a Oreo. i eaSenior Writers ‘Anthony James Rosenberg Daniela Aguiar Hughes ‘Marcos Frasson Ruiz Sérgio Luis Monteiro da Silva Director of Education ‘Marcelo Augustus de Souza Barros ‘Managing Editor Carina Nogueira Cerboncini Editor Maria Rita Corréa Vieira Editorial Asistants ‘Ana Carolina Alburquerque de Lima Danielle Carvalho Grazyna Anna Bonomi Proofreaders ‘Ana Lucia de Mello Lemos Carriel Elcio Camilo Alves de Souza Enrique Luis Melone Susan Banman Site Series Design Design Divertido Graphic Design Fajardo Ranzini Design lustrations Marcos Guilherme Photographs Shutterstock and Thinkstock ‘Audio Production Spectrum Estidio Printing Supervisor “Arthur Costa de Souza For New CNA Expansion 1 every effort has been made to trace allthe copyright holders bur if any have been inadvertently ‘overlooked, the publishers will be pleased to make the necessary amendments at the frst opportunity All rights reserved. No part ofthis book may be reproduced, stored Jina recrieval system, or transmitted in any form or by any means. electronic, mechanical, photocopying, recording or otherwise, without the prior permission in writing of the publishers, 1st edition ~ 1s prine Printed by Pancrom ‘ado tavernacionais de catalogucto ma Fubiicate (CIF) (Camara Brasileira do Livro, SP, Brasil) Tedices pore cattlogo siatemitico: CNA Inglés Definitivo (© Copyright Edicora CNA - 2015, “Todos 0s direitos reservados 2 Editora CNA Cultural Norte Americano SIA. CNP) n° 58062779/0001-50 Rua Coronel Oscar Porto, 800 - Paraiso (04003-004 - S40 Paulo/SP ‘wrwwenacombr CHORE CHOCOCHOCSCOHOOLCCECHCEHCECCOCOCCE OOCECS®O>PODOIIIIOIIDIADIIDIPOIIPOIDIADIIAIDAD DD DW OM RA CNA EXPANSION is a two-level English course for basic earners. The aim of the course is to make English enjoyable and tension-free. i is intended as a practical and natural approach to teaching English to basic learners and emphasizes listening and speaking skils ‘CNA EXPANSION is based on a se of principles which underlie is structure and activites. Ina nutshell, these principles are A view of language which proposes that language is a means of communication and that to communicate is to interpret, express, and negotiate meaning and that in order to be able to communicate properly in a foreign language, speakers should reach communicative competence (Savignon, 1991). ‘A view of teaching which is organized around the steps of engaging students in the task by providing them with che language items to be worked on, studying that language in a way that students become familiar with it, ‘and activating their knowledge by experimenting with what they have learned (Harmer, 2008) ‘A view of learning which advocates thac knowledge is constructed by means of interaction with the other participants in the learning process (ie. students, teacher, materials, context) and therefore that students are co-responsible for their learning (Vygotsky, 1978). {A view of culture that not only encourages students to bring to class their cultural background and share it with their classmates, but also promotes the exploration and discovery of other cultural contexts. Aview of social responsibility which is coherent with the educational belief that a language course should ‘g0 beyond teaching the foreign language only and that the teaching/learning process is also a means to offer students a chance to reflect and act on their role as citizens oftheir communities and the world. ‘Aview of the teacher's role which is based on the belief that teachers play a key role in the success of the teaching/learning process and therefore they should take itnto their hands to make informed decisions ‘concerning the best way to make use of the material and other resources available. ciasstessons | 33 @‘Student's Learning Pack lass Lessons Audio Files (online) Activity Book Information Gap Activities Grammar Tips Web Lessons CNANET Class Lessons ‘The Class Lessons are made up of eight lessons which mainly focus on the development of speaking, listening, and reading skills, supported by activities that specifically focus on linguistic input (grammar, vocabulary, functions, and pronunciation). The book starts with a special unit — the Starter Unit ~ which will provide students with useful language to be used throughout the course. Units 4 and 8 are dedicated to review material studied in the previous units. Audio Files The Audio Files for the listening comprehension © XK tivtiesin the Class Lessons are available on CNA NET and can be downloaded for further practice. ‘The Audio Scripts can be found at the end of the Teacher's Pack. } 4 | CNAEXPANSION1 ‘Teacher's Pack Class Lessons ‘Audio Files (CD) Activity Book Information Gap Activities Grammar Tips Resource Pack Audio Scripes €¢ S@eeaeeeeeec e@ é €Activity Book © the Activity Book offers students stimulating and varied practice of the material studied in class, Grammar Tips ach uni hasa set of grammar tips with more © detailed explanations of the grammar items studied in the unit. Activities and their answer keys are also available for those students who want extra practice. Teacher's Pack ‘The Teacher's Pack contains detailed suggestions © _ onhow ro teach the course, answer keys to the ‘lass lessons activities, transcripts ofthe listening ‘comprehension activities, and reduced pages of the Class Lessons. Resource Pack Flaschards, cue cards, and supplementary materials are available in the Resource Pack. These materials are meant to add diversity and to enrich the lessons. © Web Lessons © _ The Web Lessons are online activities which provide students with further practice of the contents studied in class. >PDIPIPOIPIIIIIAVOAIOIDIIIIAIPIDPIDDSae CNA EXPANSION 1 js organized in thematic Units consisting of activities which have specific characteristics, and goals coherent with the broad objectives of the unit and the materia, ‘Speaking ‘These activities aim at providing students with opportunities to practice the new language items in context. ‘The activities encompass both more controlled and freer practice. Before students start interacting, your job is to set the scene so that they understand the language to be practiced/used and the context of production. During interaction, you are not expected to interfere, unless students require your help or there is a communication breakdown. Listening ‘The purpose of the listening comprehension activities is to clevelop students’ strategies and techniques to deal with the language in its aural form. It is very important to prepare the students for the different tasks through Pre-istening activities such as exploring visual cues, eliciting information related to the topic to be listened to, ‘and making predictions. These will activate their previous knowledge and will help them better perform the ‘ask Itis also important to remind students that the objective of the activities is not to understand each and ‘every word, but rather to listen for the information necessary co do the task Reading ‘The approach to the teaching of reading is similar to that used for the teaching of listening. That is, the main goal ofthese activites is ro develop students’ strategies and techniques to deal with the written language. Pre- reading activities such as exploring visual cues and making predictions are crucial to ease the students! way into the text. Bear in mind that the objective ofthe reading comprehension activities is not to understand each and ‘every word, but rather to find the information necessary to do the tasks that follow the reading passage. Writing The focus of the writing activities i to develop students’ abilities co produce texts which they are likely (0 ‘need in real life. A process-oriented approach which aims at valuing not only students fnal product but also reflecting on the process of production of the texts is used. Vocabulary ‘The focus ofthese activities isto expand students’ lexical repertoire. Activities inthis section lead students to se the words in context so that they serve as tools forthe speaking, listening, and reading activities, From the start, students should be encouraged to take risks to develop techniques such as guessing and inferring to deal with the new words. Language Awareness ‘These activities are primarily meant to guide students to realize how che target language works. Students are stimulated to build hypotheses on how the language works and then experiment with them. As.a result, the activities are not only meant to develop students’ understanding ofthe way the language works, but also to inctease their critical and autonomous thinking skis. 6 | CNA EXPANSION 1 eeooooeoece eeeec @eeeeeeeaceaaeeocoauaeeeoaooaeeeePronunciation “The main goal of these activities is to develop students’ awareness of English sounds and intonation patterns. “Therefore, students will be exposed to the phonetical and phonological aspects of the language which are seen as more challenging. The assumption is that, by working on them, students’ speech will become more natural Game ‘Games provide students with natural opporcunities for using language for real purposes as well as for enjoyment. Your job during these activities i to guarantee that students understand the rules of the game and the language to be practiced/used. You should also keep control ofthe situation, especially ift 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 filed. Careful instructions on how to perform these activities should be given so that the information gap element is not ruined often the activities require that one student should not see his or her partners card ~ and students understand what conversation isto be carried out. Therefore, some language elicitation and modeling may be required. Iris also highly advisable that you spend a few minutes when the activity is over talking to students about what they found difficu as well as finding ouc if anyone wanted to say something but did not have the necessary language to do so. This may also be a good moment to go through mistakes students may have made and carry out remedial work. Feedback Time “The focus of the Feedback Time is to give students the opportunity to recapitulate the contents studied. Students should be encouraged to go through the unit and produce samples of the maceral studied and carry ‘out some self-evaluation of their progress. This isan important moment to discuss with the whole group what can be done to develop their coramand of the content studied and the tools available to do that. What else could you say? “The What else could you say? boxes offer students different language components to express the same communicative functions. Students thus expand and diversify their communicative repertoire, I is important to show students that they can say the same thing indifferent ways. However, you should use your discretion as to decide how far to explore and demand the use of such language. For example, if you see that your students already know and can use the target language in the activity, you may decide to explore the ones in the corresponding What else could you say? box. These boxes are useful too when there's alittle extra time and you think students would benefit from further practice. >3333HSOHOS0HHHH0HHHH8888888H88H8OEE cuassisssons | 7 @When in Being polite + Talking abou of ips + Talkin and dreams Communicative goals + Exchanging personal + Talking about pas events + Reviewing language previously oflering accepting and refusing hel excusing ‘oneself apologing paying compliment, making smal voce talk making invatons and suggestions accepting or reusing them aranging place and time + Kinds oft hotels and Studying abroad Communicative goals + Talking about study abroad programs + Giving opinions on school subjects + Making comparisons + Talking about requirements and prohibitions Vocabulary + Schoo! subjects + Language related to expressing ‘opinions (adjectives anc inensiies) Language Awareness + Equal comparisons Reading + Types of study abroad programs Pronuné + Silent eter in be allowed to ® ‘Communicative goals bout peoples incerests + Recommend kinds of tips based on peoples interests + Taking abour annoying seuators + Language related to waveling Rome... ut diferene kinds + Getting through an airpoet possiblity eal wchcagreeing and + Talking abou + Talking about furure dlsagreing. ving opinions, commendations and possi ps sirpors sto Wa ci + Conditional clauses (Fist pokes heronete Language Awareness conditional Reading a + Being polite Putting it all together ‘Communicative goals + Reviewing language previously deale with: talking about necesses and enmendations, making parsons expressing degrees of possibiity, eling stories, and asking fr/gving caification when listening to stories Listening + Comparing the profile of aplicanes fora summer ob asa waite Reading + Old wives tales. Or noe? © Believe it or not Communicative goals + Teling stoves + Asking for clarification + Talking about depres of Vocabulary + Transiional words * Vocabulary related to old Language Awareness + The tuth about hing Writing + Wi 1 scary story ©crazy ‘Communicative goals + Discusing the benefits of psychotherapy Vocabulary + Adjectives related to describing people's personalities + Adjectives related to fear + Language related to manias and strange habs Language Awareness + Modal perfect (should have + pase participle) + Modal to express possibly and probabilcy Reading Putting it all together ive goals + Reviewing language previously DPODOPPFIPPIOIOPADPOPPOP POP PAAOIIOPIPP>OIPPDAPADAADADD?D ° LISTENING (wrakon) ye) + Books open. Elicit che kind of things that make a person sound. polite. For example: Could | ask {you a few questions? Provide other examples if necessary *» Being polite... ... 3. Walk around the room and offer help when needed. + When students are done, eicic conclusions and check answers with the whole cass + Pair students up and give them S minutes to look at the pictures and ery to guess what they think people are saying taking into consideration their facial expressions and the context + When they finish the activity, elicit conclusions. + Go over the chart in Activity 36 and ask students to listen to five ‘conversations and decide which ‘communicative function each conversation refers to + Ask students to compare their answers with a classmate's Encourage them to use the statements provided in Activity ciasstessons | 1 ®e GAME + Books open. Explain chat students should choose either the green or the orange way. Then, cell chem 10 take turns following the path according to the color they've ‘chosen. Note chat sometimes ‘more than one direction is Possible, so students ae free to choose either way, + Organize students in pais and give them about 10 minutes ro play the game. Monitor their performance. + If time allows, students can be given the chance to play it again this time taking the other way. z a R i ners ern ‘Accept Saat senwerersone ——> Refuse | ! Refuse and | nwnye— cfrseie, —_» Accept explain why Sus | SSSSSHSHOSHCHCSSCSCOHCESCOCHSCGLLHLCeCHeLECeC LCE EE» PPOPPOPOPPPPPOIPIIPAPPDOPPIPPAPPAAIDAOPAAIPA PAPA AA DADIDD READING Goats + Books open. Ask students to recall «situation in which someone was ‘extremely rude, even though they ‘were trying to help. Prompt with ideas such as: helping someone to cross the road: helping someone to carry their bags offering their seat t0 someone. Being polite... ... Individually, ask students to read the sentences and decide ifhey believe they are True or Fase. Give them about 3 minutes. + When they are done, pair up students and ask them to compare their answers «+ In order to check their work, ask them co read the text, Elicit conclusions and check answers with the whole cass. + In the same pairs or as a class, depending on how much time you've got lft, ask students t0 discuss the questions in Activity 5b, Move around the room to check their performance. When students are done, elicit conclusions. engin a | er | . aire | a | | mee © | © | cea Ole) | Know.SPEAKING ‘Communicative Goals + Talking about different kinds of rips Talking about people's E incerests and dreams + Recommending kinds of trips based on people’ interests Getting through an aitport a + Books closed. Ask if students usually travel on their vacation and. + Talking about | thekind of place they like to go to recommendations and + Books open. Ask students to necessities analyze the picture and talk to + Talking about annoying situations their classmates about one trip they've taken. Go over the topics and elicit possible questions and answers. Draw atcention to the fact that students may also include some other topics they find interesting. Ask students to work in pairs and give them about 5 minutes to perform the activity. Be around to help in case students need, Asa follow-up, ask for volunteers {to share some information they found out about their classmates. SOQeeeeeeeeeeeeeeee é @eeeeeec330 DTT2TT2R2TI3FHHIF}DIFIFIFIFDTIS DDI? “When in Rome... «+++ +4 VOCABULARY + Tell students they will work in pairs go match the pictures and their correct names. Note there's a blank chart for students to fil in with a different kind of tip. (Check answers and ask students to repeat the new words. Then, cell students they must go ‘ver Activity 2b. Ask them to fill in che chare with the kinds of trips Under the verb that goes with it. + Books open. Ask students what + When students are done, elicit kind of trp they talked about in conclusions, the previous task If they don't Ava tol sa follow-up, ask students 10 know, say theyll see some kinds of identify the kind of trip they ve ‘wips and then they must identify taken based on the information which one refers to the trip they ren in Activgy 1 Make sure they mentioned. aan eosoe PRONUNCIATION ¢ GAME (oacko3) a5 GOAL + Books closed. Divide students into pais and explain Studencs * Books open Pat students upsask willing of bind of is them to study the words and and Students B wl ask yes/no" Circle the stressed one. ‘questions to try to guess what it is. + Ask students to share ther answers. «if necessary choose a student and Pha the audio CD and check age an eampe Wak around answers with the whole cas. while students perform the active. When they are done, ask students {0 exchange roles. eS Cen Ce. Ces 16 | cNAexPaNsiON1 oe USTENING (erace04) ore) + Books open. Before you play the audio, explore the pictures. As a class, ask students to guess the kind of trip these people will alk about, + Play the audio cwice, The first ‘ime ask students to identify che kind of trip according to each ‘conversation. Play che audio. Make sure students share their answers before you check them wich the whole class + The second time, explain they should listen and check if che people in each conversation have ‘he same or a different opinion about the topic. + Check answers with the whole class. HPSCHSHCOHSCOEHOCHHCOOCOHELOCEHCOOOOCEOE OEE033 3333323232333333233233333333323333329 SPEAKING foe + Books open. Explain students vill study the inforrmation in the speech bubbles and suggest a trip When in Rome... - - aking into consideration people's dreams and interests. Go over the ‘example and the What ese could you say? box. ‘Model the example in their books ‘with a student and divide students inco pairs. Monitor the activity Aer students do the activity, ‘check answers with the whole class + Asa follow-up, ask them what wip they would recommend to some of the people. When i Rome. BBELANGUAGE AWARENESS + Ask students ro Activity 76 SPEAKING individually. Make sure they use verb followed by ing in all the yam ‘examples. Encourage them co create a sentence on their own (number four). Mave around the room to check students’ performances. As students wil reed these sentences forthe following activity, make sure they + Books open. Ask students to dont see each others work to analyze the expressions in Activity _ Keep the information gap. 6 50 they can answer Activites 7a and b. ‘Ask students to compare their answers before you check them with the whole clas. Books open. Say stuclenes will work in pairs to read their sentences from Activity 6c and their pairs should come up wich a suggestion of akind of wip based on their incerests. If necessary, model the activity with a student (you should say the sentences about yourself and ask a student 10 suggest a kind of trip). Walle around the room to check students’ performances, = + Asa follow-up, ask some students mucins {0 say what their partner’ interests *Spuumotarinndajietetme Tips are and the suggestion given. Qrermenn ante oor See ‘SPEAKING _ nana e + Rook dosed. Askstudents ome * what they normaly do to pin Sereertereeeenam a trip. Ask if they like to check Imagaznes te nere or oer ‘source to get information about on thepice + Books open. Go over the ‘questions and make sure students understand them. Organize students in pairs and give them some time to discuss the ‘questions. Monitor students’ performances. + When finished, go over the answers with the whole class, D1 ennrnent 18 | cNAexPaNsion SHOSCHHOHHOCCHOHCHEHOHHOOLEOCOCEOCOHOOCEOEO EEE>IIFFII PIPPI ~PIPPPPOID IAP DOD DADO DDO DDIDDIID e LISTENING oye + Books open, Before you play the audio, explore the picture with students. Elicit what they think the telationship between the people in the picture is Play the audio ewice. The first cime students should listen for general comprehension, explain they will ccheck the topics mentioned in the ‘conversation, Pay the audio and. olicic answers + Move to Activity 10c and ask students to identify ific was Lucy fr Fiaz who said each of the + After they do it individually, tll ‘hem co share their answers and play the audio for the second time so students can check their work. + Pair students up and tell them to discuss the questions in Activity 10 Oe When in Rome... e ‘SPEAKING corte + Books open. Ask students to match the sentences s0 they make sense + Give ther some time to do the actnity and move around to offer help whenever necessary + When finished in pairs ask seudents to share their answers. Go over the example in Activity Tb. + When students are done, elicit conclusions When inRome.......| Sire nneterctotnecen ent | Oder | Gm Ome Onna | Cun Om Ome | Om One cl sant ef ee meer, Yh ae chek == — Sn Om Sxseannt Om Ge hes Ses On | 2 On ecemarecmany co peonentngrte | 2 ilpecwerterarwestmetae aoeSPEAKING oy Here are some suggestions 10 use the ifclause to give suggestions. Choose one of them depending. ‘on your class profile Suggestion 1: In groups, come up with other pieces of advice, Suggestion 2: In groups, students will play a competition game to ‘come up with as many suggestions as they can ina given time. Suggestion 3: In groups, students will come up with pieces of advice for travelers, using copies such as: religion/food/eating habits/ places/_) Choose one ofthe suggestions and explain how the activity works. Move around the room to check students’ work. oe cone See page 109 of the Teacher’ Pack for nstructions. eae = Fe Lapras es slate pldisme — phere om 20 | CNAEXPANSION1 6 5 3 SPEAKING eyes ‘Ask students to work in pairs and give them some time to discuss ‘what the pictures represent in Activity 13a. When students are done, elicit ideas, Move on to Activity 136. Say students will now see the formal rrames of these steps and ask them to use the verbs in the chart to complece them, Walk around the room to check students performances. When they are done, elicit ‘conclusions and check answers with the whole class. At this point, you can even go back ro the pictures in Activity 133 co illustrate some of the steps ‘Ask students to, individually, put the steps in the order chey think is more logical. Remember not to correct right away once students will read a text in Activity 13¢ 10 check their answers, Ask students to read the text about airports, compare with their answers and change what they find necessary, Tell them to compare their answers before you check them with the whole clas. Go over the questions in Activity 13d and depending on the time, do i as a class or divide students into pais When finished, elicit conclusions. @eec eeeeeecoeeec @eece eececece €> 9393233332923 333933332333332333333333339 “When in Rome...» « «+ «+READING foe Books closed. Ask students what kind of accommodation they prefer when they crave. Note they are not supposed to know any specific names at chis point. 22 | CNAexPANSION1 + Books open. Start by exploring the pictures. Ak students what they expect to find in each type of accommodation. Predict vocabulary with them and have them read the descriptions and match them and the pictures. Help students with vocabulary if necessary and monitor their work + Ask students to compare their answers before you check them with che whole group, TY Seeeeeeec990008988 98898S9H3H8HEF3333HRHSHH3259 When in Rome...SPEAKING + Divide students into pairs and give them some time to discuss the situations provided, Be around to ‘ew offer help when needed + When students are done, elicit conclusions. + Books open. Have students rank the features in order of + Books open. Ask students what importance. kind of accommodation is the best ifthey cravel wich kids. Elicit ideas and go over the examples in che book eliciting which of them express suggestions and necessities. = + Organize scudenes into pairs and ask them to share their answers, Then, check answers. + Asa follow-up, elicit what che favorite feature in the classi, Ome 1 Qentte pens Oamw Omreorstonnpeing Oto cer Orme Semmes Ope an Qamy Geeeme Om Sere Sore Oe QrmmSvaten Qtmeaitseae Otmemenatina 24 | cNaexpansion1 ce @eeeec cece S®@OeCeeeeeeee e>>>PrPrIIIIIII~IIDPPI POPPI PDO PO POD IIIIDIID e LANGUAGE AWARENESS cy Books open, Draw students’ attention to the sentences in Activity ¥6and ask them 10 identify the words in bold and ‘what they indicate. + Give students about 5 minutes and have them complete Activity 17a individually. + When students finish the activity, ask them to share their answers before correction, + Go over Activity 176 and have them choose the correct alternative. «+ When students are done, elicit ‘conclusions and check answers ‘with the group. See page 110 of the Teacher’ Pack for LISTENING corey + Books open. Ask students what are the best and worst aspects of traveling, Elicit vocabulary. + Before you play the audio, explore the pictures and ask students what they think happened to each Play the audio twice. The first time students should listen and answer the questions. Walk around the room co check students’ performances. When finished, go over the answers with the whole group. Play the audio again and ask students to check the expressions they heat, Note that the sentences students read in the activity and the ones they listen t0 in the conversation are slightly different. They are variations of the exponents used ro talk about annoying situations. ‘Ask students to share their answers before correction. 1 eet rnd thle ey ne a6 Siero meinen ay Oe TEES wat fn » When in Rome... « «= + Go on to lester d. Arrange students in pairs and give them some time to put the expressions in the Fight categories Offer help when needed, + When students are done, elicit conclusions and check answers with the whole cass When in Rome. cuasstessons | 25 @find out how their classmaces feel in those situations. Give students ‘some time and move around the room to check their performances When finished, go over the answers with the whole group. + Asa follow-up, ask some volunteers to share their work GAME Sitang on a bench, + Books open. Individually, cell students to complete the sentences with an expression according co their opinion, + Explain scudents will talk toa classmate about these situations Draw their attention to the ‘example and encourage them t0 ask follow-up questions in order to orm + Books closed. Make copies of the cards available in che Resource ead o 1 Srtesdnsonoaenen Soa > 4 i. se r a af. ft tee ie, = os + * n a D 22) cusmmns 26 | cna expansion Pack, page 141, Siting on a bench ‘Ask students t0 work in pais and Be a sec of cards to each pai Sec topic forthe conversation. They should each draw one card out ata time and try to use i in the conversation. The fist student to use the expression on his/her card is the winner of thae round, Walk amongst students to check their work + Sec more topics until chey have used all the cards, ‘Suggested Topics: Camping Hostels Airport ‘Traveling with kids e + Books open. Organize the class in groups of 3 or 4, Tell chem, they wil travel together and ‘must choose the kind of trip they will take and decide all he other detail. Go over the topics they must consider and elicit the kind of language they will eed to discuss chs. Encourage them to use the language worked (on in this unt. Give students about 5 minutes. Monitor their performances + When finished, elcic answers. SPEAKING core eecceccececececcoecceeccceccececceceeces2333333322323 32333333333332333333333333) g FEEDBACK TIME foro e + Books open. Go through the ‘communicative functions listed ‘and encourage students ro come Up with the corresponding, exponents. Ask them to rate their skills developments related to each When in Rome... «+--+; lone of them. They may refer to the specific language content in the unit. Lower their anxiety by making sure they are not being evaluated during this task. This isa powerful resource as long as they ‘understand its purposes. + After the first couple of units, you ‘may want to have students work in pairs on this task, Monitor the ‘activity aval imes and offer help if necessary. + When they are done, have them share with their classmates their ‘most meaningful findings about their own learning process. Discuss questions related to study habits, and the importance of keeping up ‘with the language through Web Lessons, Grammar Tips sections and so on. cuasstessons | 27 @Communicative goals + Teling stories + Asking for clarification + Talking about degrees of E possibly + Talking about future possibilities SPEAKING reer + Books open. Pair students up and ask them to look at che picture and discuss the questions. Go over the questions and make sure students understand them Moye around the room and help whenever necessary + SST ITT Tet 2. mages glntea nis 28 | cNAEXPANSION1 + When students are done, elicie ‘conclusions. Rememier not to Correct the activity now as students will listen to the story to check if their predictions were correct. eeeececeaecen« eeeec € €Believe it or not------- © wsteninc previous thoughts Bc concusions + Asa follow-up go over the 2 last afer students do the activity ‘questions and elicit students’ (aces 8 and 10 + Refer to the illustration of the ideas. urban legends and ask students Corey {0 identify the one that best ‘Answers represents che story they have just heard Blci answers and ask why chey believe that isthe best picture to illustrate the story. Ask if they have heard this story before and iFighad the same end, Make sure it’ a short discussion, «Play the audio again so students ‘can do Activity 2b. They wil choose the correct options about the story Ask students to compare + Books open. Play the audio twice: their answers before you check ‘The first time students should them with the whole class. Make listen for general comprehension sure students understand these conce they should compare the celerents are normally present information leamed with their ‘when telling stores iieetictie Qu Orem aie Soret (nema >>> >I>FI—VOI>II—®PI>PI>PPIOI DIDO PODDDDIIIIDDVOCABULARY so they can puc the story inthe correct order Students should doit individually. Ask students to ort : compare their answers before you ‘check them with the whole clas. ‘Ask students to fillin the Blanks wich the appropriate connector to complete the story, Divide students into pats so they can do the activ. Move around the room to help students in case they need it + When students are done, elicc conclusions and check thet answers with the whole class. Clear doubts by substituting the new + Books open. Ask students if they ‘words for more usual connectors. know something about The For instance, however for but ‘Mothman urban legend. Elicit + For Activity 3b, make copies of the answers and tell students they card in the Resource Pack (page will ead about it. Ask them 10 142) and pair scudents up. Make Pay attention to the sequence sure each pair has the 2 pictures the events in this story happened and a die. One of the pictures, Suman seceeteeereres Dorman nopepneniee teens swine nang tence eas Pama tates \ prgetengion cl NES era ae Sethe eee scone will provide students withthe connector that mus: be used. The other one wil give chem elements that must be included inthe story. Both, connectors and elements are numbered so students can associate them withthe number they oc from roling the de Explain they should roll the die twice: one forthe connector and the other one for the element. Explain scudenes will continue a story Staci by writing on the board it was a cold winter night ‘or some other sentence you find Your group will enjoy starting a Story fom. This way, students rast cake turns to Continue ‘Monitor their performances + Asa follow-up, ifime allows, ask students to tll cheir story to the class so they can vote for the best one See page 111 of the Teachers Pack for g PROCESS WRITING oye) + Books open. Pair students up and ask them to answer the questions. Set atime limit of 4 or § minutes for the task. When students are done check their answers with the whole group. Icisimporcant to raise students’ awareness to the fact that when they write text, hey. should have a clear purpose and a sense of audience. The purpose and the audience are going to define the genre, and language to be used. Explore through the {questions the text features. After you have explored the text with ‘the whole group, assign che task in the Activity Book. Seeeeceeceeecccsoveceoocececeecececeeees>IFDIIIIA>PPIIPIOAPIPAIPO PDO POA DADDODIIDIIID CS g SPEAKING cote + Books closed, Tell sudencs to work in pairs and ask them co eel their favorite scary story, Its important to encourage them to tell any kind cof story in case they dor't feel ‘comfortable with the scary ones. \Walk around the room to check their performances. “+ When students finish the activity ask some volunteers to share some ‘of the stories they were told ¢ eo LUSTENING (ack) ooyvey + Books open. Par students up and ask ther to read the stories and decide if they'e true, false or if ‘they'te still unsolved. Explain this isa competition and the pair that has more correct answers wll be the winner + Go over the expressions “That cant be tue, “That might be rue” and “That must be oe" and elicit the degree of pesibilty they express. Help them reach an agreement. Let students do the acivey and imonitor while they perform i + When they are done, ask one student from each pair swap books with one from the other pair and open the discussion to the ‘ass. Encourage students 0 use the new functions to express their thoughts. Dont comrect the activity night away once students wil ten to the audio to check ther work + Play the audio and ask students to correct their answers. Nowe that the answers wont be so clear * Believe it or not---. +. ‘once students will listen toa small paragraph talking about it.So, they'll have to listen for the main idea. Pause after every story and lic what they got from it. Ask ‘questions co help students come to an answer. Check what pair is the winner by asking them to correct their classmate’ answers. Go over the questions in Activity Se and make sure students Understand them, + When they are done, elicie answers Bolleve tor not @000 000086 00 a0 gO RAOe READING + Books open. Ask students if they can identify when someone i telling ale. Elicit possible gestures that indicate when a person is lying. Ask students to laok at the pictures in their books and try to imagine by looking at the features of the people whether they are lying or teling the truth, Divide students into pairs so they can share their work, Seesaw ‘trys D2) mremneons 32 | CNAEXPANSION1 + In order to correct the aetivity, ask students to read the cext The truth about lying so they can check if their guesses were ‘correct. Walk around the room to check students’ performances. ‘When students are done, elicie conclusions and check answers with the whole class NOTES: According to the site hetp:t/wwwpolicevibecom/body- language-can-you-tel:if someone: 's-lying/, when telling the euch, people tend to nod (picture 1) or lean the head (picture 7) when speaking, it means the expression matches the verbal scaremene. Also, when one says the truth, he ‘normaly scares (picture 3) instead ‘of blinking a lot. Besides, they use their body in a not limiced way, the movements are more natural and spontaneous. + Divide students into pairs and ask them to discuss the question in Activity 7c. + When students are done, elicit conclusions. € SOOSHSHOCHSOSCHSSCHOOCHEOCOHOCHOCOCOCHOOCECEECOC EEtO orcescccccecccccccccsccees The TRUTH about LYING >> IFIFIIPI—O>P>II>P®I>PI>O>PAIADO POPPI DD DIIDIDD cuasstessons | 33 @e SPEAKING + Books open. Prepare some cards in advance (one that says "True story” {and another one that says "Fake story") and organize students in pairs. Make sure each one of them has two cards. Explain one of the students should choose a topic from the list the book and pick a card (instruct chem co be careful so hither partner cant see what isnt) Then chey must follow the 2 all Phrase on the card and tell a true/ fake story. Go over the What eke could you say? box and motivate students t0 use the functions in it to tel the story and to ask for clarification about i. The idea is ‘hat his/her partner guesses about the veracity of i (elicit some of the Features from Activity 7 so they can “analyze” their classmate’ reaction when teling the story). Make sure students use che functions fromm the beginning ofthe class to express degrees of possibilty (emphasize them when you go lover the What else could you say? box). Walk around the room ro ‘check students’ performances. ‘Make sure students exchange roles. Walk around the roam to check students’ performances, ee | t (etude = ‘Asa follow-up, you may ask students ifthe guesses about the veracity ofthe story were correct and what they based them on, Also, you can ask chem ro share some of their stories. se teepee Aad eS > 8 pease ted 34 | CNA EXPANSION 1 Seveeceeeceecorcoonecforeceeceeneoeneneeee>dDPFIFFIFIIFIODDPIISSPOIIIPOD>A DS DIID DID SPEAKING oye «+ Books open. Divide students into + Goon toleterb and ask students pars and ask them co name the to,ndivdualy, match the sentences items in the pictures around, Organize students in pairs and ask Drawa spidergram on the board chem ro share ther answers. Make and use the words they say 0 Sure students use the functions in Complete it Help when necessary. Activity 8b. Cal their attention to Elicit answers and check them the pronunciation (especialy off with the whole class. and wil) «+ Ask students what these words + AS class, motivate students ro have in common and what they cscuss the questions in Activity 9d. refer to, Finally ask them t0 contribute with other items. Help them in case they dont know how to say them in English. Answers Boliove t oF not Qnaerentanee tence a 4 Seem ioeenton eaten veeeeeseee «Believe it or not----eo PRONUNCIATION sentences. Walk around the room to check students’ performances, each When students are done, elicie conclusions and check fool y pronunciation with the whole class LANGUAGE AWARENESS oe + Books open. Pair students up and ask them to practice saying the first wo sentences. Play the audio and ask studenes tolisten and compare the pronunciation of the “will” they heard with their work, Draw + Books open, Ask students ro their attention to the contracted complete the sentences using the four of ‘wll Ask students to ‘words in the chart do the same with the rest of the + When chey are finished, ask 2 eal: e. Oras se, 2 tment stl ge 3 tat _nportow ems sills Seep — Bar oon 3 eat enor wat, sal bese tpg onto cals ea Sitar it noone Sane ae | Tips * |Qmmetetm [@nenanee cilewenes D2 | cen 36 | CNAEXPANSION1 students to share their answers in pairs. + Move on to Activity 11b. Ask students to study the sentences in Activity Ta carefully so they can notice the correct verb tense that {goes in each of the clauses. *+ When students are done, eicie conclusions. + Goon to Activity 1icand ask students co write one example about themselves. Make sure they don't start the sentence with the fase + When students finish the activity, elicit conclusions. + In Activicy 11d, ask students to ‘choose the correct option about the function, Draw their attention to the fact that they can also, later, refer to the grammar HOHSHSOHOOHOHOCHEOCOHOHCEOHOOEOLCOOCOOCEHLOOOEEE>>IFIIII>IP>PFIN>SPI IIA DOD PPDDO POD DIIPD DID e GAME ose ‘Material needed: a sheec of paper for each pair of students + Books closed. Pair students up, allow them some time and ask them to write down as many superstitions and old wives’ tales as they can. Explain this isa ‘competition and che winner will be the pair that is able to write ‘more sentences. Note that for the sentence to be considered correct, ic must be grammatically correct, it must make sense and it mustrit be repeated (students can't use the ones discussed during cass). Walk around the room to check students’ performances. When rime’ up elicit ideas and check their answers with the whole class (make sure they participate "judging" che sentences and the score). Sum up the points to see which pai is the winner + Asa follow-up, askif they believe TThave ever tried any of the superstitions and ld wive's tales mentioned, See page 112 Pea Ce oo eo LISTENING fool + Books open. Before you play the audio, sk students to read the ff the Teachers ‘quotes in the book and discuss whether they agree with them or rot. Walk around the room to check students’ performances. + When students are done, go over, the answers «Say students wl isten to a guru talking about ways to lead life on ‘TV. Have them predict what hell say, Divide students into pairs and ask ther to complete the sentences in Activity 13b orally ‘Then, play the audio and have them complete the sentences according to what they hear. ‘Ask them co check their answers asa group and ask students if they believe those are good suggestions. + Draw their attention to Activity 3c and explain chat Cynchia >seeeeses-Believe it or not: -+ +++ needs to make a decision and is calling the guru on the TV show to talk abour her possibilities. Tel them they will listen and complete the rable. + When students finish the activity ask them to share their answers with a classmate and elicit conclusions, Finally, ask chem to add one more possibility for each Of the sicuations. Asa follow-up, ask what they think her decision was. Oe Believe R or nole SPEAKING eons * Books open. Pair students up and explain one studene will choose ‘one of the topics and think about its consequences. He/She will tell ‘that to his/her partner without saying the verb he/she chose, Student 8 will guess the action based on the information given by Student A and vice-versa, + Model the activity with a student. Example: ‘A: Ifyou do this, your journeys wil be more comfortable bu youll ako be stuckin trafic a lot 8 This will happen if buy aca. Ay Thac’ right ah mtn pe ue st died fe Sel nt man awh So sh haf di nts oie Gost he tls of as sings deb he ty $enwnt the cnet pint man ns ings fs ig © hr fn ech a dng a ne ps 38 | CNAEXPANSIONT o SCOHHHOLOHCHOLOCHOHCHSECOHCCOOELOOOOO OEE:> >>> IFOII>A>PII®P>P>OIIDO ODDO P POOP DOD DIDDD DD GAME roy Books open Divide students into small groups (3 to 5 people in a group) and provide them with a die. Tel them every time they land fon a square, chey have to read the sentence out loud and continue it \Wite che following example on the board: “If it starts raining after clas, Vl geta ride with my colleague.” Tell students that if they make a mistake, they need to go back two squares. Go over the example with students, Draw their attention to the pronunciation of the contracted forms. + Monitor students’ work. Make sure students pronounce the contracted ‘and the negative forms correctly. + Asa wrap-up, elicit some answers. » Believe it or not---... cinssusssons | 39 @gS SPEAKING + Books open Elicit some of the functions worked on during the Unit. Organize students in pairs and, briefly, go over the pictures ‘and elicit some possible language. If possible, bring some tealia (for ‘example, decks of cards) to cass to ‘make the activity more interesting, ‘Move around the room to monitor students’ performances + When students are done, elicit conclusions. 2 als 40 | CNA EXPANSION 1 SCOCHOHCOOCHEHOHCOOOOHOOCHOCOOCEEHOOOOCOOOCOE OE) >>> >7>II>I—II—I>I>PIDI IAAI DIIPOID ODDO DDID DDD e FEEDBACK TIME + Books open. Go through the ‘communicative functions Isted land encourage students co come Up with the corresponding, exponents. Ask them ro rate their skills developments related to each ‘one of them. They may refer 10 the specific language content in the unit, Lower their anxiety by oo ose eee 0000000 +Believe it or note... ‘making sure they are not being. evaluated during this task. This isa powerful resource as long as they tunderstand ics purposes «After che fist couple of units, you ‘may want to have students work in pairs on this task, Monitor the activity at all times and offer help if necessary + When they are done, have them share wich thei classmates heir ‘most meaningful findings about their own earring process. Discuss {questions related to study habits and the importance of keeping up with the language through Web Lessons, Grammar Tips sections and so on. =" 8.0 0.8 = El eal I igre NM cus | 37 OF ciasstessons | 41 @SPEAKING Coen Ree Brorraray arenes to flunk out Oud Dts 42 | CNAEXPANSION1>PIIIIII>AIIIADIIPA IAP IP POODP IDA DOIIIIIID VOCABULARY ore) + Before the class, reer to Resource ack, page 145 of this book and rake enough copies of the cards for Activity 2c + Books open. Elicit some of the school subjects students already know. Ask chem to look at the pictures in Activity 2a and write the name of the school subject under ie. There are some letters to help them. Pair students up so they can share their answers. Check their work + Move on to Activity 2b. Ask students to listen to the audio so. they check the pronunciation of ‘these words. Do number 1 with stuclents so they know what they have to do. Ask students to share their work and correct it + Move on to Activity 2c. Explain that students wil be in groups of and one pair will play against the other. Give one member of tone of the paits a card (that can't be seen by his/her partner); hel she will have co say one word (that cant be a compound noun fr a sentence) that is not on the list and that is related to the school subject he/she's got. His/ her partner has one chance to say the right subject. f he/she doesnt get ic, one student from the other pair can say another word so his! her partner (who can't see the Card either) should ty co get the correct subject. Students go on. until somebody gees the correct Studying abroad. - - - word. Paits exchange roles and receive another cad. Before starting the game, tell seudents they can't say derivative ‘words, for instance, ifthe subject is Physics, they cant say Physicion, Physical Also, cell students they can't mention names (of people, places, books, etc). As this isa ‘competition game, ask students to keep score and to make sure the other pair is following the rules. ‘Asa vatiation to the game, instead of just saying words, you may ask students to explain the subject ‘without mentioning the words in the card, OS putt ct dem(ray |) BroodY ©, timrneneeremnnnen tenn cunssurssons | 43 @oO LISTENING + Then, ask students to listen to these people talking about their (ack) school lfe and cornplete the ‘charts with the school subject that is mentioned. Have them check the person's opinion (positive or egative) and wrice down some ‘words/expressions they heard that helped them identify che school subject. Make sure their answers are consiscene. + Have students share their answers and check them with the whole group. corr + Books open, Ask students to look at the pictures and say whar they think these people wil talk about. Explore the pictures a litle bit and encourage students to come up with adjectives to describe these people's personality, = cor em at 44 | CNAEXPANSION 1 ‘SPEAKING oye + Books open, Explain char students will choose words from the boxes to give their opinion about the school subjects by using an adverb and an adjective. Go ‘over the example. Make sure students underscand what they are supposed to do. Go over the expressions in the What else could 1 say? box and make sure they reply appropriately when their classmates give their opinions by agreeing or disagreeing wath them. Show them that cheres also a blank space in case they want to add a new word in any of the categories. Divide students into pairs, Give them some time to perform the activity and ‘move around the roam to check students’ performance. Asa follow-up, ask some students to report their findings. Also, encourage them to explain ¢ ‘opinions on the subjec:s, GCeeeeceecececeeceeceecoceeeccececeeceacceceees»>”>D eee) e SPEAKING foe college co the cla them to compare their schools cunsstessons | 45 @‘SPEAKING Goats + Books closed. As link back to the previous class, ask students if they had any fiends at schoo! 5 all ba na 46 | CNAEXPANSION! who went abroad to study or if they have ever received a foreign student at their schools. Ask them if they would like to go on an exchange student program, where they would go and why. Books open. Ask students to look at the pictures and write afew Words that come to mind when they think of these countries ‘When they are done, go over the answers with the whole group, Elicit opinions from different students, € eee €>>>r>IIIIIIIIVII—PITDIVOP POPPA IIIA IIIID © ust the country people are talking about as wel as their opinion (rae) about it Play the audio and have students complete the chart, Ask students to compare their answers before you check them with the whole class. oy + Draw students’ attention 10 ‘Aetiviey 7b and ask students to discuss itn the same pairs. ‘Walk around the room to check students’ performance, + When students finish the activity, elicit conclusions Te + Books open. Pair students up and ask them to listen and to identify “oes ss0 200-90 Studying abroad: Studying abroad. cuasstessons | 47 @SPEAKING + Explain to them they should rake ‘urns saying their answers and the correct statement (in case they oe ‘considered a sentence wrong) + Cotrect che activity with the whole class. Ask stuclents to keep score ifthe pair got che T or F correct, they should score 1 poin. if chey rewrote the False starements correctly, cheyll get 1 more point. The winner is the pair thar has Scored more points. Books open. Divide students into paits and ask therm to take the quiz, Make sure students try to-correct the sentences they considered Fake. Allow them some time to do the activity, When they'e done, cll them to get together with another pair to compare their answers. ne oo pmo ine MeSA ahead Shee anit ic maton pee S fener” i dace estan reme So... S- atmonecpe ui Pine secaesenmenen oe Sacepe a ce 48 | CNAEXPANSION eeeeeee € @eeeesc € eeeec eeeece € €72222 FF7D27FHIPIIFIIFI®IP DI IPI DD IDDD DDD LANGUAGE AWARENESS + Books open. Pair up students and give them some time to go over the sentences in Activity 9a, When they're done, quickly go over the sencences and check whether students understood all of them. Invite them to share with the ‘group what was discussed in the pairs + Move on to Activity 9b and tell students to clasify the fragments by refering back to the sentences in Activity 9a. Ask them to do. this individually and then check their work in pairs. When they ate done, check the answers with the group and concept check +s sss206 Studying abroad... J by aking students vo come up with diferente sentences using the Fragments they analyzed + Goon to Activity 9 and ask seudents co complete the sentences using only a. oF not as... © express ther opinions. ‘Monitor students performance Ask students to share their answers before you check them ‘with the whole clas. + Then, move on to Activity 9d and explain that they must talk about the topics using comparatives, Superlatives, 2s. as and rota. as to express ther opinions about them. Call thei attention to the What eke could you say? box ‘wich dfferenc opcons and give examples ifnecessary. Ifyou find your group will have diffielty in doing it as itis proposed, write the beginning of some sentences ‘on the board and ask students to complete ther, Here are some suggestions People who study abroad weeny Not wearing uniforms at schoo! Going to private schools is + When students finish the activity, elicit conclusions Sd Diecrm-teymet aed ciasstessons | 49 @‘SPEAKING GOAL * Books open. Use the cue “studying abroad rom the previous activity asa link, Tel students they will have the opportunity to study abroad, but before they go they should talk co theie partner and decide on the best alternative based on the information they hhave on their cards. + Pair students up and give each of them a card (to be found on TBs I 50 | CNA EXPANSION Resource Pack, page 146). Make sure students in the same pair have a different card, Note that the cards concain different profiles so the idea i chat each student chooses a place that matches his/ her incorests, + Give ther some time to study the cards and the info graphic and, then. ask them to negotiate until they make up their minds about only one place ro visit. Encourage them co use comparative, superlative and as. forms to talk about the characteristics of each country and to convince their partner + Asa wrap-up activity ask what features they took into consideration o.come to an agreement, GAME Books open. Divide students into Pairs or groups of 3. Give each Pair or group a die (ifhey'e giant sized, all che better). Explain they should chrow the die and make a sentence using 2 noun from the first char, the adjective from the second chart that corresponds to the number an the die and a noun from the third chart. Students must take turns throwing the dice and making sentences, Encourage them co add their own ideas to the ls. + Ifyou want to make it more challenging, students may throw the dice for each column to pick the topics and the adjectives to ‘compare. f you do so ask them to number the words inthe frst and third charts. Walk around the room, check students’ performance and offer help when necessary: When they are done, go over the answers wich the whole group. OC Ooeo ooo LOO LOL LC COCO LCLCE LECCE EOE ECE>2dFFIFIV—OFIISOPPFPI IOS TIIOSP POO DODDPODDIDDIDD *** Studying abroad...» READING + Books open, Pair students up and they talk, walk around the room, ask them ro match the types of monitor their work and offer help Leip programs and their definitions. when necessary. cae Walk around the room to check + When students are done, elicit students’ performance. Before conclusions. you check them with the whole class ask students to compare their answers. You may want (0 carry out some chorus repetition of the wordsfexpressions so students will feel more confident when talking about the programs. + Move on to the questions in + Books closed. Ask students what Activity12b and make sure kinds of program abroad they students understand them. In the know and ifthey know someone same pais, allow students some who has ever taken part in one. time to discuss the questions. As Ree pF ee OSign f | 6 (beet ste Tiewinotetirtime | Siartheadrentureet | itstime to ‘teal abroat! ‘etme now! onyour erie teins ee ciasstessons | 51 @© usteninc eons + Books open. Elicit what questions they would ask a travel agen if they were considering studying abroad, Pair ssudents up and give all PL Se ‘tee 1 eect 2 setae tit 1 rnc ane + Tellthem they listen toa + Then, move on ta Activity 136, and Sf them 5 minutes so they can come Lup with ideas. Ask chem co share their thoughts and point out ‘what the most frequently asked questions would be ry Conversation berween a travel agent and a client and they shoule! answer the questions in the chart ive them some time to read them and clarify any doubts, Play the audio CO and ask students to answer the questions about the trip. Ask them to share cheir answers and check them with the have students answer the question Have them share their work. ? See page 114 the Teacher’ Pout ey e ‘SPEAKING oe) + Pair students up and ask chem to — } 52 | CNAEXPANSION1 create a different (from the ones in Activity 12) type of program abroad. They should consider the ;opics worked on in the previous activity and “sell ic co their classmates, + Ask students to walk around the room asking and giving information about their program, + Asa wrap-up activity, students may share which programs they ought” and why, Seeeeee eeeec cee @eeeeeereo LISTENING oye + Asa class ask students to look at the picture and describe it Elicit what the women are possibly talking about, Go over the questions and play the audio so they can answer them. Have ther repeat the conversation if necessary. ‘Ask students to share their answers land check their work wich the whole group. aod e SPEAKING [roe ‘Ask students to describe what is ‘going on in each of the pictures. When they're done, ask them to say what they think che girl is allowed/not allowed to do. >>> 72FIIFIIIVII>III®AIRPDD DOOD DOD DDDDD?D Srudents should say a sentence using che language to talk about requirements/prohibitions. To do 50, go over the Wihat else can you say box and the example so they know what to da, Monitor while students do the activity + Haye students listen to the audio CD and compare their answers with a classmate. Encourage them to use the examples to do so, + Go over their work. Ask students to say what the prohibitions are each picture. + Asa wrap-up activity, encourage ‘students to discuss the question Activity 16. eo =. Spas fed a. wt! il Studying abroad...» - Lyoe PRONUNCIATION (rack 2) or See page 115 of the Teachers Pack for + Ask students to listen to the le sentences and circle the silent leccer in the words in bold in each of them. Have students share their GAME answers. Check their answers. + Asa wrap-up activity. ask students to.come up with asentence about something they are (not) allowed to do at school/work/home. Pay attention to their pronunciation and correct it if necessary =. 1 ett cts 2 waercaanf terion ee ae 1 Yaa ee are 5 oer ace 54 | cNaexPaNsiont Tips Explain thar students will play TicTac-Toe. For each space there's a different topic Note there are 2 topics missing, so make sure they complete them with their own ideas before starting the game. The fise student 0 play must say a Fequirement/prohibition relaced to 1 Ifthe sentence is correct and makes sense, he/she scores a Poine. Then, student 2 continues the game. Note there ate 2 games, sa the idea is that each student stares playing once. SPEAKING oe Pair students up and have them create a set of requirements/ prohibitions about the school Of their dreams. In case the class profile is more adult, have them talk about the school they think ‘hould be better for the future ‘generations. Give them some time and monitor their work while they do the activity. Help when necessary. Have students present their work to che class + Iftime allows, as a follow. Up discuss the viability and ‘consequences of some of the ideas mentioned, + Asa vatiation to this activity you can ask students to seta list of Prohibitions rom the point of view of ~ employees to the boss society to the president kids to their parents SeHLLOLOCOCCOOLCOLCEOCHOLLCOLOCOOOOOOEOE CE++ +5» Studying abroad... | >> 2227 IIIII®II~II>I>PA®AOIFIIPDDOADDODDIDIDD?D FEEDBACK TIME oa + This is the time to raise students! awareness towards their evelapment in the course Itis* very important co ask students to complete this feedback, not only for the teacher to know ‘more about his/her students! development but also for students to reflect on their own learning I is ideal that students do ths since the early stages of their course so they can develop a sense of autonomy and responsibilty for their learning, Go over the topics af the feedback ‘one by one co make sure students know what is to be done. Tell them to write the corresponding ‘examples under each topic. Students complete individually Then, they can compare with & partner Check the examples with the ‘whole class Explain to students that itis OK ifchey couldnie excel imal the topics, but ti important for them to continue studying. Tel them that that is the reason why they have the homework and web lessons to do. In case you notice @ topic isnot so clear, prepare some review activities based on it acon a ‘cgi gegen ‘uate ty “eee \ | ‘Stugying abroad: oo .8 BEBE) cuasstessons | 55 @Communicative goals + Review talking about necessities ant recommendations + Review making comparisons + Review telling tories, asking for and giving clarification when listening to them + Review expressing degrees of possibiliey 56 | CNAEXPANSIONT ¢ ‘SPEAKING + Books open. Draw scudents! attention to the pictures and ask them to discuss the pros and cons of working abroad in one of these occupations, air them up, give some time and have them Perform the activity. Ask students {0 share answers + Then, move on to Activity 1b, Tell them chey have an opportunity to work abroad in one of the Activities in the pictures and that they should choose one and ask for advice to his/her classmate, Encourage them to use the language in the What ele could you say? box. e e e e> >>I IPFIIII®I®I~I>P>III>OP>II DOOD DOD DDDDD neceaessenevseeneveravesenesevese so putting ital lagetharswees.! eg oO LISTENING footy + Go over Activity 2c and ask students to discuss the questions in pairs. Asa wrap-up activity, have them report their partners answers. Od + Draw students’ attention co the profiles and the pictures. Have them listen and masch. Then, correct itas a group. + Go over to Activity 2b and have them work in pairs and compare the applicants co choose the one that best fis the position of waiter Encourage paits to share their conclusions. “clin dmencnseeromceponneasie — Lee pena coms emnwt cuassuessons | 57 @GAME + Draw student’ attention to the first line of the story Ask them how they could complece it. Divide the class in 2 groups and give each of them a card from the Resource Pack, page 147, Tell them they have to continue the story by using the five elements in their cards, but that they should also add other elements so that eter ere nas es pormconmapacae amon the other team has a difficult time finding ouc the five mandatory elements in their cards. Before they start the activity, review some Of the useful language leamed throughout the unie such as Connectors and elements used when telling stories language used to ask for clarification and for more details when listening to stories; adverbs co give opinions. ‘Make a quick review by asking students to come up with ‘examples and let them perform the activity. When they finish creating the story, pair stucents up. Each pair should have one student from group A and one student from group B. They will tell each other the stories they ‘ame up with, and as they listen lag ermsmeoenye on, 58 | CNA EXPANSION’ they should try co identify what the mandatory elements in each other’ stores ae. As a wrap-up activity ask different Pairs to share thei stories, READING + Draw students’ attention to the sentences in Activity 4, Have them check True or False individually and then compare their answers wich a partner, Encourage them co say: That can't be true. That must be true, ete + When they are done, ask them {0 read the text to check their answers, Correct the activity with the whole group and draw their attention to the questions in ‘Activity 4c. As a wrap-up activity, ask some pairs co share thei opinions with the class. OS SOCHOHEOHCESCECEHECOHOHLLCLCOCOCOCOOCOO LOE CS>>> III>FII>P>FI—>>A®®IIII®> POOP PDO DDO DDIIDDD “pes re ma =a octet Soe SSeeooe roteorcee | meat joa 2c Old wives’ tales. Or not? otal eh tn patent mit, ea mr yw ae Tt nomen coos Milieu teageringngrsre et gems ag caches oe SZhitawsoe enero Smee sn Ty -— ro 6mroee Treat ce patchy ornare‘Communicative goals: + Talking about people's Personalities + Expressing regret and talking about things you should have done + Discussing the benefits of psychotherapy + Talking about whar scares you and what makes you 60 | CNAEXPANSION1 ¢ SPEAKING yt + Books open. Sart by exploring the images and ask students to give opinions about them, + Tellthem everyone has a "thing" Something funny or strange about them. Mention something like this about yourself so students will be more relaxed vo talk about it Give scudents some time to fil ‘ut the chart in their books. The charts for their own reference, so i's OK if they write down a single word as long as helps them remember what to say, + When they are done, azk all seudents ‘0 walk around in cackeal format and talk to each other about what they chose for each category + Asa wrap-up, invite students to report what they have learned about their classmates, @eeec @eeeeeeoaecoeecoceec ce- - a - a a - a a a - - - a - a - a - - - a - - - a - a a a ° ° a ° e. @ ustninc oe + Pair up students and give them some time ro discuss the pictures and predict what cheyll hearin the ‘conversation, Elcic from the paits what they think the fight fs about. *** Everyone's a little crazy: --« + Move on to Activity 2b and call students’ attention to the fact that qualities can be either good for bad. Play the audio and give Students some time to complete the chart. When they are done, ask them to check their work in pairs before you check the answers with the group. Make sure scudenes are familiar with che words and clarify any doubts chey may have. «+ Move on to Activity 2c and follow the exact same procedure as in ‘Activity 2b. Answers. i wg) eel fot ag ah = Ep ese seat - ciassiessons | 61 @VOCABULARY oyu * Before the clas refer to Resource Pack page 149 ofthis book and Prepare as many sets of cards 2 ‘needed. Card should be printed on both sides of the page. * Pair up students and ask them to ddo Activity 3a. Tell hem to guess the answer whenever they're not sure about the meaning of the word, When they are done, check the answers with the group and clarify the meaning of the words they're not sure about, + Move on to Activity 36. Organize seucents into small groups and hand each group a set of cards All the cards must be placed with the definioons facing up (and the words facing down). Saudents will ‘ake turns pointing ar the cards and saying whae word chae definition Corresponds (0. The car is removed fiom the table and the student Scores point ifhe/she gets ie right Carry on the activicy uni there are no card left. Ac the end, the szudent with the most points s the winner, oe Pec Se page 116 EMD of the Teachers oy Pack for Coren ee eae ® © @ o ® ® @ © ® © o = > D 0) commen: 62 | CNA EXPANSION! GAME + For this activity you are going to use the same sec of cards from Activity 3b. Before stating the Activity select nly the cards wich bad qualities, Distribure one card to each student and pair them up. Explain thatall students are mad at heir partners, and the reason is the word on their cards, nd now they are going to have a big argument about it. Thar’ nor al though During the activity, you are going 0 give them new cards, and they will hve to include that piece of information into the conversation as naturally as they can, + Give them some time te come up with a story and then carry ‘out the activity: Wait a couple of ‘minutes and then walk around the class distributing excra cards o all students (one a a tir). ideally, they should have around 3 r 4 cards cach atthe end of the activity + Wrap up by electing the bese ight. SPEAKING oe * Books closed, Ask students to write fon a pece of paper cwo of their qualities, bt one has to be ale. + Scudents will ell each other stories that justify che qualities they wrote. Each time they cella story, ‘their partners will have to guess what the lies are + Cary out the activity in cockeall format and make sure students have atleast wo or three different interactions, + Wrap up by electing the class's best fake story, SCCCHHSCHOLHCELCOLLECEOO OOO OCEEOCOOEEEOE> 7339233333233 333232337333332333333R33R339 ge SPEAKING ‘own examples. When they are done. invite students to share thee = sentences with the group. Sa + Pair up students and move on to ‘Activity 6 Cive them some time to talk about the items in che cask and then open the discussion to the whole group. oe LISTENING + Books open. Explore the dictionary ‘entry with students and make sure they understand the meaning of racks 26304 7) the words, Also take the chance to ‘explore peculiarities of the genre ae and make sure they are familar with ehe way words ae explored in dictionaries: sylable division, ‘word stress, pronunciation, and soon, Give students some time t0 + Books closed. Stare by askin complete the entry with their ad students iF they've ever had. Everyone's a little crazy-- +--+. | psychotherapy. Ask their opinion about it and focus on che possible benefits. + Books closed. Tel students they'll Tscen co a woman calking to her psychologist about something very stupid she did, Tell therm to listen and write down her regrets. «+ Move on to Activity 7b and play ‘the audio again so students can Circle the expressions used. rd Everyone's ait crazy ciasstessons | 63 @LANGUAGE AWARENESS ° oot Books open. Pair up students and ‘ive them some time co go through the sentences in Activity 8, + Check the answers and ask students to either circle or highlight what che sentences they DID NOT check have in common, which is the modal should have. Give students some time to answer the questions in Activity 88 and check their work. At this point, you might be able to concept check the use of should have by asking students to come Up with a couple of sampie sentences. If they are not able to, provide some examples of your ‘Move on to Activity 8c and give students some time to write their Sentences. Wrap up by asking students to read their sentences to the group. At this point, you can se delayed correction if necessary roy Waitin srt (Dt rat as ave teen cor ipeteticeecee Gr senmeynten 64 | CNAExPaNSiON1 {3099095500900 802HS93H3033935823999) Everyone's a little crazy g ‘SPEAKING e SPEAKING an eae + Books closed. Ask students ift they know any famous + Books closed. Tell seudents psychologists. They are very likely sometimes we do stupid things fo mention Freud, $0 go on and and mention a few examples of tention the other three quoted your ovn to lower their anxiety. in the activity. Feel ree to give “Then, ask students to come up ther some basic background with other examples (real or information on each one. Ficional) of stupid ideas. + Books open Organize students in + Books open. Tell students they trios and give chem some cme to Bre going totalk about the most read and discuss the quotes. When Seupid ching they've ever done (or they are done, mite the ros ro ‘one of them). Pair up students and share their opinions with the group. go over the information they'll need to get from each other. Elicit from students what questions they can use to get the information required. Give students some time to incerview each other. When they are done, wrap up by inviting the pairs co report the highlights of their conversation. os The most stupid thing'l ever did probably ee, 2© Ustenine * Check the answers and pair up «Tell students all the sentences, students so they can compare in Activity 12a are elated to or rah their answers and discuss whether extracted from Activity 11. Ask ‘they agree with the psychologist them to quicky go over them or not. and make sure they know what they mean, + Tell students they will have to relate the sentences with the 4 ideas in the box (ability, possibilty, probability, obligation). Make sure ‘they can distinguish the different ideas (possibilty and probabilicy g LANGUAGE AWARENESS tond co get mined up) ond ace + Books open. Ask students to read. the statements in Activity Ta and mark them True or Fale, Make sure they are comfortable with the vocabulary in them. + Play the audio so students ean listen to the interview and check the sentences again according to har the psychologist says, = Co oa them to march each sentence to cm ‘one of these ideas. + Check their work Answers 1 Arment es cetera ayn r 4 Syuateat nacsmutnamenerioanas tema - Dr ren ato gs myer an sei Qin eoon rwanese peso Dorey cuca np ner @rrntemamteen on teres peony Denman tenn sgh erat Qwvetney sen esa venta Dovanccar ani rsine na Der arts ommin sean, Dez nemunons 66 | CNAEXPANSION1 SfLoHCLCOCEHLOCE HOCH OCLC OCOOCOOCC EEOC ECE) (e606 e086 56505 6859000099093 9530205'9 + Move on to Activity 12b. Ask them co compare the two blocks of sentences and ask them what the difference between them is Teach them the word “blunt” and explain the sentences on the right and on the left have the same basic information, but the ones on the left ae blunt. Ask them ro use the sentences asa reference and ‘complete the chart. Give them some time to complete the task and then check their work. * Everyone's a little crazy------ Move on to Activity 12¢ and ask students to rephrase the sentences rmodalizing the language in them. Give them some time to do the task and, thery check their work OeVOCABULARY ote + Books closed, Write the word ‘manias" on the board and make sure students understand its ‘meaning, Tell ssudents some of your manias and encourage them to share some of their own, 68 | CNAEXPANSION1 + Books open, Ask studer over the list in Activ make sure all statements are clear to them. Then, pair them up and ask them to number the manias from 1 c0 9, where number 1 is the strangest one. ‘+ Move on to Activity 13b and give students some time to discuss the questions in small groups ‘When they are done, ask each BrOup t0 report their opinions to the whole class,Sr FIIIIII—FPIIII—APP IAP ID ID IDI PID I DDD 8 ‘SPEAKING + Books open, Organize students into small groups and go over the topics to be discussed. Remind them this ~***""* Everyone's a little crazy------ | isa sensitive topic and tell them they cannot be blunt with each ‘other. Ako, call their attention t0 the suggestions in the box. Give students some time co discuss the topics. Walk around, the class and offer help only if necessary. Take nates of their ‘mistakes so you can carry out delayed correction after the task is completed. Everyone's a ite crazy 1. verse mpc neni 1D. cerseeoin tant cinssurssons | 69 @+ Books open, Par up students and ask ther o go over the comic stip and discuss the questions about it + Wrap up by opening the discussion initiated in pairs to the whole group, 70 | CNAEXPANSION1 © e ->>>FIIFIVIIIIIIAI>AIAIDOIIADOO DOPOD DODDIDIIID g READING + Books closed. Write the question hac’ the difference berween fear and anxiety?" on the board and discuss it with the whole ‘group. At this point, all answers Everyone's a little crazy- are OK. Do not correct students in case they get the two ideas mixed up, + Books open. Ask students to read the text and mark the sentences “rue oF False. Also, ask them to tue the text co check whether the answers they gave in Activity 162 ‘were coherent or not i cursstessons | 71 @VOACABULARY Cott + Books open. Tell students there are many ways of saying you're afraid and ask them eo tik al inthe lise tae relace to Optionally, you may tell I the words this idea, I'he ‘When they are done, check the answers and model pronunciation of the new words by ca chorus repetition, Ove omit Once Gone iat ominenn 72 | CNAEXPANSION 1 e + Books open, Tell are going to ince sdents they few each other, Go over the topics and elicit the {questions they use to find out Onna rem mt Onin Gros + Pair up students and give therm some time to carry out thei + Wrap up by inviting each pair to e GAME (oT + Organize students share with the group what they/ve leamed about each other and get students to call you what they think is happening. Follow up with a brief group discussion about scary stories: who likes, them, who doesn't, who enjoys telling these stories, and so on, all ‘groups and tell chem they'll rake turns telling scary scores. While doing this, they should use as much of the new vocabulary as they can. Optionally, you may curn off the lights and give ‘out flashlights for some extra ambiance. Just make sure this isnt going to disturb any of you students, Give them some time to tell their stories and wrap up by asking students to choose the best ones.2272 IIIII—IIVI®I®—®I—PAIIIIIPDDDDHOIDIIDID FEEDBACK TIME ‘one of them. They may refer to the specific language content in the unit. Lower their anxiety by ore ‘making sure they are not being evaluated during this task This 62 powerful resource as long as they Understand is purposes. «After the ist couple of units, you ‘may wane to have stunts work in parson this task. Monitor the activity at all times and offer help if necessary + When they are done, have chem share with their classmates their most mearingful findings about + Books open. Go through the their own learning process ‘communicative functions listed Discuss questions related to study ‘and encourage students 10 come habits, and the importance of Lp with the corresponding, keeping up with the language fexponents Ask them torate their through Web Lessons, Grammar ‘kils developments related to each _Tips sections and so on, = S12 ee) | ‘ant ml Semynrcidig Sirs * Everyone's a little crazy- +--+» | | | |Communicative goals: + Talking about TV shows + Stating conditions and their consequences + Talking about plans in the rear future E+ Describing RPG characters and creating stories about them + Talking about possibilities ‘mistakes (0 review later + Get feedback from class. Review any mistakes, SPEAKING + Move around the room to help if necessary. Take notes on any coy + Books open. Form pairs or groups. Tell students they are going to talk about their favorite TV program (only one). Tell chem co consider the questions in the book and draw their attention to the “What be could you say?” box. 74 | CNA EXPANSION “e e o . e e e © e © © ~ e o e © o e - e e © ©30 >dTIDFIPIII®ADII®O>PI>OVOIPODDODIDDIDD »>,>D”9 “2555555 Let the imagination fly: «+++» VOCABULARY correspond to the defmitions in + Form pairs or groups and have the chare. Model the frst one with students discuss the questions in the group and give them some ‘Activity ¢. Move around the room time to find the words and, then, to help if necessary. Take nates to check their work in pairs. When they are done, check their work and clarify any doubts they may stil have about the words. + Move on to Activity 2b and give fon any mistakes and, if necessary, ‘cay out delayed correction ance the activity i finished, students some time ro fil in the Answers. + Books open Asa link tothe previous sentences. Move around the activity tell students that they wil room to help if necessary. Take row see some people’ opinionson notes on any mistakes to review different types of shows. later. When they are done, ask + Tell students they'll have ro find students to share their sentences in the comments words that ‘with the group. SS a= fui DL rmnscngehcl AB) nesrngtoenace pale aie MB ES tae ta . o saad eg EO mtr rie 4 ag orescence nero Hemate vay Bimcemes Ben memtonite I, tno once e i cursstessons | 75 @oO LISTENING board and do this actviey with books closed. The series Waking rick) Zombies" mentioned inthe audio passage isa clear reference 10 the ahs drama "The walking dead” Fee free to explore thisif the group profile allows i. + Move on to Activity 3b and ask students to predict what they think they'l hear in the conversation + Explore the picture briefly and based on the questions they! conganize students neo small have to answer. You can hep s70Ups to discuss the questions. if them by asking questions such necessary gocover the questions _as"How many people are there co make sure students are in this conversation?" or "What comfortable with them, Pay are they talking about?" or even particular attention to the use “What show do you think they re cof move" in the thre question, watching” la the audio so which may bea bic unusual ro seudents can answer the questions your students. You may want to. Give them some time t check Provide your own picuresIn chat ther workin pats and then ase, write the questions on the correct the activity with the’ group. Tag ye a nal madi CSS _ 2 Yeadon aie iio eg * Peppered mo ein at ed 5 "embed ——- Tips 76 | CNAEXPANSION1 LANGUAGE AWARENESS [oe Call students’ attention to the conversation fragments in Activity 4a and ask them to highlight the condition in each sentence. Ifnecessary,revsi the concept ‘of condition and consequence covered previously with the 1st conditional, When they are done, ask students co check cheit work in pairs and correct the activity with the group. DO NOT give them the rules for che 2nd condicional + Move on to Activity 4b and ask scudents to answer the questions based on the consequences. Check their work when they're done. + Move on to Activity 4e and ask students co complete the chart with all the possible choices. Check their work when they are done, Seeeeeee ce é> >>> ITIII®I®II®I®IA®A>OIVIDPOPPD>ODDODDODIIDD vee seeeeeesesesot @t the imagination fly: > « SPEAKING + When they ate done, pair up students and move on to Activity 'b. Give them some time to talk about and compare their statements. Asa wrap-up, choose the most creative version of each sentence, + Books open. Give stucents some time to complete the sentences in 5a, Walk around and check their work as they do it. Correct the mistakes as you see them, since this isa moment for form-focused practiceGAME + Pair up scudents and tell them they'll have co guess who their partners chose by asking. questions similar to the ones in the examples. You may model the activity with one student ro provide the class some extra input: GOAL ‘Walk around and rake notes of mistakes so you can carry out delayed correction ifnecessary. * Books open. Ask students to think of a famous character from movies or TV that they would like to be. Tell them ro make sure they choose someone everybody in the lassi ikely to know. ieapetieceeens * 78 | cNAexPANSiON1 € Ceeeceeeeee, >rPPPIPPDPPDAPDRD?D » Let the imagination fly. ---.. | READING + Go over the questions quickly and Cheek any woeabulary doubts that may aise, such as wormhole. Grve eae uclents some time t0 read the text and answer the questions. sit e done, check + Move on to Activity 7b and gather tudents in small groups so they can perform the task. Wrap up by 5 asking ighlghts of their conversations. ex their opinion about sci-fi, Be prepared to deal with answers such as I hate i (One thing you can do is ask what would it take co make a good sci- movie?) Do not overextend this of you'l ruin Activity 7b. Optionally you may show them snippets of Sci-fi movies and ask therm what they all have in common. cursstessons | 79 @‘SPEAKING . fore + Ask students to complete the statements in Activity 83 and give them some time to do it. Bbc | Sshleegenetert tra Go over the examples with students and make sure they/te comforcable with che constructions "What if.” and "Lets suppose...” Then, pair up students and ask them to swap books for Activity 8b, Give students some time to discuss each other$ plans. Walk around and offer help i students feed some. Wrap up by inviting students co repo the highlights of their conversations. See page 118 of the Teachers Pack for Pou es Teco. gf 80 | CNA EXPANSION 1 SHHSHHCHOOOOHSHCHEOOEHOHELOOCOOOOOEOOOOEE:E>PIFIFIFIIOIPIIAAIODO>P>O>OD>A OPO DODO P DOD DIOIDADIDA DID Let the imagination fly SPEAKING x SPEAKING foo GOAL + Books closed. Contextualize he activity by asking students if they know what a scripts. Go over the basics and bring in some trivia about famous movie scripts. + Books open. Go over the activity with students and make sure they understand what they are supposed to do. + Books closed. Bring to class pictures that ae related co fantasy Universes (Lord of the Rings. Narnia, Dungeons & Dragons, Harry Potter, Game of Thrones, and so on) and use ther to engage students into the topic. Make sure che definition of fantasy is lear to them, + Tell scudents this is going to bea "geek class’ Those who are into the geek universe will probably + Give students some time to read the incomplete script and check vocabulary doubts. + Organize students into small grups and go aver the What else could you say? box on the previous page. Then, give them some time to carry out the task Wrap up by asking students to report their versions of the story. enjoy it, no matter whar. Those students who do not care about ‘geek stuff (or even hate it) can be persuaded to join in and have fun because cis class wil provide some insight and a betcer Understanding of this cultural phenomenon. + Books open. Organize students into small groups and give them some time to discuss the questions + Wrap up the activity by inviting the groups co report the highlights of their conversations. cameo | 77 @ curssurssons | 81 ©© Usteninc ort + Books closed. Write the acronym RPG on the board and ask students ifthey know what it stands for Write the acronym in full Role Playing Games) and give oon 1 Durante nrc is < Cama 3 Drceseten yt cmpeoe them a brief overview. f any of your students play (or has played) RPG, ask chem ta talk briefly about them, Books open. Play che audio and ask students to answer the True or False ‘questions. Then, give them some time to compare their answers andl comect the fae statements, Check the answers with the whole group, Wrap up the activity by asking students co give cheir opinions about the Leo Patrick character. ‘Ask them if they know someone like him and how they can identify with him, “ wptlea | me a mu | = atch Sahai att emer | = z | 82 | CNAEXPANSION 1 e VOCABULARY Books closed. Contextualize the activity using the same pictures from Activity 10. Ask students to brainstorm words related to those pictures and write therm on che board. Books open. Ask students to 80 over the words in pairs and clistribute them in che categories. ‘When they are done, check their work with the whole class. Move on to Activity 12b and give students some time to complete ‘he sentences individually, Check the different versions of each sentence and choose the most Ory Oeeee SOHOSHSCHOHOCHCSHOCOCOSCOHOCHEOCHOOOHEOEPDOOOPOPPIPPOPAPOPIPDOPOPAPIPPOIPFPPAIPOAPOPDAPA PDP APP DIDID 8 ‘SPEAKING Cre + Before the class, make sure you get some dice (one for every three students in your group), + Books open. Ask students to 20 over the four characters and ~*** Let the imagination fly... ... choose a favorite one. Conduct a brief group discussion abour them. See pagers + Move on to Activity 13b, Organize (of the Teachers students into trios (or small groups) Pack for and distribute the dice. Model the 5 instructions. activity with students so they know ‘what they have t0 do, Give the groups some time to carry out the activity. Walk around and take notes of mistakes so you ‘an carry out delayed correction later on, Wrap up by asking each group or ‘tio to report the most creative answers to the class. Let the imagination fy 1 temo ny a pa ye |e PROCESS WRITING e SPEAKING ory oar + Books open. Explore the image with students and ask them i + Books open Revise wich students the Ce ees they wonder about the three Serpe they worked on in Activity 9 y siluse arsine oinwoducethe Wishes they'd make if they found Soe eet a magic lamp. Tell therm about cept your wishes as wel + Organize studentsin pais cr wios and _Bve ther some time to work outa basi storine. Walk around and offer Pair up students and call their attention co the What ele could ideas in case they get stuck ee + Give them some time to carry out + Assign the writing task in the the task and wrap up by asking ‘Activity Book students to report the highlights of their conversations. Sreemeasene oc a = co Imencngowrr ates | tn mone rss Qransmranie, Orercemane Owen 84 | cNAeXPANSIONT e © usteninc (wack) GOAL Books open. Go over thelist of statements with students and ask them what chey have in common. Explain the task and play the audio 50 students can tick the sentences, When they are done, ask them to ‘check their work in pairs. Correct the activity wich the whole class. OS SSHOSSSCHOSSHSCHSHLSHOSSSESSHOSHEOTCHSCHSCHCCECCOCEEPPODOIPPFPIOPOOPPOIP PPO >OPOP DAP DPP>PDPDRPPDIPIDIDIIDIDD VOCABULARY oe + Books open. Pair up students and give them some time to distribute the expressions in che categories. When they are done, ask them 10 compare their work in pairs and, then, check the answers with the whole group ry Let the imagination fly SPEAKING + Optional, you can do this activity as 2 wrap-up for the unit after Activ 19. COAL Books dose. Engage students by showing them a snippet ofan so movin which the characters debate the controversies oftime rave Pair up students and remind thern to us hypothetical questions and the expressions fom Activity 17. Cive the pars some time to cary out the cask and wrap up by tsking them to report the most interesting points that came up in their conversations. Lelthe inogation ty Sener aati itaarbramyutanea “an iy omeirs estes, Table sepa apooulde a nee iy eae SSigetlie a Teastfl aac poser ere wore