Senior Writers

Marcelo Augustus de Souza Barros

Marcos Frasson Ruiz
Managing Editor
Carina Nogueira Cerboncini
Editorial Coordinator
Ana Paula Guerra Gil
Editorial Assistant
Danielle Carvalho
Proofreaders
Ana Lucia de Mello Lemos Carriel
Barbara Yumi Lemos
Élcio Camilo Alves de Souza
Paul E. Coleman
Susan Banman Sileci
Series Designers
Carolina Louise Foganholi Simionato
Juliana De Maio Carnézi
Illustrations
Julio Panisa
Renan Berssan
Café Atômico
Photographs
Agência Keystone
Getty Images
Shutterstock
Audio Recording
Estúdio Spectrum

For New CNA Gold 2 every effort has been made to trace
all the copyright holders, but if any have been inadvertently
overlooked, the publishers will be pleased to make the
necessary amendments at the first opportunity.
All rights reserved. No part of this book may be reproduced,
stored in a retrieval 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.
We are grateful to CNA Rio das Ostras, CNA Vila Guilherme,
© Copyright Editora CNA – 2018
and the group at CNA Headquarters for piloting the
Todos os direitos reservados à
CNA Gold 2 material. Special thanks to the pedagogical
Editora CNA – Cultural Norte Americano S/A.
coordinators, teachers, and students who provided us with
CNPJ nº 58.062.779/0001-50
invaluable ideas and suggestions for the final edition.
Rua Coronel Oscar Porto, 800 – Paraíso
2nd edition – 1st print 04003-004 – São Paulo – SP
Printed by Pancrom. www.cna.com.br
INTRODUCTION
New CNA Gold 2 is the second of a two-level series of materials designed for advanced students of English as a foreign
language. Its main goals are to:
• broaden and enhance students’ repertoire of language;
• provide students with opportunities to organize their knowledge and develop learning strategies;
• acquaint students with specific international language examinations format;
• further students’ critical thinking and view of the world.

New CNA Gold 2 is based on a set of principles which underlie its structure and activities. In a nutshell, these principles
are:
• A view of language which proposes that language is a means of communication and that to communicate is to
interpret, express, and negotiate meaning; and that in order to be able to communicate properly in a foreign language,
speakers should reach communicative competence (Savignon, 1991).
• A view of teaching which is organized around the steps of engaging students in the task by providing them with the
language items to be worked on, studying that language in a way that students become familiar with it, and activating
their knowledge by experimenting with what they have learned (Harmer, 2008).
• A view of learning which advocates that knowledge is constructed by means of interaction with the other participants
in the learning process (i.e. students, teacher, materials, context) and therefore that students are co-responsible for their
learning (Vygotsky, 1978).
• A view of culture which fosters a deeper perspective on other communities’ cultural features as well as a critical look
at stereotypes in general, while providing students with opportunities to acknowledge, compare, and value their own
immediate cultural environment.
• A view of social responsibility which is coherent with the educational belief that a language course should go beyond
teaching the foreign language only and that the teaching/learning process is also a means to offer students a chance to
reflect and act on their role as citizens of their communities and the world.
• A view of the teacher’s role which is based on the belief that the teacher is key to the success of the teaching/learning
process and therefore he/she should take it into his/her hands to make informed decisions concerning the best way to
make use of the material and other resources available.

STRUCTURE
New CNA Gold 2 is organized in six thematic units and two review units that are divided into a number of sections. Each
section has specific characteristics and goals which are coherent with the broad objectives of the unit and the material.

GETTING READY
The broader goal of this section is to set the tone for the lesson by engaging students in the topic of the unit and providing
them with an opportunity to activate their previous knowledge. Although each unit has a different set of activities in this
part, generally at this point, students are required to voice their opinions and experiences, relying on the language they
already know.
 EXPLORING
The focus of this section is to provide students with new language items in context, usually by means of listening
passages and written texts of different kinds. The goal is mostly to introduce communicative functions and lead students
to notice and connect them with their previous knowledge. It is mainly a moment of recognition and reflection.

TRYING OUT
This section aims to provide students with opportunities to practice the new language items presented in Exploring in a
more guided fashion. It is normally presented in the form of activities with prompts which lead to specific outcomes. At
this point, you should look at students’ production very carefully and make sure their work is accurate.

INCORPORATING
The main goal of this section is, as the title says, to encourage students to incorporate the new items into their
language repertoire by using them in context. The types of activities in this section are usually aimed at freer practice,
such as role-plays and debates. At this point, you are not expected to interfere much, unless students require your help,
you recognize consistent errors, or there is a breakdown in communication.

WORDS IN ACTION
The purpose of this section is to expand students’ knowledge of vocabulary related to the topic of the unit. More
than just presenting new words, it provides students with tools to connect the new lexical items with their previous
knowledge. It is part of your role at this point to encourage students to go further and take risks with the language by
guessing and inferring, for instance.

GRAMMAR TALK
In this section students work on grammar topics which are somewhat related to the language functions approached in
the unit. The activities require students to work out the rules for themselves, normally through analysis of examples in
context. Students’ previous knowledge should be taken into account and you are expected to help them organize their
existing and new knowledge so they can use it in other contexts.

SOUND SPOT
The focus of this section is to draw students’ attention to pronunciation and raise their awareness of patterns and
common mistakes. The items chosen are not necessarily related to the topic of the unit, although the examples usually
come from other sections. Most of the time, the aspects approached are seen as challenging and the assumption is
that, by working on them, students’ speech will become more natural.

BITS OF CULTURE
This section aims to broaden students’ view of the world as well as help them make connections with their own cultural
environment. The activities are related to the topic of the unit and usually present information to be analyzed critically
with an open mind. It is important that you make it clear to students that cultural differences should be respected and
treated without prejudice and that their habits and values are not superior or inferior to those of any other person or
social group.

BUILDING BLOCKS
4 In this section students work on word formation and verb + preposition combinations within the context of the unit they
have been studying. It is important that you give equal emphasis to both meaning and form and review the language
worked on in this section later on.
 LANGUAGE WORKOUT
This is a moment for controlled practice whose aim is threefold. First, it reviews the main points worked on in the unit.
Second, it reviews language worked on throughout the course. Third, it familiarizes students with content and activity
types they are likely to encounter when applying for specific international language examinations. Activities in this
section can be focused on listening, reading, writing, language, and speaking.

PREPOSITION CHALLENGE
This section has been designed to raise students’ awareness of adjective + preposition and verb + preposition
combinations. Besides the activities in each unit, there is a glossary at the end of the book that is built by the students
throughout the semester.

FEEDBACK TIME
The purpose of this section is twofold. First, it provides students with a tool to assess their own learning, and second,
it serves as a study guide as it summarizes the language items worked on in the unit. It is also a valuable instrument
to help you cater to your students’ needs, as they clearly state what they need assistance with. Be sure to check their
work and, by using your repertoire of solutions, propose further or remedial practice on the items they are still not
comfortable with.

LANGUAGE PILLS
This section occurs in different parts of the material to help with comprehension and/or draw students’ attention to
specific words and expressions, besides helping them reach a more natural use of the English language. Remember to
check students’ comprehension and encourage them to use these new words and expressions.
KNOWLEDGE PILLS (Teacher’s Pack)
In this section you find further information, usually on cultural aspects, related to the topic of the unit, section, or
activity. The goal is to provide you with the means to help your students if they lack knowledge on the subject. Despite
the fact that nowadays it is very easy to find information about virtually anything, the idea is to offer a springboard for
research. Use it at your discretion.
ACTIVITY BOOK
The rationale underlying this section is that advanced students should have as many opportunities to read and write
in the target language as possible. Therefore, the activities will be mostly focused on these skills, offering students a
chance to read diverse textual genres as well as to write different kinds of texts. By doing so, they will develop their
reading and writing strategies. This section also has an activity (Dear Teacher,) which serves as a channel for student
teacher interaction.
GRAMMAR TIPS
In this section students will find further uses and examples of the main grammar point in each unit. Its purpose is to
offer students some self-study which they can use to systematize their knowledge, although it may also be used for
consolidation work or in class if you find it appropriate.
WEB LESSONS
The Internet-based part of the material has the purpose of providing further language practice of mainly, but not
restricted to, more formal aspects. The Web Lessons represent a valuable opportunity for individual practice as students 5
do the activities by themselves and have the chance to test their hypotheses and internalize their understanding. Be
sure to check their work and comment on their results as this is key to their appraisal of the tool.
WRITING TIPS
Writing genres have their own idiosyncrasies and specificities and it is important that students be familiar with them.
This section has been designed to provide students with valuable tips on how to carry out writing assignments.
 8 24 40 56
Unit 1 Unit 2 Unit 3 Unit 4

PEOPLE ARE IT’S GOT TO BE PUTTING IT ALL

LET’S HIT THE ROAD!
EXTRAORDINARY ALIENS! TOGETHER
Communicative Goals Communicative Goals Communicative Goals Review of the main points worked
• Talking about things people can • Showing positive and negative • Explaining a mystery on in Units 1 to 3
do and how well they can do expectations • Elaborating theories
them • Explaining and expressing • Talking hypothetically about the
• Speculating on what people are surprise past
doing
Vocabulary Vocabulary
Vocabulary • Ways of traveling • Different ways to say possible
• Skill levels and impossible
Grammar
Grammar • The present perfect & the Grammar
• Modal verbs of deduction present perfect progressive • Past modals
• Paired conjunctions
Pronunciation Pronunciation
• The schwa sound Pronunciation • Contracted form of have
• The th sound
Building Blocks Building Blocks
• Verbal combinations with under Building Blocks • Prefixes
and over • Verbal combinations with back
and away Discussion
Discussion • Famous mysteries and hoaxes
• People with extraordinary Discussion • Unbelievable headlines
talents • Traveling on a budget • Riddles
• Unusual sports • Voluntourism

6
 64 80 96 112
Unit 5 Unit 6 Unit 7 Unit 8

ENGLISH LEARNERS PUTTING IT ALL

NO EXCUSES MAKING IT OVERSEAS
OF THE WORLD TOGETHER
Communicative Goals Communicative Goals Communicative Goals Review of the main points worked
• Making excuses • Clarifying information • Discussing advantages and on in Units 5 to 7
• Talking about health and • Talking about learning a disadvantages of living and
fitness foreign language working in another country
• Showing doubt and • Discussing alternative scenarios
Vocabulary understanding in the past
• Beauty products and services • Showing disbelief
Vocabulary
Grammar • Different ways to say easy and Vocabulary
• So… that & such… that difficult • Important aspects in choosing
Pronunciation a country to live in
Grammar
• The e sounds • The past perfect & the past Grammar
Building Blocks perfect progressive • The third conditional
• Prefixes Pronunciation Pronunciation
Discussion • The l sounds • Stop sounds
• Beauty standards around the Building Blocks Building Blocks
world • Verbal combinations with • Review of verbal combinations
through, into, and around
Discussion
Discussion • Human development
• Your journey as a language • Living and working abroad
learner
• The history and importance of
the English language

PREPOSITION CHALLENGE 120

AUDIO SCRIPT 124
GRAMMAR TIPS 135
RESOURCE PACK 145
ACTIVITY BOOK 151
 GETTING READY

WHAT ARE YOU GOOD AT

Goals
• to introduce the topic of the unit
• to get students to reflect on their
skills and how they use them
Procedure
1, 2. Books closed. Ask students
to share what they think their
greatest talent is. If possible,
encourage them to give a quick
demonstration. Books open. Go
over the chart with students, clarify
any doubts concerning vocabulary
and ask them to fill it out. When
they have finished, have them
mingle to compare their answers
and discuss the questions. Wrap
up by inviting them to share what
they have learned about each other
during the activity.

8
WORDS IN ACTION Procedure
1, 2, 3. Go over the instructions and
SHOW ME YOUR SKILLS
give students around five minutes
Goals to complete the task individually.
• to introduce vocabulary used to Then ask them to check their work
describe skill levels in pairs. When they have finished,
go over the answers with the class.
• to study collocations with these new
expressions Repeat the procedure for Activities
2 and 3.
4, 5. Write a couple of sentences
about yourself on the board in
order to demonstrate the task. As
students write their sentences, be
on hand to answer any of their
questions. When they have finished,
pair up students and tell them to
ask questions about what their
partners have written in order to
find out if they have anything in
common. Wrap up by having
students report what they have
learned about each other during
the activity.

ANSWERS TO ACTIVITY 1
1. I’m incapable of speaking in
public
2. have excellent reflexes
3. I’m horrible at singing
4. excel at math
5. found it hard to make friends
6. I‘m good at fixing things
7. I’m able to cope with pressure
8. was capable of creating great
works of art
9. find it easy to connect with
people

UNIT 1 - PEOPLE ARE EXTRAORDINARY

10. I’m not so good at fishing
11. has really poor people skills
12. I‘m useless at this game

ANSWERS TO ACTIVITY 2
1. have excellent
excel at
be good at
find it easy to
9
2. be able to
be capable of
3. be horrible at
find it hard to
be not so good at
have (a) really poor
4. be incapable of
be useless at
 ANSWERS TO ACTIVITY 3
1. excel at
be good at
be not so good at
be horrible at
be incapable of
be capable of
be useless at
2. have excellent
have (a) really poor
3. find it hard to
find it easy to
be able to
4. excel at
be good at
be not so good at
be horrible at

10
BITS OF CULTURE 2. (track 2) Play the audio so 3. Ask students to work in pairs and
students can match the passages to give them two minutes to go over
GREAT TALENTS
the pictures. Have them check their the 11 characteristics and say what
Goals work in pairs and then go over the these people were good at. Then
• to further the discussion about the answers. give them another minute to decide
topic of this unit which characteristic was probably
ANSWERS TO ACTIVITY 2 the most developed in each person.
• to provide students with an 1. Salvador Dalí
opportunity to use the language Ask pairs to share their conclusions
2. Wolfgang Amadeus Mozart with the whole class.
worked on in Words in Action 3. Sigmund Freud
Procedure 4. Stephen Hawking
1. Ask students to look at the pictures 5. Pelé
and tell you what they know about 6. Mahatma Gandhi
these people. 7. Fernando Pessoa

UNIT 1 - PEOPLE ARE EXTRAORDINARY

11
 EXPLORING
ANSWERS TO ACTIVITY 3
CAN YOU DO IT? 1. You can only become a good
singer if you are a natural.
Goals
2. You need to have a knack for
• to introduce more ways of
acting if you want to become a
expressing skills and talents.
teacher.
• to train students’ listening skills
3. At the age of 17, you don’t
Procedure have what it takes to choose a
1. (track 3) Go over the career.
instructions and allow students 20 4. You should only get a driver’s
seconds to read through the license after driving has
sentences and then play the audio become/is second nature to
twice. Have students compare their you.
answers in pairs before you check
their work.
ANSWERS TO ACTIVITY 1
1. 4 4. 1 7. 1
2. 3 5. 4 8. 2
3. 2 6. 3

2. Tell students to read through the

gapped sentences before playing
the audio and ask them if they
remember the expressions. Then
play the audio for them to confirm
their guesses or complete the
activity. Have them check their work
in pairs and then go over the
answers.

ANSWERS TO ACTIVITY 2
1. what it takes [3]
2. a natural [2]

12 3. have/for [4]
4. second nature [1]

3. Give students a couple of minutes

to rewrite the sentences and check
their work. Pair up students and ask
them agree or disagree with the
sentences. As a wrap-up, have the
pairs report the main points of their
conversations to the class.
GRAMMAR TALK Move on to Activity 2 and ask
students to work in pairs to classify
MODAL VERBS EVERYWHERE each sentence. Then check their
Goal work.
• to review the use of modal verbs ANSWERS TO ACTIVITY 1
Procedure 1. couldn’t
1, 2. Go over the instructions and give 2. am able to (or) can
students around five minutes to 3. may (or) can (or) could
complete the task individually.
4. should (or) had better (or)
Have them compare their answers
in pairs and then check their work. ought to
5. have to (or) must
6. don’t have to
7. can’t (or) mustn’t

ANSWERS TO ACTIVITY 2
( 4 ) advice
( 7 ) prohibition
( 1 ) ability-past
( 2 ) ability-present
( 5 ) necessity/obligation
( 6 ) no obligation
( 3 ) permission

3. Give students around 5 minutes to

UNIT 1 - PEOPLE ARE EXTRAORDINARY

complete the task individually. Have
them compare their answers in
pairs and then check their work.
Accept any other answers that are
correct and make sense.

POSSIBLE ANSWERS TO
ACTIVITY 3
1. must (or) have to/couldn’t
2. don’t have to/should (or) had 13
better
3. should (or) had better
4. can (or) is able to/should (or)
had better
5. don’t have to/may (or) can
 TRYING OUT 1 SOUND SPOT

EXTREME…LY DIFFERENT SPORTS THE SCHWA SOUND: /ә/

Goals Goals
• to give students a chance to use • to raise students’ awareness of
the language worked on so far in pronunciation
context • to have students recognize and
• to discuss unusual sports and what it reproduce the vowel sound known
takes to practice them as schwa
Procedure • to provide students with tools to
• Books closed. Ask students to share make their spoken English sound
some unusual sports they have more natural
heard about. Carry out a brief
discussion and make sure everyone
contributes. Ask students to decide
which is the most unusual.
• Books open. Tell students the
illustrations represent four different
sports and ask them what their first
impression is based on the pictures.
• Give students some time to
read and clarify any vocabulary
problems that may arise.
• Arrange students in groups of three
and give them some time to discuss
the sports. Make sure they answer
the questions in the book and
use the language worked on until
this point in the unit. Wrap up by
having the groups share their ideas
with the class.

14
Procedure
1. Tell students to find the stressed
syllable in each word. Then check
their work with the whole class.
2. (track 5) Play the audio and
ask students to pay attention to the
sounds indicated. Ask them to work
in pairs to answer the question.
3. Ask students to answer the
questions and check them with the
whole group, drawing their
attention to the schwa sound.
tell them how many times the
ANSWERS TO ACTIVITY 3
sound appears in it and remind
1. b them it only occurs in unstressed
2. a syllables. When students have
finished, write up the answers on
3. a, e, i, o, u the board.
4. Ask students to work with a partner ANSWERS TO ACTIVITY 4
and practice pronouncing the AMAZING
words in the box in order to identify
the schwa sound. If you see a pair CAPABLE
is finding it difficult to identify the COMPETITION
schwa sound(s) in a certain word, DANGEROUS
AUTONOMOUS
ABILITY
MUSICAL
CULTURE
GRAMMAR TALK 2
MODAL VERBS OF DEDUCTION
Goals
• to explore the use of modal verbs of
deduction
• to give students new choices to
UNIT 1 - PEOPLE ARE EXTRAORDINARY
broaden their usage of the language
Procedure
1. (track 5) Go over the
instructions and give students
around 20 seconds to read through
the sentences before playing the
recording. You may wish to elicit
the kind of language they would
expect to hear before playing the
audio. Have students compare their 15
work before checking answers with
the whole class.
ANSWERS TO ACTIVITY 1
1. 3 4. -
2. - 5. 2
3. 1
 2. (track 5) Play the audio again
so students can complete the
statements with the correct option.
When they have finished, have
them compare their answers and
then check their work.

ANSWERS TO ACTIVITY 2
1. not sure 4. guesses
2. sure 5. not sure
3. knows 6. not sure

3. Give students some time to work in

pairs to complete the statements.
Ask them to refer to the audio script
if necessary. Check their work once
they have finished.

ANSWERS TO ACTIVITY 3
1. may, might, could
2. must
3. must
4. can’t
5. should

Point out to students that could

used to express possibility does
NOT refer to past situations but
present ones.

4. Give students a couple of minutes

to complete the sentences
16 individually and then have them
compare answers in pairs. Go over
the answers with the whole class.

ANSWERS TO ACTIVITY 4
1. must 4. should
2. must 5. could
3. can’t/must 6. must
TRYING OUT 2
• Refer to Trying Out 1 and ask
WEIRD...ER SPORTS
Goals
• to provide students with an
opportunity to use the language
they have been working on in a
• Go over the instructions and pair up
communicative situation
• to expand the discussion of unusual
sports
Procedure
students if they think there are
even weirder sports than the ones
depicted there. Carry out a short
discussion.
students. Elicit which modal verbs
they can use to speculate about the
pictures so that you end up with this
list on the board. You may also want
to provide prompts on appropriate
opening clauses which often
collacate with speculating modals
such as “I guess”, “I suppose +
might/could”, “If you ask me +
must/can’t”. Give them some time
to discuss the images and then wrap
up by having each pair share their
insights with the class.
• Optionally, you may end this activity
by showing students small clips of
people doing these activities. Just
make sure you do not show the
videos before, otherwise, there is no
point in guessing.
The sports depicted in this activity
are:
1. Cable toss (or log throwing),
from the Highland games
2. Pea shooting
3. Extreme Ironing
4. Air guitar
UNIT 1 - PEOPLE ARE EXTRAORDINARY
17
 PREPOSITION CHALLENGE 2. Refer to the chart on pages 118 3. Go over the instructions and make
to 121 and explain what students sure students know what they have
Goal are supposed to do. They must to do. Ask students to mingle and
• to develop students’ linguistic complete the combinations and find the people that match each
repertoire by working on verb + write an example for each one. description. Wrap up by going over
preposition, noun + preposition, This task may be assigned as each item in the chart and asking
and adjective + preposition homework if necessary. students to report their answers.
combinations
Procedure
1. Go over all the words in bold with
students and make sure they know
them all. Then give them some time
to complete the sentences with the
correct prepositions. This can be
done in pairs. Then check the
answers with the whole class.

ANSWERS TO ACTIVITY 1

VERB + PREPOSITION
1. on 8. with
2. on 9. on
3. on 10. for
4. on 11. to
5. to 12. for
6. from 13. to
7. from
ADJECTIVE + PREPOSITION
14. at 19. for
15. to 20. at
16. to 21. of
17. for 22. of
18. at
NOUN + PREPOSITION
18
23. with 27. for
24. in 28. of
25. of 29. for
26. on
BUILDING BLOCKS sentences and choose the correct 2. Students work in pairs to complete
verbal combinations. When they the chart. Tell them to refer back to
VERB + UNDER OR OVER have finished, allow them to check the sentences in Activity 1 to help
Goals their work in pairs and then go them. When they have finished, go
• to work on verbal combinations with over the answers with the whole over the answers with the whole
the prepositions over and under class. class.
• to develop students’ sense of ANSWERS TO ACTIVITY 1 ANSWERS TO ACTIVITY 2
sentence structure further 1. over 6. under 1. under 4. over
Procedure 2. under 7. under 2. over 5. over
1. Go over the instructions with 3. over 8. over 3. under 6. under
students. Ask them to study the 4. under 9. over
3. Students fill in the gaps on their
5. over 10. under own. Once they have finished, go
over the answers with the class.
Then ask them to work with a
partner in order to discuss the
questions. Make sure they work
with someone new at this point.

ANSWERS TO ACTIVITY 3
1. working under
2. to climb over
3. hidden under
4. flown over

UNIT 1 - PEOPLE ARE EXTRAORDINARY

19
 INCORPORATING
ANSWERS
WELCOME TO THE CNA ESCAPE ROOM! RED TEAM
Goals The more you have it, the less you see. What is it?
• to promote freer use of the language Darkness.
worked on so far in the unit This is an ancient invention that is still used almost everywhere today. It
• to engage students in a different allows people to see through walls. What is it?
kind of activity Windows.
Procedure Mr. Smith has four daughters. Each of his daughters has a brother. How
• Overall idea: This is a simple many children does Mr. Smith have?
escape game in which two groups Five.
of students will have to solve riddles
in order to collect pieces of a key. I fly without wings, I cry without eyes. What am I?
Once the key is complete, they will A cloud.
have to read a final clue written
behind the key to figure out the
numeric combination that unlocks
the room. The first group to get this
combination wins the game. This
can be either a 20-minute activity or
an entire theme-oriented class.
• Preparation: Refer to the Resource
Pack on pages 145 to 148 and
produce a copy of the materials
necessary for this activity. You will
need the two key puzzles with the
final question and the two sets of
clues for each group.
• Prepare the class (or the place where
the activity will be carried out) before
students arrive by hiding the riddles
wherever possible.
• Explain the task and divide students
into two teams: Gold team and Red
team. Give them the instructions and
point out that, if they find clues that
belong to the other team they are
supposed to leave it where it is.
• The teams work on finding the
20 riddles and solving them. As they
bring you the correct solution to a
riddle, give them the corresponding
piece of the key. Once they have
the whole key, they will be able to
read the final question that will lead
them to the number that unlocks the
room.
• The first team to figure out the
number wins the game.
 GOLD TEAM BOTH TEAMS
Your English journey started
The more you take the more you leave behind. What is it?
some time ago, but CNA has
Footsteps.
been around for far longer. The
You can see me in water, but I never get wet. What am I? number that will unlock the room
Your reflection. is also the year in which CNA was
The more you take away, the larger it becomes? What is it? founded.
A hole. 1973.

I can bring tears to your eyes; resurrect the dead, make you smile, and
LANGUAGE WORKOUT 1
reverse time. I form in an instant but I last a lifetime. What am I?
A memory. USE OF ENGLISH
Goals
• to review language worked on
throughout the unit and train
students’ test-taking skills
Procedure
Explain the activity and give students a
few minutes to rewrite the sentences.
When they have finished, have them
check their work in pairs and then go
over the answers with the whole class.

ANSWERS
1. These temperature readings can’t
be correct. The thermometer
must be malfunctioning.

UNIT 1 - PEOPLE ARE EXTRAORDINARY

2. You must be very tired. You’d
better get some rest.
3. I find it hard to understand
musical theory. Maybe that’s
because I’m a natural.
4. I have what it takes to be an
astronaut. I just need a chance.
5. Sarah is incapable of hitting her
children. There must be another
explanation for these bruises.
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6. Careful in that cave. It might be
dangerous/might not be safe.
7. Let’s concentrate our energy on
finding a solution. The exit must
be near.
8. It would be a mistake to doubt
Michael’s capacity to solve
problems. He could still find the
solution.
 LANGUAGE WORKOUT 2

SPEAKING
Goals
• to discuss the topic of the unit from
a different perspective
• to train students’ test-taking skills
Procedure
• Pair up students and assign roles.
Ask Students A and B to study
the pictures. One at a time, they
will describe their pictures and
answer the questions about them.
Encourage students to ask their
partners follow-up questions to keep
the conversation going for as long
as they can.

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FEEDBACK TIME
• Books open. Go through the
Goals
• to offer students a tool to organize
the work done in the unit
• to provide students with a study
guide
• to offer students tools for self-
evaluation and further practice
Procedure
communicative functions and
language items listed and
encourage students to think of the
corresponding exponents. Ask them
to rate their skills development
related to each of them. Reassure
them that they are not being
assessed on this task. This is a
powerful resource as long as they
understand its purpose.
• When students have finished, have
them share their most meaningful
findings about their own learning
process. Discuss questions related
to study habits and the importance
of language exposure outside the
classroom. Remind students of
the Web Lessons, Grammar Tips
section, the students’ online portal,
the social media content for this
level, and all other resources that
make up CNA 360.
UNIT 1 - PEOPLE ARE EXTRAORDINARY
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