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 1 : teacher's pack / Maria Rita Corrêa Vieira, Sérgio Luis Monteiro da Silva. -1. ed. -- 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 Susan Banman Sileci Series Design
Design Divertido
14-04928
Illustrations
Ilustra Cartoon
CDD-420.7
Índices para catálogo sistemático: 1. Inglês : Estudo e ensino
420.7
Photographs
Shutterstock Tinkstock Audio Production
Spectrum Estúdio Printing Supervisor
Arthur Costa de Souza 0020140808
For CNA Essentials 1 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 b e 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
© Copyright Editora CNA - 2014 odos os direitos reservados à Editora CNA Cultural Norte Americano S/A. CNPJ no 58.062.779/0 58.062.779/0001-50 001-50 Rua Coronel Oscar Porto, 800 - Paraíso 04003-004 - São Paulo/SP www.cna.com.br
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 1 : teacher's pack / Maria Rita Corrêa Vieira, Sérgio Luis Monteiro da Silva. -1. ed. -- 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 Susan Banman Sileci Series Design
Design Divertido
14-04928
Illustrations
Ilustra Cartoon
CDD-420.7
Índices para catálogo sistemático: 1. Inglês : Estudo e ensino
420.7
Photographs
Shutterstock Tinkstock Audio Production
Spectrum Estúdio Printing Supervisor
Arthur Costa de Souza 0020140808
For CNA Essentials 1 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 b e 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
© Copyright Editora CNA - 2014 odos os direitos reservados à Editora CNA Cultural Norte Americano S/A. CNPJ no 58.062.779/0 58.062.779/0001-50 001-50 Rua Coronel Oscar Porto, 800 - Paraíso 04003-004 - São Paulo/SP www.cna.com.br
I n n t t r r o o d d u u c c t t i i o o n n t wo-level English course course for basic learners. Te aim of the course is to make English CNA ESSENIALS is a two-level enjoyable and tension-free. It is intended as a practical and natural approach approach to teaching English to basic learners and emphasizes the listening and speaking skills. base d on a set of principles which underlie its structure structure and activities. In a nutshell, these CNA ESSENIALS is based principles are: A view of language which proposes that language is a means of communication and that to communicate is
to interpret, interpret, express, and negotiate meaning; and that in order to be b e able to communicate communicate properly in a foreig foreign n language, speakers should reach communicative communicative competence (Savignon, 1991). which is organized around the steps of engaging students students in the task by providing them A view of teaching which 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 which advocates that knowledge is const constructed ructed 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 (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. course should A view of social responsibility which is coherent with the educational belief that a language course 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 teaching/learning concerning concerni ng the best way to make use of the material and other resources available.
e s r u o s s t C n e n o p m o C Student’s Learning Pack
eacher eacher’s ’s Pack
Class Lessons Audio Files (online) Activity Book Information Gap Activities Grammar ips Web Lessons CNA NE
Class Lessons Audio Files (CD) Activity Book Information Gap Activities Further Practice Grammar ips Resource Pack Audio Script
Cll a s s L e s s o n s C Te Class Lessons are made up of eight lessons which mainly focus on the development of speaking, listening, listenin g, and reading skills, supported by activities that specifically focus on linguistic input (grammar, vocabulary, functions, and pronunciation). pronunciation). Te book b ook starts with a special unit – the Starter Unit – which will provide students with useful language to be used us ed throughoutt the course. Units 4 and 8 are dedicated throughou to review material studied in the previous units.
Audio Files Te Audio Files for the listening comprehension activities in the Class Lessons are available on CNA NE and can be downloaded for further practice. Te Audio Script can be found at the back of the eacher’s Pack.
Activity Book Te 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 Te eacher’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 Tese 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 Flaschards, cue cards, and supplementary materials are available in the Resource Pack . Tese materials are meant to add diversity to and enrich the lessons.
Web Lessons Te Web Lessons are online activities which provide students with further practice of the contents studied in class.
e r u t c u r t S
CNA ESSENIALS 1 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 Tese activities aim at providing students with opportunities to practice the new language items in context. Te 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 Te 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. Tese 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 Te approach to the teaching of reading is similar to that used for the teaching of listening. Tat 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 Te 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 Te 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 Tese 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.
Pronunciation Te main goal of these activities is to develop students’ awareness of English sounds and intonation patterns. Terefore, students will be exposed to the phonetical and phonological aspects of the language which are seen as more challenging. Te 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 Tese 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. Terefore, 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. Tis may also be a good moment to go through mistakes students may have made and carry out remedial work.
Feedback Time Te focus of the Feedback ime 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. Tis 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? Te 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. Tese boxes are useful too when there’s a little extra time and you think students would benefit from further practice.
Did you know...? Te 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. Tese 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.
p a g e 1 6 p a g e 3 0
p a g e 1 0 UNI T
S T A RT E R UNIT
UNIT
What’s your name? How much do you k now ? Communicativ e g oals • Asking how to say something in English • anking someone • Asking for and giving permission • Asking f or a favor • Giving commands
Lang uag e aw ar eness
Conneting .
Communicative g oals • Introducing myself • Greeting people • Introducing people • Spelling • Recognizing and using numbers • Ending a conversation and saying goodbye
• Asking someone’s name • Asking someone’s nickname • Asking someone’s favorite band • Asking someone’s phone number • Asking someone’s e-mail address • Asking someone’s f avorite sport • Asking someone’s occupation
Language awareness • Formal and informal greetings
Lang uag e aw ar eness
• A versus AN
Pronunciation
Vocabular y
• Main stressed syllable: mother • Letters of the alphabet • Main stressed syllable: Tirteen/Tirty
• Classroom commands • School supplies
Communicativ e g oals
• Personal pronouns versus possessive ad jectives • WH- questions
Pr onunciation • Intonation of WH- questions
Vocabulary
p a g e 4 4
• Relationships • Ways of greeting • Numbers
Vocabular y • Occupations • Sports
Wr iting • Writing a personal prole
UNI T
p a g e 5 8
It’s a big wide world! UNIT
Communicative goals • Talking about where places are • Talking about where people are from • Telling the time • Talking about countries and nationalities • Talking about what places are like
Pronunciation
Putting it all tog ether. Communicativ e g oals • Review of Units 1 to 3
Pr onunciation
• Main stressed syllable: Spain/Brazil • Stress shift: China/Chinese
• Main stressed syllable of words already studied
Vocabulary
Vocabular y
• Continents, countries and cities • Nationalities • Ad jectives to describe places
• Review of the main language items already studied
p a g e 6 2
p a g e 90 p a g e 7 6
UNIT
UNIT UNI T
What’s your neig hbor hood lik e? Communicativ e g oals • T alking about what neighborhoods are like • T alking about places in town • T alking about what people do on weekends • Giving opinions
Lang uag e aw ar eness • T HERE IS versus T HERE ARE
Pr onunciation • Linking sounds
Vocabular y • Ad jectives to describe a neighborhood • Places in town • ings people do on the weekend
We ar e f amily. It’s Mik e’s birthday! Communicative goals • Asking and saying when someone’s birthday is • Asking and saying how old someone is • Talking about suggestions for
Communicativ e g oals • Asking about someone’s family • Identif ying people • T alking about how people celebrate special occasions • T alking about what people are doing
Lang uag e aw ar eness • Present Simple T ense versus Present Continuous T ense
gifts • Talking about what people can and can’t do
Pr onunciation
Language awareness
• Main stressed syllable in words related to members of the family
• Personal versus Ob ject pronouns • CAN (possibility) versus CAN (ability)
Vocabular y
Pronunciation • Pronunciation of the TH sound • Pronunciation of CAN/CAN’T
• Family members • Special occasions • ings people do on special occasions • Gifts
Vocabulary
p a g e 1 0 4 UNI T
Putting it all tog ether. Communicative g oals
• Cardinal numbers • Months of the year • Actions • Gifts
s t n e t n C o
• Review of Units 5 to 7
Vocabulary • Review of the main language items already studied
Further Practice ................................... ............ page 109 Information Gap Activities ...................... page 115 Grammar Tips ................................... ................. page 129 Resource Pack................................. ................. page 153 Activity Book ...................................... ............... page 205 Audio Script.................................... ..................... page 239