Cnakids2 TP Completo

,
TEACHER S PACK
Senior Writers
Áurea Shinto
Carlos Gontow
Director of Education
Marcelo Augustus de Souza Barros
Managing Editor
Carina Nogueira Cerboncini
Assistant Editor
Ana Paula Guerra Gil Dados Internacionais de Catalogação na Publicação (CIP)
(Câmara Brasileira do Livro, SP, Brasil)
Editorial Assistants
Ana Carolina Albuquerque de Lima Shinto, Áurea
CNA kids play 2 : teacher's pack / Áurea
Barbara Yumi Lemos Shinto, Carlos Gontow. -- 1. ed. -- São Paulo :
Editora CNA, 2014. -- (CNA kids play)
Danielle Carvalho
Proofreaders
Ana Lucia de Mello Lemos Carriel 1. Inglês (Educação infantil) I. Gontow,
Carlos. II. Título. III. Série.
Susan Banman Sileci
Series Design
Design Divertido
Illustrations
Café Atômico
Ilustra Cartoon 14-07434 CDD-372.21
Photographs Índices para catálogo sistemático:
Shutterstock 1. Inglês : Educação infantil 372.21
Thinkstock
Animations
Hélio Ishii
Itsuo Nakashima
Audio Production
Spectrum Estúdio
Printing Supervisor
Arthur Costa de Souza
0020140515
For CNA KIDS PLAY 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. © Copyright Editora CNA - 2014
All rights reserved. No part of this book may be reproduced, stored Todos os direitos reservados à
in a retrieval system, or transmitted in any form or by any means,
Editora CNA Cultural Norte Americano S/A.
electronic, mechanical, photocopying, recording, or otherwise,
CNPJ no 58.062.779/0001-50
without the prior permission in writing of the publishers.
Rua Coronel Oscar Porto, 800 - Paraíso
04003-004 - São Paulo/SP
1st edition – 1st print
www.cna.com.br
Printed by Pancrom.
CNA KIDS PLAY 2
2
IN
TR
CNA KIDS PLAY is a four-level English course for OD
young learners. The aim of the course is to make English
enjoyable and tension-free. It is intended as a practical UC
and natural approach to teaching English to young learners and
TI
emphasizes the listening and speaking skills.
ON
CNA KIDS PLAY 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.
TEACHER’S BOOK
3
ON
TI COURSE COMPONENTS
UC Student’s Learning Pack
OD Class Lessons
Stickers
Audio Files (on-line)
Karaoke (on-line)
TR Picture Dictionary
Let’s Have Fun!
Web Lessons
CNA Net
IN
Activity Book
Teacher’s Pack
Class Lessons Audio Files (CD)
Picture Dictionary Karaoke (DVD)
Let’s Have Fun! Resource Pack
Activity Book Flashcards
Audio Script
Class Lessons Let’s Have Fun! Audio Files

The Class Lessons are made The Let’s Have Fun! The Audio Files are meant
up of a welcome unit, activities are designed to for use both inside the
eight content units and help motivate, encourage, class and at home and
two review units. Content and reward students with contain the songs and the
units are to be given in a sense of achievement. recordings found in the
approximately four classes. They allow them to use the Class Lessons.
The welcome unit and language in a creative and
review units are designed personal way. Karaoke
for one class each. It contains karaoke
Activity Book versions of the songs
Stickers For every content unit there found in the units so
Through the use of stickers, are corresponding activities students can sing and do
students consolidate the intended for students’ activities related to them.
acquired language while individual work. The teacher
playing and learning. should spend a few minutes Web Lessons
in class explaining the The Web Lessons are a set
Picture Dictionary activities students should of on-line activities based
The Picture Dictionary will do at home and how they on the content presented in
be gradually completed with can do each of them. the Class Lessons designed
stickers as students progress for extra practice outside
through the course. the classroom.
CNA KIDS PLAY 2

4
CNA Net Resource Pack Flashcards
The CNA Net is an on-line The Resource Pack is available The Flashcards can be used in
environment that offers as part of the Teacher’s Pack class for presenting language
educational tools to enhance and includes photocopiable or as material for games and
learning. activities to be used in class. communicative activities.
IDENTIFYING THE SYMBOLS IN THE

CNA KIDS PLAY 2 MATERIAL.
It’s designed to remind The puzzle indicates
teachers to always use that it’s time to
a warm-up activity to use one of the
start the class. communicative
activities from the Let’s
Have Fun! section.
Two audio CDs are
included in the
1
Teacher’s Pack. CD 1 Every time this symbol
contains the tracks appears, students will
from the Welcome need extra materials
Unit to Review 1. for the project they will
CD 2 contains the be invited to do.
2 tracks from Unit 5 to

Review 2. The audio
files may also be It means that students
downloaded in mp3 should use stickers
format from CNA Net. to complete the
Picture Dictionary
pages corresponding
The musical note to that unit.
indicates students
will work with a
song in class. Whenever there’s
a symbol like this,
students should
The sticker face means complete the
the students should Activity Book pages
find the stickers corresponding to
for that activity. that unit.
TEACHER’S BOOK
5
TS
EN
NT Review 1
60
CO
Unit 4 - How many students are
48
there in your class?
Talking about objects and furniture in the
classroom.
Asking and answering about quantities.
Unit 3 - Are they witches?

Talking about story characters and story objects.
Using the plural form to ask and answer about
people and objects.
36
Unit 2 - Are you from China?

Talking about countries and nationalities.
Asking and answering about where people are from
and their nationalities.
24
Unit 1 - Is it a ball?
Using the singular form to ask and answer about what objects are.
Using the singular form to ask and answer about who people are. 12
8
Welcome Unit - Welcome Back!
Getting to know your classmates.
Reviewing language from CNA KIDS PLAY 1.
CNA KIDS PLAY 2

6
Unit 5 -
Whose shirt
62
is this?
Talking about
clothes.
Talking about
possession.
Unit 6 - Where’s your bedroom?
74 Talking about rooms in a house.

Talking about the location of objects
using prepositions of place.
86
Unit 7 - How old are you?
Talking about age, birthdays and celebrations.
Asking and answering about birthdays and celebrations.
98
Unit 8 - Are you ready for your vacation?
Talking about favorite vacation places.
Asking for and giving personal information.
110 Review 2
115 131 177 191 225

Picture Let’s Resource Activity Audio
Dictionary Have Fun! Pack Book Script
TEACHER’S BOOK
7
CHARACTERS
These are reference pages showing the characters in the book.
You can use these pages as many times as needed throughout
the course to introduce and review the characters and their
characteristics.
Refrain from naming your students after the characters in the
book even if they look like the characters. This might make them
feel uncomfortable and may hinder the natural aspect of the
communicative environment of the classroom.
Hi! My name is
Zachary, but you
can call me Zach.
Hello! I’m Aiko.
Welcome back!
Hello!
I’m Alice.
Hi! My name
is Paul.
Hi! My name
is Emma.
CNA KIDS PLAY 2

8
Hi! I’m Peter. Call
me Pete, please.
Hi! I’m your

new teacher.
My name is
Hi! I’m John Samantha, but
Paul, but you can please call me Sam.
call me J.P.
TEACHER’S BOOK
9
!
K
C
A
Say:
B
I’m _________. My
E
nickname is _______.
M
• Books open. Ask students
O
C to look at pages 6 and 7
L
and review the characters’
1 (track 2)
E
1. names. If there are new

W
students in the group, this

Let’s listen
is a good way for them
Communicative Goals and repeat. to learn the characters’
By the end of this unit, names.
students will have GOALS • Ask students if they
reviewed some of the
• Provide a moment for remember the name of the
vocabulary and functions students and teacher to teacher in the previous
seen in CNA KIDS PLAY 1. introduce themselves book. Elicit that her name
They will also have had • Review the character’s was Barbara. Tell students
the opportunity to get to names and introduce a that this semester the
know their teacher and new character characters will have a new
classmates.
teacher.
• Tell students to listen
• Books closed. Introduce
to the new teacher
yourself to the students.
introducing himself and
identify his name and
nickname. Write on the
board:
Name:
Nickname:
• Play the audio once. Play

it again if necessary.
Elicit answers and then
ask students to refer to
Activity 1 on page 8 to
check their answers.
• Play the audio and ask
students to listen and
repeat.
CNA KIDS PLAY 2

10
• Ask students if they know
2. Let’s talk. each other and if they studied
What’s your last name?
together last semester. Ask
How do you spell it?
GOALS students to stand up and
What’s your favorite color?
• Provide a moment for introduce themselves to the
What’s your favorite toy?
students to get to know students they don’t know.
one another
• Elicit other questions students • Walk around the room and
• Review some of the
functions studied in CNA can ask when they get to monitor students while they
KIDS PLAY 1 know each other. Write them do the activity.
on the board:
• Books open. Tell students to

look at the pictures. Draw
their attention to the speech
bubbles.
TEACHER’S BOOK
11
!
K
C
A
1 (track 3)
B
3. students to listen and put
E
Let’s the lyrics in the correct
M
sing! order. Play it again if
O
necessary. Elicit answers.
C
L
GOAL
E
to check their answers

• Develop listening
W
by looking at the lyrics in

strategies: listening for their books.
specific information
• Play the Karaoke version
with lyrics (available on
• Books closed. Make DVD) and encourage
enough copies of the cards students to sing along.
available on page 179 of • Play the Karaoke version
the Resource Pack. Divide without lyrics (available
students in small groups on DVD) and invite
and give each group a set students to sing.
of cards with the lyrics of
the song.
CNA KIDS PLAY 2

12
4. Let’s circle. 5. 1 (track 4) 6. Let’s play!
Let’s sing!
GOAL GOALS
• Review vocabulary GOAL • Review the alphabet and
related to family • Review the alphabet spelling
• Review vocabulary from
CNA KIDS PLAY 1
• Books closed. Write the word • Books open. Bring cards with
family on the board. Ask the letters of the alphabet
students what family words to class. Show the cards to • Books closed. Prepare cards
they remember and write students and elicit how to with words that you want to
them on the board. pronounce each letter. review.
• Books open. Ask students to • Notice the ones students have • Divide students in pairs or
look at the chart and circle all trouble pronouncing and help in small groups. Invite one
the family words. them to pronounce them student to come to the front
• Go over the answers with the correctly. of the class at a time. He/She
whole class. • Ask students to put the cards picks up a card and spells the
in order and check answers word written on it. The rest of
• As a follow up, ask students to
with the whole class. the class has to guess what
talk to each other about their
the word is, and then use it in
families. Write an example on • Play the alphabet song and a sentence.
the board: ask students to sing along.
I have a father, a mother, two
brothers, and two sisters.
I have five uncles, three
aunts, and six cousins. I have
two grandmothers and one
grandfather. And you?
• Walk around the room to

check students’ performances.
Encourage them to exchange
partners.
TEACHING TIP
• Don’t go over grammar
explanations for the
verb to have. Students
are going to use it for
conversation only. The
word should be clear from
the context. If not, just
make its function clear to
students.
Refer to the reduced

page of the Class
Lessons for answers.
TEACHER’S BOOK
13
?
L
• Books closed. Use the
L
flashcards to introduce
A
B
the words volleyball,
soccer ball, basketball,
A
IT baseball, tennis ball,
and football. Take the
opportunity to ask
1 (track 5)
IS
1. students if they play those

Communicative Goals Let’s listen sports.
By the end of this unit, and repeat. • Put the flashcards on the
students will be able to floor and ask students
ask and answer about to look at them for one
GOALS minute. Then turn them
objects and people using
the singular form. • Introduce and set face down and write on
the context to yes/no the board:
questions
• Introduce the context Yes, it is./No, it isn’t.
of asking questions to
guess or confirm • Point to one of the
flashcards and ask:
Is it a baseball?
• Ask student to refer to the
sentences on the board
to answer. Reveal the
flashcard to check their
answer. Then write the
question on the board:
A: Is it a/an ______?
B: Yes, it is./No, it isn’t.
• Tell students to ask each

other questions about the
flashcards.
• Tell students that Zach
is giving Paul a birthday
present and Paul is trying
to guess what it is.
identify what the present
is. Play the audio again
if necessary. Elicit the
answer.
to read and check their
answers. Play the audio
again and ask students to
listen and repeat.
CNA KIDS PLAY 2

14
• Read the example with
2. Let’s talk. 3. Let’s play! students. Explain that one
student is thinking of an
GOAL GOALS object and the other is trying
• Provide controlled practice • Offer an opportunity to to guess what it is. They can
of the language being consolidate the language only answer: Yes, it is./No, it
dealt with being dealt with isn’t.
• Practice asking yes/no • Ask students to play the
questions game in pairs. They take turns
• Books open. Ask students to thinking of an object and
work in pairs. Tell them to asking questions to find out
point to one of the pictures • Books open. Go over the what it is.
and ask his/her partner a pictures first. Ask students
question confirming what to identify the objects using
monitor students’ work. Offer
kind of ball it is. complete sentences.
help if necessary.
• Refer to the example in
the book and model the
conversation with a student
first.
TEACHER’S BOOK
15
?
L
1 (track 6)
L
4. students to listen to the
A
B
Let’s chant! chant. Play it again and
pause after every line for
A
IT students to repeat.
GOALS
• Play it one more time and
• Practice question
IS
ask students to chant with

formation and
the audio. Encourage them
intonation
to clap hands or snap their
• Practice the
pronunciation of the fingers.
language being dealt • Ask students to create
with their own chants. They
can use flashcards or real
objects and then present it
• Books open. Ask students to the class.
to look at the pictures and
identify the objects.
CNA KIDS PLAY 2

16
• Ask students to work in pairs.
6. Let’s talk. One student should look at
the pictures in Activity 6
GOAL and try to guess who the
• Provide controlled practice characters are. The other
of the language being deal student in the pair should
look at pages 6 and 7 to check
1 (track 7)
with
5. his/her partner’s answers.
Let’s listen • Model the activity with a
and repeat. • Books open. Draw students’ student first and then give
attention to pages 6 and 7 them time to do the activity
where the characters are in pairs. Remind them to
GOAL introduced. Review who the exchange roles.
• Introduce yes/no questions characters are. Give students
with he/she by talking • Move around the room to
one minute to look at them.
about family members check students’ performances.
• Books closed. Elicit family

members.
• Write the words father, uncle,
brother and cousin on the
board.
• Show a picture of a man
in your family (your father,
uncle, brother or cousin) and
write on the board:
A: Is he your father?
B: Yes, he is./No, he isn’t.
• Ask students to guess who

the man in the picture is
by asking you questions
following the example on the
board.
• Explain to students that they
will listen to a conversation
between a girl and a boy.
Tell them the girl is showing
pictures of her family to the
boy.
students to identify the family
members mentioned.
• Books open. Ask students to
check their answers. Play the
audio again and ask students
to listen and repeat.
TEACHER’S BOOK
17
?
L
picture. Explain that the
L
children are asking each 8. Let’s play!
A
SCRAMBLED
B
other about their families.
SENTENCES
A
• Provide students with a
IT blank sheet of paper and
ask them to draw their GOAL
IS
own families using stick • Offer an opportunity to

figures. Ask students to practice question and
7. Let’s draw work in pairs or in small statement formation in
and talk. groups, look at each a fun way
other’s drawing, and ask
questions about their
GOAL family members to guess • Books open. Ask students
• Provide an opportunity who they are. to work in pairs or small
to activate the use of groups and detach the
yes/no questions with • Read the example with
the class and model the cards available on page
he/she by drawing and 169 of the Let’s Have
talking about students’ activity with a student
first. Fun! section.
families
• Walk around the room • Ask students to put the
to check students’ cards in order to make
• Books open. Draw performances. sentences or questions,
students’ attention to the based on the punctuation
mark. Each sentence
comes in a different color.
This way, they know which
words are part of the
same sentence.
monitor student’s work.
• When students are
finished, elicit their
answers and correct any
mistakes.
Answers:
Purple: Is it a computer?
Yellow: Is it a horse?
Green: Is he your
brother?
Red: He is my uncle.
Gray: Is she your
teacher?
Pink: Is he your uncle?
Blue: She is my
grandmother.
Orange: Is she your
sister?
CNA KIDS PLAY 2

18
• Divide the class into two
9. 1 (track 8) 10. Let’s play! groups. Explain to students
Let’s listen they have to guess who the
and check. GOAL person in the hidden picture
• Provide controlled practice is by asking you yes/no
of yes/no questions with questions, like the ones in the
GOALS he/she example in their books. Every
• Develop listening time a group gets a positive
strategies: listening for answer, you can remove a slip
specific information • Books open. Bring some from the picture, revealing a
• Provide an opportunity for pictures of famous people small piece of it.
students to differentiate you know your students will • Keep doing it until students
between statements and recognize. Cover the pictures find out who the person is and
questions with slips of paper to hide give the point to the group
them. who got the correct answer.
• Books open. Tell students to
listen to the sentences and
check the correct answer.
• Do the first one as an
example. Then play the audio
for students to do the activity.
Play it again if necessary.
• Ask students to compare their
answers in pairs then check
them with the whole class.

page of the Class
TEACHER’S BOOK
19
?
L
• Play the audio. Students
1 (track 9)
L
11. listen and do the task.
A
B
Let’s listen • Ask students to compare
A
and repeat. their findings before you
IT elicit the answer.
GOAL • Books open. Ask students
IS
to check if their answers

• Review the adjectives
are correct.
studied in CNA KIDS
PLAY 1 • Play the audio again and
ask students to repeat.
• Books closed. Review the

adjectives studied in CNA 12. Let’s talk.
KIDS PLAY 1 by showing
pictures of famous people
and eliciting possible GOALS
qualities for each one. • Provide practice of the
adjectives reviewed
• Tell students they will • Give students an
listen to two girls talking. opportunity to practice
They should identify who and develop their
the girls are talking about speaking skills
and what this person’s
quality is.
to work in pairs. Explain
that they will have
to choose one of the
pictures in each number
and describe it to his/
her partner using the
adjectives in the box. He/
She will listen and check
the correct option.
• When the first round is
done, the student who
described the pictures will
check if his/her partner
answers are correct. Then
it’s the other student’s
turn.
• Model the activity with a
student first and then let
them work in pairs.
• While students are talking,
walk around and monitor
their work.
CNA KIDS PLAY 2

20
• After students talk about all
13. 1 (track 10) 14. Let’s use stickers. the animals, ask them to go to
Let’s listen page 115 and find the stickers
and repeat. GOALS for Activity 14.
• Practice vocabulary related • Tell students to put the
to animals stickers in the correct places
GOAL • Practice question and find out if their guesses
• Review vocabulary related formation were correct.
to animals
• Check answers with the whole
class.
• Books closed. Review the look at the shadows of the
animals seen in CNA KIDS animals and try to guess what Refer to the reduced
PLAY 1. they are. They should ask each page of the Class
• Draw an animal on the board other questions following the Lessons for answers.
and ask students to guess model in Activity 13.
what animal it is by asking
you yes/no questions.
• Books open. Tell students they
will listen to a conversation
between Emma and Sam.
Say the girls are playing a
guessing game. Play the audio
and ask students to identify
the animals mentioned.
• Books open. Play the audio
again and ask students
to listen and check their
answers.
• Play the audio one more time.
This time, students listen and
repeat the conversation.
TEACHER’S BOOK
21
?
L
asking yes/no questions.
L
15. Let’s play! The student who answers
A
B
can only say Yes, it is. or
GOALS No, it isn’t.
A
IT • Activate the use of yes/ • Tell students to use the
no questions cues in the pictures to
• Offer an opportunity
IS
ask questions. Model the

to consolidate the activity with a student
language being dealt first and then let them
with work on their own.
• When a student guesses
the animal, it’s his/her
turn to choose an animal
to work in pairs and look
for his/her partner to
at the pictures on page
guess.
20. One student should
choose an animal and the • While students do the
other should try to find activity, walk around the
out which one it is by room and monitor their
work.
CNA KIDS PLAY 2

22
• If time allows, ask students to
16. Let’s use all the work in small groups. Divide
English we know. all the cards among the
groups so that each group will
GOALS have several cards.
• Activate all the English • Give students 10 minutes to Remember that there’s a Let’s
students have studied so create a conversation using create activity next class.
far. all the expressions on their Check the necessary material
• Provide students with an cards. Tell them to practice in advance and tell students
opportunity to use what for a while and invite them to what they should bring to
they have studied in a real present their conversations to class to do it.
life situation the class.
• Books open. Prepare the cards

available on page 180 of the
Resource Pack. Put them all
inside a bag.
• Ask students to pick a card
from the bag, they should
work in pairs and look at
the sentences written on
the cards to create a short
conversation. For example, if
the card reads How are you?,
they can say:
A: Hello.
B: Hi. How are you?
A: I’m fine, thanks. And you?
B: I’m fine. Thanks you.
TEACHER’S BOOK
23
?
L
names and write them
L
on the board. Then point
A
B
to each superhero that
17. 1 (track 11) was mentioned and elicit
A
IT Let’s read. adjectives that can be
used to describe him/her.
Elicit complete sentences,
IS
for example:
He’s strong.
He’s fast.
• Write Supergrandpa on
the board.
GOALS
• Develop listening skills: • Elicit what kind of hero
listening for specific this character might
information be. Elicit adjectives to
• Use reading as a describe him and write
learning tool them on the board.
students to identify the
• Books closed. Ask students adjectives used to describe
who their favorite Supergrandpa. Play the
superhero is. Elicit some audio again if necessary,
then elicit answers.
to read the story on their
own and check their
answers. Go over the
answers with the whole
class.
• Play the audio one more
time so students can listen
and repeat.
• As a follow up, ask them
what other adjectives
they could use to describe
Supergrandpa. Help
them with vocabulary if
necessary.
CNA KIDS PLAY 2

24
paste their favorite animal on
18. Let’s answer. it. Tell them not to show their
pictures or drawings to their
GOAL classmates because they are
• Check reading going to play a game.
comprehension • When they finish, ask one Remind students to complete
student to stand in front of the pages of the Activity Book
the class. He/She hides his/ that refer to Unit 1.
• Books open. Tell students to her picture and the others try
answer the comprehension to guess what it is, by asking
questions individually. yes/no questions.
• Ask students to check their • Draw student’s attention to
answers in pairs and then go the example in their books
over the answers with the and then let them do the
whole class. activity.
• At the end of the activity, Show students the stickers
display their drawings on the on page 123 and ask them
page of the Class
classroom/school walls. to complete the Picture
Dictionary on page 153.
19. Let’s create.

GOAL
• Foster students’ creative
use of the language No, he isn’t.
Yes, he is.
• Books open. Provide each No, he isn’t.
student with a blank sheet of
paper. Ask students to draw or
TEACHER’S BOOK
25
?
the flashcards. Distribute
U
1 (track 12)
A
the cards around the
O
1.
IN
Y
Let’s listen room. Show the flashcard
H
that represents Brazil and
E
and repeat.
C
ask students to point to
R
M
A the correct card and say
O GOALS the name of the country.
R
• Introduce the topic • Do the same with the
F
of countries and other flashcards. If your

nationalities students don’t know
Communicative Goals • Introduce the the answer, provide the
function of asking information.
By the end of this unit, and answering where
students will have • Show students the
people are from flashcards one more time
learned how to ask and
and carry out chorus
answer where they are
repetition.
from and talk about their • Books closed. Bring a
nationalities. world map and show it to • Show the flashcard that
students. Ask them if they represents Brazil again
can name any countries in and write on the board:
English.
I’m from Brazil.
• Use the flashcards to
introduce the countries. • Teach students the
Prepare cards with the question Where are you
names of the countries on from? and elicit the
answer.
• Tell students they will
listen to a conversation
and should find out what
country the character Aiko
is from.
• Play the audio and elicit
the answer.
to check their answers.
Play the audio again and
ask students to listen and
repeat.
2. 1 (track 13)
Let’s
use stickers.
Brazil the U.S.A. Japan Argentina England Mexico
GOAL
• Provide controlled
practice of the
vocabulary related to
countries

to find the stickers for
Germany Italy France Australia China Spain
Activity 2 on page 117 and
put them in the correct
places.
CNA KIDS PLAY 2

26
• Play the audio for students • Books open. Ask students • Books open. Tell atudents
to check their answers then to read the example in their to refer to page 7 and show
go over the answers with the books. them the picture of Pete. Ask
whole class. Carry out chorus • Tell students to walk around students:
repetition of the countries. the room talking to each Is Pete from Brazil?
• Draw students’ attention to other about where they are
the fact that we don’t use the from. Because most of your Is Pete from China?
with most of the countries, students are from Brazil, Is Pete from Japan?
but we use it before U.S.A. encourage them to add the
• As students don’t know the
city they are from.
answer, ask them to listen to
Refer to the reduced • While they do the activity, the audio and identify where
page of the Class walk around and monitor their Pete is from.
Lessons for answers. work.
• Play the audio and elicit their
answers.
5. 1 (track 14) • Ask students to refer to
Activity 5 on page 25 to check
3. Let’s role play. Let’s listen and their answers.
repeat. • Play the audio again and ask
GOAL students to listen and repeat.
• Provide controlled practice GOAL
of the language being • Introduce yes/no questions
dealt with with countries and
nationalities
• Books open. Draw students’
attention to the example in
their books.
• Distribute the flashcards
among the students and ask
them to imagine they’re the
people on the flashcards.
• Tell students to walk around
the room and ask each other
questions as in the example.
Model the names for them to
repeat first.
• As a follow up, bring pictures
of famous people. Write under
each picture where the person
is from because students
probably won’t know.
• Ask students to choose a
picture and practice the
conversation in the same way.
• Walk around the room and
monitor their performance.
Offer help if necessary.
4. Let’s talk.
GOAL
• Provide students with an
opportunity to practice and
develop their speaking skills
TEACHER’S BOOK
27
?
and number the flags seen in the unit and put
A
accordingly. Do the first them inside a bag.
O
IN
Y
one as an example. • Ask a student to come to
H
E
• Ask students to compare the front of the room and
C
R
answers in pairs then get a piece of paper out of
M
A
check them with the the bag. Explain he/she is
O whole class. from that country now. The
R
other students ask yes/no
F
Refer to the reduced questions to try to guess

6. 1 (track 15) page of the Class where he/she is from.
Let’s listen Lessons for answers. • The student who guesses
correctly is the next one
and number.
to get a piece of paper.
Keep playing until all
GOAL 7. Let’s play! students have had a
• Develop listening chance to participate.
comprehension GOAL
practice of question
8. Let’s find our
formation partners.
to look at the flags.
Elicit the countries they
represent. GOAL
• Books open. Prepare
• Play the audio and pieces of paper with the • Activate asking and
ask students to listen names of the countries answering questions
about where people are
from
• Books open. Prepare

enough cards available on
6 2 4 page 181 of the Resource
Pack.
4 5 3 • Give one card to each
student. Tell them they
have to find their partner,
that is, the person who
is from the same country
they’re from.
• Draw students’ attention
to the example in their
books and model the
activity with a student
before they start.
• As a follow up, ask pairs
to tell the class where
they are from.
9. Let’s match.
10 6 7 8 11 12
9 4 5 1 3 2 GOAL
• Introduce nationalities
• Books closed. Show the

flashcard that represents
CNA KIDS PLAY 2

28
Brazil and write on the board: with the word on the card • Books closed. Bring pictures
such as I’m from ______ or of different members of your
I’m from Brazil. I’m _______. family to class. Show them to
I’m Brazilian. • When there’s a match, the students and tell them where
student keeps the cards. At the each person is from.
• Show the other flashcards end of the game, the student
and elicit the corresponding • Tell students that they will
with the most pairs wins. listen to Chuck, Pete, Sam,
nationalities.
Emma, and Paul talking about
where their family members
match the countries and flags
are from.
to the correct nationalities.
• Ask students to listen and
identify the countries they
class.
mention.
page of the Class 11. 1 (track 16) answers.
Lessons for answers. Let’s listen and • Books open. Ask students to
repeat. check their answers.
• Play the audio again and ask
PRONUNCIATION TIME
• Draw students’ • Introduce the function
attention to the of talking about other
Pronunciation Time people’s nationalitites
circle. Show them how
to pronounce the / /
sound as in cat and the
/e/ sound as in pen. Ask
students to repeat the
words.
10. Let’s play!

GOALS
• Practice countries and
nationalities
opportunity to consolidate
the language in a fun way
• Books open. Prepare the cards

available on page 182 of the
Resoure Pack and divide the
class in small groups. One set
of cards is necessary per group.
• Tell students they’ll play a
memory game. They should
spread the cards face down
and take turns turning over
the cards. On his/her turn, the
student turns over two cards,
and tries to match the country
and the nationality. Whenever
he/she turns over a card, he/
she has to make a sentence
TEACHER’S BOOK
29
?
are probably from Brazil,
A
12. Let’s talk. encourage students to
O
IN
Y
mention the cities they
H
are from.
E
GOALS
C
R
• Personalize the
M
A
1 (track 17)
language being dealt
O with 13.
R
• Give students an Let’s listen
F
opportunity to practice and repeat.

and develop their
speaking skills while
talking about their GOAL
families • Introduce yes/no
questions and
information questions
• Books open. Draw to talk about
students’ attention to the nationalities using
example in their books. he/she
• Ask students to make
sentences about their
family members. Students • Books closed. Show a
can work in pairs or in picture of a famous
small groups. Since most person, one that your
of their family members students are familiar with
and ask them:
Who’s this?
Is he/she from Brazil?
Where’s he/she from?
What’s his/her nationality?
• Elicit complete answers.
Show other pictures and
elicit other examples.
• Tell students that they’ll
listen to Zach talking to
Emma about a friend. Ask
them to identify where his
friend is from.
the answer.
to confirm their answers.
Make students understand
the concept of e-friend.
• Play the audio again and
Jorge
Mei Lin repeat.
Pedro Giovanna
John
Claudia
CNA KIDS PLAY 2

30
Fun! section. • Books closed. Spread the
14. 1 (track 18) • Explain to students that they flashcards that represent the
Let’s listen will ask questions to complete countries around the room.
and write. the information about the Elicit what countries they are.
people on their worksheets. • Play the audio and tell
• Draw students’ attention to students to listen and put the
GOAL the example in their books flashcards in order as they are
• Develop listening and the cues on the bottom mentioned.
strategies: listening for of the page. Model the
specific information • Books open. Ask students to
conversation with a student confirm their answers.
before they start.
• Books open. Ask students to • Walk around the room students to listen and repeat.
look at the pictures of the and monitor students’
performances. • Play the Karaoke version with
children and read the names
lyrics (available on DVD) and
of the countries.
encourage students to sing
• Ask students to listen and
16. 1 (track 19) along.
write the name of the child
under the correct country. Let’s sing! • Play the Karaoke version
without lyrics (available on
DVD) and invite students to
students to compare their GOAL
sing.
answers. Write a model • Offer an opportunity to
conversation on the board for consolidate the language
them to follow: being dealt with in a light
and fun atmosphere
A: Is _______ from Italy?
B: Yes, he/she is.
No, he/she isn’t.
• Go over the answers with the

whole class.

page of the Class
15. Let’s talk.

IS HE FROM
THE U.S.A.?
GOALS
• Provide practice of yes/no
questions with he/she
opportunity to practice
and develop their speaking
skills
• Books open. Divide students

into pairs (Student A and
Student B). Students A
should refer to page 171 and
Students B should refer to
page 173 of the Let’s Have
TEACHER’S BOOK
31
?
• Books open. Draw
A
O
students’ attention to the
IN
Y
example conversation in
H
E
their books.
C
R
• Tell students to play the
M
A
game in pairs. One student
O 17. Let’s play! chooses a child from
R
the chart. The other one
F
GOAL has to guess who it is by

• Offer an opportunity asking yes/no questions as
to consolidate yes/no in the example. When his/
questions and the her partner guesses, it’s
vocabulary being the other student’s turn.
dealt with through a • While students do the
guessing game activity, walk around and
monitor their work.
CNA KIDS PLAY 2

32
pay attention to the countries,
18. 1 (track 20) nationalities and to the words 19. Let’s talk.
Let’s listen he and she. Play the audio
again if necessary. GOAL
and check.
• Play the audio one more time, • Offer an opportunity to
pausing after every sentence practice and develop their
GOAL to check answers with the speaking skills.
• Develop listening whole class.
strategies: listening for
specific information Refer to the reduced • Books open. Ask students
page of the Class to refer to the pictures in
Lessons for answers. Activity 18.
• Books open. Play the audio • Tell students to work in pairs
and ask students to check to ask and answer about the
the correct picture based on people in each picture as in
what they hear. Tell them to the example their books.
• While students work, move
around the room to monitor
their work.
TEACHER’S BOOK
33
?
and write them on the
A
20. Let’s draw
O
board.
IN
and talk.
Y
• While students talk,
H
E
move around the room
C
R
GOAL and monitor their
M
A
• Provide students with performance.
O an opportunity to
R
personalize and talk
F
about their families, 21. Let’s play!

famous people, and
nationalities
GOAL
• Books open. Ask students for students to
to use the space provided practice countries and
to draw pictures of their nationalities through a
families and/or famous game
people.
• Then ask students to work
• Books open. Divide the
in pairs and ask each other
class into two groups and
questions about them.
ask each group to line up.
• Elicit from students the Give the first player in
questions they can ask each line a marker.
• Tell students that you’ll
say the name of a country
and the first student
in line in each group
will have to write the
corresponding nationality
on the board.
• You can also play this
game by having students
write complete sentences.
Say, for example, Bob is
from the U.S.A. Students
have to write He’s
American.
• Play the game until all
students have had a
chance to participate.
CNA KIDS PLAY 2

34
• Collect the slips of paper and
22. Let’s use all the redistribute them randomly.
English we know. Make sure students don’t get
their own.
GOALS • Tell students that they should
• Review and activate try to find the person whose Remember that there’s a Let’s
vocabulary and structures name they have by asking Are create activity next class.
• Provide an opportunity for you [name on the paper]? Check the necessary material
students to use what they • When students find the in advance and tell students
have studied in a real life person, tell them to interview what they should bring to
situation him/her and fill out the class to do it.
second chart.
• Books open. Ask each student • As a follow up, ask volunteers
to invent a character and fill to tell the whole class
in the information on the first about the characters they
chart. interviewed.
• Give each student a slip of
paper and ask them to write
their invented names on it.
TEACHER’S BOOK
35
?
U
1 (track 21)
A
23.
O
to read the story and
IN
Y
Let’s read. match the name of the
H
E
character, the name of the
C
R
avatar, and the country
M
A GOAL the avatar is from.
O • Develop reading • Give students some time
R
comprehension
to do the activity and then
F
go over the answers with

• Books closed. Ask students the whole class.
if they play computer • Play the audio for students
games. Elicit names of to listen and repeat.
games they like to play. • As a follow up, you can
Ask them if they create ask students to invent
avatars when they play a a different story, using
game. Write on the board: other characters and other
nationalities and present
Pete Juan Germany it to the class.
Zach Giane Italy
Paul Hans Argentina
Answers:
Pete - Juan - Argentina
Zach - Hans - Germany
Paul - Giane - Italy
CNA KIDS PLAY 2

36
• Provide students with blank
24. Let’s answer True (T) sheets of cardboard and allow
or False (F). them some time to put their
posters together. Walk around
GOAL the room and offer help if
• Check reading necessary. Remind students to complete
comprehension • When students’ posters are the pages of the Activity Book
ready, explain that they’ll that refer to Unit 2.
present them to the class and
• Books open. Ask students talk about the information
to refer to the story in they have found.
Activity 23 to answer the • Draw students’ attention
comprehension questions to the example in their
individually. books and help them with
• Tell students to compare their vocabulary and pronunciation
answers in pairs then go over before their presentation.
the answers with the whole Show students the stickers
• Display their posters around on page 125 and ask them
class. the classroom afterwards. to complete the Picture
page of the Class
25. Let’s create.

T F
GOALS F F
• Personalize and use the T
English students studied in
the unit in a freer context
use of the language
• In the previous class,

ask students to choose a
country and find pictures of
tradicional things and famous
people from that country.
attention to the picture in
their books and tell them
that they’ll make a poster
using the pictures with the
information they have.
TEACHER’S BOOK
37
Y
?
introduce the new words
S
H
and carry out chorus
E
T
repetition.
H
E
C
R • Place the flashcards on
IT 1 (track 22)
the floor face down and
A
1.
W
ask students to guess
Let’s listen which character is on each
and repeat. flashcard. Tell them to say
Communicative Goals
complete sentences. For
• By the end of this example: He’s the king,
unit, students will GOALS She’s a witch.
have studied how • Set the scene for the
• Tell students that Pete and
to talk about story theme of the unit
• Introduce vocabulary J.P. are playing a computer
characters and the game. Ask students to
objects they have and related to story
characters listen and identify the
ask and answer about name of the game and the
people and objects characters that appear.
using the plural form.
• Books closed. Ask students • Play the audio and elicit
if they play computer the answers.
games and which games • Books open. Ask students
they like best. Ask them to confirm their answers.
to name the characters of • Play the audio again and
their favorite games. ask students to listen and
repeat.
2. 1 (track 23)
Let’s use
stickers.
GOAL
practice of the
vocabulary being dealt
with

places.
check their answers. Play
a dragon it again if necessary.
a witch • Go over the answers with
a king the whole class. Say:
a fairy
a giant A: Number 3.
a prince B: He’s/She’s ______.
a queen
a princess
a dwarf a knight
CNA KIDS PLAY 2

38
• As a follow up, give students • Draw students’ attention to
one minute to memorize the 4. Let’s talk. the example conversation and
pictures and then ask them to elicit the difference between
close their books and see how GOAL Who’s this? and Who are
much they can remember. • Give students an these?
Tell students that you’ll say a opportunity to practice • Model the activity with a
number and elicit a complete the vocabulary for story student first and then let
sentence. characters them work in pairs.
• Ask students where else • While they work, walk around
they can find this kind the room to monitor their
of characters. Take this • Books open. Ask students to
performance.
opportunity to teach them the work in pairs. One student
should point to one of the • Go over the answers by calling
meaning of fairy tale and talk
shadows and ask his/her on different students and
about the fairy tales and the
partner a corresponding asking questions at random.
characters they like.
question.
page of the Class
3. Let’s play!
GOAL
• Offer students an
opportunity to consolidate
the vocabulary related to
story characters
• Books open. Divide students

into two groups. Stick five
flashcards of story characters
on the board and ask students
look at them in silence for one
minute.
• Turn the cards over so that
they face the board, but keep
them in the same position and
the same order.
• The first group should to try
to remember the order. Tell
them they have to make
complete sentences such
as: She’s a witch. or He’s a
king. Give one point for each
correct sentence.
• For the other group’s turn,
repeat the procedure with
other flashcards.
TEACHER’S BOOK
39
Y
• Books closed. Brainstorm to the plural words and
?
the story characters ask them to notice the
S
H
students have learned so different spellings for
E
T
far and write them on the the plural forms. Show
H
E
C
board. Elicit the plural students that some plurals
R
IT
form of the words. are written with -s, some,
A
with -es and some with

W
• Tell students to listen to
J.P. and Pete playing and -ies.
identify the characters
that are mentioned.
5. 1 (track 24) • Play the audio and elicit 6. Let’s play!
Let’s listen answers. THEY ARE
and repeat. • Books open. Draw FAIRIES.
pictures to check their GOAL
GOAL answers. • Provide students with
• Introduce the plural • Play the audio again and an opportunity to
forms of story
ask students to listen and practice singular and
characters
repeat. plural forms through a
• Draw students’ attention game

to work in pairs or small
groups and get one set of
cards available on pages
175 and 177 of the Let’s
Have Fun! section.
• Tell students to spread the
cards face down and play
a memory game. Tell them
that they have to match a
plural and a singular card.
Whenever they turn over
a card, they have to make
a complete sentence. For
example: He’s a prince. or
They’re fairies.
• When a student matches
the singular and the plural
of the same character, he/
she keeps the cards. At the
end, the player with the
most pairs wins.
CNA KIDS PLAY 2

40
same character so that they
8. Let’s play! can use the plural form. Also,
tell them not to show their
GOAL drawings to anyone yet.
• Provide students with an • Ask students to play in pairs.
opportunity to practice They should ask questions to
1 (track 25)
asking yes/no questions guess who the characters in
7. with the pronoun they their partner’s drawings are.
Let’s listen and • When students finish,
repeat. encourage them to change
• Books closed. Provide students
partners and play it again.
with a blank sheet of paper
GOAL and ask them to draw one • While students do the task,
• Introduce the function to of the characters they have move around the room and
ask yes/no questions with learned so far. Ask students monitor their work.
the pronoun they to draw more than one of the
• Books closed. Tell students

they are going to listen to a
conversation. Chuck is playing
a guessing game with his
students. He is showing his
students a card and they’re
trying to guess the picture on
it. Ask students to listen and
identify what picture is on the
card.
• Play the audio and elicit the
answer.
students to listen and repeat.
TEACHER’S BOOK
41
Y
1 (track 26)
?
9. students to listen to the
S
H
chant. Play it again and
E
Let’s chant!
T
pause after every line for
H
E
C
students to repeat.
R GOAL
IT
• Play it one more time and
A
• Practice question
W
invite students to chant
formation, rhythm, and
along. Encourage them to
intonation through a
clap their hands or snap
chant
their fingers.
• Ask students to work in
• Books open. Ask students pairs and create their own
to look at the pictures and chants.
identify the characters. • Encourage students to
present the different
versions of their chants to
the rest of the class.
CNA KIDS PLAY 2

42
• Tell students to take turns
10. 1 (track 27) 11. Let’s play! choosing a square and asking
Let’s listen each other questions. Draw
and number. GOAL their attention to the example
• Provide controlled practice in their books and model the
of yes/no questions in a conversation with a student
GOALS fun way before they start.
• Develop listening • The first student to find the
strategies: listening for dragons is the winner.
specific information • Books open. Ask students
• Provide an opportunity • If time allows, students can
to write plural forms of the
to practice identifying play the game again looking
characters in the squares. One
statements and questions for another character.
of them must be dragons.
• Ask students to play the
game in pairs. The objective
• Books open. Tell students is to find the dragons in their
to listen and answer the partner’s chart is by asking
question. yes/no questions.
class.

page of the Class
TEACHER’S BOOK
43
Y
hand you the flashcard.
1 (track 28)
?
12. Follow the same procedure
S
H
with the other words.
E
Let’s listen
T
H
and use • After students have
E
C
R stickers. learned all the words,
IT
show students the
A
W
flashcards very quickly and
GOAL ask them what the objects
• Introduce vocabulary are. Carry out chorus
related to story objects repetition.
• Books closed. Spread
Activity 12 on page 117
the flashcards with the
and match them with the
story objects around the
correct characters.
classroom. Say:
I’m a witch. I have a students to check their
broom. answers.
• Ask students to find the • Don’t go over the answers
object you mentioned and yet. Students will do that
in the next activity.

page of the Class
13. Let’s talk.

GOAL
practice of the
language being dealt
with

to imagine they are the
characters in Activity 12
and say what objects they
have.
to the example in their
books and model the
activity with a student
first.
• When time is up, ask
random students to make
complete sentences
in order to check the
class.
CNA KIDS PLAY 2

44
• Books open. Explain that J.P. • Ask students to imagine
14. 1 (track 29) and Peter are playing phase 4 they’re JP or Pete to compare
Let’s listen of Dragon Land. In this phase, their answers. They can say
and write. they have to collect as many I’m Pete. I have three castles.
objects as possible. • Check answers with the whole
• Ask students to listen and class.
GOAL write down the number of
• Develop listening objects each player gets. Refer to the reduced
comprehension skills page of the Class
• Play the audio. If necessary,
play it again. Lessons for answers.
2 3
3 2
4 3
6 5
4 6
7 4
3 8
2 2
5 9
8 2
TEACHER’S BOOK
45
Y
scores of eight players
E
16. Let’s play!
?
who are playing Dragon
S
H
Land.
E
T
GOAL
H
E
C
pairs. One student chooses • Provide an opportunity
R
IT
a player and imagines to practice questions
A
with Do you have…?

W
he/she is that character.
He/She should describe
what that character has
and the partner should • Books open. Students
15. Let’s guess. guess who he/she is. write the words for the
characters and objects in
• Model the activity
the plural in the squares.
GOAL with a student first
Prepare one card for each
• Provide an opportunity then move around the
word in the plural.
to practice the room to monitor their
performance. • Pick a card and ask Do you
structure I have and the
vocabulary in the plural have kings? If students have
• Encourage students to do
form kings, they should cross it
it as fast as possible to
out and say Yes, I do.
make it more challenging.
• If students don’t have
• Books open. Draw dragons they should say
students’ attention to the No, I don’t.
• The first student to cross
out all the words is the
winner.
17. Let’s play!

GO FISH
GOAL
• Provide an opportunity
to practice the
vocabulary and the
function Do you
have…? Yes, I do./No, I
don’t.
• Books open. Divide

students into groups of
three.
• Ask students to get the
cards on pages 179 and
181 of the Let’s Have
Fun! section. For each
group, one set of card is
needed.
• Ask students to shuffle the
cards and give six cards to
each player. The remaining
cards are placed face
down.
• The object of the game
CNA KIDS PLAY 2

46
is to form sets of two cards • Ask students to complete
with the same picture. The the missing information on
first player who has a card their cards by asking yes/no
with castles, for example, asks questions only. Elicit examples
any player Do you have two of yes/no questions that they
castles? If that player has a know. Remember that there’s a Let’s
card with two castles, he/she • Draw students’ attention to create activity next class.
has to say Yes, I do. and give the examples in their books Check the necessary material
it to the first player. If he/she and model the activity with a in advance and tell students
doesn’t have it, he/she has to student before they start. what they should bring to
say No, I don’t. Go fish! class to do it.
• Move around the room
• In this case, the first player and monitor students’
draws a card from the pile on performances.
the table. Then it’s the second
• When students finish the
player’s turn to ask any
activity, ask them to show
player for what he/she wants.
each other their pages to
Whenever a player has two
cards with the same picture,
he/she puts them down. The
student with the most pairs,
of cards at the end of the
game is the winner.
• While students are playing,
move around and check their
performances. Make sure
they’re asking and answering
the questions correctly.
18. Let’s use all

the English
we know.
QUESTIONS
GOAL
• Provide an opportunity for
students to activate the
vocabulary and structures
they have studied in the
unit

to work in pairs. Students A
Fun! section.
TEACHER’S BOOK
47
Y
• Write on the board:
1 (track 30)
?
19.
S
H
Guinevere king
E
Let’s read.
T
Arthur knight
H
E
Lancelot princess
C
R GOAL
IT
A
W • Consolidate the • Tell students to predict
vocabulary and and try to match the
functions worked on in name and the character to
the unit its title before reading the
story.
• Books closed. Ask students to read and confirm their
if they know any stories answers. Elicit answers
that have kings, princes, from the whole class.
knights, and other such
characters in them. Elicit • Play the audio and ask
the titles of stories they students to listen and
know. repeat.
CNA KIDS PLAY 2

48
they can draw the images.
20. Let’s check. Remind students not to show
their posters to anyone yet.
GOAL • When students finish their
• Provide an opportunity posters, ask them to work
to practice reading in pairs. One student should Remind students to complete
comprehension. show his/her poster and the the pages of the Activity Book
other student should ask that refer to Unit 3.
him/her questions about the
• Books open. Ask students to characters as in the example
answer the comprehension in their books.
questions individually.
• Encourage students to keep
• Ask students to check their changing partners until
answers in pairs and then go they have talked to all their
over the answers with the classmates.
whole class.
• While they do the activity, Show students the stickers on
• As a follow up, you can ask move around the room and pages 127 and 129 and ask
students to invent a different monitor their work. them to complete the Picture
story using other characters
Dictionary on pages 155 and
and other nationalities
156.
• They should present it to the
class.

page of the Class
21. Let’s create.
GOALS
• Personalize and use the
language students studied
in the unit in a freer
context
use of the language

their books. Explain that the
children are making posters
with pictures of their favorite
story characters.
• Tell students to create posters
similar to the one in the
picture using their favorite
characters. If they can’t
get these pictures from the
internet or from magazines,
TEACHER’S BOOK
49
E
R
E
with the flashcards and
H
Y
?
T
ask students to repeat
S
S
them. Then play a game
E
A
M
in which you show the
R
L
A
flashcards very quickly and
N W
C
students have to identify
1 (track 31)
Y TS
O
R
1. the objects.
H
U
Let’s listen • Describe the classroom
O
E
and repeat. using there is and there

D
are. Say:
IN
U
GOALS
T
There is one window in the

S
• Introduce vocabulary of classroom.

classroom objects
Communicative Goals • Set the scene for using There are ten desks in the
there to be to describe classroom.
• By the end of this
unit, students should quantities • Tell students that Alice
be able to ask is talking to her mother
and answer about about her school. Ask
• Books closed. Ask students them to listen to the
quantities and talk to stand up and name the conversation and identify
about classroom objects in the classroom. the objects that are
objects. When they don’t know the mentioned. Write on the
name of an object they board:
should ask How do you say
this in English? There’s a ____________.
• Introduce the new words There’s a ____________.
There are two ________.

the answers.
to read the conversation
repeat.
2. 1 (track 32)
Let’s listen
and repeat.
GOAL
• Introduce the numbers
from 11 to 20
• Books closed. Introduce the

numbers from 11 to 20.
sixteen fifteen eighteen thirteen eleven
and ask students to listen
and repeat.
twenty fourteen nineteen twelve seventeen
CNA KIDS PLAY 2

50
• Books open. Ask students to • Don’t go over the answers yet.
3. Let’s count and write. check their answers. This will be done in the next
• Play the audio again and ask activity.
• Practice numbers from 6. Let’s talk.
11 to 20
5. 1 (track 34)
GOAL
• Books open. Ask students to Let’s listen • Provide controlled practice
count the little balls and write and write the of function and vocabulary
the corresponding numbers. quantities. being dealt with
They are not supposed to use
there is or there are yet. This
will be done later. GOAL • Books open. Ask students to
• Practice the function of work in pairs. They should
• Go over the answers with
asking and answering refer to Activity 5 and
whole class.
about quantities compare their answers by
saying There is/are _______ in
Refer to the reduced the classroom.
page of the Class • Books open. Ask students to
Lessons for answers. listen to the conversation
class.
and write how many of each
object there is.
1 (track 33)
• Play the audio. Ask students to page of the Class
4. listen and write the numbers.
Let’s listen If necessary, play it again.
and repeat.
GOAL
• Introduce the function
to ask and answer about
quantities
• Books closed. Ask students to

count the number of desks in
the classroom. Write on the
board:
There are __________ desks

in the classroom. 1 1 2 2
• Elicit the answer and repeat

the same procedure with
other objects. Write on the 1 12 1 1
board:
There is a/an __________

in the classroom.
16 2 3 2
• Tell students to listen to the
conversation and say the
number of bulletin boards and
wastebaskets that there are in
the classroom.
answers.
TEACHER’S BOOK
51
E
R
E
H
• Books open. Bring
?
TEACHING TIP
T
N
different quantities of
S
S
A
E
objects or pictures of • Tell students that when
A
M
R
objects that students there’s only one object,
L
A
have already learned and it’s more common to
N W
C
Y TS
O spread them around the say There’s a/an instead
R
classroom.
H
of There is one. We only
U
• Draw students’ attention say one when it’s very
O
E
to the example important to mention

D
the number.
IN
conversation in their
U
T
books. Ask students to

S
work in pairs and talk

about the people and
7. Let’s talk.
things in the classroom.
8. Let’s test our
memories.
• While students work,
GOALS move around the room
• Provide freer practice and offer help if necessary. GOAL
of the function and • Provide students with
vocabulary being dealt an opportunity to
with practice there is and
• Give students the there are in a fun way
opportunity to develop
their speaking skills
to look at the picture for
four minutes and count all
the objects.
• Ask students to work
in pairs. One student
should keep his/her book
closed while the other
challenges him/her.
He/She chooses an object
and his/her partner has to
say a sentence according
to how many there are of
this object in the picture.
For example:
Student A: Desks.
Student B: There are
eighteen
desks.
• Model the conversation
with a student before they
start. After some time,
ask students to exchange
roles.
• As a wrap-up activity, ask
all students to close their
books and challenge them
as a group.
CNA KIDS PLAY 2

52
• Ask about different objects
and answer any questions
Answers: they may have.
There are eighteen desks. • Ask students if they remember
There’s one clock. Penny, Zach’s e-friend. Tell
1 (track 35)
There are fifteen students that Penny and
notebooks. 9. Zach are chatting on the
There are seventeen Let’s listen computer. They’re comparing
pencils. and repeat. their schools. Ask students to
There are fourteen rulers. listen and identify how many
There are thirteen erasers. students there are in Zach’s
There are twelve GOAL
class and how many there are
wastebaskets. • Introduce yes/no questions
in Penny’s class.
There are sixteen pencil with there to be
cases. answer.
There are four bulletin
• Books closed. Ask students • Books open. Ask students to
boards.
what objects there are in check their answers.
There are two windows.
their classrooms. Write on the • Play the audio again and ask
There are eleven posters.
board: students to listen and repeat.
There are two calendars.
There are three maps.
A: Is there a computer in
your classroom?
B: Yes, there is./No, there
isn’t.
TEACHER’S BOOK
53
E
R
E
H
• Explain that students
1 (track 36)
?
T
10.
N
should look at the picture,
S
S
A
E
Let’s listen to the questions,
A
M
R
listen and then check the correct
L
A
answers.
N W
and check.
C
Y TS
O • Play the audio. Students
R
H
check the correct answers.
U
GOAL
O • Play the audio again and
E
D
pause after each question

IN
U
to check answers with the

T
whole class.
S
• Books open. Ask students Refer to the reduced

to look at the picture and page of the Class
describe what they see Lessons for answers.
using there is and there
are.
11. Let’s play!

ARE THERE
ELEVEN
COMPUTERS?
GOAL
• Provide controlled practice
of yes/no questions with
there to be in a fun way

to work in pairs and
detach the cards available
on pages 187 and 189
of the Let’s Have Fun!
section. For each pair only
one set of cards is needed.
• Explain to students that
this game is a different
version of the memory
game. Tell them to place
the cards face down on
the floor in two rows, one
row for the pictures and
one row for the numbers.
CNA KIDS PLAY 2

54
• One student turns over a • Give one card to each student
card from the number row 13. Let’s talk. and ask them to complete it
and a card from the picture accordingly.
row. His/Her partner asks a GOAL • Draw students’ attention to
question using the number on • Provide less controlled the example in their books.
the card and the object in the practice with yes/no Ask students to work in pairs
picture. questions and try to guess how many of
• If there’s a match, the student each object there is in his/her
who turned the cards over partner’s school.
should give a positive answer • Books open. Make enough
and keep the cards. If there copies of the cards available
around the room and monitor
isn’t, he/she gives a negative on page 183 of the Resource
their performances.
answer and puts the cards Pack. Ask students the names
back. Then it’s the other of their regular schools. Ask
student’s turn. them to try to remember
details about their classrooms.
• Ask students to read the
example in their books and let
them play.
• At the end of the game, the
student with the most cards
wins.
12. Let’s play!

LET’S GUESS.
GOAL
• Provide freer practice of
the language being dealt
with

to work in pairs. Students A
Fun! section.
• Explain that students have to
guess the numbers that go in
the blanks in the sentences.
They have to use one of the
numbers in the box. Ask them
to take turns asking each
other one question at a time.
• While students work, walk
their performances.
TEACHER’S BOOK
55
E
R
E
A: How many _______
H
1 (track 37)
?
T
14. are there in the
S
S
A
classroom?
E
Let’s listen
A
M
R
and repeat. B: There are _______
L
A
in the classroom.
N W
C
Y TS
O
R
GOAL • Repeat the procedure with
H
U
• Introduce the function other objects.
O
E
asking about quantities • Tell students that they will

D
using how many listen to Chuck teaching a

IN
U
math class in English. Ask

T
S
• Books closed. Spread students if they like math.

several of the same object • Tell students to listen
you’re sure students are to the conversation
familiar with around the and answer how many
classroom. Ask them to pencils there are on the
count the number of desk and how many balls
objects they can see. Then there are in the toy store.
write on the board: If necessary, write the
questions on the board.
the answers.
repeat.
15. Let’s talk.

GOAL
practice of the function
of asking about
quantities

to work in pairs to ask
and answer following the
model in Activity 14.
student first:
A: There are four big dogs
and there are six small
dogs. How many dogs
are there?
B: There are ten dogs.
CNA KIDS PLAY 2

56
• While students do the activity, • Draw students’ attention to
walk around the room and the example in their books
monitor their performances. and model the conversation Answers:
• As a follow up, ask students with a student before they There are thirteen chairs.
to come up with their start. There are five balls.
own questions to ask their • As a wrap-up activity, ask There are six windows.
partners. Invite students to students to look at the picture There are nineteen boys.
share the questions they have for a few minutes and then There are eighteen girls.
created with the whole class. divide them into two groups There are eleven
and have a competition to see wastebaskets.
which group gets the most There are two bulletin
16. Let’s find. correct answers. boards.
There are twelve dogs.
There are seven cats.
GOALS There are seventeen books.
• Provide less controlled There are twenty hot dogs.
practice of the language There is one hamster.
being dealt with
• Activate the use of how
many

work in pairs. They should
look at the picture and ask
each other questions using
the cues in the box.
TEACHER’S BOOK
57
E
R
E
H
• Books open. Play the
1 (track 38)
?
T
17.
N
audio. Students listen and
S
S
A
E
Let’s check their answers.
A
M
R
sing! • Play the Karaoke version
L
A
N W
C
Y TS
O DVD) and encourage
R
GOAL
H
students to sing along.
U
• Create an opportunity
O • Play the Karaoke version
E
to consolidate the
D
functions being dealt without lyrics (available

IN
U
with through a song on DVD) and invite

T
students to sing.
S
• Books closed. Play the

audio and ask students to
identify the questions they
hear.
CNA KIDS PLAY 2

58
Suggested questions:
18. Let’s use all the How many students are there
English we know. in the school?
How many students are there
GOALS in room number 5?
• Activate the vocabulary How many teachers are there
and structures students in the school? Remember that there’s a Let’s
have studied in the unit Are there two windows in create activity next class.
• Provide an opportunity for room number 7? Check the necessary material
students to experiment in advance and tell students
Is there a clock in room
with the language what they should bring to
number 3?
class to do it.
How many bulletin boards are
there in the school?
• Before the class, prepare two
sets of questions about the How many computers are
school premises and facilities. there in the lab?
Are there thirteen desks in
• Books open. Divide the class
room number 4?
into two groups. Give the first
question from each set to How many chairs are there in
each group. Tell students that the teacher’s room?
they should walk around the How many posters are there in
school to find the answer to room number 6?
this question. If the answer is How many wastebaskets are
correct, give them the second there in the school?
question and so on.
• Plan this activity ahead
of time with the school
coordinator so that other
teachers are aware of what’s
going on. If students have to
go into a room to find out
an answer, tell them to say
Excuse me, may we come in?
• Tell students that they can
also find the answers by
asking people on the school
staff. Elicit the language they
have to use to talk to other
people.
• Set some rules for the activity.
For example, students in
the same group must stay
together all the time. They
also have to speak only
English all the time. Students
must take turns asking
the questions so that each
member of the group has the
chance to ask a question.
• The group that answers all the
questions first wins.
TEACHER’S BOOK
59
E
R
E
H
• Pre-teach the words
?
T
N
flower, cookie, and basket,
S
S
A
E
using pictures, drawings,
A
M
R
and/or real objects.
L
A
N W
C
Y TS
O to read and answer how
R
H
1 (track 39)
many cookies there are
U
19. in the basket at the
O
E
Let’s read. beginning of the story and

D
IN
at the end of the story.

U
T
GOAL • Allow them some time

S
• Develop reading to read and elicit the

strategies: reading for answers.
general comprehension • Play the audio and ask
students to listen. Play it
again and ask students to
• Books closed. Ask students listen and repeat.
if they know the Little • As a follow up, invite
Red Riding Hood story. Ask students to role play the
them who the characters story in small groups.
in the story are. Help them
with the word wolf.
CNA KIDS PLAY 2

60
• When students finish their
20. Let’s answer True (T) posters, tell them they will
or False (F). present their school to their
classmates.
GOAL • Elicit sentences they can use
• Provide an opportunity in their presentations. For Remind students to complete
to check reading example: the pages of the Activity Book
comprehension. This is my school. It is in that refer to Unit 4.
[neighborhood]. There are ten
classrooms in the school. There
• Books open. Tell students
are ten teachers in the school.
to read the sentences
This is my classroom. There are
and answer true or false
[thirty] students in my class,
individually.
etc.
• Ask students to check their
answers in pairs and then go • Give them some time to
over the answers with the practice for the presentation. Show students the stickers on
whole class. While they do that, walk pages 131 and 133 and ask
around the room and help them to complete the Picture
them with pronunciation and Dictionary on pages 157 and
vocabulary. 158.
page of the Class
21. Let’s create.

T
GOALS F
• Personalize and use the T
language students have T
seen in the unit in a freer
context
use of the language

attention to the pictures in
their books. Show them that
the students are having a
Show and Tell, an event in
which they show something
and talk about it. The idea
is to talk about their regular
schools.
• Provide students with
cardboard paper and ask them
to make a poster with images
or drawings of their regular
schools.
TEACHER’S BOOK
61
• Select flashcards from
all the previous units.
Show a flashcard. The first
student in each line runs
to the board and writes
the corresponding word.
1. Let’s play! The first one to write it
correctly scores a point
for his/her team. Then
GOALS
Communicative Goals he/she goes to the end of
• Review vocabulary and the line.
• By the end of this structures seen so far
unit, students will • Activate students’ • Repeat it several times,
have reviewed the previous knowledge until all students have
vocabulary and participated at least once.
functions studied in
1 (track 40)
the previous units, • Books open. Play Relay
and the teacher Race. Divide students into 2.
will have had an two teams. Both teams Let’s
opportunity to line up facing the board. listen
evaluate students’ Give a marker to the first and check.
performances. student in each line.
GOALS
to review the language
items from Units 1 to 4

to listen and check the
correct pictures.
• Tell students to compare
their answers in pairs then
check answers with the
whole class.
• As a follow up, ask
students to come up with
a question and answer for
each picture.

page of the Class
CNA KIDS PLAY 2

62
• One group should ask a • Books open. Divide the
3. Let’s match. question and the other students into two groups. Tell
group has to answer it. Give them they will play a karaoke
GOAL one point for each correct game.
• Review questions and question and one point for • Write the names of the songs
answers from Units 1 to 4 each correct answer. At the students have seen so far this
end, the group with most semester on the board and
points wins. ask each group to choose the
• If time allows, give each song they would like to sing.
to work individually and
group five more flashcards • Give students some minutes
match the questions and the
and play it again. to try to remember the lyrics
answers.
to the song.
• Tell students to compare their
answers in pairs then go over 5. Let’s sing! • Play the Karaoke version
the answers with the whole without lyrics (available on
class by reading the question DVD) and invite groups to
GOAL
and asking students to read sing to the whole class.
• Create an opportunity to
the answers. review the language in a
• Alternatively, ask one student fun way
to read a question and
another student to read the
answer.

page of the Class
4. Let’s play! 5
7
9
GOALS 10
• Practice asking questions 2
and answersing 1
4
• Activate students’ previous 3
knowledge 6
8
• Books open. Get flashcards

from Units 1 to 4. Divide
students into two groups and
give five flashcards to each
group.
• Tell students they should
write one question for each
flashcard. Elicit kinds of
questions students can ask
and write them on the board.
For example:
Is this a/an ____?

Are these ______?
How many ____ are there?
Is there a ____ in your ____?
Are there _______?
Is _____ from?
Where is he/she from?
TEACHER’S BOOK
63
T
IS IR
• Show the flashcards
2 (track 2)
H
1. again and ask students to
?
S
Let’s listen decide which question and
E
answer to use with each
H
and repeat.
S
item.
T
O
GOAL • Explain that Chuck is
H
IS
W
• Introduce the clothing playing a game with the

items class. Tell students to
Communicative Goals listen to the conversation
and identify the clothing
• By the end of this • Books closed. Ask students item that is mentioned.
unit, students should what clothing items they
can name in English. As • Play the audio and elicit
be able to talk about
they mention the words, the answer.
clothes and ask
and answer about ask them to point to the • Books open. Ask students
possession. items in the classroom. to check their answers.
Use the flashcards to Play the audio again and
introduce the new words. ask students to listen and
• Write on the board: repeat.
What’s this?
What are these? 2. Let’s use
stickers.
GOAL
practice of the
vocabulary of clothing
items

to identify the clothing
items.
• Tell students to find the
stickers available for
places
• Don’t go over the answers
yet. This will be done in
the next activity.
2 (track 3)
They’re socks. It’s a T-shirt. It’s a vest. It’s a dress. It’s a jacket.
3.
Let’s listen
They’re jeans. They’re sandals. It’s a shirt. It’s a belt. They’re shoes. and check.
GOAL
They’re sneakers. They’re shorts. It’s a skirt. It’s a cap. They’re flip-flops. • Develop listening
CNA KIDS PLAY 2

64
• Books open. Play the audio • Books open. Ask students to
and ask students to listen 5. 2 (track 4) check their answers. Play the
and check their answers to Let’s listen and audio again and ask students
Activity 2. Play it again if to listen and repeat.
necessary then go over the
repeat.
answers with the whole class.
• As a follow up, give students GOAL 6. Let’s play!
some time to memorize the • Introduce the concept of
pictures and numbers in light and dark colors
Activity 2. Tell students to GOAL
work in pairs. One student • Provide students with an
• Books closed. Ask students opportunity to practice
should close his/her book
what colors they remember in the vocabulary being dealt
and the other student should
English. with
ask him/her about one of the
• Introduce light green, light
items. Model the conversation
blue, dark green, and dark
with a student:
blue by pointing to different • Books open. Bring pictures
A: Number 6. What are these? objects in the room. or drawings of nine clothing
B: They’re jeans. • Ask students to listen to the items that are light/dark
conversations and identify the green and light/dark blue
color of the jacket that Emma and put them on the board
Refer to the reduced in a tic-tac-toe grid. Number
page of the Class likes and the color of the
shoes that Pete likes. each picture from one to nine.
Lessons for answers. Teach students the signs to
play this game: X and O.
answers.
4. Let’s play!
CLOTHES
MEMORY GAME
GOAL
of the clothing vocabulary

work in pairs or small groups.
Tell them to get the cards
available on pages 195, 197
and 199 of the Let’s Have
Fun! section. Only one set of
cards is needed.
• Tell students they’ll play a
memory game. Students turn
over two cards at a time.
They read the sentence and
describe the picture using
a complete sentence. When
the sentence and the picture
match, students keep those
cards. At the end, the student
with the most cards wins.
TEACHER’S BOOK
65
T
IS IR
draws their sign in the
H
corresponding square in What color is this?
?
S
the grid. The group that What color are these?
E
completes a line of Xs or
H
S
Os first is the winner. • Ask students to listen
T
O to the conversation and
H
IS identify the clothing
2 (track 5)
W
7. items mentioned and their

Let’s listen colors.
and repeat. • Play the audio and elicit
• Divide students into two answers.
groups. Groups should
take turns to choose a GOAL
number from the grid. The • Introduce the function
teacher shows the picture of asking about the • Play the audio again and
to the group and students colors of clothing items ask students to listen and
have to describe what using singular and repeat.
they see. For example: The plural forms
shoes are light blue. or The
jacket is dark green. 8. Let’s talk.
• If the answer is correct, • Books closed. Show
the group draws their students the flashcards GOAL
sign in the corresponding and ask them to tell you • Provide controlled
square in the grid. If it is the colors of the items. practice of questions
wrong, the other group Write on the board: and answers about
clothes and their colors

to work in pairs and refer
to Activity 2.
• Tell students to ask
each other questions
about the colors of the
clothing items. Model
the conversation with a
student before they start.
to the information in the
circle. Read the examples
with them and elicit
others.
9. 2 (track 6)
Let’s listen
and check.
GOAL
to contrast singular
and plural clothing
items
CNA KIDS PLAY 2

66
• Books open. Ask students • Students take turns until the • Books closed. Point to a
to look at the pictures and cards are gone. At the end, student’s T-shirt and say:
identify the items. the student with the most This is __________, T-shirt.
• Ask students to listen to the cards wins.
• Give different examples. Write
sentences and check the
on the board:
correct pictures. Tell them
that they have to notice if the J.P.’s cap
sentence is in the singular or Zach’s cap
in the plural form. Play the Pete’s cap
audio. Paul’s cap
• Play the audio again, pause Chuck’s cap
after each sentence, and ask
students to describe the item
11. 2 (track 7)
using a complete sentence to • Play the audio and ask
check their answers. Let’s listen
students to identify whose
and repeat.
cap it is.
Refer to the reduced • Books open. Ask students to
page of the Class GOAL check their answers.
Lessons for answers. • Introduce the function of • Play the audio again and ask
talking about possession students to listen and repeat.
10. Let’s play!

WHAT COLOR
IS IT?
GOAL
• Activate questions and
answers using the singular
and plural forms

to work in pairs and get the
cards available on page 201of
the Let’s Have Fun! section.
One set of cards is needed per
pair.
• Tell students to look at the Ted
pictures for one minute to try
to memorize the colors of the Ted
items. Then they turn the cards Ned
face down and shuffle them. Ted
• Student A picks up a card, Ted Ned
looks at it, and asks Student
B: Ted
What color is the _________? Ned Ned
or What color are the ______?
• Student B tries to remember
the color and answers the
question. If the answer is
correct, he/she can keep the
card.
TEACHER’S BOOK
67
T
IS IR
colorful clothes, but Ned • Go over the answers with
H
doesn’t. the whole class.
?
S
• Ask students to look at the • As a follow up, get one
E
clothes and identify their object from each student.
H
S
owner by writing Ned or Put the objects on the
T
O Ted. floor. Then point to one
H
IS object at a time and
W
• Tell students to work

individually. They’re going ask students to make
to compare their answers complete sentences. For
in the next activity. example:
12. Let’s match. This is Claudia’s book.
These are André’s pencils.
GOAL
13. Let’s talk.
• Provide an opportunity Refer to the reduced
to practice the genitive GOAL
page of the Class
case • Provide controlled Lessons for answers.
practice of the use of
the genitive case
look at the picture and
explain that the two boys
are twins. They look alike,
to compare their guesses 14. 2 (track 8)
but they like different for Activity 12. Let’s practice
kinds of clothes. Ted likes pronunciation.
GOAL
to practice
pronunciation of the
genitive case with
names that end in /s/
• Books closed. If you

have students whose
names end in /s/, start
by pointing to them and
to objects that belong to
them. If you don’t, give a
few examples with names
such as Marcos, Alice, etc.
audio. Students listen.
Play the audio again.
Students listen and repeat.
TEACHING TIP
• Don’t worry if students
can’t pronounce
it perfectly at this
point. So far, it’s
important that they
can understand the
difference between the
sounds.
CNA KIDS PLAY 2

68
• Play the audio and ask • Books open. Ask students to
15. 2 (track 9) students to match the owners look at the pictures available
Let’s listen and the items. on page 203 of the Let’s Have
• Books open. Ask students to Fun! section for two minutes
and circle. and try to memorize the
check their answers. Play the
audio again and ask students clothing items the characters
GOAL to listen and repeat. are wearing.
• Practice listening • Then tell students to work in
comprehension: pairs and turn back to Activity
contrasting sounds 17. Let’s play! 17. They should ask each
other questions based on the
IS THIS AIKO’S
pictures and the cues to test
• Books open. Ask students to JACKET? each other’s memory.
look at the pictures in Activity
14 and identify the objects • Tell students that this is just a
and their owners. GOAL game and that it’s OK if they
• Provide controlled practice don’t remember everything.
• Play the audio. Students check
of yes/no questions using Later, they can refer to page
the items that are mentioned.
the genitive case 203 to check their guesses.
Go over the answers with the
whole class.

page of the Class
16. 2 (track 10)

Let’s listen
and repeat.
GOAL
• Introduce the function of
asking about possession
• Books closed. Borrow some

objects from your students
and ask the class yes/no
questions about them. For
example:
Is this Paulo’s book?
Are these Marta’s pencils?
• Explain to students that
Emma’s parents are trying to
organize the clothes at home.
Ask if students remember the
names of Emma’s sister and
brother. Write on the board:
Emma’s cap
Giovanna’s pajamas
Marcel’s
TEACHER’S BOOK
69
T
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• Elicit the answer. Follow
2 (track 11)
H
18. the same procedure to
?
S
Let’s listen introduce the plural form:
E
Whose ____ are these?
H
and repeat.
S
T
O • Explain to students that
GOAL Emma’s parents continue
H
IS
W
• Introduce whose to ask organizing their children’s

about possessions clothes. Write on the
board:
• Books closed. Borrow a T-shirt Giovanna’s
pencil from a student and dress
let all the students see socks Emma’s
whose it is. Then, ask:
Is this Mariana’s pencil? • Play the audio and ask
Is this Barbara’s pencil? match the clothes and the
• Ask about some students owners.
in the class except the • Books open. Ask students
one that the object really to check their answers.
belongs to. Then write on
the board:
repeat.
Whose pencil is this?
19. Let’s talk.
GOAL
practice of the function
of asking about
possession with whose

to work in pairs and refer
to Activity 12 on page 65.
• Tell students that they
should ask each other
questions about Ned’s and
Ted’s clothes. Draw their
attention to the example in
their books and model the
activity with a student first.
• While students work, walk
around the room and
check if they are using the
plural and the singular
correctly.
CNA KIDS PLAY 2

70
• Pull out one object at a time
20. Let’s check our 21. Let’s play! and ask:
memory and
Whose pencil is this?/Whose
use stickers. GOALS pencils are these?
• Give students an
opportunity to practice • Ask students to try to guess
GOAL whose object it is. Then ask
• Provide controlled practice and develop their speaking
skills a student to get an object
of the language being deal from the box and ask the class
with • Activate the use of whose
questions. Continue playing
until all students have had a
• Books open. Collect one object chance to participate.
try to remember the clothes from each student without
the characters were wearing the others seeing it and put
in the pictures for Activity 17. all the objects in a box or in
a bag.
• Tell students to work in pairs
and ask each other questions
using whose to help each
other complete Activity 20.
They get the stickers with the
faces of the characters on
page 119 and put them in the
right places.
• When students finish, tell
them they can refer to
Fun! section to check their
answers.

page of the Class
TEACHER’S BOOK
71
T
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2 (track 12)
H
22. to check their answers.
?
S
Let’s • Play the audio again and
E
H
sing! ask students to listen and
S
T
H
O repeat.
IS GOAL • Play it again, pausing after
W
• Offer an opportunity every line for students to

to consolidate the repeat.
language in a light and • Play the Karaoke version
fun atmosphere with lyrics (available on
DVD) and encourage
• Books closed. Ask students • Play the Karaoke version
to get a piece of paper to without lyrics (available
write down the clothing on DVD) and invite
items they hear. students to sing.
• Play the audio once and
elicit answers.
Remember that there’s a

Let’s create activity next
class. Check the necessary
material in advance and tell
students what they should
bring to class to do it.
CNA KIDS PLAY 2

72
• Bring a box or a big bag to owners, tell them to stand in
class. Ask students to place a circle. They should ask the
the articles they have brought class whose object it is and
from home in the bag or box. let them try to guess. Ask the
Don’t let students see what owner of the objects not to
the others have brought. identify himself/herself and
• If students haven’t brought let the others guess.
23. Let’s use all the
English we know. anything, they can put
some of their regular school TEACHING TIP
supplies in the box.
GOAL • Before starting the
• Ask each student to get one activity, make sure
• Provide students with an object from the box and try
opportunity to activate the students can say the
to find its owner by asking names of the objects that
vocabulary and structures yes/no questions. When all
they have studied in a real they brought in English.
students have found the
life situation
• Books open. In the previous

class ask students to bring
extra pieces of clothing or
different school objects or
toys. Tell them not to show
the items to their classmates,
because they are going to play
a game.
TEACHER’S BOOK
73
T
IS IR
read a story about a
2 (track 13)
H
24. mystery. In the story
?
S
Let’s read. somebody is investigating
E
something. Write
H
S
investigate on the board
T
O GOALS and explain it using body
H
IS • Consolidate the language. Write on the
W
language being dealt board:

with
• Use reading as a Whose cap is it?
learning tool
to read the story on their
• Books closed. Use a own and find the answer
picture or a drawing to to the question on the
teach the word chocolate board.
cake. Ask students if they • Elicit the answer, and
like chocolate cake. then play the audio for
• Write the word mystery students to listen.
on the board. Elicit the • Play it again and ask
meaning and tell students students to listen and
that they are going to repeat.
CNA KIDS PLAY 2

74
• Ask students to work in pairs
25. Let’s answer. or small groups. Tell students
that they should show their
GOAL drawings to their classmates.
• Practice reading Their classmates should try to
comprehension guess who each item belongs
strategies to. Model the conversation Remind students to complete
with a student: the pages of the Activity Book
A: Are they _______’ shoes? that refer to Unit 5.
B: No, they aren’t.
to answer the questions
individually. A: Whose _____ are these?
B: They’re _____________.
• Tell students to compare their
answers in pairs and then go • While students work, walk
over the answers with the around the room and monitor
whole class. their performances. Show students the stickers
on page 135 and ask them
Refer to the reduced to complete the Picture
page of the Class Dictionary on page 159.
26. Let’s create.
GOALS
vocabulary and structures Daniel’s cap is blue.
students have seen in the
unit in a freer context Doug’s cap is big.
use of the language Danielle’s cap is yellow.
David’s cap is red.
• Books open. Provide students

with a blank sheet of paper.
Tell them to observe their
classmates and choose one
piece of clothing from each
classmate to draw on their
sheets. Tell them not show or
tell anyone which item they
have chosen.
TEACHER’S BOOK
75
M UR
O
the words they don’t
2 (track 14)
?
Y
1. know. Carry out chorus
’S
Let’s listen repetition of the new
O
E
O
and repeat. words.
R
R
• Explain that Zach is
D
E
showing his house to his
E GOALS
H
friends. Tell students to

B
W
• Introduce the topic of listen to the conversation

talking about a house and identify the parts of
Communicative Goals and the rooms in a the house they hear.
house
• By the end of this unit, • Play the audio and elicit
• Introduce the
students will be able vocabulary of parts of the answers.
to talk about rooms the house • Books open. Ask students
in a house and ask to check their answers.
and answer about the
location of objects • Play the audio again and
• Books closed. Show ask students to listen and
in a house using students a picture
prepositions of place. repeat.
of a house and of an
apartment and ask them
which one they live in. 2. Let’s match.
• Ask them if they can
name the parts of the GOAL
house in English. Use the • Provide controlled
flashcards to introduce practice of the parts of
the house

to write the words under
the correct pictures.
their answers in pairs and
then check answers with
the whole class.

page of the Class
3. 2 (track 15)
living room kitchen stairs basement Let’s listen
and repeat.
laundry room bathroom hall bedroom GOAL

• Provide pronunciation
practice of the new
words
dining room garage home office attic

audio. Students listen and
repeat the words.
CNA KIDS PLAY 2
76
4. Let’s play! 5. 2 (track 16) • Point out the words house
and apartment. Tell them
Let’s listen that Pete, Paul and J.P. are
GOAL and write. describing where they live.
• Offer an opportunity to • Tell students to listen and
practice the vocabulary of GOAL write to whom each house/
parts of the house apartment belongs.
strategies: listening for • Play the audio then check
specific information answers with the whole class.
• Books open. Divide the
students into two groups. One
student from each group at Refer to the reduced
a time gets a flashcard of a page of the Class
attention to the pictures in
room in the house and mimes Lessons for answers.
their books.
an activity that usually takes
place in that room. The other
students have to guess where
he/she is.
• Draw students’attention to
the example in their books
and model the activity with
them before they start. Keep
the game going until all
students have had a chance to
participate.
Pete’s house
J.P.’s apartment
Paul’s house
TEACHER’S BOOK
77
M UR
O
• Model the example with
?
6. Let’s find the
Y
students before they start.
differences.
’S
O
• Walk around the room
O
and monitor students’
R
R
GOAL performances.
D
E
• Provide an opportunity • When students finish,
E
H
to practice there is elicit the differences they

B
W
and there are and the have found.

vocabulary of parts of
the house
Answers:
• Books open. Ask students • In Picture A there
to work in pairs and are three bathrooms.
compare the houses using In picture B there are
there is and there are. two bathrooms.
Write an example on the • In Picture A there
board: are two bedrooms.
In picture B there are
three bedrooms.
A: In house A there are
• In Picture A there is a
three bedrooms and
home office. In picture
in house B there are
B there isn’t one.
two bedrooms.
B: Correct!
7. Let’s talk.
GOAL
• Provide less controlled
practice of the parts of
the house vocabulary
and there is/there are
by personalizing and
talking about students’
own houses

example in their books.
pairs and talk to each
other describing their
houses/apartments using
there is and there are.
performances.
• When students finish, ask
volunteers to describe
their houses/apartments
to the whole class.
CNA KIDS PLAY 2

78
look at the pictures and read 10. 2 (track 19)
the words. Let’s listen
• Tell students that they will and repeat.
listen to Sam and Aiko talking.
They should write down how
GOAL
2 (track 17)
many of each item there is.
8. Tell students not to worry if • Provide an opportunity to
Let’s listen they don’t understand all the practice pronunciation of
and repeat. words in the conversation. the new words
They just have to identify the
quantity of each object.
GOAL • Books open. Play the audio.
• Introduce the vocabulary • Play the audio. If necessary, Students listen and repeat the
of furniture play it again. new words.
• Go over the answers with the
whole class.
flashcards to introduce Refer to the reduced
the new words. Show the page of the Class
flashcard with a TV and say: Lessons for answers.
This is a TV.
Are there TVs in your house?
How many are there?
Where are they?
• Follow the same procedures
with the other flashcards.
• Tell students that Aiko is
asking Sam questions about
her house. Ask students to
listen to the conversation and
identify in which rooms of the
house there is a TV.
answers.
confirm their answers.
• Play the audio again and ask 2 3 4
9. 2 (track 18) 2 1 1
Let’s listen
and write
the number. 4 8 5
GOAL
• Provide controlled practice 4 2 3
of the vocabulary of
furniture
2 4
TEACHER’S BOOK
79
M UR
O
?
12. Let’s play!
Y
students’ attention to
FURNITURE
’S
the conversation in their
O
MEMORY GAME
O
books.
R
R
D
E
pairs and ask each other GOAL
E
H
about the furniture and • Offer an opportunity

B
W
objects in their houses. to practice the use

They should follow the of there is and there
sequence of the objects in are and the new
11. Let’s talk. Activity 9. vocabulary through a
• Model the example with a game
student before they start.
GOAL
• Offer an opportunity • If you think the activity is
• Books closed. Ask students
to consolidate the taking too long, establish
to work in pairs or small
use of there is and a number of questions
groups and detach the
there are and the new that each student should
cards available on pages
vocabulary ask.
205, 207 and 209 of the
Let’s Have Fun! section.
Only one set of cards is
needed per pair or group.
• Ask students to play a
memory game by trying
to match the pictures and
the words.
• When a student finds
a match, he/she has to
make a complete sentence
about their own house
to keep the cards. For
example:
There are two beds in my
bedroom.
• At the end, the student
with the most cards wins.
13. 2 (track 20)

Let’s listen
and repeat.
GOAL
to ask and answer
about where things are
• Books closed. Bring

pictures of several
rooms in a house and
CNA KIDS PLAY 2

80
ask students to locate some • Draw students’ attention to
objects and furniture items. 14. Let’s compare. the example in their books.
For example, show a picture Ask them to work in pairs or
of a kitchen and a picture of GOAL in small groups and talk about
laundry room and ask: • Foster students’ creative the differences between the
Where’s the stove? use of the language normal house and the crazy
house.
• Follow the same procedure
• As a follow up, invite students
with different objects. Remind • Books open. Ask students to to draw their own crazy
students that some objects look at the pictures. Make houses and talk about them.
can be in different rooms. For sure they understand that one
example, a table can be in the house is normal and the other
dining room, in the kitchen, or house is crazy. Demonstrate
the living room. the word crazy through
• Tell students that Zach and gestures.
his friends are playing at
Zach’s house. Ask students to
listen to the conversation and
identify where the table is.
answer.
confirm their answers.
TEACHER’S BOOK
81
M UR
O
?
16. Let’s use
Y
flashcards to introduce the
stickers
’S
prepositions in, on, under,
O
next to, behind, in front of, and write.
O
R
and between.
R
D
E
• Place different objects GOAL
E
H
around the classroom • Provide controlled

B
W
and elicit the correct practice of prepositions

prepositions.
• Explain that Alice is going
to school and is looking • Books open. Students
for her backpack. should read the sentences,
• Ask students to listen find the stickers available
to the conversation on page 119, and put
and identify where her them in the right places
2 (track 21) backpack is. based on the vocabulary in
15. • Play the audio and elicit
the sentences.
Let’s listen the answer. • Write on the board:
and repeat. • Books open. Ask students in
to confirm their answers. under
GOAL • Play the audio again and on
• Introduce prepositions ask students to listen and next to
of place repeat. between
behind
in front of
• Ask students to fill in the

blanks with the correct
prepositions according to
the stickers.
their answers in pairs, and
then go over the answers
with the whole class.

page of the Class
((Ilustração: um lápis ((Ilustração: um par de ((Ilustração: um livro dentro Lessons for answers.
amarelo em cima de uma sapatos embaixo de uma de uma mochila escolar
escrivaninha)) cadeira)) semi-aberta))
on under in
17. 2 (track 22)

((Ilustração: uma vassoura
ao lado de um fogão))
((Ilustração: um par de
tênis atrás de um sofá,
((Ilustração: o cachorro de
JP na frente de um carro.))
Let’s listen
aparecendo só um pedaço))
and number.
next to in front of
behind
GOALS
((Ilustração: uma fada
entre um príncipe e uma
princesa)) specific information
between to practice prepositions
CNA KIDS PLAY 2

82
• Books open. Ask students • Books open. Divide the class
to look at the pictures and into two groups and ask GOAL
say where the dog is in students to look at the picture • Ask and answer questions
each picture using complete available on page 211 of the using prepositions
sentences. Let’s Have Fun! section for
• Play the audio. Ask students two minutes. They should try • Books open. Ask students
to listen and number the to memorize the objects and to work in pairs. Students A
pictures. If necessary, play it their positions. should refer to page 213 and
again. • Tell students to close their Students B should refer to
• When going over the answers, books and try to remember the page 215 of the Let’s Have
say a number and ask objects and where they are. Fun! section.
students to say a complete One group at a time will say a • Tell students to ask each other
sentence. sentence about the picture. questions about the objects in
• Each correct sentence is worth the box and write the words in
Refer to the reduced one point. When neither the correct places. Model the
page of the Class groups can think of anything activity with a student first:
else to say, the group with the A: Where is the lamp?
most points wins.
B: It’s under the table.
around the room and offer
20. Let’s talk. help if necessary.
18. Let’s talk! WHERE’S
THE LAMP?
GOAL
of prepositions

work in pairs. Tell them to
look at the pictures in Activity
17 for one minute and try to
remember where Rex is in
each picture.
• Ask one student to close his/ 2 5 1
her book. The other student
in each pair asks questions
to check his/her partner’s
memory. For example:
A: Number 1. Where’s Rex?
B: Rex is under the box. 4 3 6 7
their performances.
19. Let’s play!

GARAGE
SALE
GOAL
to practice prepositions
through a game
TEACHER’S BOOK
83
M UR
O
• If necessary, play it again.
2 (track
?
Y
21. Then, go over the answers
’S
Let’s with the whole class.
O
23)
O
look and
R
R complete. Refer to the reduced
D
E
page of the Class
E
H

B
W
GOAL
practice of prepositions
and practice listening
comprehension. 22. 2 (track 23)
Let’s
• Books open. Ask students sing!
to write the prepositions
in the blanks based on GOAL
what they see in the • Offer an opportunity
picture. to consolidate the
• Play the audio and ask language being dealt
students to check their with in a light and fun
answers. atmosphere

and repeat.
DVD) and encourage
without lyrics (available
on DVD) and invite
students to sing.
on
under
behind
in
Remember that there’s a

Let’s create activity next
class. Check the necessary
next to material in advance and tell
in front of students what they should
between bring to class to do it.
CNA KIDS PLAY 2

84
• Give half the students in the • After asking all the questions
class a family card and the in the questionnaire, students
other half a house/apartment exchange partners and
card. The students holding interview a different house/
the family cards have to find apartment owner, they do that
a house or apartment that until they have completed
is good for their family. They all the six columns in the
23. Let’s use all the have to interview the students questionnaire.
English we know. who have house/apartment • At the end, they have to
cards and complete the decide which house or
GOAL questionnaire in their books. apartment is best for their
• Provide students with an • Tell them to start the family. Invite them to share
opportunity to use what interview with personal their conclusions with the
they have studied in a real questions and greetings. Elicit class.
life situation some language they can use • Then exchange roles. The
such as: house/apartment owners
Hello. What’s your name? become house/apartment
• Books open. Make enough
Nice to meet you. Where are buyers and vice-versa.
copies of the cards available
on page 184 of the Resource you from? Do you have a big • While students work, move
Pack. There are family cards family?, etc. around the room and offer
and house/apartment cards. help if necessary.
TEACHER’S BOOK
85
M UR
O
• Books open. Students
2 (track 24)
?
Y
24. look at the pictures. Ask
’S
Let’s read. them who the man in the
O
E
O
picture is. Tell students
R
R
that the other man is
D
GOAL
E
Chuck’s brother. His
E • Consolidate the
H
name’s Tommy.
B
W
vocabulary and
structures seen in
to the moving truck.
the unit
Explain that Chuck and his
brother just moved to a
• Books closed. Before new house and that Chuck
the class, hide your is looking for his books.
book somewhere in the • Ask students to read the
classroom. Then, pretend story on their own and
to be looking for it and identify where Chuck’s
ask students to help you. books are.
This will set the scene for • Elicit the answer, and
the story. then play the audio for
students to listen.
• Play it again and ask
repeat.
CNA KIDS PLAY 2

86
dream house is. Tell students
25. Let’s answer. that in their dream houses
anything is possible.
GOAL • In the second picture, the
• Check reading children are showing their
comprehension pictures to the rest of the Remind students to complete
group and describing them. the pages of the Activity Book
Read the example with them. that refer to Unit 6.
• Provide students with a blank
answer the comprehension
cardboard and ask them
questions individually.
to create their own dream
• Tell students to compare their houses.
answers in pairs then go over
• When students finish, invite
the answers with the whole
them to present their dream
class.
houses to the rest of the class.
Show students the stickers
Refer to the reduced on pages 137, 139 and 141
page of the Class and ask them to complete the
Lessons for answers. Picture Dictionary on pages
160, 161, and 162.
26. Let’s create.
GOAL
use of the language Oscar is on the table.
• Personalize and use the No, Tigger is on the TV.
English students studied in Smudge is behind the curtains.
the unit in a freer context Yes, it is.
Buttercup is behind the boxes, in the bathroom
They’re on the table, under the cat.
attention to the pictures. In
the first one, the children
are drawing pictures of their
dream houses. Explain what a
TEACHER’S BOOK
87
• Tell students that Zach and
D
2 (track 25)
?
L
1. Paul are going to Pete’s
U
O
Let’s listen birthday party and they are
O
not sure how old Pete is.
Y
and repeat.
O
• Ask students to listen
E
H
to the conversation and
R GOAL identify how old Pete is.
A
• Introduce the function • Play the audio and elicit
of asking people’s ages the answer.
Communicative Goals • Books open. Ask students
• Books closed. Draw a cake to confirm their answers.
• By the end of this on the board or bring a • Play the audio again and
unit, students will picture of a cake. Draw ask students to listen and
have studied how candles with numbers on repeat.
to ask and answer the cake and pretend to
about age and talk blow them out. Then say:
about birthdays and I’m ________ years old.
holidays. 2. Let’s talk.
• Ask a student how old he/
she is. Write on the board: GOAL
A: How old are you? to practice asking and
B: I’m _____ years old. answering questions
about age

students’ attention to
the examples in their
books and model the
conversation with the
class. Show them that
there are two ways to talk
about how old you are.
• Ask students to stand up
and walk around the room
asking each other about
their ages.
3. 2 (track 26)
Let’s listen
and repeat.
GOAL
of talking about age
in the third person
singular
• Books closed. Ask a boy in

the class how old he is. As
he answers, point to him
and say to the class:
He’s _________ years old.
CNA KIDS PLAY 2

88
• Follow the same procedure • Books open. Ask students to
with a girl. pronounce the two numbers 6. Let’s play!
• Tell students to listen to the in each row.
conversation and answer how • Tell students to listen to the GOAL
old Pete’s grandfather is. audio and circle the number • Provide an opportunity to
• Play the audio and elicit his age. that they hear. practice numbers
• Books open. Ask students to • Play the audio. If necessary,
confirm their answers. play it again. • Books closed. Play Relay Race.
• Play the audio again and ask • Go over the answers by Divide students into two
students to listen and repeat. playing the audio and asking groups, ask them to stand in
a student to write the correct two lines. Give each group a
number on the board. marker.
4. 2 (track 27) • As a follow up, ask students • Say a number and tell the first
to work in pairs. One student student in each line to go to
Let’s listen should say a number and the the board and write the correct
and repeat. other one should point to it. number. The first student to
write it correctly scores a point
GOAL for his/her group.
• Introduce numbers from 21 page of the Class • Play the game until all
to 100 Lessons for answers. students have had a chance to
participate.

how far they can count in
English. Elicit what numbers
they know.
• Write a few numbers, such as
34, 56, 78 on the board and
elicit their pronunciation.
and ask students to listen and
repeat the numbers.
PRONUNCIATION TIME
to the Pronunciation
Time circle. Show
them that the symbols
indicate the stress in
the pronunciation of
these numbers. Give
a few more examples
contrasting 16 and 60,
19 and 90, and so on.
5. 2 (track 28)
Let’s listen
and circle.
GOAL
• Help students differentiate
the pronunciation of the
numbers
TEACHER’S BOOK
89
• Books closed. Tell students 2 (track 30)
D
8.
?
L
that the children are
Let’s listen
U
O
asking questions about
O
Pete’s family. and write
Y
the ages.
O
• Write on the board:
E
H
R GOAL
A
How old is he?
How old is she?
7. 2 (track 29) • Ask students to listen and
Let’s listen find out how old Pete’s

and repeat. cousin is and how old • Books open. Draw
Pete’s grandmother is. students’ attention to
GOAL • Play the audio, elicit the the pictures. Tell students
• Introduce the function answers, and write them these are members of
of asking questions on the board. Pete’s family.
about age using the • Books open. Ask students • Play the audio and ask
third person singular to confirm their answers. students to listen and
write each person’s age. If
necessary, play it again.
repeat. • Don’t go over the answers
yet. This will be done in
the next activity.
9. Let’s talk.
GOAL
• Practice the function of
asking and answering
about people’s ages

to compare their answers
by asking each other
about Pete’s family using
the model conversation in
the book.
• When students finish, go
over the answers with the
whole class.
thirty-eight eighty-two Refer to the reduced

page of the Class
forty-one thirteen
ninety-two five
CNA KIDS PLAY 2

90
11. 2 (track 32) GOAL
Let’s listen and • Develop listening
repeat the strategies: listening for
months of specific information
10. 2 (track 31) the year.
Let’s listen • Books open. Tell students to
and repeat. GOAL listen to the audio and write
• Practice pronunciation of how old each character is
the months of the year and in which month his/her
GOAL birthday is.
• Introduce the months of the • Play the audio and pause after
year and the function to ask • Books open. Play the audio each conversation so that
and answer about birthdays and ask students to listen and students have time to write. If
repeat. necessary, play it again.
• Books closed. Bring a calendar • Go over the answers with the
to class and ask students if whole class.
they can name the months of 12. 2 (track 33)
the year in English. Refer to the reduced
Let’s listen
• Ask a few students: page of the Class
and write.
When is your birthday? Lessons for answers.
• Help students come up with
the answer.
students to identify when
Aiko’s birthday is.
PRONUNCIATION TIME
to the Pronunciation
Time circle. Show them
how to pronounce the th
in the word birthday by
placing the tip of their
tongues in between their
front teeth.
• Elicit from students other
words with the voiceless
th sound, such as three,
think, bathroom, thirteen,
thirty, and thirty-three. 9 August 8 June
TEACHING TIP
• At this point, students 10 April 8 September 9 March
will talk about birthdays
using the month only.
Complete dates including 8 November 10 January 10 May
ordinal numbers will be
dealt with in CNA KIDS
PLAY 4.
TEACHER’S BOOK
91
• Books open. Divide
D
14. Let’s talk.
?
L
students into pairs and tell
O
them to play a guessing
O
W
game.
Y
O
• Tell students to choose GOALS
E
H
one of the characters in
R
A • Provide students with
the book. Their partners an opportunity to
have to guess who it is practice and develop
based on the information their speaking skills
in Activity 12. • Personalize the
13. Let’s play! questions How old are
student first and then let you? and When is your
GOAL birthday?
students play.
• Provide an opportunity • While students play,
to consolidate the walk around the
language being dealt • Books open. Make enough
room to monitor their copies of the table on
with
performances. page 185 of the Resource
Pack and give one to each
student.
• Tell students to walk
around the room and
ask each other how old
they are and when their
birthdays are.
• Set a time limit for them
to finish the activity and
move around the room to
check their performances.
15. 2 (track 34)

Let’s listen
and repeat.
GOAL
• Introduce the
function of asking
and answering about
people’s birthdays
using the third person
singular
• Books closed. Write on the

board:
How old is Susan?

When is her birthday?
How old is Brian?
When is his birthday?
• Tell students to listen

to the conversation and
answer the questions.
CNA KIDS PLAY 2

92
• Play the audio, elicit their • Draw students’ attention to
answers and write them on 17. Let’s talk. the examples in their books
the board. and model the conversations
• Books open. Ask students to GOAL with them. Tell them that
confirm their answers. • Provide less controlled it’s OK if they don’t know or
practice and personalize don’t remember the ages and
the questions about age birthdays of family members.
and birthdays by talking Tell them to try to find that
about students’ families information at home later.
• Give students some time to
16. Let’s talk! walk around the room and
• Books open. Elicit how to say talk to each other.
GOAL the family members in English
• Provide controlled practice and write them on the board.
of the functions being Explain that students are
dealt with. going to ask each other about
the ages and birthdays of
people in their families.
to work in pairs and look at
the table they completed
in Activity 14 with their
classmates ages and
birthdays.
• Tell students to look at
it for two minutes and
try to memorize as much
information as they can.
• Then tell students to cover
the chart and ask each
other questions to see if
their partners remember the
information.
• As a follow up, ask the class
questions about different
students.
TEACHER’S BOOK
93
D
2 (track 35)
?
L
18. introduce the other
U
O
Let’s listen holidays.
O
W
Y
and write. • Books open. Ask students
O
to look at the pictures and
E
H
identify the holidays. Carry
R GOAL
A
out chorus repetition of
• Introduce holidays the words.
• Tell students that some
• Books closed. Review the holidays don’t happen
months of the year. in Brazil and others take
• Sing a verse from the song place in different months
Jingle Bells. If you don’t in the U.S.A. and in Brazil.
know the lyrics, you can • Play the audio and ask
just hum it or you can students to write the
try to find it on YouTube. month they hear under
Ask students if they can the corresponding holiday.
name the holiday this • Play it again, if necessary.
song is associated to. Ask Don’t go over the answers
them if they know when yet. Students will do it in
Christmas is. the next activity.
December June
March/April October
November March
May January
July February
September
CNA KIDS PLAY 2

94
• Divide students into pairs and
19. Let’s check. 21. Let’s make a class provide each pair with a blank
calendar. sheet of paper.
GOAL • Ask students to work in
• Provide an opportunity GOAL pairs to make posters for the
to practice asking and • Provide an opportunity different months of the year.
answering questions about to further practice the Assign one, two, or three
holidays vocabulary and structures months to each pair. Ask them
being dealt with to write the holidays and
birthdays that take place in
• Books open. Ask students to those months.
work in pairs and ask each • Books open. Draw students’ • If they don’t remember
other questions to compare attention to the picture in everyone’s birthdays, they
their answers to Activity 18. their books. Explain that it’s should ask questions until
• Draw students’ attention to a poster showing holidays they have everybody’s
the example in their books and birthdays that happen in birthdays on the posters.
and model the activity with a different months.
• Display the posters on the
student first.
walls to form a class calendar.
• When students finish, go over
class.

page of the Class
20. Let’s talk.

GOALS
• Provide an opportunity to
practice and develop their
speaking skills
• Personalize and talk about
celebrations in students’
own countries

to work in pairs or in small
groups and talk about the
holidays in Activity 18 in their
country.
• After they talk about the
holidays in the book, elicit
other holidays in their country
and when they take place.
TEACHER’S BOOK
95
• Books closed. Make two
D
?
L
columns on the board:
U
O
O
HOLIDAYS and page of the Class
Y
MONTHS OF THE YEAR Lessons for answers.
O
E
H
R • Play the audio and ask
A
students to identify the
2 (track 36)
holidays and months of
the year they hear. Elicit 23.
22. 2 (track 36) the words and write them Let’s
under the corresponding sing!
Let’s listen column.
and write. • Books open. Play the audio GOAL
GOAL and fill in the blanks with to consolidate the
• Provide an opportunity the months of the year language in a fun and
to develop listening they hear. Play it again if light atmosphere
strategies: listening for necessary.
specific information • Ask students to compare
their answers in pairs. • Books open. Play the audio
Then go over the answers and ask students to listen
with the whole group. and follow.
DVD) and encourage
without lyrics (available
on DVD) and invite
August May
June May
July
September
June
February
January
April March
October
December
November May
CNA KIDS PLAY 2

96
• Make enough copies of the
24. Let’s use all the cards available on pages 186
English we know. and 187 of the Resource Pack
and give one to each student
GOAL in the celebrities group.
• Provide an opportunity • Ask each student in the Remember that there’s a Let’s
to use what students journalists group to find a create activity next class.
have learned in a real life celebrity to interview. They Check the necessary material
situation should use the cues on in advance and tell students
the board to interview the what they should bring to
celebrities. The celebrities class to do it.
• Books open. Draw students’ should use the information
attention to the picture in their cards to answer the
in their books. Explain to questions.
students that journalists are • While students work, move
interviewing celebrities. around the room and offer
• Elicit what kind of questions help if necessary.
they usually ask in situations • After playing for a while, ask
like this and write them on students to exchange roles.
the board.
• Divide the class into two
groups. The students in one
group will be the journalists
and the students in the other
group will be the celebrities.
TEACHER’S BOOK
97
• Books open. Tell
D
1 (track 37)
?
L
25. students that this is a
U
O
Let’s read. TV game show in which
O
W
participants have to
Y
answer questions about
O
E
H GOAL holidays in different
R • Consolidate vocabulary countries. Ask them if they
A
and structures seen in know when Independence
the unit Day in Uruguay is. If they
don’t know, ask them to
read the story and find
• Books closed. Ask students out.
when Independence Day
in the U.S.A. is. Then ask • Ask students to read the
when Independence Day story on their own and
in their country is. elicit their answers.
repeat.
CNA KIDS PLAY 2

98
• Provide students with blank
26. Let’s answer. sheets of paper and tell them
to make posters about their
GOAL family members. They should
• Provide an opportunity include the name, where
to check reading the person is from, age, and Remind students to complete
comprehension birthday. the pages of the Activity Book
• Ask students to show each that refer to Unit 7.
other their posters and
• Books open. Ask students to talk about them with their
answer the comprehension classmates.
questions individually. Then
• Encourage students to ask
ask them to compare their
each other questions about
answers in pairs.
the people in their classmate’s
• Go over the answers with the posters.
whole class.
Show students the stickers
• As a follow up, ask students
on page 147 and ask them
to role play the story in small
to complete the Picture
groups.
• You can also have them
invent a different story, using
other characters and other
questions.

page of the Class
He’s from Denver, Colorado.
She’s thirty-five.
He’s forty-four.
27. Let’s create.
It’s in May.
GOAL
No, it’s in August.
• Provide an opportunity to
personalize and use the Yes, it is.
English students studied in
the unit in a freer context

their books. Explain that the
children are showing each
other posters they made
about their families.
TEACHER’S BOOK
99
R
IO FO
?
A DY
N
flashcard is missing. Do
1. 2 (track 38) the same with the other
VA EA
flashcards.
T
Let’s listen
R
and repeat. • Tell students that Aiko’s
C
family is trying to decide
U
O where to go on vacation.
Y
R GOAL Ask students to listen
E
U
• Introduce the topic and to the conversation and
O
R
vocabulary used to talk identify what places are

Y
A
about vacations mentioned.

Communicative Goals • Play the audio. Elicit their
• By the end of this answers.
• Books closed. Since it’s
unit, students should almost the end of the • Books open. Ask students
be able to talk about semester, introduce the to check their answers.
their favorite places topic of vacation. Show • Play the audio again and
to go on vacation and the flashcards of vacation ask students to listen and
ask and answer about places to teach the new repeat.
phone numbers and words.
e-mail addresses.
2 (track 39)
• Then spread the flashcards
on the floor. Ask students 2.
to close their eyes and Let’s
remove one flashcard. Tell use
students to open their
eyes and tell you which stickers.
GOAL
practice of the
vocabulary related to
vacations

Activity 2 on page 121
and put them in the
correct places.
repeat.

page of the Class
TEACHING TIP
• Work on the
pronunciation of the
word beach by having
students smile while
saying it.
10
CNA KIDS PLAY 2

0
3. 2 (track 40) attention to the example in 5. 2 (track 41)
Let’s listen their books. Tell students that Let’s listen
and repeat. they should stand up and and check.
ask each other about their
favorite vacation places.
GOAL • Model the conversation with GOAL
• Introduce the function a student first and then let • Develop listening
to ask and answer about them do the activity. strategies: listening for
favorite vacation places specific information
to monitor students’
• Books closed. Stick the performances. • Books open. Tell students to
flashcards of vacation places • As a wrap-up activity, ask the listen to the conversations
on the board and ask students class if they remember their and check the correct
to vote for their favorite classmates’ favorite vacation alternatives. Play it again if
vacation place. Say: places. Ask: necessary.
What’s your favorite vacation What’s ____________’s • Ask students to compare their
place? favorite vacation place? answers in pairs. Then check
them with the whole class.
• Elicit their answers. Then
write on the board:
A: What’s your favorite page of the Class
vacation place? Lessons for answers.
B: It’s _______________.
• Ask students to listen to the

conversation and identify
the vacation places that are
mentioned.
• Play the audio and elicit their
answers.
4. Let’s talk.
GOAL
and personalize the
question about favorite
vacation places
1
TEACHER’S BOOK
10
R
IO FO
?
A DY
N
• Books closed. Tell students • Explain that students
that the semester is are saying goodbye and
VA EA
almost over but that you’d writing down each other’s
T
like to keep in touch with phone numbers and
R
C
them. Ask a student: e-mail addresses. Write on
U the board:
O
What’s your phone
Y
R number?
E
U
555-0346
O
• Help him/her come up

R
555-0437
Y
A
with the answer. Teach

them to say oh instead of zach42@cnamail.com
zero in phone numbers. zach24@cnamail.com
Give a few other examples
of phone numbers then • Ask students to listen
ask: and identify Zach’s phone
6. 2 (track 42) What’s your e-mail number and e-mail
address? address.
Let’s listen
• Help him/her answer the • Play the audio. Elicit
and repeat.
question. Teach them to students’ answers.
GOAL say @ (at) and . (dot). Tell • Books open. Ask students
• Introduce the function them that sometimes we to check their answers.
of asking and answering spell the e-mail address • Play the audio again and
phone numbers and to make it easier to ask students to listen and
e-mail addresses understand. repeat.
7. 2 (track 43)
Let’s listen
and match.
GOAL

audio and ask students
to match the pictures
and the e-mail addresses
and phone numbers. If
necessary, play the audio
again.
pairs and compare their
answers. Then check
class.

page of the Class
10
CNA KIDS PLAY 2

2
• Play the audio and elicit their • They should ask each other
8. Let’s talk. answers. Write them on the about their classmates’
board. phone numbers and e-mail
GOAL • Books open. Ask students to addresses.
• Personalize the questions check their answers.
What’s your phone • Play the audio again. Ask
number? and What’s your students to listen and repeat. 11. Let’s talk.
e-mail address? WHAT’S
HIS EMAIL
• Books open. Make enough 10. Let’s talk. ADDRESS?
copies of page 188 of the
Resource Pack and give one GOAL GOAL
to each student in class.
• Provide controlled practice • Provide an opportunity to
• Draw students’ attention of the function of asking practice and develop their
to the examples and tell and answering about speaking skills
them that they should ask people phone number and
their classmates’ names, e-mail address
phone numbers, and e-mail • Books open. Ask students
addresses and write them to work in pairs. Students A
down. • Books open. Ask students to
• Model the conversation with a work in pairs and refer to
the chart they completed in Students B should refer to
student and then ask students page 219 of the Let’s Have
to stand up and ask each other Activity 8.
Fun! section.
questions to complete the chart.
9. 2 (track 44)
Let’s listen
and repeat.
GOAL
• Introduce the function of
asking about somebody
else’s e-mail address and
phone number
• Books closed. Tell students

that Alice is calling J.P. to ask
him Zach’s phone number and
e-mail address. Write on the
board:
A: What’s Zach’s cell

phone number?
B: _________________.
A: What’s Zach’s e-mail

address?
B: _________________.
• Tell students to listen to the

conversation and answer the
questions.
3
TEACHER’S BOOK
10
R
IO FO
?
A DY
N
and tries to come up with a
12. Let’s play! question for that answer.
VA EA
T
• If the question is correct,
GOAL
R
the student keeps that
C
• Provide students
U
card. If it’s not, he/she puts
O with an opportunity the card back on the pile.
Y
R to practice question
• While students play, walk
E
U
formation through a
around the room to see
O
R
game
Y
if they are asking the

A
questions correctly.
• Tell students that they • The game ends when the
• Books open. Make enough
should ask each other group runs out of cards.
copies of page 189 of
questions to complete the The student with the most
the Resource Pack. Ask
missing information on cards wins.
students to work in groups
their cards.
of three or four. Only one
• When students finish, set is needed per group.
tell them to look at each 13. Let’s role play.
• Ask groups to sit in a circle.
other’s cards to check
They should shuffle the
if they wrote down the
cards and put them face GOAL
information correctly.
down in a pile in the center • Provide freer practice
of the circle. One student of the language being
at a time picks up a card, dealt with
reads the sentence on it,

to use their imagination to
come up with a different
name, age, origin, phone
number, and e-mail
address for themselves
and complete the chart.
They can use names of
famous people, characters
from movies, TV programs
or comic books or invent
their own.
pairs and role play the
situation by interviewing
each other.
• Model the conversation
with a student and then
let them do the activity in
pairs.
to check students’
performances.
• As a wrap-up activity,
invite a few students
to share their partner’s
information with the
whole class.
10
CNA KIDS PLAY 2

4
14. 2 (track 45) again. This time, students 15. 2 (track 45)
Let’s listen write down the four Let’s
and write. questions. sing!
• Ask students to compare their
answers in pairs and then go
GOAL over the answers with the GOAL
• Develop listening whole class. • Offer an opportunity to
strategies: listening for consolidate the language
specific information in a light and fun way
page of the Class
• Books closed. Tell students Lessons for answers. • Books open. Play the audio
they are going to listen to a again and ask students to
song in which there are four listen and repeat.
questions. Tell them to listen • Play the Karaoke version with
and try to identify them. lyrics (available on DVD) and
• Play the audio. Students encourage students to sing
listen. Elicit the questions along.
they heard. • Play the Karaoke version
without lyrics (available on
DVD) and invite students to
sing along.
What’s your phone number

What’s your e-mail address
What’s his phone number

What’s her e-mail address 5
TEACHER’S BOOK
10
R
IO FO
?
A DY
N
• Elicit the prepositions
16. 2 (track 46) students know and write
VA EA
them on the board.
T
Let’s
R
listen • Books open. Explain that
C
U
and use Paul and his family are
O
going on vacation. They
stickers.
Y
R are checking to see if they
E
U
have all the objects they
O
R
GOALS need.
Y
A
• Talk about objects • Tell students to find the

students can take on stickers for Activity 16 on
their vacations page 121. Play the audio
• Review prepositions of and ask students to put
place the stickers in the correct
places. If necessary, play it
again.
if they are going on • Don’t go over the answers
vacation soon. Ask them yet. This will be done in
what they like to take the next activity.
when they go on vacation
such as toys or games.
17. Let’s talk.
GOAL
• Offer students an
opportunity to practice
and develop speaking
skills
next to the stove on the car

to work in pairs and
compare their answers
for Activity 16. Draw
example in their books
next to the toilet behind the car on the sofa
and then let them do the
activity.
• When students finish, go
over the answers with the
whole class.
on the bed on the table under the bed Refer to the reduced
page of the Class
10
CNA KIDS PLAY 2

6
• A student from Group A gets
18. Let’s test our 19. Let’s play! a sentence from Group B and
memories. mimes it for his/her group
GOAL to guess. Then it’s the other
GOAL • Provide an opportunity to group’s turn.
• Provide an opportunity to activate the vocabulary • Give one point for each
consolidate the vocabulary and the prepositions correct guess. Make sure every
and prepositions through a game student in each group has a
chance to mime at least once.
• Books open. Divide the class • Books closed. Divide the

into two teams and ask them class into two groups. Give
to look at the picture in their each group several pieces
books for one minute and of paper. Ask each group to
try to memorize where each write sentences saying where
object is. objects are for the other
• Draw a tic tac toe grid on the group to mime. For example:
board and write the name of The skateboard is under the
one object in each square. bed.
The tablet is in the sink.
skateboard blue bike rollerblades
scooter tablet cell phone
camera video game red bike
• Tell students to cover the

picture in their books. Teach
students the signs to play this
game: X and O. Decide who
will start the game.
• One student from the first
team should choose one
of the objects in the grid.
A student from the other
team should ask him or her:
Where is the ______? The
first group should answer
based on the picture in
their books. If the answer is
correct, draw their sign in the
corresponding square in the
grid. If it is wrong, draw the
sign of the other team in the
corresponding square in the
grid.
• In each turn, make sure
different students have a
chance to ask and answer.
• The team that completes a
line of Xs or Os first is the
winner.
7
TEACHER’S BOOK
10
R
IO FO
?
A DY
N
what they usually take 21. Let’s talk.
VA EA
when they go on vacation.
T
GOAL
R
• Tell students that Aiko’s
C
• Provide practice of
U
family is preparing to go
O talking about what you
on vacation. Tell them to
Y
R listen and try to identify take on vacation
E
U
the objects they hear.
O
R
Y
• Play the audio once or

A

twice if necessary. Elicit
to imagine they’re going
2 (track 47)
the objects they wrote
on vacation. Write a
20. down.
vacation place on the
Let’s listen • Books open. Ask students board and ask students to
and repeat. to check their answers. talk about the things they
• Play the audio again and want to take.
GOAL ask students to listen and • Ask students to work
• Talk about objects you repeat. in pairs to say as many
take when you go on a items as possible for each
vacation destination. For example,
if you write THE BEACH
on the board, students can
say:
A: I have my camera.
B: I have my bike.
• When you feel students
are running out of ideas,
write another destination
on the board.
• Move around the room
work.
10
CNA KIDS PLAY 2

8
group will ask the questions
22. Let’s use all the and the students in the other
English we know. group will answer them.
The students who ask the
GOAL questions should write down
• Wrap up the work done the answers in their books. Remember that there’s a Let’s
in the unit and activate • When they finish, exchange create activity next class.
vocabulary and structures roles. Encourage them to work Check the necessary material
with a different partner this in advance and tell students
time. what they should bring to
• Books open. Ask students • If students don’t have a class to do it.
to look at the form in their favorite number, they can say,
books. Elicit what questions for example:
they have to ask to get that
information. If necessary, I don’t have a favorite number.
write the questions on the • While students work, walk
board. around the room to monitor
• Divide the class into two their work.
groups. The students in one
TEACHER’S BOOK
10
R
IO FO
?
A DY
N
to name some famous
VA EA
people they like. Ask
T
them what questions they
R
C
would ask if they met one
U of these people on the
O
Y
R street.
2 (track 48)
E
U
23. • Ask students to listen to
O
R
Let’s read. the audio and identify the

Y
A
questions they hear.

GOAL • Play the audio and elicit
• Consolidate the the questions they heard.
vocabulary and • Books open. Ask students
structures seen in the to read the story and
unit check their answers.
repeat.
CNA KIDS PLAY 2

11
0
to go on vacation and think of
24. Let’s answer. everything they need to take
such as clothes or toys. They
GOAL can use all the vocabulary
• Check reading they know.
comprehension • When students finish, ask Remind students to complete
them to get together in small the pages of the Activity Book
groups and talk about their that refer to Unit 8.
• Books open. Tell students to posters with their classmates.
answer the questions based
• Draw students’ attention to
on the story.
the example in their books
• Ask students to check their and then let them do the
answers in pairs then go over activity.
• Move around the room and
class.
• Hang their posters around Show students the stickers
Refer to the reduced the wall and ask students to on page 149 and ask them
page of the Class vote on their favorite vacation to complete the Picture
Lessons for answers. place. Dictionary on page 166.
25. Let’s create.

GOAL
language students studied
in a freer context Her name is Alice Johnson.
It’s yellow.
Yes, she is.
• Books open. Give each student No, it’s small.
a sheet of paper. Ask students No, she isn’t.
to draw where they would like
TEACHER’S BOOK
1
11
Suggestions for
1. Let’s play! categories:
countries
GOAL clothes
• Provide an opportunity parts of the house
to review vocabulary story characters
story objects
• Books closed. Divide months of the year
students into two groups. celebrations
Give each group a sheet classroom objects
of paper. Write a category furniture
on the board and give vacation places
students one minute to
write down words in that
category. 2. 2 (track 49)
• When time is up, elicit Let’s listen
what students wrote and circle.
and give a point for
each correct word. Then
write another category GOAL
and follow the same • Review questions
procedure. and answers
through a listening
comprehension activity

to read the answers in
silence.
• Play the audio. Students
circle the correct answers.
• Ask students to check

page of the Class
11
CNA KIDS PLAY 2

2
be the first player to reach VOCABULARY:
3. Let’s write. the finish line. Students put Identify the item using a
their markers in the start line. complete sentence.
GOAL The players roll the dice. The MIME THE WORD:
• Provide an opportunity to player with the highest score Mime the word in the picture.
review question formation is the first to play. The group has to guess which
• Each player rolls the dice. word it is.
He/She looks at the number, ASK A QUESTION:
• Books open. Ask students to and moves the corresponding Ask a question using the
work individually and write number of squares. Then the word. The group has to
questions for the answers player reads the instruction answer the question.
given. on the square he/she landed
• If the student is wrong, he/she
• Tell students to compare their on. The player gets a flashcard
goes back to the square he/
answers in pairs and then go and has to do whatever is
she was on before.
over the answers with the written on the square:
whole class. • If students land on the head
MAKE A SENTENCE:
of the dragon, they have to
Say a sentence using the
Refer to the reduced go to its tail. If students land
word.
page of the Class on the bottom of the dragon,
SPELL THE WORD: they can climb to the top.
Spell the word. The group has
• If there isn’t enough time, you
to say what word it is.
can stop the game and the
player who is ahead of the
others is the winner.
4. Let’s play!
THE DRAGON
LAND GAME
Is it a...?
GOAL
to review the language Are they knights?
studied throughout the
book Whose sneakers are these?
Where’s the skateboard?

• Books closed. Ask students to
work in small groups and refer Is he from...?
to page 221 of the Let’s Have
Fun! section. Tell students How many are there?
they will play The Dragon Land
Game. When is...?
• Provide students with dice and
markers, and the flashcards What’s your cell phone number?
of kinds of balls, countries,
story characters, story
objects, classroom objects,
clothes, parts of the house,
furniture, months of the year,
celebrations, and vacation
places. Pile up the flashcards
face down on a place where all
students can reach.
• The aim of the game is to
3
TEACHER’S BOOK
11
BASEBALL BASKETBALL
KINDS OF BALLS
FOOTBALL SOCCER BALL
TENNIS BALL VOLLEYBALL

7
PICTURE DICTIONARY
11
ARGENTINA AUSTRALIA BRAZIL
COUNTRIES
CHINA ENGLAND FRANCE
GERMANY ITALY JAPAN
MEXICO SPAIN the U.S.A.

11
CNA KIDS PLAY 2

8
DRAGON DWARF
FAIRY GIANT
STORY CHARACTERS
KING KNIGHT
PRINCE PRINCESS
QUEEN WITCH
9
PICTURE DICTIONARY
11
BROOM CARRIAGE
CASTLE CLUB
STORY OBJECTS
CROWN GOLDEN EGG
SHOVEL SWORD
WAND WHITE HORSE

12
CNA KIDS PLAY 2

0
ELEVEN TWELVE
THIRTEEN FOURTEEN
NUMBERS
FIFTEEN SIXTEEN
SEVENTEEN EIGHTEEN
NINETEEN TWENTY
1
PICTURE DICTIONARY
12
BULLETIN BOARD CALENDAR CHAIR
CLASSROOM OBJECTS
CLOCK COMPUTER DESK
MAP POSTER PROJECTOR
WASTEBASKET WHITEBOARD WINDOW

12
CNA KIDS PLAY 2

2
BELT CAP DRESS
FLIP-FLOPS JACKET JEANS
CLOTHES
SANDALS SHIRT SHOES
SHORTS SKIRT SNEAKERS
SOCKS T-SHIRT VEST

3
PICTURE DICTIONARY
12
ATTIC BASEMENT BATHROOM
PARTS OF THE HOUSE
BEDROOM DINING ROOM GARAGE
HALL HOME OFFICE KITCHEN
LAUNDRY ROOM LIVING ROOM STAIRS

12
CNA KIDS PLAY 2

4
ARMCHAIR BED CABINET
FURNITURE
COUCH CURTAIN FRIDGE
LAMP PICTURE RUG SINK
STOVE TABLE TOILET TV

5
PICTURE DICTIONARY
12
This is my
cat Snowball.
IN
PREPOSITIONS
ON BEHIND
IN FRONT OF UNDER
NEXT TO BETWEEN
12
CNA KIDS PLAY 2

6
TWENTY-ONE TWENTY-TWO
TWENTY-THREE TWENTY-FOUR TWENTY-FIVE
NUMBERS
TWENTY-SIX TWENTY-SEVEN TWENTY-EIGHT
TWENTY-NINE THIRTY FORTY
FIFTY SIXTY SEVENTY
EIGHTY NINETY A HUNDRED

7
PICTURE DICTIONARY
12
CALENDAR
January February March
April May June

MONTHS OF THE YEAR
July August September
October November December

12
CNA KIDS PLAY 2

8
CHRISTMAS
,
EASTER FATHER S DAY
HOLIDAYS
HALLOWEEN INDEPENDENCE DAY
,
LABOR DAY MOTHER S DAY
, ,
NEW YEAR S DAY ST. PATRICK S DAY
,
THANKSGIVING VALENTINE S DAY
9
PICTURE DICTIONARY
12
BEACH CITY
VACATION PLACES
COUNTRYSIDE DESERT
FOREST MOUNTAINS
13
CNA KIDS PLAY 2

0
1
LET’S HAVE FUN!

13
131
IS A BROTHER UNCLE HORSE
TEACHER HE ? UNCLE HE
IS . MY SISTER YOUR
YOUR IS IS COMPUTER
?
SHE SHE ? GRANDMOTHER
A
IT YOUR YOUR ? ?
IS SHE IS IT MY
IS HE IS ? .
133
SCRAMBLED SCRAMBLED SCRAMBLED SCRAMBLED SCRAMBLED SCRAMBLED SCRAMBLED SCRAMBLED
SENTENCES SENTENCES SENTENCES SENTENCES SENTENCES SENTENCES SENTENCES SENTENCES
13
4
CNA KIDS 1



134
IS HE
FROM THE
U.S.A.?
COUNTRY
NAME
Carlos Germany
Morena
Diana the U.S.A.
Roger
Jean France
A
student
Sarah
Brazil the U.S.A. Japan England Mexico Spain
Germany Italy France Australia China Argentina

5
LET’S HAVE FUN!

13
135
IS HE
FROM THE
U.S.A.?
COUNTRY
NAME
Carlos
Moren a Mexico
Diana
Roger Japan
B Jean
student
Sarah England
Brazil the U.S.A. Japan England Mexico Spain
Germany Italy France Australia China Argentina

13
CNA KIDS PLAY 2

136
6
137
13
8
THEY ARE THEY ARE THEY ARE THEY ARE THEY ARE
FAIRIES. FAIRIES. FAIRIES. FAIRIES. FAIRIES.
CNA KIDS 1
138
139
14
0
CNA KIDS 1
140
141
14
2
GO FISH! GO FISH! GO FISH! GO FISH! GO FISH!
CNA KIDS 1
142
143
14
4
CNA KIDS 1
144
QUESTIONS
1. 2. 3.
COUNTRY
4. 5. 6.
?
A STORY
OBJECT
A
________________
7. 8.
student
5
LET’S HAVE FUN!

14
145
QUESTIONS
1. 2. 3.
?
A SCHOOL
OBJECT
________________
4. 5. 6.
COUNTRY
B 7. 8.
student
14
CNA KIDS PLAY 2

146
6
ONE
ELEVEN
TWELVE
THIRTEEN
FOURTEEN
FIFTEEN
147
14
8
ARE THERE ARE THERE ARE THERE ARE THERE ARE THERE ARE THERE
ELEVEN ELEVEN ELEVEN ELEVEN ELEVEN ELEVEN
COMPUTERS? COMPUTERS? COMPUTERS? COMPUTERS? COMPUTERS? COMPUTERS?
CNA KIDS 1
148
SIXTEEN
SEVENTEEN
EIGHTEEN
NINETEEN
TWENTY
ONE
149
15
0
CNA KIDS 1
150
,
LET S
GUESS.
13 14 16 19 20
There are 18 bulletin boards at school.
There are _______ swords in the castle.
There are 12 chairs in the classroom.
There are _______ cows on the farm.
There are 15 girls in the class.
There are ________ witches in the castle.
There are 11 books in the classroom.
There are _______ boys in the class.
There are 17 computers at school.
A
There are _____ knights in the castle.
student
1
LET’S HAVE FUN!

15
151
,
LET S
GUESS.
11 12 15 17 18
There are ______ computers at school.
There are 19 witches in the castle.
There are ________ chairs in the classroom.
There are 16 swords in the castle.
There are ______ girls in the class.
There are 20 knights in the castle.
There are ______ bulletin boards at school.
There are 14 cows on the farm.
There are ______ books in the classroom.
B
There are 13 boys in the class.
student
15
CNA KIDS PLAY 2

152
2
They’re
socks.
They’re
jeans.
They’re
sandals.
They’re
sneakers.
They’re
shorts.
153
15
4
CLOTHES CLOTHES CLOTHES CLOTHES CLOTHES
MEMORY MEMORY MEMORY MEMORY MEMORY
GAME GAME GAME GAME GAME
CNA KIDS 1
154
It’s a dress.
It’s a skirt.
It’s a belt.
It’s a cap.
It’s a vest.
155
15
6
CNA KIDS 1
156
It’s a shirt.
It’s a
T-shirt.
They’re
shoes.
It’s a
jacket.
They’re
flip-flops.
157
15
8
CNA KIDS 1
158
159
WHAT COLOR IS IT? WHAT COLOR IS IT? WHAT COLOR IS IT? WHAT COLOR IS IT?
16
0
CNA KIDS 1
160
161
16
2
IS THIS AIKO,S IS THIS AIKO,S IS THIS AIKO,S IS THIS AIKO,S
JACKET? JACKET? JACKET? JACKET?
CNA KIDS 1
IS THIS AIKO,S IS THIS AIKO,S IS THIS AIKO,S IS THIS AIKO,S
JACKET? JACKET? JACKET? JACKET?
162
TV
table
sink
toilet
stove
163
16
4
FURNITURE FURNITURE FURNITURE FURNITURE FURNITURE
CNA KIDS 1
164
fridge
cabinet
picture
rug
lamp
165
16
6
CNA KIDS 1
166
couch
armchair
bed
curtain
167
16
8
FURNITURE FURNITURE FURNITURE FURNITURE
MEMORY MEMORY MEMORY MEMORY
GAME GAME GAME GAME
CNA KIDS 1
FURNITURE FURNITURE FURNITURE FURNITURE
MEMORY MEMORY MEMORY MEMORY
GAME GAME GAME GAME
168
GARAGE
SALE
LET’S HAVE FUN!

16
169
in on under
next to behind WHERE IS

in front of between
THE LAMP?
A
student
jeans backpack dog sneakers cap bike

17
CNA KIDS PLAY

1 2
170
0
,
WHERE S in on under
THE LAMP? next to behind
in front of between
B
student
lamp chairs cat books broom shoes

1
LET’S HAVE FUN!

17
171
,
WHAT S HIS
E-MAIL ADDRESS?
Donald and Maggie are members What’s Maggie’s last name?
of the CNA Club. Complete their How old is Donald?
personal information. Ask your What’s his mother’s name?
partner questions like: How do you spell that?
Name: Donald Reeds

Age:

Birthday: June
Father’s name: Jack
Mother’s name:
E-mail address: dreeds@cnanet.co
Phone number:
m
ggie
A
: M a
Name
Age: 1
9
rth day:
Bi
student

Emily
e:
t h e r ’s nam
Fa e:
e r ’s nam
6712
Mo t h
ss:
a i l addre
5 5 5 -
E-m :
e n u mber
Phon
17
CNA KIDS PLAY 2

172
2
,
WHAT S HIS
E-MAIL ADDRESS?
Donald and Maggie are members What’s Donald’s last name?
of the CNA Club. Complete their How old is Maggie?
personal information. Ask your What’s his father’s name?
partner questions like: How do you spell that?
Name: Donald

Age: 24

Birthday:
Father’s name:
Mother’s name:
Vivien
E-mail address:
Phone number: 245 -5565
ie A t kins
B
: M ag g
Name
Age: p te m ber
day:
Se
rth
Bi
student
ael

ic h
:M n e t.com
ame n a
a@c
r ’s n
Fathe o n n
er’s n a m e:
tkins . d
Moth
re s s : a
- m a il add
E r:
n e n umbe
Pho
3
LET’S HAVE FUN!

17
173
17
CNA KIDS 1
174
4
5
LET’S HAVE FUN!

17
175
17
CNA KIDS PLAY 2

176
6
17
CNA KIDS PLAY 2

8
Hello, everybody. Hello, everybody.
Welcome back. Welcome back.
Welcome back to CNA. Welcome back to CNA.
ACTIVITY 3 - LET S SING!

Let’s have a lot of fun. Let’s have a lot of fun.
,
A lot of fun every day! A lot of fun every day!
Meet your friends, say hello. Meet your friends, say hello.
Say hello, how are you? Say hello, how are you?
Let’s learn, let’s play. Let’s learn, let’s play.
There’s so much we can do. There’s so much we can do.
Hello, everybody. Hello, everybody.
Welcome back. Welcome back.
Welcome back to CNA. Welcome back to CNA.
Let’s have a lot of fun. Let’s have a lot of fun.
A lot of fun every day! A lot of fun every day!

9
RESOURCE PACK
17
What’s your name? My name’s _____.
How are you? I’m fine, thanks.
What’s this? What’s that?

ACTIVITY 16 - LET S USE ALL THE ENGLISH WE KNOW.
What are these? What are those?
What’s your favorite color? What’s your favorite animal?
Do you have a ____ ? Do you have an ____ ?
Yes, I do. No, I don’t.
Who’s this? Who’s that?
What’s his name? What’s her name?
Who’s that man? Who are these men?
Who’s this woman? Who are these people?

,
Who are they? What are their names?
Is he your uncle? Is she your mother?
Is it a monkey? Is it a dog?
Yes, it is. No, it isn’t.
Yes, she is. No, she isn’t.
Yes, he is. No, he isn’t
Is it beautiful? Is it strong?
Is she fast? Is he big?

18
CNA KIDS PLAY 2

0
I’m from I’m from I’m from I’m from
Brazil. Brazil. Australia. Australia.
ACTIVITY 8 - LET S FIND OUR PARTNERS.

France. France. Mexico. Mexico.

Argentina. Argentina. Germany. Germany.
,
England. England. Italy. Italy.

China. China. Japan. Japan.

Spain. Spain. the U.S.A. the U.S.A.
1
RESOURCE PACK
18
Brazil Brazilian
the U.S.A. American

ACTIVITY 10 - LET S PLAY!
Japan Japanese
,
England English
Mexico Mexican
Germany German
Italy Italian
France French
Australia Australian
China Chinese
Spain Spanish
Argentina Argentinean
18
CNA KIDS PLAY 2

2
Object Number Object Number
desk: desk:
whiteboard: whiteboard:
windows: windows:
computer: computer:
bulletin board: bulletin board:
ACTIVITY 13 - LET S TALK.

desk: Desk:
whiteboard: Whiteboard:
windows: Windows:
,
computer: Computer:
bulletin board: Bulletin board:

desk: desk:
windows: windows:
computer: computer:

desk: desk:
windows: windows:
computer: computer:

desk: desk:
windows: windows:
computer: computer:

desk: desk:
windows: windows:
computer: computer:
3
RESOURCE PACK
18
A B C
3 bedrooms 4 bedrooms 3 bedrooms
2 bathrooms 3 bathrooms 2 bathrooms
1 small kitchen 1 big kitchen 1 small kitchen
1 small living room 1 big living room 1 big living room
1 small home office 1 dining room 1 garage
1 laundry room 1 garage

1 garage 1 laundry room
1 basement
You need: You need:

3 bedrooms, 2 bathrooms, 4 bedrooms, 3 bathrooms, You need:
a small kitchen, a small living room, a big kitchen, a big living room, 3 bedrooms, 2 bathrooms,
a small home office, a dining room, a garage, a basement a small kitchen, a big living room
a laundry room, and a garage. and, a laundry room. and, a garage.
D E F
,
4 bedrooms 2 bedrooms 2 bedrooms

3 bathrooms 1 bathroom 1 bathroom
1 big kitchen 1 big kitchen 1 small kitchen
1 big living room 1 small living room 1 small living room
1 home office 1 garage 1 home office
1 garage
1 basement
1 attic
You need:
4 bedrooms, 3 bathrooms, You need:
a big kitchen, a big living room, You need: 2 bedrooms, 1 bathroom,
a home office, a garage, 2 bedrooms, a bathroom, a big kitchen, a small kitchen, a small living room,
a basement, and an attic. a small living room, and a garage. and a home office.
18
CNA KIDS PLAY 2

4
NAME
AGE
BIRTHDAY
RESOURCE PACK
,
18 ACTIVITY 14 - LET S TALK.
5
18
6
,
Name: Payton Clarence Name: Ricky Caesar

Age: 18 Age: 17
Birthday: April Birthday: March
CNA KIDS PLAY 2

Country: the U.S.A Country: France
Favorite color: green Favorite color: yellow
Pets: two dogs and a cat Pets: two dogs and a cat
Mother: 50 years old Mother: 45 years old

Mother’s birthday: May Mother’s birthday: September
Father: 49 years old Father: 46 years old
FAMILY
FAMILY
Father’s birthday: October Father’s birthday: July
Name: Bailey Pitts Name: Avery Lynn

Age: 25 Age: 25
Birthday: September Birthday: August
Country: Italy Country: Spain
Favorite color: blue Favorite color: yellow
Pets: fish Pets: a bird and a dog
FAMILY FAMILY
Mother: 51 years old Mother: 49 years old
Mother’s birthday: May Mother’s birthday: November
Name: Taylor Quinn
Name: Charlie Johnson
Age: 20
Birthday: April Age: 20
Country: England Birthday: June
Favorite color: blue Country: the U.S.A.
Pets: a ferret Favorite color: blue
Mother: 60 years old Pets: two dogs
Mother’s birthday: August
Father: 65 years old FAMILY
Father’s birthday: August Mother: 47 years old
FAMILY
Sister: 18 years old Mother’s birthday: October
Sister’s birthday: January
Name: Pat Robbins

Age: 20 Name: Morgan Lee
Birthday: August Age: 25
Country: Australia Birthday: July
Favorite color: red
Country: China
Pets: a cat
Favorite color: red
Mother: 43 years old Pets: no
Mother’s birthday: February
Father: 46 years old FAMILY
Father’s birthday: April
FAMILY
Mother: 44 years old
Brother: 23 years old
Brother’s birthday: July Mother’s birthday: December
RESOURCE PACK
,
18 ACTIVITY 24 - LET S USE ALL THE ENGLISH WE KNOW.
7
What’s your
phone number?
What’s your
e-mail address?
ACTIVITY 8 - LET S TALK.
PHONE E-MAIL
NAME NUMBER ADDRESS
,
18
CNA KIDS PLAY 2

8
My name’s Christian. His name’s Steve.
Her name’s Sarah. I’m from Brazil.
ACTIVITY 12 - LET S PLAY!

,
He’s from Japan. She’s from Italy.
I’m 10 years old. He’s 17 years old.
My phone number’s
She’s 89 years old.
955-7643.
His phone number’s Her phone number’s

763-1278. 435-0332.
My e-mail address is His e-mail address is

johhnybp@cnanet.com. andyggordon@cnamail.com.
Her e-mail address is My favorite vacation

barbienory@cnamail.com place is the beach.
His favorite vacation Her favorite vacation

place is the desert. place is the mountains.
9
RESOURCE PACK
18
1
ACTIVITY BOOK
19
Name: ________________________________Group:____________
Teacher’s name: _________________________ Date: ____________
1. Let’s answer.
IS IT A BALL?
1. 2. 3.
Is it a ruler? Is it an action figure? Is it an airplane?

Yes, it is. No, it isn’t. It’s a No, it isn’t. It’s a
car. ball.
4. 5. 6.
Is it a guitar? Is it a handheld game? Is it a pencil sharpener?

Yes, it is. Yes, it is. No, it isn’t. It’s a
pencil.
3
ACTIVITY BOOK
19
2. Let’s look and
complete.
George Antonia
grandfather grandmother Hi. I’m Emma.
This is my family.
Robert Mirela Moe Vicky

father mother uncle aunt
Me Marcel Giovanna Joyce Patrick

brother sister cousin cousin
Yes, she is.

Is she your sister? Her name is
Giovanna. Is he your No, he isn’t. He’s my
1. father? uncle. His name is Moe.
2.
__Is__he yo__
____ ur___ brother?
3. Is __
____ he__yo
__ur
___ father?
__N__o,__he__is__n’__
t.
H__e’__
sm __y__c__
ous __in.
H__
__ is __
na__m__ e __
is
____P__
atri__c__
k. __ Ye__
____ s, __
he__is__
. H__is___
__na
__m
__e__is__R__
obe __rt
__. _
4.
5. __Is__sh
__e__yo
__ur
___ grandmo ther?
__Is
__sh
__e
__yo
__ur
___ mother?
__Ye
__s,__sh
__e__is__
.H__e__r_ No,
__sh e is__n’__
t. S__he
na__m__e__is__
__ ____ __’s_ 6.
__ A__nto__ni__
a._ m y
______au
__nt__. __
H__ er___
na__
____ m__
e is__V__ic__ky__
. _
19
CNA KIDS PLAY 2

4
3. Let’s complete.
1. your name?
What is ____________
My name is Rita.
________
IS IT A BALL?
2.
his
What is ____________ name?
His name is Andy.

________
3.
her
What is ____________ name?
Her name is Barbie.

________
4. your
What is ____________ name?
My name is Phil.
________
5
ACTIVITY BOOK
19
4. Let’s follow the lines and answer.
No, it isn’t.
_______________________
It’s a monkey.
_______________________
1. Is it a lion?
No, it isn’t.
_______________________
2. Is it a zebra? It’s a turkey.
_______________________
3. Is it a giraffe?
Yes, it is.
_______________________
_______________________
4. Is it a goose?
Yes, it is.
_______________________
_______________________
5. Is it a snake?
No, it isn’t.
_______________________
6. Is it a leopard? It’
s a shark.
_______________________
Yes, it is.
_______________________
_______________________
19
CNA KIDS PLAY 2

6
Name: ________________________________Group:____________
1. Let’s follow the line and answer.
Hello. I’m Paulo.

____________________
ARE YOU FROM CHINA?

I’m from Brazil.
____________________
Paulo
I’m Brazilian.
____________________
Hello. I’m Giovanna.

____________________
Giovanna
I’m from Italy.

____________________
I’m Italian.
____________________
1.
Hello. I’m Lukas.

____________________
I’m from Germany.
____________________
Lukas
I’m German.
____________________
2.
Hello. I’m Martin.

____________________
I’m from Argentina.
____________________
Martin
I’m Argentinean.
____________________
3.
Hello. I’m Denise.

____________________
I’m from Mexico.
____________________
Denise
I’m Mexican.
____________________
4.
Hello. I’m Ming.

____________________
I’m from China.
____________________
Ming
I’m Chinese.
____________________
5.
7
ACTIVITY BOOK
19
2. Let’s answer the questions.
Jessica Pablo Toshiro Elizabeth Francoise

,
Seattle Madrid Tokyo Oxford Cannes
No, he isn’t. He’s Spanish.

Is Pablo Mexican?________________________________________________
1.
He’s from Madrid, Spain.
Where’s he from? ________________________________________________
Yes, she is.

Is Françoise French? ______________________________________________
2.
She’s from Cannes, France.
Where’s she from? _______________________________________________
No, she isn’t. She’s American.

Is Jessica Australian? _____________________________________________
3.
She’s from Seattle, the U.S.A.
Where’s she from? _______________________________________________
Is Elizabeth Brazilian? __No, she isn’t. She’s English.

___________________________________________
4.
She’s from Oxford, England
Where’s she from? _______________________________________________
Yes, he is.
Is Toshiro Japanese? ______________________________________________
5.
He’s from Tokyo, Japan.
Where’s he from? ________________________________________________
19
CNA KIDS PLAY 2

8
3. Let’s match.
1. Where are you from? ( 4 ) She’s from China.

2. Is Bob Mexican? ( 3 ) Yes, I am.
3. Are you from the U.S.A.? ( 6 ) He’s from Italy.
4. Where’s Deborah from? ( 1 ) I’m from Japan.
5. Is Jenny from Japan? ( 2 ) No, he isn’t.
6. Where’s Augusto from? ( 5 ) No, she isn’t.
ARE YOU FROM CHINA?

4. Let’s circle the odd one out.
Brazil Italian English

the U.S.A. Argentinean American
Mexican French China
Germany Japan Australian
1. 2. 3.
Spain Brazilian
England Argentina
German Mexico
Italy France
4. 5.
Chinese
Spanish
Australia
Japanese
6.
9
ACTIVITY BOOK
19
5. Let’s draw and write.
Hello. My name is Eduardo.

__________________________ This is my cousin.
__________________________
I’m from São Paulo, Brazil.
__________________________ Her name is Bruna.
__________________________
I’m Brazilian.
__________________________ She’s from Porto Alegre, Brazil.
__________________________
__________________________ She’s Brazilian.
__________________________
__________________________ __________________________
__________________________ __________________________
__________________________ __________________________
__________________________ __________________________
20
CNA KIDS PLAY 2

0
Name: ________________________________Group:____________
Teacher’s name: _________________________ Date:_
Date: _____________
___________
1. Let’s unscramble and find

the mystery word.
ARE THEY WITCHES?

REINCP P R I N C E
TIANG G I A N T
3.
DAFWR D W A R F
1.
GNKI K I N G
4. What’s my
favorite online
game?
EENUQ Q U E E N
5.
TIGHNK K N I G H T
HIWCT W I T C H
NISSCREP P R I N C E S S D R A G O N L A N D
2. 1 2 3 4 5 3 5 1
FYIRA F A I R Y
1
ACTIVITY BOOK
20
2. Let’s look and answer.
is this?
Who______________________________
1.
She’s a witch.
_________________________________
2.
are these?
Who______________________________
They are fairies.
_________________________________
3.
is this?
Who______________________________
He’s a knight.
_________________________________
are these?
Who______________________________
4.
They’re princes.
_________________________________
5.
are these?
Who______________________________
They are princesses.
_________________________________
are these?
Who______________________________
6.
They are queens.
_________________________________
20
CNA KIDS PLAY 2

2
3. Let’s unscramble the sentences.
THEY ARE ?
WITCHES
______
Are
1. ___ th__
____ he__s?______________________________
itc__
ey__w__
A IS .
DRAGON THIS
ARE THEY
WITCHES?
__________
2. _Th is is
__a dr
__ ag
__ __on
__ .
__ __ __ __ ____________________
____
THEY ARE .
KNIGHTS
______
3. _Th ey are kn
__ igh
__ ts.
__ __ __ __ __ __ __ ____________________
________
SHE A .
IS PRINCESS
__
4. _Sh e is a pr inc es
__ s.
__ __ __ __ __ __ __ __ ____________________
____________
A I .
AND CASTLE CROWN
HAVE A
________
ha__ve__a__ca
5. _I __ __d__a__cr
__le__an
__st __n.
__ow ____________________
GOLDEN A .
EGG HAVE I

6. _I __ __lde
ha__ve__a__go ____ g.__________________________________
eg__
n __
A FAIRY THIS ?
IS
______
7. _Is__th is a fa iry
__ __?__ __ __ __ __ __ __ ____________________
______
QUEENS ARE ?
THEY
__
ey qu ee ns ? __ __ __ __ ____________________
__e__th
8. _Ar ________ __ __ __ __ __
3
ACTIVITY BOOK
20
4. Let’s match.
I have a I have a
white horse
white horse
_____________. wand
_____________.
1. 2.
I have a I have a
club
_____________. sword
_____________.
3. 4.
I have a I have a
castle
_____________. carriage
_____________.
5. 6.
I have a I have a
shovel
_____________. crown
_____________.
7. 8.
I have a I have a
broom
_____________. golden egg
_____________.
9. 10.
20
CNA KIDS PLAY 2

4
Name: ________________________________Group:____________
Teacher’s name: _________________________ Date:_
Date: _____________
___________
1. Let’s unscramble and find the mystery word.
C O M P U T E R
HOW MANY STUDENTS ARE
THERE IN YOUR CLASS?

ERPUOTCM
2.
PAM M A P
9.
TEWDOHBIRA W H I T E B O A R D
1. 8.
SEDK D E S K
11.
SOTREP P O S T E R
5.
CARHI C H A I R
10.
SAABSTEKTEW W A S T E B A S K E T
WINWOD W I N D O W
6. 7
LARCANED C A L E N D A R
3.
KOCCL C L O C K
JOCTERROP P R O J E C T O R
4.
B U L L E T I N B O A R D
1 2 3 3 4 5 6 7 1 8 9 10 11
5
ACTIVITY BOOK
20
2. Let’s find the differences.
A.
B.
Example:
In Picture A there are two bulletin boards. In Picture B there is one
bulletin board.
In Picture A there is one map. In Picture B there are two maps.
1. __________________________________________________________________
In Picture A there are ten desks. In Picture B there are eight desks.
2. __________________________________________________________________
In Picture A there are two clocks. In Picture B there is one clock.

3. __________________________________________________________________
In Picture A there are two wastebaskets. In Picture B there is one wastebasket.

4. __________________________________________________________________
In Picture A there are two posters. In Picture B there are three posters.
5. __________________________________________________________________
In Picture A there are two windows. In Picture B there are three windows.
6. __________________________________________________________________
20
CNA KIDS PLAY 2

6
3. Let’s unscramble the sentences.
1. two classroom are the There maps in .

There are two maps in the classroom.
_____________________________________________________________
2. calendar Is classroom in there your a ?

Is there a calendar in your classroom?
_____________________________________________________________
3. Are computers two school there in your ?

HOW MANY STUDENTS ARE
THERE IN YOUR CLASS?

Are there two computers in your school?
_____________________________________________________________
4. cat on a is There the table .

There is a cat on the table.
_____________________________________________________________
5. cows How are farm many there on the ?

How many cows are there on the farm?
_____________________________________________________________
6. in two house are dogs There my .

There are two dogs in my house.
_____________________________________________________________
4. Let’s count and complete.
1. 2.
A: There are five
_________________ old A: There are fifteen
_________________ red pencils
there are six
computers and _____________ there are four
and ___________________ blue
new computers. How many pencils
pencils. ___________________ are there?
How many computers are there?
__________________________ __________________________
B: There are eleven computers.
__________________________ B: There
__________________________
are nineteen pencils.
3. 4.
There are eight
A: _________________ white cats A: There are seven
_________________ new desks
there are eight
and _______________ black there are five
and _______________ old
How many cats are there?
cats. ______________________ How many desks are there?
desks. _____________________
There are sixteen cats.
B: __________________________ There are twelve desks.
B: __________________________
__________________________ __________________________
7
ACTIVITY BOOK
20
5. Let’s look and answer.
Is there a window in the picture?

1. Yes
___ ___ ___re
, the is.__________________________________________________
___
Are there ten chairs in the picture?
2.
___ , the
No___ ___ are
re___ ___ Th___
n’t.___ are___eig
ere___ ___ht.________________________________
ure?
Are there nineteen backpacks in the pict
3. Yes___
___ , the___re
___are
___. _______________________________________________
Are there seven books in the picture?
4. No___, the Th___
n’t.___
are___
re___ are___
ere___ twe
___lve . _____________________________
___
___ ___
Are there three cats in the picture?
5.
Yes___
___ ___re
, the are
___ ___. _______________________________________________
picture?
Are there four bulletin boards in the
6.
No___, the y are
___ ______ ___are
___ere
n’t. Th ______ . ________________________________
two___
___
ure?
Are there five wastebaskets in the pict
7.
No___ , the___ n’t.___
are___
re___ are___
ere___
Th___ two
___. ________________________________
___
20
CNA KIDS PLAY 2

8
Name: ________________________________Group:____________
1. Let’s do the crossword puzzle.
2.
WHOSE SHIRT IS THIS?

3.
1.
1.
J
10. C A P
C
4.
3. K 4.
5. S N E A K E R S 6.
K T H 7. V
9. I 8. S H O E S F E
10. S H I R T R 11. L S
A T 15. 12. T - S H I R T
N S O P
13. D R E S S 14. C -
A B K F
L 14.
15. J E A N S L 5.
S L O
10.
T P
8. S
13.
6.
12. 7.
11.
9.
9
ACTIVITY BOOK
20
2. Let’s complete.
1. 2.
A: Is this Bobby’s T-shirt? A: Are these Robby’s jeans?
B: Yes,
_____it_____
is. _______ B: Ye s, th_____
_____ ey ar_____
e. __
___________________ ___________________
3.
A: Is this Bobby’s
_________________
4.
A: Are
_____ _____Bobb
these s
_____y’__
cap?
__________________ _____ ? _________
socks_____
Robby’s.
B: No, it isn’t. It’s ________ B: Yes, they are.
__________________
6.
A: Is this_____
Robb_____
5.
A: Is this Bobby’s vest? _____ y’s __
is. _______
_____it_____
B: Yes, belt?
___________________
___________________ ___________________
B: Yes, it is.
7.
A: Are these 8.
_____ _____Bobb
_____y’__
s A: Are they Robby’s
short_____
_____ s? _________ sneakers?
B: No, they aren’t. They’re No, they
_____ aren’t
_____ . ____
_____
_____ _____ _____ ___ _____re
They’ Bobb
_____ y’s. ___
_____
21
CNA KIDS PLAY 2

0
3. Let’s ask and answer.
WHOSE SHIRT IS THIS?

A: __Whose belt is this?
____________________ A: _Whose shoes are these?
_____________________
B: __It’
s Bobby’s belt.
____________________ B: _They’re Robby’s shoes.
_____________________
1. 2. 3.
A: _Whose socks are

_________________ A: _Whose vest is
_________________ A: Whose jacket is
__________________
_these?
_________________ __this?
________________ this?
__________________
B: _They’re Robby’s.
_________________ B: _It’
s Robby’s.
_________________ B: It’
s Bobby’s.
__________________
__________________ __________________ __________________
4. 5. 6.
A: _Whose shorts are

_________________ A: _Whose sneakers
_________________ A: Whose T-shirt
__________________
_these?
_________________ _are these?
_________________ is__________________
this?
B: _They’re Bobby’s.
_________________ B: _They’re Robby’s.
_________________ B: It’ s Robby’s.
__________________
__________________ __________________ __________________
ACTIVITY BOOK
1
21
4. Let’s look and complete with is or are.
is
Hello. My name __________ Gabriela.
is
Look at my picture! My skirt _______
is
red, my T-shirt ________ pink, my belt
is
__________ are
purple, my socks _______
are
white, my sneakers __________
is
red, and my cap __________ white.
5. Let’s draw and write about ourselves.

21
CNA KIDS PLAY 2

2
Name: ________________________________Group:____________
1. Let’s write the parts of the house.
WHERE’S YOUR BEDROOM?

1.
2. 3.
4.
6. 7.
5.
9.
8. 11.
10.
12.
1. attic
_____________________________ 2. bathroom
_____________________________
3. bedroom
_____________________________ 4. home office
_____________________________
5. kitchen
_____________________________ 6. stairs
_____________________________
7. dining room
_____________________________ 8. laundry room
_____________________________
9. living room
_____________________________ 10. hall
_____________________________
11. garage
_____________________________ 12. basement
_____________________________
3
ACTIVITY BOOK
21
2. Let’s read and match.
a.
b.
c.
1. There are two bedrooms, two bathrooms, one living

room, one laundry room, and one kitchen.
c
2. There are four bedrooms, two bathrooms, one living
room, one dining room, one attic, and one kitchen. b
3. There are four bedrooms, three bathrooms, one living
room, one basement, a dining room, and a kitchen. a
em.
s and describe th
w our house
3. Let’s dra
21
CNA KIDS PLAY 2

4
4. Let’s write about our houses.
1.
How many TVs are there in your house?
A: ____________________________________
There are
B: ____________________________________
2.
How many tables are there in your house?
A: ____________________________________
B: ____________________________________
WHERE’S YOUR BEDROOM?

3.
How many pictures are there in your house?
A: ____________________________________
B: ____________________________________
4.
How many rugs are there in your house?
A: ____________________________________
B: ____________________________________
5.
How many lamps are there in your house?
A: ____________________________________
B: ____________________________________
6.
How many armchairs are there in your house?
A: ____________________________________
B: ____________________________________
7.
How many beds are there in your house?
A: ____________________________________
B: ____________________________________
8.
How many curtains are there in your house?
A: ____________________________________
B: ____________________________________
5
ACTIVITY BOOK
21
5. Let’s find the cats.
The black cat is in the box, in the living room.

______________________________________________________
The white cat is on the chair, in the kitchen.
______________________________________________________
The yellow cat is under the table, in the basement.
______________________________________________________
The brown cat is in front of the bed, in the bedroom.
______________________________________________________
The gray cat is between the desk and the chair, in the basement.
______________________________________________________
21
CNA KIDS PLAY 2

6
Name: ________________________________Group:____________
1. Let’s write the numbers and find the mystery sentence.
30 T H I R T Y
HOW OLD ARE YOU?

1.
80 E I G H T Y
5.
23 T W E N T Y - T H R E E
90 N I N E T Y
2.
24 T W E N T Y - F O U R
50 F I F T Y
60 S I X T Y
21 T W E N T Y - O N E
3.
40 F O R T Y
6.
100 O N E - H U N D R E D
4. 9.
25 T W E N T Y - F I V E
22 T W E N T Y - T W O
8.
20 T W E N T Y
70 S E V E N T Y
7.
I AM T E N Y E A R S O L D
1. 2. 3. 4. 5. 3. 6. 7. 8. 9.
7
ACTIVITY BOOK
21
2. Let’s answer the questions.
1. 2. 3.
A: How old is she? A: How old is he? A: How old is she?

twenty-five
B: She is __________ eighty-five
B: He is __________ fifty-four
B: She is __________
years old.
_________________ years old.
_________________ years old.
_________________
4. 5. 6.
old is he
A: How __________? old is she
A: How __________? How old
A: _______________
He is thirty- four
B: _______________ She is forty- one
B: _______________ are
____________ you?
years old.
_________________ years old
_________________ B: _______________
3. Let’s answer the questions about Emma’s family.
35 37 60
58
10
6
1. She’s fifty-eight years old.

How old is her grandmother? ____________________________________
2. He’s sixty years old.
How old is her grandfather? _________________________________________
3. She’s thirty-five years old.
How old is her mother? ____________________________________________
4. He’s thirty-seven years old.
How old is her father? _____________________________________________
5. He’s ten years old.
How old is her brother? ____________________________________________
6. She’s six years old.
How old is her sister? ______________________________________________
21
CNA KIDS PLAY 2

8
4. Let’s find the months of the year and write them down.
J Q E R Y I O D E C E M B E R
A P S F G S J K J Z C V N O W
N R T U O E A D U F H L X C C
U V M J Q P E T L U O P S T F
HOW OLD ARE YOU?

A U G U S T H K Y L X V N O Q
R M B N C E Z K H F S A P B I
Y T R E W M K N O V E M B E R
A Z W X D B R F V T G B Y R H
N U J M I E S A P R I L O L Q
A P F E B R U A R Y J H B F R
I M A Y E N R Y S V C T E K L
D O N W S K B R O K M A R C H
1. January
__________________________________________________
2. February
__________________________________________________
March
3. _________________________________________________
April
4. _________________________________________________
May
5. _________________________________________________
June
6. _________________________________________________
July
7. _________________________________________________
August
8. _________________________________________________
September
9. _________________________________________________
October
10. _________________________________________________
November
11. _________________________________________________
December
12. _________________________________________________
9
ACTIVITY BOOK
21
5. Let’s answer the
questions.
1.
When is Mother’s Day in Brazil?
It’s in May.
_______________________________________________________________
2.
When is Halloween?
It’s in October.
_______________________________________________________________
3.
When is New Year’s Day?
It’s in January.
_______________________________________________________________
4.
When is Labor Day in Brazil?
It’s in May.
_______________________________________________________________
5.
When is Valentine’s Day in Brazil?
It’s in June.
_______________________________________________________________
6.
When is Teacher’s Day in Brazil?
It’s in October.
_______________________________________________________________
6. Let’s read about Fernando

and write about a friend.
This is Fernando Barbosa. His

nickname is Fefê. He’s 10 years
old. His birthday is in March. He’s
Spanish. He’s from Madrid, Spain.
Draw a picture
of your friend
22
CNA KIDS PLAY 2

0
Name: ________________________________Group:____________
1. Let’s ask and answer.
What’s your favorite

_________________
ARE YOU READY FOR YOUR VACATION?

vacation place?
_________________
vacation place?
1.
My favorite vacation
_________________ 2. My favorite vacation
_________________
place is the beach.
_________________ place is the mountains.
_________________

_________________ What’s your favorite
_________________
vacation place?
_________________ vacation place?
_________________
3. My favorite vacation
_________________ 4. My favorite vacation
_________________
place is the forest.
_________________
place is the desert.
_________________

_________________ What’s your favorite
_________________
vacation place?
_________________ vacation place?
_________________
5. My favorite vacation 6. My favorite vacation

_________________ _________________
place is the city.
_________________ place is the countryside.
_________________
1
ACTIVITY BOOK
22
2. Let’s
read and Name: Clark Watson
complete
the
Age: 9
paragraph. Nationality: American
Birthday: May
Phone number: 435-7974
E-mail address: watsoncl@cnanet.com
is
His name _______________ 9
Clark Watson. He’s _________________ years old.
birthday in He’s
His ___________________ is __________ May. ________________ American.
His
______________ number
phone _______________ 435-7974
is ____________________.
e-mail
His ________________ watsoncl@cnanet.com
address is _____________________________________.
3. Let’s
complete
the form
and write
Name:
YOUR
about
PICTURE
Age: ourselves.
Nationality:
Birthday:
Phone number:
E-mail address:
is
My name _______ ___________________________. I’m _________________
birthday
years old. My _____________________ in _____________________. I’m
is _____
My phone ___________
____________________. _______ number is ________________.
My e-mail _________________
________ address is ______________________________.
22
CNA KIDS PLAY 2

2
4. Let’s unscramble the questions and find the answers
e What your
nam full ? is
1.
What is your full name?

__________________________________________________________
__________________________________________________________
2. number ? is phone your What cell

What your cell phone number?
__________________________________________________________
ARE YOU READY FOR YOUR VACATION?

__________________________________________________________
3. ? What address is e-mail your

What is your email address?
__________________________________________________________
__________________________________________________________
4. holiday ? your is What favorite

What is your favorite holiday?
__________________________________________________________
__________________________________________________________
5. w old
Ho are you ?
How old are you?
__________________________________________________________
__________________________________________________________
3 It’s bobmat23@cnanet.com.
1 It’s Robert Matthews.
2 It’s 845-9855.
5 I’m 16 years old.
4 It’s Christmas.
3
ACTIVITY BOOK
22
5. Let’s look and write.
2.
1. 3.
4.
6.
5.
7.
8.
1. _The camera is in the bathroom, next to the sink.

_____________________________________________________________
2. _The video game is in the bathroom, in the backpack.
_____________________________________________________________
3. _The bike is in the bedroom, in front of the bed.
_____________________________________________________________
4. _The tablet is in the kitchen, on the fridge.
_____________________________________________________________
5. _The rollerblades are in the kitchen, under the table.
_____________________________________________________________
6. _The cell phone is in the dining room, on the table.
_____________________________________________________________
7. _The skateboard is in the home office, behind the armchair.
_____________________________________________________________
8. _The scooter is in the living room, in front of the armchair.
_____________________________________________________________
22
CNA KIDS PLAY 2

4
22
CNA KIDS PLAY 2

6
1
Unit 1 - Is it a ball?
(Track 08) Number 4
Boy: Is she your sister?
ACTIVITY 9
Number 5
Number 1
Girl: It is a drawing kit.
Girl: Is it a bird?
Number 6
Number 2
Boy: Is it a hamster?
Boy: Is he your brother?
Number 3
Girl: She’s my cousin.
1
Unit 2 - Are you from China?
(Track 13) J.P.: From France?

Chuck: Yes, Jean is from France. Good
ACTIVITY 2
job! What about Bruce?
Chuck: Guys, look at the pictures and see
Paul: I think he’s from Australia.
if you know the countries. Look at
Chuck: Very good! And where’s Min from?
Isabel. Where’s she from?
Aiko: She’s from China.
Paul: Brazil!
Chuck: That’s right. And Diego?
Chuck: Yes. Great! Now look at Luke.
Samantha: I know. He’s from Spain.
Where’s he from?
Chuck: Yes! Good job, class!
Samantha: He’s from the U.S.A., right?
Chuck: Yes, he is. What about Mayumi?
(Track 15)
Emma: She’s from Japan.
Chuck: Yes. Mayumi is from Japan. And ACTIVITY 6
Enrique?
J.P.: Is he from China? Number 1
Aiko: No, he isn’t. I think he’s from Woman: You’re from Japan.
Argentina. Number 2
Chuck: Very good, Aiko. Enrique is from Man: Are you from Germany?
Argentina. Where’s Elizabeth
from? Number 3
Peter: She’s from England! Woman: Are you from the U.S.A.?
Chuck: Good! And Juanita? Is she from
Argentina, too? Number 4
Alice: No, she isn’t. She’s from Mexico. Man: You’re from Mexico.
Chuck: Great! And where’s Klaus from? Number 5
Zachary: I think he’s from Germany. Woman: Are you from France?
Chuck: Good. How about Antonietta?
Aiko: That’s easy! She’s from Italy. Number 6
Chuck: Yes! Antonietta is from Italy. And Man: You’re from England.
where’s Jean from?
7
AUDIO SCRIPT
22
(Track 18) (Track 20)
ACTIVITY 14 ACTIVITY 18
Man: Where is John from? Number 1
Woman: He’s from Australia. Boy: Where’s he from?
Woman: Is Mei Lin from Spain? Girl: He’s from France.
Man: No, she isn’t.
Number 2
Woman: Where is she from?
Girl: Is he from Brazil?
Man: She’s from China.
Boy: No, he isn’t. He’s from Japan.
Woman: Where is Jorge from?
Man: He’s from Spain and Pedro is from Number 3
Australia. Girl: Where’s she from?
Woman: No, he isn’t. He’s from Brazil. Boy: She’s from England. She’s English.
Man: Really?
Woman: Yes, Pedro is Brazilian. Number 4
Man: Is Giovanna from Italy? Girl 1: Is she from China?
Woman: Yes, she is. She’s from Rome, Italy. Girl 2: Yes, she is.
Man: And Claudia? Where’s she from? Number 5
Woman: I think she’s Argentinean. Boy: Is she German?
Man: Oh, yes, she’s from Argentina. Girl: No, she isn’t. She’s Mexican.
1
Unit 3 - Are they witches?
(Track 23) J.P.: Number eight and nine are the king
and the queen. And number ten is the
ACTIVITY 2
knight.
J.P.: Come on, Pete. Choose your character.
Peter: There’s a knight? Awesome! So, I’m
Who are you?
the knight.
Peter: Let me see. Who’s number one?
J.P.: Good. Click on the knight, then. Let’s
J.P.: Number one is a witch.
play!
Peter: I don’t like witches. Who’s number
two?
(Track 27)
J.P.: Number two is a fairy.
Peter: No. Who’s number three? ACTIVITY 10
J.P.: Number three is a prince. I’m the
prince. Number 1
Peter: OK, you’re the prince. What about me? Boy: They are witches.
J.P.: Well, number four is a princess. Girl: No, they aren’t. They’re princesses.
Number five is a dragon. Do you like Number 2
dragons? Girl 1: Are they dragons?
Peter: Yes. Who’s number six? Girl 2: No, they aren’t. They’re giants.
J.P.: Number six is a giant.
Peter: Interesting. Giants are big and strong. Number 3
Who’s number seven? Boy: Look! They’re dwarfs!
J.P.: Number seven is a dwarf. Girl: No, they aren’t. They’re fairies.
Peter: Dwarf? I don’t know.
22
CNA KIDS PLAY 2

8
(Track 28) Dwarf: I’m a dwarf. I have beep.
Dwarf: Yes, I have a shovel.
ACTIVITY 12
Dragon: I’m a dragon. I have beep.
J.P.: OK, Pete, let’s play Phase 3 of Dragon
Dragon: Yes, I have a golden egg.
Land.
Congratulations! You passed to Phase 4.
Dragon: Welcome to Phase 3 of Dragon Land.
Click on the objects.
(Track 29)
King: I’m the king of Dragon Land. I have
beep. ACTIVITY 14
King: No, I don’t have a white horse. I’m the Dragon: Welcome to Phase 4 of DRAGON
king of Dragon Land. I have beep. LAND. Capture the objects! Player 1,
King: Yes, I have a castle. it’s your turn.
Queen: I’m the queen of Dragon Land. I have J.P.: I’ll go first.
beep. Dragon: Time is up! Player 2, it’s your turn
Queen: Yes, I have a crown. now!
Witch: I’m the witch. I have beep. Dragon: Time is up! Here’s your score!
Witch: No, I don’t have a magic wand. I’m Peter: What do you have, J.P.?
the witch. I have a beep. J.P.: I have two castles, three carriages,
Witch: Yes, I have a broom. four clubs, six golden eggs, four
Fairy: I’m a fairy. I have beep. magic wands, seven crowns, three
Fairy: Yes, I have a magic wand. brooms, two white horses, five
Prince: I’m a prince. I have beep. swords, and eight shovels. Wow! And
Prince: Yes, I have a white horse. you, Pete, what do you have?
Princess: I’m a princess. I have beep. Peter: I have three castles, two carriages,
Princess: Yes, I have a carriage. three clubs, five golden eggs, six
Giant: I’m a giant. I have beep. magic wands, four crowns, eight
Giant: No, I don’t have a sword. I’m a giant. I brooms, two white horses, nine
have beep. swords, and two shovels. I win!
Giant: Yes, I have a club. Dragon: Congratulations, Player 2. You win!
Knight: I’m a knight. I have beep.
Knight: Yes, I have a sword.
Unit 4 - How many students

1
are there in your class?
(Track 34) Alice: Let me think. There is a map….

No, there are two maps! There is
ACTIVITY 5
a clock.
Mrs. Johnson: So, there’s a new computer in
Mrs. Johnson: And how many desks are there?
your classroom.
Alice: Well, there are twelve students,
Alice: Yes, and there is a projector and
so there are twelve desks. And
there are two whiteboards.
there’s one chair for the teacher.
Mrs. Johnson: What else?
Mrs. Johnson: I see. What else?
9
AUDIO SCRIPT
22
Alice: There is a calendar, there are Number 2
14… 15… 16 posters. Yes, there Boy: Are there three maps in the
are sixteen posters. classroom?
Mrs. Johnson: Uh-huh.
Alice: Oh, there are two bulletin Number 3
boards. And there are three Girl: Is there a whiteboard in the
windows. I think that’s all. Oh, classroom?
and there are two wastebaskets, Number 4
too. Boy: Are there ten chairs in the classroom?
(Track 36) Number 5

Girl: Is there a computer in the classroom?
ACTIVITY 10
Number 6
Number 1
Boy: Are there six desks in the classroom?
Girl: Is there a clock in the classroom?
1 Review 1
(Track 40) Number 4

Boy: How many wands are there?
ACTIVITY 2
Girl: There are nine.
Number 1
Number 5
Girl: Is it a book?
Girl: How many are there?
Boy: No, it isn’t. It’s a car.
Boy: There are two whiteboards and there
Number 2 is a clock in my classroom.
Woman: Is she your mother?
Number 6
Girl: No, she isn’t. She’s my grandmother.
Girl: Who are they?
Number 3 Boy: They’re the king and the queen.
Man: Is he Brazilian?
Woman: Yes, he is. He’s from Rio de Janeiro.
23
CNA KIDS PLAY 2

0
Unit 5 - Whose shirt is this? 2

Number 1 Number 1
Man: It’s dark blue. Man: They’re Marco’s sneakers.
Number 2 Number 2
Woman: They’re light green. Man: It’s Alice’s belt.
Number 3 Number 3
Man: They’re yellow. Man: They’re Marcos’s socks.
Number 4 Number 4
Woman: It’s black. Man: It’s Ali’s cap.
Number 5 Number 5
Man: It’s pink. Man: They’re Ali’s sandals.
Number 6 Number 6
Woman: They’re green. Man: It’s Marco’s T-shirt.
Unit 6 - Where is your bedroom? 2
(Track 16) Peter: There are three bathrooms.

J.P.: Is there a home office?
ACTIVITY 5
Peter: No, there isn’t.
Paul: I like your house, Zach.
Zachary: What about your house, J.P.?
Zachary: Thanks, Paul. What about your house?
J.P.: I live in an apartment. It’s big.
Do you live in a house or in an
There are four bedrooms and two
apartment?
bathrooms. There is a living room, a
Paul: I live in a house. It’s not very big.
kitchen, and a dining room.
There’s a kitchen, there’s a living
room, there are two bathrooms, and
(Track 18)
there are two bedrooms.
J.P.: Is there a dining room in your house, ACTIVITY 9
Paul? Aiko: Sam, can I ask you some questions
Paul: No, there isn’t. about your house?
Zachary: What about you, Pete? Samantha: Yes, Aiko. Of course!
Peter: I live in a house. There are four Aiko: How many TVs are there in your
bedrooms. There’s a living room, a house?
kitchen, and a dining room. Samantha: There are two. There’s a TV in the
J.P.: And how many bathrooms are there, living room and there’s a TV in my
Pete? parents’ bedroom.
1
AUDIO SCRIPT
23
Aiko: And how many tables are there in Samantha: There’s a lamp in my bedroom
your house? and there’s a lamp in my parents’
Samantha: Let me see. There’s a table in the bedroom. There are two lamps in
kitchen and there’s a table in the the living room.
dining room. And there’s a small Aiko: So there are four lamps, right?
table in the living room. So there Samantha: Four. Yes.
are three tables. Aiko: How many couches are there?
Aiko: Three tables. And how many sinks Samantha: There are two couches in the
are there in your house? living room.
Samantha: Hmm… there are three sinks. Aiko: And are there armchairs?
There are two sinks in the Samantha: Yes, there are two armchairs in
bathrooms and there’s a sink in the living room, and there’s an
the kitchen. Oh, wait! There’s a armchair in my parents’ room. So
sink in the laundry room. So there there are three armchairs.
are four sinks. Aiko: How many beds are there?
Aiko: Four sinks. OK. How many toilets Samantha: There are two. There’s my parents’
are there in your house? bed and there’s my bed.
Samantha: Toilets? There are two bathrooms, Aiko: OK. Last question. How many
so there are two toilets. curtains are there?
Aiko: And how many stoves are there in Samantha: Curtains? There are curtains in the
your house? living room, in the dining room,
Samantha: Stoves? There’s only one stove. It’s and in the bedrooms. So there are
in the kitchen. four curtains.
Aiko: And how many fridges are there? Aiko: OK, Sam, that’s all. Thanks.
Samantha: There’s one fridge only. It’s in the Samantha: You’re welcome. Now it’s my turn.
kitchen, too. Can I ask you some questions?
Aiko: OK. And how many cabinets are
there in your house? (Track 22)
Samantha: That’s a difficult question. Let me
think. There is a cabinet in my
ACTIVITY 17
J.P.: This is my dog Rex. He’s very
bathroom and there is a cabinet in
intelligent. Let me show you! Rex!
my parents’ bathroom. There is one
Rex!
cabinet in the kitchen. Ah! And
Rex: Woof! Woof!
there’s a cabinet in the laundry
J.P.: This is trick number one. Rex, go
room. So there are four cabinets.
under the box!
Aiko: Four cabinets. Now, how many
Rex: Woof! Woof!
pictures are there in your house?
J.P.: Good dog, Rex. Now, trick number
Samantha: Let me think. There are three
two. Rex, get on the box. Come on,
pictures in the living room, there
Rex, get on the box!
are two pictures in the hall. That’s
Rex: Woof! Woof!
five. There are two pictures in the
J.P.: Good job, Rex. You’re on the box.
dining room. That’s seven. There’s
Rex: Woof! Woof!
a picture in my parents’ room.
J.P.: Now trick number three. Rex, go
So there are eight pictures in my
behind the box.
house.
Rex: Woof! Woof!
Aiko: How many rugs are there in your
J.P.: Good dog! Now trick number four.
house?
Rex, go next to the box.
Samantha: Rugs? Let me think. One… two…
Rex: Woof! Woof!
three… four… five. There are five
J.P.: Rex, go next to the box!
rugs.
Rex: Woof! Woof!
Aiko: And how many lamps are there?
23
CNA KIDS PLAY 2

2
J.P.: Good dog! Now, trick number five. trick number seven. Rex, go between
Get in the box. the two boxes.
Rex: Woof! Woof! Rex: Woof! Woof!
J.P.: Good! You’re in the box! Now trick J.P.: Good boy, Rex!
number six. Rex, go in front of the Rex: Woof! Woof!
box. J.P.: Here’s a cookie!
Rex: Woof! Woof! Rex: Woof! Woof!
J.P.: Good dog! Now here’s another box.
There are two boxes now. Let’s do
Unit 7 - How old are you? 2

Number 1 Peter: Come and meet the rest of my family.
Man: 14 This is my mother. Her name’s Lisa.
Number 2 She’s thirty-eight years old. That’s
Woman: 51 my father. His name is Takeshi. He’s
forty-one. That’s my grandfather,
Number 3 Hiroshi. He’s ninety-two years old.
Man: 70 That’s my grandmother, Mariko. She’s
eighty-two years old. That’s my sister,
Number 4 Jen. She’s thirteen years old. And
Woman: 12 finally, that’s Luke, my little brother.
Number 5 He’s five.
Man: 90
(Track 33)
Number 6
Woman: 8 ACTIVITY 12
Number 7 Number 1
Man: 16 Peter: How old are you, Aiko?
Aiko: I’m nine.
Number 8 Peter: When’s your birthday?
Woman: 55 Aiko: It’s in August.
Number 2
Zachary: How old are you, Paul?
Paul: I’m eight years old.
Zachary: When’s your birthday?
Paul: My birthday is in June.
3
AUDIO SCRIPT
23
Number 3 (Track 35)
Emma: How old are you, Alice?
ACTIVITY 18
Alice: I’m ten years old.
Chuck: Let’s review the holidays in the U.S.A.!
Emma: When’s your birthday?
Do you remember them?
Alice: It’s in April.
Students: Yes.
Number 4 Chuck: So, when’s Christmas?
Aiko: How old are you, Sam? Peter: It’s in December.
Samantha: I’m eight. Chuck: And when’s Easter?
Aiko: When’s your birthday? Zachary: It’s in March or April.
Samantha: It’s in September. Chuck: What about Thanksgiving?
Emma: It’s in November.
Number 5 Chuck: And when’s Mother’s Day?
Peter: How old are you, Zach? Alice: It’s in May.
Zachary: I’m nine. Chuck: Good. When’s Independence Day?
Peter: When’s your birthday? J.P.: It’s in July.
Zachary: It’s in March. Chuck: And when’s Labor Day?
Paul: It’s in September, right?
Number 6
Chuck: Yes! When’s Valentine’s Day?
J.P.: How old are you, Emma?
Girls: It’s in February!
Emma: I’m eight.
Chuck: That’s right, girls. When’s New Year’s
J.P.: When’s your birthday?
Day?
Emma: It’s in November.
Peter: It’s in January.
Number 7 Chuck: When’s St. Patrick’s Day?
Alice: How old are you, J.P.? Aiko: Is it in September?
J.P.: I’m ten. Alice: No. It’s in March.
Alice: When’s your birthday? Chuck: Yes. St. Patrick’s Day is in March. And
J.P.: It’s in January. when’s Halloween?
Aiko: I know! It’s in October.
Number 8 Chuck: Good, Aiko! When’s Father’s Day?
Paul: How old are you, Pete? Zachary: It’s in June.
Peter: I’m ten years old. Chuck: Great job, guys!
Paul: When’s your birthday?
Peter: It’s in May.
Unit 8 - Are you ready

2
for your vacation?
(Track 41) Number 2
Girl: What’s your favorite vacation place?
ACTIVITY 5
Boy: My favorite vacation place is the
Number 1 countryside.
Number 3
Boy: My favorite vacation place? It’s the
beach.
Boy: It’s the desert.
23
CNA KIDS PLAY 2

4
Number 4 (Track 46)
ACTIVITY 16
Boy: My favorite vacation place is the
Alonso: Let’s go kids. Time to go on vacation.
forest.
Paul: Wait. Where’s my skateboard?
Sylvia: Your skateboard is next to the stove,
(Track 43)
Paul.
ACTIVITY 7 Diego: Where’s my bike, Mom?
Sylvia: Your bike?
Number 1 Alonso: Your bike is on the car, Diego. Come
Girl: What’s your phone number? on, let’s go!
Boy: My phone number is 471-9853. Harry: Where are my rollerblades?
Girl: Excuse me? Paul: They’re next to the toilet, Harry.
Boy: 471-9853. Harry: Next to the toilet? Thanks.
Girl: And what’s your e-mail address? Alonso: Let’s go!
Boy: It’s ninjaboy81@cnamail.com. Paul: Wait! Where’s my scooter?
Girl: Ninjaboy? Alonso: It’s here, behind the car. Let’s go!
Boy: Yes, N-I-N-J-A-B-O-Y 81@cnamail. Sylvia: Where are the tablet and the cell
com. phone?
Number 2 Diego: The tablet is on the sofa and the cell
Boy: What’s your e-mail address? phone is on the bed.
Girl: Just a moment. It’s uh… rosy.yang@ Sylvia: Thanks, dear. Wait! Where’s the
cnanet.com. camera?
Boy: Could you repeat that? Harry: The camera is here, Mom, on the
Girl: R-O-S-Y dot Y-A-N-G@cnanet.com. table.
Boy: And what’s your phone number? Diego: Let’s go!
Girl: It’s 892-0743. Boys: Whoo hoo!
Boy: Excuse me? Harry: Oh, no! Dad, get the video game. It’
Girl: 892-0743. under the bed!
Alonso: Sure, Harry.
Number 3 Sylvia: Are we ready now? Let’s go!
Girl: And your phone number, please? Boys: Yeah!
Boy: My phone number? 297-2651.
Girl: 297-2651.
Boy: That’s right.
Girl: And your e-mail address?
Boy: david19@cnanet.com.br.
Number 4
Girl: My phone number is 234-1256.
Boy: 234-1265?
Girl: No, 234-1256.
Boy: OK.
Girl: And my e-mail address is charlie.
reese@cnamail.com
Boy: What’s that?
Girl: It’s C-H-A-R-L-I-E dot R-E-E-S-E@
cnamail.com.
5
AUDIO SCRIPT
23
Review 2
(Track 49) Number 5
Girl: Are there three windows in your
ACTIVITY 2 bedroom?
Number 1
Number 6
Girl: Is this a pencil?
Woman: Are these John’s socks?
Number 2
Number 7
Boy: Are you Japanese?
Girl: Whose dress is that?
Number 3
Number 8
Girl: Are they witches?
Boy: How old are you?
Number 4
Number 9
Boy: How many students are there in your
Boy: When’s Halloween?
class?
Number 10
Man: What’s your e-mail address?
23
CNA KIDS PLAY 2

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Shutterstock 1. Inglês : Educação infantil 372.21

A view of language which proposes that language is a means of communication

A view of learning which advocates that knowledge is constructed by means of interaction

UC Student’s Learning Pack

Class Lessons Let’s Have Fun! Audio Files

CNA KIDS PLAY 2

IDENTIFYING THE SYMBOLS IN THE

2 tracks from Unit 5 to

Unit 3 - Are they witches?

Unit 2 - Are you from China?

CNA KIDS PLAY 2

Unit 6 - Where’s your bedroom?

74 Talking about rooms in a house.

115 131 177 191 225

CNA KIDS PLAY 2

Hi! I’m your

1. names. If there are new

students in the group, this

• Play the audio once. Play

CNA KIDS PLAY 2

• Books open. Tell students to

to check their answers

by looking at the lyrics in

CNA KIDS PLAY 2

• Walk around the room to

Refer to the reduced

1. students if they play those

• Tell students to ask each

CNA KIDS PLAY 2

ask students to chant with

CNA KIDS PLAY 2

• Books closed. Elicit family

• Ask students to guess who

own families using stick • Offer an opportunity to

CNA KIDS PLAY 2

Refer to the reduced

to check if their answers

• Books closed. Review the

CNA KIDS PLAY 2

ask questions. Model the

CNA KIDS PLAY 2

• Books open. Prepare the cards

CNA KIDS PLAY 2

19. Let’s create.

of countries and other flashcards. If your

• Books open. Ask students

CNA KIDS PLAY 2

Refer to the reduced questions to try to guess

• Books open. Prepare

• Books closed. Show the

CNA KIDS PLAY 2

10. Let’s play!

• Books open. Prepare the cards

opportunity to practice and repeat.

CNA KIDS PLAY 2

• Go over the answers with the

Refer to the reduced

15. Let’s talk.

• Books open. Divide students

GOAL has to guess who it is by

CNA KIDS PLAY 2

about their families, 21. Let’s play!