Metin -TEACHERS pack Senior Writers ‘Maria Rita Cora Vieira Sérgio Luis Monteito da Siva Director of education ‘Marcelo Augustus de Souza Barros Managing Editor Carina Nogueira Cerboncini Assistant Editor ‘Ara Paula Guerra Gil dicorial Assistants ‘Ana Carolina Albuquerque de Lima wsGmn oentiois 2 Ft Dados Internacionais de catalogacao na Publicagao (c1P) (Cimara Brasileira do Livro, SP, Brasil) Barbara Commi Lemmas So'piute’s eéttors ow, ole Danielle Carvalho Proofreaders ‘Ana Lucia de Mello Lemos Carrie Elcio Camilo Alves de Souza Enrique Luis Melone Leticia Casavella Series Design Design Divertido IMusteations 110002 2020.7, llustra Cartoon Indices pera catdioge aistenttices Photographe 1. tnglde + Retode @ aneine 420.7 Shutterstock Thinkstock ‘Audio Production Spectrum Estudio Printing Supervisor ‘Arthur Costa de Souza For CNA Essentials 2 every effort has been made wo trace all the copyright holders, but ifany have been inadvertently ‘overlooked. the publishers will be pleased to make the necessary Inglés Definitivo amendments at the frst opportunity. ‘Alright teserved, No parc ofthis book may be reproduced, © Copyright Editora CNA - 2014 stored ina retrieval system, or ransmited in any form or by Todosos direitos reservados & any means electronic mechanical photocopying. recording, Edltora CNA Cultural Norte Americano S/A, or otherwise, without the prior permission in wring oF the CNP n*$8062.779/0001-50 publishers Rua Coronel Oscar Porto 800 - Paraiso (4003-004 Sio Paulo/SP Iscedition — 1s prine wrwwscnacombr Printed by Pancrom. SCOOSCCHSOHSOHSHOSCEHOOCECCECECCECECECESOOHCOGO €oe a se . S ~ PODPFIIIIFIIIPIIIIIII III IIIIPAIDIDD (CNA ESSENTIALS is a two-level English course for basic leamers. The aim of che course iso make English enjoyable and tension free. iis intended as a practical and natural approach to teaching English to basic learners and emphasizes the listening and speaking sil CNA ESSENTIALS 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 isa 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), Aview 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 (ie. students, teacher, materials, context) and therefore that students are co- responsible for their learning (Vygotsky, 1978). ‘A view of culture that not only encourages students to bring to class their cultural background and share ic 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 che teaching/leaming 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 hat teachers play a key role in the success of the teaching/leaming 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 availabe. cass Lessons | 3‘Student's Learning Pack ‘Teacher's Pack Class Lessons Class Lessons ‘Audio Files (online) ‘Audio Files (CD) Activity Book Activity Book Information Gap Activities Information Gap Activities Grammar Tips Further Practice Web Lessons Grammar Tips CNA NET Resource Pack Class Lessons ‘The Class Lessons are made up of eight lessons ‘which mainly focus on the development of speaking, listening, and reading skill, supported by activities that specifically focus on linguistic input (grammar, ‘vocabulary, functions, and pronunciation). The book starts witha special unit ~ the Starter Unit - which wil provide students with useful language to be used throughout the course. Units 4 and 8 are dedicared {0 review material studied in the previous units. D 41 cnressenriars 2 ‘Audio Scripe eeeeeececeeceececeeeceeececececececccec erie99399990990 999009099999999999990999 Activity Book © The Activity Book offers students stimulating and varied practice of the material studied in class. Grammar Tips Each unit has a sec of grammar tips with more detailed explanations ofthe grammar items studied in the unit. Activities and their answer keys are also available for those students who want extra practice. Teacher's Pack The Teacher's Pack contains detailed suggestions © Mow ro teach the course, answer keys to the class lessons activities, transcripts of the listening. comprehension activities, and reduced pages of the Cass Lessons Further Practice ses wea ie ore marcia row eee eee acres anes shouldbe worked withiftime is avalable Resource Pack Flashcards, cue cards, and supplementary materials are available in the Resource Pack. These materials are meant to add diversity to and enrich the lessons. Web Lessons ‘The Web Lessons are online activities which provide students with further practice of the contents studied in class ———E cLassLessons | 5CNA ESSENTIALS 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 opportunites to practice the new language items in context. ‘The activities encompass both more controlled and freer practice. Before students start interacting, your job isto 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 isa communication breakdown, Listening ‘The purpose of the listening comprehension activites is to develop students’ strategies and techniques to deal ‘with the language in its aural form. cis very important to prepare the students for the different tasks through pre-lstening activites 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 cher better perform the task. tis also important to remind students that the objective ofthe 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 reaching of reading is similar to that used for the teaching of lscening, That is, the main goal ofthese activites is ro develop students’ strategies and techniques to deal with the written language. Pre- reading activities such as exploring visual cues and making predictions are crucial to ease the students’ way into the text. Bear in mind that the objective ofthe reading comprehension activities is not to understand each and every word, but rather to find the information necessary to do the tasks that follow the reading passage. Writing The focus of the writing activities is wo develop students’ abilities to produce texts which they are likely co need in rea life. A processed-oriented approach which aims at valuing not only students final product but also reflecting on the process of production ofthe texts is used. Vocabulary ‘The focus ofthese activities is ro expand students’ lexical repertoire. Activities in this section lead students co use the words in context so thar they serve as cools for the speaking, listening, and reading activites. From the stare, students should be encouraged to take rsks to develop techniques such as guessing and inferring to deal with the new words. Language Awareness These activities are primarily meant to guide students to realizing how the target language works. Students are stimulated to build hypotheses on how the language works and then experiment with them. As a result, the Activities are not only meant ro develop students’ understanding of the way the language works, but also to increase their critical and autonomous thinking skil D6 | cusessentars2 SOCOOSCOHSSSHOHOCOCOOCHCCOCOCCECECCECOCELCESOOOCSS1999939000090 0009909990999999099990999993: Pronunciation The main goal ofthese activities isto 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 i that, by working on them, students’ speech will become more natural. Game Games provide students with nacural opportunities for using language for real purposes as well as for enjoyment, Your job during these actives is to guarantee that students understand the rules ofthe game and the language co be practiced used, You should also keep control of the situation, especially if it involves groups cr 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 partners card ~ and students understand what conversation isto be carried out. Therefore, some language elicitation and modeling may be required. itis also highly advisable that you spend a few minutes when the activity is over talking Co students about what they found difficult as wel as finding our ifanyone wanted to say something but did not have the necessary language to do so. This may also be a good moment to go through mistakes students may have made and carry out remedial work. Feedback Time ‘The focus of the Feedback Time isto give students the opportunity to recapitulate the contents studied. Students should be encouraged co go through the unit and produce samples of the material studied and carry outa 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 ese could you say? boxes offer students different language components to express the same communicative functions. Students thus expand and diversify their communicative repertoire. tis important to show students that they can say che 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 che target language in che activity, you may decide to explore the ones in the corresponding What else could you say? box. These boxes are useful too when there’ a litle extra time and you think students would benefit from further practice Did you know..? The Did you know...? boxes occur in different parts of the material with the aim of broadening students’ knowledge of the language or their English-speaking world. These boxes provide them with information related to the theme of che units. Ic isimportane that you go through the information in them with students and give more examples ifnecessary. ciass.essons | 7Getting started! ‘Communicative goals + Review of the main language items of CNA Essentials 1 Vocabulary “Review of the main language items of CNA Essentials 1 I It’s a lovely house! ‘Communicative goals Talking bout where peopl ive ‘Talking about what houses re like aking bout favoriceplacesin a house Taking about what you like and ise «Asking for information fo ent 3 f house or an apartment Language awareness Compound adjecves Verbs + ing Pronunciation + Main stress of ew words such askiechen Vocabulary «Pans ofthe house Furrture What does your father do? ‘Communicative goals -Talling about what people do “Talking about where people wore Saying how you ike your work! school Describing what people do Taking about what people want rocointhe future Language awareness UKE versus KES "00 venus DOES Pronunciation «main es of new words uch, asplurber Vocabulary + Occupations Putting it all together. ‘Communicative goals ‘Review of Unite 1 £03 Vocabulary * Review of che main language items already studied What's a typical day like? ‘Communicative goals + Talking about daly routines *Taling about weekend activities ‘Taking bout how often you do something + Talking about healhy habits and reeyeing “Talking about your family members Language awareness “He WORKS. versus DOES he WoRK? Pronunciation Rising and fain intonation in questions Vocabulary + Adverbs of frequency + Everyday aches Healthy habits and ecycing ® CCC ¢€ € (eee eee eee eee eee eeeDOOO OH OCODODOOOO OO OOOO O OO = = = = = = = - = - - a What are you doing tonight? ‘Communicative goals + Talking about fee time activities + Talking about how often people do things + Talking about kinds of movies Taking about furure arrangements slnviing people to R010 the Language awareness + Position of adverbs of frequency +The Present Continuous Tense forthe furure Pronunciation ‘Main ses in sentences =Main sess ofnew words sch ascomedy Vocabulary Fre time actives Kinds of movies © Putting it all together. ‘Communicative goals Review of Units 5 (07 Vocabulary «Review ofthe main language items already studied © How do | get there? ‘Communicative goals Talking about the exstence of places Taleng bout the location of places + Asking for and giving rections ‘Taking about favorite placesin “Talking about how you get youd +Giving commands and “Taking about cycing Language awareness The imperative Vocabulary Directions *Exprestions to indicate postion +Collocations| © Further Practice Information Gap Activities Grammar Tips. Resource Pack... Activity Book .. Audio Script. It looks yummy! ‘Communicative goals Talking about eating habits + Talking about the ingredients you need to makea recipe Going grocery shopping “Taking bout your favorite food + Ordering a meal ata restaurant Language awareness = Countable vers uncountable HOW MUCH versus HOW MANY “SOME versus ANY Pronunciation Pronunciation paterns of new words such a ish and apple Main svessin sentences * Contracted form of words Vocabulary “Food Grocery products *Coneainerssay hello to one another. f there Communicative goals are new stucents, ask chem to + Review language presented incroduce themselves and have and studied in CNA them meee thei classmates. You Essentials 1 g may say + Get to know students + Talkabout how students learn = their learning styles and preferences E+ Encourage interaction, + Look at a new student and ask cooperation, and development of oral skills Hell, guys. Welcome to our group, ‘Mymname’s and fm your teacher What’ your name? ‘As he/she answers, encourage all students £0 say in unison: + Books closed, Before you stare your frst class introduce yourself and MM —— welcome students f they have been your students previoush, “This will warm up the cass and geet them warmly and have them students wil fel comfortable co SPEAKING ° Es Gena mre nem came + Books closed, Photocopy the cards Se available in the Resource Pack. page 139, Getong to know your classmates. + Hand them out and have students complete the table with information aboue themselves J except their names). + comect ards shuffle them, and hand them out, Students should~[ move around the room asking / and answering the corresponding questions, The ainr's ta find the students who wrote the information they have on thet slips. When they do they should write down-the persons name and stop looking. + When students are done they should introduce their classmates tw the rest of the clase. ) 10 | cuaessenriats2 COCCHOOHOOOHSHOOHOOHOOHOHOHOOCOCHOOOCOOCOOOCOOLOLCOECEPTIITIIIIIIIFDIIIIIIIIIIIIDID + Books open Students should work should follow the instructions on in pais Tell them to use markers the squares. When they stop at (coins offferent values, beans, a square marked Your question, ‘or small plastic objects) and put they should ask their classmate a them on START. question of their choice. + Students should take turns and + Each correct answer is worth one rey point. At the end of the gare, the They get ai player withthe most points wins. onbug dood 4 “fdly ? 2 17 Po a a GS IE nS ctasstessons | 1 @ A° LISTENING + Books open. Ask students to work ‘SPEAKING in pairs Tell chem to read the et cpsions proved forthe hep @ | convonaconssothey rows @ to listen for + Play the audio once and ask students to do the activity. Check answers with the whole cass. + IFnecessary, you may play the audio again and go over the Conversations with the whole class. Cry + Books closed. Photocopy the cards available in the Resource Pack pages 140 and 141, Conversation Slips Land Conversation sips Depending on your students) proficiency level and the amount of time available, you may hand. ‘out both conversations or just Conversation sips 1, pomm + Divide students into pairs and hand out a set of cards co each Pair. Tel students they should Lnscramble the conversations appropriately and then practice erent orhote them. —m + Move around the room and help if inter necessary, When students are done, invite ewo pairs to present the conversations to the whole cass _ GAME fore *% + Books closed, Photocopy the cards available in the Resource Pack ages 142 to 145, Memory game 1 and Memory game 2. Depending, ‘on your students’ proficiency level and on the time available, you may want 10 use Memory game 1 (or Memory game 2 POPSHOSOOHSOSHOHSOSOHSCOOCOCSCECCOCCCCCCECCE CEE €CDPODPIPIIPIAIIPIIPOIIIIIDIAAIIIIAIAIIPIIDAIIIDD + Divide students into groups of three and hand out a set of cards to each group, Explain to them how to play the game. ‘Memory game 1 deals with places in town so the aim isto find the picture ofa place and the corresponding definition. Memory game 2s about action verbs in the present continuous form, They have to find a picture and the corresponding sentence and put them together. + Tal students o place all che cards fon the floor. The cards should be facing down, The firs player flip over two cards and says out loud what is on the cards. itis match, the student keeps the cards and scores a point. Otherwise, he/ she should fip the cards back over and keep them in the same place. + Move around the room and help students if necessary. The student with the most matches at the end of the game wins SPEAKING ° ee (Books dost See this isthe frst \ activity aimed a raising awareness of studer ing proc you should prowdeesiple explanation. Say: How do we learn? Lets tink about it. + Books open. Go over the questions _/Fiow many of you like to lean and options available and help /“ int students understand them. Ask | In pars? them to check what applies \__ in groupst themseves. How many of you learn best + Dwvide sudentsinco pairs and when you can se pictures and have them exchange their ‘stations? Answers concerning their learning preferences and styles. Move around the room and help them if necessary This will provide you with valuable information not only to help prepare your classes, but also on how to handle your students + When students are done, go over different learning styles. the possibilities offered and write the results on the board. You may sy: Geena nt oh if ciasstessons | 13 @Communicative goals + Talking about what people do ‘+ Talking about where people ‘work/go to schoo} + Saying how you like your £ work/school + Describing what people do + Talking abour what people want to do in the future ) 14| cuaessenrais2 VOCABULARY + Books closed. Contextualze the beginning of the cass by asking questions related co students’ ceccupations. You may say lima teacher. How about yout What do you do? Are you a teacher too? + Help students answer the questions by relying on their previous knowledge. Do this routine with two or three students at first, the ones you feel may know how to say what their ‘occupations are + Books open. IFnecessary, explore the pictures so that students can understand the new words, + Ask students to do the activi, Allow them about cwo minutes. ‘Move around the room and help them if necessary. + When students are done, move on 0 Activity 2. Dont check answers at this moment since theyll be checked in Activity 3, SOCSSSOSCOOCOOCEOROOCSORSOOCCCCOCCCCECCE CEES CDOIPDIIIIIIAIIIIIIIIIIIIIIDIIAIIIVIIIIID PRONUNCIATION SPEAKING + Draw students’ attention co the ‘example in their books. Model the Dek As conversation and show them how to disagree with their classmates + Allow students about five minutes. Walk around the room ta check their performances. + Check answers with the whole class + Books open. Have students ‘exchange partners from the + Books open. Divide students into previous activity and check paits. Ack them to look at the answers to Activity 1 ‘words in Activity 1 and mark the stressed syllable in each one. Draw students’ arcention to the ‘compound words such as fashion stylist for example, in which chey should underline a syllable in each ‘word (fashion stylist). + Carry out some chorus repetition first and then play che audio. ‘Check answers with the whole class, + If necessary have students repeat the words they have most difficuley with. You may play the audio again if you think some scudents sil need some more practice ciasstessons | 15students what they think. ‘Ask students £0 work in pairs and go over the whole list of ‘occupations provided in Activity 1 Move around the room to check their performances. © Usteninc disagree, Ask some individual @ eoyrty + Tell students they are going co listen ro.a professor calking about 1 occupations of the future, ‘Ask them to listen and circ ‘occupations they heat. Play the audio once. Play it once Books open. Have students look at more and check answers wich the the pictures in Activity 1and give whole class their opinions about whether they are occupations of the past or of the future ry ‘Model the exchanges first and reinforce the use ofl think so, toa/! dont think so. to agree and © @ see & D 16 | cnaessentiats2 SPEAKING eye + Books open. Ask students ro read the definitions ofthe occupations sently and do the matching, Tel them to look back at Activity 1if they don't remember what they ‘mean. You may want to carry out some chorus repetition of the ‘occupations ited emphasizing the Use of the indefinice articles a/an. + Divide students into pairs and hhave them check therr work by asking and answering questions Model the exchanges fic. Draw students attention to the present simple tense and make sure they tse the verb forms correctly Furcher practice will be provided. fon asking questions so don't worry about giving studencs lengthy explanations using does + Move around the room and help scudents ifnecessary, + Check answers with the whole class and ask students co say the sencences out loud. + Ask students’ opinions about Unusual occupations. Carry out the discussion with the whole class and encourage them to express themselves using the language they already know. Wrap up the activity by writing the occupations they mention on 1 boar, Oey Ceeeeeceeee €DIPIIIIIIIIIIIIIIIIIIIIIIIIAIIIIIIIID o [eoyvey Books closed. Prepare atic tac toe grid wich the verbs presented in the occupations definitions Divide students into two tears. ‘Write the grid on the board and numbers from 1 t0 9 in each square, Tell students they have to make sentences using the verbs appropriately. Example: design: My friend Joana designs houses and buildings. She’ an architect. Both teams should take turns ‘choosing squares and making, sentences Fa team makes a ‘mistake, the other team scores a poine. “The winner isthe ceam that makes a horizontal, vertical, or diagonal line first. If cime is available, ask pairs of students to draw a tic tac toe grid and play the game again, What does your father do? GAME reading the sentences outloud so the opposite team can guess the correct occupations + Model che aczvity before students stare playing it. Write an example (on the board: A: He takes care of sick children, B. He pediatrician, +f eeams get che answer righ, they Score a point. The team with the ‘most points a che end ofthe Books closed. Divide students into game wins. two teams and invite them to play + ifyou want co have students 2 guessing game. practice interogative questions, Each team should write a specific encourage ther to ask simple rhumber of sencences with questions such a definitions of occupations. Team ges she work ata hospital? ‘members should take turns "ar tae ee a oa ieee esse fee ete eee eee ee Goo tame oe pr eaiaeH aean erase seg e LISTENING ori D 15 | cuaessenniats2 + Books open. Anticipate the contents ofthe listening passage by asking students to look at the pictures in Activity 8a and try to _Ruess some information about the people. Ask them to justify their answets with simple statements such as because they are having «coffee or because they are ata cofee shop. Check students’ hypothess with the whole class. + Allow about two minutes for students to glance at the ‘comprehension questions in Activity 86 before they listen so they know what to listen for. + Play the audio once and tell students to answer the questions. Check answers with the whole class. + Follow the same procedure with Activity &c and play the aio again. As you check students’ answers, ask them more comprehension questions about the conversation and draw their attention to the information in the Did you know. #box. You may want co bring a map to class and show them where those places ae. + Divide seudents into pairs and hhave them ask and answer the questions provided in Activity 8d and write down the information required. Encourage them to ask futher questions about the conversation, + When students are done, go over their answers withthe whole class SHROOSOSHSSHSHOHSOSESHOOHSOHOSEHSOCSHCECECCEC ECE SEDPDIIPIPIIIIIDIIIPPIIIPIIID®IOIADIIADIAIIAIIIDD aucune |» OE ciasstrssons | 19 | @SPEAKING . | Books open. Go over the sample conversation and carry out some chorus repetition Students may role play a situation in which they create the information they wish. Encourage students to come up with either real or fictitious information and help them write those. Allow about three minutes for chem to set ready. Tell students to move around the room and talk to five classmates. They should write down theie classmates’ answers inthe spaces provided. Help them take notes ina way that they do not need to write complete statements, but just jot down key information, Write an example on the board: — e D 20 | cnacssenmars2 meaneeecsegee Marisa secretary Place of work/schoo! law office downtown oK Mave around the room and check students’ performances. The reporting phase will be done later on after they have worked on A wity 10 Use the boatd to write anyehing ew you think i's worth ‘mentioning such as any new ‘occupation that has been mentioned or a verb form chat needs reinforcement. Alternatively, if you feel your students are at ese to talk about their family members, and if time allows, you may invite them co talk to a classmate about a couple of family members. Write an example on the board ‘A: What does your father do? Be Hea vet. He works at 2 pet hospital and treats ‘ats and dogs. ‘A: How does he lke his job? B: Heloves it A: What does your sister do? B: She's a student. ‘A: Where does she go to school? B: She goes to. ‘A: How does she Ike i B: She thinks ies OK. € € LEOSOCHOHOEHOECESCECCHOSCHCHCHOOOCCHOCOC ECE ECE.“39999999993 IIIDIIIIIIIIIIIIIIIIIIIIID LANGUAGE AWARENESS + Books open, Divide students into pairs and ask ther to do Activities ¥0aand 106. They should use both their previous knowledge and what they have just practiced in this unit. Remind chem that this task requires them to pinpoint the scatement that is diferent ‘concerning the structure o present tense forms in English + Move around che room and help students if necessary + When students are done, go over their answers. Use the board to wie anything you think its worth ‘mentioning such asthe verb forms in the present with the additional -s § SPEAKING oot + Books open. This task consists basicaly of reporting the answers for Activity 8 + Ask students to share what their classmates cold them. Encourage them, a this point. to say complete statements. For example ‘Marisa isa secretary ard she works ata law ofice downtown, She thinks her jb OR. What does your father do? + Use the board to write anything He’ a doctor and Im an engineer you think i's worth mentioning, “The third student says He a such as the verb forms in the doctor, she’ an engineer, and frm present with the additional -s. ‘a nurse, and so on and so forth. ‘Occupations are picked at random and do not have to be for rel Alternatively, if you feel your students ae ready for more challenging work, you may have eo them say a second statement to practice the simple present cense. For example, che fist student says Ima doctor |work at a hospital ‘The student next to him/her says Hes a doctor and he works at a ‘hospital, and fm an engineer and work at a canstruction company. The third student says, HeS a doctor and works ata hospital isisachain game, _SheSanengineer and works at a Boolsopen TB oa rie construction company, and fm a nurse and work at retirement home, + The first student says 'm adoctor. ind so.on and so forth, “The student nex to imther says GAME What does your father do? ~~ [See ‘s==r Ooo cunsstessons | 21 (1) 4ve eoytey > ° LISTENING ‘rach6) job). Ask ther if hey remember Where Jack and Clara live (in Anchorage. Alaska). Books open. Tel students they are ‘Boing to listen to che second part of the conversavon. Aw about ‘one minuce for them to take a look atthe questions so that they know war C0 expect and what £0 listen for Before you play the audio, go over the information inthe Did you know. ? boxand ask students to make some guessesas tothe content ofthis + Books closed. Ask students some listening passage. Aske ‘questions about the previous What do you think they are going to listening passage, iftheyremember tg about? Why? vwho the people were (lack, Clara, and Linda), where they were (at a ‘You may want to pre-teach coffee shop) and what they were the word selferpleyed. Use talking about (Clara job: Clara is a marine biologist and she loves her the example of someone who works from home and make 1) Maree sspresome Stews nica BB Gecense Vera Be 2 evecare ana baled 5 wasnt (Gissescarntentenstycmremencroy mangoes? —“Paenotuntgangarenpen panceatrmmeerne GESTS D 22 | cnacssenrias2 4 connection with the word unemployed, which has been presented eater (selfun + employed). Explain what the prefixes mean and how they change the word. Play che audio ewice and tll students to do Activities 132 and 135, Then ask students 0 compare answers in pairs. Move around the room and help ther if necessary You may want to play the audio a third eime if you want to carry out some chorus epettion depending fon how your students react to the new information presented rs LANGUAGE AWARENESS Books open. Draw students! attention to Activity 14a. Go over the first question and elicc che answer. Tell them to match the ‘other five questions individually Divide students inco pairs and ask ‘them to compare their answers. ‘Move around the room and help ‘hem if necessary. Then check answers with the whole class Have students exchange partners and work on Activity 146, Tell them chey don't have to provide real information about their family members if they don’: want co, Move around the room to check students’ performances. When students are done, ask them co share their answers to the POSCSCCOCHCHOCHCOCOCCOOCCEECE}OECORCECECCOCOCECCE EEEDIDIIIIIIDIIDIIIIIIIIIIIIIIIIIIAIIIIIID ‘questions. You may ask one student teach question or more, depending ‘on the amount of time available Do Activity 14c with the whole class and make sure they Understand che mechanics of questions in the simple preserc tense, Use the board and write cdown anything that seems relevant Oey g SPEAKING foot) Books open. Tel students they ate going to find out people in the class who do certain things Tell them the sentences in thei books have to be transformed inco Questions and ask chem to try the firs one. Ask How do you ask you classmate if he/she works with children? (Do you work with cide?) Explain ro students thar the questions should be asked with you and that they have to use do. Go cover all the questions and make sure they know how to ask them Tel students to move around the room and alk to their classmates. When they find someone whose answers are affirmative, they should vite down the name of he person in the spaces provided. Allow about five minutes for the activ ‘Move around the classroom and help them f necessary. + When time is up, ask students to reporc their findings and make sure they are using the correct simple present forms. Use the board to write down anything that is relevant such as What does your father do? ‘verbs used with the third person + Books closed, Tel students that singular, the auxiliary forms do you love to teach and that’s why and does, or anything eke your you ate a teacher Tel chem they ceed iad Be going o associate what che : people inthe pictures like with See page 173 of what they want to be the Teachers. + Books open, Tell students to look Pack for at the picture of Leo. Ask instructions What does Leo like? Students are expected to answer Leo kes/loves se anima SPEAKING ‘i . + Keep the conversation going, Say So, what does he want to be? ‘ake the opportunity to mention chat iFhe likes sea animals, he ‘may want to be a veserinarian or maybe a marine biologist. ‘+ Model the sample conversation with a student and carry out some chorus repeticion, [eye hat does your father do? a >in the activity Remind them (cack that there are no right or wrong, f answers, but that they should be sensible o choose compatible ‘occupations with what people like. For example, Florence likes math, 50 she wants to be a math teacher de ra scientist or stil an engineer q ‘When students are done, ask them 0 share their answers with the whole class. + Divide students into pairs and have them talk about che other people Riese eer e e Pee + Books closed, Ask students some questions about the previous actvity For eample Jorge likes to help his friends with therr problems. What does he want {0 be? He wants 10 be a therapist) + Books open, Tell students they are ‘zoing to listen to some teenagers talk about what they want ro be inthe future. Allow about one Pg oom minute so they can go through OC rtm the questonsm Actes 7a and | y-— ‘band have andes of what © | a Isen for fac Play the CD twice and tell studenes | 5 to do Activites Ta and 17, baa Have students check thet answers Comme in pats Move araund the room ae eareun ey fh inhetier Walp Fieerstny rN You may want to play the CD Qeerecen a third me if you think your i i ms ce ae Jewett again. You may also wane to shyonine carry out sore chorus repetition | Some of the occupations mentioned, | —— / depending on how your students | a react to the new inforration Perea aie peer cae nad Wie te names ofthe people rt wetness interviewed on the board and. elicic the informacion they i = =a Provided about ther choices of apcoeee ‘occupations. Have students ask | Sree and answer these questions as 2 | Balsheimen | big group. Monitor their work and aa | ~~ make sure they ask and answer the | sem questions correctly Answers D 20) oneness ) 24 | cuaessenniais 2 fee@aeaeeongeaee@oaaeecoeeceeceeneeoacecececececece ee ee eeDO DIIIIIPIIIIIIIIIIIIDIIIIDIIIIIIIIIDID 4 SPEAKING oot + Books closed, Tell students chat now its their turn to talk about ‘what they want to be in the future/when they finish high school/college. fchey already have 2 job, ask them to think about ‘what they want to do five years from now. + Books open. Go over the sample conversation in students’ Books and have them practceit in pairs. They may proceed to say what they really want to do in the future. Move around the room to ccheck students’ performances. + When you notice students fel comfortable about asking and answering the question, ask chem to walk around the classroom and talk to four students. Tell them to take notes in the table provided. Explain to them they do not need. to write complete sentences, just co write the names oftheir classmates and the key words related to what they want to be/ do in the fucure. + When students finish, ask che ‘whole class to share some of their answers + Use the board to write anything that is relevant such as new words related co occupations that have been mentioned. What does your father do? read two texts on volunteer work. ‘Ask them to study the texts and eye answer the questions in Activity 18a. Point out that at this poine they are not supposed to read the texts thoroughly, but just browse through them to decide where they can be found and what they are about. Allow them three ‘minutes to answer the questions and then check answers with the whole cass + Ask students to read the texts in detall. Divide them ineo pairs , READING + Books open, Tell students they will + Books closed. Ask students questions such as you dover wort ancl shem to wink soe the Ozetyou mateererterate — Younbaeopein Activity and sna ae het (ied Grie ckneeee re presented. Allow them a few What rd ofroaer wrkcan ‘Pts dso yoo myourneghrood CS+ When time is up, have students share their thoughts with the ‘whole cass. To wrap the activity Up ask stucenes what chey think about volunteer work and which job they would like to apply for. Oey sree Ga D 26 | cnaessenriais2 g SPEAKING oye} Books open. Go over the situations with scudents and elicit the language used throughout this Unit so that they know what to say in each situation, Divide students into pairs and ask them co act out the situations. Allow them about 10 minutes 10 do the activity, Move around the room co check their performances. When students are done, you may invite some of the pairs to come up front and act out the situations for the whole class To wrap up the activity, @0 ‘hrough mistakes with the whole cass feeeaeeeeeeeoaeuaeeeeaeaeeeeeceeecececeece ee eeDPIPIIIPIIIIIAIIIIIPIIIAIAOIAADIPIIAIIDD Vhat does your father do? FEEDBACK TIME + Books open. Go through the + When students are done, have ‘communicative functions listed them share with their classmates and encourage students to come _the most meaningful findings yt tp with the corresponding about their own learning process. language points. Ask chem 10 Discuss questions related to study rate their skills They may refer vo habits and the importance of the specific language concent in keeping up with the language the unit. Lower their anxiety by through the Web Lessons, the making sure they are not being Grammar Tips section, and so on. evaluated during this task. This isa powerful resource as long as they Understand its purpose. + After the first couple of units, you ‘may want to have students work in pairs on this task. Monitor the activity at all cimes and offer help ifmecessary. What does your father do == 6.6.00 Doct pede | a | ciass.essons | 27 (©) (remem Ae Soe ALING know, contextualize, and/or pre- ‘Communicative goals is teach some of the new language Et Talking about weekend ee have to teach al the new language activities i a ths point since it willbe + Taking about how often you studied and practiced throughout do something : the whole unit E+ Talking about healthy habies + Talk to some students. Use some and recycling i ofthe exponents in Activity 1. You + Taking about other people may say (go to work at eight clock every dh, What about yout What time do you go to work? «Books open. Ask students to match the picture and the activites. Check answers with the whole cas. + Books cose. This fist moment. ve sedents ino pais or of inceaction wl offer you an Se tera sets ‘portunity to find out how check the activities they like to much your students already do everyday Cary out chorus repetition ofthe example in their books so that they can do the activity appropriate’ Encourage students to use adjectives (col boring) they already know. Move around the room, Isten to what, they sy. and offer help when necessary Ask a few students to report what heir classmates sac This parting phase i just an opportunity to use the present tense to tak about a third person Note that more practce willbe ae trcouriged eugene eon Pomieacn iFnecesay Pv scent repeat Ban tome of he eremoe wang oe @- correct form of the verbs. Barn Proce ror os, : SOOOOSCOCSSCSSOCOCOSCECOCCCSCCOCCECCLCECCE ECE SE€ y like € : | a COCOCOOCEOCCOCEOCOCECOCOCEOCEECOCOOCOCOOCOEOOCEEEeo LISTENING + Books open. Have students look at the pictures and try to guess track) ‘what the passage is about. This ‘ask aims at engaging students fon what's coming next. Irs not [espe intended as aright or wrong sort (of question, although the pictures show a full-time mom. + Have students look at the sentences in Activicy 2b before they listen, This will work as a pre-istening task and may help ‘them focus on what they should listen fox. Coen an = Giese e 7 ccm = Concern ) 30 | cnaessentiats 2 + Play the audio once and ask students to do the activity. Check answers with the whole class + Play the audio again. In pairs have students do Activities 2c and 2d. Then check answers with the whole class. ey SCOSOSKCOCHOROSCCOESOSOHSOOCHOCCCCELCCCECECCEECCE EEg SPEAKING DORI I PPAR IFIIAIPIFTDIAIIPAIIIAPAIPIDIIIPIIIIID What's a typical day like? + Books closed. Ask a few students: ‘Are you marred? What does your wifefhusband dot + Help students answer the ‘questions, Do this routine wich ‘wo or three students at firs. ‘You may carry out some chorus repetition of these exchanges if necessary. + When students are comfortable ‘with these questions and answers, stare asking other students if they have any brothers and sisters, their names, ages, and occupations. IF necessary, carry out some chorus repetition, + Books open. Divide students into pairs and ask them to first ‘complete the table with cheir ‘own information. Then they should incerview their classmate. ‘Mave around the room to check students’ performances and offer help if necessary. + Go over the examples inthe speech bubbles in Activity 3b and. help students report their findings. ‘Make sure they use the correct forms ofthe verbs. cuasstessons | 31 |)+ Books closed. Get some pictures of ‘ordinary people and ask students: Help students answer the + Books open. Have students look at the pictures and the words in the box. You may carry out some chorus repetition of the words if + Ask students to imagine chat chose are pictures of people in their families and chink about further information they can share with their classmates (age, occupation ‘marital status etc). Draw students attention to che example in their —E D 32 | onaessentians2 + Tell students to work in pairs and exchange information using the pictures in their Books. Walk around the room, listen 10 your students as chey carry out the activity, and help them if necessary To wrap up the activity, point to some of the pictures and ask students who those people are. Make sure they use the correct verb forms when calking about © TEACHING TP + Offering pictures for students to talk about their family i strategy co avoid ‘embarrassing students who may not wane co talk about and to show real pictures of their loved ones. f you feel its OK with your students, though, you may ask chem to bring pictures oftheir families. eee eeeeeece < € eeeeeeeeee e € @ee@c @2eec«9999900009900 3939999999033 3993039000 039909 g VOCABULARY GOALS + Books closed, Ask students: | always go tothe movies on weekends How about you? How ‘often do you go to the movies? | sometimes goto the beach on my vacation, How about yout How often do you goto the beach? What's a typical day like? Help them answer che questions. Do this routine with two or three students at first. You may carry ‘out some chorus repetition if necessary Books open, Draw students! attention to the Did you know? box and check their understanding. Then, in pairs, ask them co do Activities Sa and 5b. When students are done, check answers with the whole cass, ‘Make sure they understand what frequency adverbs are and what leach one means. Have students exchange partners and practice the corwersations Walk around the room, listen to your students as they carry ‘out the activity, and offer help if necessary, You may suggest that they vaty the conversations a licle and add other questions and answers as well For example: How often do you play soccer/video ‘games? “To wrap up the activity, go ‘through their mistakes with the whole class. Sd ciassiessons | 33 (|) @+ Books closed. Divide students into ‘wo reams, Phacocopy the cards availabe in the Resource Pack page 146, Replies, and give a set co each team, + Model the activity with a couple fof students so that they know ‘what to do. Have students from fone team drawa card one ata time. They ate supposed to ask the ‘appropriate question. When one team is not able to come up with the question, the opposite team is. challenged co ry + Teams score a point for each ‘correct question. The team with the most points at the end of the ‘game wis. D 34 | cusessenrais2 Books closed. Contextualize the topic by asking students if they have healthy habits. You may ask chem some of the questions in the quia. For example: How often do you eat hot dogs and hamburgers? How often do you eat apples ane broccolt How often do you and your family {goto the beach? Books open. Ask students ro work individually and do the quiz in their Books. Seta time limit of about three minutes. LOSSHSOOHSSOSOSOOSSSSCHOOSCCOCHCCCESCCECEECCCEEE499993799799 F9FFFIF7IIAIIIIIIIITIDIDIIIDID + When time is up, have students compare their answers in pairs ‘Walk around the room, observe their performances and help them if necessary, + Ask students to check their resus and read what they mean, As they finish rll them to discuss the results. Model this pare of the activity with students Say ‘agree with the results realy dont have @ healthy routine. I dont ogree with the resuits | have a healthy routine + Towrap up the activity, have some of the students express their ‘opinions r0 the whole class. + ‘SPEAKING + Books open. Go over the altematives and ask students to check the ones that apply to them. Encourage your students to come up with other possibilities and help them write thse. + Tell students to compare their answers in pairs. When they are done, ask some of them to report ‘what their partners do to stay healthy. + Use the board to write anything new you think it’s worth mentioning and taking notes. ctasstessons | 35 |)eo LISTENING Ei (wack9) — Books open. To contextualize che situation, help students explore ‘he pictures in Activity 9c and ask them what chey think the topic of the listening passage is Play the audio and ask them co do Activities 9 and 9c. necessary, play the audio one more time. Go lover the routine activities Jason ‘mentions and make sure scudents understand them. D 36 | cnacssentias2 + When students are done, check answers with the whole class. Encourage students to report Jason's activities using the correct form of the verbs HOSHOSOKSEECHESCSCECOHOOEEECCOOCOCEOCCECECEEE§9999099999093999999909993999999909033030 000 - VOCABULARY erie} + Books open. Set the scene. Help students explore the pictures and encourage them to describe a few cof them, Teach the new activities through che pictures. + Divide students into pairs. Ask them to match the pictures and the sentences and then organize Jason's activities in the three pares of the day. Walk around the room and help them if necessary. + When students are done, check their answers with the whole class. Aska few volunteers to read the sentences. You may carry ‘out some chorus repetition if necessary, = Goa What's a typical day like? + Books closed Divide students into two groups, Group A and Group B. Group A leaves the room and Group 8 comes up witha verb related to everyday activities. Once the verb is decided, Group Ais asked to etun to the classroom and stand at the front of the room. Then each scudent of Group ‘Aas to ask a question using the ‘word teapot in his/her sentence instead of the secret verb For example How often do you teapot? What time d you teapot? Doyou teapot every day? Do you aways teapot inthe evening? +The students in Group B should aso use the word tzqpt in cheir answers. ifthe students in Group A cannot guess what verb teapot i, the students in Group B are encouraged {0 give easier cues asthe game Drogresses until the students in Group A can guess what teopot means. + When the students in Group A Find the secret ver, it's Group Bs turn to leave the room. And soit {goes until both groups have had a Chance to guess five secret verbs each (or more if time is available) + Monitor the activity and keep Score. The group with the most points wins. See page 114 of the Teacher's Pack for OW iris ‘whats a typical day tke? LASATOTS teers Sa aS 79 1B Bm Wye ciasstessons | 37 |) @© Ustennc + Books open, Divide students into pais, Tell ther co match oo both columns and then organize the sentences in the order they happen throughout the day Set a eotey time limic of about five minutes. + When students are done, play the audio so that students can check their work + Ask students to practice the questions and answers. © rem * ' ro Dan i ae Damreerte ._£ fieneminsiet Dann Bene ean hi 4 pn @ au oe Qreressvon | a ers = D 38 | cnaessenrars2 rey “ ipa Q searorse oni, ae 3 ON RK aS , 2 eo PRONUNCIATION + Books open. Go over the questions and cel students there are ewo intonation patterns for questions in English. Play the audio and ask chem to listen carefully and mark the correct intonation pattern based. (on what they heat, As you check students’ work, encourage them to come up with the rules. That is, when asking. he questions, your voice goes down and when asking yes or io questions, your voice goes up. ‘Ask students co practice asking these questions in pairs. They should use their imagination or talk about a real person in their lives. Have them take turns asking the questions so that each one has a chance to practice. BPOCOCHOSPOSSOSSOHOSOOOCHOOSCOCOOCECECSCECCECECEE C999999909909 9099999909009309090399099039909909 LANGUAGE AWARENESS Books open. Use the questions in Activity 13 asa link to introduce this activity. Ask students co study ‘the questions in the previous activity and elicit what they have incommon. Divide students into pairs or small groups and ask them to go through Activities 14a to 14e. They may use their previous knowledge and exchange information among. themselves. ‘Move around the room and offer help ifnecessary. When students are done, check answers with the whole class. As students proceed to Activity “4, have them exchange partners and practice the conversations. Then have them ask che questions and give their own answers. IFtime allows, ask students to share their findings. OSs What SPEAKING + Books open. Help students work ‘on the questions they will have to ask their classmates in order to complece the table. For example: aetna es Oneratertanenat o wv. ’s a typical day like? What’ your routine ike? What time do you get upt Do you havea jobigo to schoo? What time does School start/do you start work? How do you go to schaot/work? Do you have lunch at home? What time does schoo fnisnido you finish work? ‘What do you do/Do you watch TV (ead take a shower) before you go to bes? Divide students into groups of three, Have them ask the {questions and write down the answers. Move around the room and offer help if necessary. + To wrap up the activity ask some of the students to report their Findings Whats atypical day tke? Drecorenendmbone sale Form netgear Oren Dive rennet sna np @ mere analy emt Derintmentncestonn eee é :GAME be their “secret person” Allow ‘who the person is after asking 10 abou fve minutes andl hem | question they dont score pein, to.write as many sentences as they. You may have them play more can about this secret person. For” Youndstependipon er eel oF example interest and the ime avaiable, The He/She works as an actor/actress, ‘team with the most points wins. HerShe is married and has three kis + Get both teams together. They ack will have to find out who the ‘opposite teams secret person is To do so, they have Co ask their classmates questions. Only yes ‘or no questions are allowed. For He{She from Chie, but he/she les ere g © sreauinc example: Does he/she work as an engineer? Isefshe maried? oes he/she have kids? + Books open. Divide students into ere {wo teams. Ask them to think ne in ol " - about a person who s going to _—_* Each team has 10 questions co as : aoe if students are not able to find out | + Books open. Use che flashcards |” avaliable in the Resource Pack, — | pages 147 and 148, (Habits and {men ecent kl eemeneb nia eatumedca ve ae pal cemees fe | vocabulary through them. To check: | the comprehension of those words | students may not be familiar with, | === | | Sikgustow ada Ez On weskend you take P==aQ | eon ee —== Be your to preserve the pare=@ oben ‘po (ee) a) aan) G emery) emt eo) _ Students should do the matching in pairs. Move around the room and offer help if necessary Play the audio and have students check their work, + Ask scudenes co practice the {questions with a classmate, Now I they should come up with their } ‘own answers ote | See page 115 Seg Sega Meare ofthe riche Pack or ) 40 | cnacssennias2 F LOSSOHSSSOHOOSHSOOCOOSOSCOOCELCECECCEC LCE L9999003099737 77 7777977779737 9379779730707 099 | SPEAKING o + Books open. Go over the sicuations land brainstorm the necessary ‘questions and answers. Make sure they have been presented throughout the unit. + Tell students to move around the room and talk co their classmates. Walk among chem and offer help ifnecessary. Pay atrention to the ‘way they communicate with their classmates, i cher pronunciation isincelighble, and if they seem to. communicate naturally + When students are done, invite a few of them to present their work for the whole class g GAME eye) + Books closed. Divide students into ‘wo teams. Phococopy the cards available in the Resource Pack age 150, Chinese whispers. and ve a set co.each team, + Have team members stand in line. Hand out a card to the last. student in each line, Tell students they have to whisper ‘the sentences on their cards to the next student standing in Front ‘of them. These students will have to do the same and so on and so forth unel the first students inline are whispered the message. + When students do so, chose frst What's a typical day like? students should say the sentences ‘out loud. Check how accurate the sentences are compared to what they have been provided. e FEEDBACK TIME [oo Books open Go through che ‘communicative functions listed and encourage students to come up with cones Aaa Mage en, erate tty an cane wings sere a,o,08, 6 ‘the conesponding language points. ‘Akemativey you can procuce one ‘et of ards for every par of students wich examples ofthe anguage pois, ‘Ask tudents to macch the anguage ‘samples andthe coresponding ‘communicative functions Check “answers with the whole las and if recessary ect more examples. + Askstudentsto rate ther sls They may refer to the specific language ‘content in the unt Lower ther anwety by making sure they are not being evaluated during chistask Ths isa powerful resource as gas they Understand its purpose + When students are done, ave them share wath ther classmates the most ‘meaningful findings about their own learring process Discuss questions related to study habits and the Importance ofeeping up wah the language through the Web Lessons, ‘the Grammar ips section and soon. whats doy tke‘Communicative goals + Talking about where people live + Talking abour what houses are lke Talking about favorite places ina house Talking about what you like/ disike doing at home ‘Asking for information to rent a house ) 42 | cnacssenmiats2 + Books closed. Contextualize the Unit by asking questions such as: Do you lve near here? Do you ike the place where you lve? ‘sit a nice neighborhood? Books open. Divide students inco pairs and ask chem to go through the questions in Acchity 1. Before they star the conversation, ask them co write down one or two questions they may wane ro ask their partner. You may want to eiicicsome possible questons with the whole class before you ask students to write their questions individually For example Do you ike where you five? Do you have nice neighborst ‘s your house old or new? Allow students about three minutes for them to write their questions. Move around the room and help them if necessary. ‘When time is up, sk students co Cake turns asking and answering the questions Allow them about five minutes for ths inceraction ‘Move around the room and help them if necessary. \When time is up, ask students to repor their findings to the whole class. Take the opportunity and. draw thei attention to the Did ‘your knoa..? box. Go through the Information with them and check their understanding HOSHSHSHSOHSHSHSHSSHSESOOOKSECHSESCOHEECCECECLCECECEE9999090999999 9999939099999 9990999030 033090009 VOCABULARY ‘How many bedrooms/bathrooms Is there a dining room? © ustenne Books open. Ask students to ‘match the pictures to the words. + When sudents are done, divide them into paits and ask chern to do Activity 3b. if necessary, + Books closed. Ask students ifchey model it witha student. Move remember what julia house is around the room and help them lke. Use the fashcards available if necessary in the Resource Pack. pages 151 to 155, Parts ofthe house, and ask questions such as + Books closed, Tell scudenes who you live with and describe your house. Use the flashcards available Jn the Resource Pack, pages 151 to 155, Parts ofthe house, to deseribe your place. At this point its not necessary co focus on the new language (parts of the house) 3 ic will be choroughly practiced. and presented later on in the unit. + Books open. Tell students they will licen to Julia describing che place she lives. Ask students to read the options in Act 2 Pay the aa audio once or twice CO. are imecsinnie + When students are done, ask them Oo tna, 0 tp compareanavers i pain seseante —— Qrorene necessary play the audio again. ‘Check answers with the whole class ry ciasstessons | 43 ())(oe PRONUNCIATION Goals ) 44 | cnacssenrats 2 + Books closed. Write the word ‘tchen on the board and as students to pronounce ic. Elicic where the stress goes and tunderine it + Books open, Tell studenes they will listen to the words being said and they should underline the oe stressed syllable in each word. h ci Alternatively, you may wane to ask your students to try to identify the stressed syllable before you play the audio. eer + Play the audio once. Play it again if necessaty, Check answers with the whole class. + Play the audio again and ask students to repeat che words. SPOSCHRSSHSSCOSSHOSSCOOCOSOLSCLCECOEECCECECCECEEE €999909999997 97I7FFIITIIIIIIIIIAIIIIIIIISD . READING cons + Books open. Ask students to read ‘the descriptions and match them to the pictures. necessary re: teach words students may not know such as studio, downtown, two-story house, commuting, and, condo, Pair students up and elicit some ‘of the questions and answers necessary to check the matching. Set a time limit of about five ‘minutes for students to do the activity. Move around the room and help them ifnecessary, When time is up, check answers with the whole clas. peat} Paitctegee ot ‘wees sue ‘a it's a lovely house! y oe See page 116 of the Teacher's Pack forLANGUAGE AWARENESS | vamcunceawananss ) 46 | cuaessenniats2 + Books open. Ask students co look ac the pictures and elicit what they see. You may ask questions such Look ot picture one. What do you see? How many bedrooms are there Inthe apartment? + Follow che same procedure with the other pictures. + Ask students co complete the sentences, Set atime limit of about three minutes. Move around the room and help them if necessary, + When time is up, check answers with the whole clas. Make sure the sencences they produce will somehow match with che Ei doi sentences in Activity 6b, ‘Ask students to match sentences in Activity 6b with the descriptions in Activity 6a. Check answers with the whole class, ‘Ask students to do Activities 6e ‘and 6d. Move around the room and help them if necessary. Check answers with the whole class. Ifnecessary elicit more ‘examples. You may write the following sentences on the board and ask students to produce ew sentences using compound adjectives: ‘The house has three bedrooms > Iesa three-bedroom house, The building has twenty floors. > lesa twenty-floor building. The house has five stories, P It’sa five-story house. + Divide students inco pairs and ask them to rewrite the underlined sentences in Activity 6e, Then check answers with the whole cass Ask students to practice the ‘conversations, Move around the room and help them if necessary, ‘Ask students to use a compound adjective and write one sentence in Activity 6f ro describe their houses. lice sentences, Ee SPOCSSCOOSHSOSHSSHOCOOOCHSECOECCOOCECCECECSECEEE9999999999999 39939999993999799393 9799909 it's a lovely house! Its a lovely house! pS Gromer bon treat eee tuinciayaaee pane {live in an apartment. it has two bedrooms. fe badroomas apectenand fase budvooms aparbmatnb cuasstessons | 47 (>| SPEAKING + Books closed. Tell students who provided. Divide students into you live with and what your pairs and ask ther to discuss the students may ask co find out what__limie of about Five minutes, Move their partners house's ike. You around the room and help them if ‘may write chose questions on the necessary. Encourage students to board as you elicit them, keep the conversation as long as + Booksropen Ge through the they can during the time allotted. questions with students lit + When time is up, ask students to ‘what other questions they could report their findings to the whole ‘ask their partners and ask them class to write them down in the space t dowd. “HR ) 48 | cuaessenniats2 POSCHPSOSCCOHSOSSOOOHOOSSCCCOHOOSCCEECEECCECECESLE €PITDIIIIIIIIIIIIIIIIIIIIIIIIAIDI IIIA IIS oe LISTENING fear) Books open. Ask students to look ar the pictures and tell what they see. Elicit what the women are probably talking about. You may ask questions such as Look at these young women. Do you think they work together? Ave they fiends? Wnat do you think they are talking about? Imagine Cynthia place. What is it like? What about her living room? What does she have in her living Elicit what pieces of furniture ‘Cynthia might have in her living room, Show students the fashcards avaiable in the Resource Pack, pages 156 t0 163, Furniture, co introduce some of the new words. Do the same with the other rooms. Make sure you cover the items scudenes may not be familiar with to do the listening, cask, + Ask students to go through the ‘options in Activity 8. Pay the auudio once or twice and have students check chem. Have students compare answers in pairs and if necessary, play the audio again for confirmation. Check answers with the whole ass e VOCABULARY Books open. Tell students those are photos of Cynthias new apartment. Elicit what they can see, Use the fashcards available In the Resource Pack, pages 155 It's a lovely house! Carry out chorus repetition of the new words. + Ask students to match pictures and words. Allow them about ‘three minutes, + When students are done, divide them inco pairs and model ‘Activity 9b with a student. ‘While students do the checking, move around and help them if necessary, + Ask students to add one more word to the existing lis. Help them with iif they do not know how to say it in English, ee 0 163, Furniture, to introduce the : words students may not know. om vo oon (oomGAME ‘Model questions and answers with the class, For example ‘A: Does Claudia have a cofee table In her lving room? Goats B: Yes she does/No, she doesnt. ‘A Is there an armchair in her living room? B: Yes there (Na there isnt. + When a team answers a question ccomrectly, they score a point. Encourage different students to ask the questions each round. Keep a tally for each ceam, + When cime is up, add up the points. The tear wich the ‘most points wins. Alternatively, you may make a copy of each picure for each pair of students and they may compete one Books closed. Divide students into bwo tem Aand 8. Give tach team a peure avaliable in the Resource Pack, pages 151 £0 155, Pars ofthe house, and ell them thay have one minute co memorize When time is up swap piceures that Team A should Fave Team 8 picture and vice-versa gaint the other following the Students should take tums asking Same instruction as previously ‘and answering questions to hind described, cout what there in each picture Poe rn e D 50 | cusessennars2 ¢ GAME forte + Books closed. Divide students into groups ofthree. Ask students to Choose a leader. The leader will do the writing during the activity Invite students to play a game called Stop. + Students will ave one minute to list all the words they can remember related to a certain cacegory, Doa dry run with the groups to model the game. For example, ask students tollst al the couneris they can remember Set a time limi of one minute for stucents to write down the counties. + When time is up, check answers with students. The group with the g oO LUSTENING [eave Books closed. Tell students what your favorite place in the house is and what’ init Books open Tell students they ‘wl ister to afew people talking about their favorite places in che house and should complete the chart in Activity 12. Play the audio more than once if rnecessay. You may want to pause between each description so chat students can take notes After students have completed the char, divide them into pais and ask them to check answers. Model the activity with one student. While students are checking answers, move around the room ‘and help them if necessary. Check “answers with the whole class LSOSSSOOOHSCSOCOSOSOCOCSOSOSCCECHCECOCCECOCECEEE999999 99999999999999999999939999099 9909 Answers g SPEAKING oye) Books open, Tel students they wll interview their classmates 0 find ‘out what thei favorite place in the house is and what iin it Elicit the {uestions to be asked and model the activity with one student. “elstudents to stand up and move around 9 interview four of ter {assmates ane complete the chain their books Seca ime imi of bout fove minutes Mave around the room and help ther frecessary + When time is up, ask students to report their findings oo oye) + Books open. Ask students if they ate good at guessing, Ask them to ead the sentences and imagine who thase sentences might be ‘rue for. Then ask students to write their classmates! names in the spaces provided. Tell them they are not allowed to repeat names land ask them not co shate their information with other students. + When students are done, eicic the ‘questions students are supposed to ask to find out ifthe sentences are crue or false + Model che activity with a scudent and ‘ell students wo stand up and tak co their classmates. Sec time limit of. about five minutes. Move around the oom and help them if necessary. + When cime is up, ask students 10 share their findings. Check how ‘many cortect guesses they got. LANGUAGE AWARENESS Coney i's a lovely house! + Books open. Ask students to answer the questions in Activiy 15a. Check answers withthe whole class by asking questions such as: What do you ke doing at nome What do you hate doing at home? What do yu like doing when you get home? ‘Write answers on the board. + Eicie what people are doing in the pictures in Activity 15b. As Students to complete the Sentences using one ver from box ‘and another trom box 8 Warn them to use the verbs in the eorect form. Check ansners with the whole class. edBooks open. Tell students what your favorite place in the house 's and what you like/disike doing there. Write an example on the board. Ask students to complete the chart with their personal information. Set a time limit of about three minutes for this cask ‘When time is up, model che activity in the book with one fr two students. Divide chem ‘nto pairs and have them cake turns asking and answering the questions. Move around the room and help them if necessary. + When students are done, ask them to share their findings with the whole class. g SPEAKING oes eve Qnty Qc sees ep pt Oration Qietond seat tat Qseresega maaan ee, J €. ) 52 | cnaessenriais 2 g ‘SPEAKING ore + Books closed. Tel students you ‘need to rent an apartment. Ask students questions such as: | need to rent an apartment. Can ‘you tell me good places in town to rent one? How much isthe rent in (romero ‘Are there good apartments in this neighborhood? Ave they expensive? What are apartments hike there? What is important to consider when ‘you rent an apartment? Books open. Comment on what students point out as important and tel them there isa similar lst in Activity 17a. Go through the isc wich scudents and explain words they may not be familiar with (amenities, for example). Ask students to check the three most imporcant things they consider when chey need to renc a house or an apartment. Divide students into pairs and ask them co compare their lists of Priorities. Model che actviey wich a student. Set atime limit of about three minutes for this task + When students are done, carry out a discussion on what they consider ‘most important when renting a place, CHPCCMSCOCCOCCCOCCCOCOCCECSCOCOCCOCCCECECCE ES €) » »dIIIID?D PPIPIIIIIIIIIIIIIIII 6 4 eo LISTENING Books open. Tell students Hans is looking fora place to rent. Elicit ‘what questions he might ask when talking to areal estate agent Write them on the board, Take the ‘opportunity co teach how to say some numbers in English when it comes to prices. For example, {$1500 is commonly said as fften hundred dollars Ask students to read the information in Activity 18a, Play the audio and have students fillin the blanks. + Ask students to compare their answers and, if necessary, play the audio once more for confirmation, + Divide students into pairs and ask ‘them to check the questions in Activity 18b, Pay the audio once again Tell students co compare their answers. Then check them with the whole class. SPEAKING foot) + Books closed. Photocopy the cards availabe in the Resource Pack, page 164, Whats the apartment like, for each pair of students id cut chem out as indicaced. Tell students the cards have the conversation they have just heard, bur it not in order + Tell students to put the conversation in the correct order. Give each pair of students a set of cards and ask them co unscramble ther. Seta time limic of about three minutes + When students ate done, check the order with che whole class + Then ask students to take turns to be che real estate agent and the person looking for an apartment to rent. Move around the room and offer help if necessary + After scudenes have had the copporcunity to practice the conversation atleast once, encourage them to practice it again, but ths cime changing pars of ic or eliminating bits of the original conversation so that they can try Co remember the questions and the possible answers Alternatively, you may ask students to put the conversation away and try to do the conversation on t ‘own. You may want ro elicit what they remember before they start and write some cues on the board to help them, See page 11 of the Teacher's Pack for i a gm ae Eo casstessons | 53 |)+ Books closed, Ask students questions such as: Do you ive alone? {fnot, who do you ve with Would ‘you lke to ve alone? In your opirion, what is better for the plane: people living alone or ‘more people living inthe same house? Books open. Tel students they wil read a text on living conditions in the world. Ask them to study the text and answer the questions in Activity 20a, Tell chem chat at this poine they are not supposed to read the text thoroughly, but just browse through it to make predictions and get the gis. Allow them one minute to answer the questions and check answers with the whole clas. ‘om Goresinossegrse on Orcerstestr inte 3 ) 54 | cnacssentiais2 + Ask students to read the questions in Activity 20b and read the ext to answer them Allow them about three minutes ro answer the questions. + When time is up, check answers wich the whole class. To wrap the actity up, invite students to find out what the group’ average household i. They should move around the room asking the question in Activity 20¢ and taking notes of the number of people their classmates live with, ‘Mod! che activity witha student. To calculate the group's average household, add up the coral number of people students lve with and divide by the number of households. Then comment on the result. ed SPCOHOCOHOSOHSHECOOCOCCEOHOOOHCCHCOHCECCCECEC LEE EEDDPDIPIPIIIAIIIIIIIIPOIAIIIIIIIAIIAIIAIIIIDID i's a lovely house! > FEEDBACK TIME + Books open. Divide students nto + When students are done, elie pairs and ask them to go through what item(s) they chink they the communicative functions need more practice. Brainstorm ae listed: Encourage them to come _ specifications they can perform Lp with the corresponding the flowing week co improve language poines those items they feel they need i savievendantaonete tes ayn more practice. Ask students to SHA They ry fe tothe choose one action and put inco Specific language content in practice Ideally, you should keep then Lower theiranwiety by —_‘tackoof their progress making sure they are not being ‘evaluated during thi task, This is powerful resource as long as they tnderstand is purpose {ts a lovely house = 6.0 6,0 — cuass.essons | 55 (ll) (GAME : + Books closed. Divide students into ‘two teams or, depending on the size of your clas, you may divide students into pairs or have them work in small groups. ) 56 | cnacssennias 2 Hand our the bingo cards available in che Resource Pack, pages 155 and 166, Bingo, and give students a couple of minutes to lock at the sentences on their cards and ‘come up with possible questions {0 the answers, There are 10 bingo cards, so be sure to divide the class ina way to offer students the ‘opportunity to make the best of the game. Make a copy of the list of questions and answers available in the Resource Pack, pages 157 and 168, Dialogues, cut out the dialogues, and put them in a paper bag. Draw the slips of paper from the bag at random and call the questions until one pair, trio, fr team covers the whole card, oe LISTENING oO x ort) + Books open. Ask students to look at the pictures and ask questions suchas: What kindof house is thist Where do people lve in houses lke Is this house similar to yours? Help students express themselves and answer the questions as they look at the pictures and infer the + Ask students to do Activiy 2a Check answers with the whole class and. if necessary, have them repeat the vocabulary items in the ox. eeeee eeee € € eeeeoeee eee CDPOPPPPIAPAPAIPIAIIIIPAPIPDIIIOIIIDIIIIDID + Play the CD and give students a couple of minutes to work on Activity 2b. Play the CD again. Divide students inco pairs and have them do Activity 2c. Correct answers with the whole class + Help students exchange their ‘opinions concerning the kind ‘of house they would lke to live in. They should provide simple answers such asf like to live in @ houseboat because ove boats Ciepineintenely | a fcceapined ciasstessons | 57 |g SPEAKING rooy ta + Books open, Invite students to look at the pictures and explore them, Make sure they understand what each situation is about. Elicit some language that may be used in each one of them. D 58 | cumessenriats2 + Divide students into pairs and ask ‘them co act out the situations ‘Move around the room and offer help if necessary + When students are done, invite ‘some pairs to act out the situations for the whole class. SEOHOECCOCHOSCCESOHOCCOOCSCOECOOECOCECCOSCEEEEE CC 6999077 D7IDIIIIIIIIIIIII PIII IIIIIIIDD g GAME + Books closed. Draw a circle on the board and divide it into four parts. Each part of che circle will correspond to different category ‘of words: jobs, routine activities, pares ofa house, and furnicure. + Ask a volunteer to pick a number from one to four. Then students should take tums saying a word related to chat category: When a student takes more than five seconds to add a word or when a student says a word that has already been used, he/she leaves the game. Then another volunteer should pick a different number so that the game goes on. + Atthe end of the game, there will be only two students left, One should play against che other so there isa winner. See page 118 of the Teacher's Pack for Putting it all together. a yey Books closed. Divide students into ‘two teams and tell them to pick a famous person or someone they all now (the teacher, the schoo! ‘coordinator, che school secretary, ‘or even a cartoon characte). came Geena mconesontt came Ge ntetnmcesndic te + Team members should write down information about this person/ ‘character so that they will be able to answer questions their classmates may ask such as What does heshe do? Where does he/she lve? Does he/she have brothers and sisters? Where is his/her fomily from? What’ hither nationality? What languoges does he/she speak? + Limi the number of questions. Teams should take curs asking and answering ther, The team that can guess the famous person/ character using fewer questions cuss tessons | 59 (|) (‘SPEAKING | Communicative goals E+ Talking about free time so E+ Talking abour how often people do things Talking abouc kinds of movies + Talking abouc furure arrangements E+ Inviting people to go to the + Books closed. Write the fallowing sentence on the board (On the weekend I lke to. pom Lanse te on an average ay | Ask students to complete the sentence on the board with simple acvites they like to do fon the weekend. Seta time limit ‘of about one minute for ths parc of the activity Help seudents with any words they may not know. However remember that this activity is just lead-in to the lesson and i is primarily meant to elicit what language related to free time activities they already know. Divide student into pairs and ask them ro compare their sentences, It may bea good idea to elcc the Guescion to be asked (What da you tke to do on the weekend) before they stare the activity. When students are done, check what they normally do on the weekend + Books open. Tel students they wil continue this discussion by asking the questionsin Activity 1.Go through the questions with students and make sure they understand ther. Se aimelimit of about ‘wo minutes forthe activity. Move around the room and help ther if necessary © usteninc + Books open, Check answers to the ‘questions in the previous activity 28. lead-in to this activity Ask students to look at the graph and ask ther questions such as How much free time do people have Ina day according to the raph? How long do people send reading ina day? What about participating in sports? Can you guess? What about playing games er using Reeeeeeeeeeeceeceecooeeceecececececececes) YIDIIDIIIIDIAIAPAOIIIPAIIIIPIPAIOIADIIIIIID the computer? How long do you think people do that in a day? «+ Help students predict either the time spent far each activity or the kind of acivity chat is missing, Tell students chey wil listen 10 a conversation and should fl in the boxes with the missing information, + Play the audio once or twice. Ask students to compare answers and, if necessary, play the audio again. Check answers with the whole class. Divide students into pairs and ask them to discuss the questions in Activity 2b. Set atime limit fof about two minutes for chis Activity, Move around the room and help them if necessary, When students are done, check answers vith the whole class. Use the last ‘question asa lead-in to the next activity VOCABULARY S + Books closed, As a continuation to the discussion initiated in the previous activity, elicit possible free time activities. Use the flashcards availabe in the Resource Pack, pages 169 to 172, ree time activites, to teach the new language. You may say What are people doing herein tis picture? Do you like going to movies? Follow the same procedure with all the other activities on the Fashcards. If necessary, carry out chorus repetition of new words while you introduce them. + Books open. Ask students t0 match the activities and the Pic two minutes. When students are done, divide them into pairs land ask them to compare their answers, Madel the interaction in Activity 3b with a student, While they do the activity, move ‘around the room and help them necessary cures Seta time limic of about + To wrap up the activity ask pairs to tr fo come up with two more free time activities, Help them if necessary. For example: play sports collect things, read, cook, and take pictures. or if EE * = Berson Dereon Sirmione Dt « ciass.essons | 61SPEAKING with a student. As students talk, ‘move around the room and help them if necessary. Give them [yey about five minutes ro do the activity + When time is up, ask students to refer to the model in Activity 4b and report their findings to che whole class g SPEAKING Books open. Tell students they will interview some classmates to find out what they do in their free time. Ask them first to complete the “you" column in the chart. ‘Then ask them to mave around the room and interview three classmates they sul havent calked co during this class. ‘Model the interaction in the book * BOOKS open, Invite students to play bingo. Tell students to move | & Se a D 62 | onacssenriars2 around the room asking and answering questions co complete the sentences in the squares ‘The objective ofthe game isto find people who do the activities described and complete a verti horizontal, or diagonal line frst. ‘The ist student to complete a line should shout BINGO and her she will be the winner Students «an only ask yes or no questions. + Before students start the activiy, eli the questions to be asked. To add an element of fun, you may sec as. rule that students are nox allowed to ask more than two questions ina row co the same studenc. That wil force ther to talk co.as many people as they can + When a student shouts BINGO, c’heck this students answers. f they are correct, deciare him/her the winner. ¢ GAME GOALS Books closed. Before class, write each of the suggested questions oma separate sheet of paper. Then crumple the sheets into a bal The sheets of paper should be crumpled in layers o that they ‘can be gradually removed. ‘Ask students o stand up and form a cirle Tell them you will playa song and while the song ison students should chrow the crumpled ball wo each other. When you stop the mus, the student holding the ball should gee a layer {one of che questions) and choose someone in the group to ask the question. The chosen student should answer the question. Play the song again and ask students co row the ball to each ther again Follow this procedure Lup to the moment all the questions have been asked, LOSOHOOHSSSOSHHSOCOOCCOOCOCOCOCECECECECCECEEC ES9I}DIIIDIDIIIIIIIIIIIIFIVNIIAIIPIIA IP IID Suggested questions How often do you work out? How often do you go window shopping? How often do you listen to music? How often do you hang out with your friends? How often do you go to a concert? How often do you eat out? How often do you travel? How often do you go to the movies? How often da you play computer gomes? What do you usually do on the weekend? What co you usually do inthe evenings? What do you usually do in your free time? e eo PRONUNCIATION (ack 20) eae) + Books closed, Write the following dialogue on the board: ‘A: What does john do in his free ime? B He often plays cennis + Ask students co say the dialogue ‘out lou. lice where the stress {goes in each word and underline those words, Show students that important words that is, words which express clear ‘meanings, are alays stressed ‘whereas unimportant words are supposed co be mumbled. When saying the sentences, emphasize only the stressed syllable in the stressed words and mumble the Unimportant syllables in those words, too. For example. What are you doing tonight? ‘She usually listens to music. The stressed words are usualy, listens andi music and the stressed. syllable in each sentence is underlined + Books open. Tall students they will listen co some other dialogues and should underline the stressed ‘words in each sentence. Play the audio, Then check answers with the whole class. Alternatively, you ‘may ask your students to identify the stressed words before you play the audio, + Divide stucents into pairs and ask them to take curns as Student A and Student B to practice the conversations. While they work, ‘move around the room and offer help if necessary. Os ¢ © Ustenne == = —m = = =a ye ae on a nd cumumene | 39 € ciasstessons | 63 |) ¢Books closed. Ask students what + Books open. Ask students to study activities they should do every day the graph in Activity 8 and elicit and what activities they should possibie examples co complete the reduce o elminae. You may say: boxes Tellstudents they wl ten Tove a hea fewhat do you (0 enversaion an ould a Mee ar inforration. Play the audio once, teat a ye Vi Yea Ask students to do the activity + Hf students cart come up with and, if necessary play the audio. any suggestions ge them Bin. Check answers with che some examples bei whole class. the flashcards available in the Tell sudents they will + Tell students they will now Resouree Pack page 173, How lisen to the second pare of che ‘often? Take the opportunity to. conversation and should complete. teach the expresions three tofive the chart in Activ Bc with the times a week and twice or three missing information. Play the times aweek audio once. Ifnecessary, pause the CD after each answer co allow students time to jot them down. = ) 64 | cnacssenniais2 Divide students into pairs and ‘model the interaction in Activity 8d with a student. While scudents do the checking, mave around and help them if necessary. Then check answers with the whole class. LANGUAGE AWARENESS Coed Books open. Ask students to read the answers in the speech bubbles and circle the one that bese applies co them. Check answers with the whole class. Ths task willhelp clanty the meaning of the adverbs of frequency and the adverbial expressions. Comment oon students’ answers. You may sy Teacher: How often you workout, Raguek Raquel | sometimes work out but not very often. Teacher: Really? How often? Raquel Oncea week ‘Write some of the students’ answers on the board and Underline che adverbial expressions. Do not do it with all the adverbial sentences, as his wll be the activity students wil ave to perform next. HPCOMCCOCCCCHEOCHCECEOOCOCECOOCCECECECECECECE ESPIDIIIII IPI III IAI AAAI DIF IPI IAIIPIIIIIDSD ‘Ask students to undertine che words that indicate frequency inthe speech bubbles. Refer 0 the sentences on the board if necessary as examples. Allow them about two minutes to do that. When they are done, check answers with the whole class. Divide scudents into pairs and ask ther to sort che expressions ‘out in the chart in Activity 9c Allow them about two minutes o do that Blicit which words usually come before the main verb (adverbs of frequency) and which expressions come at the end ofa sentence (expressions of frequency). When students are done, check answers with che whole class and ask them ro rewrite the answers in Activity 9d so they are true for them Tell students they should use che words/expressions in Activity 9c. Then pair chem up and ase them to practice the ‘conversations, While they work, move around and help them if necessary. rr Nhat a SPEAKING . GOALS Books open. Pair students up and ask them to find out how often they do che activities in Activity 8a, Mode! the interaction in the book with a student if necessary While scudents interact, move around and offer help if necessary Allow them about five minutes. To wrap the activity up, ask students co report their findings. eo dey pct eT ce Bt onch ewe il 7 i ade OeREADING ‘one they identify with. Explain the expression couch potato, Write the following sentences on the board: I chink |am a couch potato because... I dont chink lars a couch potato because, Elicit possible ways to complete each sentence. If you find it necessary, model the following. interaction with a student: ‘AcAre you a couch potato? B: | (dont) think | am a couch + Books closed. Show the two potato becouse flashcards avaiable inthe Allow students about one minute Resource Pack page 174,Activex for this exchange. Then check their Sedentary, and ask students which answers with the whole clas, [ARE YOU A COUCH POTATO? Qeronennet ame rempr Oevtent erent D 66 | cnacssenias2 Ask students what kind of health problems a couch potato may have. Elicit what simple actions could be taken to prevent being a couch potato. Take this ‘opportunity to pre-teach some of the difficule words in the text. Books open. Ask students co read the questions in Actvity Ta Make sure they understand them. ‘Ask students to read the text and answer them. Check answers with the whole class Pair students up and ask therm to discuss the questions in Activity 11b. Allow them about three minutes for this part of the activity. Move around while students talk and help them if necessary, When time is up, check answers with the whole class, Answers SCeeceeeeeeeeceeceeceseececececececceeeee,PI IIIIIIVPAIP IPI IIIPIIAAIADIIAIPIIPIIIIIS What are yc ynigh! GAME + Books open. Use the ast sentence _playthe audio. Ply the audio in the previous actvigy(Ftheres once and ask ther to answer the anyone in the group who goes 10 questions. Ask them to check fearts the movies every weekend) and answers and if necessary, py the the picture to contextualize the auto agin. Check answers with activity. You may ask questions the whole cass. suchas + To wrap the activity up, pit What are the people inthe picure students up and ask them to probably talking about? clscuss the questions in Activity + Books open. Adk students to read What are they planning to dor [3b Allow sham abous eee kindof movie are the iris Re emi aa the sentences and ty to guess What kind of ae : activity. While students clk, move towhom in lass each sentence Planning to watch around and help them ifnecessar. may be tue. Tell students to if necessary pre-teach the kinds Check students conclusions with complete the char with five of cofmovies that ate shown in the the whole cass ther dassmates' names. Students pictures, are not supposed complete the sentences with their own names and, ifthere are people from the ‘ame family or who know each ‘other very well in the classroom, you may tell them they are not allowed to wrice those peoples names either. = + When students are done, elicit the questions to be asked, ‘Ask students to stand up and Tell students they are going to listen (0a conversation and should Answer questions 1 to 4. Ask them to read the questions before you move around interviewing thee eee eae oe eerues in cetecne ue cpt cacronge noes Right or che Wrong column in came the chart accordingly. Allow ther 9 mete arctic ia about five minutes to do that —_—" sor woe + When time is up, ask students how e ‘many correct guesses they had. c “The winner i the students) with = the most corect guesses. = ean) + Towrap the activity up ask [ =i students to report their Findings to Sort arcammenaont arm the whote cass. oe LISTENING (ack) ares : Vow. *Gieeemnen Drowe Ougmaern i. en Om cuss | 63 cuasstessons | 67VOCABULARY of movies. Allow students about (one minute to doit > before they start the task. While around the room and check cher performances. Check answers with the whole class. + Books closed. Elicit what kinds of movies students already know, Use the flashcards availabe in the Resource Pack, pages 175 0 179, Kinds of moves, to introduce the (WaRe kinds of moves. Books open, Ask students to match the pictures and the kinds D 68 | cuacssemmacse %, eo PRONUNCIATION + Books open. Write the word comedy on the board and “ask students to pronounce it Elcie where the stress goes and underline it. Tell students they will listen to the words being said and should underline the stressed syllable in each word. Play the audio. Play it again iFnecessary, Check answers with the whole cass ‘Alternatively, you may want to ask your students to try to identify the stressed sylable before you play che audio. Py the audio once more and ask students to repeat the words. SPEAKING ¢ GOALS + Books open Tel sudents they willincerview their classmates to filln the chare with che missing information. Elicit how to ase and answer the questions. Model the interaction witha student if necessary € HSOCCSOSSSCOSCOHCOCHOCOHOOCCOCCECCEC ECCLES SE