CNA Progression 1: Teacher's Pack

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<p>2 | CNA PROGRESSION 1</p><p>© Copyright Editora CNA - 2014</p><p>Todos os direitos reservados à</p><p>Editora CNA Cultural Norte Americano S/A.</p><p>CNPJ no 58.062.779/0001-50</p><p>Rua Coronel Oscar Porto, 800 - Paraíso</p><p>04003-004 - São Paulo/SP</p><p>www.cna.com.br</p><p>Dados Internacionais de Catalogação na Publicação (CIP)</p><p>(Câmara Brasileira do Livro, SP, Brasil)</p><p>Vieira, Maria Rita Corrêa</p><p>CNA progression 1:  teacher's pack / Maria Rita</p><p>Corrêa Vieira, Sérgio Luis Monteiro da Silva. --</p><p>São Paulo : Editora CNA, 2014.</p><p>1. Inglês - Atividades, exercícios etc.</p><p>2. Inglês - Estudo e ensino I. Silva, Sérgio Luis</p><p>Monteiro da. II. Título.</p><p>14-11943                                      CDD-420.7</p><p>Índices para catálogo sistemático:</p><p>1. Inglês : Estudo e ensino   420.7</p><p>Senior Writers</p><p>Maria Rita Corrêa Vieira</p><p>Sérgio Luis Monteiro da Silva</p><p>Director of Education</p><p>Marcelo Augustus de Souza Barros</p><p>Managing Editor</p><p>Carina Nogueira Cerboncini</p><p>Editorial Coordinator</p><p>Ana Paula Guerra Gil</p><p>Editorial Assistants</p><p>Ana Carolina Albuquerque de Lima</p><p>Barbara Yumi Lemos</p><p>Danielle Carvalho</p><p>Proofreaders</p><p>Ana Lucia de Mello Lemos Carriel</p><p>Élcio Camilo Alves de Souza</p><p>Enrique Luis Melone</p><p>Leticia Casavella</p><p>Series Design</p><p>Design Divertido</p><p>Illustrations</p><p>Ilustra Cartoon</p><p>Photographs</p><p>Shutterstock</p><p>�inkstock</p><p>Audio Production</p><p>Spectrum Estúdio</p><p>Printing Supervisor</p><p>Arthur Costa de Souza</p><p>0020150115</p><p>For CNA Progression 1 every e�ort has been made to trace</p><p>all the copyright holders, but if any have been inadvertently</p><p>overlooked, the publishers will be pleased to make the necessary</p><p>amendments at the first opportunity.</p><p>All rights reserved. No part of this book may be reproduced,</p><p>stored in a retrieval system, or transmitted in any form or by</p><p>any means, electronic, mechanical, photocopying, recording,</p><p>or otherwise, without the prior permission in writing of the</p><p>publishers.</p><p>1st edition – 1st print</p><p>Printed by Pancrom.</p><p>TEACHER'S BOOK | 3</p><p>Introduction</p><p>CNA PROGRESSION is a two-level English course for basic learners. �e aim of the course is to make English</p><p>enjoyable and tension-free. It is intended as a practical and natural approach to teaching English to basic</p><p>learners and emphasizes the listening and speaking skills.</p><p>CNA PROGRESSION is based on a set of principles which underlie its structure and activities. In a nutshell,</p><p>these principles are:</p><p>A view of language which proposes that language is a means of communication and that to communicate is</p><p>to interpret, express, and negotiate meaning; and that in order to be able to communicate properly in a foreign</p><p>language, speakers should reach communicative competence (Savignon, 1991).</p><p>A view of teaching which is organized around the steps of engaging students in the task by providing them</p><p>with the language items to be worked on, studying that language in a way that students become familiar with it,</p><p>and activating their knowledge by experimenting with what they have learned (Harmer, 2008).</p><p>A view of learning which advocates that knowledge is constructed by means of interaction with the other</p><p>participants in the learning process (i.e. students, teacher, materials, context) and therefore that students are co-</p><p>responsible for their learning (Vygotsky, 1978).</p><p>A view of culture that not only encourages students to bring to class their cultural background and share it</p><p>with their classmates, but also promotes the exploration and discovery of other cultural contexts.</p><p>A view of social responsibility which is coherent with the educational belief that a language course should</p><p>go beyond teaching the foreign language only and that the teaching/learning process is also a means to o�er</p><p>students a chance to reflect and act on their role as citizens of their communities and the world.</p><p>A view of the teacher’s role which is based on the belief that teachers play a key role in the success of the</p><p>teaching/learning process and therefore they should take it into their hands to make informed decisions</p><p>concerning the best way to make use of the material and other resources available.</p><p>4 | CNA PROGRESSION 1</p><p>Course</p><p>Components</p><p>Student’s Learning Pack Teacher’s Pack</p><p>Class Lessons Class Lessons</p><p>Audio Files (online) Audio Files (CD)</p><p>Activity Book Activity Book</p><p>Information Gap Activities Information Gap Activities</p><p>Grammar Tips Further Practice</p><p>Web Lessons Grammar Tips</p><p>CNA NET Resource Pack</p><p>Audio Script</p><p>Class Lessons</p><p>�e Class Lessons are made up of eight lessons</p><p>which mainly focus on the development of speaking,</p><p>listening, and reading skills, supported by activities</p><p>that specifically focus on linguistic input (grammar,</p><p>vocabulary, functions, and pronunciation). �e book</p><p>starts with a special unit – the Starter Unit – which</p><p>will provide students with useful language to be used</p><p>throughout the course. Units 4 and 8 are dedicated</p><p>to review material studied in the previous units.</p><p>Audio Files</p><p>�e Audio Files for the listening comprehension</p><p>activities in the Class Lessons are available on CNA</p><p>NET and can be downloaded for further practice.</p><p>�e Audio Script can be found at the back of the</p><p>Teacher’s Pack.</p><p>TEACHER'S BOOK | 5</p><p>Activity Book</p><p>�e Activity Book o�ers students stimulating and</p><p>varied practice of the material studied in class.</p><p>Grammar Tips</p><p>Each unit has a set of grammar tips with more</p><p>detailed explanations of the grammar items studied</p><p>in the unit. Activities and their answer keys are also</p><p>available for those students who want extra practice.</p><p>Teacher's Pack</p><p>�e Teacher’s Pack contains detailed suggestions</p><p>on how to teach the course, answer keys to the</p><p>class lessons activities, transcripts of the listening</p><p>comprehension activities, and reduced pages of the</p><p>Class Lessons.</p><p>Further Practice</p><p>�ese are activities are meant to provide more</p><p>practice of the content taught in the units and</p><p>should be worked with if time is available.</p><p>Resource Pack</p><p>Flashcards, cue cards, and supplementary materials</p><p>are available in the Resource Pack. �ese materials</p><p>are meant to add diversity to and enrich the lessons.</p><p>Web Lessons</p><p>�e Web Lessons are online activities which provide</p><p>students with further practice of the contents</p><p>studied in class.</p><p>6 | CNA PROGRESSION 1</p><p>Structure</p><p>CNA PROGRESSION 1 is organized in thematic</p><p>units consisting of activities which have specific characteristics</p><p>and goals coherent with the broad objectives of the unit and the material.</p><p>Speaking</p><p>�ese activities aim at providing students with opportunities to practice the new language items in context.</p><p>�e activities encompass both more controlled and freer practice. Before students start interacting, your</p><p>job is to set the scene so that they understand the language to be practiced/used and the context of</p><p>production. During interaction, you are not expected to interfere, unless students require your help or</p><p>there is a communication breakdown.</p><p>Listening</p><p>�e purpose of the listening comprehension activities is to develop students’ strategies and techniques to deal</p><p>with the language in its aural form. It is very important to prepare the students for the di�erent tasks through</p><p>pre-listening activities such as exploring visual cues, eliciting information related to the topic to be listened to,</p><p>and making predictions. �ese will activate their previous knowledge and will help them better perform the</p><p>task. It is also important to remind students that the objective of the activities is not to understand each and</p><p>every word, but rather to listen for the information necessary to do the task.</p><p>Reading</p><p>�e approach to the teaching of reading is similar to that used for the teaching of listening. �at is, the main</p><p>goal of these activities is to develop students’ strategies and techniques to deal with the written language. Pre-</p><p>reading activities such as exploring visual cues and making predictions are crucial to</p><p>1</p><p>33UNIT</p><p>LISTENING</p><p>GOAL</p><p>•	 Develop	listening</p><p>comprehension</p><p>strategies</p><p>3.</p><p>(track 9)</p><p>•	 Books	open.	Tell	students	to	look</p><p>at	the	pictures	in	their	books	and</p><p>try	to	predict	the	information</p><p>they’ll	hear.	You	may	ask:</p><p>How long do you think millennials</p><p>spend online via PCs or mobiles?</p><p>•	 Play	the	audio	and	ask	students</p><p>to	昀椀ll	in	the	blanks	with	the</p><p>missing	information.	Play	it	again</p><p>if	necessary.	吀栀en	check	answers</p><p>with	the	whole	class.</p><p>•	 Ask	the	whole	class	how	they</p><p>would	compare	American</p><p>millennials	to	Brazilian	millennials.</p><p>Answers</p><p>Refer	to	the	reduced	page	of</p><p>the	Class	Book	for	answers.</p><p>movies electronics video games fashion smartphones</p><p>17 hours and 11 minutes</p><p>11 hours and 20 minutes</p><p>six hours and sixteen minutes</p><p>six hours and thirty-two minutes</p><p>TEACHER'S BOOK | 45</p><p>Can I help you?</p><p>VOCABULARY</p><p>GOALS</p><p>•	 Introduce	and</p><p>practice	language</p><p>related	to	electronics</p><p>•	 Build	up	students’</p><p>lexical	repertoire</p><p>•	 Books	closed.	Ask	students	what</p><p>electronics	millennials	are	most</p><p>interested	in	buying.	Elicit	answers</p><p>and	write	the	words	they	mention</p><p>on	the	board.	吀栀is	is	a	good</p><p>moment	to	昀椀nd	out	how	much	of</p><p>the	new	lexical	group	they	already</p><p>4.</p><p>know.	Use	the	昀氀ashcards	available</p><p>in	the Resource Pack,	pages	159</p><p>to	162,	Electronics,	to	introduce</p><p>those	words	students	don’t	know.</p><p>Carry	out	chorus	repetition	of</p><p>these	words	to	practice	their</p><p>pronunciation.</p><p>•	 Books	open.	Pair	students	up	and</p><p>ask	them	to	match	the	pictures</p><p>to	the	words.	Use	this	moment</p><p>to	elicit	other	electronic	devices</p><p>which	could	be	added	to	the</p><p>list.	Set	a	time	limit	of	about	two</p><p>minutes	for	the	matching	activity.</p><p>•	 When	time	is	up,	ask	students</p><p>to	check	answers	by	performing</p><p>the	conversation	in	their	books.</p><p>Model	the	conversation	with</p><p>a	student	if	necessary.	Move</p><p>around	the	room	and	check	their</p><p>performances.	吀栀en	check	answers</p><p>with	the	whole	class.</p><p>•	 To	wrap	the	activity	up,	ask</p><p>students	if	the	prices	of	those</p><p>electronics	are	the	same	in	Brazil.</p><p>Elicit	the	di昀昀erence	in	prices.</p><p>Answers</p><p>Refer	to	the	reduced	page	of</p><p>the	Class	Book	for	answers.</p><p>TV set laptop computer tablet</p><p>e-reader MP3 player</p><p>digital camera cell phone blue-ray player</p><p>camcorder printer</p><p>home theater</p><p>system</p><p>46 | CNA PROGRESSION 1</p><p>33UNIT</p><p>SPEAKING</p><p>GOALS</p><p>•	 Practice	asking</p><p>questions	about	the</p><p>purpose	of	di昀昀erent</p><p>electronic	devices</p><p>•	 O昀昀er	students	an</p><p>opportunity	to</p><p>practice	and	develop</p><p>their	speaking	skills</p><p>•	 Books	closed.	Ask	students	what</p><p>questions	they	would	ask	if	they</p><p>were	going	to	buy	a	cell	phone.	Help</p><p>them	with	the	language	they	may</p><p>not	know.	Write	the	most	relevant</p><p>questions	on	the	board	as	they	may</p><p>be	useful	for	the	next	activity.</p><p>•	 Books	open.	Pair	students	up	and</p><p>5.</p><p>ask	them	to	study	the	questions</p><p>in	the	chart.	Teach	any	vocabulary</p><p>students	may	not	be	familiar	with.</p><p>Ask	them	to	think	about	which</p><p>electronic	devices	the	questions</p><p>refer	to	and	complete	the	left</p><p>column	of	the	chart.	Tell	them</p><p>to	add	one	more	question	they</p><p>might	want	to	ask,	imagining	they</p><p>were	going	to	buy	some	of	the</p><p>electronic	devices	in	Activity	4.	Set</p><p>a	time	limit	of	about	four	minutes</p><p>for	this	part	of	the	activity.</p><p>•	 When	time	is	up,	check	answers</p><p>with	the	whole	class.	Read	the</p><p>conversations	out	loud	and	elicit</p><p>what	electronic	devices	they	may</p><p>refer	to.	Elicit	questions	students</p><p>came	up	with.	If	you	consider	them</p><p>relevant,	write	them	on	the	board.</p><p>•	 Ask	students	to	practice	the</p><p>conversations	in	pairs.	Have	them</p><p>repeat	the	dialogues	after	you	昀椀rst</p><p>if	necessary.	While	they	interact,</p><p>move	around	the	room	and	check</p><p>their	performances.</p><p>•	 When	students	are	done,</p><p>comment	on	their	performances.</p><p>吀栀is	would	be	a	good	moment</p><p>to	explore	the	phonological</p><p>aspects	of	the	conversations	such</p><p>as	question	intonation,	thought</p><p>groups,	and	stressed	words.</p><p>Answers</p><p>Refer	to	the	reduced	page	of</p><p>the	Class	Book	for	answers.</p><p>SPEAKING</p><p>GOALS</p><p>•	 Practice	shopping	for</p><p>electronic	devices</p><p>•	 O昀昀er	students	an</p><p>opportunity	to</p><p>practice	and	develop</p><p>their	speaking	skills</p><p>•	 Books	open.	Tell	students	they	are</p><p>going	to	buy	a	cell	phone.	You’ll</p><p>be	the	salesperson	and	they’ll</p><p>be	the	customers.	Ask	them	to</p><p>imagine	what	the	interaction</p><p>would	be	like.	Refer	to	the</p><p>questions	on	the	board	and	teach</p><p>any	language	they	may	not	be</p><p>familiar	with.	If	necessary,	with</p><p>the	help	of	the	whole	class,	write</p><p>a	model	of	the	interaction	on	the</p><p>board.	For	example:</p><p>A: Hi.	Can	I	help	you?</p><p>B: Yes,	I’m	looking	for	a	new</p><p>cell	phone.</p><p>A: Do	you	have	any</p><p>particular	make	in	mind?</p><p>B: Not	really.</p><p>A: Well,	this	one	is	a	special</p><p>o昀昀er.</p><p>B: How	much	is	it?</p><p>A: It’s	only	$288.00.</p><p>B: Is	it	easy	to	handle?</p><p>A: Yes,	it	is.	It’s	very</p><p>user-friendly.</p><p>B: Nice.	Can	I	see	it?</p><p>A: Sure.</p><p>B: How	long	is	its	warranty?</p><p>A: It	has	a	two-year</p><p>warranty.</p><p>B: Good.	I’ll	take	it	then.</p><p>A: How	will	you	pay?</p><p>B: By	credit	card.</p><p>6.</p><p>tablet, e-reader, digital camera, cell phone, TV set, MP3 player,</p><p>home theater system, blue-ray player, camcorder</p><p>tablet, e-reader, cell phone,</p><p>MP3 player, camcorder</p><p>All of them</p><p>tablet, e-reader, cell phone,</p><p>MP3 player</p><p>tablet, e-reader, digital camera, cell</p><p>phone, MP3 player, camcorder, printer</p><p>tablet, e-reader, digital camera, cell phone,</p><p>MP3 player, camcorder</p><p>All of them</p><p>tablet, e-reader, digital camera, cell</p><p>phone, MP3 player, camcorder</p><p>TEACHER'S BOOK | 47</p><p>Can I help you?</p><p>•	 Act	out	the	conversation	with	a</p><p>student	so	they	know	what	to	do.</p><p>Ask	students	to	choose	two	items</p><p>from	Activity	4.	Ask	them	to	take</p><p>turns	being	the	salesperson	and</p><p>the	customer	who	wants	to	buy</p><p>the	items	chosen.	Set	a	time	limit</p><p>of	about	昀椀ve	minutes	for	this	part</p><p>of	the	activity.	While	students	talk,</p><p>move	around	the	room	and	help</p><p>them	if	necessary.</p><p>•	 When	time	is	up,	comment	on</p><p>students’	performances.	If	time</p><p>allows,	ask	for	volunteers	to	act</p><p>out	the	conversation	for	the</p><p>whole	class.</p><p>•	 Alternatively,	keep	changing	pairs</p><p>so	students	can	interact	with</p><p>other	classmates.	With	every</p><p>buyer-seller	exchange,	erase	some</p><p>words	from	the	conversation	on</p><p>the	board	until	students	are	able</p><p>to	perform	it	with	a	blank	board</p><p>(or	something	close	to	it).</p><p>GAME</p><p>GOALS</p><p>•	 Add	an	element	of</p><p>fun	to	the	class</p><p>•	 Provide	extra	practice</p><p>of	vocabulary</p><p>previously	studied</p><p>•	 Books	closed.	Write	the	following</p><p>sentences	on	the	board:</p><p>Most	students	bought	a</p><p>new	cell	phone	in	the	last	six</p><p>months.</p><p>At	least	one	student	got	an</p><p>electronic	device	as	a	gift	for</p><p>his/her	last	birthday.</p><p>At	least	three	students	went</p><p>shopping	for	clothes	last</p><p>weekend.</p><p>•	 Tell	students	that	they	should</p><p>interview	their	classmates	to	昀椀nd</p><p>out	if	the	statements	on	the	board</p><p>are	true	or	false.	Before	students</p><p>start,	elicit	which	questions	are	to</p><p>be	asked.	Set	a	time	limit	of	about</p><p>昀椀ve	minutes	for	interaction.	While</p><p>students	talk,	move	around	the</p><p>room	and	take	notes	of	things</p><p>students	say	that	you	might	want</p><p>to	comment	on	when	the	activity</p><p>is	over.</p><p>7.</p><p>•	 When	time	is	up,	elicit	students’</p><p>昀椀ndings.	Use	the	last	question	as</p><p>a	bridge	to	introduce	the	next</p><p>activity.</p><p>•	 Alternatively,	you	can	produce</p><p>your	own	sentences	based	on	your</p><p>students’	pro昀椀les	and	interests.</p><p>SPEAKING</p><p>GOALS</p><p>•	 Contextualize	the</p><p>theme	of	the	lesson</p><p>•	 Elicit	language	related</p><p>to	the	theme	of	the</p><p>unit	that	students</p><p>may	already	know</p><p>•	 O昀昀er	students	an</p><p>opportunity	to</p><p>practice	and	develop</p><p>their	speaking	skills</p><p>8.</p><p>•	 Books	closed.	Use	the	last</p><p>question	in	the	previous	activity</p><p>to	introduce	the	topic	of	fashion.</p><p>Ask	students	if	they	like	going</p><p>shopping	for	clothes	and	what</p><p>they	usually	buy.</p><p>•	 Books	open.	Explore	the	picture</p><p>in	the	students’	books	by	asking</p><p>questions.	You	may	ask:</p><p>What can you see?</p><p>Do these people have the same style?</p><p>Do you identify with any of them?</p><p>Which one?</p><p>•	 Pair	students	up	and	tell	them	to</p><p>take	turns	asking	and	answering</p><p>the	questions	in	their	books.	Set</p><p>a	time	limit	of	about	昀椀ve	minutes</p><p>for	students	to	perform	the	task.</p><p>While	they	talk,	move	around	the</p><p>room	and	help	them	if	necessary.</p><p>48 | CNA PROGRESSION 1</p><p>33UNIT</p><p>•	 When	time	is	up,	elicit	answers</p><p>and	use	them	to	introduce	the</p><p>next	activity.</p><p>LISTENING</p><p>GOALS</p><p>•	 Introduce	some	of	the</p><p>new	vocabulary</p><p>•	 Develop	listening</p><p>comprehension</p><p>strategies</p><p>•	 Books	open.	Use	students’	answers</p><p>to	the	last	question	in	the	previous</p><p>activity	to	talk	about	fashion.</p><p>Ask	them	if	they	have	a	favorite</p><p>style.	Use	the	昀氀ashcards	available</p><p>9.</p><p>(track 10)</p><p>in	the	Resource Pack,	pages	163</p><p>to	172,	Clothes and accessories,	to</p><p>introduce	some	of	the	new	words.</p><p>You	may	ask	questions	such	as:</p><p>Look at this picture. What is this</p><p>person’s style?</p><p>What’s he/she wearing?</p><p>•	 At	this	point,	it	isn’t	necessary	to</p><p>teach	all	the	words.	Rather	teach</p><p>only	those	words	your	students</p><p>don’t	know	and	may	prevent	them</p><p>from	doing	the	listening	activity.</p><p>•	 Tell	students	they’ll	listen	to	some</p><p>conversations	and	should	answer</p><p>Questions	1	and	2.	Play	the	audio</p><p>once	so	students	can	check	the</p><p>correct	options.	Tell	students</p><p>they’ll	listen	to	the	conversations</p><p>again	and	should	check	the</p><p>pictures	that	correspond	to	the</p><p>descriptions	they	hear.	Play	the</p><p>audio	once	more	and	let	students</p><p>do	the	task.</p><p>•	 When	students	are	done,	check</p><p>answers	with	the	whole	class.</p><p>For	Activity	9a,	ask	students	to</p><p>give	you	evidence	that	con昀椀rms</p><p>their	answers.	For	example,	for</p><p>Question	1	the	hostess	frequently</p><p>asks	the	names	of	the	people	so</p><p>they	probably	haven’t	met	before.</p><p>As	for	Question	2,	the	hostess	asks</p><p>people	to	describe	what	they’re</p><p>wearing	and	what	their	style	is.</p><p>She	also	mentions	at	the	end	of</p><p>the	audio	that	she’ll	comment</p><p>on	what	is	appropriate	in	all	the</p><p>callers’	out昀椀ts.	Tell	them	they’ll</p><p>see	some	more	styles	in	the	next</p><p>activity.</p><p>Answers</p><p>Refer	to	the	reduced	page	of</p><p>the	Class	Book	for	answers.</p><p>VOCABULARY</p><p>GOALS</p><p>•	 Introduce	di昀昀erent</p><p>items	of	clothing</p><p>•	 Practice	describing</p><p>what	people	are</p><p>wearing</p><p>•	 Build	up	students’</p><p>lexical	repertoire</p><p>•	 Books	open.	Ask	students	to	look</p><p>at	the	pictures.	Explore	them	by</p><p>asking	questions	such	as:</p><p>Look at the di�erent styles in the</p><p>pictures. Which one do you prefer?</p><p>Do you prefer sports clothes or</p><p>formal clothes?</p><p>Do you like to wear blazers?</p><p>•	 As	you	mention	the	items	of</p><p>clothing,	use	the	昀氀ashcards</p><p>available	in	the	Resource Pack,</p><p>pages	163	to	172,	Clothes and</p><p>accessories,	to	show	them	to</p><p>students.	It’s	important	to	point</p><p>out	that	words	such	as	shorts,</p><p>jeans, pants, shoes, sneakers,	and</p><p>sunglasses	are	either	used	in	the</p><p>plural	or	with	the	expression	a pair</p><p>of. Carry	out	chorus	repetition	of</p><p>the	new	words	if	necessary.</p><p>•	 Ask	students	to	read	the</p><p>descriptions	and	match	them	to</p><p>the	pictures.	Give	students	about</p><p>three	minutes	for	the	matching</p><p>activity.</p><p>10</p><p>.</p><p>3</p><p>6</p><p>1</p><p>2</p><p>4</p><p>5</p><p>TEACHER'S BOOK | 49</p><p>Can I help you?</p><p>•	 When	time	is	up,	ask	students	to</p><p>check	answers	in	pairs.	Tell	them</p><p>to	follow	the	model	in	Activity</p><p>10b.	While	students	interact,	move</p><p>around	the	room	and	help	them</p><p>if	necessary.	Take	notes	of	aspects</p><p>of	students’	production	that</p><p>may	need	correction	and	further</p><p>practice.</p><p>•	 When	students	are	done,	check</p><p>answers	with	the	whole	class	if</p><p>students	are	still	in	doubt	at	the</p><p>end	of	the	activity.</p><p>Answers</p><p>Refer	to	the	reduced	page	of</p><p>the	Class	Book	for	answers.</p><p>See	page	118	of</p><p>the	Teacher’s</p><p>Pack	for</p><p>instructions.</p><p>GAME</p><p>GOALS</p><p>•	 Add	an	element	of</p><p>fun	to	the	lesson</p><p>•	 Further	practice	the</p><p>new	vocabulary</p><p>•	 Books	closed.	Pair	students	up</p><p>and	tell	them	to	sit	back-to-back.</p><p>Ask	them	to	take	turns	describing</p><p>what	their	partner	is	wearing.</p><p>•	 When	students	think	they	are</p><p>done	with	their	description,</p><p>tell	them	to	look	at	each	other</p><p>and	check	if	their	description</p><p>was	correct.	If	time	allows,	pair</p><p>students	up	and	have	them	do	the</p><p>activity	once	again.</p><p>•	 While	students	work,	move</p><p>around	the	room	to	check	their</p><p>performances.</p><p>GAME</p><p>GOALS</p><p>•	 Add	an	element	of</p><p>fun	to	the	lesson</p><p>•	 Further	practice	the</p><p>new	vocabulary</p><p>•	 Practice	the</p><p>pronunciation	of</p><p>these	words</p><p>Information</p><p>Gap Activity</p><p>4</p><p>11</p><p>.</p><p>12</p><p>.</p><p>•	 Books	closed.	Tell	student	they’ll</p><p>play	a	di昀昀erent	kind	of	bingo.	Give</p><p>each	student	a	pronunciation</p><p>bingo	card	available	in	the</p><p>Resource Pack,	pages	173	and	174,</p><p>Pronunciation Bingo.</p><p>•	 Tell	students	you’ll	call	out	words</p><p>(available	in	the	Resource Pack,</p><p>page	175,	Pronunciation Bingo)	and</p><p>they	should	write	them	down</p><p>under	the	correct	pronunciation</p><p>pattern.	Model	a	couple	of	words</p><p>so	students	understand	what	they</p><p>are	supposed	to	do.</p><p>•	 Call	out	the	words	up	to	the</p><p>moment	one	of	the	students</p><p>completes	the	card.	He/She	should</p><p>shout	BINGO	to	indicate	that	he/</p><p>she	is	the	winner.	Check	words</p><p>called	out	with	the	whole	class.</p><p>吀栀is	would	be	a	good	moment	to</p><p>practice	the	pronunciation	of	the</p><p>new	words	by	asking	students	to</p><p>repeat	them.</p><p>•	 Alternatively,	the	game	may	be</p><p>played	in	pairs.</p><p>•	 Another	option	is	to	divide</p><p>students	into	groups	of	three	and</p><p>give	each	group	a	pronunciation</p><p>bingo	card	so	students	complete</p><p>it	with	words	that	match	the</p><p>pronunciation	patterns.	吀栀e	group</p><p>that	昀椀nishes	it	昀椀rst	and	whose</p><p>answers	are	correct	is	the	winner.</p><p>Check	answers	with	the	whole</p><p>class	to	make	sure	they	answered</p><p>correctly.</p><p>50 | CNA PROGRESSION 1</p><p>33UNIT</p><p>VOCABULARY</p><p>GOALS</p><p>•	 Introduce	and</p><p>practice	other	items</p><p>of	clothing</p><p>•	 Introduce	ways	of</p><p>describing	an	item	of</p><p>clothing</p><p>•	 Expand	students’</p><p>lexical	repertoire</p><p>•	 Books	closed.	Contextualize	the</p><p>activity	by	telling	students	that</p><p>it	was	your	birthday	last	week</p><p>and	you	got	some	nice	gifts.	Use</p><p>the	昀氀ashcards	available	in	the</p><p>Resource Pack,	pages	163	to	172,</p><p>Clothes and accessories, or	realia	to</p><p>introduce	the	new	vocabulary.	As</p><p>13</p><p>. you	show	the	昀氀ashcards	or	realia,</p><p>describe	the	items	of	clothing</p><p>using	the	words	in	the	box.	You</p><p>may	say:</p><p>Look at this nice wool scarf I got. Do</p><p>you like it?</p><p>If	necessary,	carry	out	chorus</p><p>repetition	of	the	new	words.</p><p>•	 Books	open.	Ask	students	to</p><p>match	the	pictures	to	the	words.</p><p>Set	a	time	limit	of	about	two</p><p>minutes	for	this	part	of	the</p><p>activity.</p><p>•	 When	time	is	up,	check	answers</p><p>with	the	whole	class	by	describing</p><p>the	items.	You	may	say:</p><p>Teacher: It’s brown and made of</p><p>leather.</p><p>Students: �at’s the purse.</p><p>•	 When	correction	is	done,	pair</p><p>students	up	and	tell	them	they’ll</p><p>go	shopping	at	Mark	&	Mark.	Ask</p><p>them	to	choose	four	di昀昀erent</p><p>items	they’d	like	to	buy.	Model</p><p>the	conversation	with	a	student</p><p>before	they	start.	Induce	students</p><p>to	describe	the	clothes	by	using</p><p>the	words	in	the	boxes.	Set	a	time</p><p>limit	of	about	昀椀ve	minutes	for	the</p><p>activity.	While	students	talk,	move</p><p>around	the	room	and	help	them	if</p><p>necessary.</p><p>•	 When	time	is	up,	and	if	time</p><p>allows,	ask	volunteers	to	perform</p><p>the	activity	for	the	class.	吀栀en</p><p>comment	on	students’	overall</p><p>performances.</p><p>Answers</p><p>Refer	to	the	reduced	page	of</p><p>the	Class	Book	for	answers.</p><p>2</p><p>7</p><p>3</p><p>8</p><p>5</p><p>4</p><p>1</p><p>6</p><p>TEACHER'S BOOK | 51</p><p>Can I help you?</p><p>LISTENING</p><p>GOALS</p><p>•	 Introduce	language</p><p>to	go	shopping	for</p><p>clothes</p><p>•	 Develop	listening</p><p>comprehension</p><p>strategies</p><p>•	 Books	open.	Tell	students	that</p><p>Noreen	went	shopping	and</p><p>bought	some	of	the	items	in	the</p><p>previous	activity.	Ask	them	to</p><p>listen	and	check	which	items	she</p><p>bought.</p><p>•	 Play	the	audio	and	have	students</p><p>check	the	correct	items.	Ask</p><p>students	to	compare	their	answers</p><p>and	then	check	them	with	the</p><p>whole	class.</p><p>•	 Ask	students	to	read	the	questions</p><p>in	Activity	14b.	吀栀ey	should	listen</p><p>again	and	check	the	questions</p><p>used.	Play	the	audio	once	more.</p><p>Check	answers	with	the	whole</p><p>class.</p><p>•	 To	wrap	up	the	activity,	ask</p><p>students	what	they’d	actually	buy</p><p>if	they	went	to	Mark	&	Mark.</p><p>Answers</p><p>Refer	to	the	reduced	page	of</p><p>the	Class	Book	for	answers.</p><p>PRONUNCIATION</p><p>GOALS</p><p>•	 Practice	di昀昀erent</p><p>question	patterns</p><p>•	 Practice	the</p><p>contracted	form	of</p><p>some	verbs</p><p>•	 Develop	students’</p><p>pronunciation</p><p>awareness</p><p>14</p><p>.</p><p>(track 11)</p><p>15</p><p>.</p><p>(track 12)</p><p>•	 Books	open.	Write	the	following</p><p>questions	on	the	board:</p><p>Can	I	help	you?</p><p>How	can	I	help	you?</p><p>•	 Elicit	the	di昀昀erent	pronunciation</p><p>patterns	for	each	question:	rising</p><p>intonation	for	the	昀椀rst	question</p><p>and	falling	intonation	for	the</p><p>second	question.	Do	the	same</p><p>with	one	more	set	of	questions.</p><p>If	useful,	indicate	with	your	hand</p><p>when	the	intonation	is	rising	and</p><p>falling	as	you	say	the	sentences.</p><p>You	may	ask	students	to	do	the</p><p>same.</p><p>•	 Ask	students	to	sort	the	questions</p><p>out.	Give	them	about	two</p><p>minutes	to	do	that.</p><p>•	 When	time	is	up,	check	answers</p><p>with	the	whole	class.	吀栀is	would</p><p>be	a	good	moment	for	students	to</p><p>practice	saying	the	sentences	using</p><p>the	correct	intonation.</p><p>•	 吀栀en	ask	student	to	read	the</p><p>conversation	in	Activity	15b	and</p><p>decide	which	parts	could	be</p><p>contracted.	Ask	them	to	circle</p><p>those	parts.	Play	the	audio	and</p><p>have	them	check	their	answers.</p><p>•	 To	wrap	up	the	activity,	ask</p><p>students	to	practice	the</p><p>conversation	using	the	correct</p><p>intonation	for	questions	and	the</p><p>contracted	forms.	If	you	want,	and</p><p>time	allows,	ask	them	to	replace</p><p>the	clothes	for	other	items	from</p><p>Activity	13.</p><p>Answers</p><p>Refer	to	the	reduced	page	of</p><p>the	Class	Book	for	answers.</p><p>Can I help you?</p><p>Can I try it on?</p><p>Can I try a smaller one?</p><p>Can I try a larger one?</p><p>How are you?</p><p>What size do you wear?</p><p>How does it 昀椀t you?</p><p>What size are you?</p><p>How are you paying?</p><p>How would you like to pay?</p><p>52 | CNA PROGRESSION 1</p><p>33UNIT</p><p>LISTENING</p><p>GOALS</p><p>•	 Practice	the	language</p><p>to	go	shopping	for</p><p>clothes</p><p>•	 Develop	listening</p><p>comprehension</p><p>strategies</p><p>•	 Books	open.	Tell	students	to	listen</p><p>to	parts	of	a	conversation	and</p><p>choose	the	best	option	in	each</p><p>case.</p><p>16</p><p>.</p><p>(track 13)</p><p>•	 Ask	students	to	go	through	the</p><p>options	before	they	listen.	Play	the</p><p>audio	and	have	students	check	the</p><p>best	options.	Check	answers	with</p><p>the	whole	class.</p><p>Answers</p><p>Refer	to	the	reduced	page	of</p><p>the	Class	Book	for	answers.</p><p>SPEAKING</p><p>GOALS</p><p>•	 Practice	shopping	for</p><p>clothes</p><p>•	 Develop	students’</p><p>speaking	skills</p><p>•	 Books	open.	Pair	students	up	and</p><p>ask	them	to	choose	some	clothes</p><p>from	Activities	10	and	13	they</p><p>would	like	to	buy.	Tell	them	to</p><p>take	turns	being	the	customer</p><p>and	the	salesperson.	Draw	their</p><p>attention	to	the	conversation	in</p><p>their	books	and	model	the	activity</p><p>with	a	student	if	necessary.	Set	a</p><p>time	limit	of	about	昀椀ve	minutes</p><p>for	the	interaction.	While	students</p><p>do	the	activity,	move	around	the</p><p>room	and	take	notes	of	aspects	of</p><p>their	interaction	you	may	want	to</p><p>comment	on	later	on.</p><p>•	 When	time	is	up,	carry	out</p><p>a	feedback	session,	pointing</p><p>out	accomplishments	and</p><p>commenting	on	aspects	that	may</p><p>need	more	practice.</p><p>17</p><p>.</p><p>TEACHER'S BOOK | 53</p><p>Can I help you?</p><p>GAME</p><p>GOALS</p><p>•	 Add	an	element	of</p><p>fun	to	the	lesson</p><p>•	 Further	practice</p><p>describing	what</p><p>people	are	wearing</p><p>•	 Books	closed.	Tell	students	you’ll</p><p>think	of	a	speci昀椀c	student	and</p><p>they	have	to	guess	who	that</p><p>student	is	by	asking	yes	or	no</p><p>questions.	Elicit/Model	questions</p><p>that	can	be	asked.	You	may	say:</p><p>Is this student a man or a woman?</p><p>Is he wearing jeans?</p><p>Is she wearing a pair of sneakers?</p><p>•	 吀栀e	student	that	guesses	correctly</p><p>昀椀rst	is	the	winner.	When	this	昀椀rst</p><p>phase	of	the	game	is	over,	pair</p><p>students	up	and	have	them	play</p><p>the	game	again	with	a	partner.</p><p>While	students	interact,	move</p><p>around	the	room	and	check	their</p><p>performances.</p><p>LANGUAGE</p><p>AWARENESS</p><p>GOALS</p><p>•	 Raise	students’</p><p>awareness	of</p><p>collocations	(verb	+</p><p>preposition)</p><p>•	 Broaden	students’</p><p>lexical	repertoire</p><p>•	 Practice	the</p><p>collocations	learned</p><p>in	the	lesson</p><p>•	 Books	closed.	Write	the	verb	go</p><p>on	the	board	and	ask	students	to</p><p>tell	you	sentences	using	this	verb.</p><p>Write	the	sentences	on	the	board.</p><p>吀栀ere	should	be	some	sentences</p><p>like	these:</p><p>I	go	to	school	by	bus.</p><p>She	loves	to	go	shopping.</p><p>Her	blouse	goes	with	her	pants.</p><p>•	 Draw	students’	attention	to	the</p><p>words	that	collocate	with	go.	Tell</p><p>students	that	in	English,	words</p><p>18</p><p>.</p><p>19</p><p>.</p><p>usually	go	together	and	that	it’s</p><p>important	that	when	they	learn	a</p><p>new	word,	they	pay	attention	to</p><p>those	combinations.</p><p>•	 Books	open.	Have	students	answer</p><p>the	question	in	Activity	19a.	吀栀ey</p><p>may	do	this	in	pairs	if	you	prefer.</p><p>Check	answers	with	the	whole</p><p>class.</p><p>•	 Ask	students	to	do	Activity	19b	in</p><p>pairs.	吀栀en	check	answers	with	the</p><p>whole	class.</p><p>•	 As	a	follow-up	activity,	ask</p><p>students	to	come	up	with	other</p><p>verb	+	preposition	collocations.</p><p>Elicit	those	collocations	and	write</p><p>them	on	the	board.</p><p>•	 Ask	student	to	write	two</p><p>questions	using	the	collocations</p><p>on	the	board	and	in	the	activity.</p><p>Elicit	possible	questions.	Set	a	time</p><p>limit	of	about	two	minutes	for	this</p><p>part	of	the	activity.	While	students</p><p>produce	their	questions,	move</p><p>around	the	room	and	help	them	if</p><p>necessary.</p><p>•	 When	time	is	up,	pair	students	up</p><p>and	have	them	ask	their	questions.</p><p>When	they	are	done,	elicit</p><p>questions	and	answers.</p><p>•	 Alternatively,	you	may	ask	students</p><p>to	do	the	last	part	of	the	activity</p><p>in	cocktail	format.</p><p>Answers</p><p>Refer to the reduced page of</p><p>the Class Book for answers.</p><p>The prepositions.</p><p>about in</p><p>to/with</p><p>with</p><p>for</p><p>on</p><p>at</p><p>54 | CNA PROGRESSION 1</p><p>33UNIT</p><p>SPEAKING</p><p>GOALS</p><p>•	 Discuss	consumerism</p><p>•	 Develop	students’</p><p>speaking	skills</p><p>•	 Books	closed.	Show	a	movie</p><p>snippet	of	people	going	shopping.</p><p>Confessions of a Shopaholic has</p><p>good	examples	of	this.	Explore	the</p><p>concept	of	consumerism.	You	may</p><p>ask	questions	such	as:</p><p>Do you think people buy more than</p><p>they need?</p><p>Do you think most people buy things</p><p>impulsively?</p><p>2</p><p>0</p><p>. •	 Books	open.	Pair	students	up	and</p><p>ask	them	to	discuss	the	questions.</p><p>Induce	students	to	add	more</p><p>questions	to	the	conversation.	Set</p><p>a	time	limit	of	about	昀椀ve	minutes.</p><p>While	they	talk,	move	around	the</p><p>room	and	o昀昀er	help	if	necessary.</p><p>•	 Wrap	up	the	activity	by	discussing</p><p>the	questions	with	the	whole</p><p>class.	Use	the	last	two	questions</p><p>as	a	link	to	the	question:	Are you</p><p>a shopaholic? Tell	them	they’ll	昀椀nd</p><p>it	out	by	doing	Information	Gap</p><p>Activity	5.</p><p>See	page	119	of</p><p>the	Teacher’s</p><p>Pack	for</p><p>instructions.</p><p>Information</p><p>Gap Activity</p><p>5</p><p>SPEAKING</p><p>GOALS</p><p>•	 Review	language</p><p>studied	throughout</p><p>the	unit</p><p>•	 Develop	students’</p><p>speaking	skills</p><p>•	 Books	open.	Pair	students	up</p><p>and	assign	each	student	in	the</p><p>pair	a	role.	Ask	them	to	read	the</p><p>situations	and	elicit	what	language</p><p>would	be	necessary	to	perform</p><p>the	conversations.	If	necessary,</p><p>write	some	cue	words	on	the</p><p>board.</p><p>•	 Have	students	act	out	the	昀椀rst</p><p>situation.	Set	a	time	limit	of	about</p><p>three	minutes.	When	time	is	up,</p><p>ask	them	to	act	out	Situation	2.</p><p>While	they	interact,	move	around</p><p>the	room,	o昀昀er	help	if	necessary,</p><p>and	take	notes	of	aspects	of	their</p><p>performances	you	may	want	to</p><p>comment	on	when	the	activity	is</p><p>over.</p><p>•	 If	time	allows,	you	may	ask	some</p><p>pairs	to	act	out	the	situations	for</p><p>the	whole	class.</p><p>2</p><p>1.</p><p>TEACHER'S BOOK | 55</p><p>Can I help you?</p><p>FEEDBACK TIME</p><p>GOAL</p><p>•	 Provide	students</p><p>with	an	opportunity</p><p>to	come	up	with</p><p>an	overview	of	the</p><p>language	worked</p><p>on	throughout</p><p>the	unit	for	the</p><p>purposes	of	reviewing,</p><p>summarizing,	and</p><p>self-evaluating</p><p>22</p><p>. •	 Books	open.	Divide	students	into</p><p>pairs	and	ask	them	to	go	through</p><p>the	communicative	functions</p><p>listed.	Encourage	them	to	come</p><p>up	with	the	corresponding</p><p>language	points.</p><p>•	 Ask	students	to	rate	their	own</p><p>skills.	吀栀ey	may	refer	to	the</p><p>speci昀椀c	language	content	in</p><p>the	unit.	Lower	their	anxiety	by</p><p>making	sure	they	are	not	being</p><p>evaluated	during	this	task.	吀栀is	is	a</p><p>powerful	resource	as	long	as	they</p><p>understand	its	purpose.</p><p>•	 When	students	are	done,	elicit</p><p>what	item(s)	they	think	they	need</p><p>more	practice	with.	Brainstorm</p><p>speci昀椀c	actions	they	can	perform</p><p>to	improve	those	things.	Ask</p><p>students	to	choose	one	action</p><p>and	put	it	into	practice.	Ideally,</p><p>you	should	keep	track	of	their</p><p>progress.</p><p>56 | CNA PROGRESSION 1</p><p>44UNIT</p><p>GAME</p><p>GOALS</p><p>•	 O昀昀er</p><p>an	opportunity</p><p>to	review	and</p><p>consolidate	language</p><p>in	a	fun	way</p><p>•	 Foster	cooperative</p><p>learning	strategies</p><p>•	 Promote	interaction</p><p>in	English</p><p>1.</p><p>•	 Books	open.	Have	students	work</p><p>in	pairs.	Ask	them	to	place	small</p><p>markers	on	START.	吀栀ey	can	use</p><p>erasers	or	paper	clips,	for	example.</p><p>•	 Tell	students	they’ll	take	turns</p><p>昀氀ipping	a	coin.	If	they	get	heads,</p><p>they	should	move	one	square.	If</p><p>they	get	tails,	they	should	move</p><p>two	squares.	To	play	the	game,</p><p>they	should	ask	and	answer</p><p>questions	based	on	the	sentences</p><p>given.	吀栀ere	are	three	free</p><p>questions.	When	students	land	on</p><p>a	square	like	this,	they	should	ask</p><p>any	question	they	want	to	any	of</p><p>their	classmates.	If	they	make	a</p><p>mistake,	they	miss	a	turn.</p><p>•	 While	students	play	the	game,</p><p>move	around	the	room	and	check</p><p>their	performances.	吀栀e	student</p><p>who	reaches	FINISH	昀椀rst	wins.</p><p>TEACHER'S BOOK | 57</p><p>Putting it all together.</p><p>VOCABULARY</p><p>GOALS</p><p>•	 Recycle	vocabulary</p><p>that	have	been</p><p>previously	studied</p><p>•	 O昀昀er	room	for</p><p>memory	activation</p><p>and	the	development</p><p>of	learning	strategies</p><p>related	to	vocabulary</p><p>learning</p><p>•	 Books	open.	Divide	students	into</p><p>groups	of	three	and	tell	them	to</p><p>write	as	many	words	as	they	can</p><p>related	to	each	topic	provided	in</p><p>the	chart.	Allow	them	six	minutes.</p><p>吀栀at’s	one	minute	per	category.</p><p>While	students	work,	move</p><p>around	the	room	to	o昀昀er	help	if</p><p>necessary.</p><p>•	 When	time	is	up,	go	over	students’</p><p>lists	and	ask	them	to	share	the</p><p>words	they	wrote	with	the	whole</p><p>class.	You	may	want	to	keep	score</p><p>and	declare	the	winner	the	group</p><p>that	has	come	up	with	the	most</p><p>words.</p><p>2</p><p>. LISTENING</p><p>GOALS</p><p>•	 Provide	an</p><p>opportunity	to</p><p>develop	and	expand</p><p>listening	skills</p><p>•	 O昀昀er	room	for	the</p><p>consolidation	of</p><p>language	used	to	talk</p><p>about	the	past</p><p>•	 Foster	interaction	in</p><p>English</p><p>•	 Books	open.	Tell	students	to	listen</p><p>to	the	conversation	and	check	the</p><p>pictures	that	correspond	to	what</p><p>Pamela	did	over	her	last	vacation.</p><p>3.</p><p>(track 14)</p><p>•	 Play	the	audio	once.	Play	it	again</p><p>if	necessary.	Ask	students	to</p><p>compare	their	answers	and	then</p><p>check	them	with	the	whole	class.</p><p>•	 As	a	follow-up,	ask	students	to</p><p>work	in	pairs	and	talk	to	each</p><p>other	about	a	trip	they	took.	Set</p><p>a	time	limit	of	about	昀椀ve	minutes.</p><p>While	students	interact,	move</p><p>around	the	room	and	check	their</p><p>performances.</p><p>Answers</p><p>Refer	to	the	reduced	page	of</p><p>the	Class	Book	for	answers.</p><p>58 | CNA PROGRESSION 1</p><p>44UNIT</p><p>GAME</p><p>GOALS</p><p>•	 Add	an	element	of</p><p>fun	to	the	lesson</p><p>•	 Review	and	practice</p><p>describing	what</p><p>people	are	wearing</p><p>4.</p><p>•	 Books	open.	Pair	students	up</p><p>and	tell	them	to	secretly	choose</p><p>a	picture.	吀栀eir	partners	should</p><p>guess	what	picture	they’ve	chosen</p><p>by	asking	yes	or	no	questions.</p><p>•	 Model	the	activity	with	a	student</p><p>before	they	start	working.	Ask</p><p>a	volunteer	to	secretly	choose	a</p><p>picture	and	start	asking	him/her</p><p>questions	to	昀椀nd	out	who	the</p><p>person	in	the	picture	is.	You	may</p><p>ask	questions	such	as:</p><p>Is this person a man?</p><p>Is he/she wearing jeans?</p><p>Is he/she wearing a T-shirt?</p><p>Is he _________?</p><p>(person’s name)</p><p>•	 Set	a	time	limit	of	about	昀椀ve</p><p>minutes	for	the	interaction.	While</p><p>students	play	the	game,	move</p><p>around	the	room	and	check	their</p><p>performances.</p><p>TEACHER'S BOOK | 59</p><p>Putting it all together.</p><p>SPEAKING</p><p>GOAL</p><p>•	 Provide	students	with</p><p>an	opportunity	to</p><p>use	what	they	have</p><p>learned	so	far</p><p>5.</p><p>•	 Books	open.	Invite	students	to</p><p>look	at	the	pictures	and	explore</p><p>them.	Make	sure	they	understand</p><p>what	each	situation	is	about.	Elicit</p><p>some	language	that	may	be	used</p><p>in	each	one	of	them.</p><p>•	 Divide	students	into	pairs	and	ask</p><p>them	to	act	out	the	situations.</p><p>Move	around	the	room	and	check</p><p>their	performances.</p><p>•	 When	students	are	done,	invite</p><p>some	pairs	to	act	out	the</p><p>situations	for	the	whole	class.</p><p>60 | CNA PROGRESSION 1</p><p>UNIT55</p><p>Communicative goals</p><p>•	 Making	plans	and</p><p>arrangements	for	a	trip</p><p>•	 Expressing	preferences</p><p>•	 Talking	about	things	you</p><p>would	like	to	do</p><p>•	 Describing	places</p><p>•	 Saying	how	you	feel</p><p>•	 Talking	about	possibility	and</p><p>probability</p><p>•	 Talking	about	obligation	and</p><p>necessity</p><p>READING</p><p>GOALS</p><p>•	 Contextualize	and</p><p>introduce	the	theme</p><p>of	the	unit</p><p>•	 Elicit	language	related</p><p>to	the	theme	of	the</p><p>unit	that	students</p><p>may	already	know</p><p>•	 O昀昀er	students	an</p><p>opportunity	to</p><p>practice	and	develop</p><p>their	reading	and</p><p>speaking	skills</p><p>•	 Books	closed.	Contextualize</p><p>the	topic	of	traveling	by	asking</p><p>students	questions	such	as:</p><p>1.</p><p>How often do you travel?</p><p>Where do you like going when you</p><p>have some time o�?</p><p>•	 Books	open.	Explain	to	students</p><p>that	quotes	are	statements	that</p><p>famous	people	said	once.	Show</p><p>them	the	quotes	in	their	books</p><p>and	go	over	them	with	students.</p><p>Check	the	vocabulary	they	may</p><p>not	know	and	have	the	most</p><p>pro昀椀cient	students	explain	the</p><p>words	to	other	students	who</p><p>don’t	understand	them.</p><p>•	 Pair	students	up	and	tell	them	to</p><p>match	the	quotes	to	what	the</p><p>authors	mean.	Set	a	time	limit	of</p><p>about	three	minutes	and	move</p><p>around	the	room	to	give	help	as</p><p>needed.</p><p>•	 When	time	is	up,	check	students’</p><p>answers	with	the	whole	class</p><p>and	have	them	move	on	to</p><p>Activity	1b.	Set	a	time	limit	of</p><p>about	two	minutes	and	then</p><p>check	their	answers.	Ask	them	to</p><p>share	their	favorite	quotes	with</p><p>the	whole	class.</p><p>•	 Tell	students	to	exchange	partners</p><p>and	do	Activity	1c.	Emphasize</p><p>the	use	of	the	-ing form	after</p><p>verbs	such	as	like, love,	and	enjoy.</p><p>Remind	them	that	they	can</p><p>also	use	negative	statements.</p><p>While	students	work,	move</p><p>around	the	room	and	check	their</p><p>performances.</p><p>Answers</p><p>Refer	to	the	reduced	page	of</p><p>the	Class	Book	for	answers.</p><p>TEACHER'S BOOK | 61</p><p>Let</p><p>,</p><p>s take a trip!</p><p>SPEAKING</p><p>GOALS</p><p>•	 Recycle	students’</p><p>previous	knowledge</p><p>•	 O昀昀er	students	an</p><p>opportunity	to</p><p>practice	and	develop</p><p>their	speaking	skills</p><p>2</p><p>. •	 Books	open.	Pair	students	up</p><p>and	ask	them	to	talk	about	the</p><p>questions	in	the	chart	and	take</p><p>notes	of	their	partners’	answers.</p><p>Set	a	time	limit	of	about	昀椀ve</p><p>minutes.	Move	around	the	room,</p><p>watch	their	performances,	and</p><p>o昀昀er	help	when	necessary.</p><p>•	 When	time	is	up,	ask	as	many</p><p>students	as	you	can	to	report	their</p><p>partners’	answers.	Make	sure	they</p><p>use	the	correct	forms	of	verbs	in</p><p>the	present	tense.	If	you	are	short</p><p>of	time,	you	may	have	students</p><p>report	just	one	answer	from	the</p><p>chart.</p><p>2</p><p>7</p><p>6</p><p>4</p><p>3</p><p>1</p><p>5</p><p>1, 2, 5, 6, 7 3, 4</p><p>62 | CNA PROGRESSION 1</p><p>UNIT55</p><p>LISTENING</p><p>GOALS</p><p>•	 Contextualize	and</p><p>allow	students	an</p><p>overview	of	some</p><p>of	the	language</p><p>exponents	to	be</p><p>studied</p><p>•	 Practice	listening</p><p>strategies</p><p>3.</p><p>(track 15)</p><p>•	 Books	open.	Play	the	audio	once</p><p>and	ask	students	to	focus	their</p><p>attention	on	the	topic	of	the</p><p>conversation	so	you	can	ask	them</p><p>what	the	conversation	is	about.</p><p>•	 Ask	students	to	read	the	questions</p><p>in	Activity	3a	and	play	the	audio</p><p>again.	吀栀is	time,	ask	them	to</p><p>focus	on	the	man’s	part	of	the</p><p>conversation.	Elicit	the	meaning	of</p><p>the	expression time o�	and	explain</p><p>it	to	students	if	no	one	knows</p><p>what	it	means.	Play	the	audio</p><p>again	and	tell	students	to	compare</p><p>their	answers	with	a	classmate’s.</p><p>吀栀en	check	them	with	the	whole</p><p>class.</p><p>•	 Follow	the	same	routine	for</p><p>Activities	3b	and	3c.	Make	sure</p><p>they	use	the	correct	forms	of</p><p>the	verbs	in	the	present	tense</p><p>when	you	check	their	answers</p><p>in	Activities	3a	and	3b.	You	may</p><p>want	to	have	students	work	in</p><p>pairs	or	groups	of	three	if	you</p><p>think	that	will	be	more	productive</p><p>for	them.</p><p>•	 To	wrap	up	the	activity,	ask</p><p>students	what	they	think	about</p><p>the	woman’s	suggestion	and	what</p><p>advice	they	would	give	the	man.</p><p>Answers</p><p>Refer	to	the	reduced	page	of</p><p>the	Class	Book	for	answers.</p><p>He has a headache and he’s stressed out.</p><p>He’s a teacher.</p><p>Because he has to correct students’ homework.</p><p>He has to walk in the park.</p><p>No, their passports expired last year.</p><p>She thinks they should plan a vacation .</p><p>No. She thinks they should invite Joan and Kip.</p><p>She will call Mary at the travel agency.</p><p>T</p><p>F</p><p>T</p><p>T</p><p>TEACHER'S BOOK | 63</p><p>Let</p><p>,</p><p>s take a trip!</p><p>SPEAKING</p><p>GOALS</p><p>•	 Provide	language</p><p>practice</p><p>related	to</p><p>necessity</p><p>•	 Encourage	students	to</p><p>recycle	language	they</p><p>have	already	worked</p><p>on</p><p>•	 O昀昀er	students	an</p><p>opportunity	to</p><p>practice	and	develop</p><p>their	speaking	skills</p><p>•	 Books	open.	Have	students	look	at</p><p>the	example	and	understand	what</p><p>they	are	supposed	to	do.	Model</p><p>the	dialogue	with	a	student	and,</p><p>if	necessary,	go	over	the	昀椀rst	item</p><p>with	them.	You	may	want	to	go</p><p>over	all	the	situations	with	them</p><p>and	elicit	the	di昀昀erent	ways	of</p><p>structuring	the	conversations	so</p><p>that	they	may	review	how	to	make</p><p>invitations	while	responding	using</p><p>have to.	For	example:</p><p>How about going to a rock concert?</p><p>Why don’t we go to a rock concert?</p><p>•	 Pair	students	up	and	have	them</p><p>do	Activity	4a.	Remind	them	to</p><p>do	their	own	situation.	Set	a	time</p><p>limit	of	about	three	minutes.	As</p><p>students	work,	move	around	the</p><p>room,	watch	how	they	deal	with</p><p>the	situations,	and	o昀昀er	help	if</p><p>necessary.</p><p>•	 When	time	is	up,	have	students</p><p>share	the	example	they	have	come</p><p>up	with.</p><p>SPEAKING</p><p>GOALS</p><p>•	 Further	practice	the</p><p>language	related</p><p>to	necessity	and</p><p>obligation</p><p>•	 O昀昀er	students	an</p><p>opportunity	to</p><p>practice	and	develop</p><p>their	speaking	skills</p><p>•	 Books	open.	Get	students	to</p><p>complete	the	chart	with	things</p><p>4.</p><p>5.</p><p>they	have	to	do	during	the	week.</p><p>You	can	tell	them	that	this	should</p><p>re昀氀ect	the	current	week	and</p><p>perhaps	the	next,	if	this	class	takes</p><p>place	in	the	middle	of	the	week.</p><p>For	example,	if	today	is	Monday,</p><p>they	start	on	Tuesday,	which	is</p><p>tomorrow,	and	write	down	what</p><p>they	have	to	do	on	the	following</p><p>days.	Give	them	an	example	of</p><p>what	they	should	say.	You	may	say:</p><p>Teacher: What do you have to do</p><p>on Tuesday?</p><p>Student: I have to go to the dentist.</p><p>•	 Tell	students	to	work	in	pairs	and</p><p>share	what	they	have	to	do	during</p><p>the	week.	Students	should	take</p><p>notes	of	their	partners’	answers	so</p><p>they	can	report	them	later.	Set	a</p><p>time	limit	of	about	昀椀ve	minutes.</p><p>While	students	work,	walk</p><p>around	the	room	and	check	their</p><p>performances.</p><p>•	 When	time	is	up,	invite	students</p><p>to	report	some	of	their	昀椀ndings.</p><p>Encourage	them	to	use	the	correct</p><p>forms	of	the	verbs	in	the	present</p><p>tense.	Write	an	example	on	the</p><p>board:</p><p>Marina	has	to	go	to	the	dentist.</p><p>64 | CNA PROGRESSION 1</p><p>UNIT55</p><p>LISTENING</p><p>GOALS</p><p>•	 Introduce	vocabulary</p><p>items	related	to	the</p><p>theme	of	the	unit</p><p>•	 Practice	listening</p><p>strategies</p><p>•	 Books	closed.	Ask	students	about</p><p>what	they	need	when	they	travel</p><p>and	how	they	make	plans	for	a</p><p>trip.	Ask	questions	such	as:</p><p>Do you talk to a travel agent?</p><p>Do you search the Internet for ideas</p><p>of places to go and things to see?</p><p>6.</p><p>(track 16)</p><p>•	 Books	open.	Ask	students	to	read</p><p>the	list	of	words	in	their	books	and</p><p>check	if	they	understand	them</p><p>all.	Show	them	the	昀氀ashcards</p><p>available	in	the Resource Pack,</p><p>pages	176	to	178,	On vacation,	and</p><p>clarify	the	meaning	of	the	word</p><p>visa	as	opposed	to	the	credit card</p><p>banner.</p><p>•	 Play	the	audio	and	tell	students</p><p>to	check	the	words	they	hear	in</p><p>the	four	conversations.	Explain	to</p><p>them	not	to	focus	on	details,	but</p><p>rather	on	the	general	topic	in	each</p><p>conversation.	Check	answers	with</p><p>the	whole	class.</p><p>•	 Have	students	read	the	statements</p><p>about	each	conversation	so	that</p><p>they	know	what	to	listen	for.	Play</p><p>the	audio	once	more	and	stop</p><p>at	the	end	of	each	conversation.</p><p>Ask	students	to	decide	if	the</p><p>statements	are	true	or	false,	but</p><p>tell	them	not	to	correct	the	false</p><p>statements	yet.	吀栀is	will	be	done</p><p>with	the	whole	class	when	you</p><p>check	their	answers.</p><p>•	 Tell	students	to	work	in	pairs.</p><p>吀栀ey	should	talk	about	each</p><p>conversation	and	come	up	with</p><p>one	more	statement	about	them.</p><p>Point	out	that	the	statements	may</p><p>be	true	or	false.</p><p>•	 Open	up	the	group,	check</p><p>students’	answers,	and	elicit	the</p><p>statements	they	have	created</p><p>along	with	possible	corrections</p><p>when	necessary.	Ask	them	to</p><p>correct	the	false	sentences	and</p><p>answer	any	questions	they	may</p><p>have	about	the	activity.</p><p>Answers</p><p>Refer	to	the	reduced	page	of</p><p>the	Class	Book	for	answers.</p><p>The man needs a visa to enter</p><p>the country.</p><p>The girl is going to take</p><p>a trip on her own.</p><p>The man is going to take</p><p>some Argentinean pesos.</p><p>The man is going to take a</p><p>taxi to the hotel .</p><p>TEACHER'S BOOK | 65</p><p>Let</p><p>,</p><p>s take a trip!</p><p>SPEAKING</p><p>GOAL</p><p>•	 O昀昀er	students	an</p><p>opportunity	to</p><p>practice	and	develop</p><p>their	speaking	skills</p><p>•	 Books	open.	Pair	students	up.	Ask</p><p>them	to	look	at	the	words	in	the</p><p>box.	Most	of	them	have	been</p><p>presented	in	the	previous	activity.</p><p>Go	over	them	and	elicit	their</p><p>meanings.</p><p>•	 Read	the	four	headings	and	ask</p><p>students	to	place	the	words	in	the</p><p>table	accordingly.	Encourage	them</p><p>to	discuss	and	justify	their	choices.</p><p>For	example:</p><p>You have to have a passport when</p><p>you travel abroad.</p><p>You have to have an airline ticket</p><p>when you travel by plane.</p><p>•	 Allow	them	a	few	minutes.	While</p><p>they	work,	move	around	the	room</p><p>and	help	them	if	necessary.</p><p>•	 When	time	is	up,	open	up	the</p><p>group	and	encourage	students	to</p><p>share	and	justify	their	choices.</p><p>Answers</p><p>Refer	to	the	reduced	page	of</p><p>the	Class	Book	for	answers.</p><p>PRONUNCIATION</p><p>GOALS</p><p>•	 Raise	students’</p><p>awareness	of	stressed</p><p>syllables	in	sentences</p><p>•	 Allow	students</p><p>an	opportunity	to</p><p>recognize	and	practice</p><p>rhythm</p><p>•	 Books	open.	Elicit	how	students</p><p>can	recognize	stressed	syllables.</p><p>Tell	them	these	syllables	have</p><p>longer	vowels	and	ask	them	to</p><p>underline	the	stressed	syllables	in</p><p>the	sentences	in	their	books.</p><p>7.</p><p>8.</p><p>(track 17)</p><p>•	 Play	the	audio	and	ask	students</p><p>to	carry	out	the	task.	Ask	them</p><p>to	compare	answers	with	a</p><p>classmate’s	before	you	check	them</p><p>with	the	whole	class.</p><p>•	 Play	the	audio	once	again	and	have</p><p>students	repeat	the	sentences.</p><p>•	 To	wrap	up	the	activity,	ask</p><p>students	what	the	highlighted</p><p>words	have	in	common.</p><p>Encourage	them	to	notice	that</p><p>they	are	nouns,	verbs,	adjectives,</p><p>and	therefore	content	words.	Help</p><p>them	come	to	the	conclusion</p><p>that	content	words	are	usually</p><p>the	stressed	ones	in	questions	and</p><p>statements.</p><p>Answers</p><p>Refer	to	the	reduced	page	of</p><p>the	Class	Book	for	answers.</p><p>passport (if you travel abroad)</p><p>identi昀椀cation card (ID)</p><p>driver’s license (if you rent a car)</p><p>airline ticket (if you go by plane)</p><p>health insurance</p><p>luggage</p><p>passport</p><p>visa</p><p>identi昀椀cation card (ID)</p><p>cash</p><p>hotel con昀椀rmation</p><p>credit card</p><p>valuables</p><p>jewelry</p><p>travel guide</p><p>travel abroad</p><p>travel light</p><p>66 | CNA PROGRESSION 1</p><p>UNIT55</p><p>READING</p><p>GOALS</p><p>•	 Build	up	students’</p><p>vocabulary</p><p>•	 O昀昀er	students	an</p><p>opportunity	to</p><p>practice	and	develop</p><p>their	reading	and</p><p>speaking	skills</p><p>•	 Books	closed.	Ask	students	if	they</p><p>have	ever	traveled	abroad	and</p><p>if	they	know	what	they	need	to</p><p>travel	to	another	country.	Ask</p><p>them	for	examples	of	countries</p><p>which	require	a	passport	and	a</p><p>visa.</p><p>9.</p><p>•	 Divide	students	into	pairs</p><p>and	ask	them	to	write	four</p><p>recommendations	for	someone</p><p>who	is	traveling	abroad.	Allow</p><p>them	about	three	minutes	and</p><p>tell	them	to	share	what	they</p><p>have	written.	Ask	students	to</p><p>decide	which	the	most	useful</p><p>recommendations	were.</p><p>•	 Books	open.	Still	in	pairs,	ask</p><p>students	to	look	at	the	text	and</p><p>at	the	headings	of	the	paragraphs.</p><p>Tell	them	they	are	supposed	to</p><p>complete	the	beginning	of	each</p><p>paragraph	with	one	of	the	four</p><p>headings	in	the	boxes.	Tell	them</p><p>they	should	read	the	paragraphs</p><p>昀椀rst	and	see	what	they	are	all</p><p>about	and	then	昀椀nd	a	suitable</p><p>heading	in	the	boxes.	Allow</p><p>students	about	昀椀ve	minutes	and</p><p>move	around	the	room	to	give</p><p>help	if	needed.</p><p>•	 When	time	is	up,	have	students</p><p>move	on	to	Activity	9b	and	decide</p><p>if	the	statements	are	true	or	false.</p><p>Set	a	time	limit	of	about	two</p><p>minutes.</p><p>•	 When	time	is	up,	tell	students</p><p>to	compare	their	answers	with	a</p><p>classmate’s.	吀栀en	check	them	with</p><p>the	whole	class.</p><p>•	 Have	students	discuss	with</p><p>their	partners	the	question	in</p><p>Activity	9c.	As	a	wrap-up	activity,</p><p>ask	them	to	share	their	opinion</p><p>about	the	suggestions	they	liked</p><p>best.</p><p>Answers</p><p>Refer	to	the	reduced	page	of</p><p>the	Class	Book	for	answers.</p><p>Do you have all required documents? Make copies of your travel</p><p>documents.</p><p>Travel light!</p><p>Your safety and health</p><p>F</p><p>You don’t have to, but you should.</p><p>T</p><p>F</p><p>It may be a good idea to travel light.</p><p>F</p><p>You don’t have to, but you should.</p><p>F</p><p>You may have a medical emergency</p><p>F</p><p>The author advises you should get health insurance.</p><p>TEACHER'S BOOK | 67</p><p>Let</p><p>,</p><p>s take a trip!</p><p>GAME</p><p>GOALS</p><p>•	 Add	an	element	of</p><p>fun	to	the	lesson</p><p>•	 Consolidate	and</p><p>expand	language</p><p>related	to	the	topic	of</p><p>the	unit</p><p>•	 Foster	cooperative</p><p>learning	strategies</p><p>•	 Books	closed.	Divide	the	class	into</p><p>two	teams	and	hand	out	to	each</p><p>group	half	of	the	cards	available</p><p>in	the	Resource Pack,	page	179,</p><p>Necessary items.</p><p>•	 Explain	to	students	that,	in	turns,</p><p>they	should	de昀椀ne	the	object	on</p><p>their	card	for	their	own	teams.</p><p>Give	them	an	example.	Show</p><p>them	the	card	with	the	passport</p><p>and	say:</p><p>You have to have it to travel abroad.</p><p>•	 Teams	have	one	minute	to	guess</p><p>what	object	is	being	de昀椀ned.	吀栀en</p><p>it’s	the	other	team’s	turn.</p><p>•	 吀栀e	team	with	the	most	correct</p><p>guesses	at	the	end	of	the	game</p><p>wins.</p><p>SPEAKING</p><p>GOALS</p><p>•	 O昀昀er	students	an</p><p>opportunity	to</p><p>practice	and	develop</p><p>their	speaking	skills</p><p>•	 Provide	students</p><p>an	opportunity	to</p><p>use	what	they	have</p><p>learned	so	far</p><p>•	 Books	open.	Explore	the	pictures</p><p>and	elicit	what	they	represent.	In</p><p>Situation	1,	students	are	supposed</p><p>to	play	the	role	of	an	immigration</p><p>o昀케cer	and	a	tourist.	吀栀e	o昀케cer</p><p>should	ask	for	the	passport,	the</p><p>purpose	of	the	trip,	and	how	long</p><p>the	tourist	is	planning	to	stay.	In</p><p>Situation	2,	students	play	the	role</p><p>of	a	travel	agent	and	a	customer</p><p>who	wants	to	take	a	trip	and</p><p>needs	to	know	about	the	required</p><p>10</p><p>.</p><p>11</p><p>.</p><p>documents.	In	Situation	3,	students</p><p>should	play	the	role	of	a	young</p><p>person	and	an	older	relative.	吀栀e</p><p>young	person	is	packing	his/her</p><p>bags	and	is	talking	to	his/her	father</p><p>who’s	giving	him/her	important</p><p>recommendations.	In	Situation</p><p>4,	have	students	play	the	role	of</p><p>a	couple	who’s	planning	a	trip</p><p>together.	Encourage	students	to	use</p><p>both	their	full	knowledge	of	English</p><p>and	their	personal	experience	with</p><p>travel.</p><p>•	 Ask	students	to	work	in	pairs</p><p>and	take	turns	role	playing	the</p><p>situations	in	their	books.	Allow</p><p>them	about	seven	minutes.	Move</p><p>around	the	room	to	o昀昀er	help	if</p><p>necessary	and	to	check	students’</p><p>performances.</p><p>•	 When	time	is	up,	invite	volunteers</p><p>to	present	their	conversations	to</p><p>the	whole	class.</p><p>•	 To	wrap	up	the	activity,	go</p><p>through	students’	mistakes	with</p><p>the	whole	class.</p><p>VOCABULARY</p><p>GOALS</p><p>•	 Introduce	adjectives</p><p>ending	in	-ed	and	-ing</p><p>•	 Provide	language</p><p>practice	related	to</p><p>these	adjectives</p><p>•	 Books	closed.	Start	a	conversation</p><p>about	kinds	of	trips	and	what	to</p><p>do	while	traveling.	Ask	students</p><p>for	their	opinions.	You	may	say:</p><p>12</p><p>.</p><p>(track 18)</p><p>68 | CNA PROGRESSION 1</p><p>UNIT55</p><p>I love going to the beach. It’s always</p><p>so relaxing.</p><p>I don’t like to visit museums when I</p><p>travel. I get bored.</p><p>How about you? What do you think?</p><p>•	 Books	open.	Ask	students	how</p><p>they	feel	when	they	get	back	from</p><p>a	trip	and	elicit	as	many	adjectives</p><p>as	you	can.	Tell	them	to	check	the</p><p>answer	that	applies	to	them	in</p><p>Activity	12a.	Encourage	them	to</p><p>come	up	with	a	di昀昀erent	one	and</p><p>tell	them	to	write	it	down.	Ask</p><p>them	to	share	their	answers	with</p><p>the	whole	class.</p><p>•	 Pair	students	up	and	tell	them	to</p><p>choose	the	correct	adjectives	in</p><p>each	conversation.	Allow	them</p><p>about	昀椀ve	minutes.	While	they</p><p>work,	move	around	the	room	and</p><p>help	them	if	necessary.</p><p>•	 When	time	is	up,	check	answers</p><p>with	the	whole	class.	吀栀en	play</p><p>the	audio	and	tell	students	to</p><p>repeat	the	pairs	of	adjectives.	Give</p><p>each	pair	of	students	a	pair	of</p><p>adjectives	and	ask	them	to	write</p><p>a	sentence	using	each.	When	they</p><p>are	done,	have	them	share	their</p><p>sentences	with	the	whole	class.</p><p>Answers</p><p>Refer	to	the	reduced	page	of</p><p>the	Class	Book	for	answers.</p><p>LANGUAGE</p><p>AWARENESS</p><p>GOALS</p><p>•	 Review	and</p><p>consolidate	the	use</p><p>of	modal	verbs	to</p><p>talk	about	ability,</p><p>possibility,	probability,</p><p>and	advice</p><p>•	 Raise	students’</p><p>awareness	to	the</p><p>use	of	have to	to</p><p>express	obligation	and</p><p>necessity</p><p>•	 Books	closed.	Provide	students</p><p>with	a	few	situations	using	can</p><p>(to	express	ability),	should	(to</p><p>o昀昀er	advice	or	suggestion),	may</p><p>and	might	(to	express	possibility</p><p>or	probability),	and	have to (to</p><p>express	obligation	or	necessity).</p><p>Ask	students	to	correctly	identify</p><p>what	each	means.</p><p>13</p><p>.</p><p>TEACHER'S BOOK | 69</p><p>Let</p><p>,</p><p>s take a trip!</p><p>•	 Books	open.	Go	over	the	situations</p><p>with	the	whole	class.	You	may</p><p>want	to	have	volunteers	read</p><p>the	conversations	out	loud.	Pair</p><p>students	up	and	have	them	昀椀ll</p><p>out	the	table	with	the	meanings</p><p>of	the	verbs	used.	Set	a	time	limit</p><p>of	about	four	minutes.	While</p><p>students	carry	out	the	task,	walk</p><p>around	the	room	and	o昀昀er	help	if</p><p>necessary.</p><p>•	 When	time	is	up,	check	answers</p><p>with	the	whole	class.	Have</p><p>students	exchange	pairs	and	ask</p><p>them	to	write	sentences	using</p><p>the	verbs	in	bold	in	the	box.</p><p>Allow	them	about	three	minutes</p><p>and	then	ask	them	to	share	their</p><p>answers	with	the	whole	class.</p><p>As	they	do	so,	ask	the	group	to</p><p>identify	the	situations	in	which</p><p>their	sentences	may	occur.</p><p>Answers</p><p>Refer	to	the	reduced	page	of</p><p>the	Class	Book	for	answers.</p><p>obligation, necessity</p><p>possibility, probability</p><p>advice, suggestion</p><p>ability</p><p>70 | CNA PROGRESSION 1</p><p>UNIT55</p><p>SPEAKING</p><p>GOALS</p><p>•	 Further	practice	the</p><p>language	used	to</p><p>make	plans,	invite	and</p><p>respond	to	invitations</p><p>•	 O昀昀er	students	an</p><p>opportunity	to</p><p>practice	and	develop</p><p>their	speaking	skills</p><p>14</p><p>. •	 Books	closed.	Ask	students	what</p><p>they	usually	do	on	weekends,</p><p>what	there	is	to	do	in	their	towns,</p><p>and	who	they	usually	go	with.	Tell</p><p>students	to	think	about	what	they</p><p>could	do	in	town	next	weekend.</p><p>Write	their	suggestions	and	ideas</p><p>on	the	board.</p><p>•	 Books	open.	Pair	students	up	and</p><p>ask	them	to	do	the	activity.	Set	a</p><p>time	limit	of	about	昀椀ve	minutes.</p><p>While	students	work,	move</p><p>around	the	room	and	check	their</p><p>performances.</p><p>•	 When	time	is	up,	invite	volunteers</p><p>to	present	their	conversations	for</p><p>the	whole	class.</p><p>SPEAKING</p><p>GOALS</p><p>•	 O昀昀er	students	an</p><p>opportunity	to</p><p>practice	and	develop</p><p>their	speaking	skills</p><p>•	 Provide	students</p><p>an	opportunity	to</p><p>use	what	they	have</p><p>learned	so	far</p><p>•	 Books	open.	Elicit	the	language</p><p>used	throughout	this	unit	so	that</p><p>students	know	what	to	say.	吀栀en</p><p>ask	students	to	work	in	pairs</p><p>and	take	turns	role	playing	the</p><p>situations	in	their	books.	Allow</p><p>them	about	seven	minutes.	Move</p><p>around	the	room	to	o昀昀er	help	if</p><p>necessary	and	to	check	students’</p><p>performances.</p><p>•	 When	time	is	up,	invite	volunteers</p><p>to	present	their	conversations	for</p><p>the	whole	class.</p><p>•	 To	wrap	up	the	activity,	go</p><p>through	students’	mistakes	with</p><p>the	whole	class.</p><p>15</p><p>.</p><p>TEACHER'S BOOK | 71</p><p>Let</p><p>,</p><p>s take a trip!</p><p>READING</p><p>GOALS</p><p>•	 Raise	awareness	of</p><p>ecotourism</p><p>•	 O昀昀er	students	an</p><p>opportunity	to</p><p>practice	and	develop</p><p>their	reading	and</p><p>speaking	skills</p><p>•	 Books	closed.	Talk	to	students</p><p>about	what	kinds	of	places	they</p><p>usually	travel	to	and	what	they	do</p><p>at	these	places.	Ask	them	if	they</p><p>ever	go	to	places	where	there	are</p><p>natural	attractions	and	if	they	like</p><p>that	kind	of	place.</p><p>•	 Books	open.	Go	through	the</p><p>options	in	Activity	16a	and	make</p><p>sure	students	understand	the</p><p>sentences.	Tell	them	to	check	the</p><p>one	that	is	true	about	them.	吀栀en</p><p>ask	them	to	share	their	answers</p><p>with	the	whole	class.</p><p>•	 Ask	students	to	read	the	text.	As</p><p>they	do	so,	they	should	underline</p><p>the	sentences	that	talk	about</p><p>responsible	travel.	Set	a	time	limit</p><p>of	about	three	minutes.	While</p><p>students	read,	walk	around	the</p><p>room	and	o昀昀er	help	if	necessary.</p><p>•	 When	time	is	up,	check	answers</p><p>with	the	whole	class.	吀栀en</p><p>encourage	students	to	express</p><p>themselves	using	their	own	words</p><p>in	Activity	16c.</p><p>Answers</p><p>Refer	to	the	reduced	page	of</p><p>the	Class	Book	for	answers.</p><p>VOCABULARY</p><p>GOALS</p><p>•	 Provide	students	with</p><p>a	chance	to	practice</p><p>language	related	to</p><p>verb	patterns	and</p><p>degrees	of	intensity</p><p>•	 Build	up	students’</p><p>lexical	repertoire</p><p>16</p><p>.</p><p>17</p><p>.</p><p>•	 Books	closed.</p><p>Ask	students</p><p>about	their	likes	and	dislikes.	Ask</p><p>questions	using	what	they	enjoy/</p><p>like/love	and	don’t	like/hate/can’t</p><p>stand	doing.	Encourage	them	to</p><p>talk	about	hobbies,	sports,	leisure</p><p>time	activities,	food,	etc.</p><p>•	 Books	open.	Tell	students	to	read</p><p>the	sentences	in	Activity	17a.</p><p>Ask	volunteers	to	read	them	out</p><p>loud.	Talk	to	them	about	these</p><p>meanings	and	ask	them	to	match</p><p>the	sentences	and	the	smiley	faces.</p><p>Ask	them	what	is	di昀昀erent	about</p><p>these	sentences	(these	verbs	are</p><p>followed	by -ing verbs).</p><p>•	 Ask	students	to	come	up	with</p><p>other	examples.	Pair	them	up</p><p>and	tell	them	to	complete	the</p><p>sentences	in	Activity	17b	using</p><p>these	verb	patterns.	Allow	them</p><p>about	three	minutes.	While	they</p><p>talk,	move	around	the	room	and</p><p>help	them	if	necessary.</p><p>•	 When	time	is	up,	invite	students</p><p>to	share	their	sentences	with	the</p><p>whole	class.</p><p>Answers</p><p>Refer	to	the	reduced	page	of</p><p>the	Class	Book	for	answers.</p><p>Ecotourism may be de昀椀ned as a</p><p>responsible way of traveling to natural</p><p>areas that preserves the environment.</p><p>4 2 3 1</p><p>72 | CNA PROGRESSION 1</p><p>UNIT55</p><p>SPEAKING</p><p>GOALS</p><p>•	 Provide	students	with</p><p>an	opportunity	to</p><p>talk	about	their	likes</p><p>and	dislikes	related	to</p><p>travel</p><p>•	 O昀昀er	students	an</p><p>opportunity	to</p><p>practice	and	develop</p><p>their	speaking	skills</p><p>•	 Books	closed.	Encourage	students</p><p>to	talk	about	their	likes	and</p><p>dislikes	concerning	travel.	Ask</p><p>them	if	they	like	going	to	big	cities</p><p>or	small	towns,	if	they	enjoy	going</p><p>to	the	beach	or	to	the	mountains,</p><p>etc.</p><p>•	 Books	open.	Have	students</p><p>work	in	groups	of	three	and	do</p><p>Activities	19a	and	19b.	Set	a	time</p><p>limit	of	about	昀椀ve	minutes	and</p><p>move	around	the	room	to	check</p><p>students’	performances.</p><p>•	 To	wrap	up	the	activity,	invite</p><p>groups	to	report	their	conclusions.</p><p>19</p><p>.</p><p>TEACHING TIP</p><p>•	 Encourage	students	to</p><p>research	an	interesting	place</p><p>to	talk	about	in	Activity	20.</p><p>吀栀ey	can	use	the	Internet	or</p><p>check	travel	agency	lea昀氀ets,</p><p>for	instance.	Doing	research</p><p>in	advance	will	enrich	their</p><p>discussion	and	build	up	their</p><p>cultural	background.</p><p>LISTENING</p><p>GOALS</p><p>•	 Further	develop	the</p><p>topic	of	the	unit</p><p>•	 Practice	listening</p><p>strategies</p><p>•	 Books	open.	Tell	students	to	read</p><p>the	questions	in	Activity	18a	so</p><p>they	know	what	to	listen	for.</p><p>•	 Play	the	audio	once	and	ask</p><p>students	to	answer	the	questions.</p><p>Tell	students	to	compare	answers</p><p>with	a	classmate’s	before	you</p><p>check	them	with	the	whole	class.</p><p>18</p><p>.</p><p>(track 19)</p><p>•	 Play	the	audio	once	more	and	tell</p><p>students	to	do	Activities	18b	and</p><p>18c.	吀栀en	check	answers	with	the</p><p>whole	class.</p><p>•	 To	wrap	up	the	activity,	ask</p><p>students	if	they	knew	about</p><p>Cumuruxatiba	and	if	they	would</p><p>like	to	visit	somewhere	like	it.	Ask</p><p>them	about	exotic	places	they</p><p>have	been	to	and	encourage	them</p><p>to	talk	a	little	about	them:	what</p><p>they	did,	who	they	went	with,</p><p>how	they	got	there,	etc.</p><p>Answers</p><p>Refer	to	the	reduced	page	of</p><p>the	Class	Book	for	answers.</p><p>A woman and a travel agent.</p><p>About a vacation the woman wants to take.</p><p>An exotic place in South America.</p><p>Cumuruxatiba</p><p>昀椀shermen’s village / the south of Bahia</p><p>TEACHER'S BOOK | 73</p><p>Let</p><p>,</p><p>s take a trip!</p><p>SPEAKING</p><p>GOALS</p><p>•	 Provide	students	with</p><p>an	opportunity	to	talk</p><p>about	the	topic	of	the</p><p>unit	using	what	have</p><p>learned	so	far</p><p>•	 O昀昀er	students	an</p><p>opportunity	to</p><p>practice	and	develop</p><p>their	speaking	skills</p><p>•	 Books	open.	Divide	students	into</p><p>groups	of	three	and	explain	the</p><p>task.	吀栀ey	should	be	able	to	plan</p><p>an	interesting	trip	so	that	all	their</p><p>classmates	would	like	to	join.</p><p>Encourage	students	to	search	for</p><p>di昀昀erent	places	beforehand	and</p><p>bring	information	to	class	about</p><p>them.	You	may	also	bring	pictures,</p><p>lea昀氀ets,	or	travel	ads	to	help</p><p>them	plan	their	trips.	Remember,</p><p>however,	that	these	projects</p><p>should	be	simple	and	objective</p><p>since	students	will	not	have	too</p><p>much	time	to	develop	them.</p><p>•	 Encourage	groups	to	follow	the</p><p>questions	in	their	books	as	a</p><p>guide	and	share	their	projects	as</p><p>enthusiastically	as	they	can	so</p><p>their	friends	will	feel	like	joining</p><p>them.	While	students	do	the</p><p>activity,	move	around	the	room</p><p>and	o昀昀er	help	if	necessary.</p><p>•	 To	wrap	up	the	activity,	ask</p><p>students	which	trip	they	would</p><p>like	to	take.</p><p>2</p><p>0</p><p>. FEEDBACK TIME</p><p>GOAL</p><p>•	 Provide	students</p><p>with	an	opportunity</p><p>to	come	up	with</p><p>an	overview	of	the</p><p>language	worked</p><p>on	throughout</p><p>the	unit	for	the</p><p>purposes	of	reviewing,</p><p>summarizing,	and</p><p>self-evaluating</p><p>•	 Books	closed.	Individually,	ask</p><p>students	to	jot	down	what	they</p><p>think	the	most	relevant	and</p><p>meaningful	things	they	learned	in</p><p>this	unit	were.	Give	them	about</p><p>two	minutes	for	this	part	of	the</p><p>task.	Elicit	their	conclusions.	If</p><p>2</p><p>1.</p><p>necessary,	ask	students	to	give	you</p><p>examples	of	language	to	illustrate</p><p>what	they	mean.</p><p>•	 Books	open.	Go	through	the</p><p>communicative	functions	listed</p><p>and	encourage	students	to	come</p><p>up	with	the	corresponding</p><p>language	points.	Ask	them	to	rate</p><p>their	skills.	吀栀ey	may	refer	to	the</p><p>speci昀椀c	language	content	in	the</p><p>unit.	Monitor	the	activity	at	all</p><p>times	and	o昀昀er	help	if	necessary.</p><p>•	 When	students	are	done,	have</p><p>them	share	with	their	classmates</p><p>the	most	meaningful	昀椀ndings</p><p>about	their	own	learning	process.</p><p>Discuss	questions	related	to	study</p><p>habits,	and	the	importance	of</p><p>keeping	up	with	the	language</p><p>through	the	Web	Lessons,	the</p><p>Grammar	Tips	section,	and	so	on.</p><p>74 | CNA PROGRESSION 1</p><p>UNIT66</p><p>Communicative goals</p><p>•	 Giving	instructions	on	how</p><p>to	do	something</p><p>•	 Talking	about	how	people</p><p>did	things	in	the	past</p><p>•	 Making	predictions</p><p>•	 Talking	about	how</p><p>technology	a昀昀ects	people’s</p><p>lives</p><p>GAME</p><p>GOALS</p><p>•	 Contextualize	the</p><p>theme	of	the	unit</p><p>•	 Elicit	language	related</p><p>to	the	theme	of	the</p><p>unit	that	students</p><p>may	already	know</p><p>•	 Add	an	element	of</p><p>fun	to	the	lesson</p><p>•	 O昀昀er	students	an</p><p>opportunity	to</p><p>practice	and	develop</p><p>their	speaking	skills</p><p>•	 Books	open.	Ask	students	if</p><p>they	are	tech-savvy.	Draw	their</p><p>attention	to	the	Did you know…?</p><p>box	in	their	books	and	explain</p><p>1.</p><p>the	meaning	of	the	expression	if</p><p>necessary.	Contextualize	the	lesson</p><p>by	asking	questions	such	as:</p><p>Do you have a smartphone?</p><p>Are you always online?</p><p>Do you often check your Whatsapp,</p><p>Facebook, and Twitter messages?</p><p>•	 Pair	students	up	and	tell	them</p><p>they’ll	play	a	technology	trivia</p><p>game.	Give	each	pair	of	students</p><p>a	set	of	cards	available	in	the</p><p>Resource Pack,	page	180,</p><p>Technology trivia game. Warn</p><p>students	not	to	show	anyone	their</p><p>cards	because	they	contain	both</p><p>questions	and	answers.</p><p>•	 Students	should	take	turns	asking</p><p>and	answering	questions.	For	every</p><p>correct	answer,	they	score	a	point.</p><p>Keep	a	tally	of	the	correct	answers.</p><p>吀栀e	student	with	the	most</p><p>correct	answers	is	the	winner.</p><p>While	students	interact,	move</p><p>around	the	room	and	help	them	if</p><p>necessary.</p><p>•	 When	the	activity	is	over,	use</p><p>some	of	the	questions	as	a	lead-in</p><p>to	the	next	activity.	You	can	ask:</p><p>Do you use your cell phone a lot?</p><p>What do you use it for?</p><p>•	 Alternatively,	you	can	divide</p><p>students	into	two	teams	so	they</p><p>can	take	turns	challenging	each</p><p>other.</p><p>TEACHING TIP</p><p>•	 Feel	free	to	adapt	and	add</p><p>questions	to	keep	the	activity</p><p>interesting	and	updated.</p><p>TEACHER'S BOOK | 75</p><p>We</p><p>,</p><p>re all connected.</p><p>VOCABULARY</p><p>GOALS</p><p>•	 Introduce	and	o昀昀er</p><p>practice	of	language</p><p>related	to	electronic</p><p>devices</p><p>•	 Develop	students’</p><p>lexical	repertoire</p><p>•	 Books	open.	Ask	students	to	look</p><p>at	the	pictures	and	tell	you	the</p><p>names	of	the	devices	they	can	see.</p><p>Ask	students	which	devices	they</p><p>have	or	would	like	to	have	and</p><p>what	they	use	them	for.	Keep	this</p><p>part	of	the	activity	brief	as	they’ll</p><p>talk	about	it	in	pairs.</p><p>•	 Pair	students	up	and	ask	them	to</p><p>take	turns	asking	and	answering</p><p>questions	as	in	the	example	in</p><p>their	books.	Set	a	time	limit	of</p><p>about	three	minutes	for	this</p><p>part	of	the	activity.	As	students</p><p>interact,	move	around	the	room</p><p>and	help	them	if	necessary.</p><p>•	 When	time	is	up,	elicit	answers</p><p>and	ask	students	to	think	of	other</p><p>uses	for	the	devices.	Pair	students</p><p>up	and	ask	them	to	write	down</p><p>some	more	uses.	Set	a	time	limit</p><p>of	about	two	minutes	for	the</p><p>writing.	While	students	work,</p><p>move	around	the	room	and	help</p><p>them	if	necessary.</p><p>•	 When	time	is	up,	check	answers</p><p>with	the	whole	class.	吀栀en	elicit</p><p>what	devices	students	can	operate.</p><p>Also	elicit	if	they	know	how	to</p><p>send	e-mail	messages	and	if	they</p><p>know	how	to	attach	a	昀椀le	to	an</p><p>e-mail	message.</p><p>2</p><p>.</p><p>Suggested answers</p><p>smartphone	=	download	and	listen	to	music	/	download	and	read</p><p>books	/	search	the	Internet	/	download,	upload,	and	take	pictures	/</p><p>play	games	/	check,	write,	and	send	e-mail	messages	/	text	messages</p><p>tablet =	download	and	listen	to	music	/	download	and	read	books	/</p><p>search	the	Internet	/	download,	upload,	and	take	pictures	/	play	games</p><p>/	check,	write,	and	send	e-mail	messages	/	text	messages</p><p>computer =	download	and	listen	to	music	/	download	and	read</p><p>books	/	search	the	Internet	/	play	games	/	check,	write,	and	send</p><p>e-mail	messages</p><p>microwave oven =	heat	and	cook	food</p><p>video game console =	play	games</p><p>MP3 player =	download	and	listen	to	music</p><p>e-reader =	download	and	read	books</p><p>76 | CNA PROGRESSION 1</p><p>UNIT66</p><p>READING</p><p>GOALS</p><p>•	 Introduce	language</p><p>related	to	commands</p><p>used	to	handle</p><p>technological	devices</p><p>•	 Develop	reading</p><p>comprehension</p><p>strategies</p><p>3.</p><p>•	 Books	open.	Elicit	the	steps</p><p>needed	to	attach	a	昀椀le	to	an</p><p>e-mail.	Help	students	or	pre-teach</p><p>the	necessary	language	to	give</p><p>instructions.	Be	brief,	however,	or</p><p>there	won’t	be	any	challenge	when</p><p>reading	the	text.</p><p>•	 Ask	students	to	read	the</p><p>instructions	to	attach	a	昀椀le	to	an</p><p>e-mail	message.	吀栀en	tell	them	to</p><p>match	the	instructions	and	the</p><p>pictures.	Induce	students	to	try	to</p><p>guess	or	infer	the	meaning	of	the</p><p>words	they	don’t	know.	Give	them</p><p>about	two	minutes	to	do	that.</p><p>Move	around	the	room	to	give</p><p>help	if	needed.</p><p>•	 When	time	is	up,	ask	students	to</p><p>compare	answers	in	pairs	and	then</p><p>check	them	with	the	whole	class.</p><p>•	 Ask	students	to	go	back	to	the</p><p>text	and	circle	the	verbs	that</p><p>express	commands.	Elicit	one	or</p><p>two	examples	if	necessary.	Give</p><p>them	about	one	minute	to	do</p><p>it.	When	they	are	done,	check</p><p>answers	with	the	whole	class.</p><p>4</p><p>3</p><p>2</p><p>5</p><p>1</p><p>TEACHER'S BOOK | 77</p><p>We</p><p>,</p><p>re all connected.</p><p>•	 Ask	students	if	they	know</p><p>any	other	verbs	that	express</p><p>commands	which	can	be	used</p><p>with	technological	devices.	Elicit</p><p>answers.	Ask	students	to	look	at</p><p>the	pictures	in	Activity	3c	and</p><p>elicit	the	commands	they	know.</p><p>Teach	those	they	don’t	and	ask</p><p>them	to	match	pictures	and	verbs.</p><p>Set	a	time	limit	of	about	one</p><p>minute.</p><p>•	 When	time	is	up,	check	answers</p><p>with	the	whole	class.	吀栀en	ask</p><p>students	to	turn	to	Activity	3d</p><p>and	decide	what	verbs	could	be</p><p>used	with	the	devices	in	the	box.</p><p>Elicit	or	teach	any	other	verbs	to</p><p>handle	those	devices	if	suitable.</p><p>Answers</p><p>Refer	to	the	reduced	page	of</p><p>the	Class	Book	for	answers.</p><p>Suggested answers</p><p>e-reader	=	tap,	browse,</p><p>double	click</p><p>MP3 player =	copy,	paste</p><p>smartphone =	tap,	copy,</p><p>browse,	double	click,	cut,</p><p>paste,	drag</p><p>tablet =	tap,	copy,	browse,</p><p>double	click,	cut,	paste,	drag</p><p>computer	=	copy,	browse,</p><p>log	in,	double	click,	log	out,</p><p>cut,	paste,	drag</p><p>microwave oven	=	tap</p><p>video game console =	none</p><p>7</p><p>4</p><p>6</p><p>8</p><p>1</p><p>9</p><p>5</p><p>3</p><p>2</p><p>78 | CNA PROGRESSION 1</p><p>UNIT66</p><p>LISTENING</p><p>GOALS</p><p>•	 Practice	giving</p><p>commands	using</p><p>the	action	verbs</p><p>previously	studied</p><p>•	 Develop	listening</p><p>comprehension</p><p>strategies</p><p>•	 Books	open.	Ask	students	to</p><p>look	at	the	pictures	and	try	to</p><p>predict	what	the	people	in	the</p><p>conversation	are	trying	to	do.</p><p>(吀栀ey	are	trying	to	install	a	new</p><p>app	on	a	cell	phone.)	Elicit	what</p><p>4.</p><p>(track 20)</p><p>students	see	in	the	pictures	and</p><p>the	verbs	that	could	be	used.</p><p>•	 Divide	students	into	pairs	and	ask</p><p>them	to	predict	the	correct	order</p><p>of	the	pictures.	吀栀en	play	the</p><p>audio	so	students	can	check	their</p><p>guesses.	Play	the	audio	again	if</p><p>necessary	and	check	answers	with</p><p>the	whole	class.</p><p>Answers</p><p>Refer	to	the	reduced	page	of</p><p>the	Class	Book	for	answers.</p><p>See	page	120	of</p><p>the	Teacher’s</p><p>Pack	for</p><p>instructions.</p><p>Information</p><p>Gap Activity</p><p>6</p><p>GAME</p><p>GOALS</p><p>•	 Introduce	the	topic</p><p>to	be	studied	in	the</p><p>following	activities</p><p>•	 O昀昀er	students	an</p><p>opportunity	to</p><p>practice	and	develop</p><p>their	speaking	skills</p><p>•	 Add	an	element	of</p><p>fun	to	the	class</p><p>•	 Books	closed.	Write	the	following</p><p>sentences	on	the	board:</p><p>At	least	three	students	don’t</p><p>know	how	to	download	apps</p><p>to	their	cell	phones	or	tablets.</p><p>All	students	know	to	produce	a</p><p>video	online.</p><p>All	students	know	how	to</p><p>download	an	e-book	to	their</p><p>cell	phones	or	tablets.</p><p>•	 Tell	students	they	have	to	prove</p><p>if	the	sentences	on	the	board	are</p><p>true	or	false	by	interviewing	their</p><p>classmates.	Elicit	the	questions	to</p><p>be	asked.	吀栀en	ask	students	to</p><p>stand	up	and	move	around	asking</p><p>the	questions.	Keep	track	of	the</p><p>answers.	Give	students	around</p><p>昀椀ve	minutes	for	this	part	of	the</p><p>activity.	Move	around	to	check</p><p>their	performances.</p><p>•	 When	time	is	up,	check	students’</p><p>昀椀ndings.	Elicit	how	to	do	some</p><p>of	the	actions	in	the	sentences	as</p><p>a	review	of	what	was	previously</p><p>studied.	To	lead	this	activity	into</p><p>the	next	one,	take	the	opportunity</p><p>to	ask	questions	such	as:</p><p>Do you usually read e-books or the</p><p>news on your cell phone or tablet?</p><p>What else do you use your cell</p><p>phone or tablet for?</p><p>5.</p><p>4 2 3 1</p><p>TEACHER'S BOOK | 79</p><p>We</p><p>,</p><p>re all connected.</p><p>SPEAKING</p><p>GOALS</p><p>•	 Elicit	language	related</p><p>to	the	theme	of	the</p><p>unit	that	students</p><p>may	already	know</p><p>•	 Compare	what	people</p><p>did	in	the	past	and</p><p>what	people	do	now</p><p>•	 O昀昀er	students	an</p><p>opportunity	to</p><p>practice	and	develop</p><p>their	speaking	skills</p><p>•	 Books	closed.	Show	students</p><p>the	昀氀ashcards	available	in	the</p><p>Resource Pack,	pages	181	to	183,</p><p>Now and then, and	elicit	what	the</p><p>people	are	doing.	Ask	students	if</p><p>today	they	do	those	things	the</p><p>same	way	or	if	they	do	them	some</p><p>other	way.	Ask	questions	such	as:</p><p>Do you write letters to people?</p><p>How do you communicate with</p><p>them?</p><p>•	 Keep	this	part	of	the	activity	brief</p><p>since	later	on	students	will	talk</p><p>about	how	people	did	things	in</p><p>the	past	and	how	they	do	things</p><p>now.</p><p>•	 Books	open.	Pair	students	up</p><p>and	ask	them	to	talk	about</p><p>the	pictures	in	their	books.</p><p>If	necessary,	elicit/teach	any</p><p>language	students	may	need	to</p><p>perform	the	activity.	Set	a	time</p><p>limit	of	about	three	minutes.</p><p>While	students	talk,	move	around</p><p>the	room	and	help	them	if</p><p>necessary.</p><p>•	 When	time	is	up,	elicit	answers	by</p><p>exploring	the	pictures	with	the</p><p>whole	class.	Take	the	opportunity</p><p>to	elicit	how	they	believe	the</p><p>actions	in	the	pictures	will	be</p><p>done	in	the	future.	If	necessary,</p><p>model	the	exchange	with</p><p>students.	For	example:</p><p>A: How will people communicate in</p><p>the future?</p><p>B: (I think) �ey’ll use 3D cell phones.</p><p>•	 Still	in	pairs,	ask	students	to	discuss</p><p>the	question	in	Activity	6c.	Give</p><p>them	about	three	minutes	and</p><p>move	around	the	room	to	check</p><p>6.</p><p>their	performances.</p><p>•	 When	time	is	up,	check	answers</p><p>with	the	whole	class.	As	a	wrap-</p><p>up	and	a	lead-in	to	the	next</p><p>activity,	ask	students	how	they</p><p>think	technology	a昀昀ects	their</p><p>lives	and	the	environment.	Ask</p><p>questions	such	as:</p><p>How is pollution a�ecting the</p><p>environment?</p><p>Are companies and the government</p><p>trying to preserve the environment?</p><p>Can you think of examples</p><p>of campaigns to preserve the</p><p>environment?</p><p>Do we produce only what we need</p><p>to survive?</p><p>LISTENING</p><p>GOALS</p><p>•	 Sensitize	students</p><p>to	the	impact	of</p><p>technology	on	the</p><p>environment</p><p>•	 Introduce	some	of	the</p><p>new	language	to	talk</p><p>about	possibility	and</p><p>probability</p><p>•	 Develop	listening</p><p>comprehension</p><p>strategies</p><p>•	 Books	open.	Explore	the	pictures</p><p>with	students	and	teach	the</p><p>vocabulary	they	may	not	know.</p><p>7.</p><p>(track 21)</p><p>F</p><p>T</p><p>F</p><p>F</p><p>F</p><p>T</p><p>T</p><p>T</p><p>80 | CNA PROGRESSION 1</p><p>UNIT66</p><p>Encourage	them	to	make</p><p>predictions.</p><p>•	 Pair	students	up,	ask	them	to</p><p>discuss	the	statements	in	Activity</p><p>7a,	and	decide	if	they	are	true	or</p><p>false.	Give	them	about	one	minute</p><p>to	go	through	the	sentences.</p><p>•	 When	time	is	up,	play	the	audio</p><p>and	have	students	check	their</p><p>answers.	If	necessary,	play	it	again.</p><p>吀栀en	check	answers	with	the</p><p>whole	class	and	ask	students	to</p><p>come	up	with	some	advice	to</p><p>preserve	the	environment.	Give</p><p>them	about	two	minutes	to	talk.</p><p>•	 When	time	is	up,	check	pieces</p><p>of	advice	with	the	whole	class.</p><p>To	wrap	the	activity	up,	in	pairs,</p><p>ask	students	to	talk	about	the</p><p>question	in	Activity	7c.	Give	them</p><p>about	two	minutes	to	interact.</p><p>While	students	talk,	move	around</p><p>the	room	and	help	them	if</p><p>necessary.</p><p>•	 When	time	is	up,	ask	students	to</p><p>share	their	昀椀ndings	with	the	whole</p><p>class.</p><p>Answers</p><p>Refer	to	the	reduced	page	of</p><p>the	Class	Book	for	answers.</p><p>LANGUAGE</p><p>AWARENESS</p><p>GOALS</p><p>•	 Raise	students’</p><p>awareness	of	the</p><p>di昀昀erent	degrees	of</p><p>possibility</p><p>•	 Practice	predicting</p><p>the	future</p><p>•	 O昀昀er	students	an</p><p>opportunity	to</p><p>practice	and	develop</p><p>their	speaking	skills</p><p>•	 Books	closed.	Write	the	following</p><p>statement	on	the	board:</p><p>吀栀e	Amazon	forest	will	be</p><p>completely	destroyed	by	2050.</p><p>•	 Elicit	students’	opinions.	Encourage</p><p>them	to	say	how	possible	that</p><p>is	and	to	use	the	appropriate</p><p>language	to	express	that.</p><p>•	 Books	open.	Tell	students	you	have</p><p>one	more	prediction	for	them</p><p>to	discuss.	Ask	them	to	read	the</p><p>conversation	in	Activity	8a	and</p><p>choose	the	response	that	best</p><p>represents	their	opinions.	Check</p><p>answers	with	the	whole	class.</p><p>•	 吀栀en	ask	students	to	circle</p><p>the	expressions	that	indicate</p><p>possibility.	Check	answers	with	the</p><p>whole	class.	Take	the	opportunity</p><p>to	ask	them	to	place	all	the</p><p>expressions	in	the	昀椀rst	three</p><p>columns	of	the	chart.	Set	a	time</p><p>limit	of	about	two	minutes	and</p><p>check	answers	with	the	whole</p><p>class.</p><p>•	 Ask	students	to	think	of</p><p>expressions	to	昀椀ll	in	the	last	three</p><p>columns	of	the	chart.	Ask	them</p><p>to	start	with	the	last	column</p><p>and	work	backwards.	Students</p><p>shouldn’t	have	any	di昀케culty	doing</p><p>this	as	they	just	have	to	use	the</p><p>negative	form	of	the	sentences.</p><p>Help	them	if	necessary.	When	they</p><p>are	done,	check	answers	with	the</p><p>whole	class.</p><p>•	 Ask	students	to	form	pairs</p><p>and	discuss	the	statements	in</p><p>Activity	8c.	Model	the	interaction</p><p>8.</p><p>1 4</p><p>5</p><p>2</p><p>3</p><p>It’s not</p><p>likely to</p><p>happen .</p><p>It won’t</p><p>probably</p><p>happen .</p><p>I don’t</p><p>think it</p><p>could</p><p>happen .</p><p>I’m sure</p><p>that it</p><p>won’t</p><p>happen .</p><p>TEACHER'S BOOK | 81</p><p>We</p><p>,</p><p>re all connected.</p><p>with	a	student	if	necessary.	You</p><p>may	say:</p><p>A: Do you think more women than</p><p>men will be world leaders by the</p><p>year 2050?</p><p>B: I think that could happen.</p><p>•	 Give	students	about	three</p><p>minutes	for	the	interaction.	While</p><p>students	do	the	activity,	move</p><p>around	the	room	and	check	their</p><p>performances.</p><p>•	 When	time	is	up,	check	students’</p><p>opinions.</p><p>Answers</p><p>Refer	to	the	reduced	page	of</p><p>the	Class	Book	for	answers.</p><p>SPEAKING</p><p>GOALS</p><p>•	 Practice	predicting</p><p>the	future</p><p>•	 Give	students</p><p>a	moment	of</p><p>personalization	of	the</p><p>language	previously</p><p>studied</p><p>•	 O昀昀er	students	an</p><p>opportunity	to</p><p>practice	and	develop</p><p>their	speaking	skills</p><p>•	 Books	open.	Ask	students	to	work</p><p>in	pairs.	Tell	them	they	will	take</p><p>turns	talking	about	their	futures</p><p>using	the	phrases	in	their	books.	If</p><p>necessary,	model	the	activity	with</p><p>a	student.	You	may	say:</p><p>A: Six months from now I think I’ll</p><p>change jobs.</p><p>B: Really?</p><p>A: Yes, I’d like to work for a big</p><p>company. What about you?</p><p>•	 Encourage	students	to	keep	the</p><p>conversation	going	for	a	while	in</p><p>each	exchange.	Give	them	about</p><p>昀椀ve	minutes	for	the	interaction.</p><p>While	they	talk,	move	around</p><p>the	room	and	check	their</p><p>performances.</p><p>9.</p><p>•	 When	time	is	up,	ask	students	to</p><p>report	their	昀椀ndings	to	the	whole</p><p>class.</p><p>GAME</p><p>GOALS</p><p>•	 Practice	the	language</p><p>learned	so	far</p><p>•	 O昀昀er	students	an</p><p>opportunity	to</p><p>practice	and	develop</p><p>their	speaking	skills</p><p>•	 Add	an	element	of</p><p>fun	to	the	class</p><p>•	 Books	closed.	Photocopy	the	cards</p><p>available	in	the	Resource Pack,</p><p>10</p><p>.</p><p>page	184, Predictions,	and	give	a</p><p>card	to	each	student.	If	you	have</p><p>more	than	twelve	students	in</p><p>class,	cards	can	be	repeated.</p><p>•	 Tell	students	to	interview	their</p><p>classmates	and	昀椀nd	out	how	likely</p><p>it	is	that	what	they	have	on	their</p><p>cards	will	happen.	If	necessary,</p><p>model	the	interaction	with	a</p><p>student.	You	may	say:</p><p>A: Do you think you’ll get a new job</p><p>in six months’ time?</p><p>B: I might. I’m not really happy</p><p>where I am.</p><p>•	 Give	students	about	昀椀ve	minutes</p><p>to	talk	to	as	many	students	as	they</p><p>can.	When	time	is	up,	have	them</p><p>report	their	昀椀ndings	to	the	whole</p><p>class.</p><p>82 | CNA PROGRESSION 1</p><p>UNIT66</p><p>LISTENING</p><p>GOALS</p><p>•	 Sensitize	students</p><p>to	the	impact</p><p>of	technology	in</p><p>people’s	lives</p><p>•	 Introduce	new</p><p>vocabulary</p><p>•	 Develop	listening</p><p>comprehension</p><p>strategies</p><p>•	 Books	closed.	Write	the	following</p><p>sentences	on	the	board:</p><p>11</p><p>.</p><p>(track 22)</p><p>Technology	brings	people</p><p>together.</p><p>I	can’t	keep	up	with	my	e-mail</p><p>messages.</p><p>Technology	helps	me	save	time</p><p>to	do	other	things.</p><p>•	 Ask	students	to	discuss	the</p><p>statements	on	the	board	in	groups</p><p>of	three.	Set	a	time	limit	of	about</p><p>two	minutes	for	the	interaction</p><p>and	move	around	the	room	to</p><p>check	students’	performances.</p><p>•	 When	time	is	up,	ask	students	how</p><p>much	time	they	spend	checking</p><p>their	e-mails	and	messages	in</p><p>general.	Elicit	how	they	feel	about</p><p>it.	Is	it	a	good	or	bad	thing?</p><p>•	 Books	open.	Tell	students	they’ll</p><p>listen	to	some	people	talking</p><p>about	the	impact	of	technology</p><p>on	people’s	lives.	吀栀ey	should</p><p>listen	and	check	the	best	options</p><p>in	Activity	11a.	Play	the	audio</p><p>once.	Notice	that	students	will</p><p>have	to	infer	the	answers	as	they</p><p>are	not	overtly	mentioned.	Ask</p><p>students	to	compare	answers</p><p>before	you	check	them	with	the</p><p>whole	class.	Elicit	how	they	came</p><p>to	their	answers.</p><p>•	 吀栀en	ask	students	to	read	the</p><p>sentences	in	the	chart	in	Activity</p><p>11b,	listen	to	the	audio	again,</p><p>and	decide	who	said	what.	Play</p><p>the	audio	once	more	and	check</p><p>answers	with	the	whole	class.</p><p>•	 To	wrap	up	the	activity,	pair</p><p>students	up	and	ask	them	to	give</p><p>their	opinions	on	technology.	Give</p><p>them	about	two	minutes	for	the</p><p>discussion.	While	they	talk,	move</p><p>around	the	room	and	check	their</p><p>performances.</p><p>•	 When	time	is	up,	elicit	answers.</p><p>You	can	write	some	of	the</p><p>students’	opinions	on	the	board</p><p>so	that	they	can	serve	as	examples</p><p>for	the	next	activity.</p><p>Answers</p><p>Refer	to	the	reduced	page	of</p><p>the	Class	Book	for	answers.</p><p>VOCABULARY</p><p>GOALS</p><p>•	 Introduce	the</p><p>language	of	giving</p><p>opinions,	agreeing,</p><p>and	disagreeing</p><p>•	 Develop	students’</p><p>lexical	repertoire</p><p>•	 Books	open.	Use	the	students’</p><p>opinions	from	Activity	11	to</p><p>introduce	some	of	the	new</p><p>language.	Elicit	di昀昀erent	ways	of</p><p>giving	opinions,	agreeing,	and</p><p>disagreeing	that	students	may</p><p>already	know.</p><p>•	 Pair	students	up	and	ask	them</p><p>to	sort	the	expressions	out.	Give</p><p>them	about	two	minutes	to	do</p><p>12</p><p>.</p><p>1, 3, 4, 7, 9,</p><p>10, 11</p><p>5, 8, 12, 13 2, 6, 14, 15</p><p>TEACHER'S BOOK | 83</p><p>We</p><p>,</p><p>re all connected.</p><p>so.	While	they	work,	move	around</p><p>the	room	and	give	help	if	needed.</p><p>•	 When	time	is	up,	check	answers</p><p>with	the	whole	class.</p><p>•	 Follow	the	same	procedure	for</p><p>Activity	12b.	After	you	check</p><p>answers	with	the	whole	class,</p><p>practice	pronouncing	those</p><p>phrases	昀椀rst	in	isolation	and	then</p><p>in	a	contextualized	sentence.</p><p>Answers</p><p>Refer	to	the	reduced	page	of</p><p>the	Class	Book	for	answers.</p><p>GAME</p><p>GOALS</p><p>•	 Provide	practice	of</p><p>the	new	vocabulary</p><p>•	 O昀昀er	students	an</p><p>opportunity	to</p><p>practice	and	develop</p><p>their	speaking	skills</p><p>•	 Add	an	element	of</p><p>fun	to	the	class</p><p>•	 Books	closed.	Pair	students	up</p><p>and	give	each	pair	a	set	of	cards	A</p><p>available	in	the	Resource Pack,</p><p>page	185, Opinions.	Tell	them</p><p>they	should	use	the	cards	to</p><p>produce	a	conversation.	Give</p><p>them	about	three	minutes	to	do</p><p>so.	While	students	work	on	the</p><p>conversation,	move	around	the</p><p>room	and	help	them	if	necessary.</p><p>•	 When	time	is	up,	ask	students	to</p><p>practice	the	conversation	in	pairs.</p><p>•	 Alternatively,	you	can	ask	pairs	of</p><p>students	to	swap	conversations</p><p>so	that	an	element	of	fun	and</p><p>surprise	can	be	added.</p><p>•	 Students	should	remain	in	pairs</p><p>for	the	second	part	of	the	activity.</p><p>Give	each	student	three	cards</p><p>from	the	set	of	cards	B	available</p><p>in	the	Resource Pack,	page</p><p>185,</p><p>Opinions.	Give	students	a	topic</p><p>for	discussion	so	they	can	come</p><p>up	with	sentences	using	the</p><p>expressions	on	their	cards.	吀栀e</p><p>student	that	uses	all	his/her	cards</p><p>correctly	昀椀rst	will	be	the	winner.</p><p>13</p><p>.</p><p>SPEAKING</p><p>GOALS</p><p>•	 Practice	the	language</p><p>previously	studied</p><p>•	 Discuss	the	impact</p><p>of	technology	on</p><p>students’	lives</p><p>•	 O昀昀er	students	an</p><p>opportunity	to</p><p>practice	and	develop</p><p>their	speaking	skills</p><p>•	 Books	open.	Pair	students	up.	Ask</p><p>them	to	read	the	questions	in</p><p>Activity	14a	and	make	sure	they</p><p>understand	them.	Tell	them	to</p><p>think	of	arguments	for	and	against</p><p>them.	Elicit	some	arguments	to</p><p>exemplify.	Give	students	about</p><p>昀椀ve	minutes	to	take	notes	of</p><p>14</p><p>. their	arguments.	Make	sure	that</p><p>students	understand	that	at	this</p><p>point	they	are	still	not	supposed</p><p>to	discuss	the	sentences,	but	to</p><p>think	of	arguments	to	confront</p><p>the	opposing	opinions.	While</p><p>students	talk,	move	around	the</p><p>room	and	help	them	if	necessary.</p><p>•	 When	time	is	up,	ask	students</p><p>to	change	partners	and	tell</p><p>them	they	are	going	to	use	the</p><p>arguments	they	came	up	with	to</p><p>answer	and	discuss	the	questions.</p><p>Give	students	about	昀椀ve	minutes</p><p>for	Activity	14b.	While	they	talk,</p><p>move	around	the	room	and	check</p><p>their	performances.</p><p>•	 When	time	is	up,	check	students’</p><p>conclusions.</p><p>•	 Alternatively,	you	can	change	the</p><p>questions	to	suit	your	students’</p><p>needs	and	interests.</p><p>84 | CNA PROGRESSION 1</p><p>UNIT66</p><p>PROCESS WRITING</p><p>GOALS</p><p>•	 Raise	students’</p><p>awareness	of	the</p><p>constituents	of	an</p><p>opinion	essay</p><p>•	 Prepare	students	for</p><p>the	production	of</p><p>such	a	text</p><p>•	 O昀昀er	students	an</p><p>opportunity	to</p><p>practice	and	develop</p><p>their	writing	skills</p><p>•	 Books	open.	Use	the	last	question</p><p>in	Activity	14a	to	lead	students</p><p>into	this	activity.	Elicit	where	a	text</p><p>like	the	one	in	their	books	could</p><p>be	found	and	who	could	have</p><p>written	it.</p><p>15</p><p>. •	 Ask	students	to	browse	through</p><p>the	text	and	answer	Questions</p><p>1	and	2.	Tell	them	to	compare</p><p>answers	with	a	classmate’s	before</p><p>you	check	them	with	the	whole</p><p>class.</p><p>•	 吀栀en	ask	students	to	read	the</p><p>text	more	carefully	and	answer</p><p>Question	3.	Tell	them	to	compare</p><p>answers	with	a	classmate’s	before</p><p>you	check	them	with	the	whole</p><p>class.</p><p>•	 Go	through	the	expressions</p><p>in	Activity	15b	and	teach	the</p><p>meaning	of	the	ones	students	may</p><p>not	be	familiar	with.	Ask	them	to</p><p>go	back	to	the	text	and	昀椀ll	it	out</p><p>with	those	expressions.	Set	a	time</p><p>limit	of	about	two	minutes.</p><p>•	 When	time	is	up,	check	answers</p><p>with	the	whole	class.	Point</p><p>out	to	students	that	those	are</p><p>expressions	they	can	use	when</p><p>producing	their	own	texts.	Go</p><p>through	the	questions	in	Activity</p><p>15c	and	elicit	the	answers	for</p><p>them.	At	this	point,	it’s	important</p><p>to	explore	the	inner	structure	of</p><p>the	text	so	that	students	have	a</p><p>possible	model	to	base	their	future</p><p>production	on.	Reinforce	that</p><p>every	paragraph	must	have	more</p><p>than	one	sentence.</p><p>•	 Finally,	assign	Activity	12d	as</p><p>homework.	Remind	students	to</p><p>use	the	arguments	for	and	against</p><p>that	were	discussed	in	Activity	14a</p><p>and	what	they	have	studied	in	this</p><p>activity	to	produce	their	text.</p><p>Answers</p><p>Refer	to	the	reduced	page	of</p><p>the	Class	Book	for	answers.</p><p>GAME</p><p>GOALS</p><p>•	 Encourage	the	use	of</p><p>language	previously</p><p>studied</p><p>•	 O昀昀er	students	an</p><p>opportunity	to</p><p>practice	and	develop</p><p>their	speaking	skills</p><p>•	 Books	closed.	Write	a	statement</p><p>on	the	board	as	an	example	for</p><p>this	game:</p><p>By	2050,	world	nations	will	limit</p><p>the	number	of	children	people</p><p>can	have	to	two.</p><p>Suggested answers</p><p>吀栀e	text	is	organized	in</p><p>four	paragraphs:	the	昀椀rst</p><p>paragraph	is	an	introduction;</p><p>the	second	paragraph	is	the</p><p>author’s	opinion	and	lists</p><p>the	reasons	for	it;	the	third</p><p>paragraph	is	the	other	side</p><p>and	shows	why	the	author</p><p>disagrees	with	it;	the	last</p><p>paragraph	summarizes	the</p><p>author’s	arguments	and</p><p>restates	his/her	opinion.</p><p>16</p><p>.</p><p>First</p><p>of al</p><p>l</p><p>In my opin</p><p>ion</p><p>In add</p><p>ictio</p><p>n</p><p>Beside</p><p>s that</p><p>To sum up</p><p>TEACHER'S BOOK | 85</p><p>We</p><p>,</p><p>re all connected.</p><p>•	 Model	the	game	with	students.</p><p>Use	the	statement	on	the	board	as</p><p>if	it	were	your	opinion	and	add	a</p><p>linking	expression	to	it.	Say:</p><p>In my opinion, by 2050, countries will</p><p>limit the number of children people</p><p>can have to two.</p><p>•	 Encourage	students	to	give	their</p><p>opinions	by	using	other	linking</p><p>expressions.	Write	a	few	on	the</p><p>board	so	students	can	refer	to</p><p>them.	For	example:	As far as I’m</p><p>concerned…, To my mind…, As I see</p><p>it…</p><p>•	 Divide	the	class	into	two</p><p>teams	and	come	up	with	other</p><p>controversial	statements	so	they</p><p>can	give	their	opinions	about</p><p>them.	Before	you	start	playing	the</p><p>game,	give	teams	a	few	minutes	to</p><p>think	of	what	to	say.</p><p>•	 吀栀e	team	that	gets	rid	of	its</p><p>arguments	and	opinions	昀椀rst	loses</p><p>the	game.	You	can	play	this	game</p><p>over	and	over	depending	on	the</p><p>time	you	have	available.</p><p>PRONUNCIATION</p><p>GOALS</p><p>•	 Raise	students’</p><p>awareness	of</p><p>the	di昀昀erent</p><p>pronunciations	of</p><p>letter	L	in	English</p><p>•	 Practice	these</p><p>di昀昀erent	sounds</p><p>•	 Books	open.	Ask	students	to	listen</p><p>to	the	conversation	in	Activity</p><p>17a	and	try	to	identify	how	many</p><p>di昀昀erent	sounds	the	letter	L	has</p><p>in	the	words	of	the	conversation.</p><p>Notice	that	there	are	two	L	sound</p><p>formations:	a	light	L,	and	a	velar</p><p>(or	dark)	L,	represented	by	the</p><p>symbol	/ɫ/.	吀栀e	昀椀rst	sound	is</p><p>similar	to	the	sound	we	produce</p><p>in	Portuguese.	吀栀e	second	sound</p><p>is	not.	吀栀erefore,	it’s	important	to</p><p>show	students	that	the	letter	L	in</p><p>a	middle	position	followed	by	a</p><p>consonant	and	in	a	昀椀nal	position</p><p>should	not	sound	as	the	vowel	U.</p><p>17</p><p>.</p><p>(tracks 23,</p><p>24, and 25)</p><p>•	 After	playing	the	audio,	check</p><p>students’	answers	and	ask	them</p><p>to	produce	the	di昀昀erent	sounds</p><p>of	the	letter	L	in	the	conversation.</p><p>Give	students	some	more</p><p>examples	of	words	with	both</p><p>sounds	and	clearly	show	students</p><p>how	to	articulate	and	produce	the</p><p>two	di昀昀erent	sounds.	Ask	them	to</p><p>give	you	some	examples	as	well.</p><p>•	 Pair	students	up	and	ask	them	to</p><p>sort	the	words	out	according	to</p><p>the	pronunciation	of	the	letter</p><p>L.	Give	them	about	two	minutes</p><p>and	move	around	the	room	to</p><p>give	help	if	needed.	吀栀en	check</p><p>answers	with	the	whole	class.</p><p>•	 Play	the	audio	so	students	can</p><p>repeat	the	words.	吀栀en	ask</p><p>students	to	listen	to	the	words</p><p>in	Activity	7d	and	answer	the</p><p>question.	Show	students	that	in</p><p>these	words	the	letter	L	is	silent.</p><p>Tell	them	that	there	is	not	a	rule</p><p>for	when	the	letter	L	is	silent.	L	is</p><p>often	not	pronounced	before	L,</p><p>D,	F,	M,	and	K.	Give/Elicit	more</p><p>examples	such	as	palm, calf, chalk,</p><p>would, folk, and	salmon.</p><p>•	 Ask	students	to	produce</p><p>a	conversation	containing</p><p>words	with	the	three	possible</p><p>pronunciations	of	the	letter	L.	If</p><p>you	want	to	make	the	activity</p><p>more	challenging	and	fun,	give</p><p>them	the	words	and	ask	them	to</p><p>produce	the	conversation.</p><p>Answers</p><p>Refer	to	the	reduced	page	of</p><p>the	Class	Book	for	answers.</p><p>live, likely, select, reality, intelligent,</p><p>billion</p><p>will , people, help, melt, e-mail , double,</p><p>vertical , critical , fall</p><p>86 | CNA PROGRESSION 1</p><p>UNIT66</p><p>SPEAKING</p><p>GOALS</p><p>•	 Practice	making</p><p>predictions</p><p>•	 Giving	opinions</p><p>•	 O昀昀er	students	an</p><p>opportunity	to</p><p>practice	and	develop</p><p>their	speaking	skills</p><p>•	 Books	open.	Write	the	昀椀rst</p><p>statement	from	the	list	in	Activity</p><p>18	on	the	board	and	ask	students</p><p>when	they	think	it	will	happen.</p><p>Also	take	the	opportunity	to</p><p>model	how	the	interaction	for	the</p><p>activity	should	be.</p><p>18</p><p>. •	 Ask	students	to	read	the	other</p><p>statements	in	their	books.	Help</p><p>them	with	any	words	they</p><p>may	not	be	familiar	with.	吀栀en</p><p>pair	them	up	and	ask	them	to</p><p>place	the	di昀昀erent	events	on</p><p>the	timeline.	Give	them	about</p><p>昀椀ve	minutes	to	do	that.	While</p><p>students	talk,	move	around	the</p><p>room	and	help	them	if	necessary.</p><p>•	 When	time	is	up,	check	some	of</p><p>the	answers	with	the	whole	class.</p><p>Notice	that	you	shouldn’t	give</p><p>the	answers	or	check	them	all	as</p><p>students	will	do	this	in	the	next</p><p>activity.</p><p>See	page	121	of</p><p>the	Teacher’s</p><p>Pack	for</p><p>instructions.</p><p>Information</p><p>Gap Activity</p><p>7</p><p>SPEAKING</p><p>GOALS</p><p>•	 Raise	students’</p><p>awareness	of	what</p><p>they	should	do</p><p>to	preserve	the</p><p>environment</p><p>•	 Practice	talking</p><p>ease the students’ way into</p><p>the text. Bear in mind that the objective of the reading comprehension activities is not to understand each and</p><p>every word, but rather to find the information necessary to do the tasks that follow the reading passage.</p><p>Writing</p><p>�e focus of the writing activities is to develop students’ abilities to produce texts which they are likely to need</p><p>in real life. A processed-oriented approach which aims at valuing not only students’ final product but also</p><p>reflecting on the process of production of the texts is used.</p><p>Vocabulary</p><p>�e focus of these activities is to expand students’ lexical repertoire. Activities in this section lead students to</p><p>use the words in context so that they serve as tools for the speaking, listening, and reading activities. From the</p><p>start, students should be encouraged to take risks to develop techniques such as guessing and inferring to deal</p><p>with the new words.</p><p>Language Awareness</p><p>�ese activities are primarily meant to guide students to realizing how the target language works. Students are</p><p>stimulated to build hypotheses on how the language works and then experiment with them. As a result, the</p><p>activities are not only meant to develop students’ understanding of the way the language works, but also to</p><p>increase their critical and autonomous thinking skills.</p><p>TEACHER'S BOOK | 7</p><p>Pronunciation</p><p>�e main goal of these activities is to develop students’ awareness of English sounds and intonation patterns.</p><p>�erefore, students will be exposed to the phonetical and phonological aspects of the language which are seen</p><p>as more challenging. �e assumption is that, by working on them, students’ speech will become more natural.</p><p>Game</p><p>Games provide students with natural opportunities for using language for real purposes as well as for</p><p>enjoyment. Your job during these activities is to guarantee that students understand the rules of the game and</p><p>the language to be practiced/used. You should also keep control of the situation, especially if it involves groups</p><p>or teamwork.</p><p>Information Gap Activities</p><p>�ese activities have been specially written to provide students with authentic opportunities to communicate.</p><p>As the name says, the activities require that students interact so that information can be exchanged and the</p><p>“missing gaps” can be filled. Careful instructions on how to perform these activities should be given so that</p><p>the information gap element is not ruined – often the activities require that one student should not see his or</p><p>her partner’s card – and students understand what conversation is to be carried out. �erefore, some language</p><p>elicitation and modeling may be required. It is also highly advisable that you spend a few minutes when the</p><p>activity is over talking to students about what they found di�cult as well as finding out if anyone wanted to say</p><p>something but did not have the necessary language to do so. �is may also be a good moment to go through</p><p>mistakes students may have made and carry out remedial work.</p><p>Feedback Time</p><p>�e focus of the Feedback Time is to give students the opportunity to recapitulate the contents studied.</p><p>Students should be encouraged to go through the unit and produce samples of the material studied and carry</p><p>out a self-evaluation of their progress. �is is an important moment to discuss with the whole group what can</p><p>be done to develop their command of the content studied and the tools available to do that.</p><p>What else could you say?</p><p>�e What else could you say? boxes o�er students di�erent language components to express the same</p><p>communicative functions. Students thus expand and diversify their communicative repertoire. It is important</p><p>to show students that they can say the same thing in di�erent ways. However, you should use your discretion</p><p>as to decide how far to explore and demand the use of such language. For example, if you see that your</p><p>students already know and can use the target language in the activity, you may decide to explore the ones in</p><p>the corresponding What else could you say? box. �ese boxes are useful too when there’s a little extra time and</p><p>you think students would benefit from further practice.</p><p>Did you know...?</p><p>�e Did you know…? boxes occur in di�erent parts of the material with the aim of broadening students’</p><p>knowledge of the language or their English-speaking world. �ese boxes provide them with information related</p><p>to the theme of the units. It is important that you go through the information in them with students and give</p><p>more examples if necessary.</p><p>8 | CNA PROGRESSION 1</p><p>page 14</p><p>page 10 page 28</p><p>page 42</p><p>page 56</p><p>Get ready!</p><p>Communicative goals</p><p>•	Review	of	the	main	language</p><p>items of CNA Essentials 2</p><p>Vocabulary</p><p>•	Review	of	the	main	language</p><p>items of CNA Essentials 2</p><p>STARTER</p><p>UNIT</p><p>UNIT</p><p>So much</p><p>happened last</p><p>week.</p><p>Communicative goals</p><p>•	Talking	about	past	events</p><p>•	Talking	about	traveling</p><p>•	Talking	about	the	weather</p><p>•	Sharing	experiences	about	the</p><p>first day at school or work</p><p>Language awareness</p><p>•	吀栀e	Simple	Past	Tense</p><p>•	Regular	and	irregular	verbs	in	the</p><p>past</p><p>Pronunciation</p><p>•	Pronunciation	of	regular	verbs	in</p><p>the past</p><p>Vocabulary</p><p>•	Weather	conditions</p><p>•	Feelings</p><p>Process writing</p><p>•	Writing	about	your	昀椀rst	day	at</p><p>school or work</p><p>UNIT</p><p>What should I do?</p><p>Communicative goals</p><p>•	Talking	about	problems	and</p><p>di�cult situations</p><p>•	Talking	about	health	problems</p><p>•	Asking	for	advice</p><p>•	Giving	advice</p><p>Language awareness</p><p>•	Embedded	questions</p><p>•	Modal	verbs	used	for	giving</p><p>advice and suggestions</p><p>Vocabulary</p><p>•	Parts	of	the	body</p><p>•	Health	problems</p><p>UNIT</p><p>Can I help you?</p><p>Communicative goals</p><p>•	Shopping</p><p>•	Describing	what	people	are</p><p>wearing</p><p>•	Talking	about	people’s	looks	and</p><p>styles</p><p>•	Talking	about	people’s	shopping</p><p>habits</p><p>Language awareness</p><p>•	Collocations	(verbs	+</p><p>prepositions)</p><p>Pronunciation</p><p>•	Rising	and	falling	intonation	in</p><p>questions</p><p>Vocabulary</p><p>•	Electronic	gadgets</p><p>•	Articles	of	clothing</p><p>UNIT</p><p>Putting it all</p><p>together.</p><p>Communicative goals</p><p>•	Review	of	Units	1	to	3</p><p>Vocabulary</p><p>•	Review	of	the	main	language</p><p>items already studied</p><p>TEACHER'S BOOK | 9</p><p>Further Practice ... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 107</p><p>Information Gap Activities ... . . . . . . . . . . . . . . . . . . . page 113</p><p>Grammar Tips ... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 123</p><p>Resource Pack ... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 139</p><p>Activity Book ... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 189</p><p>Audio Script .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 223</p><p>Contents</p><p>page 60</p><p>page 102</p><p>page 74</p><p>page 88</p><p>UNIT</p><p>Let’s take a trip!</p><p>Communicative goals</p><p>•	Making	plans	and	arrangements</p><p>for a trip</p><p>•	Expressing	preferences</p><p>•	Talking	about	things	you	would</p><p>like to do or want to do</p><p>•	Describing	places</p><p>•	Saying	how	you	feel</p><p>•	Talking	about	possibility	and</p><p>probability</p><p>•	Talking	about	obligation	and</p><p>necessity</p><p>Language awareness</p><p>•	Modal	verbs	used	for	expressing</p><p>probability, possibility, necessity,</p><p>and ability</p><p>Pronunciation</p><p>•	Main	stress	in	words	such	as</p><p>passport</p><p>Vocabulary</p><p>•	Adjectives	ending	in	-ed and -ing</p><p>•	Verbs	of	preference</p><p>UNIT</p><p>Putting it all</p><p>together.</p><p>Communicative goals</p><p>•	Review	of	Units	5	to	7</p><p>Vocabulary</p><p>•	Review	of	the	main	language</p><p>items already studied</p><p>UNIT</p><p>We’re all</p><p>connected.</p><p>Communicative goals</p><p>•	Giving	instructions	on	how	to</p><p>do something</p><p>•	Talking	about	how	people	did</p><p>things in the past</p><p>•	Making	predictions</p><p>•	Talking	about	how	technology</p><p>a�ects people’s lives</p><p>Language awareness</p><p>•	Expressions	of	certainty,</p><p>probability, and possibility</p><p>Pronunciation</p><p>•	Pronunciation	of	the	light	L	and</p><p>the velar (or dark) L</p><p>Vocabulary</p><p>•	Electronic	gadgets</p><p>•	Verbs	related	to</p><p>about</p><p>possibility,	giving</p><p>advice,	and	making</p><p>predictions</p><p>•	 O昀昀er	students	an</p><p>opportunity	to</p><p>practice	and	develop</p><p>their	speaking	skills</p><p>•	 Books	open.	Pairs	students	up</p><p>and	tell	them	to	think	of	ways	to</p><p>preserve	the	environment	and</p><p>how	technology	could	help	us</p><p>do	that.	If	necessary,	give	some</p><p>examples	(the	use	of	electric</p><p>cars,	solar	energy,	etc.).	Elicit	the</p><p>language	that	could	be	used</p><p>during	the	activity	and	write	some</p><p>examples	on	the	board.</p><p>•	 Give	students	about	昀椀ve	minutes</p><p>to	think	of	ways	to	preserve	the</p><p>environment	and	jot	down	their</p><p>ideas.	While	they	work,	move</p><p>around	the	room	and	help	them</p><p>with	any	language	they	may	need.</p><p>•	 When	time	is	up,	change	pairs</p><p>and	ask	them	to	discuss	ways</p><p>to	preserve	the	environment</p><p>using	the	ideas	they	came	up</p><p>with	previously.	Give	them	about</p><p>昀椀ve	minutes	for	this	part	of	the</p><p>activity.</p><p>•	 When	time	is	up,	ask	students	to</p><p>report	their	conclusions.</p><p>19</p><p>.</p><p>TEACHER'S BOOK | 87</p><p>We</p><p>,</p><p>re all connected.</p><p>FEEDBACK TIME</p><p>GOAL</p><p>•	 Provide	students</p><p>with	an	opportunity</p><p>to	come	up	with</p><p>an	overview	of	the</p><p>language	worked</p><p>on	throughout</p><p>the	unit	for	the</p><p>purposes	of	reviewing,</p><p>summarizing,	and</p><p>self-evaluating</p><p>2</p><p>0</p><p>. •	 Books	open.	Go	through	the</p><p>communicative	functions	listed</p><p>and	encourage	students	to	come</p><p>up	with	the	corresponding</p><p>language	points.</p><p>•	 Ask	students	to	rate	their	skills.</p><p>吀栀ey	may	refer	to	the	speci昀椀c</p><p>language	content	in	the	unit.</p><p>•	 Alternatively,	you	may	turn	this</p><p>昀椀rst	part	of	the	activity	into	an</p><p>interview.	Model	the	following</p><p>interaction	with	a	student:</p><p>Teacher: What can you use a tablet</p><p>for?</p><p>Student: You can use it to play</p><p>games.</p><p>•	 Students	should	do	the	same	with</p><p>the	remaining	communicative</p><p>functions.	As	students	interview</p><p>each	other,	they	should	register</p><p>their	partners’	answers	for	the</p><p>sharing	that	will	be	carried	out</p><p>in	the	next	step	of	the	activity.</p><p>Monitor	the	activity	at	all	times</p><p>and	o昀昀er	help	if	necessary.</p><p>•	 When	students	are	done,	have</p><p>them	share	with	their	classmates</p><p>the	most	meaningful	昀椀ndings</p><p>about	their	partners’	learning</p><p>processes.	If	necessary,	help	them.</p><p>Discuss	questions	related	to	study</p><p>habits	and	the	importance	of</p><p>keeping	up	with	the	language</p><p>through	the	Web	Lessons,	the</p><p>Grammar	Tips	section,	and	so	on.</p><p>88 | CNA PROGRESSION 1</p><p>UNIT77</p><p>Communicative goals</p><p>•	 Talking	about	your	hero</p><p>or	people	who	made	a</p><p>di昀昀erence	in	your	life</p><p>•	 De昀椀ning	a	hero</p><p>•	 Talking	about	the	kind	of</p><p>people	you	do	and	don’t</p><p>admire</p><p>•	 Describing	people	physically</p><p>•	 Talking	about	people’s</p><p>personality	traits</p><p>GAME</p><p>GOALS</p><p>•	 Introduce	the	theme</p><p>of	the	unit</p><p>•	 Activate	and	work	on</p><p>students’	background</p><p>knowledge</p><p>•	 Encourage	and</p><p>develop	cooperative</p><p>social	strategies</p><p>•	 Add	an	element	of</p><p>fun	to	the	class</p><p>•	 Books	closed.	Start	the	activity	by</p><p>asking	students:</p><p>Can you remember the name of</p><p>some superheroes?</p><p>Who was your favorite superhero</p><p>when you were a child?</p><p>1.</p><p>•	 Use	the	board	to	write	a	few</p><p>names	of	superheroes	they</p><p>mention	and	tell	them	to</p><p>concentrate	on	Superman.	Ask</p><p>them	to	think	about	what	they</p><p>know	about	him.</p><p>•	 Divide	students	into	two	teams</p><p>and	give	each	team	a	di昀昀erent</p><p>card	available	in	the	Resource</p><p>Pack,	page	186,	Superman.</p><p>•	 吀栀e	students	on	both	teams</p><p>should	read	the	passages	on</p><p>their	cards	and	ask	the	opposing</p><p>team	members	questions	based</p><p>on	them.	You	can	write	some</p><p>examples	of	questions	for	both</p><p>teams	on	the	board:</p><p>Team A</p><p>When	did	Superman	昀椀rst</p><p>appear?</p><p>What	are	Superman’s	powers?</p><p>Where	did	he	get	them?</p><p>What’s	Superman’s	weakness?</p><p>Team B</p><p>Who’s	Superman's	alter	ego?</p><p>What	do	you	know	about	his</p><p>life	as	a	child	on	Earth?</p><p>Who’s	Superman's	arch	enemy?</p><p>•	 One	at	a	time,	each	team	should</p><p>challenge	the	opposing	team	to</p><p>answer	its	questions.	If	the	other</p><p>team	gets	the	answer	right,	it</p><p>scores	a	point	and	moves	on.	If</p><p>they	don’t	know	the	answer,	the</p><p>昀椀rst	team	gets	a	chance,	but	it</p><p>doesn’t	score	a	point	since	it	has</p><p>the	answers	to	the	questions.</p><p>Continue	until	all	the	questions</p><p>have	been	answered.</p><p>•	 When	the	game	is	over,	ask</p><p>students	questions	such	as:</p><p>Is there a Brazilian superhero that</p><p>you can compare to Superman?</p><p>In what ways is he/she comparable</p><p>to the American superhero?</p><p>TEACHER'S BOOK | 89</p><p>Heroes in our lives</p><p>VOCABULARY</p><p>GOALS</p><p>•	 Introduce	and</p><p>contextualize</p><p>language	related	to</p><p>the	topic	of	the	unit</p><p>•	 Activate	previous</p><p>knowledge</p><p>•	 Encourage	students</p><p>to	express	their</p><p>views	concerning</p><p>superpowers	and</p><p>superheroes</p><p>•	 Books	closed.	Ask	students</p><p>questions	about	what	most</p><p>superheroes	can	usually	do	and</p><p>what	their	superpowers	consist	of.</p><p>Encourage	them	to	use	can	to	talk</p><p>about	abilities.</p><p>2</p><p>. •	 Books	open.	Tell	students	to	read</p><p>the	example.	吀栀en	divide	them</p><p>into	pairs	and	ask	them	to	match</p><p>the	superpowers	to	the	pictures.</p><p>Tell	students	to	come	up	with	two</p><p>other	superpowers.	If	necessary,</p><p>use	the	illustrations	to	teach	them</p><p>the	vocabulary	items	being	dealt</p><p>with.	While	students	work,	walk</p><p>around	the	room	and	o昀昀er	help</p><p>when	necessary.</p><p>•	 When	students	are	done,	check</p><p>their	work	with	the	whole	class</p><p>and	encourage	them	to	share	the</p><p>sentences	they	have	created.</p><p>•	 Ask	students	the	question	in</p><p>Activity	2c	and	ask	them	to	work</p><p>in	pairs	and	add	their	ideas	to	the</p><p>list	in	their	books.	Set	a	time	limit</p><p>of	about	two	minutes	and	move</p><p>around	the	room	to	check	their</p><p>performances.</p><p>•	 When	time	is	up,	ask	students	to</p><p>share	their	ideas	with	the	whole</p><p>class.</p><p>Answers</p><p>Refer	to	the	reduced	page	of</p><p>the	Class	Book	for	answers.</p><p>6</p><p>3</p><p>5</p><p>2</p><p>1</p><p>4</p><p>90 | CNA PROGRESSION 1</p><p>UNIT77</p><p>READING</p><p>GOALS</p><p>•	 Contextualize	and</p><p>introduce	the	topic	of</p><p>the	lesson</p><p>•	 Elicit	students’</p><p>previous	knowledge</p><p>on	the	topic	and</p><p>language	of	the	lesson</p><p>•	 O昀昀er	students	an</p><p>opportunity	to</p><p>practice	and	develop</p><p>their	reading	and</p><p>speaking	skills</p><p>•	 Books	closed.	Further</p><p>contextualize	the	lesson	by	asking</p><p>questions	that	will	make	students</p><p>3.</p><p>see	the	di昀昀erence	between	a</p><p>superhero	like	Superman	and	a</p><p>“personal”	hero,	like	moms	and</p><p>dads,	for	instance.	Ask	questions</p><p>such	as:</p><p>Do you have a personal hero? Can</p><p>you tell us who he/she is?</p><p>Do people have “personal” heroes</p><p>nowadays?</p><p>•	 Don’t	get	into	too	many	details	at</p><p>this	point	since	this	will	be	worked</p><p>on	throughout	the	unit.</p><p>•	 Books	open.	Ask	students	to</p><p>look	at	the	pictures	and	read</p><p>the	sentences	under	them.	Elicit</p><p>what	they	can	see.	Help	them</p><p>understand	that	the	sentences	in</p><p>the	box	are	the	continuation	of</p><p>the	sentences	under	the	pictures.</p><p>Help	them	review	some	of	the</p><p>irregular	past	tense	forms	such</p><p>as	fought and taught.	You	can</p><p>also	ask	them	if	they	know	who</p><p>Neil	Armstrong	is	(the	昀椀rst	man</p><p>to	walk	on	the	moon)	and	the</p><p>meaning	of role model (example).</p><p>•	 Ask	students	to	do	Activity	3a.	Set</p><p>a	time	limit	of	about	two	minutes</p><p>and	walk	around	the	room	to	give</p><p>help	if	needed.</p><p>•	 When	time	is	up,	pair	students</p><p>up	and	encourage	them	to	take</p><p>turns	asking	and	answering	the</p><p>questions	as	if	they	were	the</p><p>people	in	the	pictures.	Model	the</p><p>activity	with	a	student	before	they</p><p>start.	For	example:</p><p>A: Why is your dad your hero?</p><p>B: Because he is my role model. He</p><p>taught me how to become a good</p><p>person.</p><p>•	 While	students	talk,	move</p><p>around	the	room	and	check	their</p><p>performances.	When	they	are</p><p>done,	check	answers	with	the</p><p>whole	class.	You	can	ask	them</p><p>which	answer	they	identify	with</p><p>the	most.	Don’t	spend	too	much</p><p>time	on	this,	just	enough	to	show</p><p>them	you’re	interested	to	know</p><p>who	their	heroes	are.</p><p>Answers</p><p>Refer	to	the	reduced	page	of</p><p>the	Class	Book	for	answers.</p><p>3</p><p>2</p><p>1</p><p>4</p><p>TEACHER'S BOOK | 91</p><p>Heroes in our lives</p><p>LISTENING</p><p>GOALS</p><p>•	 Practice	new	language</p><p>items</p><p>•	 Develop	listening</p><p>comprehension</p><p>strategies</p><p>•	 Books	open.	Ask	students	if	they</p><p>know	what	a	talk	show	is	and</p><p>how	it	works.	As	them	to	give	you</p><p>examples	of	this	kind	of	show.</p><p>•	 Tell	students	they’ll	listen	to	part</p><p>of	a	talk	show.	Ask	them	to	read</p><p>the	sentences	in	Activity	4a	and</p><p>play	the	audio	so	they	can	decide</p><p>if	they	are	true	or	false.</p><p>•	 Ask	students	to	compare	answers</p><p>with	a	classmate’s	before	you</p><p>check	them	with	the	whole	class.</p><p>Ask	them	to	correct	the	false</p><p>statements.	If	necessary,	play	the</p><p>audio	again.	吀栀en	check	answers</p><p>with	the	whole	class.</p><p>•	 Next,	have	students	listen	to	the</p><p>audio	again	and	complete	the</p><p>sentences	in	Activity	4b.	While</p><p>they	work,	move	around	the	room</p><p>and	help	them	if	necessary.</p><p>•	 When	they	昀椀nish,	ask	them	to</p><p>compare	answers	with	a	classmate</p><p>before	you	check	them	with	the</p><p>whole	class.</p><p>4.</p><p>(track 26)</p><p>•	 Wrap	up	by	going	over	the	story</p><p>presented	and	asking	students</p><p>what	they	think	about	people</p><p>like	Louise.	Ask	them	if	they</p><p>know	anybody	like	this	woman</p><p>and	encourage	them	to	share</p><p>their	stories.	Have	a	student	read</p><p>Sentence	5	and	ask	them	if	they</p><p>agree	with	it	or	not.	Go	over</p><p>the	items	listed	and	conduct</p><p>some	chorus	repetition	to	make</p><p>sure	they	are	able	to	use	them.</p><p>If	someone	disagrees,	help	the</p><p>student	express	his/her	views</p><p>accordingly.</p><p>Answers</p><p>Refer	to	the	reduced	page	of</p><p>the	Class	Book	for	answers.</p><p>TEACHING TIP</p><p>•	 Ask	students	to	bring	a</p><p>picture	of	a	family	member</p><p>or	a	friend	to	be	used	next</p><p>class.	Bring	pictures	yourself</p><p>(cut	outs	from	a	magazine,</p><p>for	example)	in	case	some</p><p>students	forget	to	bring</p><p>theirs.</p><p>F</p><p>Heroes aren’t people who have superpowers. Real heroes are simple men and women</p><p>who make a difference in the world.</p><p>T</p><p>T</p><p>F</p><p>They go to a public school in the neighborhood and in the afternoon there are all</p><p>kinds of classes.</p><p>is changing the life of lots of poor kids.</p><p>live on the streets.</p><p>to her own home.</p><p>dance, theater, cooking, and soccer.</p><p>who don’t</p><p>good, generous smart</p><p>92 | CNA PROGRESSION 1</p><p>UNIT77</p><p>SPEAKING</p><p>GOALS</p><p>•	 O昀昀er	students</p><p>practice	of	language</p><p>used	to	identify</p><p>people	using	a	relative</p><p>clause</p><p>•	 Allow	students</p><p>an	opportunity	to</p><p>practice	and	develop</p><p>their	speaking	skills</p><p>5.</p><p>•	 Books	open.	Ask	students	to	look</p><p>at	the	example	in	their	books.</p><p>吀栀ey	should	answer	who	the</p><p>person	in	the	picture	is	by	using	a</p><p>relative	clause	and	the	information</p><p>given.	Go	over	the	example	and</p><p>help	them	rewrite	the	sentence.</p><p>•	 Divide	students	into	pairs.	Draw</p><p>their	attention	to	the	other</p><p>pictures	and	tell	them	to	follow</p><p>the	same	procedure.	Allow	them</p><p>about	three	minutes.	While	they</p><p>talk,	move	around	the	room	and</p><p>o昀昀er	help	if	necessary.</p><p>•	 When	students	昀椀nish,	check</p><p>answers	with	the	whole	class.</p><p>Next,	ask	students	to	get	the</p><p>photos	they	brought	to	class.	Get</p><p>the	ones	you	brought	in	case	a</p><p>few	students	have	forgotten	to</p><p>bring	their	own	photos.	Ask	a</p><p>couple	of	students	to	show	their</p><p>photos	and	talk	about	them.	吀栀ey</p><p>should	say	the	person’s	name,	their</p><p>family	relationship,	occupation,</p><p>the	place	where	they	were	born,</p><p>and	any	other	relevant	piece</p><p>of	information	they	may	want</p><p>to	share	with	their	classmates.</p><p>Encourage	students	to	use	who	in</p><p>their	descriptions.</p><p>•	 Have	students	work	in	groups	of</p><p>three	and	share	their	photos	by</p><p>asking	and	answering	the	same</p><p>type	of	questions	from	Activity	5a.</p><p>Set	a	time	limit	of	about	three</p><p>minutes	for	the	interaction.</p><p>•	 When	time	is	up,	a	member	of</p><p>the	group	should	sum	up	the</p><p>information	and	share	it	with	the</p><p>whole	class.</p><p>Answers</p><p>Refer	to	the	reduced	page	of</p><p>the	Class	Book	for	answers.</p><p>Those are Veronica and Andrei, my</p><p>grandparents who emigrated from</p><p>Russia after they got married.</p><p>This is Stella, my sister who is married</p><p>to a British man.</p><p>This is Matthew, my brother who lives</p><p>in Australia.</p><p>These are Tim and Doris, my high</p><p>school friends who have a rock band.</p><p>TEACHER'S BOOK | 93</p><p>Heroes in our lives</p><p>SPEAKING</p><p>GOALS</p><p>•	 Further	practice	of</p><p>language	used	to</p><p>identify	people	by</p><p>using	relative	clauses</p><p>•	 Expand	students’</p><p>vocabulary	related	to</p><p>their	feelings	towards</p><p>people</p><p>•	 Allow	students</p><p>an	opportunity	to</p><p>practice	and	develop</p><p>their	speaking	skills</p><p>•	 Books	closed.	Ask	students	about</p><p>people	they	admire	and	ask	why.</p><p>6.</p><p>•	 Books	open.	Work	with	the	whole</p><p>class.	Go	over	the	items	in	the	box</p><p>in	Activity	6a	and	ask	students	to</p><p>come	up	with	complete	sentences.</p><p>Model	the	interaction	with	a</p><p>student.	For	example:</p><p>Teacher: What kind of people do</p><p>you admire?</p><p>Student: I admire people who tell</p><p>the truth.</p><p>•	 Ask	three	more	students	and</p><p>then	tell	them	to	write	their	own</p><p>sentences.	While	they	work,	walk</p><p>around	the	room	and	o昀昀er	help	if</p><p>necessary.</p><p>•	 吀栀en	ask	students	about</p><p>the	opposite	kind	of	people.</p><p>Encourage	them	to	say	what	they</p><p>don’t	like	about	people.	Help</p><p>them	use	who	appropriately.	Go</p><p>over	the	example	in	Activity	6b</p><p>and	carry	out	the	same	procedure.</p><p>•	 When	students	are	done,	have</p><p>them	share	their	answers	to</p><p>Activities	6a	and	6b	with	the</p><p>whole	class.	At	this	point,	teach</p><p>them	other	ways	to	express	their</p><p>likes	and	dislikes	about	people</p><p>and	how	to	agree	and	disagree</p><p>with	their	classmates.	Take	notes</p><p>of	any	mistakes	you	may	want	to</p><p>comment	on	later	with	students.</p><p>94 | CNA PROGRESSION 1</p><p>UNIT77</p><p>GAME</p><p>GOALS</p><p>•	 Allow	students</p><p>an	opportunity	to</p><p>recycle	language</p><p>previously	dealt	with,</p><p>this	time	with	a	new</p><p>focus</p><p>•	 Allow	students</p><p>an	opportunity	to</p><p>practice	and	develop</p><p>their	speaking	skills</p><p>•	 Add	an	element	of</p><p>fun	to	the	class</p><p>•	 Books	closed.	Photocopy	the	cards</p><p>available	in	the	Resource Pack,</p><p>page	187, Occupations,	cut	them</p><p>out,	and	put	them	in	a	bag.</p><p>7.</p><p>•	 Invite	students	to	play	a	guessing</p><p>game.	Model	the	dynamics	with</p><p>the	whole	class	昀椀rst.	Draw	a	card</p><p>from	the	bag	and	write	its	content</p><p>on	the	board.	For	example:</p><p>He/She	teaches	children.</p><p>(teacher)</p><p>•	 Students	are	supposed	to	give</p><p>hints	using	who.	Give	them	an</p><p>example:</p><p>�is person is a person who teaches</p><p>children.</p><p>•	 Divide	the	class	into	two	teams</p><p>and	ask	them	to	challenge	each</p><p>other.	In	turns,	they	should	draw</p><p>a	card	from	the	bag	and	make	a</p><p>sentence	using	who	so	the	other</p><p>team	can	guess	the	occupation</p><p>in	parentheses.	Have	teams	rotate</p><p>the	spokesperson	and	keep	score.</p><p>吀栀e	team	with	the	most	correct</p><p>guesses	wins.</p><p>LANGUAGE</p><p>AWARENESS</p><p>GOALS</p><p>•	 Raise	students’</p><p>awareness	of	relative</p><p>clauses	using	who</p><p>•	 O昀昀er	students	an</p><p>opportunity	to</p><p>practice	the	new</p><p>language	and	review</p><p>language	previously</p><p>dealt	with</p><p>•	 Books	closed.	Ask	students	to</p><p>provide	examples	of	sentences</p><p>they	have	used	in	the	unit	so	far</p><p>to	identify	people.</p><p>•	 Books	open.	Go	over	the	example</p><p>in	the	students’	books	and	ask</p><p>them	if	they	remember	the</p><p>listening	passage	where	that</p><p>language	sample	was	taken</p><p>from.	Ask	them	to	read	the	昀椀ve</p><p>sentences	provided	and	underline</p><p>the	relative	clauses	in	each	one.</p><p>Set	a	time	limit	of	about	one</p><p>minute	and	move	around	the</p><p>room	to	give	help	if	needed.</p><p>•	 When	time	is	up,	check	answers</p><p>with	the	whole	class	and	tell</p><p>students	to	do	Activities	8b,	8c,</p><p>and	8d	in	pairs.	Set	a	time	limit	of</p><p>about	three	minutes	and	move</p><p>around	the	room	to	give	help	if</p><p>needed.</p><p>•	 When	time	is	up,	draw	students’</p><p>attention	to	the	di昀昀erent	verb</p><p>forms	that	follow	the	word	who</p><p>and	check	answers	with	the	whole</p><p>class.</p><p>•	 Ask	students	to	think	about</p><p>people	they	admire	or	that</p><p>make	a	positive	di昀昀erence	in	the</p><p>world	and	write	two	sentences</p><p>identifying	them	in	the	space</p><p>provided	in	Activity	8e.	Give	them</p><p>about	two	minutes	to	write	their</p><p>sentences.	While	they	write,	move</p><p>around	the	room	and	o昀昀er	help	if</p><p>necessary.</p><p>8.</p><p>Who</p><p>educator/kids</p><p>children</p><p>people</p><p>men and women</p><p>people</p><p>TEACHER'S BOOK | 95</p><p>Heroes in our lives</p><p>•	 When	time	is	up,	tell	students	to</p><p>share	their	work	with	the	whole</p><p>class.</p><p>Answers</p><p>Refer	to	the	reduced	page	of</p><p>the	Class	Book	for	answers.</p><p>READING</p><p>GOALS</p><p>•	 O昀昀er	practice	of</p><p>reading	strategies</p><p>and	expand	students’</p><p>knowledge	of	heroes</p><p>in	the	world</p><p>•	 Review	the	past	tense</p><p>to	talk	about	past</p><p>events	and	allow</p><p>consolidation	of</p><p>irregular	verb	forms</p><p>•	 Develop	students’</p><p>writing	strategies</p><p>related	to	past	events</p><p>•	 Books	open.	Ask	students	to	look</p><p>at	the	pictures	and	tell	you	the</p><p>names	of	those	men.	Ask	them	if</p><p>they	know	where	they	are	from</p><p>and	what	they	did,	how	they</p><p>a昀昀ected	people’s	lives,	and	what</p><p>they	all	have	in	common.</p><p>•	 Divide	students	into	pairs	and	tell</p><p>them	to	match	the	pictures	and</p><p>the	paragraphs.	If	necessary,	pre-</p><p>teach	some	new	vocabulary	items</p><p>such	as	the	verbs	arrested	and</p><p>hanged.	Allow	students	about	one</p><p>minute	for	the	task.	While	they</p><p>work,	walk	around	the	room	and</p><p>o昀昀er	help	if	needed.</p><p>•	 When	time	is	up,	check	answers</p><p>with	the	whole	class	and	elicit	the</p><p>in昀椀nitive	form	of	the	verbs	which</p><p>are	in	the	simple	past	tense	in	the</p><p>texts.</p><p>9.</p><p>•	 Ask	students	if	they	know	who</p><p>Ayrton	Senna	and	Zilda	Arns	were.</p><p>Elicit	information	about	them	and</p><p>write	them	on	the	board.	Take	the</p><p>opportunity	to	ask	students	if	they</p><p>think	these	people	are	heroes	and</p><p>why.</p><p>•	 Pair	students	up	and	ask	them	to</p><p>do	Activity	9c.	Allow	them	about</p><p>two	minutes	for	the	task.	While</p><p>they	work,	walk	around	the	room</p><p>and	o昀昀er	help	if	needed.</p><p>•	 When	time	is	up,	check	answers</p><p>with	the	whole	class.	吀栀en,	in</p><p>pairs,	students	should	choose	a</p><p>person	they	admire	and	write</p><p>a	short	paragraph	about	him/</p><p>her	in	Activity	9d.	Set	a	time</p><p>limit	of	about	昀椀ve	minutes	and</p><p>move	around	the	room	to	check</p><p>students’	performances.</p><p>•	 When	time	is	up,	invite	students</p><p>to	share	their	work	with	the	whole</p><p>class.</p><p>Answers</p><p>Refer	to	the	reduced	page	of</p><p>the	Class	Book	for	answers.</p><p>was won</p><p>died</p><p>is/was</p><p>was was</p><p>died</p><p>2</p><p>3</p><p>1</p><p>96 | CNA PROGRESSION 1</p><p>UNIT77</p><p>•	 Books	open.	Divide	students	into</p><p>pairs	and	ask	them	to	put	the</p><p>words	in	the	box	in	the	correct</p><p>categories.	Go	over	the	words	with</p><p>them	and	ask	about	the	meanings</p><p>they	may	not	know.	Instead	of</p><p>providing	explanations,	elicit	the</p><p>meanings	昀椀rst.	Next,	use	examples,</p><p>synonyms,	or	opposites	to	teach</p><p>them.	Set	a	time	limit	of	about</p><p>two	minutes	and	move	around</p><p>the	room	to	give	help	if	needed.</p><p>•	 When	time	is	up,	check	answers</p><p>with	the	whole	class.</p><p>•	 Next,	play	the	audio	and	have</p><p>students	repeat	the	words.	Ask</p><p>them	which	words	could	be</p><p>used	to	describe	a	hero.	Use	this</p><p>question	to	challenge	stereotypes</p><p>as	much	as	possible.	Ask	them,</p><p>for	example,	if	heroes	can	be</p><p>short,	thin,	or	otherwise	not	fall</p><p>into	the	classical	description	of</p><p>superheroes	who	are	usually	tall</p><p>and	strong.</p><p>Answers</p><p>Refer	to	the	reduced	page	of</p><p>the	Class	Book	for	answers.</p><p>PRONUNCIATION</p><p>GOAL</p><p>•	 Introduce	and</p><p>provide	practice</p><p>of	a	pronunciation</p><p>pattern:	series</p><p>•	 Books	open.	Play	the	audio	and	ask</p><p>students	to	notice	the	intonation</p><p>pattern	at	the	end.	吀栀en	elicit</p><p>what	it	is.	(吀栀e	voice	goes	up	and</p><p>up	and	then	down.)</p><p>•	 Play	the	audio	again	and	ask</p><p>students	to	mark	the	intonation.</p><p>When	they	昀椀nish,	ask	them	to</p><p>compare	their	answers	with	a</p><p>classmate’s.	吀栀en	check	their	work</p><p>with	the	whole	class.</p><p>•	 Play	the	audio	one	more	time</p><p>and	ask	students	to	repeat	the</p><p>sentences.</p><p>Answers</p><p>Refer	to	the	reduced	page	of</p><p>the	Class	Book	for	answers.</p><p>11</p><p>.</p><p>(track 28)</p><p>VOCABULARY</p><p>GOALS</p><p>•	 Introduce	and	review</p><p>words	related	to</p><p>describing	people</p><p>•	 Build	up	student’s</p><p>lexical	repertoire</p><p>•	 Books	closed.	Ask	students</p><p>about	ways	to	describe	people.</p><p>Elicit	words	related	to	physical</p><p>appearance	and	personality.</p><p>10</p><p>.</p><p>(track 27)</p><p>tall</p><p>medium-height</p><p>thin</p><p>strong</p><p>short</p><p>young</p><p>beautiful</p><p>昀椀t</p><p>overweight</p><p>old</p><p>honest</p><p>envious</p><p>cooperative</p><p>reliable</p><p>arrogant</p><p>loyal</p><p>despicable</p><p>patient</p><p>intelligent</p><p>courageous</p><p>sel昀椀sh</p><p>altruistic</p><p>energetic</p><p>caring</p><p>determined</p><p>idealistic</p><p>TEACHER'S BOOK | 97</p><p>Heroes in our lives</p><p>SPEAKING</p><p>GOALS</p><p>•	 O昀昀er	language</p><p>practice	related	to	the</p><p>topic	of	the	unit</p><p>•	 Encourage	the	use	of</p><p>new	vocabulary	items</p><p>•	 Allow	students</p><p>an	opportunity	to</p><p>practice	and	develop</p><p>their	speaking	skills</p><p>•	 Books	closed.	Explain	the	meaning</p><p>of	the	word	flaw	and	ask	students</p><p>to	share	one	of	theirs.</p><p>•	 Books	open.	Go	over	the	words	in</p><p>Activity	12a	and	ask	students	to</p><p>match	the	opposites.	Ask	them</p><p>how	they	feel	about	the	words	on</p><p>the	right.	Talk	about	how	di昀케cult</p><p>it	is	for	us	to	accept	other	people</p><p>and	ourselves	the	way	we	are	with</p><p>our	good	and	bad	characteristics.</p><p>•	 Move	on	to	Activity	12b	and	tell</p><p>students	to	read	the	passage.	Set</p><p>a	time	limit	of	about	two	minutes</p><p>and	move	around	the	room	to</p><p>give	help	if	needed.</p><p>•	 When	time	is	up,	ask	students	if</p><p>they	have	questions	about	the</p><p>text	and	have	them	comment	on</p><p>it.	Ask	them	whether	or	not	they</p><p>agree	with	the	statement	and	why.</p><p>12</p><p>. •	 吀栀en	ask	students	to	think	about</p><p>someone	they	昀椀nd	attractive	and</p><p>list	three	characteristics	of	this</p><p>person.	Tell	them	not	to	think</p><p>hard,	but	to	write	the	three	昀椀rst</p><p>words	that	come	to	their	minds.</p><p>Ask	them	to	do	the	same	about</p><p>a	person	that	annoys	them	or</p><p>makes	them	feel	uncomfortable.</p><p>Again,	they	should	write	down	the</p><p>昀椀rst	three	words	that	come	into</p><p>their	minds.	Tell	them	they	do	not</p><p>have	to	write	the	persons’	names</p><p>or	say	who	they	are.	As	they	write,</p><p>walk	around	the	room	and	help</p><p>them	if	necessary.</p><p>•	 When	students	are	done,	ask</p><p>them	to	share	their	lists	of	words.</p><p>Encourage	them	to	practice	the</p><p>intonation	pattern	dealt	with	in</p><p>Activity	11.	Write	all	the	words	the</p><p>students	have	mentioned	on	the</p><p>board.	Ask	them	if	they	would	like</p><p>to	add	any	other	words	and	help</p><p>them	do	so.</p><p>•	 Ask	students	if	they	think	they</p><p>have	all	those	characteristics.</p><p>Allow	plenty	of	room	for	them	to</p><p>o昀昀er	disagreement.</p><p>Answers</p><p>Refer	to	the	reduced	page	of</p><p>the	Class	Book	for	answers.</p><p>5</p><p>6</p><p>3</p><p>2</p><p>1</p><p>4</p><p>98 | CNA PROGRESSION 1</p><p>UNIT77</p><p>SPEAKING</p><p>GOALS</p><p>•	 O昀昀er	language</p><p>practice	related	to	the</p><p>topic	of	the	unit</p><p>•	 Recycle	vocabulary</p><p>items	related	to</p><p>occupations</p><p>•	 Allow	students</p><p>an	opportunity	to</p><p>practice	and	develop</p><p>their	speaking	skills</p><p>•	 Books	closed.	Ask	your	students</p><p>what	kinds	of	people	are	usually</p><p>associated	with	heroes.	For</p><p>13</p><p>. example,	昀椀re昀椀ghters	are	connected</p><p>to	acts	of	heroism.	Ask	them</p><p>about	animals.	Are	there	any	that</p><p>do	heroic	things?	Ask	them	to	give</p><p>any	examples	of	these.</p><p>•	 Books	open.	Go	over	the	words</p><p>in	Activity	13a	and	tell	students</p><p>what	they	think.	Ask	them	to	add</p><p>two	more	occupations	and	explain</p><p>what	kinds	of	heroic	acts	they</p><p>evoke.	吀栀en	ask	them	what	kinds</p><p>of	people	are	never	associated	to	a</p><p>hero	and	why.</p><p>•	 Divide	students	into	groups	of</p><p>three	and	ask	them	to	read	the</p><p>information	in	the	boxes.	Make</p><p>sure	students	understand	them.</p><p>吀栀en	ask	them	to	express	their</p><p>opinions	and	use	expressions	of</p><p>agreement	and	disagreement	to</p><p>talk	to	their	classmates.	Set	a	time</p><p>limit	of	about	three	minutes	for</p><p>the	discussion.	While	students</p><p>work,	move	around	the	room	and</p><p>check	their	performances.</p><p>LISTENING</p><p>GOALS</p><p>•	 Practice	the	language</p><p>studied	in	the	unit</p><p>•	 Practice	listening</p><p>strategies</p><p>•	 Books	open.	Ask	students	to	look</p><p>at	the	pictures.	Elicit	the	people’s</p><p>physical	characteristics.	吀栀is	will</p><p>serve	as	a	preparation	for	the</p><p>listening	activity.</p><p>•	 Play	the	audio	once	and	have</p><p>students	answer	Activity	14a.</p><p>Check	the	answer	with	the	whole</p><p>class.</p><p>•	 吀栀en	play	the	audio	once	more</p><p>and	ask	students	to	identify	the</p><p>people	mentioned.	吀栀ey	should</p><p>write	the	people’s	names	under</p><p>the	correct	pictures.</p><p>•	 When	students	are	done,	tell	them</p><p>to	compare	their	answers	with	a</p><p>classmate’s.	吀栀en	check	them	with</p><p>the	whole	class.</p><p>Answers</p><p>Refer	to	the	reduced	page	of</p><p>the	Class	Book	for	answers.</p><p>14</p><p>.</p><p>(track 29)</p><p>Annette Henry Felipe</p><p>Tracy Alicia John</p><p>TEACHER'S BOOK | 99</p><p>Heroes in our lives</p><p>VOCABULARY</p><p>GOAL</p><p>•	 Present	and	recycle</p><p>vocabulary	items</p><p>related	to	physical</p><p>descriptions</p><p>•	 Develop	and	expand</p><p>students’	lexical</p><p>repertoire</p><p>•	 Books	closed.	Ask	students	how</p><p>you	can	describe	a	person	(by</p><p>mentioning	physical	characteristics</p><p>and	personality</p><p>traits).	You	may</p><p>want	to	check	students’	previous</p><p>knowledge	by	asking	them</p><p>questions	such	as:</p><p>Do you have a boyfriend or</p><p>girlfriend?</p><p>What does he/she look like?</p><p>Is he/she tall?</p><p>Does he/she have brown eyes?</p><p>•	 Books	open.	Tell	students	to	look</p><p>at	the	pictures	and	see	if	there’s</p><p>anything	they	can	say	about	each</p><p>person	such	as	color	of	eyes	and</p><p>hair.	Take	the	opportunity	and</p><p>draw	their	attention	to	the	word</p><p>elderly,	which	is	considered	more</p><p>politically	correct	than	old.	Ask</p><p>them	to	do	Activity	15a.	Allow</p><p>them	about	two	minutes	and</p><p>move	around	the	room	to	give</p><p>help	if	needed.</p><p>•	 When	time	is	up,	divide	students</p><p>into	pairs	and	tell	them	to	check</p><p>their	work.	Go	over	the	example</p><p>in	their	books	and	let	them	work.</p><p>Move	around	the	room	and	check</p><p>students’	performances.</p><p>•	 When	students	are	done,	check</p><p>answers	with	the	whole	class.</p><p>Answers</p><p>Refer	to	the	reduced	page	of</p><p>the	Class	Book	for	answers.</p><p>See	page	122	of</p><p>the	Teacher’s</p><p>Pack	for</p><p>instructions.</p><p>15</p><p>.</p><p>Information</p><p>Gap Activity</p><p>8</p><p>READING</p><p>GOALS</p><p>•	 Develop	and	practice</p><p>reading	strategies</p><p>•	 O昀昀er	room	for</p><p>language	practice</p><p>related	to	life</p><p>experiences</p><p>•	 Books	closed.	Ask	students	if	they</p><p>know	of	anyone	who’s	considered</p><p>a	hero.	Ask	them	why	this	person</p><p>is	considered	a	hero.	If	no	one</p><p>comes	up	with	an	example,	invent</p><p>a	story	about	a	person	you	met</p><p>that	was	a	hero	to	many	because</p><p>he/she	had	done	so	many	unusual</p><p>things.	You	may	use	the	text	as	a</p><p>reference.</p><p>16</p><p>. •	 Books	open.	Tell	students	to	read</p><p>the	text	and	answer	Activities	16a</p><p>and	16b.	Set	a	time	limit	of	about</p><p>three	minutes	and	move	around</p><p>the	room	to	give	help	if	needed.</p><p>•	 When	time	is	up,	ask	students</p><p>to	compare	their	answers	with	a</p><p>classmate’s	before	you	check	them</p><p>with	the	whole	class.</p><p>•	 Tell	students	to	work	in	pairs	and</p><p>discuss	the	questions	in	Activity</p><p>16c.	Allow	them	three	minutes</p><p>for	the	discussion	and	move</p><p>around	the	room	to	check	their</p><p>performances.</p><p>•	 When	time	is	up,	check	answers</p><p>with	the	whole	class.</p><p>Answers</p><p>Refer	to	the	reduced	page	of</p><p>the	Class	Book	for	answers.</p><p>1</p><p>6</p><p>2</p><p>11</p><p>18</p><p>12</p><p>10</p><p>20</p><p>17</p><p>19</p><p>7</p><p>16</p><p>14</p><p>15</p><p>3</p><p>5</p><p>4</p><p>9</p><p>13</p><p>8</p><p>100 | CNA PROGRESSION 1</p><p>UNIT77</p><p>LANGUAGE</p><p>AWARENESS</p><p>GOAL</p><p>•	 Raise	students’</p><p>awareness	of	language</p><p>used	to	describe</p><p>people	physically</p><p>and	talk	about	their</p><p>personality	traits</p><p>•	 Books	closed.	Ask	students	to</p><p>give	you	examples	of	language</p><p>used	to	describe	people’s	physical</p><p>characteristics.	吀栀en	ask	them	to</p><p>give	you	examples	of	language</p><p>used	to	describe	people’s</p><p>personality	traits.</p><p>17</p><p>. •	 Books	open.	Tell	students	to	look</p><p>at	the	reading	passage	in	Activity</p><p>16	again	and	昀椀nd	the	parts	that</p><p>describe	the	main	character.	Ask</p><p>them	to	say	which	parts	refer	to</p><p>physical	description	and	which	to</p><p>personality.</p><p>•	 Divide	students	into	pairs	and	ask</p><p>them	to	do	Activity	17.	Set	a	time</p><p>limit	of	about	one	minute	and</p><p>walk	around	the	room	to	o昀昀er</p><p>help	if	needed.</p><p>•	 When	time	is	up,	check	answers</p><p>with	the	whole	class.</p><p>Answers</p><p>Refer	to	the	reduced	page	of</p><p>the	Class	Book	for	answers.</p><p>SPEAKING</p><p>GOALS</p><p>•	 Provide	language</p><p>practice	related	to	the</p><p>topic	of	the	unit</p><p>•	 Provide	an</p><p>opportunity	for</p><p>students	to	express</p><p>their	opinions	in</p><p>English</p><p>•	 Allow	students</p><p>an	opportunity	to</p><p>practice	and	develop</p><p>their	speaking	skills</p><p>•	 Books	closed.	Ask	students</p><p>about	their	ideal	teacher,	friend,</p><p>or	romantic	partner	and	elicit</p><p>adjectives	to	describe	them.</p><p>•	 Photocopy	the	charts	available</p><p>in	the	Resource Pack,	page	188,</p><p>Descriptions,	and	give	one	chart	to</p><p>each	student	in	class.</p><p>•	 Ask	students	to	write	three</p><p>adjectives	to	describe	these	ideal</p><p>people	in	the	昀椀rst	column	of	the</p><p>chart.	As	students	write,	move</p><p>around	the	room	and	o昀昀er	help	if</p><p>necessary.</p><p>•	 When	students	are	done,	tell	them</p><p>to	walk	around	the	room	and</p><p>interview	three	classmates.	Model</p><p>the	activity	with	students	before</p><p>they	start.	Say:</p><p>Teacher: What’s your ideal friend</p><p>like?</p><p>Student 1: In my opinion, a friend</p><p>should be generous,</p><p>patient, and caring.</p><p>Teacher: What does your ideal</p><p>romantic partner look</p><p>like?</p><p>Student 2: My ideal romantic</p><p>partner should be tall</p><p>and have green eyes and</p><p>black hair.</p><p>•	 Let	students	work.	Move</p><p>around	the	room	to	check	their</p><p>performances.	When	they	are</p><p>done,	have	them	share	their</p><p>answers	with	the	whole	class.</p><p>18</p><p>.</p><p>He was kind, generous, and open-minded.</p><p>He traveled around the world, he studied in Belgium, worked as a waiter in Holland, and</p><p>got married in Italy.</p><p>He could sing, dance, and play the guitar.</p><p>Because he wanted to change the word and he had humanitarian ideas about life and</p><p>people, morals and ethics. He inspired his grandson to become a compassionate person .</p><p>Since the whole description is in the past, his grandfather is</p><p>probably dead.</p><p>He was the author’s grandfather.</p><p>1</p><p>2</p><p>2</p><p>1</p><p>TEACHER'S BOOK | 101</p><p>Heroes in our lives</p><p>GAME</p><p>GOALS</p><p>•	 Add	an	element	of</p><p>fun	to	the	lesson</p><p>•	 Provide	extra	practice</p><p>of	language	related	to</p><p>describing	people</p><p>•	 Foster	collaborative</p><p>learning	strategies</p><p>•	 Books	closed.	Divide	students	into</p><p>two	teams.	Tell	each	team	to	think</p><p>about	昀椀ve	people.	吀栀ese	people</p><p>may	be	famous	or	someone	they</p><p>all	know	such	as	a	student	in	class</p><p>or	the	teacher.	Give	teams	two</p><p>minutes	to	write	down	the	names</p><p>of	a	people	they	have	thought</p><p>about.</p><p>•	 Students	should	take	turns	asking</p><p>about	the	opposing	team’s	person</p><p>in	order	to	guess	who	it	is.	Only</p><p>four	questions	are	allowed.</p><p>•	 Model	the	game	with	students</p><p>before	they	start	playing	it.	Write</p><p>some	examples	of	questions	on</p><p>the	board	and	elicit	some	others.</p><p>For	example:</p><p>Is it a man or a woman?</p><p>Is he/she famous?</p><p>What’s his/her nationality?</p><p>What does he/she look like?</p><p>What is he/she like?</p><p>•	 At	the	end	of	the	game,	the	team</p><p>that	can	guess	the	most	names</p><p>wins.</p><p>19</p><p>. FEEDBACK TIME</p><p>GOAL</p><p>•	 Provide	students</p><p>with	an	opportunity</p><p>to	come	up	with</p><p>an	overview	of	the</p><p>language	worked</p><p>on	throughout</p><p>the	unit	for	the</p><p>purposes	of	reviewing,</p><p>summarizing,	and</p><p>self-evaluating</p><p>2</p><p>0</p><p>. •	 Books	open.	Go	through	the</p><p>communicative	functions</p><p>listed	and,	in	pairs,	encourage</p><p>students	to	come	up	with	the</p><p>corresponding	language	points.</p><p>Ask	them	to	rate	their	skills.	吀栀ey</p><p>may	refer	to	the	speci昀椀c	language</p><p>content	in	the	unit.	Monitor	the</p><p>activity	at	all	times	and	o昀昀er	help</p><p>if	necessary.</p><p>•	 When	students	are	done,	have</p><p>them	share	with	their	classmates</p><p>the	most	meaningful	昀椀ndings</p><p>about	their	own	learning</p><p>processes.	Discuss	questions</p><p>related	to	study	habits,	and	the</p><p>importance	of	keeping	up	with</p><p>the	language	through	the	Web</p><p>Lessons,	the	Grammar	Tips</p><p>section,	and	so	on.</p><p>102 | CNA PROGRESSION 1</p><p>UNIT88</p><p>GAME</p><p>GOALS</p><p>•	 O昀昀er	students	an</p><p>opportunity	to	review</p><p>vocabulary	previously</p><p>studied</p><p>•	 Foster	cooperative</p><p>learning	strategies</p><p>•	 Add	an	element	of</p><p>fun	to	the	lesson</p><p>1.</p><p>•	 Books	closed.	Ask	students	to</p><p>get	together	in	groups	of	three.</p><p>Ask	each	group	to	choose	a</p><p>representative.	吀栀is	person	is</p><p>the	only	student	in	each	group</p><p>allowed	to	write.</p><p>•	 Tell	students	you’ll	call	out	a</p><p>category	and	they	should	write</p><p>down	all	the	words	that	belong</p><p>to	that	category	in	one	minute.</p><p>Point	out	to	students	that	they’ll</p><p>be	competing	against	each	other.</p><p>吀栀erefore,	they	shouldn’t	say	the</p><p>words	out	loud	otherwise	they	will</p><p>help	the	other	groups.</p><p>•	 Choose	one	category	from	the</p><p>list	provided	and	give	them	one</p><p>minute	so	the	groups	can	come</p><p>up	with	all	the	words	they	can</p><p>remember.</p><p>•	 When	time	is	up,	ask</p><p>representatives	to	put	their	pens</p><p>down	and	count	how	many</p><p>words	they	have.	吀栀e	group	with</p><p>the	most	words	is	the	winner	of</p><p>that	round	and	it	scores	a	point.</p><p>Ask	the	group	with	most	words</p><p>to	call	out	its	words.	吀栀e	other</p><p>groups	should	listen	and	cross</p><p>out	the	words	they	hear	that</p><p>are	part	of	their	lists.	When	the</p><p>winner	昀椀nishes,	ask	students	if</p><p>there	are	any	other	words	they</p><p>came	up	with	and	which	were	not</p><p>mentioned.	Repeat	the	procedure</p><p>until	all	the	categories	have	been</p><p>covered.	吀栀e	group	with	the	most</p><p>points	at	the	end	of	the</p><p>game</p><p>wins.</p><p>Suggested list of categories</p><p>Personality	traits</p><p>Physical	characteristics</p><p>Parts	of	the	body</p><p>Technological	devices	and	gadgets</p><p>Travel-related	vocabulary</p><p>Items	of	clothing</p><p>TEACHER'S BOOK | 103</p><p>Putting it all together.</p><p>SPEAKING</p><p>GOALS</p><p>•	 Practice	describing</p><p>people	and	what	they</p><p>are	wearing</p><p>•	 Activate	and	recycle</p><p>language	which	has</p><p>been	worked	on</p><p>previously</p><p>•	 Allow	students</p><p>an	opportunity	to</p><p>practice	and	develop</p><p>their	speaking	skills</p><p>2</p><p>. •	 Books	open.	Pair	students	up.</p><p>Tell	them	to	mentally	choose	a</p><p>picture.	吀栀ey	should	take	turns</p><p>describing	what	the	chosen</p><p>person	looks	like	so	their	partners</p><p>can	guess	who	the	person	is.</p><p>•	 Before	students	start	talking,	elicit</p><p>the	language	to	be	used	in	the</p><p>activity.	If	necessary,	model	the</p><p>activity	with	one	student.	Give</p><p>students	about	昀椀ve	minutes	to</p><p>interact.	While	they	talk,	move</p><p>around	the	room	and	help	them</p><p>if	necessary.	If	necessary,	carry	out</p><p>remedial	work.</p><p>104 | CNA PROGRESSION 1</p><p>UNIT88</p><p>LISTENING</p><p>GOALS</p><p>•	 Review	language</p><p>previously	studied</p><p>•	 Practice	listening	for</p><p>speci昀椀c	information</p><p>and	making	inferences</p><p>•	 Books	open.	Ask	students	if	they</p><p>have	a	boyfriend	or	girlfriend.</p><p>Invite	volunteers	to	describe	that</p><p>person.</p><p>•	 Tell	students	that	they’ll	listen</p><p>to	a	conversation	in	which	two</p><p>people	from	Activity	2	are	being</p><p>described.	Play	the	audio	once</p><p>and	have	students	check	the</p><p>3.</p><p>(track 30)</p><p>appropriate	pictures.	吀栀en	ask</p><p>students	to	compare	answers.	If</p><p>they’re	still	unsure,	play	the	audio</p><p>again	for	con昀椀rmation.	吀栀is	time,</p><p>ask	students	to	write	down	the</p><p>adjectives	used	to	describe	both</p><p>people.</p><p>•	 When	students	are	done,	check</p><p>answers	to	Activities	3a	and	3b</p><p>with	the	whole	class.	吀栀en	ask</p><p>students	the	question	in	Activity</p><p>3c.	Induce	them	to	use	the</p><p>language	to	express	possibility	and</p><p>justify	their	answers.</p><p>Answers</p><p>Refer	to	the	reduced	page	of</p><p>the	Class	Book	for	answers.</p><p>SPEAKING</p><p>GOALS</p><p>•	 Activate	and	recycle</p><p>language	which	has</p><p>been	worked	on</p><p>previously</p><p>•	 Practice	talking	about</p><p>past	actions</p><p>•	 Allow	students</p><p>an	opportunity	to</p><p>practice	and	develop</p><p>their	speaking	skills</p><p>•	 Books	open.	Pair	students	up	and</p><p>ask	them	to	take	turns	asking	and</p><p>answering	the	questions	in	the</p><p>activity.	Encourage	students	to</p><p>keep	the	conversation	going	and</p><p>add	their	own	questions.	Give</p><p>them	about	four	minutes	for	the</p><p>interaction.	While	students	talk,</p><p>move	around	the	room	and	help</p><p>them	if	necessary.</p><p>•	 When	time	is	up,	ask	students	to</p><p>report	their	昀椀ndings.	If	necessary,</p><p>carry	out	remedial	work.</p><p>SPEAKING</p><p>GOALS</p><p>•	 Practice	describing</p><p>people	and	giving</p><p>opinions</p><p>•	 Activate	and	recycle</p><p>language	which	has</p><p>been	worked	on</p><p>previously</p><p>•	 Allow	students</p><p>an	opportunity	to</p><p>practice	and	develop</p><p>their	speaking	skills</p><p>•	 Books	open.	Divide	students	into</p><p>groups	of	three	or	four	students.</p><p>Ideally	groups	shouldn’t	have	boys</p><p>and	girls	working	together.	Tell</p><p>them	they	should	come	up	with	a</p><p>description	of	their	ideal	romantic</p><p>partner.	Elicit	language	to	be	used</p><p>in	the	activity.	Give	them	about</p><p>昀椀ve	minutes	for	the	interaction.</p><p>While	students	talk,	move	around</p><p>the	room	and	help	them	if</p><p>necessary.</p><p>4.</p><p>5.</p><p>Pictures 7 and 24</p><p>She’s nice, intelligent, and</p><p>helpful .</p><p>He’s nice, intelligent, and</p><p>determined.</p><p>TEACHER'S BOOK | 105</p><p>Putting it all together.</p><p>•	 When	time	is	up,	ask	students	to</p><p>report	their	昀椀ndings	and	compare</p><p>their	descriptions.	If	necessary,</p><p>carry	out	remedial	work.</p><p>SPEAKING</p><p>GOALS</p><p>•	 Activate	and	recycle</p><p>language	which	has</p><p>been	worked	on</p><p>previously</p><p>•	 Allow	students</p><p>an	opportunity	to</p><p>practice	and	develop</p><p>their	speaking	skills</p><p>•	 Books	open.	Keep	students	in	the</p><p>same	groups	they	were	in	for	the</p><p>previous	activity.	Tell	them	to</p><p>give	the	man	and	woman	in	the</p><p>pictures	advice	on	what	to	do</p><p>before,	during,	and	after	a	date.</p><p>6.</p><p>•	 Explore	the	pictures	in	the</p><p>students’	books	and	elicit	language</p><p>to	be	used	in	the	activity.	Give</p><p>them	about	昀椀ve	minutes	for	the</p><p>interaction.	While	they	talk,	move</p><p>around	the	room	and	help	them	if</p><p>necessary.</p><p>•	 When	time	is	up,	ask	students</p><p>to	report	their	昀椀ndings	and</p><p>compare	their	recommendations.</p><p>If	necessary,	carry	out	remedial</p><p>work.</p><p>108 | CNA PROGRESSION 1</p><p>FURTHER PRACTICE | 109</p><p>22</p><p>UNIT</p><p>What should</p><p>I do?</p><p>AFTER ACTIVITY 3</p><p>•	 Before	class,	write	the	parts	of	the	hu</p><p>man	body	on	two	sheets	of	blank	stick</p><p>ers.</p><p>吀栀en	divide	students	into	two	teams	and	give	each	team	a	sheet	of	stickers.	吀栀ere</p><p>must	be	the	same	parts	of	the	body	on	both	sheets.</p><p>•	 Ask	each	team	to	choose	a	volunteer.	At	your	com</p><p>mand,	team	members	should</p><p>stick	their	stickers	on	the	volunteers</p><p>’	correct	parts	of	the	body.	Set	a	tim</p><p>e	limit	of</p><p>about	one	minute.</p><p>•	 When	time	is	up,	check	if	the	volunteers	have</p><p>the	stickers	on	the	correct	parts	of</p><p>their	bodies.	Teams	score	a	point	for	each	sticker	that	i</p><p>s	on	the	correct	part	of	the</p><p>volunteers’	bodies.	吀栀e	team	with	the	most	points	wins	the	game.</p><p>110 | CNA PROGRESSION 1</p><p>Let</p><p>,</p><p>s take a trip!</p><p>UNIT</p><p>55</p><p>AFTER ACTIVITY 6</p><p>•	 Get	markers	of	di昀昀erent	colors	and	divide	the	students	into	as	many	groups	as	the	number	of	markers	you	have.	Write	all	the	words	listed	in	Activity	6a	on	the	board	and	create	a	short	de昀椀nition	for	each	of	the	words	listed.</p><p>•	 Give	one	marker	to	each	group.	As	you	read	a	de昀椀nition	at	random	(not	in	the	order	the	words	have	been	listed	on	the	board),	students	should	come	up	to	the	board	and	circle	the	correct	word.	吀栀en	students	hand	the	markers	to	the	next	student	in	their	groups	and	so	it	goes	until	all	the	words	have	been	circled.</p><p>•	 吀栀e	winner	is	the	group	that	has	circled	the	most	words	correctly.</p><p>SUGGESTED DEFINITIONS</p><p>A	document	you	need	when	you	travel	by	plane.	(passport)</p><p>You	need	this	to	get	into	some	foreign	countries.	(visa)</p><p>You	have	the	right	to	this	after	working	for	a	company	for	one	year.	(vacation)吀栀e	type	of	trip	executives	usually	take.	(business)</p><p>A	document	you	use	to	identify	yourself.	(ID)</p><p>You	go	to	this	place	to	catch	a	plane.	(airport)</p><p>A	synonym	for	money.	(cash)</p><p>You	use	it	to	get	information	about	a	place	you	are	visiting.	(travel	guide)You	need	it	in	case	you	have	an	emergency	while	traveling.	(health	insurance)You	move	from	one	place	to	another	by	using	means	of	transportation	and	taking	luggage.	(trip)</p><p>吀栀ings	such	as	necklaces,	bracelets,	or	rings.	(jewelry)</p><p>You	need	this	to	drive	in	a	foreign	country.	(international	driver’s	license)</p><p>FURTHER PRACTICE | 111</p><p>Heroes in our lives 77</p><p>UNIT</p><p>AFTER ACTIVITY 17</p><p>•	 Distribute	a	blank	sheet	of	paper	to</p><p>each	student	in	class	and	tell	them	to	write</p><p>their	names	on	the	top	of	it.</p><p>•	 Students	should	be	sitting	in	a	circle</p><p>.	Tell	them	to	give	their	sheets	to	the	classmate</p><p>sitting	on	their	left.	Students	now	w</p><p>ill	have	a	new	sheet	of	paper	with	th</p><p>e	name	of</p><p>a	classmate	written	on	the	top.	Ask	them	to	write	a	characteristic	they	think	t</p><p>hat</p><p>person	has	and	move	their	sheets	to	the	next	student</p><p>sitting	on	their	left.</p><p>•	 Students	should	follow	the	same	procedure	until	they	get	the	sheet</p><p>of	paper	with</p><p>their	own	names	on	the	top.</p><p>•	 Give	students	a	minute	to	read	the	characteristics	thei</p><p>r	classmates	have	written</p><p>about	them.	吀栀en	open	the	discussion.	Ask	them	if	they	agree	or	disagree	with	the</p><p>characteristics	given	and	if	there’s	an</p><p>ything	they’d	like	to	change	about	th</p><p>emselves.</p><p>INFORMATION GAP ACTIVITY | 115</p><p>11UNIT</p><p>GOALS</p><p>•	 Practice	talking	about	what	someone	did	over	the	weekend</p><p>•	 Allow	students	an	opportunity	to	develop	their	speaking	skills</p><p>Information</p><p>Gap Activity</p><p>1</p><p>slight	di昀昀erences.	Students	should</p><p>talk	to	each	other	to	昀椀nd	out</p><p>what	is	di昀昀erent	between	them.</p><p>•	 Go	over	the	examples	on	the</p><p>students’	cards	and	model	the</p><p>activity	with	a	student	if	necessary.</p><p>Set	a	time	limit	of	about	昀椀ve</p><p>minutes	and	move	around</p><p>the	room	to	check	students’</p><p>performances.</p><p>•	 Books	open.	Divide	students	into</p><p>pairs,	Students	A	and	Students</p><p>B,	and	ask	the	students	to	refer</p><p>to	the	corresponding	page	at	the</p><p>back	of	their	books	and	not	show</p><p>it	to	their	partners.</p><p>•	 Explain	that	Students	A</p><p>and	Students	B	have	similar</p><p>information	about	what	they	did</p><p>last	weekend,	but	there	are	some</p><p>116 | CNA PROGRESSION 1</p><p>11UNIT</p><p>GOALS</p><p>•	 Practice	talking	about	someone’s	trip</p><p>•	 Allow	students	an	opportunity	to	develop	their	speaking	skills</p><p>Information</p><p>Gap Activity</p><p>2</p><p>•	 Books	open.	Divide	students	into</p><p>pairs,	Students	A	and	Students</p><p>B,	and	ask	them	to	refer	to	the</p><p>corresponding	page	at	the	back</p><p>of	their	books	and	not	show	it	to</p><p>their	partners.</p><p>•	 Explain	that	Students	A	and</p><p>Students	B	should	take	turns</p><p>asking	each	other	questions	to	昀椀ll</p><p>in	the	chart	on	their	cards.</p><p>•	 Elicit	the	questions	students</p><p>should	ask	and	model	the	activity</p><p>with	a	student.	Set	a	time	limit</p><p>of	about	seven	minutes	and</p><p>move	around	the	room	to	check</p><p>students’	performances.</p><p>•	 When	time	is	up,	ask	students	to</p><p>compare	their	cards.</p><p>INFORMATION GAP ACTIVITY | 117</p><p>UNIT22</p><p>Information</p><p>Gap Activity</p><p>3</p><p>•	 Practice	talking	about	someone’s	trip</p><p>•	 Allow	students	an	opportunity	to	develop	their	speaking	skills</p><p>GOALS</p><p>•	 Practice	asking	for	and	giving	advice</p><p>•	 Allow	students	an	opportunity	to	develop	their	speaking	skills</p><p>•	 Books	open.	Divide	students	into</p><p>pairs,	Students	A	and	Students</p><p>B,	and	ask	them	to	refer	to	the</p><p>corresponding	page	at	the	back</p><p>of	their	books	and	not	show	it	to</p><p>their	partners.</p><p>•	 Explain	that	Students	A	and</p><p>Students	B	should	take	turns</p><p>asking	for	and	giving	advice	on	the</p><p>issues	given.	Students	A	should	ask</p><p>for	advice	on	the	odd	numbers</p><p>and	Students	B	should	ask	for</p><p>advice	on	the	even	numbers.	Tell</p><p>them	that	the	advice	they	will</p><p>give	is	obvious	because	of	the</p><p>sentences	given.</p><p>•	 Tell	students	they	should	form</p><p>embedded	questions.	Elicit</p><p>the	questions	they	should	ask</p><p>and	model	the	activity	with	a</p><p>student.	Set	a	time	limit	of	about</p><p>昀椀ve	minutes	and	move	around</p><p>the	room	to	check	students’</p><p>performances.</p><p>118 | CNA PROGRESSION 1</p><p>33UNIT</p><p>GOALS</p><p>•	 Further	practice	describing	what	people	are	wearing</p><p>•	 Allow	students	an	opportunity	to	develop	their	speaking	skills</p><p>Information</p><p>Gap Activity</p><p>4</p><p>•	 Books	open.	Divide	students	into</p><p>pairs,	Students	A	and	Students</p><p>B,	and	ask	them	to	refer	to	the</p><p>corresponding	page	at	the	back</p><p>of	their	books	and	not	show	it	to</p><p>their	partners.</p><p>•	 Explain	that	Students	A	and</p><p>Students	B	should	take	turns</p><p>asking	about	and	describing	what</p><p>the	people	in	the	box	are	wearing</p><p>so	that	they	complete	the	missing</p><p>names.</p><p>•	 Model	the	activity	with	students.</p><p>Set	a	time	limit	of	about	seven</p><p>minutes	and	move	around</p><p>the	room	to	check	students’</p><p>performances.</p><p>INFORMATION GAP ACTIVITY | 119</p><p>UNIT33</p><p>GOALS</p><p>•	 Discuss	shopping	habits	and	ways	of	avoiding	excess	consumerism</p><p>•	 Allow	students	an	opportunity	to	develop	their	speaking	skills</p><p>•	 Further	practice	describing	what	people	are	wearing</p><p>•	 Allow	students	an	opportunity	to	develop	their	speaking	skills</p><p>Information</p><p>Gap Activity</p><p>5</p><p>•	 Tell	students	to	昀椀ll	in	the	chart</p><p>with	their	partner’s	answers	and</p><p>add	up	the	total	when	they	昀椀nish.</p><p>Ask	students	to	read	their	results</p><p>and	discuss	whether	or	not	they</p><p>agree	with	them.	Students	should</p><p>give	their	classmates	advice	if	they</p><p>昀椀nd	out	they’re	shopaholics.</p><p>•	 Books	open.	Write	the	word</p><p>shopaholic	on	the	board	and	ask</p><p>students	if	they	know	what	it</p><p>means.	Explain	the	meaning	and</p><p>divide	students	into	pairs.	Tell</p><p>them	to	interview	each	other	to</p><p>昀椀nd	out	whether	or	not	they	are</p><p>shopaholics.</p><p>120 | CNA PROGRESSION 1</p><p>44UNIT</p><p>GOALS</p><p>•	 Practice	the	vocabulary	previously	studied</p><p>•	 Giving	commands	for	performing	an	action	with	a	technological	device</p><p>•	 Allow	students	an	opportunity	to	develop	their	speaking	skills</p><p>Information</p><p>Gap Activity</p><p>6</p><p>•	 Books	open.	Divide	students	into</p><p>pairs,	Students	A	and	Students</p><p>B,	and	ask	them	to	refer	to	the</p><p>corresponding	page	at	the	back</p><p>of	their	books	and	not	show	it	to</p><p>their	partners.</p><p>•	 Each	student	will	be	in	charge	of</p><p>giving	his/her	partner	instructions</p><p>on	how	to	perform	an	action</p><p>using	a	cell	phone	and	a	computer.</p><p>Partners	should	number	the</p><p>pictures	on	their	cards	in	the</p><p>correct	order	based	on	the</p><p>instructions	given.</p><p>•	 Tell	students	there	are	cues</p><p>under	each	picture	to	help	them</p><p>elaborate	their	instructions.	Model</p><p>the	activity	with	a	student	if</p><p>necessary.	Set	a	time	limit	of	about</p><p>昀椀ve	minutes	and	let	them	work.</p><p>Move	around	the	room	to	check</p><p>their	performances.</p><p>•	 When	time	is	up,	ask	students	to</p><p>compare	their	cards.</p><p>INFORMATION GAP ACTIVITY | 121</p><p>UNIT66</p><p>•	 Practice	the	vocabulary	previously	studied</p><p>•	 Giving	commands	for	performing	an	action	with	a	technological	device</p><p>•	 Allow	students	an	opportunity	to	develop	their	speaking	skills</p><p>GOALS</p><p>•	 Practice	talking	about	the	future</p><p>•	 Allow	students	an	opportunity	to	develop	their	speaking	skills</p><p>Information</p><p>Gap Activity</p><p>7</p><p>•	 Books	open.	Divide	students	into</p><p>pairs,	Students	A	and	Students</p><p>B,	and	ask	them	to	refer	to	the</p><p>corresponding	page	at	the	back</p><p>of	their	books	and	not	show	it	to</p><p>their	partners.</p><p>•	 Students	A	have	information</p><p>Students	B	don’t	and	vice-versa.</p><p>Explain	that	Students	A	and</p><p>Students	B	should	take	turns</p><p>asking	each	other	questions	to	昀椀ll</p><p>in	the	chart	on	their	cards.</p><p>•	 Draw	students’	attention	to	the</p><p>example	on	their	cards	and	let</p><p>them	work.	Set	a	time	limit	of</p><p>about	昀椀ve	minutes	and	move</p><p>around	the	room	to	check</p><p>students’	performances.</p><p>•	 When	time	is	up,	ask	students	to</p><p>compare	their	cards.	吀栀en	use	the</p><p>answers	as	a	springboard	to	the</p><p>next	activity	in	the	Class	Book	by</p><p>asking	students	what	could	be</p><p>done	to	preserve	the	environment.</p><p>122 | CNA PROGRESSION 1</p><p>UNIT66</p><p>GOALS</p><p>•	 Practice	describing	people’s	physical	appearance</p><p>•	 Allow	students	an	opportunity	to	develop	their	speaking	skills</p><p>Information</p><p>Gap Activity</p><p>8</p><p>•	 Books	open.	Divide	students	into</p><p>pairs,	Students	A	and	Students</p><p>B,	and	ask	them	to	refer	to	the</p><p>corresponding	page	at	the	back</p><p>of	their	books	and	not	show	it	to</p><p>their	partners.</p><p>•	 Students	A	have	information	that</p><p>Students	B	don’t	and	vice-versa.</p><p>Explain	that	Students	A	and</p><p>Students	B	should	take	turns</p><p>asking	each	other	questions	to	昀椀ll</p><p>in	the	blanks	on	their	cards.</p><p>•	 Draw	students’	attention	to	the</p><p>example	on	their	cards	and	let</p><p>them	work.	Set	a	time	limit	of</p><p>about	seven	minutes	and	move</p><p>around	the	room	to	check</p><p>students’	performances.</p><p>•	 When	time	is	up,	ask	students	to</p><p>compare	their	cards.</p><p>GRAMMAR TIPS | 125</p><p>11UNIT</p><p>THE SIMPLE PAST TENSE</p><p>We use the simple past tense to talk about situations that happened at a specific time in the past. Study the</p><p>examples:</p><p>We form the past of most verbs by adding -ed to their base form. Study the examples:</p><p>visit I visited my family last weekend.</p><p>play �ey played with the kids all day yesterday.</p><p>Some verbs change their spellings in the past. Study the examples:</p><p>Some verbs in the past are irregular. Study the examples:</p><p>see We saw a wonderful movie last night.</p><p>buy/get We bought a house when we got married.</p><p>•	 For verbs ending in -e we add -d. Study the</p><p>examples:</p><p>decide decided</p><p>agree agreed</p><p>•	 For one syllable verbs ending in a single</p><p>vowel and a consonant, we double the last</p><p>consonant. Study the examples:</p><p>tip tipped</p><p>stop stopped</p><p>•	 For verbs ending in a consonant + -y, we drop</p><p>the -y and add -ied. Study the examples:</p><p>try tried</p><p>cry cried</p><p>•	 For verbs with two or more syllables ending</p><p>in a single vowel and consonant whose</p><p>final syllable is stressed, we double the last</p><p>consonant. Study the examples:</p><p>refer referred</p><p>prefer preferred</p><p>126 | CNA PROGRESSION 1</p><p>11UNIT</p><p>�e past form of verbs is the same for all persons. Study the examples:</p><p>To make interrogative sentences in the past, we use the auxiliary verb did and the main verb in the infinitive</p><p>without to. Study the example:</p><p>A: Did she go to the party with Bob?</p><p>B: Yes, she did.</p><p>A: Where did they meet?</p><p>B: At her place.</p><p>A:</p><p>And did they like the party?</p><p>B: Yes, they did.</p><p>To make negative sentences in the past we use the auxiliary verb did + not (didn’t) and the main verb in the</p><p>infinitive without to. Study the example:</p><p>A: How did Lucy get home?</p><p>B: Well, Je� didn’t drive her home because his car broke down. So she had to take a cab.</p><p>A: Really? Did she get upset?</p><p>B: Not really. She didn’t get upset because she understood it wasn’t his fault.</p><p>Short answers can be given to yes or no questions. Study the example:</p><p>I</p><p>You</p><p>He</p><p>She</p><p>It looked happy yesterday.</p><p>We</p><p>You</p><p>�ey</p><p>I</p><p>You</p><p>He</p><p>She</p><p>It ate pizza last night.</p><p>We</p><p>You</p><p>�ey</p><p>] ]</p><p>GRAMMAR TIPS | 127</p><p>11UNIT</p><p>Study the charts for the a�rmative, negative, interrogative, contracted forms, and short answers of verb to be in</p><p>the past.</p><p>GRAMMAR ACTIVITY</p><p>Use the cues to write sentences in the simple past tense. Follow the example:</p><p>ANSWERS</p><p>I went to school. / Did you have a test? / No, I did not (didn’t). / What time did you go home? / I went back home at three. /</p><p>What did you do in the afternoon? / I listened to music and slept.</p><p>Daniel: what / you / do / yesterday?</p><p>Phil: I / go / to / school.</p><p>Daniel: you / have / a / test?</p><p>Phil: no, / I / not.</p><p>Daniel: what / time / you / go / home?</p><p>Phil: I / go / back / home / at / three.</p><p>Daniel: what / you / do / in / the / afternoon?</p><p>Phil: I / listen / to / music / and / sleep.</p><p>What did you do yesterday?</p><p>AFFIRMATIVE</p><p>I was late.</p><p>You were late.</p><p>He was late.</p><p>She was late.</p><p>It was late.</p><p>We were late.</p><p>You were late.</p><p>�ey were late.</p><p>NEGATIVE</p><p>I was not (wasn’t) late.</p><p>You were not (weren’t) late.</p><p>He was not (wasn’t) late.</p><p>She was not (wasn’t) late.</p><p>It was not (wasn’t) late.</p><p>We were not (weren’t) late.</p><p>You were not (weren’t) late.</p><p>�ey were not (weren’t) late.</p><p>INTERROGATIVE</p><p>Was I late?</p><p>Were you late?</p><p>Was he late?</p><p>Was she late?</p><p>Was it late?</p><p>Were we late?</p><p>Were you late?</p><p>Were they late?</p><p>SHORT ANSWERS</p><p>Yes, I was./No, I was not (wasn’t).</p><p>Yes, you were./No, you were not (weren’t).</p><p>Yes, he was./No, he was not (wasn’t).</p><p>Yes, she was./No, she was not (wasn’t).</p><p>Yes, it was./No, it was not (wasn’t).</p><p>Yes, we were./No, we were not (weren’t).</p><p>Yes, you were./No, you were not (weren’t).</p><p>Yes, they were./No, they were not (weren’t).</p><p>128 | CNA PROGRESSION 1</p><p>22UNIT</p><p>EMBEDDED QUESTIONS</p><p>An embedded question is a question that is included in another question. Notice that the position of the verb</p><p>and the subject isn’t inverted. Study the examples:</p><p>Question: What time is it?</p><p>Embedded question: Do you know what time it is?</p><p>Question: What should I do?</p><p>Embedded question: What do you think I should do?</p><p>Question: Where could I go on my vacation?</p><p>Embedded question: Where do you think I could go on my vacation?</p><p>GRAMMAR ACTIVITY</p><p>Write embedded questions. Use the phrases in parentheses. Follow the example:</p><p>Should I talk to my dad about it? (Do you think)</p><p>_____________________________________________________________.</p><p>1. Should I get married? (Do you think)</p><p>_____________________________________________________________.</p><p>2. Is there a good movie on TV tonight? (Do you think)</p><p>_____________________________________________________________.</p><p>3. Where’s my room? (Do you know)</p><p>_____________________________________________________________.</p><p>4. How long does a trip to Buenos Aires take? (Do you know)</p><p>_____________________________________________________________.</p><p>5. Where’s the zoo? (Could you tell me)</p><p>_____________________________________________________________.</p><p>6. How much is that pair of black shoes? (Could you tell me)</p><p>_____________________________________________________________.</p><p>Do you think I should talk to my dad about it?</p><p>A</p><p>N</p><p>S</p><p>W</p><p>E</p><p>R</p><p>S</p><p>1</p><p>.</p><p>D</p><p>o</p><p>y</p><p>o</p><p>u</p><p>t</p><p>h</p><p>in</p><p>k</p><p>I s</p><p>h</p><p>o</p><p>u</p><p>ld</p><p>g</p><p>et</p><p>m</p><p>ar</p><p>ri</p><p>ed</p><p>?</p><p>/</p><p>2</p><p>.</p><p>D</p><p>o</p><p>y</p><p>o</p><p>u</p><p>t</p><p>h</p><p>in</p><p>k</p><p>th</p><p>er</p><p>e</p><p>is</p><p>a</p><p>g</p><p>o</p><p>o</p><p>d</p><p>m</p><p>o</p><p>vi</p><p>e</p><p>o</p><p>n</p><p>T</p><p>V</p><p>t</p><p>o</p><p>n</p><p>ig</p><p>h</p><p>t?</p><p>3</p><p>.</p><p>D</p><p>o</p><p>y</p><p>o</p><p>u</p><p>k</p><p>n</p><p>o</p><p>w</p><p>w</p><p>h</p><p>er</p><p>e</p><p>m</p><p>y</p><p>ro</p><p>o</p><p>m</p><p>is</p><p>?</p><p>/</p><p>4</p><p>.</p><p>D</p><p>o</p><p>y</p><p>o</p><p>u</p><p>k</p><p>n</p><p>o</p><p>w</p><p>h</p><p>o</p><p>w</p><p>lo</p><p>n</p><p>g</p><p>a</p><p>tr</p><p>ip</p><p>t</p><p>o</p><p>B</p><p>u</p><p>en</p><p>o</p><p>s</p><p>A</p><p>ir</p><p>es</p><p>t</p><p>ak</p><p>es</p><p>?</p><p>5</p><p>.</p><p>C</p><p>o</p><p>u</p><p>ld</p><p>y</p><p>o</p><p>u</p><p>t</p><p>el</p><p>l m</p><p>e</p><p>w</p><p>h</p><p>er</p><p>e</p><p>th</p><p>e</p><p>zo</p><p>o</p><p>is</p><p>?</p><p>/</p><p>6</p><p>.</p><p>C</p><p>o</p><p>u</p><p>ld</p><p>y</p><p>o</p><p>u</p><p>t</p><p>el</p><p>l m</p><p>e</p><p>h</p><p>o</p><p>w</p><p>m</p><p>u</p><p>ch</p><p>t</p><p>h</p><p>at</p><p>p</p><p>ai</p><p>r</p><p>o</p><p>f b</p><p>la</p><p>ck</p><p>s</p><p>h</p><p>o</p><p>es</p><p>is</p><p>?</p><p>GRAMMAR TIPS | 129</p><p>UNIT22</p><p>SHOULD/CAN/COULD/</p><p>MAY/MIGHT (ADVICE)</p><p>We can use the modal verbs should, can,</p><p>could, may, and might to o�er suggestions</p><p>and give advice. Study the examples:</p><p>130 | CNA PROGRESSION 1</p><p>22UNIT</p><p>GRAMMAR ACTIVITY</p><p>Complete the sentences with should, can, could, may, and might. Follow the example:</p><p>ANSWERS</p><p>1. may/might / 2. should / 3. should / 4. can/could / 5. can/could / 6. may/might / 7. should</p><p>should</p><p>1.</p><p>3.2.</p><p>5.4.</p><p>7.6.</p><p>GRAMMAR TIPS | 131</p><p>UNIT33</p><p>COLLOCATIONS</p><p>(VERBS + PREPOSITIONS)</p><p>In English, a particular combination of words is called collocation. When you learn a new word, it’s also</p><p>important to learn the words that go with it. Study the examples:</p><p>GRAMMAR ACTIVITY</p><p>Fill in the blanks with the correct prepositions.</p><p>1. She loves listening ______ music.</p><p>2. My cell phone doesn’t have access ______ the Internet.</p><p>3. �ose shoes don’t go _______ these pants.</p><p>4. Did you find ______ when her birthday is?</p><p>5. She is talking ______ the new teacher.</p><p>6. Do you know what happened ______ him?</p><p>7. �ese flip-flops belong _______ Monica.</p><p>8. When are they going to arrive ______ San Diego?</p><p>ANSWERS</p><p>1. to / 2. to / 3. with / 4. out / 5. to/with/about / 6. to / 7. to / 8. in/from</p><p>132 | CNA PROGRESSION 1</p><p>UNIT55</p><p>HAVE TO</p><p>We use HAVE TO to talk about obligation and necessity. Study the examples:</p><p>To go to the U.S.A., you have to get a visa.</p><p>To go to most countries in Europe, you just have to get a passport.</p><p>I want to have dinner with you tonight, but I have to finish my project first.</p><p>GRAMMAR ACTIVITY</p><p>Fill in the blanks with the correct form of have to.</p><p>ANSWERS</p><p>1. have to / 2. had to / 3. has to / 4. have to / 5. had to / 6. have to</p><p>1.</p><p>3.</p><p>5.</p><p>2.</p><p>4.</p><p>6.</p><p>GRAMMAR TIPS | 133</p><p>UNIT55</p><p>MODAL VERBS</p><p>We can use the modal verbs MAY, MIGHT, and COULD to express possibility or probability, SHOULD to</p><p>express suggestion, and CAN to express ability. Study the examples:</p><p>I may talk to Helen on Monday, but I’m not sure I’ll see her.</p><p>We might stay at a hostel in Amsterdam.</p><p>You could visit a museum in the afternoon.</p><p>Do you think I should take a trip with Rebecca?</p><p>I can play the piano, but my sister can’t.</p><p>GRAMMAR ACTIVITY</p><p>Fill in the blanks with the correct form of may, might, can, could, or should.</p><p>ANSWERS</p><p>1. may/might / 2. can’t / 3. could / 4. should</p><p>134 | CNA PROGRESSION 1</p><p>UNIT55</p><p>VERBS OF PREFERENCE +</p><p>GERUND & INFINITIVE</p><p>Verbs such as LOVE, LIKE, HATE, and PREFER can be followed by verbs in both the infinitive form or the gerund.</p><p>However, there’s a slight di�erence between the two forms. �e gerund expresses liking while the infinitive</p><p>expresses habitual preference, something we consider right, useful, or wise. Study the examples:</p><p>My husband and I love traveling on our vacation.</p><p>(but)</p><p>My husband and I love to travel in September.</p><p>I like talking to native Spanish speakers.</p><p>(but)</p><p>I like to talk to native Spanish speakers to practice my Spanish.</p><p>I hate staying at hostels.</p><p>(but)</p><p>I hate to stay at home when I’m on vacation.</p><p>I prefer driving cars to trucks.</p><p>(but)</p><p>I prefer to drive during the day.</p><p>Some verbs such as ENJOY and expressions such as</p><p>CAN’T STAND and FEEL LIKE are normally followed by</p><p>verbs in the gerund. Study the examples:</p><p>I enjoy going to the beach.</p><p>I can’t stand traveling in large groups.</p><p>I feel like having a cup of tea before we leave.</p><p>GRAMMAR TIPS | 135</p><p>UNIT55</p><p>GRAMMAR ACTIVITY</p><p>Fill in the blank with the correct form of the verbs in parentheses.</p><p>ANSWERS</p><p>1. to visit / 2. to bother / 3. collecting / 4. having</p><p>1.</p><p>3.</p><p>2.</p><p>4.</p><p>136 | CNA PROGRESSION 1</p><p>UNIT66</p><p>VERBS AND EXPRESSIONS</p><p>OF PROBABILITY AND</p><p>POSSIBILITY</p><p>We use</p><p>the following verbs and expressions to indicate probability or possibility. Study the examples:</p><p>GRAMMAR ACTIVITY</p><p>Rewrite the sentences using the verbs and expressions in parentheses. Follow the example.</p><p>ANSWERS</p><p>1. Vertical farms may very common in big cities by 2040.</p><p>2. We are not likely to find life on other planets before 2100.</p><p>3. She will travel tomorrow.</p><p>4. She will probably be elected.</p><p>5. By 2060, people living on Earth won’t probably have enough drinking water.</p><p>Maybe CO2 emissions will fall in the future. (may)</p><p>____________________________________________________________________</p><p>1. �ere’s a possibility that vertical farms will be very common in big cities by 2040. (may)</p><p>____________________________________________________________________</p><p>2. Maybe we won’t find life on other planets before 2100. (to be likely)</p><p>____________________________________________________________________</p><p>3. It is a fact that she travels tomorrow. (will)</p><p>____________________________________________________________________</p><p>4. �ere is a high chance that she will be elected. (will probably)</p><p>____________________________________________________________________</p><p>5. Perhaps by 2060 people living on Earth won’t have enough drinking water. (will probably)</p><p>____________________________________________________________________</p><p>CO2 emissions may fall in the future.</p><p>It will certainly</p><p>happen.</p><p>It will probably</p><p>happen.</p><p>It will possibly</p><p>happen.</p><p>It will probably</p><p>not happen.</p><p>It will possibly</p><p>not happen.</p><p>It will definitely</p><p>not happen.</p><p>It will rain</p><p>tomorrow.</p><p>It will probably</p><p>rain tomorrow.</p><p>It is likely to</p><p>rain tomorrow.</p><p>It may rain</p><p>tomorrow.</p><p>It could rain</p><p>tomorrow.</p><p>It probably</p><p>won’t rain</p><p>tomorrow.</p><p>It isn’t likely to</p><p>rain tomorrow.</p><p>I don’t think</p><p>it will rain</p><p>tomorrow.</p><p>I am sure that</p><p>it won’t rain</p><p>tomorrow.</p><p>100% 0%</p><p>GRAMMAR TIPS | 137</p><p>UNIT77</p><p>RELATIVE CLAUSES</p><p>WITH WHO</p><p>Who in relative clauses helps us define or give further information about the person we’re talking about. Study</p><p>the examples:</p><p>GRAMMAR ACTIVITY</p><p>Rewrite the sentences below using who. Follow the example.</p><p>ANSWERS</p><p>1. Shirley Temple was an American actress who started her career at the age of three.</p><p>2. Elvis Presley was a famous rock singer who recorded more than 600 songs.</p><p>3. Kate Middleton is a British woman who’s married to Prince William.</p><p>4. Bill Gates is an American businessman who’s one of the richest people in the world.</p><p>James Dean was an American actor. He died in a car crash.</p><p>____________________________________________________________________</p><p>1. Shirley Temple was an American actress. She started her career at the age of three.</p><p>____________________________________________________________________</p><p>2. Elvis Presley was a famous rock singer. He recorded more than 600 songs.</p><p>____________________________________________________________________</p><p>3. Kate Middleton is a British woman. She’s married to Prince William.</p><p>____________________________________________________________________</p><p>4. Bill Gates is an American businessman. He’s one the richest people in the world.</p><p>____________________________________________________________________</p><p>James Dean was an American actor who died in a car crash.</p><p>138 | CNA PROGRESSION 1</p><p>LIST OF COMMON</p><p>IRREGULAR VERBS</p><p>BASE FORM SIMPLE PAST</p><p>be was/were</p><p>beat beat</p><p>begin began</p><p>bite bit</p><p>blow blew</p><p>break broke</p><p>bring brought</p><p>build built</p><p>burn burnt</p><p>buy bought</p><p>can could</p><p>catch caught</p><p>choose chose</p><p>come came</p><p>cost cost</p><p>cut cut</p><p>do did</p><p>draw drew</p><p>drink drank</p><p>drive drove</p><p>eat ate</p><p>fall fell</p><p>feed fed</p><p>feel felt</p><p>fight fought</p><p>find found</p><p>fly flew</p><p>forget forgot</p><p>freeze froze</p><p>get got</p><p>give gave</p><p>go went</p><p>grow grew</p><p>hang hung</p><p>have had</p><p>hear heard</p><p>hide hid</p><p>hit hit</p><p>hold held</p><p>hurt hurt</p><p>keep kept</p><p>know knew</p><p>BASE FORM SIMPLE PAST</p><p>lead led</p><p>learn learnt</p><p>leave left</p><p>lend lent</p><p>let let</p><p>lose lost</p><p>make made</p><p>mean meant</p><p>meet met</p><p>pay paid</p><p>put put</p><p>read read</p><p>ride rode</p><p>ring rang</p><p>rise rose</p><p>run ran</p><p>say said</p><p>see saw</p><p>sell sold</p><p>send sent</p><p>set set</p><p>shoot shot</p><p>shut shut</p><p>sing sang</p><p>sit sat</p><p>sleep slept</p><p>smell smelt</p><p>speak spoke</p><p>spend spent</p><p>stand stood</p><p>steal stole</p><p>stick stuck</p><p>swim swam</p><p>take took</p><p>teach taught</p><p>tell told</p><p>think thought</p><p>throw threw</p><p>wake woke</p><p>wear wore</p><p>win won</p><p>write wrote</p><p>138 | CNA PROGRESSION 1</p><p>RESOURCE PACK | 141</p><p>00</p><p>STARTER</p><p>UNITFunctions</p><p>Talking about</p><p>people’s jobs.</p><p>Talking about free</p><p>time activities.</p><p>Talking about where</p><p>people work.</p><p>Talking about how</p><p>often people do</p><p>things.</p><p>Saying how you like</p><p>your work/school.</p><p>Talking about kinds</p><p>of movies.</p><p>Describing what</p><p>people do.</p><p>Talking about future</p><p>arrangements.</p><p>Talking about what</p><p>people want to do</p><p>in the future.</p><p>Inviting people to go</p><p>to the movies.</p><p>Talking about</p><p>daily routines.</p><p>Talking about future</p><p>arrangements.</p><p>Talking about</p><p>weekend activities.</p><p>Talking about the</p><p>existence of places.</p><p>Talking about</p><p>how often you</p><p>do something.</p><p>Talking about the</p><p>location of places.</p><p>142 | CNA PROGRESSION 1</p><p>00</p><p>STARTER</p><p>UNIT Functions</p><p>Talking about</p><p>healthy habits and</p><p>recycling.</p><p>Asking for and</p><p>giving directions.</p><p>Talking about your</p><p>family members.</p><p>Talking about how</p><p>you get around.</p><p>Talking about</p><p>where people live.</p><p>Talking about your</p><p>favorite places in</p><p>town.</p><p>Talking about what</p><p>houses are like.</p><p>Giving commands</p><p>and instructions.</p><p>Talking about</p><p>favorite places in a</p><p>house.</p><p>Talking about</p><p>cycling.</p><p>Talking about what</p><p>you like and dislike.</p><p>Talking about</p><p>eating habits.</p><p>Asking for information</p><p>to rent a house or an</p><p>apartment.</p><p>Talking about the</p><p>ingredients you need</p><p>to make a recipe.</p><p>Ordering food</p><p>at a restaurant.</p><p>Going grocery</p><p>shopping.</p><p>RESOURCE PACK | 143</p><p>00</p><p>STARTER</p><p>UNITMime game</p><p>144 | CNA PROGRESSION 1</p><p>00</p><p>STARTER</p><p>UNIT Mime game</p><p>RESOURCE PACK | 145</p><p>00</p><p>STARTER</p><p>UNITFinal -ed</p><p>/d/</p><p>/t/</p><p>/Id/</p><p>146 | CNA PROGRESSION 1</p><p>11UNIT Weather conditions</p><p>RESOURCE PACK | 147</p><p>11UNITWeather conditions</p><p>148 | CNA PROGRESSION 1</p><p>11UNIT Weather conditions</p><p>RESOURCE PACK | 149</p><p>11UNITSeasons of the year</p><p>150 | CNA PROGRESSION 1</p><p>11UNIT Seasons of the year</p><p>RESOURCE PACK | 151</p><p>11UNITFeelings</p><p>152 | CNA PROGRESSION 1</p><p>11UNIT Feelings</p><p>RESOURCE PACK | 153</p><p>11UNITFeelings</p><p>154 | CNA PROGRESSION 1</p><p>22UNIT Parts of the body</p><p>BACK NOSE EAR</p><p>TOOTH STOMACH THROAT</p><p>HEAD FOOT FEET</p><p>KNEE SHOULDER HAND</p><p>NECK LEG LEGS</p><p>RESOURCE PACK | 155</p><p>UNIT22Clues</p><p>You have a pain in your ears. Earache.</p><p>You smell with it. Nose.</p><p>Your head aches. Headache.</p><p>You use it to speak. Mouth.</p><p>You hear with them. Ears.</p><p>You use them to write. Hands.</p><p>You need them to walk. Feet.</p><p>You have a pain in your back. Backache.</p><p>You need them to stand up. Legs.</p><p>You have a pain in your</p><p>stomach. Stomachache.</p><p>You see with them. Eyes.</p><p>Your throat hurts. Sore throat.</p><p>You have ten on your hands. Fingers.</p><p>You have ten on your feet. Toes.</p><p>1.</p><p>2.</p><p>3.</p><p>4.</p><p>5.</p><p>6.</p><p>7.</p><p>8.</p><p>9.</p><p>10.</p><p>11.</p><p>12.</p><p>13.</p><p>14.</p><p>CLUES ANSWERS</p><p>156 | CNA PROGRESSION 1</p><p>22UNIT Embedded questions</p><p>Do you think I</p><p>should talk to him</p><p>about it?</p><p>Do you know</p><p>what time it is?</p><p>Do you think we</p><p>can be friends</p><p>again?</p><p>Can you tell me</p><p>where there is a</p><p>drugstore near</p><p>here, please?</p><p>Do you think I</p><p>should talk to her</p><p>about it?</p><p>Do you know</p><p>what day of the</p><p>week it is today?</p><p>Do you know</p><p>where the city</p><p>park is?</p><p>What do you</p><p>think I could</p><p>possibly do?</p><p>Do you think I</p><p>should talk to</p><p>them about it?</p><p>Can you tell me</p><p>what time it is,</p><p>please?</p><p>Do you think I</p><p>should apologize?</p><p>Do you know how</p><p>much it is?</p><p>Do you know how</p><p>often I should</p><p>work out?</p><p>Can you tell me</p><p>what day it is</p><p>today, please?</p><p>Do you think I</p><p>should quit?</p><p>Do you think I</p><p>should accept the</p><p>invitation?</p><p>Do you know</p><p>what I should</p><p>wear?</p><p>Can you tell me</p><p>where there is a</p><p>subway station</p><p>near here, please?</p><p>Do you think I</p><p>should help him?</p><p>Can you tell me</p><p>where</p><p>exactly I</p><p>should go?</p><p>Do you know how</p><p>often it happens?</p><p>RESOURCE PACK | 157</p><p>UNIT22Situations</p><p>Should I be a</p><p>candidate for</p><p>president of this</p><p>country?</p><p>(Do you think?)</p><p>Should I start</p><p>smoking?</p><p>(Do you think?)</p><p>Should I go</p><p>bungee jumping?</p><p>(Do you think?)</p><p>Should I try</p><p>living in another</p><p>country?</p><p>(Do you think?)</p><p>Should I eat a</p><p>whole box of</p><p>chocolate?</p><p>(Do you think?)</p><p>Should I throw</p><p>a party on my</p><p>birthday?</p><p>(Do you think?)</p><p>Should I swim in</p><p>the Amazon River?</p><p>(Do you think?)</p><p>Should I delete all</p><p>my profiles on the</p><p>Internet?</p><p>(Do you think?)</p><p>Should I have</p><p>children?</p><p>(Do you think?)</p><p>Should I insult my</p><p>boss?</p><p>(Do you think?)</p><p>Should I try Indian</p><p>food?</p><p>(Do you think?)</p><p>Should I declare</p><p>my love to my</p><p>neighbor?</p><p>(Do you think?)</p><p>Should I keep</p><p>my money in the</p><p>bank?</p><p>(Do you think?)</p><p>Should I go to the</p><p>gym every day?</p><p>(Do you think?)</p><p>Should I lend</p><p>money to my</p><p>relatives?</p><p>(Do you think?)</p><p>Should I spend all</p><p>my savings on a</p><p>new car?</p><p>(Do you think?)</p><p>Should I go on a</p><p>cruise?</p><p>(Do you think?)</p><p>Should I take a</p><p>trip to Iraq?</p><p>(Do you think?)</p><p>158 | CNA PROGRESSION 1</p><p>22UNIT What should I do?</p><p>I feel tired all day.</p><p>My boss doesn’t</p><p>want to give me a</p><p>raise.</p><p>I can’t learn math.</p><p>My job is boring.</p><p>My apartment is</p><p>too small.</p><p>I have an</p><p>important test,</p><p>but I didn’t have</p><p>time to study.</p><p>My husband/wife</p><p>doesn’t want to</p><p>have kids, but I do.</p><p>It’s my mother’s</p><p>birthday, but I</p><p>don’t have money</p><p>to buy her a gift.</p><p>I have a job</p><p>interview, but I</p><p>don’t know how</p><p>to get there.</p><p>I’m in love with</p><p>my best friend’s</p><p>boyfriend/</p><p>girlfriend.</p><p>I forgot my father’s</p><p>birthday yesterday.</p><p>I owe a lot of</p><p>money to a</p><p>colleague.</p><p>I work too much</p><p>and don’t have</p><p>time for my family.</p><p>My dog is</p><p>destroying my</p><p>house.</p><p>I have this pain</p><p>in my knee every</p><p>day.</p><p>I don’t love</p><p>my boyfriend/</p><p>girlfriend anymore.</p><p>My company</p><p>wants me to</p><p>work in another</p><p>country, but I</p><p>don’t want to go.</p><p>I have insomnia</p><p>every day.</p><p>RESOURCE PACK | 159</p><p>UNIT33Electronics</p><p>160 | CNA PROGRESSION 1</p><p>33UNIT Electronics</p><p>RESOURCE PACK | 161</p><p>UNIT33Electronics</p><p>162 | CNA PROGRESSION 1</p><p>33UNIT Electronics</p><p>RESOURCE PACK | 163</p><p>UNIT33Clothes and accessories</p><p>164 | CNA PROGRESSION 1</p><p>33UNIT Clothes and accessories</p><p>RESOURCE PACK | 165</p><p>UNIT33Clothes and accessories</p><p>166 | CNA PROGRESSION 1</p><p>33UNIT Clothes and accessories</p><p>RESOURCE PACK | 167</p><p>UNIT33Clothes and accessories</p><p>168 | CNA PROGRESSION 1</p><p>33UNIT Clothes and accessories</p><p>RESOURCE PACK | 169</p><p>UNIT33Clothes and accessories</p><p>170 | CNA PROGRESSION 1</p><p>33UNIT Clothes and accessories</p><p>RESOURCE PACK | 171</p><p>UNIT33Clothes and accessories</p><p>172 | CNA PROGRESSION 1</p><p>33UNIT Clothes and accessories</p><p>RESOURCE PACK | 173</p><p>UNIT33Pronunciation bingo</p><p>174 | CNA PROGRESSION 1</p><p>33UNIT Pronunciation bingo</p><p>RESOURCE PACK | 175</p><p>UNIT33Pronunciation bingo</p><p>SUNGLASSES SWEATSHIRT SNEAKERS BLOUSE</p><p>E-READER TABLET DRESS SHORTS</p><p>TOP T-SHIRT PANTS TIE</p><p>JEANS SKIRT SHIRT JACKET</p><p>CAMCORDER PRINTER SHOES SWEATER</p><p>BLAZER CAMERA SCARF SOCKS</p><p>176 | CNA PROGRESSION 1</p><p>UNIT55 On vacation</p><p>RESOURCE PACK | 177</p><p>UNIT55</p><p>RESOURCE PACK | 177</p><p>On vacation</p><p>178 | CNA PROGRESSION 1</p><p>UNIT55 On vacation</p><p>RESOURCE PACK | 179</p><p>UNIT55</p><p>RESOURCE PACK | 179</p><p>Necessary items</p><p>180 | CNA PROGRESSION 1</p><p>UNIT66 Technology trivia game</p><p>QUESTION: When</p><p>did the Internet</p><p>become popular?</p><p>ANSWER: By the</p><p>late 1990s.</p><p>QUESTION: When</p><p>was the first e-mail</p><p>sent?</p><p>ANSWER: In 1971.</p><p>QUESTION: What</p><p>does letter “e” in the</p><p>word e-mail stand</p><p>for?</p><p>ANSWER: Electronic.</p><p>QUESTION: What</p><p>does HTML stand</p><p>for?</p><p>ANSWER: Hyper</p><p>Text Marked</p><p>Language.</p><p>QUESTION: What</p><p>does Wi-Fi stand for?</p><p>ANSWER: Wireless</p><p>Fidelity (Wireless</p><p>Internet).</p><p>QUESTION: What</p><p>does “www” stand</p><p>for?</p><p>ANSWER: World</p><p>Wide Web.</p><p>QUESTION: When</p><p>was the first tweet</p><p>sent?</p><p>ANSWER: In 2006.</p><p>QUESTION: What</p><p>was the first video</p><p>game?</p><p>ANSWER: Tennis for</p><p>two (1958).</p><p>QUESTION: When</p><p>did cell phones</p><p>become popular?</p><p>ANSWER: By the</p><p>late 1990s.</p><p>QUESTION: When</p><p>did the first</p><p>smartphone come</p><p>out?</p><p>ANSWER: In 1997.</p><p>QUESTION: What’s</p><p>the most popular</p><p>site on the Internet?</p><p>ANSWER: Google.</p><p>QUESTION: What</p><p>country has the</p><p>largest number of</p><p>Internet users?</p><p>ANSWER: China.</p><p>S</p><p>T</p><p>U</p><p>D</p><p>E</p><p>N</p><p>T</p><p>A</p><p>S</p><p>T</p><p>U</p><p>D</p><p>E</p><p>N</p><p>T</p><p>B</p><p>RESOURCE PACK | 181</p><p>UNIT66Now and then</p><p>182 | CNA PROGRESSION 1</p><p>UNIT66 Now and then</p><p>RESOURCE PACK | 183</p><p>UNIT66Now and then</p><p>184 | CNA PROGRESSION 1</p><p>UNIT66 Predictions</p><p>In six months’ time…</p><p>get a boyfriend/girlfriend</p><p>get a new job</p><p>I definitely will I probably will I might I probably won’t I definitely won’t</p><p>In two years’ time…</p><p>write a book</p><p>take up a new course</p><p>I definitely will I probably will I might I probably won’t I definitely won’t</p><p>In five years’ time…</p><p>buy a house/apartment</p><p>get married</p><p>I definitely will I probably will I might I probably won’t I definitely won’t</p><p>�is week…</p><p>go to the movies</p><p>have an appointment with your dentist</p><p>I definitely will I probably will I might I probably won’t I definitely won’t</p><p>Tomorrow…</p><p>eat out</p><p>meet some friends</p><p>I definitely will I probably will I might I probably won’t I definitely won’t</p><p>Today…</p><p>cook dinner</p><p>go to bed early</p><p>I definitely will I probably will I might I probably won’t I definitely won’t</p><p>In one year’s time…</p><p>travel abroad</p><p>get a new car</p><p>I definitely will I probably will I might I probably won’t I definitely won’t</p><p>In ten years’ time…</p><p>move countries</p><p>retire</p><p>I definitely will I probably will I might I probably won’t I definitely won’t</p><p>Before your birthday…</p><p>lose weight</p><p>get a new cell phone</p><p>I definitely will I probably will I might I probably won’t I definitely won’t</p><p>�is month…</p><p>move house</p><p>finish reading a book</p><p>I definitely will I probably will I might I probably won’t I definitely won’t</p><p>Before the end of this year…</p><p>go on vacation</p><p>travel with your family</p><p>I definitely will I probably will I might I probably won’t I definitely won’t</p><p>By this time next year…</p><p>make one of your dreams come true</p><p>take up a new hobby</p><p>I definitely will I probably will I might I probably won’t I definitely won’t</p><p>RESOURCE PACK | 185</p><p>UNIT66Opinions</p><p>In my opinion, technology</p><p>is a bad thing.</p><p>I’m afraid I disagree. I think</p><p>technology helps us a lot.</p><p>I couldn’t agree more!</p><p>As I see it, it depends on</p><p>what you do with it.</p><p>Exactly. If you ask</p><p>me, technology is not</p><p>necessarily a bad thing.</p><p>You’re absolutely right!</p><p>In my honest opinion,</p><p>technology can be a good</p><p>thing.</p><p>In my opinion, …</p><p>I’m afraid I disagree. I</p><p>think…</p><p>I couldn’tagree more! As I see it, …</p><p>Exactly. If you ask me, …</p><p>You’re absolutely right! In</p><p>my honest opinion, …</p><p>S</p><p>E</p><p>T</p><p>O</p><p>F</p><p>C</p><p>A</p><p>R</p><p>D</p><p>S</p><p>A</p><p>S</p><p>E</p><p>T</p><p>O</p><p>F</p><p>C</p><p>A</p><p>R</p><p>D</p><p>S</p><p>B</p><p>186 | CNA PROGRESSION 1</p><p>UNIT77 Superman</p><p>S</p><p>E</p><p>T</p><p>O</p><p>F</p><p>C</p><p>A</p><p>R</p><p>D</p><p>S</p><p>A</p><p>S</p><p>E</p><p>T</p><p>O</p><p>F</p><p>C</p><p>A</p><p>R</p><p>D</p><p>S</p><p>B</p><p>Read this passage about Superman and prepare three</p><p>questions to ask Team B.</p><p>Superman first appeared in 1938 and his symbol is part of the</p><p>American culture. Superman has incredible powers – super</p><p>strength, the ability to fly, X-ray vision, super speed, super</p><p>hearing, and super breath. Superman has one weak point –</p><p>Kryptonite. When exposed to this radioactive element from</p><p>his home planet, he becomes weak and helpless.</p><p>Superman’s powers come from Krypton, the planet where he</p><p>was born. Kypton’s red sun gives Superman additional powers.</p><p>Read this passage about Superman and prepare three</p><p>questions to ask Team A.</p><p>Superman’s alter ego is Clark Kent, a reporter who lives in the</p><p>city of Metropolis and works for the newspaper �e Daily</p><p>Planet. Clark is in love with Lois Lane. He was adopted by a</p><p>family of farmers when he was a baby. His family gave Clark</p><p>strong moral beliefs to help him fight evil.</p><p>Superman’s arch enemy is Lex Luther. He doesn’t have any</p><p>superpowers, but he uses technology and Kryptonite to</p><p>control Superman.</p><p>RESOURCE PACK | 187</p><p>UNIT77Occupations</p><p>He/She teaches</p><p>at the university.</p><p>(professor)</p><p>He/She treats</p><p>animals. (vet)</p><p>He/She takes care</p><p>of sick people.</p><p>(nurse)</p><p>He/She installs</p><p>and repairs pipes.</p><p>(plumber)</p><p>He/She acts in</p><p>movies and plays.</p><p>(actor/actress)</p><p>He/She treats</p><p>people’s teeth.</p><p>(dentist)</p><p>He/She writes</p><p>articles for</p><p>newspapers</p><p>and magazines.</p><p>(journalist)</p><p>He/She drives a</p><p>taxi. (taxi driver)</p><p>He/She sells</p><p>products</p><p>at a store.</p><p>(salesperson)</p><p>He/She takes</p><p>orders at a</p><p>restaurant.</p><p>(waiter/waitress)</p><p>He/She teaches</p><p>children. (teacher)</p><p>He/She cooks</p><p>food at a</p><p>restaurant. (chef)</p><p>He/She paints</p><p>walls. (painter)</p><p>He/She plays in a</p><p>band. (musician)</p><p>He/She treats</p><p>people with</p><p>health problems.</p><p>(doctor)</p><p>He/She bakes</p><p>bread at a bakery.</p><p>(baker)</p><p>He/She designs</p><p>buildings and</p><p>houses. (architect)</p><p>He/She drives a</p><p>bus. (bus driver)</p><p>188 | CNA PROGRESSION 1</p><p>UNIT77 Descriptions</p><p>A teacher</p><p>A friend</p><p>A romantic</p><p>partner</p><p>Me Classmate 1 Classmate 2 Classmate 3</p><p>A teacher</p><p>A friend</p><p>A romantic</p><p>partner</p><p>Me Classmate 1 Classmate 2 Classmate 3</p><p>A teacher</p><p>A friend</p><p>A romantic</p><p>partner</p><p>Me Classmate 1 Classmate 2 Classmate 3</p><p>A teacher</p><p>A friend</p><p>A romantic</p><p>partner</p><p>Me Classmate 1 Classmate 2 Classmate 3</p><p>ACTIVITY BOOK | 191</p><p>Name: ___________________________________ Group: ___________</p><p>Teacher’s name: ____________________________ Date: ____________</p><p>So much happened last week. 11</p><p>UNIT</p><p>1.</p><p>Match the columns.</p><p>1. How was your weekend? I went there yesterday.</p><p>2. What did you do last weekend? Yes, I did. I saw Frozen.</p><p>3. Where did you go on your last vacation? I met some friends and went to the movies.</p><p>4. What was the weather like? Yes, we did.</p><p>5. Did you have a good time? I was very scared.</p><p>6. How did you feel on your first day of school? I went to Europe.</p><p>7. When did you go there? It was great.</p><p>8. Did you go to the movies last weekend? It was hot and sunny.</p><p>2</p><p>. Find the past form of</p><p>the verbs in the box</p><p>in the wordsearch.</p><p>go meet hear have get read see</p><p>wake sleep eat make buy write</p><p>S T Y H I K M N B C R T P L K I E D S X</p><p>W V G B S A W Y H N J K L O M U H E T R</p><p>Q R E D C V F R G B T R T B N M A D E Z</p><p>W E G H I O P L M D V B N M D E S R F G</p><p>P A L O I M K J H T G F O E E C V B N F</p><p>D D S W Y G H J K L U T T T J G E R T V</p><p>E X L I D M W E N T E N J K L Q P V A G</p><p>E L O O L E W C N M O P L K I I P E T B</p><p>D K S E Z D U P W R O T E E O K R D E H</p><p>F I H Y X C L O O I J M N D H A D C W J</p><p>G E W I C V Z B J W S R F C O L G K S M</p><p>I G H E A R D E D F G B S O P P T L M K</p><p>O E W L P K U J H Y V C L Z E C V B K Y</p><p>P W R E G R T S E G A R E A T I Z O L T</p><p>L A W Z B N T H J O Y P P A D V R U O G</p><p>K W O K E Z S E R T J L T Z X W B G T R</p><p>B A B L P F G J U T E D R T G B N H B F</p><p>G V W D F N K O P L T Y H H W S D T N E</p><p>7</p><p>8</p><p>2</p><p>5</p><p>6</p><p>3</p><p>1</p><p>4</p><p>192 | CNA PROGRESSION 1</p><p>So much happened last week.</p><p>3</p><p>. Complete the conversation with the past form of the verbs in parentheses.</p><p>Sue: So _________ you _____________ (travel) on your last vacation?</p><p>Tim: Yes, we did. We ___________________ (travel) abroad. We</p><p>_____________ (go) to France.</p><p>Sue: Really? I love France.</p><p>Tim: We went to Paris and we _____________ (love) it.</p><p>Sue: Where _________ you _____________ (stay) there?</p><p>Tim: We _____________ (stay) in a hotel near the Ei�el Tower.</p><p>Sue: Was it good?</p><p>Tim: Yes, we _________ (like) it a lot. It _________ (be) very comfortable</p><p>and near the subway station.</p><p>Sue: What did you do there?</p><p>Tim: We ________________ (visit) the museums, _____________ (walk)</p><p>along the beautiful boulevards…</p><p>Sue: I love walking in Paris!</p><p>Tim: We sat at the cafés, ________________ (relax), and</p><p>________________ (watch) people passing by. We went on a boat</p><p>tour on the Seine. My wife almost _________ (cry) watching the sunset</p><p>from the boat. We also _________________ (listen) to a concert at the</p><p>Opera House. It was awesome!</p><p>Sue: Wow, it _________ (be) a great trip then.</p><p>did travel</p><p>traveled</p><p>went</p><p>loved</p><p>did stay</p><p>stayed</p><p>liked was</p><p>visited walked</p><p>relaxed</p><p>watched</p><p>cried</p><p>listened</p><p>was</p><p>ACTIVITY BOOK | 193</p><p>11UNIT</p><p>Name: ___________________________________ Group: ___________</p><p>Teacher’s name: _____________________________ Date: ____________</p><p>4.</p><p>Look at the pictures and answer the question: What’s the weather like?</p><p>5.</p><p>Complete the dialogue.</p><p>Ella: How was your weekend?</p><p>Chloe: _________________________________________________________________</p><p>Ella: What did you do?</p><p>Chloe: _________________________________________________________________</p><p>Ella: I heard you’ve just come back from your vacation. Did you travel?</p><p>Chloe: _________________________________________________________________</p><p>Ella: What did you do there?</p><p>Chloe: _________________________________________________________________</p><p>Ella: OK. Well, time to go now. Bye.</p><p>1.</p><p>4.</p><p>2.</p><p>5.</p><p>3.</p><p>6.</p><p>foggy</p><p>rainy</p><p>snowy</p><p>sunny</p><p>cloudy</p><p>windy</p><p>194 | CNA PROGRESSION 1</p><p>6.</p><p>Look at Activity 20 on page 22 of your Class Book and follow the instructions to write about your</p><p>first day at school or at work.</p><p>ACTIVITY BOOK | 195</p><p>Name: ___________________________________ Group: ___________</p><p>Teacher’s name: ____________________________ Date: ____________</p><p>22</p><p>UNIT</p><p>What should</p><p>I do?</p><p>1.</p><p>Match the columns.</p><p>2</p><p>. Complete the table with sentences that you can use</p><p>to give advice or suggestions. Follow the example.</p><p>1.</p><p>What’s the matter, Maria? Why aren’t you</p><p>in school?</p><p>I don’t understand what the teacher</p><p>says in my French class. Is there</p><p>anything you can do to help me?</p><p>2.</p><p>My boyfriend wants to get married, but</p><p>I think we’re too young. What do you</p><p>think I should do?</p><p>I can’t. I have a lot of work to do at</p><p>the o�ce.</p><p>3. What seems to be the trouble, Julio?</p><p>Yes, I’ll do that. I’ll promise I’ll take</p><p>care of the cat myself.</p><p>4.</p><p>Don’t worry. I can help you with the</p><p>homework.</p><p>I don’t feel well. I have a bad</p><p>headache so I decided to stay home</p><p>today.</p><p>5. Why don’t you go on vacation? �anks a lot.</p><p>6.</p><p>It may be a good idea to talk to your</p><p>mom about the benefits of having a pet.</p><p>You should talk to him. Open your</p><p>heart and explain your reasons.</p><p>Questions Statements</p><p>Why don’t you…?</p><p>3</p><p>5</p><p>6</p><p>1</p><p>4</p><p>2</p><p>196 | CNA PROGRESSION 1</p><p>What should I do?</p><p>3</p><p>. Complete the conversation with the</p><p>sentences in the box.</p><p>Julie: Hi, Joan, you look nervous.</p><p>Joan: Hello, Julie! I’m so glad to see you. You know _______________________________,</p><p>but you left earlier the other day.</p><p>Julie: What’s the matter?</p><p>Joan: Well, it’s Larry. ______________________________________________.</p><p>Julie: Get married? Really? When?</p><p>Joan: Yes, he says he loves me and that we shouldn’t wait any longer.</p><p>Julie: But Joan, _________________________.</p><p>Joan: Yeah, but he’s 28. And there’s more. He wants to start a family.</p><p>Julie: What? Have children at 20? Are you out of your mind?</p><p>Joan: Tell me, ___________________________________________________?</p><p>Julie: Are you really asking me for advice? You know what I think you should do, don’t you?</p><p>Joan: No, I don’t. Please, tell me what I should do.</p><p>Julie: _________________________________________________, call Larry and say you</p><p>have to finish your education first. Get a degree. Go to college. When you finish college,</p><p>then maybe you can start thinking about marriage.</p><p>Joan: Is that what you think I should do?</p><p>Julie: Yes, _______________________________________________________.</p><p>Joan: �anks a bunch, Joan. You’re such a good friend. I’ll talk to Larry.</p><p>what do you think I should do</p><p>that’s exactly what I think you should do</p><p>I wanted to talk to you in class</p><p>He wants</p><p>technology</p><p>•	Expressions	used	to	give</p><p>opinions, agree, and disagree</p><p>Process writing</p><p>•	Writing	about	technology	and/</p><p>or the future</p><p>UNIT</p><p>Heroes in our lives</p><p>Communicative goals</p><p>•	Talking	about	your	hero	or</p><p>people who made a di�erence in</p><p>your life</p><p>•	De昀椀ning	a	hero</p><p>•	Talking	about	the	kind	of	people</p><p>you admire and don’t admire</p><p>•	Describing	people’s	physical</p><p>appearances</p><p>•	Talking	about	people’s</p><p>personality traits</p><p>Language awareness</p><p>•	Relative	clause	with	WHO</p><p>•	WHAT’S HE LIKE? versus WHAT</p><p>DOES HE LOOK LIKE?</p><p>Pronunciation</p><p>•	Rising	and	falling	intonation	in	a</p><p>sentence</p><p>Vocabulary</p><p>•	Verbs	related	to	superpowers</p><p>•	Physical	characteristics	and</p><p>personality traits</p><p>10 | CNA PROGRESSION 1</p><p>00</p><p>STARTER</p><p>UNIT</p><p>Communicative goals</p><p>•	 Review	language	presented</p><p>and	studied	in	CNA</p><p>Essentials	2</p><p>•	 Get	to	know	students</p><p>•	 Encourage	interaction,</p><p>cooperation,	and</p><p>development	of	oral	skills</p><p>•	 Books	closed.	Before	you	start	your</p><p>昀椀rst	class,	introduce	yourself	and</p><p>welcome	students.	You	may	say:</p><p>Hello, everyone. Welcome to our</p><p>course. My name’s __________</p><p>and I’m your new teacher.</p><p>•	 Take	the	opportunity	to	ask</p><p>students’	names.	吀栀is	is	a	good</p><p>way	to	make	students	comfortable</p><p>to	start.</p><p>1.</p><p>SPEAKING</p><p>GOALS</p><p>•	 Activate	previous</p><p>knowledge</p><p>•	 Review	language	that</p><p>has	already	been</p><p>studied</p><p>•	 Boost	students’	self-</p><p>con昀椀dence	to	start	a</p><p>new	course</p><p>•	 Promote	cooperative</p><p>learning</p><p>•	 Books	open.	Provide	students</p><p>an	opportunity	to	get	to	know</p><p>each	other.	Ask	them	to	walk</p><p>around	the	room	and	interview</p><p>two	classmates.	Tell	them	to	ask</p><p>questions	to	昀椀ll	in	the	chart	in</p><p>Activity	1.	Elicit	the	昀椀rst	question</p><p>and	model	the	activity	so	students</p><p>know	what	to	do.	Set	a	time	limit</p><p>of	about	seven	minutes	and	move</p><p>around	the	room	to	check	their</p><p>performances.</p><p>•	 When	time	is	up,	invite	students	to</p><p>report	some	of	their	昀椀ndings.	吀栀is</p><p>is	a	good	opportunity	to	check	if</p><p>they’re	using	the	correct	forms	of</p><p>verbs	and	to	get	to	know	them</p><p>better.</p><p>TEACHER'S BOOK | 11</p><p>Get ready!</p><p>2</p><p>. GAME</p><p>GOALS</p><p>•	 Consolidate	learning</p><p>•	 Provide	further</p><p>language	practice	in	a</p><p>fun	way</p><p>•	 Promote	interaction</p><p>in	English</p><p>•	 Books	open.	Photocopy	the</p><p>functions available	in	the</p><p>Resource Pack,	pages	141	and	142,</p><p>Functions,	and	give	one	page	to</p><p>each	student	in	class.</p><p>•	 Divide	students	into	pairs	and	tell</p><p>them	to	use	the	tic	tac	toe	grid	in</p><p>one	of	their	books.	Ask	students</p><p>to	write	nine	di昀昀erent	functions</p><p>from	their	list	in	the	grid.</p><p>•	 Explain	to	students	how	to	play</p><p>tic	tac	toe	and	tell	them	they</p><p>should	come	up	with	a	simple</p><p>dialogue	for	the	chosen	function.</p><p>For	example,	if	a	student	picks</p><p>the	function	in	number	1,	he/she</p><p>should	come	up	with	a	dialogue</p><p>based	on	that	function.	If	the</p><p>dialogue	is	correct,	the	student</p><p>scores	a	point.	If	the	dialogue	is</p><p>incorrect,	his/her	partner	scores	a</p><p>point.</p><p>•	 吀栀e	student	that	forms	a	vertical,</p><p>horizontal,	or	diagonal	line	昀椀rst</p><p>wins.	Since	there’s	a	tic	tac	toe</p><p>grid	in	the	other	student’s	book,</p><p>students	can	play	the	game	once</p><p>more.</p><p>•	 Alternatively,	this	game	can	be</p><p>played	in	teams	with	the	teacher</p><p>writing	students’	dialogues	in	a</p><p>grid	on	the	board.</p><p>12 | CNA PROGRESSION 1</p><p>00</p><p>STARTER</p><p>UNIT</p><p>LISTENING</p><p>GOALS</p><p>•	 Review	and</p><p>consolidate	language</p><p>that	has	already	been</p><p>dealt	with</p><p>•	 Provide	an</p><p>opportunity	for</p><p>students	to	develop</p><p>listening	strategies</p><p>3.</p><p>(track 2)</p><p>•	 Books	open.	Tell	students	to	look</p><p>at	the	pictures	and	ask	them	the</p><p>following	question:</p><p>What do you think the boys are</p><p>talking about?</p><p>•	 Tell	students	they’ll	listen	to	a</p><p>conversation.	Before	you	play	the</p><p>audio,	ask	them	to	go	through	the</p><p>content	in	Activities	3a,	3b,	and</p><p>3c.	Clarify	any	questions	students</p><p>may	have.</p><p>•	 Play	the	audio	so	students	can	do</p><p>Activity	3a.	Play	it	again	and	ask</p><p>students	to	do	Activity	3b.	Tell</p><p>students	to	compare	their	answers</p><p>with	a	classmate’s.	吀栀en	check</p><p>them	with	the	whole	class.</p><p>•	 Play	the	audio	one	more	time	so</p><p>students	can	do	Activity	3c.	Check</p><p>answers	with	the	whole	class.</p><p>•	 Divide	students	into	pairs	and	ask</p><p>them	to	discuss	the	questions</p><p>in	Activity	3d.	Set	a	time	limit</p><p>of	about	three	minutes	and</p><p>move	around	the	room	to	check</p><p>students’	performances.</p><p>•	 As	a	wrap-up	activity,	encourage</p><p>students	to	share	their	classmate’s</p><p>answers	with	the	whole	class.</p><p>Answers</p><p>Refer	to	the	reduced	page	of</p><p>the	Class	Book	for	answers.</p><p>TEACHER'S BOOK | 13</p><p>Get ready!</p><p>4.</p><p>GAME</p><p>GOALS</p><p>•	 Promote	cooperative</p><p>learning</p><p>•	 Provide	further</p><p>practice	of	language</p><p>in	a	fun	way</p><p>•	 Promote	interaction</p><p>in	English</p><p>•	 Books	closed.	Photocopy	the	cards</p><p>available	in	the	Resource Pack,</p><p>pages	143	and	144, Mime game,</p><p>cut	them	out,	and	put	them	in	a</p><p>bag.</p><p>•	 Divide	students	into	two	teams</p><p>and	invite	them	to	play	a	mime</p><p>game.	In	turns,	a	student	from</p><p>each	team	should	draw	a	card</p><p>from	the	bag	and	mime	the	action</p><p>in	the	picture	for	his/her	own</p><p>team	members.	Set	a	time	limit	of</p><p>one	minute	for	each	turn.	Teams</p><p>score	a	point	for	each	action</p><p>guessed	correctly.	吀栀e	team	with</p><p>the	most	points	at	the	end	of	the</p><p>game	wins.</p><p>5.</p><p>SPEAKING</p><p>GOALS</p><p>•	 Allow	students</p><p>to	interact	and</p><p>experiment	with	the</p><p>language</p><p>•	 Activate	and	recycle</p><p>language	which	has</p><p>been	worked	on</p><p>previously</p><p>•	 Provide	room	for</p><p>communication	in</p><p>real	life	situations</p><p>•	 Books	open.	Before	students	start</p><p>the	activity,	have	them	explore</p><p>the	pictures	and	understand	what</p><p>each	one	is	about.	Go	over	the</p><p>situations	and	elicit	the	necessary</p><p>language	to	carry	out	the	activity.</p><p>Situation	1	is	about	ordering	a</p><p>meal	at	a	restaurant,	Situation	2</p><p>is	about	asking	for	and	giving</p><p>directions	to	a	speci昀椀c	place,	and</p><p>Situation	3	is	about	what	there	is</p><p>and	there	isn’t	in	a	neighborhood.</p><p>•	 Divide	students	into	pairs	and</p><p>have	them	role	play	the	situations.</p><p>Walk	around	the	room	and	check</p><p>their	performances.</p><p>•	 When	students	are	done,	invite</p><p>volunteers	to	act	out	the</p><p>situations	for	the	whole	class.</p><p>6 2 1</p><p>5 4 3</p><p>14 | CNA PROGRESSION 1</p><p>11UNIT</p><p>Communicative goals</p><p>•	 Talking	about	past	events</p><p>•	 Talking	about	traveling</p><p>•	 Talking	about	the	weather</p><p>•	 Sharing	experiences	about</p><p>the	昀椀rst	day	at	school	or</p><p>work</p><p>Don’t	spend	too	much	time	on</p><p>this	activity	since	students	will	be</p><p>asked	to	list	things	they	usually	do</p><p>on	the	weekends	later	on.	吀栀is	昀椀rst</p><p>part	of	the	activity	is	only	meant</p><p>to	contextualize	the	beginning	of</p><p>the	lesson.</p><p>•	 Books	open.	Ask	students	to	write</p><p>down	昀椀ve	activities	they	do	on	the</p><p>weekends.	Give	them	an	example</p><p>and	set	a	time	limit	of	about</p><p>two	minutes	for	this	part	of	the</p><p>activity.</p><p>•	 When	time	is	up,	ask	students</p><p>to	stand	up	and	move	around</p><p>the	room	to	昀椀nd	out	if	their</p><p>classmates	do	the	same	things.</p><p>Tell	them	to	keep	a	record	of	their</p><p>classmates’	answers.	If	necessary,</p><p>elicit	the	questions	to	be	asked.</p><p>Set	a	time	limit	of	about	three</p><p>minutes	for	this	part	of	the</p><p>activity.	While	students	talk,	move</p><p>around	the	room	and	check	their</p><p>performances.</p><p>•	 When	time	is	up,	invite	students	to</p><p>report	their	昀椀ndings	to	the	whole</p><p>class.</p><p>1.</p><p>SPEAKING</p><p>GOALS</p><p>•	 Contextualize	the</p><p>theme	of	the	unit</p><p>•	 Elicit	language	related</p><p>to	the	theme	of	the</p><p>unit	that	students</p><p>may	already	know</p><p>•	 O昀昀er	students	an</p><p>opportunity	to</p><p>practice	and	develop</p><p>their	speaking	skills</p><p>•	 Books	closed.	Elicit	the	activities</p><p>students	do	on	the	weekends.	You</p><p>may	ask:</p><p>What do you do on the weekends?</p><p>Do you work out?</p><p>Do you go to the movies?</p><p>TEACHER'S BOOK | 15</p><p>So much happened last week.</p><p>LISTENING</p><p>GOALS</p><p>•	 Review	language</p><p>previously	studied</p><p>•	 Expose	students	to</p><p>the	new	language	to</p><p>be	studied</p><p>•	 Develop	listening</p><p>strategies</p><p>•	 O昀昀er	students	an</p><p>opportunity	to</p><p>practice	and	develop</p><p>their	speaking	skills</p><p>2</p><p>.</p><p>(track 3)</p><p>•	 Books	open.	Ask	students	to	look</p><p>at	the	pictures	in	their	books.	Elicit</p><p>the	actions	in	them.</p><p>•	 Tell	students	to	listen	to	the</p><p>conversation	and	check	what</p><p>Kayla	did	last	weekend.	Play</p><p>the	audio	once.	Play	it	again	if</p><p>necessary.</p><p>•	 Divide	students</p><p>to get married</p><p>I think you should go home</p><p>you’re only 19</p><p>196 | CNA PROGRESSION 1</p><p>I wanted to talk to you in class</p><p>He wants to get married</p><p>you’re only 19</p><p>what do you think I should do</p><p>I think you should go home</p><p>that’s exactly what I think you should do</p><p>ACTIVITY BOOK | 197</p><p>22UNIT</p><p>Name: ___________________________________ Group: ___________</p><p>Teacher’s name: _____________________________ Date: ____________</p><p>4.</p><p>Complete the mini conversations.</p><p>5.</p><p>Imagine you are faced with one of the situations below and don’t know what to do. Write a</p><p>text message to a friend asking for advice. Write about 50 words.</p><p>•	 You have a bad headache. It won’t go away.</p><p>•	 You need to stop smoking. You don’t know how.</p><p>•	 You have a problem with a school subject.</p><p>•	 Your computer broke and you don’t have money to buy a new one.</p><p>•	 You can’t sleep at night.</p><p>•	 Your boyfriend or girlfriend wants to get married. You think you should wait longer to take</p><p>such an important step.</p><p>A: I’m tired of living in such a big city.</p><p>B: I think you ____________ consider moving to the countryside.</p><p>1.</p><p>A: I’m thinking of going to the beach for a few days. I’m very tired.</p><p>B: It ___________ be a good idea to make a reservation at a hotel</p><p>first.</p><p>3.</p><p>A: I want to go on a student exchange program to Canada, but my</p><p>parents say no.</p><p>B: Well, you ____________ talk to them and try to explain the</p><p>benefits of living in another country.</p><p>2.</p><p>A: I’m working too hard these days. I’m really stressed out.</p><p>B: _____________________ you take a vacation?</p><p>4.</p><p>should</p><p>have to</p><p>may</p><p>Why don’t</p><p>198 | CNA PROGRESSION 1</p><p>Old wives’ tales exist in every culture and are often so powerful that we take them as</p><p>the truth. Old wives’ tales is a derogatory term used to indicate that what we think</p><p>is true is really a superstition or something untrue, to be ridiculed. It is assumed that</p><p>a story told by old women could not have credibility – it is just a kind of legend</p><p>passed down by older women to a younger generation. Today, some old wives’ tales</p><p>have proven to be valid. For example, “You should eat carrots. If not, you’ll go blind”.</p><p>Studies show that carrots really reduce the risk of getting retina degeneration, so, yes,</p><p>eat your carrots!</p><p>6.</p><p>Read the text and answer the questions.</p><p>1. What are old wives’ tales?</p><p>a. �ey are true facts.</p><p>b. �ey are untrue stories.</p><p>c. �ey are questionable stories.</p><p>2. Do you believe in old wives’ tales?</p><p>a. Yes, I do.</p><p>b. No, I don’t.</p><p>c. I believe in some, but I don’t believe in others.</p><p>3. What do you think derogatory means?</p><p>a. I think it means something good.</p><p>b. I think it means something bad.</p><p>c. I think it means something that is not good or bad.</p><p>4. Why are certain kinds of advice called old wives’ tales?</p><p>a. Because they are about women.</p><p>b. Because they are told by women from generation to generation.</p><p>c. Because they are ridiculous.</p><p>5. Do you know an old wives’ tale? Write it down.</p><p>______________________________________________________________</p><p>______________________________________________________________</p><p>______________________________________________________________</p><p>______________________________________________________________</p><p>Adapted from http://en.wikipedia.org/wiki/Old_wives’_tale</p><p>ACTIVITY BOOK | 199</p><p>Name: ___________________________________ Group: ___________</p><p>Teacher’s name: ____________________________ Date: ____________</p><p>Can I help you? 33</p><p>UNIT</p><p>1.</p><p>Match the columns.</p><p>2</p><p>. Write the names of the items below.</p><p>1. Hi. Can I help you? Yes, it does.</p><p>2. Does it have a good definition? It’ll be cash.</p><p>3. How much is it? It’s a bit too tight. Can I try a larger one?</p><p>4. What’s he wearing? Medium, I guess.</p><p>5. How does it fit you? Yes, I do.</p><p>6. How would you like to pay? Yes, I’m looking for a digital camera.</p><p>7. What size are you? It’s $47.99.</p><p>8. Do you like going shopping? He’s wearing jeans, a T-shirt, and sneakers.</p><p>1.</p><p>6.</p><p>11.</p><p>16.</p><p>2.</p><p>7.</p><p>12.</p><p>17.</p><p>3.</p><p>8.</p><p>13.</p><p>18.</p><p>4.</p><p>9.</p><p>14.</p><p>19.</p><p>5.</p><p>10.</p><p>15.</p><p>20.</p><p>2</p><p>6</p><p>5</p><p>7</p><p>8</p><p>1</p><p>3</p><p>4</p><p>CAMERA</p><p>DRESS</p><p>SOCKS</p><p>HIGH HEELS</p><p>CAMCORDER</p><p>JEANS</p><p>GLOVES</p><p>JACKET</p><p>TABLET</p><p>PANTS</p><p>SHIRT</p><p>SHORTS</p><p>MP3 PLAYER</p><p>SCARF</p><p>BLOUSE</p><p>SUNGLASSES</p><p>PRINTER</p><p>PAJAMAS</p><p>SHOES</p><p>SWEATSHIRT</p><p>200 | CNA PROGRESSION 1</p><p>Can I help you?</p><p>3</p><p>. Complete the conversations.</p><p>Conversation 1</p><p>What size</p><p>are you?</p><p>How does it</p><p>昀椀t you?</p><p>Yes, please.</p><p>I’m looking</p><p>for a T-shirt.</p><p>Thank</p><p>you.</p><p>How much</p><p>is it?</p><p>How would you</p><p>like to pay?</p><p>ACTIVITY BOOK | 201</p><p>33UNIT</p><p>Name: ___________________________________ Group: ___________</p><p>Teacher’s name: _____________________________ Date: ____________</p><p>Conversation 2</p><p>Yes, please.</p><p>I’m looking for</p><p>a cell phone.</p><p>Is it user-</p><p>friendly?</p><p>How much</p><p>is it?</p><p>How would</p><p>you like</p><p>to pay?</p><p>Does it have</p><p>high-speed</p><p>Internet?</p><p>Can I download</p><p>apps to it?</p><p>202 | CNA PROGRESSION 1</p><p>4.</p><p>What are these people wearing?</p><p>5.</p><p>Complete the questions with one of the words in the box. �en answer them.</p><p>a. What do you like to go shopping ______?</p><p>___________________________________________________________________________</p><p>b. What do you spend a lot of money ______?</p><p>___________________________________________________________________________</p><p>c. Do you usually have something specific ______ mind when you go shopping?</p><p>___________________________________________________________________________</p><p>d. Do you usually try clothes ______ before you buy them?</p><p>___________________________________________________________________________</p><p>e. When you buy an item of clothing, do you also buy accessories that go ______ it?</p><p>___________________________________________________________________________</p><p>with in on for on</p><p>She’s wearing</p><p>1. 3.</p><p>He’s wearing</p><p>2. 4. 5.</p><p>for</p><p>on</p><p>in</p><p>on</p><p>with</p><p>ACTIVITY BOOK | 203</p><p>Name: ___________________________________ Group: ___________</p><p>Teacher’s name: ____________________________ Date: ____________</p><p>Putting it all together. 44UNIT</p><p>1.</p><p>Match the columns.</p><p>1. What’s the matter? You look sick.</p><p>Why don’t you wear that lovely red</p><p>dress you bought at Marcy’s?</p><p>2. What should I wear to the party?</p><p>Of course. Come this way. �e</p><p>fitting rooms are over there.</p><p>3. Where did you go on your last vacation?</p><p>No, I didn’t. I had a sore throat and I</p><p>stayed home.</p><p>4. �at’s a pretty blouse. Can I try it on? I think you should see a nutritionist.</p><p>5. Did you go to Clara’s birthday party?</p><p>My sister, my best friend, and I went</p><p>to Europe.</p><p>6. I need to lose weight. What should I do? I have a bad headache.</p><p>Sandy: We visited Lisbon, Madrid, and Paris.</p><p>Sandy: Oh, the usual tourist places. We visited the Louvre,</p><p>went to the Ei�el Tower and took a trip to the Val de</p><p>Loire, where there are a lot of castles.</p><p>Sandy: Yeah, it really was!</p><p>Mia: So, how was your vacation?</p><p>Sandy: It was great! My sister Patty and I went to Europe.</p><p>Mia: Awesome! It must have been a dream trip.</p><p>Mia: Wow! What cities did you go to?</p><p>Mia: Where did you go in Paris?</p><p>2</p><p>. Unscramble the conversation.</p><p>1</p><p>ACTIVITY BOOK | 203</p><p>2</p><p>4</p><p>5</p><p>6</p><p>3</p><p>1</p><p>4</p><p>6</p><p>8</p><p>2</p><p>7</p><p>3</p><p>5</p><p>204 | CNA PROGRESSION 1</p><p>Putting it all together.</p><p>3</p><p>. Complete</p><p>the</p><p>sentences</p><p>and do the</p><p>crossword</p><p>puzzle.</p><p>4.</p><p>Read the sentences and number the pictures.</p><p>1. My first day was terrible. I was literally in panic!</p><p>2. I loved school when I was a kid. I was always ready in the morning.</p><p>3. When summer vacation started, I didn’t want to do anything. I felt lost.</p><p>4. My first day at work wasn’t easy. I hated everything about the o�ce.</p><p>1.</p><p>2. 3.</p><p>W V 4. 5.</p><p>6. S</p><p>7. 8. 9.</p><p>W E N T S I G H T S E E I N G</p><p>10.</p><p>11.</p><p>12. A</p><p>1. �e weekend _____ kind of boring. We didn’t do anything special.</p><p>2. I _________ Mary a text message, but she didn’t write back.</p><p>3. We __________ the Prado Museum in Madrid.</p><p>4. I was tired so I _______ up late and didn’t go to my</p><p>swimming practice.</p><p>5. I ________ you a nice T-shirt in Italy. I hope you like it.</p><p>6. We _______ a movie on TV.</p><p>7. My brother and I ________ sick so we didn’t go to school on Monday.</p><p>8. I _____ at a friend’s house last night.</p><p>9. My family and I went to Rio de Janeiro. We _____ a wonderful time there!</p><p>10. I ________ a book by Agatha Christie on my vacation. I loved it!</p><p>11. My father cooked pasta. It was delicious and we _____ it all.</p><p>12. We ______________ to the mountains over the weekend.</p><p>W</p><p>A</p><p>R I A W B</p><p>O S O O</p><p>T I K U</p><p>E E L A H</p><p>R D E D T</p><p>E P R</p><p>T R V E L E D</p><p>T A</p><p>E D</p><p>4 1 2 3</p><p>ACTIVITY BOOK | 205</p><p>44UNIT</p><p>Name: ___________________________________ Group: ___________</p><p>Teacher’s name: _____________________________ Date: ____________</p><p>5.</p><p>�ink about the situations in Activity 4 and answer the questions about yourself. Check the</p><p>ones that apply to you and write what they mean. You may also create another.</p><p>6.</p><p>Unscramble the words to make questions.</p><p>1.</p><p>How did you feel about school</p><p>when you were a child?</p><p>2.</p><p>How did you feel when school</p><p>ended in July and December?</p><p>3.</p><p>How did you feel on your first day</p><p>at school or work?</p><p>4.</p><p>How do you feel about your</p><p>classmates or colleagues?</p><p>A: do / you / think / do / I / should / What / ?</p><p>____________________________________</p><p>____________________________________</p><p>B: I think you should see a doctor.</p><p>1.</p><p>A: do / did / What / weekend / on / the / you / ?</p><p>____________________________________</p><p>____________________________________</p><p>B: We went to a friend’s birthday party. On Sunday, we</p><p>saw a movie on TV.</p><p>2.</p><p>A: the / weather / beach / on / the / like / was / What / ?</p><p>____________________________________</p><p>____________________________________</p><p>B: It was rainy and foggy, so we came back early.</p><p>3.</p><p>A: party / do / should / What / wear / to / the / think /</p><p>you / I / ?</p><p>____________________________________</p><p>____________________________________</p><p>B: Why don’t you wear your new velvet jacket?</p><p>4.</p><p>What do you think I should do?</p><p>What did you do on the</p><p>weekend?</p><p>What was the weather like on</p><p>the beach?</p><p>What do you think I should</p><p>wear to the party?</p><p>206 | CNA PROGRESSION 1</p><p>7.</p><p>Imagine you are Dr. Right. You write an online advice column for teens. You receive the post below.</p><p>Respond to Marcela.</p><p>8.</p><p>Read the post and identify</p><p>the people mentioned.</p><p>DESPERATE IN NEED OF SLEEP</p><p>Posted by: marceladenardi on April 10,</p><p>at 2:45 a.m.</p><p>Posted in: San Francisco, U.S.A.</p><p>Dear Dr. Right,</p><p>I’m 16 years old, I go to high school, and I can’t sleep at night. I</p><p>usually surf on the net until 4:00 a.m. And then, of course, I can’t</p><p>wake up to go to school. And when I do, I’m always sleepy and</p><p>can’t pay attention to class. My parents and I argue a lot, but all my</p><p>friends have the same problem. What should I do? Please, help!</p><p>Love,</p><p>Marcela</p><p>Jorge</p><p>Carol</p><p>Marco</p><p>Angela</p><p>ACTIVITY BOOK | 207</p><p>Name: ___________________________________ Group: ___________</p><p>Teacher’s name: ____________________________ Date: ____________</p><p>Let</p><p>,</p><p>s take a trip!</p><p>UNIT</p><p>55</p><p>1.</p><p>Match the columns.</p><p>2</p><p>. Find eight adjectives in the wordsearch.</p><p>1. Where would you like to go?</p><p>2. Let’s start planning. We have</p><p>to make arrangements first.</p><p>3. I would like to take a trip to</p><p>Buenos Aires. What do I have</p><p>to do?</p><p>4. Are you planning to drive?</p><p>5. Cumuruxatiba? What’s it like?</p><p>�at’s right. We have to buy tickets and get new</p><p>passports. Our old ones are not valid. Oh, and I think we</p><p>have to get visas.</p><p>It’s a small fishermen’s village in the south of Bahia. �e</p><p>beaches are amazing and you can visit historical places</p><p>such as the Pascoal Mountain, the first place discovered</p><p>by the Portuguese.</p><p>You have to get tickets and make a hotel reservation.</p><p>Well, yes, it’d be a good idea to rent a car.</p><p>I’d like to go to an exotic place in South America, maybe.</p><p>H J K L O P W Z B G E E P L E A W S V C</p><p>B W F G A E Y K L O U N H E X A S U N B</p><p>O E M B A R R A S S I N G Y C H P R Y N</p><p>R J I N G W E R F G I B P L I Q O P H E</p><p>I K I N T E R E S T I N G N T B H R F H</p><p>N O F H Y T S T W X S P L M I F T I R E</p><p>G F A E D R F J U I N U U K N E V S E I</p><p>K R W H T V B N K I R Y J T G A B E A L</p><p>Y K L O U N H J N Y I R B F H Y T D R S</p><p>L E E I N G W D O K C O N F U S E D X O</p><p>W B D D I S A P P O I N T I N G M Y I A</p><p>Z A I N G W Y H N E D H J N Y I R B N W</p><p>A D I N T E R E S T E D Q G Z P E G H Q</p><p>2</p><p>5</p><p>3</p><p>4</p><p>1</p><p>208 | CNA PROGRESSION 1</p><p>Let</p><p>,</p><p>s take a trip!</p><p>3</p><p>. Complete the sentences with the words in the wordsearch in Activity 2.</p><p>4.</p><p>Imagine you are talking to Eva about her vacation. Complete the conversation.</p><p>1. Now I’m ___________________. Do we have to get a visa for all the countries we’re going to?</p><p>2. �is is really ___________________ to ask, but how much money are you going to take with</p><p>you on our trip?</p><p>3. �e trip was really ___________________. It rained all the time and we couldn’t do anything</p><p>___________________.</p><p>4. I’m sorry, but I’m not ___________________ in visiting the local stores. I can’t stand shopping.</p><p>5. Come on, let’s do something __________________ and __________________. How about</p><p>going rafting?</p><p>6. I’m _____________________ to know that we don’t have to get a visa to go to South Korea.</p><p>7. Aren’t we going to Miami on our trip? �at’s ______________________.</p><p>You: ________________________________________________________</p><p>Eva: We usually go once a year, in December.</p><p>You: ________________________________________________________</p><p>Eva: We usually go to Peruíbe.</p><p>You: ________________________________________________________</p><p>Eva: Well, sometimes we visit my grandmother who lives in a small town in the</p><p>countryside.</p><p>You: ________________________________________________________</p><p>Eva: When we go to Peruíbe, we stay at a small hotel at the beach. When we visit</p><p>my grandma, we stay at her place.</p><p>You: ________________________________________________________</p><p>Eva: In Peruíbe we stay about a week or 10 days. At my grandma’s we stay two</p><p>weeks. We sometimes spend Christmas with her.</p><p>You: ________________________________________________________</p><p>Eva: In Peruíbe we go to the beach in the morning, go home for lunch, and then</p><p>play volleyball in the afternoon. We sometimes go out in the evening for</p><p>pizza or ice cream.</p><p>confused</p><p>embarassing</p><p>boring</p><p>intersting</p><p>interested</p><p>insteresting exciting</p><p>surprised</p><p>disappointing</p><p>ACTIVITY BOOK | 209</p><p>55UNIT</p><p>Name: ___________________________________ Group: ___________</p><p>Teacher’s name: _____________________________ Date: ____________</p><p>5.</p><p>a. You are searching some travel websites and you find the following post. Take a look at it</p><p>and answer the questions.</p><p>What is her post about?</p><p>Who is she writing to?</p><p>b. Read the post again and answer the questions.</p><p>•	 Who is she going with?</p><p>•	 How long are they going to stay?</p><p>•	 What cities is she planning to visit?</p><p>•	 What specific suggestions does she ask for?</p><p>•	 How old are they?</p><p>•	 What do they like?</p><p>•	 What would she like to do in France?</p><p>Hi, everyone!</p><p>My husband and I are going to travel to Europe for the 昀椀rst time. We live in São Paulo,</p><p>Brazil, and are going to spend three weeks there. We’re planning this trip at the last minute</p><p>because we didn’t know we would have some time off. We’re both teachers and are very</p><p>excited about this trip. Because this is our 昀椀rst time, we are worried about traveling from</p><p>place to place.</p><p>We would like to 昀氀y to London and then go to Amsterdam, Vienna, and Paris. We are</p><p>planning to spend about a week in Paris and take small day trips to Mont Saint-Michel,</p><p>Versailles, and other small towns.</p><p>Could you give us suggestions on how to get from London to Amsterdam and from</p><p>Amsterdam to Paris? Could you also tell us what the best way to get around in France is?</p><p>Should we rent a car? Should we take the train? If we should take the train, do we have to</p><p>buy tickets in advance? What are the best sites to use? I’m a little confused with so many</p><p>travel websites.</p><p>We are 28 and 30. We love art, architecture, and food. I personally would love to see a few</p><p>museums, castles, and churches here and there. We would also like to go to fun pubs and</p><p>clubs. It would be a good idea to have a list of some good restaurants, too. Thank you so</p><p>much for your help! We really appreciate it.</p><p>Best regards, Rachel</p><p>Her husband.</p><p>Three weeks.</p><p>London, Amsterdam, Vienna and Paris.</p><p>Transportation, travel , websites, places to go and eat.</p><p>28 and 30.</p><p>Art, architecture, and food.</p><p>To see a few museums, castles, and churches.</p><p>It's about traveling.</p><p>To Internet users.</p><p>210 | CNA PROGRESSION 1</p><p>6.</p><p>Your’re going on a trip, too! You’re so excited about it that you decide to write a post on your</p><p>favorite travel website. Include the topics below.</p><p>•	 �e place you are going to, where it is, and what you can do there.</p><p>•	 When you are going, where you are going to stay, and how long you are planning to stay.</p><p>•	 Why you decided to go to this place.</p><p>ACTIVITY BOOK | 211</p><p>Name: ___________________________________ Group: ___________</p><p>Teacher’s name: ____________________________ Date: ____________</p><p>We ,</p><p>re all connected.</p><p>UNIT66</p><p>1. What do you use this for?</p><p>2. How do you take a picture</p><p>with this cell phone?</p><p>3. How did people have fun</p><p>in the past?</p><p>4. Do you think people will</p><p>live longer in the future?</p><p>5. Will technology make our</p><p>lives easier in the future?</p><p>6. When do you think we</p><p>will have holographic</p><p>televisions?</p><p>�ey read, talked, and listened to the radio.</p><p>If you want my honest opinion, I don’t think</p><p>so. I think there will be more and more devices</p><p>for us to handle.</p><p>I think that will happen before 2030.</p><p>You use it to text people and answer e-mails.</p><p>It’s very likely with all these breakthroughs in</p><p>medicine.</p><p>It’s easy. Tap on the camera icon. Focus and</p><p>then tap to take a picture.</p><p>1.</p><p>Match the columns.</p><p>a. Are you a very technological person?</p><p>b. What technological devices or gadgets do you have?</p><p>c. How much time do you spend texting or checking messages a day?</p><p>d. Do you think you spend too much time using your technological devices?</p><p>e. What about your friends? Do you think they spend too much time using their devices?</p><p>2</p><p>. Answer the questions.</p><p>3</p><p>5</p><p>6</p><p>1</p><p>4</p><p>2</p><p>212 | CNA PROGRESSION 1</p><p>We</p><p>,</p><p>re all connected.</p><p>,</p><p>3</p><p>. Complete the text with the verbs in the box.</p><p>4.</p><p>a. Rewrite the statements below using one expression from each box. Follow the example.</p><p>�e uploading notification appears while the video is being</p><p>sent to the media site. Feel free to do other things with your</p><p>tablet while the video uploads. When the upload is complete,</p><p>the notification stops animating and becomes the Uploads</p><p>Finished icon.</p><p>touch</p><p>select</p><p>open</p><p>touch</p><p>tap</p><p>type</p><p>open</p><p>I think…</p><p>In my opinion,…</p><p>If you ask me,…</p><p>If you want my</p><p>honest opinion,…</p><p>As I see it,…</p><p>will/will not</p><p>may</p><p>could</p><p>it is likely to</p><p>it is not likely to</p><p>HOW TO POST A VIDEO FROM YOUR</p><p>TABLET TO SOCIAL MEDIA SITES</p><p>1. ___________ the</p><p>Gallery app.</p><p>5. ___________ the video’s title. Feel</p><p>free to replace the timestamp title with</p><p>something more descriptive.</p><p>2. ___________ the video you</p><p>want to upload. You do not</p><p>need to play the video. Just</p><p>have it on the screen.</p><p>6. Set other options. Type a</p><p>description, set the privacy level,</p><p>add tags, and so on.</p><p>3. ___________ the Share</p><p>icon. If you don’t see the icon,</p><p>___________ the screen.</p><p>7. ___________ the Upload button. You</p><p>return to the Gallery, and the video is</p><p>uploaded. It continues to upload even if</p><p>the tablet falls asleep.</p><p>4. ___________ a social media</p><p>site. �e Upload Video</p><p>window appears, listing all</p><p>sorts of options and settings</p><p>for sending the video.</p><p>In my opinion, there will be human colonies on the moon by 2060.</p><p>Human colonies on the moon by 2060.</p><p>1. �e next American president will be a woman.</p><p>2. Brazil becomes a fully-developed country.</p><p>3. CO2 emissions fall drastically by 2100.</p><p>4. Books become obsolete by 2030.</p><p>5. Chinese becomes a lingua franca by 2050.</p><p>b. Write down some of your own predictions.</p><p>Open Type</p><p>Touch</p><p>Select</p><p>Touch</p><p>Open</p><p>tap</p><p>ACTIVITY BOOK | 213</p><p>66UNIT</p><p>Name: ___________________________________ Group: ___________</p><p>Teacher’s name: _____________________________ Date: ____________</p><p>5.</p><p>a. Read the text and circle the correct options.</p><p>b. Read the sentences and answer true (T) or false (F).</p><p>1. �e author of the text is against the use of cell phones at school.</p><p>2. According to the text, many parents give their children cell phones for security reasons.</p><p>3. Cell phones can always help students in class.</p><p>c. Match the columns.</p><p>(In the past / Nowadays), most students bring</p><p>their cell phones to school. While I believe that</p><p>students should carry cell phones in case of an</p><p>emergency, I do not agree to phones being used</p><p>at school, particularly in the classroom.</p><p>(Firstly / But) many students travel to and from</p><p>school without their parents. (But / So), it is</p><p>important for them to have a cell phone in case</p><p>they need help or have an accident on the way to</p><p>school or home. (In addition to that / Because),</p><p>parents who work may need to contact their</p><p>children. For example, if parents have to work</p><p>late, the student has to be told if arrangements</p><p>have been made for a relative or neighbor to look</p><p>after them.</p><p>(Because / On the other hand), nothing is</p><p>more disruptive during a class than the sound</p><p>of a cell phone ringing or playing an annoying</p><p>tune. (Besides that / Firstly), students who send</p><p>and receive text messages in class are not paying</p><p>attention to the lesson.</p><p>(In conclusion / Secondly), I feel that students</p><p>should be allowed to take cell phones to school</p><p>for use in emergencies. However, all phones</p><p>should certainly be turned o� during class.</p><p>CELL</p><p>PHONES</p><p>AT</p><p>SCHOOL</p><p>Adapted from http://protas.pypt.lt/anglu_kalba/opinion_essay</p><p>1. First paragraph we present the opposing viewpoint and give examples or reasons.</p><p>2. Second paragraph we restate our opinion using di�erent words.</p><p>3. �ird paragraph we present our viewpoint and give reasons or examples.</p><p>4. Last paragraph we present the topic and state our opinion clearly.</p><p>3</p><p>4</p><p>2</p><p>1</p><p>F</p><p>T</p><p>F</p><p>214 | CNA PROGRESSION 1</p><p>6.</p><p>Turn to page 80 of your Class Book. Choose one of the topics discussed in Activity 15 and write your</p><p>opinion about it.</p><p>ACTIVITY BOOK | 215</p><p>Name: ___________________________________ Group: ___________</p><p>Teacher’s name: ____________________________ Date: ____________</p><p>Heroes in our lives 77</p><p>UNIT</p><p>1. Who’s your hero?</p><p>2. What’s your</p><p>definition of a</p><p>hero?</p><p>3. In your opinion,</p><p>who is an</p><p>international hero?</p><p>4. What does your</p><p>boyfriend look</p><p>like?</p><p>5. What is your</p><p>mother like?</p><p>6. Who are they?</p><p>Martin Luther King, Jr. He was an American pastor, activist, humanitarian,</p><p>and leader in the African-American Civil Rights Movement. He fought</p><p>discrimination against black people in the United States.</p><p>He’s tall and thin, has brown eyes, and short black hair.</p><p>My Mom is my hero. My father died a few months after I was born</p><p>and she worked hard and raised me by herself.</p><p>�ey’re Beverly and Harris, my friends who have a rock band.</p><p>In my opinion, a hero is someone who sacrifices his or her life to</p><p>save the world.</p><p>She’s intelligent, honest, and determined.</p><p>1.</p><p>Match the columns.</p><p>2</p><p>. Unscramble the words to make sentences.</p><p>1. is / my friend / �is / John, / in Australia / lives / who / .</p><p>2. from Poland / George and Gina, / my grandparents / came / who / are / �ese / .</p><p>3. who / people’s lives / is / A hero / saves / someone / .</p><p>4. love and help / heroes / who / are / In my opinion, / people / others / .</p><p>5. saved / �is / that / my brother’s / Demetrius, / is</p><p>/ life / the dog / .</p><p>6. look like / your / What / best friend / does / ?</p><p>This is John, my friend who lives in Australia.</p><p>These are George and Gina, my grandparents who came from Poland.</p><p>A hero is someone who saves people’s lives.</p><p>In my opinion, heroes are people who love and help others.</p><p>This is Demetrius, the dog that saved my brother’s life.</p><p>What does your best friend look like?</p><p>3</p><p>4</p><p>1</p><p>6</p><p>2</p><p>5</p><p>216 | CNA PROGRESSION 1</p><p>Heroes in our lives</p><p>3</p><p>. Look at the pictures and describe each person.</p><p>4.</p><p>Find 20 words used to describe people in the wordsearch.</p><p>1.</p><p>2.</p><p>3.</p><p>4.</p><p>5.</p><p>6.</p><p>S E R T G H J N V S Y O U N G W</p><p>A L D F F I N G H E D F R B M S</p><p>C O M P A S S I O N A T E E A D</p><p>W Y Y W M S J H N Y R E W R D O</p><p>H A R F O K F R E Z E L Z V O V</p><p>N L N R U R F V S V T L R G R E</p><p>M T M Y S O R U T B H A B H A R</p><p>S Q E H P E D E D T G B I W B W</p><p>E X D C O U R A G E O U S D L E</p><p>L B C D K I P M V X A X C J E I</p><p>F N D E T E R M I N E D E K F G</p><p>I M O G T R F V C S W V O L E H</p><p>S O E I D E A L I S T I C E N T</p><p>H P N U O P L T H S W E C C E O</p><p>E L T E T Y H T A L L W O X R R</p><p>I M Y D R Z M H L Y Y W B Z G T</p><p>C K I N D P L I Z W T B E W E G</p><p>X S S D R T G N E X N N A S T B</p><p>W E Z S D G H J Y J A J U O I N</p><p>O P E N M I N D E D D U T P C E</p><p>Z W A E G H J K L V A N I I E R</p><p>T A T T R A C T I V E T F E D O</p><p>J Q Z E G B N M U E C V U R E L</p><p>I N T E L L I G E N T W L N Z D</p><p>ACTIVITY BOOK | 217</p><p>77UNIT</p><p>Name: ___________________________________ Group: ___________</p><p>Teacher’s name: _____________________________ Date: ____________</p><p>5.</p><p>Choose four adjectives and write sentences describing people you know.</p><p>1.</p><p>2.</p><p>3.</p><p>4.</p><p>6.</p><p>Match the adjectives to the nouns.</p><p>7.</p><p>Answer the questions in the form of a short paragraph.</p><p>Who is your hero? What makes this person a hero in your opinion?</p><p>1. loyal</p><p>2. arrogant</p><p>3. compassionate</p><p>4. honest</p><p>5. intelligent</p><p>6. idealistic</p><p>intelligence</p><p>loyalty</p><p>arrogance</p><p>compassion</p><p>idealism</p><p>honesty</p><p>Name: ___________________________________ Group: ___________</p><p>Teacher’s name: _____________________________ Date: ____________</p><p>ACTIVITY BOOK | 217</p><p>5</p><p>1</p><p>2</p><p>3</p><p>6</p><p>4</p><p>218 | CNA PROGRESSION 1</p><p>8.</p><p>Read the article below and do the activities that follow.</p><p>�ere are many di�erent kinds of heroes. Heroes may be famous or just ordinary</p><p>people.</p><p>Some celebrities become heroes because they donate large amounts of money to</p><p>help the lives of people around the world. Sandra Bullock, for example, donated</p><p>one million dollars to the Red Cross after the devastating earthquake and tsunami</p><p>in Japan, and Angelina Jolie also donated one million dollars to the poor people in</p><p>Afghanistan.</p><p>Tom Cruise is another celebrity that did a heroic act. In 1996, Cruise saw a woman</p><p>get hit by a car in Los Angeles. �e driver didn’t stop, so Cruise called for help and</p><p>stayed with her until the ambulance arrived. He then followed the ambulance to the</p><p>hospital, and when he found out that she did not have health insurance, he paid the</p><p>hospital bill himself.</p><p>1. Choose the best title for the article.</p><p>a. ( ) Are celebrities heroes?</p><p>b. ( ) Celebrities are certainly heroes.</p><p>c. ( ) Celebrities may also be heroes.</p><p>2. What kinds of heroes are mentioned?</p><p>3. According to the article:</p><p>•	 Why did Sandra Bullock and Angelina Jolie become heroes?</p><p>•	 What made Tom Cruise a hero?</p><p>4. What about you? Do you think these celebrities are heroes?</p><p>Celebrities who care.</p><p>Because they helped the poor.</p><p>His goodness.</p><p>ACTIVITY BOOK | 219</p><p>Name: ___________________________________ Group: ___________</p><p>Teacher’s name: ____________________________ Date: ____________</p><p>Putting it all together. 8</p><p>UNIT</p><p>8</p><p>1.</p><p>Circle the odd one out and add one more word. Follow the example.</p><p>arm</p><p>head</p><p>shoulder</p><p>leg</p><p>brown</p><p>tap</p><p>touch</p><p>click</p><p>tablet</p><p>browse</p><p>thin</p><p>blond</p><p>caring</p><p>young</p><p>strong</p><p>travel guide</p><p>cash</p><p>passport</p><p>computer</p><p>luggage</p><p>short</p><p>loyal</p><p>honest</p><p>idealistic</p><p>patient</p><p>embarrassing</p><p>exciting</p><p>surprised</p><p>boring</p><p>interesting</p><p>hand</p><p>3.</p><p>1.</p><p>4.</p><p>2.</p><p>5.</p><p>220 | CNA PROGRESSION 1</p><p>Putting it all together.</p><p>2</p><p>. Complete the conversations</p><p>with the words in the box.</p><p>A: What does she ______________________?</p><p>B: She is tall and has ___________ eyes and brown ______________.</p><p>1.</p><p>A: Do you think cell phones should be allowed at school?</p><p>B: ______ I see it, they shouldn’t be allowed at all. �ey can be very disruptive.</p><p>6.</p><p>A: I’d like to take a trip to Ottawa. What do I ______________ do?</p><p>B: Well, first of all, get a _____________.</p><p>3.</p><p>A: Do you know how to forward this e-mail?</p><p>B: Sure. ______________ on FORWARD. Type the e-mail addresses you want to send the</p><p>e-mail message to and click on SEND.</p><p>8.</p><p>A: And what is she ___________?</p><p>B: She is intelligent and _________________.</p><p>2.</p><p>A: What do you ___________ this for?</p><p>B: You use it to know where you are.</p><p>7.</p><p>A: What do you ___________ doing when you travel?</p><p>B: I love going to the beach and chilling out.</p><p>4.</p><p>A: What _______ you do this weekend?</p><p>B: I ____________ to the movies.</p><p>9.</p><p>A: Where would you like to __________?</p><p>B: I’d love to go somewhere in South America.</p><p>5.</p><p>A: Who are they?</p><p>B: �ey are my neighbors Bob and Terry __________ live next door.</p><p>10.</p><p>click hair have to did</p><p>enjoy like visa go</p><p>look like determined as blue</p><p>use went who</p><p>look like</p><p>blue hair</p><p>like</p><p>determined</p><p>have to</p><p>visa</p><p>enjoy</p><p>go</p><p>As</p><p>use</p><p>did</p><p>went</p><p>who</p><p>Click</p><p>ACTIVITY BOOK | 221</p><p>88UNIT</p><p>Name: ___________________________________ Group: ___________</p><p>Teacher’s name: _____________________________ Date: ____________</p><p>3</p><p>. What do these people look like?</p><p>1.</p><p>2.</p><p>3.</p><p>4.</p><p>Silvia</p><p>Martin</p><p>Nadine</p><p>Albert</p><p>222 | CNA PROGRESSION 1</p><p>4.</p><p>Circle the correct options.</p><p>A: Where would you like to go?</p><p>B: I (like / ’d like) to go to an</p><p>exotic place.</p><p>A: We (will / could) go to</p><p>Morocco. What do you think?</p><p>B: �at sounds like a good idea.</p><p>I (hear / heard) there are</p><p>wonderful beaches there. You</p><p>know I love (go / going) to</p><p>the beach.</p><p>A: I have a friend (who / whose)</p><p>went on vacation there last</p><p>year. We can talk to him.</p><p>B: Great! Let’s do that!</p><p>A: Look at this. What a</p><p>wonderful place! I (love /</p><p>’d love) to spend my</p><p>vacations there.</p><p>B: Really? It seems really</p><p>crowded there. I can’t stand</p><p>(being / to be) in places</p><p>like that.</p><p>A: Come on. It looks so</p><p>(interesting / interested).</p><p>B: �anks, but I’m not</p><p>(interesting / interested).</p><p>A: What’s a gumologist?</p><p>B: �at’s an unusual occupation, isn’t it? A</p><p>gumologist is someone (who / which)</p><p>develops and tries new kinds of bubble</p><p>gum.</p><p>A: Wow, that is (fascinating / fascinated).</p><p>Actually, I’m (fascinating / fascinated)</p><p>with the process of making bubble gum.</p><p>1.</p><p>2.</p><p>3.</p><p>AUDIO SCRIPT | 225</p><p>Starter Unit</p><p>Get ready!</p><p>(Track 02)</p><p>ACTIVITY 3</p><p>Teen boy 1: Look at this cake. It looks delicious!</p><p>Teen boy 2: I have an idea! Let’s make a cake for</p><p>Mom’s birthday.</p><p>Teen boy 1: Hmm… Do you know how to bake a</p><p>cake?</p><p>Teen boy 2: �at’s easy. We just have to follow a</p><p>recipe.</p><p>Teen boy 1: What kind should we make? Maybe</p><p>chocolate cake? What do you think?</p><p>Teen boy 2: Chocolate sounds easy.</p><p>Teen boy 1: Good choice. I love chocolate cake. What</p><p>do we need?</p><p>Teen boy 2: Let me see. Eggs, sugar, butter,</p><p>flour, milk,</p><p>and dark chocolate.</p><p>Teen boy 1: Don’t we need any baking powder?</p><p>Teen boy 2: Yes, of course! Here it is: baking powder.</p><p>Teen boy 1: All right, then. Let’s go to the kitchen.</p><p>Print the instructions.</p><p>Teen boy 2: Preheat the oven to 180 degrees. �en</p><p>grease a 23 centimeter baking pan.</p><p>Teen boy 1: OK. What else?</p><p>Teen boy 2: Mix the flour, the dark chocolate, the</p><p>baking powder, and the sugar.</p><p>Teen boy 1: All right. What now?</p><p>Teen boy 2: Now you melt the butter and add it</p><p>to the mixture. �en add the milk and</p><p>the eggs. Mix everything together until</p><p>smooth.</p><p>Teen boy 1: OK. �en?</p><p>Teen boy 2: �en bake at 180 degrees for</p><p>approximately 40 minutes.</p><p>Teen boy 1: Piece of cake! Come on. Help me out</p><p>here.</p><p>Woman: What are you guys doing in my kitchen?</p><p>Both boys: Uh-oh!</p><p>Unit 1</p><p>So much happened last week.</p><p>(Track 03)</p><p>ACTIVITY 2</p><p>Kayla: Hey, Sophia.</p><p>Sophia: Hey, Kayla. How was your weekend?</p><p>Kayla: It was great. My sister and her kids were</p><p>in town. So I took them to the park and</p><p>then we went shopping. I had to buy a</p><p>friend a gift. On Saturday evening I went</p><p>to a party and met a really interesting</p><p>guy.</p><p>Sophia: Really? Tell me all about it.</p><p>Kayla: His name is Tim. We talked for hours and</p><p>he eventually asked me out.</p><p>Sophia: And where did you go?</p><p>Kayla: We went to the movies and then had</p><p>dinner at Stephano’s.</p><p>Sophia: I know that restaurant. It’s fabulous!</p><p>Kayla: I didn’t pay much attention to the</p><p>restaurant itself, you know.</p><p>Sophia: Sounds like someone’s falling in love.</p><p>(Track 04)</p><p>ACTIVITY 8</p><p>Man: cleaned</p><p>watched</p><p>waited</p><p>called</p><p>decided</p><p>kissed</p><p>Woman: played</p><p>visited</p><p>started</p><p>worked</p><p>cooked</p><p>listened</p><p>226 | CNA PROGRESSION 1</p><p>(Track 05)</p><p>ACTIVITY 11</p><p>Conversation 1</p><p>Man: So, Heather, where did you go this</p><p>vacation?</p><p>Heather: I went to Palm Beach.</p><p>Man: Cool! How long did you stay there?</p><p>Heather: Two weeks.</p><p>Man: What did you do there?</p><p>Heather: I sunbathed and surfed every day.</p><p>Man: Sounds like a good way to spend your</p><p>days on the beach. And was the weather</p><p>good?</p><p>Heather: It was perfect – hot and sunny.</p><p>Conversation 2</p><p>Simon: Hey, Rose.</p><p>Rose: Hey, Simon. How did you like your trip?</p><p>Simon: I loved it.</p><p>Rose: Where exactly did you go?</p><p>Simon: I went to Aspen, in Colorado.</p><p>Rose: Fancy!</p><p>Simon: C’mon. But you took a trip too, didn’t</p><p>you? Where did you go?</p><p>Rose: I went to Berlin.</p><p>Simon: Wow, that’s fancy! How long did you stay</p><p>there?</p><p>Rose: Ten days. What about you? How long did</p><p>you stay in Aspen?</p><p>Simon: A week.</p><p>Rose: Was it cold in Aspen?</p><p>Simon: Yes, cold and snowy.</p><p>Rose: It was also very cold and snowy in Berlin.</p><p>Simon: And what did you do there?</p><p>Rose: I went sightseeing and visited some</p><p>friends. What about you?</p><p>Simon: I went skiing.</p><p>Rose: Skiing in Aspen is great!</p><p>Conversation 3</p><p>Woman: Hey, Josh. I’m glad you’re back!</p><p>Josh: Hey! I’m glad I’m back, too.</p><p>Woman: You went to Rio de Janeiro, right?</p><p>Josh: Yes, I did.</p><p>Woman: How long did you stay there?</p><p>Josh: Twelve days.</p><p>Woman: Awesome! And what did you do there?</p><p>Josh: I went sightseeing, sunbathed, and went</p><p>shopping.</p><p>Woman: What about the weather?</p><p>Josh: It was very hot.</p><p>Woman: Sounds like the perfect vacation to me.</p><p>(Track 06)</p><p>ACTIVITY 18</p><p>Laura: First days are always a bit scary.</p><p>John: Yes, they can be. I remember my first day</p><p>at work. I was really nervous.</p><p>Laura: And I remember my first day at school.</p><p>I was scared. I didn’t want to stay at</p><p>school. I wanted to go back home with</p><p>my mom.</p><p>John: Really?</p><p>Laura: Yes, my mom talked to me a lot and</p><p>convinced me to stay.</p><p>John: And did you like school?</p><p>Laura: Well, just when I met my teacher, Ms.</p><p>Silverman. I was very quiet at first, but</p><p>then I met a lot of nice kids and soon we</p><p>became friends. What about your first</p><p>day at work?</p><p>John: It was OK. I arrived early at the o�ce. I</p><p>was afraid I would be late. I also met a lot</p><p>of people. Everybody was kind to me. I</p><p>met Peter on my first day and he became</p><p>my best friend. �e first day I learned all</p><p>about my job. I paid a lot of attention</p><p>because it was a lot to learn, but my boss</p><p>was very patient.</p><p>Laura: I didn’t learn much on the first day.</p><p>Ms. Silverman explained the rules and</p><p>showed us the school. We also sang</p><p>songs and played a lot of games. I had a</p><p>wonderful time.</p><p>John: Well, I wouldn’t say I had a wonderful</p><p>time on my first day at work, but it was</p><p>all right.</p><p>Unit 2</p><p>What should I do?</p><p>(Track 07)</p><p>ACTIVITY 2</p><p>Conversation 1</p><p>Woman: What’s the matter, Leo?</p><p>Leo: I don’t feel very well. I have a terrible</p><p>headache.</p><p>Woman: Poor you! You’re probably tired. Why</p><p>don’t you lie down and get some rest?</p><p>AUDIO SCRIPT | 227</p><p>Conversation 2</p><p>Woman: You look worried, Lucy. Is anything</p><p>wrong?</p><p>Lucy: Well, my twin sister and I are best friends.</p><p>Now she wants to get married and I</p><p>hate her boyfriend. What do you think I</p><p>should do?</p><p>Woman: �at’s a hard situation. I think you should</p><p>talk to your sister about it honestly. Open</p><p>up your heart and explain your reasons</p><p>to her.</p><p>Conversation 3</p><p>Man: You look sad, Jennifer. What seems to be</p><p>the trouble?</p><p>Jennifer: Oh, it’s Joe, my boss. You see, I like my</p><p>job, but Joe doesn’t think I’m good at</p><p>what I do. He’s always criticizing me.</p><p>I’m sick and tired of that. What could I</p><p>possibly do?</p><p>Man: Calm down. Talk to your boss honestly.</p><p>Perhaps he expects something else from</p><p>you.</p><p>Conversation 4</p><p>Pierre: What’s wrong, Susan?</p><p>Susan: It’s my first day at work and I have</p><p>butterflies in my stomach.</p><p>Pierre: Butterflies in your stomach?</p><p>Susan: Oh, that’s an expression we use. What I</p><p>mean is I’m nervous. What should I do?</p><p>Please help me.</p><p>Pierre: Come on. Don’t worry, relax. Let’s get</p><p>something to drink. I’m sure everything</p><p>will be all right.</p><p>Susan: �ank you, Pierre. You’re my best friend!</p><p>(Track 08)</p><p>ACTIVITY 11</p><p>Doctor: Good morning. Please, come in. Take a</p><p>seat.</p><p>Lucy: �ank you, Dr. Smith.</p><p>Doctor: So you’re Lucy. What’s your last name?</p><p>Lucy: Bright. B-R-I-G-H-T.</p><p>Doctor: OK. What’s your birthdate?</p><p>Lucy: November seventh, 1995.</p><p>Doctor: Fine, Lucy. So, what seems to be the</p><p>trouble?</p><p>Lucy: I don’t feel well, doctor. I’m always tired</p><p>and I feel sick when I eat.</p><p>Doctor: Let me see if you have a fever. No, you</p><p>don’t.</p><p>Lucy: Yeah, but I have this bad stomachache</p><p>and heartburn.</p><p>Doctor: Do you have healthy eating habits?</p><p>Lucy: Yes, I eat lots of fruit and vegetables and I</p><p>never eat any junk food.</p><p>Doctor: How much water do you drink?</p><p>Lucy: About two liters a day.</p><p>Doctor: Do you sleep well?</p><p>Lucy: Yes, about nine hours every night.</p><p>Doctor: All right. Let me examine you. Lucy, I</p><p>have good news. I think you’re pregnant.</p><p>Lucy: I’m going to have a baby? Are you sure?</p><p>Doctor: Well, I need you to take a blood test to</p><p>confirm, but that’s what it seems like.</p><p>Lucy: Oh, gosh.</p><p>Unit 3</p><p>Can I help you?</p><p>(Track 09)</p><p>ACTIVITY 3</p><p>Man: Good evening, everyone. Who are</p><p>the millennials? Why have researchers</p><p>become so interested in them? In</p><p>tonight’s show we’ll look into who</p><p>these people are and how they’ve been</p><p>reshaping our society.</p><p>Woman: Millennials, an abbreviation for millennial</p><p>generation, is a term used to describe</p><p>a segment of the population born</p><p>between 1980 and 2000. �ey are</p><p>also called Generation Y, and follow</p><p>Generation X, born between the early</p><p>sixties and the early eighties. �ey are</p><p>said to be more liberal, supportive of</p><p>diversity, confident, and receptive to new</p><p>ideas and ways of living. �ey are called</p><p>online natives because of the need to be</p><p>hooked up to the Internet all the time.</p><p>Research shows that no other generation</p><p>spends as much time connected to the</p><p>Internet. On average, millennials spend</p><p>17 hours and 11 minutes online via</p><p>their PCs or smartphones every week.</p><p>�ey also spend a lot of time in front of</p><p>the TV. On average, on a weekly basis,</p><p>they spend 11 hours and 20 minutes</p><p>watching TV. �ey also love playing video</p><p>games, spending more than six hours</p><p>every week with their joysticks in hand.</p><p>More precisely, six hours and sixteen</p><p>minutes. Music is another addition. �ey</p><p>spend six hours and thirty-two minutes</p><p>listening to their favorite singers and</p><p>228 | CNA PROGRESSION 1</p><p>bands every week. Research also shows</p><p>that millennials consume more than</p><p>previous generations. Being a generation</p><p>of consumers, their preferences impact</p><p>shopping habits. Millennials spend</p><p>approximately $2200 yearly. Of that, $855,</p><p>on average, is spent on smartphones,</p><p>followed by $623 spent on fashion.</p><p>Video games come in third place, with</p><p>$275 spent on them. $240 is spent on</p><p>electronics such as cameras and music</p><p>players. Finally, movies account for the</p><p>last $207.</p><p>Man: After our commercial break, we’ll see</p><p>how retail stores are…</p><p>(Track 10)</p><p>ACTIVITY 9</p><p>Nancy: �is is Nancy Carter from What’s Your</p><p>Style? Today we’re going to talk to</p><p>listeners to find out what their style is.</p><p>Let’s talk to our first caller. Hello? Who’s</p><p>this?</p><p>Lynnette: Hey. I’m Lynnette Harper.</p><p>Nancy: Tell us, Lynnette, what are you wearing</p><p>today?</p><p>Lynnette: I’m wearing a top, jeans, and sneakers.</p><p>Nancy: And what’s your style?</p><p>Lynnette: I’d say it’s pretty casual. I like comfortable</p><p>clothes.</p><p>Nancy: Great! �anks, Lynnette. Let’s talk to our</p><p>next caller. Hello? What’s your name?</p><p>Clay: I’m Clay Reynolds.</p><p>Nancy: What are you wearing, Clay?</p><p>Clay: I’m wearing a shirt and a blazer, jeans, and</p><p>a pair of shoes.</p><p>Nancy: I see. And what’s your style?</p><p>Clay: I’m not sure if I have one, but I’d say I’m</p><p>neat casual.</p><p>Nancy: Awesome. �ank you very much, Clay.</p><p>Clay: Any time.</p><p>Nancy: Next caller. Hello? Your name, please?</p><p>Amanda: Hi. I’m Amanda Jamison.</p><p>Nancy: What are you wearing, Amanda?</p><p>Amanda: I’m wearing a blouse, a skirt, and high</p><p>heels.</p><p>Nancy: Pretty neat. Is that your everyday style?</p><p>Amanda: Actually, I only wear formal clothes at</p><p>work. I can define my style as casual chic.</p><p>Nancy: �anks a lot, Amanda. After our</p><p>commercial break, we’re going to</p><p>see what works and what doesn’t in</p><p>Lynnette’s, Clay’s, and Amanda’s styles.</p><p>Stay with us.</p><p>(Track 11)</p><p>ACTIVITY 14</p><p>Salesperson: Hi. Can I help you?</p><p>Noreen: Yes, I’m looking for a coat.</p><p>Salesperson: We have some over there. What size</p><p>are you?</p><p>Noreen: Medium.</p><p>Salesperson: What about the plaid coat?</p><p>Noreen: It’s beautiful. Can I try it on?</p><p>Salesperson: Sure, the fitting rooms are on your</p><p>right. How does it fit you?</p><p>Noreen: It’s too big. Can I try a smaller one?</p><p>Salesperson: Sure.</p><p>Noreen: It’s perfect now. How much is it?</p><p>Salesperson: A hundred fifty dollars.</p><p>Noreen: Good. I’ll take it.</p><p>Salesperson: I also have a lovely yellow wool scarf</p><p>that goes with it. It’s only ten dollars.</p><p>Noreen: It’s gorgeous and it really goes with</p><p>the coat. I’ll take it, too.</p><p>Salesperson: How would you like to pay?</p><p>Noreen: By credit card, please.</p><p>(Track 12)</p><p>ACTIVITY 15b</p><p>Salesperson: Hi. Can I help you?</p><p>Customer: Yes, I’m looking for a sweater.</p><p>Salesperson: I’ll show our new collection.</p><p>Customer: �is one is really beautiful. Can I try it</p><p>on?</p><p>Salesperson: Sure, the fitting rooms are on your</p><p>right. How does it fit you?</p><p>Customer: It’s perfect. How much is it?</p><p>Salesperson: It’s a hundred twenty dollars.</p><p>Customer: Good. I’ll take it.</p><p>Salesperson: I also have some nice blouses that</p><p>would go with it. �ey’re on sale.</p><p>Customer: No, thanks. I think I’ll only take the</p><p>sweater.</p><p>Salesperson: All right. How would you like to pay?</p><p>Customer: By credit card, please.</p><p>AUDIO SCRIPT | 229</p><p>(Track 13)</p><p>ACTIVITY 16</p><p>Number 1</p><p>Man: Hi. Can I help you?</p><p>Number 2</p><p>Man: Is it for you?</p><p>Number 3</p><p>Man: What size do you wear?</p><p>Number 4</p><p>Man: Would you like to try it on?</p><p>Number 5</p><p>Man: How does it fit you?</p><p>Number 6</p><p>Man: How would you like to pay?</p><p>Unit 4</p><p>Putting it all together.</p><p>(Track 14)</p><p>ACTIVITY 3</p><p>Jordan: Hey, Pam. Long time no see.</p><p>Pamela: Hi, Jordan. I was on vacation. I went to</p><p>Australia.</p><p>Jordan: Wow! �at’s far. Did you take pictures of</p><p>koalas and kangaroos?</p><p>Pamela: Of course! But they’re not as sweet as</p><p>they seem.</p><p>Jordan: I know. I saw a video about kangaroos.</p><p>�ey can be pretty aggressive. What else</p><p>did you do?</p><p>Pamela: I visited the Sydney Opera House on the</p><p>very first day.</p><p>Jordan: What’s that?</p><p>Pamela: It’s a very modern theater. I also went to</p><p>the Sydney Sea Life Aquarium, which is</p><p>nearby. It’s amazing!</p><p>Jordan: I love fish! Did you see turtles and sharks</p><p>there?</p><p>Pamela: I sure did.</p><p>Jordan: And did you try any weird food there?</p><p>Pamela: Well, not really. But there’s a kind of dark</p><p>paste Australians usually eat on toast and</p><p>crackers that I didn’t have the guts to try.</p><p>It’s called Vegemite. It smells so bad!</p><p>Jordan: And how long did you spend there?</p><p>Pamela: A month. You should take a trip to</p><p>Australia. It’s worth it.</p><p>Jordan: Sure. Why not?</p><p>Unit 5</p><p>Let</p><p>,</p><p>s take a trip!</p><p>(Track 15)</p><p>ACTIVITY 3</p><p>Woman: Hey, hon. You look so tired. What’s the</p><p>matter?</p><p>Je� : I don’t feel very well. I have a bad</p><p>headache. I guess I’m stressed out.</p><p>Woman: I know. Your job as a teacher is really</p><p>stressful. Why don’t you take some time</p><p>o�?</p><p>Je� : Take some time o�? Are you kidding?</p><p>�e semester is just starting.</p><p>Woman: Come to bed, then. We can talk about it</p><p>tomorrow.</p><p>Je� : I can’t go to bed. I have to correct</p><p>students’ homework. Tomorrow is</p><p>Tuesday and I have to get up early. You</p><p>know, I want to walk in the park before I</p><p>go to work.</p><p>Woman: Hey, I have an idea.</p><p>Je� : What?</p><p>Woman: Let’s plan a vacation. And let’s invite Joan</p><p>and Kip to come with us. It’ll be fun.</p><p>Je� : �at sounds great, but… I don’t know.</p><p>Woman: Come on! Let’s start planning. Where</p><p>would you like to go?</p><p>Je� : I’d like to go to an exotic place in South</p><p>America maybe.</p><p>Woman: �at sounds like fun! We have to make</p><p>arrangements first. We have to buy</p><p>tickets and get new passports. Ours</p><p>expired last year. Oh, and I think we have</p><p>to get a visa. I’ll call Mary at the travel</p><p>agency and see what she can o�er us.</p><p>Je� : Okey dokey. Honey, you’re super!</p><p>(Track 16)</p><p>ACTIVITY 6</p><p>Conversation 1</p><p>O�cer: May I see your passport, sir?</p><p>Man: Sure. Here it is.</p><p>O�cer: OK. Here’s your visa. �ank you. Are you</p><p>here on business or pleasure?</p><p>Man: On business. I’m a professor and I’m here</p><p>to participate in a conference.</p><p>O�cer: Fine. Enjoy your stay.</p><p>Man: �ank you.</p><p>230 | CNA PROGRESSION 1</p><p>Conversation 2</p><p>Travel agent: Sunrise Travel Agency, good morning.</p><p>Can I help you?</p><p>Woman: Yes, I’d like to take a trip to Brazil. Can</p><p>you tell me which documents are</p><p>required?</p><p>Travel agent: Let me see. To travel to Brazil you’ll</p><p>need a passport and a visa. Are you</p><p>planning to drive while you’re there?</p><p>Woman: Well, yes. We’ll probably rent a car.</p><p>Travel agent: OK. So you have to have an</p><p>international driver’s license.</p><p>Woman: �ank you very much. I’ll come by</p><p>your o�ce sometime this week.</p><p>Travel agent: Fine. We’ll be glad to help. Have a</p><p>good day.</p><p>Woman: �ank you. You, too.</p><p>Conversation 3</p><p>Daughter: I’m so excited about my trip, Mom!</p><p>Mother: I know. It’ll be unforgettable. But</p><p>remember, don’t take too much luggage.</p><p>And no jewelry, please. And let’s make</p><p>copies of your documents. You’ll need</p><p>that in an emergency, you know.</p><p>Daughter: All right. Did Dad get me health</p><p>insurance?</p><p>Mother: Yes. I just have to check which medical</p><p>expenses it covers.</p><p>Daughter: �anks, Mom!</p><p>Conversation 4</p><p>Man: Is it OK to take American dollars?</p><p>Woman: Yes, that’s fine, but make sure you get</p><p>some Argentinean pesos as well. Some</p><p>cash. But don’t take too much, just</p><p>enough to get a taxi to the hotel.</p><p>Man: OK. Don’t worry. I’ll do that.</p><p>(Track 17)</p><p>ACTIVITY 8</p><p>Number 1</p><p>Woman: May I see your passport, sir?</p><p>Number 2</p><p>Man: Would you like to travel abroad?</p><p>Number 3</p><p>Woman: I think you should travel light.</p><p>Number 4</p><p>Man: Don’t forget to take your ID card.</p><p>Number 5</p><p>Woman: Do I need to take my driver’s license?</p><p>Number 6</p><p>Man: To enter certain countries a visa is</p><p>required.</p><p>Number 7</p><p>Woman: Did you print the hotel confirmation?</p><p>Number 8</p><p>Man: Don’t forget the airline tickets.</p><p>Number 9</p><p>Woman: I need an international credit card.</p><p>Number 10</p><p>Man: Don’t take much luggage.</p><p>Number 11</p><p>Woman: Put your valuables in the hotel safe.</p><p>Number 12</p><p>Man: Don’t take too much jewelry.</p><p>Number 13</p><p>Woman: Did you buy a travel guide?</p><p>Number 14</p><p>Man: Did you remember to pack your</p><p>dictionary?</p><p>Number 15</p><p>Woman: Don’t take too much cash.</p><p>Number 16</p><p>Man: I think you should get health insurance.</p><p>(Track 19)</p><p>ACTIVITY 18</p><p>David: Dream Trips. David Field speaking. Can I</p><p>help you?</p><p>Maggie: Yes, please. My name’s Maggie. My</p><p>husband and I would like to take a</p><p>vacation somewhere.</p><p>David: Do you have a place in mind?</p><p>Maggie: Not really. We thought we could go to an</p><p>exotic tropical place in South America.</p><p>What do you have to o�er?</p><p>David: Well, basically we can send you to all the</p><p>countries in Latin America. Let’s see. You</p><p>said an exotic tropical place. How about</p><p>Brazil?</p><p>Maggie: Brazil sounds exciting!</p><p>David: �ere’s Rio de Janeiro, Recife, Salvador…</p><p>Maggie: Yeah, but these are big cities. We’re</p><p>interested in a small town.</p><p>David: Hmm… Exotic… Tropical… Small. I know</p><p>where! You should go to Cumuruxatiba.</p><p>Maggie: Cumu… what? How do you spell it?</p><p>David: C-U-M-U-R-U-X-A-T-I-B-A.</p><p>Maggie: �at certainly sounds exotic. What is it</p><p>like?</p><p>David: It’s a small fishermen’s village in the south</p><p>of Bahia. �e beaches are amazing and</p><p>you can visit historical places such as</p><p>Monte Pascoal, the first place discovered</p><p>by the Portuguese.</p><p>AUDIO SCRIPT | 231</p><p>Maggie: �at sounds interesting.</p><p>David: Yeah, and you can also go whale</p><p>watching. �at’s where the Jubarte</p><p>whales go to have their babies in August</p><p>and September.</p><p>Maggie: It sounds fascinating. We really have to</p><p>go there. I’ll talk to my husband and call</p><p>you again this afternoon.</p><p>David: OK. I’ll be glad to help you.</p><p>Maggie: �anks a lot, David. I’ll call you later.</p><p>Unit 6</p><p>We</p><p>,</p><p>re all connected.</p><p>(Track 20)</p><p>ACTIVITY 4</p><p>Woman: Jay! Can you help me?</p><p>Jay: Sure. What’s going on?</p><p>Woman: I’d like to install this new app, but I don’t</p><p>know how to do it.</p><p>Jay: OK, let me do it for you.</p><p>Woman: No, I want to learn how to do it. Just tell</p><p>me what to do, will you?</p><p>Jay: OK. First access your store. It’s this icon in</p><p>the shape of a little bag on your screen.</p><p>Woman: �is one?</p><p>Jay: Yes. Tap it.</p><p>Woman: OK.</p><p>Jay: Now search for the app you want.</p><p>Woman: Here it is. Now what?</p><p>Jay: It’s a free app so you just have to tap it to</p><p>add it.</p><p>Woman: Good. It worked.</p><p>Jay: Yes, you see the app automatically installs</p><p>and its icon appears in the “apps” section</p><p>of the New Tab page.</p><p>Woman: OK. Here it is.</p><p>Jay: You’ll see a prompt that points you</p><p>to the icon at the top of the browser</p><p>window to open the New Tab page.</p><p>When you want to use the app, go to the</p><p>page and tap the app icon.</p><p>Woman: OK, I got it! It’s not so hard after all.</p><p>�anks, Jay!</p><p>Jay: Don’t mention it.</p><p>(Track 21)</p><p>ACTIVITY 7</p><p>Hostess: We’re back with Professor Ducker.</p><p>Professor Ducker is an environment</p><p>expert and he’s here to talk about some</p><p>shocking new research. Welcome to our</p><p>show, Professor Ducker.</p><p>Professor: �ank you for having me on the show.</p><p>Hostess: Professor Ducker, we have been</p><p>discussing the impact of technology on</p><p>our planet. Can you share with us some</p><p>of the results of your research?</p><p>Professor: Sure. Advances in technology have</p><p>certainly made our lives easier. However,</p><p>the impact on the environment has</p><p>mostly been negative. Studies have</p><p>shown that, based on current trends, the</p><p>global temperature will rise six degrees</p><p>Celsius by 2100. Due to the rise in</p><p>temperature and the destruction of the</p><p>environment, half of all amphibians in</p><p>Europe will be extinct by 2050.</p><p>Hostess: Wow, half of all amphibians will be</p><p>extinct by 2050? �at’s going to cause a</p><p>huge impact on the environment.</p><p>Professor: Definitely. And that’s not all. Up to 30%</p><p>of bird species will be extinct by 2100.</p><p>Hostess: You mean 30% of all bird species?</p><p>Professor: Yes, 30% of all bird species in the world.</p><p>And, unfortunately, if nothing is done,</p><p>extinctions will peak by 2060.</p><p>Hostess: And all this just because of the rise in</p><p>temperature?</p><p>Professor: Yes. �e rise in temperature can cause a</p><p>lot of damage. For example, the melting</p><p>of Arctic ice will increase drastically by</p><p>2030 and that may also contribute to the</p><p>extinction of many species.</p><p>Hostess: So what you mean is that the destruction</p><p>of the environment may contribute to</p><p>the rise in temperature, and the rise</p><p>in temperature can be fatal to several</p><p>species.</p><p>Professor: �at’s correct. Take, for example, the</p><p>destruction of the Amazon rainforest.</p><p>Studies show that nearly half of the</p><p>jungle will be destroyed by 2050, and it</p><p>could be almost entirely gone by 2100,</p><p>which in other words will also contribute</p><p>to the rise in temperature. So as you can</p><p>see, it’s a vicious cycle.</p><p>232 | CNA PROGRESSION 1</p><p>(Track 22)</p><p>ACTIVITY 11</p><p>Kathy: I think technology is definitely harmful.</p><p>People spend too much time in front of</p><p>their computers and cell phones. People</p><p>should spend more time talking and</p><p>interacting with each other and not with</p><p>machines.</p><p>Bob: I’m sorry Kathy, but I don’t agree. In my</p><p>opinion, technology is a good thing.</p><p>Consider cell phones, for example. You</p><p>can talk to people any time you want.</p><p>It’s so much more convenient. As I see it,</p><p>the problem isn’t technology, but people</p><p>who don’t know how to use it.</p><p>Cynthia: I agree with Bob. If you ask me,</p><p>technology is neither bad nor good, it’s</p><p>what we do with it that’s the problem.</p><p>Technology can make our lives much</p><p>easier and more comfortable. By the way,</p><p>shouldn’t we be taking notes to report</p><p>our conclusions to the rest of the group?</p><p>Bruno: I don’t know, Cynthia. I tend to disagree. I</p><p>don’t know if it is that simple. Sometimes</p><p>we can’t control everything. For example,</p><p>corporate e-mail. People expect you to</p><p>reply to them right away. I don’t know</p><p>about you, but I simply can’t keep up</p><p>with all the e-mail I receive.</p><p>Kathy: Bruno, you’re absolutely right! If you</p><p>want my honest opinion, nowadays</p><p>technology is controlling us and not the</p><p>other way around. Anyway, I guess our</p><p>time is up. Mrs. Consani is signaling the</p><p>end of the discussion.</p><p>Unit 7</p><p>Heroes in our lives</p><p>(Track 26)</p><p>ACTIVITY 4</p><p>Host: So here with us today is Sophia. How old</p><p>are you?</p><p>Sophia: �irteen.</p><p>Host: OK. You said you wanted to tell us about</p><p>your hero.</p><p>Sophia: Yes! She’s a beautiful woman who’s</p><p>changing the life of lots of poor kids.</p><p>Host: What’s her name?</p><p>Sophia: Louise Hunter. She’s an educator who</p><p>decided to build a shelter for kids who</p><p>live on the streets. At the beginning, she</p><p>took them to her own home. �en she</p><p>got public money and rented a house.</p><p>Today “Golden Kids” o�ers a home to</p><p>almost 50 kids.</p><p>Host: �at’s amazing! Do all the children go to</p><p>school?</p><p>Sophia: Yes, of course. �ey go to a public</p><p>school in the neighborhood and in the</p><p>afternoon there are all kinds of classes.</p><p>�ere’s dance, there’s theater, there’s</p><p>cooking, and there’ soccer. Besides that,</p><p>there’s a lot of love. She believes that</p><p>children who don’t have families can be</p><p>good, generous, and smart when you give</p><p>them love and care.</p><p>Host: �ank you very much, Sophia. Oh, one</p><p>last question. Do you think ordinary</p><p>people can be heroes? What’s your</p><p>definition of hero?</p><p>Sophia: Definitely! Heroes aren’t people who have</p><p>superpowers. Real heroes are simple men</p><p>and women who make a di�erence in</p><p>the world.</p><p>(Track 29)</p><p>ACTIVITY 14</p><p>Number 1</p><p>Man: Maybe I could introduce you to John.</p><p>Woman: John? Is he a friend of yours? What does</p><p>he look like?</p><p>Man: No, he’s my cousin. He’s in his thirties</p><p>and he has brown eyes and short brown</p><p>hair. He has a beard and a mustache and</p><p>wears glasses, too. He’s a very nice guy.</p><p>Number 2</p><p>Woman: I want you to meet Alicia.</p><p>Man: Hmm… What does she look like?</p><p>Woman: She’s very tall and thin, and has shoulder-</p><p>length brown hair. She’s a model.</p><p>Man: She must be beautiful.</p><p>Number 3</p><p>Woman 1: I never saw Annette after we finished</p><p>high school.</p><p>Woman 2: Annette? What was her last name?</p><p>Woman 1: Bradshaw, I think.</p><p>Woman 2: What did she look like?</p><p>Woman 1: Well, I remember she had short blond</p><p>hair and beautiful blue eyes.</p><p>Number 4</p><p>Man 1: I want you to meet my friend</p><p>Tracy. She’s</p><p>in her twenties just like you and she’s</p><p>single, you know.</p><p>Man 2: Well, I don’t know... What does she look</p><p>like?</p><p>Man 1: She’s not very tall and she’s a little</p><p>overweight, but she has long red hair and</p><p>beautiful blue eyes.</p><p>Man 2: Red hair and blue eyes? She must be very</p><p>pretty.</p><p>AUDIO SCRIPT | 233</p><p>Number 5</p><p>Woman 1: Henry is still so handsome!</p><p>Woman 2: Oh, yeah? I don’t think I remember him.</p><p>What does he look like?</p><p>Woman 1: He’s tall and has gray hair and green eyes.</p><p>Woman 2: Oh, I know who you’re talking about.</p><p>Number 6</p><p>Woman 1: I met this really interesting guy at the</p><p>nightclub on Saturday.</p><p>Woman 2: Oh, really? What does he look like?</p><p>Woman 1: He’s medium-height, has short black hair</p><p>and dark brown eyes. He has a beautiful</p><p>smile, too.</p><p>Woman 2: Wow! What’s his name?</p><p>Woman 1: It’s Felipe. He’s from Brazil and he</p><p>definitely knows how to dance.</p><p>Unit 8</p><p>Putting it all together.</p><p>(Track 30)</p><p>ACTIVITY 3</p><p>Phil: Oh my! Look at her!</p><p>Ted: Who?</p><p>Phil: �e blonde over there.</p><p>Ted: �ere are at least three blondes across</p><p>the hall. Who exactly are you talking</p><p>about?</p><p>Phil: �e one with long hair and blue eyes, I</p><p>guess. She’s wearing a striped tank top</p><p>and jeans.</p><p>Ted: Oh, that’s Lynn. She’s in my math class.</p><p>Phil: So you know her! Man, I think I’m in love</p><p>with her. What’s she like?</p><p>Ted: She’s very nice and intelligent. She</p><p>always helps me after class with the</p><p>math homework. Would you like me to</p><p>introduce you to her?</p><p>Phil: Oh, man… I’m not sure. She’s so beautiful.</p><p>I don’t think I stand a chance.</p><p>Ted: Hang on. I’ll be back in a second.</p><p>Phil: Wait! What are you going to do?</p><p>Ted: Hey, Lynn!</p><p>Lynn: Hey, Ted. What’s up?</p><p>Ted: Listen, a friend of mine would like to</p><p>meet you.</p><p>Lynn: Really? Who?</p><p>Ted: See that tall guy over there?</p><p>Lynn: �e one in the plaid shirt?</p><p>Ted: No, the one with curly brown hair, in the</p><p>blue T-shirt.</p><p>Lynn: Yes. Who’s he?</p><p>Ted: His name is Phil. He’s my best friend.</p><p>Lynn: He seems like a nice guy.</p><p>Ted: He is! He is intelligent and determined.</p><p>He says he wants to marry you.</p><p>Lynn: C’mon, Ted. Knock it o�.</p><p>Ted: Seriously. He’d really like to meet you.</p><p>Maybe I could introduce you guys and</p><p>you could get a drink or something.</p><p>Lynn: Hmm, he’s cute. Maybe we could. Who</p><p>knows?</p><p>Ted: Is that a yes?</p><p>234 | CNA PROGRESSION 1</p><p>into	pairs	and	ask</p><p>them	to	check	their	answers.	Draw</p><p>their	attention	to	the	example	in</p><p>their	books	and	set	a	time	limit	of</p><p>about	two	minutes	for	the	task.</p><p>While	students	do	the	checking,</p><p>move	around	the	room	and	help</p><p>them	if	necessary.	吀栀en	check</p><p>answers	with	the	whole	class.</p><p>•	 As	a	follow-up	activity,	ask</p><p>students	if	they	did	some	of	the</p><p>things	Kayla	did.</p><p>Answers</p><p>Refer	to	the	reduced	page	of</p><p>the	Class	Book	for	answers.</p><p>16 | CNA PROGRESSION 1</p><p>11UNIT</p><p>3.</p><p>LANGUAGE</p><p>AWARENESS</p><p>GOALS</p><p>•	 Raise	students’</p><p>awareness	on	how</p><p>the	simple	past	tense</p><p>works	in	English</p><p>•	 Introduce	some</p><p>irregular	verbs</p><p>•	 Allow	students</p><p>an	opportunity	to</p><p>practice	new	language</p><p>•	 Books	open.	Tell	students</p><p>Kayla	texted	her	mother	after</p><p>a	date.	Ask	them	to	read	their</p><p>conversation	and	do	Activities	1</p><p>to	6.	Move	around	the	room	and</p><p>help	them	if	necessary.	吀栀en	check</p><p>answers	with	the	whole	class.</p><p>•	 Tell	students	that	those	are</p><p>irregular	verbs	in	English.	Tell	them</p><p>there	is	a	full	list	of	irregular	verbs</p><p>at	the	Grammar	Tips	section.</p><p>It’s	important	to	point	out	to</p><p>students	that	the	verb	to be	works</p><p>di昀昀erently	in	the	past.	Write	the</p><p>following	exchange	on	the	board:</p><p>A: How	was	your	weekend?</p><p>B: It	was	great.</p><p>A: Were	you	home?</p><p>B: No,	I	wasn’t.	I	went	to</p><p>the	beach.</p><p>•	 Elicit	how	the	negative	and</p><p>interrogative	sentences	are	formed.</p><p>Show	how	the	verb	is	conjugated</p><p>in	the	past.	You	may	write	the</p><p>following	information	on	the</p><p>board:</p><p>I/He/She/It	 was</p><p>You/We/You/吀栀ey	 were</p><p>went</p><p>met</p><p>heard</p><p>had</p><p>8</p><p>7</p><p>10</p><p>2</p><p>9</p><p>1</p><p>5</p><p>4</p><p>6</p><p>3</p><p>TEACHER'S BOOK | 17</p><p>So much happened last week.</p><p>•	 Ask	students	to	choose	昀椀ve</p><p>classmates	and	write	a	guess</p><p>about	what	each	person	did	last</p><p>week.	Tell	them	to	昀椀ll	in	the	chart</p><p>in	Activity	7.	Allow	them	about</p><p>two	minutes	for	this	part	of	the</p><p>activity.	While	they	write	their</p><p>sentences,	move	around	the	room</p><p>and	check	their	performances.</p><p>•	 When	time	is	up,	tell	students	to</p><p>interview	those	昀椀ve	classmates</p><p>to	昀椀nd	out	if	the	sentences	are</p><p>true	or	false.	Elicit	how	to	ask	and</p><p>answer	the	questions.	Allow	them</p><p>about	昀椀ve	minutes	to	check	their</p><p>guesses.	While	students	do	the</p><p>activity,	move	around	the	room</p><p>and	help	them	if	necessary.</p><p>•	 When	time	is	up,	ask	students	to</p><p>report	their	昀椀ndings.</p><p>Answers</p><p>Refer	to	the	reduced	page	of</p><p>the	Class	Book	for	answers.</p><p>See	page	115	of</p><p>the	Teacher’s</p><p>Pack	for</p><p>instructions.</p><p>Information</p><p>Gap Activity</p><p>1</p><p>18 | CNA PROGRESSION 1</p><p>11UNIT</p><p>4.</p><p>SPEAKING</p><p>GOALS</p><p>•	 Practice	talking	about</p><p>what	someone	did</p><p>over	the	weekend</p><p>•	 O昀昀er	students	an</p><p>opportunity	to</p><p>practice	and	develop</p><p>their	speaking	skills</p><p>•	 Books	open.	Divide	students	into</p><p>pairs	and	draw	their	attention	to</p><p>the	example	in	their	books.	Tell</p><p>them	they	should	talk	to	their</p><p>classmates	about	what	they	did</p><p>last	weekend.</p><p>•	 If	necessary,	elicit	possible</p><p>questions	students	may	ask.</p><p>Allow	them	about	昀椀ve	minutes	to</p><p>perform	the	activity.	While	they</p><p>interact,	move	around	the	room</p><p>and	check	their	performances.</p><p>•	 When	time	is	up,	ask	students	to</p><p>report	their	昀椀ndings	to	the	whole</p><p>class.</p><p>5.</p><p>SPEAKING</p><p>GOALS</p><p>•	 Further	practice</p><p>talking	about	the	past</p><p>•	 Lead	students	in	the</p><p>topic	to	be	developed</p><p>in	the	following</p><p>activities</p><p>•	 O昀昀er	students	an</p><p>opportunity	to</p><p>practice	and	develop</p><p>their	speaking	skills</p><p>•	 Books	open.	Tell	students	to</p><p>interview	each	other	to	昀椀nd	out</p><p>who	did	the	activities	in	their</p><p>books.	Students	are	supposed	to</p><p>ask	only	yes	or	no	questions.</p><p>•	 When	students	昀椀nd	someone</p><p>who	answers	a昀케rmatively	to</p><p>one	of	their	questions,	they</p><p>should	write	this	person’s	name</p><p>down	and	move	on	to	the	next</p><p>piece	of	information.	Set	a	time</p><p>limit	of	about	昀椀ve	minutes	and</p><p>move	around	the	room	to	check</p><p>students’	performances.</p><p>•	 When	time	is	up,	ask	students	to</p><p>report	their	昀椀ndings.	Strategically</p><p>use	the	last	question	to	lead</p><p>students	into	the	next	activity.</p><p>6.</p><p>READING</p><p>GOALS</p><p>•	 Talk	about	activities</p><p>someone	does	when</p><p>traveling</p><p>•	 Build	up	students’</p><p>vocabulary</p><p>•	 O昀昀er	students	an</p><p>opportunity	to</p><p>practice	and	develop</p><p>their	reading	and</p><p>speaking	skills</p><p>•	 Books	closed.	Use	the	last	sentence</p><p>from	the	previous	activity	to	lead</p><p>students	into	this	one.	Ask	which</p><p>students	took	trips	last	vacation</p><p>and	where	they	went	to.	Ask	them</p><p>what	they	did	when	they	traveled.</p><p>吀栀is	would	be	a	good	opportunity</p><p>to	elicit	vocabulary	students	may</p><p>TEACHER'S BOOK | 19</p><p>So much happened last week.</p><p>already	know	or	teach	words	that</p><p>are	relevant	and	meaningful	to</p><p>students	and	are	not	part	of	the</p><p>lesson.</p><p>•	 Books	open.	Pair	students	up	and</p><p>ask	them	to	discuss	the	questions</p><p>in	Activity	6a.	Allow	them	about</p><p>three	minutes	to	do	so.	While	they</p><p>talk,	move	around	the	room	and</p><p>help	them	if	necessary.	When	time</p><p>is	up,	elicit	students’	conclusions.</p><p>•	 Tell	students	they’ll	read	about</p><p>some	people’s	trips.	Before	you</p><p>ask	them	to	read	the	messages,</p><p>develop	students’	abilities	to</p><p>predict	by	exploring	the	texts.	You</p><p>may	ask	questions	such	as:</p><p>What kinds of texts are these?</p><p>Which one is more private and</p><p>personal?</p><p>What places did these people travel</p><p>to?</p><p>•	 Ask	students	to	read	the	texts	and</p><p>do	Activity	6c.	Set	a	time	limit	of</p><p>about	昀椀ve	minutes.</p><p>•	 When	time	is	up,	check	answers</p><p>with	the	whole	class.	吀栀en	pair</p><p>students	up	and	ask	them	to</p><p>discuss	the	question	in	Activity	6d.</p><p>Set	a	time	limit	of	about	two</p><p>minutes.	While	they	talk,	move</p><p>around	the	room	and	check	their</p><p>performances.</p><p>Answers</p><p>Refer	to	the	reduced	page	of</p><p>the	Class	Book	for	answers.</p><p>20 | CNA PROGRESSION 1</p><p>11UNIT</p><p>7.</p><p>LANGUAGE</p><p>AWARENESS</p><p>GOALS</p><p>•	 Raise	students’</p><p>awareness	on	how</p><p>the	Simple	Past	form</p><p>of	regular	verbs	is</p><p>formed	in	English</p><p>•	 Allow	students</p><p>an	opportunity	to</p><p>practice	new	language</p><p>•	 Books	open.	Ask	students	to	refer	to</p><p>the	texts	in	Activity	6	and	昀椀nd	the</p><p>past	form	of	the	verbs	sunbathe, try,</p><p>love, visit, and	enjoy	and	write	them</p><p>down	in	Activity	7a.	Check	answers</p><p>with	the	whole	class.</p><p>•	 吀栀en	ask	students	to	do	Activities</p><p>7b	to	7d	in	pairs.	Check	answers</p><p>with	the	whole	class	and	point</p><p>out	to	students	that	the	rules</p><p>studied	in	the	previous	language</p><p>awareness	activities	are	also	valid</p><p>for	regular	verbs.</p><p>•	 Ask	students	to	complete</p><p>the	sentences	in	Activity	7e</p><p>individually.	Check	answers</p><p>with	the	whole	class.	吀栀en	pair</p><p>students	up	again	and	ask	them</p><p>to	talk	to	each	other	to	昀椀nd	out	if</p><p>the	sentences	are	true	about	them.</p><p>Model	the	activity	with	a	student.</p><p>吀栀ey	may	say:</p><p>Student A: Did you try to learn</p><p>another language in the</p><p>past?</p><p>Student B: Yes, I did.</p><p>Student A: What language?</p><p>Student B: German. What about</p><p>you?</p><p>Student A: I didn’t.</p><p>Set	a	time	limit	of	about	昀椀ve</p><p>minutes	for	the	interaction.</p><p>While	students	talk,	move</p><p>around	the	room	and	check	their</p><p>performances.</p><p>Answers</p><p>Refer	to	the	reduced	page	of</p><p>the	Class	Book	for	answers.</p><p>PRONUNCIATION</p><p>GOALS</p><p>•	 Raise	students’</p><p>awareness	to</p><p>the	di昀昀erent</p><p>pronunciations	for	-ed</p><p>in	regular	verbs	in	the</p><p>past</p><p>•	 Allow	students</p><p>an	opportunity</p><p>to	practice	the</p><p>pronunciation	of</p><p>these	words</p><p>•	 Books	open.	Tell	students	that</p><p>the	昀椀nal	-ed	has	three	di昀昀erent</p><p>pronunciations:	/d/,	/t/,	and</p><p>/Id/.	Use	the	verbs	in	Activity	7	as</p><p>examples.	You	may	oversimplify</p><p>the	昀椀nal	-ed	pronunciation	rules</p><p>by	telling	students	that	usually</p><p>verbs	that	end	in	-p, -k, -f, -s, -sh,</p><p>and	-ch	cause	the	昀椀nal	-ed	to	be</p><p>pronounced	as	/t/.	Verbs	that	end</p><p>in -d	or	-t	cause	the	昀椀nal	-ed	to	be</p><p>pronounced	as	/Id/,	and	all	the</p><p>other	verbs	that	have	the	昀椀nal	-ed</p><p>are	pronounced	as	/d/.	It’s	more</p><p>relevant	that	students	understand</p><p>that	only	verbs	that	end	in	/t/	and</p><p>/d/	sounds	are	added	an	extra</p><p>syllable.	In	due	time,	they’ll	昀椀gure</p><p>out	which	verbs	have	the	昀椀nal	-ed</p><p>pronounced	as	/d/	or	/t/.	Give</p><p>students	the	following	examples:</p><p>call (one syllable)</p><p>called (one syllable)</p><p>enjoy (two syllables)</p><p>enjoyed (two syllables)</p><p>visit (two syllables)</p><p>visited (three syllables)</p><p>8.</p><p>(track 4)</p><p>go</p><p>try</p><p>go</p><p>visit</p><p>enjoy</p><p>go</p><p>go</p><p>tried</p><p>watched</p><p>listened</p><p>exercised</p><p>studied</p><p>sunbathed</p><p>tried</p><p>loved</p><p>visited</p><p>enjoyed</p><p>TEACHER'S BOOK | 21</p><p>So much happened last week.</p><p>•	 Tell	students	they’ll	listen	to	a</p><p>few	verbs	and	should	write	them</p><p>down.	Play	the	audio	once	and</p><p>pause	it	so	students	can	write</p><p>them	under	the	correct	categories.</p><p>Ask	students	to	compare	their</p><p>answers	with	a	classmate’s.	吀栀en</p><p>check	them	with	the	whole	class.</p><p>•	 After	checking	answers,	play	the</p><p>audio	again	and	ask	students	to</p><p>repeat	the	verbs.	吀栀en	pair</p><p>students	up.	Ask	them	to	use	the</p><p>verbs	and	talk	about	things	they</p><p>did	last	week.	Model	it	with	a</p><p>student	if	necessary.</p><p>TEACHING TIP</p><p>•	 Regular	verbs	endings	have</p><p>three	di昀昀erent	pronunciations</p><p>depending	on	the	昀椀nal</p><p>consonant	sound.</p><p>•	 It’s	important	to	know	that</p><p>consonants	are	voiced,	that	is,</p><p>when	we	say	them,	our	vocal</p><p>chords	vibrate.	Place	your</p><p>昀椀ngertips	on	the	front	of	your</p><p>neck	and	say	the	words	zero</p><p>and	vote.	吀栀e	phonemes	/z/</p><p>and	/v/	are	voiced	so	you’ll</p><p>feel	your	vocal	chords	vibrate.</p><p>•	 Some	consonants	are</p><p>voiceless,	that	is,	when	we	say</p><p>them,	our	vocal	chords	don’t</p><p>vibrate.	Place	your	昀椀ngertips</p><p>on	the	front	of	your	neck</p><p>again	and	say	the	words	false</p><p>and	smile.	吀栀e	phonemes</p><p>/f/	and	/s/	are	voiceless.</p><p>吀栀erefore,	when	you</p><p>pronounce	these	words,	your</p><p>vocal	chords	don’t	vibrate.</p><p>•	 Final /d/ sound</p><p>Verbs	ending	in	the	voiced</p><p>sounds	/b/,	/g/,	/ð/,	/v/,	z/,	/Ʒ/,</p><p>/dƷ/,	/m/,	/n/,	/ŋ/,	/r/,	and	/l/</p><p>cause	the	-ed ending	to	be</p><p>pronounced	as	a	voiced	/d/.</p><p>•	 Final /t/ sound</p><p>Verbs	ending	in	voiceless</p><p>sounds	/p/,	/k/,	/f/,	/s/,	/ɵ/,</p><p>/ʃ/,	and	/tʃ/	cause	the	-ed</p><p>ending	to	be	pronounced	as	a</p><p>voiceless	/t/.</p><p>•	 Final /Id/ sound</p><p>Verbs	ending	in	/t/	or	/d/</p><p>cause	the -ed	ending	to	be</p><p>pronounced	/Id/.</p><p>Answers</p><p>Refer	to	the	reduced	page	of</p><p>the	Class	Book	for	answers.</p><p>9.</p><p>GAME</p><p>GOALS</p><p>•	 Add	an	element	of</p><p>fun	to	the	lesson</p><p>•	 Provide	extra	practice</p><p>of	the	pronunciation</p><p>of	regular	verbs	in	the</p><p>past</p><p>•	 Books	closed.	Divide	students	into</p><p>groups	of	three.	Give	each	group</p><p>a	set	of	cards	available	in	the</p><p>Resource Pack,	page	145,	Final -ed.</p><p>•	 Tell	students	that	you’ll	say	a	verb</p><p>in	the	present	and	they	have	to</p><p>show	you	the	card	that	has	the</p><p>correct	昀椀nal -ed	pronunciation</p><p>for	that	verb.	If	the	correct	card	is</p><p>shown,	the	group	scores	a	point.</p><p>If	group	members	can	produce</p><p>an	appropriate	sentence	with	that</p><p>verb	in	the	past,	they	score	two</p><p>points.	Follow	this	procedure	for	a</p><p>number	of	rounds	and	keep	a	tally</p><p>on	the	board.</p><p>•	 When	the	game	is	over,	the	group</p><p>with	the	most	points	wins.</p><p>•	 Alternatively,	you	can	play	this</p><p>game	with	the	whole	class.	Place</p><p>each	of	the	昀椀nal -ed	cards	at</p><p>di昀昀erent	places	in	the	classroom.</p><p>Tell	students	you’ll	say	some	verbs</p><p>and	they	should	run	and	stand	by</p><p>the	card	that	shows	the	correct</p><p>昀椀nal	-ed pronunciation	for	that</p><p>verb	in	the	past.	To	make	the</p><p>activity	fun,	keep	it	brisk.</p><p>played</p><p>listened</p><p>called</p><p>cleaned</p><p>cooked</p><p>worked</p><p>watched</p><p>kissed</p><p>waited</p><p>visited</p><p>decided</p><p>started</p><p>Palm Beach Berlin Aspen,</p><p>Colorado Rio de</p><p>Janeiro</p><p>two weeks ten days a week twelve days</p><p>sunbathing</p><p>and sur昀椀ng</p><p>sightseeing</p><p>and visiting</p><p>friends</p><p>skiing</p><p>sightseeing,</p><p>sunbathing,</p><p>and going</p><p>shopping</p><p>hot and</p><p>sunny</p><p>cold and</p><p>snowy</p><p>cold and</p><p>snowy hot</p><p>22 | CNA PROGRESSION 1</p><p>11UNIT</p><p>10</p><p>. GAME</p><p>GOALS</p><p>•	 Add	an	element	of</p><p>fun	to	the	lesson</p><p>•	 Provide	extra	practice</p><p>of	questions	and</p><p>answers	in	the	past</p><p>•	 Books	closed.	Draw	a	tic	tac	toe</p><p>grid	on	the	board	and	number</p><p>each	square	1	to	9.	Write	the</p><p>sentences	in	the	next	column	one</p><p>in	each	square.</p><p>•	 Divide	students	into	two	teams.</p><p>Team	members	should	take	turns</p><p>choosing	numbers	and	producing</p><p>questions	for	the	answers	on	the</p><p>grid.	吀栀e	object	of	the	game	is</p><p>to	get	a	vertical,	horizontal,	or</p><p>diagonal	line	of	correct	answers.</p><p>•	 吀栀e	team	that	forms	a	line	of</p><p>correct	answers	昀椀rst	wins.</p><p>Suggestions</p><p>1.	Yes,	I	did.</p><p>2.	I	saw	a	movie	last	night.</p><p>3.	It	was	great.</p><p>4.	I	didn’t	like	it.</p><p>5.	No,	I	didn’t.</p><p>6.	Yes,	it	was.</p><p>7.	No,	I	wasn’t.</p><p>8.	I	went	to	Cabo	Frio.</p><p>9.	Yes,	I	was.</p><p>LISTENING</p><p>GOALS</p><p>•	 Review	vocabulary</p><p>previously	studied</p><p>•	 Expose	students	to</p><p>the	new	language	to</p><p>be	studied</p><p>•	 Allow	students</p><p>an	opportunity	to</p><p>practice	and	develop</p><p>their	speaking	skills</p><p>•	 Develop	listening</p><p>comprehension</p><p>strategies</p><p>•	 Books	closed.	Tell	students	you’re</p><p>going	on	vacation	and	would	like</p><p>some	suggestions	of	destinations.</p><p>Divide	the	board	into	two	parts</p><p>and	write	the	words	hot	and	cold</p><p>on	it.</p><p>•	 Ask	students	to	give	you	some</p><p>suggestions	of	destinations	for</p><p>each	di昀昀erent	weather	condition</p><p>and	write	them	under	each	word</p><p>on	the	board.	As	students	give	you</p><p>suggestions,	ask	them	what	you</p><p>can	do	in	each	place.</p><p>•	 Books	open.	Tell	students	that</p><p>Heather,	Rose,	Simon,	and	Josh</p><p>traveled	to	di昀昀erent	places.	Ask</p><p>them	to	listen	to	the	audio	and</p><p>昀椀ll	in	the	chart	with	the	missing</p><p>information.</p><p>•	 Play	the	audio	once.	Play	it	again	if</p><p>necessary.	Pair	students	up	and	ask</p><p>them	to	check	answers	by	asking</p><p>questions.	Elicit	the	questions	to</p><p>be	asked.	While	students	do	the</p><p>activity,	move	around	the	room</p><p>and	help	them	if	necessary.	吀栀en</p><p>check	answers	with	the	whole</p><p>class.</p><p>Answers</p><p>Refer	to	the	reduced	page	of</p><p>the	Class	Book	for	answers.</p><p>11</p><p>.</p><p>(track 5)</p><p>cloudy hot and sunny foggy</p><p>windy rainy snowy and cold</p><p>TEACHER'S BOOK | 23</p><p>So much happened last week.</p><p>12</p><p>. VOCABULARY</p><p>GOAL</p><p>•	 Introduce	and</p><p>practice	vocabulary</p><p>related	to	weather</p><p>conditions</p><p>•	 Books	closed.	Ask	students	if	they</p><p>prefer	to	travel	to	cold	or	hot</p><p>weather	destinations.	Show	them</p><p>the	昀氀ashcards	available	in	the</p><p>Resource Pack,	pages	146	to	148,</p><p>Weather conditions, and	introduce</p><p>the	new	vocabulary.	Ask	question</p><p>such	as:</p><p>What city do you think it is?</p><p>What’s the weather like in this place?</p><p>•	 Use	the	last	question	to	teach</p><p>students	the	new	words.	Carry</p><p>out	chorus	repetition	of	the	new</p><p>vocabulary.</p><p>•	 Books	open.	Ask	students	to</p><p>match	the	words	in	the	box	and</p><p>the	pictures.	Set	a	time	limit	of</p><p>about	two	minutes	and	move</p><p>around	the	room	to	give	help	if</p><p>needed.</p><p>•	 Pair	students	up	and	ask	them	to</p><p>check	their	answers.	Draw	their</p><p>attention	to	the	example	in	their</p><p>books	and	model	the	interaction</p><p>if	necessary.	While	students	check</p><p>their	answers,	move	around	and</p><p>check	their	performances.	吀栀en</p><p>check	answers	with	the	whole</p><p>class.</p><p>Answers</p><p>Refer	to	the	reduced	page	of</p><p>the	Class	Book	for	answers.</p><p>13</p><p>. SPEAKING</p><p>GOALS</p><p>•	 Further	practice</p><p>talking	about	weather</p><p>conditions</p><p>•	 Lead	students	in	the</p><p>topic	to	be	developed</p><p>in	the	following</p><p>activities</p><p>•	 Allow	students</p><p>an	opportunity	to</p><p>practice	and	develop</p><p>their	speaking	skills</p><p>•	 Books	open.	Pair	students	up	and</p><p>ask	them	to	take	turns	asking</p><p>and	answering	about	the	weather</p><p>conditions	in	the	di昀昀erent	cities.</p><p>Before	they	start	the	activity,	you</p><p>should	also	take	the	opportunity</p><p>to	teach	them	the	seasons	of	the</p><p>year.	Use	the	昀氀ashcards	available</p><p>in	the	Resource Pack,	pages	149</p><p>and	150,	Seasons of the year,	to</p><p>introduce	the	new	vocabulary.</p><p>•	 Set	a	time	limit	of	about	昀椀ve</p><p>minutes	for	the	interaction.	While</p><p>students	talk,	move	around	the</p><p>room	and	check	their</p><p>performances.</p><p>TEACHING TIP</p><p>•	 Bring	photos	of	trips	you</p><p>have	taken	and	ask	students</p><p>to	bring	theirs	as	well.	吀栀ey’ll</p><p>add	an	element	of	realism	to</p><p>the	lesson.</p><p>See	page	116	of</p><p>the	Teacher’s</p><p>Pack	for</p><p>instructions.</p><p>Information</p><p>Gap Activity</p><p>2</p><p>24 | CNA PROGRESSION 1</p><p>11UNIT</p><p>14</p><p>. SPEAKING</p><p>GOALS</p><p>•	 O昀昀er	students	a</p><p>moment	to	personalize</p><p>and	practice	language</p><p>previously	studied</p><p>•	 Further	practice	talking</p><p>about	traveling</p><p>•	 Allow	students	an</p><p>opportunity	to	practice</p><p>and	develop	their</p><p>speaking	skills</p><p>•	 Books	closed.	If	possible,	bring</p><p>photos	of	either	a	trip	you	really</p><p>enjoyed	or	one	you	absolutely</p><p>15</p><p>. GAME</p><p>GOALS</p><p>•	 Add	an	element	of</p><p>fun	to	the	lesson</p><p>•	 Provide	extra	practice</p><p>of	questions	and</p><p>answers	in	the	past</p><p>•	 Books	closed.	Write	some	dates</p><p>and	names	on	the	board.	For</p><p>example:</p><p>Rosana	 	 1973</p><p>Terezinha	 1992</p><p>•	 Tell	students	that	these	names	and</p><p>dates	were	part	of	your	past.	Tell</p><p>students	that	they	should	ask	you</p><p>yes	or	no	questions	to	昀椀nd	out</p><p>who	or	what	they	refer	to.	Model</p><p>a	few	questions	if	necessary.	For</p><p>example:</p><p>Student A: Was Rosana a</p><p>classmate?</p><p>Teacher: No, she wasn’t.</p><p>Student B: Was she your first</p><p>teacher?</p><p>Teacher: Yes, she was.</p><p>•	 Have	students	ask	you	questions</p><p>up	to	the	moment	they	昀椀nd	out</p><p>what	the	information	refers	to.</p><p>吀栀en	pair	students	up	and	ask</p><p>each	student	in	the	pair	to	write</p><p>down	some	important	names</p><p>and	dates	and	take	turns	asking</p><p>and	answering	questions.	While</p><p>students	talk,	move	around	the</p><p>room	and	help	them	if	necessary.</p><p>•	 When	time	is	up,	ask	students	to</p><p>report	their	昀椀ndings	to	the	whole</p><p>class.</p><p>hated.	Show	students	the	photos</p><p>and	induce	them	to	ask	you</p><p>questions	about	the	trip.	吀栀is</p><p>should	serve	as	a	preparation	for</p><p>this	activity.</p><p>•	 Books	open.	Pair	students	up	and</p><p>ask	them	to	talk	about	the	best</p><p>and	the	worst	trips	they	have	ever</p><p>taken.	Tell	students	they	should</p><p>try	to	昀椀nd	out	as	much	as	they</p><p>can	about	their	partner’s	trips.	Set</p><p>a	time	limit	of	about	昀椀ve	minutes</p><p>for	the	interaction.	While	students</p><p>talk,	move	around	the	room	and</p><p>help	them	if	necessary.</p><p>•	 When	time	is	up,	ask	students	to</p><p>report	their	昀椀ndings	to	the	whole</p><p>class.</p><p>TEACHER'S BOOK | 25</p><p>So much happened last week.</p><p>16</p><p>. READING</p><p>GOALS</p><p>•	 Read	about</p><p>someone’s	昀椀rst	day	at</p><p>school</p><p>•	 Talk	about	ways	to</p><p>make	a	child’s	昀椀rst	day</p><p>at	school	easier</p><p>•	 Build	up	students’</p><p>vocabulary</p><p>•	 Lead	students	in	the</p><p>topic	of	the	following</p><p>activities</p><p>•	 O昀昀er	students	an</p><p>opportunity	to</p><p>practice	and	develop</p><p>their	reading	and</p><p>speaking	skills</p><p>•	 Books	open.	Ask	students</p><p>questions	such	as:</p><p>How old were you when you started</p><p>school?</p><p>Did you cry on your first day of</p><p>school?</p><p>Use	the	questions	not	only	to</p><p>contextualize	the	reading	activity</p><p>but	also	to	pre-teach	any	key</p><p>words	students	may	not	know.</p><p>•	 Ask	students	to	browse	through</p><p>the	text	and	explore	its	genre	by</p><p>asking	questions	such	as:</p><p>Look at the layout of this text. Where</p><p>could you find it?</p><p>Who would read this text?</p><p>What is the text about?</p><p>•	 Tell	students	they	should	read</p><p>the	text	and	say	if	the	statements</p><p>in	Activity	16a	are	true	or	false.</p><p>If	the	statements	are	false,	they</p><p>should	correct	them.	You	may</p><p>ask	students	to	do	this	activity	in</p><p>pairs.	Set	a	time	limit	of	about	昀椀ve</p><p>minutes	for	that.</p><p>•	 When	time	is	up,	check	answers</p><p>with	the	whole	class.	吀栀en	ask</p><p>pairs	of	students	to	think	of</p><p>two	or	three	pieces	of	advice	to</p><p>make	a	child’s	昀椀rst	day	at	school</p><p>easier.	Set	a	time	limit	of	about</p><p>three	minutes	for	the	activity.</p><p>While	students	talk,	move</p><p>around	the	room	and	check	their</p><p>performances.</p><p>•	 When	time	is	up,	invite	students</p><p>to	share	their	conclusions	with	the</p><p>whole	class.</p><p>Answers</p><p>Refer	to	the	reduced	page	of</p><p>the	Class	Book	for	answers.</p><p>17</p><p>. VOCABULARY</p><p>GOAL</p><p>•	 Introduce	and</p><p>practice	language</p><p>related	to	feelings</p><p>•	 Books	closed.	Show	students</p><p>the	昀氀ashcards	available	in	the</p><p>Resource Pack,	pages	151	to	153,</p><p>Feelings,	and	introduce	the	new</p><p>vocabulary.	Ask	how	the	people</p><p>in	the	pictures	are	feeling.	Carry</p><p>out	chorus	repetition	of	the	new</p><p>words.</p><p>•	 Books	open.	Ask	students	to</p><p>match	the	speech	bubbles	and	the</p><p>pictures.	Set	a	time	limit	of	about</p><p>one	minute	for	that.	Pair	students</p><p>up	and	ask	them	to	compare	their</p><p>answers.	Model	the	interaction	if</p><p>necessary.	吀栀ey	may	say:</p><p>A: How did the boy in the first</p><p>picture feel on his first day at</p><p>school?</p><p>B: He felt ___________.</p><p>•	 While	students	check	answers,</p><p>move	around	and	help	them	if</p><p>necessary.	吀栀en	check	answers</p><p>with	the	whole	class.</p><p>Answers</p><p>Refer	to	the	reduced	page	of</p><p>the	Class	Book	for	answers.</p><p>F</p><p>Clara started school when she was 6 years old.</p><p>T</p><p>T</p><p>F</p><p>She thought it was dif昀椀cult to learn the alphabet.</p><p>F</p><p>Everybody was happy to go home.</p><p>6</p><p>5</p><p>2</p><p>3</p><p>4</p><p>1</p><p>26 | CNA PROGRESSION 1</p><p>11UNIT</p><p>LISTENING</p><p>GOALS</p><p>•	 Develop	listening</p><p>comprehension</p><p>strategies</p><p>•	 O昀昀er	students	an</p><p>opportunity	to</p><p>practice	and	develop</p><p>their	speaking	skills</p><p>•	 Review	vocabulary</p><p>previously	studied</p><p>•	 Books	open.	Tell	students	they’ll</p><p>listen	to	two	people	talking</p><p>and	should	check	the	correct</p><p>sentences.</p><p>18</p><p>.</p><p>(track 6)</p><p>•	 Tell	students	to	read	the</p><p>statements	昀椀rst	and	then	play	the</p><p>audio.	Pair	students	up	and	ask</p><p>them	to	compare	their	answers.</p><p>Model	the	following	exchange</p><p>with	a	student:</p><p>A: Who was scared?</p><p>B: I think Laura was.</p><p>A: I think so, too./I don’t think so. I</p><p>think John was.</p><p>•	 While	students	do	the	checking,</p><p>move	around	the	room	and	help</p><p>them	if	necessary.	吀栀en	check</p><p>answers	with	the	whole	class.</p><p>Answers</p><p>Refer	to	the	reduced	page	of</p><p>the	Class	Book	for	answers.</p><p>19</p><p>. SPEAKING</p><p>GOALS</p><p>•	 Practice	talking	about</p><p>the	昀椀rst	day	of	school</p><p>or	work</p><p>•	 O昀昀er	students</p><p>a	moment	to</p><p>personalize	and</p><p>practice	language</p><p>previously	studied</p><p>•	 Books	open.	Pair	students	up</p><p>and	ask	them	whether	they</p><p>have	any	memories	of	their	昀椀rst</p><p>day	of	school	and/or	work.	Ask</p><p>them	to	read	the	questions	in</p><p>their	books	and	think	of	at	least</p><p>one	more	question	they	could</p><p>ask	each	other.	Allow	them	one</p><p>minute	for	that.	Elicit	questions</p><p>and	write	them	on	the	board	as</p><p>they	can	also	be	used	during	the</p><p>interaction.</p><p>•	 Ask	students	to	take	turns	asking</p><p>and	answering	the	questions.	Set</p><p>a	time	limit	of	about	昀椀ve	minutes</p><p>for	this	interaction.	While	students</p><p>talk,	move	around	the	room	and</p><p>check	their	performances.</p><p>•	 When	time	is	up,	ask	students	to</p><p>report	their	昀椀ndings	to	the	whole</p><p>class.</p><p>20</p><p>. PROCESS WRITING</p><p>GOALS</p><p>•	 Raise	students’</p><p>awareness	of	the</p><p>constituents	of	a</p><p>simple	narrative</p><p>•	 Prepare	students	for</p><p>the	production	of</p><p>such	text</p><p>•	 Develop	students’</p><p>writing	skills</p><p>•	 Books	open.	Ask	students	to	turn</p><p>to	Activity	16	and	ask	them	the</p><p>following	questions:</p><p>Is the language in the text formal,</p><p>semi-informal, or informal?</p><p>What verb tense predominates in</p><p>the text?</p><p>TEACHER'S BOOK | 27</p><p>So much happened last week.</p><p>How is the text organized?</p><p>What e�ect does the writer want to</p><p>create on the reader?</p><p>•	 It’s	important	that	students</p><p>understand	that	this	text	is</p><p>written	in	formal/semi-formal</p><p>language.	Tell	them	that	their</p><p>text	should	be	organized</p><p>following	a	clear	sequence	of</p><p>events.	吀栀ey	should	use	the</p><p>questions	and	the	information</p><p>they	provided	in	Activity	19	as</p><p>ideas	for	the	production	of	the</p><p>text.	If	necessary,	together	with</p><p>students,	draw	a	framework	for</p><p>the	production	of	the	text.	For</p><p>example:</p><p>•	 Your	age	when	you	昀椀rst	went	to</p><p>school.</p><p>•	 How	you	felt	before/when	you</p><p>got	to	school.</p><p>•	 What	the	school/teacher	was</p><p>like.</p><p>•	 What	your	classmates	were	like.</p><p>•	 What	you	did	during	the	class/</p><p>day.</p><p>•	 How	you	felt	during/after	the</p><p>class.</p><p>•	 Tell	students	to	use	the</p><p>information	practiced	or</p><p>brainstormed	during	the	class	to</p><p>write	a	narrative	in	their	Activity</p><p>Book.</p><p>FEEDBACK TIME</p><p>GOAL</p><p>•	 Provide	students</p><p>with	an	opportunity</p><p>to	come	up	with</p><p>an	overview	of	the</p><p>language	worked</p><p>on	throughout</p><p>the	unit	for	the</p><p>purposes	of	reviewing,</p><p>summarizing,	and</p><p>self-evaluating</p><p>•	 Books	open.	Go	through	the</p><p>communicative	functions	listed</p><p>and	encourage	students	to	come</p><p>up	with	the	corresponding</p><p>language	points.	Ask	them	to</p><p>21</p><p>.</p><p>rate	their	skills.	吀栀ey	may	refer	to</p><p>the	speci昀椀c	language	content	in</p><p>the	unit.	Lower	their	anxiety	by</p><p>making	sure	they	are	not	being</p><p>evaluated	during	this	task.	吀栀is	is	a</p><p>powerful	resource	as	long	as	they</p><p>understand	its	purpose.</p><p>•	 After	the	昀椀rst	couple	of	units,	you</p><p>may	want	to	have	students	work</p><p>in	pairs	on	this	task.	Monitor	the</p><p>activity	at	all	times	and	o昀昀er	help</p><p>if	necessary.</p><p>•	 When	students	are	done,	have</p><p>them	share	with	their	classmates</p><p>their	most	meaningful	昀椀ndings</p><p>about	their	own	learning	process.</p><p>Discuss	questions	related	to	study</p><p>habits	and	the	importance	of</p><p>keeping	up	with	the	language</p><p>through	the	Web	Lessons,</p><p>Grammar	Tips	section,	and	so	on.</p><p>28</p><p>| CNA PROGRESSION 1</p><p>22UNIT</p><p>Communicative goals</p><p>•	 Talking	about	problems	and</p><p>di昀케cult	situations</p><p>•	 Talking	about	health</p><p>problems</p><p>•	 Asking	for	advice</p><p>•	 Giving	advice</p><p>1.</p><p>SPEAKING</p><p>GOALS</p><p>•	 Contextualize,</p><p>introduce,	and</p><p>practice	the	topic	of</p><p>the	lesson</p><p>•	 Elicit	students’</p><p>previous	knowledge</p><p>on	the	topic	and</p><p>language	of	the	lesson</p><p>•	 O昀昀er	students	an</p><p>opportunity	to</p><p>practice	and	develop</p><p>their	speaking	skills</p><p>•	 Books	closed.	Contextualize	the</p><p>topic	of	the	lesson	by	asking</p><p>questions	such	as:</p><p>What kinds of problems do people</p><p>have nowadays?</p><p>What do you usually do when you</p><p>feel down?</p><p>•	 Books	open.	Ask	students	to	look</p><p>at	the	pictures	and	match	them</p><p>to	the	phrases	in	the	box.	Move</p><p>around	the	room	and	help	them</p><p>with	the	new	vocabulary	items</p><p>such	as	advice,	advice column,	and</p><p>therapist.</p><p>•	 When	students	are	done,	check</p><p>answers	with	the	whole	class.</p><p>吀栀en	write	the	following	situations</p><p>on	the	board:</p><p>You	need	money.</p><p>Your	boyfriend/girlfriend	broke</p><p>up	with	you.</p><p>You	can’t	昀椀nd	a	job.</p><p>•	 Tell	students	to	discuss	with</p><p>a	classmate	what	they	usually</p><p>do	when	they	experience	the</p><p>problems	on	the	board.	Set	a</p><p>time	limit	of	about	three	minutes.</p><p>Move	around	the	room	and	give</p><p>help	if	needed.</p><p>•	 When	time	is	up,	ask	students	to</p><p>share	their	conclusions	with	the</p><p>whole	class.	As	a	wrap-up	activity,</p><p>tell	them	to	do	Activities	1c	and</p><p>1d,	elicit	answers,	and	talk	to	the</p><p>whole	class	about	what	problems</p><p>they	usually	provide	advice	for.</p><p>Answers</p><p>Refer	to	the	reduced	page	of</p><p>the	Class	Book	for	answers.</p><p>2</p><p>1</p><p>4</p><p>3</p><p>TEACHER'S BOOK | 29</p><p>What should I do?</p><p>30 | CNA PROGRESSION 1</p><p>22UNIT</p><p>LISTENING</p><p>GOALS</p><p>•	 Practice	new	language</p><p>items</p><p>•	 Develop	listening</p><p>comprehension</p><p>strategies</p><p>•	 Books	open.	Tell	students	to	look</p><p>at	the	pictures	and	guess	what	the</p><p>conversations	are	about.</p><p>2</p><p>.</p><p>(track 7)</p><p>•	 Tell	students	they’ll	listen	to	the</p><p>audio	and	should	number	the</p><p>conversations	based	on	the	kind</p><p>of	problem	each	person	talks</p><p>about.	Before	students	listen	to</p><p>the	audio,	go	over	the	problems</p><p>listed	so	that	they	know	what</p><p>to	listen	for.	You	may	want	to</p><p>pre-teach	the	expression	have</p><p>butterflies in your stomach.	Tell</p><p>them	this	is	a	common	expression</p><p>in	English	and	people	use	it	to</p><p>express	that	they’re	nervous	about</p><p>something.</p><p>•	 Play	the	audio.	Ask	students	to</p><p>compare	answers	before	you</p><p>check	them	with	the	whole	class.</p><p>•	 Play	the	audio	once	more.	吀栀is</p><p>time	students	should	listen	to	the</p><p>conversations	and	昀椀ll	in	the	blanks</p><p>with	the	missing	information.</p><p>Ask	students	to	compare	their</p><p>answers.	吀栀en	check	them	with</p><p>the	whole	class.</p><p>•	 Pair	students	up	and	have	them</p><p>practice	the	conversations.</p><p>Remember	that	this	is	a	moment</p><p>of	initial	familiarization	with	some</p><p>new	communicative	functions</p><p>and	students	will	have	further</p><p>practice	with	them	throughout</p><p>the	unit.	While	students	talk,</p><p>move	around	the	room	and	help</p><p>them	if	necessary.</p><p>•	 When	students	are	done,	wrap</p><p>up	the	activity	by	asking	their</p><p>opinions	about	each	piece</p><p>of	advice	that’s	given	in	the</p><p>conversations	and	elicit	what	kinds</p><p>of	problem	they	usually	share	with</p><p>others.</p><p>Answers</p><p>Refer	to	the	reduced	page	of</p><p>the	Class	Book	for	answers.</p><p>2</p><p>4</p><p>1</p><p>3</p><p>TEACHER'S BOOK | 31</p><p>What should I do?</p><p>terrible headache</p><p>hate her boyfriend</p><p>my boss doesn’t think</p><p>day at work</p><p>nervous</p><p>32 | CNA PROGRESSION 1</p><p>22UNIT</p><p>3.</p><p>VOCABULARY</p><p>GOAL</p><p>•	 Introduce	and</p><p>practice	language</p><p>related	to	parts	of</p><p>the	body	and	health</p><p>problems</p><p>•	 Books	open.	Ask	students	if	they</p><p>know	the	parts	of	the	body.	Use</p><p>the	picture	in	their	books	to	elicit</p><p>the	vocabulary	items	they	already</p><p>know.	Call	students’	attention	to</p><p>the	plural	forms	of	words	such	as</p><p>foot	and	tooth,	which	are	irregular.</p><p>Carry	out	some	chorus	repetition</p><p>of	all	the	words.</p><p>•	 Pair	students	up	and	match	the</p><p>parts	of	the	body	with	the	words</p><p>in	the	box.	Allow	them	about	two</p><p>minutes	to	do	so.	Move	around</p><p>the	room	and	give	help	if	needed.</p><p>When	time	is	up,	check	students’</p><p>answers	with	the	whole	class.</p><p>•	 Now	that	students	are	familiar</p><p>with	the	parts	of	the	body	in</p><p>English,	have	them	look	at	the</p><p>words	in	Activity	3b	and	infer</p><p>what	the	su昀케x	-ache	means.	You</p><p>may	also	want	to	use	the	pictures</p><p>in	their	books	to	help	them</p><p>understand.	Tell	students	that	the</p><p>su昀케x	-ache	isn’t	applicable	to	all</p><p>the	words	though	and	that	we</p><p>should	also	use	the	verbs	hurt	and</p><p>ache	and	the	noun	pain	to	say	we</p><p>have	health	problems.	Carry	out</p><p>some	chorus	repetition	of	all	the</p><p>words.</p><p>•	 Pair	students	up	and	ask	them</p><p>to	complete	the	sentences	using</p><p>the	words	in	the	box.	Allow	them</p><p>about	two	minutes	to	do	so.</p><p>Move	around	the	room	and	give</p><p>help	if	needed.</p><p>•	 When	time	is	up,	check	students’</p><p>answers	with	the	whole	class.</p><p>Answers</p><p>Refer	to	the	reduced	page	of</p><p>the	Class	Book	for	answers.</p><p>17</p><p>13</p><p>12</p><p>16</p><p>6</p><p>4</p><p>3</p><p>5</p><p>11</p><p>15</p><p>2</p><p>8</p><p>10</p><p>14</p><p>1</p><p>9</p><p>7</p><p>TEACHER'S BOOK | 33</p><p>What should I do?</p><p>foot</p><p>stomachache</p><p>backache headache</p><p>toothache earache</p><p>runny nose shoulders</p><p>knee</p><p>sore throat</p><p>34 | CNA PROGRESSION 1</p><p>22UNIT</p><p>4.</p><p>SPEAKING</p><p>GOALS</p><p>•	 Allow	students</p><p>an	opportunity	to</p><p>practice	and	develop</p><p>their	speaking	skills</p><p>•	 O昀昀er	students</p><p>practice	of	language</p><p>used	to	talk	about	a</p><p>health	problem,	to	ask</p><p>for	and	give	advice</p><p>•	 O昀昀er	students	further</p><p>practice	of	the</p><p>vocabulary	related	to</p><p>parts	of	the	body</p><p>•	 Books	open.	Divide	students	into</p><p>Students	A	and	Students	B.	Tell</p><p>them	they’ll	ask	for	and	give	each</p><p>other	advice.	Photocopy	the	cards</p><p>available	in	the	Resource Pack,</p><p>page	154,	Parts of the body,	and</p><p>give	one	card	to	each	Student	A	in</p><p>class.	吀栀is	student	should	come	up</p><p>with	a	health	problem	related	to</p><p>the	word	on	the	card.</p><p>•	 Students	A	and	Students	B</p><p>should	read	the	corresponding</p><p>instructions	in	their	books.	吀栀ere’s</p><p>a	list	of	recommendations	in	their</p><p>books	for	the	students	performing</p><p>Situation	B.	Go	over	them	to</p><p>make	sure	they	understand	the</p><p>vocabulary	given.</p><p>•	 Model	the	conversation	with	a</p><p>student.	If	a	Student	A’s	card	has</p><p>the	word	back,	write	the	following</p><p>dialogue	on	the	board:</p><p>A: I	have	a	backache.	What</p><p>should	I	do?</p><p>B: I	think	you	should	see	a</p><p>doctor.</p><p>•	 Ask	students	to	stand	up	and</p><p>walk	around	the	room	asking	for</p><p>and	giving	advice.	Students	A</p><p>should	talk	to	as	many	Students	B</p><p>as	possible.	Encourage	Students	B</p><p>to	use	a	variety	of	di昀昀erent</p><p>recommendations	and	avoid</p><p>repeating	them.	As	students	carry</p><p>out	the	activity,	monitor	them</p><p>and	o昀昀er	help	if	necessary.	Allow</p><p>about	two	minutes	and	have</p><p>them	exchange	roles.</p><p>5.</p><p>READING</p><p>GOALS</p><p>•	 Further practice	of</p><p>language	used	to	ask</p><p>for	and	give	advice</p><p>•	 O昀昀er	students	an</p><p>opportunity	to</p><p>practice	and	develop</p><p>their	reading	and</p><p>speaking	skills</p><p>•	 Books	open.	Explore	the	pictures</p><p>in	Activity	5a	so	students	can</p><p>understand	the	situations	and</p><p>learn	some	new	expressions	such</p><p>as	exchange program and throw me</p><p>under the bus.</p><p>5</p><p>7</p><p>1</p><p>10</p><p>2</p><p>6</p><p>9</p><p>3</p><p>4</p><p>8</p><p>TEACHER'S BOOK | 35</p><p>What should I do?</p><p>•	 Ask	students	to	read	the	pieces</p><p>of	advice	in	the	box	and	match</p><p>them	to	the	correct	pictures.	Set	a</p><p>time	limit	of	about	three	minutes</p><p>for	this	part	of	the	activity.	Move</p><p>around	the	room	and	give	help	if</p><p>needed.</p><p>•	 When	time	is	up,	tell	students</p><p>to	compare	their	answers.	吀栀ey</p><p>should	take	turns	role-playing</p><p>the	dialogues.	Encourage	them</p><p>to	act	out	the	conversations</p><p>as	naturally	as	possible.	Move</p><p>around	the	room	and	check	their</p><p>performances.</p><p>•	 When	students	are	done,	check</p><p>answers	with	the	whole	class.</p><p>Answers</p><p>Refer	to	the	reduced	page	of</p><p>the	Class	Book	for	answers.</p><p>36 | CNA PROGRESSION 1</p><p>22UNIT</p><p>6.</p><p>GAME</p><p>GOALS</p><p>•	 Allow	students	a</p><p>chance	to	practice	the</p><p>new	vocabulary</p><p>•	 Add	an	element	of</p><p>fun	to	the	lesson</p><p>•	 Books	closed.	Divide	students	into</p><p>two	teams.	Tell	team	members</p><p>that	you’ll	give	them	clues	and</p><p>they	should	come	up	with	either</p><p>the	part	of	the	body	or	the	health</p><p>problem</p><p>that	you’re	talking	about.</p><p>You	should	refer	to	the	list	of	clues</p><p>available	in	the	Resource Pack,</p><p>page	155,	Clues.</p><p>•	 Teams	should	take	turns	picking	a</p><p>di昀昀erent	number	each	turn.	Each</p><p>number	corresponds	to	a	clue.</p><p>Team	members	have	昀椀ve	seconds</p><p>to	answer.	If	they	can’t	answer	in</p><p>昀椀ve	seconds	or	if	they	come	up</p><p>with	the	wrong	answer,	the	other</p><p>team	can	try.	Teams	score	one</p><p>point	for	each	correct	answer.</p><p>•	 吀栀e	team	with	the	most	points	at</p><p>the	end	of	the	game	wins.</p><p>7.</p><p>READING</p><p>GOALS</p><p>•	 O昀昀er	further practice</p><p>of	the	language	used</p><p>to	ask	for	and	give</p><p>advice</p><p>•	 O昀昀er	students	an</p><p>opportunity	to</p><p>practice	and	develop</p><p>their	reading	and</p><p>speaking	skills</p><p>•	 Books	closed.	Ask	students	if</p><p>they’re	good	at	giving	advice.	You</p><p>may	ask	questions	such	as:</p><p>Do you usually listen to your friends?</p><p>Are you patient?</p><p>Do you think your advice really helps</p><p>your friends?</p><p>•	 Books	open.	Ask	students	to	take</p><p>the	quiz	individually.	Set	a	time</p><p>limit	of	about	昀椀ve	minutes.	While</p><p>students	do	so,	move	around	the</p><p>room	and	help	them	if	necessary.</p><p>•	 When	time	is	up,	ask	students</p><p>to	check	their	results.	吀栀en	pair</p><p>them	up	and	tell	them	to	discuss</p><p>the	results.	Set	a	time	limit	of</p><p>about	three	minutes	for	the</p><p>discussion.	As	students	talk,	move</p><p>around	the	room	and	check	their</p><p>performances.</p><p>TEACHER'S BOOK | 37</p><p>What should I do?</p><p>8.</p><p>LANGUAGE</p><p>AWARENESS</p><p>GOALS</p><p>•	 Raise	students’</p><p>awareness	of</p><p>embedded	questions</p><p>•	 O昀昀er	students	an</p><p>opportunity	to</p><p>practice	new	language</p><p>and	review	language</p><p>previously	dealt	with</p><p>•	 Books	closed.	Ask	students	who</p><p>they	ask	for	advice	or	suggestions</p><p>from	when	they	have	a	problem</p><p>or	aren’t	sure	what	to	do.	Elicit</p><p>what	exactly	they	say	in	English.</p><p>Ask	them	what	other	ways	there</p><p>are	to	say	the	same	thing.	Write</p><p>their	answers	on	the	board.</p><p>•	 Books	open.	Ask	students	to	do</p><p>Activity	8a	in	pairs.	Set	a	time</p><p>limit	of	about	two	minutes.	While</p><p>they	carry	out	the	task,	move</p><p>around	the	room	and	o昀昀er	help</p><p>if	necessary.	When	they	are	done,</p><p>check	answers	with	the	whole</p><p>class.	Draw	their	attention	to	the</p><p>inversion	of	the	subject	and	verb</p><p>in	embedded	questions.	It’s	a	good</p><p>idea	to	carry	out	some	chorus</p><p>repetition	of	the	embedded</p><p>questions	provided	in	Column	B.</p><p>•	 To	concept-check,	have	students</p><p>change	pairs	and	ask	them	to	do</p><p>Activity	8b.	Set	a	time	limit	of</p><p>about	昀椀ve	minutes.	As	they	do	so,</p><p>move	around	the	room	and	o昀昀er</p><p>help	if	necessary.</p><p>•	 When	time	is	up,	check	answers</p><p>with	the	whole	class.	吀栀en	tell</p><p>students	to	work	with	the	same</p><p>partner	and	practice	the	questions</p><p>in	Activity	8b.	吀栀ey	should	take</p><p>turns	asking	and	answering	them.</p><p>Encourage	them	to	answer	each	of</p><p>the	questions	freely,	providing	as</p><p>much	input	as	possible,	not	only</p><p>yes	or	no.	Write	an	example	on	the</p><p>board:</p><p>A: Do	you	think	I	can	go	to</p><p>the	movies	with	you?</p><p>B: Sure.	吀栀en	you	can	meet</p><p>my	best	friend	Antonio.</p><p>•	 Move	around	the	room	to	check</p><p>students’	performances.</p><p>Answers</p><p>Refer	to	the	reduced	page	of</p><p>the	Class	Book	for	answers.</p><p>38 | CNA PROGRESSION 1</p><p>22UNIT</p><p>TEACHING TIP</p><p>•	 吀栀e	questions	in	Column	B</p><p>are	called	embedded</p><p>questions	because	there	is</p><p>a	question	inside	another</p><p>question.	For	example,	when</p><p>we	say	What do you think I</p><p>should do? we	mean	What do</p><p>you think? and What should</p><p>I do?	吀栀at	means	that	I’m</p><p>asking	your	opinion	and	I’m</p><p>also	asking	for	advice.</p><p>9.</p><p>GAME</p><p>GOALS</p><p>•	 Allow	students</p><p>an	opportunity	to</p><p>practice	new	language</p><p>•	 Add	an	element	of</p><p>fun	to	the	lesson</p><p>•	 Books	closed.	Divide	students</p><p>into	pairs	and	give	each	student</p><p>three	di昀昀erent	cards	available	in</p><p>the	Resource Pack,	page	156,</p><p>Embedded questions.</p><p>•	 Tell	students	they	should	start	a</p><p>conversation	with	their	partners</p><p>and	try	to	insert	all	the	sentences</p><p>they	are	holding	in	the	dialogue.</p><p>It’s	important	to	remind	them</p><p>that	context	should	be	respected</p><p>and	sentences	can’t	be	added	out</p><p>of	the	blue.</p><p>•	 Students	should	stand	up	and</p><p>talk	to	each	other	by	their	desks.</p><p>When	a	student	is	able	to	use</p><p>all	his/her	sentences	in	the</p><p>conversation,	he/she	should	sit</p><p>down.	吀栀at	means	he/she	has	won</p><p>the	game.	While	students	work,</p><p>move	around	the	room	and	check</p><p>their	performances.</p><p>•	 Alternatively,	if	you	think	three</p><p>sentences	will	take	too	much	time,</p><p>give	each	student	only	one	card</p><p>and	follow	the	same	procedures.</p><p>10</p><p>. WRITING</p><p>GOALS</p><p>•	 O昀昀er	room	for	writing</p><p>practice</p><p>•	 Provide	students	with</p><p>an	opportunity	to</p><p>interact	with	their</p><p>classmates</p><p>•	 Books	closed.	Write	all	students’</p><p>names	on	pieces	of	paper,	fold</p><p>them	up,	and	put	them	into	a	bag.</p><p>Tell	students	to	pick	a	name	and</p><p>make	sure	they	don’t	pick	their</p><p>own.</p><p>•	 Tell	students	to	talk	to	the	student</p><p>whose	name	is	written	on	their</p><p>piece	of	paper	and	get	his/her	cell</p><p>phone	number.	Students	should</p><p>add	that	person	to	their	list	of</p><p>contacts	on	their	cell	phones.</p><p>•	 When	students	are	done,	tell	them</p><p>to	work	individually	and	think	of</p><p>a	problem	they	need	advice	for.</p><p>Problems	can	be	real	or	昀椀ctitious.</p><p>Tell	students	to	write	the	problem</p><p>on	a	piece	of	paper	in	a	simple</p><p>way.	Give	them	an	example.	Write</p><p>on	the	board:</p><p>I	want	to	go	to	college	but</p><p>I	don’t	know	what	major	in.</p><p>What	do	you	think	I	should	do?</p><p>Do you think our English teacher is married?</p><p>Do you think the teacher has children?</p><p>Do you think the teacher likes soccer?</p><p>Do you think there is a bank near here?</p><p>Do you think I can go to the movies with you?</p><p>Do you think the teacher can swim?</p><p>Do you think there is anything I could do to improve my English?</p><p>Do you think there are any subway stations near the school?</p><p>Do you think we are having a Halloween party at school?</p><p>Do you think your neighbors are at home now?</p><p>TEACHER'S BOOK | 39</p><p>What should I do?</p><p>•	 Move	around	the	room	to	check</p><p>students’	performances	and	to</p><p>give	help	if	needed.	Take	the</p><p>opportunity	to	correct	mistakes.</p><p>•	 When	students	are	done,	tell	them</p><p>to	text	their	classmates	asking	for</p><p>advice	on	the	problem	they	have</p><p>come	up	with.	Also,	tell	students</p><p>to	reply	to	the	message	they</p><p>receive	on	their	cell	phones.</p><p>•	 When	everybody	gets	a	reply	to</p><p>their	messages,	have	them	share</p><p>the	problem	and	the	advice	given</p><p>for	it.	Take	the	opportunity	to	ask</p><p>students	if	they	are	happy	about</p><p>the	advice	they	got	and	why.</p><p>See	page	117	of</p><p>the	Teacher’s</p><p>Pack	for</p><p>instructions.</p><p>LISTENING</p><p>GOALS</p><p>•	 Consolidate	and</p><p>expand	listening</p><p>strategies</p><p>•	 Provide	further</p><p>practice	of	language</p><p>used	to	talk	about</p><p>asking	for	and	giving</p><p>advice</p><p>•	 Books	open.	Tell	students	to</p><p>read	the	text	message	in	their</p><p>books	and	昀椀ll	in	the	blanks	in</p><p>Activity	11a	with	the	correct</p><p>information.	Set	a	time	limit	of</p><p>about	one	minute.	Move	around</p><p>the	room	and	give	help	if	needed.</p><p>•	 When	time	is	up,	tell	students</p><p>to	compare	their	answers.	吀栀en</p><p>check	them	with	the	whole	class.</p><p>Information</p><p>Gap Activity</p><p>3</p><p>11</p><p>.</p><p>(track 8)</p><p>•	 Pair	students	up	and	tell	them</p><p>to	discuss	the	question	in</p><p>Activity	11b.	Set	a	time	limit</p><p>of	about	one	minute.	Move</p><p>around	the	room	and	check	their</p><p>performances.</p><p>•	 When	time	is	up,	elicit	students’</p><p>conclusions.	吀栀en	tell	them	they’ll</p><p>listen	to	a	conversation	and	should</p><p>answer	the	questions	in	their</p><p>books.	Play	the	audio	and	let	them</p><p>take	notes	of	the	answers.	吀栀en</p><p>check	them	with	the	whole	class.</p><p>•	 Play	the	audio	once	more	and	tell</p><p>students	to	complete	the	card</p><p>in	their	books.	Let	students	read</p><p>the	information	on	the	card	昀椀rst</p><p>and	then	play	the	audio.	Play	it</p><p>again	if	necessary.	Tell	students	to</p><p>compare	their	answers	and	then</p><p>check	them	with	the	whole	class.</p><p>•	 Students	should	work	in	pairs</p><p>and	discuss	the	questions	in</p><p>Activity	11e.	Set	a	time	limit	of</p><p>about	three	minutes	and	move</p><p>around	the	room	to	check	their</p><p>performances.</p><p>•	 When	time	is	up,	elicit	students’</p><p>conclusions	and	add	other</p><p>questions	you	might	昀椀nd	relevant</p><p>to	ask.</p><p>Answers</p><p>Refer	to	the	reduced	page	of</p><p>the	Class	Book	for	answers.</p><p>Lucy</p><p>Eve</p><p>has a stomachache</p><p>see a doctor</p><p>address phone number</p><p>Lucy (the patient) and Doctor Steve Smith.</p><p>At the doctor’s of昀椀ce.</p><p>Lucy Bright November 7, 1995</p><p>nine</p><p>She’s tired, sick, and has a heartburn .</p><p>Two liters of water a day.</p><p>pregnancy</p><p>40 | CNA PROGRESSION 1</p><p>22UNIT</p><p>12</p><p>. LANGUAGE</p><p>AWARENESS</p><p>GOALS</p><p>•	 Raise	students’</p><p>awareness	and</p><p>sum	up	the	various</p><p>exponents	used</p><p>to	give	advice	and</p><p>suggestions	in	English</p><p>•	 Develop	cooperative</p><p>learning	strategies</p><p>•	 Books	closed.	Ask	students	for</p><p>examples	of	how	to	give	advice</p><p>in	English.	One	or	two	examples</p><p>should	be	enough	at	this	point.</p><p>•	 Books	open.	Ask	students	to	think</p><p>of	what	they	have	practiced	in</p><p>this	unit	so	far	and	tell	them	to</p><p>do	Activity	12a.	Move	around</p><p>the	room	to	give	help	as	needed</p><p>and	then	check	answers	with	the</p><p>whole	class.</p><p>•	 Pair	students	up	and	tell	them	to</p><p>do	Activity	12b.	While	students</p><p>work,	move	around	the	room	and</p><p>give	help	if	needed.</p><p>•	 When	students	are	done,	check</p><p>answers	with	the	whole	class.</p><p>吀栀en	ask	them	to	work	with	a</p><p>di昀昀erent	classmate	this	time	and</p><p>do	Activity	12c.	Set	a	time	limit</p><p>of	about	one	minute	so	students</p><p>can	think	of	a	problem	and	two</p><p>minutes	for	them	to	talk	to	each</p><p>other.	Move	around	the	room	and</p><p>check	their	performances.</p><p>Answers</p><p>Refer	to	the	reduced	page	of</p><p>the	Class	Book	for	answers.</p><p>13</p><p>. GAME</p><p>GOALS</p><p>•	 Review	and</p><p>consolidate	language</p><p>related	to	asking	for</p><p>and	giving	advice	in</p><p>embedded	questions</p><p>•	 Add	an	element	of</p><p>fun	to	the	lesson</p><p>•	 Books	closed.	Make	a	copy	of	the</p><p>cards	available	in	the	Resource</p><p>Pack,	page	157,	Situations,	and	put</p><p>them	in	a	bag.</p><p>•	 Have	students	stand	in	a	circle</p><p>and	give	a	ball	to	one	of	them.	Tell</p><p>students	that	they	should	throw</p><p>the	ball	to	each	other	while	you</p><p>play	some	music.	When	you	pause</p><p>the	music,	students	should	stop</p><p>throwing	the	ball.	吀栀e	student</p><p>holding	the	ball	should	pick	a</p><p>card	from	the	bag.	吀栀is	student</p><p>should	turn	the	sentence	on	it</p><p>into	an	embedded	question	and</p><p>ask	it	to	any	student	in	the	circle.</p><p>吀栀at	student	should	reply	to	it</p><p>appropriately.</p><p>•	 Model	the	game	with	students</p><p>and	write	an	example	on	the</p><p>board:</p><p>A: Do	you	think	I	should</p><p>take	a	trip	to	Iraq?</p><p>B: No.	It’s	too	dangerous.</p><p>•	 Continue	until	all	the	cards	have</p><p>been	used.</p><p>14</p><p>. SPEAKING</p><p>GOALS</p><p>•	 Provide	students	with</p><p>an	opportunity	to</p><p>practice	talking	about</p><p>problems	and	asking</p><p>for	and	giving	advice</p><p>•	 O昀昀er	students</p><p>an	opportunity</p><p>to	develop	their</p><p>speaking	skills</p><p>•	 Books	closed.	Make	a	copy	of	the</p><p>cards	available	in	the	Resource</p><p>should</p><p>could</p><p>may/might</p><p>should</p><p>may/might</p><p>can</p><p>TEACHER'S BOOK | 41</p><p>What should I do?</p><p>Pack,	page	158,	What should I do?,</p><p>and	give	each	student	one	card.</p><p>•	 Tell	students	you’ll	turn	the	lights</p><p>on	and	o昀昀.	When	the	lights	are</p><p>on,	they	should	talk	to	a	classmate</p><p>about	the	problem	they	have	and</p><p>ask	for	advice.	When	the	lights	are</p><p>o昀昀,	it’s	time	for	students	to	change</p><p>partners.</p><p>•	 Tell	students	that	they	should	talk</p><p>about	the	situation	brie昀氀y,	maybe</p><p>asking	some	additional	questions</p><p>before	giving	advice.	Move	around</p><p>the	room	while	students	work.</p><p>Give	help	if	needed	and	check</p><p>their	performances.</p><p>•	 To	wrap	up	the	activity,	ask</p><p>students	which	piece	of	advice</p><p>they	consider	the	best	and	why.</p><p>Encourage	them	to	share	with</p><p>the	whole	class	their	feelings</p><p>concerning	the	advice	they	got.</p><p>15</p><p>. SPEAKING</p><p>GOALS</p><p>•	 Allow	students</p><p>an	opportunity</p><p>to	interact	and</p><p>experiment	with	the</p><p>language</p><p>•	 Activate	and	recycle</p><p>language	which	has</p><p>been	worked	on</p><p>previously</p><p>•	 Provide	room	for</p><p>communication	in</p><p>real	life	situations</p><p>•	 Books	open.	Help	students	explore</p><p>the	pictures	in	their	books	and</p><p>understand	what	they	represent.</p><p>Elicit	the	language	to	be	used	in</p><p>each	situation.</p><p>•	 Pair	students	up	and	ask	them	to</p><p>role	play	the	conversations.	Allow</p><p>them	about	two	minutes	for	each</p><p>situation	and	have	them	switch</p><p>roles.	While	students	do	the</p><p>activity,	move	around	the	room</p><p>and	o昀昀er	help	if	necessary.</p><p>•	 When	students	are	done,	you</p><p>may	invite	some	of	the	pairs	to</p><p>come	up	front	and	present	their</p><p>conversations	for	the	whole	class.</p><p>•	 To	wrap	up,	go	through	students’</p><p>mistakes	with	the	whole	class.</p><p>FEEDBACK TIME</p><p>GOAL</p><p>•	 Provide	students</p><p>with	an	opportunity</p><p>to	come	up	with</p><p>an	overview	of	the</p><p>language	worked</p><p>on	throughout</p><p>the	unit	for	the</p><p>purposes	of	reviewing,</p><p>summarizing,	and</p><p>self-evaluating</p><p>•	 Books	open.	Go	through	the</p><p>communicative	functions	listed</p><p>and	encourage	students	to	come</p><p>up	with	the	corresponding</p><p>language	points.	Alternatively,</p><p>you	can	produce	one	set	of</p><p>cards	for	every	pair	of	students</p><p>with	examples	of	the	language</p><p>16</p><p>. points.	Ask	students	to	match</p><p>the	language	samples	and	the</p><p>corresponding	communicative</p><p>functions.	Check	answers	with	the</p><p>whole	class	and,	if	necessary,	elicit</p><p>more	examples.</p><p>•	 Ask	students	to	rate	their	skills.</p><p>吀栀ey	may	refer	to	the	speci昀椀c</p><p>language	content	in	the	unit.</p><p>Lower	their	anxiety	by	making</p><p>sure	they	are	not	being	evaluated</p><p>during	this	task.	吀栀is	is	a</p><p>powerful	resource	as	long	as	they</p><p>understand	its	purpose.</p><p>•	 When	students	are	done,	have</p><p>them	share	with	their	classmates</p><p>the	most	meaningful	昀椀ndings</p><p>about	their	own	learning	process.</p><p>Discuss	questions	related	to	study</p><p>habits	and	the	importance	of</p><p>keeping	up	with	the	language</p><p>through	the	Web	Lessons,	the</p><p>Grammar	Tips	section,	and	so	on.</p><p>42 | CNA PROGRESSION 1</p><p>33UNIT</p><p>Communicative goals</p><p>•	 Shopping</p><p>•	 Describing	what	someone	is</p><p>wearing</p><p>•	 Talking	about	people’s	looks</p><p>and	styles</p><p>•	 Talking	about	people’s</p><p>shopping	habits</p><p>SPEAKING</p><p>GOALS</p><p>•	 Contextualize	the</p><p>theme	of	the	unit</p><p>•	 Elicit	language	related</p><p>to	the	theme	of	the</p><p>unit	that	students</p><p>may	already	know</p><p>•	 O昀昀er	students	an</p><p>opportunity	to</p><p>practice	and	develop</p><p>their	speaking	skills</p><p>•	 Books	closed.	Divide	students</p><p>into	groups	of	three.	Write	the</p><p>word	shopping	on	the	board.	In	30</p><p>seconds,	ask	them	to	write	all	the</p><p>words	they	know	in	English	related</p><p>to	this	word.	Elicit	words	and	write</p><p>them	on	the	board.	You	may	use</p><p>1.</p><p>the	words	to	trigger	questions.	For</p><p>example:	if	students	mention	the</p><p>word shopping mall,	you	may	ask</p><p>questions	such	as:</p><p>Do you prefer shopping at a</p><p>shopping mall to a street store?</p><p>Do you always go shopping at a</p><p>shopping mall?</p><p>•	 Books	open.	Pair	students	up.	Ask</p><p>them	to	talk	about	the	pictures</p><p>in	their	books.	Ask	them	to	refer</p><p>to	the	questions	in	the	box.	You</p><p>may	want	to	elicit	other	questions</p><p>they	could	ask	before	the	activity</p><p>begins.	Set	a	time	limit	of	about</p><p>three	minutes	for	the	activity.</p><p>While	students	talk,	move	around</p><p>the	room	and	help	them	if</p><p>necessary.</p><p>•	 When	time	is	up,	elicit	answers.</p><p>Explore	the	pictures	and	ask</p><p>questions	to	bring	up	the	concept</p><p>of	millennials,	which	will	be	dealt</p><p>with	in	the	next	activity.</p><p>TEACHER'S BOOK | 43</p><p>Can I help you?</p><p>READING</p><p>GOALS</p><p>•	 Talk	about	millennials’</p><p>traits	and	habits</p><p>•	 Develop	critical</p><p>thinking</p><p>•	 O昀昀er	students	an</p><p>opportunity	to</p><p>practice	and	develop</p><p>their	reading	and</p><p>speaking	skills</p><p>•	 Books	open.	Ask	students	if</p><p>they	know	what	millennials	or</p><p>the	Generation Y	is.	If	any	of	the</p><p>students	knows,	ask	him/her	to</p><p>explain	it	to	the	rest	of	the	group.</p><p>If	no	one	knows,	ask	students	to</p><p>read	the	de昀椀nition	in	their	books</p><p>and	give	you	a	brief	de昀椀nition	of</p><p>who	millennials	are	in	their	own</p><p>words.</p><p>2</p><p>. •	 Go	through	the	questions	in</p><p>Activity	2b	and	make	sure</p><p>students	understand	them.	Pair</p><p>them	up	and	ask	them	to	discuss</p><p>the	questions.	Set	a	time	limit</p><p>of	about	昀椀ve	minutes	for	the</p><p>interaction.	Move	around	the</p><p>room	and	help	them	if	necessary.</p><p>•	 When	time	is	up,	elicit	answers.</p><p>Use	the	last	question	as	a	lead-</p><p>in	to	the	next	activity	by	asking</p><p>students	if	they	are	certain	of	their</p><p>ordering.	Tell	them	they’ll	昀椀nd</p><p>out	by	listening	to	the	audio	in</p><p>Activity	3.</p><p>44 | CNA PROGRESSION</p>