CNA Essentials 1

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Maria Rita Corrêa Vieira Sérgio Luis Monteiro da Silva Director of Education

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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.

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1. Inglês - Atividades, exercícios etc. 2. Inglês - Estudo e ensino I. Silva, Sérgio Luis Monteiro da. II. Título.

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1st edition – 1st print Printed by Pancrom. CNA ES SEN TIA LS 1

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Introd

uctio

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CNA ESSENIALS is a two-level English course for basic learners. Te 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 ESSENIALS 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,should and negotiate meaning; andcompetence that in order(Savignon, to be able 1991). to communicate properly in a foreign language, speakers reach communicative 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 rolewhich 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.

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e s r u Co ponents om C Student’s Learning Pack

eacher’s Pack

Class Lessons Audio Files (online) Activity Book Information Gap Activities Grammar ips Web Lessons CNA NE Audio Script

Class Lessons Audio Files (CD) Activity Book Information Gap Activities Further Practice Grammar ips Resource Pack

Class Lessons

Te 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). Te 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 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.

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CNA ES SEN TIA LS 1

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. CLA SS LES SON S

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e r u t c u Str

CNA ESSENIALS 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.

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CNA ES SEN TIA LS 1

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.

Ga me 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.

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page 16 page 30

page 10 UNIT

STARTER UNIT

UNIT

What’s your name? How much do you know? Communicative goals • Asking how to say something in

Conneting.

Communicative goals • Introducing myself • Greeting people • Introducing people • Spelling

Communicative goals

English someone • anking • Asking for and giving permission • Asking for a favor • Giving commands

• Recognizing and using numbers • Ending a conversation and saying goodbye

Language awareness

• Formal and informal greetings

• A versus AN

Pronunciation

Vocabulary

• Main stressed syllable: mother • Letters of the alphabet • Main stressed syllable: Tirteen/Tirty

• Classroom commands • School supplies

• 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 favorite sport • Asking someone’s occupation

Language awareness

Language awareness • Personal pronouns versus possessive adjectives • WH- questions

Pronunciation • Intonation of WH- questions

Vocabulary

page 44

Vocabulary

• Relationships • Ways of greeting • Numbers

• Occupations • Sports

Writing • Writing a personal prole

UNIT

page 58

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

ciation Pronun

• Main stressed syllable: Spain/Brazil • Stress shift: China/Chinese

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Putting it all together. Communicative goals • Review of Units 1 to 3

Pronunciation • Main stressed syllable of words already studied

Vocabulary

Vocabulary

• Continents, countries and cities • Nationalities • Adjectives to describe places

• Review of the main language items already studied

CNA ESS ENT IAL S 1

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page 90 page 76

UNIT

UNIT UNIT

What’s your neighborhood like?

We are family.

Communicative goals

It’s Mike’s birthday!

• Talking about what neighborhoods are like

Communicative goals

• Talking about places in town • Talking about what people do on weekends • Giving opinions

Language awareness • THERE IS versus THERE ARE

Pronunciation • Linking sounds

Vocabulary • Adjectives to describe a neighborhood • Places in town • ings people do on the weekend

Communicative goals • Asking about someone’s family • Identif ying people • Talking about how people celebrate special occasion • Talking about what peoples are doing

• Asking and saying when someone’s birthday is • Asking and saying how old someone is • Talking about suggestions for gifts • Talking about what people can and can’t do

Pronunciation

Language awareness

• Main stressed syllable in words related to members of the family

• Personal versus Object pronouns • CAN (possibility) versus CAN (ability)

Pronunciation • Pronunciation of the TH sound • Pronunciation of CAN/CAN’T

Language awareness • Present Simple Tense versus Present Continuous Tense

Vocabulary • Family members • Special occasions • ings people do on special occasions • Gifts

Vocabulary

page 104 UNIT

Putting it all together. Communicative goals

• Cardinal numbers • Months of the year • Actions • Gifts

s t n e t n o C

• Review of Units 5 to 7

Vocabulary • Review of the main language items already studied

Further Practice ................................... ............ Information Gap Activities ...................... Gr am ma r Ti ps ................................... ................. Resource Pack ................................. ................. Activity Book ...................................... ............... Audio Script .................................... .....................

page 109 page 115 page 129 page 153 page 205 page 239

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STARTER UNIT

Communicative goals

• Asking how to say something in English • anking someone • Asking for and giving permission • Asking for a favor • Giving commands

• Books closed. Before you start your rst class, introduce yourself and welcome students. Ask them to take turns and introduce themselves. You could say: Hello students. Welcome to our class. My name’s _____ and I’m your teacher. • Look at a specic student and say: What’s your name? • When he/she answers, encourage all students to say in unison: Welcome, ______. • is will warm the class up and students will feel ready to start.

SPEAKING 1. GOALS • Activate previous knowledge • Boost students’ selfcondence to learn a new language • Promote cooperative learning

• Books closed. Ask students if they have studied English before. Tell them English is all around us and they probably know a lot of words even if they are real beginners. Ask: What words do you know in English? • Encourage students to come up with English words they already know. Give them examples of your own. You could say: I know hamburger, e-mail, and Internet. • Books open. Divide students into pairs or groups of three. Tell them to write as many English words as they can. Allow them about ve minutes. • Wrap the activity up by having students share their lists. Write the words on the board and praise them for their previous knowledge.

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How much do you know?

2.

VOCABULARY GOAL • Prepare students to recognize and understand language related to classroom instructions

• Books closed. Ask students: Do you read in English? When you do an activity, is it easy to understand the instructions?

• Books open. Go through the instructions in the activity and ask students if they understand the word match. • Divide students into pairs and ask them to do the activity. Allow them about ve minutes to do it. • As you check students’ work, ask them how they deal with this kind of activity and what resources they use. Do they ask their friends? Do they recognize cognates (circle, for example)? Do they analyze pictures or make inferences?

Answers Refer to the reduced page of the Class Lessons for answers.

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STARTER UNIT

3.

SPEAKING GOALS • Develop association and categorization strategies • Promote expansion of vocabulary and development of oral skills

• Books closed. Show students some of the most common objects in the activity (a pen, a pencil, and a notebook, for example) and check if they know how to say their names in English. • Books open. Tell students to do the rst part of the activity individually. en divide them into pairs and have them do the rest of it. Point out to students that one object may match more than one category. • Check answers with the whole class.

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newspaper magazine cell phone book notebbok

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CNA ESS ENT IAL S 1

3 5

microphone cell phone

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headphones CD cell phone

pen pencil notebook ceel phone

• Have students carry out the simple conversation in their books. Make sure students understand and learn how to thank someone and how to reply tothanks. Model the interaction in Activity 3b with a student. • To wrap up the activity, invite a pair or two to present the conversation to the class.



4.

LISTENING (track 2)

GOALS • Present and contextualize classroom language • Provide an opportunity for students to recognize, understand, and practice short conversations

• Books closed. Pre-teach the conversations you think students may have diculty in understanding. Don’t let this take too long since students will have more practice opportunities. • Books open. Ask students to match sentences and pictures. • Play the audio and ask students to check their predictions. • As students listen and check their work, walk around the room and get to know a little about your students’ developing skills.

Ask them how many they got right and what strategies they used. Have students repeat the conversations after you play the audio so they learn how to pronounce each line properly. • Divide students into pairs and ask them to practice the conversations.


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STARTER UNIT

5.

LISTENING (track 3)

GOALS • Present and contextualize language related to borrowing and lending • Provide opportunities for the development of listening strategies

• Books closed. Before playing the audio, you may want to elicit the names of some of the objects portrayed in the activity so the listening task will not sound so demanding.

• Books open. Have students listen and circle the correct choices. If necessary, play the audio again. Check answers with the whole class.


6.

LANGUAGE AWARENESS GOAL • Raise awareness and provide practice of a/an

• Books open. Go over the instructions with students and make sure they understand the concept of a/an. You may want to divide students into pairs to do the activity. Provide more examples if necessary and make sure students understand the words vowel and consonant before they start the activity. • If there is time left, allow pairs to practice the conversations in Activity 5 by role playing them. Model the activity with a student if necessary. Notice that additional practice on this content will soon be provided.


7.

GAME GOALS • Consolidate learning • Provide further language practice in a fun way

• Books closed. Encourage several students to start the conversation on the board by using an object of their choice. Write a model on the board: Can you lend me a/an _____________? • Reply to each student by using yes or no, depending on the object chosen and the initial letter of the student’s name. Make sure students start the conversation with you. After a few rounds, ask students why they think some get what they want and some don’t. e aim of the game is for students to nd out the code that allows for positive answers. e object must start with the student’s own initial. us, Cecilia may get a computer, Pedro can get a pen or a pencil, Suely can get a smartphone, and so on.

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CNA ESS ENT IAL S 1


• If you still have time or want to oer an opportunity for expansion or further practice, encourage students to come up with other words and carry out the conversations with their classmates. Have them write three objects of their choice. Encourage them to walk around the room asking their classmates if they can lend them those objects. Wrap the activity by having students share whichup objects they got and who lent them. If necessary, conduct a chorus repetition of the list of objects students have come up with.

8.

LISTENING

• Books closed. Tell students tostand not observe the rules to leave the up. Explain that they have to do game. e ones who remain in what you tell them to only if the the game are winners. Because command is preceded by Simon says. students are new and may feel If not, they should justignore it. Give shy, it’s also best to have several the commands and help students winners, and not just the winner. watch their classmates’ and their • Depending on how much time own reactions. After a few rounds, you have left, theSimon Says game encourage them to volunteer the can actually be used as a warm-up commands and continue playing the activity at the beginning of Unit 1. game according to the same rules. Suggestions • Note that the repertoire can Stand up. be expanded. Teacher and Sit down. students can come up with other Walk around the room. exponents, not only the ones Work in pairs. covered in the unit. Work in groups. • If you feel students are Open your books. comfortable playing the game, you Come in. may turn it into a competition. Write your name. You may ask the ones who do

(track 4)

GOALS • Present and contextualize language related to commands • Provide opportunities for the development of listening strategies

• Books closed. Before playing the audio, you may want to role play some of the commands with students so that the listening task will not sound too demanding. • Books open. Playthe audio,have students do the activity and repeat the commands when they are done. If necessary, play the audio again. Check answers with the whole class.

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1


9. GAME GOALS • Consolidate learning • Provide further language practice in a fun way

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UNIT

TEACHING TIPS • Among other positive characteristics, collaborative learning builds students’ self-esteem, enhances their satisfaction with the learning experience and promotes a positive attitude toward the subject matter. • want Whenever you may to rely oncan, the you more procient students in your class (the false beginners). Ask these students to help the ones who are not so procient.

Communicative goals

• • • • •

Introducing myself Greeting people Introducing people Spelling Recognizing and using the numbers • Ending a conversation and saying goodbye

LISTENING

1. (track 5)

GOALS • Contextualize and provide students with an overview of the language used to meet and greet people • Allow the teacher a moment of elicitation of students’ previous knowledge • Practice listening strategies

• Books closed. Talk to a few students. Use some of the language points in Activity 1. You could say: Hi, my name is ____________. What’s your name? Nice to meet you. How are you? Tis is my friend ______________. (a student’s name)

• is rst moment of interaction will allow you to nd out how much students already know and contextualize and/or pre-teach some of the new language points. Remember that the language points are not to be thoroughly taught at this point as they will be studied and practiced throughout the unit. • Books open. Ask students where the people in the pictures on page 13 are. Check answers with the whole class. • In pairs, ask students to predict what people will say by lling in the speech bubbles with the sentences in the box. Give them about ve minutes to do so. Tell students they will listen to the conversations and they should check their answers.

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, What s y ou r n am e?

• Play the audio once. Ask students to compare answers. If necessary, play it again. Check answers with the whole class. Ask students to listen again and repeat the conversations. Alternatively, if students are unfamiliar with many of the new language points, ask them to listen rst and then ll in the speech bubbles. In this case, play the audio once or twice. Ask

TEACHING TIP Answers Refer to the reduced page of the Class Lessons for answers.

students compare answers. necessary,toplay it again. Check If answers with the whole class.

• Elicitationconsists in nding out how much knowledge students already have of a certain content to be studied. It is a fundamental technique as it gives you a clearer view of what your students already know and it will help you make decisions on what aspects of the content to focus on. You may elicit either language before you present a new language point or knowledge about a certain topic before you ask students to read or listen to a text. e more students know, the less time you will spend in the Study Phase so more time can be devoted to the Activate Phase.

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UNIT

2.

repetition of this exchange if necessary. • When students are comfortable with the question and answer, start a new routine by introducing yourself, asking a student’s name, and introducing Nice to meet you and Nice to meet you, too. If necessary, carry out chorus repetition of these new sentences. • Books open. Model the

SPEAKING GOALS • Introduce and practice the language used to introduce oneself • Provide students with an opportunity to practice and develop speaking skills

• Books closed. Greet some students by saying: Hi, my name’s ___________. What’s your name? • Elicit/Teach themhow to answer the question. Do this routine with two or three students at rst. You can carry out some chorus

conversation on page 14 with a student. • Ask students to move around the room and introduce themselves. Give them about ve minutes to do so. • Move around the room, observe your students, and oer help if necessary.

Can you help me, please? What’s your name? Can you repeat your name, please? How do you spell your last name?

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3.

GAME GOALS • Add an element of fun to the lesson • Practice introducing oneself • Give students an opportunity to practice and develop their speaking skills

• Books closed. Make copies of the cards available in the Resource Pack, page 156, Different names. Cut out the cards. Make sure there is one for each student in class. Tell students they will have a dierent name. Give each student a card and tell them not to show it to their classmates. • You can refer to the example in Activity 2 and model the interaction with a student. Give this student a new card so that the information gap element of the activity is not spoiled for him/her. • VARIATION 1: instead of giving students cards, you may ask them to imagine they are a famous person. Ask them not to say who they are. When all students have chosen a famous person, ask them to imagine they are at a party and they should introduce themselves. You may want to play some music to set the atmosphere. • VARIATION 2: give each student a picture of a famous person. Ask them not to show their picture to anyone. Tell them now they are that person. Ask them to imagine they are at a party and they should introduce themselves. You may want to play some music to set the atmosphere. • Ask students to move around the room and introduce themselves. Allow them about ve minutes to do so. • Move around the room, observe your students, and oer help if necessary.


4.

LISTENING (track 6)

GOALS • Contextualize and provide students with an overview of the language used to greet people • Have a moment of elicitation of students’ previous knowledge • Practice listening strategies

• Books open. Ask students to look at the picture. Ask questions such as: Where are these people? Imagine the conversation. What are they saying? • Help students with the necessary language. Ask them to look at the questions in Activity 4. Make sure students understand the questions. If necessary, do some brief pre-teaching of any questions that students may not know by giving them examples. Ask them to check what questions they think they will hear in the conversation. • Play the audio once and ask students to check. If necessary, play it again. Check answers with the whole class. • Play the audio again and ask students to complete the conversation with the questions in the box. Check students’ predictions. • If necessary, ask students to repeat the conversation. Divide students into pairs and ask them to practice the conversation. Move around the room, observe your students,


LANGUAGE 5.

AWARENESS

chorus repetition of the new language if necessary. • Books open. Ask students to read the conversations in Activity 5 and decide which one is formal and which one is informal. ey should write F for formal and I for informal. Check answers with the whole class. • Point out that normally the use of titles such as Mr., Mrs., Miss, Professor, etc. in the greeting tends to make it more formal. Teach students how to use the titles in the Did you know…?box.

GOAL • Develop students’ awareness of degrees of formality when greeting someone

Answers • Books closed. Greet some students using both formal and informal language. Write the forms of greeting on the board. Carry out

Refer to the reduced page of the Class Lessons for answers.

I

F

and oer help ifif students necessary.are not Alternatively, familiar with many of the new language points, you may simply do some pre-teaching of the new language and ask students to listen and number. en check the questions they hear.

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UNIT

6.

SPEAKING

VOCABULARY 7.

GOALS • Provide students with an opportunity to practice and develop their speaking skills • Practice greeting

• Books open. Tell students they will walk around the room greeting their classmates. ey may choose if they want to do it formally or informally. Model the activity with one student. • Allow students about ve minutes to do the activity. Move around the room, observe your students, and oer help if necessary.

GOALS • Develop students’ lexical repertoire • Practice the use of new words

• Follow the same routine to introduce boyfriend, girlfriend, and colleague. • Carry out chorus repetition of the new words if necessary. • Books open. Ask students to match the words and the pictures. When they are done, ask them to check answers in pairs and help them if the answers are dierent. Model the conversation with one

• Books closed. Bring pictures of your family and introduce the people in it. You could say: Tis is my family. Tis is my mother. Her name is __________. Tis is my father. His name is __________. Tis is my sister. Her name is _________. Tis is my brother. His name is ___________.

student: A: What’s number 1? B: Friend. And number 2? A: Tat’s mother. • While they are checking, move around the room listening for mistakes. Allow students about two minutes to check answers. Move around the room, observe your students, and oer help if necessary.


8.

PRONUNCIATION (track 7)

1

7 2 6 5 4 8 3

GOAL • Develop awareness of the main stress of some words in English and practice the pronunciation of these words

• Books open. Write the word mother on the b oard and indicate where the stress goes by saying the word and underlining the stressed syllable. • Divide students into pairs and ask them to underline the stressed syllable in the other words. If they have diculty or are in doubt of the pronunciation, help them.

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CNA ES SEN TIA LS 1


• Play the audio and ask students to check their answers. If necessary, play it once more. • Check answers with the whole class and ask students to repeat the words.


SPEAKING 9.

• Tell students to open their books to page 17 and ask them which situation is formal and which one is informal. Elicit how people would introduce someone else in each situation. • Tell students to llin the speech bubbles with the sentences in the box. • Check answers with the whole class.

• As a wrap-up, invite three students from dierent groups to role play their conversations for the whole class. You may want to do this both for the formal and for the informal conversations.


• Ask students to practice the situations in groups of three. Give them about three minutes to do the activity.

GOALS • Provide students with an opportunity to practice and develop their speaking skills • Practice introducing someone formally and informally

• Books closed. Invite two students to come up front and act out the following conversation with them: You: Hey, ________________. (Student A’s name)

A:

Hey, ____________. (your name)

You: Tis is my friend _________. (Student B’s name)

A:

Hey, ________________.

B:

Hey, ________________.

(Student B’s name) (Student A’s name)

c

• If necessary, help students in the interaction. Invite two more students to come up front and act out the following conversation with them: You: Good evening, Mr./Ms. ________________.

a

(Student C’s family name)

C:

Good evening, Mr./Ms. _________________. (your family name)

b

d

You: this Mr./Ms. _______________, is my colleague, Mr./Ms. ____________________. (Student D’s family name)

C:

Nice to meet you, Mr./Ms. __________________.

D:

Nice to meet you, too, Mr./Ms. _________________.

(Student D’s family name)

(Student C’s family name)

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| 21

UNIT

. SPEAKING 10 GOALS • Allow students an opportunity to practice and develop their speaking skills • Further practice introducing someone formally and informally

• Books open. Divide students into groups of three. Make copies of the cards available in the Resource Pack, page 157, Introductions. Give each group a cue card. Ask them to use the information on it to introduce one student to the other. Have groups exchange cards and practice introducing people in dierent contexts. • Model one example of a formal greeting (introducing a colleague) and informal greeting (introducing your boyfriend/girlfriend) with the whole class. • Allow students about ve minutes to do the activity. Move around the room, observe your students, and oer help if necessary.

. 11

VOCABULARY GOAL • Present vocabulary related to greeting people

• Books closed. Show students the ashcards available in the Resource Pack, pages 158 to 160, Greetings, and teach/elicit the words by asking questions such as: Do you usually shake hands? Do you usually kiss your friends? One, two, or three kisses? Do you kiss your colleagues and teachers? Do you usually bow? What about hugging? Do you usually hug your colleagues? Do you usually wave? • If necessary, help students answer the questions. • Books open. Ask students to do Activities 11a and 11b. Elicit their answers.

22 |

CNA ES SEN TIA LS 1


12

. READING GOALS • Develop and practice reading strategies • Develop students’ awareness of how people greet each other in dierent countries around the world • Broaden students’ view of the world

• Books open. Elicit in which situation each form of greeting or saying goodbye is appropriate. Ask questions such as: Is it OK to kiss your friends goodbye? What about your teacher?

• Do the same with all the other countries. en ask students to look at the illustration. Ask questions such as: Is this an e-mail? What is it? • Ask students to read the text and check their predictions. Allow them about three minutes to do so. When they are done, check answers with the whole class. Comment on the dierent ways people greet and say goodbye abroad so that students may avoid embarrassing situations. Remember to keep the comments very simple. • To wrap the activity up, divide students into pairs and ask them to check how they greet and say goodbye in their inner circle (friends and family). Model the

interaction with one or two students: A: How do you greet and say goodbye to your family and friends? B: I (usually) kiss. And you? A: I (usually) kiss, hug, and shake hands. • Allow students about three minutes to do the activity. Move around the room, observe your students, and oer help if necessary.


• Ask students to read the table in Activity 12a and predict the answers. You may want to model the activity with them by asking questions such as: How do people greet in the U.S.A.? Do you think they kiss, hug, shake hands, or bow?

CLA SS LES SON S

| 23

UNIT

. 13

PRONUNCIATION• As students spell it, write the

letters on the board. Ask some of the students how they spell their names. Help them spell their names. As you help them, teach the pronunciation of new letters. Ask students to repeat the letters. You don’t necessarily need to teach all the letters at this point. However, make sure you teach the ones students may have more

(track 8)

GOALS • Introduce and practice the sounds of alphabet letters in English • Develop awareness of the pronunciation of English sounds

• Books closed. Ask students what Chieko’s last name is. Ask them how to spell it: How do you spell it?

diculty identifying. • Books open. Say a few letters out loud and ask students to circle the letters you say. Check answers with the whole class. • Play the audio and ask students to listen and repeat.

. 14

LISTENING (track 9)

GOALS • Develop listening comprehension strategies • Further practice spelling

• Books open. Tell students they will listen to short conversations and write down the people’s names. Play the audio once or twice. • Check answers with the whole class. • As a follow-up activity, ask students to move around the room introducing themselves and asking people to spell their names. Model the following conversation with a student: A: Hi. What’s your name? B: My name’s Paulo. A: How do you spell your name? B: P-A-U-L-O. Andyou? What’s your name? A: My name’s Karina. B: How do you spell it? A: K-A-R-I-N-A. B: Nice to meet you, Karina. A: Nice to meet you, too, Paulo. • Ask students to move around the room and introduce themselves. Give them about ve minutes to do so. • Move around the room, observe your students, and oer help if necessary.


A K WS S H E RG

24 |

CNA ES SEN TIA LS 1

I

G RAJ N

BR IU

, What s y ou r n am e? . 15

SPEAKING GOALS • Provide students with an opportunity to practice and develop their speaking skills • Revise language seen in the previous unit and further practice spelling

• Divide studentsinto twogroups and • Books closed. Elicit what numbers play it once with them as a model. students know in English. en pair students up and ask them • Teach students numbers from1 to to play against one another. 100. Carry out chorus repetition if • As students play, move around necessary. the room, observe them, and oer • Books open. Ask students to help if necessary. listen to the audio and circle the numbers they hear. Play the audio once or twice. LISTENING . • Check answers with the whole 17 class. (tracks 10 and 11)

• Books closed. Check if students remember some of the words they studied in the previous unit. Show them some objects and ask them to spell their names. • Write the words spelled on the board. Follow this routine for two or three words. • Ask students to choose any three words they studied in the Starter Unit. Model the conversation on page 20 with a student. • Ask students to work in pairs taking turns asking and answering questions. • Move around the room, observe your students, and oer help if necessary.

. 16

• Play the audiotofor Activity 17b and ask students listen and repeat the numbers.

GOALS • Develop listening comprehension strategies • Introduce and practice numbers


GAME GOALS • Add an element of fun to the lesson • Provide students with an opportunity to practice and develop their speaking skills and further practice spelling

• Books closed. Tell students they will play Hangman. Explain the rules of the game if students don’t know how to play it. Imagine a word. For each letter of the word, draw a line. Students should take turns calling out letters to try to nd out what the word is. Whenever a letter that is not in the word is said, a part of the body of the hangman should be added. e objective of the game is to guess the word before the hangman is hanged. Students are allowed only one chance to guess what the word is.

ourteen sixteen nineteen

fteen eighteen

orty sixty ninety

fty eighty

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| 25

UNIT

. 18

PRONUNCIATION number. Model the activity if

necessary. Alternatively, if you feel your students won’t enjoy running to the board, before the competition starts, ask them to write the numbers on pieces of paper. Students should choose a representative. Whenever you call out a number, the representative should show it to you. e group that shows the number rst,

(track 12)

GOAL • Develop awareness of the pronunciation of numbers and practice these sounds

• Books closed. Write the numbers in Activity 18 on the board. Divide students into two teams. Ask them to form two lines and line up a distance from the board. Give the rst person in each line a marker. Tell them this is going to be a competition. You will call out a number and each student should run and circle the correct

scores the point. • After you call out each number, contrast the pronunciation of each pair (13 and 30, 14 and 40 etc.). Tally points up and declare the winner. • Books open. Tell students to listen to the audio and place the numbers in each corresponding box.

• Play the audio once or twice. Elicit what happens to the stress in each pair of numbers. Check answers with the whole class.


19. SPEAKING GOALS • Provide students with an opportunity to practice and develop their speaking skills • Further practice saying the numbers

• Books open. Tell students they are going to take turns being the secretary and the new student at the International Language Institute. e new student wants to know in which room the courses are. • Model the conversation with a student. • Divide students into pairs. Give them about ve minutes to do the activity. • Move around the room, observe your students, and oer help if necessary.

. 20

LISTENING (track 13)

2

8 9 20

26 |

21 40

3

7

14 22

44

CNA ES SEN TIA LS 1

16

12

60 13

70

GOALS • Develop listening comprehension strategies • Further practice saying the numbers

16 77

• Books open. Ask students if they are good at math. Tell them they will work on some mathematical sequences. Elicit the answer to the rst one as a model with the whole class. Don’t give the answer as it will be checked in the listening activity.


• Divide students into pairs and ask them to gure out the other sequences. You may want to teach some language so students can perform the activity. Model the conversation below with a student: A: I think Sequence b is 3, 6, 9, and… B: Tat’s correct!/I think you’re wrong. I think the correct sequence is 3, 6, 10, and…

interesting and fun. You may change the initial number and its multiples to play the game more than once.

• Allow students about ve minutes to do the activity. • When students are done, tell them they should listen and check if they got all the sequences right. • Play the audio once or twice and check answers with the whole class.

22. SPEAKING

Answers

Information Gap Act ivi ty

1

See page 117 of the Teacher’s Pack for instructions.

GOALS • Provide students with an opportunity to practice and develop their speaking skills • Introduce and practice saying goodbye

• Books closed. Model saying goodbye with some students. Say: Well, it’s time to go. Goodbye. See you. Goodbye. See you. • Make sure during these interactions you present ways of ending a conversation and saying goodbye. If necessary, carry out chorus repetition of these new language items. • Books open. Go through the conversations in Activity 22 with students. In groups of three, ask students to ll in the blanks and practice the conversations. Allow them about seven minutes to do the activity. Move around the room, observe your students, and oer help if necessary.


21

. GAME GOALS

• Provide students with an opportunity to practice and develop their speaking skills • Further practice saying the numbers • Books closed. In this activity students will play Te Pin Game. You will need a ball to play it. • Choose a number, for example 4, and tell students they will throw the ball to each other and as they catch the ball they should say a number. ey can’t say any multiples of the chosen number. So one student at a time says a number and skips the multiples. For example: one, two, three, PIN, ve, six, seven, PIN etc. • Model the activity with some students and once they have understood how the activity works, let them play it. Whenever a student makes a mistake, the activity starts again. • Keep the pace fast to keep it

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| 27

UNIT

2

3.


GOALS • Develop listening comprehension strategies • Further practice the main language items studied in the unit

In Conversation 1, what’s the question for “My name is Jeremy Peaks.”? What about “Nice to meet you.”? What’s the rest of the conversation? • Do the same with all the other conversations. • Play the audio and ask students to check the answers to all the conversations. Play the audio

24

. SPEAKING GOALS • Allow students an opportunity to practice and develop their speaking skills • Provide students with an opportunity to use what they have learned so far

twice. When are done, answers with they the whole class.check • Books open. Go through the options in Conversation 1 with students and elicit the beginning of each interaction. Say:

28 |

CNA ESS ENT IA LS 1


• Books open. Help students explore the pictures in each situation and understand what they represent. Elicit language used throughout this unit so that they know what to say in each situation. • Divide students into pairs and groups of three and ask them to act out the situations. • Allow students about 10 minutes to do the activity. While they talk, move around the room listening for mistakes. When they are done, invite some of the pairs and groups to come up front and act out the situations for the class. To wrap up, go through possible mistakes with the whole class.

, What s y ou r n am e? FEEDBACK TIME .

25

GOAL • Provide 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. ey may refer to the specic language content in the unit. Lower their anxiety by making sure they are not being evaluated during this task. is is a powerful resource as long as they

• When students are done, have them share with their classmates the most meaningful ndings 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.

understand its purpose. • After the rst couple of units, you may want to have students work in pairs on this task. Monitor the activity at all times and oer help if necessary.

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| 29

UNIT

READING 1.

Communicative goals

• Asking someone’s name • Asking someone’s nickname • Asking someone’s favorite band • Asking someone’s phone number • Asking someone’s e-mail address

GOALS • Activate previous knowledge • Introduce and contextualize language to be worked on throughout the unit • Develop reading strategies

• Asking someone’s occupation • Asking someone’s favorite sport

• Books closed. Contextualize the topic by asking students if they have a prole on a social network. Depending on your group, you may also ask questions such as: Do you have a profile on a social network?

30 |

CNA ESS ENT IAL S 1

3

1

4

2

Do you have a profile picture? What do you like about social networks? Do you have many virtual friends? • Books open. Help students explore the pictures and understand the importance of key words (favorite city, sunflowers, puppy, cycle, park). • Have students look at the Great Mates page and guide them so that they can identify the various pieces of information. If your students respond well to the task, you may want to divide them into pairs and work on the matching activity. If not, do it with them, always asking questions to elicit the desired answers. You may also focus on keywords (name, nickname, girlfriend, brother, sister, band, sport) and help them develop reading strategies.

C on ne ct i ng .

• When students are done, have them check their answers in pairs and practice the questions and answers. Draw their attention to the contracted forms and the information about names in the Did you know…?boxes and help them as they ask and answer these questions.


5 9 10 1 7 3 8 4 2 6

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| 31

UNIT

2.

SPEAKING GOALS • Provide practice and development of oral skills • Oer an opportunity to get to know classmates’ interests related to bands

• Books closed. Model the question students are supposed to ask their classmates. • Books open. Ask students to walk around the room and write down their classmates’ answers. Move among them and oer help as this is a good opportunity to get to know your students better. When they are done, go over their lists and elicit the most popular bands.

LANGUAGE

3. AWARENESS GOALS • Raise awareness and provide further practice of possessive adjectives • Foster cooperative learning strategies

• Books open. Divide students into pairs or small groups. ey may use their previous knowledge and exchange information to do Activity 3a. Move among them and oer help if necessary. When students are done, check answers with the whole class. • Have students exchange partners, do Activity 3b, and share their answers. Correct the activity and ask students to practice the conversations with information of their own.


6 5 4 1 2 3

32 |

CNA ESS ENT IAL S 1

C on ne ct i ng .

4.


GOALS • Present and contextualize language worked on throughout the unit • Provide an opportunity for students to recognize, understand, and practice conversations related to personal information

• Books open. Tell students they are going to listen to a conversation between Nino and Chieko. Explore the pictures. You may ask questions such as: Look at Picture 1. Where are they? Are they student and teacher?

• If necessary, help students answer the questions, but make sure they feel at ease. Point out the fact that they don’t have to understand every single word in a conversation. Play the audio and have them work on questions for Activities 4a, 4b and 4c. You may want to divide students into pairs so that they can share what they understood. Go over their answers and, if necessary, somee-mail students read thehave correct address out loud as well as the sentences in Activity 4c.

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| 33

UNIT

5.




2

GAME GOALS • Review and consolidate spelling words learned throughout the unit by means of a fun activity • Provide an opportunity for the development of collaborative learning strategies

• Books closed. Students will play Spelling Bee. Prepare slips of paper containing words worked on in this unit (name, nickname, sister, brother, girlfriend, swimming, running, volleyball, basketball, e-mail, phone, etc.). • Divide students into two groups. Hand out the slips, the same number to each group, and ask a volunteer from Group A to read the rst word out loud. A member from Group B should spell out that word. If he/she fails, members of the group are allowed to help. If none of them can, the turn is passed on to the opposite group. e winner is the group with the highest score.

LISTENING

6. (track 16)

GOALS • Present an opportunity for consolidation of the

language worked on throughout the unit so far • Provide opportunities for the development of listening strategies brother sister engineeringstudent mother father friends

• Books closed. Before playing the audio, you may want to ask some of the students to share their e-mail addresses so that the listening task will not sound too demanding. • Books open. Have students listen and check the correct choices. Go over their answers and have them spell out the wrong options.


34 |

CNA ESS ENT IAL S 1

C on ne ct i ng .

VOCABULARY 7. GOALS • Present vocabulary related to occupations • Encourage recognition and practice of the new words

• If they do not know any of the occupations, teach them through the pictures. You may also want to expand the activity and teach some new words by teaching students’ occupations. Start with an example. Say: I’m a teacher. What about you? What’s your occupation?

• Books closed. Show the ashcards available in the Resource Pack, pages 161 to 163, Occupations, and elicit the occupations. Ask: Tis is Anna. Is she a student? What’s her occupation?

• Books open. Divide students into pairs and ask them to do the activity. Encourage them to write down the extra occupations previously elicited or add any other they may know. • When they are done, write down their words on the board and carry out chorus repetition of them if necessary. Praise them for their previous knowledge.


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| 35

UNIT

8.

SPEAKING GOALS • Provide practice and development of oral skills • Oer an opportunity to expand vocabulary and get to know their classmates’ occupations

• Books closed. Ask students about their occupations and make sure everyone knows how to say what they do. Give a student one of the ashcards available in the Resource Pack, pages 161 to 163, Occupations, and model the interaction. • Books open. Tell students to nd out about their classmates’ occupations. ey can walk around the room asking and answering questions and then writing down their ndings. When they are done, go over the occupations they have listed down and ask some of them to spell out the most unusual ones.

36 |

CNA ESS ENT IAL S 1

9.

SPEAKING GOALS • Provide practice and development of oral skills • Oer an opportunity to meet classmates and learn more about them

• Books open. Divide students into pairs and have them role play the conversation. Coach them so that they can perform correctly. • Books closed. Elicit the questions and possible answers in the previous conversation. Tell students to walk around the room and role play the conversation to as many classmates as possible using their own personal information. Move around the room, observe your students, and oer help if necessary.

C on ne ct i ng . . VOCABULARY 10 GOALS • Present vocabulary related to sports • Encourage recognition, expansion, and practice

• Books closed. Ask students if they like sports and which ones they play. Encourage them to say the sports they know in English. Rely on their previous knowledge as much as possible. Show the ashcards available in the Resource Pack, pages 164 to 167, Sports, to teach those sports they may not know. Say: What sport is this?

• Books open. Divide students into pairs or small groups so that they can check and expand their vocabulary related to sports. Model the following interaction with one student: A: What’s sport number 1? B: Tat’s skateboarding. • When students are done, check answers with the whole class.

Tis is _____________________. (name of the sport)


2 7 5 4

6 8 3 1

CLA SS LES SO NS

| 37

UNIT

. 11

SPEAKING GOALS • Provide practice and development of oral skills • Oer students an opportunity to talk to their classmates and get to know their favorite sports

• Books open. Role play the conversation with a couple of students and have them walk around the room to talk to as many classmates as possible. • Move around the room, observe your students, and oer help if necessary. A good idea is to ask

them to jot down the sports they hear so that they can present a short list containing their classmates’ preferences.

. 12

GAME GOALS • Review and consolidate groups of

semantically related words through a fun activity • Provide an opportunity for the development of collaborative learning strategies

• Books closed. Put students in a circle. Start with yourself. Say: I’m a teacher and my favorite sport is soccer. • e student to your right says: He’s/She’s a teacher and his/her favorite sport is soccer. I’m a student and my favorite sport is basketball. • e student to his/her right should mention his/her occupation and favorite sport and what the other students so far have said as in the example given. is goes on until the last student recalls what all the people in the class have said. • You may simplify the activity by conducting it with sports or occupations only. Encourage students to say: My favorite sport is ____________. (name of the sport)

• Coach students to use the pronouns his and her appropriately.

. 13


GOAL • Provide students with the opportunity to recognize stress patterns in whquestions (information questions) and practice them

• Books open. Play the audio and have students repeat the questions in their books. • Play the audio again and have students circle the stressed word in each question. ey may work in pairs. Help them recognize the content words in each question, the ones that get primary stress. • Divide students into pairs and ask them to take turns asking and answering the questions in their books.

38 |

CNA ES SEN TIA LS 1

C on ne ct i ng .

• Move around the room to check students’ performances.

Answers Refer to the reduced page of the Class Lessons for answers. Note: In Questions 9 and 10 the words e-mail and phone take secondary stress.

. LANGUAGE 14 AWARENESS

. 15

SPEAKING GOALS • Provide practice and development of oral skills • Oer students an opportunity to talk to their classmates and get to know them better • Practice the language to ask for and give personal information

GOALS • Raise awareness and provide further practice of whquestions • Foster collaborative learning strategies

• Books open. Divide students into pairs and have them write the appropriate questions in Activity 14a. • Ask students to analyze the questions they wrote and nd out what’s common among them all. You can ask: What’s common to all the questions? • Help them if necessary. You may want to elicit more question words they already know(Who, How, Where, When,etc.) and list them all. • Tell students to ask and answer the questions and write down the answers they get.

• Books open. You may want students to work in small groups so that they help one another as they prepare the questions (What’s your nickname?, What’s your name?, What’s your favorite band?,etc.). Move among them and check their work. • Tell students to walk around the room and nd out the items listed. As they do so, they are supposed to write down the classmate’s name along with the answer he/ she provided. Monitor the activity at all times and oer help if necessary. • To wrap up the activity, have students report to the class what they have found out.

What’s your name? What’s your nickname? What’s your favorite sport? What’s your e-mail address? What’s your phone number? What’s your occupation? what


CLA SS LES SON S

| 39

UNIT

. 16

SPEAKING GOALS • Provide practice and development of oral skills • Oer students an opportunity to talk to their classmates and get to know them better • Provide an opportunity for practice of some of the language items worked on so far in CNA ESSENTIALS 1

40 |

CNA ES SEN TIA LS 1

• Books open. Now that students have practiced information questions, encourage them to walk around the room and talk to ve dierent people. ese conversations should sound as natural as possible. erefore, help them achieve this goal by not allowing them to read their questions. Monitor their work at all times.

• When students are done, have them write a few sentences summarizing their ndings. Ask some of them to present their ndings orally. Model it if necessary. For example: Tis is Karen. Her last name is Menezes. She is a student and her e-mail address is [email protected]. Her phone number is 23053-3344. Her favorite sport is basketball and her favorite band is U2. • Point out that this page contains important information about their classmates that should be saved carefully in case they want to keep in touch with their new friends.

C on ne ct i ng . . 17

SPEAKING GOAL • Provide students with an opportunity to use what they have learned so far

• Books open. Help your students explore the picture in each situation and understand what each represents. Elicit the language used throughout this unit so that they know what to say. You could say: Where are the people in Situation 1? Imagine what they are saying. Can you give me examples?

• Tell students to walk around the room, nd a partner and role play the rst situation. Allow them about three minutes to carry out the activity and nd another partner. Do so as long as you think it is useful. Monitor their work at all times. en tell them it’s time to work on the second situation and carry out the same procedures. When students are done, wrap upstudents the activity by inviting some to role play both situations to the rest of the class. Make any comments you nd necessary regarding their performances.

CLA SS LES SON S

| 41

UNIT

. 18

WRITING GOALS • Provide students with an opportunity to use what they have learned through a real life writing task • Develop writing skills

• Books closed. Talk to your students about their prole page on social networks and encourage them to create one in English. is pre-task is aimed at exploring their interests and motivating them. Elicit the language used throughout this unit that would be useful to their page. You may say: Do you use Facebook? What’s your profile name? What about LinkedIn? What’s your profile name? What information is in your profile? • Books open. Divide students into pairs. Have them look at the Great Mates page and create their own. Ask them what information to include and how to organize in a short bio (name, nickname, occupation, favorite sport and

42 |

CNA ES SEN TIA LS 1

band or singer, and so on). Model it with your own information on the board if necessary. Allow about ve minutes for students to write their proles. When they are done, have them share their pages with other classmates.

. 19

GAME GOALS • Provide students with an opportunity to review what they have learned through a fun activity • Develop collaborative learning strategies

• Books closed. Invite students to play Stop. Divide them into small groups. Have them prepare a grid with the following categories: occupations, sports, favorite bands, school supplies, and objects. Add any others which may be useful to your own students. • Tell students a letter of the alphabet. In groups, they should write a word starting with that letter for each category you have decided on. e group that comes up with a word for all the categories rst should shout out STOP. All the other groups should stop writing. Go through the words with all the groups. If a word is repeated by one or more groups, it’s worth ve points. If a word is not repeated, it’s worth 10 points. Ask groups to tally up the points. Repeat this procedure with other letters for as long as you nd it appropriate or until interest begins to fade. After the nal round, ask students to tally up all the points. e group with the most points is the winner.

C on ne ct i ng . FEEDBACK TIME . 20 GOAL • Provide 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

• Ask students to rate their skills. ey may refer to the specic language content in the unit. Lower their anxiety by making sure they are not being evaluated during this task. is is a powerful resource as long as they understand its purpose. • When students are done, have them share with their classmates the most meaningful ndings

functions. answers with the whole Check group and, if necessary, elicit more examples.

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.

CLA SS LES SON S

| 43

UNIT

Communicative goals

• Talking about where places are • Talking about where people are from • Talking about countries and nationalities • Telling the time • Talking about what places are like

LISTENING

1. (track 18)

GOALS • Contextualize and oer students an overview of the main language exponents to be studied • Oer a moment of elicitation of students’ previous knowledge • Provide students with practice of listening strategies

• Books closed. Show the ashcards available in the Resource Pack, pages 168 to 170, Around the world. Contextualize the activity by talking to students and preteaching some of the language in the activity. Say: Look at this picture. Is this in Brazil? Is it in France? Yes, it is in France. Where is it in France? • Be aware that the language points are not to be thoroughly taught at this point as they will be studied and practiced throughout the unit. • Books open. Ask students where the people in the picture on page 41 are. Check answers with the whole class. • In pairs, ask students to predict what people will say by lling in the speech bubbles with the sentences in the box. Give them about two minutes. Tell students they will listen to the conversations and they should check their answers. • Play the audio once. Ask students to compare answers. If necessary, play it again. Check answers with the whole class. • Alternatively, if students are unfamiliar with many of the new language points, ask them to listen and ll in the speech bubbles. In this case, play the audio once or twice. Ask students to compare answers. If necessary, play it again. Check answers with the whole class.


44 |

CN A E SS ENT IAL S 1

, It s a bi g wi d e wo r ld !

c

a

d b

e

CLA SS LES SON S

| 45

UNIT

2.

A: Is this in France? B: Yes, it is. A: And where is France? B: It’s in Europe.

SPEAKING (track 19)

GOALS • Introduce and practice asking and saying where countries are • Oer students an opportunity to practice and develop speaking skills

• Books closed. Show some of the ashcards available in the Resource Pack, pages 168 to 170, Around the world, and elicit in which country these famous places are. Say:

• Write a model conversation on the board. Where is ___________? It’s in ______________.

A: B:

• Go through this conversation with some of the countries on page 42 so that the continents can be taught. If necessary, ask students to repeat the new vocabulary. • Books open. Ask students to complete the map in Activity 2a. • Before students check the answers in pairs, write one of the countries

on the board and elicit/teach where the main stress in the word goes. Do the same with one or two more countries. • Play the audio and, as students listen, ask them to write the countries in the appropriate stress pattern box. If necessary, play the audio again. • Check answers with the whole class. As you check, ask students to repeat the countries after you. • Divide students into pairs so that they can check their answers for Activity 2a. Model the conversation in Activity 2c with one or two students before they begin. • Give about ve minutes for students to do the activity. While students talk, move around the room listening for mistakes and helping if necessary.


Germany Spain the U.S.A.

Egypt

Cuba

India

France

Japan

the Philippines Argentina

Spain Greece France

46 |

CNA ES SEN TIA LS 1

Japan

SouthAfrica

Cuba China Chile Egypt

Australia

Germany India Italy Canada


3.

GAME GOALS • Further practice of asking and answering where countries are • Oer students an opportunity to practice and develop speaking skills

• Books closed. Divide students into pairs and give each student a card (Card A and Card B) available in the Resource Pack, page 171, Where is it?. Student A should challenge Student B by asking: Where’s __________?

• Divide students into pairs, spread the ashcards available in the Resource Pack, pages 168 to 170, Around the world, on the oor and model the conversation with one student. • Ask students to take turns asking and answering where the places on the ashcards are. • Give about three minutes for students to do the activity. • While students talk, move around the room listening for mistakes. When time is up, go through mistakes with the whole class. • Books open. Ask students to turn to Activity 4 and take turns asking and answering where those landmarks are.

• Go through the pronunciation of the names of the landmarks before they begin. If they don’t know where the places are, don’t give them the answers right away. Instead, tell them to ask you during the correction phase of the activity. • Give about three minutes for students to do the activity. When they are done, check answers with the whole class.


• If Student B gets it right, he/she scores two points. If he/she doesn’t know the answer, he/she can say: Can I have some options, please? • Student A says the options. If Student B gets it right, he/she scores one point. Students A and B should take turns asking and answering questions. e student who gets the highest score wins.

4.

SPEAKING GOALS • Practice asking and saying where landmarks are • Provide students with an opportunity to practice and develop speaking skills

• Books closed. Show students pictures of famous landmarks. Ask them where the landmarks are. Write a model conversation on the board. A: B:

Peru

Germany

Australia

Italy

India

the U.S.A.

Japan

Portugal

Where is ___________? It’s in ______________.

CLA SS LES SON S

| 47

UNIT

5.


• Books open. Ask students to look at the picture in Activity 5. Point at the people in it and ask students:

GOALS • Contextualize and oer students an overview of some language points to be studied • Oer a moment of elicitation of students’ previous knowledge • Practice listening strategies

Where are these people? Look at this woman. Is she from Brazil? Where is she from? And this other woman? Where is she from? Imagine the conversation. What are they saying? • Help students with the necessary language. Ask them to look at the questions in their books. Make sure students understand the questions. If necessary, do some brief pre-teaching of any questions that students may not know. Ask them to complete the conversation in their books with the questions in the box.

• Play the audio once and ask students to check their answers. If necessary, play it again. Elicit answers. • Divide students into pairs and ask them to practice the conversation. • If time allows, ask students to replace some parts of the conversation with their own information. • While students practice, move around the room listening for mistakes. When they are done, carry out a correction session, pointing out/eliciting the correct forms.


LISTENING

6. (track 21)

What time is it, please?

GOALS

• Develop listening comprehension strategies • Further practice asking where people are from

Are you English? Where are you from?

• Books closed. Ask students if they remember where Laura and Mel in Activity 5 are from. Prepare ashcards of famous people and write a model conversation on the board: A: B:

48 |

CNA ESS ENT IA LS 1

Where is _______ from? He/She is from _______.


• Divide students into pairs and spread the ashcards of famous people on the oor. Ask students to take turns asking and answering where the people are from. • Allow about three minutes for students to do the activity. • When students are done, ask them to open their books to page 45 and elicit where the people might be from. • Play the audio once or twice. Ask students to check answers by asking the people’s names and where they are from. • While students perform the activity, monitor the pairs. en check answers with the whole class.

Answers

8.

LISTENING A: (track 22)

B: GOALS • Develop listening comprehension strategies • Further practice asking where people are from

• Books closed. You may want to contextualize the activity by showing the ashcard available in the Resource Pack, page 172, Family, and eliciting where the people in the picture are. • Write a model conversation on the board:


7.

Where are the people in the picture from? I think they’re from ________________.

• Books open. Divide students into pairs and ask them to take turns asking where the people in the pictures in Activity 8a are from. is will serve as preparation for the listening activity. • Play the audioonce ortwice. Ask students to check answers for Activity 8b by asking where the families are from. If necessary, carry out correction with the whole class.


GAME GOALS • Further practice asking and saying where people/things are from • Oer practice and develop speaking skills

Chen China

Fatimah Egypt

Claudette France

Giuseppe Italy

Raj India

Katie Australia

• Books closed. Divide students into pairs and have them write a list of 10 famous people, brands or cars from dierent countries. Pair students up again and tell them they will challenge each other by asking questions. Write a model conversation on the board: A: B: A:

Where’s Kate Winslet from? She’s from England. at’s correct!

• e student with the most correct answers wins.

CLA SS LES SO NS

| 49

UNIT

SPEAKING 9. GOALS • Practice asking and saying where families are from • Practice and develop speaking skills

• Books open. Divide students into pairs and ask them to perform the conversation. Draw their attention to the model conversation in Activity 9. Allow students about three minutes to do the activity.

50 |

CNA ESS ENT IAL S 1

• While students do the activity, move around the room and help them if necessary.

. 10

• Books closed. Ask a few students where their families are from. Write the countries they mention on the board and teach them the corresponding nationalities. You PRONUNCIATION may use the ashcards available in the Resource Pack, pages 168 (track 23) to 170, Around the world, to go through the missing countries and nationalities. Point out that the GOALS rst letter of nationalities is always • Develop awareness of the words main stress of some in English and of stress shift by adding the sux –ese • Practice the pronunciation of these words

capital. • Books open. Tell students they will listen to the audio and they should underline the stressed syllable in each word. Model the activity if necessary. • Play the audio once or twice and check answers with students. • Draw students’ attention to the pattern shift. Adjectives of nationality that take the sux –ese normally suer shift in the stress syllable and the sux will be stressed. • Play the audio again and ask students to repeat the words.

Japan

Osaka

Answers

Italy

Siena


, It s a bi g wi d e wo r ld ! . VOCABULARY 11

12

. SPEAKING

GOAL • Present and practice the nationalities

• Books closed. Contextualize the activity by asking students if their family has a traditional dish. Say: A: Luisa, your family is Spanish, right? B: Yes, they are. A: So, is paella a traditional dish in your family? B: Yes, it is. • You may want to use pictures to introduce some dishes and which countries they are from. • Books open. Go through the dishes with the students. Don’t kill the element of information gap by asking which country they are from. Just make sure students know how to pronounce the dishes. • Ask students to match each dish to the country they think it is from.

• Books open. Ask students to complete the speech bubbles with the language in the box. en check answers with the whole class. • Ask students to practice the conversation in pairs. While students are talking, move around the room and check their performances.

GOALS • Contextualize and oer initial practice of telling the time • Practice and develop speaking skills

• Books closed. You may contextualize the activity by telling students that all the talking about food made you hungry. Ask students what time it is. Write the model conversation on the board and teach students how to say it: A: B:


What time is it? It’s _________.

• Divide students into pairs, draw their attention to the model conversations and have them check their answers. • While students are talking, move around the room and help if necessary. • When time is up, check answers with the whole class.

1 6 4 2


Excuse me. What time is it?

It’s 11:20.

Thank you.

5 3 7 8

welcome. You’re

CLA SS LES SO NS

| 51

UNIT

. 13

• Books open. Draw students’ attention to theDid you know…? box. Point out that in English the GOALS military time is not commonly • Practice telling the used; a.m. and p.m. are used time instead. Make sure all your • Practice and develop students know how to say the speaking skills time on analog clocks. If they don’t, teach it rst by showing that the hour is divided in periods • Books closed. Draw a clock on the of ve minutes, and that from board and teach students how to tell the time. Focus on those times minute 1 up to minute count the minutes past 29, theyou hour, which may be dicult for students and from minute 31 to minute 59, (a quarter past/to, half past, etc.). you count minutes to the next hour. Concept check by writing dierent times on the board and asking students what time it is. • Ask students to do the activity in their books.

SPEAKING

• When students are done, check answers with the whole class. You may want to ask them to carry out some chorus repetition of both questions and answers if necessary. • Divide students into pairs and ask them to practice the conversations. • You may use the moment of practice to check students’ production of the new language and reinforce linguistic aspects students may have had diculty with.



3 10:15 3:45 1:05 8:35 5:50 8:20

52 |

CNA ESS ENT IAL S 1


. SPEAKING 14 GOALS • Further practice telling the time • Practice and develop speaking skills

• Books open. Ask students to draw the hands of the clocks in their books showing the times they want. • Divide students into pairs and ask them to point to the clocks in their own books and ask and answer the time. • Model the activity with a student before they start. • While students are talking, move around the room and help if necessary.

, It s a bi g wi d e wo r ld ! . 15


GOALS • Contextualize and oer students an overview of some of the language points to be studied • Provide a moment of elicitation of students’ previous knowledge • Practice listening strategies

• Books closed. Show a ashcard available in the Resource Pack, pages 168 to 170, Around the world, and ask students what city it is. Do some pre-teaching of the language to be seen in the conversation. Ask:

. 16

VOCABULARY GOAL • Introduce and practice language used to describe places

• Books open. Ask students to match the pictures and the words. • When students are done, check answers with the whole class. • Tell students to add other words they’d like to use to describe a city in Activity 16b.

Suggested answers

• Books closed. Use the appropriate ashcards available in the Resource Pack to teach the new vocabulary. Carry out chorus repetition of the new words and check students’ understanding of the words by asking for examples of cities that can be described with those new words.


Is it a tourist city? Is it a modern city? What is it like? • Books open. Ask students to look at the picture and tell you where they think the people in it are. • Ask students to read the conversation. Check if they understand it. • Ask students to listen to the audio and check the option they hear. Play it once or twice. • When students are done, check answers with the whole class. • Divide students into pairs and ask them to practice the conversation.


big

modern

small

beautiful

calm

tourist

romantic

old

CLA SS LES SO NS

| 53

UNIT

. 17

SPEAKING GOALS • Practice describing a city • Practice and develop speaking skills

• Books closed. Show the ashcards available in the Resource Pack, pages 168 to 170, Around the world, and ask students: Is it an old city? Is it a beautiful city? What is it like? • Write the last question on the board. Carry out chorus repetition if necessary. • Follow the same procedure with some more ashcards until students feel comfortable with the new language.

54 |

CNA ESS ENT IAL S 1

• Books open. Draw student’s attention to the model conversation in their books. Divide students into pairs and model the activity with them. Before they start, tell them to add a city they like or that they’d like to visit. • Ask students to take turns asking and answering the question. • While students do the activity, move around the room and help if necessary. • To wrap up the activity, invite students to describe the city of their choice to the whole class.

, It s a bi g wi d e wo r ld ! . 18


GOALS • Develop listening comprehension strategies • Further practice describing cities

• Books open. Tell students they will listen to a few people describing four dierent cities. ey should ll in the chart in this activity. • Play the audio once or twice and, if necessary, pause it so that students can take notes. • When students are done, divide them into pairs. Ask them to check their answers by asking and answering questions. • While students do the activity, move around the room and help if necessary. • When students are done, if they are still unsure of the answers, check them with the whole class.


. 19

• Divide students into pairs and ask them to take turns asking and answering what their city/ GOALS neighborhood is like. • Practice describing a • While students do the activity, city or neighborhood move around the room and help if • Practice and develop necessary. speaking skills • Alternatively, ask students towrite a sentence to describe their city/ neighborhood to nd people • Books open. Tell students in which who wrote similar sentences. e neighborhood you live and what it is like. Make sure they understand objective is to nd as many people as they can. what neighborhood means. Give more examples if necessary.

SPEAKING

Curitiba

Brazil

Regina

Canada

beautifuland modern modernandsafe

Óbidos

Portugal

smallandold

Buenos Aires

Argentina

beautiful and tourist

CLA SS LES SO NS

| 55

UNIT

. READING 20

• Divide studentsinto pairs and have them take turns asking and answering the question on the board. GOALS Move around the room and help • • Develop and practice them if necessary. reading strategies • When students are done, elicit • Explore the genre some of their favorite destinations. post en ask students if they send postcards or post photos or comments on social networks • • Books closed. Write the following when they travel. If you have access question on the board: to a social network, you may want to show a post or a photo of a trip What’s your favorite you took to illustrate it. destination? • Books open. Ask students to look at the pictures in their books and • Tell students what your favorite answer the questions in Activity destination is and explain why. Say: 20a. Encourage students to explore the pictures and not read the text My favorite destination is Paraty in at this point. Check answers with Rio. It’s a beautiful tourist city. I love the whole class. Ask students if it there. they can recognize the places in the

pictures. Use them to pre-teach key words that students may not know such as food, ahead of,etc. Go through the questions in Activity 20b with students and ask them to read the text and answer them. Have students compare their answers in pairs and check them with the whole class. As a wrap-up, play the game wenty Questions.Divide students into two teams. Tell them you are going to imagine a city and they should take turns guessing what city it is. Only twenty yes or no questions are allowed and each team may guess what city it is only once. Model some of the questions if necessary. Ask: Is it in South America? Is it in Brazil? Is it a big city?

• Keep a tally. When you get to the twentieth question, if the teams have not gured out what city it is yet, they should make a nal guess. e winner is the team that guesses correctly. You may have students do this activity in pairs as well if time allows.


TEACHING TIP • As much as possible, what we do in class should resemble what is done in real life. erefore, most often there is no point in asking students to read the text in the reading comprehension activities out loud. e focus of these activities is to develop reading strategies. Students have developed those reading strategies in their mother tongue. However, those are not automatically transferred to the foreign language. So it is always crucial to give them a task whenever you ask them to read a text. You may ask them to read for specic information or for the general idea, for instance. e former strategy is called scanning and the latter, skimming.

56 |

CNA ESS ENT IAL S 1


21

.

WRITING GOALS • Develop students’ writing skills • Write a post about a trip

• Books open. Elicit what students’ favorite destinations in the previous activity were. Ask them to study the post in Activity 20 and tell you what information they could write in one. Write that on the board. For example: A greeting e place you are A brief description of the place and the people

• Give students aboutve minutes • Books open. Divide students into pairs and ask them to go through to do the activity. While they talk, the communicative functions move around the room listening listed. Encourage them to come for mistakes. When they’re done, up with the corresponding you may invite some of the pairs language points. to come up front and act out the conversation for the class. To wrap it • Ask students to rate their own up, comment on their performances. skills. ey may refer to the specic language content in FEEDBACK TIME the unit. Lower their anxiety by . 3 making sure they are not being 2 evaluated during this task. is is a GOAL powerful resource as long as they • Provide an understand its purpose. opportunity to come • When students are done, elicit what up with an overview of item(s) they think they need more the language worked practice. Brainstorm specic actions on throughout they can perform the following the unit for the week to improve those items they purposes of reviewing, feel they need more practice. Ask students to choose one action and summarizing, and put it into practice. Ideally, you self-evaluating should keep track of their progress.

• Explore the genre with your students. Ask: Are posts usually long or short? Are they usually more formal or informal? Serious or humorous? • It’s important that students understand both the text format of this genre and normally used in the it. language • Prepare students in class and ask them to write a post about their favorite destination. You may want to stick the posts on the wall and have students read and comment on them as if they were reading them on a social network before your correction.

22

. SPEAKING GOALS • Practice and develop speaking skills • Provide students with an opportunity to

use whatsothey learned far have • Books open. Help students explore the picture and understand what it represents. Elicit language used throughout this unit so that they know what to say. • Divide students into pairs and ask them to act out the situation. CLA SS LES SO NS

| 57

UNIT

1.

GAME GOALS • Review and consolidate language learned throughout the rst half of the book through a fun activity • Provide an opportunity for the development of collaborative learning strategies

• Books closed. Tell students this is a review lesson and the aim of this activity is to review language studied so far. • Books open. Divide students into pairs or small groups. Give them markers (beans or small beads) and tell them to put their markers on START. Students should take turns ipping a coin. If they get heads, they should move one square; if they get tails, they should move two squares.

• Students should then ask or answer the question or respond appropriately, whichever the case may be. ere are three free questions. When students land on one, they should ask a classmate a question. If they land on a square which has already been visited, they should ip the coin again. Each correct answer gets one point. • Move around the room, watch your students as they cope with the activity, and oer help if necessary. Wrap up the activity by going over the language in each circle. Make sure you answer any questions they may have concerning the work done.

Possible answers 1. I’m from ________. 2. What time is it? 3. Sure. Here you are./I’m sorry. I don’t have one. 5. What’s her name? 6. It’s ________. 7. Bye. See you. 8. Nice to meet you. 9. Yes, sure. Please come in. 10. Where’s Sydney? 11. Glad to meet you, too. 13. It’s in Room 4. 14. What’s your phone number? 15. Where’s the Corcovado? 16. How do you spell your name? 17. Good morning. How are you? 19. What’s your favorite sport? 20. What’s your name? 21. What is it like? 22. No, it isn’t. 23. Where is your family from?

58 |

CNA ES SEN TIA LS 1

Putting it all together.

2.


GOALS • Review and consolidate language worked on throughout the units • Provide an opportunity for

students to develop listening skills • Books closed. Tell students they are going to listen tothree conversations. Play the audio once and ask them simple questions about all three conversations. Make them feel at ease. Point out that they don’t have to understand every single word in a conversation. • Books open. Tell students to look at the questions in their books and relate them to the conversations. Play the audio again and have them answer the questions in Activity 2a and 2b. Ask them to work in pairs so that they can share what they understood. Go over their answers. If necessary, have some students act out the conversations in a more relaxed way.

questions and answers to play the dierent games that follow. • Walk around the room, watch students as they do the tasks, and oer help if necessary. Memory Game: Divide students into pairs or small groups. Students should place the cards face down. Each participant may turn two cards at a time. If the question matches the answer, he/she gets

whatever is required. e game may be played in pairs or small or large groups. You may want to hide the exponents and just reveal them after students have chosen their spots. Te Question and Answer Game: Hand out a card to each student and have them walk around the room asking and answering questions. When they nd their

one point and has the chance to turn over two more cards. e game ends when all cards are matched. e winner is the student with the most pairs of cards. ic ac oe:Create as many grids as necessary alternating questions and answers. Students choose a spot and to get a point they are supposed to come up either with the question or the answer,

match, have them step aside and act out the conversation they have. You may also come up with other questions and answers that you consider relevant and want your students to practice. Information Gap Act ivi ty

4



3.

GAME GOALS • Review and consolidate language worked on throughout the units • Provide an opportunity

for students to develop collaborative learning skills • Books closed. Make copies of the cards available in the Resource Pack, page 173, Review cards. You may work with the same set of

CLA SS LES SON S

| 59

UNIT

PRONUNCIATION• Books open. Play the audio and

4. (track 27)

GOAL • Raise awareness and provide students with the opportunity to recognize and practice primary stress

• Books closed. Ask students to come up with some names of countries and ask them to identify the stressed syllables.

60 |

CNA ES SEN TIA LS 1

have students underline the stressed syllable in each word. Ask students to compare their answers in pairs. en check them with the whole class and play the audio again so students can listen and repeat the words.


5.

SPEAKING GOAL • Provide students with an opportunity to use what they have learned so far

• Books open. Invite students to look at the pictures and explore them. Make sure they understand what each one refers to. Elicit some language that may be used in each of them. • Divide students into pairs or small groups and ask them to act out the situations. Move around the room and oer help if necessary.


Guide to situations

1.

A: You are at a party. Meet Student B and introduce yourself. B: You are at a party. Meet Student A and introduce yourself.

2. A: You are at school. Student B

is your friend. Greet him/her.

B: You are at school. Student A is your friend. Greet him/her.

3.

A: You are at the gym. Student B is your friend. Greet him/ her and introduce him/her to Student C. B: You are at the gym. Student A is your friend. Greet him/ her and meet Student C. C: You are at the gym. Student A is your friend. Greet him/ her and meet Student B.

4.

A: You are at Student B’s house, but you have to go. Say goodbye. B: Student A is at your house.

7.

A: You meet a friend at a coee shop. He/She is working on his/her Great Mates page. Ask him/her questions about the pictures. B: You are updating your Great Mates page at a coee shop when Student A approaches. Tell him/her about your photos.

8. A: Greet Student A and ask the time. B: Greet Student B and tell him/her the time. en say goodbye.

9.

A: Talk to Student B about your family’s srcins. B: Talk to Student A about your family’s srcins.

10.

A: You are at the airport. Start a conversation with Student B, who’s sitting next to you. B: You are waiting for your ight. Student A, who’s sitting next to you, starts a conversation. Keep the conversation going.

Listen to him/her and say goodbye.

5.

A: You are at school. You need something. Ask Student B to lend it to you. ank him/ her. B: You are at school. Student B needs something. Help him/ her.

6.

A: You are an attendant at a gym. Student B is new there. Ask him/her questions to ll in a registration form (name, how to spell it, phone number, age, e-mail address). B: It’s your rst day at the gym. Student A is the attendant. Answer his/her questions so that he/she can ll in your registration form.

CLA SS LES SON S

| 61

UNIT

Communicative goals

• Talking about what neighborhoods and cities are like • Talking about places in town • Talking about what people do on weekends • Giving opinions

LISTENING

1. (track 28)

GOALS • Present and contextualize language to be worked on throughout the unit • Provide an opportunity for students to recognize, understand, and practice language related to neighborhoods

• Books closed. Introduce the topic by talking to your students about their neighborhoods. If possible, bring pictures of the school neighborhood or neighborhoods in your town. You could say: Look at this picture. Where is it? Is it in Brazil? Is it in _____________. (name of a city)

Is it calm or busy? What’s this neighborhood like? • Books open. Have students look at the pictures on page 59 and answer the question in Activity 1a. Make sure they understand the meaning of busy and quiet. Have them share their answers in pairs or small groups. Tell students they are going to listen to a conversation about neighborhoods. You might want to explore the pictures so that the listening activity will not be too demanding. Focus on the key words when exploring the pictures. Play the audio once and ask them simple questions focusing on key words in the conversation. Make them feel at ease. Point out the fact that they don’t every single have wordto inunderstand a conversation. Tell them to look at the pictures in their books and check the one related to the conversation. Encourage them to come up with the words used in the conversation. • Go over Activity 1c. Help students come up with the key words used to describe this neighborhood: big, busy, pollution, bus routes, subway lines.


62 |

CNA ES SEN TIA LS 1

, What s yo u r ne i g hb or h oo d li k e?

CLA SS LES SON S

| 63

UNIT

2.

• Teach the word dangerous. Do the same with those words in Activity 2a students may not know. GOALS Explore the vocabulary to describe • Present vocabulary cities presented in Unit 3. related to • Books open. Ask students to relate neighborhoods the pictures and the vocabulary • Encourage recognition items in Activity 2a. Have them and practice of the repeat the words after they do the new vocabulary matching activity. • Divide students into pairs and

VOCABULARY

• Books closed. Show pictures of a busy neighborhood. Ask students questions such as:

have them work on Activity 2b. Help them develop useful learning strategies such as recognizing cognates (polluted, quiet, etc.).

Is this neighborhood in a big city or in a small town? Is it a dangerous neighborhood?

• To help students comeup with two more words to describe the places in Activity 2c, you may also want to refer to Unit 3. is is a good opportunity to review language already worked on(new, old, modern, calm, tourist, beautiful, etc.). • Ask students to describe the places in Activity 1a using the words they have either learned or come up with. Model it with a student: A: Look at Picture 1. Is this place interesting and crowded? B: I think so. It’salso busy and modern. • For Activity 2d, make enough copies of the cards available in the Resource Pack, page 174, Describing cities, and ask students to walk around the room and talk to their classmates about the places on their cards. Model the activity with a student before they start. Move around the room, watch their work, and oer help if necessary.

Answers b a

ba

a

b

64 |


a

CNA ES SEN TIA LS 1

b

b

b

a

a


3.

READING GOALS • Activate previous knowledge • Introduce and contextualize language to be worked on throughout the unit • Develop and consolidate reading strategies

• Books closed. Show a picture of a neighborhood and explore it with students. Say: What’s this neighborhood like? What can you see in the picture? • Use this last question to introduce the dierent forms ofthere to be. You may ask questions such as: Are there a lot of houses in this neighborhood? Can you see a park? Is there a park in this neighborhood? • Make sure you teach both the question form and the answers.

• Books open. Explore the pictures with students by asking them questions such as the previous ones. However, be careful not to ask too many questions which may eliminate the need to do the matching with Activity 3a. Divide students into pairs and encourage them to do Activities 3a and 3b. Help them with the meaning of some new words (skate parks, churches). • Move around the room and oer help if necessary. When students are done, go over their work.


2

1

3

big and busy small and quiet poor

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UNIT

4.


GOALS • Present and contextualize language to be worked on throughout the unit • Provide an opportunity for students to consolidate and practice conversations related to description of neighborhoods • Develop listening and reading strategies

66 |

• Books open. Divide students into pairs and tell them to do Activity 4a. Model it with a student if necessary. • Notice that Activity 4b involves reading strategies, so make sure to guide students through the various steps proposed. • As students develop their listening skills, you may want to play the audio just once, but make sure they feel at ease to do the listening task. If your students need more guidance and still feel a little insecure about listening tasks, you might want to have them listen more than once and get help if necessary. If you think it’s useful, have them repeat the lines after they are done.

There is a lot of pollution.

There isn’t a shopping mall.

There aren’t many hospitals.

There are many green areas.

There are lots of subway lines.

There are many bicycle lanes.

CNA ES SEN TIA LS 1

• After students have listened and matched the sentences and the pictures, have them compare answers in pairs. Model the conversation with a student: A: Is there a lot of pollution in Mexico City? B: I think there is. • Move around the room listening. Oer help if necessary. Check answers with the whole class.



5.

LANGUAGE AWARENESS GOALS • Raise awareness and provide further practice of there is and there are • Foster cooperative learning strategies

• Books open. Divide students into pairs and ask them to match the mini conversations and practice them. Model the activity with a student. While they practice, monitor their work and help if necessary. • Ask students to study the conversations and answer Activity 5b. Make sure they understand what they are supposed to do. You

• Model Activity 5c with a student. Make sure he/she asks you about your neighborhood so that the information gap element of the activity is not nished for that student. While students practice, move around the room and help if necessary.


may do the rst one with them as an example. Encourage them to use their previous knowledge and exchange information with their classmates to do the activity. When they are done, check answers with the whole class.

3 6

1

2 5 4

1

3 6 5 2 4

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UNIT

• Books open. Tell students they are going to listen to a few people taking about their neighborhoods. Explore the pictures with students to make them feel at ease. Ask questions such as:

LISTENING

6. (track 30)

GOALS • Contextualize and consolidate language worked on throughout the unit • Provide an opportunity for students to understand and practice description of neighborhoods

Where are these people? What can you see in the pictures? • Pre-teach some of the words students may not know. Keep this part of the activity brief, as places in town will be presented in the next activity. is one is meant to be a lead-in to it.

• Before playing the audio, point out the fact that students don’t have to understand every single word in a conversation. Make sure they understand what they are supposed to do before you play the audio. • Have students listen to the audio and check the correct answer to Activity 6a. Play the audio again and have them work on Activity 6b. You may want to have them work in pairs so that they can share their understandings. Go over their answers and, as a wrapup, ask them to do Activity 6c out loud as a group.


7 5 3 4

2

1 8 6

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CNA ESS ENT IAL S 1


7.

VOCABULARY GOALS • Present vocabulary related to places in town • Encourage recognition and practice of new vocabulary

• Books closed. You may introduce a few places to your students. Show them the ashcards available in the Resource Pack, pages 175 to 184, Places in town, and teach the words students may not be familiar with. Encourage students to come up with the names of places in town they may already know such as drugstore, supermarket, school, etc. Carry out chorus repetition of new words. • Books open. Ask students to do the activity individually. When they are done, have them compare answers in pairs. Model the conversation with a student. For example: A: Is there an AM in Picture 1?

8.

GAME GOALS • Review and consolidate words learned throughout the unit through a fun activity • Provide an opportunity for the development of collaborative learning strategies

• Books open. Divide students into pairs, Student A and Student B. Tell Students A and B to look at Map 1 in Activity 7 and try to

memorize it as best as they can. Student A should ask Student B questions about places in town, such as: Is there a ______ on _______ Street? • Student B should answer based on what he/she remembers about the map. Student A may keep his/her book open and check Student B’s answers. • After a round of three questions, students should exchange partners, move on to Map 2 and go through the same procedure. Have them exchange partners again and work on Maps 3 and 4. At all times move around the room, observe your students, and oer help if necessary.

B: No, there isn’t. Is there a gas station in Picture 1? A: Yes, there is. • While students compare answers, move around the room and help if necessary. Check answers with the whole class.


6 14 12 1 18

2 7

3 4

15 9

10 13 16

8 11 17

5 19 20

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UNIT

• Books closed. Introduce this topic PRONUNCIATION

9. (track 31)

GOALS • Raise awareness and provide students with an opportunity to practice linking sounds • Develop oral uency • Consolidate vocabulary related to places in town

of the activity by writing a couple of sentences on the board as in the activity. Say them and help students notice which sounds are linked. • Books open. Play the audio and have students write the words they hear. You may want to play it again if you think it’s necessary and useful. Have students help one another as much as possible. • Play the audio again and, this time, tell students to mark the links. • Go over students’ work and have them repeat the sentences.


library school museum subway stations ATM hospital police station bike lanes

10

. SPEAKING GOALS • Provide practice and development of oral skills • Oer an opportunity to talk about neighborhoods

• Books open. Divide students into pairs. Model the rst conversation with a student and draw their attention to theDid you know…? box. Encourage students to practice the conversations according to the examples provided. • Move around the room, observe students’ performances, and oer help if necessary. • When students are done, comment on their performances and carry out remedial work if necessary.

. 11

SPEAKING GOALS • Provide practice and development of oral skills • Oer an opportunity to consolidate language related to places in town

• Books open. Ask students not to look at their partner’s map so that the activity becomes more meaningful. Model a couple of questions with students before they start working. Make sure they understand there are dierences between the maps. • Move around the room and oer help as this is a good opportunity to get to know to what extent your students are able to cope with the activity proposed. When they are done, tell them to compare their maps. Elicit the dierences between them.

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CNA ESS ENT IAL S 1


12

. SPEAKING GOALS • Provide practice and development of oral skills • Oer an opportunity to get to know a little about one another’s neighborhoods

• Books closed. Ask students questions similar to those they are supposed to ask their classmates. You could say: Is there a library near CNA? Is CNA near a shopping mall? • Books open. Tell students they are supposed to talk to their classmates and nd people who answer armatively to the questions they will ask. You may have students walk around the room and write down their classmates’ answers. Move around the room and oer help if necessary. • When students are done, go over their answers and ask them to share some of the information with the rest of the class.

. 13

call out a denition of a place, students should cross out the corresponding word if they have it in their grids. • Read one denition at a time. e student who crosses out all words rst wins. • Alternatively, if you think the activity is too challenging for your students, you can show the ashcards available in the Resource Pack, pages 175 to 184, Places in town, and elicit the places. e students who have them in their grids, cross them out.

Suggestions Bakery: I go there to buy bread. Restaurant/Café: I go there to eat. Supermarket: I go there to buy food. Hospital: I go there when I’m sick. Drugstore: I go there to buy medicine. Skate park: I go skateboarding there. Park: I go there to play. Library: I go there to borrow books. Movie theater: I go there to watch movies. Bank: I go there to get money.

GAME GOALS • Review and consolidate vocabulary learned throughout the unit through a fun activity • Provide an opportunity for the development of collaborative learning strategies

• Books open. Tell students they will play Bingo. Make copies of the cards available in the Resource Pack, page 185, Bingo. Have them write eight names of places in town in the grid. As you

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UNIT

. 14

READING GOALS • Activate previous knowledge • Introduce and contextualize language to be worked on in the unit • Develop reading strategies

• Books closed. Contextualize the topic by asking students what there is in their neighborhood, what it’s like, etc. • Books open. Help students explore the pictures and the information and realize where the text comes from. Help them notice the.com and deduce that it comes from a website. • Have students read the paragraphs and relate them to the pictures. You may ask them questions to help them nd the matches. Point out the importance of using visual input in order to understand a reading passage. Tell them to rely also on their newly acquired knowledge about places in town.

3 1 4 5 2

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• When students are done, invite them to role play an interview with the website reporter and present a small sketch to their classmates. • Assign Activity 14c as homework. Make sure to help your students get ready to write. ey may need some help in class. Encourage them to make it attractive by pasting pictures. After they have handed in their writing tasks, provide some feedback and have them share their work with their classmates. A good idea is to post them on the bulletin board.


, What s yo u r ne i g hb or h oo d li k e? . 15

VOCABULARY GOALS • Present vocabulary related to weekend activities • Encourage recognition and development of reading strategies • Prepare students for oral practice

. 16

SPEAKING GOALS • Provide practice and development of oral skills • Oer an opportunity to get to know classmates’ weekend activities

• Books closed. Model the question students are supposed to ask their classmates. • Books open. Ask students to walk around the room, talk to four classmates, and write down their answers. Move around the room and oer help if necessary. When students are done, go over their answers and encourage them to share them with their classmates.

• Books closed. You may bring pictures of weekend activities. For example, bring pictures of people riding bikes in the park, people at the mall, people at the movies, etc., and ask students simple questions such as: What do you do on weekends? Do you go to the park? Do you ride a bike? Do you go to the mall? Do you go to the movies? Do you meet your friends? • Encourage them to give short answers in English such as Yes, I/we do. and No, I/we don’t. • Books open. Divide students into pairs and ask them to do the activity. Encourage them to come up with one activity of their own. • When students are done, check answers with the whole class and have them share their extra activity. en ask students to repeat the sentences in their books.

7 2 5 4

8 1 6 3


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. 17

SPEAKING GOALS • Provide practice and development of oral skills • Provide students with an opportunity to use what they have learned so far

74 |

CNA ESS ENT IAL S 1

• Books open. Invite students to look at the pictures and explore them. Make sure they understand what each one refers to. Elicit some language that may be used to work on each of them. Ask: Where are the people in Picture 1? Imagine what they are saying. Can you give me examples?

• Divide students into pairs or groups of three and tell them to act out the situations in their books. Move around the room and oer help if necessary. • If time allows, invite some pairs or groups to act out the situations to the whole class. Carry out a feedback session on everybody’s performances.

, What s yo u r ne i g hb or h oo d li k e? . 18

FEEDBACK TIME GOAL • Provide 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. ey may refer to the specic language content in the unit. Monitor the activity at all times and oer help if necessary. • When students are done, have them share with their classmates the most meaningful ndings 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.

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UNIT

Communicative goals

• Asking and saying when someone’s birthday is • Asking and saying how old someone is • Talking about what people can and can’t do • Talking about suggestions for gifts

1.

READING GOALS • Contextualize the theme of the unit • Develop reading comprehension strategies

• Books closed. Contextualize the theme of the unit. You could say: Next week I have two special events: a friend’s surprise birthday party and a wedding anniversary party.

• Show the ashcards available in the Resource Pack, page 186, Parties, to pre-teach the words birthday and anniversary. If you have a birthday invitation card or a similar party invitation, it may be useful to show it to students to set the atmosphere. • Ask students: Do you usually celebrate your birthday? Do you usually have a party? Do you celebrate with your friends? Do you usually give people gifts on their birthday? Do you usually go to wedding anniversary parties? Do you give the couple gifts? • Help students answer the questions. • Books open. Explore the invitations on page 73. At this point it’s not necessary that students carefully read the cards since the intention is to explore the layout of the invitation card genre. Ask: What can you see on page 73? What information is common on all the cards? • Ask students to read and answer the questions. You may ask them to compare answers in pairs before you check them with the whole class.


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CNA ESS ENT IAL S 1

, , It s Mi k e s b ir th d ay !

2.

SPEAKING GOALS • Provide a moment of elicitation of previous knowledge • Develop students’ speaking strategies

• Books open. Divide students into pairs and ask them to discuss the questions in their books.

• Allow students about ve minutes for this activity. As a wrap-up, encourage them to share their answers with the whole class.

CLA SS LES SO NS

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UNIT

for suggestions for gifts. Say:

LISTENING

3. (track 32)

GOALS • Contextualize and provide an overview of some of the main language exponents to be studied • Provide a moment of

elicitation of previous knowledge • Practice listening strategies • Books closed. Remind students of the friend mentioned in Activity 1 and the surprise birthday party you are having. Say his/her age and ask students

My friend ______________ is turning ______ next week. What can I give him/her? Can you give me suggestions for gifts? • Help students with the language they may not know. is may be a good moment to review the question How do you say _______ in English? Accept or refuse the suggestions given. Take this opportunity to present the use of can for abilities. Say: A camera is a good idea. He/She can take pictures.

a friend. Ask students to read the conversation and complete it with the questions in the box. ey may do this in pairs. • When students are done, play the audio and ask them to check their answers. • Ask students to repeat the conversation and then practice it in pairs.


A cookbook isn’t a good idea. He/She can’t cook. • Books open. Tell students the people in the picture are also thinking about gift suggestions for

4.


GOALS • Develop awareness of the pronunciation of the th sound • Practice the pronunciation of these words

When is Mike’s birthday?

How old is he now?

What can we give him?

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CNA ES SEN TIA LS 1

• Books open. Ask students to identify what the words in the box have in common. If they can’t gure out that they all present the same th sound, give them a hint such as: All the words have a sound in common. • Once students realize all the words have the same th sound (voiceless dental fricative), show them how to produce it. Place the tip of your tongue between your teeth and blow air through your mouth without vibrating your vocal cords. • Play the audio and have students repeat the words. Bear in mind that some students may have diculty producing this sound so be sensitive to it. e aim of the activity is to raise students’ awareness to the sound and to give them an opportunity to practice producing it in an intelligible way. If time allows, divide students into pairs and give each pair a set of sentences


available in the Resource Pack, page 187, Te th sound. Ask them to unscramble the conversations and practice them. • Alternatively, ask students to replace parts of the conversations and practice them again. Another suggestion is to ask students to come up with sentences or similar conversations using the th sound and share them with the rest of the class.

TEACHING TIPS • e concept of intelligibility is crucial to the teaching of pronunciation. Intelligibility is the capacity to produce speech that is clear enough to be understood. According to A. Underhill (Sound Foundations, Macmillan Heinemann, 1994), the teachers’ aim when working with pronunciation should be to enable learners to achieve “comfortable intelligibility”. In his words, this means that they can be understood comfortably,

• Books closed. Tell students when your birthday is and write it on the board. Emphasize how to say the ordinal number in the date. Highlight the fact that dates in English use ordinal numbers. Show some examples on the board. • Books open. Draw students’ attention to theDid you know…? box and show them that in American English we usually rst

• Move around the room and help students if necessary. When they are done, check answers with the whole class. • Play the audio and have students repeat the numbers. • In pairs, ask students to match the columns in Activity 5c. Check answers with the whole class. • Play the audio and have students repeat the dates.

say the month and then the day. • Tell students they will listento the audio and will circle the numbers mentioned. Play the audio. After students have circled the numbers, ask them to compare answers in pairs.


Answers

without undue effort by the listener, and that they can understand comfortably the speech of native and other speakers without undue effort on their own part. Tis target of comfortable intelligibility gives us a realistic and achievable aim since it implies that learners’ productive pronunciation need not be as sophisticated as their “receptive pronunciation” (pp. 171-172).

VOCABULARY

5. (tracks 34, 35, and 36)

GOALS • Introduce ordinal numbers and months of the year • Practice saying dates in English

5 4 10 2 12 6 8 7 1 3 9 11

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UNIT

LISTENING

6. (track 37)

GOALS • Develop listening comprehension strategies • Review how to ask people’s personal information • Practice saying dates

• Books open. Tell students they will listen to the audio and should complete the people’s information in Activity 6a. • Ask students to read the cards on page 76 and then play the audio once or twice so that they can complete them. • Pair students up and model Activity 6b with a student. While they check answers, move around the room and help them if necessary. en check answers with the whole class.


Castro 17 Coimbra

Nash 10 Los Angeles Martins May New York

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CNA ESS ENT IAL S 1

Hessel 30 Cape Town Cortez August Buenos Aires Smyth 24 Sydney

7.

SPEAKING GOALS • Oer a moment of personalization of the language studied • Further practice saying dates and asking someone’s age • Oer an opportunity to practice and develop speaking skills

• Books open. Tell students they will have an opportunity to get to know their classmates a bit better by nding out their ages and when their birthdays are. • Model the conversation with a student. Have this student ask you when your birthday is so that the information gap element of the activity isn’t spoiled. • Ask students to stand up and move around the room interviewing their classmates to ll in the chart in their books. Move around the room and help them if necessary. • As a wrap-up, ask students whose birthday it is in each month of the year.


8.

GAME GOALS • Add an element of fun to the class • Further practice saying dates

• Books open. Tell students they should line up according to their birthdates. To do so, they should ask each other when their birthdays are. • Explain to students the line should start with those people whose birthday is in January and move all the way up to December. If necessary elicit both question and answer. If you want, you may add an extra element of fun by setting a time limit to form the line. • When students are done, check if they have lined up correctly by asking each student to say when his/her birthday is.

• Write the question on the board and teach students how to answer it. Follow the same procedure with other famous people to introduce the language to be used in the activity and to teach the negative form. Show students both the short and the full answer. Also tell students that can’t is the contracted form of cannot. • Books open. Tell students they will

• Pair students up and draw their attention to Activity 9c. Model the conversation with a student and then ask them to check their answers. While students interact, move around the room and help if necessary. As a wrap-up, elicit some answers from random pairs.

listen to some conversations. First they should write down the dates they hear. Play the audio and have them write the dates down. Check answers with the whole class. • Play the audio again and this time have students check what the people in the pictures can and can’t do. Play the audio once or twice.


LISTENING

9. (track 38)

September 2

April 15

February 22

GOALS • Develop listening comprehension strategies • Introduce and practice talking about people’s abilities

• Books closed. Show pictures of famous people and ask students questions about what these people can or can’t do. For example, show a ashcard of a famous soccer player and say: Tis is _________________. He can play soccer very well. • en show a picture of another famous soccer player and ask: What about ________________? Can he play soccer well, too?

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10

. SPEAKING GOALS • Oer a moment of personalization and further practice of the language studied • Allow an opportunity to practice and develop speaking skills

• Books open. Ask students to complete the rst column of the chart in Activity 10a. ey should indicate what they can and can’t do. Allow them about two minutes to do so. • When students are done, divide them into pairs and draw their attention to the model conversation in their books. Move around the room while they talk and help them if necessary. Give them about ve minutes for this part of the activity. • When time is up, draw students’ attention to the example in Activity 10b and ask them to report their ndings.

. 11


GOALS • Raise awareness to the dierent pronunciation patterns with the modal can • Allow an opportunity to practice such patterns

• Books closed. Draw the following sentence stress patterns on the board:

• Write some sentences on the board to demonstrate each pattern. Here are some examples:

She is ne. Is he OK?

ey’re not here. She’s so cute. • Give students some more examples and help them sort the sentences out.

ey can surf. Can she knit?

We can’t go. You can’t leave.

• Books open. Tell students they will listen to the sentences in Activity 11a and should decide in which column to place them.

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CNA ESS ENT IA LS 1


Alternatively, ask students to try to place the sentences in the columns before they listen and then check their answers. • Play the audio once or twice and help students gure out where the stress in each sentence is. When students are done, check answers with the whole class. • Play the audio again and have students repeat the sentences. • Divide students into pairs and have them take turns interviewing each other. ey should then complete the chart in Activity 11c. Allow them about ve minutes to do so. When time is up, ask students to share their ndings with the class.

. 12

SPEAKING GOALS • Further practice talking about people’s abilities • Allow an opportunity to practice and develop speaking skills

• Books open. Have students read the sentences in Activity 12a. Make sure they understand them. Tell them they should talk to other students in the class to

nd out if the sentences are true or false. Students are supposed to move around the room and interview as many classmates as they can and keep track of their answers. • If necessary, elicit the questions to be asked. Allow about ve minutes for students to move around the room and carry out the activity. • When time is up, ask students to check if the sentences are true or false and share their ndings with the whole class.


Can you swim? Can they dance? We can act. She can cook.

I can’t swim . He can’t sing. I can’t ski. They can’t drive.

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UNIT

. 13

GAME GOALS • Add an element of fun to the class • Further practice talking about people’s abilities

• Books open. Before class, make copies of the cards available in the Resource Pack, page 188, Abilities. Fold cards where indicated so that students can’t read the sentences. Give each student a card with the sentences facing down. Tell students they are not supposed to unfold or read what is written on the other side of the card. Ask them to ll in the spaces with their names. not toclassmates’ repeat names andAsk notthem to include their own names. Allow them about one minute to do that. • When time is up, ask students to unfold cards. eir objective will be to nd out if the sentences are true or false. ey should ask their classmates questions to nd it out. Go through the sentences

3 8 1

6 2 9

5 7 4

and explain anything they may not understand. Elicit how to ask the questions. Allow about ve minutes for them to check if the sentences are true or false. When time is up, ask students to report their ndings.

. VOCABULARY 14 GOAL • Introduce and practice new vocabulary related to buying and giving gifts

• Books closed. Tell students your boyfriend’s/girlfriend’s birthday is coming soon. Ask them what possible gifts you could give him/ her. Help them express the words they don’t know in English. • Tell them you have thought of some suggestions. Use the ashcards available in the Resource Pack, pages 189 to 193, Gifts, to introduce the new vocabulary. Say: He can’t read German, so a But he German novelinisn’t an option. can cook very well. Is a cookbook a good suggestion? • Do the same with all the objects in the ashcards. • Books open. Ask students to match the names of the objects and the pictures. Allow them about three minutes for this part of the activity. • Divide students into pairs and have them check answers. Model the conversation in Activity 14b with a student. Move around the room and help them if necessary. • Check answers with the whole class.


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, , It s Mi k e s b ir th d ay ! . 15

oday is ___________’s birthday. What can we give him/her?

GAME GOALS • Add an element of fun to the class • Further practice of the new vocabulary

• Books closed. Produce two dierent lists with four of the new words each or use the ashcards from Activity 14. • Divide students into two teams and ask each team to choose a leader. e leaders should come to the board. Give each leader one of the lists or a set of ashcards. eir task is to draw the object on their list or ashcards and have the people on their team guess the words. Leaders are only allowed to say yes or no and students on the teams are allowed to ask only yes or no questions such as:

We can give him/her a cookbook.

oday is ___________’s and ___________’s birthday. What can we give them?

• Books open. Divide students into pairs and ask them to match the columns in Activity 16a. Set a time limit of about ve minutes. • When students are done, check answers with the whole class. • Ask students to study the words in bold in the sentences in Activity16a and, in pairs, complete the chart in Activity 16b. Set a time limit of about ve minutes. • When students are done, check answers with the whole class. Use some concept questions to check their understanding of the pronouns. Say:

• Draw students’ attention to the board and ask students which pronouns usually come before the verb and which ones usually come after the verb. Ask them to indicate their answers in Activity 16c. Check answers with the whole class and give more examples if necessary.


Is it a computer? Is it a skateboard? • While students play the game, the teacher should keep track of time. e team that gets all the words rst wins.

8

. 16 AWARENESS

5

3

LANGUAGE

6 7

GOALS • Raise awareness to the dierence between personal and object pronouns • Allow an opportunity to practice them

• Books closed. Choose a student. Tell students to imagine today is this student’s birthday. Say:

2 1 4

I you he her it us

oday is _______________’s birthday. What can we give him/ her? • Write students’ suggestions on the board and draw their attention to the object pronoun. Write:

you they

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UNIT

. 17

SPEAKING GOALS • Further practice using personal and object pronouns • Practice giving suggestions of gifts • Allow an opportunity to practice and develop speaking skills

• Books open. Ask students to look at the people in Activity 9 and the gifts in Activity 14 and decide which presents they can give them. • Draw students’ attention to the example in their books and model the conversation with a student. Allow about ve minutes for them to do the activity. As they talk, move around the room and help them if necessary. • As a wrap-up and a link to the next activity, elicit the gifts they thought of and the reasons why they’d give such gifts.

. LANGUAGE 18 AWARENESS GOAL • Raise students’ awareness to the dierent meanings of the modal can

• Books closed. Write some of the reasons given by students in the previous activity on the board. For example: We can give Mike a soccer ball because he can play soccer well. • Ask students questions such as: Which part of the sentence indicates an ability? Which part of the sentence indicates a possibility? • Books open. Have students study the conversations and check the correct option for each question. en check answers with the whole class. • As a wrap-up, ask students to come up with one or two examples of each use of can.


86 |

CNA ESS ENT IAL S 1

, , It s Mi k e s b ir th d ay ! . 19

SPEAKING GOALS • Practice giving suggestions and talking about people’s abilities • Practice and develop speaking skills

• Books open. Have students read the description of the people in the activity. As a model, elicit what gifts from the box could be given to one of the people. • Divide students into pairs and have them discuss as in the example in their books.

• Move around the room and help students if necessary. As a wrap-up, have them share their suggestions with the whole class. Information Gap Act ivi ty

5


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| 87

UNIT

2

0.


GOALS • Develop listening comprehension strategies • Prepare to plan a party

• Books closed. Ask students what kind of things you have to consider if you are going to plan a party. Say: What do you need to do to throw a party? Can you give me examples of things you need to do?

• Elicit answers and write them on the board. Also use this moment to pre-teach any key words students may not be familiar with. • Books open. Tell students they will listen to a conversation and should answer the questions in Activity 20a. Have students read the questions rst and then play the audio. Have students compare answers in pairs and play it once more if necessary. Check answers with the whole class. • Ask students to look at the chart in Activity 20b. ey should listen to the audio again and check who is doing what. en have students compare answers in pairs and check them with the whole class.


2

1. SPEAKING GOALS • Oer a moment of personalization and further practice of the language studied • Practice and develop speaking skills

• Books open. Tell students they are going to plan an end-of-term party. • Divide students into groups of four and ask them to read the cues in their books so that they can plan the party. Before they start, elicit what questions can be asked in the conversation. For example: When can the party be? Where can it be? Can you bring the food? Can you bring sandwiches or a cake? Can you bring the drinks? Can you bring some juice or soda? What activities can we do during the party? • Also elicit possible answers. Don’t do the activity with the whole class at this point. Remember that your objective is only to prepare students for the activity. • Allow students about 10 minutes to discuss and decide on what they are going to do. While they talk, move around the room and help if necessary. Encourage all students to participate in the discussion. • When students are done, ask them to present their ideas. Model it if necessary. Say: Te party can be here at CNA on ___________. Boys can bring the (date)

drinks and girls can bring the food.

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CNA ESS ENT IAL S 1


• After students present their ideas, decide with them on the best ones and use them to prepare an end-of-term party. Information Gap Act ivi ty

6


FEEDBACK TIME .

22

GOAL • Provide 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

• Alternatively, youmay turn this rst part of the activity into an interview. Model the following interaction with a student: eacher:

Can you ask and say when someone’s birthday is?

Student A: Yes, I can do it very well. • 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 oer help if necessary. • When students are done, have them share with their classmates the most meaningful ndings 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.

• 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. ey may refer to the specic language content in the unit.

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| 89

UNIT

Communicative goals

• Asking about someone’s family • Identifying people • Talking about how people celebrate special occasions • Talking about what people are doing

TEACHING TIP • For this lesson it would be very useful to ask students to bring pictures of their family as they will be used in future classes.

90 |

CNA ES SEN TIA LS 1

1.

SPEAKING GOALS • Contextualize and introduce the theme of the unit • Elicit how much students already know about the language to be studied

• Books closed. Contextualize the theme of the unit. You may ask: Do you have a big family? Do you have brothers or sisters? How many brothers and sisters do you have? Do you have pets?

Do you live with your parents? Do you usually celebrate special dates together? • It would be a good idea to show a picture of your family at this point and introduce some of the people in it. • Books open. Go through the questions in Activity 1 and elicit/ pre-teach possible answers. is is avocabulary good moment toto nd what related theout family students already know, especially when they are answering the second question. Be sensitive and attentive to students’ answers and possible diculties as it may be an indication of what vocabulary to emphasize in the next activities. Allow students about ve minutes for the conversation. While students are talking, move around the room and help if necessary. • When time is up, elicit answers. is is a good moment to comment on how the traditional family model has been changing over the years. It’s important that students understand that all models are valid and one is not better than the others.

We are family.

TEACHING TIP • Be aware that the topic family may be dicult for some students. Be sensitive and try to realize when students do not feel comfortable talking about it so that you can try to avoid it or explore it dierently. For example, if you know that one of your students does not have one of his/her parents, you may strategically avoid asking that student questions about that family member.

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UNIT

2.


GOALS • Contextualize and teach new vocabulary (family members) • Practice listening strategies

• Books closed. Contextualize the activity by either showing pictures of your family or using the ashcard available in the Resource Pack, page 194, Family tree, to introduce the new vocabulary. If you use the ashcard, you could say: Tis is Mark’s family. om is Mark’s grandfather. Mary is Mark’s grandmother. Rodney is Mark’s uncle and Beth is Mark’s aunt. Brian is Mark’s cousin.

• Write the new words on the board and carry out chorus repetition of them. • Books open. Refer to the Did you know...? box and show students the alternative ways of saying grandfather, grandmother, father, etc. Tell students they will listen to a conversation about Jessica’s family and should ll in her family tree with the names in the box. Play the audio once or twice. You may want to pause a few times if you feel necessary for students to ll in the names. • After playing the audio, divide students into pairs and ask them to check answers. Model the conversation with a student. For example: A: Who’s Consuelo? B: She’s Jessica’s ___________. • Allow students about ve minutes to do the activity. When they are done, call out the answers from random pairs.

Answers Refer to the reduced page of

David

Megan

Barbie

92 |

CNA ES SEN TIA LS 1

Rose

Joe

Juan

Paul

Consuelo

Cristina

James

Miguel

Angela

the Class Lessons for answers.

We are family.

3.

VOCABULARY GOAL • Introduce more vocabulary related to family members

• Books open. You may use the ashcard available in the Resource Pack, page 194, Family tree, to teach some of the words students may not be familiar with. • Give students about ve minutes to do Activities 3a and 3b. en check answers with the whole class.

• Follow the same procedure with some other words in the box. Ask students to predict what the stressed syllable is before playing the audio. • Play the audio and have students underline the stressed syllable. Check answers with the whole class. • Elicit the answer to Activity 4b. With the visual representation and

• Play the audio again and have students repeat the words.

after having listened to the audio, students should be able to answer the question and realize that in compound words the stress is usually on the rst syllable to the left.



7



4.


GOALS • Develop awareness of the main stress of compound words in English • Practice the pronunciation of these words

• Books open. Write the word mother on the bo ard and elicit what the stressed syllable is. en write the word grandmother and follow the same procedure. Show this visually to your students. You may use bigger and smaller dots to indicate where the main stress is. Write on the board: MOTHER

wife husband grandson stepson grandparents parents nephew

GRANDMOTHER

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UNIT

5.

GAME GOALS • Add an element of fun to the class • Further practice vocabulary related to family members

• Books open. Firstly demonstrate the activity. Write the name of four of your family members on the board. For example: Dirce Ricardo Ana Margarida

• Tell students they should ask you yes or no questions to nd out who these people are. For example: Student A: Is Dirce your sister? eacher: No, she isn’t Student B: Is she your wife? eacher: No, she isn’t. Student C: Is she your mother? eacher: Yes, she is. • Alternatively, youmay turn this activity into a competition. Divide students into two teams. ey should take turns asking you questions. When one team nds out who someone is, they score a point. e team with the most points wins.

• Divide students into pairs and have them write down the names of six family members in the box in Activity 5 on page 90. Students should take turns asking and answering questions to nd out who the people are. Whenever they nd out who a certain person is, that name should be crossed out.

6. SPEAKING GOALS • Oer a moment of personalization of the language studied • Further practice identifying people and family members • Practice and develop speaking skills

• Books open. One class before this activity, ask students to bring pictures of their family. Start the activity by showing a picture of your own family and encourage students to ask you questions about the people in it. If students don’t have pictures, ask them to draw their family. Stick gures will do as it will only serve as a stimulus for the conversation. • Divide students into pairs and have them take turns asking and answering questions about each other’s families. Move around the room and help if necessary. Allow students about ve minutes for this part of the activity. • When students are done, ask them to share their ndings. Give students an example. Say: Paulo has a big family. He has three brothers and sisters. His father is from Minas Gerais and his mother is from Paraná.

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CNA ES SEN TIA LS 1

We are family.

TEACHING TIP • Humanistic education claims that learning is by how students feel about themselves. In other words, the more comfortable and risk-free the environment is, the better students will feel and the more they will learn. In G. Moskowitz’s words, suppose the target language is taught so that students develop more positive feelings about themselves and their classmates and find out more about what they are really like. Such an approach will help increase the esteem and understanding students have for themselves and others, thus facilitating growth in the direction of being more self-actualized. Since selfactualization is such a power inherent need in humans as students see the subject matter as self-enhancing, it will be viewed as relevantly related to their lives. Tey will

dates and celebrations. Say, for example:

the new action verbs on the board. You may carry out chorus repetition of these words if necessary. • Books open. Ask students to match pictures and occasions. Have them check answers in pairs. Model the conversation with a student.

On Christmas, I usually give my family gifts. Do you usually spend Christmas with your family? Do you usually give and receive gifts? On New Year’s Eve I usually travel. Do you celebrate New Year’s Eve here or do you travel?

A: What’s number 1? B: Tat’s a birthday party.

Do you spend it with your family or friends?

• Move around the room while students check answers and help if necessary. en check answers with the whole class. • Ask students to match pictures and actions in Activity 7b. Check answers with the whole class. Say:

• Strategically ask the questions to the whole class and not to any specic student as this may spoil the information gap element for the next activities. • As you show the ashcards and talk about the special dates and celebrations, write them and

In which picture are people exchanging gifts?

5 7 2 6 3 4 1

then become motivated to learn to usemore the foreign language and, as result, will be more likely to learn(Caring and sharing in the foreign language class. Heinle & Heinle, 1979).

VOCABULARY 7. GOALS • Introduce and practice vocabulary related to special dates and celebrations • Introduce and practice talking about things you do on special dates and celebrations

7

6

9

13

5 48

2 10

• Books closed. Show the ashcards available in the Resource Pack, pages 195 to 198, Occasions, and tell students what you do on such

CLA SS LES SON S

| 95

UNIT

In which picture are people talking? • Take the opportunity and tell students to add one more activity of their own. • Divide students into pairs and model the conversation in Activity 7c. While students do the activity, move around the room and help if necessary. Allow them about ve minutes for this part of the activity. • When time is up, elicit what students usually do on some of the dates and occasions. Take advantage of this moment to come up with what else one can do on each dierent date and event. Write the new language on the board.


• Books open. Explore the pictures in Activity 8a. Ask: What occasion is it in the first picture? What can people do on such an occasion?

8.


GOALS • Develop listening comprehension strategies • Further practice talking about special occasions

• Tell students they will listen to the audio and should number the pictures in the other they are mentioned. • Play the audio and have students do the activity. When they are done, have them compare answers in pairs. If necessary, play the audio again. Check answers with the whole class. • Tell students they will listen to the audio once more and should check what people do on each occasion. Play the audio and have students do the activity. Check answers with the whole class.


5

3

1

9.

4

2

SPEAKING GOALS • Oer a moment of personalization of the language studied • Further practice talking about what people do on special occasions • Practice and develop speaking skills

• Books open. Divide students into pairs and model the conversation with one student. Allow them about ve minutes for this activity. While students interact, move around the room and help if necessary. • When time is up, elicit their ndings. Strategically leave Christmas for last as it will be used as way of linking with the next activity.

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CNA ES SEN TIA LS 1

We are family. . READING 10 GOALS • Explore the magazine article genre • Reect on how dierent peoples celebrate Christmas • Develop reading comprehension skills

• Books closed. Elicit who students spend Christmas with and what they usually do. Ask, for instance: Do you usually have special food at Christmas? What time do you usually eat? Who do you usually celebrate it with?

• Ask students to read and answer the question in Activity 10a. Check the answer with the whole class. • Explore the pictures to pre-teach some of the key words: outdoors, carols, candlelight, dress. Say: Look at Picture 1. Are those people in a place? No? Tey’re outdoors, right? What are they holding? Do you know how to say that? Tose are candles. • Ask students to read the questions in Activities 10b to 10f. Check if they understand them. Have students read the text and answer the questions. Allow about ve minutes for them to do so. When they are done, check answers with the whole class.

• As a wrap-up, ask students if they know of any dierent Christmas traditions. Comment on dierent traditions you may know and encourage students to share those they may know.


Do you go to church? What do you usually do? Do you sing or give gifts? • Books open. Have students look at the text on page 93 and explore the genre. You may ask: What can you see? Is this text from a book? Can you give me examples of publications where you could find texts similar to this one?

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| 97

UNIT

. 11

SPEAKING GOALS • Further practice talking about special occasions • Practice and develop speaking skills

98 |

CNA ESS ENT IAL S 1

• Books open. Tell students they will carry out a survey to nd out the three most popular activities people in class do at Christmas. • Elicit the question to be asked and how to answer it. Have students stand up and move around the room, taking turns asking and answering. It’s important that they keep track of their classmates’ answers so that the survey can

be answered. Allow about ve minutes for this part of the activity. Move around the room and help if necessary. • When time is up, ask students to share their ndings and write on the board the group’s most popular activities.

We are family.

12

.


GOALS • Contextualize the lesson • Elicit how much students already know about the language to be studied • Develop listening comprehension skills

• Books closed. Show the ashcards available in the Resource Pack, pages 199 to 202, Activities, or pictures of people doing dierent things and ask: Look at this picture. Is she talking? What is she doing?

. 13

SPEAKING GOALS • Practice talking about what people are doing • Practice and develop speaking skills

• Books open. Divide students into pairs and model the activity with a student. Allow about ve minutes for them to perform the activity. While students interact, move around the room and help if necessary. • When time is up, check answers. • Alternatively, you may want to turn this activity into a competition. Divide students

into two teams. Allow them 10 seconds to try to memorize the names of the people and what they are doing. When time is up, tell them to close their books and take turns asking the teams questions such as: What is Kurt doing? • If the team is able to answer the question correctly, it scores two points. If they make a language mistake, but the answer is correct, they score one point. If they get it wrong or don’t know the answer, the other team has a chance to answer. e winner is the team with the most points.


• Elicit/Teach how to answer the question. Write both the question and the answer on the board. • Books open. Explore the picture in Activity 12. Ask where the people are and what they are doing. • Tell students they will reada conversation between Jessica Cristina and should check theand correct options. Have students read the conversation before you play the audio. Answer any questions students may have about vocabulary. • Play the audio and have students check the correct options. • Check answers with the whole class. Ask students to take turns taking on the roles of Cristina and Jessica to practice the conversation.


James is watching TV.

Cristina is

Tina and Mel

cooking.

are talking.

Kurt is texting. Paul and Sue are dancing.

Rick is taking pictures.

Milla and Pat are setting the table.

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| 99

UNIT

. LANGUAGE 14 AWARENESS GOALS • Raise awareness to the dierence between the present simple and the present continuous • Practice the present

continuous tense • Books open. Ask students to look at the pictures. Explore the rst pair so that students understand what they are supposed to do. Ask:

Look at the first picture. What is she doing? Is she speaking French? What language is she speaking?

We speak Portuguese in Brazil (a fact), but we are speaking English now (a situation in progress).

What about the second picture? It’s a passport, isn’t it? Where do you think she’s from? What is her native language?


Answers

Look at the pictures in number 1. Which one refers to the sentence next to them? • Ask students to study the other sentences and indicate which picture corresponds to each. Check answers with the whole class. • Ask students to complete the sentence in Activity 14b. You may want to give some more examples of situations which are in progress at the moment of speaking and which are facts. Say:


8 . 15


GAME GOALS • Add an element of fun to the class • Further practice talking about what people are doing

• Books closed. Tell students they are going to play a mime game. is game may be played in two dierent ways. Choose one of the following options. • Divide students into two teams. Ask each team to choose a representative. Representatives are called up front. Give each one a list of actions. Each person should mime them for both teams. e team that gets it rst scores a point. • Students score only if they ask questions and say sentences rather than just call out the actions. • Alternatively, ask one student to come up front and whisper an action in his/her ear. He/She should mime it for the rest of the class. Students may ask only yes or no questions to nd out what the action is. • When students nd out what the action is, a new student is called up front to mime the next action.

100 |

CNA ES SE NTI ALS 1

We are family.

16

. GAME GOALS • Add an element of fun to the class • Further practice talking about what people are doing

• Books closed. Divide students into pairs. Ask each student in the pair to choose four actions. Tell them they should draw an action and their partner should ask yes or no questions to nd out what the action is. • Students who are drawing can only answer yes or no. Students should take turns drawing and asking questions. Model the conversation with a student if necessary. • Set a time limit of about ve minutes for the activity. As students talk, walk around the room and help as needed. Information Gap Act ivi ty

9 . 17

• Model the conversation with one student if necessary. Allow them about ve minutes for the activity. While students talk, move around the room and help if necessary. • Ask students to share their ndings with the class when they are done.

18. GAME GOALS • Add an element of fun to the class • Review vocabulary studied in the lesson • End the lesson on a high note

• Books open. Divide students into groups of three, make copies of the cards available in the Resource Pack, page 203, Letters, and give each group a set of cards. Tell students they should use the letters to come up with as many words as they can in ve minutes. • Time the game and have students produce their lists. When they are done, elicit the words they were able to come up with. It may be a good idea to ask students to spell the words out to nd out if they have followed the rules and written them correctly. • e group with the most correct words wins.


SPEAKING GOALS • Oer a moment of personalization and further practice of the language studied • Practice and develop speaking skills

• Books open. Divide students into pairs and tell them they will ask questions to speculate what people in their classmate’s family are doing at the moment.

CLA SS LES SO NS

| 101

UNIT

. SPEAKING 19 GOALS • Practice and develop speaking skills • Provide an opportunity to use what has been learned so far

102 |

CNA ESS ENT IAL S 1

• Books open. Help students explore the pictures and understand what they represent. Recall language used throughout this unit so that they know what to say. • Divide students into pairs and ask them to act out the situations.

• Give students about 10 minutes to do the activity. While they talk, walk around the room monitoring their work. • When students are done, invite some of the pairs to come up front and act out the situations for the class. As a wrap-up, comment on their performances.

We are family. FEEDBACK TIME . 20 GOAL • Provide 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. ey may refer to the specic language content in the unit. Monitor the activity at all times and oer help if necessary.

• When students are done, have them share with their classmates the most meaningful ndings 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.

CLA SS LES SO NS

| 103

UNIT


10


1.

READING GOALS • Activate previous knowledge • Contextualize, review, and expand language worked throughout the units • Develop and consolidate reading strategies

• Books closed. Contextualize the topic by asking students about places in their neighborhood. You may ask: Is there a park in your neighborhood? How about a movie theater? What about a public library? Is there one in your neighborhood? • Books open. Help students explore the yer and check what they can understand. Depending on the progress made by your students throughout this unit, you may want to have them work in pairs or small groups to carry out this reading activity. Move around the room, observe your students, and oer help if necessary. • After students are done, go over their work and ask them questions about the information in the yers (time, days of the week, things people do in a library, things a library offers, etc.).


104 |

CNA ESS ENT IAL S 1


2.

SPEAKING GOALS • Provide practice and development of oral skills • Oer an opportunity to get to know classmates’ interests related to libraries

• Books closed. Help students with some language they will need to talk about libraries and reading habits. • Depending on your students’ communicative skills, you may ask them about their habits and encourage them to come up with answers in English as best as they can. You could say:

Do you go to libraries? Do you read books? Do you read books online? What do libraries offer these days? How about in remote parts of the country? Do people have access to books? • Books open. Divide students into pairs and tell them to discuss the questions in their books. • Walk around the room and check students’ performances.

books

records

CLA SS LES SO NS

| 105

UNIT

3.


GOALS • Review and consolidate language worked on throughout the units • Develop listening skills

• Books open. Tell students they are going to listen to three conversations. Have them look at the pictures in Activity 3a and say what the people are doing. • Play the audio once and ask students simple questions about the conversations. Make them feel at ease. Point out the fact that they don’t have to understand every single word in a conversation. • Tell students to look at the sentences in their books and relate them to the conversations. • Play the audio again and have

106 |

CNA ES SE NTI ALS 1

them work on Activities 3c and 3d. Have them compare their answers in pairs. Check answers with the whole class. • If you nd it useful, have students write similar conversations and present them to the class.



SPEAKING 4. GOALS • Provide practice and development of oral skills • Oer an opportunity for collaborative learning

• Books closed. Prepare slips of paper with names of all students in class. Each student picks one. If a student picks his/her own name, he/she has to get another slip. • Students should get together in groups of three and think about a gift to give each person whose names they got. For example:

• As a wrap-up, write on the board the words (nouns and verbs) students have come up with. Information Gap Act ivi ty

11


Let’s give Sergio a ball because he can play soccer very well.

CLA SS LES SO NS

| 107

110 |

CNA ESS ENT IAL S 1

STARTER UNIT

H d o y oouw m u c h know?

AFTER ACTIVITY 7 you lend in the Resource Pack, page 155, Can • Make copies of the cards available d asking aroun walk to them each student. Tell me? Hand out two dierent cards to e provid only can nts Stude . cards their item in the other students to lend them the should thank they , case any In . cards of set hing positive answers if they have a matc ns on the board: their classmates. Write model conversatio A’s card: B’s card:

A’s card: B’s card:

pen magazine

pen pen

A: B: A: A: B: A: B:

Can you lend me a pen? I’m sorry, I don’t have one. m. anks anyway. No proble Can you lend me a pen? Sure, here you are. ank you. You’re welcome.

is expected of them. Have • Make sure students understand what ns. rsatio conve the model

two pairs role play

FURTHER PRACTICE

| 111

AFTER ACTIVITY 10 • You may ask students to introduce their classmates to some of the peop le in the school. Arrange that with teachers, sta , and other students before the begin ning of class.

AFTER ACTIVITY 13 . You will may want to play the Alphabet Game • If necessary and if time allows, you nts a stude the of one Give . and make a circle need a ball. Ask students to stand up one some to ball the throw and bet the alpha ball. Tell them they will say a letter of and throw letter next the say should ball the es in the group. e person who catch , elicit the correct letter; the ball to someone else. If someone makes a mistakequick to make it more fun. . Keep the pace however, they should start over again

UNIT

What , your s name ? 112 |

CNA ESS EN TIA LS 1

UNIT

Conne

cting.

AFTER ACTIVITY 10 . Prepare a set of cues which dene a • Invite students to play a guessing game teristic of two big teams. As you state a charac particular sport. Divide students into t. You may abou g talkin you’re sport what that sport, students should try to guess say: You need a ball to play it. You need a racket to play it. You need a small (table tennis) racket. You need special shoes.

n other cues. Also encourage cooperatio • Encourage students to come up with er as much as anoth one help ld shou ey . teams among the members of the gets the most sports right. possible. e winner is the team that s nt is mimicry. Prepare cards with the sport • Another option to practice the conte students Divide ). group to group rom f ly slight brought up in class (which may vary sed to to each one. Tell them they are suppo into two teams and hand out a card which team the is er winn site team. e mime the sport on their card to the oppo has guessed the most sports.

FURTHER PRACTICE

| 113

AFTER ACTIVITY 8 • Give each student a sheet of paper and ask them to write their birthdate in big block letters so that everyone can see it. Allow them about one minute to do so. • When students are done, ask them all to show their sheets. Allow students about one minute to try to memorize the dates. When time is up, ask students to put their sheets of paper away. • Divide students into two teams. Tell them this is a competition. ey will take turns asking and answering questions about people’s birthdays. One student in Group A asks Group B the following question: When is my birthday? • Students in Group B have 10 seconds to give the right answer. If they produce the correct date, they score a point. en it’s their turn to have one student ask students in Group A the same question. is routine should go on until all students have asked a question or until you nd it suitable. Ask students to add points. e team with the most points wins. • Alternatively, if you have a small group, you may produce lists with famous people’s information. For example, for a group of four students, you may have two pairs and produce two lists with names of famous people and their birthdays. Display the lists on the oor and indicate which list will be given to each pair. e pairs should try to memorize the other pair’s list. Allow them one minute to do that. • When time is up, students should take turns to ask and answer questions about the people on the lists. For example: A: B: A:

UNIT

114 |

CNA ESS ENT IAL S 1

When is Angelina Jolie’s birthday? It’s on July 4. I’m sorry. at’s not correct. It’s on June 4.

, bI ti rst hMdi k e ,s ay!

UNIT

Information Ga p Ac ti vi ty

GOALS •

•

1

•

•

Give students an opportunity to practice and develop their speaking skills Further practice saying the numbers and letters in English

Books open. Tis game is a competition. Ask students to choose five words from the Starter Unit. Each letter of each word is to be placed in one of the squares in the grid as in the example. Divide students into pairs, Students A and Students B, and tell them to take turns saying a letter and a number to find out where the words are. When a student gives a coordinate in which there is no letter, the other

•

•

student should say Water. When he/she says a coordinate in which there is a letter, the other student should say what letter it is. Model the interaction with a student if necessary. Te winner is the student in the pair that finds out each of the other student’s words first. Allow students about 10 minutes to do the activity. Move around the room, observe your students, and offer help when necessary.

INFORMATION GAP ACTIVITY

| 117

UNIT


GOALS •

•

2

•

•

118 |

CNA ESS ENT IAL S 1

Provide controlled practice of the language used to exchange information about other people (names, relationship) Provide an opportunity for collaborative learning

Books open. Divide students into pairs, Students A and Students B, and explain to them how this type of activity works. Give examples by having a couple of students role play a question and an answer. Move around the room and offer help if necessary. Note 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 kinds of questions. When they are done, go over their answers to make sure they have achieved the goals.

UNIT


GOALS •

•

3

•

•

Further practice of telling the time Practice and develop reading and speaking skills

Books open. Divide students into pairs, Students A and Students B. Ask students to look at each respective map. ell them they should ask questions to find out the time in the different cities they have.

•

•

•

Warn students they aren’t supposed to show their maps to each other. Model the activity with a student if necessary. While students are talking, move around the room and help if necessary.


| 119

UNIT


GOALS •

•

4

•

•

120 |

CNA ESS ENT IAL S 1

Provide controlled practice of language used to exchange information about other people Provide an opportunity for collaborative learning

Books open. Divide students into pairs, Students A and Students B, and explain to them how this type of activity works. Give examples by asking a couple of students to ask and answer a question. Move among students and offer help if necessary. Note the way they communicate with their classmates, if their pronunciation is intelligible and if they seem to

•

have grasped the mechanics of asking and answering information questions. When students are done, go over their answers and make sure they have achieved the goals. If you think it’s appropriate, encourage your students to create their own ID cards and exchange personal information in small groups as they move around the room.

UNIT


GOALS •

•

•

5

Books closed. Write the following sentences on the board and ask students to complete them with one of the three following words: see, listen, and experience. I _____________ and I learn. I _____________ and I forget.

•

•

•

•

•

•

Practice giving suggestions and talking about people’s abilities and learning styles Practice and develop speaking skills

ell students there are some suggestions of gifts for each kind of person in the blue box. Carry out chorus repetition of the new words if necessary. ell students they should decide on what gifts to give each kind of

•

person. Draw students’ attention to the model conversation in their cards and have them talk in pairs. Move around the room and help them if necessary. When students are done, elicit suggestions of gifts.

Elicit how students have completed the sentences. ell them there are three learning styles: visual, auditory, and kinesthetic. ell students they will take a quiz to find out what their learning style is. Books open. Ask students to look at the questions. If necessary, preteach words students may not be familiar with such as voice, doorbell, hand, and joke. Ask students to work in pairs and interview each other. Move around the room and help students if necessary. Allow them about five minutes to do the activity. When students are done, have them check their predominant colors and find out what their partner’s learning style is. Ask them to share their results with the whole class. ell students what kind of person you are: visual, auditory, or kinesthetic. Elicit what kind of gift would be ideal for you. Say: I’m a visual person. What can you give me as a gift?


| 121

UNIT

GOALS


•

•

•

6

•

Offer a moment of personalization and further practice of the language studied End the class on a high note Practice and develop speaking skills

Books open. Divide students into pairs and ask them to think about the questions they are going to ask for each item in the chart. Allow them about three minutes to do so. Alternatively, you can do this elicitation moment with the whole class.

•

•

•

122 |

CNA ESS ENT IAL S 1

Ask students to complete the first column with their own information. Allow them about two minutes to do so. When students are done, tell them they should stand up, move around the room and interview their classmates. ell them they are supposed to ask the same student up to two questions in a row and then they should change partners. Tey may get back to that student later on, but this will encourage them to talk to as many people as possible. Te objective of the activity is to fill in the second column with at least a name for each different item. Allow students about five minutes for the interviews. When time is up, find out if anyone was able to find names for all the items in the second column. Tis student will be the winner. Ask students to share their findings with the whole class.

UNIT


GOALS •

•

•

7

•

Practice identifying people Practice vocabulary related to family members Practice and develop speaking skills

Books open. Divide students into pairs, Students A and Students B. Ask them to detach Information Gap Activity 7 from the back of their books. ell them they are not supposed to show their cards to their partners.

•

•

Students should take turns asking and answering questions to fill in Mel’s family tree. Model the activity with a student. Allow them about five minutes. While students are doing the activity, move around the room and help if necessary. When time is up, elicit answers from random students.


| 123

UNIT


GOALS •

•

8

•

•

124 |

CNA ESS ENT IAL S 1

Further practice talking about what people are doing Practice and develop speaking skills

Books open. Divide students into pairs, Students A and Students B. Ask them to detach Information Gap Activity 8 from the back of their books. ell them they are not supposed to show their cards to their partners. ell students that the people in the apartment building on their cards are doing different things. Tey should find out what the people

•

•

on the cards are doing. o do that, students should take turns asking and answering questions and complete their cards. Model the conversation with a student. Allow about five minutes for them to do the activity. Move around the room and help if necessary. When time is up, check answers with the whole class.

UNIT


GOALS •

•

9

•

•

Further practice talking about what people are doing Practice and develop speaking skills

Books open. Divide students into pairs, Students A and Students B. Ask them to detach Information Gap Activity 9 from the end of their books. ell them they are not supposed to show their cards to their partners. ell students they have similar pictures but there are a few differences. Teir goal is to find out what those differences are.

•

•

•

If necessary pre-teach any words your students may not know and that may hinder the process of communication during the game. ell students to take turns asking and answering questions to find out what the differences are. Allow about five minutes for them to do so. When students are done, check answers with the whole class by asking random students what the differences are.


| 125

UNIT


GOALS •

•

10

126 |

CNA ESS ENT IAL S 1

•

Provide controlled practice of the vocabulary worked on throughout the units Provide an opportunity for collaborative learning

Books open. Divide students into pairs, Students A and Students B, and go over some of the questions and answers needed for them to carry out the activity. Make sure they ask and answer the questions adequately and not simply say the words to their partners.

•

•

Move around the room and offer help if necessary. Note the way they communicate with their classmates and if their pronunciation is intelligible. When students are done, go over the words in the crossword puzzle and have them spell out the words if necessary.

UNIT


GOALS •

•

11

•

Provide practice of the language used to exchange personal information Provide an opportunity for collaborative learning

Books open. Divide students into pairs, Students A and Students B, and go over some of the language points needed for them to carry out the activity. Make sure they ask appropriate questions and get the required answers.

•

•

Move around the room and offer help if necessary. Note the way they communicate with their classmates and if their pronunciation is intelligible. When students are done, go over the missing information in Students A’s and Students B’s cards.


| 127

STARTER UNIT

A/AN We use A/AN before singular nouns to refer to them in a general way. Study the example: Can you lend me a pen? (not a specific pen) We use AN with words that start with vowel sounds and A with words that start with consonant sounds. Study the examples: Can you lend me an umbrella, please? I don’t have a car. In English we always use A/AN before jobs and professions. Study the example: I am a doctor and he is an architect. A/AN are not used before plural nouns.

TIVITY GRAMMAR AC Fill in the blanks with a and an.

1. A: Can you lend me _____ pencil, please? B: Sorry, I don’t have one, but I have _______ mechanical pencil. Do you want it? A: Tat’s OK. Do you have ______ eraser, too? B: Yes, here they are.

2. A: B: A: B:

Can you lend me _____ audio CD? Sure, here you are. Is that ______ CD player? Yes, it is. Wow, it’s really different.

a / na. 2 • na / a / a. 1 S RE W S NA

GRA MMA R TIP S

| 131

STARTER UNIT

IMPERATIVE We use the imperative in the following situations:

132 |

•

o give commands or instructions

•

o warn

•

o advise

•

o offer

CNA ES SEN TIA LS 1

STARTER UNIT

•

o request

o make the imperative, use the infinitive form of the verb without O. For example: sit down, stand up, turn off the TV. Use DO NO (DON’) to make the negative form. For example: don’t sit down, don’t stand up, don’t turn off the TV. Use PLEASE with the imperative to sound more polite. Study the examples: Pass the salt, please. Give me the book, please. Be quiet, please.

GRAMMAR ACTIVITY Choose the appropriate sentences in the box and write them under each picture.

Open your books! Eat every two hours.

Exercise every day. Eat fruit and vegetables.

Pass the sugar, please.

1.

Sit down!

2.

. es ael p, hci wdnas a eva H/. es ael p, r ag us e ht ss a P /. es ael p, ee ffoc e mos eva H. 3 . s el bat egev dna ti urf t aE /. sr uoh o wt yr eve t a E /. ya d yr eve esi cr ex E. 2 ! n wod ti S /! noi t nett a ya P /! s k oobr uoy ne p O. 1 S RE W S NA

Have some coffee, please. Pay attention! Have a sandwich, please.

3.

GRA MMA R TIP S

| 133

UNIT

VERB TO BE Study the affirmative and interrogative forms of verb O BE:

134 |


UNIT

Study the charts for the affirmative, negative, interrogative, and contracted forms of verb O BE.

AFFIRMATIVE FORM

CO NT RA CT ED FO RM

I am Brazilian. You are Brazilian. He is Brazilian.

I’m Brazilian. You’re Brazilian. He’s Brazilian.

She is Brazilian. It is Brazilian. We are Brazilian. You are Brazilian. Tey are Brazilian.

She’s Brazilian. It’s Brazilian. We’re Brazilian. You’re Brazilian. Tey’re Brazilian.

NEGATIVE FORM I am not Brazilian. You are not Brazilian. He is not Brazilian. She is not Brazilian. It is not Brazilian. We are not Brazilian. You are not Brazilian. Tey are not Brazilian.

CO NT RA CT ED FO RM I’m not Brazilian. You aren’t Brazilian./You’re not Brazilian. He isn’t Brazilian./He’s not Brazilian. She isn’t Brazilian./She’s not Brazilian. It isn’t Brazilian./It’s not Brazilian. We aren’t Brazilian./We’re not Brazilian. You aren’t Brazilian./You’re not Brazilian. Tey aren’t Brazilian./Tey’re not Brazilian.

INTERROGATIVE FORM

We do not use the contracted form of verb O BE in affirmative short answers. Study the example:

Am I Brazilian? Are you Brazilian? Is he Brazilian? Is she Brazilian? Is it Brazilian? Are we Brazilian? Are you Brazilian? Are they Brazilian?

GRA MMA R TIP S

| 135

UNIT

GRAMMAR ACTIVITY Fill in the blanks with the correct form of verb to be.

S I T UA T I O N 1

A: B: A: B: A:

What ________ your name? My name _________ Frank. __________ you a new student here? Yes, I ___________. Welcome then.

S I T UA T I O N 2

A: _______ that your teacher? B: Yes, he ______. A: He ______ my teacher, too.

S IT UA T IO N 3

A: Hurry, we _______ late for class. B: OK. _______ Bob and ina going to class, too? A: Yes, they ________. B: So, they ________ late, too.

er a / er a / er A/ er a -

3 NO I TAUTI S

• si / si / sI -

2 NO I TAUTI S

S RE W S NA

136 |

CNA ES SEN TIA LS 1

•

ma / er A/ si / si

- 1 NO I TAUTI S

UNIT

PERSONAL P RONOUNS AND POSSESSIVE ADJECTIVES Study the examples of the use of both personal pronouns and possessive adjectives.

it

its

GRA MMA R TIP S

| 137

UNIT

Possessive adjectives should always be followed by a noun and can never end a sentence. Study the examples:

Te possessive adjectives always relate to the possessor. Study the examples:

Beto and his mother are Brazilian.

Karen and her brother are students here.

Te possessive adjectives take the same form in the singular and plural. Study the examples: Tis is my book. Tese are my books. Tis is their telephone number. Tese are their telephone numbers.

G R A M M A R A C T I V IT Y Fill in the blanks with either a personal pronoun or a possessive adjective. S I T UA T I O N 1

A: B: A: B: A:

S I T UA T IO N 2

What’s ________ name? ________ name’s Gordon Levy. Are _______ a new teacher here? Yes, ______ am. Nice to meet you. _______’m Linda Covey. ______’m a teacher, too.

A: B: A: B:

Is _______ your sister? Yes, _____ is. What’s _______ name? _____ name is Patricia.

S IT UA T I O N 4 S I T UA T I O N 3

A: What’s _______ e-mail? B: It’s [email protected]. A: Good, _______’m sending you a message after class.

I / r uoy -

138 |

CNA ESS ENT IA LS 1

A: B: A: B:

Are ______ Brazilian? Yes, ______ are. Great. What are ______ names? _____ name is José and ______ name is Cristina.

r e h/ y M/ r uoy / e w/ uoy )r o( r e h / si H/ ri e ht / ye ht / ye ht - 4 N OI TAUTI S • r e H/ r e h / e hs / e hs - 2 N OI TAUTI S • I / I / I / uoy / y M/ r uoy -

3 NO I TAUTI S

S RE W S NA

1 NO I TAUTI S

UNIT

IN/FROM We use the preposition IN to indicate location. Study the examples: Brazil is in South America. New York is a city in the U.S.A. Te Big Ben is in London. We use the preposition FROM to indicate srcin. Study the examples: Nicole Kidman is from Australia. Sushi is a traditional dish from Japan. Singer Roberto Carlos is from Espírito Santo, Brazil.

GRAMMAR ACTIVITY Complete the conversation with in and from.

Karen: Enrique: Karen: Maria: Karen: Maria: Karen: Maria: Karen:

Hi, Enrique. Hi. Karen, this is my friend Maria. Hi, Maria. Nice to meet you. Nice to meet you, too. Are you _______ Buenos Aires, too? No, I’m _______ Valparaíso. Where’s Valparaíso? Is it _______ Argentina? No, it isn’t. It’s _______ Chile. Nice.

ni / ni / morf / morf S RE W S NA

GRA MMA R T IPS

| 139

UNIT

ADJECTIVES Adjectives in English usually come before nouns and have no plural form. Study the examples: São Paulo is a big city in Brazil. São Paulo and Rio de Janeiro are big cities in Brazil. Pizza is an Italian dish. Pizza and pasta are Italian dishes. Adjectives of nationality are always written in capital letter.

GRAMMAR ACTIVITY Unscramble the words to make sentences.

1. English / an / Cambridge / city / is

_____________________________________________________________. 2. dishes / are / Paella and gazpacho / Spanish

_____________________________________________________________. 3. romantic / Venice / is / a / city

_____________________________________________________________. 4. Brasília and okyo / modern / cities / are

_____________________________________________________________.

. s ei ti c nr e do mer a oyk o dna ailí s ar B. 4 . yti c ci t na mor a si eci ne V. 3 . s e hsi d hsi na pS er a ohca pz ag dna all ea P. 2 . yti c hsil g nE na si eg di r b ma C. 1 S RE W S NA

140 |

CNA ESS ENT IAL S 1

UNIT

MANY We use MANY before plural nouns. Study the examples: Tere are many beautiful beaches in Rio de Janeiro. Tere are many shopping malls in São Paulo.

A LOT OF OR LOTS OF We use A LO OF or LOS OF before plural nouns or words with no plural form. Study the examples: Tere are a lot of/lots of nice restaurants in Curitiba. Tere are a lot of/lots of cars in São Paulo and there is a lot of /lots of pollution, too. Tere is a lot of/lots of violence in big cities. In conversations we normally use A LO OF/LOS OF in affirmative sentences. Usually in negative and interrogative sentences we use MANY. Study the examples:

GRAMMAR ACTIVITY

Complete the conversation with many and a lot of or lots of. A: Are there ________ stores in your neighborhood? B: Yes, there are ___________ stores, but there aren’t _________ parks. A: Really? In my case it’s the opposite. In my neighborhood there are _________ parks, but there aren’t _________ stores.

y na m/ f o st ol )r o( f ot ol a / y na m/ f o st ol )r o( f ot ol a / y na m S RE W S NA

GRA MMA R T IPS

| 141

UNIT

THERE TO BE We use verb HERE O BE to indicate the existence of something. It has two forms: singular and plural. Study the example: Tere is only one good restaurant on Johnson Street, but there are many others on Lee Street.

Study the charts for the affirmative, negative, interrogative, and contracted forms of verb HERE O BE. AFFIRMATIVE FORM

NEGATIVE FORM

INTERROGATIVE FORM

CON TRA CTE D F ORM

Tere is a nice park near here.

Tere is not a nice park near here.

Is there a nice park near here?

Tere’s a nice park near here. Tere isn’t a nice park near here.

Tere are nice parks near here.

Tere are not nice parks near here.

Are there nice parks near here?

Tere aren’t nice parks near here.

GRAMMAR ACTIVITY Look at the picture and write sentences using the words in the box. Follow the examples:

There are two gas stations. There is a bus stop.

gas station bus stop police station drugstore restaurant park post office bank

. s k na b o wt er a er e T . st nar uats er o wt er a er e T . ec ffiots op a si er e T . er ots g ur d a si er e T . s kr a p o wt er a er e T . noi t ats ecil op a si er e T S RE W S NA

142 |

CNA ESS ENT IAL S 1

UNIT

IN/ON (DATES) We use the preposition IN before months and years. Study the examples: My birthday is in January. I was born in 1998. We use the preposition ON before full dates (month + day/month + day + year). Study the examples: My birthday is on March 14. I was born on March 14, 1998.

GRAM MAR ACT IV IT Y Fill in the blanks with in and on. S IT UA T I O N 1

S I T UA T I O N 2

A: When is your birthday? B: It’s ________ December 3. A: Really, my birthday is also _______ December.

no / nI / n O-

A: B: A: B:

When is their wedding anniversary party? _______ June 10. When did they get married? _______ 1978. More exactly _______ June 8, 1978.

2 NO I TAUTI S

• ni / no-

1 NO I TAUTI S

S RE W S NA

GRA MMA R T IPS

| 143

UNIT

PERSONAL P RONOUNS AND OBJECT PRONOUNS Study the examples of the use of both personal and object pronouns:

PERSONAL PRONOUNS

Study the charts with both the personal and object pronouns:

OB JE CT PR ON OU NS

I you he she it we you they

me you him her it us you them

We use the object pronouns after a verb or after a preposition such as of, at, with, on, in. Study the examples: A: B: A: B:

144 |

Is Mr. Harmon in? Yes, he is. Can I talk to him, please? Sure, hold on, please.

CNA ESS ENT IAL S 1

A: B: A: B:

Are they coming with us? Yes, they are. Good, meet them at the mall then. Tat’s a good idea.

UNIT

GRAMMAR ACTIVITY Write sentences using the pronouns in the box. Follow the example:

it

him

her

them

Do you like rock’n’roll?

Yes, I like it. / No, I don’t like it. _______________________________________________________________. 1. Do you like board games?

_______________________________________________________________. 2. Do you like Bruce Willis?

_______________________________________________________________. 3. Do you like opera?

_______________________________________________________________. 4. Do you like Angelina Jolie and Brad Pitt?

_______________________________________________________________. 5. Do you like Madonna?

_______________________________________________________________. 6. Do you like soccer?

_______________________________________________________________.

. ti ekil t’ nodI , o N/. ti ekil I , s e Y. 6 . r e h ekil t’ nodI , o N/. r e h ekil I , s e Y. 5 . me ht ekil t’ nodI , o N/. me ht ekil I , s e Y. 4 . ti ekil t’ nodI , o N/. ti ekil I , s e Y. 3 . m i h ekil t’ nodI , o N/. m i h ekil I , s e Y. 2 . me ht ekil t’ nodI , o N/. me ht ekil I , s e Y. 1 S RE W S NA

GRA MMA R T IPS

| 145

UNIT

CAN

FOR ABI LITIES AND POSSIBILITIES

We use CAN to talk about people’s abilities. Study the examples: I can swim. = I am good at swimming. Guga can play tennis very well. = Guga is very good at tennis. Pelé can play soccer but he cannot (can’t) play the piano. Study the charts for the affirmative, negative, interrogative, short answers, and contracted forms of CAN. AFFIRMATIVE

NEGATIVE

INTERROGATIVE

I can dance. You can dance. He can dance. She can dance. It can dance. We can dance. You can dance.

I cannot (can’t) dance. You cannot (can’t) dance. He cannot (can’t) dance. She cannot (can’t) dance. It cannot (can’t) dance. We cannot (can’t) dance. You cannot (can’t) dance.

Can I dance? Can you dance? Can he dance? Can she dance? Can it dance? Can we dance? Can you dance?

Yes, I can./No, I can’t. Yes, you can./No, you can’t. Yes, he can./No, he can’t. Yes, she can./No, she can’t. Yes, it can./No, it can’t. Yes, we can./No, we can’t. Yes, you can./No, you can’t.

Tey can dance.

Tey cannot (can’t) dance.

Can they dance?

Yes, they can./No, they can’t.

We also use CAN to talk about possibilities. Study the example:

SHORT ANSWERS

A: What can we give him? B: We can give him a book. He loves to read.

G RAMM AR AC TIVITY Read the chart and write sentences about what Bill can and can’t do. Follow the examples:

He can’t cook. ____________________ _________________ He can dance.____________________ _________________

cook

X

play soccer

X

1. _____________________________________. 2. _____________________________________.

drive

3. _____________________________________.

play the piano

X

4. _____________________________________.

speak Italian

X

5. _____________________________________. 6. _____________________________________.

146 |

X

dance

CNA ESS ENT IAL S 1

. t ni a p t’ nac e H. 6 • . f r us t’ nac e H. 5 • . nail atI kae ps nac e H. 4 . onai p e ht yal p nac e H. 3 • . evi r d t’ nac e H. 2 • . r ecc os yal p nac e H. 1 S RE W S NA

X

surf

X

paint

X

UNIT

GENITIVE CASE We use the possessive ’S to indicate possession. Study the examples: Bob’s notebook. (It is his notebook.) His father’s name is Juan Martinez. (His name is Juan Martinez.) We use the apostrophe (’) after names ending in s or plural nouns also ending in s. Study the examples: Charles’ room. James’ brother. Te girls’ notebook. Te doctors’ office. We normally use the possessive ’S for people and animals. Study the examples: Richard’s car. Sarah’s parents. Te dog’s house. For things we usually use OF. Study the examples: Te cover of the book. Te leg of the table. Te color of the wall.

GRA MMA R T IPS

| 147

UNIT

GRAMMAR ACTIVITY Study Kim’s family tree and write sentences about the people in the box. Follow the example:

wife

daughter

Jeff

son

father

sister

granddaughter

Suellen

Kim is Martha’s Kim/Martha _________________________ daughter.

___________________________________ 1. Martha/John _________________________

___________________________________. John

Martha

2. John/Kim ____________________________

___________________________________. 3. Kim/Jeff _____________________________

___________________________________. 4. Kim/Robert __________________________ Kim

Robert

___________________________________. 5. John/Jeff ____________________________

___________________________________.

. nos s’ ffeJ si nhoJ . 5 . r etsi s s’ tr e boRsi m i K. 4 . r et hg ua ddnar g s’ ffeJ si m i K. 3 . r e ht af s’ m i Ksi nhoJ . 2 . efi ws’ nhoJ si a htr a M. 1 S RE W S NA

148 |

CNA ES SEN TIA LS 1

UNIT

AT/ON/DURING (TIME) We use the prepositions A, ON, and DURING with time expressions. •

We use A with holiday periods. Study the examples: At Christmas. At Easter. At New Year’s Eve.

•

We use ON with a day. Study the examples: On Father’s Day. On Mother’s Day. On Independence Day.

•

We use DURING to indicate that something is happening in a period of time. Study the examples: During vacations. During Christmas. During the weekend.

GRAMMAR ACTIVITY Complete the paragraph with the prepositions at, on, and during.

My family loves to celebrate. ______ Christmas we usually meet and have dinner together. _____ New Year’s Eve we usually go to the beach. ______ vacations we travel and spend time together. We also meet ______ Tanksgiving and Memorial Day.

no / g ni r u D/ t A/ t A S RE W S NA

GRA MMA R TIP S

| 149

UNIT

THE PRESENT CONTINUOUS TENSE We use the present continuous tense to talk about something that is happening at the moment of speaking. Study the examples: You are reading now. I am studying English now. Study the charts for the affirmative, negative, interrogative, short answers, and contracted forms of the present continuous tense. AFFIRMATIVE

NEGATIVE

INTERROGATIVE

I’m/am cooking. You’re/are cooking. He’s/is cooking. She’s/is cooking. It’s/is cooking. We’re/are cooking. You’re/are cooking. Tey’re/are cooking.

I’m/I am not cooking. You’re not/aren’t cooking. He’s not/isn’t cooking. She’s not/isn’t cooking. It’s not/isn’t cooking. We’re not/aren’t cooking. You’re not/aren’t cooking. Tey’re not/aren’t cooking.

Am I cooking? Are you cooking? Is he cooking? Is she cooking? Is it cooking? Are we cooking? Are you cooking? Are they cooking?

SHORT ANSWERS

Yes, I am./No, I am not. Yes, you are./No, you aren’t. Yes, he is./No, he isn’t. Yes, she is./No, she isn’t. Yes, it is./No, it isn’t. Yes, we are./No, we aren’t. Yes, you are./No, you aren’t. Yes, they are./No, they aren’t.

Some verbs suffer a few small changes when we add –ING to them.

•

One-syllable verbs that end in consonant + vowel + consonant usually double the last consonant. Study the examples: swim sit run

swimming sitting running

•

Verbs that end in –e usually drop the –e. Study the examples: leave write dance

leaving writing dancing

Exceptions: Exceptions: fix show

150 |

CNA ES SEN TIA LS 1

fixing showing

agree lie die

agreeing lying dying

UNIT

GRAMMAR ACTIVITY Look at the pictures and write down what the people are doing.

1.

2.

J U L IA A N D G R E G

IA N

3.

4.

WILL A ND BEN

M I R NA

. g ni y duts er a ne B dnalli W .4 . g ni k ooc si a nri M. 3 . r ecc os g ni yal p si naI . 2 . g ni c na d er a ger G dna ail uJ . 1 S RE W S NA

GRA MMA R TIP S

| 151

STARTER UNIT

Can you lend me?

headphones

headphones

headphones

headphones

b ook

b ook

b o ok

b o ok

notebook

notebook

notebook

notebook

pen

pen

pen

pen

pencil

pencil

pencil

pencil

CD

CD

CD

CD

videogame

videogame

videogame

videogame

newspaper

newspaper

newspaper

newspaper

magazine

magazine

magazine

magazine

eraser

eraser

eraser

eraser

cellphone

cellphone

cellphone

cellphone

RESOURCE PACK

| 155

Different names

UNIT

156 |

Rober toBaygorria

TessaWoollen

GretaBochinsky

JoelMontoya

ArnoldGillson

CristinaBeauclerc

WalterMacmillan

GiuseppeAndriacchi

DannaChaturvedi

ChenCheng

DanWalder

TonyMansfield

CNA ES SEN TIA LS 1

Introductions

UNIT

You and a partner are friends. Introduce him/her to another student in class.

You and a partner are friends. Introduce him/her to another student in class.

Your partner is your mother/father. Introduce him/her to another student in class.

Your partner is your mother/father. Introduce him/her to another student in class.

You and your partner are colleagues. Introduce him/her to

You and your partner are colleagues. Introduce him/her to

anotherclass. student in

anotherclass. student in

You and your partner are boyfriend/ girlfriend. Introduce him/her to another student in class.

You and your partner are boyfriend/ girlfriend. Introduce him/her to another student in class.

Your partner is your brother/sister. Introduce him/her to another student in class.

Your partner is your brother/sister. Introduce him/her to another student in class. RESOURCE PACK

| 157

UNIT

158 |

CNA ESS ENT IA LS 1

Greetings

Greetings

UNIT

RESOURCE PACK

| 159

UNIT

160 |

CNA ES SE NTI ALS 1

Greetings

O c c u p at i o n s

UNIT

MARCUS

ANNA

RESOURCE PACK

| 161

UNIT

O c c u p a ti o n s

JANET

CHARLES

162 |

CNA ESS ENT IAL S 1

O c c u p at i o n s

UNIT

HAMILTON

RESOURCE PACK

| 163

UNIT

164 |

CNA ESS ENT IAL S 1

Sports

Sports

UNIT

RESOURCE PACK

| 165

UNIT

166 |

CNA ES SE NTI ALS 1

Sports

Sports

UNIT

RESOURCE PACK

| 167

UNIT

168 |

CNA ES SEN TIA LS 1

Around the world

Around the world

UNIT

RESOURCE PACK

| 169

UNIT

170 |

CNA ES SEN TIA LS 1

Around the world

Where is it?

UNIT

Where’s ________________?

A D R A C

1. Ottawa a. Canada

b. the U.S.A.

c. France

2. Nice a. Canada

b. France

c. the U.S.A.

3. Nagano a. China

b. Japan

c. India

4. Canberra a. England

b. the U.S.A.

c. Australia

5. Luxor a. Egypt

b. Greece

c. India

Where’s ________________?

B D R A C

1. Valparaiso a. Argentina

b. Chile

c. Mexico

2. Hamburg a. Canada

b. Germany

c. the U.S.A.

3. Liverpool a. England

b. Egypt

c. Mexico

4. Cape own a. England

b. the U.S.A.

c. South Africa

5. Camagüey a. Cuba

b. the U.S.A.

c. Argentina

RESOURCE PACK

| 171

UNIT

172 |


Family

Review cards What’sherfullname?

UNIT

LindaSanchez.

Whattimeisit?

It’s10:45.

I have to go. I have a class at 8:15.

OK. See you later.

What’s your e-mail address?

[email protected]

What are their names?

Victor Silverstein and Helena Young.

Mom, this is my friend Joshua.

Hello, Joshua. Nice to meet you.

Hello,myname’som.

Hi,om.I’mMike.

What’shisfullname?

RaulNascimento.

Doyouhaveamiddlename? Hi, Jamie. How are you? CanIcomein? Are you a new student here? Excuse me, could you repeat that? Openyourbooks,please.

No,Idon’t. I’m fine, thanks. And you? Sure.Please,comein. Yes, my name’s Mi-Sook. Sure. I said, what’s your phone number? Whatpage?

What’syourphonenumber?

29674-8990.

How do you spell your first name?

H-A-R-I-S-S-O-N.

Canyoulendmeaneraser?

Sure.Hereyouare.

Doyouhaveanickname?

Yes,it’sDanny.

Goodbye, class. See you later.

See you, Ms. Goodman.

RESOURCE PACK

| 173

UNIT

174 |

CNA ES SEN TIA LS 1

Describing cities

Places in town

UNIT

RESOURCE PACK

| 175

UNIT

176 |

CNA ES SEN TIA LS 1

Places in town

Places in town

UNIT

RESOURCE PACK

| 177

UNIT

178 |

CNA ESS ENT IA LS 1

Places in town

Places in town

UNIT

RESOURCE PACK

| 179

UNIT

180 |

CNA ES SEN TIA LS 1

Places in town

Places in town

UNIT

RESOURCE PACK

| 181

UNIT

182 |

CNA ES SEN TIA LS 1

Places in town

Places in town

UNIT

RESOURCE PACK

| 183

UNIT

184 |

CNA ES SEN TIA LS 1

Places in town

Bingo

UNIT

BINGO

BINGO

RESOURCE PACK

| 185

UNIT

186 |

CNA ES SEN TIA LS 1

Parties

The

th

sound

UNIT

A: Is Keyla’s birthday on March 3?

A N B: No, I don’t think so. IO T A S A: When is it? R E V N B: I think it’s on March 13. O C A: OK. Tank you.

A: When is om’s birthday?

B N B: It’s on January 31. O I T A S A: Is om turning 33? R E V B: I don’t think so. I think he’s turning 34. N O C A: OK. Tanks.

RESOURCE PACK

| 187

Abilities

UNIT

, C l a s s m at e s names can drive a motorcycle. can prepare a caipirinha. can count from 1 to 10 in Japanese. can sing a song in another language (not English or the student’s native language).

, C l a s s m at e s names can drive a motorcycle. can prepare a caipirinha. can count from 1 to 10 in Japanese. can sing a song in another language (not English or the student’s native language).

, C l a s s m at e s names can drive a motorcycle. can prepare a caipirinha. can count from 1 to 10 in Japanese. can sing a song in another language (not English or the student’s native language). 188 |

CNA ES SEN TIA LS 1

Gifts

UNIT

RESOURCE PACK

| 189

UNIT

190 |

CNA ES SE NTI ALS 1

Gifts

Gifts

UNIT

RESOURCE PACK

| 191

UNIT

192 |

CNA ESS ENT IAL S 1

Gifts

Gifts

UNIT

RESOURCE PACK

| 193

Family tree

UNIT

,

Mark s f a m i l y Tom

Isabella

Pat

194 |

CNA ESS ENT IAL S 1

Mar y

Phil

Mark

John

Rodney

Lisa

Beth

Brian

Steve

O c c as i o n s

UNIT

RESOURCE PACK

| 195

UNIT

196 |

CNA ES SE NTI ALS 1

Occasions

O c c as i o n s

UNIT

RESOURCE PACK

| 197

UNIT

198 |

CNA ES SEN TIA LS 1

Occasions

Activities

UNIT

RESOURCE PACK

| 199

UNIT

20 0 |

CNA ES SEN TIA LS 1

Activities

Activities

UNIT

RESOURCE PACK

| 201

UNIT

20 2 |

CNA ES SEN TIA LS 1

Activities

Letters

UNIT

GRAND MOTHE REATO UTG I F TAUNT RESOURCE PACK

| 203

W h a t ,s your name?

UNIT

Match the conversations. 1.

5 6

1. What’s your name? 2. Hey, Julie. Tis is my friend Rose.

My name’s Virginia, but please call me Ginnie.

3 2 4

4. Well, I have to go now. 5. Hey, June! 6. Good morning, Mr. Sanchez.

.

Good morning, anya. Welcometo our study group.

1

3. Hello. How are you doing?

2

Hey, Mike. What’s up?

I’m fine, thanks. Hello, Rose. Nice to meet you. OK. See you tomorrow.

a. Find ten numbers in the word search. V

HLO

EYVSD

YU HD I

N 

RA 

J

UX

IUP

LD

NFA W

YU

E

HL

L

PDBNYM

SGVA LD

EP

S OI

S

XH

K

QPLB

S

OPD W

EGJ

AV

F

S

L

S

S

BA

FQ W

KH

W

F

O

I

UEG

NYK

R

YH

XVFO



JMINSY LOP

H

R

J

J

W

DB

NE

NY

W

S

I

Y

I

SN

ZHV

JNA

LU DE

JO

FOURKYH

EVEN

RFH

I NE

XCVNR

KEHSY

WENY O

FS

ZCVIW

SEVENEENF

GSAP

E

I

E J

KY

R

B

GEP

LVE

HJ

W

W

ERDS

SHI

UN KGL

RE

Q EN

M

C

Z

H

W

H

I GL O

b. Now write them in the boxes. Follow the example.

33

12

24

70

9 0

16

13

17 55

80 ACTIVITY BOOK

| 207


3.

Complete the conversations with one sentence from the boxes.

C onvers at ion 1

A: Hello. What’s your name? My name is Clara. B: ____________________________

C o n v e r s a t io n 2

A: Good morning, Dr. Brown. How are you? m fne, thank you. And you? B: I’ ____________________________

Nice to meet you.

I’m fine, thank you. And you? Nice to meet you.

My name is Clara.

Hello, Tom.

Yes, it is.


Bye, Maria. A: ____________________________

Co n v e rs a tio n 4

A: Ms. Garcia, this is my friend, Andy Reimes. to meet you, Andy. B: Nice ____________________________

B: Goodbye. See you next week. I’m fine, thank you.

208 |

Nice to meet you, Andy.

Bye, Maria.

My name’s Andy.

Nice to meet you, too.

I’m fine, thank you, Andy.

CNA ESS ENT IA LS 1

UNIT

4.

Introduce the people in the pictures. Follow the example.

Suggested answers: A: om, this is my girlfriend, Lisa. B: Nice to meet you, Lisa. C: Nice to meet you, too.

A: Laurie, this is my riend Michael. B: Glad to meet you, Michael. C: Glad to meet you , too.

A: Alice, this is my brother Carl. B: Pleased to meet you, Carl. C: Pleased to meet you, too.

ACTIVITY BOOK

| 209

Complete the conversations. 5.

Suggested answers:

Conversa tion 1

A: Hello. I’m a new student and I don’t know my room. B:

What’s your ull name

?

A: My name’s Lucca Petroni. I’m in English 1. B:

How do you spell your last name

?

A: P-E--R-O-N-I. B: OK. Here you are. Room 17. A:

Thank you

.

B: You’re welcome.


A: Can you lend me your eraser, please? B:

Sure. Here you are

.

A: Tank you. B:

You’re welcome

.

Convers at ion 3

A: Good morning, Doug. How are you? B: I’m fne, thanks. And you A: I’m fine, too.

?

C onvers at ion 4

A: Miss Jansen, this is my colleague, Mrs. Mullen.

Glad to meet you, Mrs. Mullen

B: C: Glad to meet you, too.

.

Convers at ion 5

A: Hey, Vanessa. Tis is my sister Jen. B:

Nice to meet you, Jen

.

C: Nice to meet you, too. C onvers at ion 6

A: Well, it’s time to go. B:

210 |

Bye! See you later

CNA ESS ENT IAL S 1

.

UNIT

Conne

cting.

Look at the pictures and write the occupations. 1.

1.

4.

teacher __________________

2.

__________________

vet

5.

__________________

__________________

doctor

civilservant

student

3.

__________________

6.

__________________

dentist

ACTIVITY BOOK

| 211

Co n ne ct i ng . . Read the business card and complete 2 the conversation.

3. about yourself.

Answer the questions

A: Good morning, sir. Can I help you?

1. What’s your last name?

B: Yes, please. I want to take an advanced course in English. 2. What’s your e-mail address?

A: Very well. Let me fill out a form first. What’s your name? B: Domenico Bianchi. A: How do you spell your last name? B:

3. What’s your telephone number?

B-I-A-N-C-H-I.

4.

A: What’s your e-mail address? hi@internationaltravel .com.it. B: It’s domenico.bianc

What do you do? 5. What’s your favorite band?

A: What’s your phone number? B:

It’s 6841-4581.

6. What’s your favorite sport?

A: OK, Tank you, Mr. Bianchi.


3. How do you spell his last name?

4 7 6

His name is Bob Gregson.

4. What’s her favorite band?

1

It’s Smith.

5. What’s his favorite sport?

9

It’s 5555-4001.

1. What’s his last name? 2. What’s his occupation?

6. What’s his name? 7. What’s her e-mail address? 8. What’s his nickname? 9. What’s his phone number?

It’s Maroon 5. It’s [email protected].

5 2 3 8

It’s soccer. He’s a doctor. S-M-I--H. His nickname is Bill.

Complete the conversations. 5. C o n v e r s a t io n 1

A: What do you B: I’m a teacher.

C o n v e r s a ti o n 2

do

?

A: I have two brothers.

A: What’s your e-mail address ?

What are their names

B: ? A: Teir names are Roberto and Ernesto.

B: My e-mail address is [email protected]. Convers at ion 3

A: Hi, Andrew B: Hey, Eric. A: Is that your sister? B:

Yes, she is What’s her name

A: B: Her name is Johanna.

212 |

CNA ESS ENT IAL S 1

.

. ?

r s a t io n 4 Conve A: What’s your phone number?

It’s 5555-4301

. B: A: Tanks. I have to go. See you tomorrow. B:

See you

.

UNIT

6.

Look at the pictures and do the crossword puzzle. Ten answer the question.

A c r o ss

1.

2.

3.

1.

2.

3.

Down

3. 2.

S

V

K

O

A

L L

1. 2.

B

A S

1.

KET

What’s your favorite sport?

T E N N IS E

A

B

W

Y

O

I

B

A

M

A

M

L

D

I

L

I

3.

L

L

R U N N I N

N

N

G

G

G

ACTIVITY BOOK

| 213

Complete your own Great Mates page. 7.

Name:

Nickname:

From:

Friends:

Family:

About me:

Write questions to the answers. 8. What’s his name 1.

?

His name’s Johnny. 2.

How do you spell your frst name ? It’s A-N-N-A.

3.

What do you do

?

I’m a high school student. 4.

What’s her name

?

Her name’s Anna. 5.

What’s your avorite sport

?

Swimming. 6.

What are their names Teir names are Marsha and ina.

214 |

CNA ESS ENT IAL S 1

?

UNIT

I t ,s a b wide w ig orld!


7. Is pasta an Italian dish?

3 5 6 4 7 8 2

8. Tank you!

1

1. Excuse me, what time is it? 2. Where are you from? 3. Where is your family from? 4. Are you Portuguese? 5. What’s Salvador like? 6. I have to go. Bye!

2

My parents are from Japan, but my sister and I are Brazilian. It’s big and beautiful. Goodbye. Have a nice class! No, I’m Brazilian. Yes, it is. You’re welcome. I’m from Argentina. It’s five forty-five.

. Read and complete with the appropriate country.

FRANCE TALY

1. Its capital is Paris. ___________________________________

I BRAZIL GERMANY ____________________

2. Pizza is a traditional dish from this country. _________________ 3. It’s the largest country in South America. __________________ 4. People speak German in this country.

TURKEY

5. People speak urkish in this country. _____________________

CANADA

6. Tis country is located to the north of the U.S.A. ____________

3.

Complete the questions with the words in the box. Ten match questions and answers.

How 4 What 2. _________________’s your girlfriend’s name? 3 1. _________________ are you?

Where What time What 5. _________________ ’s your e-mail address? Where 6. _________________ ’s Belo Horizonte? What 7. ________________’s okyo like? 3. _________________’s your family from? 4. _________________is it, please?

1

2 7 6 5

It’s ten past five.

Where

Tey’re from Portugal.

How What

I’m fine, thanks.

What

It’s Karen.

Where

It’s big and modern. It’s in Minas Gerais, Brazil.

What What time

It’s [email protected].

ACTIVITY BOOK

| 215

, It s a b ig wi d e w or ld !

Suggested answers: 1.

2.

It’s ten past midday.

It’s three o’clock.

_______________ _______________

What time is it? 4. 3.

4.

It’s a quarter past seven.

_______________ _______________ 7.

5.

It’s one twenty-fve.

_______________ _______________ 8.

It’s hal past two.

_______________ _______________

_______________ _______________

It’s six orty-two.

_______________ _______________

6.

It’s a quarter to six.

_______________ _______________

It’s our fty-fve.

9.

10.

_______________ _______________

It’s eight twelve.

It’s ten thirty-seven.

_______________ _______________

_______________ _______________

What are these places like? Choose four cities and describe them. Use the words in the box. 5. Follow the example. 1.

2.

3.

4.

5.

big

6.

small

calm

romantic

beautiful

Suggested answers: São Paulo is big and mode rn. Tokyo is tourist amd modern. Rome is old and beaultiul. Buenos Aires is tourist and romantic. Santorini is calm and romantic. CNA ESS ENT IAL S 1

Sa ntorini

B u e n o s A ir e s

Rome

216 |

New Y ork

Tokyo

Toronto

tourist

old

modern

UNIT

6.

ake a look at the text and do the activities that follow.

Hi, Felipe. So, here I am in Australia. Melbourne is cool and I lov e my new family. My fathe my mother’s name is Clar r’s name is David and a. I have a brother (his nam e’s Nick) and two sisters and Claire). Nick is 17, Ker (their names are Kerri ri and Claire are 15. Tey ’r e tw ins. School is fun – so far. I go come back home at 3:30 at 8:15 a.m. and p.m. I don’t have many friend s, but I like it here. I have to go now. I have a class at 8:20. Let’s talk on Skyline tomorrow. When 7:00 a.m. in Melbourne. I’ll it’s 6:00 p.m. in Brazil, it’s call you tomorrow, OK? By e. Fernando

a. What kind of text is it?

It’s a/an ____________________. e-mail b. Who is writing?

Fernando is writing to Felipe. Felipe is writing to Fernando. c. Who is in Melbourne?

Fernando is in Melbourne. Felipe is in Melbourne. d. Read again and check  (rue) or F (False). 1. Felipe is from Melbourne.

rue

False

2. Felipe and Fernando are probably Brazilian. 3. When it’s night in Brazil, it’s day in Melbourne.

rue rue

False False

4. Fernando and Felipe are in Melbourne.

rue

False

e. Look at the picture. What’s Melbourne like?

It’s modern and big.

ACTIVITY BOOK

| 217

Unscramble the words and answer the questions. 7.

time / it / is / what

A:

What time is it

? .

B:

1.

Corcovado / the / where / is

A:

Mexican / dish / a / sushi / is

A:

family / where / from / your / is

A:

favorite / what / your / dish / is

A:

B:

Where is the Corcovado

? .

Is sushi a Mexican dish

?

2.

.

B:

3.

Where is your amily rom

? .

B:

4.

What is your avorite dish

? .

B:

5.

like / is / what / Salvador

A:

What is Salvador like

? .

B:

6.

you / Brazilian / are

A:

Are you Brazilian

? .

B:

7.

is / Manaus / where 8.

218 |

CNA ES SEN TIA LS 1

A: B:

Where is Manaus

? .

Putting all tog e t h e ri.t

UNIT

Complete the conversations. 1.

1.

A: What’s your name B: My name’s Wendy.

?

2.

A: How are you B: I’m fine, thank you.

?

3.

A: How do you B: L-O-C-K-S.

4.

A: Excuse me. B: Sure. Come in.

5.

A: Nice to meet you B: Nice to meet you, too, Roberta.

6.

A: B: No, I’m not. I’m Brazilian.

7.

A: B: It’s big and noisy.

8.

A:

spell your last name ?

May I come in

?

.

Are you Japanese

?

What’s São Paulo like

?

What’s his favorite sport

?

B: His favorite sport is volleyball. 9.

10.

What’s your e-mail address

?

What time is it

?

A: B: It’s [email protected]. A: B: It’s 7:45.

ACTIVITY BOOK

| 219


2.

Circle the odd one out and add one more word. Follow the example.

pencil pen notebook boyfriend book

1.

grandmother

eraser

3.

2.

sister mother student brother father

tennis volleyball table tennis classroom running

basketball

4.

5.

France okyo China Saudi Arabia Canada

modern romantic Chinese old calm

teacher veterinarian doctor dentist school

Japan

big

nurse

3. Complete the sentences with the words in the boxes.

nickname

a.

Field

John

soccer player

John Field soccer player 3. He’s a _________________________________. nickname 4. His brother and sister call him Johnny. Tat’s his _______________. 1. His first name is __________________.

2. His last name is ___________________.

Ms. Turner

Omiko

Turner

teacher

Omiko Turner teacher 3. She’s a ___________________________________________ . Turner 4. Her students callMs. her _________________________________. 1. Her first name is ____________________________________ . 2. Her last name is ____________________________________ .

220 |

CNA ES SEN TIA LS 1

b.

UNIT

4.

Check the correct option in each conversation.

2.

1.

are you? ? Hi. How And you thanks. ’m fine, I B: not. No, I’m

A: A: B:

What’s your name? Her name is Barbara.

Yes, I am.

No, it’s Barbara. My name is Barbara.

4.

3. A:

nd Can you le

cil, please me a pen

?

A:

What is Plaza Mayor?

No, it isn’t.

B:

Sure, here

Where is Plaza Mayor?

Is Plaza Mayor in Spain?

you are.

B:

It’s in Madrid.

Yes, it is.

5. A: B:

ily name? What’s your fam

rite band? our favo What’s y t? rite spor our favo y s ’ t a h W o? o you d What d

6. A:

It’s Barbara. It’s Paul. It’s Johnson.

B:

r. It’s socce

ACTIVITY BOOK

| 221

7.

8. A:

What’s your address?

A:

What’s your e-mail address?

B:

What are their names? Teir names are Pablo and Jenn

ifer. Our names are Pablo and Jenn

What’s your telephone number? B:

Her name is Jennifer.

It’s (646) 250 2026.

10. 9. A: B:

she from? Where is m Canada. Bob is fro ada. from Can Sheila are Tina and a. m Canad Sheila is fro

A:

What’s La Paz like? Where’s La Paz? Is La Paz big and modern?

B:

It’s big and modern.

12. 11.

A:

A: B:

hat time is it? W our. It’s a quarter to f four. It’s a quarter past It’s half past four.

222 |

CNA ES SEN TIA LS 1

ifer.

B:

What does she do? No, she’s a dentist. Yes, she is. She’s a dentist.

UNIT

n e i g h b W h a t ,s y o orhoo d l i k eu?r

Find seven places in the word search. Ten use the words to write sentences about your 1. neighborhood. Follow the example. EY ZC

J

DPSXC

B

J

R

R

G

J

SU

E

W

O

J

H

OS

SD

A

W

U

KV

RO

I

A

F

YO



EDE

I

J

QLCN

O

I

H

OP

N

W

In my neighborhood,

V

HLF

Y

WI

CSA

S

LO

BV

C

PA



ULX

RK

I

FC

L

I

W

E

E

O

PH



I

HVLH

P

I

KP CZ

SCH

O J

RH

I

K

YFHSE JM

M

FKNX

APLDE

K

ZK

PA

BHSA

LM

S

B

NLGI

ALRRC

M NA

BRN M

H

H

P

HKO

HS Q

RD

E

ASR N

U

GL

RLH

V

LW

OL

BF

S

R

PGJ

VAL KEVB IW

P

W

M

SAFPS

H

J

L

O

NG

M

A

L

LG

I

E

VKDYW

F

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PNEG

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 M

H

N

W

N OL

OPM

Suggested answers:

there are two drugstores. there is one restaurant. 3. ______________________________________________________________________ there is one shoppi ng mall. there are two hospitals. 4. ______________________________________________________________________ there isn’t a library. 5. ______________________________________________________________________ there is one park. 6. ______________________________________________________________________ there are seven schools. 7. ______________________________________________________________________ there are fve coee shops. 8. ______________________________________________________________________ 1. ______________________________________________________________________ 2. ______________________________________________________________________

ACTIVITY BOOK

| 223

, What s y ou r n ei g hb or h oo d li k e?

2.

Match the conversations.

2. Where is the movie theater?

5 6

My friends and I ride our bikes in the park.

3. What’s São Paulo like?

1

Yes, there are lots of parks.

4. Is there a bank near your house?

3

It’s a big city in South America, and there is a lot of pollution in it.

5. What’s your neighborhood like?

4 2

Yes, there is one.

1. Are there parks in your city?

6. What do you do on the weekends?

3.

It’s calm and safe.

It’s on Main Avenue.

Complete the conversation. A: What’s your neighborhood like?

224 |

B: A: Are there many stores and restaurants?

.

B: A: Is there a park?

.

B: A: Is it safe?

.

B:

.

A: What do people do on the weekends in your neighborhood? B: A: What’s your favorite thing about it?

.

B:

.

CNA ES SEN TIA LS 1

UNIT

4.

a. Study the map carefully.

b. Answer the questions about the map.

Yes, there is.

1. Is there a skate park? ____________________________________________________

theare re aren’ Yes, No, there three.t. No, there isn’t. Is there a library? _________________________________________________________ No, there isn’t. Is there a shopping mall? ___________________________________________________ there’s just one. Are there many coffee shops?No, _______________________________________________ Yes, the re are. Are there lots of bus routes? ________________________________________________ Yes, there are. Are there bike lanes? ______________________________________________________

2. Are there lots of green areas? ________________________________________________ 3. Is there a supermarket? _____________________________________________________ 4. 5. 6. 7. 8.

c. Give your opinion about this neighborhood.

Ye s , I t h in k so . 1. Tere 2.

, No, I d on t th ink so.

isn’t pollution.

It’s big and busy.

3. Te

streets are clean.

4. Public transportation is good. 5.

It’s quiet and safe.

ACTIVITY BOOK

| 225

What are these neighborhoods like? Describe them. 5.

1.

_____________________________________ _____________________________________ _____________________________________

2.

_____________________________________ _____________________________________ _____________________________________

3.

_____________________________________ _____________________________________ _____________________________________

4.

_____________________________________ _____________________________________ _____________________________________

226 |

CNA ES SEN TIA LS 1

I t ,s M i k , birthd e s ay!

UNIT


2.

1.

Whenisina’sbirthday?

2 He’s22yearsold.

2.

How old is he?

4

3.

What day is it today?

5

4.

Whatishegoodat?

It’sonMay13.

5.

What can we give Martha for her birthday?

3

Well, he can paint very well. He can also sing and play the guitar. Well, she can cook very well. What about a cookbook?

1

It’s April 10.

Read and match the columns. What kinds of party are these? 1.

Hey, Ed, don’t forget. Ruby is turning 16 next week. She’s having a great party at her place.

3

2.

1

Dear Aunt Mary, Mom and Dad have been married for 20 years and we’re celebrating it on Sunday, June 4.

4

3.

Dave, we’re planning a party for Mom on Saturday, but please don’t tell her.

2

4.

A: Are you having a big party on your birthday, Kevin? B: No, we’re just inviting a couple of friends for dinner. ACTIVITY BOOK

| 227

, , It s M ik e s b ir th da y!

3.

a. Match the words and the pictures.

sing

skateboard

swim

1.

play tennis

2.

cook

3.

play tennis

4.

sing

5.

swim

paint

6.

skateboard

b. Write sentences about yourself. Follow the example.

I can cook very well.

228 |

CNA ES SEN TIA LS 1

paint

cook

UNIT

4. following dates:

a. Look at the calendar and circle the

•

your birthday

•

your mother’s birthday

•

your father’s birthday

•

your brother’s birthday, yours birthday sister’s birthday, or your best friend’

b. Now write about the people and their birthdays. Follow the example.

My birthday is on May third. _______________________________________________________________________ My father’s birthday is _______________________________________________________ My mother’s birthday is ______________________________________________________

5. give him/her for his/her birthday. Follow the example.

Write about what your father/mother/sister/brother/best friend can do and what you can

My mother can play tennis very well. I can give her a new tennis racket.

ACTIVITY BOOK

| 229

6.

Check the correct option to complete the conversation.

A.

B.

A.

B.

A.

230 |

CNA ESS ENT IAL S 1

UNIT

We ar e fami ly

.

Complete the conversations with the questions and answers in the box. 1. How old is she Susana and Rafael What is she doing you usually do do What with Christmas spend Who do you usually r stepbrothe a and sister a I have , Yes sister your Is that Conver sa ti on 1 A:

Is that your sister

B:

No, she’s my stepsister.

How old is she

A:

? ?

B:

15. C o n v e r s a t io n 2

Do you have any brothers and sisters?

A: B:

Yes, I have a sister and a stepbrother

A:

What are their names?

Susana and Rafael

B:

. .

C o n v e r sa ti on 3 A: B:

A: B:

Who do you usually spend Christmas with

?

nts, my parents, my My family and I usually spend Christmas together. Tat is, my grandpare brother and sister. Sometimes we invite friends. ? What do you usually do gifts. We usually have dinner at my grandparents’ home and then we exchange Co n v e rs a tio n 4

A: B: A: B: A: B:

Hi sis. Can I talk to Mom? She can’t talk to you right now.

Why not? What is She’s taking a shower. OK. I’ll call again later. Bye!

she doing

?

ACTIVITY BOOK

| 231

We are family.

2.

3.


Who do you celebrate New Year’s with?

2

2.

Who’som?

4

3.

Jessica, what are you doing?

1

4.

How do you celebrate Christmas?

6

5.

Where’s your sister?

3

6.

Isomtakingashower?

5 She’stakingashower.

He’s Mel’s cousin. Weusuallyeat,talk,andsing. I usually celebrate it with my family. Tat is, my mother, father, brother, and sister-in-law. I don’t think so. I think he’s watching V. I’m showing Bob some photos.

Circle the odd one out. February March April Christmas

Tanksgiving

Vacation

wedding anniversary birthday

New Year’s Easter

cocktail party grandmother

cousin

Mother’s Day

father-in-law birthday parties onies wedding cerem es rti pa r ne din

232 |

CNA ESS ENT IAL S 1

stepsister brother

Tey ’re reading. I usually watch V . She’s cooking . He’s going to scho ol.

UNIT

4.

Read and answer rue () or False (F).

Allison Petersen

Grandma, you rule! U r the best grandma in the world! Happy birthday!

Phil Petersen

Couldn’t agree more! I have the only grandma in the world who can skateboard and play video games. Luv u! Happy birthday!

Bob Petersen

Dear Grandma, Mom, Dad and I love you! Happy b-day.

TRUE

FA L S E

1. Tese are e-mail messages. 2. Grandma Petersen is celebrating her anniversary. 3. Allison, Phil, and Bob are relatives. 4. Allison and Phil think Grandma is special. 5. Grandma Petersen can’t skateboard. 6. Tey all love Grandma Petersen.

5.

It’s your mom’s/dad’s/grandma’s/grandpa’s birthday. Write a similar post to him/her.

ACTIVITY BOOK

| 233

C a r o li n e

6. people doing? What are these

2.

S ophia

K e v in a n d H a r r y

3.

M ich ael

5.

4.

S t e l la

6.

Peter

1.

Sophia is skateboarding. 2. Caroline is taking pictures. 3. Kevin and Harry are swimming. 4. Peter is talking on the phone. 5. Michael is taking a shower. 6. Stella is checking her e-mails. 1.

Answer these questions about yourself. 7. 1. Do you have a big family? Write about it.

2. How do you usually celebrate Christmas? Who do you usually celebrate this occasion with?

3. What do you usually do on your vacation? Where do you go? Who do you go with?

234 |

CNA ESS ENT IA LS 1

Putting all tog e t h e ri.t

UNIT

Complete the conversations with the words in the box. 1.

what can near

When is your birthday? A: ___________ on B: My birthday is ___________ February 16.

who when sister

Who is that woman? A: ________ sister B: Tat is my __________________. Her name’s Sandy.

on doing basketball

on

A: ______________ is the drugstore? Where near White Avenue, _____________ the supermarket. B: It’s _____

calm is him are

A: What’s your neighborhood like? calm is ___________ sae and _______________. B: My neighborhood

where on safe

What s your favorite sport? A: ___________’ basketball B: My favorite sport is _______________________________.

working

doing A: What is your mom _____________________________? working B: She’s __________________________________. can

A: What can we give Arthur? B: He _______________ painthim very well. Let’s give ________ an art book.

is

A: Are there green areas in you town? B: Yes, there ________ a big parkare in my town, but there _________ no shopping malls.

ACTIVITY BOOK

| 235


2.

Suggested answers:

Write questions to the answers. 1.

What do you usually do on Sundays? On Sundays my friends and I usually go skateboarding in the park.

2.

What’s your neighbohood like?

My neighborhood is big and noisy. 3.

When is your birthday?

It’s on May 3. 4.

Who is she?

She’s Rachel’s stepmom. 5.

Are there green areas in your town?

Yes, there are lots of green areas. 6.

Where is the movie theater?

Te movie theater is on Main Avenue, near the church. 7.

What is he doing?

He’s watching a movie on V. 8.

Who is Celia?

Celia is my aunt. She’s that lady over there. 9.

What can we give him?

Well, he can cook very well. How about a cookbook? 10.

What do you usually do on New Year’s Eve?

On New Year’s Eve my family and I usually go to my grandparents’ home. We eat and talk.

3.

Circle the odd one out and add one more word. Follow the example. boring cook safe poor busy

1.

Christmas New Year’s Eve children Easter Father’s Day

Mother’s Day 236 |

CNA ESS ENT IAL S 1

2.

shopping mall

quiet 3.

restaurant AM bakery small movie theater

4.

travel

teacher grandmother sister father niece

nephew 5.

newspaper

sing dance tablet study

cookbook soccer ball skateboard swimming suit

cook

tablet

UNIT

Name: ___________________________________Group: ___________ eacher’s name: _____________________________ Date: ____________

4.

Check the correct option in each conversation.

C o nv er s at i o n A: B:

1

Are there good shops in your neigh Yes, there are some.

borhood?

C o n v e r s at i o n 2

Yes, there are nice restaurants. No, there are no shopping malls there.

A:

B:

C on v er s atio n 3 A: B:

Who’s Karen?

What can we give her? What can we giv e them? What can we giv e him?

Sue can sing very well. What about a karaoke machine?

My nephew. My uncle. My aunt.

Conversa tion A: B:

4

How do you celebrate Christmas? It’s on December 25. We give gifts, talk, and eat. We can dance.

C o n v e r s at i o n 5 A: B:

Where is the book store? It’s near the book store. It’s on Lee Street It’s big.

, near a flowersh

ACTIVITY BOOK

op.

| 237

4.

a. What kind of texts are these?

Tey are

a series of articles.

posts from a blog.

e-mail messages.

How does your family c eleb rate C hristmas? 1.

For us Christmas is like a big family reunion. We give gifts and eat together, we have tons of decorations that we make at home. Christmas is also a time we go to church as a family and pray. by Helenjoy

2.

Christmas is called “Noël” in France. Family members and friends meet to have a festive meal. Tey serve a Christmas cake, also called bûche de Noël, and the Christmas tree is the central point of everyone’s attention. People decorate it with red ribbons and real white candles. Oysters and pâté de foie gras are served as a regional food in Paris. “Christ cakes” are also served on this occasion. by Zuhail 3.

Well, our family is all broken up so I usually end up not celebrating X-mas. Mymom’s in the U.K. Dad’s routine is crazy. He’s a pilot.My brother’s in California. My sister’s in Gran Rapids . I’m in Minneapolis. Lol It’s all messed up. So I usually don’t celebrate it. I just enjoy time with my friends and boyfriend. by Hannab 4.

My family always spends Christmas Eve, Christmas Day, New Year’s Eve & Day, helping the poor. We serve at orphanages, homeless shelters, Veterans homes, and the like. Helping others can be very satisfying. by Dabossman

b. Read again and check the correct option.

1. ________________________ have a nice time at Christmas.

Helenjoy and Hannab

Hannab and Dabossman

Helenjoy and Dabossman

2. _________________ family helps the poor at Christmas.

Dabossman’s

Helenjoy’s

Zuhail’s

Hannab’s

Zuhail’s

Hannab’s

3. _________________ family is religious.

Dabossman’s

Helenjoy’s

4. _________________ family does not spend Christmas together.

Dabossman’s

238 |

Helenjoy’s

CNA ESS ENT IAL S 1

Zuhail’s

Hannab’s

All of them

Starter Unit How much do you know? (Track 2)

ACTIVITY 4b Number 1 Man 1: Excuse me. Can I come in? Yes, sure. Please, come in. Man 2: Number 2 Open your books to page four, please. Man: Woman: Sorry. What page? Number 3 Woman: Hi. My name’s Diana. Man: Hello. I’m Leo.

Number 3 Woman: Can you lend me an eraser, please? Man: I’m sorry. I don’t have one. Woman: Tat’s OK. Number 4 Man: Woman: Man: Woman:

Can you lend me your book, please? Sure. Here you are. Tanks. You’re welcome.

Unit 1 What's your name? (Track 5)

ACTIVITY 1c

Number 4 Woman 1: How do you say “this” in English? Woman 2: I’m sorry. I don’t know.

Number 1 Secretary: What’s your name? My name is Chieko Yamaguchi. Chieko:

Number 5 Man 1: Can you lend me an eraser, please? Man 2: Sure. Here you are. Man 1: Tanks.

Number 2 Man: Mrs. Garcez, this is my friend Chieko

Number 6 Man 1: Can you help me? Man 2: Sure. What’s the problem? Man 1: I don’t understand this activity. Number 7 Can you speak more slowly, please? Man 1: Man 2: Yes, certainly. Number 8 Woman 1: Can you lend me a pen, please? Woman 2: I’m sorry. I don’t have one.

Yamaguchi. Mrs. Garcez: Nice to meet you, Chieko.

Chieko:

Nice to meet you, too, Mrs. Garcez.

Number 3 Man: Chieko, this is my friend Jane. Chieko: Hey, Jane. Hey, Chieko. Jane: Number 4 Good morning, Mr. Brown. How are you? Chieko: Mr. Brown: Good morning, Chieko. I’m fine, thank

Chieko:

you. And you? I’m fine, too. See you later, Mr. Brown.

ACTIVITY 5

Number 5 Chieko: Hi. I’m Chieko Yamaguchi. Isabella: Hi. I’m Isabella Cerci. Chieko: Nice to meet you, Isabella.

Number 1

Number 6

(Track 3)

Woman: Man: Woman: Number 2 Man: Woman: Man: Woman:

Can you lend mehave a magazine? I’m sorry. I don’t one. No problem. Tanks anyway.

Alex: Chieko:

Bye, Chieko. See you tomorrow. Bye, Alex. See you.

Can you lend me a pencil? Sure. Here you are. Tank you. You’re welcome.

AUDIO SCRIPT

| 241

(Track 9)

(Track 14)

ACTIVITY 14

ACTIVITY 23

Number 1 Woman: William: Woman: William: Woman:

Conversation 1 Woman: What’s your name?

What’s your name? William Schonenberg. Can you spell your last name, please? S-C-H-O-N-E-N-B-E-R-G. Tanks.

Number 2 Man: What’s your name?

Cecylia: Man: Cecylia: Man: Number 3 Woman: Raj: Woman: Raj: Woman: Raj:

Cecylia Kwiatkowski. Te last name is spelled K-W-I-A--K-O-W-S-K-I. Can you repeat it please? K-W-I-A--K-O-W-S-K-I. Tanks. What’s your name, please? Raj Rangarajan. How do you spell your last name, please? R-A-N-G-A-R-A-J-A-N. OK. So that’s R-A-N-G-A-R-A-J-A-N. Yes, that’s it.

Number 4 Man: What’s your name please? Oana: Oana Barnutiu. Man: Different name. How do you spell your

Oana:

last name, please? B-A-R-N-U--I-U.

Man:

Tanks.

(Track 10)

ACTIVITY 17a Conversation 1 Man: What’s the combination? Woman: It’s three, eight, eleven, sixteen,

Man: Woman: Man:

twenty-one. Can you repeat that please? Tree, eight, eleven, sixteen, twenty-one. Tanks.

Conversation 2 Woman: How old are you? Man: I’m 60. Woman: No kidding! Really? You look 40. Conversation 3

Woman: Man:

What’s your address? 80 Oak Street.

Conversation 2 Man: Pleased to meet you. Conversation 3 Man: How do you spell your last name? Conversation 4 are you doing? Woman: How Conversation 5 Woman: Goodbye. I’ll see you tomorrow. Conversation 6 Good night. Man:

Unit 2 Connecting. (Track 15)

ACTIVITY 4 Hey, Chieko. Nino: Chieko: Nino: Chieko: Nino: Chieko: Nino: Chieko: Nino: Chieko: Nino: Chieko: Nino: Chieko: Nino: Chieko: Nino: Chieko: Nino: Chieko: Nino: Chieko: Nino: Chieko:

24 2 |

CNA ESS ENT IAL S 1

Hey, Antonio. Please, call me Nino. OK, Nino. Do you have a nickname, Chieko? No, I don’t. Can I see your photos? Sure. Sure. Sit down here. Is this your family in Japan? Yes, this is my brother. His name’s Hiroto. And this is my sister. Her name is Marii. She’s cute. What’s her occupation? She’s an engineering student. Really? Yes, and these are my parents. Tis is my mom. What’s her name? Akemi. And this is my dad. His name’s Norio. Tey are a lovely couple. And who are these people? Tese are my friends from school. Let me see. What are their names? Shin, adashi, Harumi, and Kimi. I love your pictures! Well, I have to go. What’s your e-mail address? It’s [email protected]. I’m sorry, can you say that again? Sure, [email protected].

Nino: Chieko: Nino: Chieko: Nino: Chieko:

Tanks! Bye! Oh, can you give me your phone number? Of course. It’s 646 250 2026. Can you repeat that, please? 646 250 2026. See you tomorrow. OK. Bye now.

(Track 16)

Conversation 1 Ian: Hey, man! Man: Hey, Ian. What’s your e-mail address? Ian: [email protected]. Conversation 2 Claudia: Hi, Jen! Hi, Claudia! What’s up? Listen, I need your Jen:

e-mail address. Sure. It’s claudia.fi[email protected].

Conversation 3 Chiara: Well, I have to go now. OK. Just a minute. Can you give me your Man:

Chiara: Man: Chiara:

e-mail address? What for? We use texting all the time. I’ve gotta send an e-mail. Okeydokey. It’syou chiara.mild@youthmail. com.

Unit 3

ACTIVITY 5 Laura: Excuse me. What time is it, please? Mel: It’s 10:05. Laura: Tank you. Mel: You’re welcome. Laura: Where are you going to? Mel: England. Laura: Are you English? Mel: No, I’m Australian. And you? Where are you from? Laura: I’m from Rome, Italy. Mel: I love Rome. It’s so beautiful! Te Coliseum is magnificent! Laura: Yes, it’s a beautiful city. Mel: And the Italian food is delicious. I love pizza. Laura: Me too. Woman: Ladies and gentlemen, passengers on Mel: Laura: Mel:

flight BA 0178 to Heathrow, London, please proceed to Gate 1. Oh, this is my flight. I have to go. Bye. Bye, have a nice flight. You too.

(Track 21)

It's a big wide world! (Track 18)

ACTIVITY 1c Number 1 Woman: Excuse me. What time is it, please? It’s a quarter past ten. Man:

ACTIVITY 6a Number 1 Woman: Chen: Woman: Chen: Woman: Chen:

What is your name? My name is Chen. How do you spell your name? C-H-E-N. Where are you from? I’m from China.

Number 2 Man: What is your name?

Number 2

Woman: Man:

Number 5 Man 1: What’s Sintra like? Man 2: It’s calm and romantic.

(Track 20)

ACTIVITY 6

Claudia:

Number 4 Woman: Where’s Broome? Man: It’s in Australia.

Where you from? I’m fromareArgentina.

Number 3 Woman: Are you Mexican? No, I’m not. I’m Brazilian. Man:

Fatimah: Man: Fatimah: Man: Fatimah:

My name is Fatimah. How do you spell your name? F-A--I-M-A-H. Where are you from? I’m from Egypt.

AUDIO SCRIPT

| 243

Number 3 Man: Claudette: Man: Claudette: Man: Claudette:

(Track 25)

What is your name? My name is Claudette. How do you spell your name? C-L-A-U-D-E---E. Where are you from? I’m from France.

Number 4 Woman: What is your name? Giuseppe: My name is Giuseppe. Woman: How do you spell your name?

Giuseppe: Where are you from? Woman: G-I-U-S-E-P-P-E. Giuseppe: I’m from Italy. Number 5 Woman: Raj: Woman: Raj: Woman: Raj:

What is your name? My name is Raj. How you spell your name? R-A-J. Where are you from? I’m from India.

Number 6 Man: Katie: Man: Katie: Man: Katie:

What is your name? My name is Katie. How you spell your name? K-A--I-E. Where are you from? I’m from Australia.

(Track 22)

ACTIVITY 8b Rick: Who are these people? Carla: Tese are my relatives. Tis picture was taken when they arrived in Brazil. Rick: Cool. When was that? Carla: Gee, I don’t know. I guess in the 1920s. Are they from Japan? Rick: Carla: Yes, they are. Tey are from Osaka. Rick: Well, you know my family is not srcinally from the U.S.A. Carla: Oh, really? Where are they from? Rick: Tey are from Italy. Cool! I love Italy. Where in Italy are they Carla: from? Rick: Tey are from Siena.

ACTIVITY 18a Conversation 1 Man: Where are you from? Woman: I’m from Brazil. Really? I love Brazil. Are you from Rio de Man:

Woman: Man: Woman:

Conversation 2 Man: So you are from Regina, right? Woman: Yes, Regina in Canada. Man: Tat’s an interesting name for a city.

Woman:

Conversation 4 Man 1: Your friend Stella is very nice, man. Man 2: Yes, she is. Man 1: Is she Brazilian? Man 2: No, She’s Argentinean. Man 1: From Buenos Aires?

Man 2: Man 1:

Yes, I think so. Buenos Aires is so cool. It’s a beautiful tourist city.

Unit 4 Putting it all together. (Track 26)

ACTIVITY 2a Conversation 1 Bob: Hey, Jimmie. What’s up, man? Hey, Bob. Jimmie: Bob: Jimmie, this is my friend Alice. She’s a new

Alice: Bob:

CNA ESS ENT IAL S 1

What is it like? It’s a modern and safe city.

Conversation 3 Where are you from, Paula? Man: Paula: I’m from Óbidos. Man: I’m sorry. Where is that? It’s a small and old city in Portugal. Paula: Man: Really? It sounds fascinating.

Jimmie:

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Janeiro? No, I’m from Curitiba. I don’t know Curitiba. What is it like? It’s a beautiful and modern city.

student. Hey, Alice. Welcome to Montgomery High. Hey, Jimmie. Tanks. I guess it’s time to go to class.

Conversation 2 Mrs. Feldman, this is my colleague, Man:

Miss Campbell. She’s our new products manager. Mrs. Feldman: I’m pleased to meet you, Miss Campbell. Miss Campbell: I’m pleased to meet you, too, Mrs. Feldman. I’m very happy to be part of

Number 2 Man: El Calafate is a very beautiful city in

Argentina. It’s a fantastic vacation destination, but there isn’t a shopping mall. Number 3 Woman: Mumbay is the most populated city

in India. Health care is a big problem because there aren’t many hospitals.

your I’dproject… like to go through some detailsteam. of our Conversation 3 Tom: Helen, is mom home yet? Helen: I don’t think so. Mom is going to be

Tom: Helen:

Tom:

home only after seven, remember? Tat’s true, sis. What about dad? Is he home yet? om, why do you want to know if mom and dad are home? Are you up to something? Of course not, it’s just that…

Number 4 Man: Belo Horizonte is a state capital in Brazil.

Tere are many green areas where people can enjoy themselves. Number 5 Woman: New York is one of the biggest cities

in the world. Millions of people use its public transportation every day. Tere are lots of subway lines. Tey can take you anywhere in the city. Number 6 Perth is a typical Australian city and a Man:

Unit 5

wonderful place to live. Tere are many bike lanes where people can ride their bikes to work and to exercise.

What's your neighborhood like? (Track 30)

(Track 28)

ACTIVITY 1b Man: So, do you like where you live? Woman: Yes, I do. Man: What is it like? Woman: Well, I live in an apartment in a residential area. It’s a nice place. My apartment is not very big, but it’s comfortable. Because there are too many apartments in the complex I really don’t know my neighbors. Te neighborhood is quiet and there are lots of green areas around. Tat is very good for my children.

ACTIVITY 6 Number 1 Woman: Public transportation is good. Tere are

lots of bus routes and subway lines. Number 2 Man: Tere are many parks and green areas. Number 3 Woman: Tere are cafés, but there aren’t many

restaurants. Number 4 Man: Tere are many bike lanes, but there

aren’t many parks.

(Track 29)

ACTIVITY 4b Number 1 Woman: Mexico City is a big city. Tere are a lot of

cars and buses. Because of that there is a lot of pollution.

Number 5 Woman: Tere is a big school, but there isn’t a

public hospital. Number 6 Tere is a shopping mall, but there aren’t Man:

many drugstores.

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Number 7 Woman: Te neighbors are nice and friendly. Number 8 Tere are people of different nationalities. Man:

Unit 6 , , It s Mike s birthday! (Track 34)

ACTIVITY 5a Conversation 1 Woman: Can you help check this list? Some items

Man: Woman: Man: Woman: Man:

were changed. Tey are in bold on the screen. OK, which ones are they? Te second, the eighth, the twelfth. Hold on. Te second, the eighth, and the twelfth. Tat’s right. Tere is also item ninetieth. OK.

Conversation 2 Man: Carol’s birthday is on the twenty-first,

Woman:

right? No, her birthday is on the seventeenth.

Man:

Gina’s right. birthday is on get theconfused. twenty-first. Tat’s I always

Paul: Woman: Paul: Woman: Paul: Woman: Paul: Woman: Paul: Woman: Paul: Woman: Paul: Woman: Paul: Woman: Paul: Woman: Paul: Woman: Paul:

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CNA ESS ENT IAL S 1

Correct. Her birthdate is August 3. OK. Hometown? Buenos Aires. OK. Is it over yet? No, there is one more. ina Smyth. S-M-Y--H. OK. S-M-Y--H. Birthdate? April 24. OK. Hometown? Sydney. Tanks, Paul. It was much faster with your help. You’re welcome.

(Track 38)

ACTIVITY 9 Conversation 1 Woman: When is David’s birthday?

Man: Woman: Man:

(Track 37)

ACTIVITY 6a Woman: Paul, can you help me check these students’ forms? Paul: Sure. Where are the forms? Woman: Here they are. Paul: OK, the first one is Karen Nash. Woman: How do you spell her last name? Paul: N-A-S-H. Woman: OK. Birthdate? Paul: February 10. Woman: She is from Los Angeles, right? Paul: Yes, she is. Woman: OK, the second is Melissa Martins. M-A-R--I-N-S, right? Paul: Yes, M-A-R--I-N-S. Woman: Birthdate? Paul: May 27. Woman: OK. She is from New York, right? Paul: Yes, she is. Woman: Next one. Ricardo Castro. C-A-S--R-O, right? Paul: Yes, that’s right. Woman: Birthdate?

December 17. Hometown? Coimbra. Next one. Greg van Hessel. H-E-S-E-L. No, wait a minute. It’s actually H-E-S-S-E-L. OK, double S. Birthdate? January 30. OK. Hometown? Cape own. Good. Next one. Nina Cortez. C-O-R--E-Z.

Woman:

Man: Woman: Man: Woman:

Man:

I think it’s on September 2. September 2… that’s nextMonday, isn’t it? Yes, that’s true. We need to get him a gift. What can we give him? Well, he is very good with computers. He can download music and upload pictures. So maybe an I-pod. Yeah, maybe. But it is very expensive. Yeah, that’s true. What about sports? Yes, good idea. What sports can he play? He can play soccer very well. So maybe a soccer ball. But I know he can also cook. So perhaps a cookbook or something for the kitchen. Are you serious?

Conversation 2 Is this Anna? Man: Woman: Yes, it is. She can skateboard very well. Man: Really? Tis is a surprise to me. I mean, I

Woman: Man: Woman: Man: Woman:

know she is very good with computers. Yes, she is. She can upload photos and download music. But she is artistic, too, right? Not really. Her sister is. I see. By the way, Anna’s birthday is next month, April 15. Wow, April 15. Good to know. I need to get her a gift.

Conversation 3 Woman: Greg, What day is today? Greg: February 22. Woman: February 22, really? oday is erry and

Greg: Woman: Greg: Woman: Greg: Woman: Greg: Woman:

Gil’s wedding anniversary party. What can we give them? Let’s see what they can do. Tey are good at sports. Can they swim? No, I see.they But,can’t. they can speak other languages. I know they can speak German. Tat’s true. Tey can speak German. But that’s not helping! Hold on. I’m thinking. Tey can sing very well, can’t they? Yes, they can sing. So? We can give them a karaoke machine. Hmmm, that’s an idea.

(Track 40)

ACTIVITY 20 Mel: So, Jason’s birthday is next week. Let’s give him a surprise party! Otto: Tat’s a great idea. Jason is such a nice friend! Mel: So, when can we have the party? Otto: How about July 1? It’s a Saturday. Mel: I think it’s an excellent date. Otto: July 1 then. Mel: Martin, you can cook very well so can you get the food? Martin: I can make a cake and sandwiches. Is that enough? Mel: Perfect. Otto: Carol, can you get the drinks? Carol: Sure, I can do that. Otto, can you think of activities or Mel: games? Otto: Sure, I can bring cards and some board games so we can play during the party. Mel: Perfect, Otto. Otto: And Mel, can you get Jason a nice gift? Can you buy it on your credit card? We will pay you later. Mel: Perfect. I love shopping.

Unit 7 We are family. (Track 41)

ACTIVITY Jessica: Bob,2a I’m so glad you’re here. Bob: I’m happy to be here, too. Wow, there are a lot of people here! Jessica: Yeah, all my family. Bob: It’s a really big family. Jessica: Yes, it is. Tat is my mom. Her name is Cristina. And that is my stepfather. His name is Miguel. Bob: Cristina and Miguel. Yes. Jessica: Bob: And you also have siblings, right? Jessica: Yes, Tat boy over there is my brother. His name is James, and the baby girl is my sister. Her name is Angela. Bob: She’s very cute. She is, isn’t she? Jessica: Bob: Sure. Jessica, you have a very nice family. Jessica: Tanks. Let me show you my dad. Here’s a photo of him. Bob: I see. What’s his name? Jessica: His name is Paul. He’s in Canada now. Cool. And who are these people with Bob: him in the picture? Jessica: Tis couple is my dad’s parents. Tis is grandma Rose and grandpa David. Bob: Tey seem to be nice. Jessica: Tey are. And this is aunt Megan and uncle Joe, and the girl is my cousin Barbie. She’s really cool. We often spend our vacations together. And these are my grandparents. Bob, this is Consuelo, my grandma and this is my grandpa, Juan. Bob: Nice to meet you, ma’am. Nice to meet you, sir. Juan: Nice to meet you, young man. Consuelo: Nice to meet you, Bob. Welcome to our place. Bob: Tank you.

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(Track 43)

ACTIVITY 8 Number 1 Man: I love New Year’s Eve. I usually spend

it with my friends. We usually eat out. Every year we choose a nice and different restaurant. Number 2 Man: I usually spend Christmas with my family.

We talk about what’s new and give each other gifts. Number 3 Girl: I always celebrate Father’s day with my

dad and family. As we are a very big family we don’t usually eat out. We have a big barbecue and everybody has fun. Number 4 Girl: During vacation I travel with my mom

and dad. We go to a different place every year. I love it. Number 5 Man: I always celebrate my birthday with

my family and friends. I usually go to a karaoke bar so that people can sing and dance. It’s very fun!

Unit 8 Putting it all together. (Track 45)

ACTIVITY 3 Conversation 1 Woman: Hey, Mike, it’s ony’s birthday tomorrow.

Mike: Woman: Mike: Woman:

Is there a party? Yes, we are organizing a surprise party for him on Saturday. Do you wanna come? Sure. How old is he now? He’s turning 18.

Conversation 2 Man: ell me about your city. Is there a library? Woman: No, there isn’t. Is there a public school? Man: Woman: Yes, there are two. Man: Are there hotels? Woman: No, there aren’t. Man: Are there parks? Woman: Yes, there’s one. What’s it like? Man: Woman: It’s small and beautiful. We ride our bikes

Man:

there on weekends. Cool!

(Track 44)

ACTIVITY 12 Cristina: Jessica, what are you doing? I’m showing Bob some pictures. Why? Jessica: Cristina: Can you put these plastic cups on the table, please? Sure. Jessica: Cristina: And where’s your sister? Jessica: She’s taking a shower. Cristina: OK. What about your brother? Jessica: He’s playing video games. Cristina: Can you ask him to come here, please? Sure, Mom. Jessica:

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CNA ESS ENT IAL S 1

Conversation 3 Woman: What do you do on weekends, Matthew? Matthew: We play soccer and we listen to music.

Woman: Steve:

Sometimes we go out for lunch. How about you, Steve? Me? I usually go to my grandmother’s.

CNA Essentials 1

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