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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. Atividades, exercícios etc. Ana Lucia de Mello Lemos Carriel 2. Estudo e ensino Silva, Sérgio Luis Monteiro da. II. 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 Indices para catálogo Illustrations 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 os 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, recording or otherwise, without the prior permission in writing of the publishers. CNPJ 58.062.779/0001-50 Rua Coronel Oscar Porto, 800 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 listening, and reading skills, supported by activities that specifically focus on linguistic input (grammar, vocabulary, functions, and pronunciation). The book 4 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 for 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 These materials X X are meant to add diversity and to enrich the lessons. 0 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 so that they understand the language to be practiced/used and the context of production. During interaction, you are not expected to interfere, unless students require your help or there is a communication breakdown. Listening The purpose of the listening comprehension activities is to develop students' strategies and techniques to deal with the language in its aural form. It is very important to prepare the students for the different tasks through pre-listening activities such as exploring visual cues, eliciting information related to the topic to be listened to, and making predictions. These will activate their previous knowledge and will help them better perform the task. It is also important to remind students that the objective of the activities is not to understand each and every word, but rather to listen for the information necessary to do the task. Reading The approach to the teaching of reading is similar to that used for the teaching of listening. That is, the main goal of these activities is to develop students' strategies and techniques to deal with the written language. Pre- reading activities such as exploring visual cues and making predictions are crucial to ease the students' way into the text. Bear in mind that the objective of the reading comprehension activities is not to understand each and every word, but rather to find the information necessary to do the tasks that follow the reading passage. Writing The focus of the writing activities is to develop students' abilities to produce texts which they are likely to need in real life. A 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 so that they serve as tools for the speaking, listening, and reading activities. From the start, students should be encouraged to take risks to develop techniques such as guessing and inferring to deal with the new words. Language Awareness These activities are primarily meant to guide students to 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 so that information can be exchanged and the "missing gaps" can be filled. Careful instructions on how to perform these activities should be given so that the information gap element is not ruined - often the activities require that one student should not see his or her partner's card and students understand what conversation is to be carried out. Therefore, some language elicitation and modeling may be required. It is also highly advisable that you spend a few minutes when the activity is over talking to students about what they found difficult as well as finding out if anyone wanted to say something but did not have the necessary language to do 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 UNIT UNIT You won't I'm glad we're back believe this! Do it yourself to school! Communicative goals Communicative goal Communicative goals Talking about past events Talking about do-it-you Discussing priorities Exchanging personal information Talking about possibilities in the renting a house/apartm Talking about strategies and present Talking about things techniques to improve your English Talking about possibilities in the yourself and things you Discussing learning styles past Giving opinions Vocabulary Reviewing language previously dealt House items and the kin with: likes and dislikes, past Telling stories 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 b 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 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 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 fun Should/would/could/might havepage 58 page 90 5 UNIT page 74 7 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 Reading Creating a storyline for a movie 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 An interview with a singer Vocabulary 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 comparisons are going to do an activity to get finishes filling in the chart, check to know each other a little better. their answers with the whole Ask students to fill in the You group. Use this moment so 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 YOU name 1. Your day of the week 2. The kind of music you 3. Your kind of movies 4. Something you love doing on the weekend The best trip you have ever taken 6. Something you would do you had of money 7. Someone you admire Something very nice you dd on your last vacation b. Move around and by to first with 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 so 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 sentences 1. I'm really into 2. Something dream of doing when more in English is travelling 3. This really interested in learning about alroad 4. could suggest something for do in would be 5. classes think our classes would be really we could sing !! 6. learn best when J b. Now share your sentences with your 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 so 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 so on. Ask them to listen and Refer to the reduced page of strategies check the options each speaker the Class Lessons for 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 apply to Compare your answers with a b. Listen to some students how they practice English Check the options they You Raul - When learn new write meaning on my and one or two like to my DO my books and magazines in English When read a first by to understand the general meaning look up a few words think are important in an online conversations in my head to try to practice what have in to watch movies and TV shows English with the Whenever can, to to people in practice the sounds in my head listen to songs in English and check the when don't understand 10 download apps etc.) that help me practice my English 11 use social media to mees people from other countries so that we can in English 12 When check read the English version first, available c. Come up with some more fun ways to practice your English 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 so 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 visual What are the other kinds of learners? b. Take the quiz and find out what your learning style What kind of learner are We experience the world through Try to hear or feel the instructions in your It's for our senses However, you probably mind each give yourself grade to do one of according the grading system we to the others every now It's and Check which kind of can 1. mountain you are can do Highest in group see your bed for probably visual learner see your best face this you GROUP 3. information through your eyes You 4. duck probably the see things 5. the duck swimming down read pictures the of your and Your and new you them future 1. in Group an learner You 2. hear probably information GROUP 2 3. hear voice through your You hearing things and or audo hear your best friends are that you abo 5. your best friend to in your head 6. hear your cell phone ringing During classes probably the than notes Highest in group You 1. probably * kineschetic learner 2. feel yourself in your bed under You probably to information GROUP 3 the blankets your body or You probably to under your touch and be 4. feel cold You to not your fingers your look them 5. because the movement of your computer hand paper helps you keep your fingers typing information you studying something on the Discuss with a classmate what from Activity would each kind of d. Come up with some more fun ways for each kind of learner to practice You may What do you think a visual learner can do to enhance practice of the language? think if he a story using of words he will practice more and will remember the words 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 SPEAKING the pictures These are important inventions Do you know what they are they refer How important are chey? You may A: What's the first A This is What important about probably equal What else could you say may be (about) This could be (about) For all know this must be 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. Picture 2 refers to the invention of Picture 7 refers to the invention of READING Picture 8 refers to the invention of Read through the texts and identify which inventions from Activity they refer to b. What do all have in common? They were all discovered by accident Complete the sentences with the name of the invention was the result of a hunting expedition were by Velcro © Glue were/was invented by an American doctor Super Glue was abandoned for some Super Glue are a form of radiation were the product of a budget Super Glue ® X-rays was invented in were invented in 1895 was invented by a engineer Corn flakes is a combination of foreign words were invented in 1894 X-Rays in 1895 German physicist was performing routine experiment with cathode when he realized that a piece of cardboard lighting up from across the screen had been placed between his cathode and the radiated proving A that particles of light were passing through objects found that images could be produced with the incredible Corn Flakes Super 1894 Harvey in Harry Coover of When Swiss engineer Geroge left some cooked Kodak Laboratories de returned from a wheat to while attended found substance that he hunting trip with his he some important created was realized had in When he he found The substance and his socks looking that the had gone state everything it under a microscope but being on was for observed the "hooks" he decided to continue Then in another stuck burrs fabrics and process by forcing it Coover observed that the After years of through to formed an incredibly strong came up with what we long sheets of dough bond without needing call which is the what he was then that Coover combination of French words found were which he had discovered a use for the (velvet) and and was an maddening success CLASS BOOK 11 CLASS LESSONS 151 UNIT SPEAKING When Dr. Kellogg he Information See page 113 GOALS Gap Activity of the Teacher's found that the wheat had gone 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 What did Dr. Kellogg do first? Talk about past events 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 a with the whole group, ask students Do you know of any other inventions that happened by to compare their answers in pairs. Information Could you live without these Gap Activity Then, ask students to study the How different our lives would be we didn't have conversation in Activity 4c and Which inventions couldn't you live ask the following questions so that they realize how to ask questions and produce negative sentences. LANGUAGE AWARENESS a. Read the Note the underlined phrases and decide which action happened Then complete the The example will help you What happened to the auxiliary When Dr. returned he found that the had gone verb had in the question? When engineer Geroge de Mestral returned from with his he realized How do you produce sentences had stuck to its and in the negative form? One day was in his lab working on microwave when he What would be the short realized bar of chocolate had melted inside his answer to the questions? had to wash his hands before they the To his when back he found had all the except in an area where mold had Elicit/give some more examples if First action Second action necessary. had returned Then, ask students to complete the to for and his socks Swiss engineer hunting trip questions in Activity 4d with the was in 3 his A of chocolate day correct tense of the verbs. Check their answers with the whole group. had neglected to left grown over back Pair students up. Tell students they Bacteria had will take turns to ask and answer questions. If necessary, students b. Check the correct We the Past Perfect (had done) to talk about can refer back to the texts to Grammar check the answers. an action that happened before action in the two actions happened at the same time in the Tips an action that took place another action in the Answers 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 so 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 with a student: I'd had dinner when the soap 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 form the negative and forms of the past perfect student who asked the question Had washed his hands before he ace? No. he hadn't washed which was wouldn't have discovered scores a point. Ask students to d. Complete the sentences with the correct form of the verbs in keep a tally. Set a time limit of 4 or 5 minutes. When time is up, 1 Had com become (become) a popular food when Percy Spencer ask students to add up the points. invented (invent) the microwave oven? had) The student with the highest score is the winner. Had saccharin been (be) in use before Coover discovered (discover) super (Yes had) PRONUNCIATION Had invented (invent) the X-ray before Remsen and Fahlberg came across (come across) he hadn't) (track 03) Had X-rays become (become) a common test when Coover discovered (discover) super (Yes they had) GOALS Take 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 contraction of auxiliary had PRONUNCIATION Practice contractions a. Listen and underline the words that contracted Develop speaking skills 1. already taken a shower when she phoned me. 2. They had decided what to do even before had a chance disagree Books open. Play the recording 3. She had cooked all kinds of delicious dishes when we arrived and ask students to underline never spoken to a native but managed to the words that are contracted communicate very well the first time he went abroad. in the sentences. Ask students 5. planned the trip in details when we finally bought the to compare their answers in pairs and, if necessary, play the Practice saying the sentences with the words recording again. Check their c. Do you have good Follow your teacher's answers with the whole group. instructions to find 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 so 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 Match pictures and sequence of events in the correct order. If necessary, pause 2 2 Newton the recording so that students 3 Archimedes can identify which event is mentioned. You may play the 4 Albert recording once more. Check their answers with the whole group. Charles Darwin Alexander After checking their answers, ask Graham 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 classmate You may say Who do you think the first one be may be Answers What about the second one? Who is could be For all must be Refer to the reduced page of the Class Lessons for answers. LISTENING a. Listen to some facts one the in Activity 7 and answer the This is probably part of a show movie 2. Who is the they are Charles Darwin 3. The is about his trip and his love life. the difficulties faced in We 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 7 He got to and met the missionaries who had brought religion the 8 He arrived Australia, which had been discovered only 48 years He sailed out of Rio de Janeiro Because of the he witnessed Saint He had never 3 seen anything it 1 The Beagle from Davenport He had tried to leave England but the had held him 5 was in when there was an earthquake He had never anything like it before 6 He got the Calapagos Islands in He had time study the 4 He doubled the cape and entered the Bay of Good Success in Tierra del He had been at sea for about three weeks when he landed Porto in Cape c. Can you the sequence of events? SPEAKING Interview your classmates You may say: A Before class had you heard of Charles had Where? At school We had to do a project on his theory of evolution Before this class began Name hear of Charles Darwin read about around the world see a documentary on evolution ever study other famous ever pay a of/much attention to science think about studying 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. 2. It may have happened. It is 5. It may have It's 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, 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 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 It can't have may have must have happened. had been resarded by his parents before he was as one of the most GOALS intelligent men Raise awareness, study Archimedes had just taken his clothes off and when the solution problem him and and practice how to naked on the talk about possibilities Charles hadn't neither intended ever thought about his theory of evolution when he in the past traveled around the world Develop students' had been monk before he became and has of the speaking skills been said Newton had under true to when an apple fell and was the for his laws of Alexander Graham mother had become deaf when Books open. Ask students to order was a which caused profound effect on the the sentences from the most inventor's Me, and him study sounds and the improbable to the most probable. You can refer to modals in the b. Check your answers with a classmate You may say A: The first one have happened know Albert was one of the men present, as students have already What do you think? studied them previously. If they It may have happened think read someching 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 probable board and elicit answers. may have happened must have happened Situation 1: Sue is never late for It could/might have can't have happened work. Nobody saw her yesterday It did not happen at the Someone said she was It can't have happened probably What would you say? It could/might have happened (It can't have happened! She's never may have happened late.) It must have happened 100% happened Situation 2: The alarm went off during the night. Someone said b. They all refer to situations in the 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 what may have happened is the winner. Answers Refer to the reduced page of the Class Lessons for answers. GAME GOALS d. Compare your sencences with a You may say Grammar What may have happened in situation " Practice language The man in the picture must/may/mighs have Tips already learned GAME Add another element Follow your teacher's instructions and have 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 answers in pairs. lawsuits Talk about unusual lawsuits Pair students up again and ask Develop reading Develop listening them to discuss the questions in comprehension comprehension Activity 14c. Set a time limit of 3 strategies 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 so 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. Listen to the story and identify which picture in Activity 13 Check their answers with the best describes it whole group. b. again and decide if the statements are True (T) or (F) Pair students up and ask them to F The man was searching the Internet for discuss the questions in Activity F The woman was looking through a catalog of 15b. Do not answer the questions The boy was running around the at this point, as they will get F The lictle boy tripped over the answers in the next activity. The woman was quite about the incident F The -mailed her Answers c. Talk Take to ask and the questions If you were the would you have done the Refer to the reduced page of If you were the what would you have donet the Class Lessons for What do think about the decision? Have you ever considered suing someone or some company? READING Blame on the a. Read about these other cases First, choose an He's learned his appropriate title to each one Then fill in the blanks Going mental with the words in the Kicked out, locked but I'm still while although that however 1 Title: kicked out, locked in but still Wilma Heart had been through serious financial which made her lose her home foreclosure As she didn't have a house was forced to move her belongings DO a storage One night she was inside her unit looking for something when the yard manager found the door to her unit ajar and locked She denied that she was sleeping she did not for help or on the door someone could let her out 2. she 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 She said survived on food she had in the (to be concinued) 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! Blame on the mower Pete and Carmen Ripley lost their 4-year-old son in tragic accident While the was in licensed daycare Investigations showed the accident was clearly the result of the daycare providers had left the child The providers were clearly deserving of being when the Ripley's discovered the daycare only had $100,000 in they dropped the case against them (to be continued) Title: Going mental Cynthia was riding in a car driven by her 70 year-old in law when they crashed into the Connecticut River and her son-in in law sank with the car passers by present at the accident site called Shortly arrived and her out Although the rescue workers acted to save she suffered brain damage from her near drowning (to be concinued) Title: He's learned his Dean the early age of had already made over 51 million in the stock However the fed made him pay all claimed he had gained his profes using When all this was in the baseball team but after his fraud case he was no longer allowed to participate in sports activities (to be b. What do you think these people must have information done? Who do you think they 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 so 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 Practice and develop students' speaking skills SPEAKING a. Look the 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. Pur the speech bubbles the correct order to form a 3 A woman came screaming don't Someone should from the bathroom. want to you 1 clean this they could and your restaurant It's been since have to pay you took me out to 13,000 in Possible explanation: She nice to the young excited must have seen a cockroach. 2 And up with you Take that lady just you're always fell hanging out with You and your When time is up, ask pairs to report your are going to pay for their explanations. The pair with most explanations in each round is Work with a classmate to come up with the details of the compare your with another the winner. Use the last sentence as d. Discuss the following questions a link to the next activity. Suggested sentences: 1. How fair was the Do you agree with it? Why/Why not A woman came screaming from the bathroom. 2. Would the consequences of the situation be similar in your country? how! A man slept on a bench in a square. 3. A woman was running down the Would you do the same if you in the same street. GAME WEB A couple was taken to prison. Follow your teacher's instructions and have 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 stories? When? Where? Can you name some good (track 08) What makes them good! LISTENING Kristin got stuck in the GOALS a. Listen to Kristin's story and number were sent in to the the sentences in the correct order Expose student to a 3 Kristin did some exercises in the sample of a story called a friend Organize a sequence Discuss the questions with a classmate Kristin decided not to go to school of events Kristin realized the had done the wrong Develop listening 1 is there anything that Kristin into the kiddy's comprehension might have done to get Kristin pulled her backpack over to the strategies went to the 2 If you were Kriscin's parents, what would you 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 some of the possible explanations We had a we made popcom and sat down DO watch the movie in the dark, of course and write them on the board. Tell So a friend from had the brilliant idea of making a board so that she could to students they will listen to the contact recording and should check if any In the some kids play around with an of their predictions match what said needed some kind of proof "Something moving maybe like the basketball in the is said in the recording. Play the One Friday night some years had truly scary experience recording once and have students The basketball jumped almost a meter the and bounced back onto the check their predictions. Check their What kind of story is answers with the whole group. b. Discuss questions What # 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 your version of the matches the real one will play tic-tac-toe. Refer to the On a Friday some years had truly scary experience Some friends and had rented out a scary DVD Resource Pack on page 144 in the that night because was We wanted to stay in rather We made and down to the movie in the of Teacher's Pack and make copies of the some kids play around with board wooden board with numbers and the tic-tac-toe grid. Put students in some symbols on People glass on the board and join to try in with or other kinds of Obviously in the the game works Some people believe in these games others are pretty pairs and hand out a copy of the used to be night the from had the brillant grid to each pair. idea of making a board to contact a She made one out of some and we sac around trying scare each other OF nothing happened No one was really seriously And Tell students they should choose around 2 mou of my friends went home Dawn stayed help me clean We got to talking about ghoses and we believed in any of this stuff 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 don't sentences using the language something moving like the in the should be able so make the As said that the almost the and bounced studied in the unit to explain it. back onto the For example: Dawn and half scared to took off We jumped into my car and drove to her where we spent the of the night in the we went back DO my house was exactly as we had left it. When opened the door the basketball in the no longer live in Situation 1: A man had a meal d. the objectives of each paragraph to the paragraphs in the and left the restaurant without 4 Description of how people felt or their 1 Setting the scene where what, etc) paying. reactions after the main Possible explanation: The 2 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. Find in the of in which an action happened while another was in progress Tell one of these stories to your Spend two actions happened at the If the sentence produced is one suggested in Activity same time in the coherent and appropriate the organizing your ideas to tell your story an action finished before action in the past. group scores a point and gets A A the position. The objective of the your childhood your where you live now your job game is to get three positions in a something strange you someone from your family row, either horizontally, vertically you had well-known holiday party sports or diagonally. The first group to your school driving get that will be the winner. WEB GAME Follow your and have 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, When they are done, have them summarizing and 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 so on. skills development related to each You won't believe this! FEEDBACK TIME Think about your learning process. Complete the chart and need more Ican do it check the best practice get by well very well Talking about past events Talking about possibilities in the present Talking about possibilities in the past Giving opinions CLASS BOOK I 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 handy person? over this and check to garden everything you hang picture on the hole on the wall change light bulb install a home cheater together an unassembled piece of furniture format your computer and the software replace door cook whole meal build # (includes the wood) change tire replace the in car power tools (power drill electric for your install or a power plug fix your plumbing make simple repairs in electrical appliances install a TV in a wall mount (includes the wall mount on the wall) paint up a home computer network 24 28 CNA EXPANSION 2Do it yourself! b. Check your results and compare them with your classmates in small 16 checks or more Do it yourself seems to be your You can pretty much build your own house if you put your mind to 11 to 15 Boy. you are 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 but when something more complex comes along you need professional 0 to 5 ticks: You probably shouldn't live alone c. Discuss these questions 1. important to have these skills? Why do you think 2. Do you agree with your Why/Why not 3. When someshing breaks do you cry to fix it CLASS BOOK 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 lot of stuff that needs maintenance in home Connect the with the kind of maintenance 1. conditioner 8. rain gutters and down 2. electric shower 9. roof 3. fridge and freezer 10.chimney 4. light furniture in general 12.bicycles 6. wooden floor and windows 13.musical instruments 7. security alarm and smoke detectors 14.computers checking pressure, replacing brake chain replacing strings applicable) fixing cracks and holes sweeping 4 changing wiring or light buib replacing loose and sealing cracks, polishing replacing the sealing cracks and loose handles and locks removing leaves cleaning and replacing old focures cleaning updating checking for and cleaning up viruses repairing replacing tiles defrosting and replacing the door gasket b. Discuss these questions 1. Which of these have you done? Was 2. Which of these would you do 26 CNA 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 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 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 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 Come up a list of the top five items you would Then compare it to your activity by having each pair tell the group whether they'd make good roommates or not. Decuss these questions What do you look for in a house or in an apartment? Discuss your with a partner Could you and your partner be LANGUAGE AWARENESS walls a. Herbert college next Place the words kitchen plumbing in the gaps to complete the letter he his Mom floors glass windows Dear Mom. am writing just to say everything fine here although am having some trouble an Most of the places have are There was great one close to the downtown but the carpet needed cleaning smelled really bad think someone had left the window open and had on There was even dark stain it just like too much work in the beginning found great place near work but the plumbing needed to be repaired When you turned the on the water come out Disgusting The place think am actually going to rent is located near the park, but the need don't mind pointing and there are only a few rooms just happy don't need to be (they had some wood specialists in last week) When you look you can your reflection They did a great job Some windows might need replacing but it's not There a no coming and mind they little cracked Hope you can visit soon There isn't much but well 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 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 so 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 c. Check the possible structures to describe a problem in a house something needs doing something needs do something needs DO be done d. Make some suggestions to solve all the problems above What else could you say For example Problem: The glass windows need to be The house needs to be painted He could call glass repair he The floors need could buy the glass and replace The grass needs to be LISTENING a. Listen and guess what the problem Number the piccures in the correct order 3 5 - 2 b. Using the words from the speak about the problems burned out You may say broken leaking A The needs fixing. What's the problem? repair The motor is burned out replace going to cost # bit to get 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 so 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 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 so 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 yoursell! SPEAKING SPEAKING List five things that are not working your house your classmates for advice You may The shower is needs replacing GOAL You should to a repair shop be cheaper than buying a new one Introduce the topic for the class and activate students' 4 previous knowledge SPEAKING Books open. Refer to the title of 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 means. Were you proud of it when it was done! What do you consider your greatest accomplishment? Why Pair up students and give them some time to discuss the LISTENING Tyler had an accident and now his wife is mad him Listen and answer the questions questions. 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? Because his doesn't He was the know how use power interesting things they have was building 2 What happened? learned about each other. c. He was hanging a picture Because he wanted to cut on the wall build the crib by b. He fell and hurt his without help He hurt his back Because he is stubborn b. Now listen again and write down the parts that help you justify your 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 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 as or she is out of the game. The game 1. The person doing the the person by this goes on until there's only a single 2. The person - about doing something without any help from other people student still playing in each group. When all groups are done, ask 1 myself Do have Band each group to read their list of 1 don't want you to hurt verbs to the class. 2 OK, do 2 because wanted to do You're not doing anything by yourself b. Complete this chart of pronouns When you come with an for each Information See page 115 Gap Activity of the Teacher's Pack for instructions. YOU yourself IT WE PLURAL YOU yourselves THEY GAME information Grammar Not many actions can be who's got the best Gap Activity Follow your teacher's instructions Tips myself once playing with myself agree Maybe 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 so 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 R yourself! GOAL Write the verbs you will They cannot be Introduce the topic for the class and activate students' previous knowledge SPEAKING It's time to cell some fun Talk to your classmates about the Books open. Go over the list of words in the first question and Things you've done by yourself. Things you're afraid 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 questions Which of these ten have you hired/gone If you had to choose five services from this list to do yourself, what would they be? How much do you/your family spend month on services? LISTENING a. Listen to this interior designer and write True (1) or False (F) You can have old furnicure One of his recently had her recovered Another client had his apartment painted in a summer color He had new plants placed strategically around the apartment. His client had some new lights His client replaced the floor 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 sample sentences for all the items groups and give them some in Activity 2. 2 UNIT b. What kind of remodeling would you to have done at your house or apartment? Talk to a classmate about some of your ideas Example: would like have all the pictures in our house changed Why? Some suggested to They cheesy My mother has the taste in change the to paint the decorations house to conditioning What would you put in their change the remodel the Rd have photos hung in every a bach to new Sounds classy. refurrish the living to the ID recover the LANGUAFE AWARENESS change the a. Study these examples and the had my place painted We had our house decorated by a professional My car is making a strange have it looked at have an appointment with my need to have my done We need to have this roof There's a nasty leak right over the I've just had my tuned It sounds What did all sentences have in These people are talking about They all about home maintenance actions they did (or will do) They all have the structure have services they paid (or will pay) object participle of a b. Check the of activities in Activity 2 above and write at least three examples of things you done SPEAKING Grammar Discuss these questions Tips Do you have your car washed or do you wash it Do you usually things your or do you have things Do you have the house cleaned or do you clean it What do you do What do you have done? 32 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 yoursell! READING a. Read the adapted entry on the popular American TV show Extreme Makeover and decide whether the statements are True (1) or (F) Extreme Home Edition debuted in Extreme was a program 2003 on American The aim of the from the ABC television network which began reality show to knock down and rebuild airing in but was canceled in when a family's house within 7 days. The idea is to the Home and many similar build a house that the family's and became much more seems people fulfills some of their are less worried about the way they look, and more concerned about their house looking stylish and The TV show Ty Pennington, leach a team of architects and builders who include locals from the winning family's in The family has no involvement in what the demolishing the old place and rebuilding the new house will look dream The is off on a day while has the house Ty is directly involved in destroying the has landscaping has plans for each room family's house himself drawn up by different and gets The people involved in the project are not all furniture and decorations from a specialists in building or large number of stores and manufacturers Ty always claims a usually a for his The architects all work together on all special project. He gets the room blocked off so no one can enter and the final project is only special project is inaccessible until the revealed at the end of the show moments of the TV 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 Not only their wardrobe renewed was not covered by do they have plastic surgery but they the 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 Would you have your house or by people you don't could you say ? Would you have plastic surgery Why/Why Would you have Would you have your hairstyle designed by someone plastic surgery done! Would you get plastic Would you your wardrobe renewed by someone 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 your classmates to find how often they have these things done You may How often do you have your done? Once in a Would you once a maybe twice a month How often do you Never Once often have your nails done have your hair your clothes dry get pizza delivered to your house get the car get your computer serviced have your have cloches professional photographs taken READING a. Which professional are they talking Number these comments according the ads 1 used to be so scressed before found Every time we had a birthday or another event was a nightmare Weeks before the party would start worrying about the food and then during the party ges worried that couldn't even Now can get everything done for me and actually enjoy myself 4 a real Mesaver My husband and are both very and he makes me wait for weeks when ask him to do the simplest no This simple way those jobs done around the house 3 She simply fell from Shopping used to be such a nightmare for dreaded so much that kept putting it Now just don't worry anymore get all these amazing and accessories picked out for me and don't have go through the of shopping which 2 can't imagine without them You my mother is an if les her she will simply fill up the house with useless Now once a month take her out to a lunch while she gets all her stuff and organized and the trash 34 EXPANSION 2 38 CNA EXPANSION 2Do it yourself! Information See page 116 Gap Activity of the Teacher's Pack for 4 instructions. Do you yourself! 2 CLARA CLAYTON 1 TASTY-DELI professional organizer service Full service packages for weddings birthdays corporate events Personal and professional home organizing and and Solutions TO GET ORGANIZED 554.338.6795 3 GLORIA STONE HIRE A HUSBAND handyman services carpentry repairs and doors and windows We turn do" imo done. personal stylist and image consultant Shopping SMART was never EASIER run around so you don't have b. Discuss these questions What do all ads have in commont What's your opinion about the services they What could each of these professionals do for you! Gap Activity Which one(s) would you CLASS BOOK I 35 CLASS LESSONS 392 UNIT 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 GOAL what they must do. 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 B and C. Get feedback. Review any mistakes. 2 UNIT GAME SPEAKING List three things you do well Which of them could be offered to someone as kind of How much would you ask for GOAL Wrap up the class in a fun way b. time to # business Come up with a catchy name for what you do there isn't one) and put nice ad Follow your instructions time for you find yourself a Walk around the class and offer your services Bring to class all materials for craftsmanship you have available: SPEAKING cardboard, glue, plastic bottles, Follow your instructions and carry out this and so on. Student A You are a party organizer You need to come up with solutions to your problems their wedding Books closed. Tell students they'll Example: have to create something (a toy Student We have a huge The appetizers need to be prepared or a gift, for instance) with the Student A: Relax, no problem have them prepared right materials you provided, and they Student Thanks have to do it fast. Give the students 5 minutes to not done Student You and Student have hired a party organizer (Student A) to care of the details of your The party is produce their objects and make mother not to the tomorrow and you have of problems to Ask the organizer prepared for to the following problems Take with Student them stop as soon as time is up. ID be adjusted Example: long) done yes Display all the objects produced done yes Student but we have a My mails need to be and have a vote on the best one. not arranged What can foor 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 The party is not scheduled yes other than the one they produced. and you have of problems to solve. Ask the organizer not organized for solutions to the following Take with Student not Give them some time to swap Example: decorations not bought yes their objects in cocktail format. Cars The need cars dirty Student C: Excuse but we have a The can need not paid for What can we the wrong color (change) GAME This the challenge Follow your and have 36 CNA EXPANSION 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 so on. Do you yourself! FEEDBACK TIME Think about your learning Complete the chart and need more do do check the best get by very 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 I 37 CLASS LESSONS 41UNIT SPEAKING Pictures counter clock wise from Communicative goals the top: Talking about important GOALS painting based on the 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 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 Can you What was say about each What their significance? Why important to know these things? 38 2 42 CNA EXPANSION 2Turning points LISTENING a college professor in a class about WWII. Play the audio so 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. these questions What do you know about Are you curious about Why were people fighting? What have we learned from b. Listen to part of History class (3) and these questions 1. What is this class about? 2. Which of these is true according The hiscory of Germany to the World War # The turning point in the c. The Soviet Union war had already happened by the end of The entrance of the USA the war was the decisive factor to the c. The English and won the 3. What was one of the causes Second World War by themselves of Germany's They underestimated the armies of the They made a non agression with the Soviet Union They were not prepared for the CLASS BOOK 39 CLASS LESSONS 43UNIT LANGUAGE AWARENESS Move on to Activity 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 UNIT LANGUAGE AWARENESS a. These sentences detail of two or more past For each highlight the event that happened 1 end of the fate of had already been sealed 2 had already suffered a less but crucial by the time the joined the allies in the 3 After the Nazi attacked they realized the defense had been well planned soon the Russian wincer became obvious the Germans had not prepared themselves to fight in those conditions of the Soviet Union England had been the only and against had already realized he going to declared war against she USA b. Each of these sentences has a connector to help establish the between the two Circle these connectors c. What the verb tense in all the highlighted segments of sentences? Past Perfect Information d. Form similar statements to the ones in Activity 3a using the information Gap below Use the verb cense and connectors to show what happened The Cermans left By the time the allies reached the concentration The allies reached the concentration camps camps the Germans had already " USA and USSR established USA and USSR had already established themselves themselves as the new world powers WWII ended as the new world powers before WWII ended event: The Germans lost the war When the allies the beaches of Normandy 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 so 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 Turning points century has been so 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 making with your You may When pre-school had already been invented Check when scarted my English You Tube had already WEB been SPEAKING Discuss these questions Would you to change Why? What events would you What might the consequences 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 a. Listen to Nate and Helen's conversation and check all they by asking volunteers to read their importance of learning about science versions of each sentence. the importance of knowing about our History chings that might have happened in the Middle Ages Answers that could have happened during the Cold different pachs humanity could have Refer to the reduced page of the future the Class Lessons for answers. what could have happened in the History b. Debate these statements in small Feel free to agree or disagree with them Studying and learning new things is School is You can anything you want on the Science is fundamental for the success of our global LANGUAGE AWARENESS a. Study these fragments from the conversation in Activity 6 and answer questions that talked about the weeks would have done much better in my History the USA or the Union single nuclear during the would have started the Third World Life as know could have been never developed we might never have settled in one place Cities probably wouldn't have and we would never have become 1. The described in these sentences are real (they already hypothetical/imaginary 2. These sentences describe an hypochetic version possible future that could an alternative present that of the OF could not depends on 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 can't believe we lost the had sure could have were start studying for our next The ceremony would have been a disaster hadn't rented that portable If this promotion I'm finally going to ask Marion to marry me. I'm sorry wasn't you had told me you were wouldn't have gone to had the Soviet they would have won b. over the sentences again and choose words from 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 we use this structure Condition Consequence would have perfect could have verb (participle) might have c. Complete these sentences Suggested answers 1. could have won the 2014 World Cup if they had played better 2. had lived 100 years Id have been stressed 3. If Facebook hadn't been invented I wouldn't have met my high school friends Grammar information Tips Gap Activity 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 so 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 Follow your teacher's instructions and peer into your partner's desciny Expose students to You may say the language they'll missed the bus this you hadn't missed the you could have died WEB work on during this How class A The bus been involved in an SPEAKING Books closed. Ask students if Discuss questions they know how their parents got together. For married students, ask What was the decision you made? how they first got together with Why did you do their spouses. you had a chance to do again, would you change Play the audio for students to listen and answer the questions. Give them a moment to compare their answers and then correct the LISTENING a. Listen to a family and answer these activity with the whole group. Move on to 10b and give What are they talking about? The father is telling the bids 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 discussion to the whole group. They mes at If had stayed in that job, his career would have been affected They only met because he quit the job he Answers He asked her she said came up a Refer to the reduced page of friend was it. but even if he wouldn't have the Class Lessons for answers. made much difference 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 3. What would you have done in their place? VOCABULARY a. Study these fragments from the conversation Each sentence has an expression that helps you cell a story. just upon a time" in Underline these expressions 1. that time was working and wasn't really happy 2. back then was a different because leaving that job really was turning point in my moment realized it was going DO be something "He was but in the end he was cool about b. Time to tell a Tell a an important "chapter" of your We Try to use all the words you highlighted above 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 Follow your teacher's you instructions and find classmates. the moment when SPEAKING was then that in those a. Write down in this box the the year will do) of when SPEAKING important things that happened in your personal history was a crucial You need to have at least five dates written down GOALS Introduce the topic of the class Activate students' b. Work with and talk about the events you both remembered Ask about hypothetical previous knowledge You may A What happened in That was when moved to this city Books closed. Write the phrase Wow! How was "real-life heroes" on the board and That was crazy time in my Back then WEB A What would have happened if you hadn't come live elicit examples of real-life heroes. guess Books open. Pair up students and SPEAKING allow some time for students to Who are your We heroes? Choose one of them and a partner discuss the questions. who this person is what he/she has Wrap up the activity by having why he/she is important you them report to the class what they have learned about their classmates. RESCUE 46 CNA EXPANSION 50 CNA EXPANSION 2