITY 4B
Grandson: Grandpa, I was wondering… What was 
life like when you guys were kids?
Grandpa: Well, we didn’t have Internet or 
computers, so we used to spend more 
time reading and talking to each other.
Grandma: That’s right. Families used to do more 
things together. My mother didn’t have 
a job, so she used to cook and we always 
ate at home. 
Grandson: Hmmm… How about TV? Did you have 
a TV set?
Grandma: I remember my father finally bought a TV 
set when I was 15 years old. Up until then 
my sister and I used to go to one of our 
neighbors’ home to watch cartoons.
Grandson: Was life better, Grandpa?
Grandpa: I don’t know… It was different. In some 
aspects, it was easier. Parents didn’t have 
to worry about safety, for example. Kids 
used to leave their bikes outside and 
nobody would steal them. Our doors 
were open all the time. Neighborhoods 
were safer.
Grandson: How did you go to school, Grandma?
Grandma: My friends and I used to walk. Sometimes 
we rode our bikes.
Grandpa: I used to take the streetcar to go to 
school. 
Grandson: What’s a streetcar, Grandpa?
Grandpa: Well… come here. I’ll try to find a photo 
to show you. Wait… Here it is. My friends 
and I used to go places in it. 
Grandson: No kidding! Cool!
Grandpa: Yeah, it was a lot of fun. We used to be 
more independent. We never asked our 
parents to drive us anywhere.
Grandma: That’s right, Jon, but don’t forget that we 
lived in a small town. 
Grandpa: Yeah, life was probably more difficult for 
kids who lived in bigger cities.
Grandson: Weren’t you afraid, Grandpa? To ride in 
the streetcar?
Grandpa: Not at all. I loved getting around on my 
own. 
Grandson: Tell me, Grandpa. How did you write 
school papers?
214 | CNA PROGRESSION 2
Grandpa: Oh, there were typewriters. We used to 
type all our papers. But you see, I feel 
good about technology today. I love 
working on the computer. I enjoy reading 
e-books and I like being able to find so 
much information on the Internet. Not 
to mention that I can’t live without my 
cell phone.
Grandson: You’re awesome, Grandpa!
(Track 04)
ACTIVITY 12
Joan: What are you doing, Kerri?
Kerri: I’m working on my homework for this 
online course.
Joan: An online course? Cool! What is it?
Kerri: You won’t believe it. It’s about the history 
of rock.
Joan: Rock? Like rock and roll? 
Kerri: Exactly!
Joan: Is it good?
Kerri: It’s a lot of fun. In fact, it’s better than I 
expected.
Joan: Is studying online easier than going to a 
class?
Kerri: I don’t think so. In class you usually have 
a teacher and classmates and you can ask 
for help. Now if you’re online doing your 
homework things get more complicated.
Joan: Well, can’t you get online help?
Kerri: Not really, but fortunately, that has a 
positive side, too. You become more 
independent and you may learn faster. 
It’s more important to know how to 
find information than to memorize the 
answers to exercises. Another advantage 
is that studying online is cheaper than 
going to school.
Joan: Wow! Send me the link to those online 
courses, please! I’d like to take a look at 
what they offer.
Kerri: Deal! I’ll do that when I finish.
(Track 06)
ACTIVITY 17
Sam: You’re good at math, aren’t you, Matt?
Matt: I was better when I was in middle school. 
The content is harder now and the 
teacher is tougher on us.
Sam: Yeah, I know. That makes it more difficult, 
doesn’t it? Do you think we could study 
together?
Matt: Sure. Why not? I’ll be glad to help you 
out.
Sam: Thanks, buddy! How about 4 o’clock 
tomorrow?
Matt: I’m sorry, it has to be earlier than that. I’ve 
got soccer practice at four.
Sam: How about meeting at two at the library?
Matt: Great!
Unit 2
Crime doesn
,
t pay
(Track 07)
ACTIVITY 4
Anchor: And now Tim Galloway with some 
breaking news on the House versus 
Grieveson case.
Reporter: In a surprising turn of events, The House 
versus Grieveson case ended suddenly 
this week. Charges against John Hindley 
for the murder of Myra Grieveson 
were dropped. In 1985, Myra Grieveson 
was killed in Luttrell, Tennessee, near 
Knoxville. John Hindley, who was a 
friend of the Grievesons’, was accused 
of the murder. Based on circumstantial 
evidence that Hindley was near the crime 
scene and that Myra’s blood was found 
on Hindley’s jeans, John Hindley was 
found guilty at a trial with aggravating 
factors that qualified him for capital 
punishment.
 However, new evidence has shown that 
John Hindley may be innocent and Mr. 
Grieveson or a third person may have 
killed Myra Grieveson. 
 Relevant forensic evidence in Hindley’s 
trial was Mrs. Grieveson’s blood found 
on Hindley’s pants. Hindley’s attorneys 
argued that his pants were contaminated 
with samples of blood taken during 
Mrs. Grieveson’s autopsy. They say that 
while the FBI was transporting the blood 
samples for testing, they spilled on 
Hindley’s pants.
AUDIO SCRIPT | 215
 Hindley’s attorneysalso claim that Mr. 
Grieveson could have killed his wife. One 
witness says that on the night of the 
murder she was in her trailer when Mr. 
Grieveson “just walked in and sat down.” 
According to the witness, the night the 
crime happened Mr. and Mrs. Grieveson 
were at home. He said they were having 
an argument and “he slapped her and she 
fell and hit her head which killed her. He 
said he didn’t mean for it to happen.” The 
witness then said she “freaked out and 
run him off.”
 Did the jury and the state of Tennessee 
send an innocent man to prison? They 
had some help from Hindley himself. 
Hindley’s attorneys admit his client 
lied about where he was on the night 
of the murder. He said he was with his 
girlfriend when the crime happened. 
Later on, Hindley admitted he’d lied. He 
said he’d lied because he was afraid that 
without an alibi, he would become the 
prime suspect. Hindley also had what 
seemed to be an explanation for new 
scratches and bruises on his hands and 
arms: Apparently, the night the crime 
happened, Hindley went for a walk. 
While he was out walking, a white truck 
pulled up behind him. Its occupants 
jumped out and tried to grab him on the 
dark road, saying that he wasn’t welcome 
in those parts and firing shots at him. 
Hindley said he never saw his attackers. 
He ran back to his girlfriend’s, losing 
his T-shirt and one of his shoes in the 
process. That period roughly coincided 
with the coroner’s two-hour window for 
Myra Grieveson’s time of death.
 Myra Grieveson’s murder is certainly 
mysterious and up to now authorities 
have not found out who killed her. Back 
to you Steven.
(Track 09)
ACTIVITY 8
Liam: Hey, Lynn. What happened? You look so 
pale.
Lynn: I think I’ve just had my wallet and cell 
phone stolen.
Liam: You’re kidding, right?
Lynn: Seriously, I can’t find them anywhere in 
my purse.
Liam: Haven’t you left them at home?
Lynn: No, I saw them on my way here before I 
stopped to help this nice couple.
Liam: What couple?
Lynn: A couple who was lost.
Liam: Tell me more about them. What did they 
look like?
Lynn: Well, just a regular couple. What can I 
say?
Liam: Were they well dressed?
Lynn: Yes, they were. They were wearing nice 
suits.
Liam: And was the man tall and bearded?
Lynn: Yes, he was.
Liam: And was the woman blond?
Lynn: Yes, she was. How do you know all that?
Liam: Because they’re crooks. I read about 
them in the newspaper. See, there’s a 
picture of them here.
Lynn: Oh, my! That’s them! I remember now, 
because the woman was wearing this 
beautiful chain with a pendant and 
the man was carrying the exact same 
briefcase.
Liam: We have to go to a police station to 
report the theft.
Lynn: I still can’t believe it! This has never 
happened to me before! How did they 
do it? I mean, how did they get my stuff?
Liam: Lynn, they’re professionals. They’ve 
probably done this a thousand times 
before. Come on. Let’s go.
(Track 10)
ACTIVITY 12
Jeff : Hey, Todd. What’s up, man?
Todd: Hey, Jeff.
Jeff : I’ve heard you had a car accident last 
week.
Todd: Yeah, I was pretty scared.
Jeff : Really? But are you OK?
Todd: I’m all right now. I had a few cuts and 
bruises, but I’m OK.
Jeff : What happened?
Todd: Karen and I went to a party. The party 
was really good. Then at one, we decided 
it was time to go. So first I took Karen 
home and headed home. I was driving 
back home and there were no cars in 
the street. I stopped at the red light on 
the corner of Brown Street and Gibson 
Road. As the light turned green and I was 
crossing Gibson Road, an SUV zoomed 
by and crashed into the passenger side 
of my car. The crash was so bad that I 
lost control of my car as it went spinning 
across the road. After that, I passed out. 
216 | CNA PROGRESSION 2
When I woke up, I was at the hospital. 
Fortunately, when the SUV crashed into 
my car, I was wearing my seat belt and 
the airbags were immediately inflated. 
Otherwise the impact might have killed 
me.
Jeff : Lucky you had the seat belt on. I bet you 
were confused and terrified when you 
woke up!
Todd: You bet I was. I was actually in panic. As 
I said, I had only a few cuts and bruises 
though.
Jeff : What about the other guy. The one in 
the SUV. What happened to him? Did he 
get seriously hurt?
Todd: Unfortunately, he wasn’t as lucky as me. 
He broke some ribs and an arm, but he’s 
all right, too. Ironically, afterwards I found 
out he was at the same party we were at 
and had a few too many drinks.
Jeff : You’re kidding me!
Todd: No, I’m not. And apparently that’s not 
the first time he has driven drunk. He 
hasn’t gone to prison yet, but he will this 
time.
Jeff : Well, I hope he stays there for a long 
time.
Unit 3
Are you ready to work?
(Track 12)
ACTIVITY 4
Sadie: So, let’s see what we’ve got so far.
Brett: Four applicants, right?
Sadie: Yes, that’s right, Mia Brown, Enrique 
Martinez, Susan Mercer, and Ryan Clifton.
Brett: OK. They all have very good resumes. 
What do you say we go through their 
strengths and weaknesses?
Sadie: Sounds good to me. Let’s start with Ryan 
Clifton.
Brett: OK. He says he is easy-going, determined 
and spontaneous.
Sadie: I agree. He seems to be very determined 
and spontaneous. He was also very easy-
going during the interview.
Brett: That’s right. Now one weakness he 
mentioned is that he can be too 
competitive at times. 
Sadie: Yeah, he admitted that. Something he 
should keep an eye on. Now, something 
really positive about Mia is that she is 
flexible, spontaneous and sympathetic.
Brett: She seems to be. She is very nice.
Sadie: But as a weakness, she says she is not very 
organized. She’s been trying to change 
that though.
Brett: Yeah, that could be a problem. What 
about Enrique?
Sadie: Enrique, Enrique… Ah, yes. He says he is 
curious, determined and inventive and 
I agree with him. But a weakness seems 
to be flexibility. In my opinion he doesn’t 
seem to be flexible at all.
Brett: I agree. His answers indicate that he isn’t 
flexible. I wonder if he would be an asset 
to the team.
Sadie: Yes, his inventiveness would be a bonus, 
but lack of flexibility could be a problem.
Brett: Finally, Susan says she is flexible, open-
minded and sympathetic, but a bit too 
sensitive.
Sadie: I interpret that as a nice way of saying 
that she isn’t very rational or sensible.
Brett: My interpretation exactly. All her answers 
seem to show that she is definitely not 
very rational nor sensible.
Sadie: Well, let’s go through their professional 
experience.
(Track 13)
ACTIVITY 12
Sadie: I’m really impressed with all the 
applicants. It seems they all did their 
homework and were prepared for this 
interview.
Brett: I had the very same impression. All of 
them were punctual which is something 
not that common nowadays.
Sadie: Also Enrique and Mia knew a lot about 
the company. So they probably checked 
our website. All of them made a very 
good first impression. They were all 
appropriately dressed for the occasion.
Brett: True. Some of the people that come for 
interviews here could learn something 
from them.
Sadie: Well, shall we go through our notes? How 
about we start with their professional 
experience.
Brett: OK, They have some professional 
experience, but Susan seems to be the 
most experienced of them all.
Sadie: Does she?
Brett: Yes. She’s worked at a number of different 
companies in the same field as ours.
Sadie: That’s true. I hadn’t noticed that. But on 
the other hand, she’s stayed the shortest 
at those jobs compared to the others.
AUDIO SCRIPT | 217
Brett: That is not necessarily a bad thing. We 
would need to investigate a bit more to 
find out why.
Sadie: That’s true. I’m taking notes so that 
we can ask her next time we’re 
together. What about their educational 
background?
Brett: Enrique is by far the most qualified of 
them all. Check out the number of 
courses he’s taken since college.
Sadie: Yeah, but some fluency in Spanish is 
mandatory for this job and, apparently,Mia is the most fluent. She lived in Chile 
for three years.
Brett: OK, how about we go through our 
personal impressions?
Sadie: Sure, I think Ryan had the best 
performance. For starters, Ryan is the 
most talkative of them all.
Brett: Yeah, I’d say way too much, but he seems 
to be all right. But, unfortunately, Enrique 
didn’t do so well. I guess his performance 
was the worst one.
Sadie: Yeah, but he seems to be a nice guy. Now, 
I guess we agree Susan is the nicest. She is 
really sweet, isn’t she?
Sadie: She sure is. But I wonder if she’s got what 
it takes for the job. Is she tough enough 
to handle the pressure?
Brett: I don’t think so. Ryan seems to be the 
toughest of them all.
Sadie: I agree with you. So, I think he is the one 
we should pick. What do you think?
Brett: I agree with you.
(Track 15)
ACTIVITY 19
Todd: Good evening, everyone. Tonight we 
are going to talk about how to ace a 
job interview and, to help us with that, 
we have with us Sophie Brennan. Good 
evening, Sophie.
Sophie: Good evening, Todd. It’s a pleasure to be 
on the show.
Todd: Sophie is a Human Resources specialist 
and has just published a book called, 
Why don’t people get the job? The book is 
a practical guide to getting prepared and 
having outstanding performances during 
job interviews. So, Sophie, why don’t 
people get the job?
Sophie: Todd, there are a number of reasons why 
people fail to cause a good impression on 
recruiters. In a recent survey with 2,000 
hiring managers, 33% said they knew 
whether they would hire someone or not 
within 90 seconds.
Todd: Wow, 90 seconds. That’s rather quick.
Sophie: Yes, it is. So, to cause a good initial 
impression, here are some tips. Avoid 
brightly-colored clothes or clothes 
that are too trendy. Research shows 
the 70% employers don’t appreciate 
applicants who wear clothes that are too 
fashionable. 65% of them claim clothes 
can be the deciding factor between two 
similar candidates. 
Todd: I see. So in other words, candidates 
should look neat and avoid excess.
Sophie: Exactly, Todd. Obviously that can vary 
depending on the company, but it’s an 
excellent general rule. 
Todd: What else would you recommend, 
Sophie?
Sophie: Your body language says a lot, too. So 
avoid fidgeting, playing with your hair or 
crossing your arms. Try to have a good 
posture and a firm handshake. And make 
eye contact.
Todd: Good. These are good tips. What else do 
you think is important to do, Sophie?
Sophie: Before the interview, you definitely 
should research the company. Learn as 
much as you can about the organization. 
Also, review your qualifications for the 
job. Arrive five or ten minutes before 
the scheduled time for the interview. 
During the interview, show interest and 
enthusiasm. It is also very important to 
have a specific position that you want 
to fill in mind. Be ready to briefly explain 
related experience. Remember that the 
recruiter is looking for evidence that you 
will do a good job. Feel free to ask the 
hiring manager questions. Finally, ask for 
a business card and within 24 hours send 
a thank-you note or e-mail to show your 
appreciation for their taking time out of 
their day to talk to you.
Todd: Wow, that’s good advice. Let’s take a 
break now. After our commercials we…
218 | CNA PROGRESSION 2
Unit 4
Putting it all together.
(Track 16)
ACTIVITY 4
Donna: Hey Mark, look at this quiz. Have you 
taken it?
Mark: Yes, I have, but I don’t agree with the 
results.
Donna: Why not?
Mark: Well, they say I’m reliable, practical, 
realistic an analytical, so I could be an 
accountant, and engineer or a mechanic.
Donna: What’s wrong with these occupations?
Mark: There’s nothing wrong with them. I just 
can’t see myself as an engineer. I hate 
math and I can’t stand physics.
Donna: Oh, well. It’s just a silly quiz.
Mark: I know, but let me try something. I’ll 
say three pairs of words and you tell me 
which ones best describe you.
Donna: Ok. Shoot!
Mark: Are you: practical and efficient, realistic 
and enthusiastic, or inventive and 
imaginative?
Donna: Let me think. Can you repeat them, 
please?
Mark: Sure. Are you: practical and efficient, 
realistic and enthusiastic, or inventive and 
imaginative?
Donna: I’m inventive and imaginative. That’s for 
sure!
Mark: So, according to this quiz you could be a 
writer, a musician or an artist.
Donna: Oh, come on! You haven’t asked me 
enough questions. I could also be lots of 
other things.
Mark: See? Quizzes like this can easily fool you! 
Let’s go back to studying for the math 
test.
Donna: Oh, my! Yes, I really need to do well on 
the test tomorrow.
UNIT 5
What makes you happy?
(Track 17)
ACTIVITY 3
Lucca: Hey, dad, I’m writing a project for school, 
so can I ask you a few questions?
Mr. Harris: Of course! I’ll be happy to help you, son. 
What’s the project about?
Lucca: Happiness! What does happiness mean?
Mr. Harris: Well, happiness to me is associated with 
well-being, with good living conditions, 
with feeling good about yourself. For 
example, feeling competent about my 
professional life makes me happy. How 
about you, son, what makes you happy?
Lucca: Me? Uh… Lots of things, I guess… 
hanging out with my friends makes me 
happy. Spending the weekend with you 
and mom makes me happy. 
Mr. Harris: You’re on the right track. We usually 
say, “I’ll be happy when I graduate from 
college.” “I’ll be happy when I get a good 
job.”, and so on, but I believe happiness 
has to do with living our life fully. 
Lucca: What do you mean exactly?
Mr. Harris: I mean that being happy includes having 
good and bad moments. 
Lucca: But what helps you cope with difficult 
moments in life? 
Mr. Harris: Well, I believe that feeling unhappy is also 
part of our experience as human beings, 
so that helps me. I don’t like the idea 
of happiness that excludes unpleasant 
things. People tend to define happiness 
as having a safe job, a predictable future 
or taking a trip every year. Look at social 
networks – people are always happy! Or 
at least they always look happy. Last week 
a patient mentioned something about 
social networks and happiness.
Lucca: What did he say?
Mr. Harris: He said he’s tired of reading perfect 
stories – you know, people’s last vacation 
trip was the most amazing they have ever 
taken, their parents and friends are the 
happiest people on earth and their jobs 
are the best. That’s so unrealistic! In short, 
son, instead of worrying about being 
happy, I think people should find out 
what they’re interested in and go after it.
Lucca: Wow! Thanks, Dad. Your ideas really 
inspire me!
AUDIO SCRIPT | 219
(Track 20)
ACTIVITY 12
Adele: Hey, Gordon?
Gordon: Hey, Adele! Long time no see, huh?
Adele: Yeah, it’s been a long time! Doing some 
grocery shopping for a new recipe?
Gordon: Yeah, you know me. I just can’t stop 
cooking! Besides, I have my blog, so I 
need to keep writing and posting my 
new experiments.
Adele: Of course. So, what’s new? You look great!
Gordon: Oh, I’m a new person. I feel great! Exercise 
has changed my life. I feel less stressed, 
less anxious and a lot happier.
Adele: That sounds wonderful, Gordon! I should 
do the same, you know, but I never find 
time to work out.
Gordon: Are you still seeing that therapist I 
recommended?
Adele: Oh, yes, she’s great. She really helps me 
cope with some of the difficult things I’m 
going through. 
Gordon: You have to exercise too, Adele! Exercise 
is as good as therapy.
Adele: I know! And it’s certainly less expensive 
than therapy. 
Gordon: I was talking to my nutritionist the other 
day and she said that eating well is as 
important as exercising. Besides, healthy 
eating doesn’t mean giving up food that 
you enjoy.
Adele No kidding! Did she really say that? Does 
that mean that chocolate is as healthy as 
broccoli? Or that carrots are as nutritional 
as ice cream? 
Gordon: Come on, Adele, don’t make me laugh! 
Of course you should eat more broccoliand less chocolate. What she means 
is that you don’t have to completely 
stop eating things you like. You can 
occasionally have a candy bar or some ice 
cream. A balanced diet combined with 
at least 30 minutes of daily exercise is the 
most effective medicine to keep your 
body and mind healthy.
Adele: All right, Gordon. You convinced me. 
Text me the number of your nutritionist. 
I’ll really try to follow your advice.
Gordon: You won’t regret it.
Adele: See you around. Let’s get together 
sometime for a cup of coffee.
UNIT 6
Modern lives
(Track 21)
ACTIVITY 2
Alex: I guess I have an alternative lifestyle. 
I’m both a Buddhist and a vegetarian. 
I’m a singer. I sing most everything, but 
romantic songs are really my cup of tea. 
People tend to glamourize an artist’s life, 
but it’s a lot of hard work. On weekdays, 
I’m either having singing lessons or 
rehearsing for my gigs. I work mostly in 
the evenings and I’ve been working hard 
to produce my first album.
Brynn: My lifestyle? Well, I guess I can say that 
I’m not exactly mainstream. I mean, I’m 
not a conventional mom. If there is such 
a thing nowadays. I have two kids and I 
also run my own tattoo shop. I am both 
a mom and my own boss. So besides 
everything I have to do at the shop, I also 
have to do everything a housewife does. 
You know what I mean? Cook, do the 
dishes, vacuum, and stuff like that. It can 
be tough at times.
Luciana: I try to have both a healthy and a 
balanced lifestyle. As the marketing 
director of a big company and a single 
mom, I usually have very busy days. I 
wake up early every day, go to the gym, 
get my daughter ready for school, take 
her to school, and go to work. At the 
office, I usually have a lot of meetings, 
reply to e-mails, read reports, and answer 
phone calls.
Tom: I don’t know what kind of lifestyle I have, 
but I’d say it’s neither that conventional 
nor that alternative. Is there something 
in between? Professionally speaking, I’m 
a professor. I teach math at the State 
University. I’ve always loved math so I 
don’t see myself doing anything else. I 
usually spend my days on the campus 
either teaching or researching. My 
second passion is surfing. I surf almost 
every day, either in the morning or in the 
evening. I’m good at it. I’ve even won a 
couple of medals.
Liza: I guess I have a pretty conventional 
lifestyle. I mean, I go to school every day, 
go back home, do my homework, help 
220 | CNA PROGRESSION 2
my mom and stuff. The only thing that 
is a bit different about me from other 
girls my age is that I spend time neither 
cheerleading nor going shopping. I love 
reading comic books and fantasy books. 
My friends and I have a cosplay group, 
so we often dress up as our favorite 
characters. It’s fun.
(Track 22)
ACTIVITY 8
Mike: Hey, Luciana.
Luciana: Hey, Mike.
Mike: What seems to be the problem? I’m sorry 
for pointing this out, but you don’t look 
so good.
Luciana: Man, I’m so tired.
Mike: You look exhausted!
Luciana: It’s only 11:00 and I’ve taken my daughter 
to school, and I’ve had two meetings. 
I’ve replied to a million e-mails, I’ve had 
a teleconference with the CEO, I’ve 
approved the new TV commercial and…
Mike: Luciana, you need to slow down!
Luciana: I’m sorry. I know, but there’s so much to 
do.
Mike: I know but if you go on like this you’ll 
have a nervous breakdown. You’re 
probably stressed.
Luciana: I know but I can’t help it. By the way, have 
you replied that e-mail on the budget 
yet?
Mike: There you go again! Let’s take a break. 
Now, right now. You hear me!
Luciana: OK, you’re right. I need a break.
(Track 23)
ACTIVITY 13
Brynn: Hello, Liza?
Liza: Hi, mom.
Brynn: I’m calling to tell you I’m going to be a 
little late.
Liza: OK.
Brynn: Is everything under control?
Liza: Kind of.
Brynn: Liza O’Malley, what do you mean by 
“kind of”?
Liza: Chill out, mom.
Brynn: Have you done the things I’ve asked you 
to?
Liza: Some of them.
Brynn: Liza, I really need your help, you know?
Liza: I do, mom.
Brynn: Have you done the dishes yet?
Liza: No, I haven’t. But, I will.
Brynn: What about the laundry? Have you done 
the laundry yet?
Liza: Not really.
Brynn: Liza! Have you done the shopping yet?
Liza: I haven’t had the time to do that yet.
Brynn: What have you done then?
Liza: Well, I’ve already walked the dog. I’ve 
already done my homework, too.
Brynn: OK, that’s a start!
Liza: Oh! I’ve just taken the trash out, too.
Brynn: Good. Can you just do the dishes, please? 
I’ll sort the rest out when I get home.
Liza: OK, mom.
(Track 24)
ACTIVITY 17
Brynn: Hi, Liza. This is mom. Why on earth am I 
never able to talk to you on the phone? 
Anyway, I can’t talk to you because I’m 
already late for an appointment with the 
doctor. I left a message on the fridge. 
Please, call me after you read it! Call me! 
Bye.
Liza: Hi, mom! It’s Liza here. Aha! I’m not the 
only one who can’t be reached on the 
phone. I’m calling back like you asked me 
to. I read you message and did some of 
the things you asked me to, but I didn’t 
have time to do them all. I’m sorry. I also 
left you message on the fridge. Don’t 
forget I won’t be home tonight. If you 
need me, call me. Bye.
Unit 7
So much has been going on these 
days.
(Track 27)
ACTIVITY 8
Narrator: A recent report has shown that more 
and more people have been feeling 
stressed and aggravated. There are several 
reasons why it’s been happening. Among 
them are financial problems and health 
issues. The working environment may 
be a major source of stress as well; the 
pressure to cope with deadlines, fallouts 
with co-workers and bosses top the list. 
Society may also play a significant part. 
Pressure from partners, friends, and family 
can also increase stress and irritation. 
 We have talked to people on the streets; 
let’s listen to what they say on this topic.
Reporter: Do you ever feel stressed and aggravated?
Woman: Yes, I do.
AUDIO SCRIPT | 221
Reporter: When did you last feel this way?
Woman: Well, I have been working on this project 
at work so I have been working overtime 
and the pressure to cope with deadlines 
can be very tough.
Reporter: OK. Thank you.
Reporter: Do you ever feel stressed and aggravated?
Man: Yes, I do.
Reporter: When did you last feel this way? 
Man: Last week. I was fired last year and I’ve 
been looking for job for four months. So, 
last week I had another interview and 
after a long screening process and long 
rounds of interviews I was turned down 
again. That can be very frustrating.
Reporter: OK. Thank you.
Narrator: The good news is that there are ways 
to handle these feelings. Right after the 
break we’ll be talking to Lesya Li, editor-
in-chief at a site of inspirational stories 
and helpful tips. Stay with us.
(Track 28)
ACTIVITY 13
Number 1
Jason: Hey, Bruce. What’s up, man? You look 
really mad. Has anything happened?
Bruce: Man, I’ve been texting Sue for twenty 
minutes and she won’t reply to me. That 
makes me hit the ceiling! Where is she?
Number 2
Rita: What?
Julie: Rita? Is that you?
Rita: Yes, who is this?
Julie: This is Julie. Is everything ok? You sound 
furious. Is anything the matter?
Rita: Sorry, Julie. I can’t take it anymore. I’ve 
been stuck in traffic for over an hour 
now!
Number 3
Ayisha: Hey, Mitzi. What’s wrong? 
Mitzi: I’m just disappointed! 
Ayisha: Why? What happened?
Mitzi: I met this nice guy the other day. He said 
he’d call me, but it’s been a couple of 
days now and he hasn’t called yet.
Ayisha: I know how you feel. The very same thing 
happened to me a couple of weeks ago 
and I was totally bummed out.
Number 4
Tony: Hello. Brent?
Brent: Hello.
Tony: Man, where are you guys? You’re late!
Brent: I now! I hate waiting. That makes my 
blood boil! I’ve been waiting for Eileen 
to get dressed up for over an hour now! 
Eileen!
Unit 8
Putting it all together.
(Track 29)
ACTIVITY 2
Man: These women have been asked how 
happy they feel about their lives. Here’s 
what they have to say.
Speaker1
Woman 1: I can’t say I’m very happy about my life. 
Not that there is anything wrong with 
it, but you see, I feel I have to be thin 
to have a happy life. I’m overweight, so 
I can’t be pretty. People have told me 
that I am pretty, but I don’t believe them. 
My mother says that I’ve wasted a lot of 
time worrying about losing weight, but 
I just can’t help it. My boyfriend wants 
a church wedding, but I can’t wear a 
wedding dress. Can you imagine? I would 
feel awful. I’d better lose a lot of weight 
before I even think about trying that. My 
mom says I should be happy about all 
the good things I have, but I have to look 
good first. Don’t you agree?
222 | CNA PROGRESSION 2
Speaker 2
Woman 2: Yes, I’m pretty happy with my life, but 
lately I have been worrying too much. 
The thing is, I’m 35 years old and have 
worked since I was 16. I used to have a 
full time job, but since the birth of my 
oldest child, I have had a part-time job 
from 10a.m. to 4p.m. Now I’m pregnant 
with my third child, who is going to be 
born in two months and I have been 
thinking about quitting my job and 
becoming a full time mom. However, 
my biggest concern is that I make good 
money. Losing my salary would certainly 
be a problem for us. Some people say 
that money doesn’t make you the 
happiest person in the world, but I can 
certainly make my children happier if 
we can send them to a nice school or 
even take vacations once a year. What do 
you think I should do? Should I give up 
thinking the idea of staying at home and 
work? Or should I stay at home and not 
miss out on all my kids’ special moments?