RT 1

- PA
IA LS 2
.UNIT 1 THE PRESENT
SENT
SIMPLE
ES
CNA
HEET
WORKS
ENT’S
STUD

FACTS
I eat dinner at The sun is
7:00 pm every a star.
day.

She is a ROUTINES We don’t like

doctor. vegetables.

Luis cooks OPINIONS/ They think you

every day. PREFERENCES are cool!
RT 2
- PA
IALS 2
.UNIT 1 THE PRESENT
SENT
SIMPLE
ES
CNA
HEET
WORKS
ENT’S
STUD

HI! My name is
Marcelo.

ABOUT MARCELO:

WHAT DOES HE LIKE?

WHAT’S HIS OCCUPATION?
WHAT’S HIS ROUTINE?
THE PRESENT SIMPLE
CNA Essentials 2, Unit 1 - CNA Fast 1, Unit 7

Hi, teacher!

 Start this coaching session by greeting the student in English.

 Draw the chart below on the board:

Facts
Routines
Opinions / Preferences

 Refer to the student’s worksheet and, with the worksheet facing the student, read the words written
in the middle of the page (FACTS - OPINIONS - PREFERENCES - ROUTINES) aloud.
 Draw student’s attention to the following sentence:
o The sun is hot.
 Ask the student Is the sun hot?/ Is this always true?, and make a pause in between questions in
order to let the student answer at his/her own pace. Since these are universal truths, both answers
are positive.
 Ask the student to write the sentence The sun is hot. next to the correct space in the chart (Facts /
Truths.). Then, ask him/her a universal truth of his/her own thinking (Example: Birds fly). Motivate
the student by praising his/her answer.
 Ask the student Do you like vegetables?. Then, refer to the sentence We don’t like vegetables. in
the student’s worksheet and ask him/her to write the sentence in the correct place in the chart.
 Follow the same procedure with the other sentences.

Facts / Truths The sun is hot. / She is a doctor.

Routines Luis cooks every day. / I eat dinner at 7:00 pm every day.
Opinions / Preferences We don’t like vegetables. / They think you are cool!

 Tell the student you will create a student’s profile. Write Marcelo on the board.
 Refer to the student’s worksheet - Part II. Ask the student to create Marcelo’s profile.
 Correct the student if necessary.
 Remember learning is a process. Further practice is important to consolidate what is being taught.
So, assign these activities to the student:
o CNA NET: Web Lessons > CNA Essentials 2 > Unit 1 > Activity 3.
o www.englisch-hilfen.de/en/exercises/tenses/simple_present_statements.htm
 Thank the student for his/her time.
ALS
2 . UNIT
2
TALKING ABOUT
SSENTI

HEET
CNA E
FREQUENCY
WORKS
ENT’S
STUD
I always come
to the park.
How often do you
come to the park?

never

seldom

sometimes

often

usually

always
How often do you
eat hamburgers?

!
EXPRESSIONS OF FREQUENCY
I eat On weekends / vacation / holiday
hamburgers Once a day / week / month / year
every day. Twice a day / week / month/ year
Three times a day / week / month/ year
TALKING ABOUT FREQUENCY
CNA Essentials 2, Unit 2

Hi, teacher!

 Start this coaching session greeting the student.

 As a warm up, tell the student you are going to play a truth or lie game. Write two sentences about
you using the adverbs always and never on the board or on a piece of paper. You must write simple
sentences, but if necessary, don’t hesitate to use gestures and facial expressions to support your
communication. Explain that the student has to guess which of the sentences is true.
 Based on the sentences you wrote, ask the student to write his/her sentences using always and
never, and guess which of the sentences are true. This should indicate the student’s familiarity with
the topic.
 Refer to the student’s worksheet and perform both conversations along with the student.
 Ask the student what the two questions have in common. The student is expected to notice that both
questions start with How often. Write how often = how frequently on the board and check for their
understanding.
 Ask the student for the words that express frequency in the affirmative sentences. The student is
expected to identify the adverb always and the adverbial expression of frequency every day.
 Ask the student to compare both sentences and check if always and every day are in the same
position and order in both cases.
 Help the student understand that adverbs of frequency usually come between the pronoun and the
verb and that phrases of frequency come at the end of the sentence.
 Encourage the student to come up with their own sentences, using the adverbs and phrases that
are in the charts of the student’s worksheet.
 Write the sentences I am always happy. and She is never late. on the board. Ask the student to
compare these sentences with the ones he/she created previously, and draw his/her attention to the
position of the adverbs in the sentences. Help him/her understand that adverbs of frequency usually
come after the verb to be.
 Remember learning is a process. Further practice is important to consolidate what is being taught.
So, assign these activities to the student and if time allows, select one to do with the student at the
end of the coaching session:

o CNA NET : Web Lessons > CNA Teens On 3 > Unit 1 > Activity 3.
o CNA NET : Web Lessons > CNA Teens On 3 > Unit 1 > Activity 6.
o CNA NET : Web Lessons > CNA Essentials 2 > Unit 2 > Activity 2.
o CNA NET : Web Lessons > CNA Essentials 2 > Unit 2 > Activity 5.
o CNA NET : Web Lessons > CNA Essentials 2 > Unit 5 > Activity 4.
o CNA NET : Web Lessons > CNA Essentials 2 > Unit 5 > Activity 6.

 Thank the student for his/her time.

ALS
2 . UNIT
3
COMPOUND
SSENTI

HEET
CNA E
ADJECTIVES
WORKS
ENT’S
STUD
She’s a girl and
her hair is red. This hamburger is
twenty centimeters
long.

SHE’S A
RED-HAIRED
GIRL.
THIS IS A
TWENTY-CENTIMETER
HAMBURGER.

PART-TIME BRAZILIAN-STYLE GOOD-LOOKING

OPEN-MINDED TWENTY-PAGE TWENTY-FLOOR

FULL-TIME HARD-WORWING OLD-FASHIONED

COMPOUND ADJECTIVES
CNA Essentials 2, Unit 3

Hi, teacher!

 Start this coaching session by greeting the student in English.

 Write Compound Adjectives and draw (as well as you can) the map of Brazil on the board or on a
piece of paper.
 Next to the map, write the following words:
o Portuguese / Speak
 Ask the student if in Brazil, people speak Portuguese.
 Upon response from the student, write on the board or on the piece of paper:
o Brazil is a Portuguese-speaking country.
 On the same board, draw a garage with space for two cars (you can write 1 and 2 to make it clear
that there is space for two cars).
 Next to the garage, write the following words:
o Garage / Two cars
 Ask the student How many cars fit in this garage?.
 Upon response from the student write on the board or on a piece of paper:
o This is a two-car garage.
 Erase all previous drawings and sentences on the board. Write the final sentences:
o This is a two-car garage.
o Brazil is a Portuguese-speaking country.
 Ask the student to underline the compound adjectives in the sentences.
 Refer to the student’s worksheet and ask the student to read the speech bubbles aloud.
 In order to elucidate from the student the nature of the compound adjectives (they are singular and
the most important part of the sentence) ask the following questions:
o Are these compound adjectives singular or plural? (Singular.)
o Are compound adjectives important information? (Yes.)
 Refer to the student’s worksheet and ask the student to read aloud the compound adjectives located
at the bottom of the worksheet.
 Ask the student to create sentences, or questions, based on the compound adjectives written at the
bottom of the student’s worksheet. Examples:
o What’s your favorite fast-food restaurant? / I’d love to have a part-time job.
 Correct the student if necessary.
 Remember learning is a process. Further practice is important to consolidate what is being taught.
So, assign these activities to the student:
o CNA NET: Web Lessons > CNA Essentials 2 > Unit 3 > Activity 1.
o http://www.myenglishpages.com/site_php_files/vocabulary-exercise-compound-
adjectives.php
 Thank the student for his/her time.
5
2 . UNIT ADVERBS OF FREQUENCY
ALS
ENTI
CNA E
SS
AND ADVERBIAL
HEET
NT’S
WORKS EXPRESSIONS OF FREQUENCY
E
STUD
I am never late!
She does her I am always
homework punctual!
every day.

He plays
basketball twice
a week.

I always drink
coffee here.
I don’t always
order cake.

I usually come to the park.

I don’t usually stay too long.
POSITION OF ADVERBS OF FREQUENCY
CNA Essentials 2, Unit 5

Hi, teacher!

 Start this coaching session by greeting the student in English.

 As a warm up, tell the student you are going to play a truth or lie game. Write two sentences on the
board or on a piece of paper about you, using an adverb like always or never in one sentence, and
an adverbial expression like once a week or twice a day in the other sentence,. Make sure that you
enunciate the adverbs and adverbial expressions louder to emphasize them. The student has to
guess which of the sentences is true. You must write simple sentences, but if necessary, don’t
hesitate to use gestures and facial expressions to support your communication.
 Now, based on the sentences you wrote, it is his/her turn to write sentences using always and never,
and your turn to guess.
 Refer to the student’s worksheet and ask the student to read the sentences from the first two boxes
aloud (I usually come to the park. / I don’t usually stay too long. / I always drink coffee here. / I don’t
always order cake.).
 Ask the student whether usually and always are ADVERBS or ADVERBIAL EXPRESSIONS (if you
feel the student might not be aware of this difference, enunciate the word expressions louder, this
way, he/she will be able to tell the difference by logical deduction because an expression is made of
more than one word). Once the student has clearly noticed the words in purple are adverbs, ask
him/her to focus on the affirmative sentence and ask Is the adverb before or after the main verb?
(Before.). Ask the same question about the negative sentence (It’s before the main verb.). Confirm
that adverbs are placed before the main verbs, even in sentences in the negative form.
 Practice by writing, on the board, a column with the adverbs never, always, usually, occasionally,
seldom on the left, and a column with the actions do homework, run in the park, go to school, go
swimming, eat Japanese food on the right. Ask the student to create sentences using information
from both columns. If he/she needs a little more guidance, you can start by asking How often do you
do your homework?, for example, and the student must answer with complete sentences.
 Ask the student to compare the two boxes on top (with usually and always) to the two boxes below
(with twice a week and every day) and check if ALWAYS/USUALLY and EVERY DAY/TWICE A
WEEK are in the same position and order in both cases (No, they’re not. Adverbs come before the
main verb, and adverbial expressions come at the end of the sentence.).
 Help the student understand that adverbs of frequency usually come between the pronoun and the
verb and that phrases of frequency come at the end of the sentence.
 Encourage the student to come up with their own sentences, using the adverbs and phrases that
he/she has already learned in previous class lessons.
 Ask the student to read the examples of the remaining box (the ones with the orange adverb). Ask
if that’s an adverb or adverbial expression (Adverb.). Then, ask him/her to see the difference
between the position of the adverbs in the other boxes and in this box. Help him/her understand that
adverbs of frequency usually come after the verb to be.
 Remember learning is a process. Further practice is important to consolidate what is being taught.
So, assign these activities to the student:
 CNA NET: Web Lessons > CNA Teens On 3 > Unit 1 > Activity 3.
 CNA NET: Web Lessons > CNA Teens On 3 > Unit 1 > Activity 6.
 CNA NET: Web Lessons > CAN Essentials 2 > Unit 5 > Activity 4.

 Thank the student for his/her time.

5
ALS
2 . UNIT THE FUTURE CONTINUOUS FOR
ENTI
CNA E
SS FUTURE ARRANGEMENTS
HE ET
WORKS
ENT’S 2
STUD I’m calling
the electricity
What are 1 company.
you doing,
Jenny? I’m writing
a letter to my
mom.
What are you
doing, Joe?

What are 4
What are you
doing on your next you doing on
vacation? Saturday?
3

I’m going to a
rock concert!

I’m working. No
vacation for me!
THE FUTURE CONTINUOUS FOR FUTURE ARRANGEMENTS
CNA Essentials 2, Unit 5

Hi, teacher!

 Start this coaching session greeting the student in English.

 As a warm up, ask the student to tell you three things he/she intends to do this weekend. The student
might come up with sentences using the Simple Present (play soccer, go to the movies), the Future
Simple or the Future Simple with Going to. Whichever tense he uses, after each action he/she says,
repeat it naturally using the Present Continuous. For example, if the student says play soccer, say
right after Oh, so you’re playing soccer! That sounds fun!. Do this after each sentence.
 Refer to the student’s worksheet and perform the conversations from pictures 1 and 2 along with the
student (make sure you read the question, and the student reads the answer).
 Ask the student to identify the verb tense in green (Present Continuous.). Point at picture 1, and ask
Is Jenny writing right now? (Yes.) Is it a continuous present action? (Yes.). Do the same with picture
2, by asking Is Joe calling in that moment? (Yes.).
 Refer to the student’s worksheet and perform the conversations from pictures 3 and 4 along with the
student (make sure you read the question, and the student reads the answer).
 Ask the student to identify the verb tense in orange (Present Continuous.). Point at picture 3, and
ask Is he referring to something he’s doing now, or to an action in the future? (To an action in the
future.). If the student struggles to come up with this answer, point at the expression in purple next
vacation, and ask one more time. Do the same with picture 4 by asking Is she referring to something
she’s doing now, or to an action in the future? (To an action in the future.). If the student struggles
to come up with this answer, point at the word Saturday in purple, and ask one more time.
 Ask the student to come up with the difference between the examples in pictures 1 and 2, and
pictures 3 and 4 (The first two use Present Continuous for an action that is happening at the moment
we’re speaking and pictures 3 and 4 use Present Continuous to talk about actions in the future.).
 Ask the student to focus on pictures 3 and 4 again. Ask Are those future plans confirmed? (Yes.).
 Practice with the student by asking the following questions: What are you doing tonight? What are
you doing tomorrow morning? What are you doing this weekend? (Model and make sure the student
answers using the Present Continuous).
 Remember learning is a process. Further practice is important to consolidate what is being taught.
So, assign these activities to the student:

o CNA NET: Web Lessons > CNA Essentials 2 > Unit 2 > Activity 8.

 Thank the student for his/her time.

I
–P ART
.UNIT 6 GIVING AND ASKING
IALS 2
SENT
CNA ES FOR DIRECTIONS
HEET
WORKS
ENT’S
STUD

WHERE IS THE
RESTAURANT?

It’s
________.
II
–PART
.U NIT 6 GIVING AND ASKING
IALS 2
SENT
CNA ES FOR DIRECTIONS
HEET
WORKS
ENT’S Is there a
STUD supermarket
near here?

STRAIGHT AHEAD
TURN
RIGHT
Yes, it’s straight
ahead on Green St.

TURN
LEFT
III
–PART
.UNIT 6 GIVING AND ASKING
IALS 2
SENT
CNA ES FOR DIRECTIONS
HEET
WORKS
ENT’S
STUD
ORANGE STREET

MUSEUM HOSPITAL

VIRGINIA STREET
SUPERMARKET
PARK

GREEN STREET

MAIN STREET
HOTEL
POLICE BANK
SCHOOL AIRPORT

YELLOW STREET
GIVING AND ASKING FOR DIRECTIONS
CNA Essentials 2, Unit 6

Hi, teacher!

 Start this coaching session by greeting the student in English.

 Write the following words on the board:
o ACROSS FROM / NEXT TO / BETWEEN / BLOCKS FROM
 Ask the student if he/she recognizes any of these words.
 Write the following words on the board:
o Library / Museum / Park / Restaurant / Bakery / Bank
 Ask the student for examples of places of his/her own, and write them down next to the other places.
 Refer to the student’s worksheet – Part I, and ask the student to match the words on the board and
the pictures on the worksheet. Then, ask him/her Where is the restaurant?, and help him/her come
up with the answers based on its location in each picture. After that, ask the student to talk about the
location of his/her CNA school. Help him/her whenever necessary.
 Refer to the student’s worksheet – Part III and ask the student to look at the map. Then, give him/her
directions, and, given the clues, ask the student to indicate your location on the map:
o I am between the police station and the hotel. Where am I? (At the hospital.)
o I am on the corner of Orange St. and Main St, next to the supermarket. Where am I? (At the
bank.)
o I am on Yellow St., across from the museum. Where am I? (At the airport.)
 Invert the game. It’s the student’s turn to give the location, and your turn to guess where she/he is.
 Correct the student if necessary.
 Write the following questions on the board:
o Is there a classroom near here?
o Is there a bathroom near here?
o Is there a restaurant near here?
 Refer to the student’s worksheet – Part II and ask the student to read aloud the instructions used to
give directions on the right side of the worksheet.
 Model the conversation on the worksheet with the student. Then, give him/her another example by
pointing to the first question on the board:
o Is there a classroom near here?
 Try to give an accurate answer based on your location using the directions on the student’s
worksheet – Part II, and the prepositions of place on the board (Part I).
 Point to the remaining questions on the board and ask the student to answer them using the
vocabulary learnt.
 Refer to the student’s worksheet – Part III and ask the student to look at the map. Ask the student to
choose one place on the map, then, proceed to give him/her the directions on how to get there.
 Now it is your time to choose one place on the map. Ask the student for directions on how to get
there. Use the vocabulary learnt in Part II of the student’s worksheet.
 Remember learning is a process. Further practice is important to consolidate what is being taught.
So, assign these activities to the student:
o CNA NET: Web Lessons > CNA Essentials > CNA Essentials 2 > Unit 6 > Activity 1.
o http://www.web-esl.com/map/map4.htm

 Thank the student for his/her time.

7
ALS
2 . UNIT COUNTABLE AND
ENTI
C NA E
SS UNCOUNTABLE NOUNS
HEET
WORKS
ENT’S
STUD
How many kids do you have?

We have 2
kids.

How much salt Just a pinch of

do you need? salt, please.
COUNTABLE AND UNCOUNTABLE NOUNS
CNA Essentials 2, Unit 7.

Hi, teacher!

 Start this coaching session by greeting the student in English.

 Draw a line in the middle of the board. On the left side write COUNTABLE, on the right side write
UNCONTABLE, as in the example below:

COUNTABLE UNCOUNTABLE

 Point to a random countable object in the classroom (a chair, a book, a pen, etc), and say “What is
the plural of __(object)__?
 Wait for the student to answer the question with the plural form of the object previously pointed to.
Then, write the student’s answer on the countable side of the board.
 Proceed to repeat the activity by pointing to countable objects on the classroom and asking the
student for the plural form of them; by doing this, you’ll be guiding him/her to the conclusion that you
need and “s” to form the plural.
 In the eventuality of an object with an irregular form of plural, that is, without an “s”, (feet, men,
children etc.), tell the student that those words count as countable as well, even without the “s”.
 After modeling the conversation, write MANY on the bottom left side of the board, under the
COUNTABLE list of words.
 Refer to the student’s worksheet and model the first conversation with the student.
 Ask the student questions using HOW MANY (How many ______ can you see?), so the student can
count some of the objects around you.
 Repeat the question, but introduce other objects, as in the example:
o How many cars do you have?
 Ask the student for more examples in order to fill the “Countable” column.
 Repeat the same procedure, but this time ask the student for examples to fill the “Uncountable”
column. You can ask:
o What’s the plural of water? (This is a trick question, because you might count glasses of
water, or bottles of water, but not the water itself.)
 Ask the student Can we count money?, and write:
o 01 money / 02 moneys
 Ask the student if that is correct. If necessary, ask the student (using Portuguese words) How many
dinheiros do you have in your pocket?
 Ask the student, again, if the sentence is correct.
 Ask the student for examples of words we cannot count, like feelings and complete the chart on the
board.
 After modeling the second conversation, write MUCH on the bottom right side of the board, under
the UNCOUNTABLE list of words
 Refer to the student’s worksheet and model the second conversation.
 Refer to the student’s worksheet and ask the student to recognize which are the countable (C) and
uncountable (U) items on the right side of the worksheet.
o Three bottles of water (C) / butter (U) / love (U) / apples (C) / one cat / flour (U)
 Correct the student if necessary.
 Remember learning is a process. Further practice is important to consolidate what is being taught.
So, assign these activities to the student:

o CNA NET: Web Lessons > CNA Essentials > CNA Essentials 2 > Unit 7 > Activity 5.
o http://www.englisch-hilfen.de/en/exercises/nouns_articles/countables.htm

 Thank the student for his/her time.