Senior Writers
Maria Rita Corrêa Vieira
Sérgio Luis Monteiro da Silva
Director of Education
Marcelo Augustus de Souza Barros
Managing Editor
Carina Nogueira Cerboncini
Assistant Editor
Ana Paula Guerra Gil
Dados Internacionais de Catalogação na Publicação (CIP)
(Câmara Brasileira do Livro, SP, Brasil)
Editorial Assistants
Vieira, Maria Rita Corrêa
CNA essentials 2 : teacher's pack / Maria Rita
Corrêa Vieira, Sérgio Luis Monteiro da Silva. -São Paulo : Editora CNA, 2014.
Ana Carolina Albuquerque de Lima
Barbara Yumi Lemos
Danielle Carvalho
Proofreaders
1. Inglês - Atividades, exercícios etc.
2. Inglês - Estudo e ensino I. Silva, Sérgio Luis
Monteiro da. II. Título.
Ana Lucia de Mello Lemos Carriel
Élcio Camilo Alves de Souza
Enrique Luis Melone
Leticia Casavella
Series Design
Design Divertido
Illustrations
14-10002
Ilustra Cartoon
Photographs
CDD-420.7
Índices para catálogo sistemático:
1. Inglês : Estudo e ensino
420.7
Shutterstock
Thinkstock
Audio Production
Spectrum Estúdio
Printing Supervisor
Arthur Costa de Souza
0020141007
For CNA Essentials 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.
1st edition – 1st print
Printed by Pancrom.
2 |
CNA ESSENTIALS 2
© Copyright Editora CNA - 2014
Todos os direitos reservados à
Editora CNA Cultural Norte Americano S/A.
CNPJ no 58.062.779/0001-50
Rua Coronel Oscar Porto, 800 - Paraíso
04003-004 - São Paulo/SP
www.cna.com.br
Introdu
ction
CNA ESSENTIALS is a two-level English course for basic learners. The aim of the course is to make English
enjoyable and tension-free. It is intended as a practical and natural approach to teaching English to basic
learners and emphasizes the listening and speaking skills.
CNA ESSENTIALS is based on a set of principles which underlie its structure and activities. In a nutshell, these
principles are:
A view of language which proposes that language 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 coresponsible for their learning (Vygotsky, 1978).
A view of culture that not only encourages students to bring to class their cultural background and share it
with their classmates, but also promotes the exploration and discovery of other cultural contexts.
A view of social responsibility which is coherent with the educational belief that a language course should
go beyond teaching the foreign language only and that the teaching/learning process is also a means to offer
students a chance to reflect and act on their role as citizens of their communities and the world.
A view of the teacher’s role which is based on the belief that teachers play a key role in the success of the
teaching/learning process and therefore they should take it into their hands to make informed decisions
concerning the best way to make use of the material and other resources available.
CLASS LESSONS
| 3
e
s
r
Cou ponents
Com
Student’s Learning Pack
Class Lessons
Audio Files (online)
Activity Book
Information Gap Activities
Grammar Tips
Web Lessons
CNA NET
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
activities in the Class Lessons are available on CNA
NET and can be downloaded for further practice.
The Audio Script can be found at the back of the
Teacher’s Pack.
4 |
CNA ESSENTIALS 2
Teacher’s Pack
Class Lessons
Audio Files (CD)
Activity Book
Information Gap Activities
Further Practice
Grammar Tips
Resource Pack
Audio Script
Activity Book
The Activity Book offers students stimulating and
varied practice of the material studied in class.
Grammar Tips
Each unit has a 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
on how to teach the course, answer keys to the
class lessons activities, transcripts of the listening
comprehension activities, and reduced pages of the
Class Lessons.
Further Practice
These are activities are meant to provide more
practice of the content taught in the units and
should be worked with if time is available.
Resource Pack
Flashcards, cue cards, and supplementary materials
are available in the Resource Pack. These materials
are meant to add diversity to and enrich the lessons.
Web Lessons
The Web Lessons are online activities which provide
students with further practice of the contents
studied in class.
CLASS LESSONS
| 5
e
r
u
t
c
u
r
t
S
CNA ESSENTIALS 2 is organized in thematic
units consisting of activities which have specific characteristics
and goals coherent with the broad objectives of the unit and the material.
Speaking
These activities aim at providing students with opportunities to practice the new language items in context.
The activities encompass both more controlled and freer practice. Before students start interacting, your
job is to set the scene so that they understand the language to be practiced/used and the context of
production. During interaction, you are not expected to interfere, unless students require your help or
there is a communication breakdown.
Listening
The purpose of the listening comprehension activities is to develop students’ strategies and techniques to deal
with the language in its aural form. It is very important to prepare the students for the different tasks through
pre-listening activities such as exploring visual cues, eliciting information related to the topic to be listened to,
and making predictions. These will activate their previous knowledge and will help them better perform the
task. It is also important to remind students that the objective of the activities is not to understand each and
every word, but rather to listen for the information necessary to do the task.
Reading
The approach to the teaching of reading is similar to that used for the teaching of listening. That is, the main
goal of these activities is to develop students’ strategies and techniques to deal with the written language. Prereading activities such as exploring visual cues and making predictions are crucial to ease the students’ way into
the text. Bear in mind that the objective of the reading comprehension activities is not to understand each and
every word, but rather to find the information necessary to do the tasks that follow the reading passage.
Writing
The focus of the writing activities is to develop students’ abilities to produce texts which they are likely to need
in real life. A processed-oriented approach which aims at valuing not only students’ final product but also
reflecting on the process of production of the texts is used.
Vocabulary
The focus of these activities is to expand students’ lexical repertoire. Activities in this section lead students to
use the words in context so that they serve as tools for the speaking, listening, and reading activities. From the
start, students should be encouraged to take risks to develop techniques such as guessing and inferring to deal
with the new words.
Language Awareness
These activities are primarily meant to guide students to realizing how the target language works. Students are
stimulated to build hypotheses on how the language works and then experiment with them. As a result, the
activities are not only meant to develop students’ understanding of the way the language works, but also to
increase their critical and autonomous thinking skills.
6 |
CNA ESSENTIALS 2
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 opportunities for using language for real purposes as well as for
enjoyment. Your job during these activities is to guarantee that students understand the rules of the game and
the language to be practiced/used. You should also keep control of the situation, especially if it involves groups
or teamwork.
Information Gap Activities
These activities have been specially written to provide students with authentic opportunities to communicate.
As the name says, the activities require that students interact so that information can be exchanged and the
“missing gaps” can be filled. Careful instructions on how to perform these activities should be given so that
the information gap element is not ruined – often the activities require that one student should not see his or
her partner’s card – and students understand what conversation is to be carried out. Therefore, some language
elicitation and modeling may be required. It is also highly advisable that you spend a few minutes when the
activity is over talking to students about what they found difficult as well as finding out if anyone wanted to say
something but did not have the necessary language to do 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 material studied and carry
out a self-evaluation of their progress. This is an important moment to discuss with the whole group what can
be done to develop their command of the content studied and the tools available to do that.
What else could you say?
The What else could you say? boxes offer students different language components to express the same
communicative functions. Students thus expand and diversify their communicative repertoire. It is important
to show students that they can say the same thing in different ways. However, you should use your discretion
as to decide how far to explore and demand the use of such language. For example, if you see that your
students already know and can use the target language in the activity, you may decide to explore the ones in
the corresponding What else could you say? box. These boxes are useful too when there’s a little extra time and
you think students would benefit from further practice.
Did you know...?
The Did you know…? boxes occur in different parts of the material with the aim of broadening students’
knowledge of the language or their English-speaking world. These boxes provide them with information related
to the theme of the units. It is important that you go through the information in them with students and give
more examples if necessary.
CLASS LESSONS
| 7
page 14
pa ge 28
UNIT
pa ge 10
STARTER
UNIT
UNIT
What does your
father do?
What’s a typical
day like?
Communicative goals
Getting started!
Communicative goals
• Review of the main language
items of CNA Essentials 1
Vocabulary
• Review of the main language
items of CNA Essentials 1
• Talking about what people do
• Talking about where people
work
• Saying how you like your work/
school
• Describing what people do
• Talking about what people want
to do in the future
Language awareness
• LIKE versus LIKES
• DO versus DOES
• Talking about daily routines
• Talking about weekend activities
• Talking about how often you do
something
• Talking about healthy habits and
recycling
• Talking about your family
members
Language awareness
• He WORKS. versus DOES he
WORK?
Pronunciation
page 42
Communicative goals
• Main stress of new words such
as plumber
Vocabulary
• Occupations
Pronunciation
• Rising and falling intonation in
questions
Vocabulary
UNIT
• Adverbs of frequency
• Everyday activities
• Healthy habits and recycling
It’s a lovely house!
Communicative goals
• Talking about where people live
• Talking about what houses are
like
• Talking about favorite places in a
house
• Talking about what you like and
dislike
• Asking for information to rent a
house or an apartment
Language awareness
• Compound adjectives
• Verbs + -ing
UNIT
Putting it all
together.
Communicative goals
Pronunciation
• Review of Units 1 to 3
• Main stress of new words such
as kitchen
Vocabulary
Vocabulary
• Parts of the house
• Furniture
8 |
pa ge 56
CNA ESSENTIALS 2
• Review of the main language
items already studied
pa ge 60
pa ge 88
UNIT
What are you
doing tonight?
Communicative goals
• Talking about free time activities
• Talking about how often people
do things
• Talking about kinds of movies
• Talking about future
arrangements
• Inviting people to go to the
movies
Language awareness
• Position of adverbs of frequency
• The Present Continuous Tense
for the future
Pronunciation
• Main stress in sentences
• Main stress of new words such
as comedy
page 74
UNIT
How do I get
there?
Communicative goals
• Talking about the existence of
places
• Talking about the location of
places
• Asking for and giving directions
• Talking about favorite places in
town
• Talking about how you get
around
• Giving commands and
instructions
• Talking about cycling
Language awareness
Vocabulary
• The imperative
• Free time activities
• Kinds of movies
Vocabulary
page 102
UNIT
Putting it all
together.
Communicative goals
• Directions
• Expressions to indicate position
• Collocations
UNIT
It looks yummy!
Communicative goals
• Talking about eating habits
• Talking about the ingredients
you need to make a recipe
• Going grocery shopping
• Talking about your favorite food
• Ordering a meal at a restaurant
Language awareness
• Countable versus uncountable
nouns
• HOW MUCH versus HOW
MANY
• SOME versus ANY
Pronunciation
• Pronunciation patterns of new
words such as fish and apple
• Main stress in sentences
• Contracted form of words
Vocabulary
• Food
• Grocery products
• Containers
s
t
n
e
t
n
Co
• Review of Units 5 to 7
Vocabulary
• Review of the main language
items already studied
Further Practice................................................ page 107
Information Gap Activities........................ page 111
Grammar Tips . . ................................................... page 123
Resource Pack.. ................................................. page 137
Activity Book....................................................... page 201
Audio Script .. ........................................................ page 235
CLASS LESSONS
| 9
0
STARTER
UNIT
Communicative goals
• Review language presented
and studied in CNA
Essentials 1
• Get to know students
• Talk about how students
learn – their learning styles
and preferences
• Encourage interaction,
cooperation, and
development of oral skills
GOALS
• Activate previous
knowledge
• Review language that
has already been
studied
• Boost students’ selfconfidence to start a
new course
• Promote cooperative
learning
Hello, guys. Welcome to our group.
My name’s _____ and I’m your
teacher.
• Look at a new student and ask:
What’s your name?
As he/she answers, encourage all
students to say in unison:
Welcome, __________.
(student’s name)
This will warm up the class and
students will feel comfortable to
start.
1.
• Books closed. Before you start your
first class, introduce yourself and
welcome students. If they have
been your students previously,
greet them warmly and have them
say hello to one another. If there
are new students, ask them to
introduce themselves and have
them meet their classmates. You
may say:
SPEAKING
GOALS
• Activate previous
knowledge
• Review language that
has already been
studied
• Boost students’ selfconfidence to start a
new course
• Promote cooperative
learning
• Books closed. Photocopy the cards
available in the Resource Pack,
page 139, Getting to know your
classmates.
• Hand them out and have
students complete the table with
information about themselves
(except their names).
• Collect cards, shuffle them, and
hand them out. Students should
move around the room asking
and answering the corresponding
questions. The aim is to find
the students who wrote the
information they have on their
slips. When they do, they should
write down the person’s name and
stop looking.
• When students are done, they
should introduce their classmates
to the rest of the class.
10 |
CNA ESSENTIALS 2
2.
Getting started!
GAME
GOALS
• Consolidate learning
• Provide further
language practice in a
fun way
• Books open. Students should work
in pairs. Tell them to use markers
(coins of different values, beans,
or small plastic objects) and put
them on START.
• Students should take turns and
flip a coin. If they get heads, they
move one square. If they get tails,
they move two squares. They
should follow the instructions on
the squares. When they stop at
a square marked Your question,
they should ask their classmate a
question of their choice.
• Each correct answer is worth one
point. At the end of the game, the
player with the most points wins.
CLASS LESSONS
| 11
0
3.
LISTENING
(track 2)
GOALS
• Review and
consolidate language
that has already been
dealt with
• Provide an
opportunity for
students to develop
listening strategies
• Books open. Ask students to work
in pairs. Tell them to read the
options provided for the three
conversations so they know what
to listen for.
• Play the audio once and ask
students to do the activity. Check
answers with the whole class.
• If necessary, you may play the
audio again and go over the
conversations with the whole
class.
4.
STARTER
UNIT
GOALS
• Promote
development of
discourse competence
• Review and
consolidate language
dealt with previously
• Offer students an
opportunity to
work collaboratively
through oral language
practice
Answers
• Books closed. Photocopy the cards
available in the Resource Pack,
pages 140 and 141, Conversation
slips 1 and Conversation slips 2.
Depending on your students’
proficiency level and the amount
of time available, you may hand
out both conversations or just
Conversation slips 1.
• Divide students into pairs and
hand out a set of cards to each
pair. Tell students they should
unscramble the conversations
appropriately and then practice
them.
• Move around the room and help if
necessary.
• When students are done,
invite two pairs to present the
conversations to the whole class.
5.
Refer to the reduced page of
the Class Lessons for answers.
SPEAKING
GAME
GOALS
• Consolidate learning
• Provide further
practice of language
in a fun way
• Books closed. Photocopy the cards
available in the Resource Pack,
pages 142 to 145, Memory game 1
and Memory game 2. Depending
on your students’ proficiency level
and on the time available, you
may want to use Memory game 1
or Memory game 2.
12 |
CNA ESSENTIALS 2
Getting started!
6.
• Divide students into groups
of three and hand out a set of
cards to each group. Explain to
them how to play the game.
Memory game 1 deals with places
in town, so the aim is to find
the picture of a place and the
corresponding definition. Memory
game 2 is about action verbs in
the present continuous form. They
have to find a picture and the
corresponding sentence and put
them together.
• Tell students to place all the cards
on the floor. The cards should
be facing down. The first player
flips over two cards and says out
loud what is on the cards. If it is a
match, the student keeps the cards
and scores a point. Otherwise, he/
she should flip the cards back over
and keep them in the same place.
• Move around the room and help
students if necessary. The student
with the most matches at the end
of the game wins.
• Books open. Go over the questions
and options available and help
students understand them. Ask
them to check what applies to
themselves.
• Divide students into pairs and
have them exchange their
answers concerning their learning
preferences and styles. Move
around the room and help them if
necessary.
• When students are done, go over
the possibilities offered and write
the results on the board. You may
say:
How many of you like to learn
individually?
In pairs?
In groups?
How many of you learn best
when you can see pictures and
illustrations?
This will provide you with valuable
information not only to help
prepare your classes, but also on
how to handle your students’
different learning styles.
SPEAKING
GOALS
• Provide students with
an opportunity to
raise awareness about
their learning process
• Guide teachers
towards their
students’ preferences
and learning styles
• Books closed. Since this is the first
activity aimed at raising awareness
of students’ learning process,
you should provide a simple
explanation. Say:
How do we learn?
Let’s think about it.
CLASS LESSONS
| 13
1
UNIT
VOCABULARY
1.
Communicative goals
• Talking about what people
do
• Talking about where people
work/go to school
• Saying how you like your
work/school
• Describing what people do
• Talking about what people
want to do in the future
GOALS
• Activate previous
knowledge
• Introduce vocabulary
related to the topic of
the unit
• Explore pictures
to understand the
meaning of new
words
• Books closed. Contextualize the
beginning of the class by asking
questions related to students’
occupations. You may say:
I’m a teacher. How about you? What
do you do? Are you a teacher, too?
6
1
14
15
5
8
16
11
13
10
12
9
2
4
7
3
14 |
CNA ESSENTIALS 2
• Help students answer the
questions by relying on their
previous knowledge. Do this
routine with two or three students
at first, the ones you feel may
know how to say what their
occupations are.
• Books open. If necessary, explore
the pictures so that students can
understand the new words.
• Ask students to do the activity.
Allow them about two minutes.
Move around the room and help
them if necessary.
• When students are done, move on
to Activity 2. Don’t check answers
at this moment since they’ll be
checked in Activity 3.
2.
PRONUNCIATION
3.
What does your father do?
SPEAKING
(track 3)
GOALS
• Provide recognition of
word stress
• Develop awareness
and practice of the
pronunciation of
words related to
occupations
• Books open. Divide students into
pairs. Ask them to look at the
words in Activity 1 and mark
the stressed syllable in each one.
Draw students’ attention to the
compound words such as fashion
stylist, for example, in which they
should underline a syllable in each
word (fashion stylist).
• Carry out some chorus repetition
first and then play the audio.
Check answers with the whole
class.
• If necessary, have students repeat
the words they have most
difficulty with. You may play the
audio again if you think some
students still need some more
practice.
GOALS
• Provide practice of
language related to
occupations
• Encourage
cooperation and
develop learners’
autonomy
• Books open. Have students
exchange partners from the
previous activity and check
answers to Activity 1.
• Draw students’ attention to the
example in their books. Model the
conversation and show them how
to disagree with their classmates’
answers.
• Allow students about five minutes.
Walk around the room to check
their performances.
• Check answers with the whole
class.
Answers
Refer to the reduced page of
the Class Lessons for answers.
Answers
physical therapist
nurse (there is just one
syllable)
engineer
architect
electrician
painter
actor
game designer (there is just
one syllable in game)
fashion stylist
personal financial advisor
doctor
dental hygienist
software developer
construction worker
computer analyst
plumber
CLASS LESSONS
| 15
1
4.
LISTENING
(track 4)
GOALS
• Offer room for
students to exchange
opinions about
occupations
• Develop listening
strategies
• Books open. Have students look at
the pictures in Activity 1 and give
their opinions about whether they
are occupations of the past or of
the future.
• Model the exchanges first and
reinforce the use of I think so,
too./I don’t think so. to agree and
disagree. Ask some individual
students what they think.
• Ask students to work in pairs
and go over the whole list of
occupations provided in Activity 1.
Move around the room to check
their performances.
• Tell students they are going to
listen to a professor talking about
the occupations of the future.
Ask them to listen and circle the
occupations they hear.
• Play the audio once. Play it once
more and check answers with the
whole class.
Answers
Refer to the reduced page of
the Class Lessons for answers.
5.
UNIT
SPEAKING
GOALS
• Introduce language
related to describing
what people do
and encourage the
practice of it
• Expand vocabulary
related to occupations
• Foster interaction and
development of oral
skills
• Offer room for
students to exchange
opinions about
occupations
• Books open. Ask students to read
the definitions of the occupations
silently and do the matching. Tell
them to look back at Activity 1 if
they don’t remember what they
mean. You may want to carry out
some chorus repetition of the
occupations listed emphasizing the
use of the indefinite articles a/an.
• Divide students into pairs and
have them check their work by
asking and answering questions.
Model the exchanges first. Draw
student’s attention to the present
simple tense and make sure they
use the verb forms correctly.
Further practice will be provided
on asking questions so don’t worry
about giving students lengthy
explanations using does.
• Move around the room and help
students if necessary.
• Check answers with the whole
class and ask students to say the
sentences out loud.
• Ask students’ opinions about
unusual occupations. Carry out
the discussion with the whole
class and encourage them to
express themselves using the
language they already know.
• Wrap up the activity by writing
the occupations they mention on
the board.
Answers
Refer to the reduced page of
the Class Lessons for answers.
16 |
CNA ESSENTIALS 2
GAME
GOALS
• Add an element of
fun to the lesson
• Allow students
an opportunity to
practice and develop
their speaking skills
• Further practice
talking about what
people do
• Books closed. Prepare a tic tac toe
grid with the verbs presented in
the occupations definitions.
• Divide students into two teams.
Write the grid on the board and
numbers from 1 to 9 in each
square. Tell students they have to
make sentences using the verbs
appropriately. Example:
7.
6.
What does your father do?
GAME
GOALS
• Add an element of
fun to the lesson
• Offer room for
further practice and
consolidation of
vocabulary related to
occupations
• Foster cooperative
learning strategies
• Books closed. Divide students into
two teams and invite them to play
a guessing game.
• Each team should write a specific
number of sentences with
definitions of occupations. Team
members should take turns
reading the sentences out loud so
the opposite team can guess the
correct occupations.
• Model the activity before students
start playing it. Write an example
on the board:
A: He takes care of sick
children.
B: He’s a pediatrician.
• If teams get the answer right, they
score a point. The team with the
most points at the end of the
game wins.
• If you want to have students
practice interrogative questions,
encourage them to ask simple
questions such as:
Does she work at a hospital?
design: My friend Joana designs
houses and buildings. She’s an
architect.
• Both teams should take turns
choosing squares and making
sentences. If a team makes a
mistake, the other team scores a
point.
• The winner is the team that makes
a horizontal, vertical, or diagonal
line first.
• If time is available, ask pairs of
students to draw a tic tac toe grid
and play the game again.
10
8
6
5
9
7
3
4
1
2
CLASS LESSONS
| 17
1
UNIT
8.
LISTENING
(track 5)
GOALS
• Develop listening
comprehension
strategies
• Foster further practice
of talking about other
people
• Encourage motivation
and curiosity about
what people do in
different parts of the
world
• Books open. Anticipate the
contents of the listening passage
by asking students to look at the
pictures in Activity 8a and try to
guess some information about the
people. Ask them to justify their
answers with simple statements
such as because they are having
coffee or because they are at a coffee
shop. Check students’ hypothesis
with the whole class.
• Allow about two minutes
for students to glance at the
comprehension questions in
Activity 8b before they listen so
they know what to listen for.
• Play the audio once and tell
students to answer the questions.
Check answers with the whole
class.
• Follow the same procedure
with Activity 8c and play the
audio again. As you check
students’ answers, ask them more
comprehension questions about
the conversation and draw their
attention to the information in
the Did you know…? box. You may
want to bring a map to class and
show them where those places are.
• Divide students into pairs and
have them ask and answer the
questions provided in Activity 8d
and write down the information
required. Encourage them to
ask further questions about the
conversation.
• When students are done, go over
their answers with the whole class.
Answers
Refer to the reduced page of
the Class Lessons for answers.
18 |
CNA ESSENTIALS 2
What does your father do?
Jack lives in
Anchorage, Alaska.
Clara is a marine
biologist.
CLASS LESSONS
| 19
1
9.
UNIT
SPEAKING
GOALS
• Develop students’
speaking skills
• Foster an atmosphere
of cooperation and
exchange of personal
information
• Expand and
consolidate language
related to occupations
• Books open. Go over the sample
conversation and carry out some
chorus repetition.
• Students may role play a situation
in which they create the
information they wish. Encourage
students to come up with either
real or fictitious information and
help them write those. Allow
about three minutes for them to
get ready.
• Tell students to move around the
room and talk to five classmates.
They should write down their
classmates’ answers in the spaces
provided. Help them take notes
in a way that they do not need to
write complete statements, but
just jot down key information.
Write an example on the board:
Classmates’ names
Marisa
Occupation
secretary
Place of work/school
law office downtown
How does he/she like it?
OK
• Move around the room and check
students’ performances. The
reporting phase will be done later
on, after they have worked on
Activity 10.
• Use the board to write anything
new you think it’s worth
mentioning such as any new
occupation that has been
mentioned or a verb form that
needs reinforcement. Alternatively,
if you feel your students are at
ease to talk about their family
members, and if time allows,
you may invite them to talk to a
classmate about a couple of family
members. Write an example on
the board:
A: What does your father
do?
B: He’s a vet. He works at
a pet hospital and treats
cats and dogs.
A: How does he like his job?
B: He loves it!
A: What does your sister
do?
B: She’s a student.
A: Where does she go to
school?
B: She goes to _________.
A: How does she like it?
B: She thinks it’s OK.
20 |
CNA ESSENTIALS 2
LANGUAGE AWARENESS
GOALS
• Develop students’
awareness concerning
verbs used in the
third person singular
• Offer room for
students to induce
language rules
• Books open. Divide students into
pairs and ask them to do Activities
10a and 10b. They should use
both their previous knowledge
and what they have just practiced
in this unit. Remind them that this
task requires them to pinpoint
the statement that is different
concerning the structure of
present tense forms in English.
• Move around the room and help
students if necessary.
• When students are done, go over
their answers. Use the board to
write anything you think it’s worth
mentioning such as the verb forms
in the present with the additional -s.
• Use the board to write anything
you think it’s worth mentioning
such as the verb forms in the
present with the additional -s.
12
.
10
.
What does your father do?
GAME
GOALS
• Add an element of
fun to the language
lesson
• Review and
consolidate
vocabulary related to
occupations
• Books open. This is a chain game.
Have students stand in a circle.
• The first student says I’m a doctor.
The student next to him/her says
He’s a doctor and I’m an engineer.
The third student says He’s a
doctor, she’s an engineer, and I’m
a nurse, and so on and so forth.
Occupations are picked at random
and do not have to be for real.
• Alternatively, if you feel your
students are ready for more
challenging work, you may have
them say a second statement to
practice the simple present tense.
For example, the first student says
I’m a doctor. I work at a hospital.
The student next to him/her says
He’s a doctor and he works at a
hospital, and I’m an engineer and
work at a construction company.
The third student says, He’s a
doctor and works at a hospital.
She’s an engineer and works at a
construction company, and I’m a
nurse and work at retirement home,
and so on and so forth.
Answers
11
.
Refer to the reduced page of
the Class Lessons for answers.
SPEAKING
GOALS
• Offer room for review
and practice of
language related to
talking about other
people
• Develop collaborative
learning strategies
2
1
• Books open. This task consists
basically of reporting the answers
for Activity 9.
• Ask students to share what their
classmates told them. Encourage
them, at this point, to say
complete statements. For example:
Marisa is a secretary and she works
at a law office downtown. She thinks
her job is OK.
CLASS LESSONS
| 21
1
UNIT
13
.
LISTENING
(track 6)
GOALS
• Develop listening
comprehension
strategies
• Foster further
recognition of
language used to talk
about what people do
What do you think they are going to
talk about? Why?
You may want to pre-teach
the word self-employed. Use
the example of someone who
works from home and make
a connection with the word
unemployed, which has been
presented earlier. (self/un +
employed). Explain what the
prefixes mean and how they
change the word.
• Play the audio twice and tell
students to do Activities 13a
and 13b. Then ask students to
compare answers in pairs. Move
around the room and help them if
necessary.
• You may want to play the audio a
third time if you want to carry out
some chorus repetition depending
on how your students react to the
new information presented.
Answers
Refer to the reduced page of
the Class Lessons for answers.
14
.
• Books closed. Ask students some
questions about the previous
listening passage, if they remember
who the people were (Jack, Clara,
and Linda), where they were (at a
coffee shop) and what they were
talking about (Clara’s job: Clara is a
marine biologist and she loves her
job). Ask them if they remember
where Jack and Clara live (in
Anchorage, Alaska).
• Books open. Tell students they are
going to listen to the second part
of the conversation. Allow about
one minute for them to take a
look at the questions so that they
know what to expect and what to
listen for.
• Before you play the audio, go over the
information in the Did you know…?
box and ask students to make some
guesses as to the content of this
listening passage. Ask:
1 Marco
3 Linda
2 Jack
3
2
1
4
3
5
2
6
1
Where do your parents live?
What does your mother do?
Where do you work (study)?
How does your father like his job?
Where does your best friend go to school?
What do you and your cousin do?
22 |
CNA ESSENTIALS 2
LANGUAGE AWARENESS
GOALS
• Develop students’
awareness concerning
questions in the
simple present
• Offer room for
students to induce
language rules
• Books open. Draw students’
attention to Activity 14a. Go over
the first question and elicit the
answer. Tell them to match the
other five questions individually.
• Divide students into pairs and ask
them to compare their answers.
Move around the room and help
them if necessary. Then check
answers with the whole class.
• Have students exchange partners
and work on Activity 14b. Tell
them they don’t have to provide
real information about their family
members if they don’t want to.
Move around the room to check
students’ performances.
• When students are done, ask
them to share their answers to the
What does your father do?
questions. You may ask one student
each question or more, depending
on the amount of time available.
• Do Activity 14c with the whole
class and make sure they
understand the mechanics of
questions in the simple present
tense. Use the board and write
down anything that seems relevant.
verbs used with the third person
singular, the auxiliary forms do
and does, or anything else your
students may need.
Information
Gap Activity
1
.
15
SPEAKING
GOALS
• Develop students’
speaking skills
• Foster collaborative
learning strategies and
exchange of personal
information
16
.
Answers
Refer to the reduced page of
the Class Lessons for answers.
See page 113 of
the Teacher’s
Pack for
instructions.
SPEAKING
GOALS
• Develop students’
speaking skills
• Encourage language
recognition and
development of
cognitive learning
strategies
• Books closed. Tell students that
you love to teach and that’s why
you are a teacher. Tell them they
are going to associate what the
people in the pictures like with
what they want to be.
• Books open. Tell students to look
at the picture of Leo. Ask:
What does Leo like?
Students are expected to answer:
Leo likes/loves sea animals.
• Keep the conversation going. Say:
So, what does he want to be?
Take the opportunity to mention
that if he likes sea animals, he
may want to be a veterinarian or
maybe a marine biologist.
• Model the sample conversation
with a student and carry out some
chorus repetition.
• Books open. Tell students they
are going to find out people in
the class who do certain things.
Tell them the sentences in their
books have to be transformed into
questions and ask them to try the
first one. Ask:
How do you ask your classmate if
he/she works with children? (Do you
work with children?)
• Explain to students that the
questions should be asked with you
and that they have to use do. Go
over all the questions and make
sure they know how to ask them.
• Tell students to move around the
room and talk to their classmates.
When they find someone whose
answers are affirmative, they should
write down the name of the person
in the spaces provided. Allow
about five minutes for the activity.
Move around the classroom and
help them if necessary.
• When time is up, ask students to
report their findings and make
sure they are using the correct
simple present forms.
• Use the board to write down
anything that is relevant such as
CLASS LESSONS
| 23
1
UNIT
Suggested answers
Joaquim wants to be a P.E.
teacher.
Matilde wants to be a
musician/composer/singer/
guitar player.
Sienna wants to be a software
developer/a computer analyst.
Jorge wants to be a therapist/
psychologist/psychiatrist.
Florence wants to be a
math teacher or professor/a
scientist/an engineer.
LISTENING
17
.
• Divide students into pairs and have
them talk about the other people
in the activity. Remind them
that there are no right or wrong
answers, but that they should be
sensible to choose compatible
occupations with what people like.
For example, Florence likes math,
so she wants to be a math teacher
or a scientist or still an engineer.
• When students are done, ask them
to share their answers with the
whole class.
(track 7)
GOALS
• Develop listening
comprehension
strategies
• Promote controlled
practice of talking
about what people
want to do in the
future
• Books closed. Ask students some
questions about the previous
activity. For example:
Jorge likes to help his friends with
their problems. What does he want
to be? (He wants to be a therapist.)
• Books open. Tell students they are
going to listen to some teenagers
talk about what they want to be
in the future. Allow about one
minute so they can go through
the questions in Activities 17a and
17b and have an idea of what to
listen for.
• Play the CD twice and tell students
to do Activities 17a and 17b.
• Have students check their answers
in pairs. Move around the room
and offer help if necessary.
• You may want to play the CD
a third time if you think your
students will profit from listening
again. You may also want to
carry out some chorus repetition
of the occupations mentioned,
depending on how your students
react to the new information
presented.
• Write the names of the people
interviewed on the board and
elicit the information they
provided about their choices of
occupations. Have students ask
and answer these questions as a
big group. Monitor their work and
make sure they ask and answer the
questions correctly.
Answers
Refer to the reduced page of
the Class Lessons for answers.
24 |
CNA ESSENTIALS 2
GOALS
• Allow students
an opportunity to
practice and develop
their speaking skills
• Encourage further
practice of talking
about what they want
to do in the future
• Provide an
opportunity for
students to exchange
personal information
• Books closed. Tell students that
now it’s their turn to talk about
what they want to be in the
future/when they finish high
school/college. If they already have
a job, ask them to think about
what they want to do five years
from now.
• Books open. Go over the sample
conversation in students’ books
and have them practice it in pairs.
They may proceed to say what
they really want to do in the
future. Move around the room to
check students’ performances.
• When you notice students feel
comfortable about asking and
answering the question, ask them
to walk around the classroom and
talk to four students. Tell them to
take notes in the table provided.
Explain to them they do not need
to write complete sentences,
just to write the names of their
classmates and the key words
related to what they want to be/
do in the future.
• When students finish, ask the
whole class to share some of their
answers.
• Use the board to write anything
that is relevant such as new words
related to occupations that have
been mentioned.
.
SPEAKING
19
18
.
What does your father do?
READING
GOALS
• Develop and practice
reading strategies
• Help develop
students’ awareness
about volunteer work
• Foster interaction in
English
• Books closed. Ask students
questions such as:
Do you do volunteer work?
Does your mother/father/brother/
sister/husband/wife do volunteer
work?
What kind of volunteer work can
you do in your neighborhood?
• Books open. Tell students they will
read two texts on volunteer work.
Ask them to study the texts and
answer the questions in Activity
19a. Point out that at this point
they are not supposed to read the
texts thoroughly, but just browse
through them to decide where
they can be found and what
they are about. Allow them three
minutes to answer the questions
and then check answers with the
whole class.
• Ask students to read the texts
in detail. Divide them into pairs
and tell them to think about the
young people in Activity 16 and
imagine which ones would like
to apply for the volunteer jobs
presented. Allow them a few
minutes to do so.
CLASS LESSONS
| 25
1
• When time is up, have students
share their thoughts with the
whole class. To wrap the activity
up, ask students what they think
about volunteer work and which
job they would like to apply for.
Answers
Refer to the reduced page of
the Class Lessons for answers.
26 |
CNA ESSENTIALS 2
20
.
UNIT
SPEAKING
GOALS
• Provide students with
an opportunity to
use what they have
learned so far
• Develop students’
communicative
competence in
English
• Books open. Go over the situations
with students and elicit the
language used throughout this
unit so that they know what to
say in each situation.
• Divide students into pairs and ask
them to act out the situations.
Allow them about 10 minutes to
do the activity. Move around the
room to check their performances.
• When students are done, you may
invite some of the pairs to come
up front and act out the situations
for the whole class.
• To wrap up the activity, go
through mistakes with the whole
class.
21
.
What does your father do?
FEEDBACK TIME
GOAL
• Provide students
with an opportunity
to come up with
an overview of the
language worked
on throughout
the unit for the
purposes of reviewing,
summarizing, and self-evaluating
• Books open. Go through the
communicative functions listed
and encourage students to come
up with the corresponding
language points. Ask them to
rate their skills. 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 is a
powerful resource as long as they
understand its purpose.
• After the first couple of units, you
may want to have students work
in pairs on this task. Monitor the
activity at all times and offer help
if necessary.
• When students are done, have
them share with their classmates
the most meaningful findings
about their own learning process.
Discuss questions related to study
habits and the importance of
keeping up with the language
through the Web Lessons, the
Grammar Tips section, and so on.
CLASS LESSONS
| 27
2
Communicative goals
• Talking about daily activities
• Talking about weekend
activities
• Talking about how often you
do something
• Talking about healthy habits
and recycling
• Talking about other people
1.
UNIT
SPEAKING
GOALS
• Contextualize,
introduce, and
practice language
students will deal with
throughout the unit
• Provide practice and
development of oral
skills
• Offer an opportunity
for students to talk
about what they like
about their routines
• Books closed. This first moment
of interaction will offer you an
opportunity to find out how
much your students already
8
1
4
6
7
2
5
9
10
3
28 |
CNA ESSENTIALS 2
know, contextualize, and/or preteach some of the new language
exponents. Note that you do not
have to teach all the new language
at this point since it will be
studied and practiced throughout
the whole unit.
• Talk to some students. Use some
of the exponents in Activity 1. You
may say:
I go to work at eight o’clock every
day. What about you? What time do
you go to work?
• Books open. Ask students to
match the pictures and the
activities. Check answers with the
whole class.
• Divide students into pairs or
groups of three and ask them to
check the activities they like to
do every day. Carry out chorus
repetition of the example in their
books so that they can do the
activity appropriately. Encourage
students to use adjectives (cool,
boring) they already know. Move
around the room, listen to what
they say, and offer help when
necessary.
• Ask a few students to report
what their classmates said.
This reporting phase is just an
opportunity to use the present
tense to talk about a third person.
Note that more practice will be
encouraged throughout the unit.
If necessary, have students repeat
some of the sentences using the
correct form of the verbs.
Answers
Refer to the reduced page of
the Class Lessons for answers.
,
What s a typical day like?
CLASS LESSONS
| 29
2
UNIT
2.
LISTENING
(track 8)
GOALS
• Present and
contextualize
language to
be worked on
throughout the unit
• Provide an
opportunity for
students to recognize
and understand
conversations related
to routines
• Develop listening
strategies
30 |
CNA ESSENTIALS 2
• Books open. Have students look
at the pictures and try to guess
what the passage is about. This
task aims at engaging students
on what’s coming next. It’s not
intended as a right or wrong sort
of question, although the pictures
show a full-time mom.
• Have students look at the
sentences in Activity 2b before
they listen. This will work as a
pre-listening task and may help
them focus on what they should
listen for.
• Play the audio once and ask
students to do the activity. Check
answers with the whole class.
• Play the audio again. In pairs, have
students do Activities 2c and 2d.
Then check answers with the
whole class.
Answers
Refer to the reduced page of
the Class Lessons for answers.
3.
,
What s a typical day like?
SPEAKING
GOALS
• Provide practice and
development of oral
skills
• Offer an opportunity
for students to
exchange some
personal information
(marital status, family)
• Develop interpersonal
learning strategies
• Books closed. Ask a few students:
Are you married?
What does your wife/husband do?
• Help students answer the
questions. Do this routine with
two or three students at first.
You may carry out some chorus
repetition of these exchanges if
necessary.
• When students are comfortable
with these questions and answers,
start asking other students if they
have any brothers and sisters, their
names, ages, and occupations. If
necessary, carry out some chorus
repetition.
• Books open. Divide students
into pairs and ask them to first
complete the table with their
own information. Then they
should interview their classmate.
Move around the room to check
students’ performances and offer
help if necessary.
• Go over the examples in the
speech bubbles in Activity 3b and
help students report their findings.
Make sure they use the correct
forms of the verbs.
CLASS LESSONS
| 31
2
4.
UNIT
SPEAKING
GOALS
• Provide practice and
development of oral
skills
• Offer an opportunity
for students to
activate and review
previous knowledge
• Allow students to use
their imagination and
transfer knowledge
about the language
• Develop interpersonal
learning strategies
32 |
CNA ESSENTIALS 2
• Books closed. Get some pictures of
ordinary people and ask students:
Who is this?
What does he/she do?
Help students answer the
questions.
• Books open. Have students look
at the pictures and the words in
the box. You may carry out some
chorus repetition of the words if
necessary.
• Ask students to imagine that those
are pictures of people in their
families and think about further
information they can share with
their classmates (age, occupation,
marital status, etc.). Draw students’
attention to the example in their
books.
• Tell students to work in pairs
and exchange information using
the pictures in their books.
Walk around the room, listen to
your students as they carry out
the activity, and help them if
necessary.
• To wrap up the activity, point
to some of the pictures and ask
students who those people are.
Make sure they use the correct
verb forms when talking about
someone.
TEACHING TIP
• Offering pictures for
students to talk about their
family is a strategy to avoid
embarrassing students who
may not want to talk about
and to show real pictures of
their loved ones. If you feel
it’s OK with your students,
though, you may ask them
to bring pictures of their
families.
5.
,
What s a typical day like?
VOCABULARY
GOALS
• Introduce adverbs of
frequency
• Offer an opportunity
for students to
recognize, understand,
and practice language
used to talk about
everyday activities
• Books closed. Ask students:
I always go to the movies on
weekends. How about you? How
often do you go to the movies?
Help them answer the questions.
Do this routine with two or three
students at first. You may carry
out some chorus repetition if
necessary.
• Books open. Draw students’
attention to the Did you
know…? box and check their
understanding. Then, in pairs, ask
them to do Activities 5a and 5b.
• When students are done, check
answers with the whole class.
Make sure they understand what
frequency adverbs are and what
each one means.
• Have students exchange partners
and practice the conversations.
Walk around the room, listen
to your students as they carry
out the activity, and offer help if
necessary. You may suggest that
they vary the conversations a
little and add other questions and
answers as well. For example:
How often do you play soccer/video
games?
• To wrap up the activity, go
through their mistakes with the
whole class.
Answers
Refer to the reduced page of
the Class Lessons for answers.
I sometimes go to the beach on my
vacation. How about you? How often
do you go to the beach?
4
5
1
3
2
CLASS LESSONS
| 33
2
6.
UNIT
GAME
Possible questions
What does your husband/
father/friend/brother do?
2. What do you do every
day?
3. How often do you have
English classes?
4. Are you married?
5. Who’s this?
6. Is your sister married?
7. What does your mother/
sister/wife do?
8. Where do you work?
9. What do you do?
10. Where do you live?
11. Does your husband help
you with the kids?
12. How often do your kids
have swimming lessons?
1.
7.
GOALS
• Review and
consolidate language
learned throughout
the unit through a
fun activity
• Allow students a
chance for language
practice
• Provide an
opportunity for the
development of
collaborative learning
strategies
• Books closed. Divide students into
two teams. Photocopy the cards
available in the Resource Pack,
page 146, Replies, and give a set to
each team.
• Model the activity with a couple
of students so that they know
what to do. Have students from
one team draw a card one at a
time. They are supposed to ask the
appropriate question. When one
team is not able to come up with
the question, the opposite team is
challenged to try.
• Teams score a point for each
correct question. The team with
the most points at the end of the
game wins.
READING
GOALS
• Develop and practice
reading strategies
• Activate and develop
students’ awareness of
healthy habits
• Provide an
opportunity for
students to share
opinions
• Books closed. Contextualize the
topic by asking students if they
have healthy habits. You may ask
them some of the questions in the
quiz. For example:
How often do you eat hot dogs and
hamburgers?
How often do you eat apples and
broccoli?
How often do you and your family
go to the beach?
• Books open. Ask students to work
individually and do the quiz in
their books. Set a time limit of
about three minutes.
34 |
CNA ESSENTIALS 2
• When time is up, have students
compare their answers in pairs.
Walk around the room, observe
their performances and help them
if necessary.
• Ask students to check their results
and read what they mean. As
they finish, tell them to discuss
the results. Model this part of the
activity with students. Say:
I agree with the results. I really don’t
have a healthy routine.
I don’t agree with the results. I have a
healthy routine.
• To wrap up the activity, have
some of the students express their
opinions to the whole class.
8.
,
What s a typical day like?
SPEAKING
GOALS
• Activate and develop
students’ awareness of
healthy habits
• Development of
speaking skills
• Expand students’
lexical repertoire
concerning healthy
habits
• Provide an
opportunity for
students to share
opinions
• Books open. Go over the
alternatives and ask students to
check the ones that apply to
them. Encourage your students to
come up with other possibilities
and help them write those.
• Tell students to compare their
answers in pairs. When they are
done, ask some of them to report
what their partners do to stay
healthy.
• Use the board to write anything
new you think it’s worth
mentioning and taking notes.
CLASS LESSONS
| 35
2
UNIT
9.
LISTENING
(track 9)
GOALS
• Consolidate and
expand listening
strategies
• Provide further
practice of language
used to talk about
everyday activities
• Expand students’
lexical repertoire
36 |
CNA ESSENTIALS 2
• Books open. To contextualize the
situation, help students explore
the pictures in Activity 9c and ask
them what they think the topic of
the listening passage is.
• Play the audio and ask them to do
Activities 9b and 9c. If necessary,
play the audio one more time. Go
over the routine activities Jason
mentions and make sure students
understand them.
• When students are done, check
answers with the whole class.
Encourage students to report
Jason’s activities using the correct
form of the verbs.
Answers
Refer to the reduced page of
the Class Lessons for answers.
10
.
,
What s a typical day like?
VOCABULARY
GOALS
• Introduce and expand
vocabulary related to
daily habits
• Consolidate, expand,
and practice language
concerning everyday
routines
• Review and provide
practice of verbs in
the present tense
• Books open. Set the scene. Help
students explore the pictures and
encourage them to describe a few
of them. Teach the new activities
through the pictures.
• Divide students into pairs. Ask
them to match the pictures and
the sentences and then organize
Jason’s activities in the three parts
of the day. Walk around the room
and help them if necessary.
• When students are done, check
their answers with the whole
class. Ask a few volunteers to read
the sentences. You may carry
out some chorus repetition if
necessary.
• Books closed. Divide students into
two groups, Group A and Group
B. Group A leaves the room and
Group B comes up with a verb
related to everyday activities. Once
the verb is decided, Group A is
asked to return to the classroom
and stand at the front of the
room. Then each student of Group
A has to ask a question using the
word teapot in his/her sentence
instead of the secret verb. For
example:
How often do you teapot?
What time do you teapot?
Do you teapot every day?
Do you always teapot in the
evening?
guess what verb teapot is, the
students in Group B are encouraged
to give easier clues as the game
progresses until the students in
Group A can guess what teapot
means.
• When the students in Group A
find the secret verb, it’s Group B’s
turn to leave the room. And so it
goes until both groups have had a
chance to guess five secret verbs
each (or more if time is available).
• Monitor the activity and keep
score. The group with the most
points wins.
See page 114
of the Teacher’s
Pack for
instructions.
Information
Gap Activity
2
• The students in Group B should also
use the word teapot in their answers.
If the students in Group A cannot
10
2
4
3
7
5
6
8
Answers
Refer to the reduced page of
the Class Lessons for answers.
1
9
11
.
11
GAME
GOALS
• Review and consolidate
language learned
throughout the unit
through a fun activity
• Allow students a
chance for language
practice
• Provide an opportunity
for the development of
collaborative learning
strategies
14
13
12
15
16
1, 2, 3, 4, 5, 6, 7, 8
7, 9
10, 11, 12, 13, 14,
15, 16
CLASS LESSONS
| 37
2
UNIT
(track 10)
GOALS
• Offer room for
controlled language
practice related to
everyday activities and
frequency adverbs
• Provide consolidation
of listening strategies
and collaborative
learning strategies
Answers
Refer to the reduced page of
the Class Lessons for answers.
3
5
1
7
2
10
4
8
6
11
12
9
PRONUNCIATION
.
• Books open. Divide students
into pairs. Tell them to match
both columns and then organize
the sentences in the order they
happen throughout the day. Set a
time limit of about five minutes.
• When students are done, play the
audio so that students can check
their work.
• Ask students to practice the
questions and answers.
13
12
.
LISTENING
(track 11)
GOALS
• Present students
with an overview
of commonly used
intonation patterns
in wh-/yes or no
questions
• Develop awareness
and provide semicontrolled language
practice of asking and
answering questions
• Books open. Go over the questions
and tell students there are two
intonation patterns for questions
in English.
• Play the audio and ask them to
listen carefully and mark the
correct intonation pattern based
on what they hear.
• As you check students’ work,
encourage them to come up with
the rules. That is, when asking
wh- questions, your voice goes
down and when asking yes or no
questions, your voice goes up.
• Ask students to practice asking
these questions in pairs. They
should use their imagination or
talk about a real person in their
lives. Have them take turns asking
the questions so that each one has
a chance to practice.
Answers
Refer to the reduced page of
the Class Lessons for answers.
38 |
CNA ESSENTIALS 2
GOALS
• Develop students’
awareness of
questions used to talk
about someone else
(third person)
• Offer an opportunity
for language discovery
and practice
• Books open. Use the questions in
Activity 13 as a link to introduce
this activity. Ask students to study
the questions in the previous
activity and elicit what they have
in common.
• Divide students into pairs or
small groups and ask them to go
through Activities 14a to 14e. They
may use their previous knowledge
and exchange information among
themselves.
• Move around the room and offer
help if necessary. When students
are done, check answers with the
whole class.
• As students proceed to Activity
14f, have them exchange partners
and practice the conversations.
Then have them ask the questions
and give their own answers. If time
allows, ask students to share their
findings.
.
LANGUAGE AWARENESS
15
14
.
,
What s a typical day like?
SPEAKING
What’s your routine like?
What time do you get up?
Do you have a job/go to school?
What time does school start/do you
start work?
How do you go to school/work?
Do you have lunch at home?
What time does school finish/do you
finish work?
What do you do/Do you watch TV
(read, take a shower) before you go
to bed?
• Divide students into groups
of three. Have them ask the
questions and write down the
answers. Move around the room
and offer help if necessary.
• To wrap up the activity, ask some
of the students to report their
findings.
GOALS
• Offer students an
opportunity to reflect
upon and practice
language used to talk
about daily activities
• Practice and develop
oral skills
• Review language
already dealt with
and further practice
talking about
someone else (third
person)
• Books open. Help students work
on the questions they will have
to ask their classmates in order to
complete the table. For example:
5
4
6
1
2
3
Answers
Refer to the reduced page of
the Class Lessons for answers.
CLASS LESSONS
| 39
2
be their “secret person”. Allow
about five minutes and tell them
to write as many sentences as they
can about this secret person. For
example:
He/She works as an actor/actress.
He/She is married and has three kids.
He/She is from Chile, but he/she lives
in the U.S.A.
• Get both teams together. They
will have to find out who the
opposite team’s secret person is.
To do so, they have to ask their
classmates questions. Only yes
or no questions are allowed. For
example:
Does he/she work as an engineer?
Is he/she married?
Does he/she have kids?
Does she/he live in Brazil?
• Each team has 10 questions to ask.
If students are not able to find out
GOALS
• Review and
consolidate language
learned throughout
the unit through a
fun activity
• Allow students a
chance for language
practice
• Provide an
opportunity for the
development of
collaborative learning
strategies
• Books open. Divide students into
two teams. Ask them to think
about a person who is going to
g
e
c
d
h
i
a
j
f
b
who the person is after asking 10
questions, they don’t score points.
• You may have them play more
rounds depending on their level of
interest and the time available. The
team with the most points wins.
SPEAKING
.
GAME
17
16
.
UNIT
(track 12)
GOALS
• Expand students’
lexical repertoire
• Allow recognition
and practice of new
language items related
to recycling and
frequency adverbs
• Develop listening and
collaborative learning
strategies
• Books open. Use the flashcards
available in the Resource Pack,
pages 147 and 148, (Habits and
routine) and introduce the new
vocabulary through them. To check
the comprehension of those words
students may not be familiar with,
ask questions such as:
On weekends do you take a nap
after lunch?
Do you recycle to preserve the
environment?
• Students should do the matching
in pairs. Move around the room
and offer help if necessary.
• Play the audio and have students
check their work.
• Ask students to practice the
questions with a classmate. Now
they should come up with their
own answers.
Answers
Refer to the reduced page of
the Class Lessons for answers.
Information
Gap Activity
3
40 |
CNA ESSENTIALS 2
See page 115
of the Teacher’s
Pack for
instructions.
SPEAKING
GOALS
• Provide practice and
development of oral
skills
• Offer an opportunity
for students to
talk about people’s
activities and how
often they occur
19
.
• Books open. Go over the situations
and brainstorm the necessary
questions and answers. Make
sure they have been presented
throughout the unit.
• Tell students to move around the
room and talk to their classmates.
Walk among them and offer help
if necessary. Pay attention to the
way they communicate with their
classmates, if their pronunciation
is intelligible, and if they seem to
communicate naturally.
• When students are done, invite a
few of them to present their work
for the whole class.
students should say the sentences
out loud. Check how accurate the
sentences are compared to what
they have been provided.
20
.
18
.
,
What s a typical day like?
FEEDBACK TIME
GOAL
• Provide students
with an opportunity
to come up with
an overview of the
language worked on
throughout the unit
for the purposes of
reviewing, summarizing,
and self-evaluating
• Books open. Go through the
communicative functions listed and
encourage students to come up with
the corresponding language points.
Alternatively, you can produce one
set of cards for every pair of students
with examples of the language points.
Ask students to match the language
samples and the corresponding
communicative functions. Check
answers with the whole class and, if
necessary, elicit more examples.
• Ask students to rate their skills. 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
is a powerful resource as long as they
understand its purpose.
• When students are done, have them
share with their classmates the most
meaningful findings about their own
learning process. Discuss questions
related to study habits and the
importance of keeping up with the
language through the Web Lessons,
the Grammar Tips section, and so on.
GAME
GOALS
• Review and consolidate
language learned
throughout the unit
through a fun activity
• Allow students a
chance for language
practice
• Provide an opportunity
for the development of
collaborative learning
strategies
• Books closed. Divide students into
two teams. Photocopy the cards
available in the Resource Pack,
page 150, Chinese whispers, and
give a set to each team.
• Have team members stand in
line. Hand out a card to the last
student in each line.
• Tell students they have to whisper
the sentences on their cards to
the next student standing in front
of them. These students will have
to do the same and so on and so
forth until the first students in line
are whispered the message.
• When students do so, those first
CLASS LESSONS
| 41
3
Communicative goals
• Talking about where people
live
• Talking about what houses
are like
• Talking about favorite places
in a house
• Talking about what you like/
dislike doing at home
• Asking for information to
rent a house
1.
UNIT
SPEAKING
GOALS
• Contextualize the
theme of the unit
• Elicit language that
students may already
know related to the
theme of the unit
• Offer students an
opportunity to
practice and develop
their speaking skills
• Books closed. Contextualize the
unit by asking questions such as:
Do you live near here?
Do you like the place where you live?
Is it a nice neighborhood?
• Books open. Divide students into
pairs and ask them to go through
the questions in Activity 1. Before
they start the conversation, ask
them to write down one or two
questions they may want to ask
their partner. You may want to
elicit some possible questions with
the whole class before you ask
students to write their questions
individually. For example:
Do you like where you live?
Do you have nice neighbors?
Is your house old or new?
• Allow students about three
minutes for them to write their
questions. Move around the room
and help them if necessary.
• When time is up, ask students to
take turns asking and answering
the questions. Allow them about
five minutes for this interaction.
Move around the room and help
them if necessary.
• When time is up, ask students to
report their findings to the whole
class. Take the opportunity and
draw their attention to the Did
you know…? box. Go through the
information with them and check
their understanding.
42 |
CNA ESSENTIALS 2
2.
LISTENING
3.
,
It s a lovely house!
VOCABULARY
(track 13)
GOALS
• Contextualize and
allow students an
overview of some of
the main language
exponents to be
studied
• Practice listening
strategies
• Books closed. Tell students who
you live with and describe your
house. Use the flashcards available
in the Resource Pack, pages
151 to 155, Parts of the house, to
describe your place. At this point
it’s not necessary to focus on the
new language (parts of the house)
as it will be thoroughly practiced
and presented later on in the unit.
• Books open. Tell students they will
listen to Julia describing the place
she lives. Ask students to read
the options in Activity 2. Play the
audio once or twice.
• When students are done, ask them
to compare answers in pairs. If
necessary, play the audio again.
Check answers with the whole
class.
Answers
Refer to the reduced page of
the Class Lessons for answers.
GOALS
• Introduce parts of the
house
• Build up students’
lexical repertoire
• Books closed. Ask students if they
remember what Julia’s house is
like. Use the flashcards available
in the Resource Pack, pages 151
to 155, Parts of the house, and ask
questions such as:
How many bedrooms/bathrooms
are there in her house?
Is there a porch?
Is there a dining room?
• Books open. Ask students to
match the pictures to the words.
• When students are done, divide
them into pairs and ask them
to do Activity 3b. If necessary,
model it with a student. Move
around the room and help them if necessary.
Answers
Refer to the reduced page of
the Class Lessons for answers.
8
7
6
9
12
11
10
1
13
14
2
3
4
5
CLASS LESSONS
| 43
3
UNIT
4.
PRONUNCIATION
(track 14)
GOALS
• Raise students’
awareness of the
stressed syllable of
new words
• Allow students
an opportunity to
practice saying such
words
3
44 |
CNA ESSENTIALS 2
• Books closed. Write the word
kitchen on the board and ask
students to pronounce it. Elicit
where the stress goes and
underline it.
• Books open. Tell students they
will listen to the words being said
and they should underline the
stressed syllable in each word.
Alternatively, you may want to ask
your students to try to identify the
stressed syllable before you play
the audio.
• Play the audio once. Play it again if
necessary. Check answers with the
whole class.
• Play the audio again and ask
students to repeat the words.
Answers
Refer to the reduced page of
the Class Lessons for answers.
* notice that in British English
the stress changes in the
word garage /’gæridƷ/
5.
,
It s a lovely house!
READING
GOALS
• Further practice the
new vocabulary in a
context of describing
someone’s house
• Offer students an
opportunity to
practice and develop
their speaking and
reading skills
• Books open. Ask students to read
the descriptions and match them
to the pictures. If necessary, preteach words students may not
know such as studio, downtown,
two-story house, commuting, and
condo.
• Pair students up and elicit some
of the questions and answers
necessary to check the matching.
Set a time limit of about five
minutes for students to do the
activity. Move around the room
and help them if necessary.
• When time is up, check answers
with the whole class.
1
Answers
Refer to the reduced page of
the Class Lessons for answers.
Information
Gap Activity
4
See page 116
of the Teacher’s
Pack for
instructions.
2
CLASS LESSONS
| 45
3
6.
UNIT
LANGUAGE AWARENESS
GOALS
• Raise students’
awareness of
the formation of
compound adjectives
• Allow students
an opportunity to
practice the formation
of compound
adjectives and use
them to describe
places where people
live
• Books open. Ask students to look
at the pictures and elicit what they
see. You may ask questions such
as:
Look at picture one. What do you
see? How many bedrooms are there
in the apartment?
• Follow the same procedure with
the other pictures.
• Ask students to complete the
sentences. Set a time limit of
about three minutes. Move
around the room and help them if necessary.
• When time is up, check answers
with the whole class. Make sure
the sentences they produce
will somehow match with the
sentences in Activity 6b.
• Ask students to match sentences
in Activity 6b with the
descriptions in Activity 6a. Check
answers with the whole class.
• Ask students to do Activities 6c
and 6d. Move around the room
and help them if necessary.
Check answers with the whole
class. If necessary elicit more
examples. You may write the
following sentences on the board
and ask students to produce
new sentences using compound
adjectives:
The house has three bedrooms.
à It’s a three-bedroom house.
The building has twenty floors.
à It’s a twenty-floor building.
The house has five stories. à It’s a five-story house.
has two
fifteen
my house
• Divide students into pairs and ask
them to rewrite the underlined
sentences in Activity 6e. Then
check answers with the whole
class.
• Ask students to practice the
conversations. Move around the
room and help them if necessary.
• Ask students to use a compound
adjective and write one sentence
in Activity 6f to describe their
houses. Elicit sentences.
Answers
Refer to the reduced page of
the Class Lessons for answers.
is five years
has eleven
two stories
46 |
CNA ESSENTIALS 2
,
It s a lovely house!
5
2
1
3
4
two bedrooms
apartment
two bedrooms apartment
two-bedroom
CLASS LESSONS
| 47
3
7.
UNIT
SPEAKING
GOALS
• Practice describing
someone’s house
using the language
previously presented
• Offer students an
opportunity to
practice and develop
their speaking skills
• Books closed. Tell students who
you live with and what your
house is like. Elicit the questions
students may ask to find out what
their partner’s house is like. You
may write those questions on the
board as you elicit them.
• Books open. Go through the
questions with students. Elicit
what other questions they could
ask their partners and ask them
to write them down in the space
I live in a one-bedroom apartment downtown .
It’s a five-minute walk away.
I live with my family in a six-room house.
I live in a small one-bedroom apartment.
48 |
CNA ESSENTIALS 2
provided. Divide students into
pairs and ask them to discuss the
questions in Activity 7a. Set a time
limit of about five minutes. Move
around the room and help them if
necessary. Encourage students to
keep the conversation as long as
they can during the time allotted.
• When time is up, ask students to
report their findings to the whole
class.
8.
LISTENING
9.
,
It s a lovely house!
VOCABULARY
(track 15)
GOALS
• Contextualize and
allow students an
overview of some
of the language
exponents to be
studied
• Practice listening
strategies
• Books open. Ask students to look
at the pictures and tell what they
see. Elicit what the women are
probably talking about. You may
ask questions such as:
GOALS
• Introduce pieces of
furniture
• Practice saying which
pieces of furniture can
be found in each part
of the house
• Build up students’
lexical repertoire
• Books open. Tell students those
are photos of Cynthia’s new
apartment. Elicit what they can
see. Use the flashcards available
in the Resource Pack, pages 156
to 163, Furniture, to introduce the
words students may not know.
Carry out chorus repetition of the
new words.
• Ask students to match pictures
and words. Allow them about
three minutes.
• When students are done, divide
them into pairs and model
Activity 9b with a student.
• While students do the checking,
move around and help them if
necessary.
• Ask students to add one more
word to the existing list. Help
them with it if they do not know
how to say it in English.
Answers
Refer to the reduced page of
the Class Lessons for answers.
Look at these young women. Do you
think they work together? Are they
friends? What do you think they are
talking about?
Imagine Cynthia’s place. What is it
like? What about her living room?
What does she have in her living
room?
• Elicit what pieces of furniture
Cynthia might have in her
living room. Show students
the flashcards available in the
Resource Pack, pages 156 to 163,
Furniture, to introduce some of
the new words. Do the same with
the other rooms. Make sure you
cover the items students may not
be familiar with to do the listening
task.
• Ask students to go through the
options in Activity 8. Play the
audio once or twice and have
students check them.
• Have students compare answers
in pairs and, if necessary, play
the audio again for confirmation.
Check answers with the whole
class.
14
8
16
11
10
5
23
4
18
15
6
22
3
12
7
13
2
9
1
21
17
19
20
Answers
Refer to the reduced page of
the Class Lessons for answers.
CLASS LESSONS
| 49
3
GOALS
• Add an element of
fun to the class
• Further practice the
new vocabulary
GAME
GOALS
• Add an element of
fun to the class
• Further practice the
new vocabulary
• Books closed. Divide students into
groups of three. Ask students to
choose a leader. The leader will
do the writing during the activity.
Invite students to play a game
called Stop.
• Students will have one minute to list
all the words they can remember
related to a certain category. Do a
dry run with the groups to model
the game. For example, ask students
to list all the countries they can
remember. Set a time limit of one
minute for students to write down
the countries.
• When time is up, check answers
with students. The group with the
most words wins.
LISTENING
12
.
• Books closed. Divide students
into two teams, A and B. Give
each team a picture available in
the Resource Pack, pages 151
to 155, Parts of the house, and tell
them they have one minute to
memorize it.
• When time is up, swap pictures,
that is, Team A should have Team
B’s picture and vice-versa.
• Students should take turns asking
and answering questions to find
out what there is in each picture.
Model questions and answers with
the class. For example:
A: Does Claudia have a coffee table
in her living room?
B: Yes, she does./No, she doesn’t.
A: Is there an armchair in her living
room?
B: Yes, there is./No, there isn’t.
• When a team answers a question
correctly, they score a point.
Encourage different students to
ask the questions each round.
Keep a tally for each team.
• When time is up, add up the
points. The team with the
most points wins. Alternatively,
you may make a copy of each
picture for each pair of students
and they may compete one
against the other following the
same instructions as previously
described.
.
GAME
11
10
.
UNIT
(track 16)
50 |
Tonya
bedroom
Raj
living room
Sarah
kitchen
Ricardo
living room
CNA ESSENTIALS 2
a bed, a computer, a TV set,
a closet
a sofa, two armchairs, a TV set,
a video game console
a stove, a microwave oven, cupboards,
a table, chairs, a dishwasher
two sofas, four armchairs,
a TV set
GOALS
• Contextualize and
allow students an
overview of some
of the language
exponents to be
practiced
• Practice listening
strategies
• Books closed. Tell students what
your favorite place in the house is
and what’s in it.
• Books open. Tell students they
will listen to a few people talking
about their favorite places in the
house and should complete the
chart in Activity 12.
• Play the audio more than once if
necessary. You may want to pause
between each description so that
students can take notes.
• After students have completed the
chart, divide them into pairs and
ask them to check answers. Model
the activity with one student.
While students are checking
answers, move around the room
and help them if necessary. Check
answers with the whole class.
,
It s a lovely house!
Answers
SPEAKING
GOALS
• Practice asking what
someone’s favorite
place in the house is
and describing what’s
in it
• Offer students an
opportunity to
personalize the
content of the lesson
• Develop students’
speaking skills
15
.
13
.
Refer to the reduced page of
the Class Lessons for answers.
• Model the activity with a student and
tell students to stand up and talk to
their classmates. Set a time limit of
about five minutes. Move around the
room and help them if necessary.
• When time is up, ask students to
share their findings. Check how
many correct guesses they got.
LANGUAGE AWARENESS
GOALS
• Raise students’
awareness of verbs
that are followed by
other verbs in the -ing
form
• Allow students
an opportunity to
practice such verbs
• Books open. Ask students to
answer the questions in Activity
15a. Check answers with the
whole class by asking questions
such as:
What do you like doing at home?
What do you hate doing at home?
What do you like doing when you
get home?
Write answers on the board.
• Elicit what people are doing in the
pictures in Activity 15b. Ask
students to complete the
sentences using one verb from box
A and another from box B. Warn
them to use the verbs in the
correct form. Check answers with
the whole class.
Answers
Refer to the reduced page of
the Class Lessons for answers.
14
.
• Books open. Tell students they will
interview their classmates to find
out what their favorite place in the
house is and what is in it. Elicit the
questions to be asked and model
the activity with one student.
• Tell students to stand up and move
around to interview four of their
classmates and complete the chart in
their books. Set a time limit of about
five minutes. Move around the room
and help them if necessary.
• When time is up, ask students to
report their findings.
SPEAKING
GOALS
• Contextualize and
offer experimentation
with new language to
be studied
• Develop students’
speaking skills
• Books open. Ask students if they
are good at guessing. Ask them to
read the sentences and imagine
who those sentences might be
true for. Then ask students to write
their classmates’ names in the
spaces provided. Tell them they
are not allowed to repeat names
and ask them not to share their
information with other students.
• When students are done, elicit the
questions students are supposed
to ask to find out if the sentences
are true or false.
loves cooking
hate cleaning
likes studying
dislikes watching TV
CLASS LESSONS
| 51
3
SPEAKING
GOALS
• Practice asking what
someone’s favorite
place in the house is
and what someone
likes/dislikes doing
there
• Offer students an
opportunity to
personalize the
content of the lesson
• Develop students’
speaking skills
• Books open. Tell students what
your favorite place in the house
is and what you like/dislike doing
there. Write an example on the
board.
• Ask students to complete
the chart with their personal
information. Set a time limit of
about three minutes for this task.
• When time is up, model the
activity in the book with one
or two students. Divide them
into pairs and have them take
turns asking and answering the
questions. Move around the room
and help them if necessary.
• When students are done, ask them
to share their findings with the
whole class.
17
.
16
.
UNIT
SPEAKING
GOALS
• Contextualize the
sequence of activities
• Offer students an
opportunity to
practice and develop
their speaking skills in
a freer context
• Books closed. Tell students you
need to rent an apartment. Ask
students questions such as:
I need to rent an apartment. Can
you tell me good places in town to
rent one?
How much is the rent in
_________________________?
(name of a neighborhood)
Are there good apartments in this
neighborhood? Are they expensive?
What are apartments like there?
What is important to consider when
you rent an apartment?
• Books open. Comment on what
students point out as important
and tell them there is a similar
list in Activity 17a. Go through
the list with students and explain
words they may not be familiar
with (amenities, for example). Ask
students to check the three most
important things they consider
when they need to rent a house or
an apartment.
• Divide students into pairs and ask
them to compare their lists of
priorities. Model the activity with
a student. Set a time limit of about
three minutes for this task.
• When students are done, carry out
a discussion on what they consider
most important when renting a
place.
52 |
CNA ESSENTIALS 2
,
It s a lovely house!
18
.
LISTENING
(track 17)
GOALS
• Contextualize and
allow students an
overview of some of
the main language
exponents to be
studied
• Practice listening
strategies
• Books open. Tell students Hans is
looking for a place to rent. Elicit
what questions he might ask
when talking to a real estate agent.
Write them on the board. Take the
opportunity to teach how to say
some numbers in English when
it comes to prices. For example,
$1500 is commonly said as fifteen
hundred dollars.
• Ask students to read the
information in Activity 18a. Play
the audio and have students fill in
the blanks.
• Ask students to compare their
answers and, if necessary, play the
audio once more for confirmation.
• Divide students into pairs and ask
them to check the questions in
Activity 18b. Play the audio once
again.
• Tell students to compare their
answers. Then check them with
the whole class.
• Books closed. Photocopy the cards
available in the Resource Pack,
page 164, What’s the apartment
like?, for each pair of students
and cut them out as indicated.
Tell students the cards have the
conversation they have just heard,
but it’s not in order.
• Tell students to put the
conversation in the correct order.
Give each pair of students a set of
cards and ask them to unscramble
them. Set a time limit of about
three minutes.
• When students are done, check
the order with the whole class.
• Then ask students to take turns to
be the real estate agent and the
person looking for an apartment
to rent. Move around the room
and offer help if necessary.
• After students have had the
opportunity to practice the
conversation at least once,
encourage them to practice it
again, but this time changing parts
of it or eliminating bits of the
original conversation so that they
can try to remember the questions
and the possible answers.
Alternatively, you may ask students
to put the conversation away and
try to do the conversation on their
own. You may want to elicit what
they remember before they start
and write some cues on the board
to help them.
Information
Gap Activity
5
See page 117
of the Teacher’s
Pack for
instructions.
Lincoln Avenue, East Valley
2
$1,200 a month
tomorrow at 10:00
Answers
19
.
Refer to the reduced page of
the Class Lessons for answers.
SPEAKING
GOALS
• Practice asking
information to rent a
place
• Offer students
an opportunity
to develop their
speaking skills
CLASS LESSONS
| 53
3
20
.
UNIT
READING
GOALS
• Talk about living
conditions in the
world
• Raise awareness of the
impact households
have on the
environment
• Develop reading
comprehension
strategies
• Books closed. Ask students
questions such as:
Do you live alone?
If not, who do you live with? Would
you like to live alone?
In your opinion, what is better for
the planet: people living alone or
more people living in the same
house?
• Books open. Tell students they will
read a text on living conditions
in the world. Ask them to study
the text and answer the questions
in Activity 20a. Tell them that at
this point they are not supposed
to read the text thoroughly, but
just browse through it to make
predictions and get the gist. Allow
them one minute to answer the
questions and check answers with
the whole class.
• Ask students to read the questions
in Activity 20b and read the text
to answer them. Allow them
about three minutes to answer the
questions.
• When time is up, check answers
with the whole class. To wrap
the activity up, invite students
to find out what the group’s
average household is. They should
move around the room asking
the question in Activity 20c and
taking notes of the number of
people their classmates live with.
Model the activity with a student.
To calculate the group’s average
household, add up the total
number of people students live
with and divide by the number of
households. Then comment on
the result.
Answers
Refer to the reduced page of
the Class Lessons for answers.
54 |
CNA ESSENTIALS 2
21
.
,
It s a lovely house!
FEEDBACK TIME
GOAL
• Provide students
with an opportunity
to come up with
an overview of the
language worked
on throughout
the unit for the
purposes of reviewing,
summarizing, and self-evaluating
• Books open. Divide students into
pairs and ask them to go through
the communicative functions
listed. Encourage them to come
up with the corresponding
language points.
• Ask students to rate their own
skills. 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 is a
powerful resource as long as they
understand its purpose.
• When students are done, elicit
what item(s) they think they
need more practice. Brainstorm
specific actions they can perform
the following week to improve
those items they feel they need
more practice. Ask students to
choose one action and put it into
practice. Ideally, you should keep
track of their progress.
CLASS LESSONS
| 55
4
GAME
GOALS
• Offer an opportunity
to review language in
a fun way
• Foster cooperative
learning strategies
• Promote interaction
in English
• Books closed. Divide students into
two teams or, depending on the
size of your class, you may divide
students into pairs or have them
work in small groups.
• Hand out the bingo cards available
in the Resource Pack, pages 165
and 166, Bingo, and give students
a couple of minutes to look at
the sentences on their cards and
come up with possible questions
to the answers. There are 10 bingo
cards, so be sure to divide the
class in a way to offer students the
opportunity to make the best of
the game.
• Make a copy of the list of
questions and answers available
in the Resource Pack, pages 167
and 168, Dialogues, cut out the
dialogues, and put them in a
paper bag. Draw the slips of paper
from the bag at random and call
the questions until one pair, trio,
or team covers the whole card.
LISTENING
2.
1.
UNIT
(track 18)
GOALS
• Provide an
opportunity to
develop and expand
listening skills
• Offer room for the
consolidation of
language used to talk
about where people
live
• Raise students’
awareness of different
kinds of houses
• Foster interaction in
English
• Books open. Ask students to look
at the pictures and ask questions
such as:
What kind of house is this?
Where do people live in houses like
this one?
Is this house similar to yours?
Help students express themselves
and answer the questions as they
look at the pictures and infer the
answers.
• Ask students to do Activity 2a.
Check answers with the whole
class and, if necessary, have them
repeat the vocabulary items in the
box.
56 |
CNA ESSENTIALS 2
Putting it all together.
• Play the CD and give students a
couple of minutes to work on
Activity 2b. Play the CD again.
Divide students into pairs and
have them do Activity 2c. Correct
answers with the whole class.
• Help students exchange their
opinions concerning the kind
of house they would like to live
in. They should provide simple
answers such as I’d like to live in a
houseboat because I love boats.
Answers
Refer to the reduced page of
the Class Lessons for answers.
5
a trailer home
2
a two-story house
3
a large house in the suburbs
6
a town house
1
a studio apartment
4
a houseboat
The studio apartment.
One bedroom.
One bedroom.
CLASS LESSONS
| 57
4
3.
UNIT
SPEAKING
GOAL
• Provide students
an opportunity to
use what they have
learned so far
58 |
CNA ESSENTIALS 2
• Books open. Invite students to
look at the pictures and explore
them. Make sure they understand
what each situation is about. Elicit
some language that may be used
in each one of them.
• Divide students into pairs and ask
them to act out the situations.
Move around the room and offer
help if necessary.
• When students are done, invite
some pairs to act out the
situations for the whole class.
GAME
5.
4.
Putting it all together.
GOALS
• Add an element of
fun to the lesson
• Review and practice
the vocabulary
studied in previous
units
• Books closed. Draw a circle on
the board and divide it into four
parts. Each part of the circle will
correspond to a different category
of words: jobs, routine activities,
parts of a house, and furniture.
• Ask a volunteer to pick a number
from one to four. Then students
should take turns saying a word
related to that category. When
a student takes more than five
seconds to add a word or when
a student says a word that has
already been used, he/she leaves
the game. Then another volunteer
should pick a different number so
that the game goes on.
• At the end of the game, there will
be only two students left. One
should play against the other so
there is a winner.
Information
Gap Activity
6
GAME
GOALS
• Add an element of
fun to the lesson
• Review and practice
language used to talk
about other people
• Foster creativity and
imagination
• Promote interaction
and development of
cooperative learning
strategies
• Books closed. Divide students into
two teams and tell them to pick a
famous person or someone they
all know (the teacher, the school
coordinator, the school secretary,
or even a cartoon character).
• Team members should write down
information about this person/
character so that they will be
able to answer questions their
classmates may ask such as:
What does he/she do?
Where does he/she live?
Does he/she have brothers and
sisters?
Where is his/her family from?
What’s his/her nationality?
What languages does he/she speak?
• Limit the number of questions.
Teams should take turns asking
and answering them. The team
that can guess the famous person/
character using fewer questions
wins.
See page 118
of the Teacher’s
Pack for
instructions.
CLASS LESSONS
| 59
5
UNIT
1.
Communicative goals
• Talking about free time
activities
• Talking about how often
people do things
• Talking about kinds of
movies
• Talking about future
arrangements
• Inviting people to go to the
movies
SPEAKING
GOALS
• Contextualize the
theme of the unit
• Elicit language that
students may already
know related to the
theme of the unit
• Offer students an
opportunity to
practice and develop
their speaking skills
• Books closed. Write the following
sentence on the board:
LISTENING
2.
On the weekend I like to…
• Ask students to complete the
sentence on the board with
simple activities they like to do
on the weekend. Set a time limit
of about one minute for this part
of the activity. Help students with
any words they may not know.
However, remember that this
activity is just a lead-in to the
lesson and it is primarily meant to
elicit what language related to free
time activities they already know.
• Divide students into pairs and ask
them to compare their sentences.
It may be a good idea to elicit the
question to be asked (What do you
like to do on the weekend?) before
they start the activity. When
students are done, check what
they normally do on the weekend.
• Books open. Tell students they will
continue this discussion by asking
the questions in Activity 1. Go
through the questions with students
and make sure they understand
them. Set a time limit of about
two minutes for the activity. Move
around the room and help them if
necessary.
(track 19)
Relaxing and
thinking
26 minutes
18 minutes
37 minutes
Watching TV
GOALS
• Contextualize and
allow students an
overview of some
of the language
exponents to be
studied
• Practice listening
strategies
• Books open. Check answers to the
questions in the previous activity
as a lead-in to this activity. Ask
students to look at the graph and
ask them questions such as:
How much free time do people have
in a day according to the graph?
How long do people spend reading
in a day?
What about participating in sports?
Can you guess?
What about playing games or using
60 |
CNA ESSENTIALS 2
What are you doing tonight?
the computer? How long do you
think people do that in a day?
• Help students predict either the
time spent for each activity or the
kind of activity that is missing.
• Tell students they will listen to
a conversation and should fill
in the boxes with the missing
information.
• Play the audio once or twice. Ask
students to compare answers and,
if necessary, play the audio again.
Check answers with the whole
class.
• Divide students into pairs and ask
them to discuss the questions
in Activity 2b. Set a time limit
of about two minutes for this
activity. Move around the room
and help them if necessary. When
students are done, check answers
with the whole class. Use the last
question as a lead-in to the next
activity.
Follow the same procedure with
all the other activities on the
flashcards. If necessary, carry out
chorus repetition of new words
while you introduce them.
• Books open. Ask students to
match the activities and the
pictures. Set a time limit of about
two minutes. When students
are done, divide them into pairs
and ask them to compare their
answers. Model the interaction
in Activity 3b with a student.
While they do the activity, move
around the room and help them if
necessary.
• To wrap up the activity, ask pairs
to try to come up with two more
free time activities. Help them if
necessary. For example: play sports,
collect things, read, cook, and take
pictures.
Answers
Refer to the reduced page of
the Class Lessons for answers.
Answers
3.
Refer to the reduced page of
the Class Lessons for answers.
VOCABULARY
5
1
7
6
3
4
9
8
2
GOALS
• Introduce free time
activities
• Build up students’
lexical repertoire
• Books closed. As a continuation
to the discussion initiated in the
previous activity, elicit possible free
time activities. Use the flashcards
available in the Resource Pack,
pages 169 to 172, Free time
activities, to teach the new
language. You may say:
What are people doing here in this
picture?
Do you like going to movies?
CLASS LESSONS
| 61
5
SPEAKING
GOALS
• Further practice the
new vocabulary
• Offer students an
opportunity to
practice and develop
their speaking skills
SPEAKING
GOALS
• Add an element of
fun to the class
• Further practice the
new language studied
• Books open. Invite students to
play bingo. Tell students to move
around the room asking and
answering questions to complete
the sentences in the squares.
The objective of the game is to
find people who do the activities
described and complete a vertical,
horizontal, or diagonal line first.
The first student to complete a
line should shout BINGO and he/
she will be the winner. Students
can only ask yes or no questions.
• Before students start the activity,
elicit the questions to be asked. To
add an element of fun, you may
set as a rule that students are not
allowed to ask more than two
questions in a row to the same
student. That will force them to
talk to as many people as they can.
• When a student shouts BINGO,
check this student’s answers. If
they are correct, declare him/her
the winner.
6.
• Books open. Tell students they
will interview some classmates to
find out what they do in their free
time. Ask them first to complete
the “you” column in the chart.
Then ask them to move around
the room and interview three
classmates they still haven’t talked
to during this class.
• Model the interaction in the book
with a student. As students talk,
move around the room and help
them if necessary. Give them
about five minutes to do the
activity.
• When time is up, ask students to
refer to the model in Activity 4b
and report their findings to the
whole class.
5.
4.
UNIT
GAME
GOALS
• Add an element of
fun to the class
• Further practice the
new language studied
• Books closed. Before class, write
each of the suggested questions
on a separate sheet of paper. Then
crumple the sheets into a ball.
The sheets of paper should be
crumpled in layers so that they
can be gradually removed.
• Ask students to stand up and
form a circle. Tell them you will
play a song and while the song
is on, students should throw the
crumpled ball to each other. When
you stop the music, the student
holding the ball should get a layer
(one of the questions) and choose
someone in the group to ask the
question. The chosen student
should answer the question.
• Play the song again and ask
students to throw the ball to each
other again. Follow this procedure
up to the moment all the
questions have been asked.
62 |
CNA ESSENTIALS 2
What are you doing tonight?
How often do you work out?
How often do you go window
shopping?
How often do you listen to music?
How often do you hang out with
your friends?
How often do you go to a concert?
How often do you eat out?
How often do you travel?
How often do you go to the movies?
How often do you play computer
games?
What do you usually do on the
weekend?
What do you usually do in the
evenings?
What do you usually do in your free
time?
She usually listens to music.
The stressed words are usually,
listens and music and the stressed
syllable in each sentence is
underlined.
• Books open. Tell students they
will listen to some other dialogues
and should underline the stressed
words in each sentence. Play the
audio. Then check answers with
the whole class. Alternatively, you
may ask your students to identify
the stressed words before you play
the audio.
• Divide students into pairs and ask
them to take turns as Student A
and Student B to practice the
conversations. While they work,
move around the room and offer
help if necessary.
Answers
Refer to the reduced page of
the Class Lessons for answers.
LISTENING
8.
Suggested questions
(track 21)
GOALS
• Contextualize and
allow students some
preliminary practice
of some of the
language exponents
to be studied
• Practice listening
strategies
7.
PRONUNCIATION
(track 20)
GOALS
• Raise students’
awareness of the
stressed words
(content words) in a
sentence
• Allow students
an opportunity to
practice rhythm
• Books closed. Write the following
dialogue on the board:
A: What does John do in his
free time?
B: He often plays tennis.
• Ask students to say the dialogue
out loud. Elicit where the stress
goes in each word and underline
those words. Show students
that important words, that
is, words which express clear
meanings, are always stressed
whereas unimportant words are
supposed to be mumbled. When
saying the sentences, emphasize
only the stressed syllable in the
stressed words and mumble the
unimportant syllables in those
words, too. For example:
taking elevators and escalators
working out
dancing
cycling
basketball
walking
CLASS LESSONS
| 63
5
UNIT
To have a healthy life what do you
need to do every day?
What do you need to reduce?
• If students can’t come up with
any suggestions, give them
some examples by showing
the flashcards available in the
Resource Pack, page 173, How
often? Take the opportunity to
teach the expressions three to five
times a week and twice or three
times a week.
• Books open. Ask students to study
the graph in Activity 8a and elicit
possible examples to complete the
boxes. Tell students they will listen
to a conversation and should fill
in the boxes with the missing
information. Play the audio once.
Ask students to do the activity
and, if necessary, play the audio
again. Check answers with the
whole class.
• Tell students they will now
listen to the second part of the
conversation and should complete
the chart in Activity 8c with the
missing information. Play the
audio once. If necessary, pause
the CD after each answer to allow
students time to jot them down.
swims
walks
swims and plays soccer
does martial arts
twice a week
every day
twice a week
every Saturday
dances
walks her dog
three times a week
every day
plays tennis
plays soccer
twice a week
every Saturday
• Divide students into pairs and
model the interaction in Activity
8d with a student. While students
do the checking, move around
and help them if necessary. Then
check answers with the whole
class.
Answers
Refer to the reduced page of
the Class Lessons for answers.
9.
• Books closed. Ask students what
activities they should do every day
and what activities they should
reduce or eliminate. You may say:
LANGUAGE AWARENESS
GOALS
• Raise students’
awareness of the
position of adverbs
of frequency and
expressions of
frequency in a
sentence
• Allow students
an opportunity to
practice this language
• Books open. Ask students to read
the answers in the speech bubbles
and circle the one that best
applies to them. Check answers
with the whole class. This task
will help clarify the meaning of
the adverbs of frequency and the
adverbial expressions. Comment
on students’ answers. You may say:
Teacher: How often you work out,
Raquel?
Raquel:I sometimes work out, but
not very often.
Teacher: Really? How often?
Raquel:Once a week.
• Write some of the students’
answers on the board and
underline the adverbial
expressions. Do not do it with all
the adverbial sentences, as this will
be the activity students will have
to perform next.
64 |
CNA ESSENTIALS 2
Answers
Refer to the reduced page of
the Class Lessons for answers.
10
• Ask students to underline the
words that indicate frequency
in the speech bubbles. Refer to
the sentences on the board if
necessary as examples. Allow
them about two minutes to do
that. When they are done, check
answers with the whole class.
• Divide students into pairs and
ask them to sort the expressions
out in the chart in Activity 9c.
Allow them about two minutes
to do that. Elicit which words
usually come before the main
verb (adverbs of frequency) and
which expressions come at the
end of a sentence (expressions of
frequency).
• When students are done, check
answers with the whole class and
ask them to rewrite the answers
in Activity 9d so they are true for
them. Tell students they should
use the words/expressions in
Activity 9c. Then pair them up
and ask them to practice the
conversations. While they work,
move around and help them if
necessary.
.
What are you doing tonight?
SPEAKING
GOALS
• Further practice
talking about how
often people do
things
• Offer students an
opportunity to
practice and develop
their speaking skills
usually
never
sometimes
rarely
often
• Books open. Pair students up and
ask them to find out how often
they do the activities in Activity
8a. Model the interaction in the
book with a student if necessary.
• While students interact, move
around and offer help if necessary.
Allow them about five minutes. To
wrap the activity up, ask students
to report their findings.
every day
three times a week
once a week
every Saturday
twice a day
CLASS LESSONS
| 65
5
11
.
UNIT
READING
GOALS
• Raise awareness of
the negative impact a
sedentary lifestyle has
on people
• Discuss solutions
to promote a more
active lifestyle
• Develop reading
comprehension
strategies
• Books closed. Show the two
flashcards available in the
Resource Pack, page 174, Active x
Sedentary, and ask students which
one they identify with. Explain the
expression couch potato. Write the
following sentences on the board:
I think I am a couch potato
because…
I don’t think I am a couch
potato because…
Elicit possible ways to complete
each sentence. If you find it
necessary, model the following
interaction with a student:
A: Are you a couch potato?
B: I (don’t) think I am a couch
potato because…
Allow students about one minute
for this exchange. Then check their
answers with the whole class.
• Ask students what kind of health
problems a couch potato may
have. Elicit what simple actions
could be taken to prevent
being a couch potato. Take this
opportunity to pre-teach some of
the difficult words in the text.
• Books open. Ask students to read
the questions in Activity 11a.
Make sure they understand them.
Ask students to read the text and
answer them. Check answers with
the whole class.
• Pair students up and ask them
to discuss the questions in
Activity 11b. Allow them about
three minutes for this part of
the activity. Move around while
students talk and help them if
necessary. When time is up, check
answers with the whole class.
Answers
Refer to the reduced page of
the Class Lessons for answers.
66 |
CNA ESSENTIALS 2
12
.
What are you doing tonight?
GAME
GOALS
• Add an element of
fun to the class
• Further practice the
new language studied
• Books open. Ask students to read
the sentences and try to guess
to whom in class each sentence
may be true. Tell students to
complete the chart with five of
their classmates’ names. Students
are not supposed complete the
sentences with their own names
and, if there are people from the
same family or who know each
other very well in the classroom,
you may tell them they are not
allowed to write those people’s
names either.
• When students are done, elicit
the questions to be asked.
Ask students to stand up and
move around interviewing their
classmates to check either the
Right or the Wrong column in
the chart accordingly. Allow them
about five minutes to do that.
• When time is up, ask students how
many correct guesses they had.
The winner is the student(s) with
the most correct guesses.
• To wrap the activity up, ask
students to report their findings to
the whole class.
• Books open. Use the last sentence
in the previous activity (if there’s
anyone in the group who goes to
the movies every weekend) and
the picture to contextualize the
activity. You may ask questions
such as:
What are the people in the picture
probably talking about?
What are they planning to do?
What kind of movie are they
planning to watch?
If necessary pre-teach the kinds
of movies that are shown in the
pictures.
• Tell students they are going to
listen to a conversation and should
answer questions 1 to 4. Ask them
to read the questions before you
play the audio. Play the audio
once and ask them to answer the
questions. Ask them to check
answers and, if necessary, play the
audio again. Check answers with
the whole class.
• To wrap the activity up, pair
students up and ask them to
discuss the questions in Activity
13b. Allow them about three
minutes for them to do the
activity. While students talk, move
around and help them if necessary.
Check students’ conclusions with
the whole class.
Answers
Refer to the reduced page of
the Class Lessons for answers.
13
.
LISTENING
(track 22)
GOALS
• Contextualize and
allow students an
overview of some of
the main language
exponents to be
studied
• Practice listening
strategies
CLASS LESSONS
| 67
5
GOALS
• Introduce different
kinds of movies
• Build up students’
lexical repertoire
• Books closed. Elicit what kinds of
movies students already know.
Use the flashcards available in the
Resource Pack, pages 175 to 179,
Kinds of movies, to introduce the
kinds of movies.
• Books open. Ask students to
match the pictures and the kinds
of movies. Allow students about
one minute to do it.
• When students are done, divide
them into pairs and ask them
to check their answers with a
classmate’s. Model the interaction
in Activity 14b with one student
before they start the task. While
students check answers, move
around the room and check their
performances. Check answers with
the whole class.
Answers
Refer to the reduced page of
the Class Lessons for answers.
PRONUNCIATION
.
VOCABULARY
15
14
.
UNIT
(track 23)
GOALS
• Raise students’
awareness of the
stressed syllable of
new words
• Allow students an
opportunity to practice
saying such words
• Books open. Write the word
comedy on the board and
ask students to pronounce it.
Elicit where the stress goes and
underline it.
• Tell students they will listen to
the words being said and should
underline the stressed syllable in
each word. Play the audio. Play it
again if necessary. Check answers
with the whole class.
• Alternatively, you may want to ask
your students to try to identify the
stressed syllable before you play the
audio. Play the audio once more
and ask students to repeat the
words.
Answers
5
9
1
7
2
3
6
8
10
4
16
.
Refer to the reduced page of
the Class Lessons for answers.
SPEAKING
GOALS
• Further practice
talking about kinds of
movies
• Offer students an
opportunity to
practice and develop
their speaking skills
• Books open. Tell students they
will interview their classmates to
fill in the chart with the missing
information. Elicit how to ask
and answer the questions. Model
the interaction with a student if
necessary.
68 |
CNA ESSENTIALS 2
What are you doing tonight?
GAME
winner. While students interact,
move around and help them if
necessary.
• When the activity is over, elicit
what kind of movie and what
movie each group is watching.
LISTENING
18
.
17
.
• Ask students to stand up and talk
to three classmates. Allow them
about five minutes to do it. While
students are interacting, move
around and help if necessary.
When time is up ask students to
report their findings.
(track 24)
GOALS
• Add an element of
fun to the class
• Further practice
talking about kinds of
movies
• Preview some of
the language to
be studied in the
following activities
GOALS
• Contextualize and
allow students some
preliminary practice of
some of the language
items to be studied
• Practice listening
strategies
• Books closed. Write the following
sentence on the board:
I’m ____________ tonight.
• Give students an example and ask
them to complete the sentence
individually. Tell them not to show
it to their classmates.
• When students are done, ask them
to find someone who is doing
the same thing as they are. Elicit
the question they should ask.
Tell them to stand up and move
around interviewing each other.
Allow them about two minutes to
do that. When time is up, check
with the whole class if there are
any students doing the same
thing.
• Books closed. Tell students they
will play a game in which they
have to look for their movie
partner. The game will be played
in two parts. In the first part,
students should find their movie
partner by talking to each other.
Write the following interaction on
the board:
A: What are you watching
tonight?
B: I’m watching
_________________.
(name of the movie)
• When students find their movie
partner, they should look for other
people who have the same kind of
movie. Write the dialogue they’ll
need to use this time on the
board:
A: What kind of movie are
you watching tonight?
B: I’m watching
______________.
(kind of movie)
going to
having
the movies with Gordon dinner with her mom
studying for a test
going to the movies
with Tina
meeting some friends
going to a concert
Give each student a card available
in the Resource Pack, page 180,
Movie partners, and model the
interactions with one or two
students. Tell them that the group
that gets formed first will be the
CLASS LESSONS
| 69
5
Answers
Refer to the reduced page of
the Class Lessons for answers.
19
• Books open. Tell students they will
listen to a conversation between
Tina and Gordon. They should fill
in the appointment books with the
different appointments they have
so that they decide when they are
going to the movies together.
• Play the audio once. Then ask
students to check their answers
with a partner’s. Before they
start, draw their attention to the
example in their books. While
students are talking, move around
and help them if necessary. Then
check answers with the whole class.
.
UNIT
LANGUAGE AWARENESS
GOALS
• Raise students’
awareness of the
different uses of the
present continuous
tense (present and
future meaning)
• Allow students
an opportunity to
practice this language
• Books open. Explore the pictures
in the book. Ask students
questions such as:
Look at picture 1. What is the boy
doing?
When is the action happening?
What about picture 2. What are
they doing?
Are they going to the movies now?
When are they going to the movies?
• The questions should help
students understand that the
same verb form can be used for
different meanings: to express
actions in progress at the
moment of speaking and future
arrangements.
• Ask students to read the
conversations carefully and answer
the questions in Activity 19a.
Allow them about two minutes
to do that. When time is up,
check answers with the whole
class. You may want to check
their understanding by asking
them to give examples of things
that are happening now and
future arrangements. You may ask
questions such as:
What is your ________ doing now?
(a family member)
What are you doing next weekend?
• Tell students to look at the
pictures in Activity 19b, write
sentences using the words given,
and check the appropriate option
in each case. Allow them about
two minutes to do that. When
they are done, check answers with
the whole class.
Dennis is playing soccer.
Answers
Refer to the reduced page of
the Class Lessons for answers.
Arthur is meeting friends next Saturday.
Melody is cooking.
Vivian is taking a trip next Sunday.
70 |
CNA ESSENTIALS 2
What are you doing tonight?
20
.
LISTENING
(track 25)
GOALS
• Contextualize and
allow students some
preliminary practice
of some of the
language items to be
studied
• Practice listening
strategies
the students. Talk to them about
the kind of movie they’d like to
watch. Decide on a movie to see,
where to go and what time. While
you have this conversation with
students, write the questions you
are asking. For example:
Would you like to go to the movies?
What are you doing on Saturday?
What kind of movies do you like?
What times is it showing?
Let’s meet at ________ at
• Books open. Tell students they will
listen to a conversation between
Juan and Tyra. Before you play the
audio, tell students to fill in the
spaces with the sentences in the
box. Play the audio once. Play it
again if necessary. Check answers
with the whole class.
• Pair students up and ask them to
practice the conversation. While
students do the activity, move
around and help them if necessary.
(place)
_____________.
Answers
(time)
Refer to the reduced page of
the Class Lessons for answers.
• Books closed. Ask students what
they are doing next weekend.
Tell them you would like to go
to the movies and invite some of
What are you doing tonight?
Would you like to go to the movies?
What are you planning to see?
What kind of movie is it?
What kind of movies do you like?
What times is it showing?
Let’s get the five o’clock session.
Let’s meet in front of the ticket office at 4:30.
CLASS LESSONS
| 71
5
21
.
UNIT
SPEAKING
GOALS
• Further practice
inviting people to go
to the movies
• Offer students an
opportunity to
practice and develop
their speaking skills
72 |
CNA ESSENTIALS 2
• Books closed. Elicit the language to
invite people to go to the movies.
• Books open. Ask students to read
the movie posters and choose a
movie of their preference. Then
ask them to work in pairs and role
play the situation of inviting each
other to go to the movies. While
students talk, move around and
help them if necessary.
• Alternatively, you may ask students
to try to find someone who wants
to see the same movie as they do
instead of agreeing on a movie
that both would like to see. This
may add an element of fun to the
class.
• If possible, bring actual movie
guides to class and have students
further practice role playing the
situation using real movies.
22
.
What are you doing tonight?
FEEDBACK TIME
GOAL
• Provide students
with an opportunity
to come up with
an overview of the
language worked
on throughout
the unit for the
purposes of reviewing,
summarizing, and self-evaluating
• Books closed. Individually, ask
students to jot down what they
think were the most relevant and
meaningful things they learned
in this unit. Give them about
two minutes for this part of the
task. Elicit their conclusions. If
necessary, ask students to give you
examples of language to illustrate
what they mean.
• Books open. Go through the
communicative functions listed
and encourage students to come
up with the corresponding
language points. Ask them to rate
their skills. They may refer to the
specific language content in the
unit. Monitor the activity at all
times and offer help if necessary.
• When students are done, have
them share with their classmates
the most meaningful findings
about their own learning process.
Discuss questions related to study
habits, and the importance of
keeping up with the language
through the Web Lessons, the
Grammar Tips section, and so on.
CLASS LESSONS
| 73
6
Communicative goals
• Talking about the existence
of places
• Talking about the location
of places
• Asking for and giving
directions
• Talking about favorite places
in town
• Talking about how you get
around
• Giving commands and
instructions
• Talking about cycling
1.
UNIT
SPEAKING
GOALS
• Recycle and practice
language related to
the theme of the unit
• Provide room for the
exchange of personal
experience
• Offer students an
opportunity to
practice and develop
their speaking skills
• Books open. Have students look
at the spidergram and encourage
them to brainstorm possibilities
of how people get around. Go
over the verbs in the box and help
them formulate complete answers.
Conduct some chorus repetition if
necessary.
• Ask students to work individually
first. Tell them to use the verbs
in the box and the means of
transportation in the pictures to
write phrases that are true for
them. For example, if a student
takes the bus to go to work, he/
she should write take the bus in
the corresponding space.
• When students are done, tell them
to work in pairs and interview
each other using the question that
is in the middle of the spidergram.
Students should complete the
other spaces with phrases that are
true for their partners.
• When students finish this part
of the activity, go over the
answers with the whole class. Ask
questions such as:
Do you walk to school?
How do you get around?
How does your partner get around?
• Take the opportunity and tell
students to write the verbs in the
box combined with the means of
transportation in the pictures in
the missing spaces.
Answers
Refer to the reduced page of
the Class Lessons for answers.
take the bus
drive my car
use the subway
skateboard
walk
74 |
CNA ESSENTIALS 2
ride a bike/cycle
How do I get there?
2.
LISTENING
(track 26)
GOALS
• Contextualize and
provide students with
an overview of some
of the main language
exponents to be
studied
• Practice listening
strategies
• Books open. Ask students to look
at the pictures and try to guess
what the conversations are about.
• Tell students they will listen to
the audio and should number
the pictures based on the
conversations they hear. Play the
audio. Ask students to compare
answers in pairs. Then check them
with the whole class.
• Tell students they will listen to the
conversations again and should
check the correct information in
3
Activity 2b. Play the audio once.
Ask students to compare answers
in pairs and play the audio again
if necessary. Then check answers
with the whole class.
Answers
Refer to the reduced page of
the Class Lessons for answers.
1
2
CLASS LESSONS
| 75
6
3.
UNIT
VOCABULARY
GOALS
• Introduce and offer
practice of vocabulary
related to the topic of
the unit
• Recycle and expand
students’ lexical
repertoire
• Books open. Explore the pictures
on this page as a lead-in to
Activities 3a and 3b.
• Tell students a police officer is
giving them directions. Elicit
what he is saying. This is a good
moment to elicit what language
related to directions students
2
3
4
1
5
6
76 |
CNA ESSENTIALS 2
may already know. Take the
opportunity to teach the words
and phrases students are not
familiar with. Carry out chorus
repetition of them if necessary.
• Don’t check answers at this
moment since this will be done in
Activity 4.
SPEAKING
GOALS
• Encourage
cooperative learning
strategies
• Offer students an
opportunity to
practice and develop
their speaking skills
• Books open. Tell students to work
in pairs and check their answers
to Activities 3a and 3b. Draw their
attention to the examples in their
books and model the activity with
a student if necessary.
• Move around the room to check
students’ performances. When
they are done, check answers with
the whole class.
5.
4.
How do I get there?
SPEAKING
GOALS
• Encourage
cooperative learning
strategies
• Offer students an
opportunity to
practice and develop
their speaking skills
• Books closed. Show students the
flashcard available in the Resource
Pack, page 181, Busy neighborhood,
and introduce and review the
prepositions of place.
• Books open. Tell students to work
in pairs and talk about the places
on the map. Draw students’
attention to the example in their
books and let them work. Move
around the room, offer help if
necessary, and check students’
performances.
Answers
Refer to the reduced page of
the Class Lessons for answers.
CLASS LESSONS
| 77
6
GAME
GOALS
• Encourage
cooperative learning
strategies
• Offer students an
opportunity to
practice and develop
their speaking skills
• Add an element of
fun to the class
• Books open. Divide students into
two teams and tell them to look
at the map and pay attention to
the location of places.
• Tell teams they are going to
challenge each other by giving
the location of a place without
mentioning which place they are
referring to. The other team should
guess what establishment it is.
• Model the activity with students
before they start it. Say:
It’s on Christopher Avenue next to
the post office.
• Students are expected to give you
the correct answer: the National
Bank.
• Set a limited number of hints and
let teams play. Every time a team
answers correctly, it scores a point.
The team with the most points at
the end of the game wins.
7.
6.
UNIT
VOCABULARY
GOALS
• Further practice the
vocabulary related to
the topic of the unit
• Recycle and expand
students’ lexical
repertoire
• Books open. Divide students into
pairs and tell them to complete
the conversations in their books
with the phrases in the box.
• Set a time limit of about five
minutes. While students work,
move around the room and offer
help if necessary.
• When time is up, check answers
with the whole class. Then
ask students to practice the
conversations with a classmate.
Answers
Refer to the reduced page of
the Class Lessons for answers.
Information
Gap Activity
7
on the corner of
far from here
blocks away
78 |
CNA ESSENTIALS 2
See page 119
of the Teacher’s
Pack for
instructions.
How do I get there?
on the next block
between White
and Yellow
upstairs, across from
the auditorium
downstairs, on your
left, next to the language lab
near here
blocks away
CLASS LESSONS
| 79
6
SPEAKING
GOALS
• Encourage
cooperative learning
strategies
• Offer students an
opportunity to
practice and develop
their speaking skills
• Books open. Divide students into
groups of three. Tell them to talk
to each other and fill in the chart
in their books with information
about where they live and how
they commute.
• Draw students’ attention to the
example in their books and let
them work. Move around the
room to give help if needed and
to check students’ performances.
• When students are done, tell them
to report their findings to the
whole class.
9.
8.
UNIT
SPEAKING
GOALS
• Encourage
cooperative learning
strategies
• Offer students an
opportunity to
practice and develop
their speaking skills
• Books closed. Tell students what
your favorite restaurant in town is.
Ask them if they know it and elicit
theirs.
• Books open. Draw students’
attention to the places in the chart
and ask them to fill in the first
column with their favorites. Go
over the example in their books
and set a time limit of one minute.
• When time is up, ask students
to move around the room and
interview their classmates about
their favorite places in town. Tell
students to take notes of their
classmates’ answers in the chart.
Set a time limit of about three
minutes.
• When time is up, elicit the most
voted places in town. If you live
in a small town where there aren’t
movie theaters or shopping malls,
adapt the activity so the places
in the chart are true for your
students. They can talk about
their favorite ice cream parlor, for
example.
• When students finish Activity 9a, ask them to work in groups
of three and fill in the chart
in Activity 9b. Draw students’
attention to the example in their
books and let them work. Move
around the room to give help if
needed and to check students’
performances.
• When students are done, elicit
answers.
Information
Gap Activity
8
80 |
CNA ESSENTIALS 2
See page 120
of the Teacher’s
Pack for
instructions.
LISTENING
.
GAME
11
10
.
How do I get there?
(track 27)
GOALS
• Encourage
cooperative learning
strategies
• Offer students an
opportunity to
practice and develop
their speaking skills
• Consolidate language
practice related to
the topic of the unit
through a fun activity
• Books closed. Divide students into
two teams. Make a copy of the
maps available in the Resource
Pack, page 182, What’s different?,
and give a different map to each
team.
• Tell team members they are
supposed to look at their maps
and share information to find
differences between them.
• Model the interaction with
students before they start the
activity. Ask:
GOALS
• Consolidate and
expand language
related to asking for
and giving directions
• Practice listening
strategies
• Books open. Tell students to read
the questions in Activity 11a
so they know what to listen for.
Ask them what they think the
conversation is about and who the
people are.
• Play the audio so students can
check the correct options. Play
it again if necessary. Ask pairs of
students to compare their answers.
Then check them with the whole
class.
• Tell students to look at the map in
Activity 11b. Play the audio once
more and ask students to trace
their route to the furniture store.
Then check the answer with the
whole class.
Answers
Refer to the reduced page of
the Class Lessons for answers.
Is there a park on your map?
• Make sure different students in
the teams ask questions each turn.
While they’re playing, check their
performances.
CLASS LESSONS
| 81
6
12
.
UNIT
LANGUAGE AWARENESS
GOALS
• Raise students’
awareness of the
language used to
give directions (the
imperative)
• Recycle language
related to giving
commands using the
imperative
1
1
3
3
2
1
82 |
CNA ESSENTIALS 2
• Books open. Ask students to read
the directions in the box and do
Activities 12a, 12b, and 12c. Set a
time limit of about five minutes.
• When time is up, ask students to
compare their answers in pairs.
Then check them with the whole
class.
• Move on to Activity 12d. Go
over the four situations and ask
students to do the activity in pairs.
Do the first one with them and
set a time limit of about three
minutes. Check answers with the
whole class.
1
1
1
2
4
4
• Change pairs of students and tell
them to do Activities 12e, 12f,
and 12g. Check answers with the
whole class and elicit the examples
in Activity 12f. Point out that
there is just one form of negative
imperative.
Answers
Refer to the reduced page of
the Class Lessons for answers.
13
.
How do I get there?
VOCABULARY
GOALS
• Provide students with
controlled practice
of language used to
talk about everyday
activities and ways to
get around town
• Offer room for
interaction and
vocabulary expansion
• Books open. Form pairs of students
and ask them to complete each
conversation with the words and
phrases in the boxes. Call their
attention to phrasal verbs such
as pick up and get off and check
students’ understanding.
• Set a time limit of about five
minutes and move around the
room to give help if needed.
Check answers with the whole
class.
• Pair students up and have them
practice the conversations. Move
around the room to check their
performances.
Answers
Refer to the reduced page of
the Class Lessons for answers.
2
5
1
3
4
don’t
without
Golden Theater
public
subway
off
south
Thank you very much
CLASS LESSONS
| 83
6
14
.
UNIT
GAME
GOALS
• Encourage
cooperative learning
strategies
• Offer students an
opportunity to
practice and develop
their speaking skills
• Consolidate language
practice related to
commands through a
fun activity
• Books closed. Divide students
into two teams. Photocopy the
cards available in the Resource
Pack, page 183, Commands, shuffle
them, and put them in a plastic
bag.
• In turns, team members should
draw a card from the bag and
mime the action in the picture
to their own team. Make sure the
school
carpool
drives
Fridays
us
fun
environment
ride
get off
picks me up
like
sit
transportation
See you tomorrow
84 |
CNA ESSENTIALS 2
students who are guessing the
actions say a complete sentence.
For example:
Don’t smoke.
• Teams score a point for each
correct guess. The team with the
most points at the end of the
game wins.
15
.
How do I get there?
READING
GOALS
• Activate previous
knowledge
• Provide information
about cycling in Great
Britain
• Develop and
consolidate reading
strategies
• Offer room for
interaction and
development of
speaking skills
• Books open. Explore the pictures
and ask students what they think
the text is about. Help them find
which region is mentioned and ask
them which countries are part of
Great Britain (England, Scotland,
Wales, and Northern Ireland).
• Ask students to read the text
and do the related activities
individually. Set a time limit of
about seven minutes.
• When students are done, check
answers with the whole class.
Cycling.
• Ask students to work in pairs
and discuss the questions in the
last activity. Set a time limit of
about five minutes. Move around
the room and check students’
performances.
• When time is up, elicit students’
cycling habits and their benefits.
Answers
Refer to the reduced page of
the Class Lessons for answers.
Great Britain.
b
c
a
CLASS LESSONS
| 85
6
• Books open. Ask students to
work in pairs and practice the
conversation in Activity 16a. Move
around the room to check their
performances.
• When students are done, ask them
to change partners and create a
Cambridge
17
.
GOALS
• Offer students an
opportunity to
practice and develop
their speaking skills
• Provide students
an opportunity to
transfer knowledge
and apply it through
an oral activity
similar conversation using their
own names and information. Set
a time limit of about five minutes.
While students do the activity,
move around the room and offer
help if necessary.
• When time is up, invite some pairs
to present their conversations to
the whole class.
• To wrap up the activity, go
through students’ mistakes with
the whole class.
SPEAKING
GOAL
• Provide students
an opportunity to
use what they have
learned so far
• Books open. Explore the pictures
and elicit what they represent.
• Ask students to work in pairs and
role play the situations in their
books. Allow them about three
minutes. Move around the room
to offer help if necessary and to
check students’ performances.
• When time is up, have students
switch partners and roles. You may
invite volunteers to present their
conversations for the whole class.
• To wrap up the activity, go
through students’ mistakes with
the whole class.
.
SPEAKING
18
16
.
UNIT
GAME
GOALS
• Add an element of
fun to the lesson
• Have students review
and practice what
they have learned
so far
• Develop collaborative
learning strategies
17%
• Books closed. Divide the class into
two teams and have students help
you arrange the classroom seats
in rows, making as many aisles as
possible, as if they were streets
or avenues. Ask them to label
each “street” or “avenue”. Suggest
that they use numbers, colors, or
names of people. Make sure there
are enough blocks and corners
(two seats put together may be
one block, or even one seat, if you
don’t have a large classroom).
• Elicit places in town and have
students decide where each one is.
Have students write them all and
place them accordingly.
• Review giving directions and ask
teams to choose five places each.
Depending on how much time
you have left, you may have more
or fewer places.
• Team members should take turns.
The first student will be the
pedestrian and the students in
his/her own team are supposed
to give directions as the student
moves around following them.
Students score a point for each
destination they reach correctly.
86 |
CNA ESSENTIALS 2
19
.
How do I get there?
FEEDBACK TIME
GOAL
• Provide students
with an opportunity
to come up with
an overview of the
language worked
on throughout
the unit for the
purposes of reviewing,
summarizing, and self-evaluating
• Books open. Go through the
communicative functions listed
and encourage students to come
up with the corresponding
language points.
• Ask them to rate their skills. They
may refer to the specific language
content in the unit.
• Alternatively, you may turn this
first part of the activity into an
interview. Model the following
interaction with a student:
Teacher:
Is there a restaurant
near here?
Student:
Yes, there is.
• Students should do the same with
the remaining communicative
functions. As students interview
each other, they should register
their partner’s answers for the
sharing that will be carried out in
the next step of the activity.
• Monitor the activity at all times
and offer help if necessary.
• When students are done, have
them share with their classmates
the most meaningful findings
about their partner’s learning
process. If necessary, help them.
Discuss questions related to study
habits and the importance of
keeping up with the language
through the Web Lessons, the
Grammar Tips section, and so on.
CLASS LESSONS
| 87
7
Communicative goals
• Talking about eating habits
• Talking about the ingredients
you need to make a recipe
• Going grocery shopping
• Talking about your favorite
food (fruit, vegetables, dish)
• Ordering a meal at a
restaurant
1.
UNIT
SPEAKING
GOALS
• Contextualize and
introduce the topic of
the lesson
• Elicit students’
previous knowledge
on the topic/language
of the lesson
• Allow students
an opportunity to
practice and develop
their speaking skills
• Books closed. Contextualize the
lesson by asking questions such as:
Do you have a balanced diet?
Do you like fruit and vegetables?
Do you eat them every day?
Do you always have breakfast,
lunch, and dinner?
• Books open. Ask students to look
at the pictures. Elicit what they
can see in the first picture. Elicit
what the people are doing, where
they are, how they are related.
• Pair students up and ask them
to take turns to describe the
pictures. Set a time limit of about
three minutes for this part of the
activity. While students talk, move
around and help them if necessary.
When time is up, elicit their
conclusions.
• Ask students to come up with
questions related to the pictures.
Give them one or two examples
if they cannot produce any. For
example:
Do you always have breakfast in the
morning?
Do you usually have breakfast at
home with your family?
What do you usually have for
breakfast?
Do you usually have fast food?
How often do you have fast food?
Do you usually eat out?
• Ask students to write their
questions down. Set a time limit of
about three minutes for this task.
Move around, check questions
produced, and help them if
necessary. When time is up, ask
students to take turns asking
and answering those questions.
Move around and check their
performances. Allow them about
three minutes to do this part of
the activity. If time allows, elicit
questions and answers.
88 |
CNA ESSENTIALS 2
2.
It looks yummy!
VOCABULARY
GOAL
• Introduce and
practice language
related to a balanced
diet
• Books closed. Ask students what
they should eat to have a balanced
diet. Elicit the food they already
know. You may ask questions such
as:
• Use the flashcards available in
the Resource Pack, pages 184 to
195, Balanced diet, to introduce
some of the language items in
the picture of Activity 2a. You
may want to write the words on
the board and carry out chorus
repetition of them. Draw students’
attention to the plural form of the
words potato and tomato.
• Books open. Ask students to
match the food items and the
words. Allow them about three
minutes to do so. When they are
done, pair them up and model the
question and answer so that they
can check their answers in pairs.
While students do the activity,
move around and help them if
necessary.
Answers
Refer to the reduced page of
the Class Lessons for answers.
What should you eat to have a
balanced diet?
Should you eat fruit and vegetables?
What fruit and vegetables should
you eat?
31
35
1
32
5
30
15
28
6
2
29
25
12
26
8
11
16
24
22
33
21
7
10
23
3
18
34
19
14
17
4
13
20
9
27
CLASS LESSONS
| 89
7
UNIT
(track 28)
GOALS
• Raise students’
awareness of the
different stress
patterns of new words
• Allow students
an opportunity
to practice the
pronunciation of such
words
• Books closed. Write the different
stress patterns on the board and
elicit examples of words that
fit each pattern. Help students
by pronouncing the words and
showing both how many syllables
they have and where the main
stress goes.
• Books open. Pair students up and
ask them to complete the chart
with more examples of words of
the same stress pattern. Allow
them about three minutes to do
that. When they are done, play the
audio and ask students to check
their answers. If necessary, carry out
chorus repetition of the words.
• Alternatively, you may draw the
pronunciation patterns on the
board and give each student a
card with a different word. Each
student has to decide where
the words go. Play the audio
so students can check answers.
This activity may be particularly
appealing to kinesthetic students
since they can move around and
manipulate the words.
• Alternatively, you may also turn
the activity into a pronunciation
dictation. Ask students to write
the pronunciation patterns on a
piece of paper. Call out the words
so they can decide where each
word goes. When the dictation is
over, play the audio so they can
check their answers.
Answers
Refer to the reduced page of
the Class Lessons for answers.
4.
3.
PRONUNCIATION
GAME
GOALS
• Allow students
an opportunity to
practice the new
vocabulary
• Add an element of
fun to the class
grapes
pear
lime
peas
eggs
beans
meat
bread
rice
fruit
cheese
fat
corn
jam
melon onions
lettuce chocolate
peppers butter
carrot chicken
spinach sugar
soda
vegetable
broccoli
watermelon
potato
papaya
banana
• Books closed. Tell students this is
a memory game. Say a sentence
and tell students to continue
it by adding more words to it.
The sentence is I’m going to the
supermarket to buy… Model
the activity with students. For
example:
Teacher: I’m going to the
supermarket to buy
some apples.
Student A: I’m going to the
supermarket to buy
some apples and milk.
Student B: I’m going to the
supermarket to buy
some apples, milk, and
potatoes.
• Alternatively, you may bring a ball
to class and ask students to stand
in a circle. You start the game by
saying the sentence and throw the
ball to one student. He/She will
have to say the sentence adding
one more word and throw the ball
to another student.
90 |
CNA ESSENTIALS 2
SPEAKING
7.
5.
It looks yummy!
GAME
GOALS
• Further practice some
of the new vocabulary
• Allow students
an opportunity to
practice and develop
their speaking skills
• Books open. Pair students up and
ask them to take turns asking and
answering the questions in their
books. Set a time limit of about
three minutes. While they are
talking, move around and check
their performances.
• When time is up, ask students to
report their findings.
• Books closed. Before class, prepare
two cards with five to eight words
on each.
• Divide students into two teams.
Ask each team to choose a
representative. Ask the two
representatives to come to the
6.
GOALS
• Further practice some
of the new vocabulary
• Allow students
an opportunity to
practice and develop
their speaking skills
board. Give each one a card and
tell them they will have to draw
on the board the words written
on the cards. They are not allowed
to speak and can only answer yes
or no questions. The two teams
should compete at the same time.
The team that gets all the words
first is the winner.
• Alternatively, you may have one
team go to the board at a time
and you can time them. The team
that gets the words in the least
amount of time wins.
• Alternatively, you may play the
game with the whole class and
change the student at the board
for each new word. So instead of a
competition, this becomes a game
of cooperation.
SPEAKING
GOALS
• Further practice the
new vocabulary
• Talk about eating
habits
• Allow students
an opportunity to
practice and develop
their speaking skills
• Books open. Ask students if they
have healthy eating habits. Pair
students up and tell them they will
take turns asking and answering
questions to find out how healthy
their eating habits are.
• Each student in the pair should
keep a record of his or her
partner’s answers so that they
can be added up at the end of
the activity so they can find out
how healthy their eating habits
are. Each question answered
affirmatively is worth one point.
• Before students start, ask them
to go through the questions for
words they may not know. If
necessary, explain to them. Set a
time limit of about 10 minutes for
the activity. While students talk,
move around and help them if
necessary. When time is up, ask
students to report their findings.
CLASS LESSONS
| 91
7
SPEAKING
GOALS
• Contextualize and
introduce some of the
new language items
• Allow students
an opportunity to
practice and develop
their speaking skills
• Books open. Ask students to look
at the pictures and tell you what
the people are doing. You may ask
questions such as:
What is the woman doing in the first
picture?
What is the man doing in the second
picture?
Where do you usually go grocery
shopping?
• Pair students up and ask them to
take turns asking and answering
the questions. While students
talk, move around and help them
if necessary. Elicit answers. This
wrapping-up activity will serve as
lead-in to the next activity.
9.
8.
UNIT
VOCABULARY
GOALS
• Introduce containers
• Allow students
an opportunity to
practice new words
• Build up students’
lexical repertoire
• Books open. Tell students Mindy
is cooking dinner for some friends
tonight. Ask them to look at the
pictures and tell you what she is
going to buy. This may be a good
moment to elicit what language
related to containers students may
already know.
• Use the flashcards available in
the Resource Pack, pages 196
to 200, Quantities and containers,
to introduce the words students
do not know. Carry out chorus
repetition of the new words if
necessary.
• Ask students to complete Mindy’s
list with the missing items. When
they are done, pair them up and
have them check answers in
pairs. Model the activity with one
student. While students talk, move
around and help them if necessary.
Check answers with the whole
class.
Answers
tomato soup
orange juice
wine
chocolate cookies
cereal
chocolate
cheese
tomatoes
eggs
92 |
CNA ESSENTIALS 2
Refer to the reduced page of
the Class Lessons for answers.
It looks yummy!
(track 29)
GOALS
• Raise students’
awareness of the
stressed words
(content words) in a
sentence
• Allow students
an opportunity to
practice rhythm
• Books closed. Write the following
exchange on the board:
.
LISTENING
11
10
.
PRONUNCIATION
(track 30)
GOALS
• Practice the new
language items
• Practice listening
strategies
• Books open. Tell students Mindy
is going to cook a root vegetable
stew. Ask them to look at the
pictures and tell you what
ingredients she may need. Teach
the words they may not know.
• Tell students they will listen to
the audio and should check the
ingredients she needs. Play the
audio. Ask students to compare
answers in pairs.
• In the second part of the activity,
students will listen to the
conversation again and should
write down how much of each
ingredient Mindy needs. Play the
audio. Tell students to compare
answers in pairs. Then check them
with the whole class.
Answers
Refer to the reduced page of
the Class Lessons for answers.
A: What does Mindy need?
B: She needs a bottle of
vinegar.
• Ask students to say the sentences
out loud. Ask them where the
stress goes in each word and
underline those words.
• Books open. Tell students they will
listen to some other sentences
being said and should underline
the stressed words in each
sentence. Play the audio. Check
answers with the whole class.
• Alternatively, you may want to
ask students to try to identify the
stressed words before you play the
audio.
• Pair students up and ask them to
take turns asking and answering
what Mindy needs. They should
refer to the shopping list in the
previous activity. While students
interact, move around and help
them if necessary.
Answers
three
Refer to the reduced page of
the Class Lessons for answers.
one pound
some
one pound
half a
pound
some
one
one bottle
CLASS LESSONS
| 93
7
12
.
UNIT
READING
GOALS
• Develop and practice
reading strategies
• Practice new language
items
• Foster interaction in
English
• Books closed. Ask students what
they can cook. You may ask
questions such as:
What can you cook?
What ingredients do you need to
make this dish?
• Books open. Pair students up
and ask students to discuss the
questions in Activity 12a. Set a
time limit of about three minutes
for the discussion. While students
talk, move around and help them
if necessary.
• When time is up, elicit conclusions.
Take the opportunity to ask them
if they usually follow recipes
when they cook. If necessary,
teach the word recipe. Bring to
class recipes written in English to
pre-teach some of the key words.
Also, draw their attention to the
information in the Did you know…?
box on page 91 and check their
understanding.
• Tell students they will read a recipe
and should put the instructions in
the correct order according to the
pictures. When students are done,
check answers with the whole
class.
• Pair students up and ask them to
discuss the questions Activity 12c.
Set a time limit of about three
minutes for the conversation.
While students talk, move around
and help them if necessary. When
time is up, discuss the questions
with the whole class and elicit
what students’ favorite dishes are
and what goes in them.
Answers
13
.
Refer to the reduced page of
the Class Lessons for answers.
2
1
4
3
5
GAME
GOALS
• Further practice the
new vocabulary
• Expose and allow
some initial practice
of new language
• Allow students
an opportunity to
practice and develop
their speaking skills
• Books open. Divide students into
two teams. Ask them to look at
the picture in their books for 20
seconds.
94 |
CNA ESSENTIALS 2
It looks yummy!
• When time is up, ask students to
close their books and tell them
you will ask questions. If they
answer correctly, they score a
point. Model the activity before
you start. For example:
Teacher:
Is there any milk?
Student A: Yes, there is some.
Teacher:
Good. How many
cartons of milk are
there?
Student B: There are three cartons
of milk.
Teacher:
That’s correct. Are there
any tomatoes?
Student C: No, there aren’t.
14
.
• Keep a tally of correct answers on
the board for each team. The team
with the most points at the end of
the game wins.
• Books open. Ask students to read
the recipe and tell you which
ingredients from the list you can
individually count and which ones
you can’t. Then ask students to
complete the table. Give them
about one minute and then ask
them to compare their answers.
Check them with the whole class.
Be ready to explain to them why
cheese in uncountable.
• Ask students to work in pairs
and add three more examples
of countable and uncountable
ingredients to the list. Set a time
limit of about two minutes. When
time is up, check answers with the
whole class.
• Tell students to read the
conversation and answer the
questions in Activity 14c. Set a
time limit of about three minutes.
When time is up, check answers
with the whole class.
• Finally, to concept-check, ask
students to complete the
conversation in Activity 14d.
Check answers with the whole
class. If necessary and if time
allows, you may ask students to
practice the conversation.
Answers
Refer to the reduced page of
the Class Lessons for answers.
LANGUAGE AWARENESS
GOALS
• Raise students’
awareness of
countable and
uncountable words
in English and
expressions used with
these words
• Offer students an
opportunity to
practice the new
language
• Books closed. Ask students if
they can make a potato frittata.
If students do not know what it
is, explain to them that it’s a dish
similar to an omelet. Elicit the
ingredients that go in it. You may
ask questions such as:
Can you make a potato frittata?
What ingredients go in it?
How many potatoes do you need?
What about cheese? How much
cheese do you need?
potatoes, eggs, onion
cheese, flour, milk, butter, salt
CLASS LESSONS
| 95
7
UNIT
LISTENING
• Bring a dictionary (which
marks words as countable
and uncountable) to class
in case students mention an
ingredient you do not know,
mainly if you do not cook.
If you are not sure whether
the word is countable or
uncountable, look it up.
Share with them that some
words which are countable in
Portuguese are uncountable
in English and vice-versa,
so it is always important to
check. You may take this
opportunity to show them
how to check words using a
dictionary.
15
.
TEACHING TIP
(track 31)
GOALS
• Practice the language
studied in the unit
• Practice listening
strategies
• Books open. Ask students if
they go grocery shopping and if
they know the price of different
products and food. Ask the price
of some products. It may be a
good idea to have a supermarket
leaflet to check the prices.
some
some
How many
How much
some
some
some
oranges
a bottle
potatoes
a carton
96 |
CNA ESSENTIALS 2
some
$3.00
$1.30
$1.50
$0.90
• Tell students that Joan is going
grocery shopping. Tell them they
will listen to the conversation
between Joan and the grocery
shop assistant and and should
complete the table in their
books. Go through the table with
students and make sure they
understand what information they
need to complete it with. Play the
audio. Ask students to compare
their answers with a classmate.
Then check them with the whole
class.
Answers
Refer to the reduced page of
the Class Lessons for answers.
SPEAKING
GOALS
• Contextualize and
sensitize students to
the use of some and
any
• Offer some
preliminary practice
of these words
• Allow students
an opportunity to
practice and develop
their speaking skills
• Books open. Pair students up
and tell them they will take turns
asking and answering questions
about the picture.
• Go over the examples in the
students’ books and model
the activity with one student if
necessary. Set a time limit of about
five minutes. While students do
the activity, move around and
offer help if needed.
17
.
16
.
It looks yummy!
LANGUAGE AWARENESS
GOALS
• Raise students’
awareness of the use
of some and any
• Offer students an
opportunity to
practice the new
language
• Books open. Ask students to read
the conversation and check the
correct options. When they are
done, check answers with the
whole class.
• Ask students to look at the picture
in Activity 16 and produce some
sentences using some and any. Tell
them to write them down in the
space provided.
Answers
Refer to the reduced page of
the Class Lessons for answers.
Information
Gap Activity
9
See page 121
of the Teacher’s
Pack for
instructions.
CLASS LESSONS
| 97
7
GOALS
• Practice buying goods
at a grocery store
• Allow students an
opportunity to use
the language studied
in a communicative
context
• Allow students
an opportunity to
practice and develop
their speaking skills
• Books open. Ask students to look
at the picture in Activity 16 and
choose three to five items they
would like to buy. Tell them that
they will take turns being the shop
assistant and the customer.
• Elicit what language students might
use in this situation. Draw their
attention to the example in their
books and model the activity with
a student. Set a time limit of about
five minutes for the interaction.
While students talk, move around
to check their performances.
.
SPEAKING
19
18
.
UNIT
GAME
GOALS
• Further practice the
new vocabulary
• Add an element of
fun to the class
• Allow students
an opportunity to
practice and develop
their speaking skills
• Books closed. Ask students if they
like going to the supermarket. Tell
them that they will go shopping
with you and should buy
something. Say:
I’m going to the
supermarket and I’m buying
_______________________.
(a fruit, vegetable, or food that has the same initial
letter of your name)
Therefore, for example, Paula
can buy pineapples, pears, and
popcorn.
• Ask students what they are going
to buy. The interaction should be
something like this:
Teacher (Paula): I’m going to the
supermarket and I’m buying pears.
And you, Ricardo? What are you
buying?
Ricardo: I’m going to the
supermarket and I’m buying
bananas.
Teacher: I’m sorry, you can’t buy
bananas, Ricardo. I’m going to
the supermarket and I’m buying
pineapples. What about you, Carla?
Carla: I’m going to the supermarket
and I’m buying carrots.
Teacher: Excellent. Carla is buying
carrots.
20
.
• Keep the game going until all the
students find out what they can
take or up to the moment you
consider appropriate. For the latter
option, if there are students who
haven’t figured out how the game
works, ask those who have, to
explain it to them.
SPEAKING
GOALS
• Contextualize and
engage students
in the situation of
ordering food at a
restaurant
• Talk about eating
habits
• Allow students
an opportunity to
practice and develop
their speaking skills
98 |
CNA ESSENTIALS 2
It looks yummy!
What can you see in the pictures?
Do you like eating out?
What’s your favorite restaurant?
21
.
• Pair students up and ask them to
go through the questions. Clarify
any possible questions they may
have. Set a time limit of about five
minutes for the interaction. While
students talk, move around and
help them if necessary.
• When time is up, elicit answers. As a
lead-in to the next activity, elicit the
dishes students like to have when
they eat out. Take the opportunity
and draw their attention to the
information in the Did you know…?
box. Go over the information in it
and check their understanding.
LISTENING
22
.
• Books open. Ask students to look
at the pictures on page 95 and ask
them questions such as:
(track 32)
GOALS
• Practice some of the
vocabulary previously
studied
• Introduce language
for ordering a meal
• Develop listening
comprehension skills
• Books closed. Ask students to
imagine they are at a restaurant.
Elicit/Teach language to order a
meal. Act the situation out with
some students so that they can
be exposed to the new language
exponents.
• Books open. Tell students they will
listen to some people ordering a
meal at a restaurant and should
complete the chart in their books.
Make sure they understand what
information they should gather
to complete it. Play the audio
once. Play it again if necessary. Ask
students to compare answers in
pairs. Then check them with the
whole class.
Answers
Refer to the reduced page of
the Class Lessons for answers.
VOCABULARY
GOALS
• Practice guessing and
inferring the meaning
of words
• Introduce some
popular dishes and
beverages
• Build up students’
lexical repertoire
• Books open. Ask students to look
at the pictures of the different
dishes and beverages and name
those they already know. Students
should be able to name some of
them.
• Ask students to read the menu
and guess the names of the dishes
based on the language they
already know. Set a time limit of
about two minutes for the activity.
• When time is up, divide students
into pairs and ask them to
compare answers. Then check
them with the whole class. Take
the opportunity to practice the
pronunciation of the new words
by asking students to repeat them
after you.
3
2
1
4
6
5
9
8
7
11
10
12
14
15
13
16
Table for how many?
Two.
Are you ready to order?
The vegetarian lasagna and the
roast chicken with vegetables.
What would you like to drink?
Orange juice and red wine.
Would you like some dessert?
A fruit salad with whipped
cream and chocolate mousse.
Answers
Refer to the reduced page of
the Class Lessons for answers.
CLASS LESSONS
| 99
7
UNIT
• Books closed. Write the following
exchange on the board:
(track 33)
GOALS
• Raise students’
awareness of
contracted form of
words
• Allow students
an opportunity
to practice these
contractions in
speech
• Offer students some
preliminary practice
of ordering a meal
A: Are you ready to order?
B: Yes, I’d like a salad, please.
• Draw students’ attention to
the contracted form of I would
and underline it. Elicit the
non-contracted form of it and
give them other examples of
contractions students are likely
to use when ordering a meal (I’m,
we’re, I’ll, we’ll, I’d, we’d).
• Books open. Ask students to listen
to the audio and circle the words
which are contracted. Play the
audio and check answers with
the whole class. If necessary, carry
out some chorus repetition of the
conversations.
• Pair students up and ask them
to practice the conversations
changing the answers. Tell them to
refer to the menu in Activity 21.
While students talk, move around
and check their performances.
Answers
Refer to the reduced page of
the Class Lessons for answers.
24
.
23
.
PRONUNCIATION
SPEAKING
GOALS
• Practice ordering a
meal at a restaurant
• Recycle language
previously studied in
the unit
• Develop students’
speaking skills
• Books closed. Tell students they
are at Phil’s Cuisine and are going
to order a meal. Elicit the language
to be used in this situation
and model the situation with a
student.
• Books open. Divide students
into pairs or trios and have them
take turns as waiter/waitress and
customer(s). They should initially
choose their order from the menu
in Activity 21. Set a time limit of
about five minutes for the task.
While students talk, move around
and check their performances.
• When students are done, invite
some pairs/groups to act the
situation out for the whole
class. Take the opportunity and
draw their attention to the Did
you know…? box. Go over the
information in it and check their
understanding.
100 |
CNA ESSENTIALS 2
25
.
It looks yummy!
FEEDBACK TIME
GOAL
• Provide students
with an opportunity
to come up with
an overview of the
language worked
on throughout
the unit for the
purposes of reviewing,
summarizing, and self-evaluating
• Books open. Go through the
communicative functions
listed and, in pairs, encourage
students to come up with the
corresponding language points.
Ask them to rate their skills. They
may refer to the specific language
content in the unit. Monitor the
activity at all times and offer help
if necessary.
• When students are done, have
them share with their classmates
the most meaningful findings
about their own learning process.
Discuss questions related to study
habits, and the importance of
keeping up with the language
through the Web Lessons, the
Grammar Tips section, and so on.
CLASS LESSONS
| 101
8
1.
UNIT
SPEAKING
GOALS
• Allow students
to interact and
experiment with the
language
• Activate and recycle
language which has
been worked on
previously
102 |
CNA ESSENTIALS 2
• Books open. Go over the items in
the table and encourage students
to come up with the appropriate
questions. Elicit an example of a
question and an answer and ask
them to write them down. Model
the activity with one student first
so that they understand what they
are supposed to do. Make sure
they know how to use the present
tense correctly.
• Tell students to walk around the
room, talk to their classmates,
and carry out the task. Move
around the room to offer help if
necessary and to check students’
performances.
• When students are done, ask a
volunteer to provide an example
of his/her findings. Then invite the
other students to report his/her
findings. When they do so, say:
Laura exercises three times a week.
Who else exercises three times a
week?
As students reply to your question,
contrast the two different forms of
the verb in the simple present. Say:
Laura and Danilo exercise three
times a week.
2.
Putting it all together.
GAME
GOALS
• Offer students an
opportunity to review
language in a fun way
• Foster cooperative
learning strategies
• Promote interaction
in English
• Books closed. Divide students into
groups of three. Tell them they are
going to play a game called Stop.
• Tell students they should
remember words related to
topics they have already studied.
Give them examples. Elicit
words related to family. At your
command, students should
write as many words as they can
remember in one minute. Then
you should check the words with
the whole class. Call another topic
and go over the same procedure.
Keep a score for each group on
the board.
• The group with the most points at
the end of the game wins.
What do you think the conversation
is about?
Where are these people?
Who are they?
Where does the guy wearing a
uniform work?
Help students express themselves
and answer the questions as they
explore the picture.
• Elicit the vocabulary in their books
and ask students to do Activity 3a
in pairs. Set a time limit of about
two minutes and move around
the room to give help if needed.
• When time is up, play the audio
and tell students to work on
Activity 3b. Ask students to
compare their answers and then
check them with the whole class.
• Play the audio once again and
tell students to fill out the order
in Activity 3c. When they finish,
check their answers with the
whole class.
• Pair students up and have them
do Activity 3d. Encourage them
to talk to their classmates and
exchange their likes and habits.
As a wrap-up activity, invite some
students to report what their
partners said.
Answers
Refer to the reduced page of
the Class Lessons for answers.
3.
LISTENING
(track 34)
GOALS
• Provide an
opportunity for
students to develop
and expand listening
skills
• Offer room for
expansion and
consolidation of
language used to
order food
• Foster interaction in
English
4
10
9
2
8
1
11
6
5
7
12
3
• Books open. Tell students to look at
the pictures. Ask questions such as:
CLASS LESSONS
| 103
8
UNIT
104 |
CNA ESSENTIALS 2
VOCABULARY
GOALS
• Offer students an
opportunity to review
vocabulary related to
parts of a house
• Develop cooperative
learning strategies
• Promote interaction
in English
• Books open. Pair students up and
have them explore the picture. Tell
them to write the corresponding
parts of the house. Set a time
limit of about two minutes. Move
around the room to give help if
needed.
• When time is up, students should
ask each other questions to check
their answers. Draw their attention
to the example in their books and
let them work. Move around the
room to check their performances.
• When students are done, go over
their answers with the whole class.
If there’s enough time, you can ask
them about their impressions on
the house portrayed. You can ask
questions such as:
5.
4.
Putting it all together.
SPEAKING
GOALS
• Allow students
to interact and
experiment with the
language
• Activate and recycle
language which has
been worked on
previously
• Provide room for
communication in
real life situations
• Books open. Before students start
the activity, have them explore
the pictures and understand what
each one is about. Go over the
situations and elicit the language
necessary to carry out the activity.
Situation 1 is about ordering a
meal at a restaurant; Situation 2
is about inviting someone to go
to the movies; and Situation 3
is about interviewing someone
about his/her free time activities.
• Divide students into pairs and
have them role play the situations.
Walk around the room and check
students’ performances.
• When students are done, invite
volunteers to act out the
situations for the whole class.
Miguel Torino
498 East
Pine Street, Ap
. 203
555
328 0494
Mozza
, ham , and
onions on rellaha
lf and
mozzarella,ondreied
corn on the other tomatoes, and
Apple juice
$33.19
Is it nice?
Is it spacious and comfortable?
What is their neighborhood like?
bathroom
Answers
bedroom
Refer to the reduced page of
the Class Lessons for answers.
dining room
kitchen
living room
swimming pool
CLASS LESSONS
| 105
108 |
CNA ESSENTIALS 2
W h a t ,s
a typic
day lik al
e?
2
UNIT
AFTER ACTIVITY 17
lable in the Resource Pack, page 149, Find
• Ask students to refer to the table avai
. Help them with the questions they will
someone who…, to carry out this activity
have to ask their classmates. For example:
How often do you walk to school?
How often do you travel on your own?
the room and find out about their
• Tell students they should walk around
classmates’ names in the spaces provided
classmates. Remind them to write their
based on the answers they get.
if necessary. Pay attention to the way they
• Move among students and offer help
if their pronunciation is intelligible.
communicate with their classmates and
report their findings to the whole class.
• When students are done, ask them to
FURTHER PRACTICE
| 109
AFTER ACTIVITY 16
• You may carry out a survey to find out
the most popular activities people like
to
do in different parts of the house. Model
the following conversation with students
:
A: What do you like doing in the living
room?
B: I love hanging out there.
• Invite students to stand up and mov
e around talking to as many people as they
can. They should take notes to rememb
er the information collected. Set a time
limit of about five minutes for this activity
.
• When time is up, ask students to repo
rt their findings to the whole class. The
y may
say:
Most students like/dislike ____________
___
_ in the living room.
3
UNIT
110 |
CNA ESSENTIALS 2
,
It s a lo
house vely
!
1
UNIT
Information
Gap Activity
1
GOAL
• Have students practice talking about other people (name, age, place of
origin, occupation, and place of work)
• Books open. Divide students into
pairs, Students A and Students B.
• Ask each student to refer to the
corresponding page and not show
it to his/her partner. Tell them to
read the information provided and
get ready to take turns asking and
answering questions to complete
the missing information.
• If necessary, model the activity
with one student. For example:
A: Who’s number 1?
B: Her name’s Virginia.
A: How old is she?
B: She’s forty years old.
A: Where is she from?
B: She’s from Argentina.
A: Tell me more about her.
B: Well, she teaches students with
special needs. She works at a
small school in Buenos Aires.
• Set a time limit of about seven
minutes for students to do the
activity. Move around the room
and offer help when necessary.
INFORMATION GAP ACTIVITY
| 113
2
UNIT
Information
Gap Activity
2
GOALS
• Allow students an opportunity to practice and develop their speaking skills
• Further practice talking about daily habits, parts of the day, days of the
week, and telling the time
• Books open. Divide students into
pairs, Students A and Students B, and explain how this type
of activity works. Tell them Students A have information
Students B need and vice-versa.
• Provide examples by having a
couple of students role play
a question and an answer
to complete the cards with
information about Daisy’s and
Francesco’s routines.
114 |
CNA ESSENTIALS 2
• Set a time limit of about seven
minutes. Move among students
and offer help if necessary.
Pay attention to the way they
communicate with their partners,
if their pronunciation is intelligible
and if they seem to have grasped
the mechanics of asking and
answering these questions.
• When students are done, ask them
to compare their cards.
2
UNIT
Information
Gap Activity
3
GOALS
• Provide students with an opportunity to practice and develop their
speaking skills
• Further practice talking about someone’s activities
• Books open. Divide students into
pairs, Students A and Students B,
and explain to them how this type
of activity works. Provide examples
by having a couple of students role
play a question and an answer to
find out about Catarina’s and Leo’s
routines. Help students prepare
the questions they are supposed
to ask their classmates.
• Set a time limit of about seven
minutes. Move around the room
and offer help if necessary. Pay
attention to the way students
communicate with their
classmates, if their pronunciation
is intelligible and if they seem
to have grasped the mechanics
of asking and answering these
questions.
• When students are done, go over
their answers and make sure the
goals have been achieved.
INFORMATION GAP ACTIVITY
| 115
3
UNIT
Information
Gap Activity
4
GOALS
• Further practice the new vocabulary
• Offer students an opportunity to practice and develop their speaking skills
• Books open. Divide students into
pairs, Students A and Students B.
• Ask each student to refer to the
corresponding page and not
show it to his/her partner. Tell
them to read the clues on their
cards. Students should take turns
116 |
CNA ESSENTIALS 2
asking and answering questions to
complete the crossword puzzle.
• Model the activity with one
student. Set a time limit of about
seven minutes for them to do
the activity. When time is up, ask
students to compare their cards.
UNIT
Information
Gap Activity
5
3
GOALS
• Further practice asking for information to rent a place
• Offer students an opportunity to develop their speaking skills
• Books open. Divide students into
pairs, Students A and Students
B, and ask them to refer to the
corresponding cards at the back of
their books.
• Students should take turns being
the real estate agent and the
person looking for a place to
rent. They should ask questions
to fill in their notes about the
apartment they want to rent.
Elicit the questions they need to
ask and how to answer them. If
necessary, ask students to refer to
the questions in Activity 18.
• While students work, move
around the room to check their
performances.
INFORMATION GAP ACTIVITY
| 117
4
UNIT
Information
Gap Activity
6
GOALS
• Add an element of fun to the lesson
• Review and practice vocabulary related to occupations
• Review and consolidate language used to talk about what people do
• Promote interaction and development of cooperative learning strategies
• Books open. Divide students into
pairs, Students A and Students B, and tell them to refer to the
corresponding cards at the back of
their books.
• Students should take turns
asking questions to complete
the crossword puzzle. Students A should ask 118 |
CNA ESSENTIALS 2
Students B about the occupations
in the across lines and Students B
should ask Students A about the
occupations in the down lines.
• Move around the room to check
students’ performances. When
they are done, ask them to
compare their cards.
UNIT
Information
Gap Activity
7
6
GOALS
• Offer language practice
• Develop students’ speaking skills
• Encourage cooperative learning strategies
• Books open. Divide students into
pairs, Students A and Students B, and tell them to refer to the
corresponding cards at the back of
their books.
• Students should take turns asking
and answering questions to find
out where the places in the box
are. Model the activity with one
student.
• While students do the activity,
move around and help them if
necessary. Elicit the location of the
places with the whole class when
the activity is over.
INFORMATION GAP ACTIVITY
| 119
6
UNIT
Information
Gap Activity
8
GOALS
• Offer language practice
• Develop students’ speaking skills
• Encourage cooperative learning strategies
• Books open. Divide students into
pairs, Students A and Students B, and tell them to refer to the
corresponding cards at the back of
their books.
• Students should take turns asking
questions to find out where the
places in the box are located on
the map. In order to do that, they
120 |
CNA ESSENTIALS 2
are supposed to give directions on
how to get to those places.
• Model the activity with one
student. Set a time limit of about
five minutes. While students do
the activity, move around and
check their performances.
• When time is up, ask students to
compare their cards.
UNIT
Information
Gap Activity
9
7
GOALS
• Practice the use of some, any, how much, and how many
• Allow students an opportunity to develop their speaking skills
• Books open. Divide students into
pairs, Students A and Students B, and tell them to refer to the
corresponding cards at the back of
their books.
• Explain to students they should
take turns asking questions to find
out the differences between their
pictures.
• Draw students’ attention to the
example on their cards and let
them work. Set a time limit of
about five minutes and move
around the room to check their
performances.
• When time is up, elicit the
differences with the whole class.
INFORMATION GAP ACTIVITY
| 121
1
UNIT
THE PRESENT SIMPLE
We use the present simple tense to talk about:
• routines
• facts
Study the chart for the affirmative, negative, and interrogative form of the verb work in the present simple tense:
AFFIRMATIVE
NEGATIVE
INTERROGATIVE
SHORT ANSWERS
I work.
You work.
He works.
She works.
It works.
We work.
You work.
They work.
I do not (don’t) work.
You do not (don’t) work.
She does not (doesn’t) work.
He does not (doesn’t) work.
It does not (doesn’t) work.
We do not (don’t) work.
You do not (don’t) work.
They do not (don’t) work.
Do I work?
Do you work?
Does he work?
Does she work?
Does it work?
Do we work?
Do you work?
Do they work?
Yes, I do./No, I don’t.
Yes, you do./No, you don’t.
Yes, he does./No, he doesn’t.
Yes, she does./No, she doesn’t.
Yes, it does./No, it doesn’t.
Yes, we do./No, we don’t.
Yes, you do./No, you don’t.
Yes, they do./No, they don’t.
GRAMMAR TIPS
| 125
1
UNIT
In the present simple tense, after he, she, and it, the verbs end in –s, –es and –ies. Study the examples:
She works in a big office.
He goes to Mackenzie High School.
She studies in the evenings.
Verbs that end in –o, –s, –x, –ch, –sh and –z take –es. Study the examples:
watch
watches
kiss
kisses
go
goes
For verbs that end in consonant + –y, drop the –y and add –ies. Study the examples:
study
studies
cry
cries
try
tries
EXCEPTION
have
has
GR AM MA R AC TIV ITY
Fill in the blanks with the correct form of the verbs in parentheses.
This is my family. Dan and Claire are my parents. They _______ (work)
for big companies. My mom __________ (work) from home so
she _________________ (not go) to the office every day. My dad
____________ (work) downtown so he ___________ (leave) home
early in the morning. My brothers and I ___________ (go) to school at
Thomas Jefferson High. We ________ (love) it there.
ANSWERS
work / works / doesn’t go / works / leaves / go / love
126 |
CNA ESSENTIALS 2
2
UNIT
HOW OFTEN + ADVERBS
OF FREQUENCY
We use the expression HOW OFTEN to indicate the frequency of an activity. Study the example:
How often (= how frequently) do you eat fruit and vegetables?
The expression HOW OFTEN normally takes adverbs of frequency as answers. Study the list of adverbs below:
always
usually
often
sometimes
seldom/rarely
never
100%
0%
The adverbs of frequency usually come before the verb. Study the examples:
I always eat fruit and vegetables.
We often exercise.
Adverbs of frequency usually come after the verb TO BE. Study the examples:
He is never late.
She is always happy.
We normally use the following phrases of frequency
at the end of sentences. Study the examples:
She walks to school every day.
He sees his girlfriend every night.
GRAMMAR TIPS
| 127
2
UNIT
GR AM MA R AC TIV ITY
Rewrite the sentences using the words in parentheses.
1.
2.
Jane studies after class. (always)
____________________________________
____________________________________
Sarah walks to work. (sometimes)
____________________________________
____________________________________
3.
4.
Tina is tired. (never)
____________________________________
____________________________________
Fatimah goes to the gym. (every day)
____________________________________
____________________________________
5.
6.
CNA ESSENTIALS 2
ANSWERS
4. Fatimah goes to the gym every day.
5. Igor is often late for class.
6. We see our friends every week.
128 |
We see our friends. (every week)
____________________________________
____________________________________
1. Jane always studies after class.
2. Sarah sometimes walks to work.
3. Tina is never tired.
Igor is late for class. (often)
____________________________________
____________________________________
UNIT
3
COMPOUND ADJECTIVES
We can form compound adjectives by using a hyphen to join the two words that describe a thing or person
and eliminating the plural form. Study the examples:
There are two bedrooms in the house.
It’s a two-bedroom house.
The house has a garage for two cars.
The house has a two-car garage.
The office building has twenty floors.
It’s a twenty-floor office building.
GR AM MA R AC TIV ITY
Rewrite the sentences using compound adjectives.
1.
2.
3.
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
GRAMMAR TIPS
| 129
ANSWERS
1. I live in a five-room house.
2. It’s a four-bedroom apartment.
3. A ten-room house is for sale.
3
UNIT
VERBS OF PREFERENCE +
GERUND & INFINITIVE
Verbs such as LIKE, DISLIKE, LOVE, HATE, DETEST, ADORE, and ENJOY can be followed by verbs in both the
infinitive form (TO DO) or the gerund (DOING). Study the examples:
I love watching TV in the evening. (or) I love to watch TV in the evening.
I hate washing the dishes. (or) I hate to wash the dishes.
I love studying in my bedroom. (or) I love to study in my bedroom.
GR AM MA R AC TIV ITY
Write sentences using the verbs in parentheses.
1.
She hates (stay) home on weekends.
____________________________________.
2.
130 |
CNA ESSENTIALS 2
I like (cook) for my friends.
____________________________________.
ANSWERS
1. She hates staying home on weekends. (or) She hates to stay home on weekends.
2. We love hanging out on the front porch. (or) We love to hang out on the front porch.
3. I like cooking for my friends. (or) I like to cook for my friends.
We love (hang out) on the front porch.
____________________________________.
3.
UNIT
5
ADVERBS OF FREQUENCY
AND ADVERBIAL
EXPRESSIONS OF FREQUENCY
Adverbs of frequency such as ALWAYS, USUALLY, OFTEN, SOMETIMES, RARELY, and NEVER are usually placed
before the main verb. Study the examples:
I usually work out in the evenings.
She often goes to school with her friends.
In sentences with the verb TO BE, the adverb of frequency is placed after the verb. Study the example:
She is always late.
Adverbial expressions of frequency such as ONCE, TWICE, THREE TIMES A WEEK, EVERY WEEK, and EVERY
SUNDAY are placed at the end of the sentence. Study the examples:
They play soccer once a week.
She goes to the movies every Saturday.
GR AM MA R AC TIV ITY
Rewrite the sentences using the words in parentheses.
1. She works out. (once a week)
_____________________________________________________________.
2. They play basketball with their friends. (always)
_____________________________________________________________.
3. We are late. (never)
_____________________________________________________________.
4. I play computer games with my friends. (every weekend)
_____________________________________________________________.
5. John studies English. (twice a week)
_____________________________________________________________.
GRAMMAR TIPS
| 131
ANSWERS
1. She works out once a week. 2. They always play basketball with their friends.
3. We are never late. 4. I play computer games with my friends every weekend.
5. John studies English twice a week.
5
UNIT
THE PRESENT
CONTINUOUS FOR FUTURE
ARRANGEMENTS
We can use the present continuous tense to indicate future arrangements. Study the examples:
I am traveling to Rio de Janeiro next week.
She is watching a movie with her friend next Saturday.
GR AM MA R AC TIV ITY
Look at Rachel’s appointment book and write down her appointments. Follow the example.
Rachel is having dinner with Greg next Monday.
Example:_________________________________________________________
1. ______________________________________________________________
2. ______________________________________________________________
3. ______________________________________________________________
4. ______________________________________________________________
CNA ESSENTIALS 2
ANSWERS
1. Rachel is playing golf with friends next Wednesday.
2. Rachel is going to the movies with Chris next Friday.
3. Rachel is going to a concert with her dad next Saturday.
4. Rachel is having lunch with her family next Sunday.
132 |
UNIT
6
THE IMPERATIVE
The imperative is used to give commands and instructions and also to make invitations. The imperative is also
used on signs. We can make the imperative more polite by adding please. Study the examples:
Open your books to page 10.
Read the article and find information about this grammar topic.
Come in, please.
Go up North Avenue and turn left.
Sit down and have a cup of coffee.
To make the imperative, we use
the base form of the verb without
TO. For negative commands, we
use DON’T. Study the examples:
AFFIRMATIVE
NEGATIVE
Use it.
Go straight.
Call him.
Don’t use it.
Don’t go straight.
Don’t call him.
GR AM MA R AC TIV ITY
Complete the sentences with the imperative form of the verbs in the box.
go up
not eat
eat
not come
get
use
come in
make
not watch
turn
not write
1. If you’re traveling in Japan, _______ some information about trains and buses.
2. __________ fruit before you exercise.
3. ________________________________ that movie. It’s really bad.
4. ________________ White Street and _____________ right. The movie
theater is on the corner of White and Main Avenue.
5. _________________, please. _________________ yourself comfortable.
6. _________________ in pencil. _____________ a pen.
7. _________________ after 10:00 p.m. The store closes at 10:00 sharp.
8. _________________ too much before you go to bed.
GRAMMAR TIPS
| 133
1. get
2. Eat
3. Don’t watch
4. Go up / turn
ANSWERS
5. Come in / Make
6. Don’t write / Use
7. Don’t come
8. Don’t eat
7
UNIT
COUNTABLE AND
UNCOUNTABLE NOUNS,
HOW MUCH AND
HOW MANY, SOME AND ANY
Most nouns in English have a plural form. They are called countable nouns. Study the examples:
We only have one apple. We need to buy some more apples.
There is one book on the table and the other books are on the shelf.
Some nouns in English have no plural form. They are called uncountable nouns. Study the examples:
We don’t have any milk. (Not milks.)
We need to buy wine. (Not wines.)
EXAMPLES OF UNCOUNTABLE NOUNS
meat
milk
chicken
juice
wine
butter
beer
cheese
coffee
ham
fish
jam
chocolate
We usually use quantifiers with uncountable nouns. Study the examples:
A piece of cheese
A bottle of wine
A carton of milk
A half pound butter
Study the chart:
We use HOW MUCH with uncountable
nouns. For example:
A: How much sugar do you need?
B: One pound, please.
134 |
CNA ESSENTIALS 2
We use HOW MANY with countable nouns.
For example:
A: How many bananas do you want?
B: A dozen, please.
UNIT
7
We use SOME and ANY when we don’t specify the quantity of something. Study the examples:
I need some oranges. (Compare with: I need six oranges.)
I need some cheese. (Compare with: I need half a pound of cheese.)
Study the charts:
We usually use SOME in affirmative
sentences. Study the example:
A: I need some bananas.
B: How many bananas do you need?
A: Five or six, please.
We usually use ANY in negative and
interrogative sentences. Study the example:
A: Is there any milk in the fridge?
B: Sorry, but I can’t see any milk in the
fridge.
We can use SOME and ANY with plural
countable nouns. Study the example:
A: There are some pineapples in the basket,
but there aren’t any tomatoes.
We can use SOME and ANY with
uncountable nouns. Study the example:
A: There isn’t any milk in the fridge and
we need to buy some chocolate for
the cake.
GRAMMAR TIPS
| 135
7
UNIT
GR AM MA R AC TIV ITY
Underline the correct option.
Bert:
Carol, what are you doing?
Carol: I’m writing a shopping list. Can you check
what we have in the fridge, please?
Bert:
Sure.
Carol: Do we have (some/any) milk?
Bert:
No, we don’t have (some/any).
Carol: So, we need (some/any).
Bert:
(How much/How many)?
Carol: Two cartons is enough. What about eggs?
Bert:
We have (some/any) eggs. Not many, but
we have (some/any).
Carol: Good. What about orange juice?
Bert:
No, there isn’t (some/any). (How much/
How many) juice should I get?
Carol: Two cartons.
Bert:
Two cartons then. I love orange juice.
Carol: I know! (How much/How many) wine do
we have?
Bert:
Not much. We really need (some/any).
Carol: One bottle of wine then?
Bert:
OK.
Carol: And (how much/how many) oranges are
there?
Bert:
I don’t see (some/any) oranges.
Carol: Really? So get (some/any) oranges, too.
Bert:
(How much/How many)?
Carol: A dozen.
Bert:
OK.
ANSWERS
any / any / some / How much / some / some / any / How much /
How much / some / how many / any / some / How many
136 |
CNA ESSENTIALS 2
Getting to know your classmates.
Birthday
STARTER
UNIT
0
Place of origin
Favorite sport
Favorite band
Favorite city in the world
Favorite actor/actress
Birthday
Place of origin
Favorite sport
Favorite band
Favorite city in the world
Favorite actor/actress
Birthday
Place of origin
Favorite sport
Favorite band
Favorite city in the world
Favorite actor/actress
Birthday
Place of origin
Favorite sport
Favorite band
Favorite city in the world
Favorite actor/actress
RESOURCE PACK
| 139
0
STARTER
UNIT
Conversation slips 1
OK, class. It’s time to go. See you tomorrow.
Bye, Mr. Walton.
Just a minute, Chris. You’re a new student, right?
Yes, I am.
What’s your last name?
Lavette.
How do you spell it?
L-A-V-E-T-T-E.
Thank you, Chris. Have a nice day.
Thank you, Mr. Walton. Have a good day.
140 |
CNA ESSENTIALS 2
STARTER
UNIT
Conversation slips 2
0
Where are you from, Chris?
I’m from Argentina.
So, you speak Spanish.
Yes, that’s my first language.
Cool! Is your family here with you?
No, they aren’t. There are lots of people in my
family. I have three brothers and two sisters.
They’re all in Argentina.
Look! There’s a new café on Main Street. Let’s get
something to eat.
I’m sorry, I can’t.
Oh, too bad. See you tomorrow!
See you.
RESOURCE PACK
| 141
0
STARTER
UNIT
Memory game 1
You go to this place to buy bread
and have some coffee.
You go to this place to buy food.
You go to this place if you are sick.
You go to this place to ride a
bike and exercise.
You go to this place if you want
to see a movie.
142 |
CNA ESSENTIALS 2
Memory game 1
STARTER
UNIT
0
You go to this place when you
want to see works of art.
You go to this place to study and learn.
You go to this place when
you need money.
You go to this place if you
want to go skateboarding.
You go to this place when
your car needs gas.
RESOURCE PACK
| 143
0
STARTER
UNIT
Memory game 2
She’s talking on the phone.
He’s reading the newspaper.
He’s downloading music
on the Internet.
They’re playing soccer.
He’s playing video games.
144 |
CNA ESSENTIALS 2
STARTER
UNIT
Memory game 2
0
He’s taking a shower.
She’s setting the table.
She’s dancing.
They’re watching TV.
They’re cooking.
RESOURCE PACK
| 145
2
UNIT
146 |
Replies
1.
He’s an engineer.
2.
I go to college in the morning and I work at an office in
the afternoon.
3.
I have English classes on Tuesdays and Thursdays.
4.
No, I’m single.
5.
This is my brother. His name’s Julian and he’s 29 years old.
6.
Yes, she is and she has two kids.
7.
She’s a special education teacher. She works with autistic
children.
8.
I work at home. I’m self-employed.
9.
I’m a marine biologist.
10.
We live in Canada.
11.
No, he doesn’t. He doesn’t have time.
12.
They have swimming lessons on Mondays and
Wednesdays.
CNA ESSENTIALS 2
Habits and routine
2
UNIT
RESOURCE PACK
| 147
2
UNIT
148 |
CNA ESSENTIALS 2
Habits and routine
2
After Activity 17
Find someone who...
Find
someone
who...
UNIT
Na m es
always walks to school/work.
sometimes goes to the park
on weekdays.
rarely studies at the library.
never travels on his/her own.
usually takes the subway to
go to work/school.
always recycles paper.
rarely watches TV.
always takes quick showers.
RESOURCE PACK
| 149
2
Chinese whispers
UNIT
150 |
My brother
takes the bus
to work.
What do you
do on Fridays?
How often do
you go to the
movies?
What time do
you get up?
Do you
exercise every
day?
I usually go to
bed at 11:00
p.m.
My mother
rarely watches
TV.
What do you
usually eat for
dinner?
What do you
usually do on
Saturdays and
Sundays?
How often
do you play
soccer?
My family and
I always travel
to the beach.
My sister is
a full-time
mom.
CNA ESSENTIALS 2
Parts of the house
UNIT
RESOURCE PACK
3
| 151
3
UNIT
152 |
CNA ESSENTIALS 2
Parts of the house
Parts of the house
UNIT
RESOURCE PACK
3
| 153
3
UNIT
154 |
CNA ESSENTIALS 2
Parts of the house
Parts of the house
UNIT
RESOURCE PACK
3
| 155
3
UNIT
156 |
CNA ESSENTIALS 2
Furniture
Furniture
UNIT
RESOURCE PACK
3
| 157
3
UNIT
158 |
CNA ESSENTIALS 2
Furniture
Furniture
UNIT
RESOURCE PACK
3
| 159
3
UNIT
160 |
CNA ESSENTIALS 2
Furniture
Furniture
UNIT
RESOURCE PACK
3
| 161
3
UNIT
162 |
CNA ESSENTIALS 2
Furniture
Furniture
UNIT
RESOURCE PACK
3
| 163
3
UNIT
,
What s the apartment like?
A: Hello, I’m calling about an apartment for rent in East Valley.
B: East Valley. OK, sir.
A: Where exactly is the apartment?
B: It’s on Lincoln Avenue.
A: OK. And what’s the apartment like?
B: It’s a nice two-bedroom apartment on the tenth floor. It has a nice living room, an
open kitchen, and a large bathroom.
A: Great. Are there amenities in the building?
B: Yes, the building has a playground, a swimming pool, and a workout room.
A: Good. What’s the neighborhood like? Is it calm and safe?
B: Yes, it’s a very calm and safe neighborhood.
A: All right. And how much is the rent?
B: $1,200 a month, bills not included.
A: Good. Can I see the apartment?
B: Sure, sir.
A: When can I see it?
B: How about tomorrow in the morning at ten o’clock?
A: Great.
164 |
CNA ESSENTIALS 2
Bingo
UNIT
My full name is
Fabio Almeida.
I’m a fashion stylist.
I’m sorry. I don’t
have one.
It’s P-I-Z-E-L-L-I.
BINGO
It’s on April 4.
Does she like to cook? We
can give her a cookbook.
Yes, I can.
We go to school
at 8:00 a.m.
My neighborhood is
safe and calm.
My family is originally from
Portugal.
It’s Paris.
It’s
annasales@cnanet.com.br.
BINGO
At Christmas we eat dinner
together and exchange
presents.
On weekends my family
and I always go to the beach.
It’s 555 398-9064.
My sister is a nurse.
My father starts
work at 8:30.
Yes, she can.
It’s 9:35.
We sometimes go to the park,
but we usually go to my
grandmother’s house on Sundays.
BINGO
I can play soccer and
volleyball.
Not really. I prefer to
work in pairs.
It’s basketball.
When I work with my
classmates.
It’s Friday.
I really love what I do.
A lawyer defends
people in court.
A veterinarian takes
care of sick animals.
BINGO
I think I want to have
my own company.
This professional designs
Internet games.
I go to Bradenton
High School.
This professional helps
people with their finances.
School starts at 7:30.
I’m fine, thanks.
I’m watching a
movie on TV.
I sometimes eat vegetables.
BINGO
Well, I love to skateboard
in the park.
It’s big and polluted.
It’s Sandra Bullock.
No. We rarely go to the
movies on weekdays.
RESOURCE PACK
4
| 165
5
Bingo
UNIT
166 |
I’m from China.
P-S-Y-C-H-O-L-O-G-I-S-T.
No, there isn’t.
This professional designs
houses and buildings.
BINGO
I play video games
every day.
No, he isn’t. He’s
watching TV.
Yes, I have two brothers and
three sisters.
Yes, there are.
I can play soccer and
volleyball.
It’s in Minas Gerais.
It’s 9:35.
I work at a big computer
company.
BINGO
They live in a small
town in Italy.
Yes, I have two brothers
and three sisters.
Yes, there are.
He lives in Alaska.
I’m watching a
movie on TV.
My neighborhood is safe
and calm.
Yes, I can.
My sister is a nurse.
BINGO
It’s 555 398-9064.
It’s basketball.
It’s on April 4.
It’s Friday.
I really love what I do.
I’m from China.
I sometimes eat
vegetables.
I’m sorry. I don’t have one.
BINGO
I’m fine, thanks.
This professional helps
people with their finances.
It’s big and polluted.
I play video games
every day.
I’m a fashion stylist.
It’s Paris.
No, there isn’t.
This professional designs
houses and buildings.
BINGO
No, he isn’t. He’s
watching TV.
At Christmas we eat dinner
together and exchange
presents.
We go to school at 8:00 a.m.
School starts at 7:30.
CNA ESSENTIALS 2
Dialogues
UNIT
Complete list of questions and answers:
Questions
4
Answers
1. What’s your full name?
My full name is Fabio Almeida.
2. What do you do?
I’m a fashion stylist.
3. Can you lend me an eraser, please?
I’m sorry. I don’t have one.
4. How do you spell your last name?
It’s P-I-Z-E-L-L-I.
5. When is your birthday?
It’s on April 4.
6. It’s Cristina’s birthday. What can we give her?
Does she like to cook? We can give her a cookbook.
7. Can you swim?
Yes, I can.
8. What time do you go to school?
We go to school at 8:00 a.m.
9. What’s your neighborhood like?
My neighborhood is safe and calm.
10. Where does your family come from?
My family is originally from Portugal.
11. What’s your favorite city in the world?
It’s Paris.
12. How do you and your family celebrate Christmas?
At Christmas we eat dinner together and exchange
presents.
13. What do you usually do on weekends?
On weekends my family and I always go to the beach.
14. What’s your phone number?
It’s 555 398-9064.
15. What’s your e-mail address?
It’s annasales@cnanet.com.br.
16. What does your sister do?
My sister is a nurse.
17. What time does your father start work?
My father starts work at 8:30.
18. Do you usually go to the park on Sundays?
We sometimes go to the park, but we usually go to my
grandmother’s house on Sundays.
19. Can she skateboard?
Yes, she can.
20. Excuse me. What time is it?
It’s 9:35.
21. What sports can you play?
I can play soccer and volleyball.
22. What’s your favorite sport?
It’s basketball.
23. Do you like to work in groups?
Not really. I prefer to work in pairs.
24. When do you learn best?
When I work with my classmates.
25. How do you like your job?
I really love what I do.
26. What does a vet do?
A veterinarian takes care of sick animals.
RESOURCE PACK
| 167
5
Dialogues
UNIT
Complete list of questions and answers:
Questions
168 |
Answers
27. What do you want to do five years from now?
I think I want to have my own company.
28. Where do you go to school?
I go to Bradenton High School.
29. What does a lawyer do?
A lawyer defends people in court.
30. What does a personal financial advisor do?
This professional helps people with their finances.
31. What does a game designer do?
This professional designs Internet games.
32. What is your favorite day of the week?
It’s Friday.
33. What is your favorite weekend activity?
Well, I love to skateboard in the park.
34. How are you?
I’m fine, thanks.
35. What are you doing?
I’m watching a movie on TV.
36. What time does school start?
School starts at 7:30.
37. How often do you eat vegetables?
I sometimes eat vegetables.
38. Who’s your favorite actress?
It’s Sandra Bullock.
39. What’s São Paulo like?
It’s big and polluted.
40. Do you go to the movies during the week?
No. We rarely go to the movies on weekdays.
41. Do you have any brothers or sisters?
Yes, I have two brothers and three sisters.
42. How do you spell psychologist?
P-S-Y-C-H-O-L-O-G-I-S-T.
43. Is there a movie theater in your neighborhood?
No, there isn’t.
44. Where are you from?
I’m from China.
45. Are there restaurants nearby?
Yes, there are.
46. Is your brother studying now?
No, he isn’t. He’s watching TV.
47. What does an architect do?
This professional designs houses and buildings.
48. How often do you play video games?
I play video games every day.
49. Where do you work?
I work at a big computer company.
50. Where’s Belo Horizonte?
It’s in Minas Gerais.
51. Where does he live?
He lives in Alaska.
52. Where do your grandparents live?
They live in a small town in Italy.
CNA ESSENTIALS 2
Free time activities
UNIT
RESOURCE PACK
5
| 169
5
UNIT
170 |
CNA ESSENTIALS 2
Free time activities
Free time activities
UNIT
RESOURCE PACK
5
| 171
5
UNIT
172 |
CNA ESSENTIALS 2
Free time activities
How often?
UNIT
RESOURCE PACK
5
| 173
5
UNIT
174 |
CNA ESSENTIALS 2
Active x Sedentary
Kinds of movies
UNIT
RESOURCE PACK
5
| 175
5
UNIT
176 |
CNA ESSENTIALS 2
Kinds of movies
Kinds of movies
UNIT
RESOURCE PACK
5
| 177
5
UNIT
178 |
CNA ESSENTIALS 2
Kinds of movies
Kinds of movies
UNIT
RESOURCE PACK
5
| 179
5
Movie partners
UNIT
180 |
You are
watching
The
Shining
tonight.
You are
watching
The
Shining
tonight.
(horror movie)
(horror movie)
You are
watching
Flashdance
tonight.
You are
watching
Friday 13
tonight.
You are
watching
Friday 13
tonight.
(horror movie)
(horror movie)
You are
watching
Flashdance
tonight.
You are
watching
Cabaret
tonight.
You are
watching
Cabaret
tonight.
(musical)
(musical)
(musical)
(musical)
You are
watching
Matrix
tonight.
You are
watching
Matrix
tonight.
You are
watching
Star Trek
tonight.
You are
watching
Star Trek
tonight.
(sci-fi)
(sci-fi)
(sci-fi)
(sci-fi)
You are
watching
Titanic
tonight.
You are
watching
Titanic
tonight.
(drama)
(drama)
You are
watching
The
Schindler’s
list tonight.
You are
watching
The
Schindler’s
list tonight.
(drama)
(drama)
CNA ESSENTIALS 2
Busy neighborhood
UNIT
RESOURCE PACK
6
| 181
6
UNIT
182 |
CNA ESSENTIALS 2
,
What s different?
Commands
UNIT
Turn off
the TV.
Open your
books.
Don’t talk.
Don’t
smoke.
Don’t open
the door.
Open the
window.
Don’t eat
junk food.
Don’t step
on the grass.
Wake up at
6:00 a.m.
Pass the salt.
Don’t use
your cell
phone.
Come in.
Close your
books.
Don’t take
pictures.
RESOURCE PACK
6
| 183
7
UNIT
184 |
CNA ESSENTIALS 2
Balanced diet
Balanced diet
UNIT
RESOURCE PACK
7
| 185
7
UNIT
186 |
CNA ESSENTIALS 2
Balanced diet
Balanced diet
UNIT
RESOURCE PACK
7
| 187
7
UNIT
188 |
CNA ESSENTIALS 2
Balanced diet
Balanced diet
UNIT
RESOURCE PACK
7
| 189
7
UNIT
190 |
CNA ESSENTIALS 2
Balanced diet
Balanced diet
UNIT
RESOURCE PACK
7
| 191
7
UNIT
192 |
CNA ESSENTIALS 2
Balanced diet
Balanced diet
UNIT
RESOURCE PACK
7
| 193
7
UNIT
194 |
CNA ESSENTIALS 2
Balanced diet
Balanced diet
UNIT
RESOURCE PACK
7
| 195
7
UNIT
196 |
CNA ESSENTIALS 2
Quantities and containers
Quantities and containers
UNIT
RESOURCE PACK
7
| 197
7
UNIT
198 |
CNA ESSENTIALS 2
Quantities and containers
Quantities and containers
UNIT
RESOURCE PACK
7
| 199
7
UNIT
200 |
CNA ESSENTIALS 2
Quantities and containers
1
What d
oes yo
father ur
do?
UNIT
Name: ____________________________________ Group: ____________
1.
Teacher’s name: _____________________________ Date: _____________
Complete the conversations with the sentences in the boxes.
Situation 1
Does he like his job?
What does your father do?
What does a personal financial advisor do?
Where does he work?
He works for a big international bank.
does your father do?
Mick: What
_______________________________________________________________
Jessica: He’s a personal financial advisor.
What does a personal financial advisor do?
Mick:
Really? _________________________________________________________
Jessica: He helps people invest their money.
Where does he work?
Mick: Wow! That’s interesting. ____________________________________________
He
works
for
a
big
international
bank.
Jessica: _______________________________________________________________
he like his job?
Mick: Does
_______________________________________________________________
Jessica: I think he likes it a lot. He always talks about investments.
Situation 2
I want to be a fashion stylist.
What would you like to be?
Jessica:
Mick:
Jessica:
Mick:
Jessica:
Mick:
Jessica:
What does a fashion stylist do?
He creates new computer systems.
What would you like to be?
Mick, _________________________________________________________
I don’t know. Maybe a computer analyst.
Really? What does a computer analyst do?
He
creates new computer systems.
______________________________________________________________
want to be a fashion stylist.
That’s not for me! I
________________________________________________
What
does a fashion stylist do?
______________________________________________________________
A fashion stylist helps people choose the best looks for them. Don’t laugh!
That’s an important job.
ACTIVITY BOOK
| 203
2.
What does your father do?
Match the columns.
1. What do you do?
4 A teacher teaches classes and corrects tests and homework.
2. How do you like your job/school?
1 I’m an engineer.
3. Where do you go to school?
4. What does a teacher do?
5. What would you like to be?
3.
6. What do you want to be five years from now?
5 I’d like to be an architect and plan houses.
2 I like it a lot.
6 I want to be a senior manager at my company.
3 I go to John Kennedy High School.
a. Write the occupations under the pictures.
1.
2.
3.
doctor
5.
plumber
6.
actor
lawyer
nurse
7.
electrician
b. Use the words in the box to write sentences about
what these professionals do. Follow the example.
A doctor treats people.
1. ___________________________________________
8.
engineer
architect
take care of people
defend people in court
A plumber fixes the pipes in a house.
fix electrical equipment
A lawyer defends people in court
build buildings, bridges,
2.___________________________________________
3.___________________________________________
A nurse takes care of people.
4.___________________________________________
An actor takes on roles in the theater or on TV.
5.___________________________________________
An electrician fixes electrical equipment.
6.___________________________________________
An engineer builds buildings, bridges, and roads.
7.___________________________________________
An architect plans houses.
8.___________________________________________
204 |
4.
CNA ESSENTIALS 2
and roads
take on roles in the
theater or on TV
plan houses
fix the pipes in a house
treat people
UNIT
Name: ____________________________________ Group:____________
4.
Teacher’s name: ______________________________ Date:_____________
1
Paula sent an e-mail to her friend Luisa. Read it and fill in the blanks with the verbs in the box.
have walks go meet have has
works likes spend go has
Hi Luisa,
have
now! It’s a small
I am writing to let you know how Marcos and I are doing. We _________ a place
a store. He says he
apartment in Greenwich. It’s really small, but it’s our place. Marcos is working at
as
at home every
h
lunch
_____
______
he
kes____ it – I doubt it, lol – but at least it’s nearby and
li
______
works
time.
part
has
___ a lot of time to study. He ______
walks___
to work and ______
day. He ______
_______
ave___ classes in the morning and in the afternoon I go
g. I ______
As for me, I’m just studyin h
pend
s
___
go ___ to the park, which is also nearby. We ______ our nights
back home. I sometimes ______
eet___ the few friends we have here.
es ______
together and we sometim m
Well, that’s it. I’ll write more soon.
Love,
5.
Paula
Imagine you are waiting in line. You start a conversation with the person in front of you.
Answer the questions asked.
1. Do you work or study?
2. What do you do?
3. Where do you work/go to school?
4. How do you like your job/school?
5. What does your ___________________ do?
(family member)
6. Where does he/she work?
7. Does he/she like his/her job/school?
ACTIVITY BOOK
| 205
6.
Read the text and answer the questions.
Young people are often viewed as idealists. But a new survey shows that the youngest generation is as
pragmatic as their parents when it comes to job security, ranking that as more important than becoming
rich or having a prestigious job.
That is in contrast to Boomers and Generation Xers when they were in their 20s, according to a study
released Wednesday by the Heldrich Center for Workforce Development at Rutgers University in New Jersey.
Polling 1,700 adults, the survey also shows that millennials – those aged 21 to 32 years old – also place
a high importance on “work/life balance”, ranking it as the most important thing they look for in a job.
Workers of all ages rank the five things below as the most “essential” or “very important” components of
their work lives:
• good work/life balance
• positive work environment
• good compensation
• interesting work
• job security
Other key findings from the report include: “doing good” is important. Sixty-five percent of university
students expect to make some positive social or environmental difference through their work. “Having a
job where they can make an impact” is something that the vast majority of college students want from
their work, with 70% ranking it as “very important”. Of those, 31% said it was essential.
Adapted from http://jobs.aol.com/articles/2012/05/24/gen-y-wants-balance-more-than-an-interesting-job-or-wealth-s/
1. Where is this text probably taken from?
A website.
A book.
An e-mail.
2. People of what age group were part of the survey?
People of all ages.
21 to 32 years old.
People over 30 years old.
3. People of what age group think balancing work/life is very important?
People of all ages.
21 to 32 years old.
People over 30 years old.
4. What percentage of college students think it is essential to have a job that can make an impact?
31%
70%
65%
5. Which item below isn’t considered an important component of people’s work lives according to the
survey?
Becoming rich and having a prestigious job.
A nice work environment.
A good salary.
6. Of all the things listed in the text, which are the most important for you?
206 |
CNA ESSENTIALS 2
W h a t ,s
a typic
day lik al
e?
Name: ____________________________________ Group: ____________
1.
Teacher’s name: _____________________________ Date: _____________
Match the columns.
1. How often do you go to the country club?
2. Does your wife work at home?
3. Does he go home for lunch?
2
UNIT
2 No, she doesn’t. She goes to the office every day.
5 Yes, I do. I love them.
6 No. I have classes on Tuesdays and Thursdays.
1 I go to the country club on Sundays.
4. Do you usually exercise?
3 Yes, he does.
4 Yes, I go to the gym every day.
5. Do you often have fruit and vegetables?
6. Do you have English classes on Mondays
2.
and Wednesdays?
Look at the pictures and describe Andrew’s daily routine.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Andrew wakes up at 7:00, takes a shower at 7:10, gets dressed at 7:20 and has
breakfast at 7:25. Then he goes to school at 7:30. He starts school at 8:00 and
has lunch at 1:30. He goes to the gym at 5:00 and has dinner at 8:00. At 11:00
p.m . he goes to bed.
ACTIVITY BOOK
| 207
3.
,
What s a typical day like?
You are talking to a friend about a relative’s routine.
Complete the conversation.
4.
Jeff:
You:
Jeff:
You:
Jeff:
You:
Jeff:
You:
Jeff:
You:
Jeff:
You:
Jeff:
You:
So, this is Jane.
Yes, that’s her.
She looks young.
How
old is she
?
_______________________________
She’s 25 years old.
What does she do
_
?
Really? She looks very young. _____________________________________________
She’s a web designer.
Where does she work
_
?
That’s interesting. ______________________________________________________
She works for a big computer game company.
Does
she like her job
___________________________________________________________________
_
?
Yes, she does. Actually she loves to work there.
Does
she work from home
That’s good.
__________________________________________________________
_
?
Actually, she does. She loves to work from home. How did you know?
Does
she
A lot of people in the computer game industry in the U.S.A. work from home. _________
go
to
the
gym
___________________________________________________________________
_
?
Yes, she does. She exercises every day. Are you interested in her? I can introduce you to her.
Fit2You is a new health food company. They’ve asked you to answer a survey to find out more
about your healthy habits.
1. How often do you eat natural or organic food?
2. Do you often eat fruit and vegetables?
3. How often do you eat out?
4. How often do you have snacks during the day?
5. Do you often exercise?
6. Do you usually have juices, smoothies, sodas, or thirst quenchers after exercising?
7. Do you usually cook your own food?
8. How often do you eat frozen processed food?
208 |
CNA ESSENTIALS 2
UNIT
Name: ____________________________________ Group:____________
5.
Teacher’s name: ______________________________ Date:_____________
2
a. This is a section from the Fit2You website. Match each paragraph to one of the headings in
the box.
TIPS FOR A HEA LTH Y LIFE STY LE
1. Most of us don’t drink enough water every day. Water is essential for our body
to function. Do you know that over 60% of our body is made up of water?
The amount of water we need every day depends on various factors, but
generally we need 2.7 to 3.7 liters of water intake or about 8 to 10 glasses.
2. When you don’t sleep well, you compensate by eating more. Usually
it’s junk food. Get enough rest and you won’t need to snack to stay
awake. Also, not enough sleep causes premature aging and you
don’t want that.
3. Not just a few times a week, but every day. Movement
is life. Research shows that exercising daily brings
tremendous benefits to our health. Choose
walking for close distances. Climb the stairs
instead of taking the elevator. Join some
aerobics classes.
4. Fruits have lots of vitamins and minerals.
Consuming synthetic supplements is
not the same as consuming the foods
directly from nature. Fill your plate
with these 10 most nutritious fruits:
watermelon, apricots, avocados, apples,
cantaloupes, grapefruits, kiwis, guavas,
papayas, and strawberries.
5. Like fruits, vegetables are important for
our health. Experts suggest that we have
5 to 9 servings of fruits and vegetables,
and unfortunately most people don’t
even have at least five servings! What are
your favorite vegetables and how can
you include more of them in your diet
today?
Get enough sleep.
Eat more vegetables.
Drink more water.
Exercise.
Eat more fruits.
Taken from http://personalexcellence.co/blog/healthy-living/
ACTIVITY BOOK
| 209
b. Read the text and answer the questions.
1. How many glasses of water should you drink every day?
2 to 3.
3 to 4.
8 to 10.
get sick.
get irritated.
2. If you don’t sleep enough you can:
get fat.
3. Can vitamin supplements substitute fruits and vegetables?
Yes, they can.
No, they can’t.
4. How often should you exercise?
A few times a week.
On the weekends.
Every day.
6.
c. Do you do any of the tips suggested? Which ones? How often?
210 |
Write a paragraph about your daily routine. Remember to mention when and how often you do the
different activities.
CNA ESSENTIALS 2
,
It s a lo
vely
house
!
Name: ____________________________________ Group: ____________
2.
1.
Teacher’s name: _____________________________ Date: _____________
3
UNIT
Match the columns.
8 I live in a house.
4 My favorite place in the house is my bedroom.
2. Where do you live?
7 It’s busy and exciting.
3. How many bedrooms are there in your house?
9 Yes, I do.
4. What’s your favorite place in the house?
10 or 1 It’s small, but comfortable.
5. What do you have in your bedroom?
1 or 10 It’s quite big.
6. How much is the rent?
5 I have my bed, a nightstand, a table, and a chair.
7. What’s the neighborhood like?
2 I live downtown.
8. Do you live in a house or in an apartment?
6 It’s $1,200.
9. Do you like reading in bed?
3 There are three.
10. Is your house big or small?
1. What’s your apartment like?
Complete the parts of the house.
kitchen
dining room
laundry room
garden
garage
living room
bedrooms
bathroom
porch
swimming pool
ACTIVITY BOOK
| 211
3.
,
It s a lovely house!
a. Complete the conversation with the sentences in the box.
What is it like? Do you like it here? Where are you from?
There are four bedrooms, a living room, a dining room, a garden, and a big back yard.
It’s calm and safe. It’s a one-bedroom apartment.
Where are you from?
Shaun: ___________________________________
Marli: I’m from Brazil.
Shaun: Really? Where in Brazil?
Marli: I’m from a small city called Tubarão.
Do
you like it here?
Shaun: Nice.
_______________________________
Marli: Yes, I do. It’s different, but I like it.
Shaun: How different?
Marli: The apartment I’m in for example.
Shaun: What? What is it like?
It’s a one-bedroom apartment.
Marli: ___________________________________
________________________. It’s very small.
Shaun: What about your house in Brazil?
What is it like?
___________________________________
There are
Marli: My house in Brazil is very big. _____________
four bedrooms, a living room, a dining
___________________________________
room, a garden, and a big back yard.
___________________________________
Shaun: Yes, it sounds big. And what’s your
neighborhood like?
It’s calm and safe.
Marli: ___________________________________
There are lots of green areas and the
neighbors are very nice.
Shaun: Awesome!
b. Imagine you are talking to Shaun. Complete the conversation.
Shaun:
You:
Shaun:
You:
Shaun:
You:
Shaun:
You:
Shaun:
You:
Shaun:
You:
212 |
And you? Where are you from?
_______________________________________________________________ .
What’s your city like?
_______________________________________________________________ .
OK. What about your neighborhood? What is it like?
_______________________________________________________________ .
I see. And do you live in a house or in an apartment?
_______________________________________________________________ .
What is it like?
_______________________________________________________________ .
Well, it’s time to go. Bye.
_______________________________________________________________ .
CNA ESSENTIALS 2
UNIT
Name: ____________________________________ Group:____________
4.
Teacher’s name: ______________________________ Date:_____________
3
Answer the questions.
1. Who do you live with?
2. What’s your favorite part of the house?
3. What is there in your favorite part of the house?
5.
4. What do you like doing when you are home?
Find these objects in the
wordsearch.
A
R
W
T
D
H
V
O
G
U
I
W
Q
G
A
N
L
G
O
W
Q
W
K
I
R
K
C
A
V
S
F
O
Q
H
R
Q
U
O
U
B
E
R
U
E
I
R
I
T
Z
J
I
E
P
I
C
O
H
D
P
Y
O
Y
U
V
T
A
Q
Z
A
L
E
O
J
N
B
P
R
P
M
L
E
F
M
Y
T
R
Y
K
W
A
O
X
H
M
N
A
I
P
X
T
J
A
S
S
I
E
A
R
N
D
W
E
Y
L
N
A
R
M
C
H
A
I
R
U
E
C
I
B
B
V
T
B
L
G
I
E
R
B
D
H
K
H
B
M
C
A
H
L
T
E
O
L
C
T
S
O
F
A
H
V
T
Y
B
E
D
H
N
F
N
W
I
R
F
I
K
N
B
I
W
A
S
X
D
A
Y
I
U
E
W
R
A
U
K
P
D
H
G
I
R
S
T
A
H
N
T
O
E
N
O
W
O
K
R
B
T
X
Y
R
J
P
A
L
J
S
R
S
H
L
E
Q
G
Q
M
B
O
T
I
F
G
T
W
Z
A
B
N
J
R
U
G
I
V
A
O
V
S
O
S
N
G
N
Y
M
L
I
V
U
C
N
U
W
I
V
M
Y
D
X
I
R
A
V
N
P
A
X
R
T
U
E
I
E
C
I
P
W
U
Z
S
T
S
E
Q
I
W
D
Q
L
A
M
P
V
Q
T
W
R
Q
W
X
R
Q
I
ACTIVITY BOOK
| 213
6.
Read the ad and answer the questions.
Hi there! I’m an actress living in the
Hollywood Hills. I’m looking for gre
at roommates.
I have a large, beautiful house to sha
re! It has four bedrooms and three
bathrooms
at the top of Laurel Canyon. There’s
a large, open living/dining area, a nice
kitchen,
and a swimming pool. There is a tree
house and a small meditation platform
by the
pool, a great place to relax!
This is a non-smoking residence.
I rent by the month for one year or
six months
lease ($1,450 per month, includin
g water, electricity, cable, gas, and
Internet). Call
for an appointment. I’d love to me
et you!
Thanks, Chantal
1. Which picture best represents the house?
a.
b.
c.
2. Where is the house?
At the top of Laurel Canyon .
3. How much is the rent? What is included in the rent?
7.
1,450 including water, electricity, cable, gas, and Internet.
Imagine you are renting your house/apartment. Think about the answers for the questions in the box
and write an ad.
How many bedrooms/bathrooms are there?
What is the house/apartment like?
What facilities are there?
Are there amenities?
What is the neighborhood like?
How much is the rent?
How can people contact you for further information?
214 |
CNA ESSENTIALS 2
Nice place for rent! _______________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
Putting
all toge
it
ther.
Name: ____________________________________ Group: ____________
1.
Teacher’s name: _____________________________ Date: _____________
4
UNIT
Match the columns.
1. What does your brother do?
4 This professional helps people with physical activities when they’re injured.
2. Where do you live?
3. How do you like your school?
4. What does a physical therapist do?
5. How often do you and your friends
go to the mall?
6. Does your sister go skateboarding
every day?
7. Do people live in igloos in
5 We go every Friday.
6 No. She goes twice a week.
7 I don’t think so. I think they live in normal houses.
3 I love it! I have lots of friends and the teachers are cool!
1 He’s a social worker. He works at an NGO.
8 I’m married and live with my husband and Alaska?
8. Who do you live with?
three kids.
2
I live in a small apartment downtown.
ACTIVITY BOOK
| 215
2.
Putting it all together.
Read and answer the questions.
a. What is an au pair? Check the correct definition.
works at a school.
An au pair is someone who
helps a family with childcare and housework.
teaches children and adolescents.
b. Read and check your answer to question 2a.
AU PAIR WANTED
We are a young Australian family with two lovely girls
(one and four years old). We live in Dover Heights in a
three-bedroom house with a small garden and an open
kitchen and living room. The au pair at our home has
her own bedroom and shares the bathroom with the
children. The au pair helps with the children – plays with
them, picks them up from school (walking distance),
prepares simple meals, and does some household chores
such as washing and folding clothes and cleaning.
Dover Heights is located in the eastern suburbs of
Sydney, five minutes from the famous Bondi Beach
and 20 minutes from the city center. There’s a bus stop
outside the house with connection to trains and ferry
services. There are several parks in the area, including a
beautiful view of the Opera House.
c. What does the au pair do at this Australian family home? List what she does.
helps
with the children – plays with them, picks them up
The au pair _____________________________________________________________
from
school, prepares simple meals, and does some household chores
______________________________________________________________________
such
as washing and folding clothes, and cleaning.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
216 |
CNA ESSENTIALS 2
UNIT
Name: ____________________________________ Group:____________
3.
Teacher’s name: ______________________________ Date:_____________
4
Read the text on the opposite page again and answer the questions.
1. Does the au pair have her own room?
Yes, she does.
2. Does she have her own bathroom?
No, she doesn’t.
3. Are there bus routes in the neighborhood?
Yes, there are.
4. What else is there in the neighborhood?
There are several parks.
4.
5. Would you like to work as an au pair?
Your sister wants to work as an au pair and you decide to recommend her. Complete the
message with the verbs in parentheses.
Dear Australian mom,
I read your ad and I think I can help. My sister Veronica
is a very smart girl and she is looking for a job as au pair.
lives
She ________________ (live) in Melbourne, but she
wants
____________________
(want) to move to Sydney. She
cooks
can drive and she also ____________________ (cook) very
loves
well. She ____________________
(love) children and she
likes
____________________ (like) to live near the beach. She
enjoys
____________ (enjoy) walking in the park every morning and
I’m sure she can help with the housework. The only problem is
doesn’t speak (not speak) English very well, but
that she _______________
learns
she _________________
(learn) fast. You can contact her at
veronica.khalo@cnanet.com.
Sincerely,
Patricia Khalo
ACTIVITY BOOK
| 217
5.
Unscramble the words to write questions. Then answer them.
1. do / What / do / you / ?
What do you do?
2. work / Where / you / do / ?
Where do you work?
3. your / friend / best / Where / work / does / ?
Where does your best friend work?
4. you / go / to / do / the / movies / How / often / ?
How often do you go to the movies?
5. you / live / Do / in / a / house / in / an / apartment / or / ?
Do you live in a house or in an apartment?
6. Where / from / come / does / your / family / ?
Where does your family come from?
7. at / home / What / is / favorite / place / your / ?
What is your favorite place at home?
8. a / TV / Is / there / in / your / bedroom / ?
6.
Is there a TV in your bedroom?
You and an old school friend are talking. Complete the conversation.
Joan:
You:
Joan:
You:
Joan:
You:
Joan:
You:
Joan:
218 |
Are you coming to the party on Saturday?
Of course I am. I wouldn’t miss it for anything. You know, Sandy Porter is coming.
Where does she live
Sandy Porter! I remember her. _______________________________?
She lives in Mexico. She’s married to an engineer.
Does
she have children
No kidding!
______________________________________?
Yes, she has two children, a boy and a girl.
Does she have a job
____________________________?
No, I think she’s a full-time mom. She stays home and takes care of the kids.
Oh, she was such a nice girl! I’m glad she’s coming to the party!
CNA ESSENTIALS 2
5
What a
doing t re you
onight?
UNIT
Name: ____________________________________ Group: ____________
1.
Teacher’s name: _____________________________ Date: _____________
Match the columns.
4. Would you like to go to the movies?
7 At 6:00, 8:00, and 10:00.
4 Sure, I’d love to.
8 Yes, we can.
6 I like dramas and comedies.
5. What are you doing next Friday evening?
1 I read, go to the movies, and listen to music.
1. What do you usually do in your free time?
2. How often do go to the country club?
3. Do you usually work out in the morning?
2 I usually go to the country club once a week.
5 I’m going to a party with some friends. Why?
3 Yes, I do.
6. What kind of movies do you like?
7. What times is it showing?
2.
8. Can we meet at the mall at 6:00?
Look at the pictures and answer the questions. Follow the example.
What are these people
doing tonight?
1.
4.
2.
3.
5.
They are meeting friends.
1. _____________________________________________________________________
She is shopping for clothes.
2. _____________________________________________________________________
He is listening to music.
3. _____________________________________________________________________
They are having dinner.
4. _____________________________________________________________________
They are watching a movie.
5. _____________________________________________________________________
ACTIVITY BOOK
| 219
3.
What are you doing tonight?
Complete the appointment book with your
appointments for this week. Then write sentences
describing what you are doing on each day.
4.
1. ___________________________________
__________________________________.
2. ___________________________________
__________________________________.
3. ___________________________________
__________________________________.
4. ___________________________________
__________________________________.
5. ___________________________________
__________________________________.
6. ___________________________________
__________________________________.
7. ___________________________________
__________________________________.
How often do you do the following activities? Follow the example.
1.
2.
3.
4.
5.
6.
7.
8.
9.
I never ice skate.
220 |
CNA ESSENTIALS 2
UNIT
Name: ____________________________________ Group:____________
5.
Teacher’s name: ______________________________ Date:_____________
5
Look at the pictures and find ten kinds of movies in the wordsearch.
A C T
I
O N W O R A
E W Q G A H
L
G O W Q W K
I
R
K H A V
S
C
I
E
N C
E
F
I
C T
Z
J
I
E
P
C C H D G Y O Y U R
I
T A Q D R A M A
J W B
P
E
F M Y
T
R
Y K W A
I
P
X
J
A
S
Y
L
N A R M C H A M R U
B
V T
Y
L
G
C A H
L
T
E O L
T
Y C
E
T H N G N
B
I W A
S
C A R
T
I
T O O N
Z A
C
I
O
S
K
J
B
T
C N
S
I
F
A H
I
I
I
C
F
I
E
E
U A W R A U
T A H
K
P
A
L
J
O
A G Q M B O T
I
F
G
S
V A O V
S
V
V U C N U W I
X
X Y
I
Y D X
I
A V N P
I
E
P W U Z
E
I
R
Y
A M L
E
T
L
Q P
X H M N R
E
B N N R A D
I
P M O
R A M N D W R
D N G N Y C
C
R
N
E
S
R
I
T O E
M S
E
A R
O N
F O
L
R M T
L
I
R D A Y
O W O K
H
F
I
I
S
S
J
A X
R
T U
E
T
S
E Q
I W D
V Q T W E
S
T
R N
E
I
ACTIVITY BOOK
| 221
6.
Complete the conversation with the sentences in the box.
Where is it showing?
What are you doing tonight?
Let’s meet at Lincoln Center at 7:00.
What are you planning to watch?
7.
Liz:
Andrea:
Liz:
Andrea:
Liz:
Andrea:
Liz:
Andrea:
Liz:
Andrea:
Liz:
Andrea:
Liz:
Andrea:
Liz:
Andrea:
Hey, Andrea.
Hey, Liz.
What
are you doing tonight?
_____________________________________________________________________
Nothing special. Why?
Would you like to go to the movies?
are you planning to watch?
I’d love to. What
_____________________________________________________________
There’s this new comedy with Sandra Bullock.
I know. I’d like to see it, too.
Good.
Where
is it showing?
_____________________________________________________________________
At Lincoln Center.
That’s good. It’s near my place.
Let’
s meet at Lincoln Center at 7:00.
Awesome.
_____________________________________________________________
Sure.
See you later then.
See you.
Answer the questions.
1. What do you usually do in your free time?
___________________________________________________________________________
2. Do you usually go to the movies?
___________________________________________________________________________
3. What kind of movies do you like?
___________________________________________________________________________
4. Who are your favorite actors?
___________________________________________________________________________
5. What are your favorite movies?
___________________________________________________________________________
222 |
CNA ESSENTIALS 2
How d
o
I get th
ere?
Name: ____________________________________ Group: ____________
1.
Teacher’s name: _____________________________ Date: _____________
Match the columns.
1. Is there a bank near here?
2. Excuse me. Is the cafeteria on
this floor?
3. How do I get to the supermarket?
4. What’s your favorite restaurant
in town?
5. How do you get to work every day?
6. Open the door, please. It’s too hot
in here!
7. How often do you ride your bike
to school?
2.
6
UNIT
4
It’s the Italian restaurant on Main Street.
I usually have lunch there on Sundays.
2
5
No, it’s on the first floor, next to the gym.
I carpool with friends from the office four
times a week. On Fridays I walk to work.
6 Sure. I can open the window as well.
1 Yes, there is one on the corner of Lake and
Elm.
3
Go north on Broadway, turn left, and walk
two blocks.
7
Twice a week.
Match the directions on the map and the sentences below.
4 Go straight ahead for two blocks and turn left.
5 Go straight ahead for three blocks and turn right.
6 Go straight ahead.
2 Turn right.
1 Turn left.
3 Go straight ahead for three blocks.
ACTIVITY BOOK
| 223
3.
How do I get there?
Look at the map and answer the questions below. Follow the example.
bookstore
1. A: Is there a ______________________
near here? I need to buy a book for my son.
Yes,
there’s
one
on
Matthews
Street, between a bank and a café
B: __________________________________________________________________.
Chinese restaurant
2. A: I’d like to have Chinese food. Is there a _____________________________
near here?
Yes,
there’
s
one
on
the
corner
of
Green
and
Walton
Streets
B: __________________________________________________________________.
flower shop
3. A: I need to buy flowers. Is there a _________________________________
near here?
Yes, there’s one on Second Street, across form a hospital
B: __________________________________________________________________.
museum
4. A: I’d like to see that new art exhibition. Where’s the _____________________________?
It’s on Third Street, next to a bookstore
B: __________________________________________________________________.
coffee shop
5. A: I’d like to have a cup of coffee. Is there a _______________________
near here?
Yes,
there’
s
one
on
Fourth
Street
and
another
on
Matthews
Street
B: __________________________________________________________________.
224 |
CNA ESSENTIALS 2
UNIT
Name: ____________________________________ Group:____________
4.
Teacher’s name: ______________________________ Date:_____________
Look at the pictures and answer the questions.
Excuse me. How do I get to the nearest gas
station?
Go straight on Oak Street for
You: _________________________________
one block.
_________________________________
A: Excuse me. How do I get to the bank?
Go north on Rainbow Street for
You: _________________________________
three blocks. It’s on the corner of
_________________________________
Excuse me. How can I get to the nearest
drugstore?
Go straight on Melbourne
You: _________________________________
Street for five blocks.
_________________________________
Excuse me. I’m a new student here. Where’s
the cafeteria?
It’s at the end of the corridor,
You: _________________________________
across from the computer lab.
_________________________________
A:
A:
6
Rainbow Street and Ocean Road.
A:
ACTIVITY BOOK
| 225
5.
6.
Unscramble the conversation.
2
Yes. There’s one on Abbey Road.
3
Where is it on Abbey Road exactly?
7
OK. Thank you so much!
4
It’s on the corner of Abbey Road and Peach Avenue.
1
Excuse me. Is there a good restaurant near here?
5
Peach Avenue. That sounds familiar. How far is it from here?
8
You’re welcome.
6
About two blocks. Abbey Road is the second street.
Use the questions below as guidelines and write a paragraph about yourself.
• Do you live in a house or in an apartment? Is it near or far from the places where you usually go?
• How do you get around in town? How do you go to school/work? Do you drive? Do your parents
drive you places? Do you carpool? Do you use public transportation?
• Do you ride your bike? How often? Do you think bicycle use is increasing in your town?
• Is traffic a problem in the place where you live? If so, what is a possible solution to it?
226 |
CNA ESSENTIALS 2
7
UNIT
It looks
yumm
y!
Name: ____________________________________ Group: ____________
1.
Teacher’s name: _____________________________ Date: _____________
Match the columns.
1. What’s your favorite fruit?
4 Yes, there are two cartons of milk in the fridge.
3 You need lasagna noodles, some cheese, and 2. What’s your favorite dish?
tomato sauce.
3. What do you need to make it?
6 Table for two, please.
2 My favorite dish is lasagna.
4. Are there any cartons of milk?
5. Can I help you?
1 My favorite fruit is watermelon. I love it.
6. Table for how many?
5 Yes, I need two pounds of potatoes, please.
8 Yes, I’d like some chocolate cake, please.
7 Yes, I’d like a Caesar salad, please.
7. Are you ready to order?
2.
8. Would you like some dessert?
Find sixteen names of fruit and vegetables in the wordsearch.
A
L
Q
Z
J
E
S
O
N
I
O
N
F
O
M
E
D
Y
I
W
G
T
J
A
F
P
L
V
A
Y
I
A
W
S
P
N
Y
G
A
O
I
I
Q
M
X
N
B
R
O
C
C
O
L
I
G
D
R
T
W
E
E
D
Y
P
A
Y
L
E
A
T
K
L
N
N
X
A
E
Q
K
P
Z
T
E
R
L
T
T
S
O
R
E
E
Y
I
P
R
W
N
I
A
R
A
M
G
E
H
C
O
T
A
A
C
E
E
M
E
L
O
N
Y
S
C
P
O
T
A
T
O
G
P
L
A
S
E
I
V
C
A
K
F
H
E
L
G
R
S
M
Q
P
I
V
Z
L
R
I
B
A
N
A
N
A
C
N
R
T
A
M
L
V
N
S
O
K
W
D
P
I
R
M
R
N
I
O
A
T
B
E
U
P
T
N
H
T
G
P
I
A
R
T
S
I
T
H
O
O
V
C
A
S
W
A
I
Y
L
X
M
E
S
U
C
B
L
P
T
A
N
P
E
Q
V
O
L
E
T
T
U
C
E
F
W
T
A
I
O
U
A
Q
G
S
N
I
P
M
D
C
J
A
I
R
O
L
F
V
W
Y
I
A
F
I
M
M
N
W
I
B
H
K
A
E
J
G
S
I
A
W
ACTIVITY BOOK
H
O
J
E
O
C
A
U
L
I
F
L
O
W
E
R
X
E
D
| 227
3.
1 box of cereal
3 cans of soda
1 carton of milk
1 bottle of wine
a dozen oranges
4 bars of chocolate
½ lb of beans
Look at the pictures and complete
Sarah’s shopping list.
Sarah is shopping now. Based on the information in Activity 3, fill in the blanks to complete
her conversation with the grocer.
Grocer:
Sarah:
Grocer:
Sarah:
Grocer:
Sarah:
Grocer:
Sarah:
Grocer:
Sarah:
Grocer:
Sarah:
Grocer:
Sarah:
Grocer:
Sarah:
Grocer:
Sarah:
Grocer:
228 |
Shoppin g list
4.
It looks yummy!
Can
I help you
____________________________________?
I’
d like
soda
Yes, _________________
some ___________________,
please.
How many cans do you want?
oranges
Three please. I also need some ________________.
How
many
do
you
need
________________________________?
A dozen, please. They look delicious.
What else do you need?
some
Let me see. I need ____________________
bars of chocolate, please.
How
many
bars
do
you
need
___________________________________________?
milk
Four. I also need ___________________.
One or two cartons?
And a bottle of wine
Only one, please. _________________________________________.
Red or white?
half a pound of beans
Red, please. Finally, I need _________________________.
Here are your beans.
How much is it all
Thanks. ___________________________________________?
That’ll be $47.20.
Here you are.
Thank you. Have a nice day.
CNA ESSENTIALS 2
UNIT
Name: ____________________________________ Group:____________
5.
Teacher’s name: ______________________________ Date:_____________
You are talking to your nutritionist. Answer her questions.
Nutritionist:
You:
Nutritionist:
You:
Nutritionist:
You:
Nutritionist:
You:
Nutritionist:
You:
Nutritionist:
You:
Nutritionist:
You:
Nutritionist:
You:
6.
7
Do you always have breakfast?
_________________________________________________________
What do you usually eat for breakfast?
_________________________________________________________
Do you like vegetables?
_________________________________________________________
What vegetables do you usually eat?
_________________________________________________________
What about water? How many glasses of water do you drink a day?
_________________________________________________________
Do you often have fast food?
_________________________________________________________
What’s your favorite food?
_________________________________________________________
How often do you have it?
_________________________________________________________
Unscramble the conversation.
2
Table for one, please.
3
This way, please. Here’s the menu.
4
Thanks.
1
Welcome to Taylor’s. Table for how many?
6
I think so. I’d like a salad and the roast chicken.
8
I’d like some orange juice, please.
9
Would you like some dessert?
10 Yes. I’d like a piece of apple pie, please.
7
11
5
12
And what would you like to drink?
Anything else?
Are you ready to order?
No, that’s all. Thank you.
ACTIVITY BOOK
| 229
7.
Complete the conversations with how much, how many, some, and any.
Linda:
Bianca:
Linda:
Bianca:
Linda:
Bianca:
Linda:
Bianca:
Linda:
Bianca:
Linda:
Bianca:
Linda:
Bianca:
Linda:
Bianca:
Linda:
Bianca:
Linda:
Bianca:
Linda:
Bianca:
Linda:
230 |
I’m going to the grocery store. Do you need anything, Bianca?
Yes, I do. But can you help me out? Can you check what we have in the fridge first?
Sure.
any eggs?
Do we have __________
any
No, we don’t have ___________.
some
So, we need _______________.
How many
________________________?
I guess half a dozen is enough. What about cheese?
some
some
There
is __________ cheese. Not a lot, but we have ______________.
Good. What about milk?
any How
much
No,
I don’t see ___________ milk. _________________
milk should I get?
I think a carton or two.
Two cartons then. We drink a lot of milk.
How much
____________________
wine do we have?
some
Very little. We really need __________________.
One bottle of wine, then?
OK.
how many
And _________________________
apples are there?
any
I don’t see _______________ apples.
some
Really?
So get ____________________ apples, too.
How many
____________________?
Five or six. I think that’s all.
OK.
CNA ESSENTIALS 2
8
Putting
all toge
it
ther.
UNIT
Name: ____________________________________ Group: ____________
1.
Teacher’s name: _____________________________ Date: _____________
Read and answer the questions that follow.
a. Where can you find this reading passage?
In
blogs, e-mail messages, diaries.
______________________________________________________________________
b. What adjectives does the author use to describe his house?
Spacious,
comfortable, old.
______________________________________________________________________
MY HOUSE
My house is very spacious and comfortable. There are three bedrooms and two bathrooms. It’s an
old house, but the living room is big and the sun shines in every morning. The bedrooms are big,
but we don’t have a lot of room for our computers and video games. My family is big. I have two
sisters and one brother, so I share a room with my brother and my sisters share the other room.
We have a small garden and the garage is big enough for two cars. The neighborhood is very safe
and the public services are very efficient. There is a bus stop across the street from my house and
there are many subway lines. I’m happy living here.
c. Complete the table.
Number of bedrooms
3
Number of bathrooms
2
Number of siblings
3
What else is there in the house?
A garden and a garage.
What’s the neighborhood like?
Safe and public services
are efficient.
d. Write a similar paragraph describing your house and neighborhood.
ACTIVITY BOOK
| 231
2.
Putting it all together.
Look at the
map and
complete the
conversation
with the
directions.
3.
A: Excuse me. Is there a hospital near here?
there is one.
B: Yes,
__________________________________________________________________
A: Where is it exactly?
s on Second Street, across from the police station .
B: It’
__________________________________________________________________
A: How do I get there?
straight ahead for two blocks and turn right. Then go ahead for
B: Go
__________________________________________________________________
four
blocks.
__________________________________________________________________
A: Thank you very much.
re welcome.
B: You’
__________________________________________________________________
Invite a friend to go
to the movies with
you. Look at the ad
and complete the
conversation.
You:
Your friend:
You:
Your friend:
You:
Your friend:
You:
Your friend:
You:
Your friend:
You:
Your friend:
You:
Your friend:
You:
232 |
CNA ESSENTIALS 2
Batman
NOW PLAYING AT DOWNTOWN MOVIE
Weekdays 2:00, 4:00, and 6:00 p.m.,
THEATER AT LINCOLN HALL
Sat. and Sun. 8:00 and 10:00 p.m.
What are you doing now?
______________________________________________________
Well, I’m beginning to study for the math test.
What are you doing tomorrow?
______________________________________________________
I don’t have any plans for tomorrow. Why?
Would you like to go to the movies?
______________________________________________________
What are you planning to see?
Batman.
______________________________________________________
That sounds interesting. Where is it showing?
At the Downtown movie theater at Lincoln Hall.
______________________________________________________
OK. What time?
On weekdays at 2:00, 4:00, and 6:00 p.m. and on weekends at 8:00 and 10:00 p.m.
______________________________________________________
That’s fine with me. How are you planning to get there?
By bus.
______________________________________________________
Great. I’m taking the subway. See you there.
See you.
______________________________________________________
UNIT
Name: ____________________________________ Group:____________
4.
Teacher’s name: ______________________________ Date:_____________
8
You and your friend are hungry after the
movie and decide to get something to eat.
Look at the menu and order.
.80
Hamburger ............................ $2
.20
French fries .......................... $2
.90
Soda............................. large $1
medium $1.70
small $1.50
.50
Hot dog ................................. $2
.90
Chicken sandwich ................ $2
.50
Ice cream cone..................... $1
(chocolate or vanilla)
.50
Coffee ................................... $2
.10
Cake (slice) ........................... $3
(chocolate, orange, or apple)
____________________________________________________________
Good idea!
Can I help you?
____________________________________________________________
OK. What would you like to drink?
____________________________________________________________
Large, medium, or small?
____________________________________________________________
Would you like to try one of our desserts?
____________________________________________________________
We have delicious cakes and ice cream.
____________________________________________________________
All right. And you, sir, what would you like?
I’ll have a hot dog, French fries, and a large soda, please. And a slice of chocolate cake
for dessert.
Waiter:
Very well. I’ll be back in a minute.
After a while…
You:
____________________________________________________________
Waiter:
Of course, here it is.
You:
____________________________________________________________
Your friend: Here’s my half. Plus the tip.
Waiter:
Thank you.
Your friend: Don’t mention it.
You:
Your friend:
Waiter:
You:
Waiter:
You:
Waiter:
You:
Waiter:
You:
Waiter:
You:
Waiter:
Your friend:
ACTIVITY BOOK
| 233
5.
Write questions to the answers below.
6.
What kind of movies do you like
1. A: __________________________________________________________________
?_
?
B: I love comedies.
How many bedrooms are there in your house
2. A: __________________________________________________________________
?
B: There are three. And two bathrooms.
Would you like to go to the movies tomorrow
3. A: __________________________________________________________________
?
B: I’d love to, but I can’t. I have a test tomorrow.
What do you usually do on weekends
4. A: __________________________________________________________________
?
B: I usually get up late and go skateboarding in the park with my friends.
What toppings do you have
5. A: __________________________________________________________________
?
B: We have mushrooms, dried tomatoes, and ham.
Would you like dessert
6. A: __________________________________________________________________
?
B: No, thank you. No dessert for me.
Answer the questions.
1. Where would you like to go on the weekend?
2. Is there a restaurant near here? How do I get there?
3. Where is the nearest subway station?
4. What time does your school start?
5. What’s your favorite TV show?
6. How often do you eat out?
234 |
CNA ESSENTIALS 2
Starter Unit
Host:
Getting started!
(Track 02)
ACTIVITY 3
Conversation 1
Teen boy: Hello, Anna. How are you?
Anna:
I’m fine, thank you. And you?
Teen boy: I feel great!
Anna:
It’s nice to see you again.
Teen boy: Nice to see you, too.
Conversation 2
Teen boy: Anna, I want you to meet my friend
Chris. She’s a new student.
Anna:
Hi, Chris. Nice to meet you. Welcome to
our class.
Chris:
Gee, thanks. It’s great to meet you, too.
Conversation 3
Teacher: OK, guys. Let’s start our class. Open your
books to page 10, please.
Chris:
Oops! I don’t have a book.
Teacher: Can you please share with her, Anna?
Anna:
Sure, Mr. Walton. Sit down here, Chris.
Chris:
Thank you!
Anna:
No problem.
Unit 1
What does your father do?
(Track 04)
Kim:
Host:
Kim:
Host:
Kim:
Host:
(Track 05)
ACTIVITY 8
Jack:
Linda:
Jack:
Linda:
Clara:
Linda:
Jack:
Linda:
Clara:
Jack:
Linda:
Clara:
Linda:
Clara:
Linda:
ACTIVITY 4
Host:
Kim:
Hi, everyone. Our guest is Professor Kim
Wilson. Tonight she’ll talk to us about the
top ten jobs of the future. Good evening,
Professor Wilson. Welcome to our show.
Thank you. Glad to be here.
Professor Wilson. Can you tell us about
the top ten jobs of the future? What are
they?
Sure. My research shows that the
top ten jobs of the future include
nurses, software developers, plumbers,
construction workers, electricians,
physical therapists, computer analysts,
painters, dental hygienists, and personal
financial advisors.
That’s very interesting. Those are some
interesting occupations and some
are also unusual. For example, dental
hygienists and personal financial advisors.
What does a dental hygienist do?
A dental hygienist cleans teeth, takes
x-rays, and educates patients on dental
care.
What about a personal financial advisor?
What exactly does he do?
This professional helps people plan their
finances and decide on investments.
Thank you so much, Professor Wilson.
We’re going on a break now and we’ll be
right back.
Hello, Linda!
Jack! What a surprise!
Linda, meet my wife, Clara.
Wife? Wow! Great news! It’s a pleasure to
meet you, Clara.
Nice to meet you, too. Jack talks a lot
about you.
So, what are you guys doing? I haven’t
seen you in a long time.
We’re living in Alaska now.
No kidding! Really? What do you do,
Clara?
I’m a marine biologist.
She works with sea animals.
Cool! Where do you work?
I work at a marine lab in Anchorage.
How do you like your job?
I love it! Come on, let’s sit down and have
some coffee.
Good idea!
(Track 06)
ACTIVITY 13
Linda:
Jack:
Linda:
Clara:
Linda:
Clara:
I also have something to tell you. I’m
married now.
No kidding! Really? What’s your
husband’s name?
His name’s Marco.
What does he do?
Well, he’s a game designer and he loves
his work. He’s self-employed and he
works from home.
That’s cool!
AUDIO SCRIPT
| 237
Linda:
Jack:
Linda:
Clara:
How about you, Jack? Are you still
teaching?
Yes, I work as a physical education
teacher at the local high school. What
about you? Are you still working as a
psychologist?
Yes, but I work for an NGO now.
I’m responsible for a team of five
psychologists.
That’s great, Linda!
Unit 2
,
What s a typical day like?
(Track 8)
ACTIVITY 2
Host:
(Track 07)
ACTIVITY 17
Hello, guys. First of all, thank you very
much for helping me with this survey. So
the first question is, what do you want to
do in the future? First say your name and
age, please.
Nicholas: Hello, my name is Nicholas. I’m 17 years
old. I love children, so I want to be a
teacher. I want to work with children
with special needs.
Woman: A teacher… a special education teacher,
right? That’s very inspiring! Thank you
Nicholas and good luck!
Ingrid:
Hi, my name’s Ingrid. I’m 17 and I want to
be a fashion designer.
Woman: So, Ingrid wants to be a fashion designer.
Thank you, Ingrid. Now, let’s talk to some
of these older people. What do you do?
Gregory: My name’s Gregory. I’m 29 years old
and I’m an engineer. I’m with a big
construction company.
Woman: Say, Gregory, what do you want to do
five years from now?
Gregory: Hmm… I think I want to be selfemployed, you know, have my own
construction company.
Woman: Wow! That’s quite a big project! Good
luck, Gregory. Now, what about you?
Walt:
My name’s Walt, I’m 25 years old and I
play guitar in a band, I’m a musician. Five
years from now I want to work as a music
producer.
Woman: What does a music producer do exactly?
Walt:
Hmm… a music producer works with
artists to create and sell music – CDs,
DVDs, or shows.
Woman: That’s awesome! I love music! Well, thank
you very much, Nicholas, the future
special education teacher, Ingrid, the
fashion designer, Gregory, who already
works as an engineer, and Walt, our
musician who wants to become a music
producer. Thank you all very much!
Woman:
238 |
CNA ESSENTIALS 2
Heather:
Host:
Heather:
Host:
Heather:
Host:
Heather:
Host:
Heather:
Host:
Heather:
Host:
Heather:
Host:
Heather:
Host:
Heather:
Host:
Heather:
Host:
Heather:
Good evening, ladies and gentlemen. This
is a special report on people’s daily habits.
Let me talk to this young woman. Excuse
me, can I ask you some questions?
Sure.
What’s your name?
Heather Field.
Are you married?
Yes, I am.
What does your husband do?
He’s a lawyer. He works for a bank.
Do you have any kids?
We have three kids. A girl and two boys.
How old are they?
The girl is five and the boys are three.
They’re twins.
Cute! What do you do, Heather?
Well, I’m a psychologist, but I don’t have
a job right now. I’m a full-time mom.
That’s fun!
Yes, I love being a mom.
So, tell us, what do you do every day?
What is your routine like?
The kids go to preschool in the
afternoon. School starts at 1:00 and
finishes at 5:00 p.m. On Tuesdays and
Thursdays I take them to their swimming
classes in the morning. They love it! And
we always go to the beach on weekends.
Wow! You’re a busy mom! Does your
husband help you with the kids?
Well, not during the week. He doesn’t
have time.
Thank you so much, Heather. It was nice
talking to you.
You’re welcome!
(Track 9)
ACTIVITY 9
Man:
Jason:
Hello, Jason. Say, what is your typical day
like?
Well, it’s kind of boring. I’m a single dad.
I get up at six thirty, shower, get dressed,
and drive my daughter to school. I
then go to work. I usually start work at
eight thirty. At work I write e-mails and
do other office work. I sometimes go
home for lunch. If I do, I make lunch,
and then at one I go back to work and
Man:
Jason:
do the same things. At five I go home,
cook dinner, eat dinner and talk to my
daughter, check her homework, do the
dishes, shower, read a book, and go to
sleep.
Thanks, Jason.
You’re welcome.
Unit 3
,
It s a lovely house!
(Track 13)
ACTIVITY 2
Man:
Julia:
So, Julia, who do you live with and what’s
your house like?
I live with my family on a ranch in the
countryside. Our house is very big. There
is a large living room, a dining room, a
basement, and an attic. There are also
four bedrooms and bathrooms. There’s a
large porch where we usually spend a lot
of time together. I love living here. I just
don’t like taking the bus to school in the
morning. School is 20 kilometers away so
I have to wake up very early.
(Track 15)
ACTIVITY 8
Barb:
Cynthia:
Barb:
Cynthia:
Barb:
Cynthia:
Barb:
Cynthia:
Barb:
Cynthia:
Barb:
Cynthia:
Barb:
Hey, Cynthia. What’s up?
Hey, Barb. What’s up?
Have you moved yet?
Yes, my mom and my sisters still call me
all the time, but I’m OK.
So, how do you like the new place?
I love it! It’s an old apartament, but I love
it!
Cool.
And my favorite place is my bedroom. It’s
very comfortable.
Really? What do you have in it?
I have a bed, a TV set, a nightstand with a
lamp, a closet, a table, my computer, and
a chair.
It sounds really cozy.
It is! You should see it. Why don’t you
come over for a drink tonight?
Sounds like a good idea.
(Track 16)
ACTIVITY 12
Number 1
Tonya:
Hi, my name is Tonya and I live with my
family on a ranch. I love living away from
big cities. My house is very comfortable
and I absolutely love my bedroom. It’s my
favorite place in the house. It has my bed,
my computer, my TV, and a large closet
for all my clothes.
Number 2
Gopal:
Hey, my name is Gopal. I live alone in a
small apartment in New Delhi. I don’t
like the apartment very much, but it’s
what I can afford now. I like its location
especially because it’s near my job. I love
walking to work. The living room is my
favorite room. It’s not very big, but it has
everything I need: a comfortable sofa,
two armchairs, a TV set, and my video
game console. I love hanging out there.
Number 3
Sarah:
Hey, my name is Sarah. I live with my
husband in an apartment in Tokyo. I love
living here. The apartment is modern
and comfortable. I work from home
so I spend a lot of time at home. I love
cooking, so my favorite place is my
kitchen. It’s small but very modern. It
has a stove, a microwave oven, beautiful
cupboards, a table, chairs, and the most
important item: a dishwasher.
Number 4
Ricardo: Hello, my name is Ricardo. I live in a
house in a small village in Italy. My house
is very old and big and there are a lot of
green areas around it. I love hanging out
there, but my favorite place is my living
room. I love entertaining my friends
there. It has two large sofas and four
armchairs. It also has a large TV set. It’s
the perfect place to relax with friends.
AUDIO SCRIPT
| 239
(Track 17)
ACTIVITY 18
Woman:
Man:
Woman:
Man:
Woman:
Man:
Woman:
Man:
Woman:
Man:
Woman:
Man:
Woman:
Man:
Woman:
Man:
Woman:
Man:
Hello, Sunset Real Estate Agency. How
can I help you?
Hello, I’m calling about an apartment for
rent in East Valley.
East Valley. OK, sir.
Where exactly is the apartment?
It’s on Lincoln Avenue.
OK. And what’s the apartment like?
It’s a nice two-bedroom apartment on
the tenth floor. It has a nice living room,
an open kitchen, and a large bathroom.
Great. Are there amenities in the
building?
Yes, the building has a playground, a
swimming pool, and a workout room.
Good. What’s the neighborhood like? Is it
calm and safe?
Yes, it’s a very calm and safe
neighborhood.
All right. And how much is the rent?
$1,200 a month, bills not included.
Good. Can I see the apartment?
Sure, sir.
When can I see it?
How about tomorrow in the morning at
ten o’clock?
Great.
Unit 4
Putting it all together.
(Track 18)
ACTIVITY 2
Number 1
Woman: This is a studio apartment. It’s
conveniently located and it’s furnished
with a refrigerator, a stove, and a double
bed.
Number 2
Woman: This is a two-story house in a nice
residential area. It has three bedrooms,
two bathrooms, an open kitchen, a living
room, a dining room, and a garage.
Number 3
Woman: This is a large house in the suburbs. It has
four bedrooms, three bathrooms, a large
living room, a dining room, a garage, and
a front and a back yard.
240 |
CNA ESSENTIALS 2
Number 4
Woman: This is a houseboat. It’s small, but very
nice. It has one bedroom, a living room,
a small dining area, a small kitchen, and a
bathroom.
Number 5
Woman: This is a trailer home. It’s not very
spacious. It has a bedroom, a kitchen, and
a bathroom.
Number 6
Woman: This is a lovely town house. It has two
bedrooms, a bathroom, a dining room, a
living room, a small kitchen, and a front
yard.
Unit 5
What are you doing tonight?
(Track 19)
ACTIVITY 2
Man:
Woman:
Man:
Woman:
Man:
Woman:
Man:
Woman:
Man:
Woman:
Man:
Woman:
Man:
Woman:
Man:
Woman:
Man:
Woman:
Man:
This article is really interesting.
What is it about?
It is a survey on what Americans do in
their leisure time.
Oh really? What does it say?
Some pieces of information are no
surprise. People usually have five hours a
day of free time and they spend 2.8 hours
watching TV.
2.8 hours watching TV? That’s a lot!
Do you think so? I probably watch more
than that.
What else?
People spend only 17 minutes thinking
and relaxing every day.
17 minutes thinking and relaxing? That’s
very little.
Yes, it is. But, people spend 26 minutes
playing games or using the computer for
leisure.
I think I spend more than 26 minutes
playing games.
Me, too.
What else does it say?
It says that people spend only 18 minutes
participating in sports, exercising, or
other forms of recreation.
What? Only 18 minutes participating in
sports or exercising? That can’t be true!
Well, that’s what the survey says.
I’m shocked. What else?
It also says that we spend 37 minutes
socializing and communicating.
Woman:
Man:
Woman:
I definitely think I spend more than 37
minutes communicating.
You bet!
Hey!
(Track 21)
ACTIVITY 8
Part 1
Ms. Tate:
OK, class, since there are no questions
about the reading passage, please have a
look at the graph. Can you give me more
examples of activities in each different
category? For instance, strength activities?
Kim:
Working out, Ms. Tate?
Ms. Tate: Good, Kim. Working out is definitely
an example of strength activities. What
about flexibility activities?
Eileen:
Dancing, Ms. Tate. My dance teacher says
it makes you more flexible.
Ms. Tate: That’s true, Eileen. Dancing is a flexibility
activity.
Mohamed: I think cycling is a good example of an
aerobic activity.
Ms. Tate: Good, Mohamed. Cycling is a good
example of an aerobic activity.
Mohamed: And basketball is an example of a
recreational activity.
Ms. Tate: Yes, basketball. What about activities you
should do every day?
Josh:
Walking?
Ms. Tate: Yes, that’s a very good example of
something we should do every day.
Thanks. There are also activities we
should do less of such as spending time
in front of the TV or computer and
taking elevators and escalators.
Part 2
Ms. Tate:
All right, class. Which activities in the
graph do you usually do in your free
time? Kim?
Kim:
I swim twice a week and I walk every day.
Ms. Tate: What about you, Mohamed?
Mohamed: I swim and play soccer twice a week and
do martial arts every Saturday.
Ms. Tate: Good. What about you, Eileen?
Eileen:
I love dancing. I dance three times a week
and I walk my dog every day.
Ms. Tate: What about you, Josh?
Josh:
I play tennis twice a week and play soccer
every Saturday.
(Track 22)
ACTIVITY 13
Noah:
Penny:
Noah:
Penny:
Noah:
Penny:
Noah:
Penny:
Noah:
Penny:
Noah:
Penny:
Noah:
Penny:
Noah:
Hello?
Hello? Noah? This is Penny.
Hi, Penny. How’s it going?
Everything is fine. What are you doing
tonight?
Tonight? I don’t have any plans. Why?
Rick and I are going to the movies.
Would you like to come with us?
Hmm. What are you planning to watch?
Maybe a drama. Do you like dramas?
Not really.
OK. What kind of movies do you like?
Comedies and action movies.
OK. We can see one of those then. Let’s
meet at the mall at seven and decide.
Sounds good to me.
Great. See you later then.
See you.
(Track 24)
ACTIVITY 18
Gordon:
Tina:
Gordon:
Tina:
Gordon:
Tina:
Gordon:
Tina:
Gordon:
Tina:
Gordon:
Tina:
Gordon:
Tina:
Gordon:
Hello?
Hey, Gordon. This is Tina.
Hey, Tina. What’s up?
Nothing much. Listen, would you like to
go the movies?
I’d love to.
What are you doing next Thursday?
I’m meeting some friends.
I see.
What about next Friday? Are you free on
Friday?
No, I am not. I’m having dinner with my
mom. What about Saturday? What are
you doing on Saturday?
Saturday is a bit complicated. I’m going
to a concert. Sunday? What are you
doing on Sunday?
Gosh, that’s tough! I’m studying for a test
the whole day.
All right, Thursday and Saturday I can’t.
Friday and Sunday you can’t. What about
next Wednesday? Are you free next
Wednesday?
Yes, I am. What about you?
Me, too. Deal then. We can go to the
movies on Wednesday. What time do
you…
AUDIO SCRIPT
| 241
Unit 6
How do I get there?
(Track 26)
ACTIVITY 2
Conversation 1
Man:
Excuse me. Can you help me?
Woman: Sure.
Man:
Is there a bank near here?
Woman: Yes, there is. There is one on Second
Avenue, next to the hospital.
Man:
Great. How can I get there?
Woman: Go up on 4th Street for three blocks and
turn right on Second Avenue. The bank is
next to Saint Mary’s Hospital.
Man:
Thank you.
Woman: You’re welcome.
Conversation 2
Man:
Excuse me. Can you help me?
Woman: Sure. What can I do for you?
Man:
Where is the Salvador Dali exhibition?
Woman: It’s on the second floor on your left. Take
the elevator down the hall.
Man:
Thank you.
Woman: You’re most welcome, sir. And here, take
this museum map to help you.
Man:
Great! What time does the museum
close?
Woman: On Thursdays it closes at 8:00 p.m.
Man:
Thanks again.
Woman: Any time.
Conversation 3
Woman 1: Excuse me, ma’am. Where’s the library?
Woman 2: This is the main hallway. Go straight and
turn left at the next hallway. Go straight
to the end. The library is on the right.
Woman 1: OK. Let me see if I can get there. Go
straight, turn left at the next hallway. The
library is on the right.
Woman 2: Right. It’s across the hall from the
cafeteria.
Woman 1: OK, I got it. Thank you.
Woman 2: You’re welcome.
Man:
Woman:
Man:
Woman:
Man:
Woman:
Unit 7
It looks yummy!
(Track 28)
ACTIVITY 3
Pattern 1
Woman:
Pattern 2
Man:
(Track 27)
ACTIVITY 11
Woman:
Man:
Woman:
242 |
Hon, are you sure about how to get
there?
No, darling… Why don’t you help me?
Check it out on your super-duper gadget.
OK. Here goes. Go north on Riverdale
Drive for two blocks.
CNA ESSENTIALS 2
OK. Now where?
Turn right on Valentine Street.
Okeydokey. Do I go straight ahead?
Yes, go straight ahead for 900 meters.
Then turn left on Temple Avenue and
drive three more blocks. The furniture
store is the big building on the right.
Big building on the right. OK. We seem
to have arrived safe and sound. Do you
think it’s still open?
Sure! I saw on their website that they
close at 10:00 p.m.
Pattern 3
Woman:
fish
grapes
pear
lime
peas
corn
cheese
eggs
beans
meat
bread
rice
jam
milk
apple
melon
lettuce
pepper
carrot
spinach
onion
chocolate
butter
chicken
soda
orange
pineapple
broccoli
cereal
Pattern 4
Man:
Pattern 5
Woman:
cauliflower
watermelon
tomato
potato
banana
papaya
(Track 30)
ACTIVITY 11
Mindy:
Jamal:
Mindy:
Jamal:
Mindy:
Jamal:
Mindy:
Jamal:
Mindy:
Jamal:
Mindy:
Jamal:
Mindy:
Jamal:
Mindy:
Jamal, I think I’m making my root
vegetable stew for tonight. What do you
think?
I think that’s a good idea. I love that stew.
Can you help me check if we have
everything we need?
Sure.
Do we have potatoes?
Let me see. No, there aren’t any potatoes.
So, one pound of potatoes. What about
vinegar. Do we have any vinegar?
No, we don’t have any.
OK, so one bottle of white wine vinegar.
We also need carrots. Do we have any
left?
No, we don’t have any either.
OK, so half a pound of carrots. And we
also need sweet potatoes. We don’t have
any, do we?
No, there aren’t any sweet potatoes.
OK, one pound of sweet potatoes will
do. Do we have bay leaves?
Yes, we have some. And we also have
some cider, a squash, and three onions.
Good. So we don’t need to buy any of
these.
(Track 31)
ACTIVITY 15
Joan:
Good morning, Mr. Taylor.
Mr. Taylor: Good morning, Joan. How can I help
you?
Joan:
I need some groceries. I’m having a few
friends for dinner tonight.
Mr. Taylor: Excellent. What do you need?
Joan:
I need some oranges.
Mr. Taylor: How many do you want?
Joan:
Six, I guess. How much are they?
Mr. Taylor: It’s three dollars for half a dozen oranges.
Joan:
I also need a bottle of red wine. How
much is it?
Mr. Taylor: It’s eleven dollars and fifty cents. What
else do you need?
I need some potatoes. How much is a
pound of potatoes?
Mr. Taylor: It’s one thirty.
Joan:
Good. One pound potatoes, please. I also
need some onion soup.
Mr. Taylor: How many cans do you need?
Joan:
Just one. How much is it?
Mr. Taylor: It’s one fifty.
Joan:
Finally, I need a carton of milk. How
much is it?
Mr. Taylor: That’s ninety cents. I’ll put it all in a bag
for you. So what are you cooking for
dinner?
Joan:
(Track 32)
ACTIVITY 22
Good evening. Welcome to Phil’s Cuisine.
Table for how many?
Man:
Table for two, please.
Hostess: This way, please. Here’s the menu.
Man:
Thanks.
.......................................................................
Waiter:
Are you ready to order?
Man:
I think so. I’d like a Caesar salad and
vegetarian lasagna.
Waiter:
OK, sir. A Caesar salad and a vegetarian
lasagna. What about you ma’am?
Woman: I’m really hungry so I’d like some toast
with avocado and salmon and the roast
chicken.
Waiter:
The toast with avocado and salmon and
the roast chicken with vegetables, right?
Woman: That’s right.
Waiter:
And to drink? What would you like to
drink?
Woman: I’d like some orange juice, please.
Man:
And I’ll have a glass of red wine, please.
Waiter:
All right. Orange juice and a glass of red
wine. Anything else?
Man:
No, that’s all. Thank you.
Waiter:
OK. Excuse me.
.......................................................................
Waiter:
Excuse me. Would you like some dessert?
Woman: Yes, I’d like a fruit salad with whipped
cream.
Waiter:
And you, sir?
Man:
I’d like the chocolate mousse, please.
Waiter:
OK, that’ll be a fruit salad with whipped
cream and chocolate mousse.
Woman: That’s right.
.......................................................................
Man:
Can we have the check, please?
Waiter:
Sure, sir. Here you are.
Hostess:
AUDIO SCRIPT
| 243
Unit 8
Henry:
Putting it all together.
Miguel:
Henry:
(Track 34)
ACTIVITY 3
Henry:
Miguel:
Henry:
Miguel:
Henry:
Miguel:
Henry:
Miguel:
244 |
Miguel:
Henry:
Mama Pizza. Henry speaking. Can I take
your order?
Yes, I’d like a large mozzarella pizza with
ham and onions.
OK. Mozzarella, ham, and onions. Would
you like anything else?
Well, wait a minute, please. (pause) What
is it, honey? (pause) Sorry. Can I make
that half and half pizza? My wife would
like something else.
Sure, no problem. What would you like
on each half?
What toppings do you have?
We have mushrooms, pepperoni,
bacon, black olives, green peppers, dried
tomatoes, corn, ham, onions, bananas,
pineapples, and strawberries.
Strawberry and bananas on pizza?
Awesome! But that’s dessert, right? I
don’t think I’m ready for that yet. I’ll have
mozzarella, ham, and onions on one half
and mozzarella, dried tomatoes, and corn
on the other. Oh, and can I have thin
crust, please?
CNA ESSENTIALS 2
Miguel:
Henry:
Miguel:
Henry:
Miguel:
Henry:
Miguel:
Henry:
Miguel:
Henry:
Miguel:
Sure. Would you like to order anything to
drink?
Do you have any apple juice? Or orange?
Yes, we have both. Which one would you
like?
Apple juice, please.
OK. Your total comes to thirty three
dollars and nineteen cents. Could I have
your name, please?
Miguel Torino.
Is that Michael?
Well, that’s Michael in Spanish, but it’s
actually Miguel.
Oh, I got it. I also need your address and
telephone number, please.
It’s 498 East Pine Street, Apartment 203.
And the phone number is 555 328-0494.
555 238-0494?
No, 555 328-0494.
OK, let me repeat your order. A large half
and half pizza. One half with mozzarella,
ham, and onions and the other half with
mozzarella, dried tomatoes, and corn.
Apple juice and your free order of green
salad and Italian dressing.
Oh, it comes with a salad. Perfect!
It should be there in thirty minutes.
Otherwise, you’ll get a free small pizza
with your next order.
Gee, great! Thanks!