CNA Tips - CNA Expansion 1

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STUD
ENT’S
 WOR
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ET 
CNA E
XPAN
SION 
1 . UN
IT 1
FIRST CONDITIONAL
If I study now, I will have fun later. If I don’t hurry up, I will miss the bus.
If I find my friend, we will go to the beach.
IF + 
SIMPLE PRESENT..., 
... + SIMPLE FUTURE...
 
FIRST CONDITIONAL 
CAN Expansion 1, Unit 1 
 
Hi, teacher! 
 
 Start this coaching session by greeting the student in English 
Write the following statement on the board (Do not erase it from the board): If it rains, I will go home. 
Ask the student to underline the words written in the Simple Future tense (If it rains, I will go home.). 
 Refer to the student’s worksheet and point to the structure of the First Conditional. 
Refer to the student’s worksheet and point to the parts of the sentences in green, ask the student 
which of those parts refer to the present and to the future. The student is supposed to indicate that 
the green sentences are in the present tense and the orange sentences are in the future tense. 
 Ask if it’s possible to get good grades if he/she studies hard. The student is likely to respond that it 
is possible. Then, write the sentence on the board If I study hard, I will get good grades. 
 Draw a column on a sheet of a paper or the board as the example below. 
Fact Possible consequence 
If it rains, I will go home. 
If I don’t study, I will have bad grades. 
If he goes to the party, he will have fun! 
 
 Point to the first set of columns and say fact, point to the second column and say possible 
consequence. 
 Erase the contents on the “possible consequence” column and ask the student to complete it with 
his/her own examples. Ex: If it rains, I will use my umbrella. /I won’t go to the beach… 
 These sentences should be about situations that are likely to happen to him/her in the near future 
using the first conditional structure. (Ex: If I leave now, I will catch my bus.) 
 Refer to the student’s worksheet if needed. 
 Correct the student’s sentence if needed. 
 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 1 > Unit 2 > Activity 7. 
 
 Thank the student for his/her time. 
STUD
ENT’S
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CNA E
XPAN
SION 
1 . UN
IT 3
AS... AS 
(COMPARATIVES)
Canada is as cold as Greenland.
Paris is as beautiful as London.
Peter is not as tall as James.
Check out this activity!
WEB LESSON – CNA Expansion 1
Unit 3 - Activity 5
!
 
AS…AS (COMPARATIVES) 
CNA Expansion 1, Unit 3 
 
Hi, teacher! 
 
 
 Start this coaching session by greeting the student in English. 
 Draw the following figures on the board: 
 
 
 
 Ask the student to identify the biggest circle (both are the same size), you can ask: Is circle 1 as big 
as circle 2? Then, write the question on the board. 
 Encourage the student to use the same vocabulary (…as…as…). 
 Draw the following figures on the board: 
 Ask the student to identify the largest figure, you can ask: Is figure A as big as circle 2? 
 Write the question on the board. 
 Encourage the student to use the same vocabulary, but this time in the negative form. 
 Refer to the student’s worksheet. Point to the words in orange. What kind of words are they? 
(adjectives) 
 Ask the student to come up with adjectives of his/her own. Here are some examples: 
beautiful / big / clean 
 Ask the student to underline the words we use to make comparisons. (as…as) previously written on 
the board. 
 Ask the student to compare coffee and tea using the vocabulary learnt. 
 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 1 > Unit 3 > Activity 5. 
o http://www.englisch-
hilfen.de/en/exercises/adjectives_adverbs/adjectives_comparison_as_as.htm 
 Thank the student for his/her time. 
 
 
A 
B 
 
1 2 
TO BE + (NOT) ALLOWED
STUD
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CNA E
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1 . UN
IT 3
TO BE ALLOWED
P
ET
S 
AR
E ALLOWED.
PETS ARE N
OT
 A
L
L
O
W
ED
.
 
TO BE ALLOWED 
CNA Expansion 1, Unit 3 
 
Hi, teacher! 
 
 Start this coaching session by greeting the student. 
 Start a conversation by role-playing the following conversation: 
YOU: Do you have a pet? 
STUDENT: ____________. 
YOU: Can you take your pet to the gym? 
STUDENT: _________. 
YOU: Can you take your pet to the park? 
STUDENT: ____________. 
 Refer to the student’s worksheet. The student will associate red as negative (not allowed) and green 
as positive (allowed). Then, ask him/her to name the places on the worksheet. (hospital /park) 
 Ask the student to list the objects/actions allowed/not allowed in the hospital and the park. The 
correct associations are: 
Cell phone > Cell phones are not allowed in the hospital. 
Cameras / photos > Cameras/photos are not allowed in the hospital. 
Smoking > Smoking is not allowed in the hospital. 
Pets > Pets are allowed in the park. 
Cycling > Cycling is allowed in the park. 
Smoking > Smoking is allowed in the park. 
 Draw the following chart on the board, where the student will complete with associations of his/her 
own. Follow the example: 
HOSPITAL PARK 
Visits are allowed in the hospital. Cars are not allowed in the park. 
 You may ask the student his/her opinion on the following, in order to notice his/her use of the past, 
present and future tenses with allowed: 
Are cell phones allowed in class? 
Was smoking allowed in hospitals in the past? 
Will Brazilians be allowed to go to the EU without a passport? 
 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 1 > Unit 4 > Activity 4. 
o http://www.englishexercises.org/makeagame/viewgame.asp?id=10287 
 Thank the student for his/her time. 
STUD
ENT’S
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CNA E
XPAN
SION 
1 . UN
IT 5 DEGREES 
OF POSSIBILITY
They must be 
sleeping now. There 
are no lights on in 
their room.
It’s sunny. 
The kids 
might be in 
the backyard!
MUST
CAN’T
MIGHT
COULD
MAY
 
Degrees of possibility 
CNA Expansion 1, Unit 5 
 
Hi, teacher! 
 
 Start this coaching session by greeting the student. 
 You can continue by carrying out this small conversation: 
YOU: Tell me about your family, do you have any brothers or sisters*? 
STUDENT: Yes, I have a ______, his/her name is __________. 
YOU: Really? And where is he/she now? 
STUDENT: He/she is at________. /They are at _______________. 
 Refer to the student’s worksheet and point to the images. Ask the student to read the sentences 
aloud. 
 Write the following modals on the board: 
Must - Might – Could – May – Can’t 
 Ask the student to come to the board and guess (or/and write) the degree of probability of each 
modal previously written on the board from 01 to 05. 
 Refer to the student’s worksheet and point to the modals in it. Then, compare the probability of 
each modal on the student’s worksheet with the probability of each modal according to the student. 
 Ask the student, with the student’s worksheet in hands, where he/she thinks all the people in the 
first picture on the left are. 
 Encourage the student to use the correct modal, in this example (They might be sleeping.). 
 Refer to the student’s worksheet and point to smaller images on the right side of the page. Ask the 
student to describe each situation using the modals previously written on the board. 
 Role-play the previous conversation, but now using modals. 
YOU: Tell me about your family, do you have any brothers or sisters*? 
STUDENT: Yes, I have a ______, his/her name is __________. 
YOU: Really? And where is he/she now? 
STUDENT: She must / might / could / may / can’t be _________. 
 Remember, learning is a process. Further practice is importantto consolidate what is being taught. 
So, assign these activities to the student: 
o CNA NET: Web Lessons > Expansion 1 > Unit 5 > Activity 6. 
o http://web2.uvcs.uvic.ca/elc/studyzone/410/grammar/410-modals-of-certainty-in-the-
present1.htm 
 Thank the student for his/her time. 
 
*If the student does not have any siblings, you may try the conversation using the words parents, 
friends etc. 
STUD
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CNA E
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SION 
1 . UN
IT 5
MODALS
ABIL
ITY
POS
SIBI
LITY
PRO
BAB
ILITY
OBL
IGAT
ION 
He didn’t have lunch 
today. He must be 
hungry.
It’s cold and cloudy. It 
might/may rain this 
afternoon.
She is feeling sick. She 
must/ought to go to a 
hospital.
I can speak three 
languages fluently.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Modals 
CNA Expansion 1, Unit 5 
 
Hi, teacher! 
 
 Start this coaching session by greeting the student in English Draw the following chart on the 
board. 
 
 Obligation / Advice Ability Probability Possibility 
 
1. Melissa can drive a car. 
 
2. He must pay his rent every 
month. 
 
3. Carlos has a headache. Taking 
and aspirin could help him. 
 
4. If she is going to the hospital, she 
must be sick. 
 
 
 Ask the student to check the sentences based on their meanings with an “x”. 
 Check your student’s answers. Answers below: 
 
1. Ability / 2. Obligation / 3. Possibility / 4. Probability. 
 
 Refer to the student’s worksheet and point to the modals in it. 
 
 Pointing to the student’s worksheet, ask the student to make the correct association of modal and 
sentence. They are color-coded. 
 Ask about the student’s abilities. Encourage the student to use a modal in his/her response, for 
example, “can”: I can cook very well. 
 Role-play the following conversation. 
 
YOU: Hey,__________! How are you doing? 
STUDENT: I fell sick. I have the flu! Can you recommend anything? 
YOU: Yes, You should _____________________. 
STUDENT: Thanks! I’ll do that! 
 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 1 > Unit 2 > Activity 6. 
o http://www.englishpage.com/modals/interactivemodal1.htm 
 Thank the student for his/her time. 
STUD
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CNA E
XPAN
SION 
1 . UN
IT 5 SHOULD HAVE + 
PAST PARTICIPLE
Check out this activity!
WEB LESSON – CNA Expansion 1
Unit 5 - Activity 3
!
PROB
ABILI
TYP
OSSIB
ILITY
I shouldn’t have 
eaten those chillies.
(But I did)
He looks tired. He should 
have gone to bed earlier.
(But he didn’t)
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
SHOULD HAVE + PAST PARTICIPLE 
CNA Expansion 1, Unit 5 
 
Hi, teacher! 
 
 
 Start this coaching session by greeting the student in 
English. 
 Write the following sentence structure on the board: 
 
They should have bought the book Regret 
yesterday. It’s sold out now! 
 
He should have gone to Paris Advice about a past action 
when he was young. 
 
 Ask the student to match the sentences and their correct definition (answers below). 
 
They should have bought the book Regret 
yesterday. It’s sold out now! 
 
He should have gone to Paris when Advice about a past action 
he was young. 
 
 Correct the student if necessary. 
 Refer to the student’s worksheet and ask the student if he/she can recognize which of the 
sentences expresses regret and which gives advice about past actions. 
 Correct answers: 
He looks tired. He should have gone to bed earlier. >> Advice about past actions. 
I shouldn’t have eaten those chillies.>> Regret. 
 Ask the student if he/she has recently done actions they regret, like waking up late for class or 
eating too much. Write some of the student’s regrets on the board. 
 Ask the student to give you some advice, always using should have + past participle. Role-play the 
following conversation with the student: 
 
YOU: Hello _________! How are you? 
STUDENT: Hi, ______. I’m fine, And you? 
YOU: I feel tired. I slept late last night, and now I can’t concentrate. 
STUDENT: You should have ______________. 
 
 If you prefer, modify or change the sentence as you please, using some of the student’s own 
sentences. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 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 1 > Unit 5 > Activity 3. 
o http://www.examenglish.com/grammar/B1_should_have.htm 
 
 Thank the student for his/her time. 
STUD
ENT’S
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CNA E
XPAN
SION 
1 . UN
IT 6 SECOND 
CONDITIONAL
IF +
PAST SIMPLE
+
WOULD
COULD
MIGHT
If I were a farmer, I would be happy.
…but, I’m not a farmer.
I would go on vacation, if I were you.
....but, I’m not you.
 
SECOND CONDITIONAL 
CNA Expansion 1, Unit 6 
 
Hi, teacher! 
 
 
 Start this coaching session by greeting the student in English 
o Write the following sentence on the board: If I were the president, I would give free ice cream to 
everyone forever. 
 Ask the student if it is likely for you to be the president. He/she is likely to respond No, you’re not. 
Next to the sentence previously written on the board, write the following: imaginary / hypothetical / 
unlikely 
 Refer to the student’s worksheet and ask the student to read the sentences. Then, ask him/her if the 
sentences are likely or unlikely to happen. 
 Ask the student if he/she can recognize the two main clauses. 
 Explain that when we talk about the second conditional, we have a conditional and a consequence. 
 Ask the student what he/she would do, if she/he were a teacher / the president / an actor / an actress. 
 Make a wish trail on the board and, with the help of the student, continue the trend: 
 
If I had a million dollars, I would travel to Paris. 
If I travelled to Paris, I would see the Eiffel tower. 
If I saw the Eiffel tower, I would/could/might____________. 
If I ______________, I would/could/might ______________. 
If I __________, I would/could/might _______________. 
 
 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 1 > Unit 6 > Activity 4. 
o http://www.englisch-hilfen.de/en/exercises/if_clauses/type_2_mix.htm 
 
 Thank the student for his/her time. 
STUD
ENT’S
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CNA E
XPAN
SION 
1 . UN
IT 7
LESS AND FEWER
Check out this activity!
WEB LESSON – CNA Expansion 1
Unit 7 - Activity 2
!
My friends tell 
me I should have 
fewer cats.
FEWER is for things you count, and 
LESS is for things you don’t count.
You should drink fewer 
glasses of wine.
This pool has less 
water than before.
My goal is to make 
less rice and more 
spaghetti.
 
LESS AND FEWER 
CNA Expansion 1, Unit 7 
 
Hi, teacher! 
 
 
 Start this coaching session by greeting the student in English 
 Remind the student about the concept of countable and uncountable nouns (Countable nouns are 
for things we can count, they can be plural or singular. Uncountable nouns are for the things that we 
cannot count with numbers). 
 Its’ natural for the student to struggle with this concept at first. You can point out to him/her that such 
words exist in both English and Portuguese, but they are not necessarily the same. Words like money 
and dinheiro do not have plural versions in neither of both languages. 
 You may write the following words on the board: Sugar / Apple / Information / Bird. 
 Ask the student to write countable and uncountable next to the corresponding word [Sugar 
(uncountable) / Apple (countable) / Information (uncountable) / Bird (countable)]. 
 Ask the student to give more examples for countable and uncountable words to add up to the board. 
 Refer to the student’s worksheet and ask thestudent to read the sentences. 
 Ask the student to identify which sentences contain countable or/and uncountable words. 
 Ask the student to identify which words are countable and uncountable. 
 Using the words previously written on the board ask the student to make sentences using fewer and 
less. Correct him/her 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 > Expansion 1 > Unit 7 > Activity 2. 
o http://www.bristol.ac.uk/arts/exercises/grammar/grammar_tutorial/page_63.htm 
 
 Thank the student for his/her time.