Come Together Class CD Level 2

Introduction and Activities

The Come Together Class CD includes:

a) Audio tracks designed to be used in specific activities in the Student’s Book.

b) This introduction, contents page, track list and Read me documents for you
to understand how to use this material and how it relates to other
components of the series.
c) Didactic visual material for further practice. There is a set of posters (one
per unit of the Student’s Book), and a set of flashcards to use for activities
with the Reader (three flashcards per Informative chapter and four
flashcards per Literary chapter).

Flashcards and posters can be projected on walls and screens to use them during
class. To fit your needs and resources, these visual teaching aids are also
printable.

How to Use the Come Together Class CD

Audio Tracks

The Come Together Class CD contains all the audio tracks that you need to play
for students to carry out the listening skills activities in the Student’s Book. The
notes in the Teacher’s Guide for all these activities will explain clearly when to play
the tracks and how to use them in each case. For your reference, there is a track
list included in the Teacher’s Guide and as a part of the contents of this CD.

Posters

The posters included in this CD can be used as a support when teaching the
Student’s Book lessons. They can be refreshing activities for your classroom
whenever you have some extra time or a special need for practice. The Teacher’s
Guide includes a Media Resources box, which is a feature that will provide you
activities for further practice and alternative presentations with the posters. In this
way, you can reinforce or review certain topics in your lessons and have an
opportunity to support students that have predominant visual / aural intelligences.

Posters are designed for the needs of each unit, but you can also use them
independently from the Student’s Book for activities aimed at other specific
purposes that respond to the needs you detect in your students during monitoring
and assessment. You can design these activities on your own or go to the

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Activities section below, where you will find the following set of suggested activities
with different difficulty levels all included to work with each poster:

1. Presentation ideas – Activities designed to start with a multi-level

vocabulary review.
2. Task ideas - More complex activities to be developed, making use of the
vocabulary introduced in the presentation.
3. Evaluation ideas - Activities focused on production that can evidence the
way in which students use the language developed with the poster.
4. Try this! – Additional activities for a final review of the language developed
with the poster. These activities are more ludic and challenging.
5. Key vocabulary – Important words or expressions that can help the
students work with the posters.

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Posters Activities

Unit 1 – Clothes

Presentation ideas

Vocabulary review (Multi-level)

 Project the poster but (if possible) without showing the words. Depending on
the level of your class, either individually or in small groups, ask students to
write the names of as many of the clothing items in the poster as possible
within a predetermined time limit. Project the words to check.
 Ask students to categorize the clothing. For example: men, women, both or
organize them from top of the head to bottom of the feet, or another set of
criteria.
 Choose a letter of the alphabet and ask students to write as many words as
they can from the poster (or expand to other related vocabulary) that start
with that letter.
 Play I Spy, asking students to describe an article of clothing so their partner
can guess it.

S1: I spy with my eye something that is black and white.

S2: Is it a dress?
S1: Yes, it is.

Task ideas (Medium)

 Students practice language of suggestions and accepting and rejecting

advice by creating a destination or event, asking their partner for advice on
what they should wear. If necessary, review the expressions to ask for, give,
accept and reject advice.

S1: (boy) Tomorrow I’m going to my high school graduation party. What
should I wear?
S2: You should wear a suit and tie, a white long-sleeved shirt, and dress
shoes. You shouldn’t wear a t-shirt.
S1: Thanks! That’s a great idea.

Evaluation ideas (Medium)

 Invite students to create a shopping conversation of with a partner. Invite

volunteers to perform their conversation for the group.

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Try this! (Difficult)

 Ask students to imagine an event or destination and create a description of

the clothing they are wearing. Then, ask them to read the description of their
clothing out loud to a partner, who guesses their destination.

Key vocabulary

dress pants blouse

skirt sweater T-shirt
jeans undershirt shirt
tie suit vest
scarf belt high heels
shoes sneakers sandals
boots socks hat
cap sweatshirt jacket

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Unit 2 – Cultural Differences

Presentation ideas

Vocabulary review (Multi-level)

 Project the poster and ask students to create categories of the vocabulary
(languages, food, etc.). Ask them to add to each category from their own
background knowledge of different cultures.
 Play Guess the question, twenty questions, or bingo to review vocabulary
and categories. For example for Guess the question, Zapotec. What is a
language spoken in Oaxaca? Encourage students to use the passive voice
in their questions.
 Ask and answer questions about the different cultures with a partner.

Task ideas (Medium)

 Students take on the role of someone from a different culture and take turns
interviewing each other about their culture.

 Compare or find four things in common with the different cultures

represented in the poster (or others assigned).

Evaluation ideas (Medium)

 Invite students to create a conversation or a presentation of two people from

different cultures. Invite volunteers to perform their presentation for the
group, focusing on asking and answering questions about the culture.

Try this! (Medium)

 Research race: Before class create a series of questions similar to those

from the earlier task. Ask students to work in groups and give all of them
access to the Internet – either on cell phones or school computers. Ask the
first question, such as: Where do people speak Urdu? The first team to
answer correctly gets a point. The team that answers the most questions
correctly wins.

Key vocabulary

culture language cultural group

typical dish Zapotec Mayan
geographical location tlayuda cochinita pibil
Purépecha carnitas tamal
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Hindi / Indian Tandoori chicken Jewish
English Burekas Sushi
Dutch Gouda cheese Peruvian
Puca Oaxaca Chiapas
Michoacán Israel Japan
Netherlands India Peru
regional cultures languages dialects
indigenous languages fish and chips

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Unit 3 – In Case of …

Presentation ideas

Vocabulary review (Multi-level)

 Before projecting the poster, elicit the meaning of natural disaster and ones
that are common in their communities. If appropriate invite students to
describe their experiences. Ask them what instructions they would give to
people in this situation. Project the poster to compare their instructions with
those on the poster.
 Project the poster. Ask students to look at the instructions, identify the
disaster, and describe the instructions in the images. Ask them to discuss if
they have experienced this type of disaster and if what they did was the
same or different from the instructions on the poster.
 Ask students to categorize a set of instructions into before, during, and after.
 Play Hangman or another vocabulary review game with the key words from
the poster.
 Create a set of instructions before the class with one error in each point.
Give groups time to find the error in each instruction. For example. Stay in
your house when the authorities tell you to evacuate.

Task ideas (Medium)

 Ask groups of students to create a set of instructions of what to do before,

during and after one of the disasters presented in the poster.
 Create a drill or simulation of one of the disasters. Ask one group of
students to be in charge of each simulation, preparing instructions to
everyone involved on how to act, focusing on using the correct vocabulary
and imperative form. If possible set up the room appropriately.
 Pairs create a conversation asking for and giving advice about how to
prepare for one of the natural disasters represented in the poster, focusing
on using the functional language of asking for, giving, accepting and
rejecting advice. If necessary review the expressions.

S1: Have you heard there’s a hurricane coming?

S2: Yes, I have! And I’m really worried. I don’t know how to prepare. What
should I do?
S1: First, you should make sure you have all your important documents in a
sealed plastic bag.
S2: That’s a good idea. What else should I do?
S1: You should listen to the radio to learn about the evacuation routes.
S2: I never listen to the radio. Do you think I could check online?
S1: That’s a good idea. Check the government website to learn more. It will
also give you tips on how to prepare.

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Evaluation ideas (Multi-level)

 Tell students the school is planning a safety week and their class is
responsible for creating informational talks. Ask groups of students to create
a set of instructions of what to do before, during and after a natural disaster.
Invite groups to create a presentation, PSA or other way to convey the
information. Encourage them to use the imperative form.

Try this! (Difficult)

 Record the simulations or the PSAs and play them back for peer or self-
assessment, using a speaking rubric to guide students in their evaluations.

Key vocabulary

natural disaster hurricane authorities

earthquake preparedness training flood
emergency services evacuation route evacuation
emergency supply kit emergency plan news

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Unit 4 – Everyday Experiences

Presentation ideas

Vocabulary review (Multi-level)

 Before projecting the poster, ask students to write a list of all their daily
activities in sequence. Then, project the poster and ask students to fill in the
missing activities from their day.
 Play a memory game; project the poster for one minute. Then, ask students
to name all the routines they remember.
 Ask students to mime the activities for a partner who guesses the activity.

Task ideas (Multi-level)

 Students ask and answer questions about daily routines with a partner.
Then, they present the information to another partner or the whole group,
making the appropriate changes to the sentences. For example, Bob gets
up at 6 am…

S1: What time do you get up?

S2: I get up at 6 am on school days, but I get up at 10 am on Sunday. What
do you do after school?
S1: I walk the dog after school.

 Ask students to take turns talking about their day yesterday, using the
simple past tense.

Evaluation ideas (Medium)

 Invite students to create a short survey of 3 – 5 questions about daily

routines, circulate through the room, recording answers of their classmates.
Then, ask them to present their results to the class.

Try this! (Difficult)

 Ask students to write a paragraph describing the day of an imaginary

person. Then, invite them to read it out loud to a partner or a small group,
who identify the daily routines they heard in the story.

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Key vocabulary

wake up get up take / have a shower

brush (my) hair have breakfast make the bed
take the bus go to school have lunch
play with / walk the dog set the table wash the dishes
do homework go online go to sleep
go to the park / go jogging go to bed study

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Unit 5 – What Happens on Stage?

Presentation ideas
Vocabulary review (Multi-level)
 Project the poster, asking students to identify all the vocabulary they can on
the poster. Then review the vocabulary as a group.
 Ask students to categorize the vocabulary (people, places, things, concepts
or onstage vs. offstage, etc.)
 Create definitions before class and play a game. Put students into teams.
Read the definition, and the first team to guess the correct word, gets a
point. The team with the most points wins.

Task ideas (Medium)

 Before class create a set of taboo cards for pairs or small groups of the
vocabulary and establish the rules for the game. For information on taboo,
please see http://eslgames.com/esl+taboo/.
 Students play Who am I? speaking as one of the people involved in theatre.
Their partner guesses their role.

S1: I give instructions to the actors. I am an important person in a

play.
S2: Are you the director?
S1: Yes, I am!

Evaluation ideas (Medium)

 Written work. Students create a conversation between two of the people

involved in the theater using other vocabulary from the poster. Invite
volunteers to perform their conversations for the group.

Try this! (Multi-level)

 Use realia to enhance presentation of role-plays and conversations. Also

consider making audio or video recordings to use for assessment purposes.
Students can complete peer or self-assessments of the performances based
on an established rubric.

Key vocabulary

costume script rehearsal

lead actor supporting actor actor
director character direction stage
set curtain audience
seats

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Unit 6 – News Media

Presentation ideas

Vocabulary review (Multi-level)

 Project poster, asking students to give examples of each of the types of
news sources.
 Students create definitions of each of the categories, and circulate through
the class testing their classmates with their definitions.
 Students describe the components of each of the categories (sections of a
newspaper, parts of a TV news program, etc.).
 Play Guess the question to review the components, examples, etc. of each
of the categories. For example: Which is an important newspaper? The New
York Times.

Task ideas (Medium)

 Ask students to identify the pros and cons of each news source.
 Students present an argument promoting one news source over the others,
explaining their reasons for choosing that one.

Evaluation ideas (Medium)

 As a class choose a news topic, groups find (or create) and present an
example of how one of the described news sources would deal with the
topic. Close the activity by discussing the different approaches.

Try this! (Difficult)

 Set up a debate, presentations or discussion around a topic related to news

media, encouraging students to use appropriate functional language in their
discussion.

Key vocabulary

print media broadcast news internet

newspapers tabloid front page
headlines by-line reporter
broadsheet magazines photo journalism
TV TV reporter news presenter
radio announcer blogger
online newspaper blogs wiki
documentary online magazine

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Unit 7 – How to Make an Infographic

Presentation ideas

Vocabulary review (Multi-level)

 Before projecting the poster, ask groups to define “infographic,” explain its
purpose and how to use it, and create a set of instructions on how to create
one. Elicit answers from groups or project the poster and ask students to
compare their answers with the poster.
 Create or ask students to create real or fictional definitions of the vocabulary
to test their classmates. Put students into teams, read one of the definitions
and ask students to identify if it is true or false. The team with the most
correct answers wins. Alternatively, read the correct definitions and ask the
teams to identify the word it refers to.

Task ideas (Medium)

 Ask students to work in pairs, with one student looking at the projected
poster and the other with their back to the projection. Using the appropriate
vocabulary and verb tenses, the student facing the poster describes the
process of one of the examples of an infographic while the other draws the
process on a paper. At the end of the activity, students compare the drawn
process with the poster.
 Students work in small groups to design an infographic working from the
conceptualization to the final review.

Evaluation ideas (Medium)

 Project only the examples of infographics and ask teams to label the
components.

Try this! (Difficult)

 Students discuss the advantages and disadvantages of infographics as

means of communication and what types of information are best
communicated through infographics.

Key vocabulary

infographic outline purpose

topic details data
organization explore compare
lay out template headers
visuals information sources

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Unit 8 – Interesting Experiences

Presentation ideas

Vocabulary review (Multi-level)

 Project the poster, giving students time to write the names of all the
activities, objects, and animals.
 Categorize vocabulary: give each group a category (animals, activities,
objects) to present to the class.
 Last letter first ball toss: Student 1 says one of the vocabulary words, tosses
the ball to Student 2 who says another word starting with the last letter of
the first word. Continue the game until students begin to struggle.
 Categorize the activities by go + ing, do, play, etc.

Task ideas (Medium)

 Free time interview. Students interview a partner about their free time
activities. Ask students to create a 5-question interview. Interview their
partners and then present the information to a small group or the whole
class.

S1: Do you like going to the park?

S2: Yes, I do.
S1: What do you do when you go to the park?
S2: I like to go bird watching and play soccer.
…

 Class event preparation. Invite students to work in small groups and plan a
group outing using the vocabulary to organize the event, the activities and
the materials needed.

Evaluation ideas (Medium)

 Invitations: Students create a conversation inviting a classmate to the park

and making suggestions on activities, times, etc. Students perform their
conversations for their classmates.

Try this! (Medium)

 As this poster has a lot of vocabulary, you can play What are they thinking?
to practice performing inner monologs. Each student chooses a character
from the poster and invents a situation about what they are thinking.
Students perform their monolog as if they were the character in the poster
expressing their inner thoughts.

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  Play Find it! Students work in small groups and make a list of 20 items they
can find in the poster. Exchange their lists with other groups. The first group
to find all the items wins.

Key vocabulary

fishing fishing rod canoe

swimming drawing bird watching
binoculars roasting marshmallows stick
campfire reading book bag
camping tent sleeping bag
flashlight playing guitar singing
playing cards barbecuing playing chess
deer bird nest squirrel
owl butterfly rabbit

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Unit 9 – Numbers and Facts About Mexico

Presentation ideas

Vocabulary review (Multi-level)

 Before projecting the poster, ask students to complete a graphic organizer
of what they know, think they know, would like to know about cultural
diversity in Mexico, sharing their information with a partner. Then, project
the poster, inviting students to compare their information with the
information in the poster.
 Play Guess the question, Bingo, or another vocabulary game to review the
key concepts of the poster. For example: This concept refers to the number
of people living in an area.
 After reviewing the correct ways to say them, practice large numbers,
percentages, decimals, and fractions by playing Bingo or with a pair
dictation activity. For Bingo, create the bingo cards before class with a mix
of various numerical representations. For a peer dictation, ask each student
to write 5 numbers and then dictate them to a partner.

Task ideas (Medium)

 Ask students to label the charts with the names of the components.
 Review or elicit the key vocabulary related to charts and tables. Then ask
students to describe the information in each of the charts on the poster to a
partner.
 Students ask and answer questions about one of the charts with a partner.
For example: How many people speak Zapoteco? Encourage students to
use appropriate approximations and comparisons.

Evaluation ideas (Multi-level)

 Ask students to give a short presentation on cultural diversity, using one of

the charts as their source of information. Encourage them to use the key
vocabulary, appropriate approximations (nearly, less than half, more than,
over, etc.), and to discuss the importance of the information.

Try this! (Difficult)

 Students work in groups to create a survey of their classmates on one of the

themes of the poster (or conduct research), and then present the results to
the class, comparing their information with the statistics on the poster.

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Key vocabulary

statistics table chart

bar chart pie chart line graph
horizontal axis vertical axis percentage
foreign born African descent indigenous languages
groups language speaker population density
identities source INEGI
Intercensal Population Survey census Mixtec
Otomí Náhuatl Mayan
Zapotec Tzeltal Tzotzil

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Unit 10 – Concerns

Presentation ideas

Vocabulary review (Multi-level)

 Project the poster and invite students to describe each of the images with
their partners, including the causes and implications of the situation for their
communities.
 Ask groups to create categories of the social concerns and add others that
they think are important in their communities.
 Ask students to write descriptions of the social concerns represented on the
poster. Then, students circulate through the class, reading their descriptions
aloud to classmates who guess which social concern they are describing.

Task ideas (Medium)

 Ask groups to choose one of the social concerns represented in the poster,
and create a conversation that presents the problem, the consequences of
the problem, and possible solutions in their community.

S1: Have you noticed there’s a lot of trash on the beach?

S2: It’s true! And the birds sometimes eat it and get sick, but what can we
do?
S1: Why don’t we organize a school event to raise awareness? We can put
up posters and get volunteers to help clean up the beach.
S2: That’s a great idea. We can also ask people to put the trash in the bins
instead of on the beach.

 Ask students to rank the issues presented in the images from most serious
to least serious in their community, explaining their ranking to their partners.
Encourage students to use the key vocabulary in their discussions.

Evaluation ideas (Multi-level)

 Create a scenario in which students are local government and have a

budget to solve one of the social concerns identified in the poster, or
another one. Invite students to work in groups to choose the social concern
they’d like to deal with, explaining why they chose that one, and how they’d
like to spend the money to address the problem. Encourage students to use
correct expressions to ask for and give suggestions, and accept or reject
suggestions. Ask groups to present their ideas to the class.

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Try this! (Difficult)
 Ask students to do online research about one of the issues and present the
statistics they find in graphic form. Create a gallery walk activity for groups
to present their posters.

Key vocabulary

social concerns activity limitations trash

natural disasters school problems water waste
food waste physical health physical activity
noise pollution pollution solutions
public transportation community lack

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Flashcards

The Reader includes activities for reading comprehension and critical reading at
the end of each chapter, but the flashcards included in the Come Together Class
CD are also a good way to engage students in the Reader chapter and help you
guide and verify the first stage of comprehension. You can also use them to start
class discussions and as triggers for controlled and free oral exchanges in pairs or
in small groups for you to monitor. The way to start these exchanges and
discussions is to ask questions. We recommend this sequence of questions, from
easy to hard:

1. Yes / No questions for elementary comprehension. Examples:

Are they friends?

Is this a celebration?
Is this a typical Chinese dish?
Can the family see Mr. Scrooge?
Are the arguments in favor of or against zoos and aquariums?
Are the children cold?

2. Wh– questions for comprehension of main ideas. Examples:

Why does he have a trophy?

What is Tom saying to Jim?
What are the names of these natural disasters?
What is the function of this part of a vending machine?
Why does he have a donkey’s head?

3. Interpretation and discussion prompts and questions. Examples:

Retell the story using the pictures.

How do you think Mr. Scrooge feels? Why?
Describe what each part of the vending machine is for.
Explain the diagram of goals and strategies.
What is the difference between the news?
Why are the girls so happy and satisfied in this picture?

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