ION 2

. UNIT
1
PAST MODALS FOR
S
PAN

SHEE
T
CNA
EX
POSSIBILITY AND
ORK
STUDENT
’S W
PROBABILITY
USE THIS STRUCTURE TO MAKE SPECULATIONS
ABOUT THE PAST..

“She is wearing a cast, so she

CERTAINLY must have broken
must have broken her arm.”

“He is late. He may have gotten lost

because he didn’t have a map.” may have gotten
POSSIBLY
“I’m feeling very weak. I might/could might/could have caught
have caught a cold.”

HARDLY
(it problably “Bill can’t have passed the test;
didn’t happen) he didn’t answer any of the questions!” can’t have passed
 PAST MODALS FOR POSSIBILITY AND PROBABILITY
CNA Expansion 2, Unit 1

Hi, teacher!

 Tell the student you are going to play a quick game. Tell him/her a situation, and ask the student to
say what happened. For example, say Sarah is late to work. and ask Why is she late? (She missed
her alarm clock.). The situations you are going to tell the student are:

John is coughing a lot and is feeling weak.

The streets are wet in the morning.
Amy didn’t show up for her final test.

 Ask the student Are you sure this is what happened to these people? (emphasize the word SURE.
The answer is “No.”). Say If you are not sure, are these facts or speculations? (speculations).
 Tell the student that there are different levels of speculating.
 Ask the student to read the sentences and to identify the modals that were used (must, may, might,
could, can). Point at the levels of probability next to the arrow.
 Ask the student to take a look at the sentences one more time, and try to infer the grammar structure
of the past modals (must/may/might/could/can + have + past participle).
 Practice with the student in the following way: mention a situation, and the student will tell you what
may/might/could have happened. Examples:
A co-worker didn’t show up for work.
You saw a friend on the street, but he didn’t greet you.
Your friend has a strong stomachache and feels dizzy.

 Make sure you practice with the student until he/she gets more familiar with the structure. You will
be sure he/she has improved as the student make progressively less and less mistakes.
 Remember learning is a process. Further practice is important to consolidate what is being taught.
So, assign these activities to the student:
o http://speakspeak.com/english-grammar-exercises/intermediate/modal-verbs-for-past-
probability-must-have-cant-have-couldnt-have-may-have
o http://web2.uvcs.uvic.ca/elc/studyzone/410/grammar/410-modals-of-possibility-and-
probability-for-past-situations2.htm
o http://web2.uvcs.uvic.ca/elc/studyzone/410/grammar/410-modals-of-possibility-and-
probability-for-past-situations1.htm

 Correct the student’s homework a few days later and check if there are any doubts left.
 Thank the student for his/her time.
 1
. UNIT

CNA
E XPA
NS ION 2
PAST PERFECT

RKSHEET
S WO
ENT’
STUD

THE STORE CLOSED I ARRIVED AT

AT 5.00 PM. 6.00 PM.

Past Past Present

5:00 PM 6:00 PM
The store had already closed when I arrived there.
PAST PERFECT
CNA Expansion 2, Unit 1

Hi, teacher!

 Refer to the student’s worksheet, cover the sentences The store had already closed and
when I
arrived there and ask the student to look at the pictures and tell you what he/she thinks
happened. Uncover the sentences and check with the student if his/her guesses were
right.
 Ask the student when both actions happened (in the past).
Ask the student to analyze the actions, and then ask Which action happened first? (The
store closed), and Which action happened after that? (I arrived there).
 Depending on the student’s command of English and confidence level, you may ask
things like What verb tense do we usually use to talk about past actions? (Simple Past),
and Was Simple Past the only verb tense used there? (No), Why do you think we had to
use a different verb tense to talk about one of the actions? (To indicate which happened
first and which happened after that). The goal is to make the student understand why
Past Perfect is necessary and logical (because if we used Simple Past to talk about both
past actions, it wouldn’t be clear which action happened first).
 Help the student infer what the Past Perfect structure (had + past participle) is.
Invert the example (When I arrived there, the store had already closed.) in order to make
the student understand that the order of the sentences doesn’t matter, and that it’s the
verb tense that is going to express the sequence of actions.
 For further practice, ask the student to identify what happened first in the following
examples:
When Sarah arrived home, the family had already had dinner. (First they
had dinner, then she arrived home.)
John had already graduated when he got his first job. (First he graduated,
then he got his first job.)
When the client arrived, we had already left the office. (First we left the
office, then the client arrived.)

 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 > Expansion 2 > Unit 1 > Activity 1.
o CNA NET: Web Lessons > Expansion 2 > Unit 1 > Activity 2.

 Thank the student for his/her time.

 2
. UNIT

CNA
EXPA
NS ION 2
CAUSATIVE FORM

RKS HEET
S WO
ENT’
STUD

Amanda is cutting Amanda is having her William removed his William had his wisdom
her hair. hair cut. wisdom tooth. tooth removed.

SUBJECT HAVE/GET OBJECT PAST PARTICIPLE

Amanda is having her hair cut.

William had his wisdom teeth removed.
CAUSATIVE FORM
CNA Expansion 2, Unit 2

Hi, teacher!

 Refer to the student’s worksheet and cover the grammar structure chart at the end of it. You will only
use this chart at the end of the session.
 Cover the sentences below the pictures, ask the student to look at the first two pictures and ask
him/her Which picture makes more sense? or Which action is more common? (The second one –
the lady having her hair cut by someone else.) Ask the student to justify his/her answer (Because
we usually go to a hairdresser to have our hair cut.). Ask the student to focus on the two other
pictures and repeat the questions Which picture makes more sense? or Which action is more
common? (The second one, in which the guy is at the dentist having his tooth removed.).
 Uncover the sentences and ask the student to analyze the differences between the structures in the
first column and the structures in the second column.
 Ask the student if we know specifically who performed the actions in the second column (No, we
don’t, because it’s not relevant.).
 Ask the student when he/she thinks we should use the structure in the second column (When
someone else does the activity for us.) If the student has trouble getting to this conclusion, go back
to comparing both pictures.
 Ask the student for some examples of things that we usually ask someone else to do for us (for
example, to have our house painted, to have surgery done, to have a tattoo done, to have our car
fixed…).
 Ask the student to analyze the examples in the second column and come up with the grammar
structure (Subject + verb have/get in ANY necessary verb tense + object + past participle). If the
student struggles with this, uncover the grammar chart below and go over the structure. Make sure
the student understands that the causative form can be used in any verb tense.
 Ask the student to give you causative form examples using the activities he previously brainstormed.
 Remember learning is a process. Further practice is important to consolidate what is being taught.
So, assign this activity to the student:

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

 Thank the student for his/her time.

 S ION 2
. UNIT
2
REFLEXIVE
PAN

SHEE
T
CNA
EX
PRONOUNS
ORK
’S W
STUDENT

Who did it? Who/what has to

be loved? Who has to do it?
Who/what was cut?

Joan cut herself while You have to love yourself. I painted the house The kids go to school
cooking. by myself. by themselves.
REFLEXIVE PRONOUNS
CNA Expansion 2, Unit 2

Hi, teacher!

 Refer to the student’s worksheet, cover the sentences below the pictures, and ask the student what
he/she thinks that happened in each situation.
 Check with the student if his/her guesses were correct. Then, change the pronouns to direct the questions
to the student. Something like How about you, Have you cut yourself while cooking? Do you love yourself?
Have you painted the house by yourself? Did you use to go to school by yourself?.
 Draw the student’s attention to the examples in the first line. Ask the student Who has cut it? (meaning
Who performed the action of cutting?). The student must answer “Joan” Then, ask Who/what has been
cut? (Joan/ her finger). Repeat this procedure in the second example, asking, Who loves you ? (You.),
and What was to be loved? (You.). After these examples, you can conclude with the student that one use
of the reflexive pronouns is to talk about actions in which the subject is the same as the object.
 Draw the student’s attention to the examples in the second line. Ask the student Who has painted the
house? (I.), and What has been painted? (The house.). Repeat this procedure in the second example,
asking Who goes to school? (The kids.) and Where did they use to go? (To school.). Ask the student to
analyze both lines and identify the difference between the use of reflexive pronouns (The difference is
that in the first line, the reflexive pronoun is used when the subject is the same as the object; and in the
second cline, the reflexive pronoun is used to say that the subject did the action alone, or without any
help). If the student has trouble identifying those differences, you may go back to the questions Who/what
has been cut? X Who has painted the house? / What has been painted?.
 Practice with the student in the following way: show him/her the pictures on the next page (one by
one), and ask him/her to make examples using the reflexive pronouns. Depending on the student’s
level, you may help him/her by saying the verb they must use.
 Remember learning is a process. Further practice is important to consolidate what is being taught.
So, assign this activity to the student:

o CNA NET: Web Lessons > Expansion 2 > Unit 2 > Activity 6.

 Thank the student for his/her time!

Practice:
 S ION 2
. UNIT
3
THE THIRD
PAN

SHEE
T
CNA
EX
IF-CLAUSE
ORK
’S W
STUDENT

YESTERDAY TODAY
I didn’t study for my If I had studied for the
test, and I didn’t pass. test, I would have passed.

IF I HAD STUDIED FOR THE TEST, I WOULD HAVE PASSED.

Condition: Studying for the test Consequence: Passing

Did she study? No. Did she pass? No.
THE THIRD IF-CLAUSE
CNA Expansion 2, Unit 3

Hi, teacher!

 Before you start this coaching session, cover the bottom part of the material (Condition:
studying for the test/ Did she study for it? No./ Consequence: passing/ Did she pass it?
No.).
 Refer to the student’s worksheet, point to the pictures, and ask the student what he/she
thinks has happened (The girl didn’t study for her test, and therefore, she didn’t pass it). If
the student’s guess is far from this answer, point to the words yesterday and today with a
pen, and point to the speech bubbles. Explore the pictures with the student as long as it is
necessary until he/she understands the situation.
 Ask the student How do you think the girl feels now? (Sad, worried, angry, regretful, etc.).
Ask him/her some more questions like Can she change what happened ? (No.), Did she
study for it?” (No.), Did she pass it? (No.). The goal is to make the student truly understand
that the past action and its consequence can’t be changed in the present. Ask the student
to focus on the second picture and speech bubble, and ask the following question Did she
say that sentence before or after failing the test? (After.).
 Explain that we use the third if-clause to talk about alternative situations in the past if things had
happened differently. Remind the student that conditional structures are made of TWO clauses,
and that those clauses can be interchangeable without losing their meaning.
Uncover the colored example at the bottom of the page. Direct the student’s attention to it
and ask him/her What was the condition to pass? (Studying for the test.); Did she study for
it? (No.); What would have been the consequence of studying? (Passing.); Did she pass?
(No.).
 Ask the student to analyze the structure of both clauses and infer the grammar structure
(which the student can later review on his/her book, page 114).
 Practice with the student. You’re going to tell him/her one of the clauses (either the “If”
clause or the “would have” clause), and the student will complete with another clause.
Some examples you can use are:

- If I had saved more money…

- If my parents had let me go to the party…
- If I hadn’t woken up late…
- I would have passed the test if…
- My sister would have learned English if..
 Remember learning is a process. Further practice is important to consolidate what is being
taught. So, assign this activity to the student:

O CNA NET: Web Lessons > Expansion 2 > Unit 3 > Activity 7.

 Thank the student for his/her time.

 SION 2
. UNIT
6
REPORTED
PAN

SHEE
T
CNA
EX
SPEECH
ORK
’S W
STUDENT
Mommy, I have I hit my head at
a headache. school today! I was playing with
my friends here.
MON DAY

Doctor, my son said Doctor, she said she had hit her He said he was playing
he had a headache. head at school yesterday. with his friends there.
T UESDAY
REPORTED SPEECH
CNA Expansion 2, Unit 6

Hi, teacher!

 The goal of the Student’s Worksheet is to help the student understand the logic and the need of
Reported Speech, not to help the student memorize the changes in tenses. While using this material
with the student, keep the Student’s Book open on page 118 to see the changes in tenses.
 Tell the student you are going to read three short situations. Ask the student to give the pictures a
quick look and say what’s he/she thinks the situations will be about. (Basically, the boys and girl are
at the doctor with their mom, and their mom is telling the doctor what happened to them).
 Ask the student to read the first three sentences (numbered 1,2,3) out loud. Ask the student when
those sentences were said (on Monday).
 Ask the student to read the last three sentences (numbered 4,5,6) out loud. Ask the student when
those sentences were said (on Tuesday).
 Ask the student to notice if the way the boys and girl said the sentences was different from the way
their mom said the sentences to the doctor (Yes.). Ask the student to point out the differences (The
mom starts the sentences saying “He/She said…”), there are changes in the verb tenses, personal
pronouns, possessive adjectives, time expressions and place expressions).
 Ask the student to analyze what would happen if the mom talked to the doctor using the exact same
words the kids used the day before (It would sound like she was the one who got injured, and it
would seem like the accident happened on Tuesday). If the student struggles to notice this, you may
have a role play and talk to the “doctor” using the same words that the kids used. It will become more
evident that something sounds wrong when indirect speech isn’t used.
 Ask the student to focus and identify the verb tenses in the sentences that the kids said, and then
identify the changes of those verb tenses when the mother talked to the doctor (Direct Speech:
Simple Present – Reported speech: Simple Past / Direct Speech: Simple Past – Reported Speech:
Past Perfect / Direct Speech: Present Continuous – Reported Speech: Past Continuous).
 Open the Student’s Book to page 118 and go over all the changes in the verb form, time expressions
and place expressions.
 Do Web lesson Unit 6, Activity 1 with the student.
 Practice with the student as it follows: You are going to say a sentence, and the student is going to
report that, starting with “the teacher said…”. Try to say sentences in simple present first, then, as
the student’s mistakes become fewer, move on to simple past sentences, present progressive,
future, etc. Some sentences you can use are:

– I feel tired today!

– I am late for work
– I ate very little today
 – I taught three English classes yesterday
– I’m studying English for the test

 Thank the student for his/her time.