CNA Expansion - Teacher's Pack

Prévia do material em texto

CNA EXPANSION TEACHER'S PACK TEACHER'S PACKCNA EXPANSION TEACHER'S PACK 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 Dados Internacionais de Catalogação na Publicação (CIP) Maria Rita Corrêa Vieira (Câmara Brasileira do Livro, SP, Brasil) Editorial Assistants Ruiz, Marcos Frasson CNA expansion 2 : teacher's pack / Ana Carolina Alburquerque de Lima Marcos Frasson Ruiz, Sérgio Luis Monteiro Danielle Carvalho da Silva. São Paulo : Editora CNA, 2014. Grazyna Anna Bonomi Proofreaders 1. Inglês Atividades, exercícios etc. Ana Lucia de Mello Lemos Carriel 2. Inglês Estudo e ensino I. Silva, Sérgio Luis Monteiro da. II. Título. Élcio Camilo Alves de Souza Enrique Luis Melone Susan Banman Sileci Series Design Design Divertido Graphic Design 14-11966 CDD-420.7 Fajardo Ranzini Design Índices para catálogo sistemático: Illustrations 1. Inglês : Estudo e ensino 420.7 Marcos Guilherme Photographs Shutterstock and Thinkstock Audio Production Spectrum Estúdio Printing Supervisor Arthur Costa de Souza For New CNA Expansion 2 every effort has been made to trace CNA all the copyright holders, but if any have been inadvertently overlooked, the publishers will be pleased to make the necessary Inglês Definitivo amendments at the first opportunity. All rights reserved. No part of this book may be reproduced, stored © Copyright Editora CNA - 2015 Todos direitos reservados à in a retrieval system, or transmitted in any form or by any means, Editora CNA Cultural Norte Americano S/A. electronic, mechanical, photocopying, recording or otherwise, CNPJ n° 58.062.779/0001-50 without the prior permission in writing of the publishers. Rua Coronel Oscar Porto, 800 Paraíso 1st edition 1st print 04003-004 São Paulo/SP Printed by Pancrom www.cna.com.brIntroduction CNA EXPANSION is a two-level English course for basic learners. The aim of the course is to make English enjoyable and tension-free. It is intended as a practical and natural approach to teaching English to basic learners and emphasizes listening and speaking skills. CNA EXPANSION is based on a set of principles which underlie its structure and activities. In a nutshell, these principles are: A view of language which proposes that language is a means of communication and that to communicate is to interpret, express, and negotiate meaning; and that in order to be able to communicate properly in a foreign language, speakers should reach communicative competence (Savignon, 1991). A view of teaching which is organized around the steps of engaging students in the task by providing them with the language items to be worked on, studying that language in a way that students become familiar with it, and activating their knowledge by experimenting with what they have learned (Harmer, 2008). A view of learning which advocates that knowledge is constructed by means of interaction with the other participants in the learning process (i.e. students, teacher, materials, context) and therefore that students are co-responsible for their learning (Vygotsky, 1978). A view of culture that not only encourages students to bring to class their cultural background and share it with their classmates, but also promotes the exploration and discovery of other cultural contexts. A view of social responsibility which is coherent with the educational belief that a language course should go beyond teaching the foreign language only and that the teaching/learning process is also a means to offer students a chance to reflect and act on their role as citizens of their communities and the world. A view of the teacher's role which is based on the belief that teachers play a key role in the success of the teaching/learning process and therefore they should take it into their hands to make informed decisions concerning the best way to make use of the material and other resources available. CLASS LESSONS 3Student's Learning Pack Teacher's Pack Class Lessons Class Lessons Audio Files (online) Audio Files (CD) Activity Book Activity Book Information Gap Activities Information Gap Activities Grammar Tips Grammar Tips Web Lessons Resource Pack CNA NET Audio Scripts Class Lessons The Class Lessons are made up of eight lessons Turning points 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 4 Putting all together starts with a special unit - the Starter Unit - which will provide students with useful language to be used throughout the course. Units 4 and 8 are dedicated to review material studied in the previous units. Audio Files The Audio Files for the listening comprehension activities in the Class Lessons are available on CNA NET and can be downloaded for further practice. The Audio Scripts can be found at the end of the Teacher's Pack. 4 CNA EXPANSION 2Activity Book The Activity Book offers students stimulating and varied practice of the material studied in class. Grammar Tips Past modals for possibility and probability Each unit has a set of grammar tips with more detailed explanations of the grammar items studied in each unit. Activities and their answer keys are also available for those students who want extra practice. Teacher's Pack The Teacher's Pack contains detailed suggestions on how to teach the course, answer keys to the class lessons activities, transcripts of the listening comprehension activities, and reduced pages of the Class Lessons. 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. CLASS LESSONS I 5Structure CNA EXPANSION 2 is organized in thematic units consisting of activities which have specific characteristics and goals coherent with the broad objectives of the unit and the material. Speaking These activities aim at providing students with opportunities to practice the new language items in context. The activities encompass both more controlled and freer practice. Before students start interacting, your job is to set the scene that they understand the language to be practiced/used and the context of production. During interaction, you are not expected to interfere, unless students require your help or there is a communication breakdown. Listening The purpose of the listening comprehension activities is to develop students' strategies and techniques to deal with the language in its aural form. It is very important to prepare the students for the different tasks through pre-listening activities such as exploring visual cues, eliciting information related to the topic to be listened to, and making predictions. These will activate their previous knowledge and will help them better perform the task. It is also important to remind students that the objective of the activities is not to understand each and every word, but rather to listen for the information necessary to do the task. Reading The approach to the teaching of reading is similar to that used for the teaching of listening. That is, the main goal of these activities is to develop students' strategies and techniques to deal with the written language. Pre- reading activities such as exploring visual cues and making predictions are crucial to ease the students' way into the text. Bear in mind that the objective of the reading comprehension activities is not to understand each and every word, but rather to find the information necessary to do the tasks that follow the reading passage. Writing The focus of the writing activities is to develop students' abilities to produce texts which they are likely to need in real life. A 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 of these activities is to expand students' lexical repertoire. Activities in this section lead students to use the words in context that they serve as tools for the speaking, listening, and reading activities. From the start, students should be encouraged to take risks to develop techniques such as guessing and inferring to deal with the new words. Language Awareness These activities are primarily meant to guide students to realize how the target language works. Students are stimulated to build hypotheses on how the language works and then experiment with them. As a result, the activities are not only meant to develop students' understanding of the way the language works, but also to increase their critical and autonomous thinking skills. 6 CNA EXPANSION 2Pronunciation The main goal of these activities is to develop students' awareness of English sounds and intonation patterns. Therefore, students will be exposed to the phonetical and phonological aspects of the language which are seen as more challenging. The assumption is that, by working on them, students' speech will become more natural. Game Games provide students with natural opportunities for using language for real purposes as well as for enjoyment. Your job during these activities is to guarantee that students understand the rules of the game and the language to be practiced/used. You should also keep control of the situation, especially if it involves groups or teamwork. Information Gap Activities These activities have been specially written to provide students with authentic opportunities to communicate. As the name says, the activities require that students interact that information can be exchanged and the "missing gaps" can be filled. Careful instructions on how to perform these activities should be given that the information gap element is not ruined - often the activities require that one student should not see his or her partner's card and students understand what conversation is to be carried out. Therefore, some language elicitation and modeling may be required. It is also highly advisable that you spend a few minutes when the activity is over talking to students about what they found difficult as well as finding out if anyone wanted to say something but did not have the necessary language to do SO. This may also be a good moment to go through mistakes students may have made and carry out remedial work. Feedback Time The focus of the Feedback Time is to give students the opportunity to recapitulate the contents studied. Students should be encouraged to go through the unit and produce samples of the material studied and carry out some self-evaluation of their progress. This is an important moment to discuss with the whole group what can be done to develop their command of the content studied and the tools available to do that. What else could you say? The What else could you say? boxes offer students different language components to express the same communicative functions. Students thus expand and diversify their communicative repertoire. It is important to show students that they can say the same thing in different ways. However, you should use your discretion as to decide how far to explore and demand the use of such language. For example, if you see that your students already know and can use the target language in the activity, you may decide to explore the ones in the corresponding What else could you say? box. These boxes are useful too when there's a little extra time and you think students would benefit from further practice. CLASS LESSONS 7UNIT STARTER 2 UNIT You won't I'm glad we're back believe this! Do it yourself! to school! Communicative goals Communicative goals Communicative goals Talking about past events Talking about do-it-yourself Discussing priorities when b Exchanging personal information Talking about possibilities in the renting a house/apartment Talking about strategies and present Talking about things you do techniques to improve your English Talking about possibilities in the yourself and things you get Discussing learning styles past Giving opinions Vocabulary Reviewing language previously dealt with: likes and dislikes, past events, Telling stories House items and the kind maintenance required future possibilities and conditions, Speaking and making comparisons Language Awareness Talking about important inventions Causative forms Listening Telling stories Reflexive pronouns Kinds of learners Language Awareness Listening Reading Past Perfect A man gets hurt while Quiz on learning styles baby's crib Pronunciation Contracted words Reading Perfect Modal verbs Extreme Makeover page 42 Writing Speaking A personal story Role play: organizing a party UNIT page 54 Turning points UNIT Communicative goals Talking about important world facts meaningful facts in your life the importance of knowing history Putting it all together things that could/might have happened Communicative goals real life heroes Talking about parties and celebrations Listening Talking about hypothetical situations A history class Reviewing language previously dealt with: A family story making comments, talking about past events, talking about favorites, making Language Awareness guesses and deductions, and making plans Past perfect and time adverbials Speaking The third conditional Making comments about a party and Speaking using different degrees of probability Making a personal timeline and Making a to-do list for a party talking about it Listening Vocabulary Words and expressions used Listening about a party and focusing on what the hostess did and what she had to tell stories someone else do it Writing Game Writing a short biography Practicing language used to talk about Pronunciation hypothetical situations while having funpage 58 page 90 5 UNIT page 74 UNIT Wishful thinking UNIT Communicative goals When did POP Talking about things you'd like to become culture? happen It's all in the media Talking about regrets and ways things Communicative goals could have been different in the past Talking about people's habits and Communicative goals Talking about culture and cultural Reporting what people said boundaries things you'd like to change about them Discussing global issues and ways to Talking about your favorite actor, Disagreeing politely and correcting singer, band people tackle them Talking about problems in your city / Expressing admiration for somebody Talking about the movie industry community and proposing solutions Talking about the media and its Talking about comic books and their impact on people's lives influence Language Awareness Talking about how people behave Talking about games and gamers Wish + simple past online Convincing people that what they're Wish + past perfect doing is a bad idea Wish + would Vocabulary Media-related words Speaking Speaking Slang and expressions to talk about Expressing your point of view - Making wishes and hypotheses favorite actors and singers agreeing and disagreeing politely Talking about inspiring songs Creating a storyline for a movie Reading Game The future of media Reading Getting out of tricky situations A near death incident involving a How movies can mess with your Discussing ways to make the world a well-known actor head better place Language Awareness A brief history of the comics industry Reading Direct and Reported speech Language Awareness Norman's blog: advice from a 78-year- Reporting wh-questions Passive voice old man Writing Game Vocabulary Writing a news report Language related to annoying habits Comic book challenge Some world issues and ways to help Listening Vocabulary An interview with a singer Words related to comic books and Speaking games Quiz on social media addiction page 106 UNIT Putting it all together Contents Communicative goals Finding out further information about classmates Talking about quotes and their authors Talking about different kinds of art Reviewing language previously dealt with: making wishes, and talking about Information Gap Activities page 111 hypothetical situations Speaking Grammar Tips page 125 Talking about things you would like to do well Resource Pack page 141 How much do you know about some famous people? Activity Book page 149 Listening A TV show on graffiti Audio Script page 187 CLASS LESSONS 9STARTER UNIT SPEAKING move around interviewing other Communicative goals classmates to find out people Exchanging personal with the same or similar answers. GOALS information If necessary, elicit the questions Give students the Talking about strategies to be asked. Tell them they are possibility to get to and techniques to improve not supposed to ask the same know each other a students' English classmate more than 2 questions little better in a row. Set a time limit of 10 Discussing learning styles Break the ice minutes or up to the moment Reviewing language Develop students' someone fills in all the lines with a previously dealt with: likes speaking skills name. While students talk, move and dislikes, past events, around and help if necessary. future possibilities and conditions, and making Books open. Tell students they When time is up or someone finishes filling in the chart, check comparisons are going to do an activity to get to know each other a little better. their answers with the whole Ask students to fill in the You group. Use this moment column on page 6 in their books. that students can share their Set a time limit of 2 or 3 minutes preferences and know a little for this part of the activity. more about each other. When students are done, tell them they have to stand up and STARTER UNIT I'm glad we're back to school! SPEAKING a. Fill in the You column of the chart Classmate You name 1. Your favorite day of the week 2. The kind of music you like 3. Your favorite kind of movies 4. Something you love doing on the weekend 5. The best trip you have ever taken 6. Something you would do if you had a lot of money 7. Someone you admire 8. Something very nice you did on your last vacation b. Move around and try to find classmates with similar answers 6 CNA EXPANSION 10 CNA EXPANSION 2I'm glad we're back to school! SPEAKING if necessary. When they are done, When they are done, ask them to pair students up and ask them to report their findings to the whole compare their answers. Set a time group. It is advisable that you GOALS limit of 5 minutes. keep note of students' answers Give students the ALTERNATIVELY, you can ask as they may be useful in the possibility to get to students to stand up and form preparation of future classes. know each other a two circles, one within the other. little better Students in both circles should be Talk about strategies facing each other. Tell them they and techniques to will have one minute to discuss improve students' one of the sentences with the English classmate that is standing right in Develop students' front of them. When time is up, speaking skills ask the outer circle of students to take one step to their left that students in the inner circle should Books open. Ask students to have a new partner, and they have complete the sentences on one more minute to discuss the page 7. Set a time limit of 2 or 3 following sentence. Repeat this minutes for that. While they do procedure up to the moment all the task, move around and help the sentences have been discussed. SPEAKING a. Complete the 2. Something dream of doing when get more fluent in English is travelling 1. I'm really into 3. This term I'm really interested in learning about alroad 4. If could suggest something for us to do in class, it would be 5. I classes think our classes would be really fun if we could sing !! 6. learn best when J 'm b. Now share your sentences with your classmates. CLASS LESSONS 11STARTER UNIT LISTENING the options that apply to them this part of the task. Then, carry in the You column on page 8. Pair out a panel discussion with the (track 02) them up and ask them to check group that the ideas can be their choices. If time allows, ask presented. It is advisable you keep GOALS students to report their findings. note of students' answers as they Discuss strategies Tell students they will listen to may be useful in the preparation and techniques to some people talking about the of future classes. improve students' way they practice English. The first English woman they'll listen to is Ana, Answers Develop listening and on. Ask them to listen and Refer to the reduced page of strategies check the options each speaker the Class Lessons for answers. mentions. Play the recording once or twice. Ask students to compare Books open. Ask students what their answers, and check them they usually do to practice English with the whole group if necessary. outside the classroom. Do this As a follow-up activity, ask briefly, as they will extensively students to come up with other discuss this topic throughout the fun ways to practice English. Set activity. Ask students to check a time limit of 2 or 3 minutes for STARTER UNIT LISTENING a. What strategies and techniques do you use to practice English? Check the options that apply to you. Compare your answers with a classmate b. Listen to some students talking about how they practice (track 02) their English. Check the options they You Ana Raul Lena When learn a new word, write its meaning on my notebook and one or two examples. like to read, so try to read my favorite books and magazines in When read a text in English, first try to understand the general look up a few words that think are important in an online dictionary. imagine conversations in my head to try to practice what have learned in class. try to watch movies and TV shows in English with the subtitles Whenever can, try to talk to people in English, practice the sounds in my head. listen to songs in English and check the lyrics when don't understand something. 10 download apps (dictionaries, games, etc.) that help me practice my 11 use social media to try to meet people from other countries so that we can chat in English. 12 When check a site, read the English version if it's available. c. Come up with some more fun ways to practice your 8 CNA EXPANSION 2 12 CNA EXPANSION 2I'm glad we're back to school! READING students to do that. When time is students talk, move around and up, check their answers with the help if necessary. When time is whole group. up, check their answers with the GOALS Tell students that they will have whole group. Talk about different the opportunity to find out what As a follow-up activity, ask learning styles their learning style is. Ask them students to come up with other Keep on talking to read the sentences in each fun ways each kind of learn about strategies different group and grade them can practice their English. Set a and techniques to from 0 to 3, according to the time limit of 4 or 5 minutes for improve students' grading system in their books. this part of the task. Then carry English When they are done, they should out a panel discussion with the Develop reading add up the points to find out group that the ideas can be comprehension what kind of learner they are, and presented. It is advisable you strategies read about their predominant keep note of students' answers style. When they are done, ask as they may be useful in the them if they agree with the preparation of future classes. Books open. Tell students Lena is a results and the reasons why they visual learner - that is, she learns (dis)agree. best when she can read things. Answers Ask students to browse through Pair students up and ask them Refer to the reduced page of the text on page 9 and find out to do Activity 4c. Set a time the Class Lessons for answers. the other two learning styles. limit of 3 or 4 minutes. While Set a time limit of 1 minute for I'm glad we're back to school! READING a. Lena says she is a visual What are the other kinds of learners? b. Take the quiz and find out what your learning style is. What kind of learner are you? We experience the world through all Try to see, hear or feel the instructions in your It's impossible for our However, you probably mind. For each command, give yourself a grade me to do this. tend to favor one of although according to the grading system. It's difficult, but we resort to the others every now and then. Check which kind of can do it. 1. see mountain learner you are It's OK. can do it Highest score in group 1: You 2. see your bed It's easy for are probably a visual learner. 3. see your best friend's face Chances are that you prefer taking in GROUP me do information through your You 4. see duck. probably like to see things written 5. see the duck swimming in a Add the down read looks at pictures, 6. see the kitchen of your house feach and Your notes Group are organized and neat so that you can check them in the Group 1. hear Highest score in group 2: You are Group probably an auditory You 2. hear bird singing. probably like to get information GROUP 2 3. hear own through your You appreciate hearing things and listening to audio 4. hear your best friend's recordings Chances are that you also 5. hear your best friend shouting like to repeat chings in your head 6. hear your cell phone During you'd probably rather listen to the teacher than take notes Highest score in group 3: You are 1. feel probably a kinesthetic 2. feel yourself in your bed under You probably like to get information GROUP 3 the through your body or You probably to 3. feel water under your bare feet touch things, and be in 4. feel cold You also like to take not feel your fingers on your necessarily to look at them 5. but because the movement of your computer keyboard hand across paper helps you keep 6. feel your fingers typing the information you are something on the c. Discuss with a classmate what suggestions from Activity 3 would better suit each kind of learner. d. Come up with some more fun ways for each kind of learner to practice English. You may say: A: What do you think a visual learner can do to enhance practice of the language? B: think if he creates a story using a list of words, he will practice more and will remember the words. A: That's great CLASS BOOK CLASS LESSONS 131 UNIT SPEAKING is up, ask pairs to report their lists Communicative goals to the group and explain why they Talking about past events have chosen these inventions. Tell GOALS Talking about possibilities in students they will keep on talking Contextualize the the present about inventions. theme of the unit Talking about possibilities in Books open. Ask students to Elicit language related the past to the theme of the study the pictures and try to Giving opinions unit that students find out what inventions they may represent. Elicit language may already know to be used in the activity and Practice and develop if necessary model the activity students' speaking with a student. Set a time skills limit of 3 or 4 minutes. When students are done, check their Books closed. Pair students up and answers with the whole group. ask them to produce a list of the Do not give the answers at this 5 most important inventions of point, as they will be provided in all times. Set a time limit of 2 or 3 the next activities. minutes for this task. When time UNIT won't this! SPEAKING Look at the pictures. These are important Do you know what they are or what they refer to? How important are they? You may say: A: What's the first one? B: This is a/an A: What is it important about it? B: probably equal What else could you say This may be (about) This could be (about) For all know this must be (about) 10 CNA 14 CNA EXPANSION 2You won't believe this! READING Ask students to read the texts more carefully and answer questions in Activities 2a and GOALS 2b. When students are done, ask Talk about some students to compare their answers important inventions in pairs and, then, check their Develop reading answers with the whole group. comprehension strategies Answers Refer to the reduced page of Books open. Ask students to the Class Lessons for answers. browse through the texts and identify in Activity 1 which inventions they refer to. Set a limit of 1 minute for this task. Check their answers with the whole group. 2a. Picture 2 refers to the invention of corn flakes. Picture 7 refers to the invention of Velcro. READING Picture 8 refers to the invention of X-rays. a. Read through the texts and identify which inventions from Activity they refer to. b. What do all inventions have in common? They were all discovered by Complete the sentences with the name of the invention. Velcro was the result of a hunting expedition. X-rays were invented by a German physicist Velcro Corn Plakes/Super Glue were/was invented by an American doctor. Super Glue was abandoned for some years. Super Glue X-rays are form of Corn flakes were the product of a strict Super Glue X-rays was invented in 1942 X-rays were invented in Velcro was invented by a Swiss engineer. Corn flakes Velcro is a combination of two foreign words. Corn flakes were invented in 1894. X-Rays In 1895 German physicist Wilhem Roentgen was performing a routine experiment with the cathode when he realized that a piece of fluorescent cardboard was lighting up from across room. rays A screen had been placed between his cathode emitter and the radiated cardboard, brilliant proving that particles of light were passing through solid objects. Soon, Roentgen found that images could be produced with the incredible radiation. Corn Flakes Super Glue Velcro 1894 Dr. Harvey 1942, Dr. Harry Coover of When Swiss engineer Geroge Kellogg left some cooked Kodak Laboratories de Mestral returned from a wheat to while he attended found that substance that he hunting trip with his dog, he some important matters. created cyanoacrylate was realized burrs had stuck to its When he returned, he found a terrible failure. The substance fur and his socks. Later, looking that the wheat had gone stale, stuck to everything it touched, under a microscope Mestral but being on strict budget, so it was forgotten for six observed the tiny "hooks" that he decided to continue in another experiment. stuck burrs to fabrics and furs. to process it by forcing it Coover observed that the stuff After years of experimentation, through rollers. hoping to formed an incredibly strong he came up with what we obtain long sheets of dough. bond without needing It call which is the To his surprise, what he was then that Coover realized combination of French words found were flakes, which he he had discovered a use for the velours (velvet) and crochet toasted and served. was an maddening goop. (hooks). instantaneous CLASS BOOK 11 CLASS LESSONS 151 UNIT SPEAKING When Dr. Kellogg returned, he Information See page 113 GOALS Gap Activity of the Teacher's found that the wheat had gone stale. Pack for Talk about the instructions importance of inventions in Ask students which situation students' lives happened first. If necessary, ask students to refer back to the text. Practice and develop LANGUAGE AWARENESS students' speaking You can help students by asking questions such as: skills GOALS Talk about past events What did Dr. Kellogg do first? Books open. Pair students up. Ask (He left some cooked wheat to sit.) Study and practice students to discuss the questions What did he do after that? (He the past perfect tense in Activity 3. Set a time limit of 4 attended some important matters.) Develop students' to 5 minutes. While students are What happened to the wheat? speaking skills talking, move around and help if (It went stale.) necessary. When time is up, ask When did he discover that students to report their findings Books closed. Write the following the wheat was stale? (When he to the group. sentence on the board: returned.) So what happened first? Books open. Ask students to read 1 the sentences in Activity 4a and UNIT decide which actions happened first and, after that, answer Activity SPEAKING 4b. Before you check their answers Discuss the following questions with a with the whole group, ask students Do you know of any other inventions that happened by accident? to compare their answers in pairs. Information Could you live without these inventions? Gap Activity Then, ask students to study the How different our lives would be if we didn't have them? conversation in Activity 4c and Which inventions couldn't you live without? ask the following questions that they realize how to ask questions and produce negative sentences. LANGUAGE AWARENESS a. Read the sentences Note the underlined phrases and decide which action happened first. complete the The example will help you. What happened to the auxiliary When Dr. Kellogg returned he found that the wheat had gone stale verb had in the question? When Swiss engineer Geroge de Mestral returned from a hunting with his he realized How do you produce sentences burrs had stuck to its fur and his socks in the negative form? One day Percy Spencer was in his lab working on his magnetron when he What would be the short realized a bar of chocolate had melted inside his pocket answer to the questions? Fahlberg had neglected to wash his hands before they lefs the lab To his surprise, when he found bacteria had grown all over the dish except in an area where mold had formed. Elicit/give some more examples if First action Second action necessary. Wheat had gone returned Then, ask students to complete the Swiss engineer George de Mestral returned from a hunting Burs had stuck to its fur and his questions in Activity 4d with the A bar of chocolate had melted inside his One day Percy Spencer was in his lab working on his correct tense of the verbs. Check their answers with the whole group. had neglected to wash They left the Bacteria had grown over got back Pair students up. Tell students they will take turns to ask and answer questions. If necessary, students b. Check the correct option. can refer back to the texts to We use the Past Perfect (had done) to talk about Grammar check the answers. an action that happened before another action in the past. two actions happened at the same time in the past. Tips an action that took place after another action in the past. Answers 12 Refer to the reduced page of CNA EXPANSION 2 the Class Lessons for answers. 16 CNA EXPANSION 2You won't believe this! GAME To wrap up the activity, tell This procedure should be carried students they will play a memory out until all students have added game. Ask students to get together a sentence. If a student cannot GOALS in a circle. Start the game by saying remember all the sentences, the Practice language a sentence. Choose a student who group can give him/her hints already learned will have to repeat the sentence that he/she can remember. Add another element you said and add one more action. of fun This student should choose another student who will repeat Answers Practice and develop students' speaking skills the two previous sentences and Refer to the reduced page of add one more. See the example: the Class Lessons for answers. Books closed. Ask students to write Teacher: Yesterday I'd taken a 5 to 10 things they did the day shower when the soap opera before. The list students produce started. should not be in chronological Student A: Yesterday, he'd taken order of completion. Pair students a shower and I'd studied when up and ask them to exchange lists. the soap opera started. Then, ask them to take turns to Student B: Yesterday, he'd taken ask questions to try to guess what a shower, she'd studied, and happened first. Model the activity I'd had dinner when the soap with a student: opera started. A: Had you had a shower when you had dinner? B: Yes, I had. You won't believe this! For each correct answer, the c. Study the conversation and notice how to form the negative and interrogative forms of the past perfect. student who asked the question A: Had Falhberg washed his hands before he ate? B: No, he hadn't washed them, which was good. Otherwise, he wouldn't have discovered saccharin. scores a point. Ask students to d. Complete the sentences with the correct form of the verbs in parentheses. keep a tally. Set a time limit of 4 or 5 minutes. When time is up, Had corn Rakes become (become) a popular food when Percy Spencer ask students to add up the points. invented (invent) the microwave oven? (Yes, it The student with the highest score is the winner. Had saccharin been (be) in use before Coover discovered (discover) super glue? (Yes, it PRONUNCIATION Had Roetgen invented (invent) the X-ray before Remsen and Fahlberg came across (come across) (No, he hadn't) (track 03) Had X-rays become (become) a common test when Coover discovered (discover) super glue? (Yes, they had) GOALS e. Take turns to ask and answer the questions. Find out who has the best memory. Raise students' GAME awareness to the WEB Follow your teacher's instructions and have fun! LESSON contraction of auxiliary had PRONUNCIATION Practice contractions a. Listen and underline the words that are (track 03) Develop speaking skills 1. already taken a shower when she phoned me. 2. They had decided what to do even before had a chance to disagree. Books open. Play the recording 3. She had cooked all kinds of delicious dishes when we and ask students to underline 4. had never spoken to native speaker, but managed to the words that are contracted communicate very well the first time he went abroad. in the sentences. Ask students 5. We had planned the trip in details when we finally bought the ticket. to compare their answers in pairs and, if necessary, play the b. Practice saying the sentences with the contracted recording again. Check their Do you have a good memory? Follow your teacher's answers with the whole group. instructions to find out. Play the recording again and ask CLASS BOOK students to repeat the sentences. CLASS LESSONS 171 UNIT SPEAKING scientists. At this point of the LISTENING activity it does not matter if they do not know the answer, what GOALS (track 04) it is important is that students Talk about some make a choice that they can important scientists GOALS speculate about it. After students Activate students' have matched pictures and names, Talk about Darwin previous knowledge elicit/model the language for and his journey Prepare students for the activity. Then, ask them to Practice talking about the next activity compare their answers. Set a time past events Practice and develop limit of 2 or 3 minutes for the Develop listening students' speaking skills task. When time is up, check their comprehension answers with the whole group. strategies Books open. Ask students to look at the list of names in Activity 7. Answers Books open. Tell students they will Ask them what they know about Refer to the reduced page of listen to someone talking about these people. Then, ask students the Class Lessons for answers. one of the scientists in Activity 7. to match the pictures and the Ask students to read the questions in Activity 7a. Play the recording once. Ask students to compare their answers and, then, check their answers with the whole group. Ask students to read the 1 sentences in Activity 7b. Play UNIT the recording again and have students put Darwin's journey SPEAKING a. Do you recognize these people? Match pictures and names. sequence of events in the correct order. If necessary, pause 2 3 Isaac Newton the recording that students 3 Archimedes can identify which event is Galileo Galilei mentioned. You may play the 4 Albert Einstein recording once more. Check their 1 answers with the whole group. Charles Darwin Alexander After checking their answers, ask Graham Bell students to read the sequence of events again. Ask them to close their books and retell Darwin's journey. You can do this activity in What else pairs or with the whole group. b. Check your answers with a You may say: could you say A: Who do you think the first one is? It must be It may be Answers A: What about the second one? Who is he? could be B: think that's For all it must be Refer to the reduced page of the Class Lessons for answers. LISTENING (track 04) a. Listen to some facts about one the scientist in Activity 7 and answer the questions. 1. This is probably part of a TV 2. Who is the scientist they are talking about? Charles Darwin 3. The is about his trip and his love life. the difficulties he faced in life. 14 CNA EXPANSION 2 18 CNA EXPANSION 2You won't believe this! SPEAKING GOALS Practice talking about past events Practice and develop students' speaking skills Books open. Tell students they will interview their classmates to fill in the chart in Activity 9. The objective of the activity is to find people who have done all the activities listed. Model the conversation with a student. Set a time limit of 4 to 5 minutes for this part of the task. While students talk, move around and help them if necessary. When time is up, ask students to report their findings. You won't believe this! b. Listen again and put the sequence of events into the correct order. (track 7 He got to Tahiti and met the missionaries who had brought religion to the island. 8 He arrived in Australia, which had been discovered only 48 years before. He sailed out of Rio de Janeiro. Because of the weather, he witnessed Saint Elmo's fire. He had never 3 seen anything like it before. 1 The Beagle sailed from Davenport. He had tried to leave England but the weather had held him back. 5 He was in Valdivia, Chile, when there was an earthquake. He had never felt anything like it before. 6 He got to the Galapagos Islands, in Ecuador. He had time to study the wildlife. 4 He doubled the cape and entered the Bay of Good Success in Tierra del Fuego. 2 He had been at sea for about three weeks when he landed at Porto Praya, in Cape Verde. c. Can you retell the sequence of events? SPEAKING Interview your classmates. You may say: A: Before this class began, had you heard of Charles Darwin? B: Yes, had. A: Where? B: At school. We had to do a project on his theory of evolution. Before this class began Name hear of Charles Darwin read about Darwin's travels around the world see a documentary on evolution ever study other famous scientists ever pay a lot of/much attention to science ever think about studying or working with science CLASS BOOK 15 CLASS LESSONS 191 UNIT SPEAKING move around and help if necessary. When they are done, check their 3. That actually happened. answers with the whole group. Charles Darwin hadn't either GOALS intended or ever thought Practice talking about about his famous theory of past events Answers evolution before his journey. Give students some Activity 10a. 4. That is false. Galileo preliminary practice 1. Albert Einstein had actually had seriously considered of talking about been considered retarded priesthood, but his father possibilities in the past because he only started didn't allow him to go the Practice and develop speaking when he was three monastery. students' speaking skills years old. 5. It may have happened. It's 2. It may have happened. It is been said Newton had sat said that Archimedes had been under a tree to relax when Books open. Pair students up. so involved with the search of Tell students they will read some a solution to a problem that an apple fell and that was the one day after he had taken his insight for his breakthrough information about the scientists in Activity 7. Students should decide clothes off to take a bath, the law of gravity. solution dawned on him and 6. That's true. Alexander whether the information may have he ran naked on the street Graham Bell's mother had happened or not. Model the activity shouting, "Eureka, eureka!", become deaf when he with a student before they start. Set which means "I have found was a child, which caused a time limit of 3 or 4 minutes for (it)!" in old Greek. a profound effect on the the interaction. While students talk, inventor's life, and geared him to study sounds and, later on, 1 invent the telephone. UNIT SPEAKING LANGUAGE AWARENESS a. Myth or fact? Read the statements and check one of the options. It can't have It may have It must have happened. happened. happened. Albert Einstein had been considered retarded by his parents before he was cknowledged as one of the most GOALS intelligent men ever. Raise awareness, study Archimedes had just taken his clothes off and gotten in a when the solution to problem struck him and and practice how to he ran naked on the street shouting talk about possibilities 3 Charles Darwin hadn't neither intended nor ever thought about his famous theory of evolution when he in the past traveled around the Develop students' Galileo Galilei had been a before he became a and started his famous study of the speaking skills It's been said Newton had sat under a tree to relax when an apple fell and that was the insight for his breakthrough laws of gravity. Alexander Graham Bell's mother had become deaf when Books open. Ask students to order he was which caused profound effect on the the sentences from the most inventor's and geared him to study sounds and, later on, invent the telephone. improbable to the most probable. You can refer to modals in the b. Check your answers with a You may say: A: The first one can't have know Albert Einstein was one of the most intelligent men ever! present, as students have already What do you think? studied them previously. If they B: may have think read something about it the other day. have any questions, you can write LANGUAGE AWARENESS the following sentences on the a. Put the following sentences in the order from most improbable to the most board and elicit answers. It may have must have Situation 1: Sue is never late for It could/might have happened. can't have work. Nobody saw her yesterday 0% It did not at the office. Someone said she was It can't have happened probably late. What would you say? It could/might have happened (It can't have happened! She's never It may have happened late.) It must have happened 100% It happened Situation 2: The alarm went off during the night. Someone said b. They all refer to situations in the present. past. future. someone was trying to break into the store. What would you say? (It 16 CNA EXPANSION 2 could/might have happened.) 20 CNA EXPANSION 2You won't believe this! Situation 3: Brian crashed his truck. insert the sentences. Whenever Friends said that he had been driving they manage to insert a sentence - Activate students' for two days straight. One of them in a meaningful and consistent way previous knowledge said that he probably slept on the they can put their card down on Prepare students for wheel. What do you say? (It must the table. The student who manages the next activity have happened!) to use all the cards first is the winner. Practice and develop When students are done, check Possible topics for discussion: students' speaking skills their answers with the whole Things you regret you did in the past. group. Then ask students to answer Funny situations you have been question in Activity 11b. Check through. Books open. Pair students up and their answers with the whole group. The worst trip you have ever had. ask them to speculate what may Then, pair students up and ask The weirdest situation you have have happened in each picture. The pictures represent some of them to speculate what may ever been through. the situations students will listen have happened in each picture. If The most dangerous situation you to and read about in the next necessary, model the activity with have ever been through. activities. They are supposedly a student. While students talk, SPEAKING unusual lawsuits. If necessary, move around and help students model the activity with a if necessary. When time is up, ask student before they start. While students to report their conclusions. GOALS students talk, move around and ALTERNATIVELY, you may turn help them if necessary. When the activity into a game. In pairs, Practice talking about time is up, ask students to report students try to come up with past events their conclusions. as many possible explanations as they can. Set a time limit of 1 minute for each picture. When time is up, ask pairs to report You won't believe this! their explanations. The pair with most explanations in each round Study the pictures and write sentences to say what may have is the winner. 4 Answers Refer to the reduced page of the Class Lessons for answers. GAME GOALS d. Compare your sentences with a You may say: Grammar A: What may have happened in situation 1? Practice language The man in the picture must/may/might have Tips already learned GAME See pages Add another element Follow your teacher's instructions and have fun. of fun to the lesson Practice and develop WEB SPEAKING LESSON students' speaking skills What do you think may have happened to these people? Material needed: 3 cards per student. Books closed. Cut out the CUE CARDS in the Resource Pack on page 143 before class. Each student should receive 3 of them. Tell students they should not show their cards. Put students together in groups of three. Tell students they will be given certain topics for discussion and during CLASS BOOK 17 the conversation they should CLASS LESSONS 211 UNIT LISTENING Ask students to read the sentences READING in Activity 14b and then, play the (tracks 06 and 07) recording again. Before checking students' answers with the whole GOALS GOALS group, ask them to compare their Talk about unusual Talk about unusual answers in pairs. lawsuits lawsuits Pair students up again and ask Develop reading Develop listening them to discuss the questions in comprehension Activity 14c. Set a time limit of 3 strategies comprehension strategies to 4 minutes. While students talk, move around and help them if necessary. When time is up, carry Books open. Pair students up. Tell them they will read about some Books open. Tell students they will out a panel discussion that listen to a story and students should pairs can share their conclusions more unusual lawsuits. Before they read the texts, ask them to read identify which picture in Activity with the rest of the group. the titles and try to predict what 13 it refers to. Play the recording they must be about. Set a time of once and have students identify the Answers 2 or 3 minutes for this task. When picture. Elicit how students got to Refer to the reduced page of students are done, ask them to that conclusion. Check their answers the Class Lessons for answers. browse through the texts, check with the whole group. their predictions and decide which title goes with each text. When students are done, check their answers with the whole group. 1 Then, ask them to read the texts UNIT more carefully and insert the LISTENING words in the box in Activity 15a. a. Listen to the story and identify which picture in Activity 13 Check their answers with the best describes it. whole group. b. Listen again and decide if the statements are True (T) or False Pair students up and ask them to (track F The man was searching the Internet for funny discuss the questions in Activity F The woman was looking through a catalog of sofas. 15b. Do not answer the questions T The little boy was running around the store. at this point, as they will get F The little boy tripped over the woman. answers in the next activity. The woman was quite upset about the F The woman e-mailed her lawyer. Answers c. Talk to Take turns to ask and answer the If you were the woman, would you have done the same? Refer to the reduced page of If you were the store owner, what would you have done? the Class Lessons for answers. What do think about the court decision? Have you ever considered suing someone or some company? READING Blame it on the mower. a. Read about these other First, choose an He's learned his lesson. appropriate title to each one. Then fill in the blanks Going mental with the words in the box. Kicked out, locked in, but I'm still here! while although so that however so 1 Title: out, locked but Im still here! Wilma Heart had been through serious financial problems, which made her lose her home to foreclosure. As she didn't have a house she was forced to move her belongings to a storage unit. One night she was inside her unit looking for something when the storage yard manager found the door to her unit ajar and locked it. She denied that she was sleeping but. incredibly, she did not call out! for help or bang So on the door someone could let her she spent 63 days inside the unit and barely survived Before she got in, she weighed 150 lb. When she was found she was a mere 83 lb. She said she survived on food she had stored in the unit. (to be continued) 18 CNA EXPANSION 2 22 CNA EXPANSION 2You won't believe this! Information See page 114 Gap Activity of the Teacher's Pack for 2 instructions. You won't believe this! Title: Blame it on the mower. Pete and Carmen Ripley lost their 4-year-old son in tragic lawnmower accident While the kid was in a licensed daycare facility. Investigations showed the accident was clearly the result of the daycare providers had left the child unattended. The providers were clearly deserving of being sued, yet when the Ripley's discovered the daycare only had $100,000 in insurance, they dropped the case against them. (to be continued) Title: Going mental Cynthia Dale was riding in a car driven by her 70 year-old son-in-law when they crashed into the Connecticut Dale and her son-in- law sank with the car. Luckily, passers by present at the accident site called 911. Shortly, rescue arrived and got her out alive. 4. Although the rescue workers acted swiftly to save she suffered brain damage from her near-drowning (to be continued) Title: He's learned his lesson Dean Costeas, at the early age of 18, had already made over $1 million in the stock market. 5. However the fed made him pay it all back. Authorities claimed he had gained his profits using fraud. When all this happened, Costeas was in the baseball team at school, but after his fraud case broke, he was no longer allowed to participate in extracurricular sports activities. (to be continued). b. What do you think these people must have Information done? Who do you think they sued? Gap Activity CLASS BOOK CLASS LESSONS 231 UNIT SPEAKING A restaurant in the U.S.A. was Does it seem to be an ordinary ordered to pay one of its customers lunch or dinner? GOALS $113,500 after she slipped on a What may have made the spilled soft drink and broke her Talk about strange woman furious?, etc. lawsuits coccyx. The beverage was on the floor because the woman threw it Speculate about what may have happened Ask students to read the speech at her boyfriend 30 seconds earlier Practice and develop bubbles and order them to form during an argument. students' speaking skills a story. Ask students to compare Finally, ask students to discuss the their answers in pairs and, then, questions in Activity 16d. Set a check their answers with the time limit of 3 to 4 minutes. While Books open. Ask students to look whole group. students talk, move around and help at the pictures and tell you what Pair students up again and ask them if necessary. When time is up, may have happened. You can ask them to imagine what the whole carry out a panel discussion that questions such as: story is like in detail. Set a time students can share their conclusions. limit of 3 to 4 minutes for this Where are these people? task. While students talk, move GAME What are they? Friends? around and help if necessary. Boyfriend and girlfriend? Husband When time is up, ask students and wife? to report their conclusions. The GOALS supposed legal case is: Practice language already learned Add another element 1 of fun to the lesson UNIT Practice and develop students' speaking skills SPEAKING a. Look at the photos. Where are these people? Books closed. Divide students into small groups or pairs. Tell them you are going to write sentences on the board and they are to come with as many possible explanations as they can. Set a time limit of 1 minute for each sentence. For example: b. Put the speech bubbles into the correct order to form a story. A woman came screaming 3 I'm don't Someone should from the bathroom. want to see you 1 clean this mess up again. they could slip and your restaurant It's been ages since will have to pay $ you took me out to a 13,000 in damages Possible explanation: She nice restaurant I'm to the young 50 must have seen a cockroach. 2 besides that, 7 am breaking up with you. Take that lady just you always fell hanging out with You and your restaurant When time is up, ask pairs to report your friends! are going to pay for their explanations. The pair with most explanations in each round is c. Work with a classmate to come up with the details of the story. Then, compare your version with another classmate. the winner. Use the last sentence as d. Discuss the following a link to the next activity. Suggested sentences: 1. How fair was the court's decision? Do you agree with it? Why/Why not? A woman came screaming from the bathroom. 2. Would the consequences of the restaurant situation be similar in your country? If how? A man slept on a bench in a square. 3. A woman was running down the Would you do the same if you were in the same situation? street. GAME WEB A couple was taken to prison. Follow your teacher's instructions and have fun! LESSON A man was photographed in women's clothes. 20 CNA EXPANSION 2 A girl got stuck in a swing in the park. 24 CNA EXPANSION 2You won't believe this! SPEAKING recording so that students can identify the sentences that are Answers mentioned. When they are done, Refer to the reduced page of GOALS ask them to compare their answers the Class Lessons for answers. Contextualize a in pairs and, if necessary, play the sequence of activities recording once more. Check their Discuss the answers with the whole group. characteristics of a Pair students up again and ask PROCESS WRITING good story them to discuss the questions Develop students' in Activity 19b. Set a time limit speaking skills GOALS of 2 or 3 minutes. When time is Raise students' up, ask students to report their awareness to the Books open. Pair students up and conclusions to the whole group. features of a narrative ask them to discuss the questions. If time allows, ask students (a story) Set a time limit of 3 to 4 minutes to imagine how they would Prepare students for for this task. When time is up, organize the story if they had to the production of check their answers with the write it down. Lead them to the such text whole group. conclusion that the story should Develop students' It is important that students have minimally three paragraphs: writing skills understand that a story should an introduction, the development draw the reader's attention. and the conclusion. This may be a Therefore, it should be clearly good lead in to the next activities. laid out, coherently and concisely organized. The features of a good You won't believe this! story will be discussed in further details in the coming activities. SPEAKING Discuss the following questions with a classmate LISTENING Do you ever listen to or tell stories? When? Where? Can you name some good stories? (track 08) What makes them good? LISTENING Kristin got stuck in the ride. GOALS a. Listen to Kristin's story and number (track Firefighters were sent in to cut the swing. the sentences in the correct order. Expose student to a 3 Kristin did some exercises in the park. sample of a story Kristin called a friend Organize a sequence 1 b. Discuss the questions with a classmate. Kristin decided not to go to of events Kristin realized she had done the wrong thing. Develop listening 1 Is there anything else that Kristin Kristin got into the kiddy's swing. comprehension might have done to get free? Kristin pulled her backpack over to the strategies Kristin went to the park. 2 If you were Kristin's parents, what would you do if you knew what she had done? Books open. Ask students if they remember the last situation they PROCESS WRITING a. These sentences were taken from a story you are about to read. Put them in the order you discussed in Activity 17. Recall think they will appear in the story. some of the possible explanations We had rented a DVD, so we made popcorn and sat down to watch the In the dark, of course. and write them on the board. Tell So Dawn, a friend from college, had the brilliant idea of making a Ouija board so that she could try to students they will listen to the contact ghost. recording and should check if any In the movie, some kids play around with an Ouija board. of their predictions match what said needed some kind of proof. "Something moving maybe like the basketball in the corner". is said in the recording. Play the One Friday night some years ago, had a truly scary experience. recording once and have students The basketball jumped almost a meter into the air and bounced back onto the floor. check their predictions. Check their What kind of story is this? answers with the whole group. b. Discuss these What it is about? Who are the people involved? Ask students to read the sentences Where does the story take place? in Activity 19a. Play the recording What do you think happened? again and have students order CLASS BOOK 21 them. If necessary, pause the CLASS LESSONS 251 UNIT Books open. Pair students up. Pair students up again and ask time is up, ask students to report Ask them to read the sentences them to answer questions 20e their findings to the group. Set and put them in the order they and f. Take the opportunity to the written task as homework to appeared in the original story. raise students' awareness of the be done in the Activity Book on Set a time limit of 3 to 4 minutes verb tenses and register used to page 174. for this part of the task. When produce a good story. It is also time is up, check their answers important to highlight that it with the group. Go through is essential to think about the Answers the questions in Activity 20b. audience and make the story Refer to the reduced page of Encourage students to make interesting to the reader. the Class Lessons for answers. predictions, as they will read the Finally, pair students up once original story next. more. Ask them to choose 1 Ask students to read the story and story. Ask them to spend one or 2 GAME check if their version of the story minutes organizing their thoughts matches the real one. Then, ask to tell the story. Ask them to them to match the objectives of use the steps in Activity 20d as a GOALS each paragraph to the paragraphs reference. As students will produce Practice language in the text. Have them compare a written version of their story, it previously studied their answers in pairs. Then, check is advisable that they take notes. Add another element their answers with the whole Set a time limit of 3 or 4 minutes. of fun to the lesson group. While students talk, move around Practice and develop and help them if necessary. When students' speaking skills 1 UNIT Books closed. Tell them they Read and check if your version of the story matches the real one will play tic-tac-toe. Refer to the On a Friday night some years ago, had a truly scary Some friends and had rented out a scary DVD Resource Pack on page 144 in the that night because it was We wanted to stay in rather than go out. We made popcorn and settled down to watch the in the of course. Teacher's Pack and make copies of 2 In the some kids play around with a Ouija board. It's a flat wooden board with letters, numbers and the tic-tac-toe grid. Put students in some symbols on it. People put a glass on the board and join hands to try get in touch with ghosts or other pairs and hand out a copy of the kinds of in the the game works Some people believe in these others are pretty skeptical. used to be skeptical. until that night. After the a friend from had the brilliant grid to each pair. idea of making a Ouija board to try to contact a ghost. She made one out of some cardboard and we sat around trying to scare each Of nothing No one was really taking it seriously. And Tell students they should choose around 2 a.m. most of my friends went Dawn stayed to help me clean up. We got to talking about ghosts and whether we believed in any of this paranormal told her would need a position and should produce some very solid proof to believe in anything like She asked me what kind of proof. "I don't sentences using the language something moving maybe. like the basketball in the corner. If ghost were it should be able to make the basketball As we said that the basketball jumped almost a meter into the air and bounced studied in the unit to explain it. back onto the floor. For example: Dawn and half scared to took off like lightening We jumped into my car and drove to her place. where we spent the rest of the night. In the morning, we went back to my it was exactly as we had left it. When we opened the door the basketball was still sitting in the corner. no longer live in that house. Situation 1: A man had a meal d. Match the objectives of each paragraph to the paragraphs in the text. and left the restaurant without 4 Description of how people felt or their 1 Setting the scene (who, what, etc.) paying. reactions after the main event. 2 Possible explanation: The Description of what happened before the main 3 Description of the main event (what event (what had happened/was happening happened) man's friend had invited him for before the main event) dinner and this friend had paid Which tense predominates in the text? present past future for the meal before they left. f. Find in the text examples of sentences in which an action happened while another action was in progress. Tell one of these stories to your Spend two actions happened at the If the sentence produced is one or two as suggested in Activity same time in the past. coherent and appropriate the organizing your ideas to tell your story. an action finished before another action in the past. group scores a point and gets story about A story involving the position. The objective of the your childhood your looks where you live now your job game is to get three positions in a something strange you did someone from your family row, either horizontally, vertically romance you had well-known holiday party sports or diagonally. The first group to your school driving get that will be the winner. WEB GAME LESSON Follow your teacher's instructions and have fun! 22 CNA EXPANSION 2 26 CNA EXPANSION 2You won't believe this! FEEDBACK TIME one of them. They may refer to the specific language content in the unit. Lower their anxiety by GOAL making sure they are not being Provide students evaluated during this task. This is a with an opportunity powerful resource as long as they to come up with understand its purposes. an overview of the You may want to have students language worked work in pairs on this task. Monitor on throughout the activity at all times and offer the unit for the help when necessary. purposes of reviewing, summarizing and When they are done, have them share with their classmates their self-evaluating most meaningful findings about their own learning process. Discuss Books open. Go through the questions related to study habits, communicative functions listed and the importance of keeping up and encourage students to come with the language through Web up with the corresponding Lessons, Grammar Tips sections exponents. Ask them to rate their and on. skills development related to each You won't believe this! FEEDBACK TIME Think about your learning process. Complete the chart and need more do I can do it check the best options. practice get by it well. very well. Talking about past events Talking about possibilities in the present Talking about possibilities in the past Giving opinions CLASS BOOK 23 CLASS LESSONS 272 UNIT SPEAKING the new vocabulary on their Communicative goals own. Obviously, there are some Talking about skills and things new words students may not GOAL you can do yourself understand. Deal with these words Introduce the topic Talking about home as necessary in the course of the for the class and maintenance activity. activate students' Talking about hiring services When they are done, move on to previous knowledge of others Activity 1b and ask students to calculate their scores. Offering your services to other people Books closed. Write on the board Organize students in trios for the question "Are you a handy Activity 1c and give them some person?" and explain to students time to discuss the questions. the meaning of "handy". Conduct Wrap up the activity by opening a brief discussion and encourage the discussion to the whole group. students to say why they think they are handy or not. Books open. Give students some time to go over the list and check all they can do. Don't pre-teach any words. It's important to let students try and figure out UNIT Do it yourself! SPEAKING a. Are you a handy person? Go over this list and check tend to garden everything you can do. hang a picture on the wall fix a hole on the wall change light bulb install home theater put together an unassembled piece of furniture format your computer and reinstall all the software replace door cook whole meal build bookshelf (includes cutting the wood) change tire replace the battery in a car use power tools (power drill, electric saw, etc.) fix your roof install or a power plug fix your plumbing make simple repairs in electrical appliances install a TV in a wall mount (includes fixing the wall mount on the wall) paint room set up a home computer network 24 CNA EXPANSIO 2 28 CNA EXPANSION 2Do it yourself! b. Check your results and compare them with your classmates in small groups. 16 checks or more: Do it yourself seems to be your life motto. You can pretty much build your own house if you put your mind to it. 11 to 15 checks: Boy... you are handy! You probably don't need to spend a lot of money on services. 6 to 10 checks: You can handle the minor problems that come your way as far as your house is concerned, but when something more complex comes along you need professional help. 0 to 5 ticks: You probably shouldn't live alone. c. Discuss these questions. 1. Is it important to have these skills? Why do you think so? 2. Do you agree with your rating? Why/Why not? 3. When something breaks, do you try to fix it yourself? CLASS BOOK I 25 CLASS LESSONS 292 UNIT VOCABULARY Move on to Activity 2b and give students some time to discuss. Wrap up the activity by opening GOAL the discussion to the whole group. Introduce new vocabulary related to home maintenance Answers Refer to the reduced page of the Class Lessons for answers. Books open. Ask students to briefly go over the list and tell you what all those items have in common. Pair up students and give them some time to match the maintenance jobs and their related items. Encourage them to try and figure out the meaning of the new words and provide help with the vocabulary as needed. 2 UNIT VOCABULARY a. There's a lot of stuff that needs maintenance in a home. Connect the item with the kind of maintenance it requires. 1. air conditioner 8. rain gutters and down sprouts 2. electric shower 9. roof 3. fridge and freezer 10.chimney 4. light fixtures 11.wooden furniture in general 5. walls 12.bicycles 6. wooden floor and windows 13.musical instruments 7. security alarm and smoke detectors 14.computers checking tire pressure, replacing brake pads, oiling chain replacing strings (if applicable) painting, fixing cracks and holes sweeping 4 changing wiring or light bulb replacing batteries tightening loose handles and sealing cracks, polishing replacing the resistance sealing cracks and gaps, fixing loose handles and locks removing leaves, cleaning and replacing old fixtures cleaning filters updating software, checking for and cleaning up viruses repairing replacing tiles defrosting and replacing the door gasket b. Discuss these 1. Which of these have you done? Was it difficult? 2. Which of these would you do if necessary? 26 CNA EXPANSION 2 30 CNA EXPANSION 2Do it yourself! SPEAKING LANGUAGE AWARENESS Check their work and move on to Activity 4b. Tell students to highlight all the sentences that GOAL GOAL describe repairs. When they are Practice language Raise students' done, move on to 4c and ask worked on in awareness to the students to answer the questions. Activities 1 and 2 target language for Give students a moment to this class compare their work in pairs and check their answers with the Books closed. Ask students who Go over the list of words and make whole group. would like to live in a place of his or her own (and who doesn't). sure they're all clear, then give Conduct a brief discussion about students some time to complete Answers the advantages and disadvantages the passage. Refer to the reduced page of of having your own place versus Move on to Activity 4d and give the Class Lessons for answers. living with your parents. In a students some time to do the mixed-age group, ask the older activity in pairs. Walk around and students who already have their correct them if necessary, since own places what they miss about this is a moment for language living with their parents. work. Books open. Explain the task in Activity 3a and give students some time to write down the 5 items. When they are done, ask students to compare their lists with their classmates. Do you it yourself! Pair up students and move on SPEAKING to Activity 3b. Give them some a. Suppose you're going to buy or rent a place of your own. Would you worry about conservation and time to discuss and wrap up the maintenance? Come up with a list of the top five items you would inspect. Then, compare it to your activity by having each pair tell the group whether they'd make good roommates or not. b. Discuss these questions. What else do you look for in a house or in an apartment? Discuss your priorities with a Could you and your partner be roommates? LANGUAGE AWARENESS walls a. Herbert starts college next semester. Place the words kitchen plumbing in the gaps to complete the letter he wrote his Mom. floors glass windows carpet Dear Mom. am writing just to say everything is fine here although am having some trouble renting an apartment. Most of the places have looked at are terrible. There was a great one close to the downtown area, but the carpet needed cleaning It smelled really bad. think someone had left the window open and rain had fallen on it. There was even a dark stain. It just seemed like too much work in the beginning also found a great place near work but the kitchen plumbing needed to be When you turned the tap the water came out brown. The place think am actually going to rent is located near the park, but the need painting don't mind painting and there are only a few rooms. I'm just happy the floors don't need to be varnished (they had some wood specialists in last When you look down, you can see your reflection. They did a great job. Some glass windows might need replacing, but it's not urgent. There is no breeze coming and don't mind if they re a little cracked. Hope you can visit soon. There isn't much room, but we'll organize somewhere for you to stay. Love, Herbet b. Now underline all sentences that describe the repairs each place needed CLASS BOOK 27 CLASS LESSONS 312 UNIT LISTENING Move on to Activity 5b and give students some time to interact in (track 09) pairs. When they are done, wrap up the activity by asking students GOAL whether they can do any of the maintenance jobs described. Provide further practice of language worked on in Activity 4 Answers Refer to the reduced page of the Class Lessons for answers. Explore the pictures with students and get them to describe each problem using the structure from Activity 4. Play the audio students can check the boxes in the correct sequence. Give them a moment to check their work in pairs and, then, correct the activity with the whole group. 2 UNIT Check the possible structures to describe a problem in a something needs doing something needs to do something needs to be done d. Make some suggestions to solve all the problems What else could you say For example: Problem: The glass windows need to be replaced. The house needs to be Suggestion: He could call a glass repair service, or he The floors need varnishing. could buy the glass and replace it himself. The grass needs to be cut. LISTENING a. Listen and guess what the problem Number the pictures in the correct order. 3 1 2 b. Using the words from the chart, speak about the problems in Activity 5a. burned out You may say: broken leaking A: The refrigerator needs fixing. fix What's the problem? repair C: The motor is burned out. replace B: It's going to cost a bit to get it 28 CNA EXPANSION 2 32 CNA EXPANSION 2Do it yourself! SPEAKING LISTENING in pairs before you check their answers with the group. Make (tracks 10 and 11) sure students are familiar with the GOAL vocabulary and clarify any doubts Wrap up the work they may have. (The word crib done in this class GOAL may be particularly tricky). and offer students a Expose students to chance to talk about the target language Move on to Activity 8b and play home maintenance for this class: reflexive the audio once more students can write down key sentences that in a less controlled pronouns justify their answers. Make pauses manner to help them. Books closed. Conduct a brief Wrap up the activity with a brief Engage students by telling them a group discussion about little home group discussion. couple of things that need doing accidents they've suffered recently. at your place, then move on to These are normally fun stories, but Answers Activity 6a and give them some be prepared to move on quickly in time to write their sentences. case someone gets uncomfortable. Refer to the reduced page of the Class Lessons for answers. When they are done, have all Play the audio and give students students walk around in cocktail some time to answer the format they can ask each other questions. When they are done, for advice. ask them to check their work As a wrap-up activity, ask students which of the jobs mentioned they would be able to do without help. Do you it yourself! SPEAKING SPEAKING List five that are not working properly at your house. Ask your classmates for advice. You may say: A: The shower is terrible. It needs GOAL B: You should take it to a repair shop. It'll be cheaper than buying a new one. Introduce the topic for the class and activate students' previous knowledge SPEAKING Books open. Refer to the title of Interview your classmates and find out information about them. the unit and elicit what they think Have you ever done something difficult and challenging without help? What was it? it means. Were you proud of it when it was done? What do you consider your greatest accomplishment? Why so? Pair up students and give them some time to discuss the LISTENING questions. (track 10) a. Tyler had an accident and now his wife is mad at him. Listen and answer the questions. 3. Why didn't Tyler ask Wrap up the activity by inviting his father for help? the pairs to report the most 1 What was Tyler doing? a. Because his father doesn't a. He was fixing the roof. know how to use power interesting things they have b. was building a crib. tools. 2 What happened? learned about each other. Because he wanted to He was hanging a picture cut himself. on the wall. build the crib by himself, b. He fell and hurt his leg. without help. He hurt his back. Because he is stubborn. b. Now listen again and write down the parts that help you justify your answers. (track 11) CLASS BOOK 29 CLASS LESSONS 332 UNIT LANGUAGE AWARENESS classify the sentences. When they GAME are done, check their work. GOAL Move on to Activity 9b and elicit GOAL Raise students' the other reflexive pronouns, then Promote form- awareness to reflexive give them some time to come up focused, controlled pronouns and their with their sentences. Walk around practice with the of most common uses and check their work. When they reflexive pronouns are done, ask volunteers to write their sentences as you go through Ask students if they can identify the pronouns. Tell students this is going to be a the sentences in Activity 9a. (They vocabulary challenge. The winner all come from the conversation in is the one who can remember the Activity 8.) Answers most reflexive verbs. Explain what students have to Refer to the reduced page of do and give them some time to the Class Lessons for answers. Organize students into small groups and draw lots to see who plays first. Provide each group with a blank sheet of paper. Each student will have to form a sentence that includes a reflexive action, just like the ones in the examples. He/She then writes down the verb and the student to his/her right continues. The verbs 2 cannot be repeated. UNIT If a student cannot come up with LANGUAGE AWARENESS a sentence in 60 seconds, he/ a. Classify these sentences as 1 or 2. she is out of the game. The game 1. The person doing the action is also the person by this same goes on until there's only a single 2. The person is talking about doing without any help from other people student still playing in each group. When all groups are done, ask 1 It's nothing just cut Do we have each group to read their list of 1 just don't want you to hurt yourself verbs to the class. 2 do 2 because wanted to do it 2 You're not doing anything by yourself b. Complete this chart of reflexive When you finish, come up with an example for Information See page 115 Gap Activity of the Teacher's Pack for myself yourself 3 instructions. YOU HE SHE IT WE ourselves PLURAL YOU yourselves THEY themselves GAME Grammar Not many actions can be Let's see who's got the best Gap Activity Follow your teacher's instructions Tips See 112 myself once was playing with to myself all the we Maybe I'm too 30 CNA 34 CNA EXPANSION 2Do it yourself! SPEAKING LISTENING Give students a moment to compare their answers and, then, (track 12) correct the activity with the whole GOAL class. Wrap up the class and GOAL Move on to Activity 13b and give promote further, less students some time to discuss it controlled practice of Expose students to the language worked the target language in pairs. When they are done, ask on far for this class: the the pairs to report what they've learned about each other. causative form Books open. Tell students they are Answers going to talk about things they've Tell students they are going to Refer to the reduced page of done themselves and also things listen to an interview with an the Class Lessons for answers. they've done to themselves. interiors designer. Ask students if Organize students into small they know what this person does groups and give them some and clarify it in case no one can time to discuss the questions. give a good enough answer. When they are done, wrap up Play the audio and ask students to the activity by inviting the groups write True or False according to to report the highlights of their the interview. conversations. SPEAKING Do you it yourself! GOAL Write the verbs you will use. They cannot be repeated. Introduce the topic for the class and activate students' previous knowledge SPEAKING It's time to tell some fun stories. Talk to your classmates about the Books open. Go over the list of Things you've done by yourself. words in the first question and Things you're afraid to doing yourself. afraid OF doing elicit what these professionals do. Weird things you've done to yourself. Give students some time to discuss the questions in small groups and, then, open the SPEAKING discussion to the whole class. Discuss these questions. painter Which of these ten professionals/establishments have you hired/gone to? electrician mason If you had to choose five services from this list to do yourself, what hairdresser would they be? decorator How much do you/your family spend a month on services? dog walker gardener maid car wash LISTENING a. Listen to this interior designer and write True (T) or False (F). (track 12) T You can have old furniture repaired. One of his clients recently had her sofa Another client had his apartment painted in a summer color scheme. He had new plants placed strategically around the apartment. F His client had some new lights installed. His client replaced the floor himself. CLASS BOOK 31 CLASS LESSONS 352 UNIT LANGUAGE AWARENESS time to discuss the questions. Answers When they are done, wrap up Refer to the reduced page of the activity by inviting the groups GOAL the Class Lessons for answers. to report the highlights of their Raise students' conversations. awareness about the causative form and its uses SPEAKING Give students some time to study GOAL the sentences and answer the Promote some questions. When they are done, controlled practice of check their answers with the the causative form whole group. Move on to Activity 14b and Books open. Tell students they are give students some time to write going to talk about things they get their sentences, then ask students done. to compare their work in pairs. Organize students into small Wrap up the activity by asking for groups and give them some sample sentences for all the items in Activity 2. 2 UNIT b. What kind of remodeling would you like to have done at your house or apartment? Talk to a classmate about some of your Example: A: would like to have all the pictures in our house changed B: Why? Some suggested ideas: to A: They are so My mother has the worse taste in change the curtains paint the house to install air conditioning to change the lighting to What would you put in their place? remodel the to install A: I'd have black-and-white photos hung in every room. a bath: to hang new pictures: B: Sounds classy. to refurnish the living room to the to recover the LANGUAFE AWARENESS to change the etc. a. Study these examples and answer the questions. had my place painted last month. We had our house decorated by a professional. My car is making a strange noise. I'll have it looked at. have an appointment with my need to have my nails We need to have this roof There's a nasty leak right over the bed. I've just had my guitar It sounds amazing! What did all sentences have in common? These people are talking about They all about home actions they did (or will do) themselves. They all have the structure "have services they paid (or will pay) for. object participle of a verb". b. Check the list of activities in Activity 2 above and write at least three examples of you get done. SPEAKING Grammar Discuss these Tips Do you have your car washed or do you wash it yourself? Do you usually fix things at your house, or do you have things fixed? Do you have the house cleaned, or do you clean it yourself? What do you do yourself? What do you have done? 32 CNA EXPANSION 2 36 CNA EXPANSION 2Do it yourself! READING Move on to Activity 16b and give students some time to discuss the questions in small groups. When GOAL they are done, ask the groups Develop students' to report the most interesting reading strategies and facts that came up in their deepen their exposure conversations. to the language studied in this class Answers Refer to the reduced page of Books open. Engage students with the Class Lessons for answers. pictures or a short snippet of the reality show that this text is about. Give students some time to read the text and answer the True or False statements. When they are done, check their answers with the whole group. Do you it yourself! READING a. Read the adapted Wikipedia entry on the popular American TV show Extreme Makeover and decide whether the statements are True (T) or False (F). Extreme Home Edition debuted in Extreme Makeover was a television program 2003 on American television. The aim of the from the ABC television network which began reality show is to knock down and rebuild airing in 2002, but was canceled in 2007, when a family's house within 7 days. The idea is to the Home Edition, and many similar build a house that suits the family's lifestyle and became much more popular. It seems people fulfills some of their dreams. are less worried about the way they look, and more concerned about their house looking stylish and hip. The TV show host, Ty Pennington, leads a team of architects and who include locals from the winning family's neighborhood, in The family has no involvement in what the demolishing the old place and rebuilding the new house will look dream house. The family is sent off on a 7 day vacation, while Ty has the house demolished, Ty is directly involved in destroying the has landscaping has plans for each room family's house himself. drawn up by different architects, and gets The people involved in the project are not all furniture and decorations donated from a specialists in building or decorating. large number of stores and manufacturers. Ty always claims a room, usually bedroom, for his The architects all work together on all rooms. special project. He gets the room blocked off so no one can enter and the final project is only Ty's special project is inaccessible until the last revealed at the end of the show. moments of the TV show. The original show allowed people to have surgical operations done. The show is a spin-off of Extreme Makeover, which shows ordinary men and women Hospital procedures were but having undergoing "extreme makeovers". Not only their wardrobe renewed was not covered by do they have plastic surgery done, but they the show. also get their hair and make-up (for women) completely and they have their According to the article. home deco wardrobe renewed all free of charge and programs have had better rating than shows under the guidance of a team of specialists. on personal appearance b. Discuss these questions. What else could you say ? Would you have your house redecorated, or rebuilt by people you don't know? Would you have plastic surgery done? Why/Why not? Would you have Would you have your hairstyle designed by someone else? plastic surgery done? Would you get plastic Would you your wardrobe renewed by someone else? surgery done? CLASS BOOK 33 CLASS LESSONS 372 UNIT SPEAKING READING Move on to Activity 18b and give students some time to discuss the questions. After a while, open the GOAL GOAL discussion with the whole group. Promote further Introduce the topic practice of the for the class and Answers causative form activate students' previous knowledge Refer to the reduced page of the Class Lessons for answers. Books open. Give students some time to answer the questions and, Books closed. Conduct a quick then, pair them up for the second survey with students and elicit part of the activity. what kinds of professionals Call students' attention to the normally help us with home example and model the activity maintenance. with one student. Give them some Books open. Explain the task and time to discuss the questions. make sure students know what When they are done, wrap up they have to do. Give them some the activity by inviting the groups time to read the testimonials and to report the highlights of their match them to the ads. conversations. 2 UNIT SPEAKING Interview your classmates to find out how often they have these things done. You may say: A: How often do you have your nails done? B: Once in while. A: Would you say, maybe, once a month? B: Yeah, maybe twice a month. How often do Never Once in while Quite often have your nails done. have your hair cut/done. get your clothes get pizza delivered to your house. get the car serviced. get your computer serviced. have your carpets cleaned. have clothes adjusted. get professional photographs taken. READING a. Which professional are they talking about? Number these comments according to the ads. 1 used to be so stressed before found her. Every time we had a birthday or another event it was just a nightmare. Weeks before the party would start worrying about the food and then during the party I'd get so worried that couldn't even eat! Now can get everything done for me and actually enjoy myself. 4 It's a real lifesaver. My husband and are both very and he makes me wait for weeks when ask him to do the simplest stuff. Truth he's no handyman. This is simple way to get those little jobs done around the house. 3 She simply fell from heaven. Shopping used to be such a nightmare for dreaded it so much that kept putting it off. Now just don't worry anymore. get all these amazing clothes and accessories picked out for me and don't have to go through the hassle of which hate. 2 can't imagine life without them anymore. You my mother is an accumulator, so if let her she will simply fill up the house with useless junk. Now once a month take her out to nice lunch while she gets all her stuff sorted and organized and the trash gets It's brilliant! 34 CNA EXPANSION 2 38 CNA EXPANSION 2Do it yourself! Information See page 116 Gap Activity of the Teacher's Pack for 4 instructions. Do you it yourself! 2 CLARA CLAYTON 1 TASTY-DELI professional organizer catering service service packages for weddings birthdays barmitzvahs Visit our website for online menu corporate events and pricing Personal and professional home organizing and moving. Packing and unpacking Solutions TO GET ORGANIZED 554.338.6798 3 GLORIA STONE HIRE A HUSBAND handyman services carpentry repairs and maintenance doors and windows tiling We turn do" into done. personal stylist and image consultant hireahusband.com Shopping SMART was never EASIER I run around 50 you don't have to. gloriastone@fuziin.com b. Discuss these What do all ads have in common? What's your opinion about the services they provide? Information What could each of these professionals do for you? Gap Activity Which one(s) would you hire? Why? CLASS BOOK I 35 CLASS LESSONS 39UNIT SPEAKING example and model the activity Books closed. Write the phrase with one student. Give them some "Party Organizer" on the board. time to discuss the questions. GOAL Elicit what kind of job this is and When they are done, wrap up what things a party organizer Promote further the activity by inviting the groups might do when organizing a practice of the to report the highlights of their house-warming party. Write causative form conversations. vocabulary on the board. Books open. Tell students to sit in Books open. Give students some SPEAKING groups of 3. Assign roles and check time to list their skills. Tell them to that students really understand focus only on things that could be what they must do. GOAL offered as services. To practice speaking Give them some time to carry out Pair up students and move on to the task. Move around the room about and giving Activity 19b. Give each pair some opinions on problems to help if needed. Take notes of blank sheets of paper and markers. in organizing a wedding any mistakes to review later. The Give them some time to help party; to practice using idea is to create a sense of urgency. each other choose a name for the Students B and C will bombard two structures: "need service they'll provide and create to be done/need the party organizer (Student A) an ad. Tell them to refer to the ads doing" and "to have/get with demands. It is up to him/her in Activity 18 as a reference. something done" to solve their problems. This can Call students' attention to the be done in pairs too, with Student B playing the role of and C. Get feedback. Review any mistakes. 2 UNIT GAME SPEAKING a. List three things you do well. Which of them could be offered to someone as a kind of service? How much would you ask for it? GOAL Wrap up the class in a fun way b. time to start Come up with a catchy name for what you do (if there isn't one) and put together a nice ad. Follow your teacher's instructions. It's time for you to find yourself a client. Walk around the class and offer your Bring to class all materials for craftsmanship you have available: SPEAKING cardboard, glue, plastic bottles, Follow your teacher's instructions and carry out this and so on. Student A You are a party You need to come up with solutions to your clients' problems. It's their wedding party. Books closed. Tell students they'll Example: have to create something (a toy Student B: We have a huge problem. The appetizers need to be prepared. or a gift, for instance) with the Immediately!! Student A: Relax, no problem. have them prepared right away. materials you provided, and they Student B: Thanks have to do it fast. Give the students 5 minutes to nails not done Student You and Student have hired a party organizer shoes dirty (Student A) to care of the details of your wedding. The party is produce their objects and make mother not taken to the church tomorrow and you have lots of problems to solve. Ask the organizer cocktails not prepared for solutions to the following problems. Take with Student C. them stop as soon as time is up. wedding gown to be adjusted Example: (too long) Nails not done Display all the objects produced hair not done Student B: but we have a problem. My nails need to be and have a vote on the best one. bouquet not arranged yet done. What can we do? dance floor dirty To wrap things up, tell students Student C: You and Student have hired a party organizer they have to take home an object cake not ordered (Student A) to take care of the details of your wedding. The party is not scheduled other than the one they produced. tomorrow and you have lots of problems to solve. Ask the organizer menu not organized for solutions to the following problems. Take turns with Student suit not ironed Give them some time to swap Example: decorations not bought their objects in cocktail format. Cars dirty: The cars need washing. cars dirty Student C: but we have a The cars need buffet not paid for What can we do? wrong color (change) GAME This is the yourself challenge! Follow your teacher's instructions and have 36 CNA EXPANSION 2 40 CNA EXPANSION 2Do it yourself! FEEDBACK TIME one of them. They may refer to the specific language content in the unit. Lower their anxiety by GOAL making sure they are not being evaluated during this task. This is a Provide students powerful resource as long as they with an opportunity to come up with understand its purposes. an overview of the After the first couple of units, you language worked may want to have students work on throughout in pairs on this task. Monitor the the unit for the activity at all times and offer help purposes of reviewing, if necessary. summarizing and When they are done, have them self-evaluating share with their classmates their most meaningful findings about Books open. Go through the their own learning process. Discuss communicative functions listed questions related to study habits, and encourage students to come and the importance of keeping up up with the corresponding with the language through Web exponents. Ask them to rate their Lessons, Grammar Tips sections skills developments related to each and on. Do you it yourself! FEEDBACK TIME Think about your learning process. Complete the chart and need more I can do I can do it check the best options. practice get by it well. very well. Talking about skills and things you can do yourself Talking about home maintenance Talking about hiring services of others Offering your services to other people CLASS BOOK 37 CLASS LESSONS 41UNIT SPEAKING Pictures counter clock wise from Communicative goals the top: Talking about important GOALS painting based on the V-J day world facts picture Introduce the topic of Talking about meaningful the class Pale blue dot facts in students' life Activate students' Model T Ford car Talking about the importance previous knowledge Man on the Moon of knowing history Martin Luther King Talking about things that Books open. Call students' nuclear explosion could/might have happened attention to the pictures and ask Fall of the Berlin wall Talking about real life heroes them what they have in common. Nelson Mandela Form small groups and give one of the first PC's students some time to discuss the questions. As a wrap-up activity, September 11th go over the pictures once again and ask students to share what they have talked about. Make sure you know what these images are all about in case your students cannot recognize them all. UNIT Turning points SPEAKING Study these images and discuss them in small groups. Can you recognize all of them? What can you say about each one? What is their significance? Why is it important to know these things? DREAM HAVE 38 CNA EXPANSION 2 42 CNA EXPANSION 2Turning points LISTENING a college professor in a class about WWII. Play the audio they can (track 13) listen and check the answers. Give students a moment to GOALS compare their work in pairs and, then, check their answers with the Introduce the topic of the class group. Activate students' Wrap up the activity by asking previous knowledge students if they were surprised by any of the information in the listening passage. Explore the pictures briefly with students to contextualize the Answers activity. Form trios and give students some Refer to the reduced page of the Class Lessons for answers. time to discuss the questions. When they are done, wrap up the activity by inviting them to report their conversations to the group. Move on to Activity 2b and tell students they are going to listen to LISTENING a. Discuss these What do you know about WWII? Are you curious about it? Why were people fighting? What have we learned from this? b. Listen to part of History class (track 13) and answer these questions. 1. What is this class about? 2. Which of these is true according a. The history of Germany to the professor? World War The decisive turning point in the c. The Soviet Union war had already happened by the end of 1941. b. The entrance of the U.S.A. in the war was the decisive factor to defeat the Nazis. c. The English fought and won the 3. What was one of the causes Second World War by of Germany's defeat? They underestimated the armies of the Soviet Union. b. They made a non-aggression pact with the Soviet Union. c. They were not prepared for the Japanese resistance. CLASS BOOK I 39 CLASS LESSONS 43UNIT LANGUAGE AWARENESS Move on to Activity 3c and go over the question together with the students. GOALS Move on to 3d and give students Raise students' some time to write the sentences. awareness to how the Do the first one with them as a past perfect can be model if necessary. When they used to order events in are done, give them a moment the past to compare their work and then Raise students' check their answers with the group. awareness to the connectors used to order events when Answers using the past perfect Refer to the reduced page of the Class Lessons for answers. Call students' attention to the sentences and give them some time to do Activity 3a. When they are Information See page 117 done, check their work and move Gap Activity of the Teacher's Pack for on to 3b. Give them some time to do it and, then, check their answers. 5 instructions. UNIT LANGUAGE AWARENESS a. These sentences detail sequences of two or more past events. For each highlight the event that happened first. 1 end of 1941, the fate of Nazi Germany had already been 2 Germany had already suffered a less noticeable, but crucial by the time the U.S.A. joined the allies in the fight. After the Nazi attacked Russia, they realized the Soviet defense had been well As soon the Russian winter came, it became obvious that the Germans had not prepared themselves to fight in those conditions. 5 Before the of the Soviet Union, England had been the only country resist and against the Hitler had already realized he was going to he declared war against the U.S.A. b. Each of these sentences has a connector to help establish the relation between the two events. Circle these connectors. c. What is the verb tense in all the highlighted segments of these sentences? Past Perfect Tense Information d. Form similar statements to the ones in Activity using the information Gap Activity below. Use the verb tense and connectors to show what happened first. 1" event: The Germans left By the time the allies reached the concentration 2nd event: The allies reached the concentration camps the Germans had already left. event: U.S.A. and USSR established and USSR had already established themselves themselves as the new world powers 2nd event: WWII ended as the new world powers before WWII event: The Germans lost the war When the allies invaded the beaches of Normandy event: The allies invaded the the Germans had already lost the beaches of Normandy 40 CNA EXPANSION 2 44 CNA EXPANSION 2Turning points SPEAKING SPEAKING GOAL GOALS Promote less Introduce the topic of controlled practice of the class language worked on Activate students' in this class previous knowledge Give students some time to Books open. Explore the pictures complete their timelines. and ask students what they think Encourage them to write down the most important moments in historical events and also things human history were. that were important in their Form small groups and give personal history. students some time to discuss the When they are done, pair up questions. students and give them time to When they are done, ask them do the activity. Walk around and to report the most interesting take notes of mistakes you can answers that came up in their approach them after the task in a conversations. delayed correction session. Wrap up the activity by asking students what they think the most important event in the 21st Turning points century has been far. SPEAKING a. Mark on the timeline below all the important things that (in your opinion) happened in the 21st century. b. Swap books with a classmate and discuss the events in your timelines making comparisons with your life. You may say: A: Wow! When started pre-school Facebook, had already been B: Check this out... when started my English course, You Tube had already WEB LESSON been launched. SPEAKING Discuss these Would you like to change history? Why? What events would you change? What might the consequences be? CLASS BOOK 41 CLASS LESSONS 45UNIT LISTENING they are done, check their answers LANGUAGE AWARENESS with the whole group. (track 14) Move on to Activity 6b and form GOAL trios. Go over the questions and solve any problems they may have Raise students' GOAL Expose students to with vocabulary. awareness to the third conditional third conditional Give students some time to clauses discuss the questions and, then, open the discussion to the whole Give students some time to study group. the sentences and answer the Books open. Conduct a quick questions. Check their work when survey to discover whether your Answers they're done and move on to students like history or not and why. Then, tell them they're Refer to the reduced page of Activity 7b. going to listen to a conversation the Class Lessons for answers. Give students some time to between two students. One of complete the chart in Activity 7b. them likes history and the other Walk around and help them by one doesn't. referring to the sample sentences if necessary. When they are done, Play the audio and give students check their work. some time to answer and, then, to check their work in pairs. When Move on to Activity 7c and give students some time to complete the sentences. Walk around and help them while they work. UNIT When they are done, give them a moment to compare their work LISTENING in pairs and wrap up the activity (track a. Listen to Nate and Helen's conversation and check all they talked by asking volunteers to read their the importance of learning about science versions of each sentence. the importance of knowing about our History things that might have happened in the Middle Ages Answers things that could have happened during the Cold War different paths humanity could have taken Refer to the reduced page of the future the Class Lessons for answers. what could have happened in the History test b. Debate these statements in small groups. Feel free to agree or disagree with Studying and learning new things is cool. School is pointless You can learn anything you want on the Internet. Science literacy is fundamental for the success of our global society. LANGUAGE AWARENESS a. Study these fragments from the conversation in Activity 6 and answer the questions that follow. "Man, if we had talked about this two weeks ago, would have done much better in my History test." "If the U.S.A. or the Soviet Union had fired a single nuclear missile during the Cold it would have started the Third World Life as we know could have been destroyed." ancestors had never developed agriculture, we might never have settled in one Cities probably wouldn't have and we would never have become a civilization." 1. The events described in these sentences are real (they already happened). 2. These sentences describe an unreal, hypothetic version a possible future that could an alternative present that of the past. or could not happen. depends on certain conditions 42 CNA EXPANSION 2 46 CNA EXPANSION 2Turning points Information See page 118 Gap Activity of the Teacher's Pack for instructions. Turning points 3. Check the sentences that are similar to the ones in the examples in Activity 7a. Man. can't believe we lost the If Jabbar had played. I'm sure we could have If were you, I'd start studying for our next test. The ceremony would have been a disaster if hadn't rented that portable generator. If get this promotion, I'm finally going to ask Marion to marry me. I'm sorry wasn't home. If you had told me you were coming, wouldn't have gone to the mall. If Germany had defeated the Soviet Union, they would have won WWII. b. Go over the sentences again and choose words from this list to complete the chart below. verb present simple past perfect present perfect could would might have could have will would would have can may future past simple To talk about hypothetic scenarios in the past, we use this Condition Consequence would have past perfect could have + verb (participle) might have c. Complete these Suggested answers: 1. Brazil could have won the 2014 World Cup if they had played better. 2. If had lived 100 years ago, Id have been less 3. If Facebook hadn't been I wouldn't have met my high school friends. Grammar Information Tips Gap Activity See CLASS BOOK I 43 CLASS LESSONS 47UNIT GAME a conditional statement using SPEAKING the past action plus the terrible outcome on the card. Then he/she GOALS will have to explain how one thing GOALS Provide further could have led to the other. Refer Introduce the topic of practice with the to the example and also model the class third conditional the activity with one student. Activate students' Add another element of fun to the language Give students some time to carry previous knowledge class out the activity and invert roles everyone can use their cards. If time allows, redistribute the cards Books open. Explore the picture and form new pairs to carry out and elicit examples of important Before the class, prepare a set of decisions. cue cards with "terrible outcomes" the activity once again. suited to the profile of the group. Wrap up the activity by asking Form small groups and give students some time to discuss the Make sure they're funny. students to report the funniest questions. Books open. Distribute one cue combinations and explanations card to each student in the that came up. When they are done, ask them class and, then, explain the task. to report the most interesting answers that came up in their One student will start by saying conversations. something he/she did earlier this day, and his/her partner will create LISTENING (track 15) UNIT GAME GOAL You are now a seer. Follow your teacher's instructions and peer into your partner's destiny. Expose students to You may say: the language they'll B: missed the bus this morning. If you hadn't missed the bus, you could have WEB work on during this How so? LESSON class A: The bus could've been involved in an accident. SPEAKING Books closed. Ask students if Discuss questions. they know how their parents got together. For married students, ask What was the most important decision ever made? how they first got together with Why did you do it? their spouses. If you had a chance to do things again, would you change anything? Play the audio for students to listen and answer the questions. Give them a moment to compare their answers and then correct the LISTENING (track a. Listen to a family chat and answer these questions. activity with the whole group. Move on to 10b and give 1. What are they talking about? The father is telling the kids how he met their mother. students some time to discuss the questions. Then, open the 2. Which of these is true according to the father's story? discussion to the whole group. They met at work. If he had stayed in that job, his career would have been affected They only met because he quit the job he hated. Answers He asked her and she said no, so he came up with a plan. Refer to the reduced page of His friend was OK with it, but even if he wasn't if wouldn't have the Class Lessons for answers. made much 48 CNA EXPANSION 2Turning points VOCABULARY Move on to 11b and explain what students are supposed to do. Call their attention to the useful What GOALS else could you say? box on page 46 Raise students' and give them some time to think awareness to words about their stories. Then, pair and expressions used them up for the activity. to talk about past Wrap up the activity by asking experiences students about their partners' Tell personal stories stories and also about the words they managed to use. Call students' attention to the sentences extracted from the conversation in Activity 10 and give them a moment to find the expressions. When they are done, check their answers with students' help. Turning points b. Discuss these questions. 1. What funny stories do you know about your parents when they were young? 2. How did you learn these stories? 3. What would you have done in their place? VOCABULARY a. Study these fragments from the Each sentence has an expression that helps you tell a story, just like "once upon a time" in fairytales Underline these expressions. 1. that time was working at this place, and I wasn't really happy there." 2. back then was a different person." 3. "It's funny, because leaving that job really was a turning point in my 4. "That moment realized it was going to be something special." 5. was a little mad, but in the end he was cool about it." b. Time to tell a story! Tell a classmate an important "chapter" of your life history. Try to use all the words you highlighted above. Your notes CLASS BOOK 45 CLASS LESSONS 49UNIT GAME Books open. Organize students SPEAKING into small groups and distribute GOALS the cards (one set per group). Call their attention to the useful What GOAL Promote controlled else could you say? box and model Promote less practice of the pronunciation of the expressions controlled practice of language worked on in it. the language worked in Activities 10 and 11 Add another element Have students sit on the floor in on in this class of fun to the language a circle and spread the cards on the floor. lesson Ask students about important Each student will have two things (5, at least) that happened minutes to tell a story. During the to them and tell them to write Before the class, refer to the story, they have to use as much down in their books just the year Resource Pack on page 145 and information from the cards as when that happened. Think of one make enough copies of the card possible. Whenever they say what's important event in your life and set for this activity. (You'll need on the card, they pick it up. At the write the year on the board. one set for every 3 or 4 students). end, the student who managed to Call students' attention to the pick up the most cards during his/ her turn is the winner. example and model the activity with a student using the date you wrote on the board. Give students some time to perform the task. Walk around and help them in case they get stuck. UNIT Wrap up the activity by having students report to the class what GAME What else they have learned about their Are you a good storyteller? Follow your teacher's could you say instructions and find classmates. "That was the moment when. SPEAKING "It was then that. "(Back) in those days a. Write down in this box the dates (just the year will do) of "That was when SPEAKING important things that happened in your personal history. "That was a crucial moment." You need to have at least five dates written GOALS Introduce the topic of the class Activate students' b. Work with a classmate and talk about the events you both remembered Ask about hypothetical previous knowledge scenarios. You may say: A: What happened in 2009? B: That was when moved to this city, Books closed. Write the phrase A: Wow! How was it? "real-life heroes" on the board and That was a crazy time in my life! Back then WEB A: What would have happened if you hadn't come live here? LESSON elicit examples of real-life heroes. Well, guess Books open. Pair up students and SPEAKING allow some time for students to Who are your real-life heroes? Choose one of them and tell a partner discuss the questions. who this person is. what he/she has done. Wrap up the activity by having why he/she is important to you. them report to the class what they have learned about their classmates. RESCUE 46 CNA EXPANSION 2 50 CNA EXPANSION 2