a wares iiSenior Writers ‘Anthony James Rosenberg Daniela Aguiar Hughes ‘Marcos Frasson Ruiz Sérgio Luis Monteiro da Silva Director of Education ‘Marcelo Augustus de Souza Barros ‘Managing Editor Carina Nogueira Cerboncini Editor Maria Rita Corréa Vieira Editorial Asistants ‘Ana Carolina Alburquerque de Lima Danielle Carvalho Grazyna Anna Bonomi Proofreaders ‘Ana Lucia de Mello Lemos Carrie! Elcio Camilo Alves de Souza Enrique Luis Melone Susan Banman Silec Series Design Design Divertido Graphic Design Fajardo Ranzini Design lustrations Marcos Guilherme Photographs Shutterstock and Thinkstock ‘Audio Production Spectrum Estidio Printing Supervisor “Arthur Costa de Souza For New CNA Expansion 1 every effort has been made to trace allthe copyright holders bur if any have been inadvertently ‘overlooked, the publishers will be pleased to make the necessary amendments at the fst opportunity All rights reserved. No part ofthis book may be reproduced, stored ‘na recrieval system, or transmitted in any form or by any means. electronic, mechanical, photocopying recording or otherwise, without the prior permission in writing of the publishers, 1st edition ~ 1s prine Printed by Pancrom ‘edo tavernacionais de catalogucto ma Fublicacte (CIF) (Canara Brasileira do Livro, SP, Brasil) Tedices pore cattlogo sistemitico: CNA Inglés Definitivo (© Copyright Edicora CNA - 2015 “Todos 0s direitos reservados 3 Editora CNA Cultural Norte Americano SIA. CNP) n° 58062779/0001-50 Rua Coronel Oscar Porto, 800 - Paraiso (04003-004 - S40 Paulo/SP ‘wrwwenacombr CHORE CHOCOCHOCSCOCHCOLCCECHECECECECOCOCCEOOCECS®O>DOdDOPIPIOIIDIDOIIAIIPIIOIDIADIIAPIDADDD WD OMA RR CNA EXPANSION is a two-level English course for basic earners, The aim of the course is to make English enjoyable and tension-free. iis intended as a practical and natural approach to teaching English to basic learners and emphasizes listening and speaking skils (CNA EXPANSION is based on a sec of principles which underlie is structure and activites. Ina nutshell, these principles are ‘A view of language which proposes that language is a means of communication and that to communicate is to interpret, express, and negotiate meaning and that in order to be able to communicate properly in a foreign language, speakers should reach communicative competence (Savignon, 1991). ‘A view of teaching which is organized around the steps of engaging students in the task by providing them with che language items to be worked on, studying that language in a way that students become familiar with it, and activating their knowledge by experimenting with what they have learned (Harmer, 2008) ‘A view of learning which advocates that knowledge is constructed by means of interaction with the other participants in the learning process (ie. students, teacher, materials, context) and therefore that students are co-responsible for their learning (Vygotsky, 1978). ‘A view of culture that not only encourages students to bring to class their cultural background and share it with their classmates, ut also promotes the exploration and discovery of other cultural contexts. Aview of social responsibility which is coherent with the educational belief that a language course should ‘g0 beyond teaching the foreign language only and that the teaching/learning process is also a means to offer students a chance to reflect and act on their role as citizens oftheir communities and the worl. ‘Aview of the teacher's role which is based on the belief that teachers play a key role in the success of the teaching/learning process and therefore they should take itnto their hands to make informed decisions ‘concerning the best way to make use of the material and other resources available. ciasstessons | 33 @‘Student's Learning Pack lass Lessons ‘Audio Files (online) Activity Book Information Gap Activities Grammar Tips Web Lessons CNANET Class Lessons ‘The Class Lessons are made up of eight lessons which mainly focus on the development of speaking, listening, and reading skills, supported by activities that specifically focus on linguistic input (grammar, vocabulary, functions, and pronunciation). The book starts with a special unit — the Starter Unit ~ which will provide students with useful language to be used throughout the course. Units 4 and 8 are dedicated to review material studied in the previous units. Audio Files The Audio Files for the listening comprehension © __ XKtivtesin the Class Lessons are available on CNA INET and can be downloaded for further practice. ‘The Audio Scripts can be found at the end of the Teacher's Pack. } 4 | CNAEXPANSION1 ‘Teacher's Pack Class Lessons ‘Audio Files (CD) Activity Book Information Gap Activities Grammar Tips Resource Pack Audio Scripes € ¢ S@eeeeeeeee < €Activity Book © the Activity Book offers students stimulating and varied practice of the material studied in class, Grammar Tips ach uni hasa set of grammar tips with more © detailed explanations of the grammar items studied in the unit. Activities and their answer keys are also available for those students who want extra practice. Teacher's Pack ‘The Teacher's Pack contains detailed suggestions © _ onhow to teach the course, answer keys to the lass lessons activities, transcripts ofthe listening ‘comprehension activities, and reduced pages of the Class Lessons. Resource Pack Flaschards, cue cards, and supplementary materials are available in the Resource Pack These materials are meant to add diversity and to enrich the lessons. © Web Lessons © _The Web Lessons are online activities which provide students with further practice of the contents studied in class. >PDIPIPOIPAIIIIIAIOAIIIIIIAIPIIIDDSoy CNA EXPANSION 1 js organized in thematic Units consisting of activities which have specific characteristics, and goals coherent with the broad objectives of the unit and the materia, ‘Speaking ‘These activities aim at providing students with opportunities to practice the new language items in context. ‘The activities encompass both more controlled and freer practice. Before students scart interacting, your job isco set the scene so that they understand the language to be practiced/used and the context of production. During interaction, you are not expected to interfere, unless students require your help or there is a communication breakdown. Listening ‘The purpose of the listening comprehension activities is to clevelop students’ strategies and techniques to deal with the language in ies aural form. It is very important to prepare the students for the diferent tasks through pre-istening activities such as exploring visual cues, eliciting information related to the topic to be listened to, ‘and making predictions. These will activate their previous knowledge and will help them better perform the {ask It is also important to remind students that the objective of the activites is not to understand each and ‘every word, but rather to listen for the information necessary co do the task Reading ‘The approach to the teaching of reading is similar to that used for the teaching of listening. That is, the main goal ofthese activites is ro develop students’ strategies and techniques to deal with the written language. Pre- reading activities such as exploring visual cues and making predictions are crucial to ease the students’ way into the text. Bear in mind that the objective ofthe reading comprehension activities is not to understand each and ‘every word, but rather to find the information necessary to do the tasks that follow the reading passage. Weiting The focus of the writing activities i to develop students’ abilities co produce texts which they are likely 0 ‘need in real life. A process-oriented approach which aims at valuing not only students’ final product but also reflecting on the process of production of the texts is used. Vocabulary ‘The focus ofthese activities isto expand students’ lexical repertoire. Activities inthis section lead students to se the words in context so that they serve as tools forthe speaking, listening, and reading activities, From the start, students should be encouraged to take risks to develop techniques such as guessing and inferring to deal with the new words. Language Awareness ‘These activities are primarily meant to guide students to realize how che target language works. Students are stimulated to build hypotheses on how the language works and then experiment with them. As.a result, the activities are not only meant to develop students’ understanding ofthe way the language works, but also to inctease their critical and autonomous thinking skills. 6 | CNA EXPANSION 1 eceoooeoee eeeec @eeeeeeeecaeaeeoeocoe@oaeeeoacoaeeeePronunciation “The main goal of these activities is to develop students’ awareness of English sounds and intonation patterns. “Therefore, students will be exposed to the phonetical and phonological aspects of the language which are seen as more challenging, The assumption is that, by working on them, students’ speech will become more natural Game ‘Games provide students with natural opporcunities for using language for real purposes as well as for enjoyment. Your job during these activities i to guarantee that students understand the rules of the game and the language to be practiced/used. You should also keep control ofthe situation, especially ifit involves groups cor teamwork, Information Gap Activities ‘These activities have been specially written to provide students with authentic opportunities to communicate. [As the name says, the activities require that students interact so that information can be exchanged and the “missing gaps" can be filed. Careful instructions on how to perform these activities should be given so that the information gap element is not ruined - often the activities require that one student should not see his or her partners card ~ and students understand what conversation isto be carried out. Therefore, some language elicitation and modeling may be required. tis also highly advisable that you spend a few minutes when the activity is over talking to students about what they found difficu as well as finding ouc if anyone wanted to say something but did not have the necessary language to do so. This may also be a good moment to go through mistakes students may have made and carry out remedial work. Feedback Time “The focus of the Feedback Time is to give students the opportunity co recapitulate the contents studied. Students should be encouraged to go through the unit and produce samples of the maceral studied and carry ‘out some self-evaluation of their progress. This isan important moment to discuss with the whole group what can be done to develop their commmand of the content studied and the tools available to do that. What else could you say? “The What else could you say? boxes offer students different language components to express the same communicative functions. Students thus expand and diversify their communicative repertoire, I is important to show students that they can say the same thing indifferent ways. However, you should use your discretion 1s to decide how far to explore and demand the use of such language. For example, if you see that your students already know and can use the target language in the activity, you may decide to explore the ones in the corresponding What else could you say? box. These boxes are useful too when there's alittle extra time and you think students would benefit from further practice. >3333HSOSOS8HHH00HHHH8888H888H988H8OSE cuassisssons | 7 @When in Being polite of ips + Tale and dreams Communicative goals + Bxchanging personal + Talking about pas events + Reviewing language previously coflering accepting and refusing hel excusing ‘oneself apologing paying compliment, making small voce talk making invatons and suggestions accepting or reusing them aranging place and time ‘omee:allina pole way Reading + Being polite, Studying abroad Communicative goals + Talking about study abroad programs + Giving opinions on school subjects + Making comparisons + Talking about requirements and prohibitions Vocabulary + Schoo! subjects + Language related to expressing ‘opinions (adjectives and icensiies) Language Awareness + Equal comparisons Reading + Types of study abroad programs Pronuné + Silent eter in be allowed to ® ‘Communicative goals + Talking about diferenc kinds bout peoples inceests + Recommend kinds of tips based on peoples interests + Taking abour annoying seuators + Kinds of tips + Language related to waveling: hotels and airports Rome... + Getting through an arpoet possiblity eal wchcagreeing and + Talking abou + Talking aboue furure dlsagresing. ving opinions commendations and Possitiies Language Awareness Rea Putting it all together Communicative goals + Reviewing language previously dale with: talking about necessies and enmendations, making parsons expressing degrees of possiblity, eling stories, and asking forgiving caification when listening to stories Listening + Comparing the profile of applicanes fora summer ob asa waite Reading + Old wives rales. Or noe? © Believe it or not Communicative goals + Teling stoves + Asking for Clarification + Talking about depres of Vocabulary + Transiional words * Vocabulary related to old Language Awareness + Conditional clauses (First + Thetuth about hing Writing + Wi 1 scary story ©crazy ‘Communicative goals + Discusing the benefit of psychotherapy Vocabulary + Adjectives related to describing people's personalities + Adjectives related ro fear + Language related to manias and strange habs Language Awareness + Modal perfect (should have + pase participle) + Modal to express possibly and probability Reading Putting it all together ive goals + Reviewing language previously deale with stating conditions and their consequences. and talking about possiblities Communi Speaking + Seudyinga graph, icerpreing and talking abour it Listening. + Expressing regret and talking about things you should have Everyone's alittle + Tallin about people personalities + Boresing ere and talking about things youshouid have done Commu + Talking abour what scares you and what makes you anwious + Talking about possibies + Searching the brain forthe roots Let the imagination fly goals + Taking about TV shows + Seating conditions and thet + Tallng about plans in the near fuure «+ Describing RPG charactersand 1g stories about cher Vocabulary + Language used to tak about TV shows and series + Language related to RPG characters and games (fantasy- related words) + Expressions related to differenc degrees of possibiliey Language Awareness + Second conditional Reading + Interview with a famous movie director Grammar Tips. Resource Pack. Activity Book Audio Scripts My city, my country, my world ‘Communicative goals Describing cites and caking about them Asking for and giving directions Talking about what considered polite and impalte behavior in Language Awareness + Less and fewer + Indirect embedded) questions Pronunciation + Stressed words Vocabulary + Reading numbers (yeas, population sae ete) + Vocabulary relaced co describing cities Reading + Cities inthe world (London, New York, Pari, Madri, ete) + Seoul Metropolitan Subway page 107 page 125 page 139 .page 153 page 193 [Link] | 9Communicative Goals + Exchanging personal information Talking about past events Reviewing language previously deat wth agreeing and disagreeing, Biving opinions, offering, accepting and refusing help, excusing oneself, apologizing paying a compliment, making small talk, making invitations and suggestions, accepting or efusing them, and arranging place and time to meer, allin a polite way + Discussing ways of being poli ¢ SPEAKING + Books closed. introduce yoursel, ask students’ names and welcome the class to the new course. Explain how the materials work (diffrent parts) and what is expected from the students (involvement, efforts to speak only English, homework, Web Lessons et). = —= =e 10 | CNAEXPANSION 1 Books open. Divide students into pairs and draw their attention to the chart on the first page. Explain that they must interview their classmate by asking complete {questions and filing in che chart with the information Elicit some questions and possible answers based on the first prompt. Make sure students underscand that they must formulate the questions. Give students about 10 minutes and ‘move around the room to check their performance. + When they're done, have each person or some volunteers Introduce their classmates by providing the information they found out about their classmates. ‘SPEAKING + Books open. As link back to the previous activity explore some answers about the topic “has said (or done something embarrassing recently” in Activity 1a and ase what students would do/did in a similar situation. Ask f students normally apologize when things like these happen, + Give students about § minutes tomatch the sentences and their respective pictures in their books, individually, Monitor cheir work and when they are done, ask ther to compare their answers before you check them with the whole lass. + Students should then continue the conversations with a cassmate, Offer help when necessary. + Asa follow-up iftime allows, you may ask some volunteers co Perform a conversation o the dass ey SCHOOSCSOHOHOHSOOSHOHOHOHOHSHOOSOHOSHCHCHOCOOCOOCOCCOECS» >PODOPPFIPPIIOPAPOPPAP POP AAO DIPAIPP>PDPPP DADA DAADADD?D ° LISTENING (rack) oye) + Books open. Elicit che kind of things that make a person sound. polite. For example: Could | ask {you a few questions? Provide other examples if necessary + Pair students up and give them S ‘minutes to look at the pictures and try to guess what they think people are saying taking into consideration their facial expressions and the context + When they finish the activity, elicit conclusions. + Go over the chart in Activity 35 and ask students to listen to five ‘conversations and decide which ‘communicative function each conversation refers t, + Ask students to compare their answers with a classmate’. Encourage them to use the statements provided in Activity *» Being polite... ... 3. Walk around the room and, offer help when needed. + When students are done, eicic conclusions and check answers with the whole cass ciasstessons | 1 @e GAME + Books open. Explain chat students should choose either the green or the orange way. Then, cell chem 10 take turns following the path according to the color they've ‘chosen. Note chat sometimes ‘more than one direction is Possible, so students ae free to choose either way, + Organize students in pais and give them about 10 minutes ro play the game. Monicor their performance. + If time allows, students can be given the chance to play it again this time taking the other way. i e R i ners perme ‘Accept adc senwerensoe ——> Refuse ! ! Refuse and | nwnye— cfrseis, —_» Accept explain why Sus | Seeeeeeeeoeceeetcoeecoeeeneecoaceenoeoeneaenececeoaece» PPOPPOPOPPPPPIPIIPAPPDPPAPAPPAAAOPADIPA PAPA ADA DADIDID READING Goals + Books open. Ask students to recall «situation in which someone was ‘extremely rude, even though they ‘were trying to help. Prompt with ideas such as:helping someone to cross the road: helping someone to carry their bags offering their seat t0 someone. Being polite. ..... Individually, ask students to read the sentences and decide ifhey believe they are True or False Give them about 3 minutes. + When they are done, pair up students and ask them to compare their answers + In order to check their work, ask them to read the text. Elcc conclusions and check answers with che whole cass + In the same pairs or as a class, depending on how much time you've go lft ask students to discuss the questions in Activity Sb, Move around the room to check ther performance. When students are done, elicit conclusions ae ne | ———— er | . aire | a | | Rue O | © | wea Oo | Know.SPEAKING ‘Communicative Goals + Talking about different kinds of trips Talking about people's E incerests and dreams + Recommending kinds of trips based on people’ interests Getting through an aitport a + Books closed. Ask if students usually travel on their vacation and. + Talking about | thekind of place they ike to go to recommendations and + Books open. Ask students to necessities analyze the picture and talk to + Talking about annoying situations their classmates about one trip they've taken. Go over the topics and elicit possible questions and answers. Draw atcention to the fact that students may also include some other topics they find interesting. Ask students to work in pairs and give them about 5 minutes to perform the activity. Be around to help in case students need, ‘Asa follow-up, ask for volunteers {to share some information they found out about their classmates. SOeQeeeeeeeaeeeheeeee e @eeeeec33D DTT23T2R2TDIFFHIFIHIFFFZIIIFDSIS DDI? “When in Rome... «+++ + 4 VOCABULARY + Tell students they will work in pairs ¢o match the pictures and their correct names. Note there's a blank chart for students to ili with a different kind of tip. (Check answers and ask students to repeat the new words. Then, cell students they must go ‘over Activity 2b. Ask them to fill in che chare with the kinds of trips under the verb that goes with i. + Books open. Ask students what + When students are done, elicit kind of trip they talked about in conclusions, the previous task. If they don't know, say they'll see some kinds of oor ‘Asa follow-up, ask students to identify che kind of trip they've ‘tips and then they muscidentify taken based on the information sven in Activity 1. Make sure they Use verb+trip, which one refers to the trip they mentioned.(wacko) ove * Books open. Pair students up, ask them to study che words and Circle the stressed one. + Ask students to share ther answers, Play the audio CD and check answers with the whole class. oe PRONUNCIATION g GAME corey Books closed. Divide students into pairs and explain Scudents A will think of a kind of tip and Students B will ask “yes/no” questions to try to guess what iti, If necessary choose a student and ‘Bie an example. Walk around while students perform the activity When they are done, ask students {0 exchange roles. eS, Cex JC: Js. 16 | CNAEXPaNsiON1 eo USTENING (erace04) Goats + Books open. Before you play the audio, explore the pictures. As a class, ask students to guess the kind of crip these people will alk about, + Play the audio twice, The first ‘ime ask students to identify che kind of trip according to each ‘conversation. Play che audio. Make sure students share their answers before you check them wich the whole class + The second time, explain they should listen and check if che people in each conversation have ‘he same or a different opinion about the topic. + Check answers with the whole class. PSCHSHOHSEHOEOOCHOOCOHOCOHEHOCEHCOOOCEOE EEE SE09 33D3323D232RF3H}HHF}IFIIFIIIIFHDIIDIIP SPEAKING fom + Books open. Explain students will study the inforrmation in the speech bubbles and suggest a trip When in Rome... - - aking into consideration people's dreams and interests. Go over the ‘example and the What ee could you say? box. ‘Model the example in their books ‘with a student and divide students ico pairs. Monitor the activity Aer students do the activity, ‘check answers with the whole class + Asa follow-up, ask them what wip they would recommend to some of the people. When in Rome. BBELANGUAGE AWARENESS + Ask students ro Activity 76 SPEAKING individually. Make sure they use verb followed by ingin all the ram ‘examples. Encourage them co create a sentence on their own (number four). Mave around the room to check students’ performances. As students wil reed these sentences forthe following activicy, make sure they + Books open. Ask students to dnt see each other's work co analyze the expressions in Activity Keep the information gap. 6 50 they can answer Activites 7a andb. + Books open, Say students wil work + Ask students to compare their in pais to ead their sencences “answers before you check them from Activity 6 and their pairs ‘wich the whole class, should come up with a suggestion of akind of tip based on their incerests. If necessary, model the activity with a student (you should say the sentences about yourself and ask a student ro suuggest a kind of trip). Walle around the room to check students’ performances, = + Asa follow-up, ask some students tate gmptoneyy hip {0 say what their partner’ interests coment innate Tips are and the suggestion given. Qrermeninsnrie ore aaa ‘SPEAKING _ sa e + Rooks dosed. Askstudens — * what they normaly do to plan Sener eneenaeam: a trip. Ask if they like to check Imagaznes te nee or oer ‘source to get information about ome theplce + Books open. Go over the ‘questions and make sure students understand them. Organize students in pairs and give them some time to discuss the ‘questions. Monitor students’ performances. + When finished, go over the answers with the whole class, D1 norsent 18 | CNAexPANSION 1 SCHSCHHOCHCCHOLCELOHOOCLOOCCECOHEOCEOEO EEE>IFIFIIOPIIPI—PIPPPIOID IAP DODODAODPODDODODIDDIID e LISTENING oye + Books open, Before you play the audio, explore the picture with students. Elicit what they think the telationship between the people in the picture is Play the audio ewice. The fist cime students should listen for general comprehension, explain they will ccheck the topics mentioned in the ‘conversation, Pay the audio and. olicit answers + Move to Activity 10c and ask students to identify fic was Lucy (or Fiaz who said each of the + After they do it individually, cll ‘hem co share their answers and play the audio for the second time so students can check their work. + Pair students up and tell them to discuss the questions in Activity 10. Or When in Rome... e ‘SPEAKING GOAL + Books open Ask students 10 match the sentences s0 they make sense + Give ther some time to do the activity and move around to offer help whenever necessary + When finished in pairs ask seudents to share their answers. Go over the example in Activity Tb. + When students are done, elicit conclusions When inRome.......| Sire nnetereetotneaen eae | Oder mone | Gm Ooms Onna | Cun Om Om | Om One cl sare elf ee mer, Ya ae chek (== — Oe SSSeacnt Om Ge he Ses ve On | 2 Opn tceeremany connate | i elpecweterarweameta aosSPEAKING oo Here are some suggestions 10 use the ifclause to give suggestions. Choose one of them depending. ‘on your class profile Suggestion 1: In groups, come up with other pieces of advice, Suggestion 2: In groups, students will play a competition game to ‘come up with as many suggestions as they can ina given time. Suggestion 3: In groups, students will come up with pieces of advice for travelers, using copies such as: religion food/eating habits/ places/_) Choose one of the suggestions and explain how the activity works. Move around the room to check students’ work. ue mee) See page 109 of the Teacher’ Pack for nstructions. eee = F ha oe ans hie es ecm — hornet om 20 | CNAEXPANSION1 MMe le SPEAKING GoaLs ‘Ask students to work in pairs and give them some time to discuss ‘what the pictures represent in Activity 13a. When students are done, elicit ideas, Move on to Activity 136. Say students will now see the formal names of these steps and ask them to use the verbs in the chart to complete chem, Walk around the room to check students performances. When they are done, elicit ‘conclusions and check answers with the whole class. At this point, you can even go back to the pictures in Activity 133 co illustrate some of the steps, Ask students to, individually, put the steps in the order chey think is more logical. Remember not to ‘correct right away once students will read a text in Activity 13¢ 10 check their answers, ‘Ask students to read the text about airports, compare with their answers and change what they find necessary, Tell them to compare their answers before you check them with the whole clas. Go over the questions in Activity 13d and depending on the time, do i as a class or divide students into pais When finished, elicit conclusions. @eeeoec eeeeeeeece ce eeecec @eeeeaeeeee €> 9393233339233 33H33TRF3323333333R333339 “When in Rome...» « «+ + +READING + Books open. Start by exploring the pictures. Ask students what they expect to find in each type fom of accommodation. Predict vocabulary with them and have them read the descriptions and match them and the pictures. Help students with vocabulary if necessary and monitor their work + Ask students to compare their answers before you check them Books closed. Ask students what with the whole pip, kind of accommodation they prefer when they crave. Note they are not supposed to know any specific names at this point. ST 22 | CNAexPANSION1 S@eeeeeeec9980089889 3998S9H3H8HEF3F3HHHH5HH339 When in Rome...SPEAKING + Divide students into pairs and give them some time to discuss the situations provided, Be around to een offer help when needed + When students are done, elicit conclusions. + Books open. Have students rank the features in arder of + Books open. Ask students what importance. kind of accommodation is the best ifthey cravel wich kids. Elicit ideas and go over the examples in che book eliciting which of them express suggestions and necessities. - + Organize scudenes into pairs and ask them to share their answers, Then, check answers. + Asa follow-up, elicit what che favorite feature in the classi, Omens { Qe tps aun Oreorseonnpeing Otome Qremme — Qumgnnns Gee Qe Ga BT Oa Gece Oman Semen Sor Sor Qtr Qe Ormemenatina 24 | cNaexpansiont ce @eeeec cece S®OCeCC CeCe SEE>>>IrPrIIIII—II—IIPIIIAO IPI PDP POPP IIIIIIID e LANGUAGE AWARENESS roy Books open. Draw students’ attention to the sentences in Activity 16and ask them 10 identify the words in bold and ‘what they indicate. + Give students about 5 minutes and have them complete Activity 17a individually. + When students finish the activity, ask them to share their answers before correction, + Gover Activity 176 and have them choose the correct alternative. “+ When students are done, elicit ‘conclusions and check answers with the group. See page 110 of the Teacher’ Pack for LISTENING cre) + Books open. Ask students what are the best and worst aspects of traveling, Elicit vocabulary. + Before you play the audio, explore the pictures and ask students what they think happened to each Play the audio twice. The first time students should listen and answer the questions. Walk around the room co check students’ performances. ‘When finished, go over the answers with the whole group. Play the audio again and ask students to check the expressions they heat, Note that the sentences students read in the activity and the ones they listen t0 in the conversation are slightly different. They are variations of the exponents used ro talk about annoying situations. ‘Ack students to share their answers before correction. 1 eet rnd help eye a6 SCeikoocm vdieo ay OES wat fn »-When in Rome... « - » + Go on to lester d. Arrange students in pairs and give them some time to put the expressions in the right categories, Offer help when needed. + When students are done, elicit conclusions and check answers with the whole cass. When in Rome. ciasstessons | 25 @find out how their classmaces feel in those situations. Give students ‘some time and move around the room to check their performances When finished, go over the answers with the whole group. + Asa follow-up, ask some volunteers to share their work GAME Sitang on a bench, + Books open. Individually, cll students to complete the sentences with an expression according to their opinion, + Explain scudents will talk toa classmate about these situations Draw their attention co the ‘example and encourage them t0 ask follow-up questions in order to ore + Books closed. Make copies of the cards available in che Resource ed i f Sratterdaenmaioerat oat » 4 i. = r e fo. ft ee ht ie, = os + * n a D 22) casos 26 | cna expansion Pack page 141, Siting on a bench, ‘Ask students t0 work in pairs and Be a sec of cards to each pai, See topic for the conversation. They should each draw one eard out ata time and try to use it in the conversation. The fst student to use the expression on his/her card is the winner of thae round, Walk amongst students to check their work + Sec more topics until chey have used all the cards, ‘Suggested Topics: Camping Hostels Airport ‘Traveling with kids e + Books open. Organize the class in groups of 3 or 4, Tell chem they wil travel together and ‘must choose the kind of trip they will take and decide all he other detail. Go over the topics they must consider and elicit the kind of language they will eed to discuss this. Encourage them to use the language worked on inthis unit. Give students about 5 minutes. Monitor their performances + When finshed, elcic answers. SPEAKING core eecececcececececceoeeceeccececcecececeeces0333333322233 33323333333333333333333) g FEEDBACK TIME foro + Books open. Go through the ‘communicative functions listed ‘and encourage students ro come Up with the corresponding, exponents. Ask them to rate their skills developments related to each When in Rome... «+++ ++ lone of them. They may refer to the specific language content in the unit. Lower their anxiecy by making sure they are not being evaluated during this task. This isa powerful resource as long as they ‘understand its purposes. + After the fist couple of units, you ‘may want to have students work in pairs on this task, Monitor the ‘activity aval imes and offer help if necessary. + When they are done, have them share with their classmates their ‘most meaningful findings about their own learning process. Discuss questions related to study habits, and the importance of keeping up ‘with the language through Web Lessons, Grammar Tips sections and so on. ciasstessons | 27 @Communicative goals + Teling stories + Asking for clarification + Talking about degrees of E possibly + Talking about future possibilities SPEAKING fee + Books open. Pair students up and ask them to look at che picture and discuss the questions. Go over the questions and make sure students understand them Moye around the room and help whenever necessary + SST TT Rat 2. apse glint nis 28 | cNAEXPANSION1 + When students are done, elicie conclusions. Rememier not to Correct the activity now as students will listen to the story to check if their predictions were correct. eeeececcacceen« eeeec € €Believe it or not---»-+- © steve previous thoughts Eicc conclusions + Asa follow-up, go over the 2 last beer students do the activig. {questions and eli students urban legends and ask students ort to identify the one chat best Answers represents che story they have just heard Bc answers and ask why chey believe that isthe best picture to illustrate the story. Ask if they have heard this story before and iFichad the same end. Make sure it's a short discussion, «Play the audio again so students ‘can do Activity 2b. They wil choose the correct options about the story. Ask students to compare + Books open. Ply the audio twice: their answers before you check ‘The first time students should them with the whole class. Make listen for general comprehension sure students understand these conce they should compare the celerents are normally present information leamed with their ‘when telling stores on Qu Orme ae pres | eee >>> >IF>F®I—PI®III—®AIPI>OPIOIIIDOIPODODDIOIIIDDVOCABULARY so they can puc the story inthe correct order Students should doit individually. Ask students to GOALS : compare their answers before you ‘check them with the whole clas. ‘Ask students to fillin the blanks With the appropriate connector to complete the story. Divide students into pats so they can do the activity. Move around the room to help students in case they need i + When students are done, elicc conclusions and check ther answers with the whole class. Clear doubts by substituting the new + Books open. Ask students if they ‘words for more usual connectors. know something about The For instance, however for but ‘Mothman urban legend. Elicit + For Activity 3b, make copies of the answers and tell students they carc in the Resource Pack (page will ead about it. Ask them 10 142) and pair scudents up. Make Pay attention to the sequence sure each pair has the 2 pictures the events in this story happened and a die. One of the pictures, Suman serene, Doren nopepneniee ea eens swore eng tere eas maven \ pegetengion ca NEE wre oe Set eereerrnaenmeom will provide students withthe connector that mus: be used. The ther one wil give chem elements that must be included inthe story. Both, connectors and elements are numbered so students can associate them withthe number they oc from roling the die Explain they should rol the die twice: one forthe connector and the other one for the element. Explain scudenes will continue a story Stacie by writing on the board it was a cold winter night ‘or some other sentence you find Your group will enoy starting a Story fom. This way, students ‘rust cake turns to Continue it ‘Monitor their performances + Asa follow-up, ifime allows, ask students to tll cheir story the class so they can vote for the best one See page 111 of the Teachers Pack for g PROCESS WRITING [oor + Books open. Par students up and ask them to answer the questions. Set atime limit of 4 or § minutes for the rask. When students are done check their answers with the whole group. Ics imporcant to raise students’ awareness to che fact that when they write text, hey. should have a clear purpose and a sense of audience. The purpose and the audience are going to define the genre, and language to be used. Explore through the {questions the rext features. After ‘you have explored the text with ‘the whole group, assign che task in the Activity Book. Seeeeceeceeecccsconeeooccencececeecoeceeceneenes>IFIIIII>PAPIIIOAPIPAIPAO PDO P POPPA DDO DIIDIIID CS g SPEAKING cot + Books closed, Tell sudents to work in pairs and ask them co eel their favorite scary story, Its important to encourage them to tell any kind of story in case they dor't feel ‘comfortable with the scary ones. \Walk around the room to check their performances. “+ When students finish the activity ask some volunteers to share some ‘of the stories they were told ¢ eo USTENING (ak) ooytey + Books open. Pair students up and ask ther to read the stories and decide if they'e true, false or if they'e still unsolved. Explain chs isa competition and the pair that has more correct answers wll be the winner. + Go over the expressions “That cant be tue, “That might be true” and “Thac must be ue" and elicit the degree of pesibilty they express. Help ther reach an agreement. Let students do the acivey and imonitor while they perform i + When they ae done, ask one student from each pai swap bbooks with one from the other pair and open the discussion to the ‘ass. Encourage students 0 use the new functions to express their thoughts. Dont correct the activity right away once students wil isten to the audio to check ther work + Play the audio and ask students to correc their answers. Note that the answers wont be so clear * Believe it or not... .... ‘once students will listen toa small paragraph talking about [Link], they'll have to listen for the main idea. Pause after every story and tlic what they got from it. Ask ‘questions co help students come to an answer. Check what pair is the winner by asking them to correct their classmate’ answers. Go over the questions in Activity Se and make sure students Understand them, + When they are done, elicie answers Bolleve itor not @000 000088 00 a0 RO RAOe READING + Books open. Ask students if they can identify when someone i, telling ale. Elicit possible gestures that indicate when a person is Tying. Ask students to laok at the pictures in their books and try to imagine by looking at the features of che people whether they are lying or teling the truth, Divide students into pairs so they can share their work, Sepa echt ‘ryan D 22) mremneons 32 | cNAEXPANSION1 + In order to correct the aetivity, ask students to read the text The truth about lying so they can check if their guesses were ‘correct. Walk around the room to check students’ performances. ‘When students are done, elicie conclusions and check answers with the whole class. NOTES: According to the site hetp:fiwwwpolicevibecom/body- language-can-you-tel-if someone: 's-lying/, when telling the euch, people tend to nod (picture 1) or lean the head (picture 7) when speaking, it means the expression matches the verbal scaremene. Also, when one says the truth, he ‘normally stares (picture 3) instead ‘of blinking a lot. Besides, they use their body in a not limited way, the movements are more natural and spontaneous. + Divide students into pairs and ask them to discuss the questions in Activity 7. + When students are done, elicit, conclusions. € SOCOSHSOCCOSCHSSHOCOHOSOHOCECOOCHOOCOCECECOC EEt@ crvecccccceccccccccccscces ‘The TRUTH about LYING } load >> IFIFIIPI—>P>II>PI>POPOPP DOPOD OPP ODDDIDIDD cuasstessons | 33 @¢g SPEAKING + Books open. Prepare some cards in advance (one that says "True story” land another one that says "Fake story") and organize students in pairs. Make sure each one of them has two cards. Explain one of the students should choose a topic fromm the list in the book and pick card (instruct chem co be careful so hither partner cant see what isnt) Then chey must follow the 2 all Phrase on the card and tell a true fake story. Go over the What eke could you sa? box and moeivate students t0 use the functions in it to tel the story and to ask for clarification about i. The idea is ‘hat his/her partner guesses about the veracity of ie (elicit some of the Features from Activity 7 so they can “analyze” their classmate’s reaction ‘when teling the story). Make sure students use che functions fromm the beginning ofthe class to express degrees of possibilty emphasize them when you go lover the What else could you say? box). Walk around the room ro check students’ performances. ‘Make sure students exchange roles. Walk around the roam to check students’ performances, ee t (etude = ‘Asa follow-up, you may ask students ifthe guesses about the veracity ofthe story were correct. and what they based them on, ‘Also, you can ask chem ro share some of their stories. se 1 epee Aad el > peared 34 | CNA EXPANSION 1 Seveereeeceeocorcooeecfoereeeeceeceoeneneense239333323232 F323F3HTFFRTFFFIFHHN3ITDIIIIIID SPEAKING oye «+ Books open. Divide students into + Goon toleterb and ask students pas and ask them co name the to,indivdualy, match the sentences items in the pictues around, Organize students in pairs and ask Dawa spidergram on the board chem ro share thei answers. Make and use the words they say 0 Sure students use the functions in Complete it Help when necessary. Activity 8b. Call thei attention to Elicit answers and check them the pronunciation (especialy off with the whole class. and wil) «+ Ask students what these words + Asa class, motivate students to have in common and what they discuss the questions in Actvity Sd refer to, Finally ask them to contribute with other items. Help them in case they dont know how to say them in English es ‘Boliove t oF not Onaeienccamee emacs Treanor coterie vreeeesees «Believe it or not----eo PRONUNCIATION sentences. Walk around the room to check students’ performances, each + When students are done, élicic conclusions and check foe pronunciation with the whole class LANGUAGE AWARENESS ye + Books open. Pair students up and ask ther to practice saying the first wo sentences. + Play the audio and ask students tolisten and compare the pronunciation of the “will” they heard with their work, Draw + Books open, Ask students to their attention to the contracted complete the sentences using the four of ‘wll Ack students to ‘words in the chart do the same with the rest of the + When chey are finished, ask 2 ell, 6 1G Nea toes ie, 2 tm gb iportnn sll ge 3 tat nportom ene — sili noe Steere — Bag re oan 3 eat enor, sal bey pg onvtnyorht cals et Sit pree ai coemeen Sanne eo | Tips " |Ommeteum [@aenaee ilewenes D2 | cen: 36 | CNAEXPANSIONT students to share their answers in pairs. + Move on to Activity 11b. Ask students to study the senences in Activity 11a carefully so they can notice the correct verb tense that {goes in each of the clauses. + When students are done, ec conclusions + Goon to Activity 1icand ask students co write one example about themselves. Make sure they don't start the sentence with the fiause + When students finish the activity, elicit conclusions. + In Activity 11d, ask students to ‘choose the correct option about the function, Draw their attention to the fact that they can also, later, refer to the grammar HOHSHCOOOCOHOCEOCOOOOHOOOOOCOOCOOCEOOOOEEE>>I IIII>IP>PFINI>PIII>A AOD POOP PDD DIIDI DID e GAME fos ‘Material needed: a sheec of paper for each pair of students + Books closed. Pair students up, allow them some time and ask them to write down as many superstitions and old wives’ tales as they can. Explain this isa ‘competition and che winner will be che pair that is able to write ‘more sentences. Note that forthe sentence to be considered correct, ic must be grammatically correct, it must make sense and it mustrit be repeated (students can't use the ones discussed during cass). Walk around the room to check students’ performances. When time’ up elicit ideas and check their answers with the whole class (make sure they participate “judging” che sentences and the score). Sum up the points to see which paris the winner + Asa follow-up, askif they believe TThave ever tried any of the superstitions and old wive's tales mentioned, See page 112 Pea ED Paci ior © uns ea + Books open. Before you play the audio, sk students to read the ff the Teachers ‘quotes in the book and discuss whether they agree with them or rot. Walk around the room to check students! performances, + When students are done, go over the answers + Say students wil isten to a guru talking about ways to lead life on ‘TV. Have them predict what hell say, Divide students into pairs and ask ther to complete the sentences in Activity 13b orally ‘Then, play the audio and have them complete the sentences according to what they hear. ‘Ask them co check their answers asa group and ask students ifthey believe those are good suggestions + Draw their attention to Activity 3c and explain that Cynchia vseeesees-Believe it or not: ++ +++ needs to make a decision and is calling the guru on the TV show to talk abour her possibilities. Tel them hey will listen and complete the rable. + When students finish the activicy ask them to share their answers with a classmate and elicit conclusions, Finally, ask chem to add one more possibility for each of the sicuations. Asa follow-up ask what they think her decision was. Oe Believe R or nole SPEAKING eons * Books open. Pair students up and explain one studene will choose ‘one of the topics and think about its consequences. He/She wil tell ‘that to his/her partner without saying the verb he/she chose, Student 8 will guess the action based on the information given by Student A and vice-versa, + Mode! the activity with a student. Example, As Ifyou do this, your journeys wil be more comfortable bu youll ako be stuckin trafic lot. 8 This wll happen if buy aca. Ay hac’ right phen mtn pe ue sh died fhe $e ltt man ah So sh haf di nts oes Gost he tls of as aes deb he ty $ent mt he neste print man na ings as ig © hr fae ech a dng ha ne ps 38 | CNAEXPANSIONT o SCOHSHOLEEOLOCOOCLSSCECHCCOOLOOOOL OOOO:a >>> IFII>PO®PIIP>P>OIIIO ODDO PO DPODOIDO ROD DDIDDDD?D GAME (oye Books open Divide students into small groups (3 to 5 people in a group) and provide them with a die. Tell them every time they land fon a square, chey have to read the sentence our loud and continue it \Wite che following example on the board: “If it start raining after clas, 1 geta ride with my colleague.” Tell students that ifthey make a mistake, they need to go back two squares. Go over the example with students, Draw their attention to the pronunciation of the contracted forms. + Monitor students’ work. Make sure students pronounce the contracted ‘and the negative forms correctly + Asa wrap-up, elicit some answers. * Believe it or not---... cinssusssons | 39 @gS SPEAKING + Books open Elicit some of the functions worked on during the Unit. Organize students in pairs and, briefly, go over the pictures ‘and elicit some possible language. If possible, bring some tealia (for ‘example, decks of cards) to cass to ‘make the activity more interesting, ‘Move around the room to monitor students’ performances + When students are done, elicit conclusions. 2 eels 40 | CNA EXPANSION 1 SCOHOHOOCHEHOHOHCOOOOCHOOHOECOOCEEHOOOOOCOOCOE ES) >>> >>IIII—II>I—PIIII®APIDOIIO IPOD DODD DD § FEEDBACK TIME + Books open. Go through the ‘communicative functions Isted and encourage students co come Up with the corresponding, exponents. Ask them ro rate their skills developments related to each ‘one of them. They may refer 10 the specific language content in the unit, Lower their anxiety by oo ses e000 00000+Believe it or not... .. ‘making sure they are not being. ‘evaluated during this task This isa powerful resource as long as they lunderstand ics purposes «+ After che fist couple of units, you ‘may want to have students work in pairs on this task. Monitor the activity at all times and offer help if necessary + When they are done, have them share wich thei classmates their ‘most meaningful findings about their own learning process. Discuss {questions elated to study habits and the importance of keeping up with the language through Web Lessons, Grammar Tips sections and so on. =" 8 £09 0.8 == Ee al I ‘igen a cus | 37 OF cuasstessons | 41 @SPEAKING Caen ee Brera arenes to flunk out Ou ted Dats 42 | CNAEXPANSION1>>PIIIIIVI>AIIIIPDIPPAIA PIP POOP IDO IIIIIID VOCABULARY Corey + Before the class, reer to Resource ack, page 145 of this book and make enough copies of the cards for Activity 2c + Books open. Elicit some of the school subjects students already know. Ask them to look at the pictures in Activity 2a and write the name of the school subject under it. There are some letters to help them. Pair students up so they can share their answers. Check their work + Move on to Activity 2b. Ask students to listen to the audio so. they check the pronunciation of ‘these words. Do number 1 with students so they know what they have to do. Ask students ro share their work and correct it + Move on to Activity 2c. Explain that students wil be in groups of and one pair will play against the other. Give one member of fone of the paitsa card (that can't be seen by his/her partner); hel she will have co say one word (that cant be a compound noun fr a sentence) that is not on the list and that is related to the school subject he/she's got. His/ her partner has one chance to say the right subject. f he/she doesnt get it, one studenc from the other pair can say another word so his! her partner (who can't see the card either) should try co get the correct subject. Students go on. until somebody gees the correct Studying abroad. - - - word. Paits exchange roles and receive another cat. Before starting the game, tell seudents they can't say derivative ‘words, for instance, ifthe subject is Physics, they cant say Physicion, Physical Also, cell students they can't mention names (of people, places, books, ete). As this isa ‘competition game, ask students to keep score and to make sure the ther pair is following the rules. ‘Asa vatiation to the game, instead of just saying words, you may ask students to explain the subject ‘without mentioning the words in the card, Answers puttct demiray |) BroodL ©, timrneneeremnnnentnn ciassurssons | 43 @oO LISTENING + Then, ask students to listen to these people talking about their (ack) school lfe and cornplete the ‘charts with the school subject that is mentioned. Have them check the person's opinion (positive or egative) and wrice down some ‘words/expressions they heard that helped them identify che school subject. Make sure their answers are consistent. + Have students share their answers and check them with the whole group. arr + Books open, Ask students to look at the pictures and say whar they think these people wil talk about. Explore the pictures a litle bit and encourage students to come up with adjectives to describe these people's personality, 2 eel cor em at 44 | CNAEXPANSION 1 ‘SPEAKING oye) + Books open, Explain char students will choose words from the boxes to give their opinion about the school subjects by using an adverb and an adjective. Go ‘over the example. Make sure students underscand what they are supposed to do. Go over the expressions in the What else could yu say? box and make sure they reply appropriately when their classmates give their opinions by agreeing or disagreeing with them. Show them that cheres also a blank space in case they want to add a new word in any of the categories. Divide students into pairs, Give them some time to perform the activity and ‘move around the roam to check students! performance. Asa follow-up, ask some students to report their findings. Also, encourage them to explain ¢ ‘opinions on the subjec:s, ©eeececeeceecocoeeoceevccececeeceaccececes»>”>D eee) e ‘SPEAKING foe college to the cla them to compare their schools cusstessons | 45 @SPEAKING who went abroad to study or if they have ever received a foreign Par ieondicesa ‘When they are done, go over the + Books closed. Asa link back to answers with the whole group, the previous class, ask students Elicit opinions from different if they had any fiends at school students 5 ell bal Ha 46 | CNAEXPANSION! € eee €>>> IIIIIIIIVII—PITDI~OPPD PPA DIIIIPIIIID © urn the country people are talking about 2s wel a their opinion trae) about it Play the audio and have students complete the chart, Ask students to compare their answers before you check them with the whole class. oy + Draw students’ attention t0 ‘Aetiviey 7b and ask students to discuss itn the same pairs. ‘Walk around the room to check students’ performance, + When students finish the activity, elicit conclusions. re + Books open. Pair students up and ask them to listen and to identify soos 22020020 Studying abroad: Studying abroad. ciasstessons | 47 @SPEAKING + Explain to them they should take ‘urns saying their answers and the correct statement (in case they coe ‘considered a sentence wrong) + Cotrect che activity with the whole class. Ask stuclents to keep score ifthe pair got che T or F correct, they should score 1 poin. if chey rewrote the False starements correctly, cheyll get 1 more point. The winner is the pair thar has Scored more points. Books open. Divide students into paits and ask ther to take the quiz, Make sure students try to-correct the sentences they considered Fake. Allow them some time to do the activity, When they' done, cll ‘hem to get together with another pair to compare their answers. —— el pms ne Mesh hee ad Ebonete Panties ic macho ee S eemamioin” i da cotton seca neme So... tong cunt ine seacsenmenen oe Samepe etn ce 48 | CNAEXPANSION eeeeeee € cCceecee € eeeec eeeeec € €72222 dF7D27H7HPPIIFIIFI®I>IIII DD IDD DDD? LANGUAGE AWARENESS + Books open. Pair up students and give them some time to go over the sentences in Activity 9a, When they/re done, quickly go over the sencences and check whether students understood all of them. Invite them to share with the ‘group what was discussed in the pairs + Move on to Activity 9b and tell students to clasify the fragments by refering back to the sentences in Activity 9a. Ask them to do. this individually and then check their work in pairs. When they ate done, check the answers with the group and concept check +s ssss60 Studying abroad... J by asking students to come up with dflerene sentences using the fragments they analyzed + Goon to Activity 9 and ask seudents co complete the sentences using only a. oF not as... 0 express ther opinions. ‘Monitor students performance Ask students to share their answers before you check them ‘with the whole clas. + Then, move onto Activity Sd and explain that they must talk about the topics using comparatives Superlatives, 2s. as and rots. as to express ther opinions about them. Call thei attention to the What ee could you say? box ‘with diferenc opcons and give examples if necessary Ifyou find your group will have diffielty in doing it as itis proposed, write the beginning of some senvences ‘on the board and ask students to complete ther Here are some suggestions People who study abroad weeny Not wearing uniforms at schoo! Going to private schools is + When students finish the activity, elicit conclusions. Sd Diecrm-teymet aed cuasstessons | 49 @‘SPEAKING foo * Books open. Use the cue “studying abroad rom the previous activity asa link, Tell students they will have the opportunity to study abroad, but before they go they should talk to their partner and decide on the best alternative based on the information they hhave on their cards. + Pair students up and give each of them a card (to be found on TB's I 50 | CNA EXPANSION Resource Pack, page 146). Make sure students in the same pair have a different card, Note that the cards concain different profiles so the idea i chat each student chooses a place that matches his/ her interests, + Give ther some time to study the cards and the info graphic and, then. ask them to negotiate until they make up their minds about only one place to vist. Encourage them co use comparative, superlative and as. forms to talk about the characteristics of each country and to convince their partner + Asa wrap-up activity ask what features they took into consideration [Link] to an agreement, GAME Books open. Divide students into Pairs or groups of 3. Give each Pair o group a die (ifhey'e giant sized, all che better) Explain they should chrow the die and make a sentence using 2 noun from the first char, the adjective from the second chart that corresponds to the number an the die and a noun from the third chart. Students must take turns throwing the dice and making sentences, Encourage them ¢o add their own ideas to the ls. + Ifyou want to make it more challenging, students may throw the dice for each column to pick the topics and the adjectives to ‘compare. f you do so ask them to number the words inthe frst and third charts. Walk around the room, check students’ performance and offer help when necessary: When they are done, go over the answers wich the whole group. PC Ooeo ooo LOCH LL LECCE CC CCE EEL CECE EE CES>333F3TF7FRF7FF7FFI9FFIFIFIISPPODIOIDDIDIDIDD *** Studying abroad... . « READING + Books open, Pair students up and they talk, walk around the room, ask them ro match the types of monitor their work and offer help sei programs and their definitions when necessary. as Walk around the room to check + When students are done, elicit students’ performance. Before conclusions. you check them with the whole class, ask students to compare their answers. You may want (0 carry out some chorus repetition of the wordsfexpressions 50 students will feel more confident when talking abour the programs. + Move on to the questions in + Books closed. Ask students what Activity12b and make sure kinds of program abroad they students understand them. In the know and ifthey know someone same pais, allow students some who has ever taken parc in one, time to discuss the questions. As Ree poe ee OSes f | é [eee ste Tiewirotetirtime | Siartheadventureet | its time to ‘tral abroad! ‘ietime now! onyour ‘ered gon teens ee ciasstessons | 51 @© usteninc eats + Books open. Elicit what questions they would ask a travel agenc if they were considering studying abroad, Pair seucents up and give al es ‘See 1: eee 2 satay tint 1 nme ane + Tellthem they'llisten toa + Then, move on ta Activity 136, and Sf them 5 minutes so they can come Lup with ideas. Ask chem co share their thoughts and point out ‘what the most frequently asked questions would be ry Conversation berween a travel agent and a client and they shoul! Answer the questions in the chart ive them some time to read them and clarify any doubts, Play the audio CO and ask students to answer the questions about the trip. Ask them to share their answers and check them with the have students answer the question, Have them share their work. Lj See page 114 the Teacher’ Peat ei e ‘SPEAKING [oe * Pair students up and ask chem to — | 52 | CNAEXPANSION1 create a different (from the ones in Activity 12) type of program abroad. They should consider the -opics worked on in the previous activity and “sell ic to their classmates, + Ask students to walk around the room asking and giving information about their program, + Asa wrap-up activity, students may share which programs they ought” and why, Seeeeee eeeec cee @eeeeeecStudying abroad... --- ° LISTENING Students should say a sentence using che language to talk about seks 19002 Fequirements/prohibitions. To do 50, go over the Wihat else can you say? box and the example so they know what to da, Monitor while students do the activity + Haye students listen to the audio CD and compare their answers with a classmate. Encourage them to use the examples to do so. + Go over their work. Ask students to say what the prohibitions are in each picture. OL oye + Asa class ask students to look at the picture and describe it Elicit what the women are possibly talking about, Go over the questions and play the audio so they can answer them. Have ther repeat the conversation if necessary. + Asa wrap-up activity, encourage ‘students to discuss the question in Activity 16 ‘Ask students to share their answers ‘and check their work wich the whole group. ‘studying abroad ery gor, Tl Speed. wt! e SPEAKING = [oe ‘Ask students to describe what is ‘going on in each of the picuures. When they're done, ask them to say what they think che girl is allowed/not allowed to do. >>> 7FIIIIIIIII®IIII AIR PDI DOOD DDDDDD?D é i r i i ioe PRONUNCIATION: (rack 2) + Ask students to listen to the sentences and circle the silent leccer in the words in bold in each ye See page 115, of the Teachers Pack for oe instructions of them. Have students share their GAME answers. Check their answers. + Asa wrap-up activity. ask students to. come up with asentence about something they are (not) allowed to do at school/work/home. Pay attention co their pronunciation and correct it if necessary eo 1 ett th 2 warrantied 3 warped 1 Yaa ee dari 5 oer y 54 | cNaexPaNsion1 Tips Explain thar students will play TicTac-Toe. For each space there's a different topic Note there are 2 topics missing, so make sure they complete them with their own ideas before starting the game. The first student to play must say a Fequirement/prohibtion relaced to i Ifthe sentence is correct and makes sense, he/she scores a Poine. Then, student 2 continues the game. Note there ate 2 games, sa the idea is that each student stares playing once. SPEAKING ove Pair students up and have them create a set of requirements/ prohibitions about the school Of their dreams. In case the class profil is more adult, have them talk about the school they think ‘hould be better for the future ‘generations. Give them some time and monitor their work while they do the activity. Help when necessary. Have students present their work to che class + IFtime allows, as a follow. up discuss the viability and ‘consequences of some of the ideas mentioned, + Asa vatiation to this activity you can ask students to seta list of Prohibitions from the point of view of ~ employees to the boss society to the president kids to their parents SeoeoeooecoececoloeoceHoeocenocenenneecEecs++©*5= Studying abroad... | >> 227277 IIFI®II~II>I®A>®AIFIIPPOOPADDODDIDIDD?D FEEDBACK TIME coe + This is the time to raise students! awareness towards their develapment in the course Itis* very important co ask students to complete this feedback, not only for the teacher to know ‘more about his/her students! development but also for students to reflect on their own learning I is ideal that students do ths since the early stages of their course so they can develop a sense of autonomy and responsibilty for their learning, Go over the topics af the feedback ‘one by one co make sure students know what is ro be done. Tell them to write the corresponding ‘examples under each topic. Students complete individually Then, they can compare with & partner Check the examples with the ‘whole class Explain to students that itis OK ifchey couldnie excel imal the topics, but iti important for them to continue studying. Tel them that that is the reason why they have the homework and web lessons to do. In case you notice @ topic isnot so clear, prepare some review activities based on it co a ‘cigeita gape ‘gat ty cies 1 1 ‘Studying abroad. o,.o,.8 Bae) cuasstessons | 55 @Communicative goals + Review talking about necessities and recommendations + Review making comparisons + Review telling tories, asking for and giving clarification when listening to them + Review expressing degrees of possibiliey 56 | CNAEXPANSIONT ¢ SPEAKING + Books open. Draw scudents’ attention to che pictures and ask them to discuss the pros and cons of working abroad in one of these occupations, Pair them up, give some time and have them Perform the activity. Ask students {0 share answers + Then, move on to Activity 1b, Tell them chey have an opportunity to work abroad in one of the Activities in the pictures and that they should choose one and ask for advice to his/her classmate, Encourage them to use the language in the What else could ‘you say? box. © e e ©> >>I IPFIFII®I®I~—>I>III>OPPII DODO DOD DDD DD teeseseeereesceresesevecsenereees es sButting It all Logethers +++. j "4 oO LISTENING + Go over Activity 2cand ask Students co discuss the questions ack 23) in paits Asa wrap-up activity, have them report their partners ae answers. Od + Draw students’ attention co the profiles and the pictures. Have them listen and match. Then, correct itas a group. + Go over to Activity 2b and have them work in pairs and compare the applicants co choose the one that best fis the position of waiter Encourage paits to share their conclusions. “Carin dmencnsoeraecomn aati SS, gaan pena m ciassessons | 57 @GAME + Draw student’ attention to the first line of the story Ask them how they could complece it, Divide the class in 2 groups and give each of them a card from the Resource Pack, page 147, Tell them they have to continue the story by using the five elements in their cards, but that they should also add other elements so that Seeker eres —— pormcoemapaca amon the other team has a difficult time finding oue the five mandatory elements in their cards. Before they start the activity, review some of the useful language leamed throughout the unie such as connectors and elements used when telling stories language used to ask for clarification and for more details when listening to stories; adverbs co give opinions. ‘Make a quick review by asking, students to come up with ‘examples and let them perform the activity. When they finish creating the story, pai stucents up. Each pair should have one student from group A and one student from group B. They will tell each other the stories they came up with, and as they listen aes meen, 58 | CNA EXPANSION they should try co identify what the mandatory elements in each other’ stores ae. ‘As a wrap-up activity, ask different Pairs to share thei stories, READING + Draw students’ attention to the sentences in Activity 4, Have them check True or False individually and then compare their answers wich a partner, Encourage ther co say: That can't be true. That must be true, ete + When they are done, ask them {0 read the text to check their answers, Correct the activity with the whole group and draw their attention to the questions in ‘Activity 4c. As a wrap-up activity, ask some pairs co share thei opinions with the class. COS SOCHOHEOOCSCCOCEHOCCHOHLLCLOCOOOCOOOCOO LOE CEI>> >III>FII>P>FI—ID>AD®IIII®> APO DOPOD DODIIDIDD Old wives" tales. Or not? vera pin rater ah en yt Bae SSE penne eee ceri Somme: Retr De ices enter ane ht soe ariel son reaceneeneaa reeerecaecttees St Diasec BS meme ns ed a retiree See icra pearance Sees Seem Dinceeereetats Sicnctormwenes acer em Saale a, Re serteny cucebeaiagant Sc a Soltis gee ERC teaser eto Farce ee Jee Rieter, apace ghee ne at conte om patient oun a a ae‘Communicative goals: + Talking about people's Personalities + Expressing regret and talking about things you should have done. + Discussing the benefits of psychotherapy E+ Talking about whar scares you and what makes you 60 | CNAEXPANSION1 ¢ SPEAKING yt + Books open. Scart by exploring the images and ask students to give opinions about them, + Tellthem everyone has a "thing" Something funny or strange about them. Mention something like this about yourself so students will be more relaxed vo talk about it Give scudents some time to fil ‘ut the chart in their books. The charts for their own reference, so i's OK if they write down a single word as long as ic helps them remember what to say, + When they are done, azk all seudents ‘0 walk around in cackeal format and talk to each other about what they chose for each category + Asa wrap-up, invite students to report what they have learned about their classmates, @eeec @eeeeeeoeecoeoocee ce*** Everyone's a little crazy: --« O wstenine + Move on to Activity 2b and call students’ attention to the fact hs 24 a0 25) that qualities can be either good for bad. Play the audio and give Students some time to complete the chart. When they are done, ask them to check their work in pairs before you check the answers with the group. Make sure students are familiar with che words and clarify any doubts chey may have. + Move on t0 Activity 2c and follow the exact same procedure asin + Pair up students and give them Activity 2b. some time ro discuss the pictures and predict what cheyll hearin the Bee ' ‘conversation, Elcic from the paits what they think the fight fs about. xe - - a - a - a a a a - - - - - a - a - - - a a - - - a Qstiner nem inpr inet - — ee —— - ve. PH ca) a oe Fie a sud? apie aoe fas} a she seat - - - Oemecipatermanenttntnn mannan a cmon | @ - e ciasstessons | 61 @VOCABULARY yu + Betore the clas refer ro Resource Pack page 149 ofthis book and Prepare as many sets of cards 2 ‘needed Cards shouldbe printed on both sides of the page. * Pair up students and ask them to ddo Activity 3a. Tell them to guess the answer whenever they're not sure about the meaning of the word. When they are done, check the answers with the group and clarify the meaning of the words they're nor sure about, + Move on to Activity 36. Organize seucents into small groups and hand each group a set of cards All the cards must be placed with the definioons facing up (and the ‘words facing down). Suudents will ‘ake turns pointing 2 the cards and saying whae word chae definition Corresponds to. The car is removed fiom the table and the student Scores point iFhe/she ges ie right Carry on the activity uni there are no card left. Ac the end, the seudent with the most points isthe winner, oe See page 116 of the Teacher's Pack for eon VG es a © Q Q o ® 3 o o Q 5 = > D 20) cxcommens 62 | CNA EXPANSION! GAME fore + For this activity you are going to use the same sec of cards from Activity 3b. Before stating the Activity select nly the cards wich bad qualities, Distribure one card to each student and pair them up. Explain thatall students are mad at cheir partners, and the reason is the word on their cards, and now they are going to have a big argument about it. Thar’ not al though During the activity, you are going Co give them new cards, and they will hve to include that piece of information into the conversation as naturally as they can, + Give them some time te come up with a story and then carry out the activity: Wait a couple of ‘minutes and then walk around the class distributing extra cards to all students (one a a tir). ideally, they should have around 30r 4 cards each atthe end of the activity + Wrap up by electing the bese ight SPEAKING ore * Books closed, Ask students to write fon a pece of paper cwo of their qualities, but one has to be ale. + Seudents will ell each ocher stories that justify che qualities they ‘wrote. Each time they tela story, their partners will have to guess what the lies are + Cary out the activity in cockeall format and make sure students have atleast wo or three different interactions, + Wrap up by electing the class's best fake story, SOCHHSCHOOLHCLLCOLLCLOOEOE CEE OC OOEEEOE> 3993933323333 R3R2FHHTEI233333F333339 ge SPEAKING ‘own examples. When they are done. invite students to share thee = sentences with the group. su + Pair up students and move on to ‘Activity 6. Cive them some time to talk about the items in che cask and then open the discussion to the whole group. oe LISTENING + Books open. Explore the dictionary ‘entry with students and make sure they understand the meaning of racks 26304 7) the words, Also take the chance to ‘explore peculiarities of the genre ae and make sure they are familar with ehe way words ae explored in dictionaries: sylable division, ‘word stress, pronunciation, and soon. Give students some time t0 + Books closed. Stare by askin ccomplece the entry with their dd students iF they've ever had. Everyone's a little crazy-- +--+ { psychotherapy. Ask their opinion about it and focus on che possible benefits. + Books closed. Tel students they'll Tscen co a wornan calking to her psychologist about something very stupid she did, Tell therm to listen and write down her regrets. 1+ Move on to Activity 7b and play the audio again so students can Circle the expressions used. Sd Everyone's ait crazy ciasstessons | 63 @LANGUAGE AWARENESS e GOAL Books open. Pair up students and ‘ive them some time co go through the sentences in Activity 8, + Check the answers and ask students to either circle or highlight what che sentences they DID NOT check have in common, which isthe modal should have. Give students some time to answer the questions in Activity 88 and check their work. At this point, you might be able to concept check the use of should have by asking students to come up with a couple of sampie sentences. If they are not able to, provicle some examples of your ‘Move on to Activity 8c and give students some time to write their Sentences, Wrap up by asking students to read their sentences to the group. At this point, you can use delayed correction if necessary coy Waitin seri (Dt tt a ave teen core aoe, Grn sermeyntrv 64 | CNAExPaNSiON1 {500590 0550055000 500093 530999880399)? Everyone's a little crazy g ‘SPEAKING 8 SPEAKING an eae + Books closed. Ask students ift they know any famous + Books closed. Tell seudents psychologists. They are very likely sometimes we do stupid things fo mention Freud, s0 g0 on and And mention a few examples of ‘mention the other three quoted your own to lower their anxiety. in the activity. Feel ree to give “Ten, ask students to come up ther some basic background with other examples (real or information on each one. Ficional) of stupid ideas. + Books open Organize students in + Books open. Tell students they trios and give chem some time to dre going totalkabout the most read and discuss the quotes. When Seupid ching they ve ever done (or they are done mite the ros ro ‘one of them). Pair up students and share their opinions with the group. 0 over the information they'll need to get from each other. Elicit from students what questions they can use to get the information required. Give students some time to incerview each other. When they are done, wrap up by inviting the pairs co report the highlights of their conversation. = : 4 \C he most stupid thing’l ever did probably i, 2© Ustenine * Check the answers and pair up «Tell students all the sentences, students so they can compare in Activity 12a are related to or rah their answers and discuss whether extracted from Activity 11. Ask ‘hey agree with the psychologist them to quicky go over them ornot. and make sure they know whae they mean, + Tell students they will have to relate the sentences with the 4 ideas in the box (ability, possibility, probability, obligation). Make sure ‘they can distinguish the differenc ideas (possibilty and probabilicy g LANGUAGE AWARENESS tond co get mined up) ond ace + Books open. Ask students to read, the statements in Activity Ta and mark them True or False, Make sure they are comfortable with the vocabulary in them. + Play the audio so students ean listen to the interview and check the sentences again according to hac the psychologist says, = eo oe them to match each sentence t0 com ‘one of these ideas. + Check their work Answers Arment cet mate ayn r 4 Syuateat necsmntname neva temuton - Ds ren ato mney saa sce, @rco eoon panes peo Dorey etsy ner @rnte mate on tees peony Denman tenn sche raat Qe eye esa acnlam Dovanceur niin rsinemn Der arts ommon sean, Dez emma 66 | CNAEXPANSION1 SSloHCLLECSCHLOCCO HOCH SCCCOCOOCOOCC EEOC ECE» 3333323323333 333332333333333333333339 + Move on to Activity 12b. Ask them co compare the two blocks of sentences and ask them what the difference between them is Teach them the word “blunt” and explain the sentences on the right and on the left have the same basic information, but the ones on the left ae blunt. Ask them ro use the sentences asa reference and ‘complece the chart. Give them some time to complete the task and then check their work. * Everyone's a little crazy------ } Move on to Activity 12¢ and ask students to rephrase the sentences rmodalizing che language in them. Give them some time to do the task and, thery check their work OrVOCABULARY ote + Books closed, Write the word ‘manias" on the board and make sure students understand its ‘meaning, Tell ssudents some of your manias and encourage them to share some of their own, 68 | CNAEXPANSION1 + Books open. Ask studer over the lis in Activ make sure all statements are clear to them. Then, pair them up and ask them to number the manias from 1 t0 9, where number 1 is the strangest one. ‘+ Move on to Activity 13b and give students some time to discuss the questions in small groups When they are done, ask each BF Up t0 report their opinions to the whole classSP FIPIIII—FPIVPII—APP IAP IPI DIDI IID I DDD 8 SPEAKING + Books open, Organize students into small groups and go over the topics to be discussed. Remind them this ~***""* Everyone's a little crazy------ « isa sensitive topic and tell them they cannot be blunt with each ‘other Aiko, call their attention to the suggestions in the box. Give students some time to discuss the topics. Walk around the class and offer help only if necessary. Take nates of their ‘mistakes 30 you can carry out delayed correction after the task is completed. Everyone's a ite crazy 1 verse mrer enti 1D. rsmwoi tant cinssurssons | 69 @+ Books open. Par up students and ask ther o go over the comic strip and discuss the questions about it + Wrap up by opening the discussion initiated in pairs to the whole group, 70 | CNAEXPANSION1 © © -7 >FIIFIVPIII—II>AI>AIADOPAIAIIOP OPAPP DDIIID Everyone's a little crazy- mixed up, + Books open. Ask students to read, the text and mark the sentences “rue oF False. Also, ask them to tue the text co check whether the answers they gave in Activity 16a ‘were coherent or not READING are OK. Do not correct students in case they get the two ideas + Books closed. Write the question hae’ the difference berween fear and anxiety?" on the board and discuss it with the whole ‘group. At this point, all answers in cursstessons | 71 @VOACABULARY Cott + Books open. Tell students there are many ways of saying you're afraid and ask them eo tik al in the lise char relace to Optionally, you may cell I the words this idea, I'he ‘When they are done, check the answers and madel pronunciation of the new words by ca chorus repetition, Ove Goss Once Goon rm imtnien 72 | CNAEXPANSION 1 e + Books open, Tell are going to ince dents they few each other, Go over the topics and elicit the {questions they Use to find out Onna Prem ons Ontos Groin + Pair up students and give therm some time to carry out thei + Wrap up by inviting each pair to e GAME oy + Organize students share with the group what theyve leamed about each other and get students to cll you what they think is happening. Follow up with a brief group discussion about scary stories: who likes, them, who doesn't, who enjoys telling these stories, and so on, all ‘groups and tell chem they'll rake turns telling scary scores. While doing this, they should use as much of the new vocabulary as they can. Optionally, you may curn off the lights and give ‘out flashlights for some extra ambiance. Just make sure this isnt going to disturb any of you students, Give them some time to tell their stories and wrap up by asking students to choose the best ones.>>> 2IIIII—IIVI®I—II—PIIIIIPDDDDHOIDIIID FEEDBACK TIME ‘one of them. They may refer to the specific language content in the unit. Lower their anxiety by ore ‘making sure they are not being evaluated during this task This 6 powerful resource as long as they Understand is purposes. «After the first couple of units, you ‘may want to have students work in pairs on this task. Monitor the activity at all times and offer help if necessary + When they are done, have chem share with their classmates their most mearingful findings about + Books open. Go through the their own learning process ‘communicative functions listed Discuss questions related to study ‘and encourage students to come habits, and the importance of Lp with the corresponding, keeping up with the language fexponents Ask them to rate their through Web Lessons, Grammar ‘kils developments related to each _Tips sections and so on, ss eye ee) | ‘an mel Syne arent * Everyone's a little crazy- +--+» | | | |Communicative goals: + Talking about TV shows + Stating conditions and their consequences + Talking about plans in the rear future E+ Describing RPG characters and creating stories about them + Talking about possibilities ‘mistakes (0 review later + Get feedback from class. Review any mistakes, SPEAKING + Move around the room to help if necessary. Take notes on any oe + Books open. Form pairs or groups. Tel students they are going to talk about their favorite TV program (only one). Tell chem co consider the questions in the book and draw their attention to the “What be could you say?” box. 74 | CNAEXPANSION1 “e e e . e e e © e e © ~- e o e © o e ~ e e e ©30 27dTIFIFIPIII®ADDII®O>PI>ODPPODDDIDDIDD »>,>D9 VOCABULARY + Books open. As. nk co the previous activity tell students thar they will Tow see some peoples opinions on different types of shows. + Tell students chey'll have to find inthe comments words chat “255555 Let the imagination fly: ++.» correspond to the defmitions in + Form pairs or groups and have the char. Model the frst one with students discuss the questions in the group and give them some ‘Activity ¢. Move around the room time to find the words and, then, to help if necessary, Take nates to check their work in pairs. When they are done, check their work and clarify any doubts they may still have about the words. + Move on to Activity 2b and give students some time ro fil in the Answers. sentences, Move around the room to help if necessary. Take notes on any mistakes to review later. When they are done, ask students to share their sentences with the group. fon any mistakes and, f necessary, ‘carry out delayed correction ance the activity i finished, SS a= uta OL rmnsmengetcl AB) rosaries pale ie AES SS atta as . o ead op EO tere rie 4 ag eres mene neem mse acy Ginsu Be mmemetomnite I tna omens cursstessons | 75 @oO LISTENING board and do this actviey with books closed. The series Waking rick) Zombies" mentioned inthe audio passage isa clear reference 10 the aa drama "The walking dead” Fee free to explore thisif the group profile allows i. + Move on to Activity 3b and ask students to predict what they think they'l hear in the conversation + Explore the picture briefly and based on the questions they! conganize students neo small have to answer. You can hep s70Ups to discuss the questions. if them by asking questions such necessary gocover the questions _as"How many people are there to make sure students are in this conversation?" or "What comfortable with them. Pay are they talking about” or even Particular attention 0 the use “What show do you think they re cof move" in he third question, watching” Pla the audio so which may bea bit unusual ro seudents can answer the questions. your students. You may want to. Give them some time to check Provide your own pictures In chat ther workin pas and then ase, write the questions on the correct the activity with the’ group. Tag yee a nal madi 0S er 2 Yeadon ie eto en * Peppered mo ep atc ne 5 "ema hit ea en al i a ——- Tips 76 | CNAEXPANSION1 LANGUAGE AWARENESS [oe Call students’ attention to the conversation fragments in Activity 4a and ask them to highlight the condition in each sentence. Ifnecessary,revsi the concept ‘of condition and consequence covered previously with the 1st conditional, When they are done, ask students to check their work in pairs and correct the activity with the group. DO NOT give them the rules for che 2nd condicional + Move on to Activity 4b and ask students to answer the questions based on the consequences. Check their work when they're done. + Move on to Activity 4c and ask students co complete the chart with all the possible choices. Check their work when they are done, Seeeeeee ce c