CNA Progression 2 TP

2 | CNA PROGRESSION 2© Copyright Editora

CNA - 2015
Todos os direitos reservados à
Editora CNA Cultural Norte Americano S/A.
CNPJ no
58.062.779/0001-50
Rua Coronel Oscar Porto, 800 - Paraíso
04003-004 - São Paulo/SP
www.cna.com.br
Dados Internacionais de Catalogação na Publicação (CIP)
(Câmara Brasileira do Livro, SP, Brasil)
Vieira, Maria Rita Corrêa
CNA progression 2 : teacher's pack / Maria Rita
Corrêa Vieira, Sérgio Luis Monteiro da Silva. --
2. ed. -- São Paulo : Editora CNA, 2014.
1. Inglês - Atividades, exercícios etc.
2. Inglês - Estudo e ensino I. Silva, Sérgio Luis
Monteiro da. II. Título.
14-13232 CDD-420.7
Índices para catálogo sistemático:
1. Inglês : Estudo e ensino 420.7
Senior Writers
Maria Rita Corrêa Vieira
Sérgio Luis Monteiro da Silva
Director of Education
Marcelo Augustus de Souza Barros
Managing Editor
Carina Nogueira Cerboncini
Editorial Coordinator
:
 Ana Paula Guerra Gil
Editorial Assistants
Ana Carolina Albuquerque de Lima
Barbara Yumi Lemos
Danielle Carvalho
Proofreaders
Ana Lucia de Mello Lemos Carriel
Élcio Camilo Alves de Souza
Enrique Luis Melone
Susan Banman Sileci
Series Design
Design Divertido
Illustrations
Ilustra Cartoon
Photographs
Shutterstock
Thinkstock
Audio Production
Spectrum Estúdio
Printing Supervisor
Arthur Costa de Souza
0020141007
For CNA Progression 2 every effort has been made to trace
all the copyright holders, but if any have been inadvertently
overlooked, the publishers will be pleased to make the necessary
amendments at the first opportunity.
All rights reserved. No part of this book may be reproduced,
stored in a retrieval system, or transmitted in any form or by
any means, electronic, mechanical, photocopying, recording,
or otherwise, without the prior permission in writing of the
publishers.
1st edition – 1st print
:
 Printed by Pancrom.
TEACHER'S BOOK | 3
Introduction
CNA PROGRESSION is a two-level English course for basic learners.
The aim of the course is to make English
enjoyable and tension-free. It is intended as a practical and natural
approach to teaching English to basic
learners and emphasizes the listening and speaking skills.
CNA PROGRESSION is based on a set of principles which underlie its
structure and activities. In a nutshell,
these principles are:
A view of language which proposes that language is a means of
communication and that to communicate is
to interpret, express, and negotiate meaning; and that in order to be
able to communicate properly in a foreign
language, speakers should reach communicative competence
(Savignon, 1991).
A view of teaching which is organized around the steps of engaging
students in the task by providing them
with the language items to be worked on, studying that language in a
way that students become familiar with it,
and activating their knowledge by experimenting with what they have
learned (Harmer, 2008).
A view of learning which advocates that knowledge is constructed by
means of interaction with the other
participants in the learning process (i.e. students, teacher, materials,
context) and therefore that students are co-
responsible for their learning (Vygotsky, 1978).
A view of culture that not only encourages students to bring to class
their cultural background and share it
with their classmates, but also promotes the exploration and
discovery of other cultural contexts.
:
 A view of social responsibility which is coherent with the educational
belief that a language course should
go beyond teaching the foreign language only and that the
teaching/learning process is also a means to offer
students a chance to reflect and act on their role as citizens of their
communities and the world.
A view of the teacher’s role which is based on the belief that
teachers play a key role in the success of the
teaching/learning process and therefore they should take it into their
hands to make informed decisions
concerning the best way to make use of the material and other
resources available.
4 | CNA PROGRESSION 2
Course
Components
Student’s Learning Pack Teacher’s Pack
Class Lessons Class Lessons
Audio Files (online) Audio Files (CD)
Activity Book Activity Book
Information Gap Activities Information Gap Activities
Grammar Tips Further Practice
Web Lessons Grammar Tips
CNA NET Resource Pack
Audio Script
Class Lessons
The Class Lessons are made up of eight lessons
which mainly focus on the development of speaking,
listening, and reading skills, supported by activities
that specifically focus on linguistic input (grammar,
vocabulary, functions, and pronunciation). The book
starts with a special unit – the Starter Unit – which
will provide students with useful language to be used
:
 throughout the course. Units 4 and 8 are dedicated
to review material studied in the previous units.
Audio Files
The Audio Files for the listening comprehension
activities in the Class Lessons are available on CNA
NET and can be downloaded for further practice.
The Audio Script can be found at the back of the
Teacher’s Pack.
TEACHER'S BOOK | 5
Activity Book
The Activity Book offers students stimulating and
varied practice of the material studied in class.
Grammar Tips
Each unit has a set of grammar tips with more
detailed explanations of the grammar items studied
in the unit. Activities and their answer keys are also
available for those students who want extra practice.
Teacher's Pack
The Teacher’s Pack contains detailed suggestions
on how to teach the course, answer keys to the
class lessons activities, transcripts of the listening
comprehension activities, and reduced pages of the
Class Lessons.
Further Practice
These are activities are meant to provide more
practice of the content taught in the units and
should be worked with if time is available.
Resource Pack
Flashcards, cue cards, and supplementary materials
are available in the Resource Pack. These materials
are meant to add diversity to and enrich the lessons.
Web Lessons
:
 The Web Lessons are online activities which provide
students with further practice of the contents
studied in class.
6 | CNA PROGRESSION 2
Structure
CNA PROGRESSION 2 is organized in thematic
units consisting of activities which have specific characteristics
and goals coherent with the broad objectives of the unit and the
material.
Speaking
These activities aim at providing students with opportunities to
practice the new language items in context.
The activities encompass both more controlled and freer practice.
Before students start interacting, your
job is to set the scene so that they understand the language to be
practiced/used and the context of
production. During interaction, you are not expected to interfere,
unless students require your help or
there is a communication breakdown.
Listening
The purpose of the listening comprehension activities is to develop
students’ strategies and techniques to deal
with the language in its aural form. It is very important to prepare the
students for the different tasks through
pre-listening activities such as exploring visual cues, eliciting
information related to the topic to be listened to,
and making predictions. These will activate their previous knowledge
and will help them better perform the
task. It is also important to remind students that the objective of the
activities is not to understand each and
every word, but rather to listen for the information necessary to do
the task.
:
 Reading
The approach to the teaching of reading is similar to that used for
the teaching of listening. That is, the main
goal of these activities is to develop students’ strategies and
techniques to deal with the written language. Pre-
reading activities such as exploring visual cues and making
predictions are crucial to ease the students’ way into
the text. Bear in mind that the objective of the reading
comprehension activities is not to understand each and
every word, but rather to find the information necessary to do the
tasks that follow the reading passage.
Writing
The focus of the writing activities is to develop students’ abilities to
produce texts which they are likely to need
in real life. A processed-oriented approach which aims at valuing not
only students’ final product but also
reflecting on the process of production of the texts is used.
Vocabulary
The focus of these activities is to expand students’ lexical repertoire.
Activities in this section lead students to
use the words in context so that they serve as tools for the speaking,
listening, and reading activities. From the
start, students should be encouraged to take risks to develop
techniques such as guessing and inferring to deal
with the new words.
Language Awareness
These activities are primarily meant to guide students to realizing
how the target language works. Students are
stimulated to build hypotheses on how the language works and then
experiment with them. As a result, the
activities are not only meant to develop students’ understanding of
the way the language works, but also to
:
 increase their critical and autonomous thinking skills.
TEACHER'S BOOK | 7
Pronunciation
The main goal of these activities is to develop students’ awareness
of English sounds and intonation patterns.
Therefore, students will be exposed to the phonetical and
phonological aspects of the language which are seen
as more challenging. The assumption is that, by working on them,
students’ speech will become more natural.
Game
Games provide students with natural opportunities for using
language for real purposes as well as for
enjoyment. Your job during these activities is to guarantee that
students understand the rules of the game and
the language to be practiced/used. You should also keep control of
the situation, especially if it involves groups
or teamwork.
Information Gap Activities
These activities have been specially written to provide students with
authentic opportunities to communicate.
As the name says, the activities require that students interact so that
information can be exchanged and the
“missing gaps” can be filled. Careful instructions on how to perform
these activities should be given so that
the information gap element is not ruined – often the activities
require that one student should not see his or
her partner’s card – and students understand what conversation is to
be carried out. Therefore, some language
elicitation and modeling may be required. It is also highly advisable
that you spend a few minutes when the
activity is over talking to students about what they found difficult as
well as finding out if anyone wanted to say
:
 something but did not have the necessary language to do so. This
may also be a good moment to go through
mistakes students may have made and carry out remedial work.
Feedback Time
The focus of the Feedback Time is to give students the opportunity
to recapitulate the contents studied.
Students should be encouraged to go through the unit and produce
samples of the material studied and carry
out a self-evaluation of their progress. This is an important moment
to discuss with the whole group what can
be done to develop their command of the content studied and the
tools available to do that.
What else could you say?
The What else could you say? boxes offer students different
language components to express the same
communicative functions. Students thus expand and diversify their
communicative repertoire. It is important
to show students that they can say the same thing in different ways.
However, you should use your discretion
as to decide how far to explore and demand the use of such
language. For example, if you see that your
students already know and can use the target language in the
activity, you may decide to explore the ones in
the corresponding What else could you say? box. These boxes are
useful too when there’s a little extra time and
you think students would benefit from further practice.
Did you know...?
The Did you know…? boxes occur in different parts of the material
with the aim of broadening students’
knowledge of the language or their English-speaking world. These
boxes provide them with information related
to the theme of the units. It is important that you go through the
:
 information in them with students and give
more examples if necessary.
8 | CNA PROGRESSION 2
page 14
page 10 page 28
page 42
page 56
Go ahead!
Communicative goals
•Review of the main language
items of CNA Progression 1
Vocabulary
•Review of the main language
items of CNA Progression 1
STARTER
UNIT
UNIT
Memories
Communicative goals
•Talking about important past
events
•Telling someone about the last
time you did something
•Talking about what you used to
do when you were a child
•Making comparisons
•Asking questions to keep the
conversation going
Language awareness
• Used to
•Comparative (cheaper than)
•Tag questions
:
 Vocabulary
•Kids’ games
•Language for comparison
Pronunciation
•Number of syllables in a word:
one-syllable: safe
UNIT
Crime doesn’t pay
Communicative goals
•Talking about what people were
doing when something else
happened
•Talking about incidents in the
past
•Describing a car accident
•Describing incidents in the past
Language awareness
•Past continuous
•Present perfect (1) for indefinite
time in the past
•Adjectives and adverb formation
Pronunciation
•Sentence stress and rhythm
Vocabulary
•Words related to car accidents
Process writing
•Writing an account of an
accident
UNIT
Are you ready
to work?
Communicative goals
:
 •Talking about occupations
•Talking about what you like/
dislike doing
•Talking about what you’re good
at, skills, and abilities
•Talking about choosing a career/
job
•Talking about how to get ready
and how to behave during a job
interview
•Asking and answering questions
during a job interview
Vocabulary
•Personality traits
•Collocations: cope with,
interested in, etc.
Pronunciation
•Stressed syllable
•Sentence stress and rhythm
Language awareness
•Verbs and adjective +
prepositions followed by verb in
the -ing form
•Superlative (the proudest)
UNIT
Putting it all
together.
Communicative goals
•Review of Units 1 to 3
Vocabulary
•Review of the main language
items already studied
:
 TEACHER'S BOOK | 9
Further Practice.............................................page 107
Information Gap Activities..................page 111
Grammar Tips..................................................page 121
Resource Pack................................................page 145
Activity Book....................................................page 177
Audio Script........................................................page 211
Contents
page 60
page 74
page 102
page 88
UNIT
What makes
you happy?
Communicative goals
•Talking about happiness and
what it means
•Talking about what makes you
happy
•Talking about healthy lifestyles
•Making comparisons
Pronunciation
•Sentence stress and rhythm
•Number of syllables in a word
Language awareness
•Questions without an auxiliary
verb (Who told you about social
networks?)
•Comparatives of equality,
superiority, and inferiority
Vocabulary
:
 •Synonyms (tasty – delicious)
Verbs of senses + adjectives (It
looks delicious.)
UNIT
Modern lives
Communicative goals
•Talking about your lifestyle or
someone else’s
•Talking about chores
•Talking about things that
happened over a period of time
•Talking about stress and ways to
deal with it
•Talking about things you have
already done and things you
haven’t done yet
Language awareness
• Both… and; either … or, neither …
nor
•Present perfect (2) for an
unfinished period of time
•Present perfect (3) with just,
already, and yet
Vocabulary
•Chores
Process writing
•Writing a message
UNIT
So much has
been going on
these days.
Communicative goals
:
 •Talking about what has been
happening
•Talking about what someone
has been doing
•Giving advice
•Talking about how someone
feels
•Talking about ways not to feel
aggravated
Pronunciation
•The tap as in matter
Language awareness
• Had better and ought to
•Present perfect continuous
•For and Since
• Something, anything, nothing
Vocabulary
•Expressions related to emotions
UNIT
Putting it all
together.
Communicative goals
•Review of Units 5 to 7
Vocabulary
•Review of the main language
items already studied
10 | CNA PROGRESSION 2
0
STARTER
UNIT
Communicative goals
• Review language presented
:
 and studied in CNA
Progression 1
• Get to know students
• Encourage interaction,
cooperation, and
development of oral skills
1
.
SPEAKING
GOALS
• Review language
content students have
worked on in previous
levels
• Promote
development of
speaking skills
• Encourage social and
collaborative learning
strategies
• Books closed. Welcome students
and introduce yourself briefly if
this is a new group. If there are any
new students in class, ask them
to introduce themselves. You can
also ask them if they have had a
nice break or vacation and other
things to get to know them.
• Books open. Go over the
items in the table briefly and
encourage students to ask you the
corresponding questions so that
:
 you can check their oral skills and
offer help if necessary.
• Next, pair up students and ask
them to exchange information
about themselves. Allow a few
minutes for them to fill in the
table with their own answers
first. Encourage them to ask their
classmates further questions on
the topics provided. Model the
conversation with a student:
A: Tell me about your family./Do you
have a big family?
B: Not really. I have two brothers.
A: What are their names? What do
they do?
B: Roberto is a high school student
and Miguel is an economist.
A: Are you married?
B: No, I’m not, but I have a
boyfriend. His name’s Silvio and
we work at the same company.
• While students talk, walk around
the room, observe your students’
ability to cope with the task and
offer help when necessary. When
they are done, move on to Activity
1b and ask each of them to pick
one item from the table and share
it with the whole class. Depending
on how much time is available,
you can ask students to share
:
 some more information. Be extra
careful with the new students.
Make sure they are introduced
properly and acquire a sense of
belonging to the group.
TEACHER'S BOOK | 11
Go ahead!
2
.
GAME
GOALS
• Add an element of
fun to the lesson
• Allow students an
opportunity to review
language contents
as well as practice
and develop their
speaking skills
• Books open. Have students work
in groups of three or four. Tell
them they can use a coin or an
eraser as a marker and that they
should place them on the Start
square. Explain they have to take
turns flipping a coin. If they get
heads, they should move one
square and if they get tails they
move two squares. They should
answer the questions or carry
out a conversation based on the
situations suggested. Whichever
:
 the case may be, encourage
students to ask and answer
appropriate questions. If they
land on a square that says Free
Question And Answer they should
choose a classmate and ask him/
her a question of their choice.
• Each correct question, answer, and
situation carried out satisfactorily
is worth one point.
• If they land on an occupied square,
they should move on to the next
free square.
• Encourage students to evaluate
their own work and keep score.
Walk around the room at all times
and offer help when necessary.
The first student to get to the
Finish square ends the game
for the group. The winner is the
student with the highest score.
12 | CNA PROGRESSION 2
0
STARTER
UNIT
3
.
SPEAKING
GOALS
• Review and
consolidate language
dealt with previously
:
 • Develop students’
communicative
competence in
English
• Books open. Go over the situations
with students and make sure they
understand what each one is
about. Ask them if they have ever
been in situations like these and
how they felt. If necessary, elicit
some questions to help them get
started. Pair students up and ask
them to role play Situation 1. You
may want to have them exchange
pairs and carry out Situation 2.
Situations 3 and 4 require groups
of three, so you may want to
rearrange the groups. Depending
on the number of students, you
may have three interviewees (or
just one). Feel free to do whatever
is m...
: